evening everyone it's 7 o'clock and I'd like to call together the March 27th 2025 meeting we uh we do have a quorum stace is here in person with me um Janine's virtual bean is going to be coming in a few minutes late and uh Elaine is away
so if you would those of us that are here if you would rise and join me in the pledge of allegiance i pledge allegiance to the flag of the United States of America to the republics nation under God indivisible
with liberty justice for all thank you uh this evening we have the consent agenda posted uh which contains the minutes from the March 13th 2025 meeting as well as the oath the bills and
payroll have a chance to look those over great anticipating no comments is there a motion to accept motion to approve notes i will second that to make things easy this will be a roll call vote since we have one member virtual stacy stacy
yes janine janine yes i heard you see if we can get the volume up a little higher next time heard you votes uh yes as well this is our first opportunity for interested citizens so if there's anybody with us uh this evening at home
or present like to speak before the school committee no hearing none seeing none we'll move into our recognition portion of the evening and I would like to invite Raquel Rodriguez to share uh their various school reports good evening so for Shaker Lane Shaker Lane
launched their reading challenge for students today during or few days ago during their community meeting their goal this year is to accumulate 700 hours of reading for reading at home and they plan to earn a schoolwide dance party for Russell Street mccast assistance begin next week for all the
students and then congratulations to Miss McGregor Miss Hemis Miss K sorry if I mispronounced that and Miss McKinley for receiving LEF grants and these grants help support all great things our teachers are playing for the students for the middle school their MCAST is in
two weeks and then for the high school the unified bowling team got first place in the tour tournament this past weekend so congratulations to them six students attended the Bulldog Mo model UN conference this past week in Bedford New Hampshire with Olivia Branco and Arya
Wutunder a freshman and a junior awarded best delegate and then Gabe Gastonis and Bana Lreski both sophomores were awarded the verbal commendation award so congrats to all who participated and then finally next weekend LHS drama's production of the Legally Blonde will be
going up throughout the weekend so make sure to get your tickets okay that's great thank you so much uh a couple other points of recognition i'll turn it over to business manager Steve Mark to speak about the green community grant yes so we're happy to
announce that the town received a grant through the green communities it's uh total award to the town is $173,000 um hold on I have a breakdown um of the 173,000 awarded to the town
108,175 are is delegated for school projects and you can see the the projects on the screen um LED lighting uh we're going to start replacing some light fixtures in some of the classrooms and convert them from fluorescent to LED and then some weather stripping at the
high school and the middle school so it's $133,000 of project cost um of which 108,000 is covered by the grant 5,363 is covered by utility incentives
and then the school is contributing a little over $20,000 to the project so we're getting $133,000 worth $20,000 so I think that's pretty good so just want to uh thank uh Diane Dickerson on the town side and Dave Riley our school
energy manager that have been working diligently on the application and uh getting all the project lined up and we're just waiting for state approval as far as when we can actually start the actual work uh once we get that green
light then we have the contractor all lined up ready to go and we'll start that those projects so that's good to know uh the other uh um recognition uh is we received a
donation uh in the amount of $1390 uh from uh Takata Pharmaceuticals this is something Valerie uh put together and requested and we're happy to get that and I think we're going to hear about the STEM program in
a little while from Valerie so um it uh that one is a gift it's not over $5,000 so school committee does not need to accept it with a vote but we just like to make school committee aware that we received that so thank you Valerie for all the work in uh getting that donation
awesome we have a check in the packet love it yep thank you good stuff uh Superintendent Clenchy any other recommen yeah I have a couple uh Rotary uh supports a leadership uh experience for
sophomore students every year it's called RIA last week I had the pleasure of uh interviewing uh 18 students with the rest of uh some representatives from Rotary uh we were able to send 12 uh the
interview committee was just blown away with the talent of the 18 students who we brought in the depth of what they're doing the course loads and and the contributions to the community and and their uh talent that they bring to the table
they they already know where they want to go with college and it was it was really a great experience it is every year this is probably the toughest year we've had like 12 out of 18 students that started for me it was a very proud moment as a superintendent the interview team was just blown away by by our
sophomore students who came in for interviews just like to thank our students who applied and uh looking forward to hear from the 12 students who attend the leadership summit in the summertime we've had for the first time in our
district uh grade two students uh participate in an MPY uh poster contest Massachusetts partnership for youth usually we have high school involvement they submitted a poster uh and it was titled we care for our community and there's a press release in your package
that covers the the whole experience i'd like to thank Mrs scott Mrs scar and our grade two students who took part in that poster test it's on the screen perfect thank you and the last one is I'm thrilled
that we have some students from LHS tonight talking about their uh high school science project or STEM projects um and uh they've done very well in competition and a number of them are going to state so looking forward to hearing the
presentation soon and that's it great thanks so much all right we have uh four presentations scheduled for this evening so we'll move into those i did would like to announce that um the third item listed which is the superintendence
um evaluation process was going to be a u joint presentation with superintendent Kenchi and Elaine elaine's not able to join us this evening so if it's all right with uh Stacy and Janine what I'd like to do is just move that to next
meeting um which would be April 10th we only have one school committee meeting in April due to April vacation however we do have a school committee meeting early May which will take place before uh town elections for any turnover on the board
so the five of us will get to perform the evaluation so if that's all right with you guys we'll make that official okay that's fine thank you Jane i can hear you perfect now all right all right so first up we've got the regional Massachusetts Science and Engineering
Fair competition it's just Leah that's with us okay i wasn't sure if anybody had problem uh podium so Leah Pratt will present the project from the regional masters in science and engineering fair competition so please join us welcome to the podium so we can hear you better if
you like i'm not sure if sent a presentation yes she did we have information in the packet that the one yeah um my picture
is one slide that one no the next one okay so this is my group at the regional science fair and the next slide
this is our post stack and our project was based around climate change so we studied the effects of climate change on pyroysis which is a bioluminescent organism that is sort of like an algae
and essentially what our project did was over the span of about 4 weeks we had you can see under methodology um the boxes we set up with light fixtures and we separated the organisms
into three flasks um in each box so we had a total of nine flasks and then our control and what we did was we put a heating pad meant for red tiles and we set it at the
front of each box and so by putting the flask at different distances away from the heater we could control temperature um we recorded different temperatures and different phes in the different flasks to coordinate that with climate change
um and our project was relatively successful our results were not completely what we expected we had a new go under results and analysis um one of my partners was in control of this aspect of the project
but I'll do my best to explain it so you can tell on the graph towards the left that the end points some of them turn way upwards and some way downwards so we expected that the majority of the
organisms were going to die or just um not reflect as much light but some of the organisms had increased light emitted so that was unexpected but overall we did find that with the effects of climate change
five the organisms were deceased or the lighting dramatically decreased so we did not make it to the state science fair but we did receive recognition that um their judges really appreciated our impact and the sciences and they urge us
to continue so our group is going to try again next year we probably see you soon so yeah it's a project very good thank you for sharing that with us um you have any questions Stace no that's great it seems like you guys you
