I think we're ready to start. >> Just want to welcome everybody to the school committee meeting of June 9th, 2026. Um, let's all say the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the
republic for which it stands, one nation under God, indivisible, with liberty and justice for all. house. This is nice. Welcome everyone. Um, madame vice chair, before I read the land acknowledgement, can I make a
motion uh move to discuss and act on reconsideration and possibly recision of the May 26, 2026 vote on the superintendent's evaluation due to concerns regarding compliance with DESIE
regulations 604 CMR 35 04 and school policy. second. >> And I left on the agenda today because since our last meeting, uh, Chair Welch emailed the lawyer and
the lawyer said that what we did was against the regulations. And then further in the email, it says, I'm going to read this part. Um, >> if I may just interrupt briefly, I'm feeling a little um offg guard with this. I didn't set the agenda. I didn't
know anything about the motion and I am not prepared to have any convers like I I feel like it's a little bit unfair to have >> but it's Robert's rules >> we have students here which I'd really like to get >> okay but this is Robert's rules and how it works so if we had voted the right way last meeting this wouldn't be
happening um furthermore in Chair Welch's email >> she says Desi could tell us we did something wrong but nothing else >> okay >> so there was a motion and second on the floor and there's discussion that we broke Desi regulations last
meeting and I spoke to Desi and this can cost us funding. It can cost us accreditation. >> Who did you speak to at Desi? >> I spoke to Desi. >> Who? >> Um, everyone at Desi. >> Just give me one name. >> Can I have the lawyers report that says
what we're doing was okay? >> I totally >> Can I motion to have the rest of this? We We're in the discussion. Can I motion to delay it until after we've had the president? >> I will take that. That's fine. Yep. >> Okay. So, thank you Katrina. That's initially what I started to say because there are students here and I want to be
respectful. Also, what I want to say is that once again, I am completely caught off guard on my dipboard on this. So, we're going to take that into consideration, but in the meantime, we're going to keep moving forward with our meeting. >> All right. >> So, I would like uh for you to read the
landing. Actually, before we do that, um Jane, could you please read the mission and vision? Um the F public schools creates world-class student learning experiences. Our clippers are empowered to pursue their goals with curiosity,
integrity, and resiliency. 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. >> Land acknowledgement. >> Thank you. >> 2021 Felman Public Schools acknowledges that we are gathering on the unseated ancestral land of the Wampaog nation. We recognize and respect the Wanog people,
including those of Sakineset, Woy, Cypoiset, Tet, and Chapoy as the original stewards of what is now known as the town of Felmouth and honor their enduring relationship with this land. This land acknowledgement is an intentional act to counter the eraser of
indigenous people and to demonstrate respect for their sovereign rights. We are committed to educating ourselves and our students about the long-standing history of the Wampaog people in alignment with the core values of the Falmouth public schools. We pledge to build an ongoing partnership with the
Wanog nation. >> May I say I am the means. >> This is for you. I knew you were here. >> Have a good day. Thank you very much. >> I know that. Yeah. >> Oh, you knew that.
>> Yeah, I know that. >> Do I look >> Thank you. >> And I'm Rob class 77. >> It's okay. Um, just a recording statement. This meeting of the found 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. I am acting as chair. Please raise your hand and make your presence known if you intend to record the meeting. >> I'm recording the meeting. >> Thank you very much. >> Thank you. >> Do you want to say it's okay for
parents? >> Okay. Thank you. I'm just making note of who's having a recording. Is there anyone else recording? Also, parents really kind of don't fall into this. So, if you're a parent, please come up, get the best view you can, take your video, stand behind us to get them straight on,
whatever you want to do to make sure you have the best documentation of your children, please. So, do we have moving on the agenda, do we have anyone from student advisory tonight? I don't see Bella. God bless her. She just graduated. >> Bella graduated.
>> Um, next up we have I do. I want to go right into um the presentation of Morse Pond, No Place for Hate. >> Who's leading the charge with this? >> Oh, that's me, Donna.
>> Hi. Come right up. Hello and welcome. >> No, I have nothing. The kids are just >> uh these are fabulous students from North High School. This is the most recent group of um no place for any
after school activity. We have three after school activities throughout the year. So we've had more we've had about 19 kids all year, but this is our last group and they've been practicing. I wanted to present to you Y there's like
>> Okay, Zoe, you're on Thank you for having us come present what we've done this year. In September, we hung No Place for Hate signs all around the building. We also introduced the No Place for Hate pledge to school. Would you like to say
it with us? I promise to do my best to treat everyone fairly. I promise to be kind to everyone, especially if they are not like me. If I see someone being hurt or bullied, I will be an upstander.
Everyone should feel safe and happy in school. Morris Bond is the no place for hate school. In October, Manu and I resetted a no place for hay pledge in Portuguese. In November, we asked students to write
which one in the pledge was most important to them and why. We now say every morning after the pledge of allegiance, we then created and delivered class books to each home room made up of that student work.
>> This is Izzy. >> This is Izzy. >> In December, we held our first of three activities, users versus hate. In art, students created posters showing what that meant to them. These posters were displayed at our art show. We also
marched in the summer Christmas parade. In January, we hung posters in the cafeteria showing seven ways to be an ally. Many of us also presented at the Martin Luther King Junior breakfast that they can and we got a standing ovation.
In February, we joined racial justice found and the equity team at Lawrence School to make posters of famous black artists and inventors. These were displayed at the 100 years of black history community art show at Lauren
School. Also in February, I decided that no place for hate fights in Spanish. In May we had to >> input with the Wook Nation for our second activity, a presentation about the
meaning behind the land acknowledgement. In April, we made posters for the Oakville Lee Walk focusing on the Junth story. In May, we had our final activity. Don't put people in boxes. Understanding that there is a lot more to people than meets
the eye. And understanding that you may have something in common with others who you thought were different from you. And that is the don't put people in boxes poster that we did. And here we are in June, an in official No Place for Hate school for the second
year in a row. Thank you for listening and thank you for your support. I just like to say thank you to all the students. Uh this is for for a couple years now and you're presenting everything that you've done in the school and outside to promote no place
um for hate. No hate at all. So thank you very much. And to the parents, thank you. That's um it's really incredible what you're doing. So keep >> and I don't know if you noticed the um the banner that's back there. The banner
if you saw it. It's it's actually beautiful and I'm assuming it's it's everyone's face and >> it's that day. Yeah, it's very nice. >> We're happy to keep that.
>> We can't keep it. >> Yeah, just just >> kids, good job. But I did want to say that Miss Lima does a ton of stuff in Morris Pond and I wanted to acknowledge her as well. someone else. >> Before we get into the next portion, I
just wanted to make a comment to Nick's concern that you had last meeting about the packet. um not being readily available. I personally looked into it myself and did some research and um it's very challenging to get there. So um
there is a way to navigate through the um our website to get to the town website. There's lots of clicking and sliding around. I'm hopeful in the future perhaps we could have an easier way to make the packet available
to the public and some of our members. Um, so we're working on it. Um, thank you for bringing it up. We also received an email and I just I we we are trying to be a little bit more proactive where we can and um acknowledge people in real
time and this is uh one of those things. So we heard your concern about the packet. We also heard from other folks. Um I try again I tried to navigate it. Uh it was definitely more challenging than it should be. The packets are well hidden on the
website. Unfortunately, >> it's a town website. It is not >> It's a town website. Unfortunately, that is a little bit common uh for information on the town website that it's there. It's just can be really hard to find. You got to know where to look for it. But uh I think if we could fix
like there's a link that misdirects you basically and if we could fix that, that would um we could fix one link, I think we would solve much of the problem. >> All right. Um, I will definitely reach out to someone who does it with the town and see what we can do with that. >> Yeah, that would be great if we could
just get that link so that when you click on school community packets, it doesn't just circling back to the same page. >> Right. I found that as well. And then I called Sharon and I had a whole >> I lost confidence. I stopped looking.
>> Okay. So, well, I would like to move on to um if there's anyone here for public comment. Go ahead. >> Well, before >> I want to keep moving with the I hear you how it works, though. Okay, that's fine. >> I'm not going to ignore you. I promise
I'm not going to ignore you for right now. I just want to get through the first things that we have in the beginning and then we can get there. >> I understand that. But Rob's rule says this has to get addressed first. >> We are going to address it first after we do the regular things that we have to do. I promise we're going to get there.
>> Um, that's not very nice. Well, she shouldn't talk, but I'm talking to her. >> Okay, everyone just behave. Okay, everyone just like mind our manners, please. Second, Mike, would you mind doing the uh timer? Thank you very much.
I'm Megan Zly, Carrot Shot Road. As you prepare to review and discuss the district handbooks, I urge you to discuss and vote on each school's handbook individually. Each school has unique policies and concerns that deserve independent consideration, transparency, and accountability.
Tonight, I want to specifically address Lawrence School's handbook and its uniform policy. For years, the Lawrence School uniform has implemented inconsistently been incon implemented inconsistently, resulting in daily discrimination among students, which staff and administration know about.
Families and students have repeatedly raised concerns, yet administration has chosen to turn a blind eye. Each year, one or two restrictions are quietly removed from the Lawrence uniform. This year, students are once again being granted to wear the right the right to
wear performance twill and corduroy. If these items are now acceptable, then we must ask, why are we incrementally giving students back their rights that never should have been taken away in the first place? Why are we continuing to hold on to an outdated uniform policy that many families view as sexist,
discriminatory, financially burdensome, and unnecessarily restrictive? Across Massachusetts and throughout the country, public schools have moved away from mandatory uniforms because they create inequities, place financial strain on families, and can limit students ability to express themselves.
Yet, Lawrence continues to cling to a policy that no longer reflects the values of inclusion, equity, and student voice that this district claims to support. I urge this committee to review the Lawrence School handbook separately, listen to stakeholders, gather data that
has been repeatedly requested, and finally have an honest conversation about whether this uniform still serves our students. I ask, how can you implement policy in our student handbooks if you are not following your own written policy? This demonstrates a
do as I say, not as I do mentality. which is not received well by the community that you serve. Let's listen to the kid that just spoke and not put people in boxes. Thank you. Is there anyone else for
public comment? Seeing none, Mike, I I I >> Okay, so there's a motion in a second. Can I talk about this now? >> Could you let me finish? >> Sure. I feel like
in our school committee uh bullet points. >> Yeah, >> we have Why? What's with the attitude? >> Because Melissa, I am following Robert's rules. It was second. >> Mike, I'm trying to do the best I can. Okay. We just had no place for hate here
talking about bullying and you're coming at me like full force and I just said that I would hear you and I just said that I would listen to you. Okay. And I'm just trying Excuse me. And I'm just trying to let you know that I'm doing the best I can. And had I had any information prior to this, I could have
at least had a a thought in my head about this was coming kind of thing. >> Okay. >> When I made my motion to delay, I didn't designate a place. Where do you want it to be as the chair of the meeting to designate the place? Because we just said delay. >> Thank you, Katrina. I appreciate you um
trying to hear both sides. I think that that's lovely. I did uh honor Mike. I just I want to hear you. I think this is probably the best time as ever. I don't want you to think that I'm not listening to you or that I'm putting you off in some way. I'm not. All I'm saying is
that I really wish that I had as acting chair this evening that I had a heads up that I could have had done some kind of something. >> Okay, >> that's all. >> And I apologize for that. And I will say about the bullet points and our procedures, um, those aren't followed at all. I've
seen people yell at myself, Glenda, Katrina on a regular basis. >> Okay. So, let's not All right, so here's the story. I've talked to the AG's office. I've talked to Glenn from Mask. I've talked to Shannon Clancy from Desi.
I've talked to Paige Butters from Desi. I've talked to a woman named Melissa from Desi. Every single person says that standard one needs improvement. There's a regulation. If we do not do what DESIE regulation says, DESIE can take away
accreditation and funding. That's what I was told. They're looking into it more. I don't feel comfortable with this. As far as no place for, hey, treat everyone equally. I have asked Chair Welch several times to talk to a lawyer and she says no. Chair Welch has never given
us anything from Andy Wall. Just her kind of uh her narration of what happens. This is not our democracy. This is authoritarianism with Kelly Welch just doing whatever she wants. We are breaking a regulation. I'm asking us to
do the right thing. Put it back on the agenda. The lawyer said that we're break our own lawyer said we're breaking the regulations. And the chair's response is we'll have a meeting down the line and turn the page. I'm tired of turning the page. Everything we do is just kick the
can and just cover up stuff. I'm tired of it. This is a regulation from Desi. Everyone I spoke to, the AG, Mask, Desi, everyone says it's wrong. Our own lawyer says it wrong is wrong everyone. So why is our chair saying let's turn the page
and move on? This is wrong. Are we here for the children or we here to protect administration? This isn't a fireable offense. This is a needs improvement. This is a regulation. I don't know what the purpose of us being here for. If Kelly's going to run everything behind
the scenes, she won't let me talk to a lawyer. She's given none of us any of the lawyers information. Everything that they did to Katrina's evaluation is wrong with the redactions. We've never seen anything lawyers with that. So, I'm asking people to follow Desi regulations
and do the legal thing. That's all. >> Okay. Um, thank you. >> Do you feel heard >> eventually? >> Okay. >> Yeah. >> Okay. Um, we I I don't want to backpedal about other people's evaluations. Uh, I
think that that was handled at the last meeting. Um, well, redactions happened when there were inappropriate things in there. That isn't for me. I am just the vessel of here of
>> saying that. Okay, this is not I'm just letting you know and others know that that is what was told to me >> from a lawyer. >> From a lawyer. So, >> do we allational?
>> Mike, I I'm not falling down that rabbit hole. I'm just not. So, >> I've heard your I've heard your statement. >> It's a state regulation. >> I hear you. >> Okay. >> I hear what you're saying. I did not set the agenda. I have nothing to do with
the agenda. >> That's okay. We're adding to the agenda now. if people would oblige us to >> if people again usually we get the agenda um days beforehand. >> Okay. >> And at least the people at this table have an opportunity to do research on it
and think on it and like I don't look at my agenda Tuesday at 5:00 and think that I can manage and do what I'm supposed to do. >> I am not suggesting to kick it down the can. I hear what you're saying. I I'm I
hear you. I see you and I know that it's not just you and I see others as well. Um I just feel very illprepared with this. I am more than happy to advocate for this. >> Okay. >> It's this is Robert's rules. I made a motion. Glenda seconded. If the majority
of the committee will oblige me to do the legal thing, then we do it. If the majority of the committee decides that they want to do the illegal thing, then we do that. But the public has the right to know who is doing the legal thing for the betterment of the students and who
is not. >> Point of order. Can we just repeat what the motion was? It was being that it was a few minutes ago. >> The motion is I can read exactly, but it's to rescend the vote of May 26th. >> Reconsider the vote. >> We have to rescend it first. Whenever we pass a vote, you actually have to
rescend it from Robert's rules cuz it's been done. And once it's rescended, then we reconsider the vote. But you have to do the rescending first. That's what the AG told me. Okay? You can't just reconsider a vote because it's still a solid vote. And I will say one more
thing, Nick. Um, all of our policies and pro procedures and operating protocols and what the this last uh this last speaker said, they're meaningless if we don't follow our own policies and we don't follow regulations. >> Okay? >> I mean, how can we tell someone to dress
a certain way or not wear a watch when we are blatantly disregarding state regulations all the time? >> I heard you. Thank you. Kelly has her hand up and um I don't know how to promote her. Ryan, >> no, I'm here. I think you can hear me. Can you hear me?
