This government meeting is brought to you by Eastworks and our local cable subscribers. Call to order. Good evening everyone and welcome to a regular session meeting of the East Hampton
School Committee. We are going to roll call in. Drum roll. Bonnie Atkins. >> I'm here. >> Y Megan Harvey. >> Megan Harvey here. >> Eric Guy. >> Eric here. >> No. Did you turn on the professor?
>> No, but they were nice. It's fine. Laura Scott present. >> Linda. >> Linda Marque here. >> Sam Hunter here. >> Mayor >> present. >> Excellent. >> I'm wondering why you were sitting in the dark before going. I never remember them being so dark. >> I prefer the dark, but
We are being filmed so I suppose we need the light. All right. Um we are going to begin under the guidance of our newly elected secretary Eric Gette uh with announcements. >> Um no gifts and in place of Walter Baker
we have Jess Atkins for a student rep informative announcement. >> Jess take it away. >> Oh. Oh. Um okay. So on um well hello on February 12th um there is the mobile
polar plunge coming to East Hampton High School. So this is a event to fund raise for the Special Olympics of Massachusetts who are the uh partner of Western Mass or Western Massachusetts and also mainly Massachusetts
Association for Student Councils. So basically they bring this big truck, they fill it up with water and then you jump in the water. Um so there are seven teams from EHS that are participating. This will happen during the school day
on the 12th. So EHS special education department, the class of 2026, the class of 2028, drama club, East Hampton boys soccer, EHS music and girls varsity softball. So there's more teams to come. Our goal is $5,000. Um, we've already
raised $1,000 from doing no advertising at all. Um, and then the student council would also like to formally invite every single member of the school committee, the mayor and the superintendent to come and jump in cold water at
>> Who did you I'm sorry. Who did you invite? >> Everybody. >> What time is it at? >> Um, it is at So for the So you'd come during the public time. Um, the check-in for that is at 2:30 p.m. Um, >> what day is this? >> This is on February Thursday, February. >> 2:30. I'll be there
>> at 2:30. I'm I'm in. >> And then the plunge is at 3:15. >> I'm sorry. Is the plunge outside in a truck? >> It's going to be cold. >> Yeah. >> It's not in the pond though, but happens 2 days later. >> Oh, it does. Okay. >> I'm not jumping in the pond.
>> They call it Bear Force One. The big truck that looks amazing. >> I like that. >> Okay, >> I'm in. Um, >> we are we're muted. >> I I city council has also been invited >> on that. >> Um, >> Laurel, your laptop unmute.
>> Got it. Is that better? >> Hello. >> Yes. Okay. >> Okay, great. >> City We'll see if we're >> Have all the city counselors also invited? >> Just recap that. The mobile plunge is Thursday, >> February 12th. >> February 12th. Um, so the public
schedule for that is 2:30 check-in um with the program at 3 and then the plunge at 3:15. So, um, everyone at this table is invited. Um, local businesses if they choose to make a team. Um, and
raise some money. They will also be able to participate. And then, um, also, I don't know. Yeah, but we're also going to invite some more people and maybe the city council. I'll talk. That's a Walter question. Oh, if if we're doing this, the city council listening. >> That's what I'm saying. >> Okay, >> that's what I'm saying.
>> This sounds like executive session talk. I'm kidding. That's a joke. That's a video. >> Um, oh my god. >> Let's see. It's not taking off. >> We need to control her. >> Okay. >> Okay. Anything else? >> Um, Walter Baker is officially in the running for Massachusetts Association
for Student Council President. >> Wow. >> So, he's at March he's gonna >> Yeah. So, that's uh March 4th through 6th. Um, voting will happen at the spring conference there. And then on February 6, there is the Western Massachusetts Association for Student
Council's round table at Blue Bonnet Diner. So, I think it's probably around 100 people come together and we all have a little discussion surrounding a few topics. Um, and then Unified Botchi, the tournament for that is on
January 25th. Um, that is a Saturday. So, we have a unified uh botchi team. Um I think it's been talked about previously, but the tournament for that is on the 25th, I believe. Uh anyway, that's it. >> That's great. Wonderful. >> Thank you, Jess. Thank you,
>> Henry. Do we have an update from Mountain View? >> Yes. Um tomorrow, January 14th, uh uh the seventh grade is going to a UMass women's basketball game. >> Nice. >> And that's going to be fun. and I'm not
part of it, but uh before uh winter break uh the school fundraised a cereal box Domino's fundraiser heard >> and they donated 700 boxes to the community center. >> Awesome. >> Wow. >> I'm so supportive of this. Free loops
for everybody. >> I saw the video. It's pretty cool. >> Yeah. And then uh in February, I'm not sure of the date, uh the whole middle school is going to see a Shakespeare play, Hamlet, in Lennox, Massachusetts. >> Get out of town. >> That's awesome. >> Grades 6 through eight. >> Yeah,
>> you're going to see Hamlet. >> I'm excited to see that. >> It's one of Shakespeare's best. >> That's great. Hot take, right? No. >> And then uh Miss Capen's eighth grade civics class, which I'm not in, um had a
congressional hearings with Mrs. Brown. And I'm not really sure like a lot of stuff that happened, but >> I think this is like a spinoff or sister program to our we the people program at the high school. >> Yeah, we're getting in there.
>> My son was there and he said it went really well. >> Excellent. So, it's constitutional law practice, right? They talk about like all the different >> um Yeah, >> but yeah, that's it. >> Great. Thank you, Henry. >> Hot things happening at Mountain View. All right. Um, at this time we are going
to open the floor for public comment. If you're interested in sharing your thoughts and you are here in person, you can come to the podium or you can raise your virtual hand if you are joining us remotely. We're going to give just a minute to see if anyone joining us is interested in sharing their thoughts.
Okay, seeing none, we will close public comment at this time and move on to the superintendent update. and both. >> All right. We are excited to have our EHS media club here. We are joined by
the advisor Miranda Bazanski. Um we have with us Marley Nelson and Lexi Martinez. Um if you could come, you want to show the show the video first and then you want to come talk. All right. Awesome. We'll show the video first.
>> All right. And that's me, right? Yep. >> Okay. Here we go. Okay, it's a good start. >> MVP, Megan. Way to go. >> Media club. A place to express your voice, document school experiences, and
interview your favorite teachers. >> All right. What's your favorite part about working at EHS? >> My favorite part of working at EHS is working with the kids. I've had made so many relationships with students that
students I had 10 15 years ago I still stay in touch with. >> Once you've learned to use these fancy gadgets, you can get permission to take them out and document things happening in our school community. >> Why did you make the diverse leaders club?
>> Because we have uh different different diverse different voices here in in in our school. So what we decided to do is like create this this this club to actually add this students minority kids, you know, LGBTQ kids and negro
diverse kids. So all kind of of diverse people that we have in Isan High School to be part of our club. So the the the doors of the clubs are always welcome for everybody. We want to hear your voice and see your
creativity in action. Media club, Wednesdays at 2. >> Cool. Awesome. All right. If I could ask you guys to come to the podium to talk a little bit more about the work that you do. >> And if you don't mind, just run us through your first names again because I
might have missed that part earlier. >> Okay. My name is Miranda Bzanski. I'm Marley Nelson. And I'm Lexi Martinez. >> And yeah, I just started at EHS this year. I'm a new PAR educator. And I took over advising media club from Stephanie
Carr, who is one of the Sandra Carr. Yes. Um who's one of the special education teachers. And I think in her last year, she had applied for and received a grant from the East Hampton Learning Association to purchase a bunch of new
camera gear, a switchboard, some tripods. That was actually then um we had started to begin to form a partnership with East Hampton Media, which is our local media organization, and they helped us get all of that equipment and figure out what was
needed. And now we've kind of begun a new partnership with them where we have an intern coming in who I believe here. >> Is Jackson. >> This is Jackson, our intern who has been working with our kids to
figure out how to use this material in more detail and achieve some of their goals, which I think they can share some of what we're about and some of what their goals are for the future. >> Yeah. >> Welcome to the district, by the way. Thank you.
>> Thank you. So, I'm Lexi again. I am a newer member. I've only been in the media club for a couple weeks now, but I was there for one of our like first bigger like things we've done. We recorded something for the diverse leaders club where we recorded their
movie night. We got a couple interviews. It was super fun. And we also have future plans to record the musical that's coming up. >> I was going to give you a shout out for the soft promo. That is artful, Lexi. Well done, >> Annie. This spring at EHS, everybody.
