members school committee meeting. Uh we'll begin with the pledge of allegiance. We could all rise. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. All right. Tonight, as we come off the election, uh we will have a school committee reorganization. So, I will serve as the temporary chair. Uh and before we begin that process, I just want to read our public schools mission statement. We are a district that
creates a supportive environment where all learners thrive. Uh please note that this meeting is being broadcast on Danber's Community Access Television, right? And if anyone in the audience is recording the proceedings, just please let us know.
Okay, thank you very much. With that being said, we will start the reorganization of the school committee. Um, and the next piece right now will be determining the chair. So, nominations for chair. The floor is open.
>> I nominate Mike Shannon for chair. They jump ahead. No, you you did exactly what he asked you to do. I I appreciate that, but um I'd like to give somebody else a shot at
it, too. If they're open for that, >> I'd like to nominate uh Sean Dy for chair. >> I'll second that nomination. >> Any discussion? >> I I think everyone take should take a
shot at it. Sean's been here for a while and you know, I'd love to see him take on the role. Any further discussion? With that being said, let's take a vote. All those uh for Sean Dhy becoming the chair of the school committee for this year, please say I.
>> I. >> I. >> Any opposed? >> All right. Congratulations, Sean. You will be our chair for this coming year. Congratulations. Appreciate you guys. Thank you. >> Oh, secretary. >> I'd like to uh nominate Gabe Lopes as
secretary of the school. >> Second, >> Mr. Chair. It's all you know. Um, is there any discussion? >> Nope. >> All those in favor? >> I
>> I >> I. >> Those opposed. And Mr. Lopes is the secretary. And so passes. >> Take the big boy chair. >> Ready? Oh jeez. Let's take a pause for a moment as they shuffle the chairs.
All right. Before we begin, we would like to open it up for any community comments. Do we have anybody um in the audience that would like to come up with their three minutes? Hi everyone. My name is Julie Defilippo and I'm the chair of the Dver CPAC. Um
it's great to see new faces here tonight um and welcome you uh to our school community. I am here to comment on the policy you are voting on tonight around seclusion, timeout rooms, and restraint.
Um, I urge you to not act on this. This is a law that got worse as the state has worked on it. There are alternatives, but if we are going to have a mission where we are having supports and say students thrive, don't pass this policy.
I work with teens that now have been secluded and restrained and in timeout rooms which if you call it a a wiggle room I've heard it called or a sensory room and by any name it is the same exact thing and it's traumatizing children. It disproportionately affects
children with special needs. And so we on behalf of the families that I work with and I represent here tonight I really ask you to consider an alternative. There are many out there and there is not enough training. The training that schools receive
it is not at all like school districts don't do the full training first of all and the proportion of it that is deescalation is maybe 10% not even I can tell you when timeout rooms are on the table people work less as they they
don't work as hard to deescalate it's just it's it's an option it's there I see it happen all the time so I seriously ask you to consider not taking any action I have policies that you can look at. They're far better, far more
humane, will lead to far less trauma than voting on this tonight. There is a movement across the state to speak out about this. I am think you might have seen in the Boston Globe, there's been a a number of articles even this past weekend.
I really ask you to consider that we do not have this in Danverse. I unless you go to as a committee, go to every school, go into every room, have them open every door, go stand in them and imagine your child in there or yourself in there.
It is not okay that we do this to children and then we wonder why they continue to be disregulated. We continue to put them in timeout rooms. And if you are needing a timeout room that much, and I'm not saying that happens here in Danverse, but in schools that I've
talked to, the directors, then you're doing something wrong. Maybe it's putting them in the timeout rooms. These are small children half the time. Are we really scared of small autistic disabled children that they are the villains
here? And that it's it's absolutely ridiculous. We need to end this practice. I can send you any material you'd like. I think you should table this and consider alternatives. Thank you. >> Thank you.
>> Is there anybody else that would like to come to the podium? Okay. Is there any other interest from the school committee? We're going to bring it to the student representative. Thank you, chair. Um, as we move into
the information from the superintendent, well, report uh CPAC recognition and recognition at the high school, uh, DECA is going to be postponed till June in a technology. So, to lead off our wonderful student representatives, Ali and Nathan, take it away, please. Thank
you. >> Uh we had the play six. It was remarkable. Um like before audiences, it was a story of the six wives of uh Henry VII and with
an all female cast including supporting cast. We also have the Memorial Day parade coming up for the marching band which I'm very excited for. >> Um so moving on, last week our AP test began. Lots of students are taking them and seniors are taking them if they're
like that's their only classes left. So they're just coming in for their classes and then coming in for their exam date and then once that exam is over, they're basically done with school. So I finished mine last week. So I'm all done with school and I'm just on internship now. Um I'm interning at Great Oak and
I'm in a kindergarten classroom and it has been such a good experience. I've really enjoyed it. I didn't like I wasn't sure that how much I was going to enjoy it, but I really am enjoying it so much and um it's just been like really fun for me to get to do. And AP tests
are be are continuing until this Friday. I believe >> the National Art Honor Society induction is actually happening in about 20 minutes from right now. Uh about 25 students are being inducted. Congratulations to each one of them. The
tw the trip to Switzerland in Italy was very successful. All 12 students loved it and we thank Mr. Surret, Mr. Hamilton, and our two parent chapons. So, spring sports are underway now and everyone is having a very successful season. Um, some highlights is that lacrosse defeated Marblehead for the
first time and beat undefeated and third ranked Winthrop. So, that was a huge accomplishment for them. They're also going to the tournament and baseball and softball are both headed to the tournament with a very successful season so far. My sister's on that team and she's really enjoyed it. Um, track and
tennis are also both well into their season and they've had some great performances and improvement each week. And then wrapping up some of things, the senior prom is next Tuesday, May 19th. Crossing our fingers for really good weather and really hoping for no rain. Um, last year our junior prom was really
beautiful. We had such a nice day. Um the academic award recognition night is also May 20th, so that next Wednesday. Um and that's for any students who are being recognized um for an academic award from a class that like a teacher nominates them for um basically. And our last update for today
is that MCCAST um for sophomores for the math MCCAST will also be next Wednesday, May 20th. Um and this is my last meeting. So I just wanted to say thank you for this opportunity as well. Thank you Mr. Strauss for being so helpful and supplying us with so many things. Oh.
>> Um, but yeah, it's been a really really good opportunity for me. I'm very thankful. >> Well, as your last meeting and I know it's hard to say because you we said earlier that we'll have to find somebody not to replace you. You're not able to be replaced, but somebody that could fill the role next year. But we just
want to say thank you Olivia from the school committee and it's just been refreshing as superintendent to hear your lively reports. So, um, Sherid Dory, would you like to >> Yeah. >> give a little bit of her gift? >> Yeah, absolutely. And we would also like to, you know, my two years here have been your two years here, and I
definitely appreciate the energy that you bring and the enthusiasm, not just for your own classmates, but for all levels throughout the district, and appreciate that. >> Thank you so much. It's so kind. We have to get a quick picture though. Thank you guys so much.
Anything else on the speaker? >> That's it. >> All right. That was a mic drop, right? >> All right. So Jammer CPAC was so excited that this year we launched our what's going to be
an annual we hope um impact awards in order to recognize the many staff members, teachers, IAS, bus drivers, cafeteria workers, so many of the work of the staff here in Damverse go out of
their way to make students feel included, to make them feel welcome. And even in the smallest ways that they don't realize, um, you know, the bus driver that or the van driver that picks up a kid every morning and is that steady person there every day with a
warm smile helps their morning go smoothly in the transition. Um, we really wanted to give them an opportunity to to get the credit and the recognition that they really deserve. So, we um have decided to create three awards and I'm really excited that we
had um some wonderful nominations. It was hard for our selection committee to pick um uh because there's just so much outstanding work going on really. Um but I'm going to start with our first award is um named the catalyst award and it's
an award that honors a student who serves as a proactive catalyst for disability related inclusion. Through their initiative they spark meaningful change in how students interact ensure that accessibility inclusivity and mutual understanding are integrated into
the daily life of the dam public schools. This student doesn't just participate in the community, but they actively work to ensure their pairs with their peers with disabilities are valued, included, and heard. And I'm excited we we um there was two students
that really stood out and uh we wanted to recognize them both. Um and so uh Principal Strauss um is going to help me uh talk about their meaningful contributions. Um and they're here with us tonight. Um, our first honore is Lucy
Osborne and principal welcome. >> Hi everybody. >> Lucy Osborne is the MVP of Best Buddies. She developed strong and authentic relationships with all other members, helped run events when asked, and was always the first to show up. A valuable
member of the unified team, Lucy is adored by everyone, and we are all grateful for her dedication and positivity. You're going to hear me say this three times tonight, but as a special education parent, I always look for people who would care about my
child, and Lucy Osborne is the epitome of that. Congratulations. CONGRATULATIONS. I'll be >> She's humble. She doesn't like this. Ava Patch is the president of the DHS Best Buddies chapter for this past year.
She was in charge of planning events and communicating with members. One of her many highlights, and we could have listed eight or nine of her tenure as president was a best buddies trip to watch the DHS girls basketball team beat Masco. Her positivity is contagious and our students in our school are better
for Ava's involvement. Ava will be attending South Carolina and studying pharmacy next year. We will miss her and our students will miss her. Congratulations, Ava. >> Congratulations. Thank you. >> Congratulations.
>> Thank you. all embarrass. It's up to you. >> Thank you. Our next award is called the Keystone Award and this award recognizes an individual who serves as the essential stone in a
student's educational journey by providing steady, reliable and foundational support. This person ensures that students with disabilities have the structural equity that they need to thrive. And so this year we are honoring Josh Jordan with this award.
Josh Jordan is the epitome of professionalism, care, compassion, and excellence. Every student matters to Josh, and his kindness and patience that is displayed every day is a model we should all follow. Again, as a special
education parent, I always ask, is this a person who I would want my child being led by? Without hesitation, the answer is an absolute yes. He is an excellent, excellent teacher and more importantly, a better human being. Congratulations,
Josh. Can I call my >> They want their picture at school. Brother, sisters, my brother-in-law, my mother. >> Come on. Yes. Our last award is called the Unified
Impact Award and Miss Powers is going to help me present it. The family who nominated um this particular individual wanted to remain anonymous, but they said lovely things about this teacher, some of which were this the teacher has
really helped change the way people see and support students with disabilities. She focuses on the way kids can do and help others see their those strengths, too. Because of the way she interacts with students, it encourages both staff and peers to be more understanding,
patient, and inclusive. You can tell she truly believes all students are capable and should be valued. And that mindset has a positive impact on the entire school community. And so we are honored to give this award to Mrs. Megan White
from the Smith School. Good evening everyone. I am proud to recognize Mrs. White for her outstanding contributions as the recipient of the Unified Impact Award, honoring individuals who foster social
inclusion, meaningful connections, and a strong sense of belonging with our school community. Through her compassion, patience, and dedication, Mrs. White has made a meaningful impact on the lives of students. She is deeply committed to creating an inclusive
learning environment where all students feel valued, supported, and capable of success. Through her advocacy, collaboration, and commitment to equity, she fosters a true sense of belonging for every child in her classroom and our
school community. Mrs. White consistently goes above and beyond to ensure students have equitable access to learning opportunities while also feeling seen, heard, and encouraged each day. Her positive spirit and caring
nature helps students build confidence, resilience, and a meaningful connections with others. But what I admire most is when I had a chance to talk to your students. And I have some quotes from them about what they think about you.
