So, welcome to the East Long Meadow Public Schools School Committee meeting on April 6th, 2026. Um, I'd like to call to order. Meeting is being both audio and video recorded.
Let's all stand. Pledge of Allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Yeah. You have the story.
>> You have to see I know. >> All right. Um have a roll call. and the US >> Velasquez, Secretary >> Emil Blair, assistant superintendent for business. >> Gregory Thompson, >> Gordon Smith, superintendent of schools,
>> Anthony Richilla, >> Terry Geravski, >> William Straw, >> Dela, other Brown, assistant superintendent for teaching and learning, >> Flanigan, student representative. All right. Um, so we want to start first
the recognition of the 2026 ELPS Pioneer Valley Excellence in Teaching Award winners. >> So we have four very special guests this evening. Uh, in order of alphabetical by their last name, we have Jen Faulner.
And Jen is a classic and world language not only department chair but also teacher at ELHS. Then we have Diane Longo who is at Metobrook as one of our kindergarten teachers. And we have Marilyn Robot who is a seventh grade
science teacher at Birchland Park Middle School. And we have Ryan Schneider who is a music teacher at both Mountain View and Maple Shade. Uh but what most especially they all received uh recognition in front of their students
which um is so important. Uh and the students were ecstatic when we came in and uh gave them their certificates and some other gifts. And all of them will be recognized uh at a banquet later on in the spring at um the log cabin in
Holio. But what's so special about recognizing them this evening is they I get an opportunity to share with them. I was telling them this before the meeting what their colleagues say about them on the nomination forms. And so we'll start with Miss Faulner. And one of her
colleagues said, "Jen has such high expectations for her students and is able to get her students of all abilities, whether they are AP, honors, or special education students to reach their full potential. Jen's lesson planning and execution of her lessons
are a model to all staff in her department, as well as staff in other subject areas." Another colleague said, "Jen is great at collaborating with staff and her knowledge of curriculum and resources is excellent." Jen is also
a resource to staff. She has presented professional development for the district as well as for the high school staff. During the past several years, she has worked tirelessly to fulfill several initiatives, including adopting new departmental grading policies aligned with aligned to the principles
from a book study that the department took on grading for equity and proficiency based scoring rubrics as well as adopting new Spanish curricular resources that are aligned with proficiency based instruction. And finally, one of her colleagues said,
"Jen is one of the greatest educators I've ever had the pleasure of knowing. Her dedication to her students is boundless. Jen constantly strives to make sure that every single student in her classroom is engaged. She plans exciting lessons that are not only fun
but lead the students to master the skills. Jen Faulner, >> Diane Longo teacher at Mebrook. Why didn't she come up and move your >> I know. I feel like they should be on camera.
>> Push them all over the camera. You're very welcome. >> I can get them from the side. I guess >> I don't even think she can get her there. >> No, >> she can't. My colleague said, "I am pleased to nominate Diane for the excellence in teaching award in recognition of her outstanding
dedication to students commitment to professional growth and continual pursuit of instructional excellence. Diane constantly demonstrates a deep commitment to improving her practice. She actively seeks out professional learning opportunities, reflects on student data, and thoughtfully applies
new strategies to meet the diverse needs of learners. Her dedication to the professional, excuse me, her dedication to professional growth is evident in the way she continually refineses her instruction to ensure all students can succeed.
Other comment, Diane has the notable ability to create an inclusive and welcoming classroom environment. Students feel valued, respected, and safe to take academic risks. Diane intentionally fosters a positive
learning environment where differences are celebrated and every student feels a strong sense of belonging through engaging instruction, high expectations, and genuine care for students. Diane inspires a true love of learning.
Students are motivated, curious, and excited to participate, reflecting the positive culture she has built. Her classroom is a place where learning is joyful, meaningful, and purposeful. And finally, Dian's passion,
professionalism, and unwavering commitment to students makes her truly deserving of this recognition. She exemplifies excellence in teaching and has a lasting positive impact on both her students and the school community.
Diane will be retiring after this year. Her presence, knowledge, and expertise will be sorely missed. Diane Longo, Marilyn Robashot. Marilyn is an exemplary teacher for many reasons. She is the most organized,
fair, level-headed teacher I have ever worked with. Her relationship with her students is excellent, and she keeps fair, realistic expectations for all her students. She makes the science lessons fun, useful, and important. Marilyn Marilyn also works as our de facto team
leader, organizing, supporting, and creating many things that help keep our team running smoothly. She is a go-to resource when a colleague needs assistance. Marilyn is a model of what any teacher in any discipline should be. She is a
true professional, reliable and personifies personifies teaching excellence in all that she does. She runs a classroom where all students find success through her excellent lessons, her strong student relationships, and her refusal
to allow any student to give less than their best in her class. Science truly comes alive for the students in her class every day through her peerless lessons that are engaging, differentiated to meet the needs of all
learners and grounded in realworld applications that students understand. Discipline referrals are non-existent for Miss Robashad as her expectations for students are high and clearly established and she has such an excellent relationship with her
students. Marilyn Robashad is the best teacher I have ever worked with. She's been the foundation of the Jade team for 20 years and is a supportive and consistent rock for her students. She nurtures a love of learning and ensures that students of all levels have an
incredible seventh grade science experience. Marilyn Wilch. Last but not least, Ryan Schneider. Ryan has been a dynamic addition to the Mountain View family, showing up each and every day with unre unwavering
positivity and enthusiasm. He has developed meaningful rapport with students and staff, is always willing to lend a hand, and truly brings out the best in the students he serves, and the kids are making real remarkable progress.
Another comment. I'm proud to recommend Ryan Schneider for the Excellence in Teaching Award. Though a new teacher, Ryan has already made a remarkable impact on our school community through his enthusiasm, dedication, and genuine love for children. Ryan came to our
school with a contagious passion for teaching and music. He is a true team player and runs both the school chorus and band putting in countless hours to create meaningful high-quality performances that inspire students and build school pride. His work ethic is
exceptional and he is consistent. He consistently goes above and beyond for his students. And finally, Ryan is incredibly child- centered, patient, and always composed. He never seems rattled and creates a calm, supportive
environment where students feel encouraged and confident. His positive energy and professionalism uplift colleagues as well, giving even seasoned teachers renewed hope and excitement for the profession. Ryan Schneider
congratulate you one more time. Thank you. >> Thank you. >> Thank you. >> Thank you so much. >> Thank you. >> Thank you. >> Thank you. >> Congratulations. >> Thank you. >> Everyone planning to go to the banquet? >> Oh yeah.
>> It's fun. It's nice. It's fun time. So cool. >> So more celebration to come. >> Now you're welcome to stay for the rest of the meeting, but you do not have to. Have a good night. >> Thank you for all that you do. >> Yes. Thank you. Congratulations.
>> Thank you. >> Right. Um, next item, approval of minutes. >> Like to make a motion? >> Sure. I'd move that we approve the March 23rd, 2026 executive session meeting minutes. by Greg, by William. All those in favor.
Is that what I said? >> Discussion. >> Oh, any discussion? >> No. All right. All those in favor say I. >> I. >> I. >> Move to approve the March 23rd, 2026 regular session meeting minutes.
