Good evening. It's August 18th, 2025, and we are bringing the Hatfield School Committee August business meeting to order. I'm Christine Budro, chair of the school committee, joined uh by Bench and Kathy Inglehart and our administrative team. Um to start out the evening, we're
going to see if anyone has um joined us for public comment this evening. There's no one with us in person. There's no one is joined online. Um so we will um forgo any public comment this evening and that will let us kick off
with mission moments. Does anyone have a mission moment to share? >> All right. >> Um we were we had five families join me on August 6th as we painted our bus in anticipation for the demolition derby. Uh it was nice to see the five families come out. We were given the first bus um
because we were the first ones to respond which was the cow bus. So you can't miss it. It's all black and white and we went with a vegetable theme because we are Hatfield and we grow things. So be on the lookout for that for September 1st demolition derby at 2 p.m. at the fairgrounds.
>> Demo derby. >> Yay. And are there particular vegetables featured? >> Oh, um there's asparagus. There's um tomatoes and pumpkins and broccoli and eggplant. Oh, we corn everything. Yes,
we covered it all. >> It's checking. Does it still look like a cow, though? >> It's black and white as a base. Yes. And then the vegetables are kind of spread throughout. >> Okay. >> All righty. Other mission moments. >> Sure, I'll go.
>> Um, we I feel like every year on this day, it's a mission moment. Um, this year in particular because um we it's the first day of fall sports. So, we saw all the students who were playing. Uh, they all were, you know, in saying hi, getting ready, and there was just kind
of the the start of year buzz in the air, which was really nice. Um, and then we also had new student orientation and new family orientation today, which was great. Um, there's still a lot going on at Smith Academy, so it wasn't quite as ready as we would like it to be on
orientation. We also did it a little earlier this year than we have in the past. Um, so those two things kind of combined to make it not quite as ready as we'd like it to be, but I have it on good authority that it will be will be done. >> I can stand another week. >> Awesome.
Anybody else? >> Well, I enjoyed the opportunity to see most of you for our workshop for the summer. um working on a district improvement plan and that feels like that's coming along nice and so that's it always feels good to have a little planning a little long-term look um in
advance. Um so thank you for for coming out and thank you Dr. Driscoll for providing food perhaps the best followup from the meeting I don't know if you got to see um the leftover enjoyment from dinner was really worthwhile. Yes,
>> that was the best picture. >> My child was very happy with the black beans. >> The black beans. The honorary policy member. >> Yes, >> enjoy the leftovers. >> So, >> love them. >> That's great. >> So, that was really fun.
>> Okay, so we're a small group this evening, but we do have a quorum. And so, is there a motion to approve the consent agenda, which includes three meetings worth of minutes? So moved. >> Seconded. >> All in favor say I. I.
>> Okay. >> Yay. Meeting minutes are approved. I don't think we have a student rep yet because they will >> they will be electing their rep. >> Okay. >> Early in the year. >> So hopefully um next month we will have someone. If you have an opportunity when
that election happens, I will send the student a note as well. >> Absolutely. >> I was going to suggest that perhaps you go in and meet meet them and see if we could invite them. personally so that also they have a little idea of what
their role encompasses and >> we did update some policy for that too. >> But hearing it firsthand might be encouraging. >> How how is the student elected? >> Can you just remind me of the process? >> In the past it has been often the
president um but I think they're going to do it. It's an appointment I believe um >> from the student council. >> Yeah. >> And the advisor. >> Yes. Yeah. And and I and I think that will be um a nice shift because sometimes you get someone in the role
who isn't necessarily available, right? >> And so this way someone can make they can put someone in that's >> make sure that >> knows that they're going to be available. >> Perfect. >> So okay. So, the first item we have on our
agenda is handbook updates, and that I suspect is going to be the bulk of this evening. I'm looking at the committee. Do you want to start here or end here? >> Um, I would suggest going through the administrative reports updates.
>> That's okay. >> Then dive into the handbook. >> I'm totally fine with that because I think it's just it'll take some time. So, >> agreed. Um, administrators, I know often we don't we we've had cut back some of your update
time, but considering we're starting a new year and there's probably lots to share, um, it would be lovely if you guys could sort of speak to your updates, um, particularly noting that we have some highlights on the agenda to include. >> Sure.
>> Uh, Dr. Driscoll, you want to kick off? >> Sure. So, I'll start with the, uh, district district report. Um uh as I mentioned in the write up, we have uh we have a a new vision that we developed um over the course of last year and and with with feedback at the um
administrative retreat as well as the uh the planning session that the committee recently had. Um and so I'm just going to take a second to read that vision right now. Hatfield Public Schools provides purposeful instruction where students are challenged to explore boldly and learn to communicate
effectively. Guided by the values of kindness, humility, and ethical responsibility, our students develop critical thinking skills and an adaptable mindset. We foster a strong sense of belonging where every student is valued and contributes to our inclusive community. Our students are
prepared for academic success and for lives of optimism and meaningful contributions. I think that uh that vision encompasses um all of what we what we hope to instill in our students as we um as they come up through preschool all the way up
through 12th grade. Um and I'm looking forward to working with staff this year on uh aligning what we do in a really purposeful way with the vision that we have. Is that vision going to be displayed anywhere in either of the buildings or in classrooms or
>> we'll be we'll be putting it together for displaying classrooms in throughout the building. >> Wonderful. Great. >> Um tomorrow we are hosting a new uh new teacher and new staff orientation. Um, so we'll be uh we'll be meeting with all
of our new hires um to go through kind of, you know, nuts and bolts of things that they will need to know in their first day, which will be good. Um, we have several new hires at Smith Academy. We have Ivy Farre in for English.
Jessica McMillan for art. We have Ben Greenwood for math. We have Kim Tran moving up to Smith Academy for the PE role. Uh, and we have Jill Bosski as an ESP at Smith Academy. At the elementary school, we have Mary Pat Schmaltz, uh,
who is moving to first grade. Nicole Pagnoni who is in preschool. Veronica Roati is in uh the is in our music teacher. Uh we have Alyssa Dude who we've hired as an in-home tutor for one of our students. Uh we have Jennifer
McIntyre who's joining us as our BCBA. We have uh Frank Neto and Angie Caputo who are joining us uh in as kitchen staff this year. We have Alicia Aubrey who is an ESP at the elementary school who is also a Smith Academy recent Smith Academy
graduate which we're excited about who's coming back. Uh we have Mary Clark who's joining us as an ESP at the elementary school. Uh we have Jennifer Lanner who is joining us as a special educ educator at the elementary school. And we have
Andy uh Miglatti Mueller who is joining us as a ESP at the elementary school as well. Um for Smith Academy, our updated enrollment, we are up five students from last year. Uh that does not include
sixth grade. So 7th through 12th grade, we are up five students. Um we have um we we're we're we have two classes that are that are relatively small. Uh we have that is the current 10th grade and current 11th grade. So those classes are
um 10th grade is is 10 students. 11th grade is, I believe, 14 students. Uh 12th grade this year is 22. Uh and the other classes, everything down below, um so 9th grade and below, we're we're pretty happy to report that we are
pushing up towards 30 in each of those classes. So between 27 and 29 students in each of those classes. Um so we have a kind of a robust uh group coming up. >> Does that include sixth grade? >> That does include sixth grade. Yep. Yeah. So each each class has is upwards
of upwards of 25 I believe between 27 and 29. >> That's awesome. >> It is. Yeah. Uh and districtwide I believe we are still up uh 10 or 11 students this year and it's partially for um partially because of retention and partially
because of of choice. So there's a combination. We lost far fewer students than typical to Smith folk this year. Um, and we have a lot we have more students uh I think 26 was the last count of school choice students coming in, new school choice students.
Um, okay, building report. So, we are um well, start with the positive. HS gym floors look beautiful. They're uh done and gleaming. Um we almost don't want to let kids on them because they're so beautiful, but we are going to >> look fast, right?
>> Um we are we have been assured uh by the contractors that both the HS door project and the awning project will be done for the start of school. Um so that that's this week that we're looking to
looking to get that done. Uh the Smith Academy carpets are in the final stages. I'm going to put air quotes around final of getting completed. Right now we have seven rooms that all the the floors are completely done. Uh we have uh eight
rooms that still need carpeting in them. Um and those rooms are a kind of mix of if the carpets been ripped up or not. Um we have been assured that those carpets will be in by the deadline of this Friday. Uh we've started moving moving teacher stuff back into the rooms where
the carpet is there. We're still waiting for the um baseboard is the wrong word, but the the footing on the edge um to come in so they can put those up. They've said that that'll be a quick a pretty quick job. So, right now, as they're finishing each room, we're kind of moving stuff back into the room so
the teachers can have a chance to get ready. Um we've been working with the town and the owner's project manager for a plan for the boilers and the roof and the parking lots. Um so, the the a couple things at play here. um we we
needed to get a owner's project manager because of the scope of the project. Um so that requires its own bidding process. So we had companies that needed to bid on that on becoming the uh owner's project manager um who then develop and work with us, work with the
town to to create the bids for the um for the boilers and for the roof. So that process is happening right now. Those projects are currently out to bid. the there's a walkth through to uh on Wednesday scheduled for the elementary school of companies who have bid on that
on that project. So far we have seven companies um that have put in bids um for the boilers and seven for the uh for the roof. Some of the some of them are the same companies they do both. Um so that's good. They're they're the project manager pretty darn happy with that um
kind of robust um turnout. The project manager al man manager was also um kind of open with the fact that we may get um a better rate as well as better quality if we if we held off um on the roof not did and didn't try to rush it through in
the summer. Um he you know the way they described it was you know if you if you do that you'll probably get you know you you'll get bids but you'll probably get someone's B team um to come in to to do the project. So, um, given that it is a, and this will come from the company, but
given that they're looking at the membrane, um, as the kind of primary area where the leaks are have been occurring, um, they'll likely be able to do most of that while school is in session this fall. Um, because it's not a it's not a um, not a loud disruptive
kind of source. Um, if there and then they would do the shingles at another time where they, you know, that's when they they have the nail guns going and everything. Um, >> another time like when spring or >> uh probably during if if we're able to do it during a break. Yeah, maybe during
the fall, winter or spring break. Um, if they could if they could knock it out in in that short amount of time. >> And they're not replacing it with another membrane though. >> Are they How are they replacing that? I'm just making sure that we're not setting ourselves up to repeat this
problem. >> They It is They will do a membrane roof. Um, and then shingles on the on the side. >> But the shingles aren't going to happen until a later date. >> Correct. Because that would be more disruptive to to school. Um, but it will
be it will happen this year. So, it may not be. The shingles are in in fairly good shape and we haven't had any issues with leakage from them. Um, so in order to get the, you know, address the primary primary area of concern, they're thinking of doing the membrane first, which they're separate
anyway. >> Okay. That's where I was confused. I was thinking it's the membrane and the shingles are under >> No, I'm sorry. So, no, the me the membrane the membrane is the flat portion of the roof and the shingles are on the tilt on the >> I was tilted version. Sorry, I should
have >> done a better job explaining. That's That's what I was thinking like they're just going to do that and not put shingles on it. It's going to go through the whole winter. That didn't make any sense. Okay. Thank you. >> You bet. >> We did. So, >> Adam and I got a copy of the bid after
it went out. It's been established to go through the select board as the approving agents. So, that doesn't come back to us as it stands now. Um, I did particularly look to make sure and it is set that the roof
would be ready for solar. That was really my primary entrance entrance was just making sure that we don't go through all of the roofing and then find out when we want to put solar on it that there's there isn't going to be compatible or it won't it's going to
take x thousands of dollars to set it up for that. Um, so I hope as we go through and I'm assuming town will keep you very a breast. Yes. >> That we're watching really closely that it's ready for solar as close to ready
for solar as we can make it. Mhm. >> Cuz we really could use the energy savings. >> Mhm. >> So, >> and the other piece there that's related, it's separate but related to the roof project is um they are under
the recommendation of our our DPW director um and and others. They're holding off on doing the parking lots until they bring the heavy equipment into the cranes and everything to do the roof um because that will wreck the new parking lot. Um and they understandably
would like to not not wreck the new parking lot. >> So that >> are they planning to do both parking lots at the same time? Both schools? >> They are planning to do both parking lots, both uh both schools, the full kind of the the full area at Smith
Academy. Um and I believe they're also planning to do Billings Way along with that too >> because you only you get a better deal by buying more >> scope. So they need to do them together. >> Buy more parking lot. buy more parking lot, save money. >> Um,
>> okay. So, like next summer, >> not necessarily. Yes. >> Got to be done within this school year, doesn't it? >> Yeah. So, I believe there it'll go out to bid in um the way uh Marlo, who's our new DPW director, was talking to me, he
would like to start that the day after students leave >> the building of the parking lot. >> Yeah. Yeah, because they're going to they're gonna they're going to mill it all the way all the way down uh and then repave it, >> right? >> Okay.
>> We have another winter with these parking. >> Looks that way. >> But if the roof We're not even going to be able to fully finish the roof before the winter, >> right? >> Yeah. It's one we need to get ahead of
to help towns people understand the logic of it because it's not gonna feel good that they just >> ups their taxes to cover this work and it's not getting done >> and it it I mean it looks like if you're uninitiated to it looks like we're
really just not feeling a sense of urgency. >> I agree after complaining about it for so many years >> that it's going to take a year to get done. >> Yeah. Is there not a break like one of the school breaks that it could happen during
>> I can I can certainly ask and and see. >> I think any amount earlier that we could do would be better. >> Yes, it would. Yeah. Like if the roof got done in February by April could they? >> And I really hate to go into like another town meeting being like, "Oh
yeah, >> I don't that does not feel good to me." >> No. if we show up in May and we haven't got any of it done that's visible, >> right? I mean, we all live in New England like we do understand, but also like >> we can probably squeeze some of it in.
