We're on now. >> All right. We want to go. Okay. All right. It being 6:00, call this meeting of cha school committee to order. Can we all please stand for the pledge of >> allegiance to the flag of the United States of America and to the republic for which it
stands, one nation under God, indivisible, with liberty and justice for all. >> We at the door for Richie. >> Thank you. This meeting is being livereamed by Chelsea Teledia and posted the CPS website for interested community members to access and watch. In-person
public participation will be taking place tonight in accordance with the Cher school committee public participation policy. Anyone speaking tonight during the public public input portion of this meeting is notified the superintendent's office desire to speak and been provided with these guidelines. Upon request, written comments received
no later than 12 p.m. on the day of this meeting will also be read and made part of the record during the second public comment session. Welcome to this meeting of the cha school committee. Um, first order of business is to approve our minutes for our meeting on December 16th.
>> I make a motion to approve the minutes of the meeting from December 16th, 2025. >> Susan, >> second. >> Oh, we have >> I was not at that meeting. So, >> Oh, okay. All right. So, we have a motion to second. Um, any corrections? >> Do we have to do roll call because of
Okay. All right. So, we'll have to do a roll call on this. So, John, >> hi. >> Uh, Diana, >> I >> myself I and you weren't here. >> I guess I have to abstain. I was not at the meeting. >> Okay. So, abstation. Okay. So, three. Okay. All right. Next up, we have our Chelford High School representatives.
So, kick off. >> Well, I hope everyone had a good vacation. Um, I I sure did. It was long, but not as long as we wanted to. >> We're happy you're back, too. Don't worry. >> Last weekend, the CHS wrestling team along with the Chumpsford Boosters hosted the Bruce Rich Invitational. This
two-day tournament, high school being on the first day and youth being on the second day was a large success. Raising lots of money for the wrestling team. Thank you to all who volunteered. Looking ahead, January 13th, students have a half day. There's no school on Monday the 19th for Martin Luther King
Day. And there will be midterm exams starting on Wednesday, January 1st, 21st, and going to Friday, January 22, 23rd. Um, and tomorrow on Wednesday, there's a big wrestling meet. Everyone should go. It's the home opener versus
Hooksberry. >> All right. Good luck. >> Uh, it's a continue off. Nothing uh nothing too much going on, but the week before break, members of the Chumsford High School National English Honor Society volunteered to read uh at South Elementary School.
And to start off the new year with new students of the month, um, students receiving this recognition were Jade Boyer, Aaron Mamola from Emerson House, Lucy Franklord and Ashcap Pandy from from Hawthorne House, and Jackson
Scholinsky and Ann Mag from Whittier House. And to wrap it up, the se the last day of the semester ends on Friday, January 23rd. Great. Anybody else have any good news to share? >> Well, happy new year everybody. We're back and um I have more of an
announcement. And Diana, sorry if I uh steal your thunder. I may have already might be something that Selfro asked you to talk about, but um our at that half day, our elementary schools have worked together with their PTOs to bring in a speaker. His name is um Sam, you may have heard of him before. His name is
Sam Drezen. He wrote the book Wonder, but he works as works with the changing perspectives and they're providing professional development for our staff during the day, but he'll also be here that evening for families at Center Elementary School between 7 and 8 in their cafeteria. So, we're recommending
if you would like to go, please fill out the form and please attend. It's a very good um he has a very good message for students with disabilities and people that may have some um physical deformities and it's something I think you would really enjoy. It's geared more for like elementary or middle school
age, but all are welcome to join. >> Great. All right. Anybody else have any good news they want to share? >> I do think Linda stole my thunder. [laughter] Thank you for sharing, Linda. Sorry. >> I just have one quick thing.
>> I also would like to say uh for good news that uh the kids are back in school. That's all. >> As a parent, I'm sure >> that's a parent. That was a parental comment right there. >> 49 Parkerville Road. You guys [laughter] >> Okay. Um we're now to our first public input session. I believe we have one
speaker that is registered to speak. So, if you want to come up, you can sit right here in the front. Yeah. And just for the record, just name and address and Hi everyone. I hope you had a great vacation. Great to see you guys. I didn't get to see you today. So, they're
in both are in my class. [laughter] You're very lucky. >> Did you skip class today? >> No, no, just on the schedule. I [laughter] would never. Yeah, they were. >> She's got Yeah, they love AP history. [laughter] >> Look at them. >> They're like, crap, I see her again
tonight. I'm kidding. Just so uh everyone knows, my name is Katie Sullivan. I am the president of the CFT local 3569 and I'm also a social studies teacher at Chumsford High School. Um my address for tonight's purposes are 200 Richardson
Road, Chsford, Mass. Uh so I hope everyone had a great vacation and new year. As you know, Dr. Lang reached out to me in regards to next year's calendar and I spent a great deal of time weighing the options and speaking to
staff members. I'm asking perhaps even advising that the committee follow the language in the contract in regards to the start of the school year even though Labor Day is late this year as in September 7th. My concerns about starting earlier is that it could cause
a financial burden for our members. Staff members may live in a community who will not be starting as early as the week of August 24th, 2026. This would mean an added expense for daycare. We could see the end of the 2026 2027
school year to be in late June. And yes, this could cause us staff to pay for additional daycare as well. But at least they have a year and a half to plan for that possibility. [snorts] If we start earlier this coming August, they only have seven months to plan. Being seven
month months out may seem like plenty of time, but keep in mind that camp registrations for day camps have already started for the summer. Also, many staff may have already committed to vacation plans because they're following the contract and
vacation rentals. Changing the start of school now could cause a loss of money to those staff members with ear with starting earlier in August. We are not receiving any financial gain. I try to work out a bonus. >> He didn't take me up on it. [laughter]
Didn't get it. So with starting ear earlier in August, we're not receiving any financial gain, which could help staff pay for the expense of daycare for the week or weeks depending on where that school that staff member lives because there are still communities that start after Labor Day.
It also wouldn't we don't have any way to help those staff members who have already put down a non-refundable deposit for a vacation rental. Changing of the start of school could also have a negative impact on the Chsford families who have also financially committed to a vacation rental for the week of August
24th, 2026. I'm also concerned about new hires if we start earlier. They would have their two required days to what I call assimilate to the district the week of August 17th. Our first payday is scheduled for Friday, September 4th. I double checked
that. That is correct. New teachers will technically be prepping and working three weeks before receiving their first paycheck. The district's new hires may have had to leave a previous job in the summer in order to start teaching and prepping at CPS and that could have a
negative financial impact on them. New teachers may have possib possibly have the burden of student loans and other life expenses and starting earlier could prevent them from working and earning the necessary money that's needed to live in the state of Massachusetts or southern New Hampshire. [snorts] I
understand another concern the committee may have is the primary election which is scheduled for Tuesday, September 1st, 2026, I'm sorry. I'm asking that we move forward with that Tuesday being a regular school day in the district. I would like to remind the committee that
the state of Massachusetts is not a swing state. I also do not believe that the school district should be disrupted with the start of school due to one school only being impacted. To help alleviate concerns about the primary election, perhaps an extra off police
officer or detail could be provided at McCarthy while school is in session to help navigate the entrance to the polling location. I [snorts] understand that another concern the committee may have is that next year's weather conditions could cause school to be called off which
could extend the school year into late June. As we know, Dr. Lang is very cautious in calling days off. [laughter] >> Gentlemen, will you agree? >> We know >> that is a discussion for another time, right? We can get into that later. But
this is just a reminder that whenever we get out of school in June, the schools are hot. It doesn't matter. The classrooms are unbearable. From the 1st of June on, our heating and cooling systems in the schools, I don't know if you guys realize this, are not great.
>> Oh, no. We know. >> I think we've been to that discussion. Yeah, >> we've had that. >> Uh for years, a band-aid has been placed on a bleeding artery in regards to those systems, but hopefully be worked out with the new building. Right. The schools will be hot, if not hotter, in
the middle of August and they could be at the end of June. I'm suggesting that the committee bring to the negotiating table in 2028 language to address the situation when Labor Day is late in September. That way, the CFT may provide counter
language and have their membership vote on any contractual changes that are hashed out. The CFT supports the language in the contract and asks that the teacher's first day back be Monday, August 31st. Students kindergarten through 9th grade, their first day is
Tuesday, September 1st. All students in the district attend school Wednesday and Thursday. Friday, September 4th, there's no school for the district, which allows for a 4-day weekend, and we will resume school on Tuesday, September 8th. Starting the Monday before Labor Day
weekend is the traditional schedule since it was negotiated by the district in the CFT. Any changes to the start of the school year should be negotiated during the next round of bargaining. >> Thank you very much. >> Thank you. >> Thank you, Katie. >> Thank you for looking into that.
>> All right, I believe that was it for public comment. So, we're on to new business. [cough] >> Thank you. We're going to jump right to um one of our first presentations of the night is our Parker Middle School. So, I welcome uh Principal Josh Black up to the uh table with some I see some
students and some staff, but I'll let Josh um do the introductions once everyone is settled. The only thing I would ask is that when people try uh speaking, just try to move the mic in front of you so that you can speak right in front of the mic. And we're [clears throat] very excited to hear a little bit about what's happening at Parker this year. So, I will turn it over to you.
>> All right. I'm excited to be here and I have [clears throat] some great um a great team with me. Uh my name is Josh Flag. the principal of Parker Middle School, the proud principal of Parker Middle School, and we're having a really good year, and uh I have some great people alongside me. So, I I want to
just kind of go over a few things. Our agenda today is to go over our school improvement plan, talk about a new program that we've initiated uh through our DS committee uh called the tier 2 morning intervention interventions and we're going to be hearing some reflections on the connections we're
making um some of the improvements we're making in the school through our student ambassadors and then we'll be hearing from our instructional leaders as well. Um, our student ambassadors, we have Indira Singham, we have Mattie Kowalik. Hi, >> we have Jeffrey Long, and we have Kyle
Bean. All right, so we're going to jump right into this. [snorts] Uh, the Parker School improvement plan. Um, the achievement goal is, uh, during this year, uh, Parker students will exceed 100% median to typical growth on the I
Ready spring 2026 math diagnostic. That's our goal and we are actively monitoring I Ready student usage and benchmark data. Student progress in areas of need are targeted with tier 2 interventions and supports. We've also instituted a windb block which was instituted to create additional time for
this tier 2 implementation throughout the school. Uh some of these targeted interventions there's three different areas that we're targeting. There's the academic um which is we're targeting reading, writing, and math goals for those for behavioral.
