Good evening, Hollist, and welcome to the January 8th um edition of the Hollist School Committee. Um, we are we do have a remote participant right now. So, I'm going to start with the remote
meeting statement. Um, pursuant to the governor's March 31st, 2025 act relative to extending certain COVID 19 measures adopted during the state of emergency suspending certain provisions of the open meeting
law. Um, GL C3A paragraph 20. The Hollist School Committee will be using remote participation for this meeting. The audio of this meeting is being recorded and will be posted to the town's web web page as soon as possible in accordance with keeping the public
informed of actions during this meeting. At this time, a roll call attendance will be vote will be taken. Uh, Don, >> Hillary, >> yes. >> Joe, >> present. >> Frank, >> present. >> Tracy, >> present. >> Dan,
>> here. >> And I'm here. Sarah. Um, okay. So, at this point, we will get started. We do have um the consent agenda. I entertain a motion to approve the consent agenda.
>> So, move. >> Second. >> Um, we'll do a roll call vote for that. Don, >> yes. >> Hillary, >> yes. >> Joe, >> yes. >> Frank, >> yes. >> Tracy, >> yes. >> Dan, >> yes. >> And I'm a yes.
>> Okay. this point we will move on to our report from student representatives. >> Hello. Um so the winter and course uh the winter chorus and band concerts took place on December 16th and 17th and they featured both the middle school and high school groups and they were great
performances all around. Um more from the performing arts. The student directed one act performances are coming up in early February. Um so we expect tickets will be available soon. And finally, auditions for the Massachusetts Educational Theater Girls or MEG Festival show are next week and
Theater370 will go on to compete against other schools at the end of February. One of our track athletes, Lucy Downin, received Metro West Daily News recognition and was nominated for the girls athlete of the week. Um, girls basketball is having their annual pinkout game tomorrow benefiting breast
cancer research. And the boys varsity basketball has been having a very strong season. Track has winning records for both the boys and girls team. This Saturday, the robotics team is traveling to a regional high school for kickoff. This year's competition will be introduced and the team will collect
their parts required to implement in the robot that they will begin building over the next few months and then they will then compete in March. DECA today and tomorrow is attending the district's career development conference. Their task is to find solutions to a realistic case study and present to a judge.
Tomorrow over 100 members will be traveling to the conference center in hopes of qualifying for states. Inspiring them will be the four members who received first place honors today as well as a fifth member who is also qualifying for the states convention. Um before school break the school store
reopened with the help of NHS students and it is run by student volunteers for 30 minutes after school every day. Also before break there was a biotechnology focused field trip to the TUS Medical Center. um and discussed were animal testing facilities and doctors including
a neurosurgeon um spoke about their focuses like the brain and skin stem cells. And to close out um just talking with our student advisory council, students are hoping for more knowledge on how the course selection/recommendation process will work for next year. Um but we recognize
the timeline requirements of the process. They are however asking questions about the new schedule, especially with the 2026 2027 course recommendations coming up soon and simply want to make the transition as smooth as possible and have everyone feel prepared. And that's it. Thank you.
>> Thank you very much. >> Um we'll move on to school committee individual comments. Hillary >> none for me. >> Joe, >> Doug. >> Frank, >> none for me. >> Tracy, >> uh yes. Um I would actually like to start with a thank you. Um, I want to
acknowledge and say that I appreciate all the hard work being put forth by members of the Hollston community and the people here at this table. Um, to make sure that our students well-being and the needs of our students come first. Um, as we learn more about the next chapter in our leadership here in Hollist, um, I appreciate that all
interests are being considered as we search for the next superintendent as well as other leadership roles in this district. Um, I promise our students, teachers, families that we are doing our best. Um my job, our job is to look at the problems and challenges facing all of our students and that is a task that
I know none of us take lightly. Um the foundation of the work we do is balancing the multifaceted and nuanced needs of our community. Uh we continue to have hard conversations and make tough decisions, but at the end of the day, I know that we're doing the best we can with what is before us. Um as with any growth mindset, as we know better,
we do better. and I know that we will continue to do that work um as a community for this search and others with the end goal of serving all of our students. Um I hope we move forward with the knowledge that um we're doing our best to do our best for the students of Hollist. And so um heartfelt heartfelt
thank you um to everyone working together toward that goal. >> Thank you. >> Thank you. >> Well, well said. Um as far as the schedule and everything goes, I think we have some people here that will be talking about it later. So hopefully your uh your classmates will uh will watch and I'm sure that there will be
much more communication about that uh coming. So >> and yeah, I don't have anything at the moment, but Adele, I know you have some exciting college news, so congratulations to you >> and thank you for coming.
Um >> Oh, and uh Don, did you have anything to add? >> No. No. Okay, thank you. Um, at this point, uh, let's see.
Um, do we have people signed up for public comment >> sheet? And if anyone on Zoom wants to raise their hand, >> did anyone on Zoom want to make a public comment? >> You could use the raise your hand
feature if you do. >> Okay. >> It's um, Yep. It's sort of difficult to hear you all, but I think you asked if anyone online had public comment. >> Yes. >> Okay. Yeah. Hi. I do. >> Yep. Go ahead. >> Hi, I'm Angela Paige. Um I think I had
to say my address. Is that right? >> Yes, please. >> Do I? >> Yep. >> Yeah. >> Yes. >> 617 Washington Street in Hollist. and I'm um here representing um DER Hollistston and I wanted to share
um a letter that um a hundred or close to a hundred of our community members um signed over the last uh week or so. Um so I'm going to read the letter and then I'll put the signatures and the letter
into the chat um if that's okay. I hope that it's fine that it's not a physical document being covered to you. Um so, um dear members of the Hollist School Committee, we are writing as signatories of the diverse Hollist petition calling
on the school committee to strengthen the superintendent search and long-term district leadership by adding a member to the selection team for superintendent whose sole focus is reviewing candidates through a diversity, equity, and inclusion lens. While we appreciate the
district's efforts to recruit from a diverse candidate pool, diversity in applicants alone is not sufficient to address the complex challenges facing our schools. It's imperative that we hire a superintendent who can understand and navigate issues affecting people
from diverse backgrounds and who can lead the district in implementing practices that foster inclusion, safety, and a sense of belonging for all students and staff. To do this effectively, the selection team must include at least one member whose sole responsibility is to assess candidates
strengths and gaps in this area. Someone with the appropriate training, experience or lived expertise to evaluate that should say sorry to evaluate leadership through a DEI lens. Members of diverse Hollist have been told by
members of the school committee that the screening team is not set in stone. And so given this, that's in quotes. Um, given this, we respectfully urge the school committee to add at least one DEI focused member to the selection team while there's still time to do so. Thank you for your consideration and for your
service to Hollist public schools, sincerely the undersigned signitories of the petition. And I just want to note that we are aware that um Jarielle was added to the um added to the selection uh committee um
>> and while we're you know very very supportive of him and his work and his contributions um the and you know so that that that happened I think like the night before we released our petition and it was never um sort of formally
communicated to us. Um, I think we found out in like a Facebook comment. Um, and so it kind of shifted the way that we were thinking about this petition. Um and we've communicated that um uh with our members and sort of have gotten more
signatures since then which is sort of you know it it's this this um idea to have a single individual whose sole focus not necess not just representing the the school system but actually whose
primary reason for being there is to represent DEI considerations um is that but it's also um uh about transparency and communication and you know setting up a uh a system
and a dialogue that we can continue throughout you know throughout the course of of of time not just in this moment in time. So we're using this sort of petition as a as a signal to that wider um uh focus. So I
put the thing in the chat and we can hope they see it there. Thank you. Would you would you mind um emailing that to uh me as well >> at my school my my email address is when you guys have it. So >> um no problem. >> That'd be great. Thank you. And I neglected to mention we do do generally
a two-minut um time frame here. So we will time the rest of the public comments. >> Um Chimaya, would you like to speak? >> Sure. I can go next. Um just to my um 425 Under Water Underwood Street um representing both myself as a
community member but also um as a diverse solist and um representative. Um I just want to follow up with what Angela started off with. Um, I think we need to really look back and figure out if we're really doing a good job um of
um focusing on the inclusion and belonging aspect of of of the work itself or are we just happy and patting ourselves on the back with what we've done so far? Like yes, we did a bunch of things in the last couple of years servicing that area which was
drastically underserviced for many many years. So this is not saying we have done nothing and the school committee hasn't done anything. Um so this shouldn't be taken as a personal um challenge to the school committee about having done nothing. We've done some uh
but there is still given how little has been done over the past many years and how underserviced this aspect of inclusion and belonging for both visible and invisible diverse communities. It's a challenge that I I think the school
committee and the community needs to accept uh as an active challenge and the reason I I'll give you one example prime example of a recent um discussion debate conversation um that has happened in the community uh where um the issue was
about um um public holidays or like holidays that are given to the school system. Why is it that like two underrepresented communities, neurode divergent and um kids that need additional attention, why are they go having to go up against uh people who
are celebrating those holidays? There are many more different creative ways that this has been solved all over the country in various public school systems. Why are we not looking at those creative solutions? Why does it always come down to one underserved community
