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Good evening, ladies and gentlemen, and welcome uh to the u June 11th, 2026 uh school committee meeting. And I appreciate everyone's patience this evening. We got a little late start. At this time, I'll call the meeting to order and ask everyone to please rise

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for the pledge of allegiance. 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. >> At this time, we have introduction to

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members. I'll start on this side. >> I'm Jane Reio from the town of Milville. Eric Gette Blackstone. Aaron Vanco, Milville. >> Matt Ketawano, Milville. Chuck Dunen, Blackstone. Terara Scobby Blackstone, Arrolark in Milville, >> Gan Chief Blackstone,

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>> Kristen Donado, director of finance and operations, and Jill Paul Gallerani, interim superintendent. >> This time we have a student representative from the middle school to give an update. It's his first time, so I'm going to sit with him. Can

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>> I just talk? >> Yeah. >> Okay. As we approach the end of the school year, I would like to highlight se several recent events and accomplishments at Frederick W. Haret Middle School. On June 5th, we held our

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annual career day. Students had the opportunity to learn from professionals representing a variety of careers and industries, helping them make meaningful connections between their education and future opportunities. I would like to

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extend a special thank you to Megan Murray for organizing this event for the second consecutive year. We are also grateful to the many business of professionals, community volunteers, and members of the Blackstone Police

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Department who gener generously shared their time and expertise with our students. Yesterday, our grade seven students participated in their year-end field trip. More importantly, many of our students represented Hartnet at the

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Great East Music Festival where both our band and chorus earned gold medal ratings. This is an outstanding accomplishment that represent that reflects their dedication, hard work, and talent of our student

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musicians as well as the commitment of our music educators. In addition to earning gold ratings, our students received positive feedback from the judges who praised their musicianship, preparation, and overall performance

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quality. We are incredibly proud of this achievement and trying to congratulate all of our band and chorus students as well as Mr. Mara, Miss Ryan, and Miss Carson on this well-deserved recognition. Today, our students participated in

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sports field day activities. Thank you to director Bard and Izzy God for organizing a successful event that promoted teamwork, physical activity, and school spirit. Tomorrow, we look forward to our annual field day, another

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opportunity for students to celebrate the end of a successful school year. Tonight, you will also be recognizing three of our students, me, Ava Zachi, and Abby Bruyard for their participate participation in the Flaxon Valley Youth

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Leadership Academy. Throughout the program, these students developed leadership skills through mentorship, collaboration, and engagement with local businesses and community organizations. They al they represented Frederick W.

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Hard net middle school exceptionally well and exemplified the qualities of leadership, responsibility, integrity, and service that we strive to cultivate in all of our students. Finally, we would like to recognize the efforts of

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our library staff, students, and families. We have successfully recovered all outstanding library books except for one. This accomplishment reflects a shared commitment to preserving valuable learning resources and ensuring that

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future students have access to a well-maintained library collection. As we prepare to the final days of school, we remain focused on celebrating student accomplishments while maintaining high expectations for learning and engagement

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through the end of the year. We look forward to our upcoming grade five celebration, grade six honor roll and NGHS ceremony, and grade seven celebration as we recognize the many achievements of our all of our students. Thank you for your continued support of

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Frederick W. Hartnett Middle School. >> Excellent. And if there's no objection from the committee, we're going to move right on to um we're going to pass over right to school committee um agenda. Uh item A, uh student recognition. Um so I know this is our I think our

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second year of recognizing our students. We had a a pretty large group of students that participated in Special Olympics this year with our partner Town Bellingham. Um and we're really I I see it's a little later tonight, so we didn't have as many students show up, but we do want to say what a wonderful

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job they did participating. They did field events. Some of our staff did some of those field events as well. Um I know they did some other things. Uh softball throw. Um and again a lot of running went on that day. Um before we recognize our students, I know we have some staff here who participated in the Special

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Olympics. So if you can just raise your hand, I want to say thank you to those um you know who were there that day. Thank you. And this year, as I mentioned before, we had um middle school students who helped that day volunteer and we had high school students. Our charger horse was

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there for a little while um running around. And again, Telstone Bus gave us a big bus this year um to bring some of our fans to cheer our kids on. So, it was a great day. Um so, I do want to get right to our awards and I see some of our kids are wearing their medals, which is great. Um so, I I am going to call

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all the students. So if you hear your name and I'm actually if um Mrs. Schaefer and Dr. Remka can come up too so you can hand these to your students as I go up here.

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It's the >> And they're they're not in there. I don't know if I've ordered. Um I have Ashley Solomon. I'm not sure if she's here tonight, but congratulations to Ashlin, Izzy Burns,

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>> Adeline, Laya Morris, Jackson Pavo, Orion Blank, >> Declan Pollock, Dean's here, and we HAVE NATALIE LEERSGE.

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WE HAD AJ COLOGNE. We had Evan Bama. Addison Estz, is she here? Michael is Oh, Addison. Yep. >> Okay. Take a picture. Yep. Michael Lebron. I think Mike is here. No. Um

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Lincoln Peters. Was Lincoln here? >> No. Okay. James Barzaga. >> Logan Brett. Logan is here. I saw Logan. Kyle Keny. Braden Markle.

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>> Liam Aley. Samrandle. Wyatt Crannle. Elliot Estas with Elliot. You ready for Elliot? >> Elliot. >> We can come back to Elliot if he's not ready.

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>> He's not ready yet. That's okay. >> Lens Genty. Cole J. Cole Jacobs. No. And Riley Jacobs. >> Does he want to come? Does he want to come? >> No.

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>> So you feel calm. >> You want to? So, we'll clap for them anyway. Next year, we'll make sure we do this much earlier so our kiddos can come. But congratulations to all of you. You did a great job representing BMR and um we're

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looking forward to it again next year. But congratulations to all of you again. had another commission. >> Nope, we're not stared at eight. >> We have actually one more student recognition. Is Dr. Rama, did you want

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to come up? >> She's not listening to me. Dr. Ramka, did you want to come up? Did you >> want to recognize your students? You know, we had three students uh from the middle school who participated in the Blackstone Valley Youth Leadership Academy that we'd like to recognize

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tonight. So, Paka already talked about what that is. Um so, we're very honored to recognize three outstanding students at the middle school. Kau Zad, Ava Saki and A uh Abby Bullion for their participation in the Blackstone Valley

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Youth Leadership Academy. So they participated for how how many months? >> Six. >> Yeah. >> Six months. >> And it was every Thursday. >> Every other Thursday. >> Every other Thursday they have to commit the time and they train. Do you want to tell them a little bit about what you did just a little bit?

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>> Yeah. Um, so we were working with a bunch of other great students and we worked together to um design and plan a steam conference for the public and we held it at WPI and it was great. It turned out really well. >> Yeah, we traveled all over like the Worcester County like kind of that area

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and we got to see like every week there would be like a new speaker presenting and we got to learn about leadership. It was a really great experience. >> Yeah. So we're very proud of them. So >> congratulations. >> THANK YOU. OKAY.

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UM, we have another writing. We have some retirees or retiring and a retire potential. Uh, she is retiring in a short amount of time. So, um, we actually have three this year. Two are here tonight, I believe. Correct. Three

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of ours. Um, so first I'd like to ask um Deb Davich is Where is Deb? Deb, if you can come on up and Christina, if you could come up with her. Um, I know Christina just wants to share a little bit about Deb. But Deb also I think one of our traditions here at BMR is that

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our staff member chooses a book to add to our library. So after Christina has a chance, I'm going to ask Deb to explain why she chose her book. >> Right. So Deb started her career with us in 1998 1999 school year. She's ending

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her career at Milville Elementary after touring the entire school district in every school in her career. Throughout her time in the district, she's provided a sense of consistency, support, and comfort for students. She gets them to she gets to know all of her students um in her class and how she can

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best support them. She knows when to give them a little independence and when to give them a little support. She know um she wants every student to succeed and has been proactive in ensuring that we are keeping student safety and well-being a top priority. Thank you for your time at MEES in

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VMRSD. I'm wishing you the best time in your retirement and hope you have many great nights in New Hampshire. >> Maine. >> Oh, Maine. Sorry. >> Next one over. >> Yes. Thank you. I've enjoyed working these 28 years. I've been in all the

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schools in the district. Um, elementary has always been my favorite. So, I was happy to end my last two years in elementary with third grade. And I chose this book just because um it was written by Matthew McConna and it's

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pretty much about, you know, like just making people feel okay even if they're different. So, I just felt that it really would mean a lot to kids to look through this and stuff like that. Debbie, thank you for everything you've done for the district. Very appreciate

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it. Thank you. >> I think I said I was supposed to write any. >> Thank you. Thank you. >> Congratulations. >> You're welcome. >> Thank you, Deb. Um, and then next we have, who she is going to be with us for just a short

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amount of time at the start of next year, but Sue Kogan. Where's Sue? >> Sue, I know this is the book you chose. >> Yes. After. >> Okay. >> So, Mrs. Kogan has been with MEES since she was hired the start of the school

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year 2012 2013. She did teach elsewhere before here. So, this is not just her career start. Um, she joined our pre-K team, has spent the last 14 years educating, caring for preschool students at Boxville Milville. She comes to school with a great attitude and is always looking for ways to best support

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all students and allow them opportunities to access learning opportunities. Over the last several years, she's worked closely with her colleagues on the pre-K team to review and identify curriculum to best meet the needs of our preschool students. She's been a formal mentor for many first year

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teachers and informal mentor for many teachers as well. Um Sue, we wish you the best of luck in your retirement and enjoy spending time with your family and hanging out in the Cape. >> Thank you. Yeah. Uh I've loved working here, too. And one of uh the people who

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mentored me was Miss Be over there. And uh Miss Be, I don't know what I'm gonna do without her. I think uh back when I first started and I would have uh anxiety at night about something and I would just think, "Oh, I just have to come in tomorrow and talk to Miss B and she'll figure it all out for me and

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she'll help me." And we've done so many things together. And one was Knuffle Bunny by uh Mo Williams. And it's a series and it starts out with a little girl who um is a toddler. Then it's her in preschool. She has a little knuffle bunny. So, we spent a lot of time making knuff bunnies. Some of our my students

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probably remember that and talking about their first words. And this is a book where there's a um pictures drawn, but there's also pictures taken in New York City. So, there was so much we did, you know, cities and towns and growing up and things like that. The at the end she

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gives her an apple buddy away. So, we we loved that. The book goes in and I'm planning on reading it next week. So, that was uh that was what made me think of it. So, thank you for getting it for me. >> And so, I know you're going to come with us, be with us for a short time, so we'll get to say goodbye to you one more time, but we totally appreciate

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everything you've done. >> Thank you so much for our kids. >> Thank you. And I appreciate all of you, too. Thank you. >> Thank you. Okay. >> Okay. That's great. >> Yeah. And >> so now we're going to jump over to the

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report of the superintendent which will be the end of year assessment data. >> So we've >> Yeah, we did skip over a public war. >> Uh good point. Yeah, I was getting these out of order, but I will >> before we enter enter into end of year

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data which >> Yeah, >> excuse me. Yeah. Okay. Uh, I'll I will jump back. Is would um anyone here um wishing to address the school committee in public forum? >> Hello.

