See everywhere. Pull it. What's a half hour? Okay. Good evening. I call to order a meeting of the Hamilton Regional School Committee on Thursday, April 2nd, 2026 at 700 p.m. Um, I want to remind
everybody that this meeting is being recorded and livereamed. Um, and uh, Eric, do you have the Zoom up for the citizens comments? Just take a minute to see whether we
have anyone on the Zoom. Come on. >> It's okay. Take a minute. Nobody on. >> Okay. Um so first up on the agenda we have an opportunity for citizens comments. Um this is an opportunity um
for um citizens to be heard and for the school committee to listen. Um, if you would like to speak, I ask that you um when we get to it, I ask that you state your name and please spell your last name so that we can get it correct for
the minutes. Um, we'll um I ask that you keep your minute your comments to 3 minutes. Um, Amy will be our time keeper and she'll let you know when you have about 30 seconds left so that you'll have an opportunity to wrap up your comments. Um, as I said, it's an
opportunity for you to be heard and for us to listen. Um, so it isn't a back and forth. Um, it's an opportunity for us to listen and at the end, um, we'll let you know when your time is over and we'll say thank you to you. Um, we are grateful for all comments. Um, it looks
like the Zoom is still up. I don't know. Just making sure there's nobody there on Zoom. Thank you, Eric. >> Nobody on Zoom. >> Okay. Nobody on Zoom. If there's anyone in the room that would like to make a comment, please approach the podium.
Welcome. Thank you. Um, my name is Christina Dorsy. DE C uh O R C Y. Okay. Um, good evening. Um, I am a literacy ESP at Cutler School. This is
my fourth year in Hamilton and 21st year in education. I am also a 17-year resident of Hamilton with two students in the district who are here with me tonight. Thank you for the opportunity to speak. Uh before I begin, I want to acknowledge the financial reality our
towns are facing. The budget is tight and we recognize the challenge of balancing needs across the community. We appreciate the hard work that has already gone into those decisions. Now, allow me to explain the role of an ESP in our district.
We support our most vulnerable students. Special education ESPs provide legally mandated support and instruction. Literacy ESPs provide targeted individual and small groupoup instruction to teach children how to read.
Preschool and kindergarten ESPs often serve as the co-teer in the classroom and are indispensable. ESPs are educators, not teacher helpers. Schools cannot function without us. We plan, assess, collaborate, accommodate,
modify, compile, and present data. We also jump in at a moment's notice to cover classroom teaching duties with as a substitute, usually without additional pay. Three years ago, we made progress in our
first ever contract. My colleagues and I stood right here and spoke to you. You listened, we collaborated and came to an agreement. The initial contract was an important step forward. At the time, we agreed the contract was a launching point, part of an ongoing
effort to move ESPs toward a livable wage. Living in Essex County, in particular, Hamilton wedom comes at a very high cost. The livable wage for a single person in uh with no children in Essex County is
just north of $60,000 a year. Many of your ESPs work for less than half of that amount. As negotiations continue, you are given the opportunity to meaningfully invest in your staff. We are asking for a fair contract that
moves us toward that living wage. A commitment that you made 3 years ago, 30 seconds. Now, this is one of the many, many reasons to pass the override. We are urging our community to vote in favor of that next week. Support the people who support our children.
But ESPs, especially those who live in town, are being asked in this moment to give more to the district and receive less in return. Progress on this contract must continue in a way that reflects the value of our
work, which is equal to the value of our children's education. Thank you. God bless the Watson family. >> Thank you. Um, if there are any other citizens who'd like to make comments at this time, I'd ask you to approach the
podium. Okay. Looks like there aren't any more comments in the room. >> Not online. >> Okay. And it doesn't look like anybody is on the Zoom link. Okay. Um, all right. We will go ahead and close citizens comments at this
time. Um, thank you as always um for taking the time to to to speak so that we can understand. We appreciate it. Um, next up we have uh a portion of our school committee protocols. I think it's
Jen. As elected members of the Hamilton Wenham Regional School Committee, we including the superintendent accept the high honor and trust that has been placed in us to ensure that the students of the district receive the best education possible. To that end, we
hereby commit to the following in the conduct of our business. All members will maintain the confidentiality of privileged information and will respect the open meeting law. >> Thank you. Next up is a portion of our school
committee mission statement. The Hamilton Regional School District School Committee's mission is to ensure our schools create graduates with a passion for lifelong learning together with the critical skills needed to maximize their potential. The Hamilton
Wenham Regional School Committee will lead and inspire a district that inspires all students to realize their fullest potential and feel a powerful sense of individual and collective belonging. >> Thank you.
Um, next up is our consent agenda. Does anyone have any items they'd like to hold from the consent agenda? >> Nope. All right. To you, Julia? I move that we accept the consent agenda as presented. >> Second. >> Seconded by Amy Kberger. All those in
favor that is unanimous and the motion passes. Um I do just and I suspect other people might want to just say that um just acknowledge that um that's a really significant grant from the ED fund. Um
yeah, and that's um it seemed pretty cool for elementary gymnastics and that >> great. >> And where's the mural going at Winthre? >> I don't know exactly where it's going. They're scoping out different places. Sounds like there'll be more than one,
but they're going to start with this first one to get it off the ground and then go from there. >> Did we skip the superintendent? >> I did. And I I'm the funny part is I was actually not trying to skip it. I was actually thinking I was going to >> It works perfectly. >> Yeah. No, I didn't know whether you want
to do your report in conjunction with our Yes, that's what I thought. Okay. >> Works perfectly >> to you, Eric. Um Each year I have the uh privilege and honor of presenting the Mass Association of School Superintendent Academic
Excellence Certificate and this year is no different. We have the opportunity to present it to a wonderful student at our high school. It's an honor to celebrate Emma Clefty. Emma, come on up. A student whose
journey is defined She's a student whose journey is defined by a rare combination of intellectual brilliance and a heart for service. As a top ranked student in the senior class, Emma has masterfully navigated our most rigorous curriculum, often doubling up on AP sciences and pursuing dual
enrollment courses, all while commuting daily as a school choice student. A proud first generation American who speaks Albanian at home, Emma embodies the spirit of resilience and the pure love of learning that makes our school community shine. Beyond the classroom,
Emma Emma is a visionary leader who doesn't just wait for opportunities, she creates them. Recognizing a need for future medical pathways at Hamilton WM Regional High School, she founded and co-directs our school's HOSA chapter, opening doors for dozens of her peers.
Her intelligence extends into the professional world of medicine as well. She has already contributed to high level cancer research at Mass General Hospital where she has utilized computational data to study multiple myeloma. Whether she is volunteering at a surgical front desk of Newton Welsley
Hospital or leading health initiatives on our community committees, Emma brings a level of professionalism and empathy that is truly beyond her years. Emma's ultimate goal is to become a physician researcher, bridging the gap between scientific inquiry and compassionate patient care. We do not doubt that she
will impact the world of neurolog neurology and beyond with her signature blend of curiosity and justice. We are incredibly proud to announce that this fall Emma will also be taking her extraordinary talents to the University of Pennsylvania. Please join me in congratulating Emma on this welldeserved
honor. Congratulations. Uh, congratulations and thank you. Um, did we get a photograph? I would love to have get let's uh Emma, would you be willing to take a photograph? >> You still have for a photo.
