So I would like to call the school committee meeting of February 10th 2026 to um session. So if you all rise for the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the
republic for which it stands. One nation under God, indivisible with liberty and justice for all. Okay. I would like to make a motion to move into executive session to discuss strategy
with respect to litigation open meeting law complaint and to discuss strategy with respect to collective bargaining for units FBA with FBA units A, B, C, and D and pursuant to general laws
30A section 217 to comply with or act under the authority of any general or special law or federal grant in aid requires purpose 7. Specifically, the open reading law general laws 30A sections 22m and G.
Having these discussions in open session may have a detrimental effect on position of the school committee. It is anticipated that the school committee will return to open session. >> Second. >> Okay. before we second it. Um the first
uh sentence that I said um we will not be doing. Okay. It had been anticipated but we will not be doing that. Okay. Now is there a second? >> Second. >> Okay. Roll call. Just >> uh yes. Yes. >> August. Yes. Yes.
Sorry. Yes. >> Yes. Yes. And Maderas. Yes. Okay. So we will I'd like to reconvene the meeting and because it's our country, let's say the pledge. I pledge allegiance to the flag of the
United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Um,
>> okay. First, I will read the recording statement. The meeting of the Mountain School Committee is being recorded in accordance with Massachusetts open meeting law. Anyone who wishes to make an audio or video recording of this meeting must first notify the chair. Please raise your hand and make your
presence known if you intend to record the meeting. Okay. So we don't have anybody meeting. >> Okay. So Margaret, could you lead the mission vision?
>> Yes. Found Mission. The found public schools to gain world class student learning experiences. Our Clippers are empowered to pursue their goals with curiosity, integrity, and resilience. Clippers of
the vision. Clippers are creative, inquisitive, and engaged learners who participate in their community as socially responsible citizens. Clippers effectively communicate and solve problems that impact the world around.
>> Okay. Um, if we could also have a selection from our protocols, Linda, please. >> In our operations, represent the needs, interests, and achievements of all students in the
district and place these above all else in the decisions we make. Number two, honor the school committee's policy AB, the people and their school district, which recognizes our roles and
obligations as elected members of the community, remembering that we represent the entire community at all times. >> Thank you, Belinda. Um, I would like to say something tonight. um in honor of the no guff week which is being
celebrated in our district um it's theme is kindness costs nothing and we want to thank the students who put together the themes and um what I would like to say because it costs nothing is that in behalf of the school committee we are so
grateful that we have such a dedicated te staff of teacher teachers and staff um and administrators and school committee members who helped to make this district um a great place and I think a testimony to the fact that it is
such a great place to work is look at how many returning clippers we have who are now principles, teachers, administrators and school committee members. Um more than half of this committee is former students of our
great system. So um in regards to the no go message again um thank you for all that all these people do to make balance what it is. So >> okay um now we will hear from the
student advisory um student >> who maybe couldn't make it here tonight. Okay. Um, next we will hear the um reading of the Wanoa land acknowledgement. Katrina, yes. >> Found public schools acknowledges that
we are gathering on the unseated ancestral land of the Wanak Wanoag nation. We recognize and respect the Wapanog people, including those of Supanesset, Woit, Cipoisset, Tapet, and Chapo as original stewards of what is now known as the town of Falmouth, and
honor their enduring relationship with this land. This land acknowledgement is an intentional act to counter the eraser of indigenous people and to demonstrate respect for their sovereign rights. We are committed to educating ourselves and our students about the long-standing
history of the Wampenog people in alignment with the core values of the found public schools. We pledge to build an ongoing partnership with the Wampenog nation. >> Thank you very much. Okay. Um, next on our list will be the thing we love the
best, presentations from the students. So, we are happy to see um, East Felmouth School Highlights. I don't know if Lori wants to say anything. >> No, let me introduce um, Rose Marian, the principal of East Felmouth Elementary School, and what she will take on here.
>> Um, so tonight I have my wonderful specialist team. Excuse me. I don't know where to stand here. So, um, we have a team of specialists. We have U Mr. Watson, Miss Draper, Miss Bendelle, and Mrs. Scra who have come to present what
we decid um started this year as a pilot project of outdoor learning. So, I'm going to pass it to Mr. Watson explain how the team operated and we have the wonderful laugh and children, but I'll you take >> you later. All right. If you don't want to before you start um anybody any
parent who wants to film, they are not included in that um open meeting filming thing. So go right ahead and tell and you can even stand up close. >> You can sign autographs later. >> Um if you don't know my name, I'm David Watson. I've been a phys teacher here
for about 19 years and I am a past clipper uh student of high school. Um and we're here to talk about outdoor learning today. This year we as specialists, the four of us like to introduce the four of us. I'm Dave Watson as I said. >> I'm Nigara. I'm Mari Kofendell. >> Terry Draper.
>> Okay. We're the art music library department. Um and we had something kind of a little different this year. We had a an opportunity this year to do something that was new. So Miss Moran and I and the four of us had a discussion. We worked on some way to create a schedule we could do outdoor
learning. And what we did was we created opportunities to go outside with classes in uh conjunction with different groups. We went outside. We did things in the spring. I mean in the fall with plans to go into the spring as well. Um we had uh
my list here. We did um some math with measuring shadows, science of ecosystems, ELA, sensory deception writing lessons were co-constructed with to reinforce what was happening inside the classroom. And what we kind of did this year is we tried to do something a little different where things were kind
of slowed down a little bit. It wasn't recess. It wasn't vizad. It wasn't art, music or library. It was an opportunity to kind of connect everything. I know for myself, it was nice to be able to meet kids in a different format. They knew me in the gym and they knew all the energy and things I had to go on with that. But in this case, it was a little
bit different, a little bit slowed down. Um, would like to go for the slideshow. >> You ready? >> I starting here. >> You can't touch it. >> I can't. >> Okay, you can start with the first slide.
All right. Our first slide is obviously what we're talking about here, the outdoor learning, school outdoor learning, please surround me. We go to our second slide. Why outdoor learning? Our goal is to spread spend time learning about the outdoors, our school surroundings, and
more. We use norms that are similar to those found in the EL education curriculum and already used in the classroom. Work in collaboration with Carmela. I can't say her last name. Okay, I was going to kill it. learning partnership specialist and FEF mini grant were written to purchase rain
boots and ponchos for students to use outdoors in a variety of weather conditions. One of our goals with this was to get out in all conditions. We didn't want to just go out on sunny days. We didn't want to just go out on days that were, you know, beneficial. We wanted to go out every day. So, we have had to stay in with this goal. We do cut
it short when it's muddy or things like that. Maybe we'll have instead of a 40-minute lesson, we'll do 20 minutes. But, we have been able to get outside almost every week. Um, I think the kids are enjoying it and I know we're going to talk about that in a minute. So we go to our next slide. We identify evergreen species. Some
photos here of that. We try to do a lot of work with what different kind of plants are out on the playground. We've talked about different things and why they move different parts. We'll have a tree that's on one side of the playground. How did that get to the other end? We talked about seed migration and things like that. We're trying to connect the kids to things that are out there. I had a student say
to me at one point, you know, Mr. Watson, I run out here every single day, but I miss all these things. There's a squirrel nest over here. And this tree is the same as a tree way over on the other side of the playground. And they're making those connections in a very different environment that we don't slow down and think about once in a while. If we go to our next slide,
learning about our senses, tasting herbs found in our school courtyard. Now, one of the benefits we have here is our PTO and our um courtyard committee has done a wonderful job of creating this courtyard with different um plants and different uh things that they've grown over the last year. We've also taken on
a small responsibility of making sure the new plants that were planted were watered and taken care of in the beginning of this uh fall when they were first planted and that was been a nice piece. One of the advantages of this building is having this courtyard and we try to use it on a regular basis especially in this case. What are you
doing? >> Do you see you in the picture? >> Another thing we did was free rubbing and seed dissection. Another example of things we kind of found in the playground and in the area around the uh school itself. We're trying to find different kind of plants and obviously
seeds and different things like that. Do you see yourself in any of those pictures? >> No, you didn't make that slide. >> All right, our next slide, please. These are examples of some worksheets that we did u with the kids. Now, one of the things we did, this is K to 4. This is not preschool. So what happened is we
as the four of us are each given kind of an opportunity to take one class out every week. Now I take two fourth grades and a third and a first. You have >> second and third >> second third kindergarten third >> kindergarten third >> kindergarten second and fourth.
>> Okay. So every class gets to go out but we all are trying to teach the same thing. So we're trying to make sure every experience that every class has has it with one of us. Um, and it's been fairly successful. We have bumps in the road as we make mistakes, but for the most part, it's been pretty good. >> Pilot.
