Okay. Welcome to the Monday, August 4th, 2025 meeting of the Dennis Chamath Regional School Committee. Please stand and join me in the pledge of allegiance. 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, liberty and justice for all. Thank you. We will start with our reports and discussions and we'll have uh the high school will discuss the parking policy uh
presentation for 2025 2026 school year. You got to make sure the green light's on if you push the button that says push. There it is. Hi everyone. Um I haven't met many of you. My name is Michelle Dick. I'm an assistant principal at the high school and I'm representing the high school today on a parking policy
that we would like to update. There is one currently in place, but we'd like to update it. Uh what do I do here? Oh. Okay. Yeah. So, why do
[Laughter] All right. I'm not going to touch it. All right. Why are we updating the parking policy? Well, we're proposing this. We want to improve the safety in the building, the organization of the parking can be a little chaotic
and build some more community within the school. So why are we going to do that? Unassigned parking makes it difficult to identify vehicles in the parking lot. So we're not sure who should be there and who shouldn't be there. So this would help with that. Assigned parking would
ensure our u fairness, accountability, and a more efficient traffic flow at the high school. Uh we want to strengthen our school culture through a sense of belonging, ownership and pride. Um and to enhance the student accountability and responsibility.
So our overall goal is to create a consistent and secure parking system that supports school safety, student responsibility, and operational efficiency while fostering a sense of belonging and school pride. All right.
Oh, I see. I got it. All right. The current policy. So, we do have a policy in place. It's in the handbook. Although it's there, it's not as comprehensive as we would like it to be. Um, it is on pages, I wanted to call
that out for you, on pages of 51 and 52 of the current student handbook. It does address excessive absences, tardies, and/or dismissals, but it's just one blanket statement. Loss of parking privileges after five disciplinary referrals would result in what? We're
not even sure what that would result in. And what is a disciplinary referral? We should probably be more specific about that. So, where are we going? Well, we want to update the parking policy to include assigned and permitting parking. And I'll talk about that. more detailed
student expectations. It would we are proposing a nominal fee of $20 and I'm going to talk about that um and to improve safety and enhance school culture. So I wanted to call out the benefits of
assigned parking. So it promotes student responsibility, accountability. So if I have registered and I have a permit and you know that I have a permit and you know what spo spot I belong to, I'll have an assigned spot. I'll probably be
more accountable to my behavior. Financial literacy. If we require them um to pay a $20 fee, it helps them to understand the value of money, the budgeting of it, and they have some skin in the game essentially. And respect for
rules. You know, following the parking policy will instill a sense of respect for rules and regulations, which we want to carry into the school culture and into the classrooms. It also enhances safety. A permit system allows administration and SRO's to
quickly identify what vehicles belong there and what vehicles do not belong at our school. It decreases student stress. So, in the event that I'm late, I know that my spot is waiting for me. So, maybe I'm not
speeding as a student. I'm paying attention to the road. I'm not going to blow through some stop signs and I know that my space is there and it'll be waiting for me. It reduces the chaos in the parking lot. There has a study the N the National Safety Council has uh
there's a study that says that school parking lots are like uh there are so many like fender benders and little accidents in the school parking lots because we do have a lot of inexperienced drivers there. So assigned parking provides students
with a known routine. They know their parking spot. They know who their neighbors are that are parking beside them. So it gives a little more structure. Is that everything? Yep. So building a sense of community through assigned parking.
It again I kind of touched on this a little earlier, but it promotes a smoother and less stressful start of the day. So I'm not rushing to get a good spot. I get my spot and so I'm more relaxed and I'm coming into the school
environment not maybe not as anxious as I would be and more relaxed. And again, we want that to spill over into our classroom and all all of our school interactions. Fosters a sense of belonging and camaraderie. Well, if I know that you
park beside me, I'm kind of looking out for you now. So, I know like who should be beside me, who shouldn't be beside me. If there's suspicious activity, you know, maybe I can call that out more easily. And if you're my neighbor parking, maybe we'll walk in together,
have a little chat, like building a little sense of camaraderie there. Encourages responsibility and accountability. So when we link parking eligibility to maintaining good grades and attendance, it provides incentives for students to engage more fully in
their education and school activities. So this leads to a sense of enhanced belonging within our school community. Supports peer connections. I already kind of talked about having the neighbors beside you. Um you know those social interactions and incre increasing
safety awareness and creates equity and order. I mean, if you you have a car and you can register it and you have a license, you're going to get a spot. So, I wanted to call out the the details of our proposed policy and really call
out what the changes are. So, students obviously need to be enrolled in the high school grades 10 through 12. 12th grade will be given priority. then 11th grade and finally 10th grade. And I just wanted to call it there are 158 student spots in case you
have that question. So students must possess possess a valid driver's license and vehicle registration. We're going to have them register if it's approved through an online Google form where they can upload their
license, upload their registration right there. We would like if they are if we are able to institute the $20 parking fee, we would like that to be online through UNIPE and we would have that deposited into a
revolving account that we would create that will provide for maintenance of the parking lot. So, potholes, lining, that type of thing. Once all of this is completed, we'll we'll alert the student that they are
approved and we'll have them go to the office and pick up their parking pass and then they're good to go. And I said parking spaces will be randomly assigned. So when we talk about academic
performance really important piece of the overall student. So students would be required to maintain acceptable academic standing. And what this would mean is any student who fails two or more classes when report cards are issued will have their parking
privileges suspended. And that's two classes. That's not core classes. Those are two classes. It could be electives as well. Um and we're saying suspended. It's not revoked because we want to give students the opportunity to improve. And
so if they pass all their next classes, the next report card period, that could be restored. So we would talk as an administration team and and restore that for the student. Tardiness, I mean, this has been an issue at the high school. Um, so
maintaining parking privileges is contingent on timing, timely arrival to school. I mean, if you can't get to school on time driving, there's always the school bus that's available for you. So, we feel this is a pretty generous
policy. On the ninth tardy to school or class, um, students would lose their parking privileges for five school days. On the 12th tardy, again, these are all to school or class. Students would lose their parking privileges for 10 school
days. additional tardies to class beyond 12, that student would be subject to longer suspension and parking privileges or complete revocation for the remainder of the school year. Those would obviously be on a case-byase basis, class skips or leaving school grounds
without permission. So should a student who parks and is registered to park leaves a school property without proper authorization or skipping any scheduled class on their for first offense their parking privileges would be suspended for five school days. second
10, third, fourth 90, and fifth they could lose it for the remainder of the year. And then should students be suspended from school for any reason, administration has the right rev the right to revoke any parking priv privileges.
So the general rules of the updated policy, reckless driving, speeding, loitering in the parking lot will result in immediate disciplinary action. Should students receive written citations to any by any police department for motor
vehicle violations while driving to and from school or school related events, parking privileges may be suspended. Administration reserves the right to determine school parking permits. Permits must be visible at all times.
We're going to recommend they're either on the windshield or on the rearview mirror. No student would have the right to park on school property without a school registered vehicle. Students doing so would be subject to school-based consequences.
Should parking parking privileges be suspended or revoked for any reason, there will be no refund or reimbursement of parking fees. And then in our communication, we're going to it'll be embedded in the Google form. We're going to provide a Q&A as well.
So, designating parking areas. Students are going to park in the rear of the building where they do now. Um, student parking spots will be delineated by white numbers and um lines and the staff
is going to be yellow. Again, I already talked about this. The permits should be visible. So, we're going to communicate this to students. I'll be working with um Miss Bennett on that. Um, but we aren't just going to say, you know, it's going to be
a transition, I guess, is what I'm saying. So, the first couple of weeks of school, we're going to include it in school announcements. We'll put flyers around the building that are going to include a QR code that can bring them right to the Google form. And I think that's it. Yeah. So in
summary, we believe that assigned parking benefits our school by improving the safety of our school and student accountability. It ensures students and staff have a guaranteed spot, reduces conflicts, and supports emergency planning. It also also fosters school
community by promoting responsibility, encouraging student pride, and creating a sense of belonging. So overall, it's a pretty simple way to institute um an operation that strengthens our school culture. So we were looking to possibly
intate in implement this the 2526 school year. Um so we're looking forward to hopefully doing that and having a safer and more smooth parking experience for all of our students. Thank you so much. Any questions from the committee, Mr. Glenn?
Uh so thank you. Thank you very much for the presentation. Um, couple of questions. Um, I love the incentiveness for academic performance and tardiness. I don't know if they're anything like me when I was a 16, 17 year old, but I
might end up being more tardy because I know I got a spot. Um, because now I can push the envelope more. But that might be something that you might want to be aware of. But I think I would rather give the power back to you instead of
having the specifics, nine parties or whatever. I'd like to have you have the power on a casebyase basis. They could know about it. They could know what your parameters were, but um you know what is expected of them. But um when you put
something in policy then you know well you know that person got nine or that person got eight you know you might get into a a problem with it and because it could be a combination of of uh situations. The other thing that may not
may be for Miss Bennett or uh Dr. Smith. U one thing that I been trying to get a beat on is how much we uh the older students use the buses. And if we could get a beat on what that is. In other
words, uh if we can identify who's taking their cars, then that's one less trip that we have to put on the schedule for buses. So, um I don't know who can answer that question, but um how we can identify it. Great thoughts. I think um you know when
you talk about the nine absences as the the the the low bar right um there would be conversations with that student before they reach the nine obviously we don't want to go there you know we want to give that student the opportunity
to prove that they are able to get here on time um I don't know about for me I appreciate a policy that's consistent you know when I go outside of that, I tend to get in some trouble. So, um, but yeah, I mean, that would be
up to you all to decide. Thank you, Dr. Smith. And just to answer the second part of your question, the um there's two things. One, having a parking permit um system allows us to know how many
kids are actually driving, right? So, then uh that at least gives us one number. doesn't tell us how many kids are being driven in to school. Um so but that at least gives us a firm number on who's driving themselves which we don't currently have. And then the second bit
is we are separately we have a separate process the tech department's working on um uh any of the parents in the district may have been getting peppered by us about setting up their parent portal and we're currently working on really from prek all the way through 12. It's been
more of a 6 through 12 thing in the district, but we're really pushing all families into the portal. U in order to be able to start to do things uh and one of them is capturing who is riding and who isn't riding the bus. Um to be able to it's something I've talked about at a
couple different points since being superintendent, but now we're, you know, we didn't have all the pieces in place that we needed to be able to do something like that, and now we're actually moving towards being able to do that and capture harder numbers and better data. Thank you. I saw Mr. Morris.
