Good evening, ladies and gentlemen, and welcome to the school committee of a meeting of March 26, 2026. At this time, I will call to order and ask everyone to rise for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the
republic for which it stands, one nation under God, indivisible, with justice for all. Next up is a roll call of uh members. >> Jane Reio, town of Milville. Carrie got Blackstone. Aaron Binoco Milville.
>> Matt Catalano Milville. Chuck Dunson from Blackstone. >> Sarah Larville. >> Uh Dan Keith from Blackstone and Tara Scobby will be joining us shortly. Her son is pitching right now. Is that what you're saying? >> He is. Yes. >> Kristen Donado, director of finance and
operations. Jill Pillagalerani, interim superintendent. >> Excellent. With no student update looking. Okay. Okay. Uh we'll move over to consent agenda. A uh warrants. I'll take a motion to approve the warrants.
>> Motion made by Tara. >> Second. >> Seconded by Chuck. Any discussion? Hearing none. All those in favor signify by saying I. >> I. >> Any oppose? The eyes have it. It's unanimous. And next up is to approve the budget
workshop minutes from 12226 and 12726 move. >> Motion by Jane. >> Second. >> Second by Tara. Any further discussion? All those in favor signify by saying I. I.
>> Any oppose? The eyes have it. Next up we have a public forum. If anybody wishes to address the committee, uh, please come on up and, uh, have a seat at the table and just give us your name.
Hello. Uh, I am Nathan Burden, class historian of the class of 2028. I'm here to talk to you all about the attendance policy and the mental health of students within VMR. As many of you know, mental health is a big issue with teenagers and attendance as well. As stated in the high school student handbook, students
are allowed four unexcused absences per quarter. On the fifth or more absences in the same quarter, a student will be assigned an FA, which is a failure due to attendance. If a student's average is below a 50, he or she will receive a lower grade, which means in one school year you get a total of 16 unexcused
absences. While yes, this does seem like a big number, having unexcused on your unexcused absences on your record can be extremely stressful, especially if someone's trying to get into a good college. Based on a schoolwide survey of the high school I've conducted, 59.8% of
students who answered uh state that having unexcused absences on their record causes them stress. Moving on in the handbook uh states excused absences include college school visits, medically documented illness or injury, briement
or family funeral, major religious uh grievances, court dates, and severe family circumstances. Note that nowhere on this list doesn't mention mental health days. I want you to keep this in mind for later. As well in the handbook, it states, "All excused absences need to
be supported by a doctor's note or legal notice within five school days upon return to school. Was it never put into thought that some schools uh some students do not have access to doctors because of many different reasons? One of them being me uh that health care these days are way too expensive." Based
on the schoolwide survey, 71.9% of students who responded said they do not have a therapist to speak outside of school. I also surveyed what percent of students struggle with mental health. 38.1% of students who responded say they said they struggle with mental health
while 36.1% of responders said they did not. The rest preferred to not to answer. However, 51.35% of students who said they struggle with mental health and also do not have a therapist to speak out to outside of school. 59.8% 8% of
students who responded said they do not feel comfortable speaking with a school counselor about mental health struggles and or family circumstances. Comparing these results, 32.76% of students who responded that struggle with mental health and do not have a therapist outside also do not feel comfortable
speaking with to school counselors about mental health uh struggles and or family circumstances. Additionally, when it comes to attendance, the handbook also states there are no sanctioned skip days at BMR. Student organized skip days under determines the educational process. The school will not accept uh
parental excuses to participate in skip days. Students involved in a skip day will be considered absent unexcused. I want you all to uh pay attention to the wording student organized skip days. While yes, school uh skipping school does underdetermine the education
process. I believe that this there should be additions to this such as skip days are to ensure that our inure mental health help is positive within students. They should be allowed and uh allowed to be taken. Worrying so much about
attendance strains you so much especially if you on your mental health. If you want to take a break why does it have to come with consequences? So, you're supposed to tell me the students who do not have professionals to speak to or do not feel comfortable to speak with one to get proper treatment, can't
catch a break for a single day. From personal experience, some weeks I feel very burnt out and don't feel like doing it uh work for a day and I'm not allowed to catch a break. Sorry, one second. Moving on. In the guidance of developing attendance from the Mass Department of
Elementary and Secondary Educa Education, it states at the school level, schools can create and use a tiered system that promotes attendance awareness for all students. Early interventions for students who are beginning to show signs of chronic absutism and specific individual
interventions for students having the most trouble getting to school every day, including active and culturally competent communication and engagement with students and families. Additionally, the tiered system of support should include clear ways of addressing the reasons that students may
not be attending school consistently. For example, increased mental health needs resulting from the pandemic, impact of bullying, homelessness, and disability, and highlight non-punitive measures to address any such attendance barriers. In this expert, it states non uh punitive measures. Going back to my
last point, why should we be punished for needing a break for day? We're all human. Everyone needs a break, especially if it's making impact on mental health. Quoting this from the Mass Department of Public Health in 2023, 647 total suicides occurred in Massachusetts, uh 15 point uh 15 to 24
year olds had the highest percentage of history of suicides attempts at 27.6% in mass alone. Doing some math here, that is around 180 uh people. Putting this into perspective, my class has around 10 105 students, which is almost
half of the students in my class in 2023. uh 15 to 24 year olds had the highest rate of self-inflicted injury uh resulting in emergency department visits. If school actually cared about her mental health and these numbers I just stated, it shouldn't care so much
if someone doesn't go to school for one day to catch a break. Mental health is a serious topic and should not be ignored, especially the mental well-being of teenagers. Mental health struggles are only going to grow, especially with all the current uh things going on in the world right now. School shouldn't be the
one to restrict us from deciding when we need a break. We us students should be the have control over that. With that in mind, I have a proposal to change the tenants policy. either use a tiered system as I explained earlier to address the reasoning behind unexcused absences to allow students to take some days off
for mental health me uh measures or change the or change the attendance policy to state that students may take some skip days for mental health such as changing the policy to allow three unexcused emissions with one free excused absisonence per quarter while still meeting the required days in a
school attendance in the school attendance criteria. While I do understand this will take time, I do wish to set a deadline for this. I'd like to see some changes by the time I graduate from high school. I wish to positively shape the mental well-being of future students who may go to BMR. We
deserve a school that uh measures success not just by how often we show up, by how much we are truly doing. Thank you. >> Thank you. >> Thank you. >> Anyone else wishing to address the committee? Can I just can you just forward that
presentation to the superintendent's office? >> Yes, I have copies that she >> Okay. And thank you for your effort in uh in your research on that matter. >> Okay, moving on. Um we're going to we'll
take the agenda out of order um and go right to a report of the superintendent item C, spring athletics update. Um, thank you for allowing us to take We have a few things that we're hoping to take out of order. I We have a lot of um families and and students here tonight to do some presentations, but we want to
start with our our athletes are here. If you want to come on up um and I know that our AD is going to be joining us, but she said she we can get started um with our with our athletes. So, if you all want to come up,
you can all come up. Come on over. Come on down. chairs. Pull them on up. Come on up. Come on up. >> So, Elizabeth was hoping to join us. We had a little bit of a swap of a baseball game, so she's finishing that up. Um, so we wanted to get started with um some of
our uh updates from from the past season. So, she um has just a little note I'm going to read to get started. So, we want to celebrate and recognize the outstanding successes of some of our fall and winter sports teams and athletes. Here with us tonight are our
coaches and some of our team leaders for girls varsity soccer, football, and boys varsity basketball. Each of these teams put in a tremendous amount of preparation, time, and energy in their seasons, and as a result, they each won their respective CMAC divisions.
I'd like to have each team come up. Well, I know they're here. And share a little bit about the work they put into this year and the se and what the season meant to them as student athletes. So, first um >> we've got basketball up here right now. >> Okay. Now, I'm going to have to find where it says basketball. Um so, um we
want to celebrate our most recent CMAC champions, our boys varsity basketball team. And we have JV coach and assistant coach Jeremy is Fster is here and his players are Carson Canoyer. We have Jackson Dutton and Ish Diaz. Correct. Am I missing anyone?
>> And Jake Gaines is here with us. >> Okay. Perfectly. Jake. All right. So, we'd love to hear from you and how your season went. >> All right. I just want to say first guys, good evening and thank this is Thank you. And those of you who don't know me, I'm Jeremy Folster. I'm the boys JV basketball coach. I'm here on behalf of coach Ugalo who apologizes for
not being present tonight due to a work obligation. He would like to thank the school committee, our athletic director, Elizabeth Bard, for the opportunity to bring the BMR boys varsity basketball captains here to be recognized for their hard work and dedication this season resulting in the winning our conference,
the CMAD. And here to speak about it are our captains like you introduced um Ish Diaz, Carson Canoy, and Jackson Dutton. So I'll let them do the talking. Great. Uh this season started off a little rocky. We had a brand new coach. Uh we
brought in a new system and a way of doing things. Uh there was a bit of a learning curve. We also faced less ideal situations of having so many games early on in the season. We had little to no time to prepare as a team. We had seven practices, two scrimmages, and then we
were facing five games in 10 days. It was a crazy way to start the season. This busy start to the season led us to losing some early games that we wish we could have got back. At the halfway point in the season, we
had four wins and five losses. This seemed to be a turning point in our season. It was when we it was when we really started to click as a team. Over the next nine games, we would win seven games and lose just two. Both very close
games. We qual and we qualif qualified for the Clark tournament and and the state tournament. >> And some accomplishments this season outside of qualifying qualifying for the Clark in playoffs include going seven and one in our conference to finish
first. This is the first time the BMR boys team has won their conference since the 2006 season. We beat Hopedale, which we haven't beat them since the 2018 season. And we beat Sun in both our meetings this year, which coach Ugalo
looked at all the way back to the 06 07 season and couldn't find a time where we beat them twice in year the year. Overall, we had a very successful season with only losing two seniors this season. We are looking to bring back a
large part of our team and continue the success next year. Some goals we have for next year are to bring back a Clark tournament championship for the first time since 1998. Thank you. >> Thank you. I did have an opportunity to attend a couple of games. They were
amazing games. I love seeing the boys were very aggressive on the court, which is always a good thing. It was they were great. Very exciting games. They're great. >> We're looking forward to another great season next year. >> Congratulations. >> Congratulations. Congratulations. NICE
JOB. ALL RIGHT. >> SO, I guess we're going football. Okay. Um, so next we want to honor our football team and we have coach Jamie Cap here um with his players. We have Carson is Jake. Is Jake here? Jake. And
is JJ here too? >> Unfortunately, he's not here. >> Okay. All right. Let's hear about your season. >> So, um, first of all, thank you for having us here. Um, this is the second time since I've been a coach here that I've had the opportunity to do this. Unfortunately, I let these guys fill in some gaps. Um, they were not the
original group that were supposed to be with us. Our captains unfortunately couldn't make it. Um, and I had something prepared for them to read. Um, so last minute switch up. Uh, we started off 0 and2 a little shaky. Um, we played a team the second week that uh was just overpowering us and it kind of was one
of those games where you left wondering how the rest of the season was going to go. And the team had uh two options. It was either, you know, we could kind of just embrace the fact that we might not have the best season or we can continue to fight. And that's what these guys did. And it started at homecoming and
beating um Montusa. Jake had a huge touchdown play. Um Carson had a bunch of plays to keep our hopes alive and a lot of our CMAC games and was a a cornerstone to our defense uh coming back out for his senior year to play outside linebacker. So, is there
anything you guys want to fill in? And, uh, ultimately 4-0 in our our league this year. Um, and we were an early exit in the first round of the MIA playoffs. Uh, but these boys didn't give up. Uh, and they played their hearts out, and that's all I can ask for as a
coach. So, very proud. >> Great. >> Great season this year. Thank you. >> Spring sport. >> Yep. Do you do a spring? >> No. >> Okay. Well, you should cuz like obviously you're on a roll. So, >> thank you. >> Thank you.
>> Run some track. It's good for you. >> I've tried. I've asked them. >> Perfect. Hey, >> cowboy boots though. >> And last but not least, um our girls varsity soccer, uh they're here to speak on their season. We have coach Kevin McCort. We have Brian Burke
and players Ella McCort and Grace Buzzel. >> Yeah, thank you for having us. as they've said. Um I've been with this team of girls for three and a half, four years and we had some pretty low seasons and we in the DVC, the
Nipitmuckss, the Hotsails, the Suttons, they were they were good. Um but these two girls kind of led this team for the last four years and we graduated one senior last year, two seniors this four seniors this year. We've had not a
high turnover rate and they've really kind of helped build the program. They do all the team building things that gets all the girls involved and I think that's growing the program because this is the first time I think in BMR history we've had three full girls soccer teams and I think with losing four girls this
year I think we're gaining probably twice as many. So the program is just going to keep growing. Um and they're good at that. Like I facilitate it but they run the show. Um so they've done a lot of work behind the scenes to get this program where it is. Um, so they'll give you a little rundown of how things have went. Um, and we did have a very
successful season. >> Yeah, thank you guys for having us tonight. Um, we're excited that we were the CMAC Division E champions with an in league record of 7 and one. And this was the first time ever in program history that we won our division. So that was exciting for us.
>> Yes. On top of that, we had five league allstars. Um, Marin Barry, Natalyia Maras, uh, Kaylee Burke, Taylor Trescott, and Macy Rodenheiser. So that just kind of is a testament to how successful we were and how proud of we how proud we all all all are of our girls. And then we also had two central
mass stars. Uh Marin Natalyia also qualified for that which was awesome. Um and overall that was the seven and one record in league. And then our overall record was 12 5-1. So 12 um 12 wins, five losses, one tie. >> Yeah. And like Kevin said before, we've
had some rocky seasons before. Um just last season alone we had 22 assists, 31 goals, and eight goals scored on us. Um and we basically doubled both of our assists and goals this year. We had 40 assists and 61 goals. And then we kind of cut our goals scored allowed on us by
half and that was only 43. So I think that was a great testament to us. >> Yeah. And not only that, but those goals and assists were shared with by a lot of girls on the team. wasn't, you know, there were obviously our stars, but each girl contributed to the offense and the defense. Everybody had stats. If you
look at the stat sheet, it wasn't just these few girls. It was a full team effort in all the games, which is really exciting for us. Um, a few highlights of our season were definitely our senior game. We played Montichus Tech and it was a comeback win for for us. We won 3
to one and that game was really a testament to how hard um our girls work and how much they care. Not only did the upper classmen really want that win, but when we went down you saw how much our underassman wanted that win for, you know, the girls who've led the team. Um
and that was really exciting. >> Yeah. I think another one of our favorites was towards the end of the season we had an under the lights game which is always super fun for our girls. Um it was Bellingham senior night and we've always had kind of a riv rivalry with Bellingham. We've always been super equal with them. Kind of come up short
um years prior with a goal or two being lost by and this year we won four to two and one of our um eighth graders that we pulled up that game scored a goal. So I think that was kind of a nice moment for all of us and it was a great game and we got Dairy Queen after. So that was pretty awesome. >> Even better.
>> I mean in both of those games I think we were losing at halftime. >> And so they and I said this to them at halftime. I don't I don't sugar. I said listen we can hang our heads and just keep going the way we're going or we can forget it, dust it off. And and they did it. They flipped the switch. And in both
those games, it was some energy on the field. Um and it was a total team win both times. >> Great. >> Yeah. And though all these stats are important to us, um what Grace and I are most proud of, um is the place we're leaving the program in. As Coach Kevin mentioned, um in seventh grade, that's
when Joy Grace and I both joined the program. There was probably only about 20 girls in the program as a whole. we were both pulled up to the varsity team because there weren't enough girls to even field um a JV team and now we're leaving the program behind with over 50 girls, a middle school team, a JV team,
and a varsity team. So, we're really proud of that and we're excited to see what they continue to do. >> Yeah, >> that's about it. Thank you guys for having us. >> Thank you. Okay, we can finish the rest of our update when our athletic director arrives.
>> All right, we'll move to um item B. >> Yep. So, our next one, again, thank you for moving this up. We are going to be talking about our middle of the year student performance data. Um we've brought this up. I know we did our beginning, so we have asked our teams from our buildings to come up. Um, we're
very happy to have our staff here and very excited to have our students also help with the presentations tonight. So, we are actually going to start with Milville Elementary School. So, if Milville wants to come on up and we'll be putting up the slide presentation um that you can see on the
screen and once you get settled, we just want to make sure you all take a moment to introduce yourself. Good shape. He's good. There you go. You guys You guys good? You hear that? >> Y perfect.
>> All righty. So, hello. Everybody want to introduce themselves? Sure. >> I'm Mackenzie Gail. I'm kindergarten teacher. >> I'm Harper. I'm in third grade. Yeah. I'm Josie Greenstein from third grade. >> Carrie Langone, first grade teacher.