like dug deep into it so you did a really good job so I appreciate me presenting that um say one critique I got when I was younger was speak loud and proud about your about your project so that was that was great that was really good how many hours do folks did you ever
have to put into this project um it's hard to put a number but we took Miss Viner's STEM research course so that was a half year course so if you add up like four hours of that week and
then we would have to take measurements on our own time over the weekends and over Christmas break so quite a few Um and we did have some struggles figuring out the methodology our project
was PH is really hard to control and a lot of issues but it was successful great all three of you have a long-term interest in pursuing science yeah we all
Thank you for sharing jenny do you have any questions i'll leave you out no thank you this looks wonderful very good thanks so much your partners could make it you're this
lone loan spokesperson to know you get extra credit for that they should just didn't send a video oh okay oh yeah yeah yeah okay let me let me get that that's right think Steve's gonna get ready
surprises left and right tonight one second give me one second all right let's see how good this works hello my name is Ma i am a junior at Littleton High School and this year I'm researching nutrition and Alzheimer's
disease my project is on analyzing the effect of fenugreek extract with and without turmeric on the longevity of sea elegance now Alzheimer's is a global health issue and what if the key to
slowing down Alzheimer's is found in common kitchen spices thinking about that got me interested in my culture I have seen turmeric and fenugreek be used to treat type 2 diabetes when doing more research I
found studies that link type 2 diabetes and Alzheimer's disease this got me thinking if fenugreek and turmeric would have an impact on Alzheimer's disease i I learned that trigonella is the main compound of fenugreek and kirkamin is
the main compound of turmeric these compounds have the properties that make turmeric and fenugreek so beneficial sea elegance have been used to study Alzheimer's disease because they have a short lifespan and can genetically be modified to express
mutations alzheimer's disease is characterized by amaloid beta plaque and towangles in the brain these disrupt neuronal function causing cognitive decline for my research I wanted to test two things whether the combination of
fenugreek and turmeric would result in a greater improvement in the longevity of sea elegance with the Alzheimer's mutation compared to just fenugreek alone i also wanted to test how would the population rate decline in segans with the Alzheimer's mutation compared
to the control strain and whether the fenugreek and turmeric extracts would slow down this decline over a 5-day period so I attempted my methodology four times before getting a successful
outcome throughout my four attempts I made sure to identify certain methodologies and certain steps throughout my attempts that I could possibly change each time that could reduce Don't see if we get that
fixed i don't know let me see if this works really interested in this we need to get it back this doesn't happen when you tend in person you know you're not going to freeze at the
podium that's true or getting a successful outcome throughout my four attempts I made sure to identify certain methodologies and certain steps throughout my attempts that I could possibly change each time that could
reduce the fast no work in the office yep sorry no worries why don't we It's in the packet you can watch Why don't we make the rest yeah it's in the packet there's a link do we have a link in the packet for it y
all right sorry about that no there's no link in the packet but I can send Yeah let's get the link that would be great and that was made up great job that was a cliffhanger there
okay um that just checking with everybody that wraps up um that portion of presentation okay all right next up uh presentation number two for the evening it's the um year three special education program
review director of student services we'll give an update of the program review welcome to S that's the best it gets right now well that's fine um so tonight I'm going to pre present on the special education
program evaluation that was conducted this year before I start I would like to extend a big thank you to everyone who contributed to um the program in this part the participation included interviews surveys observations and
planning sessions and um those contributions were invaluable in helping us assess and improve our programs to better support the needs of our students the insights and feedback that everyone shared will play a key role in continuing to shape our special education services ensuring that we
continue to provide inclusive and effective learning environment for all students so I want to recognize the commitment it takes to engage in such a thorough evaluation and I really appreciate everyone's collaboration and professionalism throughout the entire process next slide
okay so just to take a quick look back this is the third year of a three-year cycle and um in 2022 2023 that was year one of the evaluation and we looked at related services the organizational structure of the student services
department and um we reviewed and updated our procedural manual year two in the 2023 2024 school year we looked at our PACE and lab our subsectric programs districtwide and then this year we looked at our inclusion services and
our inclusive practices so I'm going to summarize key themes important ideas and facts from the evaluation and the evaluation was conducted by Sharon Foucher and Wendy Pruner educational consultants who performed this evaluation for Littleton Public Schools
the evaluation focuses on the review of inclusive practices and services districtwide during the 24-25 school year and so as I said this is part of a three-year evaluation plan um that we met and developed prior to the 2022 2023
school year um and it also complies with the requirements of the special ed criteria in 56 next slide so the form of the pre presentation I'll go over the process i'll um touch on the results i'll go
through some commendations recommendations and then some actionable ne next steps that we have in place next slide so the evaluation for the 2425 school year it specifically targets inclusion support districtwide then as I
mentioned this follows previous evaluations focusing on related services the team chairperson roles our policy and procedural manual and our substantially substantially separate programs the evaluators engaged in a planning process with the district special education administration which
included meetings to plan the pro the project and approved data collection instruments um and in addition to multiple emails and phone calls the evaluators met um a number of times with myself the student services liaison our special ed consultants and special
education administrator and team chairpeople to plan for the evaluation project the data collection the data collection methods included staff interviews using specific guides for GED teachers specialed inclusion teachers principles and assistant principles and
special ed administrators um an educational support professional survey classroom observations as well as student record reviews on-site visits and um were were um occurred for interviews and observations and those
those occurred during the month of December 2024 across all of the schools okay next slide so um staff responses indicated that the criteria for determining if inclusion is the appropriate service delivery method
um those decisions are generally individualized and based on factors like test results classroom performance fine motor output processing speed and independence um they did find that there was um the decision to recommend those pullout services versus inclusion was
individualized um and so one of the one of the results in the findings was that most staff at all levels responded um who who responded to to the interview schedule they said the schedule did not allow for time to spend um enough time in the general education classroom to
monitor implementation so I'm going to talk about that a little bit more when I get to recommendations and next steps um and that there also was a notable difference in perception that exists between the elementary and secondary levels that in general staff at the elementary level felt that pullout
services were the default and at and staff at the middle and high school level felt that inclusive services were the default when making decisions okay next slide so with regard to collaboration among staff collaboration among staff meaning
between gened special ed and educational support personnel it occurs formally and informally and it occurs during school before school after school and sometimes during lunch casually informally informally um that IEPs often include a
team consultation and in addition Google Docs are used for sharing input and in notes general education teachers and educational support personnel are informed of IEP goals and accommodations through printed IEPs at some of the elementary schools binders and/or
digital access at the middle and high school and also digitally at the other schools the use of an um IEP at a glance was also reported as being useful okay so when we're looking at some of the feedback from the observation um most staff reported that
