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This is to notify you, excuse me, that a regular meeting of the Greater New Bedford Regional Vocational Technical High School District Committee will be held on Tuesday, June 9th, 2026 at 11:21 Ashley Boulevard, New Bet

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Mass at 6 p.m. in the student forum. Public comment. All right. We will now have the election of officers. Uh, a separate vote must be taken to appoint Michael Watson as a secretary to the

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regional district committee effective July 1st, 2026 through June 30th, 2027. >> Motion to appoint Roll call vote court Mr. Kitchen Mr. Olivera Miss Treup

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Mrs. Rivero Dr. Marlin Mr. Sheay Miss Pimento >> yes >> I will uh assume control of the meeting at this point I would entertain nominations for chairperson >> Mr.

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as as you know I'm supposed to be you know was a vice chair going into it and we all know that this is my last meeting so therefore I don't know I think something to be discussed by the full committee whoever replaces me to decide

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how to go forward with it but I know I see Rita as a vice chair here and if I was the chair and I got sick for six months and couldn't come in the vice chair would take over. So, I didn't know if until the committee decides which way

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they want to go permanently, but I I would say that I would have the vice chair, Reena, if she wants it to be the chair next year. That's the way the process works. >> Discussion.

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So I think the other side of the the discussion is um you know do we even want to just continue on a rotating basis or do we want to truly do it by who wants to be chair at that at the time. A lot of committees do it that way. They don't there I guess my point is there are people who don't want to

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serve as chair. Um so we should consider that as well. Um that's one point. The other point is um I think this has been New Bedford's turn. Um and I thank Mrs. Mr. Pimento for doing an excellent job with your guidance and I just want to

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make sure I don't forget to put that out. Um, New Bedford has had the opportunity to be chair this year so it goes to Dartmouth. If neither representative uh from the town wants to be chair then I think it should go to the other town. Uh, New Bedford having

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four reps uh and and the towns having two each. I think it should, if we're going to continue to rotate town, city, town, city, then if Dartmouth doesn't want it, then it should uh come back to Fair Haven so that New Bedford doesn't

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have the chair um two years in a row. That being said, um I would nominate uh Mr. Paul Kitchen if he would accept the nomination for chair. >> Discussion. Think if we're going to do the town city

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then would Cindy >> No. Yep. >> Does it make >> does not make a difference? The only in the regional agreement and I've expressed this to several members the committee is to choose a chair and vice

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chair from within its ranks. That is the only thing in the district agreement. Uh and it is literally a committee decision in terms of the direction that you folks want to go. >> There's no benefits. There's no >> chairperson simply runs the meeting, gets the same number of votes as every

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other member. Uh doesn't make motions. Uh so there's some advantages and some disadvantages. >> It's always been past practice has always been said. Yeah. >> Mr. Bar.

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>> Yeah. >> Saying it has to be me. It could be sitting too. >> Okay. Wait. because it's fair in a way because we're

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talking about that came up >> chair wanting to remain chair for the following following year >> wasn't in limo with that either because that's been practice it's not like we're getting paid here a million dollars to

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do the job and I think that if somebody wants it and it's there next turn then get That's my opinion. >> Think on the rare occasion that Wayne and I agree on things. I've said in the past like especially the years where we've had contract negotiations or

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looking at different policies where that's going to eek over into another school year. That may be the time that we look at keeping chairs in place for m you know multiple times because I think that continuity of leadership would be helpful in those cases. So I kind of can

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see it both ways. But I think when we have extended activities or you know policies and things I think those could be the one-offs that maybe we make those exceptions to say yes like negotiations you know it would be beneficial to h

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have had you those two years to kind of see through all the contracts and you know that piece of it. So, um I think on those occasions I would say that we would probably want to talk more about maybe extending >> just as a support you know I think like

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you said we're we're here now it's you know in June and we're looking to make a decision >> and I think you know maybe staying with the process we've used but I agree 100% I'm I'm leaving but I know what Wayne did during that negotiation time and I

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know what other people you Some people are very good cheers. >> Some are not very good cheers. So why put some in a position that's uncomfortable to them? So they don't have to worry about, oh, my name's coming up in two years. Um, I I think

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that's really something that the committee should look at because I think times have changed. And I think that's something where be good discussion and I think there will be a decision on somebody staying more than a year especially during the what what Kim was

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saying it they have to be around too. I think the chair has to be able to come in on a Wednesday afternoon have to come in on a Friday morning and work around the schedule. So I I I think I'll support Wayne going direction. I think

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right now for today to move forward until that decision's been made over a few months discussion on how you going to do it that uh the vice chair should take over. >> I don't know if we've had a case where the chair who person was supposed to be

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chair that year didn't fulfill that duty and it moved up. I don't know. >> I've been here 32 years and it's happened twice. People left during their time and the next person went a rare occasion but I think in this case happened and we have a case where New Bedford is going to do it two years in a

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row and I I just don't think that's a prudent way to do it. >> Um I think somebody else should >> fill the town spot which is it's a it's the turn of one of the towns and then you would come up next year and fulfill

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your you would be vice chair this year and then you would fulfill chairmanship next year. That's just my feeling. Um I see how that should go. So, >> who would be the vice chair? Because I mean, if that if that happens, what they're saying, the next person coming

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in as vice chair chair would be from >> Haven. >> Haven, Mr. Kitchen from >> So, that would be >> he would that's see that. Thank you. You made my >> go back to it would go back to Dartmouth. >> Oh, please.

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>> It would go back to one of the towns. >> This is ridiculous. I just don't see where you should jump from vice chair to chair. >> Your year as vice chair is here. You could fulfill that. One of the talent

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should fill the chairman the chair spot. That's just again my feeling. I think that's the way you rotate. You don't do New Bedford twice twice in the year. >> We've done it before. We've done it for >> It's happened twice in 32 years. >> And we've done it for Fab twice because

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the person left. We actually wasn't Fab. was Dartmouth. Um, Montgyney left. We I can go back on here and show you it's happened because people left. Um, Kis left and he was a new record person in the middle. So, it's happened. I'm just

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saying. I don't I'm not disagreeing with anything, but I I don't see what the problem is unless you don't I I unless there's an issue. >> No names or >> I mean, we're not getting a million dollars here. the committees that rotate like this,

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it's usually somebody wants to be chair and they they get voted to be chair. So, >> strap you had your hand. >> I just don't like I like I mentioned before and I asked what's the difference? It's not like it's they just run the meeting. It's not like it's you can still be on a negotiations team. You

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can still be on subcommittees. You can still do everything as a member. >> That's right. >> And the committee has been great about filling in for one another needed >> in different pieces. It's literally about just making a decision. There are different viewpoints here. Um, if members are prepared to decide, I'll

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>> Yeah, >> I believe that Mr. Olivera has a nomination on the floor. It has not been seconded yet. Um, it's been a nomination for Mr. Kiter to serve as chair. Is there a second to that nomination? Seeing none, I would ask for another

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nomination. Mr. Shay. >> I nominate Rita Rivero to take the vice chair to the chair position. >> Second. >> There is a motion on the floor for Mr. Sheay to nominate Mr. Rivero as chairperson. Seconded by Miss Treup.

