--------- Okay, so we should be live streaming now. Um, all right. First on the agenda is um an ongoing discussion of policy IKFE competency determination. And I'm going to just turn my
laptop and hopefully everybody can see here. >> Hi. >> How are you? >> Good. How's it going? >> Good. Good. Oh wow. Um so I know we talked about this compensated determination um at last meeting and we're we're going to
kind of revisit a little bit and come back and um so we did that. We had some more conversations, revisited um how we kind of came up with the draft policy. Um and then kind of looked at um the the uh regulations a little bit more too just to make sure we were in line with
what 603 CMR 30-03 says we have to do. And in having all those conversations again and going through the the um the rags, it really um and having the conversations from the governor coming
out about the upcoming changes to the graduation requirements which will include the CD and the meeting we had with Desi yesterday. Um I'm moving that we continue to look at the draft that we created last time. um have that in place while the state is determining what
they're going to do next um versus making other changes again. And most of the reason for that is, you know, that the the regulations really talk about um you know, having a minimum, you know, the requirement that's set forth in 603 is is is to meet the standards that are
based on uh sophomore um classes um that were in alignment with the MCCAST. So, it's really looking at that and not necessarily looking at a way for us to build um you know minimal level that we build upon for the to make it more stringent. And I think um you know they they state that the satisfactory
completing coursework um we look at that as students earning credit in accordance with the district's grading policy. So, I think the draft that we did captures all that and is in spirit with the with the regulation is in alignment with um as we talked about last time um similar
districts and uh so I I you know it does not I didn't propose any further changes to the draft um but obviously we said we're going to have a further conversation so that's where we that's where I stand at this Jen, did you have I stand by what I said the last time.
I don't agree with this. >> Okay. And I think, you know, and and obviously, you know, we're all entitled to the opinion. I think it's um it's one of those things where I I have to look at I'm trying to look at what's how do we move forward without making you know
a change change last year change again now another change later when this when the state is clearly they've created a framework for what they're going to be looking for that framework has got to dictate what we're going to have to do moving forward and that supposed to be set forth by June so I don't know the
time frame from then to launch but it will be within the next year is what I'm thinking. So, >> well, I I would be very surprised that we would be below what the state requirements are going to be, notwithstanding any um end of course
testing that they're proposing. Obviously, that would be new. Um so, I don't think we're going to be at risk that we're going to set something that's going to be below state standards. Um and we can always be higher than state standards. Well, I think you know, again, look at the looking at the
regulations. It basically says um the regulations define satisfactory completing course as being a student earns full credit in accordance with the district rating policy 603 CMR B3. If we award credit for 60 or more, then the regulations would require a compensate
determination to use that as a benchmark. So, it's in line like the the the policy is in alignment with what the regulations say we're supposed to do. And we I mean we can we can agree to disagree on whether that's stringent enough. Um >> well maybe that is what we talk about then because I guess what they're saying
is you students have to get a passing grade. Passing is defined by the district. >> Right. >> Right. >> Yep. >> So maybe that's what we need to look at. I just >> I think when when when we have regulations in place, that's that's the
part that gets tricky because the way I'm interpreting it is um that's our that's our great that's our that's how we move forward. That's how we determine whether or not you've met graduation requirements and can and can earn a diploma. That's part of you know that's
part of it. The competency piece is part of that. And I think you know in the absence of MCCAST where people fallen on in that's you know falling on that coursework and >> you know sorry go ahead. >> Yeah in passing grades. So I think you know again that's that's that's what the
regulations say we're supposed to do. So that's why I'm just trying to follow the rules. >> Okay. Well let's all right. Well I so maybe we'll agree to disagree. The regulations are saying what we have to minimally minimally have as standards. Does the regulation do the regulations say and if they do
I'd like to have an interpretation of it that we cannot go above that. >> I doubt it. So Jen, I went and looked at the regulations and they say that a student will earn the competency determination where they've, you know, done these things that is essentially
passed sophomore level coursework and typically it actually says sophomore level because what doesn't make sense to me with MCCAST, I can see that, right? because they did they did this, you know, the whatever you wanted to call the MCCAST, the standardized test >> um through sophomore year, which allowed
two more years for students to pass if they couldn't pass. We're no longer having MCCAST. And in fact, right now, we don't have any um standards, I mean, any standardized test at this point. Why could we not then have the competency determination go through 12th grade? So
the regulations say they have to show a mastery of common skills and satisfactory completion of coursework as measured by the MCCAST high school assessments as administered in 2023. >> Understood. So what we could add we could make it a higher standard though
>> but that's the standard is testing what pe what students know as of their sophomore year. That's what MCCAST was doing in 2023 >> and that's why the regulations. >> Okay. So we all right. So we still could look at what a passing grade is though
to define what a passing grade is which I'm not sure is defined here. I don't I think it references passing grade or yeah passing grade is reference but it doesn't define it. >> The regulations define satisfactory completing coursework.
>> Yeah. >> And that's earning full credit in accordance with the district's grading policy. and what our right and what our this proposed competency determination says is receives a passing grade. But I don't see a definition in this proposed
policy for us of what a passing grade is unless no uh >> does it say it in the policy? No, because the satisfaction course work is is already defined in the grading in the grading policy. So yeah. >> So where's the grading policy? That must
be in graduation requirements. >> This guys, we're going around and around. You know how I feel. So I don't know what else. I'm not going to like this is No. >> No. I get it. No. So I mean it's in the handbooks. It's in the It's in our graduation requirements. Yes. So it
>> it's in that policy. So if we wanted to change the passing grade, we would be doing that in the graduation requirement pol Let me just see if I can look that up. It's also in the eyes. I can't remember the code off the top of my head, but
well, I think >> I mean, I guess I'm fighting with you folks to try to get a higher standard. I don't really understand that, but okay. >> Well, because again, I think, you know, agree to disagree on what that means. I mean, you know, a 60, you know, say a B
is is only as rigorous as the coursework and instruction that's being provided to be able to attain the B. So for us to have rigor rigorous coursework that has to be in the instruction and how we deliver instruction how the students receive >> is a 60 a B. No, no. I'm just saying if if if we're looking at well passing is
60, but a B like just say for instance you say we want to make sure that they achieve a B. it it's you know B a B is not a B is a B is a B across across different districts because the rigorous piece of it different right so it's I don't know how else to to
>> well neither is a 60 or a 50 or 70 >> so any grade right so yes correct >> where is >> just by saying just by saying well I don't think I don't think a 60 is is a high enough grade to show mastery of skill and by changing that to say a B or
whatever it It's you just kind of the same issue. It's say is is that high enough? What's the rigor? I mean the rigor is in the instructions. So it's not in the number grade. So I mean we can agree to disagree, but I think at this point we have to we have to it it would be my thought is that we should
pro I know this is a subcommittee conversation, but we should probably see what the full committee um wants to wants to do in regard to this proposed policy. At this point I have to submit something to the state by December 31st. So um you know I think I think we have to at least bring it before the
committee to have their input as well. >> I agree with that. I mean, we have this on the agenda for the full committee tonight. I would hope that the subcommittee can vote, you know, to move it up there. I don't think that that's necessarily
>> I'm not voting for this. So, sorry. >> Okay. >> Okay. Um I'm looking at graduation requirements for IKF which is per it may not be updated or that because we're looking at IKF. Are we also because IKF doesn't actually
define the passing grade? So I IKF gen does need to be updated because we did make some adjustments and I think that's where we were just having that disconnect between um when things at the um meetings were then getting
posted and stuff like that because we did talk about this when we talked about last year's competency determination and made the adjustments to adding financial literacy. Thank you. That's been amazing. Um so I think this one just and I just checked the date. It said revised 2022. So
IKEA IKF it's the graduation graduation >> which to John's point we have very rigorous we have we are way above um the mass core requirements for for graduating. So the level of courses the
amount of courses um the expectations for our graduation you know when we talk about the the governor and what the governor is rolling out we are there like we I'm very proud to say that we are already there. I think the only Yeah, I think the only thing that the proposal we don't really have in place
yet is the full like um the capstone piece, but we're like it's literally a pivot to get to that point. Everything else we have the mind cap, we have the >> we have the um m we follow mass core we do, you know, we have the end of the year, but they're going to create from what I understand the state's going to create in the end end of course
assessments, >> but I also understand that those end of course assessments are going to be sophomore year end of course assessments. So it's >> not like we call MCCAST is what I is what I heard. >> If a student doesn't pass the end of course assessment >> doesn't mean they don't >> that does not mean that they don't get a
diploma. So I think that's an important point to mention that the they're calling it >> you get a diploma. Oh you have you can do other you can do a portfolio. >> It's going to be like a three it's going to be like a three-pronged approach. It's going to be the graduation requirements, the coursework, it's going to be ending year um assessments, and it's going to be either a capstone or
portfolio kind of. >> So, if you don't pass one of them, you can still pass. >> Correct. That's my understand that Well, that's the proposal right now. Yes. So, that's it's in the the interim report that the governor shared is is the interim stuff. So, then there's more conversations going on with the commissioner, the secretary, and the um
tenants. And then by June, they're supposed to have a finalized one. That's that's the leg and then there's probably has to be some legislative action on the testing piece of it. But >> I feel like we could still make those updates, Jen, to IKF um and Kate um because we feel really confident and
we're so I think financial literacy which we've already done. So just a couple things I think that would be some good work to done here too. Um but I think they they sync up the IKF directly would sync up with an IKF with
the so I think of you know we go to the webinars we do our research we look you know we that we are right in line with the requirements and in fact we're already above you know where many school districts are in terms of
>> and things I don't >> [clears throat] >> Oh, on. >> Can you still hear it? That's our four. Frozen. Can you log in? after.
>> I'm going to ask Jen if she can. Hi, Jen. >> Hey. >> All right. >> Sorry about that. >> Let me um unblur here. So, >> was there a pro? Was it Kate's computer? >> Yes. >> Went very wrong with my computer. >> I was looking at Kate's computer. My face was frozen. I was like, that
doesn't look right. >> Sorry about that. At one point the um public participation person had their hand up. It's down now. So, but I didn't I don't think we had public comments. So, >> but they're they're down they don't have
their hand up now. So, it's okay. >> What's next then? >> So, I we have this policy on the agenda um tonight. So, I know that the it sounds as though the subcommittee is not going to vote to advance it to the full
school committee. Um, but we can certainly make a motion head school committee tonight to see if the committee will entertain um, you know, hearing from the superintendent about the policy. >> Um,
okay. Just want to make sure. Yeah, it is on there now. You have it as a second reading. >> Yeah. I mean we can >> we can discuss as a committee how we want to whether we >> be if the committee decides to go forward it would be a first reading
>> probably I think I think it has to be voted but maybe not I don't know >> yeah I mean >> has to be voted and that's the first reading and then you do a second reading and third reading so >> okay so because we're not voting it'll be the first reading >> right
>> oh yeah I see okay >> we can >> that's fine >> we can discuss Yes. >> Okay. Okay. >> Do you have other stuff on the agenda? I didn't agenda. >> We just needed to approve two sets of meeting minutes. >> Okay. >> If you don't mind if we do that while we have two. >> Yeah.
>> Yeah. >> I sent them to you, right? You had both. >> Yeah, >> I had both. Um I had a couple really minor. There were a couple places where the name of whomever made a motion was incorrect. >> Um and in the ones from 1120, some of
the letter codes for the policies weren't accurate. So, we would need to update. >> Do you happen to have I've got the document right here. Do you have happen to have that or >> I mean, I did on the computer that isn't working now. So, I can um
>> Okay, so we could approve them. Uh P, let me just bear with me one minute. Let me just pull up 1023. Was it 1023? >> Pending those changes. >> The it the names are missing in the It's the October minutes and it's towards the start. It's like on the first probably
on the first page or the top of the second. Um, [sighs and gasps] hang on one second. Oh, maybe I say because I've got on page two one vote I've got motion made by Jen
seconded by Kate for the following policies. >> Several of them were there. There was just maybe one where the names were missing. >> Okay. Well, all right. Um, why don't we approve them? Do you want to approve them pending those updates? >> Yes. And I'll bring those updates to the
next meeting >> or you can forward them to me. >> Okay. >> Because if we approve them, I can just make the changes and um >> Okay, that's fine. I'll send you an email. >> Okay. So, I'll make a motion to approve the meeting minutes from the policy subcommittee meeting of 102325 and
112025. I'll second that motion. Um, okay. So, we can go to a roll call vote unless we have any further discussion. >> No. >> Jen in favor. >> Kate in favor. Motion passes two to
zero. That was it. So, the only other thing is a motion to adjurnn. >> Um, I don't think we need a motion, but I'll make a motion to adjurnn. >> And I'll second it. Roll call vote. Jen >> in favor. >> Kate in favor. 923 Part: 2
Fourth chapter. Um, this meeting is being recorded. We start with the pledge of allegiance. I pledge allegiance to the flag of the United States of America to the republic which stands nation.
