Okay. Uh, good evening, Hollist, and welcome to the March 26th meeting of the Hollist School Committee. Um, call things to order. I think we're going to start with a public hearing on the FY27 budget.
Um, I guess I make a motion to or do we have to make a motion to open the public meeting? >> So, moved. >> Second. by John. Second by John. All in >> favor roll call on it.
>> We we can go through this quickly. I don't know if anyone is is here for for the uh for the budget hearing, but obviously this is the opportunity for people to provide feedback comments on our uh budget request presented to the finance committee next Tuesday. Um so
going through things quickly and Um, I think the the the news overall is that our level service budget is meeting the uh the um commitment we made to the town
during the override in 2024 at 3 and a/4%. Uh we do have some additional asks that take us up to the 3.61 61 that is what we are requesting um as our official budget request now but those are priority needs uh for for different um
uh additional needs of district. Um if we look um just quickly, part of the the problem the town and the the district are facing is is continued underfunding of uh chapter 70, which is the uh state aid
for for school districts. The governor's budget this year is for a 2% increase in our in our state aid. Um which is versus a 3.4% I think is what chapter 17 as a whole is going up. Um so we're getting sort of less than the average district.
On other hand, some of the surrounding towns are getting even less than us, which is um sort of shocking. But the main takeaway there is that adjusted for a bump we we saw from full day kindergarten when we implemented that in in fiscal year 2023, our uh chapter 7 is
going up at 2.1% per year, whereas the town whereas the district's um budget is going up at 3.6%. So, the town is having to increase its support at a faster rate and that's sort
of shown here um by a decline in the amount that chapter 70 is supporting the budget from 24% down to almost 21% sort of based on the governor's budget for next year. Um just quickly, we had a headwind for a
while in school choice numbers. It had been, you know, sort of essentially taking budget away. we've we've moved back in the other direction and and so in the last three years, we've actually had a $300,000 improvement or so in our net um school choice numbers. Uh but and
we're also seeing a decline in sending students, which is a really good sign while we continue to accept more students. Looking at our enrollment, we are projecting or um Dr. Jordan is
projecting a a a modest uh decline next year, but I think it's important to note that this is also before we look at school choice numbers. So, I would think it's going to be probably flat more more flat by the time we're we're kind of done um at the end of the year. But um there is definitely a an underlying um
enrollment sort of pressure, I would And I think a lot of that has to do with just general housing market, starter homes, um because you're seeing that in many districts and and districts that many of us would probably consider to be much higher or higher performing
districts. Um so it is not unique to Holl and I don't think it's a reflection of uh our our our public schools. So, getting to the operating budget, um through the process, this is obviously a
multi-month process beginning last November. Um we worked with Dr. Kuska, Dr. Jordan, budget committee uh met many, many times and uh a lot of work went into closing the budget. There was a we were initially at a 5% um level
service budget. So to get down to three and a quarter% um but we are with a low service budget of 45,814,62 but and with an actual budget request of 45,972,62 which includes 158,000 priority needs.
Um this is just kind of the walk with numbers. Um talking about how we were able to to to make the the reductions. Uh we had um retirements that weren't built in. We had some mid-year resignations,
other favorability, and then we did have three position eliminations. uh one from the elementary uh school that was filled through through a known retirement and then uh two non-classroom positions at the high school. Um just kind of the biggest drivers of
the budget. Um this is also on the website. We emailed it out to the community so if people are looking to to spend more time with it do that. Um I think it's uh a uh interesting to note that if you
look at our salaries our salaries are going our net salary. So this does include um retirements and all the things that are baked into to our our salary line items is going to increase by 3.62% based upon our budget which is the
lowest in the past four years on an increased basis. So um again prudent budgeting and and good um fiscal discipline is is you know helping us here significantly especially when you look at a lot of our peers.
Um and these are the uh other parts of the the budget that Dr. Jordan presented earlier this year. Um one thing to just note we draw people's attention to which is definitely having an an impact on our budget. um over the
last 5 years or actually I guess four years um there's been a 25% increase in IEPs and 504s um in the district at the same time our out of district placements are actually down 17%. But the I don't have it on here but the cost per pupil
for out of district has just been skyrocketing as the providers of these out of district services um have been given uh waiverss by the state to increase tuition rates at I don't know 20 30% or more. there was and there was a last year it was 14% like across the
board. So, um I know that's we've I've had some conversations with our state rep, but more people I'm sure have talked with him about that. Um it's definitely something that is continuing to put um pressure on the budgets because as these numbers go up, it just takes time for circuit breaker to come in to offset that
again. But to be clear, these are services that are are both legally and morally we obligated to to provide. So this is in no way, you know, putting on any sort of uh blame on any population. It's just a reality of the sort of the
postcoid educational environment. Um, I thought this was interesting to add because I wanted to to demonstrate the work that a lot of our administrators and and staff do to bring in outside grants to the district to
help offset or increase what services that we offer while not putting that burden onto onto the town. So, you know, so far this year, we've been awarded over over $600,000 in in different grants for for for different um for
different items. You can go and look at look at each of them on on in the presentation. But again, this is, you know, 1.4% 1.5% of of our budget. So, it's it's a significant additional uh source of revenue for us or and ways
that we can um augment our our our educational offering. just kind of going forward, you know, so what are some risks and potential opportunities for for um favorability? Again, more out of district placements um if we end up having to replace um
departing staff members with new staff that are more expensive. Um as we've seen, you know, gasoline prices increase, continued, you know, increases to heating and electricity rates could could pressure the budget. Um there's always talk about with the
the Trump administration cutting uh federal government um funding. We have $850,000 of from the idea grant that comes from the federal government. Um elimination of that would be a a huge risk. So far that doesn't seem to be happening but
ch you know wait an hour and things could change. Um and then obviously state aid is if if the state the state budget we went we saw the uh the Senate President Spila and Representative Arena Drosa were in to present to the to the select board a couple weeks ago. Uh it was very clear
that they were concerned about the budget and the additional costs the state was seeing. Uh so if as they go through the budget process there's concern about um revenue they could decide to to cut even from the governor's already low number.
In prior years the low governor's number has been kind of the low mark and they've been able to increase it but as things change that could that could uh that could uh change this year. um potential opportunities for favorability. Again, uh while we don't like uh
turnover, you know, more more staff turnover uh does present the opportunity present opportunities for for for cost savings, though it can also end up costing more. Um um oh just as other districts uh are doing
layoffs, you know, the applicant pool there could provide opportunities for us to get some highquality uh teachers that get caught up in that. And then it does seem like there are solar install is going to be uh quicker than we were expecting and we may even be able to see some benefits um to our budget next year
from that. That being said, um it's a pretty small number to to begin with. So, um does have a huge impact. These are the priority needs that Dr. Kusca um presented. This is our um priority of the priority needs. So, that
out of district coordinator is really a top priority. Um and then we also need uh ELLL or multilingual learner um tutors, literacy reading specialist at RAMS, and a campus supervisor at Rams. looking quickly at our at our capital
requests, which is uh not insignificant. Um we're looking at a lot of curriculum. We've been doing a lot of curriculum reviews and at the end of that there's a recommendation on curriculum. So $275,000 for K through5 ELA curriculum.
Um $150,000 for preK to 2 and 6 through 8 science curriculum. Then $100,000 for um the high school schedule uh shift change, $65,000. Uh we have a a maintenance truck that is in dire need
of replacement. It's over 10 years old and uh duct taped together a little bit. Um and then we have some technology infrastructure um needs as well. Uh and that's just for for May. We we may have more for for October.
Um then we get to to sort of the the big one which is the high school feasibility study. And so the the school committee has supported a request for 2.5 um [clears throat] million dollars that was um that was proposed by Dr. Jordan, Mr. Keon, and
Frank Travasio, the uh the town manager. Um this is the warrant article that we are working with council to just finalize and and get into the warrant. Um, one thing I'll say is I know there's a lot of talk about how we're going to fund this and um, one thing I want to be
clear on and I I know the committee hasn't hasn't taken a position on it, but you know, we have we the town was um, favorably supported our our money to set aside for the for the Plastentino Miller or roof last year of 1.35 million. Uh, to me that is something that we absolutely should not or cannot
touch. Um, that is money that, you know, we've set aside for an MSBA program. I think sort of dipping into that to help fund this um is a um is not a good look for for the MSBA and it is you know something that we are
going to need in the future and so I I am confident after having conversations with the finance committee uh chair and and doing some more we have that money elsewhere and we just uh this is not the appropriate place to to to look for it. That being said, it is a significant ask
and uh I know a little bit later Dr. Jordan will be going through exactly what a feasibility study is, but um we really, you know, hope that people come out to town meeting to to support this uh this war. Um
just a quick update on where our large capital projects are. And then I would be remiss if I didn't point out the fact that we were basically right on where we told the town we would come in at uh 2 years ago. So um that's a you know a lot of hard
work has been done by our administrative team uh to ensure that we were able to get there and um just uh very uh proud to say that [snorts] we we did. So that's it from me. Um I don't know if there are any questions.
How does it work for >> if people have questions, they can come up and ask questions or >> are there questions on the budget presentation? >> No. >> Okay. >> No. So, >> did all that for nothing.
>> So, we do have a motion to close the hearing. I mean, unless anyone on the committee has anything they want to say or or but yeah. >> Okay. Um, does anyone have questions, comments? No.
>> So, I'll entertain a motion to close the public hearing. >> Second by Don. >> And all in favor? Okay. Okay. So, now we will continue on with the like to reopen the regular session.
