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Whatever happened in your past is not is not your downfall. You can use it to pick not just yourself up but others. And um oh one more thing before I I forget. Um once incarcerated anonymous is doing a survey, an online survey to

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find out how many people with criminal records have been um homeless or in danger of homelessness in the state of Connecticut. um the forum, you can email me, it's online, it's live um and it's on our once incarcerated anonymous web page.

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>> Okay. So, we need to bring up that web uh bring up your web um site. >> Yeah. >> Um to make sure so folks are who are watching, you know, there's um Louise Harvey website that will roll up at the bottom

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of the screen. And I I strongly encourage people who who are interested in making a difference with helping folks who are homeless or understanding the politics or the barriers with

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housing or the basic living. I mean we ask ourselves how does one end up in a situation recidivism is high and I know some of the reasons for recidivisms

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being high people going coming out going back and forth you know it's basic needs basic housing food shelter having a job having a real second chance at the basic basic stuff >> part of life when we look at Maslo the whole hierarchy hierarchy of needs and

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if your >> um basic needs aren't being met, I'm not saying that, you know, it give you a car to run out and do anything. But I'm thinking when you're hungry, you're hungry and and um you know, things happen. when you home when you're cold

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like right now you know it's it's really cold outside and you know we look at people and like oftentimes people would you know say oh you should not give that person money or you should not I'm like listen I give when I give I give from my

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heart whatever hap happens outside of me giving from my heart I am not responsible for that right >> and so um I love that you said that if you're going to judge the 50some year old me in my tw for something in my

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20ies. Right. Listen, I'mma, you know, I'm gonna need you to actually get a life as you know. >> Yeah. Because if you found out what happened, you'll be mad that you got that P because you know it was self-defense and Connecticut doesn't have one. >> So we we have again we have Louise

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Harvey. Do you have Tell me now. Tell me now. You said my Angelo is your favorite poet. >> Yes. >> And we done named her favorite poem. Um >> Pretty Woman. Phenomenal woman. Pretty women wonder where my secret lies. I'm not cute to build a suit of fashion

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model size. But when they start to tell me, they think I'm telling lies. I say it's in the reach of my arms, the span of my hips, the stride of my step, the curve of my lips. I'm a woman. Phenomenally phenomenal woman. That's me.

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>> You know, that's a beginning. >> Oh. >> Yeah. I could do the whole thing. It It gets me through rough days. Yeah. She's very powerful. That is that is um a affirmation. You know, we have different forms of writing. People often times we

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have people who write pieces and they don't realize what they're doing. >> They're breathing life. Um there are people who write and they have what I call blooming words. >> You know, something that gives life. And

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like I said, all of this in the alignments from acceptance, inclusion, um being unique, um bottom lining like like Bella Ray says, "Hey, look, it don't matter about none of all that stuff that anybody talking about is what

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you got going on inside. >> What's your heart? >> What what's your heart saying? What's your heart song? What's your heart love story?" Mhm. >> You know, you with your piece and asking people um about thought and and and and being phenomenal like Dr. Myangelo in

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her pieces. She saved my life as well. Um because I then here I am and um she had written a piece um poor girl. >> Oh, >> right. Yes.

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>> And she written a piece poor girl. And I just thought that, you know, okay, poor girl and it was telling me to, you know, if it's there's a cautionary tale, um, I I might want to pay attention to

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things coming my way, you know, and and and don't be so ego driven that you can't take something from an unlikely sister keeper and and that poor girl, phenomenal woman. um still I rise

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>> and all of that you know that that that piece actually uh that right there that is what you call an affirmation like you know I don't care you mean whatever >> to me or whatever but I will and and

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>> and what I call my Phoenix sage circles >> the whole phoenix burning to ash and still rising and changing and flipping things. You know, >> we have to do that. Your book, just the

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title, this pave your pain into power, that in itself, pave your pain into power. Use your life >> as your superpower. >> Yeah, >> that's like the RSS 101. Okay. And I

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tell you that if we look at our now >> ah >> right things like button's journey will resonate with you. >> Mhm. >> I love your book. I had opportunity to like jump into your book. You have won

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the award. >> Yes. Yes. >> Every kind of lady award. >> Yes. Yes. It was my second one. I'm so excited. >> The Harford Lit. um trailblazing um change making award. You have been in a lot of arenas. When I

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look at your bio and I have to keep peeking because I keep looking at things that like mom I don't want to mess this up. Okay. But to read that you have done 20 years as a grassroot organization, has built a nonprofit,

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has been an advocate, a leader, an inspirational speaker, a poet, and the list go on and on. But the primary insight story is is that transition, that real butterfly, that real green,

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that real life, that that newness you keep building. Is there anything that you have going on next? Anything you must say that you need to leave everybody with? >> Yes. Um, so this year I was supposed to publish it, but then I lost you. The worst thing for a writer is losing your material. So I found my book. So the

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next book I'm sending out is going to be dating while FIP and everybody's like, what's FIP? Formally incarcerated person. And so I'm sending that out. And at the same time, I'm going to be releasing um Button's journey um my

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journey to in advocacy. So like you know all the things that I advocated for would happen and I'm going to say this, learning to love myself has been a life journey.

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>> I used to think I love myself and I didn't. You know, I love um how people made me feel even though I didn't feel that way about myself. >> Okay. >> So, Paving Your Pain into Power is one step forward to self-love and

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self-awareness. >> Okay. Oh, yeah. Wow. Well, I don't have this book. I'm autograph that for you. >> Okay. Do Do we have a green pen? >> It's over in the green room. >> Okay. Okay. Look, the green pen is in the green room. Okay. But y'all heard

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that I'm going to have a copy of this. But um you know what? This is a cafe. And this cafe would not be the same without cookies. I am the cookie monster. >> Okay. You got chocolate chip. >> I got chocolate chip, babe. I got

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chocolate chocolate chip. >> I'm the cookie monster. >> I have to tell you, I did not bake these cookies. I pretend to bake these cookies. I put them I put them in this container as if I bake these cookies. So, I keep trying to tell the the view

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the viewers out there that if indeed >> Oh, they look gourmet. >> It's not that I can't. >> Oh, no. >> I just need to find a time. I can make a mean sugar cookie. I guess anybody can make a sugar cookie, right? >> No, I am good at making pies.

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>> Yes, you are. >> Yeah, I can make pies. I can make sweet potato pie like nobody business now. >> Okay, I'm going have to try that. >> Here you go. Well, it's oatmeal. >> Wait, this is chocolate chips. See, I know the difference. >> Oh, and they're the soft kind. Yes. Now,

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can do I eat it now or take it with me? Because with Thank you so much. This has been such a treat for me. I got my favorite cookie. I got my tea. And I spilled some tea. And so, >> you sp you spilled some tea. And again,

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um, and we can pop up the Reese's website information at the bottom of the screen. Um, you have graced this stage with your poetry, with your advocacy, with your real life stories. I'm using your story as a superpower.

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>> Yes. >> And um, once again, we have Button's Journey. My first You didn't turn it around. >> Oh, my bad. >> We have Buttons Journey right here. And this is a beautiful book. My Buttons

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Journey. my first two years living with PTSD. This is a really beautiful. I love the back too. It says, "I wonder as I give you a glimpse of my daily life if you accept yourself. I am no longer afraid.

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If you accept me or not, I am more afraid if you don't accept yourself." >> That is beautiful. That my dear is phenomenal. phenomenally done. Right. So, um well,

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that's our show. >> Well, thank you for having me. >> Thank you. And you better always you better come back with some more poetry and some more advocacy. And I just >> when I when I release my poetry book, my dear, I'll >> give my hug.

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>> You know I was coming. >> Uhhuh. Thank you. >> My favorite. >> Oh, thank you. Thank you for watching. Enzma Poetry Cafe show where every kind of poetry spills. This is our last show of 2024. We'll see you in the new year. And

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ending on that note, we end with kindness, acceptance, forgiveness, and transformation, and being a model for the little ones so that they too can use their voice no matter how itty bitty their voice is or

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how short muffled it might be or how big and out flying with the birds that might be. Um, we pay attention. Um in some places in on in the continent of Africa um in

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some tribes they always lead with how are the children instead of how are you? They say how are the children because they know that if the children are fine if they're healthy they're well then everybody else their future is fine. How are the children? >> How are the children?

