uh Frontier Regional School District School Committee meeting to order at six o'clock. Begin with a reading of the operational goals. The school committee's primary responsibility is to establish those purposes, programs, and procedures that
will best produce the educational achievement needed by our students. The committee's charged with accomplishing this while also being responsible for wise management of resources available to the school district. The committee must fulfill these responsibilities by functioning primarily as a legislative
body to formulate and adopt policy by selecting executive officer to implement policy and by evaluating the results. It must carry out its functions openly while seeking the comments of the public students and staff in its decision-m process.
The first item tonight is to review and approve the minutes for October 14th. Anybody has any discussion on those? >> Move to approve. Move to approve. M volunteer. >> Thank you, Bill. >> And a second.
Uh let's let's just do a roll call since we've got some folks uh there and here. Bill. >> Yeah. >> Yes. >> Olivia. >> Yes. >> Yes. Keith. >> Yes. David. Yes. Dave. Yes. Thank you.
Motion passes. Minutes pass. Uh and we're going to do a little bit of shifting around. I think >> we have a student. >> We have the student. We have the teachers on. >> Okay. So, if the students join, we will
go ahead and uh see if we can get them in for an update. We're going to shift up the uh discussion about the Argentina trip in the interest of getting staff out uh without having to listen to the entire order of business unless they want to.
Um so I think we've got Jod and uh Pam. Go for it. You guys can write it. >> Thank you. Are you Can you hear us? Okay. >> Yeah. >> Okay. Great. Thank you. Um well, it's so great to be here. Thank you um for everyone everyone for being here tonight. Um it's good to be here. I'm
Pamela Sharon. I'm a Spanish teacher at the high school um where I've been for 13 years and I'm with here tonight with my colleague Jod. Jod Greenberg is a Spanish and French teacher who's been here six years. Jod. Five years. >> Uh this is year Yeah. Five.
>> Five. Okay. Yeah. So um we wanted to propose this evening a wonderful trip to Argentina in 2027 in April. Um this trip would be a 9-day trip um taking place during the April
vacation. Um we would be going to three major places, destinations while we're in Argentina. Aguazu Falls, which is one of the seven wonders of the world. That should be amazing. um Buenosides, the capital of course. Uh we'll start off there and spend a few days there as
well. And then we would be headed to Bariloce, which is the northern point of um Patagonia, the northernmost tip of Patagonia. Um and we have, if you'd like us to share our itinerary, we could do that if you'd like to see that. Um we
took a trip. The wonderful thing about this organization, Kibri Travels, and we've traveled with them before. We went to Peru in 2025 and it's such a wonderful organization because it's hands-on. We did lots of different activities that were very um
studentfriendly, student centered and we had some Spanish uh immersion as well. Um Jody, if you'd like to chime in, go ahead. >> Um I think our trip to Peru was ab was unique. Can everybody hear me? >> Yes. >> Yeah.
>> Okay. I think my my internet is having some problems. So, thank you for having us. Um, and it's a pleasure to be here and thank you so much for your support. Um, so with regards to our trip to Peru, I mean, it was a really amazing trip. We had 28 students.
We did um a lot of hands-on activities and I think different from trips in the past, we really focused on community engagement and interaction with the community. So, our students had, I think, for really the first time um
pretty substantive sort of uh uh interactions with local people. Um so, we did a cooking workshop. Um we played a soccer game. We went to visit an indigenous village. Um they brought us
into their very intimate sort of life. Um and um we they we saw how they plant and how they um how they harvest uh their food and prepare their food. Um they prepared a wonderful meal for us
and then we finished by playing a soccer game. Um with people of all ages from the local community. It was really um a highlight of our trip and I think it was really kind of indicative of the style of travel that we're trying to do is to
really um get students to reach out across cultures and build um greater understanding and really kind of experience things rather than just see the tourist sites and go to the museums which is wonderful as well. But we really want to complement that sort of
activity with um actual interaction, >> right? So, you know, we did hike up to Machu Picchu, which was amazing, and we will have more hikes on this trip as well, some kayaking, um a tango class, cooking classes, um
lots of excitement. So, if you would like to see our itinerary, we could share that. Or if you have questions, um we'd love to to answer them. What's the cost for students for this? >> Yeah, so the cost is currently um $3,595
um which I can actually say that because there one thing I I didn't mention is that there are at least three different flights while we are in domestically inside Argentina. You know, we have the Andes mountains there. There's lots of travel that goes on within Argentina.
Um, and actually, as I looked around and kind of checked out other organizations and prices, this is the cheapest one I've I've seen. And it does include everything, too. Um, it includes three meals a day. It includes all the lodging. Um, and and the thing about this organization is they're very
they're uh different hosts and and hotels and places that are right in the the heart of where where we're traveling. So, it's not like we're taking buses away from the center. We will be in the in the center of
of everything pretty much. >> Does that include the airfare to Argentina? >> Yes, there. Yeah, there and back. >> There >> and all the travel within as well domestically. >> You know what the capacity is for this
trip? like how many >> how many students? >> Um >> we're we're shooting like like as Jod mentioned we had 28 students go on our trip to Peru which was wonderful and such a great experience really great group of kids. Um it was a lot though a
lot of kids to do that sort of travel. So we're hoping to make it a little smaller this time. We're thinking around 14 to 18 right Jody? Somewhere around there. Um, we already have had some kids sign up, but again, it wasn't official yet because we're just kind of collecting some gauging excitement and
interest. >> You know, any uh either fundraising or efforts to try to help folks who cost maybe an issue to go on this trip? >> Yeah, that's a great question. Um, when we went on our trip to Spain, we did do some um, we had a silent auction and we
had an event where we did trivia night and we were able to raise enough money where the kids didn't have to pay for their bus to um, New York City there and back and so that was really helpful. Um, it was also able to cover some of the um, tip money. Um, and so we hope to do
that as well for this trip for sure. Definitely. >> Thank you. Okay. So, actually that kind of maybe asks another question. So, are are there things that are not included in this? Like this includes the airfare from New
York City, it sounds like, but it like no, it will probably take we'll probably leave from Logan hopefully. Um, and it it does not cover the bus, but hopefully I'm hopeful that we will be able to fund raise enough that we can
cover the bus expenses. Um the one thing it doesn't cover is about $75 worth of tip money. >> Okay, >> that's kind of separate from the cost for guides and um well s tour guides and there'll be someone that will be with us
for the whole time. Um and we had amazing guides, I must say, the whole time that we're in Peru. So, they take you every step of the way. Very knowledgeable um and that sort of thing. >> And they're local local guides.
