as one of the members, Miss Shaner, called a point of order and asked for the discussion to stop because of the violation. Despite Miss Shaner's please, the chair and vice chair continued to release privileged information for which they had no authority to do so. As we enter a year which will require the
public's trust in your adherence to the law as well as transparency, I worry your missteps in breach of Mass General law and ethics could cost thousands of students and hundreds of staff from getting public support for funding. I feel strongly that when one makes an error, they must acknowledge it and
apologize for it openly. That is why I am writing to apologize for using incorrect term of order versus point of information. I had no excuse for my error other than being flustered by how egregious the repeated ethics and mass general law
breaches were. I will strive to do better. I've included below the details of what is permissible by the public and will make sure to use the correct terms moving forward. And then I included the various Robert's rules including point of inquiry point of information um which
allows the public to bring up concerns during meeting. Thank you. >> Thank you Sarah. Um, Sarah Alan, I'm sorry, Padian. >> Uh, Sarah Padian, Ida Road. Um, want to
wish happy Hanukkah to the Jewish community as we light candles on the fifth night of Hanukkah. I want to note that I'm confident this committee would not be meeting on Christmas Eve for Christmas Day. Yet, here we are tonight. The fact alone is not lost on many of us in the Jewish community.
I am here because during the executive session tonight, the school committee will be meeting about a Jewish teacher who was her who was a lead was in a teacher position which was split in an unprecedented manner after being a lead teacher for 16 years just one month
after she publicly spoke out about anti-semitic incidences occurring within Marblehead public schools. This is a teacher who has taught my own child and the children of countless families in this community. The timing of these actions is deeply troubling. Her position was split, her pay was cut, and
as a result, her pension will be impacted after being a dedicated teacher in Marblehead for the last 24 years. Taken together, this does look like retaliation, and everyone in this room should understand that. We tell our children to speak up when they when they
see injustice. We encourage them to use their voices, to stand up for what is right, even when it is uncomfortable. Tonight, the question before you is whether your actions will align with those lessons or contradict them. What message will be sent to teachers, administrators, students, and families
if a respected educator is punished for naming anti-semitism? What message will be sent to Jewish educators in the district about whether it is it is safe to speak openly? This teacher earned her lead position over her 24 years of service. She did nothing
wrong. She should be recognized as a professional who acted with integrity, not reduced to a problem to be managed because she spoke out. The Jewish community in Marblehead is watching closely. We are looking to see whether you will show up not with words but with actions to support our Jewish teachers
and to demonstrate to our children that anti-semitism will not be tolerated here. Al, this is also m this is a moment for your leadership. You previously voted against the resolution regarding the Massachusetts Teachers Association curricular material on Israel Gaza conflict. Tonight presents
an opportunity to restore that trust and demonstrate where we stand. I also want to address the representatives from the MEA and the MTA who may or may not be here tonight. It is deeply disappointing that as that a union member member who raised legitimate concerns about
anti-semitism has been left without clear and public support. Turning away from a teacher under these circumstances reflects poorly on a unit that plans to stand for its members. Unless you're a Jew, tonight matters. What you choose to
do will be remembered not only by this teacher, but the Jewish families, educators, and students in this community. >> Thank you. >> Thank you, sir. I do not believe uh
there are any hands raised very quickly. >> All right, that will bring public comment to a close. >> Oh, there's a hand. >> It's gone. >> Oh, it's gone. Okay.
Okay. Um, the next item is our student representative and he will unfortunately couldn't be here tonight, but he asked me to read his update. Good evening everyone. Sorry I couldn't be there tonight. Regardless, here are
my updates from the students. Last night was our high school performing arts winter concert. It was a massive success featuring the concert band, jazz band, orchestra, chamber orchestra, treble, and mixed choirs. As a member of the concert band myself, I can say it was a
festive night that the community really seemed to enjoy. A huge thank you to the staff who made it possible, especially our new directors, Mr. Canali and Ms. Engles, who did a fantastic job leading their first MHS concert.
Yearbook sales are currently ongoing. We're encouraging everyone to purchase theirs before the end of the year, though we're reminded to seniors that your yearbooks are already covered by class dues. The senior class has also been getting creative on Fridays with weekly spirit days. We've had a great
turnout for quarter zips and matcha day and pajama day. We hope to keep this momentum going for the rest of the school year. Winter sports are now officially underway. Here is the current scoreboard. Basketball, the boys are two- one. The girls are one and one.
Swimming has started strongly at one uh to zero. Hockey, the girls are one and two. The boys are zero and two after a very competitive pre-season tournament in Lake Placid, which included a hard-fought game against last year's rival Winthre. Wrestling is currently 0
and one. Track, the girls started one and O. The boys are 0 and1, but it's worth noting. They lost by less than a single point yesterday against Beverly. An incredibly close meet. Skiing, they've been working hard with dryland conditioning and will finally head to
the mountain for practice next week. Gymnastics, their season kicks off tonight against Pey. Thank you for your time and I look forward to seeing you at the next meeting. >> I just texted Steve and I can't I don't know what's going on with so
I don't know. I wonder whe >> I don't know. It's up to you. >> Yeah, I don't mind. Frank, can you just check? We might have an issue with Jen getting it to her laptop. >> I texted Stephen, but I don't know what's going on. I'm losing my password.
I may have expired. I don't know. But >> join in the meantime. >> Yeah. Do you mind June if we have John superintendent update? >> Okay. So >> you're welcome. Thank you. Good job.
Well, by the way, um good evening. Uh first I would I would like to take a moment to recognize the tra tragedy in Australia as well as the tragedy at Brown University this past week. Situations like this cause our community to react, to be angry, to be sad, to mourn, and eventually pause
and take stock at how they affect us individually and as group. Senseless acts of violence should never become the norm. So, it's important that we do not become desensitized and that we continue to look at ways to promote acceptance, understanding, a sense of belonging for
each other and for our students. Thank you. Uh, cold and flu season is upon us. Carry on some more good news. Um, and notices have gone out from uh our lead nurse, Megan Calvin, providing helpful tips to thwart some of the viruses floating around. Our custodial crews have been doing extra duty cleaning
touch uh points in all the schools in addition to regular daily cleaning. And um I think having the buildings empty during the break will allow for some deeper cleaning and some gets germs out nastiness going around. So I just wanted to share that we have been doing some extra to help support some of that. Um
and now for some positivity. Um as was mentioned winter concert and celebrations are in full swing and our students have been shining. Band of March coral concert has been occurring at events and the students have not disappointed in in their spreading of holiday cheer. Kudos to our marble head music educators who will be individually
recognized in upcoming shoutouts for their hard work and providing fantastic instruction to our students throughout throughout the year. The hard work has clearly paid off. I had the pleasure of being at village this past week uh this week to witness our local artist Bren Badlan uh working with our students to
create a really cool mural. Thanks for our teachers Julie McCarthy and Gina Simple for making sure the student artist collaboration engagement went smoothly. Soon our work created in concert with Mr. as he likes to call himself will make up the mural which will be a permanent addition to the wall
across from I don't know what we call it's kind of we use it as the auditorium really has a name but it'll be across on the wall there the message of sharing happiness is conveyed through Bren's art and his actions he brought the word world keeping on his artwork and this will like like will be likewise
expressed by our students this is just another awesome way to share student voice a big thank you to the PTO for this fantastic opportunity and I'm just going to jump right into our holiday shoutouts. Um, we have a lot on the agenda tonight. Uh, from Matt Leange, principal of Veterans Middle School. Congratulations to Kyle Bodwin, band
director. Colleen English, course director, and Julia Julie Frius, orchestra director, for an outstanding winter concert performance Tuesday night. The students were exceptionally wellprepared and delivered wonderful performances. It was truly a memorable evening of music. From Scott Williams, principal of Village Elementary School,
I would like to acknowledge our incredible music teachers for their performances at Village School. Joe starter chorus Juliet Lee Frius orchestra and Nick Sears band with the help of Katie Fion. These professionals organize, create and put on amazing performances for all of our village um
parents and community members to enjoy. To organize a concert is no small feat requiring practice, rehearsals and months of preparation. We are grateful for all they do to strengthen our fine arts programs at Village. Mary Maxfield, principal at Brown Elementary School, wants a shout out to her school
counselors, Allison Eaton and Cara Elmer for their exceptional efforts to make sure our families are supported throughout the holiday season and and in the winter. They go above and beyond to ensure Brown Brown school families have the resources for staying warm and fed each day. They also spend an enormous
amount time acting as leazison between uh community resources and families to grant holiday wishes for our children. Thank you counselors for your constant efforts. For Michelle Carlson, principal of Harland High School, I want to give a special shout out to Accasia Johnson and Gina Hart for their incredible work
supporting students and families through their partnership with making ends meet. They coordinate holiday assistance for families in need, provide both gifts and food donations during this season. Their care, dedication, and commitment to our students highlight the strength of our school community and are truly grateful
for their efforts. uh from Frank Kowalsski, principal of Glover Elementary School. Um Frank, shouts out to Alyssa Kendall, a school adjustment counselor. Alyssa joined our team this year and she's been amazing. She is she sorry, she made instant connections with our staff and children.
Alyssa is easy to work with. She puts on she puts the needs of all our children first. Alyssa leads our community rallies once a month and helped develop our PBS initiative. She has also been a big part of our giving tree initiative. He also shouts out to Eric Fargo, the PE teacher. Eric has been a fixture lover
for years. Eric comes to work every day with a smile and uh can't wait to see my students attitude each day. All students love Eric and he's a fantastic colleague to all staff. If anything needs to be done and you ask Eric, it will be done with a smile and added care. He is a true professional. And from Julia
Ferrer, our assistant superintendent of teaching and learning. Thank you to our Marblehead music educators, Katie Freen, Joe Stoddard, Nick Sears, Julie Frius, Al Bogwin, and Kenny Dily, sorry, Helen English, Eileen Deore, and Frank Simone Fran Simone. The dedication, talent, and
care for our students were clearly reflected in our recent holiday conference where our students musical growth and achievement were on full display. Thank you to our school community and families for supporting our normal head musicians. And I just want to wish our entire community a happy, healthy, and safe holiday season.
That's all I have, Mr. Chair. >> Thank you, John. So, under the consent agenda, I am looking for a motion to approve the following. The identified schedule of bills totaling $814,799.87 87 cents
and approval of the meeting minutes from our December 4th, 2025 meeting. >> So, okay. A motion made by Al, seconded. >> Second >> by Henry.
>> I have seven is what I think are issues with the minutes that need to be addressed. So, I actually think we should take it out personally set agenda. difficult to speak different things that I think need to be clarified
in any minutes. >> Oh, sure. >> Yeah. And these are for the 124 minutes, not the other set of I said >> I only got one set of minutes for 124. >> Yeah. >> Yeah. The TVI no problem if we move it down to our next section and we discuss
it in more detail there and we'll get that back. We can follow. Let me amend my motion then to just ask for an approval of the identified schedule of bills totaling 814,79987. >> All right. So the motion is made by Jen,
seconded by >> the amended motion. >> Thank you. The amended motion is made by Jen, seconded by >> second. Thank you. All in favor?
Uh the motion bes passes four to zero. Um let's move in into the uh discussing the the 12th floor the 74th meeting minutes then. Um well okay so we probably should call for
should I make >> well let me just say with me so uh um so there was one issue this isn't a big deal but under the budget finance report it does say committee member emphasized budget documents must be
released to the public simultaneously committee presentation for transparency that state that >> I will make that change in 30 minutes. >> Uh and then um under executive session minutes point of
order raised and executive session minutes have not been voted. name right that's should be who does that it should be in there um so the next one might necessitate going
back and looking at the reporting but under the competency determination policy discussion I'm letter C the motion was made by John Shaft and second by case govern that was long discussion. It was about 20 or 25 minutes. There was a motion, then there
was an amended motion and that really should be reflected in the notes. So, um I didn't know I didn't know who did the first and second then first and second. So, I think that needs to be >> Let me highlight that. I don't know where to do it. Um
>> you can click right on the um link that >> you can click right on the link when >> Yeah. Well, I just I'm just going to highlight it. So, >> okay. >> This isn't that this is saying one motion by me and seconded by Kane, but that was the motion. >> So, that it was a motion and then it was
amended and then it was >> you make a motion that with those edits or you want to wait to see >> I want to see >> I'm happy to bring it in our next meeting. >> Okay. All right. On to the school committee
communication discussion items. Our first item is around high school advanced play placement assessment data. Julian for our team is present that I just have hard copies for folks that has
changed substantially but add Yes. Yeah. Go ahead. >> Good evening. I'm Julia Carreras, assistant superintendent of teaching and learning and I am honored to be here with two phenomenal Marblehead High School educators. Susan Shepard is our library media specialist and also the AP program coordinator here at the high
school and Danielle Mosher, former math teacher here but now serves as our instructional coaching data. Um, this is the work, the time effort, it's all them. I'm just here because I am so proud of the work that's happening and going to bring it to the menu. Um, I'm
going to share my screen. If we could just use you for a Thanks. >> You should have it now. >> Um so today we're going to be presenting on our advanced placement program here at the high school. We are very proud to
offer 21 different courses in advanced placement. These courses have all been approved by college board and we hold to the standards in order to set forth by the college board. So each class the teacher has to submit their um the course description, the syllabus, all the materials to the college board. Why
are we offering AP courses? So AP courses are of great benefit for our students in terms of really rigorous learning and enriching uh different course areas. As you can see the 21 classes are all different content areas. And what we'll do when our students
graduate in um college, it's going to help them um lead to credit in that course um or it can help them place in an advanced level in college. And so we do see this as a tremendous benefit to our model for students. We noted um also the classes that we've
we've added the last. We were broken down by different departments and we wanted to include student and staff in our presentation. So we ask for the input which we've been included on slide. On this particular slide you'll see Miss Fer White our
history teacher teaching her. Um and we also have in the bottom corner student on a field trip. Uh Will Crookchet gave us a little blurb at the bottom there how much he loved our history. The former student as well. We were
Will was going to talk today but his prior engagement. So he might still at the future school committee meeting. Uh Will is one of our superstar and his students that has many AP classes to speak about. So hopefully he'll share later. The English department has four
AP classes and seminar and research are two of our newest ones. Seminar is a team project. They start to learn the steps of research. They move on to individual projects by the end of the year. Research is a whole year course. It's more like a college thesis or dissertation the students do. I'll talk
a little bit more about these later in the presentation. Um the top picture you can see our former student explaining the research process of business project and then the bottom picture shows u superintendent assistant superintendent talking to Miss Science about course that the two students do and I did want
to mention um Miss Science gave us a little blur there which was really cute talks about how the students value the process not the product in this one experiment this one students process or product fails but in the end he was able to explain a for high as a disability
and adult. Um we also offer three different world language um offerings for AP. We have French, Latin, and Spanish. Um we have some great quotes from our our students here that really is talking about how the AP class has pushed them to learn more than just what they already know in
terms of the culture and um about translation and reading. And um and what one thing we really are proud of and we'll talk a little bit more about as well as a seal of biiteracy and the work that we're doing within the language world language department and we're really um glad that we're able to offer
these for our students. Um in my second year as an instructional coach, I've had the privilege of interacting more with our ETH history classes. On any given day when I walk down the hall, I hear students actively dissecting speeches, debating views, and expanding their understanding of government and themselves. A highlight
are the range of field trips, including the JFK library and museum, as shown in this picture. This year, history has added a new class as well, AP Psychology. MHS offers four AP classes, health, AB and BC, computer science principles, and
statistics in math. These courses are also part of the manufacturing and engineering technology pathway. In computer science, students who love to create, design an app as part of their digital portfolio. Here in that picture, you can see the uh computer science
principal students at work writing code. On Tuesday, I was invited to visit Miss Rogers AP environmental science class where students were conducting a lab examining tree samples to count the radius and the number of rings. From the data, groups of students could extrapolate precipitation and climate
data. This is just one of the labs offered in our four AP science classes listed. California considers previous passes here. We wanted to show how the number of students taking AP exams in addition to the number of students number of AP
exams taken has been trending up over the three-year period along with an increasing passing percentage as well. And on the next slide it will show you as well the visual representation and we did um this came after I submitted the presentation but we also
did a very deep dive. So I'd be happy to submit this later to this whole committee but um you can see the trend going back many years since came up and we're very proud of that. So these are just the last couple years of learning. Okay on the next slide out of 595
students in grades 10 through 12 353 are taking advance. This translates to 59% of our student population. There's 353 students that are taking 829 exams. While 62% are taking one or two
exams, over a third are taking three or more exams. Uh we often talk about our desi dark districts um and how we compare to them. So what we did was we highlighted here how we've been doing in comparison to our dark districts. So marble heads um
we have in the past had 19 subject exams right we've increased that over the years this is to the comparison this is 23 24 data so it is back a little bit more as we mentioned we added courses um but we're really pleased with our percent of the story and as Susan shared
on the previous slide it's even increased in the last year since the second just wanted to show how were >> can you explain the difference between subject matter subject exams exams. >> Yes. Um so the how many the students are
taking the course? So of the 21 offerings. So at this time in 23 we had 19 AP course offerings. Now we have 21 course offerings. >> Okay. So it's not the exams taken, it's subjects. >> And then exams taken would be the number of students taking AP exams. >> Yeah. I'm looking at the heading of the Oh, that's true.