I'm excited. >> We're also planning on doing some more interviews and advertisement for other clubs that we have at our school, like the cooking club, the D&D club, the like drama club, stuff like that. And over the last couple of weeks of even though I haven't really been in media for that long, I'm slowly learning
to like really enjoy and like media, learning how to use the tripods, the cameras, and things like that. I'm just slowly like falling in love with like the art. >> Awesome. That's awesome. >> Lexi, do you have a perfect Do you like the sound side? Do you like the audio side? Do you like the performance side? Have you found your groove yet or you still kind of feeling them all out? >> I kind of like more of the sound and the
acting side being in front of the camera and also being behind. >> Awesome. Awesome. >> Awesome. Thank you. >> And I believe we saw this face on the video. >> Oh yeah, you did. I am Martha Nelson and I was the first actually to join the
media club and I was basically the one who's been editing the videos for the for the for a while because well we had nothing else to record with but my phone and I am actually pretty good at editing videos so I just thought hey why don't I
do it and I got to say it's actually really fun but then it gets when you actually start getting criticism it's a little >> Mhm. hard. >> Yeah. >> Yeah. But I gotta say it's actually, you know, it'll get it'll probably get much easier now that there's like more people
joining and we can all work on it together as a group, especially, you know, it'll probably be a little tricky cuz we only get an hour a day together. >> But I think it's actually going really well so far. >> Awesome. >> And I've had a really good time. You know, I was at first not really sure if,
you know, I've heard about heard about media club before I even joined a little bit and then Miss Brando was like, "Hey, why don't you join Media Club?" And I'm like, "Okay, I'll stop by and see what it's about." So, I stopped by on Wednesday. There was one other person, but she didn't really stick around for a
while, only the first day. So, it just ended up becoming me. And, you know, that's it kind of just played out that way. I'm not really sure what else I could say. But >> Marley, do you have kind of a favorite Are you still filling out the different aspects, too, or do you have kind of a
favorite lane yet? >> Um, I'm not really sure. I just kind of go with the flow with whatever I'm doing. >> I don't really plan it. I just go with it. >> But you do have some big film production and directing dreams of the future. So, this is definitely some good experience.
>> I'm hoping to maybe, you know, Yeah. do it as a career in the future. maybe a filmmaker or director cuz this is something I really do like to do. I didn't, >> you know, I tried many other things, but I'm really sure this is it. So, >> I have a friend. I have a friend in Los Angeles that makes movies. He just put
out his first movie with Bill Gibson, and I'll have to get that information. >> Well, we'll save that for another. >> Listen, Marley, Stranger Things is over. I need a new show. So, get a cracking. >> I'll think of something in the future. >> That is if I can actually think of
something. You never know. You'll get it. You'll get faith. >> Thank you so much. >> Thank you. This is really wonderful. >> Thank you. >> You're welcome. >> Awesome. >> We will be calling on you. We are not techsavvy. So, we actually >> I was going to say I just wrote down
some notes. I would love to get in touch uh about the playground. >> Um there could be some really great if you guys are willing. Um, we'll I'll be in touch and maybe we could do some cool promos for >> that's a little down the Yeah, take pictures. That's right. Yeah. See if you
if you like where this is headed and then you decide. >> That's down the road, but that could be really cool. >> I would be really remissed if I didn't say this has been like one of my really hoping to have a relationship between East Hampton Media. Uh, for the two
years that I've been on, this is what I've talked about a lot. really getting this core and I hear there's really great equipment at Mountain View, too. So, being able to expand this, I'm really really excited. So, you're gonna probably see me Wednesday at two a couple of few times.
>> This actually switched to Monday because >> Oh, Monday. >> Yeah. Some of the members do drama as well in that. >> I prefer Mondays. Thank you. >> I just hope I don't have the Monday blues. >> Yeah. I This is very very very I think this is great. Thank you. >> Excellent work. Thank you so much to all
of you. Are we going to move to Miss B? >> Yes. >> Now. Great. Wonderful. >> Um I we invited Heidi B here. She is going to provide us with a middle school pathways update. Um Miss B works with our she's a counselor at MBS and she
does um the heavy lift on our career technical programming and um our career exploration pathways. So she's here to provide a little bit of an update. we had introduced our new middle school pathways policy um at our last meeting. So, I thought it was very timely that
she come um that she join us to give us a little bit of an update on, you know, the work that's happening currently in our sixth, seventh, and eighth grade and um how we promote our CTE vocational programs and we do some advising on career pathways for students.
>> Awesome. >> Hi everyone. I'm like I get really excited talking about careers. like I get really info dumpy and nerdy when it comes to it. So, I was really excited to hear that this was now a big part and encouraged in my school and at Mountain
View. I made um now this is my first time using Google so it's going to take a little while. Um I made a little slideshow of just like what I have done so far. Share. Is it working?
>> Yep. >> Mhm. >> You're good. Yes. >> Oh, great. Oh, good. Fantastic. Okay. >> So, sixth grade, um, I just think about myself when I was in middle school and if somebody asked me what kind of
lifestyle I would want versus what I wanted to do when I grew up, I would have two very different answers. So, in sixth grade, I go into the classroom and I talk to them about like career facts and myths and also lifestyle choices. Would you rather have a job that you are
inside outside? Would you rather travel? Would you like a job where you're at a desk all day? Or do you need a little bit more chaos in your life? Like those kind of questions just to get the juices flowing. Um I had my first lesson with them last week and it was a lot of fun.
And then for seventh grade, I'm going to go into health class two times. In one class, I'm going to introduce them to Zello and do a career exploration um and code assessment with them. And then following that, in addition to that, I
have some guests coming in to talk about their career and why they chose their career. And so this is the guest for this year. I have an aerospace engineer, Steven B, Lauren Cholanda. She is a senior applications analyst at Bay State Hospital. Um Ryan Nash and Kelly Rodrig
are going to join together. One school counselor, one school psychologist. So they're going to talk about the difference between those two careers, even though they're similar. Um Jennifer Abbott, who's a college professor and an academic adviser at Pittsburgh State University, and Dr. Nicholas Breezy,
who's a plant pathologist. Um, and in 8th grade, I in addition to doing what I usually do with students, I also am during scheduling going to open up evenings for parents to drop in. Um,
they have stepup day at the high school. They're offered open houses to visit EHS Smith and CEK. Um, we have the high school visits the school. Um, so there's a lot of things like it kind of start it's kind of interesting to notice as I
was making this that like in fifth grade they see me you know very little but each year they get to see me more and more. Does anybody have any questions? >> Oh Megan, was that a question? >> No, that was a just >> okay. >> Nothing. >> Anyone?
>> This is so excellent. Heidi and both of I have the benefit of both of my kids have been supported by Heidi and both adored her and just found her. >> If she doesn't have the answer, she finds it. Yeah, Heidi is a superstar. Miss B is a superstar. We're very lucky to have her. And what I want to point
out to the public too is that I never see you rest on the laurels. I think you do great work every year and then the following year there's more layers and more depth and more nuance and it's just it's really to be commended. I don't want to take away any time from students
in their classroom and from like teachers or anything like I know time is precious for us all. So I just try to introduce things every year little by little and if it is met with resistance or if there's any difficulty in terms of time management then I kind of step back
but I um definitely want students to be starting to think about these like careers and who they want to be and not just who they are now but who they can become. And it's going to change. It's gonna keep on changing because a lot of people don't get the opportunity to have these discussions at such a young age,
>> right? >> Yeah. That's awesome because a lot of times the kids are learning about things that they're maybe not as psyched about. So when they can hear about real life applications and how it's relevant to them, that's do you you probably find they get a little bit more engaged with you. >> I think it's really important also to
talk to our young people about like it's saying what do you want to be when you grow up? say like what kind of difference would you like to make in the world or what kind of adult would you like to be and and not make it into like a boss like what kind of job they want? I know when I was in middle school I wanted to be an environmental engineer
and then I had somebody say to me do you want to be outside all day and I was like oh I don't like the cold weather you know like those little things. >> Yeah. >> Wow. any Yeah, Sam, >> I'm just curious um what are what what do you generally hear from the students?