they would like to see special ed teachers spend more time in the general education classrooms to monitor IEP implementation and support inclusion the prevailing model seems to be that special ed teachers provide most of the pullout services and educational support personnel provide most of the inclusion
service on an IEP um when supporting gened classrooms some of the the classroom observation feedback noted some positive observations that included evidence of UDL such as essential questions vocabulary postings choice and
movement opportunities a clear purpose for the adults in in most of the classrooms they observed appropriate encouragement active checks for understanding and good management skills some areas they identified for improvement were um data collection and
also making sure that every adult had a clear purpose and this was noted um a recommendation noted specific to the middle school next slide so for our record review the uh results identified a need to
comprehensively respond to all N1 questions for instance question three and that means um it's a cover letter that that goes out to parents following an IEP meeting and it goes through what the district is proposing and that question number three um the question is
what what um parts were rejected and so sometimes there isn't anything kind of rejected and and the team is in in full agreement with the proposal but um Desi has noted that that is an opportunity for us to memorialize different discussions and different things that were discussed even if ultimately there
was a consensus um they also noted that there um is at times was not a direct match of verbiage from the goal focus area to the service delivery grid which can cause confusion for parents for example a service listed on the grid could be inclusion support but the goals
listed in the IEP could be written language written organization written expression reading social emotional skills functional academics classroom functioning and so um making sure that the the verbiage very um closely aligns as much as possible was one of the
recommendations and um they also noted that carrying over social skills and behavior goals into the gened setting so one of the for example with this recommendation there might be a social skill goals a social skill goal but the service is pull out which really if
you're working on social skills that should really be um being delivered in an inclusive setting and maybe supported by a pull out piece of um of service okay so um for accommodations the district was commended for its
proactive approach to reviewing inclusionary practice and its commitment to continued improvement thoughtful reflection was evident in all interviews and the staff uh consistently expressed a desire for professional growth the district's staff development around UDL
is extremely commendable particularly at the elementary level um they noted that the assignment of ESPs for the majority of class periods at the middle and high school is a positive practice it helps them understand um content area that's being del content instruction that's
being delivered um the special education department is fully staffed which is um definitely notable with a lot of districts struggling with um filling positions these days and that um most teaching staff and educational support personnel have very positive and
respectful working relationships and the IEP at a glance was highlighted as a beneficial communication tool um the new IEP lends itself to the development of an initiative to ensure that least restrictive environment is the default rather than pull out and so
using the new participation in the general education setting statement as a point of discussion prior to completing the service delivery grid will help provide a structure to accomplish this goal um they did recommend less pullout service because that will allow for
increased inclusion services um they did note as I discussed previously matching the verbiage from the goal focus area more clearly to the service delivery grid um provide staff uh instructional staff at the high school and middle school opportunities to observe
classrooms that are um modeling in very strong practices for UDL um with the expectation of enhanced application and continue to foster relationships between special education and general education teachers to promote shared ownership of students
additional recommendations included to increase collaboration between specialed teachers and ESPs to ensure fidelity in practice increase the capacity of special education teachers and general ed teachers in generalizing social behavior and pragmatic skills across settings through consultation and
training monitoring the use of um educational support personnel as building substitutes incorporate consistent data collection practices provide additional training opportunities for educational support personnel and emphasize that best practice is to consistently collect and
utilize data and to emphasize uh least restrictive environment okay so for uh to discuss our next steps um additional training for liaison regarding least restrictive environment and and meeting facilitation
to that end and so scheduling for that is in the works um an increase to social behavior consultation and training for special ed staff we did have the benefit of increasing our behavioral support by adding a a third BCBA so that has
already been um implemented and has had uh really positive feedback um and then increasing the training for um ESPs and that has already been um that is already in the works as well through the benefit
of our 274 which is a program and improvement grant so we've utilized the grant funds for that it's a one-time grant but it it comes out one time it has come out one time every year for the past few years it's not always guaranteed it's not like an entitlement
grant like um IDEIDA but we use the funds um for this with that grant this year to provide ESPs with a flexible opportunity for additional training um they also have an allocation in their contract um in the amount of $400 and we
will continue to encourage ESPs to take advantage of that benefit um and then also in the contract ESPs are able to participate through relevant um district offerings and then in addition um based on a preliminary review we've looked at
some efficiencies that were identified to allow time in liaison schedules to accommodate um additional time in the general ed setting um to provide supervision additional supervision to the ESPs additional support to the
general ed teachers um and and we anticipate that we'll be able to accomplish this with intentional schedule scheduling and thoughtful planning um in addition we um are going to review the data of how frequently
ESPs are being utilized as substitutes um and one of the big changes uh one of the big things that we're going to work on is um utilizing something that's called the IEP icon in Aspen because right now um we're sharing IEPs in a variety of different ways either through
a shared Google folder or um through binders or or giving hard copies to the teachers but using the IEP icon in Aspen will simplify access to IEPs and it eliminates the need for those Google folders and the binders so we'll be able
to upload the IEPs directly to Aspen in a PDF format which will link them to the IEP icon in the students profile um which will give them instant access and so um teachers and authorized staff will be able to access the most up-to-date IEPs by clicking on that icon which will
ensure like real-time updates once an IEP is is signed they'll um it will be uploaded as soon as we receive the signed IEP and then there will be no kind of downtime in between getting it scanning it uploading it to a a Google Drive um and it also because Aspen has a
a rolebased access it ensures that only authorized users will be able to view those IEPs which will help maintain privacy and will reduce the need to kind of shred outofdate copies because they'll be um overwritten once the new IEP um is is signed and so no more
multiple versions unlike the Google Drive or physical binders and so it's just a much more streamlined approach so that is um that was it for the evaluation if you have any questions joining us apologize from
thinking and uh to catch most of that do you have any questions or no spot CC i do have a few questions um first I want to say I really appreciate you guys doing this evaluation because it's so important to our district for you to actually kind of take a step back and take that time to like evaluate what's
actually going on so I appreciate that especially after getting over the hump of COVID like we're kind of at a spot where we're kind of getting back into the groove so this is a good time to do it um but the few questions I had and this isn't to pick it apart it's just it's honestly just curiosity questions so this was an internal evaluation it
wasn't like a third party evaluation it is a third party yes hire an outside third party and they do all of it i I help with the planning the logistics the scheduling and then um I step out of it i'm not involved with the observations
i'm not involved with the interviews they collect and summarize and analyze all of the data they provide us with a slide deck that then we take and I I pair down for all of the kind of broad strokes and the key to clarify that