>> Second. Okay. Made by Greg, seconded by William. Any discussion? No. All those in favor say I. >> I. >> I. >> Approved. Five to zero. I
communications. Any committee and subcommittee communications? Greg. >> Uh yes. Thank you, Madam Chair. Um first of all, just an update. We did have uh Dr. Menard here, our our next superintendent on Thursday. Uh she had a
full day meeting here in central office with a lot of the staff. Had lunch with the staff. Um was able to get to town hall, meet with a lot of folks over there, town manager, deputy town manager, finance director, human resource director. Um we took a drive of the town, her and I collectively
together and uh saw all the schools, the new office of Cardamundi, um the rec department, uh town hall. We did all those things too. And then she had a meet and greet at me at the end of the day with about 20 staff members which uh she says was very productive
and then was able to meet with a couple of us after then uh after that. So um good day and she will be back actually on the 21st which is our move day. She said she'd stop in at Cardamundi just to see us um then and then we have another day scheduled already. I >> think she's coming back May 2nd.
>> May 2nd will be time. Um, in addition, I got a request or an inquiry about Eleaf. Uh, Carrie, you may know about this. They're looking they're are thinking about having the gala at the new high school, uh, potentially. So, um, they're actually coming in on Wednesday to for
the new high school, the ELA board, and they'll see how viable in the space requirements needed for that. Um I did inform um them that they would need approval from this board and also uh if they were going to go for a liquor license that would be have to achieve through the town council. Uh they would
have to apply for a one day liquor license for that. Um I ran into Mr. Macarini. He's got some interesting ideas on community service. Uh I think he'd like to come and present those uh at some point. Uh but a lot of good ideas. Uh it was encouraging to see.
also talked a little bit about work study and some changes that may be uh applicable for that. And then finally, just a reminder, April 11th, uh Saturday, this Saturday from 3:00 to 5:00, we are having an open house here at the high school, the existing building. Anybody wants to see it one more time before we knock the sucker
down. He's welcome to come again this Saturday, April 11th, 3:00 to 5:00 p.m. the doors will be open and uh many of us will be here. Uh certainly um encourage anyone who's able to make it from the committee. Thank you. >> Thanks, Fred. Um, I don't have anything
right now. Carrie, uh, I did not go to the ef meeting this weekend, but, uh, this last Wednesday, but I got an update. You already mentioned that the free and four mileer, um, registration, I believe, is open. And, uh, did you send out a
communication to the teachers around the grant process? >> To the principles, and then I will send something out this week to everybody. >> Yep. So they put out example uh grants that they have uh awarded in the past. So those are out there for folks to see as well. So hopefully people will
>> apply. >> Um nothing to report at this time. >> Um I was able to attend the community resource fair at Birchland Park Middle School last week. Um it was really well attended. I thought um there were
several different you can jump in anytime, but um it seemed like there were several dozen um you know different tables set up that were providing um folks with information. There was there was a nice presentation that really
outlined things for families and it was a wonderful event and a great first because I I don't know if this is going to become a school thing but it was it seems like a great first year start for that. So kudos to everyone who is in Yeah.
Okay. Um well, term three just ended last Thursday. Spring sports are just starting to kick off with big wins from girls softball against Central, boys lacrosse against West Springfield. Um I had the open house that we're having this weekend and we'll have
volunteers from National Honor Society there. And then this Friday is student government day at the state house and I'll be represent representing East Long Meadow um as long as Miss Pulse the AP government teacher and we're debating
positive AI usage in schools. >> So yep updates on that because that's an interesting topic. >> Yeah, I will. >> And you said you're coming to the open house. >> Yeah. >> And do you know how many other folks from the honor? No. >> A couple. >> Yeah. >> Okay, great. We're going to put you to work.
>> Oh. Thank you. Right. >> We just put the word out today. >> Great. Yeah. >> Yeah. >> Cool. Thank you. Yeah. >> Thanks again. All right. Opportunity for any visitors to address the committee. I don't see anybody.
And the superintendent report, Gordon. >> Okay. So, I wanted to give an update. We've been talking about the uh open house that will happen this weekend for the old ELHS, but I wanted to give an update on where we are with the new and um
hopefully where we'll be. So, obviously, this is where we began. This is where we're going. Getting there rapidly. Uh as of tonight, project continues to
remain on schedule and on budget. schedule part I'm sure people are getting a little bit nervous about as uh there were three snow days called. Sorry about that. Um so that makes that final week in June um going to be crowded with a lot of different events.
But they're starting to uh grade the area between the different wings. This is actually between A and E wings. They're adding paneling which is blending in nicely with the brick. uh on the roof
and it's really taking shape inside. So, this is a look towards the entrance um of the school and you're starting to get the taping and the walls up and you're starting to see what the windows and the natural light that will be coming in.
This is actually the look as you enter through the main entrance. And you look at that staircase that uh both can act as stairs to get to the second floor, but also if students uh during lunchtime want to sit or after school they want to
sit, that side to the right uh is a seating area. >> Carrie, are you walking with you on Wednesday? The building. Did they invite you to that? >> They did not. >> Okay. I was going to say this is probably the ideal location to have the gala. Right. Right. The main >> That's what I was thinking. Yeah, with the cafeteria in the back.
>> It'll expand right through to the cafeteria in the back and then it opens up to more windows on the second floor and so forth. >> Can't >> they can't use the cafeteria though, right? >> Well, it'll be catered anyway, right? We could if they wanted to, but >> um they can reserve it and they would uh
probably have to hire at least one or two food service workers just to help out. >> You have to go through them. >> But it can be catered and we all blend together and work together. >> That's right. So we did for the community resource fair. >> Um this is uh HBAC insulation being
installed at seven roads room which is a large group instruction room that uh eventually will house the school committee meetings and other town meetings that may take place after hours but uh certainly will be used throughout the day. Uh it can bring a number of
classes together. It can be used for presentations or PD presentations. Um, so we're excited to to really get into the seven roads room and start to use the technology that'll be located there and the space that's located there.
This is uh what an typical academic classroom will look like. So you see the um interactive board in between two whiteboards. Uh and then there are whiteboards not only to the right in this picture but also behind where I was
taking the picture. There are two more whiteboards. So, a number of things can be captured during a discussion and you can go out to the internet, bring uh things into your classroom through the uh interactive monitor. Uh so, it's it's
really exciting the spaces that uh we're going to inherit very soon. This is what a science lab looks like. Obviously, there's no science benches in there yet or science tables, but think of the space difference between what
you're experiencing right now in some of our science labs and just looking at that. >> It looks really, really big. Is it really that big? >> It's not really that big. >> I mean, I'm sure it's a little bit of an optical illusion because of how I took, >> but but they are pretty big.
>> It's probably 15% bigger. 10 15% bigger. >> Feels like 30. >> Yeah. There's no, like you said, there's no table. >> No tables. >> It's a great great layout. Yes. >> You get to see all the sinks down one side there. All the storage space that folks will have. Um, individual lab
areas uh or at least group lab areas actually hoods or actual hoods that work >> and will be able to be utilized. And not only do you have them say in the individual classroom, but the one that where you can see through is shared between the two classrooms.
