Good evening everyone. Today is Tuesday, December 9th. It is 7:39. My apologies for a little delay today. I call the school committee meeting to order. I'd like to remind everyone that we are taped and streamed live by WMCTV. So,
thank you for that. So, if I could have everyone rise so we can have the pledge of allegiance. Please and thank you. >> All right. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. >> Alrighty. Thank you everyone. Let's dive in, shall we? First up, we have presentations. All righty. We have the Malber High School Student Advisory Committee.
So, who's starting that? Dun. Do I have to call on names? Oh, there we go. Thank you for volunteering. Just make sure that the green light is on the microphone at the bottom. Perfect.
Sorry about that. Uh, good evening, school committee. My name is Oh, >> you're good. Good evening, school committee. My name is Sophia and I'm the freshman sack representative um for the 20 my apologies 25 oh 25 to
26 school year. Marro High is one of the many representations of the city of Marro and as a whole from hosting charity events to sporting tournaments our school is one of the main highs for public activity in our community. However, whenever there is a public
event comes with a group of people requiring restroom access and although um such resources are provided, the states the state of these facilities affects how Malro is seen by its people. We all want a positive outlook towards
our town and upgrading would bring a positive impact towards all factors involved. The Malro High School restrooms require renovations and requires these renovations as soon as possible. Regarding the fir regarding the first floor restroom is the main restroom used by the public and by the
students the fieldhouse little theater and the cafeteria host the majority of these events and the bathroom stand up front are the main restrooms open oh for the people to use. However, the first floor is bench room
is mostly um non-functional with 25% with 25% of the sinks linking leaking and only 25% being properly functioning. Although the toilets are fully functional as well, there's a large issue regarding
sorry the toilets are functioning as well. And within the first four women's room, it's not much it's not much better with 25% of faucets also being leaky, but over 75 being reported as functional. So that's
a positive. Um, apologies. This is um the state of these restrooms make it uncomfortable for hosting events after and affects the well-being of our students and the citizens of Malboro. The second floor isn't much better than the first. Although the facilities are
more cleaned and more often um tended to than the first floor, there's still larger problems lingering. And such within the men's restroom, there have been complaints about of a toilet missing in the old versions of the sinks um being non-functional with over 10%
being broken. Inside of the women's restroom, 25% of the toilets are affected by delayed flushing with 33% of sinks experiencing poor water pressure and quality and 50% experiencing abrupt stops between uses. An issue within both
these restrooms also are the new implemented um vape detectors. Although they are mostly functional, um they have currently been acting Sorry. Uh within sense in the restrooms, um inaccurate sense have caused them to go off causing delays within um the
school and causing um students to be like this hold students um out of class and affects um attendance and presence. Although the renovations may be expensive, it's money used for a greater cause. It improves work ethic as
students, improves the overall quality of the school, and makes it a more reliable area for public use when hosting events. The plan would include fixing sinks, fixing toilets, and making sure each restroom is stocked with the necessities needed.
Um, uh, I would like to ask this be overviewed by the board committee in Marville and thank you for your time and consideration. >> Thank you. Thanks so much. >> Good. Okay. On to the next. Thank you. >> Thank you.
>> Thank you, Sophia. >> Good evening, school committee. My name is Jay Yango and I am the sophomore SACE representative. Tonight I'm going to be presenting on PSATs and SATs, specifically highlighting and showcasing the opportunities provided at MHS. To
start off, PSATs at MHS, one of the goals surrounding testing is testing accessibility. As such, PSATs aren't offered on Saturdays like some other high schools. MHS also is no longer used as a general SAT test site. All of our
test administrations are exclusive to our students and will occur within the school day itself. Back in October, both the PSAT and NM NMSQT were offered to 10th and 11th graders free of charge. The SAT is also available for any 12th
graders interested at no cost for students who qualify or a fee waiver of $65. Now that these exams are digital, the College Board gives us several week-l long testing window ensuring that we are able to administer tests. Some data from the fall shows that in grade 10, 78
students took the PSAT. Among these 78, we had two students with EL accommodations and two other students with other accommodations. From grade 11, 88 students took the PSAT. Among these 88, seven EL students and two students with other accommodations. And
from grade grade 12, 88 students took the PSAT. And from those 88, three students had EL accommodations and seven with other accommodations. Last spring, a school day SAT was added for 11th graders in midappril. Upon noticing that juniors were struggling to
find seats at testing locations nearby, the spring school day version was created. 70 students took advantage of this amazing opportunity last year and it will be offered again in this coming spring in April 2026. We do have students who choose to take the SAT on
the weekend in addition to or instead of here at school. In those cases, we have fee waiver codes available to any students who qualify. Some colleges take into account SAT scores when looking at admission, especially if your GPA is lower. SATs can definitely help you
during your application process. Schools like UMass Amherst will review applications with or without standardized test scores. Framingham State and Worcester State are also test optional schools. On the other hand, most private colleges still see that the SAT as an important part of their
admissions. So, taking advantage of this opportunity MHS provides will in turn be beneficial to students no matter the schools they end up applying to. On another interesting note before I wrap up, thanks to a generous grant from Quest Diagnostics, free SAT prep is
offered in the form of a live virtual course that works in their schedule outside of school. In one last spring, in one last spring, which we ran an MHSN cohort, students took the live virtual SAT prep course here at MHS with a
proctor on site. And that's all I have for tonight's school committee. Thank you for your time and have a wonderful rest of your evening. Thank you, Jade. >> Just a clarifying um Jade. So, um am I hearing correct that, um we are not
hosting SATs here anymore on the weekends? >> Um >> or we are not a site. >> Do you know that or not? >> Um we are a testing site, but not for like the general public. Specifically for students at MHS. >> It's only for MHS students. >> Yeah. No Saturdays. Yeah.
>> Huh. Okay. That's a change. Um, but we do have at least that one spring date that's during the the weekday that we are offering as well. >> They do it in the fall as well, don't they? >> Isn't there a fall date? >> Yeah, there is. >> Yeah. Yeah. For seniors. Yeah.
>> Okay. But it's only MHS students >> during the school day. >> Well, right. But on the weekends as well. >> No, there we no longer have like the weekend testing days. >> We aren't doing any weekend testing. >> Okay. That's a huge change. Okay. Thank you.
>> Um, >> so you're the sophomore representative. >> Yes. >> And I'm just curious. I mean, you've taken an interest to finding out about this, but is this information you're giving us readily available to all the students in the school? Like do
sophomores know that they should, you know, if if they're inclined to want to utilize this opportunity, do they know like how do people find out about it?