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>> My name is Adam Bachelder. Um I live uh in Fischer Street in Millville. Um just want to read this so that I stay on task. Um, my daughter is currently in third grade. I'm here tonight because I have a

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serious safety concern about the bus routting policy that will take effect for her in fourth grade. On Monday, June 8th at 5:40 p.m., my wife wrote to Miss Rema the following. Hi, Miss Remma. Adam and I have a bus

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concern for next year, and we wanted to start by reaching out to you. Harper will be in fourth grade and the kid's boss currently picks us up and drops off a half mile down the road. It's actually three quarters, I checked. Um, passed two very dangerous bends on our street. Uh, two years ago, Harper would still be

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in elementary school entering fourth grade and the bus would not only uh would not pick up and drop off in front of our house, but an adult would be required to get her off the bus. Um, at the same age, barely nine, she now

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will be expected to walk half a mile alone when our son stays after school for sports, jazz band, uh, without sidewalks, including in rainy and icy weather. Um, how do we get uh the bus stop moved in

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front of our house? Uh, this is a very safety uh serious safety concern for our almost 9-year-old uh very small daughter. So that was the email we sent and then we got a response the next morning at around 11. Uh that just kind of felt

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quick. Um and not really looked into. So um the core contradiction is this year as a third grader my daughter is required by school policy to be walked off the bus and released only when the parent or guardian is physically present

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at the stop. I tested this yesterday by not picking her up. I let the bus go by her house and it took her away. Um, the school bus decided rightly that an 8-year-old is not yet ready to manage that situation. But in 3 months, when

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she is a fourth grader, that child will apparently be mature enough to walk 3/4 of a mile home by herself along a road with no sidewalks, tight corners, and many blind spots. I'd like someone on this committee to explain to me what changes between June and September that

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makes a child who needed a guardian at the bus stop in the spring suddenly safe enough to walk uh unpro unprotected road in the fall and winter. Um the safety reality is this isn't going to be uh

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this isn't me being an overprotective parent. I um I'm sure some parents in here could probably attest that I'm not very safe sometimes. Um, this is about a specific documented physical hazard. The route my daughter would be required to walk has no sidewalks, no pedestrian

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pathways, and no safe separation from traffic. Children walking alone on the road's edge are exposed to oncoming vehicles with no barriers between them. Uh, research from the National Highway Traffic Safety Administration consistently shows that children this age have not yet developed the

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perceptual and cognitive skills to reli reliably judge vehicle speed and distance. A quarter mile um on a safe sidewalk through a neighborhood is very different from threequarters of a mile on a road shoulder where one misstep puts a child in traffic. What I am

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asking is the committee to uh to do one of three things. I actually came up with a fourth, sorry. Um continue bus service to my daughter stopped through the fourth grade, establish a safe, protected walking route, which I know that's not going to happen in Millville. Um,

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it's not feasible and it's super expensive to try and put sidewalks through a whole town. I get that. Or grant an individual exemption for families on roads without safe pedestrian infrastructure. I have already timed out the bus from where the drop off would be to if she was dropped off at home. Um, it only added four

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minutes to that bus. Uh, that's four minutes of safety for my child. Um, there's also other families on my street who would also be walking down that same route. So, it wouldn't be that big of a

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piece. You're saving a few other children. Same thing, fourth grade. Um, I'm not asking for special treatment. I'm asking for the same standard of care this district already applies to my daughter today, just 3 months from now. If the school believes she needs a guardian at the bus stop in May, she

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needs a safe road to walk in in September. again two years ago she would not have been required to have a parent at pickup until fifth grade since we moved the ch change of schools. Um my other thought was for changing things is fourth grade either creating

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some sort of sports or after school program for them. Um my daughter is not eligible for cross country like my son is. I'm not saying she has to compete, but if you even create a sports program for the fourth grade to stay after, she could stay after with my son in cross

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country, who did set the record, by the way, for fifth grade fastest time. He just happened to be the only fifth grader. >> Okay, you did have to share that part. >> Yeah. Hey, you know what? I still throw it at him. No participation awards for that kid. Um, I hope the board will take

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this seriously. The goal isn't convenience. It's making sure my daughter comes home safe every day. I appreciate your time and all you guys do. Um, and I signed it the batcholders. Both of us are educators. Thank you. Thank you.

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>> Can I ask the question? I know we have um No. Oh, sorry. It's actually >> Oh, okay. I'm done. >> Is that Did our policy change when the when we change the grade configurations for parents being at the the stop?

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>> Question. Because when my son, my youngest was in middle school, I still had to be there. So middle school as younger, I'm just so I'm asking maybe you might have to get the answer because I I think I would have been under the impression that a parent still had to be

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there, especially since we moved the grade levels down for this building. Um, >> so >> actually change it. >> I'm just I'm going to actually I'm going to stop this right now. It was just a I'm just I would like an answer if you have to get back >> before this evening

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>> from this family. Not from the family. No. >> So is it something you're currently work working on with the principal of the >> this specific situation? No. But I'm sorry if there are this situation currently tonight. Is this the first you're hearing of it tonight

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>> from this parent? Yes. I'm here. >> So you'll look into this tomorrow? >> Absolutely. >> Okay. >> I would just like if you could just get back to us on >> Absolutely. what the policy is and if it has changed >> I will for yeah because we we can't this is the first that the super has the opportunity to deal with this she can uh

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look into a fight and >> okay anyone else for good and welfare okay we'll move on to jump back to the report of the superintendent end of the year assessment data >> so we are in our EOI data um and we have

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all of our schools here tonight and I know a couple of our schools have some students that are can present. Christina, do you want to come up first for Milva Elementary? So, as we've done for the first two presentations, our beginning of the year and middle of the year, we've we've streamlined this a bit to try to be

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clear about the areas of strength, the areas of opportunity, and our next steps. I'll also pass around like we did before because what we've added to our I Ready assessment is the writing samples and I know we're able to share some writing samples with you early in the year. So, I'll pass these around because we also are able to continue to share

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some some samples with you. Um, and just start with elementary school. So, we did have two students scheduled. Josie is our resident reporter here. I don't know what I'm going to do with her without her next year when she goes to

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fourth grade. But, um, we did have another student actually had to have an emergency appendecttomy this week. Um, so she was supposed to come and she had an emergency one Monday night. Um her mom said she's okay but not able to walk. So she could not make it here tonight. So we did have two friends

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coming but um Josie's going to be our star. She was going to start training. Josie was uh starting to train my younger students but unfortunately she couldn't make it tonight. So So you want to start? She's going first. >> Yeah. I'm going

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>> No, you're going for Oh. >> Um hi. I'm Miss B from Milville Elementary. I'm actually JFK right now. um an integrated preschool teacher and we're going to talk a little bit about the data and recently uh preschool actually got involved in all that. We started doing what we call my igdes and

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it's a developmental assessment and we looked at two areas uh literacy and numeracy. In literacy we looked at picture naming, rhyming, alliteration, sound ID, which one doesn't belong in numerous we look at oral counting, number naming, quantity and one to one.

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One of the things it did was unify all of our programs. It used to be theme based and kind of teacher directed. This kind of made it that there was a baseline for all students across our preschool program, which I thought was really helpful to make sure that they're getting quality instruction no matter what class they're in. Um, as a whole,

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we've obviously made improvements. Oh, yay. Look at that. >> We're stuck. >> Oh, we're it's all good. Um, as a whole, we we wanted to make improvements, continue to grow. Um, a lot of our students, we have children that are just three years old coming in and we have students that are five, five and a half.

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Um, but even with that, we had growth in almost all areas. Uh, like picture naming and which one doesn't belong and certain skills that it really just helped us define what we're doing. So, >> that's it. >> Thanks.

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>> All right. Let me shoot here. Apparently, this is my first time running the button. Is it not working or >> No. >> Do you have a place? Do you miss it one? >> There we go. Okay. Got to hold in the right direction. >> Oh, am I doing strengths, too? I'm

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sorry. I can write this more. You're >> apologize. Here we go. Um, some of the strengths for us we found was the rhyming. We really started doing more of the nursery rhymes and it actually made a really great connection to our literacy. We do uh the wonders program. Um but for some of the kids it really

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helped them do uh deeper thinking as we kind of explored more in depth instead of just reading a story making connections to phmic awareness rhyming and those um one of the things we've really found is certain concepts were being missed totally what doesn't belong taking it and putting it into that

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format. You know they knew what does belong but they didn't. So it was good to practice that to get higher level thinking skills um showing ownership in their learning um and focusing on letter recognition uh phmic awareness and building on that pre-iteracy so they're

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really ready for K. I just want to end on a really wonderful note. I have two not one but two preschoolers who are reading chapter books. We're reading um the magic treehouse and they're reading it to the other kids. So we're doing pretty good in preschool. I just want to remind people over the

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last couple of years we've actually incre like we have curriculum in our preschool and we brought on the assess >> and I think it was helpful because then you knew the areas of focus and this is all the foundational work that goes into the literacy >> and all that yeah the thematic units are great and all of that but if you came to

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my room you got one set of themes Mrs. cold and you've got another and we just didn't know about the richness of quality. So we started working with the wonders which is extends into the kindergarten and first grade programs and I think it really gave our kids a jump start and getting ready for learning. So we appreciate >> batteries.

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>> Um so you all have the slides so we're going to go without the slides up there. Um so so the Ready um reading data is next. So the top bar is the um end of year. The bottom bar is the beginning of

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year. So you can see we've made some really nice growth. Um we went from 34 students um two grades three grades or more to um sorry above grade level to 168. Um we've gone from 59 to 100. Um we

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went which obviously from the middle down you want to go down. You want your numbers to go down. So we started 192 students in yellow. are up down to 84. Um we started with 77 in like the the red um we're down to 18 and then the red

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stripes where we started at 11, we're down to three. So um as you can see each grade level the growth that our students have made um as you notice we have almost no yellow now in K. Um we have a we have no red at all in um grade one

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and more than half of the students are on or above grade level. um and continues to go all the way down. So, we've made some we've moved those bars and we've made more green and gotten rid of the red and the yellows. So, um this is a breakdown for our um

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English language learners, our special education students. So, we started off the year with 0% of our students at or or really on or above grade level and we're up to 28% 53% um at the partially meeting and then um

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and we have 47%. And at the beginning of the year, we started off with 53% of students in the red areas and we're down to 19. So, we've really, you know, focused on we have consistency now with our staffing in the ELLL department. Um, programming consistency

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and, you know, we believe that has attributed to a lot of this data. Um, and actually also for the reading data, we have um we had the tutoring this year. So, we had 54 students get tutoring from DESIE. It was amazing. We're actually applying for the grant for next year as well. Um, and one of

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the bonuses is if you have applied before and received it, there's it's a better chance for you. So, um, but it worked great. We got some good once it was a little hiccupy at first, but once we got going, the kids were on 30 minutes three times a week with onetoone tutors. Um, the what they were doing is

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all individualized for them. So, I I believe that also helps with some of our numbers and our growth um for our students. And then our special education students, we started off in the green with seven or the two greens with 7% and up to 33%. As well as um in the red end,

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we were at 60%, we're down to 16. So um I'm really excited with seeing the growth that we've made in reading this year. And now a professional figured out the click. Hi, I'm Shannon Payet. I'm the

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instructional coach for K to 7. Um, so I get to talk about the math data and it very much resembles the reading. You can see um, what I loved was as I was looking through I just loved going up bo Look at that K and then your jump to 84%

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is in the green. I mean that's just amazing. What a great head start for right first, second, and third. Then also the same to hit 3% and then go to 67% between the two in grade one. just does your heart so beautiful to see that

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it every single grade level is 60% or above in that green for K to3 and then you'll see look at that the developing how much it dropped 84 to 16% 87 to 33 61 to 30 I mean those are just beautiful

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numbers to really celebrate and then to go to the red no red right and then as you're and in the younger grades you know because we're younger we don't have that two levels or below all the time. But to see that third grade jump from 28% to just three, I mean there's just a

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lot of celebration happening in math. So, um it was it was really wonderful to look closely at that data and see all of our kids really working hard on that piece. And look at I have mastered it. Um, and our L population this like look

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at three and then over 50% are in green that it's and then 63 to go to 34 and then 34% were red when we started this year and it's only at 9% now. That's a couple kids, right? We can the growth

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that we can make by keeping doing what we're doing in the in the math. Um, and then special education the same 2% were green and we're up to 30. um and are developing stayed consistent. But then you look so you're looking at that and going wait but then you look at

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the red and you see 42% going to 12. So well yeah they had to jump somewhere. So sorry I do love my data. So it just it it's very exciting. I'm a little overt tired. Sorry.

