--------- It's uh 7:08 and I'd like to call it together the May 15, 2025 school committee meeting, but um we typically start with the pledge of allegiance. Why don't we do that anyways? And then I'll turn the meeting back over to you. Sure. Technically, maybe 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, liberty and justice for all. All right. So, first up this evening is the school committee reorganization. So,
I will turn the meeting over to the superintendent, Kelly Cleni, to facilitate the election of new school committee um chair. Chair. Thank you. Uh every year this time of year after the town election we reorganize as a school committee. First order of
business uh this evening is to accept nominations for the position of uh chairperson of the school committee. I move that Justin McCarthy be the chair of the school committee. I have a second. I second.
All in favor? Roll call vote, please. Start. Go ahead. Janine Wood. I Elaine Sandleman. I Benol Patel. I perfect I and Justin McCarthy both as well. Congratulations. All right. Thank
you very much. Appreciate that. Um we will now have election of vice chair and clerk. So I'll seek a nomination for uh vice chair. I nominate Bino Patel to be vice chair.
Nomination made by Elaine. Is there a second? I second. Second by Janine. There any other nominations for vice chair? Hearing none. I'll take a roll call vote. Janine.
Janine Wood. I Elaine. Elaine Sandleman. I John. Sean Hern. Justin Bods. I Bal. Good for it. Bal Patel I. Perfect. All right, that carries. Congratulations, Bean. Thank you very much. And I will
now accept nominations for clerk. I nominate Elaine Sandelman for clerk. Nominations been made by Janine. Is there a second? I second. Seconded by Neal. Are there any other nominations for
clerk? Hearing none, I'll ask for a roll call vote. Janine Janine Wood I Patel I. Sean Sean I. Justin votes I. Elaine. Elaine Sandleman. I All right, Elaine. Thank you very much. You're the
cleric. All right, we will now roll through our uh subcommittee appointments. That information is contained in our packet. Um, making sure that was the proper order of business. All right. So, um, first up, I just want to acknowledge
that, uh, we have had a, uh, what is it? Bradley Bradford Samson. Um, yes, Bradford Samson um, scholarship subcommittee. and that committee has uh had no involvement the past couple of
years. Um so whether or not we actually have to have a person on that or not. Um we have had that uh in the past. It's not up for grabs tonight because I don't believe there's any school committee involvement on it. I think it's just appropriate to receive a a motion to
discontinue with the subcommittee appointment for the Bradley um is it Brad am I saying that correctly? Brad Bradford St. Uh, do you know what it is? Um, Dorothy Bradford Stanford Stanford Stanford Bradford
Stanford um subcommittee. I think it's uh appropriate to just dissolve that. We can always recreate it if they reach back out to us for involvement. Is there any discussion on that hearing? None. I'll just ask for a nomination to dissolve that subcommittee.
I move that we dissolve the Bradford Stanford uh scholarship scholarship involvement on the school committee's part. Perfect. Uh thank you Elaine. Is there a second?
Second by Shawn. Second by Shawn. Thank you very much. A quick roll call vote. Elaine. Elaine Sandleman. I Bal Patel. I Janine Janine Wood I Sean Sean I Justin
as well. Um as we go through the rest of the subcommittees we can keep it a rather informal process. I'm not going to ask for a vote on every single one of them. If there's consensus um we can just go through them especially with the the roll call just seems a little bit laborious. Um the
first subcommittee on the um report this evening is the evaluation committee. This assignment involves the management of the superintendent's evaluation, including um compilation of individual member ratings and presentation of results. Elaine, this
was chaired by you last year. We just received evidence of the fine work that you did uh last meeting. So, um looking for you to stay on this one if you're okay with that. I'm happy to do that. Everybody else okay with that? Thank
you, Elaine. You're welcome. All right. Um, municipal building committee, commonly referred to as PMDC. Um, this is a town committee appointed by the selectment to plan for and oversee construction, reuse or new
of town and school buildings. This is uh likely going to get uh it was chaired by Stacy and Stacy also served on the Shaker Lane building committee. Um it because of the involvement it
probably makes sense. Person has the band with Jim Bolt for sure. Uh so Stacy is not with us. We need to find a new person. Sean's nodding his head. You ladies can't see this, but um Sean, do you have interest? Yes, I do. Right. Sean has expressed interest in um
municipal building committee as well as the Shaker Lane build committee. Um, being all Elaine and Janine, are you okay with that? Yep. I think great. Sounds great. Thank
you for stepping up, Sean. Thank you. Do we have any um process to like offer um backup because I've done a I've been interested in the Shaker Lane building project and gone to several
meetings. So, I want like can I offer to back Sean up if something happens or do we just have one person per subcommittee? Do we have any kind of policy about that? We uh it's actually dictated by the MSBA and we we're only allowed one member, but you're all
welcome to attend those meetings and and you just wouldn't have a a vote. But uh we you know the meetings are always open to everybody and uh if Sean's unable to attend it would be nice to have another school committee member there. Definitely let you know if you need
Okay. I just you know like just kind of a stay in touch and make sure you know like we have it covered if we need to. Yeah be great. Thank you. Just to clarify Janine if you have interest I'd love for you to attend any and all meetings. It's just by having two people
there, we don't get an extra vote on the committee. So, we'll have one school committee vote and that'll be served by Shawn. And if Sean's not able to do it, he can probably proxy his vote to you or you can represent the school committee. Sound good? Sounds perfect. Awesome. All right. The technology committee to
serve as uh a liazison between the school committee and the district's technology department makes recommendations on the implementation of technology. current assignment uh committee member is [Music] Elaine your role on the technology
committee. Yep. Happy to do that. I'm certainly okay with that. No objections hearing none. Elaine, you'll stay on as a technology committee person. Thank you very much. Uh next one is legislation.
This assignment involves keeping up to date on pending legislation, working together with the superintendent on keeping school committees informed of legislative matters, and occasionally expressing the comm um and occasionally expressing the committee's opinion on legislative matters to our representatives. I serve as the current
assignment on that. Um I had a quick conversation with Janine and offered her a committee and trade here. Um, Jeann, are you okay stepping up and taking this legisla uh legislation one? I'm fine with that. I have some interest
in it. So, that that works out well. Perfect. Thank you very much. Legislation will be handled by Janine going forward. Policies. Um, this is noted as a full committee responsibility. All policies come before the school committee for a first reading and a second reading.
However, um one member or often two members are asked to take the lead and work with the superintendent's office to occasionally review and update policy. Current assignment is Bino and Janine. Both of you still interested in pursuing that?
Yes, happy to keep chugging through the policies. Yeah, I'm happy to be part of that. Janine Ela, are you good with that? I'm good with that. Sean, all set. Right. All right. Um, so that'll continue with being
engineering. Oath to bills and payroll. Uh, it states requires ability to stop in the central office usually every Friday morning to sign school department payroll as the official design representative of the school committee. This is 95% of the time done by uh, Docu
Sign these days, which is nice. I do that. Um, be happy to give it up. I just don't think anybody would uh would be dying to take on a responsibility. I'll continue with it unless somebody objects hearing. None. I'll continue
with that. The liaison with the town government to serve as uh to serve as school committee contact with the town boards. This is the one that Janine sat on which I'm offering her in trade. Um over the course of the this past year,
there were a number of times where the school committee had to work with other departments and I think just by um um by assumption they would always just reach out to the chair anyways. Um so I offered to take this one and then
pass the legislation one on to Janine. So as long as Sean Venal and Elaine don't have any concerns, I'll act as the liaison between school committee and town government. It makes sense. I think that Yeah, that makes sense. Okay. Uh, this next one is
negotiations. This can at times be a heavy lift um or not depending upon where we are in contract negotiation cycle to work with the school committee's attorney and the superintendent during negotiation collective bargaining units. Current assignment is myself and
Stacy. Um, I was thinking that I would stay on here. Uh, it sounds odd, but I enjoyed the process last time. Um, and I was looking for Elaine to join me on that committee unless she objects.
No, I'd be happy to do that. Okay, perfect. Thank you, Elaine. Uh, representative to Community Services, Parks and Recreck Department. This is a vacancy. It was formally filled by Stacy. This one's completely up for
grabs. Does anyone have a strong tie to park and wreck? Um, that'd be a good one for you, Sean. It's a fun time. All right. Thank you very much. So, um, the next one here is budget
subcommittee. The current assignment is myself and Janine. Um, I am thinking that uh at some point I'd like to transition off of the budget subcommittee. Sean, I know you have likely have an interest in this. I do.
Um, I had a conversation with Janine. She enjoyed working on the budget subcommittee. Would like to continue. I feel that it would be a little premature for me to jump off this year. What I'd really like to I'm just planting the seed here. What I'd really like to do is work with Janine this year and then
perhaps have you and that's still an interest of you and Janine then have you and Janine run with it going forward. That's perfect. Janine, you good with that? Yes, that sounds like a good plan. Thank you very much. And Elaine and Be just jump in at any point in time. You have something to
say. Um safety and security committee Stacy did a really good job with this. Um and so we have a vacancy. Um looking for someone to share this.
What is involved with this subcommittee? There's no description on it. So there's I believe uh a couple meetings that take place towards the beginning of the school year. Um there are probably four or five meetings a year. It's just an
opportunity to touch base with uh police department, fire department administrators and uh resource officers and uh talk about security uh review our security plans or reunification plans
and also discuss any any new opportunities that there may be out there for us to consider taking part. Happy to take this one. John's John's voicing an opinion that he would be interested in that. But if anyone else wants to feel free,
Sean, I think it's yours. Thank you, sir. Thank you, Sean. Uh CPAC representative Hela, you currently serve there. Done a nice job. Would you mind that? Yep. I'm fine continuing on that. Thank you very much.
Uh master plan implementation. Janine, you serviced the with the current assignment. Would you like to continue with that? I I'm happy staying on that. I um I don't know how active the master plan group is at this point. So um I it's one
of those things where uh it could be quiet or you could be in for a lot of work. So who you know I don't I don't know. Um, they had the groundbreaking of 550 Kingsbury Street the other day. As the as the master plan gets redeveloped, you
could find yourself quite busy with it, but if it's of interest to you, I'd love for you to stay on. Yeah, I've done it before. Great. Um, curriculum and instruction committee. Elaine, you serve here. I think that's probably of great interest to you. I'd like to stay on
that. Perfect. There are no objections. You'll stay there. And then last but not least is a research and data analysis committee which is uh chaired by beel. I think that was an an addition.
Yes. Um out of some of the heavy lifting that we had done to analyze some uh changes that occurred in the last couple years. We created the committee so we would have a place for that work to be done. Um I think it's nice to have you okay continuing with that? Yes, it
has not been very active but can definitely try to do more work around that this year. Happy to continue that. Okay, awesome. That rounds up the uh all the subcommittees in the packet. Um everyone's got their assignments. If you
have questions um about uh who to contact or what to do, feel free to touch base with me. Um what I'd like everybody to try to do is over the course of the next um year, the next election cycle, just bring
something to school committee um once uh update us on what's taking place um or just enlighten school committee as to um your involvement. All right, we'll now proceed with sort of the regularly
scheduled agenda which is uh the consent agenda. We have our minutes from the May 1st, 2025 meeting as well as the oath to build and payroll. The minutes from May 1st are in your packet. Hopefully everybody had a chance to review those. Is there a motion to accept? I move that we accept the consent
agenda. Motion made by Elaine. I second. Seconded by Janine. This will be a roll call vote. Elaine. Elaine Sandleman. I Janine. Janine Wood. I Bino Bal Patel I
Sean Sean I and Justin Bozai as well. This is our first opportunity for interested citizens. So if there's anybody with us in the room or on Zoom that would like to speak before the school committee. This is your first chance. You'll have another chance at the close of the meeting.
Hearing none. Seeing none, we'll close that portion of the meeting and we will move into recognition. We have lost our student representatives. It's so sad, but I'm sure you have. I'm sure Dr. Kelly Quenchi has much to report in terms of recognition. So, I'll join over to you.
All right. Thank you. Can you put the first recognition up, please, Dorothy? Shar is on the note. [Music] Well, you you have it in your package, so I'm just going to continue on. Uh at our last school committee meeting, we
had a uh world language presentation uh by uh our curriculum coordinator who uh also has a Lot of Kelly being thrown around tonight. Learning uh that we we do in our district. uh everybody is committed
to meeting the needs of all of our students. But I want to just bring this to attention this evening. Uh we offer the state actually offers it as well the seal of uh biiteracy and these are the names of our seniors our senior class
that have attained uh such a high standing in in fluency in those various languages. So just wanted to bring bring that to your attention. I mean that's an incredible number of students considering the standards that they have to attain and if you look closely at it there are a number of our students that
that have a seal of biiteracy with distinction which is the highest honor that that one could ever attain. So I said before you know I've been I've been in a number of systems in in my career and uh I have to tell you that this this
program that we have in our district is the best that I've ever seen. And and I I just want to reate that the the number of our students who graduate as seniors from year and year and have an incredible
fluency in the language that they're taking. We can't take that for granted. That is not easy to do. And uh I'm just so proud of of uh what we do in our world language programs. I'd like to commend all the staff uh that are involved in teaching world language and
obviously all of our students who uh make it something that they would like to pursue and love. So again, very very impressive. Uh next acknowledgement. Um this isn't in the package, but our high school musical this year, Legally
Blonde. Uh we had a number of nominations. It's called the Tammy Award put on by the Wu Watuset Community College. And uh again this very proud moment for us as a school district. Uh best overall production uh we were nominated for and
a number of roles that uh lead roles and and secondary roles that were also nominated. So you know kudos to everybody involved in in our drama program. Very strong program in our district. And if you uh haven't had an opportunity to take uh in one of the
shows, I really highly encourage you to do so. It's very professional and uh it's it's it's a real treat. Good way to spend an evening. So, I'd like to thank all of the student staff uh who are involved in these productions and our community for supporting drama as much
as they do and fine arts as well. And on that note, before I move on to the next uh recognition, uh I think it's important that we acknowledge that that our community uh voted all of the budgets in at our town meeting,
including our educational budget. This allows us to to continue to actualize our mission and also pursue our vision. So, I'm very proud to be the educational leader in Littleton. uh they have always supported education in the over 14 years
that I've been here as as your superintendent. And when you look at the landscape uh in Massachusetts and beyond, I think it reinforces how how fortunate we are as an educational system and as a community to not be enduring some of the challenges that
that our neighbors are at this point in time. So, just like to thank the uh community and the elected officials for uh all the support that they give all of the departments in town. Uh next, uh on recognition, we've
had a few press releases this week. Uh Shaker Lane picture this day is also in your package. Students just love this experience. Uh and uh the picture uh was taken by our assistant principal uh Mrs. Deacon. I requested that she is not
afraid of heights and went up there and took a beautiful picture of all of our students uh representing Shaker Lane in a pattern of Shaker Lane. And uh if you haven't had a chance to look at the press release, it's also on school now uh for the community, any community
members that are watching. We also had another incredible experience uh last week uh with the uh Special Olympics. Uh we were invited by the Case
Collaborative and Case Collaborative hosted Special Olympics in Mayor and it was just an incredible experience to see our students take part uh in the Olympics during the day. We had a lot of police departments represented there. Uh we were all amazed uh and and uh
appreciated the fact that we were escorted uh from Littleton to the track in Mayor. That was quite an awesome experience. I'd love to be able to do that again at some point in time. So, we're hosting this year. So, yes. So, I guess we're not going to go too far next
year. But, but what I have what I I really want to say about this is the number of number of students out there that were enjoying themselves, socializing with each other, and and just happy all day long. It was a perfect day for it. Just it just is so
powerful to be part of that experience. So, I'd like to thank Dr. Snow for for also uh being instrumental in in making this happen. Uh these are the kinds of things that that our students will never forget. In a lifetime they'll remember
these experiences. So just so proud that our district pursues opportunities with other districts. It's really important not only that our our staff get to know each other, but it's important that our students get have an opportunity to get to know each other as well.