>> Emma and Emma there in the newspaper. >> Yeah. Where do you want to be? >> To the whole world. >> Yeah. won't be in the background. >> Congratulations. >> Congratulations. >> Congratulations. Thank you.
>> Um that was Emma. I just from all of us I just want to say it is such a wonderful thing. Thank you so much for allowing us to get to share in this that moment um and for us to get to hear about some of the amazing things that
you have already achieved in your life. Thank you. Thank you very much. >> Yeah, >> I felt like I was introducing an adult. >> Definitely. >> Great job. >> Thank you. >> Um all right, so that was my intent. I
should have said that. That was my intent there. >> Appreciate it. All right. And now to the rest of the superintendent's report. >> I wanted to take advantage of tonight's superintendence report. that's pretty low-key because it's MCAST time and it's
kind of low-key in our buildings. There are a lot of things going on, but um there are a lot of things coming at us and I think it's important for me to talk about some of the things that are impacting our school district publicly. And the first thing is with this uh these little boards, we use these at the
Northshore Superintendent Roundt to talk with our state legislators about the impacts that are occurring right now in our schools and our communities. This first board is talking about chapter 70 funding. Chapter 70 funding is basically school aid that comes from the state to
school districts. In regional schools and school districts, it comes directly to us. in cities and town uh cities like Beverly, it goes directly to the to the town and the town determines its use. Either way, we have been uh what's called a hold harmless community, which
means we get minimum aid every single year and nothing more. Um we've we've been that way for many many years. We've averaged uh 10% of our total budget in state aid over the last eight or 10 years consistently. It hasn't changed.
when you're talking about a $49 million and $4 million of it, $4.6 million of it is state aid. Um, we're we've fallen way behind. We've fallen dramatically behind in the last 10 years. And this is really just kind of our effort to start to talk
about it. Our communities both rely on residential taxes to pay the bills. majority of what we the monies that are u obtained through um taxation is from our residential taxpayers. When you start to look at the the combination of
low state aid and um the burden on the residential taxpayer, there's really no way out because the cost of everything else continues to outpace the the four and 5% increases just outpace the 2% and 1% increases from the
state side. Some other costs that we're managing this year, as with every year, are special ed costs. Every single district is wrestling with special ed cost. Promises were made by
the state legislator legislature to really dig into paying some of the burden. Um, circuit breaker was designed years ago to help offset some of those out of district placement costs. Um, circuit breaker has some major flaws. It
doesn't uh kick in until you exceed $46,000ish rough. I don't know the exact number, but $46,000 then it starts to kick in and that's a percentage of the total. Um it also starts to kick in uh when you
when you really have a number of placements going in uh different directions. So when you have kids that are in single day placements at 75 or $80,000 per student, then you have kids that are in all day uh placements and
overnight placements at $300,000 per student. It starts to add up really quickly. In our case, we're over $4 million in special education costs for just under 40 students out of district. That cannot be substain sustained within our district. We have talked to the
state legislature about the special ed costs. Um we've talked about reaching the reimbursement rate of 90%. uh last year I think it was 66% the year before it was 57 and a half% um of what was promised by the legislator legislature
and what is promised in the law just so people are aware we have started to explore cost sharing models with other communities um not easy a little bit harder with smaller communities because we have small numbers of students so when you're looking at
programs and um programmatic experiences for children. I might have one student for in a specialized program or two. Ipsswitch might have one or two. Danvers might have one. And we try to we're going to continue to try to look at options of bringing kids together in one
community. So, one community would host offset the cost and reduce some of the friction um between all of the pieces of the puzzle that come into play, including transportation, which I'll talk about right now. Regional district transportation is
reimbursed by the state again about 60%. Um we've pushed and pushed and pushed to try to get um more uh increases over time with regional district transportation. Um it goes all the way into the the the issue of when they pay. Everything's a
year behind. So we bill for you know a year last year we're getting monies from last year's expenses. The reality is the current year's expenses are even higher than they were last year. So where who's paying the difference? It's it's the communities. It's it's the residents
within the communities. When you start to look at infrastructure projects along with transportation, um things are as people have seen expensive and continue to grow in expense. Um the state offsets again are not covering uh the cost for some of the
communities. Communities like our communities who are considered in the state formulas to be wealthy communities just don't have the fiscal capacity to help to offset 50% of $100 million or 50% of you know 55% of of uh $50
million. So when you start to look at some of the projects that are out there um we really need some help from the state. The state has uh in the past year MSBA has done a comparison of schools across the state. they've they've gone and hired a company, a third party to
integrate some of the information that they've been getting from school districts that are doing building projects, but now they've expanded that into every school in the district. So, for example, the MSBA is surveying every school in each of the districts in the state to try to figure out where the
greatest needs lie. Uh, so that may be step one of of this uh intricate puzzle. And the final factor has nothing to do with the school district in a lot of ways. Unrestricted government aid.
Unrestricted government aid for communities like Hamilton and Wenham has rarely increased more than 1% a year. So if a community like Wenham receives slightly over $600,000, 1% does not move the needle anywhere. When you start to
to say, well, how does that impact schools? Communities can use unrestricted government aid for anything. They could use it to offset costs like things that are sitting in uh the current override amounts. They could use those monies to really make a dent
or an impact on the other side of of the kind of of the community versus school coin. It's really a a a big problem. It hasn't changed since 2007. When you factor in inflation, in 2007, that number for unrestricted government aid
was $1.7 uh billion. And I believe if you factor in inflation, it's approximately the same amount today. It has not moved. The needle has not moved. Both this year, both communities received, I think, 1.1% roughly uh in unrestricted government aid, not helping
the cause. Um, some of the the formulas and the way they're laid out like the chapter 70 formula take into heavy account a wealth factor. The wealth factors built into our small communities are not only mystifying but they are also uh inappropriately used. The houses
don't pay taxes. See, I see everybody going, "What?" because you have a million-doll house doesn't mean that you've you're able to continue to pay that increase in in taxation as well. For example, somebody who's 70 years old or 75 years old who's
lived in our community their entire life for 50 years, I'll just use a round number. Um, their kids went to our schools, their families have moved on, they may have lost their better half, they're living by themselves on social security in a house that they bought for $100,000. It's now worth$1.2 2 million
being taxed at that rate when their incomes haven't really shifted. There's a trap built into things like that within the communities that I think the government is going to have to start to take advantage of. Um, and this tonight is not really a lesson in in funding.
