Great. All right, we are live. We are live streaming. So, I will call us to order. Um, Mar School Committee June 5th, 602 p.m. Welcome everybody.
Welcome. Um, okay. Let's start with the pledge of allegiance for angel. I pledge allegiance to the flag of the United States of America and to the great one nation. Um have uh uh accommodation any
accommodation. comment. You have one. I don't want to go first. Are you there? Um, I wanted to um commend uh two two commendations, but uh Jared Kappovich
I'd like to commend for his uh uh professionalism and work especially throughout the um senior senior days and getting all the senior activities and everything up and running. I know he's been working really hard. I know there's a team of folks, but uh he's taking the whole of horns. I just want to recognize that. And then the second um combination
is uh we um uh chair Shaner received a letter from the ADL and I thought it was worth um sharing that ADL recognized um I was going to be there. You got to be you can you can be there. I was interjecting my response. Okay. So I will just um I just wanted to commend
the committee for uh their work on the anti-semitism um uh proclamation and as I said you'll talk about the ADL's letter that are efficient to um I did want to make mention um of the passing recently of a
long time uh teacher here in Marblehead Mr. Dave Fleming. um served at RA Junior High School. Um and uh as a social studies teacher, he had two children here in the district. I was a student of Mr. Fley many years
ago. Um a lot of teacher also longtime um grand for many many years. He and some other teachers ran an outdoor mini force in Disampered Child of Mark to go camping in the uh in Frontia up in New
Hampshire. was a very very um uh popular many many years popular uh mini force and really got killed uh students outside into a lot of nature. I remember that he carried that with him um and his children was too. So I had seen that recently uh that um announcement that he
had passed on very very uh let's see I want to move on to public comment oh thanks if anyone online on Zoom would like to make a comment please raise your hand I'll start with the
folks here in the room and then move to online. Um I have Kristen is a mic. Hi Kristen, welcome. Do you mind? Yes, you might coming up. Have a seat here and we'll see you and hear you here and they will see you when you want me. Perfect.
That was extremely welcome. Thank you. All right. Hello members of the school community. I am here to express my deep gratitude to those of you who stood up against allowing anti-semitic imagery to become part of our mobile head school curriculum.
No, I'm not Jewish. I was horrified to learn that images such as a dollar bill folded into the shape of a star and bleed it. A poster reading Zionist f off and a book that small children describing Zionist as a group of bullies were among the materials being
considered for use in m sorry in Massachusetts classroom. These items are not educational tools. They're divisive, offensive, harmful, and risk perpetuating the adversary events. I feel strongly that when something is so
clearly wrong and targets members of our community in such a hurtful way, we all have a responsibility to speak up, especially in defense of children in our classrooms who will feel marginalized by the use of such huge. My children have attended Mobilehead public schools since
kindergarten and are just completing 8th grade. Over the years, I have been consistently impressed with the kindness, care, and compassion of their teachers. But let me be clear, this is not a question of whether our Marblehead
teachers would have chosen to use such materials themselves, but rather an expression of gratitude that members of our school committee took decisive action to ensure that no students in our district would risk being exposed to them at all. We cannot expect students
to fully understand the painful and complex history behind these kinds of images when presented in a classroom without the necessary care and context. And more importantly, we should never put any student in a position where they feel targeted, isolated, or unsafe,
especially not in a space that should be dedicated to their growth and motivated. Thank you to Jen Shatter, Alison Taylor and Sarah Fox for having the courage to say no. This is not acceptable in our schools. Your decision was one of safety, inclusivity, and mutual respect.
Values that are essential to the kind of learning environment every child deserves. Thank you for what you did and thank you for your time today. Very um Karen, tell Malcolm, welcome Karen.
Dear school committee members, I would like to personally thank Jen Shackler, Serox, Alison Taylor for voting passation that will protect our district from the end's anti-Semitic curricular resources. In addition to other proactive steps you have taken to
address the community concerns, including an investigation followed, the Brooklyn School's lead and saw the benefit of having such a proclamation in Marblehead. Marblehead is now only the second district in the state to issued such proclamation and you and the
Brooklyn School Committee are leading by example. This is what engaged school committee members should be doing to addressism in their districts. Thank you for listening to your participants. I have a letter that I'm submitting that has over 60 signatures collected from
community members during individual for Sarah Mgram and your own mashi, the two murdered Israeli MC staffers who were targeted at a Jewish event. I only wish the proclamation had passed 50 like in Brooklyn and not 32. It has become
blatantly apparent that anti-semitism is held to a different standard from other forms of hatred. School committee members Brian Nova and Alan Alan Williams would also voice opposition for proclamation condemning anti-black
racism following the murder of George Floyd. Why in the post October 7th world when Jewish students are attacked on college campuses? Jews are being targeted and murdered in New York City. you are being set on fire in Boulder, Colorado that this proclamotion would be
challenged by board members and publicly condemned by the NBA. It makes no sense. I want to address the NBA's claim that this proclamation was unnecessary because they had already issued a statement. That statement posted in January 2024 created a false moral
equivalence by lumping with them in with other forms of hatred and failed to acknowledge that Jews are actively being targeted. Nor did the statement condemn the MTA's curriculum as anti-semitic. By avoiding that language, the statement was sanitized, avoided calling out the
MTA's curricular material specifically for the anti-mitic content. At the last school committee meeting, the NEA claimed that anti-semitic materials have been removed from the MTA website. That is false. And there are still anti-semitic resources on the website. So why make that claim? You're right.
There is a political agenda, but it's coming from the NA, not the school committee. Having a personal grievance with school committee over your contract negotiations and legal strike does not give you the right for just fears for your political agenda. This is a clear case of projection onto the school
committee from the NEA. When the NEA publicly shames elected officials for addressing the legitimate concerns of their constituents, it sends a chilling me message to other leaders. Don't speak up for Jews. That is not leadership and it was not behavior defending those who
claim children to be upstanders. Jews in America are being targeted, murdered and even set on fire. I will not accept efforts to silence shame those stand in solidarity with the Jewish community. To Jen, Allison, and Sarah from the bottom of my heart. Thank you for your courage and moral clarity did what was right and
marvel is stronger and safer because of it. So, thank you. Thank you. Um, Sarah, I'll go to start, but I'll have to press.
Um, my name is Sarah Padian and I am the mother of two kids, one in our district and one at Charter. a mother and individual who has watched her kids confronted with anti-semitism in our schools and at our home in the past 20 months since since October 7th. I am
here tonight for a few reasons. On May 1st, Brooklyn school committee voted unanimously to approve the proclamation regarding the Massachusetts Teachers Association's curricular resource materials on Israel Gaza conflict. On May 5th, the Marble Head School
Committee voted maybe it was May 11th. Um, the Marblehead School Committee voted to approve the same proclamation, but surprisingly or not surprisingly, only three of our members voted to approve this simple proclamation. As you know, Sarah Fox, Allison Taylor, and Jen
Shatner are the three members. For a moment, I was happy, but when I drove home, I felt ill knowing that two of our members did not feel compelled to approve the simple confirmation. A few days later, I wrote an email to the committee and asked for a meeting with Al Williams and Brian Oda. Al
responded and met with me. Thank you, Al. I asked Al what his reasons were to not approve this proclamation and he admitted that he was stuck on one line of the proclamation and felt that one line was interpreted as the committee would have the right to change the
curriculum. He did say that he should have looked at the whole picture and not gotten stuck on one. So, I reviewed the proclamation multiple times to see where that line could have possibly been and could not find it. My point here today is to say that this proclamation should
have been a unanimous vote. Our Jewish students and parents should not have to worry that our classrooms are being filled with hateful anti-semitic propaganda that the Massachusetts Teachers Association has provided. This is a no-brainer. I have heard others in
our community state this propaganda is only there to provide contexts and information on how to teach if they want. Some called it art. How does one of the bio means as art? Would anyone in our community feel the same if the MCA showed an African-Amean being lynched or
an LGBTQ individual plus individual being thrown off a building as it so happens in Gaza? The answer is simple. It would never have happened. it would have been condemned immediately and it would for sure not be called heart. I
want to make it very clear tonight that some of us and all of you should know that the MTA is steering down the path of indoctrinating all of the communities. I want to tell you that the Jewish community and our our allies will not allow it. Do not come after our children or
teachers. It is simple. This community and the MEA should condemn the MTA for their anti-semitism and their incitement of violence through their website and curriculum. I will finish by saying this. My family thanks the three committee members who have stood by the
Jewish community without wavering. I feel seen and it is comforting to know that they have the moral clarity that is needed to do the right thing by our community and educators to the other members. I really hope that you find your moral
clarity and the strength to stand up for your Jewish community. And I hope that in the future you can ed educate yourself against anti-semitism. Thank you again for passing this proclamation and for your support. We are forever grateful. Thank
you Sarah. I have one hand online Carl. So we should be able to Okay. Can you hear me? Unmute yourself, Mr. Goodman. Hi, my name is Carl Goodman. I've only lived in Marblehead
for 60 years. I'm sorry. Can you hear me now? Sound on our end? I'm sorry. Oh, there we go. We can hear you now. Okay. So, my name is Carl Goodman. I've only lived in Marblehead for 60 years.
Um, I graduated from Marblehead High School. I served as an elected official in Marblehead for 25 years, serving as chairman of the board of health for most of that time and two terms as selectman. Since
um June 7th of 2024, we've had an opportunity to see who our real friends were, and we've got to see the true colors of people, many of whom we thought were friends and people of moral
clarity. Some of us recognized the growing threat over a long period of time locally uh nationally and internationally. But after October 7th, people were real
clear about where they stood. Of course, there were those who just stood on the sidelines and didn't want to be counted. But we know what that means. We mean, we know that that means if they were in Nazi Germany, they would have walked by the Zeke Kyle. They wouldn't have
stopped. They wouldn't have ever challenged it. I was gratified by the votes of three members of the school committee in approving the resolution. I have believed my whole life that in
the battle of good and evil, one can only choose one side. And so to those members who voted in favor of the resolution, thank you. Thank you for your votes and thank you for your moral clarity. And to the
members who voted against it, whatever your true intentions or actual beliefs, your votes are indelibly noted. Thank you. Uh, can I have John help? Donovan Hill 26
program. May was mental health awareness month. Time to focus on emotional wellbeing especially for our students this year. That message feels especially about a month ago 14-year-old boy from Middle School died by
suicide. His family said that ble play a major role. This is heartbreaking and it should serve as a wakeup call when we need to hard work how we are supporting students mental health. The strategy is home for me in a very personal way. I
grew up in Cleveland and spent the first 12 years of my career teaching with Cleveland public schools. I speak to you tonight not as a night tutor as educator in the Marvel public schools but also as a parent of two Marvel students. I care deeply about the students in our schools
and I know firsthand how important it is to invest in their emotional and mental health. The CBC reports that nearly one in five children struggles with a mental, emotional or behavioral disorder. Yet only about 20% of those children receive care from a mental
health provider. Rates of anxiety, depression, suicidal thoughts are rising among school age kids. These are not distant statistics. We are seeing the impact right here in Marblehead and in our neighboring communities. Our guidance council is
working incredibly hard, but their case loads are overwhelmed. The student to council ratios in our schools are too high for counselors to do their jobs effectively, especially when they're also being pulled away for non-counseling duties like lunch students or classroom coverage when we
are short on substance. This means less time for one-on-one support in small groups at students desk. We also have school psychologists, but their time is mostly devoted to supporting special education students responding to crisis. They are not
available to all students. What we are missing is a layer of support in between a trained professional who provide day-to-day help with emotional and social challenges. What we need are so school social workers. Prevention is key. With the addition of social
workers, school counselors could play a larger role by co-teing lessons with classroom teachers focused on building empathy, addressing bullying behaviors, and teaching social emotional skills. These kinds of programs, in addition to our wayfinder program, can help reduce
bullying before it starts and creates a safer, more supportive school environment. Social workers are equipped to work directly with students and families and issues like trauma, stress and relationships. They help prevent problems before they escalate and they
make sure no student feels invisible. I respectfully ask the committee to make a formal proclamation in support of the mental health and wellbeing of our students. I urge them to make student mental health a top priority to work collaboratively with administrators, educators, families, and community
members to build a strong sustainable system of support. Let Mar Public Schools set the standard for what comprehensive mental health care to school should look like. I also ask you to take the lead in reaching out to other schools both on the Northshore and across the Commonwealth to build a
unified voice and advocate together for the local and state resources our students urgently need and deserve. Let's not wait for another tragedy to remind us all of what is at stake. Let us act now. Thank you. Thank you, M.