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Look, I'm going to just click. Um, so next up is more literacy data. So this is our Dibbles. Um, we actually started this several years ago when we received the early literacy grant about four years ago. Um, so we just stayed with it because it's another great piece of data. And as you can see the bars

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again moving across the grade levels. So this is K and one. I don't need to read every single number. You want me to jump? Okay. And then you can see two and three. We do have to do a little digging into two. we kind of get a little stagnant um at the end of the year from

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middle of the year. So, we are going to do some digging and actually dig deep over the summer into the specific students and finding out are there kids moving in, kids going forward, kids going back. So, that's why those numbers are um really kind of stuck. So, that's one of the pieces we're going to look

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at. And then grade three um we again have made some nice growth in those as well. And I think we were talking too about looking at it from a student perspective and but also from Dibble's perspective because when you go to two and three you have extra tests that you take. So are those extra ones the ones that are affecting us? So we were really

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looking at it from a few different lenses there. Um and then actually to go back to that, one of the things that we have talked about and I've mentioned um for several kind of rounds is the fluency is definitely an area and that's kind of something here that we continue to work on um because the fluency is

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dibbles requires fluency. I Ready is kind of on your own pace. So you have one minute to complete the fluency assessments in Dibbles. You have kind of really as long as you need for I Ready. So that's where the next digger digging deeper is is kind of figuring out those

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pieces that will help our kiddos at the different grade levels increase their fluency. So, next steps, focusing on streamlining um K through3 is working on getting really specific um writing expectations um and u they've been working on those

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during our staff meetings and as groups to really help to have those uh writing expectations with clear balanced um progressions so they know how could it be evidence-based. They're want focusing on expanding data proficiency platforms. Um targeted professional development to

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deepen under the IR again understanding it more in depth to maximize its potential. Um focusing again on the you know what I need intervention blocks getting more um seamless differentiation. um really kind of making those really optimal teaching

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opportunities and again that homeschool connection um offering uh materials to be broken down and used outside of the school day to help reinforce them across their learning curve. >> Okay. And just to like that strength that first one that median growth of

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every single grade level had students that reached when you look at the over 100%. In both reading and math I mean that's huge median's that middle, right? So we had more kids falling in the right direction than in not the right and that's what you want to see. So I

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thought that was a nice strength. Your next steps, right? >> Oh, we're going to go. >> She did that one. >> I was you are on a roll, my friend. >> I I'm doing the writing data. So this

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ties into what we were talking about for next steps. And you can see so it goes MOI to EOI and you can see um for us there was a lot of growth here for K and one what really stuck out for me is um K

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was across all areas it was - 7 - 7 plus 7 plus 7 for the students. So it really was we're dropping where we want to drop and we're consistently going up where we want to go up in proficiency and and advanced. Um and then that first grade what was interesting is the biggest

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decrease you're going to see is in beginning they jump they go down 12 students and they increase in proficiency the highest with 11 students. So you know whereas developing went down just a couple we did hit a lot more going into that proficient range

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and then we had plus nine to advance too. So that grade one, you can see that we're gonna we're gonna really focus in where do we get those developing to that proficient for next year. Um grade two and three both of them jumped the most in developing and proficient. They went

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way down in developing minus 26 minus 14 for the each and proficient. They went up 25 in second grade. That was huge, right? Um and really looking at what was second grade doing. We did a lot of work this year with a literacy consultant specifically about writing and graphic

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organizers and formulating and I think that we're starting to see that happen um in the classrooms. >> Josie and I just want to mention too that the writing we're doing is not we're doing response to text which is more challenging. You have to be able to

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look at either data a reading and be able to respond to it. So it's not something you can just think of on your own. It has to be you're showing your comprehension. So it is a different form of writing. It's it's a higher level than we're writing >> and actually Josie's gonna talk about it. >> Oh, great. Perfect. >> This year our focus has been on writing.

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There was this one thing that was a mix of reading and writing. We would read a passage about a character's point of view and then respond about how the characters feeling during a storm or situation. Miss Troutier still makes sure that we use TTQA and swag when we are writing. >> We know you guys like swag last time, so

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we wanted to make sure we added that in. To practice writing for MCCAST, we would use C-charts to help us organize our thinking. For example, I would put feelings on one side and a detail on the te from the text that supports it on the other side. One example of a teacher

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that that I did about colonial schools. The left side of the chart is an item from a colonial school and the right side is how I will explain it in my writing. I I used the T-chart to help me organize what I was going to write. When I was writing, I used my teacher to look

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at what I wanted to write about and used information from the chart. One one other thing I did was meet with Miss Trudier and Dr. Sheret. We talked about what we needed to work on and what our goal we had and what goal we had for

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writing. We had information about our scores to see if we were improving so that we could look at the look at them and improve them to get higher scores. My favorite piece of writing that I did in third grade was my soccer

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writing. It is my favorite because it lets people know that we've won the championships and how we got there. Also, we have been writing about a planet. It it does not matter if it's a dwarf planet or a real planet like Mars, but I wrote about a dwarf planet named

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Hia. We we would get a paper to write down our information that we found on Epic. The paper showed the categories like the planet's location in the solar system and the planet's description, which is what it looks like, and its temperature and its and the planet's

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etc. After that, you would add fun facts about your planet like Call Me Up got its round shape because it it is massive enough that its gravity would have pulled it down into a round shape. But the pull of its remarkably fast rotation

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stretches it out into an oval shape. After you did your fun facts, you would enter it on your Chromebook on a slider dock. You cop you can copy exactly what you put on your put on your planet plan planner. We only put bullet points of

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information. After that as you write you turn the information that you put next to the bullet points into sentences and then put it all together. I hope that we can share information about our planet or dwarf planet before the end of the

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year ends. Before the year ends. Excellent. >> That's great. >> And one thing we actually did this year that was that was different as part of our professional development for stack with writing is like Josie said that the the teachers and the consultant met with

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the students and they developed goals for their writing especially in grades two and three and they developed goals for their writing. They looked at it. They g they had scores. They talked about how they can improve and then they were always looking at how they can continuously improve and they had like focus areas where they worked on that.

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So that was what Josie was talking about earlier. >> So to finish our next steps in writing, it actually when Christina and I were talking, we really kept the same goals from our middle of year because it's working and we want why change them, right? When you're looking, we still

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want to expand our opportunities for text dependent writing. We still want to implement student facing checklists and really make that more consistent. We want to build stamina, right? We still want them to be able to write and be able to write with in all opportunities and I think the biggest piece in all

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subject areas. We really need to start having students realize that writing happens everywhere. It's not just reading class. Um we want to put um leverage peer collaboration like Josie was saying, right? Having peers work together but also working with your

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teacher feedback. So we really kind of talked those through and said we love what those goals are setting and we'd like to see if we continue those what it looks like for next year. >> Dr. Josie staying with me another year. >> Any questions for you?

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>> Any questions? >> Thanks. >> I just want to as a preschooler, our teachers say thank you to administration, to our admin and our, you know, principles and stuff to making us part of this conversation. Again, when I first started, we weren't we didn't have curriculum. We didn't have that. And now I feel like we're very

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supported with curriculum, with the books, and with this assessment to be part of this conversation. And I thank you. >> Thank you. >> Thank you. >> Nice job, K. Middle school. One, two, three.

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So I need that. >> Oh, you have a copy of it. So it looks like a lot of slide, but it's not long. What we going to do is we are going to uh share with you uh compare a BOI and EOI and we have three sections. The first section is the reading uh reading

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growth which is slide three and four. So K will sum that up. So each section will sum up a few slide because you have it in front of you. So we don't need to you the number. Good evening. So, I'm Kate Dubis, grade four teacher here at the middle school.

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And as you look at our um reading growth from I Ready, as Dr. Ruma said, we won't go through the specific numbers for you, but what those um graphs show are that all of our students in grades four, five, six, and seven all made progress

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from the beginning of the year to the end of the year. um most significantly moving out of those three or more grade levels below into um either the two or more the two or even just the one year below. What we were also really proud of

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is um not only did our students who were struggling the most at the beginning of the year that we know we spend a lot of time making sure we give the um support that they need to move forward over the course of the year. But our um students who came in as high achievers at the

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beginning of the year, we were able to um maintain that achievement for them as well as move other students into those um grade level, mid-grade level, and above grade level um ranges. Our goal this year had been to not only see these

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scores increase, which of course is always nice to see, um, but we really worked hard as as a staff, the whole school, to make sure that we were giving our students plenty of opportunities to read, to read, um, to develop that

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stamina, to read across various genres, and to make sure they weren't just reading the words, but they were really thinking about what they read, and they had opportunities to um, discuss the comprehension of what they read as well. Um, and Abby is going to share with us

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um, what do you think helped you or how do you how did you improve or get better at reading this year? Although there are a plethora of reasons as to why I became a stronger reader this year, I believe that annotating, reading different genres and teacher assistants have been the biggest support. When annotating in

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class, it allows me to point out anything I am confused about and or have questions on. Then when I'm finished reading, I can go back and take a deeper dive into understanding what the author actually meant. This helps me to grow as a reader because it allows me to turn a

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roadblock into a learning opportunity. Also, when I read different genres, I experience variety. This helps me grow as a reader because having a range of texts allows me to get used to the different types of passages I may come across in the future. Lastly, teacher

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support has greatly influenced me into becoming a better reader. In Mr. T's classroom, when I come across a word that is unfamiliar to me, he writes it down on the board and breaks it down until I understand it. This method has impacted me as a reader by strengthening

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my understanding of vocabulary words. As someone who's in my class with my peers every day, I firmly believe that these three methods have also been a great support to them. I've noticed that when annotating, my peers are more likely to be active in the reading and absorb

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information from the text. Additionally, reading different genres has also helped my peers become more powerful readers. Because we get to experience many genres, my peers have found which they like most, making them more likely to enjoy reading. Finally, receiving

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teacher assistance has boosted my peers understanding in reading. This is because gaining help from Mr. T encourages students to question and decompose the text, skills that are very helpful when reading. I'm so grateful for Mr. T, who has helped me become a

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more intense reader throughout the year. This knowledge is sure to stay with me as I enter high school and beyond. As Henry Adams once said, "The influence of a good teacher can never be erased." >> Wonderful. >> So, the next session is the writing. Kate will also um review that with you,

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which is slide 14. one 11 to 14 >> 11 through 14. So again, as all of those slides are going to indicate is that there was significant growth for all four of our grade levels from the beginning of the year to the end of the year. Many of the um students not only

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um increased in point value on their um assessments, but they also moved proficiency bands. Um I don't think I think there were very few students across the whole school who didn't um improve their score over the course of

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the year. Um a lot of that is attributed to the frequency with which our teachers had our students write this year. Not only for these assessments or response to reading but across all curricula areas, short text, longer texts. Um, we

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did a lot of peer reviewing and what I think was most helpful for all of us was using that common rubric across the four grades and calibrating um our assessments before we scored them. That was most influ influential I

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think to me personally um because I know a lot of times we have even though we try not to we have teacher bias. you know, we have these students who sit in front of us every day and and we know a lot about them. Um, so even when we try to sort of remove the name, we still can

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get a sense of who's writing. So this year using our whole team of teachers as well as our reading interventionists, our coaches, sometimes our principles even, and just kind of disseminating all of the students writing amongst all of

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us and just taking a stack and scoring it. I think our scores were much more accurate than they ever have been before. I think we removed that bias from it. And and even doing that, our scores improved still from from where we

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were at the beginning of the year. So that was I think a really nice piece of growth for us to see. >> And I know the writing samples you you use some that are in our binders. The rubric is actually in there. Yeah. >> So you can get a sense of what those look. >> Yeah. We show and we showed growth. our

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students show growth in all five components of the rubric. I mean, more growth in some than others, which of course always happens and and we all have plans, you know, going forward. How can we uh, you know, have the kids demonstrate more growth in them? But it