>> And there's a small greenhouse to the left of that picture right there between the two science >> right over here >> classrooms. Yep. >> This is culinary arts. So this this is really exciting because if you think about the current classroom setup
first of all everything is um scrunched into a very traditional small classroom. We've expanded our equipment over the years and so it's gotten more and more crowded and there's no space for
individual groups to be working on whatever the lesson plan may be for that day and then have a space for the teacher come by help but not necessarily be in the mix and interfere with what they may be doing on the work side where
in this case you see the the sinks and the prep area. And there's a demonstration spot in the back so everybody can see how it should be done by the expert and then go try it over here in their individual spots.
This is flooring going in and just a glimpse at the um one section of the building will have this um sort of accent yellow which is very soothing. I think people were worried uh when they heard yellow what it might look like. So, I figured I'd take a picture and
make sure people had a chance to see that. That's the new gymnasium. That's a pretty big space as well. Uh, and so it's it's really coming together. You're going to see how they're going to have natural light coming through on one side. Um, there'll be ample space for on
the other side for bleachers and so forth. Looking the other direction, you get a chance to see the weight room on the right and then the adaptive PE room on the left. and they'll be able to connect not only to the gymnasium through the doors you see there, but
also within the two rooms they can connect. And then behind that, um, the contractor has become incredibly creative and because you had two floors of space, there's storage that was going to be there, but now there's two levels
of storage, stairs were put in. And so that should really uh not only help us with putting PE equipment away and storing it properly, but also well, I'm sure the PE teacher is very happy. >> That's a look, we were talking earlier
about the kitchen. That's a look at the floor that just was put down uh in this past uh two weeks. >> Where is that? >> The cafeteria. >> Cafeteria. just just off the >> That's where the lines will be. The kids will walk through the lines. >> Now you're entering the uh Redstone
Quarry Nitorium. This is where um some of the duct work was going in for the locker rooms. That's a look at the uh Redstone Coriatorum. Looking from one uh side of it, looking
at how the pool's really coming together. And again, you have a lot of natural light streaming in. And that's a look at it from the other side. So, this would be from the school side um entrance. And uh it's really impressive. It's really coming together.
>> Are these the official names now, Gordon? >> These are the official names. Yes. >> Official names. Okay. Redstone Quarry. >> You bet. >> I don't I don't think I've seen it in print on any >> I don't feel like I remember. >> That's why I figured I'd slide it in there. Make sure that everybody starts.
>> I was like, I don't think we named that. >> Yeah, the building committee um actually named both. >> Do you remember what the room's called, Carrie? >> That other room we addressed before >> that larger room with a lot of technology. >> You don't remember? >> In my experience working on college campuses, we wait for someone who wants
to put their name on things. >> Don't get in on that. >> That's the seven roads room. Um, and then I left this slide in there because it's just a reminder and I know we have um the transition later on in
the agenda, but as you look at this, this was something that uh the contractor shared, Fontaine Brothers shared with us back um in the fall, and this was what they originally were hoping to do. We're no longer doing all the removal of the pink area in the
spring, but we definitely are doing the bottom area, which uh encompasses this room, all central office, LCAT, and a couple classrooms. And so, April 21st, the move to take all of this area offline will happen. That's over April
vacation. We will relocate to some office space over at Cardamond. And um between the 21st and probably May, maybe early May, they're going to
not only abate this area, but they are going to demolish this area. Now, allow them to stay on schedule because they have things that they have to put into the ground underneath where this area currently is existing. And we've been assured by Fontaine that it's a
controlled process, the demolition, because it may happen while we actually have staff and students here, but they have it very controlled and there's it's >> all sealed off. Yeah. >> Right. So, the first thing they'll do is they're going to actually set up a wall um on that corridor that you walk down
when you pass the art rooms and then you walk down a corridor. They're going to have a a wall set up there and then they actually as they abate this area, they're going to try to separate it. So I think on the other side they actually cut and they separate this from the
other building. >> I think they said at the double doors. >> Yeah. >> Yeah. >> Um so where were all will our meetings move to? So, our meetings will move to the East Long Meadow Senior Center or Pleasant View Senior Center. And we
already are scheduled for the larger room for the 27th because there is an existing meeting going on April 27th in the media room, but most of the other meetings will happen in the media room where town council meets.
>> But our setup will be similar to this setup. We'll use their existing furniture and set it up. Um, and we won't use the town council desks. >> We have the planning board set up. >> Um, >> probably there's more of you. So, >> yeah. So, we'll do a >> same tables though, right? >> Uh shape. Yeah. The square tables you
can set up. >> And will the warrant and everything still be at >> start Monday? >> Yes. >> We're going to take everything >> that we use on a daily basis over there and set it up so that we can hopefully within a few days have that uh up and
running. >> Okay. might not happen on the 21st, but everything will get over there on the 21st. >> Will we also have like mailboxes over there still or this whole system's going right over the whole table? Everything's moving over. >> All right. >> But what folks need to know is they
can't just walk into those offices. They'll have to like make appointments so that we're going to have to greet you at the doors because it is a secured building as well. So, just to let everybody know. >> Can't just >> No, your passage should work. >> We're working on that. >> Mine's working on public. Oh, okay.
>> That would normally come to normal hours here. >> So, we were going to talk a little bit. I think that uh >> Did I jump >> so I can transition? >> Yeah. Okay. >> I No, that's fine. Um so, might as well say it. No, no, that's a great question. So, I should have probably moved it up.
Um, so after the update tonight, what we will do is, um, we will start putting together a message so that we can send probably the first of a few messages to all ELPS families and staff members so they know not only that this move is
happening, but what they can expect once we get over there and we're situated. >> And central office will be ready for the start of school. central office in the new building. We hope everything will be ready for the
start of school, right? So the um July 30th is the what do they call it? The >> um >> oh the yeah >> point of >> substantial completion I believe it is something like that. That is what it is.
>> However, it's not >> a point of 100% occupancy. >> It's substantial completion means that just that they have completed the construction so that things can start to happen in terms of furniture moving in
>> um systems being set up, hooked up so that they're working. So July 30th through the end of August, a lot of things have to happen to make sure that on I think it's September 2nd, the first
day of uh the students can happen and rooms are running. >> The uh Fontaine knows that central office is the least of priorities. They're all a priority obviously. We're all trying to get in the first day and we're hopeful that it'll get in the first day. We do have the option to stay at Cardamundi a little bit longer if
it's not ready, but we're hopeful that it will all be done. >> Mhm. >> The idea is for the teachers to get in how early to set up >> the hope is that we can get the hope is we can get them in there either that
Friday when we have new staff orientation or by convocation day. Um maybe sooner. >> All the staff members are getting boxes now. So, they'll box their box their things. We'll have movers hired. They'll move it into the classroom. So, that
stuff will all be in the building before they get there. And any furniture that they're bringing over, the movers will move over. So, all they're just going to have to bring is their personal belongings and then unpack. And we can offer more boxes. Everyone gets two boxes, but they're allowed an additional
two, I think, if they need them. And >> they're having a a big discussion on that. and um outline of the whole move process tomorrow at the faculty meeting at the high school. >> I believe Scansa is going to go to that meeting, right? Our OPM to answer any
questions the staff have. >> Will everyone be familiar with the technology or maybe there'll be a demo room if people need to get acquainted? >> So between May and August, there's going to be a ton of training that's going to go on. A lot of that training will
involve the IT department. It will involve the administrators. It will involve custodians and DPW so that we're all learning how to use the new systems and the technology. Um many of the teachers, if you remember, uh the
academic classroom, look away just for a moment so you don't get dizzy. Um there were three different interactive um models, different boards that were demoed up in the library for about 3 weeks. I believe. Um and this
was the most popular one. So the staff actually had a chance to connect with the different um models this fall, but more training obviously will be needed. And so that's going to happen first for
um administrators and IT department. And then we're going to have to use um different opportunities throughout the year to connect with staff and make sure that they understand all the different features and technology that they have. >> Let me go back.