>> I feel like um this year I believe there was an announcement as well as um I think during a panther which is kind of like a study period we have or sometimes just presentations. It was like the opportunity to take the PICT was definitely shown to like everyone in our
class and we had a big percentage I feel like out of my class at least who took advantage of the opportunity and the information was all easily accessible. I feel like maybe the benefits weren't as like stressed >> but I definitely feel like there's a
good turnout with people who took advantage of the opportunity this past fall. So I have a question for administration. So with my cap becoming more accessible at a younger age, is this kind of
information like do kids understand what taking the PSAT could do for them in terms of future scholarships or just practice for the SAT which can get us scholarships for
college? So, this would be something that I'll check in with principal Sarapina about and Tacy Fessedin who is um creating a lot of the core advisory uh curriculum. So, I believe the answer is yes. The
other thought that I had is with the orientation for uh incoming freshmen that needs to be part of it like what is important when you are entering the high school in terms of uh opportunities if it's a test or if it's a scholarship or
if it's programming or it's uh accelerated pathways or uh college career readiness courses. So, we need to add this to our um menu of orientation and certainly confirm that it's in our
menu of uh advisory topics. >> Yeah. And I appreciate you letting us know about the number of students that are that with accommodations that are taking these tests. And we want to make sure that folks, you know, kids who do need accommodations know that,
you know, whatever it is they need accommodations for would not prohibit them from taking these tests. >> Yeah. >> Yeah. So, thank you. >> Thank you. >> Thank you. >> Actually, can I just add one thing though? I am concerned on hearing that um we are no longer a weekend site
because I think if you look at our population, it's not like kids are necessarily going to have such an easy access to necessarily go to other locations. So that that's something that I mean I I was very unaware of cuz my kids are long gone past um taking the
SATs, but that really does concern me for our community of not necessarily having a testing site here on the weekends. But they're now able to take them here during the school day. And isn't this done on the early the late start days?
>> Isn't it like the late start that we've had like they do it on those days? So it's creating more access for students to take it during the school day rather than have to take it on the weekend. >> It it does create an opportunity. It does have one that's being taken away
too. Do you know what I mean? Like so >> what's being taken away? Well, because depending upon the time of the year, there are different slots that it would be able to be offered of multiple times that you could choose to take the test, if you will, if it were on weekend dates. So, it's not necessarily always
here in Marorrow, like it's all in different locations, but it does allow for >> Can't they go to a different location? >> Yeah. Um, yeah. But >> they can go to a different location. So, I don't know how Mro students are not >> and we're offering it twice a year during the school day.
It's an advantage in some ways. I think it's a little bit of a disadvantage in other ways dependent upon, you know, missing classes in some aspects having having the opportunity. I just that was news to me. So, thank you. Yeah.
>> Thank you. >> Thank you. Thanks, Jade. Okay. Next up, sorry. Hi, good evening school committee. My name is Maggie Morrisy and I am the junior repres SACE representative.
Tonight, I'll be presenting on the topic of a peer tutoring program for the high school. One of the biggest issues I have dealt with and my friends have been dealing with this year is struggling in classes. As a junior, the transition from sophomore year to junior year classes has been very difficult.
Especially because the course material has been so much more complicated and fast-paced. Specifically, I've seen a lot of my friends struggling in their math classes, specifically algebra 2. Many of my friends have taken advantage of the extra help program at the high school. The extra help program meets
three times a week and after school in the LMC where a few teachers stay to help students with any questions they have. But there are some drawbacks to the extra help program. The LMC is not open after school every single day. Many students are not able to stay after
school due to having sports, family responsibilities or jobs. And there's not a teacher for every single subjects for the students. I know from my personal experience, one time I went for the extra help and I went for my science class, but there was no science teacher, so I didn't really get anything.
Thinking about all these issues, I had an idea to create a peer tutoring program at the high school. This program would connect students who are struggling with another student who excels in the subject. Students who need help would be able to fill out a quick Google form where they list what are
what they they need and what the subject they need help in and their availability. They can now then be connected with a student who feels confident in that subject and has provided that same availability. This would solve a lot of the issues presented by the extra help program
because there's a lot more flexibility on when students could meet. Students who will share their availability in a time and place that works best for them. Whether that be after school in the LMC, later at a public library or during Panther. Also, students will have the
opportunity to get one-on-one help, which they might not be able to get from their teachers. This program will be beneficial for students at tutoring as well because tutors will be able to get service hours for NHS and they will be able to get some more experience for their college and professional careers.
Overall, a peer tutoring program at the high school will create a new more flexible pathway for students to succeed. It will supplement the pre-existing extra help program. This will also create a new way for students to get service hours and real world experience as tutors. Thank you so much for listening and I would love to hear
any questions or comments. Thank you, Maggie. >> So, I presume you've spoken to principal Serpena about this. >> I have. Yeah. >> So, is this something is it happening? >> Yes, this is So, I'm working with um
NHS, working through NHS and with Serpena. And uh I'm just going to create I've created a Google form and I'm just going to put it out through flyers. I'm going to make put it on all the class school Google classrooms and onto like I'm going to reach out to teachers. They can put it on their Google classrooms as well. So basically students will be able
to fill out that form if they need help and hopefully I'm going to reach out through NHS and they're hopefully going to put up a post so like people can put in what they feel confident in and just like a way to match students that are struggling with another student that is excelling. I think like I know like I've tutored before and like like I know
that's already happening like without like a official program, but this will just be like a kind of more official way for students that might not know have a friend to like find someone. >> And I'm uh I'm also going to Yeah. So basically like posters and just through Google Classroom and stuff like that.
>> Awesome. Great. Thanks. >> Thank you. >> Okay. Thank you very much. Next up, >> um Alter Gracia Tusant could not be here tonight, so she asked for me to read this on her behalf. Um so know that this
is written in her voice. Um I I am not her. Uh my name is Alter Gracia Tusant. I am the SACE representative for the senior class. Today I will do my presentation on support through the college application process. I would like to say first and foremost thank you
to the guidance counselors for all their efforts in helping us throughout the application process with the presentations naviance and core classes. Thank you as well to the teachers especially the English teachers for helping I didn't tell her to put that in there. um for helping with college essays. Today I wanted to provide some
feedback on what I felt was missing and needed. We have a program called core collaborative opportunities for reaching excellence. It is a class period during which we are given information or an activity to complete and its purpose is to raise awareness of various subjects.