It's more of just the realities of what we're facing in every single community. 85% of school districts are being in the being uh slotted in the hold harmless category this year, which means they're only going to receive the minimum in
state aid. Check out Boston. They're scrambling now because they fell into that category this year and they're going to lose money. I said it earlier in several meetings back. The state has lost 15,000 students in the last year.
15,000. each of those students is an opportunity to gain state aid in the chapter 70 formula. The formula is flawed. The formula needs to be reexplored and reignited. Um we are pushing from the superintendent side, school committees,
uh mass association of school committees is also pushing. Um there are many people within the communities. I've I've been to forums with city councilors, select board members, um, and community people that really understand the need for reform across uh, each of these
areas within our communities for our schools to survive, but also our communities. There are big impacts now. Look around. Look how many pe communities are struggling to pay the bills. And they're not like us. We're not adding anything new in our budget. There's nothing new
and fancy. We're just trying to pay the bill and and the cost increases that are coming uh with what we have in place now. So, just I wanted to just take a few minutes of superintendence report time to to talk about this. Again, these were used with the Northshore
superintendent roundt um to have these discussions with us, our state legislators during um a session, a lunchon session. Um so, we're we're continuing to spread the word. I would encourage all of you to also spread the word when you get the opportunity. Thank you.
Thank you. People have questions for Eric. >> I have one. >> Um I have one question just to make sure I understand the special ed circuit breaker correctly. Um that those reimbursements only kick in once we spend approximately $46,000 on a
percentage basis. And I'm wondering does the reimbursement start at like $46,01 or at the first dollar spent on it? first dollar over the 46. >> Okay. >> Yeah. The number is like >> 46. >> Yeah. That's my question.
>> As soon as you go over $1, you start to get a percentage of that >> overage. Okay. Thank you. >> That people have questions. >> Oh, thank you for that. >> Thank you. That was >> eye opening. >> Very helpful. >> Thank you. Um and thank you for your
work at the round those superintendent roundts. All right. >> Um, oh, I do have one question. Go ahead. >> So, you said, um, for out of district place placements, we're spending $4
million for for under 40 students. >> Um, yeah, I think it's actually 4.2. Yeah, it's 4.2 and some change. >> Is this what other districts are seeing or are we >> um It's all over the map.
>> It's It's all over the map. >> You know, some of the smaller districts are seeing less, some are seeing more. Um, special ed transportation is the one that is starting to hurt because we see some of that in reimbursement, a percentage of that. Some other
communities don't. Um, they don't it doesn't deflect as in the same way. So, pee is a good example. They have lots of kids being driven all over to these um out of district schools and it's 300 bucks a day per kid on average.
So what we did in the um Northshore uh education consortium, I'm on the board there as well. We uh got together with eight other schools and combined our roots. Um, and we saved, I think, $130,000 this year just by trying to
rejigger roots and say, "Okay, instead of me driving one kid to that school and you driving one kid to that school, we would pick them up and everybody would cut the cost." So, we're continuing to dig into ways to try to cut those costs. Um, I think it it it's also looking at
can we bring some of our kids back in from out of district placements and that's there are lots of factors there including building appropriate programs that people feel meet the needs of their children and that's that's a that's a big ask and you know I'll say it here and I'll say it I always try to sneak it
in is it can't it can't become a special ed versus regular ed problem. it is all of our problem no matter which whatever however you want to call it it's education and there are children and that's really something I just think people need to keep in mind it's easy to say oh it's all it's all this person's
this group's problem or this group's problem it's all of our problem um we just got to try to continue to find ways to save monies >> I I appreciated the presentation because I think people really need to see the way that costs are skyrocketing costs
out of our control are skyrocketing Um, yeah, I think it's it was it was really eye opening. >> Thank you. >> Anybody else? >> Um, all right. Thank you. Uh, we already
had the pleasure of uh of seeing the uh MASS certificate um presented to Emma. That was lovely. Um, next up is the foundation grant 18 foundation grant to you, Eric. >> Thank you. Um, over the past few years,
and I'll go all the way back to my entry plan, one of the things we realized in our elementary schools was every uh student in the same grade had a different experience depending on the building they were in. So, we set out the following year to change that. And we've really done amazing work. our our
staff members have pushed hard to put in uh bring up to speed a a new literacy curriculum. Uh all the interventions go along with it. The a new math curriculum at the elementary level. All of the interventions that go along with that are starting to fall into place. Um and
now we're looking at science. Uh science is a weak spot when you look at elementary on u things like MCCAST and we've known that for years. It's just how do you fit it in has always been the question. So we had uh run some pilots
uh during this year to try to figure out the best direction to make connections for kids but also give them some opportunities within science. Um the the one thing that rose to the top was open sed which is a open middle
school science curriculum um that gives us the opportunity to um get deeper into inquiry. It's really heavily inquiry based and that's really the way when you look at the standards the standards are very much inquiry based. Um, several
years ago, I remember remember Ben making a presentation about the differences between how the MCCAST questions are being presented and they've gone from just kind of answer this question, check this box to in show us how you're going to inquire about this problem. Um,
it's really a a a hands more hands-on science, asking questions, analyzing data, developing models, constructing explanations, like show us how you understand what we're learning today. Um, which we think will be heavily impactful at in the middle school level.
It's it's uh it's this has been kind of long and coming. Um, the 18 grant will help us with the monies needed to get this off the ground. There are things that have to be purchased. So, we're we we have about $50,000 and it spreads out, excuse me, um in three payments.
June 26, we'd see about $25,000. June 27, we would see 14,800. And June 2028, we'd see uh the last 10,000. Um it's it's a good opportunity for us to to have a funding source because it's not
something that we said, "Oh, we're going to put aside $100,000 for science at middle school or $100,000 of science at elementary school." We are uh following a similar process at the elementary school trying to figure out what the best direction is while also connecting it with the STEM program that we put in
place this year as well. So there's a lot going on in the science area. there is a lot of work, a lot of conversation, a lot of trial and error like let's try this curriculum, let's try that one. Um, and as you know, the the state is really pushing for high quality instructional
materials and in order to move into using materials uh in our classrooms, it is important for us to make sure they kind of pass the litmus test of the state for high quality instructional materials. Uh, the open sed does that.
It is uh backed by the teachers at the middle school. they they really liked it. That was the the one they leaned towards uh really heavily. Um and we think it'll be a good opportunity for us to start to um iron out our our choppy science curriculum right now, but it'll
it'll be a good opportunity to to give us some consistency across the middle school. >> Okay. >> Thank you. >> Yeah. >> Great. >> Does anyone have questions? Um, so part of this grant was a commitment to do, if
I remember correctly from reading this, 225 minutes of science a week. >> Mhm. >> Are we not already doing that? >> Um, we are, but not in every grade. When you look at it from the perspective of
six, seventh, and eighth grade, so it's again our our issue is fitting it in. And I mean you we're seeing that at the elementary school like how do we fit more in in the state it's like well you got to do this and you got to add this. So it's just really fitting it in. >> Okay. >> Um Jack Zach's been really good. Zach
best at the middle school has been really good at shifting the schedule as needed and trying to give kids opportunities to do uh things like this. >> Other people. >> Oh, this is great. >> Yeah, it's great. Congrats. Um >> thanks.
