This government meeting is brought to you by Eastworks and our local cable subscribers. Uh welcome to our regular session meeting of the East Hampton School Committee. Uh we are going to roll call in >> Tim St. John here. Eric here. Megan
Harvey here. Laura Scott present. Sam >> Oh, sorry. Sam Hunter here. >> Linda Marque here. Henry, would you like to roll in? >> Henry Lagana here. >> Excellent work. All right. Uh, good evening everyone. We are going to get started with announcements. Um, Megan, do we have any guests?
>> I don't have any guests that I'm aware of. Okay. Um, we're going to move on to the student representative updates. Our high school representative, Walter Baker, was at a school field trip today with Kelly Brown, I believe, at the Kennedy Center. They are not back yet. So, we are going to pass things off to
Henry Lagona from Mountain View. How are things shaking up at Old Mountain View, Henry? >> Um, everything's going well. We uh >> the latest and the greatest, your highlight of the past week. What do you think? >> Holiday events, any any
>> holiday event? Um, well, uh, I can't really think of anything. Anything you're looking forward to? >> Oh, yeah. There's a half day tomorrow. That's going to be awesome. >> A solid assist. >> Uh, our winter break is very soon.
>> Okay. Well, I see what we're focused on. Thank you so much, Henry. >> Henry, how about reads for the eighth grade field trip? >> What reads? Are those still for sale? >> Are we still selling wreaths for your field trip? >> I'm not sure. >> Okay, never mind. Sorry. >> I'm sure they are. >> Everything is excellent in Mountain View
if anybody is wondering. Okay, so we are going to open the floor for public comment to see if anyone from the public joining us in person or remotely has thoughts they'd like to share. We'll give that just a moment. Seeing none,
we are going to shift over to the superintendent update. All right, one quick shout out to Briana Chartier who won the Girl Scout Gold Award for her leadership, dedication, and positive impact on our school community. Um she
embarked on a project to transform our MVS playground um to create a more welcoming, inclusive and engaging space for students. She installed a buddy bench which is a place where kids can find each other um talk to each other and engage in some support and
friendship. Um they included four four square courts uh for both the elementary and middle school students. Uh four square is a that all kids love. So, um they're super excited for that. Um they included some
hopscotch areas and it's just again ways that kids can play together on the playground and um they did some lineup spots to help kids come after recess to make sure that they are, you know, in an orderly fashion before they enter the
building and a sensory path. So, um just want to congratulate her on an amazing job. Well done and for thinking of MVS and making a difference and an impact on your community. Congratulations. >> Excellent. Round of applause. >> Her name one more time.
>> Brianna Chardier. Brianna Chardier. Well done, Briana. Um and then we have our student showcase today. >> Yes, we'll get right to our student showcase. Um here with us in our audience, we have Miss Goggger and she brought some amazing students with her
today. We have Wells Hardy >> Oh, thank you. But thank you. I was trying to read my handwriting. Um, and Yan KD. So, welcome. Thank you so much for presenting today. What do you got for us? >> So, I'm going to turn it over to my
lovely students here. >> You can go first. >> Thank you. And we've been learning about Greek myths and Greek mythology. So, they want to share some of what we've been learning. >> Excellent. I don't know when to start. >> Okay. What? Say say your name first.
>> My name is Wells Hardy Futwell. >> Okay. Well, Wells, you can take it away. Go right ahead. >> Second graders at Mountain View School have been learning all about ancient Greece and discovering the many ways it still shapes our world today, including our language, government, art,
architecture, and even the Olympics. We explored how the city states of Sparta and Athens. Learn how democracy began be and became familiar with important Greek gods, goddesses, and philosophers like Socrates, Plato, and Aristotle.
Building on our study of the birthplace of democracy, we read sever we read several well-known Greek myths featuring characters such as Prometheus, Pandora, Deer, and Popone, Arachnne, >> Pphanie, >> Edipus, and Thesius. Through these
stories, we examined key story elements, identified common features of myths, practiced sequencing events, and used clues from the text to make thoughtful predictions. We would like to share with you today some of our favorite Greek
gods and goddesses. >> And then you can read yours. >> Yeah, I need to. >> My favorite god is Hades because he is my favorite color. I also like him because he is evil. I >> I like him a lot because his pet is
cool. I also like him because he's the god of the underworld. I don't need this. I like Aries because he can control wars. I like if someone tries to fight him, he will win. And he is very strong.
Also, he has Oh. And that is why he's my favorite god. >> Nicely done, guys. Um, so we also have some other students to share. I don't know how you have it set up. Okay, great. >> Um, who couldn't join us tonight. So, we have a little quick video of them.
>> First of all, we're supposed to believe these are second graders and these are not high schoolers who are in disguise. >> That's pretty. >> I know. You guys seem pretty polished and impressive for second graders. >> Amazing job. >> Hi, schoolers.
Robots in disguise. [Music] >> I think we we wanted a CKLA update. I don't even think I have to do it. >> You want to know how it was going? There you go. >> Yes, we go. >> Well, thank you so much for doing that. That was really incredible.
>> I know, but they just hit through their seats. Mhm. >> It was very relatable down to the giggle attack that happens to all of us as well. >> We all do that. >> So, thank you for reflecting it back to us. >> Do we awesome job. >> Should we name our favorite Greek gods that got us >> after the video? Here we go.
>> I'm pretty convinced by it'll help remind me of who they are. >> He's cool. >> He's evil. >> Don't make jokes. >> True. Fair enough. Can't stop my favorite group of gods and gods. [Music]
>> He has the power to control the underworld. Safe. Safe. And he likes to the dog just like me. That's what why my favorite goddess.
>> My favorite god. >> I like baby because he >> it's very popular. >> I like that his hair too. [Music]
And there's no [Music] And I like that too. [Music] She's pretty hair
and purple. [Music] I like Aries because he can control wars and I like someone tries to hide and
he is very Hi, my name is Noah and I wrote um a thing about Hades, the God of the Underworld. Um, I wrote Hades is my favorite because
it creepy, scared me, terrifying, and [Music] I >> drawings are wild >> because she could hunt down
on piece of a diamond arrow [Music] and [Music]
the background Yes. [Music] So [Music]
that [Music] is my person God or daughter. God. He is
a king and his power is lightning and thunder and he's nice and smart and and that's why due to my and
I like because I like the cheese I like because I want to beautiful and you're like beautiful girls, >> right?
[Music] My favorite Greek god is because I like scary things. He is scary. I also like dogs. We have a dog and he lives in me a lot of the world.
>> I like Cara because she is nice. I like her because I am nice too and because she is a god and because she is a god of my name is Ellie. My favorite god or goddesses is Hara because she is nice
and kind, but she is also the queen and very beautiful. She she also loves all of the god gods and goddesses and all the people. My favorite god is because he is my
favorite color. I also like because he is evil. I like him a lot because his pet is cool. also like his god of the [Music] >> so cool
[Applause] >> fans. Thank you all so much. You did a great job. Thank you. Thank you all. And we have one more video to share and this is our Mountain View Elementary. It's a highlight of our ESL program. So, we're
gonna highlight some of our ESL students here. >> Hi, my name is Sebast. >> Why you sitting here? >> My name is >> Hi, I'm Jason. I can read. Hi, we're
first. Hi, we're >> Hi, we're in third grade. My teacher thirsty because my teacher [Music] learning about
[Music] learning day [Music] >> Monday Tuesday, >> Wednesday, Thursday, >> Thursday,
>> Friday, Saturday, >> Sunday. >> Females are similar to each other in many ways. All mammals give milk and all mamals give birth to my babies.
>> Mother's Day. [Music] Jan, March, April, May, June, July, August, September, October, November, December, January, February, March, April, May,
June, July, August, September, October, November, December. Also they have living also they are warm water. Here is
he is awake in the sun. is is the tree is he need a parent there are younger finally all girls can make their milky
[Music] after I cannot take this. One day, two sleigh, [Music] December, March, April,
[Music] Well done. I >> think it's really important to highlight the work that the ESL teachers are doing in the district. And just to wrap it back up to our conversation that we had last time, our access scores, and I
think this is proof, right? You saw the data, but it's also, you know, in the actions of our students and the joy on their faces. So, it's a good way to round out the great work that they're doing. So, thank you. >> Well, you made Megan cry. So, congratulations.