It has been used many times to help us navigate naviance which is the personalized planning tool that students use throughout high school. um and has taught us about labor markets, personality tests, career opportunity options, etc. I along with six out of
the 10 of my survey participants would like to use the core classes more as a resource for our college application process. um in our junior year instead of our senior year to inform us about the many resources available like
college representative visits and how to sign up for them. QuestBridge especially for students that might need financial help, FAFSA and MEFA and their differences um and who can apply for each since it does have requirements such as being a uh a citizen or a permanent residence etc. as well as help
us help us with steps in the completion of the application process like how to create common a common app account and when it is open and how to navigate it, teacher recommendations, how they should ask and how to pick the more
advantageous teachers and that is also beneficial to ask teachers in your junior year and give them uh them and yourself time. A benefit of having the information in core classes early uh early on is to make it easier for students applying early to know what to
do and have a good amount of time before submitting their application. My senior year, the college application process presentation was given mid to to the end of October, which is not great for students that are planning to apply for early action and early decision, which
have deadlines of November 1st or November 15th. So, it would be great to have it earlier on. They have there have been presentations about college planning in junior year for both students and parents as well as college application process presentation senior year for students and parents. I have heard students saying that when they
announced the presentations the day during the panther period that resulted in students not attending. So like I think that like kids were kind of surprised that it was happening I think is how that's kind of supposed to be interpreted. From the 10 respondents I asked if they attended both meetings.
90% answered no for themselves and 100% no for their parents attending. When it comes to parents, if we could have a recorded video of the presentation sent to their email, I know that guidance counselors have the slides posted on Malber high high school websites, but
many parents might not know how to access it if not told so maybe sent it through their emails and for cases when parents don't read emails to uh inform their children child so they could tell their parents. So inform the child so they can tell their parents which is a good way to make sure that they are
getting the information. Um she also included one of the survey questions because it was open-ended and she has the um responses. So uh the survey question was what information about the co the process of college planning and application do you wish the
school could have given? Um and then a couple of the student responses were how to sign up or get a scholarship. engaging all seniors to start checking in with them, see how far they've gotten, how early to start for early decision and early action. And then a really long one. Here we go. I wish the
school helped students understand and know what STARS and CSS are. Me and many of my classmates were unaware that we had to complete this with I wish there were a core that took us through our college application, how to start it and how to fill out the basics like weighted
GPA, where to find it, what the scale is, and so on. This way, guidance counselors could avoid uh the individual questions and students can work on the same info at the same time. Also, pointers on how to send AP scores and where to put them. Um, and then that was
the end of that quotation. This is all I wanted to share with the board. Thank you for listening and sorry for my absence. And I just wanted to add that they rescheduled the uh college financial information financial aid information um evening um from December
2nd which was a snowy day where all afternoon things were cancelceled to uh next Tuesday December 16th at the MHS science lecture hall from 6:00 to 7:30 um so that you can get actual parents and students can get information about financial aid from AIA experts and there
is translation available in Haitian Creole, Portuguese and Spanish on site. So, I don't want to make I want to make sure I put that in there, too. >> Thank you. >> I could try to field your questions. >> I think I think we're good. Yeah. >> My only question or comment is I'm
really hopeful that um this information has gone to the principal as well as to guidance because um very valid points need to happen during the junior year. >> Y >> doesn't help them if it's right at their senior year. >> So, I'm hopeful that's been shared. it
actually the the conversation started there. So, we're Yeah, we're all in the it's getting the information to all the right people. Yeah. >> Awesome. Thank you. >> Yeah, of course. >> Thank you. >> Anyone else? >> Nothing. >> No, I was just going to ask. So, I
remember when my kids were in in high school, one of the guidance counselors was like focused on college, and I'm guessing that isn't the case anymore. So >> do you remember?
>> Well, I think a lot of stuff happens through Liz de Horatius. Um I don't know that spec she's like QCC leazison, AP leazison. So there's a lot of like little pieces and then with the actual process itself, I feel like the guidance counselors work with the
students that they're assigned. >> Yeah. Yeah. >> A tool. >> That's how it was. >> Yeah. >> Yeah. Mine was a specific guidance counselor who I had >> there was one Oh, cuz there my kids were >> older than your older than your children.
>> Yeah. So, I've had my guidance counselor help me out personally if I like reached out to him. Um I think though like as especially as Ala said the contact to me about, you know, has been pretty so so. >> Um I know I had a pretty early deadline
and I had a lot to learn pretty quickly about how to send scores. I didn't know some schools required like a required score sending and I had no clue if they accepted, you know, my my score like when I can type it in or do I have to send an official one? Those cost money. Um I I mean like I have to tell my friends that oh watch out, you might
have to send a score. Um and there's a lot of stuff that I think even I still have yet to learn, but um it would be great if it could be guided through the school, but >> yeah. >> Yeah. >> It's got and it's gotten more complicated. >> Yeah. there's like early action one,
early action two, there's like more layers and more things now. >> I think even like the difference between those hasn't been expressed to us. Like >> yeah, >> ED is a binding decision. I think some I mean I don't know if every student knows that versus early action versus regular edition. There's benefits to, you know,
submitting both. Um >> and it's important to, you know, figure out what works best for you and I don't think that's been really shown to us, >> but >> Okay. Can can you send along that feedback to me as well, please? >> Of course. >> That these issues need to be addressed
for sure and will be. >> Thank you much. >> Okay, moving on. Yes. >> Daughters of the Revolution Scholar Award recipients. >> So, I'm going to take this first one. Mayor Christian, I don't see Betsy
Powell in the audience unless she's hiding somewhere. Uh Betsy, former Richard School student. uh wonderful, wonderful kid. It is with great pleasure that we recognize Betsy Powell as a class of 2026 recipient for the
Daughters of the American Revolution Good Citizen Award, other otherwise known as the DAR Good Citizen Award. Betsy is known for being a driven, empathetic, and passionate young woman who exemplifies the DAR qualities of dependability, service, leadership, and
patriotism. During her years at MHS, Betsy has been incredibly involved in both the MHS community and her local community. Betsy currently serves as the class vice president for the class of 2026, the president of Voices Required,
an ac cappella group, a link leader for the current freshman class, member of the drama club, and is a member of the National Honor Society, the National Art Honor Society, and the Tri Music Honor Society. Wow.