>> Yeah. So subjects and then the number of exams taken by our student. And kudos to you guys. Driving the percent of total students like higher with a score of three plus while increasing the total number of students that are taking AP classes is
>> planning overall. >> Yeah, exactly. >> That's great. >> Thank you for noting that. And we we're going to be shouting out our educators, but we'll just take a moment now. really the dedication of our educators and how they've um been supported with professional development um going to AP
seminars and classes and trainings um as well as Susan's ongoing support which is just incredible. So back to wanted to uh take a moment to just talk about the student from Susan's relatively new to MHS. It's comprised of seminar and
research. Seminars as we mentioned start in 2024 research in 2025. The students in their group select a topic of a real world issue and then they brainstorm different ways to tackle their issue. They look at it through different lenses which is really important for students. So one one student might be looking
through an ethical lens. Another student might be looking through a futuristic environmental philosophical lens. They put all that information together in a cohesive presentation or paper. Um then they move on to an individual project later in the year. The teacher had shared with me that they're given
multiple stimuli that they can use. They choose too that they find some sort of commonality and they do their paper they put on that. >> So is it all group? >> They start off as a project and then they go on to do an individual. They learn the steps of the research project
first and then they kind of branch out. >> And why do you call it capstone? >> Um that's a college board. >> I mean but what's it referred to is that the the two Oh, sorry. >> Okay. So uh the visual down below from college board kind of shows it really well. The capstone diploma is three
parts. You have to score three or higher in seminar than research. In addition, you have to take four AP exams where you're scoring three or higher. If you only scored three extra exams, then you get um as long as you scored three or higher on the other two classes when you
get the eight summer research. We look reporting on this. This is really exciting for us and we know our students are achieving at tremendously high levels. So we look forward to seeing how many students we have achieved this as they as this this model of high school and this is uh not only
the students challenging themselves with AP classes but as you can see they are achieving awards as well. We had 194 rewards for our students last year broken down into 64 AP scholars, 41 scholars of honors, 83 scholars of distinction and we had one AP
international diploma which we had one in the previous two as well for the first time. Um that's a much more rigorous one and that is four content areas that have to fill. The first being a world language plus an English so English language was a Spanish um two global perspectives. It could be an art
history uh could be European world history. They have to then have one from a math or science or science class. This individual that did that have one from all three. And then additionally they have to have another exam. It can't be a world language but it could be Latin. So
they have to have all of those and they have to score the overall. In addition we had two capstones as you can see diplomas and we had 380 seminar research certificates. We also had um in 2024 we received uh Marvel High School received the AP
scholar honor role and I wanted to shout out Dr. Carlson, our school counselors and our educators for supporting all of our students and encouraging them to enroll in AP courses and this um honoral award is um the gold we got the gold award um for ensuring that AP course
work is equally available to students no matter their backgrounds. I think that's really worth going and we're excited in 2025 in January it will come out swallowable. So, we'll see. >> So, we've said some thank you throughout the presentation. I just want to wrap up, but thank you to Susan and Danielle
for their um dedication, especially Susan who oversees the um all the testing and making sure everybody's registered and working with our families and all of the details of it. Um and as I mentioned, Dr. Carlson, our counselors and our amazing and helping grow and support our youth.
Thank you. Thank you. question. So, um this is great and it's a really um fest offering just grown a lot in in the last several years in the midst of a lot of stuff going on within the district. It's really great to see that and I know um it shouldn't be lost
on any of us that it's a lot of work for the teachers as well. They they're they're having to stay up on the you know curriculum. There's I believe there's there's additional trainings and stuff they have to do. Um so that's important and much appreciated. Um I do
ask though I wonder have you done any surveys of graduates or recent graduates around what you you opened with around the AP credit and the testing out of um to higher level courses because that's not necessarily always the case particularly in some of our more
selective colleges and universities do not for AP. So, I just think it might be important to maybe survey some graduates when they leave to do that. I don't know. Um, and just get a sense of that because I, you know, I know my student
and there were others that were a little bit surprised when they, you know, when they got to, uh, college and they weren't actually, you didn't get credit. So, um, >> a lot of times if if a college doesn't accept credit, at least a lot of times it helps with the placement. So
>> it does help with placement but that also is you know in some cases student I've talked to students who didn't place out and felt that um it would actually move them to take course again. So but I really think the credit thing you just got to be a little bit just maybe get
some get some data on that to understand um again depending on the university or the college doesn't >> that's a great point. We'll look into that. And also, we know that colleges are becoming more selective and and more difficult. And so, the AP offerings is something that will help support our
students at college that are collegebound. So we definitely um I think the you know getting into college and then of course the can I say I think the survey of our our students feeling because I think that would give you perspective.
>> Um I don't want to discuss pros and cons of you know the list that people make of institutions but I am curious is I've heard that AP programs typically are a big driver of how well you do on those lists. Is that do we know that to be true or not? I could talk to Christine
Pikowski um who is the director of counseling um and get some more information on that. Last year we had one of the most impressive lists of college acceptances that I've seen since I've been to Marblehead. Um it was really truly impressive. So um maybe there's
not not the list but I was just more curious about that. I've been asked that the past and I really had no idea. So think about well I think Julia's point was said that >> selective college universities are yes expecting >> right
>> when you get there so that's all you know but so is a key part of um of the college application process >> not you know it's not important >> anything else
>> all right thank you very much for Um, so there's one thing when we moved, we're going to talk about student loan later. We talked about the numbers today a little bit. Um, I was actually very impressed with how like a lot of time a lot of times when you look at this, you say, "Oh, eight course maybe
like three kids in there, four kids, six kids." I was blown away by how many like how large the class sizes are. So I just want to throw we we talked about numbers. We didn't talk about that specific, but I was blown away when we we met with Dr. crossing with all the classes and the numbers and and they
were like, "Oh, it's 20 22 kids in that AP whatever." I was that's never been my experience. So, I mean that's we have to underscore that because that's huge. And I think what part also to that also is kudos to the guidance folks because
again what I experienced what I've seen experience is you you know as you're entering as ninth grader fresh first first year student um you that has to be often mapped out you know it's it it usually requires you know as they are metriculating that it's it's planful and
planned out. It's hard sometimes if you just all of a sudden in year three or four decide I'm going to take this as the prerequisites. So it really is a key part of the puzzle is guidance without a doubt guidance and and obviously the teachers but
and we appreciate that. >> I mean make you sit back down my >> All right. The next few items are around policies and is that something you want me to address or be able to walk us through that? Yeah, I was.
Um, so under uh B4B, you will see five uh policies for a third reading. These are all MASC recommendations that have been reviewed and recommended for
implementation by our superintendent. They all had a first reading by the policy subcommittee in November and were advanced to the full school committee for a second reading which happened on December 4th. So this meeting is the third reading and a vote to approve
these policies and I believe we need to do them individually. Um so uh the first one is ECAV which is access to buildings and grounds. This policy addresses access to school buildings and
grounds during the school day and during nonchool hours. So I'm looking for a motion to approve this policy. Am I >> second? >> Okay. So this motion has been motion made by
Jen, seconded by Henry. Is there any discussion around this policy? Okay, we'll move to a vote. All those in favor? The motion passes 4. The next uh policy is EFDA, school food
and nutrition meal modifications. This policy addresses USDA and DESIE requirements that the district provide modified meals for students with disabilities or dietary restrictions. >> I'm looking for a motion to this policy.
The motion is made by Jen, seconded by Henry. Any discussion on this item? All right. All those in favor? Second. Right. That passes 4 to zero. The next one is EF civil rights
complaint policy for child nutrition programs. This policy addresses USDA and desi requirements that we have a procedure for civil rights complaints related to food and nutrition programs. So looking for a motion second.
>> Thank you. Motion made by Jen, seconded by Henry. Any discussion on this item? All those in favor? And the motion passes for zero. The uh next one is EHA district security
relating to technology. This policy was proposed by MASC for adoption in September of 2023 and sets a foundation for adequate storage and protect protection of district data.
So I'm looking for a motion to approve this policy. Second. Motion was made by Jen, seconded by Henry. Any discussion on this item? All those in favor motion passes four to zero.
Okay. The fifth policy is EHV data and records retention. This policy was proposed by MASC in December of 2023 to address a gap in recommended retention of records including electronic communications of public
officials. So I'm looking for a motion. Please >> move. >> Second. Thank you. Motion made by Jen, seconded by Henry. Any discussion on this item? All those in favor? The motion passes
four to zero. All right. So our next item is around the approval of a specific policy IKF competency determination. This policy was discussed extensively at the last meeting December 4th.
It is being proposed by the superintendent to satisfy a desi requirement that the district have a competency determination policy now that the m the MCCASTs are no longer required for graduation. A policy was presented to the policy subcommittee twice on
November 20th and December 4th and to the full school committee on December 4th. The committee, this committee voted four to zero at the December 4th meeting to wave the three readings for this policy. And now it is back for a approval of vote.
So I'm looking for a motion to approve policy IKF. >> So a motion is made by Henry, seconded by Melissa. Is there any discussion on this?
>> Reerate my uh issues I had with this before. I'm not voting for this policy um because I don't feel comfortable with the definition of a passing grade which is what we're using to determine competency. Um at our last meeting it was discussed that this would
be um explored I guess at the policy sub level. I believe that's what we've discussed. Um and then brought back to the school committee in January. Um but nonetheless I I I can't support this policy. agree with agree with it.
>> Any further discussion? >> Okay. Uh we'll vote on it. Um motion made by Henry and seconded by Selissa. All in favor? Okay. All against. Okay. The motion passes 3 to one.
All right. Then we have um two policy updates. These are two MASC recommended updates to existing policies that reflect that Massachusetts now provides universal free meals. These were both reviewed by the policy
subcommittee and recommended to the full committee for approval. So the first one is EFC free and reduced priced food services. This policy has been rewritten to reflect the shift to free school meals. Uh, do I have a motion to approve
this policy? >> Second. >> Okay. The motion was made by Jen, seconded by Henry. Any further discussion? All those in favor? The motion passes four to zero.
The second policy is EFD, meal charge policy. The proposed changes to this policy reflect the shift to free school meals. So, I'm looking for a motion to this policy. Second. Okay. The motion is made
by Jen, seconded by Henry. Any further discussion? All those in favor? The motion passes four to zero. All right. The next item is around the
appointment of Mark Strauss to the Essex North Agricultural and Technical School District. So the Essex I'll just give some background before we vote. But the Essex Northshore Agricultural and Technical School District School Committee
consists of 20 members, one from each of our 17 sending districts and three representing the Massachusetts Department of Agriculture. Marblehead is one of the sending districts districts. So every three years we need to appoint a member. Mark Strat is currently our
representative and serving as the board's chairperson. He's highly recommended by the school's superintendent and our town moderator uh Jack Atridge for another term. Uh and the school superintendent is the Essex school, not not our school district. So I'm looking for a motion to
reappoint by Jack Atridge, the town moderator of Mark B. drought to a new three-year term in the town's representative on the schooling committee of the Essex North Agriculture and Technical School District such term to commence on January 1st of 2026
>> and a motion is made by January Henry. >> So can I just make uh I guess a request um so Mr. job has done jobs very very good. I don't know if anyone's been to town meeting or heard of it. He gives a great update at town meeting and it
serves us very very well. Um however well that being said um there have been some changes um at the technical school level I believe at the state level. So they've now changed the application process which used to be an application
process um that was um I guess um subject for lack of a better term. Um and is now a I believe now a lottery system. >> Yeah. So there's been I mean I've heard it from a few people about this. there's been some, you know, some concern um by
parents because it does appear from what I've heard anecdotally but have heard for several years, many years that there are more students interested in attending the technical school uh or you know um as tech than um than there are
seats for in or any other district. Um so I just wonder whether it is of interest to the school committee to have maybe have Mr. death comp here, which he's done before. Um, and maybe just talk with us about what sort of is going on and, you know, are there any plans to
expand? I I know they did a lot of work a number of years ago when you bought them for our portion or the pre-constructed or the rehab of that. Um but you know they I know there's pressure on them and I I just personally would like to understand you know if
they're in um I think that's probably a good idea might have been um there's definitely some discussions from a lot of ascending superintendents about um this enrolling process that they're looking to kind of tweak a little bit. Um they were supposed to have a vote on it. They
probably vote to a different time I think because it was a little uncertain. So might be helpful. Um you know as a sending district superintendent you know we we're involved as text but not not the way that I understand and also how
they operate. So I can help my application but also the school committee because I think it's important. We know that you know opportunities for students are are much needed. We want to make sure but we also want to make sure that we have the proper ability to send our kids um you
know at a fair level. So that's part of the discussion >> and also you know going forward and I know there's no budgetary implications but you know we have tech program here in in district um but whatever sort of versions you know I mean I'm old but
when I was the school year there were some technical courses available um you know maybe that's something may need to consider the administration might consider some version for students that gives them something if they're not even to attend. So we we've been having those
uh we've had some of those early discussions. Yes. What shop marine tech or some of those tech tech things um pathways program kind of lends itself to some of that. Um we've had conversations about what more we can do. This some
schools do you know CNA certification we explore that. Some schools do child care like certification >> internment. um yeah maybe sister to community colleges. So those are things that I'd like to explore in in the next
in the upcoming years. Um and you know along with that if we get to a point where there's a robust enough um process that we have we can also start looking into um grants which fund some you know fund it and stuff just
funding mechanism like that parts we have like I don't want to hold discussion but when we have discussion I'll bring So it might make sense to start at least with an update from Mr.
um to what going on with that committee for us and and frankly most important administration. >> Any further discussion I think >> makes a lot of sense. >> Yeah. >> Do you know when the applications are
due in because it might be good to have that? Um I don't off the top of my head but like I said there's a lot of discussions that they're working on the admission policy now admission process right now and they're trying to figure
out well they changed and stuff kind of back but so yeah it's probably in the early spring on they they call stations they houses similarly charged advertising
>> I mean I don't think we have any is nothing's going to necessarily change other words we have no control I just thought it'd be helpful to understand where they are given pressure that's yeah just the demand that we've seen and now this change in so in um enroll in
acceptance or applications um so it might be helpful just for the committee to and the administration to understand what they're doing what their plans are and then how that might inform us I also encourage as you to to to meet
Mark. He's great. Um and also in all your free time to maybe someday get up there because it's an amazing first of all beautiful. >> Oh yeah. Yeah. >> Lunch there. But it's um No, it's great. And um and our town funds our students going there.
So, you know, it's not a school district budget issue, but it is a town budget. >> We were just there. there for a lunch and they do lunch with their administrative assistance last Friday. So definitely
>> I will uh I'll reach out I'll reach out to Mark. I think I think we all think it's a very good idea and as you said it there's real implications around the budget and or voting on a you know appointing a chair and I've done a lot of research as a result of this but we I think we could have committed and also
>> if there's an opportunity when you're all visiting next you know please let us know and we have school committee members you can join too to visit the facility. Well, you can go anytime, but >> Okay. Um, so we have a motion made by Jen, seconded by Henry. All in favor?