>> Thank you for sharing that with us. I just hid it behind my glasses. >> Thank you. It really is. >> Thank you. We'll say again, the student showcase has just been a really, not only is it lovely and we really enjoy it. It really grounds us again every meeting about why we're here and why we
do this, why all of you are here, why we're just the words are hard. We're so grateful and >> yeah, >> we're just gonna keep on trucking. >> Yeah. >> Great job, kids. Thank you so much. >> Thank you. >> Thank you. [Applause] >> Mhm.
>> All right. Yeah. We'll give it a minute. Yeah. >> All right. Thank you. >> Feel free to scoot if you want to scoot. >> Thank you, Amy. That's Thank you. >> Thank you. That was You are going to miss the riveting part on >> Friday, guys. >> Oh, yeah. That's online. You can log on
when you get home. You >> can watch us from home. >> There you go. >> There you go. >> Well, wait. Hold on. I want that. >> Is that an option? >> So, as some of our company is leaving, I want to take this opportunity to bring
up something that was not on the agenda. It was a little bit of a sneaky sneak. So this is the last meeting of this term and uh one of us will not be returning in January. So we want to take some time to recognize and honor our dear friend
and colleague Tim St. John. [Applause] >> I appreciate that. >> I have some thoughts I'd like to share but I don't know if any of my friends here does anybody here want to start Linda and we'll go down. That's wonderful. Thanks. Go ahead, Linda. >> Um, I just want to say that it's been a
pleasure to get to know you better, Tim. I, uh, before I ever met you, I knew how much you had given to this community, how much you and your family give to this community, and I'm just really happy that we've had an opportunity to work on school committee together. And
keep keep plugging along, Tim. Keep bringing your beautiful gifts to this community. >> Well said, Linda. Thank you, >> Sam. Um, I just want I I really appreciate you um stepping in the way that you did, Tim. That is a big commitment to make and it was I know it
was kind of um unexpected and um as as somebody myself who stepped in to fill out a term um I know it can be really disorienting to come into that and so I really appreciate you doing that. I really love like the questions that you always bring. you always you're never
afraid to ask questions and you're never afraid to just really kind of get back down all the way to the basics. And I think that's really um it's not only is like that a great it's obviously great to have you in conversations and to have your voice as a part of the meeting, but it's also really good to just like model
to everybody in the community like how important it is to keep asking questions and um I appreciate that and I will try to um continue to to live that. So thank you. >> Thank you. Yeah. Uh, you know, you've you have been willing to step up for us a whole bunch
of times over the past couple of years. It's like there's some problems and let me go walk towards it and see how I can help. Um, and I I've said this to you many times and I've noticed it to a lot of other people, but um Tim had this very meaningful moment for me in my life
when we asked um members who of the public who are willing to jump in on school committee how you build trust again. and he said very wisely that you likewise put trust into your community. Um changed my life and you modeled that and you um have been a great addition.
We would miss having you up here. >> Yeah. >> Yeah. I remember uh running for you were just like me running for our first time ever in public office. So connecting with you during those first meetings of what are we doing and you just connected
as far as your me your mindset was similar to mine in that you just I just want to help people need to help out. So you just stepped up. It takes a lot of effort and time and energy. Um but that's kind of what your family is is made of is just what do you need is kind
of your your your mindset and um we appreciate people like you in our town. >> Thank you. Thank you. >> Um, it is no surprise to anyone in this community that Tim is an exceptional human being and he is a member of an exceptional family in our community. Um,
this is harder for me than I thought it would be. I think that public service really can separate the wheat from the chaff. And I think Tim has a lot of qualities that are really that can feel challenging and intense and it should it should be
uncomfortable sometimes. That curiosity and that drive should make you question a second time if we're doing the right thing. Are we looking hard enough? Are we leaving someone out? Are we approaching with empathy? Are we back to that touchstone? I appreciate that about
you immensely. And um one other thing I'll say, I can say a lot of things about Tim, but one other thing I will say is that Tim never asks anyone to do something that he wouldn't do himself a thousandfold. And um it is rare. It is so needed now. And um I just wish
nothing but the best for you. I just think you're really you are exceptional and we're so grateful to have had you up here with us. >> We have some things for Tim. >> Oh my goodness. There's gifts to >> We have a fancy certificate that if you don't frame it and hang it over your
mantle, what are you even doing here? Who knows? >> And a few little gifts and a card from us. >> Keepers creepers, you guys. >> And we send you with all of our love and all of our gratitude. And we just really appreciate you. So, a round of applause for >> I believe we might have a special guest
here who might have a little fix. >> Now you can cry. >> What are you doing? >> I'm glad we're getting pictures. [Applause] >> Thank you to Angie and Finn, too. Angie, do you want me to take a quick photo of
the three of you and then that'll give Jean a second to set up and that way Okay, great. >> Well, while Angela's coming up here, I do want to just take Yes. >> an opportunity. >> Okay. Yeah. So, we'll we'll let him go. >> Thank all of you guys. Um, every one of
you individually for the work that you're putting in for our community. Um, it doesn't go unnoticed. One of the reasons that I felt compelled to be here was
the amount of um support that I saw that we all needed to focus on and to keep the focus where it it should be. Um,
and that was one of the things that brought me here. And then upon being here, the depth of the work that you guys are accomplishing, um, is there's just there's no words that can
really be said about the efforts that it takes to accomplish the things that you guys have all accomplished. Um, you've done great for this school and it's going to keep I think it's going to keep going and the direction
that we're moving is in my opinion uh just such an honor and such a blessing to be here. So, thanks you guys. >> Thank you Tim. Thank you. >> Cheers. Let's get a picture. >> Are you guys going to come here? >> Come on up kids.
>> We don't have all night. Yeah, we can do a thing. >> I got a family at home, too. >> Where would you like >> Where would you like it? >> Well, let's right here like in the background.
>> Excellent. Excellent. >> Make sure we can see all of us. >> Oh, do you want >> a wide shot? >> Whatever you all would prefer. You don't want our mugs on your >> Oh, okay. Great. >> All right. Finn, can you smile?
>> Yeah, I go tight. >> Okay, I took 15. >> That's great. That's fantastic. >> Oh, thank you. >> Incredible St. John's. This entire family, everyone. and John. [Applause]
>> Um, I typically would warn people, but I thought I could get away with putting him on the spot >> and it worked. >> It worked. It worked. >> All right. So, yes. All right. Back to you, Dr. Boss. >> All right. I couple couple things. Um, staffing update. We have posted for the assistant principal positions on school
spring. Um, and we posted internally as well. We are also we have a call out for the screening committee. Um so if you are interested in participating in the screening committee for the assistant principal positions at Mountain View um the the screening call is open until
December 19th. Um it does require some time commitments but it's all laid out in the um the the the Microsoft form as well as the information is posted on Parent Square. If you're interested in that um please join us in that. Um the
assistant principal posting is live through January 5th. So tell your friends if you know anybody who is interested in joining the amazing team at Mountain View um as an assistant principal. We are looking um my next
update is that I finished I rounded out my first round of listening sessions um with the um band booster. Thank you so much for inviting me. It was a great meeting. I really appreciate the work that you do. Um, in January, I'm going to report out on some of those key themes and findings. Um, and I look
forward to presenting that to everybody. Um, around my second goal, NIST participation, my mentor and I did a quick um, learning walks at EHS. We saw some great things. It It was such a proud moment for me as a superintendent going around not having um, people know
that we were there, but we saw community members in the classroom. We saw a we the people uh, practice. We saw a Socratic seminar happening um in one of our classes. It was it was just great and it was they didn't know we were coming. Um it it was truly a proud
moment. And um he is going to join me um in our upcoming equity committee um as well cuz I told him what a powerful group that is. So he's coming to join. So thank you all so much. And with my final update, one of my goals is around
this successful district-wide launch of Parent Square. And who else but Jean Living Jean Living, >> thank you so much. >> Awesome. Um, thanks everybody. I'm excited. I haven't gotten to
be here yet, so here I am. Um, so if I've talked to you at all, anybody, any member of our school community in the past four to five months, it's been about parent square. I've been asking and answering a lot of
questions. Um, hearing from our teachers, from our parents. Um, so I have a little information to share with you all about how that's going, what what we're doing here. Um the the reason why we're integrating
parent square is all based on you know the importance of having family engagement in our schools. Um the Massachusetts statewide family engagement framework is this really nice document. Um there's a toolkit that is affiliated with it. It has nothing to do
with parent square. Um but it outlines what is family engagement for? Like what are we doing here? Um what am I doing here? Um, and it family engagement. I just want to to read this because it's kind of hard to see. Um, it says, "What is family engagement?" Family engagement is an intentional, authentic,
respectful, and equal partnership between practitioners and families leading to positive results for children and youth. For families, this means strong two-way communication in their preferred language with help of a cultural broker or a family liaison if needed. information shared in a way that
is clear and easy to understand. Recognition of and respect for their abilities, strengths, traditions, and values. An active and equal participation in making decisions about their ch child or their student. Families uh active role is important and necessary for a successful partnership.