Um um can I just request superintendent um you don't have a state of your report today but that at some point give the committee a report my legal properly staff um for for the request that this
was something last week during the presentation but just to update us. Sorry. Um that's all I had. Did you want to speak? Go ahead. Thank you. Welcome. Thank you
so much. I just need to attend downstairs my son. Um, thank you. Um, as you know, I speak here a lot of wet or dry. I speak here a lot about the fight against
anti-semitism. Um, and I want to express my deepest gratitude to the board um, specifically for Jan and Sarah and Alison um, for having that proclamation and supporting um, I think it was two weeks
ago. I've been watching what the MTA has been trying to bring into the service. Um, it is terrific. It is anti-semitic. It is inactive curriculum and it will only bring more
hate, more anti-semitism and it will not teach our students the right history or the right the right way of viewing Israel, the Jewish people that I was saddened that it was a
3 to2 vote and not a five zero vote. I think fight fight fighting anti-semitism to be a bipartisan issue. It doesn't matter if you're Jew, if you're not Jewish. It doesn't matter if you're Republican or Democrat. This is something that we all must come together
in unite in order to fight it. And we just saw in the past two weeks he violent terrorism attacks against Jewish people in the public space. I can
tell you as a Jewish person, I knew this day would come. I'm very saddened king and we might be expecting more. We must sight together. We might we must come united as these
now and having those types of proclamations are something that it's not against it is not against. It is only for our children. It is to ensure that our children are
taught the right to historical information. They are not taught to hate any minority Americans. Thank you so much. Thank you. Thank you. Great. Is there anybody hands up? Anyone else here? Great. So, we're going to
move on to our student representatives. I was going to give this accommodation to Ella that she wasn't here when we did consultation to the accommodation. Would you mind if we call for a second? Just wanted to commend Ella. She has been here um with us for a year now. She
prepares ahead of time. She gives us very um thorough updates. You've even come to meetings that you weren't didn't have to come to. leave you all they were off cycle or during the break or or whatnot and you've been done with school
now for about a week or so. You're in the middle of your senior week and you're still here. So, I just want to commend commend you for your service to um your fellow students and to our community as a whole. It's been an absolute pleasure having you here. Um
and we just hope that you let us know how you're doing. We know I see Yas around town. I am. I asked how do we see students to just keep us up to date with how we're doing and we wish you the best at Thank you. I've loved I've loved this
job so much and just I love taking active part in the community. It's just been very rewarding for me. So, thank you for giving me this opportunity and I'll definitely keep you guys updated with my life. Thank you. So, let's see. Um and I just wanted to introduce our new student representative for next
year. uh Will Crookshank. Um Dr. Carlson and I went through a process of applications and interviews and Will came out on top. So congrats Will and welcome. Um and now I'll move on to the update. So this week's senior week, so
most of my update is senior related. Um but graduation's tomorrow, hopefully on the field, but we're not sure about the weather. So possibly in the fieldhouse at 600 p p.m. Um ac capella, the choirs, the bands, um the band, the orchestra,
they all be performing. Um it's going to be great. Uh senior prom was this past Tuesday. That was amazing. Jared really organized a great prom at the state room in Boston. I had a beautiful view. The tickets were super cheap and it was just
everything was perfect. Um signing day I think was about a week and a half ago. 25 athletes from Marble High School signed to continue their sport in college, which was super exciting, especially because only I think 6% of athletes continue their sport in
college. So, that was really cool. Um, cheerleading triyouts will be held June 9th, 11th, and 12th. They like to do tryyous before the fall season so they can get started on that in the summer. The scholarship awards night was last night. There were a bunch of great scholarships given out to very deserving
seniors. We had a huge outcome. I think there were 60 listed scholarships, but each scholarship had sub scholarships. It was super amazing how much this community gives back to the senior class was super great to see. BioMCAST were these past two days, I'm pretty sure, which was great. And hopefully the
freshman did well on that. Um, the culture feast was last was May 30th, so I think like not last Friday, but Friday. That was great. I went and performed in that in Luminescence. There were a bunch of different student groups performing some great food from
different cultures and it was just it was a great event to really support bringing different cultures together. And then lastly, the underassman awards will be held June 12th at 6 p.m. in the field. Thank you. Hopefully outside.
Yeah, that's it's going to be outside. I feel good. Yes. Fingers crossed. 12. We'll see you in um Okay, I am going to move on to district updates to present it. Thank you, DNER. Uh good evening. Let me start
by saying happy pride month. Uh the school year has been winding down, but there's still plenty going on. Uh firstly, I want to thank the school committee for putting their trust and confidence in me and providing me for your contract as superintendent. I'm very excited to be here in a more permanent way. I look forward to
continuing the great work that is taking place across our educational community. I feel blessed to be able to call Marblehead my home for the foreseeable future. Thank you to everyone who has expressed their support. Solid communication and collaboration is essential to being able to move forward and I feel that this necessary component
is in place will help guide our district's overall success. I had the great pleasure of visiting the sixth graders while inale. Um, I have to say that I was thoroughly impressed with our staff, the chaperons, the Borndale staff, and especially our students. They were engaged in hands-on experiential
learning in ways that made learning come alive. I can unequivocally say that despite the torrential rain and wind that I luckily missed on Thursday cuz I went on Wednesday, um, that it was a time that the students will not soon forget. Um, my fishing expedition was very successful. I landed a giant fish.
Thank you. Um, speaking. Um, student athletes signing day, uh, as Ellen just mentioned was on the 29th. I was able to witness the excitement and impressed with the support of the family. So, thanks to Ken Wheeler and his staff for pulling this day together. Um, can I just I just want to read I just want to
read the athletes and where they were going if you'll indulge me. Uh, Nate Assa, cross country track and field going to Purdue University. Maline Hourback swimming and diving at Clarkson University. Ella Benadetto sailing at Yale University. Ben Burrquist, swimming
at Babson College. Jacob Bob Babowski, track and field at Springfield College. Luca Bournehor, soft softball at Stonehill College. Binley Callahan, swimming at Bentley University. William, cross country track, uh,
University of Tampa. Sheamus Crowley, track and field, Roland City Institute, Logan Dudy, swimming, St. Lawrence University, Madison Forbes lacrosse, Skidmore, Drew Bman football, Wesleyan University, Justin Gonzalez football, Massachusetts Maritime Academy, Abby
Goodwin cross country Union College, my daughter's alma mater, Jane Jane, sprint sprint football, uh, University of Pennsylvania, Ava Mashado, track and field, St. Lawrence University, Reese Moore, lacrosse, Roger Williams University, Jonah Pot Pot, cross country
at Endicott, uh, Nathaniel Rosen, swimming, Wesley University, Charlie Roswell, Rozel, sorry, track and field, University of Vermont, Woody Smith, football, Massachusetts Maritime Academy, Jacob Salwick, sorry, thanks. track and field
University of Massachusetts level Sam Thompson football also at Union College and Rory Symore College. So I was just want to read those out because I thought really cool New York the different winter. Thank you for
do they need to wonderful we get that hopefully to the press and yeah I think um Michelle Paulson already sent that. If you didn't get it, I'll get it to you. I know Michelle said great. It's very exciting. I consider senior projects were shared on Friday, May 30th. I was otherwise occupied, but I
heard it was a great job by all involved, saw photos and heard the projects were really impressive. Uh witnessed a brown fun run last week. It was a beautiful day and the students were so excited as they wore the team colors and ran around the building to cheering crowds. Um sorry, I almost knocked um Miss Fox off the sidewalk
there. What a great way to expend some energy and enjoy some time outside with peers. Culture feast as Alice said was a big success. I was able to swing by on Friday for a while, enjoy some of the dishes from different cultures and I chat with students. Many community members including representative Armenia were there. Uh great job by Mechco
seniors and our MECO director KG Johnson for pulling the event together is well attended. I think there's plenty of food and ice cream to go around while enjoying the performing arts. Um I won't do the other events too many. Uh and
Yeah. No, it's no gradu um I do want to Okay, so graduation is tomorrow night and I want to express an early graduation uh early congratulations to our seniors and share my dad and say have fun, remember who you are and be safe. I also want to share some of the colleges and universities our seniors
will be attending and some other endeavors that they will be embarking upon. So I have another list I'm going to try to go through quickly but I think it's important to recognize the universities and colleges in in um endeavors. Uh so we have Auburn University, Babson College, Bentley University, Boston College, Boston
University, Bing College, Bucknell University. Um we have people going into career education and trade schools. We have Chapman University, Foxon University, Coastal Carolina, Colgate University, Concordia University, Cornell, Dahusi
University, Elon University, Embry Riddle, Aeronautical University, Emerson College, Emanuel College, um, Endeott College, Fairfield University, my son's Alma, Fischer College, Florida, Atlantic University, Florida form university, Georgia Institute of Technology, main
campus, Gordon College, High Point University, Indiana University, Bloomington, James Madison University, KBEC Valley Community College, Kent School, Lehigh University, Lyola University, Maryland, Massachusetts College of Pharmacy and Health Sciences, Mass. Maritime Academy, McGill
University, Marry College, Methodist University, Michigan State University, New England College, New Hampshire School, sorry, only one and a half pages. North score, Northshore Community College, Northeastern University, Northwestern University, Palm Beach
Atlantic University, Pratt un uh Institute, Providence College Friars, Purdue University, Main Campus, Quinnipiac University, Roger Williams University, Roland City Institute, R Northshore, Inc., St. Anel's College, St. Joseph's College of Maine, Salem State University, Sarah St. Sarah
Lawrence Sarah Lawrence College, Savannah College of Art and Design, Simmons University, Skidmore College, Springfield College, St. Lawrence University, Stanford University, Stonehill College, Stonybrook University, Suffach University, Syracuse, The University of Tampa,
University of Tennessee, Knoxville, Trinity, Tus, Twolane University, Union College, United States Marine Corps, University of College, Dublin, University of California, Los Angeles, University of California, Santa Barbara, University of Colorado, Boulder, University of Connecticut, University of
Maryland, UMass Ammerst, UMass Boston, UMass Lo, U Miami, Miami, U Michigan, Ann Arbor, University of Pennsylvania, University of Rhode Island, University of Richmond, University of South Carolina, Columbia, U of Utah, you of Vermont, uh, Wisconsin Madison,
Vanderbilt University, Bachelor College, Villanova, Virginia Tech, Wentworth Institute of Technology, Wesley University, William Mary, and finally Yale University. So, congratulations to go through and recognize that's uh, a very impressive list. I have two more quick things I
want to recognize and welcome Will Crookchie who already left but I have it on my list as a new student representative and thank Ella for all of her time as a graduate graduating student representative and wish her well at Yale. Uh lastly, the elections are on Tuesday and I want to say good luck to both Miss Fox and Miss Taylor. Um and
regardless of how the process goes, I want to publicly thank you both for the support that you provided me in my first year marble head. It's certainly been a busy one and I've said many times without the support of the school committee the superintendent job becomes that much more difficult. So thank you both. That's all I have
chairman. You move the board to um thank you John. I appreciate that very much. Okay. Um moving on. I have a schedule of bills. I am looking for um a consent agenda and action item to approve that. I do not have many minutes.
long um all year. I do think over the summer we're going to need some work on um really sort of figuring this out. We've had some good start um is completed. So we got to kind of go to plan B I think. Yeah. Got it. Um so I
will commit to working on that. Um some of this is you know budget oriented as well. So have to be cognizant of that one. But so I am looking for a motion to schedule bills um for a total of 700 9 796,263.30 moved moved by
Sarah Ryland. Uh any questions, comments, deliberation values [Music] in favor and Alison Taylor. Oh, sorry. Alison, you should be able to unmute it.
Yep. I'm not a panelist. So, um I in favor Sorry, I'm gonna I tried to promote you earlier, so now you should be able to start. No worries. I had to when I got out of the car, I had to Yay. All right. Are you in favor? Are you in favor?