Do we have any commendations? >> I have one. Uh, now that we got the roof contract approved, all the select board and and everybody, um, I'd like to commend Ralph Wallace, Mark Leeman,
Brian Sarapin, Kareema Maloney, Sam Alter, and our own Mike Pipperling for their help getting that contract um, signed and and agreed to, and I'm looking forward to continuing to work
with them to complete responded on. >> Okay. Thank you, Henry. Any others? >> Okay, [clears throat] we'll move on to public comment. >> Someone has their vote. >> I'm assuming that's public comment, but Okay. Um, I just want to remind uh everyone that we have a policy that
allows individuals up to three minutes to present their materials and the overall segment should not exceed 15 minutes. If you would like to submit a comment that that does not fi fit within those guidelines or time limit, you could submit them via email to us. Public comment is not a
discussion to date or dialogue between individuals and the school committee. It is an individual's opportunity to express an opinion on issues within the school committee's authority. For example, budget, superintendent performance, and school policy. Um, I will give individuals a 15-second
prompt to let them know that their time is expired. Is everyone signed in? Who wants to make a comment? >> Reese. >> Yeah, that's >> Hi everybody. U my name is Reese Dolberg. I live on Field Brook Road. I'm
a parent, co-president of the MVMS PCO, and I'm also a member of the Marblehead Task Force Against Discrimination. I wanted to come here tonight to publicly thank the MVMS English teachers, the vets principal, Matthew Vanji, the M Marblehead public school administration with her support of a wonderful event
that happened in the days before Thanksgiving. First, a little backstory. As you may be aware, we recently welcomed author Alice Hoffman to speak about her young adult novel, When We Flew Away. This is a fictional account of Anne Frank from the time before her family was forced into hiding in Nazi
occupied Netherlands. In the weeks prior to the author visit, I was able to collaborate with different groups from the Marblehead community to plan an intergenerational book discussion. The Tuesday before Thanksgiving, MVMS staff, 33 MVMS students, community members made
up of folks from the Council on Aging, task force against discrimination and beyond came together at the Abbott Public Library. The incredible Vets English teachers Caroline Todd, Brit KS, Jim Shafnet, Ryan Judkins, David Barker, and the vets librarian Katrina Donovan
led small groups consisting of both students and community members. They discussed when we flew away and enjoyed lunch provided by the MVMs. It was incredible to see such engaged discussion between students and community members. Thank you to all involved. It was a great way to move
into the Thanksgiving holiday. Thanks everybody. Sarah. >> Hello. Um Sarah Fox, 46 Key Street. Thank you um Henry for your update on the roof and your work you've been doing on that s committee. That's been great.
Thank you. Um I wanted to talk about the announcement to change the start times. That's something that was bargained. Part of the um compensation package was everything's a give and take as you know in in bargaining or it seems you don't know. Um and that was part of that and
why we were able to make the leverage. We were getting extra learning time on learning for our students because we've heard how important that is. Not to mention the end time of 237 is something that's been embedded in our contract for many many many iterations of the
contract going back 1020 years. So there was no public vote to reopen bargaining. So what you did by doing that was a breach of nash general law. You have to open bargaining. You have to take a vote to open bargaining in public session. By
doing what you did, you basically put a huge dark cloak over the public business of this town. Also, by cutting 12 hours of learning at the high school or 12 minutes a day over 180 days, that's 36 hours of learning you took away from our students. Your job is to provide time on
learning to our students. That's over five days. When you have a student sitting for an AP exam who's starting later in the year than the southern schools but are being graded against those schools as well, you just robbed another five plus days from those students. Not to mention each day is
roughly worth 0.55% of compensation. You gave the entire staff over a 3% increase in one fell swoop by making that decision. All without doing it in public or notifying anyone with reopen bargaining. Considering some of you are
sitting here after having been supported either in like kind donations or actual donations by the union to then make such a large increase is a massive e ethics violation as well. So now not only have you breached mass general law, you've
reached mass ethics law and on top of that you have put our town who is in a very precarious financial situation into a situation where the public is now going to ask do we trust these people? These schools need to stay awful. We need people to trust you more than ever.
And by doing this under the dark and night, you now have spent over $500,000 in taxpayer money alone on that one decision without ever letting the taxpayers know what you're doing. If I hadn't sat in and known exactly what
went into that and how much the calculations are per day, per minute, and such, I might not notice it here and do that those calculations. that is egregious that you did not let the community know that you were bargaining again. You were put here by the union
largely and you have reopened bargaining without ever telling people you did so. The only way to start change start and end times is to change the contractor. So there is no way that you have change the start and end time without reopening bargaining. There is also no vote ever
to assign anybody to be able to bargain. So either you were meeting unposted as a forum of five or some of you elected yourselves to speak for an entire town without ever a vote assigning you to do such a task. Talk about bad governance. That's no
governance. >> Thank thank you Sarah. >> Uh Karen, can you hear me? Hear me? I believe you have your your hand raised to speak at public comment. >> Yep. Can you hear me? Yeah, we can hear you. >> Okay. Good evening, school committee members. I understand that you will be
meeting later today in executive session to discuss a grievance filed by a teacher. This teacher who served as the lead teacher for over 10 years was removed from that position approximately one month after speaking out about anti-semitism in our schools. >> Karen, I'm sorry to interrupt. Could you
just state your full name and address, please? >> My name is Karen Tomliff, 11 Trager Road. Thank you. Sorry to interrupt. Please, please continue. >> Our district encourages students to be upstanders and to speak out against injustice and bullying. Yet, what
happened to this teacher represents a clear injustice. She appears to have been retaliated against for exposing Jew hatred in Marblehead public schools. Removing her from the lead teacher position seems intended as punitive measure and as an intimidation tactic.
Now other teachers, administrators, and students are aware of the consequences faced by those who speak out against anti-semitism. They risk being punished. This teacher has correctly filed a grievance with the district. I strongly urge the school committee to review her grievance thoroughly and fairly.
Reinstatement is warranted as what occurred was unacceptable and sets a dangerous precedent. The resolution you reach will signal to all staff whether our schools truly support those who courageously speak out against hatred. Thank you.
>> All right. Thank you, Karen. >> I am not seeing any other hands. Um so we will close public comment and move on to our student representative Will. What do you have for us tonight, Will? >> Um thank you everyone. Uh I hope Thanksgiving break went well uh here at the high school. um a Thanksgiving day
uh Thanksgiving Day game. Football team beat Swampscott in epic fashion. They won the game on the final drive after being down by one point in instant classic. Uh congrats to all players. Um this week also marked the beginning of winter sports. Good luck to all athletes in the first week of practice. Games uh
will begin for most next week. Last week we had our capella uh a capella groups had their singree concert um featuring all of our a capella groups as well as the middle school eighth grade lumatones. Luminescence sang Maneater, Pretty Herks, Wannabe, and May I
suggest, their alumni song. The Grizzlies sang Candy, and goodbye, their alumni song. Uh, the Jewel Tones sang First Light, Where Have You Been, and Cecilia, an alumni song. And the Lumatones, the eighth grade, combined with the high school group, um, sang
Mercy and Shut Up and Dance. Um, it was a really cool concert. Uh my sister was in it for the eighth grade thing and it was pretty cool to also see them bring up their alumni onto the stage. So that was uh really cool. Um also other news, MHS has switched back to our old
schedule beginning at 7:55 and ending at 2:30. This change has uh been pretty fluid and much appreciated by both students and staff alike. That's all I have. Thank you. >> Thanks. >> Thank you all. >> We'll [clears throat] move on to the superintendent update.
>> Thanks, Chairman. Um, good [clears throat] evening. It's uh December already. It's a short but busy month leading up to the winter break. Uh, for starters, I wanted to briefly talk about the information from Governor Healey's office regarding the graduation framework. Uh, this framework is a culmination of ongoing discussion and
work across the Commonwealth subsequent to the 10th grade MCCAST no longer being a part of students competency determination for attainment of a high school diploma. At this juncture, there is no action um to be taken by superintendents or school committees that needs um work yet um because it's a
preliminary proposed course of action. And the highlights of uh what is likely to be finalized in June are as follows. Uh they're looking to do end of uh course assessments in core subject areas that designed and scored by the state. uh they want to make sure that we have implementation of my cap which is career
and academic plan uh having either a capstone project or portfolio in place having students complete the fastmas uh developing financial literacy skills and the option to earn seals of distinction like the seal of biiteracy and are looking at other seals that
might make sense. All these will dovetail with our rigorous programs of study. Um the good news is that we have most of these components in place already high school. Um so that's good. might just be a little bit of pivoting once they come up with some um finalized uh you know course of action.
Superintendent met with the commissioner and the secretary of education yesterday to share thoughts and ideas about what the final framework will look like. There'll be many more discussions but I wanted to at least touch on that topic um tonight. Um let's see. Assistant Superintendent Pifferling had a kickoff meeting with the roof um contractors
this morning and I just wanted to share that um just some of the conversation Mike had uh this you know obviously being discussed further in subcommittee meetings but I just wanted to share because I thought this was great information. >> This is the high school >> the high school roof. Yes, sorry. Um they're exploring the idea of beginning the work on the library and the joining
a roof portion portion of the roof over April vacation. um these portions are shingled and they feel as though as though they can get that done over the April break as long as the weather is cooperating with us. Um so I thought that was you know good information and that'll get us a little leg up on the
the overall project if that comes from but obviously they're going to look they're going to see is the weather going to be cooperative if so they're going to get they're not going to do it or work on it start it if if the weather doesn't look like it's going to cooperate. So, that was just some information, but again, that's that's going to be a bigger bigger discussions
when we have more uh roof discussions, but I thought I'd share that. Um, Casey Johnson, our METCO director, coordinated a district visit with the new METCO president, Dr. Candace Sumner, yesterday. Uh, they met with students and principal Carson here at the high school, and Dr. Sumner was very impressed by the students insights,
advocacy, and passion. I want to thank Kasia for um getting folks together um after the school visit to discuss the program and ways that it can be supported. We invited um assistant superintendent Ferrera, Mr. Williams, and Miss Pepper, representative our meeting along with Luma and Cindy Lohen,
members of the Marvel head racial justice team for a meet and greet over at central office. It was such a refreshing and collaborative discussion of where different perspectives were shared. I thought it was a great way for Dr. Sumar to learn about Marblehead. She was wholly impressed by our time here
and was very thankful to Katie for ordering lunch from Maria's and she requested a repeat when she comes back to district. She was very love the empanadotus that kind of noise. Um she was very excited about that. And I'm really excited about um Dr. Smer. She seems in tune. She's vibrant. She's
she's doing a 33 district uh tour. She's touring all the metco districts and just getting a beat and she's like so far Marvel heads are her favorite spot. So I said ours too. So I thought that was great. Um the tree lighting and holiday walker this weekend and the Marble Head children's chorus featuring our second
and third graders from Wever and Brown will be showcased in the National Grand Bank parking lot on a Friday night at 6:30 before the illuminated um tree and I believe again on Saturday at the community center at 2. That's what I saw. So that's exciting stuff. Um we had our anti-discrimination committee
meeting today uh where we discussed Holocaust remembrance and things we're going to kind of look to do in January for that. Uh we discussed the commission on combating anti-semitism report and you know we've talked about this a little bit but some of the report indicates you know desi should do this
desi should do that and also things around what school districts should do and a lot of the discussion we're already kind of have things in place around you know counseling making sure that we're talking about anti-discrimination there also have a lens for the anti-semitism when we're looking at curriculum making sure that we have a lens of not just
discrimination antibbias but in regard to anti-semitism so all those things are kind you know, already, you know, culminating. Um, we also talked about I talked about my meeting with the Marblehead Min Ministerial Association, which very enlightening. I met with all the faith leaders in town, and I shared
that with that committee because I thought it was a great way to kind of get different perspectives from the different um faith leaders in town. I thought that was awesome. We also talked about reporting mechanisms for reporting the discrimination and I shared the discussion we had with high school students and their thoughts on discrimination. overall was a positive
meeting and we continue to explore ways to address discrimination in all its forms. We we talked a little bit more about you know for that Holocaust remembrance you know partnering with Lapen Foundation around this um some film that they think would be good for us to show the students. Um there was a
PD opportunity that came out today that I shared with the principles around I think it's entitled um what happens when swastik shows up at your school. So it's it's really speaking to that. So, there's some really um solid things going on. So, I just wanted to share that brief update. Um I just mentioned
uh my meeting with students and I want to share how impressed I am with the conversations that I've uh recently had with our high school students. Dr. Carlson and I met with students who have formed the magic coalition. We talked a little bit about this, but magic stands for Marblehead Alliance for Growth, Inclusion, and Connection. I think it's
awesome. Uh students have some great ideas and are leveraging on the student groups within the high school to start doing some studentled work around discrimination. and I I met with them and Dr. Carlson already already met with them once and then uh the members that kind of started the coalition um there
was other other students who wanted to say hey what how can we learn more so they were invited in and that was the communicate that was the conversation I was in so I think it was a 10 or 11 students and did a really nice job explaining like here's what we're thinking about doing uh we want to do studentled discussions we want to talk
to our peers we want to uh eventually go down and talk to the younger students about discrimination why it's well I think you know x y and z is not a good thing. So, all good positive stuff and I was really impressed with the way they were passionate and articulate and which is really cool stuff. Um, so I we did
that and then um uh we talked about um ways that this is you know a civic-mindedness and you know provision for a sense of belonging and I'm really excited to continue those conversations and really um hear from the students. So this is you know we've been talking about student voice. We've been talking
about how do we get students to tell us what they need, what they want, what they what we work for them and this is just you know prime example of that. So very excited about that. The other group of students I met with uh with KJ Johnson and we met just before Thanksgiving and then we met again um on Tuesday and Dr. Carlson joined that
conversation as well. Uh again the students were in the initial meeting was I think 16 or 17 students of color and then the second one was I think eight or nine so it's a little bit less but really the conversation was around um how they felt like they you know they
want to be heard and seen and um respected and felt like there that was lacking you know um component of the culture here at the high school which I you know I would concur with that and they really talked about um you know uh in a respectful and polite way um um
they're working with me on creating a message of positivity to kind of really um replace the Black Lives Matter politicized banner that was taken down and um so they had some really good ideas around that. We had some conversations. So I'm really excited about the advocacy and I'll share the rendering with the committee that um you
know it's a message of positivity so um we can move forward that but I'll share with the committee just so you know before we go hanging it up you guys have >> not not messages. Yeah. So when when we read the when we read the flag policy, it's around messages of positivities um you know around that uh if it's not
politicized or you know activist banner stuff like that. So um but I'm going to share rendering just so I don't want any surprise. I don't want you know I think it's a good way to have a communication and and I really um the students are really you know they're really passionate and they were really polite and they were just advocated and just
I'm just I'm totally impressed with how how the uh how the conversation went. So I just wanted to share that with you as well. And finally, here's this week's shoutouts. So, from I'm going to do some shout outs from the the administrative team. Matt Leandandy, principal of Veterans Middle School. Shouts out to
Shannon Ael and Jen Vau. Um the counselors at the middle school. Shannon and Jen do a truly fabulous job supporting our students across a wide range of needs. They consistently go above and beyond for both students and staff. Always willing to step in, lend a hand, and provide guidance whenever it's needed. The calm, caring demeanor helps
make the middle school a place where every student feels welcome, supported, and heard. We are incredibly grateful for all they do for our school community. He also shouts out to Tracy Mag and Phil Wit, uh the permanent substitutes at at the middle school. Tracy and Phil are an incredible asset
to this middle school community, consistently stepping in for teachers when they are out and ensuring continuity for our students. Their presence helps maintain a stable and supportive learning environment and a willingness to assist wherever needed is truly appreciated. Kind, caring, and deeply committed Tracy and Phil
demonstrate every day how much they value and support our all of our students at the middle school. We are grateful for all that they do. Uh from Scott Williams, principal at Village Elementary School, I would like to recognize our incredible nurses Deben and Beth Stanov stand.