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Roll call vote. >> Yes. >> Yes. >> No. >> Treup. >> Yes. >> Mrs. Rivero. >> I vote for myself. I hear >> Dr. Marlin. >> Yes. >> Mr. Shay,

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>> yes. >> Miss Pimento, >> I want to entertain a motion for vice chair. >> Make the motion for Mr. Kitchen. >> Second. >> And we have a motion by Miss Bettincor, seconded by Miss Ribero to make Mr. Kitchen the vice chair of the school

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committee. Roll call vote, please. >> Miss Bettton Court. >> Yes. >> Mr. Olivea. >> Yes. >> Miss Treup. Yes. Mrs. Roberto. >> Yes. >> Dr. Marlin. >> Yes. >> Mr. Sheay. >> M. >> That's good. Yes. >> Okay. The vote of the committee is that

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Mrs. Rivera will assume control of the meeting as the chairperson and Mr. Kitchen will be the vice chair. Um, probably can leave everybody in their seats for tonight and arrange the tables for for the August meeting. >> Right hand or left hand. >> Whoever

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wait till next meeting. >> We should have said we we resent Mike Sha's letter to resign or whatever it is. >> You have to stay. >> Yeah, we can resend your letter to resign. >> I framed it already. >> Never too late.

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>> All right. Oh, >> just in case. >> Did we come back from We have to come back from exhibit. No, we did that already. >> We're on number seven, reading and acceptance of the minutes. >> Okay, >> it's two. >> Yep. Give me one minute. I wasn't

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prepared because I wasn't going to lose. So, give me a minute. Here's my agenda. meeting and acceptance of minutes of the May 12th and May 21st meetings. Um, every the members have a copy. Um, we

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need a separate vote must be taken to accept and hold the minutes of the executive session until the matter is completed. Um, do I have a motion to accept the minutes? >> Motion to accept. >> Second. >> All in favor?

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>> Opposed? Hearing none. The motion passes. a second. >> Make a motion to hold defense of the executive session. All the matters committed. >> Yep. Second >> by Mrs. Tup. Um all in favor? >> I

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>> opposed. Hearing none passes. Uh item uh 8A approval of bills. >> Motion approved by Mr. >> Ken $1,963. Do I have a second? Second by Mrs.

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Fermental. Mental. All in favor? >> I >> I opposed. Hearing none. Motion passes. Item 8B, ESL program summary, including your backup. >> Thank you, Madam Chairperson. Uh, I'm going to call our academic director and

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ESL coordinator, uh, Miss Common Emerald, to the podium. She's going to give the committee an update on program summary for 2526 the school year. >> Thank you. So folks, I here to talk a little bit about what's happened with our ESL program over the last two years. We've

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had an increase of English learners and I'm sure we'll continue to see that uh particularly with the lottery. Looking at some preliminary numbers, it looks like we have 42 suffermen next year who are English learners. Uh, and this year we had 113 total students who were English learners. So, this is a shift

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for us. Um, but before I get into that, what you see on the screen is actually all the students in the ESL program who we celebrated on May 28th. So, we took some time out of the school day to recognize all the students who reclassified from English learners to

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former English learners. the students who had the most growth overall on access testing and the students with the most growth on literacy. We also use a plat a platform for benchmarking called flashlight 360 and it mirrors access testing and it gives outside feedback to

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the students on their speaking and their writing and they send us students who've grown the most. They send us these special certificates. So, we recognized those students as well. And we had I think it was one parent, Erin, maybe just one. I'm not sure if you know who was in for another meeting. She happened

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to be in the building and asked if she could attend. So, that was really nice, too. And this is something we really hope to continue to do in the future and celebrate the work that they do. So, I'll start with looking at access scores. Um what you see here in this

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first diagram is our comparing student growth on scale scores. The blue is from 24 to 25 and the orange is from 25 to 26. And we've separated this out into groups of students. Our early English learners been in the country 2 to 3

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years. Our intermediate been in the country 3 to 5. And our long-term elves who've been in the country over six years. You can see that compared to the growth from 24 to 25, we've had huge gains in every bucket of student, the

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early, the intermediate, and the long-term L's on nearly every single domain on access testing. So, our students are working hard. They're growing. That's why we want to celebrate them. We want to recognize that because we know that being multilingual is an

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asset. It is. They have to learn the English language to be proficient in their academics. But in the real world, knowing more than one language as an accent is an asset. We want to celebrate them and we want to continue to encourage this.

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What you'll see on the next slide is our student growth on proficiency levels. And these numbers look different. So a proficiency level is what you see on an access report. And oftentimes, I don't know how familiar you are, you'll look and you'll see a student is at a 3.2 two

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or a 4.7 or a 5.1. Those are the proficiency levels. They're just from 1 to six. The blue again is how students grew from 24 to 25 on that 1 to six scale. How many proficiency level points

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and the orange from 25 to 26. This image looks different than the previous. Our students made huge raw gains but not quite as much in proficiency levels.

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And the reason for that can you is you think of the analogy of sports qualifying times for races. A student can grow considerably in their scale score their raw ability. They used

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to run a race six minute mile now they're at 540. They got f they got faster. They got better. They are improving. However, when you go up to the next grade level, the demands of the language are increased. When you qualify

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at in 10th grade to make states, that qualifying time, you have to be even faster. So, even though you went from 6:00 to 5:40, the qualifying time would have been 5:30. So, you got faster, but not quite fast enough. And that's what we're seeing

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with our language. Huge raw gains and we have to fill the gap to make sure that they catch up with proficiency. So our skill growth is surging, but the exit bar is rising because the academic

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demands of that language as students progress in high school for all students become more difficult and as an English learner, you have to overcome that. What we did see is that speaking huge gains in 2026 in our early learners in

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25 24 to 25 raw points. Speaking increased by 39.8 points in 26 121 raw points. That's huge. speaking is challenging for students on access testing

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and oftentimes teachers will look at the scores or parents will look and it feels in congruous to what they see with the students in front of them because for access testing it's different than speaking in a classroom. It's different than social language. These students hold jobs. They are in a room with other

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students. They're sitting in front of a computer. They're speaking into a headset. There are other kids in the room. They're supposed to speak audibly. They need to develop their confidence and that would make me feel self-conscious. So, we're working to lower that affective filter for them.

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Flashlight 360 helps. We want to continue to think about ways in which we administer access testing to provide the best possible environment for students and build that confidence, including speaking more in class, just more of that practice of using academic language. But we did see huge growth and

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I really am excited to see where they continue to go. Yeah, reading. Yes, for our early learners. And we see consistent growth uh across all domains um for our intermediate and our long-term L's as

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well. We also wanted to take a look at what this looks like for our duly identified English learners and students with disabilities. So from 24 to 25 overall our average gain was 9.5 scale score points for students else who were not

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duly identified. In 26 it was 56.3. In 2025 our duly identified English learners students with disabilities actually had a four-point drop in our scale score but this past year they went up to 36.8. So we have meaningful gains

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have been achieved across all subgroups regardless of disability status. Our teachers are doing incredible work. Our general ed teachers with their SEI strategies, the folks in shop, the ESL team, everyone's really committed and it's it's coming out in the wash here. We can see that in terms of student

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growth, proficiency gains, this is the same same information presented in a different way. This remains a challenge and we continue to adapt because it wasn't until 2018 that greater New Bedford Voke Tech had a number of English learners that was large enough to count for

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accountability and now we see a rapid growth. So the majority of our teachers are SEI endorsed and now it's building that muscle memory consistently applying those in class and providing them space to collaborate to troubleshoot providing professional development opportunities

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so that these folks are working incredibly hard to help our students close that gap, build that scale score and then achieve that reclassification of 4.2 overall and 3.9 for literacy so our students can move from English learner to former English learner.

