How are we doing with a quorum, Betsy? >> Uh, not yet, Val. We have four, including you. I think uh I thought I heard someone in the hall, but right now it's just four. Mariah said she might not make it at
all. Is that right? Yes, that's right. Okay. >> Oh, and Jesse's here now. So, we do have five. >> Okay. We have six now. We We have six. Is that right, Betsy? Uh, >> yes. We have six, including you, Val. That's right.
>> Okay. So soon as Caroline gets seated Yeah. Recording in progress. >> Good evening and welcome to the January 8th, 2026 regular meeting of the school committee. Happy new year. Um school committee members I think are ringing in
the new year with some illness. So we are a bit depleted for our um open session today. First on our agenda is our consent agenda. uh 1 a past records of December 18th, 2025 and then 1B accounts payable reports for December
19th and December 29th. Uh is there a motion on the consent agenda? >> So moved. >> Jesse moves. Is there a second? >> I second. >> Sarah seconds. Uh Donna, how do you vote? >> Yes. >> Suzanne, >> yes.
>> Sarah, >> yes. >> Carolyn, >> yes. >> Jesse, >> yes. Bob. >> Yes. >> And I also vote yes. Uh, next on our agenda is the superintendent report. >> Great. Thank you. Happy new year
everyone. Um I am excited to to mark the moment that I am six months in >> and um so just sort of slight check-in where I think um most of the summer I was focused on entry getting to know everyone trying to make plans for the
year and um and I I think when I when I entered I was sort of navigating filling the positions of the four corners and I feel like here I am six months in I'm still navigating. Um we are still we I find myself eternally short staffed. Um
but um but I feel very good about um the status of the operations and the support we've received from people on this floor and the floor below. um from our our
town um administrative colleagues, the principles, the senior leadership team, the members of the school committee um and other members of the community, our other town department heads. So I I feel like everyone recognizes that we are
that we are we are short staffed and they offer our their support and um and I I just appreciate that. Um so I just want to assure everyone that that we um we are everything's being managed and
and and we and and in good state in good steed. Um we obviously are very involved with the preparation of the budget. The last update you received um at the last meeting at 6.97% was our then current
projection for FY27. Susan, while she's on leave, um has continued to offer us support on the on the building of the budget. And so I know that next week um at the budget
subcommittee meeting um we'll be presented um some tuitions for the subcommittee to review. These are the tuitions that we've been talking about for some of the specialized programs. And so when that
um so that when that's reviewed and a couple of other things, she will put some more more work on the projection for the FY27 budget. We are optimistic that we'll be able to improve on the number that you
have so far that we will be able to lower it and so and that will be presented public at your meeting on 122. Okay. at the same time. So we so so we're we're continue to make
good progress on that. Um I also just I also wanted to highlight too that we are moving that that we're making progress on our initiatives around program. Um in the fall, the
early fall and late fall, the OSS team with our deputy superintendent of um office of student services, Karen Schmuckler, and also Matt Dubois, senior director, um make presentations on special ed services, but also the
counseling services and support for mental health. And tonight um deputy superintendent Robin Benoy will present on the district curriculum assessment that for for ahead of their visit that will be in March. Um and also next week
she'll provide some other updates about the other other curriculum areas um in the district just sort of to for all of you to just to see where we're where we're at. Um we look forward in uh this spring to say more to you about the work
on the vision of a learner. We look forward also to say more about um plans around AI and also um some of our other curriculum initiatives as we look forward about starting um next curriculum review on science and
technology. So I am grateful for the team that's in place and um and also for the support around the table and again um with the colleagues across the town and town administrator.
So thank you. >> Thank you. Um with 2A Superintendent Wong as the BHS >> Oh, I didn't talk about the news report. Yes. So sorry. Um so you so the NEAS
report so NEAS review is denial comes every 10 years and then once they come visit and they produce a report they come and do check-ins and so I just enclose this um letter for you to review is the it it documents their last
check-in when they came in in October and it was mostly just to let you know that um according to the commission the high school's been making good progress on all the things that they had recommended and then highlighted that there were two
areas that that um needed continued focus but actually one of them is um part of the vision of the learner work and the other is the written curriculum document for all courses and so there were some questions I received about what that one means it's not about
content NEAS does not actually address content they just want to make this is more about formatting. It's about how the um their curriculum across the subject areas um are formatted consistently and so in a way that that
can be shared with the public um so you can follow what's going on at at the high school, but it's not about content. It's more about format. >> Thank you. >> Thank you. Any questions for the superintendent?
Yeah, valid Suzanne. Um, so I just it so it says they voted to award the school continue accreditation. So it's so we have it for the next 10 years. Is that what that means? >> Yes. >> Okay. Yes. >> Great. Congratulations to us. >> They would have told you that before
though, I think. So I I didn't I didn't realize that that was >> well because because they gave some Yes. Yes. >> Few suggestions and they're coming back and so I just but it's they've already granted us accreditation. >> Yes. >> So that's that's just part of the whole process. But
>> they won't do this big formal thing for another 10 years. Is that is that how that works? >> Right. I thought this was it. This is was a a check-in. So your your what marked your tenure is before this. This October visit was
like a some of the interim progress reporting that they do. >> Okay. And so they're letting us know you're making good progress. >> Great. Thank you. >> Any other questions? >> Yes, it's Sarah. Um, so Bella, just to
understand, you know, we're always looking at the budget implications of anything. So when you say that curriculum work still needs to happen and it's just formatting. Um, is that something that we need to think about in terms of I I know not for this next year, not right away. um teacher hours.