Linda Maro, school adjustment counselor. >> And Christine Ster principal. >> So we have a little bit. We have preschool in here as well. So we're going to kind of go through some stuff quick and then the girls have a little bit they want to share about writing and stuff that they've been doing. Um before
you start, I'm just going to pass this around when each present. We asked the um schools to send because we're doing writing assessments. So they have some samples in here, some of the student writing just so you can get a sense of the rubrics we use and some of the writing samples. Okay, start down there. So um the mys assessment is our
preschool assessment. So our preschool three and four-year-olds take it. So all we started with just our four the first year we did it and the teachers actually found a lot of valuable data from it. So the two assessments it measures early literacy and early numeracy and you can see all the categories that it breaks down into.
Um this is just a kind of breakdown of how they did. The alliteration is not assessed until end of year. So that is why that is blacked out. The green is a student's on level or above. The orange is a student's um like partially meeting
and then the red is below grade level. Um as you can see this is so that we give this only two times a year. So that's given kind of like October it's like very large window. So it's like October to um to Nove December and then
the next one starts up right after February vacation and it goes to like the end of April. So they test each child one-on-one um and they do all these subtests. So um some of the strengths that we found is our students um have can say rhymes
like cat and bat, but they have a hard time necessarily they have a hard time recognizing them. So, we've got the strength of the rhyming. Now, we've got to figure out how to get to it where they're when we're reading it and recognizing on our own. Um, this is something I wanted to share with you guys. So, which one doesn't belong is a
strength in aspect that our students can think outside the box. So, the first example is you can't see it, but do you want to hold it up a little? Want to go up there and show them? Go ahead. So, you'll see three pictures. The top one, there's a bird, a tree, and a goat or a
lamb. Um, so anybody have a guess as which two go together? Which one doesn't belong? Actually, should be my question. >> The branch. >> The tree. >> The what? >> The goat. >> The tree. >> The tree. >> Well, the tree. >> Well, actually, so
well, so that's our kids that can think outside the box is the goat because the kids will say the bird goes in the tree. So, the bird and the tree go together. But the answer wants the bird and the and the lamb or whatever that is. >> It's more of a sheet. >> And then in the bottom picture, Harper, what's Can you show me that one real
quick? Oh, yeah. So, there's the winter scene. Um, there's a winter coat and then a beach. So, which one would you think would it belong? >> Wait, what was the first one? >> The It's a winter. It's like snow winter. >> I can argue with myself, though. Yeah. >> So, the book wants the the book wants um
actually the beach one that doesn't belong, but our kids are thinking that it's the two landscapes or the two landscape together. So, those are kind of tricky, but um but overall they're doing well with them and we love the fact that they're thinking outside the box. So, that's only two of them. All right, Hopper.
Um some of the things we are working on is um the onetoone correspondence. um it's getting there, but we're still working on that. Um and then some of our next steps. So, we're coming up with rhyming. That's the next unit that they're coming up on. So, they're going
to be working on a lot of that. Um working on some more higher order thinking. So, we've got the basic levels. We want to get more of these birds and the trees going together. Um and then, um we're working on student ownership. So, even our preschoolers can take ownership in their learning. And
that's one of those are a couple of things that we're working on there. Okay. Uh, next we have the I Ready reading assessment. And what you can see at the top is there are two bars. The bottom bar is our BOI data. So,
beginning of the year, and above that you see the MOI data, middle of the year. That's for the whole school at the top. Underneath is a breakdown by grade. But we are looking and seeing that our students are making the trends that we want to see. We're seeing a decrease in students that are in the red and the
yellow. In the red there are two categories of there's three or more grades below. We have two grades below. In that yellow we have the one grade below. Green has two ranges of early on grade level and mid or above grade
level. So we are seeing overall and within each grade level that our students are moving in the way that we want to see them moving. We had 11 students at the beginning of the year and three or more grades below and that moved to only five in the middle of the year. Uh for two grades below we had 76
students and that decreased to 31. Um for the yellow one grade level below we had 191 students and that decreased to 137. Our early on grade level increased from 59 to 108. And our mid or above
level increased from 34 to 90. So we're really you know celebrating those trends that we're seeing. Um, and for teachers, we're able to also see breakdown by domains that the assessment looks at as well. So, we can really see the areas to target.
>> We should also note that our grade level only grade three can be three grades or below. >> So, um, so that is that's why that number is a lot smaller too um, initially because we can only have, you know, 100ish kids depending on the grade
size. Um, but so it still went down a ton. Mhm. Um, our next screen is a breakdown of our special education students and our L population. And the same thing we're
seeing in both of those groups is that students from beginning of the year to middle of the year are trending with a decrease in students in the red and the yellow and a growth either from red to yellow or yellow to green. So, we're seeing that in both populations. um we
have more work to do but it's been really nice growth that we're seeing to celebrate. So this is the um BOI beginning of the year MOI middle of the year for I Ready Math. Um as Carrie said the bottom row or bar is your BOI the top one is
your MOI. You can see um just by looking at it that we have taken over a lot more green of um mid to above level or early to on grade level. Um we're seeing a lot less of percentage in the red which is
your two grade levels below or your three or more grade levels below. Um I will highlight just a couple of the percentages for you. I'm going to go from the um K I'll go like specifically grade level K to three. Um we'll start with
the green dash bar line. Um at the beginning of the year it was 1% it jumped up to 40% growth. So it's good. Um and then for the for first grade you have 0% in the on or mid to above level
at 0% and jumped up to 20. For second grade, you have 3% and then jumps up to 15. And then third grade, 2% jumps to 11. Um, I won't really focus, as to Christina said, on the red areas because for our grades, it's a little more
tricky coming from three or below grade levels. So, I'll look into the um yellow column for you. Um in kindergarten it started at 84% in the um yellow and then jumped or went yeah went down
went down um in to 33%. For first grade it was at 87% went down to 68%. Um in second grade we have 61% jumping down to 53% and then in third grade you have 61% jumping to 53% as well. So
still making good growth. Keyword there, growth. >> Um, and the important thing too is remember kindergarters are a blank slate when they come into us. So they have a lot of unlearned or unknown skills yet and this is so they're really getting into the numbers and the letters and all that and the teachers are working. So
that's why we see that big huge growth at the beginning of the year because they're coming in with nothing and they've learned so much in just a few months already. Um, this next slide is your ELELLL population and your special education population. Um, again, I'll probably I'm
just going to stay in the green slash area and then I'm going to actually go to the red slash area as well. Um, for BOI, you have 6% for the ELLs. Um, jumping to 0%. So, they are completely out of that scary red zone for us
teachers. Scary. Um, and for your green dash, we had 0% at the beginning of the year. Now we're at 6%. So, they're just switching. Vice versa. Um, for your special education population, you started at 9% in the red for beginning
of the year jumping down to 2%. Which is great growth. Um, and then in your green slash area, you have 2% where they started in the BOI jumping to 16%. Keyword growth. Fantastic growth. So um
in K to3 we also give dibbles. Um so dibbles is a assessment for reading as well. But this is checks on fluency and how quickly they can read and identify letters or read sounds or blend nonsense words. Um so as you can see they're both I'm not going to read you all the
numbers but you can see um we do the our above level is one of our ears that they're kind of staying the same or similar. So we definitely started a couple things in and I'm going to go to the next slide. Um grade two and three are trying something in win. Um our
librarian Jessica Barbado has been doing a literature like a book group for our students that are above um grade level and she takes them and they're doing they're each reading something different. Um grade two is reading Dolphins at Daybreak and grade three is reading Mr. Poppers Penguins and then they're also doing research projects on
it. So second grade is doing a research projects about um dolphins and then the um third grade is doing a research project around penguins and around that book. So, they're kind of tying in some fiction and non-fiction. They're doing some reading on their own and then coming back and discussing the book. So,
they're trying a little bit different to hopefully help boost some of those numbers. But overall, um they are also trending toward the way we want them to be. As far as um looking at strengths going forward, um in regard to growth, it we
like to in general had be 50% or above growth from beginning of year to middle of year. And um we are in the 70s in both reading and math in both areas, which is do that. Um in regard to student ownership and independence, that's something we're always
encouraging and hoping to improve um as they take more ownership and independence in their work as they get older. And um they're a work in progress like we all are, but um they're getting there. That's a good thing. And um as many of you know, we received a DESI grant for online tutoring. And currently
we have 54 students participating in the program. Um and the students appear very engaged. They look forward to their sessions every day. They're making connections with their tutors. So it seems very successful at the time. Um as
far as areas for growth, we are currently analyzing our writing prompts. There are areas that need to be worked on at all grade levels. So that is something we're taking a closer look at. um students are able to learn an indiv individual activity when they have one, but as far as generalizing the skill from one activity to another, different
tasks is something that they're still working on. Um and we are also working with um teachers, our regular regular ed teachers, our L teachers, and our special ed teachers continuing to work together to support students in all settings. um for our next steps in both ELA and
math. Um again, we're talking about that engagement and ownership of learning. We've been really working um on increasing that with our elementary kids. Uh we are doing training with Dr. Sharet to really work on individual student writing feedback and goal setting with students.
We are also working on using MOI data to pinpoint the individual small group and whole class instruction that we are doing. Uh we have had some professional development with LAN and we've been working on creating those higher order thinking questions that are going to raise the student learning ceiling so
that we are making sure everybody's getting to their full potential. Um I'm picking up that bullet point for um we are integrating more spiral review um into math instruction to ensure that students are still using that those
concepts that they've learned at the beginning of the year all all throughout the year even at the end of the year. So they're not just doing it once and then kind of clicking out forgetting it. Um which I'll give one example just for at the K level. That's us at um wind time.
I'll incorporate those older skills that we've learned into our um centers during win so that they're still incorporating those in into just academic learning. Amen. And then the last bullet point is number five. We're connecting classroom
skills to real life connections. Um, that's like observing plants and then keeping a daily journal of what they look like for like a real scientist or creating a how-to book for something that you already know how to do and then sharing it with a classmate that might
not know how to do that thing. >> All right. So, the last is our writing assessment. We only have MOI up there because our we switched our writing. So, we have done narrative for many many years and we actually the MOI we did response to text. So, even our kindergarteners were able to do a
response to text writing, and you'll see that in there. Each grade we kind of did um a different almost like animals. So, they did a chickies, you guys did penguins, second grade did sea turtles, and third grade did beavers, right? So, um so they did different animals and
facts about them. So, then they had a prompt in response to that animal or that they had read about. So, this is kind of a little picture of our work that we've done. And then I'm going to let the girls now talk because you've heard enough of the adults. We're going to let the girls talk and they're going to tell you a little bit about their
learning to write and writing more in third grade. Jos, you want to go first? >> This year for the writing prompt, we learned how to write using a certain order. First, we start off with the TTQA, which means turn the question around. After that, we add three details from the story we read. Next, we do our
conclusion, which is the end of ending of our writing. Also, this year, we learned how to answer the question step by step. So like first review the questions then read but while you're reading the story you would highlight the answers as you find them in the story. When you get to the questions you
can go back to the stuff that you highlighted and it makes it easier to find the answer to your question. Last but not least we have our transition words. Our teacher does not want us using to use boring transition words because the she wants the reader to get interested and want to read more of it.
That's all I learned so far on how to write for a writing prompt. >> All right. And how >> what I learned is we have should read the story more than two times before answering the question.
Um, we write the story first and then what I use is I write the story first and then I use swag to check my story again. >> Can Can you girls tell them what swag
means? >> Starts with >> S starts with a capital letter. >> The W stands for write neatly. The A stands for a space between words and the
G um stands for give punctuation. This year we learned how to make a T-chart. If we have good notes, it will make writing a lot easier. >> How did you learn to make a T- chart? So for MCAT, could you make a T- chart on scrap paper? What do you do?
>> So we fold it paper into like kind of Oh, wait. There's a line up top and then put it on line paper and then we put a line right down the middle and then we write the two subjects on top and then we just write the
>> details, right? >> Yeah, they're ready. >> A couple more. >> We also learned how to highlight in the story to help us find important words. And then instead of using happy
stuff like that, you can say like ecstatic. >> All right. So our last slide, I was going to enclose it briefly. Our next steps for writing include um using age appropriate checklists and exemplars to support student writing, working on
increasing students stamina for writing in all subject areas um giving as many opportunities for practice as possible. And lastly, working with our reading consultant to identify ways to incorporating writing across all subject areas, including specials.
>> And that's it. Any questions? >> Did I get that? What was it? Swag. Yes. Swag. >> So S stands for starts with capital letter. >> Okay.
>> The W stands for write neatly. >> Okay. >> A lot of people up here who could use making notes. >> A stands for a space between words. >> Space. Okay. And G stands for give punctuation.
>> Give punctuation. Thank you. I'm going to I'm going to put this on my fridge. Everyone can learn from it. >> Have a little Everyone can have some swag. >> Swag. >> Use your swag. I love it. >> Aaron is ecstatic about
>> I learned something new. >> Does anyone have any other questions for our Milville team? Well, we came in this meeting without swag, but we are leaving with >> Great. >> I have a question. >> Oh, go ahead. >> Third grade did beavers. >> Yes.
>> Yes. >> Is there is there an opportunity this spring? Well, the very first writing said, "I hope I have the chance to see American Beaver someday." I just want to say that you could probably make that dream come
true. No, they're in the universe. I read it. It's in the book. >> Whoever wrote that one >> right in the back of the school. >> I think they both I think I stole one of their samples. >> The first nice spring day walking in nature. >> You can see the beavers.
>> There was a nature trail out there. >> Mhm. >> They said when I heard it here to walk too far >> can make dreams come true at Milville Elementary. >> I just want to say I'm glad to see I know I is new for for this level. Um,
and it seems like there's been a lot of progress made. It seems like at the beginning of the year, a lot of that might have been due to the newness of it. >> I know specifically in the kindergarten, I know there was some concern at the beginning of the year. >> It looks like they've overcome that. So, looks like you guys were on a
>> and we actually tested kindergarten beginning of the year. We did a lot of small groups or like one-on-one while they were navigating it. Now, they did it all together and they were able to do it as a whole group and like they really did a nice job. We put extra adults in there, but they were able to do it as a whole group, which was awesome.
>> Very good. >> Anything else? >> Thank you very much. >> Great job. >> All right, we're going to welcome the middle school to come on up. And I'm going to begin. They have some work samples as well. So, we'll pass
that around for you to take a peek. Might not be as exciting as beavers, but >> you never know what you're >> We won. Before you get started, introductions would be great. I'm Megan Murray, fourth grade special teacher.
>> Um I'm Halo and I'm in fifth grade. I'm Adrian Flory. I'm in sixth grade. Dan Haiko, fourth grade teacher. Chand principal. >> Okay. Um it'll be nice and short. Um so
we're presenting to you our BOI and MOI data. Uh our focus area is same as Milville reading, writing and math. um we use our data source is already in writing. We did do respond to text uh beginning of the year and middle of the
year based on our MCCAST data from last year that we realize that respond to text is where we need to work on. Um there's three t well we're many takeaways but three major takeaways is strong growth across grade level
intervention students make significant progress and continue to focus on neither on skills gap and rigor for high you know higher level student that we realize so when we analyze the I ready data we didn't just look at grade level
we look at by teachers and we also what for sixth and seventh grade we look at by period so we notice certain period might be struggling and that's where we wanted to make sure that uh we kind of look into why what one of one of the groups is a high level group is not
growing as much as the other group. So one of the things that we asked I representative when they came to PD day is help us how do we make sure the rigor is there based you know using I ready resource and that was very helpful at
the PD day. Um Megan and John will move on to talk about the data. >> Um so overall, just like Jenny said, there was growth, you know, from grade four all the way through grade 7. Most of the biggest movement happened with
the students that were in the below grade level sections at the BOI. They made the greatest jumps um at the MOI. Most of the intervention and grade 5 intervention students, 41% of them are now on grade level.
