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. Good night.
>> Thank you. This meeting is being livereamed by Chel Media and posted to the CPS website for interested community members to access and watch. Inerson public participation will be taking place tonight in accordance with the CHS school committee public participation policy. Anyone speaking tonight during the public input portion of this meeting
has notified the superintendent's office of the 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 also be read and made part of the record of the meeting during the second public comment session. So, welcome to this meeting of the Chsford School Committee.
Um, we do not have any minutes for tonight. So, we're going to move right into our Chs High School representative. >> All right. Thank you everybody. So looking back on Wednesday, February 11th, students and staff packed the performing arts center in order to watch CHS alum Siobhan Forian uh compete in
the Olympic luge competition. This event also had the playing of the Olympic anthem by our band. On February 13th, the student council hosted the loving lunch, a time where students could go to the learning commons and listen to our a capella groups along with multiple bands created by members of the student body.
The wellness fair is going to be at CHS on March the 6th. Winter sports awards night is going to be on March 16th. ELA MCAST is on March 24th and the 25th. And a National Honor Society induction ceremony for new members is taking place
on March 12th. The Black Student Union has is hosting their Black History Month spirit week. Um it was going to be um last week but because of the snow days it's now this week. Um with yesterday being blackout Monday
where students wear all black. Culture day is today um where students wear clothes to represent their attire. I mean to represent their culture. Tomorrow is going to be black asporia. Wednesday um where students wear red,
black or green. Um, and Thursday is going to be throwback Thursday. Um, the class of 2027 is hosting the spring fling dance on March 13th from 6:00 to 8:30 in the gym. And class elections is coming to an end with the speeches being
tomorrow and Thursday. >> Great. Richie, >> I think he's gonna come. I just said >> he did his part. Okay. Well, thank you. Thank you both for coming by the way in this weather. We we didn't know if you would be able to make it out here. So appreciate your dedication to that. Um, which remind me I just I forgot to
mention one of our members, uh, Maria Sans, is going to be joining us on Zoom tonight. So you might not see her here at the table, but she will be on Zoom and and be participating in the meeting. So >> good evening. Thank you. >> All right. Um, any other good news to share? >> You know, it's been a whole week, so not
a lot more happened. I mean, we did have a full rest of the week, and we've been in school despite any of the snow. So, no, I don't have any new updates for good news, unless people would like to share. >> All right. Anybody else at the table? >> A little bit good news, I guess. Um, this week is community readin week. It's
I think also called read across America and the Chelmsford schools have been participating in read community reading for as long as I can remember. It's where members of the community come into classrooms all across the district and read aloud to kids to kind of share their love of reading and why reading is
a lifelong endeavor. And I went the other day and we had to two classes at center. I love getting to do that. I'm doing it again later this week at Parker. So um and I know they have a lot of people um participating in that. So I don't know if any of you have had anyone come to your class yet this week. You did. I can see you nodding your head.
It's a um it's a great activity. So I know I love participating. A lot of other people do too. So that's good news. >> Great. Thank you. Anybody else? Okay. All right. If not, uh we don't have anybody for public comment, I don't believe. So, we'll move right into new business.
>> Sure. Uh, yeah, we have no public comment this evening. U, the first item for business, I'd mentioned at the last meeting, we're just going to have an open item around the Parker Middle School uh, building project and the grade level configuration. Um, just want to remind the public that um, Thursday, March 19th, we have our next community
uh, forum to talk a little bit about the Parker uh, middle school project. Between March and April is when we're going to be kind of um, honing in on our grade level decision. We've already decided that the location will be the Parker property, but we still have the three different grade level options um
that we're we're kind of vetting a grade 56, a grade 45, five6, or grade 5 to 8. Um we'll be talking a little bit about the pros and cons of each of those different items. And then when we come back in uh April, we'll be actually having the school committee vote to endorse a particular grade level configuration. The building committee a
couple nights later, we'll do the same. And then at the end of April, we have our next big submission to the Mass School Building Authority where we really again kind of hone in on the actual uh preference for us. At that point, um we have a lot of meetings with the MSBA to get their uh approvals and
gain some consensus on the project. We take the rest of the spring right through the summer and actually go into what's called schematic design and actually put um designs for the program together as well as cost estimating. And the goal is to have all of that completed by October. And then October,
right through the new year next year. Can't believe we're already talking a year out, but through that year is when we'll again be re-engaging with the community to talk about the different options why we want to advance the project that we do and ultimately be seeking uh community support. So, um this is going to be a standing item on
our agenda. If anyone had public comment about the grade level configuration, they certainly can. Um I haven't received anything other than um our discussions that we've had, but that's why that's on the agenda. Any comments or questions on that particular item?
