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Video-1: youtube.com/watch?v=Z7455RgSZlA

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Good evening everybody and welcome to the April 15, 2026 free time regional school committee meeting. It's my pleasure to welcome a a new construct of people to the table this evening. We will call to we've called to order. We'll take role at this point.

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>> Jen Blum >> here. Bob Clark here. >> Melinda Richards >> here. >> Tim Emory >> here. >> Becky Cushing >> here. >> Katherine Trust >> here. >> Derek Maderas is not here. >> And Courtney Breitman is also not here. >> I believe on Zoom. >> Courtney will be attending the meeting

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uh for Zoom and I believe she'll be joining us when we go into executive session. >> Okay. >> But don't we have to do first? >> That's That's correct. You know what? We're going to do we're going to do our Rio first. So Courtney will join us here at the table. Okay. >> So we need a we we probably need a tech

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moment to get that happening. She's there. >> All right. Hold on one second. Mr. Higgins is going to grab my laptop where I think Courtney is sitting nicely in the middle of the screen and we will It's an project room. Thank you so much. Thank you, Mr. Higgins. >> She's in there in timeout.

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>> She's She's waiting for us. Just a preview of tonight's meeting. We have a reorganization of the FLRSC and then with a vote we'll be going into executive session to discuss the tentative agreements with the uh teachers union and with the par and with

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the par profofessional and secretaries. will be coming back out for public import uh input and then I'm going to ask whoever our new chair is if we can go a little bit of out of order this evening uh because we have some very special guests who'd like to make a presentation right out of the gate uh

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this evening who will be joining us and then we'll proceed with the rest of the meeting >> do we have any questions right now >> thank you >> all right we'll take a pause while we wait for the spring >> I liked your energy in the >> introduction thank you I I hope whomever

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the new chair is will just pick that right up. Okay. >> Thank you, Mr. Higgins. >> With pleasure. >> Miss Breman, are you here? >> Oh, the suspense. >> You should be able to hear that.

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>> She's muted. >> Oh, there we go. Miss Breitman, are you present? >> You're muted, Courtney. >> Yes, I'm here. >> She's here. >> She's here. She's here. We can move on. With that, please join me in rising to pledge the flag.

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>> Ice to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Is anybody recording the meeting

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tonight? Lake Cam. Anyone else? Last call for recording the meeting. Thank you very much. We'll move on to our reorganization of the LRSC. I believe at this time we will entertain

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a motion for a chairperson. >> Nomination. Sorry. A nomination. I believe at this time we will take a nomination for a chairperson. >> Okay. I'm going to nominate Melinda Richards. >> Do we have a second? We have a

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nomination. We have a second. Do we hold discussion at this point? >> I have a question if that's okay. Um I'm not sure if Melinda wants to be chair. >> I have no other question. >> Okay. I know from the Lakeville side

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where a lot of us are new and I just wasn't sure if in the past it's ever gone to a free time person if there was more seniority there. >> I can't speak to whether it's happened in the past. I do know there's a provision in the agreement such that that could occur. We do have Kelly

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Gonzalez here this evening. She's the attorney for the Freetown Lake Regional School District for the school committee in particular and could probably answer that question for us. It should be noted that Derek Madurus is here. Welcome. >> If I may. Um, yes. So, the regional

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agreement on page four, the section section one C talks about organization and it talks about alternating chair and vice chair from each town. Um but the it says that the um and I quote the chairmanship shall rotate annually between the member towns and the vice

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chair shall be from a different town than the chair and here's the important part provided that members from each town are willing to serve in said positions. So that provided part I I interpret to mean that if no one from one of the two member towns wants to

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take the position then the other person the other town can the other town's members could be that position. >> Thank you. Very helpful. Sure. >> So, we have a motion and a second for Melinda Richards.

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>> Um, okay. Well, I will say that given I have seen just somewhat of what it would involve being the chair, but I certainly do not have a full picture um that I would be more comfortable if we could

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have a more seasoned member as chair. >> So, you're declining? >> I'll decline. You're declining. Okay. I don't think we have to resend the motion. Is that correct? Or the nomination. You can you know what? For point of point of clarity, Melinda has

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>> decline. So, how about if we >> Are you sure? >> Remove the nomination. >> Sure. >> I I'm interested in running for chair. Just to put my information out there, my interest out there. Um, I think it's

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really important that someone from Lakeville step up and um, represent the community um, and that we honor that tradition of rotating >> personnel chair members. I just I don't

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want to misstep. Do we need to resend the nomination of Melinda or was her declining enough? I was just say if if we do want, you know, if if if the people from Lakeville do want someone from Lakeville to be chair and if we would be

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most comfortable with the person who's been here the longest taking that role, then I will take that role. Um, I mean, I'm all about doing what needs to get done. So, I'm I'm willing to do what has to, you know, if somebody has to do it,

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then I'm I'm willing to do it. >> So, I'm gonna make another nomination from Melinda. >> Can I can I stop for one second? Uh, Member Kushing had her hand up. >> Sure. No, I just had a comment. I I think it's lovely that, you know, you have stepped forward and in um are putting yourself out there. Personally,

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I would rather have someone that's seasoned just having been here from November myself. There's so much to learn that I I really would be most comfortable with someone who's been on the committee for for some time.

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>> I'm not even sure if someone can be a chairperson without going through charting the course. >> I turn again to Kelly Gonzalez. >> So, I mean, according to Robert's rules, you

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can it's scheduled Right. I don't know if charting the course is in your um policy somewhere. It's pretty standard. Um so I mean there could possibly be multiple nominations going on. I don't think you need to resend Miss Richard's nomination, but um you can start from from there.

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>> Okay. >> So I'll entertain another nomination. >> I'll nominate Courtney Breitman. Courtney can't. >> Oh, she's she's from I thought we said that we could do that again. >> No. >> Oh, well,

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>> to your point, we could do that, >> but I think we would have to go through the vote for Melinda >> and see if she had votes as a Lakeville person before we could go to Freetown. >> So, we have to do a vote. >> So, we're still in discussion regarding Melinda. You've had interest from

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Katherine Trust. >> You've had comments from other members. Are we moving on to a vote? >> Yeah. >> Unless there's any more discussion. >> So, yeah, moving on to a vote. >> Okay. Do Do you have to make a new motion then? >> No, because Kelly said we don't have to resend the other motion. So, motion is

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still on the table and >> I'll just resend my >> Okay. Okay. So, we'll take a roll call vote in support of Melinda Richards being the chair. If you're in favor, say I. And if not,

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>> I think you have to do roll. Sorry. It's supposed to be done by um ballot according to the regional agreement. I don't know how you've done it. I know. >> We've never done it by ballot. We've always Yeah, we've always done it by roll call. I just want >> So, it's not on say I by It's roll call. You have to call each one of our names.

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>> Okay. >> We'll have a roll call vote in support of Melinda Richards being the chair of the school committee for this coming year, one-year term. >> Jen Blum. Yes. >> Bob Clark.

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>> Yep. >> Tim Emory. >> Yes. >> Becky Cushing. >> Yes. >> Katherine Trust. >> Yes. >> Derek Daryus. >> Yes. >> Courtney Breman. >> Yes.

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>> Okay. >> Does your own vote? >> Do you get your own vote? Get everybody. >> Would you like to vote for yourself? >> Okay. Yes. >> We have a unanimous vote. Congratulations. You're the new chair. We'll be in touch quite a bit. >> Okay. Moving on. We will entertain a

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motion for the vice chair. Vice chair has to come from Freetown. >> I nominate Courtney Breitman for vice chair. >> We have a nomination for Courtney Breman. >> I'll second that. >> We have a second for Courtney Brightman. Discussion. I think Courtney is a great selection

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for vice chair. I think um Jen and Steve did an amazing job last year and um I think you know we see how thorough Courtney is and she would be really great in that position. >> Any further discussion? Courtney, are you accepting the

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nomination? >> Yes, I will accept. >> So we call for a roll call vote. >> Yes. Jen Blum, >> yes. >> Bob Clark, >> yes. >> Meinda Richards, >> yes. >> Tim Emmery, >> yes. >> Becky Cushing, >> yes. >> Katherine Trust, >> yes. >> Derek Madaras,

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>> yes. Courtney, good. >> And Courtney, >> yes. >> Your hesitation was was making everyone nervous. Courtney, >> it's just for you. She just couldn't get up to you. >> I'm sorry. I don't know if there's a delay with the virtual.

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>> Very good. So, we have a unanimous vote for Courtney Breitman to be the vice chair. Secretary. >> So I guess I have a question about this. So for instance, we've heard in the past how hard it is to change the treasurer

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from Jack. So can Melinda remain treasurer or does she have to Kelly step down from that position and we have to pick somebody else? And same thing with Courtney because they've both done actually all three of these. I mean, I'm just I know the treasurer position is a

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really hard one from what we've always understood to kind of >> change over. So, I just don't want to mess that up. If Melinda's already been treasur, if she can still stay treasurer, >> is the treasurer or

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>> currently she's the treasurer. >> Um, it's not really clear. It says at the same meeting or at any other meeting the committee shall appoint from among its members a district clerk. So that's I think probably secretary. The committee may also may also appoint a treasurer and a secretary who may be the

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same person but who need not be members of the committee. So I don't know that I don't know that it kind of properly makes sense for the chair and the treasurer to be the same person. Okay. >> I recognize the >> the concern about moving the treasurer around but I I think that's a lot of power in one person. Okay.

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>> Um so it' be my recommendation to change that. >> Okay. Perfect. Thank you. So, we go back to secretary, which I think Courtney was currently serving as secretary. So, we're looking for a nomination for someone to replace Courtney as secretary. >> So, I'll nominate Katherine for that.

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>> We have a nomination for Katherine Trost. >> Second. >> We have a second for Kathern Trust. Do we have any Do we have any discussion? >> Are you accepting that? >> Sure. Yes. >> Okay. Let's take a roll call vote. >> Jen Blum, >> yes.

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>> Bob Clark, no. Linda Richards, >> yes. >> Tim Emory, >> yes. >> Becky Cushing, >> yes. >> Derek Merris, >> yes. >> Courtney Breman, >> yes. >> And Katherine Trust, >> yes. >> I believe we have a unanimous vote. Katherine, you're the secretary.

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District clerk Tim Emory was in the role. >> Okay, I guess I'll do this tonight. I would like to renominate Tim Emory um for district clerk. >> Second. We have a nomination and a second for Tim Emery for district clerk.

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Do we have any discussion? >> Tim, are you accepting your nomination? I am. >> Roll call vote. >> Jen Blum, >> yes. >> Bob Clark, yes. >> Melinda Richards, >> yes. >> Becky Cushing, >> yes. >> Katherine Trust, >> yes. >> Derek Maderas, >> yes. >> Courtney Breitman,

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>> yes. >> And Tim is accepts. >> Yes. >> We are all set there. >> Moving on. Treasurer. We have a nomination for treasurer. I'll nominate Jen. >> We have a nomination for Jen Blum >> and a second. >> We have a second for Jen Blum.

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Discussion. >> Jen, are you accepting that? >> A roll call vote, please. >> Luckily, I just resigned from my job or else I wouldn't be able to accept that position. >> That's true. >> Bob Clark, yes. >> Melinda Richards, >> yes. >> Tim Emory, yes.

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>> Becky Cushing, yes. >> Katherine Trust, >> yes. Derek Madaras, >> yes. >> Courtney Breitman, >> yes. >> And yes, >> we have a unanimous vote. >> Subcommittees. >> The first subcommittee is warrant signing formally filled by Courtney

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Breitman and Melinda Richards. >> You can take >> So, we need a Freetowner and we need a Lakeville. So, >> you can take volunteers for that. >> Okay. >> A volunteer. >> I'll volunteer for that. So we have Bob Clark >> B and Bay and B

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>> Rebecca Cushing. >> Fine with everybody. >> Or RNR. >> That's right. >> Okay with everyone. >> Yes. >> Okay, we move on. Oh, we need to vote it. >> We have Yeah, it >> Yeah, we don't have to do roll call. >> We don't have to do roll call. All in favor of Bob Clark and Rebecca Cushing

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taking on the role of warrant signing say I. I. >> Any opposed? >> Any abstensions? Motion carries. >> Um Oh, >> excuse me. I have a point of order. >> Yep. >> Um because I'm participating virtually,

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every vote has to be a roll call vote. Okay. >> According to law, >> so I apologize for making things um >> procedurally. We will go back and make that a roll call vote. And this is why you're co-chair Courtney. >> Jen Blum. >> Yes. >> Bob Clark. Melinda Richards. Yes. Tim Emmery. Yes.

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>> Becky Cushing. Yes. >> Katherine Trust. Yes. >> Derek Madaras. Yes. Courtney Breman. >> Yes. >> Point of order. Historically, after a chair is appointed, the chair runs all of this from now on.

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>> That's all right. We >> Well, I mean, you want to go? >> I don't want to steal your thunder, Melinda. I have plenty of other things to say tonight. >> I was just trying to look for the the list. Um, >> I could I could defer to the attorney. >> I could defer to the attorney, Bob.

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Thank you, Mr. Clerk. I I do think that Chair Richards can take over the meeting, but I I see no problem with the committee agreeing to have Dr. Starky continue it >> while Richards gets her feet under her. >> Okay, that's fine. We'll do it. >> Give her some time to get in her role.

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>> I'm just talking history, that's all. >> All right. >> And that's why you're still here, Bob. >> History. >> Policy manual subcommittee, >> formerly Courtney Breitman and Tim Emory. I would like, if I may, to keep

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Courtney on there because she is seasoned on that. Um, and possibly put Derek on it, too, if you're willing to do it. >> Sure. >> And there's usually three or >> I have I have two. >> We have two, but you know what?

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>> Well, we had Steve Steve was the chair of the policy committee. >> Yeah. So, you do need three. >> Okay. Um, same thing with collective bargaining, which is the next one, which I'm not trying to get ahead, but it's Melinda, and Courtney, but it was Melinda, Courtney, and I. So, there's three on that one as well. >> So, back to >> So, we need one more for policy.

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>> Derek, Courtney, and >> Tim want to stay. >> Would you like to be on that? >> I can stay, but I won't chair it, please. >> Well, that's a decision that will be made by the three of you. Can we please have a roll call vote for Derek Mader's?

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>> Oh, we have Okay, >> I think we have a motion that just need a second. >> Second. >> Melinda seconded. >> Could we have a roll call? >> Sure. Jen Blum, >> yes. >> Bob Clark, Melinda Richards, >> yes. >> Tim Emory, >> yes. >> Becky Cushing, yes. Katherine Trust, >> yes. >> Derek Maderas,

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>> yes. >> Courtney Brmond, >> yes. >> Next up was collective bargaining. We did have three. Melinda Richards, Courtney Breitman, and Jennifer Blum. >> Sorry, I'm coming back with your policy after Mr. Clark was right. So,

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technically, according to policy BDB, it should be the chair who does things like um appoint subcommittees and run the meeting. Again, I think if the school committee wishes to vote to have Dr. Starky do it today, you can do that. So, whichever you think is easier. I don't want there to be some kind of confusion about the validity of these appointments

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later. So it may if you have a list it may make sense to have chair Richards >> do those >> so um >> so would you recommend that we begin again with the policy subcommittees >> I think that makes the most sense >> do we have to resend everything that's been done >> no I think you you can also just do a

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quick vote to a point of order to confirm that have Chair Richards do the have everyone vote that they can >> okay so I'll make a motion yeah >> to have everybody vote that Chair Richards will take over from here for

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the of the um policy subcommittee >> appointments >> assignments appointments. >> Second. >> We have a motion. We have a second. Do we have any discussion about that? >> We need a roll call vote cuz Courtney is coming in remotely. >> Jen Blum, >> yes. >> Bob Clark,

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>> Melinda Richards, yes. >> Tim Emory, yes. >> Becky Kushing, yes. >> Katherine Trust, >> yes. >> Derek Maderas, yes. >> Courtney Bremman, >> yes. >> Okay. >> Okay. That motion was to take over. >> Mhm. where I left off. >> Either have

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either have Melinda redo the couple that you've already done and I think you can just use the names. You don't need to just take the vote or you can make a motion to have everyone revote those with Melinda calling the vote. Whichever one you think is quicker. I'm guessing redoing it is probably quicker and easier.