being pitted against another underserved community? I think that's where we need to take up the challenge. There needs to be creativity. There needs to be a commitment to to uh inclusion and belonging for everybody. It shouldn't be one against the other. It should be all the community members. I think that's
that's what I would like to say. I'm just adding my um support to what Angela said as well as what Timmer Hollist in general is uh putting forward. Thanks. Thank you so much. We appreciate it. >> Uh let's see. Uh Jess, would you like
>> Hi, Jess 116 Locust Street. I want to begin by thanking the school committee for adding Jiel to the superintendent search screening team. As a parent of neurode divergent children, one of my greatest concerns with our district has been its approach to social
emotional learning, particularly how it supports the diverse needs of our student population. One of the strategic objectives in the building bridges together strategic plan is to quote provide a safe and supportive learning and social environment where each member of the educational community can
flourish in a respectful, inclusive, and productive environment end quote. I do not feel this objective has been fully realized or consistently upheld based on my personal experience and conversations I have had with community members. Which is why I want to reiterate the importance of identifying a
superintendent who can lead the district toward meeting this goal. My concerns with this district do not lie in the curriculum. They are about the district's ability to meet my children's needs and to keep them safe. Safety, acceptance, equity, and inclusion are especially critical in today's political
climate. That is why it is essential that DEI be intentionally embedded in district decisions, especially one as consequential as the superintendent search. While I am deeply grateful for Jarielle's commitment to this work and appreciate the school committee's decision to include him on the screening
table screening team, I believe there is still more work that can be done. As my peers at diverse Hollistston have shared, I would like to see a clear and public commitment to embedding equity and inclusion into all district activities. When it is unclear how equity is being applied in a process
like this, it can unintentionally suggest that equity is secondary rather than foundational. More importantly, I would like to see ongoing two-way engagement with the community, not only from an equity standpoint, but as a broader communications practice. Effective communication demonstrates
that community feedback is being intentionally considered rather than addressed informally or after the fact. I hope the school committee will take this opportunity to strengthen communication, trust, and alignment around district goals so that all students and families feel seen, supported, and represented in future
district decisions. Thank you. >> And then we got Barb. Hi everybody. Um, thanks Tracy at the beginning for offering that comment. Um, that was nice to hear, helpful. Um, okay. There's a lot of things I I could have I could say
tonight. It's kind of taken me all day to figure out what I was going to say. Um, and I'm still I was still writing it over there. So, um, I'll just say I I I believe the majority of you members of the school committee um, value
diversity, equity, and inclusion. Um, and I want to acknowledge that in today's political landscape, um, where DEI efforts have been dismantled and attacked at the federal level, um, by executive order, legislation, just flat
out eliminating things from websites, um, and by corporations that you caring about it is not nothing. Um, it's not nothing. Um, it it is foundational, I think, to be able to do a good job as a community leader. Um, and I used to
think that that was enough. Um, for a long time I thought that was enough. Um, and so, you know, past district leadership has also value DEI. So, I've I've been engaging with the school district for a long time. Um, and I first started with
former superintendent Brad Jackson. Um, and he said that he cared about DEI. Um, Superintendent Dr. Kuska, she cares about DEI. Um, Assistant Superintendent David Jordan cares about DEI. Um, and >> I'm sorry. What?
>> Sorry. 30 seconds. >> Oh, really? Okay. Um, so I'll just wrap it up. So, you all care. Um, David Jordan, you asked me to help you with your graduate research on this topic. I know you care. Joan Manard, I know you care. Um, I thought that people getting people who cared about this um, and had
good intentions would be enough. Um and one of the most concrete actions that our district has ever taken towards advancing these efforts was the equity audit in 2022 I think. So thank you Dr. Kusca for that. Um and although current leadership at the time valued DEI all of
all of whomever was in charge at that time many of you were uh are still here. Um the data revealed we have major gaps in the ways our students perform. Um I'm sorry what >> it is two minutes just >> uh okay so um I just want to say this is really frustrating. I have like the rest
of my paragraph to to to add. So, can I finish? >> Thank you. Um, so, uh, that gap between stating it as a value and making concrete steps toward addressing those gaps is the chasm that diverse Halston had hoped to help you with at the
beginning of this process. Um, that is the partnership we had hoped to have and what I hope we can have going forward. Um but to be really clear what I feel needs to be different is that when you know we offer concrete steps um that there is dialogue there's there's actual
conversation so you know conversation questions answered more than we'll take that into consideration thank you because one thing I have heard is that DEI is important but is it's not the only thing and and I know that and as Jess was saying diversity equity
inclusion is foundational it does need to be baked into every conversation And I think most people, well intended or not, don't understand what that really means. Um, but the equity audit yielded some very specific suggestions. So, you have this document. We all paid
for it and we've asked you to use it. So, when we've asked you to use it and and you haven't answered our questions about how you're going to use it, um, but more things like we're going to rely on hya, it's really frustrating. So how you will use it um needs to be incorporated at the heart of this and I
hope that we can do that going forward. We have an opportunity now whomever is on the screening committee like to come up with a with with a rubric with questions and answers that that we all know how we're using this going forward. So thank you. I won't take any more time. I've off script now.
>> Thank you. >> Um is there anyone else on Zoom that wanted to make a public comment? Yeah. Okay. Um, >> may I ask Okay, just I was just going to ask if we could move the high school above >> R three, but I see you have something else.
>> I do. I just want I do want to make one comment. Um, and just to be clear, we're as soon as I finish my comment, we're going to move on to the next agenda item. Um, I just want to thank Diverse Hollist for um your continued support and advocacy of all of this. Um it is
work that will never be done. We keep working on it and we keep pushing and trying to do better. Um we share the I think pretty much all of the members of the school committee share your concerns and your support um
to ensure that equity is supported in our schools and the broader community. Um I admit I am a little I was a little confused with by the petition um and your position on the search. From the from the beginning we have made it clear that um
equity would play a part in this search. Um we chose a firm that state had a stated history of putting an emphasis an emphasis on equity in their search processes. We ensured that the job posting was placed on many job boards including two with diversity focus. Um,
we included our director DEI and Equity on the search team once he was able to make the schedule work. Um, yet even after learning all this, you simply stated you you kind of altered the position from asking to have someone
with the DEI focus on the board to having someone with their sole focus. Um, it just it's it's hard to kind of keep meeting the the changing goalpost here. I suppose >> I have to respond. Sarah, I haven't >> I'm sorry. You're I'm going to finish my
>> Of course, but can I respond what you're saying? >> We're going to move on to the next agenda item at this point. We're not going to have a back and forth at this point. Um, the superintendent screening team currently includes two school committee members, the town select board chair,
two school principles, a teacher, HFT representative, the retired assistant superintendent of finance and operations, and importantly for the this discussion, the district's director of social emotional learning and equity and inclusion. I'm completely unclear how this very very qualified team of people,
talented, highly educated and trained professionals, educators and administrators do not meet your definition of how to support equity in this process. Your stance to me is not respectful of or appreciative of their backgrounds. Um they bring many many
lived experiences of working with all of this. We have people who have led the METCO program for a large neighboring high school. They've we have people who've completed training on how to evaluate data from the lens of equity or or students from disadvantaged backgrounds.
People with deep experience in special ed programs. Looking people who are looking at opportunities and options for students to gain college credit or participate in career pathway programs, challenging classes in financially feasible ways for students of all means, not to mention the obvious. our director
of social emotional learning and DEI is on this team. He will bring a vast array of skills, experience, and expertise. To say that we haven't worked with the community on this is disingenuous. First of all, at least five members of this committee have had multiple long
conversations with you, with Jess, with others from Diverse Hollist. Um, in fact, we've probably had more interaction with diverse Hollist than any other group, whether it's the
teachers, students, I it it's a lot. As we've worked with HYA through the the superintendent search, we have received input through over 40 hours of interviews with many people from our community, teachers, administrators,
students, pair of professionals, town employees. Inerson, we've held in-person community sessions. We had Zoom community sessions. Additionally, we received community survey input from over 600 community members. All of this input is going into creating the search
profile for the the superintendent and is informing the decisions that will be made. I guess for me personally, it makes it very difficult to work with you in a partnership.
I'll just close with this. We're a volunteer board. We care deeply and spend many hours each week working to support all of our students, staff, and schools. We also value and support all of the efforts of our incredibly dedicated, well-qualified, and caring staff who come day in and day out to
make a safe and supportive school for all of our students. I will re reiterate my appreciation for the work that Diverse Hollist does in the community. Your voices have been and continue to be heard, but now it's time to move forward. And as previously stated, we
will be talking about more opportunities for how the community impact input and feedback will be involved in the, you know, the following weeks of this process. So that's all I have to say at this point. I think we would like to move the high school up on the agenda so
that you guys can um talk and then we can move on. So thank you. >> I just thought Mr. likes the whole meeting. >> So, we actually have entire high school leadership team.