I practiced it. I did. I practiced it. Yes. And then um they keep us healthy at village every day and a very uh with a very busy office at all times. And I witnessed that and you know it's it's fun to watch the uh kids going out. It's it's always busy at the nurse's office in all schools. So uh whether it's
medications we need band-aids or caring for injuries sustained on the playground. They are always there supporting us all. They work well with village students, parents and staff. Always approachable and helping keep our children at the center of their day. We are lucky to have these dedicated medical professionals at our schools keeping all the village ducks healthy.
Um I share Michelle Carlson. Sorry, she texted me hers. Second bear with me, please. Uh let's see. Michelle Carlson, principal at high school, says she would like to recognize four incredible people who keep Marblehead High School running smoothly every day, every single day. Terry Roy
Kil Hilt Jim um Linda Kuzmar Loretta Brennan and Peg Slatterie. These four amazing secretaries are the are the heart of MHS. They are friendly voices who greet families. The steady hands solve problems before anyone else even knows
they exist and trust trust in and the trusted support systems for students, teachers, and administrators alike. Whether it's organizing, guiding, troubleshooting, or simply offering a kind word at the right moment, they do it all with patience, professionalism, and a smile. And I can attest to that I've been at the high school a lot lately and it's it's been a been a
really pleasant place to be in the front office. Um almost there. Frank Kowalsski, principal of uh Glover Elementary. Um he likes to shout out to his support staff, Liz Coughlin, Jan Row, and Barbara Rosenberg. Uh Liz is is such an asset to Glover.
Not only is she fabulous literacy instructor, but Liz also began the year filling in as his second grade as one of the second grade teachers. She takes initiative and helps with lunch coverage, recess, and does anything ask, always with a smile. Jen is such a great addition to Glover. She's fantastic literacy instructor. She is always
asking to help and is such a kind and positive person. She helps at lunch and recess and is so student driven. She always goes above and beyond. And Barbara is such a joy to have at Glover. She's friendly and such an amazing literacy instructor. She continuously checks into the office looking for ways to support students in the school. So
that is awesome. And then finally from Julia Herrera, assistant superintendent teaching and learning. Uh Julie says, "Thank you to our third grade teachers and the Kimberly Grad, director of Abbott Public Library for collaborating to engage our students in this year's Calicott book award selection process. Miss Miss Brad um was appointed to this
year's National Calicott award selection committee, which will select the most distinguished American picture book for children in the year 20 in early 2026. Miss Grat is visiting all three third grade classes to read newly released picture books and lead discussions about each book's illustrations. These visits
are going exceptionally well and are a wonderful example of school community collaboration and action. Thank you all. Be well. Thank you, Mr. Chairman. >> Thank you. All right, since it's the first meeting of the month, uh we look to an update from our assistant
superintendent, Michael. >> Well, thank you very much. Uh there is very little to report this month. Um the finance report is in your packet. Uh >> I didn't see Mark. So >> memo to the school comm was memo. >> It was there was a scheduled bill. So I
didn't >> It's called 11:30 2025 budget memo to school committee. >> You did? >> Yeah. >> Um I I'll give you the highlights of it. Um, so the the unexpended balance went down by $65,000 over the one month
period. So we went from 3.34 million unexpended down to 3.27 million unexpended. So what that kind of tells me is that we're we've encumbered salaries very accurately probably to a 99% accuracy level. Uh when we're working in two systems and soft doesn't
encumber salaries automatically for you and we're not doing the payroll in Ununice yet. uh we have to do the workaround and to me that that just says that that we were able to make some really good um using data some good uh incumbrances on the salary lines. Uh I know at the last meeting there when the
last time we reported there was some question around the student services uh director assistant director uh assistant superintendent I'm sorry assistant director uh I have straightened that out it's reflected in the reports now um and we will also reflect that with budget
with um expenditure transfers between munis and uh softight so we will get that straighten out but in your reports I did have it straightened out and I have notes as to what needs to happen uh on the back end so uh that that's been taken care of. And then finally, I just want to just bring to your attention
that there's a budget line of negative $227,000 in the budget. And that is to um when we build the budget last year, we put in a line as a negative because we know that that we're going to have staff who are going to retire. And instead of trying to identify each individual staff who's remember who's
going to retire or who has retired or, you know, at least for other reasons, um we put a negative in the budget. I I now at some point probably after we convert to munis need to distribute that negative just budget money it's not expended it's not encumbered it's just budgeted side uh over some other lines
and it's my understanding that because we're looking between salary lines and salary lines it will not require a school committee approval for a budget transfer is that accurate >> thank you very much uh as I said the reports are there uh everything looks healthy and and and good from our standpoint right now for this year
>> and I think the second part we just we just wanted to kind of bring uh like where we are in the budget process. So we've met just just in high high level stuff. So we've met as a budget subcommittee several times and uh we set a schedule of events going through um and we talk we can talk more in general. I just think uh I think it was important
just as part of budget um over overarching. So we met with a budget subcommittee uh finance and budget subcommittee um met a couple times. We have just a budget subcommittee. We're going to come back. We're meeting with all the principles. Um so it's um Mike,
Julia, Jason Marie, myself and each one of the principles where we need to go through their schools, the staffing, their resources, etc., etc. to get their input um as part of the budget process. So I just want to share that we're in the middle of doing that. We're going to come back to the budget subcommittee and
we have a couple dates on the calendar and then there's a schedule of events that we've kind of um you know we can talk about that budget subcommittee reports or whatever but we have we have a plan to come to before the school committee before the public hearing for come hopefully get all state squared
away and I'll share that we share the document out yet but there's we currently is one work in prog progress so I just thought it was important to kind of share at a high level not not talk on the budget subcommittee because That's a subcommittee discussion, but um just in general that we're moving
forward. I think we're in in we're having some good conversations. The uh principles been really um helpful in kind of sifting through uh staffing in the buildings and things like that and just kind of looking at efficiencies. That's where where we are at this point. And then once we kind of get some you
know um information collected together, we can bring it we'll bring it to the budget budget presentation when it comes off calendar. So just thought I'd share that as well. Sorry, take your >> anything else. I wasn't planning on
mentioning it. Thank you. I appreciate it. >> I do think we have to >> I feel like we've had so many meetings and we've had these conversations, but not with the full committee. So, I apologize and feel like briefly. >> I'll give the update for the I don't know if Melissa is coming out, but I'll give I'll the update for the budget subcommittee. I do think we just need to
make sure and we go back and look at that list that the there's no question that we release the document at the time that we release it to the committee. they'll delay releasing documents. So >> yeah. Yeah, >> that was >> yeah the count the the tenative calendar
indicate I think there was a date in January or something that for the or February for the presentation to the school committee and that the next day we would release that presentation document. So we released 17. >> Yeah. Yeah. Generally it's Yeah. Generally, you know, I think I think that was just for making sure
>> being done at 10:00 at night and it's up by the next morning. Just, you know, >> if you'd like it up as we're presenting, >> it would be because it would just like all of our documents go up when start our meeting. Just we need to make sure that's in the spirit of transparency
that everyone talks about, right? We wouldn't be presenting a document talking about a doc particularly about the budget but the audience doesn't >> right that's what you're saying. Yep. So yeah we'll make sure that's reflected on how is being developed. So
uh I think that's all you have. >> No that's all. That's all. >> All right. Good. Very very light. No been a bit busy month the mun conversion and payroll munice and budget meetings and and whatnot. But from fiscal 26 budget it's been a very relatively quiet
month. So screen. >> Okay. Under the consent agenda, I am looking for a motion to approve the following. The identified schedules of bills totaling $43,727.82. The meeting minutes from our November 20th, 2025 meeting,
and policy updates as submitted by the policy subcommittee team. And those are EB safety program, EBB first aid, EBC emergency plans, EA student transportation services, and EA
school bus safety program. >> So moved. >> Second. >> I just had a quick question. It see the schedule bills might seem just low like we usually are over, you know, a million dollars. This was 400.
Just curious. >> Yeah, the uh the town did not do a warrant oxygen last week. >> So, we did not submit one and did not get signature. So, yes, we did. >> So, the next one might be >> Yeah, it might be. Yes.
>> Thank you. >> Um I just wanted to make a note for the committee on policy EA. These are all really minor changes to MASC policies. And that one Our policy
tracks the MASC policy and it has a couple paragraphs of Marblehead specific language and the changes that we're proposing here are only to they're the MASC recommended changes to the MSC portion of the policy and the Marblehead specific language is staying as was so
>> good. So we have a a motion by Kate, seconded by Henry. Any further discussion? All in favor? Okay. The motion is 4 Z. Um we'll move on to the school committee
communication and discussion item section. Uh John will start with a proposal since I'm coughing. Yes. Um so today we have um a proposal for a memorial bench for Mcatchel. Um Valerie Jennings I
think has spearheaded the um discussion and she's here today to come up and talk talk about the the bench. So I think um Eller had brought it to our attention and I asked her to kind of just uh uh send us some you know a basic idea of
what the bench would look like, how much it will cost, where it would be placed and I think um you know that was in your packet >> available to us. >> Um [laughter] it won't really I mean we could but it's really it's not the actual bench. It's just kind of like what it looks like but I mean so >> that isn't what
>> it's kind of like an example. It's just like the the like closest sample I could find uh without ordering it and in part, but it was the invoice. I got the invoice. I have all the information collected.