>> The good news is the December break is long winter. >> Look, see, we added days into that extra two weeks long. >> Yes. Two whole weeks. >> Hopefully, fingers crossed we have a warm winter. >> I'm Well, roofers work with snow. I'm
just saying that's true. >> So that is an option. >> That would be wonderful. >> I think that would be really great. >> Yeah. >> But probably conversations with Marlo need to start now. >> Yeah. >> It sounds like they're underway like to help him understand that we're
>> Yeah. >> looking to get ahead of that. >> And then we're looking forward to start the school year uh next week. >> We have our annual girls play date this Sunday. Um we had our new student orientation. new family orientation
today. Um we have new staff orientation tomorrow and we uh have our convocation and um PD for three days starting next Monday. >> I think I sort of lumped most of the Smith Academy report into there as well.
>> Yeah, I think so. >> Okay. Is there >> any information you can give us about the exit surveys either with students or staff? Yeah. Um so students um primarily
the the so the the big areas where we saw departure um was really from kind of sixth to 7th fifth to sixth grade as well as um through to Smith folk. So we know why students go to Smith folk. Um
we had fewer this year um choose to go there than we have have in in past years which was was nice. Um and the the exit surveys for students going from um you know leaving who are going into sixth
upcoming sixth and upcoming seventh grades were really uh primarily about bigger school. Um that was the that was the common theme throughout throughout throughout we had number of students leaving for Frontier uh some for JFK um
or other other um you know other other larger districts. did not hear um did not hear much about um the uh the the shift from of sixth
grade. Um didn't didn't hear that that was a common uh common factor for folks deciding to leave. I think I think maybe two two families mentioned that. um but not as the primary reason as kind of a um another another part to it. Um for
staff that I spoke with um we had uh obviously we had a retirement at Smith Academy. We had um a uh teacher who um left the profession who was just leaving
teaching going into OSHA compliance. Um, we had a uh, sorry, I'm just looking at my looking at my list here to make sure I'm I'm getting everyone. Um, we had a teacher who left for the
district where his uh, took a job in the district where his kids go to school and his uh, wife is um, also a teacher. So the schedules align um and and the um pay the the salary was a contributing
factor there too um benefits salary etc. Um and we had uh our last teacher uh who departed at Smith Academy left to go uh moved to Portland, Oregon was still teaching but in Portland, Oregon and the
commute was just too much for her. um at the elementary school. I I don't think we had any kind of like midsummer um resignations. >> Yeah. >> No, we did get one more resignation today actually that I um is not on this
list. Um our library tech has taken a full librarian position at another district. Um so we we found out about that today and have posted the position. So we're hoping to um hoping to fill that as soon as we can.
And while we're while we're on the exit surveys, do you want to fill in on yours as well? >> Um, well, we have just a retirement from Mr. Kyra in first grade. So, that was just a retirement. Um, and that's pretty much it. Yeah.
and stu and um student departures. Any insights there? >> Um peer issues mostly were some of the reasons for not staying. Um of of ones that actually returned my phone call um
so that was the only one that I had spoken to today that was a surprise to me that that was some feedback mostly with the peer issues. That's concurrence with what I'm hearing. >> Okay.
Any other questions for Dr. Driscoll's report district or Smith Academy? >> Did we have a nursing report? >> Is there Yeah. End of year nurse report? >> I don't think we got that.
>> So, let's put that. We'll table the nursing report. We'll put that on next month next month's agenda. I will send a note to next >> is it >> um and then lastly we had asked um for
an update on bus routes and times and I know I flagged this in one of the handbooks as well. So there is a link to the bus bus routes. Do we know if they're current? >> They should be. They didn't change much
at the elementary level. They are pretty much set as far as the times that they in the places that they start and stop. So, we have definitely I think if there's any updates to that, Michelle would have made them, but my understanding is that they are the same. >> Okay. So, currently they don't have any
times on them at all, which I >> Oh, specifically. Well, they don't even have a window or a start. >> And I was a if my kid was taking the bus and it was the first year they were particularly that they were on the bus, that would be challenging
>> because I wouldn't know when to get out there, >> right? >> Yeah. Typically what they have what they've sent out in the past and I'll look I'll look for this. We can send it out again. um is the bus company had they communicate with us and they ask folks to you know they they give us the
start time of the um Yep. >> Here's what it currently looks like. >> Yeah. They give us the start time of the of the route and they give us kind of the expected time where they get at school. Um, and they say, you know, >> try to come out, >> you know, roughly, you know, 5 to 10
minutes before you, you know, if you're halfway through the route and the route takes 45 minutes, come out, you know, 10 minutes before that. >> Somebody brand new doesn't really >> Right. >> Yeah. And so, >> also, don't they stop at kindergarten houses? >> They do. >> Yeah. >> So, yeah. I
>> And they have those they they should have those addresses so that the they will be able be able to stop there. But as far as like a time frame, I thought we were I'll have to go look into that because I know that in the past we had done there was like a the first bus
first one would stop um at bus one starts at this time at this stop and then add five minutes to each of those and then that will shorten as kids become more the bus become you know the driver becomes more familiar with the roots the kids are are out there. It
should start to progressively get shorter and shorter that the times of the the stops because when I've ridden the bus, it literally is almost a minute per per stop when I'm le, you know, when I'm driving back or even when I was pick being picked up. That was again after it
had been >> established. But the initial times as far as a gauge, um, yeah, we can definitely add that. Yeah, I think just even having that explanation on the page would be really helpful.
>> Can can I also ask like what the So, I know that we do stop at the homes of kindergarten students. Like what is the process for finding out which of those students are taking the bus? >> We when we send out the paperwork to that, we ask parents if they're planning on having their kids take the bus. Yep.
>> Or if they're not or if they have another alternate way of getting their student to the h to school. And so then if they say yes then >> yes that gets provided to the bus company and that that gets added and it gets added >> after that it's the set schedule the set route so it's not an automatic after
kindergarten after kindergarten they have to go to the closest stop >> but for kindergarten they do pick up at their house >> well they live on King Street they're set >> there's a lot of them that's true >> it's like there couldn't have been that >> and generally if there's you know if
there's a like a safety concern it's very busy road and there's a, you know, someone that lives on that road, they'll probably make a stop at that place. Someone doesn't have, you know, a student doesn't have to walk on that road. >> I was going to say, >> if there's a regular stop a house or two away from a kid kindergartener's house,
couldn't we combine them? >> I don't kindergarter's house. No, >> if the other people >> So, if the if here's the regular stop, but now this year we have a new kindergartener two houses away. We can't make the kindergartener walk there, but
could we have these people walk there so the bus driver doesn't have to stop here and then two driveways later? >> No, >> that's a Breco. >> It may depend on if the house has safe space to hold
>> five or six kids who might be standing there. I don't >> because I then the parents are waiting too. So, just for clarification, is this so this is this something that you're wanting to have us make sure that we're is current on the website that there's
more of an explanation and the times or even just the general and the mailing included with that too. >> All that should would be lovely. And it links to the handbook. >> Yeah. >> So, >> okay. >> I don't know if what's on the website is the same as where it links in the
handbook. Um, so there's a If not, they both need updates. Okay. >> Yep. >> Okay. So, other Hatfield Elementary news. >> Um Connor took a lot of mine. Actually, almost all of it. >> Um I can tell you that as of today, our
current enrollment is 175 students, um prek to five. Um, and again, I spent most of my summer working on interviewing and posting of positions. I'm still a few ESPs short, but I am thrilled to say that all of the teaching
positions are actually 100% filled. Um, I do have a long-term sub for um, our custodian who's going to be out on medical, but I have quite a few um, I have four um, actually five applicants. So, I've been making phone calls to bring
those and people in as well. So, >> that is the 175. Given that we I I want to factor out sixth grade apples to apples. Do you know what 175 is compared to >> last year? I do not. I can give you that information next time.
>> Okay. Because I think Are we It's not Are we flat? Is it up? So, Connor, you said that districtwide we were >> Yeah, if I I believe we'll be up. So, >> that's up at the elementary. >> I think we're up in both schools. >> Yeah.
>> And I did give a tour today to a first and incoming first grader and fourth grader. So, fingers crossed. They've already said they've completed the paperwork. So, we actually might be up two more >> by the time school starts. >> Is that including the preschool? >> Yes. Pre the 175? Yes.
Okay. Other questions we had on here um an update on elementary band. >> What can What do you know already about elementary band that you can share? >> I know that we are going to have an elementary band. Um our music teacher is
new to us. So therefore, um we had a conversation around band being offered this year to grade five students. Um it worked really well to have it done in the morning um because Leah is going to be full-time at Smith Academy. this new hire will be responsible for um the band
and the concerts. So, we felt it would be important to give her some time to get acclimated to both our school, to the students, and the timing of offering something in the morning. We're not sure how early, but eventually, if it's possible, we'd like to do fourth and fifth band um at the elementary school,
>> but fourth grade band won't be offered to start. >> No, not to start. When are you talking like next year? In a couple years. >> Next year. >> Okay. >> Yes. What's tricky about the band teacher is we are sharing her position is shared
with another school. Um so therefore we need to make sure that she's able to get here in the afternoons if we offered it as an aftercare or an afterchool um club if you would. if band became an afterchool activity. Um, but also she's open to the idea of coming in in the
morning. The bigger question is she's here three days a week where Leah at the high school was able to come five days a week. So, will that impact the amount of practice one-on-one attention that students would receive with just one person being responsible for band? I
think that's part of the reason in thinking and talking with her about offering band was to start it small and easy which was just one grade just do fifth grade this year and then next year be able to think about offering it to both fourth and fifth.
>> I'm particularly like the idea of having it where it doesn't pull kids out of class. Um so like fully before or fully after. Um, I I can't really put my head around the fact that we used to have a schedule that
pulled kids out of class. Um, >> no one was a fan of that. >> How could you be? >> And the kids had a hard time remembering when their turn was. So, >> yeah, >> it it did not work well, which is good because then we realized what doesn't work so that we could come up with a better schedule that would appease both
families and students and the staff, which was an earlier morning um time. kids get tired in the afternoons, but it's still an option possibly to do an after noon um band as well. So, something to look into.
>> Well, the upside is they will get practice for uh the timing of Smith Academy starts. >> Dr. S >> quietly quietly holding down the fort down there. Updates. So, we're looking uh to be in a good position right now relevant to our
teaching uh positions compared to last summer. We have uh three full-time elementary teachers specialized certified. Can >> we just stop and just be like just thankful for that for a minute? That's fantastic indeed. >> Also probably wrap on the wooden table
down there. >> So, uh also we have our physical therapist. We're still contracted with uh Proare Health uh to supply that service. We're moving forward with that. Uh we do have a vendor who's actually going to be supplying kind of a a
holding program. I I hate to say holding program. It really is a program so that we can supply services to a student at Smith while they're awaiting placement. And we have no kind of real timeline for when that placement might actually happen. So the contract is actually
written on a monthly basis. Uh and as soon as we actually have placement fortified uh figured out uh then we can actually end the contract for those services. So right now except for I think a couple of vacant ESP positions
uh our reading specialist is coming back but we're actually in much better shape than we were uh beginning of last year. Uh some professional development things that are going to be going on are relevant to also our corrective action plan. Reviewing state and federal
guidelines. That's a yearly uh piece that we're supposed to be doing and we're going to be doing that within the first three days of school. Uh we purchased goal book late spring last year. And when we look at our inclusion model, inclusion part of the thing that
will probably help us to make this work is writing our goals so that they actually align with the standards. So, and I've talked about this before a bit, our reliance or over reliance on pull out or crit services in the IEP. If we're writing standardsbased goals,
really the expectation is that we've got kids in the general ed classroom setting more and gold book is a program to help us uh do that relevant to aligning our IEP goal writing with the standards. So, we had an initial introduction to that
uh that program back in the spring. We've got another one coming up on September 26. And then of course besides reinforcing folks that have already gone through that, new staff will go through that as well. And that'll be a small group because it really is just a
license for the special ed teachers. And we're also looking at the vendor that I used for last year. Uh he and I have been talking about doing additional inclusion training throughout the year and we're looking at possibly two or three small sessions on inclusion
training that would include uh general ed teachers as well. So it would essentially be for groups of teachers working together in the inclusion setting. So general ed and special ed together. >> What do we have um training scheduled
for our ESPs >> already? >> We were talking about that a bit with our PD schedule, but I could not give you specific details right now. >> Questions? Um, I just would like I know um a lot of time was spent last school year on like
a system to make sure that all of our meetings are happening on time and all the deadlines are being met. And I'd like an update on >> I know we've talked about it, but just like one more time about how that's going to roll out this year. >> I I did so there was a problem last year
with staff being out sick >> and that did put us behind quite quite a bit in in some areas. Uh so I would just very clearly say from February on it was playing catch-up uh with the the meetings that were delayed.
>> Um the the tracking form that I do mention in my report hasn't really changed that much. I have added another level of monitoring which I'm taking on uh to help try to keep it on track. But what we have done with that tracking is
to schedule all the reavals and annual meetings on that document. There are set dates also on that document for when meeting invitations should be sent out uh and when IEEPs. So we we have expanded the document a little bit more to help with compliance in other areas.
If we have a reevaluation meeting versus an annual meeting, there are differences in when the IEPs have to be done. and the state did update that process and give us notification of that back in the spring. So they've kind of like shortened it on the annual end. So we're
really looking at 5 days instead of 10 days. So everything that we have on that document really tries to make sure that the IEP meetings are happening before the IEP actually runs out. And there will be variances with that with either families that can't make the meetings or
if we have to cancel a meeting because of absences. uh those types of things will slow things down. But the goal is for us to be in compliance relevant to getting those meeting invitations out and then if there's adjustments that have to be made, we're still in compliance because we started with a
target date that is before the IEP ends. I also have a goal of getting the IEP meetings done before the end of May. So we're not going like we did last year kind of having meetings right up until almost the last day of school. So hopefully everything will go smoothly.
Uh the extra monitoring I'm hoping will will help out with this, but I do feel that it's got a little more like I said monitoring or eyekeeping on it that should help us along. >> So if I'm understanding correctly, this document with whatever happened last
year with catch-ups and things like that, we have this document for this year. We know when all all of the meetings that we know have to happen >> are on the document. >> Yes. with a reminder to contact families to schedule. >> Yep. So there there is specifically a a
column for sending out the meeting invitation. >> Okay. >> With with a specific date on it. So what I've tried to do with that document last year and this year is to make sure that by regulations we have to send it out at least 10 days. And I'm looking at
sending out be more than 10 days before the meeting actually takes place. >> I think if we know Go ahead. >> I'm just gonna What would be the downside of setting those meetings months in advance >> now? >> Yeah.
