is being broadcast live over the Lunberg public access channel. The Zoom link is in the agenda. Uh this meeting will be broadcast live through local cable access channel and on the public access Facebook page and will be found on the Lunberg Access YouTube channel within 24
hours after the meeting. The agenda lists all topics which may be discussed at the meeting and are those reasonably anticipated by the chair. Votes may be taken as a result of these discussions. Not all items listed may in fact be discussed and other items not listed may be brought up for discussion to the
extent permitted by the open meeting law. >> The first thing we got to do is we're going to do pledge of allegiance and then we're going to go into executive session. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under
God, indivisible, with liberty and justice for all. >> Motion to enter executive session. >> Second. >> All right, that's good. >> Oh, do we do we all vote? >> Yeah. >> All right. >> I
session. Oh yeah. have to reenter or you just say we're >> we're back. >> We are going to uh go back into regular session now. Um before we get started, I just want to say George, I'm really grateful you came back.
>> Thank you. >> We didn't get away. >> I hope you enjoyed Hawaii. >> I did. >> Nice. Um uh the next thing on the agenda is we have uh public comment on prior issues. Is anybody here for public comment?
Anybody online for public comment? >> All right. Chair. >> Uh next thing is chairs report. I have no chairs report other than to say that uh I thought homecoming was as always a
unique, corny, and really fun day. Um I'm grateful for all the work that Don Garin put in. I'm grateful for all the work that the volunteers put in. Uh the floats were amazing. Uh and I am glad we do it. Uh and I am glad that you came.
So >> did you have fun? >> It was the best time. I can't wait until next year. >> Were the floats what you were expecting? the floats. No, they they were they so surpassed any expectations that I could have had. >> Every year I'm >> Yeah, we have so many talented students
who really put you and teachers who are wonderful and really facilitate the whole process as well. But >> yeah, it is really great. >> Who won the >> seniors with Brazil? >> Tony's a little disgruntled to Tony's a little disgruntled. Yeah, we should.
>> Well, class class of 33, you all better get ready because Mandy and Julia Callahan are going to form a towny Voltron in >> All right, >> we'll have to get our boys interested. >> Yeah. Well, whatever. That's fine. Um, okay. Uh, student representative is not
here, so we are going to go to uh review and approve minutes. It's the September 17th and uh October 1st sessions. Has everybody had a chance to review the minutes from those uh two meetings? >> Yes. >> And does anybody have any questions
about the minutes for those two meetings? And if no questions, I'm looking for a motion to approve the minutes from those two meetings. >> Motion to approve the minutes from 9:17 and 10125. >> Uh is there a second? >> I second. Oh.
>> All right. And all in favor? >> I. >> Yes. >> All right. Uh the review and approved line item transfers, warrants, and donations. Uh Chris McNamera, come on down. >> What should we do first?
>> We have a bunch of stuff to sign everybody, so just be prepared. >> We have lots of information. >> Wait, not >> Good evening. There's uh two transfers for you tonight. Uh the first one is for transfer
The first one, we will be transferring $13,500 from admin tech contractor services for website services that will no longer be using to uh school committee dues. And this is to cover a superintendent ser service
invoice. >> Okay. Why is this FY26 when it's for services rendered in FY25? We actually are going to have to bring that up at town meeting. Um because it is an FY25 expense we're paying with FY26 funds.
>> Yeah. >> Why do we have to bring that up at town meeting? >> Because the town manager told me we do. >> Why can't I just I'm just confused why it's not being charged. >> Because we've closed the books on FY25. We filed our end of the year report with
the state already. >> Oh, okay. All right. That's a good answer why. Um, yeah, that was due. Okay. No, that was my only question was why are we Cuz I thought that was going to be an FY25 expense and now we have to carry it in. So, are we going to try and
move it to FY25 or just That's what's happening. >> That's what's happening. >> Okay. and the money we were using um or we thought we were going to use a website design service and that's the contract
that we're no longer using. So that's the money we're taking the superintendent search out of. >> Did the invoice not come in? >> It came in late cuz it Okay. It came in late. >> Mhm. >> That's frustrating.
>> That is frustrating. >> Um but there's nothing we can do. Okay. >> And the other one? >> Yep. There's one more. Uh we'll be transferring $2,000 from the primary school science supply line item to the
primary school reading supply line item. And this is to cover the magnetic letter tiles and teal Hagerty costs. >> What's Teal Hagerty? >> The I'm assuming it's Hagerty. >> Hagerty. Yeah. Yes.
>> Um, Heggerty is a phmic awareness program that um helps students um as they begin their early reading journey. >> Okay. >> Is this more? I don't know. All right. Um, do we need uh need to take a vote on the
uh line item transfers? >> I move to accept both line item transfers presented by Mr. McNamera. >> Second. >> All in favor? I >> I was too late. >> Um,
next the warrant items. >> Do we have any of those? >> Yeah, you do. >> Okay. >> You sign those. >> Oh, yeah. All right. >> We don't vote on that. >> Just then I just signed the ones. >> Do we want to go through those >> if you want? >> We don't typically.
>> We don't typically. >> All right. And then donations. >> Donations. We have four donations this evening. The first is from Laura Barushian. Um, she is donating,
sorry, it's hard for me to find the number here. $100. $100. Thank you, for the high school field trip. Um, so that would go into um the high school's field trip account.
The Do you want to take them all at once? >> Sure. >> Yeah, sure. >> Okay. The second um is from the music aers in the amount of $500 for the high school music program.
The third is from the music aers for $500 for the middle school music program. And the fourth is $500 for the Turkey Hill Music Department.
So, this was very generous of Laura because she also tously she's donating her own money and tirelessly fundraises for the band at all levels. >> Um, so I wanted to say thank you very
much. Uh that's incredibly generous and she has been a fantastic advocate for the music program. >> While she's doing all that, she's still going to float and organizing kids at Float. And >> did she really? >> Yes. That that lady is incredible.
>> She is just kind and determined and smart and hardworking and it's just the long she's part of the long list of amazing people I've met since I moved to Lunberg 3 years ago. So, uh, do we want to take a vote on the donations?
>> Motion to accept the for donations as outlined above with our appreciation. >> All right. All uh, second. >> Second. I'll second it. >> All right. All in favor? >> Yes. I >> I All right. So, I'm going to sign these and then send them down. Everybody has
to sign them and send them back. >> All right. Probably should have signed this one. Everybody was talking. You want me to start my report, Tony? >> Yes. Thank you, >> superintendent. >> All right. It feels like forever since I've seen you, so this report felt long writing
it. But we'll start with district highlights and celebrations. This section of the report is dedicated to celebrating the incredible energy, exceptional excellence, and vibrant community spirit that our students, athletes, and staff brought to the field, court, and community this past
fall season. These achievements truly highlight what makes our district so special. The annual homecoming celebration was truly a community masterpiece this year. A resounding success that perfectly captured the inclusive spirit that defines Lunberg. The pep rally brought the house down
with competitive class spirit and fun, especially seeing our staff jump into the inflatables race. The homecoming parade remains a cherished tradition and the sheer dedication from our students, adviserss, and parents led to some of the most creative and awe inspiring, and
I mean our inspiring float designs I've ever seen. The day was capped off by a decisive football team victory over Littleton and a touching ceremony honoring our senior players and their families. Congratulations again to the senior class for their triumphant Brazil float. And I owe a huge debt of
gratitude to Don Garin for coordinating this defining and heartwarming community event. I couldn't be prouder of the football team for their incredible season. They finished with a stellar 6-2 record and earned the welldeserved title of Midland Wusid ELeague champions. What really
stands out, however, is their commendable spirit and dedication. And I hope you saw um their donation to the food pantry on social media um that they gathered from the homecoming game. So, thank you to the community that
supported that and the team for helping to organize that. The field hockey team delivered a truly historic performance this year by completing an undefeated regular season. Their exceptional skill and teamwork have been thrilling to watch. I'm excited to report they have
already secured their first postseason win and are moving forward in the playoffs. This team, powered by a dedicated group of seniors, continues to represent our school beautifully with their determination and outstanding sportsmanship. Our girls soccer program put together a
highly competitive and exciting season. The athletes showed exceptional skill, cohesion, and teamwork, and their strong performance rightfully earned them a spot in the postseason tournament. I wish them the very best as they kick off their first tournament game tonight. So,
I hope they're doing well. The unified basketball program started. It's consistently one of the biggest highlights of our year and a profound source of pride for the entire district. This team truly embodies the best of youth sports. They started the season with immediate fireworks, securing a
dramatic one-point victory over Marro and a true nailbiter. The pure joy radiating from our athletes and the overwhelming support from the fan base powerfully underscore our deep commitment to inclusion and collaboration. As I reflect on an outstanding and inspiring fall season, I look forward
with great anticipation to what the winter season has in store for our community. I'm confident that our students will continue to demonstrate the same level of commitment, sportsmanship, and excellence on the courts, on the ice, and during their winter performances. The spirit of our community
will bring many more opportunities to celebrate our students both for their scholarship and athletic feats. For teaching and learning, there was a literacy night at Turkey for the Turkey Hill Elementary students and primary students hosted at the primary school.
Um, I know Laura and Mandy were there. It was wonderful to see you. I am thrilled to report on the wonderful success of the recent literacy night event co-hosted for the families of the Churkey Hill Elementary School in the primary school. The evening was a vibrant demonstration of our commitment
to fostering strong homeschool connections and making literacy both engaging and accessible. The night achieved its goal of encouraging family involvement through a variety of fun hands-on activities. Our students and their families had fantastic opportunities to connect while playing
engaging literacy games, expressing creativity through a bookmark decorating station, and learning about valuable resources available to them. A key element of the evening was the strong partnership and information sharing. Families were able to learn more about the critical support provided by our
Title One program and discover the many wonderful resources offered by the Lunberg Public Library. It was also a pleasure to introduce and welcome Miss Joselyn, Lunenburgg's new and enthusiastic children's librarian who quickly connected with our students and parents.
The event was truly a collaborative effort reinforcing that literacy development is a shared journey between our schools and our community partners. A huge thank you to our curriculum department and volunteers for putting this event together. Yesterday, as you all know, we had a professional development day. Our
commitment to continuous professional growth remains a priority, ensuring our educators are equipped with the most current instructional best practices. Turkey Hill Elementary is actively focusing on the adoption and implementation of the open sed curriculum, representing a significant
step in enhancing science education through inquirybased learning and phenomenadriven instruction. The initiative will empower students to think and act like scientists as they explore the world around them. Across the elementary level, crucial training
was provided to necessary staff. At the primary school, the designated staff participated in crisis prevention institute training focusing on essential deescalation strategies and safety protocols. Furthermore, a significant portion of the primary school's November
4th professional development day was dedicated to literacy training, specifically focusing on the four-part process of reading brain and integrating the science of reading principles into our reading curriculum. PreK teachers and par professionals also engaged in
dedicated sessions on literacy practice. At LMHS, the focus shifted to forward-looking curriculum work and safety. Both the middle school and high school staff participated in Alice training as did the primary staff reinforcing essential safety and
response protocols for critical incidents. A major theme of the day was the exploration of artificial intelligence integration into instruction. Middle school staff and interested high school staff engaged in sessions on using AI to streamline unit planning for our scope and sequence
curriculum for NEAS, specifically using tools like Google Gemini. High school teachers dedicated the afternoon to focus departmental curriculum work. Additionally, our physical education and health department attended the map herd conference. That's their association.