I know I've taken a lot of time, so I'm going to finish off with just some upcoming events. There uh upcoming event tomorrow night at Shaker Lane, there's Springfest from 5 to 8:00 PM. It's a great opportunity to uh connect with the community. They have
a wonderful basket raffle and a number of other activities during the evening. So, if you have an opportunity to uh come out for an hour or so, we'd all appreciate it. It's a huge event for Shaker Lane. And uh boy, we've been doing this for longer than I've been
here and we still get a great turnout. So, uh, Russell Street, uh, June 6, we'll be doing a chalkfest from 5 to 7:00 p.m. Middle school, May 16th to 18th, we have a middle school play. It's a mad house. Um, spring play starts at
uh 7:00 p.m. Friday night, 7:00 p.m. Saturday night, and I believe 2:00 p.m. um Sunday. May 22nd, we have a science fair family night in the middle school. It begins at 6:30 p.m. high school. May 15th, the Roman
banquet, uh, 6:00 to 8:30 p.m. That's another great activity to attend. May 19th, our senior reception, awards night with a slideshow, 6:30 p.m. May 20th, National Honor Societ Society senior reception starts at 6:30 p.m. And the
culminating activity for the year, May 30th, is our 2025 high school graduation. I can't believe I'm saying that already, but uh it was going to be here before we know it. And that's the end of my recognition. Perfect. Thanks for
sharing. All right, we have one presentation, one multi-part presentation scheduled for this evening. Uh I'll read it as printed in the agenda and then I'm guessing we'll take you folks in order. Um tonight's presentation is state of the curriculum reports part three. We have 6 through 12
E element coordinator David Pascuchi will provide an update on grades 6 to 12 ELA curriculum and elementary curriculum advisors Jessica Ducey, Janet Caresi, Amy Metave, Re McKinley, and Heidi McGregor will give an update on the
elementary curriculum. David, you first? Yep. All right. Thanks. Thank you so much for having me tonight. Again, my name is Dave Pascuchi and I'm representing the ELA department for grades 6 through 12.
Should I wait for the slide? We'll give it a minute. We really don't have these kinds of issues very often. No, we hardly ever analy
but behaving shaker second floor with us. Sorry. We have the information in our packet. The packet's also available online. The downside is that if anybody's catching this on um on delay,
they'll hear the presentation with without the slides. Without the slides, they'll have to be looking on separately. But that's that's the best we can offer. That's the best we can offer. We're flexible. Why don't we get started? Okay, great. No worries. We we have the information in front of us. Yeah, I'm not worried about it. All right. Um, so again,
thanks for having me. I'm glad to be here. Great. Looks awesome. Again, I'm Dave Pascuchi representing grades 6 through 12 for the English department. Um, I want to begin with uh some highlights and accomplishments for our department. Um, and one of the first
things I want to talk about is um a recent um grant that we received. So, we received a grant from uh the genocide education um grant that's uh tied in with the humanities and history. So, LHS
students read um when the emperor was divine, enriching our curriculum with this powerful exploration of Japanese American internment during World War II. Uh so, this aligns with Desi's indicator um focusing on culturally responsive teaching. So, that's something uh that
just recently we we got those books just got them into the system. So um students have read or will read um that that novel very soon. I'll talk about that more in a minute. Um reading renaissance. So there's various approaches to to reading. U Miss Makook's uh again continuing the
studentled uh book club model in addition to whole class whole class uh novels and that's increased participation and expanded independent reading by empowering students with choice in materials and discussion leadership. um student excellence. So
LHS Press at the high school showcases student literary talent with professionally edited works like Anika Gosuk's um best young adult historical fiction and it shows um some uh critical analysis and u provides students an
opportunity uh to publish something with professional standards. And then finally um Miss Kresco's uh LMS newspaper and Ms. Tomkins book club also create uh vibrant literacy communities where students develop uh journalistic skills and cultivate reading habits through
authentic publishing experiences. Um the next slide has a few more details about um the book we recently um received with some funds from the genocide education grant. It's called uh the emperor was divine when the emperor was divine which
is actually fiction. So it's historical fiction but based on um research um about the Japanese interment camps. Um so that's something that um again kind of works with history department and it kind of reinforces what students are learning in their history class. So at
crosscurricular and again sort of uh focusing on culturally responsive um teaching um diverse reading options. So this is something uh we were happy to uh integrate into our um book offerings for
students. Uh professional development um we've been working on um like many departments we've been working on curriculum mapping um working on um developing maps so that we have um you know uh excuse me we have
vertical alignment between the grades. So we've worked with uh high school teachers and middle school teachers um working on cohesive skill pro progression and reducing content redundancy across the curriculum. So repetition is the positive thing when we want to repeat certain skills and
certain ideas and redundancy is when you know maybe that's not the best um it's not not the best strategy to uh do something that's maybe redundant. So we're focusing on um skills and texts and when those work best depending on
what grade level. So for example, we've talked about, you know, moving a text up or down a grade level uh for various reasons or when to teach a certain concept, when to reinforce a certain concept. So that's uh coming out of the curriculum map work we've done through professional development. um LMS
teachers have attended a webinar uh entitled implementing multi-tered system of support uh focusing on helping helping all all students read especially students that might be struggling. Um so a little bit more of a focused um approach um and focused approach on
helping students that might might struggle with reading um in particular um that middle school that time period is very important. Um students want to uh feel supported and they want to identify as as readers as as students that enjoy reading. That's really important during the middle school uh
time period. Um that's that's a critical time. So that was the webinar those teachers attended. And then finally um for professional development um the Littleton Air Shirley high schools we worked together um across the curriculum
and worked on some AP uh offerings. So AP lit teachers as well as AP physics. So talking about not just content but sort of best practices. Um so that was um something that came out. Also we're expanding um or we're looking to expand
the AP offering uh in the English department at the high school. So we've traditionally offered usually just AP language but um if we have um the demand we'll also include AP literature. So, we're uh looking to expand if if there is student interest
there. Um, a little bit more specific. Um, this is one uh highlight or one particular uh learning unit for eighth grade uh with Ms. Abbott. Um, so the eighth grade Holocaust victims project. Um so in this project eth grade uh
students engage in research um and learning about um individual lives of people who um were victims of the Holocaust, developing historical empathy uh and understanding through personal stories while meeting critical research
and presentation standards. And this project it mirrors what happens um at the national Holocaust memorial and sort of getting an ID and learning about um an individual's experience and sort of personalizing um that history and
connecting students with individual uh victim stories. And that learning unit uh culminates with Ellie Bisel's after Awitz uh his speech on remembrance um kind of reinforcing learning about the
past and how that connects to like present responsibilities that that we all have. So that's a very powerful um learning unit for those students. And at the sixth grade uh hexagonal thinking activity which some of my colleagues had learned and have been doing. It was new
to me. So I learned about hexagonal thinking. Um so this is a powerful visual tool that uh promotes critical thinking and creative discussion. Uh this exercise is this exercise has students uh connect um ideas in different ways. And the interesting
thing about this is not just uh what students sort of what their opinion is. So these hexagons could have a key word, a character's name. It's less about um their opinion. It's more about making connections but also justifying their opinion. So that's something we're really working on at different grade
levels, right? The idea of uh having a claim but justifying that. So why did you think um that character was, you know, the most interesting or why did you think that character was most responsible or why do you think, you know, this theme was the most prominent? So not just saying this was the most
prominent theme, but to sort of defend and justify your thinking. So this activity um helps uh reinforce that. And then they uh they did this um with a couple of books at the sixth grade level, but um Miss Dana wanted to point out that um when they were doing red
scarf girl, this was a point of emphasis. All right. And then um the next slide is about MCCAST review. We uh we spent some time um throughout the year um analyzing and preparing for the MCCAST and sort of reflecting on on how
that went. So I'll just read some of the bullet points. So some of the strengths uh there's been some above average performance. Students consistently outperform state averages on most of the assessment items and there was some typical growth. So achieved 46 uh
student percent student growth percentile in English and there was some significant achievement gains in some areas. So 13% increase in students meeting or exceeding expectations. So um an increase from 53% to 66. uh there
were some challenges. So some uh performance differences. So uh 32% of students only partially meeting expectations, a rate that's doubled since 2021. So that was a challenge. Um so there's improvement needed uh focus sorry focus required on developing
skills to increase the proportion of students meeting and exceeding expectations. Uh so there's been some strategic intervention. Um, we've worked to strengthen early academic support and tutoring in the ninth and tth grade uh grades, particularly for students with
IEPs. Uh, some improved uh preparation strategies. There's been some datadriven adjustments. So, uh, the English department, we took some time earlier in the year. We we took time together um and we collaborated and we sat down um as a department at the high school to
analyze item performance. So we went through item by item um especially for word problems and open response questions. So we went down to a granular level um and so we're working on revising diagnostics incorporating student MCCAST history and enhancing
formative assessments with MCCAST style exemplars of collaborative planning is another important strategy. Um so providing regular planning time for content alignment and targeted MCCAST prep and finally targeted support. uh monitor performance closely, implement
interventions for struggling students, and strengthen special education collaboration. So, those are some of the uh uh strategies we've we've implemented. That is my presentation for the English department. Thank you very
much. Thank you for sharing. Thank you. Um, we'll start with our virtual uh committee members, Janine or Venal or Elena, do you have any questions for Dave or comments? I very politely put my hand up.
Okay. You can choose when to call on me. How about now? Yeah. How about now? Okay. So, visually I can't see the hands up right now. So, that's that's a challenge for me, but Oh, okay. It's Dorothy, I guess, that can see them. Um, thank you very much for your
presentation and I'm um I'm thrilled that you were able to get the book uh when the emperor was divine to collaborate with the social studies department on the genocide grant. That's really awesome. Um but I so I have a question um about
MTSS. The teachers went to the webinar. Um were I know that UDL is also a priority at the middle and high schools. Um during that MTSS webinar, were you
able to um were there any takeaways that would align with the priorities for UDL? Um or if it if not in that specific situation, do do you have any examples of how UDL is being implemented in the department?
So, um I did not attend that webinar, but I did talk to um the members that did attend. Um, and I think the connection with UDL, I think, um, the connection really is the idea of
repetition and knowing that, you know, at the top tier, right, certain students, a certain percent, they're going to understand that first time they're reading something, that first time that a lesson is is brought. Um, so I think the connection is even with UDL,
even with a great lesson strategy, I think some students are still um going to need some more targeted support. So there is some overlap and I think there is some sort of nomenclature of like, well, where does UDL begin and where does um where does another
strategy end? So I I hear what you're saying on that. Um, so I don't I don't have anything uh too specific um to answer that right now uh because I didn't attend the webinar, but I do know that um I think MTSS is more when the
best strategies even a a wellplanned lesson that incorporates UDL for whatever reason there are uh certain students that still might be struggling and they needed even more um targeted support. So I think there is a connection. Um so UDL I think is is
really the starting point but um even when that's maybe not adequate enough then that multi-tered support um is is helpful to bolster the UDL. Yeah. Yeah. I would love to next year um to really
try to integrate that more like if UDL is you know universal design for learning like the whole point is to improve access for all students there you know if you use UDL strategies to identify barriers in a lesson for all
kinds of learners then it can lead to the MTSS supports. So it would be it would be great to pursue that in PD next year so that um teachers are all kind of rowing in the same direction regarding UDL and MTSS. But I'm um also want to
kudos for using hexagonal thinking. That is an amazing strategy that um you know once your teachers have gained some access with that like there's so many different ways to use that like for unit reviews um student discourse. It's it's
really a fun and very impactful strategy. So really glad that your teachers are using that. Yeah. And it works at all levels. So I just learned about it recently myself. So it's it's pretty interesting. Yeah. Thank you very much. You're welcome. I have a question about um not so much
question about the LMS newspaper. I didn't realize we had one. So, I often hear people say in town, you know, geez, if we only had a newspaper and we could know what was going on, we'd be much more informed about all these projects and all of the all the things we want we'd be much more informed about all the
things we want to complain about aside from the school department. Um, is there any interest or is there any ability for the high like I would be missing my opportunity to ask the question. Is there any opportunity for the high school to run a townwide newspaper where folks would have an
interest in covering certain topics? It would be a club. It wouldn't have to go to print. I would imagine today's day and age would be available online. They certainly wouldn't need to cover everything in town, but um topics that would be of of interest like 550 King
Street, then what's going on with the planning board or what's going on with finance committee or what's going on with the schools or cover some big sporting events. Um I just I I just pose that question to you as the LA curriculum coordinator for high school because I think that would be well
received by uh those in town that are looking for more information. And if the students were certainly like, "This is a great idea. This is like real editorial stuff. I'm going to have readers on the other end." Um, most people get their information from Facebook and obviously
there's a huge bias to uh who's writing that information. You know, the comment section of Facebook. Um, the town newsletter is a wonderful addition to folks, but that's again this the the uh the committees themselves putting forward information
that they want to share. doesn't have a you know an editorial uh component to it where they're talking about both sides of an issue. So have we had one in the past is it yeah I so I don't I don't think so I can't um memory I can't think
if we've had one in in many many many years. So, you know, the first thing that comes to mind when you mention that is like maybe like a journalism or whatever again like you know, whatever that class would be, but like a journalism like elective would like that would make a great deal of sense. I think I think I think right now the
thing is with the club um a lot of these projects kind of little bit labor of love and it takes a while. So, the timeliness I think that's the key. I think there would be an interest there. Um, I think in particular if there was a journalism club or a journalism class, I think that would make a great deal of
sense because right now a lot of the things that students are writing, like I mentioned when student was doing like book reviews, so it's not quite so, you know, not not quite so timesensitive because sometimes it's just the turnover. Sure. To get something written, especially because this students are doing something sort of like it's extracurricular outside of the
class, right? Yeah. So the first thing that comes to mind is like a journalism club which you know if there was interest we could start or like a journalism like elective elective. Yeah. And I'm not sure if we've had that in quite a while. Yeah. Yeah. I think the challenge with a like a townwide
newspaper is the economics of it. Yeah. And we're you know the idea is not to take advantage of the free labor associated with uh high school students. But if it was, as you're saying, if it was an interest of theirs, it's a perfect match to say, you know, if you like the experience, what's going on in
town, let's get out and cover these topics and let's get the information out there. And I do know students are are interested in like local politics. I I know that, you know, so I think if it's sort of like, you know, an issue that's, you know, going on here in town, you know, whether it's political, economic, or whatever, uh I think I think there is
interest. Um yeah. So I think I think the answer would probably be um a club. If you ever hear interest from students who want to promote a club, I I know that it receive support from the school committee and select board and finance committee. And I know it's it's pretty
easy to start a club at the high school. Really, you just have to get a few people who voice some sincere interest. So that that's something I'll bring back. Yeah. So I actually saw something. I don't have the full context on this, but I guess uh the teacher Elizabeth Barry. Yep. Okay. Yeah. Yeah. Exactly.
