e first let's start with the pledge in there Pledge of Allegiance PL and the US okay no problem I pledge allegiance to the flag of the United States of America and to the Republic
so um we have our student representative and then we were going to take the uh veteran students do that right now they're comfortable do you want to wait till what do you want to do M does that work now is everybody here let's do
so it the will of the committee to take out of so the students their day probably has welcome that thank you for having us welcome so tonight uh we are going to present a couple of what we call sort of Cornerstone projects that we do one of the seventh grade uh a science lab and
then one in the eighth grade which is both a reading and writing assignment that we do with our eighth graders so I'm pleased first to have come up uh our two science students Annabelle CID and Jordan London along with a teacher t callaham they can come on up take a seat
in the campfire area here as they're coming up I'll explain the lab but we're going to talk to you a little bit about our gummy bear lab uh this lab I'm going to read this so I don't get it wrong is taught during the cell parts and organel units students are investigating how materials move into and out of a cell
using a passive transport process called diffusion they compare what happens with a gummy bear what happen cell students uh are also offered an extra credit option of conducting the follow live at home changing the liquid that the gummy bear so did I will now turn it over to
miss Callahan and her students we had some slides but um that's okay it's okay do you need the slides are they can we get them up that would be awesome definitely sorry that would be great did does Frank have your
documents if not students to Beed on y probably not too many gummy bear mentions there you know is there any way for us to be able to feature the students
on camera on screen say he just parents well Frank getting this going mhtv what he's done with our other showcases at Glover and brown because they have really good cameras that will
show you guys um they've sent us links and we can that on to um Mr Fox and so he can it's kind of cool to see yourself in so he can send it to you and it's much better Fe perfect start um I'll give a quick
background um I think Mr Fox you gave some of the background but uh one of the units in seventh grade is looking at cells we look at cell parts cell organel and then we move into cell processes so how how those things work so one of them is how
things enter and exit a cell so diffusion is one of the ways that things enter exit a cell so then I'm going to pass it on to you so I would like to introduce the gummy bear labit in the gummy bear lab we took a hero gummy bear and placed it in water
to soak overnight highlighting how the gummy bear changed bass alongside the concept of diffusion and it finding a state than the water um The Gummy Bear started at 3.3 G
and the cuff was measured at 6.6 get a total of 9.4 once it soaked overnight the total mass was increased to 4.3 G but without the mass of the cup in the original Mass the gummy bear came out came out to be 4.9
G and I would say my prediction was correct the gummy bear started with a mass of 3.3 which increased to a larger mass of 8.2 subtracting to 3.3 gr the gummy bear precisely increased by
12.9 water diffused through the gummy bear semi removal membrane through a process called osmosis the maximum the gummy bear got was the 8.2 gr meaning it found a state of
equilibrium so one of the things that they did um one of the things that the students had to do is not only use the equipment of the lab to run the so they learned how to use Triple B balance um they used We Them use a ruler um so we learned how to use the cimeter side of a
ruler um and learned what where zero was and the zero on the edge of the ruler are not the same thing um they did a fantastic job with that and then um all students were asked for uh to do a lab write up where they had a series of questions those one of things so we have a chance we'll share the slides with you
so you can see some of the questions at the end um and then uh we offered to some of the students we used to do this in a class uh for everybody but then we sort of shifted some things around this year so there is an offer to do an extension at home um for extra credit
and in to for the extra credit asked to change veryable the original I chose to change the to instead of changing myis was if I changet after I found that after Shing it a diet
it grew 5.17 cm in was 2.17 CM lighter than when I first and and then we have we do the slides so this is where we start as a class they actually this is actually the experiment we do as a full class leading out to
this um we put just a drop of coloring in aner and they watch what happens and then we that's how we start talking about what diffusion actually is uh molecules moving from an area of high concentration to an area of low concentration where there's space we also have a nice conversation about the D molecules that water molecules
actually aren't the same thing um and then from here we move into to the lab and then we talk about they move from here there's so but I go back that's a good one sorry I got excited about our lab equipment um because uh having taught uh previous school where we did
have access to some of this equipment it's really exciting for us to be able to use all of these pieces and having the kids with them as well so these two did a lovely job I would say on the whole the SE did an incredible job on this lab moving forward so thank you to these lovely students
so you you heard a little bit about we're teaching them science but we're also sneakingly teaching them skills too these are skills uh measurement skills how to design a lab how to come to inclusion how to make hypothesis these are skills that obviously carry from your science classes all the way through the graduation here inev the second uh
project we're going to talk about I'd like to invite up our three readers from the e8th grade and one of their teachers so Lala June Crawford and Chloe Steiner thank Mona along with one of the teachers Carolyn Todd so in the e8th grade and seventh grade uh students read independent books
in addition to core novels and texts in the eighth grade with quarter in 8th grade quarter 2 our students selected and read a Windows and mirrors book uh a mirror that that phrase represents texts that reflect experiences and cold GRS similar to the reader helping them to
feel connected to the book They're reading while a window book represents texts that offer glimpses into lives experiences and cultures of people that are different from the reader which Fosters a broader perspective of the world as a part of the eighth grade
poetry unit students write R uh sumits which is we don't remember a 14line form written in I Amic p with an ABA CBC EF F A GG Rhymes scheme additionally students were asked to demonstrate their ability
to use figurative language by adding one simly one metaphor and one alliteration this year students connected the windows and mirrors book to the Poetry unit by writing sonnets that reflected both window and mirror experiences while reading so I'm pleased to introduce our
two Sonet readers June uh and Chloe and June will start with her Sonic entitled labels and fruits one second to did we take that off FR that graphic off thank you I you don't have any no you don't we that way we can see we can see their
faces thank you sorry and TR misrepresented St is helpful and kind Zer a hype is equal opportunity I'm perfecting my lovely little life always striving to do well of never want to
construct bring on the greatness and Glory I a kind young man and a s detain a right and Lady fre as bir and both do labels are strong to hoping for a better life you know when a person's TR becomes
tools you gaze upon a life too Walter and now Chloe read her sonit and your Sonet is titled the other side div the side Vera's family split by the
dark WS she stuck within the borders of Brin Vera sought freedom but the danger Falls yet she stays strong and risks the all to win I live in Marble where I have R I go to school and spend time with my friends like a school of fish that swims
day toight no walls that BL us no one to defend well I have many rights G has few she stands and digs beneath the guarden gate her freedom is a candle burning blue while mine keeps glistening with greater Faith G lives in fear facing
oppression I live my rights and my possession now students also had the option of writing their Windows book writing a bought Windows book for the Massachusetts Center for books letters uh their letters about literature program students write a letter to the author whose writing has impacted if the
author offer is living we also independently send the letters to the office in past years we have received we have received excited personalized notes from Jac woodston Hillary Clinton Das Slater Julia Alvarez and many other authors the letters about literature
program is also a judged contest students can earn recognitions that start at semifinalist and finalist this year little Marblehead veterans Middle School had 10 students recognize a semifinalist and three recogniz as
finalists then hold on then the top 10 essays in the Commonwealth go through additional adjudication and seven are selected as honorable mention and three are ranked
as the top three essays one two and three in the state this year we had two of the top 10 essays in the state one student Sophia Chell was awarded with honorable mention I'm pleased to announce our other students Melissa balla who's here tonight was not only
part of the top 10 her letter to poet naom shy NY earned her the first place in the entire city I was going to say please join me congrats but I'm excited that as is all our he L's
letter would um can we keep her the mic because that's the mhtb mic and I wanted people up next to that go there we go that put you're Naomi shahab n do you ever
look out the window of a car and think about how every car passing by has a person in it with their own life and their own struggles after reading your poem kindness I know I do I take the public bus to and from school every day
I used to walk on with my eyes fixated on my Thro not even looking up at the people around me now even if someone so much has moves their bag so I can sit I pause and try to see the story behind each mark on their face and each hole in their jacket so so that I can understand
the Sorrows they have faced that make kindness fall like a shadow or a friend as you wrote I had always thought that once someone has lost or suffered they become cold and trapped in their own grief but your words made me realize
that after dealing with the unmerciful Sorrows of life then it is only kindness that makes sense anymore maybe that is why the loud old man we used to call crazy talk to everyone of us and wish this kids a good day at school he wore nothing but the same worn out jeans a s
t-shirt and beat up sneakers however he wore his smile the widest and proudest of all he like a sun Breaking Through The Dark Cloud th maybe every laugh he laughed and every joke he cracked was in exchange for every night he spent
alone your path words inspired me to start learning more about different backgrounds in first so that I could deepen my not only has your poem encouraged me to read way more books about people from different places with distinct experiences but you have also influenced
me to begin asking questions I started interviewing people over the summer with my friends from Parks to beaches we would ask strangers simple questions like what's your favorite memory and then we would get to know their complex life stories we learned about their struggles and the pain they
went through that we could never imagine living but we got to learn about the good times in their life too I remember this one young man wearing sunglasses and flip-flops who told us that his favorite memory was when he was a child in Columbia picking fruit off trees and
playing with his best friend a dog he then told us that his neighbors poisoned his dog because they could not stand it sparking I do not have a dog but I could hear the sadness in his voice and tell the subtle droop of his face as he recalled the painful memory now I felt
hurt for him he also met a really confident woman in her t ples who shared that she had been bullied all throughout high school was made fun of for her weight although she said she did not love herself then I could clearly see how much she loved herself now throughout her conversation she even
called herself beautiful which showed that she overcame her unhappiness by being kind to herself after connecting with these strangers I realized that although it may seem like kindness is what brings us together it is really sorrow that makes us feel closer and understand one another weeks ago my
grandma and I were walking around downtown Boston when it began to pour Heavy Rain unfortunately the rain was paired with thunder and light so in a hurry to find shelter my grandma and I ran into McDonald's of course the small fast food restaurant was packed with people so there was no place to sit then
a middle-aged woman with pink glasses and a kind face invited us to sit with her I noticed her accent and asked where she was from and learned among other details that she lived in South Africa and was only here for a sister's funeral you said before you know what kindness really is you must lose things that was
when I understood why out of all the people in the restaurant she showed us kindness by inviting us to sit with her from her loss came empathy through the knowledge of your poem experiences like these started mean something more I learned that it's as if
we were blind before feeling pain but once we do we begin seeing colors we have never seen before so thank you for writing F kindness in this harsh and indifferent world we we can find comfort in our shared Humanity no longer will I walk on the bus with my head down
instead my heart will be open and my eyes will be wide s job we like to thank you for having us here and this is a reminder this is the awesome things that are happening in our school on a daily basis so like to thank teachers and more
importantly our students to work so hard in our scho thank you very much a picture I just wanted to note when we when we tie this together with things that we we are seeing in different reports throughout the year we see you know an eighth grade student who ranks
in their letter writing number one in the state and we also saw each year the last couple years that our our eighth grade scores are ranking the top in the state too and we might not have been seen that just something magical happened over there but um I just want
to acknowledge that we're seeing it cross curricular and that's really great so I want to thank our team over there and and thank everybody that's working for thank you thanks for awes apprciate it that's the best okay I'm G to move on
on to um I'm G to do I'm G Mo this representative welcome everyone so at the high school right now students are preparing for their AP exams in just about a month the exams are fully digital or hybrid this
year so that's quite a change but we've been doing a lot of practice on AP classro and preparing for those seniors are also getting ready to go on senior project after quarter 3 and on the 15th which is super exciting we always do great there's always seniors doing great things for our community for themselves
and it's going to be super exciting to see all that they're doing at the senior project fair in the end of May they have to get signatures from all their teachers to make sure they're passing all their classes to get approved um senior prom permission slips are out and ticket sales will be starting the week of April 28th that'll be at The State
Room in Boston which is super exciting the National Art Honor Society has a Chipotle fundraiser next to Tuesday from 4: to 8: want to support that tickets for culture Feast which is a super exciting event at our school with lots of music performances they're on sale
now during lunches Hades toown the School Musical is being performed April 11th through 13th so not this weekend but the next that's going to be really good I have friends who are in it and I know that everybody's been working very hard for that you can buy your tickets now you
can and you can get them online and the all bands and all Coral concerts just happened the past two weeks and all Springs concert is tonight at 7 so you could head over there after this and also um spring Sports have just started
all the seasons are kicking in the gear I know that some people have had their first games girls lacrosse had their first game last week and a bunch of sporting events are coming up and everybody's super excited for the warm weather and getting outside and getting active thank you thank you
you Gra commendations um Brian and Brian go ahead I'd like to uh give a ACC Commendation to Mary Maxfield for the science fair that they held I went to it it was very very
interesting they actually had kindergart kids presenting which I as a principal of an elementary school would never have thought of doing but she did it and it came off really well the place was completely packed and I was astonished at some of the projects some of these
kids were able to do and I saw Sarah there so want to lend in the word here it was great I saw a first grader that made a um Hydro lift of some sort that worked and it was pretty it was pretty amazing to
see me pick him up with so yes it's a great program and PTO works really hard to help put that on as well um so I wanted to give two recommendations um the first one is to our Performing Arts Department Andrew
scolio Miss Mitchum and Julie FES as noted we we had the band and the coral concerts already and tonight is the orchestra concert um those are no small feet and in watching what those kids can do I I'm
really excited I'll be to see part of the um orchestra concert to see fourth graders who have never touched a string instrument up there performing performing in a way that really comes off very beautiful very entertaining it's no small beat so um I just wanted
to commend all those teachers for what they do and then my other accommodation was for the sports shop um in Marblehead because they they work tirelessly to get all of our kids whether they're on the fields um their Co their their costumes their uniforms the Fine Arts
uniforms um and I'm sure I I can emphatically tell you that many families are in there the day of um that what you will asking them to help get our students where they need to be and they do they show up and help our kids with the way
they should so I I am very appreciate their partnership anything else okay so I'm going to move on to public comment um I have a number of folks signed up um I I have a number of folks signed up I'm going to our public comment is scheduled
to last 15 minutes we ask each person to keep their comments to three minutes as part of our policy so I'm going to go for the 15 and if there are more folks if it's the will of the committee we can move on or not we have a lot of things if we can go back to it at the end after we do our
first 15 minutes I think that would be helpful for getting through um our agenda items that we Ed okay how do the other members feel about that so that's five individuals I do my math right well not everybody has to if they use their three minutes right
so I that doesn't how many people we have signed up how many people signed 13 people and that doesn't include folks online who haven't solicited yet so they may I don't say the handti but by solic when I solicited they
may I'm leading toward I want to hear everyone who has something to say but oh I think it's important I know in the past sometimes we've done the 15 minutes and then reopened after I'm open yeah I'm open to that people are as long as we you know everyone who wants to speak get a chance I'm fine with that okay by
I'm fine with it provided that people try not to say the same thing somebody in front of them just said so you know well yeah well we don't have necessary control over that but it's public comment so um we appreciate that there are a lot of folks that want to have and
have come and want to continue to come so understand that we can all Channel Gary's P yeah so why don't we move forward anyway and then I'll take uh under advisement for the committee as move forward 15 minutes I've got um okay so I'm going to start with the folks on uh not L folks
in person um I Genie Lin hello and d i text out it will pick you up it just and I live on De street inated today um so I have spoken out at a few of these meetings and in
brief what I've said before has been to my personal strong belief that we should not wrap our kids in bubble wrap and put blinders on the messages and symbols of the world that they need to see I would rather see them see the flags in interpret the world interrogate their
sense of how to get on so what I really wanted to say tonight um and and endorse um I guess the uh the latest uh voice of the teachers union I sort of took step back and I try to remember like this has been going on for a long time and I
don't even know if I have this right but I think the precipitating incident happened in like October 2023 and I know that you all have taken maybe some criticism for this being somewhat of a protracted process and I actually caused myself to say well what
if it's not and and what if the process has not gone on too long um and and what if instead of thinking boy we should really hurry up and get is done so we could put this behind us and tell everyone sorry it took two years plus and some of the kids who were here when it started aren't here anymore what if
you said well maybe the twists and terms and maybe the developments and the need to think of this that and the other thing are a sign that we should slow down what we're doing um and and I read the recent um article about the teachers expressing their views that's for them
to debate with you but it feels like another discussion that should be had so what I would offered to you is when I look at the presence of flags they are symbols and they are signs and so they are Communications and in that anyone
will tell you they also signify culture and in the policy that you currently are planning to embrace you are asserting that an elected body will become The Gatekeepers of communications and cultures at the school and I think that is a huge responsibility for a group
that meets a couple of times a month who are in many ways doing a lot of work as volunteers to suddenly have to have your fingers on the pulse culture lives 24 hours a day 365 days a year in organization so I actually would say as
you think of that incredible responsibility please don't make this a bell we CH and wish we could unra measure three or four times before you cut into the culture of these schools so ask yourselves do we actually know what
the core stakeholders need from this do have when you look at what the students have asked for is there anything in the current policy that reflects what they're looking when you think about the teachers who live in these buildings and try to raise our kids intellectually does the policy reflect what they are
asking for and as you go out in further circles sure there are members in the community who have differences of opinion but we're not anth theor so I have my beliefs I would like to see these kids be challeng wants to learn and not go out into a world where they
say G I've never seen that sign before G I don't know what that is I only saw that on the internet with no place in the real world to interrogate what I was discovering but I only ask you tonight think about the seriousness of becoming a gatekeeper of culture in these schools
before you take the responsibility because we can't give it back as easily as you could take it on Margaret Park good evening Margaret cor 29 wford Street um I will speak uh first for myself and then my son asked me to read
a very brief uh statement from him as well um in addition to my concerns raised in the last few meetings I would like to address some more recent inclusion of symbolic displays in your latest policy draft the broad language of symbolic display would include all logos on
vehicles bicycles clothing equipment cell phones laptops etc those logos are all symbols on display all letters are symbols math is taught with symbols musical notes are symol locks of the state law and building code requires
science within your schools are symbols young kids artwork is full of symbols and attempting to represent real things how does a student do Civics projects how do students do Civics project and avoid avoid symbolic
displays all of those items are on display in millions of ways in our school our children cannot be educated if displayed symbols have to be reviewed by the school compte it is simply impossible and the broad language is
either purposeful censorship or thoughtless if it were if it were attempted to be implemented it would take so long for any approval the child's artwork would never get displayed this expansive language of
your policy broadly violates freedom of expression for students instead it's not about it's all about suppression not about protection of anyone in the area of free speech the Supreme Court has said that students do not shed their constitutional rights to
freedom of speech and expression at the schoolhouse gate you can't take that away from them also cross pendants childish pendants and yamakas are symbolic displays when they are worn are you saying that the school committee has the
right to take those away from the students and staff if they wear them to our schools do you intend this policy to give the school committee the power to regulate what religious symbols can be worn by a student that would violate First Amendment both under Free Speech clause
and the free exercise of Rel CL I'd also like to understand what is motivating you to implement such a restrictive policy are you acting out of fear or malice towards our children is someone directing you to do this so so
specifically why do you not trust our children in school administrators instead are they perfect no but they deserve the chance to express who they are my daughter tells me that the principal of the high school already reviews documents to be displayed
for any inappropriate content that might be lewed or disrupted to the education of students there is no need to involve the roadblock of the school committee in fact I read your uh Q&A section document online that describes the difference between your roles as school committee
members and the role of the superintendent and the principles of our schools Miss Clark that's been three minutes okay thank you it says we are nonpartisan yet that would mean non-bias and this is clearly It also says the school committee does
not operate the district on a day-to-day basis that is the job of the superintendent the to did not elect you to change your positions to administrator yet that is what you are proposing to do if you have to approve every flag banner and symbolic
display you have no right to overstep your bounds of the office to which you were elected you're supposed to be helping to develop the best education for our students not trying to stop our children from becoming who they are who they need to be to make a community and the government of our may I have just
one moment to to read my son's yes son technically from your son so absolutely please well hi my name is Karan qu the son of the proud mother speaking right now my thought on this whole policy is what do you think you're going to
accomplish the man spectrum of what a symbol is is insane I believe the school committee will say that because there are so many symbols they'll just never get around to it you're taking away people's warmth of being accepted and stomping down into the dirt the majority