>> Well, truthfully, I was thinking of that this that we could do like just we what I tried to do with the document is send everything out pretty much one to two dates near the beginning of the month. So there could be some meetings that folks receive an invitation could be
three or four weeks in advance. U but there is no reason why we couldn't do something like that. We know what all the dates are. We could send to families this is when we're this is our target date for actually holding your IEP meeting. >> So like if I can speak to myself and my
family, I am I'm scheduled three or four months in advance constantly, you know, and and I think most of the families in our district are working families. So, if we know when those times are, I don't think there's a reason to >> too much. >> If if and I'm I'm assuming this also
means you got to set those meetings out throughout the year so that they're not congested, right? >> Um I I I echo that. I know a lot of families who like their schedules fill now like months in advance, >> sometimes six months in advance. And I I
also think like for what it's worth, I mean, have you tried to call the dentist lately? Like, you know, like all meetings are scheduling out so far in advance. I don't think it would be unusual for us to do a thing like that. >> We leave the dentist and we already have our next one either six months out or
whatever it is. >> I just think it might be easier for families, but also for our staff to just have them solidly on the calendar. >> That that is the other thing. We are sharing this this sheet with the staff at the beginning of the year, >> but we can definitely look at sending
out everything in in advance to to parents and say, you know, this is when we're you should be expecting that we're mailing out your invitation on this date and we're shooting for for this date for the the actual meeting. And I do have to say a couple different things that we're
trying to also do. I'm leaving Mondays pretty much open as also kind of like a release valve in case all of a sudden we've got meetings that just come up uh unexpectedly students move in manifestation determination meetings reconvenes u but also just to avoid to
to make sure that we're giving our related service providers our school psychologists time to not be in meetings every day of the week and to get evaluations done and their reports done as well. and Friday. We're also trying to kind of shy away from Fridays just
because people do take long weekends. Uh whether it's family or staff at times, I want to make sure that we're not u Tuesday, Wednesdays, and Thursday, it the schedule doesn't look crowded as I looked at it developing it and I think that's going to give us again some
leeway on each end of the week uh to actually do other things if we need to. So, one of the things that changed in the contract this year was making sure that the building principles were filling teachers who were in meetings that the
principles were assigning coverage for that. So, I got to believe that the two building principles here would be happy to have a lot of advanced notice for filling coverage. >> Sure. >> Yeah. >> So, the more better.
So delighted to hear that that's looking like it'll make it for an easier year. Um do do we knowingly have families who are sitting in limbo on anything? Like do we have families that we know we've got partway through testing that are
going to come back in? >> Yes, >> we do. >> Yeah, there there are definitely and that's probably one of the the things about um getting consents back near the end of the year. if we've got less than like 30 days left in the school year, we
can start testing. Uh and then it's there's going to be a two months gap before it actually completes. I know that the school psychologists really try to make sure that uh you get and I did this myself. If I had that happen, I would try to get a complete test done
before the end of the year. I might have additional tests to run in the fall, but it made it easier when it came to actually scoring because you are using grades down to the month as far as the years for the students. So, if you're testing somebody who's eight years,
seven months, you don't want to basically be trying to figure out if you're looking at eight years, seven months, or eight years, 10 months when it comes to actually scoring because there could be differences in and how the scores actually rank out. And are those kiddos prioritized for the
start of the year? Like we they're on a list. We know we got they've they're covered. >> Scheduled scheduled. And families >> The start of the year is like a week and a half. >> And do families have a heads up for that too? >> Actually, we're going to be sending out the meeting invitations for those meetings because they'll be most of them
are going to be probably falling either mid to late September or early October for those that are in that 45day window. Okay. Um, I have one last question. I'm sorry. I am just um wondering if we can get an
update on how we are getting all of the IEPs and 504s to the teachers and ESPs. >> That was going to be my question. >> So, so special ed teachers already have access through ESPED. uh general ed teachers
and this is something I was talking to the administrative assistant uh last week. We have kind of like a master uh file in my office relevant to copies of IEPs and those were initially designed just for the pair professionals. There
is also um I believe it's SE18, one of our tiered focus monitoring points where we have to actually give copies to the general ed teachers that are assigned uh any kind of access to read the IEP and
they have to notify us that uh they have actually read it or have access they can have access access to it as an electronic document. They can have a physical copy as long as they keep it locked up. uh but they have to at least once a year review the IEP and acknowledge that they actually have
understood the content relevant to what they're responsible for which is usually the accommodations that are listed in the >> In addition to that though our contract with HTA states that they have to read it before the year starts >> so they don't need just access to it
they need to have read that IEP >> so that is built into our staff meeting day um when teachers come back in both Connor and and I have a dedicated two hours what we are giving teachers to make sure that they are reading and the ESPs to read over and through the 504s and the IEPs
>> and are they getting copy hard copies of them or electronic access because if you're I mean a teacher could have a lot of plans to read particularly a specialist teacher could have a lot of plans to read
they may need to go back and refer to those so what's the process for that >> so there is a question that I I will say is kind in limbo with the new system that's started. I inquired uh to the IT department if we could use this system
as kind of a clearing house or a dashboard for IEPs. So could we download the question is could we download the document into the new system so that a teacher always has access to it and by opening the document is there a mechanism that would actually
acknowledge that they have again went into it. We had something similar in a different district that I worked in except we created our own dashboard out out of Google. And so any time that we developed a new IEP, it
would automatically be sent to the the staff and as soon as staff opened it, it would be recorded that they had and that would be our SE18 documentation. I will say typically at Smith Academy, so the the the full IEP, a full IP is
big. There's a there's it's it's got a lot in there and it's got a lot of stuff that isn't necessarily pertinent to a classroom teacher, you know, um permission forms, that that kind of thing that are part of it. Um and like you said, if you're a specialist teacher and you see every single kid in the
school to have a hard copy of every single IEP, you'd be you're talking about a pile this thick. Um, so every teacher will have access on ESPED. At Smith Academy, special ed teachers typically work with classroom teachers to develop kind of like a, you know,
here here's the IEP, here's access, and here's what you need to know in the AP. Here are the accommodations, here are um, you know, here are the supports that that each student needs. So that when you have Connor, Melissa, and John in your class and they're on IEPs, um you know that okay, Connor needs to be
sitting here, Melissa needs frequent check-ins. Um so they have that that document as well. And that's developing that is part of what they what they can do when they meet together at the beginning of the year. Um so they, you know, that that time when they meet is really spent going through each and
every AP to pull those pieces out that are really that are are the accommodation parts. Um, and so that's, you know, that that's that's the work that's that's done there. >> And how is that working for special teachers? >> They will they're they will be with the
um the special ed teachers where where they have students. Um, so if they're meeting at the same time, we'll have to figure out just make sure that that Yeah, we'll have to make sure that they're that they don't overlap so they don't miss any kids >> because that would be true of your art
teacher and your band teacher as much as it would specialist teacher. >> Yep. >> So that's happening at Smith that the special ed teachers are meeting with the core teachers and telling them the here's the important stuff. Are we are
we doing that at the elementary now that we have >> Yes. >> three that which is fantastic. And they've kind of got their grade assignments. So each special ed teacher is not overloaded with half the school. They've got two grades worth and they're
meeting with those teachers. >> Correct. >> Awesome. >> Are those special ed teachers managing that process even if they don't provide services to those particular students? So >> is you could have a student that has an IEP or a 504 plan that doesn't actually
get any special education teacher services. >> So actually all the IEPs are written by special ed teachers >> even if they don't see the kids. So they would do that they would do the review with teachers. >> And and truthfully that's one thing with
I I I've never cared for the idea of an IEP just for related services only. Uh, so we've been making a big push relevant to instructional supports, modified instruction actually being part of the IEP related services could supply services
under a 504 if there's no modification to the curriculum. >> Okay, you got like three meetings worth of interaction in just one night that it's been quiet for months. And the other nice thing too is, you
know, with each special education teacher only working with two grades, we I still have assigned them a dedicated ESP who's also pushing into classrooms to provide support. So that ESP is now in four classrooms total um rather than
being spread out through like eight or six, >> right? >> So that's going to be hugely helpful also. >> Uh and great for relationship development. Some of those things make a big difference. Okay. Um, so guys, while we're doing updates, I'm just going to do a quick
finance report update since we're in update zone. Um, some of this was covered. Um, and I will apologize that it got to you, brother. We kind of forgot that Mr. Sullivan was going to be away. So, um, the capital projects I think we've talked through,
um, FY20, so the school finance committee subcommittee met on the 11th. Um, and so we're going to work to have transfers ready to approve in September, which will be the earliest I've ever
seen us manage that. But it's going to be wonderful for being able to track how we are staying on budget. um because we've got to align funds for new higher salary adjustments. So, I think it's great for our students that
I think with one exception and it was where somebody retired at the top of the pay scale. All of our new hires have more tenure than the staff who vacated the roles, which is great for students, but it is a budget implication that we're going to have to make adjustments
for. Um, we have some adjustments in special education, things that just were new, unforeseeable costs. Um, on the upside, we saw some new revenue come in. Um, title one was bigger than it has been. And a big shout out to the state
for the fair share supplemental funds. And so, um, most of it is state funds. It's a one-time support mostly for rural schools. And we're looking at 90,000 coming in for those two. Um, so we're going to come back in September and be
looking at how we're either cutting some things um and or moving some school choice funds into our budget uh that we have in reserve. The upside is that there's a good chunk of that we would we expect to
get back from circuit breaker funds, but it's a year away. >> So, we have to front those costs. >> On the upside, I think our school choice funds will be able to do that. So, we aren't looking at going to town to ask for anything. Um, the other couple of
things that need to happen from a semi-related to the budget. Um, there is a policy DGA around authorized signatures that deals with warrants. Um, the last few years starting in COVID, we made some changes on an ad hoc basis to
how we handle that. Um, given it is a policy that states that there are at least three of the five people signing warrants and we have previously shifted to two, I just think it's a good thing to put back on the table every year. >> Um, and see how we want to continue
that. Um, so currently Adam and I sign every week. Um, Riley does a great job of making that easy for us as possible. um we have like a day to turn them around a piece and and so that's we're we're going
through that and I think we're both okay to continue that but I don't want to take anyone's opportunity away that might be interested in signing warrants. >> Well, anyone still can >> anyone can required
>> if unless we unless we want to go back to this. So, >> um I actually put it on the agenda as a vote. If we want to continue or not continue is up to you guys. >> Continue. I also think that it is smart
to have a process around it with more consistency, especially having the finance subcommittee do it just makes the most sense. Honestly, it does. >> It does to me, too. And I kind of missed them being over the weekends. it was a little easier but there is a lot to say
for you see them every month and you start to be like wait a minute >> and we ask more questions for for Dr. school. Um, but in theight leads to better accountability than just like >> it's better oversight that if we're random >> three random people every month.
>> Yeah. and I've stepped in when >> when Yeah. away. >> So, um let's make a motion to continue um the amendment, not the amendment, the
waiver of DGA from a minimum of three to two members signing warrants and payroll. >> Okay. Second. That made sense, right? >> It did. Um, so all in favor of
continuing the waiver of DGA and having only two signatories, say I. I. >> I. It's a three. Okay. The other thing I discovered going through policies this year because I was just trying to catch something else was policy JJF student
activity accounts and that apparently annually prior to the start of each year and tonight's agenda uh we need to vote to establish or change the maximum balance that may be on deposit in each student activity checking account.
So, if anyone is interested in making a change to that, do you have any insights on the student activity account funds you want to share? >> Um, no. >> Okay. >> Um,
so if balances start to exceed 25,000, which does anything exceed that? >> The entire student activity will, but >> yes, but not any line item. I don't think anything does. um then we would then we could call for an audit. But
so are we um would anyone like to make a motion that we continue as is? >> So moved. >> Okay, I'll second that. All in favor? >> I. Any opposed?
Any abstensions? >> Here all the eyes. Just checking. No. >> Okay, it's fine. So just due diligence. You think we don't read your policy work. >> Okay.
>> And the policy report can be tabled. >> The policy report is so tabled. And the last little bit of housekeeping is a fall sports co-op. >> What do we have? >> Really? We have three. We have a co-op with Smith Boat for field hockey where they come to us. Um Oh, I believe it's
also with Hopkins. Um, so we have that co-op. We also have Frontier where our students are a eligible to play golf with Frontier. Uh, and we are u Mr. Duncan was reaching out to um, Pioneer Valley Chinese Immersion to see if they
had uh, soccer players who are interested because we learned recently that they were not able to field a soccer team this year. Um, and we are right at the cusp where it might be wonderful if we had like three or four
more players um on each team. >> So, and we could offer that um both for middle school and high school if we're fielding a middle school team. >> So, you said both Voke and Hopkins would
have players coming to us for field hockey. Yeah, we host. We're the field hockey host >> and potentially coming to us from the Pioneer Valley Chinese >> Immersion School for soccer, but golf would be going to Frontier.
>> Yeah. So, we're sending for golf. >> Okay. Um, make a motion to approve those all sports co-ops. >> A second. >> Okay. All in favor? >> I.
Any opposed? Great. >> It's great that we can give our kids that >> opportunity and the other students from other schools. >> Yeah. >> Okay. So, with that, we get the rest of the evening just to talk about handbooks.
>> Yay. Melissa probably lost sleep on vacation thinking about this >> opportunity excitement to come talk about handbooks >> with anticipation. >> Yes. So starting with um oh the agenda has Smith Academy up first.
>> Sure. Would you like me to just kind of walk walk folks through the changes? >> Um, I think we may have other things beyond just the changes. >> So, how do you have your notes
chronological? >> Okay. So, what's your I'm scrolling for my first one. My first thing is in the letter on the first page. >> Well, let's start there. >> It's just a place to start. >> It's a question that just kind of struck
me >> um how you ended your very nice letter. >> Um you said, "This year more than any other, we need to be united in support of all our students." And I wasn't sure how to take that like why this year was
something special about this year or different or more than any other like we weren't united before. Like I didn't know what your intent was with that language. >> I have I have a slightly embarrassing admission.