The requirements that you're laying out here through policy and through discussion clearly are impeded for not paying attention and being forgetful. So you're in a process
of training an environment where more is expected than just drive your car and plop it down. What happens if outsiders or non students for events come to place to to the school to park?
How do the students react and how what openings are there available for when there's a problem? Who the who do they see and how it is resolved? So, inevitably there is going to be, you know, one student is going to park in
someone else's spot maybe accidentally or a visitor is going to come to the building. I mean, we're going to have to deal with those on a case- by case basis though. they should come to the office and I will probably be the one that would be handling that. I did have um a
conversation with officer Nick and we are talking about like do we designate some visitor spots in the rear of the building. Maybe we do to help alleviate that. they would be the last group designated for getting
new information because we don't have a normal daytoday interaction with them. Now, if they're if they're parents or family members who are past the school age, they're not there for getting a high school diploma, but they're there
for some sort of business. Do they have to coordinate in advance? Uh, no. Are you talking inside or outside of school hours? Because outside of school hours really the parking policy is in place for students for inside of school hours. So
if there's a outside of school hours, people can park anywhere that they would want to. So I I don't know if you're referring to inside or outside of school hours. Actually, you you answered both questions when I only actually set it up for one. So Okay, there you go. Look how efficient we are.
Thank you, Miss Landers. So, I love the idea of a policy. Um, as an attorney, policies are near and dear to my heart. Um, so I've got I've got a bunch of concerns about this one.
Um, I think, you know, I know that there needs to be control over the parking lot and I'm all for encouraging good driving and responsible driving, responsible parking. Um, I think so. My concern. The first one is about linking the privilege
to academic performance and my fear that this could inadvertently or punish kids who um are failing academically for
reasons beyond their control or within their control but are very challenging for them. And I think that, you know, one of the things that I've learned is that, you know, we don't like to suspend kids from school because when you suspend kids,
the problem gets worse, right? because they're so I'm worried that if someone is already struggling academically or they're struggling with tardies or they're struggling with these things and then their parking privilege is revoked I mean that just means they're not going
to come to school and that's going to I feel exacerbate their academic perform the you know failing academic performance and then increase absences which are maybe even worse than the tardies. So um
I think so that's I'll give you three I think three things. So can I are you can I can I respond? Okay. So I think we're acutely aware that there are some students who struggle more than other students and the whole idea behind this is this shouldn't this is not going to be a
surprise to students. So if they're struggling academically there are going to be those conversations that are going to be had and you know we would be dealing with those on a case-byase basis. Well, I I have to beg to differ with you. I mean, I have an honoral son
who no one would believe, you know, that he'd get his parking privileges revoked, but, you know, come halfway through one of the terms this year, he's got an F in a class and no one has talked to me. I mean, yes, it's at the halfway point, so
I'm aware of it when the progress report comes home, but in some cases, it's too late. you know, there are teachers who don't accept late assignments or don't allow you to correct tests or are not you. So, I I'm not sure those conversations are really happening. And,
you know, he's got one class that he had an F in. And luckily, I'm sorry, I'm announcing to everybody on TV, Jacob, that you had an F in a class. But, um, it wasn't Spanish. Uh,
if these conversations are really going to happen, that's great. But, uh, we've got kids slipping through the cracks already. And, you know, if his parking privileges get revoked because he's got two Fs, I mean, that's just going to make everything worse, much, much worse
for him. I mean, I think there's an issue here. That's a larger issue, too. if that's happening. I mean, but I do believe that with parking, we do need some sort of standard and that doesn't mean that you can't go outside of that standard on a
if a if a student is struggling and needs that. So, that that is I know speaking on behalf of the administration that would be our approach on it. We're not looking to have students have their privileges suspended or revoked. We want to prevent that. We want this to be a
more positive policy for our school community, but we feel that there has to be some sort of standards around it. So, I guess I'll respond to that first and then I'll go on to my other concerns. But, you know, we also have standards in
place already for participation in athletic activities based on passing and those are not being enforced. So, and I know you can't answer to that either, but I'm afra if if we are going to keep
layering these things in, then we need enforcement and we also need not just the enforcement, but the support, you know, and I'm not sure those are happening. Um, I'm also concerned that this places
a this is this is an intense policy with a lot of tracking and enforcement. Um, tracking all these numbers of tardies, revoking permits for certain numbers of days and then whether it's a second, third, fourth offense. This is very
detailed. Mhm. Um, and this is going to be an additional administrative burden on whether it's you or others and the team. And you know, we hear a lot that our
administration is and staff is already overburdened. And I'm not sure how well we're trying to move the needle for our school community in a positive direction. And sometimes moving the
needle takes a little bit of work. So the we're going to go through a transition for sure. It's a new policy. There will be a transition with it. Yeah. I mean I think you know the students will have to adapt to this transition over time and that's
I'm more worried about the the administrative burden. Um I also have concerns about the enforcement of this. Um, you know what? So, you have someone who has
too many tardies or school suspension or skipping classes, whatever, and their parking pass is suspended. And they drive to school and park in the parking lot. Are we towing kids cars? We don't want to do that. No.
So, where's the where's the teeth? I mean I mean, if we have to, we would. Well, who's going to pay to tow cars? Well, yeah. No, I mean there's I've got we're going to prevent and I'm not saying you can answer all these things right now, but um I've got a lot of concerns about this
policy. Those are the first three. Mr. New, thank you. I want to echo some of Miss Lander's comments. I really can't support the suspension policy because I think it's going to impact students who already have a difficult time attending
school. And when you're layering in the fact that they are going to be suspended because of their tardy x amount of times or they fail grades, you're prevating providing another roadblock for students to miss school. I really think that given the attendance issues that we have in the district currently at the high
school, it's going to impact it in an extremely negative way. I like the parking policy. I think paying $20 for them to park and having a signed slot is a wonderful thing. And I think it gives you the ability to track who is in school and who's not in school by the vehicle being present in that particular
spot. I also like the idea that seniors can decorate their slot. But as Miss Lander says, adding the suspension protocols in there is going to be, I think, way too difficult. And when you say to me, you're going to handle it on
a case-byase basis. Well, what's the point of having a policy if you're going to do case by case? The rule is the rule. It shouldn't be case by case, right? I mean, but we want to be obviously ahead of that. Like, we don't want it to be a surprise for these students.
I understand that. And I just think if you eliminate the suspension policy, it'd be much easier to enforce. Our rationale behind the attendance and the tardiness is because it is a measurement that the state looks at and we're looking to improve it. And if if
if students are invested, they have their own spot, their own piece of campus, and they know the expectations, then it it could be a positive outcome for our school community. But don't you already have policy in place that that addresses attendance and
grades? As was said, if if you're failing classes, you can't participate in sports. If you have x amount of uh tardies, there's a phone call home. There are other means by which you're enforcing those attendance policies that hold
true. But students could be in invested in this. If they're paying a nominal fee of $20 and they have an investment in wanting that spot, then there's an incentive for them to come to school. Yeah. And be on time. Well, I'll be honest. I can't support
the suspension policy, Mr. Martin. Hi, thank you for the presentation. Um, I hate to, you know, I hate to kind of pile on. Um, I parking passes, yes. More detailed
student expectations about parking, yes. Um, I guess the first thing that I thought of was that we are trying to find um ways to eliminate fees for sports and for other activities and such. And then we're
going to talk about implementing a $20 fee to participate in parking. And I mean, you're gonna have to you're gonna have to bear the extra expense of relining everything and numbering every space. And then you have the assistant principles and the SRO's that are going
to wander the parking lot to find out who's supposed to be there and who's not. Um there's all, you know, there's the extra enforcement as far as the um the tardies and the absences. Um
I don't I just I don't agree with the fee. I don't agree with um I mean I I I don't I'm not opposed to the the parking passes, but I mean if we're going to uh I mean if we're going
to try to eliminate fees in other places, I don't understand why we have to do a fee for this. Um you know, it's still going to affect, you know, the kids that don't have much. you know, I mean it, yeah, they can bring their car to school, but I mean, you know, the whole financial literacy thing first and
foremost, that should be a class. That shouldn't be, you know, well, it is a class. The system they should already know that then, you know, I mean, it's, you know, don't they have to pay their insurance? Don't they have to pay for new tires? Don't they have to put gas in their car? They have to budget for all that stuff. You know, I just feel like, you know, this is a
school. They shouldn't have to pay to drive in and park their car at the school. you know, they can come to the office and get a piece of paper to hang from their rearview window. Cost, you know, five cents to run it off on the copier. You know, it's not I I
just I feel like I feel like this is not I feel like this is not a good way to go. I feel like this is not this is almost um this I feel like this is almost kind of opposite of what we're trying to achieve with other activities and with other things as far as you know, implementing
fees and, you know, and and that. And I just, you know, I I have I have a number of problems with this. So I unfortunately can't support this. Miss Beus. Hello. So mine is a different mine is
more of a question. Um I is this sort of a I'm wondering if this is a solution in search of a problem. So what I don't understand at this point what was the problems to try to hold students accountable and at the same time improve
t you know eliminate the tardiness issue or was it a big problem of chaos and you know fender benders and uh it's my space no it's your space I I mean what what drove it no tenon originally and then
the second thing I'm wondering is who was involved in sort of coming up with this policy? Was it a a a bunch of administrators? Were by any chance any students involved? So, walk us back or help me understand. Great questions. The administrative team
came to to this um policy. Um and we did benchmark against some other districts as well. What was your first question? What did what was the main problem that sort of uh why we want to I think first and foremost it's safety knowing who's
in the parking lot and who is not in the parking lot and I think to to kind of uh hang on the tails of that. I mean it does hold students more accountable um and it does reduce chaos. I mean, it
wasn't super chaotic in the parking lot. Um, but if I have my spot, I know where I'm going every day. So, what really started driving this conversation was the safety and then other things kind of fell off of it.