Betsy was also the recipient of the St. Anslam College Book Award during her junior year. In the greater community, she volunteers as a CNA for a patient with ALS, an intern with the Stand with Us, Kenneth Levventhal High School
internship, a fellow with the Diller Teen Activism Fellowship, and works a part-time job as a local retail associate at Ashley Irene Boutique. Betsy is currently ranked 13th in her class at Marorrow High School with a
4.959 cumulative grade point average. Since entering Marorrow High School as a freshman, Betsy has always been a hardworking straight A student. She is incredibly focused and determined to be the absolute best she can be. By the end of her senior year, Betsy will have
completed six AP courses, excelling across multiple disciplines. This year as a senior, Betsy is preparing herself for college by taking an AP biology, AP literature and composition, AP statistics, and honors anatomy. Betsy is very interested in pursuing a degree in
nursing next year when she goes off to college. Congratulations to Betsy on her past, present, and future achievements. >> Great. Well, >> may I add something? I know Betsy is not here, but I was actually surprised to see that Betsy that it didn't include
the the fact that Betsy was on the team that went to the International Robotics Championship. That isn't even mentioned here. So, >> that's why she's not here, right?
>> At home, she's actually at school. That's what the members of the audience said. So congratulations Betsy. >> She was also excellent in The Little Shop of Horrors, but Betsy has done a lot. So congratulations to Betsy. >> It's a great show. >> Yeah.
>> Um the next award is the Award for Academic Growth and Student Leadership and Learning, NSDC. It is with great pleasure that we recognize Jessica Cardardosa as a class of 2026 recipient for the National School Development Council Award for
Academic Growth and Student Leadership and Learning. Jessica is a true leader at Marbor High School and has excelled academically in her time here. Jessica has grown over her years at MHS into a curious, compassionate, and talented young woman.
In her her years at MHS, Jessica has been a two-year member of our one goal program, a program that introduces juniors whose first language is not English to the college and career landscape and helps them identify their potential professional aspirations.
Jessica is also a member of the National Honors Society, president of the Interact Club, and during her senior year is participating in our EMT program in spearheading a fundraising effort to provide AEDs for everyone of our athletic fields.
Academically, Jessica is a highranking member of her class and has an overall GPA of 4.72. Jessica has successfully completed three advanced placement courses and is recognized by the College Board as an AP Scholar. Jessica is currently enrolled in two additional AP courses during her
senior year. Jessica has an incredibly bright future ahead of her and we are so excited to see where college takes her. Congratulations to Jessica on her past, present, and future accomplishments. >> Congratulations. Oh,
NSDC write up for Nicholas Andrad. Nicholas Andrad, who I do not see in the audience either, unless he's hiding. Okay. Is an outstanding student whose academic dedication, personal integrity, and commitment to his school community
make him an exceptional choice for the National School Development Council award. With an impressive 4.56 GPA and a class rank of 16, Nick has consistently demonstrated a deep commitment to excellence. Nick is recognized as an AP scholar. In fact, by the time he
graduates from MHS, he will have taken seven advanced placement courses, including AP economics and AP Statistics, which he selected intentionally to prepare for his intended major in economics. Nick's impact extends far beyond the classroom.
A four-year member of the varsity boys volleyball team, Nick has been a central part of the program's success. Nick shared one of his proudest personal accomplishments was where he and his teammates reached the state elite 8 championship. He also
plays in a club league, demonstrating both passion and dedication to the sport. Equally impressive is Nicholas's commitment to service and leadership. As president of the Best Buddies Club, he leads efforts to support students whose special needs with special needs in forming meaningful relationships,
friendships, and building community. He is also a proud member of the National Honor Society, reflecting the strength of his character as well as his academic merit. Beyond academics and leadership, Nicholas balances two part-time jobs working at both a local car wash and a trampoline park. His ability to excel
academically, lead with kindness, compete athletically, and maintain a strong work eth e ethic speaks to his maturity, determination, and sense of responsibility. Nicholas Andrad's motivation, compassion, and commitment to his academics make him an exemplary choice for the National School
Development Council award. Congratulations, Nicholas. Nicholas was also part of the playbook initiative when we initially launched it. >> Joe, sure. >> I believe we took a picture. >> Yes, we have one just we have one more
that just uh squeaked in under the radar uh this evening. Um um a uh short but uh very powerful uh letter of commendation this evening to Skyler Monahan uh for the National Merit Scholarship Program
for outstanding performance on the uh PSAT National Merit Scholarship qualifying test in 2024. So a big congratulations to Skyler. Very proud of her. I think last time we took a picture with the >> picture. Yeah. Yeah, for sure. >> Those that are here, you want to come up
so we can do a little photo up? >> Yeah, I know. >> You don't have to partake. >> I want to reach out to you. a gentleman who used to be a city council and used
to be a school member passion and he's also with the Masons that have a lot of money to give. So, I'd like to reach out to you. >> Okay. >> All right. Ready? One, two, three.
One, two, three. right now yours. Congratulations. One, two, one, two. Congratulations. >> Congratulations. Thank you everyone watching for your patience. We will move on to the
superintendent's report. Uh great. Uh thank you uh Mr. Mayor. Good evening everybody. Um pleasure to see everyone. uh a few items on the agenda for uh or my report on the agenda for this evening. Uh first is to
give our attendance update. Um in your packet you will see uh attached to my report uh a couple of documents. The first is the active student enrollment. Uh you will see that our uh total student enrollment currently is right
around 4,341 students. Um, we're actually going to talk about that number in a few minutes, uh, when we get into our budget cycle and budget process. Um, behind that is our updated attendance year to date as
of December 5th. You will notice that our elementary schools are still hovering right around the 95% daily average attendance marker. Um the middle school is just under 95% still around 94
uh.3 and the high school is around 92.6 so a little bit lower than uh the others. Uh one of the challenges that we did have last week was some of the interruptions in our school day as a result of the
weather. um uh to assist with Friday's cold um sub below temperatures, uh we did hand out hats, mittens, and scarfves uh the Thursday before uh school was released uh to students who were in
need. Um since we have also purchased additional uh hats, mmitt and scarfves and have had them sent over to the schools so that if there are children who need them uh they are available. We do also have um a significant number of bins of jackets in multiple sizes handed
those out as well. Um so uh certainly uh working very hard to make sure that our students are warm and safe on their way to school each day as we go through the winter months. Um we will continue to work very closely with our schools and our student support teams to make sure
um that our children are coming to school each day. And we are um monitoring as you know uh in some cases daily attendance uh particular on uh really cold days. Um so um keeping a
very close eye on our attendance. Um moving on to transportation. Um things have improved uh with our yellow bus transportation. It's December so that's good. uh and and they have been improving uh for uh some
time now. Our family uh tracking uh app launched in November which has been helpful. I've definitely had feedback from parents saying um that it is uh it's not perfect, but it's definitely made uh a positive impact in terms of
notifications when the bus gets into their radius and triggering the message to the families that it might be time to head out to the bus stop. Uh so we're happy about that. The other piece that's been very beneficial has been the uh monitoring program that our administrators now have on their
desktops. So we can actually see where the buses are, the big big buses uh and tracking their whereabouts if there's a delay or if there's a question uh coming in from one of the families. So uh very happy that um our technology seems to be working and improving service to our
families and students. Uh but all that being said, it remains a priority as we continue to move through uh the the uh next few months, particularly the winter months. Uh with that, we are also closely monitoring our walking zones. Um
uh Miss O'Brien recently met with Principal House and Principal Serpena to get a sense of certain neighborhoods where there's a lot of walkers, monitoring the attendance there to see if we do need to add any additional buses. We'll keep a very close eye on that. Um we want to ensure that our
children are coming to school. Um you know we have that increased walking zone. So we're watching very carefully to make sure that children in those areas are still getting to school on time. Um so uh more to come on that as we continue to monitor over the next uh subsequent weeks.