What What is it that would bring us up to date in terms of what we need to do there? >> Um actually, I don't know the answer in terms of what's built in the budget to support. I don't know if you do.
>> Sure. Thank you. And I and I shouldn't um dismiss it as just formatting. I mean, it's more they're just not dictating content, but they want to make sure that we have all our sequencing in order, that we've reflected on on the
curriculum as we that it exists, and also that it's um formatted similarly across the subject areas. >> Yeah. So what you know what they're looking for is consistency that it's it's in place that it can be passed from teacher to teacher that you can look at
it and follow the scope and sequence doesn't just live in the you know the minds are in individual places with individual people so it's you know part of the system there is um some money within the budget that was placed within the budget this year to continue some of that work that teachers have begun to
engage in during as departments. So, collectively, people that teach, say, the biology course would be working together to make sure that there's a clear outline for the course and that they're um that that's all in writing, you know, that that we have that and that it's a consistent system of
document >> and and so it is teacher hours as opposed to be department head hours, >> right? Yeah. So, because it really takes everybody like it's not just something that a department leader would do, you know, type up all the courses. It really
is, you know, at its best, it's really kind of thinking collectively through our courses systematically and how they're aligned to standards and how our assessment is aligned to that as well. So really and documenting that. >> Great. Thank you.
Any other questions? Okay, seeing none, uh, we have no public comment today. So Dr. entreprene Don't go far because we are up to number four. Overview of DESIE district curriculum assessment review March 2026. Okay. Um so we can kind of just jump
right into this. So we are we have been chosen we've been chosen for a district review. Um, and that is, I guess, kind of the way to think about it because this is a little bit different than other reviews that may come periodically every so many number of years. Um, and
this is really when you think about the district review, and we'll talk about it compared to other reviews in a minute. It's really thinking about um, it's almost like a 360 is kind of how I think about it in terms of it looks at our system as a whole and it gives us
feedback on our systems, policies, practices according to the six areas of the district standards. So what you know makes a well fun you know a strong well functioning district curriculum and instruction and professional learning are all part of that but so are our
systems around um finance and student supports um and HR and all of those things. So they they'll look at all of that. Um this is conducted under mass general law. Um and it is desi does this for a few
districts per year. It's like a handful of districts and like I said, it's not necessarily one that you can count of like, oh, we had it three years ago, so we're due up. Um, it's also not one that you can opt out of or ask for an extension as we found out. Um, but you
know, so when you're chosen, you do have to go through the review. Um, it is conducted with Desi and their outside and an outside research partner. Um, so we've been working with them as we prepare so as well and they'll be conducting the on-site visits when we get there.
>> Yeah. Um, did have we had one done before and if so, how long ago? >> I don't know that we've had one done before. When I look on the DESIE website, um, the reports because you can all the reports become public and you can read them for other districts. So, that's one of the things if you want to see what a report looks like, um, there
is a link I think when you have this it may be linked for you. you can um there's an FAQ on that site. There's more information about the district review and it you can also go and read those of other districts so you can see how they're structured or what kind of feedback they might be giving. So if
you're interested in in that um as well and so you know it does give us a snapshot of our systems and our practices which is which is actually not a bad thing right like it's an it's an outside look as we're all wayfinding um
as well um within the district um it can invform planning and prioritization and it it's going to give us feedback on both areas of strength areas for growth and some recommendations And so that can be really valuable to us
as a district in kind of highlighting um progress that we're making, celebrating strengths, also being able to focus on some areas that might inform a strategic plan. So as we think forward to the next strategic plan or help us think um
systematically about key places to focus effort and attention on improvement. So next slide. Yeah. So, as I said, this is a little bit different than other um reviews that we might have. So, the integrated
monitoring monitoring review, so which is formerly the tiered focus monitoring um that's really looking about compliance with related to um special education and civil rights. um we haven't typically ha we have not had um
the one in the middle which would be really focused on school level schools that need assistance based on accountability. So we're not our schools are not in that position where they might be needing some support to strengthen instruction. Um and then the district review which is really kind of
gives us it's more of a narrative report that we get. Um and it really does go through each of the um standards. It does. It's really tailored to our district. So, it's just something to think about as we go through. So, it will be tailored to us as a district.
Next slide. Um, this slide just shows the six strands that they'll be looking at and some of the indicators underneath um as they review our documents, as they review our practices and protocols, as they conduct their on-site visit and
meet with and have interviews and focus groups. So, we'll talk about those in a minute. And then they compile that all together as part of our um our eventual report that we'll get to. Next slide. Sorry.