I had a chance to speak to several of Miss White's students. And here's what they had to say. Mrs. White, she talks to you when you're struggling and helps you talk it out. She's an awesome math teacher who makes it fun. She's always helping people and
is the best teacher ever. She's lovable and fun and always tries her best even when things are hard. One student said, "She is always positive and looks on the bright side." These words perfectly capture the heart
of who Mrs. White is, an educator who leads with kindness, inclusion, positivity, and an unwavering commitment to helping her students thrive. Congratulations on this well-deserved honor and thank you for the incredible
impact you continue to make in our school community. Congratulations. It's my daughter's birthday, so I don't have family here, but I have my best friends. >> And they surprised me. I didn't even know they were coming. Mrs. Brown, come on over.
>> Yes. >> Oh, jeez. Sweet. Very sweet. >> Thank you. >> I just want to thank you for allowing us to present the awards. Um we really enjoyed um this whole process that we
have decided that we're going to open sort of we haven't decided what to call it but um an ongoing form for people to submit glows or glimmers each each week whenever they want to CPAC that we can you know make sure are highlighted on an ongoing basis um you know in our
newsletters and wherever we show up. So thank you so much. >> Thank you. And um and I don't know if the committee has any comments, but I just want to say Julie, thank you to CPAC for these important awards. And also congratulations to Ava and Lucy. This is what it's all about, helping out
others. And it's just wonderful examples. Uh family I know very proud too. And certainly to Mr. Jordan and Miss White. It's just it's just great to have you here. And I know the feedback from others was that there's so many individuals in our district that work hard day in and day out to support all
of our students. you know, you're at this point here for the recognition, but certainly know that there's others there, too. And um there was a email that was sent by CPAC that just listed a number of the nominations, what was said. So, we're so proud of all of you and uh again, special thanks to CPAC. I don't know if the school committee has
any comments. >> No, I I' I'd like to say that, you know, the not just in school community, but you step outside. Um, and everybody in this town has gathered around people with needs uh over the last several
years. Um, and you know, for this to be recognized on this stage, I think it's fantastic. And I appreciate Julie's efforts and the rest of CPAC, not just Julie, but everybody else who could not be here tonight, as well as all the educators and all the students,
you know, recognizing that we're we're not all the same. You know, we all have our struggles whether uh we're neurotypical or not. and to be able to coexist is, you know, something that is very important. So, thank you for recognizing each other on both sides of
that award. Thank you. >> Uh, I appreciate you sending that update to us. Um, and it was heartening to see all the nominees. I don't even know how you made a selection, but you did. Congratulations to everyone. And congratulations to the nominees and even
those that are are not nominated. They do they do the work every day. It goes um it goes seen but a lot of times it doesn't go recognized and um it's just it's just very like I said it's very heartening to know these people work in
this district. So thank you for bringing it forward. Okay. Uh this is a lot of happy time. So, we'd like to bring Principal Strauss back up. We have a significant recognition through performing arts department and glad that Mr. Grover is
here as well. Um, I'm going to turn this over to Principal Strauss uh to introduce and talk a lot about the Heart of Arts Award. Luckily for you, Kylie has to go to National Art Honor Society. Um because
otherwise I would read the speech that we did the other day and that would take five or six minutes and we don't have that kind of time which makes Mike Shannon very happy. I I want to start by saying I was fortunate enough to coach two Gatorade
players of the year which is considered to be the athletic Heisman in high school. Nothing has excited me and I said this to Mr. Grover in my entire career as this award that I'm about to talk about right now. Every year the MIAA and the
National Federation of State High School Associations search the entire country for one individual student or adult or one group student or adult who truly represents the heart of the arts. Only one Heart of the Arts award is given
with its within each state, which will reach lead to eight regional winners being named and ultimately one national recipient. They're not looking for the person with the most trophies on their shelf for the most solos in the program. They are looking for the single person or group whose spirit is the reason the
program exists, a true catalyst. Across the Commonwealth with it with its rich history in the arts, there are thousands who could be named. In fact, there were 1173 nominations in the state of Massachusetts alone this year. There
there is only one who is named. It's not a Heisman Trophy like award given to the best player. It's been described more akin to a Nobel Prize awarded to celebrate significant impact in contributions to the arts. Just as I did in writing her nomination essay, I want
to say this. One shouldn't receive this because they seem better than anyone else in any room. One should receive this because they make everyone else better in any room that they're in. That is Kylie Collins. It's with incredible joy and excitement and I cannot continue
to say how much and an immense amount of pride for the Danverse fine arts community, our school community in all of Danvers to introduce the first ever not only Danvers High School, not only Northshore recipient, but national
finalist for the MIAA National NFHS heart of the arts award recipient, Kylie Collins. I can't tell you how big this is for Kylie. It is a remarkable achievement. Um, and
I don't know, Mr. Grover, if there's anything you want to say. Thanks for having me up. Uh it's just an honor and a pleasure to be standing up here with Mr. Strauss and Kylie. I can add a little bit of context to uh
Kylie's presence in our program, which is just an aura of kindness and commitment and enthusiasm for everything that we do. She's a part of our coral program. She's a member of the marching band as a color guard captain. She's the
captain of the winter guard and she's been a dance captain for many of our shows uh in the theater department. So just the constant joy and um positive intensity and um you know care for
others that she brings to all of our rehearsal processes and performances has just been a pleasure to watch. So, congrats, Kylie. And we're so happy for our school and our community. 3.
Congratulations. Okay. And uh the last piece for the superintendent update is a technology update. So if we can have our director of technology, Mr. James Sullivan, uh he has an update in terms of the onetoone device program and other items. And I'll
change your slides for you, Mr. Sullivan. >> Thank you. Appreciate that. Good evening everybody. Jim Sullivan, director of technology. Uh glad to be back. So, uh providing an update tonight on uh the the onetoone program. So, just as the the quick recap, uh you know, this has
been really a year-long process and year-long conversations uh where we've been looking at uh the one-to-one program that we have in the district. You know, right now this year and and for for the past few years, the it's been set up so that every student grades
K through 12 has been assigned a Chromebook for their um you know, for their learning in their classrooms and their use. And uh this year was really a good a conversation uh to look at you know does you know does our um model make sense and what we you know what are
the recommendations moving forward. So uh as part of that we've had a lot of conversations. We've gathered a lot of data this year and I'm happy to give you you an update on what we're looking at uh potentially for next year. So, uh the big uh piece of the feedback
and the data was uh we did surveys. So, we reached out uh we did a survey specifically to staff to gather feedback on how they're using it in the schools, what they like, any concerns that they have. And then we also did a separate survey to families to reach out and
understand what uh they see as you know the pros and the cons any concerns or questions that they may have uh with the devices. And we did get a good response back. We had over 200 staff that provided feedback in the survey. We then had uh you know over 350 families that
responded to the survey as well. And uh we also did some followup with staff as well if they wanted to have more of an in-depth conversation. And so we did have a conversation at the elementary level and the high school level to talk uh it a little more in depth. Uh so you know we did our best to make sure that
anybody that you know wanted to you know contribute to the conversation was heard and that we gathered that information. So some of the uh the highlights and the summaries from the conversations and from the surveys that we had uh you know the the high school teachers uh you know
some of their feedback was you know they're looking for you know look they're looking for students to have a better device. So the the feedback is that the Chromebook may not have enough horsepower for the students to use that but also uh you know they they believe that they we should be looking at in using a more professional grade device
that they'll be using when they go out into the work world and as part of that um also at the middle school. So this year at the middle school we piloted at grade six a program uh where we brought the Chromebooks you know back in house so that they lived in the home rooms you
know in carts. So the the feedback was very positive on that. Uh we worked with the administrative team at the middle school. We did uh some you know feedback and input from those teachers at the at the sixth grade level and they did like how that program worked. So um the the
other grades at the middle school particularly the seventh and eth have been watching that and that was some of their feedback in the survey that they did like um you know how how that's been looking this year. And the other uh piece of feedback from staff uh really district-wide is the uh the classroom management piece is where you know
sometimes students you know get off task and it's hard to bring them back in and making sure that we have the tools uh available for them to work with the students in their classrooms. So as part of that the other survey was the family survey and so the questions in this were different than the staff
because we were looking at you know they're used in different ways and looking at the different feedback there. Um, you know, the one of the big things that was highlighted during that survey with the families was screen time. You know, the families are concerned about screen time. You know, not just at home, but also, you know, the question is, you
know, how much is it being used at school? Um, you know, sometimes that that's clear, sometimes it's not clear like how much of the devices are being used. So, that was something that they're hoping to get more information about. And um same thing actually with um the high school parents is you know
having a very similar conversation to what the staff were saying looking for a device uh that is a professional grade device that has a little more horsepower but also getting them ready for the work world i.e. you know like a PC or a Mac and the other issue um or the other
piece of feedback I should say is the is the financial piece. So, you know, uh, one of the questions that we did ask was like, you know, would, you know, what would happen if we changed the model like if we considered doing a bring your own device or we considered a lease to own or, you know, purchase outright some
other type of model instead of the Chromebook model that we have now. Uh, where the feedback in general was that families are supportive of that, but just make sure that it's affordable like make sure that we don't create a model that outprices the families, which I think is very important.
