Uh, good evening. >> No. >> Okay. Um, he's supposed to be coming on. So, say she's talking. >> Okay. Um, in accordance with open meeting law regulation 940 CMR 29.10,
10. Please be advised the main school committee member Natasha Rivera um is attending this meeting remotely. In addition, because there are committee members attending remotely, all votes taken at this meeting will be by roll call vote. Uh lastly, if any school
committee members are not clearly audible to fellow members or any members of the public, please notify the chair immediately and we will do our best to remedy the problem and we'll inform the public. Um, so let's say the order at 7:01.
Um, she on the >> No, she's not. Yes. >> All right. I'll let you know when she pops in. >> All right. Um, any urgent business? Any
public comments? >> No. >> And we have not received a student report. We won't have it. >> Oh, there won't be. Yes. Right. I forgot about that. They they mentioned that in the meeting
superintendent report. >> Great. Glad to be here. I had the opportunity to talk to one history class and the high school student advisor actually Hogan was there with me paying attention and we talked about a lot of topics
that you were not sleeping um we talked about alumni field so it was a good conversation I was able to clarify some things for the students mainly upper classmen who really understood I think the bigger picture if you will in terms of we've asked a lot
of our community so just to remind you we've asked for new green metal elementary school at 80 plus million dollars and the community came out overwhelmingly supported it we've asked for in the past an override which was maybe a little bit less than our original asked for an override but
nonetheless we asked for $600,000 and then override to support the operational budgeted school and again the town came out and supported us So we need to keep that in mind as we're asking and asking and asking because as everybody does.
So taking that into consideration because and this does not work in our favor. It just is. The plumbing code changed a couple of years ago. So this has nothing to do with Maynard. It has to do with meanderable sense of if you're going to build bleachers because
of the new plumbing code you now have to build bathrooms and you don't get to pick and choose how many bathrooms. It's a very straightforward formula of if you had this amount of seating, you need x amount of women's bathrooms, men's bathrooms, and neutral bathrooms. And
for us, that becomes one of the major expenses because we don't have that kind of plumbing at alumni. So they really I I will say the students both in the history class and the student advisory council really seem to understand all of that which then when
we sort of back we separated a couple things just that graduation is graduation. If you want graduation outside we can always do graduation outside. If you want graduation inside we can always do graduation inside. graduation separate issue not part of
the conversation if you will. Um and then we talked about really looking at all of alumni field because the track is pretty close to end of life and really moving to take a step back. We're in the process of writing letters for a variance, meaning what we'd like
to do is let us have a variance rest and use the high school rests temporarily, but we're significantly further away from the field than what the code permits. We looked at all the options. Portaotties don't meet the criteria
either. the Boys and Girls Club doesn't really have the facilities inside to meet the criteria and it looks crossing 117 and their own structure doesn't always support it. So, we will be asking for variance. Um but big picture we said we're willing to take a step back to the
don't want have to ask the town for3 4 million $5 million whatever it might ultimately turn out to be for bleachers track lighting restrooms concessions which would make perfectly good sense for alumni and I think the school the
athletic department the students the community I think they love that they value that they would be excited about that I think even the understood that taking that step back and waiting a little bit was the right.
So after I will update you once we send the letter I'll send you a draft. It's been the revision mode but I will share that before it goes out. Um, we're utilizing chapter one tutoring thanks to an
anonymous donor and an anonymous school committee member who sort of facilitated this behind the scenes. So, they're providing ting to many of our elementary school students. So, once that's been underway for a little while, we'll have an actual update about what progress
we're seeing with those. So, it has to do with reading. >> Um, and it's free to us. It has to do with reading. >> Oh, okay. So there's an anonymous donor out there who funds it >> and I have no and I'm not being koi. I don't know who it is. It's much easier
for me not to know since they want to be anonymous and I don't but we've worked it through with them. So they are in play and it's what it's happening was a little off on this. Daryl Mitchell is not he's he's with us. He's a
facility team. The person who was our project's outdoor facility person retired a couple months ago. Daryl who has experience in landscaping applied for that job. So he trans transferred him to that job. It's not a new position
for man had that position. It's the person who if you are here at the right time you'll see them blowing leaves doing minimal like sidewalks uh plowing type of small stuff. um but outside predominantly and then in winter when
there's not outside things we did some inside work. So we're grateful to have him and it kind of works well because it was really what he was interested in. So that's been great. Uh our facility staff also attended an uh storm water training
with EPWS. So that was exciting. So, we did have some technology issues a week ago and thanks to the technology team, technology director John Dei relatively quickly, but it's never a
good thing to get or files. Um, it's not good for anybody. And amazingly enough, I don't even know how these guys do what they do. I said, I need to send a message to the community so they know. He's like, I can make that happen. I'm like, oh,
>> I know. Yes. And he's like, "Wow." He's like, "Give me your password. Log into your computer. Do whatever." And he comes in. He goes and I had my 15 minutes of fame to be able to get my message out. And then within the next couple hours, they
ran what they did and we were back up and running. But it's always um >> especially for teachers, parents, everybody. See, we continue to work on grants and
our budget. Um, the town did come in very close to where they originally said. Um, I think and I don't tonight's not a budget presentation, but we asked for 25575, $575,000.
That was our request to approve that. They came in about with his revised number as of January 20th, it's like $397,000 off, which is about 3.3% higher than last year. So that new number and I have
to say I might not be I'm just going to say I am appreciative of 3.3%. I think that's really a reasonable number for the town with uh on how we'll close that gap.
Okay. We continue supported schools committee during the week. This one particular meeting was a was a one-off and we did not have huge attendance but we already posted the next meeting and people had already applied. So I don't know if this was because it was January and people were busy and off but it
wasn't heavily attended but we were able to complete level two. So, one of the grants uh schools grants has what they call levels kind of like I would call them sections called levels one, two, three,
etc. And it's where we do our self assessment. They ask questions prioritize. So, we're about we've done about four of six of those levels. We'll finish up at the next meeting or maybe one more meeting and then that helps us determine an action plan for next year. So between the ECP surveys that we do
with CSS, this is just a double page. Uh CPAC sponsored a presentation understanding supporting school avoidance. Great topic. See the presentation when the topic is spot on for this day and age. Uh February 6th is the Green Meadow Winter
Concert at 9:00 a.m. which might fit somebody's schedule. And if it does, I hope you can attend that. Um, can you send us the info for the February? I don't think I got that.