While our music and performing arts department engaged in specialized training at Grten Hill, these focused professional learning efforts ensure a high quality research-based educational experience for all students across our district from primary grades through
high school. Tonight we um discussed entering into a contract with Dr. Kimly Sariti. Um, Kim Kimberly will be coming from an
assistant position, assistant superintendent position to our director of curriculum and instruction position. She is very inspired by the work that we're doing in the district around literacy. Literacy is her passion,
especially early literacy. And teachers can expect to see her in their classroom working side by side with them as we work to lift our teaching practice. Spotlight on excellence. I have seen such strong teaching and learning across our schools and it is a real pleasure to
recognize these masterful instructional moves. So the first class that I want to shine the spotlight on is Andrew Kentator's honors algebra 2 class. In his algebra 2 class, I recently saw the principle that joy makes rigor possible.
Students were tackling a complex problem not with stress but with capital happiness and genuine camaraderie. Mr. Canatori cultivates an environment where students feel safe to risk being wrong, actively welcoming all perspectives and lifting each other up through highlevel
academic conversation. This is where high expectations meet high engagement. Brian Chartran's fifth grade math class. The high energy and cognitive engagement in his class immediately impressed. His
dedication to student agency was on full display when he helped the student correct a mistake. Rather than offering a quick fix, he simply handed the student his own work and asked them to check it beautifully fostering independent discovery and resilience. This approach is complemented by strong
differentiated small groupoup support. A sincere thank you to Heather Whit Whitam for demonstrating the power of hands-on project-based learning in her fifth grade ELA class. While students were designing scarecrows, the true learning was in their ability to
articulate the project's direct link to the central ideas of their reading. Heather's trust allows students to independently collaborate and problem solve, building essential skills like psychological safety and generosity. And finally, there's so much great stuff
going on in the district. Carly Guinea, I visited her kindergarten class. My visit to her classroom was a powerful reminder of how integrating behavior, literacy, and social emotional learning leads to exceptional outcomes. Carly utilizes mastery and proactive behavior
management and goes beyond decoding by intentionally linking CBC words with vocabulary to meaning and tangible connections. Most impactfully, when a student struggled, she invited the entire class to collabor collaboratively support and uplift him, embodying our
community theme of lifting each other. Thank you to Mr. Canatori, Mr. Chartrand, Ms. Whittham, and Miss Guinea for providing such powerful models. And thank you to all of our teachers who are working daily to strike this essential balance. Our goal isn't to lessen the challenge. It's to increase the joy and
sense of purpose that allows our students to achieve it. Our finance update, year-to- spending up, year-to- date spending update. I'm pleased to report that the district remains fiscally healthy and on track with its spending projections. Currently, our budget is 34.9%
spent out, which aligns with our anticipated spending schedule for this period. We are monitoring all line items closely to ensure continued responsible management of district funds. You have the complete year-to-ate budget report in your packet, and Mr. McNamera, our business administrator, is present and
available to address any detailed questions regarding the budget. >> CBC words continent. >> It's in vowel consonant. I'm sorry the jargon. >> No, it's all right. >> Just define it after because then we all learn. >> Yes. >> You're still teaching.
>> Yes. Um staff feedback at the 8week mark. So I did a staff survey to gauge feedback on my communication and visibility and schools as you know those are two things
that were very important to me um coming in. So quantitative metrics across all areas on the survey from clarity of vision to approachability during visits range from a high of 4.8 8 out of five to 4.5 out of five, validating the positive shift
in central office engagement. Staff feedback provides strong affirmation of the communication strategies. Key quantitative findings, including a 4.8 out of five for professionalism and engagement of style, suggest that messaging is clearly understood and is
actively fostering a respectful environment. Qualitative qualitatively the single most impactful communication tool cited was the consistent use of staff shoutouts and celebratory updates. Staff noted this focus on appreciation shows positivity, kindness, gratitude,
and respect, demonstrating that our commitment to cultivating a positive culture is resonating deeply across the district. For visibility and approachability, the data validates that our shift toward high physical presence is having the desired effect. scores,
including 4.7 out of five for approachability during school visits, confirm that the new leadership style is increasing staff comfort and confidence. Qualitative feedback highlights a significant positive shift compared to um prior to my arrival with reoccurring
themes of a calm presence, feeling safe, and a perception that the administration is genuinely listening and actually cares. Crucially, staff also noted that increased visibility has a positive impact on the student body, making the students feel more seen as well.
However, there are two areas of um continuous improvement for me. Um one is fiscal tri um transparency. Staff requested greater clarity and transparency with the district budget indicating a need for more detailed frequent communication regarding financials to foster a deeper
understanding of management decisions. So I'll start including that in my weekly update and two staffs in targeted visibility. A need was expressed to ensure that the increased visibility is specifically extended to the often overlooked specialist departments including unified arts, special
education and related service providers and to deepen connections with these crucial non-traditional roles. And last but not least, we are going to have a school committee workshop on November 12th, which was a previously scheduled tribard meeting.
>> Um, so we should have the date. Um, in lie of the previously scheduled tribe board meeting, the chair and I have discussed and have decided to hold a dedicated school committee workshop. This session will focus entirely on the crucial work of developing our committee's foundational operating norms
and expectations. We believe the strategic pause will significantly strengthen our collaboration and effectiveness in the months ahead. We are delighted to have Dr. Grace Wei Wisman facilitate this workshop which will begin promptly at 7 p.m. We look forward to a productive and
collaborative evening with all of you. >> This is also known as budget season's coming. Get ready. I said I said this meeting is also known as budget season is coming. Get ready. >> Okay.
>> All right. >> Why are we not having a trio board meeting? Should I >> It got messed up and things got rescheduled and we were going to have one and it was going to be a presentation largely of the school budget. Y >> and there were issues that we had to iron out beforehand and
>> Okay. And I believe you're also that's November 12th. >> That's next Wednesday. Next Wednesday. >> Next Wednesday. >> Okay. >> And then we have a school committee meeting the following Wednesday after that. >> And the tri board meeting keep going with our November Wednesday commitments will most likely be scheduled for the
Monday or Tuesday of Thanksgiving week. >> Yes. >> Okay. I have other meetings. Um when will we know when the tri board meeting will be rescheduled for? Um the town is currently working through some things
and we need to um make sure that they're ready um to continue the process. >> Okay. And it the next one schedule will be our >> it will be our budget. Okay. >> Are you ready? >> Cuz I' I'd like to be there.
>> Mhm. Um but sometimes it takes time to arrange child care and who needs to be where when >> understood. >> Okay. Can I ask some questions? >> Yes. Uh number one, I want to say thank
you for the staff shoutouts. Um I think that's fantastic. I personally love hearing what the teachers are doing and what you're seeing. And I know the staff uh I've heard good things about the highlights. Um and
I'm I'm really impressed with that. Thank you. And uh Mrs. Wam her project-based learning. Uh we are I don't want to say survivor, but we've gone through that. And um I really really appreciate the effectiveness of her project- based learning.
um and her courage with letting the kids go crazy with craft supplies and a glue gun. Um and they learn a surprising amount. There is still a model of Bunker Hill in my house cuz my daughter won't let me
get rid of it. And it was absolutely fantastic. Um so thank you for that and congratulations to our spotlight teachers. Um, can I ask about the AI
>> Mhm. >> learning for the PA PD day? What What was that about? >> So, one of the things that we >> Siri doesn't understand. One of the
things that we're realizing Oh, >> ironic. >> As um a district is that we need to embrace AI. It's not going anywhere. We need to be able to use it responsibly as adults to be able to teach our students
how to use it responsibly. So, this was the continuation of a workshop that happened on our first professional development day where teachers were introduced to different AI platforms that they could use and what they could do. And they went back and they tried
out some things. And this um workshop was on how they're currently using it in their classroom and best practices that they're developing. And this will all lead to us eventually being able to work in policy to develop a responsible AI
policy um usage, but we're kind of sandboxing it right now um so that teachers have experience with it and students have some experience with it in a controlled environment. >> Okay. How are we currently using it to streamline unit planning for scope and sequence curriculum?
>> This was wonderful. Lynn Radford um took what she learned from the first workshop day and really used it to call different curriculum items and instead of having to worry so much about the NEAS format
or what the format was, she um ran it through Google um their Gemini program and it gave a coherent and a cohesive scope and sequence thus saving our teachers a a lot of time that would be
spent on a compliance task um to allow them to be able to focus more on the actual work of teaching. >> That sounds like a perfect use of AI >> like doing something that's sort of formulaic that is not critical to your
job and you just >> send it through, check it over and move on. >> Yep. Any other questions? >> No, that was all my >> All right. >> Thank you for your enthusiasm about homecoming as a towny. I love
homecoming. >> It was so great. >> Yeah. I love that tradition. It's like we're so lucky we have that. >> I know, right? >> And it's hard to explain float to people who don't get it. Like >> it takes a lot of parents and a lot of teachers who really put a lot of effort
into it as well. The students love it. But I just think it's so wonderful that so many people participate in it and you know >> like you're standing there and then the coliseum >> comes down the road. >> There's a man in a toga driving a tractor >> and a coliseum comes into view. It was
with all of the juniors faces sitting in the coliseum. >> In the coliseum. Yeah. >> I miss that. Yeah. >> Did you notice that on the sophomores the cherry blossom tree had a dedication to one of the classmates that had passed
away from leukemia in second grade and the kids insisted it be on there. >> That's so sweet. >> Yeah. Super sad but very very touching. >> That was very sweet of >> Yeah. All right. Anything else? >> Good kids. >> All right. Let's uh move on to new
business. And the first thing on new business is the James J. Larkin scholarship. >> So you have two things in the scholarship folder in your packet. You have the Larkin scholarship proposal and
then Lunberg Historical Society had approached us about creating a um a scholarship and this really outlines the process and this will play into a discussion that we have later really
outlines the process that we go through to um award scholarships and what has to happen and you can use that side by side. Um, shall I read the Larkin scholarship out loud?
>> I think it's good um marketing for >> what a scholarship can do for not that much money >> to memorialize someone and and I open the wrong document.
Yeah, I looked through the documents and it seems like it's wonderful for them to propose this and I also thought the document about what you know how to go about it was really helpful with the step-by-step instructions if anyone wants to have a future you know
scholarship program. >> Yeah. So you'll see that this scholarship meets all of our requirements and all of the legal requirements for starting a scholarship and it will be um awarded. It's
classified as a gift and it um will be expended and approved by the school committee which is what we're doing tonight. Um it's in the amount of $250. Um this year one winner will receive um
$500 in the spring and then it will continue with $250 thereafter. And for people who don't know or don't have a senior, we have a scholarship or an awards night the end of the school year right before graduation
>> where people come and present scholarships and there's a number of them in honor of or yeah in honor um some of them not but most of them in honor of someone has been established and people get up and some of them are
really great. There was one from the 1930s about a woman and it's a really great way to keep a loved one's memory alive while doing something good for the next generation. So, it's sweet and I think this is a great idea.
>> Does anybody have any questions about the James J. Larkin scholarship? >> All right. And then I'll be looking for a motion to approve the scholarship. >> So moved. I move to accept the Larkin scholarship. >> Is there a second? >> I'll second.
>> Excellent. All in favor? >> I. >> Yes. >> All right. I'm going to ask if we can take the next two things out of order because the trust commission information is essentially related to scholarships and then we'll do the policy. Does anybody mind if we do that?
