This government meeting is brought to you by Eastworks and our local cable subscribers. All right. Good evening everybody and welcome to the regular session meeting of the school committee here in East Hampton. Uh this meeting will be
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last time I'm going to read that out loud, so consider yourselves warned. Um, we are going to call in uh Mayor Salem Derby will not be joining us tonight. Uh, Bonnie Atkins present. >> Uh, Eric Gette >> here.
>> Megan Harvey >> here. Sam Hunter >> here. >> Linda Marque >> here. >> And Chair Laura Scott present. Okay. We're going to start with the consent agenda for finance. I will entertain uh
uh a motion to approve both items listed in the finance consent agenda. >> So moved. >> Thank you, Sam. Can I get a second? >> Second. >> Thank you, Linda. Uh all those in favor? >> I opposed. Abstensions.
>> Thank you, Eric. Uh, the con finance consent agenda has passed. Eric, >> I will entertain a motion to approve the accounts payable authorization for payment dated January 22nd, 2020. >> We're going to That's finance. We got that. We're good.
>> You did because you did them all together. That's why >> That's right. And so I would suggest for these others, let's do these as um we'll do the minutes >> individuals. >> We'll do the minutes as one motion and let's do a separate motion for people. >> Okay. I will entertain a motion to
approve the minutes on January 17th, 2026 for the MASC retreat as well as the January 27th, 2026 minute meeting. >> So moved. >> Thank you, Sam. >> Second. >> Second. >> Thank you, Linda. All those in favor?
>> I opposed abstensions. Motion to approve the minutes passes. Go ahead, Eric. I will entertain a motion to approve the annual outofstate field trip request from EHS for the We the People team to travel to compete in another national
finals in Washington DC April 16th 2026 through April 20th 2026. >> Would you like to tell the people this >> after another championship how many in a row now? >> Nine nine numero no >> nine. Well done everybody.
>> Congratulations to the team. It's like you expect it which is not shouldn't be that way but you just so um >> so moved. >> Thank you Sam. Can we get a second? >> Is that good? >> Thank you Linda. All those in favor >> I opposed extensions. Motion carries.
>> Best of luck to our brilliant fantastic incredible students and all of their hard work. It is truly impressive and we are incredibly proud. Uh we have a question for you. So last year those students were able to come and talk a
little bit about their experience. Can we do that again this year? >> We did speak to Kelly Brown. They are kicking off their fundraising campaign right now. Um Kelly demurred and would love to bring them in either right before or right after their trip to nationals. So we will be hearing from them likely.
>> I just love to hear from them. >> They didn't come last year. >> I just want to point that out. They did not come last year. It was two years ago. >> We will not make that mistake again. >> Yes. >> Okay. Well, >> um, okay, we're going to move on to announcements. And the first would be
our gifts. >> Yes, gifts. Uh, the Kev Foundation donated an AED and AED box to be attached outside of the snack shack at Mountain View School. The Kev Foundation Incorporated is an organization whose mission is to educate, help prevent
sudden cardiac arrest in children and young adults. The organization was created in loving memory of Kevin J. Major. Uh, so >> Eric, could I ask you what does AED stand for? >> That's not fair.
>> That was not nice. >> I will entertain a motion to accept the AED and AE box donation from Kev's Foundation. Can I have >> So moved. >> Thank you, Sam. Can we get a second? >> Thank you,
>> Linda. Thank you. It's a defibrillator. The A and the E are a mystery to me. I would guess automated electrical or something, but we don't know for sure. They are defibrillators. These are portable external. Oh, as opposed to the paddles you put right on the heart in the pit. Yes,
we're always learning, folks. Always learn. I told you I was punchy tonight. I've had >> in favor. >> All those in favor? >> I opposed. Extensions. Motion carries. Um, that's wonderful. Those are great. Can't have too many. >> Thank you. Foundation. >> We have another gift. Addition, the
Chartwells Food Service of East Hampton Public Schools is pleased to announce the offer of a monetary donation in the amount of $6,955 30 cents to the intention of eliminating all student lunch debt acrewed prior to
providing the free meals to all students in Massachusetts. >> Uh, so moved. >> Thank you, Sam. Can I get a second? >> Second. >> Thank you, Linda. I have a quick question. So, this funding is coming from Chartwells, >> correct? Wow. Okay. Because we had
discussed as a district wanting to >> do this >> clear those balances and Chartwells, the company who provides our lunch and breakfast service, is doing it themselves. >> Absolutely. >> Wow. >> That is >> remarkable. >> That's pretty neat. That's awesome. >> When I read that, I thought that was very impressive.
>> Agreed. >> Please thank them for us. >> Um and we would love to have them back at some point this calendar year, too. We haven't heard from them in a while. Um, but we would love to hear the latest about what's going on in food service and what our offerings are because we know there's some variety throughout the different grade levels and we get a lot
of questions about that and we haven't seen our buddies at church in a while. >> Um, >> those food choices. >> So, we head over to Okay, all those in favor >> I >> opposed abstensions. Motion carries. And um, thank you so much, Chartwells.
>> How are we doing? >> Great. >> Sly. Okay, great. Um, we are now going to hear from our student representative this evening. Hello, Jess. Welcome. Thank you for joining us. >> Okay, so the Polar Plunge um the Polar
Plunge for uh helping raise money for the Special Olympics. Um it is this Thursday. Registration starts at 2:30. Um and the plunge starts at 3:45. That's what it says on the website, but I was told three. So, one of those two dates,
I'm guessing it's 3:45. Um, currently in terms of fundraising, we are at $12,000. >> Wait, so that So, you've beat Weren't you aiming to beat a certain rival school? Greenfield, looking at you, Greenfield. They're at 13.
>> 1K away. So, 1K away. >> We need to we need to really get into our last fundraising push. Um, so, of course, we're still accepting donations. Parking will be available on site. Um, if you're under 18, you will need to have a waiver that is signed by a parent or guardian. You can do that there or
bring one in. Um, and then currently the top donate donors are the um for team for the team donations is special education department at $3,000. >> Wow. >> Um, and then the top three individual donate uh fundraisers are Samantha Brown
at 825, Cole Fitzgibbon at 760, and Megan Smith at 730. >> Incredible. That's awesome. >> That's incredible. Way to go. >> I want to fact check, but I want to say Greenfield is three to four times the size their school district. So, let's
punch above our weight, folks, and set that bar even higher. We can kick out a grand in a couple of days. >> Oh, yeah. Oh, it's been it's been insane the amount of money we've been fundraising. Um, and then we have a kids night out on the 27th of this month. Um, that's about it. >> And what time does kids night out? What
time can we drop our children off? 6. >> And what time do we have to come back and get them? >> 9. >> 900 p.m. 6:00 to 9:00 p.m. Everybody >> run. 3 hours of fun. >> Mhm. Free. >> No. >> What does it cost? >> That's the whole
>> um What is the cost? >> 25. >> I think it's 25. >> Okay. It's usually 20 or 25. >> Yeah, 25 sounds around that. And >> that money goes toward >> Yeah. >> us >> the school >> East Hampton High School and student activities. Excellent. We scratch your
back, you scratch ours. That's a great deal. >> Anything else, Jess? >> Henry, um >> from Mountain View, what's going on at Mountain View? >> So, um uh yesterday, uh February 9th, uh
we uh the whole middle school, sixth, seventh, and eighth graders went to Lennox to see uh the Shakespeare play Hamlet by Shakespeare and Company. And it was great. >> That's awesome. It was a great time. And um
>> did they talk to the skull or did they cut that scene? >> Uh Hamlet did a little >> right. >> Uh there were six actors and they all played like different roles and it was great. And then uh uh Thursday last
week, February 5th, the eighth grade went to the high school and got got a tour and went to that. It was great. >> Did you go? >> Yeah. What was your favorite thing about the high school? >> Um, all the different classes and the uh how there's the ABC day and then the bad
C day. >> And um >> did you check out their expanded lunch offerings? >> That was a big sale for my kids. >> It seemed great and I can't wait to go and I think a lot of people enjoyed it. >> Cool.