>> It is a pilot. Yes, this is a first year pilot. Next slide, please. Another example of some a nature walk observation. Kids are drawn what they saw on the walks. Uh, scavenger hunt. Obviously, autumn we find a lot of different things. Now, our goal is to
talk about what are we going to find with spring. And obviously, this time of year, it's a little bit harder, but they are seeing things that are different. Right, girls? Snow. >> Snow. Yeah, snow and ice. Next slide. Snow painting. This was done in the courtyard, correct? I I didn't get to do
this with a class, but in the courtyard, they were able to paint uh the snow, making different kind of art projects. So, we're covering a lot of different domains. Next slide. Social emotional learning, positive chos. We I think one of the things that we've
kind of really had been lucky with is this is a real kind of a brain break. Um it's an opportunity for kids not to feel stressed about school and different things or whatever's going on and we're kind of going outside and just kind of relaxing and taking a nice break. Um the positive chalk art was done on the front
block, >> right? >> So kids got to draw some different activities. Now that's an activity that we were able to do when there is snow. You know, we can't get on the playground. We can get out front. Any other pictures yet? >> That's right. Not yet. Next one. That's
it. Okay. Um, I'd like to introduce a couple of our besties here. This is Charlie and Izzy. Izzy, would you like to turn around and face everybody? Charlie, would you like to turn around and face everybody? >> Do you guys have anything you want to say about outdoor learning? >> Izzy, why don't you lead the way?
>> Um, I like how we get to learn more about the nature. I like >> I don't know. >> There any questions for us? >> How much of the school day is actually used to go out and do these programs? >> So, each one of these is a 40-minute
block. It would take 5 minutes. Now, when it gets real cold, we're trying to do like 15 20 minute blocks so we can get out and get in before it gets too cold. When it's too unsafe. Um, it's weekly and it's K to4. We're not doing it with preschool because the way our schedule works, we we're only seeing preschool once a week. We didn't want to
take away from one of our special times. So, this has been something we can work on with like we only have a short week. Can't get all the classes out. We stay within our specials, but if there's a snow day, half day like today, we're going to have to miss some of those. But for the most part, we fit them in almost every week.
>> Can I ask? >> Yeah. >> Um, this is this just makes me so happy. This is why I ran for school committee because I wanted to see more outdoor learning. That was one of the main reasons I wanted to get more involved. And I am so so excited about this program, you guys. And getting every class out once a week for 40 minutes
every week is amazing. Is that what you said? >> That's the goal. That's the goal. I mean, days like this, we can't go out for 40 minutes. It's not safe for the kids. So, we do get out for 15, 10, >> and then on days when we can be out, we're out for 40 minutes. So, yeah, it's been >> I mean, Rose had the idea. We can't take credit for all of it.
>> Well, hopefully >> it was a group idea. Work together. >> So, I would love to see this continue. Do you think it will? >> I think as long as the schedule works and as long as we can do it, we would like to do it >> and maybe spread to other schools. >> That was Lor's and I dream too. We were
hoping that we pilot it here and then see how it could work. Times four. >> Thank you. >> No problem. >> You two. What what was your favorite outdoor one you did? >> Snow painting or the chalk? >> Chalk.
>> Chalk. Okay. >> How about it? >> The seeds. So, as somebody that was on the outdoor classroom and helped get it off the ground and it was, uh, a a labor of love, um, both literally and
figuratively and just kind of getting the concept there. And then a, you know, a team of us, you know, did the plantings and spread the mulch and did all the things. I love to see this this like I can't wait to text some of the
people that were on that. I think Tara, you might have been involved in that >> very very beginning. >> Yeah. And I mean it just must make you know I'm thinking of Tracy. I'm thinking of some of the other um teachers in the building that were really involved with the process. So I love that you're using
the space. I love that you're learning about things that you might not think about like the squirrel nest and the seeds and maybe you'll see some little shoots of new growth coming up in the spring maybe through the snow. I think
we might have some crocus out front. So I I love this. Thank you for this and I hope that it's more than just a pilot. We're very blessed to have the courtyard and use it regularly and I know it gets used quite a bit for a lot of classes but this is kind of an opportunity so the kids know that they're going to get
to everybody gets to use it. So >> I'm wondering if any of the other participants want to mention something. >> Sure. Sure. I mean, I was thinking certainly with the coryards when you were talking about setting it up, planting the seeds and everything. How we uh some of our older groups uh were
watering everything. We we have a schedule where we all took we made sure that each day that the new trees that the second graders planted that you were working on got watered and everything. So, I think that was also a really good way to have them be responsible. We don't have any pictures because that was
usually you're kind of all hands on deck in those moments. But it was Yeah, it was really good for them to uh work on that. >> Yeah, >> it's an investment in the school. You know, they're going to come back in a hopefully >> few years and come and see a full grown tree, some other plants that have come mature.
>> So, that's an opportunity >> for me. I I enjoy being able to go outside. I'm This is my space in our school. While I have beautiful large windows, we are inside all day. So, it is nice. It's a little treat, especially when it's really nice out to be able to get outside with the kids um and just
see what we have in our school um community. And we're hoping, we've even talked about going over to the community gardens next door at the Emerald House um coming in the spring and maybe even having some people who have garden plots there come and talk about what they've
planted with their for their own personal gardens and having the kids learn more about the floren fauna that is native to this area. um things like that. We've talked a little bit about the cranberry box and trying to incorporate that into our learning. Really having it not just
encompass our um school grounds but also our entire school community itself too. >> The evergreen identification was really cool because we have a few different species right within our property and they didn't even know.
>> So that was really fun. I had done a art activity where they had to print evergreens and so they had done that but then to go and find oh this one is flat oh this one is round oh these are in bunches and to see it in action that was that was really fun.
really nice. >> Thank you. >> Thank you. >> Did you want to say to them? >> I think they're amazing. >> We presented the idea. Um I I asked Lori, could we pilot this? She said absolutely run with it. And they ran
with it. Um Carmela was amazing. But the collaboration that they did and we aligned as they said with the AL curriculum, the ha um the habits of character. So bringing in that clipper culture, bringing in the habits of character, the norms. It's just unbelievable how it just crossed over
the um curriculum and the content areas and the kids are having fun with it. You know, they don't even know they're learning and they thank you very much. >> And we think we think you're amazing. Okay. Um, next on the agenda will be
public comment. Public comment will be limited to 20 minutes. Members of the public are welcome to speak during public comment. Comments will be limited to minutes in length. Due to the open meeting law, the committee cannot respond to or act on public comments. Additional comments and
feedback can be submitted by email to school committee.k12.mma us. >> So is there any comment? >> Yes. >> Does that come right up here? >> Yes. >> I think we left our official timer at
the building. >> I told you I was having trouble seeing there. There you go. >> All right. Is this the camera? Like right. >> It's okay. >> Right in your face. >> Right in my face. >> Oh my goodness. >> Smile.
>> Actually, it doesn't even get >> me. Okay. Stand up. >> Should I stand up? >> You're good. >> Oh my goodness. >> Okay. >> So, I survived now. >> Yeah. >> Hi, I'm Jen McCarthy and I live on Vera
Vista AB Extension. There's a couple things I want to um talk about. First is the roundt um discussions. I wasn't able to make it to any of those. And I was wondering if there was going to be some sort of
likeformational uh flyer or email come home to parents so that we can kind of see what was discussed and what issues were talked about. Um, I know that I wonder, you know, when Lawrence is being renovated,
where will seventh go? And I heard, you know, maybe down with sixth and that fifth will be in the elementary. And I just want to make sure that there's space for all of them. So, I was curious about that. And, um, the other thing I
wanted to talk about was screen time. I haven't talked about screen time for a while. I've been pretty busy with other things, but you know, just even tonight, I had a parent um send a message to me and say, "Hey, you know, does that do you still run that group? Is that group
still active?" And it's not active. And I haven't been active with that, but it is something I'm still concerned about and wondering if there's a screen time report available for parents. Um I I know that one you kind of provided one a
couple years ago that said you know um what it looked like for first grade um second and third like how often and I was just wondering if we could revisit that and see what that looks like. And the last thing I want to talk about is um from Desessie the accountability
score. Um I don't know if anybody's taken a look at that that you know our numbers are really low. I think the worst are the Cape and maybe even Massachusetts. And I'm just wondering if an email is going to go out to parents where we can um talk about that and
maybe come up with a plan or see what can we do moving forward to improve those. >> Thank you. Thank you. >> Yes. >> Okay.