of the people say no to this policy and when they say no you made the policy more straight this outrages me how you put the citizens of marble head down like that you didn't even think about the effect of the student uh that is
welcomed by the black lives matter and LGB flag every day I know this as a student the village and despise this Poli thank you for my time Sharon and Howard Fitch I have both names so I don't know are you planning
to speak oh welcome yeah if you wouldn't mind just having a seat Miss Rich there welcome you need a second and Sher listen uh my name is Sharon rich and I'm the9 ocean um I I
partly the discussion of the flags and the reason that I have a problem is because there are only two flags that are up the grabs I tend to think that if there was
a if there were a completely open policy on any flag that speaks to a culture that speaks to students who feel marginalized there might very definitely at this moment in time be a Jewish flag
or some representation of the Jewish students in this uh community and then by all means we have a Palestinian flag because there would be there would be some push back against the uh Jewish
Ro um I think that we could go on and on and find that there are numbers and numbers of flags that would represent many points of view and many types of cultures and many types of abil
is and I doubt that there would be room for any students in the school once we got the flags all up where they would uh potentially belong so I don't think that it's putting any
anybody down uh black lives matter uh its Origins uh its parent uh uh parent uh group that started in California has anti-Semitism all over its uh message uh
mission statement uh I don't I don't know uh what the gay flag does but I certainly am sympathetic to Gay and students I I I just don't know where it all ends and that's why I think it would
be fair if we just had the United States flag and the uh Massachusetts flag and that would include everybody and the real education and feeling of belonging
should come from dialogue in the classrooms real dialogue that stresses the fact that hate only marginalizes that hate causes violence and I
think I said what I have to say thank you m thank you um I have Sarah that's my address Street hi Sarah ID Road um I am to say because I know that you guys are
going to be giving a summary about the anti-Semitism anti-Semitism um investigation and you know I read the report definitely not happy with the findings um you know I want to make
sure that no matter what the report has shown that you know with the history of marble head and my husband is the fourth generation Marble Head um that you know
people really do realize that there has been anti-Semitism you know there is anti-Semitism it's here it's against our teachers against our children as you know both of my children have had incidences at best and Charter um we had
an incident at our house on New Year's Eve where 10th and 11th graders of Marble Head decided to scream out and tell me and my children and their non-jewish friends um that we were dirty Jews and that we should be hung um so no
one can tell me that it's not here and that it's not in the school because as most of you know my children's teachers are showing sasas my children's teachers are pushing you know other people's teachers are showing you know systematic racism and
showing all sorts of stuff that everybody here needs to look at and really open their eyes and I know a lot of people are going to take this investigation and point fingers probably
um but I just want to tell you that the teachers that came forward the Jewish teachers had a right to speak up it definitely happened because I can see it happening to my family I can see it happening to many of my friends here I've lost a lot of friends for speaking
out in the past 18 months and what I don't want to to see here is that I just don't understand why yet again we can't just call a state of State there is anti-Semitism here there are two Jewish
teachers that had to resign and give up their pensions there's one Jew Jewish teacher who nobody talks to her in class or in school not class but in school she eats by herself nobody wants to be her friends what is that teaching our
kid my daughter's Jewish she gets s every day when she sees that since she can't talk anybody else but now we have an investigation that's come out and actually just says not enough proof so you know when my child
comes home and says they had this happen to them what are we going to do we're going to tell them not enough proof I I just don't I don't understand that and then additionally I've worked really hard six months to bring the movie October ha
ourtown told everybody here the whole town knows I emailed probably over 550 teachers and administrators from Marvel head Public School in Charter and 10
government 10 people 10 teachers some administrators and I'm thankful that you know even after hounding that people will take tickets and I actually have free tickets that I've bought myself in my pocket book so so you know um but we can just see
that that in itself shows that we have a problem here so I'm hoping that people will realize that and stand up and definitely think as my kids came to see the movie that we should bring it in the schools
I'll buy it for you um because people need to see it and people need to stand up and people need to realize that it is here that was I'm gonna go one more and then we'll turn so I can't I apologize I can't read this is it on Andy Anya it's
p Lane which is my neighborhood so oh it's oh Angus I apologize because I'm like it does not look I apologize my handwriting is notorious like I know I didn't learn it I didn't learn it in school
well um thank you very much to the committee for the opportunity to be heard first I want to commend the teachers of Marblehead for standing up for their own constitutional right to free expression and the right of students to free expression I think they're taking an important stand uh as a parent and a taxpayer um uh I want to
see schools that are inclusive and welcoming to to all students and to the entirety of our community so as you consider the mea's uh request uh to seee some assist in consideration of this policy uh which is exactly what I hope you will do um I want to make sure that
several facts are clear at all and on the table fact number one there is no statutory requirement for us to have a policy about Flags doesn't exist fact number two there is no case law that required just to have a policy around flows no such requirement exists so this
is a discretionary decision on the part of the school committee to either adopt or not adopt a flag policy and what it would look like but we are under no legal obligation whatsoever to pass a policy at all this community has gone 250 years
and more without such a policy with no litigation not a single time around the presence of flags in our schools but tonight I was hoping to really highlight the flaws in the current proposed policy that I saw just shortly before the meeting there is a
Clause right at the very beginning the first sentence that says no third party petitions will be heard I cannot think of a more arrogant policy but I also can't think of a more unconstitutional policy than to tell the taxpayers homeowners residents students parents
Marvel head that you cannot petition your school committee to do something or not do something it will will never survive constitutional scrutiny I also note that the policy has written and I'm not sure how it was written I spent 11 years in the state senate uh as chief of
staff for a senator writing public policy I'm not sure I've seen a policy that is more poorly drafted than what is before you this evening um if it is the intent that this only cover things that are affixed to the wall and I've heard that stated at prior meetings doesn't say that it says all symbolic displ
anywhere on school grounds so that does cover all the things that Margaret mentioned uh by not explicitly stating that it focuses on things affixed to the wall but what I really want to focus on is to compare what you have in front of you to the policies that are already in place for the town of Marblehead and for
the Marblehead housing court because we already have two government entities in Marblehead that have established policy in the case of the Town policy there is no language restricting third party um petitions in fact in practice the town receives thirdparty petitions from
Community groups ask Board of Selectmen to make a resolution establishing recognition of 5 day or juneth or any other uh occasion and the committee can consider those defions so if it is I'm not sure where that language even came from or where the idea came from that
that's required in order for it to be considered government speech it's not in the town policy which was developed with the cons consultation of Town Council so if it isn't there it doesn't need to be here that language also does not appear in the marel Housing Authority Poli that is in place I will note that that policy
draws a distinction between um the flag Pooles and the rights of tenants to display Flags in their units which is effectively what the students and teachers are asking for here that there be a distinction drawn this is what's in the student proposed policy between the
flag poles and symbols and flags are inside the school building in the teachers classrooms in their workplace where they do have a constitutional right um and the last thing I want to mention is um around the comparison of the policy the marel Housing Authority policy explicitly has language saying it
does not apply in its applicability to handheld Flags banners Etc signs you're going to consider tonight using the Marvel at high school's poing place you cannot constitutionally say that people who are going to hold signs within 150 ft of the door which is on school
grounds have to have those signs approved by the school we have town meeting in a school building you cannot tell people that they cannot stand outside a town meeting and hold a sign of their choice to express a message of their choosing without approval out of school so what's before you is still an
unacceptable poorly drafted proposal I would urge you to do what the teachers are asking table it indefinitely and move on to matters that really do require the school committee's attention thank you very much for the opportunity here people I would like to make a motion to
continue with public comment after we get through the body of our meeting so all parties can still be heard from but that we can get through our business um meeting there second okay so we don't have a second for that motion so normally we move on so I'd like to know what the committee
would like to do will the motion die there still a second okay so we're gonna I'd like to make a motion to continue public comment now we don't need motion Oh I thought she was ask I am asking what the would like to do I'd like to continue
also okay we will move on um I have y El again welcome y hi thank you for having thank you for having us my name is El again um I am a mother to three children my son is a in
high school and my daughter is in a in Vex and my younger one is at EP little school um there's a joke that two Jews have three opinions in fact there's a joke that if you put two Jews on an island they're going to have three synagogues one synagogue for Jew number
one one synagogue for Jew number two and one synagogue for the Jews that they will never step in when you were here in fact Passover that's coming up is all about Jewish rabbis sitting and discussing the meaning of Exodus the meaning of life the meaning of Judaism
each with their own opinion when we were here in June 2024 discussing the anti-semitic incidences that happened to our teachers there was one thing in common to all of the Jewish people that SPO the Jewish students the Jewish teachers the Jewish
par the Jewish parents the Jewish residents the Jewish leaders and the remants and the one thing was that any investigation firm that will come and investigate the anti-semitic incidences that happened to our teachers will adopt
the IRA definition the IRA definition simply says that anti-zionism is anti-Semitic Zionism is simply the right for self-determination of the Jewish people every people according to the UN
has a right for self-determination you have dozens of countries that are Muslims majority Muslims and they go according to Islam government in the Islamic calendar dozens of Christian countries that you have majority Christian that goes according to the Christian calendar you
have one Jewish state that is governed by the Jews one Jewish state that goes according to Jewish calar one Jewish state that all the Jews will be protected by the government that is the one thing that we ask for I asked for John the first week that you came here
my son and I S sat in your in your in your in your office and we said the one thing that we the Jewish residents are asking is for you to have an investigation that will adopt the I definition having an investigation firm that is not adoped our definition is as
if hiring a firm that does not believe that a husband can rap his wife that's what we had in the 1980s it's as if hiring that that firm and say when you have a complaint by a wife saying my husband rap me if the premise isn't there the conclusion will never be
there we saw I read I read today the report I was appalled it was a slap in the face to every single Jewish student every single Jewish parent every single Jewish teacher and every single Jewish resident we sat here and you said the
one thing that we want is the idle definition and it's not because that is what we think needs to happen it's because that is the way Jews Define anti-Semitism again how dare you tell us how we Define anti-Semitism and even the the the
investigation person she said that Massachusetts did not adopt the IR definition that is wrong in 2022 our governor governor Baker adopted the IRA definition in Massachusetts and school committee superintendent if you knew that that is
what's happening if you knew that the investigation is not going to adopt an IRA definition why was the public not told it she even stated that Marvel had did not adopt the IR definition in its town like Sharon why wasn't get brought up to the public could have brought up a
motion that the IRA definition should be adopted in in Marvel head I'm sure either by you guys or by the public I'm sure it would be passed by flying PS again another slap in the face to all Jewish people in this place I have been
supportive of this town of the school committee of the superintendent in fact you and I sat organization that supports Z supports Zion I was here after October um 7th in 2023 when a parent wanted to
um to dismiss the superintendent because she supported um um Israel and she she she she denounced what happened in Hamas and I said the only reason I sent my child to the school and felt safe on the day of victim which basically was the day that they announced that they were
going to go kill all Jews was because that um of that statement I do not feel safe now I do not feel safe in a town that does not define anti-Semitism the right way I was shocked when I read the report I was
saddened when I read the report and I don't feel safe now in my ta and actually I want to tell everybody I read this at 3:05 at 3:10 I decided I'm running for school permitting because something needs to be done somebody needs to protect the Jewish people in
our town and to make sure that anti-semitism in the curriculum in our households students teachers parents everybody will not suffer by people in this thank you so much mayor mcris M
harrison6 everybody knows in this room how I feel that the FR should be able to say and Mr de piano and I were going back and forth on Facebook today and he brought up that the Jewish way is not back up I just Ed was it's going to be
delivered on Saturday and I will be bringing up to the school administration building on Monday so it can go back I think every F friend in the world should be up there because when I was younger it was all friends that represented
history geography and also current events and I'm not going to waste anybody else's time because they know but I did V you don't have have
a and how you've said that the students are number one teachers are number two three is Administration and for is community you are not putting the F the the students first the teachers second the admin third and the community fourth you're
not doing that you're just trying to seek power okay um Emily dejoy em dve first and foremost I just want to express my sincere appreciation for everyone here today taking the time to listen to one another's perspectives
with respect and open-mindedness while we have different opinions on this topic I believe our primary responsibility is not to debate what is right or what is wrong to display but rather to carefully consider what is truly in the best interest of all of our children because they are
what matters most I firmly believe that if we allow teachers and students to determine on a case-by casee basis which fls are acceptable it could lead to increased tension added pressure on Educators and feelings of exclusion among students who
may not feel adequately represented our Focus must remain on creating an inclusive distraction free learning environment that prioritizes education above all else to achieve this I advocate or displaying only the flags
that represent every student the United States Massachusetts and P flag if students wish to express their personal beliefs for affiliations they should have the freedom to do so through their personal choices such as the clothing however we should not Grant any
particular group the authority to speak on behalf of all as this could introduce bias into our schools by fostering an environment centered on Unity respect and academic Excellence we can ensure that every student feels valued and supported on their educational Journey
thank you thank you um all right so I'm going to keep going through the folks being put in person then I'll move to online um Karen tell malol Karen Trigger Road so I've read the results of the anti-Semitism
investigation that was posted on line and you know I Echo everything that El said um so despite these findings I know two things one the Israeli flag used to be on display in the high school cafeteria and now it's on and two the
teacher who was alleged to have removed the flag wrote in a th piece in the local paper where she went on a conspiracy di speaking of Israeli aligned organizations and attacking the IRA definition of anti-semitism which is is an
internationally recognized framework for identifying examples of anti-Semitism that have already been adopted by over 30 countries so in my opinion her letter only reinforced the accusations against her now regarding the flag policy I want to express my full support for the
proposed draft flag policy I've heard numerous concerns about the removal of the BLM by Flags but I've also noticed that the Israeli flag's removal is consistently omitted in articles about the policy I'm here wearing the Israeli flag to remind everyone that an Israeli
flag once hung in the high school alongside those flags and and it was removed yet I don't hear any calls from those opposed to this flag policy to return the Israeli Flags to school why is that could it be that some groups feel more deserving than others who have
their symbols on display while I can't speculate on their motivations I can share my perspective I support a policy that promotes School neutrality as that is the only way to maintain a truly welcoming and inclusive environment for all students not just the ones who feel
comfortable speaking out on these issues this doesn't mean that students can't express themselves they are free to wear clothing with political messages or discuss such topics as long as it doesn't disrupt classroom activities or infringe upon another students's rights
schools must base their policies on law Community input and the needs of the students we've already had two unauthorized removals of flags from the high school creating unnecessary drama and disruption that's precisely why it's crucial to the school committee so about
this flag policy now regarding the recent nea's concern that this policy could restrict teachers freedom of speech and expression I'd like to understand what teachers rights are in this context um speaking from personal experience I feel teachers lacked
Clarity on this issue when I was grown up I didn't know anything about my teacher personal life I didn't even know if they were married um today however many teachers think to view their role as more than just educators of course subjects and instead feel responsible for bringing about societal change
through their influence on students now I'm speaking from personal experience when my child was s years old here in Marblehead a teacher introduced a class mascot a crab stuffed animal and told the students that it had no gender encouraging them to refer to it as they
them the teacher also read a book called the red crayon which was an allegory for transgenderism and suggested that how children look on the outside might not match how they feel on the inside um Additionally the teacher recommended numerous lgbtq books um in her classroom
including one featuring a man in bondage I'm not kidding it's been over three minutes so when I objected to material I was dismissed and accused of being a ddii and when I asked picture of a man in bondage was appropriate for second graders the teacher defended it as a
picture of love the administrators refused to allow my child to switch teachers and when I kept my child home from school out of fear the school had the Department of Child Protective Services call my house so my question is do teachers have the right to teach whatever they want even if it's not age
appropriate or if parents object um therefore I'm not going to get into the MTA and their anti-semitic um symbols that they put as resources on their website for teachers to discuss the Israeli cing conflict but I think if we
could clarify teachers's rights and respons responsibility within the school environment it would provide much needed guidance unless they canot teach while I understand that not all teachers Mis misuse their influence over impressionable Minds it's important to acknowledge that some do these teachers must be educated on the appropriate
boundaries of their role as Educators thank you thank you um Diane Bora D Laur Nicholson St um we're gonna have to excuse me because I got very upset about um some of the comments that with us made
um attacking teachers and um claiming that we are profess professing our everything that we believe in the classroom um I and I just need to take a a minute
to myself someone else and then thank you um I'll back back John de piano John on I I didn't really hear Mr Harrison but I wasn't sure if she was complimentary
enough and I apologize to whatever it is I face um having said that um I'll hear in support of the Propst block BS when we began this meeting with Pledge of Allegiance and everyone in this room
stood up turned to the American flag and everyone was included that's the flag we're all Americans we're all state citizens and we're here speaking because of the veterans including Mr OD back in service
who stepped up and sacrificed so that we could exercise our right to pre now was mistake and that policy was written with the assistance of legal council um and I've seen it it looks fine to me um but that's not really what
I'm here to say what I'm here to say is that I'm troubled I'm troubled by the parents who came up to me a parent who came to me after last meeting where I saw who thanked me for speaking because she was
afraid to speak because she was afraid that her child would be suffer recrimination and her exercising her right to free speech because that's what this does this is what it does when you have sunflow
on it's not inclusive it's exclusive to others and the school committee is dring with the ageold problem of where one person's or one group's rights end and another's begin so this is a difficult thing for every no one here no one on
the pro policy side is suggesting that the students don't have the right to free that the students don't have the right to display on their person or on their vehicles um there are shirts or hats or
say what they would like to say or organ so that last one now the people who come in and say that this is a policy that's racist they use that sh claim to have the majority in this
context where people are afraid to speak up the tyranny of the majority is not the standard for which we should be driving and so though there may not be
a statute that requires this uh school committee to enact the policy I would argue it's not thisr it's completely necessary um I am going to have to recess myself for a few minutes um the
the area we have input would you if possible hold and um the presentation of Lisa Marie and Victoria I can catch up with them watch afterwards if that's the will of the committee talk to the um Kristen I can't really don't
pronounce this zero is it zeros say again xaros I'm sorry um CHR Road I wasn't planning on speaking tonight but as I sat and listened to
presentation from um the vet students I was actually staring at the autism of awareness sign I had a feeling of deep sadness as a kindergarten teacher will this new proposed policy soon become one to not allow the hangy of posters that
represent our students and their work in the population will it be the beginning of censorship for our classrooms will it our teaching I feel like my rights and my rights of my students will be diminished will our relases never be
heard again I'm left with is this just the beginning of what I feel like to be the stripping of the freedom of our speech Diane did you want to come back you're comfortable
thank you um D for Nicholson Street um I wish to express my strong opposition to the proposed flag policy in Marvel head well I appreciate the intention behind creating a unified standard for flag display I believe this policy poses a
significant risk of undermining the very fabric our community uh welcome all our students and the freedom of expression um I feel like this uh policy as proposed um undermines teachers rights
to be free from C censorship in their classroom um I've been a teacher uh over 30 years now in Marblehead and can attest to how each School develops its own culture um and I think that the uh
voices of the school including students including Administration including teachers is very important in the decision as to what to hang on the walls um Flags can play a vital role in the
elementary curriculum for example students learn about national flags to understand history and geography exploring the signif significance of flags as symbols of countries and cultures around the world they study the importance of the American flag in
relation to patriotism and civic responsibility and contrary to popular belief um we the teachers and students of our classes say the Pledge of Allegiance every day um additionally
Flags can be utilized in projects focused on diversity where students create and present flags that represent their own Heritage and backgrounds which they do in second grade at at the Clover School and fostering an appreciation for
different cultures um act lover right now um there is a banner that says love together there is a Black History Month Banner that is hanging up there are all of the flags in the gym um that Eric
Fargo has um really um done a lot of work um in fundraising for the American Heart Association that goes for every year that the children raise money through the kids heart Challenge and dump rope for heart um just last week we
had a fundraiser um it at our school I Clover School The Glow Run and one of the things that we did was to create uh classroom flags for each classroom so this is my flag from my classroom the uh children were the ones
that decided on what the name on the flag was going to be um I have an example from third grade Mrs shottis and another third grade from Mrs chev's class and the drawing on this the