Um one thing is that really understanding those standards or really looking at those areas of focus. It's the foundation of the report that you're going to see. And you know, if you do look at some of the ones from other districts, you'll really see that it does follow those key areas and and
gives a narrative description of what's going on in the district, a snapshot. Um, and we'll always end with um strengths, areas for growth, and then some recommendations. Um, the other thing is to think about is that it's really not a rubric. It's not
like they're, you know, like they're placing you at a place on a rubric like meeting or partially meeting. It's really just kind of thinking narratively about how you're measuring up against those standards. And again, like I said, they're kind of they'll note places where you're doing that where you have strong systems in place where things are
going really well, some places where maybe you could focus some attention and some recommendations for how to go about that or next steps. um they don't report on while they report on the sixth strands in general, they're not going to necessarily report on every single
indicator. They'll really focus on what seems most important to our district at this moment. So, um next slide. So, this is just the general process t timeline. So right now we're really in this place of um document collection. So
that's where um I'm at the moment kind of looking at all of the they give us a a list of documents and evidence that they'd like us to provide and we provide those that we can and if we have parts that are missing that's just something that we don't have at the moment. Um so
really going through and it really is collecting um evidence and documents from all parts of our system. So right now I'm in the in the process of reaching out to principles and coordinators or other you know other departments to ask for certain documents
and where they are so that I can make sure that we upload them. Um our goal is to have our documents you know uploaded um by midFebruary which gives plenty of time to begin looking at them before the um visit.
They'll continue to do a document review after. It's all part of the, you know, the evidence collection process. But we have determined our site visit days. So our site visit days are that last week in March. We don't actually have um we're not in school on Friday, April
2nd. So they'll be doing our our visit most likely within those four days. It's something that um superintendent and Wong and I will talk with our two liaison when we meet in early February whether that's going to be enough time or whether they need to extend into the week after or the week before as they
plan their on-site um part of the process. Um that week in March um is really it's classroom observations and they will observe across all grade levels in in all schools. They're not going to visit every classroom, but a sampling.
Um, and they will hold focus groups and interviews. And we'll talk about what groups they would be looking for. And the school committee would be one of those um, focus groups and, um, a representative sample. Um, after they visit us in April, like I said, they're
still reviewing all of our, you know, what they've seen and what they've heard when they've been here, plus all of the documents that we've provided. um they're really looking at no one single piece of of evidence or documentation both um it's really look
thinking about any any of the the claims that they make at the end about strengths or growth or recommendations are really based on a triangulation of data that they um gather from across. Um so about 3 to six months after the visit we should get our report. We'll have a
findings call as a district. Um, and we will have the opportunity to review anything in the report, correct anything that we don't feel is accurate or ask questions, things like that. Um, and then it will go to publication. So, our report will become public just as other
districts do. Um, and we will know what the timeline is for disseminating our findings, the findings to our community and really think about how we use that information to plan it forward, right? How does it help inform, you know, our, like I said, our strategic plan, how
does it inform where we place our efforts? Um, where we need to call attention or maybe we need to put some resources. Um, one thing to note is when they do classroom observations, this is really important um to note, they use a consistent observation format. All of
their observers are trained. It's a number of observers that come. Um, so they they are um there is consistency in that. No teacher names or classroom names are used. They're really looking at instruction across grade bands. So within the report that we receive and
that becomes public, it's really looking at what does instruction look like K2, what does it look like 35, what does it look like 68 and at the high school. So to they're really looking at kind of consistency of experience for kids and what does that look like across our
district and how does that you know um what they can tell from the number of observations that they do. Um, and so my understanding about the visit is there will be observation days and that so some days they'll be here doing strictly observation and some days will be those
interviews and focus groups. They're not necessarily going on simultaneously. So you're not pulling people out of classrooms at a time when you might also have people observing. We will know what the structure of that that scheduled visit is. And that's part of what Superintendent Wong and I will be
working on with our liaison to make what makes the most sense um for that visit. Um next slide. So this is just a a list of the kinds of documents and these are some of the documents that they're asking for. So as
we think about like these six standards, these are some of some of the documents that that we would be providing them. Um as we you know that are in the pre and then next slide there are also just some preparation documents on the next slide
that are really thinking about helping them plan their visit. So maps of the school schedules, instructional staff, who are the administrators in the district, all of those types of things. Um our curriculum table and inventory. So this is a place
that um they're really looking at um along with some other other evidence of our curriculum where they might be looking at unit plans or things like that. They're looking at the curriculum table in inventory is really around what resources we're using for instruction.