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>> Right. And today we saw Bella Ray. We seen Lice. And we would like to end on that note and tell everybody keep giving, be kind, and see you next year. >> Season's greetings. >> Season greetings. Yes.

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Okay. Welcome to the Tuesday, April 28th, 2026 meeting of the Long Meadow School Committee. Mass general law allows for remote participation at public meetings until June 30th, 2027. All votes while

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there is remote participation must be made by roll call vote. This meeting is being recorded and aired live on LCTV. School committee members, when I call your name, please say here for the record. Nicole >> here. >> Zach >> here. >> Emily >> here. >> Kate

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>> here. >> Jamie >> here. >> And I'm here too. Michaela. All right. Pledge of allegiance. >> I aliance to the flag of the United States of America and to the stands one

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nation indivisibley and justice for all. All right. Um, I don't think we have anyone here for public speak. No. So, do we have any school committee announcements or recognitions? >> Oh, oops. I was just so I'm just so

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excited meeting I just skipped ahead. Oops. I forgot my readers. >> That will make it harder. >> Um, okay. So, we don't have any correspondence, but we do have approval of minutes. >> Um, I move that the school committee

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approve the minutes of the April 14th, 2026 school committee meeting as presented. >> We have a motion. Do we have a second? >> Second. >> So, I there's actually one thing. I don't know how nitpicky we want to be, but it actually says that Kate gave the energy and sustainability report instead of me. >> Oops. >> Okay.

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>> Um, so page three, other reports, uh, item D, it says Miss Bean, not Miss Hansen. >> Can we change it but still like approve the motion based on those? Yes, as amended. >> I will adjust my motion to be as amended. >> Getting put to work already. >> Second. Perfect. >> All right. Thank you for close

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attention. You're welcome. >> Perfect. >> Takes a village. >> Yeah. >> Emily, >> yes. >> Zach, >> yes. >> Nicole, >> yes. >> Kate, >> yes. >> Jamie, >> yes. >> And a yes for me, too. Okay. Now, there is nobody here for the public speaking.

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>> And do we have any skill committee announcements or recognitions? Welcome back from April break, everyone. >> Yeah. >> Um, it was it just April break? >> It's been like a month.

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Oh, man. Okay. Business with guests. >> So, uh, pleased to introduce to the committee and to the community uh, the recently hired uh, principal for center school, Mr. Andy Villano. If you want to come on up, Andy. Um, >> Andy will uh, uh, went through a a

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rigorous screening process. uh that lasted well over a month uh and involved uh many stakeholders. Uh Andy went through uh screening committee interviews, met with our admin team, met with center school staff, met with

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center school parents, had some one-on-one time with me. And uh at the end of the day uh Andy rose to the top based on his experience and his ability to establish really productive relationships as an educator. And so

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very pleased to introduce to the community and to the committee Mr. Andy Villamino. He has a a few thoughts that he wanted to share with you and then he would welcome any questions or comments that you might have. So Andy, thank you. >> Thank you so much and good evening. I want to thank you uh for welcoming me

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here tonight. I'd like to extend my sincere thanks to Superintendent O'Shea and the Center School uh principal search committee for their time, thoughtfulness, and trust in selecting me as the next principal of center school. This summer, I will begin my 23rd year in education. I started as a

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middle school band director in the Hampton Wolverham Regional School District before transitioning to school leadership. um first as an assistant principal and now as a principal where I've proudly served the students and families of Agawam at the Phelps School for the past five years. Throughout the

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interview process, as lengthy as it was, I did have the chance to meet a wide range of stakeholders uh in both the center uh and Long Meadow community. From connecting with retiring principal Hutton to engaging with district leadership, staff, and families, each

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conversation deepened my excitement about joining this committee community. What stood out most to me was not only the strong sense of community, but the level of thoughtfulness and care behind the questions that were asked. They reflected a community that is deeply committed to students values,

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collaboration, and holds high expectations for both um leadership and learning. Those interactions made it clear to me that center is a special place, one where students are supported, challenged, and truly known. And as I begin, my focus will be on listening,

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learning, and building strong relationships with staff, students, and families so that together we can continue to create the conditions where great teaching thrives and every student feels a strong sense of belonging. I'm incredibly excited to be a part of this community and to continue building on

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the strong foundation already in place. Again, thank you for your time this evening and I'm truly looking forward to getting started. >> Thank you. >> Thank you. >> Welcome. Does anyone have any questions or comments? >> No questions. Just you have wonderfully

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big shoes to fill and we look forward to getting to know you and seeing more about your leadership. >> Thank you. >> Thank you and for coming to speak to us. Um I'm looking forward to it. I feel like you have a really great background with social emotional learning and um I

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think it would be really good for the elementary school kids to have your expertise. >> Thank you so much. >> And the music too. >> Anybody else? >> Thank you so much. >> Thank you so much. I told you we would

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excuse him after tonight. So, uh thank you. >> I mean, you don't want to stay. Are you sure? It's so much fun. >> Thank you for coming out. All right. >> Thank you. >> Okay. Next, we have Nicole Paris Crow, director of special education.

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>> All right. So, uh, annually our director of special education uh school committee with an update uh opportunity to um provide some of the latest information, trends, and directions of special education in Long Meadow Public Schools.

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We are um fortunate to have Nicole as our director. She uh is one of the earliest folks to arrive and uh usually is leaving after me in the evening. So, um, it is a a complex, challenging job

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where Nicole, uh, directs and coordinates the work of hundreds of staff members and a and a significant budget and, um, with great care and professionalism and, uh, Nicole's background for the committee and for the community. She originally originally was a paraprofessional. Yes. And I think

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that um >> long time ago, >> a long time ago um >> but uh has gained some incredible experiences along the way and has risen to this position as director of special education. And I I just note that because I think it really speaks to the

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care that Nicole has for the educators she works with and the students that that she serves as well. So um Nicole prepared a slide deck for us and I'll I'll pull that up. If you just give me a second, you can feel free to get started. >> Thank you very much. That was very very kind introduction. It's great to see

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everyone. Um I have a brief overview of just hitting the highlights of some of the wonderful things that are going on. I am so lucky to have the support of central office staff certainly, but also the amazing educators and related service providers that I work with. They

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are tremendous. They're knowledgeable. They're empathetic. They're kind. They are kid- centric. And I I could not do this job alone, nor would I want to. So I do it with all of the people that I work with every day. You know, I'm so lucky to have them and learn from them

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all the time. So thank you. Um the overview of services that we provide. So the office of special education um provides a range of services, supports, programs to ensure students with disabilities have equal access to learning and opportunities for success.

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So of course we oversee special education, but also section 504. Um and we work with students and families ages well families of students ages three to 22 or high school graduation. So that that's a far um span. So I oversee our

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preschool program as well and the um the intricate parts of transitioning from early intervention to preschool along with Cat Beas who is our preschool supervisor as well as a BCBA and I am very lucky to have learned so much from her over the years. Um we have a lot of

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provided we provide a lot of related services such as occupational therapy, physical therapy, speech and language um BCBA services which are board certified analysts and our school adjustment counselors who provide mental health

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support and social emotional support for our students. And then there are services that we contract with which are um for example teachers of the visually impaired and teachers of the deaf as well. just hit a couple of highlights I spoke to um briefly our integrated preschool

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which is housed at Wolf Swamp School. We have four and a half uh sorry four half-day sections and starting this year we have one full day section that we're going to take with us into the new school year. Um we offer language-based learning ABA services um inclass

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supports. We embed our preschool classes with our related services. Um, and we offer also itinerant services for those students that don't participate in our Long Meadow preschool but still are Long Meadow residents and require some related services such as speech and

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language OT or PT. They're able to come to our preschool at a designated time and meet with a service provider. Excuse me. We also have our health services which fall under my domain as well. We have um

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our six school nurses, one onetoone school nurse and currently we have one floater nurse position which will be housed at our high school. Our school nurses oversee um the supports and safety of our