>> You did? >> Yeah, sure. >> I put the Wednesday. >> Um, they don't have to. No, I don't want to. >> But I will I will add >> I could have missed it. I did miss the
CPAC presentation tonight. So I'm wondering >> that's not my fault. >> No, >> I know, but I was saying like I don't know like how how those are shared or where they're shared. >> They're in my store. They're on website. >> I don't know if they're in principles
newsletters as well. They probably are. I see news and chief. Yes. So they're in those. Um, yeah. So it's a, you know what, you get a lot in these letters, but as a school committee member, you're getting at least four a week because you're getting each building and mine.
>> So >> I think potentially I missed between the parent ones and committee one stuff, but I did never did see that one and I would have gone to that one had I seen it. Um and then for the tutoring um is I know
when people give make donations we have to vote to accept the donations. What's the mechanism for this and do we need to do anything? >> So they didn't make a donation to us. Okay. >> They made a donation. So their connection is with that group. >> Okay. >> Who wanted and I don't know why but they wanted to support pain. So we didn't
actually accept any money. >> Yeah. which is like allowing them to go to school basically, which is not a good thing. >> Okay, that's awesome. I was I have been wondering if that was like I saw an article in the newspaper yesterday about
um the state paying for tutoring like Mara Hilly pay um >> just not >> Yeah. Is it this is it similar in terms of what they're offering or >> I'd have to look at that. I don't know what she signed on for. Yeah, she it was like 83 or 85 towns. They're going to
give free reading tutoring to elementary kids from February, April or March to May this year. It's kind of random. That is that. >> Yeah. So, this is probably for us this is probably more beneficial for our
students because I think it's ongoing. >> Yeah. That's awesome. >> Wow. continues. Yeah. >> Do we have to apply or do anything or they're right >> which says people
>> do we have a mechanism to thank the anonymous person? >> I just did. >> Okay. >> I don't even know who to send it to. >> I could send a letter to chapter one. >> I will do that.
It must have been somebody who has some connection to Bayerd who's got, >> you know, a nice chunk of change to be able to grade two picked. >> I can find that. I don't >> It doesn't really matter.
>> Okay. Yeah, I'm not >> that the Oh, the sold after what? Sorry. >> Worries. Okay. Alexa,
but saving supports I feel like don't quite get anywhere assessments and we have like a finish line by >> Well, we did a lot this year already this year. >> Yes. But I guess it's because it's taking us a while to get to
some point. Just >> so you've seen the plans this year, right? >> So like our microaggression training department, >> right? So a lot of our professional development this year came from last year's data, right?
>> And so this is more data, right? More >> plan, right? And then we'll have a probably a more robust plan. But basically the plans that you have that you build in time. >> Oh, great. Hi, Natasha.
>> Hello. Can you hear me? Okay. >> Sorry, I was having some computer issues. >> Okay. All right. Um Natasha, we just went through um Brian's um
superintendent report. >> Oh, okay. >> I don't know if you had a chance to read through it and if you had any specific questions, otherwise you will the nature's classroom and the field trip.
>> No, I didn't have any questions. Thank you. Okay. Um and I had one thing. Oh, >> just the the wording in your in the technology part of your the everything
down, you know, being down. >> Yeah. >> It just seemed weird that it said with a focus on inerson teaching. um they know what you meant by it, but like just see if you're already a
person. So, you know what I mean? >> Yep. >> So, um Okay, let's move on to the bathroom. >> All right, here we go. >> Hello, I'm Max Sullivan.
Yeah. >> Yeah. Um I organize the nature's classroom uh trip with Michelle Travers every year and so I'm here again asking um and informing about and next year's trip, the fall 2026.
So we've been going for over 48 years. Um I don't even know the number anymore. I can't even keep track. I am not the one who started it, but it certainly started in the 80s, I think, or 70s even um before I was born. uh the trip starting. So, um we're hoping for the
seventh graders to attend in the fall of next year from November 16th to November 20th for the 5day 4-night trip in Brat, Massachusetts, which is where we've been going since co new location. Uh the cost
for this trip is $480. It's a $15 increase um from last year um just due to other um increases and that covers the room, board, programming and transportation for all kids. Uh we have two fundraising opportunities uh to reduce the
individual costs. So there's a flower power one that will be um starting in the late winter um February and March where you sell like seeds and bulbs uh for the spring and students will earn 50% of what they sell there and then we
also open it up to all staff to if anyone wants to order and that helps us with a scholarship fund as well. Um we also um will do we have a Meadow Farms homegoods fundraiser um that we do which is sort of like the traditional
fundraiser that you might recall about and uh kitchen wear and things like that. And then we also get some scholarship funds from nature's classroom. It's now called outdoor classroom. Uh but we get scholarship funds from them. They give us um one
scholarship for every 25 students who attend. And then we also have the founder PTO who has been so great in helping us in covering the funds as well for students who need them. And we have about 10% of students who typically uh request financial aid of some sort. Um
sometimes partial financial aid and sometimes it's 100% financial aid. Um I would say very rarely that 100% financial aid. Um we have that sorted by our principal Kenny. he has a financial aid form and I think it's now districtwide perhaps um that they follow
um for those requests. So um he handles that. Um I don't handle those particular and then we have students who don't attend the trip. Uh sometimes it's you know like three students and sometimes it's a little bit more um like eight students and those students who don't attend they come to school at Ballard
they form their own cohort and they do some um different types of learning where you can do those in a small group. This past uh November, students went on some nature hikes just around the properties here. Uh they did some different scavenger hunts and they did a project uh where they were building
different examples of animals adaptations and things like that. And those are upstairs at Fowler in their display piece as well. Um and so the kids were able to do something a little bit more hands-on um even if they didn't attend classroom and do some of those different learning as well. So, um,
we're open for school committee approvals for, uh, this trip of, uh, November 16th through November 20th. It's that full week that exists before, uh, the Thanksgiving break and after the Veterans Day holiday as well.
And there are some like uh requests I might have uh if possible uh for there not to be an early release day on the Friday where we return because that can be a little bit tricky um in terms of kind of coverage and getting the kids back and with the buses as well because we do share buses with the school
district. So um I know that that is on your to-do list. Um but it's something where if possible although we have gone in years past where we have returned um on an early release day and it's just difficult for our teachers to
participate in the PD of that day making sure that all getting connected with their families and getting all their stuff. Um and also it's a little bit tricky getting the buses and getting the kids back. >> That's okay. We'll figure it out.
two days ago this past year. Was any of it due to financial reasons or was it teachers really didn't want? >> There's there's a variety of reasons why. There's some um students who uh who wanted to go and then they they just felt like they they couldn't, right?