66% of the sixth grade is on grade level and 40% of the seventh grade moved out of that below grade level. Um the ELELLL students that population again made great growth. Grades four, five, six. If
you look at grade four, 60% of them made over a year's worth of growth between BOI and MOI. Um, so some things that we had here, intervention students, they were the ones that were really meeting their goal
and some of them even exceeding their goal for the year by the midyear point. So what can we say about that? the intervention is consistent and it you know across grade levels so it's working
um the other populations the ELELLL students along with special education students that instruction is strong because they are making that growth. So again how are we going to challenge the higher students that seems to be where
we're sitting at this point. So now jumping into the math um similar to reading we noticed growth um across all grade levels increasing from in grades four to seven um there was a strong performance in the numbers and operations and algebraic thinking
categories. Something we noticed that we need to focus on is geometry which remains an area that we need to target. It comes at the end of HMH I'm pretty sure from grades K to 12 probably. Um it's one of the end modules so we tend to hit it at the end of the school year
in June. So that's something we're focusing on now. Um all of our students maintained or improved placement most of them. There was key domains like foundational skills that a lot of students improved upon and that was
across all the different subgroups. Um a lot of the students moved from early to mid or above grade level which was great. Um, again, intervention was a success. 12 out of the 21 students closed the gap to less than one grade
level below and 90.5% metar growth goals and 86.7% advanced to at least one grade level at least one grade level. Um, this is kind of the enrichment part for math, which is just for our grade six. This is looking at this is kind of going to
increase that rigor. 14 out of the 16 students now are at or above grade level. All right. So, writing. So, things that we've worked on this year. So, strength in genre awareness. So, like we said, we looked at the MCAST
from last year and we noticed that that writing always comes with response to text. So, read a passage and respond to it. And that seems to be where students were falling short. So we put a lot of focus into that. So BOI writing was a
response to text. MOI writing was response to text. And I can tell you as a fourth grade teacher, we have done a number of response to text since the BOI. Um some things uh something different that we did this year again across grade
levels were we met as teams first and instead of me correcting just my own classroom we took all of the fourth grade writing put them all in a pool and divvied them out between the six of us. Um and we calibrated like picked a low
picked a high. Okay we agree that this is a low, this is a high. This is what it needs to look like. using the rubric and we did that and then took that model across the grade levels. Um so five, six and seven they all did the same sort of
grading bi and that way things are more consistent. >> If I can jump in um six and seven grade not used to doing that. So what we did was we had I had Dawn and uh K Dwa to kind of lead that work with six and seven. We all sat together and we
calibrate first. We pick out four or five writings. We all score the same writing and then we have a conversation. Why did you just score three? Why did you score two? So a lot of go back and forth. Uh so we calibrate and once we done with that that took like a period
and so we had to meet again and put all the reading writing together and we scored them uh based on our rubric. So that was very we did it twice. Um we we plan on doing that at the end of the year as well. So just again some things that they need
to areas of growth critical thinking that came up across the board in all grade levels. So explaining you know they they've gotten to the point where they're very good at yes they can cite the text in paragraph such and such it says this well what does that actually mean
>> and so getting kids to think that way and just being consistent with the grammar and the general mechanics. >> All right. All right. We now turn over to our student leaders. You going to share about your writing? >> Hello everyone. We are Halo Kelly and
Adrian Polardi and we are both part of the student instructional leadership team at Hartnet Middle School and we are here to share how different approaches help us succeed in school. This year our school's main focus is to improve our writing skills by writing across all content. Schoolwide, we use the eraser
strategy, which stands for restate the question, answer the question, site text evidence, explain your thinking, and restate and conclude, which is a writing strategy we use to strengthen writing paragraphs. This strategy makes sure we have at least five sentences in each paragraph. And we explain our thinking.
An example of how students in our school have improved in writing is by getting inspiration by other students. The kids who like writing and are practicing daily create their own stories. They share their stories with their peers and most times to get inspired and write their own stories. Then those students share their story with others and it
starts to chain reaction throughout the classroom. Our teachers like seeing us write creatively in our free time and they inspire us to write different various kinds of genres. One way I've improved my writing this year is when my teacher does a text evidence BTC. We find text evidence as a group and
justify why we picked it. Then we are able to focus on the explanation independently without the pressure of finding the appropriate evidence. We also use a rainbow checklist in ELA that helps us make sure that our writing is strong. It has helped me make sure that I have all the correct punctuation,
indentations, capitalization, and much more. BTC or building thinking classrooms is an opportunity for students to work together as a team and solve different problems between all content areas on a white book. In math, a strong point of BTC is that students can talk out problems instead of being
stuck at their desks without any help. This helps others socialize with people who they wouldn't normally interact with, and it is a great way to help kids get to know each other better. Our first interaction with BTC was with math. We we work with our groups and then take meaningful notes, which help us make
sense of the math on our own. Sometimes the notes are guided by the teacher to help us. I love that we use BTC to help kids that struggle with working with problems independently. We use BTC as an opportunity for kids to socialize with each other and get everyone talking. This strategy helps everyone with
multiple valuable work skills to get ready for the real world. Thank you for having us tonight. >> So, uh next step uh all content area focus on reading. We want to target student one to three grade below. uh increase small group skill-based
instruction and push rigor on the above grade uh above grade level students. Writing focusing on critical thinking, elaboration, uh strengthen organization and editing routines and math will target gaps through small groups, increase focus on
geometry, and use data to adjust our instruction regularly. Um as you can see the two pictures we have up there is a picture of um two seventh graders using building thinking classroom. Uh so we started last year toward the end of the
year and we're in full implementation this year in our school and we also adopted the writing rope. Uh our writing rubric is based on these five uh roles uh is critical thinking, syntax, text
structure, writing craft, and transcription. >> Any questions? >> You'll notice in your packets, too, there's some additional pages because there's a sto data story for each grade. So, it's just additional information that they they summarize for you. I will
I do want to mention that during our um the ILT our leadership presentation the students actually had us get up and um as a leadership team and do a question for the building thinking classroom. So it was really nice to to work on that. So if anyone ever wants to come in you
don't even see that in action. We can definitely set up some time for that. So any questions for our middle school team? I think I I'll ask a question. Um for the next steps under reading, what are you doing to push the rigor for
the on and above grade students with the um so on the I already you know I had I mentioned it earlier that during PD day we asked that question how do we push that? So actually on the I have
called a my path. So each student have their own my path. >> Okay. So you can adjust that. Do you want to talk a little bit about that? >> Um yeah. So we had that question for the I Ready consultant that came in and so the students that score high, let's say
a fourth grade student falls at the beginning of the year in a sixth grade, >> right? >> So in order to keep that student getting those skills that are going to take them higher and higher, the my path that each student has is set for them. Mhm.
>> So using that uh on a more consistent basis is which something we need to do is um going to get them to that next next step. It exposes them to the higher skills >> but and but they access that how
>> online it's part of our RTI student will spend time working on their my path and teacher will do like mini lesson focusing on skills. Um so our RTI we group student by the level and the skills so student will focus on that
that area >> so it's part of I ready it is >> it's kind of happening >> it they they don't even have to be identified say outside of I ready but I is identifying them as identif and above correct kind of moving >> and then the lessons that we use during
our RTI groups we're pulling that's all right in the I Ready program. >> Okay. >> So, it's not only they have their My Path individually, we also they also have resources >> based on the school. >> It's just I'm I'm happy to hear this cuz
for years, >> yeah, >> it's been talked about. It's like what are we doing? And >> um this kind of feels like it's it was something built in that we didn't even like a bonus maybe. >> I think one more thing though, you know, we've been working with uh Coach Mickey
from uh I always get it wrong. >> TNT. TNT, you know, we always say, you know, we're so worried about our kids and we're so worried about that they can't do, but so we kind of water down or level down the curriculum. We should be using the same
curriculum and scarf down for them. >> So this is what we're really really pushing teachers doing. Um we also learned that you really shouldn't be teaching grammar in isolation. They this has to be authentic to our students. So one of the things that we want to do is
using student own writing and you know kind of work on okay let's look at this piece of writing you know what do you notice on some of the mistakes and have a discussion with with students so we want really want to push for that >> I wanted to mention too you mentioned
this so we talk about RTI was supposed to be response to intervention it's not just intervention it's also acceleration >> so it's kind of not named correctly so we have a acceleration math group and we also um have like the reading that based on their reading level and making sure
that they we're pushing them to the next level. >> And are you using their I Ready scores to identify them for those words? >> Yeah, I our kids take I Ready seriously as they take MCCAST very seriously. So their score valid and and meaningful to
us. >> Any other questions for our middle school team? >> Thank you. Thank you very much. You did a good job. >> And if our high school team could come on up And here's our high school binder.
>> I'm Jill Bis. I'm pitch hitting tonight and if I don't do well, she told me I'm going back to the minors tomorrow. So, easy on me. >> I'm Lynn Scott. I teach eighth grade math. Tracy Ducharmm high school PE Wellness.
Okay. So, I'm here to kind of give you an overview of where we were and where we are with reading. So, we can break it down by eighth grade, 9th, and 10th. So, 8th grade, um, some positives. We saw an increase in the green levels from about
24% to 32% and that's in the two green which is either above grade level or at grade level. Um and then we saw a decrease in the red levels from a 41% to about 32%. So there is some good progress there. Um there is still a significant number of students in the
red so we're still looking to do continued interventions. Um moving up to grade nine um they were the star of the three as far as showing the most improvement. um students in green um increased from about 28% to 44 which is
a nice range and then in red they dropped from 38 to 24. So um there is the targeted instructions are you know having a positive impact and that was the grade level that kind of did the best. Um and then finally grade 10 um
moderate growth. Okay, small increases in the green um a slight reduction in red um from 47 to 41%. However, this grade level um has the highest percentage of students in the red right now. So there is um definitely an area of ongoing priority there. So that's
kind of we are where we are as an overview with ELA. Um with math it's very similar. We saw increases in the green in all three grade levels and decreases in the red in all three grade levels. Um I do want to mention building off the middle school,
the whole math department also read building thinking classrooms over the summer. So we are also using that uh especially in math other and we're bringing it the last PD day the whole um high school staff was drained on it as well. So we are using that a lot more and I'm definitely seeing some difference using that >> and and I think other subjects are using
>> other subjects are using it also but um I'm speaking for math so but other subjects are as well but definitely in math um I know it and you know and the kids just said it's a great way if those quiet learners want to try to stay in the shadows they can't this way um and
it also gives me a great overview in the second who's got what who needs help do they need help with and I can just take a look around the room and get that data and that feedback right away. So, I find that very helpful. So, I think that is aiding in that as well as the my path um from I Ready because it is
individualized and they can get the practice that they need based on that >> and our reading percentages. I think you'll see through our whole process here that our ninth grade really is the grade that really made some great improvements. Um data is broken down into five competencies. The highlighted
yellow numbers represented growth from VOI data. Uh we're pretty pleased with the nth grade in particular show real growth in the reduction of students below grade level. Comprehension data shows twothirds of our students at above at or above grade level. Um from the beginning of the year students were 54%
including our yellow one grade level below. So they show some good improvements. We know our L's population continues to need support. Um now that we have a full-time ELLL teacher who's doing a great job. We're going to be able to push uh her into some classrooms to support students. We anticipate
seeing some improvement, some growth in comprehension for those students. >> And in math, you can see um all the yellow areas are improvement. So all the areas in eighth grade, all in 9th grade, and two out of the four in 10th grade,
but even the two that aren't, they're both at 81%. So it's still um pretty high. And every category is above is almost at at least 2/3. So I definitely some good growth there as well. And again the L population is the one that um does need the most improvement there.
But overall we're happy with the growth that we saw >> and our areas of strength areas of opportunity. I think some of our strengths overall growth of 59% in reading improvements in all categories and reading domains improved in most categories and math domains.
Opportunities obviously uh overall growth score of 33 in math. Again our ELLL students uh need more support in math. We're looking for additional inter uh interventions during extended time. Um but we're pleased to see students move in the right direction, but as always, we want to see more growth. Um
geometry is an area concern. I think you'll see throughout this pro uh process. Both math and the LA departments have examined the data and are working to make adjustments. Uh with the ID training that happened during our last PD day, as as was mentioned, we have uh many different uh subject matters and departments using it to help
support students who are grow below grade level. Anyone below grade 8 level has access to my pathway as you guys have heard a few times now. Um so it's also kids below level but as Aaron mentioned it's also used very well for kids that are above level so we can get them to reach to their potential. Also
uh we're using the data to identify which students are enrolled in a quarterlong math intervention program also and we just worked on that again this afternoon. Um some of our next steps uh we we want to start looking beyond math and ELA being responsible for the data and
bringing it into all subjects. Um PLC time is being used to discuss student work and what the instructional moves will be based on student outcomes. Uh our faculty meeting PD has been focused on high quality questions and tasks and we have conducted learning walks all aimed at improving student engagement and ownership of their learning. So
within the last 3 weeks or so, um every teacher has done a learning walk in different subject areas. Um >> every department member will team up with another department member and go see someone else >> uh teaching in class. So they're not just not just Glenn and another math teacher going to see math, they're going to other departments to see what's going
on >> and that's happening throughout all departments. >> Yeah. Which has been very helpful as well. Um, and as MCCAST approaches, I know for math especially, we're going to be doing a lot of that spiral review, uh, especially geometry, which you've heard is has been a weak point for throughout the district. So,
um, in 8th grade, it's taught right at the beginning of the year. So, I definitely want to spiral review that before the test comes up so that we we get that practiced again, um, before it comes onto the test. So, that'll start um, next week, actually. And, um, that's
about it for next steps, I think. So just looking at the writing assessments um all classes grade 8 n and 10 have shown growth in their writing as well um and attributed to graphic organizers using sentence stems um and
just kind of overall supporting the kids. Right now as we are in the middle of the second semester students kind of have their writing scaffolds removed so they're kind of going more individual and trying to gain more independency. Um so hopefully they can use their own
strategies and produce a you know good quality of work. So what's worked like you said the graphic organizers annotating I know is big especially with the English departments um feedback we kind of brought that up in PLC just you know the more we can give them um where we're seeing opportunities for growth is
just kind of looking at the analysis piece you know getting students to dig in deeper um with the text and then obviously the more independence and that's going to be happening with the scaffolds being scaled back >> and with the feedback we've seen a lot more personal feedback onetoone teaching student instead of just writing try this
and try that. The kid doesn't he looks that goes, "Yeah, okay." Right? But if you have the conversation like this is what I'm talking about, take a look at this. Take a look at that. We've seen some improvement going on with that. And and that's trying to be and that's happening in all departments. We're really trying to to get more one-on-one feedback so the students >> I think using extended time too for
that. >> Extended time has really helped with that because you can you can pull a kid up to your desk and you can you can have a conversation. Hey, when you did this, I want you to try this. And they they get it right away instead of reading it and having to try to make their own decision as far as what we're talking about. So that's really helpful.
>> Um these are just three sample prompts that the students are given um based on different texts. The narrative of the life of Frederick Douglas, Romeo and Juliet and McBth. Um, so the prompts are there and the focus of the ELA department um is really pushing literary analysis and basically two to three
times a quarter they're they're kind of using um these different prompts to improve their writing skills and then the department will use their PLC time to kind of review um rubrics and kind of um calibrate their grading and things like that. So, their goal is to get a
three or higher for each kid. >> And next steps in writing, consistent practice, warm-ups, class discussions, examining language structures. Um, as mentioned previously, expanding the responsibility of ensuring strong writing responses does not solely fall on English. Um, we want to have writing
taking place across the curriculum. We are using writing opportunities in social studies, science to examineformational text, and share feedback with students as well. that can I just wanted to mention two things that you brought up. One of them was um the feedback. So when we were
collecting the information I had Hillary Roers had sent me the some of the samples that you're seeing now. She's our English department head and one of the things we talked about which I'm glad you brought it up for feedback is teachers are giving feedback. Remember um Jenny mentioned that they were calibrating to be able to score on the
rubric. We also want to work on calibrating on the kind of feedback, right, we're giving so it's consistent and it's focused on those areas. That was the one thing. And the other thing was geometry. So in the and this isn't the first year we've heard this, but after our last team meeting, we talked
about having kind of a discussion and bringing those math teachers across grade levels together um with our lead coach to talk about when are we doing it, how are we doing it because it's a theme across the district, geometry as a whole. So that's something that's going to be our next steps as well as an
entire district. Um, but I think everyone saw it. Middle school saw it. Everybody saw it. One came up mentioned. >> Right. So that's something that we need to focus on, I think, not just as individual buildings, but as an entire district. >> Other questions for the high school?
>> I don't have a question, but I'll I feel bad that I talked to everybody else. >> It's okay to office in like 12 minutes. I just want to point out Jenny >> the the binder the writing samples that were shared with us something that
>> 12 minutes I was >> was like very vivid to me was the two binders that came from elementary and u middle school they're all handwritten and we kind of transition in high school to
and I just I don't know if there's any opportunity for it but watching my kids Now in the rear, I think not losing the pen to paper is important. I don't know. >> Yeah, it's so hard. >> I think a lot of I think I think they do
that at first, but their final draft on most things >> is in paper is on the computer. So all their all their beginning stuff when they then they have the teacher look at it and they get reviews and they have to go back and fix things and do things is all on paper. >> But like you know I mean kids in college
I like everything is on the computer. There's no handwritten anything anymore. But our kids are doing the handwritten thing, but their final presentation uh is well their final product isn't is is typing on a on a Chromebook and sh because they can share it and you can correct it and highlight and get it back
to them. It it kind of I think >> it makes the process really easy for the teacher and student to deliver work and get feedback right away and stuff. >> Sure. You can read it. >> Yeah, >> that is true. Yes, >> Hillilary mentioned at our district um data team meeting data meeting um that
she is a big component of pen and paper. So she is definitely using not just she the whole department is using that as well and they're even like they have posters around the room and there's sticky note writing posting on that. So I'm happy to hear that >> there is a lot of writing pen and paper still happening at the high school level but like
>> these kids know that's what they know their final product. >> When I went to college I got a typewriter to go to college. It was awesome. Right. >> My own typewriter. they get >> now it's but they're probably when they're in college it's probably not even typing it's probably voice yeah probably so I'm just saying as long but
I'm happy to hear they're doing all their other drafts on paper >> I will say that I think I I know my daughter and some other kids they they get the iPad and they're actually rewriting their notes on the iPad so they're writing that's >> right and and then they can turn that into a a voice on the way home from the car they can listen to they can listen
to what they wrote so it's I mean there is some there is still writing But I think I think I think we're in the realm of going to the fact where everything at high school level and college level for sure is going to be turned in. >> Just here's a Google or here's a thing I'm sharing with you and it's just right. It's just easier
>> for everyone. >> But Lynn, I'm glad you brought that up. I was going to mention >> and you don't lose the paper. You lost my paper. No, I didn't lose your paper. >> She did talk about that at the leadership meeting that and she's also saying that when they're writing, she's seeing I think deeper thought like rather than just the typing. So yes, >> well, just for example, today we had
MCCAST again. So we had Yeah. We had eighth grade today and 10th grade makeups. I had about eight kids finishing up towards the end of third period. And the kids were actually we give them a piece of paper and they're actually writing out their essay before they do it on a computer. >> So they are doing some writing. They're
getting all their thoughts down, organizing it, getting it right before they put it on a computer, which was really good to see. >> Yeah. Good. >> Anything else for high school team? >> Okay. Thank you. No, thank you. >> Thank you. Thank you.
