school committee meeting for December uh 8th to order. Would you please stand for the pledge of >> allegiance to the flag of the United States of America to the republic for which it stands one nation under God indivisible
with liberty and justice for all. The mission statement of the Danas public schools states that we are invested in creating a supportive environment where all learners thrive. This meeting is being broadcast on Dan's community access television. Is there
anyone in the audience recorded? Seeing none, um we are ready for items of interest to the superintendent school committee or community. Is there anyone here that would like to make public comment?
Oh, >> sorry, Julie. >> Now I'm on. It's a new experience every time I get up here. First of all, I want to thank Kristen Anderson for taking the time a couple of weeks ago to talk to myself and Dr. Charles Desmond.
from the HRIC education committee got an update of what was going on. Schools outstanding. Probably one of the greatest meetings we've ever had. Truly, it was it was a informed we we we received a lot of information what's going on in the schools. Uh but I'm here
just for a couple of calendar updates, reminders. On December 15th in the town square, we have the annual manora lighting uh for the Jewish holidays. That'll be at 6 pm. right in the square by the big Christmas tree.
And then uh the following month, January 19th from 3 to 5 in the school at room, you will celebrate Martin Luther King Day, right? There'll be more details about the MLK event, but I think most some of you have been to the Manura. It's a
about a 20 minute to a half an hour event. And they uh I'm sure I can't remember what they they bring uh some food like uh can't remember the name of it. They're great. Whatever. >> Yeah, it's really good time. A lot of
fun. Right. So, thank you very much and see you all then. Bye-bye. >> Thank you, Paul. >> Hi everyone. I'm Julie Defilippo and I'm here from the Dra CPAC. Um just wanted to give you a few updates on the work that we've
been doing. Um in the coming weeks you'll we're going to be putting out our new calendar of events that will include um all the trainings that the federation for children with special needs offers to caregivers to educators and people in the community um about a range of topics
from the IEP process all the way up through transition to age 22. Um it's a really, you know, a great thing for us to take advantage of. It's free for our any member of our district. Um secondly, we are really excited about some collaborations we're doing with other
CPACs. So we're collaborating with PED CPAC with Glouester CPAC um and a couple others to sort of figure out how can we all um coordinate so we're not replicating um many of the you know similar events we do but also some some unique events that we're going to have
coming up. So we're really excited about that. Um and we continue our work um with the Department of Student Services and our Apple team. Um we actually have our final action planning meeting this week. Um and you know, we've identified
radical um belonging as a theme that we're all intentionally sort of working towards and what that will what that will look like in the future in our plan. Um, and just finally, I saw that you have uh the FY27 budget on your agenda, and I just wanted to say that I
hope that you put forth a budget for special education that continues to support the momentum that we've um that we've been really working hard um collaboratively all together and, you know, continue to see our programs um within special education uh grow and
really becoming um very notable within our region um and in the progress that we've made. So, thank you. >> Thank you, Julie. Anybody else? Uh, seeing none, we will move on to uh
information from the superintendent, the student representative report. >> All right. Hello everyone. Um, so we have lots of reports from the high school today. Um, first we're going to start by talking about the open house that we had. That was a really big event for us. Um, So, it started with having
everybody come into the auditorium and there was some suited speakers and then there was also a little bit of the Hades Town performance. They did a little sneak peek um of their musical. Um and then the community leaders, which is what I'm a part of, um they did like
self-guided tours. So, there was events in Fieldhouse, which had like all the academics and then in the um in the VI gym had all of the sports and all the clubs. So parents could go in there, they could walk around. There was a ton of children there, too. Um, just walking around checking out all the sports
tables, which had a bunch of the student leaders at it, you know, talking about it and giving information. Um, and then parents or students could come and find the community leaders and then we could give self-guided tours. Um, this was really fun for the community leaders and it was something different that we got
to do after school that wasn't so much like structured, which it seemed more structured at the beginning, but then it kind of opened up to like how do you want to lead it? How do you want to talk about it? And just how do you want to show off the high school in a really positive way? Um, and then the next day
the eighth graders from the middle school came over and we gave tours. They did the same thing um kind of the parents did where they walked around in the gym in the fieldhouse taking up those tables and then there was community leaders who were assigned to groups and we did um tours around some
of the um DECA classrooms, robotic classrooms, the art wing. So, lots of different things. Um then we had credit for life happened which we had um one of the banking places come in to the high school which was held in the by gym or the fieldhouse sorry and it was for all
the seniors. It's a graduation requirement so all the seniors had to do it. Um, and it's basically just like an eyeopening day of what is it like in the future for you like after you graduate, buying a house, buying a car, paying rent, buying monthly expenses. Um, so we
got these binders and we basically just had to go around to each table um for housing, cars, like I said, and just try to manage our money and see what it would be like. It was very eye opening because there was a lot of things I was like, "Oh my gosh, I feel like I have no
money or I feel like it just like, wow, so expensive." Um, the football team, cheerleading, boys soccer, girls soccer, and cross country all made the state tournaments. And the girls cross country were division champions and ran in the prestigious Nike Invitational, um, which
was in New York. So, that team got to go down and run in that, which was super awesome. >> Uh, the marching band uh was Massachusetts runner up in division three uh and we
had our banquet last Wednesday. Uh we had a Mr. gave us a speech and he gave speech to all of us and uh gave us a banner that is in front of the a in the uh area in front of the auditorium
and also gave us um bag tags uh that have all of our names on it. Um we had the Beverly Holiday Parade uh a few weeks ago and we also um we have our winter concert coming up on the 17th for um
concert band. It's at 7:30 and uh we also have uh Winter Guard started up a few weeks ago and we have a giant team of 16 members this year. Uh
also Hades Town happened a few weeks ago as well. We had a special appearance for Mr. Bower. >> Yeah. Um, so next we had >> I just wanted to
>> I think you did amazing. >> I think you did amazing. >> Thank you very much. >> Well, Mr. Bow was also at our pep rally and did two cartwheels on the cheerleading mats. So, he became a cheerleader for a couple minutes there.
That was great. Um, >> so next was the senior citizen breakfast which was last week. That um was also led by the community leaders and that was in the morning which is so much fun. Like I can't even express how much I enjoyed it. Um we did it last year at
the end of the year and um it's basically we have senior citizens. They come in and they eat breakfast with us. So, we just sit at a table and we just talked to them um for a little over an hour and it was so nice just getting to meet with them. Um I actually met with um Dave and he's the
crossing guard at um the high school and I didn't even recognize him at first and then I started talking to him and I was like, "Wait, I recognize you." Um so that was really fun to get to eat breakfast with them. And a bunch of students in the school also wrote holiday cards for the senior citizens. That's such a nice thing as well. And
then in the spring, we're also planning on having them come back to um have a senior citizen prom. So that's going to be so much fun. And to play pickle ball with the students. So we're trying to set those things up. Um just to have different events to include them in our
community always. Um winter sports have now begun. Um gymnastics just started up last week. I know a bunch of the other um sports have been doing some scrimmages. I think girls basketball had a scrimmage this past weekend, I think. Um, and then the DECA district
competition starts this week. So for the freshman who do role plays, they'll be on Wednesday and then everyone else is on Thursday. So good luck to everyone competing. Thanks. >> Any questions? >> No questions, but and we'll talk about
it later, but um the uh open house was outstanding and students all of you who participated just story to the chair. Could I possibly give another shout out? >> Absolutely. Well, outstanding report um
and did a great job at open house. Awesome. But the um I'm very proud of our students and community for a lot of the um food drives right before before I was amazed when I went into the schools to
see the quantity of food and last Friday I was at Smith for the day and principal powers had about 10 students carding out food to the van and I was just amazed but I saw that at all the schools and it's just the spirit that it makes you feel really good. So, thank you to all
of our students and the staff for supporting those efforts and I know the high school's in the midst of a drive right now. So, supporting our food banks. >> Awesome. Good luck and nice. Thanks for all that. >> Uh, next item is the National Merit
Commission. So, if I could call up Principal Strauss uh to discuss the National Merit Scholarship Recognition as well as our wonderful senior Claudia. Come on up. Each year, 30,000 academically talented
high school seniors are recognized for excellence in terms of their PSAT scores. Um, Claudia is our representative. And it's one thing to be excellent in taking a test, but I really need you to hear a little bit about this young lady. And
I'm only talking academically. She's involved in so much within our school. So, I did a little bit of research on Claudia. To date, 84 grades have been posted for her since she was a freshman. 83 of them
are an A minus or higher. That's remarkable. 78 out of 84 are an A or an A+. In her final course grades, 23 out of 23 were an A or an A+.