>> Nope. >> Okay. So on Sunday uh at 9:00 in the morning which was uh a little difficult because it was daylight saving >> uh I arrived on time and I met with the commissioner of the uh the trust
commissioner for the town of Lunenburgg >> and information that he he had provided me gave us some gave me some insights about the potential for some other funds to be out there for purposes of providing scholarships to Lunberg
students. And so I'm going to like give you like a highlevel overview and then we'll talk about specifics. So when a person makes the town a beneficiary of a trust as opposed to making a donation, the trust will give money to the town
for the designated trust purpose. Over time, the money can acrue interest and be expended in a manner consistent with the trust purpose. However, because this town is old and because we live in New
England, some of the some of the trusts that have been created to benefit the town are very old and some of the trusts have trust purposes that are impossible. And so what the trust commissioner is
hoping to do is to gather information about all of the trusts that are having the town as beneficiaries and then bring them to the attorney general of the state of New Hampshire or state of Massachusetts and they can use an
administrative process to uh apply what's called the cypra doctrine which is a legal doctrine that allows uh officials to modify trust purposes consistent with the original intent but allowing them to be updated to meet
modern needs. And so the trust commissioner's example was he had found information and records for the town that there was a sidewalk trust set up in 1903 and the trust purpose was to repair and
maintain the wooden sidewalks of the town of Lunberg. Because the trust was so old and because we have not had wooden sidewalks in a long time, there was approximately $27,000 just sitting in this trust. But we can't
use it as a town because the trust purpose requires it to be expended on wooden sidewalks. >> Mhm. >> So this, as an example, would be a trust where we could go to the attorney general and have them administratively modify it. It's a much cheaper process
than going through probate court. And then the town would be able to access these funds. And so what he wants to do is he wants to gather a list of all of the trusts that benefit the town, including scholarships that benefit the school district. And then figure out if
they are orphaned trusts, that is where the beneficiary is no longer alive and the trust purpose can no longer be accomplished. And if they are, then ask the attorney general to modify them administratively so that we could then have access to the money. This is at
worst a little bit of work to find out we have no money and at best a little bit of work to find out that we have some money. I will point out that the library underwent this process a while ago and I believe that they had a trust that was set up with the corpus
deposited in the 19th century and by the time they found it I think it was over $50,000. So between the libraryies efforts in finding that money and the trust commissioner finding the wooden sidewalk
one as an example, I think it's it's worth our time to authorize the superintendent to gather this information and provide it to the trust commissioner and then if necessary, if he finds funds that we can use and the AG agrees to administratively alter
their trust purpose to create a subcommittee to uh dispense the funds that would be found in these trusts that would you know would if it's given to the town it's a trust if it's given to us it would be a scholarship. So that's what we talked about and given that we
just talked about a trust and a scholarship with historical society I thought it would be helpful to put these stitch these two things together. So it's not an action item but I wanted to put this on everybody's radar. We'll probably ask for an action item later if we need one. I don't think we need one
to have the superintendent look through, but if we find stuff and and we do want to if there's money to make it worthwhile, then we may go out and ask for alteration. We'll probably have to come back. Um, does anybody have any questions about this?
>> Have you run this by our lawyer? >> Not yet. >> Because there's a difference between the town money, which the trust funds commissioner oversees, >> and school money. Mhm. >> Which the trust fund commissioner has no no authority over.
>> Correct. That's why he asked us. >> And I'm curious down below it says scholarship committee could handle. Did you write this information? >> Scholarship handle desi grants. >> Mhm. There are donations some desi grants that would fall into the the
scholarship committee's purview per statue. >> We don't have any right now. >> Yeah. >> So I don't know what they would be. >> Grants come to the school committee, not us. Yeah, >> it seems an unnecessary I would be very concerned about having
we do have a scholarship committee. >> Okay, perfect. >> I would done very hesitant to have the scholarship committee in charge >> handle des
that that notation was there is because there is the possibility under statute but I don't think we have any of these. >> Yeah. So I think it's just like many things in Massachusetts left over from 100 years ago >> most likely >> which is what all these scholarships would be too. So like
>> so I think if funds that belong to the school department are uncovered we should look >> these funds do not belong to the school department. They're they belong to the trust. So the trust would be the owner of the funds >> and we would be the beneficiaries.
>> Okay. We might want to talk to the town lawyer. >> Yeah, the town lawyer has said that we need to handle this part on our own. This stuff that's within the purview of the school district. So, we'd ask, >> but if they're town funds, they're under the >> it would be it would be done differently
if this school is named as the beneficiary. The problem is we don't own any of this. We're just getting benefits from it. So in a very rudimentary to make sure I understand this, the trust money is not money that it currently the town has.
It's held in a trust fund somewhere that has its own legal structure of how to distribute that money or they may already have a legal structure set up. They're supposed to be at certain >> um intervals. >> Yes. >> Doing that it may have gotten lost at
some point. It may be someone who passed away. It may be that the trust >> governing body is not >> the trustee no longer exists. >> The trustee no longer exists. Okay. So, and but the money is out there sort of like the lost property kind of sitting
>> on. Exactly. Right. Except it is not money that belongs to us. It belongs to Right. It belongs to the trust. So, it's not in our bank accounts. Exactly. It's just money that Correct. He We're giving him permission, >> which we haven't voted on. We're just talking about >> talking about it. >> Right. is we would be allowing the
commissioner of trusts, the whatever the commissioner to look for this money. Yep. >> And let us know it's out there and exists. >> And you know the the trust commissioner's guess was it was somewhere between 15 and 16 scholarships, but it was just a guess.
And it's based on the age of certain things and the number like there's ones for the cemetery, there's ones for the roads, there's ones for the sidewalks, right? There was one in the town of Winenden that the town attorney knew where it was for the maintenance of
horse troughs. So like there are so many of these because the state of Massachusetts is so old, >> right? Nobody keeps track >> and no one keeps and because they're not town property, >> right? And there's no sort of depository of this information statewide.
>> No, when you create a trust, you don't have to record it anywhere. >> There are some trusts you do, but not necessarily these and not necessarily at the time they were founded. >> Okay. Sorry. Am I on a wild goose chase? I'm just trying to understand this. >> Yeah. So, like it it could be that they would have to register them now, but
>> but yeah, in 200 years ago, they may not have. Okay. >> Correct. >> I mean, it sounds fine to me then. It sounds like we're just >> checking to see if we got any couch cushions. >> Exactly. We're looking under the couch >> and we have a person who's willing to help us look in the couch cushions. Is >> they're going to do all the work. We're
just going to say, "Here's what we have." >> Yeah. I I think I might like to change that up a little where we do the leg work and we look at our scholarships that we have and if we find anything, we bring it back to this committee. um
because they are under your jurisdiction. They're not under the trust the board of trustees jurisdiction. Um so I'd like to make a friendly amendment to the process. >> Okay, that seems fine to me. >> Yeah, I'm
>> Do we know who's going to do that? >> Yes. >> Is she over there? >> No. >> Okay. Okay. I just feel like we always have these like weird special projects and >> this one is one I might do myself.
>> Okay. Okay, that's good. This is not This is not going to be uh I don't think this is things you look up on the internet. >> No, >> you have to you have to go to some dusty boxes somewhere. >> Yeah. >> So, all right. >> Okay. >> You're welcome. >> Have fun.
>> Thank you. >> Uh okay. Next on the agenda is the first read of policies regarding advertising in school cash handling and middle school pathways competency and then one
for competency determination. So what we typically do is we go as a board and we take turns reading these until we're done. Uh and then um I don't I think we're going to change up what we normally do cuz normally we have three readings and we wave the second reading every time. So, we're just going to do
two readings. We'll do one now and we'll put it out on the public. Public can make comments and we'll do one sometime down the road and adopt them after that. >> All right. So, we should have uh the >> a procedural question.
>> Sure. >> A place that all these policies are that are approved. Are they on the school committee's website? Okay. So, that in the future once this these are just draft versions. Yep. >> People could comment in the future. >> Yeah. If you go to the website, I believe we have list, you can find all
the policies there, but generally at the very top it says policies under review and it says which read we're on. >> Okay, that's excellent. Just just for the public too to understand how this works >> and that is a project Liz is working very diligently on is getting all of our policies up online. >> Excellent. Thank you, Liz.
>> All right. And so, uh, I'll read the first one up, which is the advertise revised advertising in schools. Um, we did talk about this at the previously constituted school committee and this is an effort to get some additional revenue. Um, we talked about this before
just for the edification of everybody that's here now. Uh, >> my understanding is that like you know some high schools like I think St. Bernard's does this. My dad is on St. Bernard's school committee and I think they get somewhere between like5 and $10,000. It's not a ton of money, but
it's like basically found money. Again, >> rifling through the couch cushions. Um, the other thing before we read this policy, I just want to say that uh Amy King was really instrumental in in giving us feedback on the original revised version. So, somebody has already provided some feedback and we've
altered things. And then the final thing I would say before reading this, there is a statute that governs advertising in schools. And so this policy was written in conformity with that statute. So uh the superintendent or their designate is
empowered to solicit advertisements for property real or otherwise of the school district. This includes athletic fields, gymnasiums, digital property of the school and any other means of monetizing school district property to generate avenue ad revenue for the school. Ads
shall not be placed in classrooms, the library, administrative offices, or any other area primarily used for instruction except for gymnasiums. The superintendent or their design shall set reasonable rates for such
advertisement as they see fit. The following shall be barred from advertising on school property. One, any entity for profit or otherwise barred from advertising by state or federal law or regulation or school committee or
school policy. And two, any entity for profit or otherwise that generates income however derived from the monetization or sale of alcohol, tobacco, cannabis, gambling services, fantasy sports services, pornography, or
firearms. The superintendent or their designate shall have final approval over the appearance and placement of all advertisements. Their decision about the advertisements I'm sorry here. Uh somebody's moving around. Their decision about advertisements, their appearance
and their placement are final and made with their sole discretion. The distribution of notices or advertisements by non-district affiliated groups are prohibited. Notices are permitted at designated locations in the school office if such
organizations are consistent with school committee policy and with prior approval of the superintendent or their designate. Surveys, questionnaires, or similar documents which solicit and collect personal information of students or
families for marketing purposes are prohibited. I don't know why there's a comma after for marketing purposes. So if I was going to alter this, I would just delete that >> because which solicit and prohibit the person. >> No, you're right. That's not a claw.
Okay. >> Do we think we take that comment out? >> Where's our English teachers? >> We can take the I know the English teacher. >> Oh, it was more a lawyer thing. >> Callahan's going to get mad at me.
>> Surveys question. Okay. All right. Uh Okay. That's the first reading of that policy. This is and I forgot to do this. This is community relations 1000 gifts and solicitations 1300 advertising sponsorships and fundraising 1303
advertising in the schools 1303.1. All right. So Laura, you're next. >> Middle school pathway exploration policy. Is that the one we're on? >> That's fine. >> Okay. Uh students in instruction 5,000 instructional program 5200. Organization
of instruction 5201 middle school pathways 5201.03 middle school pathway exploration policy. Policy overview. The Lunberg Public School District is committed to ensuring that all middle school students and their families are well informed about the wide range of high school
educational opportunities available to them, including career and technical education, CTE, and vocational programs. In compliance with Massachusetts state regulations 603 CMR4 and guidance from the Department of Elementary and Secondary Education, this
policy outlines how our district provides students with awareness and exposure to CTE and vocational opportunities at local, regional, and agricultural public high schools. High school pathway options. The following CTE school is available to students. Monachus Regional Vocational
Technical School located at 1050 Westminster Street, Fitchburg, Massachusetts. And then there is a link which identifies all of the current vocational programs 23 offered at Monachus Vocational Technical School that may connect to students secondary and postsecary academic and career
planning. Career exploration for middle school students. Lunberg School District continues to partner with Monachus Regional Vocational Technical School in several ways to ensure that all students have a deep understanding of the educational options available to them.