So that's kind of like, oh wow, how convenient. If only there was a software platform that helped us meet many of these goals. And that's why we have parents square. Um family communication um is a really important piece of what parent square is
built to do. Um not only digitally through parent square, but it begins to build those relationships between teachers and families and the school and the district. Um it provides a place for a warm welcome that shapes how families experience our schools. Um it's clear
and inclusive communication um strengthens these family partnerships and builds trust. Um, and every message that we send is an opportunity to show our families that they matter, that we care about them, and that um, we can partner in sharing uh, their the growth
of their students. Um, so if you haven't yet played around on Parent Square, I hope and think most of you have. Um, but this is sort of a view of what it looks like. There's there's different modes that you can receive information. Um, the website,
um, is pretty easy to navigate. That's that big box there. Um there's an example of what an email or a push notification um for those of you that have students in the district. You got a push a push notification today reminding you that there's a half day tomorrow. >> Thank you. >> I set that up like last month and just
autoprogrammed it um and then forgot about it. And so when I got my own notification, I was like, "Oh, how convenient." So we can set those things up. It's sort of a set it and forget it um type of thing that really enhances a parent experience to be able to just receive those reminders. It's the way that we notified everybody that there
was a snow day earlier um this last month. Um and also text messages and then of course the app. So that's what that looks like. Um this is what our snapshot data is of um the contactability which is a new word I got
to learn um in parent square. contactability is that we have 99.9% of all of our uh guardians and family parents um that are contactable. That means either uh phone, text, um in the
app uh or email. So, everybody is reachable even if they don't have the app downloaded yet. Um which is great. That's 1,761 parents. Um you can see a little bit of this breakdown. I zoomed it in here. Um that
most of the people are receiving the data um messages through parent square and communicating using email. Um which replicates sort of how we were doing it with Remind in the past. Um it says that 89% of parents um have email addresses
and 88% have opted to receive emails as um one or it's like an and or maybe they receive emails and use the app. Um the app is about 40 uh sorry 54% of parents are using the app. Um which is a little
bit lower than we'd expect but so many people are using email. >> Couple months into year one. >> Yeah. Wow that's good. >> I mean I prefer the app as a parent user myself but I think people are more used to email and yeah I think there is a little bit of room to grow there. Um 45%
of of those families are receiving notifications. Um that means 45% of all the parents are receiving notifications in the app. So that's pretty good. >> Um and then we have almost 100% of families that have phones. Um only a 13%
of them are re opting to receive text messages, but that's likely because they're also receiving it in the app and an app notification and email. So like it's too much to receive all of those. Um, but I really like that parent square provides the opportunity for people to choose how they want to receive that
information. Um, there's ways to change their notific user can change its notification settings to their preference. >> Is it is it iOS and Android? >> Yep. >> Okay. >> It has iOS and Android >> make a difference in the participation.
>> Yeah. Yeah. Um, this is also a little bit tricky to see, but basically it's showing the different ways that um, people can interact on Parent Square. Um, so those bigger chunks there are, um, direct messages, um, forms and permissions, um, and
appreciations. Appreciations are the little heart icon that when somebody sends something out, just hit the appreciation. It really matters. It feels like, okay, somebody's reading this. It says like 4,000 people saw this and like two people liked it. Like
so uh to the public and anybody hit that little heart. It costs nothing. Nobody sees um who likes it except for the person that posted it, which are, you know, teachers and um staff members. Um direct messages. It says that um 778
parents used direct messages. Um that could be one person, you know, using it more than once. Um, but that shows that that direct message capability is really powerful um to, you know, just message your teacher, hey, my kid forgot their snow boots. I dropped them off at the
office or the teacher messaging, um, you know, which parent is this is going to get picked picking up this kid today or whatever. Um, and then the forms and permissions is really exciting because it says 770 forms were completed, which sounds like a lot. Um, we can do way
more forms on here. um all of the first day forms that you fill out. Um if you have multiple kids in the school and you have to write the same name and teacher and grade a hundred times, it's a lot. Um and if you have one kid in the school, it's a lot. Um so these forms
make it really easy. They're sent directly to the parents um where the student information is already filled in and you just click yes, agree or no um to to grant permissions. That can be used for field trips. that can be grant used for just a number of different um
things. So that's like untapped potential. Um >> can I have a question Jane? I noticed the volunteer thing on the was that that seems huge. >> We have a lot of really cool things where we are just at the tiptoe beginning.
>> Um so there is a way on parent square that you can um have a volunteer sign up. I think that this was our parents signing up for garden over the fall. Um, so that's K through five, however many parents that is. And then there's like
three spots for each of three sessions um per teacher organiz Yeah. Instead of having and actually Angie St. John was super helpful um in organizing that with me. Um, but it allows for a parent, a volunteer, a teacher, a classroom parent
to help organize the volunteers. Um, and then parents can just easily see which kinds of slots are available, what the task is. Um, the PTO has used it a couple of times for uh movie nights and stuff like that. So, that is >> conferences were so much easier this time. >> Yes, conferences. That's a um an
appointments uh RSVP type of thing. >> Um, but yeah, the same kind of functionality. I mean, it's just like the technology exists. It's so easy once we get everybody um comfortable using it. >> Um so, so far we've sent 22,929
direct messages. Um that is like a those are like chats, messages um between teachers and let's say special educators and the family members can all talk together in a chat thread um to give updates. You can send photos through
those text messages. Um, that's a really big feature. Um, and we've sent 1,612 posts, which is like a feed, like a Facebook feed. Um, that would show just different events happening, reminders, and things like that. I put stars next
to these other three things, which say smart alerts, calendar events, and secure documents because those are like live and active. We haven't yet used it to its full potential yet, but I'm very excited. Um, secure documents is how we're going to be sending out report
cards um, coming in another week or so. Um, we have a way that we can have all of the files of uh, report cards with the student ID numbers and it goes directly to um, the students caregivers digitally. Um, we will also be sending it out paper. Don't worry, I got you. We
will be sending it out transitional period. >> Yes. Uh, we'll send it out paper as well. So, you'll receive it twice. um but with the intention of kind of getting people on board uh to to access that via email. And of course, we can always send something home if they don't
receive it or are not um using Parent Square for whatever reason. The other one is smart alerts. We haven't tapped into that potentially. You can see there's been three um scheduled. That's like the snow day. That's been like a reminder of a half day, things like that. We're just sort of in the testing phase of that. Um and then the calendar
events um with RSVPs um is something that else I'm very excited about. We've finally integrated um the district calendar, East Hampton High School calendar and Mountain View calendar which connects to Parent Square appears on our web page. Um and so you
can sync that to your own personal calendar as well. >> Huge gene. >> That's a big deal. >> I've been waiting for like 5 years for that. So I'm like real excited. Um it's just at the very beginning. You can have calendars for each group or classroom teachers could even set up their own calendars. >> There's just like unlimited potential
with that. >> Um so I wanted to put the star there cuz I'm really excited about it. >> Um so next steps, uh currently we have 100 parent almost. It's 99.9. There's literally one family um that we are
working with. Um 100% of parents and caregivers are reachable by text, email, and or in the Par Square app. 70% of caregivers have registered their account. That means that they've logged in using a like a password or a Google single sign on or something. Um, which I'm really excited about that. We're
hoping for 90% by the end of the school year. So, we're more than halfway. Um, and then 100% of our classroom subject teachers, specialists, administrators have all registered their accounts. I was looking um there are some staff accounts who have not uh logged in or registered. Um most of those are staff
members who are not communicating with parents directly. Um and c like our night custodian doesn't have a need to do that. So >> on those 70% caregivers is that both parents are both parents >> it's 70% of all the caregivers. So
>> right so like Angela and myself would each be >> Yep. Yep. So there are there are some families who neither caregiver has signed up. um but fewer. There are definitely I'll have to look at the numbers exactly, but there are more families that have at least one parent
that has um signed up. And I just recently, this is like a side side note, I just recently figured out how to add a third parent. Um I've had a couple of requests from folks who have a steparent or a you know, grandparent, caregiver, somebody who is also providing care for the the student. Um we figured out a way
to add them. So >> great. >> Yay. >> That's awesome. Um, and so here's the next things that I'm really excited about that are going to happen that are happening now. Um, we are working with our high school. We'll include eighth graders as well in this. Um, there is a
a platform called student square. It's the same thing as parent square for students. Um, so they can use that to navigate for clubs and sports and things like that. >> Um, we're working with our athletic director to try to get um, some of the coaches set up with their team so they
don't have to use any other platform. Yeah, parent square is really great because you can have a more control. Administrators are able to see who's in which groups. Um, the messages are archived so that there's ways for to check for safety and security of of of
those groups. Um, and it's not like connected to any social media or anything like that. It's really just like, hey, our bus is coming back late from our field trip, whatever. Things like that. >> Um, ongoing small group training for teachers and staff. Tomorrow I'm going to be training the um ESL teachers at
Mountain View on how to make sure that they're using Parent Square to their what they need out of that. Um we have three parent square champions who are assisting in the tech support and strategies for success. Um they are we have one person at Mountain View, one person at the high school, and then one
person that's a district um parent square champion. each of them a meeting with them tomorrow. Are also going to be working on a separate area um to enhance what we're what we have access to here. Um we've only tapped the beginning of Parent Square. I'm excited. >> Um attendance notifications are going to
start to come from Parent Square. Currently, they're still sent out through uh school messenger, which is a wonky system. Um so we're going to I'm working with the um front office staff at both schools to get attendance notifications. And then as a parent, you're going to receive a notification
that says, "Your student was absent." And we have the function to be able to be like, "They are at the doctor. I will send them in soon." >> Oh, wow. >> Send. It's really great. Or we're on vacation, whatever. >> Wow. >> Um, >> and that will cut down on a lot of the time that our front office staff spends
listening to voicemails and recording everybody's absences. Um, we have it within the app and they just get a report. It's so great. Um, so they skip all of that um part. will still have the phone call option um available. >> It would just be fewer for them to have to sort. >> It's way fewer.