So moving forward uh you know based on this data uh from the f from the staff uh based on the data from the families and having conversations uh throughout the district what we're proposing uh is you know essentially a model that looks different at every level. Uh you know
it's no longer really the same model because I think the conversation was it it doesn't need to be the the classrooms don't operate the same way at every level. So it doesn't make sense the technology needs to be have the same requirements. So, as part of as part of this at the elementary level, we're
looking to um you know, break down the onetoone model in K2 and really um you know, set it up so that each classroom has a small set of devices if they need to access technology, but there's no re reason for them to have uh you know, a
Chromebook dedicated to them at the at the younger grade levels, but just have access to it as available. 3 to five. um you know there that's when you know typically the you know students are starting to work more you know doing essays doing more online learning you know other resources that are available
online so uh and as well as statewide testing. So you know we're looking at keeping the onetoone model at grades three to five but keeping the devices in the classroom at the middle school since we've you know we see that the Chromebook cart model in the home rooms
has been successful we're looking to extend that next year to grade seven. So it'll be a similar model to the students in grade six will have the same experience moving into grade seven and the new incoming sixth graders will also be in carts. Um so we're going to phase that in. So it probably be another year
until grade eight moves to those carts as well. But we're looking to transition those in. And then what's more of the um I guess I'll call it the dramatic change is looking at how we're operating at the high school. So, uh, we, you know, we we've heard the the feedback loud and
clear that they're looking for a more professional device and they're looking for a device, um, you know, that they'll use, you know, and they can even take with them going, you know, up to whatever their next step is. So, as part of that, we're looking at, um, setting up a lease to own program starting in
grade nine with the new MacBook Neo laptops. So as part of the process that we've had throughout the year, we've been looking at you know what are the different devices available which is really you know the at the high level it's a you usually a PC a Mac or we also
looked at the iPad. So as part of that uh we wanted to be careful of um you know the the feedback making sure that whatever we do is you know is affordable for our families and also making sure that it's a it's a good you know high
quality device. So part of uh we started looking at the iPads as an option as well and um we we looked at the PC laptop but what we found as a district is because we are mostly a Mac and a Chromebook environment that we're not
set up well for PCs to transition you know students to PCs. So, um, that brought us to really looking at like it at a Mac or, um, an iPad and we originally starting to lean towards the iPad because it was a little more affordable than the MacBook is. However,
as part of the conversation, as part of the process went on, Apple actually did release the MacBook Neo, the new model that's available at a lower cost. We've been testing that for the past few months um, in our office, you know, with all the different softwares that we have. Uh, and we've had really good luck
with that. So, um, the price point is, um, you know, is is more affordable than the the MacBooks, you know, the MacBook Air, the MacBook Pro, some of those devices, and it does have, you know, the quote unquote horsepower that the that the Apple has versus, you know, the Chromebooks that we've been purchasing
up until now. So, we're looking at a uh lease owned program that would be essentially um you know have the families would make payments over the four years uh that they're here to make that device and then when they graduate or when they leave the district, they
can actually take that device with them. So, they can take that to whatever their next step is. They can continue to use it. They could hand it down. You know, it's it's their device at that point. So, they can really do whatever they please. Um but as part of that, you know, we've been looking at how um you
know, this will work inside of our our environment. So, um you know, we're confident that because, you know, we are, you know, essentially a a Mac district now, you know, we operate Macs, we have the tools and resources in place so that we can continue to manage these devices and make sure that u the
teachers have the control that they need in the classroom as well while the students are here. So then when they graduate the management comes off, they take it with them and they're on their way. So um part of this too u you know we want to make sure that whatever we do that um you know that all families can
access it. So we're working on a you know a financial waiver process similar to what we have in the district now but to make sure that you know we have different um you know tiers available so that you know the students still have access to devices if they need to.
So as part of that, you know, what we're what we're talking about, what we're doing. So we've started to have some of these conversations, you know, in the district with staff to, you know, to share the data where we're at, um, answering any questions. The most, you know, dramatic change is going to really be at the high school. So because there
there's a dramatic change in device there. Part of it too um you know from a from a teaching and learning standpoint that we're talking about is um there will be you know potentially a couple of years where there might be mixed devices in the classrooms where right now typically you know we've been providing
a Chromebook every student has a Chromebook but if we're starting with grade nine with this lease to own program there could be classes that have you know students in different grades there's there might be a mix of devices so we're work we're going to work with um the Apple professional development
team to provide our staff with some training, you know, some best practices on how we can uh make sure that they're supported with, you know, devices with different types of devices in the classroom. The other thing that I forgot to mention too, sorry, as part of the um you know, the high school program with
the the least own. So we are starting with grade nine uh because you know we're planning at least own to be you know multiple payments over multiple years but we will uh you know likely give upper classmen the opportunity if they want to opt in they can but not
make it a required thing because um you know less payments will require you know bigger costs. So uh but we're trying to offer some flexibility there if people do want to opt into it and as part of that. Thank you. Um, so one
of the things, you know, part of the a big part of the conversations that we're having and we're talking about these changes is that the devices, most of the devices are going to remain at school and um, one of the things that we're fortunate is that uh, we actually just received a grant um, actually some of
the devices were actually just delivered today um, you know, from the uh, Mass Broadband Institute. It's called the connected online program. So, we were actually able to apply for this grant which will provide us with Chromebooks that we can send home with families who may not be able to afford a device. So,
we are going to work on a communication um to the community so that we can figure out the best way to distribute these devices. Uh but this is actually uh perfect timing. So, as we're looking at changing this model, you know, if there are uh families that you know may not have a device at home that need one, we will be able to provide them with a
device. So, And that's my update. So I I'm sharing here just this link. Um I sharing more for the community. Uh this was one of the pieces of feedback uh that did come from the family survey is that um some families weren't aware that we did have this online safety hub which is a list
of resources and articles that are available for families about different types of technology lessons and topics. Uh so just sharing this link is something that's available but it's also linked on our website as well. through the through the chair.
Um, thank you for that. Appreciate it. Um, if somebody has a device already at home, whether it be Apple or uh, you know, PC, will they be able to use that at the high school level?
>> So, um, the goal is that uh, you know, the or the the concern is around the management of that device. So we do want to use um you know schoolisssued devices and depending on where even next year some of the um you know the the laws change there there may be restrictions
on personal devices as well. So we're working on making sure that we have um you know consistent device that we're providing to u or that we're offering up to our students which will help uh the management piece but also um you know the just the learning in general if it's
more consistent. >> That's good to hear. um you I would hope that you know the students being a little bit older, a little bit more mature that the devices may survive a little bit better, but we also know that things happen. So, who's going to be
responsible to service those devices and uh what would that how would that cost be handled as well? >> Great question. Uh so the way that we're hoping to set up this program is um when we purchase the devices as part of the lease to own program they'll actually be
purchased with uh four years of Apple Care as well. So it'll be four years of Apple Care included with the device. So if anything does happen to the device while they're, you know, here with us for those four years of high school, um we they'll be able to work with the
computer instructional assistant who's at the who sits in the library right now. and uh you know instead of you having the Chromebook fixed uh you know that they would bring their device in, we'd be able to ship it out to Apple to have it repaired uh and sent back. So we would be able to help them facilitate
the repair with Apple. >> Thank you. >> Thank you, >> Mr. Chair. Uh thanks Jim. I I think you know you definitely thought this out thought this out well. Thought well out. I don't know what the right say, but I think it's well thought out. It really
is. Um there it is. It came to me. Uh I I did have one question uh two questions actually. The first one is is regarding the middle school Chromebooks. Um my daughter's seventh grade and she was actually on her Chromebook uh before I left tonight and it 100% possible that she was messing around on it and not
doing school work. But if there are assignments and the kids are doing are asked to keep it in school like how how does that maybe this is a question for Oh, okay. I wasn't sure if it was for you. So >> yeah. So um so this is part of the conversations we've been you know uh
working through this year with the sixth grade. So um the there there's I guess a couple levels to it. So we are um you know the devices are staying at school. So we we do uh we did send a survey home to ask families if they have a device at home and if they don't um you know if
there we we sent either some recommended specs or if there was a hardship you know that we had a process to be able to provide them with the device. So the same thing goes, you know, if there is, you know, um, you know, some type of, you know, need at home where they can't provide a device, then we do have that, uh, this new program, we'd be able to
send the device home. >> Got it. Okay. And then the, uh, my second question is at the high school level, if they're doing if they're leasing to own these MacBook Neos, which I think is great because it's a lowerc cost MacBook, um, but at the year at the four year mark, are these going to be
obsolete at that point? like if they if they're buying them at in ninth grade, I know when I use my my iPhone after a few years and a lot of Apple updates, it makes that thing run really really slowly and it's it's almost time to get rid of it. Is that a a possibility that these are going to be not running as as
wonderfully as they should be? >> I I don't think there's much to worry about at the four-year mark. So, uh, one of part of the one of the conversations that we've had with with Apple as we've been looking at the program in general is they they have now a guaranteed, uh, buyback actually even at the four-year
mark. So, if somebody did want to trade in their device, you know, there's a guaranteed um, you know, dollar value that, you know, at the four years if they wanted to. Typically, Apple uh, in terms of updates and support will support a device for at least six years,
sometimes longer. Um this is a a new device so we don't know what the road map is but I would imagine it would at least be that you know those six years um of updates and one of the things that um it's still pretty new but Apple has done a good job of actually making these
devices more user repairable if needed. So where with some of the the MacBooks now like it's all one you know solid piece and you know only Apple can fix it but uh there's supposed to be actually like things like batteries available in the future that we could that they can
actually be repaired if needed. So >> awesome. Thank you. >> You're welcome. >> Yeah. I had a couple small questions. Uh where we're still keeping the Chromebooks in the schools. Is that going to be an an easy transition for the students to um adapt to? I know
they're way younger than I am and probably more adept even though I had an Atari 2600 in the day, but uh to adapt to the Apple um easily, you know, to jump into that. Um that's part one. And then part two, I know when I was taking
classes when I was in college originally, the Apples and the PCs were good for certain types of classes. Are there going to be any classes that depend upon like a ctography class for example, something I
took would not have been compatible with one or the other? Is there something that might cross over there that we would have to have a little bit of both? >> Great question. So, uh, at the high school, we do have some specialized computer labs still available for some of those needs. So, we do have like a computer a design lab which has some
higherend PCs in it. We do have a, uh, like a music lab, a TV studio, art lab. So some of those at least right now they'll continue to to stay in place if they need um you know some of the specialized um you know things that aren't compatible. The good news is is
most of the software we use now is actually web- based. So uh you know it's more you know software as a service so they have the ability to sign on to you know using almost any device. Um so I'm not too worried about that but we do have those other labs available. In terms of the learning curve of using the
device, um I think that um you know the the Mac OS in general has become a little more agnostic like they're actually even the new iPads now a lot of it is blending together. Uh, and I think it's it's fairly intuitive, but uh, but that is a good point and that's something I can talk to our um, you
know, our high school curriculum director about, you know, just even, you know, if we should do some some studentf facing, you know, transitions or maybe even some some getting started videos, things like that. But I think we could definitely provide some resources, right? Yeah. >> Through the chair. >> Uh, so two things just to to Josh and
maybe it's just um, my daughter had a a white MacBook, right? So she went to Beverly um and when she graduated she actually let us know as parents that she had to suffer through college with that same MacBook and successfully right she's managed uh we still have that in
our house I don't know if it still work I'm sure it does but but I I mean we can't predict the Neo but certainly we have because Mac is so educationally inclined with their software and such. I think that's a good thing. The second thing that's of interest to us is that
the the Apple Care should take a pretty big burden off of I think that's going to be a long way. I think the problem we're going to have and it's not a problem. It's a good thing is that the grades 10, 11, and 12. You know, they're going to want to have uh their own and you know, right now we just have enough
to really cover the freshman and get them going. But certainly down the road take a look and see if there's any expansion opportunities. certainly um you know but we feel that's a good thing to have and we know that as a district we have more discussions about screen time. We have more discussions and
that's part of the reduction of the grades K through two is that uh we know that processing and higher level thinking requires just just grit um organizing information um whereas typing and working on the computer isn't it doesn't provide that. So, we're going
and that actually came through our staff surveys, uh, climate and culture and the parental ones. So, and there were a lot on the parental ones. So, we as a district really need to take a look at how are we using technology. I think there's a balance. Um, you know, and I think as the pendulum does swing, you
know, we want to make sure we're in a good spot and positioned well for that. I won't claim that when I was in college I didn't use an athus but really you had a laptop when you were in college that they actually existed >> no I said it was a computer lab I said
PC and Mac I did not say it was a laptop no I I went to college my parents got me a typewriter when I graduated >> so I'm curious about um the cost that this is to the district and whether or not there are grants available whether through Jessie or some other program.