Are we good? >> Back on the agenda. >> Back on the agenda. Okay. Um, so we're going to start with the consent agenda. I do want to make a note. We're going to um hold off on the March 19th meeting minutes. We're still working on those. Um,
so at this time, I'll entertain a motion to um approve the consent agenda um with the exception of the March 19th minutes. Moved by John. >> Second.
>> All in favor? Great. That passes. Um and we move right on to report from student representatives. >> Hello. So, uh the band the spring band and chorus concert was yesterday, March 25th. Um from students directing in band
to beautiful coral ballads, the night was full of life and music. And next up for Hollison's music ensembles is the pops concert in the spring. Uh, Theater 370 student written show for our competition festival rev did not move on to the semi-final round, but two actors and two members of the creative team won
awards and auditions for uh the spring play Alice and Wonderland were last week and rehearsals underway with the show scheduled for April 30th, May 1st, and May 2nd. >> To recap some prior sporting events, the wrestling team has had a successful all states sending Henry McGelagot, Scala
Rodenheiser, and Violet Pony to New England. And then at New England's Henry Mgelaga went on to match the best performance ever by a Hollison wrestler, finishing third for all of New England. And then two weeks ago, Lucy Downin competed in the New Balance Nationals meet in the girls freshman mile and
achieved a very impressive second place. She also had a strong performance in the girls 800 meter. And currently spring sports are now all underway. And for track and field, three athletes have been named Metro West track and field athletes to watch for their upcoming season.
The class of 2026 senior showcase was on March 11th with many incredible acts from dancing to storytelling to live music and a large crowd from the community came to support the seniors. The group dance closed it off with we're all in this together from High School Musical. Um and in their previous
meetings, our regional student advisory council representatives have been collecting data from schools and administrators about the effects of different lengths of unbroken learning time in school. And in their most recent meeting, they began to create their final proposal, which includes building
in a mental health day to school schedules, which will be presented to Desessie. >> And DECA had a very successful weekend at states. 40 athletes spent three days students spent three days building their networking, communication, and critical thinking skills at the 2025 state career
development conference. After all the business role plays and exams, Hollson students came out on top, including seven state placers and 15 nationals qualifiers. And then 13 of them will be traveling to Atlanta during April break to compete and hope to continue their success there. And then finally, last
weekend, the Robo Panthers robotics team competed in their first event of the season. There was a lot of learning done and progress made, but they still finished high in the standings and look forward to New England District Championships in a month. That's all from us. Thank you. >> Thanks. Thank you.
Um, school committee comments. Start with you, Frank. Um not that tonight. >> I wanted to shout out to the third grade teachers um particularly the music teachers at Miller with the um Mrs. York and Spearson with the great uh showcase.
Third graders and some fourth graders. I got to do the double feature and the kids in both classes. So double feature on Tuesday night, but it was great and the kids did a great job and I was really impressed with everyone. So it's great. Um, I wanted to thank the uh high school administrators for the program of
studies presentation last week, which was really well attended by incoming 9th graders through 11th graders at the high school and a lot of information about um all the course electives and uh different course pathways. Um, and also wanted to say good luck to the Rams
drama group that's doing uh Beauty and the Beast this weekend. >> Nothing more. >> Okay, you covered it. All right. Um, uh, let's see. Is there a public comment? Anyone?
>> No. >> No one. >> Hello. a while. Hi. Um, I almost didn't come because I have so many thoughts about this whole math and science thing and I didn't think that I could what
>> name and address. >> Oh, sorry. Hi, Ann Highland Street. Um, so I almost didn't come tonight because I have so many thoughts on this math and science situation that we find ourselves in. Um, I'm fired up about it. There's a
lot of community members that are fired up about it. I listened to um Karen's um conversation at the school committee last week and I felt like um there wasn't really a plan for the science. Um but that's just my thoughts, my
takeaway. Um and before anything like that is implemented, I really think that and I I think I've since heard that something's changed. Um but um because I'm a sixth grade parent, I haven't received that email, which I think is a big problem with this transparency. Um,
I just think that before any of these changes are made, there has to be a plan. And um, you know, it even goes to the fact with the sixth grade, they're talking about a fluid program where in the fall kids can switch in or switch out. And if you haven't been in the
classroom, that's not an easy feat to do for anybody, never mind the social emotional aspect that goes with a student, but also the fact that they're coming into a class that they've missed. So, I did decide to come because um I feel like I have a lot of important experiences and I want to um I wrote
something up and I hope um that I get it out. And this is not intended to criticize anybody or anything. It's just how I feel. Okay. Retired educator with 28 years experience including three years at Westwood Middle School and 25 years at Hollist High School. I have a wide range
of experience in both teaching and administration. involved in several curriculum reviews, including at least three in mathematics. I bring me many years of historical knowledge to the table. Um, I'd like to begin tonight with a quote from Dr. Brad Johnson, whom I'm sure most educators would recognize,
and this is really important to me, and I brought this to the math committee last year. Um, when a third grade, you guys hear when a third grade math problem is written as a fifth grade reading level, it stops being a math problem. It becomes a reading test and it becomes a tool for score distribution. When the language is
harder than the math, the outcome is predictable. Students understand the math. They know the operation. They miss the question because of how it's written. And I can testify that if you have spent any time on STAR testing, even MCCAST, these standardized testings can be hard for kids that have a hard
time or any child, even myself sometimes have to reread them. Okay. This quote resonates with me because I believe there are real limitations to relying too heavily on standardized testing alone. I'd like to remind everyone that Dr. Brad Jackson, our previous superintendent, emphasize the importance
of MA MCCAST testing for graduation requirements, but also made it clear that as in that instruction should not be driven by by the test itself. In fact, for many years, he discouraged assigning some work unless it was connected to AP courses.
Um, in recent years, however, it feels as though our districts had shifted to the far too far in the opposite direction. We are now assigning summer work at the middle school level in relying on testing data to determine placement in accelerated classes with no teacher input.
The message sends to the students and family that strong test performance is the primary or even sole measure of readiness. Yet, qualities like perseverance, problem solving, and intellectual cur curiosity are just as critical to long-term success. and these are not always
captured in standardized assessments. I understand that over the past few years the message from the school committee and administration has been that all students should have the opportunity to take algebra 1 and or calculus in high school. However, in practice, if a student does not complete algebra in eighth grade, it becomes very
difficult for them to reach calculus by the end of the high school year. So why are we limiting these sixth grade students? These are little human beings. We have also heard that the math programming at Rams will be fluid. I would appreciate a clear explanation of what this means for students in practice. Based on my experience as a
math teacher, it can be quite challenging for students to enter a class after it has already begun. At the high school, they have 10 days to do that. Um, and particularly in accelerated courses where the pace is fast and the foundational concepts are introduced immediately. I am unsure how this model would work effectively at
RAMs and I would still like to see specifically how it will go. I know I have two minutes. I'm going to try to go faster. Additionally, I would like to better understand why there is no teacher input into the placement process. It was mentioned that anecdotally math teachers are comfortable not having input. However, I believe it's important to rely on
quantitative data to support that claim. While I understand that teachers may feel uncomfortable making recommendations, especially since they are often placed in a position of explaining to families why a student may struggle in a more advanced class, teacher insight remains a valuable component of appropriate placement. And I know Dan, you had mentioned this at
the meeting last week that well teachers shouldn't have to burden that task. Well, we do. Like parents don't understand that if a kid's used to getting an A, why aren't they getting an A if they move to accelerated class? We spend a lot of time going over that. Therefore, I propose two um two possible
solutions. Could teachers have an opportunity to give a 0 to3 scale along with the other I don't know. I think there's 12 points maybe already. So could we make it out of 15 where a teacher could give some input or could we use the students grades that they have right now a term one grade and a
term two grade take an average and make that a scale so somehow those kids feel like their hard work has contributed. Um in all my experience as a teacher and I've had a lot of experience in all these areas we've always had teacher input. Um and then when you get to the
high school there's such disparity because you don't have to have anything to do in override. So, we're going from one extreme to the other. Um, and my big concern is a lack of transparency throughout this whole process. We haven't received um we haven't received
any criteria. The only way you're getting the criteria is if you reach out to Kacross. That criteria should be made available so parents can explain to their child why they didn't make it into it. Um, I I know I'm going to I'm going to wrap it up because I know I'm running out of time, but I
>> [clears throat] >> um the only thing that I do want to say is that um I hope that we can work to a more balanced approach, one that values both academic performance and the broader set of skills students need to thrive. And I think that we need to remember these kids are little. Um and
um and I hope that the Rams administration will reflect on the lack of transparency in the process and consider whether adjustments can be made before the end of the school year. So, and I just want to add couple more anecdotals. My daughter did get in, okay? I'm not here because of her. Um,
I'm here because, as you guys all know, this is something I'm very passionate about and I think that we we as the community are owned more we owe a community forum. I also just want to say one more thing that my daughter in the fall scored 750 onl then she scored 610
in November. Then she scored 700 in January. So, is that 610 an outlier? Did she not take it seriously? Was she having a bad test day? Like, what? Like, I think these are things that need to be looked at. So, I just want to wrap with that and I hope that um things can go
forward. Thank you. >> Oh, and Dan, did did you guys I I sent a couple people the criteria. Did you guys see that criteria I sent from years ago? >> Okay. Thank you. >> Thank you. >> Keep going. What do you consider
>> talking about the uh talking about science? >> Yeah. >> Yeah. [clears throat] When do you want to know >> or just stick with it? >> Science or field trip. >> Oh, >> yeah. I know.
