Okay. Um, I'll call to order the meeting of Common Public School Committee for June 23rd and we're going to move right into executive session to discuss an open meeting law complaint brought against the public body. It's anticipated that the school committee will return to open session at 6:30. Is
there a second? >> Second. >> And there's a it's a roll call vote. >> Yes. >> Yes. >> Yes. >> Yes. >> Sus. Is there discussion allowed on an go to executive session? >> Uh we are calling just to go into executive session.
>> No. >> Well, yes. >> Yep. We got you. >> Meeting of the fellow school committee back to order after executive session. Please join me in 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. >> Margaret, would you start us with the mission, please? >> Public school mission. The Dallas public
schools create worldclass students and new experiences. Our clippers are empowered to pursue their goals with curiosity, integrity, and resilience. Town's public school inclusion slippers 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. >> Thank you. Um, just a reminder, the meeting is being recorded. In accordance with Massachusetts open meeting law, anyone who wishes to make an audio or
video recording of the meeting must first notify the chair. Please raise your hand if make your presence known if you intend to report. >> All right. >> Oh, sorry. I'm going to >> Okay. Thanks. Yeah. Um, before public comment, I just wanted
to um turn it over to Melissa. Um, we have a special recognition. As some of you probably already know, tonight is Sharon Reed's last night with us. I wish I could say it was going to be a short one, but it doesn't look like it.
Um but you know, we have enjoyed um Sharon as a school committee secretary for nowhere near as long as she's been serving the district and from getting bills signed on the beach to get keeping us in order on agendas and everything in between. We really agree that
>> to bringing me things to hyenas to sign during my workday to all the things. Um Sharon, I I don't even know how to thank you. I honestly don't. You have kept us all straight as as much as we could be. You've answered all the calls from the
families and the community and uh everything else along the way. I don't know how to thank you. I don't want to say goodbye. This is just like this is such an emotional >> bed. So, we have a little something for you.
>> Oh, thank you. Yeah. >> Thank you, SHARON. >> THANKS. >> OKAY. Always nice to start on a I guess good note. Happy note. I don't know. I mean, we're not happy, but she's happy, so that's good. Um, next we move to
public comment. Public comments limited to 20 minutes, and members are invited to speak. Um, limited to 2 minutes in length, and due to open meeting law, the committee cannot respond to or act on public comment. You can always email us though at school committee k12. us. And
Megan, the only one on the list. Come on up. Megan's carro. I'm here once again to ask one of you to make a motion to remove the Lawrence school uniform requirement from the student handbook before you vote on it tonight. The current dress code simply does not make
sense. Last year, all shirt colors were approved. This year, corduroy and performance tool pants are being added. Every year, more exemptions are made because the administration recognizes that the original policy is too restrictive. If the uniform continues to
be removed piece by piece, why not eliminate the requirement altogether? Students are already allowed to wear clothes with logos to gym class and on field trips. If those clothes are considered appropriate outside the classroom, why are students forced back into uniforms? Even more concerning, my
exemption requests continue to be ignored after seven requests. Rules that are applied differently from one student to to another create frustration, discrimination, confusion, and are retaliatory. As elected officials, you have a responsibility to address the concerns
that are repeatedly brought before you. Choosing not to act does not make the issue disappear. Students and families have consistently voiced that they want change. If this committee is truly here for the students, then listen to them. At every opportunity they have been given, they have asked for more freedom
and greater respect for their ability to express themselves. Most recently, the student adviserss and the warrant committee unanimously supported allowing variegated patterns and more relaxed clothing on testing days. That demonstrates students can be trusted and their voices matter. So, I ask, why not
ask students the big question? Should the uniform requirement remain at all? No district-wide survey has ever been asked. If we're serious about student voice, let's hear directly from the stakeholders before you vote on this issue. I'm sure you don't want to hear
their answer. Tonight, I ask that again that one of you make a motion to remove the Lawrence School uniform requirement from the handbook before voting. Give students the opportunity to be heard. Trust them, listen to them, and let their voices guide this decision. >> Thanks, Megan.
Okay, next up is update by the superintendent. Thank you. Um, so first on the list was Green School Works and that was me being very positive hoping that we would hear about the uh the grant by now. Um, I Stephanie Matson did say that we it should be any day. Um,
but I don't have a new update. Um, and that was the the the grant the second grant was about um uh the soil testing drilling for that. So um but I will keep you updated uh when we know something. Um the second is the accelerating achievement partnership.
This is a uh new partnership um opportunity with DESIE. Um based on our accountability data, we are not required to participate but rather we're invited to participate. Um and uh so we took time this spring to understand what the partnership uh is. Since uh we
participated in two desi calls and attended um the virtual technical assistance uh meeting uh it was shared um that if we um if we take the option to um to join then we have the option to attend convenings if they offer
convenings or assistance and also um grant opportunities that they have. Uh so uh therefore um we decided that we are going to add that as a partnership and we'll uh work with Desi uh on the accelerating achievement um partnership
and uh looking forward to to that that being helpful to all of us. Um so yes um this is Sharon's uh last meeting. She's winding down the next few days. Um Heather, you can see Heather has now already taken over the seat. Um she has
over the last couple months really worked closely with Sharon and um as we're going to miss Sharon, she certainly has uh prepared Heather to take over uh with all full responsibility in the next few days. So we're very excited about that. So welcome again, Heather. And Sharon um we
will miss you. All right. Uh Clipper News. Um just a couple things I wanted to add tonight. Um Remma uh Pastroian I had said in uh before that she had won the um gold medal for her um
artwork. Um she attended uh New York uh city uh with um her mentor and teacher um Jane Baker. Uh it was the Scholastic National Art and Writing Ceremonies. Uh and she did win um the gold medal. This
is the first gold medal that we've received um in Fmouth. um this is the top 1% of entries across the nation. So um so it's um she's amazing. She >> she is amazing. >> Um
so Molly Reagan um hold on. Molly Reagan u entered a contest. She is a first grader from Mllen Hall school. Sorry. >> No. Yeah. I'm going to pass her here. pass around so you can read the back.
Uh, so she entered a contest um the state house put on um to um draw a drawing and talk about what your ideal school is. And she won and we're very excited to um to uh congratulate Molly.
Um she said, quote, "My ideal school would be so colorful that you couldn't even imagine a more colorful school inside and out. Colors are important because they bring out the joy, calmness, and peace. >> The last sentence is the best one.
>> Oh, go ahead. >> Somali school is awesome, just like my school. I got >> um our own uh student adviser, Isabelle Grayson, um among three other students
um received uh all received $1,000 um scholarship from the North Found Association. And I know that I had mentioned u before this town is absolutely amazing. and to have over $750,000 um gifted to um as donations to our
students is amazing. That keeps coming in all summer long. And this is just an example of one more, but I thought I'd give a shout out for our own student advisor um on that. And then at your seat, um you have the Shaw. And um this
is I just want to make sure that everyone had a copy. Um this is the um art and literary um writings of our students. They're all listed in the front. Um so this is um this year's. So wanted to share that. Thank you.
Questions. All right. I'm not going to look a gift horse in my mouth. Let's keep going. Um introduction of Liz. >> Yes. So, Liz, >> do you want I don't know if you want to come up, sit or stand or something, but uh so we're officially introducing um
Liz Haskell. She is um the new director of uh teaching and learning and uh so some of you met her. We had a a meet and greet um last week, just last week. Um and uh so she's here. We're very excited to have her. She's uh from Somerset,
Somerset Berkeley. Um she where she uh also was the director of teaching and learning. Um she has lots of experience. We're excited she's here. Uh she's been spending some time uh in the in the schools and with the admin team. Uh and so we're very we're looking forward to
being able to work with you. So I uh thank you and welcome. >> Thank you so much for having I'm really I'm really looking forward to working with the team and I've had the opportunity to work with uh Sonia already and and the leadership team and and been invited to some meetings and really getting acclimated and I will be
here uh officially starting July 1 and you come on by and visit. I'll be here. >> So happy Kate. >> Well, I don't know if you can stick around but you're here on a great night because we'll have all of our updates. Um thanks for coming. >> Of course. Thank you. At least for the
next presentation. Thanks. I got >> Okay, next up is an update on North Palmouth uh school trust. >> No, I skipped something. Oh, no. You're next. Sorry. >> Presentation goals. I was like, where
are you going? Yeah. All right. So, I'm going to welcome the team in. We're going to line up and uh All right, we'll kind of divide half and half over here so that everybody can see the screen and um
you share it. All right. All right. So, um, thank you. This is our annual. Um, so this is, um, our progress update. So, this is we do this in June and in September, we come and discuss our new goals for the year. And so, um, I would,
um, um, so I'd like to thank the, uh, school committee for your work and dedication. Um, I'm honored to be the superintendent of F public schools and I'm proud of our leadership team. We lead through collaboration and support with a growth mindset. Our connected
leadership empowers our teachers to bring new and innovative ideas to the classroom. Our connected leadership ensures our faculty and staff feel back, heard, and empowered to take the risks ne necessary for growing student achievement. I am most proud and
committed to the student opportunities in our schools. With our academic and standardsbased scientific and cultural experiences, our community partners transform the classroom experiences into living classrooms where we ensure our students are engaged in understanding our world and solving real problems. We
are showing our students that their education has immediate value through student opportunities, electives arts, uh athletics, technical innovation and environment. every student, regardless of their interest, has a pathway to excel and an opportunity to
find their why. The most vital part of this ongoing work is cultivating a belonging for all. We are committed to ensuring every student feels safe, heard, and seen and knows they are needed in their classroom because our students backgrounds are
assets. We're creating psychological safety where a student and staff member can fail and try again without fear of shame. We're ensuring that every child sees themselves reflected in our leadership and in our lessons. When we
lead with support, learn through partnership and anchor everything in belonging. We are enriching lives. We're not just preparing kids for the real world. we are showing them that they have the power to shape it.
And with that, um, mostly we we always put this in our presentation, but I I want to spend a couple minutes like explain this since we have a couple new people um here. So, this is um our visual for the Clipper experience. It is grounded in the
Clipper experience and through a community committed to excellence in every student every day with two um grounding u beliefs is that two-way communication and partnerships is absolutely needed to make the the
Clipper experience come to life as well as diversity, equity, inclusion and belonging. They are foreground of what we do. So this is our our visual um for the Clipper experience. And now we're going to begin our district goals. Um, three goals. One,
the student learning goal. Two, professional practice goal. And three, the district uh growth goal. And with that, I'm going to turn it over to the super Steven. >> So, I'm going to share with you first the shared understandings that follow
our base and build the foundation for our student learning goal. And that's the biggest one I feel like is our district. We all students are general education students first. Students learn when they feel students learn best when they feel like they belong and see
themselves in their in their in their cells in their learning and their apparatus of learning. We have a multi-system multi-tered system of supports that we use to proc as a process with our teachers and our staff
to make sure that students are needs are met at all times. We feel like student success is a shared responsibility for our whole staff and in the pursuit of excellence we need students where they are and provide the necessary supports and resources for every student every
day. Now Shannon depend. >> Well, you heard the why. Let us tell you about the what. So these are our actions when we're thinking about our student learning goal. First and foremost, we've engaged in professional learning and
monitor the implementation of a new curriculum. We're continuing to collaborate within different departments within our schools, our general educational classrooms, our special educators, our English language development educators because we believe
that continuous collaboration and growth. And then of course we have to nurture our relationships with our community partners and advance the implementation of that multi-tered system of supports so that we can get every student that we need.
And now I'm going to pass it on to Tim. So the basis of the student learning go see the screen. Um all students deserve a safe, supportive, inclusive learning environment um with access to high
standards. And with all of them we have to achieve excellence. So our goal really targets three areas. Academics, behavior, and social emotional learning. And let's turn over now to the Alan Harris. Thank you.
So you can see we went to this number three font. We're not going to read through every bullet for you. We're going to get some of the highlights that we have there because I think there's things that we think collectively we're we're pretty proud of. One of the things I think is fundamental for for all of us and really
proud to be a part of is that you know safety before challenge and first needs to be a safe supportive environment and that leads to being able to have a clipper culture that's supportive and building capability and when that is in place then you can provide the academic rigor and challenge for their academic
success and so touching on those three I'm going to lead off with with the work kind of continuous efforts related to safe and supportive environment and really grateful to our partners with PB and fire department as well as Mike Curley and Paul Dart on the work done the last two plus years of really
building the capacity of all of our staff in response to Alice drills, emergency drills, being able to learn as they go uh both in terms of uh evacuation as well as uh barricade and other pieces as we work on those drills. doing two of those in each of the
buildings this year as well as uh uh the reunification that that that happened and and will continue also uh really uh working collectively on building that clipper culture and that's been an effort the last two or three years
thinking in really a PK through 13 process and a few times throughout the year um things often at high schools can be uh the high school spirit days the high school homecoming and I I think there's been an effort the last few years to really think about that
districtwide and celebrate that with spirit days bringing students expanding on the stepup nights and other things related to homecoming but also um our growth of the uh what was no guff and now is really kindness week and bringing that together and a huge shout out and
compliment to our 9th grade group at the high school that reinvigorated the the video and brought the elementary students in and around and really tapped on that strong foundation and tradition, but really with an eye also towards the future. And then the the third piece of
of what happens at the end of the year, last couple years, thanks to a teacher idea of of teachers from elementary and middle school coming on graduation morning and seeing the graduates before they go. And that that's grown each year and has been a huge part of what we do
as well as the the the always great walk of honor. Uh but added this year something that I think really captures that idea of how we really build that Clipper culture all the way through was the uh the Clipper community game day which uh was was a special day uh when
you get a police escort into the high school and have a great day. So I'm going to turn it over to Sandy kindhearted caps. >> Well, thank you Dr. Harris. So, we did celebrate our first annual Clipper Community Game Day at the Found High School for students in preK to 22 and this was for students with more
intensive special needs. So, all of the cooperative games and activities were facilitated by our peer leaders, students from the Falmouth High School. And I think we had an abundance of students volunteer to support the event. I think it really speaks to that clipper
culture of opportunities that we've provided for students to be in an inclusive environment and develop that sense of empathy and collaboration um and being educated together. So next year we're looking forward to our will be our our second uh event. And kind of
on this same theme um during this school year we continued our work with Special Olympics to become a unified school district. So the unified champion schools programs are aimed at promoting social inclusion through intentionally planned and implemented activities. So this year we had um three more schools
participate. Mullen East and Morris Pond and they were engaging our students in meaningful inclusion through unified sports, youth leadership and school activities. So now at the end of the school year we are considered a unified district. All of our schools have
participated which is pretty special. So, as we think about the fact that all students learn differently, we're focusing on our uh MTSS or the multi-tered systems of support. And this is really a proactive approach to identify and support students who may
need additional support academically um behaviorally or social emotionally. And this year we expanded the use of one specific tool from uh with within the power school program to more effectively collect behavioral data for us to use in
planning those interventions. We also focused on our DECAP or the district curriculum accommodation plan and this is a specific plan that outlines strategies um to support all students um with their diverse learning needs and so that they can all be successful in the
uh education setting. And now I'm going to turn it over to the delightful Dr. Tellier to focus on the progress we've made with teaching and learning. So thanks Cindy. So I think one of the things that stands out we're talking about teaching and learning and the through line here is really setting intentional conditions for students to
learn and be successful. So we cross over and situate ourselves in classrooms. We can look at a list uh from continued implementation of I Ready and looking at this year's first year implementation of EL education for literacy uh the work we've done around
investigating history and chasing phenomena in uh our science classrooms and being able to look at that but also the specialized attention to instruction and services and how those coordinate to really lift our students up so that they meet the success. Beyond that too, we
look at partnerships that happen not just with community partners but among departments. And as we've grown and we've been able to build out uh our programming, we have more and more of our departments building their own connections. So, one that we called out when we were preparing for this size um
is the relationship between our world language and our English language development program. And one of the things that we're really excited to celebrate is a record number of students earning the seal of biiteracy and the seal of distinction this year. but the continued work that they're doing and where that's showing up, including training with our school secretaries
this past spring. So that from registration to placement to learning, right, those conditions of success, as someone else on the team said, is free time that lift everything else up. And one of the other successes just to kind of call out threaded through this that started in the classroom with super
curious students and has grown is our robotics program and the su success that they saw from the regal selects in elementary who showed off to you over at North all the way to our high school North students at worlds and just a shout out to Carmela as well right and traveling and supporting. Um but those
are all different ways that success manifests itself across these different dimensions all because of the shared work in which we're all engaged. So as we kind of close out goal one and set ourselves up to go forward to goal two I would love to introduce to you the
gradient goes. Thank you so much Dr. So um goal two our professional practice goal again um the why of our professional practice goal as is a belief of our shared understandings I cannot read it from here so I do my size
14 font everyone has a voice all communications to families or community members will be provided in translation by the author parent guiding requests for translation and interpretation are made on the home
language survey as a routine step in the registration process and annual forms update both hosted in P school in a summary of content current communications outreach creates trust and promotes transparency
to speak to the what the actions rocking right so how did we get to our professional practice goal um really the professional practice goal is about taking that feedback and implementing it as we're continuous learners and
continuing to grow in our profession. And some of the pieces that we um implemented this year is we expanded the use of uh feedback from families during community events. Whether that was a QR code that you saw posted around the school, whether that was something that
was printed on a program that you maybe received, as well as perhaps you encountered a link um in a family communication. Those are all ways that we were continuing to expand that feedback loop so that we can again take that feedback and implement it in the
growth and change. Um, we also uh did a created a task force to focus on receiving feedback from our entire district partners. And uh that task force created the survey and we implemented the survey mid year um with
all of our um inclusive partners within the school district. And those um you know was a great data review for our team to be able to go back and see all of that feedback that we're receiving. again always developing that professional practice goal and to share
that we have uh the polish ever so polished call so I'll read you now the goal that now that rose in the back giving you the what and why of goal number two
goal number two professional practice goal is advance the work already started to both sustain and expand and communication practices and seek feedback from staff, students, and families to gain a better understanding
of the impact and effectiveness of our actions and determine areas for our improvement. >> Great. >> And with that, to go into details, I'll turn over to Harmonious Henry. >> Harmonious. Love it. Love it. Um, so I'm
going to follow Dr. Harris's uh habit of not reading each one. So, we're going to make sure that's not going to happen, but we're going to break it up down in three different levels. In the communications desk, I will talk the district level. Uh Radiant Rose will do the family uh level and then uh terrific
Tom will do the student uh initiative that we're doing. So uh I would like to say that right away that the amount of volume consistency and intentionality uh communication has come out from the district level uh is really significant significantly increased this year and uh
there's different things that we've done and I would like to say a couple things. I think that one big one is the direct letters and updates that come from uh the central office. It goes out at least twice a month and that really is a steady and I feel really predictable
like parents are ready and and seeing some stuff that's going out there. So that's really good. We've launched this year our first districtwide all staff um surveys and that's important that gives nice feedback consistent and we'll be
looking at monitoring the growth year for year. So this is not just a one year but this is now the the standard we're going to be doing. uh visibility has increased. Dr. Dor has been going into every school and having those one-on-one individual time with staff members to make sure there's a direct line between
leadership and uh and staff. And then the the district team has gone to staff uh meetings and uh this year we've gone to three three times to every single school and making sure that we're talking to staff. We ask them openly, you know, what what can we talk about?