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students health related. They also work with families and work with educators on supporting students. for example, if they have allergies or they require some specific nursing care, they oversee and help um maintain that case that case

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load with us. They also help students develop skills to manage their own health. So, we have some students that maybe when they were in elementary school required more nursing care than they do when they transition to high school. And so, that's all part of the transition throughout the Long Meadow

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Public Schools. I've added some hyperlinks there so that you can take a look at in your free time, which I'm sure you all have so much of. Uh you can click and see our Blueberry Center, Wolf Swamp Swamp, our middle school and high school nurse newsletters. They have newsletters that they send out to

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families, but they also have websites they maintain and they post pertinent information for families to access. And then our school adjustment counselors are another group of amazing individuals that I am so lucky to partner with on a daily basis. These are

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highly qualified school adjustment counselors meant almost I think all of our school adjustment counselors are also licensed social workers which is really very rare in districts. They provide targeted support for all students. So, not just students on special that have IEPs or 504s, but they

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work with all of our students in providing social emotional support, but alo also mental health support and they partner with families as well to reach out and access mental health supports across the community or to make referrals on famil family's behalfs. So they do really important work that has

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evolved so much over the years, especially since co um that we we actually, you know, could always use more, right? You know, districts are really struggling with hiring and maintaining their social their social workers or their school adjustment

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counselors. We've been very lucky in this district to have maintained our social workers for more than one year and some cases more than two or three years. and the fact that they're all licensed social workers are just a tremendous benefit for this district and our community.

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Then we get into our specialized programs and our inclusion services. So, as I mentioned, Wolf Swamp has our integrated preschool. Then we have inclusion services available at all of our schools. And I'm I'm speaking as if everybody knows what that means. I'm

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hoping that you all do. Um, but inclusion means that we're providing students the specialized instruction and supports they need within their general education classroom. And so that's provided across all of our schools. We have specialized programs as well. And we have a specialized program in each

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one of our schools, elementary through high school. Um, we have our programs are our LLD programs which are at Blueberry and Williams, and that's our language-based learning disabilities program. that is a partial inclusion program. It's

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districtwide and it supports students grades three through eight. This is this program focuses on specialized instruction in the areas of language, reading and writing. Then we have our link program which is

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at each one of our elementary schools as well as our middle schools. This program is uh the Long Meadow integrated instruction. It's a K through eight program and focuses on the needs of our students with moderate to severe

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disabilities across multiple domains. So requiring intensive specialized design instruction in order to access school, the classroom and the curriculum. Um a lot of our students in these programs also may need the support of fine motor

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gross motor and um communication as well as some social emotional support too. And then in our high school we have our life skills program. And this program is just wonderful. It is thinking about students transition postsecary. So, it's

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working with our kids in um at the high school level through in some cases till they're 22, working on independent living skills, job training, as well as the educational components that their um IEP require and their competency

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determination graduation requirements um dictate as well. We have students in this program that participate in internships. Um our elective programs within the high school and our afterchool clubs and um sports.

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Then related services are throughout prek through high school. This slide is a lot of information and I'm going to kind of let you look at it and digest it a little bit, but I'll give you an overview. This is a breakdown of our historical and current

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enrollment trends in special education. I've also added the 504 numbers in there. So, it's a breakdown from March 2023 to this current year um end of March with our total enrollment numbers across the district, our breakdown of

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our IEP numbers, and then our 504 numbers, how many students we've had that is part have participated in or are participating in full inclusion, partial inclusion perhaps in one of our specialized programs, our subsparate programs, and then our total number of

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out of out of district um day or residential programs. And you'll notice a fluctuation in our total enrollment numbers, but also in our numbers of students that have been participating in um out of district. So you'll notice that we have 14 less this year out of

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district students as opposed to when we did in 2023. We've been very lucky to have the support of school committee and our central office team as well in developing in district programs to keep students in district as long and as much as possible or bring them back into

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district. Um we have a lot of you know our outofd district placements across Massachusetts and Connecticut that are struggling to maintain and to g to get and maintain staffing and we've seen a fluctuation in the type of programming

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that is provided. We have some excellent out of district programs but there have been some instances where we've been able to build our own programming um and it's been what's best for kids. Um Jessie and all their wisdom um provides

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some annual feedback and determination. So um they have revamped their review matrix a little bit and they use that to evaluate districts on performance such as graduation rates, achievement,

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inclusion, compliance such as discipline, equity, early identification. So that goes back to that preschool, that early intervention and transition planning. So those folks that are going 18 to 22 year olds along with the financial compliance and

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accurate data reporting. So they've taken all of that and they've decided that in the 202425 school year, Long Meadow Public School was identified as meeting or meets requirements. And what that means is they they took all the scores and they waited the weighted

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scores um and they gave an overall percentage. And so when it says meet require meets requirements that means that we were in a range from um 80 to 100% in compliance. So that's that's excellent. That's something to be really proud of. And that took the work of all

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the folks that I've been mentioning throughout this presentation. And then finally, because you never can get too much of a good thing, um we participated in integrated moni integrated monitoring review summaries. So basically that's an audit. That's an

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audit of our special education department. And this is something that districts participate in or are made to participate in ever so you know every so many years, right? >> Yeah. Three to six every three to six years in some capacity or another. So we

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were part of the group A last year. So March 2025. This was a very comprehensive um process. We had someone from DESIE that came to us that was right in my in our offices across the hall there in our

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schools for several days. Um prior to their in-person sort of um monitoring, you have to get a number of different forms of paperwork and things to them. um random um random files on students and they

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also send out a survey and they speak with parents and they speak with staff and they speak with administrators and it was a pretty lengthy process. They came and they looked at special education, civil rights, general education, our decap, our preschool,

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very um like just very comprehensive and had a lot of amazing questions. I took a lot of great feedback from that and developed some new processes and procedures and guidance for us as a whole. But we came through this process um with

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40 st so there were 40 standards that were reviewed and of those 40 we came through with 39 as being imp implemented. So that's substantial like that is excellent. of those 40 standards only only had one that was partially

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implemented. Not that it wasn't, but it was partially. So, this is a very very good outcome for us and it just goes to show what an amazing program and department of hardworking people that we have. So, this is something that um I'm really very proud of and I think that

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Marty shares my pride in this. >> It's an outlying statistic like it's an outlier for sure. Yeah, >> it's a great report card. >> It is a great report card. It's hard to get unicorn report. >> It's a I do like that. Yeah, it's like an A minusish maybe, right?

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>> No, it's like an A+. >> Okay, I'll take it. A+. Love that for us. >> I do too do >> um professional development. We've had a tremendous year of professional development. Um we've partnered with Massachusetts Partnership for Youth. I have a little hyperlink on there for you

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guys to click on. It's um a they provide annual trainings. So this is the second year that um my department was able to purchase it for the district. They offer a number of mental uh mental health trainings for staff. Um they offer um

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trainings for BCBAS around social emotional learning around behavioral trauma informed. It is an wonderful organization. We've also been very lucky to continue our partnership with Bayath. Um Alan Bloom who is a guru in special

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education. I think some of you may be familiar with him. We've had some time where we had our special educators met with him in the fall to uh have us help us focus more on data collection, writing measurable goals, um being

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really thoughtful about our service delivery grid recommendations. um how to really focus on writing our high school um goals as we're talking about and working on developing really thoughtful transition planning to that

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secondary um secondary portion of the our young students lives. So we've had some great um great time with Allan. And then we've also recently partnered with Riverside Community Care. They are out mostly in Eastern Mass, but they they

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partner with um BHN and CHD and they've worked with us. They provided us a lot of social emotional support um during some times where the district was going through from some really difficult times that we've gone through um recently this year as a district, but also a couple of

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our schools that were really u going through some challenging times. And they provide intervention, post vvention, school and community support. Our social workers recently went through a very robust training um around suicide and suicide prevention and recognition and

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how to provide and support families and communities with post vvention and intervention supports. And so we're going to continue our partnership with Riverside. Um we're looking forward to continuing that. Keys to Literacy have been a wonderful partner as well and

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they've our preschool teachers have participated in some great early literacy training which they're going to continue to work um work with case literacy for next year as well. um our partners partnership for advanced of school service providers pass um they

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came and worked with our related service providers our OT and PT and our AP providers on how to collect meaningful data but also how to um co- treat and how to write measurable goals for

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students to access school and not focus on writing goals that were more clinical based. So that's been a a wonderful shift for us and our providers have done a great job with that. Annually we have a 504 training with our one of our

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attorneys um Allesia St. Florian who comes and provides a 504 overview and regulation with our admin team as well as our school counselors at the high school who um write and facilitate 504 meetings, our middle school 504

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providers as well as our elementary. And so we will um continue to move forward with that. And then James Lavine from James Lavine and Associates, he um provides bimonthly consultation with our school adjustment counselors and myself.