That's excellent. You are now on your eighth AP class. Is that correct? >> There you go. Nine APs. So when we talk about open house and we talk about excellence within what we're doing academically, this young lady is the epitome of excellence. So she is our
reward our award recipient for national merit certification from college board and PSATs. So she deserve for her work on PSATs as a sophomore. So she deserves a big round of applause and some pictures. First of all, smile. Congratulations.
Congratulations. >> Congratulations. >> Congrats. Next item is the project 351 recognition. >> Great. If we could have principal colony come forward with Alia and we'll have a
discussion about project 351 and what an outstanding opportunity. >> Okay, good evening everyone. And this is one of the my more favorite things I get to do all year is really present our project 351 recipient uh not only for Holton Richmond but for Danvers uh to the school committee and to the
community. So first a little bit about project 351 for those who are not familiar um back in 2011 it was founded uh and it's really built on the beliefs of Dr. King's vision of the power of community but particularly the fairest belief in the unlimited potential of young people. So across all 351 cities
and towns in Massachusetts, each year an eighth grade ambassador is selected from our our middle schools across the state. And Ala is going to start a five-year journey starting this year of uh meeting and collaborating with eighth graders all across the state. It will start with
a service day in January where she'll meet up with students in the area and take a bus uh into Boston. Uh and from there her journey is on. um she will come back to Danvers and collaborate with the school leadership in the community around a service project, but it's not just for this year. She'll join
a network for the next five years. Uh and she'll meet alumni dating back to 2011 and really be open to a network of ambassadors from long long line of um recipients. Um, when we seek a 351 ambassador, we really
look for students that embody the values of kindness, empathy, inclusion, and really just seeking to make a positive difference. Um, and so Project Thrifty One really asks schools to think about your quiet leaders in the school, the students who show up every day, look to
make an impact and just doing the little things right and making a difference in other people's lives. I've had the privilege to work with a the last three years. um when I came on, she was a sixth grader coming in as well and I have very fond memories of her and her friends coming into my main office
every day to do morning announcements. She was the first crew of students I got to meet um in the morning and so we used to just hang out and talk a little bit before morning announcements and I could tell then that Alla was going to be the type of student that we needed to help kind of get Holton back on a good path and since then she hasn't let us down.
Um, I got some statements from teachers and classmates when we were seeking out nominations this year. So, I'm just going to read a few words um about Allah from her teachers. She has a sense of confidence and humility that is respected by her peers.
She is a quiet leader in the classroom. She's inherently inclusive and supportive of her peers. And those were statements um from her teachers dating back to sixth grade, seventh grade, and this year. uh and more importantly her classmates. This year I asked uh eighth graders to um give me feedback on who
they thought their a classmate would be that would recommend uh they would want to recommend or represent their school. So I thought that was a nice way to kind of hear from the student population. So these were some statements from Ala's classmates. She's a wonderful person. She's responsible. She's always making
people feel included. I know she has high hopes for her future including being a leader. I know that she would love the opportunity. So Alla, on behalf of Danvers and Holden Richmond, we are proud of you and congratulate you on being this year's project 351 ambassador for Holden
Richmond in Danver. I'll take with my phone too so I can >> That's right. You probably get a better picture than I will. >> We got to make sure. Yep. >> You got it. You have multiple phones.
Next is our recap for the DHS open house. All right, Principal Strauss, come on down. >> Turn that on. Now, there's so much to say. I mean, I I I realize that many of you saw it and and
attended. Um, I want to thank I have to start by thanking uh first Superintendent Bower and and assistant superintendent Anderson for their support and trust in saying just go do this. Um,
it our staff was was fantastic. I'm going to reiterate again. It was not a contractual obligation, but they were all there. That says something about the culture that we're building within the school, I think. Um I want to thank the primary principles. They were they were
really helpful um in getting the word out. Uh technology, you know, all of all of central office. Um I want to start by saying before
we did ours, I went to that other school up the road who just lost the football championship. and um had a lot of conversations with people. Um but what I found out is about you
know the amount of money that is spent to do one of those for them is exorbitant. It's it's more than a cost of a teacher for us. Um, and we did ours in 7500, less than $7,500,
which is a remarkable, um, it's a remarkable thing. So, I can talk all night. I know I have 10 minutes, but what I want to do, >> it's actually eight minutes now. >> Okay. What I want to do though is is we did a survey to all eighth grade
parents. Um, so I want to give you some of those results because I think that's more important than anything I would have to say. Um, I will say Dan and I have received a total of 19 emails, confirmations from parents who said they're no longer interested in either
PREP or Essex Tech. Um, they're either pulling their child's application or they're not going to apply. So, that's a positive. Um, you know, there's certainly work we have to do for next year. But on a scale of one to five, how would you rate your overall experience at the open house? And I've done enough of these to find out that you're going
to get a lot of cranky people. Um 85% gave it a five and the rest gave it a four which is impressive. How helpful were the presentations, tours, and information sent sessions? 87% were a five. 12.5% were a four.
Was the event easy to navigate? 92% yes. 7% 7.5% somewhat said somewhat. Did you receive the information you were hoping to learn about Danver's high school? 88.4% 4% said yes. The rest said mostly.
Which areas were most valuable to you? And you could choose more than one. Um 80% said academic programs, 65% said athletics, uh 50% arts and music, 80% clubs and extracurriculars,
28% guidance and counseling, 75% college and career readiness, and 40% school culture and community. After attending the open house, how likely are you to consider or to enroll your child in
Damer's High School? 78% gave it a five. 18% gave it a four. One person gave it a 3.1. And that's the one I want to find. It's the only one I'm concentrated on. Did the open house help you feel more connected to Danver's High School? 96.4%
said yes. Um, I want to read you two open-ended responses. Um, I'm going to preface this by saying I'm a parent that has enrolled her children in schools in six different states and I've taught in four states. Next fall, our rising nth grader will be enrolling in our family's
21st school. Let me say my husband and I are impressed. We've toured top private schools in the areas and they didn't have half the presentation that DHS did tonight. across the board. Every student we encountered took initiative, made eye contact, had stellar manners, and I I was impressed with their polish and
presentation skills. Aside from all that DHS has to offer, your student ambassadors were an enormous selling point for us, too. We're so pleased to have this gem of a school in our adopted hometown. While we're happy to reunite with our favorite teachers, our jaws dropped at how professional the open
house was. Well done. Five stars. Another one said, "My daughter was extremely excited with all of the opportunities. She wanted to go to tech and is no longer interested." In her own words, she said that she felt much more confident about high school and was extremely excited. She does not want to look at any other options and just wants
to attend DHS. Thank you very much. I said at the beginning of a presentation that night that we need either we need to tell our story or someone's going to tell it for us. We did a really good job in my opinion across the board, the entire district of telling our story. I'm really proud of how how the night
was. It was excellent. So, I don't know if you have questions or I would just comment that um as I said before, the students were excellent. I thought your presentation was terrific in terms of learning out the opportunities
that high. What I was struck by is that we know that we've put a lot into, you know, special ed and into athletics and into arts and things that are important to people. Um but the range of academic
opportunities, the early college program, the AP courses, um there were things I hadn't even thought about that we're really doing marvelously to prepare and give opportunities for some uh students who are looking for rigorous
challenges and that's what I came away with that there is a rigorous curriculum here and opportunity for students who want to take advantage of that and I think that was a part of the story that we don't always tell so well and I think that you and the students and the staff
told that story really well that night. So, congratulations and thank you. >> Thank you. AP diplomas makes a big difference for us. >> Um that's a selling point and the fact that our juniors can take it >> and receive their diploma before they start applying to colleges
>> is we're only one of five in the state that are are allowing juniors to take it. Mostly it's sophomores and seniors. We're opening it up so that our top flight juniors will be able to take it or take it as a senior. That's going to make a big difference because when you apply to top schools and you already
have a diploma >> Yeah. >> is something other kids won't. So, we're really excited about that. >> It was fantastic. >> Yeah. Great. >> I'd like to say it was it was just a great event and it started with the passion that I heard you uh speak about
the school. Um it was very it was very genuine. I think everybody understood that when they heard you. It wasn't contrived. Um and then that authenticity was uh throughout all the different presentations from the especially for
the students and the staff. >> I think that was very telling. Um just overall very very impressive tonight. So congratulations to all that were involved. >> Thank you. Just so you know the eighth grade tour, the next day was an eighth grade tour as Holly talked about. There
were no teachers at the tour. So, there were eighth grade teachers who brought their students over, but the only ones who spoke about all of the programs that you saw the night before were students to students, which was even more powerful, we think,
>> yeah, I would agree. I think um so I I missed it due to a work conflict, but I I I would say from everything that I've heard from from you guys and other people in the community, it's been great. And um since I since joining the school committee, I actually thought it was great to your point about tell tell our story or somebody else will. And I
think that that's the any way that we can promote all the great things happening at DHS is great. And also how early we're starting to engage the community I think is a a step in the right direction also. So I you know kudos to you. I think it's a you know in the spar I think it's a you know a great program that we're trying to to to get
out there. So nice job. >> Yeah I know um myself and Eric uh traveled most of the way together. um the two of us being alumni um we were talking about the old times and how different and how much more there is to offer. Um, I'm not going to say how long
ago we were there, but um, you know, technology has changed just a tad, but not just the differences, but the the, you know, the the kids were excited. They were proud. They weren't just going through the motions. You know, they wanted to let it be known how important
um, their teachers are. You know, mentioning the tour, they mentioned them by name. They said how, you know, even they even more to the extent sometimes said, you know, they seem a little weird at first, but they're really great. You know, they they were very genuine about how to navigate different people's personalities as well as the different
offers that they had. Uh the different opportunities. So, it was definitely a a great thing to see. Thank you for all of your efforts on that. >> Absolutely. And kids did not get community service. They volunteered. >> Fantastic. >> Which is pretty powerful.