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>> Policy manual subcommittee. We would >> revote. >> Yeah. If you're going to revote them, you should go back to the beginning. You have to go to warrant signing first. >> Oh, okay. Ah, there we go. Okay. Um, okay. So, just make a motion. I make a motion to

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revote for the warrant signing >> for RNR >> for >> Rebecca Kushing and Bob Clark. >> So, we have a motion for a revote. >> Second. >> Discussion. >> None.

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>> Sorry. >> Okay. Jen Blum, >> yes. >> Bob Clark, >> Melinda Richards, >> yes. >> Tim Emory, yes. >> Becky Cushing, yes. >> Katherine Trust, >> yes. >> Derek Maderas, >> yes. >> Courtney Breman, >> yes. >> Okay, that was the revote.

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>> We're disappointed, Courtney. You usually revote on policy. >> And now do I'm already did we >> you'll entertain a motion >> to revote >> to revote policy subcommittee. >> All right. Um, so I'll entertain a motion to revote for the policy manual

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subcommittee. >> Second. >> So, also moved. >> So, we have a we have a motion. We have a second. You call for discussion. >> Okay. Any discussion? >> Okay. Hearing none. Roll call. Hearing none. Roll call vote. >> Jen Blum. Yes.

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>> Bob Clark. Yes. >> Meinda Richards. >> Yes. >> Tim Emmery. Yes. >> Becky Cushing. Yes. >> Katherine Trust. >> Yes. >> Derek Madaras. >> Yes. Courtney Breitman. >> Yes. >> Okay. So, now we're elected. >> Okay. Um All right. Uh so,

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>> we didn't vote on this one yet, >> right? So, we would need people to volunteer now. >> And you need three. >> All right. I'm I'm willing to stay on the collective. >> I would also like to stay, please. >> Do we need one more person?

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>> Yes. Yeah. Anyone else like to join the collective bargaining subcommittee? >> I would do that. >> Okay. All right. Um, so do I have a motion to appoint myself, Jen Bloom, and um,

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Katherine Toss to the collective bargaining subcommittee. >> So moved. >> Second. >> Second. >> David. >> Any discussion hearing? None. Roll call vote. >> Jen Blum, yes. >> Bob Clark, >> Melinda Richards, yes.

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>> Tim Emory, yes. >> Becky Cushing, yes. >> Catherine Trust, >> yes. >> Derek Madaras, >> yes. >> Whitney Bryman, >> yes. >> Okay. Um, now we need some volunteers for the regional finance. I'm sorry, the superintendent evaluation committee.

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>> You need three. >> And we need three volunteers. >> I would volunteer for that. I would volunteer for that. >> Okay, >> I'll volunteer. >> Okay. Um All right. So, do I have a motion

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to elect Katherine TRS, Rebecca Cushing, and Bob Clark to the super superintendent evaluation committee. >> So moved. >> Second. >> Um any discussion? >> Okay. Hearing none. So, roll call vote.

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>> Jen Blum, >> yes. Yes. >> Bob Clark. >> Yes. >> Melinda Richards. >> Yes. >> Tim Emory. >> Yes. >> Becky Cushing. >> Yes. >> Katherine Trust. >> Yes. >> Derek Madaras. >> Yes. >> Courtney Breman. >> Yes. >> Okay. Um, do we have any volunteers for

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the regional finance subcommittee? Um, did we have three members originally? >> Yes, because Steve was on it as well. So, >> we did. Okay. So, three. We need three volunteers. If there is Courtney, you gonna stay on this one? >> Um, I'll stay on the regional finance

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subcommittee, but it's actually two members, one from Freetown, one from Lakeville, and that's in the regional agreement. >> Okay. Thank you. >> Sure. Yes. So, we need >> Derek, would you like to be on this one? >> Sure. >> You can say no. Anyone can say no. Just

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you all know. >> I don't know that word. >> As you get older, you will learn it. You'll find out. >> Is anyone else interested? >> So, you have Courtney and Derek >> and Yes. Anyone else interested? Because

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if not, I can stay. I guess >> we only need two. >> You only need two. >> Oh, we only need two. Okay. So, then um Okay. So, we need a motion to elect Courtney Breitman and Derek Madias to the regional finance subcommittee. >> So, moved. >> Second.

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>> Any discussion? Okay. Hearing none. Um, so roll call vote. >> Jen Blum, yes. >> Bob Clark, >> Melinda Richards, yes. >> Tim Emory, yes. >> Becky Cushing, yes. >> Katherine Trost, >> yes. >> Derek Madaras, >> yes. >> And Courtney Breman, >> yes.

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>> Okay. Now, we need um two well two delegates, although I now know from experience only one will end up going to the um MASC conference. So, it'll be two people to um I guess fight it out and see who ends up actually going. Is there

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anybody interested in going to MA the MASC conference um in November, >> which typically we usually have new members do it just so that you can kind of really get a good idea of everything that's going on. It's a great opportunity to um ask a lot of questions

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and learn a ton. So, if you guys don't mind, um, you guys could be appointed to that. >> When is it? November what? >> Um, it's just sometime in November. We don't really know. I don't know if we know right now, but if you couldn't go, maybe Catherine could go.

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>> Yeah. I I mean, I think that's a concern. It is. Um, it was like Monday, Thursday, and Friday. >> Thursday. >> Friday. >> Thursday. Thursday. >> So, it was three weekdays um where you could stay um I think it was cyanis. Yeah, you can stay. >> You could stay but on your own dime or

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you can drive back and forth every day. I understand that's a um kind of a big ask especially taking time off of work. So see if any are members. >> It's November 4th through 6th seems to be the date. >> Thank you.

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>> And it's on the Northshore this year. >> I'm sorry. >> In Danver this year. >> Okay. >> Um >> it's real nice in November. I hear Danver. Yeah. So, it has been suggested that our newest

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members uh attend, but uh if that's absolutely something you don't want to do, you can tell us. >> You have to do all three days. >> I don't know if it's is it required. >> We Well, we typically register you for that time, but you

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>> I mean, Bob's done it quite a few times. >> I've done it quite a few times. >> You can sort of pick and choose. >> Okay. because I could probably commit to two days but not three. >> The last day was honestly >> okay. >> Not not a lot going on. >> Although there is a vote that day but

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um all right. So >> I could be I could also um be appointed on that if Derek doesn't want to be. >> It's not I don't want to be. I just I know I won't be able to have take time off like in November because we had other things going on from now until then.

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>> Okay. So, um, motion to elect Katherine Trust and Tim Emory as our delegates to the MAC MASC conference this year. >> So much second. >> All right. Any discussion?

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All right. Hearing none. Uh, roll call vote. >> Jen Blum, >> yes. >> Bob Clark, yes. >> Melinda Richards, yes. >> Tim Emmery, >> yep. >> Becky Kushing, yes. >> Katherine Trust, >> yes. Derek Madaras. >> Yes. >> Courtney Breitman. >> Yes.

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Okay. Um, now we need the district wellness committee. How many members do we need for that? >> There were two last two last year. >> So, two members, one from each town, right? >> No, it was me and Jen last year. >> Oh, okay. All right. So, two members for the district wellness committee. Um,

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would anybody like to volunteer for that? I'll volunteer. >> Bob, do you want to do this one? No. Oh, >> at least you're honest. >> Melinda, just so you are aware, being the chair, you are basically on

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automatically on this. Just so you >> Yeah. >> Welcome. >> Yes. >> Tim and I will volunteer for >> Okay. So, all right. >> Okay. Becky will volunteer me and I'll agree. >> Okay. So, um, do I hear a motion to

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elect Rebecca Cushing and Tim Emory to the District Wellness Committee? >> You do hear a motion >> for that. >> Second. >> All right. Any discussion? >> Okay. Hearing none, roll call vote. >> Jen Blum, >> yes. >> Bob Clark, Melinda Richards, yes. Tim

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Emory, yes. >> Becky Cushing, yes. >> Katherine Truss, yes. >> Derek Maderas, Courtney Brightman, >> yes. Okay. Um, >> so the legislative liaison is all of us. So we need to vote there. Um,

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>> we don't typically vote that. >> I don't think we do. >> No. Okay. >> It's just like a known >> making sure >> capital next. >> Okay. Next we have the capital subcommittee. Um, do we have anyone who would like to volunteer for that?

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Courtney was serving and I think you need one more. Well, you need two in total. I was reading what was there last. >> So, do we need one from each town on this one, too? >> Does that make sense? >> I checked, but I think it makes the most sense. >> Okay. So, we Courtney, are you going to

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stay on capital? >> Yes, I'll stay on. >> Okay. So, we just need someone from Leakville then. that's building. >> Can we get an overview of what that entails or what skill sets you would bring to the table for that position?

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>> So, if the ch through the chair, >> uh, yes, >> through the chair, go ahead. >> The capital committee hasn't met in the past year. Uh I believe the capital committee's purpose is to uh prioritize the district's capital needs >> uh in terms of facility across the

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district and at the uh uh Freetown Elementary School and the Asawsa Elementary School and to present those capital to support and present those capital needs as prioritized by that committee. >> Okay. >> To the bigger committee. Okay. >> Who would then move them on to the town. I think that's the probably the quickest

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way to synthesize what it would do. >> Okay. All right. Is there a motion to elect Rebecca Koshing, Rebecca Koshing, and Courtney Brightman to the capital subcommittee? >> Yes. >> Okay. >> Second. >> Second the motion.

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>> All right. Any discussion? >> Okay. Hearing none, roll call vote. >> Jen Blum, yes. >> Bob Clark, yes. >> Melinda Richard, yes. Tim Emory, >> yes. >> Becky Kushing, yes. >> Katherine Trust, >> yes. >> Derek Maderas, yes. >> Courtney Breitman, >> yes.

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Okay. And our final subcommittee is the graceful subcommittee. Um Tim, are you willing to stay on that one? >> Uh most definitely. >> That's Tim's baby. >> The majority I will say the majority of the work is done. There there were two

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of us, right? One from each town elected a year ago. >> Um it's been me since July. >> So we do need someone coming. I I would like somebody to be able to join me, but the majority of the work is done and we're we're pretty pretty well where um

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we won't need a lot of extra support on it. So, it should be a limited capacity movement. >> So, we have Tim and we just need someone from Leo. >> There's people looking at me. I'll I'll do it. Uh, do we have a motion to elect Tim

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Emory and Derek Madios to the Grace poolool subcommittee? >> So moved. >> Second. >> Okay, we're hearing a motion and a second. Any discussion? >> No discussions. A roll call vote. >> Jen Blum, yes. >> Bob Clark, yes. >> Melinda Richards, yes.

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>> Tim Emory, >> yes. >> Becky Kushing, yes. >> Katherine Trust, >> yes. >> Derek Maderas, yes. >> Courtney Breman, >> yes. Congratulations. >> Okay. >> I know. I I I feel like this should be a round of applause for all of OUR

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OKAY. SO, um we need a motion to enter into executive session now. >> You do? >> Yeah. >> Okay. Do I hear a motion? >> Motion to enter executive session. Okay. >> For reason number three. Reason number three. Sorry. >> Oh, I'm sorry.

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>> That's okay. a piece of paper circulating that has the words you need to say on it. >> Yes, it's right here. >> Okay. Yeah, that's okay. So, we >> that's our complaint.

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>> Okay. So um do I hear a motion to enter into executive session um to conduct strategy with respect to collective bargaining andor collective bargaining with the two EF EFL units as an open meeting might have a detrimental effect

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on the committee's bargaining position. >> Still moved. >> Okay. >> Second. >> All right. A motion and a second. Any discussion? No discussion. So roll call vote. >> Yep. Jen Blum, yes. >> Bob Clark, yes. >> Belinda Richards, yes.

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>> Tim Emmery, >> yes. >> Becky Cushing, yes. >> Katherine Tros, >> we return to regular session. >> Oh, sorry. Yes. >> Derek Mary, >> yes. >> We have to say Courtney >> Breman to regular session. >> Yes. And we have to clarify that we'll be returning to open session. >> Oh, yes. That's what we're discussing right now.

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>> And we will be returning to our regular session when we're done. Enjoy. regular session. Um the agenda says next >> we just took a vote. >> Okay. >> Public Oh, sorry. Public >> public input is your next.

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>> Okay. Um, we just took a vote. Um, that will be discussed later in this meeting. Um, so next we have public input. >> If I may through the chair. >> Um, yes, Tim. >> Um, I'd like to make a motion to

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potentially move the spotlight presentation for the ARHS Life Club um to now um in ahead of public input. Um, they've been patiently waiting for quite some time now. Um, and I'd love to hear um what they are bringing for us

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tonight. So, I I'd like to make that motion, please. >> Second. All right. Um, any discussion? >> Great idea. >> Okay. So, I'll move to Sorry, I did not know it was going to come right on.

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>> Uh, still a roll call vote, right? Courtney's still >> No, I'll cuz Courtney's still Yeah, >> she's still everything. >> She is still here. >> Okay. So, >> Okay. Jen Blum. Yes. >> Bob Clark. Melinda Richards. Yes. Tim Emmery. Yes. >> Becky Cushing. Yes. >> Catherine Tr. Derek

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>> Madaras. >> Courtney Brightman. >> Yes. >> I can jump in if you want and kick us off. Um and then I'm going to have a couple of our our friends come up. So um we wanted to bring our life club which is Lakers inspiring friendship and enrichment um here today to kind of give

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you a little bit of information on what they do in life. Um it aims to provide a variety of opportunities to develop and maintain meaningful relationships in an inclusive and positive social environment. Uh this club is led by uh Mrs. Briggs and supported by the staff at the high school with our students there. Um enrichment opportunities

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foster true friendships while encouraging growth and development and promoting a safe, supportive, and welcoming atmosphere that is conducive to empowerment for all. And members of life strive to be the best version of themselves while inspiring those around them to do the same. Um before we get started with the video, we just want to

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talk about they're going to have there's a little initiative through the video that they had made and um I'll have a couple of the high school students just come up just to speak a little bit about life club, what it means to you and then we will watch the video. Come on. >> Do you want them to come up too?

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>> They can come up. Can I come up? You guys want to stand too? >> Hi, my name is Nora Smith. I'm a part of life club here at Aponquit. Um, our main message is to spread inclusion because we want everybody at Aonoquit and in all of our schools to be included. So, um,

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what we do is we have monthly meetings and it's just a time for us to hang out and kind of have fun with our friends, but we also do a lot of stuff which Rory will talk about. >> Yeah. One of our most recent like events that we did is we had um a spirit week. It was for spread the word week. We It

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pretty much is to encourage people to stop using hateful language like the Rword and it was really successful. We wore different colors for different like awareness like to spread different um spread awareness of different like disabilities and yeah it was really fun.

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>> Dragon always friends. Um, yeah, every month we like to focus on a new campaign and we kind of just focus on sharing that with our community, sharing it with the school, whether it's making hundreds of cards for the elderly at Christmas time or

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just informing our students about um discrimination towards disabilities. And we also like to support our sports teams. >> You guys want to watch the video? >> Yeah. All right. Have a seat. Put the video on. Spread the word is built on one strong

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belief, one clear problem and one important goal. Our belief the world is better when everyone feels bow respect and include in our gay, friendship, school, workplaces and communities.