So, for instance, um highlighting, you know, what are we using in math for elementary and middle school? What what resources are we have they been reviewed by curate and ed reports? Um are they supplemental? Are they our core um
instructional resource? Are there places that we have district created materials? And that's just kind of like what are we using? They want to kind of get get a a sense of all the resources that we're using and how we're using them. Um, and that goes K12. And it's really only it's
I shouldn't say only. It's really in the areas of ELA, math, science, and social studies that they're focused on collecting that information about um instructional resources. They will look at our data from DESIE. So any of the, you know, the information, the data that
we get about our district, anything that's available publicly about our district on the Desi site in terms of profile and our MCCAST results and all of those things, they'll be looking at those. Um, and then prior to the visit, there will be district and school leader questionnaires. And so that really helps
them prepare for as they come in and as they're thinking about focus groups. Um, next slide. um interviews and focus groups. They're a semi-structured interview protocol. They are recorded um and they are as I said they will be on different days from
the um observation days. And so there's so many will be um some will be individual interviews, some will be with groups um and there is uh there will be a forum for caregivers. So that will that one will be via Zoom so that you
know parents will have access. Um, so we'll as we get closer, we'll be needing to explain to parents what this is and how they can participate. Um, and you know, so it's really from all parts of our district that they'll be taking
information and focus groups. And then um, last next slide. And so again, this is about the class protocol. So there is a little link there if you want to know more about what that protocol is. is this is the observation protocol that's used um by
all of the observers and just a structure of what those observations are like. They're about 20 minutes in classrooms. And as I said, it's really important to understand that the results are aggregated by grade bands and um and no educator
information is used. It's not looking about like what does instruction look like in Robin's classroom. It's really looking at like what does instruction look like in our elementary classrooms? What does it look like in our middle school classrooms and our high school classrooms? And really, um thinking about the experience for students. Um
next slide. So after the visit, um there are three groups involved, right? So there is AIRIR which is the research group and they're the ones that are doing the site visit and analyzing data. So in yellow you'll see what you know their
responsibility after our our visit will be analyzing that data beginning to draft the report and findings. Desi then also reviews that, edits the report, um, drafts recommendations based on what their findings are and conducts that
findings call. And then our our responsibility after that is to really review that report carefully and note any to make sure it's factually accurate, you know, or places where we have questions. And then the final slide
is really thinking about that last part is really between The responsibility lies with Desi and ourselves as we think as they publish our report. Um and provides the opportunity for optional monitoring and
support if we would like to um or if they if there are recommendations around that. And then um we'll be given some guidance about how to use the result the the report to help guide kind of future work that we do as a district. So, it's
really, as I think about it, it's it's this 360 look. It's an opportunity to get some outside feedback. And it's really, like I said, it's about um thinking about the system, right? Like what are our systems, what are our practices, what are our procedures, what
are our policies, and how do they support student learning and the learning students experience in the end. So, how does it all work together with students at the center? Um I think that's the final slide. We have >> any questions questions for anyone?
>> Superintendent Wong has a >> sir. Um so thank you Robin. I so full confession when we were told we have been picked for this and it is a discretionary selection not all districts get it and some districts may
never get it as opposed to some other reviews where you're on a cyclical cycle every six years or every three years. Um, and we we received notifi I think the notification came to the district late spring.
>> So, prior to my arrival and to to Robin's arrival. And so, I did call and say, "Could we have another year? Could you could we just have another year?" And um and they said, "No." So,
so I give a lot of credit to It's a lot. It's a lot. And for for a team that's new and also for a district that's gone through so much transition, it's actually a lot to ask, it's it's not something that we in the
central the SLT team can do all by ourselves. It really involves um everybody across the district and people are going to be coming into their classrooms. So So I I I just give a lot of credit to Robin and everyone who's
working on it. Um so it it will be helpful. It it's definitely will be helpful to see what what um they will generate in this report. And I still would have liked a year but it's okay. So we're we're doing it. I do I I'm just
going to say too at the outfront that I have some trepidation about um the subjectivity the inherent subjectivity that will be part of this report. do they're not there it's like there's not a rubric
>> um there are these standards and it's interviews and it's going to be narrative so I am interested um and somewhat okay it's you know I think it'll be as good as the team that we get
>> and um so I'm curious what the credentials of the team that will be assigned to us and their experience in schools um But but yeah, here we go. Anyway, so if you have questions,
>> go ahead, Jesse. I'm not seeing the full room right now. Oh, there we go. Jesse, go ahead. >> Yeah. >> Um yeah, to to um to Bella's point, um do we have any um information about what districts who have gone through this have actually benefited, how and what
what was their benefit of going through this process? because it's, you know, given what you said earlier about the understaffing, given what when I read fist through today in terms of how many hours are going to be required sucking away from everybody for this for some period of time um for which we have no
time. Um do districts that have gone through this report uh some very big positive that makes this like worth it for us to participate? >> So this that was part of our initial it's a new it's a fairly new process. I don't think they've gone through it that
many times. >> The oldest reports I could find, sorry to interrupt. The oldest reports that I noted seem to be go back to about 2014. >> So about, you know, a little over 10 years. >> And I don't know if the process has changed during that time, too. I don't
know. So when I looked at a report to see, you know, at reports to see kind of what the structure was, I was looking more at ones that had been done more recently in the last couple of years. >> Right. And then I was just going to add that none of the links in the thing work. That's why I couldn't go to them today while I was looking for them. So maybe there's some
>> Well, there is I will tell you I did try to go to the Desi site earlier. I think it's down for maintenance till about 9:30 tonight or parts of it. >> Um so or but it I don't know if in the PowerPoint if they come out as hot links, but >> yeah, check they didn't they didn't seem to work. >> But I will say that I think there is
some site maintenance going on for Jesse. >> Okay. Thank you. >> Other question? Yeah. So, I I wanted to say that I think that the um unfortunate standing of the timing can be mitigated
if we are sure that we know who we are, right? I hope that as a senior leadership team, you'll be able to have the conversations that you want to have to lead into this process of what your goals are for us so that this doesn't influence us too much and change the way that we would have liked to do things,
you know, to um have in place the way that we would like to see things go. So I think that um with making sure that you don't get underwater by responding to this and do the work you would have done anyway of goal setting I think that
that that can be mitigated. >> And I I just want to add one of the things that was stressed to us in our initial meeting with them is the understanding of context. I think because Superintendent Wong had reached out like they they are going in understanding that as a district most
recently we've been under you know some change and that we entered the year as as you know interim leaders um going you know beginning to go through this process so there is some understanding of that context so I think there's I think there will there's some
acknowledgement of that in the process >> anyone else Sorry. Um Bob, >> thank you. Um >> Bella, did Excuse me. Did they give you any reason for saying no? Is there a reason?