>> No, I know. >> Any other questions? >> So, it's becoming real. >> Yeah, it is. It's always been real, but it's becoming more real. >> Especially when you lose your office next week. >> Yes, I know. >> Sorry about that. >> That's okay. We used to have a bus with
a PA system that could hook up. It's >> not next week. Have a little >> two weeks. Two weeks. >> I mean, there's obviously been noise with >> when we leave here on Friday. That's it. >> Yeah, you're right. >> Sorry. I didn't mean to. >> It is next week. >> Two weeks. >> No, no, no. I know there's been noise related to the project, but we're not concerned about like demolition. I mean,
the teach have like a test or something. >> Correct. They're going to try to do actual demolition as much as they can without students here. >> Yeah. >> Um they would like to get almost all the abatement done if they can uh during the
remainder of that vacation week, but there may still once they separate the building and they put up the wall, they can then safely continue to abate. That shouldn't be as problematic with noise, but they are understanding of noise as are the high school students and staff
because they've had dealt with noise all the through the last two years. >> He asked them if they were going to blow up the chimney tower chimney, but there's no explosives involved. So, >> unfortunately, it's just excavators, not as loud, I guess, is my point. >> That's good. They're not blowing anything.
>> Glad they were not blowing it up. >> That' be fun. You know how they blow it up? >> I had a choice. I know. Oh, I'd be there for that >> clothes. He'd probably have a punny name for it, too. >> Probably would. >> You would remember it. >> Thanks, Gary.
>> Thanks for that update. >> Sure. >> And next thing, update on MSBA accelerator repair project, the roof replacement at Maple Shade. >> Yes. So, this is actually in your packets. I don't have a slide for this.
It's not as um uh elaborate and as animated as the project behind the high school, but uh what you have in your packet is uh the overall budget for a roof replacement project
through the Mass School Building Authority uh accelerated repair program. And so this is a $2.89 89 million project uh to fully replace the roof at Maple Shade, which has been on our capital plan pretty much since 2011.
Excuse me. So, this gives us Excuse me. This gives us the opportunity to fully replace the roof and participate once again uh in a partnership with the Mass School Building Authority. this budget which uh the chair and I have signed and I will
tomorrow hopefully get uh the town manager to sign and you do not need a a building committee for the accelerated repair program. So that would be non-applicable here. This is um part of
the full funding agreement and entering in once we get all the paperwork to them to the funding agreement allows us to not only partner with them but also be eligible for a grant up to $1.3 million
which is pretty significant and allows us to get all of this done. This uh roof also will be solar ready should the town ever decide that that's something they want to do at other schools. You can't participate any longer in the accelerated repair program
for a roof without making it solar ready. So there will be a portion of the roof that will be um strengthened so that we can put solar panels should we ever choose to go that direction up on that roof. >> Are there incentives for that? Do we
know if if we would looked into that? >> Um there aren't initial incentives like we had with the core program, but I'm sure down the road there might be incentives. Um >> you know, but we would have to seek them out where with a core program, the
design team kind of brings those to you and says to the building committee, this might be something you want to look at. But accelerated repair is is pretty much just that. you get into a partnership, they're going to give you a grant as long as you um hit all the different uh
items that you have to hit and follow all the rules that they outline. But everything else um is kind of on the town and on this on the district. So that's exciting. This is a big move because last year at this time we were
just entering schematic design. So now schematic design has been completed. Uh the town council has voted to they have to vote to raise and appropriate the full amount of the project which they've done. It doesn't mean they have to spend the full amount of the project. It just
means that they're prepared to do so. They did that earlier in March and that makes us eligible now for this $1.37 million. Uh which is is exciting. Thank you for signing that by the way. Yep. >> We will send this off to them this week.
Thank you. You're >> welcome. Next item, fiscal year 26, third quarter financial report. So in your packet is your FY26 quarterly financial report as of March 31st. As I
always say, on page five is really where the spreadsheet starts. Uh looking at the budget spreadsheet on page five, all of the salary accounts are in the top section. Most salaries are encumbered at the beginning of the year. At this point in time, 97 and a half% of the salary
budget has been expended or encumbered. However, you will see some balances remaining in the salary line items. Typically, this is due to hourly employee salaries that do not get encumbered. In addition, there are vacancies and leaves of leave of absences that have created a surplus in some of the line items. As I look down,
um, athletics, those are paid. Obviously, we have different sports in the different seasons, so those will be paid. Nurses and medical staff, um, hour, those are hourly rates. Uh, many of them. Custodial, oh, I'm sorry, the next one was clerical. There are, um, contractual obligations like longevity that's paid at the end of the year. It's
those type of things that are remaining there. Pair professionals, you'll see about 72,000 remaining there. Just want to remind everybody, it was a it is a $2.5 million budget. So 72,000 is not a whole lot from that line item. We have had an extremely high turnover um with
the staff as we typically do about a third of the staff every year, but it just seems like it's a little bit more this year to me. I just keep seeing some um turnover. So we are in um negotiations with the pair of professionals. So uh I'm sure that we'll be discussing, you know, some items that
maybe we could be helpful going forward with that group. um kodas and and the new nades tutors, those are hourly uh or daily staff. Teachers, um you see about 126,000 remaining there or projected as the available balance. Um again, that's
a $21 million um budget. So that's not a whole lot there. Whenever we have leave of absences, um some are paid, most are paid, some are unpaid, and those start to add up. uh or if we have any kind of vacancy that goes unfilled at all. Uh what ends up happening is that we have to hire substitutes and sometimes
long-term substitutes, which is why I um that substitute line item there. Any remainder in the teachers line item will end up helping the substitute line item. Um administration, there's a little left there and that's uh to do with contractual obligations that are paid at the end of the year. Permanent building
subs um showing 62,000. That's $115,000 budget. So, we're fine in there. Um, committee and contractual stipens, those are are paid at the end of the year, most of those as well. So, I don't foresee any issues on the salary side. Does anyone have any specific questions about anything?
>> Are we deeper into the substitute account? That seems very low for this time for the third quarter. Have we had more subs this year? More staff out is my question. >> I'd have to do some running of numbers at the third quarter point. >> No, not necessarily. >> Okay. All right.