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And we can see that our exit rebound, it's begun. You can see the percentage of students in each category that reclassified in 24. There was a dip in 25. And we certainly see a little bit of a rebound in 26. Um, and it was the

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highest for our intermediate group students who were here 3 to 5 years in this country. So, we've had a couple shifts over the last two years. Last year we were in our um I walked into our tier focused monitoring and with the help of Dr. Sylvia, the ESL team, the folks in the

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special ed department, everyone was incredibly helpful. We got through the TFN and we had some findings. Um we needed to be better about our opt- out procedures and paperwork, annual documentation, communication home, ensuring that we were being inclusive

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when we reach out to families. uh reaching out in their home languages, report cards translated, making sure our progress reports are translated and we have this conversation all the time. The importance of reaching out in other languages is not just for our English

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learners. I came here when I was four. I am now not four. And um my father still does not speak English. I was not in a bilingual program after third grade. Nobody would have known I don't have an accent now. I

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didn't have an accent then. But it was really important to for them to feel connected to have communication go out in a language that they could understand and engage be meaningfully engaged with the school community. So that's something certainly that we've been

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working towards. Oh, can you just go back? Thank you. Um this year we also made an adjustment based in our TFM. In the past, we've always had ESL as ELA. So,

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English learners are in an ESL course and it's taught it also counts as their English language arts curriculum. So, what we see is students develop language, but they may not be developing their ELA skills the same as they would

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be in an ELA class. So, this year or moving forward, we want to um make a shift away from that. This what also ended up happening was because of that model um many students who were duly identified students with disabilities

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because of staffing in our schedule in order to be in an ESL class they wouldn't be able to be in a co-taught English class and I can't imagine we're the only people that run into this problem. Staffing is always a challenge. So we made a shift this year. Duly

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identified students received ESL instruction. They were all in an ESL class taught by dually licensed teachers ESL and ELA with um special ed support from APA and the folks were wonderful. But we realized at the end of the year

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that those students would have been better suited to again move to this ESL class focused solely on English language development. So they could be in an ELA class supported by a special ed teacher co-taught English language arts class like they have been in the past. In this

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way they wouldn't have to choose essentially ESL or special ed. They're able to receive both services. Um, we also were able to support our newcomers in the vocational programs. We had two bilingual pair of professionals devoted

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just to vocational programs. Both alum from Greater New Bedford Vetek, uh, both Spanish speakers. They moved every 3 days. Their schedule shifted. They helped our newcomers through um, exploratory and then once students had their permanent placement, they had

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established relationships with the vocational folks. they were great and able to push in and support at various times of the day ensuring that students were safe and they felt comfortable and were developing the language. So that that was a um that was a big success for us.

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I just talked about that. Moving forward, we want to continue to meet the needs of our students, our English learners and our duly identified English learners, students with disabilities. So we need collaboration

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between licensed content teachers, special education teachers, and ESL teachers. And that means prioritizing this among all our other competing priorities that are to make sure all our students graduate high school prepared for the workforce and their post-secary if

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that's what they choose to do. So, we have to as we continue thinking about our schedule redesign two years out, we want to really focus on building a master schedule options that allow dedicated co-planning time around these different teachers so they can share

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their expertise and their strategies and talk about students student profiles to make sure they're meeting the needs of the English learners, our students with disabilities, and the rest of our students as well. That's really going to be critical. We're making a shift next year. Fortunately, we are able to we

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have a little bit of room with our strategies courses that we can have in place of strategies. Students will in grades nine and 10 can have ESL as a dedicated English language development course and they'll work on academic vocabulary

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as they would in a strategies class um but focused on English language development. And they would be in an ESL uh in an ELA class. So, they're in an ELA class with monolingual peers as models and have an opportunity to interact with them and really build

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those ELA skills. This becomes a little more of a challenge in grades 11 and 12. Mrs. Tazinski and I are continuing to talk about that, whether it makes sense to try for 11th and 12th grade next year or if that would be too disruptive and then we'd wait till our schedule redesign because we're working on a way

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to do that. So standalone English language development is the goal and meeting the needs of every single one of our students. But that requires a schedule that and staffing that supports that for our teachers because what we know is

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sometimes they feel overwhelmed but they feel overwhelmed because they want to help all 2200 kids in front of them. And that feels like an impossible task. It's not. They do a great job but in the moment it can feel overwhelming and we want to support that. Any

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questions, folks? Mr. Clement on absenteeism rate thing. >> So, I don't have those numbers. I can get them for you for ESL students

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>> really like really hanging in there. And >> our students do our I mean overall our students here our absentee rate our chronic absenteeism is lower than state averages. our retention rate, our graduation rate. Our students feel good when they're here. >> See, I just was wondering if they get

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frustrated and leave or they just stay and >> they get frustrated but they stay. >> They stay. >> Very good. >> Yeah, they've done a great job. >> Good job. Also, >> did somebody else have a question? >> Shay. >> Yeah, there's always certain people that

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better and what they like to do than having others do it. Are you having a tough time or is it working pretty well to find staff that would like to get onto the programs you are doing to work with the students? Does that that make sense? You know,

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because sometimes if I I like algebra, but I don't want to teach geometry. I have to teach geometry because that's being offered. >> So, if you like it, you do a better job at So, how's the staff working with that

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and moving in the direction that you wanted to go? So, I haven't taken a survey and have hard data for you, but what I can say is in any conversation I've had, and I think Mrs. Tazinski can probably attest to this, uh, Miss Hagerty might as well, that you talk to teachers, they're like, I love having

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ESL students in my class. They are incredibly hard workers. They want to learn. They work hard. They want to succeed. They want to do better. They have those good compensatory strategies and student skills. That's what I hear. Um, the vocational folks as well. So without without data,

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those are my anecdotes for you, Mr. Sh. >> I'm not looking for Dave. Just kind of a feeling because it sounds pretty >> pretty good about the direction you're going. >> Yeah, it as long as the staff is on board with it, >> that's know that's sometimes very hard >> and the key is making them feel

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supported. We want to support them because we want to support students. We also had a team of teachers, all three ESL teachers and at least one teacher from math, science, and social studies. There were two from English who attended a two-day training um put on by Matsol

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and Desessie and it was to support ensuring that teachers ESL teachers and content teachers are delivering grade level rigorous instruction even to our English learners. What can we do to bring them there? So those folks went to that two-day training. they have been

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we've scheduled some time in the day this year for them to put to get because it's a train the train model for them to put together a training to deliver to their colleagues next year and as I check in with them as they're planning this training they're like okay we have these four 1-hour sessions when do we

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get to follow up later in the year because this can't be a oneanddone this is coming from them they're passionate about this because they're passionate about our students >> thank you just a quick followup to Miss Pimento's question I had Mr. Pay has put on the screen. Those are the attendance numbers for this year. Currently, uh

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you'll notice that this is a new platform that we're rolling out. It's been doing a lot of back-end work this year. But currently the about 7% of students at VTEC are chronically absent, have 18 or more or 10% more absent days. We have a few days to go. If you look at it by grade, roughly the ninth graders