>> And then uh this week at Mountain View is spirit week. Yesterday was cozy day. >> Good timing. >> And then today was dress as your favorite celebrity. >> Oh my. >> And uh I don't know what the rest of the week is. I only know.
>> That's a great update. >> Did you Did you dress as your favorite celebrity? >> Uh myself. >> Touche. >> School. >> School committee member. >> And then next week is February break. >> Yes.
>> And that's it. That's it. >> Awesome. >> Excellent work. Thank you, Henry. >> Thank you. >> Public comment. If anyone joining us in person or remotely via Google Meets have thoughts to share, now would be the time. We're going to give that just a second.
Seeing none, we are going to close public comment and move on to our superintendent update. Dr. Bulge. Great. Uh, first we're gonna invite Judy Averil to talk about a little bit about kindness week and present our video. >> Awesome. >> Judy just here to make me cry. Thank you
so much. >> You're okay. >> Friends, so you are looking at Ryan Nash who is an amazing um school adjustment counselor. She's our prek to 2 school adjustment counselor and along with spirit week
it's also kindness week. So she has been going into classrooms and working with students and getting everybody excited about doing kind deeds for each other. >> So she is wonderful and we are very lucky to have her. >> Is this Did they do that this week because of the Valentine's? This is
that's wonderful. That's great. >> My name is Miss Nash. I'm the school adjustment counselor for grades preK to 2. Every year we do a kindness week challenge and this year we are doing some kindness hearts. Um each classroom
had a prompt on the heart and their classrooms worked really hard on filling it all out. So check them out. Ask someone about their day. >> Help the environment and classroom materials. Help someone
without being asked. >> Don't complain. >> Try to make someone laugh. Smile at five people. >> Eight compliment. >> Ask someone to help me play with it. Please three kind things.
>> Say hi to a new person. >> Tell your friends something kind. Draw a pet for someone. Write a kind. Oh my god. What? It's like music and little sweet babies. >> Really sweet.
>> Thank you for bringing us that video. I love the read your heart out. I love the kids telling us that what they wrote. >> Yeah. Thank you so much for sharing that and thank you to the entire MBS community for making that happen >> and to be, you know, kindergarten, first and second grade and getting on a video
and sharing with us. Big props to those kiddos. >> I have grown colleagues who wouldn't do that. So >> that's right. We needed that like I needed that. >> Yeah, 100%. >> Thank you. Yep. >> All right. Um on to the superintendent
committee or uh school superintendent committee report. Um you'll see Julianne here to do a CKLA presentation. She'll be talking a little bit about our data and reviewing some midyear benchmark assessment data. Um my second goal here
related to my second goal about um just sort of the entry process and what that looks like. We're launching really two really important things this week. Um the first one is the launch of our strategic planning committee that's happening. Um this is just sort of a
rough draft of what it looks like. We're looking for 20 people uh sort of a representation. We're looking for people u from the community, parents, caregivers. We're looking for principles, um leaders, teachers to join us um in the strategic planning process.
And it's a little bit of a time commitment, but we're going to be putting out the all call for that to happen. Um, and if we have more applicants than we have seats, we're going to be doing a lottery. We'll film our lottery pro process and publish that. So, we really want it to be a
transparent process. Um, we're excited to launch this. It's really going to be about planning for the next three to five years. What what are our priorities? What is our roadmap? It's going to be really important that we are, you know, not not just leaning into our core values, but our actions. What
are the things that we're going to be doing every single year very concretely to move the needle and to really get to live breathe our core values. So I think it's I I'm really excited to do this work. We are able to get some support
from our partners at Great School Partnership. Um they graciously um agreed to work with us on this project. So, I'm really really happy about that and grateful for their partnership on that. Um, and the second thing we're
doing is we're launching our caregiver survey. Um, another really important way to give feedback to get feedback from our our families to help not only um decide what we're going to do over the next 3 to 5 years, but to make improvements. So, it's just one more
aspect. Not everybody was able to come to the listening sessions and you know maybe there's other things that they need to tell us about. So it's anonymous. It's really important. Please encourage your your friends, your family members to fill it out. It is going to be a really important data piece. We're
going to be doing this every single year. So this year, this first year is baseline. You know, what do we need to do? How can we get better? And our strategic plan will hopefully be the roadmap to getting us there. So >> Michelle, can I ask you when you say we're going to do this every year, do you think this is the time of year you
expect to be rolling out that survey or you're not sure yet? >> No. So I think you know we're this again is ba uh you know sort of a baseline. I would like to do it in November um you know late October, early November. So if there are changes that we can make during the school year so we're not
always constantly looking in our rears, right? because the change that we you know might do now you know might not impact the right kiddos in the right grades. So we definitely want to be sure that we can have you know we can make some decisions sort of in the moment as
well. >> So there the survey it takes maybe I don't know max 2 minutes to complete. It's centered around our core values um equity belonging shared responsibility and learning. So, um, you know, it's
very simple, but please, it gives us really important data that we need. >> Can I access that in Parent Square? >> Yep, it's posted. Um, the link is going to go out. So, everybody, >> can we say Parent Square is back, baby? Parent Square is back. >> That's my next goal. Uh, so Parent Square is back. Um, and I'd like to
publicly say thank you to um the central office team, MVS, and EHS administrative assistants. So the work that happened, it happened like during the I was getting updates during the Super Bowl. What hap we had to literally copy and paste dem information from every student
over to the system >> like a hard reset. >> It was unbelievable. Everybody, nobody even said, "H, do we have?" Everybody said, "Sure, what do you need?" It was incredible. The team did such a wonderful job. Everybody picked grades.
It I was just so impressed by the team. It was so great to see. So, I just want to publicly thank everybody who contributed to that because it was amazing. >> That's wonderful. >> All right. And the last update that I have is about the assistant principal process at Mountain View. Um, our
screening committee is working hard. It is been just so great to be a part of it. Um, our student is doing an amazing job. We spent last night interviewing our first set of candidates. What's the grade level of our student rep on that
committee? >> Fifth grade. >> That's awesome. >> That's wonderful. >> And really I saw the notes. It's un it's unbelievable. So I I am so
happy about that. Um and then so our first set happened yesterday. Our next set is tomorrow night. So they've been, you know, this is three night, four nights so far that they've given up um in this room >> and they were here early. They were all coming in last night. Yeah,
>> it's awesome. Um everybody has responded. We're flexible. So, we are, you know, we are all in on the process and um at our next meeting, I'll update everybody, you know, as a result of, you know, this these interviews and um what
phase two looks like in in this process. >> Great. >> So, yeah, we are doing great work. >> Do you still want me to present? >> Yes. >> Should we do that next? >> You are. >> Sure. >> The CKLA presentation. I'm subbing
tonight for my colleague Jodie Alatalo. Um, and it's such a joy to be subbing for her. Um, I'm pale in comparison to what she could give you. >> You're both equally lovely. >> I don't know. She's pretty great. Um,
let's see if I can share my >> There we go. >> All right. So, I'm here to tell you about CKLA. Um, CKLA is our new uh, literacy program for grades preK through 5, which is incredibly exciting. And I will tell you more about why that's so
exciting. Um, so that you know, we uh, last year piloted the program um, for just one unit. And this year we're in full implementation with the support of DESIE and a specific program called the Prism Grant. And Prism is a long
acronym. It has words like reading in it. >> The takeaway is reading. Like the takeaway is defibrillator. That's what you need to know. Reading. >> Guarantee the prism is about reading. >> Um this is our timeline. I know you can't see it um well up there, but you
can look um more in detail later. Uh in July, we were awarded $350,000 from DESIE to implement this new curriculum. Um we have come a long way since then. In January, we just had our second uh set of observations from the DESIE partners that we work with, which is
called the New Teacher Project. Um they are a national program that works specifically around implementing the science of reading um in schools all around the country. >> And and we're focusing on preK through 5. Correct.