We don't come with an agenda. we're asking for their feedback and their opinions and all that. So that was that's been very powerful. Um in response, there was one response teachers really wanted they felt like in different individual school they didn't know what was going on in other areas
and so uh this year it's a bi-weekly news from central office as newsletter and they get uh they get news from um from each one of us and looking at updates, shares things to celebrate things that are coming up. been very powerful every uh we've been asking uh
educators how how how do you like the newslet is it too much too little and it's been really positive and from everywhere we've gone so that's been really good next year we we started this year we was planning an exciting new branding and marketing framework that's going to be ready to prepared for next
year so stay tuned you know stay tuned to come so I'm very excited about that and now to make sure that we get the family setting we're going to Go to radiant. Is it radiant? >> Okay. Radiant. >> So um again as um part of our
professional practice go we had two parts. How do we sustain our current communication with families and then how do we expanded by collectively looking for feedback in ways um to touch uh to to keep our partnership with families moving forward. The seven principles
sent out weekly family letters um each week and they are both provided in English and translated formats to ensure equitable access for all our families. And then collecting and expanding family feedback. We started with as um Rebecca said in our weekly letters we have
embedded links that families can send us directly to the principal thoughts and concerns. Always of course email and phone calls are away. I just walk in. Most of us have a drop in um method of coming through the front door. Um after you sign in though of course um we
included QR codes um we've tried that numerous ways with district events and we will continue our work with that um in an effort to um provide a way to provide immediate feedback to us. We have um initiated um beginning stages of
combining our PTO efforts. um we've met once and we want to continue to meet with the four PTO's to see how we can um be a cohesive community network. And then we also have our LPAC and CPAC meetings for families um to ensure their
unique perspectives um directly to inform district plans and educational opportunities. Now back to >> driving. Hello everyone. Uh so for student voice opportunities, we've made some
significant gains. We try to do every year. Uh one uh throughway across the district has been through the work with equity teams starting the elementary school level. The equity team check-ins have been really intentional working with students up to Morris Pond with the work with no place for hate. At Warren
School, we made efforts this year to improve our student input through war committee surveys uh polling the whole student body and hearing back from over over 50% of the kids uh on items like school culture and practices across the uh school building. at the high school
uh and at Lawrence as well uh their students participated in Socratic seminars are weighing in on AI which is obviously going to be very important to the kids in their daily lives going forward uh for the community we have started to share in collaboration with
Dr. endure positive experiences in the schools on a weekly basis through Clipper Corner. And we've we received a lot of positive feedback from community members who no longer have kids in the school district uh or have never had kids in the school district. We just want to hear about the daily experiences
of the students across the uh school building. So that's been a wonderful addition. And for families, uh, sixth grade particularly, we reached out to families to learn about some, uh, student interest for, uh, re-implementation of a Portuguese class
at the seventh grade. And I'm happy to report that we had enough student interest coming in from sixth grade families to, uh, reintroduce Portuguese as a class at the Lawrence School for the year. So we have a lot of uh students and learners who are happy
about that news as well as big win today in Portugal. Uh >> yep. So uh I'm at this time going to turn it over to talk about the district growth goal to the amazing Mr. Abs. So transitioning to our third goal. I
was excited as we talked about this last summer in our administrative workshop this goal into incorporating kind of an academic piece with what's going on in the district and some of the projects that are happening and how students can be involved and show their learning. So
some of the shared understandings we have of this goal is there's a strong connection between academic learning and practical experiential learning. Um there's always connection between what we are learning in the classroom and what's happening in the community. And finally, students can make a meaningful
impact as they learn to take ownership for their actions in their learning and to make an impact on the world around them to really become informed, responsible, productive citizens. Um with that look at our actions during the coast help us council
Mr. Adams. So uh the actions taken to address this goal would be to increase our connections between the facility upgrades and the classroom learning to align our districtwide sustainability planning with relevant local workforce opportunities for students. And for
example we had the we hosted the Capeen Islands big blue conference this year which focused on the local blue economy that was very successful. Uh we've been strengthening the Clipper Compost program with a web-based uh data dashboard and making use of student
collected data across grades and subjects. Now turn it over to the marvelous Mr. Kabula. >> All right. Now I'll show you our district growth goal. It is to advance the work already started to both sustain and expand sustainability practices to
ensure our collective work is anchored in and aligned with our comprehensive curriculum. >> First question spectacular. Uh so as we begin to look at the progress for this school, I think it's really exciting to think about when we
first started out with some of our our partnerships and situating them and moving classrooms, right? Spaces around our community. We had three or four spanned across grades. We now have them across every grade, K through 9. Ninth grade came online this year with the biology uh classes going to Ben uh bird
sanctuary and observatory. And then we are in the planning process. We're going to do a reverse field trip in prek next year. So, we're going to bring our partners to prek until we build capacity to go. Um, but also within that and thinking about the work that we're doing
um scaling it across at the high school to think about our food justice initiative and our food justice program with Dr. Harden. And so if you visit the high school recently, you've seen the new plantings, the extension of the orchard, um the corn is set in the bed, the strawberries are out there, and it's
just wonderful to walk up every morning and kind of see what progress is happening and what's going on there. So, as we continue to go through uh that work, we've also moved things from one grade to another grade to make sure it's perfectly, you know, aligned and articulated um and that one grade
doesn't have so many experiences and another grade doesn't have enough. And it goes beyond our STEM learning and it affects cultural learning. The partnership with Mash Wanor tribe, the partnership with Cape Cod, Cape Bernian Museum and Cultural Center if there any World Cup plugs,
>> that's a big one. Um, so you know, it's just been absolutely fascinating once you start metaphor comes off food just as planting a few seeds, right? Look at the harvest. And so it's just been wonderful to have that opportunity. So to continue telling
our story of success, I'd love to bring Miss Cabin back into the conversation. Thank you. Well, if you're going to be focusing on sustainability, you also have to be thinking about building opportunities for our students and staff to enjoy the fruits of their labor, pun
intended. So, we're going to be thinking about our space, our schedules, and our resources. And when we're thinking about those outdoor learning spaces, we are very proud to share that our gardening club at Lawrence is thriving. Our outdoor
learning restoration at Mullen and at East is happening. Greenhouse committee at North Falmouth. And there's increasing availability of those garden supplies for our students and our staff to make that work happen and enjoy it as well. And then of course we have to
think about our schoolwide events that also bring our students out of the walls of our classroom and bring the classroom outside. So we have beautiful events such as walk to school, light to school. And then we also have the opportunity
for our students um to enjoy at the high school now coming up um the adventure, the project adventure, excuse me. um which is pretty exciting to see that right there when you're walking by. Um
and then our um health and wellness committee is districtwide, but it happens at every single school. So that we're not just talking about um sustainability in the sense of our resources both natural ones that we
create but also that we're having lifelong wellness as a staff and as a community of Clippers. And then we also in addition to that we have opportunities such as harvest of the month which again is districtwide but then at each of our schools we take our
own spin on it. and to take it even a little bit deeper into the uniqueness of our beach schools with that district through line is rocking Rebecca. All right. Excellent. So, um to just talk a little bit more about how we are connecting our students to the sustainability um they're taking their
learning and really applying it. And um we talk about our green teams at our elementary schools and um the green teams have taken leadership roles in uh the composting and recycling effort. So, we've been talking about composting for a while. We've had our students, you
know, really get used to it in the cafeteria. Well, now our green teams are getting involved by actually taking the data and reviewing it and sharing that data out to our school communities. So, we can again kind of see what's happening with our efforts. Um, in the
same regard with our recycling program in school, the students are going in and they are go talking to each classroom and talking to them about what goes in the recycle bin, what doesn't go in the recycle bin. Um, and how we've really expanded that effort that it's just it's beyond paper. It's, you know, any other
recyclable material. And again, they're tracking how much that they're collecting, weighing it. Um, so those are really those practical uses of our sustainability efforts being put into the hands of students. Um, so we're looking forward to that and that also
starts to expand in some of those efforts such as those community partnerships with beach cleanups and getting out in the community and really seeing how those efforts can make a difference in our community. as well as, you know, just even around our school grounds and and taking that impact right
directly around uh the the building that all students and staff care about. So, um those are it's a really great way that uh illustrates how we continue to take our learning and have our students actually experience it and continue to expand on those efforts. And to wrap it
up, I am going to send it back over to our leader Lori. Thank you. Um, thank you to the our outstanding team. I hope that what we were able to convey is that the Clipper experience is very unique uh in Fmouth
and that we model every single day how we um look for the uniqueness in our our students and we celebrate that um and they feel like they they belong and when you feel like you belong, you feel like you're safe and you grow and um so that's what we're creating here. And so
with that, if you have any questions, we're all here. The outstanding team is here to answer questions. Sandy, can I just ask you a question? You said that um Power School was um being used to input student behavior
data. I wish we had been able to do that when I was in school. Yes. Yeah. We have a separate program for that. But so is it able to um produce like drill down reports of like areas of the school, times of the day and all of that for
principles >> as long as the person types it all in? >> Yes. >> So is it done connected via log entries or is it a different >> Well, separate from log entries. Okay. >> What
>> what you wouldn't really like as a principal is the idea that a teacher can as they're working with a student, right? The island Harris is, you know, >> disrupting his own learning or disrupting others or whatever's going on. And then maybe they talk to him when they're processing or contacting family.
They can go in and log that just for them. And then maybe they go to the beginning and talk to them separately. And then it needs to rise. They need something else to do. that's already logged and they can send it. So they're not like that referral the teacher used to have to fill out and list everything.
It's all embedded and then it goes in the the assistant principal whoever or adjustment counselor can help and support and then that is kept to be able to have that to have that piece in place. It's a it's a really neat tool. It's taken us up to three years to kind of get it begin to flow and I think
we're really excited about working. >> It's nice because it's not separate from power school. So they did powers school purchased or took over a company that was doing this and how it's integrated into >> and um is the data ever shared with the
students >> like in a formal way so they can target their own behavior >> more individual more individual basis. >> Yeah. And then just one other question. Um, if you guys could just the principles could just give me an example of what MTSS
looks like in your building. Just one strategy. I'm just curious. >> Sure. I can start. We have a a team of people uh the usually the principal, assistant principal, our guidance counselors, uh leading specialist, special education teachers who meet with the the teacher that brought the student
forward for better turn to IST or MTSS and we go through uh six six week windows where we try different um different uh ideas to help the student. It might be meeting with you know meeting with OT
for 3 weeks and doing that or working with um the reading specialists on the phonetic phonetic awareness or diagramraphs and so forth and then and set another date and keep that data and we meet again and you know go the results and then depending on what what
occurs what team agrees to we may move on to another set of six week goals or or you move the student on to something else or have some testing done So the traditional student I would say so at least in my next
>> I probably was saying well I would do a tier one with behavior if it came up on kickboard right we looked at that behavior we had the student in we might then go in somebody may go in and model how would you what intervention would you use with that student is it a walking break is it is it a an area of
the room that they have to have a little uh break space, you know. So, that would be kind of a tier one that you would then instruct the teacher, right? Like, let's try to give you this intervention then to kind of implement in your room so this student isn't back out. That would be like a behavior tier one.
>> You mentioned kickboard, which is the school behavior program. So, >> uh I'm just kind of taking it to a kid. >> Uh taking it to a bigger lens. Uh we did a lot of work with our building scheduling. Um and so with the new
adoption of the e program um really instituting blocks, this is you know coming from the elementary a block of time that every student is in the classroom for tier one instruction. Then we're building in um the next layer where we are pushing in some support
whether that's our EL teacher team whether that's our special education teacher whether that's our reading specialist. And that's another layer where we're adding in another tier of support, but still again trying to maintain more of that inclassroom support before it becomes that tier
three coming out for perhaps an additional dose. So that's kind of a way that I see academics um with the different tiers that we've implemented recently. >> Yeah. So you mean tier two for >> Yeah. Yeah. Okay. Do you have an
intervention block in your schedule? >> So there it is built in. um with some intervention time absolutely that students are and and again it's it's been a very careful um matrix that we've been putting together. So you know previously it was almost like teachers
are in the hallway negotiating when can I take Rebecca for this service for this kind of um support check-in. So now we've really built that structure so that we know the times that we can best pull from so that students again are all
available for tier one instruction. >> Oh sorry and I would just add that um my colleagues have offered very specific and very powerful examples of the academic social emotional learning and then the behavioral aspects of MTSS. So
when we're talking about that multi- tiered systems of support could be any of those three domains and the most important thing is to think about as Rebecca had mentioned is that we're layering in terms of a very strategic and intentional time um area of focus
that we have to as Steven mentioned maybe it's OT maybe it's a focus on behavior as Rose mentioned it's all about the student and what they need but we also have to make sure that every single child deserves and and has that
opportunity for that tier one. So, it's a layering effect, but it's one that is strategic, intentional, and across our buildings, consistent in the application, and that's important. >> All right. Thank you for Jamie. Let's let somebody else get a >> Oh, sorry.
>> I know you could go on. >> Um, you got something? Um I just well first of all thank you for all of your work and um very impressive in terms of your action steps. Um and I was intrigued by the um information that you
had been sending out surveys to families since February and also are starting a district-wide staff survey. And I know that you know your goals in doing that will be different than our goal or our
um use of the information, but I think it would be very helpful for us to get kind of a synopsis of what your findings are and also how that is translating into um uh action areas of improvement. you said um because that helps us to
kind of get a you know keep our fingers on the pulse of what's happening and um and then we don't replicate because we've talked a lot about having doing surveys and um maybe the data is already there. Um we don't have to do it again.
So um so thank you. >> Um thank you all of you very much. Um I am so thrilled in regards to the increase in morale at the different schools. Um it's been a long time coming and I the kids appreciate it, the
families appreciate it. Uh the communication is on everyone's mind and you have brought to the conversation this evening specifics. I appreciate the fact that Dr. Door's column is in the
enterprise. um also the weekly family um letters that go out. My one suggestion would be is if we could figure out a way to um get the information regarding the
next step up for families like in preparation um like perhaps sending the high school weekly uh letter that's published to the seventh and eighth grade families
somehow um so they can see exactly what's going on on a regular basis. Um that might be helpful even in regards to people making decisions early on. Uh someone mentioned the bi-weekly from the central office newsletters. I'm
wondering if this is something that school committee members can receive as well. Um it would may help jog some information for us as well. Uh, I'm
amazed by the leadership team and what's going on right now in the system and thank you. >> Thank you, Katrina. Did I see you? >> Yeah, I love that idea, Susan, of the um having school committee receive the report and also getting seventh and eighth grade parents. But um yeah, I
think that was a lot and it was a lot of work and I can really see how hard you guys are all working. I love these presentations every year. Um it's really wonderful to see all of you in one room. Um I this might be a very silly question but what is secretary training? That's my first question. So we provided
training for our secretaries about how the home language survey has changed and then what it mean >> I thought you were taking students and teaching them how to be secretary. Okay. >> Okay. So that was a silly question. Um oh the task force that was something in
the past that you've already done. the task force for um uh do you know what I'm talking about a slide? >> So we like we ourselves called ourselves the task force. >> Okay. >> Um to create that survey to send out to our entire district. Um so you know it
was something that when we were talking through the um beginning phases, it was something that we you know decided we need to it's not only our teaching staff, it's our custodial staff, it's our cafeteria staff. So we really can get the lens of the whole district. So
we were the task force. >> Okay, great. Um and then for the um language survey um I forget who presented that one, but you were talking about how >> well on the slide it said >> language survey. >> Yeah, on the slide it said it was for
grades 5 through 8 world language survey. And then in the presentation it was about um grade seven, sixth grade parents getting the survey. And >> so I I specifically asked for amazing Mr. Adams uh for families of incoming
seventh graders specifically for interested which language French, Spanish or Portuguese. >> Oh, I see. Okay, that was the piece I was missing. Why Portuguese? How did you choose that? And why were you surveying parents? That was the part of And I didn't realize it was more than one language you were asking for. Well, we
already have French and Spanish. So, it was to see if there was enough interest to introduce Portuguese as an additional option. >> Okay, that's wonderful. That is wonderful. Um, that is it. >> Oh, sorry.