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And so that is embedded PD for those folks. So that's just some of the highlights that I've hit and the great work that we're going to continue to do along with the internal trainings that are led by our special education supervisors, our preschool coordinators, our BCBA, and myself.

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And some next steps that we're really excited about, we are going to be developing a social emotional program at our middle school level and continue to um enhance our social, emotional, and behavioral program at the

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high school level as well. So, this is something that we see that there is a need for and we are responding and looking forward to building this program. With this program, we're also going to embed consultation with um an outside provider as well to help give us

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some feedback on things that we need to really bolster and focus our attentions on. We're looking to strengthen our transition programming for students ages 18 to 22, which means continuing to foster our um partnerships with adult

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agencies and working with families well ahead of time, preparing them for what that's going to look like for their young adult, young adult children. We are planning on hosting a sec post-secondary transition fair for students and families in partnership

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with the department of developmental services, DDS, Massability, and Mass Health. That's going to be coming in the fall. And we're expanding our partnership with mental health agencies and providers, including the Center for Human Development, CHD, and the

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Department of Mental Health, which is um also known as DMH. In fact, SEAL um is going to be hosting a let's see on May 8th, I think it is, we're going to be host 13th. >> Is that that's what day? >> It could be. It must be the 13th. I'm sorry. It's Wednesday. >> Yeah, we went back and forth. That's

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right. The 13th. Thank you. Um May 13th, we are hosting a um conversation with the department of department uh sorry, department of developmental services and mass ability. and we're inviting families to participate in that to learn more about what those transition

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services will look like for their students, for their children. Then got some resources here for you to click on your links. Click on the links. Um the Massachusetts referral evaluation eligibility determination guide that DESIE has put out. Interactive parent

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and guardian guide to special education in Massachusetts. the parents notice of procedural safeguards which goes out with every IEP and every consent form that we mail out. And then just for your viewing pleasure, uh the group a over um sort of overview of the special

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education checklist and student record checklist that were that we were asked to put together and provide as part of our integrated monitoring audit. I know I just sort of just said all of this so quickly and I apologize for

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talking so fast but I welcome any questions or feedback that you may have. >> Thank you so much Nicole. >> Of course. >> Does anyone have any questions or comments for Nicole? Go ahead. >> I have both. Um I'll start with comments. Um it looks like it's been a very busy year. Thank you very much for

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putting all this together. Um, I'm particularly pleased to see that we're still able to be um providing increases in in-house programming or in district programming. It's it's wonderful to see that so many students are more able to access education right in their own community. Um, so that's exciting to see

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that. Um, and also how many community partnerships you have >> you've built over the time. That's a really excellent resource not just for our students but also their families and educators. So kudos for that. That's wonderful. >> Thank you. It's a joint effort. >> Yeah. I was curious in the last slide

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you put um some resources that were included there. I'm guessing that the answer to this might be yes for at least a good chunk of those. But um I'm curious if we have a space on our website where parents are able to access a lot of that. >> Yes. So our website has much of this already and I think almost all of it and

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then my website is my portion of the website is constantly I'm constantly updating it and adding more to it. >> That's wonderful. That's good to know for >> this presentation will be on there as well. >> Perfect. And then I was curious when you said you did the um that audit that happened with the 39 out of 40, etc.,

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which is wonderful. Excellent. Kudos. Um you mentioned there was one that was listed as maybe partially met. I'm curious if there's any advances or updates. Did they give recommendations? What happens next with that piece of the puzzle? >> A lot of districts got partially implemented for this one. The Department

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of Education changed their changed the rules a little bit on us. So, at one point we had 45 days in which to um hold an IEP meeting. Sorry, that's not true. Send out a consent form um evaluate a

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student and hold the meeting. But then they kind of elaborated on that and said, "So within the 45 days, you need to send out the consent form, evaluate the student, hold the meeting, and get an IEP out." We used to have an additional five days sort of built in to

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that process which they took back and said no no longer you you need to get this all done within the 45 days. So we really now only have 40 days in which to get the consent evaluate the student hold the meeting and then >> so that you have time to get the last

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timeline leads to a lot of training because it's hard it changes everything. It did and they were they were very quiet about that change. They didn't really advertise it very much. So some of us Yeah. Some of us were still trying to, you know, get up to speed. So that's that's what we

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>> So it does require some changes on scheduling, etc. >> Which we did. So we took that feedback and we revamped our consent forms and so we've revamped many processes and checklist and internal checklist as well to ensure that we are meeting that moving forward.

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>> Quick turn around. >> One more if that's okay. Mhm. Yes. Um when you were talking about special educa or social emotional rather at the middle school level um will that be also Yale ruler building on Yale ruler something totally different than Y. What are we thinking?

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>> So so Yale ruler is amazing. Um it's not a program per se. So I would say that there are parts of it that we would certainly adopt but it would be more of a therapeutic trauma-informed programming. >> Okay. So certainly this those students will be part of the school and the

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school has adopted Yale ruler so they will have aspects of it embedded into their school day but it will just go a little bit further. >> Great. Thank you. Appreciate the extra help. >> Sure. >> I have a question. Um could you go to slide five? I think it had the um number

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of students. So am I reading this right that um about a quarter of our students have an IEP or a 504? >> Yes. Um, do you know how that measures up against like other districts or like is that kind of average? So, I would say

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it's kind of average. We're probably a little bit less that we're more like at a 21 or 22%. Maybe at one year we had 23. >> It's Yeah, 23 or 24%. So, I would say that is in line with other districts and under Massachusetts for the state.

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>> Okay. So, >> and that's like a moving target that's moving to Emily. I mean when I was getting my masters it was not this and that wasn't the average and it's been a moving target. >> Correct. Yeah. It definitely fluctuates. Yeah. For sure.

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>> I have to say though um when you look when you look year to year you'll see that our total enrollment has fluctuated too pretty considerably. >> Yeah. But it's it stayed it's 23 or 24% over those four years. And I just I was um didn't know if that reflected like us

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having so many opportunities for people to get the help that they need that that was maybe higher than average or if that was kind of on par with other districts. >> If you look at the other districts around here, so like East Long Meadow, Handon, Wilberham, LLO, the other districts, you'll see that we're right in line with

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>> the other districts. We may be I would say probably right in the middle mostly. Okay, that's that was a great question. The state average for uh percentage of students on IEPs is around 20% I think and then you add in the Yeah. So the number of students on 504s brings it to the total that you mentioned.

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>> Exactly. Right. If you were just looking at the IEP numbers and I think that's what the state might be looking at as well. >> Okay. Thank you. >> That was a really good question. >> That was a good question. >> Thank you guys. >> It's like not an easy answer. It really is a moving target. >> Yeah, it really is. >> Does anyone else Go ahead, Z. Yeah, I I

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would just like to echo um everyone else's um congratulations. Thank you >> um for all that you've accomplished in the last year um and as always um doing all that you do with such rigor uh professionalism and care. >> Thank you very much. This is the work

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that I love. So >> it shows. Yeah, >> it definitely does. >> Thank you. >> I agree with everything everybody has said. I think that it's really important about um the programming that you've brought into the district and something that hasn't been said about that that I

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I've thought deeply about um personally I have a lot of family members that have learning disabilities and some are adults and I was talking to them recently and a lot of them are pursuing careers in music and in theater and I know it's because they had those

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opportunities to stay in the district and have those enrichment opportunities. needs and it it just like that is like you can't even put a price on that and I know I know that this is an efficiently run program and obviously is getting graded well but I just think that's like

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something that's really great. >> Thank you. Thank you. For um there are some students that require out of district placements and so we will always be looking at student by student basis, case by case basis and not just making general um commitments or general

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generalizations. So thank you very much. Appreciate it. >> Any anybody else? >> That was great. Thank you. >> Well, I appreciate your feedback and it's always welcome. So feel free to reach out if you have any more. >> Thank you. >> Thank you. Have a great night. Thanks.