>> Speak. >> Can you hear me? I'm a panelist, so I think you should be able to hear me. >> Hold on, Kelly. We can't hear you. >> Right now, >> can you hear me now? >> Thank you. >> Yeah. >> Yes. >> Is it good? Yeah.
>> Oh, okay. Thank you. I couldn't tell. Um, so you know, just taking a step back, thanks to the point that Mike um brought us brought our attention to before the vote, we all learned um about
the one line in the last appendix of the very end of the evaluation document that pointed this regulation out and this particular um requirement for proficient and needs improvement. We all learned
that I think or at least most of us did at the same time. Even when we approached the lawyer prior to the vote, he had never heard of this. It is so uncommonly used. And so, you know, it the two members who made that mistake on
their evaluation, it was not out of malice. It was just something that we're, you know, we learn and we get better and we grow. And thanks to Mike pointing it out, we will not make the same mistakes again. However, those two members are no longer on the committee and we cannot ask them
to try to revisit what they already did based on something that they didn't know at the time. I I don't feel like that's a fair piece. We all saw all of the legal opinions from Mary, from Andy, all the members who voted. I know that Nick
and Janie didn't have them at the time. Um but prior to our vote, I forwarded all the the emails that Andy had sent in response. I forwarded the emails from Mary. When she responded, we saw um content from I think Katrina and Glenda from the questions that they had asked
of legal. We all acknowledged that we made a mistake because we didn't know something and we cannot go back in time. And so I'm going to ask that we vote this down because we cannot revisit every decision that we make just because
we're not happy with the answer. You know, the best that we can do is follow legal advice and create a structure for next year that we can rely on that will be more seamless and that will not make the same
mistakes. That was our legal council's suggestion for how to move forward. and I'll leave it at that. >> If I can reply to that, I don't know who the two members who made a mistake are because if they're not here, you they can't talk to that.
>> Also, when you email the lawyer, >> Mike, I can answer that. Okay. >> Um, it was Terry and Chris who are not at this table and that's why they can't speak to them. >> Yeah, I understand. But she's talking about mistakes been going on here, which I feel is wrong. But when you emailed
the lawyer, she did not email the lawyer if the regulation >> again. You don't like my answer? >> Okay. I'm going to ask a question. >> Okay. >> Okay. Has anybody at this table seen Andy Wad's actual words or just a summization from Miss Well?
>> It is not my summary. I forwarded you his exact email. >> We all have it. Mike, >> the one after >> everyone got it and I resent it because you said I didn't send it in the first place. >> The one prior to the vote, Kelly. the one after the vote when you asked him if we can get in trouble for not following
regulations and you said that his advice was just to turn the page and move on to ignore state regulations >> and Glenda followed up with him and asked him and he assured her that it was exactly our conversation. >> Did he say to ignore state regulations,
our >> No, my conversation with him was prior to that. So after the vote where I said something and and my colleague Miss Cohen asked to have legal advice chime in, the question you asked was, "Can we get in trouble for this?" And he said in
his response, according to your words, he said that what we did was against the regulation. Then the next paragraph, you said his advice is to hold a conference and turn the page. So, are you telling us that the legal council advocated for
breaking a state regulation or are those your words? >> Cuz nobody saw anything from him after that meeting. >> I >> You said this May 22nd. >> I'm trying to unmute. I was trying to unmute. I'm going to read you what it
what it said because for some reason I it was on The response that he sent to Glenda was on June 3rd. >> All right. And that's when he advocated for breaking state regulation or were those your words?
>> I didn't say that he advocated for breaking state regulations. >> That's not what I said. it was your your opinion to to turn the page and move on and not worry about it because you had said that Desi can just say we did it wrong but we won't get in trouble and
that's not true. We can lose funding and accreditation by not doing stuff right when the resolution team comes in. That's what they told me Desi. So, I have a real problem with us starting policies and regulations covering up
stuff and paying people taxpayer dollars to do so. And I again, our policies mean nothing if we don't follow own policies. >> Melissa, I'm going to suggest that if anyone I I don't want to go back and forth with Mike. That's not appropriate. It doesn't follow order. So, I'm going
to suggest we hear from others if necessary and then vote on it. >> Kelly, can I call the lawyer and talk to him directly or not? Mike, can we stand down on that for just >> No. Treat everyone equally and fairly and I'm not being treated equally or fairly. >> I'm I'm not the enemy here. >> I'm not saying you are, but it's legit.
>> Change your tone with me, please. >> Change your tone with me, Melissa. You're yelling at me. >> No. >> Okay. >> I'm not. When I am, you'll know. >> I love that. I love that. >> Well, that's the mom coming out. Would it help in just a moment, Katrina, if I may? Now if we would like to first of
all I would like to hear from other people. >> Okay first of all. Second of all I would like to advocate for if this is something that should come back on an agenda I would like to have
legal advice and have it be sent to everyone. Not no I there'll be zero not that anybody is gatekeeping anything but I I just want to be crystal clear that there will be zero gatekeeping. I also
want to be extraordinar extraordinarily respectful of your concerns and others concerns about the May 26th vote. If you think that it is not okay and that you think that it needs to come back on an agenda as an agenda item and the
majority um wants that, I would strongly advocate that we do that after we do some homework and get advice from our attorney and get the advice from the attorney to everyone. That's what I would like to
do. Also, I love you, but I want to hear from somebody else right now. Katrina, I've cut you off a couple of times. Please. >> Oh, it's okay. So, I I agree with what you just said, and I think the frustration I'm hearing from Mike perhaps, and I have not talk to Mike other than what what we got in emails,
but um I think the frustration is that we didn't see legal advice. We just heard it secondhand. So, um and that's relating also to my issue with redactions. I would like to see the legal advice rather than hear it from secondhand. So what you've just said I agree with completely and I believe it
would be very useful to have the homework done before having this conversation again um at our next meeting. >> Okay. Um I think that you just said excuse me one moment please. Um I think that you just said something uh quite profound as far as hearing secondhand.
Um, at some point there are three officers on this committee and they were we were elected in not officers get elected in to do a job and the rest of the committee has to trust that they're going to do the job. I 100%
understand that there's not a whole lot of trust going on. I hit Mike. Thank you. sass. >> So, my point my point is >> my point is is that I'm really really doing my very best to start new, start
fresh, and make sure that everyone has all of the information at the same time. Okay, Katrina, were you finished? >> Yeah, what you just said, all the information at the same time would really increase the trust of a I think I saw you. >> Sure. Just to follow up, um probably to
clarify what Kelly said. Um as Mike had said, we received an email where Kelly said quoted um attorney law. He agreed that the approved evaluation does not agree with the regulations because it has an overall rating of proficient and
it needs improvement under standard standard one and the regulations do not allow this. I forwarded that to attorney Wah to ask if that information was congruent with what he discussed with
Kelly. And he said, "Hi, Glenda. I just reviewed the email that Kelly Welch sent out to the full school committee and it reflects my conversation with her about the superintendent evaluation process." That was it. So he's confirming that he
said that we did not comply. >> We did not comply or we cannot comply. >> We did not >> that we did not >> I will well I will read again what we we agreed that the approved evaluation does not agree with the regulations because
it has an overall prof rating of proficient and it needs improvement under standard one. this regulation does not and the regulations do not allow this. So he confirmed that that was indeed accurate information conveyed to
us by Kelly. But the essence is it's not allowed. >> Okay. Thank you for that. >> Can I one more point? Make your motions real quick. >> I think you have to let everybody else speak. Sorry. That's Robert's rules,
too. Just go ants in your pants. Go. Go ahead. >> And I apologize for spending on on the issue of this on you dyslexia. I do apologize for that. However, I will say and I let the public know that right after we got that email from the lawyer and chair Welch saying that we're going to ignore the regulation and turn the
page. I requested to be on the agenda and I had a second from a colleague of mine. So, the chair was well aware and the chair said we will not be discussing this and would not let me talk to a lawyer. So you and it's not you, Melissa, but any kind of narrative that
I'm springing this on people that they didn't know. There's an email chain a mile long and I'm totally I I am uncomfortable with this and I've expressed it. I asked to do the agenda and chair Welch said no. I asked to speak to a lawyer. Chair Welch said no. So again, no one's being treated fairly
or equally here. >> I'm doing my very best. >> Not you. Authoritarian. >> Oh, anyone else? Does anyone else have anything to say on this? >> Margaret? >> Yeah. Um, I just have two things. Number one, I think it'd be really important if
we're getting information from a lawyer, but we also get exact information from Desi. The word legal has been brought and if there's a legal, I think that's important for us to know. And so, I think that we need information from Desi. The other thing is among the people you spoke to, you mentioned
Glenn. I I spoke to Glenn and to um >> Sean Sean Sean um at a meeting that I was at and and both of them said that some of this information is sort of um
it was there is it used. So their response was not it's a problem, it's illegal, don't do it. As a matter of fact, my motion last time was to not do the evaluation at the meeting so that in fact we could have more information and
in fact all members of the meeting uh all members of the committee could get this information and my motion was and that came from Glenn by the way. Lynn said two or three months, not one month. And my motion was um good.
>> I just wanted to remind everybody that our town council did tell us not to take legal advice from MASC. So, I just wanted to say that. >> Okay. >> I just wanted it wasn't legal advice. >> MSC, you know.
>> Okay. >> Uh yeah. So, I don't plan on uh voting one way or the other um on on the actual evaluation because I was not here for any of it and I feel like I do not have enough information and I will probably never
have enough information for that. However, we find ourselves in a little bit of pickle here and I just was going to try to suggest a a way forward which would be um we have a motion in a second to resin the vote. We should take that vote. In the event that it passes, we should then take a vote and table it for
a future meeting. >> Okay. Thank you for your advice. Was there anyone else who had anything that they wanted to say? >> J. >> Um I I just have a lot of emotions and thoughts as I'm sitting here and um
it's hard to see so many people here in pain. That's really what I'm looking at, right? So, everyone's been doing the best they can and serving, you know, um, of their own free time and so forth and trying to do the right thing. But I'm also thinking of the people not at this
table. And when we make these decisions and we consider them, we have to consider all stakeholders, especially when we're considering policy or regulations and so forth like that. And and what what the committee's role is, which is to be role models, right? we're
supposed to be the leaders, we're supposed to do the right thing or um you know, be the example for everybody. And again, I don't have all the information. I couldn't even tell you what's fair or what is even right in this. But I would
just hope that um that if we are able to if if you do choose to vote like Nick, I don't feel I can vote on this that um that there would be a lot of think time in between in terms about in the big picture
keeping all the stakeholders in mind and whether action we take not just this agenda item but every agenda item moving forward. Thank you. Um, if if anyone else because I was just going to say one thing. Um,
I think part of our uh I don't want to say problem last year, but I'm on my back foot right now. So, I think part of the issues that we had last year was that we had multiple people speaking to multiple entities.
Jessie, MASD, the AG's office, multiple attorneys, and it was too too many opinions um getting too many variations on very
vague and some very specific but very vague policies. Policies are designed to be interpreted. you could ask um multiple people how they view a policy and policies are also designed to be um
sort of an umbrella not always a pinpoint. So, that being said, and uh Chair Welch and I had spoke with this um briefly over the phone, that we would like to find a better way to
streamline how we can all uh feel heard, that we all have the same information at the same time, and how we can kind of streamline who's talking to who when, while not um
squashing or quieting anyone's uh concern or ability to reach out to those entities. But right now, we have too many cooks in the kitchen and we have to streamline this. So, uh that being said,
I like uh Nick's idea. I think that we should vote on the motion and then we will see where we land. So, okay, there's a motion. >> Can I amend this motion? >> I know. I know. It's a good amendment thing.
>> Okay. >> My if Mike will allow me. Oh, no. He doesn't have to allow me. I'm gonna try to make a motion to amend Mike's motion. >> That we um I'm not sure the best wording, but basically pending receiving the information from legal counsel. And
I believe what Mike wants is from Andy. >> Okay. Um then we will bring I don't know. Do you want to amend it? That's what I'm trying to do. Like let's get the information rather than voting right now. I don't feel informed. >> Mike, if I may, could you repeat the
motion one more time so that it's fresh in our heads and then decide if we need an amendment or >> Yes. And I think there was some confusion because Nick, all I'm motioning here is just the reconsider reconsideration and rescending the May 26 vote. Nothing else. So it says, I
move to discuss and act on the reconsideration and possible recision of the May 26, 2026 vote of the superintendent's evaluation due to concerns regarding compliance with DESIE regulation 604 CMR 35.04
and school committee policy. So that does not discuss at all about doing all the stuff that you had said and reboting. It's just to resend it based on that one regulation. >> Okay. There's a motion and a second.
>> Did you want to amend it, Katrina? >> I think I have to make a holding motion that we get the information, but I don't want to move that right now. >> I know. I don't have the right way of wording it. I'm going to >> let it ride like that. >> No, because I don't feel ready to vote on rescending something that we already
voted on unless I have legal information that tells me we should. >> Go ahead, Margaret. So, I don't think that what you want to do is amend the motion. I think that what you probably want to do is table the motion until we have all the information we need to make a decision about it. >> Okay. So, I just to Nick and
>> No, we can't table them though. I I would like to make a motion to um what's the word? Uh defer this to our next meeting to >> defer to a time def right to our next meeting. Defer Mike's motion to our next meeting. Is that
>> Yes. >> Yes. sending legal advice. Correct. >> You're comfortable with that? >> I'm okay, Melissa. I'm coming back around now. >> Okay. All right. >> You second that motion. >> Well, I will I will accept and then
>> I will second. I'll second that. I would >> to delay this to the next meeting. >> Okay. postpone to postpone to the next >> Mike's Mike's motion which involved a reconsideration and potentially recision
of the prior vote until the next meeting. >> Okay. And in that time frame uh we are going to I'm going to personally make sure with Chair Welch that we have all the information that we need. So if there is something specific, please
reach out to both of us. Okay, let's follow J. >> Yes. >> Yes. >> Okay. >> Katrina. >> Oh, sorry. We're voting. Yes. >> Nick.