>> Yeah, it's not really a question, but just a comment. Uh my daughter went on the trip uh with these two and it really was an amazing trip and she has I think memories of her lifetime. So, another trip like this, I don't know should go
on it, but uh it really is really trip about this earlier. Uh is there insurance for any like cancellations just given the state of um >> Okay, got it. Yeah, Darius would be a
great person to discuss. No. Um Actually, I'm I think you know insurance is kind of a sticky subject in in today's environment. However, um after having some interesting issues on our last
trip, um I would recommend that students get the insurance. Of course, it's a personal preference for the family, right? Um, but insurance cost last trip it was $150 up to $195
to get I think it was 80 or 90% back. Um, if it if someone had to cancel for an emergency situation. Um, and this was the only the reason I first started traveling with this company is that during COVID they were one of the
only people who gave the money back to students um, right away. um other people. It was unprecedented, right, to have um a pandemic happening and so it took a lot of companies so long to actually give a refund and it it was
such a hassle. But this company is small enough that um it's out of Cambridge, Massachusetts, and for example, to have a trip like this and and pay that amount of money from anywhere from 12 to 15 students is possible. and they don't they don't tack you on with other
students from other schools like other big organizations do like Explorica or big travel agencies. So I like that too. So yes, I would as much as I can I would encourage insurance
>> and I was thinking of that not necessarily on the participant uh cancellation side of things but on like a airplane. >> Yeah. Yeah. >> It it is included up to a certain amount. um I think $50,000
or something. I don't know if I have the um which is pretty uh which is pretty common. Um I think I have it here. Uh maybe it's maybe I don't. Um
>> it's okay. is just >> no but I think it has to have a certain amount of assurance just to you know to have an to run tours and that sort of thing but I would say in addition if there is some sort of cancellation whether it's medical or um some sort of
accident it's always good to get insurance um I never used to kind of do that but now I'm starting to I I've seen a lot of unfortunate circumstances so yeah I'd recommend insurance >> I think we It's more of a process question there.
So there's no cost to district for this, right? >> No. >> So >> why does this come to the school committee? Why isn't it just a curricular decision? Um I don't know >> cool to hear about like I love hear
>> because by making a school trip the chaprons have the backing the school support behind them should they need help with logistics and and such which is comes comes fruition
many times comes it it comes to be a need sometimes >> you know um you know who goes on the trip we have the backing and support the school or should something go wrong there is some liability to the school whenever we send the kids on trips and
so by agreeing because you were taking on that's why it's in front of you is to agree to liability you know the questions regarding like what agency who's going size of trip number of chaprons those are kind of questions that would be you know most of
you have asked so far that you want to know that you're liability risk to school as well. >> Which then maybe the question of who are who are the chaperones? I mean, you guys are both here, but I don't want to make assumptions. >> Um, well, it depends on how many
students sign up. Currently, Jod and I are chaperones and then there's potential potentially we we would need a third chaperone. Um, we don't want to have a huge huge trip. So I think at this company it's every is it six every
Jod six >> I think it's uh seven >> seven so um if 14 kids were to go or students Jod and I would be the two chaperons and if we had up to 21 we would potentially have a third.
>> So that's kind of up in the air to vote. Thank you. >> I just need a second all around. Bill, >> yeah, >> thank you. That's wonderful. It's going to be great. I'm excited. >> Jess,
>> yes. >> Yes. >> Yes. >> Sorry. >> Congratulations. It sounds like an exciting trip. Thank you for all the work you're doing exposing the kids to all these different cultures. >> Okay. Thank you for your support and
thanks for hearing us tonight. >> Thank you everyone. Have a great evening. Yeah. >> Thank you. >> Bye. >> And you may have noticed an empty seat at the table because Shel is uh remote today.
And I think you going to go over the financial statements. >> Yes, I am. >> Can you hear me? >> Yeah. Go ahead. >> Okay. Um, so I emailed you out the financial reports. Uh, Bob did come in
and sign warrants. There were 23 warrants uh paid and signed totaling $2,190,371.39. Um the other comment that I wanted to make before I talk about the report is um END was certified. You all should have received that notification as well
as our select boards um from the four towns. The 5% cap was about 665,000 and we certified at roughly 578,000. So we were under that 5% this year. Um that's good news. So the past couple of
years we have exceeded the maximum 5%. Um so the audit is done and complete. I'm waiting for the final report and then I'll forward it off to you all. I'm not aware of any findings as far as internal controls or anything along those lines, but I will let you know as soon as I have it. Is there feedback on
my end or can it sounds okay? Okay. Must just be where I am. Um, so no major new concerns in the report, but you will see uh there are several lines of salaries that are over. We've talked about these several times now. It's um those are
actual overages, whether it's uh due to the contract or summer services for summer programming. Our staffing was over. Uh you will also notice on page nine of that report that you will see the health insurance has been encumbered
based on the 20% increase for October 1st. Um it is a pretty significant amount. Uh I believe between the three categories which is central office uh frontier staff and retirees totals about $250,000
over budget. Um, right now, uh, we have adequate funds to cover that and our excess money is typically rolled into our END. That's how we come up with our free cash. So, I'm not concerned about not being able to cover that expenditure. It's just going to eat into
what we're certified at for free cash next year. Um, the number that's in there right now is also an estimate based on the most recent bill that we have. If we have any personnel changes or if anyone has a life-changing event where they get married or have a baby or
they drop coverage, insurance is one of the things that always fluctuates throughout the year, but that's our best estimate based on what we know right now. >> Um Missy, if it's okay, I was hoping to go into the insurance topic while we're here. >> Yeah.
>> Okay, great. So, I'll give you an update and then I'll give you an opportunity to um ask questions. Uh I think I had announced at the last meeting that Joe Sha, the Hampshire County Group Insurance Trust executive director, was retiring. This Friday is his last day.
Um the executive committee put together an RFP, which the insurance advisory committee approved to hire a consulting firm rather than an executive director. given the short time frame we had, we had less than 30 days to turn this
around to get leadership in place. Um, so the executive committee has reviewed the consultants and they will move forward with a recommendation next week to the insurance advisory committee. Um, and that'll put a consultant in place for some higher level leadership as well
as looking at the current plan, the current claims, the current pharmaceutical claims. really taking a deep dive at the data to see where the trust can go moving forward into the next insurance year to offer one the best insurance for any of our member
units, but also how we can um recoup some financials, you know, cost savings. What are our biggest drivers for drugs? Are they diabetic drugs? Is it, you know, cancer drugs that are putting our claims through the roofs? um and sort of analyzing what what some of those bigger
expenditures are. Uh the trust has roughly 1.6 million in reserves right now and hasn't had to touch those reserves for claim overages in the last month, which is positive, but we really are living month-to-month right now looking at those finances. Um there's
definitely some concern out there. I'm hearing it as an executive committee member and Darius and I hearing it within our community. there's concern about losing your insurance midyear. Uh I don't foresee that happening. Uh there could be some things that change
throughout the year that I hate to even say this publicly, but could result in us paying more money for insurance, but we will keep our insurance through the the end of June. If the trust had to close, we are not talking about a you know, we're shutting our doors
immediately situation. Um the insurance consultant will also help us navigate whether or not the um trust finances are viable if we can regain stability moving forward and help us map out that plan. Um so I'm kind of excited about that
multi-prong approach. You know, sort of a a leadership change will be good and then really taking that deeper data dive. Um, so as far as Frontier, any questions about that before I talk about Frontier, what Darius and I have reviewed for and are making sort of a recommendation
tonight? Any questions about the trust itself? >> Well, I just was curious whether or not the um extension to be able to pay those back claims over a longer time period made any and maybe that's coming up.