Like what are they interested in doing and being >> Well, I think it's funny because it's very different in sixth grade versus 8th grade. In sixth grade, I hear a lot of students who really are interested in like YouTube, video games,
>> professional sports, like their hobbies, >> making their hobbies into reality. And then in eighth grade, they start to get a little bit more like this is what I notice in the real world. Um, this is what I notice. This is what I see. In sixth grade, it's kind of more like if they could have any job in the world and
press a button. They say that, but eighth grade, they start to think a little bit more about >> what will be the best outcome for them financially, emotionally, socially, like, do they want to travel all the time? Do they want be like watched all
the time? like do they want to have a family? Those kind of things start to play in a little bit more. >> That's really interesting. >> Yeah. >> Yeah. This is especially expo even as somebody who's in their who's middle-aged, it feels like the there's no such thing as too much exposure to
all the different kinds of jobs and employment there are. It's just so that's work we can continue every year. I really took benefit during co to have like once a week um different people um called I called them career chats. >> Yeah. >> And I had a different person come in
once a week on Zoom and students were like it was completely optional but I did like a little raffle with them. They could get a a gift card to boil and it was just like somebody just to talk about their career because I tell students ask adults questions. Adults love to talk about themselves. >> It's true.
>> It's very true. No way. >> Do you ever have conversation Do you ever have conversations with them about how the job that they might end up with doesn't exist yet? Because I think about when I was >> I do bring that up. >> I do bring that up. I bring that up because I say when I was in middle
school, we never had smartphones and now look at how many jobs are wrapped around smartphones and cyber security. Mhm. >> Um, and I also talk to students about like you have to kind of be on your toes because there are careers out there that don't exist anymore such as like um milk
delivery and stuff like that. >> Yeah. >> Yeah. >> I have one one more question. >> Yeah, of course. >> Um, are there like suggest like suggestions that you have for parents for how to have conversations with kids about what they what their adult life is going to look like or places for parents
to go to get to kind of help? because I feel like I feel like as a parent myself anyway of a fourth grader um I'm realizing I'm like maybe not quite as ready for this part as I thought I was going to be. Uh and so I was just I was just kind of thinking kind of what's out there for the parents. >> I have a third grader myself and I
actually was thinking about this before logging on because it's um especially at that age it's very interesting. Um >> it's so different as a counselor versus a student. But I had the conversation with my daughter earlier. She's really
big into K-pop Demon Hunters right now and she's like, "I want to be a pop star." >> But at the same time, like I say to her when she says that, I'm like, "That's really cool. Like what kind of activities do you want to do right now that will get you stronger with that?" So she signed up for circus and she's
doing chorus. >> Oh, that's so cool. >> And I'm encouraging her to get involved with things that will help her. Like she's young. I'm not gonna say, "Oh, you'll never be a pop star or never gonna like I don't want to discourage it." So, I want her to have her explore activities. Like I even say to my son who collects baseball cards and he's in
first grade. I say to him like, "You're so good at organizing and learning that like that's really cool." And when he gets older, maybe he might work a job where he does have to organize data or spreadsheets and like card collecting kind of transitions into that if you think about it, right? So I think really
encouraging people if they want a certain career like what kind of hobbies they could find. And I tell students like get involved with hobbies, have hobbies, no matter how silly a mundane you think they are. Like even it's just like collecting stickers and organizing
them colorcoded that is giving you a career skill that you'll have in the future. Um little things like answering the telephone or even making a takeout call instead of using an app like Door Dash. Those are our skills that can be used as a career. >> But I think that's what I've been
thinking as I've been listening to everyone is for someone like me, I've done many things and many things since and the things that I went to college for and what I've done later and I'm thinking of what was the thread that went through all that is that I was a
theater major with the education. I'm a communicator. So I've always been working in things that use that skill set. So more than even what do you want to be? What skill sets are you developing? Who are you that will take you the different path? Well, that
you'll bring yourself through your path and and so I think that's a really good >> I agree with that. I think the skill set is so important. So like I also tell students not to think about the stereotypes around certain jobs. So um I know my husband's going to say this um
but Stephen by the aerospace engineer. He's my husband and he loves talking to students about his career. Um he also does coaching so he's really great with kids >> and he does a great job explaining to young people like you have this stereotype that engineers are like just
good at math just good at data but he's like the people skills and the writing skills are so important. So you have to think outside of the stereotype of a certain job too. >> Great advice. You are cool. >> Anyone else have any questions for Miss B? I just I I want to I want to add something because um I know in my family
we had an extraordinary experience with you. Um and pretty much weekly our Jess was meeting with like one other student. Um and >> Oh, that was the most fun I've ever had in my job is meeting with Jess student because they're just like they were so
into it. >> Totally. And it was like I have it was like I think Friday mornings. Is this correct? >> Yeah. Friday morning, she was like, "I absolutely have to get to school today. It's Mrs. B." And they did um like some
of the assessments about interest, about careers. I mean, it was really um a full communication, about careers, but also about who they are as humans. >> Like, you can take advantage of that.
Like, I can definitely make time for that. It could be one meeting, it could be every week just like I did with um those two students. >> Um I absolutely love just discovering who people are and having people discover who they are. I had a high school teacher who told me I would be a
school counselor and I chuckled and laughed at her and it's like now here I am. >> Here you are. >> You're excellent. >> Very lucky to have you as a resource. >> Anyone else? Well, I think we are going to wrap this up. Thank you again, Miss B. I think we
are going to move along and um I look forward to hearing more from you maybe later in the spring as we keep um expanding and expanding our communications with our young people about all those options for the future. Great big world to fix. >> Yeah, thank you. Thank you, Heidi. >> Um and just an update, we did submit our
pre like our first draft of our middle school pathway policy. Um I got feedback today, so incorporating that. So that'll come for a second read to to policy. >> Excellent. >> Good. Like good feedback like it's good. >> Yeah. >> Okay. Cool. >> Yeah. Just a couple small little things. >> Okay. Awesome.
>> Great. Great. >> So, we jumped around a little. I think now we were at the point with for the superintendent entry findings. >> Yes. >> Right. I'm going to share my screen now. Let's see if I can be as smooth as everyone. >> Are we three for three tonight with the screen sharing? >> It it I I really feel like having the
media club here was like a good luck. >> Yeah. >> And Yeah. Jackson's left. >> Who was up there working before we started getting? >> Great. >> Great. Wow. >> You know, I'm going to stand at the podium because I'd like to see everybody.
>> Can you make sure when you're over there, Michelle, that mic is on? >> That's a great question. >> I think I know. >> I think she um All right. So, tonight I'm here to present some of my entry findings. So, I kicked off sort of the
uh superintendent process with hosting a series of listening sessions with community members and really getting deeper, getting to know family and community members through individual meetings. Um I did about 13 community
listening sessions with um members of the community, with administrators, with staff. Um and then I had 45 smaller group meetings. And what I'm presenting to you this evening is some of those findings that came out of those
conversations. But not only, you know, the conversations were a very important part of this, but also we administered a student survey with our partners um at CES partners um that that uh survey was developed by the equity committee um and
launched to really get a sense of student belonging. So we had really good survey participation. So, I appreciate all of the staff um making sure that survey became a priority to help me incorporate that into that student voice
um into these entry findings. Um I also did um a series of classroom visits with administrators um learning walks and again the surveys kind of put put together a picture of you know these entry findings that we're
going to take a look at. Um, so a really important part of the entry findings was collating all of the notes. So dumped all of the notes into um a file and coded those notes and took a look at what were the most frequently used words
in those conversations. Um, and I was really impressed at um the four words that came out the most um and I kind of bucketed them into these core values. So, um, we haven't had core values as a
district. So, I and I feel like they truly represent not only the voice of the community, but, um, who we are as a district. So, our core values are centered around learning, right? We are a teaching and learning institution, not
just for students, but for our staff, for ourselves, and for the community. So really excited to really focus on learning and how students learn through those highquality experiences. Um belonging came up consistently. Um and
knowing that when students feel like they belong, they're able to access learning um and to build those relationships and to strengthen our community. It also helps us build trust. When somebody feels like they belong, stronger trust building relationships.
Um so really excited that you know that is something that we value as a community and that was that was shining through in these interviews um in these listening sessions. Equity was also a major component of the conversation and
not only just for our historically marginalized students but our for our students with disabilities, low-income students. the true um compassion of the community and talking about equity across the district was so apparent. Um and then shared responsibility, the
willingness of our community to step up and make sure that we don't feel like we're doing it alone as a district um and that people are willing to help and that we're willing to listen and allow them to enter into our schools and become a true partnership. So that was
something that, you know, was really exciting. So I I you know I take a look at this and it just puts a smile on my face because I I really feel like we we nailed it and we did it together and these were the most frequently um used
terms and commitments. So I think we we've landed on some core values that really speak to who we are as a community. Um moving along to our mission and vision. You know, as I stepped into the leadership role, there has been great
work that has happened before I got here. And this vision and the mission on the left is the vision and the mission that is in our strategic plan. Um, it was worked on by administrators and educators and community members. So, I
really I think it's really important to honor that work, to build on that work. So to the right you'll see a revise mission and vision but it's centered around you know our incorporating our core values talking about those highquality equitable learning
experiences our inclusive practices so that our students can lead the full lives and our commitment to them and our vision again the same thing just making those small changes but that signal and represent our core values.