>> We are. Yes. They will support preK through 12. We applied for and are implementing preK through 5. Yep. Um, if you are looking for an interesting read for your bedside table, uh, TNTP published a white paper called the opportunity myth that I highly
recommend. If you are skeptical about why we are looking at foundational skills in the science of reading, please read that before you have words about it. Um, but I would love to talk to anyone who is um, interested in why
we're taking this approach in literacy in this district. I'll say the number one word we're taking this approach is equity and that's what the atern opportunity myth is all about. What have we not been doing in our previous literacy programs that have really not worked well for students who are already on the margins and vulnerable in our
school systems. Um so that's why CKLA u you'll see up there a few different images. TNTP is our partner through Desi. Um you see Mountain View School of course um our wonderful partners with the leaders and the teachers um and the students at Mountain View School. Uh
Amplify is the producer of the curriculum CKLA. Um and then that middle graphic maybe you're used to now. We've been um making use at it for a few years now. It's our MTSS graphic that describes our tier our
tiered approach to meeting students where they are. Um, in Mountain View, we have that tiered approach to academic, behavioral, and social emotional skills in our students. With CKLA, I'm specifically talking about the academic skills, but I will say that one of the
things that we have appreciated about CKLA is the social emotional structures that come with it so that students can approach their literacy instruction with more regulation. Um, I do want to talk more about that collaboration uh graphic on there. Um
just because one of the things that we're really proud of this year is that we figured out a way in and and it's really um a testament to our coaches and our interventionists um not to me or our leadership that they found a way in our schedule to find collaboration time.
They said we we really value this time to get together as teachers and plan for instruction based on the data that we're gathering in our classrooms, but you need to give us time to do it. and they found time and we figured out um the leaders at MBS figured out how to do it and said yeah if since you have brought
this to us like we can absolutely make this happen. So once every six days the grade levels get together and they are looking at their CKLA data and specifically planning to meet students where they're at in their skill development based on that data. So this
whole piece coming together is our implementation plan. It's not just bringing in a curriculum. It's bringing a curriculum with professional development in a school that is welcoming and ready for it with a tiered instruction model in place and the time
for teachers to actually dig into that. You have to have all the pieces. Uh this is what students need from this model. And we're really focusing on with CKLA the grade appropriate assignments are incredibly important. Once you um encounter a student who has lower
reading skills, you'll notice that some of the materials you that are available to teach them with are also lower content. It's not that that's where the inequity um shows itself so deliberately in our instruction. So we really need to
make sure that we have the highquality instructional materials that are at grade level to offer to our students. for the students who are not able to access those grade level materials in the classroom. We also need strong
instruction. It needs to be data driven. Teachers need to know where their students are and they need to have again the collaboration time to look at that data deeply and understand what's the next step in the curriculum. The curriculum is big. CKLA is a dense curriculum. Um we've been really
attached to the word pruning lately. um because the curriculum is intended for a a vast variety of students and we have our students. So we prune where our students don't need the whole curriculum. We know what they need. We
can take pieces off that um they are not you know that they already have the background schema for and then we can move forward. So the strong instruction is the teachers professionalism. It's why when we hear people saying, "Oh, the teachers in East Hampton, they're amazing. This is why they're amazing.
It's it's number two. It's the strong instruction." Um, they also need deep engagement. One of the things about CKLA is that it is centered in the contents of social studies and science. So, there's nothing um too abstract. Everything gets
centered right back into things that students will either experience in their scientific daily life or through the history standards. So, it's very much engaging in things that they want to know about and talk about and get excited about. And then the fourth, of
course, is our high expectations where we don't say just because you're at a lower reading level, you get lower content. We're not doing that. We're going to keep those expectations high. We're going to say because you are at this grade level and age level, you are developmentally ready for this content.
We're going to figure out a way to get you that content at the skill that you need. And that's how we accelerate learning. And we're really excited that this particular program is going to help us do that. These four um key resources for what students need are from the
opportunity myth. Again, it's you know, just a nice little thing to have on your website. >> Email it to everybody so that it's a 68 page document. It's in everybody's house. >> It's worth every word. Um, this is a long list of why we chose CKLA. I want to tell you though that we did go through a pilot, a half-year
pilot, um, for CKLA. We spent half of the year on a different curriculum and then we spent half of the year on CKLA and we had pilot teachers at every grade level and at the end of the CKLA half year, those teachers unanimously decided this is the program that we want. The
reason they decided, so these these are the words from from our pilot team. This is what we need and this is why we need it. Um, I'm not going to read through them all, but they're all incredibly important components of what a full literacy program looks like. >> Um, the explicit instruction and
foundational skills. I'll tell you, even 10 years ago when I took this job, phonics was a dirty word. Um, we've come a long way. Thank goodness because this is where the equity um conversation has really been able to say to our literacy instructors. It's it's not okay to teach
everything in context because some students don't have the background schema for that context. So if you start with the code >> like I'm an idiot. Can you say that another way? >> Yes. Yep, I can. I'm going to say background knowledge. So here's a good example. >> Thank you.
>> Sorry. Um, if you give a student a passage about um, tapping maple trees, tapping is a word that we know in many different ways. >> Okay. >> But I have different schema than you might have about what it means to to be
tapping a tree, >> right? Like I can think of like >> Yeah. >> Yeah. A lot of them. >> So if you don't have exactly the schema that attaches tapping to maple trees, then that's not going to make a lot of sense to you. So, >> so how so to differentiate instruction
would you still have that you'd have that lesson but you would have a precursor where you're offering the context >> you want to do nope we're not going to get to context until we get the code so the students have to know the word tapping >> and then we're going to infuse it with context but if they don't get to tapping then when we say tapping it's going to
mean all of these different things and it's not going to connect to the sound of the letters and then the many meanings that attach to all of the definitions that go to t a p right constant c we call words cvc right consonant vowel consonant there's so
many of them and yet they have so these threeletter words have so many meanings >> and so we're going to teach this the consonant vowel consonant rules >> then we're going to infuse meaning meaning >> I you don't have to answer this but I'm
just kind of curious >> is this is CKLA kind of tailored to English specifically because I know that it is a uniquely difficult language language to learn. >> Yes. >> Yes. Okay. >> Yeah. And that's actually what you're what you're seeing here. Um which you can't really see, but you'll see like
>> you know the O, >> right? That double O sound, right? It makes two different sounds, >> right? >> Soon foot. >> Mhm. >> Right. So if you don't know that double O can make two different sounds, >> then >> it's always make the same
>> and shout like English is a nightmare. Yeah. >> So it really is teaching very explicitly. It's almost I don't want to say this out loud, but um it's almost like teaching math. >> Yeah, that makes sense. Like you're building an equation. >> Yeah, >> you really are.
>> Yeah. So, maybe I shouldn't say this out loud, but >> that's just all it is. >> I was I was taught phonics. >> Yeah. >> Say it out loud. Say it louder. >> And I am a better reader. >> Yeah, you are. >> And a better than my children were.
>> Absolutely. because I was taught very specifically certain things. >> So I kind of and then I taught for a while and then I got out before it became this other you know thing. >> Can you explain to me that whole thing?
>> What's the Yeah. What's the 902 thing of why did we grow to hate phonics? Give me that one. Yeah. >> Oh, no. No. Because literature is rich and beautiful and it shouldn't be >> like made >> dissected >> dissected down to its like letters because it's it's just full of color and
image and we can create these movies in our minds from from the words that are spoken to us. And >> Henry, >> no, no, you're not making music with it. >> Well, that's where we've come to. Yes. But but I think that there was a lot of
um I think there was a lot of genuine joy around if you surround students with the magic of the language and the imagery >> they will connect to it and then they will want to learn. I think some do, >> but I don't think they do.