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was it was nice for us to see. And Eva is going to talk to us about how she improved her writing this year. Throughout the course of this year, I have noticed significant changes in my writing. In class, we began reading a variety of different genres and have

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used the building thinking classroom whiteboards to enhance our vocabulary and even our knowledge of suffixes, prefixes, and root words. There is a noticeable difference when I'm writing essays, and even short responses because I've been able to input the lessons about vocabulary into my own work. This

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is also crucial when finding text evidence because it helps to identify unfamiliar words and ensures you understand what you are incorporating into your assignment. Additionally, Mr. T often provides his students with example paragraphs, sample stems, and useful material to utilize

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when completing compositions. From the guidance of these appliances, my writing became organized and clear. Finally, annotation has greatly enhanced my writing. Mr. T encourages students to do this so we fully comprehend what we

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read. This makes me confident that the evidence I input will accurately support the provided prompt. In the end, Mr. T has used building thinking classroom whiteboards, paragraph examples, or sentence stems, and annotation in class, which ultimately had the largest impact

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on me and my writing. This strengthened my writing in seventh grade by increasing my vocabulary, clarifying and organizing my work, and using quotes that accurately answer the question. This year I have strived to grow as a writer and I'm so thankful for

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Mr. T who helped me along the way. >> So our last act not last section three is the math row and is slide 17 and 18 and Jamie will review that with you. Jamie Marie, seventh grade math teacher. Um, after looking at our I Ready data,

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we noticed a lot of positive growth in the grade bands of four through seven as well from our beginning of year to end of year um test scores. During our PLC time, we collectively analyzed the data and looked closely at the areas that demonstrated

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um significant growth in math in discussing the potential factors that led to that growth. One of the factors that kept coming up for us, especially with the math, was the building thinking classroom strategies that we've continued to implement this year. The strategies used in building thinking

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classroom allow for students to increase their discourse, collaboration, problem solving um opportunities. While we have seen some progress there, uh productive struggle does remain an area that we're going to focus on. you know, really encouraging our students when they hit a

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roadblock, how do you overcome that and how do you move forward from it? Um, our biggest goal is for them to develop a sense of independence when they're be uh problem solving. Another thing we looked into were some environmental factors that we tried to adjust and make more comfortable for students as they're

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testing. Um, at the middle school level, as they progress every year, it gets more challenging for them to see the importance of why we do this. um and that it's as much for teachers, how we're doing as it is for them. So, we've looked into things like the time of day we give the testing, splitting it up

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into se two sections similar to that of MCCAST. Um the rooms we give the tests in, a larger room versus a smaller room, what works best um environmentally for students. Uh let me see. So, slide 17 um is the

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data for grades four and five. We can see a clear shift from the beginning of the year performance um with the performance span and their colors. The percentage of students in the red and yellow representing needs improvement and partially meeting declined

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significantly and the green bands representing the meeting and the ones with the lines through it the exceeding um increased. The pattern was consistent in not only the overall cohorts of both fourth and fifth grade but also in the student subgroups and the targeted

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intervention groups. Similarly, um the trend was seen on slide 18 for grades six and seven. Admittedly, we didn't have as much growth, but we'll continue to work towards that um and continue uh to reflect on the data. So, the progress

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will continue next year. From a student perspective, Parker is going to speak to how math has looked different for him this year as a seventh grader. Over the year, our class has changed for the better in countless ways. When learning certain topics, building thinking classroom whiteboards

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have remained a critical asset when taking part in the curriculum of math. For instance, rather than picking our own groups, which were common in sixth grade and below, the teachers provided us with random groupings. Inconsistently organized groupings not only offered

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proper socialization skills, but they also showcased growth and enhanced critical thinking abilities, although I would prefer my own from time to time. What this means that instead of one person doing all of the work, unfamiliar pairs are a positive alternative as

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people will be forced into contribution with one another. Furthermore, when practicing on the vertical boards, we explain our thought process which allows us to analyze and understand mathematical evidence easier. In addition to that, in addition to that,

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when everyone is included, ideas can be shared equally. This means the students confidence can grow as they are required to dis discuss their explanations. To top it off, building thinking classroom whiteboard activities proposed optimize efficiency in learning. Case in point,

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my history class with m with Mr. Wolf was informed that due to this new system, we were actually able to get through his lesson fully. This is just another explanation that supports how building thinking classroom activities can benefit students in tons of ways.

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Therefore, this year's math has overall looked more refined academically in critical thinking skills, socially in collaboration, and personally in confidence. So, um, of course, we have next step. Um, I know they talk a lot about

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thinking classroom. I think the structure we are we we nailed it. And also collaboration, they're doing really well. is the piece that we want to consolidate the lessons and meaningful notes. You know I you know we all you

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know in school that when teachers teaching you're copying notes and but when we go to conferences we our notes are all different because we what we take in. So, we want to teach our kids look, you know, when they finish a unit, what are they taking out of that unit?

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What notes do they need? Because some of them don't need that, right? And some of the notes that they they they wanted, make sure they write, you know, write it down and uh so they can reference back to. So, our next step is slide 9, 15, and 25. And for reading, we want to

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continue vocabulary development and strengthen analysis offormational text which is really difficult for our kids. And I already also identify that um improve evidence-based respond in writing. We want to continue writing rope implementation

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and strengthen our uh writing. Improve syntax and paragraph structure. Uh for Matt we want to continue with the building thickened classrooms increase uh mathematical discourse so where students having discussions uh using

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spiral review when we work with Mickey uh from I always say it wrong TTP >> TNT um he he kind of said it so perfectly you know we learn something but we need to go back every time and just spend five minutes review what we

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learn because practice make perfect. So we want to continue using spiral review and target intervention. This morning our MTSS team met and we're looking at some of the student just consistently staying at the same level not moving. We

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have to do something differently. So we look at the structure. Uh we're still going to focus on some skills. Uh but we want to do some pre-teaching because we notice when we pre-teach some of these struggle students, they feel more confident when they go back into the

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classroom, they feel like they can contribute to the conversation. So we want to do like differently next year. So let you know next year. Any questions? Thank you.

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>> Wonderful job. >> Our high school. Bye, Dad. I'm a minute. Wait a minute. Oh, >> you know, I was disrespect. >> So, we decided we were going to tell you that um since the time that we had um

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some kids, they took some tests, some did good, some didn't. Um we did them, we had them writing and um we'll keep doing this. So, good night. I didn't think Jill would let me do that. So, I tried. Um,

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introduce yourself as we do the slides. Sound good? Okay, we'll do that. So, Jill Fowls, principal of the high school. Um, where's the little clicker? There it is. You bought it at the clicker. >> Aim it that way. >> There we go. There we go. Um so uh

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overall for our reading we we are happy to see the green get bigger and the red get smaller. Um which is ultimately what we're looking at doing. Um moving overall I I'll say that we probably are not well no one's really satisfied with

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their data. Um we want to see um better results uh for the end of that. With that being said we need to start thinking strategically about our testing and when we're testing. Um, two of our grade, we talked about this before yesterday. Um, so for our eighth grade

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and our 10th grade, um, they are taking four MCCAST tests, um, all from March until the end of the year plus three other assessments. 10th graders are taking three MCCAST tests plus these three other assessments. Plus, if you are in AP Bio, AP Seminar, or AP US

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history, you are also taking the AP tests. So some of them are taking five assessments in a span of three or four weeks. So we really need to think about that in our data. But even with that being said, we did see growth and we're really pleased with that.

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>> Who's uh I think I'm doing really well. >> So uh yeah. So I'm Ryel. >> Um sure. >> I don't know there. That's your SC. >> Okay. Yeah. So um I'm going to go over the reading uh breakdown for us. So uh the encouraging trend is that the

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multiple grade levels we saw students move out of um the lowest performance category into higher achievement bands over the course of the year. Um the grade nine particularly demonstrated uh the strong growth. So moving from like

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31% to 46% and the percentage of students in the lowest category decreasing the numbers went smaller from 33 to 22. Um and grade 8 also showed improvement. um grade 10 again um just as Jill said as far as remains a focus

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area because of you know they do have a lot a lot of testing we saw some mod growth um but they can they continue to need some support you know at that level which we're doing so you talk about building on skills and stuff now or wait till that next one yeah oh you're doing

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your sub yeah >> yeah um so I'm Rachel Bloomstead I'm a special education teacher um so while overall reading performance um did improve improve. Our subgroup data shows that many of our special ed students and L's um continue to perform significantly

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below grade level. Um but even with that said, um it's really important to note that within each category that there was some meaningful growth. Um you just can't see on here, but there was some meaningful growth within each category. Um comprehension of complexformational

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and literary texts remains an area of need. Um, and all this data really reinforces that we need to continue to provide targeted interventions while m maintaining access to grade level content. Um, so overall with uh transitioning to

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our math uh again seeing leaps like you know go from 2% to 10% you're talking about 22 students moving at to significantly above grade level. So we're happy to to see that move. Um and again with the red moving in the right direction. Again, not as much growth as

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we would like to see, but at least we are trending in um in the right direction. Um and we've have a number of strategies that Ethan will address that we have worked to move some of the students out particularly in eighth grade when we see the next slide.

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>> Uh Ethan Row, high school math teacher. Um, a couple observations that our eighth grade teachers were actually really pleased with the growth uh that they saw. Um, again, you can see the numbers, but like a 10% growth in the in

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that first category and um the number I think it was 10% that left the red category. So, we felt of the three grades that was the best uh sort of overall performance. Um, I think the other two we saw the same thing at the

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top and the bottom where we were adding some to the top and losing some from the bottom, but the middle sort of stayed uh pretty consistent. Um, so definitely room for growth. I think one of the things I was thinking um on the way here

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just how these numbers kind of like just don't tell the whole story in terms of you can't see what's happening in those bands. Um and the middle school talked a lot about building thinking classrooms which has really become a focus for us. Um getting the students up out of their

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seats working in groups thinking more about sense making than answer making like really trying to make sense of things rather than just memorizing formulas and and spitting out answers. Um and I personally have seen a lot of growth in that and I think our

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whole department has. So there I think we're definitely trending in the right direction there. >> Okay. Um the same goes for for math. Um we definitely do see some individual growth um within the performance levels. We just don't see it up here. I do want

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to reiterate um what Jill said um about kind of testing fatigue. There was a lot of seems like a lot of tests the past, you know, since the eighth grade's come up. Just a lot of testing. Um, so we just need to be a little bit more intentional how we schedule the tests. Um, a lot of students, um, they get very

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overwhelmed. They already feel like they're not good test takers. So then when they're bombarded with all these tests, they just kind of, some of them just kind of shut down. Some of them take up to three or four days to complete the uh, the I Ready end of the year assessment. So it kind of gets in the way of a lot of instruction. So we

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just kind of be more intentional about it. Um, but I did want to draw your attention to grade nine. We definitely did see um some growth. Um we were in more intentional with our intervention with with grade nine. Um and we definitely saw some some promising results there, some positive outcomes.

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So that's you know something we can talk about for opportunities. Um but I will say it's the geometry and the you know higher level mathematical reasoning that is still very difficult for um a lot of students and we just really need to be more you know continue more of our

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targeted intervention. Um we've worked well uh we've been you know trying different iterations of of intervention and what math intervention looks like. We think we found a model that is really working for us now and we're looking forward to that next year. We're going to be doing some intentional

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scheduling to um uh get some of these opportunities here with um our ninth graders. So eighth grade is one thing we could schedule them. Uh we did do two sections of 10E intervention of an actual intentional intervention based on data. We're going to be able to do that

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next year and carry that not only in the eighth grade but now at ninth grade. So we're going to schedule some students with opposite of a directed study. So that will our interventionist math interventionist will be able to pull them every other day. So she'll be actually doing that multiple times.

