We are going to start our meeting. Welcome everybody. Let's do our pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. >> Am I going to need to be taking notes for the >> No, Sharon is just not able to come in person tonight, but she's going to take them from the recording. >> She's going to do it. >> I did for executives.
>> You did, but I forgot to tell you. Thank you, Diana. You You're taking this um secretary position seriously and it's appreciated. >> Name's on the diploma, I have to. >> Okay. Well, we're we are opening our meeting. Everybody knows it's livereamed
by uh Charles Teleia with our thanks to them and it's for our all the community members to access and watch. If you are interested in speaking uh and to us at a meeting, you need to please email Dr.
lang prior to 12:00 p.m. on the date of um the meeting. Uh so you can be scheduled to provide inperson input um under the public participation portions of the agenda. And given that, let's start with a motion to approve the
minutes, please, of the June 16th meeting. >> I move that we approve the minutes of the June 16, 2026 meeting. >> I second. All in favor? I >> I >> I >> All right, we are moving on to our
second uh item and it is always whether we have good news. >> Oh, good news. Well, good news. I mean, we we're here. It's July. We're getting ready for school to start, but um no, there's a lot happening in the district. One of the things I just wanted to let people know is on Tuesdays, I believe
starting at 11:00, I'm going to get the exact time. Um, students that are at our high school extended deer program have been running a lemonade stand and they >> 10 to 11:15. >> 10 to 11:15. I'm glad Susan >> I was supposed to go today and I didn't. >> I I got there and they had to close up a
little bit earlier because the rain started, but they have a lemonade stand at the high school driveway there when you pull in if you can stop by between I think you're right. I think it's 10:00 until 11:15. >> 10 to 11:15. >> Okay. Every day. >> Uh Tuesdays. >> On Tuesdays.
>> On Tuesdays until So, I think next week could possibly be the last one because I think we're ending that program. >> So, I will get the exact dates, but if you could get there for next Tuesday, that would be great. >> Okay. Well, we haven't met for a few weeks now. So, we all got to go in a
wonderful parade called the 4th of July ex except for one person who's sitting here right beside me who did not come in person, >> but we did get the unexcused absence image which was absolutely wonderful. I
personally want to thank uh Dr. Hersh for putting together all the candy, all of the things that we give out. It was excellent. The other thing is for making sure that we had the bus because otherwise a couple of us probably would have died. >> It was very warm that day.
>> Really really appreciate that. And I would like to thank Nancy Soua and Aaron Souza for volunteering to uh safely drive us on that bus. They did an excellent job and they know so many
people in the town of Chumsford. I was just like amazed at how many people knew Nancy and Erin. So really really a super thank you to them [clears throat] for coming with us and I personally had a great time. I don't know about everybody else.
>> Very well attended. It was a very well attended parade given the heat. >> Given the heat it was amazing and I don't know about you but I love to see the faces of those children on the parade route. So thank you to all the parents who brought them. Okay we are not. Anybody else? Any other good news?
All right. Um, new business. We have got there. There's nobody here for public comment, just so everybody knows. Um, for new business, we have the Parker Middle School Committee. How is it going? >> Sure. We got a a couple different things. Been a while since we talked
about that. So, um, to start with, in late June, um, just shortly after our last meeting, we did get official approval from the MSBA to move forward with Parker Middle School grades four to six, new school on the field site that we've seen before. So, we're now what in the schematic design is
>> move into schematic design and formal cost estimating. >> It's getting exciting. >> Basically, over the summer, they're going to really refine the design, come up with numbers of what it's going to cost, um, present to us in the fall. That's >> October. mid October. Um so we'll get a better idea then. Um so that's great
great news that we're officially in the further down the pipeline. Um on the 3rd of July we were able to set up a a table near the booth on the common. Um so thank you Dr. Lang for be able to get us a location near the little train at the uh >> the uh who's who we who we steal the
Rotary Club with us. Um, thank you to assistant superintendent um, Hersh again for supplying the table and the banners and helping set up the models and all that. Um, also Jim Clansancy and Christine Clansancy man the table early and John Souza and Nancy Souza, myself
made it later. It was good feedback from everybody. So that was was nice to, you know, have the opportunity to talk to some people about the project and see what they think. So um, so that was a good good event. And then on the 16th of this month, we had a building committee meeting. Um along with our monthly
invoices, we looked at some possible HVAC options that we're going to look at. Um you know, how kind of energy sources we're going to be using for the building. Um so we're in the middle of that. Um we discussed um outreach strategies and we're kind of have a plan on how to get the word out there about
the project cuz you know, we're going to get pretty soon um have to really sell this to the public. Um and we reviewed this current schedule for the project. Um you know one item in particular that we talked about that we might want to talk about ourselves in the next meeting
is and look at the schedule our hope is that we will be able to go to before the town in like January February for a vote. Um so that's something the select board has to decide on. So as a building committee we kind of took a vote to kind of um support having that that January
February kind of timeline. um cuz that allows us to start our our building projects in good weather and and get things rolling. So, um maybe next meeting we can talk about that a little bit more and maybe have our own vote. So, we'll kind of see we're at that. [clears throat] >> Yeah, we we just on that note, we are going to have a um presentation to the
select board at their August 10th meeting. Um so, what I can do because we should have that by the end of the week if we have what's going to be going to them, I can get a copy and maybe put it in our packet for next week so you can see it. But the the request that was made for the select board consideration because they do need to set a date if
there's going to be a special town meeting and then if there's going to be a townwide ballot that would be a result of the town meeting. Um it really dealt with project schedule and um we're not going to get approval from MSBA until the December board meeting to to move
forward with our schematic design and cost estimate. And um obviously the the quicker um operationally it works better as far as your schedule's concerned and also uh it's less costly if you uh accelerate
the process as opposed to waiting to say the spring regular town meeting and then having um a townwide vote later. If we lose two or three months of waiting for those actions to happen, um it just pushes the whole design schedule off by two or three months and instead of being
able to bid and actually break ground in the late summer, fall of 28, it would push us potentially based on weather to not breaking ground until the spring of 29, which pushes the whole project off by at least a six month to 8month cycle. And you've got all that extra cost
accelerator in there. So, our request for this the building committee is going to request to the select board that we have a special time meeting in January, the second week in January after the holidays, um to basically review and hopefully support the project and then
set a date in February, probably the Tuesday before February break to have a townwide ballot to uh get support to actually fund the project. So then if we get that in February, it gives us a two to three month lead start on getting all the um design documents going and all
the stuff with the MSBA. So we can put something together for next um Tuesday for the school committee. And um if the school committee wanted to take action to support the building committee's recommendation that'll go forward the following week to the select board, we could do that. >> That's what I was going to ask. What what might our role as school committee
members be in that process going forward with the select board other than voting to approve it >> support for that >> to show up for the meeting? Is that recommended? Not [clears throat] recommended. >> You could go. >> You're certainly welcome to go. I think it it would just be a statement I think to just show support for the building
committee's rationale and the thought process behind accelerating the vote and asking the select board for that consideration because the onus does lie with them. We can talk about who would be attending like left field and AI3 the architects would be making the presentation with u the park building
committee members to the select board. If you wanted to be there to show support as well you certainly could. But I think at least if the board took a vote in support of it we could relay that to them and that would be uh sufficient. >> I'm sorry. >> The select board meeting is on Monday the 10th. >> Got it.
