Good evening and welcome to the March 26, 2026 meeting of the Brookline School Committee. First on our agenda is our consent agenda. Uh accounts payable report. Is there a motion to approve? >> Sure. >> Uh Suzanne moves. Is there a second? >> I'll second.
>> Sarah second. Donna, how do you vote? >> Yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Andy, >> yes. >> Carolyn, >> yes. >> Bob, >> yes. >> Jesse, >> yes. and I vote yes as well. Uh, next up we have our student report.
>> Good evening everyone. Okay, so this is the March student report and starting off we've had some category one holidays this recently in the past couple weeks. So, we had Eid last Friday
and next Friday we have um Good Friday, which is technically in April, but I thought I'd include it here. And what this basically means is that um there is no school and no homework can be assigned on the day you come back from
said holiday. And there can be no tests on these holidays. So when we didn't have school for Eid, we um the last day of school was a Thursday and homework could not be assigned until Monday. And Good Friday, I believe the way it's
falling is that we'll have no homework between um >> Oh my god. For for like four four days next week. I think that's how it's falling. And another thing that's happening right now is we had a special schedule for MCAST this week. So 10th
graders had ELA MCCAST and the rest of the grades came in later. We had special schedules. The juniors had seminars about different things like college prep and um essay writing workshops, things like that, how to request um teacher
recommendations. Um seniors just got to sleep in and come in late, so I appreciated that. And then quarter 3 IPRs also recently came out. So that's interim progress reports where teachers write comments on how a student is doing
and these don't include letter grades but they um for most people unless they are currently failing the class and something legislature has been up to recently has been the async work bill. So this was a bill that we wrote last
year which was to clarify that if a teacher is absent and is running an asynchronous class um or is providing asynchronous classwork that that work cannot be due until the start of the next block. So basically if my A block
teacher is out it the work cannot be due at the start of B block. It needs to be due the next day at the start of A block. And we actually ran into some issues with this because there was a um the language was a little bit unclear from last year and there was a judiciary
case about um specific deadlines if a teacher's out for multiple days in in a row. And we didn't really um want the judiciary ruling to be interpreted in the way that it was because what they ruled was that work cannot be due until
the teacher is physically present in the class which would cause some issues if teachers were out for multiple days in a row. So if a teacher was out for perhaps 4 days if they were sick, none of the work could be collected until they were back in person according to this judiciary ruling. So, we just made an
update to the async work bill to change that so that work can be collected even if a teacher isn't physically there to collect the work themselves. It can be submitted via Canvas. Um, obviously following the no homework holiday policies for homework.
And something else that's happening is um underassmen and juniors are doing course selection right now. Course selection is due um next Wednesday. So there's lots of work with teachers and students in terms of recommendations. So meetings with teachers. So students get
to hear um what course their teacher thinks they should take and then ultimately it is mostly up to students to decide what they want to sign up for. Because of concerns with budget, there has been lots of conversations that people should put lots of backup options
in case they do not get the class they originally wanted cuz we are aware that there's probably going to be fewer sections of each class. And finally, um, pertaining to seniors, lots of regular decisions have been coming out. So by, um, the beginning of April, I think most
decisions will be out and students have to commit by May 1st. And that's all I have for tonight. >> Thank you very much. Um, any questions for our student? Thanks so much. Um, next we have Superintendent Wong's
report. >> Hello everyone. I'm sorry I can't be in person with you today. I stayed home cuz I have a bad cold, but I hope I'll be in tomorrow. Um, I have personnel updates. So I just wanted to let you know for the
HR director we are well into the finalist stage and for the rul principal we're about to embark in the finalist stage so I'm excited for that. Um and and so the positions we're posting are override protected positions if you were
wondering and um I don't have an update I can report at this time for OSS for the deputy superintendent. I know I was asked um for the status of that, but I promise to give you an update when I can, as soon as I can. Um but last and
most notable, I'd like to affirm for everyone that Susan Given, our deputy superintendent of OAF, has decided and has announced that she will be retiring from PSB at the end of this year.
It has been my profound pleasure to get to know Susan and to work with her and I all of us owe a huge debt of gratitude for the expertise she has brought to her role as deputy superintendent of OAF
especially at this time of need of financial acumen and capacity to plan out multiple years across multiple facets um of our system our budget. So, I hope Susan will let us celebrate her
as she deserves later this spring. And uh just a hearty congratulations and thank you to her. >> She's in the room, Bella. So, >> Oh, good. Good. Um, and then just another another update is that next week
as you've been um hearing the forecast stuff from Robin. Oh, sorry. >> Jesse, do you have a question for Superintendent Wong? >> I thank you. I had a comment. I just want I just wanted to say that from the
f it sounds like a movie. From the first times my eyes fell on Susan. There I there was a there was a bond I felt in terms of friendship immediately mixed with professionalism immediately mixed with a serious yet a somewhat humorous
in her in her own way approach to um approach to the challenges at hand and whether it is I'm not saying was whether it is discussions I had with her about the uh food services programs whether it was getting information from her about
different accounts as I was beginning to learn more about finance, whether it was discussing the Patriots with her on the day she wore her Patriots regalia, whether it was uh signing the warrant and um after going through 375 pages to find two little spots where she forgot
her signature. And she'd be so spritly and happy when I walked in and say, "Hey, I found these two little boxes for you to sign." And we discuss how it's so easy to miss a signature when there's like 90 pages to sign. And in any case, if you needed to know something about
the buses, the I was in awe. I was in absolute awe of how she was able to manage the optimization of the busing over a relatively short period of time. And in her own ineitable way, she she sort of held back the crowds that said,
"It's got to be tomorrow. It's got to be tomorrow." instead in her measured and profoundly smart way, she got it done. And and and it happened. And every time she gets up to the mic, and I told I can say this in public, and I'm going to
stop after this. I can say this in public because I've told her many times. Every time Susan comes up to the mic, I sit back like in joy because I know that what she's going to be talking about, whether it's a new position report, whether it's a quarterly report, whether
it's how to get the buses running, whether it's talking to capital, whether it's talking to Joe Albuquerque, it doesn't matter the topic. She always came up to the mic or when I would go to see her in her office, sort of unannounced maybe, but still um we have
a good friendship. It was always like wonderful. I'd sit back in my chair and find myself smiling. And I just want to say it's going to be really hard, Bella, to to to to replace a person of her caliber and the impact that we won't we
don't even know. You do maybe some of us do, but as a school committee and as a bigger district, there are things that she's accomplished we may never like figure out until months later. And it's just to her credit and and given some of the other challenges going on in her
life, her her resilience in meeting what had to be done under incredible pressure is even more respected and dignified given it, you know, some situations in her personal life. So, I just want to say we were the most blessed district in
Massachusetts to have her with us through the time we had. When I spoke to her a year ago, she told me she was retiring. Now, I am so happy she respected that thought and is ready to take the next step with her family and her friends and her community. And I just want to say thank you to my friend
Susan. >> Thank you, Jesse. So well stated. Um so it it's great. So that next week we have our Desi curriculum review site visits which have been forecasted by Robin and Robin's here on the screen. So
she might want to add a little bit more detail to that. What's happening next week? Hi. So um just remembering that next week we have there is the site visit. Um we've been doing document collection for a number of months and um so what the
site visit entails are focus groups um with a number of stakeholders and also school visits. So they'll be visiting each school um in the district. Um and then the final focus group while focus groups will be happening during the day.
The final focus group will be a caregiver focus group but that will happen the following week on April 7th. we will be sending out an invitation to sign up for that. Um, but it is h it's that part is not happening next week. It's happening the following week during on April se 7th. Um, so
>> I think it went out today. >> Oh, it did go out today. All right. I wasn't sure if it it went out today or if it was going out tomorrow morning, but um yeah, so we'll have that in in place. Um and um just wanted to make sure that everybody knew um what our dates were. So
>> Okay, great. I I had my interview yesterday. So they they started interviews this week >> and then they they'll keep going anyway that. So thanks Robin. Um Betsy and Val, that's the end of my update. >> Okay. Thanks. Any questions for the
superintendent, >> Carolyn. Um Robin, I did see that email this afternoon. She's not here. >> Sorry, I'm looking around even though I know you're on the screen and I looked at it. I just wanted to make sure I
understood it. It's one one focus group. >> It's one focus group um for for caregivers. Um so it's a that one is held remotely. So it's a it's a Zoom focus group. Um and my understanding um in working with our liaison is there may
be some that's whole group and then some where they break out into um breakout rooms within the zoom to have smaller um >> and how many people do you anticipate and how who who chooses and by what criteria will
>> I think I can't remember how many exactly they said they would allow. I think they look at how many um have signed up um and then they I think they cut it up at some point. It's not a it's not a a choosing. It's really kind of order of signing up, I believe. But I
can clarify that. >> Thanks. Thank you. Thanks, Robin. Thanks, Bella. Next on our agenda is public comment. Uh members of the public are of course welcome either here in person or remotely to provide comment of up to three minutes. Uh, as a reminder,
we listen intently and we read all of our emails, uh, but we do not respond to public comment in the moment. Um, first we have Rachel Goodman, who I believe is on Zoom. Is that right? >> Yes. >> Okay. Uh, may I begin?
>> And begin whenever you're ready. Thanks. >> Okay. Great. Thank you so much. Um to the school committee members and to all who are here this evening. My name is Rachel Goodman and I am the board chair of Steps to Success Inc. the 501c3
nonprofit organization that works in partnership with the public schools of Brooklyn, PSB, and also with the Brookline Housing Authority to close the opportunity gap for over 350 of our
Brooklyn PSB students from low-income families starting in third grade and following through college graduation. We are all justifiably proud of this critical partnership now in its 25th
year. As you may be aware, STEPS Inc. uh was scheduled to make a presentation jointly with PSB about our work to the school committee this evening. However, due to changes within PSB,
um we um have agreed to come back at a future evening to present and we look forward to being able to do that joint presentation on the critical work that our partnership continues um to to do
and we look forward to doing it at the earliest possible convenience. I want to thank you all and I look forward to seeing many of you at our celebration on April 15th when we are going to celebrate those 25 years. Thank you and
have a very good meeting. >> Thank you. Uh next we have Emily Gallagher followed by Beverly Gallagher both on Zoom. Hello. Sorry, can you hear me? Okay, >> we can. Yeah. >> Okay, wonderful. Thank you so much. Thank you for taking my call. Um, the
reason why I'm calling in is I one of my children is a sixth grader who's been in the grade conservatory music conser conservatory program for three years since she started playing in fourth grade. I just wanted to call and show my support for this program. Um, I was just
so disappointed to see that this was up for discussion for being cut um, with these recent conversations we've been having about the budget. Um, I think it's difficult for a lot of families living here because we're already making a lot of sacrifices to live in Brooklyn.
Um, it's quite expensive to live here. We're making sacrifices in housing. you know, we would get maybe a better situation in a different area, but we're making the sacrifice to live in Brooklyn. And to lose something like the music conservatory program for grades 4 to 8 would just be devastating. Um, I
know for myself and my family, we would be considering the hard question of whether we should continue to make these sacrifices to live in Brooklyn without it because it has had such a great impact on my child. Um, being able to participate in this program, the teachers are incredible. really like
some of the best teachers I would say that we've had have been the music teachers who have been in this conservatory program. It's a really rigorous and serious program. You know, meeting two times a week and there's been incredible progress that the children make. Um, so it's had a big impact on us. It's a lot of the reason
why we've had such a positive experience in the schools. And so I'm just calling to show my support for that. And I'm hoping that this doesn't come up um you know as conversation again next year when we're stuck in another budget situation coming up as like one of the first things that seems to be on the
table for cutting because it is so critical uh for families that are you know in this right now and I think for a lot of students had such a positive impact being in it. So thank you so much for taking my call. Appreciate it. >> Thank you. Uh next is Beverly Gallagher
followed by Natasha Rosenbain. Hello, I'm U. Beverly Gallagher. I'm actually um Emily's mother and um the grandmother of the child she mentioned. And um I'm I'm here because I worked in
Brooklyn schools for about uh 25 years. I was one of the school nurses and then came back after I retired for about five years. Um and I so I got to see um sort of
the children participating in conservatory and what it was like. Now I hope that the override passes but meanwhile I want you to know how very very important this conservatory program is for students. And again, I worry that
it might um might be on, you know, the list of cuts next year at another time. Um, as a retired educator in the schools, I I saw firsthand firsthand the benefit of this program.
um in addition to learning music in chorus and how to play an instrument or how to sing in a course from um and learning from the amazing um performing arts faculty. The children also learned lots of things that were
really life skills and definitely had great advantages for them in school. They learned teamwork teamwork, excuse me. They learned how to listen. They learned the risk of trying something new. They learned how to fix and how to
deal with mistakes. They they learn they they learn staying focused. They learn the value of hard work. They learn to take something care of something important. In this case, it was an instrument. They learned to remember their instrument. They learned decorum
in terms of how to dress, how to behave on stage. and they certainly many many students developed a lot of self-confidence. I also work closely over the years with stu children um who found school
especially challenging. It could have been academically, it could have been socially, it could have been regulating their behavior. There were various reasons that they were struggling. However, I also saw in the conservatory program
what success they they also could could experience. Um, for many of them it was joy. Um, a chance to shine. For many of them being up on stage and having hundreds and hundreds of people clap for them and say
great job was an incredible experience. Um, and I and again I think all of this translates or or I should say transfers to school skills as well as as life skills.
Last, if there's no conservatory, um, students may not be able to take advantage of the many incredible experience um, excuse me, offerings at the high school. um they may not know that they have an interest in music
because they haven't tried it and they may be unable to take some of the classes that look so appealing. Private lessons um for many of us in Brooklyn are um very difficult for many
families. practical reasons getting your child to um a lesson at the end of day or the end of school can be difficult. >> Could you conclude when you are able? >> Yep. And also could be financially
impossible. So please do all that you can to preserve and protect this program. It really matters. I saw it many many years, many many times. I probably went to 30 concerts at least. Um and uh thank you all for all that you
do for the school department. We >> thank you so much. Um is Natasha online or >> she's not. >> Okay. So next we have Ronnie Chang uh joined by fellow BHS student Peter Clark by Zoom.
Sorry. May do that again. >> Hi. Um, please begin when you're ready and Betsy will count your time. Thanks. >> Hi, I'm Ronnie Chang and I'm a senior at Brookline High School. >> Hi, my name is Peter Clark. I'm a sophomore at high school, Brooklyn High School. Yeah, I am in a lot of the BHS
orchestras. I am the concert master of like the string orchestra and advanced chamber orchestra. And we would just like like to talk about how important conservatory and the high school like orchestra and other music ensemble experience has been for us. Um, I
understand this is like a really difficult time with the budget, but we really believe that the music program has been really um important in all of our lives and we would like for you to consider the overwrite vote so we can keep the conservatory program because in
high school we have three orchestras and three choirs and a lot of like band ensembles and if we didn't have conservatory in the middle school like all of that wouldn't be able to happen. Even though I'm like one of the people that's motivated outside of school, the
I could see a lot of people around me that definitely benefit a lot from the conservatory program. I know a lot of people who only started playing music because of joining conservatory and we have our biggest orchestra here is like almost 70 people and um a lot of them
talked about how they only started um being in music because of conservatory and we would lose all of that if we cut that program. >> Yeah. Um, as I have continued to explore classes offered at Gun High School, um, the performing arts classes that I've taken over the years have proven to be
the most impactful. Um, during freshman year, I took a piano class and also a jazz rock class. The latter remaining one of my favorite academic experiences so far. I found that the energetic energetic and laid-back atmosphere that our band director Caroline provided gave
me something to look forward to every day and provided an outlet for me to express myself through the creation of music. Uh, additionally, it provided the basic but necessary skills that I needed to learn as a drummer. Um, which allowed me to join uh, the music collective this
year. Um, the the music collective is a jazz focused but versatile ensemble and most music that we play is determined by the students. Um, though we get a lot of helpful lessons from Caroline. Um, one of my favorite features are the student
arrangements in which basically any type of music within reason are allowed to be chosen and arranged by the students. Um, all these classes have really meant a lot to me and the lessons and connections that I've made throughout them and through the music classes that I took in middle school like concert
band will stick with me for the rest of my life really. Um, so yeah. >> Yeah. And adding on to that, like one of the things that I think makes our school so special is that we have like such a strong performing arts program in general. And I know that in a lot of schools, they don't even have a single
orchestra. And in this school, like every year, the one concert I look forward to the most is the master concert coming up. It's a collaboration between our top orchestra and choir. Um, and that's like over 100 people or almost 100 people in total. and that um
in a few years if we cut conservatory, we wouldn't even have the amount of people that would be able to make up that. So that would be really sad if we lose it. So I just like ask you guys to please consider the override vote. Thank you. >> Thank you.