>> So, the opportunity myth tells us that works really well for students who have already had access to vocab vocabulary and language in their homes. >> Yeah. >> And if they haven't, then it doesn't work well. >> Okay. >> Thank you for that. I know that was a little
sitting there. I know that it went out of favor, but why? And yes, >> it's a great Yeah, it I mean, and it's it will it will persist. The reading wars will persist, >> right? Yeah. >> Okay. Um, so the knowledge building I talked
about. Um, so this is an example of our fifth grade who is currently reading um about Doniote. >> I'm sorry, fifth grade. >> Yep. Um, which is fant. >> It is fantastic. They can understand it. They can understand it. >> And it's so interesting. I just have to tell you this like very quick anecdote.
I um was judging we the people last year and a student mispronounced the word um quicksotic and we brought this curriculum in and I thought no one is ever going to mispronounce quicksotic again um because it's part it's a vocab word
in the fifth grade now so it's it's interesting like it is very >> and if you've only ever read you wouldn't know necessarily how to pronounce the word you might understand from the context what it means >> a lot of words I don't do that phrase I was gonna say there are a lot of words I come across that I'm like, "Oh, that's
how you spell that? I never knew." >> Yeah. >> Yeah. >> Interesting. >> Yep. >> Um and then of course complex text readalouds, so that um what the teachers are reading out loud to the students is of a more complex text than what the students are reading themselves at their
instructional level. So they're getting both access to that more complex text while they're still able to access their own reading level in their decodable reader. Hm. >> Um, this is second grade Greek myths. And by the way, the second graders
already know a lot about Greek myths. So, whatever parents are doing to teach about Greek myths before they get to second grade. Wow. The students are coming with a lot of background information. >> I think they're picking up really quickly at school. >> Yeah. >> My son is in second grade and he's we did not teach him about Greek and like
it's not from us. He's picking up really quickly from school and he's like he's schooling us. >> Great. >> In Greek ways. Yes, he should be. >> Yeah, he should be. We're reading I'm sorry. I just say we're reading um Percy Jackson books out loud to him now because he's like deeply
into it and he keeps correcting my pronunciation and I just love it's like >> that's exactly where we want our students correcting their parents. >> That is the goal. So, >> um the other thing that we're just so excited about with this new curriculum
is the daily integrated writing instruction. We felt very strongly that students were not writing enough daily in our elementary literacy program and now it's not only daily integrated writing instruction. It is also um connected to whatever both the skill and the knowledge that they have gained that
day. So in CKLA there's a very specific skill that is your objective for the day and very specific content that is your objective for the day and then your writing should be a way to synthesize the learning from both of those strands in the curriculum. Unsurprisingly, I
have another question. Um, so does the CKLA program in itself does that already have kind of that built-in scaffolding for some students that that are going to or are we devising that? How is that working? >> It's both. Yes, it has a lot. It's a dense curriculum, so we have a lot of
options, but we have to go through it and see which ones work. So, like it's there, but that's the pruning that I was talking about. figure out what are the pieces and what are the students or what are the pieces that we don't need but might
work for a student we have next year right so not all of the pieces of the curriculum are applicable to all students but then we have to do and >> but we're not asking the staff for example to invent things to try to like this this programming and this which I assume is maybe why they were so excited
about it okay >> yeah a lot of it's there and then what's not there they're working on in that collaboration and that's going to be I mean this year is our first year of implementation. Our hope is that next year we get really tight on those interventions and scaffolds for our students who need a little bit more.
>> Sure. >> After especially after you get this through the testing this year and kind of see where we fall. >> Exactly. No, we're really hopeful and I I can share our benchmark data, but let me yeah get through a couple more slides here. >> Jody is so grateful not to be here tonight. >> Jody would love to be here with you
tonight. Please. She is so excited and I I really I want to emphasize that she is really leading this work. >> When she comes next time, I'll take the night off just so she can get through her presentation. >> Okay, that's fair. >> Um I think we we talked about this. So
decodable text align to the phonics instruction so that students do have something in their hands that they can actively read themselves, >> right? Um, and then, uh, what we've done with TNTP is they've come in and they've done two rounds of observations. They've
given us feedback on those observations. So, what we've learned so far from TNTP is that first of all, our staff is using CKLA. That means everyone is using CKLA. We don't we're not a district that has like
holdouts in that way. like people want to be part of the team, working together as a team to bring the best instruction to our students. Um, it sounds like a low bar, but I just want you to know it's a really high bar. >> Okay. >> I think we might be joined tonight by
somebody who is partially responsible for the excellent leadership that sends the message to staff that we're in this together. >> Yes. No, Judy Averil, especially um with our with our preschool, the leadership that she's shown to bring this curriculum into our preschool as well. I
can't even begin to tell you the delight of going into a prek prek classroom and seeing them do the CKLA curriculum. They are disgusting with each other. >> Make everybody's life easier moving forward. Like >> everyone wants this. This is better for everyone. Yes. No, it's it's what Jud's
been, you know, bugging me about for years. So, yeah, we we've gotten here. We're we're here and it's really good. >> Hold it out, Judy. >> That's right. Um so the the positive um stakeholder perceptions that like people believe like yes for the most part this is going
in the right direction. Um we still want to get the students a little bit more excited but again it's year one so we're looking for that 50% interest in text to increase. >> Henry maybe you go to school tomorrow with a big CKLA t-shirt just it's only it's only
>> but he's there to show support. He's an idol celebrity. >> We'll get you a CKLA t-shirt. So, I think and one of the other things we're planning to do also is aligning things like spirit week and um activities to
the units and lessons. So, I think that's a work of >> read your hearts out. >> Read your hearts out. >> That's great. Um and then of course for the professional learning access um which is that we've had this really great PD um again provided through the
grant um through Jessie but just really excited that our teachers are so into it and really engaged in the professional learning and every time we have another PD session we're learning more. We're all coming like more together on what our true literacy vision is for East
Hampton. >> I have a question. >> I know you do. I can see it in your face. So, the PD the um maybe the PD is growing and changing as the programming in our district is growing and changing, >> but I'm also thinking about us becoming local leaders of offering PD to other
districts. So, are we feeling like we're starting to build that engine? >> In the past two weeks, we've been Yeah, we've been visited by um >> it was East Long Meadow. East. Yeah, East Long Meadow. >> Build a front door and um and Gateway.
>> Gotcha. I gota >> East Long Meadow came to see middle school math which is our our very strong curriculum program and um Gateway came to see our prek CKLA implementation. Yes. The short answer is like yeah people want to come.
>> There's a der of excellent PD around here and I would love for us to help bring more of that. No, absolutely. That that's definitely a a great like we all want that definitely a goal for all of us is we want the best PD for our teachers and then we want them to be able to collaborate with other districts
because we're just so small that some of our teachers are the only teacher who teaches >> health in middle school. Right. >> Right. >> So more more of that being able to come together across districts um will be really great.
Um, this was just a lovely email that a parent sent to Jodie um about sitting at the family dinner table with a bunch of fifth graders and talking about Doniote and like what why are my fifth graders all here at a sleepover like talking about Doniod and then the second grader
jumps in and is like well I've been learning about gods and goddesses and so this parent shared that with with Jod as just a um you know we don't always get information from Our students, Henry and Jess, I know you tell your parents everything. You're
amazing. Um, but some students come home and like give very little information to their parents. It's totally wild. Um, so for this parent, it was really wonderful to hear about something that was going on at school um in a really positive way. >> Who made the choice to do Doniote in
fifth grade? >> That's the curriculum. >> Yeah, that's the curriculum. >> Wait, have you guys read it? >> No, Henry. So the are so is like he feels like he's missing out. >> That's incredible. I just That's
incredible. >> I I watched the wishbone episode. >> But that's the but that's actually one of the the cool things is these are like really important >> perseverance and self-confidence and like
>> is like literally a word we use all the time. That is so cool. >> It came from a piece in literature. It's so interesting. I'm fascinated. >> And now there's a whole new generation when I say tilting at windmills. YOU KNOW WHAT I MEAN? >> WINDMILLS. EXACTLY. Thank you. Exactly.