>> Yeah. So I I I did have a quick just I wanted to make sure you addressed this, but I just wanted to make sure I really understood that or that in the elementary leading up to this we're part of this implementation will
be trying to align the elementary so that they're >> Yep. >> Um but they're not actually doing open sed curriculum. >> They haven't made a decision yet. They're just literally doing the they backed up the process to the elementary school and are in that discussion phase now.
>> So they'll be the same thing. They'll trial in later in the the school year in May, they'll trial some of the different units from different science curricula and make some decisions to move forward. The um the thing that's that's important
with the state is not only is it the HQIM, that high quality instructional materials, but it's also the standard alignment and they're They're really pushing hard with that. So much so that they're coming out with a literacy bill that really puts some some guard rails in for school
districts. We we'll be ahead of the game there and beyond. So the work that everybody has done so far has been uh unbelievable and and really has has given us a leg up. We have schools visiting us all the time for our work with CKLA, for our work with literacy uh
interventions and the way we run them. And I'm I'm sure we'll continue to do that. We just we've taken the lead in a lot of areas and we want to continue to to take the lead and kind of be outfront in this work. >> Okay. Um, anybody else have anything?
Um, >> no. No, I mean just a com I was just I I I'll just say um I think this is it sounds like a great great way to learn this just especially I'll just share I mean in my line of work change is the
only constant so learning how to take new information and inform construct a model construct explanations I think that's going to be great so start them young yeah um so are you're Just looking for us to
accept the grant. Correct. At this point. Y. >> Okay. >> Do we need a motion? >> Mhm. I vote that we accept the 18 foundation grant as presented in the exhibit. >> Second. >> Second by Jen Carr. Are there any other questions?
Further discussion? Okay, looks like we're ready to vote. All those in favor? That is unanimous of the six members present and the motion passes. Um, thank you for that work um to get
that grant. Thank you. >> That was not me. >> Please pass on our thanks. >> There were a lot of people involved. Jen Clifford has a a really strong team with her that has been searching high and low
for opportunities to get us some grants to offset some of our costs. >> Um, all right. Next up is uh school start times which we have discussed a little bit already but we're coming back to it.
>> Yep. So two meetings ago I presented the report from the committee's work uh throughout the fall and into the winter. I think winter's over today. I'm not sure. But um the with the promise I just asked that if you could review it and we
could start to talk about it during this meeting. Um, I wrote this memo so that we could kind of kick off the conversation. I think there's a lot more work to do and the committee would agree. The committee was very uh adamant that there should be like a one to two-year roll
out and not like, hey, let's do this in the spring in the in the fall at September. It it's there's so many other balls to juggle to iron out with um all of our constituents, but also all of the the people who we we work with, the
community house, recck department, um the busing company, athletics, which will be every school in the in the league, every district in the league to to wrestle with their expectations as well. Um,
I think it would make sense to push the report back out to the community to say, "Okay, we've done the work. We set the goal. We did the work. We surveyed you twice before we did it. We use that information to create this. Give us your feedback now with the result from the
committee." Uh, I think that's an important first step to do uh soon. And then I also think um some of the negotiations may come naturally. there there may be uh some necessity to uh
open up negotiations to to talk about uh shifts or any times that we may need uh within the schedules. It's actually a close flip. It's not an exact flip because the um the committee really felt like if they were going to make a move,
they weren't going to make a 20-minute move into the schedule that didn't have any impact. So they they dug in and made a a 50-minute move for secondary kids um and start them at 8:30, excuse me. And that pushes the elementary kids back about 45 minutes.
So slightly different on on both sides, but enough to to in the committees where it make a difference for the kids that that were we did this work for. Um, I think it's important for the athletic director to reach out and meet with his
uh fellow athletic directors to try to figure out what the impacts are. We are not the first to do this. Um, um, >> Andover, >> hit me in a second. >> School district down the road. North Reading, thank you. I don't know who
said it, but North Reading, uh, has already done this. Not as much time. time. I think they went 30 minutes each way, but it's um it's been happening. It has some shifts and changes. Some advantages we have, and it's funny when you read the research, they're like,
"Oh, just get lights." But we have them now, so you know, there might be an opportunity there. So, I think he's got to do some work with the league to try to figure out scheduling. Um, if you remember the secondary schedule would get kids kids would get out about 3:10
and they need time to get their stuff together, get, you know, down to the gym, change, get on a bus, and get to wherever they're going. Most of our schools are fairly close, but there are some times when they would have to leave
school early for especially in tournament time because you get sent all over the map and some rides our kids were on in this in this this past year have been were 2 hours or more long. Um, so I think it's there's some great
information in there. I again want to thank the committee for the work. We we had some awesome meetings and people brought lots to the table, lots of research. There were some really strong medical professionals in in the group that helped us to make some determinations. And I just think um I
want to try to keep this moving forward and a gauge the committee to see if you want to move this work forward or not and b start to take some of the steps that we need to um to get this back out to the community, get some feedback and
then start to look at how each of the pieces falls into place. Um, Eric, just attached to this memo, you have what I and I just this I assume this is a proposed Yep. >> survey that you were just talking about about pushing it out with this kind of a
survey attached. Is that correct? >> So, this is a survey we thought we could give to secondary kids. Um, I asked the committee to brainstorm some basic questions. Uh, this is their work. This is what they came up with and we think
this will be one of the many tools that we can use to determine how we move forward if this is if this makes sense or um if there's adjustments that need to be made. >> Um
okay. So I guess my I have I'm just thinking about how to direct this conversation. I mean, are you looking for feedback around the sort of generalized proposal of switching the start times andor are you looking for
thoughts and feedback about timing and how the roll out would work or >> I think the I think the feed I think any feedback is good feedback. I think it's important to know is does the committee want to move this forward um and continue to pursue this? If not,
I have lots of other things I can do. But I'm very willing to to do the work. I just want to know that the committee is um on board. And I'm not asking you to wait to give me a vote like we're doing this. I'm I'm just seeing if I can
get an idea of where everybody's at so that I can continue to move the work forward, bring it back to you for continued discussion. I don't think this is the last discussion we'll have about this. Um, I just want to make sure the report gets out and we can get a third
round of feedback. Plus, I think the student body is important to to talk to, >> right? For me, I think the most important piece uh well, there's a lot of important pieces here, but the unions.