The district provides guidance classes to all grade 8 students where career paths and opportunities are discussed. This process guides students as they research high school pathways and make informed decisions about which school environment, whether a traditional high school or a specialized CTE program or
vocational program, best aligns with their emerging goals. The district's implementation of my career and academic plan started in 2026 directly connects the exploration of CTE schools and programs to a student's broader academic and career goals. MYAP
is a structured process that helps students explore their interests, skills, and values starting in middle school. This self-discovery process guides students as they research high school pathways and make informed decisions about which school environment, whether a traditional high school or specialized CTE program or
vocational program best aligns with their emerging goals. Lunberg Middle School has a healthy and longasting relationship with Monachus Regional Vocational Technical School. LMS guidance and the admissions counselor have consistent effective
communication and offer a variety activities to introduce LMS students to the opportunities that Monty Techch provides. The LMS counselor attends an annual meeting at Monty Techch in order to gain any new information regarding the admissions process and programs offered. The LMS counselor is then able
to relay this information to LMS students and parents. Information is sent out through the LMHS principal weekly email. Grade 8 students attend Monty Techch Tour Day in the early fall. Tour day is coordinated by LMS guidance counselor and the Monty Tech admissions
counselor. Tour day takes place during school hours and Monty Techch provides busing to and from LMS. On tour day, students learn important information about the school and are able to see a number of vocational opportunities that are offered. The tour is made available to all 8th grade
students interested. Students are also made aware of when Monty Techch is holding their open house, and this is another opportunity for students to tour the school. Monty Tech sends a representative twice annually to LMS during lunch for both seventh and eighth grade students and provides LMS students with the
information on the school in the application process. LMS students are provided the opportunity to participate in the vocational interest program, VIP. VIP is a 4-week after-school program where students are provided transportation by Monty Techch and have the opportunity to try out four separate
vocational shops over a period of several weeks. The following information outlines how Lunberg Middle School will actively collaborate with Monachus Regional Vocational Technical School in order to inform students about the CTE vocational opportunities available to
them. Information sharing. Annually, Lunberg will provide Monachus Regional Vocational Technical School with the names, addresses, and email addresses of all enrolled grade sixth, seventh, and eighth grade students is required by law. Onampus assemblies. Each fall, all grade 8 students will have the
opportunity to attend assemblies on campus at the middle school and hosted by Monachus Regional Vocational Technical School. These events will provide students with information about CTE programs in the application process. School tours. Each fall, interested grade 8 students will have the
opportunity to tour Monachus Regional Vocational Technical School. Transportation expenses will be covered by Monachus Regional Vocational Technical School. These tours will be scheduled during the school day and will be considered an excused absence provided by Monachus Regional Vocational
Technical School confirms the students participation in a tour. Okay. Online resources by October 15th each year. Lunberg district website will publish a pertinent information about vocational will publish pertinent information about vocational school
options including links to admission applications, admission policies and openhouseformational events and assembly schedules. Providing admissions records to Regional Vocational Technical School. Lunberg Middle School will provide relevant information to Monachus
Regional Vocational Technical School for students who have applied. This may include documentation of student attendance records and discipline records in accordance with the vocational school's approved admissions policy and DESIE guidance. Maintenance of records. Lunenburgg Middle High School will maintain a record of all
on-site presentations, assemblies, and student tours to Monachus Regional Vocational Technical School along with the other relevant information about collaboration between the district and Monachus Regional Vocational Technical School. These records will be made available to Desi upon request.
Now I know why we call it Monty Tuck for short. I was going to say you got the long one. >> And this is a required policy by Desi that we were supposed to adopt a month ago. >> Okay, I'm doing the next one.
>> Yes, whichever one you want. >> 3303.01 cash handling. Um this is under FIS fiscal management and non-instructional operations 3000 accounts 3,300 cash handling 3,3.01.
Lunberg school district shall be a cashless environment by the end of the 2025 2026 school year with all deliberate speed. The superintendent, her subordinates and designates shall make all necessary arrangements to convert the district to all C cash list
transactions. This shall include all purchases made by district employees and all gates for all district events, including sporting events. Gates for events shall use a cashless payment system, and all funds shall be deposited into a single district account. Any
district employee engaging in transactions of any kind using cash without prior approval of the superintendent or her design shall be subject to discipline up to and including termination and repayment of all costs arising out of and/or related
to the cash transaction short. I got the short one. Lutenberg competency determination students in instruction 5000 instructional program 5200 competency determination 5204.01 in order to receive a Lunenburgg
diploma. All students must meet the competency determination for coursework in addition to all local graduation requirements. The CD represents two accomplishments showing a mastery of skills in English language arts, mathematics, science, and beginning with the graduating class,
science, and beginning with the graduating class of 2027, US history. Lunberg students will do this by satisfactorily completing a final assessment or a capstone or portfolio project and the satisfactory completion of relevant
coursework aligned to the standards measured by the high school English language arts mathematics and science MCCAST assessments administered in 2023. Lunberg students will take and pass or earn full credit for the following courses: English 9, English 10, algebra
1 or algebra 2, geometry, biology, US history, beginning with the graduating class of 2027. As per the CD law, 10th grade students represent a critical benchmark in students academic development, ensuring they possess the foundational skills and
knowledge necessary to succeed in upper level high school courses, post-secary education, and the workforce. Students who do not do not meet the required accomplishments may enroll in approved summer school courses, credit recovery programs, and/or complete an educational
proficiency plan in EP, which includes additional coursework and assessments to ensure they reach the necessary competency levels for the CD. Meeting these requirements alongside earning sufficient course credits is essential for graduation. Consideration for students with
disabilities and English learners. Students with disabilities. Lutenberg Public Schools ensures that all students with disabilities, including those placed in outofd day or residential programs, have equal opportunity to meet Massachusetts competency determination and local graduation requirements. For
IND district students, the IEP team annually reviews CD progress beginning no later than age 14. Students received receive specialized instruction aligned to state standards, MCCAST or MCCAST ALT participation with accommodations as needed, assistive technology and
individualized supports, transition planning and services starting at age 14, as well as alternative alternate ways to demonstrate compensy when appropriate for out of district students.
um lead leads annual IEP reviews with the outofd district provider. Confirms curriculum alignment to state standards. Monitors progress toward CD and local requirements. Retains sole authority to award the CD and diploma. Ensures MCCAST and MCASA alt access and
accommodations. IEPs document the projected graduation date and completion pathway. In rare cases, services may continue beyond meeting graduation requirements if FAPE has not yet been provided. LPS uses the IEP process to support timely
appropriate graduation decisions while ensuring compliance and equity for all learners. for English English English learners for each course required in the completion of coursework and mastery of skills. The standards measured by the high school English language arts mathematics and science MCCAST assessments administered
in 2023 have been outlined along with US history English learners US history English learner student work is aligned with the standards and is assessed at their widow level. Opportunities are provided for multiple
means of expression. The district has available a list of accommodations and strategies for teachers working with English learners. Considerations for late enrolling students. Transfer students to Lunberg who enter after 9th grade will undergo a transcript review by the principal or designate to
determine whether the coursework from the sending school or schools can be applied to the competency determination. If the review determines that the student has not met the compet competency determination, alternatives will be offered to provide an opportunity for the student to meet this requirement.
Alternatives may include summer school, online coursework, mastery, performance exams or other alternatives deemed suitable by the principal or designate. Such alternatives may require additional time outside the school day or year. The superintendent shall be the arbiter for all final decisions.
Role of MCCAST in limited circumstances. In the limited circumstance when we are unable to document a student's prior coursework from either contact with the prior school or from information provided by the student and or parent or guardians, we will allow for a student to earn the CD by attainment of a
qualifying score of at least meeting expectations or exceeding expectations, achievement levels on the relevant high school MCCAST assessment or student work that satisfi satisfies the same academic standard process for a student to appeal district's decision to award or deny
deny a CD. If a student is dissatisfied with the district's decision to award or deny a CD, the following appeal proc appeals process should take place. An appeal and writing will be addressed and sent to the high school principal within 10 school days and after a transcript review and/or other comp components and
consultation with central office administration. The principal will respond in writing and in a language the student can understand the rationale for the decision. The principal may also request a meeting with the student and parents or guardians. The superintendent shall be
the arbiter for all final decisions. Process for a current or former student to request a transcript review. Eligible students in the classes of 2003 through 2024 who did not earn a diploma as a result of failing to meet the state CD
requirements have an opportunity to request a transcript review in order to determine their current eligibility for a diploma. Pursuant to the district CD requirements, an eligible student is one who was previously enrolled in the district and previously met the criteria for a
certificate of attainment. For example, a student met local graduation requirements but did not receive a high school diploma because they did not earn a CD and was not previously reported as a graduate in any district's student information management system, SIMS submission.
Any eligible student requesting a transcript review should in writing contact the high school principal. High school department leaders along with the principal shall determine if the transcript review meets the new CD requirements. Decisions will be communicated to the eligible student within 8 weeks of initial contact. The
superintendent shall be the arbiter for all final decisions. Any student who has not previously met the criteria for a certificate of attainment indicating that they did not meet all local graduation requirements when they exited high school must meet the district's current CD requirements and local
graduation requirements in order to earn a diploma. This requirement does not apply to students who have earned the compet competency determination prior to January 2025. >> That was awesome. Good job. Yeah,
>> that's another Desi required policy. >> Can I just ask about the cashless one? >> Yes. >> So, that is something I think is a good thing. >> Um, >> book fair. >> Uh, oh, I wasn't thinking about the book fair. It just occurred in >> ewallet book.
>> There is an e-wallet, but also the PTO funnels funnels takes the money for the PT for the book fair. So, I actually don't think >> they're a private nonprofit. >> Yeah. >> Yeah. I don't think that that counts. Yeah. The PTO does all of the work on the money on the money end >> for those. >> Private nonprofit.
>> I was just wondering about at the sporting events and stuff just making sure accessibility. Are you going to take Venmo or you going like something like that? >> So, for the athletic stuff, Huddle has already been set up. >> Yeah. >> And it works. I used it at uh Homecoming. >> Okay. >> It's just a QR code. you if you have a
Huddle account, it'll take auto account and you sign up for a Huddle account. It takes like two minutes. >> Okay. It's free. >> And it's free. >> Yeah. >> We're not doing cash anymore. Like there's too many problems. >> Oh, no. Cash has to go >> and huddle was setting something up
other than that would have cost additional money whereas the huddle stuff that we had was already ready to go. the town uses UNIPE and they're actually going to come and do a demonstration um for us to see if that
would work. Um, prior to this, um, this effort was stopped at the town level, >> um, because of some town concerns, but, um, talking to Mileen um, she feels that
if we have a secure system such as Huddle, um, for sports or um, UNIPE and then we'll be okay. And I I I think that the the cash handling policy is designed to
do two things. Number one, it's designed to make it more uniform about how we process payments and things like that, but it's also part of a larger effort to streamline and refine the way that the district manages money after issues that
occurred under the last administration. So hopefully this is, you know, one drop in the bucket indicating that we are being better stewards of the town's money. I like that we're moving to cashless. I
think it makes it easier for everyone. I don't love the idea of having to download an app and create an account to enter a football game. You don't have to download the app, >> but you you still have to tie your credit card number to a
>> sure >> another service. >> Yeah. >> Whereas if we could do something like Square, we could just take credit cards, which >> Square is exceptionally >> I know. I'm just that's going to be difficult. However, I I do think we need
to move to cashless. The other problem is if you do a point of sale option like Square, you have an annual uh processing affidavit compliance thing that you have to do. And while it is not
that much work every year, it's either once a once every other year or once every 3 years, it is like hours of verification. having do this at my business, the Square stuff is expensive and it can
be very time consuming. >> Okay. >> So, like I I appreciate the idea of like not having to sign up for another app cuz we do that too much already. >> Yeah. But like, you know, we need to get this up and running quickly and we >> we're gonna have some cranky >> I just think we're gonna have some
people that are cranky parents to get in. And I think that by >> people should use best judgment when handling cranky grandparents. >> Yeah. Yeah, I'm just I'm concerned about that that people who are used to paying cash and getting into football games are
now going to be asked to sit there at the game and start an account. Like I said, I think I think people that are at the admission thing should use their best judgment.