>> Thank you. And Carolyn is a hero in my household as well. So thank you. I'm sure she'll be pleased. Um is Omar online, Betsy, or No. Okay. So that concludes public comment. Uh, next item 5A a discussion of draft student right student civil rights policy.
Karen, >> I'm just going to ask that um we hold questions until Karen finishes her presentation. And as a preface to how this got here, because I know this has gone around of how it got here, it's been um hanging around in policy since 2023 and has yet to make it out of a
policy subcommittee. Uh so was it February, did you say Andy? At the February policy uh subcommittee meeting, the committee agreed that they were likely not going to come to consensus and that they would uh send it to full
school committee for review. Okay, good evening. Um, what I thought I would do is just um provide both a little bit of background uh as Val shared a little bit of it as to um the policy
landscape um as well as some of the legal uh frameworks for this policy. So a little bit about um the policy land spec visav uh the public schools of Brooklyn. So
this current student civil rights policy um the intention of it was to combine two policies in 23. As many of you um may remember, Desi released guidance on
pol on uh policies and procedures that schools are required to follow regarding uh gender identity for students. um with a lot of guidance and a lot of specificity around what um what is the requirement in terms of the law and
regulations. And at that time um a policy was drafted around gender identity which I have here um that really followed that guidance um as required by Desi um and was in draft
form. Um and in 23 um the then OSS uh working on following the guidance of DESIE I think looked at the draft policy. Uh there was a question around. So we had two policies. We had
the current discrimination and harassment policy. Um and then there was this policy and draft and I think there was a decision made in consultation with policy subcommittee to combine instead of having two separate policies that
really they should be combined under one policy. So work was undertaken I believe they started in late 23 into 24 and then was first presented in 25 to draft and combine these two different policies. one that had been approved and amended.
Um, and then the gender identity policy into one policy and that work came to as as Val said policy subcommittee uh in January of 25 for the first time. Um, and so that's just some of the history in terms of how we sort of got here
today uh in terms of looking at this policy. Um, and so, so that's sort of the kind of the history, uh, as best as I've been able to piece it together from talking with with Matt and, uh, with Becky Schuster, who, as many of you met
last year, who presented the policy and actually worked with the team on drafting, um, on drafting this policy. Um, and obviously with with Betsy, who we wouldn't be able to do without in terms of her historical knowledge and being able to find anything you ask her
for at a minute's notice. So thank you Betsy. Um so next slide. So now we can look at what's the legal framework um of these policies. So as you know mass general law chapter 76 um five uh is really around um students rights and
discrimination in public schools. Um and really in terms of um students may not be discriminated against in terms of race, color, sex, gender identity, religion, national origin, immigration or citizen citizenship status, disability or sexual orientation. So
that's the broad um anti-discrimination statute. Next slide, please, Betsy. And then again, this is just a refresher. So, as we've said, chapter 76, section 5 is your broad um statute,
then your acts of 2011, chapter 199, that is that's what updated the then discrimination uh statement to include gender identity as a protective class. Um chapter 151C
uh is around um sexual harassment by public school teachers, staff or other students. Um and then also DESIE had provided guidance and regulations around the things schools need to do to protect any harassment of LGBTQ plus students as
well as guidance on how schools were required to work with parents. Next slide please. And all of these are obviously in compliance with um all of the state and your federal civil rights um laws around
title six and title 9. Um and then in addition the crown act was passed was signed by Charlie Baker in 2022. Um and that was around um ensuring that um and this was a passed at the federal level
as well and that was when Massachusetts was passed around um making it added a category in terms of race around students hairstyle that students could not be discriminated against um or denied access to public schools or
charter schools. was actually based on a uh case that two students had filed against their then charter school um that had required them to change their hair hairstyles. Um and so that was the crown act that was also part of at the time schools needed to then make sure
that their policies and regulations and frameworks included that as well. Next slide please. And so again, this is just some of the guidance that came out and this is, you know, back when it was passed as well as when Desi released the guidance that
superintendent and principles needed to review their existing policies, their handbooks, their written materials and make sure that everything was updated to reflect the inclusion of gender identity. And so at that time is when you drafted your non-discrimination on
the basis of gender identity policy. Um, next slide please. again following DESI guidance and the requirement for implementation um and again um making sure as well that we that schools incorporate education and training about transgender and
gender non-conforming students into anti-bullying student leadership trainings and staff professional development and again that was all work that happened around that time as well next slide so the crown act uh which was passed October
24 2022 as I just said um bans discrimination based on natural and protective hairstyles. Um and that uh expanded the legal definition of race to include hair trays to protect against discrimination. And this was both in
school and in the workplace. Next slide. And then one of the things that we all know is policies are always active and we're always reviewing policies and DESIE releases guidance um regularly and as guidance comes out, schools are
really required to reflect on their policies and make sure their policies are have enough specificity to really ensure that staff and families and students understand both their rights but also what schools are required to do
from a procedural um perspective. And so more recently um and we and you always when Desi issues a guidance the role of schools and superintendent and school committees is to then go into your policies and say are our policies following this new guidance um and
regulation and so in recent recent years we've looked at guidance from um Mora Healey's office around schools legal obligation regarding hate and bias incidents which as you all are aware uh schools have seen an increase of these
incidences across the Commonwealth and across the country. And then more recently, we've been looking and making sure uh we are aligned with and as we're thinking about the work that we're doing in district, the work we do around curriculum. Uh recently, Mass released their special commission on combating
anti-semitism um around K12 findings and recommendations. Um and they are working on actually a series of guidance which will probably be coming out uh in the near future. So those are those are the
most recent guidances that um are impacted in terms of these policies and frameworks and as I said that you look we look at them all the time and so when Jesse releases the guidance which they will uh in it's apparently coming
up uh fairly shortly we would then that would indicate a time to actually go back and look at the policy and make sure that it actually covers all aspects of the guidance which is what you did when the gender identity um guidance came out.
Any questions? So that's that's really the broad PSB history and the legal framework in which then the I've got so many policies in front of you. >> Yes, I do. Carol, >> hold on Jesse. Hold on. we're going to >> um so those are the two frameworks the
sort of the history and the legal framework in which then this policy which was developed by the former um OSS deputy superintendent and the former OSS team along with um Becky Schusta and the
folks in the office of um equity um and so that's what we're really looking at and sort of brings us to today in terms of uh how and how are we moving forward in terms of this policy Okay, we're going to go around the room and have one question per person and
make sure that we don't >> is anybody >> I had a direct >> I have a direct response. I'd appreciate be able to present it. Thank you. >> You're you're asking a question of Karen? No, it's a followup about the policy and
the process that uh and and current activities that I'd like to have an opportunity to actually complement complement with a e what Karen was speaking about. >> Do we have this presentation? How how many slides do you have, Jesse?
>> Two. >> Okay. Is he able to share it? >> I think Betsy's checking. He can share if you can. >> Yeah, >> you can share, Jesse. coming up. >> Tell me when you see it.
>> Not quite. >> Yep. >> Okay. >> Tell me when you're ready, Bill. >> Go ahead. >> Thank you, everyone. Good evening. >> Can you make it bigger? I guess there's a request to make it bigger if you can
>> or to put it in pre presentation mode. >> Hold on. If I need I'm trying to put it into slideshow mode right now. If I need to email it, we can take a minute to do that, but um it's not uh >> can email it right after. You'll have to
put it up. >> How's that? How's that? >> That's great. Yep. >> Thank you. So very briefly, thanks for the opportunity to just present two slides here. First one, I just wanted to um round out a little bit the schedule or timeline that Karen pointed out. Uh
last year when I was on policy with Dr. Erinberg, we received a draft from Rebecca, the consultant. It was reviewed by our committee and particularly Carolyn uh and I took the initiative to um do a pretty careful analysis of the
document and to consider whether there were any light or moderate edits required. In no ter in no part of that request did we feel that anything that anything that was counter to what Karen pointed out especially on the ter the
the state determinations of gender identity, gender equality, gender transition would be in any way modified from the state guidelines that none of that was touched. I prepared an edited version. I'll explain on the next slide what that meant. And then um sort of as
we see this year the last school committee term ended um during um the year with Steven we made a huge progress on something like for example cell phone policy K to8 and others but this one sort of is a large one as Karen mentioned and the year ended without us being able to bring it to full school
committee and now we fast forward to this term and I have the blue part at the bottom. So now under the capable direction of Andy, he asked me in the fall to provide my draft to him for review and uh a discussion on that draft
was delayed because we were working on several very hot things that curriculum things uh the finance policy and other things that came along. And I feel that as a policy subcommittee this year we had a pretty full plate for Mariah Andy and I and we strove to really make
progress and civil rights was something that for whatever reason became delayed as Karen mentioned. So it's been delayed till it was delayed until our meeting of the policy on March 17th. At that point we did make a decision to bring the current unedited version. I
think if I saw what Karen had in her hand, it's the original print draft from Rebecca to the full school committee, not for a first reading, but just for a discussion, and I welcome that. I tonight want to propose to present the version that I wrote and gave to Andy to
the full school committee by end of the day tomorrow for their review so that they have ample time to look at the what I'll call um slight but um comfortable differences between um Becky's version and the current version and to then
leave it up to Val um and and and the chair of the subcommittee to determine when we'd be able to have a first reading and I certainly hope it is the next meeting so that we can move this ahead and complete it as per Karen's request almost requirement at our next
meeting. the next slide. Let me see. Okay. So, what is my approach to editing the draft? I wanted to be crystal clear that my approach was to um and in a sense, of course, working uh shoulder-to-shoulder with with Carolyn
was to maintain every required section of the policy, but to really refine the language to reflect what I'm going to call a non ideological approach. Now, some might claim, why are you getting hung up on the language, Jesse? Well, language says a lot. And I'll give you two examples. We found and uh actually
last year a um a uh a resident of the community brought this to my attention as well as people read it was the term microaggression. It can be rewarded as something like a brief everyday comment or action that unintentionally communicates exclusion or stereotype. However, the word
microaggression most typically in education and academia is utilized within a framework of DEI and in in our in my uh attempt honest and inclusive attempt to try to deflect ideologies
from the civil rights policy while maintaining fees and loyalty to every single one of the requirements that needs to be in it. I felt a word a word like microaggression which of course is still in the unedited draft Karen showed you could be gently modified to bring
its full its full meaning but without using that word and I'll give you one second one there are others and this is what you'll see when you look at my version bias-based conduct is actually the head of a a paragraph well bias-based conduct again is a DEI
related construct I'm not saying that that's good or bad but it does represent an ideology and in fact it as I looked through the document and found these um I won't call them glaring examples but obvious to just a general reader you can
reword something like bias-based conduct and I'm sure working with Karen we could come to an agreement it's really the same thing as not >> Jesse can I ask you a question I I just need to ask you a question which word diversity equity or inclusion
do you have an issue with as political >> I I thought we were going to go around the room and do this. >> We We are, but this is a clarification. >> Finish and then we can go around the room. >> Let me finish the last line and then we can discuss it. Okay. So, a word like like disrespectful behavior in terms of
bias-based conduct could actually be written instead of saying students should avoid bias-based conduct, we could just say in simple terms, students should avoid disrespectful conduct towards others. And so what the policy I edited contains language that aims to remain neutral, gentle, and broadly
accessible that avoids terminology that may be associated with a particular ideological framework. And so the version I propose I send out by end of the day tomorrow is that document um Val which basically is a lightly edited
version of Becky's monumental work of including everything in there and she gets a lot of credit but with his gentle rewarding in in certain uh cases. Other than that it reads very very similarly to her original document. Thank you. >> Thanks. Um, I have clarification for
Karen because I did watch this meeting and I thought that Karen said that your version was not a lightly edited version of Becky's that they were very different. >> Yeah. I mean, I I don't think it's a lightly edited version and I do think
Oh, sorry. I I from my perspective I don't think it's lightly edited and I do think and I think Jesse raises you know I think these are two areas for good discussion particularly bias-based conduct which really is it's you know comes from the the legal framework
>> um and there's a very big difference between bias and I don't want to get in we well we can you know I can read you the the sort of the definition from sort of more the legal framework there's a very big difference between bias-based conduct in disrespectful behavior. And
so I think both are important, but they don't they don't signify what this policy is about in terms of um bias-based conduct, hate-based conduct are very different things. And I think it's really important because it actually is the essence of the policy um
and also the essence of um some of the work. So I don't So to me it's not a it's not a light edit. Um yeah. >> Okay. I think it it changes and I I you know I Jesse I I you know I hear in
terms of um and and I don't associate either one of those uh in terms of you know from a DEI perspective. I think they're the um I think the the the edits when you read
it and I think it's helpful for the school committee to be able to and again policy is the province of the school committee. So I'm very clear in terms of school committee sets policy. So it's not my decision, right? I think that's why it's before the the broader school committee. uh you know I certainly stand
here representing certainly the work that was done uh by the former you know OSS deputy superintendent and Becky Schusta in bringing this policy to fruition in terms of um making sure that we have a policy that is you know
aligned legally um but also has enough specificity which I think was some of the critique of the old the older policy um for both students, families and um school staff in terms of what are the requirements and also what we need to do
and how we need to follow protocol. Um so that's I think that's the piece and I think it changed it fundamentally changed I think both the essence and purpose and goal of the work that went into the policy of when they did it. Um,
so that's sort of, you know, >> Donna, do you have comment or question? >> Thank you so much, Karen and Jesse, thank you for presenting um your slides. Um, so first I have to say I'm I'm
struggling a little with the sequencing because I feel like we haven't um done a really like super robust deep dive into um what what our bias incident data is or has been over
the past few years. um let's just I'm just throwing it like the past five years and where because I I feel like um that would be helpful for me in term when we bring this policy back it would be helpful for me um to
understand current state and trends so that um the policy that we're drafting is informed by where we've been where we are today and is designed to sort of move us towards where we want to be. Um, the other thing I noticed that and I'm
hoping you can maybe who's Andy and Mariah or or Jesse or Caroline any anyone who worked on the policy maybe you can talk a little bit about the rationale. >> It's Karen would be the one to answer. >> Okay. So Karen maybe you can talk a little bit about the rationale
for structuring the policy this way. There's um there's some asymmetry. I think um there are some categories like race and religion that are like you that where there's sort of more general language
and not additional. >> Yeah. >> So I I did not work on the policy. >> Okay. >> This policy was was the policy that was developed by the former deputy superintendent in consultation with Becky Schustler. So in terms of I can't
answer the and some of it I I can say though again trying to sort of review the history um some of it was you know when you look at for example the gender identity section in this current policy is very much taken from the gender identity policy that the school
committee had worked on um in terms of the framing of that but in terms of your question I I can't speak to the thinking behind sort of the structure of the policy and I You know, I think that's something that can be addressed structurally.
