Good evening everyone. Excuse me. Good evening everyone. It's 7 o'clock and I'd like to call together the January 22nd, 2026 school committee meeting. You would please rise and join me in the pledge of allegiance. Pledge 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. >> Right. This evening we have a consent agenda posted which will be minutes from the January 8, 2026 meeting as well as
oath to bills and payroll. We have a chance to review the minutes. Any questions? Is there a motion to accept the consent agenda? So move motion made by Sean >> second >> seconded by Elaine. All those in favor indicate by saying I. >> I.
>> Motion passes. Thank you very much. >> This is our first opportunity for interested citizens. If there's anybody with us in the room or uh remotely would like to speak before the school committee, this is your first chance. You'll get a second chance towards the back half of the meeting. Is nobody
online? All right. We'll close interested citizens. Hope to hear from somebody in the back. Um we'll move into recognition. Sid this evening is with us. Welcome Sid. If you would please give the uh student representatives report. Yep. To start. Sugar Lane is
partnering with Tackle Hunger Super Bowl of Cing collecting soup and non-p perishable items through February 6th. Any community member would like to donate to the community service project is welcome to drop items off at Shaker Lane School. Chicken is also accepting community peer prek applications for the
2026 2027 school year until Friday, January 30th. Moving on to Russell Street. Third graders have traveled into the cosmos through the traveling planetarium that was set up in the library. It was a great experience to cap their outer space w and wisdom module. Moving on, fifth graders are
excited to work on their battlefield projects tomorrow as a part of their current social studies unit on the revolutionary war. And the January stripe assembly will be next week where they will recognize students who have shown respect to themselves, their peers, and their environment. Moving on
to the high school on January 23rd, tomorrow term two will end. And January 26th to the 30th is a great kindness challenge week. And last week, 39 Littleton High School DE members completed in the competed in the district's competition where students
engaged in various business related presentations and role plays. And this year they had a new record of over 16 students advancing to the state competition which will be held in mid-March. Uh also special shout out to Briana and Gabe who organized Lilith's 5K fund run to raise money for the
Warrior Project. They had around 75 athletes and the two raised over $3,600 for the organization. The model event trip to Washington DC is going from February 5th to the 9th. The students will be participating in the American University model UN conference
site and sightseeing around DC. 15 students will be attending with Miss McManis and Miss Abate. On Wednesday, January 21st, the facing history in ourselves class had a Holocaust survivor Janet Applefield talk about surviving in war torn Poland
during World War II. And on Friday, January 23rd, the education support professional, Matthew Blum, will be speaking to the facing history in ourselves class about this time growing up in South Africa under their government. The class has been studying this period and reading Trevor Noah's
book, Born a Crime. Uh lastly, the criminal justice class visited the MCI Shirley, a medium security prison last week to participate in the project youth program. 21 students who attended describe the experience as eye-opening, humbling, and impactful.
>> Thank you, Sid. All right. Uh, typically we hand it over to Superintendent Clintie for some other recognition. Unfortunately, wasn't able to join us this evening and to a family matter and uh being able is probably going to show up a little bit late. So,
um, we'll move into our first and only order of new business, uh, which is a shed project update as posted on the agenda. So, town clerk Diane Corey will update the school committee in regards to a new townfunded shed for scoring election materials at
the middle school. >> Good evening and thank you for having me. So, as you all know from my first time coming here, I explained a little bit about what we were looking to do. Uh, put a shed behind the school. I met with Steve Eric Bentley and we went over
some of the logistics. Um, the original shed was going to be 24 by 24. And after looking at what was going on in the back, we decided to make it a little bit smaller based on the pad that is back there. So
we have decided to go with the smaller one which is That's by 24, which is the actual size of the pad. We didn't want to have to increase the pad in case there's anything beneath the pad um if we increase the size of
the pad. So, we wanted to make sure that we didn't hit any wires or anything like that. So, we're going to stay with the the footprint and what is back there. So, Steve agreed with that and said, you know, to bring that forward to you to explain the changes that we made there.
After meeting with Steve, I met with um the Nshoba Valley Technical High School uh the teacher as well as the students uh to take a a look at what we were looking to do and they were very excited about the project. Um uh and the uh
teacher uh Jose um said that he thought it would be a great project for his students that they were very willing to do the project and they could have it done before the end of uh this fiscal year. So if everybody is in favor of it
um we can go forward with it. What they would do is actually start the project, get the majority of it done at the school and then put it in place. Um, so this is a little bit of a a slight rendition of it. Um, it shows, you know,
it's a it's a basic shed, but it does have um the removable ramp, though that would not be sitting there all the time. And um as I need my notes, sorry about the audience. Um as I spoke with um
Steve, there are some things that um we have uh decided that we'd like to, you know, help him out with as well as you know the the school department um what he would like to be able to store there as well. And we have no issues with that. And so we're in total agreement
with that. So if you have any questions, I'll be happy to answer it. Mhm. >> No questions for me. The location of the sheds fine for the school department. >> Yeah, there's a there's a current um storage uh pod, whatever you want to call it there. Now, we're just going to move
that to one of the other schools and drop one of the leases that we have. >> Great. >> Is this reduced size still going to meet your needs? >> Yes, it will. It's actually a little bit longer. Um it's just not as fine, but it'll it'll still be fine. Yeah.
>> Good. Updates. All sounds good. >> Great. Thank you. >> We didn't post as a leading a vote or anything. So, we appreciate the update and >> you know, once we get going and, you know, I get updates from the children's back and um
>> things like that, I will I'll come forward and just let you know where it's at, what we're doing and when we move it forward to the school and before we actually move it to the school, we will let you know what we're doing and go from there. >> Thanks for doing that extra work of working with the Shoba. Yeah, I thought
it would be a great it's a great project bring in some of the students are actually from Littleton. So nice. >> Excellent. >> Thank you. >> Thank you so much for having me here. >> Thank you. >> Good. Right there for our new business.
Um we have one presentation scheduled for this evening as well as a couple pieces of old business to speak uh during the citizens portion. Now would be your chance. Otherwise, it'll probably be about an hour. >> Please approach the uh podium if we could just get your name and address for
the record. Sure. Yeah. >> Hello. Um I've actually got my notes prepared, so I'll be my ducks in a row. Uh my name is Marggo Bloomstein. Um seven Wilson Lane. Hi.
Left me. Hi. Anyone on Zoom? Um, so I'm uh, as I said, my name is Margot. I'm a parent of a fourth grader um, at RSS. I'm also on the school advisory council. And I wanted to talk about um, two
topics that are actually on the bottom of the agenda paper. It says in like big colorful letters. I think it's like respect and integrity and responsibility and accountability. And um I believe that we have a responsibility to plan
for student safety and security. And anybody that's here is accountable to parents who every day we we hand over I can say we know many of us are we hand over our kids um into what we hope is a
safe secure environment and that handoff is kind of marked by maybe facilitated by trust. Unfortunately, as ICE has been stepping up attacks now on targets like schools, I think the latest DHS
proclamation actually said go after schools and hospitals and churches and whatnot. As they've been stepping up attacks on targets like schools, our district's lack of communication about how we're preparing to keep kids safe or
how we're continuing to keep kids safe, that lack of communication is undermining trust. And um I've been hearing about that kind of loss and the fear that goes along with it more and more cuz when we do have kind of a vacuum of communication,
people bring into it their own like worst imagined anxieties and maybe very real anxieties and fears. And as part of of my civic responsibility as a parent as well as on the school advisory council, I need to
hold our superintendent or our school committee. Um maybe uh and maybe other groups, but mostly those groups accountable for regaining the trust through better communication.