>> Yes. >> Yes. >> Augusta. Yes. >> Yes. >> Yes. >> Kelly. >> No. >> Okay. And I will vote yes as well.
I think we're turning the corner. Okay. Thank you. >> Thank you, Melissa. >> Okay. So, next up we have the update from the superintendent. >> Dr. Dur, >> can I just say we have a lot of people here ready to do a presentation? I'm
>> happy to defer and let them go. Yes. >> So, let's go a little out of order and we'll do the presentation of Morse Pond report cards. >> Okay. Right now, come on up. There I managed to get myself stuck in split screen mode.
I don't know what I'm >> just too many spaces going. No, I just So, thank you for this opportunity. Um, I want to introduce Karen Carson, our elementary STEM department head, and Dr.
Karen Castio, our elementary literacy manager. We're both here at a prior meeting to talk about our elementary benchmarks and who are part of the team at Morris Con leading the uh revision of the report cards. I'm going to turn it over to you and also we can introduce others as we go.
>> Sure. Well, I'm going to introduce you have with us here tonight. Um certainly Mr. Congratul principal um Ambry and Joey and Sarah Floyd our assistant principles in SA and then we're we're very happy to have um
Kristen Taboo Amy Peterson Stacy Strong and Kine over here on the left um teachers at Morris Bond here tonight um in support as well. So thank you for having us. Um, I was laughing a little
bit because it was just about a year ago we sat here and we did this with the elementary report card. Um, and for those of you that were here with us then, you may remember how we closed out that meeting and it was we'll be back. Um, that the process had started at Morris Pond. We were about a year
behind. Um, but those fourth graders now are rising up to fifth grade. And so here we are ready to take that next step. So, what we'd like to do tonight is do a little bit of refreshing of some of kind of why we're here and why we're doing what we are. Um, later on you'll
hear Erin's going to kind of walk you through the process that we went through at Morris Pond. Um, I believe you have drafts of the report cards in your packets. Um, and then we'll have an opportunity to answer any questions that you have.
uh to start in our work to support all students, it's really important our our reporting practices reflect what students are expected to know and be able to do. So naturally, our approach began with the Massachusetts curriculum frameworks. These standards provide
clear expectations for learning at every grade level and ensure that students across the Commonwealth have access to high quality instructional material. The report card in its general sense is one of the primary ways we communicate student learning to families. And
because of this, it is essential that what we report is directly connected to these standards and accurately reflect student progress towards them. The work is ultimately about keeping students at the center of the conversation and
ensuring that our reporting practices align with what we value most, learning, growth, and achievement. One of the key beliefs that has guided our work now going on maybe four or five years if you go back to the beginning of
the elementary process and grow it up this way has been at the core is communication. Grades should provide meaningful information about students strengths, areas for growth and progress towards learning goals. what families receive.
When families receive a report card, they should be able to clearly understand what their children know and can do. Research tells us that grading systems are most effective when they focus on learning rather than just accumulating points. By using clear
criteria in common expectations, we create a more consistent and transparent system for students, families, and teachers. A well-designed report card also supports a culture of growth. It helps students understand where they are
in their learning journey and what the next steps are that they need to take in order to move forward. The redesign report card aims to do just that. So with those thoughts is our foundational beliefs. The current res
revision process was driven by some other important factors. First, Massachusetts has updated many if not most of its curriculum standards since our current report card was developed. Our reporting practices should reflect
those changes. Second, educational research continues to provide us with a better understanding of effective grading and assessment practices. We wanted to ensure that our report card reflects those evidence-based
approaches. Additionally, this revision helps us focus more directly on what students are learning, meet students where they are in their development, and strengthen alignment across grade levels and schools.
Most importantly, it improves communication among teachers, students, and families by creating a clear picture of student proficiency and progress. The revised report card, just like the one last year,
is considered a standardsbased report card. Rather than focusing on points, averages, and percentages, it focuses on student performance relative to endofear grade level standards and expectations. It is designed to communicate what
students know and are able to do at this point in their learning. Proficiency scales provide teachers with clearer and more consistent criteria for evaluating student performance. Equally important is understanding what
the report card is not. It is not based on an arbitrary timeline or traditional grading practices that may vary from classroom to classroom. It is not intended to be a collection of points or percentages. Instead, the goal is to provide families
with more accurate, objective, and meaningful picture of student learning and progress. Ultimately, the revised report card represents an important step toward greater clarity, consistent consistency, and equity in how we communicate student achievement.
So, Erin's going to take us through um what happened at Mors Bond in terms of um our process there. >> Thank you everyone. Um so if you've been looking at the um timeline um that's up
on the board and you can see that we didn't arrive at this product overnight. Um sometimes I I laughed to myself because I don't remember a time I think maybe my first year where we weren't working on report cards like it's such a cool thing to go here we are this is
incredible rolling them all out. So, if you take a look back at our process, starting back in the 2022 2023 school year is when we really had initial conversations um about um different grading practices. At that point, we did a lot of that
through grade level leader meetings and professional learning communities. There was also some initial um knowledge building through professional development on two different occasions. um that continued into the following school year, the 2023 2024 school year.
Um during that time um there was also the implementation of IRA math um which um is important to note because it really helped us to um identify our priority standards that we'll be using for the report card. So new curriculum
always really helps us to to put a you know a new lens on um what our true priorities are. Um and then last year, 2024 2025 school year, um we finalized, this is finalized priority standards, we thought we did, um but then we also um
were we had a new um reading ELA program on the horizon. And so, while we thought they were finalized, you'll see um that we really just did that this school year. Um but again for that 2024 2025 school year we continue to work with
with grade level leaders and one of the things that um is was fantastic is that we had an opportunity for our Morris pawn grade level leaders to meet with our K to4 grade level leaders to really talk through the process what they've learned what they had learned to date
and so forth. Um and then in this school year we had an opportunity for them to meet once again which was terrific. So, as our Wars Pond um school teachers were putting the finishing touches on um the design of their new report card, they
actually had an opportunity to meet with um K to4 grade level leaders in February after the close of the first marketing term. So, that was a really that the timing of that was really beautiful because they had already been through it once to say, "Hey, this is what it looked like. This is what it felt like."
And so, um, just having an opportunity to for continuous collaboration and that vertical alignment between kindergarten through grade 4 with our five and six, um, teachers was really tremendous. Um, and so this school year, um, again, the
implementation of EL education for ELA, um, my team of ELA teachers definitely took another look at their their standards just to make sure they were just right. Um, and here we are today.
Um, one of the things I spoke about last time and I and I will I will call attention to it again because I really mean it very sincerely. There's um, Belmouth is the third school district that I have worked in. And one of the things that I am really um taken aback
by is just how many structures are in place to um really you know maintain and sustain collaboration amongst teachers. I think that that's really remarkable. So um the feedback cycle at Morse Pond
is um very similar but a little bit different than it is in the K to4 um schools. Um, our Morris Pond colleagues um have professional learning community each week that meets by department. Karen works with the math and science teachers and I work with the ELA and
social studies teachers. Um, and so it's really lovely to have that opportunity to sit with them every single week. And sometimes we talk about things that are more, you know, um, curriculum related. Sometimes it's, um, helping us advance the conversation with a new, um, type of
grading, for example. Um, and then they also have school-based grade level department meetings that are monthly. We have Morris Pond grade level leader meetings that happen five times a year. And then often says this conversation,
this cycle of feedback you can see on the visual. Um, it just carries. We just the cons the conversation never ends. It is constantly going. We take, you know, we take our works just so far and we bring it into the next setting and we continue to expand it. Um and then one
of the things um that's also happening is that we they certainly have staff meetings with building administration monthly where um these same concepts are revisited and Karen and I are always in close contact with this team and so we're always on the same page and just
seeing like what comes next. So there have been lots of opportunities for teachers to really um to think through this and to arrive at a decision and then revise that based on new information. So um I do think that we have wonderful supports in place for for
teachers to be able to collaborate. So in terms of the the finished product there are so many similarities there are they it is it is really incredible how that worked out. So the same process of
selecting priority standards was followed. We have the same performance indicators um that are beginning, developing, progressing, or having met the standard. It's the same format. So, it's going to look the same. So, if you have a parent
in the K to4, you know, a parent with students in the K to 4 um buildings in North Pond, they look very very similar. Same marking terms. Um so, a like a January and a June. Um the differences are certainly that there are grade level
specific standards, right? That's going to be different by grade level. And then um the Clipper learning habits for success, we have a couple of places in which we just kind of um made some developmentally appropriate changes um
to them. And I can give you some examples. So, um, for example, in kindergarten through grade 4, um, follow school and classroom rules during structured times is something that teachers like to report out on versus following school
and classroom rules during unstructured times, right? Because when children are young, often times um, you know, the behaviors in in those two different settings can look very different. But our Morse pond teachers um after you know really reviewing the um the K to4
draft of covert clipper habits for success really felt like you know something at this point we we just want that to be across settings and so they removed that they combined that and removed the structured versus unstructured um settings. Um, another one that is
very very similar is an ink to4. Um, the the habit reads as demonstrate cooperation and respectful behavior toward peers. And there's another one that says demonstrate cooperation and respectful behavior toward adults. They just changed it to demonstrate
cooperation and respectful behavior. So again, it's really just kind of that developmental nuance, but they are incredibly aligned. Um, and so I think, you know, it was it was very cool actually because our first run through they had some changes here and there and
then they said, "No, that's too worry. We kind of liked the original." So you can see they are really incredibly close. So that was kind of cool just letting that process um run through. Back to you.
Um, so another place where the report cards are really the same as are those performance indicators. Um, and as a reminder, in traditional grading, a student's grade can include things like participation or effort, um, work
completion, did they put the capitals and the periods, even though it's a math standard, right? Things like that. In a standardsbased reporting situation, students are assessed on how well they're doing on a specific skill or standard. So, we use performance
indicators, how they're performing as a rating scale. Um, and again, this is another one of those places where the vernical alignment was so important that it those the same ones at the elementary school will carry right up through um
grade six. Um, and just as a reminder, I know Aaron went through them, but beginning just means that the student is just getting started with the standard or maybe really hasn't the teacher hasn't really taught the direct lesson. Um, but, you know, they they're starting to
interact with the skill a little bit. Um, developing students starting to get a really good sense of the vocabulary, some of the foundational skills. Um, progressing. Um the teachers, if you kind of remember back to last year,
felt like um there needed to be a place in between that developing and that meeting that there were some kids that had moved beyond that, but in order to meet the standard, you really have to meet the whole standard. Not just like, well,
they can get most of it, so they're meeting it. You have to be able to do it all. And so that's where we came um ended up with this progressing. So they can do consistently can do the developing skills, the vocab, the basic things in that they can sometimes do a
lot of this up here, but they're just not quite there yet. So that it felt more comfortable than saying they're still at beginning at developing even though they're beyond that. Um, so these performance indicators will help students and families hopefully understand not just how they're doing,
but where they can where they are in that learning process and how we can work together to help them grow. So on the screen behind me and now in front of you um is just the report card. Again, it is the format looks just like
the elementary one. Um, so I need to go to the next one with the red and the pink, right? Just a quick tour to remind you. Um, at the top of the report card, there's a summary of attendance, student name, things like that. Teacher, the
comments will be at the beginning. Um, on our old report card, they were kind of at the end, but that was another place. Um, teachers really felt like we want that first and foremost. Um, you'll see those clipper habits prominently displayed at the top on the left. Um and
then the priority standards for each um core subject in all of the specials are all there. And you'll see the two columns, one for the January marking period, one for the June. Um so again, it's it should feel familiar to you.
We're hoping it feels familiar is our fourth grade students now come up to fifth grade. Um this is what they will have had and it should feel familiar to them as well. um our sixth grade parents, there's a little bit of a gap there, but they were part of that parent
group when we did all of the parent format, um the parent forums and all of the parent education. Um it's just been that one year where they didn't get to see it in action. Um so at this time, um we're happy to answer questions, give
you a chance to take another look. um so I just want to applaud all of you. This is having run these uh types of committees and initiatives. It is an an enormous amount of work and collaboration, give and take, grace, all
of those uh things that teachers have to do to get whatever directive administration has given them to to do. But I think what's wonderful about standard space based report cards is in the heart of heart of teachers, they know that this is what's best for kids, the best way for them to demonstrate
what they know and what they can do and not to um you know get sidelined by if it's just one skill that they can't master or they're just not there yet. That's why I love the um >> progressing >> the all theing, right? Because it's it's
action, right? They're moving forward. what are they doing >> right that we need to um focus on and and it's also like the best way to identify learning gaps right so we're not necessarily talking about students on plans but it also helps teachers with
whatever MTSS protocols you have in place to target those learning gaps and to put supports in um for the kids but also for the teachers to have the time for planning which is that's the real success right is having that time. So, I'm so happy to
hear that. >> And then I'm sure your work next year will be more about common assessments, common rubrics and and all of that to have integrity and and whatever grading that is. So, >> we've developed um proficiency scales for all of the priority standards to
date. um that the work, you know, again coming back in in September will be that calibration and using those proficiency scales with teachers, but just having them as a resource takes out so much of
the subjectivity, right? >> Um but that'll that'll kind of be that next step is kind of putting all that into action. >> I wish you well. >> Great job. Thank you, >> Linda. Um, so thank you for this and as
somebody who's finishing my own grades, I know um this approach I just would like the community to know is so much more labor intensive for teachers. So it kudos to the teachers who who are adopting this. Um I just quick question
following up on Jamie's question. is this or maybe not um scaffolded for students on IEPs or English programs. >> So they will have the same report card because we are expected to grade
according to grade level standards. >> Um for students on um an individual education plan on an IEP um they'll still get their progress notes that will go along with it. So so those families will kind of have both. where are their
students in relationship to grade level standards and how are they progressing in their individual goals and making progress there. Um, I honestly don't know that I know the answer to if ELD has their own type of
progress note, right? So, >> and some students also have English learner success plans. So, there's a a tiered series of supports that come alongside the report card. >> Thank you, >> Margaret. >> Well, again, I want to thank you for the work and thank you for the teachers who
are willing to do all this extra. >> They're amazing and for working together to make this happen. Um, two things I I really like about it. Number one, that it provides objectivity in grading. And I think that's so essential. I mean, that's
really um a traditional problem in education. The other thing is, you know, um when I had students come to college, they had no clue what they knew, what they what they didn't know, whatever. You were providing them the basis. It will
hopefully college professors will thank you someday. because you you provide them the basis they will really have an understanding of the way they look at education. So I can't thank you enough for this. >> Thank you very much >> Susan.