There's minor classroom infractions like task avoidance, calling out or coming or coming to class unprepared. And then there's social emotional interventions as well um to target growth mindset, self-management, social awareness um and
emotional regulation. So those are those are the different areas that are these interventions are being implemented. Um these targeted interventions are developed by the classroom teachers and implemented during class regular class time during windblock or at the outset or the close of class depending on upon
the intervention. The what I need block uh is that we added it last year. It's a 25m minute block. Um and that is just what it says. It's what that specific student needs at that particular time. Some of some of
what goes on during that time is at a targeted intervention in small groups. Um there's makeup work being done. There's enrichment and there's basically whatever the student needs at that moment. And uh Mattie Kallik is going to talk a little bit about her experience and her um impressions of what I need
based on her experience and her inner peers. >> Quick question. Maddie, what grade are you in? >> I'm in sixth. Okay. >> All these guys are in sixth grade. >> Okay. >> So they're all veterans. In my class, we use wood block is very important to us because we use it for extra work and
work that we missed when we were um absent. And then sometimes we use it for like um when we're need to make up a test or we need to make the tests grade better. And we also sometimes use it for group projects when we don't have enough
time in class. And if sometimes when my class doesn't have anything to do at that time, I have some people reading and playing games on their Chromebooks when we're allowed to from our teacher. And I like that um all my teachers that
I have are very available during that time to like help us with anything in our class. >> Excellent. Thank you, Maddie. That's that's our what I need block. And it really depends on upon um that specific
student at that particular moment in time. But a lot of these uh tier 2 interventions that I just talked about, that's one area uh period of of time during the day where they are freed up to pull a small group together to work on a specific skill that they might be
experience a deficit in to to try to bring, you know, to see that growth. And that's our goal there. If anything, I wish we had a a little more time to have a couple more wind blocks uh during the week because it's not enough time. There's never enough time, right? Um [snorts] the interventions that we do
implement we as you know uh the district has um has bought Panorama for for our students and it's a wonderful platform because it it it it basically houses all the student data whether it's um their attendance whether it's their social
emotional health through their RCAL surveys obviously their grades their standardized testing all in one place which is a wonderful thing but not only that we can put our interventions. We can upload the data that we that the teachers um keep track of on that on
that on that particular intervention. And that is really helpful not only for that particular year, but when they go on to seventh grade or they go on to eighth grade, oh, we can see this student had had intervention on executive functioning. And oftentimes that's not a surprise to a teacher when
like, oh, that makes sense because this kid struggles a little bit with organization, that kind of thing. but it shows what's been done and some of the progress that's been made. So that platform uh Panorama is a is a is a great tool that we really utilize tremendously. Um any kid who's brought
up uh for SST uh to see if they maybe you know if we want to push them forward for testing for um special education, we ask that they [clears throat] you know we ask to see what kind of intervention they've already tried prior to pushing them forward for testing. Um, so having
those and those are all stored on on Panorama as well. So it's it's a really valuable tool for teachers to see what's been tried as well on in multiple different facets. Um, our second school improvement goal is a social emotional learning goal. Parker will ensure that students have
strong relationships with staff and their peers so students feel welcomed and included and safe in school. Uh we have implemented a schoolwide block that meets at the same time on Wednesdays every week. Um every staff member is assigned a small group of 10 to 12
students to deliver the second step social emotional curriculum. The smaller groups and utilization of all staff creates a more inclusive and safe environment where all students feel uh safe and seen and heard. Um this is the second year that we've um embraced this.
Everything stops Wednesday morning at the beginning of the day and we all have every staff member has about 10 kids. Uh so it's it's a great way to create a safe space where you know great topics are are explored and the kids can provide their insight insight into it.
So we've embraced um on top of that one of one of the things that we really are trying to value and push is connections between staff and students. uh students and students and staff and students. And we do that
through a variety of things like clubs and activities. Um for instance, student council, best buddies, inter murals, drama club, just to name a few. We have grade level socials. We're having one next Friday, our first one for our fifth graders. Um service projects like be the change, which we just finished over the
month of December. Um we're going to have a talent show showboat at the end of the year or in the spring. We are Parker, our year- end celebration that we just instituted last year is another just celebration of everything Parker and who we are. Um, and just really trying to develop connection because
Parker is the first time when all four elementary entry schools come together. A lot of the kids don't know each other, right? Because they come from, you know, 25% of of the of the town. So, um, it's incumbent upon us to try to give them opportunities to forge new
relationships. And I think it we we will see because this is just, you know, the third year. I think it's really going to pay off as they navigate McCarthy and then even the high school because they're not meeting people when they get there. They've already, you know, been exposed to all these people. So, um, the
other things that we have is, you know, we develop relationships with students and teachers in and out of the class. And Jeffrey and, uh, Kyle are going to talk a little bit about their impressions and reflections on making connections with not only their peers, but with staff. Who wants to speak first? >> Kyle.
>> Kyle. >> Yeah, [snorts] we negotiated that. >> We did. >> Um the teach um I know I've made a lot of connections with teachers and so is Jeffrey, I think. Hopefully. Um
they just want to help you outside of your academic goals. And I think lots of the activities you get to see some of the teachers
a lot more and get to know them better. So you have a p at least one person in the building you can go to. You >> want to talk about your your activities that you're involved? >> Oh yeah. Um I do best buddies and inter
murals. Um very different. So, Best Buddies is just on having an inclusive community and meeting other people who you might not get to see a lot because they're in other classrooms. And inter murals is where you get to
like meet a lot of people who have a lot of energy like myself. [laughter] just fun to meet more people like
myself. >> Jeffrey, your reflections. >> Um, so basically a few clubs and activities that I did last year. So last year I did student council and drama. So I met a lot of people at student council including Kyle and
half of us are now friends. And in a few of these clubs, like in drama, I made a bunch of friends with sixth graders that I hadn't known before when I was in fifth grade. And I also think that we make friends when we're on like the
bus cuz when I was on the bus last year, I really didn't know anybody on my bus except my neighbor. But on the first day of school, I sat next to my someone that I never met. But then like we just started talking and instantly we became
friends. So, I feel like sometimes it's not just clubs and activities. Sometimes it always has to do with school, but sometimes it's like not part of actual school. >> Yeah, >> that makes sense. >> Yeah.
>> Awesome. Yeah, that and you know, I think they Kyle pointed it out, but our goal is for every, you know, for every student to be able to point to at least one adult in the building as well that they could go to if they need something. And um that's our ultimate goal and part of that with theCCL groups bring you
know having every single staff member meet them and then also with this um morning interventions that you're going to hear about in a little bit. It's just another effort to try to help especially kids who might struggle a little bit socially or struggle making connections. We're we're doing more to try to kind of
bridge that gap. Um so and I think I think we're making progress. Um but thanks guys. >> [clears throat] >> Um the last thing that this group's going to talk about is a little bit is the these four guys were part of our uh visioning sessions. They came to the high school on a couple different um
Wednesdays, I think it was, but it was good three-hour sessions, but >> I think it was Tuesday. >> Tuesdays. Thank you, Matt. I knew Matty was going to connect correct me. Um but there were there were long sessions and I was frankly a little bit worried about the endurance of the kids to be able to handle that and how they would be able
to deal with hearing discussions from architects from Dr. Lang from Dr. Hirs u from parents and these guys stepped right up and had their voices heard and some of the things they talked about um was just learning. It was interesting
for them to to hear what the teachers because there were a lot of teachers there as well. what they felt was really important in in building a new school and what that looks like and what that um feels like and what kind of community we want to uh grow in that new space. Um
participating the in discussions in creating that we talked a lot about our core values and the vision for the future of learning and what that physical space can do to enhance that. Um, viewing pictures and layouts of new school buildings was super exciting for
not only me but these guys to see what it could be. And it is difficult going back to Parker sometimes after seeing some of these palaces. Um, not that there's anything wrong with Parker, but it's a little dated at the at the moment. Um, so yeah. So, um, that's something that we're we're talking about
and Indira and Maddie are going to talk a little bit about their impressions of that experience and I think it's unique to Parker, right? So, >> so I attended those sessions and I felt like it was a very great experience cuz I've never met so many teachers in one
room cuz sometimes um not everyone comes like all my peers. Um but it's like weird to talk in front of everyone cuz I don't know who they are. And also we learned about the core purpose of education and what we should actually prioritize for student grow growth and
success other than just the building. We did talk about what we want, what as students, what we actually like and also as teachers, parents and etc. And there was a lot of staff and we were imagining
the future of Parker Middle School's physical space, discussing what features and resources and overall atmosphere would be best support both teachers work and the students learning experiences as Mr. Black said. And I would also like
to thank Mr. Black for this opportunity to come here and also go to the visioning sessions with my peers. It was a really great experience since I've never been to something like that. And it's really educational cuz I don't know what a school actually needs. Like
there's so much that I've actually learned when I went to those sessions. That's >> I don't have anything to say. really good. >> Maddie Maddie was there for for um moral support. But you really liked one of the slides you saw. >> I did. I really like the slide.
>> It was a huge slide in one of the the new buildings that she thought was pretty awesome. >> If I could jump. >> No, it was like in the middle of the stairs and the kids could just go down it go to the class and I thought that was really fun. >> Oh, an actual slide, not like a poweroint slide. Slide
>> actual slide. >> One of the like round ones, the enclosure ones. And I really liked it, too. >> Why not? I really liked it. I mean, we're [laughter] all sixth graders, but slide to slide. >> Yeah. >> And just to add, I I was lucky enough to have both Maddie and Indira, some of the
groups I was in, and so you would think that students be a little intimidated and not really. They were they were great. They were very free with their opinions and perspectives, which is what we want to hear. Um, so it was I unfortunately I didn't see you guys there, but um I I did, you know, have opportunity to work with all of them. They they were great information that we
got out of those. >> Truly, these guys are ambassadors for Parker clearly. I mean, I I find them very impressive and they're um you know, the kind of kids we want to produce out of Parker. So, I'm proud of these guys. All right. All right, guys. You guys can
head back and I'm going to introduce um Jennifer Clark and Megan Cologne and Kristen Lions. Can I ask you a quick club question before you go on since the club things >> I I had heard >> that like as a new fifth grader to the school, you don't even know who your
friends are going to be yet and what clubs they might be in and then it's time to sign up for clubs and you haven't done it and then that's it for the rest of the year. Is that true? Do you ever get an opportunity to join a club mid year when you realize it was something you wished you had done and hadn't? >> Of course. Yeah. There's there's no cut
off date. We we always welcome. In fact, especially kids who are having trouble making connections, we, you know, seek them out through their their counselor or through their peers to, hey, why what are you involved in? What do you really like? Why don't you come and join? Try it out. See if you like it. No, we we
want the more kids we have there, the better. And I was there after school today and between the over 100 drama kids there for rehearsal and then inter murals going on and 16 other different clubs, it was the place was hopping. All right, I will pass that information on. The opportunity is still there.
>> It is still there for sure. >> So, >> before you move on, I I'm sorry. Uh I just wanted to say um thank you to the students who presented. I know a couple of you personally. Sorry I can't be there. Um, and I just wanted to add that
I think it's such a unique opportunity right now um, for students to have been involved in something like a new school design project. And um, I [snorts] just really um, want to applaud the the district administrators and the um,
school building committee um, for really prioritizing [snorts] including student voices in the design process. Um, these four kids are obviously really exceptional and contribute a lot of really wonderful ideas, but I also think
no matter which kid it is that is participating, there's something incredibly beneficial about this kind of once in a-lifetime opportunity um to be part of something like that. It's um it's a it's a wonderful learning experience and I and I hope as the work
and the design work continues um that we continue to lean into that opportunity to give more kids a chance to to weigh in their thoughts and perspectives. >> So Josh, right now what would you say is the percentage of students at Parker who
do participate and take advantage of these extracurricular wonderful activities? That's a good question. I I don't have a total for you, but I would say >> we'll just get >> probably over half. >> That's that's phenomenal. >> Probably, you know, probably over 400
kids. >> So, one of the things I had understood is that last year you actually had plays with two casts because you had so many people that wanted to participate and that's absolutely phenomenal. >> Oh, yeah. But even beyond that, if you
have other clubs and other [clears throat] opportunities, it's great. I think that the future of education is way beyond academics and, uh, the social emotional component of life is prominent and that's what makes
us human. Um, so, um, I'm so glad to hear this. um as part of that when they transition over to McCarthy um what's the preparation that's going on a little bit if you could talk about
that to get them over there um in in the social emotional preparation. >> So there's a it's a pretty multifaceted right I mean we for one they they go the sixth graders will go over and actually visit and and meet with Dr. Parks and Mr. Cohen. They'll get a tour. they'll
they'll hear from some student leaders over there. Um, our counselors um take notes on all kids who have had some issues or had some difficulty. They share their notes with the counselors over there. Um, even just heads up like,
"Hey, look out for this kid. They might have lost a parent." Just little things like that or >> very things specific to that student. Um, >> they're talked about. >> Yeah. >> So, it's not just panorama. It's more than that. >> Oh, for sure. >> Also involves the >> There's a lot of meetings that go on.