>> And I know they'll introduce themselves as well, >> so the community can see that. >> Thank you. >> Look, it's been a while, but >> All right. Um, so
happy new year. Um I wanted a chance to bring my whole team here um because um although you've seen a lot of me at these meetings um this process of working through the changes with the schedule and the program of studies and what's offered to students is really been a complete team effort um and I
wanted to make sure that the folks sitting here um could share their expertise with the areas that they've been working on um and you know just to hear other voices in this because this is who the students are dealing dealing with um not just myself but working with
every day with Mr. Lavasser, Dr. Kiff and Miss Condan um and wanted to be able to u sit here and answer any questions you had and and and lend their expertise to it. Um what you're going to see in the uh slideshow is really
a um the overview of where we are moving forward with the the schedule in regarding the academics. Uh usually these presentations for program studies are about all the new classes we're offering and all the but so we sort of paired we paired that back because
obviously with the schedule change um to add a bunch of new classes um is not really what we're going to be focused on. So um I'll I'll start us off with um just sort of what we're going to be going through and then I'll I'll hand over um
to to Dr. K. Um, but we really just want to go over the the make sure everybody's understanding of the new structure of the schedule. Um, what the scheduling like Adele who talked about at the beginning what the scheduling process will will look like um how it shifted the graduation requirements meaning the
actual number of credits um and then the course progression and electives and then the specialized programs. So on the second slide there you see the structure. Um it's a six it's 64minute periods a 41 minute DSB every day u a 7-day rotation where two periods drop
each day and classes are simply either one semester or a year. So just keeping it simple that is the the basic premise of of the schedule. Um it's offered in lots of different different districts throughout the state and the country. um and uh keeping it simple there with
classes are either a semester or a year. And with that, I'm going to hand it off to Dr. Kay um who has been working on the back end with Miss Taylor um and uh Jod Renee to make sure that this process is ready to go when we start picking
classes and make recommendations. I'm going to hand it off. >> Hi everyone. Um so I have been working on the scheduling process. I know the students have questions about this. So, this is kind of the timeline we're looking at. Um, I think the important thing for students to know and for families to know is that the process is
really exactly the same. Um, it's not significantly different. Um, the timeline is is relatively the same as last year. What students will see on the screens when they select things will be almost exactly the same. Um, really the number of credits they're selecting is
the major difference. Um the process starts with uh course recommendations that starts uh the end of this semester through March 6th. Um that's when we'll have teachers finish up their recommendations. We'll have more information available to families and
students about um our different endorsements and programs that we have later in January. And then um the part that students are most concerned about is the course selection time frame and that is between um March 9th and um oh
sorry that's between March 17th and the 31st. Um prior to that there'll be multiple meetings with counselors and the full class each of their classes but also individual courses. They'll go into classrooms meet with small groups individual students. Um and then
there'll also be a program of studies night for families as well. And that will be available for eighth grade, the rising ninth graders, and the current students as well. Um after the course selection process is closed, um we do have the the ability for families to um
override the recommendations based on family decisions and things like that. So that will be um uh the deadline for that will be April 6th. So the next thing is the um numbers of credits and how that the graduation requirements changed. Um you'll see that
there's really the major change is that we're going from 26 to 25. >> Is there any additional ones you wanted to highlight, David? >> No. So these are changes. This is the graduation requirements that were voted on
voted on by the committee previously. Um but there's just the adjustment made. It has more to do with electives than anything else in terms of what the requirements are for graduation. Um so right now it's a 26 and that it'll go to 25 um out of the 28 credits that
students will have access to take. >> Um the next slide shows the uh progression of classes for the English program. Um there's no significant changes to the English program moving forward. Um students will be required to take English all four years. Um there's
a variety of different offerings, levels and AP classes as well as um all freshmen will be required to take foundations of writing. Um the next is the social studies. Um again no significant changes to the
uh the courses offered just the progression is slightly different um where the modern world history is moving to um the older grades um that that because of that next year we won't be offering modern world history. It'll be because there'll be no students who will need it based on how they're moving
through. Um and so we'll offer a lot of US history too next year. Um and then we'll also be uh adding in the civics civic action course um which is a state requirement for students to complete by the end of graduation. And there will be
multiple ways for students to gain that um credit not just through the civic action course but in other courses that we offer as well including um through the the GCP program um like the service learning class and some other courses
that we have it embedded in as well. The next one is the world language progression. Um, the main changes here are really just the naming of the courses and kind of making it a little bit more clear so that the communication of what is being
taught in each of the levels is clear to families. Um, so you'll see a variety of different options for students and where they can enter based on their um, level of Spanish or French. Um the last progression is the French immersion. Um
previously those classes were not named French immersion, but they will be now. So they'll be clear to select which French class to take. Um if your student is in French immersion. Um and then just to note at the bottom that that we do have French one, but typically our
students are beyond that and we don't have enough students to run it, but we do offer it in case there are students who need it. Do you have to be previously in French version to move into that? >> Yes. >> And >> all right. So now
>> moving on to math. >> This next math progression. >> Um these are all the options for um for next year and moving forward. You can see there's a lot of different options. We're trying to make it so we can get as many kids into calculus um as possible. Um that's why you see so many different
pathways here. The first pathway there is um a CP2 student enters for concepts of algebra then goes to concepts of geometry and then concepts of algebra 2 and then can take an elective. Um the next two pathways are very similar. Students start with algebra 1 CP1 move
on to geometry CP1 uh and then can take algebra 2 trig and um trig and CP1 and then an elective or they can take algebra 2 financials CP1 and elective. And the elective could be um AP stats, it could be um AP cal. There's a lot of options for what the electives could be
and you'll see those on an upcoming uh slide. And then the next slide shows the science. Sorry. >> Sorry, I just want to make sure people um so just because it looks a little bit different. Um that ex the the next line there, the accelerated algebra is really the only thing that looks a little bit
different. Um but that's going to be the um if a student is not quite ready to go from eighth grade to geometry honors that they have already done some of that algebra in in 8th grade. This is that sort of middle ground there. Um that would be comparable to what we offer now
when students come in and take algebra one part two and then go to geometry part one. So that it that it's it's it's not quite new because it's kind of just taking what we already do and putting it together. Um, and so that's for the
eighth grade. So that's this is for that eighth coming, this current eighth grade right now and coming. So our math teachers will be working with the middle school math here to make sure parents and students understand the difference between all of the classes going in so they can make an informed choice um
about where they want to start their progressions and work with the teachers on with the with the recommendations. Are you working with the middle school math teachers too to help them understand how to help guide kids the right way? >> Yes, they've already they've already had
one meeting. So, prior to this being created, they already have one meeting where this was talked about and and understood about where students are coming in. And then um now that we're going to start moving through that process of making recommendations, there'll be more meetings with teachers between the teachers to make sure that
folks are aware of uh where students are coming in. >> Yeah. And we have a we have a meeting coming up with um administration and um counseling staff just to go over the recommendation process because all of the numbers and names have changed. Um and so that meeting is taking place um
in a couple weeks before the the recommendation process really starts. >> The next slide is the uh science progression. All nth graders will take biology. They can take CP1 um CP2 or honors. uh in 10th grade. Uh most will take chemistry
followed by physics in 11th grade. But there's the option to um either double up or to take AP bio as a sophomore. Uh we're really trying to make give as many options for those AP biochemics to as many students as possible. Um and then followed by 12th grade, they have the option to take uh if they've taken
biochem and physics, they have the option to take AP bio AP Chem AP physics um too. And one of the things there just to recognize because it um most most of our students almost all of our students go through high school taking biochem and physics. That's the majority. Um but we recognize that there are students who
that that's just not going to didn't work for them. Didn't work on their schedule. So um there are other lab sciences that that exist through there. Um and then grade 12 there they're not just AP options. There are other elective options. Um, but the the the visual the reason for this visual here
is to understand that like that you're not going to have to have a student who has to take like all three science APs their senior year. There are ways to spread this out throughout their time in high school so it's not all stacked at the end. And for health and nothing um from the current progression changes u for what's
offered to students. So the ninth uh ninth grade health and wellness 10th grade and then 11th to 12th grade they choose from different electives but it's a mass state requirement that students take a wellness class every year and Miss Condan talk about bridge courses.