>> Yeah. I mean, it it fluctuates. And in here, I do have the long-term subs as well as the regular daily subs. So, I could break that out for you to give you a clearer picture if you'd like for the next meeting. >> No, I'm just wondering how the 18 will get us the rest of the way is really my question. But, you're saying the teachers >> So, what I'm saying is ex exactly the
teachers account because there's long-term subs. So, I have a surplus in the teacher account and then I need it for the substitute account. It's just a wash is is what it is. But that's a great >> actually you do have long more long-term subs this year as you have one um that
really began at the beginning of the just like one two weeks in. >> Yeah. >> Um and then since then we've added two or three that are taking us through the rest of the rest of the year as well. >> And obviously we don't encumber that. >> Correct. >> Right. Right. Yep. >> And that's why the balance is there. Okay. >> Yep.
>> Thank you Gordon. >> Mhm. So on the bottom section are your expense accounts. uh and that is at 97% expended or encumbered at this point in the year. I anticipate that most of the available fund balances current currently remaining in the expense line items will be expended by year end. One
of the strategies um we talked about during the budget process for FY27 uh shortfall is to prepay $225,000 uh for voca from vocational tuition. And I just wanted you to know that incumbrance has already been done. I haven't sent any uh we haven't paid that
invoice yet, but we've encumbered the funds so that it's already put aside in these numbers. So, as you look at those, you know, you have custodial maintenance and expense. So, at this time in the year, I re start reaching out to the custodians to say, "Okay, what what do we need? Let's get stocked up so we're all set for next year to make sure that
we're on top of that." Um contracted services. There's a lot of items that fall into that line item. things like transportation, that's regular transportation, as well as the special ed transportation, legal, um specialed contracted services, um which as you know was a pretty high number. So out of
a $3.6 million budget, there's only 117 remaining there. Um special ed out of district tuitions, there's just 22,000 there. And there's always a balancing act behind the scenes as I know we've talked about with special ed tuitions. Uh there's three funding sources for
that. That's the operational budget that you see here. There's also the IDA grant that we pay about $800,000 in tuitions as well as the circuit breaker revolving account. The circuit breaker revolving account is the one that I try not to use unless we have to because we can roll
that over for a full year if we are are able to which then would just help us for the for the future. So sometimes what happens is as the year comes in and if I see that I can can do some things to make the circuit breaker have a higher balance and expend something here
then I then I will do that. Does that make sense to everyone? Thank you. Um office expense you're only showing 11,000 there. Um this the supplies uh as a reminder the school supplies have all been purchased this year under the school choice revolving account. So the
only items that were really under the operational budget was specialed student supplies, athletic supplies, and ELLL supplies. So I just wanted to be clear on what exactly that line was so it wasn't confusing anyone. Um professional development, travel, miscellaneous, those are just contractual obligations
that we have just about $1,000 remaining there. Um anyone have any questions on the expense side? >> Same question on the contracted services. Um are we going to have to supplement that as well? because that seems >> well most of that is encumbered. Is it?
>> I I do believe it is. That's always a balancing act that I'm talking with the um student services office because the the big hitter at this time in the year are changes that could be happening with students that are either you know that they're being placed out or a change or they've got to go for evaluations. Um
which you can't tell ahead of time. However, they've got a great staff over there that I'm very confident in and um we're communicating all the time about you need to increase this PO or decrease that one and so again things are always moving. Um so I am feeling pretty confident in that.
>> Do we go to a circuit breaker if not >> correct? Yes. >> Y the 671 is encumbered. >> See where that is. >> See that? Thank you. >> Right. Yeah. And >> but I just >> so what they do is uh if we have to increase say uh a BCBA contract, they're
going to increase the encumbered amount. And so hopefully we've done most of that because we've had a lot of special education meetings in March. Uh we'll have some more in April, but uh hopefully they won't be situations where we're having to switch programs or
transition someone out to an out of district program. Um that there will be more annual reviews and you're not going to be increasing the 671 by a ton of money. But you are correct. We would have to go to circuit breaker next. >> Right. >> But I'm cautiously optimistic that we'll
be okay. Yeah. Exa. Exactly. So as a reminder to everyone our budget at the bottom there 36,895004 we have expended to date 24,62,253. We have encumbered 11,915962 leaving a remaining available balance as
of right now $916,789. The next page are your grants. I put the older grants up at the top. And so when I have a total at the bottom, it's just for the FY26 grants. I feel like I had confused uh school committee earlier in the year. I had kind of did things a little bit different. So I want to be
clear on that. um we have that 10,943 hanging over because there's specific things that the grant um the from the FY25 IDEIDA grant that you have to expend on and it's it's sometimes like the the students that are homeschooled or they go to private schools and we
have to a lot this amount of dollars for them and it can only be expended but I believe that um Jenny Sullivan is working with um Desi on trying to because they realize that districts have their hands you know held they they can't or held tight whatever that saying is that >> tied
>> tied. Thank you. >> Um because we can't we can't we're trying to spend it but they don't want it. They're not they're not receptive to to you know what we're offering them. So eventually Desi then there there's a process um will allow us to then expend it on something else. Um so I think
we're working on that. Uh the other grants are the same ones we get all the time. Um the idea, the early childhood, uh title one, title two, title four. uh know that those grants there the way Desi does the title grants now which uh Heather oversees is they allow some uh
shifting of funds from one grant to the other to to uh I don't know if you want to explain it any better than that Heather. >> Yeah, you can flex the word. Um, and so my plan is to use what I can uh from all the funds that I
flexed into title one for supplies for the schools, workbooks, manuals, things like that for title one schools. Um, and so that's why it looks like we have a lot of money there, but that's that's where is going to go to, >> right? >> Thank you. >> Then use those operational funds.
>> And then you have your state grants. um DPH, that's a comprehensive school health grant. I just sent uh an email to the administrative health services um inquiring about the balance there and and what the plan is so that we can work together to make sure that those funds are expended by year end. Uh the METCO
grant um that pays for the bulk of that pays for um a few salaries and also the transportation for the METCO students. Uh METCO B has been used up. That was really just a carryover from last year. the fair share grant that we're still working on that. That is for the
bleachers. Um Kevin uh McGee has been working um we're trying to get the spec so we can get that out to bid in the near future. So I'll keep you posted on that. And then we have that small thousand uh USA Western Mass grant which is for the tennis I believe. Are there
any questions on any of the grants? Your last page are your revolving accounts. Um everything is in uh good shape. uh you have your athletic revolving account that just has a balance of 10,721. I really like to try to see that get up to 2530,000 if possible. That just helps
offset athletics for the next year. So I don't know if there's uh possibly some uh fees that have not been deposited yet. I have to stay on top of that for you. You'll you'll see that on your fourth quarter anyways. But >> you're talking athletic fees, sports fees. And so the Oh, we've had we're in the third season now.