Uh lots of conversation around the high school again this evening which is uh always a uh an exciting uh piece for our conversations. Um but we are uh well on our way to looking at expanding our
pathways, career pathways and internships. Um we as recent as uh yesterday and today surveyed our high school students to get a sense of what the career uh paths are that they are uh curious or would like to learn more
about or be interested in pursuing. Um this information is critically important. We had over 400 students participate in our survey. >> Uh and the middle school will be taking it uh I believe next week. Um because on December 11th uh myself uh principal
Serpena and Miss Coyle, our career specialists will be attending the um u MEDC meeting uh the Malbor economic development. I believe it's corporation. I think I call it council all the time but I have to correct myself. Corporation. Thank you. Um and the focus
of that conversation is going to be sort of multifaceted but one of the uh main pieces of our conversation will be around uh what are the areas of interest of our students? What are the areas of need within our community? Um and then
two things. Um the students as part of their survey they actually um outline specific skills where they are looking to build uh some kind of capacity or build some muscle around um but not necessarily technical skills. There was
some of that but the students um really shared a bit about and I know there's all different names for this so forgive me if I say it wrong but like the soft skills 21st century skills I feel like that name is always changing. Uh but one of the things that the students told us they really want to
learn more about was around teamwork, collaboration, communication um which is critical in any workforce as we know. Um so along with bringing the uh areas of interest to the MEEDC, we
are also going to be looking for matches around the skill development. Um, we will then be turning the tables and asking the questions to our MEDC about where are the biggest areas of need in Malbor as far as workforce uh
development and what are the skills that they see um a need in in kind of building and how can we work together to do that again those kind of softer 21st century skills. Um I'm really looking forward to this conversation Thursday morning. Um, we have put together a
small slide deck which I'll share with the school committee so you can get a sense of how we're going to show up and what we're going to be discussing with the MADC. And um the last piece of that will be around and um kind of shouting this out to to our community who's
listening um the survey that we sent out and mayor thank you for sending in the city email as well um around our portrait of a learner and strategic plan and what are those skills that we are looking for as far as development in our
graduates. So, um, we'll be asking our MEDC members and their colleagues to be taking the survey as well. So far, we only have 27 survey responses. Uh, but we are definitely going to keep beating the drum and getting that information out there. So, um, big focus on pathways
and internship expansion, but also trying to get a couple of bites of the apple in other areas as well. So, uh, very much looking forward to that. Um moving on to the FY27 budget development. Uh lots of work is
transpiring in that space already. Um we have a few different tracks of work that are happening uh currently. Um we are have already sent out to our cost center managers or our principles um those that are in charge of managing budgets. Forgive the term that's an old term that
I'm I'm used to using. Uh but we have sent out the requests for new um staff. So where do our principles see or uh program directors see gaps in staffing? Um that's about 80% of our budget,
right? So that's usually where the big uh the big ask is. So we've sent out those materials to uh all of our administrators. Um to date, we have two really important meetings coming up. Um the presentation of those requests will
be on December 22nd. Um and we've chunked a large portion of the day for those presentations and we're going to uh this year we're going to do them together as we've done I think in the past. um which is a really good practice because it gives an opportunity for our
administrators to hear from each other and to really get a sense of what uh they are asking for and really for us to collectively start those conversations around sometimes we don't always need more. We just might need different and so where are uh where are those spots
where we're going to need some additional uh supports and you know what are some of the changes we can make in our staffing patterns in order to help meet those needs. So, we're really looking forward to that um conversation. Taking that back one step on December
19th, uh Karen Runlet, our assistant director of finance, and I will be meeting with each of our principles and directors individually to walk through their specific budgets, um their supply lines, the consumables, all the all the
things. I call them kind of like the stuff and then the staff, right? So, this is kind of the stuff that they need to really look and see um we're going to go back three years um to see what we spent in each of these lines. We're going to look at our current spending
projections to see where we are anticipating being by June of 2026. That will help us better forecast our FY27 needs in each of those areas. It's pretty tedious and it's a lot of work, but it's really, really important. Um and then the final kind of piece of this
initial preliminary puzzle um our HR director, assistant finance director and I spent over three hours reconciling what was budgeted for our positions which again is what 80% of our budget uh what we have in each one of those specific positions as far as you know
salaries, where are the vacancies and um you know where where are we going to land ultimately with any salary um savings as a result of that. So that's really important because we can't roll over and start FY27 planning until we
have FY26 firmly in place. Uh again, that's 80% of our budget. So um lots of really good work happening in that space. And um I know I'm kind of geeking out on this part, but I'm really looking forward to bringing this uh to the forefront because our fiscal plan really
needs to match our instructional plan. So all of the goals that are outlined uh uh for the school district for this year that we know will obviously carry forward. They're pretty lofty goals. We need to make sure that our budget is actually supporting that. And there's no better way to see what an organization
actually prioritizes other than looking at how they spend their money in time. So this is going to be a really important process for us. It is every year uh but as we move forward. So lots more information to come on that. Um in your um packet this evening is the
first of four updates from our Asabet Valley uh collab special education collaborative. Um not a ton of information there. I'm new to the board so I'm learning uh a bit about the operations and the programming for the Aset Valley Collaborative. Uh and I hope that in uh future updates there will be
more information for the school committee to review. um as there's just really not a whole lot in their first report of the year. Um but wanted to make sure that it was included in the packet tonight. And then finally um at our last meeting
we had some conversation around elementary um afterchool programming. Dr. Scaza talked a lot about some of the tutoring work I know that's underway which is very exciting both from our students and from our staff. Um, and we talked a little bit about trying to
enrich the arts, specifically through music and trying to support the music development of our students by bringing additional music opportunities into the fifth grade. Uh, we know as we try to build that pipeline and that bench for chorus and band that we've got to do some of that work at the younger uh the
younger grade levels. Um so we are very excited to be launching two different afterchool programs as pilots, one at Richard, one at Jarwick uh with two different um community partners uh Bachar Rock and um the Rock Institute um
and really getting a sense of running two separate 10-week programs but focused around things like glee club, chorus, rock band, beat making and music production. um and really giving our fifth graders an opportunity to explore and experience something different and
giving us a chance to really evaluate uh and assess the impact of that. Um and so um we hope to repeat those uh programs or some version of that at both Kane and Good now, but we have to start somewhere. So we're going to start with