>> Okay. So August 10th Monday and c can I just ask a quick question? Um, I was curious about this anyway and I this is the first time I thought of it to ask. Um, who is now the select board representative on the school building committee? >> Pat Wes.
>> Okay. >> It doesn't technically have to be one. >> Oh, okay. >> Um, but Pat Wis is serving um as an ex another person from the select board on the committee. >> Okay. Another thing I wanted to just ask and
and see to make sure that we point this out. I've been hearing some discussion about the cost of this project and its implications for the town and so on. And the total cost is always what people
say. I think it's really important to point out that there's another player in the whole in the whole game here. And that's why we're pushing the schedule and why we want to get this done and it's so important because we have the
state backing this up and they're going to pay what percentage of the whole thing? >> Well, that's what's being worked out now. So, the state will participate and reimburse approximately 52% of all of the eligible costs. There are certainly going to be some ineligible costs, but
you know, and I don't want to come out just say they're going to pay for half, but I mean, they're gonna pay for a significant portion of the project. So, one of the things we will work on between now and October, John Souza, the finance director for the town, will actually run the numbers that say, "Here's the total project cost, but
after you get the grant from the MSBA program, which is a guarantee, then here's what the actual local um contribution or cost is going to be, and then this is what it's actually going to mean for the average taxpayer." So, they will have a whole calculator that'll break down, you know, if your uh current
assessed value is a half a million, this is what it's going to cost. if it's a million. So, they will have all of that done. And between October and January is where we really need to um kind of educate the community on what that um cost is. >> You know, there's also a cost for not doing a project as well because the the
costs in the future years are certainly not going to go down. And when we even just take a look at like what that two or three month um not having the action happen, what that potentially can do or a budget is only going to be exacerbated if you ever waited five to dollars if you look at it. Yeah. Not to mention the
costs of repair, replacing modulars, etc. >> There were two things that kind of came to mind. There's also there's other grants uh for some of the environmental work. It's not MSBA, it's um >> I can't think of the name like rebates. >> Yeah. And so there's other additional grant funding that's out there too
depending on the choices we make. Correct. I do want to say that I I recently um followed an MSBA process through another town. And I think it's really important that we get the calculators right, that we have the communication right, that we are able to speak to the community members often so
they have all the information in the right context because that town they didn't do their calculator right and people were using the wrong number the whole time >> and it actually sunk their project and um they're in a tough spot. So, uh, I just think we got to make sure over the next few months we're really attentive
to that. And if we do have additional grant money, we should talk about it. Anything that helps def defay cost, we should be talking about. And >> this is where gathering residents who want to be on that advocacy committee comes in because we want other residents in town to help spread that word.
>> Yes. Absolutely. Absolutely. >> And there a plan is in the works to get a committee going. Um and I think we should invite that committee um at some point in the future to come and meet with us. I think that that would be a
good idea. I I personally want to say at this time that it's to me the most important thing about this is that we will be able to provide education to all students that we need to provide education to in the future because we
unlike many many communities are not just replacing a dilapidated school or a building that doesn't meet the code requirements or whatever any any longer. we have students who will need space to attend school in. >> Yeah.
>> Uh going it forward. So that's really important to also keep in mind. But that number people have got it wrong and I don't want people to have it wrong because the state is the big player here and they don't do this often. >> Yeah.
>> So that that's really important. >> It's a good update. >> So anything else, Dennis? >> That's it for me. >> Well, thank you. Thank you so much. Thanks, Dr. as well. All right. So, now we get the pleasure of uh reviewing the superintendent's performance. This is
always something we all love this rubric. [laughter] I know that we do as much as I do. Um and this was my first time as um the chair of the committee. So, bringing all the commentary
together, reviewing it, I I met with Dr. line. Um, and I believe we all had the opportunity to do so if we wanted to. Um, right. >> Yep. >> So, in the end, I'm just going to, um, read the general overall assessment in
each area and then give you an opportunity to, um, also make any additional comments you might want to and then we'll take a vote on bringing it um, into our minutes here. So, our revaluation really reflects a
strong positive assessment of Dr. Link's performance during the 2526 evaluation cycle. Across all four performance standards, committee members did consistently recognize uh his effective leadership, sound fiscal stewardship,
um our strategic planning, and a continued commitment to improving educational opportunities for students. The ratings demonstrate broad consensus that performance meets or exceeds the expectations of the role with management and operations receiving unanimous
exemplary ratings from all five evaluators. Overall sum summative yeah summitive ratings included three proficient two exemplary evaluations. Uh as a committee uh we highlighted the superintendent's
leadership of the Parker Middle School project, exemplary financial management, expansion of student opportunities through initiatives such as early college and dual enrollment at CHS, thoughtful implementation of AI planning
and strong relationships with town officials and the broader community. Uh as evaluators, we also acknowledged continuous improvement in communication and stakeholder engagement. Areas identified for continued growth centered
primarily on improving outcomes for historically underserved student groups, strengthening culturally responsive practices, increasing transparency around student support processes, expanding multilingual communication,
and continuing efforts to diversify and support the district workforce. Now, as we go through this, if as you go through the standards, and I don't think I'm going to read every single one of these comments on the standard, and this will be up, and it's in our minutes for
anyone who wants to read through it. We did at the end of each standard, I put in um anything that you recommended as potential improvements going forward. Um so um and it's all there what we were
thinking. However, if you feel in any way that you want to comment on any particular one, um here's your opportunity to do so. Okay. So let you do that. >> Uh I just would like to make a general comment. Uh it's been another really great year. So we've been working
together for a long time, Dr. Lang, and um I really was grateful for the opportunity to rate and to write your review. And um we have another big year coming up and I think you'll make whatever improvements we need and I think we're going to just be um in a really good position this time next
year. So very basic comments, >> Dennis. >> Yeah, you know what I my feeling is this. You know, all you have to do is look around some of the other towns around us who are struggling financially um having a hard time keeping all their staffing um maintaining their programs,
never mind approving their programs. And um I think a big reason why we don't have that challenge is because of Superintendent Lang, Assistant Superintendent Hirs, all those other staff um really providing that leadership to kind of keep our our ship floating in the right direction. So I do uh I do appreciate that and I hope all
the people in do as well. So >> I just want to say I think um Maria, you did great job of of writing it up. I didn't read everyone's individual um evaluation, but um you certainly summed up things. I think we've talked about all year and I think a great thing about
this process is it is transparent and the work we do and the work you do is transparent. So I don't think there's surprises here for anyone and overall um I know I'm happy and I can tell all the rest of us are happy with how things are going here in Chelmsford. So >> Diana, do you
>> um I would just echo what my colleagues have said. I would add I think um that there's definitely areas for growth in our district as in any district, but I think what we see um time and time again
is that we have the right person at the helm to help navigate those continued improvements and growth. >> I I did notice you got your P+es in there kind of always >> PE and I did notice that you did kind of slide those in. I have a hard time with
that. It's, you know, that minus in that plus would be a good thing in this evaluation process. I will just tell you that from uh the chair perspective, which I had never had before and everyone here will have this
opportunity. Um I do appreciate that each member has the trust to send along their personal evaluation. Um I looked at each one and then when I spoke with Dr. We went over each one uh
carefully and um I personally will say that um over the years I have found that you are actually listening even more and more to what's said and um that you are
giving it your 100% attempt uh at making sure we provide um the best education we can and dealing with the big changes in what's happening in our district. [clears throat] >> Um, which I appreciate that you are
doing that and not keeping your eyes close to it in any way. I think we're in a very good position. Um, and this is what this summation basically does say. All right. Glad to have you. >> Thank just a very brief comment. Uh, no,
I very much appreciate your comments and the comments and the feedback from each of the committee members. Um, you know, if I haven't already, I'll follow up with you if there were any questions or things. But I think last year was a successful year overall. Um, I think we made um some good uh good improvement and progress on the strategic plan,
which I think we all have commented on just the process and working with DM Group has kind of kept us in line. I'm very excited about next year, not only finishing year five, but being able to really kind of see where we're at and where we want to go for the next three to five years beyond that. So, I think that work will be really exciting this
coming year. Obviously, the Parker project has taken a lot of our time, but it's an exciting time for the district and the community. We haven't built or really advanced a school project in over 50 years. So, I think this is going to be a very exciting year coming up. But um and I've said this year as well, like
yes, this is an evaluation of me, but I couldn't do like my job or be as um effective as as I am without Linder and the group from central office. and it comes down to the building principles and honestly the teachers and the support staff in the schools that work with the kids each and every day. So I
can help kind of create the conditions that u that hopefully people in the buildings and at central office um can take and thrive upon. But I'm very happy to be the superintendent here. I think we have a great school system. Uh again, I appreciate the feedback and I look forward to uh continuing working next
year which is I think going to be a very big year for us. We just want you to know that um July 4th >> Mhm. >> will always have a parade in Chelmsford. >> Thank you. Thank you. >> No unexcused going forward. That's totally kidding with you.