>> Um is that I have uh tweaked this letter since I started uh and since I inherited it um the year following COVID. So I believe that this is a carryover from the year the year following co
>> um after a particularly divisive divisive time. >> Okay. >> So that can be a tweak that I change. Um and I feel >> it just worried me that like why what happened like it just seemed very forboding.
>> Yeah. I just wanted to kind of check in. >> No, I suspect if we look back in the last few editions, we would >> and I hadn't caught it. >> Similar. >> Well, this time when I scanned it through, it just really stuck out. >> Okay, so the first place there's new
copy is on page 12. It's regarding artificial intelligence. I didn't have any questions or changes there or before there >> and the state has just caught off the presence um sent some policy guidance
for AI policy. >> I did see that. I was like, "Oh, classic." >> I didn't read your email today, but there was something last week that said they weren't going to >> Yes, cuz I saw that. I was like, "Well, yeah, written in today." >> Yeah. They were got some feedback on that. >> There's some guidance.
>> Um, >> yeah. So, we have to adjust it. >> Well, we'll take and we'll see. I suspect that what we have will probably align with what what there I truthfully that came today and I haven't had a chance to so it wasn't like because I
did look at it and it I think we're fine. Desi also was like, "And we have a five-year plan for investigating AI." And I was like, "I don't think we need to emergently change our handbook." >> And in five years, it will be something completely
AI is probably going to be >> We need like a five months ago plan for AI, but Okay. >> Um, that's fine. I'm sorry, Christie. >> Oh, no. No. Are are we >> I am slow scrolling through to find just to like come across the next place I had
questions was page 16. Anything before page 16? >> No. >> I'm double checking but I don't believe I did. >> Dr. Isco >> like I'm a sixth grader. Walk me through this chart.
>> It's actually less confusing here than it is. It it comes up again later. >> Oh yeah. So there's sections and there's semesters and somehow there's more points in the first semester than the all year and I don't understand what
this example is showing. >> Okay. So um so if so the the way it breaks down this is this is kind of a complicated way of of saying this but um the way it breaks down is we have four quarters and a
final exam. So for uh final weighted averages at the end of the year, you take 22 and a2% of your first and second quarter, 22 and a half% of your third and fourth quarter, and 10% of the final
exam. That's FEX's final exam. >> I figured that one >> for the the final grade of the year. the um the semester 1 and semester 2 are if we have semesterbased half-year long courses we have um 47 and a half 47 and
a half and five uh for the for the the breakdown. So it's um it's because it is worth you know it's a a half year they have it as only 5% rather than 10%.
the the total final grade for the halfear course. So the 10 is the percentage >> of the final exam >> of >> So it's 10% of their >> percentage of like the weight that goes
into the GPA. So it's 90% that is attributed to the final exam. >> Yeah. So it's it's 90% based off quarter averages, 10% based on the exam. The most a student could possibly drop because of a final exam was one letter grade
if they got a zero, >> right? >> In the GPA calculation >> in the final >> because because this is fully the GPA >> but okay. So we're also retroactively changing other grades.
>> No, >> I'm so confused now. So the GPA the GPA is calculated based on you know based on the final on the final >> um final grade for a year >> for the whole year right >> yeah so that's so that won't get
calculated truly until the until after the final exam is is is put in we update GPA quarterly based on that for where students stand >> um >> but yeah so so the this this chart on page 16 is really it's not this is not
about GPA. This is just about how final grades are calculated for a course. >> So every course uses this breakdown. >> And if it's a full year course, there's no midterm that counts.
>> They don't do midterms. No, they just they just do a final >> and in the event and we there's very very few of these um because we're trying to make sure that every you know we're preparing kids for college and college has you know big exams at the
end. Um but in the event that for some reason there was not a final exam then it would default to uh 25 25. Okay, now I understand it. >> Might benefit from a little of that explanation.
>> Yeah, I it took me moment to fully understand this. >> Mhm. >> Got it. >> Okay. I feel better knowing that somebody else looked at that and was >> While we're in this section, though, um and I have some below it, too. Go ahead.
>> I meant to ask this as a followup to your report and I forgot. Mhm. >> But I'm reminded because up here just above this chart by the grading system it says plus portal and at the start of
this meeting you were telling me that plus portal is no longer a thing. >> I was going to say that link is dead. >> Yeah. >> Um so there's also a note under that paragraph that was just highlighted. Note schedules and report cards are also
posted on plus portal. So there might be other spots in this whole handbook. >> Yep. That we need to >> that you will need to um correct. >> Yeah. >> And if you could
fairly soon alert parents and guardians >> y >> about the switch over >> because >> this came up because I logged into plus portal tonight. Haley wanted wanted to know if it was up who her home room teacher was and I'm like it's not working.
>> Yeah. So plus portal is not the reason we haven't sent things out to parents yet just just so everyone's aware and I can send this out to to parents and guardians too. Reason we haven't sent it out widely is because we need to train teachers on it first. Um because if
someone, you know, logs in to to check things and they're they have questions and we don't have teachers trained that we can't, you know, we can't address it. Um so we're looking to get our teacher training that's happening next week as part of our our welcome back. Uh and things should be all squared away by
then. >> So when would families have access, do you think? >> Um >> before the first day, >> early to mid next week. So either probably Tuesday or Wednesday of next week. >> All right. And parents have also asked about um supply lists.
>> Um so those those did go out. There was a letter that was sent to all um middle school families and uh new new families um to the district and there we have some supply pretty generic supply lists
on online as well. So, like ninth graders don't have a supply list or 10th graders, >> they they should have received something. Uh they No, they they did not get a letter unless they were a new student. Um but
those are pretty generic supplies and the teachers will talk about talk with them if there are specific things that they need, but but they they shouldn't know. So, I I'm just gonna speak up on a general basis about supply lists. It's
there's been a fair amount of chatter. >> Um, particularly on the elementary side, at least I've heard >> because the supply lists that have gone home don't necessarily marry up to what the teachers actually >> want. And we've had many a case where
families have gone out and bought the whole supply list only to find out sometimes just days later that the teachers are like, "Oh, that's not my list. They don't need any of that." >> Um, and if you've just spent fair amount of money that that's part of
the reason why I my staff updates that so that if there are things on it that they don't need or want anymore that they take them off. So ours have been updated. >> Say two years running. That has not been true for my household. >> Oh, interesting. Wow. >> Okay.
>> So, like last year for fourth grade, >> we bought all this stuff and then it was like, "Nope, we have everything. >> We have everything. You don't need to send any of that." >> Right. >> And this year, that whole group of parents were pretty savvy and reached out in advance to the teacher who again
was like the next year's teacher and was like, "Oh, no. You don't really need most of that, but just these couple things." And then some of the things they did want weren't on the list. I didn't even get that about what they might want to help you out. >> There's also like there is one that's
still linked, a supply list still linked online, but then it did not match up with the list that the list that went home in letters >> where they came through with the teacher, >> right? Yeah, that's what I meant. >> And how you have a new first grade teacher,
>> right? Is that her list or is that last year's list or you know it's worth checking out like >> and I think at all levels it would be helpful to just clarify because
>> we just want to make the start of school day easy for everyone like for teachers and for families. like we want students showing up on the first day, but we also don't
want to like unduly burden families and the more clarity we can have, I think just like the less stress is for everyone. >> Parents want to help and buy the stuff, but they don't want to just buy stuff that's not needing, right? >> Which is why I asked staff. Yeah.
>> I keep like, here's a list from last year. There's any things editing, tweaking, changing, do it now because this goes home with report cards. It goes home on the last day of school >> so families aren't wondering and or >> sales seem to start sooner and sooner each year. I don't want them to be like,
"Oh my gosh." And we wanted to make sure it was all on one page so it's not like waiting for those August letters. >> Really helpful because some of us like took photo of it when it came home because we knew we wouldn't remember it later and then maybe send it to someone else to say, "Remind me because I won't
remember I have this." And lo and behold, people had it and were able to like put it back up when someone came looking. >> Um, >> that's what I have for fifth grade >> because maybe someone sent it to you. >> No, I I >> Yeah. No.
>> Is that all that's needed though? Because I thought he said that that's not what's needed. >> You need some highlighters anyway. Um, >> but >> I hear you that you're asking and that's the right question, but it's a little bit of a self-inflicted wound
>> to start out with people being frustrated that they spent a bunch of money on school supplies that were wrong, >> okay? >> Or didn't have the Craigslist and then everything is sold out >> or would deal really badly because they're giving their kids the wrong thing or like whatever. Like,
>> and that's something we can we can tweak how we do at the end of the year. Um I know that it's on the um end of year sign out where teachers have to get their supply list if you know and if there's any changes and we can >> I think we can do a a better job of
making sure that that kind of goes into a list that's published on the website >> um and that we make sure that it's it's broken out by class or grade level. >> Yeah. >> I will say that I felt the middle school team did a really nice job in their letter. Mhm.
>> Um and then also had a section of their website with different ways you could consider doing the supplies, which was actually kind of nice. >> Yeah, they did a nice job with that. >> Yeah. >> Awesome. >> Okay. You had some I do. At the bottom
of page 16, >> um there's a note that history 1 and two must be passed and algebra and geometry must be passed. There's no note that English has to be passed, which just kind of begs the question since everything else in that column was like
you have to pass this, but you didn't. Nothing was said about English. >> Um, yes, it does need to be passed. >> Okay. The I I think those were uh we I put in the must be passed for those um
to align with our current policy as well as the mass core standards for graduation requirements, >> right? Um, but I can certainly add that um to to English as well >> just so no one is confused. >> Um, I have some formatting stuff there,
but Um, if absence is unexcused, >> Yep. >> and there's no notification, it just sounds in conflict to with itself because we just said, >> yeah,
>> if they're unexcused, then there's no makeup work. And then the next sentence says, unexcused late assignments will have a 10% per day deducted. So, how if you can't make anything up,
how is it deducted? >> Or is that like assignments that are late beyond the days that you had allotted? >> I don't know. >> I'm confused. >> I was too. >> It's a difference between if an absence is unexcused or the
assignment being late is unexcused. That's how I'm reading it. So that that if if Johnny is absent and it's unexcused and there's no notification, then no makeup work is
permitted. However, Johnny is present, but his assignment is late without an excuse of >> why it's late. >> Why it's late? A permitted excuse of why it's late. Is
that how I'm reading? >> That's accurate. Yeah. So there's there are two things here. The first is the unexcused absence. Like if you are if you skip school and you you don't go to or you skip class because you you know for whatever reason. Um then you can't make up the work that you missed like
that because you're you're not supposed to do that. Um, but if you if you are there and you have an essay due and you don't have your essay done and you hand it two days two days late, then there would be a 20% deduction
>> with an unexcused >> right >> reason. >> Correct. >> But if you are pulled because you had a dentist appointment or you went home, you get home sick. Yeah. You got hurt in the afternoon. >> What this is saying is assignments turned in late. Yes, I think without an
approved >> reason. >> So, >> yeah, I read that one a couple of times, but >> I I just like because everything leading into that is about being absent. >> Yep. >> Yeah. >> Right.
>> Okay. >> Assignments turned in. >> Okay. Most of my my Smith Academy stuff is all in this little section. I >> I'm heavy on this section, too. >> This is a new a brand new section this year. So, >> no worries. >> I have one in the next section, but I
don't want to do you >> I honestly at this point is where it's like a style thing. So, I hate to be like picky, >> but here and then in some other sections later on as well, we're doing a lot of like parents/guardians or his her there.
And in policy, >> we've been trying to move things towards just using guardians and just using the singular they. So, I think we should simplify if that's okay. >> I had the same note. >> Go on, Christie. Um, in retakes,
there's a whole section about if a student receives below an 80% on a test or major assignment that the teacher after meeting with the student can they can make up they can do a makeup. Um, and then you get to the very end of that section, it's like if a teacher has a
policy that they don't allow makeup work, then they don't have to offer the retakes. And I just scratched my head about we have a handbook policy that allows for this but then teachers can opt out of it. It is there something that the teachers
have to say at the start of the year like my class doesn't do >> there there is and that's and that is where this that section came from and this was this last sentence was an addin um specific so so let me I just want to backtrack for a second. This whole section came from feedback that we had
received from alum who had gone to college and said, "Hey, you know, I feel really well prepared except this one thing. Um, it's not doing us any favors to let us, you know, retake things, retake things." And there was really has been no consistent provision in place
for retakes um on a schoolwide basis. So in working with staff to develop this, you know, how the goal was um a to have a consistent approach to it um and b ensure that if a student wants to retake a test that they or an assignment that
they hadn't didn't perform as well on as they would have liked um that they're doing the work to learn the content that they're not kind of taking the test first as like a you know a trial run to see how it goes. um
a couple couple things that came up. So, one is from teachers who had a policy that they don't allow makeup work. This is primarily for teachers of AP courses. Um teachers of uh some of the VSU courses that may, you know, there the um
there may be kind of a prohibition against retakes in those cases. Um, it's also the case for for some teachers who may, you know, if there's a um, you know, if there if there's a test that is kind of heavy on, you know, like essays
or or things like that and um, you know, they they're not going to retake the same test because it's not, you know, it wouldn't it wouldn't be fair to have, you know, to to have previewed everything and then and then >> do it um to do it again. And so there,
you know, there this provision's in there um for that for that case. Uh but yes, they do meet right up front with the students and they say, um, you know, here's the syllabus, here's the policy on retakes. You know, I allow them in my class. Um the only way that they're
allowed now is if we if teach if students enter kind of into this this contract about hey here's how I'm gonna here's how I'm going to learn what I need to learn how I'm going to you know how I'm going to um prepare to retake it.
>> I I can support all of that. I would love to see the idea that like >> teachers will establish in the syllabus if makeup work is if makeup retakes are allowed in their course like right off the bat. >> It's like have that at the front of
retakes and not the end of retakes >> and then if if it's permitted >> if retakes are permitted here is the policy because it otherwise it just feels a little backwards. I would also it also sort of establishes that like
this is >> the grace of this >> yeah it makes the teacher the expectation and some people are mean >> could we change contract to agreement >> um
>> true understand agreement sounds >> friendlier in a way but also yes >> completely appropriate too uh miners can't sign a contract and you don't have the guardians signing it. You only have that a copy goes to them.