>> Yeah. So, I'm just not exactly sure where that's at, if there's going to be more, but I do like to uh hopefully see that get up a little higher. Um, >> the school rental accounts 181,000. That's a >> Where do we get the seven bucks? >> That's been just sitting there. It's just been sitting there and no revenue
has come in. So, I still have to show it even though it's $7. >> They're referring to the athletic stadium rental account. Obviously, for obvious reasons, we have not rented at all. So, it's a $7 balance that I have to show. Uh we have the student uh
mobile technology insurance account. Um that's a a healthy balance there of 45,000. There's not been any expens expenditures there. So I'm assuming that it must have had plenty of supplies that they ordered to in order to um offset whatever the students needed.
>> Should we look at that? >> I will follow up with >> because that balance is high. Obviously >> it is high. But notice that there hasn't been supplies ordered. So, I'm thinking he's depleting what he has and he's going to need to play, but I'll check with him on that to give you >> Okay. >> Um, a clear >> The Chromebooks don't come out of that.
That comes out of their capital. >> Correct. >> Okay. >> Chromebook renewal comes in their capital. Chromebook repair comes out >> of here. >> Mhm. >> Can you do replacements too though out of this? Do you know? >> No, that's not the intent. >> Not Not a massive amount of replacements, but if someone's computer
is a total loss and it's deemed that it's not due to the students um um not using it correctly. Y >> um I think there's a certain deductible that they pay and then uh we pick up the rest. >> Right.
Uh you have your staff mobile technology repairs that just has $946 there. Um you have your school gift accounts. I just want to remind everybody that the ELA uh grant ef,869 and again each school has a gift account. So that's for all of the the
district-wide accounts. Uh tuition revolving account um that has a balance of 176,781 in it. Um circuit breaker 112,136. Uh transportation 108,429.
That those funds will help offset next year's transportation um expenses. >> Circuit breaker has another quarter coming in. Correct. I was going to ask. >> Yes, exactly. How much is a quarter for that >> uh circuit breaker? I think like 514,000
if I'm going to I think one just came in after >> actually we have two quarters coming, >> right? Yes. I >> we're going to carry over more then this year >> possibly. >> Oh, good. We're going to need it. >> Yes. >> Yeah. >> Um the food service has a healthy balance 663,000. You will see that the
revenue brought in was 900,000 but the expenditures going out is 900,000. So that's just kind of stays even there. And Lori's always um looking at the furniture and you know equipment she needs for uh food service and those are big ticket items when she does have to do something. Um school choice uh we
have 323,000 balance. Um that is the revenue. Yeah, the school choice revenue July to December was 18,195. I think I recall telling the committee that that number was going to change because as they do like the SIMS
reporting and and the numbers change for for school choice students that are added. So in December I mean I'm sorry in January it did go up to 40,987 from that $18195. So March to June will be another $163,000. However, that June payment will end up
coming in July. So we'll really have 122,000. Does that make sense? In addition to what this is, I think I was projecting a rollover of about 200,000. So, this very well may go up to 300,000 that we roll over. It depends on the expenditures coming out of the school
choice account, which again um just to remind everybody out there, we have our leadership team meetings with um the principles and you know, we talk about uh being cognizant of what they are buying, but we always want to be clear that whatever the students and the staff need, we will buy. we just want to do
things different. Don't just go order things because you've always ordered them. Go check those closets. Do we do we need those pencils? Do we need that paper? Do we, you know, just those kind of things. Have a different mindset. So, everyone has really worked very collaboratively together. Um, I know that this transition and and doing it from school choice. This has not been an
easy thing, but I just want to make sure staff and students and our and our parents all hear that if they need something, we're going to buy it for them. >> Any questions? that point. Um, at the last leadership team meeting, we um gave
each building their breakout in terms of what they've purchased for supply and how much they've um used of the school choice money and they know what they have left in um operational budget for say custodial supplies and they know
what they have in their gift account and they know what was the other account. >> Rental um if they have a rental account. So, what we're hoping in the next month or two is to really hone in on so what is it that we need pretty much August to
May um to run the schools, run your school because our enrollment is not shifting so much that we shouldn't be able to if we can really get specific on that that we shouldn't be able to narrow that down and then therefore be even better if we
have to use any school choice money next here. You can be very specific with that. And we're using in next year's budgets, at least the projection, less school choice money than we used this year. >> Great. Good point, Gordon.
>> And the tuition revolving is currently less than the last year's carryover. >> That one I didn't hone in on for you. I apologize. >> Are you concerned about that? I'm going to have to do a little research and get back to you. I'm sorry. I don't want to say the
>> We'll still expend funds or uh Yeah, expend. >> Well, yeah. >> So, that'll that'll go down. >> You're still collecting some funds from um preschool. >> Oh, you are? >> But not not an incredible amount. Nothing. So, nothing that they they pay monthly payments though for the
preschool. >> So, you'll still have constantly collecting >> April, May, June. >> Right. Yeah. >> Any idea on what that is in a month? No, but I can do um student services actually is the one who collects those funds. So, I can ask her for an update on that report and then bring that to you. >> Did you have an anticipated roll over on
that carryover? Do you know? >> I think I did. Give me one second. See if I have it here. Uh tuition. Here we go. I was projecting a rollover. No, I'm sorry. That's preschool commission.
Okay. At the end of this year, no, that's last year. The the end of this year, I was projecting 188,000 to roll over. >> Okay. So, you'll be there, right? >> And I'll double check on that for you because the revenue, like I said, they do break it out for 10 payments for everyone because that just makes it
easier, you know, as a parent, as you can imagine. So, that money, and in fact, a large deposit just went through. I just remember seeing it the other day. Um, yeah, last week. So, I'll follow up on that for you. So just as a reminder, it's imperative to remember that the balances provided are
a snapshot in time and are changing constantly, but I am staying on top of it and bring anything to your attention. Thank you. >> Uh I would move to accept the support of financial report. >> Second.
>> All right. Um motion made by Greg, seconded by Amy. Any other discussion? All those in favor say I. >> I. >> I. >> Passes five to zero. >> Thank you. >> Thanks, Pam. >> You're welcome.