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The problem even today many people are still left out. This includes more than 200 million people around the world with intellect intellectual and developmental disabilities. They come from every country and every

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background but they are often excluded. Our goal to end this is all isolation and create a culture of inclusion through everyday actions. You can help look for someone who is being left out

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or sitting alone. Sit with them. Invite them in. Be a friend. Be a team. Small actions matter. When we each choose inclusion, we help build a more welcoming world for everyone. Take the pledge and spread the word word.

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>> The Lakers inspiring friendship in the enrichment life club creates an inclusive positive space where members build meaningful friendships, grow together, and feel supported and empowered to be their best selves. >> What do you love about life club?

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I love to spend time with my friends. >> Yeah. >> And I spend your time with the people you love. >> We give back to our school and community through projects and fundraisers.

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Founders like old school food drives. I >> like how we get to work with everybody and do fun things. >> Fail trucks. >> I love trucks. I get to friends. >> I also love hanging with my friends.

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>> Sports unites athletes with and without intellectual disabilities on the same team to train and compete together. The program promotes inclusion, equalizes ability levels, and builds fitness skills and acceptance through shared practice and competition.

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>> What do you like most about unified sports? I like hanging out with my friends at practice and all the fun in the student section at the games. >> I support everybody track at once. >> I like seeing my friends make progress.

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>> That's right. >> I love supporting my teammates so we can grow as a team. >> I like the ball. Integrated classes let students of all abilities learn, create, and have fun together through art, music, and movement while building teamwork,

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inclusion, and leadership. >> What do you like most about integrated classes? >> Integrated classes to study class. And I also like to collaborate with

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Nathan Emerson and Sophia to work together as a team and make decisions during our art projects. >> I like to make new friends and work with people. >> I like to employ JMO with my pledge. I like to help my friends make progress.

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>> My favorite integrated class is art because I get to be creative with my friends. >> My favorite integrated class is because I play basketball. My favorite anticip um I like listening to music and the music.

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>> I like spending time and playing music with my friends. >> Inclusion ensures all students, especially those with disabilities, fully participate in school life, learning, engaging, and building friendships with the support they need to succeed. >> What does inclusion mean to you?

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Inclusion means growth together. Inclusion inclusion means spending time together. One bringing everyone together. >> Inclusion means to be friendships and to

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be in love. >> Make everyone feel welcome. The spread the word campaign started to stop the use of the Rword because it is hurtful and is extremely disrespectful, especially to people with disabilities. The use of the Rword is usually used to

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put others down or insult others. And this is not okay. It needs to stop. It can severely affect people's confidence and sense of well-being. If you hear the word being said, if you're able to speak up, if you can't, try and inform a staff member and report it. It's important to use respectful language because it helps

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foster a sense of inclusivity and make the world more welcoming. Ever find yourself stuck in the middle of the sea? I'll sell the world to find you.

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If you ever find yourself lost in the dark and you can't see, I'll be the light to guide you. Find out what we're made of. When we are called to help our friends

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in need, you can't count on me like one 2 three. I'll be there. And I know when I need it, I can count

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on you. Like 4 3 2 and you'll be there. Cuz that's what friends are supposed to do. Oh yeah. Ooh. Ooh. Yeah.

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Thank you for the wonderful presentation. Um the video was was great. I love that. Um >> yeah, I want to thank all of our students who are here tonight uh representing Life Club and representing the very very important message around

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inclusion. And I want to thank our parents for coming out tonight bringing our students and certainly our teachers, our educators who support these programs and uh Director Steele and our other special education administrators who are here this evening. So big round of applause again FOR THESE STUDENTS.

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AND THANK YOU FOR YOUR patience while we started the meeting with our reorganization. I'm sure the wait was not that fun. >> Thanks, guys. >> Thank you so much. >> Thank you. >> Thank you. >> That was great. >> Thank you for adjusting. >> Yes.

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>> Okay. So, next on the agenda, we have public input. Um, >> is anybody here for public input tonight? >> There are people. Um, I want to make sure they hear it that they're that they

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know that they're here for it. >> Um, is anyone here for public input tonight? Now would be the time. You can come up to the podium. I believe there's a paper there to put your name. saying nothing. >> No.

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>> All right. >> I know there were a couple people in the audience that had mentioned they were here for public input. I don't know if they still are, but now would be the time if you are here for public input. >> Okay. Well, um, seeing nobody, um,

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moving on to reports and presentations to the chairperson's report, which would be you. >> I I don't have. >> Okay. So, then I think you turn things over to uh, our students, our ARHS student representatives. >> Okay. We've got a lot for you guys

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tonight. It's been a busy month. Good evening. I hope everyone is enjoying this warm weather. Things are definitely heating up here at Aponoquit as the end of the year approaches. Since we last met, 100 students attended the Decate Conference in Boston. Seven members

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moving on to the international career development conference through their roleplay competitions. This conference will take place in Atlanta, Georgia from April 25th to the 28th. I would like to personally congratulate Mia Cantam

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Kathy, Megan Sors, Lucer Rubini, Brian O' Connor, Josephine Biddle, Videia Santosh, and Ashna Cantam Kulathi for this outstanding accomplishment. Additionally, I would like to highlight the efforts of Sha and Anneil Barnick as

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well as Mia Fittado who earned upon quit four additional spots to ICDC through their well- constructed school-based enterprise papers. Good luck to all participants in Atlanta. The weather may be getting warmer, but the Aonoquit auditorium was frozen

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Friday and Saturday as the Aonquin players performed their well rehearsed spring musical. Special shout out to Mr. Lebec for his tireless efforts and the entire club for their wonderful production. It is always fun watching and supporting the Lakers

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performing arts. Spring sports are approaching the end of their first month of play and the baseball team is still undefeated, coached by longtime Laker Jim Kabusio. On the topic of sports, the Aponoquit esports team is also making a deep

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tournament run in the Overwatch playoffs. The Lakers look to continue their win streak tomorrow night. Speaking of games, the Aonoquit student council is set to set to host their annual Aon game night tomorrow night here in the library. a free event for

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all staff and students. The night allows Laker families to play games, socialize with friends, and eat good food before signing out for April break. The student council is also excited to spend their Friday morning with members of the community at the Lakeville Senior Center. I thank you for your time.

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>> Hi everyone. Um, I hope you had a great couple of weeks. Tonight, I wanted to pick up where Cam left off and highlight our HOSA club. As mentioned before, HOSA is a newly founded club. this year brought to life by Vidia Santosh and Nora McCclarken and is advised by Bonnie

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Ferrer. This club helps prepare kids for a career in medicine or any equivalent health uh care profession. The Saturday before Easter, April 4th, 17 members, one of them being myself, attended the state leadership concert um conference at Worcester State University. There we

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got to listen to health care professionals speak about certain topics ranging from cancerous cells all the way to EMT demonstrations. The conference was an amazing networking opportunity having the ability to meet different professionals in a variety of medical

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specialties. At the conference we had two qualifiers Aiden Sores and Norm Clerin. So big congratulations to them. Along with this, the club had the opportunity to listen to a guest speaker during the school day yesterday. Our

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guest speaker, Gianna Manning, was extremely informative about the pathway to becoming a doctor, a nurse, CRNA, and more. Another exciting event right around the corner is our prom. Recently, the senior class has been working extremely hard with our class adviserss

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to guide prom ticket sales in the finalization of seating arrangements. The seniors will also be having a lock-in Friday, May 29th from 10:00 p.m. to 5:00 a.m. uh where there'll be lots of fun activities. This is also followed

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by our senior banquet on June 4th. And we will continue to keep you updated as more senior events arise. Lastly, we do have our academic allstars lunchon field trip tomorrow at the Sentry House in Aushnet. Uh this lunchon will honor academically outstanding seniors and

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their hard work throughout the entirety of their high school career. With that being said, a big congratulations to them. Thank you. >> Okay. Thank you so much. It's great presentations as always. >> Right.

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>> Um okay, next we have superintendent report. >> Okay. Um I will just uh echo the sentiments of the school committee. Great things going on uh at the high school and across the district. Since we did acknowledge our uh Frozen here at the high school, I I would be remiss if we didn't mention Finding Nemo over at

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the middle school. Uh the middle school auditorium was a wash with water, so to speak, and uh it was an amazing performance at the middle school as well. So, kudos to the cast, crew, and folks involved in Finding Nemo over at the middle school. Uh moving on to the

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agenda, I have several donations that I'll move through. Uh you have information in your folder about each of these donations. Uh if you have any questions, you can certainly ask them at this time. Uh FESPTO is seeking your acceptance of a donation of $20,000 to

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purchase five Prometheium boards. The cost of each board is $3,930. The boards have been vetted and approved by Ryan Blanchard and there's an additional $350 allotted for shipping if it is needed. Questions regarding that?

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>> Uh just one question. Do those boards come with do you have to subscribe do any subscriptions or anything when you make when you purchase those? >> I will defer to Mr. Blanchard who's in the audience tonight. >> Cool.

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>> Even better. >> Any other questions? I'll move along. The second donation tonight, uh, Kelly Steel knows a little bit more about this donation. >> Yep. I have, um, a parent who, um, would like to donate an adaptive bike. um to our school over at FES for some of our

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students that have IEP goals and objectives that focus on motor function. Um so I am housing that bike right now until we get approval. If we don't, I will return the bike, but right now she is offering to donate that bike to us and it's in good condition. It's it's looks good. >> Parents name is Alyssa

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>> Duza. >> Can I can I just say that um I've known the Duzas for a little bit although they might not take credit for that. um and their foundation for rare riders is unreal and they've helped so many families and so this donation is

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unrecognizable. It's it's great. So, thank you for working with them on it. >> Yeah, they're great. >> It's very generous donation. >> We'll move along. We have a donation from ARHS. This is uh coming from Chipotle Mexican Grill coming from corporate but likely from our local uh

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Rainham Chipotle uh of $4845 cents. That money would go into the student activities account at the high school for use by the student organization HOSA. HOSA formerly was known as the Health Occupation Students of America Club, but they just go by

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HOSA because it's easier. So they're looking for your they're looking for your uh acceptance of their donation this evening. questions about that? Hearing none, I'll move on. Uh, also looking for the uh an acceptance of a

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donation from the FLMS drama club uh to the FLMS drama club in the amount of $19741. That's because there was a container out in the lobby during the productions of Finding Nemo and people could just make donations. So, the sum total at the end of the productions was $19741.

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Looking for you to accept that donation. and it would go into the student activities account at the middle school for use by the drama club. Questions? All right, I'll move right along. We have two more. Uh, FLMS PTO is looking

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to donate their annual flower plants for the uh, front circle of the school along with all of the labor associated with putting those plants in. Questions? All right. And then Lumier Landscaping will be joining the FMLS PTO with your permission donating three

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cubic yards of mulch and labor on Saturday, May 1st, when the flowers are planted. >> Just say thank you to the PTO and a big thank you to La Mer Landscaping. >> Upon your uh approval and acceptance of those donations, we will certainly make

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sure they all get thank yous. Moving right along. Um this evening uh you'll be asked to take a vote to appoint me as the designate to represent uh the district on the board of directors for the regional educational assessments and diagnostic services

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otherwise known as reads collaborative. Uh that's the governing body of the collaborative. It is traditional for the superintendent from each of the member districts to sit on the board of the directors so that everyone has equal say in the governance uh where we do uh send our students and we use them for quite a

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bit in the in the way of diagnostics. I think Kelly has a report for you at the end of the meeting tonight and right at the same time of year we'll be looking for your annual appointment of me to represent us the board of directors at the South Coast Educational Collaborative. same thing and be a member of the governing body for that collaborative with which we uh do work

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and where we house some programs right here in our district for the for the collaborative. No questions on that. I'll move right along. Uh, and now I'll turn things back over to the chair because the next two parts of the agenda are related to the potential MOAS with the EFL teachers

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unit and the Paris and secretaries bargaining unit and that uh endeavor is overseen by the school committee and not the superintendent. >> Okay. Um, so now we would need a presentation from a member of the collective bargaining committee.

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>> Yep. So through the chair if I may. >> Yes, please. I'm pleased to share that we have reached a successful tenative agreement to conclude teacher contract negotiations. This outcome reflects a collaborative and thoughtful process grounded in mutual respect and a shared commitment to supporting both our

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education and our students educators and our students. The agreement includes several meaningful updates. Nurses will now receive compensation when covering as substitutes. Adjustments have also been made to the teacher sick day buyback to support attendance. We have

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established several committees to support continuous improvement, including a new initiative committee, a new teacher rubric committee, a safety committee, and a committee focused on evaluation timelines. At the middle school level, common

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planning has been reassigned to duties on some days to afford additional familia substitutes for students with an option for teachers to take on a sixth period of instruction. We have also made adjustments to the teacher workday to increase planning

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time at the elementary level while significantly reducing it at the secondary level to better balance instructional and preparational needs. The tenative agreement includes continued support for tuition reimbursement reinforcing our commitment

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to professional growth and development. Salary increases for the teachers are as follows. Teacher salary step two 12 sorry FY27 step 2% and 3% impact on the budget with a total of 3.5%.

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FY28 step 2% and one and 1.5% with an impact on the budget of 3.8%. And for FY29, this step will have a 2% and a 2.5% impact and the impact on the budget will

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be 4.5. Teacher salaries for steps 1 through 11. FY27 is a 2% and a 3% which will impact the budget by 3.5%. FY28 is a 1% and a 1% which will impact

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the budget by 1.5%. FY29 is a 2% and a 1% which will impact the budget with a 2.5%. We are grateful for the dedication and partnership demonstrated throughout this process and look forward to moving ahead together in support of our school

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community. I am also pleased to share that we have tenatively concluded contract negotiations with our secretaries and paraprofessionals. This agreement reflects a positive and collaborative process with a shared focus on recognizing the important the

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important contributions of these staff members across our schools. The agreement includes several key updates. Part-time secretaries will receive compensation when covering as substitutes, ensuring their additional responsibilities are acknowledged. PAR

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professionals have a clear expectation around working hours along with added time at ARHS to better support student needs. A fixed rate of compensation has been established for both secretaries and paraprofessionals when covering as

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substitutes, providing consistency and clarity. The tenative agreement also increases the toileting stipen and ensures coverage in sub subset >> sub subsearate >> subs separate classrooms including

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toileting responsibilities recognizing the critical support of paraprofessionals our paraprofessionals provide to students while with diverse needs. Both both factors also received added support for tuition reimbursement, reinforcing our commitment to

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professional growth and development and an update to a sick day buyback language to recognize the value of a workday. Secretary Saries are as follows. FY27 is 6%, FY28 is 6% and FY29 is 6%.

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paraprofessional step 8 FY27 is a 3% and a 3% and the impact on our budget will be 4.5 FY28 step will be a 2.2 a 2.25 and a 3% and the impact on the budget will be 6.8

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FY 29 step is a 22 2.25 and a 3% the impact on a budget again is a 6.8 8. Moving to the power professional salary steps 1 through 7. FY27 is 3% and 3%

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impact on our budget being 4.5. FY28 is again 3 point 3% and 3% another impact on our budget F4.5. FY28 again 3% as and 3% another impact on the budget F4.5.

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I'd like to end by saying we appreciate the professionalism and partnership demonstrated throughout these negotiations and look forward to continuing our work together in support of students, staff, and the broader school community >> through the chair. May I make an addition? Yes. In both cases, there were

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adjustments to the uh to the structure of the levels in the contracts, and I think Mr. Higgins has a a a way to synthesize that so that it's made public. >> Sure. So uh you said both in both cases we're talking about the pair of professionals and the teachers. Um in each year uh the top step there's a new

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top step added and the bottom step is removed. So for in the case of the teachers it becomes a new step 12 which is step 13 and step one is removed. Uh in the ne in the following year there becomes a new step 12 which is step 14 and step two is removed and then the following year it moves up to step 15

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and step three is removed. Similarly with the paras there's eight steps to start. There are eight steps at the end there will be an added new top step with the step one removed uh with each year the same process. So going from an 8 9 10 11 and then removing one two and

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three once each year. >> Okay. Thank you. Um so we vote we're v we're voting at the end. >> You vote on all usually vote on everything at the end unless you'd like to go out of order. >> No, that's fine. Um so next uh we have

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the new >> the proposed FLRSC 2627 meeting calendar that is in your folder. Uh as we did last year, we presented a calendar to you uh that included uh meetings from September through June. Uh we will begin the budget process much like we did this

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year very early. So your first budget presentation will be January 13th with a goal of voting a budget by March 21st. Uh I'm sorry, March 30, the end of March. Um March 24th we have reserved as an extra meeting as we did this year.