They were feeling anxious about it. Um, and so that was like a family decision and so, um, I work with the parents on that. Uh, we do reach out and offer financial aid to any students or families that I hear do not attend. Um, and those are really conversations that
Mr. Kenny has with those families. Um, and so I am not aware of students not attending due to financial. >> Um, I tried to put the offer out there as many different times in as many different ways as possible. Um, and I've also had um our counselors at the school
connect with students to see if maybe there's something um going on that maybe I'm just not aware that students. So, usually when there's students who are not attending, it's kind of that we have a variety of adults who are trying to kind of figure out tease out if
there's different things. Um, we also have students who are will say, um, is there anything that is preventing you from going or that you're worried about? We have had students who have attended just for the day and that the parents have um transported there. Um we've had students who we say you want to try for
the day and then if you want to stay uh then you can stay and then we are able to pay or have them pay just like you're going to pay for the days that you attend. And so that can help as well. Um typically those students stay for the week. Um and they're like I'm enjoying this because part of it is the unknown
and we're asking some kids to go outside their comfort zone and take a little bit of a risk. Yep. >> And so we try to make it as flexible as possible for families and for students to do that. >> This year both team attended so that there was
different principles over the course of that week and that's been a little bit different. Was that more helpful this past year do you think? >> Yeah, I think that consistency in our shops is always very helpful. I think to have chaperones who are able to be there
for you know the first half and then you know trade off um because in the past there has been times where you might have had somebody during the day and somebody else at night. Um so having somebody there for like the two and a half days and then have basically kind of like high five way out. I think that
is helpful to have you know just that coverage of additional adults. Um okay. >> Oh, sorry. >> Um so because this is like during the school day, it's not like something in
the summer. I have concerns about kids not being able to afford to go with the financial aid is and you might not know, but is he like looking at somebody's income and saying, "Okay, your family makes this amount. You can afford to pay this and then therefore if they don't feel they can pay that, the kid's not
going." or is it more flexible than that? Because I really want to make sure I if we're doing it during the school day and we're not kids aren't being singled out because of financial reasons. Um so I have seen part of the form or some version of the form where um we are having conversations and
saying like what is it that you think they could afford? So not there's not any sort of sliding scale or anything like that. Um, I think it was different when we had applications for the like free lunch and reduced lunch where we had all of that data. Um, now it's
really just about having a conversation with families and thinking about what they can do. Sometimes it's also just about creating a payment plan like what's a payment plan that that works for you and sometimes it's like, you know, $20 every other week is a better option for me. >> Yeah. Um, I do think that one of the
challenges that we have too is that we only accept cash or check payments for field trips. And for many people, um, they were like, I don't even have a check. And so uh we were trying to work around like do they go to an ATM and then how are we getting that money to
the school rather than >> so I mean that's something that I would be interested in figuring out how we can figure out a payment system because I think if we were able to open up the payment um to be a little bit more flexible that we would find that there are families who are able to do it and
able to budget it on their own whereas right now we're really trying to say can you budget a check every so often cash every so often which is a little bit tricky even for like people who might be able to afford it but trying to think about like um do I have that cash available to pull out you know does it
match up with like kind of due dates so try to be flexible but without having a credit card option I think um that's challenging and I know some of the other trips >> that are international because they go through different >> like tourist agencies that they have a
lot more flexibility with that um and so I I think that they probably don't have the same issues. I mean, I'm sure they have um scholarship pieces, but >> the cash in the check piece of it is >> is a challenge for us. >> I think I worry too about families that, you know, they might be making money
right now, but not knowing if they're going to make money next week and not wanting to spend the money now and then their kids being singled out and left out and stuff like that. So, I just really feel like if we're doing it during the school day instead of school, I don't want kids not going because they
can't afford it. Um and then um the I I think last year when you talked to us, you talked about some of the safety um changes that were being made and working with the counselors um and special ed
teams about uh preparing is everything you did the the changes that were made last year seem to help and work out well and are they the same plan for this year um in terms of like planning boosters or two and try to keep everybody safe.
>> Yeah. And so we have um those same kind of I would say like rules and policies and practices all in place um from year to year. Um and that's sort of the benefit of there's a >> a lot of us who've been going uh for many years. And so one of the things
that we added was that there's always a counselor um who is there and I think that's really helpful um because we're really talking to kids and approaching them like together as a team, right? So, um, one of the goals that we have in seventh grade is that we're trying to build those connections with our
students. And so, we had asked the kids, uh, before the trip and after the trip, like, have you made more connections with adults? Like, who are some adults that you feel like you could go to? And part of it of having the counselors there is that they were helping us as teachers to make sure like we would talk
through if we were like, I think this child might be having a hard time, help us check in with them. Um but then at the end of the week the result is that you know those students who are coming to us uh teachers and not just the counselors and so I think we really like to broaden um kind of their their support team as well. So I think that
that change helps as well. So I think keeping those counselors coming I think that helps all of us and helps for the kids to recognize that you don't just need to go to the counselor right that we're all here. I just want to make sure there's more safety things in place now than there have been in the past. Um and
you know like I know like the needs have gotten more significant and um is there and with sleeping arrangements is it possible for children to not be sharing the room if that can be a safety issue where they can feel unsafe sharing a
room? >> Um yeah so there are different rooming different like cabin setup and dorm setup. Uh so there are dorms which have the smaller rooms um which could be turned into a single if if needed. Um I
think sometimes though there are students who feel um uncomfortable being in a room as a single as well. So uh I think those would be individual conversations that we would have with parents. Some of the things that I reach out to parents about starting really now is if you have questions about how your
child might do with the trip. um if you're not sure how their experience will be, we want to talk through it. Then we have those conversations so that we can try out a couple of different things um beforehand and then we come up with a plan. Would they do best with one roommate or
two roommates or a bigger room or um who are some adults who they would feel the most comfortable with? Um do they need to check in at home um every morning or each night? So those are all part of and those safety things and comfort measures they want for students and also all students are different. There are some
students that we go who have been going to summer camp for years. And so I mean they pack themselves up. They are the most efficient packers I've ever seen, right? Their parents drop them off and they're like, "All right, see you on Friday." And like they're off and they're ready to go. And there's others