>> No, I just put it up. Um, thank you. Thank you all for coming. I'll make it short and sweet. I like what Sue said about the emails to the schools. Is there a way that we could put all the school emails on the website? So, I know a lot of the times you're looking through your emails, you're like, "Oh,
this is happening this day." I don't know if we could have like a page for every school or all the emails so people can go back and look and stuff. That's my first thing. My second thing about the Clipper Corner, I think Henry talks about it. So, he's the expert. Miss Henry, >> just the high school goes up goes to the
students on there. school education also goes on the website. >> Thank you so much. And then back to the clipper corner expert Henry. I sound just like them. >> You I was talking about >> So So Dr. Door, you write all of the
clipper corners. >> They're pulling them in. >> Okay, that was my question. Then do students also write those or just the teachers and all you all? >> I'm not the expert upon clicker corners. books. >> Okay. Yeah. Sometimes it's a it's a
portion of like what we would be saying in the weekly messages for reference just a promotion of something great that's going on at the school. >> And do you ever let students add anything or not? >> You have. Okay.
>> Okay. >> Just to be printed in the local paper. >> Thank you just for I'm so sorry. out of term. >> It's out of term, but you just reminded me the Martha's Vineyard newspapers always had like a special page from the maybe it was a half a page from the high school newspaper club. I don't know if
there is one at the high school here, but it would get published like news from the high school by the high school. >> I think Yeah, that was my point. >> Yeah. >> To that point for years. It was a student >> which was the journalism class of the
high school. Um I and as well the there was a um page from I believe Lone Hall at one point um with obviously student um involvement. I think that was a choice of the enterprise not to have that.
>> Um but if if possible that would be another that would be good incentive for that. So I totally remember the uh student intelligenc
although it could have been because the newspaper came out three times a week that back then. >> Um >> and then there was the rotation of the elementary school with the Lawrence and Morris Pond as
well. Um and that had been going on for many many years. Uh that's not why I initially raised my hand, but I wanted to speak to a couple things. First, thank you for everything. That was a lot of information and a lot of work. And um I really appreciate everyone that's here and presenting and all of your hard
work. Um I am thrilled to hear that there's been a um a request for information from families on if there is an interest in having Portuguese coming from East Felmouth. I um couldn't support that anymore. And I think that
although Miss Madias is not here, she would as well as well as maybe someone's husband who's also not here but has also been um a performant for it as well. Um, I also wanted to just make mention something that Doc Harris said many
years ago that every time I hear uh this presentation and presentations similar to this that found with public schools is like a private school experience at the public school level. And um I think
a lot of times our community takes advantage of that and that we don't always see it for what it is. But um your presentation tonight really reminds us all of that. So um thank you all. I I
on behalf of I assume most of the town also appreciate it. So thank you. >> Thank you. I don't have anything to add. Thank you. Oh, did you have something? >> No, I just wanted to say thank you. This is always my favorite meeting of you here to meet all of you, to hear all of
you and the enthusiasm, the commitment that all of you have and I know uh we have outstanding teachers and thank you for being your leaders and I'm sure your spirit helps to permeate their their wonderful dedication and we're just
grateful for all of you and you should come back more often. I liked how you guys talked with pride about each other's schools and how things were going on in other schools, not just your own. That is really amazing. Should be proud of that
leadership team. >> Thank you. Thank you so much. Thanks for having a meeting like >> I'm a little disappointed here that three meetings in my threeear tenure just >> Yeah.
They come every year. >> So that's just the planning part. >> Okay. Oh, >> so we'll move on now. We're actually going to do the update on the North Falmouth trust project. Uh Laur,
so I'm going to turn this uh right over to um Paul. Uh in your packet was the uh latest report uh and the FAQ um document that um Paul had us put together. So you'll highlight those for us.
Appreciate it. Paul, thank you. So um you can see we give a little context to the surf report. You may recall the Surf Stone uh engineering firm was brought in by Maya
uh the insurance agency that uh the insurance company of the town and uh and the purpose of this report is to determine the cause and the origin of
the damage to the North Sal process and as well as ultimately to go forward is to design the replacement trusses, all the repairs for the trusses. Uh replacement trusses for for example for
room 40. Um we have it there which was room 38 one truss there uh the rest will be uh reinforced uh as far up. Um I I think in conclusion
um to the report I just wanted to uh point out there's uh photos on page 15 of this report that shows you the uh this was actually taken uh by James M one of the custodians the nighttime
leader uh who was taking out the building at the time of the uh February snowstorm. This is the uh you see the page 15 the uh on the top photo you see the over 2 feet of snow uh that were
resting on the roof. Um and this as well as you look at the front of the building uh the shot the two shots on the bottom and you'll see that there's very little snow accumulation on the front. So the north north of elementary
faces directly northeast. So the wind was coming right down uh across the front of the roof uh in the snow drift or the back side of the roof. Uh that heavy picture there there when you can see the arrows or with the uh snow
accumulation. And just to give you a sense of 1 foot of snow is anywhere wet dense snow is anywhere from 25 to 50 lbs uh per cubic foot. So you can see there there's over 2 ft of snow on that roof
section. So that you know just think of that in in perspective to the snow load capacity these found of north was around 30 uh 30 pounds for that roof. Uh so as
the report stated uh it looked at a number of potential contributing factors uh to it, not just the snow but uh the the roof uh the new roof uh roof modifications, the deficiencies in the
original discret uh construction. It also looked at aging deficiencies of the wood structures in soil. Uh but it is it came to the conclusion that the snow load was the triggering
event uh to the north south failure in and 48 and 30 and the damage that was done in the other section. sort of on that basis as you're aware uh the Maya uh has agreed to pay for the damages on
the classroom section of this building the 1963 portion of the building. the administrative wing which also has uh wooden trusses and that includes the principal's office uh the conference
room, a nursing office, a psychologist's office and uh in a staff room. Those offices are still being evaluated. Um they're coming back on site uh on Friday to evaluate the administrative
wing to determine whether snow damage there was a caused to uh uh to that weight of the building and if so then it's again an insurance thing. So that determination has been hasn't been made yet. They're just working on this in the
time that they limited time that they have. So with that, um work starts uh actually on the 27th on Saturday. They arrive on site. So this Saturday um and start
repairing the building are our own custodians. We have about 15 of them who will begin moving out all of the furniture from the classrooms um and putting them into the cafeteria into the uh gym days here. Clear out
that wing. in put down protective floor and put uh protective wall coverings etc. Take down all the ceilings and uh they immediately will start beginning uh the work to repair all of the uh wooden
trusses. Uh the timetable for the classrooms uh is that they'll be uh completed with the reinforcement or replacement uh by August 21st. Uh so a few days before
school uh and staff uh before students and staff uh uh reaired the school uh staff come back I believe on the 24th the students come back on the 26th so they'll be done there to be done and
they will be running several shifts there'll be one running weekends it is a you know full throttle effort to get this work done uh for the repair work within the trusses or for all the classrooms will be done by August uh
23rd. We are still waiting as I mentioned uh for them to come on Friday for the engineers to do a more formal evaluation of the administrative wing. So those questions are still open. Uh but you know the the bulk of the
building will be done uh by the 21st. our our goal is to have everything done, but it may just be timing on the administrative wing uh to get that done. Uh so with that, um uh you know, I think
we're in decent shape, we have as uh we've mentioned in the past, if there's a residual amount uh for incidentals or for we end up by doing the repair work, we've made uh arrangements uh in our budget
uh for this year which encumbered money 200,000 for uh potential repairs. We saw also uh have 289,000 remained in the north roof article uh to pay for any amounts that we would
potentially pay for the administrative component. So, we should be covered by that uh what we've so far. With that, I'll I'll for questions. >> Thank you, Paul. Um and thank you to the
custodians for this $2.5 million photo. >> This is probably the most expensive photo I've ever seen. So, uh, has there been any any indication that the, uh, supplies that will be used, for instance, the roof
shingles, the the tile on the floor, any issues with color matching or or changing design? >> No. In fact, we do have extra uh tiles from the >> the repair job that we did last year.
>> Okay, great. No, then the roofing for room 40, the roof will that roof section will actually be removed, >> right? >> But it's the same company that'll be putting the the new uh roof on it. So, it should be
>> keep an eye on that. >> By the way, >> yeah. Um I'm just want to I'm not clear. Um are you on both sides of the hallway? You talked about 40 and 38, but you're doing the odd number rooms also. >> That's right. So, every classroom on
that wing of the building. >> So, all the 1963 classrooms, which is everything, if you walk in the front door, everything to your left >> on that hallway is done. >> And then when you talk about the administrative offices, you're talking about basically what's straight ahead when you walk into the school building
and off to the right of it. >> That's right. So you have immediately you have the secretaries uh the principal's office uh the conference room you have nursing offices. >> Okay. So it's it's comprehensive of all the group trusses.
>> That's right. In the building. >> Uh second question is in the report it says to effect of we need to design a uh do design work to determine the best way to reinforce the structures. But you
just said that um they're starting work on the 27th. So have they done that design work now? >> They are in process. So the new trusses will actually be put in room 4040. So they're they are in the process of
designing those dresses and we'll be coming in >> uh as part of their work on Friday not only on the admin wing but also in the early morning they're spending the bulk of their time in room 40 coming up with
the final design for those trusses cuz those trusses will actually have to be sent out and manufactured and then brought back in. So, but in the So, that's opposed to the other rooms where they're just going to be reinforcing. >> That's right. So, in the other rooms,
they will be coming in and putting steel plates uh along the horizontal uh components, the cords of the trusses. And likewise, the steel plates uh plates on the webs, the vertical components of
the trusses. >> Yeah. and then and then uh bolting those to the existing cords, the existing wooden components. >> Uh and then they'll be, you know, so you'll have two boards like this.
>> I I don't I mean, I don't care about the exact details, uh but I do care that um they've been designed by and signed off by a professional engineer that this is the approved. This this will do the job for reinforce the existing rooms. And then you've got a new you're working on
a new plan for the completely rebuilt trusses. >> That's right. >> And that's all signed off by an engineer. >> Yes. Okay. Yes. >> The same engineer is that surf zone or >> surf zone. >> So surf zone engineering is the one that
came in to do this report. They also will be designing the solutions for >> Oh, I'm sorry. I'm jumping the line, but it said beverified through detailed engineering analysis in the report we just read. And then they are going to do the verified. >> Yes. >> And they'll be doing that between the 27th and the 29th.
>> That's right. >> So the the major work the major design of the new trusses for room 40 that will be done by July 15th. This work on the other classroom is much
more immediate. they'll be coming in and actually starting to assemble that uh earlier because it's it's it's more or less just steel plates that as opposed to replacing the whole trust.
>> I think Jamie had her hand up. Oh, sorry. Go ahead, J. Well, can we just make sure you and I discussed this when I was out at North Palmouth, but as part of the an action step and ongoing maintenance of the roof that regardless of the age of the roof, there's a lot of
snow that can be swept just as spot. >> Absolutely. >> I have a couple of questions. Um so I read the um slam feasibility study and and one of the on page nine it says we
do not recommend reinforcing existing trusses from the underside due to the difficulty of measuring and extensive field welding above finished spaces. So is this reinforcement going to be done from the underside or
is is there a different approach? Now the uh so you're talking about the feasibility study report from from Lynn from the original if we had >> order if we had uh added uh solar panels
to the roof. Uh this report uh the solution that they're having is coming in. They will be cut and welded outside the building and then come in and attach to the existing beams that are
Oh, because on page they they address the solar panel issue on page 10 um saying it's beyond the scope of this study to decide if they so I'm just having a little little trouble wrapping my head around that. The other thing
that I just would like if you could walk me through this Paul. So I know that um this whole issue you had mentioned that um to avoid structural to avoid having it reinspected the weight of the new and existing roof
materials had to fall um below 5% of um the existing. So the the roof they took off put on had to be less than 5%. So in
the slam report it said that that 5% threshold works out to be approximately 1.5 PSF but in the fact sheet that you sent out it said that the
figure came to 1.92. Um, so h how did that how did it get shifted up? >> It's actually pretty simple. There are different the 1.5 is sort of an average across a conservative number across the
entire roof. The roof when you go to do the calculation you have to do the roof in in very specific sections. So in this section, if you remember looking up in the inside of the roof, you saw the
tongue of the roof paneling, the wood paneling. So that wood paneling adds weight to the entire roof structure in that section. Whereas if you look down into the uh
1988 section of the building, there is no wood paneling on that roof section. And so the differential there is lower than the differential in in the 1963 section.
So the 1.5 is sort of a conservative number at the time of the engineering study at the beginning. uh across the entire roof structure. The actual uh 5% rule
was based on the weight of the existing section of that roof of 1963 which had included that uh tiny room wood tiles. I know that's a pretty technical answer.
There is a substantial weight difference in >> I know very impressive. >> No, but that's that's a simple answer. So, the difference in in the new roof uh the insulated roof was 1.9 lb per square
foot in that section. In order to be under the 5%, it had to be under 2.1 lb per square foot for that section. Well, um the only reason I'm querying
that is that that was mentioned um in the feasibility report because it said that should the threshold of 1.5 be exceeded, the gravity wind uplift load paths would need to be reassessed and
reinforced as necessary. So, I'm just again trying to wrap my head around the discrepancy. Um, and then the only other thing point just I want to make sure for the people in the audience to to
understand in the 19 2023 engineering report that report was to determine if the weight of the additions of solar panels could be done with the existing roof.
Uh and and the conclusion of that report was that the solar panel additions would ultimately be a level two alteration which would cause you to then go back and have to reinforce the structure of
the roof. when they came when they added the new roof to it, it's a separate detailed study that goes into that in order to accomplish those engineering frames get done. And that's where the calculation
that you're referring to is a 1.9 lb difference on which is under the 2.1 lbs for that section of the building. Um, I guess just my own confusion is
that that the 1.5 is on page nine and the solar panels are addressed on page 10. And it said these assumptions would need to be confirmed through destructive materials testing of the wood field measurements blah blah blah. Obtaining this information would be beyond the
scope of this study as it would require a contractor to remove ceiling finishes and any piece to make these measurements and tests. So it's it seemed that they were two different um issues, but I I take you you know that
>> and again the destructive testing would have been necessary if the if the effort was to put solar pan and so on. >> Right. Right. Exactly. >> And and that was determined not to be the case. >> Exactly. Yeah. So my I guess my
confusion is that that that wasn't part of or the way the report's written, it doesn't seem that that's part of the weight measure calculation. Um but the only other point that I want to make because I've I've asked you too many questions is in the um safe zone report
on page 16 um it under the section that says structural implications. The paragraph that really jumped out at me is the third one that says, "The current conditions represent a significant
structural concern because failure of individual trust members can redistribute loads to neighboring trusses, accelerating a deterioration and increasing the likelihood of additional failures." And that just is a
really kind of an alarming paragraph. And um you know I I know that um I don't know I I just think that that's that's concerning. That's really concerning with the building still being
occupied. >> Yeah. Um, you have to put the failure and the trusses were isolated to room 40 and 38. And it talks as well in the report about the lolly columns being
added to strengthen those trusses in those two rooms that as long as those rooms aren't occupied, there's not a safety risk for the rest. It's not going to you're not contagious. So, >> did it
Where are you reading that part? >> I think it's later. >> I don't know. It's in there though. I remember reading that part about the >> Yeah, I'd like to see it. >> I think it's page 16 recommendations.
Well, on page 17, although the most severe damage was concentrated above room 40, the repetitive nature of the original trust system and widespread occurrence of similar connection details throughout the building indicate that comparable vulnerabilities may exist
elsewhere within the original roof framing. Therefore, the con condition observed should not be considered isolated to the failed area alone. I just I guess I'm really um concerned that um kids have been in the building
or still in the building and um I I just um I it would it concerns me and I just wanted to express that. >> Well, we appreciate the concern, but I think the decision on the safety within that building. It
was a a a widespread decision, not just ours, but of the engineers involved and also the building inspector uh as well uh determined to be able to keep kids safely in the building. The rooms that
represented the greatest threats were room 40 and 38 and they were reinforced and then closed off to students. So, uh, this not a safety concern being >> nice. Um, if I could to Paul,
um, when these repairs get done, every room on on that blue highlighted section here is getting is getting reinforced. >> Okay. So, I have two quick questions. And like what Glenda just said on page 16, it says
again the the the snow isolating thing, I'm cool with that. However, it says here that because of that in that one area, even though you can't see damage, it could have spread out. And that's why I want to make sure every room's getting done over. Yep. >> All right. And my second question is, if
it's isolated snow and the wind is blowing and all that crazy stuff, what do we have set up to melt the snow? would be at roof rakes cuz I was in Bridgewater when that whole thing collapsed and they had a whole new protocol. Um, so what do we if there's
no builds up in that little alco area in the back there, what do we do to stop it from building up in the future? >> Yeah. So, we do have a a system that's it's not fully installed yet that will help melt the ice. But the the number
one thing is quite frankly from now on you're going to be up on the roof clearing that roof. Right. >> Uh but let me say that even with that our are after this reinforcement and I don't have a number for you to uh I
don't have a final engineering number required but the snow load capacity is likely to substantially increase. So the the you know going forward with the reinfor the
reinforcement of all these rooms >> your your snowload weight is expected to increase substantially. Now I I I just don't have the number. I've been given a number and I it's not formal yet or approved with an extent.
>> But uh so that's one of the problems. >> All right. >> Um the only thing I was just going to piggyback on is that I mean now that we it's not the only old building in town um that we are responsible for. So maybe we need roof rags for all of them.
>> Um because we don't we certainly don't want to repeat Um, oh, Katrina. >> Um, so just to reiterate, Paul, I just want to make sure I understand. Um, Surf Zone recommended that, um, there should be a verified, thorough, detailed
engineering analysis done. And they gave nine recommendations starting on page seven of what should be analyzed. And you're saying that Surf Zone will do that analysis at the end of the month. >> Yes. Well, >> like everything that they outlined in
the report, was it done by then? Well, what their next step right now quite frankly given the time frame is to uh come up with the engineering solution for these rooms. So the purpose of this
report is to set up uh a discussion with uh Maya to determine if they are paying for it or not. And if Meyer wanted to go back and say, "No, we don't want to pay for this because it was pre-existing
non-conforming conditions," this could have been a potential avenue for them to do that. But the conclusions in this report that their snow event triggered this failure has led me to
say, "Okay, we're going to pay for all the classroom damage." And when you when you discover what the cause of any damage, if there's damage in the administration wing, we'll determine then whether we pay for that as well.