We take the square at PTO. >> It's It's just like a pain in the butt though. >> It's not really that much of a pain in the butt, but >> I think I'd rather >> I mean I would ask Alex Linds grandparents go to the senior game. >> Alex Lind is our treasurer, so I can ask her. It is high though. I do know the
fee is high. I do know the fee is high on the square. >> Um I'm not sure the square makes a difference. I think people just want to be able to pay you in Venmo. Honestly, when we're on PTO, everyone wants to pay Venmo. That's all they want to pay us. >> There was some technical reason why we couldn't do Venmo. We >> Venmo is Venmo's actually owned by
PayPal now, though. >> Yeah. >> So, they PayPal has security issues, too. >> Yes. Cuz actually, we've been trying at PTO, >> according to the >> to figure out what we could do that was different because the square works fine, but really people want to pay by. >> Venmo is so awesome, but for some reason it didn't meet the
>> I mean, I'm just telling you that cuz we do this all the time, right? We're always selling stuff at >> the town. We took Venmo at our lemonade security >> because we got so many requests at the lemonade stand for Venmo. >> Sure. >> Everybody uses Venmo, but I think that the the the issue that we had, and
correct me if I'm wrong, is that the town the town indicated that there were security concerns with Venmo that did not exist with Huddle. And so, like, we did not do Venmo. I I don't disagree. >> That's fine. Well, I mean, we'll we'll deal with the cranky people, but if there's a lot of people that are
complaining, I just want to make sure we know that we might have to come back to this policy. There will be push back and there's going to be people aren't happy. >> There's almost always push back, >> right? And I think that like what we do as a cashless solution is something that you guys should always, >> right? That's the thing. I am not
against I am not against cashless, period. I'm not against going cashless. Not at all. I just want to make it as convenient for people as possible >> to pay. >> And like how much money do we make at the door anyways? I think that's like another like question. Are we paying someone to sit there? No. >> Like
>> hopefully this year we'll have better information about that. >> But you know, these are just rhetorical questions. I I don't need an answer right now, but I just think that's like a good like if we're spending how much money to then have people complain to bring in like three grand, you know? I guess I want to be in the couch
cushions, but I don't know. It feels like a little bit. We don't want to spend $6,000 to pay people to collect $3,000. >> Yes, that's what I mean. I I don't think we're doing that, but it does beg the question. >> Are you sure? >> Well, I mean, right, like create a system that keeps people from going to G. So, were we cashless at this football
game? >> Well, I paid with cans. I don't know. >> No, we were both the donations hybrid and my brought canned goods to get in. >> So, yes, it was cans every time. >> Yeah. Bring cans. >> Cans, cashless or cash. And and students don't have to pay, right? No, students
don't have to pay >> and teachers don't have to pay. >> Yeah, >> it's just parents. >> So, >> okay, I think we can move on. I just think it's worth thinking about. >> No, it's a good >> I think we should always explore our cashless options, but I think that we need to make sure that we are going
cashless and the policy doesn't specify any solution. So, it's like do whatever works, but >> we need an enterprising high school student with a huddle account to sit outside the game and charge a dollar to buy people tickets with their huddle account. >> That would be hilarious.
Not saying do that. >> Would solve a lot of problems. >> You're an old grandma. Here we go. You're old grandpa. Here you go. >> We should have like a a place where they could all congregate and complain, right? You know, like right by the >> It's called Facebook.
>> Or the gate, right? They're just going to be like standing in line at the gate. Stinks. >> Okay, let's move on. Sorry, I'm not in charge, but >> No, you're right. >> Uh, all right. Old business. The next thing that we have is superintendent
draft goals and school committee draft goals. Action item is only the superintendent draft goals. >> Have there been any changes since last time? >> Okay. >> Then I I think if unless we have questions, I would vote to approve the already discussed superintendent draft goals. >> I second.
>> All right. All in favor? >> Yes. I >> All right. >> You have goals now? >> I have goals. You can take draft off. >> You've been working on these goals since you got here >> until now. Oh, you had no goals. >> No, didn't have a single one. >> All right. Uh, discussion. Can I Can I
just take a timeout? Y >> um, we've had two people in the audience. >> Is there I don't We have a These meetings take forever. We have to be here. You don't Is there anything we can do? Are you guys here for public comment? Are you here for anything? >> Taking notes. I'm just interested.
>> Okay. All right. >> Great. We love you. We're not used to that. >> You just First of all, welcome. getting involved. >> Welcome. Awesome. That's amazing. >> Welcome. I appreciate the se shepherd's crook. And I'm also uh glad you're here, but I just didn't want you to like if
there was one thing I would try to move it around so that we could get you guys to >> You're parents at primary, right? >> Yes. >> Oh, welcome. >> Welcome. >> All right. Uh so, back on task. School committee goals. I think we talked about these before. They're still draft.
Uh where are we at? >> Where are they? You never wrote any. >> Oh jeez, guys. >> Well, we talked about them together. >> We flubbed this up. All right, >> we came up with them. Let's do it right now. >> Formal >> document
>> document for them yet because we were revisiting it. We just did a quick little chat. The last one. >> All right, let's do school school committee goals. >> All right, let's knock this out. We had Turkey Hill was one of the priorities. >> Is Tony's taking >> I'll take him. I'll do the
>> Tony's going to write them. Yeah, >> got to install Google. >> I'm going to be one of those old people like complain what's going on. >> I think I have Let me see. I wrote it down. So, yeah. Turkey Hill. >> Turkey Hill. The future of Turkey Hill >> was one of our discussions points.
>> Um, >> by the way, just so you know, I think that there are lots of things in town that are sort of tied up with the Turkey Hill project. >> We need to just figure it out. >> Yeah, I think we should like I'd like to discuss it literally next meeting. >> Let's do it. Um because I just I I think there's some
we'd have to talk to Chris and there's more information we need and I'll get prices for things. >> I think I think we should because the topic is so big >> by next fall. >> Yeah, because because the topic is so big. Let's >> get moving. >> Maybe we should just have a very limited
discussion about whether or not it makes sense to renovate or rebuild and then leave everything else >> to the >> No, that's what I meant by discussion. just that issue >> for this year. >> Yes. >> And we're going to decide that next meeting.
>> I have a date a multi- meeting thing. We need to talk. >> But if we have one question and we stay focused, I think it's I mean I'm just going to tell you right now >> like a 200page report. >> Yeah. Yeah. But like the I do not think that the town has the
appetite or the money to spend $85 million on a new building. And it is clear from the report that the building that we have can be rehabbed in a way. >> How much? >> Oh, their their projection was $16 million. That seems like wildly optimistic.
>> Yeah, $16 million. >> But it's not going to be $85 million. So, the only thing I would say is if we're thinking about strategically staying at Turkey Hill, right, and what is the town doing with um TCP, you know,
and stuff like that. There had been some discussion. I had talked to the previous superintendent. I know that she, you know, was doing a lot of things and stuff, but she had some ideas about, you know, whether the primary school,
you know, her her ide her dream scenario was that the primary school come up this way and we use the primary school as more of >> early childhood >> early childhood superintendent office, that kind of stuff. Um, and then
>> I just want to make sure we stay on task. >> Okay. So, what are we doing? >> All we're doing is do we want to put something on the agenda for next week about Turkey or next time? >> I think it should be on every agenda from now until we need I think it's an ongoing discussion. I don't think it's a simple >> No, no, no. I'm not saying that we're
not going to have an ongoing discussion. I'm saying we need to break it down into chunks. >> Okay. First, we need to get some information. And we're going to I would like to talk to Chris Stevens about it, but he's >> currently busy doing the capital planning stuff. Well, we already got a lot of information. >> Yeah, we already have already a whole
study. >> Yeah. >> That was done. So, >> this is why we keep stopping. Yes. >> Because >> we have the information. The money is the issue. We need to figure out if we want to renovate or knock it down. >> It needs we need to make a decision if we want or it's never going to happen.
That study was did the the the me the mechanical engineering and and the >> and ADA it had a lot of information. >> It did have but it didn't bring the school up to the level of a modern elementary school. So I think we need to
>> but we don't need to do that. That is not something we need to decide now cuz all we're deciding is what direction do we want to go. We don't need to decide how we're going to get there, how much it's going to cost, just what direction do we want to go. But respectfully, I think what Laura is saying is if it's going to cost $80 million for a new
building, it's going to cost $75 million to make Turkey Hill look like it should be, then are we really talking about renovating Turkey Hill? So, she I think respectfully that is >> it would have to be $60 million over what they projected for it to be $75 million. >> So, I I'm just I am not arguing the
finer points. I'm just saying I think that's what she's saying, >> right? I get it. What I'm hearing is that I want to make sure we have a plan for everything, but I don't want to just sit around and talk about it. I I do agree. I just think >> but we've never actually been talking about it for I've been following school community.
>> We've never actually like sat down and said which one are we going to do and here are I want to look at here's an elementary school nearby that was redone. Fitchburg just redid Crocker. How much did that cost? How much was covered by the by the state? How much
was covered by the town? how much did it cost? >> But the report provides that information. It says if you're going to rebuild, here's how much it's going to cost. If you were going to rehab it to fix it and make it compliant, here's how much that costs. And then there's a delta. >> It was from last year. >> Okay.
>> But it didn't say it didn't give an exact delta. We asked for >> Oh, right. But they're never we're never going to get an exact I mean >> without a set of plans. >> I've had certain people have asked whether or not that report is accurate. and if 16 million is even near what it's
going to do. So, I would like to look at what other >> We do not have the expertise to do that, >> but we can look at how much Crocker Elementary costs to build. >> Well, Littleton's doing Shake and Lane and it's 110 million, >> right? >> I think looking at Fitsburg is going to
be very different than what ours would be that they're >> a city with many more children going to school than us. It's a data point, >> but we don't have the expertise to understand what the data point means. >> I don't want to just blindly decide we're going to renovate this school
because this one report said it's going to cost$66 million because it is not going to cost. >> You are you are not an engineer. You do not have the the expertise to do this. I am not an engineer. I do not have the expertise to do this. We just need to pick a direction to give to the experts.
And we're we've like done this for five years where we like we need one more piece of information. We just need to decide should we be rebuilding or should we be rehabbing and that's I don't think that's a complicated question. We're not going to have the specifics we need to
say what the price difference is. We're just not going to have that ever. >> Okay. But we still need to have the discussion publicly instead of making up minds preemptively and then deciding we're going to go in that direction. needs to be a public discussion. >> I can make up my mind right now.
>> I know, >> right? But so I don't I what I'm saying is like we need to have a discussion that's focused on specific text. >> So can we just talk about two or three things that we need to have that conversation? So for example, could Dr. Fortuna resend the report out to all of us new people so I can actually report
that >> right? Um if it's important >> made a report a year and a half ago about the condition. >> It is on the town site too. >> It is okay. I mean, I I'm happy to look for it, but if it's easy for you to send it to me, I would >> it would be helpful to have it. >> I would appreciate it.
>> And I know that Chris Stevens has a point. >> Who's Chris Stevens? >> He's our facilities director. >> Okay. I just I'm sorry, I didn't mean to be rude. I just Chris has opinions on the building too. And as he's the one in charge of maintaining that facility, I
think we should talk to him as well before picking a direction going in that direction. So, I think the other thing that would be helpful to me is to know a little bit more. I only know the basics of the MSBA. Um, which this could be something I could do outside of school committee. >> Well, I think that we should do is we
should do that as another topic on the Turkey Hill agenda. Okay. >> Cuz it's a really important thing >> about how much they reimburse, what kind of stuff they reimburse. >> More reimbursement for new builds than old builds cuz they want us to build new. >> Can I just take that George? You do this stuff all the time.