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Depending on how creative we are, we might be able to get another group of 10th graders depending on how that schedule works. Um but the before we leave next Thursday, we will have identified the lowest number. I know I'm stealing your thunder. Sorry. We'll be lowest number of um students from grades

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eight uh incoming grade eight, nine um and 10. >> Yeah. The only thing I would add to that is we did notice the students who got the direct intervention uh the eighth graders showed tremendous growth. So obviously that was working. It's just a

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matter of finding ways with our schedule to to make that happen. >> Um and again uh focusing on the the high oops high quality questions and chats. What happened? There you go. Um the the intentionality is what we need to just keep doing. We need to keep looking at

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what's working, analyzing and making the the adjustments that are necessary um for where um where we want to go and to get everybody, you know, out of that red um so that they're being able to be successful. The adding the endcast data

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will be another level um to look at. Um did you say writing? >> Yeah. And so for the writing um as you can see by the numbers uh it was positive growth for all three grade levels for the writing um from the beginning of the year to the end of the

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year. So I mean you can look at the numbers I don't need to read them to you. Um but one of the things that uh we did as a high school is there's more writing across the curriculum the entire curriculum. You know the social studies department is writing more science is writing more. We always write in my Spanish class not in English but we

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still write. Um, so there's more consistency. The ELA department uh meets uh with PLC. We all do PLC, but they are really intentional about looking at student work and giving feedback and

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looping around um and um there's lots of graphic organizers, um ongoing feedback cycles, close reading, evidence-based writing. Um what else? That's pretty much it. >> That's perfect. That

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>> um we met with Hillary Roers of the English department yesterday gave us that update. But like the English department is looking at student work like every three weeks, >> right? And they doing the scaffolding and she was saying they're starting starting to pull back the scaffolding with, you know, particularly the 10th graders. >> And you can see that in their data that

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that that the data here is reflected in both their student learning goals and their professional practice goals that's tied to their evaluation. So, >> any questions? >> You guys all look so tired. >> He looks so tired.

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>> Well, we're done. 10 minutes. >> Thank you very far because Oh, you're next. >> Oh, am I? >> What? >> You're next. >> You have to tell me what I >> Bye, young. Thank you. It's past their bedtime. >> It is. My watch told Nick. >> Your watch?

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>> Oh, what are you doing, people? You still got to drive home. Um, in the second part of this, we also have our report that came back from YASK from their visit. And I did want Jill to just summarize, but one of the main things that I wanted to to stress was um we

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there is one area um I want Jill to focus on some of the other things, but I wanted to mention that we have there they also demon said that given the significance of the concerns, the school is going to remain on war warning status related to facilities. This isn't new.

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This was also the same status we had. I think it was in 20 2015. So I think that's also important to mention. But Jill, I'm going to let you give just a No problem. Um uh collaborative conference is new. They've changed the way they do. NASK um we had uh two over

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two days. We will have them back in November of 2027 uh to see how we've gone. We have four major priority areas um that I think I've mentioned before, but um I did have a conversation with the woman. They did want to make sure

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that they highlighted all of the great things that are happening. Um and they recognized and appreciate that we are in the MSBA pipeline. So, they were wishing us well on that. Um but, uh you know, one is a contra contractual and budgetary piece, which is the uh the LMC

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and having a a full-time unit a librarian. Um that's going to take some looking at and work and figuring out what that needs. Um we are working with uh next year as part of our school improvement plan the portrait of the graduate and to make portrait of the graduate more front and center. Um in

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about two weeks DESIE is going to be coming out with an um guidance on new graduation requirements. So stay tuned. Part of that is going to be the my cap which we do have a robust my cap plan. We're not using the language of that intentionality to let them know. So, I

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am not concerned that we aren't doing it, but the question is also what does it mean? Because it's now going to be a SIMS data point similar to the civics um we have to check that you did the civics project in 8th grade and in once in high school. This will be the same thing. So,

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we're also anticipating seeing some career programming um that we're going to need to have as well. So, we're holding off a space in our schedule next year just in case we need to start that. Um so that's coming up as well but that will align with um that uh we had a

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lovely intern of mine Izzy Godet who spearheaded our um uh third piece of looking at having a uniforming grading program policy. We will have a uniform grading policy in every department where it'll be 7030 70% summitative 40 30%

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formative. What that looks like is going to be consistent within each department. So there's uniformity and still flexibility. So, we've already taken care of one of our um uh things to do and I will be sending a report to NEASK over the summer,

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but there'll be more coming and the the visit for next year. So, next budget will have a larger chunk for NISK. So, it's not me. >> Questions. >> He asked was big. That's took a lot

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>> for everybody. It was but but I will say um though we're not leaving it alone. So that that's that's great. It's not a standalone thing that we just pay the fee and we're like okay 10 years we'll do it. We're actually living that. So that's important. And we'll be looking at revising and um beefing up

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our portrait graduate. >> Thank you. Anything else? >> Okay. Okay, I'm just going to jump back to consent and gender a uh warrants. I'll take a motion to approve some

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motion by Terrace Kobe. Second by Chuck Johnson. Any further discussion? All those in favor signify by saying I. >> Any oppose? The eyes have it. Approve minutes from May 21st, 2026. >> Motion by Carrie, seconded by Tara

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Lockan. Any further discussion? All those in favor signify by saying I. >> I. >> Any oppose? >> I have it. Then approval of executive session minutes March 26, April 9th, April 30th, May 7th, and June 1st, all of 2026.

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A mo a motion made by Matt, second by Carrie. Uh, any further discussion? All those in favor signify by saying I. >> Any oppose? You guys have it and someone can just correct me if I am wrong, but

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that brings us right to school committee um C updates, school handbooks, athletic handbooks. >> Yes. Um and I think our first one we have um Christina, do you want to start? >> There we go. Um I have very minimal changes to my handbook. We made a huge

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change last year. So, um this is going to be super short and sweet. We're updating all the people. We're updating the calendars. Um we are putting the new school calendar in. We are um our handbook right now says no parents picking up uh 15 minutes before the end

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of the school day. We're actually changing it and just putting a straight time in there so people don't have to do the math. Um, so we're actually putting 250 because what happens is at the end of the day it's very busy and to have a parent come in the door while we're trying to get kids ready is extra chaotic. So we just put a straight time

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if you're picking up your child that needs to be before 250 or you just wait in the parent pickup line. Um, and then we're just updating the intervention process that was adopted in 2018 instead of 20 2001. So very minimal handbook changes

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>> and in your package you'll notice proposed changes are on the top and then the what's currently in place on the bottom. Cool comparison. >> Any question? >> Is there a bus policy in this handbook >> and the new one of the one we have in there

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>> in your current handbook? What is the bus policy >> as far as how like switching buses? >> Um parents at the bus stop. >> Parents at the bus stop. So, our parents absolutely 100% have to be about >> Is that in this handbook or is it a

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>> different double check that um they we've had a couple parents ask and we've told them no. >> It's always >> because I mean I don't want my little ones we actually had um like third graders and we're like nope. I don't I don't want to worry about someone not

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being home and they're sitting on their front step. So, they're eight and nine at that age. So, Okay. >> Any other questions regarding the proposed uh just so the handbook? >> No. >> I'll take a motion to accept the proposed chambers.

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>> Motion by Terra Kirby. Second by Chuck Don. Any further discussion? >> All those in favor signify by saying I. >> Any opposed? You guys have it. Thank you, >> Mr. Baker. Um, Jenny, >> where is Jenny?

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>> Jenny is this book from Toby. >> I need titles. >> Well, I know this one. It says sex upgrades. So, Jason titles. >> Yeah, but yes, it says six. >> Oh, look at grades. >> Yeah. So, same thing with Jenny's. The changes are in the top packet and the

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current is right behind. So on page five uh we updated the calendar. On page 10 we delete that paragraph because it was covered in another paragraph is that paragraph with um uh if student is absent for three consecutive days or

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more that we deleted it. Then on page page 11 and to 12 we delete excused absence unexcused documented excused absence because on page 12 to 13 we added attendance and ties. we actually

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align with the high school. Um so I took the language from the high school. Um and then page 15 we add grade six and seven homework. Um um because we have grade four and five but we didn't have grade six and seven. So we added that. Page 18 and 19 we delete the

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discipline and consequences because we don't have any problem at our school. phenomenal page because we added on page 19 align with the high school discipline and consequence and lastly page 20 we add school search section

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that high school has we don't have so that is all the changes so basically we want to align with the high school our kids go there so try to make it easier for you Jeff any question

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>> is there a bus policy in this handbook. >> I know. Do you Is it in this handbook or do we have it? Is it in the the each building's handbook or is it a separate >> the bus policy? >> Buzz policy. >> Same, right? >> Is it in this handbook? >> Is it one of our policies?

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>> I think it's >> I imagine it would be ours. >> Oh, job off. Okay. So, that's why I was going to explain few years ago parents wanted their kids to walk home from the bus. So, Jason asked me to send out a permission form. This is but this is few

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years ago this building or when you were complex four five >> both when I moved here same thing we sent out the form >> is it in this is it in the handbook or is it a separate Okay >> no >> so Jenny can you clarify so you send out a form that says that students can walk

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home okay all right >> and that's for every grade in this building because when I was at the complex I had grade three right grade three had to fill it out I take it back grade four and five They need to. So actually Neil, myself and Keith met with Jason and say four

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and five they can walk home on their you on their own without parents >> without a parent saying that. >> Okay. >> I'm I just trying to figure out where our policy is for or handbook versus >> bus company versus we we do have

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>> I don't know every policy >> like you just said >> Keith overseas busing that too. So it might be a totally separate place. I didn't know if I was looking for it here >> and I I I add that to the agenda sympathy. >> I understand. I do agree.

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>> Thank you. Thank you. >> And uh will we vote on that? >> No, we need to vote on it. >> I take a motion in the second. We didn't vote on >> don't even have a motion to second on that one. >> Okay. I'll take um that was the middle

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school middle school. I'll take a a motion to accept the changes in the middle school handbook policy by Tara uh Scobby, >> second by Melon. >> Any further discussion? >> I just appreciate that it's aligned with high school. That's like a big thing

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that I I love when they >> Thank you. All those in favor signify by saying I. >> I. Any oppose? The eyes have it. >> Welcome again. >> Hi again. Um, so all the alignments are done. Uh, I

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went through and, uh, realized that we still had one random COVID 19 handbook on page 35. So I was like, get rid of that sucker. So uh, there's no more COVID anywhere in our handbook. I I 98%

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sure. Um, the competency determination language is going to have the link to the school committee policy. Um but we do uh we will have um you know it is the common core is what we're doing and so we make sure that we have that um for now until we hear in the next few weeks

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>> until we hear in two weeks if I know what they're adding. So it'll it'll be adding. I still think they're going to keep the same thing, but we'll be we'll be adding. Um and then the really the only piece that is um a change is just a

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consistency piece on the schedule change that it's you've got 10 days after the semester ends. It just said October 1st on a date. So that was a mistake that I I I didn't pick it up on that last year. So that's uh aligning with what we do for the second semester. The really big

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thing that we have is um clarifying our uh determination of class rank and um making sure that and uh early college is going to be a very big thing there. There is a lot of money for grants to have early college and if we can find a way to you know really connect with the

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transportation piece and getting more kids to to tap into early college. But we also are having um college um classes um in in the school through QCC next year in the fall. We'll have um eight students doing a healthcare introduction

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to health care care professions. Um but if you're taking any of the classes outside uh side that will go on the transcript. So the transcript colleges will see that but it will not be included in your grade point average to

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to GPA. So the only way to determine particularly for val or the top 10 is going to be what you do inside our building in our programs. So that was just a clarification piece that we we wanted to have um for this year. >> Just if a student takes a QCC class that

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our district offers through QCC, it counts towards their GPA. >> Yes. Because that's happening in our building outside and just >> if they if they do that then it doesn't. Yes. and the Q the course like right now the psychology course that we just had counted as a college course which would

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be the equivalent of an AP course but that's we also get that we get the transcript from them um it's a timing thing as well so um yes so and we're really excited about that we want them to have that opportunity but we just want to clarify if you're doing anything

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outside of the the um confines of the school then that's different that was and that is consistent with what we've had before because we have had a couple of dual enrollment students and they got the credit but not a GPA um advantage. I don't know what the

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>> So dual enrollment that we offer >> yes >> it's not going to count towards >> no dual enrollment that we have in our that we build in our school day will count just like a normal class >> we build it in our school day but they're driving there >> if they're going to that to do something else we it will be on the transcript it

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will not count in the GPA Yep. We will include all of anything that they do outside. Similar, this is similar to what we do with BBXL. So BVXL, if you do a a BBXL, like welding um is really popular or there's a culinary piece, you actually get a half a credit. It's outside of our school,

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but there's no GPA attached to it. So it's almost like a pass fail. >> So what's the advantage for the kids to do that college credit when they're leaving? But do you think it's going to deter kids from doing that that would have the opportunity

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>> or am I misunderstanding that this is >> not the dual enrollment that we want them to do? It would be like oh this summer >> Lucas >> Yes. >> is going to attend >> WPI get a credit that's not going to count as GPA. >> Correct.