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are about 5%, 10th grade 5%. Uh the 11th grade is actually a little bit lower, somewhere around 4%. It's the senior class right now that has the highest uh drive of chronic absenteeism anyway. >> So all in all, there's been no real change year to year. So it's uh we're

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happy with a 78% chronic absenteeism rate. >> We want to do better, but that's pretty consistent with where we've been. >> Just a comment and and my friend from New Bedford, former employees of New Bedford School Department, I was the special ed director who partnered with the ELLL director for students that are

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duly identified. It's not a one-year lift. It's not a two-year lift, you know, it's building and I think >> it is a huge commitment and just the numbers you shared tonight, we're moving in the right direction. >> The data looks really good. >> Yeah, I'm proud of the work everyone's

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doing. I really am. >> Thank Dr. Milin has >> Could I just ask you, are you satisfied with the parent participation? So, we didn't have

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an ELPAC this year. Um, what I can say about parent participation is if I reach out, they get back to me. I can see using parent square has been great. I can see every time they click on a message, they open it, they read it. So, at least I have those metrics. I want

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I'm never happy enough with parent participation. I I want to find a way to really bring families for our L's and everybody else to partner with us and to partner with teachers because at the end everyone wants the same thing for

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students. It's understanding what we're doing to help support their kids because everyone's had an experience with education. It's just not what they experienced. What our students are experiencing are not what I experienced. So, no, I'm not happy at all ever. I never will be. I want

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parents in all the time. >> Thank you. >> Yeah. >> Have Miss Amaral present that tonight to the school committee was a pretty thoughtful and well-developed presentation we saw in the last couple of weeks around some of the progress. I think she hit the nail on the head.

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Right. It's our folks in the classrooms every day that are focused. This is a tough time. School years are longer. The snow days have kept us here. Emotions are high. Uh but there's real there's been really good work done with students throughout the duration of the year and while we struggle through these days in

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June to get there um I was really proud of the report that that Mrs. Amaral put together that our teachers have done some of the gaps that were closing and a lot of the gains we're seeing with kids that I want to take a minute just to share that with you and to celebrate that on behalf of the entire school community because there has been some really good work done in this space over

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the last 12 months. Superintendent shout out. >> Thank you, Madam Chair. >> Yeah, you know, I I want to just shout out the adviserss uh Mrs. Vincent and Mrs. Narton for their work with Skills USA. As you may be aware, we had uh five students that were down uh in Atlanta,

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two gold medal winners, >> um which is great. Um so, just wanted to kind of take a minute to celebrate that. Um this is a big commitment for for some of our folks to be able to get down there. The teachers were down there with the students. It was great to see um some success. Both of those students have participated and and nearly won in

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prior years. So it was nice to see them come back uh with with some gold medals this year. And again, my my thanks deep appreciation to the advisers for some long hours and and big commitment to make that experience happen for our kids. So I wanted to take a minute just to shout out again Mrs. Vincent and Mrs. Martin for their work leading the skills

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and all the advisers who participate all year long with our kids. >> Thank you. >> Thank you. >> Addison report. >> The artisan report. You have uh updates from our humanities and STEM departments

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uh this month on some of the work and uh that they've that they wanted to showcase in May. Um as well as a report from our assistant principles and our our dean of freshman and security. So, uh, I'm happy to take questions on behalf of this and certainly the highlights are there, um, for you to

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review and if you have any particular questions or concerns, I'm happy to address them. >> Anybody have any questions or concerns? >> There are none. Um, appointment of treasurer and assistant.

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>> I'll kick that over to the business administrator to give us an update. that we had received, >> right? >> There was only two at the time and while reviewing them, the subcommittee felt that they were not eligible based on the

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job description u activities and functions. So by the recommendation of the subcommittee I have reached out to MMA which is Massachusetts Municipal Association and to Mazbo and I have posted the link to school spring on both. Actually they were just went live

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today at about 11:00 a.m. on the MMA site and Mazbo um which just directs them right back to our school spring uh for any applicant. So per the committee, the subcommittee, uh we said that we would give it about a good four to six weeks to see what we received in

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applications and then I would meet back up with the subcommittee to review anything that we have received for the treasurer position. >> Okay, thank you. All right, item B. Um we have a list of the 2026 27 standing subcommittees

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included in the back material. Um, anybody anybody want to change look at it? Any mute questions? Um, we do have to address Mr. Sha's departure, >> right? >> Uh, specifically around the SMMEC board.

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Uh, there is time for us to address his position on the payroll and warrant sign subcommittee. A quick update. Uh, we're not expecting an appointment from Dartmouth until at least July. >> So, uh, we can address that at the August meeting. Uh, it would be more the SMMEK board that I would would like to

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have some discussion about. >> We just need to appoint Mr. Kitchen as the assistant treasurer. >> Oh, that's I'm sorry. Sorry. >> Sorry. Thank you. >> I thought I thought he was. >> Do I have a second?

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>> Yeah. Kim Kim second it. All in favor? >> I opposed. >> Sorry about that. I thought it was already done. It said y >> it's not a lot time consuming you know um they meet in Dmouth right on Diamond

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Street. So Katherryn Cooper who's been there many many years she is retiring. He did hire someone within who's number two who does an outstanding she's outstanding. They have a good good committee. I had a

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meeting last week, my final meeting and and the people that are there are good to work with, but it's not heavy lifting >> and probably will do a better job of bringing back information than I did, but uh but I think I think it's I mean would consider it because I I think it's

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I learned a lot about how what they're working with and God bless them. You know, they they do a fantastic job. I mean, I'm sure some of you guys know, Karen, you would know. I mean, yeah, they just they've done great work. But

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>> I I'm around a lot of the clients and I really really enjoy it, you know. So, >> don't talk to me. >> Do they meet? >> Do they meet during the day? >> Somebody might nominate you tonight, Mr.

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No. Mike, can you explain >> Can you just explain to some board members don't know exactly what Smith does? >> Yeah. Southeast Asia math education collaborative deals with a lot of areas. I think it's as far as as we know old

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Rochester is on like Secon and >> Rochester because we have members and every community has a member of their school committee on the board of directors. Mhm. >> We have one. New Bever has one, you know, Oasis has three because they do

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funky things, >> but they, you know, from Murphy, you know, coming in and so it's uh it's just all working um people and just kind of you you they buy buildings sometimes they have to work. I know they in Haven

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they have the trip building they're still working on. >> I think that was finalized. I'm not sure. But it it it really is is good work. It really is and you don't do a lot. >> Can I add? Um I would love to do it but they're a vendor for me so I can't. It's

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>> okay. >> We also have a contract that they provide services here to students. >> No they and they're a good resource because people have >> development. Yep. Called it in. But um yeah, you're not getting on a board that you're going to be disappointed with.