Right. It is getting getting closer. >> It's getting close. We're Yeah, we're only about about a month away, right? >> So, yeah, a lot of work to be happening in March. We'd really appreciate if people in the community, if you have been following, if you haven't been following, but you want to get up to speed on the project. The website has uh all the different videotaped uh meetings
we've had, so you can pretty quickly get up to speed on it. Um, we'd love community input at that meeting on Thursday the 19th. It's going to be at the Elks on Littleton Road. Um, please come. If you can't make it, it is going to be taped. Um, it's a pretty quick watch as well, so you can very quickly
get up to speed with what we've been talking about. But, uh, yeah, it's going to move very fast. >> All right. >> All right. Uh, second agenda item tonight. Very excited about this. This is our spotlight on Bay Elementary School. Again, continuing our trend of talking to one of the elementary schools
or one of the departments during each of our meeting to hear what's been happening. and we have um principal FET and assistant principal Dolan and some staff and students. I'll let them introduce when we go, but we're happy to have you here tonight and love to hear a little bit about what's happening at Bay.
>> Thank you very much. We always appreciate the opportunity to come uh and share uh various things that are going on. When we think about what we're going to present, we really try to put some things in context and and try to be a bit original and do things that we
haven't done in the past. So, we've come before you. We've heard about math most recently, certainly other things that we've done, kind of taking you through a day or other curriculum topics. And um we were really excited. If you weren't sure, it's the 250th anniversary of the
United States of America, right? Very important. Um I have a kinship with this too because I call I'm bsentennial baby. So, I was do the math. I was almost 50 years ago was uh in 1776 to 1976.
Yes. So >> um we've now tapped on about 50 years and um so pretty um momentous occasion and this came about a bit of a discussion with Stephanie Quinn and she's not with us tonight but do want to highlight um her efforts with this in
elementary school. Social studies sometimes is that fourth kind of content area, right? We are heavy literacy, heavy mathematics, um science we do as well, but social studies really kind of out of the main content areas takes kind
of that fourth spot. and um she has uh really done an amazing job staying connected with our elementary staff with us and how do we really integrate and weave while it's not a big portion of our day or our week we find ways that make it very meaningful for students and
um to learn about you know important social sciences and social studies so um when we look at that kind of in Massachusetts we are looking at um concepts of history geography civics and economics um we do think about critical thinking that's so important and also um
taking diverse perspectives um and and civic knowledge. And what we've uh looked at with this too is um we're going to focus a bit on third grade. And I'm going to talk um a little bit and turn it over to Mrs. Dolan, but there's a reason that third grade is um
such an important um grade when we're looking at this is because we focus a lot on Chumpsford in third grade as well. So, um we have um great pride for our community and this is a curriculum area that allows us to kind of really kids to learn about their hometown and
kind of the cradle of um you know our the United States of America. We're really blessed geographically with all that we have um to do. So, we're hopefully going to give you a little bit of a glimpse into um you know, third grade. Um, we did want to also just mention that doesn't mean we're not
doing um, social sciences and social studies in the other grades. And, um, Stephanie wanted me to highlight too, this is always interesting. Our K through two students now are really getting into their units on economic concepts. So, that's always interesting with kindergarten through second
graders, their concept of economics is um, could be limited. Um, you know, no such more of their coins and things like that. There's plastic and Venmos and things like that. So, you know, barters looked a little different over the time, but they do talk about very important concepts of wants and needs and um what
resources are and that starts um you know, Susan can say that starts at early age building those concepts with those kind of things. So, they're they're getting into that, but we're going to highlight a bit for you um third grade and I'll have Betsy kind of talk a little bit more about what u curriculum looks like um in third grade.