So, I'm really just very grateful for everybody taking the time out of their busy schedules to to hang out with me for hours um and to share their thoughts and their feelings because it was such a it was such a great experience for me to
really learn who we are and to help develop that because I think it's important to develop your identity as a school district and this is a major step forward for us. um some of our district strengths. Every single one of our
listening session um the parents and the families talked about our dedicated educators. Um parents who were talking about the experiences of their kids with dynamic educators who cared about them every single listening session. And that
really struck me and that is a strength. We need to honor that strength. That makes me so proud as a superintendent. You know, we we might have some varied experiences, but overall, our educators are deeply committed to caring about
kids. Um there is that strong sense of community pride, um family engagement, and the opportunity for some extracurricular activities for our kids. You know, we've been doing these showcases and a lot of the showcases are talking about clubs and experiences for
kids. Um it was very clear that um people want East Hampton to be successful and that they are proud of the schools. I mean just take a look at the facilities that our students are in and everybody talks about our gorgeous schools, our caring and committed
educators and our great students. Um we have stable staffing and that's something to applaud, right? We have a lot of our staff that have been here for 10 20 years. So we have a committed stable staff. So I think that is also something to applaud. We have a lot of
um very active school-based organizations, PTO's, school councils, um clubs, advisors, um just different programs. We have ELF foundation. We have community um partners helping us out along the way and that makes a huge
difference. Um we also um I heard a lot about um this improved communication and that work started before I got here. So just acknowledging that um >> Libby just left the meeting which is a shame because this would have been the perfect opportunity to
>> well um that parent square implementation has been a gamecher and I think it's the start. I think we still have more work to do but it is a strength and I think everybody in the listening session recognized that and celebrated that. So really proud of, you
know, those are just that's like the tip of the iceberg of the great work. But I think, you know, when we're talking about terms of community involvement, you know, who we have in our buildings and um the work that we're doing to communicate those expectations, this is
a really strong start. Um now I'm going to enter the the findings, right? So the major major topics that are going to help um shape our strategic plan. Um so there there are in the report which will
be published online. Um it's a lengthier report. It's 10 pages but in that I think it helps to in there is some data points which I think is really important. There are some quotes in there to substantiate those findings. So if you're on the call and you're hearing
sort of the highlevel PowerPoint today, I'd encourage you to open up the report because it does include I think it's really important to see how these um themes right coales and are triangulated with the voice of the student staff
members and the data points. Um but the first really big bucket of work is the teaching learning and engagement aspect. So you know what when our first level of work should be teaching, learning and engagement, right? What are we teaching? How are we teaching it? And how are
students receiving that information? Um there is a strong commitment to learning in the district. Um but we expect to see some um some changes in our data, right? We we have adopted a new CKLA curriculum that's going to take a little bit of
time, but we are slowly going to move the needle on instruction because we have to um achieve a achievement and engagement decline a little bit during the middle school and this is not something that is specific to East Hampton. This is a trend that is happening across the nation, but we when
you know better, we do better. and we look at the data and we're going to say, "Okay, what do we need to do to make sure that, you know, that doesn't dip when we get when we get to middle school, right? Is it more hands-on learning opportunities? What is it that our kids need and what can we provide?"
Um, we have a real chance to opport an opportunity to strengthen our instructional coherence. And I think that's the part that makes me so excited about having a prek to 8 school. And I think that's one of the the things that is, you know, it's a challenge. It's been a challenge opening up the school
and getting these different cultures and school communities to come together, but it's a real opportunity to see what happens from prek to 8 and one building and how do we really move the needle and it's a good opportunity for us. So
looking at coherence and rigor and how the grade grades align when students transition um and students said that they're they're really engaged when their their learning is meaningful to them. So how do we create those real
world learning opportunities for kids and provide them with clear expectations? I think it's a really important work of that we have to do um in professional development. what what are we expecting kids to know and be able to do at the end of a lesson? So, getting really clear on that
particularly for students. Um, another big sort of finding um is around belonging, climate, and well-being. Henry, >> um, >> yeah, >> so like um an example of like lessons that like go to like the real world.
Yeah. Um, last year one of my uh favorite and like last math projects I did was called the real world where we uh chose a job. We looked at incomes and we like learned uh like how to live and it was this huge project that we did and
it was amazing and my mom was so happy to see like this like learning. >> Yeah. that those kinds of powerful experiences um make the difference in our middle school math data um really reflects that hands-on real world learning. So I think
that's a um something that we see across the district. So um our middle school math um is is definitely a strength for us. Um uh in terms of belonging, climate and well-being sort of being the next sort of bucket of work. um elementary
students the survey right they said that they they have strong feelings of belonging and connection and that's something to celebrate you know when kids feel like they want to be at school they feel like they they are loved at school and that they're connected to not
only each other but but to the educators that's so powerful and you can feel it when you go in there you know it it's it's something incredible to see um so really happy about that and students said it and it's in the survey results.
Um, but we also, you know, >> does that feel, you've been in in your prior employment, you're in a district that had multit you've been in a million elementary schools. Is that how is that different in the elementary level specifically? Like what is it something specific to East Hampton or is East
Hampton in a smaller? I >> I think students know that teachers will do anything and remove any barrier for them. um and and accept them for exactly who they are um when they walk in the door. And I I do think that is
different. There is um they're they're just seeing what they're wearing and how they're showing up to school. Um and all these different personalities walking into the school building and they're showing up exactly who they are and they're being appreciated for that. And I do think that's different. um and you
know that they're feeling confident in who they are and I can see that in the school and I think that is something unique and and worth celebrating. >> Um and that we do see that varies a little bit more again in middle school and high school. They're tough. Middle
school adolescence it's tough. Um and we do see you know a little bit more healthy skepticism in our middle schoolers. So just to acknowledge that. Um, but when we're clear about what we expect from kids and what the expectations are, it it definitely
helps. Do you see when we talk about elementary to middle to high school, are we seeing that kind of positive sense of belonging? Are we seeing that going like this or are we seeing that go like this? Like how >> Yeah, I I do think it's a dip and then
it comes back up in later years of high school. I I think the 11th and 12th grade kids are they feel like they're they're a force. They are um you know and you can feel the camaraderie I think but I think it's like the you know the adolescent trying to figure out your own
identity. So when you're struggling with that I do think that kind of spills over >> you want to laser in maybe six through 10. >> Yep. >> Okay. I think, you know, I think sixth to 9th grade are the toughest years for kids. And when you get them to nth
grade, when you get them past 9th grade to 10th grade there and the maturity level increases, but what do we need to do to help bridge that, right? We don't want to see that dip. We want kids to feel like they're around trusting adults
and that they belong there, >> right? Um and I think you know there was some talk about the consistency of adult response right so how are we ensuring that we are treating all kids equally that you know we are enforcing our
policies that we are enforcing our practices um and I think that's something that came out in the listening sessions and that's something we need to strengthen um to be really systematic and to make sure that we are being fair um because kids notice when you're not.
So, I think that's something that came out. Um, and kids said belonging is really closely tied to their behavior and when they feel like they belong, they want to show up every day and they will show up in the best way for you. Um, and but it's some of the, you know,
some of the reasons why behaviors escalate is because they don't feel like they belong. Um, and then that impacts learning. So, um, we need to address all of the things and that's why, you know, a strong MTSS plan, um, with tier 1, 2, and three is really important.