um as your civic responsibility, you need to communicate to parents how the school district maybe in concert with the town is going to continue to keep kids safe and secure. I'm not saying that that you or the school
district or principles should be communicating explicit details since that might actually undermine efforts. Um, but parents do need to say or do need to see something that says the school is preparing. We acknowledge that there's bad stuff going on in the world
and we're okay. We're ready for it. You can trust us to be ready for it. Um at the school advisory council meeting in mid- November, I shared u with principal McDonald as well as the other people there um fellow committee members that
I've been hearing from parents who were concerned saying that they hadn't heard anything from the school or the district about ICE readiness and preparation. The teachers on the committee spoke up and said that they wanted training to know what to do to be a part of of doing the
right thing. They were asking, you know, to be treated like an active shooter situation. Um what happens if ICE doesn't come to the front door, but um instead approaches kids like on the playgrounds or on the playing fields? Do we want parent volunteers to escort kids
into schools? I've been in touch with parents and community leaders in Minneapolis this week as well as now up in Maine. Um earlier uh this afternoon I had a conversation with the the head of the school board in one of our
neighboring districts um or I'm sorry the head of the teachers union very different in one of our neighboring districts to hear what they're doing, what communication and guidance we've received. We might be trained and prepared. Maybe the teachers have gotten more training since that meeting that we had in early
November, but we're not doing anything to communicate that preparation and silence is stoking fear. Now, I know the Mass Teachers Association has issued guidance. The Office of the Attorney General has issued guidance that directs
school staff to send ICE agents to district central offices. Um, that's public knowledge. Now, we're looking to you to translate that guidance. um and extend it to our to Littleton's school needs, you know, where not every agent
may come and ring the bell on the front door and um not acknowledging the current conditions doesn't make them them go away, but it continues to perpetuate a culture of anxiety and fear. And I know that there may be some
fear in this room or among um other administrative leaders uh in our district that addressing parents concerns may attract negative attention. Um I think we've got a whole lot of 20th century history to tell us that silence
doesn't keep us safe. And that's why we have policies and parental communication about things like Alice drills and sex ed. Just because we talk about it doesn't mean a bad thing's going to find us. But also other schools in our area
and beyond have been speaking with parents about the plans that they're making. Um this week, uh Worcester superintendent emailed all families to explain how they're committed to keeping students safe to basically say, "Yes, we also see what's going on. Here's the
guidance that we've gotten. Here's what we're going to continue to do." Um, in the fall, Lexington Superintendent Julie Hackett emailed parents and it was a model of I believe her email was a model of open, transparent, vulnerable
um, communication. It was accessible communication and she addressed things like how to talk with your kids about what they're seeing in the news, not to kind of ignore it. Um, she shared guidance from the American Psychological Association about let's not just look the other way. And then she also shared
how their staff had been participating in know your rights training, how there was other training going on. She didn't go into detail, but she communicated we're doing stuff, don't worry. She also shared how their staff um, uh, and area superintendent were continuing to meet
to develop comprehensive approaches and then to contact your principal if you needed any other support. So they're building coalitions um within their town and with other towns. And then she closed by saying, "We're here for you."
So there was training, planning, communication about training and planning and guidance on next steps. It was not explicit details, but it was cleareyed reassurance. And where's our reassurance?
And you don't respond. where we won't, you know, if when you're done with your three minute time, which you will, that's totally fine. Um, we >> soap box off. >> We put off response, but we're not going to go back and forth.
>> Appreciate that. Thank you. >> Discuss amongst. Yeah. Thank you. >> Thank you for your comments, Margo. Um, Superintendent Clint did not hear. I would often give him an opportunity to respond. I'll say I I appreciate the remarks.
It's on everybody's mind. Um as a school committee, we've talked about this topic with the superintendent before. I believe in public meeting. Um their response has been the exact guidance that you provided this evening which is in the event that ICE visits the school doors are locked you know people just
can't walk into the school they need to be buzzed in it they would be directed to central office and central office has got that same guidance which is get the district's attorney involved to verify any documents any requests that I might
be making there would be parent communication that would go out um if they wanted to speak with any students or obtain any records, documentation would need to be provided to be verified through council. So, if we're, you know, I I appreciate the comment. If um the
community as a whole feels like we need to communicate this out to everyone that there is a plan, that there has been training, the school committee can um take that under advisement and make a recommendation to the superintendent.
But, uh, I feel like, you know, it's oftentimes like we know because we ask the question and we're here all the time. We feel like the superintendent in the district knows what to do. Um, and we have a safety and security committee and we're responsible for keeping the
kids safe every day no matter what the uh what the scenario may be. Um, so I don't know if anybody else has anything to offer. Well, Margot, I really appreciate the research that you did talking with other communities like you
came so well prepared. Um, and I know that took some time and effort and heart. So, I appreciate you bringing this to us. Um, so at was it just at the last meeting we voted to start a um communication subcommittee? So, this is maybe something um that the new
subcommittee can yep the first assignment. Um, but I think uh I'm I'm glad you brought this up because the conditions have changed kind of the way um ICE is um interacting with communities is not
the same way it was several months ago. So, you know, I think we should um talk about what's happening now and maybe have a new plan. But um you know certainly with this is this
falls 100% under operations which is the superintendent's purview. So um >> I'll have to leave it at that for now but thank you >> Sean and I will have a follow-up conversation about superend. >> Perfect. >> Thank thank you Margot very much. Um it
is on everybody's mind. It's an important issue that for the community to together approach and deal with and um yeah while it's while it is an operations issue it is it does behoove
us to oversee and make sure it is it it is addressed and and and something is happening. I I will admit to you that I am so torn. I am all about uh doing everything we can to make to
prepare to be ready. I am not willing to put out um a loud statement that might allow our children to become targets.
I I'm happy. I'll be a target any day of the week, but the six-year-olds, no. Um, and it's and it's it's a it's a a very difficult balance, I think. And and I'm I'm excit I'm I'm I do think that we should do some more thinking and talking
and discussing on how to achieve that balance. Agree. Am I I don't know if I can >> technically now. >> Thank you. I'd just like to reiterate I think you did a lot of research and I appreciate you clearly thought about that. A lot of time to considerate this and agreeing with uh Elaine and Justin
said we will have a subcommittee meeting shortly. I think we're working on branding that right now uh and we'll absolutely take this out. >> Thank you. >> Great. >> We will uh we're all set.
I've opened I've opened interest. Is there anybody else? This fellow Jackin that's online since I opened up interested citizens again. >> Uh Sarah, hold on. Let me let me bear with us for a minute.
>> Trying to speak, but it's not me. Uh Sarah, can you hear us? >> There you go. There she is. >> Okay. Can you hear me now? >> Yeah, we can hear you. >> Okay. Um so, um I just want to express >> just give your um name and address for
the public record, please. >> Yep. So, my name is Sarah Buck Holtz and I live at one Sarah Dublet Road. >> Thank you. >> You're welcome. I just want to uh express sincere gratitude to Margot for showing the kind of courage that is
desperately needed right now. Um I also I think I might have missed something in the response because I just have two two like points, one one point and one question. Um, I think I would have felt a lot better uh about your about the response if I had heard some
kind of like or said some kind of like genuine validation um regarding the value of transparent communication. I mean, something as simple as what I
just heard you guys say would have been lovely through an email, but the lack of acknowledgement is what I find so offensive. and um concerning the lack just any the lack of acknowledgement of of the issue. Um we
we have you know the DI DEIB committee that was started last year. Why I mean if what are we and then the other question I a question that I have is like what are we afraid of some um a speaker one of the committee members just mentioned
uh the fear of of of of something leading to the targeting of children. I just can I just get clarification on that? Like how would a child be targeted? Like what what exactly was meant by that? Thank you. >> There thanks for your comments there. There's no I mean there's no obligation
to respond but if you would like to respond tonight >> there are communities that have um issued very strong and inspirational statements. um they have then become targets.