Yeah, I said I said in favor. Oh, sorry. In a minute. 65 Z. Thanks, Elsie. Um, okay, we're going to move on to school committee communicational discussion items. First, we have a financial update from our assistant superintendent of financing operations, Mike Program.
Welcome. Thank you, chair. Uh, good evening. Uh, this is the 11th. We have completed our 11th month of our fiscal year. We are in our final month of, uh, May 31st. We have expended $36.8 $8 million of our budget. We have
an additional $8 million encumbered which the majority of that is salaries and um that represents about 96% of our budget has been committed through 11 months. The unexpected balance right now or as of May 31st was $1.87
million and uh just give you an idea that is $580,000 less than what we had at the end of April. So, uh, trending in the right direction, but not trending too fast. So, I feel very comfortable going into the end of the year. Uh, payroll, as you know, is this is our busiest
month for payroll. Our our teaching staff can elect to have a portion of their salary deferred into the summer months. So, we have to uh that's a big month for us. June is a big month for us particularly. Uh at this time, Superintendent Rabido
and I are going to um start our discussions around making recommendations for items that are not in the budget uh but certainly are needed for the district. Uh one thing that we we've already discussed is preamps and tuitions for next year,
especially a head start on that. And there are some other needs of the district that are not in the budget that would like to address before we get to the end of the budget. Um we had talked about during the budget process because in the 11th hour um the town had come back and said as we all
know there they were 2 million off on their projections and so they had asked us to pull out um our capital asks. We talked about if we as we got closer to the end of the year if we were safe in the projections according to what you thought that we make the schools whole
again with those capital asks because legally there are onetime costs. there there's a legal mechanism for doing that. Are we looking like we can fulfill all of our capitals that we originally had planned? So I have had a conversation with the town's chief
financial officer and we provided so we've gone out to bid the three things that were were removed from our budget was the um portion of the reupholstering of the pack um performing arts center seating small portion about $30,000 of
about 140 um we kept about 10 there uh so that's that's about 30,000 there big one was the pack changing of ceiling and the walls of the performing art center and and again I like to put things logically. I have a hard time
replacing the seats if we don't paint first. Um so uh she has and we have gone out to bid on that even though we knew that we didn't have the funding. We've gone out to bid. We're about to award the uh painting contract and provided we get paintbrush on the wall before June
30th when we use this year's funds if we have surplus funds. Uh so that's superintendent Robert and I will be discussing the back state committee we're very nearly do you are do you have a sense from the contractors it's it's also their time to be meeting outside so it's sometimes
really hard to secure them for indoor work this is they the bid specified that it had to be done this summer anybody responds it knows that all right so and then the final thing was the lover playground and unfortunately we're not going to be able to put a a shovel in
the ground before June 30th So there's no way to carry that money forward. So that's the one thing that we're going to need to go back to the time for next year for additional funding for Is there a mechanism because again my goal was always to make everybody if
poss I I have to ask the question. Is there a mechanism to prepay extra in the amount of that would offset the blubber and then do a line item transfer to offset that in the in the next budget and be
very transparent for it but ultimately making sure everybody's full across the board and Glover is getting what they need to employ. Yeah. So there is um state legislation or state laws around what you can prepay. you can prepay a year of collaborative education and three months of private education. Um,
so I think we're going to be right up against that. So I'm not sure how much more we can prepay legally. So I'm going to have to investigate investigate that with Mr. Ko and figure out what we what we can stretch to. Our target is a minimum of 900,000 to keep pace what we
did last year, but if there if we can stretch that further, we certainly help. And again, I want to make sure we're staying in in within confines of the law, but where we had no runway to know that the town was had
to have a miscalculation. I I want to if y just to piggy back on that, I I agree with you when Mike and I are started those conversations. I think some of like with the reduction of the funding from the town side for like the playground we had a you know we had a meeting today and talk about it with
stakeholders some stakeholders and I think part of the issue that we'll need to understand is this I know you guys say for the um the general public is this procurement um laws and there's timelines that they had to really bull things out way longer than you think like we can't just go buy a piece of
playground equipment and stick a playground so there's processes and it was very difficult for us to take that next step with that reduction in funds and to try to get a bid out there back for June 30th. We expend the funds and then not knowing exactly how much we're
going to have to kind of offset the funds at the time back. So, it's a lot of moving parts there. So, I know Yeah. So, I appreciate the conversation because I I I feel the same way like trying to make everybody as whole as possible. um and bikes working with you know with the town side to to try to
make sure everyone kind of needs getting met and I think at the end of the day um we'll be in a good place there just a couple things that we might have to kind of a little bit as we watch because I think we're kind of force yes
um one more just kudos for financial I know that we had approved the funding for the school board And um from I I got a call from park and rack today and I know you mended Mike for working so well with Shelley Mrosian and I know Shelley
put in a lot of effort to also work with you get the cost down um on that scoreboard and it's just a really great example of two different departments in town really working together to make sure that every penny of whether it's private funding in town or taxpayer money is really getting the most value.
So I appreciate the work we've done with with Shel. appreciate her working with you um to keep that cost of the scoreboard down. It's actually a third. Yeah, there's a third player. Yes, the light department has agreed to to be our lift uh to remove the old scoreboard and
install the new one with us. We'll use our electrician, but they will be doing the heavy lifting uh with their equipment. So, thank you to the MLB. Got that news. Got that news. That's great. Show that's amazing. This is not just town money. Well, it's all, you know,
it's res some private money from um various organizations in town, but it's everyone working together to make sure they're getting the most for our kids. Youth youth sports in town, uh the light department um all been very supportive and helpful in the process. So, very appreciative to them. And then our tech
director also is going to come up with some cheese likes cheese. Oh my god. All right. Any other questions or for Mike? Thank you. And so I guess the next
step will be somebody those explor all right moving on. We have our risk survey from Gina. Welcome. How are you? Good. Thank you for having me. This report always makes me a little nervous.
So I think we're going to see that there's some really positive trends which is great. You have a yes or I need to make her No, please. So I'm Jart. I'm a clinical social worker and I work at the high school and I am
going to speak to you today about our data collection. We have a schoolwide survey every year around substance use and mental health and that is what we're going to talk about. So before I dive in, um this is our fourth year of data collection and it's
so so important that we have support around this data collection because it tells us where our students are at. It gives us kind of an idea of the needs and strengths of our student community. And I just want to thank um Central for being so supportive, John and Julia and Victoria for taking the time to meet
with me and talk with me about it. Um even helping press some questions as well as Dr. Nelson who's there um from the start kind of pushing through the linguistics. Um, and so it's really important this data, um, it gives us a sense of where we're at and it it informs our health curriculums, our
tiered interventions, our programming. Um, and so using this as a tool every year to kind of see where we're at, we are definitely going to see some positive trends and healthy directions. It's hard to know exactly the reason, but I I would like to think that um, you know, partly because of the great work that we're doing and that we're always
trying to improve upon. All right. So, um, if you can actually go back to the the first slide. The very first slide. Yeah, the very first. Thank you. So, it's the substance use and riskrelated factors survey. It's
administered by MGH and we do the logistics and then we also have um supplemented questions through anonymous Google form that we are actually able to craft ourselves. our leadership team meets and discusses kind of what's missing from the the bulk of the survey and what can we
ask. So it's all four grades ages 14 to 18. We have a really high response rate. We have a 84.5% response rate which has increased over the last few years. We do a lot of work to try to um increase buyin. Um the parent and guardians always have the option to off their
students out. We have a really great process of making sure that um we do that with sound measures and we really obviously respect that parents may want to opt their students out but it's really great for us to get a high response rate and because we communicate so much about the importance of the
survey um parent and guaranteed has actually decreased over the last so we do this every fall um this year it happened October 9th and to increase student buying because we want students to feel comfortable sharing um sometimes it can be hard to share information about um yourself on a school survey,
but it really is confidential and anonymous. It's done through a nickel compliant red cap um link and we share the data with the students before they take it to show students are actually entering this um and we have longitudinal data that you're going to see. You're going to see the data
compared to um other schools in the state that took the exact survey as well as um the youth health survey. You're only going to see comparisons if the questions are exactly the same. And I just want to note going into looking at the comparisons, it's important for us to think about how Marblehead is unique
in its demog and demographics and location. And so while we want to compare to other um cities and towns, it's important to note that we are diagnosed. So you'll hear me talk about risk and protective factors, which are things that make our student population um either protected from or more vulnerable to mental health and
substance use. And then the thing that people always ask is, you know, are students actually honest on this survey? And I think it's really important that I just talked about all the buying that we try to create and we have to look at relative relative differences over time and trends and know that this is a jumping off point for us to start and
that's the way it's most useful. All right. So demographics kind of leave it up for people to look at. Our our student body is becoming more diverse. In the past we've had about 90% identify as white. Um just a couple notes. Gender identity. Um gender diverse is
transgender non-binary gender. queer or another gender, sexually diverse is gay, lesbian, bisexual, queer, asexual, plants. All right, so just some of the basics, protective factors, things that we're really looking for um that are helping our students. Many of our
students are connected with their peers. A lot of our students um we always want to make it higher, but it's a good amount of our students are feeling connected to staff member at the school. We know that that increases academic and social emotional outcomes. Um 40% of students feel really happy about the support they receive. We know extracurriculars are a protected factor.
A huge majority of our students engaged in extracurriculars like music, sports, and clubs. Um one risk factor is not enough of our students are getting enough sleep, the recommended sleep for their age. Um so that's all right. So mental health. So the questions are trying to get to
diagnostics above the risk threshold for anxiety, depression, and psychotic experiences. So you'll see all the red are the last three years in Marblehead and the blue is other schools. We are seeing a positive trend downwards. For anxiety we're seeing 21% for depression
uh 13% this year and psychotic experiences 8% this year. And if you look at um other schools some we're a little lower right around the same. And so we're seeing a positive trend over the last few years which is amazing. Um and I think you know we want to think
about what are we doing to try to support this? and we'll talk about that at the end. Um, I just want to make a note about psychotic experiences. It's something that's not often talked about, but it's so important to talk about because students are struggling with this. And if you look at the little box around state data, which shows kind of the comparison, um, we see that we're
we're kind of right right on par with state data and early detection and treatment of psychotic experiences is so key to treating this diagnosis. And so it is important that we are recognizing it as well. It seems particularly high for psychotic experiences. I mean I know
it's not statistically in the population doesn't have that 100% of things. Yeah. And I think that's that's why I note that it's important. Can you go back? It's important to talk about because I think it is really surprising to people. Um about 8% of our students are experiencing that. But if you look at
other schools it's even higher. And if you look at state data, it's right around the same. And I think it's sometimes it's early emerging. Sometimes it has to do with substance use, but it is something that our students are experiencing if it it doesn't mean that it's going to turn into a full psychotic diagnosis with psychosis. However, it is
something that could turn into so we want to just keep an eye for it and recommend our own treatment. What definition were the students given for them to use to say whether they've been experienc? So it's symptoms of psychosis seeing or hearing things that aren't
there that you add question. Yep. And I know if it's induced by drugs. So there is separately when we get to substance use you'll see some questions specifically around that. And so it is important to note. I know it sounds like it's a lot but we this is things that our students are experiencing. And more
than one in 10 of our students is seeing and hearing something that's not there. So it's 8% of that writing. I I don't know the number on the top of my head, but um Oh, I'm looking at the 11 for other schools. Still like 8% is pretty close to 1 and
10. I'm I'm not sure that that off the top of the one and 10 is is 10%. So, so yes, I mean I think it's has this has this ever happened to you? And it doesn't mean that our all of these students are going to develop a a diagnosis of psychosis, but yes, these
are things that our students are experiencing. I think this conversation always happens when we when we see the data. So in the general what's the statistic in the general population, not just what would you guess? Yeah, I I think it's I think it's probably to get an actual diagnosis as an adult is
probably a little bit lower because these things turn into a Yeah. But so I think it's an important conversation to have. Okay. and through the chair Jen can I ask question do you know for just to to
on the previous slide to from Sarah's question is that question when it's asked here versus um in the other section in the substance section is it clear in this section that you're asking if students have is the question clear
that you're asking if students have had these types of experiences without any um Yeah. Yeah, that's a good question. So, it doesn't like clarify in the first question that like not related to substance use, but the substance use question does. So, that's a good point.