So, she's an English teacher at the high school. Yeah. She does great great work. Um but again, it's sort of just, you know, extracurricular a lot of times and so sometimes a year students have more more time than others to to write work on a piece and revise it. So,
but she's worked in the um in the editing and publishing world outside of teaching and stuff. So, that's great. Yeah, just to build on Justin's question, um is there a debate club at the high school? Uh not to my knowledge. We have in the
past um had a public speaking elective in the past. Um so that's that's you know es and flows. We've had that. I think um public speaking in 2025 and in the future is is very important you know especially you know you know what do we
need to do with AI and all that I think public speaking is super important so um that's something we've had in the past so again there's only so many offerings that we can have but that's um we we we haven't had a debate um you know class we've had public speaking um and there
is there is a debate club I believe but I'm not sure that's not something necess necessarily under the English department um purview. So I I'm sorry I don't know off the top of my head about a debate. Yeah, I think there might be we've had one over the years. I'm not Yeah, I just
can't remember how long ago it was. Yeah, we we've tried really hard as a high school. The staff has done a great job of of tapping students interests and determining electives on that basis, which I think is really important. So who knows maybe we have some students
out there you know public public speaking you is is something it's a it's a skill that everybody needs in this day and age. So if there is interest that would be something that would be very advantageous on the same oh go ahead you
know I guess to extend that conversation uh I'm very proud of of the experiences our students have in our classrooms right from kindergarten to to grade 12 all of our curriculi are are tailored to
promote engagement and communication and public speaking as well so we've come a long way in our district field in the last number of years in that area. Um, whenever we have students uh speak at an event, it's very clear that that they've had that opportunity
to develop those skills. But there's also other opportunities maybe to if we have student interest to to uh, you know, refine it a bit and just have a more of a condensed approach. The reason I was asking is is um if if
there was a debate or even in any of the classes maybe both sides could be summarized as an opinion section for um the town newspaper like that would be a really welcome contribution to get student viewpoints on both sides of an
issue which is a piece that we don't currently have in the town newsletter. So, if that ever happens in any of the English classes, um you can reach out to me. I I do the submission for the school committee for the town newsletter, and that would be a a very welcome uh piece
to add to our contribution. Great. Thank you. Yeah, because I I think anything where students are sort of getting their work published in in a different setting is important. And you know, in my classroom, something I point of emphasis has been like writing contests. You know, that's something that we we spend more time on. So, but
um that that offer, thank you for offering that. I'll definitely um keep that in mind. Thank you, Janine. Are you guys all set? Yeah, no questions. Thank you so much for sharing. Thank you. No questions.
That was excellent. Thank you. Thank you. Thanks, Dave. Appreciate that. Right. Next up, everybody come up. Is it one at a time or everybody come up together? Up together. Oh, together. All right. It's
a combo effort. Jessica Ducey, Janai, Amy Metaf, Bria McKinley, Heidi McGregor. All right. All right. I'll be the first one up. Uh, my name's Jess Ducey. I'm a first grade teacher at Shaker Lane. Thank you so much for having me tonight. Um, thank you to Beth
Steel for organizing all of this and making it go smoothly for us and helping us with the slideshow. Um, I am going to be Oh, would anybody else like to introduce themselves or would you like come up by ourselves? All right. So, before I start, I'm going to jump right
into because I feel like that is one of the most important things in elementary school. Um, I'm going to show you an elementary um check-in. So, you're going to pretend like you're an elementary student filling this out on an iPad. You don't really need to fill it out. Um, this is
all confidential just like it would be with students. So, um I'm going to look at the TV. So, we have some big feelings in elementary school. Really, at any age, you know, I'm 30. Still have some big feelings. Um by the end of the day, our kids can be exhausted. Physically
expressing themselves may be difficult. So, a lot of us have opted to use some technology to give students at every and any level an outlet to process and express their feelings. So, I gave you all, you know, a different sheet, but
they are on the slides, and there's four options for the students to partake in. They don't have to do every page. They could if they wanted to. Um, but it asks how they're feeling right now. And we have voice directions. That way, if students are struggling with reading,
they can just listen to it, which is a great um tool for all learners. And then they have the visual icons, the emojis, and then they can rate their day. I love when they rate their day. They can record themselves and give us an answer. I love hearing why. Um, a lot of them
are positive, you know, but it's nice to hear when we have some some issues that they can process out with us. Um, we have what was the best part of your day and those are like all the academic subjects, but again, they can always record so we get some extra stories in
there. and what was your least favorite part of the day? That one sometimes can be a fan favorite at the end of the day, but it's just a great space for them to feel safe and express even if it's a small problem. And the last slide would be, is there anything else you want to
share? They could draw, they could write, they could record themselves. So, this is just one way in elementary school that we give kids a safe space to express their feelings in multiple different ways. And I think it's been really positive. Some people do it in the morning, some people do it in the
afternoon, and some people do it at both. So yeah, that's just one activity. And now we're just going to move on to SEAL in general. So at Shaker Lane, we have heart, which is stands for honesty, effort, acceptance, respect, and taking
responsibility. We enforce this concept at community meetings. Um that's when everyone comes together and we focus on maybe just the age and how we can be honest with each other. and we do a greeting or an activity and sing a song together. It's very age appropriate,
very fun. Um, thank you Shane for leading those with Michelle. Um, and that's just been a long-standing Shaker Lane tradition. We then we have our SEAL special which has been great for our early learners. This really helps them
process emotions, um, identify emotions, come up with strategies on how they can deal with big feelings. Um, there was a picture and I think I might have moved it. Sorry about that. But there, you know, second graders play cooperative games to practice how to be good sports and handle competitiveness
because of course we know in elementary school things can get pretty competitive. So they need to learn how to deal with those things. Um, something our admin have been doing lately are diversity. So, I'm so grateful to Rebecca Deacon and Michelle Kane for
coming up with this on their own and coming into our classrooms and reading a diverse book of the month to our students. And it's really nice because sometimes they give us a nice little break, they'll settles, to go for a walk or get some water. It's very, very kind of them to take time out of their busy
day and to spend time with the kids because I know that they got a lot on their plate. So, it's nice for the kids to be able to interact with them in a positive way like that. Um, and then we have our second step second step curriculum that we're still using. This
is really, you know, an opportunity for kids to again identify those big feelings and work on ways how to handle when things come about. Um, Rita, do you want to come up and talk about Russell Street? at Russell Streets. Um we also
have the Stripe program. Um I'm not going to go through it, but the the the acronym stands for all our um uh core values. Um and we have had an assembly for each one. So for instance, for um take responsibility. We had an assembly
and the students got an opportunity to see some videos, what would you do videos and students played uh in the video certain scenes and then others volunteered from the assembly. What could you do in that instance to help
support someone who had an argument or had lost something or what um what the videos showed. Um all of those uh assemblies give students a chance to participate and just share what these different core values mean to them and how it can impacted in different spaces
in our building. Um we also have the chillville calm space at the um lobby where students can take a break um and the classroom calm corners in almost every classroom to allow people to have time to to step down or um have a moment
to themselves for students. The second step curriculum is scheduled into our classes as well. So that there's um uh lessons um every week on the second step curriculum to give students an
opportunity to um um play act ideas or to deal with issues and to give them strategies and supports that they can use in their daily activities. All right. So, we're going to move on
from SEAL to LEA grades I think LEA. Sorry, it's been a long day. ELA grades K through five. So, we have foundations which is our phonics program for new awareness for Heggerty and Geodess is now part of our Witten Wisdom program.
So, Geodess we use in our small group reading sessions that aligns with Whiten Wisdom and foundations. So it's great that it aligns with both curriculums because it really creates that fluency for the early learners. Um so for our if
you can see on my side of the slide foundations we've been using a lot of technology in foundations. So in addition to all the curriculum like physical pieces that we get technology has been a great addition because it makes it more interactive. So, we work on syllables. We work on fluency
development. This really helps the kids be able to develop that ease into reading. Um, you can see the geodess being used in a small group reading session and they're using whisper phones which they love to read and it helps them hear themselves and read smoother
and faster. The geodess are super engaging and they're not, you know, they're brand new pretty much so they're not outdated. They have some fun images and updated texts. Um, again, Foundations works on reading fluently, so it teaches kids how to not read like
a robot. And we constantly do a drill sounds warm-up, so they're getting that repetition. Heerty has been awesome, too. That's kind of like it's a very, very quick little time where they're working on verbal repetition and
developing those phmic awareness skills. And the district is awesome enough to provide lexia for the kids which all the kids love. Um and this again just reinforces all of these skills that foundations heard and what wisdom in the
geodess are to us. Okay, I'll go from there to um to talking about Witten Wisdom which is our reading and writing curriculum that um this is our first year of roll
out of Wit and Wisdom K to five. Um and it is a knowledgebuilding curriculum that um focuses on developing critical thinking by reading rich text with deep vocabulary um engaging classroom discourse whether partner to partner or
in small group activities or in full class activities. Um and there's also it's integrated reading and writing. So there's lots of opportunities to respond to the reading um with writing based with task um based on the uh writing
task based on that whether it's narrative opinion writing um um or um um writing nonformational um pieces. the um some of the things that are on this particular
site. For instance, the talk talk gives an opportunity for students to engage in writing discourse. So the students will um be have a prompt or a discussion point and they'll be writing their responses. We call it letting the the
marker do the talking and then other students will come and respond to what they've written and add their own evidence or agree disagree and so move on. And usually that's done in centers. So you're moving from question to question about the particular topic. I
should add that with wit and wisdom for each grade level there's four modules. Each module focused on a specific social studies for science topic. And as the students go through all the lessons, they are diving deep into those topics,
reading great books, um looking at art related to the topics, listening to music, and in all of those cases using uh discussing them, writing about them, and always providing evidence to support their thinking.
One of the um classroom discourse models is the Socratic seminar in which the teacher really um sets the question but then takes a step back and students who have spent time researching taking notes
um on the particular topic are now engaged in a discourse um in a circle uh uh essentially passing the baton um from one to another. So as one person speaks, others listen. They might um comment,
they might add on, they might um have a different opinion and they learn that that valuable skill of discourse um in that engaging way. We're going to actually do that here today with a little bit of volunteerism. I hope you don't mind if I have you participate in
this activity. The particular Socratic seminar we're going to do is a town hall meeting. Um and in the what we're finding ourselves on the eve of the Boston Tea Party um and um can I go to the next slide please Lauren?
[Music] So there will be some roleplaying in this and this was done in the fourth grade in their third unit when they it's called the red coats are coming. The um essential question of that unit was the
importance of looking at different perspectives from all sides for an issue and the issue of course was the revolutionary war. In this particular case, we're looking at the issue of should we or should we not dump the tea on the ships into Boston Harbor. So, what I'm going to give you is the book
Colonial Voices. Um, and you'll be given a character that you'll read about, and I'll give you about a minute or so to read those charact that character's words, and you'll be thinking about um the occupation of your character and what their opinion is on whether we should dump the tea in the harbor. A
good idea or a bad idea. Um, I would also need a volunteer moderator for this. So, I'm looking for someone who would like to lead the discussion and I have a script for that. Not to fear. Any volunteers?
Excellent. I'm going to hand you this now along with your babble. Oh, yeah. She said that first. That's you read that and I'll come back to you. And in the meantime, I'm going to distribute Colonial
Voices. I've tagged your role. Please turn to that and you can read that. I'm going to come back here for a couple of volunteers. Elaine and Janine, you guys got off the hook.
I know, right? Well, I'm not happy about that. I was when I when I realized I had to attend virtually, I was and that you were coming, I was like, "Oh, no. They always have a hand-on component that I don't want to miss." And here you
are. So, I wish I was there. Um, as you finish reading, you can give our moderator um your um silent signal a thumbs up to let her know you're ready. You know your viewpoint. You know what you'd like to
say and she will start our town meeting. We've gathered here today to decide the fate of the tea that sits on the ships in Boston Harbor. Governor Hutchinson has refused to send the tea back to England and has demanded payment of the
tax on the tea as the king has ordered. The Sons of Liberty want to hold a tea party tonight. But do you agree? What is the fate of the tea? Raise your hand if you wish to speak and wait to be called. When I call on you, stand up. State your name and your occupation before sharing
your views. Our vote at the end of the meeting will be, shall the people of Boston support the Sons of Liberty who want to dump the English tea into Boston Harbor. We will begin our town meeting now. Beth, would you like to share your views
on the topic? I would very much like to. I am the Mary Goodwin. Not that I've heard you call Mary J experience. Um I am the miller in the town and um it's just a small tax. I really feel like we
should just pay the tax. That way my um customers can sip their tea while they're shopping for the latest fashions. news. Who would like to go next? Um, Sean. I'm the shoe maker. Uh,
although I would like to, uh, play to all audiences to have customers across all lines. Uh, at this point, the tea tax must not be paid. Thank you. Who would like to go next? Kelly, the tavern keeper. Uh I have to
say that having tea uh in the tavern is is paramount in in my survival in terms of keeping the business afloat. Uh I feel that the uh tax proposed is reasonable and will not affect my business negatively at all.
Uh I am the blacksmith's slave. I'm I'm not sure that I would be speaking uh at a town meeting such as this, but if I were, um I think I would feel like uh I myself don't have freedom. Uh I am a slave and
you people talk uh your fancy talk about freedom and liberty and you don't want to pay your taxes. You know, what about me? Just if you're not if you're going to fight for for your own freedom and liberty and relief of taxes, maybe we should do the same for all. So consider
consider me when you're thinking about yourself. Would you? I will talk. Um I am the printer. My job is to keep folks informed and I believe that we should it would
benefit me if we do not pay the taxes because we will keep talking about it and it will keep being in the press and I need that for my job. Thank you for sharing. You're welcome. I am the silver smith's apprentice. uh
we are the ones over here doing all of the hard work and don't see anything in return from those across the across the sea. So we will not pay because we've had no say. But we should dump that too. Anyone
else? Okay, it's time for us to vote. Shall the people of Boston support the Sons of Liberty who want to dump the tea the English tea into the Boston Harbor? All those in favor say yay. Yay. Yay.
All those opposed say nay. Nay. Nay. Save the tea. Well, the yays have the vote that she will into Boston Harbor tonight. Great job. Well done all. Thank you for
that. We can go on to the next slide. Thank you for for participating. So, um this is my slide and now I'm going to ask you to participate again with a little less stakes. So, you don't need
to read anything. Um so, I want you to do a notice and wonder like we do with our kids in this win wisdom curriculum. Um there are three pictures on the slides. They all have something in common. Does anyone want to let me know
what they notice about that? They're windmills. They are all windmills. Great job. Great observation. These are all windmills. So, we're specifically talking about the types of lines that were drawn in this all of these paintings. So, there are
horizontal lines and there are vertical lines that go up and down. So what I want you to do for the next minute, there is a timer on the TV is take a look, think about what you notice, think about what you wonder and
get together and share and then we'll call on volunteers. You have a minute. Yep. I can call people here. I want to start talking, you know, You want you could you could just talk
across. You're giving us a minute. Thank you. Thank I'm giving you 30 seconds to think. 30 seconds and then you're going to share. I'm going to call this Are they student? [Music]
Are they not? No, no, no. This is PA pa mandrin. No, this would be I was very impressed. Actually, you know what? My class my first graders dream motor skill. Yes. All
right. Okay, the timer is up. Can I have any volunteers tell me what they notice about these paintings in the specifics of the lines drawn or a wonder they have? Miss Garissi. So, we noticed that two of
the paintings had more realistic color and feel to them, but the lines were a bit soft. And then the third painting felt more abstract was a word that Miss McAff gave us. It was more vibrant uh but the lines are sharper and more
clear. Any observations? We have any wonders? Any noticing about the specific vertical and horizontal lines in the pictures? I can give somebody a hint if it will help. If you look at the first two paintings on the left, well on the
left side, they have more vertical I mean um horizontal line drawings um you can see more of a horizon. The windmill at the top goes mostly across. Um there is still aspects of vertical lines in
those but um more horizontal in the first two. And then I think we can all agree that the right picture has more vertical. Oh yeah. Thank you for participating. Ela let you know. Oh yeah. I have a I have a notice and
wonder. So I noticed that there are there are horizontal lines. There are vertical lines. My wonder is how do horizontal and vertical lines combine to make I might not have the word diagonal but that's the word I'm trying to
express. That is a great wonder. I think that, you know, sometimes I I don't have an answer for that, but I think it was a great wonder. Thank you so much. Yep. Wonders don't always have answers. Yeah,
exactly. Exactly. That's what we do with our kids. Well, thank you for participating. So, I think we're ready for the next slide. I think you just said to hit it again. Okay, perfect. So, now we're going to talk about math, grades K through 5. So,
K through2 math. Um, we are all doing HMH into math. And this we are really working on incorporating project based learning in our early learners because this is how they're really going to develop a love for math and get that hands- mind connection. Um, we create
crafts that align to all of the standards. It's never just busy work. It's intentional. Um, we I love one thing we love about the curriculum is they have math routines. So, these are quick like twominute math routines that pose a question that can be answered in
multiple different ways. It's just to spark a conversation and, you know, develop that creativity and critical thinking between friends. So, I think that math routine, it was like a group of geometric shapes and we had to ask the students which group of shapes don't
belong and why. And there was like so many reasons. I don't think that the one on the left belongs cuz it has four different shapes combined into one. I don't think the one in the middle belongs because it has a triangle and everything else is a rectangle. So, it's really pushing them to use that math
language. Um, just like I said, you know, we're doing project- based learning. In that picture, we have Froot Loop necklaces up to 100 where they're using 10 frames to make a Froot Loop necklace. So, that's just adding fun to their learning. Again, we have games
that completely align to standards and we let students lead the discussion and be the teachers. Um, Wagwell has been a great technology piece in this curriculum because it has review videos, it has interactive games, and it's
really fun for the kids. and it's an independent thing they can do on their own while we're working with kids and groups for assessment. So, we really love it. I'll go on from there to talk um we still have to math uh at Russell
Street in grades three to five as well. Um and that um building on number sense continues. Moving on into multiplication and division, fact fluency, fractions, volume and then strategies for multi word problems is a big focus. And that
whole concept of productive perseverance being able to continue even when something is difficult to increase their learning um is a big focus. There's lots of hands-on games and manipul manipulatives used to support um that
the development of mathematical thinking. We also have Waggle. Um this year um we have Reflex um which is an online adaptive um system for practicing math facts, all the basic math facts from grade two all the way to grade
five. And that has been a huge help in uh building foundational math back fluency for students that has helped them tremendously in being able to then attack with more confidence the more complicated problems and word problems.