>> No, they just said nope. We picked you and and I don't >> I don't actually think you can opt out. >> Well, I I wasn't asking to opt out. I I was asking could could you just come back next year? >> Um yeah.
>> So they didn't know. I think maybe they have a policy of no that they because otherwise maybe too many people would be asking and that precedent >> but it's pretty unusual what we the leadership transition that we've had.
>> Yeah. >> And I don't know when when did you ask for pay a consideration for a later visit? >> As soon as as soon as I was aware that this was something this summer. So were you still were you still inter?
>> Apparently the notice was given in June and when I started we didn't receive that information in the transition. >> Okay. >> So then the subsequent message was oh you missed the orientation
>> that occurred and so here's this here's the next one. And that's when I knew and I was like wait a minute. So, um, >> duh. >> Well, you don't know me completely, but you know me well enough that I definitely advocated if we could have another year.
>> It was just more um it's okay. We we're we're going to do it. We can do it, right? >> Um >> it there were other things that we had that needed our that need our attention >> in in this year. And so it just means
it's we are just we're splitting our attention. Um and so but it's okay. It we'll see what it has to say. Like I said, I'm a little wondering about the subjectivity of it. Right. >> So we'll see. >> So one more thing. Um
so this this um evaluation or assessment of our system, it doesn't require us to do a lengthy self-reflection as we do in the NEASC report, right? we just have to provide documents and then they observe they observe classrooms they talk with leadership um and then they write a
report up so it's in a it would have been more um challenging if we had to do like an NASC self-reflection on the system but we don't have to do that right >> no but um as I as I indicated the
district actually got notice in the spring and so I'm assuming being that the veteran staff that received that information would have had a better idea about how to prepare >> the the you know the staff and the and
the documentation and the formatting of what it might look like. So by the time we learned that it would so we didn't get that lead time >> right >> that um we could have taken advantage of
more in the summer and um so I appreciate all the staff >> basically absorbing >> that the needs that are required by participating in this this review that um
>> I just want to finally finally I just want to support your concern about the subjectivity of the whole thing. Um, having gone through many N any ASC evaluations over time, some committees were great and some committees were not so great. And the not so great
committees presented a problem. Um, and if they're going to, you know, they're going to be doing classroom observations and your concern about their qualification, others concern about qualification for doing that kind of work, um, is a real concern. I just so hopefully we'll have
a good team and hopefully the system will come out looking pretty good. >> Thank you, >> Suzanne. >> Yeah, a couple of thoughts if you don't mind. Um, so it seems to me it's going to take a considerable amount of work and time with our staff both in
classrooms and out of classrooms. Do they provide any budget at all for substitutes like coverage or any not >> data collection? Well, so I I think that might be some feedback we might want to give at some point. Uh you know that it
is going to take keep some kind of record of roughly about what that's taking from our from our people. Um the uh another comment separate from that but goes back to this concern about who will be doing the observation and the
work the team as Bob said I served for Desi on a college prep uh programs and we were volunteers and in fact I just got noticed the other day asking if I want to participate again. So I don't know if that if and that's Desie. I
don't know if they use the same, you know, uh schedule volunteers that they train. We we're trained, but it's still people who volunteer and I mean they're selected, they're vetted, but you know,
uh there's some concern about who the people might be. So I know that the the research group that does the data collection and does the data review and the observations are all part of a research group. It's not it's a little bit different than NEAS because I've served on many NEAS committees that were
um you you know go and do a visit and it is a volunteer and it does vary. Um I don't know that much about the outside group but it is a it is a research group that does the um >> but some of the desi uh people >> they're not doing the site visit and the observation they they end up with the
report and making recommendations but the research is conducted by someone else. >> Okay. And I'm not opposed to this at all. I do think the timing is unfortunate but it is what it is. And maybe it's good because we're kind of at the point in our time in in where we are that we want to move forward and kind of
take a moment to reflect. >> I'm just curious if it's are they doing that to help us and or to inform DESIE of what districts need. >> That's a good question. >> I think they say it's to help us >> us. Really?