>> Congratulations to Stra. >> Yes. Congratulations, Mark. The motion passes forward to zero. >> And a big thank you. >> Did they did they uh you only have to do this extremely follow? >> I'll reach out to Jack, too. I think
Jack as a moderator. Yeah, it's usually fallen up in them. >> Okay, the next item is uh headlight student newspaper. >> I'll turn it over to Jen. >> Uh okay. Um
>> same perhaps the superintendent to start. Well, uh, I requested this item on the agenda and the reason I requested this agenda is that I had asked a question um, a number of weeks ago just to understand what our um, policy is not
there but what our practice is um, in regards to um, the uh, Marvel High School Headlife which is the name of our student uh, newspaper newspaper for lack of whatever. Um, so I
had some questions about that and um wasn't necessarily totally understood what that was. So I asked that we that we put this on um on the agenda to discuss as a committee our thoughts about this and then um
you know decide whether this is something we want to consider making a change or if this is something that the administration would work on. Basically at this point we received letters from some of the local media sources but at this point we have one media source which is Marvel Current
which is exclusive um publisher of the headlight. Um and we've had requests from other media sources to do so as well. And so my question to the administration was well why would we
limit that? In other words, why would we not want all of our students to have multiple opportunities to be in print? Um, we're digitally or hard copy. Um, I because I do think from my perspective, we're not um we are not media source.
We're not a newspaper. We're a school and we're here to help our students, you know, maximize their talents and and their learnings and and obviously to get exposure. and I I just it just didn't necessarily I just didn't understand it. Um we have
since received again I don't know anyone seen it a couple of um I think compelling um emails from other sources. I did speak directly with Sophia Sophia um at Marley Weekly News um who
is interested as well as Marvel Independent. Um Broadway Weekly News is both a print and digital independence digital um and looking to um have individual students um articles, you know, potentially printed as well,
which actually has a greater um circulation um with through the through the item to multiple channels. So I just thought, you know, was a compelling thing to talk about and hence I put it on agenda. I think it's great to would be good to
have the students have more distribution. I don't think that this is something that we should really be discussing to mass general laws. It's illegal for us to make policy that that determines how public news is disseminated there. So I would leave
that in decisions of the students. And >> I'm not suggesting that we set a policy on how it's done. I'm just suggesting that we don't it's not limit. That's what I don't that's what I'm trying to >> maybe help if you just share a little bit perspective. So Jen and I have had
this conversation a couple times and you know I've been back with Dr. Carlson and you know been on agenda we had further conversations. So you know I guess I guess where I stand is you know the headline is a student run newspaper seen by Henkins here at the high school. Um
and part of that is um part of those discussions and I think this is this is the part of the answer that was question is like how who decides who makes who makes uh criticizes conversations is it you know just willy-nilly is it whatever. So part of the conversation
was they have they have an exclusive with the clerent right now that was based upon conversations you know I think several years ago um saying that you know we'll be willing to print the headlight in in our paper in hard copy print um obviously it's digital there as
well and that's been a partnership so when I had a conversation with folks um part of the conversation was like well let's ask the students who it's a student led student run newspaper obviously by Tom um what they think what they would you know, they feel would be best. And so we we had we started having
those conversations. So um I think it's important that the the main conversation was that they would still be they're really interested in having it still in print. Um and they they were nervous that if um it was kind of allowed to be
in a bunch of different publications that the part saying, "Well, no, we're not going to print it." I'm not I don't want to speak for Le. That's not that's not something that Lisa said. I'm just saying that was the nervousness from the student. So I think losing the hard copy print is something that they're really passionate about. And I think the other
part the partnership at this point is there's internships. There's uh they're nonprofit paper who um does a lot of work with the students and allows them to do some internships and some paid um things going forward. So that's part of that's part of been this discussion. I
think that's kind of where we stand now. And I, you know, I think part of the conversation is how do we move forward and and what can we do differently the same I'm I'm a big reborn for not doing things just because the way we've done them. I want to have a broader breath of conversation. So that's we started those
conversations. Um so again it's it's more student run newspaper. We want to hear you talk a lot about student voice. I think the um it rests with the teacher and the students mostly teacher obviously that oversees like Tom Higgins. Um it's a schoolbased decision basically about where they want to
publish it. So um in my opinion that's that's where that decision making belongs. I think having the conversation is a good one. I think exploring opportunities is also a good one. I think but again um that that's that's a building based decision at this point. I would become involved if it were
something where they were, you know, coming to me and saying, "Hey, we wanted to do something different in this in this course, whatever the course is and we need a different level of support or resources where that's when I would get involved. I don't like manage, you know, curriculum stuff in the classes." So
that's that's kind of standard. So I doesn't necessarily be an answer. It just gives some background to where we are now, how are definitely open conversation. I just think you have to we have to remember that it's the teachers of that class. >> Well, has the teacher spoken to other
sources? >> I I don't I don't have that detailing. >> Um they talked to me who students have expressed their interest to keep it in print. >> So, and right now the con >> well there's other sources that also
>> but again there's a there's an agreement right now like at least a handsh. I think for me I would say like has the headlight advisor and students expressed that like the current situation is not working or hindering goals that they want to meet.
>> For me it's more of a like it's an extracurricular students and their adviserss should have the agency to choose what they want to do and if it's not hindering the goals that they want to meet and they're happy with how it's working they should be on decision. I don't think it's a committee. I don't
think it's committee either decision except that it came to u that's here um and I agree with you on that and I would then assume that the teacher would be exploring what other opportunities are
out there because I mean I think John to say that the students should be the ones leading is their students their their children >> quite like it's in other words >> we should listen to what the what the students are and the teachers that yeah but I don't think that they would necessarily on their own thought you
know do we have any other opportunities available right the opport the option for other opportunities continue to >> and that's why >> no and honestly I think you know the it's been a conversation starter which is good this is how we how we have you know good open dialogue and I think you
know as we further discuss it and maybe that that opinion from the teacher and other students in the collaboration says yeah maybe that does make sense because yeah on the surface yeah get the publication off as much as you possibly can I agree with that for sure but it's also if it's not at the detriment of
something have you know a collaboration so that's >> well we also don't know what other opportunities I think it will become >> yes the administration >> yes they'll explore >> so what would be the next step like that or what >> um yeah I think I'd like
>> yeah I mean I can I can have Not sure. >> I wasn't sure exactly how this conversation's ending to extra stuff. >> I just want I'm not sure. Shouldn't we go through kind of a typical process before it becomes to the
school committee? We just don't address everything that people ask us to address. So I would think the normal thing would be that Mr. Higgins John and the students involved, >> you know, the administration potentially work with them to see if there is if
they're interested in publishing in all three mechanisms, right? which I personally have the problem with, but I feel that it's student run and they should have the agency to make that decision and it's really only come before us. There's it really gets to where something can't be decided or we
think we need a policy around something then and only then I think it should be discussed here. >> That's that's what I kind of mentioned earlier like it like doesn't even come to my level. It had nothing to my level other than the conversations that were brought to this committee and you know through set conversation that hasn't been brought from the school level often
>> which you know which doesn't mean we can't have the conversation let's say hey let's explore that certainly that's more than reasonable I think I think it's doing >> so we'll wait to hear back >> yeah I think we do it in a planful way and see what happens >> thanks for consideration >> yeah absolutely
>> I'm sorry is there a reason for you to Oh, I was just wondering. >> Okay. >> Yes, you can have a point of information. >> Okay. Um, so I'm not the one to block this, but I feel like since we are now,
the three of us are part of kind of this conversation. Um I just want to ask them we were never asked by anybody the organizer neighbor if we could publish
their work but um I think both >> and I think that was clear in the correspondence that we were seeing it's in the material packet that was distributed. >> Thank you. And we can keep the conversation. >> Yeah. Yeah, and I would say we got, you know, we got communication. I urge the
public to take a look at it from each media source and all three have great stuff that they that they benefits that that they provide and in and unique in in each of each in each case because they're different publications. They're
different u personnel and I think there's a great opportunity to leverage all of the great journalistic talent we have in our communities to help our students. forward. >> Thank you. Um our next item is
student services update. Mr. Morray, >> thank you everybody. Thank you school committee for um asking me to come in tonight to speak about the student student service department. Um, are we going to display the is it
already displayed the visitation? >> Let me see. Oh, >> it's send. >> Okay. >> And you can share your screen or something that >> you want me to just do that. Share my screen or
>> probably >> Yeah, just share with me. I don't have access to the fold. I'll put it in myself. >> Yeah, I can. >> I'm gonna um I'll do the slides while she >> Okay. >> Yeah. Thank you. >> Thank you. >> Absolutely. Just takes one second.
>> Great. So, I'm excited to talk about um our student service department. Uh this is the start of my second year uh within the district. Uh, and um, as the slides come up, you'll see it. I start off by talking about staff anyway, so I can do
that pretty fluidly. Um, and I know my assistant director, Victoria Ryan, is uh, watching at home. She's under the weather. She wanted to be here. Um, so we wish her well and hope she feels better soon. Um, >> thank you for not coming. >> Yeah, exactly. And she, you know, her,
she would love to be here and she was going to actually be a panelist. And I, I pulled the plug. I said, "I actually just want you to lay down, rest for a minute." Um, and a huge thank you to my executive assistant, Kathleen Dufiffson, who, you know, keeps us all going
throughout the day, not just in um the student service work, but throws a lunch at us every once in a while to say, "You should eat some." Um, I also, um, as I give the special education staff overview, um, I'd like
to recognize the work of our team chairs and our administrative, uh, special education administrative assistants. Uh, their work requires patience, creativity, and an unwavering belief uh, in the potential of every family, every
student um, within our community. They collaborate with our families, advocate for students, and support the adaptive instruction to meet the unique needs of our students. All while fostering an inclusive environment where um we strive
to make every student and family be feel seen and heard. um up there right now. Um I'm happy to announce for the Glover School, we have have hired a team chair. He his name is Stuart. I'm not going to give all his
official details until I he walks in the door. Um but he's coming for a visit next Monday. Um and the team chairs and I are going to meet and greet with him and he went through an extensive interview process and he comes to us with a lot of experience and I think
that's going to be extremely valuable. uh to the Glover team who works so hard. Um and then we are bringing on board uh Katherine I'll call her Katherine P. She um actually uh works in the district in a different capacity but she's coming on
board as a 6 administrative assistant um at Glover. Previously this position was a 1.0 split across the two elementary schools. Um, but we're finding that the need is great at the elementary level to have 6 in each instead.
So, tonight I also Oh, next slide. Sorry. Uh tonight I also want to take um a moment to recognize a group of individuals whose dedication often happens behind the scenes, long hours um whose work is felt and impacted in every
corner of every school um in in our community and that would be our special education staff. Um behind me is the is are the labels of the positions that they hold. But behind these labels of physicians are some of the most amazing
educators, student centered um people who uh work tireously truthfully to ensure that every student regardless of their unique needs um is supported, receive the tools
that they need to be educated um and provide students the opportunities they need to be successful um within our schools. So, I just want to thank this entire This is kind of the special ed team.
Sorry, someone's saying something. Um um I want to thank the entire special education team. Um we've been through a lot in, you know, they as a whole have been through a lot over the last couple of years, but the last year and couple months has been a lot of digging in,
working hard uh in the best interest of our students. U recognizing we have a ways to go um but at least there's a beginning and you know a bright future ahead slide sometimes people say okay what is the
student service department and what do you do and so I just went ahead and I made lists of most of the areas in which um fall under my domain and it um oftenimes people think that potentially it's just special education Um, but it
includes, as you can see, so much more. Um, in future meetings, I will highlight uh the different areas that are up here and listed. Uh, tonight I'm just going to focus on a couple of um areas. Um, circuit breaker comes to mind
because that's our most recent um um avenue that we've worked in. We were audited by department of special uh department of elementary and secondary education. Um and it kind of was triggered because last year when we
applied for circuit breaker which are are funds where they look at our high need special education students and if they uh meet the threshold and there's a piece of it called extraordinary relief where um we compare our spending in FY25
to that of FY24 and claim um any spaces where we um were over the 75% threshold. Um and so that triggered kind of an audit for us. Uh so the state came in, three lovely ladies, we set them up in our conference room and they went
through every single folder uh that we claimed for circuit breaker and we received our official letter yesterday. Superintendent did that we actually are owed some money back. Um, and while the money owed back, we don't actually see
that money until they finished auditing all the districts that they're auditing and then they divvy it up and well, we'll see what we get. But we were just very ecstatic that we were able to um be successful in in receiving those funds
and supporting the school district and our special education families. Um, let's see next. Okay. So, um, students served. Now, these aren't all the students served, but, um, just looking at some of our
numbers and trends over the past three years. So, in terms of our students who fall under foster care, uh, in 23 24 there were seven students. In 2425 was six and currently this year is four. That number actually has changed since
I've just made this presentation. Um, we had u an influx of students. I think about 15 at this point in the past three weeks um who came with significant needs unbudgeted needs um not just under foster care but under all these headings
that are on the page. So some of these numbers are a little bit off in real Mckini Vinto. Uh that is the line for students who are homeless, meaning they're either doubled up with family
members living in a shelter or hotel. Um the district had 11 uh students falling that category in 23 24 and then seven both last year and this year as well. the McKini Venture. We also um have
funding around uh transportation specific to those families as well as um whether the student might need some durables for example like glasses or a brace or um different various appointments that we
will cover and pay for. Uh usually a letter goes out the beginning of the year to the families that we have listed as um under Mckin Vinto just to give them some names of resources in the community. There are plenty in this community. So kudos to Marblehead. Um
but also to check in to see do they need backpacks, coats, supplies. We want everyone to have an equal and accessible access um their peers in the schools. students on IEPs. Uh in 2324 there were
505 students on IEPs. In 2425 there were 439. And currently this year we have 469 students on IEPs. And that's 3K through um H22
students on 504s which is general ed but um still falls under federal regulations. There were 226 students in 2324. Last year there was 249. And this year, this number has changed
since I did this just this afternoon. Um, so we're at, it says 281, but we're actually 279. So, um, students out of district. So, in 2324, we ended the year. This is just before I began, Victoria and I began,
there were 48 students listed um as receiving out of district funding. Um but at the end of the year, just as we were starting, seven students um at the end of the 23 24 school year were proposed out through the team process or
through agreements from the previous administration. So that's why you see that jump to 53 the next year um because that includes those seven students um from the previous year who were not you know documented in that end number um
and this year we have 50 students in out of district placements and these numbers are fluid so I just want to be clear about that so these aren't these aren't the same 48 kids 53 kids and 50 students but some students graduated some students aged out and some students have been brought
back into discard So I just want to make those that clarity that point of clarification. Next, another area that um is a concern that I've heard in the district is around safety. Um we do offer many
programs that I'll be talking about in a few minutes um for students who can become disregulated. And so um we offer safety care training. QBS training is another uh that's the company that provides
the information in the training. In 2425 we had 53 staff members who are restraint trained and currently uh this year we have 61. So kudos to our staff for um getting involved and learning the
proper ways to restrain if needed uh a student. we do not have significant number of restraints in this district. So I want to uh make that crystal clear. Um and uh we have we started this last
year and we continued it into this year where uh training that the entire staff receives is deescalation training. So deescalation training is the visual of their shows um is a common language that we use throughout the district to try to
deescalate students before they get into a place of total disregulation that might require um a restraint. So there's the health strategy, prompt strategy, weight strategy. Um and this year our
BCBA's um KT I'm gonna kill her last name and KT I apologize. uh Choski. Yeah. Uh and Caitlyn Hersome and Maria Door are three BCBAs. Um and they provided training for the elementary,
middle, and high school levels in November um for our all of our educators um our professional uh staff. And the goal behind this is develop that common language so students aren't, you know,
wondering what's this how's this person going to interact with me? How's that person going to interact with me? It brings this calm to the student to say, you know, do you need me? You know, do you need help or wait? The acronym actually stands for why am I talking, right? And so to have these systems in
place just brings, you know, natural deescalation. Next slide, please. So, what is special education? So, special education um and I just pulled the definition right from the regulations to make it really clear
under the US um individuals with disability education act or IDA is specially designed instruction at no cost to meet the unique needs of a child with a disability ensuring a free appropriate public education otherwise
known as FAPE in the least restrictive environment also known as LRE. E. Um, and so what does all that mean? That means that when we discover a student has a disability, like what are we doing differently to give them access to the
education or similar education to their peers? And that looks very different depending on the individual students needs. Um, and to provide a free appropriate education is it shouldn't cost anything additional to that family. the services come through the school
department in a least restrictive environment is that we're not um for example putting them in a pullout program. we have the data to say they they need a more restrictive environment and that would be even something for inclusion um we've been talking about a
lot of a lot about this in the district that would also include um just going to make an example let's say we have a student who requires speech language services you know um some people say oh it's got to be five five days a week they need it but that is really restrictive environment especially for a
child who's just um getting on a plan for speech And so what we want to look at is where do we think um is the best service delivery for that student that they're still accessing the majority of their uh general education but are also getting the support that they require to
meet their goals for speech language for example. >> Interesting. One thing so least restrictive environment is one of the things that people think as the environment is really not. So I le that next example is good. Then another example which we run into a lot is if a
child um if the IP team or whatever um decides that the child needs one or something that is actually seen as more restrictive than uh right so we always have to look at that piece. So the least restrictive environment is also appropriate to meet their needs. So it's
there's a lot of those qualifiers in that when we have conversations about special education. So least restrictive environment and free appropriate public education um are some really key points to discussion. I just want to share that because the oneonone aid I don't think people really understand that actually
is providing a restrictive environment for a student. So only when they truly need it >> and the at no cost is at no cost at no cost. >> It's not clear on the quote but that yes there are costs so right.