>> I have one quick question. for Dan or um is this presentation at least the presentation part available in >> decil auditorium >> which we can post on decad
>> okay >> for next year so we've already talked about what we're going to do better for next year we are going to have someone there filming the entire thing >> okay >> so that you can go through and and talk and we haven't figured out how we're going to do it yet, but yes, we are
going to film it. But the auditorium piece was filmed. >> Good. I would say that that should be because the auditorium piece there was a lot of information. Correct. >> Is your presentation the seven students spoke? So, yes, if we can get that up there even now, I think that's a good
thing. >> The chair, I just want to say a couple quick things where the impressive thing to me is that there's something for everybody. So when you went into the by gym right where all the clubs all the students that gave their time and they
were all personable at the tables they were just unbelievable all the groups of a huge cross-section um and and I say that with confidence when I walked through there I saw students different interests different different opportunities um and I thought it was just great so
that was one thing and secondly just the feedback that I heard from parents walking around was just you know a lot of enthusiasm And I had somebody talk to me who went to other open houses and said felt there was so much being personable, standing up, shaking hands,
making eye and talking. And really the students, as you said, they weren't they were coached a little bit, but they really were on their own, right? >> Um, and I think that was very impressive. So kudos to the staff as well for for putting this together and obviously your work as well, Principal St.
>> Our work. One last thing, since we have a fiduciary responsibility, um, we had this event on a Wednesday night. I noticed on the signs there was no year put on there. We going to have this on a Thursday night next year so we save some cost of new science. >> So, it's interesting. So, there are two
issues. Number one, we want to make sure the timing is right. We want to be the last one uh to have an open house. So, that's why we picked the night we picked. We also picked it the night before Hadestown started. So, the question is, are is Hades Town willing
or or theater willing to move their shows to Friday, Saturday, and Sunday? >> Um, I mainly asked so I know to throw my sign, >> right? >> No, don't throw it away yet. Thank you. >> We're looking at it. Speaking of signs and and Nate talked about it, if you get
a chance to go into the auditorium, if you think athletic banners for state championships, that's what we did for band. Um, and it made a difference. for them to feel as if they were rewarded too. It was great watching their business. >> Thank you.
>> That's it. Thank you. >> DPS technology update is next. >> Um we have Mr. James Sullivan is here tonight. Um and just to frame the presentation um we've been talking actually before this year in terms of
our onetoone programming not only sustainability but as we connected to our strategic plan you know is our technology for our students uh what we really need to not only move our stu students forward but prepare them for the future. So I have to give a lot of credit to Jim and his team. He's done a
lot of work. So, we're getting the word out as far as communication in terms of our review of the the onetoone. So, without further ado, I'll turn this over to Mr. Sullivan. >> Thank you, Dr. Bower. Good evening, everybody. Good to see you again. I think I was looking it's I think it's been about a year since I presented so
I've missed you. I'm glad to be back. Thank you. Um but um here uh for a technology update tonight, but also to uh like Dr. Power mentioned to give an update on um you we're looking at our onetoone program for Chromebooks for the devices we give to students right now.
So, right now, uh, districtwide, you know, it all students grades K through 12 are all assigned a Chromebook, uh, you know, for their, uh, their, you know, learning needs throughout the the day or throughout, you know, the school year. And so, we've been looking at, you know, asking a lot of questions about,
you know, is this the right device? You know, how are we using our devices? What, you know, what is the best practice? And, uh, we're still continuing that process. Um but you know I would today wanted to give you a presentation uh with you know some of the things that we're looking at some of the questions that we're asking and give you the opportunity to ask some
questions as well. So uh a little uh a little bit of history. Um so the this is a screenshot here from an article actually back in 2015. So 10 years ago is when uh Danver's public schools started their one-to-one program and that was actually
here at the Holton Richmond Middle School. So, uh, this is a a picture of, you know, the article. It was in the Herald Citizen. Um, and the article, uh, if you go to the next slide, uh, had a couple few different highlights, you know, talking about the program at the
time. Uh, you know, some of which being, you know, the these laptops would be used, you know, for students to do their homework, to create presentations, work with other students. Um you one of the the data points is you know at this time they had over 8,300 documents that were being worked on collaboratively and
shared among the students which was a huge jump at the time and also uh you know that at this point then the uh the direction was starting to look at the high school you know and starting a one-toone program there as well and spoiler alert that started about a year
later. So thinking about that um 8300 mark about 10 years ago um And if you go to the next slide, uh just a quick screenshot that I grabbed out of, um our Google console that we use, you know, for all of our students log in. Um on,
you know, October 2nd alone, we had almost 4,000 documents created. So um you know, the data points are, you know, the the amount of data and usage has grown dramatically over the last 10 years, which is great. I mean, the we're providing devices, they're they're being used um and they're, you know, clearly,
you know, a tool for everybody to use, which is great. So part of that sort of you know begs the question is you know what what are our goals you know what can we do next to continue um that you know that level of success. So now that we have this new strategic
plan the portrait of a learner um this is a great opportunity to really ask the questions and how we can align to the goal and the mission that we're moving forward with. So, you know, thinking about the the technology and framing the question that way is, you know, what can we do, you know, from a technology
standpoint to ensure that we can help our students be, you know, compassionate citizens, resilient problem solvers, effective communicators, skillful collaborators, and transformative thinkers. And the question is, you know, is is the Chromebook that we're providing our students doing that? Maybe
it is, maybe it isn't, but it could also be different at the different, you know, different grade levels as well. in thinking of how the devices are being used in terms of you know the technology is a lot of times we're you know the students or really anybody you're consuming the the technology so you're
going to a website you're reading the information you're downloading it but thinking about the strategic plan and where we want our students to go how can we think about what technology will help our students to create you know to be you know critical thinkers transformative thinkers and problem
solvers you know there could be other devices that are out there to help with that as So currently, as I mentioned, our you know, our model, the way it's set up is every student is issued a Chromebook from the school. And as part of that, it in order to maintain the device, uh each
student is also assessed $35 fee, which is the Chrome uh the district takes out a Chromebook insurance policy for accidental damage. So that in the event of device, you know, is you accidentally damaged uh which accidents happen and that's entirely reasonable. um you know we have the ability through that
insurance policy to get them replaced. So um you know talking about the the model that we've had um you know we started at the middle school going onetoone we then moved to the high school where we went with the onetoone program and then um when COVID hit we
you know we brought then the elementary school essentially to the onetoone program as well out of necessity and that's sort of where we stayed. So now all of our students have you know are issued a device So, you know, some of the questions, you know, some of the conversations that
we're starting to have now is, you know, what what are our requirements? So, you know, what do we need to help our students, you know, to be successful? And, you know, does the Chromebook fit our need? Maybe it does, maybe it doesn't. you know, I some of the more of
the conversations we're having is, you know, at certain grade levels, maybe that's not the right fit for some of the creative, you know, um, activities and processes that we're trying to accomplish. And you know depending on what device or what technology we want
to use we also need to figure out what the model would be whether we will you know right now we're in a model where we the district are paying and providing all of those devices and then we collect them at the end of the year or the end of the four years depending on where the student is. You know there are other