But I but I do think it we still need to look at the fact that it is. Oh, yeah. Not I'm not discounting it at all. I was just curious how the from Sarah No, that's a good question. Thank you. Okay. Suicidal thoughts and behavior. Um, so
we're looking at non suicidal self injury. So that would be like self harm, suicidal thoughts, and then there's plan and attempt. And so again, the red is 20 marblehead over the last three years. Um, and so obviously these are these are
concerning numbers. One of the things that we were really concerned about last year was that uh suicide attempts had been up to 3%. It has decreased to 1%. And again, I just want to point out that we're right around the same as others. But this is really important to look at because of the safety issue and we have
really great programming working student services around safety assessments that our mental health staff are doing um suicide prevention health classes and so just always something that we support I mean this is
so so concerning we We have 72 students roughly 72 students in our high school that have gone as far as to make a plan to
place and then we have well I think only about 8% so it's a little higher um and we have two to three students who that's that's a big number. Yeah. And I
think absolutely this is why we take this and I think again we just you know it's not specific to Marvel and this is why it's so important that we have not only in the school but in the community resources that um and yeah we have a lot of policies in place and that's
something I know that the safety committee we really spoke about. Just so we know for the percentages is these percentages I'm looking at them this is the percentage of our student body or is this the percentage of respondent response so what about 85% of
our students respond a little bit not much better so I think you know I'm very concerned we're all concerned about the numbers right so that's not concerned about the numbers and I think the good thing about having a status that we can have solid information to advance and create ways to address the issues. So
that's that's why we're doing this um do these surveys and have these discussions and G has done a really nice job with that really sifting through this. Um so whereas I look at the trends and the trends are looking better. Obviously we want those trends to go even lower. We don't want to have any attempts more
clearly and you know and I think the more we talk about it the more that we can have the conversations the more that we need to have these discussions ask the questions get the supports in place the the farther that trend is going to go down. So I'm I'm actually excited that we're moving in the right direction. Um and I'm not going to talk
about you know I'm not going to talk about co and stuff but you know we're coming off of co and numbers a lot lot higher than you know really going trending right. So I just I just want to Yeah. And I think it's important to know you know I I think not every school does this data and analysis and
so it's so great that we have the support. Okay. Okay. Some questions on body disordered eating. Um again a little bit of a positive trend downward around um students that feel negatively about um their body image but still about 37%.
And a question a little bit more captured around disorder eating is um having trouble focusing um because they're constantly thinking about where shapes and present experiences of discrimination based on race or ethnicity. So this is students who identified as other than
non-hispanic or white because we really want to capture students of color what their experiences are. Um so there's a few a few things here. You know, one of the things I always look at is where you call racially insulting means that's the highest percentage. Um, we don't have information about kind of where these insults are happening or these
experiences happening, but we know that our students are saying that in their life that's happening to them. So, that's important for us to look at experiences of discrimination based on personal identities. And so, you can see here gender identity, sexual orientation, language, disability, socioeconomic status. These are all
things um this user felt um discriminated against. So these are our vulnerable population. Couple other data points to point out. Um 67% of uh students that identify as sexually diverse as well as 50% of students identify as gender
diverse are above the risk threshold for anxiety depression similar to state and national data vulnerable populations for mental health. And then there's a couple other data points here. Um, in particular, multi-racial. And then seniors always have the highest rates of um, anxiety and depression. It's a
little bit lower than last year. Um, and so that's positive, but we've had a lot of conversations about kind of what's going on with them here and the pressure. Um, this is so important. Another either protective or respected depending, but um, who have you talked to about your mental health? Access to
mental health, destigmatization about mental health. um being able to talk with somebody about it is such a protective factor. And so what's great is a lot of students are talking to their parents or caregivers um their friends, although we we really want them to be talking to adults. Um mental
health person outside of school, school staff, those numbers are a little bit lower. Whatever we can do, we have conversations about increasing access. Um and then no one that that is obviously a risk factor. So about 15% of students say that they're not talking
about it. And so that's something to look at. All right. So now we're gonna move on to questions about substance use. So lifetime use. The question is, have you ever had a sip of alcohol? Have you ever vaped a nicotine or um marijuana
product? And so this is parallel net over the last three years. We can see that the numbers are just around the same. And if we want to look at state data, which is important again, where do we where do we stand? Um this is the state YHS up in the corner. So we look
um we look a little bit right around the same for alcohol, a little bit lower for nicotine. Um sorry, right around the same for nicotine but a little bit lower. Do you
break this down by um grade level? Yes. So I what I I should have said is we have so much information to to put it all in a slide and we'd be here all night. So, I will say I don't have it in here, but we do we do have it. If it's Yeah, it's on. It's on. Would you mind
sharing this with the comm? I know. I'd like to see. I don't know if the rest of the committee would um by grade level has, you know, you do hear that there's p and the patterns kind of show a little bit more that peer pressure, if you will. You know, how how it affects and flows what what are the kids doing now?
sound like an 85 woman right now when I say that, but I'd be interested to see if there is that eb and flow and what it is. Yep. Yeah, we have we have these answers by level. So, I'm happy to share that and just let you know that. Yep. And then we'll see like um age of first
use too. Um okay, next slide. So, so then there's a question about regular one to three days in the past 30 days. So, for alcohol, we are a little bit higher than um other schools that took the survey. And I think that's a little bit it's important. It is
absolutely important for us to note that um for nicotine and cannabis we're right around the same. And then if you look at the daily use we're again right around the same but but it is something um and in a in a couple slides we have a focus group and we talk with students about it and you'll see one of the themes is that
alcohol is seems to be much more accepted than some of the other systems. to back on what John said in his opening going into the weekends of graduation and celebrations and things like that. I just for anybody listening I'm reading
in a newspaper or listening at home it's really really important that people when I look at we're four times higher in alcohol use it's it's hard to be the hard parent and and to and to say no at you know
things for for parties and and graduations but it's it's really very very important and I just we've had multiple tragedies in in our history as a town and it's clear we're higher than other towns. So, let's as a town kind of
be aware of that and do our part because you can't just rely on the school like you can't send your kids to school and think the message is going to be embedded in them there. We all have to practice what we preach and this time of
year parents and families in the community really big role in getting that number down. Thank you. Sorry. Yep. Very important for communities. Okay. Age of first use. This is the statistic I read every year.
that chances of developing an addiction are nearly seven times higher for teens who begin using before the age of 15 than for those who delay use until 21 or older and 96% of adults with a substance use disorder begin before the age of 20. So it's really important that we we're identifying when are our students used
and so this slide there's a lot here a lot of our students are using alcohol, nicotine and cannabis before the age of 15. And so we had a lot of conversations about kind of what are we doing at the lower levels? And it's it's often at that developmental stage. It's not
always just about direct substance use education. It's about identifying protective staff. There's social emotional support. And I some of these conversations kind of help lead to getting their health teacher at village. And so um it's just important to note that this is happening early for
some 7% of our elementary school students that's their first time youth 12 or younger that's elementary school. 7% of our students started drinking in elementary
school. Like we as a community we have we just have to do better. Perfect. All right. Impaired driving. Students have said, "I have driven after drinking alcohol or driven after using marijuana." Um, more likely to do so when using
marijuana. It's a small percentage, but it's still with the safety risk serving. So, always want to look at that. Um, we revamped this question to kind of capture a little bit better somebody that's in a car with somebody under concern. And so it the data
actually reduced this year which is really positive to see. Um but have you ever been a car with someone else who's writing and has sub and whose substances in a way that make a concern? So education around um imper this is um we do a lot of consulting with Chief King
about this question. I worked on this question but and we modified it because we didn't feel like the data was so accurate last year. First we ask who has a license and then we ask how often text. Um so we have a lot of students that are saying they they text and so
this is another thing that we want to look at. Um go ahead. Um peer perceptions and substance use social norms theory states that if we feel like our peers are doing something we're going to be more likely to engage in it. And so um 70% of students said that they think their
peers are using alcohol at a higher level than the data indicates. 66.2% 22% for nicotine and 48.6% for marijuana. So that's why it's really important like social norms campaigns around like sharing the data and having these conversations student to student is going to help reduce
uh couple other things to note. Um students are trying to quit um especially nicotine is really it's a difficult thing to do and it is so addictive. um students that have used in the past 30 days, this number of them are attempting to quit.
Um prescription drugs, not used as prescribed, which is going to encompass a lot of the high overdose risks, things like opiates, benzines, it could be with mixed with fentinel. It did actually increase about 1% from last year. Um with all um Aderal would be under
methamphetamine, but it but yes, it could be. Yes. Um and so again a small percentage but with the overdose risk it's so so great that was given weight less than our pain policy a few years ago. Um our nurses carry it the government several people
in the buildings that carry it. So that's going okay. Um as you said you know parental students substance use and so you know a protective factor is parents not having a boundary or consequence around regular substance use. um a large
percent said yes. And then what's also a protective factor is this question has gone down. Adults using substances in a way that um has made students concerned has decreased to 8% but obviously that is equal to that little bit of their students. Okay, John and Julia worked hard on this
question. Um we really wanted to capture and and again this helped kind of inform the need for the social media programming that we did this year. Um, a lot of our students using social media daily. Here are some of the platforms, Snapchat, Instagram, your biggest slums. Um, it's important that
we ask about the positive aspects of social media, connection, business marketing, spreading awareness, but then also the negative effects. Um, are students identifying cyber bullying, peer pressure, um, self-comparison, negative mental health effects, etc. And so, a lot of our students are recognizing that this is
something that can affect them. Um and project that was great. Yeah, thanks Kina. We collaborated on this one and specifically um she was helpful in getting me the data to realize that we did need to bring in um some resources to support. So we brought the project
reboot for our families presentation as well as our middle school and high school presentation. Um so all students grades 7 through 12 had um you know really impactful presentation this year. So again, this data is directly informing how we're supporting our students and their family presentation
and thank you Gina. I think the students were very surprised by actually what came out of that conversation. I was there and it's amazing and they really great job. I think the kids have done this really on the phone that much. We also want to talk to students in
November instead of just selecting let's have conversations. So we have focus groups. We had one on uh May 7th. A couple of the things that came up, alcohol is more accepted than other substances. In our health classes, they really enjoy when we have speakers come in and share their experiences. Um so
their knowledge of why it's teens used. Um we asked about mental health support in school and some of them talked about they know where it is but they may not access it access it because of stigma. They reported about four to six hours of screen time. Um and they made some suggestions for parents to monitor self.