>> Oh, it was under two minutes. Mind >> if I stand. >> All right. Brandon, old boss road. >> There are few issues that unite people when it comes to politics from the highest levels of federal governments to the lowest levels of local elected office. However, one of the easiest
uniting issues with the public at large is transparency. Even a common goal of wanting to educate our children properly has its differences as to how that can best be achieved based on various approaches supported overall by one side or another. On January 9th, the Fmouth Enterprise published an article about this committee violating the open
meeting law. However, just 4 days later in the last meeting on January 13th, there was essentially an argument between members of this committee about going into executive session like likely unnecessarily and potentially illegally. Again, it seems some members of this committee, including those with many years on it, learned nothing from this
article and apparently are used to a status quo in which the public is on a need to- know basis determined by committee members whom apparently are not used to an informed and engaged public and who therefore do not seem to think they as elected officials are accountable to that public. One member of this committee, and not one you'd
expect given recent controversial events, even stated that this committee currently has quote poor functionality as well as the obvious failure of public transparency which made the enterprise article necessary in the first place. It is my hope for the sake of our children, parents, teachers, schools, and even
this committee itself. These recent controversial events are opening everyone's eyes and with any luck exposing the importance of not only the responsibility of this committee and the officials with which it deals to better engage the public at large, but also to showcase the responsibility the public has at staying informed and engaged in
the matters with which we elect you to address. Hopefully, we start to see some new faces on this committee in the coming years. Thank you. Okay. Thank you for your comments. Anybody else? Okay.
So, the next item on our agenda will be an update from the superintendent. >> Thank you. And um where did Rose >> Rose? Okay. So I think because we were planning on doing this at the last
meeting that that um she may not have known I was going to follow up this meeting. So I just um I'll just make an announcement. Um so East Balma School was um uh selected as a school of recognition, one of 55 schools uh out of
1500 um statewide. They were identified through the state accountability system for demonstrating high achievement significant improvement. Oh. >> Um and or high growth. Okay. Fine. Okay. >> I had to get really good snacks for the kids. >> Oh yes. Well, that is more important. I
know. But this is really important, too. But um so uh principal uh Moran and I went to uh Boston and we stood on and we stood on the um uh or we went inside. we on the steps we
were presented um this certificate of recognition for East Balma school um for uh 2025. Uh so anyway, so this was officially give that to you and then as a nice surprise um uh Representative Vieiraa uh was there
along with uh Thomas Moley. >> Yes. And uh they took us into the um the chambers. And then they uh also presented uh us with it says uh be it uh hereby known to all that the Massachusetts House of Representatives
offers its sincerest congratulations to East Famouth Elementary in recognition of your being named by the Massachusetts Department of Elementary and Secondary Education as a 2025 school recognition for your outstanding 2025 assessment accountability results. The entire
membership extends its very best wishes and expresses the hope for future good uh fortune and continued success. AND SO again forever >> credit to the teachers, right? The teachers have um they did an amazing
job. So um I thank again the staff at this building for all the work and efforts that they do. So yes, we'll frame it now. We're going to frame it. It'll be coming up East forever. So >> great leadership. Appreciate your leadership.
>> Great. >> Okay. So, um just a couple other um updates. Um Ryan, are you ready? >> Sure. >> Okay. I can do something else if you want. Oh, you're ready. Okay. >> All right. So before um he hits
the video was created by students uh Kellen Satosski with the help of Melanie St. Martin, Maya Harris, Zoe Burns, and Molin inspired by the song Price Tag by Jesse Jay. And here's u this year's
video by our students. >> What a Did you know Guffwink? >> Hold on. Kindness >> cost nothing. >> You ready?
Seems like everybody's got a price. I wonder how they sleep at night. When the sale comes first and the truth comes second, just stop for a minute and smile. Why is everybody so serious? Acting so damn mysterious. Got shades on
your eyes and your heels so high that you can't even have a good time. Everybody look to their left. Everybody look to their right. Can you feel that? Yeah. We're paying with love tonight. It's not about the money, money, money.
We don't need your money, money, money. We just want to make the world dance. Forget about the bright day. Ain't about the change. Ain't about the Yeah. Want to make the world dance. Forget
about the bright side. Okay, we need to take it back in time when music made us all unite. Am I the only one getting tired? Why is everybody so obsessed? Money can't buy us
happiness. Can we all slow down and enjoy right now? Guarantee we'll be feeling all right. Everybody look to the left. Everybody look to their right. Can you feel that? Yeah. We're paying with
love tonight. It's not about the money. We don't need your money money. We just want to make the world dance. Forget about the price. Ain't it about the chain about the Yeah.
bling bling. Want to make the world dance. Forget about the price tag. Keep the price tag and take the cash back. Just give me six strings and a half step. And you can can keep the cars. Leave me the garage. And all I Yes. All
I need are keys and guitars. And it's within 30 seconds. I'm leaving to Mars. Yeah. We leaving across these undefeable odds. It's like this man, you can't put a price on the light. We do this for the love. So we fighting sacrifice every night. So we ain't going to stumble and fing
the sign of defeat. Uh so we going to keep everyone moving their feet. So bring back the beat. And then everyone say about the money. We don't need the money. We don't need the world. Forget about the
>> Kindness was one of our big ideas. >> Kindness means helping each other. >> Kindness means sharing things, >> treating people well. If you see somebody fall down, you'd say, "Are you okay?" >> Saying nice things to others. >> Kindness is important to our class and
around the world. >> Kindness costs nothing. >> Kindness costs nothing. Kindness costs nothing. >> Kindness costs nothing. >> Kindness costs nothing. >> Kindness.
>> Forget about the price. Congratulations to our um students that created this and to all the the participants. It was a lot of fun. Um I just want to add uh like one thing that uh has been expanded with the kindness notes that we've been doing um over the last couple years and this year we're
expanding out to the community um here at East Falmouth. uh ticket the other um schools are doing kindness cards for you know bus drivers, police officers, mail carriers um but expanding uh kindness cards out to the community. So I think
it's really special. So that's that's one extension. And then uh one more thing um at the MLK breakfast um you can see in here we have many of our students um were presented with the the Morse
pond and Lawrence student um that participated um we had um a student uh singing. It was a wonderful song. Um we also had art and I'm going to pass these around. This is um a uh uh painting by one of our our
students that um kind of got the the winner on the cover. It was um but Henry also had displays of the other artwork around Martin Luther King Day. But the cover is just absolutely gorgeous. And so um I just wanted to I wanted to to share that
>> that clip that that you're the clip or that clip of pride there. Um but um yes, it's beautiful. the name of the >> artist. It's >> she one of the ones who recently got an award.
>> And this is Miss Baker's class. They they did a lot of good art. This is recognized. >> It's hard to do with watercolor. >> I've been the student presentations were just outstanding. I know Chris agrees. It was
wonderful. I'm so proud to see those students and how active they were and how wonderful they were. >> Okay. >> Oh, yes. Did anybody want to make any comments? >> Amazing. >> Yes. >> No, you go first. >> I just wanted to mention um as you guys
know, my daughter is a five grades 5 through eight school counselor and a proud Bmouth High School graduate. And each year, starting with when Mr. Switzer was doing the videos, I'd forward it to her. I sent her today's and she got back to me and she said she
shows them to her classes every year as a proud FHS graduate and uses it within her counseling classes. Um, but she told me today that they have a program that they've started with King State College where there's cinemat cinematographers
will be coming to do their own >> um type of video for the school. And so it's um very much appreciated by other students, other classes and other teachers. very interesting. >> I should pause if I may. >> Yeah.
>> Um uh we have cousins live outside of Chicago and uh she teaches in a high school 3,000 students u and she every year requests for me to send her the no video and and similar to Susan's
daughter, she has gone back and look at previous years and they she talks about it in her class. teaches uh AP English and they just they talk about it, they celebrate it. I don't know what they do with it from there, but I it's spreading like I love that it's, you know, getting
out there and not just here. >> Yes. Um I'd like to pivot to a different um topic. I first of all like to congratulate again East for their award tonight which is amazing. Um and again
as the superintendent said it was based on the DESIE accountability report and that is a wonderful achievement for this school. Um however there are other schools in this district and um each of those schools also needs to be analyzed
to as the um website for Desi says the accountability report is used to ensure that all student needs are being met. And I have requested multiple times that we have a public discussion of the data
included in the accountability report and I am um disappointed that this information has not been made available for the school committee to discuss. So I am expecting that at our next school
committee meeting that we have the opportunity to um to look at that data and to really understand the context of that data. Um and I would hope that every member of this committee would
support that because that is one of our most vital functions is ensuring student achievement. Um, Katrina, I >> I do support that. And also I wanted to say um with the no guff week and having watched that video um it really
resonated for me for the following reason. I have not experienced guff or bullying since um seventh or eighth grade. But in the last year and a half on this committee, I have been reminded of what guff is. And I think the point I would just like to make right now in
relation to not being bullying committee or guff committee is that disagreement on the committee is the purpose of our it is our job to collegially professionally disagree and it does not mean that we as human beings stop liking
each other. So disagreement during the committee is not guff. Disagreement as soon as the committee ends its meeting and people are saying mean things to each other outside of our public meetings is just um heartbreaking and
not the function of the committee. And I personally feel that disagreement during the committee does not mean that we as people do not agree in other areas of our lives. And so I would just hope that the reminder from the kids that we can be respectful during our committees and
also after our committee meetings um as people to each other because it's we've all said mean things to each other in the last year and a half. So trying to keep it within the meeting only. That's my message. >> Okay.
