Okay, if we could start by having Melissa please read the mission and vision. >> Sure. Thanks very much. Fmouth public schools mission. The Fmouth Public Schools creates a world-class student learning experiences. Our clippers are empowered to pursue their goals with
curiosity, integrity, and resiliency. Felmouth Public Schools vision. Clippers are creative, inquisitive, and engaged learners who participate in their community as socially responsible citizens. Clippers effectively communicate and solve problems that
impact the world around them. >> Okay. Thank you, Melissa Fresher. Okay. Um, the school committee meeting will be in person for school committee members and the public. A remote option will remain available for community members unable to attend. Oh, I'm not don't have
to read that. But anyway, okay. Now you know that. Um, we will also have a reading of the lamp Wanog land acknowledgement. Please public schools acknowledges that we are gathering on the unseated ancestral land
of the Wanog nation. We recognize and respect the Wnav people, including those of Sakaness, Ku, Subet, Tatakut, and Czechu, as original stewards of what is now known as the town of Fment and honor their enduring relationship with this land. This land acknowledgement is an
intentional act to counter the eraser of indigenous people and to demonstrate respect for their sovereign rights. We're committed to educating ourselves and our students about the long-standing history of the Wanog people. In alignment with the core values of the Fountain public schools, we pledge to
build an ongoing partnership with the Wong nation. >> Thank you very much. Okay. Um, this is the statement I supposed to read the recording statement. This meeting of the family school committee is being recorded in accordance with Massachusetts open meeting law. Anyone
who wishes to make an audio or video recording of this meeting must first notify the chair. Please raise your hand and make your presence known. If you intend to record the meeting um okay this does not apply to parents who maybe want to record their kids.
Please get up, walk around and do so. Okay. Um All right. So, um, our student advisory, um, student is busy as high school kids ever are. Um, so she will not be attending tonight. So, we will
begin with the best part of the evening, uh, presentation of Ticket School highlights. So, you know, if you know my proficiency and love of music, we just start out the clip a fight song a little bit. Um, just to bring some levity to the evening, right? So, good evening. Thank you for
being here. Welcome to Ticket School, my school. Uh, we're proud to have you here tonight. It's been a great year so far, and I'm glad we're able to utilize our new conference room for this meeting. Thank you, Paul. While it may have been a bit of a journey getting here from the front door, there was actually a reason
for that. As you made your way through the building, you were able to see a good portion of the school and how impeccably maintained it is. What you saw reflects the pride that not only our custodial staff takes in the building, but also the pride that our entire tit family does. In fact, if you arrived
about a half half an hour earlier, you likely would have run into Kevin, our head custodian, WHO YEAH, RUIN my delivery there. But that was very nice there. I had a good joke going. But you most likely would to run into Kevin, our head custodian, who
despite being off the clock, was outside with a leaf blower making sure everything looked perfect as you walked in. As I mentioned, I am very proud to be hosting you tonight. And I have to say that I'm truly enjoying being the principal of this amazing school. It is a building filled with extremely
dedicated individuals who care deeply about their students and about the TT ticket community. Tonight, we'd like to share two TT ticket highlights with you. First, our very talented occupational therapist Sarah Strem will share one of the initiatives she has developed for our
school called heavy workstations. Sarah has been developing this work for two years and it was piloted in two classrooms last year and after seeing the positive impact it had on the students there she expanded it on her own to the entire school.
Following that, Mrs. Crapo's class will share their incredible sign language project that began earlier this fall. What makes this project especially meaningful is that it is truly studentdriven. The students recognized an opportunity
to be more inclusive of their classmates and the broader school community. They went to their teacher with that thought and she supported and guided them helping them turn their idea into something meaningful and impactful. And the other thing to note is it actually
is one of their birthdays. So one of the our guys Clayton Costa is here. He's given up his evening of birthdays to celebrate it with the school committee. So happy birthday Clay. And um as I said, we're very proud of both these efforts and excited to share them.
>> There you go. >> Okay. >> All right. >> Hi everyone. I'm Sarah. Sorry to you all. Um I am an occupational therapist here. I am primarily a teet and I want to show you guys our video that all of
our friends made. Some of them are here and are in it. Um, so I will pass this around to you guys. Basically, it's a very simple explanation of what regulation looks like. So, I met with
each grade level team, all of the teachers. We talked about what it meant. We talked about the impact of what regulation or disregulation looks like in the classroom, whether they're quiet, whether they're impulsive, whether um they maybe just need a break outside of
the classroom that's functional. And we came up with a great idea to have one in each grade. So, when you guys do leave, you're welcome to see it at the corner um right kind of outside my room and towards Mrs. Goen's room. It's right on the corner. And there's three steps. So
the first thing the student will do whether it's their choice or kind of the teacher driven is they'll go out. They'll identify the level of energy or feeling that they're feeling at that moment. They'll start with a dot for
something alerting. They'll roll a weighted ball up the wall and back down the wall for something organizing. And they'll either do wall push-ups or breathing or both for something calming. And using those three steps is going to
help rework and calm that regulation in their nervous system. Does that make sense? Yep. I know that was kind of a lot of information, but I'm going to play the video. You can see it. Um, if you have any questions, let me know. And I will pass this around. >> Yes, I can actually. This one is this
one is just that's in my room and it's heavy so just be cautious. Um our younger kids for first and second grade have about a 2 lb ball and third and fourth grade have about a 3 to four pound ball and the friends that come into my room use the heavier ball cuz
they tend to need a little bit more. >> Okay. I like this heavy roll up and down. How today is stand. >> Oh, I'm sorry.
>> Is it from your Get rid of that. >> Thank you. >> Hold on just one sec. Sorry. I like it. Let's see if I can make it any louder. I guess I'm getting one more time.
So, basically, um, it's a few different kids talking about the positive impact on the heavy workstation, and there's a few friends in different grades who do the entirety of the heavy workstation. Um, I can show you a picture here.
You'll see on the left side of him is kind of the breakdown of each energy level. So you'll see if he's excited, slow, wiggly, that's identified. They take out the dot. They'll do that activity. They'll roll the ball up and
down in different patterns. So when you guys leave, you can see it. It's two different colors. There's a zigzag. They'll start at the bottom. Most friends, some need a little more prompting. They'll start at the bottom. They'll go up. They'll come back down. And then they'll go up and down a straight line. That kind of helps with the organization that you guys see
there. Um, and then they will either do breathing like I said or um breathing or wall push-ups. >> Is this to like kind of take out any stressors or anxiety? So, if they're
feeling a little anxious, if they're feeling kind of slow or sluggish, if they kind of just need a little redirection, and at this point, a lot of our friends who have done this a few times or have done it so often with me, we'll just do the weighted ball and that helps to get them back up and moving,
refocused, or even just an adult version. >> Yes. I was thinking the school committee should get a weighted >> bar. Keep it on your lap. >> Any other questions, concerns?
>> To add, my daughter uses this heavy workstation on a regular basis. She's now here tonight cuz she's nuts, but she it has changed her life. >> She has like raging ADHD. This has >> helped her so much. She talks about it
all the time. loves it. >> Um, there she is. Um, so it just has, >> you know, I'm only hearing the other end of it, but it has made such a huge impact on her education. So that's
>> we ask to have a video sent us So, um, good evening. This is I'm Mrs. Frael. This is some of our first graders from our class. Um I'm just going to do a quick introduction and I'll let the pros take over and they can tell you exactly about their project and how they came upon it. But this year um as you
all know we adopted EL education a new ELA program. It's um in the very first units in the very first module that we did it was all about being a maker. We read informational texts and literary texts about inventors child inventors
inventions and how inventions came to be. Um, we did lots and lots of research on inventions. Inventions were made for a couple of reasons, to solve a problem or to just to create some fun, but some inventions were for both reasons. They
were tasked with a project, a final project at the end of our first module. And I'm going to let Becket start to tell you how our project came to be. class made this sign
that you see around the school and we want to tell you how we came up with this idea. >> Mr. asked if there was something we could do for our school for our school.
>> I thought of making sign language cards because some people use words and some people sign. that cards help each other. >> I had the idea
of us around the school. Now he's going to show you some want to start. So, they're going to show you some of the sign language cards. We have them all up on a video, but we also brought some
live action posters that you'll see all hanging up and down our hallways. So, I'll let you demonstrate this here. Do this one. >> Okay. So, this is one that hangs in the hallway. Wyatt
>> Morgan, >> it means art. >> Good job. Hi. Everybody do this one. >> Would you like to show everybody how to do this one? >> Nice job. What is it, Clay?
>> What's it say? Good job. Good job. Um, some of our other ones that are hanging in school are water at the water fountain. Sorry, I just switched it. Um, it's a hanging right above the water fountain in one of our hallways. We also have the sign for bathroom. my friends, if you want to demonstrate because we
use that one all the time in school, right? Um, this one you'll see you you might have seen it on the way in obviously for hello. Um, friends, you can do show yes or what's the opposite of yes? >> No. >> Good job.
>> Okay, here's Miss Nor. Nora, would you demonstrate how we say help when we need help or walking? You want to say Oh, walking feet. Nice job. Oh, when we go to lunch. Nice job. We show that we're hungry or that we're going to lunch.
Those are hanging by the cafeteria. Miss Isabelle, >> we use Yeah, we use C or you try to book for me. >> Read a book or play. Sort. Oh, Charlotte. This one we use all
the time in school, too. Listen. Oh, I skipped you. Sorry. or we say stand or stand up. Sometimes we do quiet. We use that one a lot at school too. Oh, and we do our thing. Use the opposite of
close please. When we play with our friends, we're talking about yourself. Say me or if you're sorry. We know this one very well, don't we? Stop. Clay, can you show us how to do jump?
Good job, Clay. >> Violet is not here tonight, but we do more a lot in school as well. We just showed you come. >> Becca, can you show everybody how to do share? >> Nice work. >> Oh, we have sit. That's another one we
use every day. >> We showed our and the last one I think was library that we just learned, right? >> Library. Hi very good job. >> Um you will if you take a walk around the building um when you eat here all the way up and down the hallways in
random spots. Most of them are are pretty um self-explanatory. You'll see the lunch ones that are hungry things like that around the cafeteria. Please and thank you or by the cafeteria. Um and then you'll see art obviously outside of art library outside of library. Reading book outside the
library. And then other ones that just simple quiet things like that walk. Those are all up and down the hallway. You'll see friend in play along this hallway on the way out to recess. We use the recess door. But this was our project completely 100% thought up by
the 15 students in my class >> as a means to come up with a project to create fun and to help others learn to communicate with their friends. >> Nice. Happy birthday. Happy birthday to you. Happy birthday to
you. Happy birthday dear. Happy birthday to you. Good job. We'll share the video with you guys. >> Thank you. Thank you so much.
>> And it's amazing how well those first graders can read. It's really really >> Okay. Well, we started off on a happy note. And um now we'll move along. The next item on the agenda would be
public comment. Public comment will be limited to 20 minutes. Members of the public are welcome to speak during public comment. Uh comments will be limited to two two minutes in length. Due to the open meeting law, the committee cannot respond to or act on public comment.
Additional comments and feedback can be submitted by email school committee at falmouth.k12.mma. us. So, um Melissa's over there getting ready. >> I shouldn't do this. >> Mike's Mike's gonna take over. Okay. So
the first person that signed up was Megan >> Zati. >> And Megan has asked us to wait till she starts after her name and address. >> Every second counts. So >> hold on a second. I don't know what I'm doing either. >> There we go.
>> I'm ready to go. >> I'm Megan Bodley and I live on Carriage Shop Road. I would like to ask a few direct questions regarding the dress code at Lawrence School. First, have any members of this committee taken the time to visit Lawrence School and observe how
the dress code is actually implemented with students? And second, has anyone here followed up with Desi on the report that was filed last year documenting concerns about discrimination occurring within the school? That report concluded
that this was to be resolved at a local level, which means that it remains unresolved because the reality is is that this uniform policy continues to raise serious questions. As it stands today, the Lawrence School dress code remains inconsistent with Massachusetts state
law and with settled case law in the Commonwealth regarding student rights and discriminatory policies. This dress code represents a step backward, a regression to outdated rules that disproportionately impact certain students and reflect an approach that
many families view as discriminatory. What is also concerning is the lack of follow through. Surveys were proposed and promised to families in order to collect community feedback. To this date, no surveys have been conducted by a third party. No data has been
presented publicly. This committee has yet to have a transparent and honest presentation of the dress code pros and cons and this issue has not been placed on the agenda for discussion by this committee. I'm asking once again that as the committee begins reviewing the school handbooks, the Lawrence school
dress code is placed on the agenda for a separate and independent vote. The students at Lawrence deserve the same rights that the students already have in grades K through 6 and 9 through 12 within this very district. My own child will be entering Lawrence next year. And
like many parents in this community, I want to know that his rights will be protected. In fact, one of the most common questions I receive from other parents in this community is very simple. Have you fixed the dress code at Lawrence yet? Families are paying attention and they're waiting for
action. Thank you, Megan. >> Okay. Um, the next person on our list is Dominique Kirk. >> Dominique Park, Parker Road. >> Do I wait for you or go ahead? >> You're good now. >> Okay.
>> I want to briefly highlight tea ticket tonight. What it's been like being a Tiger over the past couple of years. In May of 2024, we lost our principal, Sandy Capsellis, which left our school in a state of uncertainty. Nine days into our year with an interimm principal, Morgan Wickland, this very
school committee voted to send a letter home proposing the potential closure of our school. At the end of that year, Ticket once again transitioned to a new principal. This year alone, we've dealt with a major school safety threat, ongoing safety concerns, and now the removal of
our school's playground. Ticket houses the largest tip program in Felmouth where outdoor play is critical for sensory regulation, motor development, and social learning. A playground is an extension of the classroom, not just recess. If students
are the superintendent's responsibility, the ball was dropped. If the budget is the responsibility of the school committee, the ball was dropped. A playground should not solely rely on CPC funding or future grants. It should be a standard line item in the school's budget because a playground is just as
important as a roof. It has now been 155 days since our playground was deemed unsafe. And the only mention about a new playground is that we'd have to wait for funding cycles that will push a replacement for the 2027 2028 school year. Parents and
staff members can't tell the kids it'll take another school year to get a playground. One year without one is already too long. So, we created a committee and we are planning on building the town's first ADA fully inclusive playground. We have already raised $60,000 building a new
playground. This committee here and the administration needs to add a line item for playgrounds because no Fmouth school should go through what we're going through. Thank you. >> Thank you, Dominique. Okay, the next person who signed up is
Mallerie >> Lali Valley. Okay. >> Your L's were too close together. Okay. >> Or it might be my glasses. >> No, it's >> also I apologize for my voice. >> Teacher teacher.