>> No, listen. I I made 10 in a row. I had 10 good parades in a row. I had an [laughter] an opportunity. >> It's been great. >> I had an opportunity for a vacation [laughter] and it won't happen in the summer in the summer. >> We got quite a bit of attention. Honestly, you not being there was more
of an attention grabber, I think, than if you 100%. People don't care when we go down that street, but the fact that he wasn't there >> was fun. >> The the picture got so much attention. I think you could just I don't >> very happy to have a job. And I love working [laughter] next year.
>> But um being able to keep everybody um in line is important too in the sense and keeping everybody part of your decision- making is important as well. and we recognize that. >> So, um, we need to take, uh, if everybody's okay, we take a vote and
I'll take a motion first. >> I [snorts] make a motion that we approve and officially submit the end of cycle summit of evaluation report of the superintendent for the 2025 2026 school year as presented.
>> I will second. >> This calls for a roll call. Susan >> I. Diana >> I >> John >> I >> Dennis >> I >> and Maria's I thank you. >> Thank you very much. >> We look forward to working with you. All
right. Now we have what we always really look forward to every year during the summer >> is the end of the academic update and it is such an important thing. >> It is. Okay. So I'll I'll get started telling you I do want to say I did note when I was reviewing my slides that you
guys were missing a slide. It's not in your It's not the main packet. It is in this presentation. I will have that packet redone just to get the one slide. It was on um some of the grade level information. So, okay, we'll make sure that's taken care of. So, tonight we're going to be sharing the end of the year
I Ready data for 2526 school year. We'll review how the students performed in reading and mathematics and compare to our results to previous years and state and national norms. Um and we also discuss the progress that students have made in areas that we need to work on
for additional support. So moving forward, I did want to bring um forward that we do talk about our strategic plan which does end at the end of this school year, but each year we do set a goal um so that it's not just oh I hope we made it at the end after five years. Each
year we want to see some progress. So our original goals for this year that we were looking at for uh metrics included 86% of the third graders meeting the standard 7 in in um reading 74% of the third graders meeting the standards in math 61% of the eighth graders meeting
the standards in math as well. Um I'm not I'm just maybe a little bit a little bit bitter as most of you know when you sit in these meetings with me. We just missed it just by a percentage point. However, [clears throat] we still made some very good gains, right? and we will
even though it's a narrow miss we will still continue to move forward with the students. I think one of the hard things and we talk about this all the time is that when you get to exact proficiency levels it's very hard to narrow that in without it either being a range or looking at growth because again these
are human beings that we are educating not putting something in a box and it all has to look perfect. Um, so when we have these percentage points, sometimes it gets a little hard to just be like, we made it to this exact number. If it was more of a range, we'd probably be
hitting our targets a little bit more. Um, but at the end of the day, we're very happy with the progress that we've been making and talking about in our subgroups when we meet as a group. [clears throat] >> So, moving forward, we're going to start off with our mathematics. Um so this first slide shows a comparison of
Chumsford students to students across Massachusetts and the nation that use the I Ready program. Um the colors represent um how many students are performing at or above um when it comes to grade level. So we talk about early on grade level, mid and above grade level. You want to see the students that
are in the green. Um overall Chumsford continues to perform very well compared to the state and national averages. a larger percent of percentage of our students are meeting those expectations while fewer students are performing significantly below. So we're always very happy to see that based on you know
other you know through the nation and [cough] Massachusetts [clears throat] specifically because that's where we currently are we are outperforming those areas which we tend to see on our um standardized testing with MCCAST as well. So looking at this graph, it's just talking about the district performance
over the past three years. You will notice that um we're not comparing students. We're just looking at a snapshot of how students do year-over-year based on the population. So these are not the same students. We're not following a cohort. This is just students as they go through. So overall, the district has remained
fairly consistent, right? So we tend to be right at that level. We haven't gone up too high, down too low. Um there are some small changes from year to year but the distribution of student achievement has stayed relatively stable in the district over the past three years and this is spring to spring. So when you
look at that these next two slides will break down the math data shown by individual grade levels because then what you want to do is you see the overall you want to start drilling down like do we start to see an issue in a grade level? Are we starting to see it um for specific students? And then when you get to the building level, the
building level is looking at their school specifically. The teachers are looking at their students specifically. So this gets drilled down a lot further than what you're seeing right now because this work is the work that's done during those data meetings that you hear about. So again, very stable when
you look at the different grade levels and that when you look this actual this data actually helps the principles, the coordinators and the teachers for to target instructions for the next school year. So those first data meetings that happened at the beginning of the school year are looking at last year's data
because now those students are sitting in front of them. So they need to know how those students are doing. So um this next slide shows those same students from the beginning of the school year to the end of the school year. So this is the entire district that you're looking at right now. So in
math our students started off in the fall with their percentages and then they made some significant gains between be by the end of spring. So that's what you want to see. You want to see that going up, not staying flat or going [snorts] backwards. And then again, if you look at the
spring to spring data that I just showed you, this is now the breakdown of the fall to spring data by grade level. And kudos to K. I mean, I know that those students are coming in with um you know, beginning skills, but wow, they really crushed it in the K level. If you
see that we tend to see even for you'll see this in um definitely in reading like our K1 and two K12 three have very sign significantly higher scores where you start to see that gap widen anywhere is starting in the fourth fifth grade right because that's when the students
that we're really those standards are getting harder and more complex. So kudos to the K123 teachers because they're the ones that do the heavy lift of teaching those kids not only the academics but like the social aspects, how to come to school, how to be a
student. It is a lot of work. It's a heavy lift for those teachers. And then if you start looking in grades five, six, seven, and eight, you'll see their changes. We start to see a significant more of a gap when you get to seventh and eighth grade. But our eighth grade, we've been putting some
very targeted programming in for grades seven and eight. And we these are actually these kids are doing much better than what we've seen in the past couple of years. So we're kind of pleased to see that some of those some of those things that we put into place that the students are actually gaining some success from that. So we will
continue to look at that and add anything else that we need to. Moving on to reading. So we're going to see some of the same things, but now we're going to place this on reading. So this, as we saw with mathematics, this chart compares chumsford students to students across Massachusetts and the