external yep um and for the data collection I may have missed it but for like student interviews or parent interviews involved in that no for this this is looking at like a department so so what we are about to go into well what we're going into now is our tiered
focus monitoring our integrated through DESIE where that involves a a parent survey that goes out and so that comes in with that phase this is a department and so we have interviews of staff um but students aren't interviewed for for this for this yes but parent so your
first layer is just working with staff and then second layer will be involved in parents that's they're separate though so this is the this is our our three-year kind of in internal using a third party and then the Department of Ed we're doing civil rights special ed
um and OA that involves um a parent survey a parent meeting and that's when they see that feedback from from families great that's awesome it just kind of brings it full circle get the rest of get get the other you know get the other side of it um and then I think
so the the one question that I really had so I the integration with with all the students that's obviously what we all want so the participation in the general education setting do we have um like guidelines
for balancing kind of like that inclusion with students versus sometimes like student just has to be taken out right sometimes it can be disruptive to students that are just kind of like going along with with the flow so like what's what are those guidelines and balancing that like we want them to be
included obviously but how are we how are you guys you guys have criteria for that or so it's all it is individualized for each individual student and so looking at the data and determining if a student is is benefiting from from that inclusion and it is a continuum so
that's why we do have a range of programming that ranges from full substantially separate so we do have students that are fully out of the mainstream environment for the majority of the day they might just be included for um particular times or it might even be that they're in for part of u a
morning meeting up their time or they might be participating fully in a morning meeting in the subsearate program to kids that are fully included all day long and so there are students who are part of our substantially separate programs lab at PACE who who are spending a lot of a lot of their
time um outside of the general ed setting and then there are students who are working in our inclusion uh with our inclusion teachers that still do they might be pulled out for um a a specific content area because they have a math disability and they might be included for the majority of the day or they
might be they might have social and behavioral goals and they might be on grade level but because they you know struggle with being able to apply their skills within the context of of a larger environment a class of 20 kids they might have pull out for different times of of the day because of that or might
be interspersed throughout the day there's some kids that we have that might have um 15 or 20 minute pull out sometimes kids are pulled out for a half hour 45 minutes or a full block it's all dependent on driven by the IEP and it's a team decision yeah that mean that all that all makes
sense i think it's more like the the social behavioral of we have the kids that have IEPs for social behavioral and then we have kids that aren't on IEPs but are also like kind of bordering along like you're still struggling with those social behavioral things and I feel like those are the kids that kind
of struggle sometimes if there's a little bit of distractions or anything so I just want to make sure that there's some type of balance if we want I want the kids integrated absolutely but to also just be um aware of the kids that maybe don't have IEPs but are still kind of struggling with having
some those higher distractions I think janine your opportunity i have no questions thank you but this was wonderful thank you Lynn thank you Janine my feedback would be I think that this was very well done thank you and your
team doing an excellent job with um special ed programming in Littleton was there so this is like now okay we received the information now kind of trying to pick your brain was there like what were the big takeaways for you was there anything that you were sort of surprised about um like what are the
quick quick places to get better so um definitely the training i love that we were able to use the 274 grant to provide flexible opportunities for the entities who are asking for for um training one of the challenges that we run into is that when we have early
release days um some of them aren't able to stay for a particular day so if we were able if we were doing something district-wide then we might not get all of the ESP so then some are missing missing that so being able to offer them self-paced modules that they can learn at their own pace um and they can com
complete at the times that maybe after the little ones go to bed they can sit and do a self-paced module for an hour in the evening that was a really great um that's a really great opportunity that we're looking that we're hopeful and looking to continue to support going forward because it gives flexible
training options for staff and um another another one is something that we have already been working on is that making sure that our default is inclusion and that we are if there is a justification and a rationale for pulling out that we really need to talk
through that at the IEP team meetings before um uh before taking a child out of their general education classroom sometimes that pull out is just additional services for something that they might be struggling with right correct yeah so they're having a really
hard time with XYZ concepts so they get the inclusion and they get the pull out but the issue is what did they miss when they got pulled out right what's what curriculum did they miss right um who's responsible for sort of shifting that cultural
initiative at the two lower schools to say be before we pull out let's sit down and re-evaluate this and how do we bring the special education teachers more into the classroom versus the pull out services that become your
responsibility or part of a team so my and the special ed administrator so Mike Jarvis and Ally Gilman are really facilitating those conversations at they have they have regular department meetings they work with the building administrators on master scheduling so that it allows those efficiencies to be
found um for sure but we've been having those conversations we continue to have them where we've made we've made significant gains in that area there's more room for for growth in that area for sure there was some sort of uh I think it was a recommendation about consistent
verbiage consistent um data points data collection data collection so so a lot of the data a little bit right because the sort of there's there's the general ed gets cons couple um consistent data collection observations
and then I would think that students who are being referred for additional services whether or not it's inclusion exclusion you know it's probably some sort of constant monitoring that's taking place to see what we're doing what we're doing working we need more and we don't just wait for the you know
IEP review there's tons of data being collected i think what they were trying to emphasize is is really that generalization data collection like if there's data collection during those pullout times we need to be making sure that those skills are being generalized and when when they're being demonstrated
in the GED classroom too so making sure that ESPs know how to collect data on those goals um in the GED setting and throughout the day um and and using more um fluid data collection methods beyond just curriculum based measures looking
at the behavior and social and having the um BCBAS and the adjustment councils and speech pathologists all doing that um consultation and work I think will help us um with that as well what's your opinion on the use of ESPs
for substitutes because I know that you know the ESP is is is there they're in the building and then all of a sudden absenteeism comes in from the staff and it's like okay we need a body so what's the fix um but how frequently
are we needing to pull someone off of their ESP role and then move them someplace else because that has a I don't know if it's a trickle down effect or a triple up effect for the for the students that they're supposed to be working with yeah we certainly don't have extra ESPs floating around that
that's for sure that being said we do have more minutes um of ESP time than are reflected in IPS overall it's just really looking at how we are able to minimize that when we need to and maximize the utilization of subs so there are times that sometimes an ESP
will cover one block or one class versus a whole day so that's been that's been very helpful so looking at who is able to be pulled but we need to take a look at that and make sure that we're we're minimizing it and utilizing um ESPs that it's not drawing from inclusion time
okay so oftent times when those ESPs are being pulled in to substitute it's because a staff member is missing a portion of their day because they might be doing a team meeting or they might they themselves might be in an IP meeting or something else it's not like an absence for the entire day yeah it's