options and there are other you know ways and methods that districts use. um some of the districts around us also at the high school level will consider a lease to own program. So if we pick a device um whether it's a Chromebook or you know I guess the other um the other
common um device option could be Apple you know whether it's you know a computer or a tablet um you know there could be a lease own model at the high school the benefit of that is that a student gets used to using that you know for four years they're making payments towards it and then whatever their
post-secary you know options are they can take that with them they have a device they know how to use they know what they want to, you know, what they can use with and they take it with them. It's theirs to keep. Um there's also some districts also look at a, you know, BYOD, a bring your own device. Um which
there are, um, you know, some limit, there are some limitations, some questions about that. But, um, you know, that is another opportunity, you know, that we could look at that for different grade levels as well. Um, or, you know, the other option being, you know, is, you know, does the district provide
devices? So there's those are the three most common models and you know it's right now even though our program looks the same whether you're a kindergarten or a 12th grader the learning doesn't look the same whether you're a kindergarten or a 12th grader. So it may
not be that this is a one-sizefits-all uh program. you know, it's important to look at and you know, you know, and and talk to the, you know, teachers at different grade levels and the families as well to find out what the best fit is, you know, to to support the
learning. So, the other piece of this which I mentioned, you know, is um, you know, how do we how do we continue to support those devices? So, right now, uh, you know, as I mentioned, the district carries the insurance policy for accidental damage, but there could be
other options, particularly if there's a lease to own option. Maybe there's a there's a warranty that's built in, you know, that to get those devices repaired or looking at, you know, maybe a like a bring your own warranty, you know, type policy, but sometimes that can get a little complicated and it's on the
family. So, you know, a lot of times whatever we decide, you know, it's it's best to try to make it uniform. um but you know uniform with those different grade levels as well. So that is just one of the other conversations that we're having to try to figure out whatever we decide what's the best way to support that as well.
And so you know as part of these you know conversations so um after you know at the beginning of this year after we you know spent a lot of time working on the strategic plan uh this is a conversation that we brought to our administrative team or our leadership team and we've started the conversation
there. Uh we've had you know a good excuse me um you know dynamic conversation you know looking at um you know talking with the principles and looking at the different levels about what you know what some of the needs are. Uh we've also started conversations with the uh with the DTA leadership at
some of their monthly check-ins just to start the conversation because we do want to engage you know teachers in order to um you know understand you know really what the needs are in the classrooms and the different levels. So we want to make sure that we include them. Uh we've also talked with the you
know with the technology team you know our district technology team which is awesome and they spend a lot of time uh supporting our you know onetoone Chromebook program now and we want to make sure that we have you know whatever we decide to do that we have the tools and resources in place so that we can continue uh you know to do a to do a
good job of supporting the technology for our students and our staff. Um some of the you know the next steps as part of that. So, you know, we're here tonight to, you know, to talk about the the program here a little more publicly, but also, um, you know, some of the next steps is in the next couple weeks hope
to get surveys out to, you know, the community and to our staff and then hopefully host some, you know, some listening groups, uh, so that, you know, those that, um, you know, want, we want to make sure that those who want to be heard can be heard. you know, if they have suggestions or um you know, even
things that they've seen in other districts that work or don't work or um you know, we want to make sure that we talk to as many people as we can so that we're you know, we're really covering all of the ground. We don't want to miss anything on this because I think that um you know, there's no question that you know, the Chromebook has been a big part
of the classroom so that we want to make sure that whatever we do, we continue to support the classroom students. Um, but that's that's the update that we were talking about. So, this um this fun picture here is I asked one of my favorite, you know, AI chat bots um you
know what it would look like once we're successful uh with our onetoone Chromebook program. So, this is uh this is what we're going to look like afterwards. So, very excited about that. >> That'll be it' be a capital warrant article. Anyone
anyone have any questions, >> comments? >> I do one one quick one. So, actually two quick questions. So, I I think this is great, you know, continue to to evolve and and grow with the technology as as it gets grow older and obviously as the
as we progress, right? Um, but going from a Chromebook to Apple be significantly more expensive, right? Like those Chromebooks are pretty inexpensive. >> Well, the it's not a dramatic price difference. So, the Chromebooks that we've purchased have typically been higherend Chromebooks. So, they're the
um the convertible devices that have a touch screen. So, they're not the the cheapest device, but they're per perhaps not the most expensive device. So, comparing them to the price point on um like an iPad, for example, with an iPad with a like it would have to have a keyboard trackpad to be compliant with,
you know, state testing, but um there's not a dramatic price difference actually there. Okay. >> Uh there would be, you know, there would be more of a difference perhaps between that and like if you were to look at like an Apple laptop for example but um there's also
um more value there's better return on value with those devices as well you know if the students were to take it with them you know you'd be able to u you know continue to use it for the next few years but also if they didn't if it was turned in could you potentially
trade them in for a dollar value for the next you know year of students like that >> okay there is some there is some Okay. And I think you said it before, but if we decide, let's say we do K through eight to be Chromebook and then for the high school kids, we look at
potential upgrade. Would that be a s we'd have to go with I think you said this, but I was writing it down, but you'd have to go with one or the other. You can't go we couldn't have like some kids on Chromebooks and then some kids on iPads or >> Well, it I think it would be easier in
the classroom if there's more consistent device. So, you know, That is the benefit of having Chromebooks right now. But I think we would we would have to sort of, you know, look at our options. So like in the case of like a bring your own device, there are a lot of different devices that are coming in. So it it
could work. Um but I think that's part of what we need to talk about and look at to make sure that you know whatever whatever the model is really works well for our classrooms. >> Okay. Thank you. >> You're welcome. Thank you. >> Um I would say that uh
I love that you're not standing still that we're looking at where we're going to go and really technology is changing so quickly and the opportunities are changing. So I think to constantly be looking at what really works for our curriculum strategic plan makes a lot of
sense and my own experience has been that um when you're doing something like this asking the right questions is the key and my sense is that you're asking the right questions. So you know I know you're going to think about I know you're going to think about
what's sustainable and what's not easiest for upkeep, but what will work the best in terms of longlasting technology. So my sense from the presentation is you're asking the right question and I think that's more than half the battle. So carry on.
>> Thank you. >> And I I think Jim hit it on the head ensuring that you know in the classroom what's most appropriate. Our teachers have spent a lot of time, you know, with different applications and utilizing those to make sure what whatever direction we go, but they have a big say
in this in terms of how that would, you know, match with what they need. So, that'll be a lot of work, but um I think we're we're definitely due for it. And from a financial standpoint as well, it's important as with everything else, we always review and and our resources
are always limited. So we want to make sure that we get the best product for our students, but there might be a change in thinking with this, but I think it's really incumbent to bring out those conversations so people understand the rationale. >> Nice job. >> Thanks.