>> Yeah. >> But we're but it but we're going to publish it. Yeah. >> So, I kind of feel like, okay, is it for us or >> Well, I guess my thinking is, you know, if they come to us and they say, you know, we're a high achieving district and they see that and then but they see
where some of our concerns might be or some challenges we have that they might reflect and say, maybe this is something that Desi could provide some help with this or, you know, just, you know, if we're this if it's happening in our district, maybe it's happening in other
districts and maybe Desi could provide something resources of thoughts, data. I don't know. I would I would hope that it's a two-way thing. Um I don't have any control over Jesse, but it's just a thought.
>> Yeah, I just recall that when they began this a bunch of years ago, um it was part of their oversight responsibility. Um that was their articulation of why they were going to do this because it was new and they said, "We're Desi. We're going to make sure that the
districts are doing a good job. We're going to as part of that we're going to do these reviews. Um so they I think they view it as oversight of us. >> I I assume there was a hiatus during the pandemic. So So I think this is
starting a new that's why I mean I didn't think they had been doing doing that many recently. So we'll see how it goes. >> There aren't any more hands. Great. Thank you. >> Um, oh,
>> go ahead, Carolyn. >> Thanks, Val. Um, thanks Robin. This is super clear and I would echo others. I appreciate the time it's going to take and I do hope and think probably in the end even though it's not great timing
maybe it will end up feeling like you've sort of frontloaded work that you were going to do next year or the year after anyway and you'll figure out where things are and what we have and don't have. Anyway, be that as it may. Um,
Jesse said something about links and I did preview your slides but I didn't notice links. Are we able to see other reports online and that's in your slides? >> Yes, it's actually on the Desi website >> like um
>> now >> is it easy to find? >> Yes. >> Google Des. >> Okay. Okay. Okay, >> there's a a page and it will have um one of the sidebar links. >> Okay, >> district report. >> Great. Thanks.
>> Thank you. Um moving on to number five on our agenda, school committee actions, which is discussion and uh possible approval of the superintendent's request to offer one-time early retirement incentives for members of the Brooklyn Educators Union Unit A. Superintendent
Wong. >> Thank you. So I am I am requesting that you approve this request of um an early retirement incentive of 20,000 each to Brooklyn educators unit A. So specifically unit A. Um as we are
building the budget for FY27 we have reviewed our staffing sections um across the schools. We have identified sections to um to reduce. And
when we looked at that um with al together with principles and senior leadership team, we did identify people that would be impacted. Um more often in a situation like this, it will be staff um that are nonPTS
without professional teacher status. Um, so it the contract requires that we we go we go to that staff before we go to PTS staff. Um, sometimes in some of the schools we looked at there were no there
weren't any non-PTS stuff in that school. So sometimes it will be a PTS person who will then um go to have the opportunity to bump into another school and then maybe in that situation um more
likely than not impact a nonPTS staff person. in the conversations with um principles some time to time someone would say, "Oh, there's someone who's been thinking about retiring, but they've been
thinking about it for a few years. I don't know if this is the year or not." And so there was there was that. Um when someone retires and we hire the replacement there is there is usually a savings in
the differential because usually the person retiring is higher in the second lane than the person that we hire to replace them. So the amount um we're suggesting um would allow us some
savings in that differential if if someone retired and between and the person that we would hire. Um but also we were thinking if there are people that are pretty close to wanting to retire
and this would help them sort of make that decision. we might be able to save some of the nonPTS staff that we would like to keep. So, this is the the rationale. Um, it's
just one time. We're not expecting to do this every year. It is um uniquely tailored to the circumstances we were planning the budget for FY27. Um, >> yes,
>> I have a question. Um, has there been any analysis done on what we think the uptake would be and the potential savings? Um,
conservatively it this is probably the most that we could offer to guarantee that there would be some savings. It's um so even when we when someone we can't assume everyone who retires is on the top lane on the
top step. Um so it depends and then when we harder to replace there is a guidance that we ask people to adhere to and sometimes you know it's not a perfect science you you might hire above or
below. So we have a predictor of um an individual case maybe the savings could be 40,000 but on another case maybe there's no savings. So this is sort of a estimate. >> I I think I'll ask it slightly
differently that it Okay. Do you think it's like five people will potentially take this or 40 people will potentially >> Okay. I'm I'm thinking more like fiveish. >> Okay. >> Yeah, that was my question too. That was my question too, V. What we think the
uptick will be and what the impact is going to be anyway. >> Yeah, it's more five to 10. And it's also um as I said there in the conversations of principles there might be specific people that might that might take it and that might help save
someone else's position in that building. >> Got it. Okay. Thank you. Other questions? >> I do have a question. It's Carolyn. >> Yep. Go ahead. >> Uh thanks. Um,
so, so I'm interested in Val's question. So, we I'm just gonna for the sake of argument call it five. So, if five people took this, we'd be spending $100,000,
right? Yes. >> So far so good. And then the thinking is I I I think what Val was asking is like what to we're spending a hundred and saving
on top of that a substantial amount or so is this is it sort of more about a meaningful savings or is it more about >> it will some sort of reason to want to Yeah.