But the purpose of this report is essentially done in that they've now agreed that it's snow damage that has caused the roof to uh that particular section of the roof to uh to fail. And
now we're on to the solution. Now we're on to the engineering solution. >> Okay. I'm sorry. >> So I I I wouldn't look for 14 new engineering reports, it would be buyers have already paid for it. >> No, I'm not that's not the the thrust of
my question. I'm actually wondering just wanting to make sure that these steps that were outlined here um which start with performing a comprehensive structural analysis of the trusses and the design and end on the ninth one is um the unbalanced snowload provisions of
current building code analysis should evaluate deadload contribution of new roofing assembly and mania support modifications and supplemental framing and load distribution measures before concluding that the existing trust system remains adequate. So I hear what you're saying and I just want to make
sure that the steps they outlined >> and that's exactly what they're doing for the new solution and designing the new solution and remember they have to put their engineering step on this as well. They are the ultimate authority in
determining what that design and capacity of that design is. >> Okay. Um and then my my second question um Surf Zone said stated as with any visual investigation concealed conditions may exist that were not observable during site visit. So are
they going to do another visit that will show concealed damages? they will uh they will be on site from 10:00 onward on uh this Friday and uh to you know go
through the building the other day. I will tell you that they had uh when they were on site, we had a team of custodians and myself included and we were going through removing all of the ceilings and so on, all the ceiling
tiles and going through every truss in the building. is little in my mind that is concealed or difficult for them to to uh >> Okay, I asked that question because it
was on the first page and it sounded a little bit like a liability waiver, >> like you may not see everything kind of thing. So, I wanted to make sure that somebody would see everything. Um and then uh sorry, next question was um
are they going to be doing in this process or at some point in the near future going to be remedying the interior 1963 roof that goes into the library that's not tethered because you had described how that was like a seessaw and it contributed to the breakage with the snow load. Yeah, they
will be coming up with a design the best way to suspend that boulder roof section. Uh, and if that needs change, >> because it does sound like it needed something to keep it from. >> Um, and then the last question, um, I
don't really remember if this was in their report, but it was raised by a citizen, um, concerned about earthquakes and wind events and other kinds of extreme weather events that might damage the roof. I know they're old buildings, but is there anything else that Surf Zone is taking into account other than
snow load? >> Well, they have a a whole building or that they now have to >> to adhere to that takes into account most all factors. Wind is definitely one. >> Okay. >> Uh snow load.
>> No. >> So, it's safe to say it'll be better than >> it. Yes. >> Yeah. Cuz we're getting stronger storms. This will be a safer building than it was uh a year ago or 2 years ago
>> or 63 years ago. >> Um thank you all. That was it was great. And um you know it's really nice for us to be able to have the report, see all the details, see the photos and and start.
So thank you very much. Okay. Um moving on to update on expanding preschool. All right. So thank you. Um we are going to uh give an update on early learning
and uh so my team here is coming down to join them. I felt separated. So um thank you. >> All right. So um we have given um a few presentations on the early learning and
this is uh kind of an update um uh cover everything from um growth um current growth that we've experienced some uh additions that we've uh covered um and um looking uh to the next couple years. Um
so uh why preschool? I I know that we talked about this and I think that everyone is on the page of why it is so important. Um but looking at the equitable experience for all students um looking at the equitable opportunities for all families um especially our
families that may not there um well it's fine on mine. uh the opportunities for all families um especially when you um think about families that that may not be able to afford um to uh send their students to
to prepay. Um so making sure that we are equitable across um um all families uh and students to have that experience and that experience with students um you know entering kindergarten. It's it's important to have those um a couple years before that. And then it's just
it's the real opportunities for inclusion for all students and all that anchors in the tougher experience that we've been talking before. And as a reminder, you know, we are, you know, a um 3year-old to 22 year old school system. And so making sure that we are
um uh giving every experience um for all of our our students. Um the research um indicates that um the development of school readiness skills such as uh social emotional growth, cognitive and motor development, language and literacy skills, kindergarten readiness, curious
curiosity and independence um are the the core of a preschool program. And then some of the research um you know indicating that there are decreased needs for intervention andor specialized programming by third grade
uh greater reading proficiency in third grade and higher graduation rates uh with students that attend um the preschool years and I will turn it over to Bob. So on the on this slide here you see the
enrollment projections uh for the district. Uh in in focus here is the prek enrollment projections that NEZT did. Uh as you can see the numbers have barely moved and and the reason for that
is that they really can't make a prediction for prek. uh it's based on birth rates uh predicting birth rates rather than uh existing birth rates and so it's just sort of impossible to do. So you can see the number of the other
moves however our more recent experience and Sandy will get into this uh about uh growth in preschool numbers um have been substantially different than the NISTC uh predictions.
>> Okay. So on the next slide here, you'll see this table that indicates the growth that we've seen in preschool. I'm just going to try to break it down a little bit. So we have the year in the in the top row, the student enrollment, so that's the October 1st data that's submitted to the department of
education. Then the endofear data, that's the EOI. Then we have the number of classrooms in September. And then the number of classrooms in January. So the if you look at the FY21 I mean 24 row there you see that we start off the
school year in October we have 118 students and we end the year with 147 and we have nine classrooms in September and nine in January. So one of the reasons our numbers increase from September to January is that we have the
rolling enrollment for our preschool students. So children who are receiving the early intervention services are referred to the school for an evaluation at age two years nine months and then if the students are found eligible for an IEP they would begin preschool on their third birthday.
A second reason um for that um change in FY24 is we also began to offer the full day options for preschool which many families were very interested in. And this full day option not only helped the families but also assisted the district in meeting the ratios that the uh
Desessie gave us the guidelines for um uh for the number of students who would be in a classroom who have an IEP and then their their um peer partners. So before offering the full day programs, we actually didn't have enough peer
models in our afternoon classes because that wasn't a time where a lot of families wanted to send students to um preschool. So that ended up we had some issues with compliance with the Department of Education. So offering the full day really helped us meet those expectations. So now that you have kind
of a better understanding of that table, you can see that the positive impact of offering the full day preschool. So this school year we've dropped down to the uh FY26. We started off the year 134 students and end ending the year with
173. Um so we've had quite an increase. You can see from the number of classrooms in FY24 with nine and now we're up to 11 classrooms. Um this year we were able to offer not only the full day program but also tuition free for
all students. So again, that really um increased our number of students um who were enrolled. So as a result of the declining enrollment for the K to4 students at East, we've been able to expand our
program. So next year, we expect that we'll start with 11 classrooms and given the data that we have for our incoming students who will likely qualify, we'll end up opening a 12 classroom in um January. Okay. So, just to build on um what Sandy
just shared, uh so in the the steps that we've taken uh in the recent past is that we created the early learning community uh in uh the 23 24 school year and that was um with um Bethany Gay leading through the coalition with children and all of our uh providers.
So, working closely together um we began the full day programs um and we um supported our teachers. So, Desi changed their lure um for um it was a you know uh prek to two with or without
disabilities and then it became you needed that um modern disabilities uh license. So, it wasn't a with or without. So, we were able to move over um all of our prek teachers. They uh did everything they did could do. So, we're uh everyone has that lure that's um now
required. Dusty. Um, we offered the pre, uh, free preschool in the FY25. I think we made a mistake on the slide before because I got in the wrong box. Um, uh, we started the, uh, the three in FY25, not FY26. So, just correct that. Sorry
about that mistake. Um, continue to increase the full day programs, um, because that is the what most parents are asking for. Uh, we still have some half days because there are some parents that also want half days. So offering options for our parents are really
important. And then um uh in the 24-25 school year, so this is finishing our second uh school year, we have a dedicated preschool um special education building administrator. So the SIBA um is as we have for just the the prek and
as we're growing um that's extremely important. So, as we continue to grow the program, we've looked more closely at our curriculum. And this year, our preschool teachers and a couple of our kindergarten teachers participated in a curriculum review committee. The
curriculum selection process was modeled after the uh HQIM, the high quality instructional material selection process that we also used when we when we adopted um the math program for K to8 and the most recently adopted EEL
education program for K to 6. And our teachers unanimously chose the tools of the mind curriculum that will be implemented for the 2627 school year. Um and we will also have three years of professional development associated with the implementation as well as some
coaching for that curriculum. So uh for increasing the IEP um for the peer ratio. So in order to meet the department of education requirements, we typically have 15 students in a classroom. That's the that's the upper end that we're allowed to have. So you
can have no more than seven students who have IEPs and then eight peer models. But as we grow our preschool programs and then we have more and more um peers who are um wanting to enroll and we're able to increase the classrooms, we can
actually decrease that ratio so that we could have maybe five students who have IEPs and 10 peer models. This inclusion model moves us more closely to what we're offering at the elementary level with less than 50% of the students in a
general education setting with an imp. And then um one of the positives to think about is that fewer students with the IEPs can allow the teachers to more effectively track progress and implement the um individual learning plans for students.
So we think about the work that's in progress. We look at opportunities that we can continue whether we're in one location or not. And so part of that is talking about the continued growth in our degree program, but also the internal pipeline that we create for
high schools early education and care internships um and the opportunity for students to move beyond the high school um program and continue into our elementary schools through prek. Offering choice for our of the school staff, the choice to be with us for
early learning. um future opportunities for before and after care and also thinking about that extending into year round support and care and then opportunities for partner activities with older students to keep enriching the experience and show those connections.
So if we have those additional opportunities if preschool was offered as a standalone early learning center um all preschool staff could be located in one building which would allow for greater flexibility. Currently, we have two specialized programs in preschool
for students with high needs. So, when all of our students are located in one um location, it provides us with that flexibility to move students in and out of a specialized program and not have to ask them to move to another another
school building. Um, obviously having all staff in one building allows for more opportunities for collaboration across sections. So, you know, we have this great opportunity with 10 sections. If we split up into multiple buildings, you might have a school that only has,
you know, two classrooms. Um, from a leadership standpoint, having our special education building administrator in one location obviously provides the most effective leadership and coaching model, especially as we implement our new curriculum. Um, right now we do have dedicated staff
for our related services. Um so if we did split up the location into multiple settings um some trap some staff may have to travel or the case loads for the K to4 um related service people at the other buildings would they would include
the preschool students. There are also other benefits of the early learning center which could include um having the programs like the coalition for children at that setting. talked about some wraparound services before and after school, community health care, the
welcome center could be located there. Could be a space for central office staff possibly and a possible future opportunity to partner with the town to offer care for um the birth to three-year-olds.
So, in these considerations, one of the things that we spent time focusing in on is why pay high school is not a viable option. And one of the reasons uh largely focus is on the facility itself. The way that the preschool program at the high school is designed was designed to be a lab school. So there's an
observation space. There's dedicated resources and it's really isolated to the space that it's in. And it was set up for a very small number of preschool students. So our students could be student teachers before they move on to their internship opportunities. And so in that lab school setting it's
self-contained and it's also um the limited number is also tied to a limited schedule based on our our high school students schedule as they largest the teaching support. Um the other part is the uh impracticability of having
between 150 and 180 uh early learning students in a high school setting because it fundamentally changes the purpose of high school creates two independent schools within one facility in the sharing of those logistical components and then requiring major renovation on the facility side.
separating out portions of school, also separating out bathroom facilities, cafeteria facilities, classrooms, office, conference space, all of the things that would come along with that school setting. Also needing to reroute and reconsider traffic and then the uh
playground space and equipment. And then the second part of that is the funding. So requiring engineering and architectural design, everything that comes with that and then uh further financial requests from the town to support that when we know that we have space also within our elementary schools
to support um continued growth. So if um high school is not an option, we have plenty of options and I like to identify a couple of uh of options that we can do. And one might be a two location uh learning center. And what's
really good is that our current elementary schools have um some benefits on each one. So I'll go through each one alphabetically. First one is East Falmouth schools. This right now is where it is. So there's having it there
builds continue, you know, stability and continuity. Uh it is the current and proven location. We saw the growth that was already talked about. It is people are coming um to to Eastwood. Uh Mullen Hall acts as a advantageous second
option site because it's on the other side of town. So uh that that make that works for some people that may want to bring their students there. Uh mall also has a designated entrance in the ground level. So that's really good for the uh
the prek kids. Um it is it's already the current location of the co the coalition for children. So that would be a really good setting for for that. Uh North Fit is uh has right now has uh two key uh
specialized services right now to help students. So they're already prepared uh that will benefit be beneficial for pre preschool students. Currently the students have access to the tip program which is the therapeutic intervention program as well as the TLC which is a
learning center for highly individualized academic instructions for diverse learning and de developmental needs. So that will be uh they have some some advantages there. And finally, uh, Ticket is a convenient location, uh, to
to serve staff and student needs. It's, uh, it it does have one key specialized service, which is the TI program. So, we've got a lot of good um options here, especially for two two locations for
center. But as we go to the next part, which is um, we have to look at some consideration. Yeah. So we have to look at each one. There might be some additional considerations when we look at each one. We're thinking about having the early
learning center at these locations. So alphabet alphabetically again uh here are some additional concerns or considerations. So uh east is the current spot. So it's going to be a smooth transition uh to keep it there
for any operational down um downtime or uh relocation cost. this would be and it has already proven that it is a proven track record. So they've experienced consistent um growth in enrollment and so it's it successfully pulls families
evenly throughout the district. So their their geographic location uh fits for them. Um the Mullen school has uh some issues that's due due to their size. The scale of the uh facility is is way too large
for the enrollment numbers that we have. Expand three floors. A building requires navigating multiple stairwells and uh there might be some mobility risk for kids. Uh finally, the size will create evacuation uh complications for the
three and fouryear-olds. So it's it's probably not a the best part for for the size of the building. uh North Amouth is geographically isolated. Uh the location is you know to north and the site would be subject to
younger learners having inappropriate long daily bus rides. It's also away from family um workplace centers. So you're going to have some logistic hurdles dealing with drop offs and afternoon pickups. So that causes that
problem. Ticket is centrally located position. Therefore, the location guarantees equitable balance, reduced travel times for the early learning families across the district. And so, um those are some of the consideration we
can consider. >> Okay. So, to talk about the cost of the preschool and this is really the cost of the general expansion that we've been going through, you know, adding one or two classrooms per year over the last
couple years. So just give to you Frank the most expressive component of of that classroom is obviously the teaching staff and the support staff the TAs and so on. So you can on a rough ballpark
you can think of a a new adding a new prek cake classroom would be around $110,000. you know, adding supplies and furniture be probably adding in $130,000 in total
to get that uh classroom set up. And that's something that we've been dealing with in the budget every year um as as as this prek classrooms have increased in numbers. So it the the headcounts and
so on are fully baked into our budget um every single year out of our staff headcount analysis and so on. So it's uh this is not something that's out right outside of the budget. And if you think about prek, you know, if you wanted to
sort of were to ask me what does prek call uh cost the district overall? uh and remembering that it's a mandated um uh program that we have to provide prek uh especially for any student that
uh has a special need. Um so we're obligated as a public school to provide that. But our total prek cost would likely be just under 1.6 uh million dollar and think of that in context of the $61 million budget. U so
It's not $1.6 million. 10 classrooms today, you know, it's not um it's not a huge component of $61 million. So as I mentioned uh you know in terms of facilities you know when I you know
mentioned these sins is actually you know ideally set up uh for prek and the classroom make up the uh how the rooms that are currently used for prek are set up with the sinks in the rooms and in
the bathroom adjacent to the classrooms etc. Um and uh you know one of the things we did add and it was uh for the east was cafeteria tables. If you see them they you think about you know K
through four cafeteria table. You think that's going to be small but the prek kindergarten really adorable just half the size of and and they weren't that expensive is my point. Uh we we did it quickly uh uh
when Rose came in as a principal of the school. Um and and that a lot of that is covered under the 262 grant. It's one of the federal grants uh that uh we utilize to help support uh prek um classrooms.
Uh you know uh uh Henry had mentioned that transportation considerations uh keeping it at one school like Eastwood is ideal. Um uh you know if you start to split it up it does have an
impact on on your busing uh cost. Uh but I will say that you know the the busing for prek is really for the special needs students uh the parents uh drop off the uh the group uh students. So um
unless you know unless you're spreading it out across four schools then you if you if you start to spread it out substantially you're really going to increase your cost. But if you keep it localized to one school like we have now
at East Smouth, we're in good shape. >> So, um we believe that there's a cost to not offering preschool um to all families um whether public or private. Uh again, we back to you know our why um of our students um and just to uh you
know highlight a couple things here. Um it is that school readiness um for kindergarten um making it sure it's equitable opportunities for everyone so that everyone is um uh ready after kindergarten and it's those uh successes
um that you'll see uh later in the school career um based on being able to have those uh prek opportunities and uh where we are now it's um you know we we still have room to grow. I don't think this is a today issue. Um it's um the
staff is very happy. We're continuing to grow. So obviously families are very happy um to uh come to to East and to um you know so that the distance of any concern is just not playing out and we
have room in East to grow um over the next couple years and it just um it just I don't know that it's a it's really a date issue that we need to do anything else. We also do believe as a group that u moving into a second school we have lots of options as we you know there's a
lot of advantage to any school uh any other elementary school to actually grow as well if we get to that point but um uh we'd like to grow in place for now and um we're able to offer everything u that that we would some of those other
pieces um means that we'll stay here and um you know which is fine we love it here and town has no no um idea of what what to do with this building um you know at this time. So that's not really an option. Um we'll continue to try to
figure out um opportunities um for the collaboration with coalition for children. Um you know so some of those additional things um that if you're in one building we could we could you could grow. We'll try to find ways to to make connections with that um for now.