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>> But that would QCC in September >> goes to QCC. >> No. If he has if he takes a QCC course in one of our A through G >> in the four walls of our building, >> then that works.

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>> But didn't we have a student three years ago that wasn't even at BMR for the whole senior year? >> That was Yes, we had two actually. >> And they essentially got their whole first year of college in. >> Correct. But that was not none of that counted towards their um grade point

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average. Only a >> do I I'm I'm just trying to figure out why. I know I do know there was a situ but >> it becomes a halves first have nots though if you're someone who >> but I thought we covered those QCC that whole year. No

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>> the dual enrollment. >> No, >> if you if if I decide that Braden I want him to go take >> and you pay for it >> and I'm paying for him to take engineering pre-cal like he's going to go take all those classes because

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>> but we're paying for dual enrollment. Not if not if I'm choosing to just send him to somewhere else. But if I'm choosing for him to take a class that's being offered at BMR, then BMR is >> Are we not sending kids to QCC for credit? >> We that is not in our budget. No, we do

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have dual enrollment money that helps pay for the class that is here. >> How did we two years ago two years ago when we had those students, we were able to supplement. We did have money in the budget, so we were able to pay a portion. I I'm thinking that I'd have to

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go double check my own, but I think we gave we put 5,000 5,000 $500 towards each of theirs, which was basically one of their classes. Um, but we have not paid we have not subsidized any. >> We haven't done full dual enrollment. Correct. Because correct. What I'm

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assuming dual enrollment is is >> you're a senior this year and you're going for your first year of college and getting all of those credits on >> on our dime. >> So, we have had none. We have had three students participate in dual en in a

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dual enrollment situation. We do not also have a relationship with QCC for dual enrollment and um you need to have a >> you know uh not right now just to be honest um it is a transportation mostly

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issue. Um, a number of schools are right now our our um for QCC for the course you need to have a for it to make sense there needs to be 20 people in the seats because it is $6,500 per course. So we are actually sharing that cost with Nitmunk and

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Hopedale. So Nipitmunk and Hopedale have seven students and we have eight students or some six they have six something like that. We have eight students who are going to take that. So we are splitting the cost of the 6,500 so that we all can take advantage of it because none of us can do fill the whole 20 and pay for the 6500 um and and we

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have again you I'm using the money that's already in the budget for that opportunity to pay for this class. So our students will not have to pay for this just like they did have to take pay for the book but the book in the the course in the fall does not it aligns with our pathway also. Um but there's no

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book >> but that is them coming here. >> That is yeah it's an online it's online. Yep. Asynchronous. >> Yep. Asynchronous. >> So if we were ever to get to a full >> then I think this would have to change. >> I think we would revisit that >> just so we could encourage not

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discourage. >> And there are more grants that are are doing that. I just it the honestly the transportation is uh >> we're just not in a good >> if we could do that if we maybe we'll buy another van so we can take our kids. You know, Worcester has that, but they

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also have a bus that comes to each of the schools and they get on and they go. I mean, that's amazing to have that connection. We just don't honestly I think >> Rhode Island is closer. Yeah. Then we're So, so we settle for asynchronous. >> Thank you for clarifying that.

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>> Yeah. >> But I agree with you. If we do go to that, I would have >> I would love to change that. Any further questions for the proposed uh handbook policy changes? Uh with that, I'll take a motion to approve the

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changes. >> Motion made by Tara Lockin. So second by Matt. Uh any further discussion? All those in favor signify by saying I. Any opposed? The eyes have. Thank you. Athletic handbook. >> Yes.

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Elizabeth. >> Okay. I think this is the first time I've seen you without a hat on. >> Oh, >> I look taller. >> You didn't answer. Is it a yes? >> Yes, you do. >> Um, so

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there's a lot of changes. So, I'll go I'll give you a bird's eye view. The last time this was updated was in 2022, 2023. Um, so I think the biggest thing just to kind of give you an idea of what I was focusing on and and the team worked really hard at it was it was 33 pages

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the last one and we got it to 22. Um, I fully believe that this document should be something accessible for our kids, for our parents, for our coaches, for myself to really understand and it should just really explain what the necessary things are and what the

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important things to focus are. Um, so we worked really hard to do that. Um, since the last handbook was made here, the MIA has updated and and made new policies and changed language for certain things.

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we've mainstreamed kind of attaching to what the BMR student handbook is and really aligned it with that. Um, and we looked at other surrounding towns and how they wrote their athletic handbook to really try to narrow things down to make it more appropriate to what we

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need. Um, so with that being said, there were a few things if you look I don't know if you have the table in front of you where what I removed and what I updated. Um, but for example, like the core values that were in there, it's kind of repetitive. It was already in the vision statement. So, we took that out and we kind of aligned it already in

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the vision statement. We're not in the DVC anymore, obviously. So, we took all of that language out and I changed it to the CMAC. Um, the chain of command was in there and it it took up some space, but that really kind of falls under the communication and how to resolve

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conflict idea. So, we took that out and put it into one and consolidated it. And then the next few items on the left side of the chart, I really felt that those are things that are handled at a team level. Um, for example, only one school sport per season. That's a rule that

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would just never happen because kids are registering and no one would possibly be able to play two sports at the same time. So, I don't think it's necessary for a handbook. I think it's more something that we handle because we're doing things the right way and following process. Um, so that's kind of why we

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took those pieces out. On the other side of it for what I added, um, little things such as the athletic programs, we were missing tennis, we were missing cross country, so we added those. Um, I corrected some names in there for consistency. So like it said swimming,

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but I changed it to swim and dive because that's what the sport is and we offer it for boys and girls. um cheer. It was under just fall cheer and then cheerleading, but we call it sideline cheer and we call it winter competition cheer. So, just really trying to make

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names consistent. Um was the effort there. The student athlete discipline section with the good citizen rule and suspension. Again, there was a lot on suspension. We kind of narrowed it down to, you know, there's consequences and we follow the

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student handbook. So if a student gets in trouble academically, that's what trumps athletics, we follow that and then we move forward. Things like that. Um hazing policy, bullying policy. There were pages on pages um in the old handbook on this. We made a very

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simplified clear um paragraph on what hazing is and what bullying is and that we don't tolerate it. And then we referred to the school policy for further explanation as to what it is and what the disciplinary actions would be if those were to take place. Um I

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apologize I skipped. So sportsmanship, we added a section in there um outside of the MIAA expectation for sportsmanship that just said Blackstone Millville. We have the right as well like as the MIA does to provide consequences for anybody who doesn't

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follow appropriate sportsmanship. And that goes for parents, fans, coaches, any type of spectator and player. So, we added the language in there. It allows us to if they don't get in trouble by the MIA, we can still hold people accountable because it's important. So, we added that in there. Um, commitment

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to the team. It's we added a little thing in there basically saying like you're expected to come to all practices. Um, if you're on a varsity team, you know, you could practice over vacation. So just really outlining the expectation that this is when you're on

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a BMR athletic team that's that's the priority and that directly ties to the MIA rules that's also in there on bonafide team member. Um you'll notice that I changed while we're talking about the rules the MIA bonafide team member we really aligned it with the handbook

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because it's changed so we fixed the language there so it directly relates to it and same with the chemical health. Um so we changed it. I know they kind of changed different um pieces of it with consequences. So, we made sure that it aligned with the handbook that's current

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for the MIA. Um other than that, little pieces that I changed in their athletic awards. Nothing big changed. We still do letters, we still do pins, we still do certificates. Um but I added language around what it means to earn a varsity

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letter. Um I'm really passionate that as you all know, it's a privilege. So, you have to the language in there is you have to participate for 100% of the season in order to earn a letter. Um, through my experience, I find sometimes people will be on the team for a little bit and then they'll quit, but they'll

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still expect the letter at the end. You have to be on the team 100%. Um, that doesn't mean you can't get hurt and still earn it. As long as you're still a participant and showing up for the team um in whatever role you are, you can earn it. So, we added language for there. Um, outofseason involvement. We

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added language around. Um, it's a big thing. It kind of ties directly into team captains. It's something that I will work with the I'm currently doing it. I will work with the players on it and make sure kids have the opportunity and the experience to um work out of season, but there's no coaches involved

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and things like that. So, we really made sure language in there um reflects that. And then, you know, attendance and academic eligibility, physical exams, heading head injury and the concussions. We really shranked it down. Um, I worked

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with the team. I worked with Karen, the lead nurse, and we really updated the concussion policy. We simplified it. Um, it doesn't need to be eight pages explaining it. It's explaining it. And then there's hyperlinks in the handbook so you can see what the return to play is, what symptoms are, um, different

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things like that. So really just again simplifying clarifying um the language. What else? Um transportation only a minor uh piece to that one. I added a sentence in there to explain co-op language. There was nothing in it. Um

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before and I think it's important as as we go on I I'm going to try to create as many programs as we can for our kids. If we can't do it here, we'll find somewhere else to do it. Um but the transportation's not on us for that. So, we made sure that the language in there reflected that. Um, locker room and

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school facilities. Again, just really simplified it, aligned it to our handbook. Now, there was a bunch of stuff on school searches and things like that in the athletic handbook. It doesn't need to be in there. We referred to the student handbook for policy if there's a consequence um should something go on in a locker room or

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misusing a facility. And then other than that, the last change was we added a parent and athlete acknowledgement section where um it allows the parent to sign off on it saying that they saw it. It's the last page of it. So page 22. Um just providing accountability, ensuring

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that it is being read, ensuring that the major um pieces to being a BMR athlete and what it means to and what you're expected to follow um was read. I don't know if we're reading it. So, um, my goal is to

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once this hopefully is approved to once you make a roster, it gets sent home. Parents have to read it, kids have to read it, you have to come back with it. That's that's the goal. I just I want to use this more. Um, I think it's good to educate people and I don't think it's being used now. Um, so I hope this

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really simplifies it, makes it a little bit more um, accessible and understandable. So, that's that's kind of the gist of what we did. Can I ask you one question to do on here? The very last sentence, can you put that in like bigger font where it says, "Make sure

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all your forms are washed >> and done regularly." I mean, >> bold print maybe. >> The last page. So, above, please make sure. Yeah, we can bold it. I'm >> I'm just kidding. But like, if you could like stress that kids something cuz >> Yeah. I mean,

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>> some of those uniforms by the end of the season. >> I just washed them in my own uh washing machine, so I get it. Um Yeah. I mean, it's I again, I hope people >> the care of the uniforms is >> it seems obvious, but again, I hope it's not always obvious, so I hope people

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read it. Um, >> yeah, >> this is long overdue like to have it >> and known. >> Yeah. And >> nothing. So, I'll take a motion on um the updated

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um athletic uh department handbook, including the amended highlighted uniform washing clause. >> So, move >> motion by Tara Lockett. >> Second. >> Second by Chuck. Any further discussion? All those in favor signify by saying I.

