Good evening everyone. >> Thank you for joining us this Wednesday, December 10th, 2025 for the Freetown Lakeville Regional School Committee. We're going to have a roll call and then we're going to well we're going to go into executive session at this time in which we will return in just a few
minutes because it will not take us very long >> for str for number two. >> What's that? >> Oh yeah. Um for strategy number two with respect to non-union negotiations or conduct collective bargaining session with non-union personnel interimm superintendent.
>> Jen Blum >> here. >> Bob Clark >> here. >> Courtney Breitman >> here. >> Karolina is not here. Melinda Richards >> here. Tim memory >> here. >> Becky Cushing >> here. >> Okay, excuse us and we will be right back. One. Good evening everyone. Thank you
for bearing with us and being patient. We are now going to call this meeting to order. Um, before we do the pledge of the flag, joining us at the table is Miss Kelly Steele, director of student services, Miss Terry Fleming, director of curriculum, Mr. Jack Higgins,
director of finance, and intern superintendent Dr. Barbara Stocky. So now, if you would all join me for the pledge of allegiance. I pledge allegiance 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. Seeing Lake Cam is here and of course we appreciate you guys very much. Um, is there anyone else here recording the meeting tonight? Seeing none, thank you very much. We'll
move on to public input. Is there anyone here for public input this evening? Seeing none, moving along to reports and presentations. I'm going to go first with my chairman's report. Uh
on November 19th, the Lakeville Select Board and the Lakeville School Committee members met to interview three candidates for our open Lakeville seat. We had three great candidates and it was really nice to have several community members interested in being part of this committee. It was really nice to see.
That being said, I'd like to introduce our newest Lakeville member, Becky Kushin. Welcome, Becky. And moving on, we have Melinda Richards who went to a joint conference last month for MASC and MASS. Was it last month or this month?
>> Yeah, November. >> It was November. Okay. She's going to give us a quick little synopsis of what happened at that meeting and what she learned. >> Um, I attended the MASCMASS joint conference this last month. Um, it
was a valuable learning opportunity as a new school committee member. Many of the sessions focused on effective governance, supporting student learning, and understanding statewide best practices. A consistent um theme was the importance of clear communication, data informed decision-making, and strong
collaboration between committees and administration. I also had the chance to hear how other districts are navigating challenges similar to ours and what strategies they're using to support student achievement, school safety, and community engagement. It was helpful to see how statewide policy trends may shape our work in coming years as well.
Um overall, the conference provided useful information. Um it was good to get to meet some other school committee members and superintendents from around the state. Um was interesting experience. >> They're fun meetings. Yeah, >> they are fun meetings.
>> Okay, thanks so much and thanks for attending. We appreciate it. >> Moving on, we have um our ARHS student representative report. >> Good evening. I hope everyone is doing well and had a great Thanksgiving. Ponoquitz Halls have been busier than
ever before with Christmas break right around the corner. Last month, thanks to the diligence of our student government, this year's homecoming, pep rally, and spirit week were a great success. Now that December has begun, winter sports are in full swing with the basketball
team tipping off for the first time this Friday. Our debate club has seen tremendous growth this year. They have expanded from only 14 members last year to 29 active members this year, more than doubling in size. They recently concluded their first full round of
debate topics, and students are now taking on a new challenge, designing their own systems of government to debate and refine. Students have also expressed strong interest in continuing to grow the club, expanding the range of
debate topics and exploring opportunities for future competitions as the program develops. After break, students can look forward to a career fair on January 23rd where upon students will be given the opportunity to speak with local professionals in the industry
that they are interested in going into. We are still looking for volunteers. So, if you or anyone you know is interested, please contact Mrs. Dessert. Last, but certainly not least, the Aonoquit players have announced that they will be performing Frozen as their spring
musical. Thank you for your time, and I will now turn things over to Molly. Thank you. >> Hi, it's so wonderful to see you all again and to have this opportunity. To pick up where Cam left off, our school's student council has been hard at work creating our second annual holiday
bonanza. This event will take place this Friday, December 12th, after school from 3:30 to 7:00. If you are wondering what the holiday bonanza entails, it's a holiday inspired event for all ages with crafts, games, movies, a tree lighting,
story times, a cakewalk, snacks, beautiful decorations, and our very own Polar Express. This event serves as a way to highlight all of the different holidays and traditions celebrated around this time of year. Last year the idea was brought to life and ended up
being a huge success. So we hope to recreate that and even improve that this year. As a co-founder of the event seeing so much hard work and dedications from student from students have has been heartwarming and will definitely be reflected in the outcome of the event. We are definitely looking forward to it.
Thank you. >> Thank you. Thank you both. >> Okay. Moving on to the interim superintendent role. >> All right. Thank you very much. And I am quickly going to turn things over to Mrs. Terry Fleming who has arranged uh for our spotlight presentation tonight highlighting our EL program and our ELEL
students. >> Thank you. And I am excited to actually call forward our students and our EL educators um up to the front because we have lots of presentations to give tonight. And parents, if you want to move closer, I'm also going to take pictures and I
will make sure to get those. Yep. Guys are going to go first and then Isa. >> Okay. >> All right. So, Mr. Ward. Yep. And then Miss Penalt, you can come on this side
with Issa and then we'll get going. >> Okay. to begin. Mrs. FY. >> Yes. Yes. Yes. Introduce and then Y. >> All right. So, first of all, thank you everyone for this opportunity to spotlight highlight uh some of our English language learners
uh here at FES and AES. And before I do that, I just want to give a quick message from Miss Doe, who is our L teacher. She's not here this evening. She is ill. So she apologizes that she cannot be here but she is excited uh for this opportunity for the students to share. So speaking to my Freetown
Elementary School students, I have three special friends here who are going to introduce themselves. Go ahead. >> My name My name is Mason Vetour. I'm a third grader and I go to Freetown Elementary School. >> My name is Rod Patel. I'm a third grader
at Freetown Elementary School. She's got She's got it. >> It's for >> I'm a first grader. >> I go to elementary school. >> Excellent, Skyler. Excellent. Good for you. So, we're going to start with the
uh my young friends, my third graders. First, we have three questions. All right. Are you >> ready? >> Yes. >> So, tell me this in the audience, boys. uh about one thing you wrote or said or perhaps read while your learning time
with Miss Doe that made you feel good and confident. >> Miss Doe helped me she helped me read books in front of a bunch of classes and that just made me more confident. When I'm about to give up, I I just try
again. like for my book report. Um I tried again for I tried again to try and now I I finished it. I turned it in today actually. >> Good.
We were playing a bingo game in third grade and then at the end of it we had to um get a word and made a sentence and I spelled I did um I couldn't see Miss Do for 5 days. >> So you couldn't see Miss Do for 5 days.
So you missed it, right? So but you used the word you couldn't in the sentence and allowed you to understand that word. Good for you. All right, let's go to the next question. You ready? Supporting you. So, what is one specific way that Miss Doe helped you uh learn and practice your English language skills um
in the classroom? >> In kindergarten, we Miss Do was giving us um she was spelling out the sounds and we did the word and there's posters and pictures on in front of her um wall
and to sound out words. >> Excellent. So, the anchor shots in the classroom was helping you, Rod. Good for you. Mason, what about you? when we were practicing our access test, she she she helped me. She said, "You got this. Don't give up." And I kept I kept trying
and trying. She she kept saying, "Come on, you got this." And I that that encouraged me to keep going. And that made me I passed the test and now I'm not with her sadly. >> Thanks, man. I'm not with her sadly is
what he said. So, one more question for both of you. So, thinking ahead, right? Maybe perhaps a goal for this year or a goal going forward. What are you thinking about a goal? >> I I'm thinking I want to be a role model for other people so they want to be like
me and I want to I just want to I just want them to think that it's okay to be different and I want them to know that it's okay that you are everybody's different. for you. Well said, Rody.
What are you thinking, my friend? >> I want to pass the access test so I can get better at reading and math. >> Excellent. So, you want to become a better reader and writer and mathematician? >> Yeah. >> Good job. >> Well done, boys. I appreciate it. All right, Skylar, you ready? All right,
here we go. Mr. Woods going to move a little bit closer. Okay. >> Yeah, that's okay. Come on over here. No, you're good. I'm gonna come right here. Yep. Right here, Skyler. So, tell me, how does Miss Do help you feel confident about learning? She helps you spell. >> She helps me spell.
>> Oh, tell me the word that she helps you spell. >> Dad. >> All right. Show me how she helped you learn it. >> The >> tap it out. >> Dad. >> Yep. Tap it out for me. Show everyone how you tap it out.
Try it. You can do it. >> D. >> Good for you. Excellent. So, you're learning the letter. You're recognizing the letter, the sound, and you're putting it together to make words. Good for you, Skyla. Thank you for sharing. One more. What is something you like best about learning with Miss Doing?
>> What do you like about reading? >> What's it help you do when you read? What happens when she reads a book or your teacher reads a book? It helps you what? >> Um helps me read the book. >> Yeah. Helps you read the book and helps
you understand what's happening in the story book, right? So you can understand. Good for you, Skyla. Thank you for sharing. Any last things you want to say, Mason? >> I just want to thank my teacher, Miss D, Miss D, Miss Stew, Miss No. They were always comforted me. They they always
nice to me. They they they helped me. They they helped me feel more confident in myself. And that just helped me feel that I can do more stuff. >> Excellent. Anyone else?
>> Well, thank you on behalf OF you want to step over closer to the mic. >> Come on. >> All right. So, we're going to go right here. All right. So I have one student here from Asawansa Elementary School with me. Can you introduce yourself
please? Say your name. >> Issa. >> And your last name. >> Rammani. >> Okay. Lisa Ra Issa Rammani. And he is in second grade. So we're going to I'm going to help you with this. Okay. So how does working with Mrs. Doe help
you? She gives me help with math by making the sounds easier. When we are working on reading, she taught me how to tap tap out the sounds.