>> So I the the question is specifically around the the grade nine like the the the MacBooks >> really in general this is a lot of computers. I know the one-on-one program is is an expense and I'm just curious how that's >> Yeah. So >> supplemented. So, the the way we have it
set up now, um the the devices that we have at the um the elementary level are of a couple of different um ages that we've uh we purchased either through grants at the time. Um actually, I think they were all through grants at the time, whether it was uh from DESIE or from um the from the federal government.
Uh the middle school devices that we have right now were part of a lease program. So, we leased them as the district. So, we've actually paid those off now. Excuse, but we still own them. we we bought them out and then the devices that are at the um high school
now the Chromebooks were part of a lease as well. So a separate lease. So they the middle school and high school were sort of an alternate alternating lease cycles uh is part of the the budget reduction. So we we discontinued the lease. So it's paid off actually at the
uh middle school. So that there's no cost for those devices right now but we are maintaining. if I could through the chair. Um and and I think Beth brings up a really good point that you know we have um the maintenance and upkeep. It's quite expensive and I know we have the $35
lensure fee but often times that that's been a struggle uh with that. So we know that the MacBooks on the horizon will offer relief with the Apple Care but that is something that we need to look into more as we proceed through because it is a it's a big expense. Um and even
with the uh we saw a reduction I think in terms of damages with the um the home room with the carts. Um and you know I know that's something that the middle schools really working on that's common through middle schools. Um so I think that's something that we really
need to hard look at. >> Thank you. Thank you. And and just a note of gratitude too, you know, thank you for uh your support, but also to all of the staff and the families uh that provided their feedback for this process too. So that was that was very helpful. Thank you. Take care.
>> All right. Next, we're going to move on to new business. We have the Holton Richmond Middle School Camp Cody field trip. >> Yes. Um that that field trip is for final approval. Uh chair and the
committee. Uh Mr. Ble here. Okay. Um well then I would recommend um table that till June if that's possible. If that's amenable to the committee. >> Absolutely. >> All right. We have the HRMS Washington
DC field trip. >> Hello. Good evening. So, we're here for approval for a Washington DC trip this June. Miss McGrath is our trip uh advisor. We're here to just prepare uh for you in the numbers of who's enrolled for the trip, the plan uh for students that are not going on the trip, uh
efforts this fall we made to make sure the trip was accessible to all families, um and any other questions that you have. So, I'll turn over to Mr. McGrad to kind of give some finer details about the trip and we can both answer any questions. >> Yeah, good evening. Um so, we'll be
bringing 168 eighth graders down to DC um 18 adults Uh the the cost per family was $972. Um the last two years per student I should say because some families are sending more than one
student. Um last two years though we've had a a great fundraiser calendar fundraiser that was that allowed the kids to to raise as much money as they wanted and it all went sort of directly individually to reducing the cost for their own trip. So it was uh highly motivating. I think in reality, you
know, the parents were doing a lot of the motivating, but um but but but it's been pretty successful for for a lot of the kids and deferred their costs. Um so we got 168 out of 221, I think we said, right, was the total eighth grade number, which is about 76% when I did
the math downstairs. Um that's up a little bit for the last two years, last couple years. So we had a good turnout this year. Um it's four four days, three nights. We leave early on a Tuesday morning, 6:00 am, um get back around 7
o'clock Friday night. Um and uh we, you know, there's a lot of um with ever since civics has come back into the eighth grade curriculum a few years back, it's a it's super direct connections with a lot of the monuments and a lot that we see down there. We also go to the Holocaust Museum, which
we um have a Holocaust unit in English language arts and eighth grade. Uh so there's a lot of great curriculum connections. It's a lot of it as well as, you know, um culminating trip for the eighth graders, uh dinner dance, things like that down there. So, over the years, it's been a great trip and um
and we're hoping we have another really successful one this year. I'd just like to say that uh I know this trip has been going on for a long time because I was very lucky to be a one-on-one uh chaperon for this trip twice. So, if I walk around the halls, I
might be able to find myself. But, uh, I think this trip is fantastic. Um, the kids that I went with definitely got a lot out of it. Um, a lot of history in that city, obviously. So, I appreciate you guys keeping it alive. >> Um,
I love the trip. All three Shannon's went, had a great time, but, um, you have 24% of the kids not going. That's a big number in my opinion. and logistically that becomes a burden
on the rest of the building. So could you just maybe address like how are those kids going to be managed by whom, where, and what will they be engaged in as far as learning um being back here?
>> All great questions and that's actually the 24%'s down last few years was closer to 33% were enrolled. That was a big concern for us coming into this year. So, you know, I surveyed families around January to find out um some more information about why families weren't
registering to kind of not just assume it was cost. So, we got a wide range of responses. Cost was certainly up there, but I think just family's comfort level around their child's maturity, um some social emotional concerns, um world event concerns, just it was a whole range of reasons families opted to not
go. Um, but with that said, you know, since I've been here, it's my third year going into the DC trip. Each year, we've tried to do a better job planning for the students that are staying back. So, I have a teacher I'm working with in the eighth grade, um, who's really planning out a nice well thoughtout week to the best we can. We can't replicate
obviously the experience of the students that are going. Um, but we for the week, um, the students will be going over to Salem. We coordinated a walking history tour. They'll have lunch in Salem. We coordinated a nice event over there. Um, we'll have an in in-house nition program here as well. We've tried to work with
our pack on some fundraising to bring um, you know, some lunchons and some snacks. The cooking monster truck will be here for them. Um, on the first day that they'll be here, when their peers leave, they'll be grouped um, in smaller classes with the eighth grade teachers staying back. There are there's a good
amount of eighth grade teachers that are not going that will be able to pair them up. Um, so we'll do our best to replicate um, well not replicate but create an engaging week for the students uh, and really help them feel welcomed and supported uh, and really encourage them to be here for the week. Um, but each day we have something different
planned for them. And in fact, I told eighth grade families over the weekend in my update that I'd be sending home an iter for the week for them as well. >> Thank you. Sounds like an an exciting week and I and I appreciate the request for a vote. I'm I'm more curious about, you know,
what's the full agenda? I know you've been doing this for a long time. So, you know, what is the agenda? What are, you know, what is plan B in case of emergency? Like, what types of plans are in place? Are there any partnerships with like local police or with security
on the ground? Think things like that. >> Sure. Yeah. No, I mean, so, you know, obviously safety is always number one. Um, you know, some of the things that are that are in place and have been in place for a while. I mean, we when we get to DC, we we'll get there probably around
3:30 or 4:00 uh Tuesday afternoon. And each bus gets a local tour guide. So, they're with us from that time until we leave Friday morning. Um, and you know, so they know the lay of the city well. So if something, god forbid, were to
happen, you know, we we can kind of um pivot and um and and make a educated and informed decision to put safety first. Um you know, again, God forbid, I mean, you know, the ultimate of that would be to to to pack the buses up and go home.
Um but um so we hope that doesn't happen. As far as security, when we are at the hotels, um we we actually the the tour company we go through hires um offduty and retired police officers and they um they sit on each floor. We have
one one officer who sits in the security and um they monitor the hallway. They they you know they they do basically a foot patrol and they they sit in the hallway and they give us a report every morning. We get a nice report about um if there were any noise complaints or anything like that. Yeah.
Yes, that's a big security concern. We do put masking tape on the doors. It's more of a um you know, the kids know about it. If if they were ever to to open the door in an emergency, we've had like we've had fire drills down there before and you know, obviously everybody can get out, but if a student did decide
to make a bad er some kind of error in judgment and leave their room for some reason, becomes quite obvious. um even if the security guard has their back when the next time they turn around and come back down, the masking tape has been um dislodged. But I mean, in in all
seriousness, the the police officers, they're offduty police officers. So, I I will myself and um Emmy Emmy Burell, one of the assistant principles at the middle school will be kind of the ones who they meet with and coordinate with every night and every morning, and we discuss any concerns. Um, and then the tour guys are on every bus and we'll
continue to sort of be in touch with them and and and kind of play it by ear and make informed decisions. Uh, in years past, I've certainly communicated with Adam um from DC about not I wouldn't say serious safety concerns, but maybe student dietary needs or
concerns that have popped up and things like that. Um, you know, all students have filled out their medical paperwork. We're still chasing a few, but but most of them have gotten it in already. And um so we have a school nurse coming on the trip um so that we can take care of all medication concerns and things of
that nature as well. Um oh yeah the itinerary for um so you know like I said we take off 6 a.m. um Tuesday morning Tuesday June 2nd and it's a long long day. you know, we'll we'll stop a couple times on the way,
bathroom break, a lunch break. Um, and that that is lunch on the way down, lunch on the way back are the two sort of um meals that they take on at their expense in addition to the cost that they've already paid. Um, and then our unfortunately this year, this isn't my
preferred I always try to push for for this not not to do this, but um we're going straight to the baseball game. So, we'll we'll actually our first meal will be um at Nationals Park and we'll we'll go get The reason I say that is because I like to let the kids get some energy out. We go to go see some monuments and
stuff, but um later in the week we have a dinner dance on Thursday night that was penciled in and Wednesday night it's a day game actually this year at uh for the nationals. So, it didn't work out that way. So, we're going the first night to the baseball game. Then, we'll go back and check in at the hotel day two.
We're up early and out of there. I mean, you know, the first group of kids will be eating breakfast at 6:45 a.m. and then, um, we'll be at Arlington National Cemetery by 8:00. So, um, it's a great great spot. Obviously, we we'll watch, uh, Changing of the Guard ceremony for the, uh, Tomboo Unknown Soldier. So,
that's a a really heavy moment for them and and the kids always rise to the occasion, do a great job. uh we'll go in this itinerary honestly not the trip to Alan National Cemetery the baseball game certain things are fixed but a lot of this kind of we will adapt on the fly depending on
certain memorials and where the tour guide thinks you know there's lower traffic at certain points but IA is also is scheduled after Alan National Cemetery and then by 10 o'clock we're at the US Capital building we get a tour of the exterior we do a a group picture
John's in one of them um the uh we'll go to the um not the Smithsonian's air and space downtown. There's actually one in the outskirts of town that's a an old airplane hanger which is great. The kids love it. It's got flight simulators in there. All
kinds of the uh I think that I don't know what exactly which space shuttle from like the 80s it is, but it's a you know full model of that there or the actual space shuttle actually. So, there's a lot of that Smithsonians. Um, we'll go see the Lincoln Memorial, Vietnam Memorial, Korean War Memorial,
we go to the International Spy Museum. Um, we'll see MLK, we'll see um the FDI memorial, the World War II memorial. That's just that day. And the next day, uh, we go to the the 911 memorial, which
is great. I mean, it's at the Pentagon. That's last year was the first year we saw that. That's um you know I think for a lot of our kids they they've heard so much about that at this point and and that seemed to really impress a lot upon them. Jefferson we will we'll try to um make our way to
the back side of the White House where there's an area you can take some pictures of of of the White House. You get kind of a glimpse of it. Um we have the US Holocaust Memorial Museum, Museum of African-American History. Both of those museums require
like fixed appointments. So, um, we go in there for those. And then at that point, there's some open time for depending on what that what your chaperone group like, what their interests are like because there's all there's the whole mall of the Smithsonians and you can kind of pick and choose a little bit um with that.