>> I would I don't have any >> I would be interested in in discussing more building out some of the some of the sections related to religion or race or things like that. So that it's more it's so so it's so there's so we're not
just using general language for those pieces. >> Yeah. The other thing I'd also wanted to say and and you rais a good point the you can also see that there's a um the title n information was also based on um what was in your the the former policy
which really only focused and identified sort of in more with any specificity was title n in the in Brookline's former policy. So I think in and again I'm trying to go back and piece together sort of how how this came to be. Um, I
think some of it they modeled off what the Brooklyn current policy was, which is this, the section J. >> Some of it was modeled off your draft policy. And then the work that I think the team did was really making sure that all of the changes that had happened in
regulation and also what was current at the time, which is often what policies focus on, right? It's the issues of the day. Um, the guidance that have come from DESI at the time. um it was really made sure that those pieces were um incorporated into the policy. >> Okay, that makes sense.
>> Suzanne, >> um can I just finish my third thing and it's super quick, but the other thing that I would want to integrate to that end and you mentioned the um Massachusetts special commission on combating anti-semitism. Um there were some specific recommendations.
Um, one thing was their emphasis on addressing anti-semitism explicitly and that's not the that's not mentioned like the word anti-semitism isn't even mentioned here. So again, I'd like to see a policy that is a little bit more
balanced in terms of its its its structure and um and then underpinned by data like data trends over the past few years so that we know we know we're building a policy that addresses our needs.
>> Can I just ask for a clarification like what does it mean to be built on data trends like when we're writing a policy? So in other words, I for me I think it would be helpful to understand what data what data the office of student services is now collecting the data on bias
incidents. Is that right? So we've had I don't know that we've had accurate data to be honest over the past few years. Um there's been some turnover between the office of educational equity and the office of student services. Um and I'm not and I would like to understand what data exists on what types of bias
incidents we're seeing. And I' I'd also like to see what where we're doing well and where we're not doing well and then use some of that data to inform the pol like for me that's useful to inform a policy. >> Uh you mean in terms of knowing which classes to include in the policy?
>> Yeah. And how we're seeing >> that's by law. >> How and how we're seeing bias incidents come up. So for example, are they happening outside of school? Are they happening in school? Like all the different facets that might just be useful in informing a policy.
Suzanne, we'll go around. >> Thank you. Uh, so Karen, I noticed at the bottom it said on the first page >> uh that it was saying thank you to the stu superintendent circular at uh in Boston, the Boston public schools. So I was curious to know, do you know when
that was this was written that when their circular was written? >> Um, I don't. >> Okay. Okay. I think given that this framework was current, I believe it's the more current one >> currently. And so I'm just wondering if it has been vetted and and how it's been
working for them in Boston if this is very similar to what we have in our hand. >> Um so in terms of vetting of this policy, this policy was vetted by by legal here prior to coming to uh school subcommittee. in terms of um how it's
working in Boston I don't know okay that information bey worked in Boston for many years um and so you know I think some of what was considered the Boston policy was considered best practice had been sort of highlighted as a really
good example of what the state was asking districts to do and so hence why it was modeled on that obvious on the best practice. >> Thank you. That's it for me. >> Sarah, anything? >> I'd like to point out that um when
microaggressions are discussed in this policy that it's to say that they aren't discrimination. So um just because I I think a lot of us agree on that. The way that I look at the policy is if it becomes um too robust uh too overarching
then we get into the point where um people might shy away from difficult conversations at the high school and uh it impacts free speech. So I was pleased to see that that is a part of the the um policy is that microaggressions are not a part of discrimination.
>> Mariah, thanks. Um I have a a question. Does this apply only to students? >> Yes. >> So do are there what are the guidelines for civil rights for staff? Do they not
have a policy or >> um I mean some of the pieces like you'll see here in the 504 section there is there are pieces in terms of um for for staff and adults. Um, but in terms of the actual policy, this is the policy
for civil rights for students, >> but parts of >> it's a little it's a little mixed. So, you're it's a good question in terms because um I can't remember how this was on the agenda, but the slides start with just civil right it's it's mixed all over the place. And and this sort of ties to my bigger
comment I think which >> um which is I think that when people I would imagine that when many people come to this policy or they seek this policy out they're in a moment of stress >> and they're feeling that something may have gone ary for them or someone else.
And I think it behooves this policy when it's drafted, which I think will be not in the next four weeks when I'm on the committee, but going forwards, that um that it's perhaps really it
starts off really clear. And so some of the things that I think would be helpful is like for example, who does this policy apply to would be a great place to start, right? just so that that's really clear because for me I was like wait is what is this going on and then I had a question which I couldn't figure
out what are the rights being enumerated under this policy I don't think it ever actually states what people's rights are >> because it's actually a policy against discrimination >> okay so and that's actually helpful for me because I hadn't again I'm sort of I wasn't on the committee last year or I wasn't on the subcommittee last year so
I don't know um and it was hard for me like some of our policies have a definition section which I find really helpful. And this one has definitions scattered throughout, but I actually think it would make it nice or easier to process if there was like a standard
section that was a definition section. >> And then lastly, um there's a lot of procedure in here. And again, I think that like >> um I'm just sort of thinking about this from the person who comes to this like needing to really understand what their rights are and what their step is. They
don't necessarily need to know. There's a whole bunch of procedure. There's a section in here that says there'll be all there's like procedure will be available here, but I think all this procedure needs to be scraped out of this down to just the bare minimum of what a person who is agrieved needs to do, but they don't need to know. The
rest of it should be documented and just not here. So again, it's sort of for me it's it's long and hard to read. Doesn't mean anything's I'm not even commenting about the content. Yeah, exactly. It's just like I was feeling like if I came to this as an individual like seeking redress, I would have a hard time
understanding what my rights were and even if it applied to me. So, um, so I guess that's all I've got right now. But thank you. >> Yep, Andy. >> Yeah, thanks. So, yeah, after what Mariah said and after what Karen said, I really don't have anything to add. Like,
I also find this the the structure of this draft to be impossible to understand. Um but you know the the reason why um we couldn't come to consensus on subcommittee last year and why I thought we couldn't this year either and therefore recommended that it come to school committee for discussion
was precisely the uh the disagreement that Karen you were pointing to which is whether the proposed revisions are in fact light edits or whether they fundamentally change the nature of the policy such that it's no longer a civil rights policy at all uh and doesn't serve the um the intended purpose. So
that's why we're discussing it here now, >> Carolyn. Um, so thanks Mariah because you articulated that probably better than I could have even though I was at the table last year. And so
absolutely like the whole attempt to edit or streamline this was because at least from my point of view, I looked at this and sort of just said, "What? I don't even understand what this is. We had a policy called policy pro I think
protection against discrimination or policy against discrimination anti-discrimination. That makes sense, right? Like here's how we protect you. And then even just the sort of flipping it to civil rights, it
wasn't clear to me how that it was intended to work functionally as a policy. So from from the title all the way through um including sort of procedures mixed in
was just confusing. Um, I do have a couple specifics. Um, so and that may come from what I think you said, Karen. We had a policy and then maybe something
was I don't know if they were combined. My understanding was that the consultant completely rewrote what we had. Um, but I think we just kind of ended up with something confusing. Um, it's not completely clear to me what we're doing
here right now, what the purpose of this is. Um, but I'll sort of I'm just saying what I think in terms of the procedural sort of separately. Although I think it is a little confusing the way it's mixed in there and maybe if we have a policy,
you know, it can refer to procedures. Um, it's not clear to me. I don't have great confidence that our procedures are um consistent working really well. I actually just was looking at this right before I came over
because I was looking for I was maybe I was looking for this or something on the um school department or school committee website and it says something like anti-bullying policy or protection against bullying
and you click on that and then there's what's called an incident report which is to report incidents of bias or harassment which is different I think than bullying if I understand. So not clear to me that
it would even that someone would even sort of know where to go if they wanted to make a report um or whether people parents and students are being uh directed as they should be when incidents happen and we do have um
problems in our schools. Um and then the one other thing in terms of the um the part that was added and because this was so confusing to me, I actually spoke
to a friend who's an attorney who kind of deals with this and kind of teaches in this area. Um, and I'm assuming this is going to be worked on in policy subcommittee is I presumably that's the
idea because we have a policy subcommittee. So again, I would I would love to understand from someone sort of what are we doing here? Um, and does is this going back to policy? I I don't really know what we're doing. Um
but my friend who sort of teaches in this area wanted to note um that they thought it would be helpful to add when we come to the part about um student records and
the age of 14 stuff. Um and and that it might be helpful to articulate notice that parents still retain access to files to ensure that that is is
clearly noticed within the policy. um and to be considering sort of the the school's duty um to assess child's well-being and safety whether it is not impaired but instead enhanced um by bringing parents into conversation. So
I'm just reading my notes from a friend who was sort of again she is an attorney who who works in and teaches in this area. So, and I would love when this is when we're done with our questions to just get an understanding of of what
we're what this conversation is. Thanks, >> Bob. >> Thank you, Bill. Um, I guess I have a question. Um, have your deliberations been informed by the high school code of conduct? I just pulled it up and was reviewing the code of conduct and many
of the topics that we're that we're talking about here are embedded in the code of conduct and it's To me, it has tremendous clarity. It's in alignment with state law and the consequences um in terms of violations of um the code of
conduct um are very very clear. Due process is strongly embedded in the entire code. So, I just as we talk sort of generically about civil rights policy, um I just again my question is have you been have you looked at the
code of conduct um in the student handbook at the high school? Nice. >> I'm assuming that all of the the code of conduct at the high school and then the parallel document for the which is I think the elementary
handbook. All of them are integrated with the policies. But there's things in here for example mand mand man being a mandatory reporter that wouldn't go in the high school code of conduct. Some of this is talking to adults and not it's not about student obligations but adult
obligations. I I actually have a clarifi I I actually believe that all of our documents at PSB except our school committee policy are up to date on the law. Is that accurate? >> Yes. In terms of our >> So we we are last in line to get in
>> in terms of like codes of conducts and Yeah. Yeah. >> Can I >> So is ours then >> I have one more thing >> one second. I just want to understand what ours how ours fits in with everything else that PSP is doing. So
is this a legal requirement that we have one or how does it I I you know I know that you all are following state law and regs and guidance. So is this like every school committee has to have one or
>> Yes. I mean I think like all policies um in terms of um set by you know mass state regulation for school committees. So this this we're required uh to have a policy that is compliant and up to date um with all aspects of the law and regulations.
>> Okay. Sorry. >> Discrimination or civil rights just so I'm clear. >> Yeah, I was gonna ask the same. >> Okay. >> So I mean discrimination so you're required to have a non-discrimination policy. >> Okay. Thank you. which encompasses but is not yet is aligned with as as you
know title six and title 9 but the Massachusetts regulation um is what we're we're required your policy needs to be aligned with um and then as you know it it taps into both title six and
title 9 in terms of um you know code of conduct and when I don't want to sort of diverge us into you know when you're looking at it but in general many of the incidences that occurred are looked at under both code of conduct and whatever
the incident might be. So you could be looking at at something under code of conduct and under your bullying policy or under your code of conduct and discrimination and harassment policy. Um and they often are paralleled and we are
required to investigate under both. So even if you know and and when you do an investigation under one thing and you get more information that then taps into something else, you are then required to make sure that you're investigating it
under all required statutes um per regulation. >> So like does the code of conduct look at incidents through a civil rights lens or a discrimination lens? Like so like if you think back to Jesse's phrase disrespectful behavior, right? That's the sort of thing I imagine a code of
conduct is going to discourage, but it's not a civil rights issue. >> Correct. And I think that's where the the language around bias is specifically is specific, right? Antibbias, anti-hate is very specific and is different from disrespectful. So, I think that's the piece that, you know, in terms of
addressing that concern um from from Jesse, it's different. It's a different it's a different bar in terms of what you would look at in terms of a code of conduct and in terms of you know a policy around the protection of students civil rights
um which is you know a mandated legal framework is very different from code of conduct and so disrespectful behavior that might come under code of conduct um is not the same as bias-based behavior under a civil rights statute. So I think
this policy >> try is trying to get at the latter. Right. >> We've got our cond code our code of conduct that gets at the former. This policy address addresses non-discrimination and protection of students civil rights and it's all
student rights. It's disability. It's pregnancy. It's all it's all protected groups. Your civil rights or non-discrimination policy is the protection of all groups who have protected status. And I think that's a that's a critical differentiation.
>> Thanks U Bob Jesse and then Mariah. >> Yeah again I just um in again as I review the code of conduct in the student handbook I find that the terminology within the code is very very similar and also clar with great clarity on some of the topics that we're just
discussing today. So, I just I just think and it includes stuff that has to do with adult behavior as well as student behavior and um mandatory reporters are in there. Um so, I just I just find that it's an incredibly comprehensive and clear document that
covers so much of of the so many of the topics that we're um exploring here. Um and I just think it's an incredible resource. I guess that's what I'm saying. I would agree. >> Jesse,
>> thank you. So to um just a couple of short comments in terms of um Suzanne's question relating to the similarity between uh the consultants report and the Boston public school. The most recent bias-based conduct equity
circular that was published by the Boston Public School Suzanne does reflect as analyzed a framework that's tied to DEI terminology and it that is sort of what I guess got my antenna up when I looked at it. So it was not to in
any way remove any teeth, remove any definitionial terms, in any way constrain the scope as Bob correctly mentions within the code of conduct that covers all the different areas, but it was rather to sort of legally re uh
ground a rewrite um to replace some of the core terms that I talked about earlier. basically going from sort of toward towards towards a more sort toward a more sorry towards a more neutral version. And um I'll go back again just for a second to the
microaggression comment that um Don and I had been discussing um where a suggestion in the Boston one was to move from something like including microaggressions or stereotyping and I read includes verbal, written or physical conduct that a reasonable
person would determine to be discriminatory or harassing under the applicable laws. So again, I I sort of would pro would would welcome an opportunity to sit down with Karen with my most up-to-date version and to see if
that we can come to a um a more neutral sort of stopping point. And in fact, if you take the entire Boston public school equity circular and pass it through any of the current AI tools, it actually can come out with a complete written policy
with all of the important points relating to gender equity, all the all the details of discrimination, harassment, and and and um national origin, pregnancy, sexual orientation, everything that's covered by federal law. and it can frame it in a way that
moves it from a DEI style language to a more neutral uh legal language that in no way, God forbid, removes the teeth or removes the intention. And so I'm hopeful that the proposal I made in my earlier comment about returning a edited
version of the document to the full school committee hopefully by end of day Friday would be a welcome opportunity for us to not number one add in Mariah's um excellent point about definitions to make sure we equally mention staff and
to um and to Donna's point because it wasn't really available when I did this last here to embed in the appropriate way recommendations of the special commission on combating anti-semitism in K to2 across the state to ensure that
that's not left out due to the um critical importance it has especially to our district as well and I think Bob's case um it's wonderful Bob that you brought that up because I did look at the code of conduct and I think now in coming back to it after all the great
input that the committee has given will actually help me it'll benefit me even more as I, you know, sort of um re-edit my version. So, thank you, Bob. >> So, my recommendation, Jesse, is not that you re-edit your version. It would
be that Karen, if um you and council could take what you've heard for definitions and structure and any comments that you have in writing, Jesse, to provide and that you come come back with. >> Sure.
>> Okay. provide to Karen and that you come back with um a differently organized version that takes into account and but that's also run by town council so that we are actually >> hitting our legal >> well very similar to what we did in instructional policy val where we sent
it to Robin twice actually two circles and each time we sent it to Robin it came back in a better version so we can sort of apply that same approach thank you >> this has very legal specific language that's required that I town council and and very closely sure
>> and then Carolyn and then I think we can wrap this up. >> I just have this is a I wasn't going to ask but now I'm curious because it came up again. What is the difference between is there a difference first off between bias-based conduct and discriminatory
conduct? Is because it seems like people have a concern about the term bias-based and in my mind these are almost equivalent terms. So I'm just curious whether there's actually a technical difference that you're aware of. >> So there's a technical there's a legal difference and I'm not a lawyer
obviously otherwise I wouldn't be here um between um bias-based conduct and whether it's a vi a civil rights violation. Um, so there's a legal difference in terms of we we
certainly in schools we don't we determine whether conduct is is bias based under our policy. So whether it's an infringement of our policy in terms of behavior. We don't determine whether it's a civil rights violation. That's a
legal that's a legal framework. But in terms of your question around the difference between see if I'm understanding correctly between bias-based and discrimination >> there there's there's a whole bunch of places here where it refers to bias-based conduct.