Um, yes, kind of kind of to that point, you know, I think I think we all share the same values, and I think it's just a matter of um, you know, we all sh have different perspectives based on our backgrounds,
based on our experiences, and, you know, I just hope that we can all just embrace that. You know, I have nothing but respect for every member here on this committee. Um, and I think I think we can get there. I think it will just take some work. But um I'm also in support of of Glenda's u wanting to discuss um the
accountability report in public. You know, it's it's just data and and I think we owe it to the community to um to look at that and to to really analyze um just how we're doing as a district just to have a fair open discussion
about that. Um and so but I think we all want the same thing. I think it's just a difference in opinion of how we get there. So if we can just kind of recognize that, you know, I think I think it would help help everyone. >> I think one go ahead.
>> You know, I certainly agree and I certainly agree that there there really is a a a vast difference in terms of how people perceive this. And you know, I think sometimes it's horrible that people get in their corner and perceive the difficulties come from the other
place, not from me. And I think that to being open to that I also want to add one other thing because I've been on um the noon time calls from MASC and in fact desi is one point of data and I think it's absolutely essential that we
look at all the data that in fact has been um given and I think that our responsibility is not to run the school system but to in fact find out from the superintendent how she works with the data, how she
works with her superintendent, it's not just in this one piece of data, but what has been put in place to deal with the issues that the data represents you know uh at the um time meetings I talk about it's not only looking at one point of data but it's looking at longitudinal
data and so when you're looking at data you have to understand the whole picture and not just one aspect of it and I think that's very important in terms of how we look at the data. Okay. Yeah. One thing um we hear from the public often is transparency. And to
me that would be um something we should work on a lot is just not being afraid to discuss things. And I don't that's not a good way to describe it. Um not getting around to discussing things. I mean, um, things that are good and bad
only if you look at both of them, they've got to make you better in the end. So, anyway, we'll work to be more transparent from all these comments you heard about people wanting information. So, okay, that said, one group that I didn't say
um, thank you to was not a group, it's our community. Um, we have so many people in this community that help make um, our schools look great. And luckily we have one of those here tonight which is VIPS. So um we're going to welcome
them to give a presentation on the volunteers in public schools. And do you have handouts for us? >> I sure do Terry. Hello everybody. >> Hello you guys. >> Oh I saw that online. Looks very nice.
>> Oh thank you. >> Very colorful. Thank you. and who really runs the show at BIEPS is gonna help us get the presentation up and running. >> You see why I always fight to be the liaison for VIPS.
>> Uh so while we're getting the uh slides up, I did want to introduce a few people here tonight. For those of you who don't me know me, I'm Tracy KGO. I'm the executive director for Fment FIPS and this is my 19th year and Dra has been there 20. So, she's got me beat by 11
and a half months. Um, but we we love working together. So, there's that. I also wanted to point out a couple of our board members are here tonight in addition to Terry. We have Paul Dagel who's here. Hi, Paul. Tanya Mriey
and well, Terry and then we have a few of our program leaders here tonight as well. Um, so Deb Koulam is here. Deb and Eileen MSL is here. They are the co-leaders for the college mentoring program. Uh Dave Sugar is here from financial literacy program. You're going to hear a lot about him tonight. And
Nissa Morton uh the one and only Nisa Morton is here uh who runs many programs um mentoring based. So we'll be talking about those tonight. And I'm just going to just keep rolling here. Um so this No, I know you're gonna you're going to
get it. Um in addition to it being no guff week, this is our I love this week. So this is our I think it's our fourth maybe fifth year of doing I love BIEPS week and that was started as just a way for us to celebrate all of the programs
um and the ways volunteers and our community partners impact our schools and our students on a daily basis. Uh it's largely a social media campaign. Um in the beginning we we tried to also make it a fundraiser and turns out February is not a great time to fund
raise on the cake. Um who knew? Uh, no. So, we uh mostly it's about sharing the good news and and the impacts and stories about BIPS. So, uh follow along on social media. If you don't follow us yet, we're on Facebook and Instagram. And today's post was
celebrating financial literacy. Um so, I'll be talking a little bit more about that. Um so, I don't know if there's anyone left at this table that doesn't know how got got going, but I will give a little brief overview for for maybe some folks at home. Um, VIPS is a very
unique partnership between the school district and the community. It was actually created in 1982 based on a conference that some folks from the high school went to Boston. Uh, it was then called Department of Education and it was a workshop on how to get your community involved in public
education. So those folks came back and they said Felmouth is a great community to get this done. Um, so they, one of the best things they did, and I tell this to other districts that want to start a VIPS program, is that they took a full year and they went around and they listened to people. They they asked
questions and they listened to people's concerns, their ideas, their fears about what that might look like, having volunteers, and community partners come into the schools. And that was probably the best thing they could have done because they could see where things
could start and also where they needed to sort of prove that it could work. Um so the first eight volunteers started in 1983 and they were tutors at Felmouth High School. So tutoring is still today one of our largest requests for volunteers. Um primarily I would say at
the junior high and high school level. Um but even elementary school we have we do have a lot of tutors in place for that. uh VIPS became a nonprofit almost 10 years later. So we are a 501c3 um which again is a little unique that the district even though uh Dradai and I
are employees of the district we also have a 501c3 thus the board. Um so all of our fundraising um is what pays for pro programs that we bring in and the training for volunteers. Um, so the programming is 100% uh funded by grants,
philanthropy, and sponsorships. And then the district, as you well know, over uh funds a portion all of our overhead and a portion of my salary and all of DR. So it's kind of a quirky but super cool model. Um, so speaking of the board of
directors, um, they a few of them are pictured from our our breakfast meeting in December, but uh, the names you you might recognize a lot of them. They're pretty awesome active community people from um the business community um just
people who run businesses in town, parents, uh retirees and it's a great mix. Um we really enjoy them and they they work really hard to keep us um sort of thinking for of of the future and how we can sustain this model and also to
share what we do uh with other communities which has been a big part of what we've been doing in the last couple of years. So really happy to tell you that um we worked with Plymouth for just over a year and they're a very large district as you will know and they did hire a part-time BIPS person this fall
and so we're continuing to work and support them um as they launch a full BIPS program as well. So that's very exciting. Uh so I guess I would like to just quickly summarize what I consider the main strengths of BIPS into sort of three categories. volunteers, our
community partners, and what I think is our probably our biggest strength, and that is building and sustaining relationships in the community. So, I don't have to go through all the numbers. I know you guys know all the numbers. We have a lot of volunteers. We have um you know, it's under a thousand
and more than 800 year toyear. I mean, before CO, we were pretty steadily at a thousand. Um since co co it's it's run anywhere from 750 to 850 a year. Um, we also have an amazing number of student volunteers and while not all of those
students are great about logging their hours, they're really more importantly great about doing the work. So, they're doing school volunteering with their clubs and their teams and their organizations, but they're also doing a lot in the community. And I'll talk a little bit about we went to uh Lawrence
today for financial literacy day, our first ever. Super cool. And one of the questions one of the um folks from Rockland Trust asked the kids was how many of you volunteer? And I like most of the kids raised their hand. And so they went around and they were like, "Oh, what do you do? I'm a race for you
know babysitter. I shovel my neighbor's driveway." So they get it at such a young age and I it's just really so great. They didn't even know who I was in the back of the room. So they didn't say it for me. Um so the volunteer hours are huge. I mean that that is in fact like a commodity, right? It's an asset
that we have in this community. All of these people giving their time every day in our schools. Uh huge community partners. That is one of the key facets of the or start of BIPS is community partners. And I I'm happy to say that many of those original partners are
still our partners today. Um and they're still finding ways to to support the schools. And then I guess relationships is so important because that's really the basis of I it's perfect for No Guthrie. It's relationships are what makes people want to come back and give
their time and support things they love. Um, and I think one of the messages that BIPS is always trying to get out is that we welcome everyone to be involved in the schools, whether they're a parent, whether they are a recent retiree, whether they're a business person. So,
we're always trying to come up with sort of creative uh ways of getting that message out to the community that you're you're welcome in our schools. And whether it's somebody doing something once a year, I always like to talk about those the senior projects at the high school. We have volunteers who every year that's what they do. We hear from
them once a year and they come and they love doing that and it's just really great thing for them. And then we have other folks like our mentors and our college mentors who are in the schools multiple times a week. All great. They all get an A. Um, one of the things we did this year, um, we did some
kindergarten, uh, welcome packets for every new, uh, kindergarten family, and it was just it was a letter welcoming them to the district, telling them how easy it is to get involved. Um, and then, uh, gave them a little VIP swag, too, so they could put it on their
fridge and and hold up kids artwork. Um, but we also still celebrate the student volunteer of the month. This month's student is Maisie Chase. Um I think she's been here before as one of your reps. Um just super fun celebrating these kids for the what they do in the community and for their schools. We give
scholarships as you know. And then of course the volunteer of the year awards um we do at the end of the year each year. We'll be submitting uh requesting nominations for that after February break. So um we'll ask you to help us spread the word and getting nominations for that as well. And then of course our
newsletter and social media. So, a few years ago, the board decided to um sort of to to be more strategic and plan for the future and also to align our resources and fundraising. We organized all of our program programming into four
basic focus areas. And that was around the time we rebranded. So, those four circles sort of correlate with our focus areas. Um and those areas are mentoring, academic enrichment, financial literacy, and wellness. And the programs uh are
listed under each of those categories as are the program leaders. So program leaders are paid through grants. So um and they vary. So some some folks, you know, get 40 hours for the entire school year and other folks um are paid 20
hours a week. It just depends on the program and how big that program is in the work. And so um a lot of what I do on a daily basis, monthly basis, is write grants um to support that. and that has been a great sustainable way for us to be able to keep growing those
programs and serving more kids. Um, so today I would like to just take the rest of my couple minutes and focus on one of those program areas which is financial literacy. Uh, happens to be we did not know this. We did not plan this.