Then they have their dinner dance which is at a a hall um another hotel actually where there's a nice hall and uh and it's still kind of like the boys are on one side and the girls are on on the other side but by that point on that trip most of them are actually on the
dance floor. So that's that's a it's a good way to finish the trip and Friday is really just a driving home day because it's you know we're really trying to get ahead of the traffic and get the kids back to their families. They're pretty excited not to eat like uh McDonald's at that point. So,
>> no, thank you for that. It's good to hear the logistics and the the security piece is really >> Yeah. No, it's I mean it we've been going through this this particular tour company. Um I I checked with Patrick Hamilton who used to be the coordinator for this trip and I think he estimated
29 or 30 years. Um, so it's the same tour company and they they sort of have done a good job for us down there. So we feel pretty good about how they operate. There's been a few curve balls thrown along the way in different trips. So uh things have always worked out in the end
well. >> So just speaking to the middle school principal network is definitely a trip that we see the value in, but it's also a trip a lot of schools are really kind of evaluating at this point like the sustainability of it long term. Um, and so a lot of the middle schools are all in the same boat of we we see the value
in it. We also see 25% of our students don't go. So we're a little bit of a crossroads and we talked a lot with our parents this year about that and I think that's why we saw a lot of great efforts for the families to come together in grade level and do some fundraising. They held events to raise money for the students staying back as well. So we
have a nice um fund to do events here as well that we hadn't done in years past which was going to be really helpful. Um just uh one more thing uh just because all this talk has brought things up and camp Cody uh I did that seven
years in a row with my students. Um we're talking about students and the faculty. You just touched upon what where my question was was for the parents. Um, do you have like a meeting where you're gonna have like a forum where you're going to sit down and have them ask you questions? The expectations
of the kids, the expectations of uh, you know, Joe's mother gives them $700 and my son only has 20, you know, things like that, financial burdens, all those other things that come up on trips like that. >> Yeah. So in the fall because so much to
plan goes into this. So in the fall we have more of a required meeting for families that are interested and then next week we're actually having another meeting for families that have any last minute questions, worries, concerns for families to come in >> I don't
watching it's actually this Wednesday >> and it's going to be here. >> Yeah, >> it's going to be here everybody >> to the chair. >> Sure. Um, so I just have to ask this question because and and I know we've had dialogue just to bring this to the public. So obviously the cost of the trip is it's it's expensive, right? And
it's it's and do we know um you know the families that have a financial need because we have to provide an opportunity like what is the mechanism for families to reach out to the school if they have a financial need and how is that handled and how is that navigated? >> Yeah. So early on in the process, we
communicate to all families that we don't want cost to be prohibitive. And so we ask all families reach out kind of privately, confidentially, directly to me if there is a request for financial assistance. And we have several families that we are providing scholarships for. Um it's really just case by case when
families reach out. Um but again in the survey that we shared uh families did acknowledge that the cost is a factor and some families aren't comfortable reaching out but we certainly ask all families to reach out uh early on in the process so we can start that
conversation early. One more question just again to be public. Um do we know in terms of the students staying behind like do you have an idea in terms of the reasons the families provide reasons? Do you have any data that you could share on that piece like for financial reasons or
personal reasons? >> Yeah. So as I indicated I did a a Google form to all families. I didn't get a 100% response rate and was also um you know no names attached to the survey. We're just trying to gather some data. And so there was a range of reasons families said they weren't they're
opting out. Again, cost was one, but also just as many responses felt that their child just wasn't prepared for a trip like this or it just wasn't their preference. >> Okay, ma last point again, and I know we talk a lot, but I think it's important to share this because uh you know, Mr. Shannon brought this up. So you said
that you will send home a communication to families for those that are not going on the trip so they understand each day what what the expectations are. I know my first year there were some struggles in terms of that. I know you worked hard through that. So, you're going to send home a communication shortly so parents
and families know what to expect during those days with the child. >> Yeah, we're going to send an itinerary home for the week >> and it'll highlight all the things each day. Correct. >> Correct. >> Awesome. Thank you to the chair. One last question. So, we've heard a number of reasons why in your opinion, I know you may not have the numbers in front of
you. What's the number one reason they're not going? Is it cost? >> It's hard to say. Hey, I mean it's a significant factor. It's a it's a lot of money for a school-based trip. So, I I would say it's it's got to be one of the top reasons. >> Okay. >> For sure.
>> Thank you. >> I just want to say thank you. I know it's a lot of work that's going into it and I I just think it's important that we share this information so we're transparent with the public. So, thank you. >> Absolutely. Thank you. >> Thank you. Is there any discussion?
Yeah. Right. Uh could I get a motion uh for the DC trip? >> I'd like to make a motion uh that we approve the request for Washington DC. >> Second. Is there any discussion? >> All those in favor?
I. >> Those opposed? It passes and now we'll move on to the marching band fee to the chair. >> Absolutely. >> Certainly. If I could have Mr. Grover
come up um just to walk us through the rationale for the uh marching band performing arts participation fee for the change uh recommended for school committee vote. Uh, so I'm here tonight on a very
technical, small, and straightforward issue, but I'll never pass up the opportunity to have the podium and the mic uh to contextualize what's going on in the performing arts. Um, and kind of leading up to, you know, this request
here tonight. Um, so this is again kind of like a little window into a lot of the work that we've been doing over the past few school uh of the past few school years to kind of streamline our efforts in the performing arts and kind
of be a part of more of a holistic vision of improving um the organization, improving the personnel uh and improving the infrastructure. Um, and I've had the privilege and pleasure to be up in front of you all uh a bunch of times uh over
the past three four years to kind of go over different specifics of these efforts. Um, and so like I said tonight, this is a small one, but the context is this. um for FY24,
you know, the participation fees paid to the school or to the district um for a you know, myriad activities was such a hodgepodge of um you know, different fees and there was inconsistency
in policy in the amount of fees. Um how are they being collected? how are they being communicated? Um, and so FY24 and anything before that, that's what existed in the performing arts. And then
for FY um 25 um we worked on we worked that year on really adding some different positions and you know
streamlining the fees so that there was equity and you know consistency within them um so that they could be presented for FY26 uh and us really have like kind a cohesive um structure to any any fee
that a family was paying to the school. So, this is really a part of like a much bigger um process that we've been taking over the past three years. And I would say FY25 into FY26, we got 95% of the
way there. Um, and you know, in working with the district office, I've had, you know, the opportunity to do that more and get to know the the staff in the district office more. um including you know Janet and Dan and a lot of the
other um administrative staff in there and Pamrum you know we uncover things that can can continue to help us improve that infrastructure um so that we can make it as tight as possible and that's really important when you know money is
involved and um I'm really happy with where we've gotten like I said we're only 95% there with this particular participation fee uh issue. And so tonight um we're just asking for an increase in one activities
fee um because that's how we need to do this with approval at the school committee. Uh and it's increasing the marching band fee from 125 to 175. And this isn't an increase to families. It's just an increase to what's being paid to
the district. Because like I said, not too long ago, it was a hodgepodge of like money coming in different places to the school. We have our boosters group and so this past year it was $50 to the boosters to cover band camp personnel
and other costs. Um and it was 125 to the school. Um and so next year we're just trying to put everything to the school to codify it and um you know because that's how it should be in terms of paying personnel. And so that's where we're at. Um I think the only other
detail to go over with that is that if we're now paying our whole marching band fee to the district, then um we're able to pay any ancillary staff um for band camp um you know through the payroll of
the district. And um I've already worked with Pam Crumb on how we're going to do that. And it's actually a win-win from all sides. um because we can be more specific about who we bring in, how much they work, and how much they get paid. So, I think that's everything as it
relates to this issue, and I'm happy to answer questions about it um and give any more context. So, just to be clear, the families were already paying 175, just 50 to them, 125 here. Now, all we're doing is
streamline. >> Correct. >> Thank you. I had two band kids. That's eight years paying for band camp. So based on what you're saying, am I expecting a refund? >> Uh because back I know it's done the wrong way. So can I expect a refund?
>> Uh sorry. We're just straightforward at this point. >> I appreciate the question though. >> I took a shot. >> If I could, I would. >> I took a shot. >> If I could, I would. I don't think this has anything to do with the fee, but what I'll say is, you know, my daughter's a sixth grader who's
been doing band for about two or three years now, and the change from before band to after band? I mean, it is it maturity or is it learning music and being able to interpret things in different ways? I think my wife and I
have seen an incredible change in her maturity and just walking around the house with a trumpet was just not something I envisioned my daughter doing, you know, a few years ago. So, I'm fully supportive of this program. I'm happy to see that, you know, fees
and payroll is going to be codified and, you know, it's I hope it makes it easier for the families as well. But, I just wanted to say kudos to to the band program and everything that you guys are doing. We really really appreciate it. Yeah, thanks so much. You know what I'm learning in
in doing all this work and bringing more of a you know administrative lens to the performing arts is that you know that type of stuff this small you know kind of you know it's money but it's like
very you know kind of um tedious. That stuff actually matters to, you know, what you're talking about, which is like the emotional side of things because the more that in this district we can improve those structures and the
operations and the ability of our district and our schools to hire and support the personnel that can give the students those experiences, the better. And I'll just add, you know, Dan and I and the district office and the
different schools are, you know, working on a lot of other uh things of this nature to continue the ascent of the performing arts. And, you know, that's why I'm talking more than just reading the slide up here because I just want you all to have that context that it is
really important. We are working really hard. there's more balls in the air uh as it relates to this topic of the performing arts and we're really excited about the direction of it. Um and I appreciate all the support from this committee as well.