>> Sure. >> Uh so report cards, like I mentioned, are going to be sent out. Other documents can be sent home that way. Um any um any test that has a student ID on it, we can send um so that could be their star reports or >> that's what we were trying to send
before. We can send that out now. >> Um and prepare yourselves. Our busing is going to be sent out in parent square starting in the summer. >> I'm very excited about that. >> I am excited about that too >> with revised letters. >> Um yeah,
>> that's it. That's everything. I'm happy to answer any questions. >> Any question? Yes, Sam. >> I have a couple questions. >> I told you that. >> Did you have a hand up too? I just wanted to say that I wish I had a student in school so I could look at this because the forms alone just you
know the times of field trip forms so they didn't come home at last minute and the fact that all of that could be this is >> I like efficiency I really love efficiency >> I'll take >> yeah we're going to go in a line Henry Sam
you're next um so I have a question about um are we going to be using this platform for um the IEP process at all? >> Um this year we will probably use it to communicate like hey it's almost time to
schedule an IEP meeting. We are not able yet to send out I I mean maybe we could. I haven't looked all the way into it. It feels like sending out an IEP for a signature. >> We're still not quite there yet. Um but we can do all the other communication
setup um you know communicating with with teachers and um providers and things like that to just see how the students are doing and getting their progress. We could probably send out progress reports. >> Yeah. >> Yes. I was like progress report the report. It's a little bit like in real estate like there might be some specific
regulations. I was just kind of wondering because I always find it um well so it's interesting like I my my child has an IEP and I I always find it like we get all the information like the the notice of the meeting coming up and the invitation and all that stuff that
all comes through email generally um and you have to like download the document like it's a PDF. Yeah. >> Um and so I was just thinking like since we you know we picked this system partially because that whole like download a PDF wasn't really working for everybody. Yeah. Um if I'm just
wondering if we can move some of those notices at least. And then also like honestly one of the things I've really enjoyed about it and my kid has a lot of services and like so has a lot of people connected to him in uh parent square is I've I've really enjoyed being able to just connect so directly with his um his
providers without having to um figure out their first name, last initial or like is it you know is there the is they the only people with that combination in the district. So like it's made a really big difference. So, I'm just kind of um thinking about other places. >> That's great. >> As you investigate, too. Yeah. It might be worth like pulling in Kelly Fehey
Brown from KU and Antiggony and talking about what the three of you think would be. >> Yeah. I've heard from some special education teachers that it's really great for them because they might not know the names of all of the parents that they're working with, but in the app, >> if you're a teacher and let's say you
want to send a quick message to Sam, >> you just type in their students name and it pops up and then you can send it like the parent name will pop up. So, you don't have to know all the parent names, which I think is really helpful. Our teachers don't always have a face to >> email somebody. Sure. I don't I don't
know all my kids, but >> so it's a really good way that like if you know the kid's name, which you will because that's who we're talking about in any of these settings. If you know that kid's name, then it will pop up who they're affiliated with. Um and so that's really cool. >> Yeah. No, I think that's great. Can I have one more question? Sure.
>> Um so we have I just thought about this. We have policies on the books around use of social media and other like kind of organizing platforms for sports and student groups and stuff. And I remember we went we we did those like a couple of
years ago. Um I kind of want to I think what I'm going to do is go back and pull those out and see if maybe it makes sense to add like as we're transitioning towards using parent square and student square um to to update those to kind of see >> for signups. You mean
>> no for um for like using like for example if you have a if you're a coach of a team like you're not like you know do you have >> do not texting students or setting up a like an Instagram or something you know what I mean on that
>> yeah we have guidance on that but we don't have student square as a part of that and so I would love to be able to say like this this is kind of the preferred like kind of first first string kind of um approach so >> the handbook >> um so anyway we'll just put that yeah When Sam says he has questions, he
means, "Hey, Jane, have you considered doing these side projects?" >> Yeah. I mean, it was great. Have you thought about like keep it coming? I'll just add it on to this. You'll have to have me back next year, though. >> Yeah. Yeah. No, this is great. We've we've been really happy with it and I I told you this um not at a meeting one time, and I'll say it at the meeting. My
I I am like the one in my family that like really likes to keep on top of everything and I'm the one who likes always using my phone and like checking and staying up to date. And my wife is much more type B about that kind of thing than me. >> She deeply appreciates. said today, she's like, "It's been a lot of communication on Parent Square." And I was like, "Yeah, like it's great, isn't
it?" She's like, "It's almost it's almost too much." And I'm like, "Perfect. That's exactly what we want. That's the amount we need." So, yeah, she's um she was she's been very happy. We love the uh the monthly our my son's teachers are doing those monthly newsletters. Those have been great coming from the specialists teachers even like getting to know kind of what
they do in gym class, what they are, like it's all stuff that I asked my kid what he does. He's like, "I don't know." >> So, it's I've heard that a lot. um people saying like my kid's in fifth grade and I've never heard from the specialist teachers before just because there hasn't really been a mechanism to do that. >> Um so it's nice.
>> Sorry you had to go after me. I have I have that. Uh >> do you remember your question? >> Yeah. Great. >> How about it? >> So has Student Square come out yet? And like one can like like use it cuz it sounds interesting. >> That's a great question. Um Student Square is is rolled out. We added high
school first. Um, but we've been hearing from eighth graders and eighth grade teachers who want to send out like homework reminders and stuff to eighth grade. Um, we're a little bit hesitant about eighth grade specifically because we don't want to encourage students to be using their phones during school
>> um to receive, you know, updates about homework when they can just write it down when they're in school. >> Um, so we're trying to figure out what the right way to do that is. Um, all students have an email address and so through email is probably how it's going to first be. you'll be like you'll get an email with updates from your teacher
that you could check during the school day on your Chromebook. Um, one of the hiccups that we found is that we have to add student phone numbers um for them to be added to groups that are like like a sports team or something. Um, and we're having a little bit of technical
challenge to get that all connected, but um we're figuring that out and we're working through it. I don't know that we're going to add eighth grade phone numbers because I don't think we even have them. Um, we only start collecting student phone numbers in 9th grade. So, >> a heartbeat away, Henry. >> So close. Um, but eighth grade should
should soon be able to start receiving updates from their teachers about like homework and stuff. So, we'll kind of start it out like a little practice in eighth grade and then in 9th grade, um, you'll have full student square. >> Mhm. Cuz some high school sports teams, like I'm on the cross country team and then track team in spring, they allow
seventh and eighth graders on >> and be cool. And I know that we have like a cross-country group chat thing >> and it's fun. >> Okay. Yeah, I think that there is definitely um some thought that we need to put into how we can have high middle
school students participate in the sports and in the sports school sanctioned >> uh parent square student square stuff. So yeah, good point. We'll think about that. Thank you. >> Tim, you want to hand up? Yeah, I just I just wanted to reiterate I think Sam
what Sam was saying was like that this is going to be approached from the policy perspective like this is going to end up in the handbook. >> Is that >> like what we should understand is >> I mean I would think that we would would put this all into the handbook
as our >> Yeah. because I guess as we've told teachers, you know, that this is going to be the way that they will communicate, um, we can put it in the handbook so that families and students also know what the conduct is and how they will be able to access and send
messages back. >> Um, so it's not in the handbook, right? It's not in the handbook just yet, >> but we'll put it in for the fall of next year's handbook after we review all the policies and >> should people figure that out. >> Yeah, I just handbook. I think that I
think it's great. So I don't want it to be, you know, but I think there's just >> just opportunity for things that, you know, just things to talk about before they become >> before they come up, >> right? >> Know how to handle before you. >> Perfect. >> Great. Anyone else?