>> Jesse talked about replacing that with disrespectful behavior which doesn't mean the same thing to me. No. >> But there's also places where this uses the the term discrimin discriminatory conduct which in my lay understanding of things was the same as bias-based. And and so I was curious
about why we would use the term bias-based, which seems to be of concern to some people versus just discriminatory conduct, which I think maybe is less concerning to some people. >> You don't have to answer it now. It's
just something I'm sort of like, >> I'm just think Yeah. Um I mean I think it's a good question and certainly you know I think that's a good question to sort of um work with legal on in terms of you know bias-based conduct is so specific in um the language from the you
know the the state non-discrimination policy um framework. Um but I think that's something we can look at in terms of um you know a lot of um you know I think the piece and and maybe this will help because I also don't want
us to get you know sort of lost in the word for the trees. I just want to read this to everyone and in terms of like this is the why under the student anti-discrimination act students may not be discriminated against excluded from or denied the advantages or benefits of school programs because of their
protected characteristics. And it's really around that that you see in this. Again, I'm, you know, kind of trying to look back on their intent, you know, some of the inclusions and specificity and descriptions so that it's really for staff to understand how does that
translate? What does that actually mean within the school context? Um and you know part of when it rises to a title six is because it's at the level and severity that it denies students um it creates a hostile environment for
students in school thereby denying them access to their education. You know that's the piece around it and by any ver form of protected status. So I think that's really what the the intent and the essence of what the the expansiveness and specificity of this
policy was trying to address. which you know I think the former policy didn't and at the time certainly Massachusetts and the state was really encouraging districts to do. So I think that's really sort of how sort of how this evolved.
>> Okay, you had something >> I did have one comment too. Yep. >> So, I think I might be a little closer. Well, I'm a little closer to understanding where we are because Karen, you just said you're going to take this and work with town council's
office, right? Is that what I heard? Okay. >> The legal council. Yep. So I'm confused about I mean I don't necessarily mind that like except that policy is the purview of the school
committee. So I'm remain confused about >> reviewing policy is the purview of the school committee. Drafting something that is highly legal and technical is not the purview of >> So we had a policy. I mean, I guess what I'm hearing I think what I'm hearing is
we had a consultant, we paid the consultant, the consultant created something and edits or not that were done by the policy subcommittee last year and this year, it sounds like
there's a sort of notion that we're going to kind of scrap that. >> They were not done by the policy subcommittee. They were presented by members of the policy subcommittee in subcommittee meetings. But the reason we're discussing this here and now is that the committee couldn't come to any
consensus about what to recommend to the school committee. So nothing was done by the policy subcommittee. >> I just mean worked on. >> Yeah, it was discussed. But you're we're not throwing out anything that policy actually did because we took no action on it.
>> Okay. So I'm just trying to So but it sounds like you're sort of we're start kind of starting from square one or because it doesn't sound like there's consensus that what the consultant did even if you pretended that the work that
was done in subcommittee didn't happen. Now we still have this draft that was presented to us in this meeting and it sounds like that's that's now going to be reworked. So I I >> but by staff rather than subcommittee
>> I mean so again my understanding of it and I also want to just make sure everyone is aware this policy also went to council as well so it wasn't it was the you know the consultant and then um council reviewed it as well in terms of making sure and all of that piece I
think my understanding and certainly you know again I wasn't at the beginning of the process was similar you know I think what as Andy he had shared. Um there was work done and there were edits done. There was no agreement and no consensus and it felt like it stalled. Um I think
when we returned um we it felt like we were back in the same place without consensus and agreement and with you know I think even from my perspective I had made edits to that policy as well. The union had looked at the policy it was really hard to sort of see the wood
for the trees. >> Yeah. to like what version do we even bring back and so I think the idea was let's put it forward to you know and that was the discussion in in policy subcommittee bring the original back not discounting
all the really good editing and structural editing that was done and sort of present where do we go with this which I think is what we're doing now in terms of that >> so and that was part of my question before like I was saying what are we what what is this meeting? But it sounds
like that was predetermined that it's you're taking it. I mean, Val is saying you're taking it to >> I'm suggesting >> you're suggesting that. Okay. So, I guess that's my question. Is is this conversation for the school committee as a group to decide where to go with this
next? Is that the purpose of this discussion? >> It's to give Yes, it is. >> Okay. Discussion >> to give direction. Yeah. >> And then I do have one other question. I'm going to also ask about the um special commission against anti-semitism. Can you give us I'm going
to assume you're familiar with the work maybe more than I am. Can you give us a sense of sort of what their findings were that that you would anticipate being um folded into a next draft of this? So what what and I don't have it
in sorry a lot of the um I mean it's a fairly expansive document uh I'm sure you've read it which really looks at some of what are the what's happening and what are the concerns and what are they trying to address um there are a lot of recommendations around professional development around
curriculum around education um around um res you know and as well as protocols in terms of what schools should be doing um what I'm imagining that might come out is um you know more guy and and there's
impact with their current genocide education and making sure so that's what a lot of you know that sort of spoke to um I think it also makes recommendations around the kind of antib-bias work that should be happening and continuing in districts of which anti-semitism needs
to be a very explicit part of that um and so I I would imagine that's would be a key recommendation. Um certainly it's something we're looking at here. That was, you know, I think one of the things that was really clear from from the original piece and and what I would
imagine we would see in the guidance. Um so that would be I mean I think similar to what what Donna was saying in terms of um making sure that it's incre it's very explicit um and not implicit. Donna.
>> Um, so I'm so glad we're having this conversation. I appreciate the opportunity. Um, I want to go back to something Mariah said and and um, now that I'm like sitting with what she said, I it actually I I I wonder if we
might consider renaming this policy because when somebody is dealing with discrimination or harassment or any of these things, I want them to be able to look in the handbook or and not sorry policy manual or put a search term in
our search bar and be able to find what they're looking for. I feel like this is this it's confus the name is just confusing for me. Um, the other thing is Karen,
and I really mean this, like just if you if if you weren't handed this policy and someone just instead said to you, "We need to revamp our anti-discrimination policy and bring things up to date and
maybe um create a policy that uh reflects our desire for for a safe and inclusive environment. How would you have gone about it or is this does this like is this how you would have like what would you have done? Is this reflective of the what you
would have done in terms of a structure for a policy >> that's that's a putting me on your >> Well, no, I don't mean I don't mean it to put you on the spot. I want to learn you are I I feel like you are well positioned to say like I I guess what
I'll say is it differently. I don't want to force you or anybody on our in our who who's well positioned to do this work to to use a road map that's in that we don't want to shove a road map down your throat. So, so I think contentwise
I would have looked at all of the pieces that is in here and in terms of the um you know the pieces the breadth and the depth I think structurally I just my brain works a little differently um and so I might have gone about it a little different structurally.
>> Thank you. And I would just um to us as a committee suggest that maybe we give if if we are giving leeway to Karen to work on this a little that you hear explicitly for me and I don't know if anybody else feels this way that I would like you to feel comfortable to use your
expertise to restructure it in any way you think is appropriate. >> Yeah, of course. Did Jesse still have a question or is he not online anymore? Um this is >> okay. >> I am online. Of course I am online.
>> Okay. Did you still have a question? >> I just wanted to clarify next steps. As I understand it, uh Karen and her team are going to review the document. It's going to be reviewed again with legal. I am not clear at all. Karen
might help me here as to whether or not she anticipates making edits to the existing document or not. That I would like to have clarified. And then I assume that if it wouldn't make any sense to come back to policy subcommittee unedited but approved by
council given the input that you received from us tonight. So I guess I'm wondering what the process is Karen that after you review after you modify review legal review that it comes back to policy subcommittee for proper review
approval and then comes back to the school committee for a first reading. Is that accurate? So I would say it could go to subcommittee but we can't have it linked. We need this policy right. So like we can't word Smith to death in subcommittee which has happened for two
straight policy subcommittees of >> that is not the case. That is not an accurate statement but I'll let it go. Well, it started in 2023, so it's it's Yes, it's >> I know that from the time that I had it in September until now, I I asked each month to get it on the docket, but other
policies took its place and that's why we're here at the end of March, Val. And with all due respect, >> and sorry, Val, respectfully, I was on the committee last year and this >> 2023, there was a gender identity policy and there's been a civil rights. The discussion has been ongoing for now
three years. Yes, I agree that there's been And I'm speaking when I was speaking and you interrupted me. >> Respect. >> I was stating >> I am saying >> okay until you're done. >> You can wait. That would be respectful. >> Um for three years Jesse from 2023
it has been moving at yes at different paces and in different forms but we have been out of compliance for years and years at this point. So, what I'm saying is I think that once Karen is done and council's there, and I would recommend that council be at all of these
subcommittee meetings so that we don't waste time going down rabbit holes, >> that we spend no more than three subcommittee meetings on the draft and then bring it back to the full committee again. It can't be entire school year
where it sits and then we come in March or April again and have a similar cycle, >> right? So, I think call Stephen Arinberg. He'll tell you the same thing happened last year. I worked with Steven the entire year to move it forward and it became delayed, delayed, delayed for
eight months straight in my first year in school committee. In my second year in school committee, it was taken from me and given to the chair and now we're in March. It's the first time it's coming back. So, I agree with you Val, that it started before I even joined. But I disagree that there hasn't been
interest, energy, passion, and motivation from us volunteers to move. >> I didn't I I said none of those words. Those were not I didn't say that there was not interest or I said we weren't moving it and we need to have a legal policy. >> I tried I tried all every month this
year since September to get it on the docket. >> Understood. I understand. >> Okay. >> Thank you. Um, so Karen, are you >> sorry? I was gonna finish what I was saying. >> I agree with Jesse with the notion that
this civil rights student civil rights policy so named so confusingly named created by a consultant came to the policy subcommittee last year. So there may have been something else and then
combined with something else. This has not been two years. This was last year. That's all. Jesse's correct. >> Donna, I >> only have a clarifying question. >> When you guys you refer to council, are you referring to town council?
>> I'm referring to whichever council that Karen uh consults on civil rights issues. I don't know who that is. >> Okay. >> Um that's I don't know Karen who you who you use. Um I typically for student
related things we use Angelus Magula. >> Okay. I'm just um want to say in all fairness I'm a little conscious of our current budget situation. So um if at all possible if anything can be allocated to town council. I think that's something we should consider.
>> Bob and then let's move on. >> Yeah. I just want to say something that's not directly related to this conversation but I I want >> Bob Bob. >> No, I want to I I just want to say as we
reflect on this civil rights policies, policies having to do with discrimination and respect. I just want to say out loud that the president of the United States and many members of his administration violate almost every one of these policies on a daily basis,
multiple times with impunity. And >> this is not part of our discussion. I'm sorry. This is not part of what we should be discussing. I just had to say that. Uh >> yeah, I understand, but it's irrelevant to our discussion. With all due respect, >> I I don't know. That's his motiv. That's
Bob's motivation, I guess. Um all right, moving on. Thank you very much, Karen. Um FY27 budget update. Is that you, Bella, or is that Susan or both of you? >> Okay.
>> Just have um Hi. I just um and actually thank you for that discussion and thank you um Karen for all the work and the preparation you did for that and to the policy subcommittee that's been grappling with this policy. Um so I I um
have a brief update and and I know that the committee knows it but just for the for this meeting that um so Tuesday night the select board voted to put a single question um for a possible override for the community to consider.
Um the the vote or the option is um is in the amount of 23.25 million to be funded or phased in over 3 years. 7.94 would be for schools. 5.31
million would be for the town. Um, and so I I am very appreciative of the select board for making that decision and putting it forth as an option for the town to consider. Um, certainly there there's a
vote on May 5th and um and it and it it will be for the for the residents to decide if if this is something they want to do or not. and on behalf of the school department, we'll be available for any questions um citizens might
have. I also want to thank the 60 plus budget preparers that contributed to the process of building the budget um including especially that the um senior leadership team Susan, Karen, and Robin
and all our principles. Um we have most of our regular meetings on a weekly basis have been consumed by this process. Um taking input and making considerations about how we could reduce
but also the impact of different models. Um I also want to thank the members of the school committee for their support through their participation in the subcommittee for budget and finance. your participation in the revenue and
expenditure study committee, the audit committee and also layers on to be to the advisory and all the discussions that you've had with us individually and and and as a committee. Um where we are
at the moment represents months months of work. um and also where we are now represents um even longer than that in in anticipation at this moment. So the election is is set for May 5th
and there's some other things that we're doing in in preparation or as followup um in our so part of this is we don't know what the outcome of the election will be. So we have to plan for possible
um reduction in force or riff notifications to our staff. Um in our contract the deadline for riff notices to nonPTS staff is May 1st and the
deadline for RIFF notices to PTS staff is May 15th. And so we're seeking um we're in conversation with the BEu on behalf of the school department, the the school committee whether we could put
that deadline um for all staff after the May 5th um election date. So we're still we're still in conversation about that and um and I'll let I can update you when we
resolve that. I think everyone understands why we would like to shift the dates to after that date. Um it's so close to the election date and um and to receive a notice even if it doesn't um
come to fruition is still a very painful thing to receive. Um so I just want you to be aware of that. We do have additional followup um for items related to the revenue and expenditure study committee final report
that was um forwarded to the select board. Um there one of the actions was an extension of the CLA report. I just wanted to let you know that all staff have been interviewed. So we finished
our interviews. Um, we wanted to make we cleared our schedules to make sure that could happen. Um, we didn't want to delay um CLA and their capacity to be responsive on this question. So, um
I anticipate next week they'll they'll provide um I I I think it's going to be a draft to the select board. Um, and we are of course available for any additional questions that they might
have, but I appreciate all the staff that cleared their their schedules to make themselves available on on short notice to do this. Um, another another item in the revenue and expenditures
final report was um anou or an agreement that would be um between town and schools around certain items. And so um we so Chaz and I are working on that and so we will and the
the in so the aim is to finish some things for for the select board to have next week and so that would be my update on the budget process at the >> Thank you. Any questions for the
superintendent >> Bella? So if theou goes to the select board on Tuesday, which I think is what you or at least a draft, right? It would be a draft. The school committee would still get a chance to also provide feedback, right, before you and Chaz were to sign anything.
>> I would um Yes. You know, I didn't think about that timing um because of course the school committee is not going to reconvene until at this time till after break. would >> right before >> would the committee Yes. Sorry. Right
before. So that's so it's a little tricky to do that. Um and >> maybe you could you could consult people by email instead of >> So I was wondering would the committee like to
>> delegate a couple of you? Um and I'm I'm gonna ask that Mariah be one of them. one of them because she's honestly she's working with us most closely on this. Um or I can just say I I'll I'll run it by
the chair. Mariah, >> can I ask a question? >> Yeah. Who's ask? Sure. >> Carolyn. >> Okay. Yes, Carolyn. >> Um can you just say a little bit more about what theou
>> So it's the cont. difficult for me to respond to sort of how much input or say review I would want to have if I don't know >> what >> Thank you. >> Um it was it was um it's in the revenue and expenditures final report
>> like the nine recommendations. >> Yes. And if you go to the executive I believe it's in the executive summary in the front part and um so that's what it is and I and I'm glad that Mariah raised that other question because I just
realized there's no easy way to do this without >> yeah my concern would be sorry >> and um and I mean this I don't want to um delay you or undermine you in any way
but if some of the recommendations, and I don't know them all by heart, are going to involve school committee decisions at some point, then it seems like it could make sense.