>> So, so the amount is to assure there will be some savings and this this will not close the budget gap. So, it'll be some sort of modest savings but also um it's a benefit because longitudinally it will carry out um you know in the
years forward that you're now carrying someone at a at a lower step salary lane than than than someone who might be at top step. >> Understood. Um, but that's why I described the other part of it is um seeing if maybe we could save some of
the non-PTS stuff. And um and then so retire means like retire not just like I'll leave my position and potentially >> go to another district and then sorry
just related question once someone retires and their benefits start does is That does that come out of the T? Like is is there any financial impact on our budget
when people retire in terms of their or is that like a whole completely separate system of paying retirement benefits? >> So to answer the first part of your question, it it says the incentive
payment would be made in the employees final paycheck conditional on actual retirement. So, yes, we wouldn't want to just pay people to go somewhere else, >> but I'm glad you asked that. Um, >> so when someone retires,
they may or may I think you're talking about the health benefit upon retirement, is that what you're asking? I don't know what the benefits are, but I would I guess there's health and and do people get a um like a pension,
but the pension I guess is not our related to our operating budget. >> So, this is unit A. Yeah. >> So, the teachers pension is not part of our budget nor part of the town's budget. >> Okay. >> If it were a different unit,
>> that's different kind of pension. >> Okay. Okay. But the unit A pension is does not. >> Okay. >> Um some of our members of the unit A will carry a benefit, health insurance benefit upon retirement, but not all. Um
and so that's carried as part of, you know, that OPED liability, the the retirement benefit, but they would do it either in this year or another year. like it would it would happen ultimately but it's not reflected in our budget but
it's still part of a town town expense and if I said before as I have said before we are we're taking all from the same pie >> other questions >> yeah Val >> go ahead Jesse thanks >> yeah just a question so um is there a
scenario where we don't um come out positive We try to pick an we try to pick a number that >> right so five teachers retire and we pay out $100,000. Is there a scenario in which we end up it costs us more to
replace them and so we end up losing money? We we got five people off the payroll, but we ended up spending 140 or 180 or $200,000 as we ripple the people up that were taking that position and finally bring in, you know, a less
expensive FTE, five people, what's the scenario on the other side where potentially it cost the district more money than this payout? In that case, to me, it would seem uh not something to support. So we we um have a guidance of
new hires that's significantly lower than pretty much everybody else who's eligible to retire. So that so it would be if um if we made a hire that matched then we
wouldn't we wouldn't do it. But generally we're we're at mast's I believe step three but I'm not sure if it's step five but it's much lower >> than generally what anyone would retire at. >> We did this every year in terms of uh
seeing who's retiring who's leaving how much they were making and then like you said masters plus three three was the average hiring um salary that we we agreed to. So assuming, let's do quick math. Um, five people leave, they're
making 100,000 bucks each, and we hire five people at 65,000 each. We say 35,000. 35,000 times 5, it's 175,000 bucks that you that covers the 100,000 that you pay them to. So, you know, it's
going to be probably 7,500,000 bucks savings, assuming that's the formula, >> right? And so it's not going to be a big it like as I said it's not going to close close the gap. It's more about
we have an investment in these non-PTS people. We have an investment in them and being part of our future. So it's it's just an idea. Yes. >> Thank you. Others. >> Is there a motion to approve?
I'll move to approve. Is there a second? >> Second. >> Jesse seconds. Um, any further discussion? >> Donna, >> yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Carolyn,
>> yes. >> Jesse, >> yes. >> Bob, >> yes. >> And I vote yes as well. >> Thank you. Thank you. Moving on to uh our subcommittee and liaison reports
curriculum. Is there an update? >> Uh there's no update. We're meeting uh towards the end of January. >> Okay. DEIG Sarah, any update? >> No update. >> Okay. Finance. Um Mariah is not here. Government relations. Yes, we're we're
meeting on Monday to uh kind of finalize the uh priorities for our legislators meeting and we will then bring that to the school committee next in our next uh meeting. >> Thank you. >> The health finance is meeting um next week actually. >> Okay, great. Thanks, Jesse.