Everything um should be there for the second social. >> So, do you want to kind of go through it or you want me to? >> No. Hi. Um I'm Aler Jennings. Um thank you for having me tonight. Um I've been a Marblehead resident of this town for just about 47 years. Um I'm also an IIA
at MVMS. I've been a dance teacher in this community for over 25 years. I'm also the choreographer of the MHS musicals. I am also your favorite person to see at your local watering hole.
Okay. Um and I'm also a soccer coach. Uh what else? Elsa in the parade. Um but I am here tonight to um talk about something that's kind of um you know close to my heart. Uh, since I started
at at MBMS, um, I feel like I've always kind of been like this pi piper. Like I always have the kids kind of following me. Probably cuz I'm 6'2 and you know the little kids look little no matter what. But, um, I'm a I'm also a mom, an auntie, a friend, a daughter, a sister,
and a cousin. Um, and like an advocate for these little kids. And I know that a lot of these little kids like look up to me like figuratively and literally. [clears throat] And so, um, I kind of, you know, go into I go into each school day as like an advocate for these kids.
And they know that like Miss Jennings or Miss Jay or whatever they call me, Miss Ellery, they know they can come for to me for a snack or a hug or, you know, a ride. Um, and so I feel really close to these kids. And when this tragedy occurred, I felt like I needed to do
something really fast. And I've been working on this since this happened. Um, I have a couple of things that her friends wrote. I hope that's okay. I read them you guys. Um, okay. Um, this is from one of Savannah's
really good friends, and it's it's beautiful. Um, when I first joined the Meco program in seventh grade, me and Savannah were in art class. I was at first scared to talk to her, but I got the courage. We started hanging out, talking late at night on the phone, and we were inseparable for months. One day
in the summer, these old ladies came up to us saying if they could take a picture of them, and we were laughing at how cute that was. And we said, "That's definitely going to be us in the future." And the last words that this 13-year-old girl heard from her best friend was, "We need to appreciate the
people in our lives." So, thank you for being there and mine. I still think about it till this day. She was a bright, funny, gorgeous girl. We will be Miss Savvy. I love you deeply. You will always be in my heart. from another one of her very good
friends and her neighbor. When I first moved to Marblehead, I met Savannah and Alyssa, who are my neighbors. Since then, me, Savannah, and Alyssa have been very close. Me and Savannah would walk to school together, hang out in our yard with the other kids that lived by us, too. We'd gossip and text all the time,
and I never thought that our time together would end so soon. We hung out a week before she died. I would have never guessed that I would never see her again. Savannah and Alyssa means so much to me. She was a beautiful girl that got her life taken away unjustly. I love you
so much, Savannah, and no one will forget you. And I just think this is just like a beautiful testament to like these are 13 yearear-old little girls losing their friend. And it has rocked this community big time as we are seeing
through the current through all of our papers through some people who are doing things that it's about time and um I think this is a beautiful memorial. I think this will be a lovely spot for her. I think that the kids um gather in
the morning and Alyssa had said something to me which was so beautiful. She said that like for years to come like people can come see your name and she'll always be remembered and I think it would be a beautiful thing
and so I thank you guys. Thank you all for being here. >> That was painful. Thank you for the time. I just want to share a little bit. No, it's okay. I just want to share a little bit more about so the bench itself is kind of I think it's great to be placed uh you
know the in the original entrance by the original entrance. The two trees are there's um there's two trees there between the two trees on the cement right as you walk into that um entrance like you're parked by the pickle ball and you come through that way. I think that'd be beautiful spot. I was you when
I heard that I said that's you couldn't couldn't have found a better spot for that. I think it's just it's amazing. >> Um, one other thing to say is that the mo the thing is that um, at first I was going to write like by the MVMS community, but everybody that has um, so I'd like to tell you guys that it's been
fully funded. It's already been paid for. We had an anonymous donor come in like pretty much like that and paid for the remainder. So, um, Glover, Brown Village, MVMS, MHS, and our our angel donor have have fully funed funded this.
So, it's it's pretty amazing. Like, you ask for something and we can do hard things. It's kind of being proved right now. I've never done anything like this before, you guys. So, like >> So, you're writing the Marlin community donated by Yes. I think that's more
appropriate. >> Yeah. >> Well, with an outside donor that makes it because I was thinking maybe the Marvel school community, but >> Right. >> But whatever you you know, whatever. >> Yeah. just had it just said donated by the Marble Marble Height community in memory in loving memory of Savannah Gel.
>> Perfect. >> Yeah. >> Approved by Alissa. We're good. >> And approved by Alyssa. >> Yeah. >> Thank you. >> Um do we have a motion? >> So moved. Second. >> Okay. We have a motion made by Jen,
seconded by Kate. All those in favor? Uh, the motion passes. >> 4. >> Okay, we'll move on to naming of the auditorium. Uh the feedback we've received from community email has been
overwhelmingly supportive of this initiative and I've asked Ashley Skington and Henry Christensen and others for just additional detail as to the signage and the associated costs and so when I have this detail bring it back
to this committee to be voted on. >> There any discussion questions? I did speak I happened to run into action today. We had a little bit of a discussion some research. >> Yeah, it sound like things were starting
to coales around what might make sense. So we'll we'll bring that up at the next meeting and learn about that. >> Okay, we'll move on to school start and end times update. So in November of 2024, the school
committee and the MEA signed a memorandum of agreement that among other things provided for a change in arrival times for students effective with the start of the 2025 2026 academic year. This change was intended to enable the
district to add a second recess for the elementary school grades. After the district implemented the new start times in August of 2025, the MEA filed a charge of prohibited practice with the Massachusetts Department of
Labor. Through the first months of the academic year, it became apparent to our administrators that further discussion regarding the impact of the time change at the secondary level needed to occur. Towards that end, the school committee administrative team and MEA leadership
worked to resolve this matter leading to a settlement agreement that was approved by the school committee in executive session on November 20th, 2025. Town administrator Thatcher Keys participated in that process and the committee voted 51 in favor of a
settlement. The full settlement agreement is included in the patent for tonight's meeting. As part of a settlement, the MEA dismissed its prohibited practice charge and withdrew a grievance related to the school start times. In addition, the parties agreed to return the start
and end times at the middle and high schools to the times that were in effect for the 2024 2025 school year and to permit teachers at the elementary schools to self-direct one PLC day each month for December through June of this
school year. A group of administrators and educators will continue to meet over the next few months to address the impact of the student start times on teacher prep time at the elementary schools. And I would just like to point out that our school
legal council was involved in this endeavor and provided guidance to ensure we were following appropriate law and procedures at all time. >> So I'd just like to make a point of order. Uh we have not voted to release the minutes of that executive session.
You should just announce the vote. So um we really should have that been done in executive session to release that. >> Uh >> so I'm going to make a motion that we release the full minutes of all of the
meetings that we had in executive session in regards to this issue. >> I'll second that. So we didn't discuss it. [clears throat] So motion's been made by Jen, seconded by Al. >> Typically do not release executive session results without a vote.
Um, so since you gave the results, I guess we should probably talk about I mean you talked about this issue of transparency. This was done in executive session and now it's being dis it's being
presented in open session but without a ratification. and without discussion of what so the so the the public hasn't been able to see the deliberation on this or have any understanding of the deliberation what
went what went on here just the result which I think is a wful lack of transparency we fundamentally change the nature of our memo item of understanding which is our contract that we negotiated last year
and went even further to make additional changes to the contract by reducing the seven minutes of the dismissal time for the high school which did cost 36 hours of teaching time and learning time. And none of that deliberation is available
to public and the 36 hours is approximately half a million dollars. So I think it's really important to be very clear that this is a topic that we have discussed and that our legal council
advised us and it was appropriate to do this settlement the way that we did it. And you know, I think that there is certainly conversation to be had about what the deliberations look like and you know,
when the time is proper to release those minutes and share that information with the public. I don't think that there was any intention to do anything in an untransparent and opaque way. Well, it is untrans. It is not transparent.
We routinely meet in executive session to talk about pending litigation. We routinely negotiate and vote on settlement agreements in executive session. This was a contract change. Just I mean we I
put a motion on the table. It's been seconded um that we release the minutes so that the public can see what was discussed and held the vote closed. >> Well, I think we would we're required to do that anyway. is closed. I will work to put those
minutes together and I'll make sure that there is plenty of time for review because you know again we don't have recording to a so I'm happy to put those minutes together related to this. >> I mean I do think there should be somewhat of a sense of urgency
concention. So the contract said the end time was 237 high school. Absolutely said that in the contract absolutely was in place. It's my understanding that at least for the last decade or so that has not been operationalized. So I I [clears throat]
want to clear the air on the fact that it didn't cost us $500,000. No time has been lost by the students because it was never there. >> Well, it was since September. >> Well, since September. Okay. So minimal time because it's been there since September. So what I can say is that the
seven minutes at the end of the day was never operational. I can't tell you why. I wasn't here for that. I didn't operationalize it last year either. I whatever. It's a part of the contract that yes 100% in the contract. 100% has been operationalized except for between September and November whatever
finishing. So, I just want to make sure that that $500,000 number is not an accurate number and it should not be put out there as an accurate number. All right. Um, that's just all I have to say. >> So, I think procedurally we need to have
executives the full set of executive sessions and it's prepared. We we need to meet in executive session to review the border. This entire conversation is agreed to evidence anybody. >> Sarah Sarah please. >> This entire discussion is not explaining
if it happened in executive session this conversation entire. >> So we have we have a motion on the table. We restate the motion with the get the second as well. I believe it was made by J. >> The motion was to pursuant to Al's
announcement of results of executive session. The motion was to release the minutes of the executive session for the meetings of which the Swiss deliberate >> and you made the motion and now >> correct. >> All right. Any further discussion?
All in favor? Okay. The motion passes four to zero. Okay. Our next item, uh, Jen, you asked to talk about enrollment. Um, yes. So, um, I asked to have this on the agenda for
this discussion item from the school committee tonight. Um, the issue of the declining enrollment has been of our student body has been discussed quite a bit over the last several years. But if you look at the numbers from the
end of or sort of middle of June before graduation June 7th report um to where we are this week we get and just so everyone knows we get enrollment points every week that show us broken down [clears throat] by actually by class by grade
and then to in total for how many students we have in the district. So, we're down over 200 students since June 7th to when school opened in September. And then in last week's Walmart report, we were down 25 students in a period of
a week. Um, so we've gone from 2754 students, I believe it was 2754 on June 7th to 2511 students as of this past week. So, this comes up clearly in our budget subcommittee. there's, you know,
there's discussions around that, um, for sure, but it's also, you know, sort of bubbling up in general, um, out there in the public. So, I I, and I'm only one member, am very interested in what's what's going on. Where are, you
know, we can look at the numbers, but what's happening, where are students going? Are we doing any kind of analysis or or tracking where students are going or visiting students during the school year? how we're keeping track of that. So, I thought that it's worth um an item
on the agenda to discuss if other school committee members are interested in trying to d you know dive into that or have the administration do some work to give us some analysis on that or if it's not something school committee is interested in I put it on there for something that
we can ask for further information because it does speak to um a whole bunch of issues, you know, um certainly budget I think is probably the biggest um issue, but it also speaks to
um you know what's going on is you know is this a demographic issue? Is this a is are people you know leaving because they're not happy with the school? I don't know. And I would like to >> so I would very much like to hear from
our administrators both about what the data shows but also about what data we should be looking at because you know I also follow these weekly enrollment records and I think that there's a lot in there that needs to be explained so
that the committee can accurately understand what [clears throat] >> I mean it isn't lost on me either that you know I was thinking about I haven't had a chance to talk to Mike about I mean, this also affects our chapter 70. Now, we don't get a ton of chapter 70 money to begin with from the state, and
what we do get goes directly to the town, unlike most or many school districts where it goes directly to the schools. But it would seem to me that we're getting to the point where it could certainly be something that the town side is going to take a look at when they start to see um this kind of
drop because our chapter 70 money allocated from the state is formula. the formula is based on mulling, >> right? So, um, so two things. One, I appreciate the conversation because it needs to happen. Um, we did do some basic analysis just I mean, we can I can
share that we can talk about it. Um, and I was prepared for the next meeting to kind of really get into the down and dirty stuff around, you know, where the kids are going. So, we can do that now. So, I should have time between the agenda today, but if if you want to, I can share where we so far. So, it's it's
uh I'll share it. It's it's pretty much straightforward. But what I think that I think I'll pass this off, but what I think is that is is important is we get the enrollment reports every week. Yes. I think part of um >> this wasn't >> No, that's soft box. That's why I just I
just it is what it is right now. I just it's it's down on dirty data, but we can talk more specifics. Um no, I didn't have time to get box. This >> um if we'll see what they want to do. Um we can put up on the screen if you want to. Uh, >> I think it would be helpful. >> Yeah. Okay, we can put it up there.