>> I just wanted to say, Jean, thank you for your work on this. You have been such a cheerleader and you've been working so hard on getting it right, taking feedback. Um parents are giving us feedback and helping us improve the system and Gan is taking that feedback.
She's doing tips of the week and uh making sure that everybody knows all the features and working with our tech team to um Jean is uh not part of the tech department but is an honorary member at this point because um she is definitely
stretching herself to learn all the technical terms and requirements and I really appreciate it. So, thank you so much. >> You're welcome. >> Thank you. Thanks for having me. Good. >> It's always wonderful to see you, Jean. >> Yes. Yeah. I should I should do this more often.
>> Yeah. Thank you so much. >> Thank you. >> We're moving on to another one of our district rock stars. We have too many. Maybe arguably. Don't care. I'm not giving any of them up. Julia Franks, our director of business services to deliver a business update. >> Good evening, Julia. >> Good evening. >> How are you?
>> Good. How are you? Well, should we tell the public that you've been working off of a chair this entire meeting? Sure. >> She said in the meeting yesterday, this is her Super Bowl. >> She's looking forward to it. So, budget season never ends. >> Marathon, Super Bowl, it's all kind of
the same. Um, sports ball references. Um, good evening. Um, we've been talking about the FY25 end ofear report for the past couple of months. Um, we were approved for an extension officially by Desi. Uh the deadline that they have given us is December 12th. So uh my team
and I are working diligently um and we have every intention as of this moment to meet that December 12th deadline to get that report submitted. Um we did receive documentation from the city and all that data that we needed from them. >> Everything from the city has been received. Excellent. >> Which is why we were um able to move
forward um producing that report. um the FY26 local appropriation as of um December 4th, 47% of the local appropriation had been spent or encumbered. Uh we have received a new grant. Um so we received the Mass Fresh
Grant in the amount of $29,63. Um this is given to us to support um the gardening programs going on at Mountain View and to expand that gardening program that's been going on at the elementary school to bring it up to the middle school level. um with the goal of creating more of a production gardening
environment that will then feed produce into the school lunch program. >> Cool. And so we're going to vote tonight to just approve that. >> You're voting to accept the funds and then I have permission to then spend the funds since you've accepted the funds. Um so you'll see on this that there is a
suggested motion language. Feel free to wing it if you choose to use other language. Um we if you can when you step down hand me that suggested language, I'd appreciate that. Uh, we did not have a packet this week. >> I have it here. >> Oh, excellent. Never mind. We've got it. She's great.
>> Um, and the last item is the personnel report for November. Um, included in your packet, you'll see that there is the grant award letter on the fresh grant. If anybody would like to read more of the details about the grant, um, uh, for personnel, right, uh, we have three new hires that have joined us starting uh, in the month of November.
We had one separation and we have had one transfer, so an employee that moved positions. Uh we do have a couple of vacancies. Uh the subcustodian position is still vacant. Um as of November 30th, the admin assistant position was vacant
at MVS, but the person started that position December 1st, so they are not on the report. Um there is a PAR educator position vacant at um East Hampton High School and there is currently a PAR educator position vacant at Mountain View, but I did receive
notification that they have interviewed and appointed somebody today for that position. >> Wonderful. So, um personnel wise, we're in a pretty good spot. Okay, any questions from the committee? >> I I have I have a comment about gardening. I Everybody here has probably
heard me talk about gardening, gardening, gardening. how much I wanted to expand the gardens, how much I thought the gardening was so important to have that over there. This just warms my heart like you can't even imagine. Um, I would love to talk to I'll reach
out. I'm going to be reaching the schools because this is really something that I had hoped for, but really a lot of community members I know would be interested in helping and volunteering and working with that. So, I've been thinking about a program with that that
I've talked to Michelle about. So, um yay for garden. >> Yeah. Almost 30,000. That's a lot of money and it's going to incorporate text. So, we have um >> Julian um Leaven identified some texts that can go along with the the greens.
Uh one of them is braiding sweetg grass and another one is animal vegetable miracle. So, they're going to be reading spending time in the garden. It's really comprehensive and we're just so excited that they're going to be producing food that they're going to see in the cafeteria.
>> This is to me this is exactly what we need to be seen in our schools to be able to see how something begins, how it grows, how we use it, how do we utilize it. And I think this is just a really important program. >> Great. Would you like me to bring my chickens in for a field trip with the
kids? Like Okay, we'll put that on the calendar. Yes, Henry. Uh when I did gardening in elementary school, it was one of my favorite things to do. It was great. I got to make popcorn one time and it didn't really like puff up. It
was just like kernels with butter, but it tasted really good. >> But yeah, >> the middle schoolers are going to get to have that same experience now. >> That's awesome. >> When a lot of schools are pushing to to discuss with students, what's this relevance? What's the relevance of why
am I learning this? Why am I learning this? So I can only imagine all the math and science incorporated in that to see the measuring as you do too much and too little and how much and what our soil is like and all the things that we learn and all the aspects of studies
>> comprehensive learning. It's just >> gardening is foundational to society. >> So it's a social sciences is what I was trying to say. >> Thank you so much. >> Should we do that motion now? >> No, it's an action. Okay. >> Yeah. Um, so we're going to get to it shortly.
All right, we're going to move on to school committee discussion. Sam, do you want to take us through a policy subcommittee update? And I believe we have Do we have four readings tonight? >> Yes. Let me just let me get to Hold on a second. I remember which ones we're
doing. >> Be gentle with us. The first two should be easy. We do not have a packet this evening, so members are going >> That's why I'm having some trouble here. >> Yeah. >> Um, okay. So the first, so we have um a few policy updates. One is the graduation requirement, second reading.
Do I need to read that again since we already read it before and it's available on the website? >> Can you give us the synopsis, please? >> Um this is our graduation requirements for um for uh high schoolers and it just
goes through it's it basically is exactly what's in the handbook. We just updated a couple of like very minor things. >> Right. Okay, everybody's good. We had the first reading last time. All right, go ahead. >> U, so do do I need to read the whole thing or can I just say Okay. Um motion to accept the second reading of the
graduation requirement policy. >> Could I get a second? >> Second. >> Thank you, Eric. Are there any questions or any um further discussion on the graduation requirement that we discussed last time? >> Okay, seeing none, we're going to call for a vote. All those in favor of
approving the second reading of the graduation requirement uh say I >> I. >> All those opposed abstensions. Okay. Motion carries. >> Sam just make clear that distinction between the graduation requirements competency. >> The second is the competency
determination which I guess I probably should have done first think of it. This is um IKF. This is the basically because the u the um ballot initiative to um end using the MCCAST as a graduation requirement as the as a competency
determination. Because that passed, we then had to come up with a competency determination. It's a little bit confusing as to why that's different from graduation requirements, but it is. It's basically saying if somebody transfers into our district um or you know any 10th grader essentially has to
have taken a certain um number of courses uh in certain subject areas all of the major subject areas and um in order to be eligible to to um to graduate from >> it is pretty basic and it's threeprong
right so it's like math literacy and science >> and US history >> the things that MCCAST was testing on >> and US history >> and and We've added >> No, that actually we added that last year to like the temporary one and then the state added it to their um required language. >> I'm glad to see we're all warming up on
the need for we were uh trailblazers as usual. So um we already read that last time. Um and so I will uh uh I make a motion to um accept for a second reading the competency determination IKF policy.