>> You're familiar with that, Bonnie? MTSS is multi-tiered system of support. Do you want to give her like a thumbnail? >> Yeah. So, um, tier one is what all kids get and all kids should be receiving. Tier 2 is some kids get some. um whether it's an intervention, it's an additional
support, it's some like maybe it's small group instruction, maybe it's a a quiet conversation and then tier three is sort of you know uh the um the smallest group of students who need more get that get that. So tier one is like you know what
happens for all kids expectations for everyone. It's you know the highquality instruction. It's the social emotional learning. It's the bullying prevention work every kid gets. So then it's that it's and it's wraparound too. It's not just about learning. It's about social and social emotional. It's about
learning. It's about behavior. So it hits all three. Um but it's tiered because not all kids need it all of the time. And you can move within tiers, right? It's tier 2 isn't something that you you stick with. It's like a scaffold. It's meant to help you when you need it and then it comes away and
if you need it again, it comes back. Um, and there's a great analogy about a dental um, a I Novak did it. Um, it's a it's a dental analogy like everybody gets a cleaning. Some people need um, the cavity and the filling and then some people need major dental reconstructive
surgery. But, you know, and it's not like they happen in isolation. You're still getting your cleaning while these other things are happening. I'll send you the video. It's a really great video that breaks down MTSS. Well, and I think it's it's interesting because in my work typically, you know, outside of school
committee, I'm often called in most often for tier three. >> Yes. >> So, like nobody's talking about the tier one and the tier two because by the time I've walked in the door, >> you know, they've tried everything. >> Exactly. So, tier three is the few
usually the fewest number of kids who need the most. >> We're so glad you're here, Bonnie. >> That's great. >> You I feel like you already know what tier three is. All right. Um, communication and family partnerships. Um, families, uh, value that schools are welcoming. Um, and you know, we heard
that, um, from a lot of the families. They feel like they can go into the school, they can communicate, particularly now with parent square, that they sort of have, um, an ability to connect with a teacher when they need to. Um, and that the staff is really responsive. And again, celebrate that,
right? if you feel you know you feel like an email doesn't go into the never hear back file is really important and I think you know what we need there are still these are all there are both strengths and opportunities for growth
right parents were talking about them um and you know we we still have a a lot of work to do um and we're going to do it but it's going to take a little bit of time but again these are our initial findings um the clarity and consistent Y
of communication did vary, right? So, some teachers were communicating more than others. Some grade levels they got a little bit more information. You know, this year we started to send out monthly curriculum updates, which I think has been really important and helpful for parents. What are we learning? What's
happening in the class? >> Um, all at the elementary level, >> preK to 8, we're sending that out. Um, and again talking about that clear proactive communication, right? And when do we communicate with families? We
shouldn't just be communicating when there's a problem. We should be celebrating and I think that's an important part and that will be, you know, part of our strategic planning process, those positive interactions with families and because we need them and if they don't if they're not aware
of an issue that's happening at school, then they can't help support us. So, it's really incumbent upon us to close that communication circle and make sure that um parents are aware of what's happening at school. >> Can I just I want to put a button on the because I'm been here forever and when I
first started on school committee the idea that we would have been talking about one of the problems in the district is we don't have enough positive celebratory communication with families. >> Yeah, that's it's a big change. >> Would it would change?
>> Yeah. >> Yeah. >> From what? Go East Hampton. That's progress. >> From a lot. No, from what? Because >> it was everything was triaged. Everything was just crisis, money, reduction in force, problem, MCCAST. >> And so now it I I Okay, I find
>> like not only is there attention to that, but there's also bandwidth for that, which is >> the monthly curriculum updates are great. >> Really great. And they're also not it's not a ton of information. It's just a couple of sentences, but it's it's great, >> right? It's like insight into the
classroom, right? Like what is happening? You know, you ask any kid, what did you learn today? I don't know. Um or like maybe you'll get something about something is I'm like thanks. Um it's really, you know, just that communication is so important. Um we we
just uh started our Eagle Assistance program back up at the uh MBS. We're um piloting in our K to1, right? bringing parents back as sort of parent um so with our eagle assistants um and there's a cute little acronym for it um but
bringing parents back into the community to support our students um so we're starting that in K1 and we're going to get some feedback to expand every year because that you know it kind of went away during co >> um but which was the same time as our transition so it left families feeling
really >> naked and exposed and unsupported they weren't but you feel that way so it Yeah. >> Yeah. And you know, any opportunity that we can connect with our families more, we're going to we're going to look into. So
>> um and the last sort of major finding um is around equity and access and we do see some gaps and just acknowledging those gaps. Um these gaps are pretty persistent particularly for our students with disabilities, our English language learners and our economically
disadvantaged students. So we have some work to do in that area. Um, and if we're going to say we believe in equity, then we need to close those gaps because um, that's what gaps represent, inequities that are occurring in your district. Um, those disproportionalities
increase during middle grades as the content gets harder as it gets, you know, you're talking about, you know, the the academic vocabulary and the rigor and the reading, it all increases. So, you know, those challenges sort of it it's like when you're you start with
a bad cut and then of of or a trim piece and then the gap widens and by the end you're like how did this gap become 5 in wide when it started this? Um we we need to make sure that we again it's that MTSS work. It's that tiered work that we
need to focus on that intervention work to to create those stop gaps for kids. >> You're really increasing the career and pathway readiness too. We've talked about the dental field. We're now talking about carpentry. It's just really on. >> Excellent work.
>> All right. Um and some of these differences are they come out both in some of our policies and practices. So they're systematic inequities, right, that we're seeing. Um and then um I think equity you know teachers are
focusing on that instructional equity but how can we do it with intention moving forward all right so what's happening moving forward this these findings are only the start um and what we're going to do is we are creating a strategic planning
committee so using some of these findings the strategic plan is going to be our roadmap what's going to happen in the next three years what's going to happen in the next 5 and what are we going to prioritize? This merely represents, you know, the voices of the community. It's, you know, the the good
work is about to start and I'm really excited to lead that strategic planning. Um, and I think it's again another opportunity for our community to weigh in on what's happening in East Hampton and how we can improve um educational outcomes for our students. Um, and so I
would encourage anybody to sign up. We'll have a a a random I love my random lotteryies. We're going to do a random lottery process for uh members of the strategic planning committee. So excited to lead that work. Um and I'm going to continue to do listening sessions,
continue to engage with families and communities and um opportunities for reflection. I think that's so important. Know better, do better. And then um we're going to continue to develop our goals. um particularly looking at
learning, belonging and equity. The immediate next steps um will be to create that strategic planning steering committee um strengthen our relationships with the city and develop a comprehensive school budget aligned to our priority. So that's our next big bucket of work. Um you know I think you
know there's a real opportunity new superintendent, new mayor to become you know real partners in this work and I'm excited um to do that with you mayor. Um, thinking about our staffing, class sizes, our program of studies, AP opportunities, and special education
programming is going to be part of our strategic planning work, and it's going to be work that I continue to do to identify the real root causes. you know, I've looked at the data, but I think it takes a little bit more time to really identify the root causes of some of this and does our special education
programming truly meet the needs of our students and are we staffing it in a way that meets the needs of students? Um, and again, continuing to support the district priorities and our school improvement goals. So, those are our immediate next steps. Dr. Boss, do you have a timeline in mind for this
strategic planning steering committee or should we kind of prepare the public? Maybe we'll have more information on that at our next meeting. >> Our next meeting, I'm going to I'll show up with a timeline. Um, and you know, I I really need that work done by the end of the year so we can kick off 6627 with
a three and fiveyear strategic plan. >> Love it. >> Did you hear that? >> Makes me so happy. >> So nice. >> Can I um um >> I just want to go back to something you said, Dr. Walsh, which is that you said
um the good work will now start. The good work has already begun. Like the ways in which I was present at many listening sessions. The ways that you heard people and you validated and you
really um paid attention to what people were talking about, not only directly but indirectly the nuances of what that was. If someone didn't want to necessarily present sort of negative complaining
tone, you still heard what they were missing and what they hadn't received. Um, and that was in every in, you know, every session I was at. Um, I really heard that and so I think the good work
is has truly begun already. Um, and the fact that you are engaged in really a very transparent process allows people to to trust what we're
doing here. Um, and you know, the level of transparency is really important. We need to do work on things. You know, we need to really attend to a lot of different things that make East Hampton schools truly the best they can be.
And so, you know, I'm not correcting you, but I really don't want you to minimize the extraordinary work you've done. >> Thank you. >> Um, and I also wanted to say one other thing because I can actually say it here. >> You can say it now, >> right? I got a lot to say, but um, your
participation with Julia at the municipal academy um, where I was last night um, was really amazing. I mean, if you think about community members and city councilors being present, you are doing that work of really
letting the community know what's happening and the detail of your presentation, both of you, was amazing. >> Truly, >> thank you. >> Yes. And and I didn't do this alone either. You know, everybody donated their time and energies to making those
listening sessions successful. Gan Libby showed up every single time with me. So, I'm so proud to have such an amazing team. Um, and even community members who who came out for me um and came out repeatedly. So, >> that was a top down response, Dr. Balsh.