So, I mean, we can say we want to go forward with this, but if there's not support, >> correct, >> from the teachers, >> um from the administrators, from the staff at the schools, >> then it'd be kind of a moot point, right? Um my other concern um and you
probably you might have addressed this at the meeting I missed a couple weeks ago, but um about parents that really rely on the older sibling for child care. Um I know you probably heard that in from the surveys from feedback
>> a little bit. Y >> and you know I think it would be something that we would need to think about and and address. Um, and then of course we want to hear from the athletic directors as to the
impact on the athletes as well. I think the the the your middle point about older kids being available for the younger kids, one of the points that Dana asked for clarification, you weren't here, so Dana asked for
clarification last meeting on something that I wrote about kids getting credit um during the school day to maybe help out at some of these programs. So Oh, yeah. So, life credit like we do for any other kid going out to, you know, a
bioscience place or the fire department to shadow a fireman or police uh department. >> It would be the same type of opportunity for kids that may want to go into education to go out last period. We would just have to figure out the cleanest way to do that.
>> Mhm. >> Um, but it was it came up in our discussion. And there was some because it came up in the surveys and not a lot but it did come up in the surveys that people were concerned that my oldest child meets my youngest child at the bus stop because I'm working in Boston.
>> So those are real pieces of of the conversation that we need to surface and dig into a little bit more. >> Definitely. >> Yeah. Thank you. I'm I am definitely for I mean I'm definitely pro exploring this
and moving forward with this. >> I just there's so many moving pieces. >> There's so many variables. Um I just want to make sure this is something that is fully embraced by the majority of the
community. Yeah, >> I think that the work the steps that we can take in the next 6 months or so will help us maybe a little bit more because of summer, but into the fall to be able to say, you know, by January we could probably have some answers and start to
lay out a path. >> Other people Kristen >> um I I like the idea of that the committee had of surveying the students. Mhm. >> Um I think because we are all discussing this with their best interest in mind and I think it would be really great to hear from them directly because if that
survey goes out and they all sort of feel like well I'm just going to stay up later or you know whatever which I'm sure some of that will happen sort of naturally. Um but I think it would be really interesting to know what the students think. Um, and as a general
matter, I think I'm I I am also in favor of kind of just continuing this conversation cuz it seems to me that the research is clear that this is better for sleep, but all of the logistical points that everybody has raised at this meeting and in prior meetings will take
a lot of time, I think, to sort through and to make sure everybody who needs to weigh in can weigh in and that whatever can be mitigated can be mitigated if this happens. So I would say sort of the sooner we start all of that then the sooner we would get to the end of it and
also just with the timing of all the union contracts to Julia's point I think having a sense as to whether or not this is something the committee and the district really want to do >> they're coming at us in succession right now ESPs are happening then teachers and back back to that rotation next year.
Is this being is this a part I know we probably can't talk about negotiations but is this being mentioned >> in negotiations? >> Yeah. >> Um all I'll say is time is part of a discussion. That's all that's all I'll say. >> I know this specifically. >> Okay.
>> Just um >> part of the bigger discussion. >> But yeah, any change like this would need to be >> it have to be negotiated across the board. other people. Uh oh, go ahead.
>> I think we really need to emphasize that all of the scientific literature points to this being the single best thing we could do to improve student achievement in the district. Period. Like by far.
It's not even close. >> I think if we don't pursue this, we're doing our students a disservice. Yeah. Thank you. Um and I love that it's finally come on to the like it's finally
happening a little bit like there's more discussion about it. >> Yeah. >> Because it was something that we were kind of discussing like in the few years ago. You you've been pushing this for years. Yeah. No, I mean and well, I I mean, I I certainly don't know, but I do hold hope that it, you know, because one
of the biggest hurdles in athletics is the other teams in your league. So, in other words, if if this is something we achieve than other towns, that makes it easier for them >> to do this because the it's not really
that there's a magical time that we need to hold athletic events. It's just that you're trying to coordinate with what the other team is able to do. >> Um I did have something of process thought. This is my just my personal opinion is that and it's a question sort
of for the rest of the committee is that to me um moving I I I'm totally in support of continuing moving forward the process. I'm wondering process-wise to me this is something that would be a valuable um
conversation to talk about would the committee want when we do our district goals and our superintendent goals um for the upcoming year to me it seems like this should be part of the discussion much in the way that we've done other
goals in other words if we have a we had a district goal around you know make creating AI pilots information or you know I so and I'm I'm just suggesting that that seems like to me a logical time >> to make a decision about like if the
goal were to read you know by the end of you know FY 27 we would have a plan that would be a actionable goal. I'm not suggesting what that goal should be look like. I'm just sort of saying that to me
that seems like the right place to have this conversation is when we're creating those goals. I don't know whether other people >> think that or not. >> Um I'm also acknowledging >> on track. >> Yeah. Yeah. It would it seems like this would be
that would be the place to discuss is it a one-year term or two, you know, two year is it? >> That's my thought. >> I think that's great. Um, >> that's where this came out of, right? When we were doing our goals last year at some point,
>> two years ago. >> Two years ago. Wow. >> Um, do you need My question is given that it sounds like I don't I don't I guess we didn't hear from you. I don't >> I concur. I think it's the right thing.
>> I It sounds like there's an appetite on the current committee to continue this work. Do you need anything from us in order to do these surveys? Like >> no. >> You know, cuz I guess I'm sort of
feeling like yes, the committee whatever the committee makeup is when we're having that conversation in June or whenever it is or whoever is there. Um it would be useful to the committee to have that information. Absolutely. Like
at that time. >> Yes. I think an appropriate move would be to do the student survey, push the information back to the community, get feedback there, sit on that information until we set the goals for the district in the fall. And one of those goals will be connected to that. I'm not sure how
it's worded yet either, but we can figure we'll figure that out in retreats, >> right? And and that's a time for the committee to make that as I mean to your point Eric that like to have the committee say yes this is something we want you to focus on in the district
focus on in FY27 or we think it should be 2028 or other things have occurred and we yes >> don't want to pursue it. I mean >> um >> just putting that out there and that's other people can disagree. >> So I will keep that sense keep moving
forward. Yes, >> I'll do the surveys, get the information back out to people, >> gather it all up, and get it ready for goal setting for 67. >> Yeah. >> Okay. >> Great. >> Thank you. >> There's so much work that's already been done. It's so it's great to see.
>> Yes. >> Um All right. Next up is a little more concrete. Vote the last day of school. >> So, your original last day of school moved four times >> um through the school year and
Essentially the currently giving barring no issues between now and the end of the school year uh the last day of school would be moved would need to be moved to the 18th of June which is th a Thursday. Um that's where we are now
with the four we had back to back to back two days off. So we have uh four days we have to make up. So, I'm asking that the committee approve the switch in the last day of school from the originally the 12th to the uh 18th of June.
>> Do you want a motion? >> I move that we move the last day of school to June 18th, 2026. >> Second. >> I don't know. All kinds of people. >> Seconded by Kristen. >> We all love the last day of school.