Um >> yep. >> So if we can just call it an agreement, it sounds >> absolutely >> um or congalial with the kids of we're going to agree to do this together.
Yep. I think that makes a lot of sense. So when we got into page 19, can we are we anybody else have anything else? >> I'm good to continue on. >> Yeah, we have Smith College and dual enrollment. We have AP stuff, but I didn't see any update on the concurrent
enrollment. >> Yeah. >> Oh my goodness. >> I I flagged that as well. >> Oh, I I have that section. and I can pop right in here. >> I don't know if you would change the heading then.
>> Yeah. Yeah, it's the heading. >> Yeah, I was also going to >> enrollment. >> Smith College is not the only >> Right. >> Yeah, >> we're doing other things as well. >> Yep. >> And we're pretty excited about them. >> Yep. Then we get back to the chart um as it
shows up again on page 22. >> So knowing what I've now learned, >> yeah, >> now we get into quarters. So this is a specific all of this is about one class basically.
Well representative of different classes. >> This actually has three classes this chart. So it's got >> one if it's all year, one if it's a semester based and one if it's a quarter based. >> Yes. Yeah. So it's Oh,
>> it' be three different charts. There's something there's just visually it's anyway whatever explanation you add to the the >> first one we'll come back here >> please >> um page 22
honor society has a update for year and and uh sponsor >> advisor >> first paragraph paragraph Maybe we can also take out >> suggested >> the line
under service uh during COVID students are encouraged to complete their community service virtually. >> What was that? >> Page 23. Yeah, there were a couple other COVID things in here. >> This is what happened.
>> I missed that one. >> 70 page document. >> I will highlight it on the copy of >> service. My next comment is all the way on to page 25. Anybody have anything before that?
>> Thanks. >> Um, so it's related to the initial response to conduct violations. Okay. Um it feels and this happened in both handbooks where there were large chunks
of policy that just got copied into the handbook that the tone of them suddenly like it re they they read like policy versus a handbook. The how it's directed is changing. So, there's a whole kind of a host of
things and ultimately I think I'm just wondering when it's something that is district-wide policy, why don't we just link to the policy as opposed to having that whole policy cut and paste in.
>> I had the same note. >> Mhm. >> And it it shows up here the title N stuff like there are it's not one spot. >> Yeah. And it continues on especially as you know we know that our student discipline policy is really heavy on
regulations regarding suspensions and things like that. So like why we have it then in a different way. I don't know. >> Nobody's receiving a hard copy >> of the handbook. None of the parents are >> they're all getting this digital copy.
>> So it doesn't have to be 70s something pages anymore. we can eliminate all of that and just put the link in. >> I mean we we have established that the specific code of conducts will be in the student handbooks for each school but
>> that is what should be here right on page 25. It just says the student code of conduct is outlined in the student handbook and I'm like well this is the place that would be right. Right. And so I was a little confused where that piece was
when I first read through. >> Yeah. I think our thought with this with with this particular piece here was that this was kind of the um this was kind of like the the philosophy
part of the of the discipline. We wanted that to be kind of core to what our what our handbooks were were trying to accomplish. Um, so we thought that that putting it in here made sense, but I think we could >> we could either pair it down or or
really tailor it specifically to each school in a way that still aligns with it. But I um >> I with that particular section, I I see >> it's less so on some of the others. I'm I'm with this one >> actually with with the exception of the
bolded line that I'm like, "Yes, but where is it?" But um you know but this would be a good place to like link in >> the two district main policies >> the philosophy that is specific to Smith Academy. I think it's fine to include
some of these bullets on our initial responses, but then like Christy said, a as we go along then we've got a lot of like sort of legal things here and >> I'm concerned that they do not align with the policy
and so I think whenever possible, if we don't have to duplicate things, we should not. >> Just and then it's in one spot. The next time it's updated, it's in conflict. Yes. Between the handbook and the district policy that becomes really challenging.
>> Perfect. Yep. >> And then it can be shorter. >> Yeah. >> Yeah. >> So, everyone is happier. >> When we get into page 26 and it's talking about detentions and and whatnot, >> there's a lot of conversation in this
section about principle >> and I'm wondering if you >> want to make sure that you have a designate possible because I think that aligns with the policy. It sets you up better if there's >> Yep. >> on a host of friends. >> Sure does. >> Um
there's a section that's talking about computer misuse and it says see above and I couldn't figure out what the above was relative to computer misuse. I think there used to be another section there that isn't there anymore is my guess.
Which uh what page are you on? >> I'm still on 26. >> 26. >> So gets into the the numbered. >> Yeah, >> it's number one. >> Let's see above. >> I think number one and number nine >> linked to our acceptable use policy.
>> Yeah, perfect. >> Number one and number. >> Well, computer misuse is specific. Okay, I would link to the handheld device like anywhere there's a policy that we can link to. I think that's
Oh, it's number nine and number 20 that are duplicates essentially. I'm not sure what's different. Yeah. And that needs a link to the cell phone. or the electronic device policy.
And then when that section gets updated, much of that's going there's pieces of that that are going to fall below. There's examples that come down below them. Mhm. On page 27. >> On page 27, examples of behavior that
may result in internal suspension include number two is unacceptable student conduct, verbal or physical. Is that clear? >> No. >> No, it's it's not.
>> Just Yeah, >> I would have a definition for that. >> You might have and the same computer uses there as well on that one. >> Y, >> you know, but >> yeah.
>> Is it worth putting um where it says examples of behavior that may result in internal suspension include but not limited to? >> Yeah. >> Yes, >> I think that's a good idea. Um, same with the one above for detentions,
>> right? >> I mean, because that that list isn't necessarily everything. >> However, I've been glad when there are lists because it does give you an illustration, >> right, >> that I think is helpful. >> Um, I think the elementary one could
benefit from some of that. Yeah, I think I think what I I think I do appreciate that there are some sort of like tangible examples in here. >> Not to like just keep reiterating it, but what I don't really like about this
section is the combination, especially once we get into suspensions about like here's the examples. Oh, and here's the procedure which is legally based and already in our district policy. Right. So when we get to due
process for suspensions, I think all of that feels like it's covered in policy. >> Right. And but it's like interspersed, right? External suspensions. Da da da. >> One I will say and we'll we'll get there. >> Yeah. No, I'm sorry. But those were
things there are some things that were specifically targeted by our tiered focus monitoring to make sure that >> make sure they're written >> legally is written not just in policy but also in our handbook. >> So if it needs to be written in here
>> is insufficient to link it >> that I asked that exact question and the answer was no it needs to be written in the hand. >> Okay. So like under the bold heading internal suspension on page 27 >> this section was CMR 5302 stuff like that is is that
>> this is >> what they said we have to include. >> Yep. any anything that has a um a law that's language >> how then we have examples and then at
the top of page 28 these procedures >> were those also required by your focus monitor >> 28 >> is that who it was you said >> just at the top right underneath the list >> so all that okay
>> I just >> I understand and we got to do what we got to do. But I don't >> Yeah, like >> it would be really nice to just be able to say here, you know, >> and if we have to put it, then that's fine. But like, wouldn't our district policy be sufficient? So then maybe we should be copying that into here. I
don't know. I I don't like when they're different because I think it just sets us up for problems. And they appear to be very similar, although I did not do a full like side by side cross check.
because I was hoping my comment would be let's just link it. >> Yeah. >> And again on 28 the bottom there the list >> it has computer misuse but it also you might want to add uh
include but not limited to [Music] >> but that computer misuse can be a small really big thing. >> Could be anything. Well, it's >> just >> camp. >> True, but the due process for suspensions. Is that
something we have to call out? >> It is. >> Okay. Y >> um if we have to have it in here, can this the tone of some of this started to shift the placement of a child? >> Yeah. >> Um if we're going to use acronyms, LEA,
if we can spell it out the first time. >> Where I'm sorry, which page are we on? >> Page 29. Sorry. Are these are these things that we can't just >> So the new piece here, the due process, >> that language was language that was directly approved by the tiered focus
monitoring and this is it's legal language that we >> they're recommending that we have. Um, but we can certainly call out things like LEA. >> You know, one thing we I wonder if we could take all the sections that are just like the legal language sections
and just kind of >> we just put them all together. >> Put a slight gray background behind them. So like you could you want to read the legal part? Here it is. >> Or maybe put them at the end because it's a lot to sift through as well. Like >> Yeah. >> I don't know.
>> Like can we consolidate those into one section and then Yes. But if you if you stick them all at the end, then you'd have to link them to the end. Like you'd have to link them in the context. >> Well, I just meant at the end of this. Like I like the examples. Like I kind of wish the examples were all >> together and then yeah, the details
about >> what happens because the examples are the more tangible part, >> right? I got to page 31 and it talks about rem we're into removal
>> long-term suspensions and this is all law. >> Mhm. >> Yeah. So, you can't be on long-term suspension for more than 90 days, right? >> There are some other sections that make it look like long-term suspensions are
indefinite. That becomes an expulsion after 90 days. >> 90 days. >> So what what happens on day 91 was my question. So they're either getting expelled or they're coming back regardless. >> Correct. >> Yeah. And and the law is very very
specific about the circumstances for expulsion. >> Yes. >> Super narrow. I guess I guess I just feel like we did so much work on this policy and if it has to all be in here, >> why can't we then just take our policy
and put it in here? >> Like have a section on some specifics to Smith Academy with the code of conduct and then be like here is the student discipline policy and have >> it has be in here because it should be based on the same laws and we also have
a special education policy, >> right? So I don't think the work that policy did was like in in vain sounds wrong but it the it it it lines up with this
>> um the the legal ease portions for sure. Um the reason this again the reason that this was these pieces were were included and spelled out and it made made the section longer um was because this was directly what was what was recommended
for >> regulators >> um yeah from the regulators through our through our uh tiered focus review last year >> um and and it's part of our corre corrective action. Um, so they're going to once >> they're going to come back and look that it's >> they're going to they're going to once this is approved, we submit this as part
of our corrective action and say here is, you know, here's what you told us to do. We did it here. >> I think there's probably a few small formatting things that we could do >> if it stays in to help people >> read the document because or at least
find what they are looking for in the document, right? >> And leave the detail, but maybe help it not be quite so front and center. And I don't want to take a lot of time in the meeting to go through that, but I think it could really help. >> Um, >> I would just say that anything that was
relevant to the TFM, Desi's already seen it and has given me feedback. So those any any corrections I I've already put in. So we know that the language is in. >> So I guess this is as good a time to to
raise the idea as any. Um these both have become pretty cumbersome at 70. Like I hear the need, but I'm also like you're asking parents to sign that they read the handbook and it feels
a little bit like user agreements at the start of my new Apple contract. I'm like, who knows what the heck it says in there because I think we all just like click and this might not be something to just
absent-mindedly sign. I don't think that's what we want families to do. Um, so one thought I had would be to take and and I actually did a little example because I was just thinking through it um at the end of the elementary one to
take things that are like the most parent focused things that they would be looking for in the student handbook and have a little fast find section up at the top >> that is just a list of links. Um, so that it's just sort of like here
are the things that you are most like I don't know. I think I came up with like 10 things. >> I like that >> that were just like okay here's the stuff you really are looking for. And I mean it's >> it's peas and carrot stuff. It's like >> the start time and the bus routes and
the school lunch menu. It's I I think that no I mean >> maybe we have one family that ends up coming and reading about the whole process on title n stuff like it that's >> would there would there be a reason to have that in addition to the table of
contents >> I would add it in front of or right after the table of contents personally. >> Yeah. >> Just as like in a little box in a little like >> highlight. >> Yes. the
>> and I've apparently right can we just highlight those in >> every year these get better and better so I mean >> this is true >> we we sound really negative and I'm sorry for that because I do want to recognize they do get better and better but I think we we want to just keep
pulling more improvements through um I love that idea of fast finds or frequently >> frequently asked questions but >> FAQ now It's not even that. It's just >> I got a question, but it's >> like, oh man, I want to find the answer
to this. >> Looks or >> like I now have scrolled to page 51 and I found the dress code, but had to go through all of that legal stuff and all of Title N, >> right, >> to get there. And so,
like, >> if I were like moving into Smith Academy, I'd be like, "Oh my gosh, so >> my fast mind looks like, >> right?" >> Yeah. So, it becomes it's not everything. It's here's the school hours. Here's the calendar. Here's the lunch menu. Here's a link to report an
absence. Here's the code of conduct page. Here's the close. Here's where to go in case school's closed. Here's the bus routes. >> Here's the all school meeting schedule. Like, here's all the forms you have to fill out every year. It is not everything, but it's like
>> that all the other stuff is >> Yep. not as often needed or looked at. There's usually specific reasons or examples that people want to go look at the bullying, you know, part of the handbook or
detentions or something. >> Yeah. I think my stuff was more at like the if I had to go back multiple times, what are the things that I'm looking for? I think that was the mindset for it. >> Yep. Um, and then I just put a little box around it so that if it would be
really easy to find. >> I think I think that makes all the sense in the world >> and it doesn't have explanation to speak of. Although I did give a link for the digital district calendar >> because that is a little piece of work that I don't think many people know
about >> and it makes keeping track of half days super easy. So, and so while I put this on the end of my notes for elementary, I think >> there could be an equivalent one
for both world >> and it helps offset this behemoth 70 page thing >> that you don't want to have to go looking for page 54 >> and maybe dress code makes it in there. I had >> I would put the dress code.
>> Yeah. I don't know where you are but my next thing is on page 52 certainly if you have something before that but I have so many totally oh yeah and not to keep going back to
this but then at the very end of all of the discipline stuff we had a section on interventions prior to discipline. >> Yeah, that might kind of be >> the very page. >> I just lost it. I'm going back through
title nine to find it. Hold on. >> Oh man, the title N sections are >> Yeah, >> right. >> I had >> I love an appendix. Oh, yeah. Interventions prior to discipline on page 38. >> Yep. And your suggestion is to
>> Well, we kind of put it at the top now. So, we could just delete this section probably >> because that looks like that was out of the old policy. Like a lot of these are >> very similar to what the old policy was.