>> Um so our next steps uh I told you about the collaboration time. We want to leverage that more and and really get to um how we can use that time um for the best. um progress monitor our students who are on watch of course um so that we can get some some of our students who
are just the cusp of of our benchmark um over that benchmark. Um we are hoping to so this is back to our phonics in in our next school year we'll be using um a the trip the tool is called early bird um and it's a very early semidiagnostic
tool for um challenges in early reading including dyslexia and so for next year we we want to implement monthly progress monitoring um for students in word reading and passage reading um in K to 5 so that we're really taking that information and following through to
make sure that there aren't any flags that come up along the way. Um, and then our wind block. Uh, wind stands for what I need. We really want to strengthen the wind block so that we have the interventionists available to give students what they need at that point of need. The other thing that we haven't
quite expanded our windblock to include is our enrichment. So, we've started to like be like, oh yeah, here's where we need the intervention. We've got a strong team of interventionists. The next step is how to um have the classroom teachers take on some of the enrichment pieces of the wind block.
>> Can you give me some specificity on what you mean about the enrichment? >> Yeah. So um there are some students who may uh get a lesson of literacy >> and they need that lesson of literacy again because repetition is really helpful for some students >> but some students don't need the
repetition. So what do they do? >> They need enrichment. >> Okay. >> So we need to design enrichment for them. >> Henry has thoughts. >> Yeah, I thought I heard that. So, uh, I'm in eighth grade and for win right now, we just like switch between our classes and basically it's either like a
study free study hall or it's sort of like we learn new things or we just go over like what we learned in class today. >> Yeah. So, the go over what we learned in class today is like the double dose, right? And some kids need that, right?
And some kids need um the study hall maybe, right? So with the tiered in with the tiered model what we say is at tier one most kids need something right so most kids need and it might be the study
hall it might be an enrichment right >> but then there are probably 15% who need like the double dose and that's what our interventionists are doing and then there are some students who need um a totally specialized curriculum that's separate right and that's our special ed
department which is excellent right and So what we're trying to get to with win is how to make all of the things happen for the students who need the double dose, who need the specialized and that those students who as Henry said like well maybe sometimes it's just a study hall let's let it not be a study hall. Let's let it be an enrichment block.
>> So how are we looking at win as we diff as we start to further that differentiation between the elementary levels and the middle school levels or are we not there? Maybe we're not there yet. We're still >> so at the elementary we've um differentiated literacy and math win and at the middle school we are only looking
at one win and it's probably going to be in our next year schedule an alternating win. So it's much less time in the middle school >> um >> because they need time to change classes. >> Yeah, there's there's a lot that you have to do as a middle schooler change classes. You have to you know in in the
elementary school it's all very fluid throughout the day and in middle school it's much segment much more segmented. to prepare them for what will become increasingly. >> Absolutely. Yeah. Um so yeah, so wind looks a little different in the middle school. Absolutely. Um it's not as
specifically centered towards that intervention that needs to happen which again is why we're like really looking at that enrichment piece for next year because especially at the middle school um level I think that the students who are ready for enrichment are like beyond ready for
enrichment. We've >> used some more minutes in that school day I think. Yep, that's correct. >> I think that that was Yeah, that's the end of this. But I'm gonna >> What did you say? >> Out of this for a second so I can just
show you quickly. >> Oh, >> you'll be gone by the time we get there. Jess, don't worry about it. >> Six and a half hours. >> Henry Henry. >> He's like, "What is >> Henry worried about the longer school day? to
>> Monday through Sunday. >> Five days a year. >> Oh, Henry, I would never. Um, okay. Sorry. Let's look at this if this shares. I was just going to show you quickly. Oh, here we go.
Yes. Okay. Yes. Um well okay so the important thing for you to see on that first graph with the two lines is that the bottom line which is blue was our beginning of year data in literacy and math and the red line which
is blissfully above the blue line is our midyear data. Um the two places where you see it connect are in um fifth grade math. Um so that's a place where students had already been really high at the beginning of the year and so we are
still we're maintaining that um at that level. And then this eighth grade I don't know Henry like your eighth grade class was pretty impressive. Um so where where you see those last two pieces there that is our eighth grade >> being excellent and continuing to be
excellent for both midyear and uh beginning of year data. Um but but the important piece is seeing that red line. >> Could you email that to me? I could stare at that for an hour. Okay, thank you. >> You're so similar, Laura. Um, okay. So,
that is um the end of my presentation. Um, unless you have more questions. >> Anybody question? >> Of course. >> So, right now CKLA we're focused pre-K through 5. When we are like fully feel like that's implemented. Are we moving up in grades or is it just going to remain?
>> Such a great question. So we currently have a curriculum called EL ELA for sixth grade through 8th grade which is a high quality instructional material um curriculum and so I don't think so CLA doesn't have a 6 to8 curriculum. It is a
pre-K to 5 curriculum. Yeah. So we have to transition at sixth grade anyway. Um >> I just Oh um so I'm I still feel very confident in our ELA curriculum. Um, but that said, we will be having our
department in the ELA, middle school department do a curriculum review of that curriculum and decide if they want to keep it up. So, >> so yes, both we will keep TLA and we will continue looking at our middle school curriculum to see.
>> Oh, I got a couple questions. >> Anyone else? >> I've got a couple questions. Um, so first I really appreciate like how much time you've put into this presentation because this has been >> Jody Andrew. Um, I think this is this is
we hear about um, curriculums usually they have some kind of acronym and we never really know what they stand for. Um, and so it's nice to really kind of see it kind of broken down in a way that's easy to understand. Um I think you know we for folks who want more information about the science of reading and don't want to read a 60page white
paper there's also a really good podcast called sold a story that um so if you need to listen to something on your way to work >> say that one more time it's called sold the story sold a story >> what is the first word sold the story
>> he sold you a story and I think it's worth just getting into I think sometimes the way that this um especially on uh sometimes parents Maybe we are busy and we get too much of our information from um little text graphics on info on Instagram and um I think
sometimes the science of reading and is and phonics is being pitted against this like joy of reading approach in >> that's correct that is >> it's really um it when you actually look at the curriculum there's a lot of joy there's a lot of joy like it's and people think about phonics especially
those of us who who grew up um maybe like in that generation that kind of last generation and you think about just doing drills in class and a lot of kind ofation, it's not what it looks like anymore. So, I really um invite folks to check that out. >> Sold a story. >> Yes. Sold a story.