Thank you everyone. I just need a little clarification in regards to so the elementary report cards have been in place so this will not be something new for the fifth grade parents next year. what efforts will be made to help educate the sixth grade parents a little
bit more. So, I I would assume we'll follow a very similar process to the one we did last year when we implemented it elementary schools. Um, all of the principles sent home notification early in the year. Um, with the, you know,
with what was coming coming up, um, you know, we we have the our website has a lot of information on it. We did some videos. I did. It was terrible. >> Additional conference. >> Yeah, we have additional conference
dates coming up next year. >> Two and you know, so um how to read, how to access the videos. >> Yeah. >> Okay, great. It's all there. >> Um thank you very much. Last time you
were here, I did mention the the teacher time. I think I don't know if you have any feedback for teachers or how much time it's taken. >> You know what's been really interesting? We we talked to our K to4 grade level leaders. Was it just Thursday? Just this
past Thursday. And um one of the the the feedback that correct me if I if I'm oversimplifying this, but the feedback was like that it was not nearly as bad as as they felt. There was a lot of anxiety going in, which is why I think
it took us so long to get it across the the finish line initially. Like it was a lot. I think the biggest thing that keeps coming up was organization. Like how do I organize this? And so it's really funny because some I think some of the teachers wanted us to tell them how to organize it and we were like wait
no like how your brain works is probably very different than how you know what makes sense to me. And so there's been so much talk this year about like, you know what, if I just had these, you know, file folders like on the wall and I can throw things in there, like that would be amazing. So
there's been a lot of conversation about next year I'll do this. But at the end of the day, they I think are really proud of the product that that came to be and I think were really supportive of their colleagues like and they don't know this yet, but they did share a couple of organizational materials with
us because our GLL said, "Do they can it pay to four teachers have any, you know, um spreadsheets, check things that they that they put together that might help us?" And so they they shared those with Karen and I so that we can kind of share with the team. So I think there was a lot of anxiety and they realized you
know something the biggest shift the biggest thing was really the shift in thinking that we it it was just like what are we what are we grading here so often it was it's compliance. Oh, they work really hard, but it's like can they
do all of these pieces of this standard and and in in its entirety like I remember when I was um in the classroom, I used to sit with my colleagues every breaking period and we'd say, "Well, what would um you know, what would a four, which was kind
of like the high like mastering look like at this time of year?" We're not doing that because we don't it's the end game is the standard in its entirety. So I think it's really just shifting that thinking and once the thinking is shifted people go oh okay I got it this isn't so bad. So it's I think a little
more paper and some things to organize but at the end of the day I think they very proud >> when you're done. Sorry. Um, so one thing specific to more teachers is that's the building I've been in now for um, thankfully 7 years and even throughout the pandemic the teachers I
can say firsthand worked tirelessly when the standards had shifted for that period of time and obviously we were holding in on okay learning has changed what do we expect kids to do um, but every time we sit with them through grade level leader meetings PLC's and
you know we're in there they are already talking about the standards because of course as teachers that's what we're for them to do. So for them as much as like I don't want to say it's not a heftier lift they they do it. I mean they they are >> they're doing it internally. >> They're doing it and they're even doing
it externally through schooly and through assignments. I see it even as a parent firsthand with kids you know with the upper levels things are tagged with certain standards and it's a wealth of information. So to Miss Susa's point, for teachers and kids who know what it is they're learning, but also from the
parent perspective, it's been hugely helpful because what is a C or what is a B versus or an A or an A+ versus what can they really do? So I don't want to say it's not a lot more work because they do a ton of work each and every day, but that's their mindset all the
time is what standards and how are we assessing those standards? And it's just a different way of >> I didn't say it out loud >> to the team, but the grade level leaders um the Morris K grade level leaders, sorry, there's so many. We're always in a grade level meeting. Always. Um there
was a conversation had the last week's meeting that I sat back and thought, "Oh, wow. They've come so far." you know when you see start seeing things clicking and like they were like questioning each other and go there was just so much understand and that's a very cool thing to see because it is a
huge shift we have been in this traditional like mindset I mean most of our professions right that's just how we operate and so you know kudos to them because it was really like this past week that I thought oh that was an interesting conversation like really insightful about like just the real
nuances of how to operate so I think they're in a good place and the last thing I would add to what Mark Erin and Sarah have said is that those proficiency scales that are teacher facing documents >> that kind of outline what a skill looks like at the different
levels. So >> takes a lot of the guesswork out and that was the other thing we heard from the elementary. At first when they sat down to do their grades there was a little bit of a panic like I have to actually you do this now and then it was like oh wait a minute and they got out the binders that we made with the
proficiency scales. is it made the like it was just so much easier to look and go yeah this kid this is what they're doing it's right here this is where they are so leaning in on those teacher facing documents is important as well >> I have one more question it's an easy one >> oh I don't know
>> this is a standard rubric whatever slide this is I've dealt with these before right and you have the standard rubric and then you put it into the overall that same rubric is the first section on the report >> but here's the curve
Morris Palm they have two teachers. So how do you do that general? Because in elementary school you would have one teacher check. >> So I'm actually going to let one of the teachers do that now. They do that now. So >> we have common planning time. >> Okay.
>> With our co- teachers every week. So when when it comes to that portion I'm filling it out for the kids in my home room but I'm collaborating with the other two teachers that have them and we come to a consensus together. I'm just interested rubrics are totally opposite. We don't they shouldn't be, but I'm just
saying if you thank you so much, >> Katrina, um, thank you very much. This is a real reminder of last year's conversation. Um, I love seeing the consistency from what you've done before. I'm wondering, um, I sort of two questions. One of them is, um, is this
going on up past into seventh, 8th, 9th through 12th grade? Are you doing um, grading report cards going upward? So we talked about practices in their classrooms around priority standards but not changing the the face of of the report card or anything at this time.
Okay. Um and um the other question has more to do with parent feedback. So there's so much in this loop of the teacher working through all of this as the staff and teachers and um so it's sort of a two-part question. And I heard you saying that the um upcoming fifth grade
will already be familiar and the sixth grade class maybe their parents might have participated in the process. But was there any outreach specifically for this Morse pond process to um parents and families and caregivers? specifically for the
>> we set an additional series of forums because we were building off of the work that we had been doing over the past few years as we had set the stage for uh at the meeting last May. >> Okay. Um and then a followup to that. Um have you received any feedback from the
elementary school parents and families and staff? I heard some feedback about staff. So you talked about that, but more so from the parent perspective. I've heard um differing opinions about it and I'm wondering if there's been any formal um feedback opportunity for how that's gone in the last year.
>> I would think that that would be like building more voting base with their their own principles um as far as feedback directly to Aaron and I. No. Um but that's not really our role either. Um so
>> Okay. >> Yeah. >> All right. And I had asked this question last year, but I'm just wanting to refresh my memory. the um when I was looking through the you had a link um in here for the Desi website um the the descriptions of the equity and the standards being um having it be met as
the equitable way to do it. Um I have heard a lot of mostly parents I don't think I've actually heard this from staff but parents saying um what happened to exceeds expectations? How do I know if my child is really excelling? And I I did read the description of you know they would get some stuff inside
the report about where they're excelling. Yeah. And we talked I think I I know that came up last year as well. We were really um you know through all of the research that we did and over the years we had some you know some scales
that went above and went above. the end of the day, the end of the line is is the standard. >> And there are it does not mean um that opportunities for enrichment are not still happening that they're happening everywhere. Um every day teachers are
looking to meet kids where they are. Um and that the the talk even amongst like the the staff was how do we communicate that and that was through the conferences through the comments but at the end of the day the standard was the
standard and if we say that there's further to go we're just we're we're moving the finish line >> um at a grade level but again it doesn't mean there aren't opportunities for kids that need Um,
anyone else? Um, I would just like to say as a parent, uh, it wasn't so long ago that my kids were at, uh, elementary at the elementary level and then going on to Morse Pond. So, having it look the same, I would think would be very helpful, uh, for parents going in that
transition. Um, and having the comments in the beginning is amazing because I remember as a kid my parents when we used to get them in a folder, um, the first thing my mom did was flip it over and read the comments. Um,
>> some of which are still talked about. >> Um, and I did that with my own kids. My husband and I would do the same thing. Um, there were times that I I will admit that I didn't always even look at the elementary level. I didn't always even look on the inside because I was so excited about the comments. And I love
the fact that Flipper Habits is really um is on the in the forefront. Did you say it was on the first page? >> Yes. >> The fold. >> I I love that that we're um we're not siloed in each uh grade level and not
just um like kindergarten or first grade. I just mean like um the elementary level, the more fun level, the junior high, and then the high school level. I love that the clipper habits is something that we're um we've
embraced at the younger level um because it doesn't just happen when they arrive to Fountain High School. Like it has to be embroidered into the thread. So into the fabric. So thank you. Thank you for all and of course thank you for all your work and what have you. Melissa, can I
speak as a parent, too? >> Um, we don't often do, but yes, please. >> Thank you. I really appreciate that. >> Of course. >> Um, as a parent of a Morris Pond student, this has hit well. Um, it hasn't impacted our family a lot, but I
do have an accelerated learner. And the problem with losing exceeds expectations is that it doesn't get transferred from one teacher to the next or from one school to the next. and you lose that information, we have lost that
information and then we have to become that child's advocate because we lose it in the report card. So it has negatively impacted our report cards and our communication from teacher to teacher to not have exceeds expectation in the report cards anymore. So at this older
level, it's important to keep that in. >> Thank you. >> Thank you for letting us speak. >> Sure. All right, that's great. Thank you all for coming. I appreciate your update. >> All right, getting back to track. Um, we
have the update from the superintendent. >> All right. Thank you. Um, so as I had stated before, um, I'll give a update at every meeting about the North Found Elementary Project. Uh we are expecting
um the engineers report um hopefully on Friday. Um of course I don't uh expect some information to come out after that but we'll definitely have to spend some time uh reviewing the report and understanding it um which may require um
some phone calls and and such with uh both the town and the engineer. Um and then following that would be the report uh the report will inform the insurance company. Um so then we should have some more information about um Maya's um
contribution to that last um one-third cost um that they had mentioned. Um and then we'll get information out as soon as we can. So we're still in the process um still monitoring everything. Um everyone we're moving moving along um in
in that process and uh and preparing for the summer work. Um the me talking about summer work. Um the summer projects. Um just want to go over everything that's going to be going on in in our schools this summer. Uh we have the uh North Bmouth Elementary and
the Bmouth High School solar canopies um in parking lots. Uh Bmouth High School project adventure. Um that that project will um get started. We'll have um that finally. That's been a few years that we've been working toward >> that's happening this summer. So good.
So we're getting that done. Um the T ticket and Mullen Hall playgrounds uh will uh be uh installed. Uh the Men Hall outdoor learning center will be um completed. Uh interconnecting um classroom door locks that we've
talked about as part of our safety u measure of when um not the the the hallway door but between the classrooms that you can go through. So, as a safety measure, making sure that those have interlocking um uh doors. So, we've just
recently been approved from the town to be able to do that. And then it took some research to figure out what would be the best and safest and easiest way to do those interlocking doors. So, those are going to be um installed. Um we of course uh on our capital plan
every year we have um purchased new cameras and uh so there'll be uh camera installation uh in different buildings across um the district. Um the uh for the green school works um grant uh we'll
be doing the east mouth within Ticket uh soil testing and then flooring projects. as we had talked before um it's just it's a lot easier if we can um do it have the uh encumbrance on the the district side and
we will be doing uh projects at Mullen Hall eastbound within Ticket um this year and also we'll have painting pro uh projects going on at eastbound within Ticket so lots of moving parts um you know kudos to uh Paul his staff uh Kevin
Pimento uh as our district project um coordinator is uh is fantastic and we'll be being able to work with Paul and make sure that all of these projects are happening in the summer. There's a lot going on. So, thank you for that. Also, what's going on in the summer uh is
summer learning and uh so we have it all stationed at the high school uh now and so we have our ESY, our extended school year program. Uh Jackie Meyer, a fourth grade teacher at Northworth Elementary, will be the coordinator um this summer.
So, we're glad to be able to um have people interested in that and and different people uh each summer apply and and uh so Jackie will be our coordinator. Um she's done great job along with um Audrey and Sandy and getting everything set up for our students and being ready to roll with
that. Also, at the Fountain of High School, we have the Fouth High School programs, credit recovery that happens. Um something new this year that we're really proud of that's going to be offered is AP Kim and AP Bio. um preview. So, there will be some pre-work done uh to help the kids be uh have a
greater success when they take the course during the school year. So, we're um excited that we're going to be able to offer that. We also have a large school pro program uh happening at the high school um that sort of the current seventh and eighth grade uh students.
It's a supportive measure um for greater success the the following school year. Um something new this year that we're adding in is for our eighth grade students will receive uh one elective credit um for participating in the summer. Um again this is helping prepare
our students to be successful in the next grade level. Uh also um the it's for math and English and they are found with public schools uh teachers that are um providing uh the course in the elective. So excited about that. camp
invention still going on here in uh Falmouth. Um so we'll have a one week it will be uh located at the high school and that's for our elementary students and then our multilingual learners um they will do two weeks um working with our our students this summer. So that's
the summer learning. So summer projects and summer learning. I'm going to move on to the next um item is the state budget. I'm happy to say that the Senate approved um the fair share portion of the um House of
Representatives, the 50,000 that's going to go to the U Ticket Playground. So, we're excited that that moved along. So, um it just is we'll be waiting for the governor's signature and I don't see why that that would be held up. So, we're pretty confident that that money will be
passed along. So, um that will uh go to the the large part the large pot that's been growing and growing um to uh ensure that the the entire playground can be done. And so that that kind of tipped us over the top that we were in good shape
and and um we will not have to um apply to the CPC funding. Um also in the state budget um in the fair share uh that was approved um an additional 152 million uh to supplement the budget uh the FY27
budget for circuit breaker. So we're there will be some uh additional funding uh going in that direction. So um that's exciting and what we were kind of concerned about whether we there was going to be any money uh set aside next year for the green schoolworks. Uh but
uh when the fair share came out there's 25 million set in for the green uh school works and as we had mentioned before we could only apply for one you know school each year. We applied for one. This would give us an opportunity to come before you next um this coming year and um possibly be able to um apply
for a second grant. Um so we'll board it later. I'm just glad to see it in the budget. So um some clipper news. Our graduation was fantastic. Um, I wanted to um just mention something new uh that some of you were there, you may have
noticed. Um, there were some of our multilingual learners that were wearing stoalls that um represented um the American uh flag, so the American side, but also the colors of their flag um from from their home country. And it was
just to me it was just a beautiful um addition. And so that was u very nice. We also had um Victoria uh Phthalo um present when she did her speech and she provided some of her speech in Portuguese also. I think it was just a
beautiful addition to the to the graduation. Yesterday our schools celebrated um Junth uh and in honor of that um students were doing um the walks uh in the schools. They may not have done the 2.5 miles, but they were
walking uh in honor of Opal Lee. And um during those walks, they had um the stories uh the Junth um book and the stories um and in other places um just like we did the town walk um you know
just learning about um Junth and what it's about. Uh one of the uh a special thing that was shared um was that there were teachers as the younger grades um actually reading and then discussing with the students and so captured
pictures and it's pretty special that that all of our students of all ages um get to be a part and try to understand um the the meaning behind Junth. Um we had a delicious lunch um served yesterday in in honor of Junth and then
we had some drum performances at the three upper schools. So um it was an exciting day. Um yeah. So um okay. Um also this month is pride month and just wanted a reminder that um
the town is hosting the block party again at the rec center um this Friday from 4:30 to 7:00. was a huge hit last year uh in honor of Pride Month and so uh the town is putting that on again. We're very appreciative of that. Now to
my next one. I can grab a few things here. This was pretty cool. We have a fantastic relationship with um those in charge of the Cape Cod Marathon. And several years ago um
um uh Mr. uh Aarian came to me and said that they wanted to find a new location for their start and finish line and he had already worked out the whole map for the marathon and it began and end at Mullen Hall and I welcome that because
our schools should belong to our community and so um one weekend in the fall they u are at Mullen Hall. It's continued to grow. They are so appreciative of um being able to be there. They absolutely love it. I can't express enough of what they say. And so
in honor of being able to be at um Mullen Hall, they have and these are just show you and pass them around so you can see them. So this is for this is the um this is the actual marathon and this is the um if if they come across
the finish line, right? They they get this. Um, but this is something pretty cool because she turned it >> and you have a picture of Men Hall and so this was a new This is the new medal and they get it. So this is for the marathon.