So, it's always great to get kids in a room in their chair. All right. There's so much that we're doing and I just we always like to recognize that. And so, we we do present this data not only to the students and the school committee um and work with um
Andrew Kennedy and Chief King as well presenting the data. Um but we present it to the faculty. It got presented to them in May. And so, we just want to recognize them for all the work they're doing. Here's just like a couple snapshots of all the stuff that's happening, but
Um and this is our larger faculty. We also we have a mental health department at the high school uh social workers, nurses and psychologists that are working with students every day to interventions. So we feel like that's really helpful for students to access. I just wanted to point out the
health curriculum. they they really are covering so much and I just want to let the great collaborative effort I heard from the health teacher today said hey can you send me those slides so I can work on updating my 11th grade um areas of focus and so that's like another
great reason why later they this is what they're doing for substance use they're doing a lot um they name their specific evidence based programming that they're using they also do the um both high school the esport screening which is screening brief screening brief intervention and
referral to treatment in seven to n grades and this is Julia's slide. Yeah, thanks Gina. Um so we're continuing to focus on multi-tered assistance of support as Gina just mentioned with our tiered interventions um through our work with
um student services department um we are continuing to focus on supporting students academic and social emotional needs. Um, we are looking at the data to reduce those at risk measures and outcomes, especially for marginalized or atrisisk students. Um, we want all of our students to feel safe, supported,
and included in school. Um, this year we adopted our new social emotional learning curriculum, grades prek to 12. So, it's the first time in the district we've ever had anal curriculum. We are so proud of that work. We're really proud of the educators who are implementing those lessons and activities. We've also done a lot of
professional development and specifically with our mental health team. They also received um special professional development on how to embed those uh lessons for tier 2 and tier three supports. Um we're also continuously working to support our educators and professional learning
communities and to to support all of our learners. We look at data all of the time um especially in our professional learning communities. Um and also what can be brought in to support our educators professional development and their professional learning um and allow time for them to collaborate with one
another and all the amazing mental health clinicians in the district as well. Thank you Tito. Okay just about yeah okay so what are we doing? So you know recognizing how what we are doing is amazing but looking at the
early use issue examining local specifics I think are really unique harm reduction is um research tells us that's a better way to approach um substance use research teams as opposed to their tactics or we understand obviously the
mental health support LGBTQIA and racial and social justice programming for our vulnerable populations body image eating disorders um parent and community programming can't just rely on the schools to be doing this. Sincl messaging needs to be coming from the community and the parents and works all
together so that students are getting that support in a free approach. Social media and cell phone usage continuing on with that and using the school survey as an annual tool as we have been doing to kind of you know track the trends in the data over time. It's a way to see if the program
is yeah that's it. So my one thing I didn't see in here was anything which we talked about um you know um you know physical abuse sexual abuse um consent um is that not
part of survey not part of yeah so it definitely is so it is a part of the survey but we can definitely include that in in some of the questions that we asked next year um and what we need in the fall to kind of do the consult I mean I think it's
we tal we talked about it you know see some of these going and I didn't stand on how can we because we did this last week after I think right after it came out we looked at how this in light of conversation we had I think that's that's a piece that we really need to
look at and we'll add that again forward so we can make it a little bit more robust in terms of information gathering there is um my sense yesterday October bestif so we may be some discussion
around that as well resolution or whatever you know recognizing domestic violence that will fall under this dating violence relationship violence absolutely and the good thing about it is we have the ability to kind of add questions so you
can absolutely do that and I there is in the health curriculum we do Um they do have talked about that being in grade off I do think exactly but I do think it's
in it is in nth grade too behaviors building relationships teen dating violence okay nth grade I think it's back then to watch 12th grade different conversations yeah 12th grade conversations but it starts yeah absolutely not listed in Yeah, but it'd
be good to get some question I have maybe a thought you guys can look into any medical facility you're in. If you're at a hospital or doctor's office, when you're in the breast room, there's a sign. Um, essentially, do you feel safe? And if you don't, this is the steps you can
take. At least any medical facility I've ever been in. It I I I think would be beneficial to our students to find some type of messaging that is similar, but in our restrooms as well. um because there are so many resources here at a school that they can utilize
and this is where they are every day versus they may be at a medical facility only, you know, once a year or twice a year. They're here every day. So, um something to that effect. So, we we talked a little bit about um some of those things in regard to um to
anti-discrimination. So, so I was thinking when you talked about I think u some messaging around the schools maybe I think Johnson brought up who are posed for like kiddos that are being feel like they're being bullied or you know how can they kind of kind of anonymously or
they are in a way that they're not like feel like they're tingling they're getting the message out I think something similar for them way a way to do it like be like in the situation or you know so I think technology these days you know there's so many ways we could do that and in a way that we get
better information heard from kids who you know when I looked at the when I looked at some of that data and it says like nobody talked about about their mental illness like what a great way to say hey I can do this they know way what resources I can and especially with uh
with tele health now we can get kids hooked up to you know when I sell stuff mental health things in a different way so That experience Alison or Als Thank you Mr. This is always a very
important very thorough report for it. It's very hard I and with myself I'm sure for others to hear every year especially when we see those statistics of how young kids start but I I appreciate this. It's good to see trends. Um a lot of good work is being
done. I know I think last year maybe the year before you identifiable trend that we weren't higher than normal with some of the eating disorder and body image and you guys are going to target that. we've seen that has come down. So the data collection driving what we're targeting, we're seeing, you know,
statistically that that it's improving and and we're getting similar. So that's really good. It is still so scary, especially the age at which these kids are starting to use substances. So thank you. Thank you for having me and thank you for giving me the the platform and
the space is for engaging in the thoughtful conversation. Thanks, Gina. Yes. So, we're moving on to uh have some special guests joining me. So, I'm going to move over. You guys want welcome.
Thank you. Thank you for the opportunity to present. So, uh, Julia Pereira, assistant person of teaching learning, and I'm here with A Graziano, our instructional coach, and Emily Perez, our software coach. Uh, I just wanted to, uh, start by saying thank you to
Emily and for being tremendous resources, um, and tremendous instructional leaders to our science curriculum review. Um, so we have some slides to share with you tonight and wanted to walk you through um, our Marblehead public school science curriculum that we conducted this year.
Um, I do believe you already received a memo. Um, and so here are the slides to accompany to kind of elaborate on what was shared with you. The audience copies if anybody in the audience can't see the screening wants to see the slides.
safe. So start um with a a look at how we do conduct a side a curriculum review in Marblehead public schools. Um so we have a visual here. So what we really do is we we learn prepare investigate uh we launch year one um the review of the
content area that we're focusing on. So every content area gets a bed every six years. Um we then continue uh the process through years two through five. Um and then we are back in that cycle again. So science um this was their
review year. We're very excited. This is the first time in many years and have some of the feedback to share from the science educators um about how they really appreciated the process. Um so we've linked a full document for the school committee to look at later. We really are thorough in our process um
and there's a lot more. This visual just kind of is a broad picture of the review process. Um, but there's also a document for you to look at. We are very intentional. Um, we take this process very seriously. We align ourselves with the department of elementary and secondary education. Um, the standards
that are for content areas um, and as well as expectations for time on learning um, and high quality instructional materials. um as we start to look at um what the heart of our work is focused on. The heart of our work is focused on equal opportunities and outcomes for all
students. Um so through that we look at um what are our values as a community of of public schools? What is our student data telling us? And then what is the research showing us? what are best practices or best uh best ways to um
help engage our students in that curricular a little more in depth information about our so the first thing that we do is we as a as a whole committee build background about whatever subject we're reviewing in this case the science we look at research and
then look at data from our our school and past and I read in I guess so all the data Um, we review our current curriculum that we have in place and how it has served our students. We looked at a survey that was sent out to gather as
much feedback as possible to hear as many voices as possible. Um, and then from that information, from the research, from the data, the background information we build, we determine what our curriculum needs are going to be. Um, and we create a tool based on the
values that we share with each other, based on the survey, and based on high quality instructional material guidelines from the Department of Education. And then we review the materials and make some decisions together and test out the materials. We
um compare the materials to what the high quality material guidelines are. and we share them, we talk about them with the staff and we then make a decision and create a plan for the future instructional needs. It has to stop here implementation plan and race
and we will continue our work next year. So when we when we do this so we've kind of taken the process now we're getting a little more specific to this year's science uh curriculum we we formed a committee um so we will acknowledge the name but it was um and also led by Emily engage and myself
hours months of work really um so this is the very kind of shortened version of the work but um I think the thing that I very proud of that it was very thorough process and it wasn't rushed and all stakeholders um especially within the science departments were involved so
very proud out of that. So, um will talk us through our recommendations for through fall. We are recommending to adopt military science as our primary science curriculum for students in grades K through four. The first year of implementation will
include lessons from FOS, our current science curriculum, while we develop an updated spoken sequence for our educators and provide professional development for our educators. So there'll be a um a roll out next year where we're kind of mindful of of what
we're using but then looking towards mystery science and really kind of have those conversations. We felt like mystery science is very engaging, a lot of positive feedback from educators, very current and kids were very excited um about the lessons and that so we were
great about that. You'll see estimated costs on each side. We have not gone to the full scope of getting final quotes for everything because tonight was a big night for us. wanted to present our work. Um these are preliminary estimates. Um all totaling $200,000 which is
already this budget. Um we that is the target. Um again this just estimates of what we've gathered so far. Yes. Materials as well. I know when we rolled out FOS, it took us many, many years to
get kits for every um does this cost provide all the consumables, the books, the consu in addition to the consumables that we'll need? Yes. And so what we also you mentioned, we're examining that and what we want to be mindful of what we're supposed to be already have
because there isn't an option, but we don't want to by about really examining it. FOS maybe the FOS kits may cover some of yeah we may have some of the resources already so we're being mindful of that there is an option for that and we'll see about the cost in terms of what we
need um the thing though is the online access for educators and um with the materials linked they'll just print from there it's not a not a textbook for but what I essentially was getting at is I can remember when not everybody had
foster kits and multiple classrooms were sharing a kit and the consumables might not need much. I want to make sure that we're budgeting to make sure all of our classes have what they need and we're not having educators, you know, run down
the hallway to grab it from this teach. Also, back in the day, we could do schedules that this class might be doing science and this one would juggle their time so we could all share the same kid. Now with the work you've done to the line to make sure everyone's doing the same thing at the same time, we can't
share. So I just want to make sure that this gets you what we need. Absolutely. We will definitely ensure that and as Emily mentioned, we're doing an implementation that's going to we're going to prioritize some units first and those will make sure absolutely have the resources and then we'll continue. So
folks, do we want to do this as we go along? We want to get through with fine. Okay. Use of foss is just to stop there. At some point in time, it's going to be dismissed to report. Correct. So, this
is just it's not like we're going to be using it every year for the rest of the correct. Just want to make sure I understood. Yeah. So for grades five through eight, we're very excited that we will have the line curriculum. So our students will start using what we're calling inspired
science starting in fifth grade. Um it is a curriculum with surviving since level. So it'll be domain based. Sixth grade will be doing earth and space science. Seventh grade we'll be doing life science and eighth grade we've been doing physical science where the class
had been more integrated. We looked at one of the many factors and decided this would be the best way to go for our students. Uh there also is a piece to grow health actively learns as an online learning platform that will be used by our seventh graders. Um and
there's also a textbook component to inspire science. So it's got some online courses but also some textbooks um as well as hands-on materials through what they call it liberation. Additionally for the um middle schools the seventh and eighth
grade engineering we went with um where we're recommending going with um no Adam for the engineering um if some you might have heard of no Adam before I said in our district in the past um as a biologist at some point
a long time ago um but it's the educators felt like that it was a good place for that engineer and a mention of further emphasize a line which is just tremendous for us. Um there must be seen I should say more
pictures of the work that we did together the excitement um the collaboration also the educators feeling so valued in terms of you know leveraging your content and knowledge in science and and see a curriculum that
would inspire our our science learners. Was it not aligned with the goals? It was not that. Okay. So we're going to have one um product right in that we'll be using in those frames before was different products for each frame. So
this has kind of spoken sequencing progression that's offline standards line. So instead of they do that we do this and the kids have to you know we'll match up somehow. how it's completely on plan for those trades five and by using no Adam in the broad
mill that covers Massachusetts has standards that aren't always covered in in programs um and so no Adam addresses those standards so it's very comprehen wisdom um there's a there's a lot of elements in the text that they be
using in written wisdom where they're actually learning about science elements through the Whiten wisdom curriculum. Um, is there any type of alignment so that when they're learning about volcanoes through the text and weight wisdom, it's lining up with the science
program? Yes, answer sometimes it does align. However, we found that the um most often the content topics within Witten Wisdom, which are very great and fascinating, are not always the science standards for
that particular grade level. So, unfortunately, it doesn't always match up. There are a few pieces where it does match up. Okay. But we Yeah, exactly. So, building that background knowledge in written STEM will help them with the science units and vice versa. Um so,
good question. Um, next looks like a lot and it does represent a lot of work, very collaborative work with our Marblehead High School um, science educator. So, um, a couple things I want to note. So, we have, um, about listed, these are recommendations for adoption based off
the courses. Um, biology extremely outdated. Um, that was a very much a priority for us to get that updated. I'm very excited about the selections there. I want to know as you go down, you're going to see um, AP as well. AP um the college of Florida now has a requirement
that you have to teach curriculum that is uh produced or published within the last 10 years. We are out of date and out of compliance on some of that. So we're very excited um you'll see AP environmental, APA biology, um AP Chem and AP Physics. So we're looking to update those
um very excited that our teachers feel that these uh curricular selections is really to support student learning and preparation for the APA exam. Um while we have some more quotes to get, we are estimating that $82,000. Um some of these are going to
be digital. Um so students will be able to go home and listen to the text. Um so a lot of built in accommodations and differentiation opportunities for all learners. Um that that the online component is just amazing and so something we do not we do not have right
now for our learners. So very excited about that. Um and again really a great collab with effort. Many of our our publishing or Pearson is represented mostly here but we do have Sabas um sing and one um so some variety but really
what the educators felt were best for their books in the student environment. Will all of these have an associated textbook whether it be digital or physical that every student will have access to mobile
phone. So most are going to be digital. That's the way that the high schools you know operating mostly now. Um so they will always have that digital component. We will be um there are some classes specifically that have requested some so we would have additional copies for which students to have extra learning
time inclusion classroom with the special educator where they might want to have some more resources. So plan that as part of the purchase as well. We've actually secured some of the materials through the reading process. So it's been really nice. They've been looking at the hard copies and then we did already um like a free uh training
for the high school teachers on how to use the platform and we're going to do another one as well as soon as hopefully this gets approved. Um, we have a planned planned but we kind of pay for it or anything. So does the idea that this is approval
to the pole out in fall 26? Fall 25. Oh, you would be. So you'd be doing over the summer. Absolutely. So we've already started a lot of the work through the process. Um, as I said, we teachers. So for example, we um moved
here. We have something lined up next week where we get our science educators, you know, training on the platform. They have access to that so they can look at that over the summer if they'd like. We do have some plans for when they return in August for professional development as as well as um in October. Do you have
it budgeted to stipen people to do the professional development because what my concern is is that we have students coming back that it takes run for anybody to learn in the curriculum and but our our students really
Well, he's off. I mean, it's up to go back. Um, what we did is part of the there's a whole another column that's really not on here and that is um what are the professional development needs and we asked that about two months ago from our educators and we've identified what the professional development needs
are. I'll highlight biology for example. Um, this back was very similar to updated. So, they've they've said they're not going to need a lot of people. They're good. They just it's going to be new page numbers or something for example. um for AP environmental um I spoke she was meeting the teacher this morning um and she's
already planned she's doing some work um and ready to go for that. So we we we know what's what teachers want the need um and we're planning for that. Uh we are doing um we've already set aside funding through the PD line and we are paying also I just want to highlight um
some of our teachers who are going to be working um to differentiate art. So, we're going to have some science educators too, special educators working on doing that. We've set aside some funding for that. So, that's really exciting because um as you get in the high school, we have more level courses, but um in our lower grades, we don't
have level courses and we want to support all learners, but the K8 all over correct. So that's where a lot of us So the teachers are the educators are in the leadersh every like there's all specifically the K4 we plan a very a
slow roll out throughout the year have that in our implementation plans that the teachers have the time to learn what we do when we plan for it as as we are able to make the time. I think I think that the pieces folks up here being very humble
about the model time and effort they put into this extraordinary number of work and being very thoughtful about the curriculum how we funding that how what what we make sure that um teachers
educators are comfortable with um because I did I I do share the same saying certainly always how I start that but it's about already in anticipation of moving forward. So I I feel pretty comfortable.