who haven't been even like a sleepover. And so I think we would just want to make sure that we're talking to the parents um and students and say what are some things that you're worried about? What's on your mind about it so that we can accommodate them? >> Um and you have the counselors and
special ed involved with the room for everybody. >> Uh so we have everybody um review all of our things and all of our assignments uh before we go. So start that process a couple weeks before we go. And so we might be making some
changes um until basically the weekend before we go might be the time is where things are finalized depending on if anything comes up with a student and um or if a parent has a concern but they get pre previewed with the special education staff. Um, and then we also
have peros who join us on the trip as well. And so those support the students in the cabins as well as on the antics. >> And I'm sure the answer is yes. But are the most of the adults present ones that work with the kids um during the school year like they're the class they're that
teachers that work with that grade level. So the kids are >> um it it depends. There are some who we have that are like their previous teachers. So if we have a we've had fifth grade teachers and sixth grade teachers um um as well as seventh grade
teachers move and then if there is a a parent or somebody who they maybe have not met before and we've also had new students who have joined us basically like three weeks before the trip. Uh we introduce them ahead of time if they're going to be like their chaperone um or
be with them. And then we also put our adults um in cabins together with each other so that there's two different adults that they can. >> Thank you. >> Natasha, do you have any questions? >> Uh well, I I did have just uh two. One,
uh Meg, thank you for you and all the staff who are doing this again every year. Um much appreciated. I know the kids and the students really love it. Um, just to piggyback off of Hillary's comments, I think my what I had raised
last time and I believe that's what I heard, but I wanted to get confirmation um that there is a counselor going. I know that there are certain students who um who normally might get counseling services while they're in school and so they will have that opportunity or have
a touch point or access to counseling if they are away. Um, and it sounds like the the special education team is, you know, looking over that to just kind of highlight some kids who might have transition, you know, changes in their schedules, who might have more anxiety
so that they can have an adult just kind of check in on them at some point during the day. I think that's kind of what we had talked about also last time is just making sure that um we're a little bit preu uh proactive in and kind of you know making sure that the ones that we
know are the more anxious um ones have a familiar face or someone to to kind of get a touch point with during the day um before the end of the day cuz I know it's a long day and sometimes the um some students can just get over you know
over stimulated um long day, new environment and um I think the idea is to kind of catch that before. So it sounds like all of those checks are in place again or are going to be continuing with looking at um having counseling available and having the
special ed team look over the the roster um as well. I don't have Is that correct, Meg? It's just it'll >> we do all that and on the Monday when we arrive at Nature's Classroom, all the Fowler teachers um gather together and we form our team and we we talk about
who's in our cabins and we talk about check-ins that we need to do. Um and we have that uh on our like radar about who we're checking in with and when we're checking in with them. Um talking about different check-in points during activities or in between meals or during
free time and then as well. So yeah, we have that as part of the schedule. It's a great practice and so we would continue that and it's working well for the kids, it's working well for staff. >> Great. Um I don't have anything else except for the financial piece. Um and I
know that this kind of gets brought up um about well two things actually. One the the reliance on funding support. I know that we've we're kind of like the expense, you know, of how much expense
is the, you know, the whole um trip cost versus how much we're we're needing to support for financial aid. And I think we're kind of, if I recall, and I'm probably going to um reward it, but it was like kind of like burning the candle at both ends. We're kind of seeing an
increase in the need for some financial supports, but we're also the funding opportunities there. Do you feel like the PTO has been able to or will be able to subsidize this on a more ongoing basis to fill that void?
>> So, I think that they're able to continue to to fund it at the level that they're funding it. And so what we do, uh, Miss Travers and I do is that when we are running fundraisers, we're also using those fundraisers to add to our
own scholarship fund as well. And so try to help those as well. There are other um, fundraising opportunities that we haven't tapped into yet, such as like the dining out where you get like 10% from different restaurants and things. Those are things that we haven't tapped
into yet because I know that there are other uh programs that are doing that. And so I would also say that we have some untapped ways of >> opportunities haven't used yet. Um okay where I just don't want to step on any other programs to I'm sure the other
>> No, but it push came to show. >> Yeah. Push came to show that there is something. Okay. Um, and then just to a point you brought up earlier about um the need for checks and cash and um I do
know that through schoolbox you can um post invoices to people and that they can I've seen this done in other schools where they can pay partial um like they don't have to pay the whole amount. I don't know if we've looked into that.
So, I'm just totally making an assumption that um but I know there's functionality in Schoolbox that might help a little bit with that. So, people if you're talking about, you know, paying on a certain plan, they can pay like whatever towards that invoice. Um obviously there's the fee for the for
the card, but if they're, you know, able to absorb it out of convenience or whatever. Um I just wanted to kind of throw that out there. Uh I know a lot of um schools do use that through the store or they have options through the store. You can select like field trips or whatever and pay things conveniently
through school bucks. So um just another um opportunity there if we can get away from checks and cash. I'm always um an advocate for that in some way um for flexibility and just for um financial stewardship. So
that's all that I had. Thank you very much. Um just um thank you again to everybody get the closest together. It's just a great event for everybody in it. >> Two and a half hours out or >> two and a half hour drive >> very difficult to go over a day. So it
makes it more flexible for the kids that not quite feel like they want to do that. And um speaking um about child So it's always about the teacher or the kids all happy belts. So I love that
too. That's come back love the experience. Um all the teachers love to go and I have people asking me recently, have you started asking for shack roads for next year? Yeah, not yet. Um, but I'll
let you know. Yes, you get to see the kids in a different way where you typically might not. And especially to see you and see us too, right? We're really bundled up and um especially like the fifth grade teachers and and fourth grade teachers. They just really love to see how much the kids have matured and I
encourage you to uh go in the upstairs uh the display cases up there. We have our photos of our seventh graders um and our eighth graders from their most recent trip up there and some of the projects that we did. take scrolls there when you get a chance. We leave them up all year because it's always fun to see how far
the kids have grown uh since the beginning of the year. >> I had a question about the fundraising. We um can do you also post like on s'mores for the all building
knew that it was an option. Plus, like I love the flower power fundraising. So, you know, I'm always interested in getting votes and stuff like that. So, if if it's out there for the rest of the
school system to be able to to help >> so I know it goes into Mr. Kenny's like we pass it to him for the one and so I'm not sure but I will ask him to share as well. to help that any purchases that you make
can get credit to a student if you put the student name in um or to our general >> right all in favor Oh, sorry. Roll. I forgot about that. Um, Natasha,
>> sorry, I'm the the I ruined the party. Uh, yes. >> Hillary. Yes. >> Thank you. Until next year, then. >> It feels like they get more frequent. >> We do do two in a row previous time.