logo was drawn by one of their students W um what happens if the school committee has to make decisions and what we can put up in the classroom or in the school
um it's my understanding that uh the purview of the school committee is um hiring the superintendent uh budget and creating policy but it's up to Administration to make sure that that policy is followed
um I would recommend that it continue to St that way um one last um thing that I wanted to say yeah just very quickly um I know you're going to be talking about special education and Jen I know you wrote in
the uh into the um Marvel head current um that um that we' effectively resolve all the issues that have been identified and as a classroom teacher I can attest that all these issues have not been
resolved yet um so I hope you look uh further into that thank you in speed that correct thank you all for letting me so I'm not going to dive into the um
obviously debate and considerations um from a policy perspective on the flag proposal I think we've heard perspectives obviously from both a lot of passion and strong views uh one thing I would point out is that um there seems to be General
consensus that at least the purpose or intent of the policy uh from both sides is that the policy should not infringe upon the rights of um students or others on school grounds to display their own personal uh Expressions on clothing or
handheld banners or Flags long as obviously it doesn't disrupt um the educational environment I would strongly urge the committee I know you have external counsel but I would strongly urge committe to continue to carefully consider and look at the language in the
policy it's very broadly drafted right it applies to Flags banners and similar symbolic displays on school property as an earlier commenter mentioned it doesn't State explicitly that that's limited to Flags or banners dis slays a fix so attach to school
property and it doesn't make any broad exceptions so as written the policy on its face applies extraordinarily broadly and would on its face infringe on on on rights that a lot of folks have acknowledged individuals have under the
First Amendment of the Constitution I also would submit to the committee that um if you do want to move forward with a policy to designate certain flags and Banners as Government speech to exercise control over that speech
it's important that the policy be drafted and tailored in an appropriate and uh narrow manner because the committee in the school district could potentially open itself up to selective enforcement um risks as well as risks
that in the event it did seek to exert its authority over certain flags and Banners under the policy that a court would determine that it was engaged in Viewpoint discrimination like in the cahon case where policy wasn't actually followed in one instance and then in another since it was in the E circuit held in initial
stages of litigation that that created um issues for the for for for the school district and finally I point out and I'm don't I'm not going to speak on behalf of the union or the teachers per se but I would point out that the collective bargaining agreement does contain
explicit language that teachers retain the ability to u to the full extent relevant to their uh teaching and serving their educational purposes they have certain um rights under the contract that the school committee
entered into with the Union to engage in certain expression for educational purposes um and so I would also carefully review the policy if I'm sure you are given the letter from the union to ensure that you're not exposing the town or the school committee to unnecessary legal risks so thanks thank
you thank you so now I'm going to move on line to the zoom attendees um and if anyone is interested um online on Zoom who would like to speak please raise your hand you should have a little icon at the bottom of your
screen that says raise hand and if you click will pop up on my screen and I now charman did have her hand up but I think charman pop dog it's okay
um so I have Frank Frank are you there let you we'll ask if there's anybody else in the in the audience after actually hang on Frank what [Music] can't no I think that's that's you isn't
it Frank I have a a Frank in the attendees but it's not letting me make him a panelist can oh there we go okay uh well I still can't do it please I I think you did it great welcome Frank thank you uh Frank
cashner pck Road uh I just want to observe that uh my wife uh was a public school teacher in Lind for 32 years and uh her experience was uh one
of finding her ability to express herself through music and art to her students was steadily constrained by Department of Education uh time on task kinds of
strictures and uh I hear this policy as uh constricting expression and I understand that if you allow expression there will be conflict and so my
suggestion is to adopt a conflict resolution um strategy apparatus set of tools because that is what students will face as they go out into the world thank
you for allowing me to speak thank you appreciate that uh so Frank can you turn Frank because you're the host down thank you that's why okay um okay so I'm trying to see if there are other any other hands
up online I do not see any at all and Sharman paler did have her hand up but uh well I should say um but that person just dropped off so okay so I'm now going one more I'm sorry I apologize is
there anybody else in the audience that wanted to speak oh sure come on up do you have your name and address uh my name is Shauna K and I live at s Road SE um hi my name is sha King and I'm a
Marblehead high school graduate from the class of 2018 I wanted to thank you all today for doing such a thorough investigation um into the alleged incidents of anti-Semitism that occurred
um I had Senora slimy my sophomore year and um then had her again senior year when I took AP Sage here at the high school um I could never imagine her saying the words that she was accused of or maliciously tearing down a
flag she was always kind to all of her students and passionate about teaching her students about different cultures and the histories of a pressed groups of people I remember learning about the Mirabal Sisters who were um activists in
the Dominican Republic in her class um they were activists against the dictatorship of Raphael Rio who kidnapped tortured and killed denters and massacred thousands of patients in a racist attempt to whiten the Dominican
Republic she chose to teach us about this topic because I know she's really values anti-racism she values inclusion and um I I can't picture her saying anything anti-semitic Marblehead high school has
faced a truly great Boss by losing Senor siny she was one of my favorite teachers um because of her efforts to make learning fun and engaging I now use Spanish every day in my work um at a legal aid organization
that serves immigrant youth uh and Sor sles teaching was part of my learning of Spanish that really allows me to communicate with my clients um thank you all
you uh uh oh sorry I'm gonna be Megan cin that fire I want to read um what I think is a really relevant um just a quick excerpt fromant off Ed that um I read from the
marble reporter in 200 December 2015 um okay as Americans we teach our children to accept and respect each other's differences the Declaration of independent states we hold these truths to be self-evident that all men are created
equal and they are endowed by their creator with certain unalienable rights that among these are life liberty and the per of Happiness the first amendment of these Bill of Rights that the First Amendment of the Bill of Rights that States Congress shall make no law
respecting an establishment of religion or prohibiting the free exercise thereof or abridging the freedom of speech or of the press or of the right of the peaceful the people peacefully to assemble and to petition the government a sorry a redress of
grievances if Trump wants so badly to be president then perhaps he needs to to read to first read the Declaration of Independence and the Bill of Rights understand what being an American means that was written by Brian Oda um back in
2015 in December 11 2015 for the mar Li thank you okay so I'm going to move on in public comment thank you um we're going to move to District updates superintendent thank you madam chairwoman um so I have a few things to
share with with uh the committee with u our community uh spring is definitely a busy time mcast testing trimester report cards spring Sports concerts and field trips are all plenty we have nav we as we navigate through the balance of the school year I want to remind our community that April 23rd 24th 25th are
school days uh student absences are absolved with notification of parents we had talked about that previously just wanted to share that our last day of school given the snow dat at this point is June 25th as long as there's no othera weather uh related issues um and is a half day for students and full day
for staff the there's been a lot of questions about the calendar we generally update the calendar around the April break so in case there's any late um weather um issues so that will be coming out that will be dat but I know there's a lot of questions about the last day um on Monday Mike sorry Mike
ping and I presented there's too many Fs in his name um and I presented our FY 26 school committee approved budget to the finance committee I'm happy to report that the meeting went really well and based upon our ongoing Communications and collaboration with the town fincom
voted unanimously to recommend approval of our school budget thanks again to the school committee for their support and to the finance committee for the continued committ commitment to working together I want to recognize that March 21st was World Down syndrome awareness
day and with World Autism Awareness Day these awareness days and many others certainly helped to remind us of of the importance of celebrating our differences and uring that everyone is included and has a sense of belonging kindergarten orientation is on April
10th from 6:00 to 7 6 7 6 to 7 at Glover and brown this is an important event for our kindergarten families so please mark your calendars our third grade parent night will be held at Village on April 15th at 6 o'clock which is also important and exciting as they
transition from GL Brown to Village the PTO and PCOS have generously donated funds so that we can provide a timely professional development opportunity called project reboot keys to building Tech healthy household to our students at the middle school and high school and to our parents and Guardians the
students will have assemblies during the day and the parent Guardian Workshop is April 10th from 700 P.M to 8:30 p.m. at vets at the pack we hope for a great turnout thanks again to the collaborative effort of juliia Ferrera and our PTO and PCOS um in being able to
provide this opportunity the informational Flyers forthcoming so please be on the look out and we share with the committee tonight but jul is going to send it out to folks and should be in our principal newsletters uh Hades ttin Edition is being performed on April
11 12 13th at uh High School um the times are 72 and two respectively the content is a little dark so uh you may want to that in mind when planning for our younger students I was asked to share that um still a great show but just be mindful um I was also asked to
share that the documentary which explores experiences on and after April 7th October 8 is showing at the war um thanks sah Lan for um making sure that that important film is here in town as she mentioned when she was speaking earlier there were show times on the 1
and the second um and then again there will be times on May 9th at 700m May 10th at 5:00 pm and May 11th at 2:45 pm. and again um I think that's a great opportunity for folks to um see the movie and to learn um and and really uh
experience um a lot of what we've been talking about um over the last you know have um Marblehead mother's Co-op popup shop that's hard to say trying to say it 10 times fast is on April 4th from 6:00 to 10 in April 5th from 10 to 2 100% of
the proed proceeds go to friends the Marblehead Public Schools please consider supporting our local artists and vendors and turn our students I just want to take a moment that um if you saw the popup shop signs on school property over the last few weeks and then all of a sudden they disappeared that was
absolutely mind doing um not supposed to have this is SE from the sign policy we're not supposed to have um private signs on public school property so um we did take those off but I got in touch with Folks at the pop-up shop and um I was happy to send out the information uh to in an email to everybody and speak
about it tonight because I think that's um that's really more appropriate way to do send me flyers I can approve them I can send them out um that way we can monitor what's kind of going on anyway um we have a couple of authors coming to town to meet with our students which is very cool on April 4th um tomorrow
tomorrow uh James Riley would be at Village and on April 28th Jarrett learner will be at Browns this really exciting stuff we'd love to have we had we had an author earlier on I'm the sherik Glover and it was really cool I went over where I saw the kids interacting it was really neat so I love I love that we're able to do that some
of our Athletics updates from our ad um this is him kind of writing to me so I just read what he said the spring season got going this week girls LaCross team is doing well I'm going one in one get some tough competition excuse me Bo lacrosse starts started starts tomorrow Friday at Newberry Park Baseball started
on Tuesday also at Newberry Park our first track meet at was at Hopkins was on Wednesday and our first softball game at um Middle School was also on Wednesday unified track has a meet on today had a meet today at Salem while tennis begins their season on Friday don't have updated scores so I apologize
um we currently have two he wanted to share that we currently have two interns working in the athletic department Megan param a senior at Salem State and Josh seavo a junor at Salem State Megan is usually here during the day working on a number of projects including equipment inventory and trophy Banner spreadsheets to prep for a new Banner package for the
gym Josh has helped us put up tennis net sweet reports and we're asking and working on a website update I share that just because I think it's good that we we have interns giving back to the community um in ways that are you know helping our athletic department kind of grow I wanted to share that the old old dilapidated shed at Village was finally
taken down yay and new one's installed um at Village this week and the much needed repairs the track also at Village are scheduled for the week of April 21st so I know there's been some questions about that there some divots and whatnot on the track that need to be repaired um the company I believe it's cap and
Island tennis which is out of uh down Southshore um South Eastern Mass not Southshore Southeastern Mass so um they scheduled some time they should be able to get in and out sometimes that week they have to it's weather dependent so that's when it's scheduled in the week of April 21st we did try to get it before track season started but it's
it's weather dependent so when it's too cold they can't set the um material fix the H so anyway so thanks to our facilities and Mike ping for coordinating both updates yes said that time um on Friday March 28th I was able to to attend the retirement send off of
Rick Lemieux as he departed Village School after 23 after 23e career who was a much beloved custodian at the school as was clear by the outpouring of emotions by staff and students as they Circle the school quarters with signs of congratulation and well wishes so congrats the best luck to Rick it was
awesome to see the kids were excited yeah I was it was really cool um and finally I would like to share that I've offered Frank Kowalski full principalship back lover School Frank has been interim throughout the school year and has demonstrated professionalism kindness strong leadership and a calm demeanor that will
serve him well in the coming years as principal so congratulations to Frank we're lucky to have you on board in a more permanent capacity thank you than when I tell you my son wanted to get up early to make sure he was there and like he made they made signs
for Rick and played music as went around right Bud it they had incredibly emotional yeah it was it was really cool and well deserved do you nothing you on the spot you might um I'm just curious how many kindergarteners we have
registered any idea I don't um Katie Katie are current register is working on that right now so I should have num for next yeah I'm just curious I mean I know it can also go up yeah you know they're coming in it just opened up on the 24th 24th so uh you know it'll it'll ramp up
and well you know kindergarten orientation on the 10th so we should have a pretty good idea who shows up then but um yeah I can't those numbers okay one I just want to add one other thing the the I don't want to screw it up Miss Freon if you're watching I'm sorry um
the Northeast treble Forest Festival is this weekend um Saturday at 3 at high school um so it is Select course so selecting people from a bunch of different high schools from all around um the Northeast will be performing
together they have a big rehearsal the the kids at Village have been rehearsing every Monday after school for the last few weeks um they're singing a number of beautiful songs and oh I'm crying because my son is in it sorry it hasn't even happened yet good Lord um and so
Friday they have a really big practice um their first practice Al together with all the different schools which should be interesting uh and then Saturday they have practice all day and the concert is at 3:00 um at w Memorial High School so good luck to them I can't wait I know
it's it's going to be so much fun than yeah uh great thank you thank you Elisa thank on I'm gonna move on to the consent action and agenda items now we have one schedule bills which I'm going to call for the vote um the meeting minutes I still don't have I apologize for the draft so I did want to let the
committee members know I working on that and also um have a potential option for um an alternative um process for getting a minute so I think I will get that resolved for an next meeting so I appreciate the patience of the committee so I'm going to ask for a vote for our
to approve our schedu of bills which for this month is a total of 96,6 3261 so approv by Allison and do I have a second second Brian I'm G to call for a vote Al Williams in favor B in favor
Alison Taylor are in favor 4 to Z thank you um okay so I'm going to move on to the school committee communication and discussion items the first item um uh and I thank fire chief Gillan for his patience tonight we have a request for
use of the Marlet High School Fieldhouse I believe for a polling station for um oh at least I know for our June elections local elections I don't know if you have a little more details yeah so uh CH Chief had approached me a while ago and just said is this something that we we could consider utilizing the
Fieldhouse here at the high school for the to elections um and then potentially you know talk about the you know all the elections um and what I shared was in my in my previous life we allow that to happen and there's ways to make it happen safely so I know my first and foremost is can we do it while school is
open safely so we don't have community members that are kind of in our schools and the answer that is yes um we just need to be due we have to have due diligence probably some um police detail making sure when they when the uh Community is in the field house voting they not not exiting the field house and
going into the school that's easily managed I'm not worried about that um so I think I think it's a great way to collaborate with the community it's something we all need to work with you know our ad and our PE teachers and Michelle Carlson um and her her administrators to make sure that we kind
of um close down the gym and enough time town to set up their polling things and enough time to break it back down so the students can use it so when we do this there is a there is a break in the in the ability to utilize that that space um because we have to have setup and
breakdown so we'll work through that if the committee approves it and also um you know you have to make sure there floor Co covering so we're not ruining the floor or anything like that but I think it's a great way to collaborate with the town uh this clearly it's hard to kind of the polling it's easier to do it at one spot the one challenge I think
we'll have is um you know parking obviously so in June our our student most of our student dve drivers unless we have you know Juniors that are driving will not be here so um you know some spaces will be open that way and I'll work with Michelle Carlson um and
her administrators to see about teacher parking can be you know Consolidated them on one side so there you know ample space for people to come in and vote those are things that I think we're going to bump up against and that that the committee has to consider when thinking about this vote um Jason do you
have anything to add to that I was gonna say and Robin I'm sorry I didn't see you there so we've got Rob me show fire chief Jason Gillan I don't do either one of you folks have anything you want to add or we can we can just call the but I don't want to pinch on the spot I didn't
just want to miss anything Chiefs so so what PRT with this is Rob and I work closely on every election we have to and and we got a we've met many challenges over the last couple years that that could actually a
huge problems for elections down we've had elevators overheat we've had elevator stall we've had lighting issues and these are things that concern us um we obviously like the idea of they poing places but it's coming to a point where 4.4 square miles and the field house
pretty much s and make like much easier for people with disabilities situation just work out really well that's why we're coming before you to the permission to use the F for so that's we did also we remember we
did use it during Co and it worked out very nicely and this is for all faing y y i and it's totally up I mean obviously if you vote for that's up to the select board to make that decision I can't make
that decision um but Al the way that we vote now is very different so during the presidential election we had 79% turnout and we only had 46% of the people voted early by mail or in person and only 33%
went to a holy place on Election Day so an average Town election it's only 25% nothing so the idea that if if we vote for this tonight in terms you still have to go before select board or do we have
go before no the only only other question I had I'm sorry I mention um so we talked about for the June election um and then I don't know if we have to vote for all elections or we do the June one first let's read maybe my suggest do the June
one see how it goes and then maybe we come back and talk about the other elections because the other elections you know November elections everything else is obviously during school time and we have to look at and make sense for that that would be my suggestion but yes there's no election this September or November so then next one would be
nextune like Year all right well why don't we consider consider moving this for this June and then we have a year to figure out how we everything works okay how do we make that sort of permanent um and you'll have to you know go before
likeing maybe once it's eventually being permanent then you like we WR Just J and before that happens the state has to come in and make sure it's 88 compliant just they have to do
their the only thing I wondered to is is um even here compared to say well I can't speak for have invol commun Center our handicap spots are not that close to the that's the only you know or some of you other way they still have a little bit of a walk from the our parking lot
to the door to the Fieldhouse M so it's just actually there are some spots down yeah and sometimes I sorry um uh sometimes during polling things we can we can work on the town like temporary um handicap spots if we need to if there's a I have to out we can actually
do that we can do that so so there a couple that are closer to just temporary we can make sure there's no traffic because you know I mean it is a bit of a walking we did do that about that yeah okay all right next work that out with the police done sorry we done at town
too because there not there about to not big okay um does anyone have any questions any members oh I like the idea of looking at this one and then seeing how it goes and then making a decision for each um okay so I'm going to ask for a
motion to approve the request to use the Marblehead High School polling station Marblehead High School Fieldhouse for a townwide polling station for the June June June Jun 10th uh 2020 five elections um with plans to discuss the
permanency going so by Allison do I have a second second um Al second a call for vote Al Williams in favor ran OD in favor Alison Taylor favor J CH in favor four to zero thank you very much so if you need minutes or anything or I can
send an email to the you select board whatever you need just confirming the vote great thank you all right moving on I have next on the agenda the draft surveys for the superintendent evaluation which box
own oh yes um I had a request for policy on use of our facilities that what I can't believe I had a sign yeah yeah really yeah I just I want I want to like shake hands
I don't want to do that can I use a stamp oh one see good go than
do I I don't know know no I both sides when you're saying it's so would that's for than you so
yeah e you're back just in time we're just about to do the service someone's mic is live H someone's mic is live so yeah Frank's cheing him up now
so I saw my youngest and I left I'm not going to see the other two I just there's too much going on here and I know not fair to have my colleagues sit through it if I'm not going to she's the one that cares the most the
other well the other ones have been in a lot of shows so did they already vote did you getk did the singer what she G to do with him for walkg I can do it now I mean I could do it's a
follow follow coming out I willion know I someone's mic is live but someone's mic is live Brian is your mic live yeah I haven't turned it on turn it
what you're not unmuted you have to mute I am muted mind I the go if you go back to zoom go back to the zoom screen do I I have a charger for I just want to see the
form use my laptop toar fine but I wanted I don't think the rest of stand yeah I just want you to where's your
volume I'm muted um you weren't muted though no I just I just unmuted that's un that's muted and then if I hit it it unmutes that's okay are you still hearing
something I don't need the charger let me here e see red oh green there it is there we go um so Brian and I met as um we had decided as we had discussed and we were meeting and a little workshop to go over
um service Brian had drafted the uh an initial draft um we paired it down a little bit we did some slight tweaks with W smithing and this is what we came back with so we wanted some feedback from you guys just to give a little bit of an explanation there's a separate one
for administrators there are really separate questions that depending on your role in our community we we were looking to zero in on so there's one for the administrative team um one for staff which would include all staff and then one for Community um our intent is that
the administrator and the staff surveys would be completely Anonymous the concern with the community one what we've seen in the past is that there is a small portion of the community that tends to um do lots of repeating on the