country. And obviously we continue to perform well in reading with a strong percentage of students in those early on and mid and above sections, which is great to see. And then when we look when we look over the spring to spring, so again, not cohort data. This is students that are
just moving through the grade levels each year. Um it shows the achievement across the past three years with the overall district performance remaining very stable and consistent with high percentage of students performing at the green top level where you see the early on and mid and above grade level. So
very good to see that we're still stable. And then when you look at that spring to spring data individually you'll start to see what it looks like by the grade level. And this is what I'm talking about. you start to see the K12 three which is those foundational skills a lot of the you know things you've been
hearing in the news making sure students have that grade four is where that switch over starts to happen so they're not learning to read per se but reading to learn and that's where you'll start to see it you know we need to put some more things in place to make sure those students comprehension skills are fully
developed um although most grade levels remain consistent for year to year you're going to start to see some differences right and this will help us guide our future planning So, um, again, the buildings will look at their specific building data and then the teachers will look at their data with
their coordinators and start to develop what their goals are going to be for the school year and what those lessons will look like based on the pacing guides. So, similar to math here, we look at how students perform at the beginning of the school year to the end of the school year. So, this tells us how much they
grew during the school year. So, you'll see overall for the entire district, we made some good gains. and then what this looks like by grade level and identify and this helps us again identify that future needs as students progress through the grades.
This is what our five six seven8 looks like. We do find with the reading that the students are coming in with higher skills. So you'll see more of students that are in the early on and mid in reading compared to math. So sometimes that that gain is not as big as what
you're seeing in math. However, there's a lot of room for improvement and we want to make sure that we're closing that gap for those students and identifying who they are, which we do. So um this is growth, right? So we're going to start looking at the math growth data first. I Ready does their
growth based on 100% which makes a little bit more sense for most mathematical people, but when you get to MCCAST, it's 50% the percentile. So it's 50 is one year's growth, but for I Ready, one year's growth is 100. So keep that in mind when you're looking at this
data. So it com this chart here compares the students growth across all of our schools. So rather than only looking at achievement, the graph focuses on the growth. So even if you're a student that may be one year behind, we want to see that you're growing, right? It doesn't mean that you're not learning. It just
means that you're growing at a different pace and a different rate compared to your to your peers. So this information helps us identify successful instructional practices and these instructional practices can actually be shared across the school level. So this is what that growth looks like for our
all of our individual schools and you want to be in that upper quadrant where there's high performance and high growth and the majority of our schools are there with them being right on the cusp. And then this is what that growth looks like when we break it down by grade
level. Right? So, we want to see, okay, there's a dip there for grade two. Let's start taking a look at grade two and see if there's something that we need to do to make for adjustments for lessons. I can tell you right off the bat, one of the things like they noticed it and they put it in for professional development with our math specialist is that for
grade two, there was some issues with some of the lessons that they were learning for subtraction, right? So, they made that adjustment and then gave the teachers professional development around it. It may seem like very simple thing to be teaching students subtraction but if it's not done in the correct order and the way that the
students need to do it it does affect everything else that's going on. So I do know that our math coordinator and our math specialists were was targeting grade two because they noticed that there was a a distinct issue going on with grade two and subtraction. Not
saying that's the only thing but that was one of the things that comes out when we look at some of this data. And then overall our students exceeded expected annual growth in mathematic by achieving 112% of their typical annual growth. So that means that they are growing more than one school year. You
do for those students that are a year behind though, you do want to see them have more than one year growth in order to make that catchup and close that academic gap for them. And then since our um strategic plan specifically is looking at um EEL
students and special ed students as well as economically disadvantaged students, I pulled that data out so you could get a look at what's happening for those students. So this chart here specifically looks at our English learners. So overall, our English learners achieved 105% of their expected
annual growth, meaning they exceeded typical growth expectations while continuing to also build their math skills and their English language proficiency. So that's always good to see. >> What is um the yes and the no? >> Okay, so yes, that means they're um EL
there. If it's yes, they're an ELLL student. So overall, that's all the students is the top one. That's all students. But then if you break it down, yes means ELELLL students. So there was 160 ELELLL students. Their growth was 105%. All the
other students was 112% growth. >> Okay. So overall is not overall for ELLL students. That is overall districtwide. >> Correct. >> Got it. Okay. >> This one you might be a little bit more confusing and let me explain. It's just the way our reporting system comes out.
So overall for the district it was 112%. you see yes that is a special ed student right so yes is all specialed students the reason you see no and not reported not reported is the majority of the students no just means that those students may have been reviewed for
special ed or have come off an IEP I have to do a weighted criteria in order to get the exact number for nonsp specialed students I just can't pull it off of I ready as easily as I can right now so just know that that not reported
is not just the regular ed kid kids kids it's a weighted criteria between no and not reported I just didn't do the math out quickly that and put it into the chart. So when you're looking at um our special ed students, while they're making progress during the year, their median growth was below the district
average and this continues to be an area where we have to focus on the instructional improvements and additional support because those students, like I said, one 100 would be great because that's one year growth. They need more than one year growth in order to start to meet the expectations.
So that will continue to obviously be a focus which is part of our strategic plan. And then um I was able to pull the data this year which is great because I already like refined their information because we wanted to see if a student was ELLL and special ed right because
that's important to know if like what is it is it the language barrier or is there you know is it because of a disability. So, uh, the encouraging finding that I had was that students who are both English language learners and receive special education services, um, actually exceeded the annual growth,
demonstrating that their students are learning m like we're working with their multiple needs and they have strong progress this year. So, that was very exciting to see when we kind of compared the two if you're special ed and ELLL. And then last but not least here, we
have economically disadvantaged. Right? So, here's another area we're focusing on. So the students that were economically disadvantaged background continue to make progress as well. Their growth is somewhat lower than the district average but this helps us guide where to provide those additional supports for those students.