>> Okay. And the tapping out, how does how does she teach you to do that? Like that, right? So, just like the dad. D A D. >> Okay. Nice job. What do you like best about learning? >> I like learning math the best. When I
was in first grade, my teacher gave me a trophy that said I'm a mathematician. >> Awesome. Nice job, sweetie. And then what else did you want to add? >> Miss Do comes into my classroom to help
me. She works with me in a small group and sometimes I work in her class. My favorite project was when we taste ice
cream and then made a bar graph of our favorite flavor of >> And what was your favorite flavor? >> Vanilla. >> Vanilla. Awesome. Thank you, Issa. Thank you so much.
>> Okay. And next we're going to move to our intermediate school and we have Luch coming up with Miss Alia. >> You're tall enough. You got this. >> Hello. Whenever we're ready, speak up.
>> Hi, my name is I am from um well, I'd be fifth grade and um what I'm focusing for on next year and this year is history. Like I
really love history. I like like history and like I just love it. is. So what I've improved on is like writing and reading. Like I used to not like just read and then not comprehend.
And so now like I'm good at comprehending. I like learn most stuff now like races and stuff. And I practice organizing my writing
and using organizer which allow me like to write better. And so I also use um content content clues and like I have this um folder
that help me like have like starting words. Um, and I also have like little um there's something called hooks in my class which help me with like reading
and I'm really grateful for my teachers that help me especially the principal cuz she's like super really nice and helps me figure out my problems and all that I'm doing bad. And I'm just proud
that I'm being here cuz it's my first time. And so I'm thankful for being here. We are thankful for you, TOO. Such great vocabulary words. Amy, you're
Evie. Eie is at our middle school. >> Okay. Hi, my name is Evie. Put it down. Okay. Hi, my name is Evie. I'm an eighth grade student at Freetown Lakeville Middle School and I'm here to talk about my
experience as a former English learner. In fourth grade, I entered the district and I was the type of student who wasn't confident in my choices and would give up easily. Now I'm in eighth grade and I'm proud of myself because I feel confident when I'm in classrooms and I'm always ready to go. I'm focused on my
work, ask questions when I have them, and push through hard assignments. sometimes even continue my work at home to make sure I truly understand. When I first got to this district, I met my ESL teacher and loved that um and loved the help I got in both in and out of my
class. This helped me to build my confidence. Another important moment that stuck with stuck with me was Miss Gracia, my former fourth grade teacher at the intermediate school, who always said to me, "It's not that I don't know it, is I don't know it yet." This type of encouragement has continued through
my middle school years. In the future, I hope to become a lawyer. I know there's a lot of writing and detailed oriented work that comes along with a job. I hope to continue my improving my skills in order to be prepared and confident for this career. Recently, I attended a summer camp at Stonehill College where I
took forensics class and a law class. I wrote opening statements for practice, court cases, and mock trials. And I learned about gathering evidence and putting it together in writing. Opportunities like this are so um valuable for practicing real world skills. Thank you.
>> And Jose, >> this is my student Jose from the high school. I'm so proud to have both Jose and Ebie here with you tonight. They practiced a lot for this and he's ready. So go ahead. >> Hi, my name is Jose. I'm a 10th 10th grade student at Puna Regional High
School. My sister and I came to the United States four years ago from our home in Honduras. I started school at Berkeley Middle School and come to the district on the middle of the year. Overall, I feel like I've become a new person because of the program be making
by practicing my English every day. I feel a lot more confident speaking to my friends and teachers. Also, speaking in front of you all tonight is a privilege because I never thought I was going to be this successful with my language skills. When I first started learning the
language, I felt frustrated because I couldn't understand that basically what people were saying and want to give up. One thing that has motivate me to be to learning is sports, mostly soccer. Back home in Honduras, when I was 11, I
started playing on a town club team. When I got here, I realized how much I missed playing soccer and I enjoyed the middle school soccer team. I also realized that I need to improve my English skills in order to continue with my team
in order to communicate with my team and my coach. I have continued playing soccer and have enjoyed the JB team here at Bonquip. I enjoyed the time with the team because I can't practice speaking with any stress in the future. I don't know exactly what
I want to do but I know that I want to become a person who make my family proud that has sacrifice some more time in me to order to a better education in life. Overall I feel very supported by my school community. When I came here last
year they gave me a warm welcome and has support and helped me to become the successful person I WANT TO BE. THERE WILL BE MORE ABOUT OUR EL program later during my report, but I'm so proud of all of our students and we have amazing teachers. So, thank you so much.
And our families are so supportive. Um, so I can't even thank you enough. And Jose actually had invited his ELEL educator from his previous school and she showed up tonight. She is so proud. Just a huge community of support for our kids. They're amazing. So, I'm going to
get a picture of you all in the back and you guys can receive. >> No. Well, thank you to our students who came to present tonight. And I certainly want to acknowledge the teachers who are here this evening. Miss Almeida, Mrs. Westgate, Gaspar, and as you heard, Mrs. Doe couldn't be with the kids tonight.
And I'd also like to acknowledge Principal Ward and Principal Pan who came out tonight to support their students. These kids are great. >> Yeah, that was excellent. >> Yeah. >> Yeah. >> Yeah. A lot of hard work. >> It's my favorite part. >> We're going to move along to our food service presentation. And I think
here she comes. Hi. >> Hi. Hi there. >> Hi. Oh, those of you I don't know yet and I think I most know mostly know everybody. I'm Andrea Fay. I'm the food service director here. I've been here for 14 years now. Um but I think I know everybody just about. Um so I just have
a short presentation for you guys and if you have any questions or anything like that, let me know. >> Floating. >> Floating >> program highlights is where you start. >> Okay. Oh, do you guys all have it? Go. >> Okay, we all have breakfast.
>> Um, so for this school year and actually for the foreseeable future, one breakfast and one lunch remains free for all students. Um, so students have we have meal requirements that they have to take every day, but they get one lunch and one breakfast per day. Um, funding
for that was um guaranteed through the Massachusetts state budget, not federal funds. We do still get some federal funds, but most of the um difference between the federal state funds are made up through the budget. Uh we're only one of nine states that continues to offer
free breakfast and lunch for students. Um and we have to claim all our meals by eligibility still. So we still encourage people to fill out free and reduced applications and we still have to run um like a direct certification list in order to get eligibility for students. Um, so currently we have 570 free
students and 67 reduced. Um, so I have breakfast reimbursement and lunch reimbursement rates for this school year. Currently we get reimbured $4.74 for every free lunch that we serve and $246 for every free breakfast that
we serve. Um, this school year we had new product school breakfast program product based limits um for different categories. So, we had product sugar limits on cereals, yogurts, and flavored milk. All of our yogurt and flavored milk already met the category, already
met the limits, and the majority of our cereals did, too. We had a couple of cereals that the companies had to reformulate um in order to bring it down to the six grams of added sugar per dry ounce. Uh the next phase of meal modifications isn't until July 1st, 2027, when there's going to be um limits
on added sugars as a percentage of calories in breakfast items. Um just some equipment update that we have. Um so we have some equipment needs that we have at each school just to replace mostly old items.
We have done a lot of replacing old items that we've had or just repairing items. Um so at the high school we still have two older ovens that we like to replace and three older warmers that we like to replace. We have a dishwasher that we were able to purchase that we just need to get installed. So we need an electrician, a plumber, all that kind
of fun stuff. Um, at the middle school, we just have a couple of items that we have to um, replace. And we were able to get three new warmers over there and two new mo mobile refrigerators because our participation at the middle school since we've gone to free lunch has doubled.
So, we've had to have a lot more warmers and a lot more refrigeration space over there. The intermediate school, we'd like to replace the display cooler, but we've also replaced a two-door reach and fridge over there recently within the last year. at Freetown. We actually just got a quote to replace that serving line. It's the the whole serving line in
the front. I don't know if you guys have ever seen it. It's it's fairly old. Um we just got a quote to replace that. They're looking over the summer if we do try and do that. Um and we actually just ordered some new stainless steel workts for them. At Asawset, we need to replace their walk-in cooler that they have over
there. Um and in order to supplement that walk-in cooler that needs to be replaced, we were able to purchase a single door reaching refrigerator over there. Um and our district van that we used to deliver product just on the campus is um fairly old and needs to be
replaced soon too. We might have a plan for that too. Um just some monthly participation amounts at each school um for the first three months of the year. And I actually went and looked back because I thought you guys might ask. Uh for the school year 2425
average daily participation was 1,640 lunches per day. And for breakfast, the average daily participation for last school year was 460 meals per day for the whole year.
Um, and financials comparing this year. Last year, um, we have we've had six more school days this year. Um, we had a six day a six week month fiscal month in September. So, we had six more school days between this year and last year.
And you can see food cost and our return. We're at a great 28% return rate for this year. And then I just included some pictures from our most recent breakfast with the senior center that we had in November. And that's all I have. Anyone have any
questions? >> No. Thank you. You're doing a great job. >> Thank you. Anyone else have any questions? Oh, go ahead. >> I just have a comment. Um, I appreciate your responsiveness to the community.
Um, as a parent with a couple of kids with both of whom have um, food allergies. Any questions we've had, you have been more than quick to answer from the 7 a.m. email of, "Hey, can you
check the ingredients for the 11:00 lunch today?" And your response is that like immediate >> and it just alleviates a lot of concerns we have sometimes sending into the unknown, >> right? And I I try to get nice and early just so you never because before you put your student on the bus, they want to know if they can eat lunch that day.