the pilot um at Richard and Jarwick and we will be using our revolving funds to pay for uh for that existing budget dollars. So, we won't need to allocate anything new to uh to those programs. But really excited. I just want to put that out there to our parents. So, if you are a family at home and you're
tuning in and you have a fifth grader, uh please do reach out to your your building principal. Um particularly if you're richer at Jarwick because we are going to pilot there first again with the hopes of expanding to Kain and Good now. So, we covered a lot of ground. Uh but
that concludes uh my report and happy to answer any questions that the committee may have. Lots of great stuff happening. Good. >> Okay. >> Can I just ask one question? Um, the family transportation tracking app, is that available online or was it like an invitation to follow that? Like if
parents aren't doing it now, how do they do it? >> Uh, sure. Uh so it for the app uh that has been uh put out through the principal's weekly messages uh with the um QR code to be able to um download the
app on your phone. >> Okay. So parents can find it in the principal's message if they want to ask >> is one and then also on our website um under the transportation. >> Okay. >> Great. I would just say easy to do on my phone
and as a parent the visibility has been really helpful. So, thank you. >> That's great. And the desktop version that the uh schools are using, it's it's very similar to like you see the little buses going around the map um on uh you know around the city of Melbour. It's
it's like watching you know a Door Dash or GrubHub order, you know, because that's what it kind of looks like um going across the city. I'm assuming it's available through Apple and Android phones, correct? I'm assuming if it's an app, I
would assume it's on all smartones. >> Just go into your the app store. >> Thank you. >> Superintendent Defalco, our winters can be extremely harsh as we see right now and unforgiving. Can you remind community members if they'd like to make a donation or support any coat, warm
clothing drive, how how they might do that? >> I appreciate the question. Um, so anybody who's interested, there's a few different ways we can do that. You can reach out directly to your child's school and have a conversation with their either adjustment counselor in that building or building principal. Um,
you also can reach out to my office and we will uh gladly take any donations and coordinate that through the office of student services. Um, and then we'll distribute those to our wraparound coordinators and adjustment counselors. So we have a really good network of of support in place. So multiple places you
can go your child's school or my office. We're happy to take care of it. >> Thank you. >> And would welcome any donations. Thank you. >> Okay. Very good. Moving on. Okay. Moving on to Assistant Superintendent of Teaching and Learning, Dr. Sansza.
>> We have some PD on the horizon. Starting um as early as tomorrow afternoon. So tomorrow, December 10th is our first or sorry, is our next early release day. And staff members will will participate in a variety of opportunities during
that early release time such as guided planning time where they have a kind of a a script that they're following um with the core programs in both math and reading when it comes to preparing for the next steps for those programs. So so teacher teams, grade level teams K
through five will be planning uh with the core math and reading programs. We have a roadmap focus on active learning um in all departments at the high school. I've talked about that previously, trying to truly get as many um active learning opportunities in the
classroom, get students kind of out out from behind the screen and engaged in learning in a different capacity than we have been used to uh during the pandemic and post pandemic. Included in uh the roadmap focus for professional development are
opportunities to work with student discourse. So we're trying to introduce as many routines uh to incorporate student discourse into all content areas as possible. So just recently I met with principal Richards and she has found a whole menu of discourse routines that
are applicable um all the way from preschool up to the high school classrooms. So you hear turn and talk used quite often, but there are a plethora of other discourse routines. So we'll have some time um working with
that um from the ECC up to the high school and elementary pareducators have a a really uh comprehensive and robust day planned tomorrow. So, we're excited to announce that Chris Henry and his team will be doing I uh Assistant
Superintendent O'Brien had mentioned it not too uh long ago, uh kind of that roundroin um training session that we had offered uh at the beginning of the school year where PAR educators will be at Hildri School and they're kind of rotate through stations and specific
professional development topics. And in this case, they're going to get as as much access to supporting the tier one core programs as possible. Uh in addition, Katie Garner, our representative from TNTP, is going to review some of the components of the IN2 math program um with our PAR educators,
and she's going to specifically uh reinforce ways that PAR educators can um assist in supporting students with that whole notion of productive struggle. So, as students are struggling with content, and we're really trying to get them to grapple with the material and and push
them through that uh zone of proximal learning, we want PAR educators to know what their role is in in that process and how maybe they they stand aside, maybe they assist in gradual release. So, uh we'll be walking the PAR educators through that topic tomorrow as
well. So the crux of these sessions is to tease out the specific role the para educator plays and how it applies to supporting or the PAR educators um role applies to supporting tier one instruction and the roadmap priorities. As previously mentioned, the January
20th professional development day will be designed a little bit differently. So, we're getting away from that choice um menu that we have offered and starting to streamline our our professional development on the full PD days a little bit differently. We are
going to continue to offer our morning antibbias anti-racism um training to all staff. Um um co-chair Michelle Bonhinger is on that committee with me and we've been using Zaretta Hammond's culturally
responsive teaching in the brain. And I do have a copy for you all. I just keep forgetting to bring it. I will get you your copy. Uh and we're working with a partner um from William James College, Dr. Chris Taylor, who is helping us design the professional development for that morning. So, I think it's going to
be uh really powerful. We've gotten some good feedback from the staff from our last session that they appreciated the uh the context and the connection to the text. So, we're going to move forward in that area. And then like I mentioned the uh afternoon we're going to really
streamline and prioritize the offerings during the PM session so that they are specifically tailored to and geared toward our uh tier one core program and instructional priorities. Uh just a couple examples of of what that would
look like. So I don't know if you recall but we used to use the writing with colors program um or strategy years back. We're going to reintroduce that because of uh continued um data that indicates that we are um struggling students our output is
struggling in the area of writing performance. So we're going to reintroduce that strategy to the teachers. Um and we are also going to reinforce the foundational literacy skills um in structured literacy for our uh primary educators during the PD
sessions as well. So, we have a lot of good things um that we will be focused on for the January 20th PD day. And then finally, our administrators, we haven't left them out this time either. And we have arranged or Chris Henry rather has arranged a training for our
administrators on running our NWA map growth reports. So recently we've really been trying to figure out what exactly is being asked of students what these assessments are measuring because we're putting a lot of stock in in their measurement um and making sure that administrators not just the principles
but the ETLs and the assistant principles are are able to run reports that are meaningful when they are leading conversations with teams of teachers. So got some good stuff planned for the 10th tomorrow and the 20th of January. Thank you.