>> You're good. >> Okay. >> We timed each other. So, that was the end of our middle of the year and I know if we could go back like where Elizabeth came in. Um, Elizabeth, if you wanted to come on up and finish your spring update.
>> So, just to let you know where we we left off. Um, each of the teams got a chance to speak. So, um, >> for fall and winter. >> Fall and winter. Right. >> The coaches and the >> So, you can go on to the CMAC Stars, all of that. >> Okay. Um, hi. I guess I'll start by
saying I just came from one of the most exciting high school baseball games that I've seen. Um, so it was a very back and forth game throughout. Um, the last inning, we were the home team obviously, so we had the final chance to bat. We
were down five to three. first two batters came up, they they squared the ball pretty well, but they got out. Um, so they were two outs, no one on, and you would think a team would get defeated, right? Especially early on. Um, and they battled back. So the next three batters got on, bases were loaded,
two outs. Ben Fletcher came up. Um, and he hit like I call it a pter, but a little like blooper over second base and somehow three runs scored. Um, so they walked it off and they won six to five for their home opener. So that was I mean it was wild and for some reason
something told me to record it and I got it on camera which was even more exciting. Um but yeah so who are they playing? >> They played Chief Tech who >> which is my understanding is they've always battled them. >> Yeah, we've always battled them. We've always bumped a little heads. Right.
>> Yeah. But it was great. Um so it's very very exciting. Um other than that to go backwards a little bit to finish with winter. I know my coaches came and um some fall coaches as well. There's a lot to celebrate um with those two three teams actually that came today. Um but
we had a lot of athletes from our winter that made CMAC allstars. Um and I think that their work, it was a privilege to watch. I got to watch them at practice. I got to watch them at games. Um and they put in so much work to work on their crafts individually as a team. Um
and they just became better people on and off the court, on and off the mats. So it was it was really special to see. Um so for girls basketball they competed in the CMACD division and it was Natalia Maurice, Marin Barry and Adriana Gerard.
They earned all stars. Um boys basketball also in the Cacdon Carson Canoyer and Cody Fletcher. Um they they did fantastic. And then for cheerleading too we had two um which I think their work gets a little
unnoticed. it's not as out um in games and things like that, but they worked so hard. Um they got better every day on the mats. They came to every basketball game. They were the basketball team's biggest fans. Um and that's Ella Barbado and Sophie Sophia Lafrenne. So they
earned um CMAC all-star for cheer. Any questions on the CMAC Allstars? And their certificates are coming so they'll get those um and they deserve to be celebrated and recognized. >> Invite them in. >> Invite them. Sure. >> Absolutely.
>> Invite them to our next meeting. Oh, maybe when you have their certificate. >> We could hand their We definitely could do that. Um I'll talk to the coaches cuz I I know they want to be a part of it, too. Um and then for spring, so bird's eye view, we had 161 student athletes that are participating this year for
spring sports. Um starting with middle school track, we have 38 students on the team. Um and that's from grades 5 to 8. Um, which I'm excited about the fifth graders. I think it's important for them to learn this this like field event skills and how to run and how to hurdle
because I think we're going to see as the program progresses, it's going to really help when they get to high school. Um, they'll compete in five CMAC league meets, one away and four home, just because there's not a lot of middle school teams that have track. So, they'll get a lot of opportunities at
home. they'll compete in a middle school championship and then for any athlete who qualifies they'll get to go to the middle school states um for the MIA for middle school JV baseball um there's 15 student athletes on the team and that's
from grade 6 to 8 they're going to play in nine middle school games and five junior varsity games for this year um and nine of them are home and five are away so you'll notice the ratio of home and away I've really put a big emphas emphasis on it and I'll continue to um
as I move forward cuz this schedule I didn't necessarily create all on my own. Um I want to make sure it's split. Kids should be playing home just as much as they're traveling. Um so you'll notice that it's it's starting to get more balanced. From middle school softball,
they have 14 student athletes from grades 6 to 8 and they have seven home and seven away games. Um so again, middle school baseball, middle school softball, they'll have 14 games for their schedule this year. Um, softball, they're a little bit younger and less experienced, so they're going to have 10 middle school games this year and two
JV. Um, moving on to varsity track, we have 52 student athletes competing this year, um, from grades 8 to 12. They will have five CMAC B league meets. So, they're in the CMACB for their pod. Um, and they'll have three away and two home
meets. So, how it kind of lined out is their first three are going to be away and then their last two will be home. um they'll have a CMACb championship. Students who qualify based on their their times will have an opportunity to compete at the meet of champions for the CMAC. So a lot of times their CMAB B
they're only going to see those same schools, but if they qualify they'll have an opportunity to see all of the CMAC athletes and really compete against the best of the best really. Um and then again those who qualify they'll be able to do the states meet champions and then New England's. Um, and of course throughout that there's some
invitationals that the coaches are watching and they'll make sure that the kids based on their times can have the opportunity to go out and compete in a much bigger pool of athletes across the state. Varsity baseball has 16 um kids on the team, grades 8 through 12. They
have one scrimmage and then they have 18 regular season games this year, 10 home and eight away. Varsity softball has 17 student athletes from grades 8 to 12. Again, again, they had one scrimmage and 18 regular season
games, eight home and 10 away. So, I don't love it, but um we'll work on making that for next year, that switch. Um then girls varsity tennis, I was a little worried and on the fence. I didn't know if we were going to have to look for a co-op or if we were going to be able to hold a team. Um a lot of
upper classmen chose not to come back, unfortunately. Um but with my coach and myself, we did some recruiting, you can call it, out in the uh school community and we got nine student athletes to come out. Um so we have a team. It's a great group of girls and they will have 18
games, nine home and nine away. And then the last piece I'd like to share, so I've been working with the town um for baseball and for softball. And both my so similar to what basketball does with the little big shots, right? Um, baseball and softball are going to be involved with the little league and town
program this spring. So, baseball is going to work every Sunday with the town T-ball program. So, the boys, the coach, myself are going to go out and we're going to, you know, they're going to start to be a part of that program. I think it's important. It it all starts at that level. So, they're going to get out there, give back to the game, and do
that. And then softball is every Friday night they're going to do town little league. Um, so they're going to go, I think it's 6:30 to 8:00 at Roosevelt. Um, and they're going to again give back to the game, teach the youth, and start to start to build it. Hopefully, we see those kids. Oh, I you know, the seniors
there teaching them now they want to go to the game and just really start to build that sense of community. Um, so we are doing that this spring as well. Any questions? I just want to thank you for your social media presence because it is so nice
>> even when you don't have a child playing on a certain sports team, but to know what's happening with all of the kids in the district. It's great. >> Thank you. >> And it's phenomenal what you're doing >> with the local the town leagues like that just really started picking up in the last couple of years.
>> Yeah. >> And by volunteers and and Elizabeth who's pretty much started it from scratch was asking for all the help she can get. So with your expertise and bringing the students in there, it's just preserving the future and that's what it's all about, right? Yes.
>> Yeah. I mean, I know for me, I grew up in in Blackstone and Milville and Little League was huge when I when I was growing up. We had like 15 teams and it was a big draft night and it was so exciting and it's nice to see it coming back. So, we're looking forward to helping build it >> and be a part of it.
>> Very, very much appreciated. >> Yeah. Thank you. She also rides a mean ATV around the the field to help. >> I know. That's why I look like this. I spent like four hours out there on the field today. I've never driven an ATV before, but I got to say it's kind of fun. Um I'm getting there. Um but the
fields, in my opinion, they look better every day. If if you asked me 3 weeks ago if we'd be out today playing, I would have said April vacation. I think I was sharing with Jill and Kristen, I'm like, I think April vacation. Really? I made a whole gym schedule preparing for them to be inside for weeks and they're
outside. So, I mean, it's amazing and I think we're a little bit ahead of the game because I know a lot of athletic directors haven't even been able to get their kids on fields. A lot of them are utilizing football turf fields. So, we're ahead of it in that regard. So, it's all good things for the athletes.
>> I got to say thank you. You're ahead of everything. Um your your game switches, the weather, everything. >> I know. We're driving in. She's like Kristen was like it's raining this morning. I'm driving in. I thought it was going to be beautiful. I'm like, give it time. Like I feel like I've become a weather a weather woman. But um
you know, I'm glad we were able to get it in and I think eventually the season will get backed up naturally with with rain and stuff like that. But if we can be proactive um >> I think you had everyone outside even just that first week of tryyous where you were prepped for >> Yeah. >> weeks inside, >> which is great. >> Yeah.
>> Understandably prepped for weeks inside cuz you couldn't even see the fields. >> But when the snow was two warm days that allowed everything to melt. I It's crazy. >> We won't question it. >> And I will say big shout out to Elizabeth and Scott. They worked their tails off to get those fields ready
because they didn't what they look like now is not what they look like. >> I have the videos, the photos. I was getting them what every half an hour. This is what's going on. >> Sean, I mean, between the three of us, like they're Scott and Sean. I couldn't do it without them. They're they're fantastic. They're amazing at what they do. And I sent I sent Scott and Sean a
picture today. like our version of Fenway, like BMR is Fenway, like you know, so it's exciting. I We take pride in it. It's It's what shows BMR. So, um Yeah. >> Is the ATV BMRS or is this Scott? >> No, I think it's not.
>> It's his wife's actually. I was like, I'm put it in reverse today for the first time. I was a little nervous, but it worked. >> Yeah. So >> hey uh but >> I think they were borrowing the band's golf cart at in one season maybe
football season. So it is something that >> we in your budget already started >> maybe not ATV but something that >> you know maybe a >> all train or is that what is it a four-wheeler or is it a >> UTV? >> What is that called?
>> Yeah, it's a UTV utility vehicle. >> Like you have room to put stuff on it. You're not like >> on this one. No, this one's like a It's a legit ATV. >> So maybe a UTV like the police, >> but not something that is pulling up the
grass. >> It's an intimidation factor. >> I mean, it would be helpful in terms of getting water jugs on a hot day to the track and ice to the baseball field, things like that. >> Yeah, just I know next year's budget is a year away, but just keep that in mind.
It might seem like something we need. >> She's like, "Don't tell me twice. >> I got a pen. Put all >> It's actually already >> It was When I found out that it was Scots that we were using, I'm like, "So, this isn't ours." >> So, it was a discussion of what do we do
if we don't have that piece of equipment to be able to do these things. So, we did talk about it this week. >> Mhm. >> So, thank you. >> Thank you. Thank you. >> Thank you very much. We're just going to make sure whichever one we buy is purple and yellow
and gold. Gray, >> are you guys fully lettered yours? >> Uh, that was for the >> Yeah, that's okay. >> presentation. >> Thank you. >> Thank you, >> Jill. While we're on the superintendent, um, >> sure. >> Might as well finish up, wrap up your section, and go to item A. Right.
>> Okay. Dig in here then to find where we are. Um, if you go back to the first, uh, bullet a, the blueprint 3.0, I believe I've already shared this with you, but I just wanted to give you an update, um, we've been working with TNTP, we also refer to them as the
learning acceleration network. Not only do we have our charger, um, our blueprint 3.0, I know. But if you look at this two-page document, um, it'll have our blueprint here. What we've also done is we've created, and I know I talked about this before, but I wanted to give you a be able to see this, our
blueprint focus areas, one pagers. This has already been presented to all the um, all teachers at all buildings during their faculty meeting. So, it's not just somewhere hidden that no one knows exactly what our direction is. So you'll see there's one for curriculum and it talks about what the teacher actions
are, the student actions and what our classroom should feel like. We have two for instruction um which talks about the deep learning through um the questions and tasks and uh student ownership. And then we have a one pager for the whole child and the community. So these have
all been shared. Everyone knows the direction that we're going and within you know different departments it may look a little bit differently. Um, but this is a way to really hone in and be more specific about the direction we're going over the next few years. So, I just wanted to share that with you. That was an update.
Um, I also have, let's see, the next one is a civics grant um that we have in here um for your consideration and approval. This is not um a monetary grant. What it is is um we will be getting um the program and the training
and I believe our eighth grade is already using some of this program now this year um but they reached out they actually they reached out to us we applied um and uh it's the democratic knowledge project. So again, it's not moneywise, but it is and it there's a
lot of um uh review and check-ins to make sure what's going on, how are students feeling about the program, um staff, what are they doing as well. So it's part of the 18 foundation. So like I said, they're using pieces of it now, but this will give us access to
the entire program. >> It's a grant. Do we need an assessment? >> Yes. Okay. And and and I didn't realize you had two more items and I forgot agenda. >> Okay. Any questions on the grant? Um all right. A motion to accept move.
>> Motion made by Jane. >> Second. >> Second by Tara. Uh Lin. Any further discussion? >> I'll just make the point we don't live in a democracy. We live in a republic. So, well, I was going to make the point it was almost my initials. They're just in the wrong
order. But, um, >> okay. >> So, a little bit offt target, but >> I I appreciate that, but I don't I didn't know. It >> seems like the same thing that eth and n are going >> democracy in there. It's just democratic knowledge, right? >> No, it says it everywhere. Um, but this
is what eighth and ninth grade are doing right now, like with their civics projects and everything. Eighth grade. Yeah. >> Yep. It's eighth grade. Yep. >> It's eighth grade. >> Yes. But ninth grade does the project as well. >> Oh yeah. >> This is an eighth grade curriculum. >> Okay. >> This is eighth grade civics.
>> Okay. So I'm not crazy, right? So eighth grade does the does the civics. That's that's their class. That's their the social studies class. >> And then they both do the project at the end of the year. Is that how I understand it? because it seems like this is part of that project that they
they find a stu uh unit six is student led civics project >> you're talking about that end of year that like >> is that what this is or whatever >> this is the whole this is the curriculum for the whole year >> correct >> yes >> eighth grade for eighth grade but then
nth grade does the >> yes they do it as part of their program but this is this is separate >> got it I read the first paragraph. You're absolutely right. >> Yeah, >> we can give them that view. >> I mean, you can chalk it up to Harvard. Harvard doesn't Harvard doesn't know we
live in a republic rather than a democracy. So, >> but that's okay. Must be all that funding they lost. Okay. Any further discussion? All we have a motion to second. All those in favor signify by saying I. I.
>> I. Any oppose? The eyes have it. Unanimous. And then just an MSBA update. Um I don't know Tara Carrie I just have a few things if you I didn't know if you wanted to start or do you want me to go for it? Okay. So I just have I I think we've already shared that we've moved on
from feasibility to the schematic design. Um which again is refining our plans and we'll give us a kind of refine our our numbers as we move forward. Um we're continuing to focus on not only on the work on the schematic design but focus on our community outreach. Um, we've had so far two community
presentations and for folks who haven't seen them, you can definitely go on our website and you can find both of those community presentations and what you also find now on the site um and I do also I did include these in my community update the the last two weekly ones that our
school building committee meetings are now are are um videoed. So, if you want to go on and get an update and see what's going on, um, we had one on February 11th and one on March 11th that were recorded. So, to kind of you haven't had a chance to follow along,
this will be a good time to to try to catch up. But, we are working really hard to get more information out into the communities. Anything else? Oh, I think Jane or Chuck or kind of quiet but work behind the scenes.
Okay, thank you very much. We'll go back to uh school committee portion of the agenda. Um I'm going to pass over till the next agenda until the next meeting for the approval of the uh executive senator. >> Perfect. Okay.
>> All right. Um and we'll go over to um uh the Billy Salomi Memorial Athletic Scholarship. So in your packet um there's kind of a summary. I think you know that um our administrative assistant at the high school lost her husband this year and um
Billy. So um they are we are looking to a group reached out um and Linda will be involved with this as well that they'd like to have a scholarship um in his name and these are some of the um who they would like to give it to and they're going to be doing some fundraising and this is just some
information on the scholarship. So, just I'd like to say something about Billy. He's he was an amazing athlete. Uh he was a few years older than I, but he was like um senior. I was either eighth or ninth grade. And you know, he was just a
good person. Um I was shocked to hear of his passing, but um just outstanding athlete. He has a long jump record 21t6. It's like 50 years now. I I I don't know if it's 50 years yet, but
>> 76. >> 76 years this year. >> Yeah. >> Incredible. >> So, we'd just like your approval to, you know, for this scholarship and I know they're looking to start it this year.