>> Can I get a second? Second. >> Thank you, Eric. Uh all those in favor say I. >> I. I >> opposed abstensions. Okay, motion carries. So, just to be clear for the public, what that means is both the graduation requirement and the competency determination are fully approved and will be embedded into our
policy book, not necessarily the handbook, but the policy book. >> Yes, it'll be in the policies. I don't know. It's kind of up to >> Yeah, we'll see what trickles down to the handbooks. >> Um, and then also folks might have heard some news about the competency um determination. There was a uh the
governor had a uh a committee that was working on this and it there's there there is a whole report you can read. I have downloaded it. I have not read it yet. It's 150 pages. Um and I don't feel comfortable yet kind of speaking on
that. We'll update our policy as needed, but we haven't been asked to update our competency determination policy yet. >> And this competency determination, right? There's no more adjustments for grade level because there were these pockets of kids
>> so yeah. No, there's no more adjustments. But actually an important note and I do feel like we kind of owe owe um owe it to the folks out there to bring this up from time to time. Anybody who was unable to graduate from East Hampton High School between the years of
2003 and 2024 should um get in contact with us. >> That's right. We do have one student actually who's working on their >> I'm so glad to hear that. Great. That's awesome. So, like we want like we really want folks to get their diplomas. So, if you know somebody or you are somebody
who wasn't able to get your diploma during those years, um please be in touch and we would love to help you out. >> Yeah, that's great. All right, we're going to move on to the middle school pathway exploration policy. This is a first reading. >> All right. Um before I read this, do you want to talk at all about it, Michelle?
Yeah. So this is um this was a desi sort of um expectation of all school districts and what it does is it basically outlines how we promote our career technical our CTE programming within the district and we have a great
team at NV MVS. Heidi Bay is leading this work making sure that our our eighth grade students are aware of their opportunities when they get to high school if they choose to go to EHS whether they choose to go to Smith Voke or they go to to um for CEK. So um what
we're required to do is to you know uh let students know their options um give them the opportunity to go visit the the programs um and it also requires them to have certain sort of career exploratories in sixth seventh and
eighth grade just to know like you know try to figure out what they might aspire to. So this um this is basically this policy outlines um how we are going to go about the promotion of the programs
um in career and pathway exploration in sixth, seventh and eighth grade. Um so we were required to do this by Desi. Um we all districts had to upload their policy. So this initial first read we have not yet received feedback yet. So
once we do this first read of the policy, what it'll allow us to do is to receive feedback from um the state on, you know, where we can enhance our policy before we bring it to a second read. And also for our next school committee, we have Heidi Bay coming to
do a presentation to talk about the work that she does. And she does a really tremendous job of um letting all the families know about their options. So, and we're lucky in East Hampton that students have options um for Smith and
CEK and also our very own um pathway exploration programs within EHS. So, um a lot of very good options for for our young students. So, uh the first read just allows us again to get feedback.
So, I anticipate some changes um because there there it's a very technical policy. So, I'm just looking forward to some feedback on it. Okay. Uh, with that, Sam, do you want to >> Oh, I'm so sorry, Henry. I didn't see you on my periphery. What? What's up? >> Uh, I've seen Mrs. B like go around
classroom to classroom talking about it. Yep. >> And >> yeah, like a lot of students want to go to like Smith V or CEK and I'm glad that they have the options to >> and it's being laid out early enough to really think about it. >> Cool. >> Thank you for um for telling us like
what that actually looks like. That's really helpful. Um >> I >> Heidi is really >> Heidi is good at this. >> She's fantastic. I remember the presentation that she did for us like a couple of years ago and it was like enormously helpful. So I'm looking forward to um hearing it again.
>> Um there was one more thing I wanted to well I I I'll read it and then if I come across what I was thinking of. Um >> so and I I apologize for having to read this it is um what it is. All right. So this is the middle school pathway exploration guidelines. Um, section one,
overview and purpose in accordance with 603 CMR4. East Hampton Public Schools is committed to ensuring that all middle school students are made aware of and gain exposure to career technical education CTE programs available to them through district regional agricultural
and other public high school options. This policy outlines how EPS collaborates with CTE schools, provides opportunities for exploration, and integrates these pathways into each student's my career and academic plan. MYAP uh development. Um we've got to
have as many acronyms as possible is one of the rules in education. Um section two, district goals for career exploration and career connected learning. EPS believes that all students should graduate ready for college, career, and community life with exposure to a wide range of pathways that reflect
their interest and strengths. Our goals are to one, ensure all students understand the range of high school pathways, including CTE, college preparatory, early college, and dual enrollment options. Uh number two, provide students with structured opportunities in grades 6 through 8 to
explore career interests, technical fields, and post-secary connections. Section three, integrate my cap activities into academic and advisory settings to help students align their their skills, interests, and values with potential career paths. Uh, and then section three, high school pathway
options available to students. East Hampton Public Schools partners with two primary CTE affiliates. And this is a table that describes lower Pioneer Valley Career and Technical Education Center, which is called CEK. That's in West Springfield, Massachusetts. The key program areas are automotive technology,
carpentry, cosmetology, culinary arts, criminal justice, graphic communications, health assisting, horiculture, machine tool technology, and others. And this is our primary CTE affiliate since 2004, and all East Hampton students may apply here. Um, the
other school listed here is Smith Vocational and Agricultural High School in Northampton. Um the key program areas are agricultural mechanics, animal science, horiculture, natural resources and related programs. And students may apply for agricultural or natural
resource programs that are not offered at CEK. Uh students apply through the guidance office and complete the chapter 74 form in coordination with the EPS school counseling department and Mrs. Bay who oversees the application process.
Application deadlines are Smith Vocational February 15 2026. The applications are open November 1st 2025 and CEC March 1st 2026. Uh part four, middle school career exploration and MYAP integration, career awareness and
MYAP are embedded in the Mountain View School 6 to8 curriculum as part of advisory counseling and academic courses. Key MYAP activities include grade six, introduction to career clusters and personal interest through the Massachusetts Career Information System, Mass. Uh, grade seven,
exploration of CTE pathways, completion of a skills inventory, and development of early academic and career goals. Uh, grade eight, connection of interest to high school program options, preparation for vocational applications, and scheduling of tours. All students
receive annual information about high school and CTE options via in-person presentations by CEKC and Smith vocational representatives, digital and mailed communications by October 15th each school year, and updates posted on the EPS website's transition to high
school page. Uh section 5 middle school CTE tour policy. All EPS grade 7 students will have the opportunity to tour CTE schools during the school day as a part of the district's pathway exploration programming. Transportation will be provided by East Hampton Public
Schools. Students attending approved tours will be marked as present for school purposes once participation is confirmed by the CTE site. EPS maintains a rotation schedule to ensure all interested students have equitable access to CTE visits. >> Can I pause you, Sam? >> Yeah, >> we're we're doing that in grade seven
but not seven and eight. Correct. >> Okay, keep going. >> Hold that. We'll get into it. >> I'm listening. Uh, section six, collaboration and communication. Mountain View counselors and administration will coordinate with CEK and Smith vocational staff to schedule tours, share information on
application timelines, program availability, and chapter 74 requirements, host family information nights in partnership with CTE representatives, and distribute written materials electronically and in hard copy upon request. Uh, section seven, providing records to CTE schools and
programs. During the admissions process, EPS provides each CTE school with required student records, including transcript and attendance data, conduct, and recommendation forms, and chapter 74 documentation as verified by the guidance office. All information is transmitted securely and in compliance
with Furpa regulations, which is the student privacy law. Uh section um eight, got to remember my Roman numerals here. Uh maintenance of records and implementation documentation. The district will maintain annual records that document student participation in
tours and MYAP activities, CTEformational mailings and event attendance, list of applicants to each CTE program, and confirmation of annual attestation to DESIE regarding policy implementation. Documentation is retained by the school counseling department and the superintendent's
office. Um section 9 appendix my cap scope and sequence grades 6 to 8. So the focus in grade six is self-discovery um in which includes interest inventory reflection and reflection activities um and this establishes the foundation for
career exploration in grade seven. The focus is on exploration. The key activities are the mass cyst career clusters, guest speakers, initial MYAP goal setting and CTE school visits. And uh the connections to our policy is that we introduce CTE and high school
options. And in grade eight, the focus is on planning um which includes high school visits, portfolio updates, and high school course planning. And this aligns the post-secary pathways with CTE opportunities. >> That's the end of it. >> I have an array of questions that I
don't think are appropriate for tonight. Okay. >> I have a quick question. >> Wait a minute. That was a motion. >> That was the motion to accept the first reading. >> I need a second. >> Second. >> Thank you, Eric. Go ahead, Megan. Um that that's how quick it goes away.