>> Teacher. >> Uh, good evening. I want to address tonight the grade configurations that will be discussed by the school committee in the upcoming meeting or meetings. Um, I wrote an email, but I wanted to be sure that my opinion is heard on this. I teach fifth grade in a
K to5 setting in Plymouth. Although I'm a resident of Felmouth, uh both my children attend today. I believe the best grade configuration for the Felma public schools mimics the Plymouth system, which is K to 5 in elementary schools, 6 to 8 in middle schools, and 9
to 12 in high schools. >> In this configuration, I would suggest that preschool belongs in the high school. Developmentally, fifth graders align most closely with third and fourth graders. The curriculum also aligns K to2 and 3 to 5. This makes it easier for
curriculum coordinators and for teachers. I know the concern will be, you know, you don't want your kindergartner on the bus with a 10 and 11year-old, but since science supports the idea that they are developmentally aligned with third and fourth graders, it doesn't change the developmental range on the buses to add
fifth graders to an elementary bus. I also think by adding eighth grade to the high school where we're making our most vulnerable eighth graders more vulnerable by allowing them to enter a high school environment early. Yes, our highest achieving eighth graders might
achieve more, but is that worth risking our most vulnerable eth graders in the process? In this designation, preschool could settle in nicely at the high school. You mentioned in the original presentation of navigating our future that a concern was that high school interns driving or getting to their
internships and Ticket was centrally located. But if the preschool's in the high school, then we remove the need to transport high schoolers anywhere. I also think the YMCA being built in close proximity could add maybe before or after school programs for our preschool
families. In conclusion, it makes students lives, teachers lives, high schools lives, and administration lives easier to configure K5, 68, and 912. >> Thank you. >> Thank you, Terry.
>> I missed her name. Can you tell me? >> Um, next on our list is um Deianne Rockwood. >> Hi everyone. Deian Rockway, Jeffrey Lang. >> It's gonna be short, right? >> I already started it. So,
>> all right. Here it goes. I just wanted to ask um the committee members and Dr. Dur if you could give us at one of your next meetings or upcoming meetings an update on where everything stands in this
process of break configurations or closures or early learning centers. My rationale for asking is as we have presented to the community opportunities for them to contribute to our playground, the most frequent answer
that I have received is, "But you're closing. Why are you raising money for a playground?" So, I don't know that the community at large really understands where in the process we are. And in a recent conversation with Dr. Dur, which
was really quite a nice one actually. Um, I became aware that even the proposal for having preschool in more than one elementary school is still on the table. That was news to me and I think it might be news to others. So, I
thought if we could ask that that happen. The other thing that I would consider, I don't know if you want to use a popsicle stick or whatever you might want to use, but I would suggest we pretend we have a student, a three-year-old all the way to 12y olds.
And as we go through these proposals and we see them, I want us to move these children in their ages and the stages of renovations that they will go through cuz I think it will help us as staff and family members and the community to see,
oh, how will that impact these particular children? And it might be useful for all of us as we move forward. >> That's it. Thank you. >> Thank you. >> Oh, I did. >> It was not sure. But the popsicle sticks >> are such a good they're great. They're a
great teaching method for a lot of things >> just as a visual. >> Okay. Um I used to even use them teaching high school kids. Okay. Next on our list is Amanda McGonagal. You may address it. No, you >> say your name and your address.
>> Okay. Amanda volleyball, Ed Brown. >> Um, so I sent an email back at the end of October that I just wanted to kind of revisit. Um, I invited anybody to reach out to me if you had any questions or get coffee. A few of you did, uh, which
I appreciated. I want to have the opportunity and Miss Rockwood mentioned it. Um my son's going into kindergarten in September here and I don't I don't know what his journey through public
schools looks like, right? And so like as I'm starting to plan um I don't know what to expect and I I would love that. I would love to know. Um, but my email from back in October
was October 29th. Uh, I'm going to forward it all to you again, so it's top of mind. It is rather lengthy. Um, but I think the more I think about it, we're really in a in a unique situation where we have the opportunity with the
renovation of Lawrence and the high school to build something out that truly is innovative. like we have the opportunity to make Falmouth public schools a draw, not just not just to like our own kiddos and
potentially losing them out to school choice, but like drawing kids from other communities. We have the opportunity to work with Hoie and work with some of these incredible organizations local to the cave to build out science programs
or build out tech programs or build out nursing programs or whatever it is. um we have the opportunity to make something super robust and one of the biggest arguments I had heard for the high school and not moving eighth grade there was that it would be empty and I think we have to look at other
opportunities to fill it and make it more robust without filling it with young eighth graders. Um, so that was that. Just want to say hi. Really? >> Yes. We've missed you, Manda. >> Okay. Um, next on the list is Brandon
Edel. >> Brandon Edel, Old Boston Road. I'm going to start out by saying that most of this committee sucks and we hear it routinely from the public and because of that we aren't allowed to ask questions as I was told at the last meeting. So I'm going to let the parents
in this room know that I am a candidate for the school committee and I'm collecting signatures to kick one of your asses out of your seat. Um Thomas Jefferson said, "Question with boldness even the existence of God, for if there be a God, then surely be rather honest questions over blindfolded fear."
There was some amazing presentations made at the last meeting and I mean that sincerely. We had the kids playing out in snow. We did the snow art and the VIPS was talking about the digital literacy program in the high school. What I found fascinating because um her highness Miss Chairman said I was allowed to ask questions at the meeting
because we only get the two minutes. Um why didn't any of you ask any questions when they said on the digital literacy program that the availability is far outpaced by the student wants. So in other words, kids wanted to take that program. It's one of the few areas where we seem to keep up with the tech schools. Not one. Nine members of a
committee, a DEI person, a specialist, not one question in any presentation. And when I tried to ask one, I was shut down by the queen. So, I guess my only advice to this committee since the public seems to be pretty much fed up
with all of you is not so much hostile. It's just if you're supposed to be the bridge that asks the questions of the curriculum that we are trying to tell you to ask, then how come you never have any? How come you never ask anything? Every presentation we get, it's just a bunch of seals clapping like that, which
wonderful. But when they tell you a concern like we want to give this to more kids, we want to increase the availability of these programs. Uh you're supposed to be smart, your educators, your teachers. Some of you had George Washington's kids in your classes. So, I'm just curious why you
never ask any questions. Thank you. >> Okay. Um, thank you, Brandon. Um, the next person on the list is Baronique Marriott. Um, Mario Gallian J. I don't actually
have anything to say. I interpreted as I was just signing in. But following up with that, I would just like to express my gratitude. I appreciate that this is the open space that we can come and participate. I look forward to joining in more. Um, and yeah, grateful for all
of you to give your time. I'm sure we're all invested in our children and doing your best. So, let's continue to work together to accomplish that. >> Thank you very much. Okay, that will conclude the people who signed up for
public comment. Um, okay. So, I just wanted to say tonight before we begin all our business, it's nice to have a night of just a regular meeting without executive sessions um beforehand. And if we all could kind of just look at the time frames for
everything and maybe end on timeish tonight, that would be really wonderful. Go ahead. >> All right. >> Okie dokie. >> So, um the next item on the agenda is the superintendence update. >> Okay. So, I'll just take those extra
minutes. >> All right. My the first one uh on the my agenda uh we had the round table discussions in January and I'm going to turn over to Dr. Tier to give us the the summary of um those round table discussions. Thank you.
no easy task to take everything and distill it into some common themes. But what I'm going to share with you this evening, uh we had four broad uh categories from which each had two to four uh themes around which we could group the feedback. So the first one was
short and long-term planning. I think it resonates um with a couple of the ideas that we heard earlier this evening. Um in part creating some type of visual timeline to be able to show different stages. Um, also having something that maps out decisions and clarifying what
comes from an educational need, what comes from an operational need and then ultimately what has been decided, what is pending and what might be forthcoming. Um, and then also having some way of starting to conceptualize what life will look like during
renovation and then helping to clarify post renovation and what the through line for those experiences are. So that comes under that uh theme in short-term and long-term planning around a project roadmap and logistics. Um then theme two focused more on student experience and
continuity. Uh the first of which was a request to understand what traditions will be maintained as we move through these different phases and then what would be new, what would be different, what would become innovative. Um and then within there getting uh more detail around what transitions will begin to
look like uh for particularly affected student groups including uh preschoolers. So our our youngest uh grade five, grade 8. Um and then also there's a lot of conversation that centered around opportunities and impact on students with disabilities.
Um, also within that idea around student experience and continuity was the provision of resources for families to help families support their students both in the transition from um an emotional standpoint but also academically as they may be moving through a couple of different shifts
even if it's um temporary while one building is being renovated before the final outcome of placement. And then also within there talking about how um eventually creating a space like the welcome center can help families navigate the change and understand as they're entering and moving grade to
grade um that that's a place for ongoing support. The second of the large categories was grade configuration. Within grade configuration, it broke down into four themes. Um the first of which was uh grade five at elementary. And there was
a number of different points that came around that. Um the first of which was uh going through renovation, what does it look like for grade five and the relationship to elementary? Then ultimately um clarifying the decision and talking about what a transition plan
will look like with where gr uh post um renovation and change. Um leveraging uh family and school relationships. um they were identified as uh strong and that there's an opportunity within there, right, to continue to build on that to build out
what supports, resources, communication can look like. Um and then uh building on any natural alignments that are existing within curriculum, within lenture to help strengthen that that connection uh among uh school staff and
within each school's individual community. An opportunity that was talked about came up was creating uh student leadership opportunities where students can be supportive of their peers and of uh younger students in each transition and what that could look like um at each
grade level. Not just talking about from a student leadership perspective of of strictly older students who might be in the high school and coming out, but also what it could look like at each grade level or grade band. Um and then finding ways to have um some open conversation
specifically addressing concerns around um any level of um social mixing of older elementary students with younger elementary students or if it's 8th grade with the high school, but really having opportunities to clarify what that can look like um and talking about it so
that it really feels like there's continuity and support. The second theme under grade configuration was about the eighth grade specifically and the questions around um placement at the high school having opportunities to showcase how earlier access to found
high school staff, athletics, clubs and academics. So that the entire student experience can add value and boost um student experience, student outcomes and ultimately student retention came up quite a bit in the round table conversation. Uh again, it it returns back to the same
thing from the grade five piece about addressing mixed age enrollment and what that looks like. um both in the idea that's been shared around creating a grade 8 n academy but then a coordinated system of supports to support transitions just as we do as students
transition building to building now but how that would look uh ultimately when a final plan is laid out and then um detail any impact that could happen on FHS courses and in the context of that conversation one of the things is that people really wanted reassurance that
the things that we offer currently to students wouldn't go way but that there'd be an opportunity not only to maintain but potentially to grow and a lot of that would also come from students interests as well as the ability to innovate in the process. The third theme uh was looking at the middle
grades uh consolidation. So emphasizing how consolidating more spawn and more school reduces disruptive transitions for students. So decreasing the number of transitions school to school by one overall um and providing a cohesive multi-year preparation for high school.
And it also came back to that system of supports provided to students to families as they move uh grade to grade and school to school. And then addressing transportation concerns uh that were raised around perceptions versus realities of for example
combining uh presently Morris and Lawrence on the same routes. The fourth theme kind of tying those three together. So the grade five, the grade eight and then that middle grade uh question was about perceptions and realities emphasizing uh the success of
the current uh found high school experience and then explaining how that model can be expanded upon uh as we as we grow through this process. having an opportunity to address um rumors that may come up, things that people um hear but may not completely
understand, and being able to even ask questions of neighboring districts, then coming back and sharing those stories, their um successes, their growing pains, and how they responded to those. And then acknowledging um again just that sort of mixed grade like what does that
look like because any change, right, will look and and potentially feel different. and having that opening conversation regardless of what decisions are made. Um and then uh so those are the four themes that are great configuration then sorry
this is so much is there any chance that um Sonia could share her screen so that we can look at this while she's talking I'm having a hard time keeping track of the themes and the sub themes trying to address the question you can just get it written
>> later yes we'll just put in a memo form and get send it to you later >> I mean just in terms of us. Are we discussing this afterwards? The reason I'm asking is because if we're going to have a conversation about this right now, I can't absorb it without being see what she's saying. >> I This was my update. I was a plain I known discussion.
>> Yeah. The a discussion and actions coming short down the pike. >> Okay. >> Okay. So, we have this to look at after SA has presented that. >> We usually ask questions after updates. So, I didn't know if we were doing that tonight. And if so, it would be helpful to see it. But I hear you what you're
saying. Thank you for clarifying. Sorry, another one. The third of the overarching uh ideas was around communication and feedback. This one was broken into two themes. The first of which was streamlined, meaningful and structured engagement.
And the first one that came up was around and it it got broader than uh the topic of uh navigating the future together, but it looked at securing one common unified communication platform. Um but building off of the consistent routines, our principles sending their
weekly messages, the the routine of superintendent door and when messages go um out to families and to staff, but having a more unified um platform or delivery system. And then within that, moving towards maybe some more standardization around formats, um
clarifying what our translation process was and then finding an opportunity to move those weekly messages into something that could then be searchable for families in the future. So, um they would have a way to do potentially like a keyword search. They didn't have to remember that a newsletter came out in
October. And there was a lot of conversation about being able to go back and retrieve uh information and details. um distinguishing between what's informational or one way. So, it's just information going out um and then to an audience and then what's interactive or
two-way and um is requesting or requiring feedback. And then within there um making sure that there's an early invitation into that process and that the two-way communication continues until there's a resolution or a determination that's made. Um there was
a request to shift from some of the open-ended questions that come up to things that are more targeted uh around prompts so that um there's a a faster ability to move a conversation towards a solution. And then just having opportunity when we're in larger groups
to have smaller groups that break out, but then everyone comes back and reports out to the larger group and has some common takeaways. The second theme under communication and feedback was around transparency and clarity. Um having an
opportunity um for people to share ideas, being really clear in the process and then also an opportunity to normalize things. Um I don't know when that's the actual answer to particular uh inquiry. Sharing reasoning alongside
an announced decision um and trying to avoid um closed door choices, right? Just kind of walking through that process kind of goes back to that first theme about articulating what's pending for a decision and then ultimately recording an outcome where people can go back and see it and then um sending
invitations to meetings or forums well in advance um so that multiple voices have an opportunity to to schedule around that. And then the final theme that came up um centered on school or the final sort of overarching topic was school safety and there were two pieces
around that. One was communications. Um that came with um an ongoing acknowledgement of general satisfaction, but then also thinking about how we introduce new safety measures uh as responsive enhancements so that as we continue to build on things, adding new
cameras, if we're looking at install installing fences or the locks that we've talked about, that it kind of follows on a continuum of enhancing procedures. and then clarifying um what can and can't be shared around safety or
um incidences that occur and just reiterating uh why it is that we face stricter um laws but constraints about what we can and can't say. And then the final theme, the second theme under school safety was around staffing and infrastructure.
um appreciation for the district safety plan being adaptable and adding to it uh over time. Championing uh there's a lot of positive feedback about the school safety monitors. Uh they're clearly visible um and that they're approachable and that they are focused on um keeping
schools on the campuses safe. there was a request to improve signage. Um, and then also when we're thinking about uh, for example, fences or walls that we're kind of cautious in how often we approach that as a solution to maintain
a welcoming environment. And then finally, um, just continuing to invest in and update any internal security um, to make sure that that what we have is um, appropriate and current and always functioning.