Um there's we I I work with groups that are tracking that and um there's there's and I'm happy to talk about it offline more. >> Anybody else? >> Can I Sure. Uh just to address the first
piece too. I think it was kind of highlighted. Uh I think we all have Well, I don't speak. I'll say I have serious concerns about ICE. Um I think that this is um ultimately an operations issue which is why I think members are maybe uh not as um
uh I was willing to you know uh speak to how theation would come out. I think that's something that we need to talk to Kelly about and it's why I was saying there's been an effort to create a subcommittee and it's something we're going to address next week. Um so stay tuned for anybody else.
>> There's nobody else. >> All right, we're going to close interested. It is from interested citizens session one for the second time and we're going to move into presentations. So we have one presentation scheduled for this evening
which is a clinical services update. uh heads of the clinical team, Terresa Fior, board certified behavior analyst, and Melissa Benson, school psychologist. We provide an overview of the district's clinical services. This update
highlights the district's work to provide equitable tier behavior, social emotional support for all students. Thank you for being here. >> Thank you so much. So, I'm Melissa Benson. I'm a school psychologist at the high school. My name is Teresa Fury. I am one of our districtwide beta grant.
We really appreciate the opportunity to come here and tell you a little bit about what we do. And as we go, we welcome you to ask us any questions, interrupt or um or wait till the end. So go to the next slide. Oh, great. All right. This is our team. So at at each school, we had at least one school
psychologist full-time and one school counselor or adjustment counselor. And we're lucky at the high school to have more. We have three at the high school. And that reflects the work for the college and career readiness that we're doing there. And then in addition to that team, we have um two board certified behavioral analysts plus additional contracted providers helping
districtwide slide. Um this year with our presentation, we are excited to also show off our five therapy dogs that we have throughout the district. Um when we were fortunate enough to present a few years ago, this wasn't an opportunity. So we have Omelet
who is currently at Russell Street School. We have Suki, Archie, and Rhett who are at our high school and Gizmo who is at Shaker Lane. So, um, every year or two, the clinical team is able to, you know, come here and
share about with you and the topics we'd like to cover today are our care solace, our mental health screener updates, and then updates about each of the tiered services we're providing at the four schools. So, go to the next slide. Um, Care Solace, as you know, is the referral service uh, funded through the
district that's to our students, staff, community members, and families. That really takes away the leg work of trying to, it's a lot of work to call around to try to find a therapist only to be told that they're only wait. So, we are able to um, give with family permission, give a student named Carousel, they will do
that work of calling around and leaving voicemails and then give a list of available providers to the family. So, here's some data from the past year. You know these inbound interactions are all the times that any staff member, student, family member or community member sought help from Pierce. The
communication saved, this is the leg work on us that was saved. So the voicemails and the calls and the emails, it's a lot. It's a big number. Those warm handoffs are times that we um gave a student name and asked for help, right? And then you can see cases that families initiated. Those that families
change their mind. Sometimes they're not interested. Um but the most important number there is that 17. And those are students who actually made it into therapy and had at least one session with a therapist. So our YRBS, this is our youth risk behavior survey. So every two years, um,
Littleton participates in our youth risk behavior survey that is a comprehensive look at the physical and mental well-being of our students. So we typically support students grades 6, 8, and 9 through 12. This is a survey that
looks at similar districts, has about 80 questions and really looks at the important issues that are affecting our students mental and physical well-being. And this then tracks the data from what the students have reported two years
ago. So our data provides encouraging improvements in mental health with a decline in substance abuse from 2022. It also highlighted some vulnerabilities among our marginalized students. Um, students who identified as LGBTQ plus or
third racial minorities and it in particular our 2024 survey looked at the impact of technology and social media. So, this looked at students who reported that they were on screen time longer or that they had social media that was
either monitored or wasn't monitored by their families. Um, all of these surveys are anonymous and what we're hoping to do as a clinical department and throughout the schools is to utilize the resources that our district already provides such as Panorama to create our
own survey that would be able to look at more targeted data and get the data back to our teachers and clinicians faster. Um, typically this data gets back to us in about six months. So after
6 months we aren't able to immediately support the students. So we're looking at a way to really imp provide an impact sooner for our students. Next slide please. Thank you. So like
our academic services we try to um design our clinical services to fit within the NTSS framework. So it's multi-tiered systems of support and that's a framework for how schools can build sports and services for kids to meet all all students needs. So um the school building in the middle of your
graphic right. So we have the uh sorry many models you know represent MTSS in this way either with the pyramid. So we have your most universal your tier one at the bottom and that's that's for everybody. That's your high quality instruction for everyone that my steel talks about UDL universal design for
learning. That's where that fits right. So we have an example of um someone trying to teach social skills to our kids. That's our at the middle school and high school level. We have advisory curriculums at Shaker Lane. They work really hard on their morning meeting. So that's for everyone. Um tier two, this
is your targeted for some students, right? So our groups might have social skills groups. I do lunch groups at the high school. Um and then tier three is is for the few. These are your highly specialized individualized services. So again, in the social example, that might be um one-on-one counseling in social
skill development with me. It might be a behavior support plan, BCBA, or speech language therapy and social pragmatics. Um, so the chart on the right shows some examples for Littleton public schools. It's not at all exhaustive. We'd like to show you in the next few slides are
across each school um a sampling of some of the tiered services that we're actually providing now 13. So when we look at the highlights from some of our younger students, really the themes is how our students label their emotions. How are they navigating
friendships at this age? How are they increasing their self- advocacy and problem solving while also still enjoying and wanting to come to school? Uh some individual topics that our clinicians are working on are loss of a pet or a family member at this age,
problem solving, social challenges at recess, out on the playground, at lunch, emotional regulation skills, um identifying stressors, and starting to begin creating those adaptive coping strategies. And then once we get to middle and high school, the services are are similar,
but the focus shifts um more to independence. Um if you don't mind switching to the next slide, thank you. Um so focusing on independence and executive functioning, our students at this age are feeling a lot more academic anxiety, seeing more attendance issues, focusing on mental health symptoms, um
substance use, college and career readiness. So you'll see that reflected in the themes with the the individual group counseling. Um we also are um working on building our screening that this is what Teresa had talked about more real time data. So we're looking at the middle school. We have the signs of
suicide program. So we're um which aims to help students uh understand what to look for in themselves and in their peers and teachers how to respond and then us to assess the risk and respond with appropriate referrals. And then at the high school um similar theme. So
we're looking at anxiety and depression trying to proactively recognize that in students um before it becomes you know a clinical diagnosis right hook them up with some of those tier one two three supports at the school but also with outside providers. In addition we see a lot at the middle high school we see
more students have extended absences for medical or mental health reasons. So our clinical team supports them um to focus on on their health and then when they come back do we reintegrate it to the school and um get back with academics so they're not stressed while they're gone. Um and then as our student
representative had mentioned we work a lot with climate and culture throughout school. So, for example, next week at the high school is is great kindness challenge. We'll be doing doing door decorating and spirit um week themes and and that's really to that's that tier one universal to try to build a culture
of kindness and caring for all students and highlighted throughout the entire district. We wanted to also look at our tier three supports as needed. So this includes our central educational testing, um, behavior, individualized behavior support plans, IEP counseling
and consultation. We also collaborate with the wellness committee, our CPAC related service providers, educators, administrators, and community- based providers. So this looks like us teaming up with teachers going into classes to do whole group lessons across the whole
district, right? And um some of our our workers are they coordinate the 504 plans. It's a good amount of work. We are participants on our student support team which is a teams where teachers can make referrals for students where they need a little extra help and we can brainstorm some ideas do risk
assessments so students who um we believe are at risk for harming themselves or others and safety planning care solace and then our our monthly meetings. And that's something I think we're really proud of as a clinical team is that with our district being the size that it is, once a month we're able to
meet in person to in real time go through case loads to work through any um consultation questions or just be able to pick each other's brain and have that inperson meeting to rely on our team members to really support one
another um and be able to work together during the faculty-led PDS to make sure that we're up to date on what the current research has done. >> So, thank you so much again. I really appreciate the opportunity to talk about what we do and you have any questions.