Or if you're just saying it's we're going to have anou about the nine recommendations, we can all read it >> and it's not a matter of yes or no, that's fine, too. >> All items will involve the department as a whole. And so you are all part of the
department as a whole. So in in there's there's nothing at that level that wouldn't that wouldn't get run by the school committee. >> Bella, maybe I could give a couple of examples just from memory. One of them is for example to look at the beep
tuition and align with expenses to the greatest extent possible. One of them is to work with wreck on a pilot of facilities usage. So yeah. So okay, just so people get a sense of like >> I think I wasn't being clear. Sorry. And I sorry >> and those are two that aren't front of
mind for me. >> I think I was thinking of this wrong because I think what you're saying, Bella, is that you're going to enter into anou because that's what this report is sort of pretty much saying we want you to do this. And I was sort of
saying, well, if there are things that are going to involve us, should we sort of like sign on to being willing? But I don't think that's an option. And that's fine. So it doesn't matter. It's all fine.
>> Okay. Similarly, um with the CLA report, um Chaz and I executed aou and those became um sort of a checklist for >> for many bodies that were looking at
we're interested in how we're managing our um our finance, our governance and um and it it was a sort of a critical part of building the path toward a possible override. And so it's similar to that and in addition to the things
there's it's all things that have been discussed >> in the R& process um like for instance evaluate you know updated school model. One of the things I'll probably do is not not recommend that the language is a
little different but I don't you know it'll just be going through the list. I'll probably change the language a bit. Yeah. I'm happy if the if the committee wants to delegate like just someone to look at
it, I'm happy to be that person from the school but or or not. I mean, I think that the list itself was relatively clear. And in my perspective, in the same way that Bella and Chaz took the original CLA report and converted it into anou that they agreed on as sort of
operational and practical and and feasible. Um, I assume you're going to do something. the two of you will work together to do something similar to sort of take what's written and and and move it ahead the most oper operationally feasible way you can and
then sort of beyond that like that's sort of the best we can >> we don't need to approve it >> last time we did but um >> no I don't think we did >> just signed it >> no it came to committee I thought I don't remember if we voted to support it but I'm pretty sure we did vote to like to
>> I think I I absolutely shared it with you. My miss was >> Yeah, >> sorry. My miss was I should have had it ready for you to but then actually I don't think we could have done it because I still have to do do the back
there. There was a lot of prep work for Tuesday night and though Chaz Chaz and I were were kind of like we got to do this and um we didn't think about doing it before tonight. So, I wouldn't have been
able to give it to you for tonight because I have to work with Chaz on it. And now I realize that yes, you are it has to go to the the select board by next week. >> Is the agreement though between you and
CHAZ or like is it between PSB and the town or is it between school committee and select board? ERC wrote all the above. They wrote everything. >> Um Because you and Chaz signed the CLAOU, right?
>> We did. We did, but I still but we didn't sign anything that someone that I hadn't received consultation on or just a look. So anyway, if if I could at least consult
>> with a couple of members and it's only because of open meeting law that I can't do it with all of you. So, just so you understand, even if I consult with each of you individually, that's still a that I think that's um
that's like a sequential I don't know, but I I defer to thou >> you're not an elected official, so I think that would actually be okay. >> It's okay if you do it. You just like Yeah, you can do those things. I mean like hey Mariah Val said
actually I think shear we can't I say to each other like I can't say Carolyn Andy said you know >> I say this in a and I mean this in a I'm totally supportive of this I would be interested in in seeing I mean it's a it's a big document so I'd
love to see >> well the theou is a very is a very little but it does have >> important Yeah, but I we have to have it done soon. In fact, I was going to try to we don't have much time.
>> Well, if you're looking for a couple of people to show it to or if you're intending to show it to everybody, I'm just saying I'm interested. >> Got it. Okay. Okay. Um that So, that was the last of the
update. So, again, these are things to follow up on. Um, >> thank you. >> They it was worded that as if that they needed it before they would recommend an override, but that
the decision's been made. So, but I feel to be most respectful that we should follow up on this. >> Yeah. >> Yeah. And thank you again to you and to Susan and Karen and Robin and Mariah for all the work uh leading up to Tuesday
and the AC the day before that and the AC the day after that. Um and all of the uh the work that you put in. Um, it's been tremendous with you coming into this district and getting right up to speed with where we are and with Karen
returning and Robin new and Susan back there as the stalwart of, you know, the the veteran um to to get us to where we are uh five and a half weeks out from a vote. So, thank you. >> Could I also thank um Sarah and Jesse
and Mariah who are our three members who have served on the ERSC? >> Of course. Thank you so much for that service as well. >> Um we are on to acceptance of gifts. Do you want to walk us through gifts? >> Finance subcommittee voted last week to
recommend these two gifts uh three to zero to zero to the committee um with gratitude. and Donna and I both reflected very fondly on our time as discovering justice jurors earlier this year and what a great program that is.
So, um I will make a motion to accept the gifts that are in front of us. >> Seconded. >> Um I think Donna seconded quicker. Betsy's got it nodding her head. Yes. So, um >> Okay, no problem. Thank you. >> Okay, Jesse, you're up. Vote first to vote.
>> Yes. >> Okay, Donna. >> Yes. >> Suzanne, >> yes. >> Sarah, >> yes. Sia, >> yes. >> Andy, >> yes. >> Carolyn, yes. Bob, >> yes. And Jesse, could you lower your volume a little bit? Seriously. >> And I vote yes as well. >> Um,
next we have review and approval of lease extensions for beep at Temple Emmeth and um at Hoba Shalom. Is that Susan? >> Oh, yeah. No, I just didn't know if it was Susan or if >> I can present it. Yeah, I can walk us
through. So, um, last week, finance voted to recommend classroom capacity to full school committee for, um, a positive vote. And we also
requested that we got the 809342 number last week and I asked Susan for to just provide us a table showing the um, capac the classroom capacity leases going forward. I also had been hoping it would be backwards too, Susan. Yeah, that's
okay. But I have a question about it myself before I make Well, I'm going to make the motion to accept them. >> Okay. >> Okay. Thank you. And then I'm going to ask my question which is both of the or at least the temple oh shalom and I'm
not sure about the class the leases based on the CPI the year-to-year increases but when I looked back at an old table I had um it already had these numbers in it from
multiple years ago. How could we have known like in 2023 when which was I think when my table was from what the CPI for 2028 was going to be like and and the numbers like they match those numbers match the numbers in this table.
So I'm like baffled by why the numbers are still the numbers from years ago. Thank you. Because there's a cap of 6%. And so because the CPI is from May and we're putting together this information in September before May, we use the max
of 6%. Because even when it goes forward, we don't know what the CPI in May is because it's not May yet. So when you're forecasting out, it's 6%. >> But what were the actuals in the prior? We are we actually paying them at the
max even though we could be paying less. No. Okay. Typically, it's less, but when I'm doing a forecast, I have to forecast out >> it's going to be no greater than 6%. >> Uh, is that why we have prior year balances in some of the accounts? Oh, okay. >> And also because in some of them we have
um we pay for utilities and such and we don't know the actual until, you know, we're in the year. So, that creates some balance back balances. Yep. >> Got it. Thank you so much for that explanation. Uh, Carolyn, was I the only
one who appreciated that? >> Well, now I'm >> now I'm curious about balance. There's balances. >> Just wait and we'll I don't know if we'll get to it in our next section, but um >> Well, I can I can talk to >> secret money.
>> It's not secret money, but I I think we can talk about it. Um why don't I talk about it when we get to the 6i and 6J? >> Okay. >> Yeah. Anything else on this? Okay, there's been a motion and a second. Um, Jesse, how do you vote?
>> You're muted. >> Yes. >> Okay. >> I vote. Yes. >> Thank you. Donna, >> you're welcome. >> Suzanne, >> yes. >> Sarah, >> yes. >> Mariah, >> yes. Andy, >> yes. >> Carolyn, >> yes. >> Bob, >> yes. >> And I vote yes as well. Um, next is the
approval of a year year-long contract extension with eastern and local motion for student transportation. Are you doing this? >> I will do this. Finance recommended this last week 3 to 0 to zero. We remarked upon the very favorable contractual increase in comparison to the um
increases that other districts are facing as noted in the memo. And so I will make a motion to to recommend it to full school committee again. >> I'll second. >> Seconded. Okay. Um, Jesse, how do you vote? >> Yes. >> Donna,
>> yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Mariah, >> yes. >> Andy, >> yes. >> Carolyn, >> yes. >> Bob, >> yes. >> And I vote yes as well. Um, next we have the PSB physical restraint policy, E2B, second reading and possible vote. Uh, is
there a motion to approve? >> I'll move that. >> Yes. >> Andy moves. Jesse seconds. Okay. Jesse, how do you vote? Yes, >> Donna. >> Yes, >> Suzanne. >> Yes, >> Sarah. >> Yes, >> Mariah. >> I'm going to be a little bit of a nitpicker. It's I am voting yes, but I
just want to point out that this is not the name of the policy. >> Wasn't it changed, Karen? Didn't we extend it to include timeout practices inclusive of physical restraint? >> Yes. So, just to say that the agenda does not have the >> Who was it? >> I don't know.
>> E2B. Is it? I think I only did that because we're changing the current policy which still is the physical restraint but the draft. >> Well then I'm just noting that that is have the correct 206G down below. It's the old title not the new one. >> Got it. Thanks.
>> Did you vote Andy? >> I'm not sure I did. So I vote yes. >> Carolyn, >> yes. >> Bob, >> yes. >> And I vote yes as well. Um, next we have the proposed revisions to the administration of medications in schools and delegation of administration of prescription medications policy E2D.
Second reading and possible vote. Is there a motion to approve? >> I move. >> Second. >> Okay. >> Seconded. >> Uh, Jesse, how do you vote? >> I. >> Uh, Donna, >> yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Mariah, >> yes. Andy,
>> yes. >> Carolyn, >> yes. >> Bob, >> yes. >> And I vote yes as well. Uh, next we have the middle school career tech education pathways exploration policy. Also a second reading and possible vote. Is there a motion to approve? >> So moved.
>> And Suzanne second. Uh, >> good question. >> Yep. This was the policy that will require us to present the option of the agricultural school to in middle schools.
>> Yes. Mariah saying yes. >> Okay. Thank you Bob. How do you vote? >> Yes. >> Carolyn, >> yes. Andy, >> yes. >> Mariah, >> yes. >> Sarah. >> Um, yes. >> Suzanne, >> yes. >> Donna, >> uh, I'm going to vote yes, but I just have a quick question. Why does this or
and I I don't know if anyone knows the answer. Why is this one have reviewed reviewed? Oh, forget it. Yes. >> Okay, Jesse. >> Yes. >> And I vote yes as well. Um, next we have proposed revisions to instructional
materials/workbooks section I2 of the PSB manual first reading. Andy, are you doing this? >> Um, sure. I can talk a bit about it. So, I'll start by thanking uh Jesse and Robin who um both made major contributions to drafting this one. Um,
you'll note that the title is new. It's curriculum and instructional materials. So what this is doing is um well combining those two topics into one policy and it's proposed as a replacement for the current section I2 of the policy manual um which currently
runs 11 pages. So you'll see that this is a little over a page. Um those 11 pages consist largely of very detailed procedures some of which were last reviewed in 1978 others of which were last reviewed in 1990. Um so what
prompted us to revisit uh this section right now was the school committee's passage last year of the um resolution regarding MTA materials on the Israeli Palestinian conflict. So when we went back to it, it seemed like a good idea to um you know just take this opportunity to rationalize that whole
section. Um and so in the version that you have in front of you um the the two of the goals at least were number one to um delineate the role of the school committee versus the role of staff in both of these aspects selection and of instructional materials and curriculum
development and adoption. Um and the second goal was to distinguish policy from procedure um as clearly as we could. Um so the subcommittee discussed this draft something very close to this draft um uh at our last meeting and it recommended uh it to skull committee by
a three to nothing vote for a first reading. I've made some minor changes of wording since then uh based on the discussion that we had in subcommittee. >> Questions or comments? Donna, >> I have questions. Andy, can you talk
would you be able to I didn't watch that subcommittee. I'm sorry. Um would you be able to talk a little bit about um whether curriculum review is in is meant to be incorporated
in this or it's still a standalone policy separately? >> Um so was there a a standalone curriculum review policy or was that a procedure that was part of this section of the manual? So there is currently I I can't
exactly remember but there's definitely like a lot of super outdated um mention of >> it's at the library and things like that >> like we have to deposit materials with the Brooklyn Public Library. >> Also um >> such things >> and I don't know if it would fall in I
think it might fall somewhere else like where students >> Yeah. Robin may be able to answer this. Yes. >> Thank you. Um, so Donna, is your your question about um there was a lot about
um procedure about how we go about reviewing curriculum that was in there. Is that is that what you're you're referring to in the current policy? I think I I I think what I'm No, what I'm asking is this this is very streamlined and there's nothing in this um in this
um proposed policy that talks about um or makes any mention of like how frequently curriculum once once adopted would would be reviewed or um um if school committee would be included
in like substantive any substantive updates. Like I'm just curious where that falls. >> I I think that the language around substantive updates is in there um in what we've been working on. Correct, Andy? >> Yes, it is there. >> Yeah, that is that is I don't I don't
have it in this the um second and third paragraphs of section 12A. >> Oh, okay. Got it. Thank you. But you're right, Donna. The existing has sort of like stuff about frequency, I think,
>> right? And so that would fall to procedure. And so I think the line in here is um around the role of the superintendent in ensuring that there are procedures for curriculum review. Um and you know to that end right now we're
in the process and we've of working through an updated document about thinking about curriculum review procedure and as part of that mapping out um a timeline basically a cycle for
review of various curriculums. I think one of the things that's um challenging, right, like is that you know at one point in time there might have been a very regular cycle of curriculum review for each content area. That hasn't
necessarily been the case and there's a lot of reasons for that. You know, new standards come into play and you have to suddenly shift your focus to a content area that may not have been scheduled or you know, we had a pandemic and that kind of disrupted what we were doing with a lot of those things. So um as
part of the procedural kind of thinking about how what are what's our process of re reviewing curriculum that lives under that procedure part there's also um keeping an updated um cycle of curriculum review and based on where we are at this moment with each of our
curriculum >> and then there's but I think I was so there's another whole section in the policy manual about and it's super outdated about people filling out like forms to evaluate their their their classes at the end of the year. Is that
does that will that is that part of the section that's being replaced? >> You know what I'm talking about? >> Not No, >> it's not part of the section that's being replaced. >> I don't believe so. >> Okay. I would just want to confirm that because I do think it's important that
we have some sort of like I guess for me it's important that there's something that speaks to like feedback loops um in this in the policy or that school committee um school committee
school school committee emphasizes that emphasizes the importance of of feedback loops. >> Yeah. So um this does I think fall under procedure in the this policy that's in front of us. There's a mention of this uh in the last paragraph of each of the
two sections. So the superintendent will develop procedures governing among other things guidelines for community participation um in curriculum development. And then for the second section uh we're also anticipating that there will be inquiries and requests from the community regarding
instructional materials. So it's up to the superintendent to develop procedures to handle those as well. >> No, I understand that. But from a policy point of view, >> yeah, >> I think it's important to emphasize feedback loops. So >> I that's my opinion.
>> Are you saying >> these are not feedback loops or I may we maybe understand feedback differently? Uh this is about community input, requests, inquiries at all stages, right? curriculum development, curriculum adoption, and uh regarding
any instructional materials that are being used. >> Okay. I don't understand I didn't I wouldn't understand community participation that so it's like for me that's not what that means. >> So yeah, what do you mean by feedback loops and >> um I think that there's a piece that's like there's something missing in here.