>> I appreciate your efforts. It doesn't go unnoticed. >> Thank you. >> If I may. Oh, go ahead. Sorry. I would probably like to thank her for her and her team for the senior citizens breakfast that we have every year. uh she's behind the scenes, but uh
everybody uh works hard and and does a terrific job. So, I wanted to publicly thank you for your your your efforts. >> Thank you, >> Jeeoff. I just wanted to jump in regarding the equipment needs and the purchases. Those are things we're working on each year. Uh the the purchase for those items don't come out
of our general fund budget. They come out of our food services budget. Uh which is um has accumulated uh particularly after COVID. We had quite a large increase in the dollars because we had um for the first time free lunch and free breakfast uh for every student but
students do purchase additional food items which goes into that revolving account. So those items are that th those dollars can be used for improving the food service um uh area as well as the the product. So that's what
essentially it doesn't is not a cost to us to to purchase those new pieces of equipment. We've got a we've worked through a capital plan that to get those things um in a pretty timely manner. >> Wow, that's great. >> Any other questions for
here? >> No. >> No. >> Thank you. >> Thank you very much. >> Thank you very much. >> Thank you. >> Have a good night. >> You too. >> Moving right along, I have a string of uh donations for you to consider this evening. Uh the first is from a company called Zoom Info and that uh donation is
brought to us by Chris Dudley on behalf of the CEO of the country Henry uh the of the company Henry Shuck and the Zoom Info team. They are looking to donate to us 20 HP Elite Book laptops, G7, G8, i7 models, whatever that might mean. Uh
Ryan Blanchard has been in communication with uh Chris Dudley and he is very excited to accept these laptops uh pending your approval for the district. >> Any questions? >> Approve coming back at the end. Any questions about the laptop? Any
questions about the laptops? >> He gets excited about free hold on your hat. We have more to come. You got to vote. You got to change his mind. >> All right. We also have uh approximately 80 different items uh all falling under
that big umbrella category of school supplies uh being donated to fees from the United Way of Fall Rivers teachers closet which is sponsored by KR Rosendes and I believe you have an itemized list uh in your folder of all of those items.
They were requested by the teachers from uh as I understand it they're uh selected from a list that the teachers are provided. So, we would certainly thank uh pending your approval of those grants would thank Chris Dudley. We'd thank Henry Shook and the team at Zoom Info and our United Way uh fellow uh
fellows over at the Fall Rivers Teacher Closet. And then KR Rosendis. Moving right along, we have a Grace PTO donation of $1,385. They're looking for you to accept to be used by Dr. Sullivan for a special
project. And I believe there's some information about that project in your folder also. And we thank the PTO for uh offering to make that donation and for their project. Uh we'd also like to seek your approval tonight for a lifetouch donation to uh the Grace student
activities account. The money in that account is used for awards, clubs, and activities. Uh the money is strictly used to support students and student activities. The sum coming from Life Touch to Grace would be $1,000 I'm sorry to fees would be $1,669.19.
All right, I want to go back to that page because that is in fact the Life Touch donation from Grace. And then the next page we have the one from FES. I just want to be clear on that. So, we have a Life Touch donation coming uh pending your approval of $1,57262
uh for FES student activities account. At FES, that money is used for field trips, resources, and activities. Once again, everything has to be student focused if the money is coming out of the student activities account. And we would say thank you to Lifeouch in both those instances. the money
bringing uh donated by Lifetouch uh is a direct result of parents buying pictures, fall pictures for their students. And then uh we're also seeking your approval tonight on a field trip for the fifth grade students at Grace. They are looking to go to the Providence
Museum of Natural History and the Planetarium at 1000 Elwood Avenue. Uh you can see a little bit more information about that field trip and details in your folder. Uh but Dr. Sullivan assures me that there are plenty of chaperrons and parent volunteers looking to go on that field
trip to support our students and uh Terry has uh indicated that the field trip is well aligned with our science curriculum for fifth grade. So we're looking for your consideration and approval on that field trip and we're seeking your approval because it is an outofstate field trip.
If you have any questions about any of those. All right, then I'm going to move on to our last page here of donations. These are all related to FLMS. The first donation is from a company called Custom Ink. You might be familiar with them because of their logo. It arrives on the
uh products from Custom Ink arrive in these big boxes with this huge octopus logo. They're they're an ink and printing company. They make t-shirts and all kinds of other items like that. So, our music students over at FLMS uh engaged in a fundraiser and they sold
t-shirts. Their profit is $1,12945 being donated back uh to the music department from Custom Inc. That money would be used to fund the SEMSA music festival participant fees and transportation pending your approval.
Questions on that one? Moving right along, we have a donation uh to FLMS from the United Church of Christ in Lakeville. That is in the amount of $250. And it's my understanding that the funds are used to purchase uh goods for holiday baskets that were provided to families in need.
And then the final donation at FLMS is a single book donated to the library. The book's title is Night Slayer. It is a local author who was looking to donate uh the book to the library likely to inspire some young readers to become followers of uh his publications. We
thank him for the donation. The book was vetted by Lisa Felipe who is the PAR professional at the library. Any questions about any of those? All right. So, we'll be seeking your vote on all of those items later tonight. I'm going to move on to uh a document
that was enclosed in your folder. It's a 100 pages of light reading for you. It's called Reimagining High School, Reimagining Readiness, the interim report of the statewide graduation council dated December of 2025. I'm going to synthesize that 100page
document and three slides right now. And I'm doing that for you this evening uh because it is an interim report uh coming out of Governor's Governor Healey's office and it's an indicator of the direction that the state is going when it comes to uh regulations or
expectations for high school graduates. Some of the things you're going to hear me talk about right now are going to be really familiar to you because they're things that are already happening out of Pontquit. Some of them might sound new and I share them with you this evening. Although it's an interim report, it is very likely that this report in some
form will be voted into uh into a reality and that reality will certainly lead to some adjustments and changes at the high school and some of those will have budget implications. So, it's important for you to hear about them now uh because down the road we'll be looking for funding to maintain staffing
at the high school, to maintain program at the high programming at the high school and in some places um add whether it's uh staffing or resources to support some of this programming that will be coming from the state uh these directives that will be coming from the
state. The very first one is uh an update to program of studies. Uh and the primary focus of the update to the program studies is to align all of the student graduation expectations with college and career readiness standards
meeting mass core. That's something you've heard as a member of the school committee or as a parent in the community uh that our students at aort regional high school already meet mass core to graduate. Mass core is a specific set of classes that the students have to take, earn credits in
and pass in order to graduate. I bring that to your attention because you'll be hearing about our program of studies which supports MassCore at your January meeting when it's presented by the high school. One thing that Massore ensures is that all of the students take as I
said a specified set of courses for example you know four years of ELA etc et go through the whole list for program of studies uh but we need to maintain the opportunities in in the district and in this building specifically for kids to have access to
that list of courses and the variety of courses that support that in particular some of the elective offerings question so are. Okay. The second thing coming out of the graduation council is a recommendation
uh that all students engage in endofcourse assessments. And when you hear that, you may think final exams. And you might think, well, we just voted on a competency determination policy that makes final exams a component of
graduation. And we did that here uh at this very table in order to meet mandates related to uh the replacement of MCCAST. So now coming out of the statewide graduation council is the notion that students will take end of course assessments that are designed,
administered and scored by the state. So a little bit different than our homegrown final exams. So there are lots of questions from I'm sure you from I'm sure our students and certainly from us on this side of the table and across the state
about what exactly all of these end of course assessments may look like and if we're taking end of course assessments does that replace final exams at the school does that replace MCCAST all questions we can't answer right now
but it is one of the seven items being proposed by this graduation council. Just something for us to keep cognizant of questions so far. I'm going to move on. A third component is capstone and
portfolio projects. These are items you might have heard about as students come home and talk about things they might be working on in school or that you hear us talking about as we think about our school improvement plan for the high school or our program of studies. But we do not have identified capstone and
projects at Aponic Court Regional High School yet. There's something we've discussed. Uh like many schools, we're always looking for different ways to ascertain whether our students have mastered content or not. And a capstone project or the end of the year project rather than a seated final exam is a is
a interesting way to show that or a or a portfolio as an alternate means of showing your mastery. So the graduation council is recommending that all students in order to graduate will complete a capstone or portfolio that is defined by the state and designed,
administered and scored locally. So again calling your attention to that. So this is this is something that we would be uh required here at the school to design and implement and score uh whenever this uh graduation council's
recommendation becomes a reality. As I move on, another component here is engagement in the my career and academic plan, otherwise known as my cap. Also something you've heard us talk about here at the table. MYAP is a platform where students develop and maintain an
individual career academic plan. We in the district do have myap at the middle school and at the high school so we're situated well for that. Uh but we're neonate in its use much like other districts and I just would like you to know that my has been largely grant
funded here in the district. So, it's something as we move forward, if this becomes a requirement, it'll be something we'd be building into our budget, I would imagine, if we have to meet state requirements. I'm going to move on uh to number five, also on this slide. This is completely new. This is
the FASA and MASSA. Students, all students will complete the FASA with an option to complete the MASSA instead or to opt out of the requirement. Those are applications for financial aid for college. a a high volume of our students fill those out, but I can't tell you
that 100% of our students fill them out. And there's some implication in the graduation council's recommendation that all students will complete these forms um under the toutelage of their high school of their high school. So, you would think the guidance
department would be a likely place with this fall. Uh, so I would envision maybe down the road in ad in addition to all of the college and career planning our guidance counselors are doing with our students and filling out their applications, they're now going to be responsible for working with families on
the completion of their financial aid packages as well. >> Go ahead, Tim. >> Um, this would be a state directive that it would be mandated to fill out the forms or you said there's implications to not. What does that mean? There is a
line that there's an opt out of the requirement. >> In layman's terms though, I I I have the document, but do you >> is there a way to a a quick one sentence of what that would look like? No, I'm sorry to give you that answer, but it's
all if you if you read through this document and you scan through it, >> there's a lot of if this and maybe and then the council will explore more about, >> but overall, it seems to be a tenant or a push from the council that completing
this initial financial aid application would become something students would do at school, >> which I think is great because anyone that's ever tackled a FASA form without guidance, which I've done, and it is not fun. So,
I'm glad >> it presents challenges for for folks. >> We have here at the high school uh provided evening, you know, evening assistance to parents and I'm sure our guidance department has been helpful in answering phone calls. But the idea of completing the form with everyone
certainly does open up the application process. It helps families to complete it. And on the other side of that, it does really expand the work of our guidance department if that's where it falls. >> It also helps students later on because I my niece, I did hers first with her
and now she does it on her own. So if you have that guidance, yes, >> sure thing. And then the last two things I'll bring your attention to tonight from the statewide graduation council is the strong recommendation that all students engage in some type of financial literacy education. And and
again, I' I'd like to be able to give you more details about it, but it's really unclear about exactly how the expectation will occur. Will financial literacy become a class that all students take? Will it be woven into uh you know an existing curriculum that's in the building? not sure of the
recommendation, but it's been identified as a as an area of study that all students will need to engage in prior to graduation. And then the last thing is the opportunity for students to earn seals of distinction. For example, you have heard um about the seal of
biiteracy that students who are multilingual can take the exam and earn a seal of biiteracy to graduate with that distinction on their diploma. So the state is uh is looking to perhaps um mandate or legislate some opportunities
for students to be able to do that. So if you have a school say that isn't engaging in seal of biiteracy, it would become part of something the school would have to do. And there are a number of those other distinctions uh that you can take a look at in your packet. So I I would offer you the opportunity
to ask questions right now. I can talk to you and Terry could also speak to some of the things that we have going on at the high school that already exist. I think you've probably heard about them over time. I think you'll hear more about them when we present the program of studies. Um I don't know when this
would be enacted. We really don't know at all. Uh but there's there's some talk about this being a you know gradual over maybe a 5year period but I can't say that I got that from any kind of reliable source. The information that's been provided is in the packet that I
presented to you tonight. So, I think the takeaway here before I turn it over is that the state is really making a motion here to establish uh what eventually would be a very clear expectation of what it's like for any student to graduate from any high school
in the state of Massachusetts. >> Terry, did you have anything you wanted to add? No, >> I think I think you covered everything really well. We do know that the next time that they're going to present any further information is June because that's when they reconvene and complete
another recommendation. >> I think they're steps in the right direction. I mean, coming from finance, financial literacy is extremely important and should be taught just like life skills should be taught before you leave high school.