>> Thank you. Um and so we're always asked about what programs do we offer. So this is a very high level overview as we continue to work on our programming here within the district. Last year we began work on our language based and
therapeutic programs that we're um will be continuing um into the new year. I just wanted to give an overview um of the different programs. So uh not so much a program but the inclusion services. This is what we has known as
the B-grid. This is when students are within their uh general ed learning environment but receiving support inside of uh that learning space. Um and so I'm not going to read the whole slide to you. I'm just going to kind of give you the generalization. But I the way I laid
out each of the different um uh programs is what is the goal of the program? Who are typically the providers or consultants um who are part of that team? what strategies and resources do we typically employ? Um, what is the
students learning profile generally? And then what grades are serviced? Um, and so this is kind of an overview. I don't want it to be lost that we look at each student as an individual. And so sometimes, you know, um I think in the
past in this district, it's one of the reasons why they disbanded some of the programs because when you lay it out like this, somebody might say, "Well, my my child doesn't qualify." And that certainly don't follow this exact, you know, box. And that's why they're called individualized education plans because
they are individual to each student. Um next slide. So, our language based program, um, this program we have, it services grades 2 through 12. Um, we have language based programs at the Brown School, the
Village School, the Veteran School, and High School. Uh, we've been working with Landmark over the last couple of years, even prior to Victoria and I's arrival in the district. But last year we really focused on the classroom environment itself. Like what what do we need to
have for the students within that pullout environment? Um sorry to lose my own voice. Um and so uh within this program it's more than just the language intervention programs.
Everyone says Horton Gillham Wilson. Yes, they are important factors um important curricular tools but it's also about um the language acquisition for our students and what are we giving them to provide them success in future years right so we use certain graphic
organizers and we teach students how to use those um first in like a modeling approach but then we move away from that so that they're able for example like a two column note they're able to use that through all through all their content areas as a learning tool straight up
through college. In college now, they're teaching, you know, how to use like two column notes and and and such. Um, in within a language based classroom, we're very um vocabulary um is taught in a very explicit manner and that carries
over to some of our language based students who go into the general education setting. This program, depending on the student, is not like a full CG grid program or a pullout program. It's what students need. Um, next slide.
Next is our therapeutic program. Um, and this in this program um is for students who need um more of a social emotional um self-regulation, self-confidence, um emotional regulation um need. And again,
this program is very fluid um developmental age goes into it. um various students needs. This program it has a B-grid and a C grid, a pull out and a pushin component to it. Um and we try to break down any barriers um for
students to access their curriculum. Um some strategies that we use is uh global skill strategies. There are behavioral plans that are shared with all staff who work with the individual student. Those um behavioral plans, otherwise known as
BIPS um are developed through a functional behavioral assessment with our BCBAS who are behavior interventionist um team and they work with um the staff to give individualized um support to students and those are
looked at regularly. Um and uh the therapeutic program is grades uh K through 12. And we have our therapeutic programs at Brown Village Veterans and the high school. Next slide, please. Um and then we have our AVA program and
this supports students um who have verbal and nonverbal um learning difficulties. Um oftent times our students uh with autism uh participate within the ABA program. Um within this
program there are a lot of staff embedded particularly you know something that makes this program a little different is uh we have an AAC consultant and so that is like tech tools to help students communicate. Um, and we work with an ex excellent
provider who not only provides information about what exact tools a student might need in order to communicate, but works really well with our staff to train them to be more independent and uh more fluid in their work. Students um within this
environment um um there's a lot of support that is required. Um the students oftent times need a small teacher or staff ratio to student. Um and so this program is prek
uh through age 22 and our program is housed at Glover Village Veterans and High School. Last but not least, I know there was some information. It's tiny so I can give it to you larger later but um there
was some asks about the accountability data around special education students or students with disabilities specifically. So on the left hand side um is the data uh from our 2025 school
year and looking at the accountability uh information and on the right side is 2024. So in comparing these two different accountability reports, you can see that there's been a huge increase um in
success of our special education students um in terms of their achievement both in English and in math u as well as science. In 2024, um the overall was zero points received um and
for uh the zero out of 12 and this year it was seven out of 12 points received for achievement. Um in terms of growth in 2024 um the district received five out of eight points and this year we went down
by one point to five out of eight points in terms of student uh growth and that was in the area of math. So, it's something it's not a significant drop, but it is something that we'll be looking at. Um, and then when you continue um down to the bottom, you
know, um a concern and something that we're looking at with the building administration is chronic absenteeism of students who um have disabilities. Um as we receive zero points um and that's under the non- high school students that that column I was just talking about.
Sorry. Um in terms of the high school itself um in terms of achievement in 24 um for achievement in English, math and science, students with special needs received one out of 12 points and uh
last year they received seven out of 12 points. So that's significant achievement. Kudos to our staff and our students there. And then in terms of growth at the high school level in 24 it was two points out of the eight points in both English and math. And last year
it was four out of eight. So still growth but room definitely to grow. Um and I know that assistant superintendent for already went over like what do the different terms mean but I just I'll just say again
achievement is how we do. Excuse me. Achievement is how are they actually doing in the content area and growth is comparing them to their peers who have received that that same
profiles that same score. And then when we go down to high school in terms of graduation rate, annual dropout rate, um extended engagement rate in 24, we the district received four out of 12 points
and last year we we received eight out of 12 points, which is nice gains there. And then in terms of chronic absenteeism, um last year was two out of eight points and this year was zero out of eight. So obviously absenteeism of our special
education students is a huge area of concern. Um some ways that we are already addressing that or ensuring that letters are going home that there are phone calls being made. Um, as I discussed, I think at a previous meeting, we have now, uh, started our
work with the cartwheel program, um, in conjunction with the Y, and that program does wraparound services for, um, they have a whole new section, a whole new program about school avoidance. And so we're hoping having those tools as well as um we just met uh Gina Hart and I
just met yesterday with the uh CSA program manager um who provides in-person in town um similar supports um for our students. So we're hoping with all these various partnerships that we can continue to support our students um
making them return to school in this environment. That was Thank you. >> Thank you very much for submitting. >> You're very well done. >> All right. Next up is >> make a couple comments. Sure. That was a very robust solicitation. I want to
thank you. Um this is a very very important part of our district. Um from our students that we service um our staff that work hard diligently day in and day out. Um and and last but
certainly not least from a budgetary standpoint. So this you know this area gets a lot of a lot of focus. I encourage the members of the committee to take the time um and I know it's maybe a lot of us don't have but to really um sit down with Lisa Marie and
really understand what she just talked about could take 25 hours to really dive down to understand you know um just as a lay person and I'm 20 years into this I had a student that you know receives special education services I have a pretty good working
knowledge of this but you know these folks are the experts. It is incumbent on us as school invention to really understand at a lay person's level certainly um you know what the reality is here of of of
this this portion because this part of our school district is um you know cannot be enough of its importance in in so many different ways. And you know, you talk about the free and appropriate education and you can correct me if I'm wrong, but general education students
are not entitled to education in the law in special education students. So, you know, there is a these are civil rights. Um, this is handled I mean this is handled in the civil rights division. It it cannot be underscored enough. And so,
I just encourage you um if you can to take the time to do that because I think this was a very very high level overview of what is a very very complex part of our district and important to have a
decent board game knowledge of of what goes into this because um because it's and you know there's a lot of pressure to this and when we talk about the moment even more so
thank you. So, um I want to say thank you to Lisa Marie and Victoria and Kathleen and all the special educators. I mean, it's as Jen said, it's it's a hugely important part of our district. I think, um this was the high level conversation. It was
it was meant to be this way so that folks really have an like an overarching understanding of what student services department does. when we come back and we do you know um the next layers of these discussions will be really more focused on you know the ABA programs
therapeutic pro programming because I think a lot of our conversations are like what are those programs look like now what should they look like moving forward how does that inform uh how we program for students in district out of district back into district all those conversations um and I just share that
because you know it's it's kind of a little bit premature to have a lot of those conversations but not too premature to start talking about what the plan is for the future. So that will be kind of the next layer but this is a good kind of overarching so that when we have that next lay layer everyone will I
just want to share that but thank you. I would have to meet with anyone at any time as it is complex and >> can be confusing >> and you can have a more nuanced and detailed conversation more obviously than you can in the limited time that
know that we have and it's just it's very very important and when we talk about enrollment and declining enrollment um there's a lot of things to go along with that but there's also opport um and continues to be and there's an opportunity be hopefully, you know,
working with Mike and and um and John to to be able to potentially name the investments that we need to make in these areas to meet the needs of our students in our district. >> Um we move on to Mike and discuss.
>> Hi, good evening and uh happy holidays everyone. Little festive going on here. Um, just want to give you a quick update. We are, our copier contract is up at the end of January 2026. Um,
kind of give you an idea, right? They're actually two contracts. One is a they're both 36-month contracts. The larger one is due is up at the end of January. There was a smaller contract for just our color machines. Uh, that's up the following March. um
24 machines in the black and white category, five machines in the color category, and um we I John's blessing requested that our well, let me just go through this. Um >> this is district wide. >> This is district wide. That's correct.
Currently, our leases are running us about $99,000 a year, plus we pay for our service and supplies of about $31,000 a year, $30,000 a year. all in we're about $129,000 a year in spend and right now we're calling 29 machines over the both leases.
>> Yeah, >> we're both um so when we went out to our vendors, there were three vendors who expressed interest in doing business with public schools. Um we asked them for a few things. First thing is we wanted to see three different lease terms. Typically they always come in and just give you the 36 month and this is
what every school district does and uh just take the 36 months and sign the contract and we bond. Um we asked them for 36 48 and 60-month um options releases. The other thing that we asked for is for them to uh include paper cut.
Paper cut is a um server driven call software but it's software and hardware combined in the copier >> that requires us to use our um ID badges to release print jobs and to make copy jobs. So it does a few things. A it
increases our confidentiality. No more printing and leaving something on the printer for somebody else to come up and see. Um, it reduces waste. A lot of times we'll print something and it just never get to the copier to to pick it up. And with paper cut after 24 hours, if you don't release it, it deletes the job. So, a lot less waste of paper and
toner. Uh, and it also tracks our user volumes, see how many, you know, see what grade levels, what teachers, what our educators, uh, what their volumes are that they're printing on so that we can maybe identify areas for additional savings. Uh our our other request of them was to
include all 29 machines being renewed in January of 2026 when we have machines on two different lease cycles kind of handicapped or or um >> handcuffed >> handcuffed. Yeah, that a word by a vendor where they're oh you're going to replace these this year and those next
year and this year after. Uh if they're all on one cycle, it gives us a lot more um flexibility and also negotiating power with other vendors. Uh so by doing this you'll see that we have a lot more negotiating power going forward. Uh might be kind of hard to see but uh we
received proposals from RICO which is the incumbent. They uh proposed a semi CPC. Some of the machines you pay per click uh per copy and that includes your toner but for the most part all the all the black and white machines are not cost per copy.
Meaning we buy the toner, we stick the toner in our closets. uh it sits there for the next 20 years uh or 5 years or whatever until somebody cleans out the closet. Uh usually they're not compatible from one model one model to the when you upgrade to the next model. So I I foresee my past districts there's
been a lot of waste of toner sitting in closets that we paid for up front. In a CPC we pay per per copy and build a rears. So um after we make the copy every 3 months they will send us a bill. These are the copies you made and oh by the way you're running low on toner.
we're going to ship it in at our cost with the anticipation that you're going to use it very soon. So, they keep they have um the ability to to dial into our machines kind of like the Oracle Mate Tag Repair Man. So, they can dial into our machines. They can see our coffee counts. They can see our toner levels uh
and all that. So, uh the first one was from Rico. The second one was from Konuka Manulta. Uh Rico was so back to Rico. Rico is the manufacturer and they have a local branch here. So they are as the manufacturers branch actually dealing directly with the manufacturer. Konuka Manulta this their quote was
through a local independent dealer called Yubio. Uh they're local here but they are um nationwide. They have offices all over the country. So they are a what we call mega dealer. Uh they have buying power and flexibility uh to get us the best pricing. They carry
Rico, Konica, Multa and uh maybe Canon as their third line. Um so they have opportunities to get different different models because we are currently a Rico pro uh customer Rico would not give them support to keep our business through UBO. So um they they're manufacturer
FOCA which is well respected brand and education. Um and then um their machines are five pages per minute faster. So rico all end in a zero meaning 40 pages 50 pages 60 pages. Conic multa all end
in fives 45 55 65. So conic model knowing that they were in competition uh went with the plus five instead of going down five on every machine. So that was that was a huge advantage. And um cost per copy they were true cost per copy. You pay
4/10 of a cent for black copy and for 4 cents per color copy and which is pretty much standard across industry. The third option was Canon. Canon makes a great machine. They're very um reliable machines. These are all three of these
are Canon is really it's kind of the name. Um unfortunately their pricing was high both on the lease and uh on their black and white cost per copy. their color cost per copy was actually less but we do so little relatively little on grand
scheme of things uh color copying that um their price change on the on the color didn't make them advantageous so just let you know if we had stayed on a three-year lease Rico probably would have been awarded the contract um just that their savings annual savings was
about 19 thou $18,000 a year if we just did a three-year lease um when we got to the 48-month lease option which Stephen Quitech John and Superintendent Rapido and I all met discussed the advantages and disadvantages of going with a longer
term lease. Um we we all agreed up front that 60 months is just a little too long in a public school environment where every teacher and every um they're all using the equipment. Sometimes when they jam, they don't know how to unjam them, so they
may cause more problems. Um, and not not as many faults are theirs, but uh it they're just it's a harder environment versus an office environment. An office environment, 5 years could probably break, but in a school environment, it's not the ideal uh situation. So, when we
got to the 48-month um area, Bronica and Rico were dead. I mean, difference of $600 a year, total cost of ownership, total $600 a year. So we took into consideration the factor of getting five pages per minute faster getting the true cost per copy where we don't store the toner any longer. We don't buy the tone
and store it. Um and um and like I said both of those came with paper cut um which is the print management software. Uh Canon did not come with paper cut. So that was another disadvantage for them. So our recommendation is to go on criminal because of the speed and the
cost per copy and um because another page turn. >> Yep. Okay. So uh 48 monthly again Rico and and Chronic were relatively equal on the total cost of ownership. Chronic gives us the five pages per minute faster and the cost per
copy. Our estimated savings are going to be about $22,000 a year on the same thing. to about $88,000 for the term of 48 months. Um, which to us I think is substantial where the costs are going up everywhere else that we're able to drive
the cost down a little bit on a commodity property. I think that's a that's a huge savings for us, right? It's not it's not going to save our budget, but it's it's going to be a helping tune. Sure. >> Um, however, a 48month lease by Mass
General law requires the approval of the governing bond. Just typically town meeting, but at town meeting every year, this is explained to me, there is a warrant article that allows the select board to enter into a term contract beyond Gary.