That was a top down response. >> It's good leadership. >> Yeah. Yeah. I will echo that. I so many people spontaneously just come up to me and tell me that they've been to a listening session um and that things that they've been telling leadership for years that they that you heard them and
acknowledged it and not that other leaders haven't in the past and that we don't you know we haven't had great leadership but just the like this is sort of what you said about the achievement gaps just the acknowledging of like the experience that has been had. So there's something so healing in
that um that people will just and that that says a lot because like there are people for a couple years who came up to me spontaneously and said very different things to me about superintendent stuff, right? And so now people are approaching me and telling me how great this
experience has been for them. So I just >> a vibe shift. You may say, >> you might say, >> well, don't you think it's the quality that these people feel they're heard? >> Yes. They may have been heard before. >> Yeah. >> But they that didn't come across to
them. And it's when we actually look at others and they know that they've been listened to >> and authenticity. >> It's the real it's the authenticness and that oh she's just not saying words. she really means this or our school
means this or this means because it's let's face it in these times we all have to be very authentic >> and kids will kids will figure you out real quick when you're not authentic. >> Yeah. >> Anyone else? Sam. >> Um I just have a question. So for I came
to uh one of the listening sessions as well also found it to be a really great experience. Um, one of the things that folks who came to those sessions might have noticed was that you were taking notes the entire time by hand. Uh, which I thought was very impressive. And I was just wondering, is there some kind of what somebody from the community actually asked me this? I thought it was
a good question. Is there like a a a system that you used to like put all those notes together and pull out those keywords? Is that a like is there a name for that or >> Oh, no. I I this is some old This is some oldfashioned work here. Um I I was
going to so I used in vivo in my doctoral program which I did not do. Um I I dictated those notes back into Word. Um and then I lit I started highlighting um because >> I you know I was I'm like I could put
this into chat PT and have the themes identified. Um but I think there were some real nuances in some of the words and um it could have been some of the themes could have been interpreted some ways. Um, so I really wanted to make sure I went through it and um, I had
Jean doublech checkck my my notetaking um, and make, you know, I I had leadership take a look at it um, to make sure that, you know, we're kind of on point because that's an important part, too. I also believe that, you know, people make mistakes and I this is important work to me and I wanted to
make sure I had as many eyes on it um, before I presented it to you. So I I did some coding but just good oldfashioned. >> That's awesome. highlighting coating. That's >> nice. How God intended, Sam.
>> Uh yeah. Um I just wanted to circle back um to what you talked about in the beginning about like really thinking about the strengths of a prek through 8th building. Um, and it just really struck me as you were saying that because we've talked about it not as a deficit model, but like we've talked about the challenges of moving to that
building and it's so hard to have little kids with the big kids and I just it's like really puts it on it its head of like what are the strengths of that and how do we like really build those in. Um, and it got me kind of excited to hear like the the consistency between grades and I don't know, I'm sure this
is part of the plan, but like having elder kids working with the younger kids, like it just all of that seems like so much pride in the school building that >> it's such an opportunity and it eliminates transition for kids, right? They they know what to expect when they
walk in. And if we're clear about our expectations, that's like the next level, right? So, how are we consistent and clear with our expectations for students and how they show up? >> When you said that, >> Jess, did you have your hand up? Oh, sorry. Jess, go ahead. >> I will say the student voice committee
on the student council is open for any surveys or anything that needs to be um asked to the student body at EHS. >> Great. Are you going to you're if I put you on it, I know it's going to get done. You're going to set you're set up your table. I know the survey will be administered for
>> candy. I wanted Henry Henry said something as you were talking that and he when you were talking about the dips and the whatever and he leaned over and what did you say to me about working with the high school kids? What did that make you feel like
because he at because in seventh grade he got to do athletics >> track, right? You're on the track team for the high school. >> Yeah. And it was uh very cool like seeing all the high schoolers and uh how like they're so responsible and uh like
so like grown up and and then I realized that I'm like not that far away from like them >> only a couple years >> and you know what when a fourth grader looks at you they say wow he's so grown up and responsible and that's what I thought that that
whole thought when you were talking about that and it's about or interracial learning or I mean it's the same type of thing that we're talking about. >> So, um to be able to use that because again I've always I've heard the negatives about oh we got the little kids with the big kids and we got this
and we got that. But when you can turn the culture into being that we have this and they help this and the nurture and the growth and the mentoring and it's a really nice thing. And then Henry told me that and I was like yeah you're right.
>> Great. Yeah. >> Yeah. And how can we leverage that right as a model? >> Great. >> Thank you. >> Thank you. >> I appreciate it. >> That's great. >> And Laura, um that report is that going to be that's already on our website,
right? It's up on the >> I will follow through with that tomorrow. It was sent to all members. Um but I can make sure that we have it posted more broadly. I'll communicate with Jean tomorrow. >> Okay. because I just want to make sure anybody who's anybody who has watched the presentation should probably read the report because you see half the
people who would be into that. It is really really well done and well written. I really enjoyed it. >> I want to piggyback on that Sam because one thing that we're looking at and Molina is here with us tonight. Beginning in March we do expect to be delivering a more accessible product um
every time we meet um regarding our minutes and our presentations and reports that might be attached and things. So, we are going to work um we'll have a um a new executive assistant to the superintendent in the school committee beginning early in spring. So, that's going to be one of the first things we're going to tackle is just to deliver that more
efficiently, which has been something I meant to do over the past two years and haven't yet. So, that is a 2026 project. >> Maybe we can loop in with Jean and see if she can once it's posted share it out cuz I think >> Yeah, I think it would be good because it's >> every meeting we say this, we got to get
this up on the website. We just need >> kids want to see this. It's also just like it's really well written. It's accessible. It's not something you have to be like a a do have a doctorate in to read. Like I think it's just a good >> it's the sort of thing where I was like, "Wow, I really I wish that we had had >> had more like this in the past to
compare it to." It's like a good kind of description of of what our district is right now. I I really appreciated that. >> Well said. Thank you. >> All right, we are going to move on. Julia, sorry Franks, our uh director of business. Oh my god,
I forgot that. Megan, director of business. >> Business services. >> Do you like that title? Should we change that? >> Oh my god. >> It's fine. >> All right. Feels a little clunky to me, but we'll work it. All right. >> I can take a survey of my colleagues and we can get the list of all the different titles. >> Free a bag of free candy. We're going to
need a new job. Okay. >> I I'll give you some suggestions. >> Excellent. >> Um, >> good evening. >> Good evening. >> All right. uh in your business packet. Um got some materials there for your review. Um first thing first, the FY25
endofear financial report was successfully submitted to Jessie on December 12th. We met that deadline. It is off of my desk and into their universe, which is great for all of us. Um included in this packet is a summary report. Um there is a three-page
document that outlines every dollar that was spent by us through in our general fund budget, through grants, through revolving funds on the city's behalf. Um that's the summary report of every dollar that was spent in the district in FY25. Um as required by law, an outside
firm will audit our end ofear report. It's the same firm that will audit the city books. And that audit usually happens sort of concurrently between those two because obviously things that happen on the city side impact our side and vice versa. Um when that audit is complete an audit a copy of that audit
report will be provided to the committee. Um as well as any audit findings that are part of that and any corrective actions that we may need to take based on that audit. um FY our current FY26 local appropriation report according to data
in KVS as of 1231 48% of the local appropriation has either been spent or encumbered attached in your packet should be a quarter 2 report right which includes spending up through uh December 31st of 2025.
So now we can start talking using 26 now in our brains. Um, grant updates. Um, East Hampton Public Schools um has been awarded some grants. First off, I wanted to give you an update on the fair share earmark. At our last school committee meeting, you voted to accept the funds
from that fair share earmark. Two passenger vans have been ordered through Marquott Ford. They have been put uh scheduled for production and we are hoping to receive them either towards the end of March or the be middle of April. Right. So, we look forward to seeing those um being able to be used
for student activities, for athletic transportations, for field trips, for small groups. Um and that is going to be a great resource for the district. >> Remind me, Julia, how many There's two different sizes. What were the two passengers? >> Uh there's a 15 passenger van and a 12 passenger van. So, they're the same size
model. One of them is just doesn't have the last row of seats. >> Yep. Yep. >> That way it can accommodate whether it's sports equipment, musical instruments, things like that. >> Great. >> Yep. Uh, another grant is um each year the East Hampton Learning Foundation, otherwise known as ALF um invites
proposals on an annual basis from our community um for various types of activities, initiatives in the district. This year they um there is a review process that that goes through and they have um awarded 17 projects with funding
totaling $37,715 to support events within the district. So, um you'll see one of your action items in new business is um to propose a motion to accept that ELF grant funding so that um the uh educators in our district that were awarded those grants
can start putting those projects into practice. >> Thank you for that language, too. Just makes everybody's life easier. I appreciate you. >> You know me. Try to try to make your lives as easy as possible here. Uh last item on my business report is the personnel report for the month of
December. Right. We have several new hires in the district. We're um continuing to bring on new substitute teachers, um new administrative assistant at Mountain View, um new educator at Mountain View, and we have filled that substitute custodian role that we have talked about. >> Yep.