>> So, that's good. Go ahead, Bob. I think some of these things are good, but I also think this is the state's response to ending MCCAST. >> Oh, yeah. >> To uh well, what can we do to them now, so to speak? And it's going to to me it's going to put more work on people uh
in order to accomplish those things. A few years ago was social and emotional learning. Now, that's kind of died out and we have this. And what's the state coming down with next? Because they're going to come down with something. They always do. So, yeah, good points. I
don't know some of the points. Increasing people's workload is not a step that I'd like to see happen. >> Go ahead, Tim. >> Um Dr. Stra, maybe you can speak to this. I'm not or someone can. Um I know
that obviously the the vote was that MCCAST is no longer a graduation requirement, but we still um give the the MCCAST testing and I know we've talked about what that still means for our district. Um, but do we have in
place what were the changes that were made and maybe this was talked about prior to the election last year? I'm not sure. What were the changes that were made though in our school so that students can still graduate without the MCAST requirement? So, are there other
steps that say sophomores or freshman needed to take last year in order to still graduate a year or two from now? So you voted on the competency determination policy which is what we have now in the district that has replaced MCCAST. So any of the students who were you know potentially not going
to graduate because of what had happened with MCCAST now have other pathways involving final exams portfolio reviews or if if we don't qualify in either of those two instances. So, if you haven't passed a requisite class or you haven't passed a requisite final exam, an
opportunity, like I said, for a portfolio review, if that if you can't make it along the way in those paths, the ultimate opportunity would be to sit for a review of your entire academic portfolio with Harry Fleming. >> Okay. So, nobody's falling through the
cracks of we might not meet >> requirements. The high school has really done a tremendous job identifying students. I don't know if you I'm sorry if I spoke over you. is looking this way. But the high school has done a tremendous job of identifying our students, any student that certainly uh would be at risk of not graduating and
has communicated directly to the students and to the parents and has very well outlined what the students would have to do in order to meet any of those potential avoid any of those potential pitfalls and meet any of those expectations prior to graduation. That
information went out to families this November as soon as you voted your policy. >> Thank you. and it will go out to the middle school students that are taking algebra because that's one of the first areas that they can earn their math competency and mastery in the eighth grade algebra class that's online to the
high school. >> Thank you. >> You're welcome. >> Any other questions? >> I have Go ahead. >> I just had a comment. I was going to say it's also very nice that you send out a notice that says your child is on track to graduate because that's also very nice to hear.
Go ahead. Go ahead. Oh, >> so to the point that we did vote on policies for the compet competency and graduation in October, this doesn't change anything right away. We don't have to the policy subcommittee doesn't have to meet and redis. Everything is still in place until we hear more about this. >> You got it. This is an interim report.
I'm sharing it with you now. Um, as Terry said, there'll be another opportunity for the report to be uh updated or altered in June. Uh but I have a strong feeling that these are the the seven overriding tenants that are going to be moving forward and they will have uh there are lots of good parts of
them. We've you've identified some of those tonight and I'm trying to stay very neutral about it. But what I think about moving forward is as Mr. Clark pointed out, you know, the capacity at the high school to do these things. And there has been we've all acknowledged that we have less students at the high
school than we've had in years past. And there's sometimes the notion that when you have less students, you should have less staff. And that's not always the case, certainly in a building like a high school where you have to offer a variety of courses. You have to offer a
variety of advanced placement courses of college preparatory courses uh and of electives for our students above and as far as I'm concerned above and beyond any kind of state legislation. Right? so that we're turning out a very well-rounded student who has the capacity to go on and engage
in a career, college, military, or anything else in life. Uh, but that's why I wanted to share those with you tonight because it's timely that this has come out. Next month, you're going to hear about the program of studies. So, this makes a direct connection to that and you're going to be hearing um a budget presentation. And in that budget
presentation, I'd like you to be able to call to mind some of these things as we as we look at keeping some programming here intact despite uh declining enrollment. And um some folks who might be on the side of declining enrollment
means declining funding for a particular building or for a particular school. And I think it's really important to acknowledge that uh that we don't want that to happen here at the high school. Okay. Thank you for your uh for your time as I
went through that presentation and uh if you do read through the whole document and you have any questions, I'm happy to answer them for you. >> Thank you, Dr. Starky. >> All right, we're going to move right along to uh presentation from Mrs. Fleming. Okay, and the first thing that I was going to bring up is our MCAT
planning and implementation grant. You did hear about that last meeting. I am requesting a vote to appro um approve and receive those funds uh in the amount of $14,000. Uh my cap as discussed is a part of a 6th through 12th grade scope and
sequence for students to participate in their own career planning um and co career and college planning uh through a sequential learning and exposure to um careers and um what it takes to get into
those careers that they're dreaming about. And that grant will be uh it has to be spent by June 30th. Uh and then the second uh grant that I am requesting a vote for is uh was a private grant that we applied for
through the math specialists and myself. Um the Meyer family or Meer Math Foundation um has awarded us six sets of number racks. Uh they will go to AES and FES. They value $570 and they are designed for small groups for students
to work um with a tactile um tool that builds their number fluency. Um we all have seen the 10 frames that students use in early elementary number fluency. These are a tactile um manipulative for
that same exposure for kids to use. So I'm requesting a vote for that. And then Terry, if I may, before you move on, before Terry moves into uh into her next topic, which is around changes in EL and legislation related to teaching EL students, I had asked uh both Terry
and Kelly to make some presentations tonight about updated mandates. And some of these mandates are are unfunded and there are things that you need to know that are now occurring in our schools and are impacting our ELA teachers in particular. um teachers who have EL
students, our ELEL program coordinator, and then the ones that Kelly will share with you are also they have um a broad scope of implications around special education. A good amount of the work that come with these mandates uh is
being done or in the process of being done, but again, important for you to know that changes in legislation and changes in expectations of what's happening in the schools uh is occurring pretty rapidly. uh over a very short period if I do say so. And uh there's
not a lot of funding coming from the state to assist with these things. So you'll hear about some of them again in our budget presentations as we come up as as those come along. So on the slide that you're looking at, you um will see all of the languages
spoken by our families and students in the district. And I'm excited to continue to build that list. Um we have uh currently three EL teachers, one of them being a point 6, Miss Westgate Gaspar, who is here this evening. Um and
we are really stretched in our um number of hours and and the amount of things that we have to accomplish through our EL classrooms. But I'm excited with how many languages are spoken. Spanish and Portuguese both top our list um with highest number of SP families speaking
um those two languages. So, I always like to um provide that. Telugu was our most recent edition and I had to look that one up. It is an uh dialect out of South uh South America. We currently have 58
uh English language learner family students that are being serviced in our district. And there's a breakdown on the next slide of how many are new. We had eight new eels enter the K through3 building buildings this year. Um, level ones and twos receive more services, at
least 45 minutes a day of services. And our levels three and four receive approximately 30 minutes of service um, a day. And then our the column that says FAL's are former English language learners. You heard from Ebie tonight and Mason. They are both former English
language learners because they scored high enough on the access test to be exited from full services. Um but the one of the pieces I'll talk about in a minute is that required ongoing required progress monitoring for those students. So this is these are our numbers and um
RFLs are monitored for um five years uh as suggested by the state. Um it is a four-year requirement but we do monitor them for five years currently. So you'll see a higher number of um fellow students in our middle school. We had quite a few exit the program with high
access scores last year as reported. Um but the amount of progress monitoring then is a very heavy load in the middle school as those students require um classroom visits and observations by the teacher. Um and then just the bottom chart chart
there is the um change over time as to how many new eels we've had. And then uh you can see that just for even from last year to this year, we have increased uh by three more than last year for our new new English language learners. And then
we had nine exit the program um last year. And then we take the access test in January. So we don't have the numbers for this year as to how many will exit. We're hopeful um that we will continue to show that growth um in our students. They are they are wonderful and hardworking.