>> Yeah, I'm going to talk about that, too. So, here's our our recommendation. So Darius and I have spent some time talking with various insurance brokers. Uh we have a couple of people that we're working with to obtain quotes. Um we had talked extensively at the last meeting
about uh the group insurance trust and what our options are. Group insurance commission, I'm sorry, with the state. Um what our options are if Hampshire County Group Insurance is not able to remain open. Um we don't feel like the GIC is the best option for our employees
or for Frontier. We feel like it's going to force our employees to pay more out of pocket between co-pays and deductibles. We're also hearing that the GIC is already in deficit this year, so they're going to have a significant increase as well. So, we're not avoiding
a significant increase again for July, no matter who we go with. Um, but rather than being pushed into the GIC, which does has that December 1st deadline, Darius and I are talking with insurance brokers to get our own independent
quotes um to ensure independently, which uh likely will end up costing us more money, but it really is our safety net if the trust falls through and we're unable to continue forward with them, which is really where we would like to stay in that um group collaborative for
insurance. with that. Um, what Missy just mentioned, if you haven't read in the paper, um, Rep. Aaron Saunders, uh, he's primarily out of the Belchuretown area, put forward an amendment to one of the House bills that was previously
presented. Um, it's bill H4601. Uh and there is language in that amendment to allow entities that are currently part of the trust if they leave the trust to amortize unexpected
insurance costs which would include the 101 increase. So that $250,000 overage I talked about and the 18month claim runoff if we were to leave the trust. we would amortize that through the state uh for a five-year payback period, whether
we would leave this June 30th or if we stick it out for another year and decide, you know what, the trust is really too unstable. They're allowing for two fiscal years. Um I think it's a great option for communities. You do not have to join the GIC to take advantage
of that bill as far as the languages. Right now, it's gone through House and Senate, but it is in conference committee. Um, Rep. Ble I had a conversation with recently. She said they're hoping to move it along quickly because they know that people need to make decisions about the GIC in the next
3 weeks. So, uh, they're hoping to have some quick turnaround on that, but I think it's a good option for us. It's something that we would have to talk about if it came to fruition. You know, do we really want to spread out payments? I suppose it depends on how big our hit is. Um it would be something
that all runs through um division of local services. So DR do essentially it's similar to uh running a snow and ice deficit in a town budget. So they're allowed to do the same thing in a town
if they overspend on snow and ice costs. They can advertise over several years. So the language is sort of um following that guideline, but it would just be for costs incurred um either in fiscal year 26 or fiscal year 27. So it does give us
another avenue um as a backup if we need some help to get out of our agreement with the trust. Does that answer your question, Missy? Or does anyone else have other questions? So we're sort of sitting tight right now. you know, Darius and I are watching
um closely. You all know I'm on the executive committee. I think I spent um just Monday, five hours on calls for the executive committee trying to navigate all of this. So, you know, on one hand, it's really nice to have that insider
look and Dar Darius and I can have really deep conversations about it. Um it is incredibly time consuming and that the group that's involved is really committed to making the trust work. Um, we're excited about this consultant coming in and you know, I'll keep you updated monthto monthth as we go
through, but it's sort of sit and wait at this point for us. >> Were you able to get any average claim information for if we've at some point in time left and had that runoff? Do you know
what it's been? >> I was able to pull or they sent me I should say our claim data. Blue Cross Blue Shield sent it to the trust. They sent me our claim data. It is like a foreign language to me. I don't even know what's on the spreadsheet. Um, so
I've sent that off to one of the companies that we're working with already. So they'll take a deep analysis at it and look and see what are the pharmaceutical drugs that we're using the most, what are the high claim drivers for medical. Um, but it's really
going to be an unknown. If someone, you know, knock on wood, one of our subscribers or retirees goes in for a heart procedure in May, we have no control over that. So even if we could look historically at some of those
drivers, I'm not sure it's going to be real data that's going to give us any insight. >> So just to sum up, making a movement now is not a good idea because cost will increase. So there's no move to GIC. We're going to sit tight
with enhanced plus, but we have a backup plan in case something with with with the fiveyear payout for claims now. So, no movement. We're going to sit tight, but we do have a backup. >> That is our recommendation. You all make
the decisions on the insurance. So, if you felt like the GIC was where we need to go, we need to make that decision today so that we can move forward. But I don't see, and I I don't want to speak for you, Darius, but all the conversations we've had, the plans are
not comparable. Our employees are going to lose benefits. Um, it's going to cost more money. And I I think that we have other options outside of the GIC that may not be any cheaper, but we can at least build the plan and the benefits
that we want for our employees and our retirees. >> Yeah. just to to chime in. Um the other three towns are also doing the same thing. So we're following suit with our municipalities of you know dear Conway
and lately are all also holding tight. Um just so you know that the other thing is that um Frontier is big enough that we're attractive to brokers to pick us up as an account whereas some of the smaller towns are much more um they're
not able to go to the market like we are because we are well over 100 subscribers. um you know as we as we talk to different groups people are reaching out to us where they may not be reaching out to smaller towns um you know even outside you you know go up to
the hilltowns um some of those smaller towns we may have a dozen subscribers they don't have the options that we would have should something um should we need to parachute out of um the trust I want to put that there that's what also gives us kind of confidence that we can go to the market and actually probably
get um you may be paying more we won't be, you know, um won't be out outrageous outrageous, you know, uh whereas um much smaller groups will be in a different position. And I do also want to emphas
mentioned it a little bit, but she's spending days on this in her role, voluntary role, um which she questions from time to time. Um but really just want to just kind of mention that the amount of work that she's doing. she really does know what's going on behind the scenes and that also gives us
confidence to hold steady because we're seeing the full pictures. There is some other districts around us that are deciding to leave. Um there are also districts that are all dividing districts that are set up like this that are going three different directions. So, good luck coming back from that on
those decisions because of I think a lot of this based on fear um of the unknown and such um and you know people wanting different things from stability and so forth. But again, that's just confirming what Shel said and I agree that that's
our recommendation. If you guys want to do something different, um we have to move very quickly to CGI. Um and even on top of that, I don't want to be forced in this decision. You could post another meeting to come back and make a decision if you had to. Just just
kind of putting it all out there. I don't want everybody to feel like you have to make decision now. You have to follow our lead. But um that's where we're >> No, you just take direction. And I would say it's reassuring that it
sounds like the bleeding has stopped, that the last month has been stable, that you're not dipping further into that reserve. >> Could change in a month. You know, it's this is one of the hard parts. It's it's really diff.
That's a nice positive change. >> Huge relief. >> Not a positive change, but you know. >> Yep. Absolutely. The only other thing that I have, Missy, is just to let you all know that um budget planning is underway for fiscal
year 27. Uh the template went out to George to submit his request. So, he'll be talking to uh faculty and other uh folks, Sarah, uh Scott, you know, getting input from others to make sure that all of our needs are met. And uh
we'll have draft. Um it'll be January since we don't have a meeting in December unless it's an emergency. So things are underway. >> So unless anyone has any other uh feelings on this, I would just take no action on this and move on
to the next item. >> George, >> hi. Um, so I've got a couple um things I'm going to be uh speaking about tonight. Um, but the first thing I just wanted to mention, I did include the school improvement plan to everybody in the principal report. I will be talking about it now, talking about it a little
bit later again on the agenda. Uh, a couple things I want to just uh let everybody know. We did uh we made a new hire. We have a part-time family outreach leison. Her name is Bonnie Johnson. Uh, she started last week. Uh, we're really happy she's here. Uh, she's already making inroads. she's already uh
connecting uh with resources in the community. So, we're we're very uh we're very glad to have her on board. Um I want to remind people that we're being we'll be having our annual music teleathon on Wednesday, November 19th, beginning at 6 to raise money for our music program. Uh our fall play is
happening this weekend. If I say this incorrectly, please correct me. Dancing at NASA. Uh it's going to be performed Friday at 7, Saturday at 7, and Sunday at 2. and we'll be having our annual poetry slam um prior to Thanksgiving on a half day. Uh and the other one thing I
did do I did want to highlight if anybody knows anybody that's looking for uh wants to help out in schools uh we are looking for subs. So uh they would like to send either me or Scott dredges an email that would be greatly appreciated. Um and I will be talking
about school group a little bit. George, is there any way that you can I know you sent out a I don't know if it went to everybody. Is everybody getting the school communication on parent square? >> No. >> No, >> you're not. Okay. >> I like parent.