Thank you. >> Okay. So, >> um so we we'll put that in a memo form so we take it lift it from your notes and be able to do it. Thanks. All right. So, I have several things on my update. Um first of all, um at the top of my
list, I wanted to um just give a shout out and thank the playground committee um for Ticket. I think it's fabulous that there's a a group of people that are working together um um to to raise money for something so important. Um I got a note today that um that the
committee had raised um 56,000. I think that's fabulous. Um some big donors. >> 60. >> Oh, it it went up. Okay. All right. That's okay. Since since we talked, it went up. That's that's excellent. 60. >> Um so uh also that there was uh you
received um over 150 cash, check, and online donations. So there were um so just the numbers one thing but it's like how many people have actually contributed and I think that is fabulous. So uh there's um planned raffles um uh with over 40 raffle items.
There's bingo night um you've sent hundreds of letters to businesses, families and alumni um information tables at grocery stores and etc. I just think there's a lot of work and I think it's really special when a community comes together. Um it was unfortunate at the time that the um the playground was
shut down which um uh kind of interfered with us being able to um uh to start some of the grant processes which I'm going to have Paul talk about in a few minutes. We are applying for CPC funds. Um the application deadline is uh April
8th. They do have two uh application periods and in order to get into this period um there's very strict criteria but we do believe that um we can qualify under a loss of a town asset and so that's how we're going to apply and and I say that because I do believe that
this is a town asset. Our playgrounds at all of our schools are used by our community year round. Um it is wonderful that we have them for our school uh students but it's really um for family and students as well. So, um, just to I didn't have my notes, but I'm going to
just kind of add, um, whatever the future of, um, the school, whether it's an early learning center or it remains a a K4 school or it goes to a K5 school, all of those options are open. Whatever that is, that playground is important. It's important to the community. And I
had told um members of the the playground committee early on that um, no matter what decisions are made, that playground needs to be there. And so we are committed um to the playground. We um the Famouth Road Race um board met
and they are um contributing to the playground. They think it's a wonderful idea. They want to be a part of it. Uh at a minimum they will be contributing 50,000. Uh we have a capital plan um and we will also include um uh a project
line item. Uh under the capital plan to talk a little bit about the timelines and what we were up against the challenges. I'm going to turn it over to Paul to talk about. >> Okay. So, the uh let me first talk about the CPC uh application process. So, the
CPC application is due in early April. Um and then following that if if approved by the CPC, then the um the amount goes to town meeting in November. Uh and it's voted at time meeting for
that amount in November. And it's really based on the big projects that CPC brings typically are in April. Um the emergency projects that uh Dr. Dor just mentioned are approved in November. So
um and they typically are smaller in size than the the larger dollar amounts in April. So it's what's remaining in the CPC funding that's approved in November for that round.
Um so the combination it between you know the excellent job people have been doing in raising funds between the road race grants uh between the CPC amount u and then the the uh fill in uh for a
project that's uh estimated 388,000 the gap will be laid out as part of our capital plan uh which again goes before a town meeting in November. So you know
that's sort of the outline of the funding mechanism um for the the playground. >> So once um all the funds come in in November um I mean and they do come in right after um so um weather related it
should only take a few weeks to put the the playground in. I mean we are committed to putting it in immediately um and not waiting till the next summer. So, we've often had very good weather in November, December, and and likely can get the u the playground in. Um, uh, Mr.
Kapulka and I have talked about, um, you know, where where it's located. It should not interfere with any of school, recess, or anything else. So, we should be able to do that right away, um, when when we get all the funds put together. >> So, um, I'm dealing with the company and so when I talk,
>> sorry, Terry, I'm sorry. >> I know. I know. >> I can't I'm sorry. I'm sorry. >> I'm sorry, Karen. >> Okay. Um I'm going to um move on to um some federal and state updates. Um so, Governor Healey put her um put together
her um budget u proposal for FY277. Um the highlights is a 3.3% increase to chapter 70 um education aid, a 19% increase to circuit breaker, and a 6.6 million increase to the U. McKenna Vento
homeless transportation. Um so uh and then I'm sorry 18 million increase uh in the school meals reimbursement. Um that would raise that to 198 million. So that's just the first step. In uh April uh the House bill
should come out. Uh in May the Senate bill will come out uh and then that'll all get resolved and sometime in July um we'll actually know um from the state level um where where we land on that. uh the federal title one for FY uh 27 has
um decreased the state of Massachusetts um dollar amount by 10%. Um so it's roughly $30 million. Uh they are uh currently um forecasting a 15% decrease um for the current um over the current
year um what we will see for FY um 27 if that holds. They did say that, you know, if anything changes or whatever, we may be see some additional funds, but if that holds, we're talking, you know, uh 70 70ome thousand right now of decrease
over the other. That is different than what we were told in the fall where we would be level funded. Um so um so we will um have to deal with that. Um so uh the uh NASDAQ report and I'm going to
pass this out and I do I'm going to apologize profusely. I thought that I had um shared this with everyone um and I did apparently I could not find where I've done that. So um uh thank you to um Dominic for bringing that to my
attention and bringing it back up to the to the front. So here it is. I'm going to give you a couple um this is the full report and it is uh on online um under the uh navigating the future so you can also access it but um so right now the their enrollment projection fell
within 25 students of the uh K12 total so they had projected 2,666 and our actual enrollment this year was 2,641 um there was a variance of 15 students in kindergarten they projected 188 8 um
and we actually had 173 enroll. The updated report um has been adjusted um for those changes as they added a new year. Um so um based on uh what their uh new projections the birth rates
decreased by 38 from a previous 10ear average of 218 to a projected average of 180. uh the net decrease average of 19 students per year uh in grades one through eight. Um the next three years
um the grades K to four enrollments are projected tore to decrease by 95 students. Grades 5 to six remain the same. Grades 7 to 8 are projected to decrease by 23 and grades 9 to 12 are projected to decrease by 40. And that's
the highle summary but you can get online to see it and you have the report here. This is the updated one. >> Yes, this is the it's it's the u enrollment projection. >> Are we getting this every fall? >> Every fall. Now we will we will get the
>> So this is from fall 25 >> using the October one um October one uh enrollment data from the state. So we submit it >> from 2025. >> Yeah. So they they you get it in the fall because it's after the October one. >> So we'll get this every year.
So, it says November. So, can you clarify? >> Yes, as I said, I I received it in the fall. >> Clarify. Thank you. >> Yeah, I received it in the fall and this is it for this school year. It's adding this school year's data into um the
projections from last year that we had in March that they did from last year. >> So, the numbers came in October 1st and then we and then they gave it to us in November. Is that right? We report to the state in o uh October 1st and then when Desi has the the the reporting um
for the state and each district then they start working on their reports. >> Okay. Thank you. >> All right. So, um the Lawrence school renovation updates. Um we are in the process of um uh building the school uh
building committee. Um last night the select board um uh appointed the town manager, the superintendent and the Lawrence um principal and they also um decided on their uh nominated uh select
board member which is Doug Brown will serve. Um on March 23rd, they will do uh the select board will do interviews with the community members that um have put in applications. They will also do additional uh appoint appointments u for
specific school uh positions and uh also um they'll do the appointments of the elected um school committee members from tonight. So that'll happen on the 23rd. At that point um I will also be adding um some additional people that are
nonregulatory requirements um but some additional like our IT director u making sure that they are from the very beginning. So, as we're building, we know um the future of what we what we want in the building um and having um a student student
representative of two um on the committee. So, we'll uh also be working on that. Um we are near completion of three submissions um the initial compliance certification, the maintenance and capital um planning and the educational
profile. So, thank you to all the team that's been working on that and ready to submit. Um, as you know, the article um was uh the language of the article was approved by MSBA um and it has gone through um your your approval uh the uh
finance committee and it is on the um ballot for um I shouldn't say ballot. I'm sorry it's not a ballot. It's on the the warm book for um town meeting to vote in April. And then um the other thing that we need to to think about is um voting on the Lawrence Gray
configuration. So, um, MSBA, u, we've had a conversation, uh, with them if we can decide relatively quickly, and I'm just throwing out there, uh, in the next 6 weeks or so, if we can make the
decision, um, we will, um, be able to submit that to them. If it goes too far along in this eligibility period, um then they will start this process over about studying both 567 and 678. Um they
will look at it through enrollment, through programs, through building design, um through the next um uh phase or so. Um so it would be an ongoing um it concerns me because we're talking time and money if if if we do that. I'm not trying to put any pressure on the
school committee to make that decision. I just wanted to let you know what we're kind of up against if we um do not make that decision. >> I'm sorry. Can I ask one quick? Uh when you say they will start the process of the study over, is that the MSBA studying those things or us?
>> Uh well, this the the school building committee will be uh responsible to start over in in doing the study. >> Have we studied it so far? And that's what the studying would they be duplicating? >> They would be duplicating what we've done since last September.
>> So the presentations that we've had since last September and the conversation is that >> conversations, community input um it will um it will mean looking at the programs again. Uh and um where the cost the the real cost could come in is that
the designer um would be presenting two two designs if it was a 567 or if it was a 678. So that would take take time and um money and there would be cost involved in that if um if we get to it if we that's what happens. So um I would
say that if if you know we can if we maybe could make that decision within I would say Paul you would agree. I mean I'm thinking 6 weeks maybe eight. I'm thinking got to get that before they start um looking at the enrollment pieces. So,
okay. And then just um some fun things, some events that are coming up. All bands night tomorrow night at Felmouth High School um at 7. All coral night uh next Wednesday night at Lawrence at 7. Um both are really exciting and very special and unique um to this district.
Um so they're wonderful events. Um at all bands and all coral, it is Morris Pond Lawrence and the high school coming together. Um and it's um it's really it's really nice. Um the art and literature uh students uh uh have their work on display at CO coffee copy
obsession beginning tomorrow through April 30th and we're going to have a reception on March 25th at 5:30 if you can come but if not just go see all of our students artwork and and such um copy of sessions very cool Lawrence Unified basketball home game the only
home game we have this year on the schedule that I saw is th u this Thursday at 3:30 they're pretty special and So, it's good to see. Um, Lawrence Art Show is next Thursday at 5:00. Uh, AC capella festival at Bound with High Schools March 27th at 7:00 and the
Lawrence School play into the woods is on March 28th at 2 and 7. And the FA G FE gala is on Saturday, March 21st, which is also very fabulous. So anyway, just some things coming up and um I'll
can send these out in the email to you after, but just wanted to everyone to hear it in case anyone wants to uh >> Can I just ask what the time was on the inside podium? I wanted >> 3:30. >> Thank you. >> Okay. >> And did I Oh, yeah. Okay. Go ahead. Yes.
I'm sorry. Yep. >> I had just a question about the playground capital planning and it might be going to Paul. April 8th, the applications go in for the November town meeting. When does CPC approve those?
I believe it's August that they approve the and then it goes on to warrant for the November meeting. I have a follow-up question if I could. Um there's no CPC for the most part if it
gets through the application process town meeting is a pretty good success rate of it going through. Is there a way financially to float that money before the town meeting? And the only reason why I'm saying it, Paul, is cuz you're
the smartest financial mind I know. And and I've seen your colorful budgets you do. They're very colorful and nice. At the end, like, you know, it's like now it's like, oh, we have so much money left. So, or or conversely, if there's a
vendor that would do like a net 120, which is unheard of, but something to that effect. So, it's an understandable question. Um, the the flexibility of a bud budget is different from the
flexibility or lack of flexibility on a capital uh request. So if if you're dealing with the capital request, and this is definitely capital request, it's 388,000 uh for example, you cannot
spend the money until you have the appropriations. So in other words, you can't start a project in August or July now and start building up the cost and then if CPC
would come in and approve it. And now Tom meeting approves it. You can't now submit those invoices to uh Tom it's against it's against appropriation rules to do that.
Common sense you want some flexibility that you can't do it. It just um they won't allow you to do that. And that's not a a local restriction. That's a municipal restriction across the state. So, you can't you can't switch something
from the budget to a capital fund um later on. >> I have one more follow question. I'm sorry, Terry. Um and again, Paul, is there any I don't know this is there any flexibility in capital improvement projects that could be shifted to CPC grants?
>> No. No. Again, the only way you can uh take from XYZ project >> to do that, you need to go back to town meeting. Uh so let's say you had a a a project for doors. >> Yeah. >> And 50,000 was remaining in that project
that you could go back to the town in November or April and have them reallocate that. You can't reallocation of free cash. Thank you, Paul. Yeah. Can I Yes. We have time for one more quick just a fact
uh question for um when is the you had said if we have a duplication of plans for the MSBA for both grade configurations around when do you think that process would start the uh engineering or I forget the term you used >> the design process um so that's what the
um article for um April will be and then that that process starting July 1. The school building committee will probably start before that and the enrollment process with MSBA is going to start soon and they're going to want to know before
they start that. They're they will do they're going to be doing another um study uh with with full enrollment >> with the new enrollment we just got. >> No, not with this, but I I pointed to because this is an enrollment study. There's going to be a enrollment study
from MSBA. >> Okay. And soon >> soon meaning um like I don't know I mean >> so technically this period the eligibility period we have to deliver the enrollment study the capital
maintenance uh study and the educational plan um along with a couple other points but those are the three major work that has to be done in this period once that's been submitted and come through
their process then they invite you into the next period which is the feasibility stuff phases they're phases they're phases not phases >> so they have to their board meets the MSBA board meets and then formally in
invites you into the feasibility study and that's uh where that design work and all goes on if we have these decisions done early. We're not spending the money
to have others come in and study that for us as in the architects and so on in >> which would be required under the feasibility. >> Thank you. >> So I'm going to ask myself permission to
enlarge what Katrina began and and you gave us a timeline spreadsheet a few months back. >> Yes. If that's the same as you're talking now, um would you mind resending it to us? And if there are updates on
it, dates that have changed since that one was what about four months ago. >> If you could send that to all of us. >> Um >> it would be good to have like a a more concrete picture. It's still I imagine some people it's fuzzy in there.