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You go and find out stuff and again >> when are the meetings are they during the day or are they in the evening? >> They do. That's usually the the fifth week of the month that they have it because with all the schools being involved, people have schooling meetings on the first Yeah. week, second, but usually

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the fifth, the extra week in there, they don't have it. >> And but if they do it on the like fourth or third, they'll find out ahead of time who has the meetings and try to do an off night. So, >> it's in the evening. >> It's in the evening. Yeah. Usually at 5:30. 5:30 to about 6:30. Sometimes we

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go to seven if they're dealing with like financial stuff, but is overall um about an hour, hour, 15 minutes. >> All right. So, um am I hearing that we're going to wait till the next meeting to decide? Is anybody interested

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right now? >> Yeah. >> I mean, it sounds really good. I would like to look other I don't want to be involved >> what night of the week >> well again varies most of the time it'll be a Monday night because they know we

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meet Tuesday and another group meets Tuesday so it's a lot of Mondays sometimes it be Wednesday um and if you can't go in there are a number of people that will go go on >> well it's odd because I don't know what I'm teaching at Roger Williams next

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semester either so it's well you know by next meeting. >> No. >> And um yeah, you go on remote like we last week we had two people because of scheduling or whatever they came on remote and they they they stayed at home. >> Roger. I can't be remote.

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>> No. >> Yeah. That's a possibility. >> When does that happen? >> Yep. >> When does that happen? >> When does the next Dartmouth person? >> Uh probably August. It'll be they're supposed to appoint by mid July and then be a 10-hour August meeting because they

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know we don't meet in July, right? >> 10 hour. >> They don't we don't meet Julboard member. >> I can find out either Kim or Kathy remote participation is common too if that's a question for folks. I I suspect

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yes the state ordinance on that has been extended. So I'm sure that that would be a possibility if if that was something for me to consider. Well, we can put this back on. >> Yeah. >> Okay. >> That. >> All right. Thank you.

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>> All right. Um, uh, evaluation of superintendent director, Mrs. Dental. Fine. So we everyone filled out the evaluation. I'll give you a breakdown of the steps.

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Standard one instructional leadership. There were six proficient two ex Yeah. Yeah. Can't even say it except Yeah. You know >> exemplary exemplary >> exemplary

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umations three proficient >> exemplary >> exemplary >> standard three family and community engagement for >> what >> and four

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professional culture seven and one. So the total proficient was 20 and 12. >> That's good. >> So I guess you're not fired.

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>> Yeah. No, >> make a comment. I just want to say thank you for the amount of work >> that goes into that. >> The electronic was very nice to have because we didn't have to cut the big >> Yeah. >> And thank you to Maria because you know

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behind every >> superintendent for Thank you for putting all that together. >> A lot of information. >> Yes. Yes. I like to compliment your mind. >> An further onation.

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>> Okay, moving right along. Um, second adoption of the 2020. Oh, wait. We We have to take a vote on that. No, we're fine. >> No, I know. >> Put the final paperwork together unless it's already signed. That's all. >> We're all set.

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>> Okay. Second meeting and adoption of the 2026 27 student handbook. Everybody has a copy. It's your pleasure. >> A motion to adopt the 2627 student hand. >> Mrs. Bport

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second strut >> just yeah for discussion. Um just if you'll note on starting on page 35 um the hyperlinks if you do it electronically might go to the right

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spot but the printed reference does not reference the right page. So for instance um dress code see page 34. It's not on page 34. It's on page 39. Uh electronic device rules is not on page 35. It's on

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40. And it kind of goes on. So, I don't know if maybe the pages got bumped, you know, as they added more information. Um, so it's it's a good qu the hyperlinks may go to the right spot, but the printed reference is not correct. So, just a an edit

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Fred used to do that. Fred used to do that. >> I don't know how I I'm not a good leader, but >> that's great. >> Appreciate that. We'll have somebody take a look at that tomorrow. >> Okay. >> Mrs. Fad, if you could just remind me of that in the morning, I'll have someone take care of that. Catch

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>> any anything further? >> Other questions? All in favor? >> Hi. >> Item E, vote to ratify contracts between greater regional do check school and the GMD EU unit D.

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Do I have a motion? >> Second. >> Second. >> Second by Mr. Shay. Any questions? I mean, all in favor? >> I >> I >> opposed hearing. None. Motion passes. Any question on that motion?

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>> Pass. Members of the sign the buying agreement and the MOA. Norless passing along. >> That was good. >> I'll get over it. That's not a bad idea. >> It's going to go to Maria anyway. >> What did he say?

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>> Pass it instead. pass it along and it goes to the person it belongs to. >> Good idea. >> A better idea. >> I'm sorry. >> I have a couple. Yes. >> I just used the >> There's only one more line for the

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signature of the >> just read it in. >> All right. >> Slides on there. One, two, three, four, five. Yes. >> That's all right. I don't have to sign. >> I'll sign over five. So, we're all

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right. >> You can sign next to How's that hand? >> I don't think it matters. It says seven letters. So, that word and oh this oh this

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okay this is the Yeah. Oops. Okay. Set. Okay. Item um F, vote to approve new principal position salary schedule. Mr. members sal. What we did is left the bottom and

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top intact, spread it from four to six uh steps which is consistent upon the other speak with Mr. Kitchen about this. Did you want to float uh difference? Do you want to talk about that scale at all or >> No, I mean when I when you looked at it

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that they're different. So it's like 2.5 2.7. There's not much variance in it and stuff. But if you wanted to start at the step one at 47 969 and then just do increments of 3% all the way down, it comes out it tops

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out at like 171 which is not I don't think outside the range because there's no educational incentive on this contract. So if I have a doctorate I get the same as if I had a CAGS or M you know. So there's no shift in it and I

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think by the time the person gets there those colas are going to increase anyway. So >> it's not a huge increase. It's just that it's more uniform with every other contract that we have that their incremental steps are the same. So it would be 147969

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with five incremental steps of 3%. >> So what would the total be? One >> it's like 171 higher. It was just so the the numbers change a little bit with the different colas, right? Because obviously the more money you make the cola higher last several years, that's

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what's created those little gaps. But Mr. Kitchen when he when he looked at it did email me. Uh if the if the committee wanted to reset it back to a 3% gap >> um it's really up to the committee if they want to do that. I have those numbers and we can make that. >> If you wanted to keep it on 169 as a top

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step, you could regress it back and it goes to 145. But I think I it's either way it's $2,000 I think in the with a single principal. Although you have other administrators assisting them is or her. It's just I

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think it's comparable to what some of these other districts are paying and you you want somebody that's worth that. >> I like that idea. I think it's consistency is there 2.2 2.5. So, um, I'll put I'll make a motion then

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it can be defeated if nobody likes it. A motion that we approve the scale but increases 3% step starting at the 147969 to move upwards um over those steps.

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>> Yeah, I have that already 1479 170 or 171. I'll use the scale that we have if that if that. >> All right. So, would we have a motion? >> Second day and a second by

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all in favor hearing. None. Motion passes. >> Thank you. >> Um All right. Discussion on postretirement eligibility for reimbursement of Medicare premiums. It's in the packet. Um I guess that we saw

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the letter here. Um right prior to the May meeting >> obviously was past the deadline for the May meeting. I was unable to um submit that to you folks this time. I did submit it to labor coun uh to legal council for review. Legal council's

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opinion is also included um in your packet. This is a policy decision really on behalf of the committee. Uh you know that we've been discussing long-term health insurance uh reforms anyway. This is a question around our existing policy. Um and so I I needed to bring this to the committee and this was the

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next available meeting for us to do. So we're happy to answer any questions that members may have. >> Anybody have any questions? I mean, I I'll make a question or I guess ask Pam. I did have a conversation with Laura about it, but the inquiry

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onto the Medicaid payment as a benefit upon retirement, that party is not currently receiving benefits from us, right? >> Not any one of our

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subscribers. He's not a subscriber. And to that point, there's language that talks about continuing and transferring. I think it's implied that you would have to have a benefit in order to continue to have the Medicaid, >> the Medicare benefit, and to transfer >> your

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>> health benefit to the Medicare. Correct. >> Yeah. >> Yeah. continue, >> right? >> I think those are key phrases that >> that's why I read it to to continue. >> Y can't it can't be continued if you're

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not >> they the opportunity was available during open enrollment this year last month. >> Okay. >> That is current open enrollment.