So my next stop will be select. >> And how many and maybe it was on an earlier slide. I apologize. But is it the same amount of machines in each of the blows? >> Yep. So there'll be 29 machines. So be 24 black and white, five color. Each building has a color machine. Um so
they're all multiunction. >> They're all print, scan, copy. >> They're all set up for fax, but we don't have fax signs on all of them. And it's kind of a um >> yeah it's kind of a >> but but yes actually tell you right now on the Rico machines we do not have hole
punch on a lot of them. So last year when we put put our budget books together, I had to go buy a case of whole bunch of paper. All of these KO every one of these Kos machines has a whole bunch and stability. >> Yeah. The critical effect too like they have. So we've seen >> I'm not sure that they have
now what what are the issues if and I know we're paying per age but four years is a long time sometimes with technology but it seems like copers have been copiers for a very long time. Like what if we need half the amount of machines in the third year of this contract?
>> It's only kind of >> No, we wouldn't be allowed to. Yeah. No, we'll be locked into those machines. Typically, it's not the the number of machines, it's where they're placed. So, um you know, we we could probably get away with one 90 page per minute machine
at every one of our schools except for well at at the elementary schools. Um at the high school, certainly not. But that would mean you'd have to get to it. So if it was in a different wing or whatnot. It's it's there is a convenience factor to this uh that the
teachers at village on the third floor shouldn't have to walk all the way into the main office to make copy or or just scan a document to a parent or whatever else. Again these are multiunction print copy and scan scan an email or scan file. So there is a convenience to it. Also um it does when we do this we will
look at volumes at the end of this term especially that's because we've implemented paper cut um and identify if there are machines that we can instead of maybe putting in a 55 page can bring it down to a 45 page which is a lower cost machine you know and and that would
be in four years again we'll look at it yeah there's there's there is no way to I would say there's no way it's like anything I can upgrade early on all these But you're just carrying that cost into your new lease. So >> maybe I'm being too hopeful, but just I mean I would hope that we're going to at
least have our output of paper, right? Especially within four years, but that may be a bit idealistic. >> I think I think with paper I think I think the paper cut is going to help a lot because I've been tracking it. So we could say, "Oh, hey Al, why are you making 700 copies when when Henry's only making third?" You know, we can we can
get down to that minutia and have those conversations with the wise, you know, and obviously elementary teachers are going to likely print a lot more stuff than, you know, secondary. So, and and I would say the the number of copies are probably I think we're at like a not a
minimum, but if anything, I think more. So, I'm comfortable with the number there. uncomfortable with the um you know the work that Mike did. Um, you know, it would be nice if we had someone to have like background on something on our team, but like you know, um, you know, it's good that it's good to have
that knowledge. He did his due diligence to >> this is an item we need to also go around. >> I you know, I don't I don't you're not required to, but because it's going to the select board, I would like your endorsement. It would be wonderful.
>> See from the stars. >> All right. open for a motion to approve this vendor selection potential contract. So motion made by Henry >> seconded by Wilson.
Further discussion want to thank Mike for his passion. you know, that could really >> I lived this industry for 20 years, so I I kind of know how to beat him up and kind of but still get us the best price possible and save save the districts some fun. So appreciate that the vendors
willing to work with me. >> All right, all in favor. All right, the motion passes for zero. >> Okay, next up is an enrollment update. >> Mr. chairman. Um Julia and I will um Miss Fur and I will um be presenting the
the uh enrollment. Um so just uh we went over some enrollment numbers and I think we're just going to go a little bit more in depth tonight. I think it's important to kind of frame the global conversation um and what the slides would bear out um today. So declining enrollment trends are not specific tomorrow ahead. Broader
statewide decline enrollment is projected over the years. Um, we are in a region that experiences a low birth rate directly impacting school age enrollment and it's similar in surrounding districts. Transition years between buildings mainly are always a
pinch point for enrollment discussions. As the slides will show, we have significant numbers of students who attend private charter vocational options especially in the secondary secondary grades. Administrative discussions regarding how we can focus on these transition years. It's part of our ongoing work and enrollment for
purposes of staff reduction discussions is important as decline in public school enrollment is rarely in large pockets which could realize specific classroom you know grade reductions instead decline is spread out across grade levels therefore the reduction of students does not necessarily directly
um equate to similar reductions in staff and I think that's important to frame the discussion that way um because yes the numbers beared out definitely lost lost numbers of students and I think you know the work that we're doing and just really looking at the minutiae of where
the students are within the district is very helpful in having this discussion but um as we move through the slides um we can this is the first couple slides we already we we shared with you we just added some sources in the bottom um in the presentation and we added little
arrows there just to kind of show when you go diagonally down the line so you can kind of see that kindergarten from first grade from second grade third grade all the way And when you look at it on the diagonal, you can really kind of see, you know, the overarching um that way. I think it's it's a good
way to look at. So you can do that with any of the grades. And obviously on the right hand side is the average strong for those years that it was um and then this this is the slide that we we also shared last time. So this um
indicates a three negative 3.8% 88% change over the time the period from 2019 to present. So this overarching um reduction in 8% >> per year >> over time
what is >> over the seven there's seven period right so it's like seven times >> I think you kind of hit on this but I do want to underscore kind of the graduation to entry gap that we seem to be experiencing every year where we're
graduating bigger classes and less are coming it's like when we're thinking about like where are all the students going like oh there's a good chunk of them that are just are not coming in kind of from the get- go but that is something that >> yeah we have a slide about the birth rate um I mentioned a little bit now but the birth rate is is a real thing it's
the low this this whole region is experiencing low birth rates so the numbers just and that obviously has trickle pop effects all the way through the longest we'll talk about >> and this is the first year not one class they 200 students
every class is less than 200 students we have 590 She told but in he was 500 students total that's what it said >> just oh I'm sorry for those >> but none of them are over to
>> we added a slide the um school committee mentioned where are our students going and I thought this would be interesting for the school committee to see um this is data we received um it's internal data Katie Farah our data analyst in district does a great job. We work really closely. So, I wanted to share um
kind of the the last few years the trend of where students are transferring in and out of state. So, you can see the numbers there. These numbers are important um because in the next couple slides when we talk about um you know class size and and overall
district enrollment, right? These are students who are leaving the district. Of course, we do have enrollments and um these numbers are not just October one. We talk a lot about October one. is throughout the year. Um, so that's why it's internal. We would we wouldn't see this on a desk report.
>> Sorry, on that slide, does that include this includes students who live in the district where they'll have students who have left the area. >> So, for example, last school year we had 56 students who moved out of state, right? They they've left Marblehead.
>> Thank you. >> Right. and and we have more than six students homeschooled, but last year we had six students who who decided to enroll in the home school. Um so that's the the other state could be private school out of state. >> Yes. Correct.
>> Yeah. >> So they could still their residents could still be important to distinguish those because I look at this as like what's controllable versus uncontrollable. people that are moving, we obviously can't do anything about, but if it's going through, we could.
>> We have some more data on um private school stuff in just a little bit. So, you'll see that very few though, I'll just tell you, I know where our students are coming in. There's very few of the 56 that are stated. >> Good question. Anything else? Um, as superintendent mentioned in what came
up, Melissa, the great point of lower birth, we found um a really important white paper research report from the Pioneer Institute that really highlighted all of Massachusetts. We specifically um put in the circle here Marblehead, right, which has um the second to lowest birth rate um in the in
the state. And we know that that does not guarantee a decline in enrollment. However, we understand that it is um a definite effect in combination with other um community factors such as housing, whether it's um affordable housing or new development housing um as
well as an aging population. So, when you put those factors together, we feel that this is, you know, a lot of different factors that are affecting our our lower. Did you get any census data from the town club? >> Census. Uh oh, I have. Yes. to see on the
>> ask you would because we can get the dates of birth dates of of children in town. >> I will ask for clerk because you can get it per year >> per year. >> Yep. And this um we have this white
paper was published in 20 I think 2021 and so this is the birth rates um that they calculated as of through 2019. So you can get from maybe 2019 on see how we've been doing also local local business.
>> Thank you. >> And then you we we talk about the lower birth rates and some of these numbers um that are shared here this percentage changes from you know times we uh share some of our our surrounding town. So if you look at the town on the left um and
then percentage changes on the right and a lot of these percentage changes are driven some low birth rate but a lot of the um when you look at Salem and Swans they their numbers are what they are because they have new housing um developments new growth in those towns.
So you know that directly impacts their enrollment over differently than most the other >> how do we know that? So I I took a deep dive into the data was really um got me going on a project and I'll go with it. Um so I did some research and with the
help of also AI which pulls through a lot of different sources for example uh superintendent mentioned swampscott over the last four years they've added 305 affordable housing units and I think that's of note when we compare that data to Marblehead that is um I couldn't find an exact number they said it was fewer
than 100 um so I think there's differences in that as well but how do you know that 305 small had children >> we do not have that level of data however when we we're looking at three different factors we're looking at aging population, lower birth rate, and
socioeconomic and and community factors such as house when housing seems to >> I think the census would tell a lot. I really do. >> So we have we have a slide coming up that's going to show all of our residents and stuff like that. So and and so when we look at that slide, we can say what other data we need in that
town coordinates because the census would show that other towns as well like their census data will show in a given year or period of year years if you see 300 new units Scott you would potentially see an increase in the
census and the age of those people that's >> yeah in tips like in these discussions so like in in my previous life when we talked about putting in um housing units into the town There is a formula that uh developers so say like if there's I don't know exactly what it is but
there's there is a formula that says this amount of houses equals generally this far children this amount of children in the household. So there's that data that I we don't have that there is that data that um there's a form to look at.
So that say all of a sudden Marvel had we built 500 units we would be able to um you know talk to the state and things like that they have that data where you can say those 500 units would equal roughly this
just it's just it's they um so then next the next couple slides I know the committee asked you know kind of had some questions about where kids are going and I won't go through every single one but these These are all the students that are attending, you know, private schools um in in the area and actually outside of
the area. Um it's also included homeschooling and I want to see charters in there as well and to our school of in the tech the tech school. So you know the ones that show up you know um in larger numbers I've seen Hal Academy at
32, Mar Charter Schools at 80 82 um is at 41. Uh I'm just going to go through 12. Um St. John's Prep is at 78. Tower School from our office that 68. Um and then
vocational school we have 35. So those are significant numbers. And so when we have conversations about, you know, transition years and what do we what can we do to kind of say, hey, you know, this is what we have at Marblehead High School, um eighth graders or seventh
graders that we can provide to you. How do we how do we market ourselves a little bit different more you know differently so that students may say hey you know I'd rather stay or you know we can't compete with with like St. job prep world or you know if a kiddos going
to vocational for for many reasons that's very difficult to contend with but I think there's other I think there's there's uh the schools on this list that we can kind of say why like why why have they school what what are they doing differently and like for instance tower school I believe it you
know a lot of it is all things built in that public schools don't necessarily are able to provide so I think that's some of the some of the increase um and private schools are private school I mean parents parents private schools for a whole host of reasons and you know and it's it's for religious reasons it can
just be smaller classroom it could be a bunch of athletics is a big draw for a lot of the private schools so we just shared that um that data that was important to kind of just so you can kind of pose through that >> and these are is this information based on students that were registered in our
public schools and moved to school >> that's some point yeah these these are students who were counted in our >> yes so there are it is it's a little of a misnomer in the number of Marblehead resident students attending because it is possible that there were and likely there were Marblehead residents who
never attended school and they're not in those groups. >> Yes, that's where this >> yeah and that's where the census data also. >> So the next line we have here is the school reporting. This is an interesting one as well. It comes from Desi. The data is reported as of January 1st here.
So different than October 1st. And the footnote here says this report includes the enrollment of full-time students whose parents are legal guardians are residents of the city or town. So this does not include our community students who are part of our medical program. This does not include um uh faculty um children that attend. So the information
is of January 1st um each school year. And this report as I said mentioned uh does not include anyone that's beyond um lives in Marblehead. When we look at the far right column over the last few years, we've uh averaged about 81 to,
you know, 83% of our actual resident students attending public school. That number um they do count though. I just want to say the charter and the um other you know offerings that are public are counted as that. Um when we look at other schools across the districts
across the state similar to Marblehead where there are offerings of alternative schools such as private schools, parochial schools, um different tech uh uh vocational options, we're right in line with in terms of the that 80% in
the low 80%. So this was the message question I have that I say just didn't seem to add up. So when I look at the local public schools number that you got there, I I guess you're saying you got it from Desi. I went to the desi website and the numbers that they listed for Marblehead for our public schools for
those years are different uh because that desi number counts are our adult students which are metco >> right so if you look at the slide on the previous page that you had the showing the percentage change in marblehead you have 2425 256
>> that is correct >> okay and then this one is showing um 2395 So it's likeund you know >> 70 student difference 170 students come in fall into that category.
>> So we have over 40 mid 40s for our metro program. We have staff uh that have students enrolled. So it's um that many >> it actually met >> and this doesn't include foster um homeless. So there's definitely other
smaller categories that contribute to that. So yes, that was the discrepancy in that. >> Yeah, I think that and then just to wrap it up, you know, talk about a moment, but um just kind of reiterating some things pattern losses of transition that I'll mention middle and then middle
high, which we talked about. Um we're going to continue to say like what we do better, different at those at those pinch points. Um we talked about the housing trends and lower birth rates continue to have effective normal numbers. Um and we continue to closely monitor class sizes um and secondary
course enrollments based on projected enrollment student needs. Um we as part of our budgeting process four of us in each building principal have met looked at class by class by class. Um the enrollment in each class the needs of the students regularly we're getting to
that um level of discussion next. Um and so when we look at enrollments again I said at the beginning you know if we have the overarching less students but those students are spread out so widely that it's not like oh we can you know subtract you know this amount of teachers from the school and then fine.
So those are the conversations we're looking at and having so we can we can rightsize what we need to right size. Uh there's also variability and fluctuations of data over the last eight years. And then um just around that I would strive for excellence in education in order to provide high quality prek to 12 learning experience for students and
that's what we do as educators um you know our enrollments down that I contend that we still provide rigorous um learning for our students where you know as as is evidence by the discussion earlier we have a ton of students that
are really high achieving and working towards those those goals and um you know So, I'm proud of what we're doing. Um, we have having the conversations. We have to look at um how and in what ways we can help um maintain and then
increase it. That's said and done. But um you know, I think naming is the first step. I think in a bunch of different ways. So, I'm having that conversation. I think just to underscore the point you're making like 50 students
before grade you and it's not a linear kind of reduction. So I appreciate you guys looking I know you're doing the work as part of the subcommittee of looking by class and grade by grade to make sure it's not that we need a nurse at every school. We need a librarian at every school. There's certain things
that regardless of what happens we need some sort of like fixed costs. Um, so appreciate that as well, but I know you guys are doing a lot of detailed work and I think it's important to note to your point for sure, but we're down almost a thousand students here. So this
is not just incremental. This is, you know, this is what we are talking about in the budget level and we have a responsibility as a school committee to detail to be understanding what the budget >> and I think >> and what the opportunities are. right talked about earlier right
>> and I think you know this along that discussion is always discussion that we have reduced staff which is not entirely true so you know like for instance I was having a conversation um I want you absolutely but I want to say there previously there's 12 sixth grade sixth
grade teachers like we're talking about eight now so I mean it's that reduction a little >> the overall staffing is the same so let's not let's not get down into that that's more like on the budget >> so it is but it's also be when you look at numbers of staffing that uh the
maintenance of numbers of staffing also directly correlated to the high needs of the students that these would be so we'll get into that conversation that's not for tonight but it is part of a conversation >> thank you all right our next item is around appointing members to a
bargaining subcommittee um so the the MA has asked uh to bargain over the hours, wages and working conditions of the newly recognized employees serving as board as board certified behavior analysts, BCBAs,
physical therapists, OT's and occupational therapists, OT's as well as physical therapist assistants, PTAs, occupational therapy assistants, OTAAS, and certified nursing assistance, CNAs. We respectfully request that the
committee designate the bargaining team to represent the district in these negotiations. >> I just point clarification. I mean I thought the OT >> Jen's saying she thought the PTS and the OT's were already in the teachers. Um now you
>> speech okay that's right social speech unit. >> So um I would suggest that we we put two school committee members on the bargaining subcommittee and then the bargaining sub the bargaining team would be those two
members plus that our town administrator and superintendent John Rogado. So, um, I guess I I like to first ask if there's interest in people serving on this on
the bargaining subcommittee. And I just want to make I just want to make sure that people know that we also have two openings on the goals subcommittee that we discussed last week. So, you're just thinking about your loan and what you might be interested in. So, um, >> one person. So Kate
>> Kate has Kate expressed interest in a minute. So similarly here Keith fortunately could not be here but she is interested in serving on the bargaining subcommittee. Uh is there any other interest so >> is the chair?