>> I'll take a motion for the school committee to um approve the presentation of the Billy Salomi scholarship. So moved. >> Motion made by Tara, seconded by Chuck. Any further discussion?
>> All those in favor signify by saying I. >> I. Any oppose? It is unanimous. >> And next up we have the KTG Law Group LLC. Um you want to give us a quick explanation? >> Sure. So you'll see there's a letter in
here that um our current firm of Long Dep Gonzalez, it's transitioning to a partnership, an LLC named KTG Law Group. Um all of the um everything is pretty much the same, but they are going to be moving over and this letter was sent out
um just to engage the school committee um to continue to maintain um our our contract with them or agreement with them. Um but it will now be the KTG Law Group. So we're long into Petro.
>> So they're they are involved but um not not as much. >> So KTG gets you know Kelly >> her initials. >> Yes it is. Yes. >> I'm trying to figure out who the other two people are.
>> I got the Yes. >> But they are still involved and the rates are all the same. Everything's explained in there. So they are doing some work. Um but she doesn't anticipate any changes with the um with the work that she does.
>> The same attorney is just restructuring of the >> correct >> y >> the partnership. >> Correct. >> Same prices. >> Yes. >> So do we need to because we usually um I believe at our next meeting we will
>> appoint or adapt. >> It's usually long. It's usually so at our next meeting we will appoint them for the year. We're going to appoint KTG. >> Yeah. >> Do we need to do anything right now with the
>> I think we're adopting that we're amending our appointment essentially >> that we have this year for the for the duration of this fiscal year until we make that appointment >> from March 1st through >> July >> June 20 uh June 30th. Yeah. >> Okay.
>> Yeah, >> I think we should. >> I know what you're asking. Yeah, I was thinking the same. >> Yeah. >> Is it till is it the fiscal year or because we appoint our legal at our next meeting after elections? >> After election after
>> so I don't know if it's fiscal year for this or >> but when we do all of the yearly stuff it's after elections. >> Yeah. >> So it would just be March 1st through >> is it? >> Yeah. I'm thinking I'm thinking selectment. It's usually the fiscal year you make your appointments for the next
fiscal year but Yeah. Yeah. So it would be whatever that duration is. We do it every year. So it's it's a annual appointment. >> Yeah. >> So I'll make a motion right now that >> from March 1st to the end of
>> till the next appointment. >> Till the next appointment. >> Yeah. >> Um the law firm has been updated to KTG Law Group and our relationship means remains the same. >> Is that >> good enough? >> Okay. Second. >> Um motion made by Aaron. Seconded by
Carrie. Any further discussion? All those in favor signify by saying I. >> I. Any oppose? The eyes have it. And now to policy updates. >> So Matt, feel free to jump in anytime
you like. In your packets, you have three. And I know these have already come in. So they're coming back after more discussion of the policy uh subcommittee. Um, we also had an opportunity to meet with our athletic director who gave us some additional information on what some other schools
are doing. Um, so there are three in here and we have one for the relations with parent booster organizations, the KBE. If you look at KBE, what's in red are changes, but I want to refer you to to number three just to make it clear.
So you know that we already got um legal council's um um understanding of this language by saying all parent organizations. They absolutely understand it as it did include booster organizations. But to be clear for everyone, we actually included that language on there. The rest um for
number four that came from um uh MASC. So we're going to we have that one to look at tonight. Um we have GBBC which is gift and solicitations by staff. which again the only red lines were what was there before and then we'll be
looking at JJ which is student fundraising activities and we included the um the email that we you've already seen this but we just put it in there again just in case you wanted to refer to it the previous information that we
received IS IN DO WE NEED A MOTION BEFORE WE DISCUSS? >> Uh we can any any discussion on these any of these uh >> discussion? >> Well, you you we can take a motion uh and then have the discussion. However you want to do it. It's floor's open.
>> You want first? >> I'll tell you what. I I'll um I'll ask for a uh All right, we'll do them individually, right? Cuz there's three. All right. So, >> I'll ask KBE. I'll ask for a motion to um approve um policy KBE as written.
>> Motion made by >> second. >> Um Tyra Lockin, seconded by Jane. >> Discussion. I want to point out that the red in number three, the booster organizations, that has been a decision to add that.
That is not in the MSC MASC version of this policy. >> Why are we adding it? >> Correct. So, it's not it wasn't because it was understood >> right >> up at the top and that's why I think someone asked that at a school committee meeting before. It is understood when we
got legal counsel understanding that where it said all parent organizations, it included boosters. So, so there wasn't any confusion. At our policy meeting, it was um asked to include booster organizations so there would be no misunderstanding. That's the reason
it was added. I still I I don't agree with this policy. I think we have such a hard time getting families that want to be involved and that want to take on
the burden of providing things for a lot of our students that the district is not able to provide. Um that all this is going to do is dissuade all of them from wanting to be involved. And I think my recommendation for a lot of those groups then would to not refer to
themselves as booster organizations anymore. Mhm. >> and to refer to themselves as fan clubs or friends of >> and run by students. >> Yeah. And they can continue to do the great deeds that they do for these kids um without these additional hoops that
they and cost because some of our groups fund raise such a small minimal amount of money that is turned right back around to the kids um that I just think this is a waste of money for those groups. >> Yeah, I completely agree with Carrie. I
think we're tying the hands of the parents, >> coaches, and families that want to do good for the kids just for that little bit of extra that we can't put in our budget. >> Yep. >> And now we're going to say, "Nope, you
can't do that." not down from you're going the 501c3 expense of doing that and filing every year to to number four which is a whole new piece and I know it continues into all
these others um if they're wishing to conduct raffles and games of chance must comply with all applicable required federal state and local laws and regulations including but not limited to the receipt of all necessary permits and filing of all required reports s and
schedules. And I know these others follow that. By approving this, we're wiping out all of their fundraising. They're you're going to go back to bake sales and car washes and they might have enough money to have enough money to
>> have like Franks and Beans banquet at the end of the season. That's >> it's But it's the little things, too. Being part of a team >> is feeling like a team. And when a group can give warm-up shirts so every kid takes that court
>> looking alike and feeling like they belong. Like those are things that are not ever going to fall in our uniform budget. No, >> we struggle to find uniforms, never mind any of those extras. So >> So in practice, it's already been used.
uh the I mean they've already followed this that one of the PTO's did have a bingo night >> and ahead of this they went and got the permits and all that kind of stuff and I I don't think that what we're seeing as the financial burden on that part it's
it was $10 to get the to get it and they're good for I believe the rest of the rest of the year. So I don't so just to and that is something that's not just encompassing schools that's actually the state coming down on all organizations
across across the board. Um raffles and games of chance are being >> scrutinized heavily scrutinized. Um so that part I don't think we really have a a choice in now as far as you know putting in the booster organizations
when we sat if I recall correctly when we sat with um the athletic director it was her adi her advisement that we do an athletics booster um you know she's seen that work in in other schools um successfully. So, I don't know, you
know, if that's if that's the case, if that's the the way they go with it. Um, but I I will say and I'll say like I said before, if we're collecting money on behalf of the students and it's going back to the students, that's exactly what it's supposed to be doing. But it
without some sort of separate entity almost watch not watching over it but being you know having you know so it's not going through a personal account so it's not being held in someone's home so it's you know those monies the 501c3
status and you know an entity will take away a lot of that ability if there's second set of eyes on it. So, you know, I you know, maybe it's a a question of the parents being involved and, you know, I'm sure they are and they, you know, it's just a case of putting it
together, but um this was all this is already it's not like we're outside of MASC. We're not outside of that. It's just that we're putting in specifically the booster organizations because of the fact that
there was question around it. So if you look at the memorandum, it clearly states that all parent organizations are booster or organizations. So >> I I have very mixed feelings about this because I do think there's value in kids
fundraising. Um however, there's state and federal laws and regulations and I think we are a miss if we set up precedent that doesn't follow state law. And if we really feel that strongly about it, then every single one of us
should be at the legislature day that's next week. And I bet you um not one of us is signed up to go or I'm guessing not one of us is signed up to go. Um we have ways to change laws, but I don't think we should look for ways to skirt
the laws. Um and again, I think you can get creative. I think, you know, parents will continue as a groups of parents just to give and donate and buy the the t-shirts for the teams and um and there's value in the student athletes trying to raise money
and be creative in that and I think we just have to be creative in ways that don't violate state and federal regulations and I think we need to have policies that reflect what those regulations are. So to Jean's point, I actually Googled yesterday,
does Mass General law require boosters to have a 501c3? And the answer is no. So if what we're saying is that we want to stick with state law, we're trying to put something in place that is not a state law.
>> According well, it's not a requirement, >> right? But but we would essentially be requiring it. >> But then you're limiting how you can raise those funds. >> But it I'm just talking about the 501c3 piece right now, not even the games of chance piece because there there are ways around that. >> But you still can't raise fun you still
you can't raise funds. The way I understand it, you can't raise funds for a not for a a not for-p profofit or a nonprofit entity if you don't have a 501c3 status. Is that >> if you're ex if you're expecting your donors to be able to have a tax exemption,
>> right? So, what happens when someone looks for a tax exemption? >> You don't you Yeah. >> It's just it's just known that you don't provide if they don't donate. >> So, nothing stops, you know, parents from purchasing >> um you know, warm-ups and all that kind of stuff. And I don't think and this
doesn't have to do this isn't the part that has to do with >> um students raising money. this isn't, you know, this has more to do with how the booster clubs and the parent organizations raise money. Um, I just think in the essence of there's PTO's
and and whatnot that are doing the things that are organized and have built that and they go through that every year. They they they're the ones they pay the fees for the 501c3 status. They, you know, which is again nominal fees. um you know they make sure that they're
>> it's nominal though but when you're talking about a group that is only hundreds of dollars as opposed to thousands. >> No understood understood. That's why according to the ad it would make you know more sense to have a athletics you know booster and she admitted herself that it would be you know she's seen it
work where you know it's you know line items for different you know it's just budgeted the way that it's supposed to be budgeted between the teams and all that kind of stuff. So, um I don't know. It's tough because it's it is it's for the it's the money is supposed to go to the
kids and this is what we want. This is what we're doing is raising money for the kids. >> I just think there's a big difference between a parent organization and a booster organization. PTO's years ago it was MESPA Hart and Middle School
>> the high school had one tried to take off. They are run for years at a time typically by the same parents. You're looking at sports boosters. The kids can't participate now fifth grade.
You you've got middle school teams, you've got JV teams, you've got high school teams. The parents aren't the kids sometimes don't play the next year. They they're not in it for years like they are at a parent organization where your child's in elementary school for that many
years. And you might have younger siblings underneath. >> Yeah. But the same can be >> it's a bigger turnover to get a committed parent to keep that 501c in in a process. You have to have turnover in everyation. >> Correct. But it's the commitment and
longevity is longer with a parent organization versus a booster. I mean, I think that's a it's an argument that it doesn't really hold that water because anybody can anybody can any any organization at any time, >> but it's a much larger population of parents that you're also able to target
for CEO as opposed to a 12 member team, >> right? Which leads back to the athletic director's advice of, you know, an athletics booster. >> We don't have that. I was just going to say that hasn't happened yet. So, but I'm saying if that's if that's something
that should be worked towards, >> I don't know. I mean, >> there's also there's so many questions that revolve around even that cuz you know, we we've all known that games are an hour and a half away. So, if the boosters decides Monday morning,
>> they realize that the playoff game that afternoon is an hour and a half bus ride and they want to go pick up a case of Gatorade, how does that work? If you have an overall athletics booster, does it have to go before the board? Does there need to be a vote? That's organizational stuff that I mean we're not here we're not here to
micromanage how they run the organization. We're here to we're here to No, we're not. We're not here. >> We kind of are essentially right here. And I think you're being disingenuous in that because you're you're making an argument that's just not real. >> Well, you're saying we rely on an overall athletics booster. We don't have that in place. And there's so many
organizations in this I run two two separate organizations and both of them are 501c3 status. Neither of them have we ever had an issue with changing over of people with raising of funds with with following the things that are supposed to be done. To be obstinate in the fact that you just don't want to do
it because you don't want to ask parents to do it. That's not the purview of this board. That's parents out there that should be doing it. And if if we vote whether whichever way it's either going to be done or not, but to sit here and say that we just don't want to do it, so don't put that's that's just that's
childish. All right. >> I just want to ask my apologies. >> I think we can maybe move to vote on it. >> Well, no. We I don't want to I have some questions as well. Darren, do you have something to say? >> No, I was just going to say it's not
even I I don't I disagree. It's not fair to compare parent organizations to boosters. I don't I I know your boy scouts. I don't know what other one you're involved in, but >> I run two scouts. If it's if it's a year-long group of people, it's a very
different than >> 18 season >> week sports >> sure >> season. It's just very different. So I disagree with and and nothing is childless. It it what >> I apologize. I take that back. I do apologize, Carrie. I did not
>> What we're saying is we're make we're putting an obstacle in front of them to do good. Like that's it. they they're not going to be able to fun this isn't going to happen tomorrow. So guess what? There is no fundraising for baseball this season. We're putting it we're putting a hard stop to it. I think that
we should also if this goes through we should also be cognizant of the fact that this needs time and this shouldn't this should not be taking effect tomorrow or I would say even before then you know I mean >> I can we can make amend >> 2026 >> right but we can make we can make an
amendment to it and you know change that that's what we have the ability to do um but it's just it seems as though that there's some that have to play by the rules and some that that And if the PTO's are, you know, then they don't
have to go get their 501c3 status going forward, you know, is or they can drop that and then they can >> Is that the case? >> Well, if the red is what's new, it it says the PTO's have to have it. They all already do. So there there's nothing
changing for them. Am I Am I reading that correctly or is this whole I I thought >> I don't know if we had this correctly in our thing originally. I don't know what we originally had because for years our PTO's were not 501c3s for years.
>> Well, we MESPA always was. >> No, it was not. Absolutely was not cuz we couldn't take a playground donation because we weren't a 501c3. >> I don't I think we were. >> No, we weren't. Honest to God, we were not.
>> Well, they are now, >> but the law changed at some point and we hadn't had to. M >> so I mean you know it so the other thing that comes up is liability.
So, and we talked about this in the, you know, before is at what, you know, if they're raising these funds and if there's, you know, and it is like who who is now responsible for that? if it's not a legal entity, if it, you know, say for a
501c3, I mean, if if that doesn't, if that's the the sticking point, I don't know, but um if it's not a legal entity and they're conducting activities or anything like that, then that falls on the school as a as the um liable entity,
wouldn't it? >> I don't think the the way I understand it is it wouldn't fall on the school until it's in that and we accept the red. The way I look at it is like the liability right now is is on that parent group, that booster group, but the
wording that we put in there will change that. And I feel like then it does make like you said the second person. >> Yeah, I think I disagree and we'd have to have our ask our lawyers, but if you say I am raising funds for the BMR softball team, and anybody got a softball player?
>> Okay, so I'm raising funds for the BMR softball team. I've put BMR on that list. I've made BMR liable in some form. >> Or if you know I think that's be the logo like >> it's it's tricky. It's
>> still an institutional thing. If I I can't I can't somebody in my classroom >> express written consent, you know, to do so. So I mean >> it's like those fake fun. >> I can put for that but I get the money. But it, you know, if it comes down to a a
financial issue and there, you know, I mean, I've heard of Girl Scout troops where they fold because >> the baseball program in town has collapsed. There was some embezzlement. >> Correct. And now the parents decide, well, who was responsible for keeping,
you know, and there's no booster club behind there's no legal entity behind it. Then it falls to the to the school. Does it fall to us as the, you know, as the district? >> I don't I don't know. But
>> reading number four, I I don't have a problem with number four. That's the law, >> correct? >> Right. That's just the law. Number three, um, all parent organizations, and I know booster is is the new shall obtain a 501c3.