>> Uh did have one separation. On your report, it notes that there are two PAR educator vacancies at EHS. Um we are in the process of on boarding one of those positions currently during January. >> The tightest management of personnel I've ever seen. It's so good, y'all. Just
>> It really is. Wow. >> Something. >> Well, thank you. >> I think it also speaks to people wanting to work in our district. >> Yeah. >> Yeah. >> Yeah. >> But all around great. >> Any questions for me?
>> I just It's not a question. I just want to highlight and I'll say it again when we have finance meetings. Um but as you so greatly explained in this first point here about the end of year financial report from last fiscal year um the city and our district works intensively on
the budget and the um and on the end of the year report and tracking where all the money goes and then it is standard practice that an outside agency is also auditing. Um, so just as we are thinking ahead to budget season and you know there's been thoughts swirling in the
past of like how does money get used? Is everything really super efficient? I mean this has tracked as you just nicely laid out for us so so well. There is this is a a tightly run ship from multiple angles. >> I'll keep reminding folks of that. I I
think that bears repeating as often as possible, especially >> we do >> uh with some of the ways I think not outside of East Hampton just kind of our national conversation around um >> around funds the necessity. >> There's nothing more tightly like
tightly watched than school money. >> I can't imagine how we would >> like further watch the money. It is uh we are right on track for spending money. >> Yeah. >> So, thank you. Yeah, I will say as much
as a challenge, might even say pain in the whatever it is to do the end of year report, it is really nice at the end of year to have this three-page summary that shows you sort of exactly where your dollars are spent. >> And um there's sort of a saying within
my group of professionals that, you know, you can tell me what your goals and priorities are, but if I look at the numbers, I can show you what your goals and priorities are. Right? So that end of year summary really sort of shows us where we are putting our resources both in terms of personnel, in terms of
spending, in terms of time >> in action rather than rhetoric. >> Yep. >> Absolutely. >> Thank you. >> Thank you. >> Thank you. >> It's just like this parade of incredible individuals that just comes to us every meeting, one after another. And >> I like this one.
>> Bathe in the glory. It's wonderful. Okay. >> Um >> exactly how I'm feeling. Um, we're going to move on to school committee discussion. >> All right. >> Um, Sam, you want to kick us off with the policy subcommittee update outgoing policy chair?
>> Policy subcommitting up committee update is that we were supposed to meet yesterday to elect our new chair. Um, but I had uh deal I'm dealing with some medical issues. I completely forgot to schedule this meeting. That's completely on me. I apologize to everybody. So, we're going to pick another date and um
fix that in the next week or so. So, >> great. So, our next meeting is the 27th. So, maybe we'll have a date by the 27th. >> Oh, yeah. We'll we'll be ready. >> You think you'll be You think you'll have met by the >> We'll have met by the 27th. >> Wonderful. Okay, great. >> Um, finance
>> finance. So, the work will begin in earnest on the subcommittee side of things. The work has begun in earnest uh in our business services. Um but we have four meetings scheduled and we have determined that we will use all four of those meetings um to discuss various
aspects. >> Okay. I thought I saw that in the email. So the tenative meeting we should lock in. >> It's locked in and I was just going to check and see if those are posted yet. The the agendas are submitted so they should be posted soon. >> Um if they're not already there. Uh
Monday, February 9th at 3:30. Tuesday, February 17th at 4 o'clock. And again, this will be in minutes. And then also these agendas will be posted on the city website. Uh Monday, March 2nd at 3:30, Monday, March 9th at 3:30. All of those meetings will occur in the conference
room right behind me. And they are also hybrid. So you will be able to join in a variety of ways. And then um in a regularly scheduled school committee session on March 24th, Tuesday, March 24th, 6 p.m. that is when the public
hearing will be. Um, so please come to those meetings, come to public speak. You're all if you can't for whatever reason come to a meeting in person or join hybrid and you would like to send the committee um your thoughts via email, please participate, tell us
what's on your mind as we are working on this. >> Great. So you highlighted all the points I was going to hit. Thank you so much. >> Got it. >> Oh um CES update >> tomorrow. >> We're in a transition one might say. Yes, we're in a So, I am I am the
outgoing CES rep. That is We're going to be changing uh hopefully at our next meeting. It'll be Linda be at our next >> Oh, well, we'll we'll we'll be we'll be switching at some point being the the CES. Yeah. In February. Um the that's the collaborative for educational
services. Uh we are hiring a new executive director. I was on the search committee. Um we did uh two days of executive session uh last week um interviewing the preliminary candidates and we've narrowed it down to three and so now there's a um the uh the final
interviews are tomorrow night. Um >> Sam, are those finalist names public? >> Yeah, >> they are public. >> Do you want me to say them? >> Yeah, I only if they're public. >> They are public. I've uh >> or you don't have to. >> I just want to make sure that I say it exactly right. Okay. Um
uh I come well I'll come back to that part. So anyway, we're we're meeting tomorrow to um to do the final interviews. Okay. >> Then ideally if all goes well, we'll be voting on the on the um on the new hire. >> Tomorrow is a Wednesday. So by week's end, we would think they should be able
to >> We should know pretty soon. Um, and then hopefully, um, that all goes super smoothly and I'll just come off of CES and, um, then I can focus more on the policy so I won't accidentally space and not schedule policy meetings for when I need to do that. >> Um, but uh, but yeah, so
>> Linda is going to bring the thunder beginning in February. >> What was that? Oh, yeah, bring the thunder. Yes. >> Are you feeling good about the candidates? >> I am. Yeah. No, I will say we had um, >> maybe it doesn't matter. Maybe we don't need to slam the two who aren't going to get hired. >> Let's just like leave it for now. It's all public. You can come to the meeting
tomorrow. Anybody who's really interested if you want to come and watch three job interviews in a row. Um, but everybody who applied was super qualified. It was just a really great group of people. Again, I really like participating in hiring committees in general because like you get to just
like learn a lot about other people and other parts of the parts of the country or the world or in in our the state and the country. In this case, we have people coming from outside of Massachusetts for um a couple of the applicants. It was cool. Like it and and the three finalists I think are great and um I think any of them is going to
is going to do well and I think it's I think it's going to go go good. I don't don't have any concerns. >> Great. >> So >> MVS playground update. >> Yeah, we have a first draft of some proposed plans. I saw that >> which is very exciting with an estimate. Um and that's new as of like last week.
Um, so yeah, so we're kind of transitioning into this is a draft, so we have meetings that need to be scheduled still. I'll hit you guys up real soon with admin, uh, with the mayor um, and just sort of see where we want
to land with with that. And then the task is really um, grant funding, right? >> Um, >> what's the timeline for CPA funding? >> So, we have the application. we are on their list of uh projects that they know are going to come their direction. Um
they have been very supportive. So we're pretty excited to see the possibilities there. And so there's a couple of different options of you know do we start thinking about this in phases? Do we think about multiple different grants and putting them together? So, um the
we've been sort of in a smaller group um phase for a while, but we we probably in the next month or two will go back to like the full committee after we have something solid to bring to them to start looking for like community input on grants. >> Why don't you tell me at what point you
think it would be appropriate to host like a town hall style presentation at the high school? >> That would be great. >> Okay. >> Um not yet. >> Yep. But that we'll want some advanced notice just so we can prepare for it, but I think that would be a good idea. >> Yeah, Megan, I had a question because I was kind of involved at this at the
beginning and then kind of stepped away. I wish I could step I I might be able to step back in some. But um are you still looking at doing any of the fundraising from the community or is it all grant funding or how are we looking at raising the funds? We're thinking about that,
but we're being really thoughtful about what the landscape of um finances and education are right now. >> Okay. >> And what asks we're going to be making of our community to just fund >> Well, again, I was involved when we're rolling stuff up against the wall. Yeah,
absolutely. So, nothing is ruled out, but we're just we're um we've had some great meetings with Dr. for Bal, you know, we've just really brainstormed like what is an appropriate and feasible and thoughtful way to gather money for this that doesn't impact um our first
priority of the education budget. >> Yeah. Okay, that's good. >> How's that for a non-answer? >> That's a non-answer, but you know, I'm assuming that people could give money somehow. They can figure >> Yeah, we'll figure it out. >> There'll be that you there'll be details on that. Yeah. and the larger group will come back together soon, but just
getting sort of it buttoned up on the admin level. Uh making sure that Dr. Balch and MDS leadership feel really good about it and the mayor, that's that's sort of the next hurdle. >> Okay, great. >> Yeah. Thank you. >> Thank you so much, Megan. We just want to remind everybody that Megan created
this out of a puff of smoke and a handful of children who came to present to us about Jackie drawing our attention to this issue. and >> Megan those I've had several of those kids come in the little shop and tell me we we're the ones that started it. >> Oh, they were great.