>> Yeah, sure. Thank you. Yeah. So um just honing in focusing on um third grade on this slide um specifically um students uh use the Massachusetts home to many different people. So they really start small which I'll mention in the next slide focusing on their community and
where things where they belong and other people belong but in general that we have not just u many different people um around the world but also many people um both present and in past history that we live with um and um learn from. Um, and
they also examine the history of indigenous peoples, um, early settlers, the American Revolution, um, and local government. While building those inquiry skills skills, it's really important to also note that they're not just memorizing facts and regurgitating information. They really are going back
to a lot of these concepts throughout the year and really um, using their inquiry skills to hone in on what what it felt like, what was um, what was life like then? um and really grow with some empathy about um what Europeans um were
experiencing when they were settling as well as people that were here, indigenous people um and other um people in that that um settling um time. So um the next slide and it's all staying within the aligned within the U Massachusetts history and uh social
science framework. So grade three specifically, these are listed some of the essential questions. So, like I mentioned before, students really first start with how they belong and where they come from in their community specifically. And it grows from there, from them investigating how did native
people live in New England before the Europeans um arrived? What were the first contacts like between the native peoples and northeast and European explorers? Uh what were those challenges for um European settlers as well as the
native peoples here and really putting themselves in those shoes. um and and growing with that empathy empathy that I mentioned before. How do those interactions work between individuals um and as well as you know why is this important? Why what is important about
Massachusetts to the history um that they are studying in the nation's history. So um it really is something that they're constantly going back to throughout the course of the year and examining within their context. Um, and so I want to introduce Jessica Kowalik, who's one of our third grade teachers
here at Biome, who is going to, uh, share some information as well as some wonderful student presentations. >> All right. Um, so looking at this slide here, students in third grade learn about the town of Chumsburg in a variety of ways. They learn about the town government. They create maps of the town
like the one on this slide. They learn about the history of the town. And one of the ways that they learn about Chumsford's past is by completing the Chumsford scavenger hunt that has um been in existence for a long time. Um Charlie is a third grader who worked on this project earlier this year and he made a wonderful poster about his
experience. And so Charlie, can you tell us a little bit more about the Chumsford scavenger hunt and your experience? >> Uh my name is Charlie Devito. My me and my dad went all around
Chumsford and North Chumsford to do uh the scavenger hunt. And my favorite part were uh there was a tree in the center of Chunsford
where the children of the school planted and sadly I had to be cut down. My greatgrandfather was a veteran and it I found his name on a stone in the
veterans memorial ground. Um me and my dad went to Market Basket to get chunks for ginger ale and we went to the where they used to make chunks for ginger ale and I loved it. It was a lot
of fun and I love learning about transferred history. >> Thank you very much. >> Thank you, Charlie. >> All right. Um, >> so we are also very lucky to live near so many historical sites that date back to the ear early colonial times and that
are connected to the American Revolution. Every year our students have the opportunity to visit the Garrison House and learn about what life was like in the past here in our town. Although this field trip has evolved over the years and changed some, it is something that students look forward to um every
year. Um we also want to thank Deb Tivera who is a member of the Chser Historical Society and volunteers. Her time to give our students tours. She's a wealth of knowledge and her enthusiasm for the history of the Garrison House really helps to make it come alive for all of our students. In the past, we've
also had the opportunity to visit the Old North Bridge and the Minute Man National Park, as well as the Boston Tea Party ships and museums in Boston. Braden, can you tell us a little bit about the field trips you experienced in third grade? >> Yeah. My name is Braden Miles and I am
in the fourth grade. When I was a third grader, we went to the Garrison house and we saw some old tools that they use for planting and growing food. In the house, we also saw a bed and the mattress was made from straw. I warned that they cooked all their food in the