Um we are actually going to um do an activity. So if you go on to the next slide, I hope you'll um participate in this activity as well. Um this um you can do this at home as at well on this
zoom. Um this activity you can see is called a check understanding. This is something that's used by teachers to get a quick tip as to how students are doing um on a new skill. And in this particular fifth grade unit
uh students were working on the order of operation. And so the teacher would be using this to get a quick assessment as to how students are are if they're understanding, not understanding um and use that information to pull groups the
next day to retach um um and uh or to move students forward from there. So please do number one. That's the problem I would like you to do. But if you have additional time, you may go on to number two and number three.
Of course that it's a higher level thinking and you have to not just evaluate something but you have to explain what is wrong and what you're explain errors is the question. Um and I
bet you found some errors. Does anyone take a stab at it and volunteer? Yes, please. With pendas, you would start with the with the parentheses. Instead of dividing 12 by two, you would first add two to four.
You add six and then divide the six into 12. Yes. Yes. And and that really this whole problem hinges on knowing that pendas and that would be what the core structure would be on um parentheses
first then exponents etc etc the multiplication division um addition and subtraction left to right and once students have that then that becomes a much easier problem. If they don't then it's like a quick okay let's go back to like what we need to do first to attack problem like this. But thank you for
participating. Did you did you all Thank you. Okay, we go on to the next slide. Thank you. I'm Amy Metap, what grade teacher, and I just want to show you
um um you can see on the screen what uh content we teach in science, the font curriculum, and it's very handson and engaging. In your kit, you have um the components that grade students use to build electrical circuits. So, if you're
feeling adventurous and want to give it a try, uh, see if you want to build the circuit and if you want a little bit, um, of an extra challenge, feel free to incorporate this witch as well. Um, and I can normally students would work with
and partners. It's a lot of problem solving and um collaboration to get the um yeah to get her and like bend the spring to put in the
wires. So uh yeah, by the time our energy unit is over, students are experts at um being able to work these components for sure. So, and they're removable. So, if you need to pop them out, they'll pop right
back in, too. So we spent um a lot of time on this energy unit and we um students are exploring the uh energy transfer and in this case they'll get to see the energy transfer from the um D cell to the light
bulb. Does it? Not in this case. Sometimes it does matter. If we're using 2D cells, the direction of the battery will make a difference and that is a a learning experience for students. But in this case, and then sometimes what happens um in the classroom is if the um circuit
doesn't quite work, the light bulb doesn't quite light up and we have to uh it's a lot of problem solving like is is the del uh good is the battery uh at the contact points. Um is the light bulb good? So good. All right. Good.
Wasn't sure it was going to happen. It's been a little while and then um we can always differentiate by um adding extra components. So um adding those switches, motors, what happens if you add another light bulb to
the circuit? What happens if you add another D cell? So always ways to to build an extend May I put that? Sure. And usually the students are working in
partners. So get it, Kelly. They're close. Let's see what you got. [Music] You should go. Yeah, I know sometimes and that it is more
that happens kind of frequently than we would what we would that's an example of um so our science curriculum very very hands-on with all the activities we're rolling um balls down ramps exploring with
collisions so a lot very engaging um for the students, very collaborative. I hope you had fun with that. Thank you. Thank you. More water. Well, short changing. Can you explain how how that's what
we're supposed to do? The switch. Yeah. The switch is um the ability to control the circuit, open and close it. And then when we build and then we build electromagnets and that's a way also for us to um for the students to to kind of
control and yeah thank you so [Music] much the students are really good um with all the components And um All right. Thank you foring.
So I'm Sha Garisi. I teach second grade at Shaker Lane. Um and you can see on the slide the different science units that all of the grades take part in with the boss system. And if you look closely, you'll notice some of the concepts come back a grade or two later, which is nice to kind of expand upon
prior knowledge and um incorporate like that next level of learning. I know in second grade we cover landforms with pebble, sand, and silt. And then there's a landforms poster over on um the Russell Street side of the slide as well. So they're getting that background of do you remember this from a few years
ago and let's take the knowledge further. Um one of our units is insects and plants. So I have some meal worms here for you today. Well, that's pretty tasty. Um, if you don't want to test them with your fingers, you
can dig through with the spoon. Hi, protein. Uh, so they arrived uh a little late, but we were able to take a look at the different um stages in the life cycle for insects. We also have uh painted
lady larvae in our classroom. So, the meal worms themselves when they look like worms are the larvae stage. And you'll notice there's another um distinct stage of the life cycle in your books. So if you want to kind of dig around in there if you find one. Does
anyone know what that next stage is called or how to guess about it? It looks a little different than the worm itself. There's also a sorry pupa. It is the pupa. Stop dr.
The second stage in the meal worm life cycle is the pupa. It's the one that looks a little bit like a mummified. It's actually really cool. Um last year we saw like happened to just catch on our science day one of the meal
worms um as it was changing into the puba. So the kids could see kind of how that formation happened. Does anyone know what these will eventually become? Moss. Moss. Yeah, that's what the students guess a lot, too. Uh, they are dark beetles. Beetles. So, they'll turn
into little beetles. Yeah. They first start brownish red and eventually they turn black. What? What grade is the second grade? Like, are you smarter than a second grader? That's what the kids say, too. Yeah. And then we also have um the painted lady
larvae in our rooms which will uh form a crysalis as their second stage and then or next stage and then eventually turn into painted lady um butterflies. So and then along with it I won't make you do a an insect recording sheet but there's an insect recording sheet so and a
magnifying glass in there if you want to get a closer look but students will um observe them. They'll draw them in the little magnifying circle on the record sheet and then write some notice and wonders about um that stage of life for
the meal worm, things that they see. Um we also project them onto the screen for pits that do not want to get up close and personal with the bugs and touch them themselves for insects. Uh so they can see kind of changes happening. The larvae will increase in size a couple of
times before they form the pupa. So, we've seen them like shedding a a skin before on the camera as well. So, it's a nice like hands-on experience for them to learn about the life cycle and we do it along with the life cycle of plants. Uh, so they're getting information on
plants and insects anytime that is elementary science. Again, don't let them run around. You'll need Yeah. Thanks. Very cool. Quite active underneath the magnifying glass. Yeah, they move around
quite a bit. They get very wiggly. They notice the different body parts. We're good for the next slide. Uh oh, wait a minute. You're next. Sorry, we're later for some reason. Come back. Surprise. I didn't think it was. All
right. Heidi McGregor, KTO to 5 STEM integration specialist. Um, this is the synopsis of our KT to 5 STEM integration projects. Um we have a
trimester based um approach so that each trimester every student has an opportunity to do a STEM project either in Shaky's imaginatorium um at Shaker Lane or at in the think tank um at Russell Street School. I did put stars
on the ones that were new this year or newly updated and when I counted them up I was like wow we had six no wonder we were so busy this year six kind of new things which was kind of exciting. So, in kindergarten, um the three little pigs paper and wood exploration, that's actually not a brand new project that we
do, but um it was a newly um there's a new focus to it because in our new Witten Wisdom um program, the students actually read the three little pigs um really in depth. Um and it was really noticeable when the students came to the Magitorium. They built houses out of
paper and wood and then we dressed up our wind tunnel like the big bad wolf um to try to blow their houses down. Um and really it's a science exploration about the properties of paper and wood. Um but the ELA component was really exciting
this year because the students were able to recite the story from memory. Um and they had a lot more context around the characters. Um a lot more engagement. Um, also in grade one, I'll just kind of skip um through, um, in grade one, um,
another Witten wisdom connection was, um, that the students learn about harnessing the power of the wind by reading, um, uh, the story of the boy who harnessed the wind. Um, and what they did was they came down to the, um,
Shakysitorium and I gave them golf balls. Sounds a little uh, heavier than they really are. They're like a whiffle ball, a golf ball sized whiffle ball. Um, and the students had to figure out a way to get them to fly um in our wind tunnel, which is a um a tube, the fan on
the end of it. Um, so they were parachutes and butterflies and lots of really unique um designs that kids made with different materials. Um, and then in grade four, we are updating um a social studies project together. Um,
we're doing a regions road trip with our root robots. That is yet to happen this year. It's going to be at the very end of the year where the students are going to use their knowledge of the different regions of the United States and they're going to design road trips and we have giant maps on the floor and they're going to code their robots to go to
points of interest um in the different regions. Um, and then in fifth grade, we had a new math project this year called the volume zoo. Um, where students used their skills with Tinkercad, which is our 3D, um, design tool that we use
starting in second grade, um, all the way through fifth grade every year, there's a project where they use Tinkercad. Um, and actually the picture of that little yellow guy with the googly eyes right there, um, that was one of the creatures. So students had to create a creature using only um
rectangular prisms. Um and then they had to figure out the volume of their creature and then we printed them out on the 3D printer and as you can see googly eyes and there were a lot of feathers as well. Um and we displayed them in the
library for a couple of weeks. So the the entire fifth grade um did that at the same time. Um, and then just a couple of new resources we have. Um, Littleton Electric, I which I believe um, school committee has already seen our new VR goggles, but I'm super still excited
about them. We've been integrating them into so many different things. Um, too much to list. Um, but we're thankful to them for for supporting these virtual reality and augmented reality. These goggles have multiple functions. Um, and
just recently, um, Kristen Hemis, um, from our art program and I collaborated on a grant from the LEF, um, and we got six chomp saws. Um, you should Google that because it's really they're really neat. Um, but there are these electric cardboard cutting tools that are safe
for kids. They have like a little wire that goes up and down and you just feed the cardboard through it. is she she is teaching the students how to use them in art class and then we're going to be able to use them for our STEM challenges as well. All right, next slide,
please. And then probably the big thing that's happening right now is we happen to be right in the middle of our fourth annual districtwide prek to grade 12 STEM challenge. Um, this year our challenge is called The Can Do Arcade.
And it's based on um a story that came out about 12 years ago about a a boy in California who built a an arcade out of cardboard. Um, and it became this internet sensation and um, millions of
kids around the world have made cardboard arcade games inspired by this boy Kane. Um, and we're doing it this year. So, we've got over a thousand students participating in this from preK to grade 12 um during this period of time. So, we started April 28th, we end
May 29th. So, um there's a lot of cardboard happening in Littleton right now. And these three I don't know if we can actually play the videos, but these um are just repres students participated this year for the first time. Um they came to
Shaky's magitorium. Um, they learned how to use screws and screwdrivers and they built their own Plinko machines for our arcade. Um, they're pointing to the egg curtain has points in it. So depending on where your marble lands, you get different
points. And I will say I lost every round of Plinko that I played that day. They were very proud to do that. Our high school students are acting as mentors for this. So, we have model projects that are posted by men u these high school students who have done just
an amazing job. This is a second grader. Our second graders are building um cardboard their pizza box pinball machines. Um so basically they um are making their designing their own um pinball machines
u by putting the different point values on there. I can kind of narrate a little bit. Um they have different point values and obstacles and barriers and then the popsicle sticks are the flippers um so that they can fling their their marble through their maze. and they've been racking up some points in the sixth
grade. I think the second grade, lot of excitement. The students are using a tool called Padlet um to to record their work so that we can share it between schools. Um and this is just some examples of some fifth graders. Some fifth graders
um have a little bit more um skills, you know, with building and um so they have different materials that they're able to use, mostly cardboard. Um but they um are designing scorekeeping and um there's a group of kids that are going
to be using um root robots as part of their um designs. Um, but really cardboard seems to be everybody's favorite. And there's Mr. McDonald giving it a go. Yeah, they were so
excited when we came in to play. This one was a rubber band where you have to shoot a ball. Um, so the kids, so really what we're focusing on are the our four C's, um, which is creativity, collaboration, communication, and critical thinking.
Um, so this whole project the kids are set up for success. Um, and struggle, right? Like it's not we don't tell them how to make the games. Um, you know, for the pinball, we give the second graders some kits to start with so that they can
be successful, but really it's up to them to use their own creativity, their own thinking, um, communicate with each other and collaborate when they're working in groups. And I do have stickers for everybody. No activity for you, but you get a sticker.
Thank you. And every student gets a sticker that we design each year. All right. Thank you. Awesome. Nice. Hi, I'm back. Um, we're going to talk about social studies next. So, in each of the grades at Shaker Lane, uh we have
different social studies curriculum that all focus around some central skills of leadership, citizenship, communities, mapping skills. Uh we do a lot of hands-on learning for the mapping skills. Um our country and some of the symbols. Uh so, I know you've all been
invited to our little town community day where we build out of cardboard in second grade. Um, but we also take a field trip within our own community at the end of the year to learn about Littleton and how people in the community uh live, work, play, and solve problems together. So, we visit the fire
station and there's a picture of um a second grade class at the fire station last year. We go to Castle in the Trees and talk about playing and solving problems. Um, how the community came together to build that playground for children in town. Um, and then we also
kind of explore and experience fake tech um, as another place for the community. And it's also really great because we walk along all of those places and get to see uh, the placards on the sides of houses from being built in the 17 and 1800s. And we kind of talk about how part of our lessons um, throughout the
year include how communities grow and change over time. So we look at what's been in Littleton for a long time and what's new to Littleton. Uh we also work on as part of our mapping skills. Second graders are responsible for learning the seven continents and the five oceans. So
something we do in our classes is we have them very open-ended hand them a piece of paper in the beginning of the year and say draw the world and we get some pretty interesting drawings in September of second grade. Um, I've had kids draw circles and say my house, and
then circles that say water country, circles that say Actton, and just places that they know. Um, and then by the end of the year, um, in the picture that's up there, when we give them a piece of paper and once again say draw the world, we get seven continents and five oceans
and an equator and they're labeled. And it's really cool to see that progress throughout um, and kind of tracking it through the year as they're learning and and growing and kind of exploring what it means to be a citizen um and what our
world is better. So just to social studies and for Russell Street um we students study things like Massachusetts state history regions of the United States. We build off of the mapping that they've learned at Shaker Lane with
things like criminal directions, US history and government. And I have a very very quick activity um that you can just in your mind um kind of order these. Um one of the fourth grade um skills that students need to know is the date that each state is um admitted to
the United States and uh as well as understand how our nation has grown over time. So I have five states and you can just you know in your mind order them how you think the order in which they were um uh they joined the United States. I have can Kansas students u
make these um uh little states and they will um put the capitals on them and then they'll create timelines in their classroom. So I have Kansas, I have Massachusetts, I have New Mexico, and I
have Alabama. So just I'll give you a couple seconds to just think All right. First, I'm sure you all guessed was of these states, the first to join
uh was Massachusetts. And then the next one might Yeah. So, uh and that was in and uh Massachusetts in 1788. Next of these states was Alabama in 1819.
my guess. And then Kansas, 1861, three, fourth of these states is uh New Mexico in 1912 and Alaska
uh was in 1959. So, but so we trust you. So, that's an example of some of the hands-on collaborative activities uh that uh our social studies curriculum provides students.