>> She give some background on bridge before. >> Well so first I'm Kim Condan. I'm the student service administrator here at the high school. I don't think I've met all of you. So um so our bridge classes were started three years ago and I will give full credit to one of our teachers
who saw a need um a few years ago for students who had historically been mostly in our subsparate classes but they really started to have a goal towards earning a diploma. And so she was um really instrumental in helping us
build this new pathway for some of our students that continue to have a goal of earning a diploma but might need some extra support. So um in and their timeline might be a little bit different than some of their other students um or it might not be depending upon you know
their individual needs. And so we started these bridge classes here at the high school and now the other schools have adopted a very similar model here in the district. So that's super exciting. Um and because of that, because now the other schools, um specifically in our case, the middle
school was able to start some of these bridge classes, we now have more students. Um and so we are excited to be able to really expand the offerings that we have here at the high school. We've always had um an English class that's
really language-based and been able to support students. It's always been um a co-taught model. So that means taught by one of our English teachers and a special educator and at times we have a paraprofessional in there as well depending upon the number of students. So that's been a class that's been
offered here for longer than I've been here. So at least seven or eight years um probably much longer than that as well. This year we introduced a new math class as well for um our bridge students and um it's still considered a CP2
class. It's work it's towards graduation requirements um and but it's also a co-taught math class that really focuses on um an integrated math with um both algebra and geometry and then moving along in the progression if needed. Um
and sometimes students may be able to graduate out of those classes and enter some of our other CP2 or um in some cases we've had students move into some of our CP1 classes as well. And so we've also had students in um our bridge
continuum who have been in our math I mean I'm sorry our science and social studies classes but with um the increase in the number of students that um will be offered these classes next year. We decided to do it on more of a three-year
rotation for students in history and science. So for all of our students in our bridge classes, they will have the same opportunities as all of their peers to be able to take um biology, chemistry, and physics. And then by their senior year, if um an elective or
some, you know, other class that they might want to in science and for history, they'll take modern worlds, US history 1, and US history 2. One of each of those classes will be offered each year. So all of the bridge students will be in one class. So for example, for
next year for science, it will be chemistry. So all of our bridge students will be in chemistry. We are committed to having that be co-taught with one of our current chemistry teachers along with a special educator. And then um additionally for the students who also
need some more support for the content and the curriculum, they will work on that during an academic support block as well with the same special educator that is co-eing that class with them. So, I could go on and on because I'm super excited about it, but you probably
don't um have all the time, but if there's any questions, um I just think it's it's so exciting that we're able to offer this for our students um and that they um many of them will be able to reach their goal of obtaining a a diploma and meeting um all of the same
standards as their peers. >> All right. Um and then one of the big questions that has um been asked um throughout this governing process about our elective classes and what's able to be offered. Um so you can see here we will um have a a wide breath of elective classes for students to choose from. Um
what you know what is known about the schedule. Obviously right now we have eight periods and they'll be going to seven. So it's so it's one less. So um they they still have the elective options. it's just student their students are take taking one less class.
Um so um we're we're really excited that we are able um to offer the wide range of electives and and to continue those electives um for for next year and beyond. Um so we just wanted to make that you know as making this
presentation to make it clear that we're students will have the opportunity to choose from from all these electives that you see here. And then the the final slide, um, you know, giving a shout out to the the last one there, the global citizenship program endorsement. Um, that's been around for a long time here.
Um, and has really, um, created a lot of the structures for, um, moving forward with other endorsements and innovation pathways. Um, and it's something that's been done at the high school. So, we're excited to be able to continue the global citizen pro global citizenship
program endorsement um and an engineering endorsement. Um computer science we are applying for an innovation pathways granted this year. Um our we were accepted into part B um which was great. So that's that we'll be sending that in February. Um we have um
students in our in our first year of our business innovation pathways. Um and then we'll also and we've uh sorry for engineering and biomedical um we were supported by grants from the 188 foundation to be able to u work with those endorsements. So we're excited to be able to have those programs for
students to give them real hands-on experiences. Um if you've been um it's just and it's also really good timing for uh what's probably coming in June which is new graduation requirements. And if you read about what the state's bringing forward um in terms of what's expected of students is really these uh
focus on these uh the internship capstone project type things and all of these endorsements um have that as a component of what they're doing. So um hopefully we'll be a little bit ahead of the curve um when when that gets announced um in June. Um, and just to
throw in a plug that on the 27th at 6 PM at the high school, anybody is welcome to come, students, parents, uh, not just high school, middle school, elementary school, community members, um, to learn about not just those endorsements, but all of the great opportunities that we have at the high school. Um, so we'll
have uh we have students, we have teachers um coming just to share about their experiences u at the high school, what they're involved in um to a little bit beyond just the everybody knows you come and you're going to take English and math and science and social studies. Um but there's also a lot of really cool stuff that's going on at the high
school. Um we want to make people aware of that. So um on the 27th in the evening, I hope people will join us. Um we'll have it in person, but we'll also have it on Zoom and we'll have it recorded. So happy to answer any questions you might have.
>> Uh how many students do you anticipate uh being enrolled in the bridge courses? >> That's a really good question. So I don't have the exact numbers from the middle school at this time, but I would say anywhere between 10 and 15. >> And they receive the same amount of
credits that that were listed in previous slides. Correct? >> Absolutely. Yep. And some students may need the the bridge classes for all four of the content classes and some students may not. So they'll have the opportunity to um you know be in those classes if they need it, but also um if they don't
need it in one subject area, let's say that they don't need that level support in math, they could be in a different math class but still in a bridge English class. >> And this new schedule allows for that to happen and then also allows for those students to experience electives as
well. So they have therefore just like just like a neurotypical peer they have the core classes and then elective courses that go along with it. >> How are students selected for the bridge courses? >> Are students selected for the bridge courses? Like how are how does a student
enroll? >> It's a recommendation from their teacher and it is for students who receive special education services. >> Um so it would be recommended by their special education liaison. Okay, sorry I had one more tie to bridge, but
the electives we didn't we noted three that were added. Were any removed? >> There are some that um so departments were asked to look through their electives um and to think about what they wanted their progressions to look like or what they wanted to offer. Um,
one of the aspects of the new schedule, obviously a teacher is teaching five courses. Um, and based on the agreement, um, the ideal is to keep teachers with three preps. So if you're off, so if you have too many electives and you are going to end up with teachers needing like five different preps if you're
running those classes. So some departments chose to offer electives every other year. I don't have the list in front of me, but like the >> Yeah. So this list does um um have a few less than what you might see in the general program of studies which will be
available shortly. Um but these are the ones that will be offered next year. The year after that will be like the B year and the other ones that are not are are not offered. So for example, English has I think um 10 total electives. They always offer six and then there's two
that are offered on a rotate like the other four are offered on a rotating basis. >> That makes sense. So within the four years, kids have access to all of them. >> And then we also look at enrollment. How many kids? >> Correct. >> Keep those. And then if they're under enrolled, we can't offer them.
>> Do you use the co-op model outside of bridging as well? >> Okay. All right. Um and also just I'm on the thank you train right now, but um thank you for all the hard work you guys are putting into this. I know the teachers are working hard. It's a big change for everybody. Um, but I it's
such an important step for the the district and I'm glad to see that it's coming soon >> on the thank you train. Um, as well, but how is the morale with like teachers on the new schedule? Is it I know week was pretty positive, but as it continuing as
the work really begins and obviously, >> you know, rubber hits the road. >> I think change is hard. I really do. I don't I'm not saying it's bad, but change is hard. I think it's hard for everyone. Um, but I think they're progressing through and I think that some teachers are I think looking forward to it the change. Um, and some are struggling I think.
>> Yeah. I mean it's it's pretty it's like the natural human response to change, right? There are some people who are like excited about it and for this change, other people who they've only ever taught in this model that we currently have and that I mean if you've been here for 20 years >> or 30, you know what I mean? That's that's all you've ever taught in. So
that is like that's scary. Um, I think what I really appreciate from our staff, um, has been the creative way that they're thinking about how to provide students with all the opportunities, um, moving forward. So, I I I I want to speak to that that the conversations
that we have, like I've had great conversations with teachers when we're coming up with, okay, what are we doing for this student or what are we doing for these students, this group of students, and how do we make sure kids have access? um you know thinking about the science department and they're wanting to make sure the kids had access to all of the the not just the AP
classes but all of the electives that the kids are so excited to take. So I think you know the feelings are obviously very human but the the work has been awesome u from our staff across the board. >> How have you been communicating with um eighth grade students and families about
the program of studies? >> So this is the first goound right now. Um the next step is going to be um our communication with 8th grade staff um so that they have language around what's
happening and um um Dr. Kay has been talking with them about making sure that our timelines are all set up so that we can get out that information and all be on the same page with the eighth grade. Um and so once that is complete, we'll get start our communication. So it'll start in the next 10 days, really 14
days about getting that information out because once the um once January 27th hits, we have obviously that the evening event, but that's also when our students are getting their first recommendations from teachers. So really, you're going to see a roll out um in the next two weeks of sort of all of this information
across the board. We're meeting with the eighth grade team um on the 20 on the 20th >> um and hoping to give the teachers sort of like a cheat sheet of how to translate from the previous course numbers and course names. Um and we're hoping to also be able to give something
like that to the families as well. And then we have the eighth grade um move up day that is in February. Um, and we're hoping although they won't have as much information about they will be selecting courses or have their recommendations by that point, they'll be able to get like
a broader view of what's offered here without maybe being as narrowly focused on what they're going to be doing. They can kind of see everything which is the hope for that day. >> And is there anything different about the January and March program of studies nights for families? So the Jan so the
January night is really focused on the like move beyond the academic side like see what exists at the high school. Um one of it's it's like one of those things that's missed, right? Like we talk about AP class, we talk about the academics, we talk about all of that, but what kids do here beyond that is
pretty amazing. And so wanting to take the opportunity for people to see that and to celebrate that and to get excited about just the process because I think walking in directly into an academic conversation is really scary. Um and not understanding where your where your kid
can kind of explore themselves in high school here is also very scary is this gives parents a lens that's maybe hopefully a little bit um feels a little bit better than just walking in and worrying about like what academic classes my kid going to take right away. Um the actual program of studies night
is a very academic conversation um about your progression through what classes are offered, what you might want to think about as as you go through the process um and just having that time for both separate from for incoming 9th grade families then for the the current
um 9 through 11. So >> thank you. >> I'll just thank you as well. I do I think that all of the endorsement options are really kind of exciting and appealing and just a great offering. So, thank you for looking into making all of
those happen. I think that's a great option for kids. >> And if it's okay with you, I'd like to see if um Mr. List could come back later in the year and now when you have more updates. In the past, we have presented the global citizen and the um computer science. So, once you have things moving a little further, be great to present
some of that. Absolutely. >> And I and I do want to say before I before I do go that like I know that there are lots of questions from families out there um about their specific individual student and their progression. We are working um with our
teachers with the staff um to make sure that um you know when you change a schedule it's messy. And so it can be confusing going from the the block to the seven drop two and then how does my kid get to this class or how does my kid get to this class. We're working through
all of those. And so parents should know that we are we we are in the midst of working through how to make sure that kids who want to take an AP bio take an AP bio or kids who want to take calculus can take calculus. We're working through each of those. And so um we've had parents reach out to us. They're more than welcome to. Um, but we are aware of
those situations and we are working to make sure the students get the classes that they wanted to to get through. Uh, because, you know, they didn't choose to be in high school at this time that, you know, they just happened to be when they're when they're coming through and the change. So, um, we're we're working at that and we'll start communicating
about those shifts and and what what uh will be available for those students um as part of the as part of the scheduling process. Thank you all. >> Yeah. Thank you very much. >> Thank you for bringing your team. >> Yes. Yeah. It was great to see you all.