So we're going to entertain a motion to the marching band. >> Motion to approve the uh increase in the marching band fee or the change in the marching band fee structure. >> Second. >> All those in favor? >> I >> I
>> I opposed. And so passes. Thank you very much. And now we'll move on to super uh superintendent recommending uh amendment policy JKAA the time out seclusion and physical
restraint of students for first reading. >> Great. Thank you chair. If I could call up our director of student services, Christina Ryan and Derek Munan, our assistant director of student services elementary, uh just to discuss the the amended uh proposed policy um that we've
worked with our attorney just to meet the new regulations that are due by August 17th of this year. So, we kept it simple to a few slides. >> Thank you everyone. So tonight, I just wanted to talk a little bit about some
of the higher level updates to the physical restraint laws that govern seclusion and also timeout in Massachusetts public schools. So to start, probably makes sense to talk a little bit about the 2016 definitions of each of these terms so that we can
consider them in how they are defined here in 2025. So, previously we've had timeout, seclusion, and physical restraint have all been uh defined in those laws. Previously, timeout was previously defined as a behavioral support strategy
in which a student is separated from learning for the purposes of calming. Essentially, you have to have a view a view of the student at all time and it's considered timeout. Seclusion was something that was separate. Seclusion was essentially it's prohibited. It was prohibited. It still
is. We'll talk about emergency usage soon, but essentially seclusion was prohibited and essentially that criteria was only met if a student was secluded and did not have visibility of that student and you were unable to tend, you know, assist them were they to need some
help. So based on these definitions, these updates have been incorporated into the to the new amendments here and I'll just talk a little bit about some of that here. So those are the old definitions. The new definitions here when we talk
about uh timeout and seclusion. So seclusion the definition has been updated to align more closely with the definition used by OCR for data collection. And so essentially where previously you wouldn't be considered to be secluding a child if you were with
them um in a room separate from everyone and now the new definition proposes that with you can still be with someone. If you're separating a child from the learning environment and it's say you and said child, that now would qualify under what is considered to be
seclusion. So there's that change there. That's a big change in the requirements and I'll talk a little bit about next about some of the emergency circumstances in which they're allowing seclusion. So seclusion is still prohibited. Uh essentially we are I
should mention that for timeout one of the things that I had re reorganized some of these so I apologize I might go a little out of out of order here. Timeout was updated to include in an unlocked setting from which the student is permitted to leave. Previously that was not a condition when you discussed
timeout. Essentially uh you could be engaging in what is now considered seclusion previously under the title of timeout. So there the attempt is to separate out the two and make it clear that if you're trying to have a student utilize a behavioral strategy for calming, they need to have the
opportunity to leave. You cannot stop them from leaving. They cannot be, you know, blocked from leaving. They essentially need to have access to that to that from that area. So that separates timeout from seclusion. seclusion now essentially is
as I had stated previously when you have a student alone in the space and there's you know no other students purposes to you know obviously ensure that the student is safe but it it it's just as qualified differently now and so there are a lot
of important pieces that need to be in place that I'll just give a an overview of as far as what is required these things were not previously required for timeout procedures So, it's important to highlight some of the things that that DESIE is recommending here as far as
ways to ensure that we're not just using this as a first response to students. So, the the big piece is that it's a last resort. It's always a last resort, right? It's not something that can be written into behavior plans. It's not something that you can just recommend for a student. It is an absolute last
resort. And the definition that they use is that there needs to be an imminent threat of assault or imminent risk of serious physical harm. And so, There has to be reason for you to believe that that criteria is in fact, you know, possible in that moment. The other piece
is that the student has to be non-responsive to deescalation attempts. You can't just engage in seclusion or seclude a child without attempting to first uh engage in some level of deescalation. So verbal deescalation is a critical component when you're working with students that might be in a in a
heightened state. uh you know any of us when we're having a difficult time if someone comes to us and and uh you know attempts to to work through something with us and it's not done in a manner that is uh you know matching us where we're at and supporting us it can obviously go in a different direction.
So there there there does have to be some level of engagement in crisis uh deescalation. So if you have that documentation that other interventions have failed, uh that that that piece then comes into play.
There has to be a documented history of repeatedly causing self-injury and or injury to staff. So this is critical. There has to be some level of documentation that the student has a history of engaging in similar behaviors that might pose a threat of imminent harm. So this is not just something that
can be utilized on a student that maybe is having a difficult day or that has never displayed behavior similar to this previously. The next piece up is that there needs to be documentation from a licensed mental health professional that there is psychological or behavioral
justification for the use. And again, this is a piece in trying to address the there are obviously clear outcomes related to trauma and this can be a very, you know, high intense situation. So, it's important for there to be documentation from a licensed mental
health professional. So, that's a really big one right there. there needs to be some level of documentation from a licensed physician in addition to that. So indicating that there are no medical limitations that a student might be
might experience in say a seclusion environment. So that piece is also in there and as I had mentioned previously a staff member needs to be continuously and actively monitoring the student at all times. So we always have to have eyes on the student. We always have to be aware of where the needs are in those
situations. be a one adult situation. There be multiple adults for multiple purposes of ensuring that students are okay, staff are okay, and that everyone is in, you know, as safe as you can be in a a very challenging situation. And lastly, just looking at, you know,
once a student is calm and they're no longer engaging in that behavior that led to the threat of potential imminent harm, it has to be it has to cease to to continue. Essentially, you can't continue on with secluding someone because, you know, maybe a feeling or or
not not thinking that a student is ready to come back. If a student is showing that they're in a place where they are calm and they are no longer engaging in that unsafe behavior, it has to it has to cease. So there's quite a bit of, you
know, things that need to be in place ultimately for someone to utilize this this emergency seclusion based on the the new amendments as well. And then also just the timeout rooms, they just they added some more information there. It used to be that
they were clean and safe essentially and now it's they need to be appropriately sized based on the size of the student, properly maintained, ventilated, code compliant and consistent with any other desk guidance. So that is a summary of the um the overview of the updates or
that's the overview of the updates. Essentially, Destiny does have a doc essentially summarizing all these updates and will go into effect in August I believe this year. Yep. So, not currently in place, but they will be in
place for the start of the >> question. >> Thanks. Hi. >> Hi. >> So, I just have a few questions. Um, >> if um so they need a plan in place by August, not necessarily this plan.
>> Uh, correct. There needs to be a plan uh there needs to be a plan in place by August to address based upon the information within the legislation that presented before us >> and the the plan has to address
seclusion and timeout. >> Yeah. And physical restraint. So they're all bundled under similar law. >> Okay. So I just want to ask um do you know what the sides of this area is and like where would they be? Are they part inside of a classroom? Are they separate
from a classroom? >> Yep. So for the seclusion piece that's that's a good question. So they do attempt to clarify the you know the use of say a classroom setting versus you know a setting that's entirely separate. Typically the the setting is separate
from the classroom setting and would typically be some you know they don't give specific dimensions. They just give that it needs to be appropriately sized for the student's age. I would say that in my experience, it's typically a potentially, you know, spaces that were
previously an office or or, you know, adjacent to a classroom. So, not very large, but not not small. So, there there aren't specific dimensions that are listed. It's just attributed to the size of the student. >> Would there be windows in this area? Could they see out as someone sees in?
>> Yep. That's a good question. So, depending on the way that uh they are set up, there needs to be sight. There needs to be a sight line at all times. So if there is say a closed door, there needs to be windows in order to be able to see a student. There are situations in which you know there there isn't a
door for safety purposes and maybe there uh is someone that stands at the door that just waits until someone is calm. So it really is dependent upon the needs of the student >> and there would only be one student at a time. >> Yeah.
>> Right. And um the amount of adults necessary. >> Yep. Absolutely. >> As you said, >> there would be at least I mean in a situation like that there needs to be at least multiple adults just just to ensure the safety of the kids and also the adults. Make sure the reporting is accurate. >> But what's in those room?
>> What's in the room? Uh essentially. So typically there needs to it needs to be free of mostly everything. Obviously the student is is having a you know significant challenging time essentially you could have often hard surfaces can be padded
>> and making sure that there are no electrical outlets things like that anything unsafe that would potentially >> that a student could harm themselves. So you mentioned training for the staff currently. What kind of safety training
happens for educators? And then is it everybody or select few? >> Sure. So we currently utilize safety care by PBS. And so that >> satisfies the criteria as laid out by the state. We typically do that at the beginning of the year. will you know for
new providers you need to be certified in the full training which is typically two full days and then for certifications it's one full day >> and so who would get that? >> Yep. So typically within the schools we try to prioritize uh staff that are
working with within some of our programs where students might require some more consistent support from adults. We do try to get at least a few adults from each building safety care train to ensure that there's someone in each building that or a few adults in each building that are certified should
something occur. And it's not just for the physical restraint piece, but also the verbal deescalation. >> So the thing about the mental health um professional that recommends that this is okay. >> Um so how does that work with a child that is having
>> do you contact someone after several outbursts? >> Yep, that's a good question. That's something we're we're definitely still at and working on and trying to figure out like how it's written, what the procedure, how that will work, right? Because ultimately there needs to be
consent from the doctor, consent from a mental health professional, and speaking with our attorneys. How do we get that information, you know, how do we get that consent? uh how do we reach out to parents right for to to try to >> again not to but just to try to be proactive where this is something that
could potentially come up just thinking about students in their individual lives so it's not something that we take lightly not something that we I would say I see all that frequently but I it's definitely something that in trying to prepare to meet the needs of some
students we would have to figure out how to proactively do parents, right? So if that can't be in an IEP, it's not something that can be predicted that >> correct. Yeah. >> So I don't see how that >> Yeah. So it has to be essentially a last resort. That's the way to ensure that
it's a last resort, right? It's not in an essentially we can't say we can't then utilize it as a resort. So it truly needs to be a very extraordinary situation in which there was that threat of physical harm. And I believe that's a
way for the state to ensure that rightfully so that this isn't something that's used. >> Could I the chair? >> It's okay. Just to be very clear that we have an existing policy JKAA. >> Yep. >> And what we're proposing for first read
is the uh recommended adjustments that meet the regulations. Um and actually we had a version that came to us through the U. school committee association, but we've gone with the version through our attorney that you've worked very closely with over a period of time. All districts have seen this coming because
this I think was approved right around December, the start of the year. Um, so we also know with the first read obviously it's an opportunity to gather information and there's a whole set of procedures that come into play with this that have come from the attorney that we definitely can share. So
>> just want to make sure like the clear highlights of the uh you covered the highlights >> that come from the adjustment with the new regulations. >> Yep. Covered the highlights and happy to share you know I got them right from the guidance from Desi essentially just to
show that everything was >> in line with the most recent recent updates. But there there is a nice summary that they have that just outlines all of the the previous all of the changes to what was the 2016
initial district. >> Mr. Chair, >> yeah, >> at the beginning we had uh someone from public comment suggested uh going against this. Can you tell us what some of the and by no means am I trying to spur a debate you from the audience or anything, but what I'm trying to see is
what are some of the potential hot buttons here that might might get a visceral response from people? >> Yeah, I I think that obviously anytime you you talk about utilizing something defined as seclusion, right? And and
you're talking about removing kids from from a you know, their their learning environment and and essentially separating them in order them safe. You know, the intentions are obviously keep them safe, but I absolutely could see where as a you know, for parents that that that's concerning. And the thing
that I I I look at this there there is the existing policy in place. I feel like the previously defined timeout versus seclusion allowed a lot more gray area in terms of what is and isn't
timeout versus seclusion. And I I at least see this as a step in the right direction to attempt to make it ensure that we are taking the necessary steps before we remove a student from a classroom and determine that they aren't
able to be around their peers because they're they're unsafe based on their behavior. So I I can absolutely see where where that would be a concern for any for any parent. I think it's about trying to find a way to ensure that, you know, we're responsibly ensuring the
safety of of all of our students and and working with parents to to try to figure out how how we can best do that based on what we have in front of us. >> Great. And from a student services perspective, you guys support this this as written. Is that correct? I think it's, you know, again, we have the
existing law that's in place and so essentially these are amendments to that and so I feel as though to say it's a step in the right direction in terms of trying to ensure that this isn't something that's used lightly. >> Got it. >> Thank you.