>> And I have access to the >> Oh, yeah. Sorry. >> Hogging all the access >> item. >> Typical Gordon. >> Update on progress report on student opportunity act. So the student opportunity act happens
uh your your plan is for three years and you have to do a a progress report every year. So I'm just going to share with you what are just remind you because we did share this originally the evidence-based programs and then some of the action steps that we've done and
what we plan on continuing to do for these. Um so one as we've been talking about quite a bit is just making sure that uh teachers have all the support they need to implement and internalize all the new highquality instructional
materials and utilize uh MTSS teams to monitor data make sure kids are making the progress that they need to as well as those frequent and we put walkthroughs but they really are learning walks with the coaches and the principles to
monitor monitor the effectiveness of the implementation and provide the feedback to teachers. Uh we also said we would develop co-eing models that leverage collaboration to best serve students with disabilities and potential learners. And I didn't mean to put the
same thing twice. The last one was to develop intentional hiring systems and processes that start earlier, include a diverse group of stakeholders, and offer support to teams to identify and mitigate biases and improve recruitment and retention. And that one we started
many years ago with this but there in 2024 there was the mass leads act which was passed and we basically need to separately but it is now part of the S SOA. So it's great that this is one of our evidence-based programs because we
need to develop and submit plans on how we plan on strengthening workforce diversity in our schools. Um, so I've you have a copy of what's here, but just a few things. We know we know you we expanded the 6 to8 literacy
coach to 3 to 8 to support that implementation and she's been meeting with teams um at least once a month and also been part of these learning walks and a lot of the release days for professional development. We're able to work with Hill for literacy to improve grade three
literacy instruction. they just reached out to me. The Davis Foundation has money to help support this work with Hampton County um schools and because of all the work we're doing uh Hill Lit Hill for Lit Literacy thinks that we'll
get the grant which is great. I mean obviously we don't know for sure but we'll be able to expand that work to K to2. Um and that's exactly what they're working on this year is really using data to drive small groupoup instruction. So they're you really solidifying the tier one but also making sure that kids are getting the supports
they need when that's not working. Um these learning walks I talked about um meeting with the coaches and the principles. So in those meetings before we go on the learning walk, we go we I walk them through data. We look at
pacing. We look at um I already data, their tracker data. All the teachers are required to track their assessment data and different spreadsheets. So we're we check on that just to see how things are going. And then afterwards we work on creating some actionable feedback for
teachers. And that looks different in every school. For some it's kind of holistic. We send information out to the whole school. For some, the principles like having one-on-one conversations with teachers. Um, you know, about them co-f facilitating the common planning
times both to help the teachers um look at data and also plan, but also um to try to build the capacity of department heads for this leadership role. Um, see if there's anything else here that I haven't said already. So that's the work
around the implementation of HQIM. Any questions before I move on? Um >> have you seen any data change from like the first learning walks that you've gone on to? >> Definitely. So in the beginning we we
definitely we had a a restart with the ELA curriculum and actually math as well where we realized that um telling folks to implement with um integrity meant different things for different people and we really just needed to rein it in
and say we're doing it with fidelity. You can't change the recipe until you've tried it first. You know you got to make it and then you can make those things. So in the beginning of the year it really was like are people teaching what they need to be teaching? Are they using the materials? And now it's much more about the nuance like the third grade
teachers had some professional development with Hill literacy on interactive um readalouds which are not necessarily part of the art the witten wisdom curriculum but we notice people are implementing those things. So we we're seeing more fine-tuning of things that we can look for um rather than just
generally are people using the curricular material. So it's great we're we're moving forward. Um and then at Metobrook we're actually starting to work look at their small group time. How are we using that? Because um across the board tier one is looking good.
Uh the co-eing we started um we worked with seaside consultant and really worked on some models at the high school and the middle school. This is something we continue to work on. Um, but we stopped working with Seaside Consultants because uh, we have a new director of
special ed. We have all sorts of things going on. We wanted to kind of focus on what we were doing with ETLs and really kind of centralizing IEPs and things like that. But the best thing about this about the ETLs is that we are able to free up special educators who used to
run all of these meetings to spend more time with teachers um, planning and co-eing. It's still a work in progress. We're still working on creating those systems so that um it works. But in um there are some places where it really has um
gone very well and especially at the high school where they've created time for folks to collaborate and um work together. So, a content area teacher and a special educator, which is great because, you know, one has more of the learning specialty and the other has the
content special, the knowledge that the special educator doesn't necessarily have, especially at the high school level when we're talking about a higher level math and things like that. >> Heather, what does ETL stand for? >> Uh, educational team leader. Um, so yeah, it's really helped
centralize uh our EIE process and we make it more consistent because there's only five folks who are really running things rather than everyone who had kids on their case load running their own meetings and writing their own IEPs. Um, and then these hiring systems. So
many years ago, we worked with the Center for Leadership and Educational um, equity. I was just this is I've been using we've been working with them forever um to create um hiring processes where we can improve not just our hiring
processes but our recruitment our retainment um and that was very exciting because we had students on that uh we had teachers administrators and we did come up with um some processes um one of the things that we've really focused on
more recently is uh retaining folks. So, we need to make sure we have the the the climate so that folks want to be here. Um, so you can recruit all you want and you can hire using systems that mitigate bias, but if folks don't feel like they
belong. Um, so that that belonging that we focus on with kids is also for staff. And so, uh, bringing in Shandria, the coordinator of MECO, student belonging and family engagement, has really helped build, uh, have, um, someone really
focused on that. She's not tasked to do all of the things alone. We're working a lot. She works with the diversity and equity committee, um, but really helping to, um, improve uh, school climate for everyone. uh we had the community resource fair to build
those relationships with community resources but also for families to meet each other and start building those um as well looking at disagregated student climate surveys. So we used to look at the climate surveys and say, you know, looks okay. And then when you start breaking it down, you start seeing that
different um groups of kids feel differently. And so really kind of working um at the school level, but also as a leadership team level of what what are some things we can do to address this? And then as you know, we created a
a bunch of new policies or revised policies around um inclusion and we did have a hiring policy. So that pol the processes that we came up with became policy. So this puts us in a great place not only because it's really important
but also because um this is what the Mass Leads Act is asking us to do. So we're ahead of the game. Um and so these are some of the things um that we're noticing. I gave you more of the qualitative data as we've gone
through the quantitative data. So, like you were asking, there's more evidence of people shifting instruction, uh, people utilizing the material with fidelity, uh, people understanding more of the why behind instructional shifts. In fact, I just had a conversation with
a teacher the other day after she went through some professional development and she's like, I'm finally getting the why behind all of this. Um, and so it it's always exciting when people have those Eureka moments. uh increase of teachers working with academic coaches
uh using data more effectively to drive instruction. So not just collecting data but really utilizing it. I talked about the ETLs helping with the special education inclusion teachers to focus on teaching and learning and the learning walk data showing evidence of the
co-eing models being more implemented more in those secondary classrooms. That's where we focused. Not like it shouldn't happen the elementary but that's where we put all that focus in. And I kind of went through these things, but the one thing that's really exciting is um we have hired the academic
leadership association to run affinity groups and mentoring for our black and brown students, 6 to 12, and we're going to be expanding that to 3 to 5. Um it's been pretty remarkable. Um I I need to collect some or get the data that he's collected and share that with you. How
much that's really meant for kids in terms of having that place for belonging. um and uh just seeing some kids really blessing. So for example, one of the students who's working with um Valente and Tull who runs the
academic leadership association spoke at the community resource fair. Um and it you could hear a pin drop like everyone stopped talking and listened to them. So so it's great. uh increasing the representation of of identities in our text and materials and obviously the new
policies like I talked about. And so we plan on and again this is part of the the plan that we're sharing. We're going to continue to use the professional development days and common planning to support internalization of the HQIM to build the capacity of department heads to lead data cycles
with their teams to strengthen the school-based MTSS teams to make sure that academic tier one is working as well as social emotional but also the tier 2 and tier tier three interventions are cohesive and effective uh to build upon and improve co-eing at the
secondary level to improve instruction for all learners and extend that eventually to elementary to strengthen our hiring systems, improve recruitment and retention, and utilize coaching structures and administrative feedback to improve instruction. And um before I
go into what we we will start doing that we haven't necessarily been doing um some of our new opportunities, I just found out that through the Western Mass uh literacy collaborative, which I we're a part of, it's a higher ed folks and different school districts working on
improving literacy instruction um specifically through preparing um aspiring teachers um in the science of of reading. And we've hired a few uh folks through this program for our summer academy, but this year, obviously, we don't have money for our
summer academy. And they were able to figure out how to get us some free tutoring through these folks as long as we provide a coach um so that we'll be able to service um at least 40 kids who are struggling with reading, who don't qualify for extended school year um this
year. So, that's really exciting. Um so, again, all that networking is h is really helping. We're also going to collaborate with West Ed. Um they have a math curriculum implementation and an impact study to moderate our implementation progress of illustrative math at the 6 to8 level. Um and uh
there's a lot of great data that they provide for us, but also some stipens towards professional development, which is great because we always need more money for that. We're going to expand the work for Hill for literacy like I talked about for K to 5. um applied I
applied to the desert tiered math academy. We haven't found out if we were part of that. Um we're looking at maybe working with the high school climate consultant. Sorry, hire the school climate consultants. I talked to Joanie about this to make sure she's on board. So that's not a done deal necessarily,
but to help continue to work on climate belonging and restorative practices. And I'm realizing there's a lot of duplicates in here. I apologize. And that's it. So I just spoke a lot. Do you have questions for me?