>> Um, this is for the um half marathon. So they also have a world the half marathon and same thing the designer did it. So you have um the picture of Maul and Hall there. I'm telling you, they are so excited about being
and then um the 5K. So the 5K is a turtle and then it also shows marathon. So everyone or the Mullen Hall. So everyone gets to see um so they brought these um we can't keep them. We can't and this is for 2026. You got to run the race to get one, but they did uh they
came by to let us share what um and uh so just some other cool beer. the um they started the kids the the um kids race and uh so they get the very big cool
rubber thing if they if the kids come and do so they're really promoting kids and the kids get uh sunglasses and all kinds of so yes I feel like I'm promoting it but I think it's a very cool thing and I think it's great the kids absolutely love it >> um and then I don't know I know I mean
they just walked by all of us Okay. So, here we go. Shipwreck is sponsoring. So, there different shirts and stuff. So, there's a whole pack of stuff if you want to see it, but um the cool thing that I thought that they
added was you actually have a picture of mom on the the work. So, just wanted to share. >> All right. And just the last thing on my update uh is our first meeting for the Lawrence School Building Committee is
next week. It's an organizational meeting u and we are going to be off and running then with that. So again um thank you um the two members from the school committee Margaret and Susan uh will be on the committee as well as um
11 others because it's a committee of 13. >> I'm sorry 16th I believe is at 6:00 >> in this room. Yeah. Sure. Question. Um when you were talking about the um God, there was so much information.
>> Sorry. Fabulous. Um the Mullen Hall playground and the Ticket Playground are both being done this summer. >> Two different companies, so we were able to do that. >> Okay. >> Um and what is the Mullen Hall outdoor learner space? Is that the garden? >> It's the the garden area. And then they're putting in the um uh the cement
pad. Um and um the the PTO was actually kind of designing and building that with the principal so that where the classes can go out and and be outside. >> Okay. >> Do you know um for people at Men Hall who love the playground? Do you know if there's plans of what's going to be done
anywhere that they could go look at or I could tell them, oh, go look for this and you can see what's going to happen. Um I don't know if we do we have plans of those out because this is >> um so the playground itself is it's not all coming down there that over the years this has been pieces that we've
had to remove. >> So there's some replacement of the current pieces and then putting in new of the ones that we we've um >> like slides and rings and that >> things that we've had to take down cuz they just weren't safe anymore. >> Okay. So it's not like tea tickets. It's not. No. Tickets getting a brand new and
Paul's getting a refresh. I love that. >> Mike, >> two quick questions. The first one might be silly, but what is a door locking deal? You talked about inter >> interconnecting. So when the the CL So you have two classrooms. >> I get that part, but what kind of a lock
is just a lock on the doors. >> Well, do you want to explain what I think? Sure. >> That's right. So the theory being if someone were to gain access to one room, you don't want to get access to all the other classrooms. >> So it's just a key lock.
>> Just a key lock. Yeah. >> Okay. And then thank you, Paul. My second question about the graduation. Uh Lori, you said that a student had spoken in Portuguese for a bit. I don't know if we already do this, but do do we offer
live translation services? >> Um I don't think we've ever at the graduation almost every event and all, but we haven't. But um that will um if we get to keep that going, we're going to definitely have that
>> because yeah, the AI is >> super smart and cheap. But all right, awesome. Thank you so much. >> Anyone else? Okay, I have a list because that was a lot. Um, I'm super excited about the opportunity for AP uh chem and bio
review in the summer specifically, but very um excited about all the opportunities that we're offering. Um, so specifically that one, the AP and biochem, because that's a that's a tough class, even for the smarties. And any
review we can offer, um, I think is great to sort of help, um, balance some of that stressor when you're a junior or whatever year you're taking that. Lawrence, um, I'm also excited that the students, the eighth grade students
could get a one credit elective going into the high school. Again, anything you can do to help our kids um have a something going forward, I think that that's great. >> As far as the state budget, um $50,000
from the state budget, we are ear ticket. And then you said that we wouldn't have to apply to CPC for Ticket. Is that accurate? >> Yes. So we are um uh w with that with the governor signing those dollars uh we will not um go for that emergency but
what we will be doing is applying um in August in the regular cycle for the next playground that's determined in the district that needs to be done. Okay, that was my question because I just wanted to make sure that we were still on track and that we had enough money
>> and that um >> we this wasn't going I just wanted to make sure I heard all of that correctly because when you when I first heard that we weren't going to apply for CPC I got a little bit nervous and we
>> but this state one is going to cover so we don't have to do it this summer. >> Okay. Graduation. graduation always makes me cry every single time I all the emotions all the time. So, I thought that um the speech that um and I'm
sorry, I do not remember the young lady who spoke so beautifully to her family and to other Portuguese folks uh in Victoria. >> Victoria, yeah, >> she was amazing. >> Yes, >> vice uh president. She did such a beautiful job and Mike, great suggestion
with offering uh or suggesting live translation um in real time. I think that's great and I think that that needs to happen. however it happens. Um, and then the Cape Cod Marathon stuff.
Nick, I think we have a new role. >> Nick and I ran years ago. Nick and I with previous uh, and Kelly's laughing. I know she's laughing. uh with uh Leah Palmer and um previous school committee members and other people in the community. We ran
legs of the marathon to benefit um morning team. So um I noticed that there wasn't one for the the group, but maybe there's something coming. >> Yeah, no m can't do it.
>> I bet that Okay. >> Is that our Is that our exit strategy? No, I'm sure there's no Lori didn't have it. >> I will I will talk to the the the lead on that. >> You don't have to. Anyway, >> I think we've looked into that one
enough. >> Sure. Um and that's all I have. And Kelly's laughing. Got that. Um, in regards to graduation and all the graduation activities, I just want to thank the town for the local scholarships of 764,000
I think it was. That's that's phenomenal. >> Phenomenal for the town of the community members to be so supportive, >> taxpayers, etc. have been supportive of us in regards to our efforts for the school system, but for the kids
themselves. This is phenomenal. Yes. I I I can understand that. Yes, 100%. Margaret, >> well, I was going to do this at the end in terms of but since we mentioned graduation and Susan mentioned that uh I was at the
award ceremony and um for the scholarships, there are 12 scholarship information sessions that the student has received. 110 seniors signed up to attend a scholarship help session. In addition, the uh found
scholarship association offered five clicker time sessions to assist our assist students, our seniors who wanted help completing their scholarship uh application. 60% of the class of 2026 received 763,928.
This was the most that any class of the high school has received. Um also at the uh session I I I was very interested that the juniors there are college book awards and the guidance office receives receives over 30 book
awards from college from colleges and universities from around the country. These awards support student achievement and selection is based on their GPA in the top 25% of the junior class um extracurricular activity and possibly
leadership and character. Some awards include a fee waiver possible scholarship if the student decides to attend that goal. And this year we gave uh college book awards to 35 members of the class of 2028 and 21 students received the seal of
biiteracy recognition. I think we really need to thank as Susan suggested um it's just absolutely incredible what the um development fund gives us. The road race gives us money. There were uh various scholarships provided in memorial of
someone who had died. Uh it was just very impressive. Um go back to the page on um and you know I think this the guidance counselors should be really recommended. They do a tremendous amount of work. They also, by the way, receive
these scholarships and decide and and put them out and they've developed and I' I've known this for a long time, really one great relationships with various colleges. Um um and since I'm talking about it, I also have the privilege of meeting one of our
graduates uh at another event uh and he had gone to do his last year in the Netherlands and then did two years in Netherlands and he's leaving for Harvard now. So, it's very impressive. Um, and not only do I want to thank the guidance
counselors because I'm sure the entire high school supports this and our teachers, all of the staff support this. And a shout out to Alan Harris. Um, I was at another event where where in fact one of the members of the event had
graduated the year after Allan came and and the man because he's a man now said, "I want to tell you the transformation in what he did at our high school was just really noteworthy." And so a shout out to Ellen. Any organization that is
successful has to have a good leader at the top. >> Thank you, Margaret. I see Kelly's hand is up. Yeah, I'm >> Oh, she's here. >> Can you hear me? Yeah. Um, I just want to jump back to graduation because I couldn't make it, so I taped it for the first time. And I just want to give a
shout out to FCTV because the feed was great. The audio was great. You could even see the kids coming off the stage like being all happy and um, you know, for for those who can't attend it. It's just such a wonderful thing that they
offer our community. Great. Does anyone else have anything? All right. Feel very regretful that I wasn't able to go to graduation. You can still view it on my mother from surgery that day. Try and find it. It's still on my last year. It was so so wonderful.
>> Great. All right. Moving on to uh presentation of the CPAC special education parent advisory committee. Um Sandy also presentation tonight. So
um all right. So, um, our CPAC is a a special group to help all of our families who have students on, um, IEPs or, uh, 504 plans, then it can offer can offer leadership and guidance and help
families kind of navigate the the, uh, questions that they may have around some of the processes. So last year as my first role um in the district as the director of student services um I was a little bit disappointed with our lack of membership or attendance at some of the
CPAC meetings. So over the summer we really tried to think about what are some things that we could do to try to try to increase our membership. So at the start of the year I did write a welcome back letter to families reminding them of CPAC and what the plans were. We changed the time of the
meetings this year. Um we added at the end of an IEP meeting all of the families had a um QR code so they could give feedback about the IEP meeting and then also um within the little survey was do you want to learn more about
CPAC? Would you you know do you have um any topics that you would like etc. So the I think the most successful um item was the QR code because we did get feedback from about 41 families, not necessarily about CPAC
um but we did get feedback about the meetings. So we um so we planned our meetings. So in September um we always start with the basic rights and that presentation is done through the federation for children with special
needs. So that really helps families get a better understanding of what an IEP is, how to read the IEP, and basically what to do if you have questions about it or if you don't disagree with things. And then in October, our chairperson um
at the time had um again trying to like seek more input said why don't we have a meeting in October to see if uh families have specific topics that they would like um to discuss. And so we had a couple of um items that people had brought up which included um some
transition planning um a specific organization the um parallegal assistant training program and then questions about the extended school year. Oops. There we go. Okay. So in November we had
our presentation from the Kennedy Dunan Center. Um this is a really great resource for all families because they offer services from preschool to age um 22 to adults and there are all sorts of
um support services that they offer training, education connections, social connections so they can connect with other families who might be going through um same sim similar situations. they have skill building classes and um
opportunities just for um advoc advocacy and coaching. So that was uh our presentation in November. And then in January, the federation did something different this year than in previous years. they actually shared a
calendar of um uh which had meetings throughout the month that families could um turn tune into virtually. So families not only had the things that we were offering but also um some other topics. So one of the topics was emergency
preparedness. So, this was intended to help families prepare um not just the basic information of making sure you know that you have um important documents, their medications, um medical provider numbers, but also the thought
about practicing drills at home. So, for students um with disabilities, it can be helpful to create a social story which just kind of outlines, you know, something may happen, this is what we're going to do, and to practice that. especially if you know in advance we're
going to have some type of storm, you might have to leave the house, go to another place, the things that you would bring, etc. And then in February, um the Department of Education offered a webinar for all of the CPACS from the
PRS, so the problem resolution system. So, this presentation was um focused on helping families understand if there were um specific things that they felt like were uh violations of federal or
state educational laws, that there was a formal grievance procedure that they could follow. and um they would answer questions about specific complaints that families might have regarding um any sort of processes could be uh special
education or general education. In March, um Audrey and I did a presentation for transition planning and a little bit on ESY as well. So, as everyone knows, we service students from preK to 22. And as students get older,
we need to really focus on life after high school, independent living skills, employment, and post-secary skills. So, the students IEPs focus on what a student vision is, what they want to do when they um graduate from high school
or finish high school. and our IEP goals and services start to support the students in that direction so that they can reach those goals. And the extended school year, we included um just some general information about what the supports look
like for the extended school year and how those decisions are made about which students may qualify for the extended school year program. And then in March um part of our membership with the federation for children they offer an opportunity for a virtual conference and
because of the membership we can have um somebody attend the CPAC uh parent can attend for free. So we did offer that to our families as well. And towards the end of the year in April we did the parallegal assistant training
program which I've talked about that um before the screen committee before but that's always a that's always a highlight. and Katrina came to our presentation. Our presenter didn't show up that day, but um I think that's a that's a great um great story to hear about how that program came about and
the opportunity for students to be able to work in a in a courthouse and um some of the valuable skills that they can learn and also how it really promotes inclusion and independence um for our students. And then in May, we knew our elections were coming up, so we worked really hard to try to share the
information. We had surveys and I send out a lot of emails and we were super excited because we do have um a new chair, Amanda Zach. She's going to be the vice chair. We don't have a chair. So hopefully next year we'll have we're
going to continue um continue marketing the uh CPAC, but we did come up with some for the members who did attend that meeting, we did come up for some topics um proposed for next year and um I listed those there. So those were the
those were the things. So we're really, you know, going to continue with some of the things that we found successful this year. The interesting thing is um I don't know that our membership increased a whole lot this year um with a variety of topics. We didn't always have the same people. So might have been three
people at a meeting, you know, that pertain to something with elementary students and three that came for something that was more for older students. So, um, so we're going to keep doing try to try to make the, um, presentations interesting and we're
going to continue with the the members who did attend said that they did like the, uh, virtual format. So, we're going to continue that. I don't know if anybody has any questions. >> Just one. Um, and you just touched on it, the virtual format.