same survey um so in order to do that we had we were going to make the suggestion that um the community survey not be anonymous St there's no other way to make it that only one in one person can make one input um and we had kind of
molded that over I think it was John himself that had a really good point we have a very active community that does not appear shy at all about responding to things and that we didn't think that would damper Community responses um however we wanted to make sure it didn't
damper any administrative or staff responses who do answer to the can I can I just add to that because I just want to make sure it's very clear to the community it's not it's not the community saying we don't want to here like we don't want to limit but in order for them to send the survey out to in
internally we can do it so it's Anonymous and when it's Anonymous through our Google it will limit it to one one response sending it out to the community we can't do that because everyone has different you know Gmail or whatever so you can't set the setting that way so the only way to set it out
to everybody is so it's not amous yes yeah so I just want to clarify yeah so it's just we're trying to make sure that one one respondent gets one certain um and we were directed by Tech this was really the only way do so um want to make sure Brian gets any to say anything
he wanted to add that I missed no no I think that's it each one is slightly different but most of the questions is generic ly the same basically but depending on the audience we had and we really worked with the wording quite a bit to make sure that the question was
reflective of John's role um I'll give the example of do the feel that interm superintendent is appropriately involved with the curriculum plans for this school year or next because we wanted to make sure it's not an evaluation on Julia who does the curriculum development it's an evaluation on there
are roles that everybody plays in The District a superintendent as you know the CEO of of schools for lack of a um better term should should be evolve use the word appropriately there's a role that they they take with steering that
ship but also delegating it to the appropriate person so we wanted to make sure we phrase things so that it's reflective of the role we're trying to evaluate and not of you know Julia or perhaps Mike and finings so if we didn't
hit that Mark please let us know so you want to just go through each one of the three all three of them and then one question at a time or if everybody if everybody read it on their own if people have specific concerns they can give us feedback on but we might not need to both everyone yeah I leave it to
the hitting I'm fine I am too do you have any um yeah but I'm always been enough so I I'm fine if everybody is fine that's fine I I like for the from the community
one for the first I don't think you need Mark only one oval I think once you set up the Google survey you should be able to set the question up and only uh fill in one um that's easy enough to change I would that's for all of them but I would
suggest for the first question um I would maybe make it a span so because is this for the community for the community yeah um you know on from a scale of 1 to five similar to
how you did in the on the second one uh I don't have a problem with that just change it instead of a yes no to a scale of one to five very communic we'll figure out the verbage but is this for question one this on the administrat
that's in the community the question being do you feel the interm superintendent provides consistent and timely communication with parents one being I guess like not at all and five being we'll find the right words like the best ever um just sorry
anything else at the very top of that say take this Anonymous survey because I know that says thank you Julia for pointing that okay great feedback thank you since we kind of open the door a little bit so question number four under Community under Community
okay you're assuming it's it's improved which it has but I I guess you don't you shouldn't be leading it's a leading question to me right you're assuming it's improved and tell me how it's approved versus someone could say I don't know if it's approved or I don't have evidence of
that do you want to make do you feel that support for students disabilities has improved and if so on or changed and if so have yeah that's better I would maybe not I would maybe reward that not student with students with
disabilities something like you know do you feel how would it describ Cent support for students with soci with receiving services or something I don't know I
just so I I just don't like how that's I know what you mean um you're concerned the word disabilities I yeah I just don't like how it's written but I understand what he is yeah um we were hoping to incorporate or
Encompass not just IEPs but 504s as well right um You a suggestion on what better you know wording might be because that's your area of expertise um you can even say uh students who are differently
able say in services that well I guess they're not depends on what you're encompassing you're including our um English language Learners then that's not student services right um so I'm not I'm just not I don't have in front of me so I I just don't know it really just so
you know where it stems from it stems from um we go back a year ago we heard a tremendous outpouring of the community both staff and parents discussing um which led to our special education audit concerns specifically within our special
educ ation department and it was I I concur it was leading it's obviously our very biased opinion that there has been improvements um so I that was good learning change but we want to make sure that we're getting at this was the
concern you brought to us are you seeing changes ex so in what direction that place an open paragraph response so that they can say my child on a 504 or child with physical disabilities M was and that's why I'm
thinking um differently able is positive commentation but it's all inclusive as well but not necessarily just students on you think everybody will get that though get that statement um and maybe in parentheses you could put 504
I safety plans bullying plans think that that aren't stents with specialized plant specialized needs it doesn't I really want to get at the student I mean a lot a lot was driven by concerns in the student services
department that that really transitioned a lot of administration and and we want to know how that's going so go back to keep students with disabilities me that encompasses five4 as IPS but you may want to not add a
section El do got to try toass this was a very large conern last year very large obviously so it was really special education yes was the focus so that's that's why how about do you feel
students receiving student services do you feel students receiving student services is that's your department student Serv and should be asked the question first do you have a student receiving this how about if if your studentes specialized
Services Services how do you how how do you feel superintendent do you feel that that if you the issue with what we were hearing before is quite frankly we were hearing from other par parents in the general education department that felt the lack of
management in student services was impeding the entire School environment so it what we are the information we were getting was not just parents who students were receiving it was there was a concern in staff and parents I would say in quite frankly some students too
that the way student services was being managed at that time was impeding the entire School culture so then you can go do you feel that support for students with disabilities has improved under the under the direction superintend if so
how if not why what's that if so how if not if not what well what I think it's really important to get to the nuts and the BTS of it maybe to granular but
the the line mean also keep in mind this is this is the for of B the mid cycle seven months of school may be not enough data for people to rely on get I think it's great do you feel that
support for students with disabilities did we change that that's what we just said I said how do you feel um I said the date has improved how has it do you feel the do you feel the support for students
with abilities has improved under the direction of the inter superintendent if so not why GNA say that all right what um sorry go ahead L me I was going to say maybe something of do you feel the impact uh of our new uh
superintendent has positively changed student services so that's impact on right is I'm kind of taking off the words you were just saying or you can you like question three is a similar thing right has the
in inter superintendent improved and then you have a scale of little to vastly improved and then an explanation so then you get an explanation of maybe positive that's how we came how has it if it isn't how has that came from the it it came from
that question saying four oh okay I see what you're saying but we did so you know what I think we've re 10 times my suggestion is to get rid of improved and say changed how has support for students with disabilities changed I me yeah think up
one word works okay let okay what is the timing so um one we we can go in and make these changes um
so early as tomorrow um and then it's just giving it to Stephen he will then do um what he does to get them to the each party that's appropriate we had talked about Not Giving more than the
most a week to respond we have found with surveys in the past is people tend to do it right when they get it that's when you see the big influx while there's a few that trickle in a week later that all of a sudden are reminded by someone most people either open it
and do it then or will come back to it soon after so I think leaving it out for you know two weeks three weeks is not going to increase the response so I would say we should we could want to send it out get it returned in about a week so I want to give the school
committee members at least a week to then have the responses prior to when we need to start working on our Su that's some I'm don't look like are work um are we thinking of sending
this out today's April 3 um say vacation weeks the 21th but um I us think like set it out the week of April 14th and then getting it um back at the 21st those are Monday yeah um
well we would get it back you know Monday and Tuesday are holidays for us so maybe we send it out you know the 14th returning it we won't we won't have it can be closing on the 21st we won't have staff to to
Really process it for us until the 23rd um and then that gives us we we'll try to get it then we'll give Stephen a day or two to do because it's a lot of data collection he has to do and then then be back out I would ask that put it
out sooner I mean it sounds like well what I changes fairly quickly I yes but I want to be cognizant that we as a committee get the surveys and get to make our some of the our evaluation
from that in a timely manner that that we then present if it's if it's if the survey results are sitting around for three weeks it's going to be out there with before we've even gotten to deliberate oh okay that's necessarily I mean if we
were send it out say midweek this room get it back in the next week wait we talking about sending it all like on Le ear night and then getting it back on what uh a week later like maybe the 16th
the 16th and then when would you expect to see the results um I does all that for you these are these are going to take a long time to analyze especially with all the paragraphs we're asking for you're going to find that you're going to get people over to talk about five different things
in one question and you have to split them out try to figure out out I can commit to doing that analysis like I did with the last it me I will of the committee after we hand this over to Stephen I want him to submit this data to all the school
Committee Member can in in whatever form he gives it to us so that the raw date the raw date so that we are not doing anything as individuals with it the next step for us is when we come to that evaluation because what I'm I don't I want to make sure is happening is
there's no perception of um deliberation through dat you will like Stephen should just be sending it to us then what were you saying Ela I don't I don't I'm not worried about I mean I think there people are going to perceive one thing
or not we could name them but I I not worried about that but I definitely want the raw data I'm happy to put it into slides you know what the answers are like I did yeah I was just we started as soon as possible I wasn't thinking that there might be worried about the
information getting out I'm hoping that's not a big concern but if it's if it's not a concern then let's get the data as quickly as possible as long as we're you know we're doing it in a way that we don't think we're you know hampering our ability to get the data let's let's get it as soon as we can as
soon as the survey is available okay so you can need to get it out this week not this week not this it's Thursday um I'm sorry I'm sorry the week of the seventh week of the seventh yeah I think that's reasonable okay and when is your
when does your I I think we should send the survey out strategically I give people different opinions I think things that hit people's inbox on Monday morning at 6:00 AM tend to get read better than than
things that hit people's inbox Friday at full but maybe that's just my take I mean we could make this it shouldn't have to take that long actually get get this done this can be made into a when I did our last one with Brian um I made or
I I made it a Google survey myself and then sent it to John and John and Stephen transferred it from my Gmail to this full one and it was done I mean very quickly yeah we're not saying it won't be so if we shoot for Monday same
Monday uh even or Tuesday and you get it back a week later and then Stephen can work on get this the information sa by the end of the week of the for it's just the ra if it's just the raw data there it justes right back in do we theage it's literally a big giant Excel
file with all okay so chbt said avoid Mondays Tuesdays Tuesdays early morning there you go so how about Tuesday the eight and it'll be Tuesday Wednesday or Thursday but
sooner the better Tuesday all right you guys can sh that yeah we will get up Tuesday Wednesday or Thursday you're gonna give the respondents unless the committee feels different um for question six can we ask how they feel he has improved survey
question question we asked has the interm student superintendent improved District culture would be all all of them have I mean they have mostly the same question
so how has the insur superintendent if so how yeah like the question she to Al Point switch it to change yeah being consistent I mean and so it's no longer scale
rating it's gonna it won't be a scale or do you want an additional question in in addition to the scale yeah wanted like how to provide details so we'll add we'll add another question and that's for all three of
because I think it would be important to hear from I don't know that parents will know much about like internal District culture but I think for students absolutely but we also I don't want it just for the community I want it also for the administration and um staff
because I think that's really key so when we said send this is one question when we send it out to the community we can send it out to all parents we can put it up on the district website we can um push it out in other channels do we also want to ask that it be sent to the high school
students what you think you I think that would align with our goolo student voice really well wouldn't it and and I don't mean to just limit it to the high school students but typically when we email students we don't have direct contact students younger than that but I'm yeah in in the high school
stud can send toate know that schol we should absolutely do that it's not it's not Anonymous well not anous hold on one second we could if I may if you do internal if you
do it internal to their school emails it's Gmail we could do it so it's it is anous we can do the same way we did the staff use the same Community survey send it as a second a different group to the high school student students and H check the box with anonymous because it's a
Google but once they share that link out they can share it with anybody it doesn't want address I that would be the same with the you can do it by the school notate response the more than Maran I don't I just well she just is looking for them to be legit oh no I
understand that was there any way either either way we need to identify who's responding it's you know so if we have a whole another version of the survey for students if we want to keep it Anonymous that's St or it's out in the community forums and if if a student is so in they
can go and want to does the committee have any feelings we want an identifier that they are a student or Community member right we're still not to Brian's point so yeah identify so I think you just poent sorry
potentially just say take the community survey and and put student at the top and Y that way that's yeah so we don't want to place any changes between freshman and seniors in high school I think hairs at that
point there 700 people yeah it's up to the commit I'm just right do you not no I just don't understand how you're going to look at all the if we get several hundred from the parents several hundred from the
students then you add in the staff well are we not getting anything rolled up is that we're saying just getting like you're GNA get all this raw data that's what I saying roll it up okay well then why don't we have yeah why don't we have at least have Alison roll it up I mean the in other words how many answered
this how many answered this how many like everybody's gonna have access to the the raw data No One's Gonna okay if someone doesn't I'm say the gning that says click all that apply and then it says student parent Community
member so we can aggravate should yeah I okay I'll and they have to select one like I have require to because the so the information should be rolled up we shouldn't when you say
raw data I'm not going to do tell me someone need roll that up do yeah okay so then what is the when then what taking care sit yeah but I'm saying that I will look at that and roll it up for us okay you'll
still have the raw data if someone doesn't believe that I'm telling the truth about it then well how do you roll up the written part you just well whether it's positive or negative you we had a lot of comments last one Ryan and I did a lot of similar
comments the same okay with that the same things that have improved it's it's more welcoming more smiles on people's faces it's not retaliatory I think in a typical situation that that would be great because of we're using this as a
tool for an evaluation I think it is our job as each individual to take those comments and decide what we feel they say it's an evaluatory process whether it's this is positive reflection and growth in this area or not I feel like that's our each of our as an evu since
this is an evaluatory tool from each of us I think it has become inom on each of us to you know for instance culture how has it's my job to read that how has and then translate that into a reflection
and that evaluation I just feel that that's that is if one of our the major arms for us is evaluating superintendent and we're saying we value Community impa input I think it's our job to read that
input and use that as yeah I mean I I I like that someone will help right help us with the but I mean that's why I think the best questions in this kind of scenario are ones that have a scale right and then you have an explanation and then to me how I view
that is that if the scale is Extreme you know it helps me understand how much I have to delve into the explanation but if it says that hey things have been awesome you know I yeah I want to know the detail perhaps but in terms of evaluating John I think I could spend my
time elsewhere and other questions were maybe the you know and it's quantitative right if if you have a scale and it helps you direct the emphasis of the comments which up but I think we have a lot of that in in here so well like you look at the detail I'll
do the rooll someone wants to look at it look at it if you don't don't it's fine okay all right so that's going to go out okay so we will um because we have to post we have to meet to make that produce this we have
to post I if I the earliest I can post us for is Tuesday Tuesday um so I can look at my calendar so we will get this to Stephen our Windows Tuesday Wednesday Thursday but because of posting We have that to deal with so that will go out um
this week it will be back by the 17th Al and I think you can get us the roll up if it's going out the 17th can you get us the roll up by the 17 yeah back by no no we'll have it we have ra we all
have access to Raw data no later than the 17 yeah okay our next meeting is the 24th right uh no um our next meeting is the 20th no oh no sorry 17 yeah sorry U yes
1 so depending on which day it goes out if you can get it out on the 9th then we get it back on the 16th and I'll I'll try data on the 17th for us yes all right well we will make sure I I get us posted 9th and you'll have a roll on the sixth or seven but we're not necessarily
debating deliberating on the 17 no all right so it just tells you where to look the rollup will tell you like oh I want to find more detail about this and you know R down okay great thank you for doing that um all right I'm G to move on so now moving on to the draft flag
policy um IMDb um which you should have in from your table drive I'm actually going to read this into the record so just so everyone knows based on the last committee Liberation we had previous policy that was submitted based
on committee desire I went back to our attorney explained what we were looking for um is a possibility which he did say um we could do in terms of working with superintendent on on recommendations or taking recommendation superintendent and
this was the policy that uh our school council came back with his suggestion so I IMB policy regarding display of flags banners in balling displays Mar School Comm will not accept any third party request the mar school committee as the governing and policymaking body of mar
public schools has a sole authority to determine the flags banners the similar symbolic displays on School District property reflect the Miss vision and values of the school district and constitute the school district's government speech the committee has therefore adopted this policy which is subject to following rules number one flags that have official legal status
the United States flag Massachusetts state flag and P Mia flag shall be displayed on School District B two in addition Flags banners and similar symbolic displays that reflect the school district's Mission Vision and value shall be displayed at such time to loti on school district property as determined by school committee the
superintendent acting in their sole discretion in pursuant to their responsibility for day-to-day operations of district and schools May recommend to the Comm to adopt a flag Banner display as the school district's government spe so what what this means is if a
third party isn't coming to us third party would go to John and say hey I'd really love the Jun Banner to sh to to fly in June he would come to us and ask us or are
you saying we would have one two times a year that John would come to us and say these are the flags I'd like you know for the next six months these are the flags that I would like to have flown here's why I believe in each of them as the leader of the
district and we would decide on in addition to that things like happy you're here and everybody belongs with all the hands with the hearts and the inside the hands are all of the different colors things like that that are um inclusive as well and
affirmations those that's not a banner or a flag that is associated with any type of political movement or filiation and that is completely separate in my opinion I think that Matt is wonderful then I have absolutely no
problem with it and I don't think that this stops that I don't think that this and it's not meant to I do take into consideration the fact that maybe it is a little bit Broad and especially when we're talking about someone's person
what's on their car what's on their backpack what's on their folder what they hold in their hand what's on their hat what's on their locker that that that can be called out as separate this is this is is and never was to my knowledge meant to ever
restrict that in my opinion and if that needs to be detailed out that's fine sorry to that point because I do think a lot of that has been it was ConEd unfortunately yeah and and when reading this you
know how people got to that point what I would suggest is that when we look at this language we strike the language that says similar symbolic displays because that is very Broad and add the word a fixed on School
District property because what has come through clear at least in the legal pieces I've been privy to in the last few years is that according to what we've been told from State ethics Division and other
parties we've had to go through things with the walls and like the the a fixed two is is um is school committee has care custom and control of
the buildings in the grounds and the way it was described to me by for instance the ethics department is John Smith just off the street would not have the ability to come in the building and put something up because they don't have access so it's not so
that's where like Free Speech would come in like that we're not restricting because people who have access to our buildings are restricted only certain people our students are teachers if we're having an event community members but anybody who's been in the school in
the last several decades very thankfully so understands that we just don't let people come and walk through buildings they did when I was a kid and there's a reason for that and it's a very very good reason um and so the idea is that
the the by adding the word a fixed that does not preclude someone from wearing a shirt wearing a button um having it on their car bumper sticker because that is that's not fixed to the property that is under the care ctin control School
commitment so you can so all these questions about could my student wear this what if their car is this bumper sticker would they have to leave campus that nullifies all I I think and so my my request would be to strike similar symbolic displays add the word AIX on
School District property and then I'm making the request that any policy would not go into effect until June 30th there's been a lot of concerns of how will we do this mid-stride in the school year um every year at the end of the school year because our custodians do
wonderful work they do a ton of work over the over the summer our lobes quite often have things come down they paint they do things like that so I would say you know also ask that the superintendent comes to us each August with a suggestions for the following
year so we're not dealing so that we're not hearing um at every different meeting I I would think if it speaks to the mission which is what we're saying want to we want to talk about things that speak to the mission and culture of our schools that the superintendent should be able at that point to come and
say I'll give the example the Jun teth flag his request may be that the juneth flag flies the week of jun for these reasons I this is not my suggestion I'm saying that would be the type of suggestion he may come with and the reason why we're asking him is he is the
entity that is our agent um if we can use we can designate him to bring recommendations to the school committee because that is way Mass gener law is set up he brings us recommendations on what curriculum to adopt he brings us recommendations on