>> I know under the hiring recruitment retention and school climate you gave stat the you know percentage of students who come from historically marginalized populations. How do they compare? Is there a difference? There must be a difference in terms of how our white students or students who are like what
was the percentage difference? >> So yeah so we have a climate surveys that we disagregate. Um, and obviously look at academic data. Um, so let me see here. Not put that in here, but I can share. Don't mean to make you dizzy. Sorry.
Yeah, I only asked also because I saw the future planning for hiring school consultants. I was just curious as to >> so >> um in our fall wellness and climate survey 84.5% of students of color responded favorably and then in our
winter safe survey 82.6% of students of color responded favorably. 82.5% of students with disability responded favorably and then it dipped a little bit but again they're they're pretty close. If you start looking at the different questions, it becomes apparent
where we still have work to do. >> Um, but I just kind of gave Desie some overarching, you know, um, how people responded to the whole survey. >> Um, but >> to work with consultants, would we would
we be trying to hone in on those data points that you're seeing? >> Yeah. and and start with leadership so they understand, you know, um because the whole thing is uh what we're hearing from kids around restorative practices
is that well, traditionally schools tend to just focus on disciplining the perpetrator >> and we don't necessarily think about going back to the victim and checking in with them. It's just not part of the fabric of how schools work. So, that's part of restorative practice. Part of restorative practice is also education.
Um but the biggest thing with restorative practice is is proactive and that's creating the climate where all kids feel like they belong in the first place. Right? So while we're working with academic leadership association and that's wonderful and the kids are having a place where they feel like they can
belong. We want to create a space where we don't need them. You know what I mean? Like where you can come to school and without extra supports necessarily you feel like you're part of this community. So if you disagregate the data, you can start to see where there's some holes. Um but it doesn't mean that
we're not doing things. Um so this leadership committee started leadership team started looking at the disagregated data and sharing it with their staff a couple years ago. >> Mhm. Actually, Shandria's been uh working at some of
that because she's doing more visits to schools that um we've seen in that role in the past, which has been phenomenal because she can tackle it from a different lens and different perspective than um you know may come up in a
leadership team meeting. >> And she's also um counselor by trade. So she understands SEAL, she understands MTSS, so she comes with a huge skill set that's helpful in so many ways. So but
we don't want one person to be the person that we say please fix all of our issues, right? We want to work as a team and build everyone's capacity. Other questions? >> Okay. >> All right. Thank you. You don't need to see all my stuff.
Sorry. >> All right. Um, next item. We already kind of talked a little bit about this. >> We did. Uh, it doesn't hurt to reiterate. Um so we are central office will probably let's see 20th just
counting backwards probably 16th and 17th we'll need to close central office where it's currently located just to finalize and make sure all materials and furniture is set for the move and then
coming out or going into the April vacation week on the 21st 20th is Patriots Day, so it's a holiday for the state. Uh 21st, we'll be moving all of that over to Carter Monday. So, what we
will do is start to work on some messages that we can get out to families and staff to make sure that they're very aware of the move and how it will work once we arrive at Carter Monday and we're back up and running. We've already had um a couple visits over to Carter
Monday and um the IT department will be going over >> next week >> next week to really start to look at how they can get us up and running with the phone system, get us up and running with Wi-Fi and get us up and running with um
card readers so that we can have badge access into the the building >> and uh in conjunction with Sanska, our uh owner, project manager, um we were able to establish there was enough room to actually store things at Cardamomundi
in addition to using the office space. So in the um bid for the move itself, we had an option to have off um site storage which we didn't need cuz we're going to use the Cardamundi extra space. So it kind of saved us some money and uh
some effort. So uh everything will be in one place and it'll all come back together too. So, >> right. Thank you. >> That's our plan. >> Yeah. >> Oh, it's coming back together. >> Sure. It will all come together. >> Part of that phrase that you heard in the update on budget.
>> All right. And our last item, approval of the Long Meadow Science Team Aerial Drone Championship in Fairmont. >> So, this is exciting. Usually at this time of year we uh were talking about the robotics championships, but the last few years we've been talking about the
aerial drone championships. Um and I think last year we had a bigger team or a group of teams going. This year it's just one team of three that will be going. Um and they will be going on the 15th of May and returning on the 18th of
May. So there are a couple nights of school that they will be missing. Uh however the requirement uh which I think started last year is that if a student is going then a parent needs to go with them. So that solves a couple different
issues. One chaperones uh but two it also resolves the issue of out of state travel and the whole nursing piece. right now. Um although we had hoped that in the fall of 25, Massachusetts and other states would I think it's
roughly 30 or 35 states would have um agreed to this become this compact state which allows nurses then to practice under a Massachusetts license with a team or a field trip that's going across state lines. Um, currently Massachusetts
is not a compact state and we're hoping that happens soon. But as we look at trips, rather than just cancing trips forever, um, we are looking to work through the different challenges. Uh, we
resolved, I think, as people know the the issue with the Washington DC trip. Uh, and we're working on um, end of the year trips and so forth. But this trip, which is coming up in May, uh will involve three students, three parents at
least, and one coach. And >> they did rather well last year. They did not win the whole championship, but uh they did uh well given that it was the either their first or second time ever doing it. >> Maybe this year they'll win.
>> Exactly. Three people. Get them up there on the podium. So, we do need a um a vote to approve this trip going because it's a out of state travel. >> I'd like to make the motion. >> Move to approve the East Meadow Science
Team Aerial Drone Championship in Fairmont, West Virginia from May 15th to May 18th. >> By Carrie, >> second >> seconded by William. Any further discussion? All those in favor say I. I.
>> I. Um, motion passes I zero. >> Thank you very much. We'll let Mr. Van Beerren know. I'm very excited. >> Okay, I think that's the end of our
meeting. Thank you Anna coming to um and don't like to make >> move tojourn motion made by Greg second by carry
favor passes five to zero that's it thank you. You