>> Okay. I just Yeah. I I just want to point out that that the the timelines that they um established are the deadlines. So, as I said, there are three documents that we're ready to submit, we are ahead of schedule because we've been, you know, we've been working
on them. Um the same as like the enrollment can't go past um August, but they know that we're probably going to be ready to start in May or June, right? You know what I'm saying? So we're kind of ahead on we're ahead on the going to
the the town on the the capital piece. >> That's right. >> So they've approved. So they they So just I'm just saying if you're looking at the timelines, those are the further the max. Thank you. I like the maximum of those. >> We did we did talk about um several
months ago about shortening that time frame, >> right? >> That we did accelerate. >> Yeah. >> Yep. So just to expand what Katrina had asked. Okay, that's a first Katrina, right? >> Okay.
Okie do. So, rolling along. We lost our um time on this, but what am I going to say? I'm sorry. >> Um the next item on the agenda is um public hearing of school choice seats. >> You have you got to read the hearing.
>> Yes, >> there's a hearing. >> Okay. Um the hearing the hearing. Okay. Um a motion second and vote is required on ask if anyone in the audience wishes to make a com. All
right. So may I have a motion and a second to open the hearing? >> Make a motion that we open the public hearing on school choice. >> Okay. And so everyone votes. >> Yes. >> Yes. Keith Cohen. Yes. >> Augusta. Yes.
>> Yes. >> Yes. >> And Maderas. Yes. Okay. Now, um, is there anyone in the audience who would like to make a public comment on this subject? >> Okay. No public comments. >> I'll make a motion that we close the
public hearing on school choice. >> Okay. >> Do we make comments or is that not >> um >> Yeah. >> Yeah. You can you can comment. >> Yeah. >> Oh, okay. Usually we do that before, but I didn't know that you had a question.
I'm sorry. >> Oh, well, um I had asked for a breakdown of um of what where kids were coming from and where they were going to and we got something from Dr. doer, but then I found a little more on the Desi website and I guess I was wondering um it might
be well it would be helpful for me and I don't know if this feels in our purview um and it would be helpful for me to know when it says like this past year we got um 94 students from Bourne for
example or 45 from MASHP MASHP is east of us and I guess I'm wondering if all of those students are above elementary grades or if they are not and if they're not why is East Balmouth's um number of incoming school choice students so low
because we do have students a lot of students coming from towns east of us um which would naturally seem unless they're unless they're in middle school or high school it would seem like we could have them going into East Balmouth and maybe boost East Balmouth's numbers but most of them seem to be going to
North Falmouth which makes sense because that's across the bridge people don't want to go to Bourne if they're in cicas or katamit. Um I'm just wondering if there's any way you can break this down by grade for us. I'm looking at Sharon because she
actually she she's the lead on all the work of um school choice. So I'm just looking to see if she can break it down that way, which I'm sure she can. Not not tonight. We will send it to you. Yeah. >> And I know you asked for something else, but she just got back. >> No, that's fine. I know she's been on
the I did not know Sharon was the >> Yeah, she's the lead on the Yeah. >> Okay. >> I just don't I don't think that the decision of where to put >> school choice students, which is dependent upon class sizes and the
number of teachers in those buildings, is part of our dis I don't think it is in our purview. I think our purview ends at how many seats are we going to open up, which is what we're hearing tonight. So, I appreciate the willingness to
provide that information, but I think it is beyond our purview and I also think that this conversation is probably beyond the public hearing scope. >> Okay. Are there any other comments?
>> Okay. So, um I'd like to take a motion to close the school choice public hearing then. I make a motion we close the public hearing on school choice. >> All right. Roll call vote. Let's start with this side. >> Lob. Yes. >> Augusta. Yes. Yes.
>> Yes. >> Yes. >> Susie. Yes. >> And Maduras. Yes. Okay. All right. Next item on the agenda is a review of the desk uh a review of Desi districtwide
data. So Sonia and I are um co-presenting. So we're going to set together since we're going to play off each other here. Okay. So um just to start tonight we are providing a snapshot of a variety of
data points to highlight our district performance. the collection of data points over time tells a better representation of our district than any one data point. So I'm going to start with the accountability um districtwide. Um I will tell you that our achievement
scores are not yet at the 2019 level of performance and this has been the benchmark that uh Desi has set. Um the state uh is still in recovery and has not met that um the 2019 um data points as well. In 2024, we were close to our
2022 performance, which was closer to our 2019 performance. Um, but we are still not at the 2019 uh performance. Uh, and in 2025, we were lower than 2024. Um, building off of that and starting to
deepen the look at the data, um, focusing in on our multilingual students and their access data. Um we are fortunate that over the past few years we've seen a significant growth in students on progress to being proficient in six years. We went from 30% looking
at the aggregate of our multilingual learners who are enrolled in the district two years ago to 50% a year ago to 55% this past year. And then we conducted slightly interrupted by a little bit of snow. We recently conducted our access test and we anticipate having the scores
by May of this year to set the stage for where we're going moving ahead. And then growth highlights combined with what we look at when we're looking at um achievement. We continuously see our students rated as moderate growth. So they're continuing to make incremental
progress year-over-year. The growth is closer to their 2019 levels when we're making that comparison. And then um that's echoed across the measures uh that we will continue to speak about as we dig further into. >> All right. So a little bit about MCAST
and this um uh presentation was given in the fall with this outperforming the state in all but one grade in each of the two um tested subjects. So in ELA we uh we were at or outperforming the state except for grade seven and in math at or
outperforming the state um except for grade 10. at grade um the state is likely to move away from MCCAST to end the uh course assessments. When looking at the aggregate grade um 3 to 8 uh
subgroup um found um uh students with disappear uh dis students with disabilities appears three percentage points below the state performance. But there's another story here that I want to share um that highlights um the progress. So more students with disabilities in grade six met
expectations. It was uh over the last three years we've increased by five percentage points. In fourth grade um we uh our students with disabilities uh grew four four percentage points in one year. In grade three 2% of the students
with disabilities exceeded expectations. Um this has not happened in the previous three years of any test uh administration. And additionally, 15% of our students with disabilities met expectations and it was an improvement over the past um three years as well.
A strong indication of the work at the high school um and I'll give one example. Um the work that's been aligning the common assessments and the instruction to our priority standards is 10th grade geometry in circles. Um they increase by five points. uh linear
quadratic uh exponential models increased by six points. Solving equations and inequity um inequalities by 16 points and similarity in terms of transformations by 14 points just as a snapshot across the grades um
to share um some of the highlights. Um, I also want to say that if any parents have any questions about their accountability data um or their child MCCAST uh results um they can contact um their school principal or Dr. Tyer.
>> Okay. Thank you. Um continuing on in November following the MCAST presentation, we had welcomed Dr. Castio, our elementary literacy manager, and Karen Carson, our elementary STEM department head, and they reported out on our benchmark data. So, this is also just by way of tying it all together
with a couple of reminders. Um, we use MCL class as our foundational literacy for kindergarten through grade two as our benchmark screener and it also captures our dyslexia screener as we're required to administer. And our kindergarten students had a an overall composite or aggregate score that showed
a 30% increase in the students at or above benchmark. um grade one composite scores a 22% increase noting that they started started with a higher percentage of students um closer to that level simply because they had already had their kindergarten year of instruction
following grade 2 also saw gains and grade three um 16% increase we shift in ELA to I ready for grades four through six that's the same platform they use for math um students are performing um
ahead of the national pre209 so precoid um so it's comparing them to their peers not only in the commonwealth but across the country and we saw similar gains in um the math domains and if you remember at the end of that presentation Karen shared with you the quadrants and she
showed that all of our grade levels are in the um high growth high performance quadrant uh and there was no exception there okay so um moving to AP AP honor role. Um as we had mentioned before um when it
uh the inception of the AP honor role in 2023, we have been named to the honor each year. In 2025, um we uh reached in the um college college culture. We reached the silver level. Um you have to
be at the 40% or more of graduating cohort. Took at least one AP exam during high school and we had 60%. Okay. Um, in college credit, we reached gold. Um, you have to have 25% or more of the graduating cohort score three or higher
on at least one AP uh exam during high school. And we met that at 43%. And this one's a little harder. This is college optimization. We reached bronze. Um, in order to reach bronze, you have to have 2% or more of the graduating
cohort take five or more AP exams during high school. at least one of those exams were taken in 9th or 10th grade. So the students are spreading their AP experience across grades. Um so we we met we met the bronze five AP courses um
is a lot. I just want to commend our students that um that are taking AP courses. Um just a little bit more around AP. Um we have 22 AP courses that we offer. Uh that includes three independent studies. uh English 11 and 12 90%
um uh were taking the exam and 80% uh got their credit uh eligibility. Uh in AP uh human geography 89 students were enrolled the highest course enrolled 78%
took the um the exam and 69% got their uh credit eligibility. AP art 55% submitted the portfolio. uh this is quite comprehensive. I've been into to see the students how they do this. It's a portfolio. 100% of our
students in AP art um received credit. Um AP biology 94% took the exam. 88% um received their uh credit uh credit eligibility and 190 clippers completed
395 AP exams. um over the fi last five years that has more than doubled. >> So following on that one of our accountability measures is students access to accelerated coursework. So in the accountability uh measure that means
that students in grades 11 or 12 have to take an at least one AP or one dual enrollment course. And you can see that our growth in AP enrollment is largely fulfilling that. Um but also um we have students taking dual enrollment and we continue to look at options there as
well especially aligned to our CTE pathways. So uh in 2025 we saw an increase. So we were at 76% of our students had met that requirement of accessing accelerated coursework. So just to kind of give you a a glimpse of
how that impacts different student groups. So, in one year's time, we saw an 8% increase in students with high needs accessing advanced coursework. Um, we saw a 9% gain in low-income students accessing that coursework. We saw 21%
gain in students who identify as black or African-American accessing that coursework. And we moved from 6% to 39% of our multilingual students accessing advanced coursework. So, we're really proud of um the opportunity students are
taking um and so with that we've seen over 5 years a 14.9% increase. We 5 years ago just under 63% and now we're reaching at 78%.
And outpacing the Commonwealth by about 10%. Okay, a little bit about our honor societies. Um we have eight honor societies. Um we have 35 members of the National Honor Society, 81 members of the math, uh 32 members of science, 76
members of art, 23 members of music, and 64 u members of world language. Graduation uh over the last three years uh we have um the overall uh three-year average of students graduating with at
least one national honor society is 43%. >> Career technical education. So, from uh students completing one of our pathways, we're at about 38% of our students currently enrolled across the different pathways we offer, which include carpentry and construction, culinary,
nothing better than starting your day in the Clipper Cafe with a nice hot cup of coffee, um early education care, which is the preschool program, business marketing, uh multimedia and broadcast production. um programming and web development and then uh with our new addition this year
with our certified medical assisting which is getting ready to launch its second co actually just recently launched its second cohort we're in second semester all of which are also having students um earn their technical skill attainment uh ranging from OSHA to um their early education and care so
they actually graduate with lensure from the preschool to move directly into industry and then um servesy Okay. Uh so seal of bi literacy um in the past three years 15 to 20% of our students earn a seal by literacy. Um this is no easy feat and so we're very
proud uh we've really um encouraged students um to to be involved. In 2025 we had 58 students earn the seal uh with four students earn the seal with distinction. Uh so um we had uh yeah I
said between 15 20% every year. It's kind of it's kind of cool. I'm just gonna give this little piece of data. Um so we had 21 students and these are our juniors and seniors. 21 students in Spanish, four in French, six in Latin, 25 in Portuguese, one in Mandarin, and
one in erdo. >> What was the last name for >> Okay. Sorry. >> No, it's great. We're getting ready to start this year's tests. Um, so then the SAT. So, even though our students have access to the SAT uh at least twice a
year at Felmouth High School as a testing center, but once a month across different testing centers, we only get a school um summer report once a year in the fall. And so when we looked at our uh mean score relative to the nation um
and making comparison our score is 77 points above the nation in the overall score. In reading and writing it is 49 points above uh the national mean score and then in mathematics it runs about 28 points above the above the national.
Back to accountability piece is the access to art and access to computer science. um for three years now we have more students accessing the arts by six to 7% over the state uh average and we have um in digital literacy and computer
science uh we are 30 to 38% higher than the state level >> and so following on that and sort of tying it all together um when we look at our high school students and the journey they have across they look at the students who complete mass core which is a prescribed course of study in order
for students to earn their diploma And so we have increased uh we're at 80% for last year's graduation cohort. We're right about at the state level. Um and so that's monitoring the number of lab sciences, how many English classes, access to the arts. It sort of ties it
all together and looks at it just in the high school um years. Um and then just kind of following that while we're talking about high school. Um over the past 5 years we've seen um significant effort and a significant change in our dropout rate. We've moved
from 2.3% to 1%. And the amazing effort it takes to make just a a 2% change in your dropout rate is incredible, but 1.3% in 5 years is phenomenal. Um and we are a
full percent below the state average and we're holding in a 1% 1 to 1.5 rate forward three years. So looking at the graduation and the four four-year graduation rate um we are um we we are steady and comparable to
the state in around 88 to 89%. Um you just heard Sonia report that we have a 1% dropout. Um but I want to explain a little bit about how you can have a 1% dropout but a graduation rate of um around 88 89. Um the way the state
calculates the graduation rate um uh does not account for students um moving in and out of district. So uh in essence when the cohort is uh formed from Desi and who's in ninth grade. So, as an example, we've had uh a number of
students move into the district in 10th grade from Upper Cape Tech, from um Sturgis, from from uh Fmouth Academy. These students when they come in in 10th grade are not part of our that graduation cohort. Um they are still the
cohort of the the schools. The same as if students leave us after 9th grade, they're still a part of our cohort no matter where they are or if they graduate or what school. So that's why you will often hear us talk about how many students are graduating each year.