>> Sold a story. >> Um so, if you if you want kind of more information about the the history of that um it's it's very accessible and um easy to listen to. So, that was one thing. So, um, one thing I was wondering about, you mentioned the pruning, and
I'm really glad that you brought that up because I do have to say, and I don't want to like do too like I don't need to share too much about my child, but I have a kid with some like pretty unique learning needs. And, uh, this I really like what I'm seeing from the curriculum, but it's like a lot. And,
um, we were just I was just talking with um, some with his teacher kind of about how they're still sort of working out how to best differentiate this. So, I'm really glad to hear that that's such a um a sort of big like a big part of what you guys are working on now. >> It's what's happening in collaboration
time every day. >> That's wonderful. So, I would just say too if if you're a parent and maybe you're like on the fence a little bit or you're not really so sure like communicate with your child's team about that because that's that's exactly what >> now is when they need the feedback >> right now. Yes. And and the if you have
a kid with kind of more unique learning needs like your your input is actually also really valuable. So, please um do that. And I just wanted to know if there was a a way anything that you would suggest that parents could do to support this at home or to reinforce kind of
what we're working on. Like what's the is there is there anything that's just >> That's a great question. Um I mean the truth is at every grade level there's a different thing I would suggest. Um and so I think um >> I think that that's actually just a great suggestion for me. We could shoot
those out >> square. That maybe we should do some curriculum updates via parent square about specifically about CKLA. >> I have another question that feeds into that >> that I was going to save, but you opened the door, Sam, so I'm going to walk through it. Um, what about the idea is
it too early, maybe premature, to start talking about clubs andor extracurriculars that could complement this kind of work? I'm thinking about, you know, >> I mean, that's all we're talking about. >> You're basically Yeah. like and now is the time when we can either be trying to scrge some grant funding or finding just
those small amounts of sight nets to try to get those clubs and groups off the ground. Things as simple as book clubs or and I'm sure the fantastic educators we have working would have better ideas than that basic idea. But anything from that we'd love to, you know. >> Yeah, it's actually um part of the um am
I allowed to say this? Part of the caregiver >> Yeah. >> Yeah. survey. >> Okay. I'm like, can I let am I allowed to say this because I'm going to go ahead and say it right now. Um is asking for some suggestions from parents about what is it you want to learn more about that's happening in our schools. Um so
like yeah >> when >> during the day could your child could you accommodate your child attending something like that? I think that is a big tricky thing in a working-class community of like figuring out how like how to get >> when parents can parents are
>> when parents can get kids there or if kids are staying after school how those kids can get. So >> that's a big issue. Yeah, for sure. >> Yeah. >> And I guess just one one more thing is just again with the sub like the the science and social studies kind of um uh
subject. I think that is so cool that that's like the main focus of this because I remember we do. you mentioned like starting 10 years ago, you know, I remember 10 10 15 years ago when my wife first started teaching and like she had very little time to do science and
social studies. It all got kind of eaten up by ELA when I was and and then you get to the end of the year and you're like, well, I haven't really done science. So, that has really changed in in public school in general in the last 15 years. And it's good to see like that we've we've kind of figured out that
like you can use those subjects to actually get >> take your literacy and math and use the content to drive it like science and social. >> It's a much more like inquiry based hands-on like it's all the stuff that parents are saying that they want more of um and it is actually happening. So that's um super cool. So
>> glad to see it. >> Thank you so much. I just realized this is the first time I'm presenting in front of the new school committee. Congratulations to those of you who are new. >> Thank you >> Bonnie. >> Yeah, I guess it's Bonnie. Congratulations, buddy.
>> Bonnie is the same. Cut the quieter and much more respectful of your time. It feels the same. Yes. >> Um Julian, can you just talk really quickly about um this data set and like we're are we measuring the same thing every So we took at the beginning of the
year, >> right? Yes. She's she's prompting me because we talked about this earlier. Um so the important thing to know about our benchmarks is that they change during the year. So where we measure our beginning of the year benchmark, the blue line that's up there, that's a
different measurement than the red line because we do expect a halfyear of growth from the blue line to the red line. So the red line is not just representing growth from the blue line, it's growth from the blue line in addition to the half year of growth we would expect any student to make after a
half year of schooling. >> That's great. Yeah. >> So, slightly off topic. We're talking about really increasing enrollment in eighth grade algebra next year. >> Well, this year we did it. We have two classes this year. >> I'm looking at >> Oh, good. >> the seventh grade. >> They're doing great.
>> Okay. >> This remember Henry was plugged it in. He said, "I want all my friends to have it." >> Yes. >> We're on the path. >> Were it not for you? >> Look at the impact you had on this world. I am willing to take on the
challenge from the students. >> You want to challenge me to everyone taking eighth grade algebra? >> So, what's our percentage enrollment for the current eighth grade cohort in algebra? Do we know? >> So, there are two um classrooms of algebra and three classrooms of eighth grade math right now.
>> How many kids we have in those algebra classrooms? >> 18 or I mean they're all between like 18 and 20. >> Yeah. And we historically have been having one smaller class. >> Yep. 18, 16 to 18 usually. This year we have two full classes.
>> Okay. >> 40 kids. >> Yep. Yep. 40 kids. >> And so what leads the decision about whether or not we can have more of those classes next year? Like what are we going to base that decision off of? >> Uh I mean we as we did this year, we looked at the seventh grade MCAST scores
and sort of uh saw where there was a cut off, a natural cutoff. Um, but I think at this point what we're more looking for is how do you differentiate algebra so that students who aren't at that cutoff score can still access the material, right?
>> And so right now it's just that we have an eighth grade that is exceptional and Henry is part of that and wants to ask a question. >> Oh. Um, I think what I did is, uh, and my teacher, Miss Reed, said this when I
we had like this endofear like test about like everything we went over. >> Y >> and like that's like how it decided. >> Yeah. So, we we have we do have a um a teacher created tool that helps us, you know, see where the students skills are.
Um but what we're trying to do now is go beyond that and say like so even if >> they don't perform necessarily on this assessment is their um conceptual thinking about math uh sophisticated enough to understand the algebra
concepts and that's a different question than whether you can perform well on a test. I would also love to take this opportunity to plug the option for having like a summer program for seventh graders going into ETH where they could try to do some of that skill shoring and skill building.
>> I love that um Dr. Balt is writing that down. Thank you. >> Everything costs money but school but she wrote it down. I think our philosophical approach to that >> is also about we know that when students
have access to honors and AP courses um just in being in the classroom and having exposure to that increases their likelihood of graduation. So we want to replicate those that research and it's proven that replicate that in our middle
school in the middle school experience. I would love all of our students to be taking higher level classes even if it means the GPA are lower. If what they are accessing at a baseline is a higher level of a higher level of engagement. >> I don't think the GPA will be lower. I mean that's not the the research they
are. I think my point is like what are we teaching? You know what are we what are we teaching? >> But I think what the the research that we see is when you expose students to higher expectations they do tend to rise to the addiction. >> So we don't we don't actually see a dip
usually. than one um teacher teaching the algebra. >> No, it's >> or is the one person that's teaching? >> It's currently one, but we will have two trained who who could potentially. >> Good question. >> Anyone else?
>> I took this very far field >> as is my want. >> Yeah. No, >> I mean this is our our daily conversations are about acceleration. >> Yeah, sure. >> It's so exciting. Julianne, you're you're fantastic. Jod Alto is But also,
let's take a moment for Julian Leven, who is herself incredible. We're just so fortunate, these people in this district, >> an embarrassment of riches. >> Well, I'm grateful that you all were elected again to be here, and I'm grateful for our superintendent. Um, that is why the rest of us are all here.
So, thank you to you all. >> Wonderful. Thank you. >> Thank you, Julian. >> I'm I'm sweaty in a good way. Michelle, what do we have next? Um, do you want to explain for me? I still struggle with what this is. Our
next little test. >> Yes. So, there the Department of Elementary and Secondary Education, there is a an enrollment cap on students participation participating in virtual schools. So, across the Commonwealth, it
cannot exceed 2%. >> This is not home school. This is a very specific definition. enrollment cannot exceed 2% of the total amount of students enrolled um in public education. 2% cannot exceed. So um every
>> every year um the department sends a list to the districts um because you have to vote if you want to exceed the 1% cap. So there's a >> 1% is the default. >> Yep. 1% and we are at 1.04. M so we have
14 students enrolled in virtual school. So we are required to take a vote to extend the cap to the maximum amount of 2% but we are currently at 1.04. So we are required to take a vote to um increase the cap.
>> Okay. You may remember guys we did this last year around the same time. >> I remember this >> I had Moren give me the same explanation. Clearly I didn't retain it very well. So maybe next year. >> All right. I will entertain a motion to increase the total enrollment cap for East Hampton students to attend Commonwealth virtual schools from 1% to
2% for the remainder of the 2025 to 2026 school year and the 2026 to 2027 school year. >> Thank you, Eric. Beautifully executed. That's great. Can I get a second? >> Second. >> Thank you, Sam. All those uh any
questions or discussion? >> Questions. Of course. I always have questions. Um, so the process for that is like a parent would get in touch with the superintendent and say like this is what we're hoping to do for sort of like the homeschool process. >> They can they're free to enroll their
their children into like the um Tekk or Greenville community version. >> They don't have to have you approve >> unless we get to a part where we exceed 2% and then we're in trouble, right? We got to cut it off there cuz I thought 2% is the cap cap of the
of Yes. We We're not going to hit the 2%. >> Okay. All right. One point. >> Henry has a question. >> Henry, I said I see you. Henry, what is it? >> Uh, so like virtual schools? Like what do you mean? It's not homeschooling. >> It's completely online. They're doing
all of their courses online. >> Okay. >> Yeah. >> But there are schools in the Commonwealth that are designed to do that. So you have to enroll in that school though. Okay. >> So you'd have to leave MBS which you do not want to do.