Um, but today was financial literacy day at Lawrence School. And so Dave Sugar and a lot of our volunteers have been working on this for several months, actually for for a year because last year we uh did some financial literacy pres presentations by grade level in an
auditorium setting. Good, not great. So we talked to the math department, Lori Gel, shout out to her. She's fabulous. Um and she said, "We let's bring it down to the classroom level." So every math class today, every seventh eighth grader
today at Lawrence School got to meet um a member of the community who was speaking to them on different topics in um financial literacy, life skills, jobs, prepare, networking, um just life skills that will support them as they um
get jobs and um you know just build their future. A lot of kids were pretty savvy actually about money and uh saving. A lot of kids are saving some in drawers, some in banks. Um, it's all good. Um, but it was it was a really great discussion. The kids were very
engaged all day. So, we'll um be looking forward to that. And I think the use of an inservice day was fabulous. So, that was uh kudos to to the team for planning that. Uh, so a little bit more about financial literacy. I guess why is VIP so focused on financial literacy? Um,
and I guess the question back would be why shouldn't we be, right? It's very important that kids all have introductions to financial literacy starting at the very youngest level and moving on up through this. This is no
surprise to anyone. These this is all the data that's out there about why it's important to have kids establish some basic skills and financial literacy. So what is VIPs doing right now? Um the
next slide is so we call it building a toolkit for success because it's it's a little bit more than financial l literacy. It's also um there's different names for it. Soft skills, employability skills, foundational skills, whatever you want to call it. It's skills that
are critical um for students to leave and enter the next phase of their life, whether it's entering the workforce, going to college, traveling, whatever it is they're going to be doing. So BIPS currently these are sort of the grade level programs that we are working on right now. So junior achievement we have
been doing for decades. Um we started at one one classroom in North Balmouth and now every single third and fourth grader gets junior achievement every year. And what that looks like is um a volunteer um that Dave often recruits um sometimes
on the tennis court um gets trained in the JA uh lessons and they give so they come into the classroom five times once a week for five weeks and do very interactive, engaging, really fun uh uh junior achievement lessons with the kids. They love it and they do retain
the information. Um so they get that in third and fourth grade. This year we are introducing uh fit money which is a new it's actually a Massachusetts based curriculum out of uh Newton and we love it. Um it was recommended to us by folks at Cape Cod 5 actually and um we just
had the training uh a couple weeks ago. So every fifth grade classroom this year will get fit money. Also same model the volunteer will come in and teach multiple lessons. The goal obviously is to then add sixth grade the following year. um seventh and eighth grade today
uh was was just like a great roundroin of of uh talking to every student in the classroom and at the high school we do a lot more um and it look it can be classroom based we've used clipper time um and we also work with bless you we also work with the kids to understand
their test their knowledge and their understanding so this year in April for literacy month we'll be doing a a spending and savings uh habits survey Okay, we did one back in 2016 and we had a I think 350 kids filled it out. It's
that was a really um good return and we hope to do that again. Um and it just gives us really great feedback on what kids know, what they're not sure about, uh what they want to know because they're not shy about telling us what they'd like to learn more about. Taxes always comes up, which I find
fascinating, but it's great. I mean, it's it's information. They're going to need to know that. So, that's what we're doing right now and we really enjoy it. We love working um with all of the the schools on this, but
I feel like it's not enough. So, we we'd really like to do more. And I think um the next slide Friday is just I guess what I'd like to leave this body with is that I think that we have an opportunity for Falmouth to lead the way when it
comes to financial literacy education. It is on the governor's um list of a possible thing that they will require for graduation requirements finally and hallelujah. They've talked about it for 20 years. Um who knows if there will be
funding to support that, but we already have the things in place so that Falmouth can be the model for other districts. So, we've got the partnerships in place. We've got the volunteers in place. We've got access to the students very generously provided by
the staff here. Um, you know, the high school already offers a business and marketing pathway. So, all those pieces are in place for us to not wait for the state to tell us what to do, but just to go ahead and do this. And then other
districts will say, "Oh, FA's doing it again." So, I just gonna leave you with that. I'm going to throw it out there. So, when you're talking about um keeping Felmouth great and leading um that's what I would like you to think about financial literacy. How do we how do we make it happen?
>> Okay, that's it. >> Happy to take questions. Anybody have any questions? >> Yes. >> So, you mentioned how you have a business and marketing pathway in the high school. Oh, yeah.
>> Oh, sorry. Um, >> can't ask question. >> I'm sorry. Normally, we don't um but this is Tracy KGO. >> Yes, email me. Email her. >> Okay. Yeah, >> sounds great. Um, >> but do we have questions?
>> I had one. I just missed something earlier when you had said um that some other >> some other program or group was starting a VIPS. >> Oh, Plymouth public school. >> PLIT. Thank you. Y and Mono, we worked with Monamoy. I think Lori was at that
meeting. Monoy has a full-blown DIPS program in place now. So, it's very cool. Yeah. >> Yeah. >> Awesome. >> And also the B Gold Bold program. >> I know somebody bold girls. Is it just girls for >> So, she works with the girls at the um
Northbound. Awesome. And I hear a lot of that. Yeah. >> Well, we're really grateful for the program. But also, not only do you folks volunteer, but you come here to just this meeting and we want to thank you so much for all you do.
>> Your leadership in terms of a vision for what this should be and how to move it forward. Thank you. >> Absolutely. My pleasure. We're so lucky. >> And could I just say something? >> Well, I have to raise my hand. >> Say the numbers again, Tracy. How many
roughly? >> You guys just have to do the math. Math in the real world. Terry, it's right there for you. 786 uh volunteers plus 200 students. So >> yeah, that's a lot of >> No, 586 adults plus 150 adults that
submit hours as groups plus 200 students, but they're not all logging, but they are volunteering. >> So yeah, >> so that's a lot of people and um coordinating them too is another expertise of this organization cuz you know you have 50 people standing door, we want to help, but where do you send
them? you know, and um I'm putting in a plug for teachers to think um you know, what do you need? Um how can how can they help you? So um it's just a big fabulous organization. >> So awesome. THANK YOU SO MUCH.
OKAY, CONTINUING with the money theme, financial matters, here will be a report or act on our uh budget. >> You want a motion? >> Um I'm so shocked we start right off the
motion. Yes. Go ahead. I'll make a motion that we approve the fiscal year 26 budget in the amount of it wrong. 64,987,284. >> Can you say that number again? >> 6 I looked it up right before. >> It's not that I know. 64,987,284.
>> I will second to cut fiscal year 27 budget. >> 27. That's what I said. Did Is that what I said? >> It is. Oh gosh. I read it's right here. Did I get it wrong? >> Okay. No discussion. Anybody have any questions of Paul or
>> Lori? Okay. So, I Let's just do a roll call. Roll calls whenever we can, I guess. Cal. Yes. >> Yes. >> August. Yes. Cohen. Yes. Let's keep Yes. >> Yes. >> Yes. >> And Maderas. Yes.
>> Y >> and thank you for all those beautiful spreadsheets all year long. >> Okay. Um the next will be to review and act on article for April Town. I don't know if that's Paul or Rory.