>> We're trying to get We're trying to get you all out. Um yeah, Mr. list if you would like to um if we could we could we'll hop up to the field trip because that'll be a fairly quick discussion. >> Five minutes or less. >> Yeah. Five minutes or less.
>> I do I don't know. I don't really do that. >> Yeah. >> Um uh so uh international travel has become a big part of the experience at Holl High School for students and we were trying to create opportunities for um more and more kids to do it and make
it more accessible um for them. Um, you know, we we've had some pretty big trips that they've been expensive. We're heading to Japan in three weeks. Um, but in talking to students and families wanting to try to um create options um give them more time to to pay. So, uh to
to pay it out over time and to um provide scholarships for students. So, we are proposing a trip um to France, Germany, and Switzerland um two years from now. um that trip h is built up of some of course of the the the tour
pieces that you do within Paris and and and Germany and Switzerland, but also uh historical visits um throughout different countries um including trips to uh concentration camps um in World War II um sites. Um the goal of bringing
this here now um for two years from now is that um we're able to offer the trip at um at a price of I think it's 190 about $190 a month um for families um and we would be um having meetings um to
sign students up uh after uh spring break. So, uh, in about a month, um, again, we have, uh, we're very lucky, um, to have scholarship available available to families, um, who are interested. Um, and, um, we're just really blessed to be in a community that, you know, students want to, you
know, partake in in these these travel experiences. So, our hope is that, um, we can, uh, move forward with this trip and continue to find trips that and, you know, go do plan these trips two two plus years out so that they become more accessible.
How many spots are available? >> You go. Yeah. Yeah. Um so I mean technically speaking they will do up to two buses but I you know ideally it's like you know one bus really is where you want to go which is about about 46 spots um on those buses. But um you know
if there was interest in beyond that we could possibly run some you can run similar trips in the area but there's about 46 spots. It's open to all students. No, it's like you don't take a certain class. >> This is Yeah. So the this one's Yeah, this one's open to all students. Yeah. >> We don't run It's zoom educational
tours. I guess it's important to mention that an outside vendor. >> It's open to all current freshman sophomores. >> It would be current freshman and sophomores. Yes. >> Okay. Can next year new incoming freshmen, can they join this late if it's not? >> If there's spots, then if there are
spots, they'll be able they'd be able to. Um, as I said, there have been lots of students who want to partake in these. And so, um, I think learning from this Japan trip where we had more students who want to go than spots. Um, I've already started talking with another one of our teachers who's
interested in offering a world war like a World War II trip where they go to Normandy, they go to England, they go different. So, another Europeanbased trip that also falls into the same price range. Um, so we have to just see what the interest is in in this trip. And the affordability part, I know I was really concerned about that when Japan came and
Thailand when we've approached this before. >> Do we know how many scholarships are offered and are they full scholarships, partial scholarships? What what are we doing? >> So the way it works is um EF so nationally EF's
no better way to say it than kickbacks to teachers um for for running these tours. um in so we don't allow our teachers to take that funding um and it's done through a point system um and so those points from previous trips the teachers run that goes into like a bank
um and so when this trip to Japan is done we'll have around between 12 and $15,000 in scholarship available and that keeps refilling with every trip that you then go on. So, um, and and so that's about where it is. And then if it's not fully used, you just have more
money to use. So, um, we had a few thousand available for Japan. We did not get any requests for scholarships, but I encourage people to ask for scholarships. We want students to go. The scholarship is there for a reason. >> Do those expire? >> How much was Japan? You don't get the
>> I don't remember the dollars. Much more than this. >> That's what I thought. was like closer to >> close six something. Yeah. >> Yeah. Title is like 55. >> Yeah, it's 6 something or 5. Yeah. So, >> so we're locking in too then. Dan, I know you're passionate about this. April
break 2028. >> This is an April break. So, that was >> Oh, it's so it's the Yeah. So, the what they do is they give you the earliest poss just based on travel. What they do is they give you the earliest possible date that they might book a flight. So I
think it's the Wednesday, >> the week before is that date. Usually it's like a Thursday night. It does end up going doing that. A lot of times you do that because you really don't want the kids coming back on Sunday night to then go to school the next day. So there
is that that trade-off there. Um >> because you're [laughter] covered some of April in terms of missing school for >> Yeah. So it'll be Yes. It would be so ideally it runs for Yeah. It's mostly during April break. Um it they give you again they give you that earliest date
that they would like have to travel when they book it. But again like when you're when looking at these trips, it's really hard for the kids to come back really early from them and then have to go to school like coming back the day before school starts would not. >> [snorts] >> Um, and then I think I asked this with
Japan before, maybe it was Thailand, but is there any interest for a domestic trip that's less money too? Because families sometimes are hesitant to ask for a scholarship of this amount or especially if they don't know even $1,000 or 2,000. Even half of this or a
quarter of this is a lot for some families. Is there any interest in any domestic trips that could be substantially less money? >> So the domestic trips that end up being less money to be quite honest. Uh domestic travel in the US is not actually cheaper necessarily than going
to Europe or going to other places. Um, there are trips that exist where you go for like long weekends to like French trips to like Montreal or something like that, but those still end up being in the range for a long weekend of 800 800 to like $1,000 for those trips. Um, because a lot of times you're taking the
buses, which gas prices, bus prices now. So, um, any of these trips that you're going end up being in the thousands of dollar range. Um, and there, you know, it's it's who offers it, what we offer, and figuring that out. I know that like Mr. bills looking at band trips, you
know, those type of things. Um, but even those for the the week for, you know, five days or four days end up being like two grand. So, it's like it's it's it really is like there. Yeah, it's it's it's like the travel in the US actually ends up doesn't always end up much
cheaper. >> Is that financing pending like a credit? How does that put [laughter] credit? >> Well, well, credit check. Sorry. credit check for the >> usually you have these loans that are
given based on a credit check. I mean, right? >> So, that's not that's not how these work. >> Okay. So, you can >> this is Yeah, you just you you just tell them you want to pay monthly and the charge if you do without the charge the MAD it's no more expensive than I >> wasn't sure if there was an >> and then there's like there you put down
like a $75 >> like holding number and then there's time for you to back out of it. Then there's there is so one of the things that's part of these trips when you pay for it on there part of the cost on that is mandatory insurance. >> Okay. >> So we make families buy insurance. There
are levels to that insurance. You can buy like the gold package which lets you pull out like the day before the trip. But we we require that all families buy insurance which get them out. Um it's it's only a minimal loss if they back out of the trip and then they get most
of their money back. Um but it's yeah so we that's added into the cost. It's part of that cost that's already built in um is mandatory insurance because there are issues that arise and it's just easier to build it into the cost. >> Gotcha. They don't actually start
spending the money until like 3 months before the trip is when they start booking things. So actually if you're you're paying up front they're actually they're actually making money investing >> paid up front or after >> you don't always have to. You can pay but but then if you have >> does it start when you sign up then? So you start paying one end and two.
>> Well, you can you do not need to. There's different there different >> there's different ways to pay for it. There's different ways. This is like that that breakdown is like the most like if you start that day, you pay that month and you just do it throughout. There are different ways to do it. And yeah, Dan's right. You pay that to them. They they don't start booking it until
>> arbitration. Yeah. >> And this price this price contemplates the most basic insurance level or >> Yes. Yeah. Yeah. >> This doesn't involve host families. This they're all together. the groups together, right? >> Correct. We do still have that you I'll be back, you know, the end of this year
for the French once that's those dates are finalized for like the French exchange and all that. So, >> and we still have that program that'll be this coming year. >> Yeah, >> it's past. Yes. you know, even though it's not our
sponsor trip, it's we're offering it through. So, I guess I would put it on for vote for next time. >> Okay. >> I'll entertain a motion to approve the international school trip for 2028 to go to France, Germany, the Alps.
>> Okay. All in favor? That passes. Great. You want to go ahead. >> Thank you. Um should we just continue on with the new business and we'll talk about the eighth grade science >> now and then we'll get back to the rest
of our agenda. >> Uh in your um school committee folder uh one is this presentation um but there's also a spreadsheet that just kind of provides like another layer of detail. So, I'll speak to some of the details there, but I just wanted you to
have your visual eyes on um some of that more nuance detail um as well. So, my recommendation is you kind of look up here, but have on your screen um the spreadsheet and and I'll kind of speak to some of the things that are there. Um
you know, Karen apologizes that she's not able to be here. Um I think she was able to move quickly and get get into the meeting that was able to last week, but this was not something that she was available for. So, um, I'm offered kind of considering, um, some of the community feedback, um, and some
questions, uh, making myself available, having been the the former middle school principal and and being able to answer definitely some of the the technical questions, scheduling questions, constraints, and kind of understanding some of that background. Um what I can say is uh Karen um has has met with a
lot of community members, school community members, um spoken more with teachers, really sat down with uh her guidance department um and her leadership team and curriculum specialists to kind of really uh see how kind of where we can weave in and find
um some opportunities um here uh at the middle school. So um there is the availability uh she is able to kind of offer one section of honors science. Historically we've had about uh two to three sections. The current 8th grade um
has three sections but I'd say um since we've had our honor science and when even if you go back to kind of 2019 and prior to that um when we had the multi multiple multiple levels um in 8th grade um we historically would have two algebra sections and then two honors
science sections. Um this is this is a smaller class. Uh this is about 183 students that are in this class. Um if you were to compare it across the average that would still probably be about a section and a half uh that we would be able to kind of build uh
without putting too many constraints on like other scheduling needs that we have in the building. So um she is able to kind of offer um one section of honors science. Uh this is a great collaboration with the guidance counselors and SSA to kind of map this
out. Um this was as it currently stands, yeah, she had the 14 seats. Um she is immediately moving that to to 23. Uh but that does still have buffer space um in there. Um my recommendation, Karen knows this, and I'm sure the eighth grade science teachers who teach honor science
with they say the same, is that you do not want to push the the upper class sizes uh within an honor science class. um specifically kind of for the space uh and and the lab capacity that you would have. Um so that's something that she's got uh in mind. So if we can move to and
oh this is this is just kind of a 26 27 kind of offering I think based off the class size class sizes that we have uh currently in the sixth grade. As they move on to eighth grade uh we could we would those are more traditional sizes that we've had above 200 um students.