That'd be great. So, um, what I think what I think is important is we have we get the we get the enrollment, um, reports that Jim was just talking about Monday. Um, those numbers tell a story. They don't tell the whole story. So, what when Julie and I were looking at this, we said, you know, it probably makes sense to do the Desi has
enrollment. You know, we do October one reporting, which has probably the most accurate information. And I know I said before like you know some of the desi data is behind behind the eightball but what we can do is we decided here was to look at October one data from 2019
through present and what does that number look like so it's a point in time it's a point in time when we report to Jessie um so it's a little bit different than the weekly reports because the weekly reports are are also a moment in time but they you know they change based on things and those weekly reports have
information in there that isn't captured in Desi because we we have preschool numbers and their preschool is not mandated. Desi only looks at K to 12. So that's that's that's one piece. And then the other piece that's in that in that daily report is when we have to test students who are either in like live in
Marblehead but go to say like Deborah or another school, private school, we're responsible for testing them. So a lot of times um that number that's in there uh around testing um that category es and flows based upon we have to we have to identify them before we can test
them. So that number changes too. So the preschool number changes, the testing students number changes, and that's not really captured in our overall enrollment data. So we thought for for I think if we're all looking at the same data for discussion of enrollment
increase, decrease averages, etc. the October one des is is probably the way to look. So, I won't go through it with a fine tooth comb at this point, but if you look at the enrollment, you can see uh grades K through 12, 2019 to present,
you can see uh in where we are currently and what the average for each grade level is on the far right column. So, like for instance, I go through those numbers. K, there's an average 160 kids. First grade is 176. Uh second grade is 191. Uh third grade is average of 193.
184 for fourth grade, 188 for fifth, 191 for 6th, 190 for 7th, 217 for eighth, 222 for 9th, 229, 231, and 234 the rest of the high school. That's the average number of students we have over that
period of time. If you go into the next straight from Desi, this is the part that will see the head start dating, >> right? So, thank you. So, that so the >> hang on just a second. So the average from 2019 to 2025 here just pick one um
uh seventh grade the average the average from 2019 to 2025 is 190 students >> this year we have 170 >> correct cor right correct so that so that second to last column 2026 what we just submitted to the state >> that we just submitted that October and
we want that second to last column so yes it's so in that in that grade level yes we're found 2 in that grade so you can you could see where that where eslow We're done if there be signal break. >> Yes. So yeah, and that point's not lost. This this is a way to look at the data
in one point in time. It's measured year to year through des reporting. Um so it's it's it's accurately captured. So if you go to the next one, it's look at the percent change 21 by grade. So we did a similar thing from K to 12 2019 through now. So you can look at the far
right column what the percent change is. So yes, it's - 1.2 - 2 - 5.5 or you know you can go through all is they are R minus no so there is definitely a zip in enrollment and then the last very last slide I'm sorry
>> sorry to interrupt that percentage changed over time what's that compared to is that compared to the average >> or is that compared to >> the angle on average yes >> so for from 2019 to 2025 the average drop for um
fourth grade well that's uh for um seventh grade is 4.6% a year. So that's the average over the last >> six years. We chose to present it this way because you can really track. So if you start in the top left, right, where our kindergarters were right in 2019 and you can follow diagonally down, we can
see the path, right? So we know some of our classes when they start at a certain size. So that's really important to not only look at it horizontally, but also um going down. So for example the K in 2019 the class is 176 then they grew to 190 first grade and so forth. So you can
also check the >> and what and what that with looking at the data that way is it it allows us to make the adjustments we may need to. So for instance like second grade and maybe like a large large group of students this year. So we know that next year that third grade class is going to be big. So we may need to say okay a second
grade teacher needs to slide up to third grade. And I just use that as an example. could be pretty much at any of the um levels of the grade. The high school is a little bit different because high school is definitely involved. Um so yeah, thinking about pointing that Julia and then the last slide and for now and I mean we're we'll get into the
data because what I think the question really is is when we have a dip at say fifth grade why where are they going? So we can look at and we'll look at like where we are now, right? So if we started with know we said 57 54 and we're at 2511 we'll be able to pull the
data from Katie our and she can say we can say okay in second grade we lost x amount of kids where did they go two of them went to homeschool them three went to private school four moved out of district and we could do that and I think that's the data that we need to have and discuss as a committee and so the community can understand because I
think throwing out willy-nilly numbers we're comparing the numbers that aren't capital staff I think is where we're getting bogged down in some of the conversations. So I think this will be a good starting point and then really appreciate Jen you bringing this up so that we can have this discussion now before we get too far down the road in the budget process. So this last one is
it's annual average annual enrollment percent change over time is minus 3.88 198 when you looked at all >> for seven years >> over from 18 year seven years it's 24 5% like no the average
>> annual average of seven >> yeah each year like each year it's going down an average just under 4%. So yes, so I mean that that that paints the picture, right? I mean that paints
the mission. So I I again I think this is a good conversation to have. I think next meeting we'll have the data that kind of supports the rest of this and we can really look at parenting we can look at you know where we're losing kids to you know we have sometime you know right afterward we had a huge number of
homeschool students and wear those kids out and come back to us or they go somewhere else. um kids move out of the district and then the answer to why is always the big question and I don't we can't always know that but we can survive we can look at say you know okay we lost nine kids to see transport or or
whatever so and then that gives us data points to look at start having those discussions because I think when I've had these discussions over the course of me being a superintendent I look at there's always pinch points right there's eighth grade to nth grade there's you know um one school to the next school you know uh we lost a lot of
12th graders this past year. We got not as many kindergarters coming. So, you know, there's that. But I think you look at you say, okay, why are we losing eighth grade, you know, eighth grade to 9th grade? What else can we do at the high school level to help celebrate with year so that eighth graders, you know, want? So, those are things we we're
already having conversations about, but how do we raise that once that those transition years and when we find out where everyone's going as well, we would ask questions. Do we have an obligation
to know where every child is in school that that res? >> Yes. If they're residents of Marblehead, we have to know are they homeschooled? Are they private school? Did they drop up? Did they move? Did they >> So I have asked this question before and have been told we don't know, but we should know all school age the number of
school age children in the town. >> We have that information. That would be good information to have. So I I think I don't know. >> Yeah. I mean some of that some of that's census driven but like so when kids when kids are registered we know like once they register in school we track them. >> So I mean preschoolers is is is a weird
thing because it's not mandated preschool. So it's a number that es and flows and yes it's part of the overall number. Oh my gosh we lost all these kids but we really in honesty kindergarten we need have to start tracking it. Um it's good to know how many preschools we have because that
performs our kindergarten. Um but it's al and it's also good to know like hey we we had 100 preschools now we have 70 where those start. Um so that that's all information and I think to your point Jen yes if we have you know 3,000 you know students in district have 2500 of
them but that's that's the question right. So that's that's all information >> just to make sure I'm following this correctly. you if there's a family in town who their children have never been enrolled at a public school because they attended private prek
private school from there they are still you're aware of those children that no >> they were enrolled and then they move on >> or or some we there are situations where kids have never ever stepped foot in Mar schools maybe we've had to test them >> right
>> um so we've never seen them we test them they end up somewhere we you know sometimes we're programmatically responsible if they're Nike furniture does they live here and they make you know those things where we have to provide a service or we have to make sure that the service is right. So that's the that's the gray area but we have a pretty good hand on this. So once
>> but a child could have never registered the entire time they never contact no way that because that's up to the parents you know it could be on the census but parents may have moved to their grandparents. We
never know. I mean they knew we know that but what we when we do know we have to track we have to report to the stage they were here now they're not here when they go. So there's all those categories and I talked to Stephen tech director of office and we were
having a conversation a few days ago that when he got here the the categories weren't all separated the way they need to be. So since he's been here they have been. So I feel good about that. and you know I don't know how accurate back data is but I'll move it forward definitely try that's the right way that's all I
have at this point but I'm happy we'll have much more robust stat you have anything to add I'm sorry >> just to circle back >> should say that Julie did all >> just to circle back to your point superintendent about the u making the adjustments yearly I think that's really important to reiterate how this is
something we look at we make the adjustments each year it's part of our process and um I feedback's really important. So, while we're going to provide and happily provide some more information, took some notes on what the committee is looking for, um this is something that we do on the regular um
as we look at, you know, shifting classrooms, teachers, and so forth each year. So, >> and and I'm and I'm hugely concerned that, you know, if we're truly down 200 kids from, you know, that that's hugely concerning. We need to at least try to hide them. May not have all the answers, but that is concerning for all the
reasons you brought up. not not just the chapter 70 but like why like what are we doing what [clears throat] could we be doing differently um and it it informs practice it in budget informs you know instruction inform >> yeah can I just ask
where so I don't have access to the enrollment reports from last year when I joined the committee the 12th grader graduated so the first one I see is not the number that you're citing so I've been comparing this year's enrollment reports to the figure that John and Julia used in their presentation to us
in early September which shows about 2% declining. So I'm Could you share the enrollment report? >> I can do that but so can Stephen. I mean it's a weekly askment report. So yes I will send what I have but happy because I have a file for it but you know Stephen could also send to the members.
>> I mean if someone else the one that you're >> I yeah I think I used June 7th or June 2nd. I forget the date. You have to take the I was looking at the last date before the seniors graduate. When they graduate, then they fall off and they don't come back off. >> The whole summer is off.
>> That's why that October one is the is the number we should >> you've got to get you captured. But it was a big class that graduated. So that's you know >> it all feeds into it. You can when you look at the asthma reports you can see I mean I do the math you know you line them up and you can see which grade from
you know last year's first grade to this year's second grade is you know 20 less students >> y >> and you can do it for each you know for each grade and so yes >> all right thank you next item is around policy updates
>> so we have two policies that are before the committee tonight for approval. Um the beyond the ones that we did in the consent agenda. The first one um I'll make a motion to approve the updates to
policy EAA which is previously known as transportation of regular education students. >> Okay. Um so the changes to this policy are changing the title of the policy from transportation of regular education
students to walkers and riders. Um and then there's just some I would say refinement of the language around you know that we provide transportation for students when their IEPs require it. Um and these changes were recommended by
MASC specified policies of committee and supported by the Okay. Motion made by Kate, seconded by Henry. Any further discussion. All right. All those in favor?
>> All right. The motion passes 40. >> And then the other policy that we're bringing forward is policy E A. So I'll make a motion to approve the changes to policy E A, student transportation in private vehicles. Second.
second by Henry. >> Um the old thing is um I had a question for John on this one. So which I forgot to ask or he wasn't at our meeting. >> He had left the meeting when we got to this.
>> Uh can we table this till he gets back or I don't wait. I just had a question for him. >> I don't have a problem if we want to move on to the next policies. Yeah. when John returns. >> Um, so we have two, three, four,
>> five policies um that are new policies that the policy subcommittee has voted. We held a first reading and we have voted to bring them forward for second readings. These are all policies in the E section of the policy handbook. It's
um ECAB, access to buildings and grounds. EFBA, school food and nutrition meal modifications. EF civil rights complaint policy for child nutrition programs. EHA district security relating to
technology and EHB data and records retention. Um these are all new policies that MASC has recommended the district adopt. Um again, they've been reviewed by the superintendent. He recommends that the new committee adopt them as written. So, as I said, these policies
all had their first reading in the policy subcommittee on November 20th. They're here tonight for a second reading. Um, so if there are questions or concerns about any of the policies, policy subcommittee can address those concerns. Um, otherwise, we can bring them back to the fourth committee
for a third reading in the vote. You left out. Yeah. All right. Any no motion needed to this just because that's the second reading, right? >> The next >> the next time they're on an agenda. Okay. >> So, the next policy is another one that
we need John here for. So, Um, >> I was going to jump to what what about uh J4. Can we do that without Johnny? You comfortable with that one? Okay. Okay. Let's let's move on to that then, please. Our next steps
uh strategic planning and elevating educator voices goals. Um so these two goals that we approved over the last couple of meetings each had a component of appointing um a member or a
subcommittee to do work related to the goal and bringing you know information back to the school committee. And when we voted the goals we did not discuss how we wanted to go about doing that. Um, and I wanted to bring that back tonight to talk about how the committee
would like to handle that. So that I haven't looked for them. So, I mean, I'll just say that I, you know, I brought these goals forward. They're both ones that I am interested in working on and happy, you know, to to do and report back to the full committee, but I also didn't want to
just be very important. But this morning I just saw looking them. >> I >> on the Oh, wait. Oh, sorry. First one is elevate educating voices.