>> Can um a family opt out of this ever being part of their students? So that you know again when you look at the emergency seclusion piece I mean if we're if you're unable to the way I read it right now and you can certainly look at this but the way I read it is that if someone doesn't have if we don't have
that consent that's required that's not something that we can that we can utilize uh to ensure students uh you know to to try to ensure safety in that moment. So that's the way that I I read it currently and I believe our is about the same but essentially if you don't
have those all of those key components in place it's not something even though it's listed as emergency you still can't use it. So yeah, >> we did, Derek and I did apply for a grant from the state and we did receive that grant specifically to utilize for
this purpose. And so what we're doing now is really coming up with assuming this will be approved, a protocol that we will really work with families and staff to make sure that this is really comprehensive, but also that we have a procedure in place before those issues arise because we know that this is going to be a huge change for staff and
families. I'm just trying to wrap my head around this and Josh alluded to you know comments from Dr. uh bullet um um I guess my question to you is this applies to all students right this isn't
just about you know special needs or students a situation happens >> and the attempt to restrain I'm I'm I'm thinking outside of the box if there's a a physical incident within the school
like how would this apply How, you know, do you do you let someone be disregulated until you get a parent on the phone? >> Yeah. >> Or else you evacuate the room. Isn't that seclusion in and of itself?
>> I'm thinking worst case, not worst case, I'm thinking >> realistic scenarios of how do you keep everyone safe? >> Yeah. >> From any student who is having an episode >> if you can't do anything. I mean, I
think some guidance has to be there. And based on what you said, >> an emergency would still require some kind of notification. So, I'm a little concerned about that. >> Yeah. Because >> so it doesn't it applies to the emergency seclusion piece as far as when we leave student to a space where you
know just them essentially and not allow them to leave. It is it is not you know it doesn't impact the the physical restraint uh definitions and requirements is the way it's written anytime andor any school resource
officer being able to again complete their do their duty. So this this is more around the emergency seclusion piece. There's certainly scenarios such as that that absolutely need to be looked at and
looked at further so we can figure out again how are we responding in these situations? How are we proactive? But how are we also responding when there is that moment where maybe you know we were as proactive as as we could be in that moment but something still occurred. So I I do think that that is a little bit
of that area that we definitely are still working on the what is the real real like everyday impact of something like this and how do we ensure that we're supporting students you know supporting all students essentially and I guess my
other question is because I don't see it here is there any trigger for automatic removal of this physical contact like we're talking about that person's safety. >> Yeah. >> Trying to injure themselves. >> There's nothing that there's nothing
that ultimately there are, you know, we have the our school our school discipline laws that that do exist as far as when you talk about it. Obviously, when you're talking about students with IEPs, there are very specific uh set of criteria that are also considered when we talk about school discipline. When you talk about a
very intense situation where maybe a student is unsafe and unable to be within the school building, uh there are things that are available to building administrators to ensure that that student gets what they need and to ensure that all other students within or that you know others within the building
are also safe. So those those things are not impacted by this. There are those situations where if something you know did lead to an emergency situation and someone had to make that decision that that still is available in those moments. So this doesn't impact that.
>> I'm sorry. And just one more. Um, so this is really addressing everyday scenarios within the classroom to avoid a student regularly being put in isolation as a first or second resort without >> getting the way I read it, the intent is
to to really there's obviously it's a it's a great concern the use of of any sort of physical, you know, engagement with a student that you're trying to build a relationship with and teach and, you know, support. And so the The goal here, I would assume, would be to limit
that piece because it is something that is a concern throughout, you know, not just Massachusetts, but throughout the the nation and that physical restraint can sometimes be can be over relied on and it's not it's not something that should be utilized for things like non-compliance or not following
direction or breaking something or things like that. And so, it's a combination of, you know, we have to really really define what is true imminent threat, right? everyone's definition looks a little bit different and so the state is really trying to to press upon us that this has to be an a
very significant situation based on the facts available to us that there's concern that that child and or somebody else is doing it not you know we don't want to see someone obviously doing some minor behavior and then ending up in a in a physical restraint or in a
seclusion situation. So that as a as a as a district, our job is obviously to with our training and with our our staff to ensure that we're really defining what if anything does cross a a
threshold as defined by the state here. >> I know this is we're not voting on this today. Obviously, it's a first reading, but I I still have to go back to and your interpretation of what the doctor said earlier, don't do it, ignore it. I mean, what
does that look like? >> Yeah, I my concern is that the way that the the definitions are written right now, the way that seclusion and timeout definitions are written in the current legislation allows for a lot of gray area. Students could
technically be what is now considered secluded as long as an adult is next directly next to them, right? It doesn't meet the criteria because I can see them. And so my concern is that if we continue with that definition or or that understanding of what seclusion is, it's
it's much there's less protections involved for students. And I I do think that I absolutely see the concern. I guess my my thought is that this this exists and we already have this as a policy. And so these are amendments that are meant to try to make this more
difficult for us to utilize on purpose. And so my understanding of that leads me to to say that I would rather see students be, you know, almost better protected in that moment than than us
have this sort of ambiguous definition where you can technically engage in seclusion but call a timeout and the reporting requirements are also different. So there's a lot of things in there that obviously I agree I absolutely agree with
on the we need to be doing everything we can to be proactive and working with students and working with families and making sure that this is something that we we are rarely using. Uh, and I I think that's done through, you know, communication and trying to build plans
that that work proactively based on kids needs, meeting them where they're at, and really really ensuring that we are it's very last very last resort. Um, so I I would um
to feel more comfortable with what you're really um trying to get at here, I feel like I would need to see the training that you would want to present to your staff. >> Yeah. >> Um to fully understand >> Sure.
>> to see that they would then understand that this is a >> almost never situation. >> Yeah. Is that something you're already in the process of creating >> with the training? >> Training for staff. >> Yeah, the training >> and families I would think. >> Yep. The training itself already exists.
So, it's something that we we have that we utilize each year. So, essentially I and myself and three or three others in the district are all certified trainers in safety care and essentially they train us through safety care and then we're responsible for training our own staff
in district. So that's the model that they >> I what training I mean is beyond safety care. How do you help people discern that it's elevated to the >> Yeah. >> And then what to do to avoid it? I know
that's part of safety care, but it sounds like now where there'll be more levels within. >> So how are we going to address that? >> Yeah. So typically within the safety care training itself, there's room for us to incorporate our own state because are international. Uh they are often,
you know, we have room within there to incorporate our own state specific requirements with our with our staff and we often take a good amount of our time, especially on day one to to really review those state requirements and talk
about the changes and talk about the the expectations. As far as, you know, we we often in safety care talk about, you know, disruptive versus dangerous versus very dangerous behavior. And I find that something like that goes right in line with what's what the state is talking about here. You know, you never engage
in a in in physical restraint andor, you know, any other type of seclusion for someone that's engaging in disruptive behavior. It's disruptive, sure, but it's not something that that rises to that level. And then we talk about dangerous behaviors that are again maybe
a little bit dangerous, but not to the extent where serious physical or imminent harm. And then you have these very dangerous behaviors and we'll talk about scenarios in which there are very dangerous behaviors. How do you respond? How do you support the student? And what are you doing in that moment? And
sometimes it's as it's as I don't want to say simple, but it's as it you know stepping back, right? And sometimes students do need space in those moments. And I think often times the first instinct is to get in there and help. But if they are in a safe space and we're able to give space and and really
think about how to best move in and support a student after that. It's about thinking of all those things and not feeling like there always needs to be this immediate response unless there's again imminent physical physical harm.
>> Chair unfortunately we're having this conversation but fortunately we're having this conversation because if if this means that our policies are tighter and better then that's a good thing. Unfortunately, I've seen very dangerous behaviors in school and I've been a part
of that. And to Julie's point, >> it's very traumatizing to the student >> and staff quite honestly, right? It's very traumatizing. >> But um fortunately, we have some of these strategies in place to keep those students
>> safe. Um >> to to parrot what Beth said, I I hope our training is very tight on this. >> Yeah. Um because a well-trained staff stops um a lot of unnecessary things from happening. >> Y
>> yeah. We don't want something obviously that's very small or lower level disruptive right to then rise to very dangerous when it could have been dealt with by you know verbal deescalation ensuring that you're responding accordingly. We don't want to, you know,
if a student, we have to ensure that we're they talk in safety care about the uh the steps essentially from, you know, elevated to calm. And so our job at all times is to ensure to look at the situation and determine if we have a student that's escalated, what are the
possible outcomes here? How do we get them back down to calm? Because nobody is going to be available, you know, when they're escalated. And so it's our job to make sure that we get students back down to an area in which they are accessible and we can work with them and try to problem solve and build from
there. So that is our number one goal at all times is to how do we get back down here to calm to ensure that students feel supported and that we can try to move forward. >> Thank you. >> Sure
the chair. So if there's anything obviously for a first read gives an opportunity for any feedback, dialogue, comments. So if there's any information that would be helpful, you know, just to show obviously the the legislation is in place and we have to meet the regulations. So if there's is a chart
maybe that can show the the current policy versus the new policy and the specific differences, things of that nature, I'm happy to share and certainly you know whatever may come to mind. Um, so we have an opportunity to present more information just to make sure that we're in compliance, but also safe for
our students and staff and families. So, do we have a motion for a first read of an amendment to policy J AA? >> So, move second. All those in favor?
>> Oh, sorry. Any discussion? Sorry. Pardon. >> So, because I'm new at this. >> Um, so >> for the first read, what comes next? The next next month, that's the final decision or
>> Yes. The the the next the second read would be the final accept the policy or if it at that point, you know, not accept it. Um and we're looking from a strategic standpoint is that's why you have that separation to then gather information to have further dialogue if
we need to bring in more information. We're happy to provide that. Uh so that gives a buffer any public comment uh any public inquiries we can answer any of that or address that at the meeting. Um and just know that we do not have a meeting in July. >> Um we our next meeting would be in August. We just want to make sure that
our um policy matches what's required and then there is a whole set of procedures and and a whole piece of that that is still um they're working through and I know that's important obviously we have that we're happy to share that through our attorney. >> Uh in addition as Christina said there's
a lot of grant money we've received fortunately we you know at the end of the day we want to make sure that we're doing what is best for all. So that gives us a buffer of time >> for the second Thank you. >> Um
I'd like I'd like to suggest that that because this is such a serious issue and we we have a very active CPAD. I' I'd like to make sure that that we
call them in as partners on this to as far as as far as we can. their voice is important in this and um they should have some some input. We should hear that and and give way to it. So, I'd like to put that out there.
Is there any more discussion? Let's bring it to a vote. All those in favor? >> I oppos. >> I'll abstain. 41 passes for first reading.