>> Yes. Uh so this is a article to put uh forth before the April town meeting uh for additional $250,000 in capital. Um part of that capital will be be used to uh uh
install the locking doors on on the classroom doors connecting classroom doors. uh that'll be about 150,000 of that camera and the other 100,000 will be to both purchase additional cameras
as we're um enhancing our security platform uh significantly. Um over the next few months, uh we've been evaluating uh the different schools. Uh we've gone through all the elementary
schools in that evaluation. Um uh we'll be adding something close to 40 uh cameras uh additional cameras in the elementary schools. Um uh and so you know each camera is $2 to $3,000.
Um and so you know this will be the first stage of that uh investment. We'll come back again in November as we assess the uh the uh you know most pawn warren and and the high school. Uh so that will
be the other uh $100,000 of this 250. >> So move second. >> Um second, but can I make a little tiny edit? Teen tiny edit. >> Yeah, sure. >> Um so the because this is the
explanation that's going to go in the warrant book, right? >> Will it or will it be different? >> No, that's the it is the actual language. somewhere >> can but it there's there's a clause that should be set by commas. So it should say the addition to comma and upgrade of
comma. >> Okay. >> I'll make the motion to approve without it. >> Second. >> No. >> Any other questions or comments or edits? Um, this is uh not about this exactly,
but also about town meeting funding. Are we looking to get town meeting funding um for the Ticket Playground? Because I know we have um a kind of an emergency situation over there with the playground and if they're asking parents to fund raise. So, I guess I'm wondering if there's why we would not go to town for
that if it is an emergency rather than asking parents to fund raise. >> Well, there's there's several way uh where we would do that. that would normally be in a a November type situation for those for
playgrounds, but we also do CPC funding, which is the application period is now just opened up for that. So, community preservation funds that go ultimately goes through the town funding mechanism as well. Um,
>> and I'm sorry, what is the timeline for CPC funding? uh it it would be in the fall where they would decide upon it and then it's uh November time meeting I believe that they >> Yes. Yeah. >> that they're approved on.
>> I just want to be clear that this funding is really for safety additional safety and security. >> I think that's really important that >> Oh, no. I just It had to do with the town money. That's all. That's >> Yeah, I know. What I'm saying is what they're asking for.
>> Yes. >> Is for safety, security, and safety. It's not just adding doors. >> Oh. Oh, I did have something about that. The locks between rooms. I was so happy to see that because when I did the Alice training in the fall, I we did it at Ticket and the training involved like if
somebody's coming from a side classroom that's adjoining you, you have to put something around a doorork knob and attach it to a filing cabinet. And I just am so happy that whatever classrooms need that. And also, of course, if it's a fire hazard, you don't want them locked, which I he did explain and I understand that as well, but to
have the option. I'm so glad that we're doing that. >> Y >> yeah. >> Okay. Any other comments or questions? Then we'll take a vote. We'll start on this side. Margaret, >> yes. Yes. >> Yes. >> Let's keep Yes. Yes. Yes.
>> Yes. Yes. >> Madira's yes. Okay. Um the next item is to review and act on the article for the April town meeting Lawrence feasibility study.
Talking that >> all right. Uh as you all know uh we've been uh you know forecasting this for a while now especially since we've been formally invited into the program. This would be a $2 million article um to fund
the feasibility stage of the U MSBA program. Uh in layman's terms, the feasib feasibility stage of the program. Um you're let me just back up. We are in the first phase of the MSBA program
right now. We have three deliverables in this phase. One is the educational program. Uh the second one is uh the capital maintenance uh program uh outlines for the MSBA and the third is
uh updated enrollment study uh that we deliver now and then once completed we're invited into the schematic of the feasibility phase. uh this $2 million is required to fund that feasibility phase
and it's to hire the OPM, hire the designer for the project or the architect for the project. Um and then to come up with ultimately the broad design of the renovated school. Um and
then in that design also come to an agreement with the MSBA on a reimbursement amount uh mechanism uh for their participation in the renovation of the school. Uh and then at the end of
that we then move uh into the third stage which will be the the the detailed architectural drawings. They'll take up to two years in doing etc. So this first $2 million is to fund that sort of
schematic design um as well as the educational program. The amount of money that it needs bring up the building to code the cover. All of that study is done in the feasibility stage.
So move >> second. Okay. >> Any questions? We start in the middle. Uh Meliss questions. >> Sorry. >> Thank you. Yes. Um I have no questions.
I don't think >> Does anybody have any questions? >> I just have one question for clarification. Under the uh motion vote order part, it says I don't like five lines down uh expended under the direction of the Lawrence Building School Committee. That would be the
select board final say, correct? Because the school committee the >> the the composition of the school comm uh the building committee would be the the final say of the select board. Uh but the the the decisions once that
committee is appointed they have the the decision power on the hire for this 2 mill. >> Yeah. >> All right. Thank you so much. Um, this is more just a comment, not a question, but I'm very um excited that we're at this stage where we can get it
to a town vote of whether they want us to go forward with this project and actually ask for for the first step of funding. >> This is a town meeting. >> Town meeting vote. >> Town meeting. What did I say? >> Town. >> Town meeting. I meant town meeting. Sorry. But the town >> I just want to make sure everyone else
>> representative town in meeting to have their go ahead by giving us the first step in the money process >> or not you know but >> and in fact that's the way the MSBA designs says to sort of test the waters.
>> Yeah. >> Any other questions, comments? Okay. Um we already had the motion. I'll um let's do a roll call vote. >> Yes. >> Yes. >> Yes. >> Yes. Keep yes. >> Yes. >> Yes. >> Yes.
>> Madira. Okay. Okay. Next would be to add on the overnight trip for the DECA students. >> So, uh that was one of my uh updates about how well our first year DECA students uh did in the first competition. They had been invited to
the state competition. Um so this is uh March 12th um through March 14th and um so I am supporting this and hoping that you will support it as well so that they can uh go through their overnights
um and u participate in the competition. So move >> second. >> Okay. Questions? Cal um Susan? >> No. >> Thank you. I love Deca.
>> It's a good time. >> Kids all wear suits and dress up and shake hands. >> Um I just can't remember. Maybe you said it last time when you gave the update was four students. How were they chosen? I don't remember. >> Um it's just a club.
>> It's just a club. >> Four students in the club. >> No, no, there's 11 students in the club. four students in the first competition. Okay. Um got recognized and so they move on to the the state competition. >> And also I'm sorry if I may. There was
an email that was sent out after you said that that had a picture of the three girls I believe and the email from your one of the schools sent an email out with the girls from DECA holding something. So yeah, so I did see a picture.
>> Okay. Margaret. Okay. Okay. So, um I >> to do a roll call just >> Yeah. Do a roll call. >> Yes. >> Yes. Okay. >> Can you believe that? Three unanimous
votes in a row. >> We're on a roll. There's no more. Oh, yeah. So the next is um >> the next is a first read on school choice seats.
>> Okay. In your packet um you have uh this pretty much mirrors last year except the second page is updated um asking for four seats in grades first uh grade through 11th grade uh unlimited um depending on seat availability in
kindergarten. And then um again uh if if we have to go to a lottery that would be on May 11th. Uh we have not had to do that um in in the past. So the students coming in have been across the grades. So four seats seem to be enough. Um just
on the second page just to update we have the the 25 um 26 school year added in. So you can see um that uh we are at 192 this year as our total a little higher than last year. It was a little
higher than the previous two years. Um and so just just so you can see that that's um the breakdown where we are. And so this is the first read. Um please let me know if you have any questions and we'll bring it back to the you can ask questions now and then we'll bring
it back for a vote on the 24th. Sorry. Okay. One more thing. We have to do a public hearing. So, it'll be a public hearing at I'm sorry, we will not vote next time. We'll do a public hearing on the 24th. We will vote this on March 10th. Sorry. >> For clarification, those are the same
numbers last four years as I recall. Correct. Or last few years. >> The last few years. Yes. >> I have a question. Um it's sort of random. It's okay. Um, what town or towns, if you're able,
are we getting the most students from? Is that a fair question to ask? >> It is a fair question, but could I actually look at the data? And I'm really not looking for like a a >> a definite I mean it's great if you have it but um I was just sort of when I had
read the packet the other day and then you know thinking of things that I think about I thought to myself I don't know that we've ever um >> we do have the data and I I'd rather just >> pull it. Thank you so much.
I just want to say I agree with my colleague that that is really interest that would be a really interesting um analysis where these students are coming from. Um so I look forward to the
specificity of that the next meeting. >> Can't help myself. I'm married to a data analyst. >> Yes. >> I'm sorry. I know you have to go around. >> Yeah, we were once in a while we you know get off the beaten path. I'll get my stick out. Get back in line, everybody. Okay.