>> Thanks everybody. Good to see you. >> Financial report. >> All right, Miss Crumb is here in the house. Good evening. >> I'm here to provide you with an update on where things stand with the FY26
budget, the one that we're in right now. Um the report that I prepared is based on actuals through the month of November. So here we are in early December. Um so as we have explained we have
brought our um management of our substitutes inhouse as opposed to contracting out. that has presented some challenges, but it's also going to um reap some great rewards both in terms of some cost savings for the district um since we're not paying premium to a
vendor to manage those substitutes for us and I think it's also improving the fill rates and having better um results in the classroom in terms of getting actual substitutes in front of students. Um I think because we are developing relationships with those substitutes directly and I think they enjoy working
in Damverse for um for our district. Um the grants are, you know, they they continue to come every week or two. I feels like I get another notification that another one has been awarded, which is just great news. Um so we tal I tally just the non-entitlement grants, not the
not the ones that come kind of every year at least historically. Um but these are the more competitive grants that um we've applied for. So about almost $300,000 in non-entitlement grants have been worked so far and we continue to look for those. our administrative team
um particularly assistant superintendent Anderson and her um team have been looking for more and more opportunities so we keep our eyes and ears open for those. I'm nearly done with the process of developing the FY26 operating budget which is just an exercise to u make sure
that the salary lines that are um in the budget as uh presented align more with the way the hiring happened since the budget was established last March. So different um uh staff get they they leave and we hire
replacements and depending on where those uh salary step and scale hit um we have lines that will rise and fall and they we we strive to make things at least budget neutral and sometimes realize savings that can be used in other ways in the budget. So um that is
nearly done but wasn't done quite in time to get it to you tonight. So um stay tuned. David Pulsifer is our uh transportation operation uh director coordinator and he has been hard at work on all things to
do with transportation. Um so we met with him last week to kind of review where things stand with transportation. Um it's something that we're continuing to review. Uh the in district transportation is showing great savings so far which is which is great. The outofd district transportation um we're
we're still kind of looking at and tweaking things with that. uh contract that we set up with the Northshore Consortium. Um it's it's a new process for everybody. And so I think that um and and so I think with each month of
billing that comes through, David can drill down a little bit more closely to whether or not we need to make any adjustments to make sure that we're maximizing what that contract has to offer and and also explore other
alternatives if that you know we we are not locked in to only use the contract for transportation for out of district students. So we will continue to look at that and kind of see where it leads us. The out of district tuition line um we
have some some good news um and that is that we are seeing good results from the development of the programs that have been um the start of the building has happened basically um but we're not all the way there yet with building those programs um but we are meeting the needs of more
and more students. We have found that we've been able to keep more students in our district which is great for the students. Um but we're not all the way there in developing the programs and so we have continued to have some challenges um with students that we were
not able whose needs we were not able to meet. Um, and we continue to make sure that the staffing in those programs is where it needs to be so that all of our students um that are in the Dammers public schools can remain in the district.
One challenge also has been an unexpected reduction. I think I mentioned this last time I was here, an unexpected reduction in our idea grant that is an entitlement grant, but it does uh did have a reduction this year that we had not anticipated. And so that
is a $130,000 impact that we are trying to um trying to address um in terms of a shortfall for the resources that we thought we were going to have at our disposal to use for out of district tuition costs.
I think the other as we analyze sort of why that line is uh is over at this point. Another thing that has happened um is that we did have some placements of students in schools in in placements um after the budget was set in the
spring and that is something that happens a lot of years. Um you know there's a moment in time where we think we are planning for what we know is true and then the the landscape changes a little bit and then we also had some students that moved in that required
some additional um placements. So, I think that the plan is for the student services team to come and present maybe a little bit more detailed update um next month about where things stand with that. Um but I just wanted to bring it
to your attention that you know as the programs are are brought in and built up and made really um substantial and strong that there is going to still be a time when those programs are not quite
where they we would have liked them to have been. If they'd been here a year or two ago, we we'd be in a different place today. I think we'll be in a different place in a couple years. Another area in the budget that this and this was also going to sound familiar from last year, the IIA positions based
on student needs. Um that challenge continues due to the increased student needs and the building of these programs. Um the the programs are meeting more of the student needs, but there is a cost associated with those programs as well, which is some of the staffing that is required to make them robust.
So this will reduce the out of district placements over time, but it does have a cost right now. as we look at some of the solutions um we've kind of have been like you know taking a hard look at at how we're going to address some of these issues um and some of the things that we have
discussed um is the possible use of the stabilization fund that was established a few years ago um the town has generously through free cash appropriations put money into that stabilization account and we have not yet accessed it but um under these
circumstances it may be time that we want to tap tap into that to help us with these um costs. There's also the possibility that we may qualify for extraordinary relief, which is a circuit breaker program that is in place to um apply in the spring, so in
March. Typically, the circuit breaker process for reimbursement happens in July when the fiscal year is over. And that reimbursement money from the state comes in the following fiscal year. But extraordinary relief exists for situations where there is a more dramatic increase in your costs that are
circuit breaker eligible. And if your current year's costs are forecast to exceed the previous year by 25% or more, then you can qualify for extraordinary relief and that money will come in in
time to close out FY26. But we will not know the answer to that question definitively until March. And then of course there's um always the hope that there'll be some uh savings in unused budget lines um maybe a position
that has been unfilled um regrettably unfilled due to hiring uh challenges. But uh that can result in savings in a salary line that we can then reallocate toward covering this overage. happy to answer any questions if anyone
has. >> Um, not I guess not necessarily so much of a question but commenting on the um the special education, the transportation costs etc. and programming costs. There are always um
as you mentioned so many unknowns in terms of moveins and um there will be situations when a who didn't need out placement the year before um progresses to the point where they do. That's just how it is. And I think that every
district deals with that. Um, I think the key is to keep keep us informed as to where we stand against the budget and um, as you say to do everything you can to sort of account for that and consider
the stabilization fund, the extraordinary relief, unused budget line items. You know, I know it's sometimes it's like pulling a rabbit out of your hat, but um, again, I think if you're looking carefully at it and staff is
looking carefully at it. Student services is looking for ways to maximize the in-house programming. You know, it's a it's a universal problem that requires an individual solution for I have confidence that
you and your team will the whole administrative team will work toward that. Just keep us posted is all. So, first of all, I I love the new um report. So, nice job on that. Um so, thank you for that. The the question I have that's probably it may not be a
question to you. I'm not sure. It might be for for Dan or Kristen. The um the 130k uh the idea grant. So, I know you know grand scheme of things if we're upwards of $50 million on a budget 130k is not that big of a deal, but you'll
still notice that 130k. Why is how does a a grant have a shortfall? >> So, there are several factors with that. So, um and we worked with Desessie um over the summer when we realized there was a uh a shortfall and we actually
recouped some of the money, right? So, when they look at uh the data that would go into this grant specifically, they look at enrollment counts throughout the uh not just our district but our town. So there were some um enrollment that wasn't reported. So when you break that
all together that you you get into uh pieces that when they look at the formula there just wasn't as much there for that which was unexpected on our end. So we've taken action to you know we've reported the the data but we just ensure that our partners all that data
is fully reported as well. So unfortunately it came after a point where they've already awarded the money and we just weren't able to recoup that piece. And as you say, yeah, a larger budget, you know, that, you know, that that is a lot of money because that might you might look at that might cover
a placement as they might say. So, we have to be very creative how we cover that. Um, but we've been working very closely uh with Desi on this piece and we did recover some of the money. Um, and we look I think pieces moving forward is um those shortfalls are
addressed in terms of reporting purposes. So, our partners, everybody's up to speed in terms of reporting the involvement. So, we appreciate the collaboration, but it just really hit us unexpectedly. Um, and it was well after everything was allocated. So, um, but we had a lot of people, Michael was in the
meeting with us as well and other talent management stuff just looking for ways like how can we recoup this? So, we were able to bring back some of it but not all of it. >> Great. Thank you. If I could just add um knowing that this was happening very early, we've just gone gang busters in
applying for other grants, competitive grants to try to make up some of the difference. >> A quick question while we're on the subject. Is the the state funding of the come from the federal?
It it does, but um the the shortfall really did not have to do with that allocation. It was just the way the formula was put together when you match it with the amount of students in in our town. >> So that includes that students not only in our district which we account for but
at the other schools. >> Okay. >> Right. >> Thank you. >> Anything else? >> Thanks for your work, Pam. >> All right. Thank you very much. And if I if I could add that um Pam and her team, it is huge that we've brought the uh attendants and substitutes into the
district. Uh continuous work. Um and we'll get into more of a how we're developing the budget, but certainly knowing that our student services team will be here in January to get more of an update in terms of where we're at. Um and they're they're working very hard at trying to maximize. But I think Pam
really said it and it was said earlier in public comment is that we've come a long way in developing, but there is a cost with that. Um, and you get to a point where once we get things fully developed, you know, not only will we be able to provide the best programming, we
have great programming to keep more students here, but we're getting at a point we're getting close. So, um, very proud of the work we're doing. Um, sometimes it gets a little more challenging before it it gets easier. It never gets easy. Um, so I appreciate Pam and her work as well as the student
services team. >> Um, equity subcommittee update. I am happy to present on this equity work. So I'm going to go pretty quickly through the slides because you've heard about most of the work under different
guises. Um but just to bring it together under um the idea of equity that it really underpins everything that we do. So if you could just go to the next slide. So we're just talk a little bit about the history of equity work here and some
curriculum updates the sense of belonging teams and then I really want to focus on the multi-tered system of support as an equity piece that's really coming into place this year. Um and then graduate.