I'll als I'll I'll also meet with uh Dr. Mark Mark Susan and I will meet with Dr. Parks and and Mr. Cohen and go over that just like I do when I go to the elementary schools. I'll go to all four elementary schools and talk to them specifically separate from the
counselors and and and social workers because we want to we want to know what's what's coming in and and you know we want to be really purposeful in our our planning and scheduling and make sure that we set kids up for success as best we can with as much information as we have at our disposal.
>> That's great. >> Thank you. >> Yeah. >> All right. >> Almost set. >> All right. Great. >> All right. Um so the last part of our presentation we're going to talk with our deis instructional leadership leadership team. Deis is um diversity
accessibility inclusion and support. Um it's kind of the new MTSS and DEI committees kind of melded into one. Um and it's basically the goal is to work to ensure that all students are supported academically, emotionally, and behaviorally while providing an
inclusive learning environment. and and and these three amazing professionals to my left are great advocates for this. They're our coaches or instructional leaders and they really helped um set set the agenda with myself and Mark um with that goal in mind. Um and this year
we we we talked about inter um instituting a a a tier 2 morning intervention. So I talked already talked about our tier 2 interventions, but this is like the start of the day. The kids get dropped off of the bus at 8:05. Um,
our first academic class starts at 8:25. So, we have 20 minutes and we targeted those 20 minutes with teachers who don't have home room. And I'm not going to steal the thunder because they're going to talk about it, but it was to try to make to to we saw a need in helping kids
with very specific um areas and now and we've started enacting it. It's pretty exciting. So, I'm going to turn it over to them so they can talk about it because they're they are the experts on it. Who's starting? >> I'll start. >> Hi, I'm Megan Cologne. I am a sixth grade math science teacher and I've also
been on the days committee for three years now. This is my third year working with Josh on the committee. Um, before I get into this slide, I do want to say we've worked on the second step lesson. So, I've been part of that planning as well. um also including like making new
lessons where we saw areas of added need. Um we also have focused a lot on the windb block and making sure teachers are using panorama to implement um interventions and we use that time to pull students for academic need mostly
but not always. Um sometimes we pull them for other needs such as organ organizational skills. Um but throughout the year last year we really focused um on MTSS or days sorry um to kind of look at like where is there still need even
though we have this wind block um that is giving some added intervention for our tier 2 interventions and we talked a lot last year about the need of kids coming in. Sometimes kids um just want to talk to you. Sometimes kids um are just trying to build friendships. Um and
then we see a need of where kids are just really disregulated or unorganized when they come in and we found that there might be a need to kind of get them ready for the school day um before school actually started and that's kind of why we started this program. Um so it
says we all recognize the need of students to be regulated in order to learn. Uh each student has a unique set of circumstances and they aren't always able to come to school ready. Um the Parker School staff and the day's committee coordinated morning tier 2 intervention group supports for students
with uh different needs. Um and we kind of sorry I'm a little nervous [laughter] [gasps] to start their day in a positive way while supporting their academic, social, and overall growth and success. We also don't have tier 2 interventionists anymore for math and um
ELA. Um, so that also kind of made us start thinking like how can we as teachers really kind of hone in on those areas of supports that we used to have that we no longer have. Um, and that's why we decided to start this morning tier 2 intervention. Um, and this is a
volunteer basis for teachers. Um, teachers have chosen to volunteer to be part of this. Um, the main objective is to support those students that come to school kind of just not quite ready for the day. maybe they're really tired, hungry, um or they have things on their mind that
they might just want to like talk about with someone. Um and again, and some of the kids just need some added social interaction. Um so it's to support those different needs. And then the secondary objective is to increase student engagement um in the classroom and to
also have us help support teachers with the classroom management. Um, so if we have kids, maybe getting some extra activity or something, then they might be a little bit more relaxed to start. Um, but a few of the other ladies will talk about that a little bit more.
>> All right, I'm going to take it from here. >> Introduce yourself. >> I'm Kristen Lions and I teach health at Parker and I go to CHIPS and do a little bit of fizzed. And Megan, I'm nervous, too. [laughter] Um the we chose four different groups to um offer to teachers to recommend
students for and this was after a lot of different conversations about what students might need and what we might be able to do um to provide them for before school like Josh said for those 20 minutes what can we do to help some kids. So, the groups are uh what they
sound like. There's the breakfast club, and it's a chance for students to go in, have some um conversation with a staff member and a few peers and just get their day started on the right foot and a relaxed setting, some social time. And you could imagine there are a variety of
students who could benefit from an experience like that. Not just like one type of student, several would benefit from something like the Be Breakfast Club. Um the let's move one is for some kiddos that could get the wiggles out before school. Um school starts pretty
early, so um being able to get a workout in or get the wiggles out on their own doesn't always happen. So giving them a chance to do something constructive in the gym um with other peers and supervision will hopefully help them
feel more ready to start their day uh maybe a little more focused or engaged. And then mindful moments really does focus on um mindfulness and also growth mindset. So um helping students have that quiet space, maybe doing some
mindful coloring or breathing exercises or um just some positive thinking before the day starts. And again, you could see different students fitting into um different groups or even a couple. Um and then the last one is the
organization station. And um this one is helpful for students who might need some extra time with some support from a staff member to could be organized um binders or folders or their backpacks like exploding. Uh so that's kind of how
it started off and um it it kind of transitioned into organizing assignments um checking X2, what might we be missing, who can we talk to about u making up an assignment or when can we work on it if it's not finished and turn it in. So that one as well as all of
them are kind of evolving since it's new. you know, we had a vision for what would do for each group and then as you get the students, you kind of tailor it towards what they need and um sometimes it's what you expect and other times you're doing a little more adjusting
than you might have thought. Um but they're really different opportunities for uh students and it's a nice opportunity to hit on our our student populations in different ways. Um and just how does it work? um cuz
it's like great, we have this time and all these kids get to do these things. Um but it's a little bit different than that. It is staff recommended. So there's a spreadsheet um where staff members can go in what and they know that those are the four groups that are available and they just think of like
the their highest need students, a couple maybe that they have that could really benefit from those. not just do they'd like to do mindfulness or like they'd love to go to the gym, but like which ones really need to be doing the organization or the um the movement. So,
they recommend first and then um we review the suggested students and try to break them down into groups that make sense. So maybe um by grade if we're doing organization like these teachers work together so we could clump them together or by need um the breakfast
club maybe that some students had different needs what they might need to talk about or share in the morning so we could split it up that way. Um it kind of depends on which group it is. Um and then we share the information pertaining to the groups with the home room teachers because it's hard to remember
to go somewhere in the morning. So, we really need the home room teachers on board so that when those kids arrive at 8:05 can be like remember today's your day to go to the organization place and they also um communicate home so families know that their child is having this opportunity. Um most of the time
they are really excited about it and they're happy for them to participate. So that's been really positive as well. Um and yeah, we usually do Tuesday Thursdays so they're having a chance two days a week to go for 20 minutes. Um
there was one Monday Thursday group I think because of a teacher thing. Um but we're starting with the two days a week to see how effective it is and um see how it goes from there. Um and then we do collect data. So we just gave out some forms to staff members who recommended the students. Um and the
staff members were able to share, you know, based on that student going two days a week, was there um some progress in their organization or their engagement in class? um and some notes as to um their feedback on what they specifically noticed as if it helped or
somewhat helped or if they didn't notice any changes at all. >> So that's kind of if you wanted [clears throat] to just chime in with anything else. >> No, you're doing great. >> Hi, I'm Jennifer Clark. Um I teach um math and science fifth grade at Parker.
Um so the right now we have 56 students um that are participating in these morning interventions. Um so this is our first we just finished our first six weeks. So to have 56 students right off the bat was pretty exciting. Um and we have 11 staff members that are
volunteering to run these groups each morning. Um and they've all signed up again. So that's exciting. [laughter] Um so as far as the data tracking um we initially just wanted to get the groups
up and running. Um so now we are at beyond the six week mark. So we had teachers and group facilitators tracking um the attendance to see which kids were going um which kids were giving a little push back on going. Uh most of them were excited to go and we you know took care of the attendance in that way. Um
following the six week intervention um the teachers the home room teachers filled out forms um whether they felt it was effective or not. A lot of the teachers did recommend the students for the next round of six week intervention um because it was they did see some growth and progress there. Um and also
it kind of helps to us to see their engagement if that's increased in the classroom their behavior might increase um in a positive way. Uh the group facilitators uh the volunteers are also providing feedback um positive uh feedback and negative if somebody's
struggling within the group if there might be a group that would be a better fit for them. So we've elic um solicited feedback from them as well. Um, [clears throat] we did collect this data from the staff members where it's currently being put into Panorama and we felt that that was important um because
next year's teachers uh and beyond can know that this student really did well by having this outlet and this support to, you know, meet their needs. Um, so it it's helpful uh for current teachers and teachers moving forward. Um, and
like I said, we're currently preparing for our second round, which will start the week of January 19th. Um, we've had to make some tweaks along the way, um, because it was a new program, and we got a lot of positive feedback from, um, staff and students. So, we've, uh, made
some necessary changes. Um, but we're really looking forward to round two and the success of our students. >> It was so cute. I had we I had four kids in my morning intervention group for the organization and we got in first it's
hard to get everybody there on time and no to go on Tuesdays and Thursdays and then they started coming regularly. We were in a good group and then we said okay it's over. We're going to take a break and we're going to start again soon maybe and of course the Tuesday first Tuesday back they're coming down and I'm like oh they're ready for
organization now we have we have a [clears throat] break. So we had to have them go back and say maybe next time. I think this also helps build relationships like Josh was saying where there are teachers who want to see more students. Maybe they just have a different type of job in the building and they don't see as many kids as some of the home room teachers or the
specialists. So, um it gives them an opportunity to meet other teachers in the building who other students might connect with which would they would otherwise not even get to know. Um so it does bring our community together a little bit more allowing other teachers to participate in different avenues that they may have not done or been able to
do before. So, um, it's been really great. Some of the teachers are already like, I love my group. I want to do it again. So, >> and I would just say it [laughter] truly is a targeted intervention, right? I mean, there's we 830 kids at Parker. There's 56 involved. So, it's very, you
know, the the referrals are very mindful and it's it's designed to to help a kid who's might be struggling in a particular area to help them, you know, gain some confidence and earn, you know, build some skills and gain some success. So, >> that's where we're at. So, questions?
>> No questions, but I say bravo on that. Um I was a first grade teacher and um wow I think of the beginning of the school day and how many kids could benefit even down at that level from someone to just help them get the day started because a lot of kids come in
with one or the other the reason the organization station alone just the kids who come in and they're still kind of a mess and they need someone to help me figure out >> let's do this this this. So, I say bravo. It's wonderful and I'd love to see this model that you work on it more
and maybe there's a way even to bring it to other grade levels cuz it's very much needed. So, thank you for >> coming up with this. >> I I want to make a comment about the volunteers. So, the volunteer part this you just reach out to the staff and you
say who wants to volunteer to do this? Is that how this works? >> Yeah. >> Yeah. We did put a uh we explained we presented to the staff what the groups were and what it would entail and then we shared a Google form where yeah they could just sign up they could say which
group they um would prefer to do or they could check as many as they were willing to do so we could slide them in um as needed any other preferences but yeah that was all >> so it's not in the job description it's not part of what your role is supposed to be throughout the day so I just want
to say thank you tremendously ly because what you're doing adds so much value uh and helps students so much and their families to make sure that they can achieve and do well and um kudos to you
all. I mean, seriously, >> when we started it, when we even introduced it, the idea, we the the four of us were like, "This may never get off the ground." Because if we didn't get people to step forward, it never would have come too. And you can't force somebody, hey, this is a great idea. Do it.