>> Yes. Um yeah. Um I think personally in this case I I I prefer to have members who can gain experience that will be helpful in the next CBA
bargaining and agreements that we have. Uh, and my runway is kind of short. >> December 27th, >> June, June. >> All right. So, we have two people that have expressed interest.
>> Uh, Kate and Melissa. >> All right. Um is I'm looking for a motion to appoint the schmeck pepper and susas to the bar ending subcommittee. Sorry. Thank you. Sorry about that. >> What is it? >> Clucus.
>> Clucus. Thank you. >> I'll make that motion. >> Okay. The motion is made by Henry. >> Seconded by Hen. We have any discussion? >> All right. All those in favor.
All right. The motion passes for zero. Um and again now I'd like to again just vote on the bargaining team. Uh that and that would be the bargaining subcommittee members or town administrator or superintendent. So I'm
looking for a motion for that. So just for point of clarification typically the superintendent will be voting on >> we can make that determination and you mention >> okay so >> and has anyone spoken to that
>> yes I have >> and he's >> and he is yes the motion >> thank you Henry Second. >> So motion made by Henry, seconded by Melissa.
Any further discussion? Um so has there been any um discussion around doing these negotiations in open recession that came up um quite that around two years ago this one um and fact Kate was
pretty vocal as a member of the community at that time know she's not here tonight about um uh desire to have the committee or the subcommittee negotiate in open session. So >> yeah, I think that's an item for discussion.
I don't think that's been >> well do we want to discuss that now >> there again? My understanding is that we will discuss that strategy in executive session tonight. >> Any further discussion? All in favor? All right, that passes
four to zero. Is there any know we're kind of getting late here uh any subcommittee and lays on updates? >> Um yes. So the budget subcommittee we haven't met since Yeah. So we're
rescheduled because I've been so um and policy sub um I did want to give a quick um update. I um in regards to the sort of substance um work that I've been doing with both the select board member board of health
recreation of u we had a meeting earlier this week um with a member of select board Dan Fox chief of police king um myself um and it was set up by uh community member Nathan Sweeney who's been here before of items um she's a
local activist um and Dean Kushner who's also um a local member who certified recovery coach and works that a lot of folks here in town. We met with the district attorney Paul Tucker, two members of his staff um this week. We
had a great um great conversation um around um a lot of these a lot of these issues. I know there's been stuff in the press, you know, recently, but really um you know, more kind of at the 40,000 50,000 foot level. Um and so we're
looking at an initiative going forward which really is not necessarily going to be um a board related um initiative. It's um going to be looking at the select board back them to consider a community
initiative working with the VA's office. There's a lot of resources available to the town um to help us in this area in terms of support, in terms of issues around, you know, juvenile justice, restorative justice, and helping um us
um collaborative with our first responders, with our police, with our board of health, um in areas of keeping students and children healthy um and making good decisions. And so, and I think a lot of that also back to
resources around education. Um, one of the things that the DA talked about was um, a program we used to do here in Marip that has ended, didn't resume after COVID, but does go still go on in other districts, which I'm going to present to the administration, which is
kind of a springtime um, you know, pre-graduation, pre uh, spring activities session with parents and students. um that the DA's office brings in some folks to help talk about what you know well again you know making good
decisions and and you know what the ramifications can be. So um I will bring that I I promised I would bring that back. Um but that's just the latest. So I think we'll hear more um what that community initiative um committee will look like will remain to be seen. So
maybe there'll be maybe it'll someone I it'll remain to be seen. Um, but I just like to give an update on that. So, it's exciting, which is great. Um, and that's it.
>> Well, I just want to say thanks to Jen for this, the community members had this conversation already. I mean, Jen and I have spoken about this a few times. I think it's great that we're looking for that collaboration, that communication, partnering with uh community members, parents especially, having these open,
honest dialogue. Um, and how we how do we kind of just continue the conversation. Um, I think it's really important that we do these things proactively, not reactively. And this this is a good um I talk a lot about, you know, I I drive here to Marblehead every day for a far distance. I come
here, I love it here. and and part of the reason is because the community here is so involved and it's generally in a really positive way and I really hope that this will generate positivity and and good solid collaboration so we can just really make sure our kids are safe.
So thank you for being out of that. We do have one pending item as I said around the goals subcommittee that we established last last meeting and I think at the last meeting was both Kate and I expressed interest in doing it. We held off on voting on that because
Melissa were not present. So, we're just going to check to see if you had an interest or anybody else has changed their mind about that. >> I'd like to make a motion then that Kate and myself subcommittee
appointed put into motion last meeting. I'll second. All right. Motion's made by Al by Henry. Any discussion? All in favor? Motion passes. North to zero.
Any other updates? All right. Um I just have one item around correspondence. I was asked to provide some clarification on procedural guidelines after our last meeting. So towards that request, the school committee does follow Robert's rules and the
Massachusetts open meeting law. We're conducting our meetings. It is important that those at the table in the audience understand and adhere to those rules to ensure orderly and effective proceedings. School committee meetings are open to the public, but the only participants of the meetings are the elected members of the committee and the
administrators who sit at the table. Others have the right to observe our meetings, not to participate them, the exception of our designated public comment period and perhaps some incidental motions. Um, at times the committee may look to the audience for factual information relative to a
discussion. However, members of the public cannot speak without first being recognized by the chair. The decision to recognize a member of the public is entirely within the chair's discretion and that can be delegated to the committee as a whole. Um, so just some
additional info since we've discussed this tonight. You may have heard of a point of order. uh that is to inform the chair of a procedural error and is for committee members only. Um so a point of information which was discussed or used tonight u it's al it's now called a
request for information but that can be made from the public through the chair or the committee's permission. It's on a specific question either about a process or about the content of a motion does not grant the speaker the right to provide additional information beyond the clarification.
So sort of make that that clear for all. >> There's also a point of inquiry where a member of the public can ask a question. >> Basic motion. >> Yes. It's a point of recognize a request directly to the chair to ask for their opinion on a matter of parliamentary
procedure related to the current agenda item. >> Okay. So I just want to make a comment in regards to correspondence. So we received an email from the um two presidents of the NEA in regards to um
comments that were made at our last and the request from in email was to have this read into the record. Um and then we also received an email which actually was read in tonight um by former member. It was uh committee member Sarah Fox. Um, and I had asked
that when we received that that that also be record put into the record because I feel like it was uh directly related to the one that the that the um two members of the NDA sent in um and also clarify um you know the mistake
that was made that was being pointed out by the by the members of the NEA. And so it is certainly the prerogative of the chair to decide what goes into the pack of what's been read into the record. But I felt that when when I made that response, the chair
responded and said that we're not going to bring this into the record. We're not going to put it in the package. And I think that that was a mistake. I think that that was um not good judgment. Um I question the
um that decision and why that would I think there was a lack of transparency in doing that. I think it was very evident that those were two corresponding related correspondents that the public should see and should hear. Um so >> furthermore um in regards to
correspondence we also had received three different or not but statements available from the media sources we talked about earlier tonight on the agenda. The first one that was sent in was sent to the uh well everything was received by school but was put into the ball um for us to take the book out in
and also released to the public. But it wasn't until I asked for the other two to go in, and maybe this was inadvertent, but it wasn't until I made a request that those two >> Yeah, that that's not the case, Jen. Those were all put in at the same time. >> No, they were not.
>> Well, they were in short order. They had nothing to do with you asking um and we and I could look at the time stamps as you're asking to me to show the other thing. If I can if I can continue, please. >> The reason that um
Sarah's was not included. One, she didn't ask. Not that she has to, but she didn't ask. And two is I would have related on her comments around apologizing for using the law of order, but she brought that up in public comment. So, it wasn't I didn't think it was necessary for me to repeat that.
>> But you didn't know that until tonight. So what I had asked for it earlier in an email indicate I just my point is I I feel that you know again talked about transparency talked about good governance and if we want to be transparent then everything should be
made available >> underscore >> and just to let folks but it is there is some calls made here because if I was to introduce or any chair was to introduce every email that was sent to us that would consume the whole meeting and
precedences We have not done that. Not >> many previous chairs before me have have not devel have not brought to correspondence every email that was received by the school. >> That's absolutely correct. >> So this is no different. >> It is very different than that >> these two were related to each other. They were the same topic. The one was
the refriation. >> The point to make it because I believe you are incorrect. Okay. You said that. >> All right. Um, so I am looking for a motion and vote to meet in executive session for the
following reasons. Executive session pursuant to chapter 3A sections 21A3 purpose 3 to discuss potential litigation by former administrator Jay Baky as an open meeting may have a detrimental effect the litigating position of the sole committee and the
ch and chair so declares without intent to return to open session executive session pursuant to chapter 38 section 21A2 purpose two to conduct collective bargaining session with Marvel Education Association specifically to Hear step
three greeters regarding the leave teacher stipen as an open meeting may have a detrimental effect on the litigating position of the school committee and the chair of affairs without intent to return vote in session. Executive session pursuant to chapter 38A section 21A3 purpose 3 to
discuss strategy with respect to collective bargaining. Specifically to deliberate regarding response to the step three grievance regarding the leave teacher stipen as an opening meeting may have a detrimental effect on the litigating position of the school committee and the chairs of the players without intent to return to open
session. Purpose three to discuss strategy with respect to collective bargaining specifically with respect to bargaining with the board certified behavior analysts, physical therapists and occupational therapists as well as the physical therapist assistance, occupational therapy assistance and
certified nursing assistance to comply with or act under the authority of any general or special law or federal grant in a requirement. specifically the opening meeting law uh 30A uh 22F and G relative to the school committee's
executive session on November 20th, 20125. >> The 40 vote. Uh my name is Alen and I'm representing a grievance that has to do with the teacher and she is waving her right from executive session and she
would like to have it as a public session. You would like to do it now before you go to an executive session. Um, can we just have a brief recess then for me to to to discuss whether that is appropriate or not? >> Well, you going to discuss that with our
lawyer or >> Jen King is of course you should definitely discuss it with your attorney, but it is her right to decide whether we're going to executive. >> Why don't we just have Jen >> that's Oh, yeah. That's what I I just want to validate that, right?
>> I I couldn't hear. Sorry, I don't think you >> can't hear you. Um, so yeah, the police come over and so it's it's really I guess a kind of a parliamentary just affirmation that
we're asking for uh grievance, a level three grievance that was going to be held in executive session to be done in open session instead at the request of the the person. >> Do we want to do does the committee want to discuss and address that first? first.
>> Sorry. >> Before the first item, >> I think we I don't know that we have an option to >> Yeah. So, I mean I that's why I'm saying like I think the committee should probably discuss this request before we be going to it >> discuss possible the request to have
this heard in open session. Well, is there an option if the >> Yeah, I like I think it would be helpful if I could discuss this with the committee first and then we can >> in executive session. >> Correct. >> I don't feel that okay with this being
an open session. It's just >> I get I I was okay but now I'm a little concerned that our our legal representative wants to have a discussion beforehand. Perfect. I like this being an open session. >> How do you all feel?
>> I I'm also fine with this being an open session, but I agree that there's something we need to know. I don't have a lot of experience in this given something. Well, I would like to discuss it with come back happy to come back quickly.
>> We go into a break executive session. >> Yes, just a very brief clock to address this. I think it's important to note in executive session cannot be discussing the grievance for the employee in this in >> we are just discussing this request to now have it heard in open session
>> then the employee has the right to >> not for that request >> I think I actually don't agree I'm not sure that's >> fine >> I'm not sure that's true so it's a little bit concerning my understanding is that in executive session there's any
discussion of anything to do with personnel that's what I've always been pulled but I don't think we're going to discuss or just going to discuss >> I'm just discussing procedure >> procedure >> okay >> all right give us a few minutes >> so I think we need to make a motion
>> to go into executive session I don't know what that I don't know what >> we do have a we do have a I guess >> but we're not going into executive session to discuss >> the motion >> we don't have a motion you didn't get a first or second >> okay
make a motion >> I don't know what the motion would be >> it's the same motion as before. We're just asking >> Well, then I'm not doing that because you're asking me to make a motion to amend an executive session to discuss the grievance, >> but we are discussing a procedural question about the grievance. We are just asking our guest
>> We are just asking our guests to step out briefly so we can call this. So I'd like to make a motion that we go into executive session to discuss the procedure around whether the existing grievance will be done in
executive session or in public meeting. >> I'll second that. >> Okay. Motion is made by Al, seconded by Henry. Discussion. >> All in favor? against you want. Okay, the motion passes.
Um, let's we'll go to this room right here real quickly. So um just so for the record um there is no motion currently on the table. Um although it was read through uh the agenda there's there is no motion on the
table. I am making a motion to um pursuant to chapter 38 section 21A 2 purpose one to conduct collective bargaining session with Robert Education Association specifically to hear a step three grievance regarding the lead teacher stipen in open meeting
>> a second by Jen motion made by Jen seconded by any discussion Okay. All those in favor? The motion passes 4. >> I do have to ask one second. >> I don't know.
What was that? Hello. All right. Whatever. >> Well, what is the process? How does this work? >> So I it didn't give the real details
around that, but I'm just assuming that the the case is presented to us. >> Does that make sense? >> Can I can I just follow I was just going to say generally yeah you listening to that >> yes by
>> can you give us the background on where like this is already gone through two levels. So I can say it's level one previous was the principal level two previous goes to the superintendent level previous >> so it's definitely level one and level
>> if someone's going to tell us >> well good evening everybody as you know my name is and I'm actually acting today as an attorney um I'm representing Mr. deep words in this matter. Um, she wishes to make a
statement and to share with you her information and her feelings about this matter and after she closes I will make a statement as your legal representative with you and hopefully that will give you a better understanding of what
happened, why and why we are here today and doing this in an open session as well. Thank you. >> Right. Okay. So, my name is Pash Karns. I'm an English teacher at Marvel at Beth Middle School. Um, and thank you for
meeting with me to discuss the grievance. Um, I'd like to provide you with facts that support my grievance. I've been the lead English teacher since the position was established in 2008. My performance in that position and as a
teacher has been exemplary. There has not been any criticism of my performance in either position. And in fact, I am currently the only lead teacher that has enrolled in a
master's program, a certificate program in leadership. There is no legitimate reason that my position would be split. And I believe that I have been discriminated against because I am Jewish and I am a Zionist.
I believe that I have been retaliated against because I have spoken out about anti-semitism. I objected to sharing that position last year and I objected to sharing that position this year.
From an economic standpoint, this not only affects my current salary, but it also affects my retirement. So the background, the lead teacher positions were created
in 2008 throughout the entire district. Once hired, individuals typically retained their positions year after year with minimal turnover. This long-standing pattern demonstrates
a norm of continuity unless a teacher retires, leaves the district, or voluntarily steps down. I again have served as the lead teacher at Marblehead Veterans Middle School since 2008.
I held this position solely and successfully through the 2020 uh 23 and 24 school year, 16 consecutive years. During the 2324 school year, I raised
concerns regarding incidents of anti-semitism and anti- Zionism within our schools, both at my school and another school in the district. These concerns were largely ignored by
the administration, and I worked hard to go through the proper channels, but I was dismissed each time. In June of 2024, I publicly spoke at the IAN summit where I raised awareness of
these issues. The presentation went viral, drawing public attention and prompting the school committee to hire an external firm to conduct an investigation into the district's handling of
anti-semitism and complaints of it. Up until this moment in time, I was highly respected educator and a leader of an amazing English department that I led by myself for 16 years.