Why is that? No. And I I appreciate the words from both Julia and the entire administration student really wasn't that far that what we were hearing was a new initiative after new initiative and being thrown at
our educators and and they were being asked to roll out multiple new things in a one to twoyear period. But it sounds like this has been very well thought out. Everybody's on board and that is no longer happening. And sometimes sometimes people feel that way because I
know you know I mean I'm I'm kind of late into the game and I know so you know wisdom and like wayfinder yeah it feels new and different and that's always you know a lot of educators kind of feel oh my god it's another new thing. So 100% you're you're right. But I think when you're planning and
discussing and meeting in teams and having the conversations and making sure that when educators are feeling like it's too much and not enough or it's not completely addressed as comfortable again students this feels very thoughtful. Yeah. I'm
very I'm very impressed through this process. I've been uncovered holes and gaps that want to fill. There's been a lot of excitement. our next slide. I see Brian's answer. We'll pause. But so when we rolled out
FOS years ago, he combined we had um Brown and Glover teaching me because they were the only schools that had the same thing here. Yeah, they had plans for that. Everyone's bought
in our budget. Yes. So uh in our budget for our FY26 budget that was approved we did make an infusion for curriculum which we tend to keep in the budget so that every year we can refresh on a five or six or seven year cycle depending on the subject.
This adds up to just about what happens. I think I'm sorry I mean like what happens is when you're doing curricular refresh like some curriculum is more costly than others. So you know um when there's consumables and stuff I mean obviously that's something we have to pay attention to make sure that we have the funding in there. I think we did a plan plan to put
that those monies aside so that as we move forward we'll have fun in there in place so that as we go you know we have it so important that
I want to be clear we're asking these questions not because we think you guys aren't planning this but to be perfectly honest this hasn't been planned out in the past and we have bought the curriculum that we can't find from consumables or we put too many
curriculum in the same year not given our our staff the time and to kind of get up on the runway doing it. So we're asking these questions out so we don't have but just so the community knows this has been very intentional. This is well thought out and we can actually
fund all elements of a new curriculum that we're not running down the hall where the science is going to be and we heard that we heard what you said there in this process. I think we all heard and um thank
you lived I was stealing it from her very mindful of that. So um I my responsibility when the purchasing um security curriculum is to get us the best price possible that all those steps have not happened. These are very much estimates right now. Some of them are
just spoken in the west if we haven't negotiated haven't done all that. This was a big step in the process and wanted to be respectful of that process. So we know the line has been set aside that will be will be within budget are and we will also be mindful of when um expir
when the online expires and so that teachers don't have those feelings those are very real things that we're going to be very mindful of that which I just want to say we already are doing so for example we had purchases um many years math curriculum and with written listen that's part of the teaching learning
budget cycle uh budget when we are embedding those um updated purchases each year in our in our project. So, um so back to Sarah's point before um really do this. Um I'm going to turn over to Emily, but there was that
excitement and it was really exciting. So, yeah. So um where we're going to end for today is um just to remind everyone this was a K to2 uh curriculum review process and we had representation of teachers um throughout all the grade
levels or within all the schools and um basically we at first it was like okay here we go we're getting going with this and then after about maybe four meetings or so people looked forward to coming people were excited to kind of you kind of learn more about the topic that
you're passionate about um with colleagues and it it became something that people kind of like you know got excited and wanted to show their team look what we might get to do and they were very excited about. So our ending meeting we had some uh talking points that the committee came up with and
these were some of them. Um so we felt like educators were excited about this. The future of science and marblehead looks bright. We are enjoying the opportunity to explore comprehensive engaging and standards line materials. We are finding materials that are accessible for all learners. I
appreciate the curriculum review team for our conversations and bringing it back to teams and we are reinvigorating science in our district. So these were just um some quotes from our team members
nextcludes. Uh we want to say thank you David Aa, Johnny Caligan, Caitlyn Gills, Angie Rosiano, Danielle Mosher, Emily Perez, Jenno, Chrisino, and David Zalowski. Um that was our committee. Um we're just so grateful for the time and effort that they dedicated um and their expertise
and then also the work that they did as representatives to go back to their teams, their departments, the great levels. Um and so we're really grateful for that. Um so just want to thank you again for their respectful leadership and um this process and thank you for considering I've said this before he
wants to bring it in but I have a student who's in grad school um getting a PhD in bioch but for me there's no question that we have an
unbelievably go yeah it goes back certainly the great Elmer unbelievably talented educators and this is real stuff you know isn't just science it's English nothing else but you know our teachers are
launching scientists and teachers and you know doctors and whatever else and this is you know hopefully giving them the tools for all things that they need to be able to so it's kind of very
the high school level say our lab and I know currently we don't have lab block lots I can't say it enough times that I think it's so important in the field of science to get for us to work towards getting a point where we have
structured more structured lab blocks um so that be very good um and if you can just note whether or not this curriculum has that And just high level if there is a plan to implement that
more because one concern with getting rid of those is well we do have so many wonderful teachers in the field of science getting our kids excited about that we're sending them off to university with not not equal with their peers with their lab skills going into
lab based programs because we don't have a lab one lab we do have labs the students are engaging in labs in lab learning and hands-on learning. Um all the curricula that we selected has that online component that students can also go home
and review videos of the labs as well. Um not every day but mostly I mean that's real world labs. No it but there's two different component in the class. There are labs happening. There is also when I'll get
let Julie finish and then I'll get to Al. When students need some more time to do something or maybe they're going home and completing the assignment that accompanies the lab, they can go back and do it again. Not every learner gets something on the first time through. So, it's there's an additional component to that. One thing that we heard from our school assignments was that there was a
shift a few years ago um perhaps through the budget um that they they needed some more additional support with setting up labs um because some of those labs are intensive. We listened. Uh we've come up with a really uh effective plan to support them in that. Um we're working
with Dr. Carlson to ensure that the support staff um but they we have a really great plan to make sure that the science educators have someone that will assist them especially on those those labs that take some time with the chemical system to set up. So um that
was one of the things that they very vocal of we want support and got one of the good things that came out of us the review processes here in the teachers and them having a space to reflect on what they're able to do what
their roadblocks are can you hear me we can hear you yeah the um I know we've we've had some challenges with high school graduation and showing competencies without the MCCAST requirement anymore. Does the high school curriculum or does any of the materials provided potentially help
with that getting us in line with maybe the Desi guidelines going forward? So, am I getting a question of like how proficient are our students in science as they're graduating from high school? Um, right. Right. There'll be
certain that we need to show those right those capacity, right, in order for them to graduate. Absolutely. In science in this particular case, right? Yes. Amongst other subjects. Yes, that's a great question. So, our our graduation requirements um second passing grade for
our science classes. Um we have vast majority of all of our students that are passing our science classes. Um the curriculum is aligned to the Massachusetts state standards as well as there's a a crosswalk so to speak of the national um next generation science standards as well. So there's a national
alignment as well as Massachusetts. Um one thing that we identified was the biology um they felt that the online component that we would be able to add by adding by purchasing ear um will really help support learners that needed to read the material again or hear the
material um when they got home. You know the tech they just have you know even textbook to be honest right this is going to bring a whole another level of support for all learners. Um so students uh look very excited to that. That was one of the values that we set forth is that we wanted a curriculum that would support all of our marks. So very
excited about that. Um with the um competency determination and some shifts we can talk more about that Al as well of how um we'll be looking at um that and we can be discussing that meeting in terms of um biology.
Okay. Thank you. So I was just uh trying about the labs. So I've been in the high school. We um went to seeing how how the labs work out. I know we don't have a lot of it was you were here for me. But um we talked to students
specifically. We said how how do the labs go? We had those conversations. They said it's like four minutes or whatever. But if it's a lab then you know carry over next time. Sometimes the lab books, you know, two periods. Um, and they felt that that was actually
good because it gave them the ability to say, "Hey, understand material, you have time to reflect that on material, come back, it's contin and quite frankly, the couple I talked to like, yeah, it's actually, you know, so it's a 2hour whatever block was
minutes. Um, they felt like sometimes I was like really long and lost track." So, I think the way they've addressed it without the lab block has been helpful. So it's, you know, it's it's not the same, but I think we this is one thing I'm going to push back
on because, you know, sitting in even teacher presentation at parents night, the teachers are letting the parents know they're not they don't have the time in their schedule to teach labs the
way they used to and to the level that they feel is appropriate. that they do, you know, biology and they might do four labs like that versus where we were. This and this pretty all of you guys where we were was where they really had
a formalized lab block before we did the scheduling shift where these kids were learning on a regular basis not just how to write a lab the process of but but it was a teaching one. It it was it was very impactful and we are
hearing, you know, both from our students that go off into lab science-based degree programs that they are not as prepared for that portion of it as their peers. And and I will I will tell you I sat I've sat through parents
like where I've heard from the educators who have said we wish we had the schedule and time to do more than they wanted to. So well like we really like to so I was just gonna add in data collection is really important for us and I talked about this several times use data to
inform decisions right um what you're bringing up is something that is a point that we will have to expand further that was not a loud cry from our science educators when we were in this process what I'd like to do is do some data collection on that what it was mentioned it was before my time here in this what
it was what's the difference and then also yeah implementing the new curriculum what are the impacts of that so That's something I would recommend is some data on that. Then I come back and report to the committee. Um once we get a little bit into the school year and see how they plan um and very happy to
see and I think um we know how important hands learn, right? Those are the moments that sometimes stick with our students that um being able to connect um and touch and experience allow. So let me do some data collection with the team and I'm very happy to report back
after also consulting those sites. And I know that I understand schedules are extremely complex and they don't can't be changed or amended on the time. So it wasn't a budget just a lab tech the lab or the lab tech maybe but the labs themselves specifically were not a budget. What we
heard was about 11. Yeah. So I understand this is a long term issue but since we're talking about science curriculum and we we'll be talking again for six years. That's right. It's the appropriate timing. I hope we address a lot. I know I we address it before six years.