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This particular year we canled it. Uh and as always there's the perview of the school committee to add meetings. But we'd be looking for you tonight to vote this calendar so that we could begin the year knowing when we're having our school committee meetings. >> Okay. >> If there are no other questions for me

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at this time, I am going to turn things over to uh Miss Terry Fleming who's going to talk to you about a history book uh approval. Great. Uh so tonight in front of me I have two versions of history books that uh were

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vetted by our history department. Um we are currently using a book called The Americans. It was purchased in 2008 but it has a publishing date of 2002. It is outdated. Um and uh it was time to do a review. We started our review in 2024.

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We went through the curate process which has a rubric attached to it for looking for alignment um accessibility supports assessments etc. Um that presentation is linked in your

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in your folder. Um so we looked at three three curriculum choices that are allowed through the state actively learn um SAVIS interactive and then we looked at TCI history alive which is completely online. Um the top two are uh

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interactive by Sabis and the United States history um actively learn through McGra Hill. Um the preference from our teaching staff is the online and book combined version of interactive and I

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can bring these over. They also are sitting in my office for you to review uh at any time during the next month. This is a two read so this is a first read for it. Uh, one of the things that is appreciated through the interactive is that the online component is updated

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regularly. So, we would not be paying for a new update to that curriculum. Um, it would just happen um a as new thing new materials were vetted and put in through the publisher. Uh, the it is very interactive. There

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are things like um let me get to my my slide here. It has um assessments that are um remedi remediated and have synthe synthesis activities both. So it goes both higher and can be um lexiled down. So it

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actually presents um reading material in multiple Lexile levels for accessibility. And then the quizzes and the assessments are also topic top topic leveled so they can be used and you can make multiple versions of an assessment. Um that was two of the things that this

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the teachers really appreciated um because part of their work is to make sure that the kids can access the assessments being used in in the courses. Um, it is inquiry based and it makes uh

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strong connections to the students lives with essential questions that dig into the depth of knowledge two and three where they're analyzing not just memorizing facts. Um, so it takes history and applies it to uh today's

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world of events. And then on the slide on this slide it's the number slide. And so, uh, the highlighted one is the one that that the teachers would like. It's text and online. They offered a six-year license for 34,960.

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This is funding that was included in the um, $950,000 for from END. Um, depending on where that falls, um, it came out to 5,827 a year to buy just a text. It was actually more expensive, I think,

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because it is a new addition. It is a new addition and they're not looking to redo that. So, it is more costly. When you look at McGraill actively learn the text and online lensure, they would only offer us a three-year license. Um, it came out to 27,427

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making it $9,182 per year. Um, they did offer online only for a reasonable cost of 3 years of $14,76. To buy just the text, it was lower. You can see a quite a difference between

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text only between McGraill and Savas Interactive. Um that's primarily because they are already working on their new edition. So the the current 2020 version um of the book is going to be replaced by a new edition. So therefore they're

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selling it for less um less money. Any immediate questions? I'd be happy to pass these um these paper weights around. I think they're a workout. They definitely are not books that would be going back and forth uh because you

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it would weigh the kids down a lot. >> Um but they would live in the classroom and be used um in in class for for >> the committee member trust has a question. Um, is there an option that you know of um to have the book read aloud to you or

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to have whatever >> the online version of both books? So, the online version of the um actively learn also has the similar features. They uh as far as adaptability and accessibility, both of them have uh read

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aloud text to speech. They have highlighting. Um, they have uh vocabulary definitions that you can click on a word and hear the definition of it. Um, however, this one only comes in one Lexile level. It doesn't adjust by Lexile levels. And Lexile levels are

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reading levels. So, um, it typically would be in what would be in the 1100s. And they also has not only the 1100, but it also has a 900 level Lexile. So, it has a a Lexile that's simplified, takes

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out some of the um complex language in it. >> And the the online part of it also has like the readaloud option too. >> That's the Yeah, this can't be I mean this can be read aloud by the teacher, >> right?

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>> Or peers, but the online version both of them have read alouds. >> Okay. >> Yeah. It's almost um I I wouldn't even entertain a book that didn't have the accommodations that we now are seeing at all levels. So, it is on the rubric for like

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accessibility on the curate documents and I'm happy to go over those documents and show people how how they scored. These were our top two out of the uh we started with five, we narrowed down to three and then the two that surfaced. >> Okay.

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>> Okay. Tim >> Becky was first. >> No problem. Maybe we have the same question. Is the cost uh one lump sum or do you pay it per year? >> So um I've already talked to them about how we could manage those funds with multiple scenarios being thrown out and

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oftent times um for a six-year I have worked arrangements to pay it over a three-year time frame um with the first one coming the first two really coming almost back to back. So the first one being this fiscal year and the second one being next fiscal year.

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>> How was it presented as a component of END? Was it the lump sum or was it the monthly? It was the lump sum. >> It was the lump sum. >> Okay, great. Thank you so much. >> Did you have another? >> Um yeah, it was not the same question. Um is our vote obviously won't be

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tonight. Is it which one to go with? >> So our teachers, our entire department unanimously put this this one above and it's not necessarily because of the books you'll see but I think you know there's a lot more information just look how thick this book I'm teasing um uh

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the online version is what kind of won the teachers over more to the interactive the US history interactive and it was that double Lexile level score reading >> I think what I think what he's asking you is are they picking the book >> oh >> is that what you're asking >> well will you will we ultimately decide

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which one is used >> I'm I'm asking that you approve the teacher But yes, you do have the authority to >> and so my followup then would be does the one that's preferred it is it as accurate

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of content as previous books. I'm not a history major, right? So I couldn't tell you if it's accurate or not, but is the information in it >> um >> accurate to the best of the >> in that category on the rubric? Both

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books scored a four or five out of five. So on the content accuracy. >> Got it. Thank you. >> And you're welcome to come in to my office and like read history with me. I'm happy to have you. >> We'll do that while we plan wellness. >> Can I borrow the book?

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>> We had students also um preview these. We had students on the interactive. We had students testing the waters, so to speak. they weighed in um informally with the teachers that were and all the teachers participated last year on this. So, >> thank you. >> Okay.

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>> So, between now and our next meeting, please take a look at the uh more in-depth presentation that uh Terry and our uh social studies teachers, history teachers at the high school put together. It'll uh it'll explain a little bit more about the process and really help you with the content of the book. So, like Terry said, come on into

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central office, kick up your feet, and read some history between now and the next meeting when you'll be asked to vote. I'm going to move right along to the next topic that Terry has, which is title funding. Um, as we look ahead to our summer opportunities, it is important to note that Freetown Lakeville Regional School District will

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not be offering Jumpstart this summer. Our jump start program has brought much in the way of additional support to our young learners over the past several summers. It is however funded by federal grants and we have been informed by DESIE that the same level of federal grant funding will likely not be available. Um therefore due to

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anticipated cuts in federal grants funding specifically title grants there will not be an FLRSD summer 2026 jumpstart program. And I say that with a heavy heart because it is a two weeks, three weeks of joy that the kids are in

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doing learning actively applied learning um that bridges their June, end of year to their September, beginning of year. However, um as I go through these numbers, you're going to hear um some pretty drastic percentages as of

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projections right now. So, Title One updated figures from the federal government show that Massachusetts as a whole will experience about a 7% reduction overall. In addition to that overall 7% reduction, we are currently below the 5% census poverty um for

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student ages 5 to 17, which will reduce our projected funding by $183,86. This is a 52.6% 6% reduction from our original projected funding amount of $348,59. But it bears repeating that these are

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subject to change. They are almost finalized. I'm going to give you a little more information on that in just a moment. Um but districts will receive our final numbers um in July. Title 2A, similar to Title One, preliminary figures from the federal government show that Massachusetts

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overall will likely experience again about a 7% overall reduction from last year. We do not have um district level projections for title 2A yet. Um and our spending, our current income for that is pretty low. This year, our funding is

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$58,890. A 7% reduction would reduce our funding by $4,122.30. 30 cents or I'm going to give it to you in real sense. It's approximately 80 hours of our interventionist time. Uh title 3A, we are part of a consortium

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with Westport and Swansea. Um preliminary figures from the federal government show that Massachusetts overall will likely be level funded in title 3. Um this year we had $12,343 across the three districts. It paid for

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um primarily for um professional development for those EL teachers, the um EL educators. Title four preliminary figures from the federal government show that Massachusetts overall will likely see about a 6% increase. Um we do not have

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the projections specifically. Um, however, this year our funding was $22,822 and under the 6% calculation, we could see an increase of $1,369. This grant cannot be used for personnel. Um, it cannot be used for

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interventionists. It's used for training, professional development in the areas of technology, social emotional development, and fine arts. Um, Desi has encouraged all districts to budget conservatively for title. Um this updated preliminary estimates do

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not include counts from charter um virtual and regional um CTE districts are I'm sorry they do include that they do not include some counts for eligible children such as foster children and neglected children. That right now um is our the last piece of the puzzle to go

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into place. Um over the last 5 years we have dipped down below the 5% and been in what's called a warning category three times. every time we have popped back up over the 5% with those final calculations. So, we've had this conversation before. Um, however, not

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with the overall 7% reduction. So, with that 7% reduction, automatically this it does make this a little just a little more heightened in my eyes. Um, so we are sitting at a 4.93%

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um census uh below the poverty. Uh, and so we're talking about 7 hundreds of a percent below. That could take our 52% of our title one funding. Um, it then takes us out of what's called targeted assistance and puts us

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into a basic assistance calculation, which is for any school district that has above 2% to under 5%. So um you know schools that fall under the 2% don't get any funding in title one.

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So I want to encourage and I have said this every year I encourage our community members to fill out their census. This this calculation is based on 2024 census. Um and so next year's will be on 2025 2020. So please please please fill out your census. Um, I know

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for myself, um, it is it is disturbing to lose that much of our funding toward, um, our interventionists, toward, um, >> summer programming. >> Summer programming. Yep. And I know Mr. Higgins has other areas that the census also impacts. So, we just want to

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encourage our community to to fill out their census. So, that's my um unfortunate news for for tonight. If you have any questions, I'm happy to answer those. Any questions? >> That was sad.

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>> Yeah. >> Okay. Hearing no questions, we'll turn things over to Mr. Higgins for his report. >> Sure. So, thank you. Uh on March 31st uh we had the opportunity the joint committee on the way on ways and means um held a hearing uh and invite gave the

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opportunity for municipalities, school districts uh and other uh organizations to speak and testify about the needs uh financial needs of their um their organizations relative to state funding. Uh on that day uh I went with four uh

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students at a panon from a panon regional high school. Cam Porter was the senior representative and and did testify in front of the joint um committee and did an excellent job. He received some accolades at the end from a few of the adults as we were leaving.

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Uh it was an excellent day. It really get an indicator indication of um that uh what what is what is occurring in Massachusetts is happening all over relative to the need for additional state funding. Uh we did get some an

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update today um that there the the um the house is releasing its budget today. Uh and we will should be getting new numbers from our cherry sheet for new chapter 7071 uh uh numbers. We were expecting them actually before the meeting but they

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have not been posted yet. At the next meeting, we will be sharing with you those numbers as well as some reductions that we have found u in the budget as a result of uh we've had a recently had an a change in out of district tuition u with a student who is moving out of the district uh at a pretty significant

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number. So that's going to allow us to bring our budget down and lower the impact of the assessment on the towns. Any dollar additional dollar that we get in chapter chapter 70 funding will also reduce the impact to the towns. With that being said, we'll go into more

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detail in chap uh for the 27 budget in a few moments, but just to give you an update on where we are on the 26. Um you have in your packet a um the current general fund summary of where we are as of uh um midappril in in 20 FY26.

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We continue this process of tracking and analyzing our expenditures. uh we are uh what I've taken on the practice of doing is analyzing our expenditures year-over-year going back to 2017. So being able to see over a 10-year period what do our expenditures look like from

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each at the beginning of each month or sometimes I'll we'll do it in the middle of the month uh to get a sense of whether we're falling behind in expenditures. Usually that's not the case. It's usually a little bit ahead. Uh we are um currently where we are right now is in the line with you know a

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decade's worth of spending. We're about within a percentage point of where we were last year. Um so it's um you know in my in my sophomore year as uh u director of finance. Um we're starting to get a little bit you know um more uh

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seasoned in terms of tracking how that number how those expenditures go for the year. Our revenue is in line with what we would expect. Um and uh we would continue to monitor as we go throughout the year for the FY27 uh budget. We have uh quite

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a sort of story to tell um because we have um gone through quite a bit of information over the year uh over the last several months. >> If I may, Jack. >> Yeah. >> Uh I I just preface Mr. Higgins's the beginning of this presentation here. So,

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a good amount of the the information we're going to go through with you tonight, members who've been seated here at the school committee or uh our new members if you've been watching at home or accessing anything online. Uh it'll be repetitive, so we're going to move kind of quickly through that. However, uh we need to let you know that we were

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invited by the town of Lakeville to present at the select board meeting on April 28th at 5:45 uh in the library. Uh and we're grateful for that invitation. We've been asked to give an overview of our budget and we've been asked to answer the questions, what happens if

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the override passes, what happens if the override doesn't pass and and give an overview of what would happen. So, we felt it appropriate to make that presentation here tonight because most of our presentations here from January forward dealt with the notion of

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continuity of services, right? Uh and in our our very last presentation, I think around March 11th, we started to talk about what it would look like if we didn't have level service funding. Uh the school committee uh level service the budget and then it moved on to the towns and as we know uh Lakeville is

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pursuing an override. So therefore, we've been invited to explain uh to the select board and anybody at that meeting uh the landscape so to speak of our budget and what would happen here in the district in either direction. So, that's why you're getting this presentation tonight, even though you have voted on

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the budget. And I'll I'll just let you know, I am aware and we're all aware that it's it's getting to 8:00 already, but there's some really important information that we're going to be sharing with you tonight that hasn't been shared publicly. So, I just ask for your stamina here. And I'd also like to thank our entire administrative team

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who's here tonight to make different parts of this presentation for you. Uh, we're going to try to keep it simple. The presentation will be posted online so we won't hit every element tonight but we will make this publicly accessible so that folks can see the

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continuity of services uh or the opposite of that through the chair. >> Okay. >> Hi. Yes. Through the chair. I just wanted to say thank you to the select board for reaching out and trying to provide as much uh you know information

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to to the town to know what what the options are and and what our current status is. on what the impacts will be. >> We are grateful for the opportunity as well. >> Yes. >> So with that, we begin the presentation with acknowledging our school committee

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members. Uh we we think about our ripple our theme for the year recognizing the ripple how our decisions have impact on everybody else. And just that reminder that we've had since the beginning of January that a level service budget specifically ensures that the daily academic, social, civic, and athletic

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experiences of our students stay the same next year. uh as commensurate with this year and that is really what our community uh has come to expect. Um we've talked over and over again about the different components of a budget and we have encouraged everyone

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in the community including uh some of our students uh to fill out form letters and send them on to the powers that be so that we can take a deeper look at that chapter 70 formula or maybe even do something with chapter 71 transportation. Uh so again this presentation will be up. We're

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encouraging all citizens to uh to do that to uh fill out a letter and and send it along. With that, I'll turn things over to Mr. Higgins. >> Sure. Uh so if you'll see, we we started on February 25th with a presentation to the school committee and a recommended