what budget to adopt ultimately we adopt the budget but as our agent he brings the recommendation and that's why we would ask him him to bring the recommendation that does not in any way preclude people from going to him and asking him for for things but just like
if you're someone who feels we need to increase funding for the band program there's nothing precluding you from going to the superintendent and lobbying for him to include that in his budget that's I see this in the same way that people would FL to the
superintendent he and his subject matter expertise would then make an argument of why this is impactful or not because you may be bringing us something that says someone brought me a request for XYZ my recommendation is that you don't adopt
it the point is as our agent you need to I would think would need the way it's written now to make a recommendation the recommendation but not the decision a recommendation no it's only by our decision I think and I'm sorry and it doesn't preclude John
from involving students in that process how he gets there is how he administrates hired him to administrate yeah and that's what I thank you Al that's what I was going to mention is you know if I'm bringing to the committee a recommendation I mean it
would not be from my own personal recomend recommendation from administrators staff students whoever's got to make a recommendation then I would bring it to you as your recommendation as my recommendation but in un way because I think doesn't work
that way bring us recomendations yeah I understand that yeah but I don't want to get here's what I don't want to happen is I don't want to happen me come to the committee with a recommendation and if my recommendation has to be I just I don't want it to be a
situation where it ends up being fine my feelings about the subject matter my my way of thinking about a certain flag of Banner it's going to influence my recommendations toid and it's going to come back on me saying well the superintendent put forth
my recommendation because he didn't believe in that flag didn't like I want know more that's I don't that's the way we should have right so I just be very clear I'm happy to be happy to be the agent but I want to make sure that we have a clear path to that what that means what that looks like what this
says is that and we can probably re worded that the recommendations they say the they scho District vales and that is what should be so not you it should be yeah I I just want to make sure that as
we're going through this process that we have it's very clear that it's my recommendations Comm need to make the decision so that as we move forward it's a very clear path because I've heard over and over and over again for folks to say you know you
know when when people say let's let's hang flag is not hanging flag I I believe this I believe that I think having if we're going to have a policy that outlines it I think the steps in the policy need to be very clear so that it's not out for interpretation whatever those steps are it has to be very clear
like when you look at other policies that school districts revamped like if it's a bowling policy right here's what happened here here's all the clear steps articulated so it's not a question that's that's that's kind of I probably
want to make sure that we're there's also policies that are stringly right and so we policies rather be on it and my experience being policy sub committee working for many years on policies is this is to one of the someone made um our policies fall into
two categories those that are statutorily required um and those that are not the ones that are statutorily required in my experience are the ones that tend to be very detailed like the poing policy because the statute has determined said
you must have this policy and this is what this policy will say Fair Point the ones that are not statutorily required tend to be the ones that are sufficiently big and I don't mean that in a negative way but they tend to be big because their policies they're not procedures so my again experience has
been that policies that are sort of um cover a broad explanation of or description of what the policy is are then implemented procedur operational guid industri that's where you're detail is like the tenant Poli example too
right tenant says basically we support strong attendance or I forget how the policy reads all those details around attendance are in the human procedure so I can see that point no I no that that's a good point I think or you know so maybe there's a qualifier before the
highlighted part that just says members base Petition of superintendent so so how are they going to not to go to me so I think I think that um again my
experience with policies is we have policies and then they are operationalized in the F procedures usually in they hand some other plac okay right so that's where this is what I would Envision if this is something or something like this is is drafted that then it would frankly be your
responsibility with your Administration to operationalize that which we would then approve for theform of hand us probably I think where that may go or not I don't know but it would need to be operationalized as to how that works because again I guess the St
were the point about it being sort of an annual there needs to be some methodology on your but you would decide this is how um I'm going to do this I'm gonna get recommendations once year and we'll roll it out once whatever it is
that's the operational side say that I'm concerned because now we're adding another layer to the process in other words John will have to hear the arguments of the discussion around why certain groups want to have a flag then
it comes to the school committee and then we have it but it's putting another layer into the process it's taken us 18 months to get because everybody wants a say in how the Tak months to get here because there's been 8 million their very big top priorities that had done oh
no I'm not saying it but I'm saying it's taking us a long time because every time the flag policy comes up it's a long debate so now if we add John into this mix where he's the first step get it to the school committee puts him in the firing scene while people zent their
arguments to him and then he has to BU it make his decision on whether it should be going to the school committee if he says no what happens he's going to he's going to get put on the hot seat right now come to the school because we make my understanding from
the last meting have so my understanding from the last meeting is folks we're wanting to understand is take about this and this is how we add that layer into this I was at my son's for concert so I wasn't here for that
but that was my understanding from it and people were interested in what his take was and and I understand that as a leader of the district obviously that's you know like the CEO of of company and that's how we incorporate
that into this and and I and I appre I appreciate the dialogue here so you know two things one yes and I said this at the last meeting among you know my my some of my feelings but but one thing I think that I want to reiterate is that whatever the policy is and has been determined is
definitely my job to make sure that's I I take that responsibility very seriously um and then Jen I appreciate you kind of talking a little bit about the oper operation you know say of it um because I can see that piece of it and
how does that work so I just want to I just want to make sure that once we get to a certain whatever the policy is that people are very clear as to what the steps are so um that's just just I say I think I think get there by responsibility make sure it's enforce
I'll figure out how to operationalize it if that's if this with something like this they will be for I mean if you think about for instance the I've been look at recently PA cff is on the building so that was another example said paraphrasing that someone's
interested in a particular school they want Nam go to the principal yeah there sort of a CL but there's no like there's no like here's the form it was operationalized somehow you know in the building and that's what I just would
yeah as long as as long as when when so you you ask me to operationalize it and it bring it operationalizing no okay well I mean it depends on how again point I just want make sure I'm I'm not trying to be contrary at all I just I just want to
make sure that I know what steps well I also recall if I'm not mistaken several years ago there was there always was a policy around um uh questioning Library questioning material
liary questioning book or some kind of material there was a policy but there was never a procedure I know this was a number of years ago and then there was a procedure that was developed and that was by the I Believe by the instra then presented to the committee
that this is this is what do it I do think it would be smart to have there be time blocks there so you're not every single day so that people know here's you know I appreciate that but that's it's not going to operation exactly because if we
do it if I say I'm going to do an August and what happens in September someone's gonna it's just it I understand and it's fine it's I mean it's I don't want to sit here every week no no I don't either I don't honestly I think once once the the dust settles we figure out what policy makes the most sense for Marblehead and how we're going to
operationalize it um we're going to get you know the initial pushes for okay these are on the flags we want and B as we want up and is this this a flag or is this a banner is it a fix is it not a fix do not approve is not not approv I think once we kind of go through that exercise then I think we got to find I think things will find this level that's
my that's my gut so as you're up right up as you're doing this process right operationally than um it says may recommend what if there's one that clearly you in this process
would say no does that still have to come to this committee no okay it's a recommendation it's a recommendation to not adopt no I don't think or it doesn't come to us at all I would only expect him to bring stuff to us he believes with our mission and values
that's how it's written so okay so I'm can I read this because I I I suggest a couple changes well I also wanted to go back to your suggestion in that we need to run that by the journey I know but but can I can I read what my
suggestion is that we go to the attorney the the I I have a couple suggestions the same the marble at school committee will not accept any third party requests the Marblehead school committee as the governing of policymaking body of the Marblehead Public Schools is the sole authority to
determine the plags and Banners a fixed to school property uh reflect the Mission Vision and values school district and constitute the school district's government speech the committee has therefore adopted his policy which is subject to the following rules one the flags uh that have official legal status
United States flag the Massachusetts flag the pmia flag shall be displayed on School District Pro two in addition to flags and Banners that reflect the school district's Mission Vision and value or in addition flags and Banners that reflect the school district's
Mission Vision and values shall be displayed at such time and location on School District property as determined by the school committee the superintendent acting in their sole discretion and pursuing to their responsibility for day-to-day operation in the district and its schools May
recommend the committee that it adopt a flag or Banner at the school district as the school district's government speech each August for the following school year so it comes to us in August he'll give us a timeline some may say I want
this to fly all the time some may say this is for this period of time but it will be his recommendation again the same way the budget comes to us as a recommendation the same way curriculum comes to because we hire him as our agent to make
recommendations that we then have the authority to and again when I say recommendation I use it in the same way that listen sometimes we all cast a boat that we know is in the best interest of our students in our district that we may not
personally think is in the best interest of ourselves but that's our job is to do and that's what we're asking John to do not come here and tell us what his personal views is but come here and tell us what he feel feels is appropriate given the mission and vision which by
the way we as a school committee write the mission statement so we wrote this mission statement so we're now directing our agent to make recommendations that he feels are representative of the mission statement we adop if we don't agree with the mission statement then that's another job we to
do I was flying to the last few words because it was a little too prescriptive like what John said is August what happens if something happens September no that's policy we can always amend we're always free
to amend policies at any time so no but I don't want to I don't want to amend the policy because we have a new request right I just want to not be so prescriptive that it has to be done August and it's stated in a way that that's the only time we're going to do
it what I was looking for with that just so you know my reasoning of why I said August is so that we're not looking for things that feel um reactionary to political climates going on that if it's something that's our mission and vision he should
know for the like a year in advance what is going on otherwise it starts to feel like special interest and what we're not getting into is special interest in my I understand what you're saying on the flip side of that do you want every
single meeting to have something new that's that's my fear and I don't I there's more stuff that we have to do here so could there be one supporter or something would you be a all of that or I agree we want to make
sure we're not consuming a lot of time but I think we would manage that with John right that's part of our management of John's performance this would be the formative a true formative assessment hey John you know you're bringing a lot of requests to us that we think could be
matched up or you're you're you know you're not being efficient of our time and then John changes operationally how he does that and that's how I think you manage that not it doesn't have to be prescriptive in a policy we're not even saying how people submit requests in
this policy yet we want to say how many times a year John is going to come and recommend items to us I guess I'm just we not consistent around when what times of year we will be updating what is displayed to the
school I would think because again if it's something that is part of our mission and values and vision that's clear and again we also want allow the students be
able focus on topics that are very high interest for them could be something comes up in current events and suddenly it Sparks off the whole debate on what we do with just that the only and they want to display a ban or a flag meet that new requirement putting it in once a year in August that's not going to
work need more flexibility in the plan that allows the students as they progress ucation recommend things they done what's happening in the current world no one could predicted what we're going to be in now last year so that
starts to feel less like our mission and vision and more like political action and in this at no point should ever be political action is is request the hang a banner or flag in political action I'm sorry
something like that that says happy you're here that's not political at all also thiss up hang on everybody's that's not what we're talking about no it's not what we're talking about we need to do this one at a time Alison goad I'm just giving an example of things happy you're
here everyone is welcome here those aren't tied to anything political that is the concern and I feel like what you said is poer opposite of what Sarah had said before and it's just maybe we're just no no no that's no I don't and I
don't mean that negative towards anyone I'm just saying it's not how do we move this forward so that it's not another 18 months can we I'm okay I'm okay with the I'm okay with the verbage as long as we understand that we may have to make changes to it as we learn and go forward
I think we always have to be with that with everything we do because things do change can I make a suggestion go ahead joh I just want to make we have to remember this is upd a fir meting
wee more conversations yeah I you know is it appropriate to put it some type of language at the end that this excludes School Achievements if for Super Bowl champs if we win the state hockey that's that's a student
achievement Banner okay so what I was going to say again is that from an operational standpoint that gets operationalized by the superintendent be the one to make that determination that the flags that his borad for example would not obviously be an issue students artwork students artwork it's not an
issue um and that would be operationalized either memorialized in the handbook or in some other way um that would be the responsibility of the Administration to to deter we actually have what you just say things like sports banners uh
achievement awards those are automatically acceptable because that's a school-based deliver point mean we're when we get into so much detail in the policy that's one of the the policies are again unless they're
statutory V then they're operationalized by the administration that's where again I go back to for instance to the attendance policy we have a very detailed attendance policy it's been subject for a lot of discussion that's not in our attendence policy says while intensive
purposes weal you know to attend school on a regular basis so because the problem with when you start doing should get a policy that's just pay again pages and pages long and there's all sorts of places where you can miss something whereas it's up to the superintendent to
oper knowing what our intent is I will defer that to that explanation because I know going back into six years ago the the last and to my knowledge in the last 15 years the only comprehensive policy evaluation that happened when masc came
in it was like a two-year process Jen you were among the people that ran that with Merit so if if that's the guidance M has given you in p i will defer that well just generally in terms of the different types of policies so so do we end up so the other thing end of August
we doing away with that or is that still and the reason I'm bringing it up again you know I've been beating the drop around student voice right there's no students around in August no but they can do it now like they could appeal to him now and I think I think once we vote
this we'll that is when I thinking the following we from that John will hear his appeals he will be able to I picked a because then we're looking at it for a whole school year I would think if there's anything that really gives him a lot of concern they have a several day long administrative retreat in the
summer he he would get he would PLL you his his staff and the reason why I said August is then we start off the school year with a plan the same way we know when mcast weeks are the same way we know when school vacation like we what
we do in our buildings shouldn't be ad hoc dayt day like Julia knows now what her professional development is going to be these things don't just happen there's a lot of intricate planning that happens and I see this as nothing different than our superintendent should
know if it speaks to a mission and vision because otherwise if all of a sudden comes something comes out of the blue in you like you you September November and it's not all of a sudden that we won the Super Bowl or something like that then that speaks to me that it
is um it it our mission and vision don't change every two months every three months every four months we've set that either it speaks to it and you should know that now or we need to evaluate that as well if he doesn't or no but yeah the mission may not change but
flags and Banners may change right or a new in May surface that we didn't know about or expect so but even to get to your point around you want to make it more of an annual thing why not June then right it doesn't matter
a well I just did it because that's when we're getting our buildings ready so but I'd rather air on the side when it's convenient for John to engage with students is is a better criteria than just arbitrarily picking August because
that's yeah there's nothing happing what what are your thoughts doing it Ryan do it periodically I think somebody had mention what I said up whatever sounds like a reasonable compromise I do too um I also don't I personally
don't think I personally think op that's his operational plan yes but I'm saying that we would expect to see at Le could see up to all right that's fine
so okay how do we move this forward can so can I make one suggestion because I'm trying to get make sure everybody gets I do think someone's point about the opening line that will not accept third party request it's a rule that's
one of the things I wanted to suggest too it it was a was bulleted in the last draft I don't know why it got moved to be the first sentence and I've never seen a policy start out on what what we don't agree I just pass on so I so I understand we need to have it in based
on our legal councel whether so I would just that should be the third rule or one of the rules and the and the the first paragraph should start off the second s I'm sorry I interrup so do we have so my question now is do we have to
go back to the L hav grafted another one and read it again or can we vote knowing the changes that we want and this can be considered the first vote this is I R Us into the record as the first reading we have to do three readings before a vote before a vote so
okay so I thought they can change the change that by the third time that's your final one you can vote if you're going to change it again then you'd have to do a fourth meeting but perfect you have to do at least three meetings 10 change so if we could make that change with the bullet if we could also make
sure to carve out that this is what s second we read it last I did not F put it in as I didn't read it into the record as a first reading I don't want to count the highlighted one wasn't in the last one change the yellow part is a
significant change this is why I so which I think if sign part was asked for that's that's why we have a new one wasn't me I wasn't here but and I think this addresses the concerns that similar symbolic displays are gone it's clearly that it's a fix no people can wear
whatever they want stickers and say whatever they want people can appeal to the superintendent that is his job in his administrative role to hear those requests from from students from from ad ministrators from staff members and then
and then act accordingly as we have asked him to his capacity to bring things forward right okay reject reject his bud you can reject anything it's through a vote so we're
not taking sorry um so I'm G to make a couple have the I'll make these changes and have I'm not gonna ask the attorney to do it I'm gonna do it would be Cheapo and then have do we need to make any other changes to make sure that anything on someone's person on their Locker on
their notepad on I will check flag in their hand someone said I'm just trying to think of all the different options whether it's a shirt whether it's on their car or if want to organize and have a group that talks about that has nothing to do with it already I think the word fix I understand that's already
in Hammock but it was clearly very misconstrued by people and I don't I want to do whatever we can to make that more misconstrued and we can work together with super but this conru doesn't in our policy our policy needs to say
what our policy is and stuff can be explained through handbook or otherwise because otherwise you're just you're going to keep writing and writing and writing trying to address um you know all sorts of at least that's what tells but I can we say affixed to
school like Sarah said we put that I was going to put the affixed in that was at least that's something um I'll change the bullet point on the third party request and I actually made try to words that a little better actually as a piece of this too
um before I forget I want want to make a motion to ask the chair to work with legal councel to draft a response to the
um demand for um the ceas dismiss demand received by the mea um in you should draft so motion is to enable our chair to work with legal council to draft a reply to the mea demand letter for CE assist um that's the actual motion and
then I would just ask just that you make sure you address it it looks like on the letterhead it came from the eboard they listed Jonathan Meg burn Sally Chevy Hannah uh critique uh Robin fine Shelley Burns Kobe car CH Marissa HT pay Mary
miles Ali car samanth Rosado jeene just make sure that we're addressing to us okay so Sarah made the motion second um any question okay Al Williams in favor ran
OD in favor Sarah Fox in favor Ellison Taylor in favor Jen Chef in favor um okay so before we move that I'm going to go back make the changes uh I will come back to the next meeeting which willens to be the second reading out of three readings before it's approved um if anyone has any questions
offline feel free to let me know direct and I can direct them to the attorney or whatever just don't do a reply all just get in touch with me or else well yeah do yeah just because I don't I want us Poli so um yeah just direct it to me and
I can get them and just so know I still still not thly convinced me flag policy based on some of the input that we've heard from the community but I do think that if we are going to have one this is compromise I don't like that word but I
do like that we've moved the PO the draft that we have to allow student inv voice and work you have the administration and faculty be involved in in this process so but I'm just saying that just because I don't want anybody be surprised if after we read this three times I still don't vote for
it yeah don't have to tell us you're about that's fine appreciate that thank you um okay anything else on that so I'm going to come back second um school choice for school year
2526 um actually I put this on the agenda John and I didn't get a chance to speak I I take responsibility I was a probably my um this really not really this is required to be an actual hearing so it needs to be posted properly as a hearing I think it's a TW we um notice
or whatever so work with I'm going to table that ask to table that for this one and we'll get that to a a future meeting probably two weeks it won't be the next meeting we'll figure it out yeah has before but before June so it'll be sometime in so we'll
get back to on that so I apologize okay superintendent presentation or an assistant superintendent presentation on the academic Discovery special education review thank you madam fairw I'm going to turn this over Maria poo and Victoria Ryan um our attended student service the
assistant director of student services who are going to share their uh review in their um of the overarching uh report that came in through academic STW so turn it over to you no long and we'll just wait for the
slides about Frank's working on that but thank you superintendent and thank you school committee for having us uh here this evening um we also want to recognize um that it is autism acceptance month and um we're Gathering
some information of what's happening in the schools and um my parent and staff newsletter will be going up next week with some um information uh to be shared with um everywh and uh what is autism