>> You'd have to surrender your admission to East Hampton High School that you just told us >> and then enroll in TEKA or the um >> and some some families. >> It's a choice for families for sure. So it's my understanding that these are
Commonwealth schools, the virtual school, whereas a homeschool situation is not necessarily a Commonwealth school. No, the ver the virtual schools are all online whereas homeschool tends to just be
>> but no well that'surricul same though the the virtual school is something that is within our >> monitoring attendance take and exactly so it's totally virtual so it's just going to a school virtually that is one
that is within our commonwealth public school whereas a home school is a curriculum that different parents determine you know based on Yes. So that's the differences. Okay. >> Yeah. >> Sam, >> just to clar clarify for for the public,
they are their own school districts, >> right? >> And we similar to um charter schools. In fact, it's kind of the same. It's similar setup except that we have a cap we can we have a cap on the number of students. >> We don't the state does. Yeah. So, um but they so basically you can enroll in
one of these schools and they're commonly used not exclusively but commonly used by families where um a student might have a um really serious medical condition and in the hospital a lot so it's easier or they might um they might be homebound for whatever reason
and they'd rather do this than the inhome tutoring, you know. So, or um sometimes um kids who do um athletics or theater um and they're and they're traveling around and they have to they choose to do it this way instead. So, it's just it's an interesting um mix of
when you actually look at who's doing it. It's like kind of a an interesting demographic mix of students who do it. But yeah, you can just enroll if you want to. >> This has nothing to do with the vote, but are these they're like choice outs like we lose the funding for them. >> We pay tuition to them.
>> That has nothing to do with the vote. It is the lowest possible choice out dollar amount. >> Yeah, it's it's something like it's like $10,000. >> Since we're discussing this, I guess this is a good time then. So different than when they attend the virtual school, that curriculum that's there,
they can do that whereas people at home school have to bring that before you correct Michelle. >> Yep. They have to present a home school >> and bring in their plan and everything like that. So yeah. Okay. >> Right. because there isn't like necessarily this third party oversight attendance monitoring curriculum
assessments. Correct. >> Yeah. >> So, we have a vote on the table. Do we have any other comments, questions, discussion? Seeing none, all those in favor? >> I opposed. Extensions. Motion carries. >> Julius. Sorry. Franks. I was over here
spending money left, right, and center all meetings. >> Starting new programs. bring us back to reality. >> Time for the wampwamp. >> Uh good evening everybody. >> Uh in your business packet for this
week, um there are a number of materials. Um so first thing is the local appropriation report. So according to data as of January 31st of 2026, 50% of the local appropriation has been spent or encumbered. And um the second item on the report has to do with
graduated class funds. >> Um in your packet there is a memo that has a more extensive explanation of um the situation that is happening. So, as um part of my on boarding, I took a look at um sort of our student activity
accounts, graduated class funds, u met with um Bill and Lisa at the high school, and we identified that there are several graduated classes that still have funds on deposit with um the student activity account. Um and so that includes includes the graduated class of
2017, 2018, 2019, 2020, and 2022. um per school committee policy. Um graduated class have two years from their date of graduation to determine what to do with those funds. Um and then after that date according to policy,
school committee votes to take to declare those funds um sort of abandoned for lack of a better term and then can vote to appropriate those funds within the student activity account. Okay. So, um, I worked with Bill and Lisa to reach
out to those class officers to make sure that they were aware of the status of those funds. And then based on either responses or non-responses, we have sort of two different um sets of actions that I'm like ask requesting that the school committee consider at this moment. So,
the first group are the classes that did not respond. So, that's 2018, 2019, 2020, and 2022. um they have funds on deposit in the student activity count totaling $11,679.95 >> and so the suggested motion that I am um providing to the committee is to declare
those funds as forfeited by the graduating classes and um the transfer of these funds to the students agency account to be allocated at a future date. So what I would do is work with Bill and Lisa to come up with a plan and that they will bring that plan to you and you will then vote where how they
want to distribute those funds amongst the current student activity groups. >> Mhm. >> Okay. Um the second one is for the class of 2017. They have requested access to those funds. Um in the packet I've provided a statement to you from Diamond
Smith who is the um class of 2017 president. Right. um they have asked to be able to donate those funds to a charity. Um and that can either be done by us giving the money to the class of 2017 officers, right, through a process
that's outlined in our student activity count policy or them authorizing um the student activity to make the donation in the name of the of class of 2017. >> I remember diamond. >> Yeah, me too. So the second one, so there's a little
bit of an order of operations. I'm basically asking you to enact the policy, right, to declare the funds forfeited for the classes that did not respond. And then I'm asking you to suspend the policy to allow the class of 2018 time to make arrangements to
dispose of their funds. >> Class of 2017, >> I have a question about the 2017 one. >> Yes. >> So will is it what is the least complicated path? I've read Diamond's letter. Um, we want to honor their wishes. So, what is the least complicated way to get that cash to
them? Because I see that you're suggesting we cut a check to the CL. Will it We can't Yeah. Talk me through how that's going to work. >> So, the the the least impactful way to do it is if Diamond authorizes the
student activity treasurer. Okay. Or the advisor. Yep. >> Right. To make a donation in the class's name. because we so then we cut a check either through the accounts payable process or using the student activity fund checkbook directly to the um um
>> the two organizations she's named >> right to the organization that >> the caregiver action network and the bridge over troubled waters which is a fantastic organization I know the bridge >> or then if the other option is that the class of 2017 has to get an EIN number they have to set up a bank account
>> right so the first step in that process though is you as a committee agreeing to suspend the policy for that class to then give them time, right? Because according to our school committee policy, they don't have that option, >> right? >> Um, al as an aside, could I get
Diamond's email address after the meeting, please? I'd like to reach out to her. Okay. Um, yeah. Does anybody have any other questions? Can I just read Diamond's letter? Is that okay? I just think everybody should Anyways, I'm just going to read this really quickly.
uh January 2026. As the class of 2017 president, I am submitting my perspective regarding the remaining senior class funds. After thoughtful consideration, I believe the most meaningful and appropriate use of these resources is to donate them to an organization that supports young people navigating significant life challenges,
particularly those who may feel unseen or unsupported during their adolescent years. My time in high school was marked by circumstances that required early maturity and sustained resilience. Those experiences made clear how essential it is for young people facing hardship to receive consistent support and
understanding. Allocating the remaining class funds toward organizations that serve youth in similar situations reflects the values of both care and community that I hoped to uphold as a student leader. For this reason, I request that the remaining class of 2017 funds be donated to a charitable
organization that provides direct assistance to youth who are caregivers or navigating difficult transitions. I believe this use aligns with the spirit of service and empathy that I committed to representing as class president. If the committee votes to permit the distribution of the class of 2017 funds,
I respectfully recommend that they be donated to one of the following organizations whose missions align with supporting young people navigating significant responsibility and transition. The caregiver action network and the bridge over troubled waters. I offer these recommendations only and fully respect the committee's discretion
in determining the final allocation. I believe donating the funds honors the spirit of the class of 2017 by allowing them to support young people during formative transitions which reflects the values of responsibility and care that education aims to foster. For context, at the time of graduation, I looked to
access and appropriately allocate these funds but lacked sufficient institutional guidance to do so effectively. My intent now is ethical stewardship and I respect the committee's final determination. >> You're a super cool person. >> Just hats off to diamonds. What an
incredible young person and so articulate and thoughtful and and a real shining example of what we could all be to be better humans. So that would be the recommendation. Does anybody Oh, I know. I I knew you would. >> I'm a little fine. Everything's fine.