>> Yeah. >> You sent out a lovely piece about what kind of things the school is doing in preparation for SNAP. >> Oh yes. Do you mind just mentioning that to get that the types of things that the school's doing to help to support folks who might be losing?
>> Yeah. Yeah, absolutely. We're actually doing a couple of things. So, and so Darius has helped. So, uh he sent out an email to families um you know, letting them know that we will be able to provide uh additional uh food. Uh we were able to with the with the um help
of our u student council uh and NHS, they helped pack the bags last week. um they were able to to they were able to pack a number of bags for families who did come by uh last Friday to pick things up uh reserve the children. Um so that's happening. Uh in addition to
that, we're actually uh been given the green light um uh to order additional snacks just to have the boat. So we have so we're the plan is to have a couple different sort of hubs, middle school hub and a high school hub just for students that might need extra nutrition throughout the day. So we've got that
going as well. Awesome. Thank you. You're welcome. I think there's donation bins down there if anybody feels like swinging by the school at any point in time and putting those in. >> Can I just I just I thought the email that you sent out I think to staff that
you shared with us was so thoughtful and I really appreciated it. >> I was really thoughtful. >> Yeah, we uh we're doing the bags again this week. We did 100 um 120 125 bags
with the whole communities who we're probably about half those on staff. Um and you know the staff is being cards are being loaded. So we're we're going to probably see how things are going whether or not we'll be continuing beyond actually uh we'll be on the
ready. So um the take-h home bags on Fridays um provided basically four meals within those bags and additional things for those students or the number of children that are in the house. So we we're kind of student based. The idea
was really um was really like we feed them twice at school five days a week. Let's send a little something home on the weekend. Um you know you know I also you know there's a recording group. we have the capability of doing it because of our size and scope and I just I want
to be I haven't been kind of you know setting things to paper putting that out there because other communities don't have the scope and scale like we have the money and we have the ability to do it and that scale um if I'll use an
example to our neighbors to the north you know we have just about 8 and I think it's like 830 or 870 snap families in our four towns there are 4,100 in rebuild we're the same size school district. So, it's just you just want to kind of put it on like it's not about
like who's doing this, who's not doing this. And that's why it's kind of like we're just kind of quietly doing this for our students. And I'm saying this in a public meeting here watching. Um but that's just kind of where there's that um kind of putting that out there to other communities to do the size and scale or the the amount of resources
they needed is we're doing it because we can. That makes sense. >> It does. Yeah, it it really was a very thoughtful way to address an unfortunate situation and I really appreciate it and wanted to make sure that it's not on but that
that's set up. >> Yeah. >> And a tremendous amount of people reaching out to us to our schools and the elementary schools are taking donations and the PTO's are taking donations for their snack carts to make sure not cars room has snacks the younger kids. So anybody's coming in
short-handed that they're they always do it anyways, but we're increasing the support the teachers maybe intent their own money and those kind of things. Um so we're doing that as well. So there's been a lot of donations um you know quietly respectfully coming in that way as well. So thank you to our community,
a lot of people volunteering and to all those who volunteered I appreciate it. we did use our students to do all the work because I think they should do the work and so it just it's a learning on our mission right and so while we had a lot of even a lot of our staff members they said oh we'll help pack half bags we'll stay after school we'll deliver them we'll do all that stuff at least
here we did get student council to they showed up or 20 of them showed up and you know it's good for them to put you know put that hard work in be part of our mission as well so it's kind of >> thank Do we have anybody here for public
comment mental health and academic programs? >> I got your slideshow. Do you want your slideshow? And for folks who may not be able to see the screen as well, I think that we got this emailed out.
>> Yeah. Right. I think everyone knows me. I'm answer director of education. Um, this is almost as exciting as the other topics like Argentina and talking about food and all of that. But anyway, uh, I come every year and I talk about MCAT and I'm
going to do that again this year. We're also going to talk about it's really two presentations in one and then George is actually gonna finish up with a third presentation. So, we'll do all three of them and then kind of open up the floor for comments, questions. If there's
something burning in one of these slides that you really want to ask a question about, please feel free to interrupt and we'll do that at this time, but we'll hold on the major questions for the end. Uh, so we'll start right with MCAST 2025. Um, and there's this is a pretty busy
slide. I'm going to show you a lot of these slides. I'm going to go through and explain what I'm showing on this slide. We have a new software program, Open Architecture, Open Architect, sorry, that we've been using to do some data analysis and it's able to produce some um kind of all-in-one screenshots
of what's happening with some of our data. It's been pretty helpful because we can do a lot of comparisons over the years pretty easily just by looking at a picture. So what you're looking at here is there's really three pieces of information that are using the same data
and those data are uh students meeting expectations or exceeding expectation. We want this number to be as high as possible about 36%. This is a graph of that same information. In the blue is any student
that's meeting or exceeding expectations and then down below is not meeting or um or approaching. Yeah, meeting exceeding partially meeting. So this year right here is 2021 and it's pretty much a proxy for
preandemic uh performance. um which doesn't seem right because the pandemic happened in 2020, but we didn't really start to see a dip until after 2021. 2021 was actually a little bit higher than 2019. In fact, we were kind of surprised with
those results, but really what happened is we started to see the dip in 2022 and we've stayed pretty flat in this is our seventh and eighth grade ELA performance. So, we've stayed pretty flat since the pandemic. We haven't really kind of closed that preandemic
gap yet. Right here is the gray line is the state line and the green line is our line. And you can see again at seven and eight we're we're below the state average. We'd like to see ourselves closer to the state average. That's what our demographics are. We should be about
at state average and we're below state average. So we're looking um closely at that. This number right here, we would like to be around 500. 500 would be um meeting or exceeding the standard or the
average would be uh 500 and above is kind of um where you want to be. That kind of is indicative of these percentage of students. And right here is our SGP and that number of 40 is in the average range. So you want to see between 40 and 60% and we're hovering on
the low end of that growth. Yes. >> Is the um the line that sets above and below expectations is that the state average or is that like >> Yeah. Yeah. Yeah. Well, is the line Yeah. It's about that 500 point. Yeah.
And the 500 is the score we look. We're going to look at a lot of these and you kind of keep those in mind. Let's go ahead to the next one. >> Sarah, just to correct that. The 500 that middle line is not the state average. It's the middle point. >> It's the middle. It's the point between meeting and
>> the state the state determines that number but it's not the state average. >> Correct. Yeah. Yeah. Yeah. Sorry. Sorry. >> It could be about the state average but they determine that line. >> Yeah. So the So sorry Keith. Yeah. So the line is really just showing the difference between meeting and
exceeding. Whoops. And not meeting where they the state determines that. >> Yeah. >> They play with it every year. >> Yeah, they do. But they always make the 500. So that 488 compared to the 500 is really what we're looking at.