>> They can just send them more often. >> Okay. So, we're on to uh budget part three. >> Can you just Dian, can you enable sharing for me? Come on. If
>> you need a little setup, um in your folder is also um a PDF of part three. Um also kind of the second document I'm going be pulling up is pulling together part one, part two, and part three together. And that is that is our level
service budget. Uh but I'll speak to both. I have the right one. That's the right one. Yep. >> Yeah. >> Make it a little bigger. >> Blow that up somehow. Thanks.
We go. It's all right. Let's go a little small. All right. Okay. Um, so, uh, this is our, uh, FY27 part 3. Part three is, uh, student
services. I've sometimes used the term special education budget. Um, I was talking to I mean, Barbara, Michelle, and I have talked about this as well. There's more than just special education in here. I guess 95% of his special education, but it is all of our student
services uh budget is kind of this um is what is within here. Um just to kind of describe what you're looking at um over on your far left, those are even your first two pieces of those are the Department of Education function codes and descriptors. So it's just
specifically budget like how that that is uh described there. Um uh as you kind of look as far as our change uh we are looking at 116,92 um dollar reduction in our
appropriations budget. Um and that amounts to a reduction of 3.33% in the special education budget. Um that isn't because we are reducing our resources or less to students. We do have um some moveouts that we have. We
have a lower number of out of district students than we've had. This is part of a a model that was built back in FY24 with the anticipation that we would have moveouts um slowly happening. Uh that being said, um the projection based off
of the moveouts uh that we've we'd have and the reductions we'd have in special education um was the intention around that was right around $393,000 was that. So, um, while you know, a reduction in overarching budget is is
good, um, we've had in as we've had students move out, uh, we've had students that have moved in. We've also I think the major drivers that um are in our special education uh budget are that are unprecedented are some of while we've had a reduction of our out of
district placements, a reduction in our services, we've seen uh astronomical increases in tuition prices. um you know some of the even with uh state intervention um we have a lot of out we have out of districts that have gone
upwards of 33% um in a year 22% 15% um in a in a year that we've had additionally um the OSD has approved uh reconstructions um and you know I don't want to I I will
struggle kind of explaining that so I might lean on Barbara to kind of jump into what um that that is. But uh additionally, you know, while we're seeing reduction, you see a reduction in transportation, that's the 3200 or the
3,300 line. Um the driver of that is is the reduction number of students, but the reality is is that it's not matched the the increases. Uh we should have projected an even larger number based off the the students that we've aged out. Uh but transportation prices have
have um significantly uh increased um there. Um this is um while we've had some students move out move in um this is kind of where we sit with some of the numbers uh at this point. Um one number
that is a pos a number that has increased is our medical and therapeutic services. Uh these are kind of our home hospital. um a lot of those services is we've seen one more students um out uh but also just an increase in the the
cost uh of that service as well. Um uh at that um you know built what you're not seeing kind of built into this uh are which is a driver and kind of allowing us to reduce this budget is uh greater reimbursement through circuit
breaker. Um, so budgeted in here, it for tuition, we're going to be receiving a reimbursement of um about $3.14 million uh that we'll be using in the FY27 budget for circuit breaker. And
then we have the federal 240 grant um that we received that that is about $886,000 um that is built into this um as well. So, when we think about kind of our federal funding and some of the impact, um, you know, it's nothing to, you know,
bat an eye at as far as $886,000. It is something that, you know, we we we we lean on, um, for our special education needs. >> Dr. say built in accounted for here or will be applied later. >> That's already accounted for in here. So
if I what's interesting is um so the overall uh appropriated budget request for FY27 is 3.397 million roughly. Um we have about $4 million in circuit
breaker and uh 240 grant that are already built into here. So the actual special education budget is real really with some of the other things that we have for transportation reimbursement is is right around you know $4.5 million.
>> Well, sorry is uh $8 million is the is the budget for special education. >> So 240 chapter 70 is that built is that confirmed or >> 24? So it's a 2year. So, the nice thing
that our district done has done and that Keith's built in that I will I will not break from as long as I live is that these 240 and our circuit breaker are two-year um uh amounts. So, we received this amount last year and we will use it
uh this year. And so, that's uh some districts use it the moment they get it. Um, we use the amount we received last year and we put that into the budget for next year so that we all we always have the amount that we put in as an offset for it's already locked in.
>> Not that Keith and Dr. Jordan done a great job doing that, but that's also considered best practice too. Considered best practice the state says should be doing. >> Yeah. >> Yeah. Yeah. >> The districts that have not done that are the ones that sometimes have >> struggled. Yes, exactly. >> But it's tempting because it's
>> when you have >> the money you have the >> when you have unforeseen costs. That's I think what districts have experienced and budget cuts and and so forth. So we uh >> it's a notable achievement that we have not done it but it but it is also what's considered best practice. >> Correct. Correct. Any
questions about part three, student services? We have another one put up. >> All right. So, uh we have part one, part two, part three done. So, then that is our level services budget pulled together. Uh that puts us as an overall
increase for level services at a 5.06%. Um that is um you know 2.2 to uh 2,211,8880. Um the guideline uh of a 3.25%
is what um we've somewhat been provided as far as guiding our way to that that 3.25. 3.25% is 1.421 uh million. So we're looking at at the at the moment about $790,000
um in delta to to guideline. >> But I think it's important priority needs. So this is level service, >> right? So on um January 22nd, we'll present a modest um priority needs presentation with the principles. And yes, that does not include that number.
>> No. LA I mean those everybody was here last uh Tracy, were you here at this point last year? No, you were not. Okay. So we >> she was here frequently. >> So uh last year we were at uh 4.26% at
this at this moment. Um and we and we got to 3.26% uh by that point. Um we build and intentionally our major driver is payroll. Uh we structure that pretty conservatively. So unless they're big
surprises, that's a number that will kind of work its way down. I don't put in retirements. I I put in large buffers for um for lane changes that we don't hear about until March. Uh just based off of historical perspective. Uh and we work that that way in that said is
there's some things we're going to need to do to kind of get to that that number. >> I mean this this is the the I mean not not withstanding any huge unforeseen special education costs or anything. This is the high water mark. Um I think
you know Dr. Jordan's committed to continue to look at everything to try to chip away at that even at the operation and and maintenance level. Um but as said we you know last year we were you know somewhat below that but we worked our
our way down. Um and budget's going to just continue to kind of look at this and and and monitor the situation. Um we've talked about a lot of different potential options and things. So um
>> it does it doesn't mean we won't have to make some difficult decision that every year we do we obviously are very fiscally minded and then we also look at enrollment shifts districtwide and we've been very strategic in trying to when we have um if there's a a decrease in enrollment one grade we've strategically
moved that around rather than um hold on to a position we put it where we need it. So that's also part of this process, but it doesn't mean in the end we still have to make we'll have to make some difficult decisions like we do every year. >> I think ser is a good reminder to folks looking at this the and we saw this last
year but the decrease in part three which is special education is not us reducing investment in special education. It's the really the work our district's doing to ensure we keep our students within the district regardless of the help that they legally need uh are required to and that we we want to
provide. So you see a negative there and if you don't have the context you're like all right we're cutting special education and that's not true and that's not true at all. >> It's a net negative. It's a net negative but net positive in terms of outcome >> and and tuition and transportation are
the major drivers of that not our like in district special education services what we're providing there >> that's not seeing a reduction >> it's I'll stop sharing if there's no other question >> no we've asked a lot of questions in budget had lots of of conversations
about it um more to come, but obviously that sort of begins after uh Dr. Kuska takes this and takes the priority needs and and puts forward her uh superintendent's recommended budget. Um what do we say the 12th of February, right? Is that >> 12th of February?