My impass force year after year have been some of the top in the state. retaliatory actions on June 25th and then again on June 26 of 2024.
This was approximately this was exactly 15 days after I did the I can summit. I received a text message from a colleague, another English teacher whom I had recommended to hire as part
of her hiring committee who I mentored and I supported in the transition to MVMS which also included sharing all of my teaching materials. In the text me message, she expressed
her interest in becoming lead teacher because quote, "Everything you've been going through," referencing my public statements and involvement in the anti-semitism investigation.
One month later, the district split the lead the uh lead English teacher position, hiring the person that I had mentored, which also contradicts the lead teacher job posting that states that there are going to be five positions at MVMS
and also violates the CBA which also states that there are five positions, one per subject area at MVMS. This decision was made with no precedent at my school. The split occurred again
in 2025 2026 school year, which contradicts what Matt Fox had stated to me when I objected to the split the year before in 24-25. Matt Fox and I met at the start of the 24-25 school year to discuss my concerns
over the split. And he told me that the position would only be split for one year and then in 2526 it would go back to one lead teacher. I believe the decision to split the position in the 24-25 and the 2526 was
retaliatory, resulting from my speaking out publicly about anti-semitism and related concerns in the district. I also believe the district is discriminating against me because I'm a Jewish Zionist.
On July 8th of 2025, I expressed my concerns directly to the superintendent about the potential retalatory nature of the job split and other concerns of trying to the district trying to silence me.
There's been a pattern of stability in the lead teacher roles. I'm going to go through some history and these years are based on my recollection, so they might not be exact. To further demonstrate the irre irregularity of these decisions, there
is his historical summary of lead teacher assignments in the district. One at my school, social studies teacher that was hired in 2008 is still currently the only lead teacher.
science. A teacher was hired in 2008, remained in the position in 2000 till two about 2014 when she retired. At that point, two people applied for the position. One person got the job. That person remained in the position
from 2014 roughly to 2025, 11 years until this year. They decided to split the science position at the start of the school year. And I believe this is to offiscate the
intentions. The math from 2008 roughly 2018 about 10 years the teacher had the position she retired. When she retired two teachers agreed
to rotate one year and then another year so forth. they received the full stipent. However, in 2024, 2025, suddenly they decide to not rotate it. They're going to split it. And again, I
believe that this was to offiscate their intent, the intentions English I ked in my position until 2024. Then all of a sudden 1 month after doing
the I can the position was split and then again 25 26 split again to offiscate their intentions. In conclusion, the deviation from established norms in
the assignment to lead teacher positions, especially in light of my protected activity and subsequent exclusion from other district initiatives, strongly suggest retaliation and discrimination.
The CBA indicates five lead teachers, one per subject area. The position hosted indicated five lead teachers at MDMS. The increase in 2004 2005 from five
positions to seven positions was meant to offiscate the true reasons for adding another English lead teacher. And that is because the district is discriminating against me for being a Zionist, a Jew, and retaliating against
me because I spoke up against the district's lack of support for Jews. Furthermore, there is a past history that when two people have applied for only one position, only one has been selected.
The district is suddenly changed to a splitting position in 2024 after I did the IAN. Thank you. Thank you. We are here today asking you to do the most difficult
thing a human being can do. Admit that a mistake happened and correct it. It's not easy admitting that a mistake happened. It's not easy admitting that a step that
should not have been taken was taken. It's not easy admitting that the step that was supposed to be taken was not taken either out of fear or discrimination. The fact is
that for 24 years, Miss KS was an amazing English teacher. Her students love her and they love her not because she's an easy teacher but because she actually teaches. She
educates the kids. They come out better after they were raped. And for 16 years she has been the sole English leader and teacher in our district just like every
other lead teacher. One teacher per subject. Only one. Except a month after Miss Arn publicly talked about the anti-semitism
that she felt, the only lead teacher that was split was hers because of the circumstances. The contract specifically talks about five leadership roles.
Why was it cut by 50% within a month after she declared publicly that she felt anti-semitism in her school? Is it a coincidence?
The problem is is that the timing looks very very strange. Now like I said either this was done out of fear or out of discrimination. I want to give the benefit of the doubt
to Matt Fox. I really do. I want to say this wasn't done because he didn't want to give a Jewish teacher the lead that day or he wasn't done because he didn't want to give it because of anti because of Zionism
thoughts and beliefs. I feel it was done out of fear out of trying to soothe everything around. And so what happened? Did Miss Kins get the support from the
administration when she filed a complaint for anti-semitism? Did she get the support from her colleagues? No. Just the opposite. In fact, my daughter, who only joined
MVMS as an eighth grader last year, told me that her friends are chitchatting and wondering what happened to Miss Haw. Literally, that was the question. What happened to Miss K? Because up until
then, students saw Miss K as a leader, as someone that other teachers and colleagues take refuge, talk to her, socialize. She has lunch with them. She was one of the leading teachers in the school.
And within two years, she is a persona non. Her colleagues abandoned her. Nobody sits with her at lunch. When students notice, students pop and they were wondering
what happened to Miss Honors. Taking away this leader position affected her in different ways in three primarily different ways. one professional. You took away one of the hats that she
did with pride and with professionalism and excellence just taken away like that. Just her legal again just the English legal was that financially as you heard she lost her
stipens. She's going to retire in four years. She will lose financially and socially. I feel for her. Sometimes I want to cry when she tells me what goes on during
the day. Is this who we are? Is this our district? No. on Sunday to celebrate a
started to celebrate with Elanora in her candles and our drs. What happens on the first night of conflict? The biggest massacre since October 7th
in Australia, Lady Monora on the beach. Jewish people were gunned down. Kids were gunned down. What happened the second and third months of Hanukkah?
On the streets of New York on a subway, Jewish people visibly Jewish with the Yarmaka coming back from Aladdin and Manora were attacked. F the Jews. The following day, somebody with a knife attacked a Jewish person.
In California, a house with beautiful Hanukkah decorations was gunned down with 20 trucks. this. We do not just into it with light and joy
and remembering the past, experiencing the present, trying to change the future. We go in this with grief, immense grief. And he knoweth what else? Fear.
We are afraid. Your Jewish students and teachers are afraid. My son actually he just had an interview for the Israeli TV and they asked him, "Do you wear your maganza V?" And he
says, "I do because I am proud and I do feel safe. But I have friends right here in our high school that refuse to wear their mag right here in Marble High School that stop saying that they are Jewish.
This is what we are facing and I understand it's not easy. In fact, America has never faced this type of anti-semitism. For many, many years, Jews came here as
a refuge from violence, from harassment, from anti-semitic incidences. Yes, we had country club anti-semitism, right? And we're not allowed to go to country club or buy land. We know that very well in our town.
And so Jews, don't make noise. Yes, there's anti-semitism, but let's not say anything. Precedent barely have legal claims and complaints about anti.
But this past two years, anti-semitic incidences have ded 400, 500%. Our teachers feel it. our students feel it. What are you going to do?
Are you going to cowardly just take this problem and give it to somebody else? I.e. say we accept what happened to Miss Karm and we're just going to move it to an arbitrator.
Are you going to brave? Are you going to face anti-semitism and say we do not tolerate that in our district? Governor Healey just spoke
against anti-semitism and this is what she said. She said today, sorry. She said this. All us united
as elected officials have to have the commitment to eradicate anti-semitism, to stamp it out whenever we see it, and to call it out whenever we see it.
Like I said, I really hope that the reason that it was split was out of fear. That the only person that was hurt was Miss. Are you telling this district that if
you were a teacher or a student and you raise your voice for anti-semitism, you will not be backed? Not only will you not be backed, but you will be retaliated against.
You should watch your career. You should watch your job. You should watch your grades. Today, today you decide tonight when you go back to your children, are you going to tell them that in 2025
when anti-semitism erupted and anti-semitism is erupting everywhere? Did you take that courageous step to stop it? Did you protect your Jewish teachers? What did you do in the face of
anti-semitism when you had the power to act? This is not just about one teacher's job. This is about what this district says about anti-semitism. And I get it. It's hard to say we we
made a mistake. The good news is none of you made that mistake. But it was done and she got punished and she is still being punished and it is time to stop it. If you do take this juristic down the
route of cowardice and approve this the step that happened, what is this district facing? Well, like I said, she will go to arbitration,
20, 30, $40,000 in legal fees. And here's some new news. Miss Carnes filed a few days ago and amended her complaint against the NCA. And in the complaint, this district is
mentioned specifically about this grievance. So, we're not only talking about attorney's fees for an arbitration, but we're talking about attorney's fees for an MCAD complaint, 20, 30, 40,
$50,000. If you desert our Jewish teacher and let this go through, you're not only telling our Jewish teachers and students that if you face anti-semitism or retaliation, you will
not be protected, but just the opposite, you will be punished and retaliated against. But you are also telling this district that you are willing to take it through legal and litigation for the next two years with probably $100,000 in legal fees.
If you amend and you do the brave and courageous step, which is not easy, like I said at the beginning, we are asking you to do one of the most difficult things a human being can do. Admit we were wrong. Do
you know how hard that is? But if you do, think about what this means to the district. One, arbitration gone. MCAD complaint gone.
And what does it mean for us? For the Jewish teachers and students, we will feel the back of the school committee. We will know that we are protected. Because your decision now will determine
if our children and our teachers and our parents and our community still feel safe to wear them again. If we still feel safe to put our and our manora on the windows. If we still feel safe in our town.
And so we ask you today once again do the hard thing. do the courageous thing and allow his parents to continue being the lead teacher because what happened to her was not only discriminatory
but almost her entire life got turned up so thank you All right. I'm looking at the CBA agreement here is that we have a responsibility to respond within 41 calendar days. I'm
not saying that's that's you know what will happen but um that's the amount of time that we have now to process this um so we have any questions I guess
>> thank you for sharing questions I have a lot of questions did you want question. >> Um, not at the moment. >> Yeah. >> No, I
>> Okay, so we I mean, so I know you're all new. I'm not sure all of you have been through this before. I've been through the grievances before. Typically, um, the ones I've been involved in have been
done in executive session. This is a little different. is an open session, but typically there are questions around why this is being briefed. In other words, I can speak for myself. I can't make a decision exclusively without getting a
little bit more clarification. So, I'm just going to go >> process a lot of this information. >> Well, this is our opportunity here to hear from the Gina and her attorney. Uh, and unless we want to come back here in
another session, this is our one opportunity. So, I'm just going to plow forward. Um, John, can you comment on the earlier grievance that you when you heard and what your response was and why? >> Um, well, yeah. I mean, this is level
three, so really this is with you what I can reflect, but that's what was that. Is that appropriate? Sorry. Is it appropriate for me to >> We can't hear. I can't hear either. >> Is it appropriate for me to respond to how I responded to level two grievance
that was brought before me before I came to school? >> You can answer. >> Um so it was filed with level level one grievance uh with the new principal um in regards to why why it was being split. Um the new principal made a determination based upon the information
he had um that it came to me level two agreements. I should I should go backwards. Um when this occurred as as has been um explained tonight with the previous administrator at the at the school um this was not grieved at the
time. So quite frankly it shouldn't have been heard from but it was so we went forward. So um it wasn't grieved when an incident happened. It was grieved a year later with the new principal. Um so it was brought to his
um attention that that Miss Kins wanted to grieve the splitting of the site. Um he made his determination came to me. Um my role at that point was to listen to Miss Kins and see if there's any information that would that would um happy overturn the decision from the
from the principal. Um we talked about uh you know she was upset that the site was split. She was upset that she was losing the money and at the end of the conversation she said guess because I was Jewish and Zionist and I asked repeat that she so I made the
determination I made it was um in my estimation or wasn't anything that was compelling that indicated that it was because she was anti was anti-semitism. So I upheld the level two and I came.
So that's that's my that's I said I upheld the level two grievance because there wasn't anything compelling in the conversation I had with Miss K that indicated that it was in fact an anti-semit it was anti-semitic behavior that split the stipen. It was a new principal said it had been split the
year before. I'm going to continue to split it. He'd have whatever conversation you have with Miss K. Um, Miss K came to me and basically reiterated that and at the end of the conversation she said that it was because she was Jewish and a Zionist and asked to repeat that. She said yes. Um, and there was nothing really that was uh
compelling to me that indicated that other than her feel. So that's that I that's that's how I decision right to bring it to. >> Thank you. Yeah. >> Um, so correct me if I'm wrong, the
collective bargaining agreement does state the number of teacher positions. >> It does, but here's here's the other thing too is um there's several stipend positions of this nature. >> Yeah, but I asked what's in the collective. >> I know you did. I'm saying there's five
positions in this um that past practice where that has been split across the district or other pretty much every school. So this is not this is not a new thing. Um it's new to Miss Claws because obviously she was in lead for a long time. >> Okay. So Miranda, we've got some discrepancy.
>> Yeah, we do. So in fact, I have here again the years. Um it has never been split. Um up until 20 up until the split that happened in 2024, literally a few weeks after the session with
>> Yes. >> I was just making mention that. So after that that public speech in I can a few weeks later the only position that was split for the first time ever in this district that way
was only that English position. And let me say this again. Um, social studies from 2008 up until current science 2008 2014 until somebody
retired. 2014 till 2025 until somebody retired. Math 2008 until 2018 until somebody retired. And then two people agreed agreed to alternate years. And so since
2019 to 2024 they ultimately but up until then the custom was that you had one teacher for per subject and the only subject that was split
was the English teacher subject literally a month after she spoke in IPAN in 2024. In 2025, what the new principal decided to do was to continue splitting. And so that is
where the feature split happened. Again, either it was a way to cover the previous split or as a policy. But the fact is is that the split that
happened in 2024 was done as a retaliation against Miss Karns for speaking up because there is no other explanation. No other explanation. In fact, for there
were years she didn't even have to apply because the custom is you stay there. If you're good at your job, you stay there until you retire or until you don't want to do them. The first time ever that it was split like that again was a month
after she expressed concerns about mental symptoms. >> Was there any explanation given when you were told this was going to be split into >> the first time or the second time? >> Both. So, the second time that the new principal, he said that um when multiple
people applied, he was told because he's new that he could get all the help that he wanted that he needed. He could get multiple people to help. Um and I said, "Well, that's interesting. I've we've been through, you know, several
principles and um we did it as sole um lead teachers and those you know Matt Fox lasted for 13 14 years with you know five um sole positions. Um and so then he just said that well when um he went
to ask they said oh sure you can hire you know whoever you want. So um that was what I was told for this year. LA the year before um it was in the middle of um you know a really chaotic um time
um the ICAN had just happened um and I was dealing with a very stressful um time in my life. Um, and so I was told by Matt Fox that look, it's just going to be for one year and at the end of
this year, it will be back to one position. Um, so that was what he was told and then considering the investigation was going on, I just decided to to not breathe it at that at that particular point. Can you describe I think for the board
and other folks what the role of lead teachers and typically what >> what is what are the backgrounds or or qualifications for lead teacher and the role >> um well >> your experience >> um so I've been in Marblehead schools for 24 years um I've actually been
teaching for 36 years total um I've all my years are in middle school so when we first applied um it was and Libby Moore was um principal and um there were two of us for English that
applied um and you know I was very honest if you're looking for this type of person the other person's better if you're looking for this type of person then I'm better and you guys decide and they went with me um and um so after
that I I you know did the job successfully for all of these years um and I think the other lead teachers also um did their job successfully and I think we were chosen for specific skills that we had. Um, so you know, do you
want me to go into the skills, my strengths? Are we going to >> understand? >> I mean, I think we all have master's degrees. I would I would imagine that we all have a master's degree. Um, I know that I am the only person that is
getting a certificate in um a master's certificate in leadership. um it was advertised last year um by uh Julia and I took advantage of it because I wanted to show my commitment to being a lead teacher and I didn't want to have any reason for them not to select me as the
lead teacher for the following year thinking that there was going to only be one lead teacher. So, um I already have two degrees. You know, I don't need to be going back to school when I'm retiring in four years, but I wanted to do it to show my commitment. And then this happened again. And so that's why
I'm here. um because you know I'm going to retire in four years and this is going to affect my retirement and this is you knowffect affecting my not only my mental health um to to to say the least of that but it it's going to affect me financially for the rest of my
life and I've worked 30 36 years teaching 24 in this district I grew up in this town I raised my kids in this town my grandchildren are in the town and I just don't think it's right that you treat your employees this Right. And I don't think I I feel like I was
retaliated. I don't feel like it. I was retaliated against and I I I have to stand up for myself and I would expect my students to see me in this light. They know me and they know that I would stand up for myself and that's what I'm doing. I'm going to stand up for myself
because I was retaliated against. >> So, can we talk for a minute about the It's a It's a stipen position. So what happened the stipen when you went to the split position? >> It's cut in half. I have to still I was told I still have to go to all the
meetings. Um so every Tuesday, every other Tuesday I have to go to all the meetings and um also um you know the summer summit where some people didn't go but I was there.