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>> All right. Student representative report. >> All right. So, today we had our distracted driving assembly where the DA's office came down um and put a presentation on for the juniors and

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seniors. Um it was about an hour or so and we heard from members of the DA who've had experiences um with like distracted driving and crashes like seeing it firsthand uh with clients and

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we also watched a very impactful uh video about distracted driving and the very negative and serious consequences that it has. Um and then tomorrow we have the Western Massachusetts Association of Student Councils WASC

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conference in which two students from our student council are running for position. So we wish them luck. We have one student who's running for president and then one who's running for secretary. Um we heard at the student council meeting this morning both of

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their speeches or drafts. They were very good. So I think they have a good chance. And then uh High Meadow for the seniors is this Friday and it's really the kickoff for senior events. It starts a lot of the different things like prom, graduation down the line. So it's very

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exciting. And then this Friday also is the um drama club's production of Little Women, which will be Friday at 700 p.m. and then Saturday at 5:00 p.m. That's it. >> All right. >> Thank you, Vanica. >> Thanks.

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It's exciting. It's gonna go by so fast. The end of this year, >> just goes by so quick. Feels like I was just in high school. Weird. Okay. Um, school committee chair report. Um, I don't have that much to say other than

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uh we have a town meeting on May 12th. It's a really special day. Um, it's nobody's birthday that I know. And isn't it so nice that we all get to go to town meeting and vote yes for the budget? It's great. Um also the then um

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there's the election. It's June 2nd. >> Yes. >> Wait. Yeah. >> Yes. Yes. >> Yes. >> Third. >> June second. >> It's in June. >> That's that's all I really had to share. >> All right. Um I I would add uh town meeting the residents will consider

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whether to fund the center school roof project. So that would be awesome to get a a turnout so people can uh hopefully make an informed decision on that that the town had an information night on Monday night um just to make sure that everybody had all the facts they needed to make a vote on a decision on that.

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So, um, the only other thing I' I'd mention, uh, to the committee, and I conveyed this via email, but worth sort of mentioning publicly, is uh, the state has, uh, increased, uh, or at least the the House version of the budget has increased, uh, what we could anticipate

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in chapter 78. So, where it was $75 per student, the the state uh, the House allocation would have us receiving $160 per student. So, >> that's about a $227,000 difference that that money will flow to the town. It doesn't come to us as a as

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a school district, but it obviously gives the uh the town some some needed flexibility as they continue to refine the FY27 budget. So, um and then alongside that, so that's the good news. The not so good news is uh the title one

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projection uh that we're anticipating for next year is about $119,000 below what um what we received this year. Uh title one funds help us run some student support centers at uh

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Glenbrook and Wolf Swamp. So we'll have to um think about how we can make good use of the title one funds that are available to us to continue that work. Um, so if the committee wants some additional updates on that, we're happy to provide that to you at some point. >> I know we've been here before at this

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time of year when it comes to title one funds. Are these locked in at this point? Are we definitely losing that or is it still in flux? >> I'd say the title one projections are more locked in. Um, we we I think the money is not in hand until the summer, but

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>> yeah, it's not official usually until July, Augustish, but when they've given us notice this early with a projection, they're usually really close. So, >> yeah, >> they decided it. >> Yeah. And I know we've talked about this

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before, but just for anyone who might be newer to this, the reason we cannot make that up ourselves in our budget if we had that available, I'll let you explain that. Yeah, I mean, if we decided to backfill and retain at least the two positions we currently have that are

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funded, uh, if the money were to increase in the future, which is what we've seen this kind of pingpong up and down over the last five years or so, um, we would be then supplanting with title one funds for services that were being provided by

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the general fund and that's not allowed under the funding source. So, um I think as the superintendent said, we we're going to have to look at how to how to use those funds and try to maintain services best we can, but it is a significant reduction. I believe we were

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around 230,000 in FY26. We did decrease it down for our projection for 27. I think it was about 180, but we're still 60,000 even below that number. So, so we'll have to look at that um as we are

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preparing for staffing and services for 27. >> That's all I have. >> Okay. Thank you so much. >> Welcome. >> All right. Um LPVEC board of directors. >> Yep. We had a meeting last week.

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um don't have my notes but um there it was a um a general advisory committee presentation. So all of the um uh advisories um gave presentations

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um they presented the FY27 calendar for LPVC. Um and then uh there was some uh revenue and expenditure reports and appropriations. So

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that's it. >> Thank you, Kate. >> You're welcome. Um LPBEC board of governors, >> we haven't met, but I don't think we have any more meetings this year. >> Oh, okay. Um so Seal, uh Nicole is mentioning we have a meeting coming up. This is so exciting birthday week for

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me. Um, Tuesday town meeting, Wednesday SEAL meeting with a DDS presentation, and Thursday we have a school meeting. So, it's going to be so much fun. I'm really excited. >> I don't have to make any birthday plans. >> There you go.

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>> Um, so yeah, it'll be a good meeting. It's on Zoom May 13th, Wednesday, 7 p.m. >> Energy and sustainability, no updates. >> No days. We haven't met since the last. >> And then subcommittees, there's no updates. working on scheduling meetings. Yes.

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>> For uh for both curriculum and evaluation. >> Um so now we're on to new business. Revised calendar 2026 2027. >> Couple of calendar items for your consideration tonight. Uh one is a a

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minor adjustment to the elementary conference schedule. Um this was the calendar that the committee had previously approved the 2627 school year calendar. The uh calendar committee is recommending moving the elementary

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conference evening from Wednesday, excuse me, uh yeah, the evening from Wednesday, February 3rd to Thursday, February 4th. So, it's just shifting it by one day. Uh in doing so, it would back the evening conferences up to the full day of conferences on the 5th. So,

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that's uh that uh comes with a recommendation from the calendar committee to the school committee. So, it kind of makes it more smooth and probably more effective to also move it. Right. Correct. >> They I think our uh the elementary educators felt like it it it made sense

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not to have a day in between the full day and the evening conferences. Yeah. >> Yeah. Do we have any questions, comments, or motion? >> I move on the recommendation of the calendar committee that the school committee amend the calendar approving the change as presented. >> We have a motion. Do we have a second?

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>> Second. >> Emily? >> Yes. >> Zach? >> Yes. >> Nicole? >> Yes. Kate, >> yes. >> Jamie, >> yes. >> And a yes for me, too. >> The next item, uh, several weeks ago, a

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group of students had brought a petition to the school committee. Um uh many of the students were associated with our peer leadership group and our no place for hate um uh club at the high school and the students had proposed through

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the petition to add uh indigenous people's day to the federal holiday that falls in October. so that if the committee were to accept the recommend the petition by the students uh it would

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to amend the district calendar to officially recognize that holiday as Columbus Day/Inindigenous people's day. So for your consideration tonight >> do we have any questions or comments or possible >> So in the past we have not had that on our calendar.

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>> Uh in the past it has only been designated as Columbus Day. Correct. So I would add the peer leadership group when they came also had um pulled student body from grades 7 through 12 and had a lot of support among the student body as well for that. So I'm

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happy to make a motion on that. Um I move to amend the official district calendar to recognize the federal holiday annually on the second Monday of October as Columbus Day/Inindigenous People's Day. >> Did that. >> Thank you. Uh Emily, >> yes. >> Zach, >> yes. >> Nicole,

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>> yes. Kate, >> yes. >> Jamie, >> yes. >> And a yes for me, too. >> Okay. Now, we have the middle school administrative model. Uh so um

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we have uh been um actively as you know uh working towards the consolidation of our middle schools in uh the fall of 2028. Uh it's an exciting project um uh

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but it is um it's an important one. Um, and as I was talking to one of our committee members this week, um, you know, as we with the with the massive investment this town and the state is making in the new middle school, I think

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it is, um, also important that we uh, ensure that we are preparing our program and our schedule and our electives for that consolidation and really uh, actively work towards um, the singular identity that uh we

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know our students will benefit from. And so tonight um I'd like to propose to the committee a an u an administrative model that will take us to that destination. And uh if you'll just give me one second, I will um screen share.