Um because I think a couple years ago I told you we had 100% of our our seniors graduate. And to me that's what they're they're walking across. It's much different than the actual um graduation rate. It's the same cohort in 9th grade that went clear through our schools in
four four years and then graduated. So we um every year um we almost every student gets to walk across that stage. um there's always one or two that we have to continue to work um throughout the summer, but we um so that's why we like to say how many of our seniors are
actually graduating. And the national average of college going rate in 2022, which is the last report, although um some reports say that's been holding steady, is 62%. And our college going rate is between 78 and 80% over the last
three years. All of these outcomes to our students are really, you know, made possible by our phenomenal teaching staff. One of the, um, measures under accountability is teacher lensure. And so, um, and then
there's the high quality measure, uh, around lensure. So, 99.6% of our staff are reported as licensed, 93.5 um, in the subject they teach. And the reason why there's a discrepancy between that is because some of our teachers are
dually licensed and they have multiple roles and sometimes when you report to the state you can only report one of their licenses at a time. So that's where part of that discrepancy comes from. But we um we run ahead of the state in that and we've made uh a pretty significant investment in supporting our
staff and pursuing additional lensure beyond that. So continuing to make that investment. And one last data point I'd like to share. Um we had nearly 200 found high school athletes participate in l sports. Over 55% were on honor roll
or high honor roll. So as that as our last last data point I just hope that we were able to have a story read up in the district. >> Thank you. >> You take questions. >> Sure.
>> Okay. starting Kell. >> No, I I I didn't understand the college gradu or the high school graduation thing. I learned something new. So, you think I would have known that after all these years, but I didn't. >> Chris, um, no, I, you know, without
anything to look at for me, it's very difficult to have any kind of a meaningful discussion or ask any meaningful questions. So, I don't have anything. Sorry. >> Okay. too. >> Um I'm very happy to hear in regards to the the uh dropout rate and the graduation rates just um one generation
ago, probably around the time you were in school, Mike, um over 4% dropout rate. >> Um so that's fantastic. Um, and I'm glad to understand now in regards to
the importance of making note every year in regards to how many are coming back from Sturgis, Upper Cape or other schools after having been there, you know, for whatever one year or whatever, but coming back to our schools. Uh,
let's see what else. I guess that that's it in regards to um I know we have a chron a problem with chronic absenteeism. That's a family issue. But we have we not only found but all the schools on
the Cape have a problem with chronic absenteeism and that that is included in reports as well. >> So um thank you >> Linda. Um well, first of all, I'd like
to thank thank everyone for having this opportunity to have this discussion. I think this is probably the most important discussion that we could have and unfortunately we don't have a lot of time to do it, but I would like to um give Chair Mados
u my appreciation for pushing to get this on the agenda. So, thank you, Chair Mados. There are undeniably excellent wonderful things happening in um Felic public schools. Um
the most important charge that we have is answering the question of are our relative to other students are our children learning at the rate that they should be learning and um DESIE
provides the school accountability report which identifies where a school is doing well and where it needs to improve to ensure that all student needs are being met. So, it's a tool to use as a flashlight to look at what's and what
schools need more support. And we had a lot of data given to us. Um the accountability report, however, um out of 310 schools in Massachusetts,
um there's a there's a rating system and the lowest that I found was 23, the highest was 88 and ours was 27. And we're one of the nine lowest school districts in the
state. And that's painful for me um to, you know, bring up, but it's a fact. And I think that we as a school committee have to um really take our responsibility quite seriously in terms of
of what that data tells us. >> Okay. Thank you, Meliss. >> Thank you for this presentation. Uh, thank you for explaining the graduation rate when we had 100%. I know there were some questions surrounding it
um and clearing that up. Um, thank you a few years ago for making AP and honors classes available for the average kid and not just the kid that was a high flyer. Thank you for presenting the honors
rates, the classes, the um I know that they don't take their exams until May, but thank you for um pointing out all the good that we are doing. The dropout rate of 1% which is
down below the state average by did you say 1% or was it 1.4? Okay. So, thank you for pointing out all the good that we are doing, for pointing out the um college bound and not just the
collegebound because not every kid is bound for college and I think that that's also important to highlight and um I think that Found has done a great job uh embracing that with our CE programs
um and the dual enrollment that students can get when they graduate. Um I guess that's all for now other than thank you so much. I tr I truly appreciate you making the AP available a
few years ago. I feel like that was a real big turning point for this district and I remember that there was um you know people praising it and I don't really think that we understood the impact or at least some of us didn't quite understand the impact of it at that time but seeing it a few years out
seeing it in real time seeing it um with kids you know and seeing how proud they are of themselves and parents that are you know sharing in the community how proud they are of their children taking the AP exams being asked uh to
apply to the National Honor Society, whereas you know a few years ago perhaps some of these kids wouldn't have been eligible for that. Um it really makes me so incredibly proud of this district. So um thank you.
>> All right, I think I have three things. First, I want to echo what Mr. Lumping had said about some kind of a graphic. It's very difficult to follow this stuff. But that being said, you said here 195 kids did 395 or 397 AP
tests. I don't know what that chart looks like. Like some kids took five, some took one. >> Yes. >> But I like to visualize that. Now my next question. >> You can't do that. Like you know what
I'm saying? like just kind of see how many you know he says uh 2% of students took >> five AP classes right >> so then >> that's that's a lot >> but then of then of the 195 students
something the majority one >> three is actually pretty average um of the students that take AP classes taking three is um pretty pretty normal >> all right then my next question is with the MCCAST you said that 10th grade is going to end. It is the plan to roll
into the CTE testing to like you know is there other No, there's not. >> Okay. >> We're waiting for um so we've seen a draft of what the governor's graduation council is presenting which is shifting us towards um end of course assessments. So something
>> somewhere between the MCAST and finals, but they haven't made a their final sorry for the fun um position. So we're waiting to find out what those end of course assessments could look like. Okay. So, there's no discussion of CT certification to fulfill >> not to fulfill that requirement. But I
think there's definitely look uh more closely at the number of CTE certifications our students have as a as a measure of career readiness. >> So, in addition to but not for themselves. >> Okay. And then my last question and again I like to I'll see all like in
pictures like pictures but my last question is that you touched on the fourth and sixth grade and maybe the third grade IEP students and how they've increased and there's a lot of discussion on the AP classes.
Um, I guess my question is like just some clarity on like the the middle of the road group, if that makes sense. not not the IP students and not the uh the students in the AP classes
like the 45% of students who played sports who aren't on honorable like you know some more clarity on on those on that group and that's not really a question just you know >> do you mean can I ask can I just do you mean like how they're doing
>> yeah because so my point is that the the presentation as I'm listening It's talking about the AP students, the collegebound, the the high honor roles. Then there was a a part where Sonia was talking about the IEP students and how they've increased.
>> I guess my question is like the the body in the middle who's not on 504 and IP or whatnot and those not taking AP classes like can we clarify how those students are progressing or how they're doing if
that makes you know. So, not those two groups, the middle chunk. >> Yeah, >> I just a good follow-up question. I'll allow it. >> It's a great question. >> I'm just going to leave. Everybody's just taking care of everything on their own.
>> Awesome. >> Wow. >> Thank you. whether or not people like it. Um, I have graphics for you all. And, um, I did send these out by email and I did not receive any information whether or not to share these by
anybody, so I am bringing them to the group. Um, that was a lovely presentation. It mirrored some presentations we've had in the past. It was um, a granular detail, which is great. Um, and I'm very focused on the high school achievement, which is also
great. But I think what um what interests me about the accountability report is more the the long picture and where we stand in terms of our neighboring districts and how we as a district are comparing to each other. So
I don't if anybody wants to share this on the screen so it's not so tiny. Um I did email it so I don't have the password so I can't do that but um an internet password. >> Um anyway so what I did was I went through the accountability data since
2012 and this is just on the internet from Desi and I logged the numbers for each district around us. So there's Falmouth, Mashby, Sandwich, Bourne, Noset, Monoy, Barnstable, and Wearham. And that covers the co years. Um, and
with the exception of, um, who was it? There's one district that kind of stayed steady, and I'm losing them now, but any uh, with the exception of one district, um, everybody suffered during CO and everybody is either starting to come
back or is still slightly suffering. However, Falmouth is way down here at the bottom for our our neighborhood of districts. Um, so that's one thing to point out. And the other page, um, reason my hands are shaking is because I
know this is very unhappy time for a lot of people that I'm presenting this, but I feel like it's important. So when I looked at the data again from 2012 to 2025, this green line up here is one school, an elementary school, and this blue line
here, uh, I'm sorry, this yellow line down here at the bottom is another elementary school in our district. the dispar I'm not going to name any schools but the disparity hold it up >> is um is where I'm I'm looking at this from a point of view of within our
district why are the accountability reports over the last 2012 to 25 so consistently different this green line is way up here the entire time and this yellow line starts here and tails off
and in fact our high school tails off you know so when Can you talk about this granular data? >> Can we can I get a response please from the superintendent because I did email this? >> Okay. I'm going to um reiterate what she and Sonia alluded to in the beginning.
Um indivi individual questions of individual schools. Both Sonia and the principles have sent out letters to every all the elementary school parents and and us and everything to contact them about it. So,
>> but we are not as a school committee member, I am not allowed to contact any staff member of my own valition to ask them to provide me with data. That's not something that we are permitted to do. >> That's correct. >> So, it has to go through the superintendent. >> We're also not permitted to revisit
decisions that have already been made. When did we make this decision? >> Well, okay. It's it's pretty simple. Those charts and everything are very complicated. you can see how um how much time it took to break down
the information that we got in 15 minutes. >> Okay. >> Um so >> can we just stay with the second page then because that is that is not school by school. I'm sorry Terry, but this is this is the reason that these accountability reports are upsetting to me and they should probably be upsetting
to everybody because the great things that are happening are not necessarily reflected in this overall trend. And so if the superintendent would be so kind as to give some response to this graph.
>> Katrina, I I um appreciate where you're going with this, but we gave a presentation that we started. I was not prepared for you to be um ask passing out and ask I I don't even have the information. >> I emailed it to everybody. Well, two days ago, >> you may have, but it's not a part of our presentation. So, in all due respect,
um, you know, I will defer to the chair if, uh, at another time we're going to discuss it or not discuss it, but to the other point, the decision had already been made not to, so I going to leave it at that. >> Um, yes, Margaret,
>> I'm concerned we might be moving into violating open meeting laws. So, I hope that we would end this discussion on that that point. Um, and are you done? So I can ask my questions. Okay. Thank you. No, I just wanted to didn't want to take your time.
>> Oh, my turn has been ended. So you may take your time. >> Sorry. Okay. Um, first of all, I want to piggy back on what Mela said. I remember a couple years back when you in fact talked about making sure that a lot of students had access to AP courses. And I think there
really needs to be a congratulations in terms of how that initiative has been so successful. Um I'd also like to u ask when you talked about I believe the IP students and how they have exceeded expectations. Um I'm wondering if you might address
what that is future or how come that has happened. I mean just in general I'm not asking for details in terms of my role but if if students have ex exceeded then there must be some initiatives that have been put in place and that's what I'm asking about.
>> Okay. Um I don't and maybe I'm not putting any I'm not putting anybody on the spot because I don't know who they were or what's going to start with one thing that that uh >> so all all students are general education students. >> So nobody's an IEP student or a 504
student. All students are general education students and a support they might have might be an accommodation plan or an IEP with specific goals or accommodations or maybe they need a modified curriculum. So I just I just wanted to say that first cuz for me it
just it's it's hard to hear like you wouldn't want to be. That's right. I apologize for saying >> and it's not just it's just like a it's a common thing that people say. So I >> I just wonder how come there was an exceeding because I was wondering in general there must be some general support that has been given more than
the indiv because I >> so I would I would just say that in my review of most of the data the the students who may be on some type of um accommodation plan or have an IEP who would be achieving in the exceeding
perhaps their supports may their So the the areas where they need support um are different maybe than students who might be uh have support and need have like a learning disability in reading,
writing or math. So, you could have um a support plan because you have um I'm just trying to explain like there could be other other reasons that the students may um have that type of plan and it doesn't necessarily impact their
uh academic achievement >> makes sense at all. And along with that, right, we've changed our curriculum, we've changed our pedigogy, we've changed how we approach student service and intervention. Um, so all of those things combined, but I think even
just following through on that, when we're talking in one context about students MCCAST scores as recently as a grade 10 cohort and then the following year seeing nearly 70% of them participate in dual enrollment or advanced placement, we can see like the
students are being lifted up and supported to grow. And that the other part that the high school data tells us as we look at our practices is that regardless of where students start on their journey, they're in a place where they are able to access increasingly
rigorous opportunities and meet with success. So you may have one measure that is uh the end has once a year followed by the benchmarks that are three times a year that allow us to continuously change our instruction, change our system of support in response
to the student individually or in small groups such that as they continue on in their education, they can access the honors and then the AP and then the dual enrollment and move on to whether it's college or career, they're continuously
supported and that's all articulated. for students. >> Okay. And I think this is sort of my last comment. Um I certainly listened to the presentations about uh implementing the math program um implementing the the reading program and and maybe I'm
assuming wrong that those were implemented out of concern to make sure that our students all of our students are doing well. Um and I think it's I'm grateful to hear the different data points that have been presented. Um and
what may be helpful is if um at some point it could be unpacked how complicated despoints are so they could be better understood so that it would be um seen as um
minimizing the quality of education that our students are receiving. If you that could happen at some point, I'd be grateful. >> Do that. >> Okay. >> Oh, can are we going around again? >> Yeah, but I haven't got >> Oh, I'm sorry. I'm so sorry. >> I mean, >> I'm so sorry.