Thank you. Thank you. Thanks for the update. It's been a bit since we started talking about this, so um it's nice to turn it back around. >> You wait, Mike. >> Thank you kindly. Um I have a couple questions. First, uh
centralized location T. We don't have like a heat map of where the students are coming from and I East Felmouth seems to be working out. my son went there. Uh I just the the centralized location like geographically tig might
be centralized but I'm more like my assumption is that like westmouth has less young families than other places. You know this is just a heat map to say this is where the kids are. You know I don't know if we have one but
that would be beneficial at some point in time. Then my other question is find it dog ear. >> Okay, this is coming your way, Sandy. >> Okay, I'm ready. >> All right, so I understand the numbers. That's all good. >> Actually, I'm going to give you a
second. Paul, question for you. >> This is free. How do we get paid for this? This comes out of our budget. We don't get any reimbursement from the state. >> No. No. They have so money that comes in through grants. The 26 is good money, but we >> But overall, they're covering the free.
Okay. >> All right, Sandy, you ready for this? Is good. >> 134 becomes one. This is on page I'm sorry, folks. The enrollment I think it's page four. Uh 134 becomes 173. That makes sense to me. So, it's a two-part
question. Where are these kids coming from and where are they going? Because like do we have 173 Falmouth students right now in the preschool? Are they from other places? And then the students
that are from Felmouth, why don't our other numbers match up? So I guess the question is Yeah. >> Can you tell us what you're saying? >> So I think Can you just if you're looking at it, but what number were you saying? Oh, that bottom. Got so >> Yeah. >> Yeah. So I think the confusion yes they
are themouth students but it's not uh the cohort of students are three four and actually five year olds because if you have a birthday starting in September then you're still going to preschool for that year. So when you're
looking at that entire number it's not like that's that's not your group that's going to kindergarten the following year because that includes >> students who are going to remain in preschool. So does that kind of answer your question? kind of are these all found with kids or they from other places too?
>> They're they're found they're found with except that um we do offer for our staff members. So if they have children so other than that they >> Okay. And then do we have a retention rate from preschool or kindergarten?
Like are we seeing students going to the free preschool and then come kindergarten like are we losing 5% 10% or is it >> pretty? I don't I don't have the numbers off the top of my head, but I think our retention rate is extremely high >> from our program into kindergarten.
Yeah. I don't I don't know that anybody. What we what we don't know is all the other children out there that what would u predict kindergarten. So from all the private settings we can't predict >> predict those numbers, we don't have them. >> Yes. Thank you.
>> Um so still on this page. Um, so Sammy, can you h how did the does the enrollment projection which looks like it's in the like 117 118 how does that square and which I know
Paul said that's hard to predict but how how how should we use that how how should we use this data >> I think we were I just want to we were trying to illustrate that NASDAQ nor any other company Well, um the refining with
MSBA, they will not predict prek. So when they did the report, they used that um October 1 data of 114 and they just kind of put you you got to go from birth rate to kindergarten. They put prek there, but they they will not do
predictions on prek. >> Okay. So, and I don't know if I heard you correctly. You were saying East Famouth were good for now. So, does that mean that um we're thinking that every child who
needs prek is is that that we can't possibly be saying that, >> right? No. No. We're not I don't think that we're trying to say universal prek for all. It's going to come at the public school. So, it's not a universal program that we're mandating all three.
mandating, but but I'm I'm just wondering, you said we're good for now, but if we were to expand um so we're we're we're saying that we what
we have predicted is that we can keep growing one classroom a year. We know that we can we're going to add a classroom next year and that we can probably add another classroom the following year and maybe the next year. Right? If we're if we're growing by a
classroom each year, we know that the next couple years we can stay that no, we can continue to stay there because we know the enrollment of K to 4 and we know the space in that building if we're growing by in class a year, which means we're bringing in like we have um 12
students on a wait list right now. So, we know that, you know, there are families that still want, but we're only going to grow to one classroom. We may be able to when we open up the classroom in January, we will bring in some of the peers, but if we if we stay on our our track of of one classroom a year, we
know that we can stay at Eastbound for a couple more years. >> So So I'm just trying to understand. So if if in a perfect world if you had do you feel that the that the demand
we are meeting the demand or we are not meeting the demand that is currently you're currently saying it's you know hard to say but I'd like to take the 12 other students in. Yes. Um we've built into a budget trying to be fiscally
responsible and to grow is that we would add a classroom a year. So, um, you know, if if we could add two classes next year, then we could bring in those other 12. So, it's so >> I'm wondering because we we talked about this before. So, I'm I'm wondering if
we're at the point now where >> we don't really have a pressing need that we need to solve. I I >> I would agree with you. >> Okay. So, that's not need. It's not pressing right now. >> Okay. that if that then that's helpful
in terms of us deciding our priorities as a a committee. So thank thank you for that. Yeah. >> So I'm glad to hear in regards to this has worked in regards to increasing the preschool and now we are at those ratios
for um IEPs and general classroom peers. Um my concern is what about that decreasing enrollment at East Felmouth and what are we going to do for those classrooms and those teachers?
>> Yeah, it is an ongoing concern. Um you know we are uh you know we're down to basically two sections in the whole grade. Again next year the kindergarten will be in their low numbers um of two sections. uh we have one one one grade level that's going to be three or three
sections and they'll continue through the next two years and otherwise it's it's really looking as a two section that is the flip side of all this. I mean it gives us room to grow at east but it also um >> it doesn't give the equal opportunities
to the kids in those classrooms >> in regards to when there's no choices. >> Yeah. That cuts both ways cuz now that it's at the cost of sections, >> few exceptions. >> Anything on this side, Kina?
>> Um, sorry, compiling a little list. Um, I saw in one of the bullet points, birth a three-year town partnership that was new to me. Can you elaborate? >> Um, the the town and they just recently um talked about it again in several
months ago. They have it on their um agenda item. um that they they talk about trying to figure out how to offer um opportunities for families for birth to three uh whether they would use a
voucher system or whatever cuz I mean childcare is expensive and if we want to it's it's an ideal on the list is affordable housing you know how do we you know offer um opportunities for families so we're in the business from 3 to 22 right and the town is trying to
figure out if we work together. If we had a center that was uh one center and we could work together, we know how to manage, right? And we have that partnership with Coalition for Children that we are confident that we could offer that that birth to three. It would
be an opportunity for the town like, you know, let's work together to try to solve the issues that we have in this town. and you know certainly 1,800 a month um for child care could go into housing which would help you know keep keep young families here. So it's um not
nothing um concrete nothing it's it's a it's a wish and I don't know when that might happen you know but one we would have to get to a place where we have the space for it and then uh again I'm confident that um if this is something that the town wants to move forward with
that we can manage. >> Okay. Thank you. Um, so, uh, when I was asking around for people's thoughts about, um, this conversation, um, uh, people at, um, teaching it had concerns about the TIP program, um, and incoming
kindergarten kids for next year. There's going to be an increase in the TIP program is what I was told. And, um, concerns about having space in that building. Um, so I guess these questions are more your presentation had more to do with choosing a central location rather than choosing a second location.
Is that correct? >> No, I would say just the opposite. >> Oh, okay. Oh, so so that I thought it was going to be about choosing a second location. And then the slide where you were talking about Mullen Hall having too many stairs and being too large sounded like it was for a central location rather than a a secondary.
>> True. We did both. Right. Right. We're trying to put everything on the table to because we have two new um school committee members and so I wanted to try to bring them up to speed about all the options and what so yes we were trying to to offer okay >> lots of information was a lot of
information um so yeah the t ticket people were concerned about having space for the tip program and whether it will be equitable distribution if they have pre prek in their building and then during the Lawrence renovation they might potentially have fifth grade in their building. Um, is that going to be
distributed? I'm just saying these things out loud for you. Um, they're not exactly questions unless you have answers about that. Well, I wonder um we opened Yeah, I don't know if you want to talk about we opened up a second um uh tip program at
North um not because there wasn't space at um Ticket, but um because the number of TIP students and we we do everything we can to integrate the students into the classroom as much as we can and
there there's just not a lot of sections of the students with, you know, that would be their peers to be able to integrate in. So to make a a nice balance and I don't know if you want to offer we we made that decision to go to a second building >> and can you remind me and people what tips these therapeutic interventions
program you want to add something else to to that right when we have our declining enrollment and we're not sure if we're going to have two sections of kindergarten or three we look at our special ed numbers and it it might be the students who require something like
the uh therapeutic intervention program or other students with an IEP. We, as I had mentioned before, you know, we have guidelines that the Department of Education has. We cannot have more than 50% of the students in a classroom with an IEP. So, um, kindergarten is always
that really hard year to predict because we don't know how many students are coming in and, you know, going to need that halfway through the year, >> right? Um, the U Oh, the high school lab preschool. Um, while you were speaking, I just was suddenly curious. is that how
do you keep that small little lab program in compliance with these pure ratios since it's a secondary location? Do you have to move kids around in and out? >> It's good that we can all answer the questions, right? >> It's it's for peers only. So, it's not
designed for uh specialized services and it's actually under um CTE vocational chapter chapter 74. So it falls under the same type of program requirements that um MCT have. >> Okay.
>> Thank you. Um what is the specialized programming at Northama that you were referring to? If you have would that be like a tip program for prek? >> Yes. >> So when you're saying maybe start a specialized program. Okay. >> They they already have two specialized programs at Northama. >> Okay. And so for if it was a tip
program, would there would it not make sense to put a specialized prek for that T ticket as well? there. So there there are there are students that are attending Ticket and Northbound that that require a specialized program. I mean the the
bullet list was about the potential for doing this but it was cited for northbound rather than >> No, both it was on both both schools. >> Okay, I missed that. >> Um >> okay, thank you. And then um so
hearing that we are not actually rushing on this and that we have a few years to make these decisions um why were we rushing in 2024 was it just like an exciting idea that we were putting forward or did you did something change in our needs in the last 2 years? I
think that if um in in 2024 if we had moved forward with with that at the time I think it it would it would have been the the right decision like the next year we would have been starting with kindergarten we would have slowly um been growing since then what really has
taken off is um which is extremely positive is the renovation of Lawrence school and and I think we have to you know we have to balance u the decisions that we're making and that we can support and right now uh we've made the
decision to move forward with Lawrence um and you know it's it's seems to be well received in this community and I think staying with that positive right now and putting um the focus and the energy there I I think that's the difference from before when we presented
right and and when we presented everything it would have been multiple timelines out right yeah if we' started >> and now we're into the Lawrence school project and and now you know so
if we had done it before it would have been prior to and we would have started been settled and working on that and then we would have been moving into the next and now it's um just because of all the timelines and I feel like our our time and energy would be best served if we um concentrated on the law school.
Um, and my last question, um, the the fifth grade for the Lawrence school renovation, the fifth grade will have to move down during that and eighth grade will have to move up. >> And I'm just wondering for East Falmouth and if you have I mean that's years down the road. What is that? 20 30 What did
we say? >> 2030. >> 2030 is 2030. So that's you're going to be having maybe to move out of East Bmouth between now and then for the prek program if you only have a couple years. >> We might anyway, right? It might be growing. >> It's far enough in the future that you might have more than one location or
something might have changed. But I guess my question is um is there going to be any problem with having fifth grade in a building that has prek through 5th >> or any of the buildings? No. I mean, I don't see any reason why
why there would be. Um there's a lot of I mean districts have schools that have prek one building. >> Oh, do you mean in space? In space? Well, I'm thinking about Oh, I thought you meant this. >> No, I'm thinking about the NASDAQ enrollment data and looking at like Ticket is projected to stay pretty
stable. Mullen Hall and North are declining. East, as we know, is having a declining issue. So, from that perspective, some of those schools are going to have more space for fifth grade. And if you have prek in a school that doesn't have space already, >> um, so we need to keep watching numbers
because we're we're four years out. So, we've got lots of time to like look at that, right? Um, but I think what Henry was saying on the the if we go to a second site, we have lots of options, right? And we'll continue, we're going to Nest will continue annually to give
us our our uh projected enrollments and we'll continue to to monitor and watch that and then we'll be able to have a better um uh prediction and and recommendation. >> Okay. Yeah. And when when does the nestic report come out? >> Every fall in November, December.
All right. Thank you. Yeah, Jamie and then um so Dr. Thank you for this presentation because I even after reading the reports I had a lot of questions. So and I I actually felt like I knew more before we started talking.
So just forgive me if I can't remember something. Um so currently are all the prek classrooms half day or full day? >> The we they're mostly full day. >> Mostly full Yes, we have we have a
section of a AM PM. Um, but the the rest are full day programs. >> Okay. So, is it the plan to keep a split day? >> So, I guess >> we still want that to be an option. Yes. Because >> we still maintain that. >> We still maintain that.
>> Okay. >> There there are families that ask for that, >> right? No, I know. And it's it's a good option too for >> I was just wondering about the cost of staffing because one teacher can cover any museum. >> Correct. >> But if we were going to move to a full day then it would be an additional
teacher besides the teacher for the additional classroom. >> Correct. >> Right. So we Right. So right now our we mostly had a full day um sections. >> Okay then. >> Yep. All right. So then all the related
services that are there wouldn't be a need for an additional unless you reach the threshold for additional classrooms for their service time. >> I'm trying to think beyond the so beyond the the classroom teacher like there's
>> yes other >> well and and that's kind of evening out too when you have declining enrollment overall I think is what you're saying. So it's a related service right other enrollment. So what we do at the end of every year is we look at case
loads across the district for the related service people and then kind of figure out where everybody needs to be located. >> Okay. And then all your figures include um the cost of furniture. >> Yeah. I I mean the the 120 figure is
essentially a teacher and and one and a half TAS. Um you know that when we add the total cost probably >> okay it's good to know it's one I have concerns that we had a lot more half day
full time and then we need a lot more staff. >> All right. Thank you. >> All right. Well, I also wanted to follow up Susan's question in terms of the older students who are at a stone within um is you're thinking about ways to
support them. Are there any thoughts about the difficulty with having two class only two classes? >> I think actually I I don't want to shut down the conversation, but I think that's a whole conversation and maybe >> let's stick to prek and maybe we can
bring that back for like our next where to go next. um that might have more to do with redrawing 10 minutes lines. >> It might, which is why I don't want to get into like this giant off topic thing. So, I think it's worthy of actual discussion.
>> Any last I just wanted to kind of put a boa pin in this or whatever metaphor you use. So, I just want to my bottom line is because I I really support a prek program. Are we
meeting the needs of the community? And because I'm hearing the t we're not pursuing it because of the time and energy for the Lawrence school valid, but are we meeting the needs? If yes, then we need to clear this from our plate. If
no, then I would like to continue pursuing this. So, I'm still not clear on are we meeting the community's needs. So, could you just definitively Yeah, I I mean, I'm not going to I'm not going to um
disagree. I think the early learning center itself is the gold star, right? I mean, because, >> you know, I mean, there's a lot more we can do within one program and our, you know, our prek staff will tell you that. >> Um, I don't know if we're meeting every
student. I think, you know, the word continues to get out there. We're growing in our, you know, within a number of students. We have 12 on the waiting list. What if I like to opened up two classrooms this year? Um, yes. But, you know, it we also filled in the
budget for one a year and we we can't go I mean, we can't expand beyond, you know, what the budget's going to allow. So, I don't know that that issue would be any different if we moved to because there's there's no real cost to moving to a prek center like one building
standalone. Um because all the staff, all the furniture, all the equipment, everything goes to that, right? So, there's really no startup cost to go there. Um and then I don't know that we could grow any faster than what we're growing right now. So, you know, if if
over the next couple years, you know, if our our weight list stays the same, if it kind of goes down as we're adding each classroom, I don't know. I'm I'm thinking we'll have a better prediction when we meet that threshold. Are we meeting the needs? I mean, we're not trying to take all the kids out of the
the private settings. We have, you know, highquality settings here in the in the district and we have families that are going to choose those. So um and I only you know mentioned because the the universal because a lot of people do talk about that right should public
schools um have universal for three and four year olds or more more they talk about is the four year uh four year olds but not not many have gone to requiring that right so I um it's just we can't predict how many kids are out there it's
a very hard answer to to give you except that we will continue to monitor and certainly I'm not I'm I'm not suggesting, you know, whether you repurpose a building for an early learning center, that is that's to the school committee. I'm not trying to deter you from that. I'm telling you that we've been what we've been able to
do over the last two school years since we brought this up if we um concerted efforts and we've been able to grow. We've been able to offer more more services and uh we're we're back in compliance. we're, you know, so we're we're meeting a lot of the needs and I
think within the program, certainly having the the new curriculum come on board, certainly being able to balance those ratios more. I think we're we're doing a real service for our students in >> Thank you. So, we need to formalize this
in any way. >> Yeah. Well, I mean, I think you probably should. I think it would be great for the community to know what's going on. So, I don't know that we're going to get that done tonight. Maybe we could bring it back at our next meeting and have some semblance of where we what we want to agree upon so that the community
knows. Um, can I just ask one quick one for >> quick one? We're moving on. Relating to what Glenda said, do you have any sense of when, you know, if we don't as a committee decide to open a central location standalone? Um, at what point
would you think of opening a two? Because I know that the staff would prefer to stay in one place, but at a certain point have to move. And so maybe that would help us to know what the next step would be if we, you know, if we're taking this off our agenda, >> we have we feel comfortable that we can
stay for two more years, growing in place for two more years. And then >> two more classrooms >> and then two years from now the committee and yourself would have to decide where the second location would be or or start this conversation before that >> or not two years from now but
>> well it's it's really the um I I would be happy to to to you know us collaboratively decide that right it's um it's the school comm well no it's the school committee's uh decision really becomes that they're going to repurpose a building
>> so over my tenure here when I first came uh preschool is at teach ticket and then um we moved uh partial programs the tip program for growing and we added there was only two classes that time we were going up to three and then four so I
moved um part of the the preschool over to eastbound and then as we the staff continued to talk and we were growing um they they really convinced us that they all needed so then we moved all of the preschool to east, you know, so opening
programs that that exist or moving them across the district like we'll continue to evaluate and continue to grow. >> Okay. >> Um it really becomes do you want a um centralized location repurpose one of our buildings for that and and I think
that's where that decision. I guess what I'm asking is relating to Glenda's question and Kelly thinking of bringing it back at our next meeting. If are you saying that we have perhaps a year or a year and some change to then then at that point we would have to bring this conversation back to talk about whether
we're doing centralation if I if I heard Linda and Kelly correctly and don't want to speak for you but let me give it a try is that by making a a a decision and saying we'll take this up again in a year or two years that you're letting
the community know that we're going to grow in place. we're gonna stay, you know, stay the course and we'll revisit it. I think I think that's what I heard them say. If you formalize that, that helps the community um know where we stand. >> Thank you. That's helpful. That's what I was looking for. That's what I was.