Thank you. Any questions? If not, we can move on. Okay. Move on to the assistant superintendent in student services and equity. >> Uh thank you very much. Uh before I go into my report, I just wanted to uh
thank Dr. Scaza and the office of teaching and learning um you know for the collaboration in preparing for the professional development training that we're doing tomorrow for the K to5 PAR educators uh that is part of the special
ed um strategies uh that I have put together and presented to the school committee where we're looking to be able to increase the par educator skill sets and have them be um able to be more effective in supporting students within the general education classroom. So I
want to thank you and your team. uh this the curriculum supervisors we met along with John Fletcher to be able to come up with um not only the PAR educator training but we are also uh working together with the um with curriculum supervisors and providing a training
tomorrow for the K to5 special education teachers around the inmath and into reading and how they can utilize that within their um pullout sessions to uh have higher expectations for students in you in access to the core curricula ulum
as well as how they can um better support general education teachers within um those curriculum materials. So thank you. So uh on to my report. Uh last week we had uh the department of education in on site on
Tuesday, Wednesday and Thursday as part of um our audit of special education and civil rights. Uh we are part of group A which um group A is more heavily concentrated on special education regulations and a little bit of civil
rights. Group B which will be in three years would be the opposite. Um he heavier in civil rights and a little bit of special ed. So uh prior to the on-site visit we had uh had to provide a lot of different docu documents. Uh Dr. Scaza had taken the lead on the civil
rights areas which included uh responsibilities of the school principles which uh in regards to implementation of the district accommodation plans as well as procedures for early literacy screenings that identify early warning indicators
for indicators for dyslexia and intervention planning. And that is a regulation that had went into effect a number of years ago where elementary schools are required to provide um to do an early literacy screening for kindergarten through age three and then
any students that are uh identified as a red flag warning uh would be to implement uh interventions for um those students. So uh during the on-site visit uh they did uh review a number of uh student records. The majority of those
records were special education student records uh that were pre-selected uh a couple weeks before they had come on site. Uh for those records, they were looking at timelines uh making sure that we had translated documents uh for any
uh parents who English is not their primary language. Uh also reviewing uh to make sure that um that special education procedures that reflect compliance were um noted throughout the uh the record. They would go back sorry
uh over the last two years and looking at um you know making sure that uh that parent notices went out um within 10 days meeting notices went out uh prior to 10 days of of meeting that IPS went out in a timely manner after IP
meetings. In addition, they also looked at general education student records. Uh uh they looked at nine of those for the pre-referral process, which uh is called uh at the elementary level and uh secondary level. They it's called a
student support team. The assistant principles run those at the elementary levels. And there are um at the middle school and high school level they have designated um staff uh either like a team leader or at the high school it is
um a specific person that is running their student support team. So uh what that is is uh when a teacher has a concern about a student they will bring that student forward to a student support team and they talk about what
this what the concerns are. They look at data and they develop a plan, an intervention plan for that student. They implement that over a period of six to eight weeks. Progress monitor and then um the student support team will review
um to see if there was improvement or if they need to do other interventions. And then over time if there is not uh if they do not have progress then there could be discussion about um moving that student forward for a special education
evaluation to determine whether or not that student has um has a dis a learning disability. So, uh they looked at nine records across the district for that and they also reviewed eight uh K to3 records across the um two from each of the four elementary schools to look at
um the documentation for those early literacy screenings. They also conducted a number of interviews. They interviewed myself as well as John Fletcher, the director of special education. They also interviewed all of the building principles uh and
our director of ECC. Uh that's a first for me. Uh usually they only uh interview maybe one or two. Uh this year uh part of their uh uh focus was on the pre-referral process. the um the process for the
students support teams as well as um MTSS which uh I had for those of you who might not know that is the multi-tered supports systems of support. So um you're looking at uh tier one which is
our is the inter um the instruction curriculum instruction that all students get whether or not it's academic or it's our social emotional learning curriculum. Tier two would be general education interventions for any students that are not able to um be successful in
tier one. Tier three um is more intensive interventions and uh sometimes at that point tier three is also considered u special education services. So um they interviewed all the principles asking them questions about their procedures within their building
around that as well as procedures regarding the use of timeout spaces within their buildings. When the uh team members were at the buildings interviewing the principles, they also uh went in and tooured observed each of the timeout spaces to make sure that
they met the regulation requirements. Uh that it's a safe um safe space, that there isn't anything there for students to injure themselves. Making sure that um that there's no um that the doors have uh windows if there is a door. you
need to be able to make sure that um staff have um visual contact of a student that's in a timeout space at all times. Uh then uh they also are scheduling two virtual interviews this week with uh parents of special education students. One of them is the
chair of our CPAC and then there is another uh parent that was selected to be interviewed as well. the next steps. Uh within the next week or two, they'll reach back out to us to schedule an exit interview that will um that will be both
myself, Dr. Scaza, and then superintendent DeFalco uh and uh John Fletcher as as the director of special education. Uh they'll provide us with preliminary results and uh then they'll follow up with a final report uh based
on their review. Um, and I guess that's it. >> Any questions? >> Thank you, >> Katherine. You um, thank you for the information. I guess when you had mentioned about the different student records that were selected,
pre-selected, pre-selected by them, by us, uh, random, >> um, both. So, uh, they we had to submit our entire roster of special education students um at the beginning of the
school year. So, they reviewed those and they went through um looking for a variety of um of students at the elementary, middle, and high school level in district, out of district, looking to make sure that there was a um
a a representation of different disabilities. Uh so they went through and they um picked um picked students from that and then they met with John Fletcher and I to go through those and uh if it was a record that was selected
um say of a student that has moved since um we had submitted that then we would um let them know that and they would have a backup name. So they were the ones that had picked them. Um and then we had a couple of weeks to be able to get those records from the schools to my
office and they had camped out in um the superintendent conference room for 3 days uh to be able to uh review those. >> Okay. Thank you. >> You're welcome. >> Anyone else? No. Okay. Thanks. >> Thank you much. Moving on to the
acceptance of minutes. Minutes of the November 25th, 2025 school committee meeting. Motion to approve the minutes from the November 25th, 2025 meeting. >> Motion and on the table and seconded. Questions, comments, or concerns regarding the November 25th school
committee meeting? Seeing none, all in favor? Minutes are approved. Thank you very much. Moving on to public comment. Is there any public comments going once? Seeing none, public comment going twice.