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I. >> Any oppose? Uh motion passes. Thank you very much for all your work on these. Everyone else works on the policy. Okay. Does the um does the um members of the school committee have any opposition to passing

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over technology policy updates and uh the well the the remainder of the school committee portion of the agenda? >> Under what context? >> What's that? >> Are we skipping over it tonight?

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>> Oh, passing over until the next meeting. >> Oh, so we're just going to table >> table. Yes. I should have Yes. See you >> as to no for just moving something over. Okay. >> No, so from moving the agenda on to the business office. >> Mhm. >> Is there and I have no objection either way. It's just in the spirit of uh

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making up for some time put in this week and things that can wait for another meeting. We've got some Okay. So, we'll put those items on the next agenda and we'll move right over to the business office. Chris, close yours.

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Um so first item is to approve budget journal entries. So the budget journal entries that we have um were made to align with grant amendments as we close out the year. Um and then there was one other than a grant budget amendment.

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There was one other budget um journal entry made for the RAV app that we had paid for. It was originally set up as a building security line. It really is a school security line. So it was just um changing that um desi code. Um so that

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is the only changes um for the budget journal entries. >> Motion to approve those. >> Okay. Motion by Carrie, second by Tara Lockin. Any further discussion? All those in favor signify by saying I. >> I. Any opposed? The eyes have it.

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>> All right. The next item is our personnel report. Um you'll see that we have one, two, three, four, five, six um appointments and we have some resignations um retirements on here as well. Another

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five or six actually six in total. Um just as we close out this any questions on >> on those. All right. And on to the expenditure report. So as

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we get where's my notes here? To the end of the year. Um we've um as we close out the year um the ending balance is becoming Oh yeah. >> Mike, what's wrong?

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>> The financial report. General, do you have that? >> All right. >> I just have notes on mine. >> Yeah. Maybe I should put these on. >> Yeah. Okay. So, we're getting to the end of the year. Everything is pretty fluid right now. We're looking over purchase orders that have to be closed, making sure that

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all the invoices have come in. So, the team has really been working on looking over all of our expenses, things that have been happening in the schools and making sure that all everything gets paid before the end of the year. Um, as well as like I said, if there's purchase orders that have been opened, um, that

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we are closing them, um, and figuring out where this bottom number is going to be. Um, so although everybody is closing out the year, I feel like our our team gets busier and busier this time of year as we try to look at things. Um,

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if you look, we are, and this has changed a little bit since here, we've actually still running favorably. We do have money in the account at this point. So, we are trying to figure out what what to do or how to um close out our year. We've done a

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great job of staying within our budget um based on how we expected to spend all our money. However, we've received unexpected income that we've talked about throughout the the year that we had interest income coming in of it looks like of $130,000.

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Um, we talked last last week regarding some checks that did not clear that's another 52,000 and if you look this were with that we have extra income and we have some money left right now. So we're trying to we'd like to talk to the

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school committee on how we'd like to spend the money as we get to the end here. Um some of the proposed items that we're talking about um is some items that we've closed out of the budget or we said that we couldn't do as we were

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building the FY27 budget. Um there's an athletic sound system that we've talked about that you can't hear anything at the fields and we'd like to try to purchase that as we get to the end of this year. Um, there's some music supplies. We've talked to um Todd Schaefer to find out if there's things

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within the music department that we've never we've just don't get or we never have enough money to get. So, there's items there. Um, there's stuff within facilities. There was a salt dog spreader that Scott had asked to purchase that we had said, "No, you

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don't have the money to do that." Um, another item is actually looking at curriculum to see if there's some curriculum that we can actually purchase into next year to help um with with the money that we have. So, those are some ideas of what we're looking at to do at

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this point. Um, and we tried to make sure that we we re reached out to all of our principles, all of our departments just to see if there was something there um that could help support, you know, us moving forward that we weren't able to get in our initial

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>> approve any of those purchases or it should it's still within budget. So, we are not spending over our budget. we're actually trying to spend to the budget so that um at the end of this fiscal year we don't have to give back. You know, there's there's money there.

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Like I said, we did a really good job of ending the budget, how we built the budget, the FY26 budget. If we didn't have all this income, we would we would be done. >> But because we ended up with income, we've ended the year with more money

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that we've we've trying to figure out how can we spend it responsibly. We got a new track surface with that. >> I don't know what that is, Chuck. To be honest, surface the track. >> It's all cracking and it's going to be we're going to have to do it within the

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next few years. >> So, that is the the the complicated piece of this is we have to do it before June 30th. So I can talk to my facilities directors to see if that's possible >> and what the cost would be.

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>> Yeah. >> Oh yeah. No, I don't think we have. >> Can we put some money into a >> get like a tenth of a mile? Get like 300 yards. >> Yeah. >> So So the um this includes not spending

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the E and D we put towards the budget last year. We are going to end up spending END if they have to. So that that will >> well we we what was it? 250,000 went into last year's budget, right? >> Yes. So we had what 4 we had said

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$458,000 >> for next year's >> for next year's 250. >> Next year 250 this year was 4. We had allocated 450. >> Correct. >> All right. So where where is our END? So if this isn't spent, it goes back into

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END. >> So what we have to do is I'm looking at when we spend everything, it'll some of it's going to be E and D that's going to be spent. >> We are going to look at >> that 5% number to make sure that we stay

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within that. If we go over that 5%, then we have to give that then it'll go back to the town. >> Yeah. Yes. >> But what we're looking at is this. This money is here because how she calculated out where we got it. >> Um I think it was what three

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>> I think we ended up with a net income of $310,000. >> That's when we, you know, wanted to bring to you that we've reached out to all the different departments, looked at our curriculum, you know, looking at yes, we can get the history books that we wanted now. Um, so we just wanted to,

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you know, >> and this is on top of the pre- purchases we've already made for next year. >> Correct. >> Yeah. >> I think this is great if we can get some of those things that we originally had nixed off the list. >> Okay. >> And if anyone has any other ideas or things that, like you said, that there's

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stuff out there that's not a million dollar >> we've done this before where we were at the end and then we had um >> we need a bunch of track equipment and instruments too and stuff. mats too, right? >> High jumps. >> Matt. Yeah. Yeah. Yeah. What is his

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name? >> A tuba. I think it was some band. >> Yeah. Yeah. >> So that's why we made sure we talked to band, we talked to Scott, you know, we talked to our principles, talked to Mary for curriculum. So >> there's money involved.

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>> We did one at one point. There was there's a thing when budget sees out years ago. >> They gave us 40,000. I got an idea. >> Yes. We collected we're collecting a lot of money in uh user fees and we're now we're talking about we have too much money. I think it's bad faith to show to

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the community that we we're collecting fees and collecting fees on them when we have all this money to now we're trying to essentially go on a shopping spree to to spend when and then we're still going to turn around and say your fees went up and we need them or else your student

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doesn't play. I just think it's again it just shows bad faith of the community that's already paid the taxes. It's their tax money that we're looking to essentially blow right now on a every and on needed things. It sounds like wanted things, some nicities, some

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necessities. Um but I just we we just came from one meeting where we raised the fees to the next meeting where we're saying how do we spend all this money? >> The user fees were 60 grand, right? without last year.

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>> I don't remember the number. Um, sorry. >> I think >> I will say I mean we >> 70 I think >> we work really hard in this district to really be mindful of how we spend the money. Like I know as things are breaking we have a facility director that's spending

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weekends fixing things on his own and we're not calling in other people to do it. So, I mean, we end up with this budget and and if we have people leave the district, there's a good chance that the the cost of of maintaining some of our stuff is really going to skyrocket.

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Um, but the money you have in here, Kristen, and maybe I'm mistaken. I just want to clarify. The monies that are here are monies that we didn't ex some of them is we didn't expect to get. Yes. Is that correct?

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>> Yes. I know. So, the the interest that is here, that line was the same as all the others. There's $130,000 because I talked to the bank to say that we need to change our interest rates. Um, we had a half a percent and we're now at 3%.

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So, on on that, um, the miscellaneous revenue is stuff because we are we're looking at our accounts to see why do we have these stale checks from 10 years ago. they're you know they're they're an expense that does not exist

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and that becomes income to us. So this year there is stuff that next year is going to be in the budget when when we made these changes with the bank that is now part of our budget next year that it is income. It just wasn't expected this year as income. Um you know as far as

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this miscellaneous revenue that's not going to exist because we were able to fix some of the problems that we identified. Um, so I think, oh, I don't think we're trying to be frivolous on how we're spending. I think it's stuff that we've

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may have really been mindful of not spending and being careful and now it's stuff that we've needed that we're trying curriculum and stuff that we have needed um that we're trying to spend our money on now. So, so here's here's where I am with

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this and um what you we brought this up I think Matt last meeting. >> So, we've had this problem which is a good problem for the last several years and and um I I just sit here and say, well, if we

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put it back in E and D, we have to give it back to the towns, which shows you that it's the town's investment. I'm not opposed to these things that we we talked about, but not the fact that we would have to give it back to the towns tells it where

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it belongs. So, if we can offset some of those user fees um with this revenue, even if it's for one year to look at it, I think that's like and and I think that there's plenty enough for that and this. I think that's the biggest compliment

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um to the financial stewardship of the district. Uh and I'll say this, if any one of these things were on a town meeting warrant article, the towns would pass it. They they had they didn't squawk at at a plow truck or and they

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generally don't. Um and these would be minor articles anyhow. I mean they they would these would the salt dog spreader I think is was just a an accessory essentially. Um >> it would help to see in the courtyards, >> right? So that's that's that's short.

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That's a couple grand. We got $310,000 there. You know, >> we don't have that much. That >> Oh, no. I think we have a hundred. We there's not $310,000 there to spend. >> Well, what do we And >> so there was and I said it is fluid. I think by the end I think we have about a

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hundred a little bit less than $100,000 that we have to spend. >> Okay. We're not going to be able to get the track repaids for that. That's for sure. >> Well, I may maybe some paint >> on the million, >> huh? >> I may have been over on the million. >> Yeah, >> just one big crack. >> You get old glory blue uh rhino liner on

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it to clean it up. >> And can't we also not put this money into next year's budget? This it has to be spent like the hundred,000. >> We can spend it. Yeah, we >> Yeah, we we'd have to spend it or if we if again if we don't spend it and we end

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the year with our e with >> it goes into >> it'll go into END and if that's over it'll go back. I do I did look and I think it was too late at this point about trying to set up some kind of stabilization fund especially as we're looking at a new school and we're looking at one of our biggest concerns

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is as the year goes on if you have somebody that comes into the district that is high needs it could be a million dollars that you know for transportation for tuition so we've and even we've tried to do prepayments on tuitions and then that gets tricky we've got grants

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what I'd love to do is as we get, you know, maybe next year, mid year, if we find out because we are we're prepaying for some stuff that is going to snowball into next year and make next year's budget a little bit more complicated again. Not complicated, but it'll be a good thing, but will is there too much

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money? Do we set up a stabilization fund so that if somebody comes into the district, you know, that's high needs, we have a a bucket of money that's there for that specific need. um or if if it's not for an out of district student, is

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it for a new school building that we're trying to build? And as we know, we're going to be going to their towns for millions of dollars. Do we start funneling money into this bucket that's going to help towards that cause?