>> Sorry, Christie. Or who? >> No, my next thing was on was on page 38. >> You're on 38. I was >> because there were stuff about elementary school in here and I was like >> where are you? >> Um page 38
interventions prior to discipline. It was sort of like could this be more specific to Smith Academy? I think this is the policy though >> said students will act out difficult to manage. >> Yeah. I think that whole paragraph should just be
>> taken out. >> Yeah. That's included. >> That's not the current language >> at all. >> Right. >> That was in the old JIC. It asked for a link in the bullying intervention piece. Again, this feels
like it's district policy, [Music] >> but it's probably there because it got called out that we needed it here. >> Yeah. >> So, is this new language or is this >> um
>> this is new language in in purple? It's not like out of our policy into this. It's something that TFM wanted added. >> It feels like it may be our policy. >> I don't I mean it feels similar but I don't know the
>> I believe this is so this was from what we had um but it wasn't located in the handbook. >> Got it. >> So we submitted it said here's what we here's our bullion intervention plan. They said great >> that's wonderful. >> It needs to be in the handbook. >> Okay. All right. >> There's a page in the middle of cyber
bullying. It's just a random thing there. >> I'll flag it up in uh >> Oh, how'd that happen? in on page 40 in the middle where it says
you can find Hatfield's entire bullying prevention and intervention policy including definitions online link right there. >> Yeah, that would be a great place to throw in the link. Although this looks like so much of it, but
>> yeah, this is >> now where you say it's on page 41. >> I was what I just said was on >> highlight on it. The the place to add a link for that. It's in my notes. You'll see it when you Oh, great. Okay. It's already there.
I don't know if there's a way to make that title n piece not so is that >> this was if you recall >> recall the conversation we had last year it was for the same reason yeah >> that we had this information but it was not in the handbook and they said it needed to be in the handbook for it to be
>> understand why a link does not account. >> Yeah, I know. >> So, we also read all our title N policies. >> People aren't going to click on the link to read it. Well, they're not going to read this either, >> right? >> When they scroll through and see all the
pages. >> Sometimes I'm a fan of an appendix >> still in there. >> So, all those sections could be referenced and linked to the appendix. It's a very good suggestion.
>> Um, I was just checking that we get to dress code for graduation page 52. >> That's where I I have a thing. >> Cords. Do you have a thing on cords? I just couldn't remember what we changed and I didn't feel like it was here and I couldn't remember it.
>> It was the military one, wasn't it? >> Yeah. So, I think >> military is a stole. We updated some language in this section and I couldn't remember what it was but I didn't feel like I saw it. It was about the chords. >> Yes, I remembered that it was chord
related. >> Oh, >> and we updated it which >> last >> Yeah, we did. >> I thought it May or early June. >> I thought it was graduation. >> Committed to joining the military. >> That was part of the original one. We added another
>> something else. >> All right. But this is saying the military thing is a stole. >> It is. Yeah. >> Okay. >> But the we added a chord for something else. It was related to >> steal by literacy. >> Yes. >> That's it. >> Yep.
>> Yeah. So that should be in here. >> It's a green court or Yeah, I think it is. Well, it doesn't The colors aren't mentioned here. >> No. Um, my piece that I highlighted was on the graduation caps.
>> Mhm. >> Uh, the last bullet that says they're turned in and approved on the Thursday before graduation, given the caps back on Friday to take pictures. Before walking, they're inspected.
Um, changes to caps after approval will lead to discipline disciplinary action up to and including not walking or participating in the graduation ceremony. Weren't we just told that we cannot
deny a student that didn't we have that conversation in policy about something that we can't prevent them from doing? I think you can't prevent them from like graduating, but you can prevent them from like participating in >> correct. And we can't
>> like we would still issue a diploma >> and we can't we can't deny someone the opportunity to participate based on like not being able to pay for something. Class due I think class dues was the was the specific thing >> that if they've haven't paid their class dues, they
>> I thought it was for any reason. No. >> No. So a disciplinary reason is reason enough to not participate. >> We also talked about disciplinary reasons and you can't have academic punishments. >> Correct. >> Which we don't do. But this is right because we're still going to issue the
diploma. >> Yeah. >> Right. But somebody could be told they can't go to the prom if there was a disciplinary issue right before. >> Absolutely. >> Okay. >> I just want to make sure that wasn't in
conflict with something else. [Music] It's good to have team. >> Yeah. >> Don't remember anything else after this, but I'm scrolling just in case. >> Think so either, but I'm looking. >> I had something got something. It was
up at lunches. It's all the class officer election stuff. That whole new section reflects the changes we made the end of the year. >> Yep. That's it. >> That looked all familiar. So, >> are we still I'm sorry. What page are
you on, Christie? >> 65. >> Okay. I'm on 62. And this is just a really quick question. Are we still alerting the radio about the school cancellations? >> It does still go to the TV.
>> I >> like our families relying on the radio. >> I don't think they are. >> Um I would be a little this is just like the doomsday person in me. a little hesitant to take it out because if for
some reason >> Okay. >> like powers down, >> but if we're not currently letting the radio know, >> this is saying Yeah, I believe I believe that goes when we put it out there. I believe it. >> Oh, it automatically goes
>> all of these. Okay, that's what I wanted to like. >> In the elementary handbook, it talks about the website. Is somebody actually updating the website when we have cancellations? I have been. Yeah. >> Okay. And you can do that from home.
>> I I can check >> if I can remember at 4 in the morning. >> Just the silly things. >> Perfect. No, I just wanted to like if this is an automated process, I'm happy to leave it in, but I was like, wow, is anyone listening to WHMP to hear if
school is happening? >> I noticed that the idling restriction is back in, which is our policy, which I was surprised by. Now it's here. >> Yeah. I'm not sure what led to that, but >> I think that's something I may have put
in because I came across it. >> It was from the tiered focus monitoring. Yep. >> Really? Yep. It's >> in our It was in some of the language relevant to what we needed to have and I don't think it was specifically it wasn't specifically uh cited, but when I was reading over the regulations, it
spec it addressed it specifically. >> We have a school policy about that, too. I flagged it this summer because I was like, I don't think that's ever come up before. >> Yeah. >> Okay. So, there's page 65. Are you that far? Are you further? >> I'm further. Go ahead.
>> I'm on 64. >> Oh, 64 wins. >> Item 12 has another COVID mention. Let me just take it out. It's fine >> about transport. That co stuff just sticks around. >> Well, you guys were really thorough
though when you made updates. Look how good you were at that. >> It's taking us five years to weed them out. >> Okay. Sorry. Carry on. >> That's okay. Would you say you're on 65? 65. Bottom of the page. Food. Mhm.
>> And the first one on food is sweets, which >> is not in the spirit of the wellness policy. >> I also don't think we need to call it out specifically. >> Food or beverage. >> Yeah.
>> Yeah. And then if the policy changes be fine, it won't conflict here. >> Um page 68. >> No change charge policy. Yeah. the whole thing here like all the
meal stuff feels I mean >> oh is this Yeah. >> Yeah. We also >> I mean it does say all students are eligible for breakfast. It doesn't say breakfast is free. >> Yeah. >> And then it talks about meal charge for
the rest of it and students will pay for meals at the regular >> have a district-wide meal charge policy. >> Yeah. This does not policy. >> Yeah. >> Yeah. Yeah. So, here's it could just be a policy, >> right? And then it keeps going on to the
next page for payments. >> All of that refunds accounts. >> Well, wait, you just ordering food was kind of >> ordering food needs to stay. >> I was like, "No, keep that one in. Keep ordering." >> Yeah. It's a >> And it feels very specific to the school. Yes.
>> Although I witnessed it in the past. I have It's ordering food. >> Yes. I mean, >> I I've seen that happen a time or two. >> I'm surprised elementary kids haven't tried. >> Have they what? >> Tried ordering food. >> Ordering? >> Yeah. Like Door Dash or whatever.
>> Dominoes. >> Shh. Don't give them any ideas. >> Teachers have, not the students. >> So many students are watching the school committee meetings. I'm sure that's really a problem at this point. That's not been a problem at the elementary school.
>> Awesome. My next thing is on page 71 where it's a link to district policies and it still has the COVID policy listed. >> That policy no longer exists. >> Correct.
>> So true. >> Take it right out of there. >> And it's heads up. It's the same in the elementary handbook. >> It's still listed in there as well. It's on page 72. >> Woohoo. >> All right,
>> we made it. >> Can Can I make a request before we go on to the elementary section? >> Can we start with anything specific to special ed because John has a hour and 20 minute ahead of him. >> Thinking about like we should have let
John go ages ago. >> We're on HS. >> Should have asked that before the All right. Well, so do we want to skip down to like page >> truth? >> I don't think I have anything that's specific. >> It's going to come into the same
>> Right. And and you've seen the update we did to the discipline policies and the students with disabilities, >> right? And we have those new policies which is good. >> And yeah, my questions are things like the title nine sections 10 pages. Could
it be linked? But maybe it could just >> be an appendix. >> It could be a paragraph and then see the appendix for the full. Would that satisfy? >> I I don't think it would. >> Wow. If it's in the same document. >> Well, if it's in the same document, I
mean, if there's anything that's redundant, yes, we can definitely >> like because my appendix I love an appendix. It would be in the same document just >> so you would give like a paragraph about it and then say the full details are in
the appendix here. So then you'd link to the appendix at the end of the >> was still that would be fine. >> Yeah. >> It's not linking to our website. It's just down to the skipping a few pages. >> Yeah, >> that would be because then if people
were reading through Oh my gosh, you just saved them half the document. But also, it actually makes it a little easier to find. Like if you are like, "Hey, I really want to know what these Title N regulations are.
>> You know, they're right at the end. >> So, are we letting John go?" >> I don't think I had anything specific. >> Not that isn't that we didn't already talk about, right? >> Double check. >> Okay.
>> Yeah. Thank you so much for being here. [Music] So, as we open up the elementary handbook, >> um, in your letter there was
a typo that I just wanted to double check. Um, >> Huh? You have a typo before that? Oh, >> really >> man. I gota up my game. >> You're like, there's got to be >> Well, sometimes you go through it so much then you don't even see it anymore
because you know what you mean. >> This is um >> these are long documents. I don't blame anybody. >> If you want to do yours, Christy, I'll find mine. Um I think there's a misspelling of principles letter. >> First word >> where >> table of contents.
>> Table of contents. Principal. >> Oh Jesus. pronouncable >> and >> okay >> and then at the very end next to last district policies
has a typo. I am >> you're in my you may be making updates on my copy which I don't care where you make your I'm just making you aware of that in case >> okay >> that creates a problem for you later >> all right
>> I don't care >> okay >> I'm just imagining if it were me I would then get to something later and be like where did all those changes Okay. Where's the typo on the >> on the letter? >> Yep. >> Second paragraph. >> Contact me of our most
>> Yes. >> Yep. I just saw that. Okay. Contact me. Period. >> Um we we talk about um in that letter just under that to check the school website regularly and the website will
be updated routinely throughout the school year. Is that a promise we can deliver? >> We have a web master as a new stipen position this year. >> Yes. And is it filled? >> Uh it >> we haven't will be. >> Yes. There is some somebody who's interested.
>> We have high degree of confidence that's going to pull off. Okay. I'm just like we have yet to pull that off. >> Yeah. >> There's so much hope there. >> Yes. >> This optimism. Um >> Connor, in the district directory, you
have two phone numbers. myself >> on my on my here >> in the elementary one the superintendent number and the principal number is different. >> Oh, interesting. >> So I don't depending on which hat you
want him to wear, but I don't know who >> 04 that goes. >> That used to be 0486 was >> a number for the school. Does that does that bypass the
secretaries and go straight to you? >> I remember that number. That wasn't a main number. That was like insider number. >> That's why I'm calling it out if he wants that. So I just >> I suspect it no longer does because we switch systems.
>> Okay. So I will I will update that. I didn't even pay attention to that. I was just making sure the names are all right >> because my brain works this way anywhere that the header like needed a return. Yep.
>> But things I've just flagged those. I don't won't speak to those. And I think you have a special education teacher >> to add into that spot. There's no TV. >> Woohoo. >> Cindy, not bad. I'll put her name in there right now. Um, given that the PT
is outsourced, can we just put that part in because it right now it just highlights that we don't have PT, >> but we do have >> Yeah. >> the service provided >> on page nine.
Hang on. The Cafeteria food services. Are those the updated people? Because I know there were two new hires for cafeteria. And were those Smith Academy or elementary?