So the equity work here um has been going on for a long time and if you can even just go to the next slide. This is the underpinning of our current strategic plan which is based on an equity strategic plan. So those four
pillars all have pieces of equity in them. Um, and my favorite quote about this is since it was in place long before I arrived, um, if we see far, it's because we stand on the shoulders of giants. Meaning the folks that were here, I think you were part of pro are
probably part of that made this happen and we're really being able to uh, put life into it now. So, it's it's really part of everything that we do. Um, next slide, please. So just to give you a sense of what we
mean by culturally relevant teaching um Geneva Gay is one of the founders of this movement and she has six areas that are important we're looking for in all education. Um having high expectations for all students engaging students
cultural knowledge experience practices and perspectives. Um so we often talk about that as um windows uh doors and sliding glass doors. So we should be able to see ourselves in a
mirror. So our ourself reflected in the comm in the uh curriculum. We should be able to have a window into other people's cultural background and experiences and then sliding glass doors. We should be able to move between them and know how that's different. So that's a sort of big idea. Um it's why
we read literature from different cultures, uh characters with uh different abilities, um uh different religious practices, all of those just to give kids that taste and that perspective. Um her third area is bridging gaps between home and school
practices. Um so again seeing into other people's uh perspectives and their lives, seeking to educate the whole child. So it's not enough to teach reading, writing, arithmetic as we used to call it because the kid brings their whole self to this the building. That
means their feelings, uh their emotions, their perspective and to get to reading and writing and arithmetic, you got to understand the whole kid and educate the whole kid. Um and then really coming from a strengths perspective. So,
where are each individual child's strengths, knowing them as individuals, and then building on those. And then lastly, just always coming back and reflecting on our practices, what's working and what's not working. Um, just because we've done something forever doesn't mean it's actually effective for
our students. So, that's kind of gives you a sense. This is what I'm not going to go through the whole list because you've heard about many of these. Um, I'll just highlight a couple of really new ones. um at the elementary level um just
really into our second year of the positive behavior instructional supports. So that's where we're super clear about our behavioral expectations for all kids. So that's having high expectations. Um each elementary school has its own uh PBIS we call it system.
Um and so kids get points for getting uh positive and so you're building up a positive school culture. And then we do assessments. We go in and check out how are we doing with that. Uh at the middle school, just pointing out that the they're starting with a Best Buddies
program. So, I'm very excited about that. Um and um also beginning a peer mentor program. So, that is just starting. We just got a nice big grant for that. Um, and that's to help train students at every grade level, probably
about five to 10% of this class to be conflict resolvers, so with their peers. So, that we're really excited about that. Um, and at the high school, um, we've com uh continued with our community blocks, but there's a lot of affinity groups that meet during that
time, um, once a week. So we have nextgen issues to actions, women of the world, um affinity groups for LGBTQ and so forth. So that that's sort of some of the curriculum things with highlighting anything new. Any questions about
curriculum before I move on? No. So this is really where I wanted to focus. Can you just go to the next slide and then come back to this slide? So this is the idea. I love this graphic because it really shows the difference
between equality and equity. Meaning fair is not equality. So if you can see the picture on the left, the three boys are or children are trying to see over the fence for the baseball game. So if
we put them all with the same support, um only two of them can see over. In the other picture, that's equity where you give every child what they need. So you can see the first child has no box
because he can already see over the fence. The second child has one box because that allows him to see over the fence and while the third child needs two boxes, but they all get to the same place which is they all are able to realize in this case the curriculum um
and come to mastery of it. So if you can go back to the slide. Thank you. So this is how we do it. Um so it's so technical. It's called the multi-tered system of support. Um but as I've done in other presentations to you, I'll just talk about reading. Um but we have this
system in reading, writing, uh developing it in math, developing it in social emotional skills, which is we assess all students um to see where they are and then all kids get what we call tier one instruction.
that's in the classroom, high quality, aligned to the Massachusetts standards. Um, we make sure that it's happening. We're doing spot checks um to make sure that every student has access entry points and exit points for tier one instruction. Then beyond that, we use
our assessments that we do at the beginning, middle, and end of year to decide who needs a little bit more, who needs like a double dose. So, tier 2 uh intervention, it's usually done in small groups. It's usually done a couple times a a week. Um, but it sort of depends.
Sometimes it can be done by the classroom teacher. Sometimes it's done by someone like a reading specialist. Um, it depends what individual kids are groups are struggling with. Um, maybe reading fluency that might be taught in a small group with um, elementary
classroom teacher or it might be taught by a reading specialist. Then tier three is students who need intensive intervention. Um, and the difference between tier two and tier three is really the size of the group. Usually tier three is one kid by themselves with
a specialist who's certified in that area. So that would almost always be done by a reading specialist or a special educator in in the example that I'm using. So I just wanted you to um understand that it's not a system of sort and select. We're not deciding, you
know, who's going to go to Harvard when they're a senior or something like that. It's just a system to figure out what how we can give every kid exactly what they need. Does that make sense? >> Yeah. >> Yeah. And then the last slide I think is the portrait of a graduate. Um and just
to let you know that in these five areas of competencies that have been decided on by the school committee and the and the advisory groups and so forth, um what we're doing is developing sets of skills. So there's five I can statements
under each of those five competencies and so we're um identifying experiences and assessments experiences um that all students will have and so that we make sure that all students no
matter where they are in our program um have those 25 skills by the time they graduate. Um and I just I'll show you an example. I was recently working on resilient problem solvers with a group and obviously a lot it's going to come
through our math curriculum and problem solvers but then I got to go to the credit for life where the kids were um the seniors were given an amount of money um based on their their career and then they had to house themselves provide transportation food and that's
like the greatest problem solvers ever. That's such a great assessment of that. So, um, I just was so so and they were so happy doing it, you know, and I wished my own children would go do it so they could figure that out. So, and then
the last slide I think was just the Yeah. Any questions about our equity work? It continues. >> Yeah. >> Thank you for that update. >> No, sorry. My my uh comment slashquest I guess would be there to me I think
there's a misconception that when we talk about equity work it's based on some characteristic of student that one group of students somehow gets advantaged to the disadvantage of other students but what I'm hearing from this
and what I understand from the presentation is that um it's all based on student need it's not based on any other characteristic of the students. It's what does each individual student need. And so within the small groups
within the tier two and tier three, you're going to get all sorts of students who are being benefited by those. And uh I think it's important because people get wrapped up in this misconception I think about what equity really means. Um, and it really is, if
you look at that slide, the difference between equality and equity is that by focusing on the equity, you are really giving everybody the same opportunity to get the best out of what their own abilities will allow them to achieve.
And it's uh can't be against that, you know. >> Yeah. Yeah. I I'm glad you brought that point up because a often misnomer is that um folks feel like kids who are at the top are often left out of something
like this. Um but actually we want to see at least a year of growth for every student. So if you come into let's say fifth grade and you're already mastered all of those skills, we still want you to make a year's progress. So what can we do? What's that tier 2 instruction?
what's that extra little bit that we're going to give you um that to have you have that year's worth of growth. And um the sort of research that I always rely on for that is um it's called twice exceptional children, meaning students
who are talented academically and they have some kind of disability. um those students research has shown that they need to be challenged at least 60 minutes a day at their appropriate
level. So if they're reading up here at an eighth grade level and then they're in second grade, we want to make sure they're spending at least an hour a day reading at an eighth grade level to keep them challenged and engaged. >> Yeah. Yeah. So I'm glad you brought that up.
>> Thank you. unfinished business. >> Okay. So, just bringing back the um the policies u that were recommended for adjustment through our bullying harassment audit. Uh as we know revisions to existing policies and these
were provided uh to us that we went to a first reading last month. So, I'm just bringing forward uh the four policies u for a second vote to finalize. So, as we know, policy AC, the non-discrimination harassment, um, we've
made the adjustments to comply with the current title N regulations, the me the guidance on meal modifications, which actually is a new policy, too, that I'll bring up later on in new business. Um, and just the definition of race under Mass General Law. So I recommend uh
policy amended policy AC non-discrimination harassment for a should say second reading with the committee. >> Second >> any discussion any questions? Seeing none all those in favor say I.