So, those are that that gets us to to our two projected uh if you were to budget it out um or project it out your two sections of honor science and your two sections of algebra. Again, depending on the specific kids we've got, the specific needs we have, sometimes we end
up at three algebra or three honor science, but that's just pretty fluid uh based on the numbers um that we have. The second slide is just kind of speaking to um one of the major driving variables that we have um with kind of
the the smaller class that we have. Um this is a class that that is at 29% of the students on IEPs. um we historically uh when we've like I would say like our current eighth grade um the that class
um in the inclusion sections uh had the percent that we have on IEPs it's 22% um of students. So we typically try to find a range that's right around that 20 to 22% in our inclusion sections that we've offered at the middle school historically. Uh and that goes back um
to when we had all of the levels in 2019 and prior to that we typically averaged right around 20% that we would have in our inclusion sections. um the the model and I think what led to kind of kind of Karen talking about the integrated 14
students that we had 14 16 students and kind of u moving that into kind of this integrated honors pathway that we had for for um this I'm fine where we are >> no it's funny to admit >> got it um the kind of integrated pathway
that was in the the initial uh suggestion that Karen had put together Um that had us at our inclusion sections at 29%. That that's a little bit higher still higher than what we typically would path to something that was sustainable. Um by adding one section
that that puts us at about 39%. I call that kind of like your yellow range for your inclusion section. Um it's definitely something that's still doable. I think the challenging part um of still the 39% is when we add IEPs into that. Um with one section we're
still at 58%. um if we add another honors section uh just our IEP um inclusion numbers then get above get above the 50% um that we have. These are kind of like what you're looking at on your spreadsheet. Um what are highlighted th those are best case
scenarios. Uh there are some additional constraints that that are harder to calculate in kind of the sandbox right now. Uh which are the impact of the two algebra sections, our small group the two sections of small group math um our
co-taught uh two co-taught math sections and the honor section that we have. um how that those Tetris pieces match together as far as one once group moves what their offerings are uh throughout the schedule. Um so we are even though
with offering the one honor section and you have 39% of the students in the inclusion on IEPs that will that number will rise uh by the start of the school. It will go up by a certain percentage. We just don't have a good a good handle on what that percentage will be. we can
confidently say it will not go down below 39%. Um you know there is some history that's kind of provided there uh with then there's historically since 2019 and this is on this this slide um we hover right
around 16% of our students on IEP and that even goes back historically we have some ups and down ups and downs but historically we're we're hovering around an average of about um 16%. But what I will say is, you know, in this current class with nearly one one in three
incoming eighth graders carrying an IEP, um almost doubles the historical baseline. Uh and this fundamentally shapes how any schedule of course offerings can be scheduled. Um so if we go on to the the next page,
and this is getting into some some like liability risks that we that we kind of get ourselves into as a district that I want to kind of just be conscious of um whatever decision uh we make as a as a district is DESIE
guidance is that 30% to 50% um in an inclusion section. Um now you know we hear people kind of quote or talk about like this 50% rule and I put 50% um in an air quote uh there is this is this is the law that's associated with it. um is
that when when you're kind of going over the 50%, this is where you start needing to categorize yourself, the class, as a substantially separate or a special education class, um not an inclusion section, um not a general education, uh section. Um when you do that, uh this
starts pressing on, um the definition of least restrictive environments. You're not offering a general education class. Uh and least uh the LRE is a federal mandate. Um so least restrictive environment requirement is embedded in
IDA. Uh so with that non non-compliance in IDA is a is a kind of a legal federal law. Uh and case law around the 50% um has ruled uh when the majority of students are an IP in a class. It is a special education class and not an
inclusion class. And that's where you can end up in this this space of like uh desi PRS complaints um where you can get put onto kind of a corrective action plan as a district. Um also you can get into like FAPE exposure where you can get into places with families that you
end up in litigation uh with families for free and appropriate public education. Um that is there. So, um this isn't this isn't an effort to kind of create um only one section or no section. It's
just a very complicated challenging situation that we wish we had better solutions. And I think this being kind of the the first major year, we've kind of moved back to a offering our algebra and our honor sections kind of bleeding together. um combined with some higher
percentage in groups than we had six seven years ago um is just kind of this being the first year some growing pains and I do just want to acknowledge that um Karen and that admin team made some great strides in making some adjustments and and learning from the process and um
we've got a pretty new team. I think um Angela Gavin's probably the only only kind of person over there that's been there through that whole process there in the past. And so um you know I just appreciate her effort uh and kind of helping take another look at this.
So, I I just want to um thank Karen a lot for for going back and and taking the time to really take a look at this, listening to the community feedback to to our feedback um and just, you know, reassessing and and seeing
what what could be done. I think that these are important things for the for the community. you obviously heard from a lot of people and it's um I really I really just appreciate all the the work that's gone in to this from her and the whole the whole team down at Rams and and thank you for for for
pitching in. I know it's a little bit you know out of what we told you your lane was but uh you know but but but you know >> I like my voice you know >> we know um um I like mine too strongly. >> You know that too.
>> Yeah. But um so but that's I think that you know I I like the context of of helping the community also understand what it takes to put together uh teams classrooms and and I just I I know that this is was not anyone's intent but but talking about IEPs and and special
education is is not in no way to sort of put any sort of blame or anything on it but I think it just add helps add context to the complexity um of the situation. And I think going back to sort of the the budget slide, one of the reasons why I included like the 25% increase in IP and 504s is that it does
have impacts on on it can have impacts on the classroom. It just make things more complicated. And that's not to say that we should be removing offerings or, you know, not trying to get kids on IEPs and 504s into those classes. I mean, the there's nothing that says that someone
on a 504 or an IP can't be in in in honors or accelerated, and we actually should be doing uh as much work as we can to sort of help them get into those into those offerings. But um it does add a lot of uh context around there. One one question, David, that is in your
more bit more in your wheelhouse. There's kind of been this this rumor, we talked about it a little bit last week about how, you know, two two budgets ago, we we cut two um elementary positions because I'm sorry, middle school positions because of actually this class being smaller.
>> Um and it's sort of a rumor that part of the driving factor to this has been the fact that it was budgetary and essentially that we we um eliminated those positions. Can you just speak to that a little bit and how whether that would have done anything here?
>> Yeah. Um, unfortunately, it wouldn't do anything in this this situation. So, um, it's a percentage thing. So, while it, you know, more teachers might reduce class size, it doesn't it doesn't change the percentage um that we would have. Uh, so that's the that's the major
factor here. Um, so I I you know, I wish there was a great resource solution. think that'd be a great excuse to come to you all for more money, but um I I just I don't at this time. I mean, I know I've talked with some of you offline and in in small settings to kind
of figure out like how what are some alternative means and I know the the school is is looking at like how do we offer things within Rams block. Um Carla Krauss who's just a wonderful thinker and I know Susan may may recognize
something a little bit later with her. I don't Um, but she's she's a a wonderful wonderful uh individual and um is kind of looking at like how does she how does she's trying to already do this within algebra herself. It's like how does she
to support those students who are going to be accessing algebra? How still may need support with the eighth grade standards uh and seventh grade standards. Um how do we similarly look at potentially you know with with further discussion offering more of an integrated approach for for those
students who don't end up in that in in that section of honor science but really want that honors challenge is how does Carla and how does the team um provide that type of type of offering or support um to to challenge our students.