>> Yeah. >> And that also then is what feeds over to the town at least for our our um level one budget. >> And when's the town due? >> The town do what? When are we when are we due to provides to the town? There's a date. >> I can't remember when we present to
Well, we present to the finance committee and it'll be late March, early April. We'll also uh Dr. Jordan, let's make sure we schedule the budget hearing uh get that posted. >> Yeah. >> Yeah. Um and that'll be late March,
early April as well. Um but there'll be a lot more information. the governor is going to has to statutoily has to prevent her budget um by uh January 21st. We'll get an idea of sort of chapter 70 from there um and kind of
moving forward and seeing how um things progress, but you know, it's >> more work to do. >> More work to do. >> Great. Okay. Um, should we move on to policy? We've got two policies we were
going to go through. >> Yeah, these are both um second readings tonight. Um, we looked at these at our December meeting. Um, let's see. The first one is JCLA physical examination of students. If you
recall, this is um based on Department of Health regulations and guidance and aligned with what our nurses are already doing um for students, but wanted to put this into a policy aligned with the MASC um
policy. Um so we have a second reading. Does anybody want to read it for us tonight? >> The second reading is just the changes, right? >> Yes. >> Oh, it's just the changes. Okay. Sorry. Thank you. So the only change is um instead of BMI, we spelled that out as body mass index and then parenthesis
BMI. >> That was from Dan's last >> some best practices that technology. >> Thank you, Dan. Cloud. >> Thank you. >> Um >> any questions about the policy? >> So do we want to wave the third reading?
>> Yes. So, >> and so >> I'll make a motion to wave the third reading and approve >> and approve >> uh >> JLCA as amended. >> Second. >> Second. >> Okay, we'll do a roll call vote. Done.
>> Yes. >> Hillary, >> yes. Joe, >> yes. >> Frank, >> yes. >> Tracy, >> yes. >> Dan, >> yes. >> And I'm a yes. >> Our second policy is also second reading. This is GBE, staff conduct. Um,
and there were no changes from the our last meeting. >> Motion. >> Oh, yeah. Entertain a motion to approve. >> I'll make a motion to wave the third reading and approve uh staff conduct JB. >> Second.
>> We'll do a roll call. So, Don, >> yes. >> Hillary, >> yes. >> Joe, >> yes. >> Frank, >> yes. >> Tracy, >> yes. >> Dan, >> yes. >> And I'm a yes. Well, that was easy. That was easy. So, >> a change. >> I know. We're a change. That's great.
We're ahead of schedule. Um, okay. So, central office update, Dr. Kuska. >> The only thing I really have tonight is I put in your um packet the tech quarterly update. So, um if you haven't had a chance to read it, I mean, it's just their standard quarterly update.
And I don't know if you want to take a look at it, but um they posted their annual report in there for FY28 and they had their audit and the we did have some preliminary budget conversations, but they won't be voting on the budget till later in the season, similar to accept. It's usually around March, I think, when
we finally make the vote um in both places. Um, but I'm happy to answer any questions if you have anything about that or get information from tech if you have further questions. >> Okay.
>> I I will mention one thing that if you look at the bottom, they did talk in December um about the there is going to be a larger than typical increase in tuition. This is what we were just talking about. So we are um foreseeing that they're trying to keep it below 10%
but that's higher than normal for tech and accept typically are lower than some of our private out of district placements. But again we're they're all seeing the same kind of concerns as uh Dr. Jordan had talked about already. >> Okay. Um so uh in budget sub um it was
discussed uh which I'd like to try to do going going forward at the school community is provide more or less a highle summary of uh of the budget um that we we discuss it in greater detail in budget sub but just kind of provide some of the high level level factors at
that point and provide a memo um that is put into um your school committee folder. Again always available for more detailed questions if you see anything that you want to discuss. Um at this point, uh we're of the fiscal year, uh not just the school year. We're about 52
53% um through the fiscal year, school fiscal year. Uh and we have about we've spent 42% of the budget. Um that is um that's right where a good conservative place of where we want to be. I feel feel good about the placement um of
those numbers. um the you know within the budget or specific budget lines have different peaks and valleys. So if you were to see the budget as a whole right now the spending you you might say heating of buildings you'd see 12% only uh of that
budget has been spent uh but uh in a month if I were to bring that same where those invoices start to come in you'll see that possibly exceed uh the year at that point. So, that one gets spent has a a big peak um at this point in point in the year. Um
uh unrelated to the budget, we've got kind of our our MSBA uh core program and art program kind of to actually get both of those in the same year um is nice and challenging at the same time. Um the uh while there are no updates on the the
core program um uh we'll likely be kind of hearing on the core program before the art program uh which still looks like you know the whole process of starting things won't start until the summer um on either of those. Um as do
Dr. Kuska alluded to on the superintendent's budget. Uh we have priority needs are kind of the next aspect of this this piece which is January 22nd. Uh we have had um central admin and meeting meetings with principles on uh what some of the
initial looks at what priority needs uh will will be. Um so that's January 22nd. February 12th is the superintendent's budget. Uh and then we'll begin kind of updating and look turning it over to the school committee as far as like what um what they're leaning towards for the
budget going forward. >> Can we also add to we did also discuss that you'd be providing updates on the grant amounts that we've received. Um we talked about potentially a midyear >> Yeah. So uh grant amounts and some of the the larger revenue amounts. I think
we we break out like in that we have we have grants and we have grants like for example we have title grants and we have our federal 240 grants which are almost like um what is it title is like entitlement grants um and so we we get
those and we rely on those but we also have grants that we write uh grants we may or may not get those grants >> competitive u competitive grants thank you um and uh I I'd like to be able to kind of provide mid year and end of the year. Um, as far as some of the that and
maybe we transition to like a beginning, mid and end as far as that. Um, as far as updates on those grants one, what what have we written and what awards have we received? Um, and then how much money grant money are we actually looking at in the total that we've been
awarded uh in the year? >> Nope. My turn. >> I'm waiting back to >> Dr. Manard speak and she's here. So um we've begun the process of ESY and so yesterday I spent about 4 hours with the
SSAs off and on and today as well as we're digging deep this year to understand what's happened for the past how can we make it um stronger increase what we do in the framework for ESY. We're not changing anything right now. So I don't want anybody to think what
are they taking it apart or dismantling it. No, but we are looking at what we're doing for process and procedure and looking what else we want to add into S Ey to make it a stronger program than it's already been and make it a more effective program, looking at how we
service our students. So, there'll be more coming. It's becoming a daily activity where I'm showing up in the SSA's offices, surprising them sometimes, scheduling others. The surprises come with coffee, though, so I think they prefer that. Uh, I also
wanted to let you know that although Dr. Manard probably would have presented this, we do have our upcoming PD day next Friday. And one of the highlights as far as I'm concerned is that Dr. Peg Dawson will be coming to talk about executive function skills. If you are
not aware of who she is, she is a nationally renowned psychologist from right in Portsouth, New Hampshire, who specialty is executive function skills. and she not only works with children and adolesccents, she even has a book for
adults because honestly some of us need assistance even when we've gotten out of school. But she's remarkable and I think it's really exciting. I've been using her work for years as I go in and work in schools and consult and this is a really special opportunity and I can't
highlight enough how great it is that she is here in this district and the fact is that everybody will be touched by her on that Friday. all of our teachers and all of our paras will be participating between the secondary level and the elementary level which she will break into parts to make sure she's
angling for the proper groups. So, I wanted to bring that up because having been in a number of districts and done this work for so many years. It is we are so lucky to have her here because she's that terrific. So, I want to bring that up and then just let you know
although there's nothing specific right now to contribute that we really have begun to look at what's been happening during the course of this year. I promised you that I would do that over the course of the year and now some of that hard work is really going to begin as we look toward next year. What other kinds of structures will help the
district grow stronger and diversify our programs enough to help all our students. Again, I'm advocating as I did when I first got here that I really believe our children belong in our community. We should find a way to support them as much as we can. There will be students undoubtedly we cannot
support but we should try to keep as many in our community and in our homes as possible so that they can participate with their peer groups right here in Hollist. So that's the other piece of work that I've been working on and I will probably be asking for donation of
coffee as I move along through the next few months but we will get the work done. I did Sarah, you saw Dawson opening day we did she did a little short version and then >> um that's also a tribute to the grants that Jarielle has been working on.