>> I opposed. The second uh for second reading is the uh policy ACE which basically extends the appendency of the civil rights policy uh grievance procedures title n grievance procedures an update for the prevention plan. So I'm recommending
this policy ACE or a it should say second reading. >> So move >> second. >> Any questions comments? >> Seeing none all those in favor please say I. I >> I
>> a bullying and prevention policy GICFB. Um just looking through that that's been updated so that it matches mass general law um and also it gets into a more robust bullying prevention andvention plan and really uh provides more
accountability as mentioned in the first meeting. So the recommendation is the amended bullet policy JFC for second read. >> So move >> second. >> Any questions, discussion? >> Seeing none, all those in favor, please
say I. >> I. >> Post. And last but certainly not least, the actual bullying and prevention bullying prevention intervention plan, JICFB-R. Uh so it's more comprehensive certainly
aligns fully with statutory and regulatory requirements um in much more detail with our responsibilities and accountabilities mentioned before. So I recommend the amended bullying prevention and intervention plan GICFB-R for a second reading.
>> So move second. >> Any discussion or questions? Seeing none, all those in favor please say I. I >> I >> oppos. >> New business. >> All right. Thank you very much. Um, new business. I wanted to run through the uh
school year 27 budget process. Just go through, you know, what we're doing on our end. So, what you can expect in the next couple of months. Um, so obviously I'll talk about the timeline, how we develop our budget, you know, the workshop that's coming up on January 26th, which is a separate school
committee meeting open to the public. uh we'll have budget subcommittee meetings and then wrapping up with the the school committee budget hearing. So it really gives us a nice month to go through the workshop any adjustments that we need to make on our end and bring it back to the school committee for approval in the
budget hearing. So this is the timeline right now. We're obviously in the middle of, you know, developing our budget, receiving input from our teachers and staff, and we're working for further refinement to set up for the budget workshop. And then we go
through the whole piece where we get to the the workshop at the end of January, the budget hearing at the end of February. Once that's final and we send forth um we agreed upon budget to the select board, March, we'll have a public hearing. In April, it goes on to fin if
approved. and then the annual town meeting in May. Then we start the new fiscal year. Obviously that is a data point that changed and we start July 1. So the timeline uh just so you know we've already met with our
administrative team, our central cabinet. Um again all the data is not out in the buildings with our directors. They're refining, they're asking their stakeholders. They're bringing that information back to Pam Crom. Uh and then we'll be setting up individual meetings with Pam and myself to review
the budgets in early January. We've already started scheduling those meetings. Uh we've already sent out the slide templates so they can start working on the slide templates. Uh we'll have a meeting with the town um early January as well, just as they finalize their goals through the select board. Um
and then we'll have our AC meeting, which is a leadership meeting uh I believe it's January 20th. We do a dry run on the workshop. So, our prep is there and and the slides are in a good place. Um, and again, we'll we'll meet probably twice with the town, I'm sure,
with preliminary budget discussions just give an idea of where they're at, where we're at. Um, and then come into the budget workshop. And the goal is like it's been the last two years is so that we do presentations, we break that way you have questions, feedback, which is
hugely helpful for us. Um and then we'll follow up with a subcommittee meeting after that the next day just to really dive in deeper. Um then we'll come back on our end to make adjustments as needed and then another subcommittee meeting and then get to the budget hearing at the end of February. By that point, the
budget book will be completed for the school committee prior to the budget hearing and then we get into March with the select board and and so forth. I know it's a little repetitive, but it's it's a good timeline. Um and and one of the things that's important with the budget development is really setting the
target. So um you know I I think and it was said earlier in public comment too, it's important that we sustain the progress that we've made in special education and other essential programs, but I think it's also important that we talk about, you know, pushing academic
excellence and innovation across the district because they do go hand in hand and we can't lose sight of that as we're building our programs across the board. Um so that's what we're looking for and we're working with our stakeholders collaborating with the town. If you look at last year's goal was that was the
select board is very simple you know resources to continue making progress in areas such as special education top set target. We're looking to really expand that and keep pushing the envelope not only with student services but academic excellence. Um, and the word level
service is in there and and you know that has a lot of different meanings, but we know level service is not level funded. Uh, but we we haven't really landed on that yet. But we're hoping to be able to be beyond level service if possible, ensure that our programs are funded as they should be, but also
knowing the balance that we have with with all of our resources and working within the town, you know. So, the process really is looking at the need current resources, which we're doing. I think a huge piece of that is looking at our budget lines, certainly things that were not expended, things that maybe we
can shift and really ensuring that a personnel count is accurate. Uh that's we ask for non- salary asks for from our departments and from the schools and the salary requests u as needed and then we'll continue to refine and review and prioritize. Our central cabinet will
have a priority meeting next week to really dive in deep major um departments to talk about where we're at. So we really want to align this when we bring our principles in and the schools so it's all balanced so realistic in our asks more importantly we look everywhere
we can to make sure that we're utilizing our resources properly. All right. So again, this is repetitive, but I think the piece with the individual meetings, um, the last part down with Pam, myself, just really go through the request, the work special education, the equity priorities to
really cross-check the personnel and also look at the enrollment trends just to ensure that we're where we're at in terms of supporting and really kind of looking down the road as well. One thing that we're we're doing and we did it with our prek the last two years
is we're looking at our our fees. Again, it's just an exercise to ensure that, you know, the fees that we're charging for areas such as transportation, athletics, and Chromebook insurance, they're equitable and and really matched the level of services we're providing. Um, and just like the prek review that
we did two years ago, we found, you know, there's been a long time since some of the fees were reviewed. again knowing that you know we want to compare what's happening in surrounding districts and really what is the cost of services uh so that way we can make sure that we're looking at all resources and
I think that's really important I know transportation and athletics I know those certainly can be hot buttons and we we are very careful to know that we want to you know ensure that we have lots of participation we also know that you know things are tight for everybody so if there are any changes in the fees
that we're very careful with this not to cut down and limit participation but to ensure that we can continue running our rich programs. I think that's really the key and the collection of fees too just really ensure that the processes for collecting are solid. I know that we
don't balance the budget on those areas but it certainly should be applicable to where we're at. You know, if these weren't reviewed for since 2012, it's definitely time to do that. So, that'll be upcoming and we'll we'll sprinkle this throughout. Um and I think the goal
with the budget workshop is really critical. The feedback from the school committees is so important, right? And and our last administrative meeting, you know, they they want to ensure that, you know, that's going to happen. We know it will. I'm just um understanding that you will ask questions to ensure that our
programs are supported, but more importantly really dive into areas that um because you represent your constituents and and bring a different point of view which is so important to us as we have a unified front for our budget. Um so again the presentations
will be we'll do an overall part and then each school and department will come up and present their piece and then you'll have an opportunity to ask questions and provide feedback uh which I think is so important. Right. And the hearing itself, uh, there's a lot of prep for that, right? Budget workshop
sets us up for that, subcommittee meetings. Then we also have a February school committee meeting. And then the hearing itself is separate at the end of February. And again, that's an open meeting and open for public comments as well. Um, which I think is important.