I have to go back and look at the policy manual. >> Are you talking about student evaluations of their classes or something else? I'm talking about all mechanisms of feedback loops whether it's systemic more systemic >> or it's individual feedback
how is that incorporated into revising curriculum or or from a school committee perspective that is important to me that our decisions continuously be based on know be data driven and reflect
continuous oo feedback loops so I would like to see something like that in the policy I understand that the practice or implementation of that falls to the superintendent, but I would it that would be important to me. >> I I still am not understanding how it's
not already there um in in the wording of those areas, right? Because to have that there means that the committee is anticipating that these situations will occur and need to, you know, we we need a way of incorporating these things into curriculum development and into any
deliberations about materials. But you know how that gets handled is procedure. >> What Andy, you're saying that the sentences about the superintendent will develop procedures. >> Yes. >> Is is inclusive of what Donna is
speaking to. >> Well, it makes me think that I'm not understanding still what you mean by feedback loops. Like if it's what does it mean if not community participation, inquiries, requests? >> Let me say it differently. try to say it differently. Um,
when I look at school committee policy, I like when the policy states our sort of like our vision first. And I don't see I don't really see any of that here. Like our vision is blank. Like our vision is that um our
curriculum will be based on data for focused on educational our educational goals. Whatever the whatever our vision is to me I would like to like have another couple of sentences around that and part of my vision is that our curriculum is continuously
assessed and continuously improved. >> So what about the first sentence of the policy? >> Okay. So for me there's still a piece about feedback loops that are missing here. That's the piece I don't understand what you're talking about that's not already there.
>> I'm going to have to think about how to express it in a way that captures what's in my brain. >> Carolyn and then Mariah. >> Um, okay. I have two sort of separate sets. So, one is
I think this is largely sort of from the mask template. >> Correct. Yeah. And there there's there's some things a few things that are from our our current language and contributions from uh from Jesse and Robin. >> So I have one question about that and then I have a separate set of questions
and I'd like to do both together. Um so I see on the mask site right after I J they have a JR which covers reconsideration of instructional resources. material that is challenged usually belongs to one of three basic
categories, religion, ideology or profanity, obscenity. When a problem concerning instructional resources in a school arises, the disposition of the problem will be made in a reasonable period of time blahy blah. Did the subcommittee consider this
correlary? Uh >> I don't think it was discussed at subcommittee. I did notice that there are such there are such draft policies. Um but I did not include them in uh the draft that the subcommittee discussed. Um okay. >> I think that you know that these
situations are envisioned uh under the things that we have to develop procedures for. Um and it seemed to me reading those MASC draft policies that they read more like procedure uh than like policy. >> Okay. I think what I liked about this
that I'm I'm not really seeing here and maybe I just need to read it more carefully is this sort of recognition um that occasionally material is challenged and I do like not unlike the conversation we had about the policy
against discrimination mask sort of suggests even you know three broad categories. So it would seem to me that again and I think we talked about this with the discrimination policy like we want to have a policy where somebody can
go to the manual and be like I have a problem or concern is that addressed here? So um >> I would think that would be helpful. >> So I I think one of the things that is that isn't currently in our policy
manual. So, as we were looking at it, I did pull um policies from other districts to see how many are using that particular um policy from MASC. Some are, some are not. Um and I think one of the things that's sometimes challenging
around the way that our our manual is laid out are what are sometimes separate policies in other districts manuals. Ours are kind of like a large policy that's got sub pieces underneath it. Um, so I think that's, you know, that's just
a I guess a I don't know if it's logistical, but it's just the way that our policy manual looks a little bit different >> um than some others. Um, but I would say like I think it it can be encompassed under what we
were talking about as Andy and I talked, we um did discuss that, you know, the sup superintendent creating uh procedures for reconsideration. So if a person or a community member or a parent has a question about curriculum that
they would, you know, that they would bring that to the superintendent, we would have a a procedure for it. Um we are pretty consistent in what we do at this time. Um I I believe at least in the you know the each one that anytime we've had a
question since I've been here but I guess that would be in my mind I don't know if it would be an extension of this policy or if at this point we would make be creating a new policy that maybe addressed that and I would think that we'd want um more discussion of it like
>> and just thank you and just to be clear like I think the way I read this one Jr. from mask >> is really specific to a parent or community concern perhaps about a material which to me sounds very
different than like a reconsideration of a curriculum. Um like this even says pending the outcome of the request for for reconsideration access to question materials can be denied to the students of the parents guardians making the complaint if they
so desire. So, it's sort of that kind of um >> protection. So, that's one thing. And then I printed out the 1D and I was going to ask how this relates to 1D. I
didn't realize that this is meant to replace 1D. Um, so >> what is what is 1D? >> 1D is curriculum complaints. So, and I thought you said I thought
whoever introduced this said this was sorry I D. >> Yeah, ID. I ID. Yes. >> I2D >> voted 1978. >> So, and updated 1990. >> Not that part. >> Yeah. Curriculum inquiry. Inquiry
inquiry process. >> That's I2 that was 1990. >> The And what I guess it seems important to me in here first I'm going to ask a question. And so part of what is in this policy is that curriculum outlines will be
available in each school library and the main library in Brooklyn. The same for the high school. Are we doing that? >> Not to my knowledge. >> Okay. Um, and I think what I liked in this is that
it seems really clear like procedure for handling individual inquiries concerned with materials and programs. And it also extends to citizens. It doesn't have to be a parent of a current student. Um, these issues
may be general or specific. They may be about curriculum philosophy or teaching strategies. They may be about course content. Sorry, Caroline, are you reading from the existing? >> Yes. Okay. >> And so that was stuff in the existing that seemed important to me. Um
like just basically inquiries made by individuals um about materials. So >> I thought that was >> I feel like this gets sort of that that gets kind of lost here. And then I'm going to just say one other thing
related. I would worry that we are switching to something that says the superintendent will sorry the superintendent I have to where is what the superintendent will do the
superintendent will develop procedures >> governing curriculum development and adoption and then there's selection of instructional materials You're leaving out the last clause of that sentence which says including guidelines for
community participation. And in parallel to that parallel to that, the last paragraph of the policy is about instructional materials and is specifically requires the superintendent to develop procedures for handling inquiries and requests from the community regarding instructional
materials. So it's not falling out. I mean these these procedures will exist in an updated form. They're just not part of our policy manual. My worry is with all due respect to our superintendent, if we adopt this and the
procedures are not yet in place, I like I worry about the lag time like what is the what is the process and what are the rights of people to make inquiry or challenge in that lag time? I mean,
would we say like this remains the process until there's a new process created by the superintendent? I think the superintendent is probably following a process already that is not >> like Yeah. >> So, Bella, do you want to speak just a little bit to how you're doing it in
this interim period? Um, I'll probably let I'll defer to Robin and say what we're doing at this period, but in terms of like coming up with new protocols, we probably would defer to do them over this, you know, some of the summer planning
and work that we would do then. So I I can speak to what happens currently um is that an inquiry comes you know so for instance if it were an inquiry about something um you
know if you had a child in a particular class you know that parent would first reach out to their child's teacher or their building administrator like if they had a question about it and we'd start there and figure out well what do they need do they need to come in and look at it they just have a question about something so we would start close
to the problem um or where the issue was for the person. And then if it was um somebody maybe who didn't have a child in school or at a particular grade level, that question might come to me and I would decide, you know, is that a question that I can answer and provide
them with that information? Is that something that I might direct them to a curriculum coordinator to help support that process? Um, and then if they're looking to review materials or look at materials more um more in depth, they
would come in in and this is my understanding has been our process for a while. They would come and be able to review the materials in person at town hall. We would arrange a time for that to happen. >> So, thank you. And so other than the fact that we're supposed to be having
things available in public areas, what you just described is what's in the current policy. So I'm just not sort of following where the replacement of that. Like if that's what you're
doing and it's already in writing, then why are we replacing it? because none of this stuff belongs in the policy manual. It should never have been there in the first place as part of our policy manual. At least that's my opinion. Um, and it needs to be moved to
procedure and that's what this policy is um is asking for. And I don't think in the meantime nobody will know what to do. It's clear that people already have a procedure and know what to do. >> Ry, you had your question. >> I did. >> Um, I have two little comments. one is I
thought in the first bullet we were going to add something that said like um on the basis of protected categories such as but then that way we would not have to update that wording every time something were to be added or
subtracted. >> Yeah, I'm not an expert in this area but I wasn't sure that we could future proof the policy in quite that way. So what I ended ended up doing was just um this is exactly the list that appears at the head of our of that proposed civil rights policy that we were discussing earlier.
>> Okay. I thought I wrote down parental status. I thought parental status was also a protected class and I don't Am I wrong? >> Do you think I'm looking at you Karen? I'm I'm scowlling from afar like squinting my eyes. You don't have to >> Pregnancy is
>> Pregnancy is but I thought parental status was too. So, do you like the wording parental status better than pregnancy? >> No, parental status is not pregnancy. Being a parent is not being pregnant anyway. So, as we all know,
um it's Anyways, so that's just my question was if we could future proof it. You're saying we can't future proof. >> I'm not saying that we can't, but I'm not sure how to do it. Um I don't know whether this is something that >> Well, I thought where we said or other >> council could help us with. Yeah, that was the idea. But which protected CL?
Like >> like state and federal protected classes? We had talked about making it specific. State and federal protected classes. >> If that's still the desire, I can look into it more. Um >> I really would like us to like and this is part of this talks. This is like the
idea of policies should survive. Policies shouldn't include specific people's names in them who are holding a job, right? like the the draft policy had Karen's name and in you know a certain title like it's great but like that's
doesn't belong in a policy specific things that can change like shouldn't in like we should try to future proof it to make the policy stable even as the practices vary because otherwise policies have to come back. So I'm I'm just saying that I I had thought we were going to do that. Then the other one I
thought we were going to we had talked about was making the last one more like the Welssley model, but you didn't. >> Well, I incorporated some language from Welssley. What I did not incorporate was the notion that um uh
I don't have the Welssley language in front of me. Okay. But there was this idea that when when you're teaching about a controversial topic, then you need to have materials um expressing like all points of view, right? What I really am afraid of doing
is opening the door to >> No, that's not what it said. I just want to read it again. >> You can read the language. When materials advocate for a specific ideology or side of a controversial issue, they must be part of an overall curriculum that presents various ideologies or sides of controversial issues so that students have an
opportunity to develop under guidance skills in critical analysis and in making informed judgments in their daily lives. There's not an all sides. So, but that that language to me sounds broad enough to allow antivaxers or creationists to demand because it is because in some people's minds it is a
controversial issue that those materials have to be represented. Right? So, I I understand very well and I agree with what this is meant to accomplish, but that form of words to me it's it's it's just like the way the MASC version of this has balanced views which I thought
again opened the door to things like antivax and creationism. And that's what I don't want this to to protect. So that's why I didn't end up incorporating the Welsley language in that form, although I did put in some something from Welssley there. >> Okay. Bob.
>> Yeah. Um, speaking as the historian of our school system around the table here, I just want to um I I just want to say that back the whole concept of curriculum inquiry and curriculum review emerged from the controversy in the
early 1990s when the social studies department eliminated eliminated or proposed to eliminate AP European history and the community many members of the community got upset and then we had a task force on teaching of history in the
But what happened the big picture what happened after that controversy was curriculum inquiry was um created and implemented and so was curriculum review they were two different things so I I think that embedded in what we're talking about the concept of inquiry
curriculum inquiry is all about controversy um some of the stuff that you talk about ideology etc and so there was an opportunity for the community to have an to have an opportunity to review um what they can what they brought up as something that was controversial and
then curriculum review was part of um an overall systemic review of all curriculum every 5 years I think it was where you had to go through a comprehensive review of curriculum and I think I think that's still in the in the policy manual right and and also part of
that and Mariah you may remember this or not um as part of that recom part of the recommendations of that task force on curriculum Um students were expected to re to evaluate
their teachers at the end of every course and the evaluations were only to be seen by the teacher. Do you remember that? It you don't remember that cuz I remember seeing you know thousands of pages. >> Did you see my evaluations of my
teachers, Bob? I'm just being silly. >> The evaluation of your teach No. >> Framed on his di wall. students filled out evaluations on the course. It was great. It was a pretty comprehensive thing and only the teacher could see it. So, it was for the betterment. It was for the improvement of the teacher.
>> That's what I was referring to. I I I know >> still I think it's still in the policy matter. >> Yes, it is there. Yeah. >> And we should That's what you meant Donna earlier. Oh, okay. >> We should also say that a lot of teach >> and there's actually the template for the evaluation Bob is talking about is
actually still in the >> it's there. You got things that should not be in policy, >> right? >> So, Mariah, why didn't you evaluate teachers? >> Anyone else? >> Donna, >> I've forgotten what I wanted to say. >> I Oh, sorry. Go ahead.
>> Would it be okay if she goes because I've forgotten what I wanted to add my hand. >> I'm just going to respond to Andy what you were saying there that you don't want you don't want to open the door for something to be pushed in.
that would be uh antithetical to your thinking or offensive to you or or lacking in credibility. Um I guess I still feel like what's missing here and again going back
to like and it happens all the time, right? There are concerns. people have concerns about things that um anything I've I've I've gotten emails from kindergarten parents through 12th grade parents um and I would imagine you do
too, Robin. And so it it doesn't seem to me that if I'm a parent looking through this that it jumps out at me and and that it's clearly noticeable um sort of what my right is or that I have a right to
inquire. So in as much as you know you don't want somebody pushing something in, I think it's really important that we um maintain that that right of inquiry um for people to be able to say
that they that they have a concern and that's not clear because it's not like a heading. >> If those two sections said caregivers or community members, would that clarify it? I think I'm looking for a section like it says curriculum development and adoption selection of instructional
materials. I guess I would love to see I2C that says like inquiry about instructional materials or inquiry and challenge just some of or complaints like some of the same language that's in
the existing and that that would be easy for people um to find >> except that that se I mean as at least as I conceive policy any policy not just this one the only thing that would be in that section was that would be that the superintendent uh will put in place
procedures for handling inquiries which it's already there right >> again for me it's the sort of user friendliness for um for parents and citizens to be able to
see that without having to this just I if I was this you'd have to really read through the whole thing. So, it seems to me it would be important to kind of notice that with clarity that there that
you are allowed to inquire and there's a lot of language that's taken out like these issues may be general or specific. They may be about this that course content. I think it's important um for
us to be clear that that's um that's that that's a right. >> Do you need a a vote or a censorship committee on this issue? >> I guess so because I I disagree. I think that the way it's written is totally adequate to perform that task. But yeah.
>> So do you want to form some words so that we can go around and get a straw poll of on this issue? is adding more or not adding more. >> Yeah. >> Can we have a little bit more discussion? Suzanne hasn't talked yet and she had her hand up. Sorry.
>> Well, I was just wondering to Caroline's point and would it be possible to put a reference or a link to where they would go to find the procedures >> or the hyperlink? >> Yeah, hyperlink. >> Just something to think about. Yeah, >> of course our website just completely
changed and lost all hyperlinks, too. >> Just saying hyperlinks, unfortunately, are valable. >> Donna, interesting. Um, I think maybe what I'm struggling with, Andy, is the fact that like we
have this policy that's like super super super streamlined in an effort to be very clear like in the distinction between policy and procedure, which I appreciate. the same time like we have
this policy that is like the ent like the exact opposite end of the spectrum and I'm not and so >> if it were up to me I would give that policy this a similar treatment
>> do the antiloo treatment to this yes >> if I were around longer >> but I do think I guess like I would like like the like a little bit more like the just right for me which would be a little bit more >> like a little more visioning in this one
about like what our vision is >> of what >> for our curriculum like to achieve with our students and that what it be sort of what the process of the development be based on. >> So how does the how do the bullet points there fall short? I mean those are based
on the MASC ones with um with plenty of tweaks from the subcommittee. >> I mean I'm not referring to the selection of instructional materials. I'm talking more about the curriculum development portion of it. So, like what would be a sample what would be an example of something that we might usefully say like a vision statement we
might have about the curriculum in this policy? >> Um, I would have to get back to you like I can't I'm not like I know Mariah can just pull these things out but I have to think about that. I just to me like there's just like it's so there's
there's a little like there's something missing and I can't quite put my finger on it. >> Do you have enough to come back for second meeting or >> No, cuz I don't mainly because I don't you know I don't agree with many of the proposed changes.