>> But under that that's the actual state average. >> Correct. Correct. >> So why? >> Well, it's not the state average per se. It's the the percent of students that are meeting or exceeding expectations. >> Okay. >> Yeah. >> And so why is there not a dip there? But there was a dip for us like what are
those graphs >> right here? >> Uh no on the left. >> On the left. Um like we had a big postco dip but state didn't I thought everybody did >> uh yeah it's they it's interesting it's
interesting I think their dip sorry I think their dip is out here in well it could be that's a really good question let me look at that data let me go back historically and look at that data for the state average yeah I like that question thank you yeah all right let's go on and look at math maybe we'll see
the same exact thing yeah see math you can see the much more clearly and they've got a lot of power behind their numbers. So, it's interesting. Um, so a dip for them of that magnitude is a pretty significant dip compared to us because our numbers are smaller. We
don't have as much power behind it. But anyway, uh, so for math, we're a little bit stronger. We've got a score of 493 compared to that 488. This again is grade seven and eight. We've got 37% as compared to 36%.
And you can see we kind of were kind of the same as our pre- pandemic numbers because those the percent of students is pretty much the same. We had a little dip in 20122 but we kind of recovered there and we're closer to that 50% uh
SGP that you want to have the student growth projectiles and we're at the state average. Next one. So, just to keep things interesting, we've also been doing PSAT and we switched over to grade eight
three years ago. So, this data to me, I'll explain what this is. Um, the green line is our ELA data. So, that's our reading and reading comprehension. And the gray line is our math. And this number is and the national average is
785. And we're coming in at 819. So, we're above the national average for a PSAT. This data doesn't tell me much. I need many more years of this data to be able to say something because in ELA, we've got three really different points. Is it
the group of students? Is this next number going to be here? And then we say, okay, this one's the outlier. And so therefore, it's is it going to do another bounce? And we know it's just highly dependent on the group of students that are taking this assessment. This is only about a 100 students. Whereas the MCCAST data were
grades seven and eight, so about 200 students. Um, so I don't have a lot to say about this graph yet. In a few years, we'll be able to kind of look at this PSAT data and see actually how it lines up with our MCCAST data and have more information of that.
Um, science, we have also had this dip and we haven't fully recovered yet. However, we have consistently besides this one year in 2023, we're consistently above the state in science and that's been typical of our science scores both at the middle school level
um and at the high school level. The SAT we give in grade eight, we give it in grade nine, 10, and then it's optional in grade 11. We just wanted another data point to be able to see what was going on with our students, especially compared to national averages. So, we're 880 in uh for the
national average and our scores are 938. So, they're a little bit stronger um compared to the national average. And again, the data is hard to read because we just don't have enough years behind us to be able to tell us what's going on
with each group. >> Grade 10, ELA. So, 10, we had a pretty big dip this year in the percent of students that were in that meets. um or exceeds expectation. This is also a little tricky. Um all my data is tricky tonight. Um there's only 67 students in
this class. Um so it's a really small number compared to our regular group. Um we have been looking closely at the data because one thing we wondered is were the students did they know that the test wasn't actually counting? Um and looking
at the data we don't think most of these students put in some effort. We look kind of at this number down here. Students that were in that range, you look really closely at their exams and with a little bit more they probably would have popped up, but it's about
right. It's about right as far as performance goes. Um, and we've been showing kind of a decline here. But we'll also notice that 500 we're hitting, you know, what the average of the state is. And our growth percentile is in that 52%. So it's right where we
want it to be. And then math, um, we're pretty consistent. And so it is kind of we've got a little bit of a dip here and a little bit of a rise here, but again, 503, we've got more than half the students. Um, and then the growth percentile is really high. I mean,
that's a very high growth percentile. It's at the end of all right. And then grade 10 PSAT, um, this is starting to level out. So, we're starting to kind of see where our ELA scores are. Uh the math scores um
have kind of declined there. So, I'll be very curious to see what next year's PSAT data looks like for these groups. And again, these are different groups of students and 890 was the average and this group is 923. >> That's all the Okay, this is much more
fun. Okay. Not that isn't really >> s going back all the way when we hit the middle school scores. It's also something that unfortunately it because we're not one district, we don't see how it all fits together, but some of you got to see
Laura's presentations about, you know, how we're working on writing inside of the elementary schools and we're starting to see those scores goes up. Those are going to trickle up, right? So, it's it's all one network where it's it's chopped up when it comes in front of you. seventh grade scores are seventh
grade scores. Like, you know, we have a a half a year with them, you know, three quarters of a year with them before they're tested. Um, but it's it's really about the whole group working together working together on that stuff. So, I just wanted to kind of put that out there because it does after seeing her presentation and seeing like I know
those scores are going to be going up because we're sending scores that are getting higher in the elementary school. So, the two pieces do fit together and it's very hard in isolation. So >> I also asked just about the empath data. Didn't our equity audit say we needed to be looking at our empath scores for
different subgroups of students which we didn't cover tonight. Are we going to get a separate presentation on that? >> Uh I wasn't planning on doing a separate presentation. I can certainly share different information because we do look at that and the open architect makes it really easy to look at that because we can pull it out for different subgroups
um particularly around um lowinccome around our special ed population which which we have looked very very closely at um and I do have some things around our new initiatives that are going to address some of those pieces not all of them but some of those pieces yeah
>> okay >> yeah but I can certainly share some if people are interested in kind of knowing the bottom line is they're lower. You know, our subgroup populations are lower and so we're looking to see exactly what's feeding into um that lower performance.