>> Yes. So that one calls for a member or an ad hoc subcommittee to research how other school committees use non- voting members. Um and so
>> so what are we voting on? >> We're we're discussing and potentially voting on who is going to do that. So whether we want a subcommittee doing it, whether we want one person to do the research and, you know, come back to the
committee. >> You volunteered to do it. >> I'm happy to do it. >> Yeah. I mean, I'm I'm happy with you doing that. I sort of have enough. >> Yeah. I think the lot of us has a lot. But >> Well, yeah. with it. >> You know, I I think if there are
multiple people interested in working on something, then that's great. Um the only thing I'd say is typically we do um it allows for transparency. It allows for good governance. Um it allows that the business to be done in public that
way. Um so there is something to be said about having the sub to do this um because it does allow the public to see you know what's what's going into this um and that it's you know typically our our work is done for sub
>> so in that case for a subcommittee around this of which Kate has already volunteered to be one person going >> so I'll make a motion that we have a subcommittee an ad hoc committee for the elevate educ. >> I'll second that.
>> Okay. So, we have a motion made by Jen, seconded by Kate um specifically around a subcommittee goal to address what K has brought up around uh doing some of the work around the elevate educator voices goal.
Any further discussion? All those in favor? So that this is to approve the >> the start of a a subcommittee around this. >> Uh yes. >> All right. The motion passes 40.
Um and I guess now we can express if anyone wants to express interest around being on this. Um I I have an interest. Well, Melissa's not here. >> Yeah. >> Um, so perhaps we should determine whether she has an interest.
>> It's the wall of the committee that we've done. That's kind of what we've done in the past. If someone wasn't here, >> I think that happened with you and we waited for the next meeting. So, I think that's appropriate. Thank you, Jen. Let me just put it in my next meeting bucket.
>> I mean, you might as chair want to give a conversation. >> I will. I'll bring her up to speed. Was that just that was it? So it's the exact basically the same question for the strategic planning goal um which had a
component of looking at what sort of the long-term strategic planning structure would or should look like for the district. I don't see anything about it. Just so let me just maybe for the interest of the public we can read the goal. It's
the school committee goal is to refocus school committee efforts on high level district oversight and strategic planning in a way that supports the operational work and priorities of our administrators. To do this, the school committee will agree to a statement that articulates a clear division of responsibilities between the school
committee and the administration. Post to the school committee website and reference that being the division responsibilities. Evaluate through check-ins superintendent and his team to support the superintendent in completing the district improvement plan by setting
a near-term deadline for school committee review of the draft to ensure the plan reflects school priorities. Establishing a timetable of superintendent to gather and process stakeholder input and monitoring adherence to that timetable, reviewing and approving the finalized plan in spring 2026 for implementation on July
1, 26, and then consider strategic planning frameworks for the district moving forward with clearly articulated responsibilities to the school committee in that process. And then oh and then the second one appoint a member or an ad off sub to develop a proposed plan for
consideration by the full school committee in spring of 2026 to run currently with the district approval. So I guess committee this potentially this subcommittee would be doing one section of this just be doing that sort of what does future looks like
>> kind of in the same spot without walls in it. Maybe we can if we want to do it through a subcommittee establish. >> I mean, could there be one subcommittee to do both things? >> So, I'll make a motion that we create
the the ad hoc subcommittee is to work on both these two goals. Educating elevating elevating educator voices and strategic plan. >> Yeah. Just make a motion. >> Oh, okay. Oh yeah, that we passed that. >> Want to make sure
>> I will second that motion. >> Okay. So, there's been a motion by Jen, seconded by Kate around having uh one subcommittee um address both the educa the elevating
educator voices and the ad hoc uh plan for the strategic planning goal. All right. Any further discussion? All those in favor and the motion passes 40
and we will hold off on putting members on that committee until all five of us are present. Okay. Um is that is that it for G? >> Yeah. So we want to go back.
>> Yeah. Should we go back to office? [laughter] Um I had a question just before we voted um the new policy. So I I think you were not in the meet the subcommittee meeting >> we talked about >> and we talked about this and I not follow apologize but e a student
transportation and private vehicles. I just wanted to make sure because the one of the change or the change that one of the updates says driver and any non- studentent adult passenger will be subject to a satisfactory quy and or background check in accordance with that general license policy. Are we prepared
to operationalize those now? >> Because because I understand should say something about have information permission for parent. Yeah. >> It says the parents of students to be transported in this manner will be fully informed. >> Yeah. >> As to the method or the means of
transportation will sign a statement to this effect. >> Yeah. So I think you know typically this falls onto like hey kids you know have a coach with a kid they practice and they can't home and lost and we have to get in touch parent that that's typically what how long happens but um if it's
outside of that then we wouldn't if if it was a driver that we didn't already have co and fingerprinted for whatever reason they wouldn't be able to that this this this uh this is >> it just seemed to me that in the sort of in the real world that could be challenging.
>> Correct. And it can be a challenge. I mean, you know, I mean, quite a kid get a calling would know about it. But if it did know about them, you'd have to take action. So, I mean, but when the parent says yes, it's okay to go with them. Well, then so say it's a coach or teacher whatever. Okay, person's going to go with this kid's going to go with
this person. Parent knows about it person. So to the extent that we have that information >> so I don't know we made >> we did we made the motion >> we made the motion Kate Henry seconded
we did not hold on it so is there any further discussion on this >> on de A >> well it's all >> no those readings were back up sub two Yeah.
>> Uh so all in favor? Okay. The motion passes 4 Z. And we wanted to go back to the >> so competency determination. >> Yeah. We had had on the um agenda for tonight a second reading on the competency determination. Um this is a
policy that DESIE it's a new DESIE requirement uh coming out of the elimination of MCCAST as a graduation requirement. Um, we've had two policy subcommittee meetings um with John and Julia to review the proposed policy, but the policy subcommittee is not in
agreement on how to move forward with this policy. Um, so we have not been able to consider or vote on a motion to bring a policy to the full school committee for a second reading. Um, but given that we are subcommittee at two, that means we're deadlocked.
So I would like to make a motion that the full school committee have a reading of the policy this evening um so that John and Julia can inform all of us about what they are proposing and we can have a discussion about the next steps committee would like taken with regard
to this policy. >> I'll second. >> Okay. Uh we have a motion made by Kate seconded by Al. discussion. Okay. All those in favor? Okay. The motion passes
>> 4 Z. Okay. Uh I think we now move down to January. >> Doing that at another time. >> No, I think my motion was to do it tonight to have John Julia fell in. >> That's right. >> On the So, we probably should.
>> Yeah. So, I can do this unless we have it up on the screen and just so folks can see it >> right >> again in the transparency. >> It's >> Oh, it's in the files for today. >> Then I have to stop >> in the packet. >> It's in the packet for today or do you
want me to just put it up? I already have it. That's fine. I'll do it right now. I already have it. >> I have hard copy too. So, so what I did was um this is the draft the draft policy and I also attached the um we attached the legisl legisulations >> the regulations the 60 603 CMR and the
mass journal law that speaks this just because I think that's part of the conversation that we need to have. So I I that's not in the box with the drafts but I'll hand that out. >> I didn't we didn't have that facility. No, I refer to hyperl. I actually went
ahead and printed it. It's been hyperl on the the draft. >> Oh, right. >> Oh, at the bottom. >> Yeah, the legal references. Yeah, I just went to just so we're not >> so um
so as was mentioned the you we have to create a policy around competency determination um after the you know the MCAST is no longer um the measurement. So I'll just go through the draft quickly. So this is in alignment with
with what the uh 603 CMR 30-03 regulations um that basically says that we have to establish a competency determination. So one of the graduate one of the requirements for graduation Massachusetts is to determine competency um in subjects previously covered by the
MCCAST. In addition to other requirements for graduation, students must have been determined by the district to have achieved mastery of the common core of skills, competency, and knowledge in all set areas and satisfactory completed coursework that has been certified by the students district as showing mastery skills competencies and knowledge contained in
state academic standards and curriculum frameworks. Um the requirements are determination of competency shall include demonstrating mastery of skills in ELA, math, science and the satisfactory completion of relevant coursework aligned to the standards measured by the high school English language arts math science mcast
assessments administered in 2023. So that that so the 10th grade MCCAST was in those areas. So what the state is saying is we have to look at the sophomore year and um create this policy that says they have to um you know take it past the courses in that in that
grade level u for the conference piece. Um so it's it's the the sophomore year and uh an additional requirement for mastering US history will be following year 2027. To show mastery, a student must successfully complete in accordance with Marblehead public schools grading
policy or by any other appropriate methodology as may be determined by the district administration, i.e. final assessment for a course, caps on a portfolio or an equivalent measure identified in the district's CD policy. A student enrolled in Mar public schools will be determined to have satisfactory
completed coursework and earn full credit in accordance with the district's grading policy and the requirements outlined below. So then we go through ELA. Um coursework requires they have to pass English 9 and 10 for the passing grade. Um and that's to satisfy this course requirements. English language arts course must be taken in grade
seven. That's like 10th grade ELA that we be looking at. >> Is that the law you were just reading for the >> that's what um yeah that's what yes says we have to we have to we have to focus on what the MCAST had focused on. So
that's the air they have. So similar to mathematics they the state says we have to they have to receive a passing grade for both algebra one and geometry. Um the middle school algebra one course certified by the district meets the course requirements for the mathematics components with CD and geometry course
must be taken in grades 9 to 12. science receive a mass passing grade in in credits for biology and then an additional lab science course chemistry physics or engineering um and again assessing 9 through 12 and then begin in
2027 as I mentioned US history um achieve passing grade um in credit for United States history um the alliance courses model public schools office courses in alignment with the state curriculum frameworks that meet the above requirements students will demonstrate mastery in each of the content areas I already mentioned
Summer school program will be provided for students who fail a course requiring a passive grade for competition. So we have a lot you know a lot of backup to help them out they don't pass. Students who do not pass the course courses as outlined above will be placed in our proficiency plan in which students will demonstrate evidence of meeting the
learning standards of the course from student work such as classroom assignments projects and assessments. applicable crush for the proficiency plan would be in the categories as outlined English, math, science, and US history. Student proficiency be assessed by principal and designate. Additional considerations. So students with
disabilities um we must provide for appropriate public education um and determine that the student has met competency and local graduation requirements prior to graduating that student. St students with disabilities who have been placed in audit district placements must meet the requirements of the competency determination policy of
the place school district. Discussion of the competency determination must be part of the IEP planning team's transition planning. IEP team will need a professional judgment to determine if the student with significant disabilities eligible for our portfolio assessment. So if a kid's in in district
placement, um we we have to make sure that their curriculum is in alignment with ours. if uh the with or without the MCCAST um the counseling determination that the the state has said that MCCAST all will still be in place um regardless of all the other things they're talking
about with the the new uh graduation framework. So just wanted to mention there uh for ELELLL English language learners, the Mar School shall on a case-by case basis determine the appropriate courses necessary English language learners to both achieve language proficiency and meet the competency determination requirements.