fireplace and kids were not allowed to sit at the table. We also visited the Boston Tea Party Museum. My favorite part was getting to throw the tea into the harbor just like the colonists did at the Boston Tea Party. We also saw a video about the start of the American
Revolution. I learned that they were called Minutemen because they had to be ready to fight in a minute. Okay, great job. All right, so um in our classroom, our students work on a variety of assignments that support the social
studies curriculum, including shared readings, reading biographies, um creating maps, and even completing assignments, written assignments such as the letter to King George III as a colonist to share their concerns about the events leading up to the start of the American Revolution. At the end of the year in third grade, the students
have the opportunity to research a person from that time period. They read about the person and share facts that they learned by creating um a small poster, designing a wooden spoon to look like that person, and even sometimes dressing up as that person. Caroline, can you please tell us a little more
about your biography project? >> Hi, my name is Caroline Bosshan and I'm in fourth grade. When I was in third grade, I did a biography project on Molly Pitcher. I read some books and researched facts about Molly. I wrote a report and drew a picture. I also
created a wooden spoon version of Molly picture. From this report, I learned that her husband got hurt from a cannon, so she took over in battle. Uh there was not enough food for the soldiers, so she made soup out of whatever she could find. She was helpful to the soldiers by
giving them water from a nearby stream with her pitcher. Originally, her name was Mary Hayes, but by giving the soldiers water from the nearby stream, she got the nickname Molly Pitcher. And this is my report that I had made from
last year. All right, great job. >> Thank you very much. >> And this slide shows some of the ways we connect literature to our social studies curriculum in third grade. Massachusetts, our home is um the textbook that addresses the standards
taught in third grade. Students have the opportunity opportunity to read biographies on important people from the American Revolution. We also share non-fiction books that discuss the events and people from colonial times as well as historical fiction that further give students an understanding of what
it was like to live during that time period. All right, before we go on, I just talking about some of the historical perspective of the Garrison House. Raised your hand audience as well. Who went to the Garrison House as a student?
>> So, it is a classic old thing. >> I went as a parent. >> As a parent. That counts. That counts. I said student. That does count. But um it it was second grade. It did used to be traditionally second grade, but um it is um the gift that keeps on giving in our community. So that is great.
>> Um I hope that gave you a little bit of a glimpse into um social studies. We um it is a really an exciting um subject. I know uh personally um growing up too it was my favorite and one of my favorite and it did um continue on as a you know
beyond a student and reading still historical fiction or um other um historical um works, documentaries, all those things. It's something that we do learn from and uh we're um really thrilled that we were able to have some students um share with you their
perspectives of what they did. um fourth and third graders have gone through it and currently in it. So Charlie's going to live some of this stuff as he goes. He was um about to have it. But we're certainly happy to answer any questions um for you that you might have. >> Great. I want to Maria, do you have any questions?
>> If I can get her up. Oh, sorry. >> You just minimize that. >> Yeah. >> I just honestly think the Garrison House that you know it's a great project and it's a great um exposure for the students. Are we still doing the field trips to these areas? You said in the
past >> we are still doing it. Yep. Garrison House field trip is um Yep. always on the um you know on the docket. I it it certainly has evolved over time and it was um something that um changed a bit over COVID but um as we talked about Deb
Tivera has been fantastic. She is really passionate and and how she shares that. So that is now third graders that you know had to go. I do have one of my my um children that always reminds me that they were in that year that missed it because they were in, you know, were in third grade after the second graders
went. So, they maybe have to take a special trip there, but it's still and then um you know, to our field trips, our third grade group, and they've not always been the same one. They've done various different ones and always looking to whether it's um you know, the old north bridge or doing the uh Boston
te this year is >> old north. >> Back to the old north bridge. So, um we're really trying to colonial. Yep. Field trip. >> That's wonderful cuz I I know that at one point it was very difficult to get busing and so on. So, it's wonderful to hear this.