So, I guess understanding that on my end of it, what I'm what I had a problem with initially and I still do is tying it into academic performance. You can have a bad se, you know, term because something happened unfortunately at home
and you're just not yourself or a very challenging part in life and you're not. But so I have a hard time of losing it and then getting it back. I I Okay, it's the academic performance that's the issue for me.
Thank you so much. Um I do have a couple questions as well. Are there any other schools on the Cape that uh charge for parking? Yes. Okay. Do we know which schools they are or I know two off the top of my head. I uh Sandwich does. I believe Barnstable does. Barnesville and Sandwich. Um and do we
know what the estimated cost to move to this program would be that would involve the permits, the striping, stuff like that. So, the striping has already started and we're using materials that we currently have and there was a parking policy in place previously. So,
we pulled out of the closet all of those tags so there's no cost. Okay. And then, do staff have parking permits? Staff will register their cars, yes, but they won't be assigned spots. Okay. But they'll also register the car and have permits because we want to know who's on our
campus. Yep. That was that's where I was going. I wanted to make sure we were consistent. Y um you know and the only statement I'll make is that um parking is a privilege. Um and we have the right to control what privilege
the students have. Um you know there's some things on here I disagree with, but I I understand that um we have the right to control what happens. And just like with sports, if there's a rule that's for sports, I don't necessarily see a
problem with that rule applying to other things, uh, like dances or parking or something like that. So, um I would say as long as this is consistent with what we do for dances or uh sports, stuff like that, um you know, the specific
repercussions I I would not be against, but um I wrote a lot, but those were all my questions. And you said there's 168 spots, 158. 158. So, it's about $3,000 in revenue that would be used towards
upkeep. Okay. Any other questions? Dr. Smith, you want to Mr. Morris, do you envision having to develop the policy where students to prevent students gaming the
system like charging rent or charging a fee to how your friends to school? uh in as much as not all students have a car or they have a car from their parents,
but how do we know that they're not using their big brother's car? Does that make a difference? Is there going to be a recover? It makes a difference. Every car that is being used should be registered individually. It isn't a matter of a family's
three cars being used three times a week. they could register each car and then use that same spot if they wanted to, but we haven't had that question. So, that would be something I'd be like, "Okay, so you guys have one spot. Maybe it is just the $20, you know,
if if they're sharing that one spot, but they're going to use multiple cars. Why would we charge?" can see a student having the permits already lined up and his brother or sister also has a car registered
and only one spot. So, who gets to use it within the family? I guess I don't understand the question. So, that they've registered more than once and there's only one spot. I don't understand the question, I guess. Well, if there's a if there's a way a dollar can be made, somebody will find
it. Particularly since they have to pay to register the car. So you saying like if a student transferred it to another one, another student like I bought it and I'm sharing it. Yes. That Yeah. Then they would face having their
parking privileges revoked if they if they did that. We would have to have a conversation with that student. I I would think a conversation is the minimum requirement. Okay. I mean kids are creative. They find loopholes. I I uh I can imagine the creativity being a challenge
point. I think if that that comes up, we'll if the policy passes and it comes up, I'm sure there'll be plenty of things to deal with. Dr. Smith, any thing you want to add uh prior to Yeah, there just uh there were three things that I wrote myself some notes
on. So just one, you know, in considerate considering the the the suspension of um parking privileges, I was going to mention like parking is a privilege, right? And we do provide transportation, right? So the
students getting back and forth to school, we provide transportation. We're required to provide transportation. We cannot charge for transportation um being a region. Um, so that we will always from the kindergarten through the 12th grade experience be providing free
public transportation to and from school for every kid. Um, so if they're suspended from their ability to park, they will still have an option to get to school every single day. Um, so just as you're considering those options. Second bit, tardies and absences. As a
district, we know as you may have seen what I shared with you where we're currently in draft. Um we're working on chronic absenteeism is going to be a focus area for us. We're meet start we meet again starting tomorrow and Wednesday as a leadership team. We did a bunch of work on chronic absenteeism and
it will be a focus area again for um the days to come in the next couple days. uh I personally believe and we've done a lot of work as a team to look at the impact chronic absenteeism is having on our achievement data right so the te this you know the high school team among
the other teams but you know they're looking at this from that you know area as well like when kids are late to school when kids are not present in school uh it impacts their achievement and I I showed the team data on the
correlation between kids who are chronically present and kids who are chronically absent and the difference in their MCCAST scores and it's significant and specifically here in DY not just like random data like our DY data and so they're you know looking at creative
ways to try to because what we're currently doing you mentioned you know Mr. You mentioned policies. We have we have policies in place, but if all those things were working, we wouldn't have the current data that we have around chronic absenteeism and the current number of tardies. So, they're looking
for creative ways to try to do things differently. You know, if you keep doing the same things the way you've always done them, you're going to keep getting the same results. Um, and then the third piece around fees, you know, I I would love to have a fee free environment and we have a current fiscal reality that we
work inside of and, you know, try to find a nominal fee and that helps us maintain the parking lot without having to add to the budget. And, you know, the other side of that argument you could see is if you have to put a $20 bill into the pool, you have some ownership
into it. Um, but you know that's I can see both sides of that argument. Those are my those are my three things. Miss Landers, I I for me this is part of a larger
conversation about how we are approaching things and the sort of carrot versus stick mentality. And this is a stick and I'm looking for more carrots. Um, I agree that we should know what cars are there. They should
have a permit and be registered. I'm on the fence about a $20 fee. I feel like if you can afford gas for your car, you can probably afford to like, but why is it automatically a stick? Like, why is it automatically punishment? Why isn't it that we register every car and then
perfect attendance gets you a spot up front or honor roll gets you reserved parking at the front or zero tardies gets you designated parking spots. I mean I I'm looking for more
ways to reward and encourage versus just continuing to punish people. And both are equally burdensome and if an administration is willing to take on an additional burden I'd rather be in that direction. Mr. Glenn.
Yeah. So I I understand all of the concerns um and I had many of them before the presentation. Um, but I'm I'm coming from that it is more of a carrot that the that we have to trust the
administration and the and the educators um to in use this as a positive reinforcement as opposed to a negative punitive um situation. And that's why when I originally said and I probably
came out wrong, but I wanted to give it back to the um you know the principles the principal and and the administration to do on a case-byase basis because once you lay it out then you're kind of bound
by the stick as opposed to they could do it on a case-byase basis. we could certainly do the the charges on a, you know, if we know that there's someone who's needy, um, then, you know, we can obviously address that. Um, but that's
where I'm trusting the the administration to gauge all of that and to use it as a positive reinforcement and the enforcement of things, you know, whether it's um, uh, you know, for
athletics or whatever. Yeah. Yeah. they might not be working and we have to look at it a different way. Um, but that doesn't mean we're not going to lay these ground rules out and say, "Okay, we're we're not going to incentivize, you know, if a student is
doing poorly in school and he can't play athletics." Well, is that fair? Because he might have other needs. Well, that's why we trust the the administration to look at those individual cases. So, uh, I'm in support of it. I I obviously think that there's um some tweaks and
and I think they admit that. Um but you know, we want to use it as a positive reinforcement and and I trust that that's what they're trying to do. Thank you. I think everyone Thank you for your presentation. I think everyone had some great feedback. Um and I'm going to start I'm going to move the motion to approve the Dennis Yamath
Regional High School 2025 2026 parking policy as presented. Second. Okay, we have a motion in second. Do we have any more discussion? Um, I think we're going to do a roll call vote for this. Um, and then make recommendations from there. Mr. Glenn,
I. Mr. New? Nay. Mr. Morris. I. Miss. Landers. Nay. Mr. Martin. Nay. Miss Bemis. Nay. And I vote yes. Uh, does not pass. Uh my
recommendation is to listen to some of the recommendations and concerns of the committee members and then um come back um if you choose to with a another policy that we can revisit. So thank you.