Oh, there it is. Oh, question. Thank you. That concludes the program. Awesome. Thank you so much for all the wonderful information, the um all the hands-on exercises. We went through so much. Like I uh we would be here all night if we
each asked everybody a question or wanted more feedback. Um well done. Great job. I'll say I thoroughly enjoyed it. We were tested at times. We certainly we certainly saw a lot. So, lots of good examples, but I don't want
to um Elaine has one. Yeah, I don't want to shy away if want to comment or question, but Elaine, you're muted. Elaine, you're muting. [Music]
Elaine, we can't hear you. Ela, there you go. Sorry about that. No, I'm just kicking myself that I wasn't able to be there on the um very hands-on presentation. So, thank you for bringing that. Anyway, um you're not
getting So, one thing I wanted to congratulate you on is that being able to do a Socratic seminar with elementary students like that's really a a high level um strategy. And um I was
wondering how that is scaffolded as kids get older. I mean that's really a very independent um uh dis student discourse strategy and was curious if this is part of wit and wisdom like how that is scaffolded so
that kids learn how to talk with each other without the teacher leading the discussion. Yeah, it's very hard for the teacher really. That's the hardest part is the teacher has to actually step back, sit down. Um, and they give you a
job as a teacher a once this seminar starts. So, you uh do have really hard work to do, which is you're taking notes while they're talking and it's like a a 16point grid. So, they keep you very busy so that you can't interfere. So,
that takes the teacher out of it. But to scaffold to your point, um the students have been doing a lot of research to prepare for it. They've read a number of different texts. They have done a lot of written response by the point and taken notes across multiple lessons before
they ever get to the Socratic seminar. So they feel like they have knowledge and they have notes to rely on. They've already had many discussions about these topics. So nothing is a a surprise um from that perspective. And then in
terms of in just the teacher um pre-teaches what it means to be a good listener, what it means um how you engage and speak to others by making eye contact. Um speaking at a just right
volume, um how to um how to inter how to wait and then interject what you want to say. Um, and they have to, we were actually asked not to do things like pass a talking stick or anything like that. We were asked though some teachers
at the very beginning of the year did use that just to scaffold a little bit and then they got to the point. It was really kind of wonderful to see where the students learned to wait for each other and then jump in and participate. They also monitored each they they pay
attention to who is speaking and then would encourage on their own people to participate who were quieter and not um eager to just raise their hand and ask because they knew that everyone needed to participate. That was what would make it a successful thing for the whole
class if everyone participated. Oh, I love that. That's really high level stuff. Um, I just want to add a little of that from the lower elementary perspective where I will be honest and say our first Socratic seminar was a little bit of a hot mess. However, it is scaffolded
within the curriculum where we do some practicing first. Um, and we do have talking chips to start where they have to take a chip out of the center and put it down when they're done and everybody kind of gets one turn as they're learning about it in the beginning of the year. And there was a little need
for some teacher intervention to get the kids that chose to not participate at all to speak, which can be a little daunting when you're, you know, five, six, seven years old to speak in front of the whole class and to partake in a Socratic seminar like that. But I just did one two weeks ago with my class
where um the chips are gone. A lot of the scaffolding is pulled back. Uh, we still have some sentence frames posted up on the wall while they're speaking to say something like,"I agree with Justin because or I disagree with Kelly because and they provide text evidence." Um, but
the last one that we just did, they had a practice in small groups, a notetaker that they had made ahead of time and then they ran it all on their own and one of my quietest students kicked off the Socratic seminar, spoke first. It was very insightful. So even in just a year's time, there's been growth a lot
amongst the second grade students to kind of figure out what this discussion format is and how to participate in it. So the program does a lot of scaffolding for you because what your Socratic seminars are sounding like in the fourth and fifth grade are very different from ours, but it's built in throughout the
curriculum. Thanks so much for explaining that. I just love the the vertical alignment that they're learning skills at K to2 that um that are taken at a higher level at 3 to 5. That's awesome. And I had one more question kind of related to that,
the vertical alignment. Um, I noticed that the topics in Whitten Witten Wisdom um are not really aligned with where they appear in the science and social studies curriculum, which you know you those skills are building in ELA, so you
can't really move them around, but um it I don't know if anybody's had the time to um provide some prompts for students about like say that that uh that went about the tea party. That's a fourth
grade lesson and they learned that in third grade social studies. So, um, did teachers know to prompt students to say, "Remember when you learned that in third grade? Now we're going to build upon it with a new activity in fourth grade?"
Um, just to support te students with reme with building their prior knowledge. Yes, I'm I'm happy to talk uh to that for Thor. Um we have in the course of our professional development, we've had a chance to do some um collaboration
with um grades above and below us to kind of know what the standards are that are being taught. So when I my fourth graders are starting their module three with the revolutionary um war, we can build off of their background knowledge that they learned in third grade and we
know where they're going in fifth grade to help guide them there. So we do have um it really enables us to kind of um yeah take their background knowledge and and um and expand on it with what the curriculum calls for. Yeah, that's
awesome. Thank you very much. [Music] As I'm looking at Yes. As I'm looking over this sheet you gave me, I'm like, I wonder how we feel about Wisdom. Are we are we happy? Are we are we angry? Are we tired? Like how many stars do we get?
Like Beth, I don't know if this is a question for you. I know that when we implement the big curriculum change oftentimes it's like one step two steps forward and it's a big lift. the text is rich. It's it's difficult for to, you know, sure you're gonna have a couple
high performers that are gonna, you know, really benefit from it right away, but how do you bring everybody with you? Um, as a district, how are we feeling about where we are with with right now? All of the emotions. All of them. Okay. I think it really depends, right, on
where you are, how everything is going. We have seen really wonderful, great things, right? like socratic summer seeing that in a fifth grade classroom versus seeing in a kindergarten classroom. These two very different experiences as Sheena alluded to, but both equally wonderful and insightful
experiences for the students and for the teachers. And I think sometimes we always feel like we have to be the the ones with the knowledge and the information when in all reality a lot of times our students are coming through with a lot of information to share with each other. Um,
overall we're we're moving forward and we're progressing forward and we're in a good spot with implementation. Implementation science tells us it takes several years like board seven years to implement any curriculum. So we went through all of the emotions this year
and the year's not over, right? So continuing to go through all of the emotions this year. It was an immense lift. Huge huge thank you to our educators. Um so ECC our elementary advisors who are here tonight our implementation team have done immense
work every teacher has done immense work when it comes to learning wisdom the what I've heard more and more recently is next year is going to be so much better once sure anytime we've implemented anything year one's always
really hard year two you've got it done it once you're like okay I'm going to do it better the second time because I know how to adjust um and wanting to repeat or wanting to cut out um in order to improve. So, we're we're moving along with it and I think we're we're in a
good spot considering we're just about to finish year one. Great. That's nice to hear. Thank you. All right. B or Jane get a chance to say anything if you like as well. Feel obligated. It's
getting late. My only quick question was that looks like you need a lot of cardboard and I have some. Where do I Thank you. All right. Uh thank you very much for the presentation this evening. It was wonderful. Um this is our second opportunity for
interested citizens. Take a brief pause. We do not have hearing none close that portion of the meeting. For those folks that want to scoot, by all means, please do. Thank you. Thank you. Uh we'll roll through
our subcommittee reports. Everyone received their assignments tonight. So, I wouldn't think we'd have much to report. Um PNBC, Sean, that's a new one for you. There's a calendar. Uh those folks have regularly scheduled meetings. Um, we
you'll find the information on the town website, but uh, if you have any issues, let us know. Uh, budget subcommittee, Janine and I will continue to work through that. Policy subcommittee got I don't believe you folks have anything to report tonight. I don't want to take
u words out of your mouth, but um, you guys will get back to work and then there's an appointment here to make it official. I suppose the Shaker Lane School Building Committee update appoints school committee member to replace Stacy. Um I had alluded to the
fact that John that would be a good fit for you since you're on PMBC. Yeah. Um I'm going to take the word a point to make that we want to make this official in the minutes since it's a design a school committee designate as it relates to the committee. That would
be fine. All right. Um is there any discussion on that? Sean's volunteered. I think he's a good choice. Does anybody have anything to say? Thank you. Hearing none, I will move that we uh appoint Shauna Hearn as our school committee member uh on the Shaker Lane
School building committee. I second. Great. Motion's been made and seconded. We'll just see this as a roll call vote to make it official. Janine Janine Wood I Patel I. Elaine Elaine Saddleman I. John
Connor I trust mccardi you both votes I as well thank you for that the official um see before we adjourn I'll just make an announcement that uh uh there's a retirement cake reception at the little middle school cafe
uh May 29th 6 to 6:45 it's always a nice ceremony so all school committee members are invited and encouraged to attend um and that'll take place immediately before our uh next school committee meeting which is the same day uh May 29,
2025 7 p.m. at the Wilson Police Department community room. If there is no other new business or lingering old business before the school committee, I'll ask for a motion to adjourn. I'm motion by Sean. Is there a second?
Second. Elaine, thank you. I have your picture. Motion made and seconded. Uh this will be a roll call vote. Elaine Elaine Sandleman I. Janine Janine Wood I. Veno Venal Patel I John I. Justin McCarthy
votes I as well. We have a journ. Thank you very much. Part: 2
Uh, let's call the May 15, 2025 meeting of the planning board to order. Let's stand up. Do a little pledge. 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. Okay. Um I did win. There was no one to win against re-election. I have been sworn in.
Um the first uh item on our proposed agenda is board elections and appointments. Um I would like to continue as chair. Um you're not supposed to
self-promote yourself. You know that's okay. Well, I already put the fix in. Violet was going to Violet was going to nominate you. You just ruined everything. I'm sorry. I apologize. Um, I've been chair for the Well, I want to do a little All right, go ahead. Uh,
I've been chair for the last year and I think, uh, it took a little while to get on my feet and I'm on my feet and I'd like to continue for the next year. I think we have a good group. We have a lot of talent both on the board and in
the professional staff and I hope we don't have some of the more weighty measures uh that we've had in the last two years. uh and we just have the more run-of-the-mill
uh planning issues, but I think that we conducted ourselves uh well, and for example, with the last town meeting, though the marijuana bylaws did not pass, we did our job by putting it
forward and uh giving the town um the wherewithal to vote on it. So anyway, that being said, I nominate Carol Baker actually, okay, for chair. And so I would like to say that
the that the nomination is based on the fact that chair should trade out annually. And I also believe that he did a good job at our town meeting representing the planning board's work and he has time. He's newly retired.
Wow. Nice. So, I would like to nominate Jeff for Thank you. Um, I'll weigh in. Daryl's been here a year. If you want to be vice chair, I don't have a problem with that. You
know, there is a there is a bit of a learning curve to it. I think um especially dealing with Marin all the time. Half the time Marin calls us to say, "Well, how do you want to handle this? What do you want to do?" Um, I think Jeff did a great job. And if
Jeff wants to do it again, I would support Jeff doing it again. And I like I said, if you want to be vice, I'll step away from vice if if that'll make if that's what you'd like. Well, reading the tea leaves, I don't think I'd be chair after the session
here today. So, that would be probably a good um alter stepping stone. How's that? So let's um dispose of the and and to to the comment about the um
uh every year I I think in theory that can work but in the past we haven't had a group of people who wanted to be chair and what happens then
um so I think In theory, it probably is not good for some to go on and on and on, but I think two consecutive terms is
um it's not out of bounds. Takes a while to get your feet wet. And I guess I would say that given the situation is that you did have somebody do have somebody who's willing to run that that's an option for the board. Okay. Okay. Thank you. Uh may I have a vote?
you nominated. We Let's We'll start with with um Jeff. You nominated Jeff. I'll second that. Okay. Okay. Um all in favor of uh me for chairman, please say I I I
opposed. Opposed. Okay. The same. Okay. Uh so I will continue as chair. Not for vice chair. Uh Mark has nominated Daryl. Do you accept that? Okay. Uh all in favor
of Daryl um being vice chair say I. I. I. Opposed. I'll abstain. No. And Daryl will be vice chair. Um now
clerk Bartlett, do you want to continue as clerk? Well, I know it's a really ownorous jobous, but I'll make that sacrifice if I as long as we have to have a the stamp. Yeah. Um Okay. The
next um we have to vote it. Okay. All in favor of Bartlett Harvey being clerk, please say I. I. I. I. Okay. Um we have several other the appointments to
other committees has wound down somewhat. Uh for a while there we were I think in general the committee activity has wound down as I understand it. Um I would like to continue to be
the rep for the CPC. Uh we also have um planning board members on the affordable housing trust. Um and as members of this affordable housing trust, they're also in the CPC and and
then we have the various regional planning uh entities. Marin, would you explain what those are? Yeah. Um so our regional planning agency is MAPC. The select board um appoints one um MAPC member.
The sub region which is the smaller third group of 13 um towns. Um that's the magic region and there are two town appointments to that. The select board has one appointment and the planning board has one appointment.
Um and in the past have you been the the town's signal rep to magic and would you like to continue that? No. Okay. I'm recommending what is the what is the time um commitment? Um the are they Zoom
meetings? Are they in person? Um mo mostly in Zoom. Um every once in a while there will be a imper an in-person activity or special meeting. Um so usually two or three of those through in in a year and then meetings every month
except over the summer. Is anyone interested? Um they're usually Tuesday mornings. Okay. We have a death wish. That's totally appropriate. Okay. Yeah. Good. Thank you for raising your hand. Is there any objection? You worried
about No, you're not after a job. I mean, is anyone else? No, I don't think so. Okay. Cuz there's another appointment to uh to the more state. There was MAPC and Magic. Well, magic is the smaller one and then the
select board has that appointment. Good. Okay. They've made those appointments. Okay. Um, anything else for Oh, uh, let's wrap up the CPC. um is
um I guess well let's ask who is in do we have to officially um vote on this? I recommend you go ahead and take vote. Sure. Let's take a vote on myself being uh part of the
CPC. Um all in favor I you can have it. Yeah. Uh okay. Uh that uh takes care of our proposed uh the um the first item. Second item is
board business um where MRN will talk about the letter of determination of compliance with section 3A of the zoning act. Um just wanted to take a moment to celebrate all the town's work and
successes and we um got the official letter from um housing and livable communities that MBTA district is in compliance. So we have checked that box. We're in compliance. We moved from
um yeah so so we've moved in into into compliance. So that is completed and take a moment to celebrate that. Okay. Um housing choice application. You you've made the you successfully made the application. Yep. And um we haven't
heard back yet. Um but the application was um completed um in the middle of April. So we met the deadline for that application. Um I I want to uh well I guess we can do that later. um
the annual town meeting. So there were several uh articles that were of interest to us. Article 12, which we weren't responsible for, but we were in support of did not pass.
Um I think we each can think of our own um you know, backseat quarterbacking about that. Um but I hope that that effort does not um end. I don't think it will.