>> Tell us how to do this. Do you do state contracts and town municipal contracts? >> The state contracts I've worked with. Yes. >> Okay. And prevailing wage and >> Yeah. I'm not a fan of that. >> Yeah. But we still have to do it. >> Yeah. >> We have to So things are going to cost
more. >> That's the That's the hard part is swallowing why we're forced to do something that's going to cost 30% more. I just got taxpayer dollars. is a law that prevents favoritism, but yet it favors >> Yeah.
>> somebody. >> So, what should our first decision point B? >> Um, I think it's I honestly I think the determination of what the outcome of the project needs to be, right?
>> Yeah. So, do we need um what what does the school need and can the current structure support that >> because there might be add-on, you know, might can we add on to that building? >> I like that goal oriented. >> So, so I I think that's a good way to
think about it, right? What do we want? >> And what's needs, >> right? Exactly. What do we need? Yeah. I mean, that's fine. and and be less concerned about the architecture and the look and concern with functionality >> care about that we just
>> um but yeah I mean if this if the current size of the school fits our future projection of enrollment right >> we have I mean birth rates are not going up >> but we also need superintendent facilities right now
>> you've been in there during >> yeah Jod's office was fine when I was in it classroom And >> I I my office except it sometimes it's not noise friendly. >> It's not roof walls and a way to isolate
visitors. But you know, I'm sure people are walking around the whole building. >> It's when you talk about a re a rehab, it's it's nearly a >> a gut job. >> Sure. This will be a lot of cooling systems, the windows, the doors. I know we just replaced doors, but >> yeah,
>> in reality it's it's got to be all brought up to where it should be, right? So, >> there's going to be it's probably Yeah, it's going to be far greater than >> 16 20 million,
>> but you know, when we start to talk in terms of 15 20 million and say, it's a lot of money, right? >> Yeah, it's a lot of money. >> It's an entire year school budget, >> right? >> Yeah. Yeah. So that's a good way to look at it. >> Rehab would be the ultimate thing not to tear a building down to add on a little
bit maybe, >> you know, make a few changes in there, but yeah, you're going to spend all the money inside. I mean, that's >> right. And I think not to but my question about the MSBA is right if we rehab, right? So the MSBA is the state function, the state way that the state
reimbures a portion of the payment. you know, how much do they reimburse for re re um rehab versus brand new? I think that should be part of the equation cuz that's a financial decision, right? If it's going to cost us
>> 100 million to build a new school and 50 million of it, it gets reimbursed >> that cost us 50 million. If it costs us 50 million to gut it and redo it, but nothing is reimbured. >> But nothing is reimbured. >> Yeah. Right. >> Oh, yeah. I mean, if out and results 50
million. >> One of the things that makes >> I'm just I don't know that any of those numbers make sense and I just and and I do want to recon go that way. >> When we began this discussion >> there the MSBA had paused rehabilitation it was only new builds because they did
not have money for both and they decided to prioritize new buildings. So that's where we were with >> and they changed what they give every year. So we're still not going to be able to accurately predict because they change based on politically what they
>> want >> the funding that they get the political >> like right now it's a lot of heat switches u where they want to put it is there any funding sources available for the ADA portion like I'm wondering if there's any sort of grants or funding to get
>> there are also funding sources for green projects that are separate from the MSBA Right. >> So, yes. >> Yeah, you're going to get some stuff for energy. >> Yeah, that's but that's nitty-gritty. >> So, what if we did this? What if we had
on the next agenda we had the all of us think about what we want it to look like, what our goal is. Then the next one we talk about the rehab or rebuild. then you know like we
can just break it up and then the next one after that will be >> we're about to run into budget season so we might want to >> combine some of those >> because we're about to hit >> I would like to get this done before >> budget cuz everything takes
>> but this would be a you're looking at 20 or 28 like >> 34 >> 34 >> I mean we're looking this is a very long-term discussion nothing happens quickly in this town and we're probably going to ask for the money for whatever we you first and we're probably going to get told no.
>> Whoa, whoa, whoa. Whoa, whoa, whoa. >> I don't think that >> that's cut. >> I mean, Chris Manard said at the tri board meeting that they had room under the debt exclusion for a project. >> We do. We have room for all three projects. >> Yeah. So, I I don't know if that's necessarily
>> I mean, generally people in this town. >> So, I would read this 94 page report, but for the people who are already >> immensed in this, >> I got to read. How much did we talk about what it should look like for a modern classroom or was
>> not at all. So this was in part because there have been discussions with municipal design to there have been questions with the town side about the town taking Turkey Hill as a community center for the food pantry for pack for town offices or whatever they need. And
so originally, so MSBA changed or >> can I just say this? In order for us to keep moving along and make out of here in time this like what that report means, we can talk about that offline. I don't think it will violate open comm
open meeting law for Mandy to call one of us and go through it. Um, but just to focus on what we want to put on the agenda for next next time regarding Turkey Hill and then go on to the other goals for school committee because I know that we have other goals that we wanted to.
>> This was just to make building like that wouldn't fall down or it was to maintain it. >> Okay, I got it. I got it. I'll >> All right. So, uh, what do we want to put on the agenda? Cuz Liz is waiting for us to tell her. >> I know she's like ready to go. What do you mean what do we want to put on the agenda? >> For another goal or are we still
talking? >> No, no, for Turkey Hill for next >> Oh my god. I don't know. All the things we just talked about. >> Next week we should talk about We should come up. >> Wait, is it next week budget? >> No, not next week. Next meeting. >> Okay. >> Or next normal regularly scheduled meeting. >> Okay. >> We should I really like George's goal
centered approach. >> Yeah. >> So, we should come up with what we want in the end result. Not what it looks like, but what the end goal is as in do we, you know, a modern elementary school or the lowest. We need to >> Well, then we should also have a section for needs.
>> Yeah. >> Yeah. >> Yes. >> That's I think a bigger >> and I think Dr. Fortuna probably has a lot to say about that. Um and if Mr. Stevens could come too and we could talk about the current condition of Turkey Hill so we can >> talk about the current condition.
>> No, no, no. I don't think we should do that. >> No, no, that's too broad. We're we're spending too much time. >> We got to break. >> We know the current condition. >> I think everybody's aware that we've all I would like Mr. Stevens to come to a meeting and talk to us. I would like >> I'm not saying he shouldn't come, but I don't think we need to go through the whole
>> No, no, we don't. I don't think we know what all I don't think we do >> about what the end result of the of the school project might look like >> and then it helps decide if >> Yeah. >> Okay, let's do that. Let's put that.
>> Honestly, if you go to somebody for a feasibility study, you're like, "This is where we want to wind up, but what do we got to do to get there?" >> Right? If you're gonna pay all that money for somebody to >> go through and go, >> "Yeah, that ain't happening in this structure." >> Yeah. >> Yeah, that's true.
>> So, Liz, can you make a folder um for next time like a or just a maybe not in next week's folder, but just a Turkey Hill folder so we can track every all the information we have because I think we have the the studies from 2018 as well. >> Yeah. >> Uh the current one and then the one that
Mr. heave did like we've studied it to death, but I still want to talk to Mr. Stevens and ask him questions about his opinion. Um, and then talk to Dr. Fortuna about district offices. >> What if we had Dr. Fortuna solicit opinions from people instead of having
them come and talk? >> I kind of just assumed that everyone would tell her what they thought. >> Right. But like just have them give her feedback in writing. >> So we can't ask You mean Mr. Stevens? Is he >> anybody? I think I think a good place to
start and I I've been contemplating this is with the staff at Turkey Hill who have to practice their craft in the building that was designed and programmed to be a middle school and not an elementary school. And I think they can tell you
what some of the issues are. Um and so I think soliciting that from the Turkey Hill staff um might be a great discussion not for our next meeting cuz we need people to give time to respond and I think that's definitely a step in
the process is understanding what the staff needs >> um and what they see >> more bathrooms >> as as the way they're going to operate down the road. But I think to um if you want to we want to go step by step and I think it's like coming up
with what what do we need at the end. >> Yeah. >> What's going to what's the end of the project? >> Let's do it let's do it that way. So nothing on next week's or next time's agenda but two times from now we'll go through the feedback and set the goal for what we want it to look like. I
think that's that's in and then we'll do next we'll go into the nitty-gritty and then the one after that we'll talk about funding options and hopefully we'll have some better ideas for funding options better. >> But I think Tony you are obsessed with deciding and then funding and I don't think we can do it that direction.
>> I don't care what we do. I just want to make decisions. >> Right. But what I'm saying to you is I am not going to be personally making any decisions about what what it's going to look like without understanding the funding possibilities. >> Right. But we won't know that. Well, then we need to figure out what we're going to do because I can't I just don't
think as a steward of the town's money, I'm going to say we need X and then it comes back and like, wow, this is the more pricey option. >> But, but what I'm trying to say is like the MSBA is not going we're not it's not something you look up, right? You're not going to get that information >> they give you. So, we won't
>> it changes from year to year. >> It doesn't exist. Perhaps one of or part of this goal could be to once we decide what we're doing is could be to submit a statement of interest to the MSBA.
>> Yep. But we have to the problem with that is you have to >> decide what we want to do first. >> We have to I'm not saying we're going to look at the website and find it out. But there must be some sort of history of what the MSBA has done over the last 5 to 10 years. >> And it is different every year. >> Yeah. I I want you present that to me
then and tell me what the difference is every year. I just I think I don't think we can make an informed decision without some sense of what they do. You disagree. You just don't think that we're ever going to get that from them.
So, we should just >> We're not going to get that in a way that we can rely on because it will change from year to year. >> Generally, no. And we can get trends but the trends are subject to the whims of politicians and the funding from the state. >> I also think our goals like >> correct
>> but we can said and then our needs and wants should drive the decision as well. >> Yep. >> But I agree that money is a huge issue. I'm not saying that that should be past elementary projects, see how much they generally cost, square footage, how many students are in it, and how much of
it was funded by the MSBA and make some general assumptions. >> The problem is that I I don't think building projects are that simple and I don't think we have the expertise to know that. >> No, >> I think we're never going to know it perfectly, but more I don't want to just say, well, we're not
>> engineers get there without bother looking. It's just you're not going to get there without um you're not going to get there without a goal in mind. In other words, that's how you have to start, right? You got to have a vision of what we need and
then we got to build towards that and then decide which fork in the road you got to take depending on funding and and think and design and and and all that stuff. So, it's not something you can you can just pull out of your head. And to Tony's point, where you going to get
the information from, like if you don't know where funding's going to come from, it's >> and like if you compare like Crocker Elementary to whatever, we don't know what you know like that place could have tons of asbestous that needed to be abated and that's not going to be
something that we would be able to determine looking at just the costs. And so it's very difficult to compare >> data point though, >> right? But it's very difficult to know that the data points are useful because none of us except for George have any experience building things, right? Like
if all of us were engineers or all of us were builders, then we would be talking about this in a different way, but none of us are. And so I think that what we've got to do is just figure out what the goals are and understand that there are limitations that process, right? Like Mandy's concern is a perfectly
reasonable one. I can tell you that Dr. Burham and I had talked about um hiring a special lawyer that used to work for the MSBA to help us weave through the bureaucracy. It's just it's a it's a morass.