>> Believe they were elementary >> cuz >> I don't know that for sure. Let me highlight that and I will add to make sure that I add that John Halpin to check. [Music]
Okay. >> Um, page nine on the bus. I would suggest fifth grade versus six. >> Oh, I tried making sure I got all >> So many were taught. I noticed them. >> Okay. >> I did a find in Well, I saw that one and
then I did a find and looked for six, the word sixth, and it was nowhere else. >> All right. So, you found it on page nine. You said >> page nine. Okay. >> And then that's where the the school bus stop thing is linked right there too. >> So then add more specific explanations
to the timing of that. >> Yeah. Or and that could be on the those stop list. It wouldn't have to be in the >> Yes. >> Awesome. >> On page 10 at the top when it has the bullets there, it says cell phones must
not be used on buses. Aren't we really encouraging kids not to have cell phones in the elementary school? Like not even to bring them or >> Yes. But um as much as I it's an opinion that
students don't need to be coming with them because ultimately we want parents to contact the office if there's any kind of change in pickup or something else that isn't necessarily prohibiting parents from sending their child with a cell phone because they are looking for them to call them when they get home.
whether that's because they're a bus student or they're walking home or riding their bikes home. So, what's helpful and great to know is that aside from maybe first thing in the morning as they're walking into the building, a few of the older students, we were like, "Put the phone away. Put it in your backpack." When they would first walk
in, they would be respectful and do just that. For the most part, they're not walking around with them during the school day. Um, >> for the most part, >> right, >> I think they should all be in the backpacks. >> Yes. But what ended up happening was there was an incident on the bus in which a student was wanting to be
friendly, showing another student something that they really liked on on their screen on some kind of and it was scary and the kid got really nervous because it was some kind of video that the student thought was funny and hysterical but really was like upsetting and scaring the second the other student who was watching it. So I've made those
phone calls of just giving you a heads up your child is opening their cell phone on the bus and is sharing videos. That's and then we were also understanding that sometimes that was actually I had to talk with a few students in the spring because they were listening to music and were forgetting that sometimes the expletives were not welcome on the bus either that the
younger students could be hearing them if they were playing their music. So >> yes, unfortunately as much as I would love to say don't ever bring them to school. Um we have been very appreciative that families have been definitely and kids respectful of not having them on their person. They leave
them in their backpacks and because backpacks are in lockers generally that's not something that they've been walking around with. But being on the bus we would encourage them to be in the backpack but that's where it should be. But I can't say that they can never walk around policy that they cannot
>> use them on the bus at all. >> Correct. Um, is there a way that we can if an elementary parent wanted their student to have a phone for some of those reasons that you outlined, call when you
get home, whatever, >> that those parents have to send in a written permission that I've given my child permission to bring a phone into school and the agreement is that the phone will stay off and in the backpack
all day. Like is there anything what we can do about that? Like >> I I think the the action there is if you know if it if it it's against policy, it's against school rules. Um so if there's an issue, you follow the disciplinary procedure. Hey, you had
your phone out. You can't do that. You're not allowed allowed to. And then, you know, it could escalate to the point where, you know, the student, hey, your students had your kids had his phone out three times on the bus. That's not allowed. He can't ride the bus for a couple days, >> right? >> Um, you know, >> and the phone gets confiscated
>> confiscated and the parent has to come pick it up >> each each time. >> That does get a little tricky on the bus because then you're asking the bus the bus company employee to take the bus and and they are supposed to be able to get it >> that day.
>> Um, So, you know, whether or not we we could ask the bus company employees to take take a student's phone and confiscate it as we as we could as teachers or admin. >> It works in the morning. >> It does >> because somebody can meet the bus and if something's confiscated, not so much in
the afternoon, >> right? >> Unless we have bus monitors again. [Music] Well, student the policy is not saying that students cannot bring phones to school. >> They can.
>> They were discouraged, >> but the specific procedures about cell phone storage are handbook specific, >> right? >> I mean, they're going to have to get used to it because I don't know with academy they're locked, right?
>> And I don't know if we're going to have to get yonder pouches for the elementary at some point. Yep. >> We had put them in a budget at one point, but for whatever reason, we didn't end up getting >> Well, if they were in the policy last year in the handbook >> if it becomes a state, >> right? Mandated thing.
>> Yep. >> That Desessie's talking about doing it. >> Well, that's passed now. >> Yeah. >> It's a Yeah. Bell. >> Yep. >> Yeah. >> Yeah. >> And they're looking at funding to give everybody the pouches.
All right. My next thing is all the way on page 20. So, somebody may have something ahead. >> I do not have anything before that. >> Oh, I had a little word correction on BST, but it was just a suggestion. some
big >> um so the assessment and grading policy just I wondered if that could be clearer or more specific. So basically it's just like some things are graded, some things are not.
>> Okay. I've had experience where it's not clear in a classroom what's getting graded, what counts towards assessment, what counts, and it's the teacher wasn't clear when asked, and there's nothing written that
gives any direction that I could find. >> Yeah, >> that's >> which feels >> something we can work on because I know that one of the things that we are looking at wanting to do this year is to change the report cards. Um, so that could very well dovetail into making
this section more clear. >> Even if it has to be like K to2 grades are determined this way and three to five, it's determined this way. >> I I I think it's not an uncommon sense that grading throughout elementary feels
pretty arbitrary. like what counts for a a P or like I can't even remember all the letters >> progressing meeting >> progressing meeting like what even counts what determines whether it's this versus that there's
there's nothing and so when we get to like advancing a student what do we have to look back like there's so little there >> well this is be would be some great work that our school council could be doing this year.
>> So, we're content having it vague in the in the handbook until that happens with the commitment that it's happening this year. >> Yes, because I do have a meeting with teachers on the first week of school
because we are changing our company that we're utilizing for um our student data system. They also are encouraging us to do something different with the report cards just because of the cumbersomeness of trying to
change the importing from the old system into the new system. So I said great because our teachers have been complaining about the report cards for the last few years and they've been asking each you know when can we change it? When can we update it? We need to be updating these. Um, so this would definitely be a great opportunity to
leave this vague for now only because I don't have teachers right in front of me that can be explicit with how do how do they do that? I think that they would be helpful when we're working on report cards to make sure that this is more specific and clear. >> So can we count on a midyear check-in on this subject? >> Yes.
>> So that we're not waiting till next August that >> I'll put it on an agenda. >> Perfect. And that will speak to report cards as well. [Music] >> I'm 21. Are we still encouraging people
to get COVID shots? >> Nope. >> Well, >> I don't know. My nurse might say yes. Actually there is a whole push right now on that. >> Yes. >> The health department stay home department just >> it's
encourage everyone to get >> yeah just like no different than a flu shot right we do a flu shot. >> The clinic happens every year in which we offer both the COVID um booster as well as a flu shot booster. So,
>> um, page number 24, [Music] >> um, in the cafeteria stuff, the offer versus serve lunchtime. My question is less about the handbook, more about the practice of that. Does that allow for all those meals to be
reimbursed? because I know we only get reimbursed if it's like a meets certain a full meal. >> So, does that practice >> allow for everything to count? Is a reimburseable meal? >> Which where are you at?
>> Um, grades second page 24 kind of upper quad. Yeah. >> Offer versus serve lunch. >> Yeah, it's not scrolling. They're encouraged to take one of each component
but are required to take at least three. >> And your question is three reimburseable. >> I think that I think that's why they have to take at least three. >> And they need a milk. >> It has to be different. Yes, they need a milk, a fruit, and a vegetable. Or I can
double check that with John Halpin, but there's three items at least that have to be on the tray. So milk in this policy, and this is really hard not to be like advertising that families do this, but at the same time, it is absolutely legal. So meals are free at
the elementary level for both breakfast and lunch. However, if a student has a home lunch and wants to get a milk, they have to pay 50 cents. >> However, that same student who brings a home lunch can get a school lunch also
for free, can get the milk, the fruit, the vegetable, and eat that too along with their home lunch, and that's reimburseable, and they don't have to pay the 50 cents. So, that is a viable option for our kids to engage in. And there are times when Mr. help and had noticed because he's mo
usually the one who's um you know logging the kids in and making sure that they're he's just clicking the button. Is it a bagel? Is this a sandwich? Is it reimburseable? Whatever. You know, he's doing his own thing. So, he gets keeps track. And he began reaching out to families to say like, "Hey, did you
know?" But there's so few kids that were just milk only that would then, >> you know, he's like, "You are more than welcome to do this. You can take this whole thing even if you don't want the the the meal like the sandwich or the thing part, but you want to eat the milk, the fruit and the vegetable,
that's still fine. You can still get all of this each and every day. >> Not not only is it fine, it's encouraged because you're right. >> Take the fruit and vegetable with the milk that you're already wanting. >> Yes, it would actually help our financial situation. >> As crazy as it is.
>> Okay. Um, under parties at the end of that page, I'm um I really don't have a strong desire to reinforce the wellness policy, but I I
want to have a strong desire to actually follow our policies or fix them. And when we say it's strongly encouraged to include healthy choices, it's like I think that policy more than right should it shouldn't Yeah.
So just something to the effect of like just follow the wellness policy >> for celebrations >> mandates that parties only have healthy choices. >> It's it's not an option. >> Okay. >> There's a fair amount of not following
that policy going on. right above that. Um, it's still kind of listed under food allergy, but it is please also re review the following
information on our website and it's listing some things, right? We could link >> some things there. Okay. >> You know, the meal charge policy. I know wellness is linked below but
um but above that yeah um just a general question page 25 it talks about students can't wear hats or hoods >> I have a memory of that changing did that not >> changed at the high school >> yes only changed
>> our staff wanted to keep it as not as having that policy it was something that they could look forward to doing differently at Smith Academy. >> Okay. I thought we I thought that had changed. So, sorry. I just asked a question. Um top of page 26.
>> That's where I am, too. Go ahead. >> This is getting into cell phones with smartwatches. >> Yeah. Well, we can link the policy there somewhere. >> So, it says electronic devices shall be turned off and kept out of sight during school hours during lunch. students in
younger grades than fourth will be expected to keep them in their back. It's like what happens with fourth and fifth graders that's any different. >> Oh, that is because I think I think we were hoping to maybe do >> the pouchies. >> It was I had I didn't finish fixing all of that sentence
>> because I had a note about that too. Like what we need to say what will the fourth and fifth grade do? >> Yeah. >> So actually it should be all I will fix that. Yep. Um, I was wondering if there's a link to the insurance company that gets referred
to on the end of page 27. >> Oh, yeah. >> Do we even do that anymore? >> Yeah. Do we do that? >> I don't think we even send out the things anymore. There was an insurance thing in the Smith Academy. >> There was a link in Smith Academy. >> Okay, then I'll have to up Yeah, that's
a good question about the link. I'll have to find that link. >> Good catch. >> Um, on PH28, it's listing some of the school council duties and I'm given the change in the
contract, I'm wondering if facilitating and reviewing a professional development plan makes sense there. No, it doesn't. Yep. I will eliminate that. >> I flagged the PTA could have a link. [Music]
>> Oh, no. I have special ed question >> about the CPAC. Is do we have any update on CPAC? >> He was applying for a waiver. >> We got a waiver that was approved. >> Yeah. And I think he's going to keep working to get one. >> Um not a waiver, an active seat,
>> right? And if not, either try to join another district. I think that was something else he had looked into because >> the collaborative ought to have that. I brought it up, but >> we tried to join another district. >> We are not the only ones in this book. >> The collaborative is the perfect
>> I but there's something legal about it that Well, let's fix that law. That's probably a state law >> because I brought that up at a meeting. I mean there's 37 member districts in the collaborative and a lot of them are little >> gonna say how many have an active
>> there's Frontier but then all the little districts that belong to Frontier all have their own elementary schools and all those elementary schools are supposed to have a CP >> and Cole Rain and Conway and Sunderland and Shootsbury and Leverit and all these little places
>> and they have trouble >> fielding a full CPAC. And it's not like the law is different from my school to your school on any of that. >> So I had asked if the collaborate collaborative could somehow coordinate
um a CPAC a a regional CPAC. >> Well, we're getting a new executive director in January. We'll bring it up again. >> Throw your chair weight around. >> Got to hire a new person first. Okay.
Um, video release. >> Oh, yeah. The police, the actual permission release. Yep. >> Would be great to add there. >> Yep. And the next thing I have is code of conduct related and it starts on page 33. So there's a whole setup on code of
conduct, but I sort of like, but what is considered a code? And my best sense of that is this section that starts with personal conduct and expectations of students and carries on to cooperating with and respecting
others, properties of others, and safe school community. That those four or five sections, whatever that is, >> y >> is the code of conduct. And so I was just kind of wondering if that could get formatted in a way so that it's
highlighted and named >> could backer section like there's ways to help that call really stand out because it >> there are other references to it later in the document >> and to be able like this is the code this is what you're expected to do and
I'm glad for the guiding principles and the belie like all of that it's helpful but at the are like, "Okay, what is the this is what you have to do." >> Okay, this is this is what we're looking for.
>> Um, one of the things that the Smith Academy section that is similar to this does, and we talked a bit about it, is sort of give some examples. And I'm
I wonder in all of this if there are places where we're going to give some examples. And I've got it called out somewhere else, not here. But we talk I think when we get into um so
when we get to page 39 and it's talking about things like high-risk behavior violations. >> Yeah. And it's like address behaviors that are highly serious. >> What what >> what is what qualifies as highly serious?
>> So the int so part of what happened the second year I was here is that we really completely revamped this whole section of >> the code of conduct because again it was very punitive in nature. It was very you
know wagging finger, very negative. Just didn't feel right. didn't feel again as a document that's anybody who's going to be starting this district needs to be and was is reading hopefully. Um, you know, we wanted to make sure that we were really kind of letting people know
what the philosophy and how this is about educating, right? This is about teaching a deficit, making sure skills are are massaged and, you know, there's procedures and protocols and things that we're doing in a tier one situation
based off of the the things that teachers are doing in responsive classroom around building community. So we wanted to make sure that the policy really kind of was more aligned with the way most of the people that were that were helping with this which was the school council were feeling. So we wrote
and tweaked this and then last year school council was put out. I had a couple of parents who were interested. I didn't get enough staff to do this. No one came forward because there is some things that still need to be massaged with this whole document in this whole section. that
really needs staff input as well, which is what I was hoping could be addressed when we were all meeting. This coming school year, we'll be working also on the school improvement plan, but it's definitely a goal to try to have a meeting and this set up sooner
in the school year. I had put this off and was like, we, you know, the policy is like we meet four times a year. Maybe we can do this in February, March, April, May. and I didn't get any takers and people got really overwhelmed with time. So the shift will be to try to
have school council be much earlier. We definitely have the school improvement plan to create but this was also an area besides the grading policy. Now, um that also needs some attention around internally. We've been addressing the
notion of like a major versus a minor behavior tracking um to help support teachers in again just kind of looking for patterns over time, times of day situations that just might be a one and
done and then maybe you don't and nothing else happens, but then a few weeks later or a couple months later something else happens versus something that just kind of continues because we do look at that information and documentation so that we can make plans. And so when people are bringing those forward and sharing them, then things
get done and things get, you know, we put things in place. Um, but teachers that don't bring things forward and deal with them internally is great, but I don't want people feeling that there's not a place for it because we definitely are trying to do that. But a lot of things also come from intent. Like how,
you know, I can say we can start trying to put some things down, but I get nervous that people are going to be like, "Oh, well, you can't do this with my child. my kids's not going to be able to have some type of disciplinary action because it wasn't mentioned in the code of conduct. I'm not going to be able to put every little infraction down,
>> which I think is why why the suggestion came up earlier like includes but not not inclusive like just right >> this is not limited >> not limited to >> I I worry that when there's so I hear the reasons why
you want to have some room and I get that but I also worry that like we could have a whole lot of variation that there's not equity going on. So if if I'm in teacher A's room and Becca's in
teacher B's room and we're both doing the same screw ball girly thing cuz of course but she's kind of like get in detention and I'm told not to do it again, >> right? >> Which wouldn't be the way it'd go down.