>> Thank you for joining us this evening. Great presentation. Uh from the school committee members for questions or comments, Sean? >> Yeah, I was just curious. Uh you referenced some data at the top of your presentation. Will we be able to see the data like the data set? Um there's like no names attached here obviously, but um
>> it's a it's a several hundred page report. We don't have it with us to fill out but >> yeah, >> if it's available. >> Okay, great. Curious about that. Um I just wanted to see I know uh in the fall the world got a new phone plan, a new a
new phone policy. Um have you seen an impact in that? Um >> so at at the high school level we're hearing good things. Teachers are actually saying that there are students that are appreciating not being distracted by their phones all the time, right? and and we still have students that struggle with it and it's hard for
them to put it away, but um I think in terms of being able to focus, they they know that the phones take away from their focus. So that they're appreciative of that it's in there no matter how how difficult it is to put that in that little shoe container. Um so that's what I'm noticing at the high
school. I can speak more to the middle school. Um, at the middle school, I think that the staff members went in and from the beginning said, "Okay, we are making sure there are cell phones in our way." And what I am speaking as a behavior analyst is that stimulus
control from when if a student has say their phone out in the hallway or in the cafeteria and a teacher walks by, like, I got to put this away now. Um, so we're seeing less of it in the classroom. Something I've also seen less of is the earbuds within their ears as well while they're learning. And the students have
reported say at the high school they're they're feeling less stressed especially with how prevalent social media is see uh sorry one more question just uh I know that uh recent years we changed the schedule of the different schools so a
lot more sleep at the high school are you seeing impact with that >> I don't know that you still have kids who were late we knew that going into the schedule. But I think the feedback has been positive
particularly from parents and students over just since we've implemented that 805 change from 7:25. It allows people more time to especially drop dropping off others you know the younger siblings at school just trans just but we still have you know a notable number of kids
who are a couple minutes late but I think it's been a positive impact just speaking directly as a principal observing the kids it arrival every day um I think it was a good change to have 805 you know it's I we didn't look at exact I don't have exact numbers for you
in terms of the number of ataries but we still have a prevalence of tardies and it's just notable among adolescence that they run late sometimes and they make stops to dunks. We know why they're late. We have the other thing about speaking records about the high school we have
that one entrance. So you parents students will always talk about how traffic backs up. if they don't allow for extra time just like all of us in our lives. Um they will be they'll be backed up with traffic and but there's only one you know because the new estate
road this entrance or exit is um you know closed off that that backs up travel. So that that's a factor too. But overall to answer your question directly I think it's been positive uh for students to get an extra half hour. I
was even thinking like more on the mental health side of students are getting more sleep too. >> Yeah, I can't speak to that. I can't speak to that sleeping more. That was the whole idea, right? >> They when I was on the committee for the change in the school start time, right?
And I remember >> people saying, "Well, kids are just going to stay they stay up late anyway, the high school kids, right?" Um and and they do, you know, but I I I think for um in the main it's been a positive. It's allowed the kids that extra time in
the morning. Um you know, John, you prompted me to think about maybe survey. We have a lot of questions for the kids about just getting feedback on things. It would be easy to in when we're talking about a survey about just things related to school culture and things. It would be an interesting uh item to put
on our survey just to say get their reactions to has it been positive or not. >> Thank you. Thank you. >> Yeah. Um I have a few questions. I hope you don't mind. No. >> So when I was looking through the packet ahead of time and I noticed um you know
there's a a variety of of job uh titles. So I was curious the difference between um a counselor and an adjustment counselor. >> Yes. So my my understand so I'm I'm a school psychologist. So there not >> that one I understand it
>> but um so my understand counselor is more of a a broader focus on academic planning and college and career readiness right and the social emotional learning where the adjustment counselor has more specialized training and mental health the comp the more complex behavioral um challenges. However, many
of our uh workers have dual licenses. They both so maybe did the grad work for both. Um so able to do some we all overlap in certain areas and then we have our own little areas of of specialty like I do the the testing the school counselors or the college career readiness at the high school level right
and then adjustment counselors kind of um coming across all many of those with also the mental health care support and the school culture climate. So that kind of leads into my next question which was about um you know so you've talked about some pieces of SEAL and some behavior
management and um I was wondering if you could explain like how that intersects with mental health is it is are there a lot of overlaps or do you consider them three different things >> which what so >> so like SEAL and behave behavior and mental health
um I mean I think we work so closely as an interdicciplinary team that um for example the student support services team um if we're looking at referring a student or if a student is brought up and there are both mental health and
behavior concerns we would be working as an interdisiplinary team and we might be also working with some of our related service providers as well. Also that could include our speech and language pathologists, OT's, PTS. Um, so when I think that our team is very skilled at
being able to blend both the behavior and the social emotional because I think they're so intertwined. >> Um, I don't know if that answered your question. >> Yeah. Yeah, it Well, and then I mean so much of this is overlapping and I'm I'm trying to figure out the different pieces. So you talked also about the
survey. Is that something that you look at for broad trends or does that actually help you identify students? >> So with the broad trends that is with the YBS that is an anonymous survey. Our goal with using a program such as
panorama uh to out nuance data where for example the SOS screen we are able to see which students in that moment are identifying high risk. With this data, we are just getting a broad overview of the average compared to two years ago.
What we would like to look at is who are those students that are spiking on our scale because the YBS is a lot of these questions. It's a long survey. um how can we really format that to target
based on the data that we've had for a few years to ask the questions that are going to be the most impactful that might help say a health teacher talk target um the challenges the students are reporting that they're facing. So I
I would like to see more targeted data or targeted questions for the students and that's really what our aim is for the future. So until you have that targeted data, is it mostly like teacher referrals that are helping you identify the kids that need help?
>> Students who are >> Yeah. >> Yep. students, >> parents, um but we do have some we do have some targeted data through our screeners and and we use those directly to decide um which students like to participate in a group or individual counseling and
students know that those screeners are voluntary and parents do as well. there are optouts for it and so we try to make it really clear that um for students the difference between anonymity rate and the privacy and all that you know so we know your name there's small group of students so that we can identify if a student flags for suicide risk I want to
know that student's name and I want to be able to respond that day and call home so we have that information but we're working to build that you know >> so I have one more question um just about your capacity it seems like you're doing so much for so many kids and um do
you feel like that you have the capacity for the workload or are you you know if in a perfect world would you wish that you had more >> I mean I mean sure perfect world sure that we have have more staff I think we are well staffed where we have have you know
full-time school psychologist full-time counselor um at least two DCAs plus the you know sports we do have a really robust team more would be great and you know >> the need the need is always there I think and if we ever do see a need arise where we need extra support, we are able
to reach out and have contracted specialists come in as well. >> Oh, okay. So, you do have a backup plan. >> Always a backup plan. >> Yeah. Yeah. >> There's plan plans and contingent plans and backup plans. Yes. >> Okay. That's great. >> But with with more than one person in
each school, you know, if one of us is busy, we are generally able to work and we you know, it's um it's very it's very fluid. you know, if I'm meeting with someone and a student who typically sees me is having a hard day, somebody else is available there. You know, we're we're a small enough school that we know most of the students and most of the
students know us since we can share each school. >> Thank you so much. Sorry for all the questions. Very >> we like to talk about it. >> Yeah. >> Thank you very much. >> Thank you. This is brilliant.