Uh next we have uh another vote about Dennis Shar regional high school world language textbook purchase. Buenes no. Um, I'm Diane Ross. If you don't know me, thank you so much for um approving some money for a new program. And this is kind of following up uh last
year in your budget, you approved some money for a new Spanish program. Our program that we presently had been using is now offline, which means we don't have the access to the video programs, the audios, the all the online stuff. The textbook publishing company actually
just did away with their entire um program. So, I'm here tonight to just kind of present um the proposal for a six-year contract. I think you'll probably have a lot more of these presentations in the years to come because I've had a lot of six-year contracts and never presented to you
guys before. So, that's just a little rationale about why we need a new program in the SP for all of our Spanish classes. Um uh we currently have been using Avon Samo since 2012. And um these textbooks, a lot goes into them to make
them authentic and real. And uh I'm going to talk a little bit more so about not what's in the presentation so much as how this new textbook um hopefully will be amazing. So this is the timeline of actions we were told by the publisher
in 2021 20 oh it should say 2021 2022 school year. Sorry about that. Um, we were told that they were going offline, so we had a little time to prepare. Um, and we looked at a lot of different programs um, in 2324 school year, but
then we lost two Spanish teachers and so I didn't and that's half of our Spanish teachers and I didn't think it would be quite right to choose a new program without these two new people I was bringing on. So this last year um, we spent a lot of time looking at different
textbooks. I have highlighted that I don't know if you have it in your papers but we looked at five different programs um and we have narrowed it down to entre culturas which is by wayside publishing um what's not in my presentation is that
um our French um program also has this um same exact wayside publishing um entre I can't say it in French but it's the same title in French um and they are really doing really well with it. Uh
it's all proficiency based which I'm going to explain a little bit um in a second. And so we already know it works with our technology. It works with Google Classroom. Um Joanna Watson has uh helped you know get different approvals for the speaking portions and
the audio portions. And so we already know it works um technology-wise which is great. So, our last French program prior to the one this one that they purchased and then uh this Spanish program, we had a lot of tech technology
issues. Um the kids couldn't all get online on their iPads and things were all weren't all compatible. So, one real positive about this um series is that the French program is already using it. We know it works. We know the kids have the access. We know it's smooth. Um and
so, that's a big piece. Um the other piece is um as we were looking at all of these different programs, there was a program we looked at that's a lot like the program that we had been using and the focus is more grammar and
vocabulary. And so the state um the department of education, Massachusetts Department of Education is really pushing proficiency. And so what proficiency is is sort of like a backwards um approach to teaching languages. It's very new. Uh this will
be my 32nd year teaching. So I'm definitely nervous about it. But I've been trying to teach in this manner through our old textbook series. And what I had to do is I had to seek out all the authentic audios and readings
and all all of the stuff that u makes it authentic. I had to seek out because the textbook uses fake characters and fake readings and and really emphasizes on well this is the vocab. So, here's the vocab they should know and here's the grammar and it's very specific. In a
proficiency approach, it's very backwards. It's more like when you're acquiring language as a child. So, the kids are hearing the language by native speakers. They're seeing and meeting these people through the videos. They're interacting with their audios and
everything that's very difficult for us teachers to find that's suitable is all within this online platform. Um, so this textbook in particular, um, had no extra fees. A lot of the books we looked at, it was like, "Oh, this is awesome. This
is amazing." And then they were like, "Well, the workbook is $24.95 a student." You know, everything was like additional. So, this one sort of has it all there. It has a reader that's included online. It has a um, it's called New Lang, which is really new. It's like a um the kids can speak the
language into this computerenerated app and it tells you if you're pronouncing it correctly. So there's all these integrated things within the online program. Um and again it follows our uh state frameworks and the standards
because it starts with culture. So our previous programs um the culture was kind of like there's a little snippet a little they were called like cultural notes. There was like a little snippet about this country and a little snippet about that country, but it wasn't integrated into every activity. So,
what's really awesome about this program is that the culture is embedded in every audio and every video in every reading, it's real. So, for instance, if there the the unit that the students are in
takes place in Ecuador, it's going to be talking about the money in Ecuador. It's going to be talking about the Galopagus Islands. It's going to be talking about biodiversity and every single time almost on every page it asks what's your
community like? How does your community relate to this? How does it compare? So that backwards design is coming somewhat from our advanced placement uh curriculums in which they have to know the products, the practices and the perspectives of not only the foreign
cultures but also their own culture. So, um I'm really excited about this. Um my Spanish teachers are very much on board. We're nervous. Um what we may have to supplement would be, okay, well, let's do a little bit of grammar practice or a
little bit more vocab practice. And it's usually the opposite. So, I mean, making for for for our profession, making a grammar activity up is easy. finding a video that is going along with what we're doing and a real native speaker
using the language and talking about their community. That's difficult to really coordinate. So, that's the exciting thing. Um, there was a big rationale in there that um I think maybe you got copied. Um, and then um also the
quote, the six-year quote was in there. Um, it is the best quote actually of the three quotes that re requested. some of them are over the top. Um, and again adding lots and lots of extra costs within there. So, I guess I'm here
tonight to just um get it approved that we can uh use this textbook and use the money that you allocated to purchase the six-year contract. And I'll take any questions. Dr. Smith, we're voting because typically it's a three-year contract.
So, it's because it's six year we have to vote on it. Yeah, correct. So, just as a reminder, by policy, the school committee adopted a policy a couple years ago. Any contract that extends beyond three years, you all have to approve. So, really, it's it's not the curriculum
you're approving, it's the contract that you're approving because the contract goes beyond three years. Thank you. Any questions, Mr. Glenn? Yeah, I I kind of lost you in the beginning and might be part of my um uh
approach to things, but when you were saying when you were saying backwards, Yeah. I was thinking that negatively and I was like and then you said the state and I was like, "Oh, that makes sense. The state being backwards." Yeah. Um but uh um but you just meant this a reverse
approach, an opposite approach to Right. So, it's just more so we're starting with the culture, but also a authenticity. Instead of having fake actors um presenting, it's all real. But the backward approach is more when we when we teach an infant how to say their
first words, we're just constantly speaking with them. And so, this is it's going to be scary for some of the kids, but um basically it's like here's the language. We're seeing it. We're hearing it. And it's simplified on day one. very simplified, you know, comparatively, but
um and and we're actually asking those questions such as what can you understand? Can you pick out the cognates instead of saying here's 10 words, here's the months of the year, and here's 10 verbs,
it's using the language right away. Um, and right within the textbook, it asks uh the students to to to look at they might highlight certain words and they'll be like, "Look at all of these words. What do you notice about them?" Um, do you notice something similar about the endings? Do you notice
something? And so, it's kind of getting the kids to think about what they're learning instead of the teacher saying, "Here's the verb. This is what you need to do. Drop the endings." Which is very explicit grammar. um we can still do that but again it's a different approach
and it's um I often especially in the summer will hear families from all other countries and I can recognize a lot of the languages and I find it so interesting how you know seven eight nine year olds from other countries know so much English and again it's because
they have been hearing English through songs and through media their entire lives and our students aren't so much you know they're not so doing that. And so it's it's that's where it's the backwards approach in language uh acquisition is not being so explicit. We
have a lot of students who like getting the 20 vocabulary the words 20 vocabulary words to memorize for a quiz, but they can't really use them. So the proficiency way is um even if I were to speak to you like I to speak Spanish
nighttime, you're understanding that I'm speaking about Spanish tonight. And it's it's choppy, but it's comprehensible. And so that is our push is to not have kids be so fearful. And not everyone can
memorize all of the, you know, we have a lot of um our own population in English who their grammar skills are not great. And so why are we punishing kids learning a foreign language by making mistakes for grammar? So this is a different approach. That's the backward approach.