[clears throat] And then same but now for for reading. So we're looking at the growth across each of the school levels, right? To see where they are and we're happy that they're in that upper quadrant. So all schools for reading are in that high performing high growth area which is
what you want to see. So their instructional practices are producing some particularly strong student growth for us. And then as we look at the grade levels, you can see the clustering again even of the grade levels they're in that high performance and high growth quadrant. So
districtwide students achieve 129% of their expected annual reading growth. So that's above one year's growth, which is what you want to see. So this is an excellent result for us and it indicates that that on average they're making substantially more reading growth than
they would be in a typical school year. So we're very happy to see those those type of um you know data that comes out and based on what we're putting in place and hoping that those students are really getting the most out of that and that we can still again focus in on
those students that we have to give even more support to. And then again looking at the ELELLL students. So they demonstrated strong growth. They had 114% [clears throat] of their expected annual growth. So that's very that's good to see. We want to see those students English skills. They're becoming proficient because we
don't want that to be a barrier for them. And we're going to keep going on with that reading skills and language development for those students. And then students receiving special ed services achieved 100% of their expected annual growth on reading. So again, great to have it for one year. We want
to see that. you always want to see 100, but you want to see more than that to in order to close that gap. Um, so even though their expected growth sometimes is, you know, could be close to the 100 or even below, we want to make sure that we're putting more supports in place to
boost those to bootleg those kids up. And then com we did for the math, combining the um English learners with special education data. So, they did meet their they exceeded their annual growth, which is helpful and and seeing
that those supports are in place for those students that they're actually exceeding if you're a special ed and ELLL, you're actually going above the one-year growth, which is what we want to see for them as well. And then, um, our economically
disadvantaged students. So, this is students that come from backgrounds um, they've exceeded the expected annual growth. is not the same as the district's um overall growth. However, this helps us to target the information,
help those students, provide more supports for them during the school year. So again, when the teachers get together and they meet and they're setting their targets and even though we're all following the same pacing, sometimes there's like a a slowdown in the pacing and we add more lessons to an
area that we're finding that students that are in front of us, not just in general, need a little bit more support with. And then for information um so I ready just so in case you hear it we want it out there they're going to call it now I
ready in form right so it's only a name change the assessment isn't changing the reports aren't changing the reliability of changing love the data will be fine but they just are now calling it I ready informed because it's to inform how we do things um and this is the company I
didn't come up with this and again everything will stay the same um But just to let that out there just in case kids come home and say, "I'm doing I ready in form?" What is that? You know, did we get a new diagnostic? No, we didn't. It's the same thing. We're just We'll probably just keep calling it I Ready because I don't know if I'm going
to remember the word inform, but just wanted to let everybody know that. So, just concluding some of the highlights takeaway from this year. Our students are, you know, performing well compared to state and national benchmarks. Um, our student growth exceeds the expected annual growth both in math and reading
and with especially strong growth in reading and we're going to celebrate these successes, but the data also is going to help us identify where we have to put additional instructional support as needed for these students particularly in math for some student groups that are receiving some of the
specialized services. Um, and this will again help us come up with our planning for this school year and have those conversations as we continue on with the 26 27 school year. So, I'm open for any questions, comments, >> comment. You know, I like the name
change because people get really hung up on these scores and they're just a piece >> of what we do and we report on them a lot because it's hard data that's easy to report on, but it's certainly not the only way we look at how students are doing. I think knowing that it's there
to inform the staff as they look at where they need to provide more supports, that's a better way for me to look at the the purpose of this as opposed to looking at a score that a student earned, but how we can really use the tools to help look at what we're
doing with instruction. I also think it's so important that people who go back to look at this look at the growth percentages. Think about this. We're talking about taking one year's worth of students and teaching them more than one year's worth of curriculum in that
amount of time. And the numbers are all very high. There's only a few categories where they're not reaching at least 100%. And they're not that low in those categories where we are. I think it's really important that people look at the growth that kids are making at least a
year's worth if not more growth per year even in the categories of students who need more support. I think that I think this is good news. Would we love to have even more students at that you know meeting exceeding grade level?
Sure. Who wouldn't? But I think that that growth number says a lot for what's happening every year and you know certainly within this year. So I like to see this as a positive. >> Mhm.
I have a question and I I might be mixing up which of these we did this at last year, >> but at some point we looked and it may have been with MCCAST scores rather than I ready at cohort growth
where we saw like you know what a certain class of students so like students in the class of 2034 um how their growth measured from one year to the next rather than like what second grade did with multiple cohorts
of students over multiple years. Do you remember what I'm talking about? And >> I remember doing it by cohort. I keep cohort data because that's just what I do. Um but I don't remember doing a presentation. That doesn't mean I didn't. [laughter] Is that right? >> Do you remember? Because the MCCAST like
that's the hard part about these programs that they don't even MCCAST there's no cohort data per se. We would have to pull it and do our own. And but that doesn't mean I didn't do something. >> It's possible it was with MCAST 2 or whatever. >> Yeah, I'll have to go back and look.
>> But it's here. You just have to look. >> Well, you have to Yeah, you have to be like second grade. But I do actually have it by the the class of the class of >> Yeah, I was. So this is a pure curiosity point and if this is going to be 100
hours of work, I am not suggesting it's worth it, but I would be curious to see if there are noticeable differences among different cohorts of students. I know there would be slightly statistically significant differences,
>> but I think one point of curiosity for me now um is the impact for students who for example were in certain grades during peak COVID and things like that.
If we see that there were fluctuations based on, you know, what years they maybe missed part of instruction or were online for. Um, moreover, I just think it is an interesting thing if you see multiple different cohorts that you know
all have drops at different grades. Like that's that means something really different than if it just drops for one year in seventh grade. And we don't know if it's because that particular class really just struggled with that content or whether every year a class in seventh
grade is struggling. You know what I mean? So it would be uh I think it would be interesting data to have if it was relatively easy to pull. I remember previously when we had that data having a really interesting discussion about the implications. I >> I just want to add a comment about that.
I think it absolutely is useful to look at that but we also can't pull out what all the v variables are. you know, the class of 20 29 may have a higher percentage of kids with special needs or a higher percentage of kids who are academically demand pulled out all those
variables. I don't know how helpful. >> I mean, we've had some co I mean, even like as a teacher, like we've had co cohorts like we even talked about this. There was one cohort I remember we talking about it for math that like no to like from from the beginning were
were low like they all they but they they were across the board low right so and just as like teaching students I mean you see you're like oh this is a different class this group you know doesn't have the skills like there's one there was one year I had a group of kids and I was like I don't even think they
need us anymore we should just send them somewhere because they're smarter than us collectively so it that does eb and flow You're right. There's a lot of variables, but let me I can let me >> It would just be interesting to see, you know, are all CLA classes sort of slowly growing each year even though their starting places may have been different.