I mean, I'm I'm I'm a I'm a big believer in providing an incredibly challenging and rigorous curriculum and then providing support for our students to attain it. Uh, and I think that that's a pathway this district supports and is looks for. And so that that that means across all of our curriculum is we
should have an incredibly challenging curriculum and then we should have the resources to support those who might be struggling with that curriculum. Can I say one thing too about related to fate because we we think of this as we talked about special education a lot but it's also the general education population because if we flip the numbers and have
a larger percentage of IEPs in a classroom potentially we open ourselves up to liability where the general education students parents could also say you've now put my student in a special ed program but they're not on an IEP. So I mean there's so many layers to that that can happen and um PRS with
DESIE becomes a very obtrusive um process and can take a year or more right BJ I mean it's absolutely and then typically you know they make recommendations and we we we show that we comply but it's the amount of time and energy put into that process and it doesn't
>> it doesn't really um make a difference long term. we're still left with the situation and how to resolve it. And this is something we always try to do outside of the PRS process. >> I I did want to say thank you again to the administration and the teachers who've engaged. I mean, we've been at
this for nine days and a lot of these are difficult conversations and they require a lot of um you know getting us up to speed on the background of it and then also enhancing communication with the community about the wise and what this would look like. And I feel like
this is probably would you agree this is kind of an ongoing um endeavor [clears throat] here in terms of communicating what what this will look like. But I I really appreciate the compromised position of opening up at least one classroom and then continuing to look at ways to um bring that
increased rigor and increased curriculum at other levels. And one thing maybe just one creative approach. I know we have many of our our seniors um here at the high school who uh take part in the internship program and we see we see a lot of them down in the elementary
schools. But don't forget these are kids who who um have gotten through the science curriculum. Many of them have taken that honors science class that those eighth graders would see the following year. if there is any way we could work with guidance and see if we could get some of those um high school
interns down into our eighth grade science classes and [snorts] bring their energy and bring their knowledge of some of the labs and and also um help help the teachers in that regard too, but creative ways to approach it next year. I feel like this is an ongoing conversation. >> So, a couple more things just
[clears throat] quickly. So, just back to the budget quickly. So more more teachers as much as we'd like to always have more teachers would not have solved this this situation. In the meantime, we do get um comments from the community a lot. You know, you're seeing it, you know, dropping enrollment. How is your budget still increasing as much? And I
think that, you know, one of the things that we're doing is it it is increasing because all budgets are increasing across districts. But we are taking the fiscally disciplined approach and making sure that while we're meeting our class size uh goals, we are
moving staff, you know, moving positions or eliminating positions mostly through attrition uh where where we can so that we don't actually perhaps bigger budgets than we already would. So, I think that the community and the taxpayers should actually be appreciative of the fact that we're we're not just trying to keep
positions just because we currently have them. Uh the the last thing I'll say on this, it's just I'm more just sort of talking out there, but it's not to anyone at this table necessarily, but I do think we need to work on being more transparent about the criteria for how
kids get into these honors classes up front and earlier. I mean, at fifth grade, MCCAST scores are going to be used as a criteria for getting into accelerated honors math in seventh grade. those kids in fifth grade or at least their parents should be, you know, made aware of that. Um, if a kid is
sitting down for for an exam and being told that they, you know, this doesn't um count towards your grade, it should also be told, but but it can impact, you know, if you want to go into to to the honors on the honors track. Um, and not to say that that, you know, we were trying to um, you know, worry anyone,
but, you know, just get a, you know, get a good night's sleep beforehand. if if it's something that is important to you, just know that take it a little bit extra seriously. And then also just having if there's a if there's a if there is a um a formula again, what are all those components out there? I mean,
it does seem like there's a spreadsheet out there. I don't think it's been shared with with with the committee, but I I'd love to sort of better understand that at some point. Um not tonight. And and I but I also do agree with uh with an that we should try some way to to then layer in I appreciate the quant
quantitative approach because it does take some of the um >> subject subject subjectivity out of it. At the same time, our teachers are the ones that know the kids the best and so that we should at least be trying to find a way to layer that on top of of the selection criteria as well to ensure
I think combining those ensures that you really aren't going to miss kids. Yeah, >> I think that the data is useful to to >> so that you don't miss kids who could potentially do the work. But I think on top of that, the teacher could also add
that for whatever reason, you know, on top of the data, it's there may be other kids who so it's more a pushing kids into the program instead of keeping them out of hunters. >> Okay. So, I'll take a non-budget angle here because last time I mentioned
budget in this conversation last week, it was was yelled at. Um, >> sternly reprimanded. >> Communication is key with this. Um, I know it took us 9 days to get here. How much can we do this more upfront when we make changes like this? Like maybe not
to this detail, but even putting this together and and seeing these numbers, I think, help the community, help parents understand why these things need need to happen, right? We can't doing one thing could cause another and not explaining that you don't get why the other thing
specifically mentioned here like the opportunity for access even in parenthesis what is that like how do we explain that to parents like cuz one it's already in parenthesis so how do I access what's my opportunity to access so explaining that and I know this is more of a presentation for tonight but
giving parents that um opportunity and what that looks like what are the steps I've heard a lot of people say well okay what do I do Do I call up my principal? Do I call up my teacher? Do I call a school committee? Probably neither of all three, right? So, what's the process? I think that would help. I'll
just go a step further. Like we're um a lot we're feeling a lot of questions and we're of course directing them back to Ram's leadership. Um but how what's the plan for how parents are going to hear more of this information, especially if
they're not listening tonight? I mean, I think that that's that's something as far as, you know, wasn't reflected in the in the presentation, but um Karen and her team as far as definitely as far as this next process, what that communication is is
looking to kind of communicate a a broader um not only was kind of the the email I think that she sent out earlier this week was kind of waited until this Thursday and then a then much more communication following tonight as far is kind of coming out. So, we should
anticipate something from from Karen specifically uh on exactly how uh they will be engaging and then how families can engage in the process. >> Okay. And I would encourage also trying to figure out ways to get it to parents of younger kids as well just so they understand sort of what's going on. I I
know that the rever we we also get complaints that there's too much mail coming to people's inboxes. So I you know it's a delicate balance but um >> can you talk to also sorry um >> the I share the frustrations um with the lack of transparency on the process
moving forward it seems to be a little bit of a gap from what we heard last week in our meeting and some of the conversations that we've had and even this presentation as well what that next step is but what led to this class in particular and I get the size like I understand that but to take away both student uh teacher voice and parent
voice I mean if we look at the high school, they have this override process where they want that rigor. We're allowing our students to take those challenging courses, which we should be. Our goal is to take those B students and prove to them that they are A students if they want to be. And that's our job as teachers, as educators, as parents.
It feels like we're at this very um critical developmental stage where these kids are 13 years old. They are struggling in their own brains to figure out what's right. We're putting a lot of weight as our um public comment earlier on these standardized tests and taking
out all these things that should have a pretty substantial basis. And why has that been done now? And is there can we switch that for this year or is are we just seventh grade out of luck? Yeah, I mean I think this even goes to I think what what I think some of the school committee has even and said in open
session about you know how do we how do we communicate clearly to families that like if you're if you are going to override if you're going to be in this class like you anticipate that you may significantly struggle in this class and there won't be as much of like the the hands or parachute to kind of catch you
um in those moments. I think that that's um having been in it for a long time, you know, there was even like back in like 2013 and that process of having the significant overrides is even the pressure on the teachers teaching those
classes and getting the constant critique of being and this is part of even like not want the the desire to not want to do the recommendation process and how it harms the relationship with the teacher and the student and the family. um is the constant pressure on that teacher to
I wouldn't say inflate the grade but change the way the instruction is or to um or that if the student was struggling in that honors class or in that algebra class that it was some some some way or somehow that teacher's fault um that it was occurring in that space. Um I think
that like while right now we're at one section at 23 that's the minimal number we are. So we are kind of like looking at like who who are who is going to be placed and who's overright who's putting into those like extra sections that we have. And I I do think that like same
way like a budget process as you get closer and closer to the start of the school year as we get closer and closer further we we more solidify our actual numbers of how we're able to kind of schedule the students we have. Um, as far as getting into a little bit more exact process of the number of seats that that we truly have for those
sections, >> just want to add on that I I've done my fair share share of course recommendations in my my career. And I understand that piece, but I think by removing both parts and not having an override process that's clearly stated, it does put more of a pressure on the teachers. But if you do have, you know,
I've had many students like I don't think you're quite here's why, but here's what you can do, you know, and the here's what you can do is missing from this whole process that's been shared out with parents and that's frustrating. >> And I think, you know, it's one of the things we've talked about in a number of years of because this topic keeps coming
back. It's not going away. And the student voice mirrors the student voice in it because honestly, as much as you know, as a parent myself, having raised four children, you want to encourage your child to be as motivated and high achieving as possible. That being said, I would like to hear from the student
voice. Do they want it too? Because the parent could help them get there, but if the child doesn't really want it, that to me is and at at this age, I feel like middle school is a time where they do they are able to advocate themselves with some parent encouragement. And I think we talked about that a few years
ago that can we add a component with the student is actually almost interviewed by the teacher and and part like you were saying sharing what the challenges would be. Is this something that I, you know, you feel like you can do? Because then giving that piece to it, I think is important. >> Um, just to add to that, while we're,
while we're definitely hearing some concerns, frustrations from parents, we're I'm also hearing it from some seventh grade students and, you know, about who got identified for this versus not. So there's definitely some students out there who would like to receive adv
um accelerated or advanced opportunities but not might not be assigned at it yet. So thinking about that communication piece, that opportunity for access in that um heterogeneous science class needs to be really carefully communicated to students so that they
understand how do I take advantage of that? Um how do I, you know, identify that to my teacher? What does that look like? Um, and then also on the teacher side, careful monitoring about who's taking advantage of those opportunities so that you can make adjustments. I think that's going to be really tricky,
but would be an important part of the process. I think one of the things that gets lost sometimes um and and um is the communication piece. I think as as educators, you you see all the parts and
pieces behind this, but um I think for parents, I mean, even the back to school night open house at the beginning of the year at all three middle school levels, that is an opportunity for administrators to kind of talk ahead
about what this looks like for the next year and then continue to have those conversations with certainly email updates with real specificity for um before the placement tests are given because I I think maybe something that's
lost here is that parents didn't have a a and families, students included, didn't have a strong enough understanding um about the assessments and the placement and um and the wise behind behind all of this. So I think it's it's
an opportunity to look at next year differently and and do this in multiple ways too. in person at back to school night over email multiple times. Um it just address it in different ways.