>> It's the next slide, Terry, actually. >> Oh, yes. I'm sorry. That's that. Yeah. So, I'm going to skip that and go down to um over the last um year and a half approximately. These are the areas that have been have had
alterations to uh requirements for our English language multil- language learning um um services. Um there have been changes in the access testing and uh there has been uh changes in state
law requiring additional so as students enter there's been changes to the home language survey which requires more time and contact with families to ensure that they understood the the entry questions and that they are their student is being screened appropriately. um we have to
provide these documents in more languages and we have to have more documents provided in multiple language at the onset not just upon request. So there are a lot that goes on up front as far as in um translating documents and having those readily available for families um in multiple languages. And
then there's some changes in instructional programs, parent family engagement, professional development, and reporting and data that I'm going to go over on the next few slides. These are listed um in kind of the order that they occur. Uh
so the home language survey has been extended to require additional follow-up with the families and additional screening um requirements under a new rubric um that has been provided to be
more clear as to which students get screened but does require more conversation and additional um contact prior to screenings. Um the access testing results now have a specific scoring requirements and they
have updated the WEDA alt scores. We have not actually received those. That's actually coming midyear um before we have the WEDA access alt scores. We are going to get new cut scores anticipated this year. Um with title three the impact on title
three funds um have um required that our annual reporting through SIMS has changed. We are now required to um report progress monitoring and opt out data that was not previously required. Um and the progress monitoring gets into how many times our
EL teachers have to get in and observe students and take um more official notes and report out on what the students are doing as far as their own growth um and continued growth after exiting the program. And there's a new procedure for
if a student is misidentified, the steps and the amount of things we have to accumulate for data in order to um unlabel them as eel. That's not really the term, but um to to backtrack on the on the um reporting that was done for
those students. And then um within the instruction there's annual review program practices and procedures that were previously done but now we're required to align them to a a full next generation ESL toolkit that was put out by the state. There are
about 12 categories in that that have to then be transferred into our procedures and policy not our policy document our procedures documents and then into our classrooms for instruction. Um and then again I I touched on the screener. One of the major things on the screener is we have to screen pre-k students and we
previously did not have to pre screen prek students. But not only that, but we have to monitor them progress to monitor them for the year and then rescreen them as kindergarteners regardless of how well or or how much we think they need continued service or how much we don't. We have to go through the full process
again as a kindergarten student. So rather than just keeping them in the program, we have to they are almost like a new student again to us. Um and then there is an uh just like CPAC has parent
advisory councils uh LPAC is a a required um opportunity for families once you reach a certain amount. It used to be 75 students and now it has dropped down to they're suggesting after they're suggesting to always have one but they're are going to be monitoring for
any schools that have e students over about 50 students and we are sitting right at that line because the fell students don't technically count in their number when they look for ELAC. So those are some of the changes
and then if you go back to the ED slide, are there any questions on that? >> Yes, >> those 15 languages that are listed, how many of them just have one student? >> Oh, um, well, I have it. Hold on. I have
it here. Let me find my little Maybe. Here it is. Um, so Filipino, Thai, uh, Telugu and Pasto are all and Igbbo are all and Vietnamese, Korean and Russian, those
all have one student and yet we translate everything into those languages. So, >> um, but Spanish and Portuguese are both, um, reaching the the nine and 10 mark for us. And we have multiple families that speak both um Portuguese and Creole
for example. And Creole is either um French Creole or um Cape Varian two different Creole translations. >> I would think as time goes on that list is going to increase. >> Yes. and the services for um translating
for example uh student sensitive documents takes longer because we have to go through a secured um data privacy controlled um platform whereas if I'm um if I'm translating something for that is has no student data has no no
>> the survey for the department of >> a survey it's it's going to go through a Google translates and that's like I can teach everyone to do that um but everything that's private comes through my office and um and requires time. So, Kelly, I get to those last minute like
rushes are are the tough ones, but because we're trying >> to get some new state deadlines for that, >> right? >> Yeah. Yeah, those state deadlines. So, yeah, but I'm thrilled with all the languages and it's it's really fun, as you saw tonight, interacting with our families. Um they're wonderful students
and and they really grow and and thrive in our environments because we clearly care about their learning and their um development >> and they speak well. >> They spoke very well, >> didn't they? >> Yes. >> Words. I was Yeah.
>> And Melanie is another one from um Asawa as that was going to be here and I'm not sure like what happened tonight but I practiced with her yesterday and she was very excited. So, I'm I'm sorry that she wasn't able to make it, but our teachers
do a great job with them. Any other EL questions? Multi- language families. Um the November PD day, uh we focused on AI, managing trauma and ADA compliance.
Uh as uh every year, uh feedback form went out. We had a great response. 226 uh staff members responded. Um the amount of um staff that responded that they could immediately use the material was a little bit lower in the past
years. I think there's still some trepidation about AI and using AI uh for themselves. We we are approaching it from teaching them as uh staff members how they can use it in their in their own to to
improve the depth or quality of things that they have created. um we haven't quite gotten to the stage of how do we teach it to the how do we make sure that the kids are using it. They probably are more fluent in it themselves. Now I listen to my own high schooler as he has a chat with an AI bot and um has this
great discussion and debate about something and then works on something at home. And um so I think our kids are using it um more than we we know and we have to get the adults comfortable so we can see how that looks in the classroom. Um, I guess probably all could go off a
little more on that and teach us a lot on that on the AI world. Um, and then the managing trauma was wellreceived by everyone that had attended that was through JRI, justice resource institute. And then we had our ADA compliance training continuing to happen with our
um admin assistants and people that are um going to be required to be using that on the front line. and the link um is in there so that you can see the full survey results um if you have any questions on that. There was a lot of good comments um and the PD
committee and I went through all of those and we colorcoded them. I didn't give you the color-coded Excel sheet, but we colorcoded those in order to make decisions for next year's PD. >> Thank you, Terry. Thank you very much also for your organization of that day.
It's no small task in organizing PD all over the district. Uh you know for all of our staff and I can say the AIPD was very very wellreceived. I was in a teacher's classroom just the just yesterday and uh he said what did you think of this lesson? I said I thought it was great. The kids were really
engaged. The kids were very excited. They were looking at uh comics that were uh meant to uh delineate different parts of the Declaration of Independence. The kids were all over the activity. And the teacher said to me, "We did this with Gemini AI, something we learned during
PD." So that was great. So Terry, you should be acknowledged for your uh work in setting up that day. And I certainly applaud the teachers who are applying uh what they're learning at PD. >> You had a few other highlights for us tonight. Terry,
>> I did. So um I want to just comment and I'm sure that Kayn or Mr. Zur would be happy to share this as well. At the high school, we had 46 students, seniors that were awarded the John and Abigail Adams scholarship this year. And so, we are super excited and proud uh for them. And
that is funds that goes towards um their if they choose to go to a college in the Commonwealth. And then to this week is code week. Um we have coding that happens all throughout the year. I'm happy to say that over the last four years that has increased. Um, but this week in particular, we have some additional
things going on with blue bots in the elementary schools all the way up to coding projects at the high school. Um, in both math classes and in our computer science classes. >> Go STEM. >> Go STEM. >> Go STEM.
>> If there are no questions for Terry, we're going to move right along to Mr. Higgins. >> Okay. Are you ready? Let's count some beans. >> All right. >> We did call. We've been waiting all night for this presentation. Uh so I I want to start off in talking about the budget. Uh specifically the
FY26 budget as as we had um discussed last uh la at the last meeting. We are closely monitoring FY26 um as we put the budget together last year. Of course, we were in preparation for the teacher negotiations that took place last year. Thank you. Um and and so um we knew that
we were going to be right on the lower projections on all everything outside of salary in order to make the budget meet the needs of the communities. Uh so we're closely monitoring those items and keeping an eye. Uh when it comes to FY27, we've started the budget process as you know you you gave us the um
directive earlier in the year. we are at the place where the numbers are going into the system uh so that we can then uh while we have a projected number you know sort of a larger projected number that we you know more I shouldn't say larger but just um a rougher draft uh
we're getting closer and closer as we fine-tune as we enter it into the system. One of the things that we continue in this process um is looking for ways to save. Um we are going out to market for our property and casualty insurance. We've been using Hub
International for years. There's no chance there's I mean there's no reason that we would necessarily leave if we can find that they're going to be able to suit our needs, but our property and casualty insurance costs have gone up quite a bit as a result of loss runs here in the district over the last few years. With that being said, it's not
unlike a car accident, right? It's going to it's going to haunt you for a few years and then eventually you age out of it. Um but we are looking at some other uh potential vendors. So if we can see if we can get some savings um as we go through that process. In addition to that uh I have spoken to the school
committee on several occasions about uh as we go through the budget process, I go through the budget process, I discover opportunities to um make it clearer that the budget actually tells a clear story of what we're doing in this district. So over the past year, if you'll remember, one of the items was um
distributing out our school psychologists don't work in central office or work in the region. They work in the buildings and they specifically have assignments. So in the current budget we broke those salaries instead of being identified as a region a combination of just all the salaries for
suite school psychologists being in the region section of the budget. We distributed them out into the so that they are uh budget items in the buildings that they serve. Uh this we've gone through that with um school
psychologists. We've done that with our technology team. they work into individual buildings. We've done it with our special education coordinators. Uh the next piece of this is I'm realizing that we have one big um count line in our region for longevity for all of our
teachers longevity. So it is this number that if you were to uh look at us from the outside in, you'd think well the central office has a longevity account line. In fact, it's distributing out to the to the buildings. So we're going to create those lines. we can project out what the longevity costs will be in each
building because we know what teachers will be receiving longevity and then it'll be more accurately reflecting the way our budget is distributing across all of our buildings. >> It's our intention in our budget presentation to delineate the information that way to you.