>> You know how like the ELLL group >> does a party or food or right? Is that what you said? I don't know if I know virtual because I used to do it prior to Katrina virtual is helpful but I mean maybe one or two like in person with stuff
>> so I know and then I know it's not >> one registration but that was for the conference it's just not real but we still we have a good amount of of students and IPs um and when I was on the CPAC and I'm sure Katrina can say as well people don't come to those you get a handful at
best you know and It happens sometimes with me and Terry. >> Mhm. >> So just something I don't know. >> So thank you for >> So yeah, so we'll we'll try and we can offer the the inerson um then sometimes child care could be difficult but I
think our topics want to start the year >> and even the topics that we have if we have something a topic that's for younger children anyway it may be just fine that kids. So >> thank you. I don't know if this is the time to have um an ideas session and I
can send you an email or Mike and I can brainstorm or anybody but um the kindergarten registration and the back to school night. I do a table at those elementary schools like the bank has one for banking school and that sort of thing. But if you were present at that
um or if you made a trip to a different fish meeting a couple times a year at different schools or tried to get the um meeting times into the newsletters >> that go out. Um um yeah, there was I like the food idea. I had that too.
Offering people food and the PTO's usually have um they usually have child care at the PTO meeting. So if you kind of buddied up with a PTO meeting, you could at least um boost maybe some information sharing about it while people are already there. They're not
very well attended always either, but >> it's hard for people to >> Oh, and the return address, the email address was the other one because I think people don't recognize that it's coming from Fountain Public Schools. That was the feedback I got about the emails. And so I don't know if it's possible to get a different return
address that looks more like Fountain Public Schools CPAC, you know, obvious. But that was maybe we can brainstorm on size session. >> Anyone else? >> Thank you.
>> Thank you so much Sandy. Appreciate it. >> Okay. Next up we have the first read on the handbooks. >> Sure. So um uh in your package you have a handbook. Now it's not the full handbook. It's just the sections um of
the revisions for this year and this did go to policy uh subcommittee um they reviewed and they recommended that we bring it for the first read um to the committee. So you can see the um you know the topics that um that we
discussed the standards of dress um the those of you that are new you're going to see that um that it's everything's in the red with the yellow highlight. That's new. Uh if you go through the we uh addressed um there's cell phones I
think it was and the visitors to schools and I think that was it this year that we took on every year we try to take on um uh something new. Oh, we did do the due process. So every year different sections we try to keep revising and
updating. Um and then um also the exclusion from school during cases of disease outbreaks. >> Is that brand new? >> So we did that. Hold on. I keep going. This is I don't remember when we the non uh
non-discrimination including um harassment and retaliation uh updates uh to that section that reflects the Yeah, I did think. Okay. That um was the any questions or
comments about any of those sections? And I'm gonna >> I just have one question. Who was on the policy committee when these recommendations were changes were made? >> Myself, Terry, and >> any other question? Go Thank you. Um I
assume the cell phone use of visibility the I don't know what other page this is seven uh or use the cell phone with return only to a parent. So no matter what the age of the student we're giving the I'm
sorry it's page seven on the top Laurens electronic devices. We're giving the we we're the parents are coming into the building to get the phone >> if the if the student is not using or not following directions. Yeah. >> So let me give Yes. So um
>> the from the elementary schools up through 8th grade uh we have a bell to bell. So they need to be in their backpack locker but out of the classroom cannot be with them. So if for some reason student doesn't follow that rule
then yes the parent the parent may be you know asked to come in to get the the stuff. >> And I have one more question. I did the um whatever the lock cappella concert last Wednesday >> and they're doing it Friday right after the uh pride festivities at the rec
center. Rec center. Right. So, I'm sorry going off topic here, but taking pictures without prior permission of administrator or student is forbidding. I don't know how we would enforce that like a concert. You know what I'm saying? Or is it is that just for
um like PTO things or I know that some kids are in the no film list, but I don't know how that's enforceable like a big concert, you know. >> So, we we typically do not ever do that when it's a concert. Of course, the high school plays and musicals have to be. So there's no filming or you know because
that we're we're purchasing the rights to the um the scripts, but uh usually it's situations where um students are speaking or students are you know >> so it's always identified at the time when
>> there's it's not appropriate to to take pictures. That's not an question because that at the concert we all up from the top of law and people taking pictures and >> yeah concerts um you know events you know yes that's >> we want parents to take pictures of
their kids. >> Thank you very much. >> Anyone else? So is there any kind of amendment to that stating about um if it is a con like if it is a content or some kind of an event not to then post other
students to social media? >> So it is a good question. Does a policy sub want to take that one back up? Uh, we can. Sure. >> So, just so that I'm clear, you want to
put an amendment in if parents are filming their student at a concert to not post it to social media. Yeah, I would I would even say um they could post their child, but the the sticky
part is if it's a group of kids and they're posting it to their social media or if it's field day or something like that or parents are shackling on field trip and they're posting other children on social media. >> Sure.
>> Without that their parents permission. Have we had a complaint of that >> of the parents who have children on the no film? >> That would be um >> I'm not aware of any
>> not aware of any complaints >> concerts. Sure. So, so the big events that you're talking about, we have not we have had complaints um of pictures being taken of students u at you know smaller events or when students
are you know speaking not not to not to have that posted. >> Okay, Margaret, I see you but I still want to tease this out. So, um, if there have not been complaints and I'm concerned with if we make a if we
take this to policy, um, how what would be the enforcement? So, we h we the district would then have a policy to families, please be mindful of um, you know, other students kind of thing. But
there's going to be the excited nana who watches, you know, somebody playing their flute and there's other kids in the background. What is it when you're uh what is it called when you're accidentally in the back? Uh there's a thing. If there's a
name for it, I'm sorry. It escapes me now. Um I >> I think I'm talking about something more specific than someone who's just happen to be sitting next to the blue player that's being highlighted. >> Okay. So I I think the hard part is like
I know in other school systems they have a statement in there please do not post to social media. Obviously the policing of that or forcing that >> is very difficult but if it's written we can say we can only say do not do that. I see. Okay.
>> Out of respect for the other families because um there are a lot of families that maybe don't do the do not photo but then they don't want their kid on Facebook and then tagged and triple tagged and all the
>> functions that Facebook can do. >> Thank you. So, it's just more of an awareness, you know, please just keep it within your child and don't post to social media. Got it. >> Especially when it's school sponsored like a field trip or field day or something something else. >> Great.
>> Thank you. Very helpful. >> Any other questions or concerns? Could you >> um So, there's a I'm sorry. I'm sorry. I for Margaret I'm sorry. Sorry. I think what we talked about is maybe if the policy looks at the notion of um
pictures in regards to social media, I think the whole issue of you know posting on social media becomes the issue that you're talking about particularly if there are other students involved. >> Yeah. Okay. >> And so there might be some statement about social media and policy.
>> Thank you. Sorry Katrina. Um that's no worries. Um so um sorry where did I start? There was an edit on the first page um bullet number four on the first page when enforcing
these standards of dress. It says this >> um and I thought maybe that should be these pages >> for page standards of dress number fours standards >> when enforcing the standards of dress. Do we want it to be these anyways just to edit?
>> Yep. Um on the next page, um same thing. Failure to comply with these standards of drafts instead of and just fail on item six. Failure to comply with standards of drafts. Maybe it should be these standards of dress. Um further
down under seven in the second bullet, um I've seen this in other districts with the language that we have here. I personally just feel very uncomfortable having the word sexually provocative in here and profane and um obscene because those are they're such subjective terms
that it's really up to the beholder to determine whether they think something is sexually provocative. And when I think of the word sexually provocative, I'm thinking of a girl and I'm thinking of girl's dress which genderizes it and potentially just opens the door to um somebody making a judgment call that
basically amounts to a Title N problem. And so I don't like that language and I wanted to just raise that >> if I if I could that >> in a moment. I'm going to let her finish. Thank you. >> Yeah. >> Um just remember sexually provocative. Mike, if you can come
>> I remember that. >> Uh so that's that. I just I think maybe leaving out subjective things um because like alcohol, tobacco, marijuana, illegal drugs, weapons, those are those are objective facts. We know what those are. It's up to somebody's determination whether something if you're going to
call somebody on being sexually provocative or obscene. It's very um subjective. Uh on the next page, page three, um with the Lawrence dress code, I had this problem last year and I I just still don't like the language here
because it says um students will not be otherwise discriminated against so long as their dress and appearance meet the requirements. And so we're basically saying we condone discrimination in this instance if you don't comply with the dress code. And then we have a discrimination and harassment clause
further on which is the absolute opposite of that. And so um it doesn't make sense to me. And when I read the paragraph it sounds like we're saying don't worry we won't discriminate against you as long as you dress the way we have said to dress. Um, and I I don't
I think it just sounds like we're saying that we plan to discriminate against you if you don't do what we want, which um I don't I don't agree with. Um my next question is the um underneath that the formalized dress for success. Why have we gone from policy to initiative? Is it
no longer a policy dress for success? >> Correct. So or sure go ahead. It's not was there's a policy right within the policy manual. It it was under the uh initially for warrants was under the innovations then it sort of moved itself
into the handbook. So I guess it's policy in as much as you approve it as part of the handbook but it doesn't have I don't believe the call letters of like the policy of the policy manual. >> Okay. >> So trying to distinguish it from the
>> So is does that change the enforcability of it in any way? No, you're still you're still voting it. So it is in essence. >> No, I mean the enforcability of it. If it's not a policy that this is the dress code is the hand initiative is voted by a committee. >> Yes. >> And once that's voted then that's
enforcers. >> Okay. It becomes policy. Okay. >> Um uh this is a funny question but who measures the skirts? Um, and it sounds stupid, but um, we had we had the Lawrence school choir performing for us.
Several of the girls last year were in skirts that were not longer than their fingertips. Um, is somebody out there with a ruler? There's there was a girl in um, the Clipper Corner article on April 17th. She was um, in the newspaper wearing a skirt that did not look like
it was longer than her fingertips. So, um, I'm just curious, how is this enforced? And again with the gender stuff and potential for harassment if you have somebody you boys are not typically going to be wearing skirts in our town from what I've seen. We just don't have that kind of culture here. So
it's going to be girls and this does not seem enforceable unless we really have someone out there calling them out for having skirts that are too short, which is just such a weird messy territory. So um I know this is a school thing. um is
the handbook and it's not necessarily a school committee thing, but since we're called to approve the handbooks, um this partic I mean, the whole thing is arbitrary and bizarre to me and I've spoken about that at great length, then I won't do that again this year because you've heard me. But the skirt thing is
very troubling to me um because I don't understand who enforced that or how it would be enforced and whether there have been incidents where that has been enforced and how did that go down and you know are we potentially liable for something if a teacher says you're wearing a a skirt that's too short and
then somebody says you're harassing me. You know, it's one of those weird mushy gray horrible areas. Jane, >> I'm going to use my principal voice here. >> Thank you. So I understand where you would make the
connection in terms of um you know focusing on girls and gender and so forth but the part that sometimes gets forgotten when we see all these nos and don'ts and so forth is that some of these um expectations which I prefer to call them
that instead of rules is that it actually it protects some young women from becoming um you know objects of ritual or so forth because of their dress. Uh it is an probably the most awkward part of a principal's child is
you know monitoring this but I do think that in certain circumstances it is very very much necessary to protect um kids. So I think if sometimes if you can just try to look at it from a different lens or a different point of view it might it
might help a little bit. >> Oh I hear I hear that. I understand what you're saying. Um I know that there have been instances where having a hoodie hood up has been um an offense that somebody calls you out in the hallway and says, "Put your hood down." So I just don't know how that would go first.
It just seems more more tricky to me. But um the high school Laurens electronic devices um there was no change for this with high school. Is that >> correct? We're waiting because of the u the bill state. >> Yes. The state the bill. So it's um so
in essence the bellto bell we we were in compliance we made the changes to actually use the bellto bell language because that's what would be required the high school we're waiting because um if it goes through the way it is we would have to make changes so instead of
making changes right now we're going to wait and we'll make changes when they needed to be made if if it passes. >> Yeah. Well, I appreciated the consistency of the bell to bell language and how that might match up with the state if we did that and having it across elementary through >> and I think it was because we were doing it anyway. Yeah.
>> That makes sense. Um and consistency I love to see. Um so the last thing here I think that I have is the um visitors to schools in the second well there's a sentence and then the first real paragraph um visitors including parents and guardians while invited cannot
interfere. I don't know if we want to have while warmly invited or while invited to visit. It's a little weird to say while invited cannot like it sounds to me like um as long as they're invited like while they're invited during the
time that they're invited. Um but I think what you're trying to say maybe I've misinterpreted I thought what we were trying to say here was um while they are of course invited have to follow these guidelines. Does that make sense? >> It does. I feel like it's words nothing
but no. Okay, fine. Um I I that's fine. Um uh so down students the last second to last paragraph students may not have visitors during the school day. Period. Full stop. But then up here um you can go and visit and have cafeteria lunch
with your child. So what's the >> I think the spirit of that is that your boyfriend can't show up or you know spend the day with you but of course your parent can come your grandparent can come and have lunch. I mean I could be wrong. >> I mean this is all a handbook. So I was
thinking like elementary as well as high school. So it's to me it just is um confusing language to say you can't have visitors and then there's all this description of visitors. Um >> excuse me. Is what does visitors meaning in that paragraph? non-family members.
>> I don't even think they thought about that quite honestly. >> This is just a shame. So, but each elementary school that does the the lunch um it's very specific. It's on specific days. Have to come in and sign up. There's a whole protocol that's
that's you know, >> so it's it's um in general that is true. You can't just have people come and visit during the school day, >> right? Um, I think we should add the word unapproved to that. That's a good one.
Maybe some clarifying word. Yeah. Um, and then the other question there was, um, I I kind of understand that this is maybe directed more at the high school, but since it's under all handbooks, uh, and just in general, the language I didn't understand. Care uh, child care of siblings or other relatives is not
permitted on school grounds. This is the bottom of page 10. Does that mean a parent can't bring a sibling with them while they're visiting or does it mean that a student cannot be watching their sibling while they're >> It means a student can't be watching a sibling. >> It's not completely clear to me which is why I'm asking whether there's some
other way of expressing that. So, it's obvious that we're saying a student can't. >> I would think saying a sibling >> is the um key word in the context closing that sentence that we don't need to tease out parent or >> well as a person who has a sibling of a child in school and then you bring the
sibling with you when you're doing something. >> We're not expecting high school students to have their elementary at their at their desk side. That's the spirit of the conversation. certain we allow parents to bring other siblings in when they're visiting their other kids. Okay,
I I get that you understand what it means. I'm telling you, I didn't understand what it means because it's about visitors to school and parents there who've had all this conversation about going to the cafeteria and volunteering and it sounded to me, >> okay, >> okay, >> I wanted to be really clear to people.