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budget of 53,319,217. That's an inclusion of the general fund, school choice funding, um the circuit breaker funding, as well as grant funding. Uh all all-encompassing. uh comparing that to the FY26 budget which also including federal grants as

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well as uh school choice and and circuit breaker at 49,884,983 was an increase of 3,434,234 at 6.88%. The general fund u the amount that is specifically funded by the towns as well as by the state through chapter 70 and

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chapter 71 in the 27 recommended budget is 49 was 49,542,654 an increase of $3,454,915 of 7 or 7.49% greater than the year prior. Uh the assessment from the towns on that at

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that point in that snapshot for Freetown was an increase of 1,637,82 and for Lakeville it was $2,352,77 with those corresponding increase percentages. We discussed excess and deficiency in the current year in FY26. We have certified excess deficiency of

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$2,159,937. Uh and the school committee was given three options to utilize excess and deficiency in the upcoming year. Um in in the use of revenue of excess and deficiency for one-time expenses u there were three

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options option A, A+ and A++. A was all one-time expenses. A+ was all those those same onetime expenses with a 1 three-year uh subscription. and then A++ included a number of one-year subscriptions. The school committee

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voted um to utilize uh or to take option A+ which reduced the uh assessments to Freetown and Lakeville um and for to 14,641,365 in the case of Freetown and 19,66,827

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in the case of Lakeville. the general fund budget uh as of March 11th 49,7413 387 uh still an increase uh you can see the numbers there are are approximately the

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same. So, when we got to, if we can jump ahead to $415, um you can see where we are today, we have a reduction in the general fund budget of $250,000. And that is because, as I mentioned before, we had an out of district tuition that we had expected

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that we we currently have on our books. Uh but that student at of June 30th will no longer be a resident in the district. And therefore, we were able to bring bring down our general fund budget by that amount. So the now it's $49,491,387 which is a redu brings the percentages

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to 7.38%. That also brings the percent the assessments to the two towns and I just want to point something out. You may if you're comparing them you might see there's you know some slight variations in terms of the way we're looking at it from 20 in 26. And it's important

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because last year we were still um receiving um funding from the towns for a capital expenditure for a debt exclusion capital expenditure was the repair work at Grace from several years ago. Now that that is out right this year we don't have capital. So comparing

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last year's assessment to the towns and this year's assessment if you're comparing with the capital gets a little confusing. So, I thought it'd be a good op opportunity to see when we're comparing apples to apples and oranges to oranges, what is the assessment this year, which is all operations, there's no capital to last year's operational

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assessment. And so, you can see those numbers there. And for Freetown, the uh the increase is 1 1,183,125 and for Lakeville, it's $1,819,100. Those numbers again as uh we receive additional uh information regarding

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chapter 70 of course fingers crossed that that number would go up. Those numbers for the towns will go down. >> Explain the assessment sheet not holding off. >> Oh yes. So the with that reduction in the $250,000 we've sent um draft assessment information to the towns so

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that they can continue their planning. But we're not going to have a vote with the with the school committee given all given the reorganization and so forth. And quite honestly, I was hoping we were going to get the information. We would have likely been going to a vote if we had gotten the information from the from the house a couple of days ago, but we

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didn't have that information and I believe it would be more important to wait until that May May meeting for that vote. So that's when we will vote for it, but the towns are aware of those new numbers so they can continue their planning. >> Thank you, Mr. Higgins. So what does a

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level service budget provide? So we we have reviewed these slides before. I'll move rather quickly. Uh but a level service budget in in the district, right? If so, if the override passed in both uh towns voted in the affirmative for the appropriate allocations to level

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ser service the budget at their town meetings, this is what would happen. The services here would continue. So uh the staff that we have in the district will return to work. our math specialists uh and all of those associated services. Our reading interventionists uh at the elementary at the two elementary levels

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would be retained. Our class size would stay as is, you know, with the exception of a little bit of enrollment uh flexibility. Uh we would continue to strive to meet our writing goals with our students. They would be library media specialists coding digital literacy across the district. Uh the opportunity to engage in specials uh

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art, music, PE and library at the elementaryaries would continue. Uh there would be grade level pair of professionals for support. We'd have uh the same number of kindergarten classes relative to enrollment as anticipated. Uh we would replace the Chromebooks that have been outdated at the elementary

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schools. Uh we would continue our junior pro. All of that would affect uh Grace as well. We would continue our junior custodian program and at Grace in particular, we would retain our two teacher teams that we have. Sorry, I was moving quickly there. Uh at FMLS we'd retain the team model, the current

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schedule, the academic resource center, access to a reading specialist, class sizes would uh not very much. It would be it would depend on enrollment. Our world language offerings would remain the same. Our library media services would remain intact with the pair of professional there. The homework club

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program uh would stay in place. Our STEM and digital literacy offerings would continue across all grades. Art, music, PE, and computer science would continue to be specials for students. and our junior custodians would uh remain in place at FMLS. At the high school, we would con be consistent with our AP

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course offerings. We would continue to offer VHS programming. We would continue to offer the the electives that our students have uh have voiced interest in. We would continue to meet our students would continue to meet Massore graduation requirements. We would continue to pursue innovation career

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pathway programming. We we would even consider moving on to some career teched programming. Uh, our testing and tutoring support would continue. We've replaced Chromebooks at the high school level. College and career counseling would stay intact. Our ARHS online program, which has dropout prevention,

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would stay as is. Our pursuit of my cap, which is college and career planning, would remain as it is, and the current schedule would be in place at the high school. Uh, across the district, these are all items uh that would would be fortified by that the money coming from that level service budget, right?

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upgrades to some of our cameras and the security system, classroom technology enhancements, our cyber security. We get an upgrade through the network switches that you've already talked that we've talked about at these meetings. Our grounds would continue to be uh kept up. Our instructional equipment would be maintained. Our network infrastructure

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would take a boost. Our one devices for our students would continue. Onetoone devices for staff would continue. The routine repair of tech and school equipments would continue as is uh if not be enhanced. software and hardware would be replaced or maintained. School

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cleaning would continue. Uh the setup and break up break up of activities and meetings just like this would continue as anticipated. I apologize for stumbling. Um our timely grounds upkeep and event preparation would would continue. Uh and things like timely snow

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removal and and taking care of business around here would just continue as normal. Now, I'll move on to the new piece of information I'm going to call to the podium. Uh Mr. award Miss Meredith Foy and Miss Donna Hillary who'll be speaking on behalf of FES and AEES.

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So should should the budget circumstance not be supported, should level service not be afforded, this is what will occur. So, at Freetown Elementary School, um if our budget isn't fully funded, we will lose a

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half-time uh part-time math specialist teacher. We will lose a full-time reading specialist teacher, a 75 reading interventionist, a 75 math interventionist, a full-time

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kindergarten teacher, a full a full-time library media specialist, a full-time kindergarten pair professional, two grade level pair of professionals, um, which is a total of six and a half full-time positions and 1.75 part-time

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positions. I'm just going to interject for a second. Um, we are identifying positions and not people. All of the people involved in this presentation have been met with. They have received reduction in force letters and they've been notified uh because we're required to do so by law that they might not have

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their positions next year. Each each of these folks um some folks have reached out to me directly and said, "Could you identify my name when you're going through the presentation?" Uh it's a personnel matter and we couldn't do that without somebody's permission. So, it's possible that at the Lakeville Select

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Board meeting, we would be sharing names uh of individual, but I want to say that out loud because folks have asked um for Asa Wamps Elementary School. Um it would be what would be impacted is we would lose Oh, sorry. Sorry. I apologize. a 0.5 math specialist

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teacher, the 0.5 math intervention teacher, one full-time reading specialist teacher, two reading intervention teachers, one library media specialist, one kindergarten par profofessional, and two grade level paraprofessionals, which is a reduction

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in 5.5 full-time staff members and 2.5 part-time staff members. The combined immediate and long-term impacts for AES and FES would include the closing of both libraries. Obviously, that would eliminate digital

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literacy and coding learning, eliminate science, technology, engineering, and math STEM programming. It would reduce access to specialists, art, music, and physical education. It would increase class sizes in specials. This is specific to fees, the increased class

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size in kindergarten because it would be uh a reduction in a uh kindergarten teacher hinder progress in math and reading and writing and of course the great significant impact on the safety, supervision and classroom management.

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Digging a little bit deeper um for immediate and long-term student impacts with the reduction of specialists or intervention. So the impact on students and families right now currently there are 72 AES students and 71 fees students

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who are receiving services from specialists right now. Combine that with the 33 students from AES and fees students who are receiving services from interventionist. If my math is correct, that's approximately about 170 students currently receiving interventionist and

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specialist services to meet their need where they're at with their ready ready readiness level and that would be eliminated as a result of that. It would be a widening of the learning gap. It would increase frustration for students. It would lower their confidence. There'd

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be disengagement and then be early impediments that could lead to obviously dropouts in the years to come. Not only these specialists act as providers to our students but to the students families. They are a bridge. They are a partnership. They share the resources

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and the sources so that way they can reinforce what's happening at school and at home and they share that with the families. That would be eliminated to next impact in the classroom. I just want to pause for a moment and make sure I define tier one, tier two and tier three instruction. Tier one instruction

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in the classroom that is the classroom teacher giving explicit instruction to all students. Tier two is almost like a double dose. So it's a small teacher table. It's tailored differentiated instruction with that same concept or skill or objective in mind. They're just tailoring it to that child's to that

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small group of students needs. Tier three is that extensive safety net. That's the specialist. That's the interventionist. Obviously when we're doing impacts on classrooms tier one tier two I asked the question if tier three who would be providing our tier three instruction if the specialists and

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intervention are eliminated uh impact ability to meet diverse needs without additional support clearly just said desi standards are not changing expectations are not changing we're going to be held accountable to this yet we're not going to be able to provide our students who we identify with

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challenges or on the other part we identify them with enrichment that hey they're high-flying what are we giving those students standards don't change expectations don't change we need to meet it and then minimize implementation of educational resources I count on we

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count on the specialists and intervention they provide PD they give up-to-date educational material they give assessments they give that assessment back to the teachers they share next action steps so that would all be eliminated in the impact uh for the classroom

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Thank you. So to Mr. Ward's point, he's talking about the impact of that multi-tiered system of support as we call here in our jargon MTSS. So those tier three specialists and interventionists that are providing that pivotal service prior to maybe a special

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education referral or anything to that, you know, without them, we're going to have decreased access to that data to identify students and to create action with safety nets for these students and um the students response to intervention will clearly be impacted if they were

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not around. Again, to Mr. board's point who would be pro providing that level of support if we do not have these interventionists or these specialists and as a result it just weakens our response to intervention framework across the district and then across um

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our referrals for um through the MTSS process we get referrals through special education um and we're you know that could be a potential impact of possibly identifying more students who might not necessarily have a disability and now we're overidentifying or we're missing those students who do have possible

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educational disability and we're missing them through those services and access points. >> If we're if our budget isn't level funded, we're Oh, no. You went ahead one. I don't know who's doing it, but yeah, there we go. Um level service >> this one. Yeah. Um so if if we don't

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have a level service budget, we will lose um a full-time kindergarten parah as well as the two grade level paras um at the elementary level and that would have a significant impact on students as well. Um par professionals as I'm sure

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most of you know provide essential day-to-day support for students. They assist with learning behavior, social emotional needs. um without them students potentially fall behind academically. Um it also is a challenge

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then for teachers to meet the individual needs of all the students in their classes. Um which leads to the gaps widening quickly um particularly for our vulnerable learners or our most vulnerable learners. Um impact on school

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climate. Um the pair professionals provide consistency and emotional support. They provide trusted adults for our students. Um they help students feel seen, safe and connected. Um also when substitutes are not available, pair

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professionals step up into that role as as substitutes. And um as far as impact in classrooms, when um pairs are cut, their responsibilities uh do not disappear. They just shift to the teachers. So that

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would have an impact on small groupoup instruction. Um they assist with ensuring a positive school environment and obviously the monitoring and data collection required for behavior plans. the immediate and long-term student

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impact if um we didn't have a level service budget would be library media specialists that just get right to the point the libraries would be closed and the library media specialist position would be eliminated. So what is the impact um to that? Um so it's a digital

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age uh so it requires more guidance um access to devices and the internet does not just come with understanding we have to teach them it's a primary school prek through three for fees K through three for AES. So digital literacy, how to find, evaluate and use information,

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media literacy, identify bias, misinformation and credible sources. Uh responsible technology and digital uh citizenship. How do we appropriately use the Chromebook such as a powerful tool but we have to use it the right way? Impact on the school climate. Think

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about the hub of the schools, the library. Uh it brings a love of books, reading, literacy. uh promotes independence uh choice uh what type of genres that the students want to uh work with, read with, engage with. Uh so

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that'd be a great impact there and the impact on teaching. So library programs, other backgrounds to research uh for instruction. So students are asked u learn how to ask questions uh locate sources and synthesize information. they

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have to align that information with state standards uh to inquiry and with research. Um also our library uh and media specialists they act as uh resources for myself and the teachers. They co-plan, they co-e lessons

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together. Um I know personally my media uh librarian uh specialist. She is on the EST team, which is my educational support team, and she's there as we're working on our writing goal, uh, which I will touch base in a minute, but they are interconnected. Uh, the impact is

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great on what they're doing in the library, what's going into the classroom, and then back to digital, uh, work. The bottom line is this. Closing the library weakens literacy instruction, reduces instructional quality, and undermines digital age readiness. In a time when information is everywhere, the role of the library is

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not less important. It is more essential than ever. And then obviously with the closing of the library, obviously uh what will happen is the number of specials is going to drop. It will become art, music and physical education. That will be the impact on those specialists and that will just

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increase class size by about 33%. So the numbers will now be roughly at AES and FES and specials 28 to 30 plus students in those classrooms. So, just to talk a little bit more about the impact of increased class sizes, um

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the impact on students is that it reduces the individual attention that they'll receive or be able to to receive. Um less one-on-one support and feedback. Struggling students are more likely to fall behind. Uh fewer opportunities for enrichment for

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students who are ready for that. um decreased academic achievement, less differentiated instruction, student engagement declines, increased behavioral challenges, potentially more students um equals, you know, more more

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potential for disruption. Uh lowered sense of belonging. Um students have the, you know, potential to feel lost in the crowd. um and certainly impacts on their confidence, participation, and overall well-being.