>> Um, so sort of in similar vein, I was wondering last time, last year, I remember uh somebody asked about where the students would be sent four seats for each one location to be determined. And so you can't tell us that for this year, but could we get a um a review of
where they went last year so that we can have some idea of where the school choice students are going since everything else is the same. It would be helpful to know uh yeah where they're coming from and which schools are they going into. >> If I could is that a one year could be more than one year.
>> Yeah, that would be interesting. That would be good. Yeah. See trends. That would be really cool. >> Yeah, that would be nice. >> Got to do the best we can. Next week is vacation week and then we have school committee again. >> The public hearing is next time, but the vote is the one after that. So
>> yeah, I just I just know for the this information, but yes, I will have it to you. Just like a pro all of the >> Don't do it on vacation. >> Agreed. >> Well, actually it's me dependent on other people for that. >> Yeah. Don't have anyone work on vacation.
>> Okay. >> Okay. Any other questions about school choice? Okay. Um, next we will um do routine business and that would be to approve minutes. Um,
I make a motion to approve the December 16th but with an edit. >> I need to jump in, but I had an edit and it gets confusing. Somebody else. >> Okay. >> Could we just do them at the order that they're printed here?
>> It's the first one. December 16th. No, they're printed opposite in the agenda. >> Oh, are they really? >> Yeah. >> Oh, I have December 16th as the first one in my agenda. >> Um >> Oh, in the agenda. They're backwards, but in the packet they're >> Okay. However you want to do it.
>> That's cuz I'm looking at this one. I'm going All right. Um December, January 13th is what I see here. >> Okay. So, >> anybody have any edits for >> I'll make a motion to approve the minutes from January 13th.
>> I do have not I have notes for these minutes and I just can't. >> Thank you. >> We can have discussion. >> Okay. >> Or is it do you have them on both or is it just this one? >> I don't remember. I'm sorry. Sorry to hold you up.
>> Um December 16th. >> Oh, >> we're doing flustered here. >> Don't get flustered. I think we're a little ahead of schedule. Just take, you know,
>> go for you. January 13 minutes. Here we go. So, in this one, okay, I remember in this one, there is so much detail. Um, and I know that the beginning of this motion was or the beginning of this meeting was weird. And so, I can see that maybe it's uh
necessary to outline for the public what happened. Um, it's just an unusual to my mind amount of detail that is not usual for our minutes. um like if you're recording these back and forth exchanges as we have here
between members and attorneys, is that our new normal? Are we having that level of back and forth dialogue in our minutes in general? Um it just seems inconsistent. Um I don't know how others feel about that. Other the other edit I had was um
I abstained in the final vote for the schools portion of this. Um, so my vote is not recorded, right? And then, um, >> which one is that? Green school. >> The green schools. This is such a long
one. It's I think bottom page four. Yeah. Four out of six. Um, yeah. So, I abstained. I did not vote in pretty. I abstained from that. Um, and then at the very end, again,
there's just so much detail about people's views on on um the consultant portion of the conversation. I know that wasn't on the agenda. So, again, I don't know if we have to include that level of detail um to clarify for the public. It just
seems unusual to me. The whole set of me minutes here is different to me. Um I don't know how other people feel about that. It just really stood out as a different level of detail from what we usually have. And I don't want to get into like editing it and word smithing it like >> other other than the extension. I like
the detail in the front. >> Yeah, I'm not against it. I'm sorry. I'm not against it. It's just inconsistent. >> And um as far as inconsistency, if we move more towards this in the future, I would be happier because I've had issues with my own job where the minutes
weren't super detailed and then there's a back and forth. So other than that one edit, I'm cool with the minutes as they are. >> Yes. >> Um I agree with my colleagues at the end of the table that this approach is um
more transparent and provides a level of detail to the public that um I think we've been lacking in the past. So, I think that yes, there's a lot of specificity, but I think that it's good
specificity. >> And also, thank you. >> Do we usually comment on the minutes? >> I don't I don't do the public ones. Sharon does. So, you can read. >> Okay. But I mean, this is as good a time to talk about it as >> um
>> it was a lengthy meeting, too. >> I mean, it was quite a long meeting, so that also tributes. But hey, we we've been banging the word transparency around for months and we need to do more in that everything we can in that category. Let's do it. Doesn't cost
anything except Sharon's time, but she's >> short time. She's a short timer. Wait till the new person comes in though. She's going to say, "You want six page minutes all the time?" >> Sharon, you're going to have to tell her we're a rough group and to get used to
us, right? Yeah. Yeah. Okay. Without further ado, >> um, are we going to vote on these now? We have the motion, right? >> As amended, right? >> As amended. >> And I guess it's Kelly's turn. >> Yes. >> Yes.
>> Yes. Yes. >> Yes. >> Yes. >> And yes. Okay. Um, the next would be December 16th minutes. >> So, yeah. So, I'll make a motion with one edit. I was at the meeting.
strike out that absent. >> Are there any other edits? >> Um yes. Again the um not enough information in this one was the issue uh for me where it says um well so according to the attorney
general we now need to have a minority and majority viewed under discussion. So you can't just say discussion anymore. Um and uh we had a lot of discussion and confusion about the letter from MSBA that is not represented here in the
minutes. There was a lengthy discussion and I don't think that in order to comply with the attorney general's recommendation for us going forward and to be consistent with that set of minutes that we just looked at that has so much detail. Um, I don't think it's sufficient to just say that we discussed
the MSBA letter when we actually had back and forth and differing viewpoints. Um, um, and sort of same thing with the >> the strategic plan process. Yep. There was a discussion following that as well.
So, to me, this looks like insufficient detail and especially given that we had more detail in that other set of minutes. Are we going with that or are we not going with it? and it's not a reflection of um the minutes themselves. It's just what our new normal is. And the attorney general,
>> can I make a comment? Um I again don't do the public minutes, but um in the time that committees had to approve minutes and um
you know, keep agendas. Of course, that would continue, but keep minutes so that when the public were to go back and look at um a hard document or a a you know online of the minutes, we are now in the
day that um you can certainly view a a YouTube channel of which um I don't know if that's considered an accurate representation. I mean, it is a an actual recording of what has happened at the um at the meetings. I don't know.
Um, Katrina, I hear what you're saying that like one had like a ton of information and the other one just had discussion, but I would think and I'm again not necessarily just thinking about school committee but just thinking
about um this in general if there is a public meeting that is available uh through an unedited raw you know YouTube or you know posted on your website whether it's a town meeting or um a
school committee or what have you is discussion enough and this is not a reflection of this is just something that I'm thinking of in the moment whereas um it seems like a lot of leg work um because then you could fall down the
rabbit hole of you know a complete dialogue of who said what >> which is what happened in the other minutes. Cor, correct. Right, we're right. So, at what point do we just accept um and I I think that this perhaps is a
a a conversation at the state level, but at what point do we accept saying discussion and then, you know, refer to >> Can I interrupt because you two are going back and forth. >> No, I'm not. >> No, no, no.
I I'm interrupting on and I'm going to say there is an answer to what both of you were talking about it. I learned about it this afternoon when I listened to the open meeting law um webinar there there are recommendations when they talk
about minutes they give you a guideline they give you um places to write to them. So whether cuz it's kind of opiniony here. Um let's get an official um let's look at the official um directions first and see and go from
there. Then we'll continue. But I'm going to interrupt you because one thing I noticed from that last meeting was that there were conversations. We are not supposed to have conversations. Our protocols say that we don't talk to each other. We talk about
how we feel about the issues. So I'm going to stop it right now. We're going to get some official guidance which I've been saying I hope you I know most of you now well many of you have taken that webinar right um and just today the few
things that that are um mundane or what's the right word um about what we're talking about. So let's do that. We'll get um >> if I could just finish um I started by saying that this isn't a a conversation and I too was on the same webinar that
you were on and again that's why I added in perhaps this is a conversation at state level but I'm just sort of tossing it out there sort of uh stealing Tracy KGO's you know Felmouth first kind of um perhaps our committee um reaches out to
the state as a first I don't know in the state that what is it If if there are digital online presentations available, >> there is no there is no recording at this meeting. I just wanted to say that there was no recording made at this meeting,
>> the December meeting. This was >> Yeah. >> So, um when you I'm guessing you're going to do that followup and try to get that guidance. I also would be very curious to know if there's different guidance um when it's like a workshop or
a meets because like this meeting that doesn't have a lot of detail, we didn't vote on anything. We were just there to learn stuff. So, um I would be curious to know if there's sort of if they have a template that you're talking about that sort of kind of whether those are
different. >> Yeah. No, they they offer a lot of stuff to look for answers to questions like how especially in the minutes um department. >> I I I'm not trying to make it more workly. I
would >> Yeah. Okay. Yeah. Um Mike. >> Yes. Um just the difference of the minutes is and this is my opinion of this is that if I'm looking at the December 16th now heard Dr. door
proposed that the strategic plan process is slowed down discussion. There was no vote. There was no change of action. So as far as I understand that discussion encompasses what Dr. Door had said where the January
13th Minute there was a motion and then there was points of order. There was other motions. So there was moving parts. So it's all about kind of like >> the action. Yeah. >> Yeah. You start here and then everything
behind that is discussing the first word in that sentence paragraph. So although I agree with my colleague Katrina that this discussion should be a little bit more meaty, I think that this
would suffice because it's clear that we discussed what Dr. Door just said. >> Okay. >> All right. But at any rate, we'll look for a happy medium of long and short and what's necessary and um especially
because we've been guided by the attorney general to do that, you know. So, yeah. >> With that being said, would you like myself miss Welch to remove this? These minutes are still on the table. We
have not approved them yet. So, I don't know how you wanted to handle that. Um, I'm sorry we got lengthy discussion. Do we have a motion? >> We have a motion in a second. >> I can withdraw it if you'd like to wait. There's no real rush. >> Nothing happened.