Heck, I Yeah, I I I got that in English and I still got it backwards. Any other questions? Thank you, Miss Landers. I love this. I love that approach. Um, I feel like I didn't fully learn French until I lived in France and right that
we all know that that's the way this type of immersion, right? And the grammar comes and all that. But the point is to be able to communicate in this language and that's what you're getting with a program like this. My question is that the front of the presentation says this is for use with Spanish
1 through 4. We're buying one through three. Don't we also have Spanish five? What happens with five? We have AP Spanish. So the the textbooks are always more than what we can accomplish in a year. So um the quote is for uh the
first, second, and third levels of the book. So they call it Spanish one, Spanish 2, Spanish 3, but we're going to use the Spanish 3 and Spanish 4. This is many, many, many communities do this. They don't use the Spanish four and Spanish 4. I mean, you'd have to be like, you know, getting through chapters
so quickly. So, we are going to start all of the Spanish ones in the first year book and we're going to start the Spanish twos in halfway through the um first year book. It correlates pretty well with what what they're coming from. Um our book that we had been using for a
long time, we did the same thing. So, the Spanish one students only got halfway through the first year book and then in Spanish 2, they picked up halfway through the first year book and then they entered the second book. And so our um my rep for the Wayside Publishing has actually given us some
six years of freebies because I explained this to her that we're going to have kids that are going to need to go into the next level book and that's part of the quote as well. So she's given us some extra access there for the students. Another um great thing about this program which some of the programs
didn't have is everything can be printed in into a PDF. So we can print everything. we have the permission to like put it directly on Google Classroom. So if we had more students and we needed more, we could just use those PDFs and print out. So some of the
textbook companies, they don't they do not make that easy at all. You have to literally pay for every page. So um I feel like this one's a really good fit. Um we're going to put our Spanish 3es into the second year book. It's a big transition going from their old book to
this book because of the way it's the way the language is going to be taught. So, we feel like that's going to give them a better chance to start in the second year book and then we'll just have to tweak it year to year and see how it goes. But yeah, and our advanced placement um they
already have a contract. Uh it's a six-year contract. Um, so they're in another textbook called Tamas and our Spanish fives would be able to work within it. We're not running it next year. We're doing all we have 14 students taking AP Spanish. And for the first time ever, we have um four
students taking AP French. So they're going to take use the same book as the French five. So there's some there's four students at the same time that are a little bit nervous to take AP French. So, the French fives are going to be working in the fourth year book of the
French program along with the APs. Yeah. Yeah. Mr. New, thank you. I very much appreciate the incitement and the enthusiasm you have for this program. I'm I'm feeding off of it right now. I just have one question and it's just for my benefit. Is the
online program part of this accessible by students at home? Yeah. Well, on their iPads, it will all be accessible on their iPads. Yes. Excellent. Thank you. Any other goods? Miss Landers, I move that we approve the six-year
contract with Wayside Publishing in order to implement the world language adoption as world language adoption as presented. Second. We have a motion and a second. Any other discussion? Okay. All those in favor say I. I. Any opposed? Any abstained? Passes
unanimously. Thank you so much. I hope our graduates in a few years won't be saying, "Oh, I took three years of Spanish and can't speak it." So, thank you very much. Enjoy August. Goes by quick. Next, we have a discussion of our core
values from our steering committee. All right. Thank you very much. So I uh wanted to update the committee on where the core value steering committee was uh in their process and
uh oops try that again. Um so so sort of just want to uh update the committee on where or how we arrived on where we are today. the committee has seen uh was given a copy of the core
values during the workshop in July. But just for a little bit of a backup prior to that or backing up to prior to that. So all the way back to the entry process um I one of the questions that I had asked during the entry process was uh or
when I went gone around and met with the faculty I had given them a a uh a quick survey to do and one of the one of the statements the liker scale statements on that question was I have a clear understanding of the core values that are driving the school district's
work and strategy and you can see the responses there which is a fairly strong you know the five on the right is strongly agree and the one on the left is strongly disagree. So you can see the fairly strong agreement in uh what the in belief in the core values at that
time and and understanding on what they are. And I've talked before as a superintendent coming in, they were less clear to me in in the way they were represented in the district. And so uh about a year later and I reported that in the entry finding especially after
having had con uh conversations with folks and then about a year later at convocation I then surveyed uh the staff and asked what do you believe are the core values of the district and this is a word cloud that represented represents
the the answers from folks and you can see uh there wasn't a like wasn't like five words jumped jumped right out because the the bigger the word, the more they were represented. Um there were some words that definitely jumped out. But then what you'll also notice if if you can envision the current core
values, not a lot of the words that are currently represented in the core values show up on the word cloud, right? So there's there's a sort of a disconnect between what do people I'm not saying these words aren't important, but they definitely weren't the ones that were on the website as the DY core values. Uh so
that led to some work to say maybe it was time to revisit this work. So in March um some recruitment began to form a steering committee and after a couple of so initial recruitment plus some follow-ups a
committee was formed that met beginning in May through the middle of June and uh that committee also crafted and disseminated a survey out to the larger school community to collect so that just that committee wasn't the uh the ones
making all the decisions. They sent out a survey out to the entire school community and the broader we did actually get a couple responses from the entire like DY you know Dennis and Yarmouth community at large uh as well uh on sort of what do people believe the
the core values for the district can be and you know I want to thank uh we met every week for six or seven weeks for a couple hours and a half to two hours plus some homework in between. So these these dedicated members of the uh steering committee gave a lot of time and energy into this effort. Uh you can
see them listed there. We had a nice represent representation of staff um school committee member uh Beimis was uh there with us through the entire process. Um we had parents um and and a student um as well. So, we had a what I
felt was good representation on that on the committee and and I believe some really great conversations and and a really great process to get from the beginning all the way to where we are today. Um, and that process looked like um and this is a nutshell. Again, it was
several hours of meetings, but we started by first establishing some norms as a group. How are we going to make our decisions? How are we going to work together? How would we share airtime? Etc., etc. uh then developed some common expectations sort of what were we
working towards uh what what were core values what was their purpose. We reviewed some exemplars and these exemplars were exemplars not for what were the content like what were the core values that were represented but more
like the structure. So, how was the information being disseminated by these other school districts? Because the actual core values had to be DUI represented. Uh, so we were looking at them for how these districts were showing the information so that we had a
vision for where it was we were trying to go. Then the committee spent a lot of time analyzing the data. So, as I mentioned, they created generated a survey. So to analyze that survey data plus looked at the superintendent's entry findings report, looked at the strategic plan, looked at a bunch of
other data sources. Then from analyzing all that data, identified series of common ideas and thoughts and beliefs to start to get a sense of what the values about D um were that were coming from that like what were the the values that
were being generated for DY from that analysis. Ultimately those get consolidated down to the five values which you're about to see in a second. And then so then we had these bigger ideas which the committee recognized could be interpreted in multiple
different ways. So then became the then became the last uh work of defining well what do these big ideas actually mean in DY so that we're so while we have these five big ideas and these five big pillars well what do they mean so that everybody's clear when we say these five
words what we mean here in DY uh moving forward and that that definition came from then going back into the data and looking saying well what was it people were saying when we originally sort of consolidated considated these ideas. So it was consolidation and then going back
into the data to then further define. So in no particular order the five uh core values that the committee generated were equity, dignity, excellence,
community and integrity. And as I mentioned, then they went on to define each of those and ultimately they landed on a common uh I don't know if verbiage is the right word but definitely a structure and you'll see
this this pattern of uh using this we first language. So to define each by saying well what does equity mean and that means that we and then the verb right? So we provide fair access to education allowing everyone to reach their full potential. I'm not going to read all these to you because we'll be
here all night. But um but you can see that consistent language, right? And then as you move on to dignity, we honor and affirm the inherent dignity and humanity of every person and defining what is it that we mean for when we say we have a core value of dignity. Well, what's the behavior
that we can see that is dignity as a value actualized in the district? And you should have these in your packet. Uh and then again as we move on to excellence, what does that look like? What's the behavior that's actualized in
a district that has a core value of excellence? You know, we strive for academic achievement and high standards. We promote rigorous intellectual intellectual uh engagement and mastery of subject matter that fosters critical thinking, creativity, and independent
learning in our scholars. Same for community. And then our final for in Whoops. F I keep hitting the mouse. Sorry. I think I should just throw the mouse over my shoulder. All right, there we
go. Integrity. Um, and then finally, what it is uh for integrity. And again, the committee put a lot of work in this, a lot of um back and forth working in groups and as a whole group and then a lot of words smithing at the
end over um digital process uh to land here. I'm really proud of the work that the committee did and then ultimately they knew that it was going to come uh in front of the school committee so small C to big C uh to get final approval. And what we'd be looking for
for the school committee is and my role in the group was just as facilitator, right? And and you know, um, Mr. Beis could tell you there were multiple times when the the the steering committee would ask, well, what do you think? And said, is this is these aren't my v my values. These are the the district's
values. Uh and so you know what would happen after today is if you all approve these then some of the next steps would we'd start to now move towards implementation. So you know some of the first easy steps would be that then we'd
start to change on our website. There are a couple places where the core values sit on our website. So we would start to change this. We want to take this and go from um we need to uh go branding wise for lack of a better phrase, right? So we need to how do we
visualize this in a simpler format? So because this should uh start to be something that we uh we see everywhere that we're talking about everywhere in DY and then we begin to really live and have a communication campaign around. So
once uh school committee approves then we'll start the next steps will be to really start to work on that place it on our website place it on our publications as we move forward um and really start to communicate around it on a regular basis. So uh should you choose that is
uh a potential motion and I'll happy to move back to my seat through the chair and take any questions. Anything that you would like to add, Miss Beimis, as being a member? I enjoyed every bit.
Perfect. I see Mr. Morris raised his hand. Second. We have a motion in a second. Any discussion or further questions? Miss Landers. Yeah. Thank you so much Marilyn for being a part of this committee and thank
you for facilitating this. This is kudos. This looks fantastic. I mean this really speaks to me and I hope it speaks to everybody. Fantastic. Love it. Thank you Mr. Glenn. Yeah. Um definitely when I when we were
first discussing the core values I couldn't visualize it and and through our workshop and the work that that has been done here it I can now and so much so that when I got the packet I kind of
try to visualize instead of having a priority list of you know one two three four because then it would look like one was more than the other um it would be more of a Pentagon type of visualization of a revolving
uh equaleness inside the the uh Pentagon of each one of the five values. Um so that's how I uh visualized it. But the, you know, from the beginning, if you would have said to me, you know, talk about being open-minded and I I would
have said, I don't know how I'm going to contribute to this and then we're so much so now I I got so into it and the the workshop that we did on on with dignity and and all of that stuff, it's just you guys did a great job. I I uh
can't say enough about it because I I think it it it can drive you know when people know what the core values are it can do so much more positive uh because everybody is participating in it. So great job but thank you
Mr. Martin. I I I agree. I think this is this is very very well done. Very thorough. I think this is this was a fantastic job by the committee. Um I just one thing that stood out to me was um the the
breadth that this covers. Uh looking at the five core values, I see two of them that um that can apply to uh group, you know, equity, everybody, you know, be uh equity and community uh dealing with, you know, uh groups and more multiple uh
dignity and integrity, something that you can internalize and and keep a core value for yourself. And then you have excellence, which covers everything, you know, everything in everything that you do. So I think that, you know, I don't know whether that was on purpose. You can say it was on purpose, but yet um but I think that that's that's a
fantastic coverage of everything that we're trying to that we that we want to put in place and what we want to represent. So very well done. I love this. Thank you. So we had a motion and a second. All those in favor say I. I. Any opposed? Any abstained? Looks
like it carries 70. Thank you. Uh next we have uh school committee less to select board. I turned the page. 20 superintendent goals for 2025 2026. I looked at the clock and turned the page.