>> Any other questions? Susan, Diana? >> Uh, I don't really have a question. I just wanted to say thank you for sharing and I was really excited to hear on this topic in particular. I do feel like we hear a lot about other subject areas at the elementary level. So, it's really
great to hear how the social studies is playing out for the students and it's particularly great to hear from some students about their own experiences. So, thank you. >> Thank you. >> Anything? Yeah. >> Oh, I I felt the same way. It was kind of nice to get social studies because we
hear the math and the language arts so often. And I'm really glad you're still doing the scavenger hunt around Chelmsford because there's so many historical sites right here in town. Yeah. >> I was going to say same thing. I mean, my kids did that. I my I think my my daughter did Molly Pitcher, I think, is her word. So, it's it's nice to see that
those traditions keep going and uh and thank you all very much for coming out. Thank you, Parish, for bringing them out in the snow and everything else. Uh it's great to hear from you. It's great to hear your enthusiasm for the subject. So, >> how about if I get a picture and I'll send it to you. >> We would love that. >> Great. Thank you. >> Smiles from all the guys, girls. Ready?
All right, Diana, you're in there. Hang on. There we go. All right. All right. Thank you very much. Thank you all very much for coming. Drive safe. Drive safe. >> My brother got married at the Molly Pitcher in Jersey.
>> The Molly Pitcher in >> in New Jersey. >> Oh, really? Like >> when did Molly P. I forget what my other daughter did. Yeah, I remember those projects. >> They dress up and stuff. It was cute. I figured out what I had done. >> The bar that jumped up. I hit
>> mirror. No, I hit the extended screen instead of the regular one. >> It didn't come up again till the bar came up. >> That's fine. >> That was me. >> I just like randomly. I just throw it on. >> Nope. That was me. Thank you again for coming tonight. >> Drive carefully. >> Thank you. >> Bye.
>> Good night. >> Night. Um, moving on to our second item of the evening, if that's okay. Actually, agenda item number three. This is the annual vote that we take on the school choice program. So, for those um
watching at home, the Commonwealth of Massachusetts has a particular um statute that ties to school choice. And what school choice um does is allows a district if um they would like to participate, each school committee every year has to vote to either participate
or not participate. Um so that's the first thing. But then if you do want to uh participate in school choice, you're allowed to accept students from another district in Massachusetts to come and basically be uh treated and and entitled to the education that we grant to uh
Cherford students. So over the years we have um accepted some students into the school choice program. Typically we focus our uh enrollment because you're allowed to do this under the uh program to particular grade levels where you might have capacity and obviously like
at the elementary school we really haven't participated in school choice because we don't have a lot of capacity. From time to time um mid to late middle school uh sometimes we'll accept a student but primarily we've been um taking students in to the high school.
So, at the present time, we have um 38 students that are enrolled district-wide in um the program. Um several of them are obviously seniors at the high school, so they'll be graduating. And then next year, we'd be left with um 28 students because you don't apply every
year. Once you get in the first time, you're considered a chumpster student and you stay right through graduation. So, I gave you the grade level distribution next year, assuming everyone gets promoted um to a grade. And you can kind of see where that distribution shakes out. And um the
recommendation I would have for you, and you'll kind of see this because we have zero uh ninth graders next year. Um we have typically found at the high school level that it's um best for students coming into the high school to come in as a ninth grade student and actually have the full gamut and the full high
school experience as opposed to like dropping in during different years. So um we currently have kind of targeted about 40 as the number that we can comfortably take in the district and not impact class size or anything along those lines. For each district uh each
student that we accept into the district um the sending district. So let's say the student was from LOL or Burick or Draket and they came to us. The sending district basically sends um $5,000 um to our district. So, we do receive some tuition for the students coming in. And
the 40 students that would come in if you approve this recommendation would um equate to $200,000 that would come to us in school choice. It's a revolving fund um that's basically at the purview of the school committee. So, the money would come in, it would sit in that fund. We have traditionally earmarked
that to help pay for our one-on-one initiative and offset the cost of the leases. We talked about that at the budget hearing last week. Um so, that's where the funding would go. So my recommendation consistent with what we've done previously would basically be able to um get to the 40 students uh in
the district that we target um to accept uh 12 new students to the district as incoming 9th grade students at the high school. Um again it would not throw off our um class sizes or anything like that at the school and it would uh provide for that consistent revenue coming in that we'll use it as an offset to um to
the technology leases. So I'm happy to answer any questions you may have. Um I think the program has worked well. It's provided a good opportunity for um both our students to have some exposure to students coming from other districts as well as the students from other districts having some exposure to chump.