That's what I was thinking. >> Okay. Thank you very much. >> Thank you. Appreciate it. We're going to break and so pick up the next one. All right. Come on back. Um next up is discussion on the strategic plan contract um and the outline that was in
our packet. So, um, Henry and I are going to present the, uh, strategic plan. Um and um so here's uh we've talked about a strategic plan um uh before and uh so now I have
an actual contract uh in in your for teaching learning alliance and this is the recommendation um for myself my team um that we have um this is this is the company that we would like to go with
and we're going to share Why? Um so let's if we can look a little to start with look um certain pages um in so if you focus in on pages 78 and um and then we'll start there and
Henry's going to kind of go through the process of the the strategic plan and just kind of kind of walk through a little bit and talk about and then we're going to talk about like what after you understand this why in comparison to some other um vendors why we I think this is the best. So, if you'll start
with >> before, are we not going to show >> Oh, I'm sorry. >> Yeah. >> I want I want the visual. Sorry. >> Thank you. >> I want I I definitely want to see the visual. That that really got me to uh >> get involved with this.
>> Thank you. I'm glad you were like this. Do this. And >> my visual is right here. >> This is Canton School. This is Canton School and I just got to get it up on the screen. I think Yeah, if you see like their end product. Um, no.
>> Okay. Hopefully this this works. Um, okay. I don't understand why. Uh, Ryan, I'm sorry. I need your help. I'm so sorry. Slow down here. Maybe. >> Yes. Everybody stretch break. Take
advantage. >> There it is. >> Okay. So, you ready to go? Sorry. No, we're still going. People are stepping out as needed and we're going to keep moving. >> Okay. So, as Henry mentioned, um we we
did talk about this. I'm sorry. Um the third presentation tonight. Um showing you u an example of their strategic plan uh I think would help ground us in like what we're talking about. So, this is Canton and you can see this is um the
arches of K Canton is is um shown here. Divide up. >> Divide up. Thank you. I was going to look at you because why does Sandy know? Why does Sandy know? >> I went to high school. >> We didn't have a website then.
>> But this would be um it would be tailored for found public schools and we would have a say in how you know this goes. But anyway, so here's >> in my we don't we don't have a budget. We will not have that on there. So, um this is a five-year and they they
recommend a five-year um they give you the the contents. There's um you know the dear community from the um superintendent who was on the committee plan. So, Henry's going to talk about this a little bit about how this all works. >> Um some lovely pictures.
>> Uh and then um just a summary of the strategic planning process and the phases. There are three phases. Um and then their mission and vision statement. Okay, just picture maroon and white and our own values and all this other and
theory of action. Um we have lovely pictures just like this one >> that we the sky is always blue. >> It is um and then so the priorities and strategies right um this is there there are four in Canton. So priority one and
then they start talking about the strategic objective, the focus and the uh rationale and then um we have the um action steps who's going to be the point person on leading it and then the proposed um indicators of success. So
how will we know um that we get there? So um that continues uh continues. There's one salary of two um but it just flows. I'm going to move through a little bit quickly because Henry's going to talk to us about this flows through
and then um just the overall graphic of the strategic plan uh in the beginning. So this is this is an example. They have um lots of examples. Um they've you know they've been in many districts uh on the cape and off the cape. So I'm going to
let go of this unless you have any questions about this. This was just to kind of ground us in what that might look like and then I'll turn it over to Henry. I I like starting with the uh the end result because I think it is uh user friendly. It's something that we can get
shape. Um and so uh I was really excited when we were talking about this. I was like, "Oh, let's do something. We can really showcase our school." So that was my um my entry point there. So if you are looking at uh page seven in the uh
in the proposal, this is a comprehensive multi-year framework, planning framework that's guided by um um by DESIA. Desi has a a great framework which says it's a research
planning database and I I I think this this fits it. We're going to be doing some research. We're going to use the database decide what is uh best for our school. Um Dr. Ghoul has worked with our system before, but she's going to be the program consultant if you if you accept
this. Um but not only that, they'll have a partnership program management that works at every meeting, every uh any kind of analysis, they're there to come and help us. Definitely making that end result. So that that management um
portion of it is very important. Um so what they say the there there's a couple of phases. Phase one is that research part that Jesse wants us. So right away uh they have a step that we we come together um build a timeline decide uh
what is our planning meeting so that it's between um staff students parents uh committee uh members uh community representatives. So right away we're going to have a a chance to set uh to create the strategic planning committee
and then you start formulating gathering data. What kind of data we have? We have plenty of data um that might be internal or external achievement data. Uh then we start looking at um focus groups to come in and help us and actually surveys. So
all these things become our data point to do our research. So that's phase one. You're having a research. Now this management team is going to help us with the analysis of data. They help us with uh the survey that help us with that whole aspect. That's the first phase
one. So collection of your your your data. Then phase two comes into okay now we're shaping. And phase two, we're talking about the these uh the um the I'm sorry, the strategic planning
committee comes together and and really starts for a couple meetings starts to uh to establish this plan. First meeting will be like building norms, strategy plan, mission statement, codes, that kind of stuff. Uh meeting number two will be looking at the um the data that
we collected from uh whether it's the uh surveys or the focus groups. So that's going to be in there. Uh meeting three is really trying to define the mission statement and uh common things. And then we start getting into um just the
just the uh administration team. So when you're doing at the end point, okay, what's our pillars? What's our strategies? what are some of the final initiative that you want? What are some other matrix that you want to have that established overarching district vision?
Um, and then by meeting six, you're really now having a final uh review of a working draft to say this is our theory of action. This is now something that we put up. And then at that at that time, they will come in and make a
presentation all six meetings that has there. Um, so they'll come over here and say, "Okay, this is what we're going doing." And with that presentation, we'll be a designing of that that that deliverable, the the dashboard deliberal that is in there. Uh, so they'll make
sure to help plan out uh layout and design provided and that's all part of there. So that's the c that's going to be the capstone plan of making that uh the plan for 5 years. And um and so um I'm sorry I think
>> well let me let me go if you go to uh page 10 and 11 um it breaks it out a little bit um uh shorter just so you can see. So you see in phase one where it has the um focus by forms. There'll be focus groups.
there'll be the um survey data um that all happens and you see the C related cost there and then you can see the related cost to the um the strategic meetings that um Henry just uh talked about. If you look down at the the bottom, you know, the planning time
between meetings to review and analyze the data, collaborative with the district leadership to coordinate each step of the strategic planning process, develop draft of content for each meeting and to develop the strategic plan. So yeah, the overall cost um we
feel like it's comprehensive and it meets our needs and that overall cost is is at 20,000. Before I turn it back over to to Henry here to talk a little bit about we looked at uh we interviewed um three different companies. So this was obviously one of them and be because they uh are in so many districts across
the Cape and um uh Massachusetts that uh and they follow the Desi framework as Henry just said um you know we were definitely looked at this company. We also looked um at another um independent um that um we did not feel was going to
meet our needs. And then we also um there was uh another company that uh was in one district um and we interviewed them and um I'm going to turn it over to Henry to talk about like what are those
differences and why do we feel like we're in the sweet spot with TLA? >> Yeah. So, so, uh, yeah, we we've talked to each of these, uh, companies. Um, and the first company was, uh, really budget friendly. It was, uh, 8,000. Um, and so
we're like, oh my good, this, this is good. Um, and then they also did the, uh, the, um, mass I'm sorry, the the DESI plan uh, frame report framework, which is called plan for success that getting data to make sure that we're understanding ourselves. So, that was in
there. So, and then and they have a 5-year uh outlook. The issue that they had was um at their core plan, it's it isn't independent. It's uh one or two people uh they had a daytime only kind
of mentality for for any kind of workshops. They did not have surveys. They didn't have focus groups. Those are big for me. You know, those are actually I want more data than just the internal achievement. So that's huge. Uh they didn't know how to have u digital
dashboard. They'll say you can do it but we're not going to help. And so that was uh unfortunate. Um and they you know so I felt like we felt like this is a narrow scope. We needed something uh a lot bigger to help us uh really uh get
to this plan. The other side was uh the other group which was based in Texas. Now when we take Texas uh are they doing desi stuff? No, they have their own little proprietary design of thinking. So they have their own their cost was 51,000.
So they do everything that I mentioned before which is the 5-year plan the uh um the workshops the definitely surveys they definitely have focus group they their their um digital dashboard is interactive. So when you talk about
interactive you're talking about software. So you're going to they'll say well we we in this plan you'll get the one year provisioning but you know if we wanted to go for five alli there's going to be more payments for the software. Uh
so because it wasn't local um there was one school that went there and I know it's a big school near Boston. I won't say it is but it's a big school near Boston. I think they can do it. But they are this this last one was a very heavy
emphasis on software tools uh visual I didn't say it. They had you know it was flashy. I felt sorry it's not the word I want to use it but I we felt like >> I put that in the paper. >> It's not on paper deliverables. There it
goes. Um, but we felt that this this one has all that we need plus the really user friendly kind of display and so it was comprehensive for us and uh I love the deep community input. I'm excited
about that. That's definitely my go-to. So I think that's going to be a good aspect. And so with that and they they've already said, you know, they're they're going to honor the uh that cost and it's all inclusive. And so I think we would be good to go for that
>> questions. Yeah. >> Sure. Um, how do we pay for this? >> What's it coming out of? >> Um, well, we would have options within the budget, but but one of the the things we use school choice dollars for are for the
additional things that we don't necessarily put into um the town budget. So the 20,000 would definitely fit into our school. Um so like we do all our technology from that buying curriculum and the strategic plan would definitely fit under the school choice
>> school choice dollars and that's um the next fiscal year or do we school choice dollars not >> we we pull it out of either I mean school choice doesn't have an end. It just rolls over over and over. So it it just it can build. And the second
question is so so the a lot of meetings in here um it doesn't detail exactly who's doing all the meetings but presumably this is involving a lot of the district. So are there additional costs in terms of um salaries for you
know do we are teachers I presume are involved obviously everyone in the room is involved like what are the other costs beyond the director cost of the 20,000 >> okay so just to um so when they do focus groups anyone and everyone can go right
when they do the the survey anyone and everyone can you know take it so they'll use that data but there is a a committee that's formed and I I don't want would be quoted but I mean I don't think it's more than 20. So as a school committee um you know you would have a member or
two represented we'd have a member or two teacher you'd have a um and so um when we've done any of this type of um uh forming these committees you know people volunteer their time because they want to be on the the committee. So whether you know the time that this
committee decides is during the day um you know and we you know get coverage if it were teachers if it's you know in the evening you know they would want to be on it. So we we don't run into that here. >> So I guess I guess what I'm asking is uh are we ending up paying staff additional
time to be part of this process. >> We have never on any any committee we've ever formed have done that. >> That's my question. Thank you. >> Sorry it was a longwinded. >> No it's all right. Did I ask you? >> I didn't ask my question very well. >> No worries. Hi.
>> Um Nick just got my brain working. This 20,000 is a one time fee. >> Yes, >> it goes uh after first. >> Yeah. >> They they're going to after the first phase is is uh I believe uh phase one
you'll pay 5,600 and at the end of phase two it'll be the final. Yes. Okay. Then my follow-up question is that um I think it's on the last page. No, it's not. But the additional services page. >> Yes.
>> Um if it's 20,000 for the whole year, let's say. >> Yeah. >> Would you be looking for extra like buffer money for any of these additional services or would that be another time? Yes. You know what I'm saying? >> Yeah. Well, this is if you look down
through here, like we've already done our portrait of a graduate um partnership planning we've done. This is this is not related to the strategic plan. These are all the services that TLA offer. >> Oh, you see what I'm saying? Like learning walks, coaching like so we we
are not planning on engaging that where if you wanted u if you look on the page um 10 and it says in phase one additional forms. So let's say we want more than five forms. Yes. >> Then we would pay an additional 750. So any additional cost to the strategic
planning process is built in on page 10 and 11. >> Well, just 10 because the other So um really that's the only additional cost in there >> I think. And I I got to find where I saw it, but it said somewhere like up to six members or 10 members for some of these
things. I don't know where I saw it. But to Nick's point about um how many people get involved like an institute or workshop for 25 people would that be something that we do with this or not? >> No not >> it's really not it's not related to this. >> All right. Thank you.
>> Um I just want to say I am an enthusiastic supporter. I'm so excited about this. I feel like high-fiving everybody that it's long overdue. Um I um I am very familiar with TLA and um
worth every penny. And to your point, Nick, a lot of these um focus groups with staff happen during u professional development time. So it's not like you're, you know, staff are giving up extra time or being asked to, you know,
work overtime. So, um, I just I'm very happy about this. So, that's all I want to say. >> Awesome. And if it's okay, it'll come back cuz we don't have act on it. So, I'd rather not act on it until But I appreciate.
>> So, do I have to think about this since October? >> I know. Well, here we go. >> Yes. less one and then we're going to act on a whole mess of stuff. I'm very very enthusiastic like Glenda because it's going to involve the community. It
gets buy and it's um strategically this is a PR move also because it's um creating the story of our district for people who may be new or just don't know what's going on. It's um I think a very very good move. And I was also really pleased. I forwarded you all the Situit strategic plan and what I liked in that
one was that they specified the MSBA project that they were working on which um works for us cuz we can put in Lawrence. >> I love the story aspect. I think the the dashboard is our story. >> I mean it's really beautiful you put
together people helping to guide people through like who are agreed. Awesome. Thanks, honey. Thanks. Okay, let's act on some things. If I mess up, just tell me because I'm rested. So, first up is acting on the
2026 27 budget development timeline. You want me to say anything about this? It's the same as we do every year. Uh yeah, basically we did build in a workshop for school committee um members on September 8th. I think that's the
only difference that from the other >> that was a request from the last one. Mike really wants it. Go. Is there a second? The second. Any comments about this? All in favor say I. I. >> Any opposed or abstensions? Passes
unanimously. Thank you very much. Next up is acting on the Morse Pond revised report cards. >> I'm going to second that. Any discussion on that one presentation? One more say one more time say that I really wish we
still had something in there for exceed expectations. I looked back and the um there was a process in 2014 I think it was where they explicitly were adding something for children who were exceeding expectations into our district so we could support them. And um I just
wish the report cards reflected that. um >> well I think after a year of implementation they always reflect on the process so it could be revisit I think that the change in standards bases we have to remember meeting the
standard it's like a destination so the purpose is getting to that destination it's just underwhelming >> no I know well sometimes it can also be it's a deterrent in some way you know it's like you get you can't go anywhere like good if you got it.
>> But on the other hand, the report card could be 100 pages long. That's the problem. >> Any other comments on report cards? All in favor say I. >> Any opposed or extensions? That's unanimous as well. Thank you very much.
Next up is acting on the 26 27 school handbooks. And we have the updated ones in I guess. >> Well, um yes. So there were uh suggestions at the last meeting and uh so uh thank you to um Melissa and Glenda. We met uh as a policy
subcommittee. Um so you will see on green um we did take out uh it was suggested to take out or otherwise um I can't read it because it's discriminating. Um we took out um uh
this and put the now number four. So when enforcing the standards of dress, standards of dress is actually a title. So um we made that change again in number five, the same or otherwise we took out as suggested. Um
and then if you go over to page three, uh we again took out uh oh, we took out the initiative because we um we said we should just uh keep it as a policy. So we changed that section. and uh under um pants, capri shorts, skirts, and
dresses. Um it there was a we took that out. We we found out that that was a mistake that was supposed to be taken out. But what we um added in as um the policy subcommittee member suggested, if you see in blue, this is brand new. But it's not brand new to the whole policy
because if you look on page um two, number six under the high school, it is the two sentences that apply to the high school. What we did is we copied them and we put them at the bottom of um where the Lawrence so that it repeats
that um so that was um done at the policy subcommittee level where that came from and then um again on page five it's that or otherwise be discriminated against came out. Um on page seven the
same uh at the top there same phrase. Um and then on page eight it was suggested to uh remove cell phone and put device. We agreed with that. If you look up at the the very first sentence it says for personal electronic devices
such as so device covers everything. So we added that and that was uh nope not yet. on page 11. On page 11, um uh we took out while invited that was um asked to come out and we added at the
end during their visit uh at the um toward the bottom. Um students may not have visitors during the school day unless otherwise authorized by the administration. And then we did not feel that we really needed that last sentence. We just pulled it out. It was
didn't really make sense. So, and now I really am done. Those were all the suggested changes. They were all made um plus another addition of the subcommittee. >> Is there a motion to accept edit? >> Can I make a motion first to just pull
out the warrants piece because the warrant committee made changes but they haven't been finalized and so I don't know if you want to speak about that. >> Um so, um the process there was a new person at the Warren School that was running it this year. It got started later. It went later. The warrant um the
the warrant committee, it runs just like town um uh our town uh government. They had made several uh um suggestions when it actually went to their town meeting. Um they did not survive with the this
the student group. So when the representatives of town meeting and they were presented, they didn't there were there were three things that um uh one didn't have anything to do with dress code. Uh, one was to have more um like spirit days, you know, options. So
like if a team's winning, they want to come in with their their co bird, you know. So like day, specific days they wanted that. And then um the last one um honestly I can't it was something about the dress code that they wanted, but
that isn't the end of it. So out of all that the warrant committee had suggested then it goes to the like at the town meeting and then it gets narrowed down but then it goes to the staff and the staff approve or don't don't approve. It did not meet that. Um
I would not hold up we need to have the handbook done. We need to start somewhere. they just would not be allowed to start with those extra dress code things next year until they came back if they survive the the uh approval the last approval process and we don't
know whether that would happen or not. I I just you know respectfully would would say we need to have a handbook in place and I wouldn't want to pull that out because it'll be the fall before we hear from them. >> Okay. I didn't I thought that was happening um sometime >> this week. I don't think they're going to be able to get the staff together to
to go over that this week. How would we revisit this? >> Amendment. So um so if um they the staff accept um the the um it would only be the one change because they already have um the so it would only be one dress
code change. Um so they would we would come before this policy subcommittee um you know Mr. Bushy would be asking can we add this to the you know they're going to say yes or no. let it come back to the group the sub policy subcommittee say we want to make this one additional change you know just like we do any
policies that we bring back >> okay >> yeah but that would that would not happen for the fall just was too late in the process >> so they haven't finished their process >> they have not finished their process yet >> and then if it didn't pass then >> they can come back and just like we do all policies the handbook is a policy
>> okay so if they if they approve >> something that goes goes counter to what we have in our policy, >> will they be able to do it? >> They cannot start until they come back and we would change it here. >> So, there might be a delay.