>> Mhm. And I just I'm going to use what I know in in my experience. The girls that are at Dunkin Donuts asking for a few bucks for a for the field hockey or soccer or I know that
cuz I I'm Dunkin Donuts. >> They're not a game of chance. It's not any of that. They're they're asking for a donation to support that their league. And if that's run by a nonprofit,
a file registered with the state of Massachusetts, they can get a bank account, they can do all those things, right? They're not participant paying in a game of chance, a 501c through, but that they are also then subject to federal income
tax if they're so that's their responsibility. If it's a if it's a pro if it's a non a nonprofit organization with a board of directors or president vice president that's going to be all recorded with the secretary of state >> in the state of Massachusetts. That's
that's that's >> that's what we're creating here by having boosters have to >> No no no no 501c3 is a whole different animal. Now you're now you're registering with the federal government on a 501c3 >> and they have to file their taxes every
year under that like you just said if they but so it might have been a $1013. So that's a different that's >> so it might have been a $10 permit fee to have bingo. >> That has nothing to do with the >> right. So now for an for a nonprofit um
LLC for example um >> um like the the the the baseball league that that um our athletic director is helping. What's I can't think of. >> Elizabeth, thank you. Is helping. Um I
know I I I helped set that one up for them. And actually, and and I've reached out to attorney Dan Doyle on any of these paranoia organizations. He will help. He'll set it up for you guys for free for no charge. And I think it's a hundred I think it was a $100 filing
fee. And then you just annually you do an annual annual report which on on the you can do it right online with the state that covers um and so that allows you to get the bank account under that under that
organiz I set one up for the 9/11 memorial that we have in front of the town hall. It's was me and two other people like so that allows you to have your account. So anybody giving us donations cannot write it off because we're not a 501c3. Um uh but we're allowed to um use that
money for that purp the purpose of of the purpose of the the nonprofit. Um and we're not collecting enough nearly enough money to pay federal income tax and things like that. It's not a you know when you see the federal in the 501's I mean sorry the nonprofits
the big the ones are getting millions and millions of dollars. They're they're um they're um they have they have paid staff. They have a whole workforce that behind it. This is not what these things are. So my my issue with this whole
thing, I have no problem with number four because that's I mean this if the senior center wanted to have bingo, they have to go to the state and get all these licensing and this. So those are games of chance. That's gambling. They look at it as gambling and and
>> that's your round. >> But my issue is >> calendar >> personally is the all parent organizations shall obtain a 501c3 because we're asking for that. But who's you know the first line is um it has to be officially recognized by the building
principal who will file a copy with the superintendent. But it's it's who's m who's monitoring or maintaining typically even when I as in in my own business if I have to give a certificate of insurance and this and that um I have to provide that every time it expires.
So it's automatic, you know. So that's a that's a whole other um who's monitoring the these organizations and and the requirement of a 501c3 would be in my opinion for what these small
organizations are doing is is overkill. you know, um the status of having to be a nonprofit status um and in legitimate organization is much easier and less expensive. And we do have an attorney in
town that will facilitate that for these organizations. I feel like we already asked our attorney to review these, but I'm sitting here now and I'm listening to you and I'm reviewing these all again and KBE
contra like if we approve it as written I understand what you're saying it's state law we have to follow it but if you look at GBEBC in the red it says by state law and regulation raffles and games of chance may not be organized by schools of the sponsoring or as the sponsoring
organization employees are thus barred. This is what we talked about was like teachers can't buy the tickets but basically this is saying >> so we can't even >> but number four is saying you have to get the permit but
over here it's saying you can't do it with this employees >> employ no state law regulations just governing staff where this is all the parent and booster groups >> oh >> ones yeah >> okay and then JJ is the student one >> right
>> saying students and student groups are barred by state law and regul they all contradict each other like we're they're not going to be able to do this anyway >> with the way this policy is written >> correct >> JJ says students and student groups are barred by state law and regulation from
organizing raffles or games of chance so they can't even >> they can't even raffle off like prom tickets like they can't raffle anything off and I think Carrie made a great point in one of the meetings where they you know and this is not just from you this is came from someone else who was running something was that they went to
the state and the state said, "Well, if you do it this way and you put these words in there, then >> nobody has a problem with it. >> Games of chance are barred. Games of skill are not >> right. So you can go and shoot a shoot a free throw, shoot a half court." And so it's kind of
>> silly in a way that there's ways so why have the >> But what I'm saying is we're we're analyzing number four. You have to get a permit. But we're in this can't >> you cannot have a game of chance run by staff or students. >> Correct. Right. We that was very well vetted.
>> But that was but >> but the parents >> but the PTO or the organization so the nonprofit the is registered with the state of Massachusetts you're >> who can do it if they get the license through the state. >> You're at the BMR band show home show
and they are doing a 5050 raffle and they did everything right. They got their permit and everyone in the stands is buying a 50/50 ticket >> from a parent >> except no it says part part sales or purchasing of >> correct that means >> from a parent or school an employee
>> employee can't buy one organization >> what is the name of it >> correct >> how many work in the district and how many students are playing are buying 5050 ribbles at >> at It says unless it says unless it's from a sponsoring organization.
>> So they can as long as it's like >> where does it say that in JJ >> unless doing so as a member of a sponsoring organization such as >> students student groups are barred by state law of regulation from organizing raffles or games of chance participating
in sales of or purchasing tickets of such games >> for student fundraising activities. March band member is selling a ticket and I am a classmate of hers. I can't >> correct. >> No, you couldn't sell it either. I'm >> Yeah, you can't do that anymore. >> Nobody can buy your fundraiser.
>> But this is So, hold on. Let me just I think I I think I have this for you. Is that >> student council cannot have a um a game of chance or a raffle. So, they can't raffle off prom tickets. uh the the
yearbook committee cannot raffle off a free yearbook without cuz that's a game of chance >> in the student groups, >> right? But there's some provision that was found in other schools that if you do something of skill then that negates
the game of chance and this is like I'm with everybody on the game of chance. I've had I I I had to go pull a permit. You know paragraph fundraising activities may not involve competitions among students. That's one paragraph above our red line.
>> Students may not be rewarded with addition. >> We're still talking about KB KBE. Can we just stick to KBE now? >> They all run together. >> They contradict. Yeah. So you're going back. I don't think they contradict as much as they just >> I don't think they contradict. I think >> it gets more more and more
>> depth. Yeah. >> More and more micromanagy. So yeah, >> the thing is it's very clear on all of them the students are not to have no part of any type of game of chance you know you know JJ is from organizing raffles games of chance of participating
in sales and purchasing of such you know and and also they can't come in >> buy the Super Bowl they can't come in and sell raffle tickets to a teacher >> sell them or buy them >> sell them or buy them because they are other than some of our seniors underage
and underage gambling It's illegal. >> That's right. Still, >> but as a student, they're not allowed. >> This is true. >> So, there are some that probably could or should be allowed, but they are not because they're still registered
students. >> Yep. >> And will, you know, even if we pass these rules, will there be students and who will buy them? Well, >> will there be teachers? That's what I want. >> No, the teachers that lose their jobs.
If we pass this policy, the law says if it's part of the parent organization and they're a part of it, they can buy it. >> So, Christina can buy her 50/50 at the band show, >> but nobody else can. But, yeah, I was
just going to say, but then others can't. Why are you doing so? >> I think a science teacher can't buy something from >> a basketball student or something. But >> no, but they could buy it from the basketball boosters. >> No, >> but then we have some buy it from band
because they're >> they shouldn't be buying it from the students because they can't sell it to begin with >> because we approved JJ. >> So that's the responsibility of that booster of parent organization not to have the students hustling the tickets. You have to you have >> I think the majority of the parents are
the ones who anyways not the students. >> So it's different clubs. It's the different groups, >> right? So if NHS >> it's like families buying it >> on KBE my my I think that the is number three the most restrictive thing is if
shall obtain a 501c3. >> That's that's what I have an issue with. Mhm. >> So, >> cuz I'm not against groups having the 501c3 as their own protection. >> Don't want to require, >> but I don't I'm against us requiring it. >> It's pretty basic. The 501c3 is
essentially for if you if you're not making if you're not anticipating bringing in over 5,000 a year and if you're not um if you're not offering the tax exempt I I give the girls basketball $200 even if they're a 501c3. I can't write that
off anyway. >> Right. >> So it's not nearly enough to write off. >> Mhm. >> So and you're not >> And you have given before. >> Huh? >> You have given before. >> I can't write it off. >> No, I know. But I'm just saying you have supported students.
>> I'm thanking you. >> So it's it's >> it's not a right. Yeah. And and like like the Blackstone Memorial Day thing. I'm sorry. The semiquincent. We got some big big checks. That falls
under the towns things. Those are write offs, but those some of checks are th those are substantial. you're getting most of it's 5 10 15 bucks a whack. So I think that's the heavy lift on that. I
four is the law. So whether you put parents or both any of that is illegal for I that's the law. So it's the 501c3 that's that's and then
the rest of the language in in in in on on GBC is that's the law. That's that's what what was put here is is simply the law and it's repeated essentially in in JJ is
>> the first sentence is the law. We're we're making it policy that employees are thus barred from participating. >> That's the law. That's the law. >> Yeah. That's by state law, regulations, raffles, games of chance may not be organized by schools sponsoring organization employees. That's the mass
general. Can we negotiate the MGL? >> Dig it up if you want. >> Looks like MGL 268. That's >> or 271. >> 271.7A. >> Where'd you see that? Oh, right there >> on the back. >> So, it's 271 section 7A.
>> Yeah, >> all three of them reference that same looking it up. But I know I not to kick the can down the road, but I does Does anyone else feel
that it's shall obtain a 501c3? >> Can we say should? >> Well, it doesn't even ad should, but it's not forcing the hand. >> Shall have a whatever the language is for the nonprofit status that requires a bank account. >> Changing that one word makes a huge
difference. You're not forcing their hand. You're recommending should the handout from the law firm, page four, under C, the first sentence. It's basically the 501c3 is to legally conduct raffles or other chance based
fundraising activities. >> Y >> which you can't even do anyway. >> So it's like >> you really can >> you can you only have to have the 501c3 if you want to do those types of fundraising. But if you're doing basic fundraising, you have to apply to the state 501c with a permit to do that
fundraising. And in order to permit, you have to have >> Yeah. You have to go to the town and the town provides you with a Yeah, it's a town. Everybody's good. I think I said this before. It's >> It's completely unacceptable. You can't do it. Absolutely not. >> Unless someone gets a fee
>> and then it's okay. >> Um >> is there a waiver for the fee for 501c3? >> No, just saying. >> I know. We wave all our fees. >> The law's there. So, the state gets their money. Yeah, when when the PTO went down to get it, I know speaking
with them that it was it was kind of like a >> I think you have to be a 501c3 for a minimum of two years before you can even apply for the permit. So >> that was the other part. >> Oh, apply for the permit >> to have a raffle.
>> Raffle. Yeah. >> Oh, so all those groups would be years motions were made just for KBE. Can I make a motion to amend number three >> with the current motion that's on the
floor? >> Are you say how you're amending it and then >> No, no. We have a motion and a second to So, >> but you can somebody can move to amend the people who made the motion have to accept the amendment. >> Well, it's still on the floor. Hm.
>> Um, so I'll make a motion to amend on KBE number three to all parent organizations should obtain a 501c3.
So that's eliminating booster organizations and changing the word shall to should. Can I just uh I just wanted to say about booster the only reason that's there is because if you look at the language in the front because that was asked before and we did get >> parent organizations do
>> so I made the motion I don't accept the amendment so doesn't matter. All right, this will get a little deeper, but while we're talking about it, all parent and so Erin has a motion without a second
yet, but I'm I'm going to discuss, right? >> Doesn't Erin's motion not matter because >> Jane said she doesn't accept. >> Okay. Okay. All right. Um if that any change is going to be made like that all parent and organizations/B booster
organizations shall obtain a 501c3 status if they then then add the games a chance raffle this that and the other thing in order to you know to do that in our
district if you're going to have a booster organization or parent organization is going to have the things required by law to have a 501c3 if they're going to have that type of fa fundraising. They have to have they shall have a 501c3 status. And and the
difference is, and I'm going to use the girls basketball, they're not having games a chance. They're raising raising they're asking for donations. That's the and that's the majority I think of. >> They don't have 50/50 raffles during their games. I'm That's so common.
>> That's so common. >> Boys basketball I guess we're not having a >> Dunkin Donuts more often than >> I can speak to girls basketball. This year at one of the games they did um it's called Chucka Duck. There is a
target that is put out in the center of the court. You purchase a rubber duck for your chance to win and you have to throw it like all everybody in the stands throws their ducks at halftime at the exact same time and the person who gets their duck closest to the center
>> wins the prize. That is a game of skill despite being a game of chance. >> Right. >> Just we in a neighboring district they did a 50/50 raffle to raise money for uniforms. >> Yeah. In order to win your 50/50 raffle when your name got pulled, you had to
sink a half court shot. >> Yeah. >> Okay. So, that's covers it in the game of skill. >> Mhm. >> Right. >> So, like organizations are getting creative. >> I think there was another one. If you
say instead of saying the tickets are x amount of dollars, if you say suggested donation is >> yes >> and you're like then why ha why have all like it's because and and that stuff is coming I'm sure the advice is coming
from the people that you're applying for the permit for. >> I have a question. So if it if the motion were to pass on all this, right? So we are kind of taking on some of the liability, who's going to tell these
parent boosters about the changes? >> Yeah. Who's policing? >> Who's going to meet with all these people and tell them, hey, you can't do this, you can do that. Who's going to do that with each individual group? >> Because now that's going to be on the school. >> I would do. So >> it does say and the district does play
an oversight role. >> Yeah. So the school's going to have to >> if these pass this the district will have to have some liability and now take on that task >> would be would be oversight. Yeah, it would be an oversight. Um
um because what's going to come up is if you target one group or I shouldn't say target but you stop one group, the district's got to make sure they're giving this rule to every group. So, every time uh like say say the baseball group,
every time you talk to that set of parents, when they change next year, when the other kids graduate, you got to talk to that new set of parents or they're not going to know about this. And they're always changing. >> You I mean, there's I >> unless they're >> This isn't an insult to anyone, but I don't think there's anyone in this
district that knows every single >> bit of fundraising that's going on. Who knows that the kids had a car wash and that we now need to. >> Right. I >> I do think with as we're discussing this policy and we've we've spent a lot of time talking with Elizabeth the new AD
about how can we do this where we're not discouraging families from from doing this fundraising. It is a true part of our culture and what what we'd like to continue to do and how do we do it so that we're staying within these limits
and trying to set up this one booster and if we do set up one booster how do we set it up so that all the different teams can be part of it because I do think setting up a different booster for tennis volleyball for I think that is
not going to happen. I I think it would take a not to say that it won't I think it would take a lot for every group to have their own separate booster and that is prohibitive. It it's just not going to work. So if we can come up with a true plan of creating one booster club
for the athletics department where you have different you have to have a board and it's from different teams because it is a short season. So you may have teams, you know, the football team, the baseball team, the, you know, you have somebody on the board that
is part of how this booster works and we're doing fundraising for all the different teams out there so that there is some help for cuz there's some boosters that they're doing a ton for their teams and yet you have another team that gets nothing. >> Kristen, to your point, I do agree with
you, >> but we're not there yet and these are going to stop a lot of things. And I do I think this is gonna create conversation to get there and how do we put it like you said like with you know as parent nights do we discuss this at
parents night so so everyone's aware of it I do think we have to have a full plan >> of how do we get there >> before there's a big change >> in whether it's before or after I do think this is creating conversation that needs to happen cuz change does need to happen the way we're doing it is not is
not correct in like lawful like there there's some stuff that we could get in trouble um that we're trying to cover ourselves as a district. >> What do we have for problems now? We have a established clubs and fundraising
basketball team has barely it's small >> and all these other teams very small. So the comp where's the problem? If if people want to create a a 41c3,
they they do it. But to force everyone, all these little groups >> and and to to say we we just have one um to cover everyone, it's like I I don't know that's the right way to go.
Where's the problem now? What what what's going wrong now is what's happening now that we have >> we get in trouble for you just >> so I think we there's >> if you do something wrong and the IRS
audits you you know you you have you take care of it you're responsible for that so why is the school committee getting involved with raising money for t-shirts and sweatshirts
uh for that one the tennis squad just seems like complicated. >> Well, you well this wasn't presented by well it was presented by us by the policy committee because these were recommendations from the it went through the policy. It wasn't something that we
said let's just start doing this. >> It was MAC policy updates that went through the policies committee. >> But Kristen just said there are things that we could get in trouble for. I don't know. I just I I think every you know I think we need to be careful for
our liability as far as if anything goes wrong anywhere with any of the groups that are out there. If anything happens, I worry that we're open to people are donating thinking that they're donating to the
school district. Um, >> and I think we just want to make sure that it's clear as to where the money is going. >> I think it'll be less clear when it's one large athletics thing. Like she just mentioned that she kind of went out and recruited nine people to play tennis.