Thank you. >> Oh my god. >> Hello, I'm William Sodto. Um, and I'm here to propose a second my second PF uh trip international to Berlin, Prague, Budapest, and Crackout. And that's
breaking news for all the students as well. So um this is going to be obviously run by a company called Education First or EF travels. Um me and has traveled with them at the B now 12 times um with me being the last time
last year where I took students to Ireland uh which was a allout success at student and main time. This trip will really focus on World War II history um just due to the region of the world where we're going. Um the trip is going
to the requested dates we have are June 20th 2027 to June 29th of 2027. So this is should be after the school year weather permitting. Um but there is a flexible travel window with that uh due to dates and itinerary and things of
that nature where the earliest we could depart is June 17th and the latest we could depart is uh June 23rd and then it's a 10day for in those dates. um with the earliest return being June 26 and the latest return being July um
2nd. This trip is going to cost students uh $4590. So 4,590 during the early enrollment period um which is a about a twoe period right when I open the trip for enrollments and then after that it will
go up by $200 uh to 4719. Uh the cost per chap would be 5,439. However, one chap um is given complimentary for every six students that sign up. And we try to keep that
ratio of a six to1 student chat room ratio the whole time. Um so the price it does obviously have a higher price tag. However, what you get with it is a full-time tour director, all transportation, breakfast and dinner
every day, hotels, expert like sightseeing tours, uh tickets to all the attractions. You'll see basic travel insurance and 24-hour emergency services as well as tips, which is different from last year where I was one of those people carrying a lot of money in an
envelope in tips. But I made sure that this year it's included in the price. I don't have to do that uh because that was uncomfortable. However, um one of the things we do for students who may not be able to afford the trip or might have trouble is we do plan it
so early uh in advance. We are 15 16 months out at this point and EF offers a lot of different payment plans such as everything from weekly payments to pay at your own pace um and everything in between. They also offer scholarships
through Gap and uh students are I was told also welcome to apply to the mayor school district's uh travel scholarship. Um the as for fundraising plans um once the group is established uh we will determine whether we want to run the
fundraiser. Last time I will say we did not. However, that could also have been due to me being the first time group leader. Um, and I've learned and hopefully we can do a fundraiser this year for it, but there's nothing currently planned for that. Um, as I
said earlier, the chaperon ratio last time we went with three chaperones. It was myself, Betty Mabod, and Sean Burke. Um, all staff members here at Maiden and I hope to keep it that way. Uh, with Benny Mabb being the future at the high school and Sean B being a track coach
here as well as a firefighter EMT, which is one of the reasons I wanted him to be on the trip. Um, and that'll be a 6:1 ratio. So, last time we had 20 students with three chaperons. Um, which is a little bit above the six to1, but we try
to keep it as close that as possible. Um, a nurse is not required for this trip. However, that is student dependent. If a student does require a nurse, then a nurse will be one of the chaperons that we obviously uh for the safety of students because that is one
of our main priority, the biggest priority. Um, other than that, I believe that is all our information is open to anyone with a valid passport. Does not have to be from the United
States. Um, it can be any valid passport. And they have not, from what I've heard, experienced any trouble getting students in and out of countries. And if they do, they have an excellent service team. Um, that I've experienced help many students in the
past in some emergency situations. Thank >> Sasha, do you have questions? >> Um only um um one question and I don't foresee this really um I think this is a great
opportunity. So thank you for for coordinating um and bringing this up. Um just two questions actually. one is it looks like the earliest departure um would be in the 17th. So that potentially could be before the end of
school. Um and so I'm guessing like depending if there's snow days or whatever that might be. Um would that just generally be like excused absences or how does that work, Brian? >> Yeah, those would be excuse. >> Okay.
>> Yeah, if if it if it Yeah, if it overlaps that way. That's what I was wondering how that would work. Um and then um there's I know there's just right now a lot of um um issues with immigration um that are
happening with travel bans. Um most of them are coming to the United States, but there's um also some countries that are doing retaliatory um travel bans. I don't foresee uh these countries in in Eastern Europe, but this is a year out and with everything that's
happening on the larger scale um who knows. Um how would that um is there a discussion with the travel agency about if there's some issue with you know a contingency if there's a you know some type of travel ban um you know for the
you know United States travelers going out to one of these places and what that would um what would that scenario look like? Would they would the families be able to get their money back or is is there insurance that can cover that? >> Yeah. So absolutely um I have talked to
EF about that specifically with everything that's happening in the world and um EF would they have told me in a situation like that depending on the severity of the issue um would be willing to give students and families a
refund if it were to completely cancel the trip. um as well as uh what has happened in the past and actually to me personally when I traveled in high school was there was a travel ban to Turkey um when we traveled to Italy or when we traveled to Greece. So what we
did was we stayed in Greece for an extra day as the cruise ship we were on traveled to Turkey and then they picked us up back and forth in Greece. Um so they they arranged that all. Um, other than that, uh, I can have more conversations with them and get more
information, but I see the the absolute worst case scenario is if the trip were to get cancelled, they would, uh, refund. We also do have secondary itineraries planned if something were to get moved or something were to happen. Yeah, it would I think my my um it would
be great if in any agreement with the travel agency if we can get some verbiage, you know, some type of reassurances that there is a a plan B. Um you know, because obviously it wouldn't be just affecting this trip, it'd be many, many, many trips. and you
know if they're going to have a potential loss, a significant loss, I just want to make sure that we we've accounted for it and that maybe we can have some type of um contractual obligation that you know that we've agreed to ahead of time as opposed to waiting um and assuming you know that
they would be able to what they say now next year might not necessarily be the case. So, that would be my only concern is if we can get something in writing from them to support their um whatever it is that they're offering and we're comfortable with that, then that would be great for the families.
>> No problem. I can reach out to my EF agent and um have her um hopefully get that information for us. I I don't see it being an issue. It's they are very responsive and >> Yeah, they're great. Um All right. Thank you so much. Thank you.