So >> Mariah, >> my question is to Donna. Donna, um, when you're thinking about a vision statement, does some of the like the qualities of the materials achieve that for you or is that the not the kind of vision state like the bullets, do those help you think about the vision or it's
even like a step above that level of curriculum? Is it you're thinking about things like you know we need a curriculum that's like a future you know it's helping our students be members of the future and like achieve the things that are >> um in our goals like ethic you know that
respond to our goals that kind of >> sort of like strategic plan and vision of a learner I'm not sure it's in the curriculum development it lives in the curriculum development policy >> so I'm differentiating and I I get what you're saying I'm differentiating between curriculum development and the selection of instructional materials I
So, >> can can I can I offer something? Sorry. Yes, please. Um, you know, I think I wonder if what you're referring to is actually part of the curriculum review and development process. And anytime you're beginning that process, you're
doing a little bit of self-study and you're also visioning for what you're look what you're looking for. So, for instance, um if you're moving to adopt new, you know, you're reviewing your mathematics program and you're looking to adopt new
mathematics materials, I'm just going to say K8, let's say, or K5, whatever it is. Part of that initial work in that process of selecting materials is considering a vision for like mathematics instruction at the K5 level. What are you looking for? So I I guess I
wonder if it for me if part of the part of it lives in that procedure of the review and development process versus a a you know of because that vision can
change over time. And and so >> and so when you say that vision can change over time, what are the what what what are the core values driving that vision? That vision is changing over time because we want it
to achieve what >> I don't know. So if you're for instance I I mean again it could be that maybe there's been a shift in practice maybe research in a given area around how kids learn in a you know certain things have
updated. So if you're only if you're doing a major review of your curriculum to like as Bob said every five years over the course of a couple of cycles what that vision for what instruction look like may look like may change but checking in on that vision should always
be part of the process. So, so that's helpful, Robin. Thank you. Because I think even just a few a sentence about like the fact that we we we have constant adaptation and development of the curriculum is necessary if the district is to meet the needs of his
students. But constant adaptation and development of the curriculum based on like to me I would add something like constant adaptation and development of the curriculum based on best practices or um >> current research >> current research or outcomes or you know
or um yeah something like that. >> Okay, that makes sense to me. >> I understand that. >> Thank you. I actually followed these conversations very carefully very closely even though I wasn't on um I'm not on policy and I think what I was listening for was um
that there was going to be a lot of teacher autonomy in um what we decided on and I also remember that when the consultant came in to advise us about writing policy that they did say to go shorter and like to leave out the procedure part. So I thought that you know just to speak the other side
there's a lot here that um reflects the conversations that were had and is really good language to make sure to keep. So you know we do talk about our educational goals. That's something that the school committee um has under our purview and that really to me is communicated in the critical reading and
thinking promote analysis stimulate growth and factual knowledge. You guys can read it all. It's all here. Um, and then when we got to the point of there was that conversation that you guys had about people coming in to look at the curriculum and saying that this didn't really um, go into this policy and so I
thought you guys, you know, it made sense after that conversation not to have it in here. And then I really like multifaceted treatments of international, national, and local issues. So I think there there's a lot here that reflects the conversations that were had at policy that, you know, I I feel very good about this as it
stands. >> Yeah. Thanks to Jesse for that word multifaceted. I thought that really captured it. >> Mariah, are you on policy? >> Yeah. >> Oh, okay. >> Thank you, Andy. >> Um Oh, I'll raise my hand. Go ahead. So,
again, just to be specific, I would have loved to see some like a combination of some incorporation of the mask template. JR
and sort of to try to answer your question specifically Andy like it just so it's curriculum development and adoption selection of instructional materials I wish there was then after these bullets if it was like C
I don't know inquiry or inquiry and complaints participation by parents and students in the ongoing process of education is encouraged Um and then you know there are procedures
for handling inquiries and requests from the community is pretty broad. I would I would say I would love it to say parents and citizens and then sort of referring over to and
my other >> Yeah. What about non-citizen? >> Will the language stay the superintendent will develop after they are developed or is that just like generic language that means there are procedures?
>> Yeah, I think of it as generic and it's not implying that there are currently no procedures. >> Okay. Yeah. So that that would just be my I would love it just for people to be able to look at this and say, "Oh, I do there
is a way for me to inquire. Here it is in a bullet point. I guess I need to and then be able to find what they need to do." I think that's really important, right? And I think that's the spirit of
this whole section that now I learned is being replaced. >> We will have this back for um a second reading in a couple weeks. Uh next we have the EP procurement policy. Is that you, Andy? >> Uh I can say a few words about it, but
give me a second just to jot down what was just said. >> All right. So, next up, uh, we have, yes, the town of Brooklyn environmentally preferable product procurement policy. Uh, so we we have a long and detailed memo here from, um,
Alexander Veio, the um, the town's sustainability director. Um, she came to policy subcommittee to present, um, this draft, or it's not even a draft. It's pretty pretty finalized. Um the the reason the town needs to make some
revisions to this policy is simply to remain eligible in order to remain eligible for some state level grants. Um and I just want to be clear that this is not supposed to be incorporated into the PSB policy manual. It's simply going to be part of the town's policy manual and they would like uh the school committee
to express its uh its support. >> Although we did reference it. >> Yes. uh when we went to fiscal when we did the fiscal policy last time uh we already incorporated a reference to this. Um so >> okay so I will move that we support this
policy. >> Second. >> Uh Bob, how do you vote? >> Yes. >> Carolyn, >> yes. >> Andy, >> yes. >> Mariah, >> yes. >> Sarah, >> yes. >> Suzanne, >> yes. >> Donna, >> yes. >> Jesse,
is Jesse still there? Uh, yes. Heni, I'm here. Jess. Yes. >> Uh, and and also Hani. And I vote yes as well. Um, >> thank you, Bill. >> Thank you, Jesse. Uh, next up we have
FY27 repair maintenance budget request. >> Yes. Okay. So um in January at finance capital we had a presentation or in a discussion of the building department budget with um
Charlie Simmons and Charlie Young joining us. Charlie Simmons who's Thank you. Charlie Simmons who's the director of public buildings and Charlie Young who's the assistant deputy town administrator. I don't know what Charlie's title is. Something like that. Um and we were talking about all of the
components that go into the um school buildings program that is overseen by the buildings department. So that includes there's a salary portion. Um there is the utility bills themselves. Um and then there is a services some
services and capital lines. Um, and after that meeting in that was January and then in February we Jesse Jesse and I right you were there Jesse, right? I'm sorry I'm having a mind. We met with Charlie's the Charlie's. >> Yes, I Yes, I was.
>> Yes, you were. Exactly. And and then we reported about that. >> You were when we talked with Yes. >> Yep. And then we reported on that meeting um at our February um one of our February finance meetings, maybe our only February one. And as some of the
things we had talked about was um for example the vehicle fleet because there is a there is a vehicle scheduled um how do you say in English and um and we also talked about some of
the staffing choices that were being made. Um and then last week we um at finance we made a motion and this is a slightly different motion you're going to see in front of you tonight and I'll
talk about why. So we made a motion to increase the this is the building department. So to increase the school's repair and maintenance budget by 54,500 from $3,62735 to $3,6881835
by reallocating the $54,500 allocated for vehicle replacement to the repair and maintenance budget. So this was half of the motion that we had made last week at finance that finance had recommended. Um, >> right. >> And then the other half of this, it
turns out that the finance motion was backwards on um the intent was to essentially take the savings from the HVAC um from the hiring of the HVAC tech to provide more repair and maintenance
money. But what's actually happening is they're hiring HVAC techs at a lower cost than what it would cost to pay thirdparty providers. And so there is a savings, but the wording of the motion went the other way. And we talked about
this extensively at Advisory Capital last night. And the recommendation um we said, can you please send the wording of how this should be wording worded? And um and basically it boiled down to it's better that we just sort of
support the hiring of the HVAC tech than trying. there's like so many complicated ways to handle the the dollars was not worth trying to do that. So, um >> so we we'd essentially be creating those two positions and they would go into the budget.
>> So, they go into the so the town has done this on the town side. They've hired an HVAC tech that allows them to keep inhouse a lot of the more routine HVAC servicing items. And so the recommendation that Charlie has made is for he he would add a second and a third
HVAC tech that would continue to be able to do a lot of the HVAC management in-house um without needing to outsource to HVAC service providers >> which is a more expensive option by the way too Mariah we had heard >> yeah that's why it would save money does
it though it does what about on health insurance and everything else if we're hiring them as employees and >> it apparently is going to they've they're saying It's going to save like 70 to $80,000 across the >> already. They've already done it all on the town side and that was the savings.
>> So where would this live in our budget or how >> it's not in our budget? This is all in the building side, >> right? we we would pay for it in some way or >> No, this is all just a it's basically what's going to happen is Charlie doesn't he they're going to get the authorization to the through the town um
to hire the HVAC tech and that lets him spend less on um but long story short basically the recommendation was don't shift around any money they'll handle it sort of they'll handle it through the town process sides but we should make the motion to increase the repair and
maintenance budget by 54,500 cuz that shifts that out of the vehicle um out of the capital line into the services line. >> I just know that for a number of years Charlie suggested we do this and he can never find anybody to hire. >> This is HVAC text not HVAC
there's this is the this is a pre-certification or something like that. This is um this is not the person that he can't get >> can't find. Yeah, there's another. Right. I'm sorry. I can't remember the name of now. Yeah. >> Bob,
>> are you allowed to call on me? >> I am calling on you. >> So, typically you got a three and a half more than $3.5 million budget and now you want 54,000 more. Did anybody say can you find 54,000 within the 3.5
million? >> He's not there's this isn't him getting more. It's him not getting a car so he can spend money. it would be not getting a vehicle so he can spend money on services and this was his choice was to reallocate. He confirms that he would prefer to have the money in services
than in the vehicle. >> So it's not an increase in >> it's it's shifting it's reallocating >> shifting >> within the building department allocation. >> Thank you. >> Okay. So >> so I'm going to make this motion as I read it earlier >> both motions together. >> I'm going to start with the first one.
Actually I'm going to make Well, no make them separately. I'll just do the first one and then the second one. So the first one is to increase the FY27 schools repair and maintenance budget by 545 from 3,627,335 to 3,681,835
by reallocating the $54,500 allocated for vehicle replacement to the repair and maintenance budget. >> So moved. >> Okay. Uh Jesse, how do you vote? >> Yes. >> Donna, >> yes. Suzanne, >> yes. >> Sarah, >> yes. >> Mariah,
>> yes. Andy, >> yes. >> Carolyn, >> yes. >> Bob, >> yes. >> And I vote yes as well. Uh, second motion. >> Second motion. I'm gonna move to support the hiring of two HVAC techs with the aim of achieving HVAC maintenance at a more efficient overall cost. >> I'll second. >> Seconded.
>> Jessie, how do you vote? >> Voice. Yes. >> Donna, >> yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Mariah, >> yes. >> Andy, >> yes. >> Carolyn, >> yes. >> Bob, >> yes. >> And I vote yes as well. Uh next we have the mini CIP list review discussion possible.
>> Yeah, before I um before I get to this list, I'm going to respond to the earlier question which was as part of the whole side um the the larger CIP conversation and sort of the entire building department budget. In our January meeting, I had asked Charlie if
he could provide us with the prior year balances for all school related CIP accounts because for those of you who might have forgotten, CIP accounts carry over year to year whereas um they're not like operating budgets. So if they're not spent, they get retained. And it
turns out there is I can't remember if it's like I think it's like 170,000 in prior year um meaning FY23 and FY24 um classroom capacity accounts and um
and so the question would be can we for example um reallocate those prior year funds to um offset the current year um CIP request that we just um the classroom capacity classroom capacity is getting
taken up by advisory next week and then this I believe will just be part of the discussion is how to reduce the 86,000 or whatever we just voted for um the lease the lease cost that we voted wouldn't change it would just be like to reallocate the prior year funds into the
FY26 account so they can be spent. >> How do we end up with a balance on leases? Well, that's what this is what um Susan was talking about is when they forecast it's out of cycle. So, they forecast at 6% and they do an estimate of utilities, but if the >> actual cost comes in, then it ends up
and it's like some of the accounts have like 8,000, one of them has like 130, you know, it's just it's Yeah. So, it makes sense that there's just those balances. >> Sorry, I guess I wasn't listening carefully. >> Well, it makes more sense when you >> said balance. So, so that's um so then going back to
this spreadsheet that you all have. So, in the past um several weeks, the PSB and building staff have been aligning the lists um of projects. If you all recall in
September or October, we voted a CIP list to be submitted to the town and that was for 1.225 225 million for FY27. The actual CIP was published with only not only, it's a great number, still
$500,000 um compared to our 1.225 million. However, two years ago, PSP was given a very large number for our um deferred maintenance and there's still $1.3 million of that funding left. So all in
all of deferred maintenance funding, there's 1.3, it's just under 1.3 at this point, plus 500,000 or 1.8 million in funding to do deferred maintenance work for the buildings, which is spectacular.
Great. Charlie, Joe, and Susan have um combined to put together this list you see in front of you that was reviewed at advisory yesterday. Um, as well there is there were no edits made to the
list. Um, and so we can vote if we we have a vote which is this vote here, the bigger text in front of you. Um, so basically we would be voting to reallocate that two-year ago balance which is the
1,293,047. um basically into the um current appropriation for this new total of it's the 1.293 plus 500,000 is 1.793 and that um is if you look at the total
on this sheet the plan is there's 1.773 million in spending. So, this basically brings the old money current, gives us a new updated list of projects, sort of is great because it's clears the decks of um where we are in terms of priority
projects and funding. >> Does um bathroom refresh bring us in line with the Warren article? >> I haven't gotten the answer on that question yet. Um, but I think that the Well, what I do know is that bathroom
refresh is um essentially um like painting, fixing um it's like you know fixing uh sinks and that sort of like new faucets and those sorts of like very Yeah, exactly. This is not a renovation of the bathroom. These are like fixing
up to make sure that they're in good shape. >> Wow. >> Yeah. >> Oh, sorry. I'm saying wow when I'm seeing painting at Lynch $250,000. >> I know. >> Did I just ask? >> That's a lot. Suzanne.
>> Yeah. Can we talk about the cafeteria at Lawrence? What is that going to look like? >> So, that's not in the list that you need to look at the FY27 column. >> Oh. Oh. >> Yeah. >> Oh, >> yep. Don't the the other list. I'm sorry. There's there's multiple columns there. Don't pay attention to the
earlier columns. Pay attention to the last column which is FY27 funding. >> Did we lose that opportunity? We >> No, it's just zeroed out for this year. >> Okay. >> Yeah. And it was not in the um if I recall correctly, it was in the FY28 CIP that we submitted anyway. It wasn't even
in 27. And that's again, it's not here 27 again. >> We're just so eager for that cafeteria some love, >> Carolyn. >> So, and I should know this. So, um, I mean, it's not that I don't trust Charlie, of course, in his figures. I I
it $250,000 for a painting at Lynch. It just I mean, maybe >> it caught my eye as well. >> It It's >> It's not ex It just like I can't even believe that there would be that much. >> I also compared it to the RNL building
that was done last summer. The entire was painted out for 130,000. So, it's um a big number. It was a big number that caught my eye as well. But if Charlie doesn't need it, he won't spend it. So, I mean, I guess then we the money lives on to be reallocated to other things.