So that's all I really have. Nothing earthshattering, but I think it's important. and I'm open for any feedback on the process if there's anything that we're missing in the consideration. Just because we've moved along the last two years in this general mode um doesn't mean necessarily that's always the best
practice. But um I think it's just important that we give our stakeholders enough time to prepare the information, really review, but also making sure that our central office is aligned with our buildings and and departments. And then when we come to the we want to be very prepared for the budget workshop. um so
that we provide the best information we possibly can to open for any questions or any comment or feedback. >> I think you're going to bring it to your advisory committee >> actually. Yes. >> Yes, we'll bring it to the advisory and
certainly open to other dialogues uh but community that's helpful as well. Um, we've asked the principles to reach out to the site councils and they've been talking about the needs as well. Um, and and I know Kristen will be sitting in with all the levels because the curriculum as we do it really cuts
across the levels uh to ensure that you know we're pushing um student achievement and you know any adjustments we make to the curriculum which is ongoing. >> Thank you. Uh I see that we have a couple policies
to address. >> Yes. Yep. So there are three policies uh tonight uh recommendations for first readings and these are all based upon the Massachusetts Association of School
Committees and the Association of School Superintendent as well as our review of policies. Um there are three very simple ones. Uh the first one would be EFBA which is school food nutrition which was touched upon when we did our bullying harassment the audit. Um number two the
school committee norms and beliefs actually for removal of that because there's redundancy um and we talked about that in our uh retreat earlier. And then number three the uh recommendation for first reading on ECAB which is access to buildings and grounds. It's a new policy. We do not
have this but it's just add another layer of safety and security. So um for the first policy for first reading the through a coordinated review um this was recommended to us through uh the association of school committees and
school superintendents. This is a new policy and this is EFBA which states that you know we any meal modification should be at no extra charge for students with disabilities or special dietary reasons that restrict the
students diet on a case by case. Um and this is a very strong requirement which actually matches through the bullying harassment audit. Um, and this information obviously be included in all the student handbooks as well, so parents have an understanding and access this knowledge for this federal
requirement. So, I'm requesting a first read for policy EFBA, school food and nutrition meal modifications. >> Second. >> Any questions or discussion? Seeing none, all those in favor, please
say I. I. Opposed. Okay. The second um policy issue is actually a first read for removal if I'm stating this correctly for policy BDA-E which is school committee norms and beliefs. We talked a lot about this at
our school committee retreat in August. It's recommended and supported by the association. We reached out to our rep as well. Um and really the the purpose for this recommendation is that there is a lot of redundancy already in our school committee policies in terms of governance by school committee and the
recommendation is that we already have operating protocols which I've sent a copy in your folder and really it's a redundancy and the norms that this policy is should be something that is a fluid document as school committees
change there may be different uh protocols and such that may be adjusted but We already have those listed. So it's a it's just the redundancy. Um and that's the reason for the removal. >> So move second. >> Any questions or discussion?
>> The only question I have is is this because the one that we created two years ago uh that that's our more updated policy and norms, right? >> Exactly. So yeah, and that's what um you know, if you were to go on to that that
hyperlink that's also in your folder, >> you would see that there's sections about role, conduct, talent, collaboration, agendas, decision-m, communication, all those things that are norms and beliefs. >> Um so it's really it's really the same
thing essentially. >> Seeing none, all those in favor, please say I. I >> I opposed. >> All right. And the last policy that was recommended um as as we were doing an audit of our policies, well, not an audit yet, that'll be next year. Uh but
it's just more oversight on the safety of students and security in the buildings and grounds. So, this is a new policy, ECAB, access to buildings and grounds. Essentially, it's an outline that that we would have in there that really accessing buildings and grounds
during the school day, non-school hours really back to school business or anything that would be deemed necessary. So, please note that our buildings are community buildings and we do have a crossover with the recreation department as well as athletics um and that's
always coordinated. So having this uh policy itself really defines like who should be in the building and who shouldn't be in the building and I'm really more focused with during the school operating hours. I think that's important. It's surprising that we don't have a policy but it also refers back to
ensuring that our visitors the check-in procedures and policies. It doesn't state it in the but it goes back to that should always happen with our operating procedures and it does during the school day. Obviously, when you get into community events, you know, everything goes through, we work with the uh
buildings and grounds, right? And we certainly know that this will not impact any of the other programming in our schools. It just tightens up our level of safety and security. So, the recommendations for policy ECAB, access the buildings and grounds for first meeting.
>> So, move second. >> Any questions, discussion? Seeing none, all those in favor, please say I. I >> opposed. That's it. Order of business. Minutes.
>> U Mr. Chairman, I move to approve and release the minutes from the November 3rd, 2025 regular meeting. Do I have a second, please? >> So move. >> Any questions on the minutes? Seeing none, all those in favor, please
say I. I. Oppos. consent agenda. >> I move the approval of the consent agenda as presented. >> Second. Any questions on the consent agenda?
>> Seeing none, all those in favor, please say I. >> I. >> Oppos. >> Any communications? Okay. Legislation update. >> I have no formal report. I think the big news out of the state government was uh
the governor presenting at least in theory a procedure that will bring some level of testing back to the graduation requirements in spite of the vote on the MCAST. But she's I think trying to walk
a fine line by indicating that that's not going to be the only criteria and uh there's just more to come on that right. >> You have any thoughts on that? >> Yeah. >> We received today a 7oint required plan.
Is that what you're referring to? Um and the first couple of points um are kind of gray area I would say at this point um because it talks about mastery of courses that are required like four years of English for example. Um and
then assessment to prove mastery. So what does that look like? Um and most things that I've seen so far have internal measures. So the question is whether that's going to be enough. Thank you.
>> Any other updates from any sub for the chair? >> Yeah. So, our safety committee met um last month and it was a great meeting. We really were honing in on Informiccast is is going well. We've also talked
about reunification, god forbid, any major crisis. Uh working on that piece also just getting great feedback in terms of what's happening in our buildings. Um so a very productive meeting also for the uh Northshore Educational Collaborative uh we had a
board meeting last week and I did share with you the annual report which I think is important and inside the annual report it's worthy to note that um the work that they do at the consortium it's it's outstanding and if you look at the cost analysis that
they provide in terms of the services that they offer versus private settings again you know it's based bas on what the child needs, but they're so competitive and they're a great partner and you know the board itself recognizes that you know obviously there is always
a cost for doing business but certainly as you spread it amongst the the the other 20 members they're able to keep the cost as reasonable as possible but I had the opportunity to tour the Kevin Ogrady school which is for our medically graduate students and actually uh had
the pleasure of meeting two of our Danver students that are there and meeting the parent and it was an outstanding experience for me personally um and just to see the work that they're doing in the Kevin Ogrady is just it's just remarkable um for the students benefit but more importantly support
that is there and you know I know when we talk about special education and and the critical work that we're doing to build our programming we also know there's some programming we just can't provide so seeing at that level because you never want it to be u versus like a person should or shouldn't do this it's
it's what is most appropriate for the child and it just felt really good to see, you know, the level of care, but more importantly, uh the pride by the staff and and they do a wonderful job. So, I did send that to you and it's it's noteworthy that, you know, it is cost effective and they're willing to partner
with us as we move further with our programming, you know, in terms of franchising and things like that. So, I'll keep you posted on that. And we have a policy subcommittee meeting this month. >> Um I believe I next did you have something? >> Yeah. Um, I just wanted to share uh real
quick. I probably could have done it earlier, but I figured the end was a great time that uh I attended the MASC MASS uh joint conference uh for the Mass Association of School Committees and School Superintendent and Dr. and I um were able to connect
with many superintendents, many school committee members from around the state um and have workshops on AI, transportation, special education. Um and it was really a lot of, you know, I have a whole notepad full of notes that
I had taken uh on these things, but looking to the future, uh it's going to be here in town next year. So, um hopefully it's an opportunity for all of us to >> have an opportunity to get it over there for at least one day because it was it was very eye opening to see that
everything that we discuss here is across the board. All of the um fears or wonders of other things that are coming down uh don't just stay here, it's across the way. So, yeah, it was definitely definitely a great time.
>> Well, thank you for going. I I I thought I heard from somebody that um we actually took the karaoke contest at >> I was disqualified. I was told I was not allowed to participate. >> I can I add one thing, chair? Uh we did have the opportunity to hear the
commissioner speak. uh it was outstanding and really looking at his goals um which talks about closing the achievement gap which we've talked about but also extending you know creating that um school to work for us and preparation um and you know we want to
know if he will come to Danvers and visit so we'll keep you posted hopefully we can get him to come to Dambers and visit to learn about what we're doing uh and certainly see how he can help support our mission stay tuned for that >> one final Apparently, we were having
some sound problems earlier with DECAT and uh P Dro from the selectman called DAT and got it straightened out. So, I guess they found >> Our next meeting is on Monday, January
12th. So, we'll see you in the new year. Um I would like to take this opportunity to uh wish all the members of our community a happy and safe and joyous holiday season. Uh we appreciate you paying attention to what happens in our
little world here and uh you know hopefully everybody enjoys spending time with friends and family. With that I would entertain I would Thank you. I would entertain a motion to >> motion to adjurnn. >> Seconded.
>> All those in favor please say I. Good night, Davis.