Seeing none, public comment for the third time. We good? We are good. All righty. We are moving on from public comment, action items and reports, acceptance of donations and gifts. Um, so I'm going to go in order here.
The charitable trust era key realy services scholarships for graduating senior for $500. Motion to approve. >> Motion to approve is on the table and seconded. Questions, comments, concerns?
Seeing none, all in favor? Thank you much. That's carries. Next one is Marro Nissan Scholarship for 1500. Scholarship per graduating senior. Again, >> motion to approve. >> Motion to approve is on the table and
seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Okay, I want to thank the RA key realy services Marbor Nissan scholarship marbor Nissan for those scholarships and moving on to Okconor Studios for student
programs and activities at Kane School for $1,447.94. >> Motion to approve. >> Motion to approve is on the table and seconded questions, comments or concerns. Seeing none, all in favor? Motion carries. Thank you, Okconor
Studios. And then lastly I have is Hannerford Supermarket for $444 for student activities at high school. >> Motion to approve. >> Motion to approve is on the table and seconded questions, comments or concerns? Seeing none, all in favor.
Motion carries. Thank you, Hanniffords. All righty. Moving on to student council MASC annual conference March 4th through the 6th in Hyannis. All righty. How are you? I'm back. Yeah, I know you are back. It's a good thing.
>> Hi. >> Uh I'm Ariel Ellen Klein, one of the adviserss uh for the Malbor High School Student Council. I'm here requesting permission for attendance and participation in the MASC, which is Malbor Association of Student Councils annual spring conference at a 3-day,
twoight conference held at the Emerald Resort and Conference Center in Hyannis um in March. At this conference, student council members and adviserss are engaged with nationally recognized speech speakers, workshops, awards, music, and dancing. This is a rewarding opportunity for leadership development
of our most active student council members. Attendees are trained in leadership through cutting edge small and large group workshops with national presenters and student hosts, which allow all delegates an opportunity to share ideas and learn new skills. This is also a great opportunity to network
with like-minded students from across Massachusetts. At the close of the event, there is a formal awards recognition banquet that recognizes student achievement and council excellence. We are planning to take the allotted 12 students this year. >> Great. >> Um I'm excited to share that we have more applicants than we do have spots. A
big turnaround. Um for the past couple of years, attendees attendees have been able to experience this valuable opportunity at no cost through sponsorship and fundraising. That will continue that will continue to be true. Um MHS is able to sponsor eight students with chaperons and transportations and student council has worked very hard to
fund raise to supplement the remaining costs for uh of this conference for the additional four students. So we have that covered. Um over the past few years our council has rebounded and this event has been a catalyst for engagement and involvement and activity. Students come
back with enthusiasm, ideas, connections and skills that they've accumulated over three short days. Thank you for your continued support of our student leaders. Okay. >> Motion to approve. >> Sure. We have the agenda in front of us. Do they really do a polar plunge? All of them. So like is that a require is that
a requirement or just >> to do the polar plunge? Um we do it. It's not a requirement. You need a towel holder. Um but yeah, we do we do raise funds um in conjunction with Yeah, it's a it's a big part of it. Yeah. Special Olympics. >> First thing on the itinerary day one. So
it's >> tri by fire, >> right? Okay. Some of us plunge twice actually because we do that March 1st with the police and then we go. Yeah, >> the commitment. I love it. >> Right. >> Uh there is a motion on the table current and seconded. Is there any
questions, comments or concerns? >> My only comment I would say is I I thank you for um doing this year after year and you've been such a great role model for these kids and I appreciate it. I know um
I had a student that was able to be involved in the student government and when you're talking about the soft skills that they learn. This is it. You know, this is this is a great example. So, thank you so much for your dedication to this. >> I I did owe that. Thank you very much. I
will be abstaining from this vote. >> Okay. All right. Any other questions, comments, or concerns on motion and seconded? Um all in favor one, two, three, four, five, six and one
abstain. Just the record reflect that. Thank you, Mr. Secretary. Much appreciated. Thank you. >> Thank you. >> Enjoy the conference. >> Okay. Moving on to memorandum of agreement between MRO school committee and the MRO educators educator association temporary vacancy school
nurse coordinator. Mr. superintendent. Do you you elaborate or no? >> I don't do. >> So, this is um a side letter between the NEA and the school committee regarding
the responsibilities of the director of nursing position that is continues to be open. Um and the MEA is going to take on some of those responsibilities. >> Okay. >> So, we voted in executive session to
approve. We will vote again in open session and then I will sign the letter. >> Okay. >> So move to approve. >> See motion on the table and seconded. Any questions, comments or concerns? Seeing none, all in favor? Motion
carries. Moving on. Reports of school committee subcommittees. Is there any going once, going twice? Seeing none, Karma. Moving on. Members forum. Is there anything from members forum? Yes.
>> Um I've reviewed the warrant and we'll be signing it for you. >> Thank you much. Okay. Anything else? Yes, sir. >> Uh just a reminder for the community that on Thursday night at Wickcom, we have our
Marbor High School winter concert at 7. Uh it's a great showcase of the arts and nearly 15% of our students are participating in a winter concert. Um, I also wanted to touch on the tutoring that a tool shared with us at the last
committee meeting and reflect on the student um council discussion tonight of peer-to-peer tutoring. It's nice to see um that outreach into the schools and across the schools happening and seeing students help each other. So, thank you.
>> All righty. Want to thank all the students who participate in the downtown tree lighting and the holiday stroll. was uh I believe you were at the performance Denise. I did not make it but I know during the tree lighting it was beautiful music as always. So thank you to all the students who participated and dealt with the cold weather as we
lit the tree. Anything else for the members forum? Seeing none >> move to adjurnn. >> Move to adjurnn is on to executive session. Yes. So >> move to adjourn into executive session.
>> Motion's on the table to adjurnn. Questions, comments, concerns? Seeing none, all in favor of adjourning. We are adjourned. 856. Thank you much.