>> Yes. >> As it's laid out in the buildings. >> Yep. Uh we uh on the at the October 22nd uh the school committee voted to uh for van surplus. We had a number of old vans that we've been that have been haunting
our parking lots for the past few years and uh you voted to make those surplus. They've gone through the auction process. The auction closed on December 1st. Uh the total bid value for all of those vans was $7,430. Uh, and we are they are being picked up
as we go through this process that we've I think four of them have already been picked up and and taken out of here. Uh, there is a listing fee that we use because we use the auction company uh to do this at $30 a van. So, when it when it comes down to it, we'll have district
revenue of $7,160. That will hit our miscellaneous revenue at the end of the year um as part of our our balance sheet. >> How many vans do we have? >> Uh, so it would be nine. Yeah, there >> only five more.
>> Uh, and I really do appreciate Kim Freights for this process because she she has basically I'm taking credit for the work that she's done because I get to talk about it, but she really did all the ef all the work and I'm uh I really have to thank her for it. >> Yes. >> Speaking of transportation, is got bus contract up this year?
>> It is not. We have one more year of uh of reup um and then we would be negotiating with them for next year. Thank you for asking. Uh the Bretown Elementary School has several pieces of old equipment. You can you saw in the presentation um it items
that are not operating and are from a vintage era. Um several of them from the 1970s, uh a few from the 1990s, and then a region cooler that's from 2002. Well, circa 2002. U all of those items are not
operating. uh we are replacing some of them and some we're not we don't uh as I understand it we don't have uh need for stand mixers in the same way so they're just taking up floor space so we can replace them with items that are going to be more usable for us so that requires a vote which will take place
later and then once again as we go through this process as I as I've become more and more familiar in this position in my year and a half doing this we identify fund accounts that are idle uh when I came into the position, uh, one of the
first items that the district accountant had mentioned to me was we are we have one left, one number left. So when we get another grant, we're going to use that number up and then we're not going to have any more space for new grants. So we're going to have to put it in miscellaneous grants which can be in terms of tracking process is is a
nightmare because you have one place for multiple grants. So we have spoken of this in the past. Uh I presented to you those numbers um the fund account numbers that have become um uh idle over the years for whatever reason. You can vintage. Yes. Thank you.
Uh resource room revolving. I don't think we've used the word re the term resource room in this district for many years. Uh piano donations. We're not looking for donations to purchase new pianos anytime soon. The grams to grace surplus sales. So that is in fact can be
dated back to 2001 and two that era right there. Uh and then computer tech designated fund which I'm I'm assuming was an early iteration of what we have as our tech revolving fund but it has sat idle for several years. So, with your vote, we would be
able to repurpose these so that we then have uh fund accounts that we can um identify for um additional grants as Miss Flleming continues to find them and apply for them and then bring the money to our district.
Any questions about any of those items? >> No. Thank you, Jack. >> Okay. >> You don't have any questions for uh Jack. We're going to be moving on to Kelly Steel. >> All right. Great. I do have a few things um tonight a little out of the ordinary, more beyond my regular report. Um so we
are in the IMR process and DESIE changes those three letters about every three years. So it used to be called the CPR, now it's called the IMR, which means integrated monitoring review. So every three years we have a review. They alternate that review. So this year what we were due for um were things civil
rights was part of that. So Terry took a chunk because she oversees the civil rights. Um they looked at our processes for MTSS which is our intervention model in the district. How we're doing intervention, reading intervention, math intervention, and other intervention, social emotional um motor skills, things like that. Um and then on top of that, a
lot of special education review. So they're looking at our professional development as it relates to special ed and how we're providing that to the entire district, not just special ed. Um other examples are transportation um review, how we're training staff, students, and families on assist of technology if they have it in the IEP.
Um those are three examples um all the teaching lensure how CPAC is set up and all of our communication with CPAC um and kind of everything in between. So between Terry and I would say easily we've submitted over 500 documents um in the last two months um and we have to
upload everyone by kind of by standard on the portal on the Desi portal. So she submitted hers I submitted mine. So, kind of the the overall function of this is we started I got my um review information back in May that it was coming and that I had to submit everything by October 13th. Um that's in
the spring when uh Terry had to work on the civil rights information. And then we had premeings with um Desessie, our our lead person is Henry. Um and he met with the entire administration and myself and we talked about the review. And then after that, he met with just
Terry and I so we can work on our pieces together. She put her submissions and I put mine. We had a meeting on Terry's submissions and then anything they needed us to update, we updated. Um, and Terry uploaded onto the portal. Um, and Dr. Starky worked on that with us as well. And then we met on my submissions
and then any updates they wanted on my submissions. Um, we had to submit all of our intervention that took place last year in the district for every single student. Um, I thank the principles for the hard work and the administrators that helped them with that and their interventionists. It was a lot. um well
over 200 students worth of data. We had to track how many weeks, the dates, um everything about it if they were referred for special ed testing. Out of that um the department randomly picked two students from each school and we had to submit the full case load file of each intervention student and how we worked them through the process. So I
uploaded 10 students worth of files um for our intervention data. And then um once we did that, I sent him a list of every parent contact in special education as well as who needed to have translation um and we had to translate surveys. The department did that. Um I
sent a letter out to all families for special ed. And then the department of ed sent out surveys to every family that has a student in special education to fill out as part of this review. And then after that, we set up a tour date which was today. Um so today Desie came
out. Um I toured with Henry the u middle school FLMS. I toured Grace with Henry and then I toured fees. Dr. Starky um took Talia. They toured ARHS and then they tooured AES. So we divided and conquered touring our buildings today.
Um preliminarily I feel like it went extremely well. Um tiny bits of feedback that were corrected really in the moment. So nothing really impactful, nothing that requires follow-up from today's visit. they are going to have a meeting and then if there's anything they want us to provide more of after today's tours they will let us know. Um
but I I definitely want to highlight it was very energetic and a very positive experience walking through the buildings. Um and they were just doing what they do every day and I said when I said to the staff I'd sent multiple emails saying they'd be like should we do this or if our students are at special should we keep them in the
classroom? I said no we're running our day like we always run our day. We are not changing a thing that we do. Um, I want us to be who we are. And we were. And it was it was just great to see. The kids, you know, in the buildings were doing everything they normally do. They were excited in the hallways. They were asking us to come see them in their classrooms. It was just it was a great
day. Um, a great half day. We really got through it pretty quickly because there really wasn't much that they wanted to go over after seeing what they saw. Um, they toured all of our therapy spaces. They toured our school psychologist offices if they weren't testing students, our counseling spaces, our guidance spaces, our specialed
classrooms. Um, and I had the principal special ed administrator and myself or Dr. Starky be the people touring them around the building so they had representation. Um, so that went again I felt like it went really well. And then um they also conducted an interview with the CPAC co-presidents virtually last
Wednesday and on Monday they're doing interviews with um six of us here in the district. So, we're doing our virtual interviews and then they're going to compile everything, have a final meeting with me at the beginning of January and then issue a final report um mid to late January and that would be our three-year
report for special education civil rights and really they're focusing so much now on the intervention process and how kids are being identified and how they're being referred to special education. So, that was in a nutshell our integrated monitoring review for this year. um it's almost complete and
then I will provide you the final report once we get that and I'll go over that in more detail um probably in February or you know one of the meetings that we're not solely focused on budget. Um before I move on any questions about the IMR. >> Oh great job. If I could jump in too, I
want to acknowledge Kelly, Terry, all of the special education administrators, uh, special education staff in central office, Jen Zberg, uh, Heather Ashley, and certainly all of our special education teachers and professionals across the district, uh, who do the work every day and who contribute in in
everything they do to everything that gets submitted to an evaluation like this, right? I mean, this is how we function every day, but this is the opportunity for Desi to look at us through a pretty finite lens. Just as an example, a piece of the civil rights review uh came back to you when you voted updated handbooks last month
because there was a policy missing in the handbook. Right. So that's the type of granular work that's done at DESIE in reviewing these documents. But as uh you know Kelly pointed out the submission of more than 500 documents uh is labor intensive uh and uh will yield I believe
a very positive report on behalf representing what we do here in the district really acknowledging the tremendous work that goes on every day here in the special education department. >> Thank you Kelly. >> Um so next just some updates um coming
from DESIE and these are unfunded mandates. So, I just want to review. There's two big ones. Um, really started at the beginning of the school year and kind of I can now talk about how we've sunk our teeth into them a bit. Um, the first is the timeline for proposing IEPs. Um, so historically within the state, um, we and every state does it
differently. So, I've done work in Rhode Island as well. Rhode Island has even longer timelines than Massachusetts. We would have the opportunity, we would meet, whether it would be an initial evaluation or an annual review meeting. We meet as long as we provide our meeting notes that show the goals and the proposed service delivery. we would
have 10 school days to get that IEP out to the family. Desi has now come back and said for initial evaluation, students that have not been in special ed but have qualified, we used to be able to have up to 30 school days to test, which we still do, then up to 15 school days to get the reports written by all the evaluators, have them edited
or read by myself or an administrator, sent to the families two days ahead, and then have the meeting. They've now cut that timeline way down. So after the 30th day of testing, we have to now have an IEP out to the family by the 45th day instead of have the meeting by the 45th
day. It doesn't sound like a huge change from the surface. It is a very huge change impactfully for our providers because now that takes away as much time they have to write reports um for me to look and edit the report or the administrator get them to the families two days ahead have the meeting and now
have that IEP out by the 45th day where before we could have up to the really the 55th day to have that IEP out. So it's cutting at least 5 days if not almost 10 days of report writing from our um providers. For example, I have a school psychologist that did um almost
100 evaluations last year. So, if you take away that five to 10 day timeline for every single evaluation in writing that report, which those reports are about at least 10 pages long, um it's a huge impact for our staff. It takes a lot more time. So, there we're adjusting
to that. Um that's the biggest one. Desi was not very clear if that was then following up with you have to have it out within 5 days of the um annual meeting. So, if a student's already on an IEP and we're meeting annually and not evaluating, we would get those 10 days. They didn't clarify that piece.