Um, so I have sort of similar concerns. Um, I know that there were issues with CO happen with EF not returning classes. Um, is that have they tightened up their language to be like do you think that they would be better this time around than they were with CO? >> I I do think uh with CO being something
that affected the whole world, maybe I I'm not sure how their workings work. Um, however, I do know especially on the student travel side, their verbiage has been updated. Um I don't know exactly to what extent but again hopefully they've been more than willing to give me refund
guarantee the contracts before. Um so I am sure that they'd be willing to do it this time to whatever extent that they're willing to do it and I would definitely pass that information on and make sure to get that before in writing as well. >> Yeah. Is there like a date by which we
could cancel um but do they give you a date that >> Yes. >> Yeah. So there is a date in which uh we could cancel and it's dependent on when I push this out to families. Um so the plan is hopefully tonight they will get
approved and then within the next two weeks I will push it to the families and allow students to sign up about a week later. Um, and it would be about I believe it's about 3 months before. Uh, I don't want to say for sure, but um, usually everything is about 3 to 6
months before where something could happen. >> My worry is sort of that gray area before a travel ban. It can get totally impossible. But like >> I I love that you're going to this area and I think it's such an important thing for people to really
have that true learning about. Um but you know there is like a war nearby and we could have others um over the next 15 months. Um and so I just worry about the scenario where people pay money that's
non-refundable and then we feel like they've been conscious that conscious they can't send children. >> Yeah. >> Um whether it be the immigration issues coming back or violence abroad. Um, so like if you can find out that thing that
would be helpful. >> Um, I you said that probably they would be the teacher the chaper would be teachers. If they were not teachers, would they be background checked? >> Yes. So all everyone who is above the age of 21 who has to be a chaperone has
to go through a background check. And um yeah, EF requires all adults 20 years or older to pass a criminal background check before traveling with our student travelers. So >> do you think you'd be able to get mostly teachers though? No. >> So I already have had several people
from all buildings asking to go on the trip. So >> I figure I might be able to fill the trip. Yeah. >> Um I Is this instead of the Italy and Greece trip? Yes, this was instead of that uh in Greece trip that was um put
out there um just because there was a conflict with another trip. Um so we readjusted and we figured that because of the time of year change um that somewhere like Italy and Greece would be too hot for u the chaperons and especially the students to we didn't
want to take the risk of something because I know how hot it is in Italy and grease during that time of year and it's not fun being outside taking walking tours and things like that in high 80s low 90s. out. >> Um, I know that there were parents and
students who were concerned about the fact that the original tour that they were hoping to go on was during the school year and obviously after graduation. Um, and I know much of that's just how we're left, but um, it's open to
students who will have graduated >> absolutely. So if the student have graduated already um they will be eligible to go on the trip as they would be signing up now. Um so we did have on the last trip two two graduated seniors. Uh the only thing that changed obviously
for those students there are no real school repercussions that could happen if something were to go wrong. But it is up to the discretion of me and the chaperones to send the students home if something really bad were to happen or um have them stay with the chaperones to
trip or something along those lines. Uh and that would all be on the family's cost. So that is the real repercussion for anything that were to happen trip. >> How do you publicize it like in terms of who is it put out to? and put out to all like students, all families in terms of
like the inclusivity of advertising the trip. Um, and then on the flip side of that, if it is open to everybody, how do you handle those students that have special needs or behavioral issues or other things if you're the side of the world if there's an issue?
>> Yeah. So, we would travel with or we open it up to everyone that is currently within the high school. So uh when we open it would be to all current I guess 9th through 11th graders even 12th graders would be gone. Um and then if the trip is not filled we would then
open reopen up enrollment next year for the ninth graders that are coming in. They would have less time but that's how we decided to do it. As for students who are um special needs or with disabilities, something like that. If we were to get a student like that, we would um I would look for a chaperone
who's a trusted adult to the student in the school, a pair of professionals, special ed, uh teacher, something along those lines. Um as well as working with the counselors and um you know, liaison of that student to see what might be best for that student.
>> Will you send the information to parents of the students? Yes, all information about this trip will be sent to both um as well as the way that enrollment is going to work um through feedback from parents is now I'm going to have an interformational meeting about the trip
with all the information cost price date everything there will then be a grace period for families to go think talk it over as it is a big commitment financially and then there will be a set date prior to that meeting and told families about a week later I'm thinking
uh when it will say enrollment will open at this date on this time um and that will be set for them. >> Um my last question is um would do you would you do any sort of pre-trip work with the students who are going in terms
of like relearning about the history and particularly about you know behavior and being respectful and what you know both just in terms of international travel and specifically with regards to the places. >> Yeah absolutely. So we have um student meetings as well as uh student and
family meetings on separate occasions where student meetings are usually held right after school for about 30 to 45 minutes um on various dates due to conflict sports and things of that nature. Uh and in those meetings I typically try to focus heavily on that
aspect, the respect aspect, the uh history, what we're going to see without giving too much away for them to experience. Um, but I know from my travels, I I've traveled a lot with way to EF and just around in general that there is a big difference in cultures and that's vastly important. So, I do
emphasize those things uh from little things like hand gestures to um certain clothing you need to wear when you're in monastery chapels and things of that nature. So, and then at the parents and um guardian meeting as well as students are always invited to those as well. That's where we'll focus more on the uh
nitty-gritty details about payments and um itineraries and how to reach uh thing, but they'll also get a little bit of that education as well for their uh how many students are you willing to enroll? I would love to get over 30
students because if we get over 30 that would guarantee major to have their own uh trip their own bus as last time we had 20 students and if we have less than 30 we would have to pair get be paired with another school. Last time we were paired with another school from Ohio so
they were in the same hotel with us. They took the same coach bus everywhere we traveled. The rooming was completely separate. So main students were native students. They were theirs. Um I'm hoping to get over 30 for that number and I believe the interest will be high enough to get that. Um at the second
trip the hype around school is already up about the traveling uh and things of that nature. So that's the number I'm trying to hit. Anything over that would be great. So my next question sorry um so when I
was 16 I traveled to Eastern Europe and I on a very different um saw working out and several other concentration uh the work that was done in advance
there was a tremendous amount of learning we also went to other sites within Israel Uh but there was a tremendous amount of learning but there was also a tremendous amount of mental health preparation because it can be extremely emotional.