not as So it's it's much more rare that an ESP is being pulled to be a full sub for a a full day it could be you know meeting coverage or a particular class or some of the some of the the building administrators they do quite an intricate dance to try to piece together
coverage without overly drawing on the the ESPs but it's something we need to look at so we can get a sense of the that the data into that frequency yeah there are two there are two things here there there's are ESPs that are used at times to cover classes through or for
IEP meetings and then when it comes to teacher absenteeism our expectation is that you only use an ESP if you can't find a son for instance like Mr leangi was was an eighth grade teacher yesterday 83 not too so uh they'll do
we'll do things like that for coverage before and uh the ASP icon sounds like a great idea right sure does and I have to commend Margaret Desolitz for bringing bringing that to she's been working with with Natalie Croto to get that um set up
and so it'll be a summer project for us to do that initial kind of um scan in and upload and then but once we do that it's just then overwriting and replacing as IEPs are signed just you know uploading the newly signed IEP yeah great review i hope you folks are
able to make good use of it and strive to get better that's the name of the game yeah I'm looking forward to what the next three year cycle going to look like for our Awesome thank you thanks so much absolutely all right you know while you're simply
decided to skip over the uh presentation number three so we're moving on to our fourth presentation which is typically a very brief financial update from business manager speed uh very brief
um except the P there it is um we're in good shape i I mean we we have no budget concerns uh we have uh sufficient funds to balance uh out the end of the year pay all of our bills meet all of our salary obligations
um out of district tuition obligations um there's no real concerns um it's minor and we have the money in the budget we are um we we have been hit with a couple of unanticipated uh uh expenses that are pretty large uh the
the dishwasher at the high school um stopped working and we we've uh had it evaluated by electricians and plumbers and everything else and it's beyond repair so we have to re replace that that's going to be probably in the
30 to $35,000 range we're still working on quotes on that uh we have a uh hot water heater at the high school that needs to be repaired it didn't pass the uh insurance inspection because it has a minor water leak um but we have to get
that fixed and that's about a $25,000 repair uh to replace the hot water heater to put it in context is about $80,000 so um it's still cheaper to repair it so um we are managing and working through those that process as
well but um we have sufficient uh efficiencies in the budget to be able to cover those costs so we're in good shape so uh but while I have the floor I would also like to say um we're 6 weeks ahead of where we normally do but bus
registration is now open yay so uh what we are asking is parents look we're asking parents to go register their students for the bus for next year um don't wait until the week before school to come in and uh next year and try to
get on a bus because the bus routes are already developed it's very difficult to add students onto the bus a week or a couple of days before school because the routes are developed and we can't just shift the bus to a new street if we have them signed up at the beginning we can make the routes with those addresses
included so this is 6 weeks uh additional time it's it's open now it'll run through June 26th um so this should be a plenty of time um we will put this out on our communication app as well um
so bus registration is open it's out there the link is on the web page um there's a link uh to a letter you can read and there's a link to the registration page so please families go register your students for next year for the bus so would you put it on school
now yeah we're going to do it on school now yep i haven't done it yet but we're going to do that probably next week or something so great yeah so again we're six week we normally don't open that up until miday so we're trying to allow
families more time to uh register i know there's fees involved and things like that so um anyway thank you very much these are do at the time of application yes they are okay is that extra time because you are getting stragglers or is that extra time just
because it happens to be just extra time because we made a conservative concerted effort to try to get that process started a little sooner than we normally do to allow families more time before the end of school they all go away for the summer right they forget you know um
we get so many comments a week before school well I meant to do it before school and I we left for the summer and so This is it's open now through the end of June so that's a long time to have the process open so should be hopefully no
excuse for parents to go in and register and and honestly we'd rather have parents register for the bus if they if they decide they're not going to take the bus later we'll refund the money that's not an issue but at least if they register we don't have to then mess
around trying to redo a bus route a week before school that doesn't go well so doesn't go well with us doesn't go well with the bus company it's a real headache to try to re alter bus routes for different streets and things like that where if
they register now we make those routes with and then if they drop it that's not a big deal so yeah you just want to be capitalized on tax refund season spend it on your bus right yeah
well I think you thought of that you you should report to us in percentages going forward as to how many how many folks are writing we're at like 50% yeah we can do that be interesting yeah we can we can give you the numbers as we go i think if you also just kind of like if
you can somehow connect it to when report cards go out or something like that's like when you're kind of parents are kind of doing that like administrative school stuff it might be a good like checklist all right where the progress reports
well we're going to put it on we're going to put it out on school now which is on the communication platform yeah uh we ask we always ask the principles to put it out in their weekly newsletters and in a blurb you know on those newsletters um with the link to the web
page um so we do as much as we can to u put the word out to all families so use our electronic signage boards uh that's ordered that's ordered and it should come in uh middle school at the middle school great still working on it yep
it's it's ordered handle all set yes sir thank you very much all right great got one item of new business this evening which is the Shaker Lane transitional update principal Kane and Superintendent Clinch will discuss the rationale of the um reassignment of the
transitional program to a kindergarten classroom effective 26 2025 no screen before you uh before you begin I just want to say that the transitional conversation has been happening uh behind the scenes for a couple years now
it's one of the things that constantly gets evaluated year after year personally had a couple people reach out to me that were kind of surprised by it um some you know some residents that have some young kids or some people that have you know maybe they u have lived in town their entire life and they're like
"We've had this program for 30 years what's some folks thought it was budgetary concerns so I I was able to have a couple conversations with folks that expressed um concern and thought it would be worthwhile for us to just make it part
of the agenda so that anyone that was listening or wanted to hear directly from our ears uh from our mouth um kind of just give them the scoop on it so without any further ado absolutely thank you um thanks for having me and Dr glad you speak on this tonight uh hopefully
you and the town's people have had a chance to read the letter that was in the packet um it does outline some information i just want to back up just a little bit um before I address the letter so this program has been here for 35 years this is not something that um we took lightly i took lightly it's
something I've thought about for years um I came from a prior district that also had a program similar to this they did lose their program due to funding and that position was reallocated across the district not even as you know we were able to absorb it into our school to help our youngest learners and not
have it taken away from us um so it's a program that I think served its purpose for many many years and as times change things change we need to change and re-evaluate it so um I'm going to go back and forth i I want to talk a little bit about the
reason why we why we decided to change um of course this year with the transitional program so over the past eight years that I've been at Shaker Lane you know I've looked at the number of students recommended for the program and the students recommended for the program have ranged from anywhere from
19 students to 28 students that the kindergarten teachers would say these are the students who want to um go through the transition transitional program we'd have some interviews um talk with families and then within those 19 to 28
class sizes they would end up in a range of 12 to 18 students in that class so we have 19 to 28 recommended 12 to 18 ending up which equates to about 8 to 10 families declining the program each year for the past eight years um and there