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>> Yeah. But at least he would have >> Yes, they >> they might have been enrolled. I mean, they filed for enrollment. At least there's a step in that to make >> an effort to be a subscriber. >> Yes. >> So there's no effort.

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>> I'm good with it. >> Okay. So what's are we what's the pleasure of the board? >> I'll make a motion to deny the request. Second >> motion to deny the request by Mr. Kitchen, seconded by Mrs. Treup. Um, all

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in favor? >> Opposed? >> Hearing none. Motion passes. Um, item H, discussion on aviation consultant. Um >> chair last month committee asked us to

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kind of begin a feasibility study and and start to scope uh produce a scope and sequence uh related to an aviation maintenance technology program. I did have a conversation uh with some of the folks that we had visited last fall uh to kind of inquire around some of those questions that we talked about at the

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last meeting. I laid that out in a memo that's in your packet on the 9th H. Uh I have also kind of scoped out scope of services. Miss Stewart and I are currently working on the draft scope of services confines of the 50 to $60,000 that we

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want to set aside in the budget to be able to do that. We anticipate having that within the next, you know, two to four weeks. Put that out uh to bid if there was a provider that would be interested in taking. We know there are folks who do this work across the state and have done other programs that we

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have contacted. Um, so we do anticipate have somebody uh interested in that project. Um, and I kind of laid out what the conversation looks like memo here in terms of what we expect one year from now. uh basically this

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individual uh I was satisfied with the conversations that I had that my biggest concern with this from day one when you look at a feasibility study is who's going to actually do the work that's involved in this right we don't have a person that can devote 500 hours over the next 12 months to we could

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participate in calls we can certainly take part in studies with different of our team u but I now feel more confident that there are folks out there that would be able to conduct this feasibility study on our behalf with involvement but not daily or weekly

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involvement by members of the administrative team. So I am comfortable moving forward with designing the scope of services. I'd be prepared to move forward with that um should that be the committee's pleasure. >> I think it's somebody that's objective and not one of us who feel strongly

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about a program. So I think that's you know a good way to go. Do we have a looking for a motion to >> I think I just make a motion to give me the authority to services and hire an independent person work and utilize the

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funds. >> Certainly I'll be providing status update quarterly or pleasure but the final product would not be due until 2027. one one question would this um when would this person start actually

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>> so this is not going to be a person that reports here on a regular basis right there we expect based upon again this is literally the conversation I had based on his work this person's work in two other areas it may be another person who's interested in bids um that it'd be

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around $500 worth of work first year come in different ways it might come in in weekends it might come nights and the person does have employment in other districts. So, we should not expect on Tuesday that the person's going to be on site. Uh I suspect some of the meetings will be remote will be continuing some

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of our aviation subcommittee work. Um there's a lot of questions embedded within this document with the city. There's a lot of space concerns. I don't want to sugarcoat this or or make it feel like we're on our way to an aviation maintenance program. We have some legitimate spatial concerns that

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have to be addressed. Uh and then once we identify what those spatial concerns are, we need to identify the funding mechanism with which to make that happen. Uh but this individual has some context that we've talked about a little bit. Uh and we won't have to have a conversation about whether or not there are grants out there. We'll actually get

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to know if there are grants that are out there to be able to support that. Um you folks are aware that I've been working with private vendors in other issues that once we get these next steps in place there, I'm willing to have conversations with them about other programs that could expand access. For me, this is all about expanding access

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to high uh quality programs that put people in the marketplace and give more kids access to a vocational technical education. That that's the best way to make sure that kids aren't weight listed for the education they choose. So, uh you know, I'll use every everything at my disposal to try to make that happen.

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But I think the motion that I would seek tonight is for the committee to give me the authority to move forward with the scope and services utilize the funds that have been earmarked and once Miss Stewart has finalized that with me and we put it out to the registers and the bids and all that process then I can make the decision to move forward um

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there unless the committee wants more involvement uh to do so >> you can goodly just touched upon the number of hours and yeah what's estimated here but they'll be doing similar to legal they'll be doing hourly

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billing >> they'll be doing hour so I don't know that they answered that question >> I mean like you know so you'd have a backup so if I >> yeah we could ask the >> I'm doing se SEI endorsements or I'm doing something there's always a detail

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behind it of what I did and how many hours assigned to it and then there's an hourly wage so right I mean the wage never changes but obviously we get more >> understanding rather than just the reports But we have >> how many hours were spent on everything? >> Oh, that's right.

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>> Yeah. Yeah. >> Scope of services that I had um started working on a draft earlier today was based on the categories. So it was one section that they worked with information on >> Desi and then another one was land

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space. So if we bench it out based on those categories then we can make the payment structure that when you complete section one you'd get this portion when you complete section two this portion. So it wouldn't have to be specific amount of hours but it could be just a benchmark section they would get

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>> and I'm okay with the hourly thing. All of our independent contractors have that >> and depending on the expertise of the person and how much they've done with other districts. You don't want them just to use a boiler plate to say, you know, that completed go. It's almost like frameworks. You know, you're paying

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for curriculum frameworks. People are very very good at them. They can crank through them. And if you say it's $2,500 to do your frameworks, here's 2500. It took me a half hour because I'm so I've already had it. >> I've done it before, >> you know. Yeah. you know, so I just >> No, I I think that's a good point, Mr.

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Kitchen, and I can raise that if we end up going one of those bites. The the most unique piece for us is around the facility assessment and planning, I think. Um, and while I agree, if if I've written a grant for school X, I've already got the bones of that grant ready for school Y. So, it might have

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taken me 20 hours last time, it won't necessarily take me that this time. Um, but there's a lot of work around the facility assessment, the planning. Um, so that was an estimate, a good faith estimate, basically fully transparent, 500 hours at 100 bucks an hour. That was how we arrived at 50,000. Um, but I

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agreed that I think part of this could be a report on the number of hours that the person is working and what they are doing and we would compensate based upon that. So, we we need to sit down. Pam did send me a draft today. Um, I, as you know, I was not in in the district today. So, uh, when I get back tomorrow, we'll be uh trying to tackle some of

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that stuff. So did we we have a motion motion to give the authority to the superintendent to >> motion made by Miss Bentport. >> Second >> second by Malivera. All those in favor I >> opposed hearing none. Motion passes.

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>> Thank you. >> Item 10A early notifications of retirement. >> Make a motion to take A and B. We see a place on file. >> Second. >> Thank you. Um, all in favor?