That's wonderful. >> But are you going to tell me that the boosters wouldn't be like who's who's going to pay for their stuff? Cuz they didn't do any fundraising. They were just asked to play tennis. But now we're going to say, you know, support these
nine with your boosters. >> I think I know that's a bigger picture, but team raised. >> Now you have nine kids building this camaraderie and coming together. Their parents might be like, "Hey, let's go raise a little money so we can get the matching hair bows." Like that's okay. >> Whatever you decide that wasn't the
intent of that booster. So there was a discussion in policy just thinking how all of this how could this make work? And when Elizabeth came, we asked her to go out to other schools in the valley say how are they dealing or how are they addressing some of these issues. So what she brought to the policy committee was
there are schools that have one booster and within that one booster there are representatives from the different sports that are there. So for example if football brought in this much money within that booster account there would be the football fund. If soccer brought in so much money within that boosters
there would be a soccer fund. That's how she explained it to us. policy committee asked us >> clubs have to report to this board >> which is who's managing that account >> it would be the officers of the five
>> like the band the money wouldn't school >> yeah cuz the school can't >> no it separates it from the responsibility of the school so here's the school here's the school's leverage they're not going to accept any
other boosters is other than that m that that one booster that is covering all that's the leverage of the school we won't then we' say we're not accepting >> well unless they have their own 501c3 >> some schools she did say some schools had their own
>> and the football program she said I think there was another sport that >> this is going nowhere >> the only I'm I'm the only thing I'm hung up on is the number three shall obtain a 501c3 >> and the implementation date like when
>> Oh yeah. Yeah. Because in the district oversight, it's as a matter of best practice, districts should require proof of 501c3 status. >> Yeah. I don't have the word to should. >> Huh? >> Should. >> I don't have any issue changing shell to should, but I have an issue taking
booster. If but then we're going to then we're going to need >> it's in the first >> should require shall require only if the if the >> if that parent organization of boosters and the and the definition what what
what triggers that requirement which means games of chance you know what I mean? >> Yes. Thank you for >> district oversight then goes on to say though such as uh as part of their process for approving fundraising activities. So, does that also now say that
someone in the district needs to be approving any any fundraising that any >> and that's the thing. >> Well, the other one says that >> we're not going to please it. >> All gifts and donations to the district must be accepted by a vote of the school committee, not to the boosters, not to
the >> That's right. That's what we do now anyway. Yeah. What we should be doing. >> Yeah. >> And this is just the guidance. This is like the summary of our attorney, not the actual >> Yeah. Unfortunately, our our attorney summary focuses on games of chance
>> which we asked for >> which is well we asked booster like should it just is booster and parent the same thing in terms of this regulation. She did say yes to that >> and she said yes but but everything in her letter you read the entire like
focuses on games of chance >> because that's the biggest issue with those that's the biggest >> Yeah. So, just so you know, this letter, I just want to make sure it's clear. This memorandum came to um MASS. This
email was specifically written for us based on our questions. Just so we >> just didn't want you to think this was specific. This was to MASS that we shared. She said this is not another document. >> Perfect. This is the email that came directly from the office based on the
questions you had. I mean having booster or organization on three or not. It's in the first paragraph. It says it includes boosters. So we agree it's there either way >> which is just strange because it I there's another policy I want to say it's like KJA KJ something. I don't
remember what the exact letters are that specifically talks about boosters differences >> the in the law boosters would be uh you'll see boosters under the nonprofit >> um same regulation. So it's I think this was just clarification
um >> if we're lumping there is boosters under this one then we also need to look at the other policy that >> specifically covers them. another policy specifically just covering boosters >> in our online policy KJ something like
that it's in our online this is relation boosters but that has another booster I printed it before >> let me ask you this effective for the next school year >> yeah so So, so say that they use the
example of the the booster club at Dunkin Donuts. When they raise that money, does that money go back to the district or does a booster club >> purchase for that? >> They purchase purchase. >> We raise We purchase the warm-ups. We raise, we put on the banquet.
>> You p Okay. So, you purchase the warm-ups for those individual players on that team that >> it's not every team. I'm just using that. >> No, just for that example. Yeah. So, it's not that Well, you're purchasing the warm-ups. So that's not going back to the district at the end of the student who love the students keep them
and then you and then you >> they've gotten basketball bags out of it. They've gotten warm-ups every like a lot of teams have gotten the warm-ups to look cohesive out of it. They all get a banquet. They've gotten awards out of it. Like we buy MVP awards. Senior gifts are given out of it. Everything that the
district does not purchase >> that that group may want to provide. >> Yes. Of course, having different boosters makes it more competitive cuz one booster gets warm-ups. >> They're not really though. It's not really though because it's typically typically it's a different set of
parents for every team. Like >> my kid might be an athlete, but that doesn't mean he's on football, baseball, soccer, you know what I mean? They're all smaller groups. >> No. And there have been those concerns. It's like this group didn't raise enough to have a banquet, so they're having it at the school where this one had a lot
of money, so they're at a restaurant. But it's like that's your parent. >> That's the organization. >> That's the organization. Exactly. >> For those individual organizations. >> That's how the football team has their jackets, too. They've bought them. >> They bought them. >> Yes. >> Okay. >> For each student, I think they get them
at a certain year. >> Yep. They get varsity jackets. Yes. >> The they're purchased by the boosters. >> Basketball does the same thing. They get >> Whereas we give them when they win. >> They don't It's not something >> It's all positive stuff. >> Mhm.
It's all stuff that if it stops, all the students are going to be like, "Where is it?" >> Okay. I think we'd be very surprised to see that it >> how much it wouldn't stop, though, because we're talking about the same people who are doing it. Like, it's the parents, >> they'll step up. Like,
>> we step up, parents step up. It's it's what we do. >> Not many. >> So, no, I believe I get it. >> Not many. It's hard to follow the same. >> You're not the only one. I get it. Believe you. Believe you me. >> The clubs. >> Okay. So,
number one on KBE, organizations will be officially recognized upon the request of the bill, the principal who will file a copy of the organization's papers with the superintendent. The organization's papers is the organization's papers, I would assume, from the secretary of state.
>> Mhm. >> The state of Massachusetts. >> Okay. That's if they have a 501c3. >> Nope. No. >> No. That's an odd problem. It's just an That's the easy way. You get rid of those. >> All right. Number two, they vote to open all parents guardians, children enroll designate organization.
>> One more. Okay. Number three. All parent organizations slash booster organizations should attain should obtain I'd say change the shelter should a 501c3 status file the appropriate paperwork with the
appropriate authorities and make proof of such status available at school district administration. So you could just change that word to should, right? As someone just pointed out earlier, because number four, you can't do that
unless you already have a 501c3. >> None of those things in number four you can do without a 501c3. So this so this doesn't re So if we change number three to should um
well the 501c3 is not even a state it's a federal >> Yeah it's a federal >> you apply to the state federal exemption. >> Yeah. >> It's a tax law. This is all tax law. >> Yeah. but or shall obtain
um um shall obtain a 501c3 if they intend on fundraising under the provisions of number four. You know what I mean? So otherwise you don't need it. you're you're covered by the by number one with the organization to to stand
out there and and and ask for donations um for um soccer un soccer shin pads out in front of um CVS. All you all you need is number
one the state the states recogn the the the uh so Five 501c3 puts a bigger it's a bigger burden on the nonprofit and these non and these funders these boosters of parents groups are not
raising that kind of money >> they wish they were >> yeah that's where I am at with this personally that's my So is this if we don't clean it up though
if it's not clean with that language and we allow should and then when someone files with the principal and then goes to the superintendent superintendent could be asked by any one of us well do they have the 501c3 and the superintendent well no they're not running this kind of operation.
and they'll be like, "How do you know?" Unless the language is clean, >> but it's not it's not a requirement. >> No. I mean, I'm I'm going back many many moons, but the the concept behind this was to tie parent groups to school
groups so that we're making sure policies are followed. We're making sure organizations are organized correctly. like it was never intended to penalize anybody. It's intended to say we recognize you as a group. We acknowledge that you're a group that you're trying
to raise funds for this or you're trying to raise funds and and boosters tends to be the term people use for athletics and parent organizations might be used for the theater club or the you know whatever the case may be. And I think we're caught up on like terminology, but
the idea is the idea behind this was do we want to have relations with these organizations or do we want them to just sign up and do their own thing? Because that's the name of the policy, relation with parent and booster organization. Do we want to
have them be recognized in the school district? Well, I hate to create work more work, but if it says if it if we change that shall to should and it's and it's and the organization is officially recognized upon the request by the
principal who will file a copy, then maybe if we if if it should, then maybe we should have a letter that goes to that organization based on how they're recognized as a 501c3 or just a regular nonprofit, what the expectations are
from the district, meaning the rules, you can't do this. You know, they should get a copy of these rules anyway if they're being recognized by the district saying this is what you can and can't do based on your organization with with with
the partnership with the school district or with using a likeness. >> Would that be a policy? No. All right. That would be like a procedure. >> Yeah. >> Of its own. Yep. If only we have that we
have this >> and so this is a motion this is a motion on just this policy right now. >> Yeah. >> Yeah. >> All right. It looks like actually I made the motion. You seconded it. Right. >> Okay. >> I'll make um a motion to amend my original motion for number three to
change the word shall to should. Right. Motion by Tara Lockan >> seconded by Jane. So the original motion maker and seconded both agree and made the motion a second. Any further discussion on
that. I'll just say with the caveat sorry >> um in there that we when we do approve these when it's approved that >> and something probably should be run through with Kelly or what have you to show the difference and
or at least the rule they need to know the rules whether it's this or >> yeah when they're effective >> when when they're effect Yeah. >> Do you want me to add that to my motion? >> Jane's not going to approve it. No, I No, that's it's it's fine the way it is
now. That could be a directive from the committee. Okay. >> Yeah. After the fact. >> All right. So, any more discussion on that? >> Are we going to keep it as >> everything else just >> I'm saying the effective date. Do we want to amend that? >> So, it looks like um the next one has a different date. So, I'm not sure if that
that the source of these effective um >> I think it just match. >> This isn't the actual effective date, but do we want to make an effective date? >> So, Can we make all these motions effective moving forward then July 1st for the
next fiscal school? >> Keep saying fiscal but that ends. >> Yeah. The next school year. >> Next calendar. >> Yep. >> Can I ask what the difference is between shall and should? >> Yes. You have >> for clarification. >> So shall means >> you have to. >> You're not even going to be considered
unless you have a 501c3. Should means it's recommended that you do. Now, if you only have the nonprofit filed with the Secretary of State of Massachusetts, that gives you the criteria. And what the school district will be the next thing we'll talk like down the road
we'll talk about is the school district's going to say, "Okay, with this status, you you're not allowed to do fun. You know, you're not allowed to do >> kids sell the tickets. You can't have this. >> You can't have that." Which is the law anyway, >> right? But it it allows you to go out
there and um you can get a donation. You can get a check for 100 bucks, 500 bucks. You can raise money at at local store at the you know what you do outside for for your jackets, sweatpants or what you know, what have you. So that
allows all that to continue and it's a lot much less of a burden. If three people wanted to throw together the baseball organization, you have a president, a vice president, a treasurer, and you're listed with the secretary of state, um
that local attorney will file that for you and it's going to cost 50 bucks or 100 bucks. It's I don't even think it was more than 100 bucks and you're good. And then annually you just uh you have a annual report that takes you two minutes to type in and and and maybe a filing. I don't I don't
>> So that'll change each time the people change every year. >> So So now that only changes it only changes if when you guys if that that group of people you can have like you can have 10 people on the board, you know what I mean? You can have a director of this and that and you can
have a bunch of members, but it only changes what if you guys were to vote to change it annually. And then you just notify the state. It's it's it's very very simple. You're just sending in I think you do it all online now and and it says, "Okay, well, you know, Carrie,
you're the president this year. Jane, you guys had a vote. Jane's the president now. And Carrie, you're the treasurer or Matt's the treasur whoever." So it's that it's very very simple. >> It's not difficult if I can do it. >> And you know it's it's
and and and so it shows every it shows you that it's a legitimate nonprofit LLC. Uh >> you can be a nonprofit and not have a 501c3. >> That's what I'm saying. >> You don't have to have both. >> So that's the difference between shall and should. Should
you could be a nonprofit and not have and not and not have to have 501c3. Shall means you only can be the nonprofit type that has a a a 501c3. >> Yeah. >> And that is a lift. >> So there's like a a little loophole here
in Massachusetts. It says technically a sports booster club does not need a 501c3 to sell raffles in Massachusetts, but it must be a qualified nonprofit that meets specific state requirements.
And that it does notate chap that Massachusetts raffles are considered gambling and that is strict under MGL chapter 271 section 7A. But the um if your booster club is not a 501c3, you can still legally hold a raffle as long
as you meet these three core criteria. One is a 2-year rule. You have to have been established for at least two years. Two is obtaining your local permit. So, you don't have to have the 501c3 to get the permit. It sounds like it says it's $10 to $50 at your town clerk. Um,
once the permit's issued, the state lottery commission is notified. You are required to pay a 5% excise tax on the gross proceeds of the raffle within 10 days of the drawing. Is that did that happen for bingo? >> I'm not part of the PTO. I just know
that they I know that they assume that they followed the rules. >> Okay, that's a question for me. And then the third criteria, it says you have to meet all three, educational or charitable purpose. The law requires that all funds raised should be used
exclusively for educational, charitable, religious, fraternal, or civic purposes. A sports booster club supporting a school team generally falls under educational or charitable purpose. >> So yes, >> 501c3 isn't >> necessary to get the permit. That's good
news. And I mean I don't know if we have any newer organized under two years. I I don't I think most of what's around selling the raffles and such has been for more than
two years. So >> yeah, we've determined that you don't need the 501c3 >> for that. So now with now like >> not tying their hands, >> but you don't need the 501c3 to be a nonprofit. But what you just listed as
the ex the the the the loophole or the that's a license it's a licensing requirement. >> Um so in order to have that you >> it's all about gambling. >> They all want their >> part of that regulation that the school
would put together to meet that criteria. you would then have to provide that to the district if you're uh you so you would and and I think the bingo that was most recent that what what the PTO did was middle school
>> and they and they provided that information >> they provided that information yes >> to us >> yes to the school district to the district >> I know cuz I the person who ran it said that show me that she had that if they had to license it and this
and that I didn't even it unsolicited. I didn't even ask. >> So, so yeah, especially if you're advertising it and it's that the state will the state had come has come to Blackstone before when the there was a raffle on election day.
>> I don't remember now. >> I'm sorry. I don't remember the motion now. >> It is changing should to shall vice versa. And then were you doing it at the start of the next school year to get time >> July? If we can we'll I'll I'll take
Well, first of all, we're discussing that so we haven't got that far. So the the question was the difference between shall during versus should. And so should opens it wide up. Should allows you to do what you essentially what you're doing without
the gaming stuff. um for a simple filing with the state of Massachusetts. >> It also, I think, stops a cease and assist. Like, who's patrolling all of this? Nobody's going to walk into a group saying you're not documented. You
know, this is this is a we recommend you are, but >> you're not going to get shut down for raising money for your >> you you shouldn't be able to get by number one without being f filed with the state of Massachusetts >> based on the current
um relations with parent boost organization policy. >> Where does it say that though? It just says organizational papers. That's >> you're assuming that it's >> they should be providing the the so the the legal organizational papers of your nonprofit is the filing with the
secretary of state. >> Where does it say that? >> It doesn't say that. >> It doesn't say legally. >> A copy of your organizational papers. >> So organizational papers it that means you have articles of organization. That's right. >> So whether you're
>> It's minutes of a meeting. Articles of organization is something that's held on the state website in the secretary of state website. >> Um and it says whether you're an LLC incorporated or uh partner whatever you are you have a different type of articles of organization uh in there. So
organizational papers I understand this to be >> it's actually >> I would be very curious to know >> if number one has ever >> yeah taken place. Yeah. So would I >> it will >> I would imagine over some point it did
>> it >> when they when they accepted it I would we may not have ever recognized as as principles may never have not have recognized anyone would be surprised that this is their responsibility right now I'd be >> I mean I don't know that the principles
have recognized the PTO's to be quite frank only the PTO >> and to know if they have >> last time was probably 1967 with the black with the marching band Right. >> Yeah. Something >> I mean any PTO meeting I ever attended had the principal attending. >> Mhm.
>> So >> it was recognized >> as also BMA >> they recognize where they are >> directors or their >> their names are on the minutes in attendance. >> Okay. Can we move this? >> Oh, are we voting on the amendment?
>> We got a motion in a second. We're still talking. Anybody else? Any any further discussion? >> The amendment. >> No. Okay. >> Still announced. >> Um, all those in favor signify by saying I. >> Wait, time out.
>> Are we vote? What do we >> We're voting on the amendment. Should >> or shell? >> Should the shell >> or sha should? >> Shoulders should. >> But it leaves booster organizations in that line. >> Yep. >> But that's also the heading. We're not voting on the policy though, just the
word should and shall cuz that was the amendment that was made to change should to shall. >> Yep. And then we'll go back to the main we'll go back to the main motion of accepting >> correct the policy >> if the amendment >> Yeah, we're doing actually we're actually doing way. >> All right. Good. >> Okay.
>> Okay. The amendment on the first motion is changing shall to should on line three after booster organizations. Any further discussion? All those in favor signify by saying I. >> I. >> I.
>> Any oppose? >> Yay. Nay. >> You or nay. >> Okay. >> Just you. >> Just me. >> All right. One, two. We got everybody here. >> All right. Passes seven to one. >> Yeah. Correct.
>> Okay. Now I'll take a motion um >> to approve the policy as amended. to approve the policy as amended and to approve the I'm going to take a
motion to approve the policy as amended with an effective date of July 1st 2026. >> Is that another amendment? >> Nope. I'm just >> clarified. >> Clarify.
Yes. because it's not already in there. >> So moved. >> Second. Motion made by Matt. >> Second. >> Second by Tara Locken. Any further discussion? All those in favor signify by saying I. >> I.
>> Any oppose? >> Yes. >> Nay. >> Hang on a second. >> Show hands. >> All right. One, two, three, four. Fails. >> So the motion fails. >> Yep. Okay.