>> I'll cry later. Um >> I'm fine. >> All right. I'm going to go back to my recommended language here. I will We're going to start with our bucket from the first. That's 2018, 19, 20, and 22. So, I will entertain a motion to declare
funds totaling $11,679.95 as forfeited by the graduated classes of 2018, 2019, 2020, and 2022 and the transfer of these funds to the EHS student activity agency account to be allocated at a future date.
>> So moved. >> Thank you, Sam. Can I get a second? >> Second. >> Thank you, Linda. Any question, comments, discussion about this first vote. Okay, see you none. All those in favor. Opposed >> abstensions. You can you don't have to
abstain. >> I think you >> you did a great job. I'm sorry. >> Motion carries. So our second motion. I will entertain a motion to suspend school committee policy JJF, the student activity accounts, so that a check can be issued to the class of 2017 or a
donation made to a charity in the name of the class of 2017. >> Uh, so moved. >> Thank you, Sam. Can I get a second? >> Second. >> Thank you, Linda. Any further question, comment, or discussion about this item? Seeing none, all those in favor?
>> I opposed extensions. So I will personally like I'll get in touch with we'll make sure >> we get this where it needs to go. >> Uh so Michelle and I have also looked at some sample guidance right about sort of the meeting and documentation that should be presented to class officers in
the spring to >> um and then to make sure that classes understand and know what >> options available to them in the process to follow up. So >> we'll be working on that for uh our current class of 2026. >> That's great. >> Sounds good. >> Thank you very much. And we want to say
Julia has really been digging through a mountain of things we have not dealt with effectively in this district in many many years and one by one just knocking them off the checklist. Yep. >> Really excellent work. >> Right. Uh last item on the agenda is the
personnel report for the month of January of 2026. And uh we have several new hires joining the district including substitute teachers. Um we have one separation of a school nurse position and uh no transfers for the month of January. Um at the end of January there
were two vacancies um a par educator position at EHS and the nurse position at MBS. Um we have had the nurse hire and start during the month of February and I did see a name come through for that appointment um for that EHS PAR educator position. So um right within a
few unless anything else happens um I expected the the February report there will be no vacancies. >> I mean >> I have a question. >> Yes, Linda. >> Seeing two recent high school graduates that hired as substitute teachers. I wondered what our qualifications are for
substitutes. >> I when I first served you had to have a bachelor's. What's the current >> Yeah, I was in shock. I have to say, >> what's the current Well, I think a bachelor's is too high for >> No, I was just >> What's our current minimum requirement for substitute teachers?
>> Corey, sorry. Um, >> okay. >> Fingerprints. >> Okay. Okay. >> So, there's no minimum educational requirement aside from a high school diploma or equivalent >> for a day-to-day subs. No. Um, but we we are, you know, we're >> we're working in that's a work.
>> It was a bachelor boys, but I knew I did. Yeah, >> we have um a couple of people that have dropped off their applications who are currently in school right now who have some time. So, we're excited about those. So, some like inservice work and hopefully, you know, they get excited to stay.
>> Yeah, it's great. >> What do you mean they're currently in school >> in college? Sorry. >> Oh, I thought she >> I'm picturing Henry like leaving algebra, going across the hall and teaching history or something. I was confused. Okay, I hear you. I hear you. That makes way more sense. That makes
way more sense. Okay, great. Uh, thank you. You're welcome, Julia. And we have We're going to talk about it briefly, but you also led us effortlessly through our first budget meeting. >> So true. >> Squee. All right. >> School committee discussion. Do you want
to take it away, finance chair? >> Yeah. So, we had our first well, >> and we'll get to policy in a second. >> We had um our first of like our budget, fiscal year 27 proposed budget specific meetings yesterday afternoon. Um, we have a few more coming up. I probably
could open up to see what the >> Oh, I can tell. If you dig, I'll I'll >> Okay, great. Um, and so minutes have been typed up. I have not yet submitted them. These are hybrid meetings, so they occur in person in the room behind us. Um, and they are also on Google Meet and
there's a recording that is taken so folks can catch up on all of the great discussion. and Julia led us through a really great discussion of kind of um different approaches to making the budget like a level funding, a level services, and then a needsbased approach
to budgeting. And so we were able to talk about a lot of our priorities and goals as a district and what um our admin and leadership are are keeping in mind as they build this budget. >> So the dates the dates are uh the
just want to make sure I have the right one. Okay. So, our next will be next week, Tuesday, February 17th. We're not doing it on Monday because it's President's Day. 400 p.m. Tuesday, February 17th, in the rear second floor conference room. The following week, Monday, March 2nd at 3:30 in the same
room. And then the third and final meeting before the budget hearing will be Monday, March 9th at 3:30. And then uh two weeks after that we jump to March 24th which will be a very brief regular session school committee meeting that we'll then move into our public hearing
which is our annual budget hearing where we unveil the whole thing have a discussion and a vote and as we've said please please reach out please feel free to come to the meetings >> now's the time >> to email to watch it afterwards and let us know what you think about something please reach out. Um the other thing I
wanted to mention is that um for the first time in my tenure on school committee, our mayor was also president of the meeting. That's true. >> Uh and it was incredibly helpful. Um it just it really feels like a great collaborative start to b building the budget. >> Um
>> behave like an engaged and excited collaborator and partner. >> It was great. >> It was wonderful. >> Yeah, very encouraging. >> So >> that's all I got for you. That's That's a lot. We're policy. >> So, policy, we are uh meeting on
February 25th and uh we are finishing we're going to be finishing up the um the middle school uh CTE uh policy which we got a little bit of feedback on from the state. Um and then we'll be bringing that back here. >> We should be moving into the policy
project that we discussed and voted on last time. I my real job, no shade to this job, but I have another job with has been very busy. But I would expect to have that draft contract this week and probably execute it by next week because I'm going to get it in talk with
Julia and Michelle before we sign and um we're going to try to chunk it up as year one, year two. So, we're just going to take one contract for year one, I think. >> All right. >> To Okay. Uh CES, >> we are um meeting on Monday, the Monday after break.
>> Okay. And >> are you is that going to be the first one where you're gonna are both Do you and Linda have a plan yet? >> We haven't had a chance to talk yet. Um and we're I they're still working on on boarding the new um >> executive director. So >> fun press around that
>> talk and figure it out. >> Yeah. Okay. >> Not our circus, not our monkeys. All right. Um >> has that been worked out? The the director that you spoke about last time, >> they have not finalized the contract. >> Yeah, we're working. Okay.
Uh, excellent. Um, Bonnie, we will chat because you will become an observer to the public committee that we discussed. That will probably >> by the end of the month. >> By the end of the month is what I've been told. >> Oh, good. Well, we'll see. Um, all right. Our next meeting dates, uh, we'll
have a regular session meeting here on March 10th. That will be our big meaty meeting. And then there will be a very brief regular session on March 24th as we said and then we'll head directly into the public hearing. And then we'll be back at it again for two meetings in April, April 14th and 28th.
Uh at this time we are going to move into executive session. So we'll be moving into the back room uh to discuss some issues around collective bargaining. We will adjourn from executive session. So you will not see
us again this evening. Uh, I will entertain a motion to move into executive session per mass general law chapter 3821A to discuss strategy with respect to collective bargaining. >> Uh, salute. >> Thank you, Sam. Can I get a second? >> Okay, good. >> Thank you. Uh, we are going to roll call
vote for executive session. Bonnie, >> have a great week. Oh, okay. So, this one's an up or down? I'm so sorry. This is a yay or a nay? >> Oh, a yay. I didn't know what we were doing. >> Bonnie. Megan. >> Megan. Yay. Eric. >> Oh, Linda. Yeah, >> Sam. >> Yeah. >> Okay, we'll be moving into executive
session. Good night, everybody, and thank you. Okay.