So, and it's not up to us to say, okay, and that's sort of a question if that was not to be done or if it was to be done at a different level like 125,000. Um >> the painting. >> Yeah, the painting. Um then it's not
like >> then that this is his budget. So that money just goes somewhere else. >> It doesn't there's nothing we can do to >> um save money or
>> I mean Charlie some of these costs are estimates and some of them are like based on bids. Like you can tell the Hayes one at 19,494 is bids whereas some of these are round numbers and so they're not actuals >> and but regardless it's his budget to
allocate as he wishes. So the question of being like >> I don't know >> at this moment in time that's a lot of money to spend on painting >> you what he told me in the email and maybe that'll help sort of so he said
the Lynch um Lynch building does need considerable work such as flooring and painting. Um the Lynch wreck will be getting a new roof this summer along with insulation in the attic. The school department will not have any summer programs which it typically always does as the BU program is um moving to
Driscoll. This allows the roofer free reign of the outside of the building that will greatly help with the completion date of the project. It also helps to provide access to the inside of the classrooms and offices for the summer for work to be done. So, I mean that's just what he shared in terms of that project and it does make sense to
really just sort of make it a summer slammer as opposed to eatking out the work. >> It's an opportunity given the building will be on anyway. Yeah. And again, my question really is just about he has this money regardless
>> and he can spend it where he wants or it rolls to the next year. So there's no sort of tradeoff that can be made in some way that benefits something else by saying like all that's been done that work has
been done that 200 if if someone was to say how about you spend 125,000 on painting >> Charlie >> it's still Charlie's budget we can't >> I would frame it a little bit differently or something >> I would say that PSP staff and Charlie agree on this list and I would say that
last night at advisory Charlie was specifically asked, "Is this where you believe the highest priorities lay for for deferred maintenance?" And he said, "Yes, I would not change anything on this list." >> Okay. So, I'm going to make the motion um to
amend the FY27 funding for school rehab upgrade by voting to transfer the remaining balance of 1,293,047, the balance as of March 26th, 2026 from the FY25 appropriation to the current recommended appropriation for a new total of $1,793,047.
>> Second. >> Seconded. >> Sorry. So, why is this number different than that? >> Why is >> why is it 1773160 >> versus the 1793? Yes, it this is like $20,000 short of what's the account
balance. This is the budget versus the actual account balance. >> Okay. >> Yeah. >> Uh Jesse, how do you vote? >> Yes. Thank you. >> Donna, >> yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Mariah, >> yes. >> Andy, >> yes. >> Carolyn, >> yes. >> Bob,
>> yes. and I vote yes as well. >> Can I just say thank you to um Charlie and to BSP staff for putting together um a new list that helps us understand all the priorities and then it'll be great to hear the work that's done over the summer next fall get an update on how this all went.
>> Thank you. >> I'll second that. And Mariah, if you like I can send you updates next year if you if you're interested >> from my vacation. Sounds good. >> From to your vacation villa. Yes. send them to in Brazil. You'll be able to find her. Um, next up we have
subcommittee and leazison reports. Does anyone have a report to provide? Sure, >> we do. Uh, okay. Suzanne. Yes. Curriculum met on Tuesday afternoon. Uh, our topic was to talk about tutorials. We had uh Hal Mason and Anthony Meyer
came to visit and it was a good conversation uh without a slide deck which was kind of kind of you know fun. So um we talked about uh four plus the fifth assignment instead of four plus
one. um talked about the tutorial, how that happens, how how students uh are either enrolled or encouraged to go into tutorial, what a successful program that is. It's mostly ninth graders that are in the tutorial, but it does face up
through the grades. But that's what he that's what he said, right, Carolyn? >> Yeah, mostly n >> mostly ninth graders. >> The tutorial? >> Yes, that's what he said. I thought 9 through 12, >> but most >> is 9 through 12, but most of the students are nth graders that
>> I'm surprised. Okay, I didn't hear that. >> Okay. Um, and by having tutorials, it gives the ninth graders in particular a really good head start a lot around executive functioning skills and uh they believe it results event in fewer
students needing special services as they go through the through the grades. So it was our conversation and it was a good conversation. >> Thank you. Any uh Donna? >> Yes. Um this morning I I am the steps
steps um liaison to liaison from school committee. Um, so I did attend um the steps board meeting today and had the opportunity to learn um uh to to watch a really interest to
listen to a really interesting presentation on how they're closing some of the um closing some of the um opportunity gap gaps um for low-income families in Brooklyn. And I um would recommend if I'm allowed to do that in new business uh or I suggest let me say it
differently. I suggested in the meeting today that perhaps um the parent the the council liaison from steps join the monthly parent leader meetings if they're not already a part of that group. >> Makes good sense. Uh Suzanne.
>> Yes. Um so um our negotiations is that okay? >> Yes please. Okay. So, negotiations met on Tuesday, I believe. Yes. Yes. And um it was our turn to present, meaning the school committee. So, we presented to the BEu and the reps and silent reps. Uh
we gave you can see all that's recorded. Um and so, uh we suggested 1.75% increase across the board for units A, B, and PAR professionals. uh we would continue bargaining uh with a health and safety committee and um and
then we would have a successor bargaining if we did not come to terms on a one-year contract. And we did not come to terms on a one-year contract. And so we realized that we were going to uh fall back and regroup as we might say. And we are going to continue our
three-year contract negotiations and we will start those in about two week April 9th I believe. Betsy, April 9th. Thank you. Any other Mariah? >> Finance met last week as I mentioned. And um one last thing that we um talked
about um that hasn't come up tonight was just a conversation about facility use, rental, leasing. We had a just a round the room where we tried to get all of the issues written down in one place so that this will be documented for um a
productive conversation going forward making sure that the issues are all sort of identified and can be dealt with holistically. >> Andy for policy uh well a large part of tonight's meeting was devoted to the output of our recent policy meetings. Uh we do have another meeting in April. Uh,
we have several policies right now that are basically waiting on staff input before they can be productively discussed again. So, I can't say yet what what the agenda will be. >> Okay. Anybody else? All right. Any new business? >> Yes, I have new business. Val.
>> Okay. >> Um, can I share my screen please again? Uh, Betsy, >> I I think that you are able to because you're a co-host. >> Okay. I'm going to it right now. Just give me please a second. A little grace for a second here so I can forget it. Screen two share.
Let me know if you see it. Something's happening. It's in it's in it's in full mode, I think, too. Hold on. I'm trying. I'm trying. I'm trying. I'm trying. Is that Is something showing up? >> Yep. >> Okay. So, my purpose in bringing this
new business is to try to keep myself um organized given the complexity of my life right now in terms of things I've asked for in new business. So, it's called the new business action items worksheet. Going from the bottom back on the 34 meeting, I asked Bella about the BHS cell phone policy update with the
high school. And up to this point, I've received our school committee has not received, as far as I know, any response. So, I'm not doing this in any way, God forbid, to be critical, but just to point out that with everything else going on, this may have fallen down, but I will continue to um to to
refer to it. Number two, um I'd asked about the transparency related to being able to expose the PSB monthly attendance report. This was also in the 34 minutes. Um because it's available electronically since is electronically provided by each building leader to the to the main attendance people every day.
It's available in the system. C I wanted to say synagogue council SC I'm sorry. School committee for former former other organization I was in. um school committee doesn't really have access to see that. If it had to be bucketed in such a way that school committee has access but not the general public, I would definitely even take
that so that we have an ability to look into attendance. That also nothing's happened. Number three, I asked for the FY27 category holiday schedule. I met with Kathleen in person. She put it on her action list. She sent it to me. I have it. I'm working on it. She will have it before Pesak next week. So that
will have all the category holidays for the appropriate Jewish holidays for the for the 26 27 year. It worked out very well last year to have this ready for families so that people could plan both instruction vacations around the exact times and especially because most Jewish
holy days start the evening before. We made sure we have any every single Jewish holiday puran as well as the big ones of rash sha yum kipur sukkot pesak shàuote um perfectly listed at the right date. So there was no confusion. Um number four and five that I mentioned in
the last meeting. Um I think I heard Bel say something about OSS but number four was to the community has been asking me about when the hiring process will start for a replacement for Dr. Given. Um that's open right now. I have not gotten
a date and the or I don't believe people are looking. They're seeing there's a hiring open on the PSP you know school site that that puts them out. number five is the OSS director as well whether or not Karen is Dr. Schmucker staying or if not um we're sort of getting pretty
late since we're only a couple weeks away from the end of the school year. So there again it's open and number six is a new request that I'd like to ask be docketed. This has to do with the fact that on my own initiative with tremendous support from Mariah and uh to
some extent as well um Diane Johnson who was here before and Susan I've been I've built an app uh I'm happy to go through it the next time but just as a a little fingernail thing I've sent the app URL to the me individually to the members of the finance and capital subcommittee so
that there's no OML violation but essentially what this is for those of you who looked at the consent agenda attended this evening and saw a sheet of batches of invoices with numbers which you never saw before. Um I brought this project along and what you saw beyond
even getting that was that each line has a category associated with it that tells you this is what it's for. Food, transportation, OOD, OSS, supplies, etc. So Mariah and I have been really devoted to make sure that she and I together
each week um properly categorized to the extent possible each one and to review each one. At this point, I've got every single one from the from July till now that I was able to manually enter it into a database and it's available um on the internet to view every single
warrant to view our our pathway towards our um our expense budget both now with the expense the the the regular expenses and with Susan's team's help the non-sary special revenue fund expenses as well. I know that it suffers a little
bit from gifts that come in. Um Susan has done a great job of keeping me honest there. So there may be a few tens of thousand dollars here or there off, but we're actually tracking by the fiscal week into the year exactly where we project our our our non salary expenses to be. It'll be available to
the world um after the finance and capital committee have had a chance to take a look at it. And um at the current time I'm manually entering everything from that sheet you guys get in the consent agenda every week myself um so that we have the data in there. It's all in there and I'm wide open to people
saying to me, Jesse, what about a graph? What about a this? What about a notification? I'm happy um uh Val at your discretion to both provide an overview of the architecture of the system, how it was built, and a demonstration at a future school
committee meeting. Thank you. >> How about we start with policy, Jesse? that not policy uh finance that you you go through finance for a recommendation. >> It it is it as I said it's already been
um sent this week to each of the finance members individually. >> I think Jesse I think she's suggesting that we present it and that's fine. Um, >> I think that, yeah, I just want to say like for my own data entry, one of my concerns about this has been
what happens if the quote unquote like the actuals from this don't match the actuals from the district because we like when I write this down. I'll just give one example. Imagine there's like $100,000 on a batch. A batch is like one
of the little every time you see me picking up the it batch is every line on the on the sheet that you get and if like 80,000 of it is one thing and 20,000 of it is something else but Jesse's system works on one category I pick the predominant category. So like
yeah so like imagine it's like a whole bunch of transportation and a little bit of like something else. I just write down transportation. So there is like there is an absolute and I just want I want to say this now because I want to make sure this is like at the same time that like the data is not going to match
and we knew that going in. Jesse's system is helpful to get sort of a midyear like, oh, this is where things are at, but it needs to be treated with the >> um very rough approximation that it is because we're we're not doing this at the batch level and the categories that
Jesse has don't match the official Desi C like the budget categories. That's all. And I would add as part of I would add as part Mariah to that is that the um >> this is a first pass volunteer-driven
uh district finance sort of supported data initiative that at least if nothing else got those um sheets that of the printed sheets that you see with the uh in your packet that you never saw before that I never saw before as a school
committee member at least exposed in a way that that took from mystery at least to real things. And now the community when they look at a a meeting packet actually see that consent agenda. And you're right, Mariah. I've spoken with both um Diane at the time and Susan
Peggy before she retired Z about and and now um sorry Donna Chisel about opportunities that we might have and again we can talk about this when we get comes back to docket but opportunities that we have to work more collaboratively to the benefit of both
the district and the public by finding a way maybe of not generating these smooshed together um um warrant warrant batches that actually get disconnected by the town the moment they show up so there's no traceability and to try to be able to find a way working
collaboratively over time I as you know guys I'm patient very patient and um and and and find a way of maybe electronically I've talked to Susan about this electronically merging what's generating the sheet that
you physically hold in your hand and have it feed in to like the database that I have running on the internet so this is like only the beginning of some thinking about it, showing you what could be done. And the good news is is that it's tracking pretty closely to the percentage Bella talked about it, how of how carefully we're managing our
expenses this year. It doesn't it's not veering off or anything like that. And it just shows sort of the sort of the what could be done. Okay, that's sort of the idea behind this. And I'm I'm faithfully doing it every single week so that it's up to date. Unfortunately, the July through end of
August ones, I didn't catch it quickly enough and the batches got disintegrated. So, all I have there is the total of the consent agenda for that week. But, you know, if we if we determine as a finance and capital subcommittee and then Val, under your leadership, we decide that this is something sort of useful, there are a
lot of things we can do collaboratively to bring this forward next year. >> And so, this is just beginning. >> I think it sounds like a a really promising idea. I think that if you present it at finance um and have Bella and Susan there to make sure that they give their input into the architecture
and understand how it's all built and optimize how we are categorizing things and etc etc. I think it would be a it's it's a promising endeavor. There's there's >> okay and I'm will I welcome you know anyone else from who's not on finance and capital if they'd like the URL to
just look around in there more than happy to share it with them. This is wide open. >> The town has a tool called open checkbook too, but it's not very it's not it's not updated as much as it could be. But maybe Jesse Well, again, we can talk about this at finance, but I do think that it's
>> transparency in the budgeting and the spending and we could do better. >> And honestly, yeah, there >> there are people in the community who also have expressed an interest in being able to sort of see how's our spending going. And it's not really my This was
one of my platform suggestions um when I ran for school committee a year and a half ago about some more transparency. And I really don't try to look under the covers like why is someone asking? This is data that should be available like attendance. So I'm just hopeful that by by by patiently and collaboratively
working with Bella and her team to bring some of this data into the electronic world and digitize so that it's available, it'll just be it'll make things better. It's not it's not to criticize and it's not to find fault. It's really to to to be more transparent. So, thank you.
>> Okay. Thanks. Um, seeing no more new business. Oh, more new business. Okay. >> I just want to make a cl a uh a public record clarification. I just texted Anthony Meyer and because I was confused about maybe 9th graders. He said no. Um, tutorials 9 through 12. There are there
are somewhat more 9th graders and then it declines a little bit, but it's definitely a 9 through 12. So, I don't know. I mean, I didn't get that information, but >> Okay. >> But when >> Thank you, >> Carolyn. Um um um um thanks Jesse Bub everybody. Um
okay, I'm going all the way back to AdT's student report. Um and this is a pesky little thing, but it's not that pesky and it's not that little and it's perennial. So, I'm just going to say it because she brought it up. I remain
um I wish that in the future we can endeavor um or working with the superintendent to align our homework policy that's in the PSB policy with what appears to have been I
don't know maybe mission creep or misalignment somehow with the homework guidance. Um, and we saw this last week on Eid and we'll see it again on Good Friday where the the guidance is telling
teachers that they can't assign homework over a weekend when there's a Friday category 1 holiday. My understanding of the policy is is not that. And it doesn't make sense logically, right? like Good Friday, you celebrate Good
Friday, you go to mass, and then it's over. Um, and I think with with all of the time that's been missed with snow days, some teachers have to be prepping kids for APs. Um, I think it kind of
limits um teachers a bit when then they can't assign anything that's due on the Monday or have a test on the Monday. So, I would respectfully request that at some point that just kind of gets looked at and see if it can be um aligned.
>> I agree that we can have the superintendent look at it to be aligned, but on your example, Good Friday rolls into Easter, right? So, like I don't know that >> you're right. You're right. So, and so I'll take Eid, which was a Friday
and my understanding of it is great celebration on the Friday. Um, >> but good point. >> And but then right over a weekend, >> so that's not a good example, >> right? But a weekend a weekend homework after just a Friday, right? >> And the way the policy is written is
really weird. It's like a double negative or something, but um >> I think it's a little thing we could could button up at some point. >> So we will have that on the superintendent's agenda. >> Bella, >> I'm sorry. So, on the new business, I
don't know what the attendance piece is. Jesse, >> I'm happy to follow up by sending you the text >> of my request from last week, two weeks ago, which was it had the detail there and I apologize if it's not in there, Bella, but I can send it to you.
>> Okay, no problem. >> And then I had it in my notes and I failed to say it, but we posted the OAF position, so it's been posted. So, we've started >> I will update that table. Thank you. >> Okay. And then um and I did say that OSS
I didn't have an update I could share yet, but I hope to soon. Okay. Thank you. >> Thank you. Seeing no additional new business, we need have no need for an executive session. So, uh we are adjourned. Thank you for watching.