If they're late enrolling to our schools, uh this is an allowance um that we're we're able to to um access uh they come late, you know, after the nth grade year that uh we can do a transfer review by the principal fall. This is one area
that they can use the MCAST score of at least meeting or exceeding achievement levels on a relevant high school MCAST assessment or by meeting the standard for a substituted equivalent that district certifies. Um that's only for ELLL appeals process
if for late and only um so we haven't had you know we haven't had a chance to kind of see what their um instructions been etc. So uh there is an appeals process. Current students and parents may appeal the termination help and see with the following procedures submitted
invol principal not satisfied with the appeal head high school principal and the current student and parents may superintendent the amended CD regulations also provisions that desk commissioner to wave a provision of regulations for cause district. Um so that's that's the overall um comp
determination. So we had we had kind of talked about this in subcommittee. Um there was some conversations uh we have proposed this as as the current policy determination policy. Um and in light of the frameworks that are coming out, you
know, part of part of my thought is that we put this into place pretty much already. We're kind of solidifying it going forward and then when the state tells us how they're going to change things again, there's going to be another change. So, you know, I think it's important to not continue to make a
change, another change, another change. Um, we don't know how long it's going to take for the state. Um, but it's supposed to have a finalized graduation framework by June with possible implementation the following year. Um, not holding my breath on that, but in the meantime, we have to submit
something to the state in regards to determination. I think you know the uh we we are in alignment with what the regulation says. were in alignment with what most other school districts that we've looked into are doing. They're doing a passing grade and not, you know,
um um making other adjustments to that because it's in line with the regulations. So, um then that's basically what what's for you tonight of the first reading. Have any discussion
I know it's a lot to take in. So, I mean, you obviously we're going to have to have a second and likely a third reading so we can >> So, uh, let me just put it out on the table as to what the issue was. So, Kate Kate and I didn't um agree to go to a first reading. So, here is my concern. Um this is get gets I get a little bit
um confused on this but we have a competency determination policy which we're required to have and we have a graduation requirement policy uh policy which we're required to have. Um and so they are sort of intertwined if you
will. Um, so the graduation requirement, which is also a long kind of long policy, goes through all of the requirements that of the courses that need to be taken and the number of credits that need to be taken um, in order to graduate from primal high school. And then the competency
determination is sort of a sub of that, I guess, for lack of a better term. So in within that it says you know these are the courses um that are primarily through 10th grade that you must pass in order to
to display competency and in order to get a diploma. So I guess you have to do both. It isn't >> right. So my concern was um first it seemed at first it it seemed like to show ninth and tth grade work when you don't have
MCCAST. The MCCAST used to be a 10th grade test and then that was when MCCAST ended. And so if a student wasn't able to earn a proficient or proficient, right, was um on MCAST, they'd have two more years in order to be able to do that and then
graduate on on time. But we don't have that anymore. Um, so I wasn't sure why we were stopping in 10th grade. Why would we not want to show mastery at a higher level? However, it does show that the Greg says it's it's acquainted to what was MCCAST. So, got that. But we
talk about a passing grade in competence determination. So, then I dug down um and tried to determine, you know, okay, what is a passing rate? So according to our graduation promotion requirements in the
program of studies, it says that credits. So you're required to earn the credits. In order the credits, you have to fully complete the course and you are rewarded a a final force grade of A, B, C, or D or P if you're doing a pass
fail. So then you go to the handbook and you have the under academic affairs grades and it starts from 94 to 100 is an A. 90 to 93 is an A minus. All you
got so a D is a 64 to a 66. So this so I guess a 64 is what you need to pass. It is okay. This is where I'm confused. What I was suggesting is that ought ought to consider a passing grade in
order for competency determination to be something higher than a 60, which I'm told is 60. It seems conflicting in the in the document, but the superintendent is saying that a 60, which is a D minus, >> is a plus minus what is is what we
determine for a passing grade. And I am just suggesting that do we want to consider a higher bar for our students? And if we were to do that, and I'm not talking about something crazy. I'm talking like a 65 um to consider for our
students. It still gives them a student two options. One, you still have two years potentially if you have to, you know, bring to get a higher grade. Also, it does appear and if I may not be reading this correctly, that the assessment, a capstone or portfolio project or
equivalent measure are the abil are the options for showing master. So, you could do a portfolio project, you could do a capstone. You there's other ways within this draft policy to to just to show your competency.
>> Correct. So I and the superintendent I guess didn't I don't know didn't agree with me but I just um I would like to share with the committee because we weren't a we were sort of deadlocked on this that um do we want to consider a
higher bar. I don't think I'm crazy in terms of the level of the bar but um something higher than a >> I may I may have misspoke on a 60. I just I I I may have something that that 60 was the bottom key, but you're saying it's what? 64.
>> Well, I So, a D plus is a 67 to a 69. A D is a 64 to a 66. And a D minus is a 60 to a 63. >> Sorry. >> And then an F is a 0 to 59. >> So, I don't know what a D is, I guess.
But from the plus to the minus, it's okay. So it's 60 correct. >> Okay. All right. So that is correct. I didn't >> So that's that was my feeling that we should we be looking at
a a slightly higher bar. The other thing that also I wonder about is and it also wasn't clear is some of these courses later on in terms of the graduation requirement have some have prerequisites.
So I guess the prerequisite is also a 60 that was I wasn't that wasn't >> so is this based I'm sorry >> I just my concern I agree with you that we should be seeking to have standards
and that we should have high standards for our students. My concern is that the way that the regulation is drafted is that the competency policy is tied to what we would give credit for. So we are
making this wholesale change in the service of a competency policy as opposed to doing it through sort of a rigorous analysis of what's going on academically and whether a change of that nature to the integrity of how we
award academic credit is born. So it's well the draft policy talks about a passing grade and the the definition of a passing grade is up to the local exposition. So it could vary from district to district.
>> Correct. >> I think that's accurate to say. So we could consider this policy describing the passing grade and simultaneously or contemporaneously review and consider a change in when
we're giving credit if we wanted to consider that because that would change credit and then it would deacto you know >> I understand that but that's what I'm saying my concern is is that we are then considering making that change not
because Our professional educators are telling us that we need to make that sort of a change and we need to move our direct our district in that direction. But because we're seeking to make our competency determination more rigorous than what the state regulations, >> but the state doesn't require the state
doesn't define it as the state doesn't define a passing grade. We define a passing grade. The state reg I'm reading this incorrectly. state regulation says you need to receive a passing grade in these courses to demonstrate mastery for competency determination. The school
district defines what a passing grade is, >> right? Which we which we've defined. So that's that's all. So I think so the second part I and I don't we've had this conversation. It's it's kind of it's kind of chicken chicken and egg I guess kind of thing where I agree that we should have higher standards. I think I agree that we want to make sure you know
we're rigorous, but I guess my thought is that the rigor the rigor associated with any of those grades is in the instruction and the teaching and learning in the classroom. It's not in the middle grades. And I know that doesn't make sense, but from an
educational standpoint, I say like what we ask our teachers to do in terms of instructing our students, I contend that it's we provide rigorous instruction to our students. So therefore, in my opinion, say let's just
pick a B. A B in Marblehead, my opinion is could be seen in likely is more rigorous than a B, but the same number in a different district. So >> well, how do we know that? >> Well, right. So that's that's the part but because I mean there's data around
like some data around you know how many how many students have you know fall below that threshold and it's it's very few and it's mostly students that have IEPs and have have other uh disabilities and getting in the way of some of learning. So I think you know I guess
raising the raising the the the number or the grade level is doesn't necessarily equate to increasing. So I just get nervous that we're changing something so that we can say we have a higher standard than other all the other
districts around us. But is that really what >> do we I don't know what other district do have a higher standard because of our graduation requirements. they are well above the my cap and the the what the dusty recommended. So we are very rigorous in our coursework and um what
we're doing to support our students um with we look at our graduation rates right that tells us a lot about academic performance also look at collegebound rate tells us a lot about academic performance as well um and and really at the end of the day our students are challenging themselves we've added AP
courses we've added dual enrollment courses and they are consistently um enrolled in those classes um and I look forward to bringing the AP data to the team. So >> I would just I mean I haven't done that before. Maybe we do that you guys could
just seeing what some other I mean there are districts that we have mall districts that we sort of you know aspire to be um >> consider well or that but there are you know there are districts that we get compared to there's dark districts you know what
are what are they doing? Um I think it's just worth >> Yes. What I can say is that the conversations we've had with with like districts and districts that we we this you know we talked to you talk to superintendent assistant superintendent curriculum all that stuff are doing this
to go with the regulator say >> how are they defining >> similar to it may be like 65 out of 60 but it's it's in that markets no I haven't seen anyone correct me if you have that's higher than let's see or anything like that it's in
>> and that's not what I'm suggesting. No, no, I know. But I'm just saying that's that's what I'm seeing. So that's what we're seeing. So you know, when we when we compare ourselves to the dark districts, this line was like to see and this is a first reading. So we can certainly certainly have other
discussions about it. I just >> I would personally like to see some that on some other districts. >> That's only interesting. >> I'd like to raise the question of whether given that
this issue that we're talking about really lives within the graduation requirements and not so much within the competency determination or um whether the time it's going to take to look at that data
is worth holding up the passage of a policy that our administrators are supposed to submit to Tessie by the end of the year. You know, could we do them simultaneously? Can we approve the competency determination policy that they've put before us and then continue
to do the work you're asking to look at the data and to understand you know the standards around what we consider a databically the way this works is when you do first reading second reading three anything can change so things change during the readings and it's the third and four or
additional it could be four five six seven it's the last third or greater reading is the final one they can change. So we don't have to you know >> but my point is that what would be changing is not anything that's in this draft. we would be changing something in a different document and so we could
approve this policy and continue to do that other work which would then effectively change I'm not but I also feel like in the interest of making sure it happens that um I don't I don't think this is a lot to add and I was just
looking at a handful of schools you know seven eight nine 10 schools and find out what I don't think it's a lot more and that between now and the third ing get that information because once we pass this we've defined what pass means. >> So what you're asking for the data
you're looking for from other districts is what they consider a passing grade but that doesn't affect this as is written. This just says passing grade. >> Correct. But >> so I'm wondering why like why we can't progress with this because now >> we yeah and but it doesn't go against
what you're suggesting I think Jen is that we are then also need to look at what a passing grade is >> and I don't know where that I don't know what subcommittee that would happen. I mean it's you know this is this is the vehicle to make sure that that happens. >> So so I think the other piece is like if we're if we're talking about change so
this is the vehicle. Yes. that now that piece we're talking about is separate but interesting over here but I guess the question then becomes like say someone's already met with the competency determination is that we've you know they passed n 10th
grade whatever now they're in the 11th grade and you say well now it's a 65 instead of a 60 and they get a 64 >> well you have to operationalize so it's for students going forward >> right so we'd have to it have to be a future >> point I just want to make sure talking
the same thing because anything >> yeah but I would need to say a lot so I think you know this this more discuss we're not going to solve it today but I think you know some of the discussion is who how many students like haven't gotten to the point where they've got
they they've they've met met what this will be as far as the compensation what does that look like they in terms of um what percentage of student population talk about here that I look at if we have you know 10 or 12 kids that that have gotten a lower grade and now we
we've changed that to a point where that 10 becomes 60. I mean, is that helping? Is that is that really >> I would argue. >> Well, I don't know that that's achieving achieving. So, we're looking at ways to further >> to to to ensure that they are able to
get a high rate, you know, they're able to get the material. >> But they are our kids are doing really well. We have >> then why do we have Sure. As I was saying, the vast majority of our students are seeing above and to superintendent's point, when there's
students that are not, there's usually further story to students. >> But therefore, there are other activities for them to tell and >> I think we just I think we need to really look at like what do what do we define rigorize and what what do we
define you know I again I think the passing rate thing is is is It it's not there's no there's nothing that says hey a passing grade has to be this or has to be this and it's a local district. Yes. But like who's to say
like what you think is passing grade is the same thing as what Al thinks is what I think and and you know I mean I don't know how we how we make that determination in a way that makes sense. >> Well somehow someway we're drawing a line in the sand >> like this is just going to
>> yeah have that conversation. So I just need help in understanding. So we we we voted to have the school committee as a whole address this. What number reading is this considered >> first?
>> Okay. So it's by the >> didn't come out of the subject. So it was the first reading. >> Okay. Just read it. >> All right. So we have a first reading for this. Sounds like we can make edits if needed for the second reading, which we'll do.
I expect >> I don't I don't have anything on the table that's going to cause me to make an edit for a second reading, but I think once we get to the second reading, if there's edits, I haven't heard anything else that I should make an edit point. >> And there's a deadline around having this 7:31st, it's going to get uploaded.
>> Yes, we have a deadline. Sorry. So >> actually I'm going to make a motion that we define a passing grade as a 161 school >> just for this purpose or passing grade for all subject
which is a >> again for competency >> the graduation for the >> or for all of >> what's in the policy >> or in the >> should okay >> so should we have separate passing grades based on what
it unless >> I'll second it for discussion. >> Can I just Were we allowed to make a motion vote and change the passing rate? >> It wasn't a motion for the for the policy. So we vote, right? We voted >> but you made a motion to change the
passing rate to 64. Is that we do as a motion to change something like that without going to what? >> I just did. But it's not as it's not as a agenda item. Right. Sarah made a motion. >> All right. Motion made by Jen, seconded
by Kate. >> Yeah. Uh discussion. I'm I'm conf I'm a little worried that Yeah. We're doing something very quickly around a passing grade. That seems to be a pretty important thing in our educational system. Sure. And it seems
like the motion, if I understand it correctly, Jen, is it's just for the competency is 64, but you can get a six. So, it's a that's how we're defining passing grade in all all grades in our school district. >> Well, it doesn't that actual definition
doesn't exist anywhere um that I can find other than uh this one line that says um hang on. Credits are awarded only if the final course grade is an A, B, C, D, or
P test. Now, same time, a D is a 64 to a 66. Now, Julia, you say that it's all the way down to D minus, but it doesn't actually say that. >> Just like it doesn't have B minus or B+. It's it's within the cat, the letter
cat. Okay. But it says, you know, so there might be some um I don't want to say confusion, but it's not cleared. >> That's okay. That's >> that's why I'm a little concerned about a motion to do this that there is >> that's why I made it because based on
what I'm reading in the >> what Okay, we're still in discussion, right? >> Yes. So if we make a if the committee makes a motion and we agree to change the passing grade 264 right here on the spot that will affect >> well it's defining a date I guess
>> I know I'm just saying it's going to affect eligibility for sports it's going to affect um >> well can be going forward when this gets implemented. >> That was emotional. We talk so much about the importance of
>> I'm just trying to like trying to say what are we saying here as a school district in terms of >> and I and I get that I just think I think we need to and I don't I don't I just want to hear a lot of I don't necessarily disagree that I think we just need to be planful about it so that because all there's a lot of trickle
down stuff just making a a decision like that I think the motion's there we can have the discussion but I would just caution the committee to make sure when we're making a decision like that That's a much bigger decision. We're just sitting on the table without having any input from engineers.