>> So, and uh yeah. Yeah. One of the key uh pieces will be a presentation meeting with Charlie Simmons at the building department on an updated request he made that we all got on R&M for FY27 which is a significant increase over over what
was approved by us last year. >> Okay. >> And we're asking for details so that hopefully he'll come with line item level information. >> You said Wednesday at 4. >> Uh yes. Uh next Wednesday at 4. >> Thanks. Five five
>> and sorry quickly on the government relations. Valor, are you going to be able We talked about >> Yeah. No time. No, that's it's during work hours. Sorry. Um >> uh negotiations and policy. Uh Andy's not here. Any additional reports from
ERS? >> I think I think policy is next week as well on Thursday. So there are two I think on the on the agenda. um instructional materials and at first pass through what Mariah has been working on with Susan, which is fiscal policy. And those are both um already in
the meeting packet online because I I checked today with Betsy. >> Okay. And do you have an ERSC report, Jesse, by chance? >> I do actually. Um, I I missed the uh live December 18th one for the same reason that I missed this live meeting,
although I used the 3 hours and 44 minutes of this meeting to uh take me all the way from one place to another driving. So, I got to listen to the entire thing. Um, and then followed it up with that evening with the ERSC meeting that I missed. Um and so the uh
the one piece about the ERC meeting that the the full committee meeting was that there was a member who Sergio Mandiglani who made a proposal that elected officials should sort of refrain from being critically active in the preparation of the final reports uh for
two reasons. One was and I've spoken to him personally about this as well so I'm not speaking out of turn. Um, one was for potential bias by a school committee or select board member in terms of making sure that the suggestions about what we do for the town or the schools
are not somehow slanted by our own personal official perspectives as elected officials. And the second was that if for whatever reason there was no bias but the information that came out in the final report uh from the um expenditure and revenues committee
somehow upset any person and then they sort of said well who are the elected officials that carried this view and somehow used it against elected officials that were on the in the final report. could that be utilized in a negative way against uh the two select board members and the the two or maybe
three val because I know you were on future school committee members >> and so um there was a discussion about it. Um I was initially told there was a vote to keep us sort of far away from it but there was no vote and so um until further notice we're going to continue doing exactly what we're doing which is
you know at least in my case you know full 12cylinder engine forward on on the part that I'm doing. So that's on the on the full committee side. On the on specifically on the town committee which I'm subcommittee which I'm chairing um we met this morning uh or sorry this
afternoon because there was a town quarterly admin meeting this morning and um basically where we are right now is um we've had three threads running within the four of us on the subcommittee in terms of preparing the the uh bless you uh preparing the bones
of a a report that will only deal with the town side. Saddaf Kosmi is dealing with the school side. Um and she'd have to speak for where they are right now. But on the town side, we have sort of a framework that discusses how we got to the fiscal crisis that Brookline is
facing. Um what we think the numbers will be to um help us over the next three years. And then uh third is how to um h how h what are what are some of the um fiscal policies that people need to
have in mind when we're looking towards what could be a substantial um amount and an override. Um the second report has to do with a department by department analysis, something we did between July and September of last year. Um which was to look at all 15 major
departments in the um in the town and to look at what their budgets were, what their FTE counts were, what people do, what it costs, what their needs to have are, and what will we have to live without if we have to begin to reduce um
staff because of not having enough uh budget. what services and programs etc. And so that we're trying to condense down so we have something that's readable for the everyday voter of these 15 departments. So it's everything from the select board um costs um to council
on aging to um uh to planning department to uh public health uh DPW etc. And the third one is a U report that one of our members in the subcommittee is working on on trying to encapsulate the financials things like property taxes,
structural deficits, uh free cash, reserve funds, stabilization funds one by one by one. So that again uh some of the I guess say mythology that is around in the town people talk about things like free cash is free so why can't we spend it? things like that and trying to
just put into very sort of short almost piffy short paragraphs that just hit the target on what each of these things are that people talk about so that it's very clear. And so we're in the middle right as of today's meeting is our plan is to put those into into a single shared
document that will start to now put the meat in there. There's a lot of meat in there already. I shouldn't say it's just the bones of it. Um, I'd say it's about like half done, but we're still going to be putting pieces together in there as we're working very closely with um, Chaz, Melissa, Charlie Young, um, and
Lincoln Heinman from finance um, to try to um, put all the pieces together and that'll happen over the next two or three weeks. >> Thank you, Jesse. Um, futures meets next Wednesday morning at 8 a.m. Um, is there any new business?
>> Just speak. I can't see hands right now. So if you have any. Okay. Hearing none. Um moving to our executive session. I move to meet in executive session pursuant to mass general law chapter 38 21A for the following
purposes. Purpose three to discuss strategy with respect to collective bargaining with the BEu units AB and the paraprofessional unit if an open meeting may have a detrimental effect on the bargaining or litigating position of the committee. And the chair so declares purpose three to discuss strategy with
respect to litigation. Diane Johnson versus public schools of Brooklyn and the town of Brooklyn if an open meeting may have a detrimental effect on the bargaining or litigating position of the committee and the chair. So declares purpose three discuss strategy with with respect to anticipated litigation. An
open meeting may have a detrimental effect on the bargaining or litigating position of the committee and the chair so declares. and purpose 7 to review and approve executive session minutes from the December 4th, 2025 executive session. Is there a second? >> Seconded.
>> Uh Jesse seconds. Um Donna, how do you vote? >> Yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Carolyn, >> yes. >> Jesse, >> yes. >> Bob, >> yes. >> And I also vote yes. Uh we will not be
returning to open session. Thank you all and have a good evening.