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All right. So uh this this uh the model that uh I'm recommending this evening again will hopefully um will lay out the next few years so that we will be uh really well positioned to um for that consolidation.

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So our current model as the committee is certainly familiar with um has a a principal at each of our middle schools and a assistant principal at each of our middle schools. that model has served us well. Um, but we've been beginning to

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think about how well that model will serve us both when we are in the new middle school, but even in the years leading up to that. Um, some of the challenges with that is is the redundancy that that is even more of a challenge for us right now. So obviously

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we have a a principal at Glenbrook and a principal at Williams who are uh doing very very similar jobs in their own unique way but um essentially uh same set of responsibilities and then again at the assistant principal level uh these positions uh represent sort of

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duplicate work as well. Um, one of the things that we've talked about even even here around with the committee is the the lack of uh dedicated curriculum leadership roles at the at the middle level. Um, at the high school level, we

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um enjoy the support of department chairs who have a reduced teaching load to help us with curriculum coordination and alignment and curriculum reviews. Uh at the elementary level, our literacy and math coaches help us with laying out

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units of study, uh organizing assessment schedules, um and modeling lessons for our elementary educators. Um and so th those models serve us well at the elementary and the high school level, but at the at the middle level, we have not really had

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uh dedicated curriculum positions. Now we do have curriculum coordinators and we pay a modest stipen to um folks in the four core disciplines but they don't have the reduced uh teaching load and so really you know finding time for them to

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do that important work is is often a challenge. Also at the middle level we have assistant principles who coordinate special education and support daily operations. So that they're uh two very busy individuals. the the challenge is more acute now in

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that um as we try to work toward that unified identity, as we try to work towards a new master schedule and a new set of programming offerings, uh is a challenge. And so what I would propose tonight to the school committee will

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hopefully position us for the consolidation and really help us take advantage of all that the new school uh can offer this community and the students of this community. So I want to start with uh as uh as our educators

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often do start with the end in mind and project forward to the fall of 2028. Um I think you know in the same way that we have four individuals helping coordinate and lead our middle schools

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currently uh we would land with a model that would still uh have four four individuals coordinating the leadership of the middle school um with a long metal middle school principal with an associate principal. want to use that

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title because I I think it's a title that kind of is reflective of some of the um the deep administrative talent that we have in this district. And then uh we would be positioned to have a role dedicated towards curriculum

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coordination and a a role dedicated towards special education coordination. So the uh the value in in this model that we're headed towards is having four individuals whose roles and responsibilities are are really more

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efficiently defined. Uh and you know it avoids the the duplication and the redundancy that that we that we currently have. Um now how do we get there? And so hopefully what I'm proposing tonight will um help us uh

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down that road. So, I'll back up to what potentially the 2627 school year could look like. And so, for your consideration tonight is a proposal uh to reorganize our middle

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school administration with the appointment of a Long Meadow Middle School principal. Um, this would almost be sort of an executive level position, uh, and one that would oversee the work of our our site managers, a

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Glen Brookke associate principal and a Williams middle school associate principal. Uh, supporting the work of the principal and the associate principles would be a Long Meadow Middle School principal. That person would be expected to work across both schools. It

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would be a kind of a cross-sight uh, position. and I could outline some of the responsibilities that would be associated with these four roles. And then this would also introduce a uh unit A special education supervisor. So for the folks at home, unit A positions are

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our professionally licensed uh classroom educators. And so uh with this model um it gives us an opportunity to really start to move towards aligned special education coordination but importantly

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it helps build capacity to develop that that unique singular identity uh to develop the master schedule and the programs and the extracurriculars that um that will come with it. I was telling someone the story recently that um in a in a prior administrative life, I had

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the opportunity to move from uh one high school to a brand new high school. Uh and that was a heavy lift. But this is much more involved in the sense that we are combining two schools, two staffs, two unique cultures while simultaneously

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uh uh developing a new master schedule and a new set of offerings that students can benefit from. So it's a it's really a significant task. It's a heavy lift. It's exciting work. Um it it it really is energizing I think for all of us to think about what the possibilities would

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be. But I think this this arrangement in 26 27 would help us do some really important work next year. Um, I think next year is the time that we really need to uh to sketch out what the offerings in the schedule would look

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like and then ultimately bring the to the school committee um a um a series of electives. In the same way that the uh the high school with its 800 900 student body has the sort of the economy of

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scale to offer an elective program. We think that uh the new middle school with over 600 students will also give us that economy of scale. It will create opportunities for elective programming and broader programming for our middle school students.

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Um so some of the responsibilities associated with uh with the positions that um I've outlined here. Um, and this is I want to emphasize that this is a draft. Um, and it really is just a you

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know uh to share some of our best and greatest thinking on what this could look like. So on the far left, the Long Meadow Middle School principal operating at a at a systemic level at a strategic level, working to develop that that

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shared vision, uh helping with program design, uh and master scheduling. I would imagine that um this position would also uh take on the most significant personnel matters, student

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behavior matters or um situations where parents need uh additional support. It's sort of the last point of accountability in many ways. Uh one of the things that we also need to think about is that you

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know we are uh preparing to build a new school only about 20 ft or so from our existing middle school. And so uh managing uh a construction site as a school administrator is a very

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significant job. And so this this would put us in a position to ensure that uh that construction uh minimally disrupts education at the Williams site. So this LMS principal

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would be the primary point of contact to the design team, the school building committee, uh and Fontaine Brothers, our contracting partner. Um, I know the school committee sees that our our two

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middle school principles are really good about um messaging uh in similar ways to to their school communities. And I think this that's a responsibility that would be taken on by this Long Meadow Middle School principal. They would be sort of

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the the primary communicator to families and staff. Um that that newsletter type of communication. um the design of professional development, early release days and I should have added uh faculty meetings to this. I think you know

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really beginning with in in more intentional ways next year we want to make sure that whatever time is available to our middle school educators that we take every opportunity to get them together uh to begin to plan for uh the fall of 2028.

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uh evaluations would be a responsibility across all three of these positions. Moving over the associate principles, um again they are your operational site lead. They are um uh primarily

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responsible for building operations, student support, behavior management, daily oversight of instruction and instructors, uh the implementation of facilitation of the PD that that the LMS principal is the primary designer on investigations.

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Um when um there's a personnel matter that requires investigation or there's a uh a bullying situation for instance that needs investigation, the associate principles would still be the point person on that. And then the liaison to school academic departments, they would

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be the you know communicating uh back and forth with um those who are in the social studies department, the math department, etc. The assistant principal in this model uh for 2627 would would be provide

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cross-sight support and we would want to find ways again this is a draft model. Uh but we would want to find ways to uh have that role support both schools in a in a very fluid dynamic way. I've been

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asked the question, you know, how many days might the assistant principal be at one school versus the LMS principal? I think I would I'd be reluctant to define it in terms of days. To me, it really is about the work that needs to be supported and covered. Um, I would

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imagine this assistant principal would be someone who is working directly with the principal on uh developing the program for the new middle school or any other administrative projects. MTSS oversight, 504 oversight,

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extracurriculars, um deciding what extracurriculars uh are we're preparing for in the new school. That in itself is an important job. In fact, we we imagine that our extracurricular program will be larger

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and more robust in the new school. uh this person could also be in bell involved with evaluations and what I uh intended to include here uh but neglected to was some uh cross-sight support around social emotional learning

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to make sure that our SEAL practices are in line uh at both schools. Uh so that's the again I'll back up just a second. That's the sort of the the model that would support us in 2627.