are always families that decline the program then these children move on and we support them we support them through groups we support them through the SST process um we support them with different counseling um groups this year um the kindergarten
staff recommended 13 students it's probably one of the lowest recommendations I've had in eight years and if we look at those numbers and having four to five families decline the program which would be parallel to the 8 to 10 families over the past seven years eight years that would result in 8 to
nine students in that classroom and when you know this the meeting with the kindergarten teachers fell right on the heels of uh the superintendent asking for the budget meetings with us so during this time I said you know here's what I'm presented with we have
13 students recommended for the program if history repeats itself and four to five families say no we have eight to nine students is this the best way that we can allocate resources can we think of something different so I did talk with superintendent Kenshi Beth Steel um
and we said you know is it a possibility that we could absorb this another way and then we I started to think about what have we done for the students why is this happening you know is it just where we are in life are we providing different supports and that's where the list from the letter came up and I
started to think about well why are these numbers going down why is it this year you know we are coming out of co we're bouncing back um you know the social emotional learning curriculum I don't think that was in place 35 years ago the SEAL program we have we have
also um not listed on here you know our school adjustment counselor when I came to Littleton I introduced the um social skills program and um social sorry social thinking program and that is something that I worked way back with um uh Justina a former school counselor
that was here to go into classrooms for the first six weeks of school and teach students specifically classes um personal space um uh thought bubbles there's different skills so there's six lessons over six weeks that are taught
so we have that we have the second step curriculum we have lunch groups snack groups um full day kindergarten you know I was there for that transition it was fantastic that did not exist 35 years ago we've added a school psychologist full-time school psychologist i think
that was my first year here back in 2017 we have a school adjustment counselor that replaced our school counselor that is a higher degree a higher level of um training and expertise to work with our students um we also have BCBA full-time that came
on somewhere in the past eight years uh the universal design for learning approach that we started in 2021 really leveling the playing field for all kids what is good teaching practice and then three years ago we started the what I need block so when when I sat down and I
sat down with the assistant principal rea and I sat down with Dr clenching and best steel i said "Is this the year is this the year where we can keep this position move it to another location that would help students?" Um is is this our time and I
do admit it was quick it was pretty quick because um this all happened the beginning of March uh the budget meeting was shortly after conferences with families was two weeks later which where we typically tell families that you know we're considering transitional for your child were recommending it so I sat down
with the kindergarten team um before before um conferences and kind of laid it all out and this is this is the this is where we're going to go with the program um you know so the what we have decided at this time is to add a seventh
kindergarten teacher um which will help reduce class sizes um enabling teachers to better focus on addressing the growth areas of growth that also coupled with very cognizant this year of supporting our first graders because we also need to absorb
the current 13 students in transitional coming up with all of our kindergarten students um so this year our we have about 20 20 to 21 students in the classroom next year it would be 2122 so it's not a sort of large change
but we are putting 13 students in the transitional program in with all of our other students that would have been recommended so while we can't expedite student development we can certainly provide support in a classroom filled with diverse learners filled with
constructive peer influences um it is a homogeneous group in the transitional program so now we're giving them a more diverse opportunity to be in the first grade classroom so in a nutshell um you know that is where we are at lots of conversations
are happening um to this you know to today meeting with Anna Dako our school adjustment counselor what are we going to put in place for these first graders how are we going to support them um also have a meeting coming up with the first grade teachers next month once Anna and I have a set plan of ideas to sit with
them what are you thinking of um so it's it's still being worked on it's not perfect but I think it's the best scenario that we can do right now and I'm very grateful that we are allowed to keep the position and that we're not losing this due to budget cuts that I know happened in neighboring district
dr clinch if you want to add anything to that uh a few things we've been looking at this program for number of years back my first year here I did an evaluation of that program talked to parents and and satisfaction of the the program was was definitely higher in the elementary
grades when they hit middle school it seemed to drop off for for a number of obvious reasons one major one and it turned into about a 50/50 split so I watched the program very closely over the years that I've been here and we've had a lot of
teacher intern my opinion there was never a real solid unique curriculum the transition program uh it was still effective and it was effective in its day but with all the supports that we put in to Shaker Lane school there there is no reason why we
need to homogeneously group students the research is very clear if you're going to work on skill sets with students they need to be with peers that have acquired those skill sets so in essence what we've been doing for a number of years is taking 13 18 students putting them in
a a classroom all of them uh you know yearning for more social skill develop my belief as a as a superintendent is that putting students in a in a heterogeneous setting where they have peers that that are are behaving
differently and maybe more mature age group cognitive development so diverse is a a better way of dealing with the situation when this program was first integrated obviously I wasn't here but I was in education at the time and uh transition was just a buzzword for
retention and I think as a parent if I had a parent I had a child that age back then transition is a much softer term than than retention and I think that in part is a driving force for the longevity of that program we're in a much better spot one of the impediments
of of making this transition was creating a bubble class in grade one justin and I had those conversations a couple of years ago so if we didn't have the right population in in kindergarten and uh the right number of students in
transition we would have had to hire another teacher for each successive grade level until middle school and probably until grade seven when we have a an opportunity where students uh will choose a private school going from grade six to seven so when we looked at the
numbers in the spring it it it was obvious to to all of us is we can do it this year without adding a teacher keep our class sizes at a point where where we're we're happy with those class sizes our kindergarten teachers uh are going
to have another another classroom and we still have ESPs in those classrooms and in kindergarten kindergarten is the only uh area in public education Massachusetts that actually talks about class size well they have a 25
to1 ratio with out of assistant if you go over 25 students you add an ed system but we've had an assistance for many many years so we are well well staffed and and we have tried andrue
researchbased programs we have clinical support uh we have an adjustment counselor there's a huge difference from a general counselor so we're we're ready for this and we're excited to do this and it is time i think it's it's uh and
it's not it's not being done just because it's the right time this is the right thing to do for our youngest learners there is no need to put them in a whole GPS at this point so I agree with you wholeheartedly but just to follow the math it was going to
be you know 13 recommendations from that choose likely wasn't for them and then of course someone always does have I suppose the opportunity to repeat kindergarten if they were really early birthday right early
birthday like on the cusp and they they felt um that would be beneficial to do another year of kindergarten they they retain that right absolutely while there isn't a lot of evidence that supports retention there are definitely case by case situations where we I've had those
conversations case by case individualized absolutely and your your point about the data not necessarily supporting retention is sort of another reason to eliminate the transitional program put them in that genus population so there can be some modeling