So I would recommend we continue. >> Any questions? Maria, any questions? >> She's shaking her head. >> No. >> Okay, great. Uh thank you. >> Yep. Susan Diana question. Um is there any one town or city where students tend
to come from? Do we more than any other? >> Yeah, we I mean we do track that um because obviously we know where the revenue is coming from just geographically and because of the size um the majority of students do come from LOL. Um but we have um this is off top of my head. I know we have LOL, we've
had Tingsboro, um we have had Draket. Um we may have a Bora student this year, but it's typically the Mirramac Valley. It doesn't shy too far from that, but where LOL's right next door and it's the biggest community. Um the majority do come from LOL.
>> Just a question on your chart. What does SP have the grade levels and one of the one SP? >> Oh, so we have Yeah. So we have one. It's a um special education student. >> Okay. >> So that actually works a little bit different. Okay. >> So, we had um so when you advertise for school choice, it's a blind lottery. So,
anyone can apply whether they're um a general ed student, whether they're on a 504, they're on an IEP. Um and you basically, if we designate 12 spots, and we have 12 or less students that um sign up by the deadline and register, then those automatically get in. If we ended
up having 14 students that wanted to get in, but we only had 12 slots, you have to do a blind lottery. So, you basically would just pick the first 12 names out of a hat. those 12 names would be off of the slot and then 13 or 14 would go on a waiting list and if one of the first 12 didn't take it, then you go to your waiting list and you'd go right down the
line. So, um there are from time to time you can have a student that will come in that actually has um significant special needs and you can't accommodate them in the district. Um so, this particular child is a special education student that's in an out of district placement.
They technically still because they now came to us as school choice, they're still kind of considered one of our students, but on a special education student, the district that they're coming from uh pays 100% of the cost of the uh child to to come to us. So, not
only do we receive the $5,000 that we would get for the tuition, but whatever tuition we pay, and I don't know exactly where this child is, but let's say they were at Valley Collaborative, if we're paying $50,000 in tuition, we get $50,000 from whatever the district that was sending them, it's basically a pass
through. So, it's net neutral to us um costwise, it's just a situation where um if a child does come in and you can have special education students stay all the way until they're 22, um that's likely what happened here. So, I don't know exactly what grade level they'd be in,
but they're beyond 12, but they're not 22 yet. And that's why they're classified as SP. >> Okay. And when we do open this up, do we normally get the number we want or above it? Do we have a waiting list? Usually, >> yeah, we I mean, historically, um, we've been getting at least the number that
we're advertising, if not a few more. And then we have typically done the lottery and we've accepted, say, the 12 kids in, and we've typically had a little weight list of, say, four or five students. Um there are students that get accepted in and um over the course of the summer might change their mind and not come. So then we would just already
have the waiting list established. People do call us every week to see if they've moved on the waiting list. Um and we would just right up until the start of school accept um students in. And then after the school year starts, we stop. We don't um we don't go further than that.