Um the next was the um the mar the the several marijuana uh articles. um which the the main one to take the
cultivation to zero did not pass. Um and as I said before, I think it was our job to bring it forward and uh I think that um that was an accomplishment. Um we
spent a lot of time and a lot of money on it. We brought it to the people and yeah, for whatever reason they decided not to. It failed at the ballot also. Yeah, it did. Yeah. So, I don't think the town support to bring it there was the ballot. I I was talking with Dan
Corey and she said the turnout was but it wasn't even a majority. It was I know. But I guess my point is there was very little interest in this particular town election. Um but whatever. And I think that
uh and we should carry this forward that all the air in the room will be sucked out by the the um Shaker Lane project at Valtown meeting. So um this is not the time to bring forward any initiatives
even if we had them planned. Um and then the storm water, thank God the storm water passed. Yeah. And backing up a half a step, the um second marijuana bylaw passed the correction to the the odor control. Um
it was such an effective presentation and convincing them the Thank you for the clerical corrections. Thank you for so for the town meeting duty. Uh do we have any comments on the April 3rd
minutes? Uh, can we uh vote to accept them? May I have a motion to vote to accept them? I'll make a motion we accept as second motion. Um, all in favor? I I [Music] So, they're accepted. Uh, do we have any
bills? We do have a couple bills. Um, let's see. The final bill from um in Associates for the MBTA community's work. She had held back a few hours. Um and so we we did have a brief discussion when when it did pass. She's probably
going to be able to buy a vote after this. Um or a poll anyway. Yeah. There you go. Um I mean after all the work she's had because of this do it right. Um and then uh the second one is a um bill from uh Green International for um
storm water review at the Russell Street project. Okay. uh uh planning board meetings. So if I if I can jump in um so we got our annual letter from um the town accountant um asking how the board wants to handle
signatures for um bills and for payroll. So currently for bills um you have a majority of the planning board members sign them. If you want to continue doing that then you don't need to take any action. And then the second part is how you want to approve payroll. Right now
payroll goes to department heads and then to um the payroll office without money board review of each each. Okay. Does anyone have any opinion on changing the status quo?
Uh not hearing any. Let's just keep it the way it is. See, that's what happens after one year. You get good at it. Okay, that's enough. Um, planning board meeting schedule. Um, yeah, no fun. What email was that in? I
can't find I I couldn't find it either, but but basically the question is, do we vary do we need to vary from the first Thursday of each month going forward? So, yeah. So what we have proposed was
the SK we had this actually posted on in the um meeting packet. So June is right now we have it it's June 5th. I understand there might be a question whether everybody's available for that date and then the
rest of the summer we picked the the first Thursday except for November when there's a town meeting the first week of November. [Music] I had a lot going on this summer, but I'm avoiding all the first Thursdays so
I can commit at least through, you know, September. Um, so I'm in favor of just keeping it the way it is. And I would point out except for July where we're skipping the 4th of July. Okay. We
used to be the third Thursday, now we're down to the first Thursday. So, does it really matter as long as it's consistent? So, that um what Cooper's done is um set deadlines for when new material needs to come in for a meeting and he posts that
online and anyone else have have as right now my calendar looks pretty compatible with that. Anna, and do you have any? No changes. I think I'm okay on that. Okay. Okay. So, we'll adopt this
schedule. Okay. Thank you. Um, and then while we're at it, the June meeting, you were questionable on the 5th. It wasn't. No, I think it's fine. Okay. Thank you very much. [Music] I have a whole summer of 90th birthday
parties, coast to coast. Um, how many times can we turn 90 in one year? I am several several different people. Um, okay. So, so, uh, before we move on, while we're on this the meeting
schedule and stuff, the one thing that I'm I find difficult is the mix of things that are in the PDF, the links there versus links that are on the website. And I guess I'd prefer if the agenda that we came out with had all of the links for the information for the
meeting so that I didn't have to try to figure out which site to go to in order to look for information. So that when we send out the thing here, even if you just copied and pasted all the links from the planning board page into the appropriate pieces here. But even like just like I said, I'm I was at a loss to
find the meeting schedule. don't know why I couldn't find that uh there because it really to me it just wasn't in one spot to readily get. So I'd prefer if the agenda that we get uh there includes all of the links for all
of the information for the for the meeting there if we could consider that as a change to how we prepare the um the information packet for us. Agree. because it's we have to go to two
different places um and pretend that we're all little babies that have to be fed um and I have no problem with you know thinking myself that way with this type of thing. So anyway, what what
practically speaking is there any problem with that? Um so one of the purposes of the um uh project pages or is just over time as things come in for each meeting we'll add those near the top of the page and you can go down and
review things that were before. So um as an extension would you be just looking for the um any new materials? the material for the meeting. I mean, the history and stuff, I can go look that up, but like if if there's a letter that says that we're, you know, that, you know, from one of the from on one of the
other boards, it would be nice if it was just linked directly out of the packet here rather than, you know, I I think it's probably if you just took the current the current section of the planning board project thing there and just pasted that into the agenda and
just keep, you know, and then you send us the agenda. we'd automatically have all of the current links. So, the agenda would have the project page as a link. No, not the project. Well, the the project page could be linked, but I think the the material pertinent to this meeting should be in the clickable from
the agenda that we get. Yeah. Because in the old days, Marin, you used to list the link of what we were looking at even though it was like three months later. So, we could look at it that way, right? So if you want to continue to do that, but like Daryl says, all the new stuff
is there that's just come in. Like if we got a report from the from the fire department or something, put that. And if we want to look at the history, we have to go back to the link. Yeah. Yeah. Maybe maybe you do it on the date of the you know, whatever's
been submitted since the last meeting or something. And and maybe just looking at the format there. Well, again, you have a couple of different formats because you also have the a link to a cover page which has different information than sometimes there. So, I I'm just looking to try to get it, you know, uniform
uniform. So, even if it this format here, um, you know, if on the cover page, the cover page had all of the all of the links for it. It's just so that it's like just readily, you know, well, readily access um to do it on the cover page.
Um, we can do that because that has all the information that we supposed to need. Duplicating work. So, um, not not doing it on this because this is more or less a This is Yeah. But goes to the town clerk's office. Exactly. Not
doing it on this, but the cover page is something for us and maybe that would then Yeah. That would have the summary of everything for the meeting. Okay. So, and and for in this example, um you rather than the link to the project page, you'd like have the material that we need to review
documents right there. Yeah. We can give that a try. See how that works for you. If it's ownerous, it's owner, you know, you I think that'll also be easier for any residents who are looking at the documents. You can give that a try. Well, now that
you had all the extra time since you're not doing magic meetings anymore. Um, okay. Member update on projects. The big update was the groundbreaking last week for 550 came.
Did anyone was anyone able to attend? Yeah, I attended. And were you just wowed and overwhelmed and Well, we didn't get to sit up on the stage with the Okay. of all the big wigs. Um, but fortunately, we didn't have to give a speech either. So, I guess that was
the uh we got little sandwiches. Okay. No, it was nice. I I mean, there weren't slices of pizza. There was Okay. No, it was I thought they um it was very nice. I mean every you know the support um from the congressional and
representative pieces was pretty pretty impressive for them all to come and quite frankly I think Sal did an excellent job presenting the sort of the project and where he wants to go with it. So I missed it too. It's okay. We were taking names.
Well since it was scheduled five days before I think it's um yeah and rescheduled three times during um Mr. Mr. Chair, I think one of the things that would be helpful is that from the photos that I could see, it looks like there were new ones that this board
hasn't seen before. So, Oh, in terms of the renderings, okay, I think it would be good, especially since they haven't been before us to show us whatever the renderings I I've noticed um there was a rendering that was out
and about that was clearly out of date. I mean, I think there's a combination of outofdate and new that hasn't haven't been seen. Um, do we have a leaz with their what's the fellow's name? The
development guy. Um, Rick, not Rick. No, Rick is I think is sort of they have a they have a development um Steve. Um, so, uh, Morgan Pearson is the real estate rep for the public
development. Maybe that's it. Well, anyway, like, can we reach out and see? Um, they have told us that they're going vertical and se, you know, in the fall. Well, you know, um, is that what they said at the
meeting? They've said that in the last Yeah. The last time they were before us in the last couple months, it was vague with the same type of thing as before, you know, the actual construction started. Um, yep. So they
are holding um every other week um uh video conference with um several of the uh departments uh police, fire, um DPW, uh light and water uh just you know provide a quick update on on the work
that's being done on site and coordinate any um assistance that they need from the town. Can you be included in that? Are you a recruiter? I Yes, we are. Are you you are okay. Um and so maybe we ask, you know, we'll ask you to report at the next meeting
what you know, the update today is they're working on drainage. So exciting. Yes. Um okay. Anything? Uh Northern Bank is being built. It's the weirdest construction sequence I've ever seen.
They have do this, then they go away, then they do a little more. And um but whatever. And um Hey, it's watertight. Yeah. Well, no, they're doing all the banking stuff, the safes and all that stuff. Oh, they are? Oh, yeah. They've been there for a couple weeks. Oh, wow.
Um the uh uh the 12 Robinson, three of the four units have been sold and are occupied. Um what else is there? Um, so the one I
added back on that had been quiet for a while was the 254, 256, and 260 air road. Uh, that's the intersection of Air Road and Willow Street, the um service station that there that's there that's going to be redeveloped into um Energy
North, right? Uh so uh their uh permits are still valid given well given where we are in time but they have been extended for another two years um with the um state law that passed in in what August the Leads Extension Act. Um so I
had reached out to the team and you know asked them yeah you know you know what what their I was driving by there today thinking well at least this the state got on that yeah the road sounds yeah right and so so they are still they are um doing some uh investigations on site
they do still plan on moving forward and then they provided a letter their understanding of the um state extensions and we that certainly that's they've done a good job of explaining the extension. No action is needed on the part of the town or on the part of the
applicant. Um to our audience, um several of the agenda items have been withdrawn or or will be continued. What are you here for? Um the catalos that that is
withdrawn postponed and I and I yeah it's well there whatever. So I want to tell you now so you can stay you don't have to stay because it was okay and there will it be like at another
time another meeting then or there will be another meeting on that property but there's nothing scheduled scheduled no so does this mean this is this is still in the works or is this being No it's definitely in the works that he will be
selling that property okay so okay okay thank you I just wanted to give you the consider consideration of rather than sit here and listen to us do nothing. Yeah. Okay. Um any other input from anyone? Well, as it relates to this, if if 245
Foster Street is nothing's going on there or 95 Taylor Street, should we continue to have them on here? Probably not. There's nothing going on. The only thing they're doing at 245 is they're putting the sidewalks in and everything, but it has nothing to do
with 245 foster, I guess. So, and and Strawberry Farms is being built or marketed. So, yeah. Are you here for Catalos? No, I'm here for 64 Beaverbrook. That is being
continued. the hearing will be open and continued uh pending their uh conservation commission work. Okay. So you don't have to I I want I want to tell you now so you don't have to stay until but um and then that one we do
have a continuation date of uh June 5th. Okay. So take note of that because once it's opened there won't necessarily be notice. There won't be a like a newspaper advertisement.
Not that there was for this. So So I got this as an butter as an butter. So why don't you take a note and say the the next the hearing will continue to June the June 5th meeting and uh then look at the little the planning board page to
see the time. Okay. or or call the office. Yeah, you're welcome to stay, but you don't have to. Yeah, I'm sure it's fascinating. I'm not sure it's fascinating. It's great. Be encouraging people behind the
curtain. So, um, thank you. Thank you. Next item. Is it 650? Yes. Uh, 31 Chatt Street. As I understand it, we do not have the engineered uh plot plan. Correct. Okay.
So, we will not um and hopefully I won't put it on again until we actually have When are they actually um opening? Isn't it soon? Um yeah. Yes. The grand opening is tomorrow. Oh. Oh, wow. The senior center tomorrow afternoon 1 o'clock.
Will cake and ice cream be served? Everybody's invited. Probably not. Cool. um 100 Taylor Street. Uh we have a revised site plan with several little um
alterations. Um can we get that on the screen? Mhm. And it uh it should be time to um endorse that. [Music] So we are past the days of getting a
myar with a singer block and everything. Okay. Um so what we did was just print it out the the small version. Um I don't know that it's necessary for you to sign it. Just I would ask either either sign it or vote to um say this is this is the
final plan. Okay. Uh any discussion, Darl? One of the the alterations was the driveway that you had requested. Um and the square footage of the addition and the square footage of the addition is is noted. So can I have a motion to
endorse this? Um are we calling the site plan amendment? Sure. Uh for I'll make the motion. Pardon? For 100 Taylor Street site plan as amended. Um is can I hear a second? Second.
Second. Uh all in favor? I. All any opposed? Uh so uh let's go to the next agenda item. Uh 60 the hearing for are you hearing for 64 Beaver Brick Road?
No. Oh, okay. Are you here for Catalo? No. Okay. Because those are two items that are being continued. Continued. So, if you were there for them, I would allow you to leave. Um All right. You would want to leave. So,
um the the Beaverbrook Road uh property requires um conservation commission um input which they are taking. So, uh by the time they get back to us, uh
well, we will open the hearing. Correct. Mhm. And uh so can I let's open the hearing first. Um, can we read out the um Yeah. Uh, the Littleton Planning Board
will hold a public hearing on Thursday, May 15th, 2025 at 7:10 p.m. in room 103 of the Shadex Street town offices at 37 Shadex Street to consider a storm water management permit under chapter 38, article 2, storm water management and
erosion control of the code of Littleton. Property 64 Beaverbrook Road map R19 parcel 18 owner applicant Michael and Hannah Grew engineer Dillison Roy Civil Design Group Inc. Application can be viewed online at the
planning board page of the town website littlemma ma.org or at the planning board in the town clerk's office during their business hours. Any person interested or wishing to be heard on the proposed work should provide written comment to the planning board office to my email address by May 12th if possible
or attend the public hearing. Please feel free to call the planning board office with the number or email with any questions uh signed Daryl K. Baker clerk. So can we have a time for the June 5th
meeting for the agenda? Um yep. Um, so I would recommend we do this early to um at like 6:45. Fine. Now, you know, they have to go to Tana Westford for planning board approval as well, right? Yes, we're just doing our part. I know,
but we have to send them there. They're already filed. It it did confuse me when I was looking at the ab budding property uh map and saw this little parcel and it was supposed to be 10 acres and then I realized what was going on. Um okay,
they have the fun of permitting in both Littleton and Westford. So yeah. Uh so let's compete to see do we want to be more ownorous than Westford or less ownerous than Westford. Um,
so let's um have a motion to continue the hearing to 6:45 on June 5th. So moved.
Second. All in favor? I. Okay. Um next, um Harwood Avenue lots one and two, storm water permit and scenic road review joint hearing with tree
warden. So we will open this hearing as well. Realizing we're a little early. Oh, 7:30. Are you the tree warden? No, no. I'm I'm here to just observe that here.
So, just so we know, um the next two agenda items, uh the Gataldo property has been withdrawn and the ANR for Nog Hill Orchard is not ready also as I understand it. And we're a little early for this
hearing. I see that. Yeah. Wow. tree warden and Steve Whitman is actually Republican. Sure. No. Yeah, that was 10 minutes ago. Please identify yourself. Well, he can go for 24 minutes and then just fill the time until 7:30. Hawker
Heartwell Avenue also on the select board. Um I had two things I wanted to mention. Um the Northern Bank development, I know you guys put in um a lot of crosswalks. Uh we're asking this there we're in a process of asking the
state to put in the beacons at the different cross rocks. So um help identifying where those are and um help in additioning the state would be helpful. Um we're in the process of getting three on um in the in the works
right now on King Street, one at Pawnside, one at Castle in the Trees, and another one potentially at Baldwin Hill. Those are all in the works. Um, my other request request from being on the from the select board is to appoint someone to write an article for the town
newsletter every month. Um, to help keep the residents informed, um, it's it's a bit of a pain to do um, having spent the past year doing it, but it's very important to do to keep people informed. So, I suggest you appoint someone and
make them responsible for doing it. So, thank you. Thank you. I thank you for the comment and uh since someone in my neighborhood was hit by a truck at the castle in the trees, someone from one of
the reps, state reps, called Laura and said, "We're getting we're getting you three uh you know, beacon things," which is great. Um what's the pro process for that? Does the state pay for it or on the state
roads? The state installs that. Yes. Okay. But it's a long process. We petitioned for those over a year year and a half ago. So, okay. I mean, I noticed the one that went up on uh New Town Road and I think was part of the
New Town Road repaving, but you know, that shouldn't have been a priority for those beacons. Um, and I I was Anyway, so that's good. I don't know. Um I know that the Northern Bank people
were going through the state approval. Did that include crosswalks or Yes. Oh, thank God. Um now the next thing is uh just in terms of input um what's we were told that repaving was supposed to start in
April. Um we were okay. And they haven't started the the the trenching at the whatever. Yeah. Yeah. My understanding was that they were waiting for a mascot action on Okay. when they could start
because of course that's the question. Some someone who had been a local resident and is now living out of state was back and was saying, "What is wrong with Littleton and its roads? you know, why can't you do something going, uh,
it's, you know, it's on the way. Um, anyway, any since we have at least 15 minutes to kill, um, any other topics,
comments, not necessarily planning related. it when I was putting together the um email that I sent around about the housing choice application, it was good to go back and reflect on, you know, what programs um
the Littleton has been eligible for by being a housing choice community and getting the extra points on various types of grant applications. But then I put in bold those ones that we had actually received funds through and it was a I I was impressed with the list.