behavior for students that are more mature i'm curious if I would have assumed that we were we have six kindergarten classes we have six first grade classes yes and one transitional i would
have explored a a seventh first grade teacher as an option i just was curious and then you'd go back to six and I was just curious if you folks gave that any thought or why did you choose a seven kindergarten teacher that's you're going
to have less kids there did you give that any consideration to have smaller class sizes in first grade we we did we we what we really focused on was the the variance in cognitive levels of kindergarten students versus
first grade students but that doesn't change right because every year you've got Well it it does because they they mature they grow and and we we really felt that that first introduction to school is is so
important and and that's where we wanted to put our investment at this point in time and that's you know that's how we made that decision i mean we we watch our students closely as they they progress through each of our schools but in Shaker Lane
in particular from going to kindergarten to grade one and grade two it it's it's it's fascinating and to to watch how they they develop from those grades it's a huge cognitive social emotional development kindergarten to grade two so
we we are still you know putting in our in my opinion hope Michelle's opinion as well we're putting that extra support to take care of those needs when they first come to students to school and you have to remember not all parents send their children to kindergarten right so that
creates a gradient at times maybe sometimes it doesn't but there's a chance that you know what skill sets those students are coming into kindergarten was most of the time pretty well all the time very much greater than
than the what variance we have so we did have that conversation we did um just so I understand your thinking so you're thinking you know why wasn't it considered maybe first grade for this coming year and then kindergarten for the following year would always stay in first grade just stay in first grade so
you've got 16 teachers in kindergarten 17% in first grade 16 yeah so they get that one year where it's like well let's say class sizes are 22 and then class sizes become 19 or 18 and then class sizes go back to 22 what's the what's
the enrollment for kindergarten sorry you won't know that what's the enrollment for first grade next year uh so first grade if we which is like the kindergarten transition if you take if you take 22 and multiply it by six because they're they're averaging Yeah
they're averaging we have low low kindergarten classes we have a low transition 20 in kindergarten right now and what's the transitional class like 13 so 119 in kindergarten
and 13 in transitional so that'll become a class size of 132 great great great that's what I meant the entire class like the class of 2025 what's our average kindergarten class
size i know grade levels can vary up to 20 students which is a whole class so I don't have it on me right now did you say you have it Dorothy because I know I have it on my computer i want to say we're at 20 roughly right now and so a seventh classroom would lower that even
more i think that's really around 17 to 18 as like just for my early childhood education background kindergarten is the year that you want the lowest class sizes possible so I 100% agree with that resource in and I
understand you're thinking of like why not first grade but doing that in kindergarten actually benefits them in first grade it's a ripple effect there benefit them all the way to sixth and 12th grade if you ask me but I I think how you've sort of outlined the
reasoning makes a lot of sense it was like because I've heard so highly about the transitional programm what this was everyone's you know favorite thing but then when I saw you know you sort of illustrated what seemed like it was a very thoughtful
decision made after a lot of discussion and different elements i do think and you brought this up of this current kindergarten year including the transition going into first grade is where you'll probably want to put additional resources in and that's why I think I misunderstood you i thought
that's why you had said how about first grade for this coming year and then kindergarten the following year which is not something I thought of but um me neither yeah but I actually like a question to that point of you know if you have a very small incoming
kindergarten class and a very large first grade class could that be a flip-floppy they would have to talk to we would look at that our kindergarten enrollment has been pretty stable increasing and I've been you know we've
been accepting five school choice students kindergarten for the last 10 years well it's not as if we've ever had an opportunity to accept 10 because we had a low enrollment and there wasn't ever a time where we didn't uh we weren't able to accept any school
choices so now things will change with time right now it's times we haven't seen some kind of shift so that's just for curiosity so the seventh kindergarten classroom next year
will be housed in that first grade we have not gone that far Mr mccarthy that's that is the next if you want I can come um money is kind of tight right now we're sitting for big school so we can't Right no I mean there's definitely
been some thought of keeping like you know a model of four and three 4Ks together 3Ks together some shifting um I know you guys like to move around in that building so that happened a lot last year trying to minimize that for the next three years hopefully breaking
records every year don't know what room to go to yeah but that is something I I definitely don't want that kindergarten teacher out there on their own because I feel like that is what has happened to that transitional teacher is kind of on their own island so I want that person um to be part of a
group four and three sounds good yeah did you get any surprised reactions from any kindergarten families who maybe expected their child to go into transitional without even being recommended i did get um one email from a current family that said they were looking for this you know can we talk
about this so I said absolutely and then I got an email so I got two emails and then I got another email from um a parent who had both of her children go through the program and said it was very beneficial they're so successful because of this and she started to see it go
I think that's probably one thing that I wanted to note and you like Val said like in your letter you outlined the logic behind the decision and it makes so much sense but it was I think surprising to me as a school committee
member and I think to the community that's something that has been a part of our district and has really really been a staple in our district wasn't anything that was brought to the table before that decision was made um because I think you know we we we've always given you like really good support on these
decisions and the decision totally totally makes sense and I understand that the turnover for making that decision came crept up really fast on you and I understand why you had to make that decision but I think it was important for you to be able to present it here and now and for us to kind of talk it out because has been a part of
our district staple in our district it's no longer going to be a part of it um so I would love for you to treat it as kind of an experiment too like to figure out you know we're going to have an extra kindergarten class this year eval
you know continue to evaluate it and get staff's input on like how it is working did they were they the kids really benefiting from having transitional or are they transitioning just fine when we have kind of smaller classrooms or whatever it is i would hate to see it to
completely dissolve and us just kind of go to a standard structure when we know that community members can really benefit and kids have really benefited from it in the past um so I think that's probably just like one thing it was it
was surprising that it wasn't something that was talked about before but it makes it makes sense so it's just that I mean we were we were a bit surprised too in December we we were still working on mindset mind shift
changes and then until we had an idea of how many students uh were being recommended for a transition and then we had that information that we needed to make a shift personally I didn't want to make that shift if I was going to have to add a teacher to grade one and then
grade two and then grade three and it it it's just it's not it's not a good way to do business so the planets had to be aligned for lack of phrase and it just fell into place very quickly and and I I do appreciate what you're
saying we've had this conversation around the table prior to most of you being here and sometimes you know you get we need to be we are conscious of it but if we could have given you more head
uh more time in advance with them I mean we were scrambled to try to make these numbers work make sure that we weren't going to move forward and then and then regret it we had to make sure that that we were going to do this I really believe with the supports
that we have in place with the UDL that we have in place that's really become part of who we are it it will make the difference we're looking for to not need a program like that and again educationally as an