Um and then um the responsibilities like we take it by quarters but still there's things that fall on you still because I've been doing it for so long. So you know I you know there's certain responsibilities I still have to do >> same attendance.
>> Yes. at half the um and that's what you're referring to is how that's going to affect your well affect obviously your compensation and then that then goes into the computation or the algorithms that you're >> so like so let's say it's $3500 or
$4,000 you know split I don't know exactly the number is but every year I've lost now two years and then I'm going to be working four more years and then when I go went into retirement, they take the top three years of your salary. So the three, you know, that
money subtracted adds up and, you know, it's the rest of my life. I mean, my parents are 97 and 95 um and um Holocaust survivors and um you know, if I have their dreams, then that
could be a lot of money. >> Okay. So are so are you asking for you're I just want to understand what res we're asking for you're asking for position to be for you to be reinstated as the
single full-time teacher that that's for English. Are you asking for compensation for the last two years? >> Yes, we are ask I mean we are asking for it. However, Yes, we are asking for the compensation
for the past two years. >> How about you? >> Well, I think I can I just interject. I mean, I think that's part of the conversation, but you know, I mean, half the half the stipen I mean you you indicated that you go to all the meetings, but the rest of the thing is
fun to have. So, I don't I mean that's that's for down the line a little more having a conversation with back. >> I'm just asking what she's asking. >> Yeah, I understand. But I think it's just no >> I'm asking for clarification with the test, >> right? >> So yeah, so she's asking for back pay
and to install it as the single lead teacher um and not to be retaliated against. And as she said in return again, this grievance also will not go to the NCA of
of course she will take that off that complaint as well. So shifting gears a little bit in regards to retaliation, right? Some very serious very serious allegations here for for sure. We've
been I've been here before um in in the last couple of years. Unfortunately. Um, so first of all, I think what sort of is clear, not clear to me, but is evident. You're represented tonight by an attorney. You're not being represented by the
union. >> No. >> So, where has the union leadership been? >> Nowhere. >> Nowhere to be found. She has filed a grievance. Think about this. You have a teacher in the union who filed a grievance
and nowhere they didn't reach out. They didn't ask her if she wants to be represented. She was basically allowed to drive. They deserted her. The union deserted her. >> Well, I'm trying to understand.
You had a union representative when you met. >> I did not have a union representative. He never No, he showed up without ever speaking to me. They never contacted me. They never spoke to me. They never said a word to me. Nobody ever contacted me.
>> I contacted them. You contacted them. >> I'm just I'm just >> He showed up the day of >> No, he showed up. And when my husband said to him, "Why are you here? You've never reached out to my wife ever." He said, "Well, I'm I was told to be here by the union presidents. I'm just doing
what I was told. Carly Pobe Carluchi. >> So I don't I didn't have any of that background. I just know that >> I Well, yeah. And I will I will finish this by saying that in in addition to that when he entered the room, even
though I said you, no, you haven't represented me, you haven't contacted me, you haven't reached out to me, you haven't said a word to me, nobody from the union, even though you've been contacted. He said, I'm doing what I was told. And we like, well, I don't, my husband said, you don't need to be here. And he says, I'm going to be here. I'm
going to be a silent observer is what I was told. >> Were you told that in the grievance or was that >> No, it was outside of the grievance room. >> So, just for the record, I just want the record to reflect that we've got union leadership here clearly seem to be
upset. There's sort of body language going on and whatever. So, I just I'm not sure what that's all about. I'm simply trying to get facts of where we are today. And I've every grievance I've been through as a school member has had union representatives. That's why I'm
asking this was asking this question. So that you know because my next question is this is where is the grievance in terms of the CVA on this because that's what it seems to come down to is that there's a collective bargaining agreement grievance by you um that we've deviated
from the CVA and there's no one from the leadership here. I don't I don't know why. They never know why. Um Okay. So, you talk a lot about the environment also in the So, um did you know do do
you feel safe in in the school? >> No. Don't. Do you feel safe here? I No. No, I don't.
Do you feel that you well said this do you feel that you were your your safety is your your concern for your safety is because you're Jewish and you're a Zionist said >> because those are very very serious
serious allegations. >> You say you don't feel safe in front of this committee because of anti-semitism from this committee. Um, no, it's not what I said, but >> No, I know. I'm just trying to >> I think it's it's the lack of
um of having support from the administration. And if we talking about anti-semitic incidences, we have anti-semitic incidences in the high school. We had an incident happening happened last year with the soccer team
and the the the Jewish kid that had the anti-semitic incident happen again said and I quote he told me this he said I got the support from my teammates and my friends but I felt zero support from the administration in those groups
>> and I don't >> and the same the same kid following year also did an anti-semitic incident to a different Jewish child and what happened a few months later. There was a graffiti of a swastika allegedly by the same student. Basically, he was in the high
school for more than two years and he felt empowered to continue these incidences. And we're not The problem is specifically also with this retaliation grievance is retaliation.
And again, maybe it wasn't to punish and maybe it was just to calm everything down and to appease everyone. I understand that really. I want to do the benefit of the doubt that that is what it was meant to do.
But that happened on the back of Miss Farms and she was the only one that was affected negatively by it. Why would her lead position be cut in half a month after she went out public?
And why her position? So just to recal your argument is that the evidence for retaliation is is the sort of history of that the
position never being split on or for any teacher across the entire district since at least you started in 2006 >> other than there's nothing was split in half. There were teachers that rotated,
but it was always by choice. And it was rotated by year >> and that was by choice. >> That decision with the the statements that you >> could you repeat that we didn't hear. I thought it was just
>> with the the timing of that split with the statements that you made at it and a month earlier. Is there any other like evidence that you have of retaliation that you'd like to present?
>> I mean I don't nobody talks to me at work really. Um it's very uncomfortable situation. Um yeah I don't I mean I avoid hall duty. I stay in my room. Um I know that parents
that I'm friendly with have said like the kids that are kind of talking, why don't you go out? I've been kind of pokes to try to go out. I mean at lead teacher meeting they said I need all recently I need all the lead teachers out in hall duty. And I know it's directed at me. I mean or at least I
suspect because I don't go out. Prior to this I went out every day. Um was never a big lunch person. Um I because I always work through my lunch. Um but I used to be friends with people
and go out with them socially. Um I I don't have any friends really at work. Maybe one or two people that I now this year I finally kind of talked to a little bit. But
>> thank you. Do you might be helpful for I think all three members to talk a bit about the you referring to the IA camp. I'm not sure everyone is familiar with >> I don't you are the board then
two of our members were not well three are but one's not here tonight. >> I can actually give you a little explanation about it. I actually know it >> referenced it several times as well. >> I actually know it intimately. So I can um is an organization that um basically fights anti-semitism and supports Jewish
people and the state of Israel. And because of all the anti-semitism that happened in K through 12 um in Massachusetts, they did a webinar and it took part in June of 2024.
In fact, there were several people in Marblehead that were representing Marblehead. One was Miss Marks, another one actually was my son David and myself as a parent. And we both had very different stories.
My son had a positive story. How when there was anti-semitic and incorrect historically incorrect information, he went to his teacher and he said, "Hey, this isn't this isn't true. It's anti-semitic. It's filled with
anti-semitic tropes." They had a conversation for two hours and the curriculum was changed. In fact, my son goes over all over the United States and gives webinars on how to change anti-semitic curriculum and
how proud he is to be in Marble Head that people listened, that things were changed, that they were able to amend what was wrong. And then we had the other side. We had the teachers.
And Miss HS talked about three Jewish teachers that experienced anti-semitism in the schools since October 7th. Two of them were high school high school teachers. One of them was Miss Harts.
The only teacher that is left in the district is Miss Harts. One of them left specifically because of the anti-semitism illness. This is what happened to our teachers.
Her Miss Karn's life has been destroyed professionally. The students see it. Miss Karns feels it and parents know it. And it's time to amend it. Let's make our hole in there. And I get it. Maybe it wasn't. Of
course. Was it done because he doesn't think Matt Fox doesn't think that Jews can do the lead position? Of course not. But we all make mistakes under pressure. We all do things that were not that in hindsight wasn't the right decision.
I mean, I make so many mistakes probably publicly as well. So what? So let's be courageous and let's make a beloved teacher in our district whole again. Let's support her. Is she really
going to go through this grievance feeling that nobody in the administration has her back? Are you telling every Jewish teacher, "Don't you dare complain about anti-semitism because we will be punished because we
will desert you." I think what I'm trying to get to the bottom of is is the retaliation of this like you said that's serious when when that claim is made that >> we're not so just let's just be careful. >> I mean so sorry. >> Yeah.
>> What I'm trying to do is to get to the bottom of the brality because my experience with the bar is very high. >> I Yeah. Oh, >> you said you didn't think that principal >> Fox.
>> Yes. Thank you. Um, made this decision because he didn't think that a Jewish person could do the job. Do you think that it was because that because because you spoke out about anti-semitism in the district in a
public way? I said, "I hope I said I hope that wasn't the case." I said, "I'm going to give him the benefit of the doubt. >> I'm going to give him the benefit of the doubt." Okay, that's what I said because it's very hard to think that that was happening in our school.
>> And and my child was under that principle. And so I I do do I want to believe it? No. Is it possible? Yes. But the matter of the fact is is after the egg icon session, it went viral. Literally the
next two days on the Facebook pages on the the local newspapers, it went viral. She was getting phone calls from journalists and and it was just one thing after the other after the other after. So when you said it went viral,
you mean like on a local level or >> both local and be helpful for Miss Karns to talk a little bit about that or so um in the days and weeks after the I will tell you one thing. I never spoke
to anybody. I didn't speak to the media. >> I didn't speak out. I'm not a gossip. I'm not here to do this for any other reason than to stand up for my people and to stand up for the discrimination
that has been going on, the escalation and to see the two teachers that um I had become very close with. I didn't know them and we became close over this this awful
situation. In fact, my sister knew one of the teachers and and my sister said she's fantastic and great person. She had gone to Cuba with her. Um I know that that person um you know went to Israel every year with students. Um and so there was
nothing you know I I the the stories that I heard from the two teachers I was I I couldn't believe you know I I it was very hard to hear. And anybody that knows me um knows that I'm going to
stand up for the right thing even though my life has been turned upside down. And I do want to add Miss Karns did not want to bring this grievance at the beginning. Really, she did not want to
make waves. And I know she called me so many times. She was scared. It was scary for her. It is scary for her to come here today. It was scary for her to file the grievance. It's not easy one to admit that that a wrong happened against
you. It's very violating if you think about it and to admit that it happened and it's definitely not easy to do it publicly. She is not a public person. She's a very private person. The students love her and her entire
life, like she said, turns upside down. She's been here for 26 years. 24 year. 24 years. And because of all the anti-semitic atmosphere that we've been dealing with, her life
turned upside down. Not because she experienced anti-semitism, >> but because she spoke up. >> I'm sorry, I just have one more sort of very technical question, but what's the amount in your back the in the stipen that you're looking to
recover? >> I don't have the it's somewhere between three and $4,000 per year. >> Okay. Since Okay, I think >> so. It's been two years. >> Yeah. Thank you. And I just had one further question to y'all or MS can you miss me or Miss RS
can you are you in a position to clarify this MCAD complaint or is that not something I I am unaware of any MCAD complaint that's why I'm >> well that is because so Miss Kins filed an MCAD complaint which is the
Massachusetts Commission Against Discrimination against um the MTA um a few months ago or a few weeks ago >> during the summer. So a few months ago um last week I believe the complaint was
amended to add this and so we are not aware of it because it has not been served yet but it was filed either this week or last week um specifically because of this grievance.
And like we said, this grievance goes away, arbitration goes away, MCAD goes away, Miss Barnes can be whole again. Perhaps she can start healing. Maybe MVMS can allow her to heal. Maybe
us as a community can come around her and support her. And not to mention what you will be telling our Jewish students and teachers and learners because going and saying happy Khan
or lighting a minora is all good. But evil doesn't happen because of evil people. >> It happens when the people that stand by or quiet and do nothing. And you have the power to change a wrong
that happens. That's all it was. It was a wrong. >> Thank you. >> Thank you. >> Thank you. Thanks. >> Thank you very much. >> Appreciate your time.
>> Well, I don't know. I said the session that's not okay then I guess we make a motion but I don't want to do that open session to
>> we open executive session with include that with that possibility then and make a motion like, >> right? No, but I just having a fresh year um having just listened to
um this compelling whatever events um while it's fresh on our mind and while we may have questions for the turn sweater it may make sense to deliver
>> you know I want to collaborate with the team members but I I There's no questions for that. >> But we could do this in open session. >> Yeah, we could we'd have to make a motion because this is all meetings
under this procedure with the common should be held in executive session. So, >> but that's not that motion hasn't been >> this is the policy by the CBA. >> Um but the but the employee waved it. It's all wide. We we wave the you know their
presentation to us of this. >> Well, I'm just session. Okay. >> I make a motion that we deliberate this session. >> There a second. I'm not
process to to all of the minutes shall the motion second. >> The motion was to deliberate this readance in open session. And let the record show that >> I asked. >> Let the record show me that the motion
was to deliberate open session by J. >> J. Okay. I'm looking for a motion to vote to meet in executive session for the following reasons. Executive session pursuant to chapter 38 section 3.83 A3 purpose three to discuss
potential litigation by former administrator K Bucky is an opening meeting may have a detrimental effect on the litigating position of school of chair sim players without intent to return to open session executive session pursuing to chapter
30A section 21 A3 to discuss strategy with respect bargaining specifically to deliberate regarding a response to step three grievance regarding moving teacher statement as an open meeting al effect on the litigating position of the school committee and the chair of players
without intent to return to healthy session. Purpose three to discuss strategy respect to collective bargaining specifically with respect to bargaining with the board certified behavior analysts physical therapists and occupational therapists as well as the physical therapist assistants
occupational therapy assistants and certified nursing assistants without intent to return to open session. And then lastly, to comply with or act under the authority of the general special law of federal grant and aid requirements,
specifically the open meeting author in chapter 22FG, relevant to the school committee's executive session on November 20th, 2025. >> I'll I'll make the motion. >> Okay, the motion is made by Henry.
Second. >> Seconded by Melissa. Is there any discussion? All those in favor? All those against? Right. The motion passes 3 to one.
All right. So, we will now go into executive session pursuant to chapter 3A section 21A. I may briefly discuss potential automation on former administrator J Baky. It's an open meeting. Have position of school committee and chair. So declare intention to return to open
session. Executive session chapter 38 section 218 to discuss bargaining specifically direct regarding responses and steps regarding the teacher site is open
position in the university players without intent to return session. question about >> purpose uh three to discuss strategy with respect to collective bargaining specifically with respect to baring of the board
certified behavior analyst physical therapist and occupational therapist as well as physical therapist assistance occupational therapy assistance and certified nursing assistance and to comply with or act under the authority of any general or special law of federal grant in a requirement specific to the
open meeting law 38 section 22 chapter 22 F and G relative to the executive session on November 20th 2025. We are now in executive session and
we'll be in this as we try to get going as quickly as possible to get out of here.