>> Should we move on to JP GB? >> Yeah. All right. Motion reconsider because now we're do we just >> let's get through these two and then we just get so we have what we had before backed up into a >> requires people to have a 501c3 because it says shell
>> just a parent organization. >> Yeah. But the top of the thing says parent and booster. >> Yeah. They're not going to with this with this. It's not going to get by step. >> It's not going to get by step one. >> Anyone that's not set filed with the Secretary of State will not get by uh step one.
>> Yeah. >> Okay. So, this So, this motion for KBE has failed. >> Y >> So, it is back to the existing policy. All right. A motion um I'll take a motion to approve um GB EBC.
So move motion by Matt. Is there a second? >> Second. >> Was that you, Aaron? >> Yes. >> Okay. Seconded by Aaron. >> Any further discussion? >> All those in favor signify by saying I.
>> I. I. >> I. >> All right. Oppose, please raise your hand. >> All right. Motion fails. Four to four. You need who's taking the minutes here? >> I'm making notes. >> Can I ask
since we had no discussion? Can I ask why? That's state and federal law. >> Yeah. So, isn't the >> on GBBC? >> So, isn't the first one that failed? >> Okay.
>> Okay. Um motion to approve. Um JJ E. >> So moved. >> Motion by Tara Lockin. >> Second. >> Seconded by Jane.
Any discussion? Just to Jane's point, this again, this is state law. >> Yeah. >> So what we're doing to accept it is just to be in compliance with state law. >> Correct. >> Is that how I'm understanding it? >> Correct.
>> Okay. Okay. All those in favor signify by All those in favor raise their hand. Okay. Okay. Those opposed. >> Four to four. Okay. Policy um all the
policy votes have failed. Uh that by the way for the record four to four vote all of them. >> Okay. Very I think Erin's going to comment and then I just want to ask >> I just think maybe we need Kelly to come in and we can have a legal conversation with her and wrap this up cuz we're not
I'm I person I'm going to speak for myself. It's not that I don't want to follow the law. >> But I don't I I am not going to sit here and put something into place that puts a staff at risk of being fired for participating in maybe their child's fundraiser because there are staff that have kids in the band. There are staff
that have kids on basketball teams or coming up through. So I just want to I just I need the I need more explanation on these last two. >> Sure. >> That's the only thing holding I am not going to tie anyone's hands and I understand that this law doesn't
mean it's not going to be enforced. It's just not in our policies. Nobody's losing their job because of something we did tonight. That's >> it's just a hard no for me. I'm not doing I'm not >> Well, well, the counter to that is you >> chose to vote against the law
>> is what you did. >> The laws the law has been in place, Dan, for >> sure. So, it's called the can of worms have been opened. So, so >> I need Kelly to come here and explain to me how it works. That's all I'm I'm just
requesting that we have her >> come in so we can I I appreciate her time and responding to everything, but we need to have a frank conversation. >> More clarification on the wording. Explain the Yeah, I agree. >> Sure. And so so moving forward, I would
hope that KBE number one is reviewed and strictly enforced until we have that to prevent anybody getting themselves. Well, just the my question is when you look at our online policy manual, what is online for
KBE has an entire top half that is not on this printed version. >> Also, I want to point out the word encourages in the very first. It says to enhance communications between parents, guardians, and school officials. The
committee encourages the maintenance of formal parent organizations including booster organizations. So you can ask something to be enforced, Dan, but we're going to get real nitty-gritty on the language in this if that we're not we're not here to cause trouble. We're here to
>> Yeah. It encourages >> keep things moving the way they always have. >> It encourages them to do that under the law. >> Encourages. >> That's implied. Yeah. We don't encourage people to do things. >> This is why I'm not voting for the others because I'm not letting anyone >> We don't encourage people to do things unlawful. I didn't think we did until
now. But it's it's we we this is I mean removing the word shall to should was at >> we already voted. Why are we still talking about this? This is whoa whoa whoa. >> We voted on several things and then you asked to speak >> and you're speaking and you're speaking
and so I can respond. So when I respond, don't challenge why I'm still talking about this. I'm responding to your your comments and and and you can bring we can bring Kelly in. We can we can thank you and that's what we'll do. But >> it's implied that we are encouraging
people to follow the law and I'll leave it at that. Moving on. >> Next is um Okay. So, are we done? >> Yes. Policies are done. >> Policies are done. >> Done. >> Booes gifts listed. Okay. Those three.
So now where are we going? >> Um now the floor. Thank you. So, um for the expenditure report that we have, the budget continues to be in a favorable position for FY26. Um thankfully, there are no major concerns to report in regards to the
current budget. Um we've had some savings, um including some salaries and benefits, but that has been offset by some other costs that have been either unexpected. We have had the generator that we've had to have. um some utilities are higher, some athletic transportation that has
offset what has been um a savings at this point, but we are we're monitoring this the um expenses right now for the budget to see um as we approach the year end. But right now, I think we're like I said in a good favorable position.
Any questions regarding our forecast for this year? >> This is still without the E. >> Yep. And if you look at the last page, I did include an END calculation. So you can see where we started the END. And then we're with
a year-end forecast. This is showing if we continue in the projection, we'll end the END um with a 3.66%. >> The 3.66 is using the projected money into this year's budget >> into FY27. And no, we had money
earmarked for this year, >> right? So that's where you'll see that right now because we're in a favorable position, I've taken out us using the excess and deficiency for this year. >> 3.66. >> So that is so you'll see here with if we
end up doing some purchases this year. We're trying to see where where we're going to end this year and what we need for next year as well if we're going to do some purchasing. And that might might fluctuate again as we as we continue this year. Sorry, Christian. I was asking the other
half of one another member of the finance committee if I missed the missed the meeting. >> It's next Wednesday. >> Oh, good. I was like, I think I missed it, too. >> Wednesday. >> I mean, to my credit, I did show up when it was cancelled. >> Any other questions?
All right. So, now on to our budget transfers. So, you'll see that there's 15 budget transfers in your packet. Um, of the 15, there's seven of them that are for grant budgets. We had one new grant that came in. Um, and as we move
towards the end of the year, we are looking to see where our needs exist in transferring and moving some to those those um areas. So, there are budget amendments that are happening for those grants. Um the other eight transfers are
for expenses within the general fund. Um this includes we're consolidating some GL accounts. Um and moving money within department to align with the spending right now. >> Kristen, what is S/W nurse? I can't make sense of those that in my headwide.
>> Okay, that makes sense. >> I was playing with like everything. I'm like I can't come up with this. >> No, for the systemwide. So your nurses really should be charged to the actual school when we do our end of year report. So the fact that it was in a schoolwide was not appropriate. So we
moved it probably. >> That makes sense now that I know what it stands for. >> All right. Any other questions for the journal entries? Take a motion to approve the the journal entries. >> So moved.
>> Motion by Carrie. Second. Second by Matt. Any further discussion? All those in favor signify by saying I. >> I. I. >> I. >> Any oppose? We have it. >> All right. Now we are on to facilities
use requests. That way we thank you. On with the facilities. >> So we have two facility use requests. The first one is from Parks and Rex for a movie night on it looks like Friday 515 to9. This I believe is really set up
just in case. Is this the one that in where we're >> No. >> Yeah. Okay. So, this is going to be the cafeteria at the middle school >> and there is no fee for this. >> So,
I'm trying to crack a joke. >> Do we need someone here for this? >> Probably. >> It's It's Friday night. >> No one. So there would already have on on duty already. >> Okay.
>> Do you want me to >> I was having a full conversation over here. >> Movie night. >> All right. Moving night. >> Yes. All those in favor of the pox and Rex having a wonderful movie night during derby days, uh, signify by saying I. >> I. >> I. >> I.
>> Just so you know, you won't have your, um, junior and senior. That's prom night, >> correct? >> Junior seniors of high school are not coming to Derby days. >> Well, maybe they will come and watch a movie after. >> Oh, and also the elementary kids have their dance, so they're not going
either. >> Bummer. >> I do think that it was mentioned to them that we had some events and they decided to continue with the >> I think they're hoping that the general >> nice middle school movie night hoping others. >> We got horse movies coming. Yeah.
>> All right. And so this >> Did we take a vote on that? >> We did. We didn't make a motion or second it, but we took a vote on it. >> So Jane, you you made a motion. >> Yeah. >> Didn't you say >> Did you All right. So this heard >> I'll take a motion to approve movie
night. Motion made by Jane, seconded by somebody. Matt, >> I'll sure. >> All those in favor of movie night, >> uh, signify by saying I. >> Any oppose? The eyes have it. Next. >> Okay. Okay. And this is the last one we have. The Scouting of America Troop One
Blackstone is going to have a fitness event on Wednesday, April 29th from 7:00 to 8:30 where they will use the foot the fitness room at the high school. Um, this here is also no charge. We do have
a custodian on um on staff that day. >> Okay. Um, >> not it's not very big either. It's not >> There's no elevator. >> It's not an accessible room. >> It's just for the scouts though, right? >> Yes, I believe it is just for the scout
scouts will use. So, it's Are they all >> Assume it's they're earning some kind of badge or something for it? >> Yeah. All right. >> Sounds aware. Uh motion motion to approve uh facilities request for the scouts. Yeah. So moved
>> motion by Lockin, second by Chuck Dutton. Um any further discussion? All those in favor signify by saying I. >> I. >> I. Any oppose? >> The eyes have it as unanimous. >> So far so good.
>> Yes. I just Yes. I know. Before you go to school committee, I just wanted to take in I know it's not on the agenda, but I I brought um I did put in my weekly update to you. Last week we had our scholar for the Wester County um scholar recognition which was Marissa Paterella but I brought you all back um >> awesome
>> booklet >> that she is in there and these are all the other scholars who were recognized at the at the Wester County. It was a great it was a great event. >> Did we make the booklets again this year? >> I was looking at the back. >> We did. We didn't design them.
>> Malro designed them and we printed them. So >> imagine that. Huh. >> Mhm. >> Yes. But I thought it, you know, to have it and you can see just a couple pages in um Marissa is there. So um there was, you know, they all got up um walked across. It was great. It was all a lot
of different schools there. A lot of different kids were honored and we got to learn a little bit about each of the kiddos um that was there. It was some amazing things that you know these these students are doing. So it was a great day. But I thought I'd bring those back and share those with you. Thank you.
>> I like your quote. rather fail without honored than succeed by fraud. >> Yeah. And and did you say I'm sorry because I was looking for it. This was >> Yes. Um Yes. Our graphics department at the high school printed those.
>> Okay. Uh our next school committee is April 9th, 2026. >> Let us talk. >> What's that? >> You're not giving us form? >> No, I was just going to I was going to go back to that. Um um and so I was just getting that out
there. Yeah. Uh school committee forum. Anyone have anything? Any closing comments? School committee? >> Um I would just like to ask if we could make sure our student reps are back with us for the next few meetings. I don't I It's been a while. I know we had a lot
of budget workshops that they weren't participating in, but um a lot of exciting stuff coming in and I know that >> they'd love to share it. Um and with that being said, wondering I I
if we could get more out on social media um on our Facebook page specifically. Um I don't know if that could be student run or student or I don't know is there a way for them
to submit things or um activities that are going on and in the district things they've done in class or I feel like a lot of the group gatherings have been missing. I feel awful the empty bowl happened. I don't
know if but it's usually something that we've done as a committee in the past and um it was kind of not on my calendar because I hadn't heard about it and
a few other things came up that week or even Lucas missed it but and he and the jazz band plays but um I think promoting that stuff on our social media in the past has been a huge Mhm. >> way of communicating. And I I just think
I'm wondering if there's a if there's someone that could start pushing that stuff out. And I know the athletics have had a lot of stuff on there, but >> I feel like there's some other things missing in the past, either upcoming events or photos of the events and all the good that's happened.
>> Show good. Yep. >> Is athletics like is there a BMR athletics Facebook page itself? >> She has an Instagram. >> She has an Instagram. Instagram. Is it pushing into our Facebook? Our district Facebook? >> No, it's just an athletic one. >> So, it's a little dry >> and it runs the Yeah, it's all athletics.
>> Okay. >> It's very active. >> And with that being said, too, I know this is hu like we've had ups and downs with it, but the website and the calendar >> need some attention, too. >> So, just you know, Jackie has been working on a lot. The website is a lot.
I wonder why can't we have it run by graphics? Like why can't they why can't it be their year-long project to our school calendar and fa and not Facebook page but not social media but website
>> just um >> just putting out suggestions >> the website has always needed new pictures and new >> you know way the high school doesn't have internships where like kids juniors and seniors like intern with the teacher
and they kind of get like a project to work on. I almost wonder if >> it's just a lot for Jackie. I'm not saying even when it years ago it was Bridget. I I She did a wonderful job with it, but as soon as someone isn't on it, it
>> it's missing something. You know, it's almost it's just too much probably be for one person. So, >> sure. >> Just suggestions. I'm not sure what the answer is, but I know >> it's been a common figure out. >> It's been a common.
>> Yeah. >> Jane, >> yes. >> Do we have a sense of how the Blackstone Valley technical lottery will impact our class next year? >> Yes. >> Oh, Blackstone is down. I I can tell you Blackstone is down four students from last year.
>> So is Milville. >> Noville. Yeah. No. >> Really big four. Yeah. Yeah. >> Do we have is it 20 total? >> So the original number that came out was we had to provide them with um our enrollment over the past few years and originally it was up to 20 students. Um
so it could have been 16 Blackstone and four Milville um max. Um and I I believe it was did it didn't I think it was only 16 students um >> that they selected from this. >> Yes. So, we're Yes, they just had the
lottery. We're waiting for all the final We got the numbers. We're waiting for all the final names. >> Um be able to provide you with some numbers. We also have um >> I thought I'm sorry. Excuse me. I thought the names were >> announced. They pay attention numbers the whole so we know who's going and we
also have students um usually um I think over the last few years when Christ and I looked into it from Aggie there's a be like three to five students who apply. I don't know how many get in, you know, it all depends. Um, so we're waiting for those numbers as well. >> Spreadsheet you guys presented to us,
those school choice numbers were correct vocational in those numbers. >> School choice. No. So, >> so those weren't included in those numbers? >> No, those are No, only school choice and charter school numbers. Um, vocational schools are not considered either, >> but we don't know yet. I mean, we're
waiting for the final numbers who will get accepted. Well, the school will accept going >> and I'm still waiting for the final numbers on Northfor >> one. When those numbers are known, >> can we just get a quick email update saying like how many are expected in
this next school year and then kind of like including like the Aggies, Tri County, like all of that >> and just kind of like what the last couple of years numbers have been just to see >> how we're trending. Yes, >> there was a lot of uh social media commentary about that.
>> There was a lot. >> Yeah, >> it was a different process this year. >> Yeah, this year. >> Oh, this year's process had a lot of social media discussion. >> This year, this year was the first year of the lottery. >> We had a lot of social media commentary last year around this time when around that stuff as well. Yeah,
>> it was a totally different process. Yep. Um, >> yeah. I'm just curious if it worked out totally different. That's I mean I'm just curious. So >> there there are still requirements even though it's a lottery. There are I forget what they were but there's like three requirements.
>> It's you have to basically give your application and show an effort in touring or visiting. Okay. >> You had to have your attendance. You couldn't exceed. It's a pretty exorbitant number. And the last one was discipline which basically had to be on
the level significant level to be >> no felony >> significant. So is it kind of like if >> Joe Smith was applying you get like three chances. Correct. >> And if you lose like >> Yes. Right. So like if your attendance was you could be down to like two chances.
>> Correct. >> Yes. >> I explained it that way to someone. It's like the NBA lottery whether they >> and then my next question is do we still have a wellness committee >> because I would think that would be where to address the mental health
>> and we have we do have policies that require wellness >> which includes the nurses and the >> PE people. Do we have a representative on >> I don't even know if we still have a committee.
>> I I I'm not aware of it. Well, I do know within our buildings, we have our our um our staff that are our seal teams in each building. We do have that. >> I feel like back though when I'm going back when I first got on, it was during
co wasn't there like a >> was it something committee school or was it? Yeah, it's um I mean it's >> contractual >> it it for me >> state mandated but food food service
food service I know food service food service is on it >> reached out there's been about it I will tell you that I think there's been about who's on it and who's doing it >> and students and Tracy was on it >> all right >> that was a good group then >> anyone anything else for >> Nope
and welfare slash future agenda items Anyone else? Okay. So, uh we will be going into executive session. We will not be coming out to adjourn. We will journ in executive session. I just would like to thank um uh the young
man who presented uh this evening on in in good and welfare for his uh research. I would love to see the polling data. I'm I'm very curious and looks like he put a lot of time and effort into into the um uh the athletes that were in front of us. Congratulations
um the students that participated with the um the uh three different school buildings on um their um uh middle of the year report and um I'd like to thank them as well. And um at this time I will
uh ask for a motion to enter executive session to conduct strategy sessions and for preparation for ne negotiations with non union personnel. So moved. >> Motion by Tara uh Scobby. >> Second. >> Second by Matt Catalano. Roll call. Jane. >> Yes.
>> Aaron. >> Yes. >> Carrie. >> Yes. >> Matt. >> Yes. >> Chuck. >> Yes. Tara Scobby. And yes.