>> Yeah. I I was really unhappy that our equity audit had such a focus on standardized test scores which really doesn't capture student or groups full experience. Um >> and I just want to make sure we haven't dropped that because what we just heard about MCAST didn't mention that at all. So really like some more information on
what is happening. >> Yeah. Yeah. But there Yeah. Yeah. And so we'll talk about some kind of new initiatives that are um addressing kind of the whole child piece of it also because that certainly feeds into exactly what you're talking about is
really digging down because we're small enough. We know what's happening with students on an individual to individual basis. We're not we're not a school that's so big that we have to put kids in buckets and say, "Okay, all of our students in this group are this." So we can say well Johnny and Susie and this is what's happening with them and they
happen to be in this group but which is why our audits focus on the test scores was such a discipline. Yeah. >> Just drill that down a little bit. So the 2025 scores for the 10th graders
are those this year's juniors. >> Yes. So those when you look back on the seventh and eighth grade, those 10th graders would have been the 2023 cohort. So you can kind of see along. >> Yes. And now the challenge with the data
that I just gave you is in seventh and eighth combined. And so what I can tell you is the eighth grade scores were a little bit lower than the seventh grade scores, which kind of matches that little bit of a dip that you're kind of trying to put together because there is a pattern there. when you look group by
group, there's a pattern. So if you see a little bit of a dip in one class, you see that dip as it goes through. Um just because the the make the particular makeup of the glass. Yeah. And that's why I like combining the seventh and eighth because it kind of levels it out
to just a little bit of a bigger sample size. Yeah. But you're you're spot on with that analysis. >> Don't go back. Go forward. I know. Okay. Uh so let's go ahead to the next slide. So George is going to talk a lot about um some of these also
from kind of a different lens on our um school improvement plan. Um we have continued to roll out the changing perspectives curriculum. Um it is anal curriculum. We're implementing it in grades seven through 10. Uh there's an emphasis on empathy and responsible
decision making. These are also concepts that are very very heavily reinforced in our health classes. So even though it's a standalone resource that we're using with our students, it is reinforced um as part of the regular coursework. Um it is aligned with the Passel framework
which Clay Blair mentioned the last time that she was here which is kind of the national standard for that. So we're going to talk a little bit about how we go to the next one about how we're rolling out all of these initiatives. Um we've been extraordinarily fortunate. We
are having many different organizations approach us about being part of um studies about being part of new initiatives. Um and they come with money and people which is highly unusual. Um usually we're out there looking for
funding to fund projects that we have we have the need. Um and we have been approached a couple of times. So the youth wellness coach um is being funded for three years. um through a Mass General Hospital grant. Um and this individual um is coming a couple of days
a week. He's helping to implement this um SBI SBIRT um which is a substance abuse um mini survey brief intervention referral to treatment. >> Thank you. That that >> um he he's going to be providing some
interventions with students based on the results of those uh surveys. They're indepth interviews. They take about 15 minutes. So you have to sit down with each student and have a 15minute interview with them. It is something that is now being required by the state. And so you do see it in all Massachusetts schools. We just happen to
get a person that is going to actually follow through and do the interventions on the other side of this which is just really a portion. He's also going to be doing some of the changing perspectives curriculum and you should see the schedule for the implementation of that curriculum because we have many many
people involved with the next one. So our next person that's involved is um our family outreach liaison which George mentioned briefly. Uh we were lucky enough to get a grant also for three years from Furog um that is going to pay for this position and this individual is
responsible for um really serving our most vulnerable families. I mean it could not be more timely. She's um jumped right in with uh food insecurities and like George said um she's already kind of out in the community talking with other resources and folks to kind of get a lay of the
land up here in Franklin County. And then we also have her implementing the changing perspectives curriculum because we felt it was important for her to also be in with our students and kind of get a feel for what it's like to be in the classroom, be with kids. Um because I think a lot of positions can get pretty
isolated um from you know boots on the ground um kids in classrooms. And so that's one of the reasons why we're having her her do that. We can go to the next one. Um so back to kind of uh one of the the question you asked about equity. So we
are looking at um a new project um high quality instructional materials. When the elementary schools adopted their new ELA and their math curriculum, they went through this process with Desi um and last year K through 12 went through the
process together, Laura and I and a couple of teachers uh for our science curriculum. It's a really um comprehensive process that really focuses on equity. Equity, they have an equity pause moment in every single thing that they're doing and every meeting that you have. And we're going
to be looking at ELA um for this particular uh project. We're going to start in the middle school um frankly because there's just more resources out there for middle school. High school's a little bit trickier to find something that is a high quality instructional
material. Um the goal is to um take a very long look at it as opposed to kind of a quick get it done process. So we expect this to roll out over two years. Um and we have a team put together just started meeting. Uh so I have just the
information that we're going to start this process and not a lot of particulars about it yet. >> Excellent. Uh our next piece is campus without walls. Um the collaborative is actually the lead organization for this project. They had uh three or more districts that
were going to join them and then all the other districts dropped out except for us. Um so we're their only um their only school that's working with them at the moment. Essentially, how many of you know about virtual high school? Yeah. So most of you um so virtual high
school is a way to do kind of online courses for students that might not have some find something in our course catalog and are really interested in like um calculus BC. We don't offer calculus BC here. They can take through VHS. This organization is trying to create something similar. It's a little
bit more homegrown. Um they're starting with 10 high schools in Massachusetts. This year is a planning phase and the idea is that um a teacher from each of those schools would offer a course that could be chosen by the 10 high schools
and your students could also participate. So the way we're looking at it is we have some courses that um are traditionally they're just a little bit underenrolled and so sometimes we have to offer and the teacher has to teach two courses at the same time or we're not able to offer it because we just
don't have enough students. And this would allow us to offer at least one of those courses that we think is a valuable course for students but we just don't have the enrollment numbers. And these are kind of the goals of that particular project as they've written it out.
Um, sorry. Can I Are these uh all going to be they're all through like virtual platforms? >> Yes. Yeah. Yeah. So, it's so the way the campus without walls, there would be a teacher in the room because we would have live students in the room. Okay. >> Yeah. Yeah. I was wondering if this is
like all part of a school day and and virtual versus like at home virtual. >> Exactly. Exactly. Yes. Yes. People will be at school and then they would have a number of other students that would be virtual. So we'd have to do something similar to that teaching. Yeah. >> Oh, no. I was saying like meaning like we're all here. People are all here.
>> Yeah. Exactly. Exactly. Yes. Yes. It would be that kind of a learning experience. Yeah. >> And but we also we provide virtual high school as well. Yes. >> In our course catalog which is different than this. >> Yes. The virtual high school actually happens in that room back there block by
block. And um there's probably four or five students each block that are taking a class with another teacher somewhere. Uh we have 30 spaces for that for the year I believe. Um so it works out to be 15 per semester. So it's a pretty pretty
small amount of seats that we pay for that that makes that >> is the campus walls going to be like that big change. But if you say that, >> we would be looking for a volunteer. It wouldn't be a design position. That'd be
someone that was excited to do it and wanted to teach a class. >> And the study is not, but it's a form attached to it. >> Yeah. Yeah. something that's done yet. We we haven't gotten that far yet. This is the planning year. We get to we don't
have to think about all those things yet, but I agree with you. Um and then so our last piece, our last kind of addition to George School improvement plan, um our professional learning communities. So we dabbled in this last year. Um and we're taking it on with our
full faculty this year. We're working with a portrait of a graduate as the framework so that we can find a way to talk about those um qualities and skills that we feel students should possess at the end of the day. We have just just
begun this work. Um and um yeah, we're combining those two initiatives. All right. So, because that was a lot um here's the summary slide. >> I told you you guys did this portion of grad. I think it's pretty cool. >> Okay. Go ahead. Well, because you just did it on the on the fourth. Yeah. The
staff got together, took the portion of the graduate that you guys just approved. >> They went through, right? I just want to say it's a little bit more than I just thought it was very neat that >> that document is being used in front of teachers where they're going through it and they're talking I just want to kind of emphasize that instead of sorry I
just thought you do these things and you're like it goes into a file somewhere and it was a very nice pretty picture Darius but what are you doing with it? Where are you doing? >> They like the picture too. >> Yes. That's all I care about. >> We're making posters, too. Good.