>> Thank you both. Appreciate it. And next we'll move on to item B in new business, superintendent evaluation updates. Thank you, chair. Uh we're getting to that time of year where uh the superintendent evaluation just like all
of our um admin and teacher evaluations. Um so we did talk about in February strategic plan updates and my goal updates. Um right now I'm working on end of year goals although we're not finished yet. Um but I do want to
provide enough time to review the goals to provide I'll provide the evidence. What I've done in the past is um in May, what I'm doing right now is I'm linking up my goals with a Google doc that just basically lists everything that uh
connects to that. Um and then certainly be able to turn that into um sooner than later uh with a goal that um by the June meeting that there's a final an opportunity for a final summited eval um that you'll put together. Then um my
evaluation is the only one that's public. Um so it gives an opportunity for you to to discuss uh the evaluation as you see fit. Um and then certainly uh whatever the outcome is adopt and and vote on that for my final evaluation. So
um you know I know that um you know I'm open for any discussion to streamline the process. It's a little cumbersome with the actual DESIE document for evaluation um because the chair is responsible for taking all of yours and
coming up with the final report. Um if if it was helpful last time by putting in the Google doc and all the links that are specific, I'm happy to do that and add a narrative as I think we did last year. Um I'm open to any suggestions to streamline process, provide information
that would be helpful. We have any questions? >> Yeah, the only suggestion I would have is just to do exactly what you said, Dan. I think last year it was great to have the links to see how what in and your source of proof of like what what you did for each each item. It made the
process a lot easier last year. >> Can we expect those links tomorrow? if if that is the wish of the former chair. >> Just what when would be an appropriate time for you to have them? >> Uh I'd like to have them by um actually
I I I'm kind of halfway done. >> Okay. >> So I'd like at least another week or so to complete that. >> No, that'd be great. We'll move on to item F and review of school attorney recommendation. >> Um just to the chair if I may. Um
obviously the school district attorney uh serves at the will of the school committee. uh you granted me the opportunity to utilize the attorney um for for official district business. Um so we're at the point I think there's two options. One is retain the current
council. Uh please keep in mind that we've had the same council for well predates myself. There's been a consolidation as Rosanne Dero has retired um and she was the one I worked directly with um and certainly can
utilize her as a consultant. Uh there were other members of the firm that we use. For example, our HR uses uh an attorney separate. Um Gonzalez, attorney Gonzalez Kelly is now the lead attorney for the firm. So I've communicated with her recently. We have
questions uh recently about, you know, in terms of school safety, in terms of what's a staff obligation up until we have things um ranging I'm going to reach out about AI and usage of in that in evaluations. So, um I'm confident utilizing um but I also know that at
different times, you know, there's always an opportunity if we if the committee so desires for review. Um my recommendation would be to utilize either the budget or policy subcommittee uh to assist and work together and just evaluate the performance, look at the
criteria if they've been receptive and responsive to what we need uh success in litigation and certainly familiarity with regulations. um you know the fees how does that match up as well as policy alignment to our goals. So um if the
committee so desires they go in that direction um I would then recommend utilizing either subcommittee to do that work and bring back a recommendation by the June meeting if that's possible. It might not be because you know there are a number of firms out there that represent school committees. Um, and I
will tell you that uh, Kelly Gonzalez works directly with the association, uh, the superintendent association as well as I know she works at the school committee association, but that in any way does not mean that if the committee desires a review, uh, just because sometimes it's not bad to take a review
if you've been with somebody for a while, that either does one of two things. One, it affirms that great service and we're happy or are there other options out there? >> Is there any discussion? Any questions for the chair? >> Absolutely. >> Um,
uh, Dr. Bower, what's your assessment of the, uh, current relationship with our law firm and their performance? >> So, you know, obviously, uh, working closely with Roseanne uh, through our negotiations, which was a huge thing, and certainly we changed some policies,
any personnel issues, and like any district, we've had our share of items. Um, Rosanne was very receptive and responsive and, you know, I try not to text her too much over the weekend if necessary, but when an emergency comes up, you know, she was always there. Um,
and I'm working mostly with with Kelly Gonzalez, who's the the principal chair. Um, and she's been receptive. Um, I I haven't worked with her quite as long to be honest with you. In terms of the fees and such, I have not compared or priced out just because we've had uh this this
firm for for so long. But I do know and I and I know Kelly works directly with associates. I've seen her presentations. Um so at the end of the day, um I don't have enough of a relationship with her. I I haven't seen a change in the firm in terms of responsiveness because we
reached out on a few things. She's gotten back to us. Uh and actually Roseanne did too. Although I know she's retired, I still text. So uh to answer your question, Mr. Lopes, you know, um I I have not seen seen a change, but certainly it's just like anything else. worth taking a look at another
perspective um and go with that. >> Mr. Chair, the the one thing that I would just raise is I they are located on the on the Southshore I believe like in Wayouth or something. >> Yes, Southshore. >> Yeah. So, I mean it might be an appropriate time to just given the fact that we are changing attorney to take a
look and see if there I know it's kind of niche what they do. Um but if there is somebody closer to home that we might be able to um that might have a different fee structure or whatever the situation is maybe we do investigate that somebody on the Northshore but through the chair. >> Absolutely.
>> Um so with that if if there's a recommendation to review one of the things I would do is reach into the the Northshore roundt 17 districts and and see who they're utilizing. That's always a great step and just get firsthand from the superintendents, you know, uh, and
certainly see if there are people most more locally or, you know, what their experience has been with other firms. >> Yeah. And I have no gripe with with the work that they've done. I'm just saying like it if it's up for review, we might as well take a look. >> That'll be my recommendation. Thank you.
>> Does it just take a recommendation or a motion? Uh this as this u serves at the will of the committee. um a recommendation um my opinion would be a vote uh for a for a review or if you want to pause the
actual um you could do one of two things I guess you could certainly go through a formal vote to get that public that um going through a vote to conduct a review and then charge u bringing back the results the next meeting or certainly can just right refrain and just say do a
review but I would recommend either way utilizing the subcommittee to help I don't I think I answered the question very well. >> You did. You did fine. I'd like I'd like to Oh, I'm sorry. >> Oh, go ahead. >> I'd like I'd like to make a motion that
uh we review our legal counsel um and utilize whichever committee the superintendent most. >> Second. >> Is there any discussion? >> Yeah. I guess my first question would be
how much time would you need um to do this assessment? So I don't think it's something that can be done lightly and I'm not sure if it's something that can be accomplished in 30 days. So I mean these contracts are typically are they yeartoear or they multi-year
to the chair? Yes, they're they're yearly. Yes. And and when is this contract up? I believe it's at the end of the school year. But um to your point to answer that um my opinion would be certainly um this is something you don't take lightly because this is the 3:00 in
the morning call when right something severe happens and you need sound legal advice. Uh you asked me the earlier question and that's why I wanted to really say that you know Kelly's works directly with the association. So, however, with a window to look at it, my assessment would be work with the
subcommittee. If we feel that we're not in good traction by June, you know, certainly could look at a I'll figure out the contract to see if there's a window and then if we need more time, you know, get by August. Um, but I could report that out to you. >> No, that'll be great because that's my only concern is I mean, here we are at
the end of the year with the contract imminent. The last thing we want is a disruption, but the, you know, knowing that it's a year of an evaluation would be something that I would be more comfortable with of if we're comfortable and the fees are,
you know, reasonable, let's continue another year because this is something that I just don't think you can do in 30 days. Gab's points well taken, but is it is it worth taking that look now to get that base and if we do decide to go through
the year that that will allow us to evaluate them based on what we just gleaned? >> Oh, I absolutely think we should start a review now. >> I just don't think we should make a final decision. >> Possibly if we if the contract expires, maybe they would take us on a
month-to-month basis as well. if that could be a possibility. I'd imagine I don't think anybody's turned away business. It's rolling, right? Yeah. So, maybe that's a situation that if we if we continue to do it and then maybe we get it in August and then we,
you know, maybe after a couple months of evaluation, we're able to make a decision at that point, but we're in, you know, we're still in that we're still covered legally through the chair. Just as an example, when um we changed our special education attorney
um in my first year and the process was very simple. So there was basically just we're able to walk out. There was no real true contract. It was just a verbal agreement that we would work with that firm. So I did have to receive a note from the school committee that we're
moving to a new attorney. So I I don't want to make assumptions but would be very clear on like what it would take to actually if we if the recommendation is to change and the time frame for sure. Any more discussion?
So, we have a motion and a second for the annual review of the school attorney recommendation for review. All those in favor? >> I >> I. >> Those opposed passes.
Move on to six. Item A is minutes. Mr. Secretary, >> I move to approve and release the minutes from the April 13, 2026 regular meeting.
>> So move. >> Second. >> Second. >> All those in favor? I >> I >> posted. >> Item B, consent consent agenda. Motion to approve the personnel and surplus memos and fundraising requests. A
motion. >> So move. >> So moved. >> Second. >> Any discussion? >> All those in favor? >> Post. And I don't see communications. Is there any communications from any of this from
any of the legislation also be >> to the chair for legislation if I may? >> Absolutely. >> Um we've been in contract contact with Representative Karens Sally Karens who um you know through the last Dammers car
meeting they discussed the um the legislation proposed legislation for a bell-to-bell cell phone ban as well as social media. Um I did not attend the meeting but our principal Alan Strauss did and principal Strauss and myself um it's not that we don't support a
bell-to-bell ban if that is formally passed as I understand it went through the Senate and is that some provisions were rejected so it's going to go to committee we just want to be very clear in terms of the the implementation um cost and and all the logistics the
timing for summer implementation is not easy and we just want to be very clear And again, I want to be clear that we we're not saying we don't support this, but the current policy that we're utilizing at the high school has been very successful. Um, so we just want to be prepared as much. So, she is coming
to meet with us tomorrow at 11:45. I'm happy to report out to that meeting. She's very open and wants to hear our feedback. So, I just want the committee to know that. Um, that's coming up tomorrow. Is there anything from any of the subcommittees? >> I have Dan K.
>> Thank you. Um I was able to actually jump in the last meeting. Uh I was on my prep period. Uh 520 20 of this month is the light the night purple event. It's at 6:30 at the library. So anyone who is interested, please
attend. on 527 they're actually doing a walk audit with um I can't think of the gentleman's name from the accessibility who heads accessibility committee >> JD Mars >> JD Mars thank you um they're doing so they're doing a walk audit um at 5:30 at
Pope's Landing weather permitting if the weather is um not great they're going to meet at the senior center for a pre pre-walk briefing so uh for all you all the people that are interested in the accessib ibility uh issue. Please attend that. And um Davis kids is excited to be
giving out two scholarships by the way. They did talk a lot about the cell phone to the chair. >> Um our our policy and equity subcommittees will meet. Um the timing is difficult because it was
originally scheduled for next Monday. However, that is town meeting. So, we need to reschedu those subcommittees. Ideally, it was on the 20th, but that's a light the night purple. So, both those will be virtual, so I may need to change that again. Uh, just to let you know. And then our safety committee meets next Monday, the last meeting of the year,
our district safety committee. Um, and I'm happy to bring an update at the next school committee meeting. We've we've covered a lot of safety items and I think um a lot of good work I'd like to share with the committee. Is there anything else from any of the subcommittees?
All right. >> Like to make a motion to adjurnn if there's nothing else. >> Second. >> All those in favor? >> I. >> All right. Damn. Our next meeting will be Monday, June 8th.