>> That's okay. Um, it's disconcerting though, this report. Um, and it's confusing, but it's disconcerting um, in so many regards. Um, especially if you put it next to the Kate districts. So maybe next year when we get one at the
beginning of the year, we can tackle some things and trends, not schools, I mean trends and you know are what trend are we going to work on this year to um and not try to explain the
whole thing in a school committee meeting. It's impossible to do that. Absolutely. That's why I keep saying if you want in-depth things, you should really talk to Sonia or the principles who can break down things. um school, you know, by their school and each school like that. But if we could have a
handle on, you know, tackling something in there because there is something in there that is not it skew. It's the word I keep saying. I hope that's the right word to look at some of these some of these figures and
what skews found figures. Um because if you look at the other data which is those national honor societies and those things that's another good indication of our district. So some maybe next year when the new one comes out we can tackle
a part and break down a part of it. So we'll never understand all of it. It's just very I suppose even if you work I bet the people that work at Destiny don't even understand it you know anything. Okay. So that was my comment and we'll go back um to we ended we just
ended with Margaret so I hate so we'll start over here. Any any follow-ups? >> Um yeah I think for me you know I appreciate hearing you know kind of all the successes in the district and what's you know what's what's going well. And I think for me I would like to you know
cuz I took a quick look at this too and it would be nice to have an understanding of all the data just looking at everything and see exactly where we are because it's it's just data. So you know I feel like as part of our purview it is to make sure that our
students you know when they leave our system they're competing with students from every other district here. So to see how they compare with those students on some kind of level that looks at each school fairly and and equitably. And
then you know the other part of it for me too is we have four elementary schools. You know and I'm not sure if that blurs the lines between what's in our purview and what's under the administration but also looking to make sure that our elementary schools are all performing equitably as well. So, you
know, I feel like the more information and the more data that we can look at together as a district and to really get down to the nuts and bolts into, you know, what needs to be changed if anything to kind of tackle those. Uh, you know, I feel like at the high level
that's kind of our purview and then at the lower level that the administration kind of carried that out. But that's kind of where I'm Thank you. Okay. So >> um I agree in regards to we need information in layman's terms if
possible in regards to the criteria um that desi designates um and their formulas etc and how they make determinations on things um so in the future perhaps something like
that to help us understand um just as an example what he's found with getting the award board recently that shows that there's a complex formula there. So, um, thank you.
>> Um, couple of points. First of all, this is public data and so it's rather disturbing to hear that there's such a a reluctance to talk about it. I mean, it's it's data from the state. We should
be embracing it. We should be talking about it. We are the our charge. Um you know, yes, we spend time on talking about buildings. We spend time on talking about steel cows and composting
and and other things which are important, but there's nothing more important than than are the students of Felmouth learning particularly compared to other districts. And um
you know if if the school committee is is unwilling to take that on um or reluctant to take that on I I I mean I don't even know what to say at this point. It's it's our responsibility to do that and I it's
really disappointing that um that there is such a reluctance to do that. Yes, thank you. Mike, >> can echo my previous statement and I'm going to echo what else Chris said. Um, yeah, equit equitability
at the all school level, but also I still need to see stuff more like laid out while we're talking, but that's it. Katrina, >> um when when you said said earlier, Terry, that um we would never be able to understand it in a meeting, I would
reiterate what I said, I think at our last meeting, that the MASHP superintendent went through this data with her school committee and laid it all out in a meeting. So, that is possible. Um the equity issue that Chris and Mike have mentioned is where I was
going with that. And um the the only number that I looked at here in these charts are is that that one number that shows how you are improving against yourself. So it's your accountability to yourself, your own goals.
So yes, the report is complicated. There is a lot in there, but I was looking at one number. It is the cumulative number and you can track it over time. That's all I looked at. It's not that complicated. Yeah, I I'm a little um uncomfortable
with the notion that anyone on this committee is not interested in what students are learning and I really feel that that's an indictment of all of us and I certainly am very interested in what students are learning. Um my concern is and I want to be very clear
about it. Desi has one report that is one data report. I am interested in clarity in terms of how they arrive at those decisions because it seems to be the one data point that is being used
right now to uh indicate that some of us aren't interested in other students learning. I mean, I I I think I've been at schools, I've listened, I've been in classrooms. Um, and yes, we need to understand that, but we need to
understand that there are other data points. And I believe our role and I think I really really think that this is important and certainly took me years to figure this out is in terms of my role as a as a school committee member is I'm
responsible to to look at what's the problem and to find out how that problem is being addressed not detailing um not nitpicking and not limiting. And so I really think that finding our lane and staying in our lane is really important.
And I want everyone here to know that I care painfully what every student is learning and I care painfully and find it objectionable that anyone would say that is not true of any of us sitting on that on that school. I have one more
thing to say and it was something was said to me because I've done said I listen to a lot of people. I listen to everyone here, but I also listen to a lot of other people. And someone said to me that when our students go to college, they in fact
their colleagues have a terrible time with writing skills and our students go, "What's the problem?" Because our students are so well trained in writing when they get out of our schools. And I want to remind other people and we
talked about no longer having MCCAST that in fact when that was a discussion I believe Allan brought us I think it was Dr. Harris who brought us information about the criteria that we have that was actually more stringent than anything on cap mess and I think
these are the kind of data points that we have to look at in a larger frame. Thank you. Okay. All right. Thank you very much, >> Terry. >> No, I said, but I want to say no. Thank
you. I know. I do get I hope it's not Alzheimer's. >> That's a nice sweater, Terry. >> Thanks. >> It's a nice sweater. >> You That's cuz you want to ask four questions. >> No, no. Time to sit down.
>> Thank you, Mike. >> Okay. All right. So um this uh agenda was carried over from the blizzard meeting. Um so
we should have taken out the update from Henry. So that's no reason other than it was part of that meeting and was not excuse. Next we will hear from Sandy. >> All right. Thank you. So um I just wanted to highlight a few areas from
student services. Uh to begin with, you may all know that we have some affiliation agreements across the Cape. One of which is with the Cape Cod Community College. Um specifically the nursing program, which um has actually tripled in size over the past couple of
years. So this year, our school nurses are currently providing approximately 38 nursing students the opportunity to observe the school nurse in their role um this semester. So that's pretty a pretty great opportunity. um for the
students of course and um I really appreciate our school nurses, you know, taking the time to do that um and provide the students with that opportunity so that they can see what it's like to be um in the role of the school nurse. Uh preschool applications are currently
available, which I'm sure you're all aware. Um we're excited to continue to offer the full day and half day programs tuition free. Um we've had um also this uh most recently we've started um developing a uh leadership group to look
at some new curriculum for preschool. So we're in the early stages. Um we've identified four different programs right now to consider and we have uh a team of um some preschool educators, kindergarten um teachers and some of our
um instructional leaders so that we can look at that vertical alignment. So, we want to make sure that that preschool curriculum will support that transition when the students get to um kindergarten. So, it doesn't seem like they're learning a whole new uh language, you know, for their um ELA and
math. So, that's pretty exciting. More to come on that. Um while I'm still thinking about preschool, we have some uh parenting workshops this year for our preschool families. So, there are three workshops. One of which though is during the snow time. So, that one got cancelled. That was about potty
training. Um we have some of our um community partners are helping. So Sarah Hines will be doing a presentation on March 23rd, how to create family reading time that builds stronger family bonds. So that's open and it's free for our preschool families that will be at the
East Found School. And then in April, we have one that our um one of our occupational therapists will be presenting, essential sensory motor skills. Every preschool parent should know. So that's um those are coming up. And then I
wanted to highlight last year we had our first uh school bash and we're planning another one again this year. It was very positive. So you can do a save the date for April 21st at 4:30. Um that would be at the rec center again. We found that
it was um extremely popular last year and we were trying to think about how we could sort of augment and take advantage of all of the um participation we had. So we really looked at the things that were um wellreceived and we had a lot of
free items and uhformational tables. And what we what we're going to try to do this year, we haven't solidified it yet, is to be able to offer some short workshops for families. So, we're going to try to organize perhaps a little child care so that they could go to the
um presentations like we had in the downstairs of the um rec center and then upstairs could have some short workshops for like 20 minutes. So, we're we're looking into that right now and >> yeah, >> August 21st
April >> August 21st hearing. >> No, that was my favorite. Yes. >> Yep. Um and then um we're planning for our extended school year program for
students. So we've hired uh Jackie Meyer. She's a teacher at the North Balmouth school. She'll be our coordinator for the program this year. So all those uh job postings are up and we'll be hiring and getting ready. We have that program at the um High School.
>> Has any questions? Okay, I think it's time to start in the middle with questions, right? Melissa, I know you give me those eyes when I start with you, but >> no. Okay, Patrina.
>> No, thank you for saying August. I also >> Margaret. >> Yeah, thank you. And also, uh I I probably should give a report about the community diversity group and um I encourage them to participate in your batch. >> Oh, good. Excellent. and they are all
excited about doing it. >> Okay. >> I think we should participate in the bash as well. You and I went last year. >> We were. Yeah. >> We were not a very popular table, but I still think we should do it. >> We will be there this year. >> We didn't have any that good. Um but I
my question is actually about the parenting workshops cuz I know we've I have remembered hearing about like the sped workshops for um CPAC, but is this new? This is new. I don't think they've done the parenting workshops in a few years and they've identified some areas
where I think uh families are looking for more support. So the the first one was actually around um some potty training schedules and not a one-sizefits-all and because we are noticing that more uh preschoolers coming to school and the families are
having difficulty with the with that end of things. So I think it's yes just kind of um listening to families thinking about what their needs are and providing some support. So it is new. It is they're free um we're able to use. We're
working with um Bethany Gay who has the um the community I know the initials uh the coordinated family community engagement grant. So that's that's how it's reported. >> Well, it sounds great. Thank you. I just Thank you.
Thank you. >> Thank you, Sandy. >> Yes. Thank you, Sandy. Okay. Um, next will be to act on the robotics team field trips in March 19 to 21st and in
April the 3rd to the 5th. >> So, move second. >> Okay. Discussion, Lori, or No, it's just the competitions again. Last year we talked about it. They were out on the road and they did great. Um, and they
are doing great. They had a new uh competition um charge uh in April. They're building their robot. Uh they this robot has a new name every year. I guess they're going to have a new name. Um >> they're voting. >> They're I was going to say we don't quite know yet um the name of this one, but um it's exciting. And they're
heading off for the um University of Rhode Island and WPI um for competition again. So, >> okay. So yes, my >> I just had one clarification question. The bus takes them back and forth every day. >> No, they are sailing hotels.
>> Okay. >> Oh, there >> it does say >> I think there are a couple dates that they come back and forth and then there's a handful of dates that they stay overnight for. >> I also have a bus question. >> Oh, I'm sorry. >> No, you go.
>> I think these are all over um with 14 students. Is that right? >> The students are listed. >> 14. Um, so what is a multi-purpose bus? I just didn't know what that term meant. Is it one of our special like a one of the smaller buses? >> Do we name our bus multi-purpose bus? So
you know what? >> Is it? >> Yeah. I mean the white the student and 14 passengers. >> Okay. Yeah. You had talked about you had talked about that shorter one and how it was. I just didn't know if that was a school. It's labeled on this. I just
found the public schools and you can have a different um to drive. >> Yes, I remember you talk about this and I just didn't know the name for it. Thank you. Can we make a comment? >> Can I make a suggestion to that? Perhaps we could name it. >> Yeah, >> so it wasn't just called the multi-purpose.
>> The kids name it. >> The kids name it. >> Sure. >> We'll do a competition with all the groups that use it. >> Okay. >> Yeah. All right. Um I I'm just into roll calls. Yeah.
>> Sure. Yes. Sorry. Yes. >> Lumping. Yes. >> Augusta. Yes. >> Yes. Let's keep >> Okay. Yes. So it's unanimous. Okay. Next up on the agenda is to act on um
choosing two members of our committee to be on the school building committee. So the first thing I would like to do is um just um
okay I'm would like to open nominations for I'll repeat we're going to choose two members. >> Is there any information additional information about it before I'm just wondering if we have any information about being on the building committee before people start the process.
>> Okay. Um Lori who's been in contact with them? >> Sure. So the the building um uh the school building committee um is a requirement of MSBA. Uh we are there's a regulations and and I talked about that before about who has you know who's
required to be on and at least one school committee member um we had talked before um having two school committee members on so um we'll nominate this is a multi-year um commitment um the you
know it goes through the beginning now clear through till um the the renovation of law school is completed like it is an entire beginning to end kind of committee. Um, and you'll be making uh
decisions as a committee on who the um OPM, the um architect, the the engineer, like it's those kind of decisions, but there'll be lots of um designs put in front of you. There'll be information that you'll have to discuss, make
decisions to keep keep moving along. That >> did that cover? Yeah, that I just think okay >> it's sort of an abstract concept because we've never in my time I've had to do this stuff. >> One thing that often individual committee member needs to helps is time
of days which we cannot say >> because that's the committee will >> have to turn the time of day >> once we get everyone together because I'm sure it's going to be >> probably follow. >> Yeah. Um, so it's not just it's actually
participating in the in the decision- making of the committee, not just being the liaison back to this. >> No, it is it is a voting member of the committee and there are, you know, and so all the decisions this this body is um in charge of that. Thank you. I just
wanted to >> but my understanding too it's come the school committee's decision. It's the school committee's decision that the representatives um use correct in voting.
>> No, there's no it's it's um so the required are the um select board member, a um the town manager, the superintendent, the principal of the building. Um it is someone that is um
knowledgeable the education piece. It is someone that is knowledgeable of the building maintenance. It is a business um person. It is um uh at least one school committee member and it is someone that uh has the authority to
build a school in this town. Um and then you're going to have some additional people. >> You know, that isn't my question. >> I'm sorry. >> I mean, maybe I didn't say it clearly. I thought that how the school committee directs the representatives how to vote though. No. Did I mistake?
>> That is not my understanding. by by law I think the um whoever you you put on this committee are they are making decisions in real time >> just to clarify that >> that's really helpful thank you >> yeah Glenda >> um we have to have one so is the second
person an alternate or is the second person a voting full voting member I'm asking through the chair >> yeah I I don't know I'm sorry >> so it's it's it's what you decide and you know I thought upon time we had um
decided we were putting two on and that is you know very helpful in case one can't be there at one meeting you always have a school committee rep on on the committee at all times um so that yes both would be full voting members >> okay um
>> it wouldn't throw off the percentages of all the other members >> no >> cuz the school committee is rep represented twice >> no it won't and the um the MSBA recognized izes the school committee may want to have more than one. So it's the requirements at least one but you can
have more. Um I did forget that um there are um three uh community members that are knowledgeable in engineering, architecture and or construction but has knowledge in that that body of work um will be selected as well and they're
voting members. >> Okay. Um, since all of our terms rotate every 3 years and it's not a guarantee that the person will be on the committee by the time the Lawrence renovation is finished, how is that handled? Do you reelect someone when their term is up
and you do this process again? >> We would and we just have to um inform MSBA anytime a u a member of the committee changes. And would that still be um this process where we nominate from within and then the select board
>> officially appoints and they have to officially appoint. >> Thank you. >> That must be pretty common place. Okay. That you know you have to re revisit the membership of school committee members.