>> Um, and >> honestly, we had too many volunteers. It says a lot about our staff and how willing they are to work so hard for the kids. So, >> it says a tremendous amount about the staff and about wanting to really do well for the students. So,
>> yeah. And I'll say, sorry, I didn't mean to cut you off. I will say like this was teacherdirected like because the conversations had happened last year through the days committee. Um, this was something that teachers actually wanted to see happen. So, I think when it came to volunteering, more teachers were
willing to volunteer because they saw that it was an area of need. So, um, it was directed by the teachers and then the teachers are continuing to choose to volunteer, which is wonderful. >> Yeah. And and I think in a world where people choose to do the minimum >> and you're not choosing that choice, I
truly commend you and thank you. >> John, you have something? >> Yeah. Um, two things. First of all, were they fifth graders that were up here? >> Sixth grade. >> They were sixth grade. Okay. They were geniuses. So, in [clears throat] sixth grade, I knew what day they served tater tots, never mind like the education purpose for a school. So, good for
bringing those kids. They're really uh good work over there. And the second thing is I noticed you had four different stations. And this is purely scientific. Pure science. Have you ever considered like a coffee station for the kids? [laughter] It's a joke. >> That would be no. Only for the teachers. Only for the teachers. Yeah, we get you guys a teacher.
>> No, thank you for the work. It's really great work and I like to be a little bit light about it, but you guys are really doing great stuff and kids like to feel included and being close to your teachers is not always easy for kids. So, it gives them kind of a different window. So, I like it. >> Great. Diana, do you have anything?
Um, just really quickly just saying that I loved hearing that this was a teacher generated idea. Um, I love hearing that there's opportunities for educator leadership that translate into something that is doing such great work with kids. Um, so yeah, thank you and keep up the good work.
>> Great. Right. Well, thank you all. Thank you very much to the students as well. Um, presentation. Thank you. >> Take care of those Moses kids that won the last one. >> Thank you [laughter] students and families as well for supporting them. You don't have to say that. That's right. >> No, he really is. >> I know. I said the best.
>> I know. [snorts] >> All right. Give him a sec. >> I just maybe just in case the doors get loud when they open and close. Okay. >> Have a good rest of the night. Take care. Have a good night.
>> Oh gosh. We don't know these people. >> What's that? >> We don't know these people. >> No. We're [laughter] going to get to know them very well. >> Thank you everyone. >> Hi. >> You guys again. >> Yep. Okay. Um our second item on the agenda, you guys are number three, but we have one quick uh agenda item before
you. Um this was just a continuation of the Oh, you can stay where you are. You're fine. The um the school calendar for uh 26 27. We had put this on the agenda at the last meeting and then had had some dialogue and I appreciate Katie um you know kind of taking a look at the
calendar as you know next year's Labor Day just starts incredibly late and um so we had a little bit of dialogue about you know should we consider moving it up the week I get the um you know staff implications and things like that and uh so it it just made sense to adhere to the contract which is fine. Um I had
given you uh basically um three options as I saw them that comply with the contract at the last meeting. Um, the first one is just to keep the traditional schedule that we've been running for about the last seven or eight years, which has us go back to school on Tuesday. I'm sorry. Teachers
would return back on Monday the 31st. Um, students would come back on Tuesday the 1st. Uh, grades um 1 to nine. Then our high school um kids come in on Wednesday, Thursday, and we take a 4-day weekend, the Friday, and then the u that Monday. That's what we've typically been
running. Um that's my recommendation. That was the recommendation of um Katie when she was up speaking. That's when we were talking about. Then there were two alternatives with the um because I know there was a concern or questions raised about the primary voting day at
McCarthy. So, another option was to have the teachers basically come back on Tuesday the 1st, have the kids come back um 1 through nine on Wednesday the 2nd. Um some kids come back on the 3, and then keep that 4-day um weekend. My big
concern about that is again continuity. Um we're not going to have great attendance for high school kids that only come in, I'm sorry, high school kids that only come in uh one day before the long break. And um I think that could just be troublesome for uh scheduling. Third option would be um
teachers come back on Tuesday the 1st um and then we go Tuesday, Wednesday, Thursday. So to get the traditional three days in like we typically do um we wouldn't take that Friday off as a holiday. It's technically not a holiday. Monday's the holiday, but we've just been you know a little bit of routine about doing that long extra long weekend
before Labor Day. Um so those are the three options that are kind of before you for dis consideration and discussion. Um those all comply with the uh with the contract. Again one is just keeping the main contract and then the other two are iterations. So I think at this point you guys just have to talk
about and decide. >> All right we'll start. Diana do you have any thoughts? >> Uh I have a lot of thoughts but I I don't have any that have resolved into a anything solid. I I would be happy to
hear what my fellow committee members think. Um I definitely appreciate that, you know, under deeper consideration going back the prior week not make sense to the staff and I want to honor that. Of course, um among the three options that
remain, I don't love any of them. Um, to be honest, um, I I do continue to have some, maybe this is a little bit of a my kids starting at McCarthy next year bias, but I am a little concerned still about returning on election day. Um, on
the other hand, I can see the the drawbacks of the other two calendars. So, um, I'd love to hear what my colleagues think. >> Okay. Anybody else? Susan. Yeah. So, I understand the concerns coming
from the town side about starting students on the election day, but I think the burden really becomes on the school, not the town, because I work at those elections. There's a heavy police
presence at the entrances. The kids are going to be safe. I am sure of that that that we don't have to worry about that being an issue because we haven't had an issue any other days. The burden's really on the school how they're going to deal with the fact that it's the first day of school and they really
don't want students having a lot of traffic down that hallway back by the gym in the cafeteria. But that's a school-based issue and if the school feels confident that they can deal with that well on the first day of school, I am not objecting to that being the first
day of school. I don't think calendars um two or three make sense. Um because you're right, you can't just have one day of school and then four days off. And I think because tradition has had it, we for the very reasons that
Katie mentioned, you can't suddenly take that Friday away from people who have long planned their summers, including that kind of long day weekend. I wouldn't take that away from people at this point. So I would support out of these um number one.
>> Number one. >> Okay. I just in order to vote for number one, the assurance I want to have is that there is not going to be a huge traffic problem, parking and congestion and so
on when the buses pick up and drop off. How are we handling that? I mean, we have elections. We have primary. We have town elections during the regular school year. The anomaly here is just happens to be the first day, but you know, they're they're used
to working with that. >> It's not an issue in the morning with the drop off because it's not like all the buses are coming at the exact same time to drop the kids off. There are a lot of buses, but they're all they're dropping off there and then they're going on to Parker and they're doing their routes. So, it's not like you have
a whole parking lot full of buses. They do a drop and they keep moving. So, um, you know, there's about a 20 minute, uh, 25 minute window where you do have buses coming in dropping off kids, but then they progress on to the next school. Um, in the afternoons is when they do a little bit more of the staging because
obviously they do the high school run and then they come over to McCarthy and they line up to be able to get all the kids on the buses at McCarthy and then it's it's like a convoy that kind of leaves the parking lot. It's kind it's interesting to watch quite honestly, but all 29 buses kind of leave. Uh, but
there is about um I'd say 15 to 20 minutes of buses coming in from all around the town, lining up, putting the kids on, and then they leave McCarthy and they head out to um uh to Parker. I think the um the [clears throat] timing
of that is probably the most optimal in the middle of the day. And again, I'm thinking just from history and voters, people are going to come vote like before they go to work for the day. Um it's going to get busier in the afternoon when people get out of work, you know, four o'clock through like 7 o'clock or 8 o'clock whenever the polls
are open. Um there's not a mad rush of people coming to vote at 2 o'clock in the afternoon. Like that's that's not like the prime kind of voting time. So I think it can be managed and they have managed it previously. It just means you have to have a little extra staff um outside to help and police as well with
the uh facilitation of the traffic. >> So I've got the bus issue part. How about the parent part, the pickup by the cars? What happens there in that parking lot? >> Yeah, the parents do the same. I mean, um, right now the parents are doing their staging in the back parking lot, right?
>> Kind of near the field, right? >> So, the parents that do the drop off and pick off, they come in. >> Um, they wait, the kids get in their car, and then they leave. The only thing that we have to do, but we do this now, is basically we do hold the cars while the buses leave because we want the buses to all leave at the same time to
go to Parker. So the policeman actually just stops the um individual cars from going. The buses all leave. It takes about two minutes. The buses all leave and then the parents leave afterwards. >> So is there going to be more additional parking spots available because of the
update that's happened there? >> There's additional parking. Yeah. Uh in the front of the building. So there's additional parking >> about the area where the tennis courts were and stuff. What's happening there now? Is there more parking there? >> No. There's basketball, there's street hockey, and there's um
>> tennis or pickle ball, but they just utilize the existing parking that's in the back already. >> The extra parking was added right in the front of the school. They cut into the island, and they added about 50 spots. >> Yeah. >> So, um there are spots there. >> This This is where I vote. And I know >> Mhm.
>> Uh that I've had several situ There was nothing. and and I've also dropped off and picked up my girls for many years uh at McCarthy and I always found that it you know there were a lot of people picking up and dropping off in addition to the buses
>> I think this is a regional election this isn't national so it's not going to be as packed right this April >> this is no this is in September this is the primary state >> primary it's a state primary primary so this won't be >> this is the primary this is >> it's not going to be like the November one >> no not like a federal primary It'll be
it'll be a lower key one, but >> also um >> okay, if you think you can manage that, >> it's not going to be there might be a little bit more traffic because more parents might choose to pick up on the first day than normally would throughout
the year, >> but I am not aware of that ever having been a problem on voting day itself. Who would park in the very very front? Would staff park there, leaving the sides for voters more open?
>> The staff typically park, if you're looking at McCarthy, the staff typically park in the left um out like along the whole line there. The voters typically park up near the cafeteria and then the voters typically u park out near the tennis courts. >> No, not anymore because more precincts
are on the other side now. More prec. >> They do park over there. But those are kind of the two voting spots. Yeah. Um there's nothing stopping staff or um voters from parking in the front spots if they wanted to. Um and those are pretty open during the day. Um I mean if anything that's going to be helpful to
add some parking spots, but the voters typically if they're coming in the small gym, they usually do park over near the tennis courts, but as you indicated, the bulk of them do go on the left side of the building out near the calf. >> Yeah. >> So that's where they park. So, the biggest issue is just making sure that parents, especially parents of
um seventh graders who don't know yet, have clear direction about what they're supposed to do if they are when they are picking up on that first day. And if that's made clear to people, >> they're dropping off in the picking up. >> Yeah. I mean, it's the first time they're doing it. So, they'll need clear direction on how that process works. But
as long as they're given clear direction and help to see where that line goes, it should be okay. >> Yeah. I mean there are always a lot of people out there the first couple weeks of school that there is going to be a half an hour in the middle of the day like that 2 to 2:30 where there is going
to be activity voters will be coming. Yeah. >> Um but you're also going to have buses and things like that. But um again, I don't think two to 2:30 is going to be like the peak voting um time of the day. No. And I do think it's going to be very uh very major. >> It's early morning, lunch break, and
then after schools have all gotten out. That's when it tends to be not so much during time is going to be the the bigger piece. But the buses will be gone by then. >> Yeah. >> I think Susan brought up a good point though. You know, it's it's a school problem. Have we talked to the principal
uh over there and the administrators over there? Are they comfortable with starting >> Yeah. >> school that first day with having the the election down there? Anything else? >> Yes. I mean, they've made accommodations for this during the course of the year. I think they're going to implement their regular routine. I think they do a lot
of um you know, meet and greets on that first day anyway. You know, there's a lot of like tours of the schools and things like that, but they'll be um conscious of it, but the staff do want to come back and just have a traditional schedule. Um, and not only McCarthy, because McCarthy is the one that's impacted by this, but the other seven
schools in the district also, I think, want to just have their regular routine and get the regular year started the way we do. I would I would have more of a concern if this was an elementary school because those first couple of days, a lot of parents do come to do the pictures and stuff like that. There's not quite as many pictures of the middle
school kids. Um so the the parents aren't like lingering around quite as much in the parking lots but um the school's prepared for this >> and again we'll have extra staff on hand. We will >> okay so from what I'm hearing it seems like we're leaning towards option one.