>> Thank you so much. Do you have any questions? So you kind of you adjust them. >> Yeah. >> Oh, thanks. >> All right, we got a number of uh old business items to touch
upon this evening. So the first of which is discussion on the fiscal year 27 budget. Business manager Steve Martin will provide an overview. Right. So, um All right. So, we started our budget
FY27 budget request uh at a 2.75% increase. It's a $725,911 increase over the FY26 budget. Uh that would have made our budget request 27,19,490. However, uh the chairman was approached by
finance committee members, board of luck members. He alluded to that at the last meeting. Um they asked the school department to reduce our budget request by $600,000 uh due to um a number of factors that are out of control on the town budget
side. Um OPED, health insurance costs, things like that. I I won't uh try to talk about the town budget. Um but they asked us to reduce our budget by $600,000. So where we were was this is the breakdown of our initial request. So uh
we had salary increases of $874,000. We offset those salaries with uh revolving fund uh funds um school choice grant funds, prek tuition funds um of approximately $550,000.
Uh we had operational increases uh busing uh increase of 134,000 and that's made up of two components. That's a a contractual cost of living adjustment. Um but then the bulk of that was um I forgot the exact number. It's about
$87,000 of the three-year commitment that we uh agreed to when we went from two tier busing to three busing. Right? So we we went from eight buses to 14 buses. that added additional cost. Uh we absorbed
that cost the first year and then we phased that uh additional cost into our budget request over three years. This would have been the third year. Um however um that was in there. Uh curriculum materials uh based on our
curriculum review cycle uh $150,000 substitute costs um substitutes costs are going through the roof. Not only do we have to increase the rates to attract people um but it's flu season. Uh a lot of staff are out um and it's been a
trend for a number of years. So we really need to increase those uh cost to be able to cover those uh supplies and materials. Um this was some uh custodial supplies. Uh this was uh some increase in our copier cost. We had a request
from our schools to put in uh colored copy machines. call them multifunction machines. Um that's uh part of that 42,000. So the total increase was $725 911 again 2.75. That's where we were
after reviewing um in order to get to that targeted $600,000 decrease. Uh this is the plan. So uh we're going to reduce our budget request of the busing cost. We're going to cover those busing costs
out of the bus revolving fund. We have a little bit of surplus in that revolving fund. We didn't spend all of the money uh last year. It rolls forward. So, we can cover um we believe we can cover most of that increase out of that revolving fund. Um the curricular
materials, uh the $150,000 um a number of years ago, we used to have a cross charge to the Tigers Dead program for the use of the facilities. We stopped that during the COVID uh period. Um we are reinstituting that cross charge into the Tigers program. Um
they took a big hit over COVID. Their numbers weren't back up to where they were. Their revenues were down. So we've allowed them to have a couple of years where they built up the balance in that revolving fund for emergency services. Uh we now have a sufficient balance where we can now cross charge into that program uh and not affect that program.
So, uh, we'll take $150,000 out of that to go toward, uh, it really offsets our operational cost. Um, additional salary offsets. Um, again, we charge preK tuition. We had a discussion on that a couple weeks ago about increasing the fees. Uh,
increasing the fees doesn't cover the $50,000. It doesn't really cover it much at all. Uh however again um what we did last year was we didn't spend all of the money out of the prek revolving fund. Um and we have a little bit of a a surplus
in there that we can t dip into to help this oneyear budget gap. So that's what we're going to do. Uh and then uh our spent out of district tuition costs uh we can reduce that line by 165,000. Um we've had u some students move out of
district we are no longer fiscally responsible for. And so um we can pick that up. Um so that's the 600,000. So that's the plan to to reduce the budget. Um which would mean uh again there's our FY26 budget. Our initial request is 725
less than 600,000. So our net budget increase request this year is 125,823 which is a48% down from the 2.75% uh for a budget request of 26,51942.
This is the balance. This is the budget request that the town had built into their budget model with the school able to reduce that request by 600,000. That balances the town budget for so I'm told. Uh so that's
very quick summary of where we're at. Um uh it was uh you know we talked to our our administrative team. Uh the superintendent was involved. We had meetings with the budget subcommittee. Uh we've all agreed that this is a viable plan um for next year. We do
concern over FY28. Some of this is sustainable, some of this is not. Uh, we've we had uh budget discussions um last week with the town administrator, the uh Steve Venoodi from the Fincom, um
the town um treasurer, the the finance manager, the assistant town manager. We're all in a meeting where we discussed this plan. So, u they're happy with it. We believe it's it's uh doable for next year. Again, for FY28, we're going to have to look at it again. Some
of this is is just sustainable and some we're going to have to figure out for FY28, but it gets it through FY27. >> Just a quick question that the line item where you're talking about possible retirement savings of 100,000. Is that teachers retiring? >> That's teachers that we know a high
salary. >> Yes, that's teachers that we know are retiring coming in. >> We've estimated what we think we might be able to hire on, but again, we're not dictating who we hire or what we hire at. We try to hire the best teacher for the position. Um, but if there's an
opportunity there, um, we'll certainly try to, uh, encourage, uh, some to pick up some savings through those hirings. >> And this is based on historical data. >> Correct. >> Yeah. >> Thanks.
Any other questions? >> Uh, Steve, nice job. I'll just I'll add that, you know, when we first got J when we first got together to go through the budget, we we went through it pretty pretty closely. We were actually quite excited to be presenting the town at
2.75% increase. Um you know, the slides that we had seen six months prior at at joint meetings with the school committee, there was a placeholder in there for 3%
And you know, for us to come in at 275, we felt like we were really doing our fair share of the job. Um, and then it, you know, they didn't approach just the school department for a reduction in budget. They approached everybody because the problem was in the
neighborhood of 2.2 or $2.3 million. And we were asked to shelter about 600,000 600,000 that precisely. So, you know, we we felt like that was that was fair. Um, and just just because I didn't hear you
say it in case people are wondering. Um, you did a nice job going through it, but I just I want to say like when when we ask the town for busing money, um, we spend all of the money on busing, it's that when we collect the user fees that we have the ability to retain some of
that money in the event that we, you know, ran into extra busing over the over the course of the year, we we had a need for a change in bus or some, you know, something happened. We're carrying a little bit of cushion there so that we don't have to run back to a special town meeting and and begging for more money.
We're now spending the vast majority of that down to zero to um to get through to get through this year. Tiger's Den, the goal is that's a break even program. So, the fact that we have extra money in that program is from years ago when
there was a thought process, you know, maybe we would try to move Tiger's Den into a different facility of its own and we'd have this big program and all this good stuff. We've we've abandoned that idea for now. So, we're we're spending down that money. Um, same goes for the
prek that as we went through that's that's a program that we run at a loss. Um, but we're spending some of that uh that money down. So, this is not a sustainable plan by any stretch of imagination. We're limping through
fiscal year 27 and um you know prepared for the worst for 28. Um where we hope things could change for the better, but I don't see any indication that they're that they're going to. Um, you know, I just want to highlight for everyone's
benefit that our salaries are projected to go up 874,000 and we're only asking the town for an extra 125. So, we're nowhere even close to covering just the contractual salaries
um within our budget. So, obviously, this problem's going to surface uh in the near future without some major changes on the revenue side of the town. Um we're fortunate to be in a position that we are where we were carrying um
some of these funds for a rainy day and it's here. So we're spending them down and we'll have to revisit this very closely for fiscal year 28. >> Thank you for presenting this so clearly. >> Well, I hope it's clear but >> yeah. No, it is. It's very clear.