I'll be I'll be brief. I trimmed I trimmed a goal. I trimmed a goal this year just to get us through the meeting faster. All right. So, uh again, committee should have a copy in the packet. They are uh up on the screen. a little small probably for you to read on the screen. But uh so this year again reflecting on
the feedback from evaluation last year uh moving into the third year just trying to take a look at not only where we are as a district but also aligning with our action planning that we're doing for the strategic plan. Uh I've
presenting four goals for you all to approve. I did send them to you at the end of last week for you to hopefully take a peek at ahead of time. Um, and I'm obviously welcome any feedback that you all have. But I'm just going to quickly go through the four goals. Just a little voiceover commentary. I'm not
going to read them. Um, but so the first goal is centered around as professional practice. The way I look at professional practice is as a as a professional, where can I grow and how do I grow myself? So this one is focused around communication. Um and so as I head into
this third year, I really want to expand on areas for communicating from the role of the superintendency. And I really this year sort of thinking about going back to like the entry like focus that I had my first year where I
did a lot of listening in the first year. Last year I didn't do as much listening. uh it was more about like acting on what I had listened to the first year. And so now I want to think about setting up some sister systems and determining whether or not they should be permanent systems or whether they should evolve each year that that I'll
use the year to figure out but setting up some re some regular systems for listening. So some parent facing systems, some staff facing systems, you know, um and so you can see them detailed in here. Um, so the parentf
facing ones I want to do them topic based around topical things that I've heard about in the last couple years. So like bullying is something that's raised up. So I want to do like a a bullying centered um listening session. And I've got other ideas for topic based ones, but that's that's a that's one that's that's uh front of mind. And it's also
an opportunity too to for it to be like a reflective convers that's not the right word, but like a uh it it serves two purposes. one to listen but also to level set right there because there are some making sure we're having common definitions around what bullying is and
so when we have when we raise up that bullying is happening in the district are we all talking about the same thing um and so making sure that we're it's an opportunity for a conversation because when again when I was doing entry work it was all listening I just had three questions and I just listened um where
these can be more conversationbased um so and I do want to still listen but I also it's all now and all I've learned stuff. So, it's an opportunity for me to engage uh as well. And there's a bit in here, too. I uh I think there's an opportunity to expand our communication
streams. I think that sounds like a very newagy term, but um newagy is old, so not newagy, but like u I think u I want to use uh Leela's role to one of the parts of bringing her on was to put more
on our public access channels. So, like to be able to record those family sessions. So, not everybody's going to be able to make them, right? But that doesn't mean just because you couldn't make that night doesn't mean you can't learn and hear about what was discussed there. So, we were can record those sessions. I have some ideas about how we
can do that. And then you can we can either take snippets of it and put them out on our social media or put a snippet out of our social media that then links to the YouTube channel or then put them also put them out on and run the full session on our community access channel. I think there's just a lot of ways to
get the media out to multiple people in multiple ways. So again, just sort of expanding the way we communicate. And then the third bit on that is uh meeting people where they're already gathering, right? So there are people that are gathering in places that aren't making
them come to us. Um so for example, we discussed here we have a group that's currently utilizing our space. Um and they're using it for completely different purpose and there's a lot of our families that come to there. So um bringing information sessions um either immediately before or immediately after
those groups are gathering. Um I've been we've been in contact about like like how do you and then again doing them topic based. So the most recent one we're trying to set up is uh around you know how do you sign your students up for athletics because uh as an example
our multilingual fan families are all underrepresented in our athletic program. So how do we instead of making families come to us in those events and and come learn about it at an event we host here if families are already gathering in a place in large numbers we
can go set up a table at those events. So starting to build um systems and structures for communication like that. So again trying to expand the ways in which um through my office that we're communicating with others uh or communicating with our stakeholders. Uh second bit is or second goal is focused
around student learning. Uh for uh me going into this year again thinking about my role as superintendent uh at the end of the day uh high quality teaching makes a difference. So thinking about like what is my role as it in that
as superintendent. I don't work directly with children. Uh I don't even work super directly with teachers um as much anymore. My job is working with the leaders and so thinking about a goal
that was centered on ensuring that those that are providing feedback to our educators who are working with the kids are doing that in the highest quality way. So having a goal that was centered around ensuring
um that our educ that our leaders are providing consistent high quality um feedback uh and supervision to the teachers so that they are then uh we have a continuous cycle of educator pro uh um
improvement which is the intention of observ or the um the observation and evaluation process right it's not supposed to be an I got you it's supposed to be a continuous improvement cycle. Uh so in my time here thus far, I have not and and we're going to I'm
going to talk about this in a little bit more detail in a later agenda item because you all have something to take a vote on. Uh it I haven't dove into this yet in DY. It was something I did in my previous districts and um something that I teach about on the side, but now I
want to bring that experience in here into DY and focus on that with the leadership team. Uh and again this goal is all centered around how do we do it as a leadership team? Do we do it consistently? Um and and both set those expectations and it's called calibrating
but calibrate us as a leadership team um to make sure that we're doing it consistently. Third goal is around is continuing a goal from last year uh on organizational effectiveness. As you all know, one of our strategic um objectives
is around organizational effectiveness. And so last year, we made a lot of progress in this area and we've got a lot of uh room to continue to grow. We're currently we just had the last meeting today um with uh Infinite
Visions. Infinite Visions is the software that we use for the budget. Um, it's where all the transactions and all the POS are approved and all that stuff. And that company I had asked them to come in, I don't know, in May maybe they
do this process called a a business program review. It's like a it's not an audit, but it it's like a it's uh like a program audit. Yeah, I guess would be the big best analogy I could come up with. And they've been conducting that over the last two months
or so meeting with you know they meet with Susan's on almost everyone uh every one of the meetings uh but then you know they meet with accounts payable they meet with human resources payroll etc etc and they're learning about what are the systems that in that program that
we're using how are we using them what do people understand what other modules might we need to be able to use to ultimately be able to uh be more effective and more efficient with our current program. And so the ultimate
goal is to ensure that um we're uh that our our assets are being managed appropriately to ensure at the end of the day fiscal transparency um both with you all as a board and with the public at large and ensure that the the
district's taxpayers I mean that sure the taxpayers dollars are utilized as most effectively as possible. Um, a simple example in that is last year coming into the budget cycle, the HR department presented me with some pretty compelling numbers around the
rise of HR transactions. Right? So, you know, we've I forget the numbers off the top of my that I should have prepared them before coming tonight, but there's was a significant increase in HR transactions that and a lot of it's because of um uh like turnover in a
couple of our units and you know we've discussed this some of our um and and you probably see in a lot of sectors and you see it I see it when I sit at the um the uh like Dennis and Yarma Select Board meetings too. They see the same thing especially in like hourly jobs.
it's just hard for them to keep people in positions, right? And we see it here, too. So, a lot of turnover. So, onboarding, offboarding, onboarding, offboarding, and each one of those is a transaction for our um HR department. So, the the pitch was for a um an
additional staff member to help with that. Um, and at the time I didn't bring it all the way through the um, budgeting process, not because the numbers aren't compelling, but because I think there's efficiency first that can be brought
through this process because I sign every single one of those things and I see all the paper that's generated for every onboard and every offboard and and again, there's a person that's I'm just the end, right? I'm just signing the
final paperwork. Um, and I think there's a lot more efficiency that can be done first to save people in the HR department time first and then so we need to first figure out those efficiency before I just add people to
the to the staffing payroll. So that's that's what I sort of mean by by uh ensuring that we're um being fudicious. Is that is that a real word? Fudicious. I think I made that one up. Judicious. Judicious. Fiduciary and judicious. I
combined those words. Uh anyways, um judicious with the taxpayer dollar. And then uh the final one is u continuing. This is I think the third year, the third iteration of this goal. Um it it continues to evolve as we get deeper
into uh this um implementation. And so last year we implemented fully implemented the the standard response protocol added the technology layer with the app app and rolled out the app across the district.
So next year we will move to reunification. So reunification is you know if we have to do some type of a mass evacuation of a building or multiple buildings and can't put the kids back in, how do we put the kids together with their parents? Um, and Officer Nick will tell you that's where
like in some of the larger events that have happened, that's where um, things have gone wrong um, for those uh, large mass casualty events is they haven't had a plan for how to put um, but fortunately our SRP uh, uh, SR Yeah. Um,
SRP um, the I love you guys protocol does have a reunification um, program. So we will start um already have started to identify who our reunification team is going to be. Um starting with some initial training in like two weeks for
some folks and then we'll again integrate the technology component with it over this year. We'll start drilling like an initial smallcale drill with then planning for a large scale drill um either later this year or maybe by next
year. But uh we will begin to roll it out. Nick and I went and observed another district do it last year, so we got at least a a precursor of it. U but again, it's continuing this um it's been an evolution over the last couple of years of uh expanding on our school
safety um as a district from a district perspective. So those are the four of them in a nutshell and you know the associated focus indicators are were there sent you all the rubric last week or yeah last week and if you approve it then I'll do what I've done in the past
which is to you know x out all the um other um indicators so you can focus on the appropriate ones when it comes to evaluation time. Any questions? Are you write you signing your name or you raising a hand? Mr. Morris,
I I had one question. Sign my name, but I also want to make an observation that so much of when people use the word classroom or teacher or teaching education, they think of a teacher and
rows of students. In actuality, it's a business. It's a human resource opportunity. And you just tackled what an opportunity to train the public as to what a what a
thorough job it is to really be an educator. So, thank you, Miss Beimis. Mine is more a question. Did you think about this? Uh, and it's a goal too on instruction. So, I I it's so impressive
how the math curriculum and now the ELA curriculum is moving and I know there's a new group that's going to do some early literacy point. Um, but I went back and before you and looked at a former sort of goal and five-year plan
and they talked about sort of curriculum review committees and I know you sort of saw that as something you know horizontally and vertically curriculum alignment. So you know is this the next phase you work on
instru common language instructional practices evaluation assessment and then you move I mean is this sort of next year's plan or how does it all work? Yeah. And so
the curriculum work isn't also not going on, right? So I was trying to think about how much work I was going to be directly involved in and I'm trying to move the curriculum work to my curriculum office.