We had counselors with us uh when we went and although Ashitz Burkanau is a museum and there's there's quite a bit of it behind the glass there is quite a bit of it that is not uh and you can
touch and you can feel and you can smell and it is for many people an extremely emotional for adults for kids uh we went with Holocaust survivors So uh it's
definitely my concern is for the students who are going who need additional preparation in advance of this trip to understand and be mentally prepared. Uh but also when they go and
see these sites, is there the opportunity is the trip we're going to have the opportunity to have sessions in the evening to depress and to sort of work through what they actually saw um and how they felt while they were there
because it is they will never see anything like this ever again in their life. Uh and so that is that is a concern that I have um for the students. >> Yeah. So um one of the things that we
were thinking as chap due to the uh high intensity and emotional um aspect of this trip is to potentially get a counselor to come on the trip. However, um the chaper needs to be willing to give their time. Um, so that is something that we were looking at as
well as during the trip every night. Typically after dinner, you go back to the hotel. There's not much later at night where we have a debrief at the group. And then me and the chaperons always sit in the hotel lobby or somewhere where we can debrief anyone who wants to talk, anyone who wants deep
breaths, anyone can come up to us and have those conversations. uh as well as I was thinking of asking and getting support from the uh counselors prior to this trip um throughout the school year next year and have the opportunity for
these students who sign up to go to the counselors and really talk about any concerns they might have uh uh and something like that. I have not approached the counselors about that yet. Um I was hoping to do that after today. Um but that is something I was planning on. I think I'll be honest, we
had to have sign off before uh we're allowed to actually go on the drip. Um so we had to go talk with somebody member um to sign off and say that we could actually be
able to handle the type of a certainly the trip I went on. you're gonna go to fun places and do and do fun things. Uh mine was a bit different >> and it was appropriate, but I I am concerned that some of the students
might also need that kind of sign off um depending on the students okay and is that something you might want and let parents know that we might want
that? >> Yeah, absolutely. That is something um I would be more than willing to have. I have not thought about it before. So, thank you really emphasize that matter of how emotional this trip is going to be. I know it means a lot to uh me and some of
the shapes that are going with us due to um you know, family history and relation things like that. Uh and I think that's a great idea and I would definitely be willing to have that conversation with with the family as well. Um so you did the last year. Yes. What
you learn this time changes? >> Uh yeah I mean a couple small things. Luckily it was for a first trip and for everything it was a a great success. Um I have traveled with the so I was very comfortable with them. um little things
like make sure we have passport before we get on the bus and things like that. Uh we had a situation where a student forgot a passport at a hotel. Luckily Ireland's not too big so we're able to go back and get it. Um little things like that. Fundraising u would be a big thing because one of the biggest points
for me and travel is that I hate how expensive it is. I wish everyone could see the world. It changed my life and that's why I want to give it to my students because of an E trip I took. Um, so fundraising is something that I would love to pursue this time as I
didn't last time again because it was my first time doing it. There's a lot going on. Um, just it's really just small things like that. Um, learning and and you know having the right amount of stress and maybe getting some sleep this time.
>> Um, just one yeah and I know that and you will will take this under adisement. the um make sure that those passports are at least six months. They've got more than six months like talking talking to the kids six months ahead saying you know make sure that you get
>> yeah all passports are required to be extended at least six months uh as well as all passport information and things like that are required to be I believe it was five or six months before um the trip. I actually think it further than
that if I remember correctly. Does that mean they give you their passport information in the five or six months? >> No, they they put all of their passport information in to the their account. Okay. >> And everything has to match. So, it has to the correct spelling, the correct uh everything with their account, their
passport has to be and I do believe I think I misspoke with five to six months before. I actually think it's well before that. So, eight to nine months before that sounds more right in my head. Um but yeah, that's definitely a concern and everything from getting the passport if you don't have one. That's a
big emphasis that every one of them needs to get impassport, get it into EF so they can check it and everything. Uh, you know, things of that nature. Yeah. >> Yeah, I can. >> Yeah, I can definitely see if
>> Absolutely. There is a Instagram page for by us uh it's called Ms MHS trips for all student travel um that we have and and that's what we're planning on using where we posted you know candid
photos of the students and uh photos posted just giving updates to parents as opposed to you know sending a a formal email out every night say here's what we did here's some pictures. It's just an easy way to kind of get all those uh you know lots of pictures of what we're
doing and napping on the buses and stuff like that which is awesome. So >> yeah. um if uh students don't have US passports of other countries, would you find out about that ahead of time to know? Um you know, I'm sure you'll be
watching how US travel guidelines go, but um I went on a school trip and we found out that the country that a student's passport was actually from was not getting along with an adjacent country. Um but the teachers didn't know where her passport was until we landed and went through customs and they were
like, "You're from this country and took her away." And um the two teachers that were with this group of students were pretty petrified, but nobody gave them any info for >> Yeah. So I find out that information prior to I find out nothing about like
the personal information on their passport. However, I do find out um what country their passport is from and I find out the um specs that is on their passport as that is how roing is done >> um unless there is a issue that arises
with that rooming situation where we're more than happy to speak to that individual on a individual basis. >> Um thank you. Yeah, >> Maro, I had a couple of questions u follow-up questions if that's okay. >> Yeah, sure. Go ahead.
>> Okay. Um, one is just a follow up to I know that the EF travel has a really great checklist for families. Um, that has like deadlines when you have to turn this in. And so I just wanted to kind of echo that that the passport piece is one of those sending a copy like by this
date, you know, you need to do this and they do a lot of followup with families um um through their account as they create their profile. So I always thought that was really helpful. Um, one thing I think just to call out is that um, for any potential students that um,
might be undocumented or something, they would not be able to benefit from this opportunity um, just because they would not be able to travel likely um, or they would be restricted by their immigration status. So, that's just something for the school committee just to be aware.