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I see 2627 as as sort of the most critical year in terms of defining program and electives uh and offerings. And so, you know, kind of recognizing I want to be sort of transparent that in

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2627 this does introduce sort of a a fifth position into the mix. I I just want to note that this position that we're able to make this investment uh without uh reducing services in any other area. We realized uh some savings

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through um high school enrollment. We just had uh the sign up um sign up period at the high school and so um we're able to capture some retirement related savings that are really tied to signups and enrollment at the high

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school. So um we have the opportunity to do this um to to lay this model out in 2627 but I also recognize you know I think whenever you do something like this you want to do something that is sustainable

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uh over time and so as we move to 2728 uh we would sort of go back to the arrangement with with four position positions a long metal middle school principal and associate principal at each of the schools and then we'd want

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to ensure that there was dedicated special education coordination across both schools as well. So I think in this year you see that the Long Meadow Middle School principal would have more capacity to support the daily operations at those sites.

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Um and then as we move again um where I started this looking at 28 29 uh envisioning a Long Meadow Middle School principal and associate principal uh a role a person who is responsible for

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curriculum coordination and a person uh responsible for coordinating special education across the two schools. And for those of you who like the the more the the 30,000 foot view, this >> essentially captures uh captures our the

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model on one single slide. So for your consideration um uh this is something that I have always imagined would be necessary. Uh, and I think it's a it's a move that puts us on

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the road to um becoming a unified middle school with a new singular program, a new program, a new set of offerings and new set of electives. So, we're excited about it. Um, this has, you know, I understand this has many implications.

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There's some of this that still needs to be defined. I think we have you know sort of a a good start on what how it would be defined for the 26 27 school year but of course as you get uh in the in the outlying years uh it it becomes

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you know you need to define it a little more precisely. I just want to note at the bottom of this slide highlighted in yellow you'll see that it says all shared fluid leadership um working as a team visibly across both sites. I I

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think that highlighted line there is critically important. I think our middle school team of administrators really needs to sort of model the type of collaboration that we're going to need out of our staff and out of our

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educators. So, um it starts with the administrative team, it starts with them modeling, it starts with them being a a visible presence um at both campuses. And uh so in many respects we're moving to next year a model where we have a

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single middle school with a campus at Glenbrook and a campus at Williams. So um would welcome your questions, your thoughts um and uh important to stretch my thinking on this to make sure that we have a

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model that that makes sense for Long Meadow Public Schools. >> Thank you, Dr. O'Shea. Um it's definitely I appreciate like the proactive approach to um going about this as thoughtfully and efficiently as

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possible. Um, and I also think when you were talking to me as I've been the SEAL rep for the special ed alliance of Long Island for the last three years and we're always talking to families and and about students and they're always asking

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for more coordination and support with the sped services and I know how hard the special department works. So, it's I I'm thrilled to see that that capacity will be grown at the middle school level because I feel like that's something that we hear a lot about is the middle

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school special education. So, I'm looking forward to you stretching your thinking about that. It's exciting. >> Yeah. >> Thank you. >> Does anybody else have any questions or comments? So, um, when we're talking about changing the the job title from an assistant principal to an associate

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>> Yeah. >> um principal, um, how do you see them fit in our our pay scale groupings? >> Yeah. So, um, the obviously it depends on who ultimately

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fills these roles. Um uh but I think that the the title suggests, you know, an elevated level of responsibility. It it suggests a level of responsibility that is um very close to what our

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principles currently do. So I would want to make sure that that the associate principles in this model that they are compensated in a way that mirrors our principal. So would it be creating a new unit? >> This would not be a new unit. Um these

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would be uh independent positions that um so our assistant principles um for for everyone at home, our assistant principles belong to a uh collective bargaining unit. Uh they're covered by the unit B contract. The associate principles under this model would be uh

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independent contractors >> in the same way that um central office administrators and principles are independent contractors >> in the 27 28 year when we're talking about a curriculum specialist and a

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special ed specialist um going forward. >> Yeah. >> Would they also be contracted or would they fit into a different budgetary? >> Yeah. So, right now, I'd say that at the elementary, that's a really good question. I think it's one of the key questions. Um, right now at the

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elementary and the high school level, we receive um some curriculum leadership support from unit A educators. Again, unit A educators being our professionally licensed uh classroom teachers. So, at the high school, that

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looks like department chairs. at the elementary level that looks like our math and lit coaches, literacy coaches. Um and so we have that and those are we we we enjoy that leadership from unit A staff. Um similarly

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um we have special education supervisors who are members of unit A at the elementary level, at the preschool level and at the high school level. So, I think, you know, it would be wise to try to align that. Uh, but I also would want

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to I wouldn't I want wouldn't want to paint us into a corner on that. And I'd want to sort of give us some flexibility so as that year approaches uh the individuals that are are in those positions that it kind of matches the expectations.

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So I think it I guess the short answer is those could be unit A positions, they could be unit B positions, but I would say that's something that we might I think it would be wise to decide that as we get closer to the fall of 28.

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>> Could you go to the last slide where you had kind of the bird's eye view piece of it? Um, okay. So, your what you just said about curriculum coordination and special ed coordination and how it works at both the elementary and the high

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school level makes sense. I don't think we have to decide right now given that it's a few school years away. Um, exactly what those positions will be in the future.

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I I agree that we will need folks to be helping with curriculum coaching, helping with special ed, particularly I think at the beginning in the first couple of years as we try to get departments that have not been able to work together um because they're in different buildings um kind of all on

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the same path. Um and also we have realistically um curriculum updates for both math and ELA in the near future as well. Um, I like

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where this looks like it is heading, but I also kind of want to take it a year at a time. Um, and see where we are. >> Yeah. >> Assess as we keep moving forward. Um, I agree that it makes sense to start thinking now about what that LMS principal role looks like. And this

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year, the 26 27 year will be a big year for making a lot of decisions and doing a lot of coordination and connecting with a lot of different groups and being available to represent the district throughout that process. So, I think that's important to start building that

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that connection now. Um and I think um for 26 27 that that definitely makes sense and then as we move forward we assess as we go um what what seems to be the most logical plan. Um, but I do appreciate kind of thinking

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out where that goes. And I think the idea of curriculum coordination, I think probably likely unit A the way it is at the middle or the elementary and the high school. Um, and special ed coordination definitely will be needed at the middle school level as well and

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already is realistically needed at at the special ed level as well. >> When you talk about alignment, that's another way that this aligns because it's meeting the needs of students right now. >> Yeah, >> that's needed. And I'd say to the extent that uh the committee takes a vote on

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this, I would say you're not you're not bound to the 27 28 school years and 28 29 school year. But I think it's >> we're just making the reorganization this year to really >> build the capacity of both of >> I think you had mentioned that um in

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2627 that LMS assistant principal part of their responsibility was going to be um construction coordination was that right? I I I would say that the the LMS principal would be the primary point of

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contact to the contractor and the design team, but the I would see the assistant principal as having the flexibility to uh be assigned by that long metal principal to uh be involved with let's say uh we have to make some adjustments

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to parking or to pick up and drop off or to out the the use of the outside spaces like I could see that assistant principal being available to the to the LMS principal to make sure that that whatever was decided upon was implemented properly. So I think those two, you know, potentially are working

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hand in hand. >> Right. So going back to what Nicole said, I think that it makes sense to take this sort of yearbyear because >> um you know, in the 2728 school year, we're dropping that position off >> and we don't know at this point how um

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necess necessary that that that person will be, how critical that will be. we could find from year to year that it's it's good to have a bigger vision and to know sort of where directionally we're headed >> and we might find that that's exactly where we land as year to year passes or

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or we might find that okay actually we need to you know pivot and >> make a change but yeah but I think it's it's it's incredibly um well forethought um of having um an LMS principal

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overseeing starting right way um to really sort of start coordinating now so that we are not behind the eightball >> and getting the best use of these funds and new school. >> Yeah. >> Yeah. >> Yeah. I think that's really position process most key.