>> And I feel like it's kind of a conversation that we need to continue to have too because I think there's probably still some questions I think what I'm hearing about what science 8 would look like in the delivery of of um accessing some of of the additional
curriculum. So, I think we'll probably still continue to have it have this on our agenda. >> Yeah. And I I think I think Don, you indicated Dan Dan is too is I think these types of presentations or even just opportunities to kind of provide a
depth of just kind of some of the constraints and things that we have. It's it's because it's not sometimes it feels like it's just because we didn't want to or we wanted to do this and they're just there are just pressures and um yeah sometimes we're we we're the
admin and leadership at a building level are are are taking all those variables and those pressures and constraints by themselves and are trying to figure out a path out of it. Um and you know to be to bring in a bigger circle to kind of even just to understand it just to kind
of validate yeah you're right that's a really hard I have no idea what to do in that situation I think is powerful and important um as a group and as a community. No, you're sorry. Well, I I really appreciate all of the work that went into this and the
flexibility that Karen and her team um I it's important and it's, you know, part of why we're here is to listen to the community and and understand their concerns. So, I just really appreciate it. Um, okay.
So, I kind of jumped around. So, why don't we go back to um central office updates. So, I'd love to share some positive information tonight. So, I put together a few slides um to share with you. Um
so, I didn't share this before because this is a brand new opportunity that tech uh the tech collaborative provided. I sit on the board at Tech and at our monthly um tech superintendent meetings. One of the um items that was discussed earlier in the year was what can we do
to celebrate the positivity and the energy in our teachers in our district. So this is the um brainchild of the tech executive director Emily Parks and she's put a ton of work into it. So this is the first annual tech celebrates teaching and we were asked as
administrators to reach out to principles and district administrators to find out who might they recommend for these awards and it's not actually let me clar who might be honored it's really not an award it's about people that are doing innovative things at the building
level and so two of our educators were nominated one was nominated by both BJ Cataldo and Jerry El Bernay and the other one was by Dr. um by Joan Manard and I'd like to share if you don't mind just the nice things that were said
about them. So this is um yesterday when we have second to delay there. Why isn't it moving? Oh, there we go. Just a delay. So yesterday the um five of us went to hear the nice comments
about our teammates and also just um we had a lovely breakfast together. So this was what was written by Mr. Renee about Leslie Diamandis, our school psychologist at the Hollist High School. Leslie Diamandis embodies the spirit of everyone's welcome here through both her
professional expertise and her deeply human presence in our schools. A school psychologist by training, Leslie has worked across multiple buildings bringing clinical skill, cultural responsiveness, and relational care wherever she serves. She is highly
competent in her craft and the kind of educator whose presence positively shapes the climate of a school. Professionally, Leslie consistently goes above and beyond. She supports complex student needs, contributes meaningfully to district mental health and SSP
initiatives and strengthens system level thinking around student support. Whether refining practices at the high school or collaborating with multiddisciplinary teams, she shows up as both a skilled clinician and a thoughtful partner. She is continually expanding her learning,
deepening her cultural responsiveness and strengthening her clinical expertise to better serve students and families. What truly sets Leslie apart is her blend of professionalism and generosity. She stays late during crisis, steps in when extra support is needed, and offers
steady, empathetic care to colleagues. From high school clinical work to helping with school events, she consistently communicates the same message. We are in this together. Leslie builds belonging through consistent action. Students feel safe with her, colleagues feel supported, and families
experience her as a responsive and thoughtful an educator who strengthens culture and models service with both skill and heart. So Leslie was um honored for the title of everyone is welcome here and that was what Mr. Bernet wrote about her. And our second
honore uh is a middle school person who as Mr. Duck John pointed out earlier Ka Krauss is a phenomenal curriculum specialist interventionist and she was put into the cy category let's see what happens if innovation at its best. So
Dr. Manard wrote the following about Carla Krauss. A true visionary in STEM education, Carla Krauss fundamentally transformed our district's mathematical landscape by building a data-driven excuse me data-driven middle school intervention system where none
previously existed. From pioneering the frameworks used to identify student needs to meticulously tracking progress across district systems, she has ensured that every learner is seen and supported. Ker's leadership extends far beyond the classroom. She has been the architect of
our shift toward a rigorous eighth grade algebra curriculum and currently heads the middle school science curriculum review centered on Desessie's implement guide through her tireless collaboration with the district curriculum team. She has bridge gaps in vertical and horizontal alignment creating a seamless
and high standard STEM pathway for all students. So again, she was honored for let's see what happens if and I will show you a few other pictures and um there were also some raffles given out after breakfast and after um I feel like
Carla said right away, "Oh, I never win raffles." Well, Carla run a very she won the nicest raffle in the place. So that was another benefit. And just uh we put up some we were all asked to also talk about a an individual in our lives, an educator that was inspiring to us. And
then we had to put up cards about that. And there are our two honories together. So I'll be sharing this out to staff tomorrow and it will end up in the community newsletter. But we don't often get to see all this positive things happening behind the scenes. And next year um we have another one and we'll be
honoring some other individuals at HPS through tech. >> Where's where's your photo shoot? >> Oh, so they um the event was held at the Grazina is it Grazina? Grazina um event space in Norwood. It's a lovely place.
Um they do catering and events there >> and we hold some of our meetings there for tech as well. >> And the food is phenomenal. >> And she does a ton of gluten-free. Every time I walk in now, she say, "I know you're gluten-free. We have this." So, so thank you for
>> Yeah, it was very nice. It was >> Are you done? >> Yes. Okay. Um as Dr. Kusca said, we are deep in curriculum review still. So, we uh Carla, excuse me, Carla is running the RAMs curriculum review for science
and we are piloting um looking at piloting different resources. Krissa Marino is also running a curriculum review for Placentino Science and we're deciding ones that we are piloting at
Placentino. um ELA teachers, um Jenny Man and excuse me, they're not the teachers, they're the curriculum specialists. Jenny man and Caitlyn Kinsky are working very closely with the curriculum review team as well as School
Kit, who's phenomenal. Um just to let you guys know, I did apply for a Prism continuation grant, which is um for $197,500. So hopefully we get that to talk to Mr.
Alfred's grant funds. So that would help um definitely for implementation of a resource next year, which would be a huge windfall again for Hollist. And um I did attend the high school concert last night. Just wanted to do a huge
shout out to Sean Bilo and Dan Rice had some really phenomenal um music and coral selections. So thanks to them and Ida Papis for helping them out. being done.
>> Um I am going to uh just provide a little bit of an update on kind of the MSBA process and our feasibility study. If you can uh we have a presentation I can Susan if you're able to pull it up. >> I can see too many tabs in a second.
So, the resource as as Sus is pulling it up, um it's meant to be kind of a standalone resource, something that we can also just kind of um put this together and post this on online. Um so, just kind of walk families and community members through that process. Um I'm
hoping to kind of expand upon this based off of your feedback and others as we kind of get closer and closer to town meeting. uh but wanted to have something just kind of explains what uh what a feasibility study is and something that gives you all uh some talking points uh
to go off with. Um as uh Dan had indicated, we we are for capital pursuing pursuing the $2.5 million at Maytown meeting. Um I know it's a large amount of money. Um we are we have seen
anywhere from about 1.7 to 2.5 that were based off of 24 assessments. Um we are starting to see the October of this year uh assess uh feasibility studies that were completed and the costs of those u and some of the recent requests that are
around $3 million. Um, so I think now is the prime time to to go after the funding and and accelerate this process as best we can. I think that that's also the recommendation of the of the MSBA. Um, as well, uh, as far as timing, as far as going after this May versus the
fall, uh, what May does is that we start our eligibility period on June 1, and that shows that gives the MSBA the funding that they need to start the process. um if we start our eligibility period on June 1 and we are relying on our feasibility study in the fall um we
are getting kind of a different response and a different speed and pace from the MSBA as far as what we're going to do. So we are looking at a delayed timeline uh for the completion of that and if you are watching construction costs um they are rising uh to our second slide. So
what what is the MSBA? This is the Massachusetts School Building Authority. Um this is a a pretty rigorous process. I think those who have been in the district or associate or connected with the school committee for a long time. Um we've been kind of on and off connected
to MSBA core applications over the last decade. Um and these are substantive documents to put together. They're substantive visits that they come out to do. Um this is a commitment that a multi-year commitment that we've gone through. We've already gone through a whole decade of trying to push for this.
Uh and we're still five to we're still five to seven years away from an actual high school at this point even. So um this is a large um process that we go through. >> So why a feasibility study? Um this is
sorry. So um >> it's I don't know why there's a delay. >> Delay. >> Yeah. >> Um so why a feasibility study? It's gamma Dan. >> It's gamma's fault. >> All right. Yep. >> No. Um, so if I'm joking with Dan is Dan
showed Gamma last week as an AI tool for presentation building and I'm giving it a go. So you might might see a couple and might get some teases from some of you on >> it's even like AI has got a common look in a common language. So >> we pay for this one. >> This is free.