>> Can you say a little bit more about what the PLC's look like? Are you doing small groups? Is it long? >> Yeah. So, right this moment, and and again, this is like we're in the infant stage. Last year, we changed up uh train our department chairs, but this year we're training our entire faculty. Um, so the PLC's at the moment are
department-based. And so, as far as So, we are not into legit PLC's yet as envisioned in a in a school that does real PLC's. Right now we're in the development stage to figure out how are we going to measure the portrait of graduate skills and what does that look
like in each classroom and then we'll move to kind of the PLC process which is would be the teachers meeting together looking at the data of how students are progressing towards the portrait of a graduate and we haven't figured that part out yet. We have a vision that um
teachers would be meeting together and we could um somehow maybe do that during C block and are we going to do that once a month? Are we gonna try to do it every two weeks? So we're very very short on the actual nuts and full details of getting that done. Um but then that we'll move slow on this project also. Um
but the bottom line is everyone's become very familiar with Port River Graduate and so that's you know that's a big a big piece. Are you anticipating that for this school year or >> for next school year? We're going to dabble this school year trying to get everything on the ground. It wouldn't be till next school year that we would
actually be looking at how we get people together in a room at the same time with their PLC and start talking about data and all of those uses. All right, so the summary slide. So here are all our positions that we have that are new in
the last um probably two years. So we have um uh year two of a four and these are the PE pieces that they're working on because restorative practices are still a big piece of this the seal change of perspectives curriculum and the funding source because that's your
purview and wanting to know how all this is being paid for none of it by us which is good um so we have merg our last year Americaore member is going to um she was excellent and so she's come back and she's doing implementation of changing perspectives also because
she was already trained in it last year. Um and so that was a bonus. Our family outreach uh liaison is um here to support families, our youth worker. And then we also have a guidance intern this year. So we trained her on changing perspectives. So the schedule for the
changing perspectives roll out is like this big with lots of dates, teacher names, and it's all over the place. And um so far it seems to be working. people are showing up where they're supposed to show up. The teachers are expecting them. So anyway, and then the next one
is our summary of initiatives. So we have the um the HQIM which is the PLA curriculum review process campus without laws and then our graduate work. So the puzzle is fitting together. I'll turn it over to George because you got >> so going to be there is going to be some
overlap. Um, and there's going to be there will there will be some uh some new things or some things that were on our school improvement plan from previous years that we're continuing to develop. So, the the firm and I I sent everybody the um school improvement plan. Um, it's it's there's a link
embedded in the principal's report. So, um hopefully you'll be able to look at it there. And I've also included links within the school improvement plan. Um, and so the first thing on the school improvement plan, uh, just to sort of echo what Sarah was saying, part of the PLC's, professional learning communities. Uh, I would encourage you
if you haven't seen the the portrait of a graduate, I did include a link u link through there so you can go through uh, and see exactly what um, teachers have been talking about. Um, we've working with department chairs last year. This year, we're starting to slowly roll it out to staff members. We did have a full
day meeting um, on election day. Um, and we're going to be following up with a half day meeting tomorrow about PLC's, but the the goal right now is just to sort of create a consistent look at the skills that each of the departments uh want the students to be able to to walk away with within each of the um the
dispositions within the portrait for graduate. So, that's one thing. >> Josh, can I just go ahead is this publicly available? I don't think I got a copy of it yet. >> So, >> can I open this up somehow? >> You should be able to. >> Yeah, it's in the principles. So, if you
go So if you go to the uh principal report here's a link. >> Got it. Thank you. >> And you should be able to get there through there. Uh next thing is innovation pathways. We started innovation pathways a few years ago. Uh we started with uh manufacturing
fat lab those have been um really successful. Uh we have been um sort of uh growing growing our innovation pathways offerings over the past couple of years. Uh we added a healthcare trainer and CPR first aid. Um and then
we're also developing we uh we're starting to develop criminal justice in global studies which started last year as well and um this year we've actually added accounting class and uh we're adding computer science as well. So we're moving forward with innovation
pathways. How long is that correct? Go for >> s five years. forever. They seem to have changed the parameters on it and now they're making us apply for it each year. So my suspicion is that it's going to be just ongoing because some of the initial innovation pathway grants are
ran to the end of their five years. So they changed the model to be able to continue to fund it because it is hard to pay for without that grant. Um, next we're continuing to implement restorative practices and anti-racism
um and uh equity work. Uh we continue to work with um actually they'll be coming James is coming in a couple of days um from u transit gender. Uh they'll be doing uh PD for staff on microaggressions. We've also had come and do uh assemblies for
our students um this year uh about um uh anti-bullying assemblies um which has been great. So we're and we're continuing to to work on restoative practices. Uh we still have training uh offered for our staff as part of our PD. Um we've got Fabio coming back from
college. He's going to be working with our staff again uh this year. So we're happy about that. Um curriculum format modification. So, as Sarah mentioned, so there's an HQIM process, which stands for high quality instruction materials. So, this is something that's offered
through DESIE. Um, last year, science department. This year, we're adding ELA. One of the things you're talking about equity, one of the things that definitely has been brought to our attention in terms of our MCCAST scores are the scores of our students on IEPs,
uh, particularly ELA. So, one of the things that we're we have worked in. We've created a team. We have a team now that we're working with and they're going to uh they just started going to the HQI review uh online process which is um there's a link through that too if
you want to look at through Jessie if you want to look at the process um about sort of examining um new instructional materials and best practices. uh in this case we'll be looking at best practices for ELA and they've also been doing the same thing for science we're doing that
um we continue to focus on social emotional learning uh in the past as I said we've we've been working with transgender for for years uh in the past we were working with grave schools where now we're not working with them anymore we have worked with them continue to work with uh changing perspectives
um and we got a great like I said we got like Sarah said we did get a grant from MGH age. It's called an Oasis grant with a big wellness coach. His name is Josh. He's here two days a week and he's not going to be helping out administer
but even he helps with um diversionary work like if students are caught uh vaping or anything like that. He has a program, a protocol that um has been developed by MGH, Mass General, uh that he works with the kids to hopefully get
them to uh uh cease their their their poor choices. Uh family community connections, uh we did hire a family outreach leazison this year. Uh she just started last week. Uh we're really psyched to have her on board. Uh and we're continuing to do uh well-being and
mental health initiatives. Um, we did do a teacher talk, a training for all of our staff members uh this year about um how to identify and intervene in instances of sexual violence. Uh, and there's a link through there. And then um we've got our restorative practice
coordinator and our counselors are working with seventh grade students with a program from the Levitas Foundation that is based out of University of Maryland Baltimore. Um and they are um that's basically about uh helping
students um but they basically here right so uh activities designed to help them identify question rejected destructive ideas that give rise to sexual harassment and assault because we don't we saw an uptick in that middle school and we're focusing so that we can
address that and so far we I've heard from various sources that the meetings with the celebrate students have been very successful so we're doing like I said a lot of overlap what Sarah said. Um, but yeah, that's that's for school.
>> I don't know if you guys have any just one quick question. We kind of touched upon it with the innovations pathways grants. The uh family outreach less work on threeyear grants. So this is the first year of the three-year
plan. Is that something that will be we could apply for another grant or is that something we should look on that would come on to the general budget or assuming we don't want to go away? >> No, the family outreach long term.
>> Yeah, there's a few options for that one. So, but we do have a government for three years. We have a behavioral health grant that 10 year grant. And so, it's quite possible to move that position over on that grant that take it out a few more years. Um, so it's a little bit of a wait and see to see how the
position works out. Um, and to um but I think the behavioral health would be probably the next place. >> Yeah. which is pretty much my question too was kind of stability and fun
resources to have but >> yeah and some of them are kind of like we do wellness they're anticipating the three years part of a study um and we'll just adjust when that position goes away and um see
what we can take from the learning positions only two days a week. Um, and the SBIT was done by the nurses and so they'll just have to pick that up again. So some of the positions are but I agree that family
that's probably um that's been just great bonus to have to be able to have assisted restoers. I just want to say since I missed the link for this, I haven't been able to do my due diligence and don't feel like I can go on it tonight. So, I'm going to
give I take this seriously and I want to give it my full need to approve the school improvement motion. motion.
>> Bill. >> Yeah. >> Yeah. The two of them. Sorry. Damian. >> Jessaining. >> Suddenly it's a really guilty voting. I also missed something like we could change the motion to table it.
The elementary committees are not voting on our school improvement plans till January. >> So I think that >> if everybody else got to it, we can continue in the in the voting on the motion and you know
everybody portion of folks saying we can introduce another motion but I don't think we can change course mid. >> Yeah. Yeah. Yeah. Okay, I'll abstain because I have not looked at it. >> Yeah. >> Yes.