>> Um, all right. Does anyone have any questions about that? I will. >> I mean, just what happens if there's like a Mother's Day snows? I'm just kidding. >> We'd have to come back. Yeah, we'd have it has happened. We've had April snow. We've >> got Mother's Day flood. >> Um, >> we'd have to come back and revisit it.
>> Okay. I would assume then the next day Junth is, >> right? I was going to just point out it is it is the 18th is an excellent last day of school with Junth being the next day as a holiday. >> Yeah. >> Adding one more day >> would push us
>> is a nightmare. like like a three-day weekend and then >> half a day half a day on a Monday after. I mean that's So >> we'll just do our weather dance, you know. >> Exactly. Weather dance. >> Um all right. Uh we had a motion in a
second. Does anyone have any other further discussion about that? >> All right, looks like we're ready to vote. All those in favor? That is unanimous and the motion passes for June 18th. That's the last day of school. All right.
>> Okay. Next up, you want to kick this off? >> Do you want me to or you? >> Let me kick it off. >> Okay. Communications. >> Try and do this without so I left this on. Dana and I talked about it a lot
actually. Budget communication. We felt like we we still need to continue to talk about it. Um, you all received my email. As you know, uh, the Office of Campaign Finance has directed us to not to not publicly send out anything
related to the override because the override is on a ballot and that would be a problem. Uh, so >> I'm just going to interrupt you. I'm going to interrupt you. Just Yes, that's what I was going to interrupt. We have been very clearly told we can talk about
it as much as we want in this public meeting. >> Okay. So, yes, but >> um but >> can't send it out in emails. >> Yeah. Well, the reality is you can't use public resources to influence an outcome of an election
and influence is a broadspectctrum word. You want to add to that? >> Sounds like very >> I am out of my mind. She wants to add. >> Okay. because it it is influence and literally saying including providing purely factual information, >> right?
>> Like the date and time of election >> is allegedly us influencing. >> I'm sorry, I'm jumping I'm jumping in but I like >> so >> you can publish the date, time and location of a meeting, >> but that's >> um like town meeting you could we can we can put that information out. We cannot
put anything out about the override. Like what's going to be like what's included in the override cannot be pushed out by the school committee. Once the select board determines that something is going to be on the ballot from that point on the school department cannot use school re resources
>> to push information out to distribute to distribute. >> My conversation was 45 minutes long with the office of campaign finance. um very educational but also frustrating because we want to be able to give people information. Um we can't we
>> but it's already out there. >> Yeah. >> Like it's public information is public information. >> Okay. So here's right. It can't. So >> this is my understanding and Eric can see if I'm that >> the district which is different than the
school committee. Right now we are talking about the district. The district can collect all the information, create information, graphs, documents, charts about the budget.
And imagine in the days before the internet, it would be like you would have all that on a paper on a table. The public must be able to access that information. But we are not allowed to send anything out to the public that says, "Hey, we have this information."
We have to just sit and wait and hope that the public asks for this information. If they do, then give it to them. >> But we can't send out, not we, I'm sorry, the district cannot send out an email that says
all of the budget information is here on our website. It can be on our website >> and it can be provided in response to an inquiry. >> Correct. >> And it and it can be provided I think if I'm understanding the case law that was cited to us in the communication up
until the time that it is actually placed on the ballot. >> Correct. >> So prior to something being determined by the select board is on the ballot, we can engage in a level of distribution. although there may not be >> accuracy
>> accurate facts to distribute at that point because nothing is really finalized until the warrant and the ballot are approved. So we could provide general information. Um I think the other thing that's important to emphasize here so people do not feel that we have been doing something wrong historically is that this is new
guidance that this is a change in the guidance issued by the office of campaign finance it seems to me as of last year and that it is not clear to us the process that this office uses to
update its guidance. this that information may become clear, but as of today, we don't understand yet the process that they use to update this guidance and why a a case from the SJC, the highest court in the state that has
been settled law since 1978, is now being interpreted differently by the Office of Campaign Finance. >> Yes. >> This is going to hammer us for transparency. >> Well, that's what I was going to say. Oh, no. We're going to be It's going to be like, "Why is the school committee hiding things?"
>> Yeah. So, and so Yes. And um Right. So, yes, it it's an interpretation of that is somehow the interpretation has >> has been updated
>> has been updated. Um, we in the past the guidance that we've always been given was that information provided to the public must be facts and neutral. That that the district does not I mean
we've we've talked about it many times in this meeting. The district can't say vote yes or vote no or you know but that all the information is provided um feels like good public policy is to
provide information to the public that >> so I think it's important to note so all you everybody knows we have information on our website about town meeting it's not something I'm mailing out but if somebody asks you you can say go check
the website it's it's there just not >> it's not something I can't put it in my weekly newsletter like go to this link if you want to see more about whatever >> so >> yeah and I We want to say so just to be clear we the school committee are elected officials and we do not get
paid. So the whole statute is about >> public resourc >> using public resources to distribute information. So >> but we couldn't send out an email either like we couldn't send out like >> absolutely could. Yeah, we can like just as us
like we couldn't get his mail but if you wanted to post on your which has always been true if you wanted to post something publicly or tell your friends or whatever I for example I attended the um a group at the Council on Aging today
and answered questions about the budget. That's completely fine. That's um >> yes >> fine >> the I think the other thing the saying is yes we can all do this individually and from what I understand also
registered political action committees as a general matter can make communications and issue recommendations regarding approving something at a ballot or at town meeting >> right >> the one one thing I would
just say do not use your school email >> because it's that's still public resource. We're paying for it. We we host it, you know. So that you have to just be careful of that. You can do whatever you do outside of >> your personal accounts and things like that. If you have your own Instagram, whatever, it's just can't use public
resources. And I will say in my and but I mean my understanding is you know when you're speaking to however you're choosing to speak in writing or in person you know you you can say
you know we we talk about this in our protocols and guidance. You know when the school committee has voted on something you can say so this is the budget that the school committee voted on. The school committee supports this budget. You can say that you can also
offer your own opinion which could be the same as the school committees or it could be different. But the point is but the fact of the matter is that the the school committee voted for this budget and is in support of this budget and you can say that because that is a fact.
>> Um sorry I know I talked all over you. >> No it's okay. It's frustrating. >> Yeah. Yeah. I just it feels like an over. I just want everybody to be on the same page with with the information I sent you. >> Yes. I think the other thing I think in that letter that is worth highlighting
is that it says that public resources can be used to distribute information about a ballot if an exception exists in state law. >> That's what my question >> and there isn't an exception in state law for this. So, but in theory >> there is >> a bill could be there is not according
to the office of camp finance but in theory downstream >> there an exception could be created to allow school districts and municipalities or to better clarify the kind of information that they can put out to say you know because I think
we've taken pains to keep the information neutral to say that if the override passes this is what happens if the override does not pass this is what happens Mhm. >> Um, >> but that is not permissible at the current under the current interpretation of the guidance.