and um amazing things the people who had autism um that in this world okay so that's I'll just I'm just gonna keep on going okay so um this report was done
by um academic discoveries um it is a a vendor um who supports districts in doing an unbiased um view of uh a school district
in marblehead's case um it's about the special ed department and policies and procedures Appliance um and this was um the undertaking of um this school committee
as well as previous um Administration um and so the goal of this uh document and this is an abbreviated version thereof um was to ensure that we're providing students
with the proper supports that we are communicating uh with our all of our stakeholders um that we are uring a least restrictive environment um for our students and that
we are effectively using best practices um these slides contain I'm just going to put out there Le we're not going to read everything on the slides because we would literally be here for like three hours um but it is chalk full of information so what um Victoria and I are going to do this evening is we're
gonna just kind of give an overview and the highlights um but there's lots of um additional information in there okay so how did academic discoveries um gather all of this information um they use both quality
qualitative and quantitative data so the method used to collect data was that um they had regular meetings with myself and then Victoria um they did record reviews um asking for a significant
amount of documentation from the past three years um I just want to be clear that due and it's mentioned a lot throughout the extensive report about the um turnover the large administrative
turnover so all the documents were not always readily available for us to find um because then I would not be able to do my day job um quite honestly just to take a step back this is something that the the
committee had asked to um to have done um because of everything that came to light in that a preview um because of everything they had come to because of all the teachers that had come forward we had that meeting here where people poured their
hearts out and it was heart-wrenching and so one of the things that we asked was explicitly for this to be done this is before the queen came but that we specifically asked for this to be done um in in order to uncover and find other
things that we could improve and work on um obviously a ton of stuff as you've seen in her presentations thus far in the last six months a lot of stuff has been identified by her and improved and this is just kind of compounding on top of that right I just want to give that that back you actually have a lot more
information about the past than I so I really appreciate you framing yeah this was absolutely school committee request request for this great great thank you um and so they had focus groups that include all stakeholders and who did the stakeholders include um our staff our
community um they went into an individualized level of special education teachers general education teachers bcbas slps which is speech language pathologist I try not to use too many acronyms to so I apologize um they did some classroom
observations um surveys and um we were very fortunate that we have such a strong administrative team um now they were able to you know I have to thank assistant superintendent Ferrera you know she's got that strong background in the district um just basic knowledge but
as well to you know um around professional development which was a huge theme throughout as well as mentoring and um mtss so uh we're thankful for that as well as our business department which essentially is
all new employees but they were able to kind of dig in as well um to support this um find these findings uh let's see try to see so they basically there's more like
into exact details in this presentation so for example like observations 11 uh classrooms were observed uh during their time here they began process I think the first time that I personally spoke with them was in July
and that was us setting up for I would say a solid two months um before the staff and students returned um they provided an executive summ and um this committee tasked them with
six areas um to be looked at so I will read those out uh area number one was program organization and management two was student identification and placement three was program Service delivery four was instructional practice five was
staff support and development compliance and six was stakeholder perspective and engagement um and so they went through um quite thoroughly um all of those areas and as you'll see as we go through
this presentation we actually tackle each of those six areas in in detail with key strengths um um areas of improvement and what is currently being done um this school year so we're going to kind of tag team
back and forth um so some of the big buckets that we when we summarized this was uh highlighted on the next screen which would be professional development staff training on data management systems training on providing
accommodations um the special education Staffing the policies and the co- teing models so we're going to delve really deeply into those when they come up in the focus areas um but those are some um big overarching themes that came out throughout this this presentation and
the the report uh the next slide speaks to um feedback received from stakeholders um and it was titled increase administrative involvement um it it talked about how the staff really appreciate when the administration comes
into their classrooms and has conversations um the report uh demonstrated a need for more uh feedback as well as from central office uh student services um you um there we
currently have the practice where our principles are doing learning walks with a colleague um throughout all of the classrooms which is amazing um and I think in the future you know we're looking to to grow that is
that John brought that I'm sorry super Robo brought that in it's late sorry um and then also you know talking with administrat that have that expertise around special education supporting not just our
special education staff but our general education staff um as well too and we'll talk about that a little bit more they talked about um the mentoring program and how very important and vital it is to success when you begin in a new
school district um and then they also noted how um this current Administration we do have office hours every month for staff and community members it's been pretty successful um had um quite a
few people come and uh take a block and just have a conversation with us and it's very informative for us um to get different perspectives and and um speak the truth of what's what's been going on and hear the truth as
well okay next slide so the report did break out some important demographics of the we seeing within the district um and there is a couple different comparative measures so sometimes we're going to be seeing comparative measures to the state average some of it um to our um
comparable districts um so as we walk through this there are different things that they pulled out so these are are things that they found um so the first one would be the student demographics the 20.5% of marble Hood public school students K to 12 have disabilities slightly higher than the Massachusetts
state average of 20. two Marblehead has a lower percentage of high needs English language Learners low income and verse language not English students compared to the state average um then they broke out the educational environment um as far as the
full inclusion are rate is lower than the state average our partial inclusion is higher than the state average um they did pull out residential um significantly higher than the state average Target but did not break out public day or private day
um and then they talked about the substantial programs within the district being lower than the state average than the um lower than the state average in Target uh early childhood education so full inclusion from ages three to five which is typically our integrated
preschool uh 41.4% lower than the state average of the Target 50.2 or excuse me the average of 50.2 and the target of 5231 partial inclusion is 55.2 significantly higher than the State average and then other categories
substantially suffer and other pieces that um aren't as more common were lower than the state average in targets can I just jump there for a second sorry to interrupt so when we look at the Early Childhood that number for partial hement seems really out of whack and we I think we think that that
was some um um reporting errors on our like how we reported students ERS we're looking into that well it seem to me that that seems our our PR an inclusion model General right it's
but there are other districts that have more Universal ring which we do not have we have an integrated model um and we at the Glover school have a sub separate ABA program um but generally those students you know are G integrated into
the class day so some trends that we just have noticed not in this report um is that when we do our reporting to the state um how do I want to say this techically uh the accuracy might not be as in tune
as we would like so that is something that hasn't it hasn't hasn't been yes so that is something um we're looking because it's really important when we're asked out here whether it's assistant super or myself to present numbers and
we we we know kind of the numbers in in the back of our Minds um so um we're looking at that together question sidential homebound placements were significantly higher what does that mean mean like 10 times
higher than other schools 5% well um uh we don't have the exact number but they also put in B there as well so that number would skew because when we think about residential programming we have that our district casys but then we also have you know other measures in the districts which is
like a home Hospital form that some students might need to fill out if there's special circumstance and things like that we are seeing that to be on the rise so we would really need to seek some clarity depending on parsing maybe those two things out um our residential programming out of district is is slightly higher than the state average
but I think they're combining two things here so and it was also um quite honestly the two things really have nothing each other are date programs included no so that's what that was part of it is that public date placements and private dat placements were not included in the data that they gave to us
interestingly so right and we did talk about we did um review this information with our administrative team and um we were asked like that to be put in here but we decided because we are presenting authentically what was in the report we
decided we didn't want to then confuse situation with us putting ours our numbers in here too um can you get us um either through John just to in a notif I don't know know that it needs to be a full report but I I would like to at
least see where are our out of districts both private and public day placements compared to State I think yeah I'm sorry we talked about that already so I think I can get the data Shar the committee know that way
that's for us to do actually yes if I was to ATT probably to my head back I I don't feel that to have response to this report I think this report is just puted in over tonight and that that's my feeling but that's at a point is important realistic
more so when we build budgets it's a really well here's the important piece of that I don't know why they didn't find that because I would as guess that a lot of our the twi for the private day and the public day which is the collabora is a big part of that overarching out of District tuition number and it's not in this report so I
appreciate Lisa re saying she's reporting authentically what they reported what Lisa and Victoria can report from their own audits of their of their program they can they can give us much better data so yeah so I think I think we can go full L
that um so some of the other important pieces that we look at are the student achievement piece and then how some of the things that they parsed out here could be impacting to that so our absenteeism um students with disabilities are absent more frequently than all students so we're comparing it
to the um Marblehead student body there um drop art rates are higher for students with disabilities compared to all students and advanced course completion is lower for students with disabilities mcast performance students with disabilities perform better than the state average but lag behind um
student peers in marle uh discipline suspension rates are higher for students with disabilities compared to all students both in and out of school and then um comparing similar districts to us um marble had students with disabilities generally perform better than those in similar districts
with exception of wh and ashin certain areas which we did talk about in that presentation as well uh this next section we're going to actually get into the focus areas those six Focus areas we originally started with and um upon taking this contract
they were overarching research questions school committee um would have liked have answered um and so Focus area one was around program organization and management and so the overarching question is is the Marvel head public
school special education department organized and staffed appropriately to ensure compliance with legal mandates monitoring of student data efficient use of financial resources and development and support of effective programming to
ensure uh students success so what we did um is we broke it down into three sections and so we used areas of Promise which came directly from um their report and so areas of Promise uh came around Staffing um pedagogical practices in
curriculum so they um clearly expressed that our staff are um a very tight-knit group very collaborative with one another um and that they could clearly see a camaraderie among those teams and
that information came to them through um feedback through surveys interviews and the focus groups um that they did they um also noticed a a great responsiveness from both Educators and administration um addressing concerns
from staff and parents um the school system staff um was widely recognized of having um some very high quality skills in their instruction um and take their job
responsibilities extremely seriously and the use of data to inform instruction um was seen as also a highlight Pro uh procedures and protocols so in this section here and this I just want to make note of this
sometimes throughout this report what was a a promise then was something we need to work on and so we were kind of like vacillating between those two things um and then sometimes the report was talking about present and then sometimes it was talking about the past
so so I just want to you know give that context of this and we try to Mark the spots that did those different things so praters as you know prefer procedures and protocols our district was in corrective action um when Victoria and I
both uh came into the district and um there were it was mostly around compliance of the special education timeline um and due process and so uh we did a lot of work with our amazing staff
and our team chairs and um so it's noted within the report that um we are in the right direction um they did not necessarily note that we are out of corrective action right now um and we would be the first to say ourselves we there's still some work um to be done
there as well too I just that for anyone that isn't aware and hopefully we all remember this the table we were at the state pie us from corrective action several months ahead of schedule because so much work had
been done in the time since Le Marine Victoria started so we not only were ahead of schedule not corce action they released us which is a huge B point to than um and so uh the next section this
slide basically restates the question um and so it's talking about areas of growth so of course uh compliance with the legal mandates which we are continuing uh to work on we'll talk about things that are going on I'm monitoring uh student data making sure
that everything that we're doing is data driven and um as it was verbally said not like on a punch of why we're um using the instruction and identifying students who may need additional Services efficient use of Financial
Resources um basically um they're talking about Staffing Staffing shortages in this line here in the strain financially that has um while we posted just like every other district for our various openings
oftentimes we would have applicants but they weren't properly licensed or they didn't NE understand the scope and sequence of the actual role um that we were hiring for so we did need to contract um a with outside vendors and
they have been able to provide us um very high caliber um licensed professionals to support but that is not a practice that we are looking to continue um into the future we did have the that right for
bcbas um the bcbas had already been here but two of them um are under contract but um we are working to um take them out of that contract so we've developed a great relationship with one of our
vendors um and so they're doing at at Cost neutral very right um so then uh maintaining staff and continued professional development through the different focus groups and
surveys uh staff are requesting more professional developments we're going to talk about that a little bit more in a few minutes and then continuing to develop communication with all uh stakeholders so what actions have been taken so far this school year um and
through all these action steps we want to make sure we're saying um huge kudos to our team chairs who are also administrators um in the district as well as our building based teams as well as our staff uh the entire uh student service department of course the rest of
our our Colt team um so to help with compliance around legal mandates we and we've talked about some of these things a lot so I'm just going to kind of go over and be a question I can go back but we've implemented what we call a master tracker and um Victoria and I prepopulated that over the summer so
that when staff came back it was in such a big learning curve and basically the master tracker tracks compliance what are the DAT what is uh the 30day deadline what is the 45 day deadline the student is going for a three-year reeval
who are the evaluators was it refer referral for an initi IAL evaluation done through our tat process or through a parent uh because that is other data that we'll be vetting at the end of the year to see the percentage of of those um referrals and did it result in um a
special education or on an individualized um education plan uh we also have developed a special education procedure model for a procedural model and so basically what we did was we took the actual law the Reg ation or policy
and we spelled it out and then underneath we talked about well this is how we do business in Marvel head public schools and we spelled it out we hyperlink all the documents um needed for uh that compliance within um this
procedure manual and it's also great too in working with superent Ferrera and talking about like special ed staff when they're new and they come into the district there's a lot to learn but not that this procedure manual is going to take the place of a person but it's so
comprehensive that we made sure it was in their hands to start the school year so it wasn't like they needed to wait to start um um this is all stuff that didn't exist prior to J right this this whole slide is um things that we've
developed together so very important to know look like a critical the action steps taken that's great since July one um yeah a lot lot happen in a short
period of time um we have great teams so um we have weekly meetings with our team chairs and through those those weekly meetings are an hour and a half if not longer because we get going and uh then we realize it's Sun's going down um but
they stay in the hang in because we're so invested on getting this right um for our students and our families so during those meetings sometimes we're doing professional development with our team chairs and then they take that professional development um into the
schools to their teams within the schools and during PLC time um we also have bi-weekly meetings with our school-based Administration we've just shifted those a little bit to include the team chairs before it was myself and
the building principal but what we found um would be a better model would be um Victoria and I as well as the principles and assistant principles and the team chair so we're doing case studies on children to make sure that we're
providing them um the best practices and making sure all the qualities and procedures um around that students's journey through special education um is a great one monitoring student data so uh we had done professional development and I know
there was some implemented last year they had Alan bloom in last spring and he did a lot of work with the staff this year uh staff requested Allen's books to help support them in writing the new IEP and so we did purchase those um for each
building also um we uh took pieces of the new IEP and presented it to our team chairs and then they took our actual presentation and brought to the building level around goals and um monitoring progress um most recently we had
um not a professional development but we're bringing in this program um I had written a grant through the state for a new IEP and we received that Grant and so we'll be purchasing a program called goldbook and so what we did was we had goldbook do a presentation for our
entire specialing related Services I mean our whole team um was done virtually and they demoed the program and so basically the program is is that you take a an individual students's profile and you embed it into the
program and you um the this program aligns with the Massachusetts curriculum framework so it's not just like these General standards it's the actual standards um for that student and then it generates a goal a very comprehensive
smarty goal meets all the measures of a a goal but it doesn't just stop there the case management manipulate the goal how they see fit to make sure it's individualized to that child um and then along develops the objectives underneath
that are measurable and tied directly to the goal and then our fure as we're working towards collecting student data and using that to uh guide our instruction and our best practices um it has a progress monitoring piece built in where it generates progress monitoring
for a six to8 week period of time already created for teachers so that they administer it collect that data and it's able to report back to our families on the growth because that was another big piece that our families were asking for like we don't want to wait till our anner reviews we don't want to wait to a
three-year reeval to know um like number-wise how our students are doing and so that will provide us um that opportunity and then efficient use of Financial Resources you know we we only hire high quality staff and with the
proper presentations um and we're working on that uh more and more see um keep going uh effective programming and so uh we are currently under review for our language based and therapeutic programs we've been working with
Landmark Outreach for most of the school year um they've come in and done observations and some professional development and our goal by the end of this school year is that we will have um a very well-rounded vertically aligned language based program um that meets all
the gold standards for that environment as well as um um entrance and exit criteria and um we plan on having a lot of family involvement where we're going to have an open house we're inviting
families in to meet the teachers talk about what a language based classroom entails what support um can be given at home in school like that partnership together um and the same thing is happening with our therapeutic program our favorite thing about the therapeutic program is
originally we're going to contract with an outside vendor but once we talked about you know this happening to our staff several members stepped forward and said you know this is my wheelhouse and this is something we' really like to lead and do and so we have um five
different staff members I could probably name four of them right now but I don't want to because if I leave up the fifth then I'll feel really all night long um but they have pulled together this Core Group who are um um excellent Educators
who will be training the rest of the therapeutic team throughout the district um and developing this the same kind of like pathway that we're doing with the language based classroom um superintendent keeps reminding us like you can't do everything in a year we
know that there are other uh spaces that need um for us to continue to look look at so next year's goal will be through our ABA classrooms and looking at a life skillsacademic skills um programming for our students um we talked about professional
development I won't go there again and then um to talk about the point to continue to develop communication with all stakeholders so all central office staff as well as the school committee send out newsletters to our families um
to keep them informed um we hold office hours and um our beginning of the year letter we got a lot of positive feedback that was the letter that goes out to each individual family that says these are your act this is your case manager and these are the names of your actual
providers of the services for your child for their IEP here's their contact information um etc etc so yeah that was great so Focus area two was student identification placement the overarching
question was are students um identification and placement procedures in Marblehead Public Schools compliant with current regulations and effective in identifying and placing students with disabilities in appropriate educational settings so one of the main uh themes
throughout this was we had some really great spots in our referral process but then it's also a part of area of growth um so the collaboration in the referral process was the highlight in the promise um that there's a strong team approach involving multiple staff members with
different various um uh backgrounds that they have a lot to input if a student is struggling in finding those proper interventions so teachers counselors therapists and such um and parents to identify students needs to uh determine the appropriate
interventions a data driven approach this time when they're talking more towards the um referral process and if a student is going through the teacher assistant team what is that process as far as collecting that data surrounding those interventions to them inform if we're going to move forward with a
special education referral or if those interventions are adequately meeting that students needs and then how do we collect that data early intervention is another piece where preschool teachers and some of the general education staff emphasize the early identification and intervention and how important that is including the
collaborations with the local daycares um and early childhood assessments and early intervention is in full coll in collaboration with us as far as who we may need to AOW um who's coming through that is going to be identified um and then also all the local preschools um making sure that they know when our
screening times are if they want to access those and all of those things have been posted throughout the year so we've developed really nice Partnerships I think um and especially with our team chairs and our special special education secretary Leah has been an integral part in collaborating with the local
community places as well thank you that's something that going back multiple um directors of student services that has been asked and we've been asking to collaborate with the early intervention because those children who need much higher level of services a lot of times early