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>> Yeah. Bringing two schools together >> and that's what we're really voting on. I think we're seeing what it could potentially look like years down the road just so that we have that end in mind. I am also such a teacher and I have to backwards kind of everything I do or I can't make any decision. So I feel like you have to think about that

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and and that's it aligns there and it aligns here and now. >> I agree. I think taking it year to year makes sense. I think the you know the the my intention in sharing this with you really is just to convey that I

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think we will be in a position to have folks in more specialized roles that can better serve the students and families of >> like it is at other schools. I mean, tonight Nicole Paris Co was talking about the preschool and how that preschool special ed coordinator is

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critical to transitions from early intervention into preschool, but also preschool into elementary school. And this is a huge transition from middle school to high school, having a person from elementary to middle. >> Yeah, exactly. It's huge. There's the

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future overview coordinator right now to sort of >> is is is imperative. >> Um Michaela, can I just ask two two kind of quick questions? Um I'm I'm fine with year one if you're adding a person in

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there. Uh Tom Maza, where are you getting the money from? Well, we've been monitoring um what we have budgeted in the positions and I think as the superintendent mentioned based on signups for next year at the

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high school, we're we're seeing at least 1.0 I think it's maybe closer to 1.4 FTEES that we're not going to be posting for. So these would be vacant positions, not people who were reducing their jobs, but

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through attrition we're going to have more positions than what we expected when we were developing the budget. So I would say those >> and this will cover this will cover what we think we're going to spend on this position then. >> Yeah, based on what I'm estimating

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what those savings would be, I believe we'll have the funds to cover this proposal for next year. Got it. And then just the the last kind of comment and I agree like we're not making decisions about 28 29 any of

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those ones at this point, but I I my my opinion on that um the more I just look at these and kind of question it. I I don't think that you we should be reducing expenses, not keeping them flat. So I do I would kind of be more in

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favor and I know this is four years out so if I'm on the committee I'll have a vote. if not. But um something I think Lee said on uh on the uh the prior to the vote is, you know, that curriculum side of it. I I I I don't understand how

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that doesn't fall in Beth's Beth's area, you know, and I think me as just a taxpayer, I'd be sitting back going like, why isn't Beth doing this? What do we pay her to do? Um you know, as as a as a part of that. So, you know, that I I would be wanting a reduction given

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we're spending $161 million on a school. Um, but that's four years out. So, if I'm here, I'll vote on it. If not, but that that's kind of my opinion on that is you don't need that many positions. You should be able to be way more efficient. And I think three administration positions should be able

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to handle that one school. Um, you know, given given how you're going to structure it. So, that would be my two cents, but I'm fine with this year, you know, getting organized and getting somebody ready to take over this school, whoever that may be. Um, I personally, I

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think makes a lot of sense. >> For what it's worth, I think if we're we're in the 2829 school year, if these positions were to be unit A positions, um, you would you would realize some savings potentially, uh, from where we

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are right now. But >> yeah, I just don't think we I'm more of like the favor looking at it kind of going like I I kind of call on Beth once you go through this for two years >> and you have all these, you know, this person for two years to be able to do

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that. I kind of just throw this back on Beth's position to b handle the curriculum, you know, you know, schoolwide is kind of the way I look at it. That would be my viewpoint on it because I'd rather spend the money elsewhere on another special ed or another teacher or another elementary

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school. Um I just look at every dollar we spend that's a dollar I'm not spending somewhere else that may be better. I I just that one I think the committee at that time should really think through and go is this a good use good uses of our funds or is this something Beth should be doing or that

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position that Beth currently holds should be doing. >> Yeah. >> Um you know as it relates to that but you know it's something that's going to transition over time. >> Makes sense. >> Jamie, that's a really important point. Um because actually I just read a study. It compared Sweden and Finland who had

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the same level of schools scoring the same and one country nationally invested in teachers and training teachers and paying teachers as much as the highest industries and the other decided to privatize and do school vouchers. And

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the ones that invested in teachers have won out by like like the scores are not even close anymore. And I think that like you're right like it's something that we have to think about year by year. It's important to build the capacity of the job now, but um that is something that should always be thought

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about every year is like how can we make sure that the the money is being that our money that we spend on the budget and and to build capacity is best serving students efficiently >> and that's always with the teachers.

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>> No time. It's kind of fascinating. >> Yep. >> Should be sitting back and really kind of questioning, you know, where we're spending where we're spending the money and if it's the right spot or not or, you know, is is are we aligned properly

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because I I look at Beth's position as the overall, you know, you know, complete school districtwide view of curriculum and her hand should be in every of it. But once you have it defined, you're making minor tweaks. It'd be like not having Tom Maza driving

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something that was financial at the middle school. It's just to say it makes it silly. He's the one that drives it and then he should be telling us where we should be making adjustments or not making adjustments. He wouldn't be somebody that I would exclude from that decision making. He'd be the one driving

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it. So I view that curriculum, Beth's position and and Tom's position very similar. you know, it should be strategic in nature that they should have their hands in any of those. And then once you make those decisions, it's not a daytoday job as much. It's a is a

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year to year or six months to six month job unlike the special ed which is daytoday hour to hour is the way I kind of view it. And I would just say make sure we spend that money in the right way to get whatever the heck we're trying to get to. So that's it. But I'm good with the doing the principle. the I

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I I think this part of this plan is a personally pretty close to a no-brainer and getting our organized because you're going to have a rough couple years here of trying to, you know, address so many different concerns and so many different projects and we got to make sure the middle school kids get a good

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experience, too. So, u So, I think it's a good idea. >> Um I I would just to piggyback on what Jamie said, I would agree with that. Um I I think the administration is to be commended um this makes a lot of sense.

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I know um having worked in a couple of different um regions across the country when there's folks starting brand new schools um not just new buildings as the superintendent mentioned you were part of a new build for an existing school like that's a heavy lift but when people are building a brand new school from

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scratch with a a blank slate um they often have like one or twoyear runways of hiring and lead and planning going into getting that investment off the ground. um say nothing of combining two already pre-existing schools.

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>> Um so I agree with Jamie. It seems like a no-brainer to for the amount of investment from time and and taxpayers in the community um to to set things up well. I think it's really smart. So kudos. Wait,

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>> does anybody else have anything that they want to add or say or >> I'll just note that um if the if the arrangement for the proposal for the 2627 school year is acceptable to the committee that my intention would be to uh post that position and sort of um

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quickly develop a plan to engage stakeholders in um hiring that that position and would project a July one start. >> Excellent. So >> that's Do we have the runway to do that? >> Um I think if we I think the clock is

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ticking. I think we uh we have enough time now. I think we >> motion tonight to reorganize middle school >> principal position so that it can be done >> to that end. Then um I move that we approve the 2026 2027 middle school

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administrative reorganization as outlined at present. >> We have a motion. Do we have a second? >> Second. >> Thank you. Um Emily, >> yes. Zach, >> yes. >> Nicole, >> yes. >> Kate, >> yes. >> Jamie, >> yes. >> And a yes for me, too.

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>> Going into executive session. >> I move that the school committee meet in executive session pursuant to Mass General Law, chapter 30A, section 21A, purpose two, to conduct grievance hearing with union personnel. Three, to discuss strategy with respect to

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collective bargaining in an open meeting may have a detrimental effect on the bargaining position of the public body specifically regarding a memorandum of agreement related to a unit position and seven approval of minutes to reconvene into open session. >> We have a motion. We have a second. >> Second.

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>> Emily, >> yes. >> Zach, >> yes. >> Nicole, >> yes. >> Kate, >> yes. >> Jamie, >> yes. >> And a yes for me, too. Welcome back to the August I mean it's I wish it was August not not August 28th

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though August 1st. Um welcome back to the April 28th 2026 school committee meeting. Um we're coming back from uh executive session and we're going to vote on the MOA. I move that the school

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committee approve the memorandum of agreement dated April 28th, 2026 as presented. >> We have a motion. Do we have a second? >> Second. >> Emily? >> Yes. >> Zach? >> Yes. >> Nicole? >> Yes. >> Kate? >> Yes. >> Katie? >> Yes. >> And a yes for me, too. And we have one

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final motion. >> I move that the school committee adjourn the April 28th, 2026 school committee meeting. >> We have a motion. Do we have a second? >> Second. >> Emily? >> Yes. >> Zack? >> Yes. >> Nicole? >> Yes. >> Kate? >> Yes. Tammy. >> Yes. >> And he asked for me, too. Have a great

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night tonight. April 28th. >> Good night. >> I forget the date.