>> At some point, >> it's a total morass. >> In the future, we will probably want to look at hiring someone with MS. >> Oh, yeah. Yeah. Yeah. I I don't disagree with that. But the same problem with the funding exists with the looking at comp buildings, right? Like if you go to buy
a house, you could say like, "Oh, this house is the same square footage. It's, you know, in this similar town." But if one house is, you know, sitting on ledge granite and the other house has, you know, easy to build, >> but that's a bad because people sell houses based on
comps all the time. >> Can I There's a But you have an expert that is telling you what the comps mean. We do not have that. >> Why not? Why don't we have an expert? Perhaps what we're supposed to be doing. >> Perhaps if I could
>> one report by someone who just wants to >> Sorry. All right. >> Perhaps if I could explain how the MSBA funding works right now because it's different for every town. Yes. >> Every town will be reimbursed at a
different rate and that rate does change every year. >> Yes. >> They start with a base rate which is currently 31%. Yes. So, >> but is that on a renovation? >> No. >> No, this is for a new build. >> It's for a new build. >> Yeah. Yeah. >> Okay. Then they look at the socioeconomic factors of the community
um like income, property wealth, and poverty level. >> Then they look at incentive points for how green our building is going to be. The greener it is, the more reimbursement you get. And then there's the project specific calculation. It's the sum of the base rate, the
adjustments from socioeconomic factors, and any incentive points awarded. So that's how MSBA funding works. And that's why it's not predictable, >> right? But 31% and does that number go up and down? >> Yes. >> So that could go down based on the 1
cent per the So for those you don't know, the MSBA gets 1 cent of the um sales tax. So every time you pay 6 and 1/2 quart, >> they get 1 cent of the sales tax. Yes, that's how they that's one of the ways they are funded. That is the way they're funded. Excuse me. So, um
>> so yes. So, what I'm going to do if it's of any I'm going to write Senator Cronin's email office an email and see if they have someone at MSBA that I can talk to. >> That would be wonderful. >> And I think we probably could get some advice that's not based on paying yet. because I am concerned as I said at the
beginning of this half hour conversation about just barreling towards a renovation that isn't going to give our kids what they want and it also isn't going to save us that much money on the back end because we're going to get some money from the state. >> That's fine.
>> Okay. >> I don't think that I mean that's fine. >> Mandy's going policy on it. >> Yeah. No, I think that's the discussion as somebody that can be at the 30,000 foot view of this even though it involves me greatly. I think the discussion that you do need to have
>> is really what are the pros and cons and one of the pros of a build is you will get some MSBA reimbursement. You won't because it um get MSBA reimbursement because it won't qualify as an accelerated repair project. And those
are the two things they're funding right now. Yeah. So I think you need to weigh the pros and cons of each scenario and then decide which direction is best for the entire community of Lunberg. >> Yeah. And then the other thing I am just
interested in and I don't want to make this a longer process than it needs to be, right? But are we utilizing the space that we have in the most effective way in your professional opinion, right? And are our schools split correctly, right? And is the when we're doing a
project, is the middle high school the right size? Do you know what I mean? as we are looking to fund or renovate. Are we making sure that we are thinking of it not from a you know not from a 10-year plan but a holistic
approach to make sure because as much as I don't always want to go for overrides projects like schools pass at a much better rate than actually operating overrides. So that is they have been successful in Lunberg. I know Bloomberg's voters have not voted for overrides always on the operating side.
I'm hopeful that that won't continue, but you know an op we have voted for two new schools in the last 20 years. So, um it's not a >> cuz they weren't on overrides. They were just regular. >> No, they were dead exclusions. >> They're dead exclusions. >> But it is it's the same process. It has
it has to go before the town. >> The public views it as override. >> The public views it as an override because it's it's basically the same thing. You have to go >> it's 20 years >> 44 town meeting and you have to go before the town. So um you know and they passed the you know the the primary school is how old? >> 20 years
>> 2004. >> Yeah. Um and you know and the uh middle high school is >> 10 years I think. >> 2014. >> Yeah. >> So it's going on 12. Yeah. >> Yeah. So it's not like in our recent history we haven't built two new schools.
>> All right. So what is our second goal as a student? So, I want to get this done. >> Emily, >> budget. >> Primary school playground. >> Primary school playground. >> Primary school playground which is in works with capital planning. >> Yeah.
>> This playground and the parking lot really. >> And the parking lot. They're tied in together. They do. >> Yeah. I thought that the um turnout at literacy night was not as much as it usually can be because >> I I think the parking is a nightmare. I honestly think people didn't go because the parking is a nightmare at the primary school. What was the thing? The
>> the staff has been amazing at mitigating the parking issues. Carla has really >> I mean they do Yeah. Mrs. Squire has been fantastic at taking charge of that. The past the last year events we would go to like the concert. They had um the
vice principal out there directing traffic. >> I got there one time and there was a logging truck parked. >> They were fantastic at dealing with what they needed. I mean, you park on the field. >> There's just no parking. >> I don't love I don't think they had a Halloween event. They had a Halloween
event at Turkey Hill. And this is just an educated guess. They've never done at the primary school, but I honestly think it's parking >> part of it. >> Oh, yeah. Parents aren't invited. >> I think part of it is philosophical. >> Oh, okay. Well, they do they do a costume they do a costume thing at Hills. So,
>> too scary. >> Okay. Well, never mind. Maybe that's not why they don't do it, but I wouldn't be surprised if they don't do it because the parking >> But they do do other events. The parking is terrible last year to get everyone there like all the parents there. >> All right. So, what's our sec what's our third goal?
>> Um, a smooth budget process with Right. >> Yeah, we talked about that. >> We talked last year and we are still on track calendar-wise with the budget. >> We're meeting tomorrow with all the principles. >> Can I just ask we it wasn't us who pushed back these meetings for the board, right? It was the town. Okay.
which is perfectly acceptable. I just wanted to be clear about what it was. >> Um, was do we have any other goals? >> I >> I think that's enough. >> Those were our top three we talked about, but I don't know if there's >> um I have one goals. No, >> a comprehensive long-term facilities
plan of all of our buildings, the state of the buildings, roof and boilser, etc., which I've been holding off on pushing for because Mr. Stevens was new and I think it does take time for the facilities director to get to know the buildings, but I think
that's something that we really should do. I know capital planning was asking about it on last >> last week. Uh they thought something existed, but I don't I don't think something does exist. I know I've been asking for it, but we were we've had a lot of turnover in that role, but I
would like a comprehensive view of in 2040 we're probably going to need a new roof to know which projects are coming down the line, how old boilers are and when they're going to need to be replaced. I'm sure there are things I am not considering. Um, ground
>> everything that's going to cost a lot of money that is likely to happen in the next 20 years. >> Non-personnel. nonpel >> non-personnel >> facilities because we are stewards of the facilities. So I would very much like that. >> Um
>> all right. All right. >> Are we doing specifics or are we just these are just our general goals. Like do we want to I'm just thinking about the primary playground. Like if we're just writing primary playground that doesn't really say what we would like for the primary playground. Are we going to come back to that and have >> I would like to have a safe
>> uh >> access universally accessible >> universally accessible. Yeah, >> playground that works for the school and allows for parking >> the age group and kids with disabilities. >> So, right now that's in the hand of capital planning and I'm not sure. I
think they accelerated the process, >> but we'll figure out if they're funding it because that is a capital project which is a little outside of our hands. However, um so if they fund it, we have no say in what happens. >> Oh, no. They give us the money. Okay.
The way you said it made it sound like it was out of our hands whether or not they funded this year. However, um it was supposed to be funded last year >> uh and got pushed back and uh you know we can go to the capital planning and
>> I was going to say is there a as I know Emily feels very strongly about this. I do too but I know you know in particular is there something we as school committee members should be doing for the capital to the capital planning committee? Should be >> to the >> what should we do to them? >> Yeah. Should we talk to them or is there
any more information or should we be lobbying them? >> Female lobbying them. >> I know Peter is our appointee. >> Yeah. Um I think the capital planning committee understands right now the need um at
least they'll fund the studies um for that to get done and the um price estimates we have for FY next year's FY27 >> we have for FY28
um before we break ground. >> Okay. So you think that that that we're in a good place? >> I do. Okay. Let us know if if we need to get people to go and >> I will, >> you know, because we will. >> I will. >> Hopefully, we're going to get another shot at the um another bite at the apple
with um capital planning. So, it would be very helpful to have you there. >> Yeah, we can post it. We can all go and sit there and >> it's not that I want to be >> No, I think it is important to go. >> I just want them to know how important it is to us and that it's even as parents, right? I mean, even as
>> it's good for parents to also write letters. Capital planning capital email is on uh the town website and you can write letters. >> I mean, I know Peter's a great advocate. I just want to make sure that we're, you know, >> doing what we can. >> Yeah. Because this is important.
>> Would Turkey Hill encompass a playground as well as part of our goal or are we only talking about the building? >> Like would it be anything? >> That's so far down the If whatever we do, there will be a playground involved. Yeah, but uh that's wondering if it's
>> if you do do a rebuild. Um that's part of the FFN pieces. So it will be included. >> Furniture, fixtures, equipment. >> So we didn't have Kids Kingdom. >> We didn't have Kids Kingdom on our agenda and they're voting on it at town
meeting. >> Yes, >> sounds great. >> Uh okay. Any other goals besides those four? >> Push ourselves too hard. >> Four is a lot. >> Four is pretty pretty ambitious.
>> You and they're four multi-year goals. Like they're I might add the turf field onto that. >> Yes. >> Um but they're all multi-year goals that you're looking at too. Like you're you're going to accomplish phases of
them um this year. >> I just don't want you to think >> Oh, yeah. We're not going to get >> Yeah. that we're going to accomplish all of this, >> but we will get to through the first stage. >> Yeah. Like a a achievable goal for this year would be to get Kids Kingdom study
and the driveway study. >> You mean the primary school? >> Yeah, sorry. The primary school study pushed uh funded somehow. >> All right. So now we have five goals. But I feel like you could put that field under
>> facilities plan or you could stick it with the playground. >> All right. I'm send this to Liz. >> I I would put the turf field with kids king with with the primary school playground as capital planning goals for the year
because both of those are on the top of their list too. Yes, but there both of those are multi-year goals which affect quite a few people in town. >> All right. Do we have any other discussion on school committee goals now
that we have gone way far a few where we all right then uh let's go on and I know that we normally skip these cuz they're laborious and timeconuming but what about um do we have any
uh >> reports >> reports from uh the committees? I do. >> All right. >> I'm sorry. Can I jump in? >> Sure. >> Um, public comment is next. And someone that has their hand. >> Oh, let's do it. Let's do public comment.
>> Thank you, Liz. Always looking out for people. >> Okay. >> Um, Mr. Bowen has his hand raised. >> All right, John, if you want to identify yourself. >> Hi. How's everybody doing tonight? Uh,
John Bowen, uh, 162 Highland Street. Can everybody hear me? Okay. >> Mhm. >> All right. Great. So, uh I'm actually here in my official capacity as chairman of the trust fund commission. Uh I do have uh voted authority to be able to conduct an investigation into trust funds in town. So, I did meet with Mr.
Skellenbriny this Sunday which was excellent and uh Mr. Skelleny touched on some of those views. I just wanted to clarify uh with the school committee and with you, Miss Fortuna, that pursuant to section 47 of chapter uh 41, the board
of commissioners uh as consistent uh will uh powers and duties are specific as far as is consistent with the terms of trusts that are managed, okay, uh by us and controlled by us. and that money
is distributed in uh in that income that is involved in that in accordance with the terms of the respective trust. So Mr. Skull and Brady brought up the library. Library is completely separate. They have their own trust commission as part of the library and there is case law out of Worcester um that went
through the Supreme Judicial Court that determines that they are responsible for their money. The cemetery commission is responsible for their money when it comes to trusts. The school department on the other hand um and then obviously there's the conservation commission as
well. So they're responsible for their trusts. Okay. Accordingly, um when this trust funds board was created and ratified in 1946, um it was for management of all trust funds given or bequeath for the benefit of the town or the inhabitants unless
the donor themselves specifically makes the gift or bequest otherwise provided to be handled or managed by somebody else. When it comes to the scholarships um that the that your board has uh control of, uh your board doesn't have
any control of that. The treasurer does. Um the town attorney uh does not manage the school district. So therefore, he doesn't manage anything that has to do with our inquiry. Our inquiry is based on statute. Uh the statute that it bases
our inquiry stems from the acts of 1986. In the act of 1986, uh, the town ratified what they call chapter 60 section 3C. It was further amended in 2016. So, this isn't old. I don't want anybody to think it was old.