intervention gets those children right from birth so they can give you a runway for Staffing years in advance um for those kids so thank you so much for making that connection that will really help stabilize that Staffing at the lower
levels um so compliance with regulations was an area of promise but things that we are obviously still working towards is also MPS fall state and federal special education laws regarding student identification and placement um in the district has established procedural protocols to main compliance with the
legal mandates which ties to our meeting trackers and making sure we're sending out consent in enough time and all of those pieces around that referral process our areas of growth um the referral process and the continued training so really making sure
that our internal process um is is response to interventions throughout the district and and one of the main pieces that came through this is having some consistencies in our teams within the buildings um and then also the effectiveness of the identification process um we are seeing that we do have
a higher um a slightly higher than average rate of students on I so really making sure that we're using multiple data points um meaningful assessment data points as well to really then inform based off suspected disability types um and then if they are identified
are we placing them in the least restrictive program programming or um and also giving the most inclusive opportunities for that student's needs um and then some inconsistencies were noted as far as when students were um were identified um making sure that the
accommodations were effectively implemented and understood um by all teaching staff to be implemented effectively for those students needs and then they jump again to intervention process prior to special education um so furthering the staff's knowledge about the actual teacher
assistant process and what steps you might take to refer a student um what forms you might have to fill out and such as a point of growth as well um so the action steps that were taken this year uh the district has been starting to work with the administrators
on aligning the naming of the teacher assistant team is is consistent throughout the district um the forms and the process are all being vertically aligned building to building so it's easier accessible for for staff to know what that process is um effectiveness of
the identification process um staff have been delivered professional development uh surrounding specific assessments and data to support suspected disabilities um so a great example of this is if a student had a specific learning disability um especially in the area of reading what are those assessment points
that we're going to use to see if that in fact is something that we need to support the student on um going through that uh special education referral process um new compliance policies and pro procedures support our timelines are met during the testing process and then
if a student is does qualify professional development of of staff was done in the difference between the accommodations and modifications because that was one of those big themes this year in our special education uh to our special education staff I should say we haven't done it with the general education staff yet um the district
plans on delivering that similar training um for the gened staff as well since they're really the ones implementing the accommodations they're also the ones giving the feedback in team meetings of what accommodations they're working for students and how effective it is if they're giving it to them during a certain time possibly or
even adding an accommodation that may be extremely necessary um in that process intervention process prior to the special education referral so the Decap and knowledge around the Decap was another Point um that is being discussed through this and that is something that
was talked about at the beginning of the year with the district administrators and with the pay attention to align it vertically so that everybody knows where to access that um because that's typically something that can G be given to all students and how we can use that effectively um is something that we are
aligning on utilizing wind blocks and Magic blocks to support those interventions if they're in the process of collecting data to potentially make a special education referral and then Maxim maximizing the knowledge of the teacher assistant team members in their individual expertise to generate interventions um to really show student
progress or area of need great so on to focus area number three program Service delivery and instructional practice the overarching question on this uh Focus area was do does Marvel head Public Schools offer a
comprehensive Continuum of services for students with disabilities is the placement of students and the delivery of effective specialized instruction in the least restrictive environment prioritized in Marvel head Public Schools so um they commented on the
strong commitment of our staff our um Educators and our instructional assistants um and we see that daily um they they referred to um the great um tier one assessments brought
into the district um from our teaching and learning uh department so we have gold standard um assessments that we give that then inform our cat teams of student Pro ress and whether we should be moving forward um a special end
special education lens um that um in some spaces um it was discussed and talked about the data driven um instruction uh pieces to specialized instruction it's not one siiz fits all um the mtss effectiveness so that's um
multi-tiered systems of support um that has been talked about several times in this forum um it um includes um Data Tracking um are there targeted instructions again uh data driven um
into the process and then you know once the interventions are done um progress morning out of the process they talked about specialized programs in the special education realm um that many of our staff are certified in Borton Gillingham I'm actually part of a cohort
that I'm actually missing right now um have missed of meetings last couple weeks um being trained in Orton Gillingham um we have uh staff who are trained in the lips program as well as project readed um Victoria herself
trained the staff um in several buildings on the program called Rao which is an essential program um in our language based environment um and so we're really looking um to continue uh training our staff so that we have um
these effective specialized programs where we need them to be areas of growth um so it said it talked about case load versus workload so we need to really like get sit into that and think about that so when
looking at a staff member's case load it might say that they have um 10 students on their case load but what's behind the 10 students like what does the IEP actually say that they need in order to
access um their education and so that is work that we've been actually doing all year we'll we'll talk about that in a minute um it was recommended that in certain spaces that we do have um some areas we have an overabundance of staff
and in other areas they commented that um right now we're right on the money but again looking at what are the actual students needs um um in that model they talked about co- teing model they saw
some great examples of co- teing but did um suisee that we could use some more professional development on what a true coaching uh a co- teing model looks like there's actually six different models of uh co- teing and I know that some staff
in the district previously um had some training using a Marilyn friends um uh thoughts around co- teing so we're looking to reinvest um in co- teing in the near future uh staff training uh
staff are still feeling a little um not as confident as they'd like to be around the new IEP and how to you know uh write it properly um so we're going to be working on that looking for more inclusion opportunities for our students
um and then further discussing as been as been said before that um our students identify as special education we really need to be taking a look at that and and is is it really um more 504 related is
it more we need to spend some more time in our mtss process um Etc so what step action steps have been taken um we've examined the number of case loads um the amount of Service delivery there are
recommendations that have been given um to us which we basically already knew but it's great to have that confirmation from a from a third party around for example what are the regulations around um the different like related services
for example um collaboration between building administrators and special education administrators they work very closely together along with our special education secretaries so they make up these great teams um at the building
level um again our co- teaching models we have um some great models that other staff can visit um in the near future to see um that at work our mentoring program um has a clear structure for collaboration and continued learning for
our mentees and our special education staff has weekly plc's um again to um be provided that um professional development it was noted that um in the viewing of some of the
plc's um some groups are very focused and driven and other groups it was a little bit uh more waning and so that's just professional development that we need to do with the team chairs to make sure the message is being delivered clearly across all
schools um another action step is the consistency in time for mtss implementation and so uh St F Ferrera um is you know really implementing those wind blocks and and looking at um the
different grade blocks and grade spans and and um how those are being utilized we're also talking about more inclusive opportunities across not just our general Ed classrooms but across our um our electives and like art and uh
foreign language um see more of course um to create a least restrictive environment um including those students who are in a sub- separate program we need to be looking at ways and areas where they can be integrated into the general
educ setting and then um as discussed a little bit before the high present uh what are we going to do to identify those high percentage um of identified students well we use um a read and graphic organized that really targets
students and what are the exact areas of need um in Reading it's not everything in reading but um the specialized tests that we're using and then communicating that to parents clearly about what the needs actually are and then uh we had
recently done a training Victoria let it for our general education staff about what makes a great um Ed a and EDB it's called it's like how does students function in the general education space um how is their attention what you
notice about their memory and so we walk through all of those steps to give a little bit more consistency in formatting vertically um across the district and we um we are going to continue to do more that professional development working with
Julia Focus area four is Staff support and development the overarching question was does Marblehead Public Schools ensure that staff are qualified to deliver highly effective specialized instruction in the least restrictive environment um our areas of Promise was the commitment to collecting data again
collaboration across teams are two big threads coming across again desire for special education training for the staff through the professional development spec specifically um some of the highlights where the commitment on the part to the staff to engage in specialized training particularly in the
areas of restraint training deescalation practices in the new IEP um support from the administration being actively involved in facilitating the collaboration of time for educators um while that still is an area of growth but was also still recognized that there is a commitment to getting that time for
our Educators um in addressing student needs some of our areas of growth um the professional development for all staff um including instructional assistance um that would like more uh PD role specific to them professional
development including topics topics of co- teing inclusion strategies mtss improving understanding of the referral process dation social skills language based strategies working with students with autism and differentiated instructions were areas that were highlighted um through the questions um
in the surveys and the focus groups um the district STS Place students in the in the inclusion inclusion setting but challenges exist providing Ade adequate support for students with complex needs um therefore continued professional development in those areas should be
addressed um Equity among the team chairs case loads and responsibility um was one thing that did come out as well to make sure that um it's not only again that case load but also what's happening behind the scenes how many grade levels how what's the level of need how many programs are in a certain
building and such um and then feedback me mechanisms um so Educators reported a desire for more consistent Fe feedback on practices especially with regard to writing the new IEP um so action steps of what's Happening um this was all collected as data in the
fall so things that have happened since the fall when some of these things had um been collected as data points um for professional development um we've talked a lot about that tonight but um although the district's providing that on although District providing ongoing professional development we understand
that staff has identified those Focus areas um and that we would like to continue to address those needs um professional development and for instructional assistants have started especially in small groups such as the therapeutic instructional assistance at the Upper Elementary paid opportunities
for certain um for certain professional developments outside of the contracted hours for the instructional assistant have been provided and we also have a plan to um hold a few more this year already that are already planned ahead of time um and then collaboration of special education staff and general
education staff members to understand the complex disabilities to best provide um that support in a meaningful inclusion way uh the equity of the team chairs so case loads have been examined as well as the role responsibility as being part of the spe as a being a part of a special education administrator all
team chairs are currently working on professional development through a javik that's facilitated through Athena K12 learning and then through our weekly team share meetings as well um we're calibrating and aligning on District policies procedures professional development delivered to staff compliance and learning through
situational experiences which is allowing them to streamline any pieces of their job so that they're feeling more confident in the tasks that they're delivering every day and then also for them to feel confident delivering professional development to our special education staff um feedback mechanisms uh feedback is done through
the consultation with Team chairs often special education teams um work together if there is maybe uh question surrounding how how do I rate this section of the IP and such um more formal feedback is given through the education evaluation process as well as a coaching model and then PLC meetings
are held weekly with special education staff facilitated by their team chairs for open conversations questions to be answered as well um in those forums he Focus area number five is around compliance we've talked a lot about compliance all year the overarching question is are
substantially separate programs in compliance with current regulations including but not limited to Staffing ratios data collection procedures and restraint protocols so areas of promises around restraint protocols so we're very
happy to say that um all three of our bcbas are new to the district this year and that two out of the three are currently trained as Trainers for safety care or qbf how is Otherwise Known um but we've actually taken the extra step
the third um bcba is being will be trained as a trainer and we've also trained Laura SK Lauren Skelton who's a team chair and she will be um um working as a trainer to train our Administration so our principles and assistant principles by the start of next school
year will also be trained not to be trainers but they will be trained again some of them um so that they can identify because one of the regulations states that if a child is in a restraint for more than 20 minutes uh the principal needs to be called and present
and needs to sign off to say that the restraint is being done properly um and areas of promise that we have put into place um which is kind of like a jumping off point of where last school year ended was around the
communication after a restraint happens um communicating to families within 24 hours um data collection and monitoring systems um they noted that there were some inconsistencies but there are systems in place for uh Data Tracking which we are
still working on uh areas of growth Staffing ratios uh we the district does meet State mandated Staffing ratios for sub substantially separate programs however Staffing shortages and specialized areas impact indiv
individualized student shortages so that speaks to just being transparent and clear um our therapeutic programs just not here in Marblehead but Across America are um it takes a special kind of person to uh work in that environment give the love that is is needed and
required uh to support students with those needs um again they talk about data collection being somewhat inconsistent and that we need to do more professional development around progress monitoring um let's see continueed
safety care training um and so I'm really proud of our staff because that you know last year we talk about it all the time there was a sense of fear it was articulated to us when we start started here in the district around so many different aspects I'm not going to
get in the weeds of that um but once we sat down with many many many staff we explained the need for um this compliance piece especially if it related to a staff members role within the district um staff you know they talk
with each other and support each other and so we've had a a huge uptick of our staff who are safety care trained um I would say it's a stark difference from what we saw in the fall each and every month um our bcbas are providing
training to staff and then we're working with assistant superintendent Ferrera that this may all staff will U once again be trained on the deescalation piece of safety care and so I'm not gonna it's late but there are three
moves that you're supposed to make with children you identify when they're escalated that helps deescalate them and it's not Hands-On at all it's words it's actions it's move moves and it's love and care for kids who are in uh crisis that moment of time um I have been asked
to speak a little bit about restraints this evening um and so we did a data dive because I love data and and looking at it and so um I also want to make it clear to the community that this so far this school year we have had five restraints that have been reported to
State um and we've created additional systems within the District of actual reporting form to us um as well as the forms that we use when unfortunate restate needs to happen but it is an absolute Last Resort it isn't something
that we're doing every day um pre previous data shows that um now correct me if I'm wrong here because my posted must have fallen off uh last year there was a total of 49 restraints in this district and the year before it was 72
so when you said five is that because they went over the time limit no so anytime you do um certain moves that you put hands on okay um it qualifies as a restraint so most of our restraints to be clear out of the
five four of them are called Stand holds right um so that isn't a child on the ground and wailing all this um and then there was uh one floor and that you know you support the child to the ground and
you just hold them there isn't so I think that bears repeating again that last year it was in the high 40s the year before in the 70s we're three quarters the way through the school year and we've had five five
that that is that is better for students that is St has had like this great training you know we're invested in and working through deescalation first and foremost um it's working what it's working it's
working so Clos to the staff is what is my party line here is like we're working together and the practices and the class of management and the PBIS within the district like all of those things are seem separate to each other but they're not they work
hand inand and when students have clean consistent expectations um they deescalate better they know what an expectation is of them it isn't that this adult is going to treat me and say something this way and this adult's going to do something different for that
same action when we can develop consistency and I believe this with curriculum too because I always wear my culum had um then students aren't left guessing like what's today GNA be though there's a system and a pattern kids are able to relax in their own skin and be able to like accept you know whether
it's it it are words around the escalation or curriculum itself so when they truly like we talk about all the time the two sides of the triangle and how they come Together theal part and the academic part is so true it's not just words it's actually um very very
important um we've got what one more this is a just okay here six last one yeah six six is the last one so let's see anything we haven't mentioned before it's all in
detail there um and again the safety care training um yeah I said all that look at me it we on six all right so stakeholders perspective and engagement so what are
the stakeholders perspectives on effectiveness of programs for students with disabilities this um data here was drawn from Strictly the feedback from all the different surveys so this is perspective of the community of Staff
members um the administration kind of all compiled into one um and they're reporting just based off the facts from those surveys so summon of evaluation feedback was an area of Promise um that they indicated that most staff members was had formal Summit of evaluations and
feedback annually as required by desie generally the positively generally positively perceived by the staff who receive it central office leadership efforts to improve communication support and Clarity um all of the still room to grow always with that responds positively perceived the efforts of the
new Central admin team um and address some of those concerns um positive parent and guardian staff P perceptions of special education services parents and Guardians 59% and staff 78% report perceiving that special education services are moderately to extremely
effective positive staff perception of special education administrative support 85% of Staff perceive that they are sometimes to always supported by the special ed administrators in parent staff perception of inclusion um parents and Guardians in generally feel that their children's are their children not
pulled out of the general education classroom more than necessary and that inclusion opportunities are effective so j i I know in this Spirit of time want to keep moving but 98% I think we had voted no confidence in our special education department a year ago I think
98% voted no confidence but if I recall and you guys have been on the job for 7even eight months and 85% are spaling support that that is that is a massive turnaround and I thank you also it's
important that they that they H to support you right also a headline I have just a simple question speech and language and otpt were not mentioned along in this report
that uh no they um they were but I want to also be very um poiz of the fact that just like with children I don't want to make it so targeted that anyone feels any sort of any sort of
way that's a higher level yes it's all said and done this report was 359 pages that we got to read every single page and condens it down to this and present and theary way well nice
job this is the eighth iteration of this let me done thank God for this one over areas of growth um so inconsistency in the service delivery so there is still work um parents and teachers report that the variation and how special education services are provided across different
schools um in classrooms professional develop development needs around co- teing um executive functioning strategies behavior management techniques still need to you know continue to happen as well um general education teachers require additional guidance on effectively implementing the IEP and accommodations in the inclusive
setting um going to look at that sapping shortage and the high case loads and that um case load versus workload component that we've spoken to spoken about and then also those very specialized positions um that are our Behavior Specialists are our
instructional assistance and any other related service providers can create challenges in Service delivery at times um communication and collaboration so some parents still feel uninformed about their child's progress and their services needs for stronger transition planning concerns were raised about
transitions from grade grade levels from high school and then also postsecondary um opportunities improve improved Clarity and expectations staff recognize the efforts um of the improved Clarity and expectations however they know that they need additional Clarity and support for implementing new expectations from
the central Administration office um a lot of that we highlighted so in the action steps we kind of did a truncated version here on the last page um so in terms of the inconsistencies in Service delivery um we did know that Service delivery may look different due to a student need programs that are in
certain schools and servicing at different grade levels all comes into play um while we're still trying to give that high quality instruction um and what level of service really is detailed and should be differentiated based off that student need um need for stronger
transition planning um so we actually just talked about this in our team chair meeting today uh so transition planning should be discussed during IP meetings for students 13 turn 14 during that IEP period and then all the way through um transition from building to building will be discussed at IEP team meetings
um so transition meetings if they aren't done in the annual meeting on the latter half of the Year here are going to be scheduled very shortly so stay tuned um transition forms will be utilized from grade to grade so case managers being able to communicate about those really relevant um pieces that are captured in
the IEP but also just them as a as a student and really identifying those strengths which the new AP process is working towards um but really having great communication between case managers from grade level to grade level and then transition planning for postsecondary um is worked on age 14 and Beyond like we talked
about support in the students Vision the team at the high school Works in collaboration with the Special educa Education team as well as the guidance Department depending on what that post-secondary view looks like and then also other postsecondary views um Beyond 18 to 22 are also areas of um need that
we're looking at in the district we don't T have our own 18 to two-y old program here but there yep um but there are a lot of opportunities in development for those students that that might need that programming that we committed to working we actually went to
um an open house at Salem State and they were talking about what used to be called the Macy program it's now called the mapy um and that actually has programs not only in Salem State but also throughout Massachusetts um and we were they were giving us education around what it looks like particularly