>> Yes. Yes. >> Motion passes. >> Thank unless you see that I'm missing something. Committee and chair reports. >> Oh, yes. You're right. You're right. said that they hadn't met, >> right? So just as a I said it the last
meeting but as a reminder we have a capital subcommittee that we created exactly eight years ago. my bridge here um where we meet uh Frontier Capital Committee meets with a member from representative from the select board with a member from
each town um from here and we need to discuss any capital uh big capital projects that are going to come out outside of the budget and request either warrants or other borrowing or those kind of things. So we had a meeting set um it got pushed the first I think the first week of December. Uh we did get
the prints back from um bond um first design regarding the parking lot and the original number the original the first number coming in is around 1.1 million um to do the parking lot. So Shel and I are looking at um
different ways of funding that. um the use of the $300,000 to pay for um the health insurance kind of took a chunk out of where where we could have taken the lion share of that parking lot. Our school choice has also gone up. So,
we're still looking at those numbers and waiting for those numbers to be verified by the state, but we might have a lot of revenue there where we can apply a portion of that to um to this and how can we break it over two years to pay
for it. Um the loan is still open um that we did it years ago and the parking lot was on it. Um so we could borrow a certain amount of money to and kind of approach from different ways. So that's what the capital improvement um subcommittee is going to talk about and
then come back to you with recommendation. So that's kind of the update where it's at right here. So and then this whole process the the parking lot does fall within the buffer zone of bloody brook. So, it's going to have to go through the conservation commission. Um,
and so that's it's going to that's going to extend that process, too. But, it is a straight kind of project. And I brought I'll pass them around. People can look at them. I put them on the on the screen. You just do a look at them go. Ah. Um, but I'll pass it around. People kind of flip through. Um, just the idea
of what we're trying to do with them. It's mostly just a resurfacing, but there we're trying to there's some rearrangement of parking spaces, create one lanes of traffic going through. Um, it does actually create more parking spots. So, it's an inefficient way we have it out there right now. So, and
also part of that is to remove the oil tank, which isn't in these prints because we're going to do that separately. We didn't need engineering to remove tanks. For those of you in Sunderland, we need engineering to remove a tank and put a new one in, but you don't really need engineering to pull a tank out. So, um, and the tank that we do have, the oil tank that we do
have has been pressurized, um, tested. It has no leak. So, you don't you don't you don't foresee could possibly happen that there's any leaking um, when they pull that tube down. But, we're going to do that separately and pay for that separately on the parking lot. It's like a $20,000 job. We probably pull that
from we'll come to you for approval at a school chair. This is still planning to go forth to be done next summer. >> The plan would be to do it this summer. Yep. Yep. Um, you know, depending how long conservation takes. If we get this
thing out to bid um, you know, in February, February to March, again, it's a pretty straightforward paving jobs. Those companies bid all those at that time. They set up their summer schedule based on how the tennis courts were done. They come and rip out one day and
they reply this probably by a couple day job and >> this is back too >> both both lots. Yep. And so again I'll pass that around and you guys can kind of um you can flip through um some pages you can see what they're looking at and
some pages are doing you know. So that's what I got for that. too distracting folks who are looking at the parking lot. But um I got it. >> If you have not already um gotten to one of the chapter 70 conversations that are
happening around there was one in Greenfield last week and then there's a virtual one coming up on the 18th and I I don't know how much beyond that they're taking um comments. uh if you have a ideas up
I haven't seen it anywhere so have an opportunity to I think the link has been sent out to everybody this is how we >> and I don't have talking points you >> yeah so this is how the state decides
how we get our portion of the pie and we're advocating for us getting a better share of that if you haven't already taken the uh time to put in your two cents about that. >> Any committee meeting reports >> listening session.
>> All right. >> Sorry, I didn't mean to >> steal that was on my mind because I've got to get the I've got put the 18 on my calendar. >> I'll just Franklin County showed up last week at the listening session that was in Greenfield to speak about the chapter 70s needs for for updates. Um, the one
the week before in a different county, in a different part of the state, we had seven people make comments, 21 people attended, they dismissed after 45 minutes. In Greenfield, we had about 100 people there, 40 people spoke, and they extended the session to almost three
hours. Life spoke to him. Cecilia was there and Kel was there. Franklin County set this wasn't even Franklin County. I felt it was in kind all >> Hampshire County and some Berkshire County too. >> Very powerful,
>> but I believe every Franklin County school district spoke. Thank you for everybody who >> Jessica spoke is not >> Jessica's l I'm late but she did speak and spoke very well and um did a nice job of kind of really talking about the
rural aid and the pro it was great to hear all the different perspectives the panel in front of the panel in front of know they basically taught me chapter or seven. So, it's kind like they understand what the problems are. It was a little my opinion was a little dog and
pony show in that in that kind of sense, but they did hear, you know, a lot of perspectives of how it's impacting communities and um they don't put some shame on you is how I look at it. It was people were there and kind of pointing that out. So, um
>> and they have those figures to go back to Franklin County. >> Well, as some people said, we're giving you numbers that we got from your website. You know what I mean? Like it's that kind of you know, you know, and the people and I might show you just kind of
summarize my thing, but the, you know, I call them for my questions on this stuff, you know, like Jay Sullivan, Bob and those other ones that are up there. I get emails every day, you know. So, it was kind of a Yeah, it's just kind I hope that they
it's a true listener hearing session. How's that? >> Thanks. >> Um, you know, I should the I just wanted to kind of um just say that the final numbers for chapter 70 came out and Shel
did not share them. Um um but the numbers went down slightly even more. Um I'm trying >> says >> no the chapter 70 money that when we say
we were doing 25% it was actually less um and our um and Conway ended up being completely removed from rural aid I'm sorry chapter 70 sorry I'm trying to do two things at once our rural a final numbers came and um even lower um by a
few thousand. You know, we'll be we'll be okay. But I wanted to share what those are. And Conway lost their rolling completely um because their per capita income went up due to a couple of people entering the community. Um which means they are now they lost $32,000 with
funding that we applied to the current budget. So going to next budget season we're going to start um about almost 2% in the whole because the funding form will change from the state whereas the amount of income that comes in from the people that move the town this is where
the really really broken. So the per capita income how much the town's wealth is is the is one of the factors for rural aid. So if you have somebody very rich moving into town, but town gets their income not on how much you make, but how
much your house is worth. So if somebody with a really high income moves into town and buys a modest house, you actually get less than what the state says you're getting. So the assumption is that someone's going to move into if someone has
multi-millions, they're going to build a multi-million dollar house. But that's not what has happened yet in con with those those folks. Um so I just can't find the file I created to have all these
>> doesn't make any sense. It it has definitely broke the business. >> Yeah. But reminds me of Conway because they were also talking about 90 funds with the roads because the similar problems, right? How many miles roads do you have necessarily translate
into roads? >> All right. Unless anyone has any other pressing needs that they want to bring up. I have the final number that Frontier lost $60,000 um of rural aid and we will be
getting 157,000 539 down from 200,0007 217,000. So it was actually greater than the 25% loss that we thought we were going to get. because because time changer
we originally thought at 25% um you know we would be down 49,000 motion to >> meeting Frontier Regional School District School. >> Oh, sorry. I got ahead of myself. I'm ready to go. Bill.
>> Yeah, >> Jeff. >> Yes. Yes. Yes. Yes. Yes. All right. 7:28.