>> It doesn't have the made by GA. >> Well, I did a thing. [laughter] >> Well, it's not canvas. So, you know, >> I took C I took Gamma. I then dumped them into Google >> into slides and then I used AI and
slides to customiz. Wow. >> I know, right? [laughter] Some type of rule was broken there. >> Do we even need a budget director? >> Uh, all right. So, uh, thanks Dan. All right. Why a feasibility study? Um, so assess the problem. This is this is part
of it. this is a a complicated process to do this. Explore all options. So like really having significant professionals to kind of literally look at this this pro process uh and then recommend a solution. Um this is the proof. Uh you know we're looking at potentially a $300
million plus project or if we're going the Lexington route. Um >> no. [laughter] >> All right. >> Just try. You know, I was looking for a really beautiful central office. [laughter] >> Um, but uh we are looking at a large sum
of money and the fe the MSBA and the state requires kind of this level of proof um that this is something that can be done and until what capacity it can be done and this is what the process that does that. It's >> like you have to go back and then go go forward.
>> You almost have to go twice. Um so uh this is just kind of walks you through just uh what the fe the the group or the from the MSBA the feasibility study actually does. Uh starts with kind of your larger program assessment. Um [snorts] what type of building are we looking at as far as building evaluation
the structure of it? Are we looking at a whole brand new building a renovation? What's physically possible with there? Um this is where they kind of give you kind of the options. Um option analysis might mean all right what does it require to do a renovation on the location we are what does it have to
build a whole new building on the physical the the site so whether it's on the actual uh address location on the physical building site on a football field on a space here across the street uh they start looking at other locations within town as far as doing that site
analysis um you get the initial drawings the schematic design that you would have and then they do some of the cost estim estimating for you. So that gives the town a good sense of what the the actual cost is going to be. >> That's the trick. >> Um
so uh it does cost a lot. Uh so why does it cost what it does? Um you are looking at significant you know specialists. I I just think about the own architect that we're using on my own house and what we we're paying for them for that just seems outrageous. Um it is it's an
expensive thing to do as far as um one we do have our own uh OPM owner's uh project manager um and that that person kind of is the expert. It's not me that you've assigned as the expert on building us a new high school. I know nothing about building a new high
school. So um this is hiring a professional to be able to do that and take us through that that process. um the designer and architect costs that you have, schematic design, building, site analysis, um educational programming. Uh this is where you are
bringing actually your space design. Uh this is where they they go through almost like a strategic plan uh with the community to kind of assess what do you want in your educational programming, what do you want spaces to look like, what are you trying to get out of your high school? Uh and then putting that into kind of that educational design
that they have. Um, and then once you have this full kind of captured um, vision of what this school is and the schematic design for it, you get at your your cost uh, estimations. All right, this is this is kind of, you know, a breakdown based off of what the
MSBA does with the percentages of of the cost, but what how that $2.5 million would be used. Um, so, uh, this kind of gives you a sense of that the majority of it is going to that architect and design designer fee. um and then to uh kind of any kind of legal market
contingencies that we have um kind of built into into that. So um that gives you kind of a sense of our dollar amount um that's there. Um you know it's it is it's a significant process. Um I know some I've heard from some community
members that say $2.5 million to kind of walk around the site and look at a couple things and do a couple drawings. Like that's not what you're getting. You're getting an 18-month process with um professionals. >> Still well paid professionals. >> Well paid profession 12
>> and they're still walking around. [cough] [clears throat] >> Yes. Yes. 12 to 18 months. Yeah. >> Um so you know I alluded to this a little bit at the beginning as far as even the timing of like when we when we go for funding for the feasibility study, whether it's the spring or
whether it's the fall. We have two cracks at this, two bites of this apple um the spring and the fall. If we do not get the the funding that we need in the fall, um we have the potential of losing our place in in line uh of this um and kind of giving up um where we we are
with the MSBA. This might start us over in a 10-year process. Might look at something that that that's um that just really significantly slows down that that process. further deterioration, um, emergency repair that we need to do on the current high school that we have, all the while that we have rising
construction costs that are going on at the same time. And David, to be clear to the community, I don't know the exact date, you probably do. Um, February is when we have to have the money approved of 2027, correct? Um, off the top of my head, I know that
like our only unless we can go to some kind of emergency meeting, our two opportunities are the May town meeting, the fall town meeting, and then yeah, we have until like >> it is somewhere around that >> 27 270day window. Yeah. >> And that's why it's really important
that May is the first opportunity to >> May 11th though is when we do that. >> Yeah. I and I I just want to be obvious here, but if we if October happens, you have November, Thanksgiving, December holidays, January, and basically no time
to have a special town meeting to to do >> Well, we don't know how much time special town meeting >> that also costs more money. So May 11th, uh in Port >> David, could we just go back to six of breaking down the two?
If we don't use all of the 2, is it possible we don't use it all? >> Right. >> Yeah, there's it possible we don't use all of the 2.5. So um and that just sits similar to any capital purch capital that we have sits in the capital account and then that
>> either gets we can the town can decide however they want to use that whether we roll that back into the town or whether that sits there just as an offset of we know that a huge amount that the the actual MSBA um the entirety of the Hosk High School build will be um ultimately
the reimbursement is on the back on the back end at the completion of the project. >> Understood. Thank you. Is there a guarantee to a payback or is it like with a payback from MSBA? It's up to 50%. >> 50. Yeah, we're going to be
approximately 50% based off of our town. I mean, there there's a range that they give for all of Massachusetts depending on the type of community, but we're we're approximately 50%. >> And that 50% of the feasibility would be that would be rolled into the full so it would come back later. But just one
caveat there, it is gross 50% of MSBA approved uh spending. So for the study 50% or you know whatever the number actually comes out to be around 50%. But if we are and I don't think we are putting you put in a pool which the MSBA does not pay for
that is 100% then paid for by the town. So when you then look at your net reimbursement rate it and there will be things that we'll have in there not a pool but other things. >> We're not talking about pools tonight. Okay, tennis words. >> Keith Bud gave us this example. He said
with the Franklin High School, they might have gone bigger on some area like the auditorium in there and that >> portions of that they wouldn't cover. >> Yep. >> Right. >> And so that we get 100%. So then you look at our net reimbursement and we're, you know, we're probably looking at >> a few percentage points lower in the
>> Yeah. So decisions we make outside of the MSBA, I guess, recommendation will be on our own. I wouldn't say it's necessarily even the recommendation. It's just what they their formula says that they pay for. What size classroom, >> how many how many how many seats in the auditorium,
>> what kind of, you know, what things in the gym, you know, there are going to be decisions. I think the community might want certain things that they don't reimburse for. They don't reimburse for as much. And >> my understanding is also that the central office would not be part of that either. That's what I've been told.
>> It would not be >> correct. Yeah, >> it's an addition to >> there's there are a lot of things that come in fact. So it is based off of our student population. Our current auditorium and fieldhouse are larger than our what would the MSBA would build
based off of our student population. So I know Mr. Bud in past years has has spoken to that through this kind of conversation and process is that a possible scenario could could be some type of construction that preserves our
auditorium and fieldhouse or that um we get the high school but we still the town decides well we want to maintain somehow maintain this building or a portion of this building for community use. There's just like all that's going to come out in these next five to seven years. Okay. And really that comes
that'll come out actually in the next 12 to 18 months. >> Yeah. >> One of the biggest unre non-reimburseed cost that we will have and we have no ch we will not have any choice about it is septic or any whatever waste treatment >> or have sewers by then.
>> We're have that those downtown sewers. >> We're up town. >> Yeah, we'll bring it up town. Anyway, that that is going to be a huge cost that is is that'll probably be the biggest sort of non-reimburseed. >> I am actually good. >> Who makes decisions on uh whether a pool
goes in or an auditorium, Dr. Jordan or track or tennis courts? >> If somebody in the town side or a community member proposes that, then that would have to be taken up at town meeting and it would be made very clear that would be an addition too. So >> my understand is this is a very
transparent process. I think that there are different report out points from the SBC the school building committee. I think that that is it's discussed and like solidified good ideas and whatever and then things are presented and there my understanding is there are multiple
voting points by by citizens as they go through is this being communicated. So, I think that that there is a it's a and this is part of the value of the MSBA taking us through this is they they take you through so that it's an incredibly transparent process for the community um
as we build this high school >> and they also come and present at times as well when I was um building projects in way and handover. They'll come and do some of that communication. I think it's important to note too, I've had a number of people I like told put the date of meeting in their calendars and say like
it's I thought this was a done deal that like you just said there are many votes and many steps. So even if you vote on May 11th, which hopefully the community will come out to do, we're going to ask you to come vote many more times. So just kind of keep that on the community's radar. >> And even if we think it's going to pass on May 11th, just having more people come out and show more support,
demonstrate that all that to the MSB and our seriousness is important. >> Good doveetail. Hillary and I met with Tina last week or the working group. [clears throat] We discussed the school building committee which to remind the school building the well we are incredibly excited for the high school.
Incredibly >> the [clears throat] high school is a town process. Um and the school building committee which is will be created will be the governing authority for the school building um in conjunction obviously with honestly every board and
committee in this town uh as well as community member. Um we had met last week to discuss the construct of the school building committee. Um so we are marching forward in April. Select board has the designated the authority to designate the school building committee.