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>> And to just wrap that up about the class size, it it does have an impact on the entire school climate, you know, um bigger class sizes, there's that strain on relationships between the teacher and the students. There's increase in safety concerns. You have larger class sizes,

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especially at the elementary level. I'm just thinking about kindergarten in general. you know, you add six more kindergarters to currently a 19 17 class, you know, 17 students with no Paris, that is a safety concern globally across the district, I think, in both elementary schools. Um just the decline

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in school culture, you know, um it it just is going to put the strain on morale, you know, those larger class sizes, less time for collaboration, people are kind of on an island in isolation to themselves. And then again, differentiated instruction becomes significantly more difficult with larger class size and small group instruction

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really becomes limited in really being able to access all those students who require that level of support. So thank you. >> The next two slides are for AE excuse me fees my apologies fees. Uh without a

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level service budget there would be a kindergarten classroom teacher reduction. Um so with that the impact on students it would be clearly larger class size reducing individual attention and support few opportunities for differentiated instruction uh during a

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key developmental year increased transitions or changes in the classroom structure which can be challenging for young learners. Uh we've talked about this several times, but potential gaps, learning gaps, and early skill development, particularly in reading readiness and foundational math impact

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on the teacher team, the kindergarten team, uh diminished uh communication with families, reduced support during a child's first school experience, and as we've stated before, larger class size. And the last one uh certainly uh you

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have heard over time the school improvement plan uh in writing at fees that has been focused on uh we put some corrective action in. Uh without a level service it would hinder our progress in writing. Writing as we all know is a

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complex effortful process that requires support and encouragement and with fewer adults and supports uh students may write less frequently, produce lower quality work and lose confidence and motivation. The data there at the bottom that you see that graph 5 years ago um

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the data for writing at fees was not uh any of our proud moment. We had to uh really take a look at ourselves, ask hard questions to ourselves and put a plan in place. And you can see in 24 and 25 you see the gains of 50% and we've

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sustained it. It did dip a little bit 49%. You can see it compared to the states, but we're well on our way and this type of work would be jeopardized without a level service budget. Uh one final thought uh so what would happen at

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AES and fees uh without a level service budget funding we would be cutting specialists interventionists kindergarten paraprofessional two grade level paraprofessionals as well as a K teacher at fees. We would also close the libraries, eliminate the library media

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specialists, and increase class size. What we'd be essentially clipping the wings of our students when at a time we should be allowing our students to spread their wings to fly and soar. So, thank you. >> Thank you. We'll invite to the podium now Dr. Sullivan from the Georgia Rustin

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Austin Intermediate School. >> Hello. I'd like to thank my colleagues for explaining or reviewing for anyone who didn't already know or did already know the tiers of intervention. So, that was helpful. You'll also see that much of of of the potential losses if we don't um have a level service budget are

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similar to or similar or the same as AES and FBS. Um so without a level service budget, Grace will lose um one math specialist teacher, two grade four teachers, one library media specialist, one reading specialist teacher, four

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grade level par profofessionals, which represents all of the grade level par profofessionals at Grace 75 reading intervention teacher, a 75 math intervention teacher, and one junior custodian. that equals four uh that equals nine full-time positions and 3.75

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part-time positions. So, what that looks like as at Grace would mean closing the library, reducing access to specials, meaning we would only have three, art, music, and PE. An increase in class size in grade four will hinder progress in math, reading,

401
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and writing. We will eliminate digital literacy and coding. and we will eliminate the junior custodian program. Um, cutting the math and reading specialist positions at the intermediate school would strip more than 100 students

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annually of personalized small groupoup instruction, eliminating targeted differentiated support that more than one in four fourth and fifth graders currently rely on three times a week to close their learning gaps. Without specialists to identify and monitor

403
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struggling students, they are their needs would their needs would be left unmet and they would increasingly go unnoticed in general classrooms falling further behind any before anyone intervenes and the referral pip pipeline through which approximately 5% of students are

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identified for learning disabilities each year will disappear entirely. Students will also lose the structured structured transition and progress monitoring that carry them from grade four to grade 5 with a clear support plan. They'll lose the safe space to take academic risk without fear of

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judgment and the confidence that comes from individualized instruction. The kind that builds independent lifelong learners. Elimination of the paraprofessionals. As I stated, there are four grade level paraprofessionals at Graves. With less

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than a a level service budget, we would lose all of them. Eliminating the paraprofessional positions would strip our most vulner vulnerable students of the essential academic, social, emotional, and behavioral support that makes meaningful learning possible. These staff members

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are far more than classroom aids. They are the trusted adults who build the relationships and make everything possible. Academically, they provide targeted small groupoup and one-on-one instruction, reinforce skills taught in the classroom by the teachers, assist with reading and math intervention, and help students navigate assignments and

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organizational demands socially and emotionally. They conduct daily check-ins, coach self-regulation, mediate peer conflicts, and provide discrete support systems that allow struggling su students to signal for help without any stigma. They are a critical safety net. The graph there is

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just something that we did um with with the four power professionals and I they just did like a a sheet where they just checked off if they made a um academic contact with the child in one day's time. That's the average. So 50 over 50 academic connections, behavioral

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connections, organizational would be did they help on a field trip? Did they cover a meeting? Next, the math and reading interventionist. And this chart shows you the blue shows you if they go if the ch how many children go to in the building go to the math specialist

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yellow how many go to the reading specialist red how many go to both and green who see the interventionist. The loss of the reading and math interventionist um would have a serious and lasting consequence for most of our most

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vulnerable students. As each trimester approximately 25 students are identified through their performance on common assessment, through teachers observations and parent input to receive focused small groupoup instruction three times a week, allowing skill gaps in reading, writing, and math to be

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addressed and for students to be cycled right back into class at grade level. Without this support, those gaps compound over time, making it increasingly difficult for these students to catch up and putting their long-term long-term term academic trajectories at risk. Our two

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interventionists at Grace have over 70 years of combined experience, having both been retired from Graves. The depth of expertise in identifying student needs and delivering targeted instruction simply cannot be replicated. Next,

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losing the library. If we need to close the library, students will lose a dedicated advocate who guides them from learning to read to reading for pleasure along with the approximately 3,900 in books that are circulated annually.

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They will lose access to reliable resource to research tools that they need, including Britannica and Pebble Go, which are sites that the librarians Massachusetts library system membership affords them. Plus, two annual research projects that are done in both grades four and five, preparing them more for

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the middle school. They will lose their primary instructor for media literacy and digital citizenship, lessons, spotting, misinformation, deep fakes, digital footprints, and cyber bullying. At a time when youngsters are spending more and more time online, students will

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lose dedicated instruction in coding, Google apps, typing, and digital research. Foundational skills tied to 92% of today's jobs, leaving them less prepared for middle school and beyond. Finally,

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the loss of two grade four teachers during a year that is critical in transition. for literacy, numeracy, and social development.

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Class sizes beyond 20 to 22 in grade four greatly diminishes quality and safety of instruction. Cutting two fourth grade teaching position simply equals increased class size. With a level service budget, we can prepare for 20 to 22 nine-year-olds per classroom.

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Without it, we're looking at 25 in each grade in our grade four classrooms. And that's before summer moveins. Over the last five years, we have had no less than 20 moveins over the summer at Graves.

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I w I would say I am going to add it in there. One year I've been there 10 years. One year we had 60, but we won't think about that. So we we'll plan on 20 and we'll divide that and we'll say maybe 10 will be fifth graders. So that takes us to 26 to 27 projected to start

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a fourth grade classroom. With those full of classes, students could lose real time protection during science experiments, uh, emergencies, evacuations, while also losing stable, structured environments needed to learn, increasing the potential for leaving

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conflicts unresolved, transitions chaotic, and disengagement unchecked. Students could lose tailored pacing, targeted small group rotations, and timely feedback on oral and written work, leaving advanced learners unchallenged, struggling learners unsupported, and gaps in fluency and

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comprehension unressed. Students could lose one-on-one reading conferences, personalized writing coaching, and the early detection safety net that catches struggling readers and mathematicians before the gap becomes nearly impossible to close. Students could lose a trusted adult who

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recognized early signs of anxiety, depression, neglect, or abuse. And families could lose a critical bridge to school, leaving problems unressed until they've escalated. I'd like to leave you with this to think about. Most of us have been to a 9-year-old's birthday party. Maybe

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you've hosted one. Maybe you've coached a youth youth baseball or led a scout troop. Think about what it takes to keep 12 or 13 children engaged, safe, on task. and having fun being the goal with no one crying. It's a lot, isn't it? Now, I

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ask you to add 13 or 15 to that number. Watch how quickly you can no longer see a child in the corner who went quiet. See how the chaos on the edges pulls your attention from the middle. Now, change the goal from fun to mastery. Mastery of multiplication, mastery of

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reading comprehension, and skills that will determine whether a child ever believes that he or she will be able to learn. Now change that Saturday to Monday through Friday times 180 days. Now change it from two hours to over six hours a day. Now take every single

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support for children away. No math and literacy specialists, no interventionists, no care professionals, just one teacher and 26 children, perhaps 25 to 27 children whose needs are not equal, whose home lives are not equal, and whose confidence in themsel

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as learners is still fragile and new. They're nine. This is what cutting two fourth grade teaching positions looks like. Not on paper, not on a slide, but in the classroom and for children. >> Thank you, Dr. Sullivan. While we wait

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for we have uh principal Olivera and uh Justin Smith, our secondary level special education administrator coming up to the podium. I just want to make clear the school committee has already supported a level funded uh I'm sorry, a level service budget and we are very grateful to that. This presentation

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again is just giving us insight into what happens with the next steps of this budget right moving down. So, we're all sitting here and and thinking that uh you know, we've heard a good amount of this before or that we've done our part by level servicing a budget and moving it on. So, I I don't want you to think

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there's not a lot of gratefulness coming coming from this room for what's already happened with the school committee. So, with that, I just we need to move on and hear the rest of the impact should the level service budget not continue through the next steps. >> Thank you so much. And I won't take much

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of your time. I just want to put a human face to some of the the um the the cuts that we're talking about if we're not able to pass the override. Um and one academic resource center teacher which is our ARC our um again one of the

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tiered interventions um that where it's a it's a high level support for students who are most vulnerable and need those supports. um one world language teacher um removing that world language Spanish teacher uh three science technology

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engineering and math teachers STEM is an important aspect of what we provide for our students and what we've been working towards for for many years removing one reading specialist teacher which is again one of the interventions to support prior to um uh students

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needing higher level of of supports and and special ed referrals two lit literacy teachers uh support for our LDA um uh literacy in the digital age uh classes that we we do in sixth grade. Then one library media parap profofessional,

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one one FTE of um junior custodians, which is three um uh part-time positions, and one STEM curriculum leader, including 1.5 homework club teachers, which is again three positions of of of part-time support for homework

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club, another intervention. All in all, what that will do is make a significant impact to our schedule, having to go from um a a having to change the number of classes that are available for students during the day, the rotation of the classes, but also

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the number of electives and specials that are available to our students. It can change and eliminate the team model which because of the impact to the um the team aspect we have we have a bridge between our intermediate school and our high school that this team model helps

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to support means reducing specials reducing the number of options that our students have down to just art music and PE means removing STEM from our curriculum and those supports that are so key in building that uh that that um

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science technology and engineering math support. It means a direct impact on class size will be larger classes and we'll go into detail about what that would look like. It's reducing access to Spanish, reducing access to those those options that are building blocks for our

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kids to be able to access high school supports. And it means we're going to have to close the library if we're not able to to pass this override and and see a level service budget. >> Thank you, Justin. So Justin spoke about the ARC. It removes a tier 2 intervention for our students. We have

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some students in there for a week, a month a semester, really depending on the need of of of that student. It's very flexible program. Um students lose access to the focus assistance that they get in that class. Um it's about 100 students a year who utilize this and those students are going to fall further

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behind um whether it's in core subject area, organizational skills, executive functioning skills. Um, and really that's going to compound year-over-year as those students progress through the middle school and through the high school. Uh, elimination of one world language teacher. We currently have two Spanish teachers and the program is

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designed so that over the three years while they are at the middle school, they will take um Spanish. Most the majority of the students take Spanish those three years in preparation to take Spanish 2 in their freshman year. Uh, what that does that eliminates that feeder program. Um, only 280 of the

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students of the 720 students each year will have access to that curriculum. Um some students depending on the way the schedule falls in needs may not have access to Spanish which the way it's currently considered would cease to exist. Um think world cultures think maybe just an introduction um to Spanish

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those kind of things because a student may take it zero once twice through their three years. Um so really eliminates that feeder program as they progress up to the high school. Removing these two positions changes the number of specials in the building. um it increases class sizes to approximately

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33 to 37 and that's you know in a in a perfect if if all the classes balance out uh when you make the schedule which doesn't always work. So that could fluctuate up or down depending on the way they fall. And if you think about 37 in a gym class there's usually multiple gym classes at once. So you're talking you know 74 with two gym teachers in

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that space which presents obviously safety and security risk as well. And if you've been in some of the you know the Spanish rooms or the art rooms 37 and those are pretty tight. elimination of the three STEM in the two literacy teachers. These are our fifth core class. If you're thinking about our

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six teams throughout the building, um Justin already talked about some of this, but it it's a decrease in digital literacy learning and in those collaboration skills, those building block literacy, communication skills that we work on in sixth grade. Um impacts the students preparedness for high school. Not only just for those

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entry level skills they need for those courses as they progress up to aquit, but also their interest in STEM. Um, it has a direct impact on the math and science classes as well. It's not just STEM. Our STEM programs have the tech engineering standards that removed from science and we pulled out some math

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standards as well. Those have to get pushed back into those classes. So, they will have an increased class size with more content to teach throughout the year. Um, and students receive less instruction on writing, research, presentation, and communication skills. What this does is

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it increases my core class sizes from 23 to about 30. So, 30 in all of your math, science, ELA, and social studies classes throughout the building. Um, what this also does is it increases your class length and decreases movement. One of the things we've been working on is obviously we don't have recess as the students come up to sixth grade. So,

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we've been trying to find ways to to increase some of that student as they some of the student movement as they transition up to to my school. Um, so we've been trying to increase that and this would go back the other direction. um it would reduce the number of students that would be eligible to take advanced math because there would be less advanced math courses just the way

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the schedule would be constructed. So once again if you're thinking about the impact as we go up to a ponoquit the number of students that would be on that track. Uh elimination of library media power professionals similar to what um was occurring at the other schools. We would have to close the library. Um last year we had 18,000 visits and 5,400 items

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circulated. Those would cease to exist. It would be an interruption in student instruction. the library media power professional is the direct link between the students and the tech department helping to service those devices troubleshooting some basic items. Um so those students would have would not uh have access to that position therefore

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access to the loaners. Um there would be the that impact in that student instruction within the classroom and then also creates that greater load on the tech department as well as they don't have somebody to help troubleshoot on the building level. Uh elimination of my reading specialists approximately 45 students annually have access to that

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service. uh the students going to fall further behind um an increased workload um on the teachers to try to meet those diverse needs. >> I got both. I'm good. Uh elimination of the homework club services. Um that's a necessary tier one support um in one in

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the only after school assistance program available. Approximately 35 students a week. Um it varies from week to week are taking uh use of that service. uh provides homework assistance, test preparation, general subject uh assistance. Um and it it addresses those learning gaps that confidence building

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and academic success and students have a reduced number of of after school activities again at a time when we're looking to try to increase those after school opportunities. Um we would be decreasing them. Elimination of two junior custodial positions um decrease in building cleanliness and regular maintenance and increased demands on the

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remaining custodial staff which is already uh much more lean than when I even started seven years ago. So really it puts a bigger burden on on the staff that's remaining. Uh an elimination of the STEM curriculum leader um sets progress back 10 years in that department. We've worked a long time um between bringing in project lead the way

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those teachers collaborating with science with math with Terry um really trying to really build out that program bringing in hands-on projects and really a crosscurriculum approach to that class. Um and it sets that that class back a long time. Um overall staffing

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reductions impact security. Either way, the 720 students, each bell, there's 240 students moving around the hallways, so less eyes on those students impacts publicly safety and security. >> Thank you, Principal Oliver. >> Call to the podium. Principal desert to

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speak on behalf of the high school. Thank you for your patience. Um, at Hanukkah Regional High School, we see some of the same things with a loss of one social studies teacher, one English teacher, one guidance counselor, one adjustment counselor, one wellness teacher, one math teacher, point8

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secretary, point8 assistant principal, 1.5 junior custodians, and half of our ARHS online, which is a dropout prevention program. That's six full-time and 3.1 part-time. Now, I thought it was important to show

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this part because I don't always realize um the shifts that happened before. So, two years ago, we had a math teacher um left. We did not replace it. Um one year ago, we were reduced by an English

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teacher who left, a world language, a social studies, a science, and 0.5 of a school adjustment counselor. We did not replace that. If you look on the chart there, you can see that just two years ago in math, we had nine teachers for instance and then

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we were reduced it to eight as I just mentioned and then we will be reducing it even further if we don't have a level service and the override. So I wanted to show that we have been adjusting to the times that there has been attrition and

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adjustment with a lower enrollment. that this right here would have such an um a negative effect that's beyond what we can lose as attrition. So the positions that have been reallocated this year there are science and an art teacher who are retiring we is reallocated to

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maintenance positions reduced without that level funding are English math unified or wellness social studies guidance counselor adjustment counselor wellness teachers secretary and assistant principal. So um some of the effects that that

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would have is the staffing reductions would certainly impact our security less adults for supervision and assistance. Our school adjustment counselors see 20% of the student population. Our guidance counselor sees 25% of students addresses

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needs related to social emotional issues. the growing population of that impacting access um to the other remaining support services with content teachers. We would lose electives that you have supported for us and we have

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implemented AP offerings and this will have a negative impact on learning opportunities to meet both student needs and remain a competitive school. losing a secretary. One thing that you need to understand about the sec that how this works in the high school is by

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Massachusetts law. It's period by period attendance. That's every period. There are many things that have to be done in that way which would impact timely communication to parents and also safety and security as the first people um at in the building. Assistant principal is

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not like an a you know old-fashioned assistant principal. It's not about just handing out detentions. is so connected to time on learning and attendance and social emotional needs. That is one of the main things that guidance, school

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adjustment and administrators do together. And the junior custodians, not only do they have a wonderful chance to get this work um experience, but it would uh mean additional work for already depleted custodian numbers and

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less um upkeep of an aged building. So, just to go a little bit further, reduction in the AP course offerings would impact student competitive advantage in applying to college. Tomorrow, as you heard, we're going to the all-star lunchon and these students

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when you hear their accolades and what they've done. It's very important to hear what they've had the opportunity to do. It would eliminate the potential for college savings as they're able to take that in high school before college. and we would lose our competitive advantage.