>> This is a really significant educational decision that shouldn't be made, you know, when it was not something that we had in our administrators on. So yes, but
changing this for the full district beyond just the issue of the competency policy is a much bigger discussion that should if they're going to have it, you know, really should be coming from our administrators should be driven by data and we need to be really thoughtful
about the ramifications for all of our students if we start making changes like that. >> I absolutely agree. I think we can't just make the four of a student's decision. I and I didn't want I've made my concerns in the last two subcommittee meetings clear and and honestly I made
it clear at the first subcommittee meeting and then you guys came back with the same recommendation. So I felt like my you know and clearly it didn't come out of committee. I felt like it wasn't and I'm only one person so I certainly could be and likely will be voted voted out. Um I mean maybe what we could do is
we could go forward with the competency determination as because that is what it is and it's just that the issue is around what is the passing grade. What I'm unsure of is how we go forward under
uh process to be looking at this because it's not it's not a policy we can I guess we could consider it. So, could I make a suggestion that we go forward down the path of approving the competency determination policy as
written? And we ask for John and Julia to come back in January with some reporting to us on how other districts that we compare ourselves to, what are their grade scales, like what do they award credit for? And if we were to make a change, how is that going to affect
our student? How many students do we have? >> Or when would Right. But like if you look at what a grade what does grade distribution look like right now and a student who how many students do we have who are getting D minuses who wouldn't be earning credit any longer if you know
I understand not that it wouldn't operationalize for those students but it's a data point of you know this would impact x number of students going >> I've asked that in the past reluctance to that so is that something you comfortable >> yeah I mean reluctant
to talk about, you know, students grades and, you know, I've always been gotten push back and things like that. >> Yeah, I think I think it's more around um the numbers so low, the number of kids are so low. I just I get nervous about however, but
>> I don't disagree that we should have a conversation. I think having the conversation of plan to look forward and coming up at a point in time where if if the committee and if the educators and whatever feel that the it needs to you know pass say let's go up to 6464
then great we could do that we need to do it in a point in time it's not going to you know be a starting point people understand before they just all said oh my gosh now now the rules change that's >> so we have we have a motion >> hang on a second do you think that's something that always except
matter back to >> I think it should come back to the school. >> So I'm going to amend my motion to say that we will approve policy I K IKF the first meeting um and we will have the
superintendent assistant superintendent back to a meeting in January with an agenda item to discuss. We want to get back >> or I don't want that's I don't want to discuss the rating. >> So you're approving for a second. I'm just showing you card.
>> So I amended my motion. >> Right. But >> just basically what Kate just said. >> Okay. >> And so we're approving this as a policy that it's a fully approved policy, not just a meeting. Where do we have to go? >> It's >> okay. I'm concerned about what do we do
by the end of we won't have we only have one more meeting before the end of December. So we have to have three readings before it's officially >> unless policy >> unless the committee votes to wave the three readings and to put the policy on for a vote at the second reading at our
next meeting. >> Let's address Let's Yeah. So Jen made a motion. Um, I have a second. >> Second. >> Okay. >> Um, any further discussion?
>> All right. All those in favor? Okay. The motion passes 40. So then given that we only have one more meeting on the calendar, I would like to make a motion that we
wave the third reading and put the competency determinate policy on the agenda for the 18th or >> second. The only thing I will mention is >> we do have another policy. So we do second reading. So
>> I think I think you're right because now the fourth reading there second reading there. >> Third reading if if you're not going this >> I mean either way >> we'll have it on the >> I guess we can list it on both agendas
and then >> we have a motion. Although what I like about this motion is it gets us to the same place quicker unless we think there's continued edits, right? So yeah, what happens if we don't have a form on the you know so to me it
>> form it but >> no you couldn't read right >> if something happens in the policy sub can't the policy subcommittee can't make that >> so we do have a motion u from Kate seconded by you Jen around
>> approving the policy to yeah um any further discussion on the motion All in favor? Okay. The motion passes 40. >> But we will have follows. >> Yes. >> Yes.
>> Thank you for your willingness. >> Okay. >> Um the relative age. >> Yeah. also be a okay um so uh I believe um my notes real quickly
uh John it is it the January oh 8th meeting that you're not able >> oh I am unable to make the January 18th probably because of a personal issue >> uh January 18th January >> January 8th I'm sorry January 8th And I know that I'm also not available at that
meeting. So of course we can continue to have that meeting with designated folks or we could or if the the will of the committee is to look at moving uh meetings to accommodate that. >> I would like to suggest that we we were meeting on the second and fourth
Thursdays of January because we were staying the Thursday. So I would like to suggest that we meet on the 15th and the 29th instead. It seems to me not a great use of everyone's time to hold a school committee meeting without the chair or
the superintendent. Um so that would be my suggestion that we look at schedule change >> and then we just have a quick meeting then in February >> we'll have like a backtoback >> right >> but you know it's a busy time of year we'll have
>> I think not to not to correct the other the other conversations would be we just skip the 18th keep the current whatever the 22nd but that's that needs to go along so >> and we have
there's a deadline I believe the end of January to approve board articles. I'm just concerned that there's >> too many things that we need to be doing. >> No, that's fine. I just >> was that was that a suggestion or a motion? I'm sorry. >> I can turn it into
>> All right. So, we're all in agreement >> that we'll change the January 8th meeting to the 15th and the 22nd meeting to the 29th. I do think we should probably determine when the board we know that I thought >> was that on the calendar that we had.
>> Yep. >> Uh more article discussion is I'm looking at January 8th. Yeah. >> Oh, I don't see it. I there was a statement there was a statement from the moderator >> I guess we can don't remember we can find that out I just it's possible
>> warrant hearing is April 6th uh you look for the date that it needs to be put on the warrant >> no that yeah the select board gives a cut off it's usually the end of sometimes >> they need to print they need to print the books in advance right that's >> um yeah >> we don't have that we just have the override we want article discussion and
then the town meeting >> I'm just saying let's just double check the 15th to 20th, but for some reason it's earlier than the 29th. >> We just need to make sure statement the deadline for municipal submissions is noon on Friday, January 30th.
>> Okay. Right. I do think you should have it on the you should have >> I'm adding it to my calendar right now. >> Whatever warn articles we made. So again, okay, then was the 15th and the 29th. >> Yeah. And that gives us the 29th if there's any change or we need to add one and then it's due the note to self it's
due the next day. >> So I think actually chair submit. >> Okay. All right. Uh we'll move on to subcommittee and liaison updates. I just want to add something quickly from a metco perspective. Um was a fantastic
meeting. John rightfully stole all the thunder. Um, but I I just want to mention that METCO as a whole does an annual gala meeting. Um, and this year it's March 24th, I believe. The it's the
opportunity ball or something like that is the theme. But I'm just letting people know if they're interested to let me know. I can get you more information. But I think early bird tickets are on sale right now. >> Is it a fundraiser? Is it >> It's a fundraiser for me. Yes. So I just want to let people know about that. Yeah, I'm going to the MECO conference
tomorrow tomorrow in Norwood. Um, and if there's anything comes out of that for those kind of things, I don't think there's a bunch of speakers, the the president, the new president speaking with the commissioner stuff, but so I'll bring some of that back to the committee, but if there's something that's I'll email you guys.
>> Thank you. >> Yeah. >> Any other updates? >> I've got an update from the facilities subcommittee. I I don't know if we want to add this to our next agenda till we have more discussion around it. But we did we did get the results of a survey that Lisa
Marie sent out about early education and demand for that. We got um the the actually the presentation that she gave us in the drive. So that has all the information if you want to review it. Um but we got 75 responses.
>> Yeah. and most of them were sort of positively interested in early education options. Um I think it's a little tough to make a decision with on such a small data pool. Um particularly because we didn't really
come out with a proposal that said what do you think of a broad range of saying things like can't put cakes in there. there's more wasn't um so we were going to come up with more
of plan um and more of a concrete proposal and to get some more feedback. Uh >> it's probably also important to know that I don't have the numbers in front of me but a majority of se so majority of the people that responded were
supportive of the neural education center. there was a very small minority who were strongly against it. >> Yeah, it was small >> of the folks who were in support of early education center. It really did seem just based on well based on the survey and based on comments um that
there's really a demand for child care like a 7 to seven, you know, like an extended day, not just a typical >> preschool morning, early afternoon. So that that was clear. Yeah, that was definitely the strongest response, >> right?
>> Um, so we'll have more. >> Uh, the other thing that we talked about was the vet school roof which is being looked at by the administration. We had Mark Leman come in that he got up on the roof or is planning on getting on the
roofs to open it up as well. [clears throat] Um, I'm update from the communication subcommittee really quickly. We are planning on sending out newsletters. We're sort of shooting for the second Friday of every month. So, sort of in between our two meetings. Um
Steven did set us set up an account on our on the school account. So, our have to pay for that separately. Um and we've added a section for sort of featured stories. The first one that we're going to do is the budget road map. It's
pretty timely. And then I was just thinking this meeting that when we get more information on the enrollment numbers that may be a good topic. So if anybody has any topics that they think are worth communicating a little more in depth than just an overview of what we
talked about in this meeting please reach out to Melissa. >> Thanks Henry. Anybody else? >> Well budget subcommittee um Mike kind of gave the highlights on that. I do think we need to make sure we share the calendar. We haven't already. We did. So
we'll share the calendar um and just give the dates on um what >> I will drop I will drop it right now in tonight's folder. >> Thank you. Appreciate that. Yeah. So that way the public has to so it shows that um there are a bunch of dates that are coming up but the important ones will be the presentation of the
superintendent to the school committee. Then we will have a public hearing at a future meeting and then we will vote at a future meeting from that um on our budget. all of what the cost will take place before the finance committee votes on their recommended um budget for us
hopefully but you know those two numbers will be the same. Um so that's it. >> Thank you. Any others? >> Okay. Um >> any of the policy that was we
covered the waterfront on policy today. >> All right. Uh is there any correspondence? Okay. I am then looking for a motion and vote to meet in executive session for the following reasons. Uh pursuant to chapter 38 section 21 A3 purpose 3 to
discuss potential litigation by former administrator Jay Buckley as Bucky excuse me as an open meeting may have a detrimental effect on the litigating position of the school committee and the chair so declares without intent to return to open session. Also, executive session
pursuant to chapter 3A section 21A2, purpose two to conduct collective bargaining session with Marvel Vet Education Association. Specifically to hear step three, grievance regarding the lead teacher stipen as an open meeting may have a detrimental effect on the litigating position of the school
committee and the chair declares without entering open session. And uh pursuant to chapter 38 section 41A3 purpose three to discuss strategy with respect to collective bargaining specifically to deliberate regarding a response to the step three grievance
regarding the lead teacher stipen as an open meeting may have a detrimental effect on the litigating position of the school committee and the chair so declares without intent to return to open session. >> So moved. >> Second. >> Okay. The motion is moved by Kate and
seconded by Henry. Um, we'll do a roll call on this. In >> favor in >> favor in favor. >> All in favor. The motion passes over to zero.
So now we will go into executive session pursuant to chapter 38 section 213 purpose 3 to discuss potential litigation by former administrator J. Bucking is an open meeting may have a detrimental effect on the litigating position of the school committee and the chair so declares without intent to
return to open session. executive session pursuant to chapter 38 section 21 A2 purpose 2 to conduct collective bargaining session with Marble Head Education Association specifically to hear step agreements regarding the lean teacher stipen as an open meeting may have a detrimental effect on the
litigating position of the school committee >> and the chair so declares without intent to return to open session. Lastly, executive session pursuant to chapter 38 section 2183 to discuss strategy with respect to collective bargaining specifically to
deliberate regarding a response to the step three grievance regarding the lead teacher statement as an open meeting may have a detrimental effect on the litigating position of the school committee and the chair so declares without intent to return to open session. Okay, we are now in exception
session. We'll meet in this meeting in this room right here.