>> Can I add one more thing just about just about the procedure here? So like we need to this we are required to pass this by February I believe >> but Desi wanted us to upload it to their website be like and they weren't going
to tell us like Desi is hasn't told us that this meets their requirements yet. So, but we have to pass it by February and we had to give them enough time to read it and tell us if it passed their requirements. >> Has this been sent to them? >> It's been sent to them, but we have >> How long do we think it takes to get a reply? Yeah. Right. Okay.
>> Yeah. So, so the process here, >> do you have a policy meeting scheduled? >> Uh, we we will. >> I haven't scheduled one yet, but so there's going to be What I'm saying is there's going to be policy meetings in between now and then. And I think like the point of bringing this here was like if if this looks the first reading
>> is to get the first reading and then get some feedback from you guys, get some feedback from Desi, go back to policy if we have to and then uh bring it back up again. Here's what I'm going to suggest in the interest of time, attention, and energy, and also us needing to
transition out a member and in a member in order to make this final decision is I think those of us who have an interest in that, I I me and Mama Harvey, I think, are both interested. if anyone I think that um members who are interested in this beyond just the kind of surface
discussion >> um should maybe attend that policy meeting when it's scheduled because I think that the real dig deep kind of feedbacks conversations >> are more appropriate for that venue. Would you agree? >> I I agree. I mean I'm I'm curious to hear what anybody has to say now um as
well but >> take too long Tim go ahead start here. Just really quickly, what what kind of feedback do we are we looking for today? >> What do you what do you think? What would you change? What would you like just in general of the whole the the
whole concept of the policy or >> so we're required to have a policy? What do you think about that particular one? >> Yeah. Um I mean that's the one that we have and if that's the one that we have and the way that it's read it's uh I think it's it is what it is. >> Yeah, Eric, >> it's pretty comprehensive. It's just
it's just outlining the steps that makes people aware that when you get to eighth grade, you'll have had some preparation of awareness of these programs and then if it so moves you I mean it's always tough because you're asking sixth, seventh, and eighth graders to think
about their future. It's but it's not as >> it's equally ridiculous when people go into college for what career they want. It's hard to decide before you're 20 years old like what would you like to do forever? >> All of that. But but I think it's I think it's the similar and you know the school I work at similarly their sixth
graders get you know introduced to this concept and then they go to the seventh and eighth grade middle school and they keep on hearing more and more. Um but I think it it sparks conversation and I think the best thing is when they go to these schools they see kids that they
know they're related to they've have seen at sports and they get more information that way. So it just opens up these lines of communication. But no, there's no perfect way to ask a kid like what do you want to do forever? It's >> But I think the more we But the more we figure it out, don't you? I think you
were going to ask why seventh grade. >> No, I have a more I was just curious. Um, does this is this like already what happens? Like kids are going, "Wow, I've heard zero things about this from my sixth grader or my eighth grader. So this is great. And I can't wait to hear about >> Heidi is talking to them and like what
do you think and they're probably like >> that's a reflection of my child. Um but that's very cool and I will attend meetings and >> anyone Linda you have thoughts >> my thoughts are just that you know the communicate this open this gives
an official from our public schools saying these are other pathways that you have and that you know I think it's been really it I don't want to go too deeply into this but it happened over my lifetime I
think I realized this more and maybe some of you do that there was once a time where you know people weren't really given many opportunities beyond high school or even 8th grade and so now this and then all of a sudden
it was and we know why college became college college and I think for a lot of students they really kind of felt left out in that process especially when you get into the high school years and so I think that this is just introducing
this pathway to them and looking at different ways as far as this policy, Laura, and how we want to change some of that. This is our first reading, >> of course. >> And so, I think that's why now we could go from there. But, yeah, I mean, the whole idea of it, I think, is fabulous.
>> Yeah. >> Yeah. I think when there's a policy meeting, you know, after you guys regroup that, you know, there's definitely some things to talk about as far as timing goes and and but I mean, if timing and approach isn't going to be isn't part of what the policy committee
is even going to be doing that, I'm not sure. >> Um I think that that's a larger uptake than just a policy committee. >> Yeah. >> Thing. So for me it's like policy committee as far as this this goes like as Eric said it's comprehensive and I
feel like it's fine. >> Henry >> um what about like the so like this like policy hasn't been like sent out yet. So, what about like the people that haven't like uh or like like heard this
like in seventh grade? I didn't really hear about like like what schools then like how would we like get back that like learning that >> great question one of the concerns that I have. >> Yeah. Is there a selection process or I mean is this just something to
everybody? Bartley, I think that we think about it how we do act in that capacity in a school, right? You're going to look at certain kids and you're going to be like, "Well, maybe I'm going to have this convers and some will receive it and some won't." And I'm curious to hear more about that. I want to hear how we're presenting the
opportunities at EHS to these kids. Are we just saying, "Hey, there's this other shiny thing to 12 and 13y olds. Are we giving the same amount of time for here's the clubs and growth opportunities and everything else in EHS so they can understand how that
experience will differ? >> Not saying they should go one way or the other, but just are they getting a, you know, are they only being think how you go to a college fair, right? Everybody is selling themselves. Are they being sold on two other options or are they being told here's all the menu of options,
>> right? A field trip. Is it more of a field trip? >> Are we doing field trips to the high school? >> Future. >> Yeah. No, that that's that's such a valid point because we, you know, we need to say that to me >> this is a supplement that we don't
provide at EHS. I hear from parents now a lot and or people that aren't parents who say, you know, we used to have shop, you know, we used to have woodwork and we used to have all these. So this is an area that those students who really want
to go that direction, but we need to also be saying this is this is our our school. So I understand I'm fully on board. >> Let's say let's say you want to be a preschool teacher and you're not sure like there is early childhood offerings at the high school. Do you know that in
sixth grade, seventh grade, eighth grade? I don't know. Do you mean are we right? So that's I want to take a look at that full picture. Are we talking to these kids about, you know, there are opport, you know, there's more to be done. I'm not going to let this go on and on. Yeah. >> Actually, this is this is more of a
question for Michelle since um you kind of know more about what Desi is looking for. Is that the sort of thing that we would want to include in this policy? >> This is specifically for programming. So this was designed to make sure that uh we have outlined our process that we are
communicating to families that we do have CTE options um and the the deadlines for those. It's it's basically a compliance thing that we are >> here's a nice opportunity to say how are we talking to our middle school age
students about life pathways full stop. We create a sister policy that talks about all those opportunities, internship opportunities. P, you know, >> I'm hearing you and you're I'm buying what you're saying and I think
>> I would recommend that we move this though like into maybe even have like a round table of discussion all of us and then go into policy with this because I think this is a really great it it kind of gave us to then say, "Oh, maybe we need to do this."
>> Yeah. Yeah. Huh. >> Uh, will seventh and eighth graders get like field trips to like the schools to like see what that's like? >> Always looking for a road trip. >> Yeah, I think that's a great idea. >> Absolutely. Absolutely. >> We've got bands. >> Okay.
>> So, so we can approve this first reading tonight. We're going to take a vote shortly unless there's any further questions. Remember everybody, we're not committing to anything. We're just getting this on the record so we can take a second look at the next policy meeting. Yes. I also just want to say for everybody listening, I think an
important thing to remember is that like people learn and grow throughout their whole lives. And so like when you're giving 12 and 13 and 14year-olds kind of um opportunities to think about what kind of an adult do you want to be like? What kind of um life do you see yourself
having? They always have the option to change. they always have the option to realize you know what that isn't actually going to work for me or like I thought I wanted to do >> and that's another thing they should hold is like you can go to CEK as a freshman and if it's not working you can go to EHS as a and if it's not working
here's the pathway >> I think one of the things that like we like I think as adults a lot of times we're kind of like okay they're going to follow this plan and this is that's not how people grow and like part of the experience part of the learning experience is being like I made this choice and I thought it was going to feel really good and parts of it did but
parts of I'm realizing you're not for me. So, I'm going to try something else. So, anything that we can do to help. And I like this table, by the way. I like tables in general for not not the table, but like the table that's >> um the table that's in here that kind of organizes the key program areas. And I think that we've needed something like
that that's easy to understand. So, I think that will >> if I could. >> Oh, uh Linda then Tim. >> Yep. I just want to say that as by far the eldest person here, I have changed my mind many times and had many career paths. So, it's lifelong learning and
that is exactly what I think our goal is to have students come out of our school system ready to be lifelong learners, ready to change direction if they want to, if they decide to, if they need to. And so this is just >> Yeah. I don't.