>> Yep. >> Yep. >> I don't know. >> Thank you. >> One of the things I I didn't realize how widely used I Ready was. I mean, where we do the the benchmarks against the nation, you're talking like nine eight nine million students
>> taking tests even in the state over 140 thou,000 students. So this is a a tool that's being used to test being used all over the place to kind of see where we're at and and we compare ourselves to the state and then you know in the national we're doing pretty well. So >> yeah by comparison
>> the only hard part about like when we get our MCCAST data that also has the writing in there. So you know I read is not a writing assessment right? Reading and writing go together. So um we have to kind of tease out the reading compared to like the writing. MCCAST is so hard to follow. Sometimes the numbers
this means and that means and >> it change and and the English language arts test is changing for this upcoming spring. Here we are. We're not going to have another set of um >> like I don't have I feel like I don't have trend data because something has changed every one to two years. So now
here we go again in in the >> even how they normally. >> This spring is going to be we're getting a new um we've been getting on the webinars and everything. There's a new um MCCAST coming out for ELA. >> Surprise. [laughter] >> Yeah, >> that's [snorts] okay. We That's what we're here for. >> So, it's nice to have something a little
bit more consistent, I guess. >> Right. >> Yeah, >> John. Good. >> No comments. I think it's great work. >> Yep. >> It's a lot of data. It's great work. >> It's a lot. And I do it all the time, so I'm so used to it. So, I trying to think of like how do you put this out there so everybody can get an idea of what's
happening. You got to have to sit with the data. I appreciate the work you must have put in because it does give us the chance to do some some deep thinking and seeing what things look like. >> It to me it's always amazing that these charts and you know this kind of data
really represents a summation of everything that happens for all the days that these kids go to school every single day to learn something and keep on growing. And what's its benefit is to help um continue moving forward and
continuing to for us to strategize so that they learn more and more the mo the more that they can. Right. Um the thing that it that I always kind of is that middle school level. I hate to see the
drop off in the numbers when it gets to that. And I'm wondering if when you go into planning and when we go into the strategic planning and so on, if we can't get an idea of why that's
happening and could it be that it's the comprehension, what is it in the reading? Is that also impacting the math? because then you get more into the problem solving, the ability to read problems, comprehend, do all of that and
things get tougher. >> It does. >> And and I think that students have a harder time every day going in and facing the music when it gets tougher. >> Um, so what can we do to help them
overcome these challenges at that metal level? Um, it's great to see the kids in K because they're such, you know, their mind is there. They're they're open to it. They don't have any [clears throat] kind of restrictions. They just want to
learn. Uh, which is amazing. But then as they grow, something happens. And is it is it the fact that >> boy does it? >> Yeah. [laughter] Does it ever? >> You have no idea what you're talking about. >> Yeah. That's also part of why it happens. It's really amazing. And and I
know that it's a lot of work to get the kids going at the beginning, but I also give a lot of credit to middle school teachers. Um I remember going into and say, "Oh, you're a special breed because honestly to keep their attention going,
keep keep it all in there is very difficult." But I just would hope that we can figure out what is it what can we do with them that will continue that growth momentum during that those levels. Um but overall thank you for the
work and for everything here. This is great. Okay. And uh we don't have to do any motions on that which is lovely. We are moving on to the biggest thickest part of the whole uh night which is the
student handbook. Um and >> that's me. >> Okay, >> I'm on it. >> Linda worked attorney. >> Can you read the whole thing for us? >> I'm going to start page one. >> Yeah, Linda worked with the attorneys on just providing the updates to this. So I will let her work. >> Right. So yes, it's a very large
document. I have it printed out too because I need to be able to see like the the expansion of the attorney. So we do we send our handbooks out every year to our um attorneys to look at. So it's when I say handbooks, we have a prek through 8 handbook and then we have the
CHS addendum. The addendum is just the additional things that happen for high school students. So overall there were some bigger changes this year. It may looked it may have looked like more daunting, but just overall what um what happened was is they were updating some
of the laws and the language and adding some information in there that should be in there um as well just to support some of the people. So for the overall for the student family handbook, the major changes included um changes to the dress code, health and services and medication
updates. So a lot of these are either part of the law or part of the um desi regulations that you'll see. So attendance and registration was um uh where the major changes were. So it's adding the um additional like developmental screener that you would
have saw in there for incoming kindergarten students. We do that but it should be in a handbook, right? Um, school choice information was updated in there as well as attendance language and reference to current statutes that are happening for your health services. We ended up giving the uh the attorneys
added in the um updates for the medication administration to comply with one of the desi regulations which is um CRM 2 I think it's 210 um that's went into effect in December 2025. So a lot of these things that you saw happened
after you approved last year's handbook. So, it's not that we weren't doing them, but the handbooks didn't necessarily reflect it because you approved the handbooks before school starts, but then if a law or regulation changes throughout the school year, we don't keep coming back unless we're asked or we have a desert review and they notice
it. Um, when it came to student rights for non-discrimination, they just updated that discrimination language to reflect the legislative changes and then they incorporated the crown act um which protects regarding race-based um hair discrimination. There was stronger
language around um prohibiting drugs, alcohol, tobacco um as required by the statute. They added references to the complaint re um procedures. And then we're just like again complying to the recent legislative updates and civil rights requirements, discipline and due
process. There was a lot of revision due to it because there was a lot of language just about like this would happen if you did this and this would happen. It just we have to refer to the statute. The statute is a statute. follow the directions if there's a discipline piece in there. So, there was a recommendation to consolidate the due
process procedures and eliminate any of the repetitive language. So, I think with handbooks over years without these statutes being easily accessible or spelling out what you need to do, people started to write down what the rules were. We don't need the rules anymore. Just go to the statute because it's
sitting right in there. Um when it comes to um uh gender identity and student records, we did revise the sections that concern names, pronouns, student records, and privacy. Removed and clarified the languages that can conflict with parental rights or recent
court decisions, particularly regarding name changes for students under 18. It simplified the language requ regarding facilities and student privacy. We added additional language in there for McKini Vento and then language for foster students and military families.
Again, these are all things we're doing. It's just now it's spelled out in the handbooks. Um for special education added required language regarding parent observation and clarified the idea section and 504 references. There was updated language around the the new
restraint um lang laws that are coming out. So that starts I believe it's August 17th. So the new law is sitting in our handbooks right now >> and that CRM also um 60346. >> There was also added recommendations regarding multilingual parent notices
that are required. And then we had the addition of um human sexuality and opt out even though that is part of the regulations that are out there. We just wanted to spell it out in the handbook. Um and then visitor language who can come to the schools. So everybody is
adhering whether you're a high school student or you know a kindergarten student. This is the main handbook and then we end up moving over to the CHS addendum for some of their other pieces and I'll go over their part as well. Um there was just then you saw like the
miscellaneous like a word here, a word there um change and then you know just formatting. So I try to take out a lot of the like if it was like indent and all that. So, I tried to get most of that stuff out of there. And then, don't worry about the formatting of it. I will reformat the whole book. I mean, it
looks horrible right now just because of all the pieces in there, but I'll reformat the whole book and fix the table of contents for everybody. But again, this was reviewed by our attorneys and the recommendations that are in there. This is not just, you know, a few of us sitting in a in a room trying to make some changes. So, I'm
happy to answer any questions that I can. I'll refer back to what the attorney sent me back and um, you know, go from there. Okay. [laughter] >> It's a lot. It is. It's a lot. But >> so I I received it. I'm an attorney. I
go through I go through I like to read through it and I went through it for the changes and everything and I thought it's a good thing we have an additional one week to look at this, right? Don't we? Um and we're not going to have to make the adoption tonight, are we?