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>> Oppos? And none. Motion passes. Item B, uh, notification of designation. We said we did A and B together. >> Oh, we did A and B. I'm sorry. So, now we're on communication. >> All right. Sorry. I'm You know what? I'm looking at one and two instead of A and B. Uh, communications item

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11. >> Make a motion to take all those and place on file. One through six and place on file. >> Motion made by Mrs. M strutup for um items 1 through six. Do I have a second? >> Second by

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M. Betton Court. Um all those in favor. >> I opposed. >> Yeah. None. Motion passes. >> Would just like to uh I know I mentioned this to a few of you and Mrs. for will be reaching out. But the MASS MASC conference, the school committee, association of school superintendent conference that has traditionally been

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held down the Cape, some of you may remember, has moved >> to Danver. >> Uh so >> I know it's November, uh but the stuff is starting to come out already for the fall. So um we're we'll be reaching out to you, okay? Uh just to kind of take

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care of that for members who you certainly have a couple weeks, but it's uh it's November 4th to 6th this year. uh in the average. >> Okay. Item uh 12 committee discussion. >> Could you hold one minute?

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>> We have the report. >> That's justformational. >> That was informational, wasn't it? >> So, um I I think I mentioned that we're going to shift the possible report and my weekly communications into theformational communication bit. I will answer any and all questions any month. Uh but there's not a lot that I say

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differently every month and so I want to continue to share it with you. Yeah. If you have questions, that's a great opportunity to to weigh in, but our plan moving forward will be to include those in this section. >> Thank you. >> Any committee discussion,

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>> Mr. Oliver? >> Um, so I had concern about a um a memo that came from the superintendent and this was um this was one that had a few different topics. Um one I was concerned about was number three um admissions data compliance issue.

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Um, and that pointed out that New Bedford Public Schools has declined to release applicant attendance and discipline records to GMBBVT prior to lottery acceptance. And then it goes on. My concern is if we're supposed to be a

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qualified lottery, then how do we know that they were qualified to get a certain number of balls in the lottery? And that's concerning to me um as an admissions subcommittee and as a school committee member. Um I think you

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all know how I feel about the lottery anyway. And if we're not going to comply with the rules of the lottery, then the lottery it makes the lottery even worse. So I have concerns about that and I don't know if you want to >> maybe fill us in a little bit. Um >> can you tell us what

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>> I don't I get up to Mr. Oliver did call me on this and fully transparent. uh with members. I think it's a fair fair question. I did send all members a memo in early March related to some of the challenges that we were having with information collection in New Bedford.

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Um when a student um applies, right, they they are sending us their attendance and discipline records. No longer grade issues because they're not a factor uh in in that conversation. Um the new Befford administration, again, I I I want to stress we've we've built a really strong relationship over the

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years. They felt pretty strongly uh that they did not feel as though the regulations promulgated by the board of elementary and secondary education required them to share information with us for students who would not ultimately be selected here. Um now obviously the

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students that have been selected in the lottery we're getting all of their all of their information now because now they're now there are students we're actually pre-claiming those students. So, some of the things that we're talking about that are here. Um, I too was upset uh late February when this all

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transpired prior to me writing the memo to you. Uh, I had lengthy conversations with senior members of the Department of Elementary and Secondary Education staff um just shy of the commissioner. um their final verdict was that they don't

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think it was the best way to have a great partnership with the city, but also did not believe that the board's regulation required them to do so. Uh where we landed in this after going back and forth with the senior leadership team in New Bedford was um going forward

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uh our administrative assistant during the week of February vacation would go to uh County Street to sit with the folks in the New Bedford public school system as they were inputting data in order to cross validate, right? to make sure that

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um if the new public schools is saying person A has met the attendance criteria that we were validating that information. Uh what I said to Mr. Oliver on the phone and this is probably not a satisfactory answer. I told him that at the moment but it will happen is we will be able to verify those students

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that were selected in the lottery this year um this past April that are coming here that we're now receiving their records for. we will be able to look at those students and confirm that the attendance that was reported in the system matches that number. If we find

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any discrepancies, we will be addressing that with the New Bedford public school system. But at this moment in time, that has not happened. So, uh, we have not cross validated, nor have we found any of those. Uh, the purpose of that memo in March that Mr. Oliver is referencing was

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to advise the committee of a challenge in the process that I was facing internally and to make sure that I communicated effectively with you the steps I had taken and about how I was feeling right including both conversations with the superintendent and members of the department of

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elementary and secondary education. I hope that provides some context in ter terms of what that is whether that's satisfactory to all members that may not be the case. Uh but that is that is how it was handled. And again, I I'll I'll tell you one more thing that I said. I suppose we had the option, I had the

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option ultimately as the superintendent to invalidate all applications to which that wasn't set. Uh 200 students applied, 200 and changed students applied from Dartmouth and Fhaven. The remaining 800 students or so, give or take. It might be 250 and 850 were from

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the city of New Bethford. Uh so certainly as we're in a in a push to try to expand access to take 625 students, I didn't want to have a pool of qualified applicants that was 265, right? Um so it's just one of those decisions that I

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had to make. Um we we did raise it with the department, we raised it with the city. Uh we weren't going to get intervention from the department. So the next best step is for us to validate whether the information that was put in by the New Bever public schools is accurate. And if it's not, we will take the next appropriate steps both with the

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local authority as well as with the department should that be necessary. We just don't know that yet. And hopefully that's a thorough enough explanation of where that issue is. >> Do you get in writing from the the upper level people with

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>> I did not get it in writing. You ask for that. >> Yeah, I can. I I think you saying >> as long as you don't make me hold my breath while I wait for >> No, but I I think you want somebody from them saying that you know because people don't ask you. >> Yeah.

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>> Well, why didn't you get it? >> Well, Department of Education said I I can't get it. But at least it covers >> Yeah. >> you you know >> I I am I am trying to uh maintain a positive relationship across the board. One of the things that I also mentioned

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to the city and uh I mentioned to the department is and I do not love is the middle school pathway uh which is part of this policy. Now if you were to look at New Bedford public and I don't hopefully they're not listening to me because I like I said the relationship is good but if you were to read the

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middle school pathway policy in New Bedford there is no mention of greater New Bedford vote tech or Bristol County Agricultural. Uh and I don't find that acceptable. Right. Um they do a wonderful job articulating the chapter 74 programs that are offered at New Bever High School and they should, but

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they should also be making sure that families are aware that this is a pathway and that Bristol County is a pathway. All of our sending districts should be doing that. So I have raised that. I am hopeful that the new Befford School Committee will address that uh in the fall. I have also raised that with

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my folks that I've contacted at the department. I intend to continue to elevate my voice through MAVA uh to push for those types of and those standardized changes across the state. >> Uh because the goal should be and this is where I side with my friends there.