So I'll take a motion to approve calendar option one if >> I move that we approve option one. >> Second. >> Second. Okay. Any further discussion on this? Any other thoughts on this? I will do roll call. Diana,
>> hi >> Susan. >> Hi, >> John. >> Hi, >> Maria. >> Nice. >> Dennis, I order one. >> Great. >> Okay. >> Um, now we're on to Parker. Thank you, Katie. >> Have a good night.
>> Um, so we have several items on the agenda this evening related to um, Parker Middle School. and we have our um colleagues from left field and AI3, our architects um here tonight for some updates. Um I know prior to the break uh I'd sent out to each of the committee
members a link to the um the draft education program that we've been working to refine over the last um couple of months. I really have to credit Linda for pulling it all together and um getting that document ready for the committee. Um in the packet was kind of the cleaned up version uh of the of
the ED plan. And again, the purpose of this ED plan is really to document the existing conditions of the building, like what's currently happening curriculum-wise, and begin to talk about like our aspirations that would go into the new um school facility. I will say, and we've talked internally about this,
it is a little clunky because at the present time, you know, we're actually writing for like three different scenarios. So there's the current grade 56, but then we also have to talk about if we went with a 456 and we have another option with the 5678. So it's
not like a clean smooth read as you go through it. But as over the next two or three months as options fall off then the document itself will then be kind of cut down and revised so that by May when we do the preferred submission with the actual project that we want to move forward with that will be just a very
comprehensive document supporting um our current program and then our aspirations for the new building. So this is still a little bit of a document that's in um in progress. We're not going to see a lot added to it, but we're going to see it streamlined to really hone in on the
project that we want to advance ultimately with the MSBA. So, one of the things we'd like to do tonight is talk a little bit about um that. And again, we have AI3 and left field here if there's any questions. Um oh, and I'm sorry, you guys actually have a they have a presentation to walk us through. So, [laughter]
I'll stop talking and we'll let them walk us through the um through that. Just a forecast for you. We're going to then talk a little bit about just kind of where the committee feels on uh the different grade options now and the configurations. Um and then we're going to talk about some next steps because the school building committee is going
to be meeting again next um Thursday. We're actually going to have some preliminary cost estimates at the end of this week that are going to be coming into discussion. So, as much as this is a huge milestone to get the submission in by the end of January on this first um phase of the work, uh the work is continuing and moving fastly and really
between now and May are going to be some really critical steps. So, I think that was a great opening for you guys. [laughter] And whoever would like to uh to jump forward, you go right ahead and Linda will actually advance this slide. >> Oh, no. I gave him a clicker. >> Oh, you did. Okay. >> Julie, you're good to go. >> Yes. I agree. Thank you for that intro
and recap. Um, so we were here. Thank you for having us back. We were here in December just as Dr. Lang mentioned for that review and intro into the educational program document. So, we're back tonight specifically for and I'll just jump to the next.
We are looking for the approval from the school committee to include this educational program narrative in our preliminary design program report. Just as Dr. Lang mentioned, this is still sort of in draft form. Essentially, as
part of the MSBA's requirement, they do look for an endorsement by the school committee at this phase. There will be opportunity to revisit the document in the next phase, but essentially it's approving this somewhat final draft um
to be included in the PDP report. We do have a handful of slides tonight, but they are for the most part copies that were presented from the previous meeting. So, we're happy to flip through if anyone needs any refresher um ahead of maybe making a motion to approve the
document or, you know, open discussion. Um but however the committee sees moving that along definitely open to that. >> Okay. All right. Do you want to just go through the next couple slides just to give an overview of the educational program and then we'll discuss? >> Absolutely. So the MSBA of course does
require this document as being included in the PDP and the overall project design process. They're looking for the school committee to review and approve the document. Just as was outlined. The document itself describes the existing educational
delivery of the Parker School as well as the proposed in any kind of new or addition renovation project. The educational program that the district put together of course has many highlights that are in pursuit of improving the current educational
delivery. Many of which were actually sort of a part of the previous presentation. So it's great to hear that the Parker Bow School staff is already implementing a lot of these directives and of course those have been described in greater detail in what the proposed
educational delivery of any new project would be. Um so of course trying to improve upon the um the existing buildings constraints and being able to promote more collaborative spaces, integrating a safe
and secure environment um providing a full range of programs and of course having a design that will ultimately support those aspects. Our preliminary design program will include this educational program narrative as
well as many many other documents um many of which were also sort of shared and previewed at the most recent community forum. So that does include a lot of the design options that the building committee will be analyzing further at next week's next week's
meeting and being able to start to whittle those down a little bit. We will of course be looking to assemble the full document by the end of this month and be able to deliver that to the MSBA. >> Why don't we stop there because I know the next couple things just look at the options. So why don't we stop and just
discuss the educational program. Um I hopefully everybody had a chance to read through it. Um make some comments. I appreciate assistant superintendent taking into account some of those comments too and and you know integrating in the document. So, does anybody have any
thoughts that you haven't shared about the educational program? >> We should have gave this packet to those sixth graders. >> Yeah, I um I share with Dr. Lang, but I just maybe just quickly repeat what I had said. I I had read the draft >> that we were sent and then I in the pack
what came in the packet yesterday. It seemed like things had been cleaned up already because I found the original draft to be pretty clunky and there were some things that concerned me. one of which I was calling it an open concept and that set up a red flag for me. But I'm really glad to see that the wording has now been changed where it's more
like a neighborhood emphasis. The flexible learning spaces as as in terms of flexible learning spaces and very specifically now I noticed it said general education classrooms paired with small groupoup breakout spaces shared between them. And I'm glad that was
really clarified that it wasn't just an open concept where everything's trying to take place in the same setting because that doesn't work. So I'm really glad to see that that piece was cleaned up and now I can support it a lot more than my first read. I don't know if my mindset had it changed. My first read I
was just clunky and not at all clear to me. And it seems like this new version clarified a lot of my thinking on that. So I'm all set with it. >> Okay. My but the other thing though I don't know the educational considerations
and I guess my understanding is a little more of the talk about what it would really look like for fourth graders could would be something coming later because I know that was a good question like readiness of fourth graders to shift to middle school model giving up elementary model that really hasn't been
decided there's opportunity for that to come later is am I correct that doesn't need to be part of this document yet >> this can I jump in. So, this document um and we we I didn't have a chance to really follow up with you. This document in in my opinion, in my experience, is
really serving to help the MSBA and the district define and um I guess get approval for a lot of the spaces within the building, right? Because we want as much of this building to be reimbursible as possible. So the
MSBA has specific guidelines about like how much square footage you can have for classrooms and common spaces and therapy rooms and breakout rooms and all these different things. So this program is basically if you think about this being more spatial and [clears throat] actually just trying to um get the as as
much to be reimburseable as possible. We then have the whole layer of how you're going to actually use the space and um operationalize the space. what's going to come into consideration with regard to like the counseling services and groups and things along those lines. So, uh yes, there's a lot more work to be
done on how it actually gets used. >> This is kind of a justification for the spaces that we want to put in the building. >> All right. So, when I reread that's in the packet we have in front of us now, it became a lot more clear to me and I support this. >> Okay. Wait, John, you had something?
>> I'm in support. That's >> really all brevity today. >> And just one second. And just to be clear, we were trying to give you this a couple weeks back just because we know it's such a big document to try to hit you with the day before the school committee meeting. So, we wanted you to kind of have a flavor of what was coming, but we have this has been like a
working document. Um, and what you have before you is kind of like the cleaned up edited version that obviously would go in with the application. So, >> sorry Diana. >> No, it's okay. Um, so I just wanted to I don't know if this is more of a comment
and I apologize this is coming very late in the game, but the only thing that stood out to me um on reading this last time through um and I haven't seen anything that set off my alarm bells in um was in the section on the um media
center library which begins on page 43 of the document. Um there is I don't think a single mention of books or reading or library services
in there and um it's a genuine question. Is the intention for us to do away with the traditional library function in the new building or is that just verbally not included here? Um but the idea is
for the space to also include that in addition to the kind of more STEM technology functions. >> Yeah. So um it's it's a certainly a good question. The MSBA has a certain allowable square footage for the
library. You know, there will be books. There will be a traditional library. But in our program, part of that neighborhood concept that we're talking about is actually moving some of the allowable um book space into the neighborhood. So, actually moving it closer to the classrooms. So, that and
um as I'm thinking about this now, like our administrative team and even like some staff from the school that were looking at the different concepts, we've been able to go out to schools and actually see like recently constructed schools that have these different concepts. So, uh you know, we're what we're calling a neighborhood. We've actually seen and we've seen like how it
actually provides those um breakout or intervention spaces really tied in with the classrooms and we've seen how some of the library reading areas have been built into the actual um grade level clusters so that the kids have easier access to literacy as opposed to just going to the library. But uh no, there
would still be a library. Um what we're thinking about in the actual library design is making it more of a library media um and actually integrating in that particular focus um some of the channels for tele media activity because we could actually see library and tech
and even like TV tech and TV media relations being part of that space. So that is still being kind of vetted out. Um but yes, you're you're correct that there's still going to be a traditional library, traditional books and a and a library program. Um, but pieces of the allowable area are going to be moved
closer to kids um to just make it a little bit more accessible if that helps in any way. >> That Thank you for clarifying. I don't think that is clear on reading the educational plan. In fact, one of my concerns is is the goal here to get rid of our librarians and not have any of the traditional library services built
in um or convert the librarian role to be purely a technology role. And maybe that is the case. Um, but it doesn't sound like it from what you're sharing. That is how it read when I read the doc. >> Um, so that was that was my only
substantial concern. Um, I did have a point of confusion and it might still be a typo or there may be something I'm not fully understanding um, in a different section as well. That would be on what is in the documents page
um, 65. Um, this is my only this is my only other thing. I promise I'm not going to nitpick the document. Um, when it's talking about the extended day program, it looks like both charts mention before
school extended day site. Am I not understanding this fully? Is one before and after the change or is this is one of these should it be labeled after school? >> Um, hang on. I just got to pull that up. Which I'm sorry, Diana. Which page you
want? 60. I said 65. I think it's actually 64. >> Okay. >> All right. Hang on. I'm just trying to get you >> what, Linda? >> Extended dayarts for extended day. >> This could be just missing a label.
[snorts] >> It mentioned both of the charts that show the five schools reflected Parker and all the elementary schools. Oh, >> label before school. And I didn't know if that's because one is supposed to be
a before and after or if they are >> No, I I to be honest with you, when you look at the two charts on that page, you see the grade boxes both say before school, but right [clears throat] above the second one, it actually says the after school program, right? >> Um the second before is just supposed to say after.
>> Um so I can just change that word. >> Okay, that that helps. Um, I thought that the line the after school program serves approximately 70 students was simply an afterthought and then that the chart below was supposed to show like the projection or something that would
happen after the new school. >> No, the sec the second grade box instead of saying before school is supposed to say after school because and that was just that's a typo. So I'll I can certainly just amend that because the 70 students those numbers add up to 70. >> Okay, that's what I thought. I just
wanted to clarify because that's a good catch. >> Thing in there. Um, thank you. Um, those are my only two kind of new ahas upon reading this. >> Okay, great. Maria. Yeah. >> Okay. Pa on page nine, it says that we
service um students in preschool through age 22. >> Okay. I thought it was 19. Sorry. >> Special education. >> Oh, for special ed. Okay. Um, and then on the number of students, which is
number page 14, um, grades K through one says 22 students. I thought our our average overall was always 25. Is there? >> Let me get to that page. Which page you want to go?