I heard that mentioned earlier. Okay. that in the absence of a scholarship committee which only handles a uh scholarships that are uh given through like a checkbox uh on a tax bill uh or a
desi grant or a federal grant uh those are the only things that the scholarship committee handles. Anything else that's given to the town, even if it says given to the school, it is town property and that means it's a gift to the town. And that declaration is a determination of
what that donor specifically requests. Now, in that uh Jeff Dion sent me an email today and he showed me about 51 different types of awards and scholarships and so forth uh that get handed out by the town. What we're asking for from you, Miss Fortuna, okay?
Is every declaration that you have for every trust needs to be in the treasurer's office. It's not, okay? Uh because if it was, I would be able to get a hold of that from my leen and be able to review that with our board. Uh but we haven't we haven't been able to see those. So part of our inquiry is to
look at all trusts in town that are gifts. Okay, that would mean that the review of all trusts in that you have in your possession as to how those trusts get meed out appropriately, which ones belong to a school committee, uh which one which which ones are appropriated by
a school committee and which ones are uh appropriated by a scholarship committee or education fund committee. uh which you'll see in chapter 63C uh that the education uh fund committee and scholarship committee uh are clearly defined in that particular law. So, that
being said, I just want to make clear that, you know, what we're interested to see is is we're interested to see every single gift that the school has and the declarations that are attached to that gift because we have a duty to make sure that the declarations are being met and
that the scholarships are being granted accordingly. Now, there are some scholarships that are beests. Obviously, the folks are deceased, some are very old, some are very new. uh some have to do uh with people who are alive and living and present but these are all
gifts to the town and in that uh a gift a trust is not just it says trust a trust is anything given so therefore anything given that's held in a separate account like your scholarships need to come under our review for us to be able
to determine who handles what particular trust in scholarship in town and that's the investigation that uh I have been given permission by the board to be able to conduct and that's what we're doing. So, Miss Fertuna, I'm asking you publicly, okay,
to be sure that you get to the trust fund commission, uh those declarations so that we can review and make determinations with the treasurer, okay, whether these are gifts in the specific donor's requests are being honored, which by statute the donor uh takes
precedent. The other thing is, as Mr. Skelebrini mentioned filing administrative cypre on some of these older ones to be able to make them come up with modern time. Other than that, that's basically why uh I put my hand up. I wasn't really going to say anything, but I just wanted to give some
clarification on what we're doing. We're trying to make sure that the donor's intent and the money is being utilized in the appropriate fashion that it's supposed to. And according to that act uh which ratified chapter 194 of mass general laws in 1986, you are required
by statute to have a bonafide scholarship committee or an educational fund committee and that's highlighted in chapter 60 section 3C. I just wanted to clarify all that. That's all. And I really appreciate you giving me the time uh Mr. Chairman uh to be able to speak
on it. >> Mr. Bowen, I will comply with your request after I check and verify with our legal counsel. Not that I don't trust what you're saying, but I want to verify and then I will ask my full school committee to have an action item
and take a vote on um doing this so that it is the school committee that is directing me to do this, not the trust commission. >> If we could loop in the time. >> Yes. Well, that's that's I I mean that's you know that's your prerogative to do that and I was hoping that you would say that you would speak with your attorney
uh because it would be your attorney who would advise you of all the statutes that I advised you of that these declarations belong with the treasurer that the money and gifts belong to the town not separate because the school district is not separate from the town and I'm sure he'll clarify that with you
and uh I hope that the school committee will understand from hopefully that your attorney will give you that information and clarify that information so that we can get this moving and move in the right direction because the town has not handled their trust funds uh for over 50
years properly. Thank you, Mr. Skellen. Thank you, Mr. Rowan. Uh any other hands raised online? Anybody in person?
All right. Uh okay. Uh let's go to reports from subcommittees. Emil? >> Yep. Um I just have two quick ones. Uh the Paxel group met on um October 2nd um as this was the support version of that group and then we have a meeting coming
up on 116 this Thursday at 6 um at the high school and on Zoom. Um the goal of this group right now is to currently grow the group and get more parents involved. Um they were part of the LBA trunk retreat on 1025 at the high school and it was a big success and they got to
connect with a lot of new um parents there. Um you can always check for updates on their Facebook page that's the parents advisory council supporting all learners. Um and then the master planning steering committee has been meeting and had a pretty successful public info session and presentation on
October 22nd at Smoke Stack Roers in Lunberg. Um there was a lot of community collaboration and good conversation and feedback received. Their next meeting is on 11:12 at six o'clock and the place is to be determined. Um we're in preparation mode for special town
meeting to present the master plan. >> That's very exciting. >> Thank you for all your work on the master plan >> and you were on it before you joined this committee. So this is a multi-year effort committee. >> Thank you. Anybody
else have any uh reports from subcommittees? >> Um I'll just report out I didn't get to go to the PTO meeting on Monday, but I know that we are working on finalizing details for a few events. We're having a movie event. I think it's the Spongebob movie >> in December.
>> Very popular. >> Which is very popular. We're also in uh we have finalized the date for our special someone dance which is very popular. That will be it's the fir I think it's the 7th of February. >> No longer the legal guardian dance. I called it multiple times.
>> You called it the legal guardian dance. >> Yeah, he would call it the >> You don't have to be a legal guardian. You can just be a special someone. Um so that's the 7th. For those of you who are new to the district, we do a 3 to 5 for 3:00 p.m. to 5:00 p.m. for the younger
kids, kindergarten through 2 grade. And then we do a six to eight for the uh older kids. You can go to either or, but it's sort of geared towards each of those grades. >> It used to be called the father-daughter dance. >> It was used to be called the father-daughter dance, but now we call it the special someone dance. >> And the the kids really love it.
>> Yeah. It's usually a really great event. And then um lastly, we have a night at GreatWolf. If you want to go to GreatWolf at a really good deal, we have a night there's a um there is a PD day in March and I forget
what day it is. I think it's the 19th. >> It's that week. Yeah, >> it's that week. So, we got a really great rate at um at GreatWolf. It's like $125 a night for which if you know that's pretty cheap. you get five tickets to the water park and the P Oh,
it's the 20th and the PTO is getting uh a portion of those proceeds. So, >> it's a really good deal, too. >> It is a really good deal if you're interested in Great Wolf. >> And there'll be a bunch of Lunberg kids there. >> Yeah. And there'll be a bunch of your kids friends there. >> I think that's a really cool fundraiser. >> And you may not have to go in the water. That's my goal.
>> I can just sit and watch. >> Pickled by the chlorine. >> Yes, exactly. So, uh is that >> that's awesome. Okay. the uh middle school school advisory committee has met twice.
We talked about um MCCAST scores uh and again wanted to highlight those eighth grade civic scores which were 20 points higher than the rest of the state and just
very impressive. Mhm. >> Um and parent teacher conferences uh at the middle school passed. Um and the eighth grade trip is on thanks to uh Jen Rio who stepped up.
>> Amy Resnik have been planning that for years and doing a great job. So she is uh getting Jen Rio up to speed on how to do it. It looks like it's going to cost about $1,400. Um, LEAF has met, the Lunberg Education Accelerator Foundation, and they've got
nonprofit status and they are getting ready for a grant cycle this year. Um, so we will, I think, get on the agenda for next meeting if we can uh, and do a very quick presentation about that and
then, uh, we will need to communicate with teachers about the grant cycle. Um, we've I've been meeting the municipal building design committee has been meeting like every other week if not more. And that's uh Tony's dad is on that.
>> Uh, I'm sorry. >> More opinionated than you. And I didn't >> bossier than me. >> He's also on master planning. >> Yeah. Um, he >> a family of leaders. >> Yeah. So, uh, Mr. School bring the old
the elder. But uh so that's been meeting a lot. Um we talked about needs versus wants and which direction to go in. Uh I briefly asked if it was possible to lift the building. Um so we're sort of we met
with Dr. Fortuna and talked about uh at the that was the September meeting and talked about the needs of the superintendent and it looks like we're moving in a direction now where the school department is not going to be in future town hall plans which is why
we're going to need to consider uh district offices. Um, so >> this has been an ongoing I think the first committee met in 2019 and it's sort of been an ongoing very evolving process and originally it was about
reusing the Pacios building and the superintendent and district offices were in the Pacios building so it got rolled into the project. However, um they're very different space needs and town hall there are off there are a lot of departments which need to be together.
Um, so it seems like it's going to be easier and cheaper if we leave the schools out of it. Um, which I think means we can design district offices that work better for us as well. Um, uh, we also got to tour the Brooks
House, which was um, it's huge. It's sits vacant right now. We're not using it. It's big. It needs a lot of work. It is in surprisingly better condition than I thought based on how long it has sat vacant. And I saw the biggest spiderweb I have ever seen.
Uh and I didn't scream. Uh what else? This was there's like so many notes. Um okay, hold on. And then more municipal design. Uh, and
then met again with the Yeah. And then I there was a wellness meeting, but I did not make it because it was scheduled at the exact same time as the school advisory committee. >> So, oh, and I went to the other one. I went to a capital plan the capital planning meeting where we did present.
We're going to present again. Mhm. >> Um so that is in process and happening and um we we presented the projects and we're going to have some updated quotes and go back with the updated quotes and talk about our priorities. But so that's
where we are. >> Uh I attended Laura and I also attend the nerd committee which is policy subcommittee. >> Uh if uh >> I'm learning so much legal ease I hate it. >> Yeah. So, we've done a bunch of we've done uh one of those meetings. I think
we're going to do another one relatively soon. In that one, we produced the cashless policy and the second or third iteration of the advertising policy. Um I also attended a
meeting of the high school uh advisory council on the 30th of October. Uh Mr. Zantry presented about the MCCAST scores and score school accountability numbers. Um, unsurprisingly, the slump in performance on the 10th
grade year was a hot topic and apparently he indicated that there was some research being done to try to confirm it's our our suspicion that it's >> and this state is doing some research into that because everybody's scores slumped.
>> There was something weird about the test. if every >> it's because it's no longer graduation requirement. >> Yeah. >> And the 10th graders were >> they're aware. I don't think it's just that because other scores. >> So the other thing that we talked about
was the budget process and Mr. Santry gave us a little sneak peek at what what the superintendent's plan is in terms of having a budget book instead of 94 slides that hyperl. Um he talked about the changes to the PD
day uh specifically the uh revision of the alistral policies and doing some of that work outside the presence of children. Apparently the studies have shown that it does not increase effectiveness and it decreases trauma to
see fake bad guys in the school bleeding or whatever. So they did a lot of work with just the teachers. There was a discussion on feedback of the core value survey that we talked about last time >> and then we talked about homecoming and
uh that was it. I think we are done because we already had topics for future discussion. Um I'll look for a motion to adjurnn unless there's any other comments or question. >> Public comment from the board. >> Oh, sure. Does anybody in the board has
public comment? Go for it. All right. >> Motion to adjurnn. >> Second. >> Second. Sorry. >> All in favor? I. >> Yes. All right. Let's go. One of us. I thought you were so confident.