You would get off and I would be in trouble. mine. It's that's troubling it >> and I don't having some shared definition
not that everything has to get listed but to give people >> a base of things. >> Yeah. I mean, we've definitely had in our majors, which would be under safety particularly, we definitely started breaking some of that down and that's
going to be shared with staff as we start the school year and as the SEAL team met over the summer. >> Yeah. >> So, yes, we can we can definitely flush that out. So, >> and making sure that it follows the
policy that was >> um you have here >> so we're really asking for level by level examples. >> Some examples I think just examples and they can be clearly noted as examples
like doesn't have to be the end all be it all but I do think it's >> really helpful to have some like concrete thoughts around things that helps give structure >> and they're helpful to parents too because I can't be the only one that has
gone back to the handbook and been like, "Hey, >> this isn't allowed. Let me show you in the handbook because >> my lawyer, my future lawyer sometimes needs to see things written down." >> Yeah. My examples would be the most
frequent things you see. >> Okay. Yeah. >> Just because it would be so easy to >> help help parents who are looking. >> Yeah. On the top of 39, the second bullet, conduct student centered
discussions about the incident to repair and store relationships. Are you calling out for students to do repairs or is what is >> No, that would be supported by
staff. That would be either people who are working in the nest or um the BCBA or our counselor. >> They would do what? >> Support that per uh that >> the discussion. >> Yes. Just for clarity for us, who is working
in the nest? Is that has shifted? Is the BCBA in the nest or somebody else in the nest? >> Um, Mr. Rosazo is going to be still in the nest. M. Uh, Thomas. >> Okay. >> The BCBA will be supporting that also.
>> And the Nest isn't the only place students can go and access if they need it. The star room is also looking to open up and be more of a a resource for students who might need support and a quiet space to work. >> The nest is up on the second floor.
Correct. On the corner library, >> but what is the room called that's on the first floor used to be the butterfly room. >> We haven't named that yet. We just finished getting a nice refresh. It has a nice new decor of um fish and we Yeah,
>> the fishbowl. No, that's wrong. >> We definitely are looking at that to also be a place where students can and or staff if they're looking to do like testing on student, you know, student testing. We definitely have even though we've moved our sixth grade up, room space is still um a hot commodity as far
as like staffing looking to utilize space in the building. >> Um so that can still be a space that people might utilize for testing, whether that's for speech or school psychologist. The BCBA might meet with a parent there. Um, but as far as students go, it's still a place where we do have
a majority of some ESPs that will take a student just to finish and do some quiet work. Um, it's not um like a timeout room kind of thing, but it's definitely more as a a space, a quiet room for students to complete work. >> I like the aquarium.
>> We're going to look for st uh students to to help us name that. >> Students should >> Okay, here we go. What's left here? I found a few places that a link would be helpful. I think we've had a lot of conversations like what we could do with
the whole title N section. >> All the same notes that >> all the same notes we gave Connor apply because it there's a lot of copy here. >> So many still scrolling through title. >> Appendix A.
>> Yeah. Um there there's a I left you a note about it's like pursuant to the student discipline code. It's like might be it's outlined in this handbook. >> Yep. >> Can do. >> Um there's a reference to student
discipline code which I could not find anything titled student discipline code. >> What page is that? >> Page 51. I'm wondering if that's old. That may have been before we did our code of conduct.
>> I would not be surprised. >> Oh, it has to do with it's listed in the smoking on school premises section >> on page 51. >> Yep. Top of 51. So pursuant to the student discipline like
>> um we got we got a second graders smoking on school grounds. We got a big >> um hopefully not >> on page it's page 53 for me but that maybe because I added in some sections
um some extra returns. You're listing academic supports and behavioral emotional supports and I'm wondering if the school psychologist and BCBA would be listed if the school counselor is listed. >> Yes. >> Just to take credit for things that
we're building. >> Absolutely. >> It's at the bottom of 52. Fine. >> Okay. Yep. >> Um >> so you said add them to the you said BST. Add them to the BST.
Sorry, >> there was just a there was a list. >> You have that as a comment, too, or No, >> I did. I did >> a list of supports. >> Yeah, you've got a bunch of bullets of things that are supporting. >> Okay.
>> And it sounds like you could also list the nest and TBD aquarium and whatever. Like, >> Gotcha. Right. Yeah. >> You know what I mean, though? >> Yeah. Yeah. Yeah. Okay,
>> we get into is on page 55 it starts to talk about suspensions >> and the tone of this just like came out of nowhere. >> I'm wondering if that's Hang on. Is it the >> And it is the hardest most complex
sentence in this document. I'm pretty sure >> it is about seven lines long. >> What's the heading for it? >> Under suspensions. >> All right. So I >> principal or person acting as a decision. Yeah,
>> that is um >> that looks legal. >> That was legalies from Yeah. >> Yeah. >> Yes. This is directly pulled from >> 37 agent. >> They love their run-on sentence. >> I actually there's a very similar or
identical section in the >> It is. >> Yeah. >> Yeah. >> We're supposed to educate. >> I know. >> Just embarrassing. So, >> well, maybe we can put that could become part of an appendix.
>> Oh, yes. All >> yes. But also >> put in parentheses that the last slide >> what mass general law that is and what section what all that is that would help >> then they know we didn't create that mess.
>> Just just title appendix a mass general law. >> That is one big long sentence. It is. >> But yes, unfortunately that is not >> that is not me. That is >> No, I knew it wasn't you, but it was like, holy cow, it was so hard to read.
It's so dense. >> Um, due process for suspensions is another one of those sections that could have a paragraph and then a move a whole bunch of copy to the appendix. >> Yeah.
That's pages right here. >> Pages and pages. >> Yes, it is. >> And I have notes where it's like link to the policy, but we've had that conversation. So, >> yes. >> Same with discipline for students with disabilities.
>> Yes. um the manifestation >> that's all from the DSM or TSM or >> it also it had an extra extra return in
there is why I think I have a note on it. >> Yeah, >> there was a whole bunch of things that John was like, "Okay, get ready. Here's all of our updates. These all have to be in the handbook." Click. Okay. >> So, bullying prevention I was less
worried about moving um the COVID on district policies list. I think you probably heard that. Yeah. >> I flag that for you as well. >> Thank you. >> Um the user agreement with electronic communication systems we needed has an
update for the year. >> What page is that on? >> 75. This is why it's so good to have things in two places. >> Yeah. So, here are some of my really random questions for you >> that I could not find an answer to. Can
kids bring toys from home to school? >> No, they should not. And that is something I probably need to have as a policy, shouldn't I? It >> used to be in there. >> So, I'm not sure why and how it got >> now >> taken out because it shouldn't have. That's one of the bane that's one of the bone of contentions I have so many staff
coming up to me going I can't find it and why is it that parents I mean I will put it in as you know in my newsletter occasionally like we don't have toys coming to school uh we have school issued fidgets if you have a child that needs to be playing with something or holding something we buy them and
provide them we it's not something you should be coming to coming in with. So, if you could please add that okay back in because I um I count on that in the parental role >> because >> my lawyer has been referred to that before. >> Got it.
>> Um where would it go in the handbook? >> I don't know where it was before, but it used to be in there. And there needs to be some clarification for what how what does that mean for showand tell because that is the conflicting moment. >> Got it. >> So,
>> sharing, right? or whatever you want to whatever that's called. >> So that >> there's a lot of >> Yeah, >> even with the share. Yeah, I can definitely have a bigger conversation with that with with teachers because >> a share should be something that even if
it's brought in, it's once it's shared, it might be placed on something, a shelf or something for kids to be able to like look but don't touch after that and then it gets at the end of the day it's in the backpack and it goes home. It's not something that continues to be played with during the school day. It doesn't
then follow them to lunch or to recess or to specials or anywhere else. So, it really is supposed to be staying in the classroom away from others because it shouldn't be hands-on and shouldn't be being it shouldn't be touched by anybody else at that point.
>> Yeah. Um, are there rules about snacks? >> Because I think everybody has snacks like an everyday snack. Yes. Go to school with a snack. >> I didn't see anything about >> snack time. >> Okay. >> Again, the wellness policy definitely
has an opinion. >> Okay. >> Um and although if it's sent from home, >> it's still supposed to be encouraged to fall within the guidelines, >> they're not sharing it, right? So, if I send my student to school with a can of
soda and a peanut butter jelly sandwich and a cupcake, you know, >> if you But you >> I'm not providing for anybody else, >> but you have a problem if you have a nut allergy in the classroom, >> right? >> Like you. >> All right. So, not a peanut butter and
jelly sandwich, but a soda, a cupcake, and some kind of sandwich. I will say Miss Patty did a very good job of setting everybody up for like this is the rule and even at snacks we ask that kids only bring in things that fall
within these parameters. >> And and as every grade you go up, it gets looser and relax. >> And you know, then there's the teachers that give candy for >> Yeah. >> teachers give out candy if you keep your
desk clean. So anyway, um >> add about the toys. >> So toys snacks and this I wrote these on my notes too. Um are there rules about afterare? So we run afterare. Afterare is for our
students, but afterare isn't in the handbook. There are some mentions to afterare sprinkled through like you can't have your cell phone at afterare, >> right? But that's it. >> Gotcha. >> And it
there could be an afterare handbook. >> Yeah. >> But or or before and afterare handbook of it just seems like there's nothing right now. Okay. >> Um I didn't see anything on payments. So
if you're making tuition payments for preschool or payments for whatever else >> for afterare >> before and afterare >> yep >> wear and drips where and how and do we have a new way to take funds?
>> We don't no I have um that has that fell off my plate so we're still on my school books but we're looking to get on with the town for uh unicare or >> uni un pay. Thank you not unicare. Well, it's not great, but it'll be better than my school. >> Well, it's it's not great, but the fee
is way less >> 50 cents. Plus, you can use a check your checking account. It doesn't have to be a credit card. Pay off those options. >> Um, and then I just started a fast fine section on there. That was all my
>> Yeah. So, and I I want to reiterate, I do appreciate that these have been making big strides forward. >> No, every year they get better. >> Every year they get better and they get long and then we try and reduce them back. It's like a little accordion, right?
>> Bring them in. Right. So, um, but I like the idea of the appendix that that will work because my fear is that just people won't won't read the part you need them to read, >> which is unfortunate. >> It's sort of the opposite of what we
want, >> right? >> Right. >> I mean, we have to have Title N in there, but how many elementary parents are going to be affected by Title N? Right. >> And truthfully, suspensions. I mean, we had zero suspensions at Smith last year. >> Yeah.
>> So, that entire section, >> we spend so much time. >> I think that's why is perfect. It's easily accessible to everyone. It is in the handbook, but it also helps people sort of prioritize. >> Yep. So, if we paired that and the little fast finds up front, so you the
things you'd come back to. >> Um, >> yeah. I think both of those kind of >> just makes it more readable because we are obligated to include a lot of these regulatory things and we all know that year after year things come up and we're like well I guess it's got to go in the
handbook but then it's hard to get rid of anything >> I think quick finds might be a thing for the website too with our web master. Oh, there you go. >> Because, you know, to find the plus portal, I know it's not plus portal. Y
>> anymore, but to find that link >> on the website >> is interesting. Like, you have to go over to this column and scroll it down and then it's under important links. I mean, you can go through everything before you find it there.
it, you know, somebody coming in just to look at the lunch menu or find out my kid's grade or you want the quick things and not have to I think the calendar has a bunch of stuff that's beyond the calendar. It
just doesn't show up in the tab that way. Anyway, small things that start to make a difference. >> Yep. >> All right. What else do we have? Anything else? We don't have anything else on the agenda, I don't think, but I'll just do a double check. >> No, we need to vote on the handbooks,
though. >> So, how do we want to handle this? Do we want to say we're approving these with changes as called out or do you want to meet again and review the changes? >> I'm They have to be ready for
>> I think our notes have been pretty detailed. And most of the >> most of the kind of time consuming feedback that we got I think is going to be around you know moving things around
making those appendices. There's some content stuff the list at the elementary school some of the stuff at at Smith but it's >> it's it's not largely content. No, there were just some shuffling and formatting that would make it a lot more user
friendly >> and and that truthfully, I mean, if we're not sh if we're not changing content, if we're changing how it's set up, I think I'm I'm comfortable with that. I'm comfortable putting a motion
to approve both the Smith Academy handbook and the Atfield Elementary handbook for 2526 as present uh with the suggested >> sorry >> with the edits and suggestions
>> so noted >> second that >> because of what you said that it's not content >> that's exactly what was just going through my mind I was like there's Nothing glaring in here. >> Yeah. There's there's nothing that we're making you change the meaning of.
>> It's not going to be wrong. >> Right. Right. >> Just doesn't prevent you moving forward with it. >> Little updates, some formatting stuff, and then some shifting content. So, okay. >> With that said, is there any other discussion? All in favor? >> I.
>> No opposed. >> Quick clarification question. the no toy snack time box after care information and before care and the payments you want all of that also as a new thing for this okay >> yes and I don't think most of it's I
don't think your rule is new I think it needs to be >> pass and I can I can put those specific things in a Google document before I add them in and send it to you so you can see them for final >> you're welcome to do that but we're trusting you
>> we voted you can do I >> wasn't sure if you wanted to see them before I actually put them in. >> If there's any adjustments to look for typos over here, she's really good. >> Very possibly. Yes. Because as you know, I can look and just tell you to cut more
out. Call me. >> Yeah, she always sends me. >> Yeah. That it's not content. And if there's anything that we're like, that could be better, we can fix it next summer. >> Okay. All right. No, but as long as it's in there. But the assessment and grading
and interventions and responses section, we're going to put on an agenda for sometime this year. >> Yep. >> So, review. Let's not let that fall off our radars. >> That's fine. >> That sounds good. >> Yeah, >> that could be a deep dive. >> I think we need a motion
>> to adjourn. >> To adjourn. So, move. We're so ready. >> All in favor? Hi. >> Thanks everyone.