>> There might be a little delay in the first year. >> Did you have something? >> No. >> Okay. >> Um, I have two questions from the pants, capries, short skirts, dresses. There's
a big cross out from the the skirts and the fingertips in green. Does that mean that's >> I'm sorry. Uh page >> page three just below the blue that green line. >> Yeah. >> So um
>> page three green line is crossed out. It says uh short skirts dresses are not to be shorter than the tips of the fingers by your side. So we're deleting that completely. >> Yes. Okay. So, that would then open it up that any size dress, shorts or skirts
can be worn. I know that was an issue that some people >> which is why we added in um the the two sentences at the bottom. >> Okay. And then my second question is if Lawrence is I don't even know the
warrant committee or warrant club is doing this and we might have to come back would it make more sense to vote on everything but this because we still have last year's like last year's policies are still in the handbook. >> That's kind of what I was proposing just to >> Yeah. But then we lose all the other
ones like we would lose performance toilet and quarter. >> No, I'm saying if you just took I'm sorry. What was that? going >> like the the edits under that same I'm just in that same paragraph you're in I was looking where it says performance tool and corduroy which they have approved
>> wouldn't get in we would be not including some of the things that they have >> I do see what you're saying I was under the impression that that's already happened >> no it's yellow so that is new yellow is new >> the yellow is new those have been approved
>> they wouldn't get that if you don't vote I'm done. Yeah. >> Can I just So I I don't want to hijack everything here, but I I support the warrant um initiative because I think it's excellent civic uh education. But
if if students are are voting or deciding on issues that pertain to a dress code, um I don't know how that squares with the policy decisions of the school committee
and if every year they kind of chip away at at the dress code, I I don't know how that I I don't know how that meshes with having a policy, but that um that with that that there are so many
exceptions and that every year kids are going to be voting exceptions. It it seems I like a dress code. If if it was up to me, we'd have a dress code K to 12. But I think it's there's something to be said about a direct, easy to
follow dress code, not one with a million exceptions. And it seems like that's the direction we're headed. And I I don't know. I don't know how this squares with with with committee does have the final say,
right? So you don't have to accept any of those and you really have the authority to >> to p pull pull them out. Right. So I I hear what you're saying, but there there's level of process, right? The kids get to go through as you say it's it's a it's a rigorous process that they
learn how you know our town government works and then the staff administration discuss it and make a decision and then it comes to school committee >> they have the final say >> huh >> the staff and administration >> no you guys do >> I meant in terms of bringing it to >> bring yes bringing it forward to you yes
but you know I mean >> this is a policy you literally have the last say on on the policy >> yeah it's just a um if the kids are voting for it and then yet we don't empower them, it's um
it's it's just a a dilemma, I think. you know, if we don't if we don't respect their their wishes, I make a motion that we remove the Lawrence School dress code until fall
and then revisit it then and just take it out, which is kind of what I was saying at the beginning, and then have it on a agenda item for the fall to discuss it and whatever changes they've done then. I'll second that. >> And that way we're not um negating any
of the stuff that's in there now, but we also are making sure that it comes back to us once they've finalized their process. >> So my motion is to um remove the school dress code until I don't know an indefinite date.
>> It removes the >> indefinitely postpone. >> So it removes all the other things >> from agreement all the edits. >> That's what you're saying. So that means that um well I don't know I mean we have never had this situation. So so I guess does it revert back to the the policy
from last year because we vote this every year. >> This is never this is literally Yeah. But we've never had that happen. >> But if there were no changes >> it doesn't revert to anything because we're doing the policy is my motion. >> You want to remove the policy? >> There would be no policy and then we
bring it back in the fall. >> So we would have no dress code standards of any kind. going to be in school over the summer, >> but we have to have handbooks when we start school. Kids get them in office. >> I don't know. >> Okay,
>> Margaret. Clarification. If we don't if we remove this policy, then don't doesn't then the handbook revert to staying what it was last year? >> That's not what she's proposing. She's proposing we remove all the lines dress code, >> not the edits. see in the fall in the
dress code policy should be districtwide. >> I mean the the district website holds the policy. So if we do something in fall, it goes up there. It wouldn't be in the print. Did nobody do they get a printed pamphlet? >> Okay. >> So
>> yes, >> the motion and the second is to remove the Lawrence dress code. >> If I could, Kelly, I apologize. I misunderstood the motion. I was seconded to delay this assuming that what Marward
said it would revert to the exist just so >> I will take off my second for the removal of it I would add it in if we were just delaying until the fall okay >> because of the timing where the warrant committee would not meet until
>> after school start is my assumption >> okay is there a second for the removal of the Lawrence dress codes >> okay so that motion fails Yes. Did you want to finish what you were saying? >> I I'll make the motion to accept or I'd make a motion to move on
the handbook and revert to the existing policy until the warrant committee comes in in the fall. >> So the Could I just clarify? >> So the warrant committee is the student group. Yep. >> And they have made they uh it did not
pass on their town meeting floor. So if we use it like our town meeting, it was an article that brought was brought to town meeting. >> Um it was approved by the select board to be put on the one >> and it failed on town meeting 4. Okay.
So now we take our town meeting off of it because once our town meeting votes something down or it doesn't pass and it just goes away indefinitely because we're um this is
students that have their uh town their town meeting. >> It didn't pass in town meeting. uh it still can go to the uh administration in the school. So the the teachers, the
educators, the administration at Lawrence can either entertain it or not entertain it because the students didn't pass it amongst themselves. >> So I hope that that's helpful in some
sort of clarification. I I I'm >> Can I ask one more clarifying question? Do you know the timeline of how this works? >> So, it's always in the spring and so they try to align it is with the spring town meeting. >> Okay. >> So, literally like they try to get they
were later this year and so the warrant committee didn't meet till mid um I think it was the 17th meeting of that June 17th. So, it was like everything got pushed off later which is why the staff hasn't had time to review it and make that you know decision whether they support it. So, all we're saying is the
staff needs to get together and support or not support the what the the warrant the big town meeting they had um support or not in September. >> That is helpful. I'm going to stick with my motion but clarify it until the the
teachers administration come in with their recommendations. That's >> okay. I'm sorry. Quick followup question on that timeline. >> Let's finish with Mike's motion. >> We haven't had a second and I don't even understand. I'm repeating it cuz that's where So Mike's motion is to
withhold the edits on the Lawrence dress code in order back to the last year's version until the warrant committee can wrap up their job. >> It's not going to >> until the administration can wrap it up. >> Yes, that's it. >> Is there a second?
>> I'll second it. >> Any last discussion on that? Can I ask my tech my question? Um I don't understand how we got um relaxed twill and things corduroy in here for next year if we don't have like if their
process isn't done how did these other things get added to this campaign >> because the um the uh corduroy and performance twill was put put forward by the administration at Lawrence.
>> Oh so it doesn't go through that process. >> Correct. No, it it didn't go through their students warrant. Thank you. >> This is just another layer of their students warrant that um got it didn't pass at the student level. And then
follow up to that, Mike's motion would then revert this to last year. >> Just a clarifying this could be done if it's just the administration could be done over the next before our next meeting. We wouldn't have wait till fall
teachers teachers teachers and administration wouldn't do it together. >> Okay. >> So last year's handbook regulations would be printed in August for September because we wouldn't hear from >> Okay. And then we also just wouldn't have um everything else that policy was
tasked with that came from this body as well as the Lawrence administration. Okay. Can I can I >> Jamie and then Glenda and then we have to vote on this because this is taking entirely too long. >> Yeah.
>> Well, I just wanted to speak as a former administrator. It would be creating a nightmare in terms of because one thing would be communicated out. Parents would families would think that's what's in place and there's so much happening at the beginning of the year and a lot gets
thrown at families in the beginning of the year and so then to try to recommunicate something. I'm just saying it's very difficult. >> Parents are going to buy things. I understand the reason behind everybody's opinion, but I'm just saying administratively it's not an easy thing.
>> Last comment >> and I just want to say I hear what you're saying, Melissa. It's this uh warrant thing and the ability that the potential that this may be modified that is kind of the the wrench that we didn't
know about at our last policy subcommittee meeting. So that's why um it's not as straightforward as as um >> 100%. >> We would all vote >> of course. >> Okay. Voting on Mike's uh motion to
withhold the Lawrence um eds and revert back to last year's. Uh all in favor say I. >> I. >> I. Any opposed or abstensions? Say no. >> Uh the motion fails. So, we're coming
back to the original moting on the entirety of the 2627 handbook. >> Oh, sorry. Mike's got the motion. Melissa's got the second. Any last comments on it? >> All in favor say I. >> I.
>> Any opposed or abstensions? >> No. >> No. >> Mike and Katrina uh nos. >> Thank you. The motion carries. All right. Next up is acting on the school committee meeting dates. Uh you will notice the edit that Melissa
had mentioned when she was so kindly filling in for me from Texas. Um that we will um when you look at October 13, where's the next one? February 9. Um
there are builtin executive sessions and these dates are selected mostly because they don't conflict with budget um because budget subcommittee also meets at 5:30. Um so we'll have a built-in schedule for reviewing minutes and if there's anything else that happens to
come up. >> Thanks Mike. Is there a second? >> Second. >> Any comments on the meeting? >> All in favor say I. >> Any oppose or extensions? It passes unanimously. Thank you. Next up is the appointments
and other assignments. We didn't have this as the last one. Um and all of the So the current the um committees all stay active until we vote new ones, but there's exceptions for the ones that end at the end of the year. So um
collaborative and VIP, those end with the school year, so they'll end this week. So we brought this back for acting on >> Thanks, Mike. Second. >> Melissa's on a roll two. Any comments on it? >> Uh, all in favor say I. >> I.
>> Any opposed or abstensions? That passes unanimously as well. Thank you. Field trips. Yay. >> So, the theater students are going to Where are they going? >> New York. Um, yeah. So, the date change I just want to tell you the date changes
are um uh just came in uh today. Um they uh they are changing to February 26th, 27th and 28th. >> So February, 26th, 27th, 28th. >> Okay. >> Um so uh and then >> rather than March
>> rather than >> Yes. Um >> the same >> same day. Yeah. I don't Well, March, February, March always tends to do that, right? Always fall in. >> Yes, exactly. That is great. Um anyway, the uh the trip um I think falls under
and I didn't look that up. Um Sharon, can you confirm falls under uh the March 26th, 27th, 28th is >> it? It's Easter weekend. It's an Easter weekend. Yeah, it's or Easter weekend's early. So, it's >> they moved it because they didn't want to go over Easter weekend cuz it's
early. Anyway, so everything else is um uh laid out. um this is um trip they're looking forward to as you can say tell that they want to uh get that approval now so they can start raising money um
>> thanks Mike is there a second got the second again any comments on the field trip all in favor say I >> any opposed or abstensions that passes unanimously as well uh next up discuss an act on and we're going to leave out
the word reconsideration Um because it's been two meetings so we can't use that word. Um Mike, did you have a motion you want to make? >> Uh I motion to I said last time I'll just paraphrase a motion to resend the
evaluation vote of the May 26 20 26 meeting. >> Um >> I said last time way better. I just I want somebody to second. >> I'll second it. >> Okay. Um I make a motion to postpone
this again until we have approved the approved and released the minutes that are pertinent to this issue which were December 9 2025 minutes. So, >> I'm not because
>> I don't see how minutes relate to um >> the evaluation. >> Well, um unless unless somebody's going to pass judgment on Terry and Chris's evaluation content and what they wrote and whether or not they based it on
things they should not have used. Um our only criteria is um and this other option which was um that they had misinterpreted whatever it is CMR 35 or whatever the
regulation is. Um if we delay this until after we have approved and released the minutes and can look at those minutes and determine whether or not the first reason he gave is relevant. I don't know if that makes sense to people. So my so my understanding of um Andy's written
statement to us that there were two recommendations he was making. One was to um get training so we don't repeat the errors of our ways. Um and the second is to set aside the two um
evaluations that made the error or that like how we better described it um in their evaluation. So I still don't see how minutes are
going to well minutes would inform our legal counsel who can then inform us. But if you don't want to do that, that's fine. That's just my motion. I'm going to wait until he he has the relevant information cuz none of us have actually seen the minutes from that meeting. Um, and he's basing it on uh what he's been
told rather than seeing the minutes. Um, so he hasn't seen uh the vote or the content or any of that from that meeting. So his legal opinion is based on something he hasn't seen. >> We don't have a second for this. Yeah, I don't I should >> I'm going to make recall that it's not
um it's not relevant. It's not >> I'll second it. >> But I've made as chair I'm making the decision that minutes are not within the scope of what we said we were talking about. It's not relevant to the superintendent. >> Delay it. >> So we come back to Mike's original
>> and if if I could and I don't disagree with you Katrina on what you're saying. I tend to agree with you. However, this is only about regulation 6.03 where and uh I I'll use uh Chris and
Terry's name where they both gave a needs improvement on one. Therefore, the regulation said that they should have given a needs improvement overall. This has nothing to do with what was discussed or the you know in that meeting. This is just the the CMR. So be
so they should have because they gave one as needs improvement they should have gave overall as needs improvement and then with the overall the CMR is the same with the overall sum of where there was five needs improvement therefore the overall should be needs improvement. So
I don't disagree with you but >> it's a little bit different. >> It's just that our legal council gave two reasons for >> but it wouldn't matter because the regulation is >> and that's also not what Mike's motion originally was about. It was about the CMR piece.
Okay. So, um are there I'm going to try and drive all stuff while we're talking. Um are there comments or um or discussion related to the motion? And you know, my hesitation is
rescending without steps forward. So um you know I'll give a little leeway in the content because I can't imagine talking about one recision without talking about the way forward any discussion.
So um so again just again to to um support what uh my colleague said about the interpretation of mistakes. Um it seems so the uh our attorney was given
the information that the mistake was that the uh because there was a proficient overall rating that the mistake was on the standard which was instructional leadership which the there you can't say
that no no one can say that it could be that the the was the converse >> so there there's incorrect information that he's assuming that that that it was a mistake. And also um he recommended recision based on
um saying that the superintendent was instructed well I I I'm not going to divulge why he said it because that was discussed during executive session. However,
there's an open question as to whether we should have even had an executive session for that particular topic. And we haven't even had minutes to approve um to talk about that executive session to say whether in fact his information
that he was basing his recommendation on is factual. So, he was making um some recommendations based on information that he could not possibly have had. And both our attorney and the DESIE
representative said that we must comply with CMR 35 08 603. Um they told us that we had to. So, I don't know how we get get around this. And if
what we're saying is we're going to get around it no matter what, then okay, that's the committee's decision that we're we're just not going to comply with this. Um, I think that that's
really um it's it's counterproductive and it's not in keeping with what one of our responsibilities is, which is to evaluate the superintendent if we're not even going to comply with these regulations. So, that's a long-winded um
amount of comments to say we are not doing the right thing here. Can I just clar what um I believe the next step that our legal council said was rescend this then lay aside the two
erroneous um evaluations and then recompile a composite with only seven of the evaluations >> that is that what you understand? >> No I I don't >> that's how I read it. >> I don't understand at all. I what I what I understand and again this isn't about
executive sessions. This isn't about any of that stuff. Nine of us got together and we all did an individual evaluation by ourselves and we handed that in. The only error that was made was of those nine evaluations, any of the nine, which
there were five that had a needs improvement on one needs an overall needs improvement. And I don't really You guys can discuss whatever you want, but that's not what I'm talking about. I'm talking about there's a regulation. So Chris and Terry both gave needs
improvement on one. Therefore, overall, it should be needs improvement. Collectively, five of us gave needs improvement >> by law, by the regulation, it's a needs improvement. So that's my first thing. The lawyer, if he
is saying that we should throw away Chris and Terry's evaluations because mistakes were made, that's dumb. And I'll say it if he comes here because they did a lot of work to those evaluations and just throwing them away is ridiculous. And throwing them away
leads to the result that we have now which I don't believe is correct by the CMRs. So this is just about the regulations about nothing else. And I like Chris and Terry and they did a great job and that we shouldn't be throwing away their stuff. Well, I don't think I wouldn't say it's thrown away
anyway because the whole point of an evaluation is for the superintendent and Sherry has them. So, >> I don't think it's fair to say throw them away. >> I agree. But a needs improvement means that we need to have a betterment plan for the district. That is also in the
regulations of Desi. So, if we take out again five needs improvement, four not. If we take out two of the needs improvement, then we're in the same place we are now. So we are essentially throwing them away because we're not working towards that veteran plan that
is required. >> So Mike just to a point of clarification I don't believe the rights say that it's an automatic needs improvement. >> No it is >> I I don't think so. I think it's sh
can have needs improvement but it's not planned. No, >> it's not. It's not true. >> Um, >> if I might I was reading it last night. I could be wrong. >> So, to be rated proficient overall, an administrator must have been at minimum
>> a superintendent or an administrator. >> Are you um we got clarification that the superintendent is considered an administrator. um must have a minimum rated proficient on the standard one instructional leadership as defined in
the the the regulation. So she was not and hence she gets a needs improvement right I understand that but usually an improvement plan is triggered by unsatisfactory
>> well >> well needs improvement is usually a directed growth plan but it's usually the shall be can be does it's not a it's not an automatic like the needs improvement standard one is an automatic overall so I I think we need to make
sure that we know what we're >> saying. I agree and I did a lot of reseal to to Glenn at mask. I've talked to numerous people at Desi including uh woman by the name of Butters I don't know her first page and then um and
it's on the mass website on the desi website for the evaluation of superintendent every page says that in order to get a proficient one needs to get a proficient or higher in standard one and I double check with everybody to make sure before I brought him here.