Could we make that as our newsletter contribution? Um, sure. For next month since you've already done the work. That's too much. Yeah. One thing I know um fall town meeting is priority is is
the um school, but we have I believe the states published the draft ANR um reg uh bylaw. We probably need to adu um I don't even know what I said. Acronyms Yeah, the ADU bylaw that uh we probably
ought to uh try to get that cleaned up and prepared so that we can adopt the uh the updated regulations. I I think we had decided to put that off until next spring.
Um because there are a lot of related issues having to do with um well we do have some choices with you know there they're requiring us to accept ads but there are some choices we have and uh there's also the short-term
rental thing and blah blah blah. So um well the biggest thing is going to be the septic that's going to be the determining factor. So yeah, it's not as well it's not as critical. Now I I I happen
to have a project that in Newton that was developed with an ADU and the developer was extremely excited about it and he is saying that he may have made a mistake
that people are not responding to having an ADU in their expensive home. Um, and they just sort of like, well, why are there two kitchens, you know, or why, you know, that that type of thing. So, anyway, I it it remains to be seen, you
know, how it's going to be adopted, but maybe we could keep track of any applications that come in through the building. Oh, absolutely. um that I I feel the main issue is that
it effectively zones two families everywhere because these ADUs can be condoed. I mean there's that's condo is just a form of ownership and it depends on how they're you know physically laid out. But um it's a pretty significant
um change. But as Mark pointed out in our community because we have septic it's there's more restraint on it. But um I think there's going to their goal is to create housing.
Their goal is to create modest housing. And um it's a lot of a goal. I just I don't know what it means for us. Um I guess my my point would be is is um the states drafted the uh model
bylaw, which I think I took a look through it. The the issues, you know, the really the only optional issue that they talk about is whether you're going to allow short-term rentals or not in it. The rest of it is all pretty defined there. So I don't know. My concern is is
by us having our existing one which is not in direct compliance with the new law, it leaves a level of ambiguity and you know potential uh conflict in terms of interpretation. Well, you do have discretion square footage. You can't go
under 900, but you can, you know, create a different ceiling or something like that. Um, why don't we start a project page and post the draft bylaw? Yep. Already
done. Already done. Okay. Yep. Yep. And um have been had several conversations um with building commissioner as the zoning enforcement. He's the one that would both get any application receive any applications um plus um advising uh
residents on how how to proceed. So, he's he's all over that already. Um, I can imagine that at Springtown meeting, we'll have the opportunity to um inform the 200 to 400 residents that are there,
you know, what ADUs are, make a recommendation, and have it pass um by more than the um simple majority need that's needed. However, um Falltown meeting will likely be several hundred
if not a thousand um residents who don't pay attention to zoning. And so having to um if teach that many more residents about what it is that we're trying to do would
be that much more difficult. Um I mean we should we you know we would at of course have public you know have a public hearing and um what is Mark what is the select board strategy for the falltime meeting in Shaker Lane? Are you
sort of clearing the decks or we're not putting cont I don't think it is either but it is somewhat it is tedious. Well, but it's also a a break from a sort of long-standing single
family home tradition. And we do have an accessory. We've always had an accessory by law. Um uh and um what we're what staff is doing right now is um MAPC is working with Littleton and two other communities on
um recommendations on how to get through the process. So, we have several months with them. Okay. Um, starting I think next week is our our next meeting with them. Um, and they're using Littleton as a guinea pig on on some recommendations to make. So, should
we why don't we can we somehow um institutionalize that in our agenda as we go forward as sort of submerge it through the process? Absolutely. um you know come back to it. Let's all
familiarize ourselves with it because Darl and I went to a seminar on it and they at that point they didn't have the laws. Right. But I think it would be good to wait a little while to see how this condo question falls out. Okay.
because that is one of the questions that's not um sometimes some of the thought process is if you do conduit it then you don't may not have a primary use and a secondary use might have two primary uses which which is which is the two family thing which is sort of
implied in what we yeah I I was really interested in this uh presentation which was on the state which was the state uh um employee the state people who or were they doing the bylaw? They were
doing the bylaw. Yeah. And but they emphasize that like everything in real estate, these are um the legal system will shape this going forward. In other words, just like
the accretion of real estate law that you know governs pretty much everything we do is is you know happens over time and this will definitely happen in this case. So right as as the AG's office is ruling on those communities that are adopting it
early, we can see what's passing and what's not passing. So if you're going to say that you want to that we want to codify the process that we want to go through is this to track the um between the meetings and the evolution on the other pieces there.
I can accept that. Uh I can't accept that because there's going to be a thousand people possibly at fall town meeting. We don't want to talk about it then because we always complain that not enough people are showing up at town meeting to vote on these articles. So, I
need that part kind of withdrawn from your argument. I'm not going to withdraw. I don't think that it's You need to be encouraging town participation because that's what the form of government that we have. I see your point. I You can't You can't say there's going to be a thousand people there, so we don't want to bring up this
and and explain to everybody. No, that to me is unacceptable. that that may have been I the way I interpreted that comment was everyone will be preoccupied with this particular issue and it will take up a lot of time. It may go to
another day, but we do this one first. It never works that way. It never works. But anyway, I I don't see the I just don't see the hurry. But, you know, we have professional guidance from the planning agencies. Um, I want to put on
a schedule of what when we're planning on doing it then. That's I guess I don't you know because it's not on our agenda. So I want it if it's we're targeting for spring town meeting. Yeah. Pending these other discussions and shaping it over the course of the next several months.
That's a plan that's fine. Uh there. Okay. Yep. And in our experience, if we have a good draft by January, we're a good good spot. We could even go forward, but and and of course, we would have a hear, you know, hearing or hearings. Um and uh yep, and
consultations with building department and with zoning board of appeals. And hopefully that would be our big planning board uh issue for the issue for the year in addition to all the you know the
applications that are made but we'll see. Um okay five more minutes guys. Anything else? All right. Dean Lane. Dean Lane.
Yeah. Um, so Dean Lane did transfer. Nice. A lot of time has been spent. Is it Habitat has it? Yeah. Great. Are you here for Catalos or I know you're not. Anybody here for
Catalos or um what's the other one? 64 Beaver Road. Those have been continued. No. No. So basically the the uh the item at scheduled for 7:30 is Harvard Avenue
lots wanting to. That's it. Okay. Five people for that. Wow. We should charge admission. Can we start early? I don't well Marin I I I I could have come to understand that it's not
she's such a since we're since an it's an advertised public hearing we're opening the hearing uh maybe you can read the verbiage slow yeah slow read it with your eyes closed and
guess the words so public hearing uh storm water management permit at Scenic Road Review, Harwood Avenue. The Littleton Planning Board will hold a public hearing on Thursday, May 15th, 2025 at 7:30 p.m. in
room 103 of the Shadex Street Town offices at 37 Shadic Street to consider a storm water management permit application under chapter 38, article 2, storm water management and erosion control of the code of Littleton and a scenic road review under chapter 143
scenic roads of the co code of Littleton. property is Harwood Avenue lots one and two map R07 parcel one. Uh owner applicant Peter Darolis Deca Corp Engineer Goldsmith Preston Wingwall Inc.
applicant is requesting approvals to develop two lots as single family dwellings with associated driveways and utilities on Harwood Avenue. Application can be viewed online at the planning board page of the town website at littletonmma ma.org or or at the planning board and town clerk's office
during their business hours. Any person interested or wishing to be heard on the proposed work should provide written comment to the planning board office uh my email address by May 12th if possible or attend the public hearing. And please feel free to call the planning board
office 978-5402425 or email um with any questions. Sign Daryl K. Baker clerk. Let me get to the right project. That clock's fast. The actual time we have seven minutes. Oh, I was going to say I like
this clock. You like that? Maybe we go by this clock. You can have that. Yeah. Um, we only had 17 clocks in there that went on atomic time, but whatever. We had
several continuations and withdrawals and whatever today. So, you've been waiting around for us all evening. Yeah, we're just really excited. We're here for you. Well, it's been a little while since we're here for you, Bruce. Well, you have a long history with this project,
with this land. Yes, I do. Um, maybe you can give us a little history, which isn't really part of the hearing about how it was uh open space development and I'd rather not say we don't want to I don't want to stick my foot anywhere, so
I'd rather not. Can we talk about like the disposition of the rest of the parcel? What's going on? No, you don't know. Not my position. Not your Okay. [Music] Yeah, he knows it as much as we know,
which is nothing. It's hard to hard to predict. I can't help you with the rest of the project. Okay. Well, we're just curious. We you know, we've we can tell you that we're here to talk about two of the lots that were ANR. Yes. So, there's five more ANR lots.
Five or four? Five. Five. Five. Yeah. You don't know whether they're going to do anything with the rest of them, right? You have no idea. Well, the ANR plan looked remarkably similar to a plan that I did for them some time ago that in like 20.
What was that? Yeah, they didn't want us talking about the site before 7:30. Just one administrative thing. So, in the thing here, it's Harard Avenue lots one and two, but on the project page, it's 195.
Yeah. I reused the Healey Corner um project page because it's the same site. So you you'll notice when you look at your your town road maps, we have Harwood and Tahan and they have an
overlapping stretch and they have different names and different numbers depending upon where you are in that stretch. So it is rather confusing. Yes, the assessor's office was um did did confer with town clerk and planning on
you know what what addresses addresses to use. We kind of thought one side of the road should be hardwood and the other side should be the hot one. Except that the one the Hadawan address the the old address is
almost on the right. Yeah. Almost on the wrong side if you look at it that way. I believe lot three the White House still has a toadawan address. Yeah. So it's going to go lot one is who lot three the hatawan. Mhm. Other lots four, five, six
are going to be hardwood again. Yeah. That's weird, isn't it? I I think the the lot should post office people want to change it. They didn't want that, right? The lot three. Was that lot three should be hardwood, shouldn't it? One would think so, but there's uh
apparently some long family history there that we shall not get into or should we go where it's that they deemed hatamon was a better address than Harwood. Okay. I I don't know.
Yeah, we're almost there. I asked about changing it when she started and I got myself We need to appeal to the address police or something. We're almost there, guys.
By this clock in the meeting room, that's the official meeting room clock. It shows that we're past our scheduled u time for the hearing that Maren has
already uh announced and um talked about. So I'm going to ask um the applicant and their representative to uh give us a presentation and and also understand the
tree warden uh Steve Whitten is here. Okay. Ready, sir? Yes. Okay. Good evening. Wow, that's loud. Good evening. Bruce Ringwall, Goldmith Press, Ringwall, GPR, uh, representing Peter Darless, Deca Corporation, uh, who is the owner of
lots one and two, aka 303 and 305 Harwood A. Um we have submitted a scenic road application and a um storm water uh
management application for uh the board to entertain. Um lot one has uh three existing trees within the rightway and Marin I don't
know if you can zoom in on the lot one driveway at all. Apparently not. Control roll won't the other one's good, but it doesn't show uh Well, we'll go to that. Um at the entrance of the driveway, there are
three existing trees um of good size. Here we go. Here's some pictures. Uh there's a Norway maple, a dead red maple, and a sugar maple um that are within the road. They've been
posted. I believe Steve's been out with Dave from my office and looked them over and they've posted the trees. Um there's also a stone wall along this section. Uh the stone wall is actually out of the rightway. I submitted a couple documents
that Morren can bring up if she likes if not or if the board prefers. Um but basically, as you're aware, um Harwood A was laid out as a county road, uh called Harwood Road at the time when it was laid out. And so it has an actual width.
It's not just by walls and whatnot. And the the right of way width is in front of the wall uh in this location. However, um the applicant intends to do exactly what we do do when the road the
stone wall is part of the right of way or within the right of way and addressed as a scenic road and that is use the stones that we have to move for the driveway to enhance other sections of the wall. We also have another there's closeup of the trees. We also have a uh
another section of wall that runs quasi perpendicular to Harwood A um at the entrance of lot two that um he'll probably be using those stones to enhance the the entry walls along the road as well. And those stones are on
the property fully on the property. Yep. All fully on the property. um make them use them for the turn as you turn around. So they turn into the property. Yeah. Or or enhancing the wall. As you can see, some areas are missing stones.
Um along the frontage there's actually a little space uh down towards the end of lot one, the beginning of lot two where the wall isn't there because of the old driveway that goes in on the left hand side of not to be confused but 195
Tahadawan Road and uh that that property has as you know several driveways to enter into it. Um so uh we will be enhancing the stone wall and cleaning the stone wall up um in the process of um moving forward with
the the building on the property and using these stones accordingly. Um Mr. Whitten is here this evening and he has proposed uh the replacement of these trees. Um but there is as you can see from the photos very limited space
between the right of way and the stone wall itself. Um and has made suggestion that we plant on the opposite side of uh the wall uh on the property side of the wall and um the applicants in favor of
that. We will be thinning out uh some of the trees and the vegetation on that side um as part of what we have to do for drainage and also just to clean up the whole area so it's a appropriate front yard uh to the property. Um I
believe that um Mr. Darus and Mr. Whiten have spoken uh relative to the number and size of trees and I think we're with two to three maples at two to two and a half inch caliber. Trying to get a three and a half inch caliber tree these days
is very very difficult. Um that's been the proposal on that front. Marin, if you want to go back to the second sheet of the three sheet set. So, relative to the storm water
management um in meeting the phosphorus removal requirements um we are picking up the bulk of the driveway on lot one um with a swale that flows down into a
um nope the other drive the other lot please. There you go. Right about there. It all flows into this bio uh retention garden. on lot one um for detaining, but also mostly in this case phosphorus
um removal. And the entire roof of the um new structure will be collected via manifolds of the downspouts and recharged in the drainage structures right there. They are infiltration chambers that'll be put in um obviously
underground. And both of these structures are set up to be um removed several feet above the bottom of them, several feet above the existing groundwater, which is fairly high in the site. Um so it has some issues with that relative to lot two. Very similar. The
roof is being collected and recharged into a series of chambers that Marin is reviewing right there or highlighting right there. And then the full driveway goes on down to just about the middle of the septic system on lot one uh to a
high point. And surface flow from lot one as well as the flow from the driveway gets picked up in a swale where her cursor is now and flows to the souths southwest all the way down to a uh forbay and then into a detention
basin. And both of those structures basically are sitting on the surface of the ground grade. Um they will remove the top and sub and we'll put in the proper material underneath. But uh this is again because they have the twoft offset to groundwater um and to recharge
appropriately and with the calculations both on the plan and in the um 8 and 1 half x 11 package that was submitted. Uh it shows the requirements for uh the amount of removal um of uh area that
needs to be dealt with for the water quality recharge and the amount being provided um for that and both those areas and it's my understanding that this has all gone out to Green International and no responses back as
of this time or wasn't going to be available as of this time. Is that correct? They expect to have their review their first review done by the 23rd. So there's two separate issues before us. It's the scenic road and the storm water. Correct.