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The goal should be that every family and every student has access to the information that he or she may need to pursue the next step of their educational journey. And that means that we have to say all of the facts to all of the families. So >> maybe the voke school committee needs to

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do public go do public comment at one of the New Bedford school committee meetings. >> That would be wonderful. >> That would be wonderful. >> That's true. >> As a person from New Bedford, I don't mind doing that. >> That would be wonderful. And I'd be happy to join if needed. >> Support you. >> Girl power. That's it. We

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>> of us see this fall. How long? Just saying. >> Well, we actually have five. There's five of us. No, but I'm saying the new Beth. >> Oh, Beth. Oh, yeah. Oh, I'm sorry. >> When you said that, that's

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>> So, yeah. I mean, just that, as you can imagine, that's quite disturbing and it just needs to be they need to be qualified. I mean, I understand all the points that were given. Um, but you know, I mean, this kind of thing cannot happen next year if we're going to continue to have a

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lottery. Um, I just think there was so many there were dozens and dozens of of hardworking students that were hurt by this lottery this year. And to have something like this cloud the matter makes it even worse because those hardworking students bad enough they

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didn't get selected. But if they didn't get selected because of something like this because the numbers were skewed that makes it even worse. Um, so something like this cannot happen next year. Everybody has to comply otherwise your application is not valid. it's not

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complete and it gets it gets tossed. You have to comply with the application process >> when the validation takes place. Can you let us know? >> Yeah, I we're going to need to be incredibly clear about what we want the policy to say. Uh and again, I do not

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have any objection to Mr. Olivera's point. I will tell you that if I had only accepted 250 students this year, we would have a and a million dollar shortfall. >> I understand your predicament. So I will be while I will support that push for

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transparency and and following of the policy and I will go myself in February vacation if I have to u I cannot in good conscience advise the committee to take 250 students >> but you're validating those students that were enrolled now >> we will validate that

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>> that's the question I was asking that's validation and then we'll be in a position to tell Mr. Olivera there was a mistake or not a mistake >> right >> and if he feels strongly about language included in the policy the time we are still as far as I'm aware even though the board has mandated lottery we're

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still required to pass it every October it's just you know just shouldn't even get this far the applications just weren't complete >> right >> how can you accept an incomplete application at that point dialogue should have been open with the city to make them comply

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>> it it But they didn't. >> So, you know, it's like these are the rules, but we don't want to comply. Okay. We can't we can't just leave it like that. >> Where is the information put into? So, whether your people put it in or senior

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leadership in New Bedford, >> go ahead Yolanda, you can take it >> access to that portal as well. If there were questions red flags, would you be able to see >> unless unexcused absences? So, they just

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put in the the number, but we don't see the documentation. Got it. >> We will only see the documentation. This is the crux of the argument. We will only see the documentation for selected students. Okay. Now, as they become ours and the paperwork comes over, uh Mr.

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Alvera's point is we might be accepting a student that had 24 as the number, but it should have been 44. >> Correct. >> Right. And then we we even know if the admissions ball was the one that was picked, >> right? Which we we don't know any of that yet. I understand what his point is.

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>> Um the the challenge is, you know, who is the enforcement mechanism? I do not have the authority to mandate the New Bethford public schools to do anything. I am not the superintendent there. um the department does. We contacted the

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department and they I'll say it flatly and they refused to act. That's where it was. So again, I we can put whatever we want the in the in the in the in the process and I'm willing, as you know, to carry out this committee's direction in any way that I feasibly and possibly

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can, but I cannot make any of the three sending districts do anything because they are not under my direct supervision. And at that point, the students are not vocational vote tech. That's right. The argument by the city, right or wrong, right, >> is that they are New Bedford public

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school students. You don't have access to their records until they become your students. >> It's an issue that needs to be addressed, but it needs to be addressed at the board level, correct? >> Or at the department level for regulation. And I can assure you, we have made that point abundantly clear as

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well as the middle school pathways point. >> Are you getting that information from the other two towns? We are >> then there's your argument >> and the private schools and to my knowledge no other municipality uh did not provide that information to the

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regional vote tech across the state. There have been a few examples on the middle school pathways in other districts and as you know I'm very involved in the Marvin community and I am uh a very vocal member. So when the um information gets sent

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over, what's the soonest we could start verification that those 800 students are? >> Yeah, we we will we probably already have records for uh and Erin and Yolanda, I'm looking at you guys. We have many of the records already. We've pre-claimed some students. >> So the records are probably in transit.

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I believe we pre-claimed students in the last week to two weeks. So that stuff's probably moving over as we speak. >> Well, I mean, I hope we're not going to wait till February to verify. >> No, no, no. We're going to verify this summer. >> This summer? Yeah. We'll verify this summer and we'll we'll start that verification process short >> because there's obviously a waiting list

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and if somebody doesn't qualify, you start taking off the waiting list. >> That's right. That's correct. >> All right. >> Okay, Mrs. Fet, just note this too for my Okay, I'll jump on this tomorrow as

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well. Any other um business? Mr. to say >> be short only one page 14 points. Uh you as many of you already know this is my last meeting as a representative of

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Dartmouth on the GMBB regional school committee. I spent 33 years as a staff member in this building in the past 10 and a half years serving on the school committee. It has been truly been an honor and a privilege to dedicate so

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much of my life to a school and community that have meant so much to me. The time has come for me to step aside and allow someone else, perhaps a former graduate who still lives in our district, to take on this responsibility and give back to the school that has

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given so much to all of us. I love the school. Leaving will not be easy, but there comes a time when you know it is right. Although I may no longer have an official role, I'll always be one of G&B's biggest supporters.

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This school helped shape the person I am today and for that I will be forever grateful. I'd like to thank the current members of the school committee for their support, friendship, and commitment to our students. I also want to recognize the

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former committee members and past superintendants whose dedication helped make the school what it is today. To the town of Dharma, thank you for entrusting me the opportunity to represent you and to help strengthen the

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relationship between our communities and G&B. Finally, I want to thank Mike Watson, administration, teachers, instructors, and staff, past and present. Your hard work, dedication, and care for

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our our students have made GMBB a special place. Thank you for giving me more than four decades of wonderful memories, lasting friendships, and experiences that I will always cherish. As I leave

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this position, I do so with pride in what we have accomplished together and with and with great confidence in the future of the school. GMBB has a bright future because of the people in this room and the generations of students who walk through those

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doors. Thank you for allowing me to be part of this remarkable journey. It has been one of the greatest honors of my life. So thank you for everybody for giving me 40 years of happiness you know and uh it's

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hard to make that decision to step back but there are other things now 74 I feel that you know now I can play next day of pickle ball maybe >> right >> I I just seriously thank thank you I enjoy it and if it wasn't for you I

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probably wouldn't have been on here for 10 and a half years so >> I like that thank Thanks, Mr. Sha. If I might say I had you as a as an instructor and >> yes, she can say that I'm honored to uh

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have been seated on the school committee with you as well. So, I think it's been full circle. It's been an honor to serve with you. um >> you're you're a wealth of knowledge. Um I know you were always heartfelt with your decisions that you made and um we are truly going to miss you on the

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school committee. >> No, you you have to have something like this that you look back at and it's not what I'm going to be doing is what I have done. And I just tell you the people I've met the the you know I see I

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go to doctor's offices a former vocrad I I go get my car changed former grad and and it it's just unbelievable that you know who I see. So I know you know you got a custodian retiring this year you know Bubba

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and uh every day I came in here with even then and now he says how you doing coach and all I have to you know smile. So thank you for everybody here. You have made me feel good and I tell

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you it's it's been a pleasure. I even the bad days have not been bad in my life. So, thank you. I appreciate it. >> You had to do this to me on my date first.

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>> Hey, I knew you going to be sitting here, so it came on. >> Thank you. Thank you, Mike. You know, >> motion to adjourn. >> Any other business? Okay. Meeting is adjourned.

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Roll call. >> Motion. >> I made a motion. >> Second. >> Second. >> All in favor? >> I post opposing none. The meeting is