>> I appreciate it. So this >> conversation's honestly only going to get more difficult. >> Yeah, I'm I'm just hanging on to this doesn't mean any reduction in staff right now and that's that's a huge
thing. Um but watching our margins get thinner and thinner. >> Correct. The important thing is next year there's there's there's we're not planning program cuts or staffing cuts or things like that. We believe we can
we can cover the requirements of the budget FY27 with this plan. Again, we have to revisit it for FY28 and then rethink FY28. All right, we're all set there. Similar
type topic. Um all business agenda item number two, which is a financial update. So again, business manager Steve Martin will provide. So, uh, the reports in your packet, >> data update, >> reports in your packet. Um,
again, um, right now we're I I don't see any, uh, anticipated issues with, uh, meeting our obligations through the end of the year. Um, to remind school committee, uh, when you look at some of these percentages, when you look at regular education, I mean,
this is through December, so technically we're halfway through the fiscal year. um remind school committee that we withhold part of teacher salaries when they elect to do 26 pay so they get over the summer. So we do we do big balloon payment in June at the end of the school
year to pay them over the summer. Um so that's why that's a little low. Uh special a special education looks a little low because we tap into the circuit breaker funds for the out of district tuition costs. We spend those circuit breaker funds down because we're
required by law to spend those within a year. So, we spend that money first and then we reach into the appropriated budget and start spending those that budgeted tuition line down. So, that's why that number appears low. Um, everything else is fairly on track. Uh,
you know, we should be in the 40 to 50% available range and you can see we're pretty close on most of these. So, um, again, we're working with, uh, the town assistant, uh, administrator, Tony Souza, on, uh, and we're working, uh, Tony Sou and Dave Riley is our energy
manager. Uh, we're working, uh, on, uh, a joint natural gas, uh, contract to reduce our natural gas costs. Uh, that'll save us some money. Um although this doubled degree weather we're going to hit over the next couple of days
isn't going to help it. Um we're we're doing very well temperature- wise and budget wise this year uh with the natural gas. So uh hopefully those costs we'll see a reduction in those line items as well. But um so we're we're looking uh at efficiencies throughout
the budget um in in order to meet our obligation but right now there's no indication that there's any issues within the budget for the end of the year. >> I have a question actually this might be for the previous section but um I know o
over history we have relied on school choice funds to provide a bit of a cushion. Um, was that part of your calculation with the reducing the 600,000? >> Uh, >> it was part of the earlier. >> It's part of the ear. So, >> but it wasn't part of this more recent
shift. >> No, we're not we're not we're not we're hoping not to use school choice funds to cover the 600,000. Um, we do use part of the school choice funds to to regularly offset our salary costs. That's about
$250,000 a year. And then if you remember, we also agreed with the town to to use some of those school choice funds to pay for our capital needs uh this year and next year. And that's
five to four to5 to $600,000. >> So we are using school choice funds for the schools. >> We're just trying not we try not to use it as operational. We try to use it for onetime costs. >> Yeah. We agreed to approximately 400,000
for fiscal year 26 and 27. >> Right. >> Steve's got the projects lined up. We haven't spent the money to date, but we're going to spend about $800,000 over the next 18 months, >> right? >> Um so it we're fortunate that we have the
money. It doesn't show up quickly, but we end up, you know, you can spend it in a flash. And that's what we're running into. >> Yeah. Yeah. >> Um, so it took years upon years upon years of proper fiscal management to get
to where we're at the rainy days here, right? But we also can't ignore the capital needs of the school. We have HVAC units that are 20 years old. They have a lifespan of 13 or 14 years. We've stretch them for 20 years. So we we need to make some
investment. We need to continue those investments into our facilities. >> And that wouldn't said it before, but just for the record, that that $400,000 spent fiscal year 26 and 27 for total 800 was uh arrived at a uh strategy related
to Shaker Lane. So the school the um the finance committee was looking at earmarks, some level of free cash to put towards the Shaker Lane project. We basically said, "Hey, we'll spend some of our own money on facilities maintenance and the money that you would typically give to the school department.
You can go ahead and put in a Shaker Lane account and it therefore reduces the taxpayers's obligation. So, it's sort of a win-win for everybody, but um so we shouldn't, you know, we agree to evaluate it every year, but it's not
like we're obligated to spend $400,000 of school choice money every year for our own capital needs." So, can I ask then? Um, I'm adding the 400 to the 600, right? Does that mean that going into FY208, we're looking at if all things are equal a million dollars?
>> They separate. So, the 600,000 reduction is operational appropriated money, taxpayer money coming in for operations. The 400 and 400, those are part of the capital plan. Those those are funded separately. >> Okay. >> Separate request to the town. It's all
the same money like this. It's all the same source tax revenue, >> right? >> Um but the idea is pay for operational stuff and then have some free cash, decide what we're going to invest in in the town for capital needs and then park some in a savings account so that we
don't always have to borrow for projects. We could go maybe one day pay for something with capital not obligated to the uh the taxpayer to a debt repayment. Right. Typically, the town funds capital projects through free
cash. Uh at the end of the year when they close out the fiscal year, whatever free cash they have available, they allocate that between whatever the town priorities are and then some capital projects. We just agreed that for two years the school department because we
have uh a relatively high school choice balance right now um we'd agreed to to work that balance down to um the financial policy amount of what was it 10% >> 10% >> of our operating budget to hold as a as a school choice balance is like a kind
kind of like a reserve I don't want to call it a reserve but it's basically a reserve >> yeah right now we're borrowing for buildings we don't want have to start borrowing for fire trucks and police cars. It just adds to the expense. >> Yeah. >> All right.
We're totally off topic. >> And and honestly, I think the town is is >> in my opinion, I think the town is um happy to support the schools. When I look at the data, it appears that the other town departments have all taken budget cuts. not budget request cuts,
actual budget cuts to their operating budgets. Um the school department is from what I can tell is the only department that's getting a little bit of an increase for FY27. So I think the town is trying to support the school to the extent that they can
put that out. >> Yeah, thank you for coming. >> We all set there? >> Yep. >> Great job. >> Thank you. Thanks so much. Uh old business item number three which is mission statement reflection. The school committee will reflect on the first half of the school year in regards to their
mission statement. Um take a moment to read the mission statement which is the top of the letterhead. The mission of the Littleton public schools is to ensure that every student is supported in reaching their highest potential through a commitment to continuous improvement. We achieved
this by setting clear policies to provide strong governance, support equitable practices, preparing and managing a responsible school department budget, aligns resources with student needs, and providing thoughtful evaluation and guidance to the superintendent. Together with the
community, we strive to prepare all students to be critical thinkers who are engaged citizens and lifelong learners. I will open this up for discussion. Well, just to be clear, this is the mission statement of the school committee, not of the school department. >> Correct. Just for people following from
home. >> Sorry, did I not? >> Yeah. No, you said the school department. So, I just want to because we have we have a separate mission statement for the school district. >> Yeah. I'm sorry. >> And this is a mission. >> Thank you for catching that. This is our mission statement. >> Yeah. This is our which reflects the
things that are in our purview. >> Um I did I read it right on the agenda or in the mission statement? No, just now when you were reading it out loud. Yeah. >> Mission of the Littleton School Committee. >> You said the mission of the Littleton School District, which >> is a is a slippable top.