>> Any other questions? All right. >> No one. I was going to say I can make a motion if Maria is I don't know if she's able. That's too I >> You already got it. >> So, if you wouldn't mind. >> Yeah. >> Um I move that we accept 12 additional
students at Chumsford High School in grade nine under the Commonwealth of Massachusetts school choice program, bringing the total school choice participation in the Chsford public schools to 40 enrolled students during the 26 2026 27 school year. A
>> second. Second. Okay, we have a motion, a second. We'll have to do a roll call. So, Maria, >> I thank you. >> Diana, >> I >> Susan, >> I >> I 840. >> Great. Thank you very much. So, again, just for the viewing audience, because
people do actually watch this time of year. We get calls every day. Um, so before Friday, the uh the application, the announcement will be up on the district website. And there's typically about a month's time to submit your application. And right around April school break is when we actually do the lottery. We select the individuals. We
notify them of the spacing. We give them two or three weeks to come in and actually register. And then we'd start going down our waiting list in May if people haven't um taken us up on the spots. So for anyone watching before the end of this week, the uh the applications will be live up on the website with all the information as far
as filling out your application, what you need to provide to the district, and we'll kick off the u the enrollment process or the lottery process. All right. Uh, we don't have any field trips. >> No, I had that on there because I thought one was going to come in and then it didn't come in in time. Um, so
we're not going to have item for the field trips. Uh, that concludes new business for me tonight. >> All right, so we'll move on to leaison reports. I know it's only been a week, but Maria, do you have anything? >> Nope. >> Okay, great. Diana, anything?
Last night was a meeting of the South Row PTO and um as always they've been very busy. Um there was a a notable fundraiser at a uh
roller rink that I can testify occurred. Um but uh besides that they have had a whole variety of opportunities for students. um their STEM fair most notably had hundreds students
involved and hundreds of viewers. So it was a very successful one. Um coming up they're having um a variety of other events. Um one notable piece is that um they mentioned that
they are beginning the placement process very soon. um which begins by asking for parent and caregiver feedback on their students as they look to the year ahead.
Um and I know this happens at different times throughout Chumsford. Um but I think um South Row is really um proud of having a very deliberate process that starts quite early. Um, the other big thing coming up is the
book fair on the 16th through the 20th and there will be a family night on the 18th of March. And they also mentioned that the this is just kind of relative to relevant to
something we've been hearing about in some of the presentations here. they are getting professional development coming up this month on the think SRSD uh writing program to continue to ensure that the staff at the school is trained
thoroughly on that. So that was interesting to hear. Um and finally they were um searching for a long time for uh some people to step forward, some person to step forward to be a new treasure as
the longtime treasurer of the PTO is going to be moving on to a new school next year with her oldest or her youngest graduating from South Row and they wound up having two volunteers to take on the co-reasurer role um so that
they can share that important respons responsibility and I uh just thought it might be worth naming how critical these roles stepping forward and volunteering for PTO's in our schools really are and how incredibly valued these parent
volunteers are. >> Thank you, Susan. Anything? >> Not yet, but tomorrow. >> Okay, great. I don't either. I mean, the next thing would be the building committee, which is on the same night as the public forum. So, we're going to have our billing committee meeting at 6 and then that'll be followed up by the
public forum at 7. So, all right. Anyone have any new items they would like on an upcoming agenda? >> I'm not going to say items, but I do want to thank everybody for accommodating me tonight. Thank you
Diane for uh volunteering to do the motions and thank you Sus. >> Great. Anybody else? Anything new? I just reminder, we did move our next meeting from the 17th to the 24th. So, um, originally was had it on the 17th,
but because of the way the schedule worked, we figured the 24th would be better break things up. And we mentioned already the public forum on the 19th and then I did reach out to our state representatives. Um, I did hear back from Representative Arcerio and he he would be able to meet us um at the state
house that day. I'm just waiting to hear back from everybody else and hopefully we can get them all in one room and that would make you know for a nice conversation. So, um looking looking forward to hearing back from them and then by the 31st is our AI workshop. So, >> thank you. >> Busy busy month of March. >> Busy month. >> Yep.
>> All right. Any public comment? Anybody have any comments to make? Okay. All right. If we don't have any public comment, then I will take uh a motion to adjurnn. >> I move that we adjourn. >> Okay. >> I'll second. >> All right. Uh Maria >> I. >> Susan. Hi >> Diana.
>> I >> I 4 Z. All right. Well, thank you everybody.