>> Yeah, I'm not hiring. I'm I'm questioning the plan part is my question >> the directive pro I think I might have misspoke there on that whole plan thing but >> but I do believe the language says shall >> shall on just the plan or the shall I
come back >> what I said to just clarify is that if we follow our legal council's advice which we as a committee have said we would like to do and that we would like that legal counsel to be um Andy Wah >> he has given the legal advice that we should rescend this and set aside those two evaluations which would then end us
with a proficient. If we do not vote to resend, we also end with a proficient. So unless you have a plan for not following the legal advice, that's why I was suggesting we should give our legal advice the motions I mean the meeting minutes that pertain to this so he is fully informed before he gives us a
legal opinion. That's why I was voting motioning to postpone it until we have released those minutes so that we can see them. Otherwise, our only solution going forward is to follow his legal advice, which will end us with putting
Chris and Terry aside. So, I just want to make sure that everybody is like I'm making I'm making this right assumption here and that I understand this correctly and that you also >> I understand it the same way that you do. And so, >> what was the mistake they made though? >> My my point was that
>> by not matching them. >> Hold on. Sorry. that we I think it's looking like either way if we follow his advice or we >> vote down we get the same result and I think that you know I was thinking about it after the last meeting
there's two ways to look at it you know there's the evaluation the individual evaluations which h have this error and the question that was posed to Andy was do we change it to be proficient or would we change it to be needs improvement or do should we not be
changing changing other people's evaluations to which he said set them aside because I wouldn't you should not be changing them. You don't know what their intent was and then that problem on those individuals gets carried over into the summitive. So that's how we
ended up here and that's why his advice is don't change them just set them aside because you can't predict what someone else would have done >> which I again if I could I don't know what the mistakes were that Chris or Terry made. didn't match. They said improvement in one place, I'm proficient
in another and they should have done the same. So that's so that's it was a mistake. >> I understand that. So the only mistake that they made is that they did the four standards and those were done. The only mistake that they made was compiling the overall needs improvement or proficient. >> So that's not a mistake that their
evaluation should be set aside. And also in and and I will say in the summitive there was five needs improvement and one and four proficient and exemplary but when that was presented that was also done incorrectly and said proficient. So
the mistake wasn't just on Chris and Terry's it was also on the summitative. So, I don't see how we can throw out two evaluations based on a clerical error where again, and I'm not blaming Chris or Terry, I
think that we all should have known these rules beforehand. >> So, as that being said, I don't feel comfortable with throwing away Chris and Terry's evaluations because they didn't. >> The trouble is, we don't know if they would have changed either of those to be in compliance with the law. We don't
know which way they would. You don't know which way they would have changed it. >> Okay, we're not going back and forth anymore. Any new people want to say anything, >> Nick? >> I would um I'm getting dragged into this um because this is interrupting our regular business and uh I would like to see it
resolved satisfactory one way the other. Um I am my thinking right now is this is a complicated issue. Um, I haven't read the individual evaluations, but my understanding is there were more problems than even just these, such as
if you're going to issue a needs improvement to the superintendent, you need to meet one-on-one with the superintendent to talk about it. And my understanding is that was not the case. So, I don't want to have to decide one way or the other. What I would >> like to have happen is to resend this
and send it to the evaluation committee. We have a new committee has a new member on it. who wasn't involved in the process. We have two people that have been involved in the process. Let them come back to us with a recommendation for how we get out of
this jam. So, I would like to make >> So, you're in favor of >> I would like to make a motion to amend Mike's motion to resend this vote and send it to the evaluation committee to
for them to um make a new recommendation for us, bring it back in August. >> Okay. I'm going to second it because it also gives the train more times. So, I I understand what you're saying, Nick, but I I really don't I don't think that's
fair to me as in terms of being on a new committee because it's old business. I would rather see us um end this and so that we when we start these new subcommittees, we're starting fresh. So, I don't know. I don't want to be out of
order, but I do have my own motion that I would like to make, but I don't know. >> We have to deal with this one, too. >> We have a motion and a second on >> We have two motions and two seconds. So, I think Jamie can make any motion she would like. >> She cannot. We have an amendment to your motion and we need to deal with the amendment.
>> Um, I second Nick's amendment. >> I already because of Go ahead. Sorry. >> All right. So, we have um an amendment proposed that would resend the vote taken on May 26th and send the
topic back to evaluation subcommittee to make a recommendation. Did I say it correctly? >> Yes. >> Okay. Uh any discussion? >> Did somebody second it? >> Oh, sorry. I do have a uh I do not want to make Jamie do something she's not
comfortable with. Um so uh I'd like to withdraw my amendment if you really mean it that you don't want it. >> Well, I at least like to have the opportunity to make my motion. So you may change it. You may not agree with it or >> I'm going to vote against my own. I
suggest that we uh we would vote no on this. >> You can send your resend. All right. It's rescended. >> And I would hope that John muted this. >> Um, is it an amendment to Mike's motion? We have to deal with his motion, please.
>> Okay. >> All right. Amendment. >> My amendment would be in the spirit of compromise and in the spirit to move us forward so that we could start fresh this summer. And given the um extraordinary circumstances of this evaluation process
with almost everyone who's been on the committee said that there's been issues and um scoring there was a lot of mis missteps along this whole process and I think both sides have legitimate points
and obviously people feel passionate about their ratings and their feedback for Dr. D. Um, so I think that the bad it's a really bad look for this committee to violate knowingly violate the regs because the attorney said, you
know, training it, we don't need training because people knowingly made that vote to violate the threat. So in that spirit and just in in supporting the people who voted proficient, you know, they felt there was inconsistency.
So I see that both sides but the reality is the committee is stuck but in terms for the betterment of this committee and the benefit of this community we need to put this issue to bed now I feel so what I am offering my
my motion is to using the same tool change it from a sum summitive rating to a formative rating. Okay. To change it from a summitative to a formative, keep the needs improvement in place.
Okay. So that we can move forward. So the evaluation would be finished for the year. Then speaking to what you were saying, the subcommittee, the new subcommittee then could work together to revamp the evaluation process so that we
don't have the errors of this past year. so that we can start in July new as a new team. So, and I'm sure Dr. Dur, you may have feelings about the needs improvement, but I'm trying to be fair and I'm trying
to be creative and think out of the box. >> Okay. So, I have a question. So, this would be to resend and change the evaluation to a formative. Um, but it would not have a needs improvement because that's not what we have in our summit of that. It would be proficient because that's
what we voted unless we send it back to somebody to redraw it. >> How did it go to proficient? >> It is proficient now. So how are you proposing? >> So it would be the resending of the proficient but changing it to a formative
>> but the formative you don't you don't evaluate like that. >> I know I'm just saying for these extraordinary circumstances. So that you know because you have to remember the evaluation tool is about growth right and about getting to a better place and so the the recision
would be to remove the illegal vote according to Desi RS the inappropriate vote we would put in the formative but keeping the needs improvement overall rating well the proficient overall rating >> I'm saying if we resend the proficient
as part of the motion Okay, I know it's I know it's unorthodox, but I think we are in extraordinary circumstances and quite frankly I'm really disappointed. Like I I really want to start fresh. I I want us to be
in good standing together cuz all that's going to happen is we're going to go into our retreats and this is just going to be all in our shoulders and in our hearts, right? So I'm just trying to think of a creative way. So we resend the proficient based on that it was
you know counted desire which is mid mid midterm mid cycle it's still a needs improvement >> it's not still a needs improvement because it never was you're asking to change the evaluation overall the
overall rating correct you're asking to change the overall rating from proficient which is what we voted and make it a formative and change it to a needs improvement. >> I'll second the discussion. >> Is that am I understanding it correctly?
>> Well, I guess it's it's hard for me to sit here and say yes, you voted it proficient, but I don't think technically it was proficient based on. So that's just because it was voted that doesn't make it so. >> And and the lawyer said that we
shouldn't have voted that way. Melissa um just could you educate all of us on what the formative is as opposed to the so the formative is it's so the cycles can be one year or two years okay
so it's it's just like students when you teach them just think of it a science unit. So they have this big science unit that the teacher's teaching and then halfway through the unit the teacher gives an assessment to check in to see you know how they're progressing and how they're doing. Well the same thing is
for teachers and administrators and superintendent. So the formative is to in is to inform the superintendent's work. So it's a check-in is a progress report. It's a chance to look at what needs to be worked on, what needs to be changed. It's about growth. It's not
about criticism. It's about making things better and then when we come to the summit that's when the United States come out. >> So if I may. >> Yep. >> Um that's what we're supposed to be doing right now anyway. We meet with her
halfway through the year and we have discussions. Um she puts time aside for each one of us and we check in with her not as pumative but just as you said
informative and how are things going and hey I really like this hey I don't really like this you don't seem to be on track with this goal but you seem to be really ahead of this goal. So, I guess I'm just um I feel like we're doing that right now.
We're supposed to be doing >> Yeah. The only difference is it would take it to two years. So, my my concern would be keeping we would be keeping the same goals for another year. >> So, then the superintendent doesn't have an opportunity. >> Well, excuse me. Not necessarily because
it she can choose so to do so. I mean they're actually excellent goals that can be maintained but um it's not uncommon for an educator or principal superintendent to change adjust their amend their goals midcycle.
So it would be extending the summitative to the end of next year because the formative would end this year. It would end this process for this year. >> And Dr. George want to extend her goals. So, >> um,
Margaret, is this related to this formative thing? >> Yeah. And and and I appreciate I certainly appreciate everything you said because I absolutely agree with you and everything except um except we have decided we're going to
follow lawyers advice and the lawyer has given us advice and that's not following advice. So, that would have to vote me up. That's and that's my only I I agree with everything you said. I'm concerned about the the level of intensity. You're
absolutely right. Um and I wish we could put this to bed. Um but I'm not sure that was going to put to bed. and we've said we're going to have have Andy decide make a decision in terms of you know decaying the rules and this is what
he has said to us and so that's why I vote against it and but I want you to know Jay I really appreciate the compromise and I don't disagree with anything you said thank you >> okay last thoughts on on the amendment on the formative
>> um well I'll just I agree with you we need to put this to death. I absolutely agree with you. Um and I'm not going to, you know, get into the the history, but just to to
um express readers digest version, but this process rules were changed about waiting evaluations. We violated our policy about the timeline before the election.
we're now violating the DESIE policy about the evaluation itself. And so I think what you're hearing for I'm I'm talking to our new members. What you're hearing is a culmination of the frustration of this process and you have
an evaluation to give honest feedback and maybe people don't like it. I you know I I I disagreed with some some of the other feedback but just because you don't like the feedback doesn't mean
that you kind of gain the system such that the feedback has no has no consequence or has no result. My frustration is that through this process it was clear you know we we we don't want to hear
negative feedback. We don't want to hear feedback for growth all through this process. So I agree with you. We need to end this. We we absolutely do. But I do think that there are legitimate concerns about how this
process was played out throughout this process. It wasn't just this. It was this entire process. And if you if we as a committee don't want to have honest feedback for an evaluation process, then
we shouldn't be going through it. I mean, honest to God, am I going to spend the hours that I did next time? Because no, it's it's it's baked in the cake. It's going to be proficient. What's the point? So, that is my frustration. It is
not just this this culmination. It's the entire process leading to this. So, I agree with you. I would like to I don't know if you've been seconded. I >> I thought you seconded. Um I I absolutely agree. I would love to put this to bed tonight because this this is
going nowhere fast. We have to move beyond it. >> Can I say one more thing in this mic? >> Melissa, I have your hand up first and then >> is it appropriate to ask what happened to the sub uh to the superintendent subcommittee evaluation group like how
they fell apart? Is it appropriate? Because I feel like this infrastructure was crumbling long before um >> I think it's an important thing to us. >> I think it's a relevant conversation. It's not relevant to the formative. So I
want to stay on top, >> but I I just want to like highlight. >> No, I think you're all you're all proving my point. >> Mike, sorry. Oh, my my last comment and I am okay with my colleague Jane's
amendment. It's compromised. It's fine. But just so everyone knows, I do have open meeting law violations open against the evaluation committee and the committee as a whole. So if you all decide to go back and throw away Chris and Terry's evaluations and do the
proficient route by getting rid of them, >> Mike, it's got to be about the amendment work. >> I understand. I'm working on it. No, there's still open meeting law violations. So you guys can't do that. The AG is going to look at it eventually and therefore I will support Jamie's amendment just to start fresh and
compromise and get over it. >> Nick, but I also you should hear that from Dr. >> Would you like to um I said I feel like I've been dragged into this. I didn't want anything to do with it, but here we are and we're we're
we're stuck. Um I like this compromise. I didn't know there was such a thing as a formative or a summitative valuation. Um, but if we can take a vote that was illegal or at least problematic by voting
for a uh, you know, when we have we should have voted needs improvement based on the nine reports. Um, and we can partially fix it by rescending that vote which fixes the illegal part of it. and then turning it
into a formative needs improvement which I see as it's like a progress report as I understand it. >> Um you know I think that that gets us out of jam. It satisfies perhaps some of
the superintendent critics. um it it um lets us move forward, but it's not a final report card, which you could clearly argue that some people didn't realize the implications of
grading the way that they did. So, you know, it's a compromise. It's not going to satisfy um the uh critics. It's not going to make the proponents totally happy. Um, I still don't know how I vote on this, but I will vote in favor of
this amendment. >> And just to be clear, it's not with an improvement plan. That's you have to know that. No improvement. >> Did you want to say anything? Any last comments? >> Dr. D, did you want to say anything?
>> Okay. Can I just say I just feel like changing from summitative to formative is out of her contract. Like it's in her contract that we do summitive. I just want to highlight. Okay. Uh
I we're going to have to go around because I'm not going to be able to it's going to be all over the board. I'm not going to know who voted for what. So, um, voting on Jan's amendment, which is to rescend and change the overall needs
improvement and make it a formative with no growth plan. Uh, is the motion. Roll call. Mike, yes. Coen, yes. >> If you do, damned if you don't. Augustine. Yes.
Most no because it's not in your contract and I don't think it's fair to put that on anybody. Um, we got to keep going. We can't start talking now. >> Say no for the reasons I gave.
>> Yes. >> Yes. Yes. >> Uh well, no. The motion carries. All right. Turn the page on that evaluation subcommittee has their work cut out for them.
Next up is acting on routine business. Is there a motion for the minutes from June 9th? >> Thank you. >> Any discussion or edits? >> Uh all in favor say I. I. >> Any opposed or abstensions? It passes unanimously.
Uh any committee reports? >> No. >> Uh I it's not quite a committee report, but I do want to come back to our sister school at Chicago Bear and how incredibly excited they must be that their team is in the World Cup for the first time ever and
was a draw at the like one of the favorites to win the whole shebang. It is absolutely huge and I can't imagine how excited they must be at our sister school. So share our joy with that. Um any other committee reports?
>> Oh sorry. >> Lawrence school building committee met for the first >> first time on June 16th. Uh as you know this committee was appointed by the select board in compliance with MSBA requirements. In attendance were the following. Uh myself
and Margaret Souza representing the school committee. Skip Vandini, Mike Duffany, Stacy Jason, Thornton Lewis, Nancy Taylor as community members. Doug Brown for the select board. Tom Bushy Lori Dellis, Mike Branchaw, town manager Heather
Coulstone was not unable to attend. Sharon Reed was introduced as secretary for the committee and agenda items including MSBA's role with the Lawrence renovation project general committee operational information. Tom Bushy was
elected chair for a two-year term and Nancy Taylor elected vice chair meetings will be on the second Monday of each month with the next meeting scheduled for 9:1426 from 1 to 2:30 at the law school library. Um, summer reading was given to
committee members on MSBA submission materials and NASDAQ reports and feasibility study budget. >> Oh, I actually have some uh diversity, equity, belonging committee. There are some openings if anybody wants to join. Right, Henry?
>> Yes, they're opening. So, that's it. Thank you. >> Anything else? Uh any requests requests for uh for agenda items or you know whatever you need. Um if we're doing agenda items for consideration uh
since we're meeting in August I'd like to have a discussion about um transportation safety. That seems to be interest. Um for the August meeting I'd like to have a discussion about how we put agenda items on the agenda.
Yep. as a school committee. I think we should have that communicate hopefully water maybe even if I may. >> Yeah. Um I don't know if this is a request for right now, but I mean in regards to we've spoken about um some
training for us uh in the evaluation process. And I would really appreciate it if members would look hard at um how they are evaluating the superintendent when we're supposed to be evaluating her
goals um and her evidence that she presented. And I think in as individuals we all have to look at that when we came up with our um ratings.
This whole fiasco for the past um 6 months has not been Dr. Dar's fault and I just wanted to make that statement. >> Thank you. >> We're doing the evaluation stuff. Can we have someone come in from Jesse and mask
because the last two years last year we weren't allowed to speak about it publicly and then we found out that that was not true and this past year and the summitive the bias of the which comments were included and not so we need to I
think as a committee for the evaluation get that training and also we need to start doing the evaluations in public not in private because that's where the issues lie. All right. Motion to adjurnn. So move
>> second. All in favor.