Um let's first uh open it up to the board about the scenic road issues. And I would point out that there is no stone wall and no trees in front of the lot two because that's where the ex the second drive to 195 to one
currently is. I personally do not uh bemoan the removal of a Norway maple anywhere. Um anyway as an invasive we 100% agree.
Um I have no comments. Um, anyone else? No. So, my comment is just that I believe that unless this the tree warden's recommendation is changed that the applicant be asked to follow the
recommendations of warden Whitney for the replacement of the trees. Do you want to put that in the motion to what what exactly is the protocol for approving a scenic
So recently we've been issuing written decisions. Okay. For that. Um but yeah. Um well we don't have a draft written decision but let's try to put it together so we can um um did you want to try Anna? Yeah. I I
think that I as a motion. Yeah. So I I would move that um the board accept the recommendations of um Warden Whitten especially with respect to the
uh the size of the caliper so that it follow the caliber of 3 to three and a half inch recommendation. I think just a in terms of I think when we did uh the other one was that strawberry or the one that we were
talking strawberry farm uh there I think we just said that we want the the motion included inclusion of the tree warden's recommendations. Yes as part of the approval. Sounds good to me. Okay. Um Bruce, I believe you said that that
three and a half caliber trees are basically not available. Well, it's been my experience over the last several years that when you try to get a three and a half inch caliber tree, you basically have to order it a couple years in advance. Um, or you have to go to New Jersey and have it brought up
from New Jersey or something. Um, of the three trees that we have in front of the property, one is dead, one's an invasive, and one's a nice sugar maple. Right. So, I called and had conversation with Mr. Whitten
and he said that this was something that we could have some discussion with him about certainly and then I passed the baton to Mr. Darilus who reviewed the Littleton uh tree selections and has had
discussions and I I don't want to speak for anybody so would like to speak. I was going to say if we probably let him speak but um his recommendation was two and a half to three inch not three and a half plus. So they already taking well
because we heard two to two and a half and then three to three and a half can two. So it says no smaller then. Um okay. So I received the notification for
the posting on 429 where I went in on site and I took the pictures to look at the trees and posted the three trees. So, let me just go right to it so that I
have read correctly. If you could clarify what what your recommendation is, that would be great. Because you know, your letter in the main text says that they could do two and a half two two and a half to three. Yes. And then you have something else later. Yeah. I think if you could
clarify, I will. Yep. Um, so on posting the trees on 429, you know, I identified the species, the one silver maple, which I identified as the left tree as you're looking at them, the one red maple in the middle, and a
Norway maple. The silver maple is approximately 12 in for the caliper and a 10 in and an 11 in as it goes through. under the guidelines when we're looking at the replacement of trees, we have
it that we were trying to get a three to three and a half caliber recommendations from the shade shade tree committee so that we were trying to replace trees because they are a 12 in or 10 in or 9 in that we were getting some full body
trees with the um wholesalers and the vendors. Now uh it is getting more difficult to get those trees. So I looked at the three trees as whole in a whole package and the entire area as its
aesthetics and for the uh the vista of the road. So what I could recommend because of the Norway maple being an invasive that it is good to remove that and get that out of our ecosystem. Uh the dead
Red maple would also be something that would come up on my list for removal in the future. It was then possibly going to be removed. That leaves us with the silver maple. That being of 12-in caliper would be a recommendation of replacement of
two trees. So the written recommendation that I came up with is that they do setbacks so that they're looking at the stone wall, we're looking at the road, and we're looking at the scenic bister as it's kind of considered for a scenic road
bylaw. That would give us three trees in replacement set back behind the stone wall because I feel that as the development goes on, they're going to remove more of the trees on their property. This would allow them to provide more
aesthetic view and a better scenic road as it develops in the future. So that's why the recommendation was listed out as three two to two and a half. But still
considering that, you know, with shade tree committee and other bylaws for conservation and everything, we were looking at trying to get larger, more mature trees. We're hoping that this works in our favor as we move forward and then we'll possibly have to be
looking at the caliper because of the um availability. So, let me ask a slightly different question uh here. So, the stone wall is on the not within the right away. Correct. Correct. And the tree What's the distance between the road and the right and the and the thing
that could you put really realistically put trees in there anyway? It's about three feet. So, you really couldn't put trees there. So, you're going to have to put them in back of the stone wall. Yeah, that's why we were looking at a setback possibility here. Okay. And then by um the agreement of
replacing and um rectifying the stone wall, we'll have the aesthetic of the stone wall in front. And then you will have a small grass area or debris area for plow uh snow storage during plowing and everything else. Not evasive to any
of the road traffic. And then once it's set on the private property uh there is there how is that controlled that the homeowner doesn't cut it down? So in that responsibility that's um possibly going to be ordinances or developments in the
future. Some towns are looking at a larger area for scenic roads, taking into effect more than just the rightway because a scenic road in the design is the entire viewpoint of what you're driving
down. Um, in our original consideration for scenic roads, uh, we were hoping to keep treeline streets but on 16 18t streets laid out. Most of your roads are 40 foot rightways, but in your rural
areas and some you're limited down to 20 foot, 30 foot rightways. Stone walls were always built as original property markers. So now a few areas are starting to consider to take on that aspect. um
as the town moves forward with the sha tree committee and conservation and hopefully with planning boards and opinions and your input maybe that's something that we look at in the future. Um but right now with what we have in place you know we want to utilize those
guidelines. And one more question. If we concede that the um practical availability of the larger trees is non-existent, uh is there terms that we can have them warrant the trees for a couple more years to make sure that they fully establish?
Uh there I think we require them for like a year or something once at least in my neighborhood when they put the trees in it was a year. But is there something given that would in in exchange for not having the fully developed 6-in trees or bigger trees
that we'd want uh there uh a longer I'll just call it warranty period that I don't know if that's the right term or not. No, and absolutely that could be so the um it hasn't been placed on anybody at this time yet, but I'm sure if we feel
that there's a need uh to work something out with the developers that you know um we want to have the watering and the care of that tree for a year or two years placed in. um that would be something that you you guys would have
to really uh think about and put into the motion or into the agreement with your developer, you know. Um again, on private property, I can't state what any of the rules and regulations would be after the fact. Um I don't have anything
else in place at the moment that could take a, you know, donations or an open account to fund trees in other locations. um which is one of the things that we did on Taylor Street. You know, we set that um because of the location and
the area of land between the other properties, we didn't have any room to place shade trees or a street tree to reimburse what we were removing. But at this time, we we are going to work out a you know something with that that
property owner uh to replace it. This question might be more procedural for the board. Is is it feasible for us to put some type of easement or deed restriction on those trees that they're not to be cut down by the homeowner? I don't think that's feasible. I don't
know how that would uh I I will say in my experience on my street there the shade tree committee placed two trees. They were not in the right way. They were beautifully placed and they were
probably Rick Finley did it two and a half caliber and my my I live in Robinson Road and so they um one of the I would say there is a possible advantage in the long run of a smaller
caliber tree because they have the opportunity as a young tree to establish I'm not opposed to to but but I would say one of them was cut down by the homeowner. Um I How would you feel if you had a
property that um you were procluded from cutting down a tree? Well, I I think it depends on the circumstances. If it's uh part of the conditions as as they're building the house, it's a pre it's it's already defined. the buyer already knows that that's a uh an easement that's
already been granted uh there versus us arbitrarily placing a tree after the the uh homeowners purchased the property uh there. Those are two different scenarios uh there. Well, it's really no different if we do a development and we have trees that are going in the
development. People buy the houses, they can cut the trees down. Well, but those trees that are placed are usually on the rightway. They're No, they're usually in their front yards. If you go down like Delaney Drive, there's a a boatload of trees that are in people's front yards that were placed as part of the uh
development of the roadway. The only difference with this is it's not really the trees we're trying to protect. It's the stone walls. The trees are just there and as you can there two of them are dead and one of them is an invasive. So, it's not like we're really we're replacing them trying to make it look as
nice as we can, but it's really the stone walls that make that give the road the character. I don't think there's any quibble about the fact that the trees need to be removed. I think the quibble is with based off the recommendation, what size are we okay
with? And and and hold on. And if you're saying that the three to three and a half size was based off of the tree committee, the shade tree committee and so are you saying that by putting it in here you support their recommendation as well? So that's ultimately what I'm
getting to because you're a subject matter expert. Oh, so um why I included that is so that you would have an idea of where I get my determination. I don't just create and make up the sizes or anything. Um it is a group of residents
and individuals who make the recommendations on the tree bylaws and going forward. And as I work with them, we try to do the best even for the trees that I purchase going in at the common or any
of the uh roadway trees, I have to sometimes purchase a less caliber to get a better quality. Okay. Um so in this particular case given um uh what the applicant said about the
smaller caliber are you okay with that? I am okay with that. Okay. So then I withdraw my my motion because like I said you're the subject matter expert. I'm going with what you're saying. So So getting back to the ownership of the tree. You're going to put it behind the stone wall. People are going to own it. You would hope they would take care of it but I don't think you have the right
to tell them you can't cut it down if they just they own the property. They have the right to cut it down. Just like any subdivision we do where we have tree, front yard trees, every what is it? Every 20 ft we're supposed to have a tree or something like that. They have the right to cut it down. However, I
think what Mr. Whitten said and relating to what Darl is talking about, we can perhaps work toward enhancing the uh concept of a scenic road. Um, and I
know that I work in communities where they establish what's called a tree yard on every property. And within that yard, it's usually 10 ft, you know, perimeter. And within that yard, if you remove
trees, um, you know, you have mitigation or you have review or the tree board comes out or whatever. Um, and the these are more closer into Boston communities. Uh but
uh we could look at scenic, you know, scenic road bylaws and other The only reason I bring it up is because we can't place it logistically we can't place it in the right away which would the homeowner cannot like my trees along my street are in the actually in the right away. They're not on my property uh
there. So I can't go cut them down, right? And because I think the whole purpose of because without something like that, this is smooth because you could put in a 6-in one and then just come in with a chainsaw the next day and cut them down. Uh which defeats the whole purpose of what this tree warden's
hearing is to me. Uh for it. So I'm going back again. It's not really the trees that are the critical part of this. It's the stone wall. I think it's a combination of Well, that's what makes it There's a lot of There's a lot of places where there are no trees. It's
the stone. We're trying to preserve the ancient stone walls that run along the roadways to make it look like a scenic roadway. Yes, it's nice that there are trees there because little people in Littleton like trees. Okay, I get that. But the critical part of it is the stone
wall. And I agree. We should do everything we can to to put the tree. If we're going to put the trees in, let's try to save them. I get that part. Yeah. And and I guess I'd bring it up also because the um the drainage basin that you're proposing is is like probably
like right around where the trees are going to end up you know in that in that buffer space there uh on it. I would like to see us consider for the, you know, maybe it takes a modification to the bylaw or something or but I bring it up because the developers also
represented here is is is there some type of easement or something that preserves those trees so that the homeowners are notified that they're not they're part of the scenic easement uh that went in uh for it. Uh I'm all in favor of putting it in as part of the
decision, but no, this can't go in part of the decision. Um easements are it it we need further discussion of this. Well, I'm bringing up because like I said it it it just it this won't be the
first time we have this issue. Yeah. Right. And I think expand you know in the future talking about expanding the concept of the scenic road is definitely appropriate. Y um so at the matter of
hand at hand uh I I had one question is are you supervising the placement of the trees or the developer or um what I would probably request is that the design be set forward where they you know because they have the drainage
issues and they have the other things if they just put down on a plan where they would put them it could be sent over to my office I can look at it and it can be placed back onto the um planning board that it was approved, you know, by that design. Um that would be my
recommendation. There would be some oversight of the placement of the Yeah, they can. Okay. Um, so and then we've Okay, we need a
motion to approve the um removal of three trees on on this is lot one. Yes, sir. uh replacement of three trees with
a hopefully two and a half to three inch caliber uh design uh for which will be um approved by Mr. Whitten andor the shade tree committee and then such approval
conveyed to the planning board. Yep. You also need the rebuilding of the walls. Yes. that that takes care of the trees and then the uh the stone walls, no stone to be removed from the site to be um used to augment uh the existing stone
walls on the site and um I would like to get some linear feet of wall to be removed. Can we do that? We have that for the driveway. You're talking for the driveway. Yeah. I mean, is it roughly 16 ft? 16 feet 12 foot
wide driveway and and we have couple feet 116 foot section and on lot one and then is there the stone wall is not a lot so it's 116 ft section on lot one and remember the stone wall you haven't you do you have a problem with that? No,
we don't have a problem with you putting that in but it's not in the jurisdiction of this hearing because it's your property because it's on your property. So, we appreciate your cooperation. Yeah. My my intent was to uh as Mark was saying earlier on lot to put a little
some curved walls on each side of that driveway with some of the stones we're going to use of the where the 16 ft section is going to be. But there's another wall that Bruce said earlier that goes perpendicular right that's well off the rightway. But there's a bunch of nice failed stones there. So, okay. We could use um do we have enough
verbiage? So, Mr. chair. Um before we um move to close the hearing, um please remember to ask if there is any public input. Oh yes. And the in the um motion that you were making there um I I would suggest that
the um we not do tree widen or uh shade tree committee. We just have one point of authority for approval uh for this and I recommend it being the tree not sending it back to a committee. I mean you can leaz with yeah I mean how he leazes
um is fine but I don't think we should have multiple authorities in the motion um public anyone in the public uh making comments. That being said,
um can we have a motion for our previous um outline of a decision? I'll make a motion that we approve it subject to what we've done in the past
for our scenic roadways and the um bullet points that we've all discussed about the caliber of the trees and the wall that's going to be replaced. Well, I bet we still have the storm water piece of it. Well, that's separate. That's separate. That's a separate thing. Okay. Yeah.
Uh and is Can I have a second? We'll second that. Um all in favor? I I I. Um so that's your approval for the scenic road. Now,
Mr. Whitten, you're standing before us. I want to compliment you on the work on the tree planting on the common. Um and um thank you for your sort of bringing
us up to speed on what the current um way of thinking about scenic roads are and we'll take that into consideration as we go forward. Thank you. And I just have one recommendation for you is um in your letter if you could just say in here that in
discussions with the shade committee this other stuff and in that way it allows us to just incorporate your letter of recommendation uh directly into the um into the finding the finding actually. So yeah, we don't have too many of these come up later. Thank god.
Uh but it is uh interesting that you do have 28 roads listed on the scenic road. Um this is one that becomes tricky because of the rightway that is very narrow. So we get that placed down. Um the shade tree committee is also working
on a tree bylaw for the town. Um and they're putting that together to help with placement of setback trees um placements in the choosing of native species and trying to get the
uh eva invasives eliminated from the area. So many groups in town are working together towards the same goal. So I thank you for your time and everything you need. Storm water. They don't have we but we
do not have peer review. So we need a motion to continue. Um what do we want to do? Um, do you want to do this before the other one? So, um, will you be ready for next month, Bruce,
with the storm water? We're ready. Well, I mean, I know, but in terms of incorporating any um peer review, not that it should be a bit too long subdiv 640. Well, we did 640. Okay. Okay. Oh, okay. Just one
question. So, when um we have Green does the uh peer review uh there, will they look at whether there's any drainage issues from lots one and two into the existing lot that's uh that's not that's at the bottom of this plan but not on
this plan. That's the butter. Well, they're required to not have any. But Green will take make sure that that's addressed in the U. Well, Bruce, you speak to that. You are you're talking about the property the the one that's down here, right? Yeah. No, we we're in
total communication with that property owner and uh green will look as part of the peer review, right? The the technical deal with that. I'm just making sure that, you know, if the abuter is not here that those would be addressed. That's they can't by law they
can't I know have any more water. You would be probably asking that question. Okay. Uh so next meeting 640. Okay. Thank you. Your agenda um assuming peer review comes back and um all that.
Um great. Thank you. That being said, uh we are we've completed our work. We got nothing to do. Yeah, it's kind of boring. We like we like we like um
make a motion to adjurnn. Yeah. I Yeah. May I hear a motion to adjurnn? So moved. All in favor? Turn the turn the switch off.