Okay. All right. So, um, the chair will I I'm going to call on people to nominate and you please nominate yourself. There will be a time for making comments in between the nominations and the voting just to let everybody know. Okay. Um,
nominations do not need to be seconded, but it's okay if if they it's not out of order if they are seconded. Um, and members can accept or decline the nomination. Okay. So the first thing I will do then is open it up to nominations and please
feel free to nominate yourself and we'll go from there. So yes, >> I'd like to nominate myself, please. >> Okay, >> I would like to too, which is why I had so many questions. I want to make sure I knew what I was getting into. >> Okay, Katrina.
All right, Margaret. Anybody else? No. Okay. So, Sue, uh, Lori, will you list the names of people who nominated themselves? >> Yes. So, um, the nominees, uh, are Sue Augusta, Kelly Welch, Katrina Nevin, and
Margaret Susa. >> Okay. To be clear, there are no more nominate no more people, no more nominations. Okay. Before we begin the voting then and explanation of it, I invite each person to say something about why they would like to be on this
committee. So, um I've been starting over there a lot. So, Margaret. >> Oh. Um well, one of the there are many reasons why British. Um
and I, you know, fortunately I do not work full-time, so I really have the luxury of being available. And one of the commitments I've made since I've been on the school committee that I've really given up all of my other volunteer activities etc
because I've tried to f focus on school committee. I've gone to the conferences, I've gone to the institutes, I've listened carefully about school career members. Um I I' I've been very concerned and I've listened to all the all the people who are concerned about
uh what's happening um regarding the changes are being made. And I think it's important to remember that these the difficulty has been a 30-year difficulty and finally now it's being handed. And I I I think being part of that process um
I've I've taught for many years. Uh I I have been a chairperson and co-chairperson on my supporter boys. So I know about buildings and been involved in buildings. This is not new to me. Um and um
and um I'm if I'm supposed to give like um things I've done in the past, I I I don't know what to do about that. Um what I want to say is I would hope that everyone on this committee knows the strong commitment I have to the founder
school system and to everything about it. and anything I can do to contribute to enhance this school system is why I'm here and why I would like to be on the committee. Thank you. >> Okay, Katrina. >> Um, I really enjoyed going to the
building needs task force meetings. I appreciated the conversations that they had in those meetings. They were different. I mean, similar to these ones, but different. And I love there was um a wider array of voices to hear from. The idea of being on a committee
that is working um cooperatively and collaboratively from all angles of our community really speaks to me. Um and I think that would be a a rich and engaging community project to be part of. Um personally, my son will be in
fifth grade going into fifth grade in 2032 when the building would conceivably be opening and my daughter would be entering 8th grade that year. So the project is quite personal and um
something that I yeah again I just would love to be part of the broader community working on a school initiative. It's something that is um very very compelling to me and I would um really love the opportunity to participate.
>> Okay. Thank you. So hi. Um during my tenure as a member of the school committee, I previously served for 10 years as a member of the original school building needs committee. It was during that time that renovations and additions were planned for four of our schools. In fact, when I
was given the lifetime achievement award for the Massachusetts Association of School Committees, my involvement in those projects was cited. During my working career, I was involved with the following. As administrative assistant to the president of the oceanographic institution, I was charged
with note-taking and distribution of such to the directorate regarding briefing meetings with contractors and project managers during construction of the Clark Laboratory. I also was employed by the town of Mashby as secretary to their Mashby High School
building committee. My husband and I have served as general contractors for several homes we have built for ourselves and also for several speck homes. Please note that for previous school projects, school committee members were not appointed to the building committee. However, I served as
liaison between the building committee and the school committee. Just a little trivia about myself. I am a daughter of a general contractor that built over 200 homes and many large commercial projects in Fmouth. As a young person, I spent a
considerable amount of time working for his company. I'm married a Felmouth native that has completed 55 years in the construction industry and I have a son who works for a large contractor in Felmouth as a project manager. So as a result I have developed a
network of my own personal consultants if I'm not understanding something. As one who has had a lifetime of conversations, observations, and participation in construction, I feel I will be comfortable serving on the committee. As the meetings with architects, contractors, and project
managers will will be held during the working day, it is essential that members of the building committee be available then I am able to. Thanks. Well, Lord, I don't want to follow that. um
it's not even it's not even possible to call that. Um so I do think that um some of the pieces that I would bring to the the committee is that having some historical perspective over the you know
you just learn a lot about the district and about the buildings over the course of however many terms it's been now. Um so I do think that that will be particularly helpful. Uh I am not at all averse to um blueprints. We you know
we've dealt with that in our own home. So I'm familiar with that piece and um and I know that's going to be a big piece of the conversation. So um I'm not not nervous about that. I do look forward to working with a lot of people that I've worked with previously or know
um who have already been selected to participate in this in this committee. So that will be um that would be wonderful. And then the last piece I think is that you know my kids fairly recently left Lawrence. Um so I do think
that that is a helpful piece of the puzzle to be able to call on recent memory for what what that educational experience is like. Um leave it. >> Okay. So, I'm going to read from the
Robert's rules directions which I sent to you guys. Um, so now we have four people who have been nominated and the committee will vote for one person at a time and we'll start at one end and go to round and the votes will be be recorded. The person who meets majority
will win the first seat. If majority is not reached, the vote will take place again. Okay? And we'll continue the process until the first seat has a majority vote and then the second seat will use the same process. Yes, Mike.
>> Question for clarification. Are we able to speak while we're voting or not? >> No, we ran into that one time. >> We did. >> We did. Yeah. >> I have reasons, but I can't say it. That's fine. >> Okay. Um >> then third and then for the candidates
themselves we would vote for ourselves and then and then it's >> the rest of the body that votes right. >> Does that make sense? >> You can vote for whoever you want to question. You can vote for >> Okay. >> She can score.
>> Okay. So, uh Lori Lori's going to keep score. But are you good at math? Would somebody else back up? >> I got I got this, too. >> Okay. All right. All right. So, I guess we'll start with Kelly. >> I'll vote for myself.
>> That's you. >> Okay. I'll vote for Katrina. >> Myself? >> I'll vote for Susan. >> Margaret? >> Vote for myself? >> No, I'm Oh, I >> I don't usually vote um till everybody's
done. I'm sorry. I was just caught up in the the circle. So >> So, am I recording your vote or not? Yeah, you I already said >> recording it because here >> she said Margaret. >> I'm sorry. That's how I >> It's a vote for you. Okay, we're going
around. We're going to keep it's it's it's >> Melissa's turn. >> Sorry, Susan. >> Katrina. >> Um I vote for myself. >> I vote myself. >> We did not meet majority. Uh, Sue has three, Kelly has one, Katrina has three,
Margaret has two. >> Okay. So, do we start on the other end and do it again? >> Okay. >> Mhm. >> Wait, this is my question again. >> Can I I vote for another person on this round and then
that was what I was trying Oh, yes. You can vote for anyone you want. >> Okay, that's what I was trying to ask. Okay. I vote for Susan. Susan, >> Marissa, >> uh, Kelly. >> Okay. Margaret, >> Susan, >> myself, >> Susan,
>> that's five. I'll vote for Susan, too. >> Okay. Okay. So, Susan So, Susan has majority. Six votes. >> So, that's one seat. >> Okay. >> We're going to go again with Kelly, Katrina, and Margaret.
>> Okay. Okay. So, I guess we start in the middle. Um, Melissa, >> Kelly, >> myself, >> me. Um, this is going to be great. And myself.
Now, we're going to go around. >> Katrina, >> Kelly, >> Katrina, >> Margaret. >> So, um, we do now have a majority. Um, so we have Kelly at three, Katrina at four, and Margaret at two.
>> Okay. So, I guess we start again with Margaret >> or Yeah. >> I'm going to vote for myself. >> Myself. >> Uh, Kelly. >> Can you vote me? >> I usually wait till Katrina.
>> Kelly. >> Katrina. And I vote for myself again. So where does that leave us? >> She has a footage of Margaret. >> We are exactly where we were on the first round. >> Yeah.
>> Chair person the dearest. >> Yes. >> Is there a time for discussion now? because I feel like we're in a right is we're going to keep on voting the same way unless there is some reasoning behind why people are voting
the way they are. >> I mean, >> you know, I don't know if it's in Robert's rules about the discussion. Okay. >> But whatever you guys think would be fairest and clearest, I would recommend somebody speak up and
say it. >> I I have something to offer. Yeah. >> This is we're gonna >> Did you want to go first? I didn't. You offered this idea and I jumped. >> Yeah. Yeah. >> So, and I will just for a moment, Kelly, the only the reason that I I had these
two in mind before we even started voting was for experience and also someone with who has to live who's going to live with this and listening to community input. And that is why um I would choose Katrina in this round. >> Okay. Kelly.
>> Um, I'm going to withdraw my nomination in support of Margaret. >> Okay. Um, >> I'm allowed to talk. I'm allowed to talk, right? >> Yeah. Um, yeah, I know Margaret really
can do any any time of day um time frames for meetings. And I know she has done a lot of extra things. I think more than anybody on this committee since in the last couple of years. I think she has been more subcommittees.
Um so and I think she's in it for the long haul. So that's why I would um that's why I keep voting for Margaret. So >> well hopefully we'll make progress now. >> Okay. So now um I forget where we start.
>> Kelly. >> Margaret. >> Okay. Uh, Katrina, >> Margaret, >> Katrina, >> Margaret, >> Margaret, >> Katrina, >> myself, >> and we reached Vajari with Margaret and Katrina have four. >> Yeah.
>> So, the numbers all the time cuz I really wanted it. >> I'm so sorry. >> Okay. >> All righty. Good. Now that >> that could have been very complicated
and hairy and um thank you guys. Um >> but you very Yeah, that was well executed for something >> and I really appreciate you going through Roman rules and making it very clear. Thank you so much. >> Okay. All right. Lori helped me on that. So, um yeah, I just figured if people
saw it today earlier in the day. Okay. So, um the next thing is to um approve a slew of m of minutes. So Melissa, you're familiar with those minutes. Why don't you read them off then? >> And
I'm not allowed to suggest a second or but it could be the person next to you. >> Yeah. >> Okay. So I will make a motion and we're going to um do these individually instead. I know that we can do a blanket vote on all of them, but historically
we've done them individually and I would like to continue that if that's okay to the chair. That's fine. >> Okay. So, I'll make a motion to approve the minutes of February 10th, 2026. >> Okay. >> Let's do roll call because we're on a roll.
>> Wait, can I Sorry, cut it. The last line of this one's I had written down. It says motion carries with edit. And I think it just is copied from the beginning. At least that's what I saw on the computer. Motion carries with edit was at the end like the motion to
adjurnn. But >> page five. >> Yeah. Yeah. You got it. There you go. >> Oh, okay. >> Okay. >> So, with that edit, right? >> All right. >> Yes. >> Correct.
>> Roll. >> You want your right? Yes. >> Augusta. Yes. >> Yes. Yes. >> Yes. >> Yes. >> Susan and Madiraas. Yes. So, that's unanimous. >> I'll make a motion to approve the
minutes of September 16th, 2025. >> Second. >> Okay. Are there any edits or comments? >> Um, Susan Augusta's name has a missing A in the roll call vote in favor. I don't know if it matters too much, but it's in there.
Um, and then also it already says that Margaret Souza was absent at the top, so I didn't know if we needed to have it again in the vote. I do believe in with the new guidelines that that has to be done. That's why it's >> okay. >> Okay. So, we'll change we'll spell >> I'm sorry, one more. Terry mo Terry
Maduros opened the meeting is already after her Terry Maduros open the meeting. It seemed redundant. Do we need that second Terry Maduros open the meeting? >> Since we already heard Terry Maduras open the meeting? >> Maybe not. >> Yeah, I guess we can scratch that out. You get that, Sharon?
>> Yeah, got it. Okay. >> Okay. So, we have two. We have >> Okay. Cal. >> Well, yes. >> Yes. >> Yes.
>> Madera's. Yes. Unanimous. July 8th. >> I'd like to make a motion to approve the minutes of July 8th, 2025. Regular meeting minutes and retreat minutes. >> Second. um that the meeting began at 6:32, then we entered executive session, and then
somehow when we reopened the public meeting, it's still 6:32. >> 7:32. >> 7. Okay. >> Um and then at the top it says Mike Halen is absent, but then further down it says he's making motions.
>> He was tardy. I don't have the times in front of me. I can get with uh Sharon on that. Okay. I think that was it. >> Okay. Just that. >> Yep. That's it.
>> Okay. So, an edit which Melissa will um go over with Sharon again. All right. Ke >> Okay. Maduras. Yes. It's unanimous. >> Make a motion to approve the minutes of March 6, 2025.
Second March. >> Oh yeah, there's order. Okay, it's just >> Sorry, I'm going based on the agenda, not on the >> Yeah, >> she did both. She did both of the >> I don't have any edits on this one. >> Okay.
Welch, yes. >> Loving, yes. >> Augusta, yes. >> Yes. >> Whiskey, yes. >> Yes. >> Yes. >> The deers, yes. That one's unanimous. Like >> to make a motion to approve the minutes of January 21st, 2025. >> Second.
>> Um, at the bottom of the paragraph, review 2024 goals. What does three I was not at this meeting. No, I was at this meeting. I'm sorry. 3 plus two partially net eight key action steps accomplished. What does that mean? Does it matter that it makes no sense? That's the goals. It's the goal one. Two of them were
partially met at the retreat and eight action steps on the goals were accomplished. >> Okay. >> When you say it that way, it makes sense. Looks like >> they partially met because this was in January,
>> so we still had six months to fully meet, >> right? >> Thank you. Mhm. >> Okay. >> Um I have a big edit on this one. Um the edit also we don't have with these
minutes the stuff that goes with um our meetings, you know, >> the packet I mean >> we don't have the things that were used at this meeting. One of the things that was used at this meeting was the um
uh legal definitions of social media use from Mary Gans and we did discuss that um page. We took turns reading off of the page. So, I think we have to say um
read uh read excerpts from the um legal document that we received from Mary Gans um about social media usage. >> Is everybody Yeah. >> Yeah. 100% right. We didn't >> we did that. Um, and then there is the
question of do we need to attach to all our minutes the documents? >> Yeah, Sharon always puts it at the >> at the bottom. It's just all right. Um cuz they aren't >> so in this particular minutes there's not
>> it's a new one so she'll have to add it. >> Okay. All right. Okay. So with that big edit, are there any other edits? Okay, Kell. Um, yes. >> Yes. >> Augusta, yes. Tony, yes. Keep yes. >> Yes.