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We are one, we are the top um I'm sorry, we in our accountability score in the SEC 10 schools, we are the highest one for that. And part of that is about access to upper level um classes. We would eliminate virtual high school,

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which would restrict our educational flexibility and student abilities to supplement their schedule with course offerings that we do not offer to further explore their college and career options. We would eliminate our testing and tutoring services. This is a tier three

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intervention for non-special education students. currently ser services 50 students and we've looked at four years of data has about a 67% e efficacy rate. So these students who are going into

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this program are given help in um organizational skills, executive functioning and in content related skills. And what we found is that 67% of them are able to go from failing grades to passing at least five of them and being academically eligible in order to

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participate in athletics in other clubs. What will definitely happen without that is special education referrals will increase. We will not have another intervention before that. We would also keep our outdated history and world language books. And as you know and as a

486
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former history teacher, every year they add another year. So, you know, we need to keep up with that. Um, we would also cease a jeopardy to our NEAS accreditation. That is the New England Association of Schools and

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Colleges and high schools um participate in that. We have done very well and been lauded for things like our TNT program and our interventions and our number of electives by this um association. It would now mean substantive changes to

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the policy that must be reported to them. It would reduce internship and work learn program. Um very difficult to coordinate job related learning opportunities for all students and that is the direction that we're moving in to meet the needs of all of our students.

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It would risk mass core and mass core is the minimum um course uh course requirements for students in Massachusetts and our graduation rates. So, a reduction of our dropout prevention program, our ARHS online, um

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would it would jeopardize our ability to maintain our very high graduation rate. Our accountability rating, as I mentioned before, is highest in the SEC. And it's based on um absenteeism, dropout rate, extended engagement rate,

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advanced coursework completion rate in EL progress. And we have had the highest number and it would certainly affect that. It would diminish my cap in career planning. My cap is a new is an initiative from the state and that is for college and career planning which we

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have done all of this time before this but now it's a way to coordinate that for students to be very clear on their own path and really to have opportunities to explore. Reduction in staffing would make that very difficult to coordinate and facilitate work learn

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opportunities and internships. It would impact our innovation career pathway program lessening students career pathway opportunities. We would lose desi designation designation excuse me and we may have to repay our grant funds. So we have been given funds to

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start our healthc care journey um through that pathway and our business one next year. This would also impact possible CTE programming. career technical education that we really feel that we need to explore in order to be competitive with available schools and

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also to best meet the needs of our students. >> Thank you. >> Thank you, Mrs. Dessert. Turn things over to Mr. Higgins for the >> Sure. Uh so, uh if we were to have less than a service a level service budget, uh we would also have effects in our

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operations through across the district. Uh we currently have a um uh one float nurse u that is able to provide additional health services to our students. We would continue to have that but at a reduced level. So we would reduce the nurse uh float nurse to point

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to 6 uh from a 1.0. Um the two reallocated positions uh you'll recall from earlier presentations two retirements uh teacher retirements in the current year those positions have been reallocated in the current budget for grounds and maintenance uh to

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bolster the needs that we have across the the district particularly with our aging buildings uh in the size of our in our grounds. Uh those two positions would not move forward. We would be reducing our uh tech department by one and a half employees which obviously uh

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Ryan Blanchard will go into more detail about what the effects of that would that be and then we would lose half of uh a.5 of a position in the business office and as I have shared with you before though we'd be small we'd be mighty in the business office we'd be even smaller if we were to lose that

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half position and we would have a difficult time um you know being able to work as uh as efficiently as we do. Ryan, director of technology Ryan Blanchard will walk you through what will happen with the reduction of 1.5

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tech folks in the district. >> Good evening everybody. If we don't receive level funding budget, reducing >> level service >> level >> level service budget >> level service budget. Reducing technician staff does more than cut

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numbers. It changes school's daily operation for students. Technology shapes all learning. When support is thin, quick fixes can linger for days. A device failure, log on issues or software glitches can increase missing lessons, incomplete work, and growing

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frustration. Teachers feel the strain, too. They rely on technology to teach, manage classrooms, and communicate. Persistent problems waste time, disrupts engagement, and disturbs class momentum. Reducing the number of technician

504
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doesn't just lower support, it shifts the burden across the district. Students lose time and teachers focus becomes splintered. A staff change becomes a schoolwide problem affecting performance, equity, and learning. Reducing IT staff shifts the burden

505
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district-wide. It limits equality performance in learning by restricting reliable access without enough support to sustain one devices. Online platforms and digital assessments will become more difficult. It's essential to ensure all

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students and faculty have consistent, secure and digital learning resources. >> Thank you. >> Thank you. >> Yeah. In addition to that, as as Ryan shared the impact for technology, uh we could obviously see um in these cases, we would have deferred maintenance on

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buildings and grounds. Uh staffing and reductions overall would impact security as there would be less adulterous supervision and assistance across the across the district. Uh as I shared earlier, uh the school committee had voted to utilize END for one-time

508
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purchases in the upcoming budget. Certainly uh if the if we were in a situation where there was a low less than level service budget, the school committee could essentially make decisions relative to pulling back from that. Uh and some of these things might not take place, but that would be a

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decision by the school committee. >> And then um I I don't need to go on and on about the devastation that would occur if we did not have a level service budget. Um however we do want to note that there's a significant impact on our students daily academic, civic, social

510
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and athletic experiences. Um in FY26 we did have an a staff reduction of 11 staff and um if this uh override does not occur then we are looking at a a staff reduction of 56 making a total of

511
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67 staff reductions in a to in a total of two two years. So, next steps uh for us are to continue to gather information is available. Continuously update the binders and presentations as Jack has done again tonight. Um engage with stakeholders and decision makers at meetings. Um we have

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the Freetown Select Board meeting coming up on April 27th at 6 p.m. at the Freetown Police Department and then followed by the Lakeville Select Board meeting um on the 28th at 5:45 p.m. at the Lakeville Library. The Lakeville override vote is May 19th, 12 to 8 at

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Lon Pond Lodge, followed by the Freetown Town Meeting, June 1st, 6 PM here, and then the Lakeville Town meeting June 8th, 6:00 p.m. here. So, those are our next steps. >> And that concludes our presentation tonight. We will be giving a presentation very similar to that,

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perhaps a little bit truncated, uh, for our folks over in Lakeville, but we want to thank you for the opportunity tonight to show you both sides of the equation. Okay. >> Thank you. turn things back over to Mr. Higgins. He has two other quick topics.

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>> Yes, thank you. U as part of tonight, uh we are uh entering into uh the last year an option year with the transportation. Uh so the school committee will have the opportunity this evening to vote uh to move forward with that option for that

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uh the final year of this contract. the um you you will have seen in in the budget, you'll see that we have a little bit of an increase in the in the cost this year. We see that as a result of the increased cost in fuel. We've seen a tripling in the cost in fuel from um even during this year from October to

517
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March, two comparable months, and that they're both 31 days. We we don't have any vacation days in there. Um and we saw two and a three and a half time increase um in fuel costs between those two and that's in the current year. We've also seen a reduction in our

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chapter 71 or the projected numbers for chapter 71 which which has borne an additional impact on the towns as well. Um any questions on that transportation? >> We should note uh that we are exploring some options moving forward uh certain

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about uh combining our first student services with other districts for cost savings. So, there are some other school districts that have decided to do that and they're combining forces and reducing the cost of busing. So, we're looking for an extension uh of the of our experience here with for a student,

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but knowing that we're keeping an eye toward a future savings that we we hope. >> Okay. >> And then uh the Girl Scout Troop 84483 um has a proposal to u uh donate and plant three trees on our campus. Uh we

521
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met with the uh troop leader uh the director of facilities and I met with the troop leader uh and they have access to a number of trees that are be donated to them and it is part of their project to improve the environment and benefit the community. Uh they have options for

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balsom fur and quaking aspens. The picture there you see is a quaking aspen if you were unhamiliar with what a quaking aspen looks like. Both of which are native to Massachusetts. Uh we've identified the location for those those trees. They'll likely be well, we've identified they'll be over by the middle

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school near the entrance and then also um as you reach the upper uh parking lot area of the middle school as well. So you'll have the we'd be asking the school committee to approve the donation of the um trees and the time. >> Okay. And then finally, we have a uh a

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report from Kelly Steel. >> So quick summary on the Reeds collaborative uh we have to do a quarterly report out. Um so this is just something that's listed in the report. It's in your file. I won't belabor it and go through it point by point, but just the highlights. Their strategic plan priorities are listed within the um

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report. They have a fiscal update. Um their FY27 budget was presented to their board of directors on February 5th. Um through legislation and compliance, their um FY26 annual report and audit were presented to all districts by the first of this year. And then for

526
02:27:29.840 --> 02:27:46.160
programmatic information, they just always fill us in on their enrollment. Their academy is 100 students right now which is their social emotional learning program. Their deaf and heart of hearing program has 50 students and their deaf and heart of hearing early intervention program has 13 students. So that's their current enrollment. Um and they did

527
02:27:46.160 --> 02:28:02.240
recently um have the ribbon cutting for their new DHH building that is in Norton and it's allowing for those students to still be transported to Norton for inclusion opportunities which is Norton Public Schools is still working with them in a really great way. So our kids that go there have those inclusion opportunities. So that's just an update

528
02:28:02.240 --> 02:28:18.720
briefly on um reads, but the full report is in your in your file. And then I just have one other thing um for student services. So um we just for information for everyone, we contract for low incident services in our district because it's not fiscally

529
02:28:18.720 --> 02:28:33.920
really prudent for us to hire full-time people if we don't have full-time case loads or part-time people if we don't have part-time case loads. So for example, right now we contract out for speech and language 7 which is about 3 and 1/2ish days a week um through uh

530
02:28:33.920 --> 02:28:49.600
SMMEC collaborative. We also use SMMEC collaborative for a halftime BCBA which is 2 and a half days per week. Um PT we do through South Coast is a 6, but we also combine that same person to provide point 4 of AP which is adapted physical

531
02:28:49.600 --> 02:29:05.359
education classes for students that have it on their IEP. Um and then lower incidences are deaf and heart of hearing students. Um we have their services by reads collaborative which is um teacher of the deaf and an aiologist. We also have teacher of the visually impaired services through south coast

532
02:29:05.359 --> 02:29:21.120
collaborative. Um orientation and mobility through south coast collaborative and aiologist services are tied in with our deaf and heart of hearing. Those are much more lower incident than the ones I listed at the top. And then the ones at the bottom are occupational therapists. We do contract out two full-time occupational

533
02:29:21.120 --> 02:29:35.520
therapists through South Coast Educational Collaborative, but they also are using um part of their time to service their students in our subsearate classrooms in our district. So, there's a there's a collaboration with that. So, the reason I bring it up is I'm consistently looking at ways um if we're

534
02:29:35.520 --> 02:29:51.760
able to find a savings um in any way that we can. And we do have some situations with either these contracts ending or people retiring where with the money I'm looking at and the higher need than we had a few years ago when we entered into these contracts if we were

535
02:29:51.760 --> 02:30:07.840
to post through our district for these positions. I've listed what the savings could be. Um and it's a median savings, right? Because you have to think about where they might fall on that scale. So I didn't underestimate I didn't overestimate. I kind of went right in the middle. Um, but for the speech and language, um, we could be looking at a

536
02:30:07.840 --> 02:30:24.800
35,000, uh, under a one-year contract, um, savings. And then going down the line, the BCBA, the board certified behavior analyst, would be a 15,000 savings. Um, and then a dis shift to district staff for a physical therapist, could be a $23,000 savings. An APE,

537
02:30:24.800 --> 02:30:41.600
adapted physical education, could be a $12,000 savings. So, I'm bringing that to you because we are discussing posting for those as a savings. But the optics of course when we're saying we might need to be cutting positions looks like we're adding positions but we're not looking to add positions. We're actually looking at a fiscal responsibility to

538
02:30:41.600 --> 02:30:56.479
see if we can shift them into our district. So that's why I wanted to bring that forward tonight. And it came I've had conversations with these collaboratives. We're very transparent with each other. This isn't something that would take them by surprise. Um but we're just at that need where we could make those savings at this time. Um, we

539
02:30:56.479 --> 02:31:12.960
do have a couple more that as they look to retire, if it makes more sense for us shifting out of those as well, we would consider um, consider that. The other piece of that is we do have um, anticipated three vacancies at our high school. So, those are other postings we are going to have to put up because they're filling specialed teacher

540
02:31:12.960 --> 02:31:29.120
positions that we legally have to have to service students. So, two are vacancies, one is a retirement. Um, we did fill a vacancy this year with um, kind of a contracted position, but that's not something we want to do going forward. So, all that to be said, um, we are looking at changing the way we're

541
02:31:29.120 --> 02:31:45.920
filling some of those positions, but ultimately so that we can have a savings for the district. So, um, any questions cuz that's a lot of information. Okay, >> with that, I turn things back over to the chair and I thank you very much for your attention and your patience tonight.

542
02:31:45.920 --> 02:32:02.000
>> Okay. Uh, thank you. Um, so next we have um subcommittee and district committee reports. So, uh, the first one is regional finance committee. Any update? Which is >> Courtney?

543
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>> Um, nothing from the, um, nothing from the regional finance committee. Um, I did have a question though, um, related to finance. Um, so I'm wondering if I could ask it now. I think it's a Mr. Higgins question. >> Be through the chair. You have to give her permission.

544
02:32:18.000 --> 02:32:32.960
>> Of course. Yeah. >> Permission granted, Courtney. Um uh thank you Melinda. Um at our joint meeting with the select boards and the finance committees, I think the question was posed

545
02:32:32.960 --> 02:32:48.080
um when we were talking about pure per pupil spending um whether or not the figures factored in capital projects such as new buildings. And I think Mr. Higgins was going to follow up to determine that. >> Correct. >> Did we ever get an answer on that?

546
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>> We did. Yes. And and no capital expenditures are not part of the per pupil expenditure calculation. It's only operational expenses. >> Okay. Thank you. >> You're welcome. >> Okay. Um so

547
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regional finance committee is all set. um interim superintendent evaluation committee, which I guess uh I don't know if Bob wants to take this, but I guess Steve did not. Uh I'm the only one left. And um >> you have no report at this time.

548
02:33:24.640 --> 02:33:42.399
>> Yes, no report. >> Okay. The next committee is the Wellness and Health Committee. >> No report at this time. >> Okay. Um policy committee. I'm not even sure who's who was on that. >> There will be no report at this time.