>> That's first and foremost. Yep. >> Yeah. >> Okay, we are going to move along to action items. So, Eric, I'm going to hit these highlighted ones and I'm going to leave G H I K for you for me. >> Okay, great. All right. Um
I So, here's what I'm going to do. I'm going to read out that I will entertain the following motion. So, what I'll be looking for is for someone to say so moved and then I will be looking for a second. You ready, Molina? These are going to be very slightly out of order because I'm just doing all the money ones at one time.
>> And are we doing the um the elf one, too? >> We are. Okay. >> Uh okay. I will entertain a motion to approve the school payroll dated December 11, 2025 in the >> in the amount What did you say?
>> In the amount of $671,13081. >> So moved. >> Thank you, Linda. Can I get a second? >> Second. >> Thank you, Sam. Okay. Very quickly, can you two do that same arrangement for every motion to make Molina's life easier? >> Now, unfortunately, Melena can't see us, so
>> Okay, cool. She can hear. >> All those in favor? >> I >> opposed. Abstensions. >> Abstain. >> Thank you, Eric. Eric abstains. >> Thank you. Okay, >> for those who are new >> arrogance year, my wife is a teacher, so I can't be involved in any financial.
>> I don't get to talk about the money. All right. I will entertain a motion to approve the accounts payable authorization for a payment dated December 11th, 20025 in the amount of $63,4147. >> So moved. >> Thank you, Linda. May I get a second?
>> Second. >> Thank you, Sam. All those in favor? I >> opposed. Extensions. >> Abstain. >> Thank you, Eric. I'll entertain a motion to approve the school payroll dated November 26, 2025 in the amount of
$663,39957. Melina, do you have a copy of the agenda to get those numbers? You don't. Okay, great. >> Good. So moved. >> Thank you, Linda. May I get a second? >> Second. >> Thank you, Sam. All those in favor? >> I opposed. >> Abstensions. >> Thank you, Eric. I'll entertain a motion
to approve the accounts payable authorization for payment dated November 26, 2025 in the amount of $58,799 5. >> So moved. >> Thank you, Linda. May I get a second? >> Second. >> Thank you, Sam. All those in favor?
>> I opposed. Abstensions >> abstain. >> Thank you, Eric. I'll entertain a motion to approve the school payroll dated uh December 24th, 2025 in the amount of 676,1285. >> So moved. >> Thank you, Linda. May I get a second?
>> Second. >> Thank you, Sam. All those in favor? >> Opposed? Abstensions? >> Thank you, Eric. I will entertain a motion to approve the accounts payable authorization for payment dated December 24th, 2025 in the
amount of $354,160.81 cents. >> So moved. >> Thank you, Linda. May I get a second? >> Second. >> Thank you, Sam. All those in favor? >> I opposed. Abstensions. >> Abstain. >> Thank you, Eric. >> I was just preparing for G.
>> That's okay. I'll entertain a motion to approve this year's ELF grants. Okay. Um mot I will entertain the following motion. Jesus God. Motion to approve the acceptance of funds in the amount of $37,715 from the East Hampton Learning
Foundation to be used to support the awarded projects. >> So moved. >> Thank you, Linda. May I get a second? >> Second. >> Thank you, Sam. All those in favor? >> I opposed. Abstensions. >> Abstain. >> Thank you, Eric. Okay, so we have GH
>> I and K. I'll entertain a motion to approve the minutes for the 11 um November 18th, 2025 meeting. >> So moved. >> Thank you, Linda. >> Yeah, I get a second. >> Second. >> Thank you, Sam. All those in favor?
>> I opposed. Extensions. Motion carries. >> I'll entertain a motion to approve the minutes of the January 2nd, 2026 meeting. >> So moved. >> Thank you, Linda. >> Get a second. >> Second. >> Thank you, Sam. All those in favor? I
opposed extensions. Motion carries. >> I'll entertain a motion to approve the minutes of the December 9th, 2025 meeting. >> So moved. >> A second. >> Second. >> Thank you, Sam. All those in favor? >> I opposed. Abstensions. Motion carries.
>> I'll entertain a motion to approve the outofstate field trip request by Mountain View Schools to Connecticut Science Center on June 3rd, 2026. >> Thank you, Linda. >> May I get a second? Second. >> Thank you, Sam. All those in favor? I
>> opposed. Abstensions. Motion carries. Okay. Um I'm just going to highlight the next four meetings moving forward. So we are we'll be meeting on January 27th, February 10th, March 10th, and the budget hearing will be March 24th. Um
additionally, I want to let the public know that the school committee will be meeting this Saturday for a school committee retreat. It is a public meeting. So, if you want to watch, I don't know why you would, but maybe you would. We'll be back there learning about everything from financing to open
meeting laws and the practices of evaluating a superintendent. It's going to be fun to >> ripping. >> I thought it was team bod spa day >> and also >> eyebrow threading. I don't know. Okay, >> Laura, can I just say one quick thing?
Um, so I wasn't able to be at the uh reorg meeting on January 2nd after y'all were sworn in um cuz I went down with the flu which was terrible. Um but if had had been at that meeting I just I had thoughts that I had wanted to share um about what when I wrote them the
hopeful chair in my mind of our school committee and I just I have to I just have to make a short statement. I really do. It's very important. Okay. So I will keep it short and I will not go on too much because Laura hates that. But the responsibilities of the chair of any committee of the school committee in
particular are enormous for just that's standard, right? That's it's just a huge responsibility um and requires a lot of background work that is entirely invisible. Um and that's just like in regular everyday chair life. Um, but
Laura goes so far above and beyond. It's hard to put into words exactly to describe the time that she puts in, the organization, the thoughtfulness. Um, you know, there's the tasks of school committee, but then the emotional and
mental load of all of this um, and the the toll or sort of the cost that she is willingly taking on her, you know, her family life, her personal life, her professional life. Um, I just really I wanted in that meeting to say that it's
so appreciated from the bottom of my heart. Um, and really I do think this committee and this district and our city owes you a debt of gratitude. Um, I really if if I could show you a schedule of what Laura does on a daily basis to
make this all run smoothly on her side, it's really I'm I was going to say that and then say I hope you are willing to do it again for two more years and it turns out that everyone agreed with that. So I I just um
>> Well, that's good. Thank you so much. I think we're done. I think we're done. >> Truly incredible human. >> Yes. >> I love this work. This is great work, everybody. Nobody feel bad for me. I did this to myself. Um, and I love it. And you're a great group of people and it's a pleasure every day. And I don't >> She takes care of her members.
>> Don't do that. Don't do that. >> Is there anything else you'd like to add? >> Yeah. >> Well, phenomenal secretary. >> Yeah. And thank you. Thank you for being secretary. It just And the way that you take care of your members. I mean, you actually consider us like you will call us your members and you take care of us
and protect us and be the lightning rod whenever possible. So, I just Thank you again. >> You should be acknowledged for that. >> You get one a term. >> Okay. Okay. I will do it again for two years. >> Thank you so much. That was intensely uncomfortable everyone. Okay. Um
so we are going to be moving into executive session. Um I am going to move to move into executive session. Just for the viewers at home, what's going to happen is this. We're going to move from this public session into the back room to discuss
um to something um related to collective bargaining. So, we can't be discussed publicly. We're going to be adjourning the meeting from back there. So, this little clip right now is the last you will see of us tonight. We will be back on January 27th. Um, so I will entertain a motion to move it to executive session
for mass per mass general law um, chapter 30A section 21A number two to collect collective bargaining session with the EA teachers association. >> Second. >> I need a so move. >> Oh, so moved. Sorry. Second.
>> Okay. Can we let's one more time. >> One more time. Okay. >> Okay. I'll entertain that motion. >> So moved. >> Thank you, Linda. Can I get a second? Thank you, Sam. Uh so we are going to go back there. Good evening East Hampton. Uh mic's up on the table everybody
before you get up.