>> Right. So, >> well, I have a question. Can you talk at town meeting now? >> Yes. >> Okay. >> Cuz it's a public open forum. >> Okay. >> And then >> go ahead. The flyers >> my conversation I have to thank the lady at the office
of campaigns finance. She spent a lot of time with me cuz I brought out everything we had and including the flyers that Amy and uh Kristen had worked on. Uh explained those. We can leave those on a table at town meeting.
We just can't distribute them. >> Okay. >> So, you can make them available for public, but you can't distribute them. Um there was a couple of people that questioned uh on our social media saying, "Hey, the school committee member is available at
this place and location at this time to talk about the budget." >> That was uh told to me that we can do that. >> You know, we can we can do that. >> You can do that. So those those types of things helped to clarify some of the things that we've done. We've taken down
all of our social media that was related. We've taken down, you know, anything that was on our Instagram um posts and things like that. We have left the things on the website. We we've been allowed, we've been told we can keep them on the website. We just can't >> can't distribute it. >> Send the website link out. I can't send
the link out in my weekly newsletter or anything like that. So, >> can you send you can send the link out in response to a question? >> You can actually if somebody questions you specifically about and I'll use the let's use the debt exclusion the debt exclusion for the roof. You can send
them the information and direct them to more information on the website, but it has to be somebody requesting >> information. Yeah, they'd have to initiate that. I And it's happened to me once already where someone said, "I need to know more about this. I don't understand it. Here's where you're going
to go." >> And that's really all we can do. >> If somebody questions you on social media, >> can you respond with those links? >> Sure. >> Me? >> You can. >> I can't. I can >> I can >> you can I cannot
>> the official account can't. >> But how is that different from somebody questioning you in person? >> I would the only thing I would be able to say is go to the website for more information. I would not I personally would not send the links out. You could >> I mean I
>> as long as you're not using your school email. I think it's also I don't think Eric mentioned this yet in the open meeting, but um there are also penalties even if they're not likely to be imposed, but there are penalties of um $10,000 that would be assessed
personally against district leadership for for violating this guidance. So I I think that makes it tough to try to split the hairs, you know, and I agree with you. I think this does not make sense in the digital age. that there's
very I think little functional difference between asking somebody in Crosby's or posting on their Facebook page a question, but I think it has to do with the definition of a resource and um staff time is a resource.
>> I think that maybe we should monitor like these social media pages. So for me like I'll go on there if someone has a question I'll respond as me >> and it's my Instagram nothing to do with anything >> your own you're you're someone in the community. So
>> yeah. So I just think that somehow >> you know >> well and for the most part I think I mean in other words that's that is already how those of you who participate in the social media world um you're you are already using your own >> Yeah. >> So I mean that I think will be natural.
You're not using a separate school committee. >> Yeah. It's just hard when like the Hamilton Wenham School District Instagram posts something maybe unrelated to anything and someone asks a question about the budget and Eric can't corre >> answer it. >> Yeah.
>> Public form I can like if I'm invited somewhere like the COA I can go and answer questions and >> talk about the budget and whatever questions they ask. It's just really up to people to to ask the questions. >> That's really interesting here is really fine.
>> Yeah. because how is >> it caught a lot of us off guard forum? >> Yeah, it caught a lot of superintendents off guard. I was in a superintendent's forum before I came to this meeting with eight uh colleagues and >> we had just talked about it and they were like that can't be true and I gave them the letter that I gave you the
public letter that's on the OC uh office of campaign finance website was Manchester Essex was the example and they were floored. So not everybody knows about it. It's kind of surprise. So >> I feel like kind of related where in the
warrant the select boards and fincoms like either recommend favorable action or not is kind of the same thing, right? Like >> the warrant is one of the exempt documents that's specifically outlined. >> The warrant are um that information can
be in there. >> So could you get a line in there? >> Is the information in the warrant for future reference? >> Um it generally is. >> Yeah. like they take our information and put it in there when they do their explanations. John McGrath always asks for further explanation. Some of the I
was reading some of them today. They were pretty specific about >> stuff that information that we've given them. So, >> but I guess I mean so I saw Bill Olsen did a video about you know the Hamilton override. I guess that's different because he's not he's an elected
official not right like a like >> I think I think they're compensated though. Okay. Aren't they select compensated? >> We should know, but I I we're not sure. I don't know about that video whether that's okay or not. We don't know.
>> Yeah. I just took everything we had and presented. >> And I And I have to file, just so people aware, I have to file two forms, one with each clerk, just to say we made photo copies. This is what they would cost to make at a nickel a piece for
town meeting. So we have to file a 22A and that has to be signed by the treasurer Kevin Murs and then they get filed with the clerks just to say we did use public funds to make copies which is what the direction that OCPF gave me.
>> Now I mean just no so I know I I heard your point Kristen about like a political action committee you know could do something if they were registered. Not I'm just I'm just asking. So, as elected officials,
could I pay my own money to have something printed? Just curious or no? >> I don't think so. I don't know. I think so, but I don't know. >> I mean, I'm not going to. >> You could call them and ask. >> I just think if you made if you made your As long as it wasn't attached to the district like you had a giant
district logo logo on the top corner, it probably won't do that. You won't sell anything. >> Yeah. Well, and we have our own reporting requirements. >> Yeah. Yeah. I know. Yeah. you're running for election. >> Yeah, you could you could haveformational flyers for your own election like these are things I
support, but as long as you don't have like the district >> logo or they weren't printed by the district, they weren't created by anybody in the district. It's really use of district funds and that can mean a lot of things. >> Yeah. Yeah. Yeah. Yep. >> Okay.
>> Well, that's clear as mud. >> Clear as mud. I mean, I understand what we're talking about for right now, but I feel like there should be a process to ask more questions and get more guidance from that office. >> Yeah, >> because we want to be able to give
information. I I I I I agree and I wonder not in this time frame like I think we're this is what it is, but I I wonder like I'd be curious like in the next, you know, several months like could a
representative come and answer our questions or maybe us with the town like I don't like provide us collectively with guidance because I it's such a difficult thing because
universally from citizens who have every on the entire spectrum of views, what we hear is we want more and more and more information >> and and I feel like we feel really good
about like continuing to provide more information. I think they're right. Everybody should write. You should have access to this information. >> Yeah. And um >> this doesn't feel like it's going to help build trust. >> The information will still the
information will still exist. >> And I think it is my personal opinion is that it is the responsible thing to do is to actively send out to say to people, hey, this is coming up. This is what you should be, you know, if you're interested, please
>> come check it out. Here's the information. I it's really hard to understand how that serves the democratic process to not have but it's the guidance that we got. So I have a question are the flyer we made about the
roof is in the warrant. Sorry I'm just looking through quickly um with the link to this web page that we took down. is the flyer. >> I don't think we took the web. You didn't take
>> We did temporarily till we got it approved by the Okay. >> Office campaign. >> So that's back up. >> We put it back up one and then >> but the regular budget flyer is not in the warrant packet.