>> We usually do, but do are we giving them another week? I I I don't care. It's it's up to you. I mean, you you can approve it tonight if you want to. If we are meeting next Tuesday, I don't think it'll be that cumbersome. If you'd like a week, another week to review it, you certainly can. But we really probably do
need to get it approved by next Tuesday just because we need to get it formatted up on the website. Um, things along those lines. >> Yeah. The only suggestion I would make is that if there is like a like I may not be able to answer the question, I might have to get it back to our attorney. So if the question comes back next week then
>> yeah maybe we would have to ask like contact me and just say I have a question about this because I would have to get it to the if I don't know the answer. >> So what I do is I usually go to areas that I think are really important um that I want to make sure that you that
are there. Um so I did do that. I don't know how does everybody else feel. >> You ready for this tonight? >> I was able to comb through it. >> Okay. I'm okay with it. I'm okay with it. Do it. >> They've had this for a month, too. Like, I was actually very I'm like two weeks ahead. I just want everybody to know
that. They probably just, you know, ruined my life by saying that, but I had this all to them a month in advance. So, the attorneys have been on this for a while, which is helpful. >> Okay. So, the attorneys went through it as well, which is very important for everybody to know. And, uh, we all
looked at the areas that were we wanted to. So, we're ready for a motion then. >> Do you want to do each one individually? We do. >> She only did the main one. She hasn't talked about the CHS. >> Okay. So, we'll do the main one first >> separately if you want. >> Is that okay? >> I was going to say I was on the impression we were just
>> do it all together. >> Yeah, [clears throat] let's just do it together. Right. There wasn't much change there. >> There's no the CHS one, believe it or not. So, >> I barely found anything in that one. Yeah. Yeah. >> Okay. Okay. So, I'll make a motion that we approve the 2026 2027
Chelmsford Public School Student Handbook. Second. >> All in favor? >> I I >> We including the high school one in that too. >> I went to the first one. >> The big changes. >> Let's Let's >> Yeah, let's go over the big changes of
the We did one. >> All right. So, we did the first. Okay. >> Okay. >> Yeah. You didn't talk about the other one, so I didn't make a motion about it. >> Okay. >> Okay. >> Still I >> Okay. You ready? >> But only on the first one, so Correct. You probably should agree to the first
one, >> right? No. Do we have a second? >> I feel >> I already seconded and we already voted. >> We already said we had a second. >> Yeah. >> I'm sorry I missed this. Okay. You made a motion. >> I seconded it. >> Okay. >> Did we vote? >> Yeah. I thought we did.
>> You didn't say I I then >> I Okay, Dennis, are you sure? >> Yeah. I didn't I didn't hear from vote. So, >> and I'll just say another motion about the other one whenever we're ready. >> Okay. >> All right. So, it's an I and we're moving to the addendum. >> Yeah. Okay. So, this one Yes. this was
much easier. Didn't you didn't see the first change until page 24, which was great. Um, so again, there was a revision of the attendance language in there to avoid the conflict with the district language. So that's why you saw a lot of the stuff removed out of the CHS addendum. It's because they had
language in there that was already >> um >> there was already language that was >> in here, right? So we removed a lot of that. They clarified the inconsistencies regarding the attendance requirements and participation in e um extracurricular activities. >> Yeah.
>> Um student health, they talked about the physical examinations and reflected the current uh the current state regulations. Um and then the provisions for a primary care physician due to hardship. Um and then technology, they've added some information like
you'll notice they put smart glasses in there. So things that don't happen necessarily at the other levels happen at the high school level, but they simplified the consequences for unauthorized personal devices used by treating violations under the general school rules rather than creating a
separate disciplinary language for it. And then they um updated the references to um the revised um 603 CRM30 following the changes after the um November election for MCCAST. That was another
big change. So, we we have our our um our competency determination in there, but now we we put language in the handbook to cover us, but now that the there's actual language that's available from the attorneys, they just re it was pretty much the same stuff, but they
just put it in based on what's in the regulation for us, which is great. Um, and then again, even with discipline, there was a lot of removal, including the acts of misconduct, because everything falls under the discipline laws. So it's not like something's different. They didn't have to have all
those, you know, first infraction was this, first and second infraction is this because it's all under the statute. So we have to just follow the statute and everything says please refer back to the family and student handbook. So that they don't have something separate and there's no conflict of like, well this
said this, but this said that because when it gets to the high school level, there's a lot more at stake for some of these students. it also precludes them from playing in sports and also you know activities so and they don't want it on their conduct stuff. So we just made
sure that everybody is just referring to one place which is the statute. Um some of the other things that you might see in there were high school related. So now dual enrollment is actually called um concurrent enrollment. Um so they cleaned up all of that language because
dual enrollment means you took the class at Middle Sex. our students are taking the class at Chelmsford High. Um they also removed all the stuff about drug and alcohol use because that is sitting now in the student the family and student handbook. So they shouldn't have something separate. Again, a lot of it
has to do with the consistency of the language. Um the high school put in they're trying to increase like the attendance piece. This doesn't this doesn't preclude anybody that has like a medical issue or a special ed requirement around um these pride points that they want to put in so that kids
can earn these pride points back. So it entices them to make sure that they're attending because they don't want to see them not be able to go to dances or activities or affects their um school. So that's just like more of a fun thing. It has nothing to do with the legality,
but it's not if a student doesn't get a pride point because they have a medical condition and they have an, you know, a doctor's note, they're not going to lose pride points. So, I talked because I did talk to the high school a little bit about that. I'm like, can you help me out with this? They're like, it's more to like entice them. And I'm like, okay, that's great. So, they're trying an
attendance piece. Um, but then other than that, there was a lot of just changes in their formatting. you know, some grammatical pieces, changing um things like um instead of going to your house office, if you come to school late, you go to the vestibule, right? Like little directional things like that. >> That was all really clear part. I
thought that was good. >> Yep. So, that's more high school making those changes because they review the handbook opposed to the attorney um changes for the laws. >> Okay. [snorts] Anybody questions?
All right. We make a motion. I move that we um approve the Chelmsford High School student handbook addendum for 2026 2027 as presented. >> Second. >> Okay.
Could I have a All in favor? >> I >> I wonderful. All right. We are moving on to our next item on the agenda and we have got the employee handbook. >> I don't have that. I'll [laughter] do I do this one for you. So, um you have a
memo from Diane Carrie, our director of human resources. Um she has gone through the employee handbook for the year and also run it by council and they're really very minimal, not substantive changes uh for this year, just some updates to some links um some amounts
for our um flexible spending accounts and TSAs, but nothing uh significant. So would just recommend approval of the um revised handbook presented for employees. >> Anybody have questions? >> All right.