That's all like what's the harm in saying specifically students cannot offer child care of their siblings? Okay. It doesn't seem like a big ass. >> Okay. Is that it? >> I believe so. Okay. Kelly, you're up.
>> Uh, I only have Can you hear me? >> Yes. >> Okay. I only have one thing. Um, in the section under Lawrence electronic devices. Um, the one, two, three, four, fifth bullet down that begins with text
messaging. Um, I'm wondering if the end of that paragraph that says confiscation of cell phone could say device instead because you can take you can be text messaging on um a smartwatch on an iPad on a
laptop and if we just say device it would cover all of those things. >> Okay. >> Thanks. Sure, >> Mike. >> To follow up on Kelly's point, which was a good one, the second tab, second
bullet point, cell phone use of visibility. I'm assuming Kelly, you'd want the same idea there, too. Same page, like three dots up. >> Yeah, I I didn't even catch that one. I totally agree with you. Yeah, >> thank you. And then my other thing if I
could just a clarification for Katrina the the sexually prerocative I didn't forget >> burning my brain that's clothing that depicts like in high school we had like co-ed naked volleyball so it doesn't
it's not somebody dressed provocatively it's what they wear in their t-shirts and I have other examples I want to say but that is a common thing that high school kids wear you the fishing style. Yeah. So that's what it talks about. Not somebody
dressing subjectively provocative. >> That's a great Oh, I'm sorry. Yeah. Okay. Depicts, advertises, or advocates. Thank you. That's >> Thank you. And I and I think that um the discretion of the administrator is
you know we really have to have to have faith in their discretion and their judgment because as somebody who has seen some really objectionable t-shirts um worn by students I appreciate it when
an administrator makes a judgment that you know other students looking at that are not comfortable And so, um, that's, you know, that's judgment is is part of is part of enforcement. >> I missed the context and I was imagining
low shirts and like somebody judging that. >> Okay, great. >> Great. Anyone else? All right. Seeing none, moving on to act on eel text materials
as surplus. That's how you want to speak to that. >> I was going to say so move. >> Did you want to hear that? Okay. >> Okay. Make a motion. I'm going to second it. >> Did Oh god, I sure did. I am so sorry.
I'm >> Thank you for keeping me on track. We're going to go back to the first read on school committee assignments. Um, so I have in my notes that when the packet went out, we didn't have enough
information and we would like to um move this to next time with a vote. And if there are any uh questions on this, you can email Kelly or myself if you'd like. Um just again at the time we didn't have
everybody's um um preferences on the subcommittees. So we just um we would like to move it to the next meeting and then have it not be a first read just be a a vote. Um >> can I ask why what why would that
>> we just didn't have not everybody responded. >> Okay. >> And we just wanted to be fair to everybody. Why would it not be a first read versus >> We never used to do it before. We always >> never did a first read. >> Not usually. >> Okay. >> We always just kind of um in years past
what we did um at the first meeting >> once the first meeting after the election um many years ago, the chair would um reach out and say, "I think that you might be interested in this. Is that something?" There was more of a conversation, a more of like a a
pleasantry kind of thing. um it has sort of morphed into um send your requests in kind of thing. I think Kelly and I would like to uh have a conversation if there have a conversation slash see an email
or some kind of a phone call, a text or something kind of reaching out. So, um that being said, we didn't have everyone's opinion on it. So, we are hopeful to have everyone's um thoughts on where they might like to land next
year. Um and just because um everybody wants to be on one thing, we'll have to make a decision. So, we're going to do the very best we can to be as fair as humanly possible. Um >> so, does that when you say decision, do
you mean before the committee or is that something outside of the committee? >> What do you mean? >> I'm just trying to learn the process. >> Okay. So let's just say you happen to get five six people that wanted to be on budget. >> Sure. >> So that decision would be made outside of it after you individually spoke with
members or is that a discussion? >> No, we would probably reach out to um the five members and just say there's been a multitude of you um is this something that you're extraordinarily passionate about? And that conversation has happened offline in the past as
well, you know, or um the chair has reached out um and perhaps other people at sitting at the table can speak to this. Hey, we're kind of heavy on this. I know you've done this for the last couple years. How do you feel about moving to this to give a new person an
opportunity on this? Um, it's always been a a a pleasant conversation or at least a I mean I find it pleasant, but like I always find it to be a um a dialogue kind of thing moving up. We have to vote on it. It is one of those
things that we have to vote on. So, um it looks like Kelly's trying to say Go ahead, Cal. No, no. I just the only piece I wanted to add is that you know um more often it's not um you know are you
super passionate about this? It's looking for people to fill the empty slots because there were you know I don't have all of them yet but there's a lot of empty spaces and so it might be a little bit of begging that Melissa and I do to to ask people to fill empty space
spaces so we have them all covered. >> Um so in Following up to that, um in um Kelly's email, she had asked us to respond to just her. So that's I followed that request. >> That's fine. Sure. >> Um and then um she also asked about any
new committees which she and I have spoken about a couple of times because I did um ask if we could add uh curriculum instruction and achievement um as a subcommittee. So, we've had a couple of premiere conversations about that and I
didn't know if there would be um an opport like how that decision gets made, what's the process or if is it possible for me to speak to the committee about why I feel that would be important or I just am trying to learn what the process is. >> Um >> yeah, Melissa Oh, sorry.
>> No, no, please go ahead. >> Oh, I did um chat with Melissa about that too and we think we have a strategy. Um, so we can either, you know, share that out ahead of time. Hopefully I'll have everything sorted um on that document and we can send that
out um, you know, early enough that everybody will have plenty of time to be informed before the next meeting. I'm certainly not opposed to, you know, holding off if is Janie, it sounds like you're concerned about having ample time. We can do a first read at the next
meeting and then the next if you feel like that's going to, you know, work better. It doesn't make any difference, you know, I don't think in terms of maybe I need a scaffold here. I'm not sure. >> So, um just trying to understand and
just even learn cuz even though a lot of districts have the same committees, there obviously >> can be run very differently. So, it's just trying to help my learning curve. That's >> okay. Great. >> So, thank you, Kelly.
Um so from my understanding the building needs committee is not a one of the standing committees. It's a you know a annual you know different chair decides that that's a committee that is valuable
to have and last year I know Susan and you Melissa were on it and this year it's the Lawrence building committee but I'm wondering if there's a role for and maybe you've already decided to have a
building needs committee but given the northmouth roof um some of the other projects. I'm wondering if there is a role for a building committee just Melissa, can I take that one, >> please?
>> Um I completely agree with you and that's why we left it on the list so that people could ask for it. What we didn't put on was the Lawrence building one because we already voted on those people last year. So yeah, I just didn't put it on because I didn't want people to think that they could sign up for it
because we already voted for um Sue and Margaret to do it last year. So they will still hold that role and the building needs will still be open because I completely agree with you. There's a lot of building stuff going on. So we need to have that standing for sure.
>> Is that Yes. So maybe you could send out a list of the committees that that are available um this year because I'm sure of what committees are available to sign up for. So that would
be helpful. I mean I know you mean like >> well >> do you mean like the empty ones that people haven't signed up for yet? >> Well, so there have been some there's some question of what are we have what are our committees this year? So if you um I know we've already expressed our
interest, but if there are new committees or committee >> Oh, I got you. >> The list together to say these are the committees that we want to have for this coming year. Um
you know, cuz I didn't know that we were going to have a building a building committee again. >> So we can do that. Uh Mike, I think >> because I thought it was just the Lawrence designate. You know, I know that Lawrence is a separate project. Um
>> so >> was it not on was it not on the list? >> People requested it. >> Yeah, people requested it. >> Who's on the list? >> Okay. Okay. All right. Thank you. >> All right, Mike. I think you are next. >> Yeah. Just quickly, I sent Kelly. I'll
send you some more of the down ballot committees as you know cuz I'm I'm assuming that's what happened. Um and then briefly to Jamie to your point remember last year people added and subtracted or swapped and if I could I think Margaret added on
the committee because there was a time issue with other members. So it does happen at the meeting so you know. >> Okay. >> Yeah. >> Okay. Um, Susan had first. >> Um, as we talked, Kelly, I would
appreciate it if that Lawrence um, building committee designation is on the list. Um, asterisk as elected for MSBA requirements or whatever. um mainly because of the time commitment that it's
going to require and otherwise it may give the imperence that we're not doing our fair share unless those subcommittees. >> Okay, that's a good question. >> Go just um recap what I think I heard the process is, which is that you and Kelly are going to work on a list.
You're going to send it out at least a few days before our next meeting so we have a chance to look at it. that at the meeting we will um discuss and vote it or will will amendments or changes be allowed at that time if anybody feels particularly strongly that you we really
want to have Mike on the party committee and I want to be on the party committee and so we should >> if we could have if we could try to iron that out beforehand just in the interest of time during meetings on the meeting to party but but
theoretically you would be allowing allowed to make a change uh at our next meeting if we had to >> if it was something extraordinary, but we're hopeful to have it ironed out before then. So, it's kind of um >> I don't want to say more like a formality, but we're hopeful to
>> have it be like formality. >> Got it. Okay. Thank you. >> Sure, Katrina. Um if we're doing new suggestions, the FBA liaison position would be a good one to have on there because they they're contractually, I think, supposed to have four And it
would be good to designate on how that process happens. Is it on there? >> FA. >> So I need to look because I >> FA is not >> FF the educators association
teachers union wants to have listening sessions and it would be good I think to have somebody designated to do that so that it's really clear how when that happens. >> Sorry to interrupt. Did we get an email on that? I don't remember hearing from FBA on that. >> Um they have said they said so during
their meeting with us when we went to their survey meeting. Um and we got notice from them last year that we were supposed to have listening sessions or no two years ago, I'm sorry. So listening sessions are a little bit differently different than a liaison or a subcommittee.
>> I just think I don't know if a liaison or a subcommittee is the correct way to do it. I would like it to be designated and clear how that happens, when it happens, and who's responsible for meeting with them. >> Okay, we can talk about that. Sure. >> Uh Dean, go ahead.
>> Um I have two questions. So the So it sounds like the um representation on the Lawrence building project is a different process because it has to be approved or selected. I think you said >> the select board has to approve and then it goes to MSBA. Okay. So, is that like
a permanent assignment or is is that up for um I don't when do we have the >> Yep. So, yeah, Mar responded on that. So, when you go on the committee, it's assumed that you're on the committee until the committee is
no longer needed. But in reality, we know some people may not be able to do the full length of time. So there may be during that time people that step off and then at that point the select board would be reappointed for interviewing again.
>> Okay. >> So I guess just my concern and I and I don't know what people's experiences have been um with a building project but someone building a brand new school and a and a renovation. Yeah. I just I know
that you guys will look to see in terms of trying to match skill and experiences to the committee. So just if that could be noted somewhere in terms of that if there is a change if someone wants to step away because we want to be equipped
as much as we can um with as much knowledge representing the school committee. Um the other thing Katrina that I just want clarification are you are you talking about like a joint labor when there's a leazison for when there's contractual issues or just like
>> Noations we have a negotiation subcommittee >> negotiation is different >> negotiation is when you're trying to mutually agree upon contracts but if there's issues contractual issues in a building say and it can't be resolved
sometimes there's a joint meeting between upper administr ation in and union leadership. Is that what you're talking about? >> I'm not exactly sure. I'm reporting what they said to us during their survey meeting. Um they just basically want they want to have opportunities to be in
a room with school committee to I don't know have us listen to feel like we're connected in some way. >> Okay. >> Beyond our function as a negotiating team. And so I don't really know what the appropriate avenue for that is but I would like it to be really uh clear at the outset of the year how it happens.
as someone who's uh in >> whatever it is they're wanting. >> Sure. As someone who's in a union and now sitting on this side of the table, I think we need to be super careful with that and make sure that we are doing >> we are not crossing any line.
>> Well, maybe we can get legal counsel to tell us how to do what they would like, which is to have more an opportunity. >> Yep. I hear what you're saying that they want opportunity. >> Maybe they come to our meetings and we could schedule the agenda. I don't know either, but I want to be very careful with that.
>> So, um I hear you and we will look into that. >> Thank you for >> anyone at Mike. >> Just to clarify, at the FBA meeting, they had said they wanted something similar to the high school group which myself, you and Chris met three times a
year. >> Advisory. >> Advisory. That's what they were talking about doing. just where >> okay >> that was the agenda >> I see thank you for the clarification >> anyone else seeing none okay moving on to
first read on the school committee meeting dates for 2627 um and I have asterisk in here Kelly and I had casually talked about having um when possible and we do realize that
things will come come up and we will have to um amend or um things come up in life. But having scheduled approving executive session
minutes so that minutes are not left behind unintentionally so that uh we as a committee are staying on top of them. Um we casually talked about that. So that is the um I just want to add that in to
the first read on the school committee meeting dates for 2627. >> I'm sorry while I was writing. >> Sure. Uh Kelly casually talked about having scheduled executive session
review dates quarterly every five month. No, but you know what I'm saying. unintentionally gets so mid August and we're there at 10:00 at night and we're tired and sweating and
we have to approve um 10 things that we're trying to remember all the things. So, we casually talked about that. Um so, that's just what I have to say on that. And again, that's just the first read. So just food for
thought putting it out there. Is there any conversation on the first reading for school committee meeting dates? Seeing none act on e
>> act on e text and materials as surplus. >> So move. >> Thanks Mike. I'm going to still second it. >> Any discussion? No. >> Perfect. I'll have to roll. Pop the
summons by Zoom. >> I'm sorry. >> Welch. Yes. >> Um J. Yes. N. Yes. >> Yes. >> Yes. >> August. Yes. Co. Yes.
>> Yes. >> We'll speak. Yes. It passes unanimously. Thank you all. Act on the capital plan. Lori, you want to take it away? Uh the only thing I want to uh state is that when you act on it, um you're just as a reminder, you're acting on the October
2026 line. Um and Nick, we want to acknowledge that um you had asked for more detail. I think you were okay when we talked about um the bottom section under systemwide and the reason for that. Um we did not because this is a
we've already read it once and we're voting. We did not change anything for now, but um we'll be working on that and we'll be looking into making more detail moving forwards, but we didn't want to make changes right now. >> Yeah. No, I wasn't expecting any changes in this go around. I just think that
there are a lot of assets in this school uh and we should include more of them on the list. >> We heard I wanted to acknowledge that otherwise. >> Thank you. Otherwise, um that's that's presented. So moved.
>> Thank you. I'm going to second just for the sake of of things. Is there we have to roll. Go ahead. >> Welch. Yes. >> Norman. Yes. >> Yes. >> No. Yes. >> Yes.