Uh I know I've Maria can attest, I've been having a lot uh we actually did a lot of work at the end of last year. um with Maria, Betsy, and Sherry in particular and had I gave them some
specific directives, some spec specific goals. That should have been easier for me to say. Um and really trying to uh shift quite frankly some of the work to Maria's office to lead uh Betsy and Sherry in moving some of that work
forward. And I kind of felt like as superintendent I could then move my focus in a different area. So not that that work isn't continuing. It's just where was I going to put my energy and where were other people going to put their energies.
Perfect. So we're looking for anyone will make a motion. Miss Landers, I move that we approve the superintendent's goals and focus indicators for the 2025 2026 evaluation cycle. Second. We have a motion and second. Any further
discussion? All those in favor say I. I. Any opposed? Any abstained? Looks like it passes 70. Thank you. Now turn the page. Subcommittee representatives leazison
report. Uh school committee lesson on s select board. Anything from the town of Armouth, Mr. Glenn? Uh just the um the Madakis property obviously it it has uh bearing on us with the me small um it seems to be and they're still in the
evaluation and they haven't presented to the selectmen the the muk or the madakis utilization committee. Um, but it looks like a lot of the emphasis is on a community center, which would be
an asset to the district. Um, could be daycarees, could be a lot of things that would be an asset to us. So, um, that's why I just presented it, but they're still um, you know, moving forward, but I just wanted to update the committee on that.
Thank you. And from Dennis, uh the same is happening in Dennis on the former Wixon schools. So where it stands is there is a decision that because of the structure of the existing school and uh the financial feasibility
of repairing it, uh it cannot be used. So, there's no plan yet to disassemble it, but I I suspect it will be a topic at the fall uh Dennis Town meeting or the following May. So, where does that
leave? That leaves 30 acres that there's been a lot of good discussion going on. Um the recreation department is sort of leading this sort of discussion about some sort of like uh Joe said, some sort of community center.
uh for recreational activities, cross-generational activities, things like that. At the same time, the YMCA has done a PowerPoint presentation to the select board and they're looking at potential
site of using some of that property as well. uh if you think of community center that's sort of still in its infancy. Uh so it's about a three or four year window if it's is to happen and of course the YMCA has to uh find available
funds and do a lot of fundraising. So that could be five or six years away but the process has begun. Thank you so much. And then I know uh tomorrow night is National Night Out. Um, I know uh Yarmouth has it and the
new DPW on Buck Island. I don't know if Dennis uh also has it tomorrow evening. I know it's all across the country, but sometimes they do it different nights, but the national night out uh for Yarmouth will be tomorrow evening. I believe it's 5:00 to 7:00 at the DPW
located on Buck Island Road. Uh we're all different uh parts of our comm the Yarmouth community come together DPW, police, fire, natural resources. Um it's a great event for our families and residents. Um next superintendence
reports. All right. Thank you. So starting with recognition of donations. I just want to recognize it's, you know, in the consent agenda, but donation uh so over $11,000 from the Dolphin Dash Cape Cod
Foundation to support user fees. So, it's from last year's uh Dolphin Dash and it's just a great event uh that supports um and or quite frankly lives on in Dr. F Dr. Funk's memory. Um, and I
know a lot of work's being done by the current leadership to really revitalize the event. They moved the date to a little bit earlier. Um, so I just want to put a plug in now as well for folks. September 27th September. Yeah, September September 27th, 10 a.m. Mark
your calendars. This year's Dolphin Dash is on the calendar. Um, and that money, you know, it's real money. comes back to the districts, helps lower um athletic user fees as well as uh user fees for the marching band. So, um again, put it
on your calendar. Um um and this is the recognition of that donation, that money coming back into the district. Um and thank you to everybody who's participated and supported that event um each year um specifically for last year because that's the money that's coming back um into the district now. Um,
next is uh an update on the uh intermediate school uh field project out here uh or intermediate middle school field project. So, the project's moving along smoothly. Uh there were a couple of change orders uh that were approved
by the district that have added a couple of days on to the scope of the project. However, it's still on schedule to be done before students come back to school. the final grading if you happen to see it today was was being finished and if you saw like the the parking
spots that are kind of right behind station a that's all that stuff um is the what's called the brock pad. So that should be going down this week. The Brock pad is like the thin layer or the padding that goes between the stone that's finish layer that was getting put on today and the turf field because the
turf field's getting delivered for the lower field this week. So that turf field should start going down this week and then the final grading they're put they're doing the pavement for the track uh begins I think at the end of this week or the beginning of next week and then the same process will begin on the
upper field. So uh moving moving right along on that project. Uh the next item is the uh competency determination policy update. This one's um a little bit of a mouthful. So
the committee may remember that earlier this year you approved the district's competency determination policy. It was around Marchish and that was following the passage of question two in November this past year. Uh you may remember that
we needed something in place for the handful of students that had not yet passed the MCCAST for the class of 2025. uh and then and we also put uh had to have
something in for consideration for you know years going forward right but our the most immediate need was for those again there was a handful of kids in the class of 2024 who hadn't gotten their CD through the MCCAST yet and needed uh a district policy for what CD meant post
question two well within the last month or so DESIE released regulations regarding the CD now moving forward that uh places requirements on the district's policy uh and the policy requirements
are much more robust than what the current DY policy and quite frankly every policy across the state uh unlet well I shouldn't say every I can't 100% confirm that but every superintendent that I've talked to uh
it's much more robust than what has been created by most districts that I can say was some um and so some pretty significant revisions going to be required uh and so and we're the obviously the first class is going to
have to be the class of 26. Now as of as with the class of 25 uh the class of 26 there were a lot of those kids who got their CD through the MCCAST. they were the last class that um
took the MCCAST prior to question two passing, but there's pro there's more kids who didn't. Um but still, so this policy will have to include them plus um 27 and beyond plus any kids who didn't get the CD through the MCCAST. Plus,
there are requirements for the policy to have an appeals process, uh, considerations for students with disabilities, considerations for English learners, um, process for defining mastery because the the question two defines mastery of content. Um, and it
also has to have a process for students who didn't get their CD before question two was passed, so like years ago. Um, and the nice part is all this has to be um created, voted, approved, and
uploaded no later than October 31st. Uh, Yep. Yep. Yep. So, all right. So, so far, um, just to update you on where we are so far. So
far um I've I have um used my delegating powers and farmed out sections of the policy to respective members. Some of them are sitting at this table um of the leadership team to start to draft respective sections um that apply to them. Um and then we have an initial
meeting scheduled for within the next couple of weeks. I don't think it's next it's either next week or the week after. um where all those respective people will bring their homework together and we'll start to draft something. Um then I I've also scheduled a conference call with all the other Cape Island
superintendent um for I think it's the 20th of of August where we're all going to brainstorm this together. Everybody's sort of in the same boat. So we've all kind of got meetings scheduled around the same time with our internal team. So we're all going to kind of bring together what we have draftedish by then
and see and compare some notes. Uh, and then because what I'm anticipating by timeline wise is from the leadership team, we're going to need to have something to the policy subcommittee by early September. Uh, so the policy subcommittee can get something to uh the
full committee by early October so that you can get two readings in by the end of October. Yes. But I feel like with something like this, you're probably going to want to at least take one reading at it. Um, but anyways, that's we're trying to move I'm
trying to move it quickly and if I you know I'll have more information for you by by the September meeting on where where we are with it, but that's that's where where it sits now. And then the last thing I have for you is just a facilities update. Um, there's been a
lot of work going on over the summer. You know, it's the busiest summer since I've been here. It is my third summer, but I mean, but it's not not a long time, but there's actually a lot of stuff going on this summer. There's the facilities team has been very busy. Uh, so we've had a reorganization and a
refresh at central office been uh the sort of left half of central office. Almost every office minus maybe mine has moved. Um, I've uh really again going back to that efficiency piece, getting like the special education department is
now all together, getting the business office closer together, really just trying to get it so that people didn't have to walk halfway down the office in order to work together. Um, and while we did that, did a little painting and refreshing in the space. So, really just trying to again get to efficiency in the
office space. Uh there are floor tiles going in at station Avenue. That was part of uh Yarmmouth Capital um approval this year. There's painting going on at Station A. Some of the stuff is in various stages of completion. Some of it's already done, but um Yarmouth
Capital also improve was approval uh or that funding was approved by Yarmouth Capital for the painting over at uh Station Nav. uh painting at Emmy Small. Uh roof repair at Emmy Small Mall. That was Yarmouth Capital as well. Uh floor
flooring replacement and asbestous abase abatement at Ezra Baker. Uh repair to the Koopa at Ezra Baker. A walk-in refrigerator replacement Ezra Baker. Um Station Avenue playground. If you've
driven by, you've seen it's been tore up. the um m the playground material has been u that that bid has been awarded that the playground material has been ordered. So that that's like a mid October completion date for that
project. Um the and that was again a combination of some district funds and then a big chunk from Yarmouth CPC and CIP. Um Dennith the high school the if you've driven by the community garden um that was a
combination of some volunteer efforts a small grant from this or shouldn't shouldn't say small but a grant from the state um and then our facilities team has done a ton of work like um building some of that fencing putting uh moving a lot of earth planting like they've done
a ton of ton of work plus we got the water department in Yarmouth ran water out there so it's been a great like just like multidisciplinary multi-supported effort Um, there is a grand opening if anybody is available on.