>> Well, that's fine, but I >> we don't want to be picky about it. Just for those anyone listening at home, I didn't want them to think we had a mission statement that was very um uh constricted, you know, that this is this is just what for the stuff that we
do. Um, I was looking at it earlier and I think I still like it. I think I still think it reflects what what we're doing. I think this is what we're striving toward. Um, I don't know if it's helpful to talk
about ways we are trying to achieve these various >> Yeah. So I don't believe there's anything wrong with the mission statement of the school and I almost said it again school. >> You're right. School committee. I think this is an opportunity to reflect on the
work that we've done and the work that we've heard thus far to see if we believe that we're firing all cylinders. >> Um you know tonight's presentations thus far have key elements within this
mission statements of the school committee. Um so there's been a lot of work this year around the budget and you know striving and um preparing a budget that meets the town needs but also
ensures that we have a delivery of um educational um and level services. Um we we heard examples tonight the um school psychologists and uh school
counselors um about the needs of our students and they said you know of course we'd love to have more people but they're doing great work. Um, we've heard presentations about the MAP scores and the MCCAST scores and the um schools
opportunity to reflect on areas of the curriculum or strategies that they can um they can put, you know, that they can work together as a team to make sure that and they said, you know, we work on something and we do better at it and
then of course that time gets sucked away some other place and we miss these other questions. Um, we've heard a lot about W and wisdom and the move towards that and the teachers really digging in on that being in here too. So, I mean,
in in my opinion, um, we have a great school district. We're continuing to have a great school district. We've got great people here. Um, I think I don't want to pat ourselves on the back, but I think as a school committee, we do a nice job of um, having clear agendas and
hearing from the from the school department as to what's what's happening, what's taking place. I think we're all engaged. We're prepared when we come to the meetings to ask good questions. >> I also would just jump in. I think that that's you know we're talking about uh creating equity in the way we're you
know providing for students we're gonna give more space give better space for students and that that was a big accomplishment for me >> that was a huge win um the one place where I might say I'd like personally to be working on an
improvement is is communication with um the community at large and and being sure that people like understand what we're doing and and feel that they have access to the information that we are
are putting out. I've talked to to community members that struggle because they're putting kids to bed, you know, and kids are kids have um kids have uh homework and and they've had a long day at work. And so that's I you know, I
think that it is difficult to access all this good stuff that we're doing sometimes. Um, I'm I'm and and I'm throwing it out here and and I honestly don't actually have a good idea of how to improve it, but I'm just throwing out
I'd love to to work on that and um >> well, make it so that people feel it feel more more connected to to us. >> I appreciate that. Um, you know, it's interesting that we had a good citizen this evening approach us on
a topic. wish that this school department and communication community on. We created a >> communication subcommittee. Uh we've chosen by design to make our meetings both in person and hybrid. >> Sean's running a podcast. He's running,
you know, he's running virtual office hours. >> Stick. We love that. >> Um so yeah, we're if you know >> y >> I get I was going to say, you know, it's it's not this isn't just an opportunity to say we're doing well. like I would love the opportunity to things that the committee would like to hear about on
the second half of the year to make sure that we address these things. So >> um it's no surprise to me that communication is uh >> helps. >> Yeah. I mean it's >> difficult >> the thorn in every organization. Yeah. >> Um, if you can get that figured out,
>> yeah, I rely on yourself. But >> you know, Janine, while you were talking, every it seems like we've focused a lot on transparency, which is basically giving everyone access to all the raw data. But what we're not doing so much is pack
packaging it in a way that people the messaging, right? So that people who are busy, who are putting their kids to bed, who've had a long day, that they don't have to, you know, look at the whole video of a school committee meeting to find out what's happening, that somebody is digesting it for them and and
messaging that that the important stuff that you need to know. So I think that's um I would love to see a shift from transparency to communication. I will say I agree with that. Uh one of the efforts I'm making and I know uh you know only some people have figured out where the substack is and so I can get
better pushing it out. I'm trying to do a recap of every meeting uh posting about the next morning. Um and additionally um you know the guests I'm going to have on for the podcast next month. Uh not to give that away um but it's going to be uh the the folks that
presented on STEM uh last uh last uh meeting. And so I'm hoping that kind of using great things we're seeing in meetings is good for that as well and kind of pushing our board. But I agree. I think we need to figure out where people are, right? I think that uh I think everything's kind of scattered now. So is it email, is it social media,
is it a podcast, is it and just trying to figure out how to meet them where they're at. Great. Whether it's updating website, whatever it could be, would be great. Um and the other thing that I think we are making progress with is the part about
strong governance because I think we've had some really good discussions this year in our school committee meetings whereas past has been more um being an audience for presentations. So it was sort of putting us in a position where we were reacting
to things that had already happened and now I think just by virtue of the things that we have on our agenda um we're starting to talk about things in the moment where it gives us more of an opportunity to provide strong governance. So that I feel like is a win
and I'd like to keep doing that. >> Agreed Paul. I mean one of the ways to do that is through uh school committee policy. I think school committee policy, the subcommitteees um been doing great work this year. I think we've been spending more time on
policy and taking the time to go through them, making sure that it feels right, the word smithing is correct, so no one seems tedious, but it's one of the three things that we're charged with. >> Yeah. >> Well, and I appreciate that the policies that are coming up feel relevant to what
we're working on in the moment. So, it's not like we're just going down a list. It's like these are ones that are important to us right now. So, um, somebody is carefully selecting the policies to do relevant in the moment. So, I appreciate that. >> All right, we all set there.
>> So, >> certainly something that we can revisit any agenda. So, >> yep, >> if you feel the need, bring it to the foref. All right, our fourth order of new business this evening is superintendent um search update. Looks like there's a uh need for a
substitution here. So, we're seeking I'll ask for discussion, but it reads we're seeking a motion to appoint Raina Starts to serve on the superintendent s screening committee in place of Katherine Johnson. >> Yes. So, basically the background on that is that Katherine Johnson wasn't
necessarily able to get there in person and we felt that was important. Um, you know, if you're doing deliberation, it's important to be able to read the room and see people reacting to things. So, uh, and just doing trainings and stuff. So Reena St was going to step up. Um so yeah. >> Yeah. And she was so those two teachers
were representing the special edition. So we needed you know when Katherine Johnson indicated that she didn't have the capacity for the inerson meetings we looked for another applicant that was also representing that same constituency. So that's so Rana Str has
um has to do that. So um because we had voted on the slate at the last meeting, we need to vote um to make a change in slate. So it's do you want to get just get since we're talking about it, do you want to just get that
part done and then I'll we can talk about the um overview of what's going on? >> Sure. Be happy to accept the motion. I have a motion to appoint Marina Sts to serve on superintendent search screening committee in place of Katherine Johnson. Seconded by Janine this time.
>> It's like an echo over here. >> Race. All those in favor to keep us saying I >> I carries. >> Thank you for doing that little piece of housekeeping. Um so I just wanted to update you on where we are. We've been a
lot is going on very quickly. Um, so we had the public forum on January 15th, and we had about a dozen people in person, about another dozen virtual. Um, and Alicia Min, who's our consultant
from um, MASC, was there leading the um, leading the discussion. like she had a lot of prompting questions to try to um get folks to contribute ideas of what they are looking for in our next superintendent, what they think the
district priorities should be. Um no surprise, the number one thing every everybody was talking about was communication. So we are hearing this from all sides. Um but anyway, that was super helpful.