>> Yes. >> Maduras, yes. >> I'd like to make a motion to approve the minutes of May 7th, 2024. >> So move second. >> Okay. Are there any edits? >> Well, yes. >> Logan. Yes.
>> Goes to yes. >> Stain. >> Yeah. Stain. Yes. That was my question, sir. >> I'm sorry. Did you say you >> abstain? >> Thank you very much. >> Let's keep Yes. >> Yes. >> 11 abstain. >> Says it is. >> Um Madurus. Yes.
>> So it's um seven said well you have to write all their names. Yeah. Okay. >> I'd like to make a motion to the minutes of August 13th, 2024. >> Second. >> There any edits?
Yes. >> Love. Yes. >> Augusta. Yes. >> Cohen. Yes. >> Yes. >> Yes. >> No. Yes. >> Yes. Okay. >> I'd like to make a motion to approve the minutes of February 28, 2020.
>> Second. >> Okay. Any edits? >> Um, Cal Lumping abstain. >> Augusta abstain. to abstain. >> Uh, must keep. Yes.
>> Yes. >> Abstain. >> Sus. >> Maders. Yes. >> So, >> can we just review briefly? Linda, Sue >> and Katrina. >> Katrina. Thank you very.
Thank you. >> So, that's four people abstained, but five. >> Five. So, it passed. Okay. >> And I think we missed July 18th. No, we didn't. >> We got it. >> To go.
>> Oh, got it. Right. Thank you. >> Okay. So, committee reports. Anybody have a report? Margaret. >> Uh, yeah. Okay. Let's start with the um the supervisory evaluation committee. Um just some changes done with federal work and so in fact, Chris and I will do the
followup work for the evaluation. Um Chris will be doing the counting. Um and I will check him. I will start doing the commentary and then he and I will work together on that. Um and um I've asked Lori to send a a
updated um her goals because in fact one of the goals is has cannot be completed simply because of um the committee not um having voted on certain things. So she will send us an updated uh version
of her goals and we will vote on that at our next meeting. Chris, did you >> I know. Nope. That's as I understood it. Thank you. Chris, >> um, no, I was just going to give my uh subcommittee report.
>> I have more committee reports. >> Oh, I thought she was finished. I'm sorry. >> I wasn't sure. I'm sorry. Um, okay. Um, also I I've I've been privileged to u join the community support for the diversity committee.
That's not the name of it. See, it has a special name, but it was a wonderful meeting. That's where I had recommended they go to the uh day. But they also have done a wonderful job at that meeting. And I'm sorry um Henry's not here to help me. They talked about how
food has really opened up the discussions in in every school. And it's very impressive that our community members are participating in every school and we have a community member at every school. the um cyan is also doing
a diversity and restitution um sorry res reservative um practice and so she's done that for doing that at different schools. I'm going to participate in one and then after I participate in one I'm going to
suggest that we have a workshop where it comes to us and they had recommended the committee had recommended that we take the workshop and the last thing I want to do is do a little report of as a member of the budget committee. Um we have had six open meeting
complaints for violation. Um three of them have come from one person, two have come from another person. In terms of asking for records, in the year 2425, there were 89 requests for records,
53 of them came from only one from three from four people. And one of them asked for 32 records. In the year 27 20 uh 256, there's been 27 requests for records this year, and 40% of them have
come from only nine people. And I say this because this costs money and time. And I think our money would be better spent serving our students. And I think the time of our teachers, administrators would be better spent serving our
students. And I just want to bring that to the committee's attention. Thank you. >> Okay. So, okay. I attended the district health and safety meeting and it was led by Mike Curley and discussed at the
meeting were the Alice drills for uh the spring this year. Um planning for re reunification drill at East Falmouth, the town meeting war article on school safety. um safety monitor staffing and
he gave an update on the central command room for cameras. That's uh hoped to be up and running in April. Also was discussion regarding the tip line and the different school members that are part of the committee gave school
reports. Um I would request that anyone on the committee who wants additional information in regard to either speak with myself or with Dr. your door um for further information, but uh very well reined. >> Yeah, good.
>> Um I just wanted to apologize. I am the leazison on to CPAC this year, but unfortunately uh it was only discovered in January that the emails from CPAC were going to my personal email account instead of school committee. So I had not seen any of them and I missed two meetings and then the most recent meeting was scheduled at the exact same
time as our training MASC. So I have asked um Terry for um I think video or whatever she can provide me from those missed meetings so that I can give you guys an update and then I will make it to the next meeting.
Okay. All right. Any other Okay. So um the uh I'll report on VIPS. VIPS I want to say has a committee that's made up of three people who has met um with Sonia. Um we have a uh the you can imagine the
volunteers and vips are just chaping at the bits to be helpful what they and once the new um eL uh is the teachers are acclimated to it because the teachers don't know what really help they need until they're in in it. But I mean, I think it's pretty
amazing that VIPS really pays attention to the standards and things um of volunteers that they send in to help. Um I don't know. I'm going to look to Sonia and say, could you see how they really wanted to be help with that?
>> Absolutely. And we appreciate that. They invited me into the conversation. >> Yeah. Yeah. So, um that's one thing. And um the uh um collaborative is we're in the third
uh session of the um making the um strategic plan and it's it's a wonderful group um effort led by um Pam Gold who when we get around to doing it I hope we consider uh I don't know Sandy and Sandy
and I were saying how we even get out early sometimes but yet get all the work done And food's always great. We get free pizza every time. So that's that's good, too. So that's my committee reports. >> And now we're request for follow-ups.
>> Um can I request that we put Dominique Kirk on the actual agenda for our next meeting so that we can have some um question and answer about the Ticket Playground. >> Okay. >> I would be interested in that.
>> Okay. Um, and I know school committee members are not supposed to um, approach your directors and stuff without your approval, but I was wondering if we could ask Sonia and Henry to give an update on our Cabo Verde. Um, the school
there has so different than when we actually saw it. I know Margaret did you said. So, I don't know if that would be possible to do a little update on that. It's a happy good thing. So, I went over your head, Lori. I'm sorry. Okay. >> All right. Any other Yeah.
>> Um, I have an agenda request, too. So, um, this is going to seem way out of left field, but for people that have heard me talk about this for like a decade, it'll not be a surprise. So, since before the last charter review was
done in Falmouth, I had been an advocate for reducing the size of the school committee. As even Sean mentioned the other night, we are one of the very biggest in the entire state. Um, and I would like to request an um an agenda item for us to talk about that. I've
started collecting a little bit of information about what it looks like to get smaller, especially to, you know, we've spent a lot of time over the last year and a half, fewer buildings, fewer kids, and I think it's only appropriate
that we also look at ourselves. Um, so I would like to talk about it and along some of us. >> Okay. Yes, Melissa. >> Um, actually, Kelly stole my agenda request on the charter review. So, I'll just um
reiterate my support of that uh agenda uh request. I too have casually talked about um since we've had the discussions of acknowledging that our uh attendance is down um that our population is down.
I think it's only fair for us to do some self-reflection as well and uh have a real conversation about reducing the size of the one of the largest committees in the state. I also um have a request and I don't know exactly how
to have the request uh sort of in the um same sense of Glenda's request to have Miss Kirk on our next agenda. I had how how do we ask for a playground line item in the budget? I don't know. I don't know if it's appropriate for me to ask
that. I would like to just have the conversation and I I would like to also praise Mike for opening the conversation to float the money because I had actually had that question myself. So, thank you both for stealing my brain cells. That's great. But, um, no, for
real. I I I was on the um outdoor classroom for East Found School. I you know my kids are older now sadly and it's not so long ago that my kids were at East Fmouth and I went to East and you know seeing
growing up and I'm going to just give you a little history a little historical knowledge. My parents were also um chronic volunteers and they were on the playground committee at East Fountain School many many decades ago. So, seeing all of this and seeing one of our own
playgrounds um not in use is very upsetting to me. I applaud the Ticket um playground committee for doing the good work that they're doing. I applaud our district for doing as much as we can in the timely manner that we can. I just
wish we could do it faster. Like, I wish that we could make this playground happen for them over April break. And I think that it's shameful that we can't. And I understand that we're bound by the state and the regulations, but it's it's it's so upsetting that these kids are um that
don't have the the things that they need. And I think that playgrounds is they are not a luxury. They are 100% a um they should be a line item. They should they are 100%
a need, a part of the curriculum. I don't care how it happens. Sorry it's late. I just um I I find play mandatory uh especially at the elementary level. So um I know that we're doing what we can, but I I just
really want to put on the record that I I want to make sure that um we do our due diligence with this. Margaret, >> I just want to support Hillary's notion. I think it's very important we have that conversation. Uh there's various aspects to it. um you know committee members
participate in committee weeks in other committee and so we really have to have a a broad and healthy conversation about how it would happen and how it would be developed and I think it's important to have that conversation. >> Are you talking about reducing the size of the committee? >> I'm sorry. >> Are you talking about reducing
>> about the size of Thank you. >> Okay. Yeah. Um, so for doing these requests, I'm following the advice we got from Sean and Glenn at our workshop to make them into motions for agenda requests so that the committee can voice by a vote. That was the recommendation
that we got last was it last Tuesday? Feels like a long time ago. >> Um, so it's a little different, but that's the way I'm going to do it. So, um, one of them was make a motion to place petition or warrant article to submit home rule petition to change town charter C4-4 to reduce the number of committee members from 9 to 7 on the
recommendation of MASC for improved efficiency to an upcoming agenda. It's clunky. You guys have already asked for it. We don't have to make a motion on that one if you don't want to. >> It was on my vote on it. >> If you would like to vote on it, that would be the official way to get it on the agenda. >> Is it to get put it on the agenda? It
doesn't mean you're voting. >> It's to to put something on the agenda. It's helpful to have the whole committee vote whether they want it on the agenda so it doesn't just float around as a repeat request. >> Okay. >> I agree with that. That's good. Okay. All right. So, um there's a motion to second.
>> I'll second that. >> Okay. >> Want to know? >> So, who would like to see this on the agenda? Let's try to make this quick. All right. >> Can I just discussion about this? >> No, not now cuz No, >> because we can't really discuss it, right? >> Yeah, you can't discuss it. Yeah, just a motion. Put it on the agenda. We will
discuss put on the at the time. Yeah, but but Sean and Gwen had said that what we should do is ask the chairperson for the agenda and if they don't put it on the next meeting, then do this. So with the new agenda item, I think we should be leaving it to the chair to put it on.
>> That's a good point. >> That's what Sean and Glenn have mentioned. And if they don't put it on after the next meeting, >> then All right. That is what he said. You're right. Good. Um All right. So moving on. Um, I make a motion to place discussion of returning administration building to the town to our next meeting
agenda. >> I'll second that. >> Do we How is this one different? >> It's a repeat request. I've asked for it as followup since November. >> Um, >> and it has not appeared on an agenda.
>> This is all right. Um, >> how they recommended. >> Okay. So, we'll vote on it then. All right. Well, yes, I know that according to what Mike just said. >> No, but that would be for new agenda items, which that one was just brought up. This one I've been talking about since um
>> November. >> All righty. Um so that means that that item has to be on the next >> or you could say upcoming agenda. It doesn't have to be on the next, but then then it means that we want it as a body to be on an agenda.
>> Okay. So >> as a discussion. >> All right. So now we could vote for it now or vote it down now, right? >> Okay. >> Well, I'm sorry. I seconded it, but just to to keep the same thing up because we just learned this stuff. We just heard
it from Sean and Dwine last meeting. I would recommend that we give all the requests to the chair and then next meeting we do it >> even though you have asked this before just to be more consistent with everything >> and try not to go back. Yeah. Okay. So,
but we agree that starting at the next meeting that's the way we'll do it. >> Is that what we or that's it? >> That's not what Mike said. >> And I what Mike said was >> can I research this? This is what happens to us. None of us are 100%
certain. Let me research it. >> Thank you. >> You can trust me that I won't lie to do what I want to do >> because I don't You might have noticed lately I'm pretty uncommitted about things. So, >> all right. So I will research requests for followup.
>> I will research what happens with people making requests. >> All right. So my requests for followup are as follows. I would like to have a discussion of returning the administration building to the town. Um I would like to ditto what Kelly and others said about the charter. I would like to make I would like to have a
discussion about hiring a consultant or vendor to examine redrawing of boundary attendance lines for the elementary schools. That's um three. I would like to have a discussion and action by the school committee on an agenda um preferably our next agenda since it's
timesensitive of a survey of families and staff in the school newsletters regarding the grade configuration at Lawrence School. We've gotten a lot of emails in the last week about that topic um and it's six weeks away so that one's timesensitive. Um and the final one is
to um discuss and act on school committee protocol for communications with legal counsel. That was also on the recommendation of Sean and Glenn at our training. >> Could I um over um add something another layer to that last one? We've already set up a
meeting to do this in private. >> Oh, okay. Great. >> It's already we have it on the books. Didn't I tell you people that already? It's April 30th. Okay. So, that's on the books already. I >> I don't think I knew that. Okay. >> I'm not sure. I have it. I'll send I'll ask John exactly what time it's going to be. The
>> 5. >> Yeah. Okay. So, I'll let you all know the time. Okay. That's already been taken care of. Mike, >> it's going to be easy. Uh to Glenda's point about Dominique, can we extend it to the entire committee or or group of that committee? So, it's not just
Dominique, just some >> um >> whether she be the person that's fine. >> Or maybe the chair of the playground committee. I don't know. >> Okay. Yeah. I hear loud and clear under consider >> everybody. I've heard I heard all this stuff. Okay. Which we don't need to keep doing in public. I I got it. Okay.
>> Thank you. >> All right. Motion to adjurnn. >> Yes. >> Yeah. >> So, second, please. >> So, now So, so now that everybody Don't think you're shut. Yeah. Send me what you think in emails. The whole public doesn't need to hear and listen to all
this. Okay? So, send them to me. >> Oh, yes. Yes. >> Augusta. Yes. >> Yes. Yes. >> Yes. >> Yes. Susie, >> yes. State court. >> Ajourned. Thank you.