>> I actually I do have a quick question. Um is I see that there's updates around student and staff safety and it says it's implicated because of the change of
laws around restraint. is do you have any more details about what was changed for staff safety as a result? >> That's the restraint law. >> Where were you saying this? >> Uh if you look at the fourth bullet in the memorandum,
there's a note that there's a link to restraint training and includes updates to the restraint prevention and behavior support module with amended restraint regulations on page 28. >> The mod Yeah. So, there was a restraint um change in the the law. The um all of
our employees go through this like kind of self-paced um new employee handbook kind of sign staff signoffs we call them each year. So there were changes um to the um that support module which are linked from the employee handbook in >> so it's it's a change
>> to the linked module not to our policy cuz I was trying to see what the changes in our policy were and I could not figure that out. Okay. >> No, she's just linking to the restraint training module. >> Got it. >> Yeah. Because the law changed >> so the module has new information. So
there's a link there to make sure people can get to it and know that. >> Correct. >> Right. Okay, they're all here. >> And I see that there's a link to AI guidelines for staff. >> Yes, >> it was it still links to the 2526 document. Is that link going to be
updated with new guidelines? >> Um, yes, cuz those I believe are already updated. I I bet you the naming of it is incorrect, right? Like that's why it's sometimes hard to put like a date on something because if you don't have a because it's the same document that's already been updated. >> Okay. Okay. Um, so we'll just make Same
with some of these other handbooks. You may have seen like a holding place or something. We need to I need to throw some links into it like the new school year. I fixed that one already, but yes, they'll have to make sure they just rename it because that's already been updated. >> Yeah.
>> Bill just came to present that recently. >> Yeah. >> Yeah. >> He just probably named it 2526 and then it's still the same information, but somebody forgot to make it now 2627. >> Yeah. Since this is that is going to be a thing that staff are probably going to be referencing to make sure you know
that is something I thought of like we want to make sure it's the right [laughter] one. >> It's [clears throat] good. I will make sure that's updated. >> Okay. >> Anybody else? Anything? All right. Susan. >> All right. I make a motion that we approve the Chser Public Schools employee handbook um published July
2026. >> Second. >> All in favor? >> I. >> I. Wonderful. All right, we are now at um the personnel report. >> Thank you. Uh Robin put this together
for us. Uh just detailing the personnel transactions for the month of June. Um so this is where you'll start to see um our new hires, the effective date of employment is just the first day of orientation when staff are going to return, which is August 31st. But this just details um the hiring that took
place in June for a bunch of uh new staff in various positions in the district. This is where we process uh some of the resignations and retirements and folks who are leaving with us. They would have an effective date at the end of last year. And then um since then we have a list towards the very bottom uh
just kind of highlighting the retirements that um took place. We obviously plan for them but um those are in there. Uh and then just second to last, we had a couple of teachers and staff members within the district that just switched schools or switch positions. So those are just listed as assignment changes. But um this kind of
closes out last year and then gives you an indication of how hiring is going for this year. At the August meeting, I'll give you an update with regard to any open positions we have and also talk about some of our enrollments just to look at where our current numbers are, where they're sitting for the summer. So we'll do that at the next meeting. Um,
overall I can tell you the hiring is going very well. >> Anecdotally, >> the hiring is going well. >> Yeah, hiring is going well for the year. >> Okay. Any questions? All right. So, we don't usually do a motion for the personnel. >> No, it's just information I'm sharing with you.
>> Okay. And we're at the end of the items. Any liaison reports this time? No. Um I am following what's going on at the select board because the chair gets this privilege and um just a
thought that we do have a new town manager. Um they entered into a contract. >> When does he officially start? >> And you know what? I don't remember. I was trying to remember what the official start date is and I don't remember
hearing it. So um I'm sorry that I don't have that answer. >> Okay. Um, okay. So, I usually follow that. Um, I don't have anything else. Anybody else? All right. So, any new items?
>> Go ahead, you go first. >> You sure? Okay. Um, I have a couple things. Um, first of all, I would love to at some point have a an exploration of the implications of some shifts at
the state level. Um, so specifically around the new guidelines issued for uh long-term around competency determination or what might be considered graduation requirements. um based on the recommendations in the
reimagining reimagining high school report that came out in June. I know that there are still steps along the way for that to be rarified and and sort of guidelines to come from Desi, but I think it would be useful in a meeting
that is publicly viewable for folks to be in the loop. Um, I know that these changes will be taking effect for um when the class of 2020, sorry, in fall of 2027's
9th graders to a point and then the following fall when in 2028 when my son will be entering nth grade. So, he gets to be the guinea pig for the changes. Um, and I was just curious, um, if we could have a conversation about what the
implications are for our schools with some of these new requirements, which I know some of which come with choice, some of which do not. So, it would I think it would be really useful to have that discussion. >> Anybody else? >> I was just going to ask um, you know,
since we met last, I know the budget was finalized. Um, I didn't know how that impacted it. Probably doesn't impact us, but the town. I know the governor is talking about supplemental budget if that has an impact on >> the town. I mean I would hope that you know some of that money would come
towards us. I know if not probably not much of it but >> right I actually haven't heard too much on that but now that I am back I'm happy to follow up on that. I'll also reach out to the new town manager just to uh congratulate him and welcome him. Um I haven't been able to connect with him yet. I'll try to get a start date and
I'll I'll relay that to you but I'll look into the uh the budget. I know there was another um bill or two pending as well, like a a second supplemental budget that the governor had put forward. I haven't heard if that actually um got any traction, but I will um find out for you. >> Okay. >> When you refer to the supplemental
budget, are you referring to Governor Healey's announcement at the well among other things at the mass conference around uh the millionaires tax going to schools? There were two well I thought that there were two different um kind of
announcements from the governor. There was the first one yes there was a little bit reported it was like a real reallocation I guess of the millionaires tax but then there was a second one also that I think came out after the fact. I think that was targeted more specifically to certain districts. I
don't know that we would qualify but I need to kind of find out a little bit more about the two of them. I will research the two of them and um for next Tuesday's packet I'll put something in there just with some high level information about what may have been approved. I think the first piece was approved. The second supplemental I
don't know if it has yet. Um but I will put something in the packet next Tuesday for you and if it has any chumps implications. >> Yeah. And I know our budget is our budget but it's it helped the town overall. Right. If >> if additional funding came in more money comes in for the schools the town. >> Yes. I mean, if we if we had a need and
we needed additional funding, you know, we could go back to the town. Our budget, I think, is pretty stable for next year. If anything, it would just kind of, you know, help be an extra >> um >> kind of offset or cushion for the town, which would certainly help in 28 budgeting when we get there. >> That's what I'm thinking.
>> But I'll get you updates on those two different actions. >> One quick thing, it's not a new item. The grant program is called Massave. >> I've been chewing on that this whole meeting. Massive. That's what the HBAC what we're talking about HVAC we're going to power things like solar >> no new item around it just wanted to say
I remembered it >> this is good John >> watch our next building committee meeting >> I I watched them all I actually I'm wicked nerded out on >> that's what I was calling that the rebate but it's the mass save rebate >> yes thank you >> all right so those are the new items that we have um one thing I I wondering
where we are with K registration and how that's looking for the coming year >> y um as we came in. I think there were some new folks at the desk. This is always interesting to see. It's great. So, just wondering where that is. All
right. Anybody else? We're good. Okay. Get another motion. >> I move that we adjourn. >> Second. >> All in favor? I have a good night everybody. Thank you.