>> On page 14. Maybe now those sizes are smaller. Is that what that's intended to say? Yeah, I may have to look that up. What does the actual policy say? Is that what you're wondering? >> Well, the policy is right above. So, the policy actually says our class size guidelines are in grades K and one, we
should be targeting 22 students per classroom. And in grades two through actually 12 because everything else is 25, it would be 25. What that section is trying to say is at Parker right now we do have 25 students per classroom but technically based on the size of the
classrooms to the MSBA standard we should only have 22. So it's basically just showing that the existing classrooms of Parker are undersized and that a new school building for Parker would have to have appropriately sized classrooms for the instruction. That's what that's saying.
>> That's the intent of that. Okay. >> All right. Now I don't have any other comments. I think it's a a good cleanup. >> Okay. >> Yeah. And I like I said, I passed along a lot of my thoughts already. You know, the one thing I I did see in there that we could have I emphasized more, but I
don't think we really have to is is how unhandicap accessible the current building is. um you know especially if you had wheelchair use or anything like that and getting around that building and trying to navigate from classroom to classroom taking elevators outside you know it's just
>> it was mentioned in this bed section but there are other parts of your report of the 1500 page report okay that actually document the existing conditions in the building and I know handicap accessibility is flagged in that already >> so that is in the big program >> okay great something I'm >> important to point out it's not in the
building it's outside the building >> right [laughter] I did I did read it. I know it's in here though. >> Yeah, I did. It does. I'm just saying, you know, just a personal experience, I can tell you that you're not going to be able to get around that building. Very >> well, soon it's going to be a lovely bridge. >> It's going to be lovely.
>> Lovely bridge with water and rivers. It's going to be perfect. [laughter] >> All right. Any other thoughts on the educational program? >> All right. If not, if Maria is a motion to >> Okay. So I move that the that we uh
based on the review of the preliminary design program PDP educational program document submitted to us on January 5th, 2026, approve AI3 architects and left field to submit this document to the
MSBA for review and consideration as part of the PDP submission and review process associated with the MSBA feasibility study for the Parker Middle School project. >> Second. >> Second. >> Okay. >> Very nice. Good motion. All right. Any
further any further comments [snorts] on the program? Okay. All right. So, we'll take a vote. Uh we'll go Diana. >> Hi, >> Susan. >> I >> John. >> I >> Maria >> I >> I Okay. So, 5-0 on that.
>> Good. I will make that one edit and get you the final document tomorrow. >> Okay. Great. Okay. Um, the other thing we just wanted to talk about tonight is just the different grade level configurations. So, if you want to pick it up from there, it would be great. >> Yeah. And I'll just add that the this educational program acts a bit like the
constitution. So, for all of our design, [laughter] you know, options moving forward, we'll at least be able to fall back on that to make sure that they're embodying what was described. >> Okay. But amendments can be made. >> I don't know about that.
>> Depending [laughter] on Living documents >> living documents works that works >> working documents. >> Yes. Um and so speaking of the options as you recall we do have 13 at this point. are 134 um that are on a range of just a simple code upgrade that meets
the existing enrollment 5 to six as well as addition renovation new construction options on any of the three possible sites and of course across a 56 enrollment option 4 to6 enrollment option and 5 to8 enrollment option. So
those are continued to be studied and will be included in this preliminary design program. We do have a slide later in the presentation that shows the building committee's charge and the matrix that will be used next week to be able to reduce the number of options.
But those options were presented at the community forum in December. Um, we did end the community forum with a virtual poll asking what attendees preferred grade level configuration for the Parker Middle School building project was.
Those in attendance, we had 60 respondents with um resulted in the grade four to six option being a very clear winner of that poll. Um, and so we also just wanted to use that as a jumping off point for the committee to
be able to sort of continue the discussion on the grade level options. >> And it was similar when we did the visioning session, similar vote when we did it with the visioning sessions that most people seem to be favoring 4 to6 maybe a little bit, you know, more spread out, but the same type of thing.
So, you know, um, you know, the the school building committee has to to make some some decisions. Um, but I think if we can kind of as a committee discuss what we think as far as grade alignments would be most beneficial. I think this would be good time to start that conversation and but next meeting have a
more formal vote. >> Yeah. So I mean we could certainly have a conversation to just kind of see where where committee members are and then know later one slides is the school building committee is actually going to be filling out a matrix that kind of um scores all of the there it is scores all
of the different options so that we can kind of see based on a um a point structure are there particular options that are more attractive or less attractive to meet the goals of the project. Um, so between the discussion tonight that we can then inform the building committee on the school building committee's uh analysis of the
project when we meet on the 15th, we can then come back on the 20th and say, you know what, yes, the school building committee also feels these options just really aren't super viable. We should really stop exploring them. we could then have the school committee vote to confirm and then try to work with left field and AI3 to have the MSBA kind of
um whittle those down in the options so that we you know go from whatever it is 13 down to hopefully you know half a dozen as we kind of work through the winter and get into the May time period where we finally have the one >> so I don't know if you want to kind of go over the pluses and minuses of the
three options you know >> I think we've all bought >> yeah ready >> I we're all ready >> I know but I just just for the >> we've been on TV 15 times this. Can we just talk about it? >> So, >> I already know my answer. >> Okay. >> All right. So, just to to recap, 56,
right, is one of the options. Doesn't do anything as far as >> helping us out with the elementary schools. Okay. Would we give us a new 56 building? >> 46 would allow us to have a new building and help us with the enrollment. 5'8 would we could maneuver around with the
aromomas and use say McCarthy as an additional but also going to be a really big building. So I just want to throw out the the those are the big points. >> Um well I'll I'll go around the room and Susan your thoughts on
>> I'm 46 grade 46 >> new >> all the way. 456 all the way. >> Brand new building or the rena >> brand new building. >> There you go. >> 456. >> We don't get to All right. [clears throat] whatever >> we get to we get to at least advise on the grade alignment. So, you seem to favor that type of alignment you think would work best.
>> I do and I think that there's a lot that with the teachers input they can do to make sure it works for each of those grades. >> I'm I'm confident. >> I I'll ask anyways. John, your thoughts? >> Well, yeah, I mean, I have opinions on it, too, but I So, 46, same thing. Uh just a couple key points. I don't need
to drag it out. Uh I like the kids getting back together. I really um really enjoy the fact that if we [clears throat] remove the school uh if we do get to rebuild, we'll be able to restore those wetlands um and make that a learning opportunity. Uh I like that plan because it also includes the um taking down of the old building along
with that reconstruction which is something we would have to pay for ourselves and uh it solves the most problems for the longest amount of time. So I am voting well supporting 46. Maria, >> I agree with all that. And in addition to it after tonight's presentation by
the Parker folks, it really hit me that starting to have that one class, that one group at grade four is even better >> than what we've got now. >> Yeah. Um because bringing them all under
the same roof, starting to build the thought of a class as one group uh at grade four I think is great. And the way the kids are maturing today um and needing to be in a building that
provides them with greater opportunities and access to learn more. Uh definitely moving it to that 46. Is it >> Diana? [clears throat] Oh, sorry. Diana thoughts. >> Thanks. Um, I feel I I would also I
think land on the four to six. I This is a semantic point perhaps, but I would encourage us to consider um whether it's really a middle school at that point. It feels a little bit more like an intermediate school. I don't know if nomenclature changes are
allowed as part of this process, but um or if calling it a middle school is critical for it to move forward with the MSBA. Um and and to me, it's not just semantic because I do feel that fourth grade is very young to take a fully middle school um approach. I would want
us to um as part of the planning and design work really think about um a graduation within the same building from you know a more elementary like experience to a more middle school-like experience over the course of the three
years that students would be there. Um that said, I like the idea of three grades in a school rather than two. um that feels really young to have students only in a school for two years like it currently is. And I think that third
year would help with the fostering of a sense of community. Um I think for most educators both from a certification perspective and from um a kind of a content understanding perspective, I think it feels like an appropriate set
of grades um to collaborate. And um developmentally, I think for a lot of students that feels like um an appropriate group of students age-wise to have in the same building and to build a sense of whole school community.
Um I think in a fifth through 8th grade building, there would be a natural sense of kind of maybe two schools in a building. There's a very different experience for fifth and sixth graders um than a seventh and eighth grader. Um,
and I think the last point I would make is it's not a small consideration to think about alleviating the overcrowding at our elementary schools. And I think we've all talked about that. Um, and while the fifth through eighth grade
option may give us opportunities to alleviate the overcrowding, it would require our district to incur significant additional expenses to make that possible because we would be looking at needing to completely redo McCarthy to make it appropriate as an
elementary school um potentially without the state funding to support it. So, um, for all of those reasons, uh, I I would lean toward a a fourth through sixth. Um, but and I'm not going to weigh in on
sites because I know that's not our role. Um, but the one thing I would I would just advocate for um would be throughout the planning process to really think about it not as a monolithic school design, but as a design that factored in some of the
needs that might be different among fourth, fifth, and sixth grades as the students age. >> Great. All right. Thank you. Um, so I think you all know where I feel that's a way to present it. I mean, I think I think we all very much favor the four to six over the other two options. So,
>> I think what we need to do is just kind of pass along that our strong support um for a four to six um type of configuration as a school building committee kind of goes through their little checklist here um keeping that kind of the back of their head and see
what falls out and then um if we need to take a formal vote um we can do that at the next meeting. >> Oh, I move that we strongly support the 4 through six option. >> We can take a motion. >> Second. All right. All those in Oh, sorry. We got a roll call file. So I don't know if you heard Maria is what
>> that we strongly support the four through six option in a new building >> and John seconded. So Diana >> you. >> Okay. Susan >> I >> John >> I >> Maria >> I >> myself I Okay. So we'll pass it along to
the the the building committee and then if we need to take more formal motion vote we'll do that in the next >> Yeah. And we can talk offline between next sessions too but I mean jump in now if you wanted to. I don't know process-wise with the MSVA because they're still going to make us go through like looking at these options.
Is it showing the support for the preferred option at this point or does the MSBA work better if we're actually voting to say remove an option? And you know, the building committee's rankings may actually like help us out to decide how to go about that. But whatever we have that conversation with, we can
always come back to this committee on the 20th and have [clears throat] motions to either again more formally support this as the only option or is it better to remove options? is like we'll have to just strategize with that with the building committee and whatever is going to kind of fly best with the MSBA. Um, and the only thing I would just
quickly to Diana's point, I wouldn't get hung up on the name at this point of the school because um, like everything that we're doing, even like with our grids and things, we're trying to get um, middle school square footage eligibility for reimbursement. Um, after the fact,
if we decide to call it the upper elementary or intermediate school, whatever, like the name is not going to hold this off, but we're all of our documentation right now is for middle school. So, I wouldn't go just changing the um that name, but we'll have plenty of time to talk in the long term about what it truly should be called just so
that there's continuity. >> Lower middle, >> lower middle, upper elementary. We can fight about [laughter] that later. >> Upper middle >> and I can see >> the name is not it's the programming that matters to me what we call it. I know I don't care. [laughter] >> Yeah, but it actually the way it's now it's kind of tied to the application. I
just wouldn't want to go on >> requirements, >> right? >> Yeah. And to be clear, I I suspected that may be the case. I just want to make sure that we are proactive in thinking about the different developmental need the fourth graders
that that would change potentially some aspects even of the design. >> Okay. >> All right. uh if we want to just finish up with what kind of next steps are. And >> and one of the benefits of being able to have strong support for one of the
enrollments or two of the enrollments at this phase two and as we move into the preferred schematic report is that that at least allows the design team to be able to put more efforts and energy into figuring out a lot of the nuances of you know how does fourth grade integrate
versus 56. Um so having that direction will just only you know further propel any kind of project design moving forward. I do have the evaluation matrix on the screen. We talked about that a little bit. I just wanted to emphasize that this is also a requirement of the MSBA. [clears throat] So they are
looking for this sort of qualitative exercise to help the building committee come to a determination on the five or six options that do move into the preferred schematic report phase. So, we did work with the building committee to establish the criteria that's identified
on the left hand side and then they will be filling this out and we'll be sharing the results um at that building committee meeting next week. Julie, if we could just add to manage expectations, >> regardless of how the scoring um falls
next Thursday, uh from an MSBA policy standpoint, there are certain options that have to continue forward into the PSR just because of MSBA policy regardless of how the scoring falls.