>> Absolutely. Absolutely. >> Those are the things that we do with some of the grant funds as well. >> I'll send you the link to her website just so you can read about her. But she's terrific. >> Thank you. Um okay, we can move on to personnel.
think you had job description for >> Yes. So the job description I had put in your packet last time. I haven't made any changes to that but um just if you are ready to approve that and then um I did revise the timeline for the student
the director of student services role in the Miller principal timeline based on some suggestions at the last meeting. But I do the problem with the timeline is we've got February vacation in there. So, you'll see when you look at it that I put um I put in there that I
highlighted that the week of February 16th is when I would >> want the interviews to happen, but that can't happen. So, based on that, I'm probably going to have to shift the student services to the 23rd, which will throw everything another week, but then that's also going to have a ripple
effect on the principal because I don't think it's conducive to have both the same week. Um, we likely will have different people doing those, but at the same token, I just think it's confusing. And space-wise, we usually do it at central office, too. It's not that we couldn't do two. I just think it's a lot
to have that many administrators and so forth try to do two at the same exact time. So, that's that would be my thought is that I'll push um the director of student services down a week to the 23rd and then it would be the um 9th and the 16th. But then that also as
I pointed out then then I would end up moving Miller the similarly that it would then end up move Miller um so then it would be the following week in March March 2nd then it would move it to March 9th and then March 23rd. So it's going
to just throw everything down a week. But I figured I'd put it the way it should lay out and then explain it to you and if you're okay I'll make those adjustments. Um, but that will also allow for the new superintendent to be on board um to make any kind of final
decisions based on what the committee puts forward. >> I actually like the time that I know it was done February break in mine though, but one of my questions was not having the next superintendent in line. I know oftent times there's some like following
of personnel. Um so it's um I think giving a little bit more time to everybody will be good and we'll be accepting applications up until that date right there. >> Well I put so if you look at the top um the postings would be January 19th to February 6. >> So it closed though at that point like
so that wouldn't give opportunity for anyone. >> We may end up well we have to make sure that we have time to vet the candidate. So we can't So I may end up adjusting that date a little bit now based on what we just talked about. So, it will likely change a week for that reason, but we can't go any further than that because
then it would run into the people coming to the meetings to vet the candidates as well. So, I don't think you have to vote on the timeline, but if you had any questions about the groupings of the people that would be on there, happy to reconsider, but it would be helpful if
you could vote on the job description. My hope would be to try to um post the director of student services Monday and then the following week post the principal and then I'll I'll be sharing both out to families and another communication with our community newsletter as well.
>> So, as we talked about last time, you know, the SSD position, you know, remains a very difficult one to to to fill. And so I I I remain convinced that we should um include in there that an assistant superintendent title for the for the right candidate would uh you
know be considered. Uh again this is just a title. This is not pay. But um uh and then obviously they would need a super assistant superintendent superintendent license for that. But >> that's
my thought process. Can someone remind me what the argument against doing that was because I know there was one but I'm just drawing a blank on what that was. >> Confusion assistant superintendent. >> Usually you post when you post the job description you have to post the title of the job.
>> So we be but then if you if you I think we could potentially put it under um where the requirements are. You could add assistant superintendent >> license >> subject to lensure >> may be considered or something like that if
>> yeah I wouldn't change the title of the posting or anything like that and it's just in there's the people who are looking and >> maybe they >> yeah they will look at that right >> um >> so that's probably what would make sense is to put it under qualifications >> qualified assistant superintendent
licensed candidates because we don't say that but at the same time you don't want to turn away directors that don't have it. So >> correct, we want both. We want to get it the the strongest pool possible. >> So I think I'd put that if you look at required qualifications where it says license as administrative special education, they would need that. But
then I could put in um assistant superintendent license, I mean um title may be considered subject to that lensure as well. >> That would be good. >> Okay. >> Otherwise, >> so do we need to vote on approving?
Yeah. I'll entertain a motion to approve uh the director of student services job description with that one. >> Yeah, you're making it right. It's great. >> So, >> um second. >> Second. Great. Take a roll call vote. Don,
>> yes. >> Hillary, >> yes. >> Joe, >> yes. >> Frank, >> yes. >> Tracy, >> yes. >> Dan, >> yes. >> And I'm a yes. Okay. Okay. So, um feel like we can kind of combine.
We've got old business is a superintendent search update, but we also have a letter for communications. >> Yes. That kind of is the update, right? >> It's kind of the update itself. So, um, maybe we can go through the letter and,
you know, >> see if we're good with that and any changes that need to be made to that. And >> yeah, >> as we discussed that committee met, we voted on it uh on Tuesday. Tuesday >> um with uh and then there's some things
we just need to decide on if we want to put in that are highlighted. Well, really one thing, but everything's open to this discussion to make edits as needed and I I guess it would be good to the purpose and Sarah you had alluded to it obviously given updates since the last
update we sent was at the beginning when HA just started or was announced. Um this is the update in terms of how the community can get involved with specifics. Um, and there, as you'll see in the letter, there will be more that need to be provided as we get clarity on when those dates are, but there's
significant uh there's there's numerous opportunities to be engaged in numerous different forums um virtual and in person um to participate in. So, I definitely urge the community watching to look out for the email. This will go
to community members, staff, teachers, staff and teachers, uh students, parents, anyone who's listed on our emails, which go back to last year, you can subscribe to Mr. Mloud will help ensure you're you're added. Um but
certainly if there's any questions, uh we can also send it to folks that ask for it. >> Are we putting this in the Halton reporter as well? >> Probably should. It's a good idea actually. >> We will submit it. Um, since it's voted on, I think, we can
submit it as school committee or >> Yes. >> Okay. So, we will do so >> um >> as soon as we're vote on it tomorrow morning and this will go out uh tomorrow morning. So, Dan, I'll get it over to you. >> Go for it. >> Well, so we want to talk through just as
as part of giving we can give the update as we kind of go through the sections in this um letter. Um >> the only thing Dan are you adding this? >> I'm Yeah, I'm I'm just playing around with it. But >> the my point more is opportunities for
community engagement then sort of leads almost more into a into a timeline. >> No, no, no. So, >> and I see that there's there's there's places in there, but really the the community engagement is more going to be that the the interviews during >> No, no, no. So, yes, but there are the
community feedback survey to my understanding is the finalist interviews. We have to be clear on that. There'll be finalist interviews with the screening committee once they're introduced to the community is when we send out the survey because they'll send us then back feedback on that. >> Wait, say it again >> or no? >> Yeah. So, >> I was trying to understand the survey,
the purpose of it. >> So, we'll just kind of go through the where we are now. Right now, um HYA is recruiting, reviewing applicants, doing background checks, that kind of thing.
Um, they are they will put together a slate of a number of candidates. My middle schooler will laugh if I say how many, >> but it's probably going to be six or seven.
Um, >> say up to seven. >> Up to seven. Um, candidates that will get interviewed at the end towards the end of January by the screening team. Um at the end of those interviews
there will be a number of finalists presented to the school committee. Um the finalists will come for site visits. They'll be at the school for full day visits. Um where they'll meet various
schools. they'll go to we'll have a schedule of of lunches, meetings with everyone. Um there will be a community option at that point. Um
and then in the evening I I think this is how we'll do it. It's we'll probably have say three finalists, three days site visit during during the day. At the end of the day, we'll do a public interview of the finalists. um that will be recorded. People can
come in person or they can watch it live. Um and then a survey will go out for each of those candidates. >> Um >> okay. So after Yes. after the finals, >> right? And then the weekend or whatever.
>> It'll be a tighter window than than the previous survey, but we will be gathering feedback from the community on what they think about the finalists. Um, so any anyone who can help promote those surveys, send them out, you know, get as
many people to respond would be really welcome. Um, >> the only question I had on the surveys is are what forums exist prior to the survey going out so that folks can interact with the candidate finalist before I enter a survey on them.
>> It'll be that when they come for that visit. Okay. Yeah. >> So, should we let's be clear to community to participate in that cuz otherwise the survey is going to be less effective if I don't know who's >> most community members I would imagine will be filling out the survey based upon watching the interviews
>> right >> and that's what we've seen >> they're welcome to come and >> and that's another opportunity though I know we're in search time finalist interview publicly by school committee will be an opportunity for community members to be engaged. I want to or we want to make sure we include that as part of community engagement. >> But to be clear, the public will not be
involved in the interview. >> No, but they will they can be in attendance. >> They can be in attendance. We hope they do. >> We encourage that. >> Right. >> Yep. >> And during those days where the candidate is here in person, um they're
visiting schools, is there a community forum or Q&A? H what I think is proposed meet and greet periods for different groups. >> Yeah. >> Okay. And I see we're doing that for the director of student services and the Miller principal searched as well.
>> So as I know the dates are going to move fast too and so we're trying to be as clear as possible in this and there'll need to be updates as we learn more. But as those dates are more clear, we should communicate those. We will communicate those out. >> Right. >> Some of it's we just need to literally schedule find out what people
>> We're not hiding anything. It's just like things are still in motion. >> Yeah. I think if we do the inies the week of the 26th, >> then we would be on the week of the 2nd voting, would we not? >> Hopefully. >> Yeah, >> I think let's lock in dates cuz there's
so many moving factors, so many parties involved. Let's lock those in. And then what we could do is this is a good update for tomorrow cuz office hours are coming up Saturday and then we will send out an update probably even before next meeting. So, we got to figure out how we're going to do that. Maybe we need to meet as a sub.