Um, however, I file I file a legal team connected to Boston. They had called Desi and Desi said no, immediately means five school days for those annual IEPs as well. So, the teachers have five school days to turn around the IEPs as well. So, it that's really kind of the law of the land at this point in time.
So, it's just really highlighting the impact it's having on our all of our um providers in getting those things written and done and completed and we don't want to lose the thorough job that they do um by losing the timeline. So, really how we can support them, but it's a it's a really heavy lift and it's it's
a huge cut for us um in that timeline. But I understand wanting to be really prompted getting families these IEPs and getting these kids started in services. So, I don't disagree with that. But when you receive a mandate that doesn't attach any funding to it to give you more staff, it it's another really heavy
lift on our staff. So, I'm just being very clear and honest about that. Um >> questions about that change in Desi statute before I move to the next one. All right. Um after that, my second one is my um
out of district monitoring form. So, we always had a monitoring form if I have right now 36 students out of district. What that means is they're not located within our district. They're in programs mostly outside of town except for our grades and our fees um collaborative classrooms that do have um two students
right now that are attending those. But the other 34 are outside the district. Some is as far as two to two and a half hours away. Um I would have to do either a virtual visit or um the IEP meeting or whatever it might be and just update on that. Yes, they're fulfilling the IEP and they're doing what they need to do
and I'm seeing the student even if it's virtually and that type of thing. The change now is we have to go to the site at least once a year. We have to observe a classroom lesson. Um we have to ensure that the accommodations and modifications are being implemented and visually see that happening in the
program. We have to make sure the goals are being addressed and all the services are being implemented. We have to as part of a file review the progress reports. We have to track all of the progress that the student is making. If there's incident reports, behavior reports, any types of suspension, we have to review those. Um, while we're
out there, we have to interview the program administrator and there's a bunch of questions. Then we also have to interview the special education teacher as well. So, this is almost this is at least a half a day for each of the 36 students. Um, that's over 20 placements. So, I do have some students in the same
placement. Um, some have two or three students in that placement. I might be able to do two students a day and do both of those things. Um, but I am also the audit district coordinator. So this is going to equate to approximately 20 days of my 181 days of needing to be out
of district to do this work. And this is again another um unfunded mandate. So it's just more um intensive and again I don't disagree that we shouldn't have a very close overview of our students and out of district and I completely agree but it's just another layer um that they are adding through DESIE to make sure
that we're that we're following this. So that's the second kind of thing that I just wanted to bring up. This did start at the beginning of the school year. I already have all my appointments set up to be doing this work. It is happening. Um but I just wanted to make you aware of the work that's being done. Questions about that.
>> Okay. And then my last update I did um Oh, yeah. Sorry. >> I don't have a question. It just >> to me hearing all this stuff tonight, the state equals more more more >> and I don't know how you don't get frustrated. >> No funding
>> because uh >> Yeah. I mean, as an aside, I was I listened to like this podcast cuz I like eating special ed on the way to work every day. You think I would choose to do something else, but I don't. And um and what they were saying was when they because it's this last week was like the um kind of celebration I guess you would say, of like IDEIDA and and when it was
formed and all of that. And at the beginning, they were the federal government was giving 40% um funding 40% of the per pupil um expenditure needed for special education students. Currently, they're funding 12%. >> I don't know if they know. That's just kind of >> I don't know whether you know whether
these mandates end up eventually they end up in the classroom. >> Mhm. >> So I will say as special administrators we are trying to manage that and not have it take away from the student experience from the teachers and and those types of things. We're really trying to handle it on our shoulders. But I you know I like to point out our
special administrators are running like crazy. Like they there's no downtime for them at all. This is this is a heavy lift for them. Um there's no, you know, no wiggle room, I guess you could say, in their schedules for getting the work done. Dam, you had a question. >> Um I just wanted to thank you for the extra work you are doing, you and your
team, for doing this. It seems like a couple of these mandates are probably a few of the only good things the state's really doing for some of these students that need the extra. But I appreciate your efforts in
accommodating because without those mandates, some might get lost in the shuffle. >> Thank you. And I and I agree. I think it's good work, right? I I think the work is is important. I just think it's it's hard without giving the resources to do the work. So, we we're shouldering it and we're doing it and it is it's happening the way it's supposed to
happen. But, um just so it's just to make everyone aware kind of where we're living right now within the Department of Ed. Um >> thank you. And the last thing I have, and I put this in your file so I don't have to go through it thoroughly, but it's just the Reeds collaborative um annual report. I met their I had a board meeting with
them yesterday morning and they just went over kind of what their enrollment has been um how they're doing. They have officially given us a hope, cross your fingers, opening date of their new DHH school for um coming out after the Christmas break. So January 5th, it looks like their new um DHH building
school is supposed to be opening at that time. So that was an exciting >> update for us. Um, >> where is that going to be? >> It's in Norton. It's it's literally um one uh it's 4/10en of a mile down the street from where they were doing their inclusion anyway. And they're still going to be able to do the inclusion. They'll just have to do a little bit of
transporting, but um it's very close to where they've been doing all of their services, which was great. Um and then they just listed a lot of the work they do. And if anyone's unfamiliar, we um use slots for them um for just different supportive services and evaluations we might need throughout the district. And so they kind of list how many
evaluations that their um district services staff complete and it is a lot for member districts and even for districts that aren't members. So they just gave you all the numbers for for last year and then they'll be kind of now rolling into this year's information. So any overall special ed concerns or questions or anything?
All right. >> Lot of information tonight. >> Okay. No questions for Kelly. All right. We're going to move on to our school committee subcommittee and district committee reports. Start with
the regional finance committee. >> Regional finance committee met in November. Mr. Higgins had us counting beans with him >> and we are meeting again in January. >> Okay, great. Interim superintendent evaluation
committee. Steve is not with us tonight. So, um I know he will have a report when we come back in January. So for 2026 um wellness and health committee there's nothing uh policy committee I believe
that's also Steve >> we have >> we don't have any >> okay thank you guys uh anything on the capital committee >> no update >> and how about the pool subcommittee >> uh a little update um uh since our last full school committee meeting we've met twice
um I want to thank Jack for being there uh for both of those meetings um taking some notes and um also providing us with some of the cost and revenue history uh that we had asked for um for the pool subcommittee. Um two of our members uh I
want to thank Lauren and Kristen for meeting virtually with the pool engineering company um to clarify some of the initial questions we had regarding their initial report um which uh has um uh which we had discussed at our first
meeting. Um the last meeting we had we focused on cost and potential cost of our project of the pool project overall. Um our next meeting we are going to try and focus solely on potential revenue and programming uh that could if and
when the pool opens could keep it open. Um we are working to uh have a follow-up walkth through um which will be just a few folks to meet with the board of health from Lakeville and also a potential um maintenance company um that
could serve as a long-term solution to keep the pool open uh versus falling on the shoulders of our already short staff folks. Um, so we'll be meeting again and uh should have a a good update in
January. I know that was the initial I believe January was the initial goal on on our first report for the full school committee. >> So we are going to work to have something along those lines without asking for an extension from from us. >> Going to put the hammer down.
>> All right. Good. Thank you. Uh moving along to discussion items. >> I have something through the chair. >> Yep. Uh so the Aushet School Committee voted last night to enter into tuition agreement negotiations with New Bedford and Rochester Regional Public Schools.