>> Yes. >> We'll keep yes. It passes unanimously. Thank you all. Moving on to act on superintendent. Oh, excuse me. act on procedures for medication delegation and administration. Um, this has been a mistaken entry item. Sorry, is it even
on this agenda? Going on the health one. >> Um, it was a mistaken item. No need to act because we already voted. So, please disregard that. And we are moving on to acting on >> this. Can I just add the revised the revised are in the packet though?
>> Yeah. So, they they are there. >> Thank you. Uh, and now act on the superintendent's recommendation for assistant superintendent. >> Yes. So, I'd like to recommend um Sandy Captain Bells as uh the additional role
of assistant uh superintendent and that's the additional in with her director of um student services. So, the um assistant superintendent is an additional role. So I am
>> recommending Sandy Caps. >> So move. >> Let's keep second. >> Roll call. Kelly. >> Yay. Well, yes. >> I'm sorry. Sorry. Is there a discussion? Yes.
>> Yes, please. Jane. Um, so director of special education plus assistant superintendent. >> So yes. So, in Fmouth, I don't know how they're doing it in other districts, but you um there is a director that is assigned the additional role. The
assistant superintendent isn't a position in and of itself. So, it is on top of the role of their director role. That's whether it's in the teaching and learning as S's been holding for for
many years. um or if it's in the you know any of the other departments they still have their director role and then it's an additional um responsibilities in the package. >> Do you feel like it'll be okay? Of
>> course. I asked her already said yes. >> Any more Margaret? I just want to thank it was a great selection. I'm so glad that Sy's going to take on that responsibility. I think she'll be wonderful. >> I just I guess I'm just going to wait
and see. Um I mean I I trust that you're more than capable of that. It's not about you. I just think it's an awful awful lot. But again, being the newbie, it's my learning curve. So uh sit back and watch it. It's it's um any kind of dual role in administration is very
high. So um I applaud those who've been doing it are trying are going to be doing it but it is a lot. So >> good luck. Thank you. >> I just I just want to reiterate that that is the practice and family for as
long as anyone has ever gone back. It's it's never been a separate >> Yeah. >> role as an assistant. >> Yeah. know, I guess I I just didn't I didn't realize the extent of it. I guess even if it has been a past practice, >> it's still alive. >> Yeah.
>> So that that's all I'm saying. So um that's not you. It's just I'm actually advocating for you. I hope you understand. So >> we're tougher here in >> Oh, right. You're you're in striking distance, my
friend. Um, I just I just think it's hard and you know that as each year goes by, there's new demands, new laws, new challenges and um and like we do with our classrooms, we try to keep them
the number of students less, right? So, we have more teachers and so forth. And I think sometimes uh administrators um are often black teachers expected to do more. >> It's just hard. So
just uh we're certainly being fiscally responsible. >> So that's all business manager at the same time. >> Um if any other comments because I'm going to make a few. Um thank you Sandy.
I think you're going to do a great job. Thank you Lori for suggesting Sandy. Um but to Sonia, thank you for your time. Thank you for everything. Thank you for um explaining things and um making it easy and um
being a leader and showing up and um I appreciate you and um I I'm going to miss you at this table. It's going to be weird not having you here, but best of luck to all your things. >> Is this is this your last meeting with us? >> She'll be with us on the 23rd.
>> That's what I thought. Yeah. Okay. >> It's ice cream cake day. Part of committee. >> Part of committee. >> All right. So, uh, we have a motion and a second. Can I get a roll call? Kelly
>> Welch. Yes. >> Yes. >> Oh, yes. >> Yes. >> Yes. >> Kayen. Yes. >> We'll keep Yes. It passes unanimously. Thank you so much. I appreciate your trust and confidence in me and I will work very hard. Um I
look forward to the the opportunity and all. So thank you. >> Thank you. >> All right. Um routine business act on the minutes of May 26th, 2026. >> So move.
>> I'm going to second. Any discussion, edits, any Seeing none. Kelly >> Welch. Yes. >> There were a couple places. I'm sorry. I forgot. There's I'm so sorry. My name is misspelled a couple places, but it
doesn't matter. It's fine. We'll fix it. We're going to fix it. >> Oh, yes. >> Yes. >> Yes. And that passes unanimously. Thank you all. Um, committee reports.
Who's going? Who's up? >> I don't have any. >> Does anyone have anyone have anything nice to talk about? Are you going to ask for I don't know if you're going to do it here.
It would have to be for upcoming. >> I'm getting there. I hear you. I'm getting that. >> Okay. Did no one else? >> I have good stuff to say. >> Tell me. >> So, last Wednesday I did the lock cappella concert. It was great. On Friday, the Lauren school band won gold.
Not band, chorus, one gold. And uh there's a concert on Friday night with um La Capella and the high school >> Capella band. But that's all the good news I have. >> Good news. >> It's great news. >> I have good news. I went on the VIPS
appreciation um evening aboard the island queen. It was lovely. It makes me proud of our town that we have the VIPS. I'm very grateful. Um so, thank you for a lovely evening and um thank you for having this in our town. Thank you, Jord
and Tracy. Um and to all the lips who are in that program, your time is appreciated. Now, uh are there any other nice things to say? I got one. >> I just question just about is there a way to get a calendar of of events like
that? >> Girl, I have been asking for that 12 years >> because as the boat was pulling out, someone was saying, "Are you going to next?" Like as if I was going to be running down a dock or something. And I'm like, "I have no idea what you're talking about." >> I would personally love that. I had been
asking for what I had called a district calendar. And I've been told repeatedly that um you have to um uh subscribe to every elementary school and every you know all seven schools but
then there's also things folded in like this like FDF like um other events that kind of come up. So we'll continue to work on that. >> Okay. I just want to add we've been trying to get the schools to put everything on the district so when they
add it to their school it's on the district so everything is in one place especially for parents that have multiple kids in different you know um locations >> grandparents that want to know everything they go to one place we've been working on that um to >> to try to make that better.
>> Okay. in another district that we used to have like a NFL draft kind of day, but it was like a calendar day where the principles would come or anybody that was >> that was creating an event and we would spend an hour and a half and we would
make it right there. >> I love it. >> And it was so simple and and we also did it that way right and we were able to avoid having two major events on the same night. >> Yes. >> As we had last week. >> Yes. or having um >> school does that
>> the high school. So what you have to do to win out that date? >> Yeah, there may have been money for the entire but um >> but I just know like and that went right on the the website. So it had >> that's a great idea. >> It went by the date and then it would
list the school and the event and the time. >> I bet if you had a party involved >> that that could really turn into some fun times. We we always did it at the end of the school year for the next year. >> So, >> sorry, Mario. See your stress.
>> No, no, no. I'm not stressed at all. >> No, but I did what I was waiting just to to to share. Just so you know, there are um so Monday nights are elementary nights. So, when you look for things like they they have their concerts and and unfortunately the art shows, the concerts and all, they are pretty much
the same nights, right? So, >> um yeah, it's it's fun. when you get in the car and you stop here for 10 minutes and you go around for you get you get a little bit of each. Um the Morris Pond and Lawrence are on Wednesday nights. That's their nights to schedule. Um and
so they work between the two of them work out that they're not putting on the same thing on the same nights and then the high school's Thursday night >> and then Tuesday night's buffer school committee uh meetings and anything else that has to do with district business. But um just as a overarching map for
that. >> Okay. Thank you, >> Kelly. >> Maybe we need a calendar. >> We have one. >> Oh, we did have that back in the day. Um, no, I just wanted to share good news. Um, so Margaret and I last week
were um at the senior breakfast again doing our regular um outreach table where we share information about how to check to see if you're registered to vote and the much more famous and newly added how to get an absentee ballot if you're going to be outside of Falmouth
next year. The kids really respond well to that um one piece and of course you know they love the breakfast too. So thanks to the high school for having us. Um, it's a great tradition. >> Thanks, Kelly. Thank you. That's great.
Anything else? All right. So, um, next, we're not adjourning. Um, Kelly and I have decided to add in ideas for future agenda items. So, instead of um we're changing the language a little bit to be a little bit
more inclusive, to be a little bit more um just changing things up. Just trying to turn the page and be as best we can. So, are there any ideas for future agenda items? Mike, I don't even have to look up to know that you
>> It wasn't me. I do I do have one, but it wasn't me. >> You do have first refusal. >> All right. So, what I would like, and I I commend Paul and Kevin and Lori for the roof thing, and this doesn't have to be an immediate thing, but at some point
in time, I want to kind of dig deeper into the roof. Like, I know right now it's safe. >> I don't think you should say that. >> What's that? >> You want to dig into the roof? >> Somebody dug into um but just have and
then Thank you, Lori, for your updates. I'm just need a more like in-depth conversation about do you need us to second things or is it >> okay >> what you got? Um, so I would really like
to um have this committee do something quite tangible which is address the prek. And I know that's part of navigating the future. That's a big
project that is overwhelming and I don't want to have us tackle the totality of it. Also, some of it is going to be part of the feasibility study. But I do think um we can talk about the merits
um of having a prek whether we want to go ahead with this. Part of um the superintendent's evaluation issue was you know that there was not specific direction on components of that. So I
think we should take that up and either clear the plate of that or give um direction that that's something that we want to pursue. So I would like to have that as an agenda item for our next meeting. >> We will take that into consideration.
Thank you. So, I would just like the opportunity with no specific votes or anything of that nature, but just a a chat session where we can all start to talk about the things that we'd like
to get others opinions on. >> I know that's very vague, but that's what I want. The opportunity for all of us to talk. Sounds like a party. Yeah. Margaret,
>> I have didn't expect to stick about that. So, I >> Sorry about that. I can appreciate that. Nick, anything off the top of your head? >> Yeah, just to um pick up on what Glenda was just talking about um with the early voting center or whatever you want to
call it. Um I think we should have a uh discussion or get some information about what that would cost. uh how we would possibly fund it, you know, like what how big of a increase is
this? Uh and just sort of get some discussion about like can we even do this? >> And then what I was going to say before Glenda said that was we should also invite um either the town manager or maybe uh his design to talk with us
about the longer term um budget impacts. So the, you know, the select board has had a a couple meetings now where they've been talking about the budget issues coming ahead. They've met with the finance committee on that and we should really get engaged in that
conversation as well. And we're a really big chunk of the town's overall budget and um baked into their calculations show for us a 3 and a half% increase for the next 10 years in their projection. Now is that a real number? I don't know.
But even at that percentage, which is less than what we've historically been able to do, um there's a huge deficit in the town, right? So, so I just think we want to be we want to be involved in that discussion. Um or else we might end up being the dinner,
>> you know what I mean? >> Yeah. So, I just I I we want to uh I think we want to formally ask the town manager through the superintendent here to, you know, let's let's get that presentation and let's talk about what you know might really be coming. >> Okay.
>> And the sooner we start the the better. >> Okay. Thank you. Um the uh navigating future things that are still hanging are um I would like to know when we'll have the grade configuration as an agenda topic as as
you know I know we probably don't know that right now but um at the earliest possible moment so that we have some four >> I don't think gatekeeping >> no but so that we have time surveys and like conversation um the um
>> the moving attendance boundary lines conversation we still have never had um that's I think important and even if we can't make a move on it, we should have the conversation cuz we've never actually done that. Um uh I'm sorry. Let's have make sure we have
attainable goals as well, >> right? Well, those are hanging from before and we need to just bring them back, I think. Um oh, so um I mean my personal thing is increasing outdoor education and I don't know if that can be an agenda topic. Kelly and I have
talked about that and you know I would love to have a conversation about that because it was part of the green initiatives with the gardens and the compost and um the the cafeteria, the new chef and all that. And so bringing that back into the conversation would be um like a heart project of mine. And
then the thing I hear most about from again these are parents of um elementary school kids and preschool kids who are going into kindergarten and current kindergarteners up through fifth grade are the parents I mostly talk to and they um a huge number of people and
surprisingly most um upset are in kindergarten about the use the amount of screen time that's being used in classroom settings. Um, so that is a topic that I would really dearly love to have the agenda for this year and I know
we have a lot on the agenda already. >> I just want to say that's not really in the school committee's purview. >> Well, it's a policy thing. You know, if you have because again, I think it comes back to consistency for me. If you have um different schools and within that school, different teachers and classrooms are using screen time in
different ways and in different amounts. Um, that sounds to me like a policy thing. So, um, and it's the topic I hear most from, um, parents, honestly, >> above all the stuff we've talked about this year. That's the thing that comes up the most that they're concerned about.
>> I get it. >> It's hard when they're coming into kindergarten and handed an iPad and they've never seen an iPad before. >> I get it. >> Okay. Okay. >> Um, I think to kind of figure back on what Nick was saying, just as part of that work in looking towards navigating
the future, just some of those other costs that we need to be cognizant of in terms of any physical changes to the facility if we do have an early center, smaller toilets, smaller furniture, all of those things that you don't think
about that will cost money to do. And then just in terms of preparing the move, um time on the school calendar for purging and tracking and meeting. And so there's a lot of things that have to be considered. So um I think Nick is right
the sooner we get going on that. Some of the numbers might be hard to get if we haven't made a decision on what the configuration is going to look like, but we definitely have to those take two three years in advance to um prepare for. Um, the other thing I want to say
is I'm just very grateful to um, Kelly, to you and to Melissa for asking us. I think it's huge. Um, I think it's a positive step forward. Um, I know not every item may be on the agenda, but I
think it's it's good and I appreciate it very much. >> And I just wanted to say thank you because, you know, we we kind of threw it at you without any notice and you guys just, you know, such great ideas. So, thank you for, you know, being so quick and willing to to send them. And
if you think of other things, send them because even if we can't get them on, you know, the next meeting or whatever, when we start planning for the whole year, we can try to fit everything in if we know what everybody wants to hear about. So, thank you for for having such
great thoughts. >> Can I ask a question? And you're planning to do this again. Is this a regular a regular part of our meetings from now on or is this just a one time >> and I haven't even talked about that much yet. Haven't even got that far yet. >> Okay. Didn't know if you'd had that conversation. >> Nope. Thank you.
>> We're just we're doing our best. One meeting at a time. >> All right. Um is there anything else? >> Welcome to >> Well, before we adjourn, I just want to say that um I know that it's it's been uh rocky. Kelly and I are doing our very
best to um gain trust back and um do everything that we can. Um if you if you are seeing something that you don't like, um please remember that we are still human beings and that we're probably not
always going to get it right, but I assure you that we are doing our very best um to get it right. We have both been sitting at this table for quite some time and we wouldn't be here if um we weren't passionate about it and if the town didn't trust us. So um I know
that it's hard to trust when the trust hasn't been there, but I am asking you very respectfully to try and um look for the good because I promise it's there. >> So that being said, Mike, I will
Thank you, Nick. We'll keep Yes. Thank you all very much.