So, um, any other comments? We need a motion. So, I'm looking for a motion to approve the science curriculum as presented tonight. So, sir, do a second. Second. Any
questions? And we call for both order in favor. or hopes uh in in Does it have to be the motion of certain? No. Okay. No. Okay. It listen. Um um Alison Taylor in favor. Brian
Williams in favor. Senator Seness, you just make sure the mics are off. I still live call back session at live. No, it's still
live. Were we live streaming at the time? Yes. No, not turned away. Oh, that's okay. So, we got everybody back. We've got 12 hours difference. Um, so we started
over. Um, okay. School committee operating protocols. I put that back as a package. Um I did not make it yet as that file documents. So I've got distraed operating bones all in front of us
again for discussion and hopefully adoption. Um my point would be it's still I think longer than it needs to be. However, a lot of work put into this. I would hope the committee would screw with this and then maybe
something we'll keep looking through the the files at some point find the old version because that old version was just very precise. Um we consider going to that just so you know we
I know we tried um we used that in 2017 and um might there were minutes referencing that um but I appreciate the work that went into it. I had no problem approving me.
I just like I said get a hold of the the museum version that kind of my own. So I have some volume but the school does yes she's not a clical question point number
three that must be um okay so I'm going to ask for a motion to approve the school polical operating protocol Um by Sarah second second I'm going to ask for a vote by in
favor Alison Taylor in favor Williams can you hear Oh, all right. Well, I can't hear you because you're still muting right now. But there you go. Are you in favor? Al, are you in favor of the operating
protocols? Yes, in favor. Thank you. Okay, fine. Thanks everybody. Um, okay. So, now we're moving on to the policy adoption. Um, I know this was a lot of information. What you should have
had was um a spreadsheet that showed the list of policies that we are looking to adopt. Um there are two that we're looking to revise and one we're looking to read. Um so we would have had the
adopted ones. You would have had the MASC version as well as our county version. We're asking the adoption. We go one by one. Um that we are going to adopt the MASC recommended version and that will replace ours. And just so
everyone knows, Alison and I worked at sub committee multiple meetings with um superintendent and superintendent. Um many of these um adopted policies um of MASC have slight wording changes. Um there actually are
some that are actually different than ours. Um all of which are reflective of current statute. So NASCAR recommendations for updated policies that pertain specifically usually to state statute requires um reflective of the state law and
sometimes that has changed from so I think the best thing to do go one by one I'll ask for a motion in a second and then we can discuss the CS. So I I just double check that something earlier I have a spreadsheet but I don't
have the anything else in the package. Yeah, just open it up a second time. The file only has one the file all should have all
family back. I saw I saw you go back to the one shared back. Yeah, I just went to the one. That's the job. Yeah. policies. Okay. So, I I only saw the memo about
which one was cheaper. Why don't we go through both? Yeah. Okay. So, what I did is I labeled each one the marble head one and then the MC one. Okay. All right. So I'm going to ask Frank to pull up the first policy
policy img should say mascot. So, okay. So, this gives I'm not sorry. So, this first one is policy img
which is titled animals in school. you have an IMG animal which is quite a bit longer and it fits into the discussion of all sorts of things like wild animals, herbarian animals, bats, poisonous animals, etc. This one is um a little bit more concise and it just
talks about um around bringing animals into school including um for education programs and references issues around students health students being allergic to an animal. Um so there's just discussion around how
that means markup student has a potential like how to show. So um this was something I had looked into quite a bit. Um there is a great seminar at MASC um the year prior
probably was there this year as well about um service animals particularly the therapy dogs um and the positive impact it has on students and staff. So I'm gonna interrupt you there talk about right after just
for all right so I just wanted I will bring that up that yes so um I just want to not not to correct you but this this is the one that speaks to service because that first one is yeah I see no animal
all right well we're also doing yeah the other one yeah the other one is about all the a large section on shooting Y so at the time of this they had talked about um encouraging school committees
to have a policy and this may be in the one we're talking about in a second that encourages and talks that the use of these therapy animals. Um so I would just I know they're in use in some of our schools. I know some of our schools
um are are a little you know concerned about that but um is science-based and I know that in times of crisis we have we lo as NELAC has welcomed in um and it
during those periods of crisis the feedback we received from our administration was quite honestly the service annuals were granted for the students and staff one so I just want to make sure our policy encourages in any sense.
I think the if I may Yeah. I think the policy where it says no animals should be brought into the school without private schools kind of where that where that lives a little bit. I think um so without without being a corner that allow us that allow us to build principally and work with those agencies
and and making sure that all the other things are followed as far as health and so typically what happens is when um service therapy anal therapy brought in they're brought into a common area there's a choice by the students so we we avoid all that stuff so um that's why
we the policy is more succinct but it allows for all for all those areas as far publicity this one made more sense and then when we go policy it has talks about service
annuals etc that's got a different so I feel very comfortable that operationaliz that's you know conversations that you know we'll have with our leaderships around how does that look what does it look like what's the process and then from an operational standpoint I would encourage student we've worked so hard
as a district to have aligned it and um equitable experiences at all of our schools that I I believe almost all of our schools are are taking advantage of this um from equitable experience point
um I would encourage you guys to encourage yes and if you experience that just okay any other question okay I'm asking for a motion to
approve um the adoption of updating 2023 policy img school. There are no pre for a second. Second Williams in favor. Elson Taylor
in favor in favor. The next policy is IMGA in Frank which is service animals at school which that actually is read not specifically service animals
not. So, this one also is an updated um policy that talks about um service animals that are necessary for um students that have students perhaps like anybody that would need a service
animal. Yeah. Yes. this. I mean, I was just I've heard and and seen some wild people um as far as what can be considered an emotional support. Well, I think we've all seen
it. Um if I'm not real so if if some if an individual presents with documentation for fall under
yes um and yeah I mean I don't there's a lot of in you know I think it's I them as well. But there's a lot of wild pass, you know, in regards to our student requiring
test. So you have a phone that a year and it does say the opening paragraph school committee does not permit discrimination against individual disabilities including those who require services. the district will comply with Massachusett law rights of persons with diet or systolic and the federal law and
will permit such animals aren't the premises. So, it's really again just a couple of our policies is um recognizing that there are state statutes and federal statutes and that's compliant. So, I'm asking for a motion
to approve um the uh MASC um policy adoption of service in second. Second, Alison Taylor and vote. Ryan Oda
in Alison Taylor in favor. Williams in favor. Thank you. Okay, the next one, uh, Frank is CHACHC. Oh, no. I'm sorry. I'm sorry. IHBG,
homeschooling. You see that, Frank? Um, so yes. So, the next um policy that we're asking to the committee to consider uh upgrade um adopting the MASC
version is around homeschool related. Most of the items I believe are the same. Jonathan, if I'm not mistaken, the exception of um our existing policy says that we may award a high school student and that is not actually the case. That's that's the main difference. Yes.
Making difference. Yes. The MC version which is in line with state statute is does not recognize or speak to. These are just the rules around which are state laws. Just if someone asks that question homeschooling they
can access our extracurricular activities etc can't expand a line or flat out quickness what our standards are and there are some uh in this the same as our existing policy uh which I think are I know our state statute um there
are some steps that that parents guardians have to take um with in conjunction with the school district to protect women um so I'm looking for a motion to uh approve the adopt option of the NAC policy IHBG
noise by Sarah second. Okay, we take a roll call right in favor. Taylor in favor. Williams in favor. In
favor, it is it possible to do a motion for all of these and yeah, hold the way to grant certain ones out. I think the only way you can I mean you could list every single one of them separately and then put Yeah. the motion
to read each individual. Yeah. Um okay. So the next one we are doing um uh Frank is um CHACHC which is this development and dissemination of procedures. So this really talks about Thank you. Um
so this talks about um procedures uh that will you know take place in the um school district. Um it doesn't reference handbooks but I'm assuming it's proving handbooks. Um I think The only difference I see first of all we have is
that um there's a paragraph that's being struck into a new version say the responsibility procedures any policies procedures man so that is being deleted um and we are adopting this
current version that's out here um so do I have a motion to cha develop So moved second Alison Taylor favor Williams in favor. Okay, we're going to move on to
IH which is references um title one as a and the only difference um NFC version for stars is it references a okay um in the cross
reference or going. No. Um, you mean provide the link? No, no, I don't mean like additional link. I I just know in some of our policies, we've referenced another policy that doesn't even exist. So, do we want to make sure that cross reference exists?
Why don't we approve this and I'll go back afterwards? Okay. Um, so I'm asking for approval to uh adopt NFC policy HPD condensatory education. So, move there. Is there a second? Second.
Okay. Rota in favor. Fox in favor. Alison Taylor in favor. Al Williams in favor. The next one um Frank is IHBF which is homebound
construction. Um and the homebound instruction updated version um for NASC um speaks to the length of time, right? So it's it's when homebound instruction this which is not less than
14 days. Absolutely. Does this cross reference the law? I thought the law has less than this. It's cumulative 14 days. We don't comment on that next. Okay. So, this this aligns the law.
Okay. So, I'm looking for a motion to approve policy IHF instruction. So, we have a second. Second. Okay. Brian Os in favor. Uh Alison Taylor in favor the next one. Uh Frank uh madam
chairperson. Yes. I just need to know I need to leave uh for work related items. So just wanted you to know. Thank you. Okay. Yes you have. Um okay. The next one, Frank, is IH alternative school
programs and the MASC version of this versus Mars. Um, our current policy, this is being struck. um says school committee will provide alternative education programs for these states and then identify where establishment of such programs is feasible the proposed
programs followed so that is no longer here um that's different so do I have a motion to approve IH or second in favor Um, next one Frank is J instructional materials. Sarah's point is a cross
reference um up there. Everything else remains the same and it cross reference K which I know we have and IGA IG IGB which I also have several
um looking for approval to uh motion to approve updated policy J for instructional materials so a second Taylor in favor Sir the next one Frank was a student progress to
parents and the difference with this one John correct me if I'm wrong was we were talking about issuing a periodic valuation. Yeah. So, so basically this just this just says um I believe the intent the previous one was
that progress not progress reporting progress notes um the progressing is actually verifies that things to approve Second. Second. All right. Allison
Taylor in favor. Rot in favor. Servox in favor. Chapter in favor. Next one is policy IMB teaching about controversial issues in the controversial. This is Yeah, this is just added in
cross reference J resource person between D. So it's just added cross reference and pass open for a motion to policy. So motion second. Oh sure. Um so my question just for
point of clarification for the community is who is the determining factor on what is a controversial issue because what we have kind of experienced over the last year to two years is some people feel that issue A may not be controversial at
all while other people may feel that same issue is controversial. So who is the determining factor on what is a generally that would be a uh collaborative discussion at the school level of the teaching leaders and the principles um and if they dec
some and in all transparency sometimes it's more reactive and proactive so that's less and I do call attention from Z39 for but the folks out there um to you know at
some point read through this because it is you know I think it's a pretty well written and comprehensive policy. It talks about you know for teacher plan discussions that controversial issues selected by teachers uh for class discussion must relate directly to the objectives and content of courses
approved by the for inclusion and curriculum and the teachers right to introduce controversial issues in class visitations does not include right of advocacy. Do you must refrain from positions to express partisan belie? So there is some, you know, so there so so
there's some advantage to that policy. That's why we wanted to make sure that it's written and so that we have kind of refer back to when business is doing something. And what that really does is memorializes in our policy mirroring
state ethics because state ethics are very clear. that if you have access to something because of your position. One example would be for a teacher who have access to the student is because of your position that you cannot use that position to influence
uh and and I've always said state ethics carry more weight than many of the other roles that operate on. They're very strict and there's serious. So I I I appreciate that this policy really just applies.