Is that correct? I don't know. >> It it is not. I did not see it in the 83 pages of >> I just But again, it could be you know, at least at Hamilton, I know, and I asked somebody about when that at Hamilton
there's usually as you enter, there's a table that has >> information that people can pick up. >> I guess that's probably true. And when I'm usually >> running in from the Hamilton meeting to the Wom meeting, but that will not be the case this year. Um, so I assume
Wedom has some sort of a similar where you can pick up information. I know, but this be have access to this beforehand. Like >> just just >> it would be it'd be nice if it was in there, but >> yeah. >> Um Okay.
Anything else? >> This is going to blow up in our faces. >> Well, we didn't do it. >> No, I mean, >> yeah, we didn't. >> It doesn't matter whether we did it or not. We're going to be the ones that are accused of not being transparent and open and honest. >> We'd be could we be accused of that anyway. >> The the conversation has to center
around we got guidance from the office of campaign finance. I mean it's exactly >> that's what I've said to two different people who I've talked with just say >> you can get the information. I just can't give it to you. >> Right. Well, you can give it to them. They have to ask for it. >> Yeah. They have to ask for it. >> Right. Right. Um Yeah. No, I mean I I
agree and we have to >> we have to work within the system. >> Exactly. >> Right. >> Um can I just add one more thing which is maybe it's really for me to say I I'm going to suggest as a topic for a future
meeting. I could say it later, but I sort of think again I'm looking after the town meetings, but I given all of this, I would be interested in discussing whether it makes sense to have a more
formal um communications either I'm sort of leaning against subcommittee either subcommittee or point person or something on this committee which I've so I'm just going to throw that out there is that >> we've had that. >> Yeah, we've had it but revisit it. Yeah,
I think I would like to revisit it given this if this is really the new reality like what that >> sure >> looks like for the committee because I think if if this my and again this is a topic we can talk in the future but my thought is just that if this is the new reality then maybe school committees in
general have to have a more active plan where the information is getting pushed out from >> the committee that's just again >> individuals on committee. >> Um I think the committee could push it
out if we had some other method of other than using any district resource. The committee could >> I understand what you're saying. Y >> anyway, so that's just a topic for future meeting. I'm suggesting >> and any questions let me know. I currently have a direct line to employer at OCPF
um that she's very willing to answer any questions we have. So send them my way if you're stuck with something. Um, okay. Anybody have anything else on that? >> Nope. >> No.
>> Thank you for all of that work, Eric, and um for tolerating my own personal meltdown of it. Thank you. Um, okay. Um, on to committee reports. Capital Finance.
um we haven't met. Our next tenative meeting uh whether it happens or not will be dependent on the two budget votes um is the 13th >> of April via Zoom. >> Okay.
>> Right, Vinnie? I got that right. >> Yes. >> April 13th. Good. >> Yeah. Okay. >> Um policy. >> This is a second reading coming back, >> correct? to you, Amy. >> Uh, we this was just sort of a cleanup.
We didn't make any changes from last time, so this is a second read and hopeful for approval. >> Okay. Um, do you want to make a motion? >> I move that the school committee accept the policy JICFB,
bullying prevention, as presented in the exhibit. >> Second. Second by Megan Mson. Um, anybody have any questions, discussion? All right. All those in favor? That is unanimous of the six members
present and the motion passes. Our next meeting is April 27th, which is a Monday, at 2:30 on Zoom. Okay. Thank you. And are you um are you just continuing reviewing policies as
>> rolling? Yeah, rolling. There's a good word. >> Um okay. Um negotiations. Our uh next meeting I believe uh we had a meeting that needed to be uh postponed
and our next meeting is I believe on April 14th. Correct. Yeah. Um she'll be uh right just as a reminder we also have school committee meeting that day even though it's Tuesday >> so we'll be
>> next meeting >> strange is going to be feel weird >> it's our next meeting that's crazy >> that is our next meeting >> so far in the future >> it does feel far in the future um and anyway so yes so our negotiation we'll negotiate in the afternoon and then we'll have school committee meeting in
the evening Um >> and that's with the ESP union. >> That's um town meeting. >> Oh, that's >> Yeah. So the reason Yes. the reason we move that town meeting, >> right? We can't go up against town meeting and originally um >> Yeah, that makes sense. >> Yeah.
>> No, it's it's actually not town meeting. It's election day. Election day. Election day. >> One of those. We're not supposed to have a meeting on election day. >> Um >> excuse me. >> Yes. >> Town meeting is next week. >> Town meeting is next week, which because we're in a public meeting, we all kinds
of information about um yes so the Wenham town meeting is Thursday uh the 9th in the evening um >> where is that Dana >> that is at the Gordon College Bennett Center I believe >> and there's babysitting >> and oh and there's babysitting
>> sign up now >> it will fill up >> um and the Hamilton town meeting is on the Saturday the 11th at the auditorium in the high school. >> 9:00 a.m. >> What time does that start?
>> That is at 9:00 a.m. There's also babysitting. >> Yeah. Um and then, uh election day is um on the 16th, Thursday the 16th. >> 7 a.m. through 8:00 p.m. >> Oh, I'm glad you knew that. There you
go. Um all right. Uh I'm sorry, secretary report. Um, I think we're all up to date. I have to just check with Janelle. >> I don't think we are. >> Negotiations wise. I think we're a little >> I'm not sure. We will.
>> Yeah. >> You have some proven next. >> We have some. We're We have them all. We just haven't necessarily gotten them all. >> Yeah. >> Okay. >> Um, uh, anybody else have anything on the secretary report? >> All right. Amy, do we have anything in our inboxes?
>> Um, just one item regarding what we just discussed. Okay. Yep. We had Yes. >> concerns about >> the Office of Campaign Finance Finance. >> Um All right. Um I feel like I've
already shared a lot of what I had to say, which was the elections. >> There we go. Um anybody else Oh, anybody have any questions for me? >> No. Um, I did want to say I should say I think I already mentioned it, but I did
I know um I did um have a meeting today at the Council on Aging. It's always good to get out and hear people's questions. That was really um a good opportunity. I know um Amy's had an opportunity to have some You went to the Friends.
>> Yep. Thanks for hosting me, friends. >> Um yeah. Um and then I don't know the other people have been out and about. Yes. >> Friends of Cutler, Friends of Buer. All right. And did you get some good questions? Was you have people there? Were there? >> Yeah, I had about 10 10 folks. Um, yeah,
lots of questions. >> Good. Excellent. >> Um, um, I already offered my topic for a future meeting, which is around creating potentially a communications either committee or point person or working group. Anybody else have any topics for
future meetings? I don't think so. >> Okay. Any else have anything else? >> Okay. >> Okay. Uh I move that we adjourn the meeting at 8:22 p.m. >> second. Second by Amy Kberger. All those
in favor and we are adjourned at 8:22. Thank you. Wow.