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>> Well, we have a stabilization fund for the feasibility study that then would have to be repurposed for that specifically. Correct. Those things take also require tele meeting votes. >> Right. No, I real and I'm thinking that's for next year. I was saying as it's not something that we can do now,

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but as this moves forward into next year's budget, it's something that I think that we should we should discuss at that time. I'll just say this, my position on stabilization funds is every one you create then there's another 5% ability

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of the school to hold another 5% of the town's um assessments. So the towns will pick up on that like you're just holding more and more of the town's money. >> Yeah. So, >> well, so we have any numbers on these things or any quotes or

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>> um right now I'm just getting we I've been sending some stuff up. I know for um Athletic the Sound System I think we're at 3,000. Music supplies I think we had 17,000. Salt Dog Sperger. I don't have a number on. We've talked about

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putting a >> 5,000 >> um as far as we talked about putting up a fence in front of the um the new um playground that we have um just because of safety of cars being able to

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>> at the middle school just we actually said for two sides >> for the fence. We didn't want to fence the entire thing in because the plan would be to expand that at some point. >> Okay. So, would it also make sense to put the um >> I always forget the name of

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>> Ballards. Ballards. >> Accurate, >> right? >> Ballards. Ballards is where you go down at >> some clam cakes. >> So, the fence would have the posts like right on the f. >> Yeah. I just want because we have them to go into I don't know if there's a is

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a requirement to have them. I don't think on playgrounds, but it makes sense because the the car is parked right right up to that. >> That's why we looked at the first because they have the >> gas to the brake a curb. >> Uh that's kinsed right in front of that

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section so cars won't go past that. >> Cheap. >> We have to be careful with ADA compliance. That's the Yeah, >> that's So when we talked about the fence >> a separate curb, you know, individual for one car >> so the car can't get >> space and put another one that just

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>> Yeah. Like you have in front of the entrance that has a flower pots right here. So that's what Yeah, that's what that >> when you installed the playground just that little BM that's there from the asphalt. They said they were concerned about that not meeting ADA compliance. >> So could I ask was the athletic sound

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system you say 3,000? >> Correct. >> 3,000. Okay. Um, you music supplies would you say about 17 ballpark? So that's 20 >> uh salt dogs probably say five and then a fence. Uh, so to say 25,000 and I mean

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the fencing is for something like that. That's going to be a little more expensive if you put it $4,000. >> Yeah, I believe it was 4300. >> Yeah. >> For two sides. >> Two sides. So I mean if just for the sake of this discussion >> I think we said like >> history books history books

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>> sorry was there needs on curriculum >> curriculum yes thank you >> so that's where the biggest number is going to come from is the needs of curriculum and we're waiting on that I believe that might be >> so I did um to um the principles today we're going

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to we'll be ordering some some books we need they need books they're starting to use more textbooks which I'm very happy about and not as of the Chromebooks. So, Carol Ki asked for um uh 50 new uh history books and um I know the science

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department here had asked me already and um so there's a few that's what we'll be spending money on stuff like that that we need which I'm really happy. I think we need to have more books but they're so expensive. So when Kristen said that

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this morning, I was like because we can we can pay for it. So >> do you have an estimate, Mary, as to what you think? >> So I don't have an estimate for the books and I do have um we also reached out I reached out to I Ready too to see

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if we might be able to prepay a little bit of that too. Um and I'm meeting with him tomorrow. So, I'll have more answers and like numbers for for the books as soon as I get a number from the principles, but so far the only one

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that's given me a number is Carol Ki. >> Okay. >> So, but I'm thinking what the science teachers are going to want are class sets. So, that's usually 25. So, so we'll see. Be

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>> nice to walk into class and see this rather than this. My god, I love it. So, it's what we should be using more of. So, >> and am I recalling correctly that the I Ready is somewhere around 53,000?

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>> I ready was about 53. I think it was Yeah, like 55. >> Yes. >> Yeah. But for like if we can prepay for another year, >> we're extending. >> But it was Oh, 55, right? >> Yes. Yeah.

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>> Yes. >> So, I have a meeting with him tomorrow and they might give us a deal because we're, >> you know, >> extending that >> going so far into the next year. >> Mary's going to say pretty please. >> She is. >> I know.

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>> He's actually very good to work with. So, the I Ready people. So, >> we'll see. or even if we can get some extra professional development like things like that for the teachers because as you can see the you know kids

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grew so much using this program. If we cut more professional development for the teachers it would be really worth it and they want it. >> So that spends 100. So, I was >> I could spin the

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>> I'll just throw this out there and tell me I'm willing to accept a motion uh to allow the administration through the business and business office to expend up to $100,000 in surplus

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budget for athletic sound system, music supplies, uh uh courtyard salt dog spreader, um the fence area in the playground and various curriculum items. >> Some move. >> Motion made by Tara Scobby, seconded by

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Tara Walker. Any further discussion? >> All those in favor signify by saying I. I. >> I. Any oppose? >> You guys have it. >> Thank you. >> Thank you. >> Thank you. >> That changed the conversation when it went from 300. >> You know, ask for it all right now.

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facility report we've ever had. >> Oh yeah. Can we allocate money for industrial burner for at least one more year? >> Probably should. >> Is industrial burner on here? No. I don't see >> this is the shortest I think the solution we've had all year. >> Hey, don't jinx it. Don't jinx it. The

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>> Don't say that out loud. >> The um the boilers were off at the high school um one morning. Joe couldn't get them restarted for the hot water. I did call industrial burner in, but I was able to go down there and get them restarted myself. So, I cancelled the service call.

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>> Does it have like a big crank on it? >> No push button. >> But because they gas fired, I think there was air in the lines or something cuz they sat all week and when they came in on a Monday morning to start them up, they didn't start off. But anyways, they're running. They've been running. Everything's good. Industrial burner

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will be coming in to do the maintenance on them during the summer anyways. So, no sense in calling them in now. Um the handrailing at the high school has been replaced. Uh we will be sending that bill to um Thirst and Foods.

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Uh the backboard in the gymnasium, that motor has been reinstalled and there's no more oil leaks. Uh school grounds, if you notice, they were all cleaned up for graduation. Um behind the school, there was a lot of scrap metal, band props, and whatnot.

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and uh several trips to the salvage yard and four trips of pallets to various houses so that they could burn them for their bonfires. >> So, it didn't cost us nothing to get rid of them. Uh, new basketball hoops have been placed out in the parking lot over

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here. Not only did we fill them up with water, but we placed 50 lbs of sand on top of them, so should be good. >> Uh, unless there's a hurricane. >> How does the ball go in the hoop if you got 50 pounds of sand in them? Oh, you're funny.

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And they're nice because you can crank them down for the little kids, too, or the big kids that want to slam dunk them. Uh, let's see. Um, we're currently getting quotes for the playground fence, but that's been approved. Uh, True Green came out and treated for ticks at both the middle

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school and the Milville Elementary School. Um, this was done later in the season, so there was no need to have it done at the baseball field. um by the time we got notice out to the parents and Drew Green got them back to us soon.

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Uh let's see. And working on getting quotes for new booster pumps at Milville Elementary School. Um last month when the water company came in, ironically, want the pump shut down. Uh needed a new contact to start them back up. But those

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are original to the building. They're 30 years old. And much like the middle school, there's a good possibility we're going to get those covered by grants through a national grid. Um, industrial pump came out. I met with them today

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and it's it's looking good for here and I told him I'd like to get a quote by the end of the week just in case we have money we can roll over. >> There's a company called Industrial Pump too now. >> Industrial Pump, not Industrial Burner. >> Across the story.

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>> They might be brothers. I don't know. Uh, >> got to make a mental note to change my business to industrial roofing. >> Tom, >> and the elementary school cafeteria window, some of you may recall that came back that happened like last August and

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that was on one of my agendas. And much like the money not being spent at the time, the previous director of finance, Toby, to hold off on that. So, it literally fell through the cracks until I walked into the cafeteria, saw the crack in the window, and I'm like, "Oh my god, we're going to get that fixed."

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So, that has been fixed and replaced already. >> You were told the whole This crack was from a year ago. Is that what he said? >> It happened like last August, September. >> Yeah. The new budget had already kicked in, but for some reason, I was still put

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a hold on it. Okay, it's toilet. >> There was just an issue with the freezers here, too. Um, I ran out and flushed them while your meeting was going on. Um, flushed out the the condenser. We're also getting quotes for

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that, too. Um, every time Joe Warren and sons come out, they say that those units should be up on the roof and not underneath the pine trees where all the pine needles falling on it, clogging up the condenser, the pollen and whatnot. It's been going on for years. So, we're looking to get

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quotes for that as well. >> For what? For what? >> The compressors for the walk-in freezers here. >> On the roof of the freezer or the roof of the building? >> We're looking to put them on the roof of the building. >> Right now, they're on the ground. So every time you mow the lawn, it's

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sucking in grass and pollen and it's clogging up the con the condensers on them. >> You need a couple curbs up there. You got to service it by going up on the roof >> right now. It's on the ground. So >> can you put like a bracket on the side of the How big is it?

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>> It's four >> compressors in one unit. >> It's probably 4T by 10 ft. And it's heavy. So even if it goes on the roof, we're probably going to have to spread them out. And now they use it's almost like the mini splits you

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have. It's smaller units like that instead of one big unit. >> Is it just the trees that are the problem? >> Well, it's the mow in the grass. It's pollen in the air. Even on the roof, you're going to get pollen, but not as much as being right underneath a pine

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tree. >> How old is How old is the press? >> Original to the builder, 2003. Oh, so it lasted there on the ground for >> And I'm also going to look at grants for that too because >> Yes. >> It's probably it's it's probably the end of it useful life anyhow,

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>> right? >> Yeah. >> And that refrigerant or freon is getting harder to get too because >> as you know every year they're >> updating that as well. >> All right. Thank you.

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>> Use of facilities request. Go ahead. Yeah. >> Any parks and wrecks? No. >> Use of facilities is from French River. They've done this in the past where they come in to do graduate courses at the middle school. So, they're requesting to

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use the auditorium from July 27th to July 31st. It's a oneweek Monday through Friday from 8:00 a.m. to 3. They are group three. So, the fee for that would be $1,425. on a motion.

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>> No conflicts with those for that. >> No, I know our custodians usually work earlier that day, but I believe we we're charging them custodians to stay for those. >> I'll make a motion to approve the use of facilities for the French River organization.

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>> Motion made by Tyler Goldis that Carry and Tower Luff everywhere else. All those in favor signify by saying I. Any opposed? The eyes have it. >> All right. And the the next one was um this is just a change. This has been

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previously approved. Um and it's just a date change for um the Blackstone Millville Youth Basketball League at the middle school. Um so it looks like the date change they have 81 and 82 is the

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rain date for this. Um and there was no charge on this. There's a motion to approve the date change request. >> Sure. It's a motion made by Tyler Laka by Taros Kovi. All those in favor by

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saying I >> and opposed the eyes have it. Didn't even call for a discussion on that one. I forgot all about that. >> Um any objection to disposing this high school surplus? Looks like a lot of books. >> What? Motion's approved for disposal

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circles. >> Whatever chair just said, I take a session. >> All those in favor? Any discussion? >> All those in favor signify by saying I. >> I. >> Any oppose? The eyes have it. >> Um um so uh we do have a meeting July

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the continuation of the uh superintendent search on Jo uh on um >> 17th. >> 17th. >> Thank you. We'll have two different agendas. Um, we'll clarify with Jackie tomorrow. And our next regularly scheduled school committee meeting is

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July 6, 2026. >> Uh, with that, anyone from school committee and school committee forum? >> Having done, I'll take a motion. Oh, sorry. >> I'll just say that, you know, the graduation ceremonies were great. They looked, you know, the grounds looked

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amazing. Um, the decorations and all the flowers always look great. And you know, it was just another nice ceremony, the awards ceremony the night before with the keynote speaker. That was >> she was great. >> Yeah, she was she was really good. And it's great to I always love to see when

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we bring back, you know, alumni that have, you know, achieved so much, you know, so uh just, you know, kudos to everybody that put that on. >> Thank you. Anyone else?

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Uh okay. And thank you for everyone tonight. Thank you for the patience of the the students here this evening. Um wonderful job by the um for the reports in the air of the students involvement and the and the principles

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and teachers and staff. Um our next meeting is July 6th. A regularly scheduled meeting is July 6th, 2026. With that I will take a motion to adjurnn. So move >> second by Matt Sarah Scobby, seconded by Matt. Any further discussion? All those

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in favor?