Uh thanks. Okay. So I have a first a second. I'm do a roll call vote. Um uh Allison Taylor in favor check. Um okay just a couple more um policy I we actually are not voting on that. I apologize. I got
this second but I did just want to sort of this is a policy review. Um policy I which is titled evaluation of the structural bill rights is a policy that we have here in
regard no longer has access policy. It was no longer possible discussion with superintendent superintendent. Um the determination was that we would like to actually keep this. Um so it talks about says we're going to be considering
objective evaluation effectiveness of primary importance. The superintendent will provide translation of a statement instruction into object oration too and there's a listing of how this evaluation is going through. So we've been the administration.
So the the reason that in um the reason that have a full because we had indicated there some minor changes get the meeting. So we're going to hopefully roll that to the next meeting. So we'll keep and change. Yeah. It was minus. Okay. Uh
same thing as IB right which is the student services program. I think there were a couple of minor changes and we'll do that next time. Um the following two following items I did put in not actually get them updated which we will do um in a future meeting
are two parent uh two um there's a parent consent for technology and then um student internet yeah and again I'll take the ownership of that um we we we didn't get a chance to sit down and really go through it to
to my level of satisfaction reg I think we can bring that as well make you feel better. And then the only other one that we are asking to delete is [Music] IBG-R which was an additional
homeschooling um was related to our homeschooling and it was provision for our homeschooling was addition to our homeschooling wants to know. So actually I probably don't have plus no. Okay. So I'm asking for that to be deletal because we've adopted
the MSC version. Yes. Okay. So I'm asking for a motion to delete all the IHGR and a second. Allison Taylor in favor in favor. Y. Thank you everybody.
[Music] Um, okay. Next on the agenda, we have the donation. Okay. I have two items to be um food for donations. Suppose I can take on one. Yes. Okay. So, I'm looking for a vote to
accept requesting uh looking for a motion to vote to accept um a cash donation in the amount of $6,000 from the Massachusetts Marine Trades Association. Um by Sarah. Do you have a second? Second. Yeah.
Um just do we have the numbers? I don't have a lot of information to be honest with you. I think it was it was earmarked through the business office and they asked on the thing so I can try to come back. told you was specific. I want to figure specific for like I'll find out and make sure that you know if
it's earned for something specific we'll make sure that it's um okay Sarah Fox was moved by Sarah oh Alison Taylor in favor the next one I have is
foration came the amount $1,87 in favor. Alison Taylor in favor zero. Thank you. Um the next uh item on the agenda is I'm looking for a motion to allow the town of Harvard to the Wild High Schoolhouse polling location on election day Tuesday, July
8th, 2025 for special election. It's Oh, July 8th. Okay. Y second. Any questions on this? This is the special election for um a referendum.
That I don't know. Um I know the Senate is have a problem here. This one I believe is all here, but okay. I think they're waiting for our approval, which that motion, I'm going to assume it is. Okay. that if the sub board was voil if
they fine. Uh Sarah Fox Allison Taylor favor in favor. Uh next item is um request by uh meox to rename the
um so I'm just I'm going to read my memo that I work with everybody. Uh but before I I'll start um I'm deeply deeply grateful for the unanimous support of maybe the organic garden that the brown school at Catherine Martin last fall
September 19 as you know um for president Jeff St. George tragically decimated this past January less than eight months after Katie is a constant volunteer in our schools. He served on our facilities keep subcommittee longer than any other
member I could um that I that comes to memory bringing subject matter expertise in the area of facilities management. Todd got the phone and called Jeff and asking for help. Um Jeff wrote a letter of interest to get that then Gary built project by the NSBA.
remember it coming up several times at our uh built community meetings that that that letter of interest was noted by the board uh of MSDA to have been one of the best letters of loose mills that they had some of the most thorough ones
they had seen. While the original Dallas school organic garden was the grandchild of Katie Martin's wife and cheese, Jeff was at the forefront of performing the work the garden of reality. From driving the Bobcat with the earth to helping
transport the garden to Eve one very late summer in May so that we make sure that it's to Evelyn to start the transition for the building with a program that embed garden. Um Jet works. I'm asking the committee to amend
the name of the Katherine R. Martin Organic Garden to now be the Katherine R. Martin J St. George Organic Garden was honored with gold. Um Katie and Jeff were a family of volunteers. They took their subject matter expertise which was
in landscape architecture and facilities management. And they volunteered hundreds if not thousands of hours over many many years to the benefit of the students. Marvel This is a way to honor them and to show that bring their legacy in a solid way
forward. So the third girls who are our students have um a you can see how much their parents will appreciate it how much their parents do for our community um and how they memories alive. And I as
somebody who's a public here, Katie used to use this all the time. Um, individual post from Audrey Heburn and I really think it emphasizes why Katie and Jack volunteered in our district and it was to plant a garden school tomorrow. She's
the state of all design and they truly truly believe in our for our market students for our schools. They put their money where their mouth is. They they spend countless hours to do so. Um, we did receive a letter of support, which
you're reminded if I read this. Um, this is from Kristen Salvi Pratt. She sent this to the committee. I am writing in full support of the proposal to rename the Katherine R. Martin organic garden to the Katherine R. Martin Jeffrey St. George Organic Garden. She did let me
know there's an A in there. Um, my initial involvement with the project began in 2013, helping to fund raise for the original garden led with vision and energy by Katie Martin and June Stolen. Later, the PTO board
uh, and I I was on the PTO board and chaired the organic garden committee. Throughout Jeff was a steady client presence behind the scene, building the original garden bends by hand, leveraging his facilities management expertise to secure and services at no
cost to the capital. Beyond the garden, Jeff served for years in the facility subcommittee was the author of the request to the MSBA that ultimately became the very limited project. His attention to detail, commitment to quality were evident throughout Ken and
Jack or partners in light and service and in their deep commitment to marvels when naming the garden both their names would be a thoughtful legacy together. Um, I did
include Oh, shoot. Um, I did include a picture, the original artwork that um was made original Ben or garden um was very collaborative with our students of a local artist who was a parent in her
school at the time uh Jones the Clay School first and had worked and there's I I can share some images. she had students in to help sculpt the sign. And you see it's it's very much so um age appropriate to to the age range that
we're serving. Um I would reach out to Kirsten Bishan uh this artist and told her what the plan was and if she would again um be able to provide the service producing the sign. Um, I realize it's
not as formalized as design, but sometimes we'll see it in black, but I think it very much fits the spirit of the garden and of the youth and Katie and Jeff. Um, and Kirsten and I I had asked if she could work with uh their
girls if the girls wanted to to um help some. And actually, I got to talk to Emma last night um their oldest daughter and she's excited about that, I guess. She had said she had wanted us to come but so she's not here tonight but um
very much any questions or discussions Alison All right. All right. So, I'm going to motion to approve the organic garden
Jeffrey Jeffrey St. George Organic Garden. So, second. Second. Second by Allison Day in favor. Sarah Boss in favor. Allison Taylor in favor. Chef in favor.
Thanks for bringing that forward, sir. That's great. You'll let the Yes, absolutely. Great. Um, okay. Um, uh, subcommittee and led up. This is the last meeting. I'm going to
give a quick update. Policy subcommittee [Music] met. Um we also discussed the recess policy which revenue and assistant superintendent um assistant superintendent and sent a survey out to the elementary education
meeting six right um and in our discussion um at this point the recommendation which will be forthcoming in in um is that K3 will go to two recesses
and fourth grade is it to be determined or that will be in the recommendation. Okay. So, fourth six. It's going to be one says I'm sorry, but a long time on to the same. Okay. Um the joint data management JLC
still has to meet to review those. They met today. Okay. All right. Um so that we expect the recommendation before the end of the Yes. for operationalizing that I have my hand up too, sir. Sorry. Go
ahead. Sorry. Also, um, it's only it's only going to be you're only suggesting to extend it for five minutes, right? I just want to make sure that's clear to folks as well for four to six. And Julie, you were going to share the data from the survey. I haven't seen that yet. I'm very sorry, Alison. I will get
to that. Um, thank you for reminding me so um the we are looking at for village um it could be potentially more than five minutes because we're looking at um not embedding the transition time but
giving students the full amount of time so increasing the time and then for transition time um because sometimes they come from lunch sometimes they so we have to limit that as well. So right now it's in 30 minutes resouring.
So we're looking at if we could get 30 minutes and how that would with the schedule um no matter what it will be an increase 20 minutes but what does that look like in terms of some grades being a transition? And then I also think Alison you agree
that the survey results those in the back today um or we'll get online survey results. All right. I I hadn't asked them for I had just asked them for the sub the policy subcommittee meeting. Not I wasn't I whether they can be shared for everyone. That's um fine. No, I
think I put a for I'd be happy to share I think um kind of two levels. So the one that I shared publicly with the slides show I'd be very happy to share that with you. Um and then as well I think Mrs. Allison was looking for a little more of a breakdown of of the raw data which I'd
be happy to share just as a collaborator for I just my concern continues to be the contract because our contract does hold us to a second morning recess at the elementary level. The elementary level is just defined as K through six. I want
to be cautious that we're creating a policy that memorializes not complying with the contract. So if we if I just want to finish. So if we need to amend the contract that is something I just want
to make sure we're we're not memorializing something that can become quite honestly open and shut someone so wished it to be. um that if there's any I if is we did ask multiple times if there
was anything we needed to amend in the contract our provision and reassess was a constant talking point with the contract. If we need to amend the contract to reflect this, we need to have that talking point because it is a concern that when we're moralizing a
policy, it directly contradicts a violation MLA it does state to um to allow for a recess of the elementary. Um so there's the some language there. Um and then your reference even does say elementary.
doesn't define it doesn't define those. So, um I hear what you're saying on that. I just want we've been working off of what the MOA that's the most recent document. Um the sign contract supersedes the MLA and signed contract in bed embeds language of this the the
morning recess. The MLA is just to carry you until the contract is more is ratified and signed. So then it kind of disappears. So, our current ratified contract does provide for a second morning recess in elementary, which again is to find those key results. The attorneys have been
okay. I just Yeah, we're trying we're trying to trying to match those two things and I think it's in place the five minute piece and I've had further conversations as early as to late as today. So that's
part of the conversation involved part of the contract is to make sure that maybe they can sign an MOA sign saying they're relinquishing and the contracts are right to morning recess for maybe that is I don't know I just want to make
sure from a legal standpoint I'll thank you for pointing that out. That was Did I miss anything else? Anything that was policy? Okay. Um any other updates
by? Okay. Um any new business? All right. Um we have two items of correspondence I want to read into the record. Um these were two letters that were sent to Maryland school committee. First was the information from New England was dated May 20th. Um this came to individual
members or the only me but to other members of prestige. I hope this message finds you well. I invite you on behalf of the defamation of England since our founding in 1913. We always have been dedicated to stopping the defation of Jewish people and securing justice and fair treatment for all. Today we remain
one of the world's leading anti hate organizations steadfast in our mission to funism and all forms of bias while striving for justice of society. We are deeply grateful for your support uh in support of the resolution of the government and
materials association. Since our publication ADL has consistently advocated for resources, your vote is a powerful affirmation of educational environments and discrimination into ensuring that Jews do their classrooms. As you may know,
the recent shooting here at Catholic Jewish Museum is once again shaping a sense of security with our Jewish communist nationwide extremely interesting individuals. We are gravely concerned about the dangers rather Canadians on various
ideological rheto educational institutions disseminate materials demonized Jewish families poses a real threat to our presency in this challenging time sense of
security provides much needed influence taking and helped racial demonstration looks like. Thank you for your continued leadership to protect our classrooms. Uh we also received two to the members
of the Barb committee uh uh yesterday June 4th letter from the committee for accuracy and middle piece reporting and analysis known as behalf of I want to express our deep gratitude for their recent vote of teaching
materials of our roles today's educational resource at a time is rising by allowing H resolution send a vital message that our schools must remain places of respect and integrity to the attack in
Washington DC where Israeli established murder of the capital Jewish museum for the release of Israeli hostages fire inflammatory ideologies by standing up against efforts to in
search often disguise education into classrooms you are helpful to protect students promote critical thinking and preserving value. Camera has long worked to expose these dangerous trends and support and we understand that doing the right group often invites us. Just know
your valiph is inspiring and event support as you continue to address these issues and we wanted to assist with us with sincere appreciation short. Um and I did just want to state also for the record and I know this has been
discussion but um you did but all five members of sign um that's it for um so I join