549
02:33:42.399 --> 02:33:59.840
However, the new members of any type of policy subcommittee uh will be getting an invitation to a meeting the week after April vacation. We have a number of policies we'd like to look at so that we can have a first read in May and a second read in June. So stay tuned. >> Okay. Um capital committee,

550
02:33:59.840 --> 02:34:15.600
>> I don't believe you have a report on that. >> And the pool committee. >> Oh, we do have a report on the pool. I'd like to welcome Mr. Darus to the pool subcommittee. Um, thank you. Um, so just an update for for everybody who's been paying attention to the pool. Um, with

551
02:34:15.600 --> 02:34:32.160
the help of uh Jack Higgins, uh, I'd like to thank you, Jack. Um, the RFP for the repair of the pool has been sent out. Uh, it's out as we speak. It is due back no later than next Friday, uh, the 24th of April.

552
02:34:32.160 --> 02:34:49.600
Um but that is posted uh on the proper sites and and out. Um we are working currently to get the RFP out for the leasing of the pool. Um it'll actually go out tomorrow most likely. Um I'll have an update for that RFP uh by our

553
02:34:49.600 --> 02:35:05.680
next meeting. Um, I was going to ask for a vote on this tonight, but I was going through u minutes from our January meeting and I don't need to ask for a vote on this. Um, because if you'll remember, it was voted and motioned and voted that the

554
02:35:05.680 --> 02:35:21.600
pool subcommittee could start collecting funds uh for the repair of the pool. So, we've been in a holding pattern. There's no line item to reinstate for collecting funds yet. However, um there is still a heavy amount of interest from local

555
02:35:21.600 --> 02:35:38.560
families uh and folks who would like to make pledges for the repair of the pool. Um so I'm looking forward to bringing some of those to you uh school committee at the next meeting. Um I appreciate the blessing to continue to have um the the

556
02:35:38.560 --> 02:35:54.479
pledges come in. Um that's something that some folks have been excited to promise their financial uh donations. Um there will be a community engagement event uh coming up on May 3rd. So mark

557
02:35:54.479 --> 02:36:09.520
this one down Sunday, May 3rd from 12 to 5 uh at Redand Brewery in Lakeville. This was spearheaded by Kristen Maro. Um there'll be live entertainment through the afternoon as well as food available by uh travelers on tour which is the

558
02:36:09.520 --> 02:36:24.720
food truck on site. And again that's a community engagement uh event to uh really enhance the um visibility of the pool. Um and

559
02:36:24.720 --> 02:36:42.000
uh lastly, and this is huge, um in conjunction with the pool subcommittee, uh Lisa Pacho has worked with Senator Rodri, um one of our our local senators here, um yet again, and Senator Rodri has

560
02:36:42.000 --> 02:36:57.200
earmarked and secured $150,000 for the repair of our pool. Um, it has passed the House and the Senate. It is sitting on the governor's desk for signing. Um, and we are very

561
02:36:57.200 --> 02:37:13.280
excited about this to jumpstart the the repair. So, it looks like um the efforts of the pool subcommittee, the countless hours and long meetings um were not for

562
02:37:13.280 --> 02:37:29.359
nothing. Um, so thank you for the pool subcommittee and and what we've done so far. looking forward to continue to move forward. But um we're very excited that we have this money earmarked already to jump start the the project. >> That is wonderful news. Thank you so

563
02:37:29.359 --> 02:37:43.920
much for all the work on that. Um and everyone on the committee. >> Um okay, >> discussion and announcements. I have one thing if I may. >> Okay. >> Um as you know, we are a school choice district. You voted to to remain a

564
02:37:43.920 --> 02:38:00.160
school choice district. Uh we uh took applications for school choice up until uh April 1st. We have had receipt of applications. I don't have the exact number in front of me. Uh we are slated to do our lottery May 1st. However, I am reluctant to engage in a school choice

565
02:38:00.160 --> 02:38:16.000
lottery to increase enrollment in the district despite it being a revenue stream when we don't know what's happening uh with our you know relative to our staffing across the district. If we're already talking about kindergarten classes that are that size, if we're already well, if we're already talking

566
02:38:16.000 --> 02:38:30.560
about specials at the middle school at that size, uh I don't think it would be prudent for us to make that decision right now. So, I think it best we delay our school choice lottery until we have a clearer picture of what's going to happen with the budget. So, we'll be putting that word out to the folks who

567
02:38:30.560 --> 02:38:47.840
have sent us applications. We certainly don't want to lose their interest. We don't want to lose this revenue stream, but it doesn't seem like a prudent time to make a decision to, you know, to increase our enrollment. >> Okay. Thank you. Um, okay. So, moving on

568
02:38:47.840 --> 02:39:03.840
to action items. Um, would anybody like to make a motion to vote to accept the fees PTO donation of Prometheium boards as presented? >> Still moved. >> Second. >> Okay. Any discussion?

569
02:39:03.840 --> 02:39:20.319
Okay. Hearing none. Roll call vote again. >> Majority all the roll call this morning. >> Yes. >> Sorry. >> Blum. >> Yes. >> Bob Clark. >> Yes. >> Linda Richards. >> Yes. >> Tim Emory. >> Yes. >> Becky Cushing.

570
02:39:20.319 --> 02:39:35.520
>> Yes. >> Katherine Tros. >> Yes. >> Derek Maderas. >> Yes. >> Courtney Brightman. >> Yes. >> Okay. >> Motion passes. >> Um would anyone like to have a motion? >> Motion passes. >> Oh, sorry. Motion passes.

571
02:39:35.520 --> 02:39:51.520
Um, okay. So, now we need a motion for vote to accept the adaptive bicycle donation as presented. >> So moved. >> Second. >> All right. Um, any discussion? >> Hearing none. Roll call vote again. >> Bob Clark. >> Yes.

572
02:39:51.520 --> 02:40:08.000
>> Jen Blum, >> yes. >> Melinda Richards, yes. >> Tim Emory, >> yes. >> Becky Cushing, >> yes. >> Katherine Trust, >> yes. >> Derek Ma, >> yes. >> Courtney Barnes, >> yes. Okay, motion passes. Um, we need a motion to vote to accept $4845

573
02:40:08.000 --> 02:40:24.800
from Chipotle and Brainham into the ARHS student activities account to be used by the ARHS ARHS's HOSA club. Um, >> motion second. >> Okay. And roll call vote.

574
02:40:24.800 --> 02:40:40.000
>> Discussion. >> Oh, sorry. Any discussion? >> Okay. No discussion. So, roll call vote. Bob Clark. >> Yes. >> Jen Blum, yes. >> Melinda Richards, >> yes. >> Tim Emory, >> yes. >> Cushing, >> yes. >> Catherine Truss, >> yes. >> Derek, yes. >> Courtney Brightman,

575
02:40:40.000 --> 02:40:54.319
>> here. >> Okay, motion passes. Now we need a motion to vote to accept 19741 from various people into the LMS student activities to be used by the FLMS drama

576
02:40:54.319 --> 02:41:09.760
club. >> Second. >> Okay. Okay. Any discussion? Hearing no discussion. So, roll call vote. >> Bob Clark. >> Yes. >> Jen Blum. Yes. >> Belinda Richards. Yes. Tim Emmery. Yes. >> Becky Kushing. Yes. >> Catherine Tr. >> Yes.

577
02:41:09.760 --> 02:41:28.000
>> Darus. Courtney Breman. >> Yes. >> Motion. >> Okay. Motion. Motion passes. Um, we need a motion to vote to accept donated plants from LMS PTO to FMS. >> So, moved. >> Second.

578
02:41:28.000 --> 02:41:44.880
>> Okay. Okay. Any discussion? >> Hearing no discussion. Roll call vote. >> Bob Clark. >> Yes. >> Jen Blum, >> yes. >> Melinda Richards, >> yes. >> Tim Emmery, >> yes. >> Becky Cushing, >> yes. >> Katherine Trust, >> yes. >> Derek Madaras, >> yes. >> Courtney Breitman, >> yes.

579
02:41:44.880 --> 02:42:01.520
>> Okay, motion passes. Um, we need a motion to vote to accept donation of mulch and labor from La Mer Landscaping for LMS. I'll >> move. >> Second. >> Okay. Any discussion? Hearing no discussion, so roll call vote.

580
02:42:01.520 --> 02:42:16.399
>> Bob Clark, >> yes. >> Jim Blum, yes. Melinda Richards, yes. >> Tim Emmery, yes. >> Becky Cushing, yes. >> Katherine D, >> yes. >> Derek Jarus, >> yes. >> Courtney Breitman, >> yes. >> Okay, motion passes. So, vote to um we need a motion to vote to appoint Dr.

581
02:42:16.399 --> 02:42:33.280
Starky to serve as the FLRSD representative on the board of directors of Reed's Collaborative. >> Someone moved. >> Okay. All right. Any discussion? >> No discussion.

582
02:42:33.280 --> 02:42:48.880
>> Bob Clark. >> Yes. >> Yes. >> Jen Blum. Melinda Richards. >> Yes. >> Tim memory. Yes. >> Becky Kush. Katherine Truss. Yes. Derek. >> Yes. >> Courtney Breman. >> Yes. >> Motion pass. >> Okay. Motion passes. Um, now we need a

583
02:42:48.880 --> 02:43:05.600
motion to vote to appoint Dr. Starky to serve as as the FLRSD representative on the board of directors of SCEC. >> So moved. >> Okay. >> Okay. Any discussion? No discussion. So

584
02:43:05.600 --> 02:43:21.520
>> Bob Clark, >> yes. >> Jen Blum, yes. >> Melinda Richards, yes. In memory, yes. Becky Kush, yes. >> Katherine Trust, yes. Eric, Courtney Bryman, >> yes. >> We're almost there. >> Okay, motion passes. Uh, we need a motion to vote to ratify the memorandum

585
02:43:21.520 --> 02:43:38.080
of agreement between FRR LRSC and the EAFL educators portion of the contract. >> You need to say the dates too. >> Oh, sorry. Um, so the dates being 8126

586
02:43:38.080 --> 02:43:54.399
to 8129. >> So moved. >> Okay. >> Second. >> Um, any discussion? >> Point of clarification. I believe it's 8:31. Oh, sorry. >> It's not It's not typed as 31, but the length of contract is three years, and I believe it extends to the end of the

587
02:43:54.399 --> 02:44:08.960
>> We're voting for the three-year contract, just to clarify. >> Yes. Okay. So, until 81, I'm sorry, 8 316 to 831 29. >> Okay. >> All right. So, we had a motion and a

588
02:44:08.960 --> 02:44:24.960
second. Any discussion? >> Okay. Um, roll call. >> Bob Clark. >> Yes. Jen Blum, yes. Melinda Richards, >> yes. >> Tim Emmery, >> abstain. >> Becky Cushing, yes. >> Katherine Tros, >> yes. >> Derek, yes.

589
02:44:24.960 --> 02:44:40.560
>> Courtney Breitman, >> yes. >> Chris Planka, >> no. >> Carlos Lopes. >> On behalf of Tom Freaktown, no. >> Okay. >> Okay. And

590
02:44:40.560 --> 02:44:56.479
>> motion passes. All right. Okay. Now we need a motion to vote to ratify the memorandum of agreement between F FR FL LRSC and the EAFL paraprofessionals and secretaries for the dates uh 8126 to 83129

591
02:44:56.479 --> 02:45:12.240
a three-year contract. Um do I hear a motion? >> Still moved. >> Seven. >> Okay. Any discussion? >> All right. Um roll call vote. >> Bob Clark. >> Yes. >> Jen Bluffs. Melinda Richards. >> Yes. Tim Emory,

592
02:45:12.240 --> 02:45:30.960
>> yes. >> Becky Cushing, Katherine Trust, yes. >> Derek, yes. >> Courtney Brightman, >> yes. >> Chris Planka, >> no. >> Carlos Lopes, >> no. >> Motion passes.

593
02:45:30.960 --> 02:45:47.200
>> Okay, motion passes. Now we need a motion to vote to approve the FLRSC meeting calendar and events for 2026 to 2027. >> So moved. >> Second. >> All right. Any discussion?

594
02:45:47.200 --> 02:46:04.000
Hearing none. Roll call vote. >> Bob Clark. >> Yes. >> Jen Blum. Meinda Richards. Yes. Tim Emry. Yes. Pushing. Yes. Catherine TRS. Yes. >> Derek. >> Courtney Breitman. >> Yes. >> Motion passes. Now, we need a motion to approve the one-year extension of the

595
02:46:04.000 --> 02:46:21.600
school transportation contract with first student as stipulated in the current contract. >> Still moved. >> Second. >> Okay. Any discussion? Okay. Hearing none. Roll call vote. >> Bob Clark. >> Yes. >> Jen Blum. Melinda Richards. Yes.

596
02:46:21.600 --> 02:46:38.080
>> Emory. Yes. Becky Cushing. Yes. Catherine Trust. >> Yes. >> Derek. >> Courtney Breitman. >> Yes. >> Motion. >> Okay. Motion passes. Now we need a motion to vote to approve the Girl Scout project as presented. >> Still moved.

597
02:46:38.080 --> 02:46:54.560
>> Second. >> Okay. Any discussion? >> All right. No discussion. Um, roll call vote. >> Bob Clark, >> yes. >> Jen Blum, >> yes. >> Linda Richards, >> yes. >> Tim Emory, >> yes. >> Becky Cushing, yes. >> Katherine Truss, >> yes. >> Derek Darris, yes. >> Courtney Breitman,

598
02:46:54.560 --> 02:47:10.640
>> yes. >> Okay, motion passes. And I would like to add a big thank you to the Girl Scout. We haven't we haven't said that yet. It's very nice of them. Um, okay. We need a motion to vote to approve payroll and vendor boards from 3426, 31826,

599
02:47:10.640 --> 02:47:26.399
and 4126. Do I hear a motion? >> So much. >> Second. >> Okay. Any discussion? >> All right. >> Which one do I abstain from? I >> Oh, because you got a reimbursement in

600
02:47:26.399 --> 02:47:42.720
one of them. I'll look that up and I'll mark that as you abstaining. >> Thank you. >> I don't remember off the top of my head. >> Okay. So, no discussion. >> Roll call vote after your discussion. >> Yes. Um, any discussion? No discussion. So, >> I'll call it. >> Bob Clark. >> Yes. >> Jen Blum.

601
02:47:42.720 --> 02:47:57.840
>> Yes. Except for my obsession. >> Except for the one absention. Yes. Linda Richards. >> Yes. Tim Emory. >> Yes. >> Becky Cushing. Katherine Trust. >> Yes. I think they had to abain. >> You are here for that. So, both of you will have to abain.

602
02:47:57.840 --> 02:48:14.000
>> Courtney Breitman. >> Yes. >> Okay. Motion passes. Uh, now we need a motion to vote to approve regular session minutes from 2426, 3426, and 31126. >> So moved. >> Second. >> Second.

603
02:48:14.000 --> 02:48:30.479
>> Okay. Any discussion? >> Hearing no discussion. Roll call vote. >> Bob Clark. >> Yes. >> Blam. Yes. >> Melinda Richards. >> Yes. >> Tim Emmery. Yes. >> Becky Cushing. >> Yes. >> Catherine TRS >> abstain. Jere Courtney Breman. >> Yes.

604
02:48:30.479 --> 02:48:46.720
>> Okay. >> Motion passes. >> Any second? >> Second. >> Okay. Um roll call vote. >> Yes. One more. One more roll call vote. >> Second. Sorry. >> Do we need any discussion? >> That's okay.

605
02:48:46.720 --> 02:49:10.040
>> No discussion. Roll call vote. Bob Clark said yes. Motion passes. >> All right. Thank you. >> Thank you for your time and patience tonight. >> Yes. Thank you very much. >> Congratulations, Melinda.