No, it's a Friday morning. When is it? The keeper of my calendar over there should be should be the one telling me. Uh, it's Friday the 15th at 9:00 am if you're available. Right at the high school read out in the front community garden um opening like grand sort of
opening event. Friday the 15th. Um, and where was I? Oh, and then at the here at this school, uh, not this school needs a much, but the security controls are all getting an upgrade. Um,
so that, um, you know, lowest biders, you get what you get. So, it's not the same um system as all the other security controls as all the rest of the district. So, it
can't be controlled by one place like the entry and exits and um etc. So, it's getting upgraded to be on the same platform so it can be controlled by the same centralized server as everything else. And then and then there's deep cleaning going on across the entire
district. This year we moved extended school year into the back of this building um which has allowed for deeper cleaning across the entire district uh and allowed for some projects to go on like namely at Ezra Baker where it's been harder to get to in some of the
last couple of years and it's bounced back and forth between there and Station Avenue but um so some deeper cleaning and other facilities projects have been able to happen at those other schools because we have extended school year in the back of this building and this building is the easiest to clean for a couple reasons. One, no wax floors. Two,
the conditioned air. Um, it keeps it dry, keeps it easier for the building to um dry when you do wash the floors. Um, so that was a strategic move we made going into this year to allow for more uh better cleaning and to get to some
other projects across the district. And that is the facilities update. And and I'll take any questions through the chair. Mr. Glenn. Yeah, just quickly um on the uh competency determination, do we have
a number on uh how many people are in that group uh from that haven't passed it that would be you know like I it was seven for last year. Is it much more? I I don't know that off the top of my head but there is a report I can run but
I I didn't do it before today's meeting. Um, and on the turf fields, um, are they I'm I'm assuming that they're just doing periodic testing like as we go along. Yeah, there's been uh at every step of the process, we've got two both the the
designer that we hired to do this design, not the original designer, but the one that did this design has been testing plus the third-party contractor that we have that um you know gave us the original report, we've hired to do
testing separately throughout this process. And on the dolphin dash, um sponsorships, uh is that like too late for people to get involved in that or I doubt it. Okay. Um they would want to contact the high school.
Oh, and one more thing on the on the competency determination, the state, what's the penalties? What's the stick that they're using against us? Uh what what will they what will they do if we don't do it quick enough? That's a good question. I don't know.
They do say that they they will be monitoring and they will be they they I'd have to go back and read exactly what it says in that section. I I was more focused on some of the other sections and I saw the date and just kept moving along. Great. Thank you.
Any other questions? Great. Uh next is school committee business. uh school committee goals for 2025 2026 first reading and I see the stated 2024 2025.
Yeah. So that those are your old goals and so the um I did send you all a copy of where we are with the current action plan. There's one more item as I mentioned earlier tonight uh chronic
absenteeism which the team will work on tomorrow and Wednesday and come up with an action plan for and so uh I didn't know if the committee wanted to have a conversation about any of these you know
if you all are comfortable with this where they currently stand we can simply update the title at the top you know make it 2526 If there are elements of this that you all feel are completed, we can move on. If
there's you want to expand, if there, you know, some of the uh descriptors underneath that you feel the need or the action items underneath that you want to revise, I really wanted to put it in front of you all for a discussion. Maybe you want to table it for another night when we're not so long on the agenda and
you want to have a longer conversation at another night. Um, you know, I at the next meeting I will present the action plan. Um, so maybe you want to have that conversation then, but I did want to put it in front of you all because they are your goals. I do
want to give you some opportunity for you to have a discussion around them. U I might have been you Tomas who mentioned something to the effect of like the last time when we talked about these in a workshop, you know, you don't know how long they the old ones had been sitting, right? So, I just didn't want the same thing to happen where your
goals sit on the website for like six years and nobody ever revisits them. Um, so I guess I just wanted to put the conversation in front of the committee. Move to table. Okay. So, we will table this uh for a
future meeting, give people time to review it again and maybe get some questions or updates and then reactions to the superintendent and the district goals. Perfect. Next we have our educ educator evaluation handbook.
All right. So in your packet you have a copy of the handbook as revised. So you have what you have is your collective bargaining agreement and this is an appendix to the collective bargaining agreement. uh and the
in 2000 I don't know the exact date off the top of my head but about 10 years ago uh maybe a little bit longer the when the educator evaluation system came into the state the all the different districts negotiated what will educator
evaluation look like that was the last time as I understand it DY did any work with it so uh a team of joint a joint team of uh leaders and um teachers have been working probably
four to six months anyways on uh looking at DY's process. This was um uh kickstarted by the fact that the state released a new um rubric for the teacher evaluation process and so then instead
of just adopting the new rubric went to use it as an opportunity to look at the whole process. There's certain things that you can't change that are in the regulations, but there's a whole lot of space that you have to determine around the process. And so the goals here were to try to make the process more efficient where possible, make the
process less paperwork burdensome where where um possible and to um really get back to the spirit of the edaval process which is more regular feedback and make it more of an improvement cycle
um for educators. So this allows for us to, you know, focus. Again, the rubric's really big. If, you know, if I if I was to print it, it's a document that's probably about that thick. So this allows us to focus on priorities. U I do that already with the leadership team,
but you see it in my evaluation, right? So this allows us to do the same thing with teachers as a district to say, we're going to focus in these areas and then to have a observation system that's focused around those priorities. uh and then to focus the documents that the teachers have to submit to be less paperwork burdensome and then same on
the OB on the evaluator side. So, but because it's a collectively bargained agreement, it has to be ratified. The teachers ratified it on Thursday. Now, we're looking for the school committee to ratify it. Perfect. And I know there was plenty of discussion during negotiations about it.
They were aware of the changes um and they had asked if we would get a committee to review um options. And so I'm glad uh we were all able to work together and come to a conclusion on this. So looking for a motion.
I'll make uh move to approve the 2025 educator evaluation handbook as revised and presented in the packet. We have a motion and a second. Any questions? Seeing none, all those in favor say I. I
any opposed? Any abstained? Looks like that carries 70 ratified here as well. Um, next we have the uh subcommittee assignments for 2025 2026. Um, it's subcommittee assignments. It's not the
Glenn Martin show this time. Uh and uh if there's if if we feel strong if there if someone does feel strongly about something um and they want to find a friend that maybe they can find something else they could do um any
deals can be sent to me via email and I will discuss before this the school year starts. Any questions or comments on that? his home phone number. Uh, next we have the 2026 27 draft Dennis Shar region school committee
calendar version two. Does someone want to point out any the specific changes that are on this version two? Sorry. Oh, was a typo. Okay. So, this was not correcting any changes in the actual calendar other
than uh some typos and dates that were uh duplicated. So, we're not taking a vote on this. We're just reviewing it, I believe. Dr. Smith. Yep. So, this is a updated uh corrected
version to fix any of those errors. Um, perfect. Open houses there. I think this calendar is correct. Sometimes when we have things that are posted, it references Wixen and Madakis still on some of our calendar events. So, um, this one does not, which is
good. But I still do see updated stuff that refers to Wixon early out times and Madaki. So, once we make sure we keep Keep a look at that. Confuses uh Yeah. So So we'll put this on a future
agenda to to vote it next meeting. Yeah. So we'll add it to the next meeting. So again, we'll give you the next three weeks to review it to make sure everything looks copacetic and then we'll have the vote uh in September.
And next we have uh you know the question came up comes up about you know what we're going to talk about and this makes it easier for Dr. Smith to know when he's presenting or for us to kind of know and be prepared about what we're going to be hearing and when. It also
falls in line with our um budget timeline of when things are due, when things are required. So, this is uh an idea of what the 2025 2026 school committee meeting topics will be. Um obviously, if subject to change,
things can be added. Um, but these are um majority of what the topics will be over the next year. Um, so we have an idea of it. And again, it kind of helps if you you're planning something and you might not be around um for important dates. Just make sure that we're aware
of that. I'm looking at my January dates and I'm good there. Any questions on the committee topics? Okay, seeing none. Uh we have a memo uh from Ross Bryant, director of technology. The technology department at
Dennis Shamouth Regional School District is in possession of the following iPad carts that are not compatible with the latest technology. 11 Bretford mobile iPad carts that are gray and then one Bedford series uh mobile laptop cart that is blue. Uh pursuing to school
committee policy, he requests that they be deemed a surplus so they be disposed of. So, I think we vote on that during the consent agenda. There's pictures. I don't know where I need the pictures. And then we also have uh doc Dr. Smith not uh announced the Dolphin Dash Fund
Cape Confidation the amount of 11,1246. That was uh from the proceeds of last year. There's so many pages on here. We need two motions then. Uh we just need one. We need uh one motion for the consent agenda that will
include the surplus is separate on the agenda. No. Okay. So I move to approve the surplus. A second. Motion a second. All those in favor say I. I. Any opposed? Any abstain? And the second for the consent agenda. Move the consent agenda.
We have a motion to second. All those in favor say I. I. Any opposed? Any abstain? Okay. Thank you. get a little rusty having a month off. Um then we have calendars which when the
first day in the convocation of teacher professional day is August Tuesday August 26th and then there's two teacher professional days and then the first day of school uh will be Wednesday September 3rd. Um and then our next school
committee meeting will be the following Monday, Monday, September 8th. Uh then open houses uh are all following that. Public comment. Is anyone from the public like to speak today? Seeing none,
move to adjurnn. Motion to adjurnn. We have a second. Second. All those in favor say I. I. Any oppose? Any abstain? Thank you. See you September 8th.