We um took a lot of notes from it. So, we really feel like we we've heard from and met a lot of folks from the community. That was really helpful. Um, Bean was there, Steve was there. Um, so it was really um I think it was a great
event. Then just um on Tuesday the 20th, we had the orientation of our screening committee. So, we had, you know, our um our 19th person screening committee got a full hour of um explanation of the job
ahead of us. um signed a confidentiality agreement um made plans for the dates that we'll be meeting coming forward. So all of those will be posted as um as open meetings and
what's happening now is the um there's still the vote the um survey is still posted on the district website and the deadline is tomorrow. So, anyone who's listening, um, if you intend to provide your thoughts on the community survey of
what you're looking for for the district priorities, what you're looking for for, um, our next leader of the school district, it is open through tomorrow. It's on the homepage of the district website. Sean, are there any other places people can find it?
>> Uh, I'm sending it out through the Substack, but uh, yeah, that's the main spot. I believe it got pushed out through school now as well. Do we know if it closes at midnight tomorrow or at a certain time? >> Uh, it just says the date, so I would imagine it's midnight. Perfect. >> Um, but we'll be using the information
that we get from that survey and the information that people came forward with in person at the public forum to develop our vision. So, we'll have a vision statement for what we're looking for to be the best fit for our community. That will be part of a
brochure that's being developed. So, um, uh, so I'm not sure who it was at central office that pulled together all of the wonderful information we had asked for, but we've got, you know, the history of the town, you know, how we define our community and photos and, you
know, what applicants need to know to understand what Littleton is all about. So, that's all being put together um, as a brochure. We'll be developing the application and the application goes out February 2nd. So that's a week from Monday. So we are
zipping along here with our timeline. Um so we've already decided our dates for reviewing applications and for um interviews. So we've got a lot done in a short amount of time. Really happy with
our progress. Really happy with our screening committee. A lot of super talented people that are making a great contribution. So um we are in good shape going forward. There's still a lot left to do. >> Yeah. Want to thank Beth for showing up for the open
as well, but I'm excited for >> Yes, we'll be on that. >> Yeah, it was um it was interesting. One of the questions was um what does the superintendent do and who is the staff that helps him do that? So, fortunately, we had Beth there, so she got up and and
explained the whole organizational chart of what uh you know, who works at central office. So, that was really helpful. Yeah, that really helped the conversation. I think people then knew what they wanted to ask once they kind of better understood what the role was. >> Yeah. Yeah. >> Not just calling snow,
>> not just know, right? >> He was here. He's going to call Monday. >> I know, right? >> But it's it's really been very energizing working with the community on this. There's a lot of really invested people that have so much to contribute. So, um
Sean would join me in saying that we are really enjoying the process. >> Yeah, we're very fortunate people we have working with us. Yep. >> All right. Good. Good. All right. That wraps up the old business portion evenings. This is our second opportunity for interested citizens. >> Is nobody online
tonight. >> All right. We'll roll through our subcommittee reports. First of which is PMBC. Yes. Uh PMBC will meet next week. So I expect to have more an update then. Um I can also kind of update on Shaker Lane since it's kind of all tied in. Please do.
>> Uh so Shaker Lane, we met last night. um expecting to know more about kind of the timeline going forward when we meet next months. But we did have Kiline uh join us for the meeting and we got to meet the team or at least everyone on the got to meet the team. That was great. Uh we approved some some warrants, but that
was the big thing last night. All right, the budget subcommittee um budget subcommittee's got a couple meetings scheduled coming up and tonight's presentation has really been uh what the budget subcommittee has been working on. So everybody's kind of up to speed on that. Um policy subcommittee
has got a number of policies to be read for a second reading. Typically Vina leads the charge on this but she wasn't able to make this evening. Janine, hi, >> you want to uh yeah, why don't you walk us through the information that's presented in the packet?
>> So, um at our last meeting, we actually walked through all the changes and explained and talked about them and um what we had decided in the meeting is what we wound up at in what is presented
here as far as I know. Am I does everybody agree that that's what happened? >> Yes. >> Good. Um may I make a motion uh read these off to accept the policies as changed? >> I do have one question. Sure. Um so on
the bus policy >> EAA >> um so we had had a discussion. Let me pull this up. Um there's so many I got to scroll down and find it again. Um >> the student transportation service. It's
about page um >> Oh, I found it. Yeah. >> 33 31 32. >> Yeah. So, we had had a conversation at the last meeting about um parents who want their their child to get off the bus at a different place, a
different other than the regular one. And um I thought we were removing that language because even though it was in the policy, it's not currently allowed. No, I think we had talked about leaving it but making sure it was extenduating circumstances
and when possible. >> Yeah. Which is the way it reads. Yeah. Right. >> Yeah. So that covers >> that that covers us if a family's in a medical crisis and their student needs to go to alternative daycare for short period of time. That allows us the flexibility to be able to grant that
wish. >> Yeah. Okay. So, but not um it would have to be um >> it it isn't an often thing, but it is a possible thing and we don't want to shut off the possibility. >> Okay. >> Right. >> Okay.
>> That was my only question. The rest when I read through them looks like they reflected the changes we'd asked for in the first reading. So, >> Oh, that looks okay. Does this look like you remember Sean? It was a >> Did you have any questions about them, Justin?
>> I did not. I was just for my own benefit going to look at the way that that currently reads EA, >> right? >> Um, >> yeah, it's a it's a big change. Currently, it reads students requesting to take a different bus home or get off
at a different stop may do so with a parent or guardian sign permission slip. >> Yeah. So this added language to make it seem a lot more rare >> and not impossible. >> Well, it's essentially we've matched the policy to match current practices.
>> Yeah. >> Yeah. Other than that, I'm good. >> Um could I have a motion to accept? Oh, okay. That's when you have to let Okay. I move that we accept the uh changes to
policies J HA uh B H C also G B D A C E E A E E A A E E A E E A G E F C E F D F A FB FCB
and F F Okay. >> Second >> motion made by Janine to accept those policies for a second reading second. >> Any further discussion? >> Call for a vote. All those in favor indicate by saying I.
>> I passes. We've already heard uh from Sean about the Shaker Lane building committee updates. Thank you very much. Uh last is there any other new business or old business before the school committee? See one hand up. This doctor
>> have one quiz announcement >> related. >> We have a great fantastic virtual CPAC meeting coming up on the 27th. Um it's virtual so easy to attend and very accessible. It's on the topic of preparing for the transition from high school to college. It's going to be
presented by Jennifer Stack who's an educational professional and she focuses on student access, success, engagement, and retention. So, um, notification is going to go out from the school now by Alex. Um, John is going to send it out in his weekly newsletter as as well as
Jason because very quickly our middle schoolers then become high schoolers and then become um, postgraduates. So, um, hopefully we'll get a great um, turnout for that and it's virtual. So the Google meet link will be embedded into the um notice. >> It' be nice. Thank you.
>> Is that it's being hosted by CPAC but is it I mean that topic in general applies to everyone who's moving on as >> we welcome everyone. Yes. I think it because and and the reason why we wanted it to go out in in the newsletters and not just out to special items is because there are students with disabilities who
aren't on IEPs that might benefit from some of the information that could help um with um understanding how to connect disability services at colleges um how to help advocate for accommodations that they need um and how to advocate for just themselves in general.
>> Great. Thank you. >> Thank you so much. All right. There's no other old business or new business before the school committee. I'll just announce that our next meeting is February 5th, 2026 7 PM Littleton Police Station. I'll ask for a
motion for a German. >> Motion made by Sean. >> Second. >> Seconded by Janine. All those in favor by saying I I journed.