what they they make you keep on what the ad rena or something or the reto >> it has to be one ad rena per enrollment option um the code upgrade okay >> one new option so there's some minimum options that have to continue along >> okay great
>> all right any questions on that grid by the way >> can't look can't wait to fill it out >> yeah [laughter] good >> my eyes will fill my >> Are we still on track for Thursday getting the um cost estimates We are. Yes, we've actually received preliminary and then we've gone back and
forth with our estimator a little bit today just to start to refine those, >> but we'll be able to share those by the end of the week. Um, and that leads us to our last slide here with anticipated action items. So, this just sort of pulls the calendar farther out from our
first slide where we were looking specifically at this uh milestone for the next month. Being that just as we've mentioned, you know, we're here today to get the approval, which we have, we're appreciative of, um the end of this week, we'll be able to share cost estimate information with the building
committee to inform their filling out of that evaluation matrix. We'll be back in Chelmsford on next Thursday for that building committee meeting. And then the 20th would be your next meeting. So, you know, if it's appropriate for us to
return for facilitating that grade level configuration conversation further, we could certainly do that. Um, all you know, to be able to document it for that submission to the MSBA on January 22nd. Looking ahead into February, the MSBA
has a review process for all of the submissions. So, they'll take about 21 days or so to review the PDP report. They'll provide the design team with any comments that they have. We're responsible to respond to those within
14 days. So that's where those two blue circles in February are just denoting that there'll be some um activity on our end with the MSBA. But at this point, it doesn't have much involvement with school committee. No um lift on your end
at least um for the month of February. And then we'll likely sort of return closer to you know midpoint or end of the next phase you know just to fill you in on all the activities. Okay. >> Where will we be at the end of February? Will we have cut down those choices a
little bit? >> Yes. Ideally we will have cut down those choices by the end of the building committee meeting next week. And then we will by the end of February have taken those you know handful of options that
remain and been able to progress them to more of an actual building layout um state. So all of the options that we presented at the community forum and the previous building committee meeting were a lot more diagrammatic in their floor plans and their site plans. By the end
of February, we'll be able to identify all of the spaces that are line items in that space summary will have a home in a building layout at that point. >> Right. Any other questions on the
building project? >> I would just like to really thank you, Dennis, and I know Jay is also a member of the building committee, but a tremendous amount of work has been done. you've attended a lot of meetings and gotten to know other.
>> Um, but [clears throat] you know, just attending those three forms that we did, uh, you could see like some things can be repetitive, but they're important to listen to, um, and to really integrate and when you're making these decisions.
So, I appreciate that. Thank you so much and for doing all that work. >> All right. Anything else, Diana? Anything else? >> No, thank you. This was um this was a helpful check in. >> Okay, great. All right. Well, thank you again for show coming up tonight.
>> Did we cover everything we needed for you guys? >> Yeah. >> Good. >> All right. >> Thank you very much. Appreciate it. >> I'll be right back. >> At least it's not tomorrow night with bad weather and Jay never cancels. >> No, I know. >> Definitely a delay, you know.
>> Oh, you'll be fine. [laughter] Just got up a little early. >> Anders will be out. Oh, thank you so much. I'll take care of that. >> Um, and maybe the bathroom. Wait, do we want to keep going? >> I'll keep going. Goodbye. Um,
>> oh, I'll jump on it. Will you jump off? >> The, um, fourth. Thank you everyone for coming. Appreciate it, guys. >> Good seeing you guys. >> Uh, fourth item on the agenda tonight. Uh, some Linda's going to walk us through, uh, the rationale and the reasons for some updates to the, um, student handbooks that we previously had
approved. >> Um, okay. Okay. So, while you're doing that, so in the memo I put in give you information that we're under review with Jesse. These are um cyclical reviews that happen usually every 3 years and um they have different names for each one of them and interestingly enough they um
actually change the names on us in between. So, we get a little confused but some of them have um they have multiple focuses in them. However, this one is focusing more on civil rights this particular review. So, we meet with our representative from the Department
of Elementary and Secondary Education as we submit the um evidence behind each of the areas that we have to show proof that the district is actually, you know, doing these items and making sure that we're adhering to all the regulations and laws out there. So, in one of our
first um set of meetings, they give us feedback saying, you know, we we can't find this or we need more information on this. So, one of the things that did come up was some missing language within our handbooks. Not that the handbooks didn't address these items, they just wanted us to update the items. So, we
did send the handbooks, the family handbooks back to the our attorneys to review and make sure that we had the updated language. So, there was four areas that I had noted in the memo. And the first one was under due process. This is basically our student discipline
um language that we have and it's basically making sure that we um clarified the language to ensure that we're using the regulations for Massachusetts for student discipline including our procedural safeguards, notifications and appeal rights for students and families. The second area
that was in that was noted in there was the pride and bullying prevention intervention which I know that you have the document and that's one of our agenda items. So, what is in the handbook is a truncated version of the actual um larger bullying plan. And I
will update any links that are in the handbook. So, if you notice that it brought you to nowhere or to um a link that didn't have the right information, that will be updated after tonight. So, that is just clarifying our reporting procedures, response protocols, and protections for students and protected
classes and any anti-bullying laws. The third section was uh section four 504 rehabilitation act and that was just clarifying the obligations regarding identification and evaluation accommodations and procedural safeguards and parental rights for students under
this section. And the fourth one was transgender and gender non-conforming students that had updated language that reflected DESI's guidance and state law. So Desi has put out guidance around this area and it also um had the information
on gender identity, privacy, access to facilities and participation in school programs. So all of this is just that updated. Nothing else was changed in the handbook. I know that the formatting is a little bit off like the um table of contents, but I make I fix that after we
after you guys have approved everything and we accept all the changes. >> Okay. Anybody have any questions on the changes? You said the lawyer approved them. >> Yeah. This this is all the at I did not write these things. [laughter] The attorney wrote this. >> Yeah. As long as the Yeah. I mean that's
the real gold standard for me. >> Is the due process section new or is it a cuz on the other section at least said deleted. You know I could see where it this one doesn't say deleted. That's why >> No. So due process was always there. It's just the updated language within due process. Okay. So it's not a new new
title. It's the exact title that we had just with the updated >> and this is the handbook. It's not the policy. It's the handbook, but the handbook has actually the law and the policies and procedures within it. Right? That makes sense. >> And probably what you may have seen once we delete a big section, it starts in that comment section where it's pulled
out, it gets really small. You have to actually hit the ellipsus to make it bigger, but you wouldn't be able to do that on the PDF. I can only do that on the larger um >> If I knew what ellipsus was, I would do that. >> Yes, that's the three dot dot dot dot dot. People like to call that the dot dot dot dot dot dotic way to end a
sentence. [laughter] >> All right. um science. >> Any other questions on this the changes? Diane, do you have anything? >> No, >> not on this. >> Okay. Anybody else see anything in in looking through this?
>> Okay. >> Can I just make I just want to make comment for people who might be listening. So I know sometimes you hear that people want a lot more detail in these in terms of actual procedures and timelines for people understand that what's in a
policy is more the legal ease. But the schools have I always want people out there to know that the schools have a lot more specific procedures to follow so that people don't think we're negligent in having that kind of information. It's just that the documents are serve two different
purposes. I just want people to be aware of that because I I hear from people that >> it's not telling me exactly what's going to happen and who's going to do what when. Well, that's not what this document is for. So, I just want to say that. >> Right. Any other comments on this changes,
>> right? If not, I'll take a motion. >> Okay. I make a motion to approve the revised 2025 2026 student handbook as presented inclusive of recommended language revisions resulting from the DESI integrated monitoring review group
B process effective immediately. >> Second that a second John. >> Yes, that was a dramatic second. Second. Okay. Sorry. >> So we have a motion to second. Um any further discussion? Right. So D >> like that uh second had an ellipsus. John, >> thank you. See, she gets it.
>> All right, we'll take a vote. Diana, >> hi. >> Susan, >> I >> John, >> hi. >> Maria, >> hi. >> Hi. >> Okay, great. We'll have I'll make all the changes. I'll update any links. I'll have it re-ransated as well and we'll put it up on the website. >> Okay, great. Do we notify parents or
anything? The changes? >> We can notify them. Um, but typically people don't go into the handbook. >> I I know. I just I [laughter] didn't know what the if there was >> an issue or question. >> Notification was necessary or something. notification isn't necessary. We just had to actually put that in there. >> Okay, great. [snorts]
>> All right. Uh, next number kindergarten five. Joanna is going to share our um kindergarten registration information with us. >> Thank you. >> If your um student is going to be in kindergarten next September, we are
having um two big registrations in January. One is January 27th from 9 to 6 and the second is January 28th from 9 to 6 here in this room. And parents can go and
book their 15minute appointment now and they'll meet with their school clerk at their elementary school and then Jane McDonald, our central register, will be here too uh to start the process for kindergarten registration. >> Any questions on that? It's unbelievable
that it's that time again. I >> I know I know we talked about that these kids that are going to enroll kindergarten maybe the kids that >> could be the fourth grade. Yes. >> Could be the fourth grade. So, are we going to give them like any little pamphlets out there information like
>> Yes. Who was the um AI3 I think was actually putting a flyer together, weren't they? >> Yes. >> Are they wonderful? >> I didn't get a chance to but I will. >> Yeah. No, they had known that because it's not till the end of January, but they are going to a flyer with a QR code and some kind of like talk about how this would potentially be the first
class of fourth graders that would open the building if we opened in 3031. >> That's a good I know I talk to it when I go to the CHIPS PTO meetings. I talk to them about >> especially about giving their input that your kids may be the kids >> once they're enrolled too like we'll have all their contact info so they'll
start being able to get our communications through connected and everything. So yeah, it'll be good. >> Imagine that. I know >> you could be the first students in the building. >> It's kind of really neat. >> Kind of neat. >> It's exciting. [snorts] >> All right. Uh what's next? Next is um we
have every two years. This is the um I just listed as a public comment opportunity on our uh Chs public schools bullying prevention and intervention plan. Um this also stems from that uh review that Linda was mentioning earlier. every two district uh I'm sorry every two years all school districts
just have to update their current uh bullying plan. So um it was time for us to be updated um once it's updated obviously it gets approved uh I mean it gets uh updated on the the website and we have that and it's something we have to submit for the uh the review that Linda was mentioning. So um this is
actually and John had asked the question earlier. So this was just our current plan we sent to the attorneys. the attorney sent it back to us with any of the um current changes to language and and whatnot. Um and in accordance with the desi regulation, you just need to have a public comment period. So if
someone wanted to comment on it, they could. Um the way to do that is to have it just be posted on a school committee agenda. So we're basically complying with the regulation by having it on the agenda and um we'll update it to the u to the website [cough] tomorrow. It'll be included with the packet of
information that um that we submit to Desi for that review. >> Okay. So, >> and uh we we did receive an email. We received it late. So, you know, we're not going to read through it and uh thing, but I did forward it to everybody just some some comments on >> Yeah. on that. >> I I got it late, too. But I did open and read it. I I know the individual and I'm
happy to respond to them and uh follow up with them. >> But other than that, I don't think we heard from anybody. So, >> no, I did send a community actually anyone who has students in the district. I did send a communication out on Friday just as like a notice um to to folks so that they would have it. Um I hadn't heard from anyone until that um that
email came along. So, but I'll personally follow up with them tomorrow. >> All right. So, we don't have to. I think we already pretty much approved it with the handbook or >> Yeah, you don't. Yeah. Noel, you don't technically approve the bullying plan. It's just an administrative plan that we have to have. >> Anti-bullying. >> Yeah. I am sorry. Anti Well, it's bullying prevention. [laughter]
>> Bullying. [clears throat] >> Yeah. >> We had anti-bullying, too, but it was us anyway. >> Yeah. So, um, but no, there's no I mean, if you wanted to vote to just, um, I guess except the communication or or placing no file, but there's no actual
action. So, we've covered ourselves. >> Okay. >> Okay. Great. >> Uh, number seven is just uh, Valley Collaborative. Uh, this is just a communication. Uh, they have to submit their annual report. So, you have their annual report from 2025 and they completed their fiscal audit for 25. It
was another clean audit and that is shared with each of the member districts. So, Chancellor being a member district, um, we have to list that on one of our agendas and give you that communication. So, this would just be a motion to accept the communication and place it on file. >> Okay. Now, they they have a surplus
again. Do we know what how much of that is coming back to us? >> Um, we do and we actually Well, the Yes, the surplus for last year, we do know the number. Do you have it off the top of your head? >> It's a round 194,000.