Their status with Fhaven Public Schools has yet to be fully determined. ARHRHS was not selected uh to move on into a tuition agreement uh discussion with Aushnet and that was for one primary reason uh based on what was expressed by
the Kushet school committee members at their last two meetings. That reason was because our offer contained a stipulation making ARHS the exclusive choice for Aushit students. The reason our offer was contingent on exclusivity
was twofold. One, it would allow for a Kushnet students to remain in a cluster with their academic and geographic peers that they had grown up with when they were transitioning into uh a new high school. And number two, it would ensure a sufficient uh a sufficient amount of
tuition money to cover the associated expenses while acknowledging our local taxpayer contributions to exit to uh to educate our existing students. So it was twofold, right? We wanted to make uh we wanted to ensure the environment was going to be really welcoming for the eushent students and have them come at a
group and we wanted to be mindful of our taxpayer contributions uh to fund our existing students and we we couldn't enter into an agreement that was going to uh do anything to jeopardize that. So that's why we wanted exclusivity. Uh the entire process has been one of self
assessment and examination for ARHS. The presentation given back in August and the subsequent tours, panel discussions and meetings have really confirmed the strengths of our schools and they have helped us to identify areas that we would like to give some more attention. The eccent school committee during both
public discussions offered the following comments and compliments about ARHS. I'm really proud to share them. Uh strong academic offerings at our school. the number and variety of AP offerings that we afford to our students, our very strong and competitive athletic
programs, our special education program and our inclusivity, our DECA program, our high number of students who are involved in one or more extracurricular offering, our dedication to fostering participation in activities from all students and our civics action projects
and programming. Just to note a few, the Kushet School Committee during its previous meeting noted the following areas of concern that I think are important for us to hear uh here at a school committee meeting. Uh and those were local finance and fiscal support for our schools and the state of the
facility. And as noted last night and mentioned repeatedly, the exclusivity clause was the reason that we were not selected uh to advance. The school committee chair and other members of the committee were very complimentary both on camera uh and
off about Aponquit. I want to thank principal desert, assistant principal pillar, assistant principal Galant and guidance lead Nicole Farweather for their tremendous work this summer and throughout the process uh in meeting the uh the requisites to be considered by a
Kushnet. I want to thank Joseph Golando, Zayn Fe, Lisel Bourke, Shauna Fontaine, all staff members at the high school who engaged in panel presentations during tours and I'd like to acknowledge Mr. Olive and Mrs. Ricardi who are parents who attended a panel presentation uh and
responded to questions as well and I'd like to thank the following ARHS students uh for being really wonderful ambassadors for our school even uh last night at the Akushet school committee meeting uh they were very very complimentary of our students. So, Atly Alves, Anneil Baronic, Emiline D.
Rochious, Reagan Jensen, Nia K, I'm sorry, Nia Kakalave. I'm sorry, Nia, Karine Melo, Amelia Mendez, Ryan O'Connor, Cameron Pereira, Will Schwarz, Eliza Wagner, Emma Wnooki, and all of our Laker leaders uh who
really engaged with the touring group who came on the day that our eighth graders were coming up. I'd also like to thank the Aushnet school committee for their consideration during the application process. And I close by welcoming any Aushnet student interested in attending Aponic Regional High School
to apply via school choice. There were 938 survey respondents in the Aushnet community that ranked Aponic Regional as their first choice. >> Wow, that's great. >> Great job to all of you. >> Thank you. And thank the school committee for supporting us in the application process.
>> Yeah, absolutely. Go ahead, Bob. >> Yeah. Did they uh by any chance look at the ranking of high schools in Massachusetts? >> You you have to ask them. >> I don't think that they took that into consideration at all, but uh >> you should have been there to point that
out. >> Thank you. >> Yes. Go ahead, sir. >> Um I just I I want to thank you for your work and diligence in it. Um, I would like to point out um that some of the constituents in our towns had voiced their concerns and I would just want to put this to bed that um sitting in some
of the finance meetings uh seeing the numbers that we were uh going for. Uh, I want it to be very clear that in no way, shape, or form would this have cost our taxpayers in Freetown or Lakeville
any extra money by housing students from Aushnet. And I just want to make that very clear because I've heard concerns. Um, and now it's obviously not it's a non-issue, right? But I just want to make that very clear that at no point was this going to cost us more to even
have this discussion. Thank you. >> I'd respond to that. >> Go ahead, Mom. >> Perception is perception is reality. Uh no matter what the facts show, >> that's true. >> The perception is the truth for most
people or a lot of people. >> I think we really hold honed in on that from the time we started hearing the said rumors that, you know, we were really trying to make sure that our taxpayers and everyone knew that this wasn't going to affect them. So, I'm
glad that you also are saying the same. Um, all right. So, discussion. I one of the cool things about being in this position is I get a lot of emails and I mean I I love the positive emails and I got some really great emails after uh
Thanksgiving from parents at the extended program. I guess 65 pies were made and brought home. Um, and the kids had a great time. Again, I'm all about life skills. I think it's really important. So, that was really cool. And
uh I'm kudos to all of the staff and uh you'll like this. But I heard that they're doing a a festive cookie exchange. So, if uh >> what time is it? >> You need to you need some cookie testers. We got Bob over here who's ready to test some cookies. But great
job to all of them. I mean, it's really nice getting wonderful emails from parents. And I know some parents, their students were actually calling to say, "Can you pick me up a little bit later cuz my pie's not done or my pie's not cooled off?" And the parents were really awesome. So, it's really, it was really
great. So, kudos to all that staff over there that's consistently teaching a little bit more than what they need. Uh, moving on to action items. Here we go with the votes. You ready? >> Once. I will entertain a motion to vote to
accept the 20HP Elite Book Laptops. So moved. >> Second. >> Okay. Hearing a motion and a second. Is there any discussion? Seeing none, all in favor say I. >> I. >> I. >> Any opposed? Any abstensions?
Motion passes. Chris, thank you very much. And if you could please let your boss know that was wonderful donation. We appreciate it. All these donations are wonderful and we appreciate them. Um, next, a vote to accept supplies donated to fees by the United Ways
teacher closet. Move to >> approve. >> Second. >> Okay, I hear a motion and a second. Any discussion? Seeing none, all in favor say I. >> I. Any opposed? Any abstensions?
Seeing none, motion passes. Vote to accept the grass PTO donation for project at grass. >> So moved. >> Second. >> Hearing a motion and a second. Any discussion?
>> Seeing none, all in favor say I. >> I. >> I. >> Any opposed? Any abstensions? Seeing none, motion passes. Vote to accept grass life touch donation for student activities.
moved. >> Second. >> Hearing a motion and a second. Any discussion? All in favor say I. >> I. >> Any opposed? Any abstensions? Seeing none. Motion passes.
Vote to accept fees. Oh, just did that one. Nope. >> Nope. Sorry. See, I have my little thing here and I still Okay. Vote. Vote to accept fees life touch donation for student activities. >> So moved. >> Second.
>> Hearing a motion and a second. Any discussion? >> All in favor say I. >> I. Any opposed? Any abstensions? Seeing none, motion passes. Vote to approve grass grade 5 field trip
to Providence Museum of Natural History and Planetarium. >> So move. Second. >> Okay, we have a motion and a second. Any discussion? I just have one question. We have all nursing for that and everything, right? We're good. >> We have the requisite nurses to go on the trifest. Okay. Um,
>> all in favor? >> Okay. All in favor say I. >> I. >> Any opposed? >> Any abstension? >> Seeing none, motion passes. >> Vote to accept LMS donations from Custom Inc.
So move. >> Second. >> Okay. Motion and a second. Any discussion? Seeing none, all in favor say I. >> I. >> I. >> Any abstensions? Any oppos opposition? Opposed?
Seeing none, motion passes. >> What? Vote to accept FMLS donation from United Church of Lakeville. >> So moved. Second. >> Okay, we have a motion and a second. Any
discussion? >> Seeing none, all in favor say I. >> I. >> I. Any opposed? Any abstension? Motion passes. Vote to accept my cap planning and implementation grant.
>> We skip the >> Oh, sorry. Vote to accept FMLS donation from George >> Jenovich. Janovich. >> Jenovich. >> So moved. >> Second. >> Okay. Hearing a motion and a second. Any
discussion? All in favor say I. >> I. >> Any abstent? Any opposed? Any abstension? Seeing none. All in uh motion passes. Vote to accept my cat planning and
implementation grant. >> So move. Second. >> Hearing a motion and a second. Is there any discussion? >> All in favor say I. >> I. >> I. >> Any opposed? >> Any abstension? Seeing none, motion
passes. Vote to accept number racks grant. >> So moved. >> Second. >> Hearing a motion and a second. Any discussion? All in favor say I. >> I.
>> Any opposed? Any abstension? Seeing none. Um motion passes. >> You're almost there. >> Almost. Vote to declare fees food services equipment as presented as surplus. >> So move. >> Second.
>> Hearing a motion and a second. Any discussion? >> All in favor say I. >> I. >> I. Any opposed? Any abstension? Motion passes. Vote to allow fund accounts 202, 203,
206, and 221 to be reassigned as needed by LLR SD Business Office. >> So move >> second >> motion and a second. Any discussion? Seeing none, all in favor say I. >> I.
>> Any opposed? Any abstension? Motion passes. Uh vote to approve payroll vendor warrants from 111225 and 112625. >> So moved. >> Second. >> Motion and a second. Any discussion?
>> All in favor say I. >> I. >> Any opposed? Any abstension. Motion passes. Vote to approve regular session minutes from 1112 2025. Renee, I didn't see these in our packet.
I don't know if I just missed it or not. >> Did everybody else have them? >> I don't think so. >> You have subcommittee minutes? >> You have subcommittee minutes in here? >> Uh, I may have put them in January's folder by mistake.
>> Okay. >> I apologize. >> So, we can table that. >> We table. >> Okay. We'll table that. Do we need to vote to table? Did you have a motion? >> Okay. Moved. >> No, we didn't have a motion yet. Okay. So, we're going to move to table the approval of the regular session minutes
from 1112 2025. >> So, moved. >> Second. >> Hearing a motion and a second. Any discussion? Seeing none, all in favor say I. >> I. >> I. >> Any opposed. >> Any abstain? >> I'll just abstain because I wasn't
involved in that meeting. >> Okay. Thank you, Melinda. And um well first of all motion passes. Thank you Courtney for bringing that to our attention. Um before I entertain a motion to adjurnn I would like to say happy holidays and happy new year and we
will see you all next year and we look forward to it. And now I will entertain a motion to adjurnn. So move second. Motion passes. 805. >> Happy new year.