>> Majority of people are fine with it. >> I'm fine with it either. >> Yeah, I'm fine with Oh, I'm sorry. I don't usually make my opinion in the middle. Margaret, >> I think I'm fine with it. These are December in January. They clearly I think what you said about was anything
voted on. Was there discussion about was already on? No, these are very simple what happened. Okay. And they're in December. In January, they began to be very different. And maybe we can talk about starting in 2026, we look at medics in relationship to
more detail, particularly when there are issues that are being discussed and there are different points of view. >> And that might be hu >> moving forward. >> And that like you always do. >> Yeah. Always. >> And that might be a recommendation to Sharon. Thank you, Dad.
Okay. So, >> I don't even know what set of minutes we're on. Are we >> We're on December 16th. >> 16th. Okay. >> One edit. >> Can I Can I make one edit, though? Yes, I can. Um, can you just put that I mentioned
um that we might consider a consultant to work on um building cuz I did spend a little bit of time talking about that. Yes, >> it could be. I don't know where it would go in there, but um >> above Melissa's
motion to adjurnn her current is discussed. >> Go back and look at the YouTube. >> Yeah. No, you can't. >> This is a workshop. >> No, but I did introduce the topic of and I the reason I wanted it there was
because I was I mean I wanted mentioned because I had wanted to vote and you can't. So, um I if you could just add dairy mad um ask the committee to consider engaging a consultant to build consensus. >> I would say just mentioned because if
you say ask it sounds like you asked us to weigh in and vote and we didn't vote. >> Okay. >> Just >> I mentioned what >> something like that cuz we didn't vote on it. I don't want it to sound like questions mentioned. There's aliteration. Sounds good.
>> Okay. Vote. Can we do Can we do all in favor for minutes? >> All right, we'll keep it up. >> Well, yes. >> Yes. >> Yes. Yes. >> Yeah. Okay.
All right. Where are we now? >> Committee reports. >> Committee reports. Committee reports. >> Negotiations. It's really close. So close. That's good news. >> Mike, >> I had DI DEIB this week and I'm not
going to lie, I was a little bit late from PTO, but I would like if I could to ask Henry with your permission. Henry, can you fill us in a little bit? Thanks, buddy. >> Um, my goodness, you put my spot. I was thinking about it. What did we do last
week? there was disc there was some discussion of um how the DEIB committee could focus on ICE and they had discussed it >> and the overall consensus was wait for the select board to come up with some guidance
>> and I think there was some >> you need to meet him >> yeah he did a fantastic job I was there >> you were there and I said hi to you at the very end but um I think that they're really looking at action steps that they're doing you they're new They're they change their title, they change
their name, and and they're just trying to figure out what's the best position for them to um to operate in town in town. They they can't have an opinion. They advise. So, they're going trying to find what's an action step they're going to advise. So, tomorrow night at 6:30,
they're having a uh a little quick meeting just trying to not quick meeting, but having another meeting special meeting just to say what is going to be our action step uh on for the town. How are we going to advise? How are we going to do uh materials? >> I want to ran you out. You can't run out of time. >> So, you're right. There was some
confusion on what their role was and then they have all their members now. >> Yes. Yes. >> They have a new member sworn. >> Y great. Any other committee reports? Okay. Any request for followup?
>> Katrina. >> Um the uh sorry the strategic plan was proposal to delay from the superintendent and so I think the school committee needs to respond to the proposal and I don't know if we have space on the next agenda but the
proposal is hanging out there and we have not um scheduled a time to this committee to respond to her proposal. Um, so same thing with the prek early learning center. Uh, I'm sorry, not the
prek I'm looking for. Oh, hiring um hiring a consultant or vendor to look at reddrawing the attendance boundary lines. That's another thing that's out on the table for school committee since November and we need to put that on an agenda ASAP. I would like it to be on
the next agenda so that the superintendent has time before March 31st to hopefully begin the process of looking for a vendor or interviewing a vendor. And it's on us as a committee to vote whether we want her to do that. So, um I'm requesting that we have that on
our next agenda on February 24th. Um, and then the last thing, oh, so the last thing is another agenda request, which is the DESIE accountability reports. Um, and I just wanted to reiterate it during the last
portion here, so it's formal because the MASHP superintendent and was in the news recently for presenting that same data to her um, school committee and they analyzed it and it was publicly accessible and talked about for that district, which is our neighbor. So, um,
those are three things that I am requesting for this committee to look at in our future agenda. Margaret, >> I just say to clarification, can we talk about hiring a consultant about redistricting areas if we have not made
a decision yet about grid configuration? I'm just I'm just asking for clarification. That's all. If we don't know if we don't know what the great configuration is to talk about redistric not redistricting
but hiring consultant to view lines if we don't know how many people are going to be in which school. >> I mean they would just give us models is my understanding. So it might help. That's my understanding. Sorry to jump in. >> It's a back and forth. >> Yeah. Yeah. >> Sorry. >> You can talk to me about that. I'll
discuss it with Lori because these are things that are unknown. And that's another thing we seem to do a lot is bat around things that really none of us know for sure. So, um, >> and I don't if I'm short tonight, I'm sorry. Um, I just we were on a roll. I
want to keep it on a roll. >> Okay. No, I just I just want to ask for clarification. >> All right. Okie do. So, I would say some of the things I'll talk to Lori. You can ask me if I don't get enough information for you. Then you guys can talk to Lori, right, Lori?
>> Okay. She doesn't like it when I um volunteer for to do things, but she's she's always >> she's always had an open door for eight years, so you know, whatever. Mike, >> um I Yeah, request I don't This is
request for followup. I didn't have a followup, but last meeting we had the the woman from the the tribe on the zoom and another guy and I was thinking since then like we did with the Cape Verdian Museum or the town did at the old Emerald House, do we have
uh do we have space to to have the tribe set up some kind of a like a museum or a living museum in one of the buildings or something like that because I like how the kids go to the Cape Verdian Museum. >> So if we had something in town in
district as opposed to going to Mashby and we've been we worked with them pretty well it looks like. So just something to throw out there if you have any ideas for next time. >> So we we portions of what you're talking about we have have discussed and we we do uh some
of the teachings um with um the students >> but we can think broader and bigger and we'll put that on our next quarterly meeting. >> Thank you. Okay. >> Okay. Just >> I wasn't supposed to answer. Sorry. >> Got excited though. >> Yeah.
>> Um are I think we had talked about it, but I don't I just was wondering where this stood. I believe that there was an interest by some members of the committee on having a forum or of some kind of discussion with the community. I
know there were roundts. Not all of us were able to attend those roundts. Um, but there was some talk of the school committee having an opportunity to engage with the community. Um, through
the chair, I'm asking if that's still something that's interest we're interested in or where that flags lies. >> What do you mean? Um, yeah. I don't know how to have that conversation. Um,
can you straw pull something like that? Is that legal? No, if anybody wants to do one. All right. >> We had discussed it previously. >> Yeah. Yeah. Um to be honest with you, I probably should have followed through on
it. I didn't. I'll take the wrap for it. I know people asked me to do it. I just didn't get around to doing it with all the hubbub in the last couple weeks. It not to do one of my dog ate the homework excuses, but really it's been hard for me to see lately.
I mean, reading things is is really tricky. So, I'll get on it. If I don't, you can fire me. How's that? >> All right. So, we'll >> even if I'm sorry, I don't mean to have a dialogue, but if even if there's a date and then you can maybe delegate
somebody else on the committee to follow through. It doesn't have to be all on your shoulders. >> Yeah. Yeah. No, and I don't mind. Um I don't Yeah, we'll get back real quick to answer that. Yeah. Okay. Um, is there anything else?
>> Motion to adjourn. >> Second. Okay. >> Yes. Yes, >> everybody said yes. >> Sharon, do I have >> Yes, guys.