>> This can go up. Yeah, this but we basically sort of >> this is going out tomorrow but >> we kind of don't we have the dates 27th 28th 29th anticipated at least >> those are anticipated >> I think we should put I mean at this point we should put them in just you know
>> I'm care we should be careful though of putting dates in there if they move >> antip tenative >> tenative >> yes but then if they're tenative then we should follow up and say when they're confirmed because tenative is tenative.
What I think it's also like >> what we could do is not as long of a letter but um potentially is the vote for this uh if we could authorize the bud budget the communication subcommittee to do follow-ups as dates are finalized to remind >> well I'd actually I propose something
slightly different for at least one communication is to authorize Sarah to uh as chair um distribute the an email with the finalist once once the >> uh screening team has communicated them
to her and hopefully that would include a brief just you know bio of the the finals on the 26th >> 27th is the high school's I we will timing wise I think we can
work around that because I I do think that's an important thing maybe we can bring that candidate to that. >> I wouldn't want to treat them differently, but >> true. >> I know. We'll have to figure that out. >> More fluid. So, >> I think David, I think that was 6:30 to
>> 6:00 to 7:30. >> 6:00 to 7:30. So, yeah, I would like to work around that. >> Yep. >> Timings and interviews and dates are fluid. >> We start meeting at 8 on the 27th. >> Okay.
>> Okay. Well, this is I yeah, I'm good with this. >> Is it not worth bumping to the Monday instead of trying to double up on a night >> of a Tuesday? And it's starting something at 8 just seems like a lot, especially if that person's been going all day >> um and on all day. Just thinking of that
candidate. >> Um >> cuz we're not going to start all of them at 8. >> So, just to start one at 8, >> I think Monday, >> we might just get the the final. We might just have heard. >> Yeah. >> On Monday. >> Not on Monday.
>> Again, it wouldn't give the person. >> We don't want to put dates in here yet until they lock in. So, we can definitely send an update once we've logged it in just cuz there's I mean, HA is involved, the candidates are involved. There's things that we can't decide here firmly. >> Yeah. I'm just putting it out there. I think that's
we got to be thoughtful about that for sure. >> On the flip side, we have administrators here right now at 8:37. It's too long a day for them too. >> It's too long a day for all of us. >> Yes. >> Okay. >> Okay.
>> Otherwise, I think this is okay. >> Yeah. Just if if I'm fine with this and Frank and and Sarah want to just sort of finalize it and decide whatever. >> Yeah, that's what I'm saying. If we can put immaterial potentially date changes, but immaterial messages in here, we'll make some final changes before it gets
sent out tomorrow morning. Um, just as a reminder to community because that things are moving fest, our first office hours will be from 9 to 10 a.m. at Coffee Haven on January 10th, so Saturday morning. So if you can attend, there will be another one January 13th,
Tuesday. So won't be the only one. And I'll always stipulate if we have interest and there's interest to have specific dates and forms, we'll we can entertain as that comes up. Cool. >> So, I make a motion to approve with im
immaterial message changes but potential date changes between Sarah and myself to be sent out tomorrow morning. >> Second. >> Okay. Do a roll call vote. Uh, Don, >> yes. >> Hillary, >> yes. >> Joe, >> yes. Frank.
>> Yes. >> Casey. >> Yes. Dan. >> Yes. >> Let me guess. Do >> we want to take a potential vote on what you said, Dan? >> To Oh, >> I guess we could do it next meeting. >> We can do it next.
Let's just do it now. So, >> go forth. >> Just make a motion to to authorize, you know, Sarah's chair to send out an email to the community with the uh names and and and bios of the finalist once provided by the screening team. Second and and after the uh candidates
have accepted yes all with all the proper procedures. >> Second. >> Okay. Another roll call vote. Don. >> Sorry. Don. >> Yes. >> Hillary. >> Yes. >> Joe. >> Yes. >> Frank. >> Yes. >> Tracy. >> Yes. >> Dan. >> Yes.
>> And I'm a yes. Okay. Did anything else from from communication? >> Nope. Um, we will probably meet again uh shortly to get an update on the dates so we could get that out. Um, the only thing brought up and and does not need
to be well will not be discussed today uh but just an update from the subcommittee as we talk about the new high school um how we want to handle communications just across the different parties. We saw we discussed opportunities to really partner with our select board and obviously our town
manager. However, like what we did discuss was we don't have there there's no communication plan yet. So where would that live and and certainly willing to partner on that? Um so topic for next uh future budget I keep saying communication subcommittee um to to
discuss through that and then Sarah will look for we'll partner with you in terms of um how we want to work with select board etc. Yeah, it'll be closely with the select board to figure out how that all >> even even where it's going to live like some of the stuff that whether it's a
website or where does all of that >> there needs to be a home base. >> My understanding is that's part of what they're envisioning in this MOA that they want. Uh but I I do think that we should um where I saw that it's going to be on their agenda on the the 12th for for an
update. I think that um we do need to sort of I know that they're very, you know, focused on it as well, but just to you know, sort of getting that committee formed so that decisions can sort of start to be made. >> I suspect they're going to have that
update kind of living on a all as we move forward on on their agenda, >> right? But yeah, >> kind of the way we we have it on here too. So even though right now we don't have too much Sounds good. Communications.
>> Great. Policy. Um, no. We are meeting again next week. >> Yep. >> Budget. >> No, we will continue to to work with uh Dr. Kusk and Dr. Jordan. Um, as we go forward, but obviously just for for the
committee on on uh January 22nd before our regular school committee meeting, uh the administration will be presenting uh priority needs. >> Yeah. And um that will then be taken into consideration as by uh Dr. Kuska as
she prepares her uh recommended budget. >> Great. >> Um so know if there's super eval um and then
I don't know if there's anything else. We just kind of talked about super search. Um, I'm really I don't believe there's any update from our side on the MSBA. >> Nope. >> We're still incredibly excited.
>> We're incredibly excited. >> Yep. >> Um, so the next thing is we did have an advocacy letter that we wanted to send to elected representatives. I think Dan has a >> I sent that out earlier. Um, I don't know if people had a chance to review
it. I apologize for the the late uhness of doing it, but uh with break and everything, I I didn't >> No, I emailed it. >> I don't think Yeah, I didn't get it in the packet. Sorry. >> Um so I think first decide what it kind of is and then who we want to send it to and I think it needs to be tailored a
little bit based on who who we want to send it to. But um just discussing uh uh different sort of concerns and and and sort of changes that are being discussed at the federal level that sort of impact a lot of not
some of our our students but severely those you know for for transgender and and non non-binary students. Um just a lot going on. It's a lot very scary for a lot of kids, families, and and even providers.
Something I think in Massachusetts is well recognized, but I think it's still, you know, uh something that's important for us to ensure that we are speaking up for all of our students. >> Entertain a motion to approve the letter or do we need to
Well, who should we send it to? And then um if you have any >> changes, >> should we send this to uh James? >> Right. So So this is just a draft of one to to Senator Sen President Spila. Then I would imagine James would be
>> another one. But then do we want to send to the governor? Do we want to send to the AG? Do do we like >> And then I mean we could send it to our our um federal representatives as well. Are you serious? >> She's not our representative.
>> Not our representative. She's interested. Okay. >> It's just we keep it to to govern. But um >> that's fair. But so I guess that it's sort of the list of who we send it to and and then
if there are any and then there little tweaks obviously that would need to be made depending on on on who it is because obviously >> some of them are not uh >> so we're voting on the draft and the list or just the draft and I think >> both. Okay.
>> I think this is fine. I have no changes. I al the only change that I didn't I read it a few times at the in parentheses by many times just read oddly to me but >> Oh >> I >> I'm trying just not to get into numbers and >> no I know I know I know the intent but I
was like I just that was the only thing >> I could just take we could take that out. Um >> I think the point is still made without it but >> no I think it's great and I think it's important that we're um sharing our views on this. >> Y So, I guess I'll
>> I'm in agreement. I have no changes. Oh, >> sorry. So, I'll make a motion to um approve this letter with and allow for you know non-s substantive changes depending on who it's being sent to along with a list of who who do we want to send. So, Representative D. Rosa, uh,
Senator President Spila, >> the governor, the attorney general, and then our two senators and representative. >> Okay, sounds good. >> Um, I made a motion.
>> You made a motion? >> Yep. >> Did I get a second? Okay. Uh, roll call vote. Uh, Don, >> yes. Hillary, >> yes. >> Joe is not here. Frank, >> yes. >> Tracy,
>> yes. >> Dan, >> yes. >> And I'm a yes. >> Thank you. >> Okay. What else? >> I don't know how, but >> is that possibly it? >> Okay. Yes. Uh so at this time I will
entertain a vote to go into executive session for the purpose of to discuss strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigating position of the public body
with the HFT. Um so executive session from which we will not return. Second. Uh, okay. Roll call. Don, >> yes. >> Uh, Hillary, >> yes. >> Joe,
>> yes. >> Thank you. Joe's back. >> Yes. Uh, Frank, >> yes. >> Tracy, >> yes. >> Dan, >> yes. >> And I'm a yes. >> Well, good night, Holl. And, uh, thank you everyone.