>> Yeah. >> Yeah. Just for the record or to whatever is just that like the nature of it is I don't think is in question. I don't I don't think there's any >> nobody has any like trepidation about offering the most possible outlets for for everybody. Um as far as you know
their their education path goes. It's just a question of all these timings. Um, and just figuring out when the best time is to, you know, instead of just not offering a a not having somebody see something as a way out of just a way out
of the standard trajectory >> and trying to get out of, you know, that kind of like standard high school experience and just and choosing. So, so anyways, all those things, all those things that can be said. It's just for me the point is that I don't think
there's any question about the the uh the nature of what everybody's trying to accomplish. It's a matter just a quick matter of the layout which is not a quick matter. It's a really important issue >> of how you're going to >> we're a group of people who love to have subcommittee conversations
committee >> meetings. I love that. That journey is our journey. Um, we're going to vote. All those in favor of accepting the first reading for the middle school pathway exploration policy say I.
>> I. All those opposed? Extensions. Okay. Motion carries. Should be taken up at a policy subcommittee meeting and then something >> after we get feedback from Desi. >> Feedback from Desi and after the first of the year >> and after we get feedback from the public. Would love to hear from families about this too.
We have um I think four or five meetings between January and February. We have four meetings between January and February. So I think we have plenty of opportunities >> um full meetings. Okay. The facilities use first reading. >> So is Juliet still here?
>> Yes. >> Does it make she's in the office? >> I have a question. Does it make sense to do this now or does it make sense to do this? >> I would really prefer to have a packet and have this >> I was just thinking that too. I think I would rather have it in a packet. And so >> we're going to postpone the facilities
use. >> Yeah, we just postpone because you've got like a big deadline coming up anyway. Like I don't want to. Yeah, that's like Yeah, let's just like there's no need to rush this. >> The full committee is meeting again January 13th. So we can All right, we're good with that. Okay, so we're going to
postpone the facility. And I have gotten a little bit some questions from the public about this and um so I want to make sure that everybody's got >> I would have put off the middle school pathway also because we didn't have the full text in writing ahead of the meeting but we have that deadline of February. So I wanted to get that first
reading out of the way. >> Okay, we're going to move on then. Thank you so much Sam. That's a lot of >> Thank you. Exhausting work. I appreciate you. >> That's fine. >> Finance subcommittee update. >> Yes, that's me. Um okay. We met uh
yesterday and um we also met two weeks ago, three weeks ago. Um so yeah, things are moving along. We're meeting regularly. Um we don't have a bunch to report just yet, especially other than our business, our director of business services just um presented to us earlier
tonight. But I'll say again the m the meetings that we have scheduled for 2026, those are big important ones. If you are interested in budget creation and prep and all of that, they will all be um hybrid. So they will take place in the conference room behind me, but also
on Google Meets. Um those are Monday, February 9th at 3:30. And this will all be in the minutes as well, so that you don't have to, you know, jot these down quickly. Uh, Monday, February 9th at 3:30, Tuesday, February 17th at 4 p.m., Monday, March 2nd at 3:30. Those three
will for sure happen. And then a possible meeting on Monday, March 9th at 3:30 p.m. >> If needed, >> if needed, we have a a placeholder for that. >> And then the public should if they don't want to see how the sausage is made, but they want to hear what we've put together, they would tune in when
>> the public hearing is March 24th, >> correct? 6 p.m. here. >> Okay. Is that it? We think for finance. >> Yes. >> Excellent. Uh CES samp. >> Uh we're meeting next week. >> Okay. I'm going to go back to this is like tennis. Megan NPS playground
update. >> Yes, I do have an update. Um so Jackie and I are uh meeting on Friday um to just make sure we have all of the documents in order. We are meeting next week on Wednesday with Allison and that
will be when she helps us, this is the city planner, figure out what end is up on all those documents so that we can actually present something that makes sense to district administration leadership. So, uh, admin, I would expect that probably in January like two
actual estimates that make sense with some options involved. >> Great. But she and I look at it and we both are looking at a different language. So, um, >> okay. >> Also is helping us.
>> Um, all right. We're going to get to the mass fresh grand award in just a second. As we're wrapping up all of these things, I just want to remind our current members and our about to be member who has been joining us religiously to be thinking about um
there will be slots open in the January reorganization meeting. So, we'll need a chair. We'll need a secretary. Um, we'll also need a CES um ambassador. I don't even know what they call them. Delegate, >> representative.
So, everybody kind of ahead of that reorganization meeting, really think about what you want to sign up for. Okay. The >> CES update. >> I already did. >> They're meeting next week. I missed it. Next Wednesday. All right, Megan is taking minutes for us tonight, everybody. So, she's just making sure
she has the facts. >> I think we're meeting two weeks. Actually, >> we're going to move on to the Mass Fresh Grant Award. Um, I believe that Julia gave us the backstory on this and the here's the language they suggest for this motion so that we can approve these
funds. Um, I'm going to state this and then say I would entertain this motion. Okay. Motion to approve the acceptance of the Massachusetts fresh maf. The MassFresh grant in the amount of $29,63
with funds to be used to expand the MDS garden programs. Somebody can say so. Thank you so much, Megan. Can I get a second? >> Second. >> Thank you, Linda. Are there any questions about that? We just discussed it. Great. All those in favor say I.
>> I. opposed abstensions. Motion carries. >> Thank you to all the people who worked on that wonderful >> Yay Gardens. >> Um we're going to move on to action items. >> Do you want me to read these so that you >> I'm prepped in advance. So many stars. All right. Go ahead.
Okay. Um I almost read though as I have in the minutes motion by Megan Harvey. So I won't read it that way. I will read it cuz I was ready. And okay. Uh, I have a motion to approve the school payroll dated 11:26 2025 in the amount of
663,39957. >> Okay. Can I get a second? >> Second. >> Thank you, Sam. Uh, all those in favor. >> Opposed? Abstensions? >> Thank you, Eric. Motion carries. I have a motion to approve the accounts payable authorization for payment dated 1126
2025 in the amount of 58,7995 >> and a second. >> Second. >> Thank you, Sam. All those in favor? >> Opposed? >> Extensions. >> Thank you, Eric. Motion passes. >> And we do have another action item, but I have a question about postponing this one also.
>> So, no one saw the minutes. >> So, no one saw the minutes. >> So, just postpone. >> We'll just do them next week. >> Okay. >> Okay. Okay, for next time. >> All right, our next meeting dates. Everybody put your listening ears on if you're a member of this committee where you will be in January.
>> Tim, you can tune out if you want. >> Exactly. That's okay. Um, so are we we will be sworn in um on Friday, January 2nd at noon. >> Most of us.
>> Yeah, most of us. >> Most of us. So, we are going to have our first reorganization meeting that evening at 5:00 p.m. she asks. >> 5:00 p.m. >> Sounds good. >> 5:00 p.m. 5:00 p.m. Friday, January 2nd
will be our reorganization meeting. So, you have to get yourself sworn in ahead of that. >> Yeah, I can do that. >> Okay. Thank you. >> Um and then the our >> in January uh that'll just be for the elected members. It is a public meeting so people can watch but um it's not going to be all this halaloo. will be
back there. Uh we will meet, we will discuss, we will elect a chair, we will elect a secretary, we will talk about um subcommittee appointments. We'll talk about CES and wellness and making sure that we have um bodies in every role for people who are excited to do all the different kind of work. Um we'll then be
meeting on January 13th and January 27th um to kick off the new year and budget season. Okay. So on that note, I drag this out as long as I can. Tim, our time is at an end.
>> I would entertain a motion to adjurnn. >> So moved. >> And I get a second. >> Second. >> Thank you, Sam. Uh Tim, would you like to roll us out? >> St. John here. >> Good evening. Goodbye. Good night. >> St. John, good evening. Goodbye. Good
night. >> God speed to everyone. >> And we'll see you soon. >> See you all soon. Excellent, >> sir. Eric, good night. >> Megan Harvey, good night. >> Sam Hunter, good night. Lar, good night. Good evening, East Hampton. Until we meet again.
>> All right.