elementary principal 20 years ago I would have had a hard time creating that program everybody has different philosophies it needs to be based on research so we feel good about it we know for some of our community members
that it's hard for them to to grasp but hopefully a year down the road everybody's going to look back and say you know what that was a great decision and we will be review do you think there's a there's a flip side to everything right like you said
there was a time for this there was a meeting for this there's been a lot of needs that have been met i do think this year you know and I know you still do the kindergarten orientation you know when it comes to doing I think those small class sizes are really something to
share it's unique it's hard to do in this day and age with budget and it's so important at that like you said it's their their first time for many of them their first time in a school setting but certainly in Shaker Lane or in Littleton public schools and so I think that's
something to share with parents and the better that I would think the kindergarten teams like right I mean less less students in the classroom more individualized instruction prepare them better for you know prepare
general population better for first grade and then then the first grade team psych because there was smaller class sizes the year before that really didn't happen at the beginning until we had those discussions and there was a bit of a a grieving
processor but they're in a good spot i um I know change is hard right i applaud the at the speed at which you folks moved with the decision and obviously like the rationale is all in the letter i thought you did a nice job with it yeah it was I I know we all want to be in the know but if we were in the first
of all this isn't a school committee decision we operate at 10,000 BS and if you guys brought us everything you were thinking about we'd need to meet every day so job well done thanks can I ask one question on so did you get any input um
from the first grade teachers because they're going to be the ones that are going to be absorbing this one to three students that maybe would have normally have gone before transitional did you get input like did you get support from them um so it was hard for them to hear
um but we're we're going to we have a plan to move on we're a meeting next month i asked them to think of ideas i'm going to also think of ideas i've already met with Anna Dakar our school adjustment counselor on how we can support the social emotional needs of these students in first grade we have a couple of plans in place i wanted each
camps to each of the camps to kind of think of it and then we're going to come together and plan together and it's going to be a process it's a systemic change it's not just a K1 change it's a systemic change and the systems that Ann and I have been talking about will affect all K2 students to really
prioritize our first grade students um so yes but um I just needed them to kind of ha have some time to process this because it was quick because it's a big change for them absolutely i understand like we have an extra kindergarten teacher but the first grade teachers are
the ones that are going to be feeling that impact with larger classes and with also some students that maybe feel might be a little bit more challenging or just something they're not used to um so I think that's just super super important to make sure that they are a part of
that process of integrating this new system into the school um it's going to be different none of the teachers have been used to that so but the the actual increase in class size it's one of the reason
to one or two we've had great grade one classes larger than so this isn't Oh my go my goodness we we have two more kids every year that the number of students in a in a classroom shift by plus or minus three so we're they weren't all of
a sudden giving up eight more students so you know that that we took that into consideration well I mean if we would have been pushing our class size up to 26 we would have been hesitant to to move forward figure out if we're going to do that then are we prepared as a
district start adding another teacher per grade this year the first grade classes are 20 and 21 next year they will be 21 22 so some it will be one or two students and again this is where it was like is this
the year is this the year where we can add We can keep the teacher we can add an ESP um the numbers align it was quick agreed um but it's the numbers aren't a huge effect to be like five or six kids
so this year it was 13 kids were recommended how many kids are recommended last year last year there were 23 students re 20 yeah 24 25 23 students recommended and 13 said yes so 10 families said no
23 10 said no and then this year it was this year there were 13 recommended and we we didn't get to there's an intense student difference between last year and this year of just recommendations okay which is huge we we also know that every class is very again just over over the
years like when you really look at the numbers over the years these are the recommendations 22 19 20 28 23 23 13 the 28 was co's the 23 24 school year i know
I found interesting too absolutely but when you look at those numbers those kids weren't in preschools they weren't in nurseries they weren't in daycare correct so there's the three-year gap to get them to Yeah or two-year gap yeah which really kind of
reinforces the point 23 students out of 120 students is a lot of the pandemic yeah but still to to take those 23 students and put them in a classroom together homogeneous group
um telling you as a as an an educator that's not the best thing to do most of the time they're at that young age where they they learn through playing and if you're isolating them for six hours a day without you know community peers that that may have uh you know develop
stronger social emotional skills I I think inadvertently for some of those those children we we may have not seen them progress as quickly as they could have i mean there's so many things so it's just the staff support for that then right i mean it's we're we're supporting the kids and integrating them
so it's just giving the staff that extra support to be able to facilitate the needs if they have extra needs so I commend the the logic behind it i appreciate you guys doing that last decision so appreciate you guys on that we rip the banding off again we'll try
to do a slow decision to make yes it's totally Jean i recognize you're at home and I don't want Are you not at home you're virtual i don't want to leave you out but at the same time I do want to move on so are you you good sounds like you're good all right
um is there a second opportunity for interested citizens anyone on Zoom no seeing them we'll move on and we'll roll through our subcommittee reports rather quickly so we can wrap up PMBC i don't have any updates for PMBC
or Sha Kelly if you have anything for I no I don't things are I'm going to knock on this one you know have been pretty good we we haven't been uh frantic in terms of getting things into the MSBA and we're having thoughtful
discussions about design of the school what kind of uh furniture uh mill workeration of the neighborhoods where you know we're still having those discussions i'm I'm really excited when we get to that point of time where we
can start having conversations with the public about what we've created msba did see a very rough makeup of the neighborhoods and they were really excited in fact one of the architects was at a state meeting the other day and
one of the members of the MSBA team came up to them just to talk about the shaper made end plan and the preliminary schematic so that feedback is really really good because that usually doesn't happen in
those kind of settings so we're uh we're excited and uh you know it's still still a lot of work to be done and and uh for for me I'm I'm just anxious to get some price to be honest with you but I wish we could fast forward this to
get some accurate pricing so absolutely all right thank you very much uh budget subcommittee doesn't have any report this meeting policy subcommittee the report CPAC has an update it's shaping up to be an exciting
spring for CPAC um they had a parent meet up at Taco last week it was a great success there were new faces and wonderful conversations um there's a couple upcoming meetings on Tuesday April 1st at 7 o'clock in the Murray conference room at the library this will
be a business meeting and elections will be held and um CPAC is looking for parents interested in becoming involved and we'll be looking to fill following positions chairperson treasurer secretary and liaison for schools and they encourage parents to join for that meeting and then in addition we're very
excited that on Tuesday May 6 at 7 PM at the Littleton Fire Station this is going to be a wonderful event titled From Struggles to Success: Insights from Young Adults so we'll be learning about the transitional program from Littleton Educators and also hearing personal stories and insights from students
during a moderated panel discussion and this event will be open to parents educators and community members and um we hope you can join us follow our subcommittee reports for business before the school committee
i'll ask for a motion to motion motion made by second by Stac stacy yes janine janine I thank you and Justin McCarthy votes yes as well we have a
journ thank you