There are statutory roles that are def predefined roles that need to be part of it. Superintendent's one of them. Uh Hillary, you probably know these better. One school committee member. >> Uh bunch of them. >> There's several. Yes. and the finance
and operations person on the school side is typically it would be the facilities person types >> told so there there's there's and then there's a number of at large roles we can define uh so as part of the working group we settled between four to five
and again that's not written in stone so for the record we're still working through that with the um process being we want to make sure we have enough voting members so a lot of the the the statutory roles will be town employees we understand at this point town employees typically do not have a voting role. Um so we want to make sure we have
enough voting roles part of school building committee. Um the select board has indicated on 46 will be a conversation on that. Um where we are tasked with and where again not completely solidified but a discussion we had was the appointing authority for
those at large roles will likely be split between the select board and the school committee to delegate and nominate those roles, assign those roles. Um the one thing we're working on with Tina between the select board and this committee um which we'll probably have to discuss in the April 9th meeting
is what are what type of delegate appointee would we be looking for? What's the construct um the background that we're looking for as we think through who should be appointed? Our goal is um before Maytown meeting to have this solidified again to send
another message, additional message to MSBA that we got the funding, we got a school building committee, we're on a roll. Um Hillary, anything to add from our conversation with >> Well, as we said in the last school meeting there, uh school committee meeting, there will be a a website. >> I was going to give an update in communications. I fell behind this week,
but yes, there will be and deck will be the first thing added. Yeah, there's not a lot to share ahead [clears throat] of the May 11th um town vote, but certainly when we identify the roles that are going to be on the school b building committee that will be on there.
>> Yep. >> And I'll just give the update here communications. We'll have a meeting. Chris Mayo, Dan still here. Dan, we got to we're going to set up the website. This will probably be one of the first things because Dr. Jordan, this isn't a great presentation. Uh covers everything. So as a preamble to town
meeting start with this and then there'll be more information obviously as the school building committee set up that will become the website in which they communicate and we'll have that link between the school district website and the town website >> incredibly exciting. >> Yeah. >> All right.
My turn. So this is an an answer section for you. Who's excited that Jason Tatum has returned to the Celtics? Anybody here excited? More than excited. So, I have something more exciting than that to share with you. So, we have on April
7th, our outstanding unified basketball team at the middle school will be having an extra game because WBZ is coming to do a story on our unified team. That is far more exciting than Jason joining the Celtics. And I hope that
[clears throat] I get to see all of you there at the middle school at 3:20. So, your pen should be out. You should be writing right now. April 7th, 3:20. I'll send you a notice to remind you that they'll be joining to write a lovely
story about what happens. And we'll see it on TV and we'll figure out when that's going to be. But I I really hope you'll come and join us for the event. >> And I think they'll have is it Medfield that's playing? Medfield will be coming. Excuse me for not adding that in. It will be a home game against Medfield. Um
and WBZ News will be here and what their idea is that they like to highlight the inclusivity and kindness that [clears throat] radiates from our unified team. What a nice thing. So I hope you'll join us and celebrate our team which works incredibly hard. I was
over in Hopington last week watching the game. took some great pictures of the kids in their up in the air pictures as they are. Uh, but we'll send you some more information out right now. We're in a save the date permission slip stage, but I really had to share that with you.
So, if Jason goes away, I don't care. We just want our unifying team out on the floor and have the opportunity to see them on channel 4. [snorts] So, that was my first good news thing for the night. >> You can also share when you find out when exactly we air. That would be great. >> Yes, that's wonderful.
>> Yes. Um, and then the other thing just to share, it's it's not exciting like Jason or our unified basketball team, but it's to update the committee that we have begun the process of the school monitoring review with the department of education and we met uh Dr. Kusker and I
met last week, this week. Sorry, the weeks are flying together. This week to start the process and all of the different steps that we have to do. Uh I will be having a meeting with them again next week myself and then from that point on they'll be going through all
the documentation that was submitted last year that's been sitting in the portal and then the most important thing is the week of June 1st they will be coming on site here in the district. They'll be for about two days to go through uh do walkthroughs of the buildings, look at several things,
interview folks, whether it might be somebody from CPAC, uh teachers, principles, and so forth. They might ask to meet uh with the chair of the school committee. I don't know yet. That wasn't one of the names on the list yet, but all my other districts, somebody from the school committee has always met with
the team that comes to visit. So, I'll keep you apprised of that. uh what's in the portal for the department looks pretty solid, but they're going to let us know if anything is missing because of the transition in directors. Uh most of it was there, so I didn't have to add anything else. They're also emphasizing
we have a smaller component on the education piece and a bigger emphasis on the civil rights piece. So that's where they're looking at us this year. And then this level of review won't happen again for six years after this, just to give you some insight about next steps.
But I want to keep everybody up to date on what's happening here as they come into the district. And I'll continue to let you know as I talk with them and eventually when they're going to be here. And that is it for this week. Put that date in your books and buy your shirts
in advance and you'll look great as we sit together. >> Thank you. Um okay, we can move on to reports from subcommittees. So, communications. >> Yeah. My brief update. >> Yeah, you already
>> schedule um next week >> policy. Nothing. >> Budget. >> You're all set. >> You've done enough. >> And superintendent. We're good. Um okay.
So, I think we are on to our last item. Um, we did receive a request from a student uh to they would like us to um send a letter supporting there's a climate literacy
bill. Um, I sent that out earlier. I don't know if anyone had a chance to take a look at it. Um, let me see if I can pull it up. Essentially, it it um
go Do you want it on the screen? >> Sure. Yeah. So, that's an example of the letter. Um they they're looking for it's House Bill 560
and 391. Um and it's basically Sorry, still trying to pull it. Where's the summary? It's legislation that would require DESIE to create a curriculum framework around interdisciplinary climate literacy. Um, and it establishes a trust
fund and advisory committee to make to support that work. So, I just I don't know if anyone question the answers, but >> I I think it would be prudent of us to think everything what's the right thing to do, but also what could potentially
impact the budget and be mindful of both. it was not clear the trust fund would how it would fund this curriculum. Um, and without that it's hard to totally behind the effort, but we I think we have to be careful of what we
sign up for if we're not fully sure how it will be funded. >> I think you'd be, you know, supporting the potential of this, but yes, it could definitely be a desi unfunded mandate and that could be a concern as well. Um,
any suggestions on how to I do we want to send a modified version of this letter saying we support the um >> philosophy. >> Yeah. Right. We could we could say we we
support it but respectfully request um funding um for its implementation. Right. We can add something does it but the bill passing doesn't automatically also mean that we have to
partake right? No, I think it will. >> Desi would have does it man I think part of it but does does this mandate desi to implement it or now it gives authority to desi to implement? >> It says to achieve promote and support the instruction of inter disciplinary
climate literacy education um for districts across the commonwealth. I don't think that means if it passes were necessarily and what does that mean for teachers in terms of
uh you know extra training and professional development and implementing some of this stuff into the curriculum >> it would likely have to be brought into a curriculum review process and how would be embedded as well so there's a lot of layers to that is where if there's no funding you know I mean
concept conceptually supporting it is is a a good thing. But then what happens later is unknown until we got to that point because then it would be what grade levels are going to be having it. Are there going to be specific standards? >> 391, right? Okay. Why don't we why don't
we look at this because I think there is something in here for funding. Um to achieve, promote, and support the instruction of interdisciplinary climate literacy education for K through2 public school students in districts across the Commonwealth. There shall be established and set up on the books of the Commonwealth a separate fund to be known
as the interdisciplinary climate literacy trust fund. There shall be credit to the fund one revenue from appropriations and other money authorized by the general court and specifically designated to be credited to the fund. Two funds from public and private sources such as gifts grants donations to further interdisciplinary
climate literacy foundation and interest. I mean there there's a component. >> Well, so what they'll do is the initial they'll put money in initially. It'll be put out there and then it will be pulled away in subsequent years. And >> well, we could say in our support letter
and continue to funding support. We put something in there with that. But I I feel like the Senate bill itself 391 includes a funding portion. >> It includes a funding mechanism should they so choose. >> Yes. >> Yeah. >> And I think but I mean that's everything. I mean I think >> I think >> I my guess is somehow this would
probably wouldn't this be implemented in the form of grants or something like that to get to get districts started. I mean >> it's unknown because often you know as you know there's been a lot of desi recommendations and then I you know if they don't fund it they just recommend it. So then it would be up the individual local. >> It doesn't sound like there's any
anything. It forces us. >> No, I I don't think it does. I think you're just saying you're in support of it. >> The potential. >> As long as anything here that alludes to a mandate that we can't disengage with. >> I I don't hear anything that that sort of
>> I'm not reading anything either. So I think >> it talks about purchasing like the fund would be used to purchase um purchase distribution and implementation of curricular materials um professional development training and
then opportunities for districts and stakeholders to assess and share evidence-based practices. So um I'm in support of want to vote on this slide. Yeah. Okay. Yes. >> Okay. Um,
>> are we okay with the wording in the proposed template? >> Yeah. I mean, the funding is going to be on a year-to-year basis. So, like if we want to if they don't fund it, we want to >> send another letter. >> Okay. >> Advocating for that. I think that would
be the time to do it rather than say and perpetuity fund the fund it you know. Okay. So, I'll entertain a motion. I can, you know, fix >> take care of the letter and send it on. >> I would like to thank the student or students who submitted this. That's it's
an awesome something we should encourage. And um yeah, >> so I'll make a motion to approve the uh climate ed bill letter of uh support to our state representative and senator as uh written and with any minor non-s
substant edits by the chair before sending >> second. All in favor and just um to thank it's Angage um Palai apologize if I didn't get the pronunciation right but um they're
working with the Mass Audabon statewide youth climate leadership program. So um it's it's great um that we have youth that are caring about our world and our climate. So thank you. >> So you'll let them know we
>> Yes. Yeah. Yes. Okay. Um let's see. I just want to make sure I didn't miss anything. I think that's it. Right. Okay. Um at
this uh time, I will entertain a motion to adjourn. Second. Um favor. >> All in favor. Great. Good night, Alison. Thank you.