at Salem State as an opportunity um as a potential continuation of programming for those student needs so we always had that program and I know emphatically as a prior to two years ago in Louis's Administration it existed yep um and
actually rtion in so if the previous administration dissolved that program that did not go through the SPO committee nor were we notified again I had no idea that was it it had a dedicated space during the transition was fantastic it was a tuition in
Opportunity um it's on the doc but more this is not on you but that is a decision to disolve a program that I believe only can be made by school committee in the previous administration did not notify us that program was resoled I don't I don't know that that's
another but that's um yeah we we've talked a little bit about where are those students being so we have a variety of different um depending on student need um right now without identifying we have some uh that are a res more residential Center
somewh in local um tuition District y shared districts so tuing out out correct yes yeah meanwhile the last time was asked by asked the last Administration I was told they were over at they because I wanted to make sure they had dedicate space I was told they
were at the veteran school but a space was being more different for them so not speaking this is not on you guys but yeah so I think like what does all this mean um that know a lot of information was gleaned I don't think anything has surprised anybody we have
an incredible team uh working together um we appreciate all the Kudos that you guys give to Victoria and I however you know I always like to bring it back to like it has to be a team approach because nothing's going to happen if we don't have on all our ores in the water
and um my question and I'll end with this is always is the are these actions that we're taking best by kids if they aren't that not happening here than you very much we really appreciate this thank you to the
administration this getting this asking and thank you for the whole staff for doing it as well for participating and having faith in you guys um as we did to write the ship and by no means do
we think that this is completely fixed I think to the made earlier no one that was not by ition to state that but it's it's always going to be work it's moving forward right and and to think that well it'll be solved and be solved that's not
something that's special ed is always changing yeah yeah so I just um I just want to say I live that world for many years um I know the challenges that everyone's up against especially coming into into Marble Head we know there's a lot of things that need to be looked at so I just want to thank the two of you
personally I want to thank chairs and ESP staff the service providers um and everybody that's kind of come together because we've clearly done a lot of work in a short amount of time and I know I say it a lot it Tak more to the APPL to get there but we're getting there and
I'm really proud of of what has been accomplished so far um and that's thanks to to you and the collaboration with with um Julia and the rest of the team so I just want to share that thank you thank you very much thanks know
it's thank you um I was going to move on that's to the next item we're almost done here um what the next item on the agenda was the superintendent's presentation on the report okay so thank you um I don't have a presentation so to speak because you
guys had the uh the executive summary of the findings that was shared um so but I will do a little overview and I promise I will be relatively brief um so just as a backdrop school committee asked for an independent investigation into um allegations of anti-Semitism
anti-discrimination I mean in discrimination and harassment um and agregate unprofessional conduct and Personnel so this was done I came into the district I was asked to find uh you know investigator to kind of look into some of the allegations which I did um I
know we heard from folks earlier this morning they weren't really happy with the results which um I think the unhappiness with the results isn't doesn't necessarily mean that the report the investigation wasn't done properly it's just the findings were the findings and it was um done in a way that was very comprehensive so I'm just going to
kind of go through um some of some of the background and in the process and share my summary of the executive summary because I think it's important so independent investigation was conducted uh commissioned by the school committe um it was never intended to be an investigation as to whether all Marvel head Public Schools was
anti-smith looking at specific allegations of personnel so realistically this whole report is a Personnel investigation so I know that's why people are frustrated because they don't have all the information they can't have all information because it's Personnel so that's that's where in
where in lies issues but allegations include complaints included complaints in personnel and District administrators violated District's non-discrimination harassment policy um and the Civil Rights grievance procedure and staff conduct policy there were also allegations that District administrators
violated U folks R to free expression which is the first amendment so that was with the um uh the allegations were the investigation in its entirety is focused on the personnel which I just mentioned the executive summary that has been shared was created to outline the steps
were taken to outline the scope of the investigation and along with theing findings so the process was that there was 26 individuals that were interview including current and former staff parents friends family members three other individuals were contacted based upon purportedly having relevant
information but they declined to participate so intended to be at least 20 individuals there was a review and an analysis of 450 pages of documents that included business records related to District investigations letters of support on behalf of one of the parties
correspondence between parties and the district Personnel PowerPoint slides from anti-Semitism webinar a forensic atic of of it records and numerous newspaper ARS so there was a lot of information that was looked at in addition to the the people that were interviewed and some were interviewed multiple
times um so this is some of the some of the issue that some people have and I I can understand why but um there was no specific definition of anti-semitism semitism that's been adopted the investigator used utilize Federal title 7 and State Law mgl chapter um
11b sorry anyway prohibit prohibition of workplace harassment including anti-semitic harassment and discrimination as backdrop the investigator also recognized but did not specifically and solely rely upon the IRA um International po across from
its definition as one that several parties had encouraged her to use so she utilized she used that as backdrop she also utilized mgl and um other definitions to kind of get a holistic picture so I know there's some criticism about the IRA definition it's not a
definition that's been um adopted by the town or by the school district and so she I'm paraphrasing she didn't feel that it was appropriate to utilize only that definition so I just want to be clear that it was part of the conversation if wasn't the only part
when trying to determine whether anti-semitic action speech and behavior occur the investigator employed the preponderance of evidence standard and credibility as they explain and I just quote here the FactFinder must determine whether it is more likely than not that the person against whom the complaint
was made of the respondent violated a district policy one can only conclude that a violation occurred if a greater weight of evidence tends to show this if however the weight of evidence is equally balanced on both sides then one cannot conclude by the preponderance
that the respondant violated a rule or policy so some of the allegation Mo most of the allegations did not rise to level of R and ponderance of of evidence standard um if there's conflicting versions of relevant events the M must assess each witness credibility and
there's standards they go by to assess credibility inherent plausibility demeanor order to falsify corroboration pass record I won't go into that um Upon Time those are some of the things that sh looked at there were 39 separate allegations of anti-Semitic
discrimination in ag agary I can't say word yes that one um unprofessional sorry it's like 16 hours in here um unprofessionalism in potential violation of the um the harassment policy in staff conduct policy so there was all there
was 39 different issues that she um sh looked it so the findings and Analysis I'm just going to read this and it'll be quick but read through it because I think it's important so most allegations cannot be corroborated it Bears repeating I'm going to say this a couple times that it does not necessarily mean
that a party was not being deceptive when asserting the claim but it does mean that the allegation canot be substantiated when employing the propon of evidence standard it also doesn't mean that there's there's no anti that there's not anti-Semitism present it's just that in
these specific Personnel issues and allegations that were reported they didn't rise in level of um of uh meeting the proponents of evidence standard so some of the reasons the standard cannot be established include the allegation was not corroborated by Witnesses who allegedly observed the reported conduct
the allegation was not corroborated by Witnesses who allegedly were told about the reported conduct the party contradicted themselves by making material materially inconsistent statements in the interviews the allegation was Bel lied by credible documentary evidence including emails
and forensic evidence the district business records were material in materially inconsistent the allegation was not plausible based on the presented facts allegations related to a District's personnel's motivations were speculative allegations were corroborative but they did not rise to
level of violation of the ndhp the harassment policy staff conduct policy or the grievance policy the two allegations that were corroborating written evidence corroborated that a party knowingly or neglect neglected Miss
she s sorry misrepresented facts in violation of the staff conduct policy the district violated the grievance policy in in the conduct of an investigation into allegations of anti-Semitism in the fall of 2023 where the investigation was not conducted in an adequate fair man so those are the
two um findings that were cooperating so conclusion there's insufficient in information to find by propond of evidence that any party was subjected to discrimination or harassment including anti-Semitism District first personel retali this is there is no evidence insufficient evidence that District
Personnel retaliated against parties who raised concerns about anti-Semitism or un professionalism the district administrators ignored or were indifferent to claims of anti-Semitism the district administrators favored Israel Over other nations the district personel held parties responsible for the actions of the state of Israel that
District admin strangers interfere with the party's right to free expression regarding allegations that the district Personnel engaged in unprofessional conduct I found that one only one party party's conduct violated the state staff conduct policy I also follow sufficient information to conclude that the
district violated the grievance procedure and staff conduct policy by conducting an investigation 2023 that fell short of being neutral thorough fair and adequate as noted earlier the findings made in section 7 are not intended to suggest that Marblehead is free of anti-Semitism but rather that
the specific incidents and events that I was asked to investigate did not return sufficient information to support inference of a violation of the nonis non-discrimination harassment policy um so that's that's right out of the so that's that's where the that's
where the conclusion is so far I just want to wrap up by sharing that our new administrative team has recognized the need to be focused on the school and District culture managing Personnel issues in a more pointed timely and appropriate Manner and identifying ways to enhance professional development
communication and collaboration in all areas um I had already established an anti-discrimination committee prior to the investigation concluding as it was something that was identified as needing to be established based upon past and ongoing social issues the committee will continue to work on identifying
incidents of discrimination racism anti-Semitism and any other issues that are identified where our community members are targeted we have made necessary changes to our human resources department with an HR Manager coming on board in may we have also decided that a district as a district we need a
different way of welcoming families and new St so we have combined the registar position with HR assistant position and we'll be welcoming a new executive assistant registar in may as well who will help streamline Communications support family and staff and provide a welcoming pres Presence at the central
admin office all these items were a motion well before the report was finished as it was evident that many things needed to be addressed in different manner in a different Manner and viewed with a new lens so that we can move forward together as an educational Community where we celebrate diversity ensure that everyone has a
voice and there's a culture of acceptance and belonging for all that's my report of report the mar report I'm happy to answer any questions I'm just reporting on the report so don't shoot any the messenger here happy to go
through anything you guys [Music] like one thing that in the there's a lot you know that made me think different way than the report but when I read who was interviewed I just want to know if it says they interviewed a former School
Committee Member yes we don't we're not what we saw is what the public saw we don't know who they interviewed other than it said form or not sitting um it is really important I feel as a school Committee Member to reaffirm into to state school committee
by Mass General law does not get involved in Personnel Manns so any former school committee member that spoke in the capacity as a school committee member the in our capacity as SPO committee members we should have no knowledge and
or weigh in on Personnel matters so I just that that was important for me to note that that we don't weigh in a Personnel matters not legally allowed to um there have been very rare s situations like previous December when
something was followed in accordance with policy K which is our policy on chain of command and only after following through that policy to something come through to the uh school committee and all my time here I've only ever seen it happen that one time um if
there is a Personnel matter people should be going through their Administration not directly to the school yeah and I think so that didn't make any sense to me why SP Comm would have yeah so it didn't it didn't name who was it just said if it
was just listed that way teachers for so the only thing I can say think of is um the times I spoke to Alison Kirk who did the thing um she was interviewing people and those people were saying well this person has information too you might want to reach out to that person and you
know there was some attorneys involved El I don't know how the school can be member kind of got mixed into the mix I don't know who it was I couldn't tell you I don't know what information they had to share it was just one she said getting but based upon you know some of
that She interviewed um said that that this person also has information reaching to so what I found was like a lot of the people because there's a lot of Staff members that involved in this and a lot of those staff members said well yeah I know you're asking me the question but you should probably ask this staff member or this person or this
friend or this whatever and I I just assume that that's how that came about I have no idea why how or was it's not even in full report so that's most believe um I think the other other quick question I would have is I know I know there were some R and I've also spoken
to some folks um separately that um had some questions on this report U one thing that has come up um it was not obviously not addressing the report that's not what this report was about but is that something that your task force or's
working on yeah so so so the committee um the committee part of what the committee is looking at is we're finding we're looking at what incidents have been important what kind of instance been reported how are they been reported what you know what what it is we How would how we might need to address it
are there professional development opportunities um and we're just we're just really starting to delve into that stuff so part of that is um you know one of the first meetings we had was um uh there's some conversation about you know is there are there some expertise experts in areas who can lend
their expertise to say hey if we're not sure is this is this um document anti-semitic or not can we reach out and get some resources so for instance there was a there was a rabbi who who I spoke with and you know then there's questions well oh you have you know spiritual leaders coming into the school and
that's that's not the intention so the intention is to have our curriculum teams we're reviewing our curriculum uh in in an ongoing way they do that with a with a non-biased lens they have to go and they have to look for biases in the curriculum they look for anti-Semitism that's look for racist all that stuff
happens and then if there's places that we still have questions about we're always going to reach out to you know an expert an expert at first thing meis um because a lot of conversations we've had in that committee and elsewhere is sometimes the anti-semitic language is
not um overly evident and or it's it's or it's purposely buried so you know in there so you know sometimes if you don't know what you're looking for you don't really see it or understand it so so yes long story short is yes that commun is doing some of that work um we're going
to be doing some of that work and then um you know and then working on different ways we can support folks and how we can look at when incidents happen what what do we do how do we do some preventive maintenance so in don't happen um and a lot of that speaks to
the culture like we've talked a lot about culture um in the schools so building that culture of acceptance and and belonging and making sure that people are kind and everything else is is all part parcel of doing this there's no one magic one that says about boo we have no anti-Semitism we have no racism
we have to work on that culture from the ground up um that's the work that's being done unfortunately it's not know might fix but that's does the committee feel I know so that inm or I want to know what the committee thinks I would like to see at some point will that
committee or that task force be making a presentation to us recommendation don't it's too it's too early for me to tell like how that you know I think if it if and when it makes sense yeah if we if we go with like you know we're still just kind of really seeing what the next steps are so we're meeting again I want to say oh because I
was not really thinking and I I uh I scheduled the meeting in the middle of pass over so that was very idiotic of me but then I reached out to the members they were fine with it but um so anyway we're meeting on the 17th and then we're going to start talking about you know I think some of things on the agenda are you know we're g talk about the October
heat is that a good is that a good resource for us to look at consider support um we're going to look at are there any other professional development opportunities that make sense and uh I'm G to float out there maybe doing some climate surveys I think would be important you know kind of started to me
the students but it's hard to get it that off the ground timing um so I'm probably find surveys with staff students first see see where I go there that's some of the some of the next steps I know I just say personally at some point I at some point I would like
to hear from that yeah I think it's important part piece to our puzzle what trying to do yeah and the thing is it's you know it's ongoing right so that so that is the anti-discrimination committee with you know Focus right now on anti-Semitism but you know they we have to like all sorts of things that
come to us so you know it's going to it's going to be standing committee that's also going to kind of rotate a little bit as people come in out of the district or we need to pull people to have expertise in certain areas um that's that's kind of the thought process so it's it's a community of nine right now and any give it time it could
be 12 six you know depending so you know we're still working that all out but I'm really excited about the work we started to do um but you know I don't think people were happy about the the the way this report came out so IA have to do a
little hon with you no um I didn't have this subcommittee Thea on update so and it's late so waiting pa um final item a request for the over approval for the overnight trip for the sixth grade to go Bale um should I had information in your
packet on brief up update of the born deal program which is sixth grade program the forms um if one detail to us um when us appearance so why I take a motion
second previously when we um approved overnight out of state kill some like presented last week we um it's fine I didn't know was that yeah that's f Jonathan you want to want to step up and just kind of do your overview so we can
do it properly approve never approve I mean it should be pretty quick that write up was like a p paragraph right so I'm not going to read no no just I think I think just Shar I know we've done it before but typical most of the
overnight fine um as you're aware straight forward decades has been going to C boou um we thought last year was going to be the last year because it was up sale it did sell it did sell but they are
keeping so they are selling off some of the property uh but that doesn't impact our ability to go the trip they keeping most of the staff on with the program itself and make change anytime you transition and make staff on and then transition into new staff but the
director that was there for the last um well was there the last two three years it was there previously as well same director same program is an interdisciplinary program uh we have two programs one at Campo one here at Village School uh we call it the village
experience because it is an experience for all of our students and the culmination of their first series here in Marvel schools uh we go down as all 14th this year and leave as one class uh
that to me is the most amazing thing about St uh we actually do a color work day at the end of it Spirit day they're all wearing different color shirts but then we take a picture of them all mix them all so you can see that they're one class I do think that when they go from
Village to V you can see that they're ready for that next St it's a sense of Independence when they down there um they get from class to class we have supervision it is the largest trip that we do in the district we're bringing down probably close 2 60 70 plus chaperons I some of there just for the
day uh we have chaperons there overnight as well I teachers are down there as well um so we do have teachers going but there are some teachers that because of their family they have young children they get go and that's again why we call
it the V experence because we will take six grade teacher and they'll go down to fifth grade class or fourth grade class and we'll take a fourth grade or fifth grade teacher with us and it's nice because now those fourth and fifth grades get a chance to have a sixth grade teacher and some of those fourth and fifth grade teachers that add a role
in their education get a chance to see them down that environment as well there are six sport classes that they all take have one itself uh Adventure which is team building we want to build up that that camarad that sense of respect everything we do with theel regul is
embedded in that adventure program and throughout the entire CP as well uh they have some Marine Science when they done they they do dissection of a dog fish when they there uh we do an engineering design project where they're building a rocket two different types of rockets
one that is done with air compression the other one is done with a ro K combustible engine as well so they're testing the their design uh they're seeing how far they can go testing for p and distance as well
go back redesign try again um they have P cies where they're looking at Fresh waterer Marine ecosystem we have um afternoon programs one will be on rep house presentation one on lobsters um they have some recent time in the down
the rec time Mr vuli comes down was fishing on the dock with them um which is awesome somehow I don't know how he does it it's a fish whisper because I've seen kids that have never caught a fish before first time and they somehow catch
a fish so it's pretty pretty awesome um know we do meals together it's family style they bring tray of food here and they have to learn to work together make sure that if food comes to me then if you know jul is sitting down I'm going
to help and say would you like some food and they cast on they learn to work together um if they want more they hold the tray up we told the parents to make a move they hold the plate up afterwards get more food well they know why because they do want down corn deal um it really
is tremendous experience and then we have something comfortable here go School uh so we have some staff that will be staying back with the village program and we have two dels that goate uh they're going
to uh the cream Beach and the cre stfe do a program with them uh we're going to do something with spur and tie into all the work to do with the gardens and then we're looking to go to tast by kitchen will they'll go through some same produce that we use in our Gardens and
me together um we had Boston bounds come in where they do Mr D does program called Bost and balance they come in with special shoes and they look the boots with they have some type of balance in the bottom and think it last
awesome and we're still a couple more details for that we want to do something pable so whatever expens you have a Cornell we're doing something pable them here at only difference is they're not speak but it is a phenomenal TR and the
parents know cheron will also down there student themselves I know Julie came down last year we Johnn to calendar it's nice when make him down and see interact parents interact students WR hopefully John is
down there for our ID night try that's that's I put in my calar I said save that so you might see him know be one of bridal judges you guys start watching ID in practice long I don't have to sing them no you good you
don't sing but it is phenomenal so it's something that we're excited to continue and hopefully something we can continue for yourself do you have a sense because I know all your people work and everything all the kids have already committed to
what they're doing a sense how many are staying here versus how many are going just rough uh so about 12 students see here at Village and the rest are going down to B so probably about 152
12 thank you all right I'm gonna take a motion to approve the overnight trip to Bale Brian second and second call or any discussion we'll do a roll call vote great pram Williams in favor in favor s in
favor Alis Taylor thanks for hanging in there L um okay I am going to make take a motion yes good love