I think it was about a million dollars if I remember correctly that they were returning to all member districts. And the way we figure out our portion of it is they take a look at all the tuitions last year that the diff the different districts paid and they just figure out what percentage of the district's uh pay was coming from Chelmsford and then we
get our reimbursement. So we have a board meeting on Thursday to approve next year's budget. We'll get a better sense of what the return for fiscal 26 would be and that's another number I have to plug into our budget for next year. >> [clears throat] >> So yes, so I'll have a much better sense on Thursday. They're trending to be turning at least a million. So I think
we'll be in at least the same situation as last year. I'm hoping to eek out a little bit more. >> Okay, great. All right. Any other questions on the audit report? >> Okay. So >> I just wanted to share that I I think it's always wonderful and it's a sign of good governance to see that they are
having another no findings audit. Um, and I really appreciate the detail of this report. Um, and uh, each year it reminds me of the value of of being a part of this collaborative. >> All right. So, we'll take a motion to
accept. >> I move to accept the FY25 Valley Collaborative Annual Report and the FY25 Valley Collaborative Audit report has presented. >> Second. Okay. Right. Any further
questions? Okay. Diana, >> hi. >> Susan, >> hi. >> John, >> hi. >> Maria, >> I >> I think that's it. >> That's all I had for tonight. >> Okay. So, any lays or reports? We'll start with John. Is that right,
>> Maria? >> I didn't have any meetings. >> Okay, Susan. >> Um, just some real quick announcements. I know on the um early release day coming up um Harrington School is having a dying to donate. I unfortunately I forget what the place is. That would be
important to know. But check with your PTO [laughter] somewhere. >> Yeah, check with your PTO to find out. I know they're doing one that early release day. And um two things to report about Chips. One is they've been trying for a really long time to bring some nice music enrichment in and they were
able to get the Parker Middle School sixth grade chorus to go over to Chips to do um songs from their holiday concert for the preschool kids and they were they turned it into a big fancy
day. So, the kids got all dressed up and they made programs. And I know that uh the staff and the PTO were just really glad they were able to make that happen because they had it. They really really enjoyed um the opportunity and having the sixth graders come over there and do
that for them. So, that was great. I'm glad it finally came together. I know they've been trying for a while. And just an announcement that Chips is doing their annual sock drive. It's very, very popular. The kids get very excited. They bring in new pairs of socks. any size
and they don't make the donations to the Wish project, but the kids just really get it because they can understand that everybody needs socks. Um so the kids get really involved in it. So if your student goes to Chips program, please um send them in with some socks if you're
able by January 30th. >> Great. Diana, any lays and reports? >> Yes. Um, last night I attended the [snorts] South Row PTO meeting and um, I can share speaking of Wish Project that
they had a very successful drive for um, toiletry products um, and cosmetics for the Wish Project that was so big they had to, you know, get more vehicles to accommodate everything being donated. Um, so that was really great. Um, as
always, the South PTO is very busy. Um, they had a a huge, like several of the schools did a huge cookie event for staff in December that was very appreciated and really successful. Lots of fun family events are coming up,
including a craft afternoon with Tiny Tile Mosaics, some free movie [snorts] nights, um, and more. So, very busy. Um, so I think there's a a a roller kingdom family night out on the 16th of February
that they're planning. So really just a lot to keep the community active. Um they also asked me uh to share out what Dr. her shared at the beginning about the big event next Tuesday um 113 um in
the evening um 7 to 8:00 p.m. at center school jointly funded by um a few different PTO PTOs and really aimed at all elementary and middle school families um with uh speaker Sam Disen.
So hoping a lot of people can make it. Unfortunately, it's the same night as the uh the middle school band concert. Uh so I won't personally be there, but it sounds like a wonderful event. >> Thank you. All right. Anybody have any new items?
I do. Um this is just something I've been thinking about and I've mentioned it before. I've been thinking about it for probably going on a year, but I want to make just a formal request to get something on the agenda to hear any plans about reviewing our literacy curriculum. I've heard from lots of
parents. I've heard from teachers. We had teachers come talk to us about their dissatisfaction with fountains and panel. Um, we know the Commonwealth of Massachusetts is writing a law about science of reading evidence-based programs. We know that Desi doesn't
really support Fountain and Panel. So, I'm just not really comfortable leaving it and waiting till we hit a formal review cycle. I'd like to just start getting some information about it, getting a little ahead of what the plans might be. on what kind of things the team might be considering about a
different approach. So, I just like to get something on the agenda to hear about it. >> Right. >> I strongly support that as well. >> Great. >> I would too. >> All right. Um I just [snorts] had a couple things. Um one is I know we had
an email around about AI workshops. Any we come to any conclusions with that or >> No. Um differing all good but like differing opinions from folks. I think everyone wants to move forward and have the uh the next set of trainings and to develop the the protocols or the guidelines. So, that's good. A couple
members thought the in-person might be um better. A couple members thought the uh remote sessions might be better. So, I think we should just talk about like the pros and cons and decide. Everyone wants to do it, which is good, but um I the company had proposed if they were to do it on site because physically there's
travel. we'd probably look to see like when they were physically in the area and try to piggyback off something that they're doing with another district and that could be an in-person event. If we ended up doing uh the remote, then obviously we could have a little bit more flexibility. They were recommending um like two hour and a half long
sessions remote as opposed to one three-hour session in person. Honestly, you guys just have to decide what you would would prefer and we could work with them to try to secure some dates. >> All right. >> But everyone wanted to do it which is good. >> Yeah. I mean, I know my preference was on in person, you know, and just sit
down together face to face, have the time to talk about it, um, you know, all at one time versus stretching out over several meetings and you kind of forget what you did next first one. So, I I know other people's thoughts. >> Yeah, I I I agree totally. I prefer the
in person. I feel like I get a lot more out of it, but I also recognize that as a retired person, I have the flexibility and if someone has a work schedule, they may not be able to devote that much time. So, I understand that. Um, but personally, I prefer the in person. >> John,
>> I definitely prefer in person in theory. Um, I also, however, worry about a three-hour session at the end of a long day, um, being a a [snorts] chance for us all to truly authentically, deeply
engage for three hours. Um, it that concerns me a little bit. Um, I don't think my preference would typically be remote for something like this, but on the other hand, the expense to fly out
consultants and and all of the pieces that would be involved in that feel like obviously it's either one or the other of these choices. So, I don't feel I'm it's not make or break for me. Um, but I am concerned about
um losing steam in a three-hour meeting. Um that would begin in the evening. >> Okay, John, your thoughts? >> That's tough. I um I prefer in person for training. That's kind of my thing. But um again, it's really what's out there and available,
right? So I would prefer to do things face to face. I think a three-hour meeting if you have good instructors is pretty good. But I also understand the um I guess I don't have a preference. I mean, whatever I'm going to show up for whatever you tell me to show up for. So, um, but I definitely feel like there is something to be said about face to face
and talking to people and being able to like work together. >> Okay, I'm going to go on the side of the face to face although I had the same concern about 3 hours at the end of a day about AI. [laughter] So, uh, but, uh, I will be very human in
my, um, three-hour session face to face. >> You can pair with me. We'll pair together. >> We'll pair together. So, seems like we're leaning towards the face to face if you want to maybe Yeah. Yeah. In person. Um maybe reach out and just see, you know, what's available if there's a huge cost difference or not or, you
know, >> that's true. >> Yeah. The cost difference was nominal for the for the one in person as opposed to two online. >> Um the other thing we could think about again if we had enough notice and we can find out from them like what their availability is, we could always start at 5 instead of 6:00 so it's not quite
as late if people schedule work. Yeah. >> And we could even get dinner in or something like that and have it be like a working have a bite to eat and do the training. >> Taco be [laughter] >> I wanted a Taco Bell. >> Taco Bell session. >> Taco Bar. I have never heard nothing. >> Oh, Taco Bar. >> Taco Bar.
>> I thought you said Taco Bell. And I was all in on Taco Bell. >> It's a joke from the visioning session. if we're serious or not, but I would actually prefer a six to a five. As as hard as it is to do three hours at the end of the day, regardless um just for my personal availability, being able to
immediately leave work um and like have no turnaround time and immediately come to a meeting might be preventative for me being there on time. >> Okay, we have a taco bar. I was going to recommend that if um the content is appropriate, we invite our student reps
to also participate. Absolutely. >> They might be really interested. >> Free pizza or Taco Bell. >> No, you can't wait. So, >> a Taco Bell >> and your I think they have a lot of insights [clears throat] about it. >> I am in favor of food being included though. [laughter] >> And the food parts. >> All right. Like, yeah. Yeah. >> I can't wait.
>> Cool. Extra credit. >> We'll uh we'll get some dates circulated. We'll send out a little uh poll to you and um we'll get something on the books for this winter. >> All right. My only other thing before we go um have we had this have you had discussions with the town manager where we look at budget wise? >> Yeah, just very um we we actually spoke
yesterday just for update on some different things because I was curious after we had our last meeting. Remember the scheduling um question about the budget? So um no, Paul and I had a good talk. Um we're still both kind of refining our numbers. uh this week and next week we get a little bit of clarity
on um January 15th is the date for us where staff have to let us know if they're going to resend their retirement or not retire. I can go in and build in some cost savings if they do retire, things along those lines. So these next two weeks, our budget moves a little bit. Paul's does the same. I had told him that we were thinking about doing
our recommendation on Tuesday the 3 and he said based on the select board schedule, he would likely be doing his meeting, I think they're off schedule now, on Monday the 9th. So that would actually work out fine because the the question was getting our budget in before his and um so that'll work out fine. So we're on the same page with
regard to that. We're both trying to uh fine-tune our numbers a little bit. Um we had some little bit of positive news I think on um maybe some of us bed tuition is going down a little bit. Uh potentially a little circuit breaker going up. So that's a a positive positive offset. But I am curious to see
on the retirement piece what funding might be um helped there. So overall we're in decent shape pulling it together. But the schedule I presented is going to work. >> Great. Perfect. >> I guess my question was to him. I know they voted at town meeting to kind of change the scheduling >> of the budget, but it it fits in
[clears throat] fine. I just want to make sure that >> if No, it fits in fine. And and Paul was good with it, too. >> Okay, great. >> That was fine. >> All right. Um, if there are no other new items, uh, we don't have anybody here for public comment, so I'll take a motion to adjurnn. >> I move that we adjourn. >> Second. >> Okay.
>> Hi, Diana. >> I, >> Susan. >> I, >> John. Hi >> Maria. >> Hi. >> Hi. Okay. 5 Z. >> All right. Thank you all.