um there's nothing that we could do about it, but that's just the way um things things are um right now. And I would obviously uh want to make sure that we're not putting any student in a compromising position by um you know, if
there's someone who is in a particular their family is particular way that you know they're not being singled out in some way because they don't they're not able to do this. So, I just want to make sure we're sensitive about that, which I know we are. Just to echo that because we I know we have a lot uh a lot of students every year, increased numbers
of EL students that are coming in. Um and then the uh the other thing I was thinking about as I was hearing the conversation um and knowing the instances we've had at at and just in in Maynard, but other schools as well about um anti-semitic
um you know, issues. I wonder if we could have this as like a learning opportunity the students who go who are not gra who are not graduating. Maybe they can come back, you know, and do like a quick presentation to the school, you know, community or the high school about what they learned. Um, you know,
things that kind of make it a little bit more real. Um, some of these, as you know, Alexis has said, are very, you know, impactful. Um, and, you know, not many people get the opportunity to see this, you know, firsthand. um sometimes out of sight, out of bind
and you kind of forget, you know, the historical significance and what actually happened. So, I don't know if it would be helpful to maybe just bring back that you know what the students who who are able to go um what they learned from it. Maybe they could speak
firsthand as a student, what they found most um impactful from the experience. Um, you know, I I I think that some of these things do need to be reminded and um because there's been an uptick in some anti-semitic things. I think it's worthwhile that we, you know, reinforce
um the extreme cases that are not in our distant past of what's what that leads to. So, I don't know that would just be my suggestion. And it could be something very simple as a, you know, a couple of slides and, you know, having a couple students who go maybe speak about, you
know, what was meaningful to them, what they learned, what was maybe something they never knew um that they would want to share about, but I think hearing studentto student feedback, I would really be um an advocate for that. I don't know anyone else has thoughts on that, but
>> yeah, I think that would be a great idea. Um, as you asked earlier about Ireland specifically, um, I think it would be great in and I would definitely try to put that together for students after each trip to come and present to you guys about the trip in general,
whether that be how impactful it was on them, what they like, what and all the things that you suggested as well. Um, I think that would be great for students to do and I know many of the students would be more than willing to they talk about the trip to other teachers and and guardians and parents and adults around
the school all the time. So, um I do think this trip will be especially impactful on the students, which is really one of the main reasons we wanted to do this trip. Um and we know how difficult it will be it for us and the
students and uh we are going to keep that in mind um throughout the whole trip and planning it as well. And I I think it might be a little, you know, might help that processing, you know, for anyone who who does, you know, kind of get it that they can kind of talk it
through a bit with their peers in a, you know, in a safe environment um about what that what that meant. Um because it is, you know, some of this is really obviously um hard subject matter. Um, but I think that they're mature enough at the high school level to, you know,
they're studying things in history. Um, and, you know, hearing about it firsthand from a peer, a student. Sometimes we know the value of student feedback from other, you know, their friends is usually often carried a little bit more has more weight than what they learn from maybe teachers or
or parents. So, um, that would be kind of we can leverage that in some way and keep that understanding. Um maybe it might help in in I don't know with some of the the thoughts around anti-semitic in in instances or thoughts people are
having in the school that they you know think are or jokes or funny. Um just a way to counter some of that if we can. Thank you. So when I came back, we were required to actually that was a part of our
responsibility was for the next because we were juniors in high school uh that for the next two years we had to give presentations throughout the state and throughout New England to different groups. I still have
never at that part get rid of it. Uh but it included how to actually give presentation. how to put it together. So, I'm more than happy if you want I can go through it and see what um what
might be to the students >> um and to you and the other chef as you're working through this. >> Yeah, any any support to aid the students and being able to experience trip or when they process uh their the
motions of the trip would be great. Thank you so much. would work to keep your journal. >> Yes. Yeah. I tell students to write every night. That's one of the main things that I've learned for traveling is to jot down big ideas from the day, anything you felt, anything like that. So, >> I wonder even if a counselor can't come,
if they can go over with you ahead of time about what they know about each student and like you if you guys can have one-on-one conversations with the kids, even they said, "Don't approach you to have that conversation." Like if the counselor can say, "This kid will probably act silly, but that means that or
>> Yeah. So I have conversations like that with the nurse about uh medical information as well as the counselor about um students. Now this trip I would um due the nature of it do it for every student. priority was uh just with students of so
>> and I um just to I'm sorry Maro can I have one more just thought that as we're talking about the sensitivity about this um is that I know um we might not know people's family's history and their you know people like might have a
grandparent or something that you know was impacted you know through the Holocaust or some family relative so I mean our our nurse wouldn't you know have that information necessarily early. So, I think I heard you say I just want to make sure that when you send out information that you would also solicit, you know, families if there's anything
in particular that you'd want us to be, you know, to know about your family situation or something that maybe they can highlight that um you know, for for us. So, if there's a, you know, a family that had a whole side that was, you know, I I don't know. I just that's
something we normally wouldn't know about kids families um to that extent and their history but um and I would you know maybe they'd want them to go to experience it but also just so that we're sensitive in case that you know someone has a reaction to that that it's
a little bit um you know different because it's more personalized. Um that would be my thought if you know we can solicit parents to let us know if they have any um anything they want to share about their you know maybe that that
might be relevant to this uh trip. >> Yeah, absolutely. when I send uh all the information out to you students and when they um the students who sign up and anything of that nature when they um sign up they can give me the information that they're willing to share with me and I always
>> asking or prevalent information uh about their students um anything from just how they act normally to anything that could help me best help them on the trip and especially a trip like this is what information I ask for. So yeah,
>> terrific. >> I thought I heard you say that. I just wanted to make sure. Um, so thank you. I appreciate that. >> Um, Pauline, I had a question about the motion because it includes the the dates, but what happens if the dates
change? So taking place around let's use that word. >> Oh, okay. Okay. So if the dates do change, then that we're still okay. All right. Um then I'll make a motion to approve the high school trip to Berlin,
Prague, Krakow, and Budapest taking place around June 20th to 29th, 2027 and to allow student fundraising discussion. >> A quick question. Um in the event something happens between now and the
trip and it might need to be cancelled, we don't need to be involved in that. Brian, you'll if there's like some immigration thing or whatever, we don't or they need to change the dates um or something to that effect.
>> To know like if you know given if there becomes like a geopolitical safety issue that the trip is to be cancelled, >> I would >> probably we would also be worried about. >> Yes. Yes. Yeah. I would share all the information and be on top of it as well.
Um and with all parents and anyone invested in the trip. I would definitely send all information out about that. >> I think if there were a situation where you know it had to cancel like we can take the fall by voting to stop the trip
instead of you making this having to do it yourself or something. So, I guess what I what I my question was is that I know sometimes with um as the trip goes on, you know, the things are being booked with EF. Um it could be like I
don't know, I've seen like they need to change a location or or whatever or they need to maybe move the dates because it's more optimal or whatever. Um so I just want to make sure for the school committee action um you know if that
happens are we expected that to come back to us? I don't that's what I it's an open question really for the school committee um or is the motion significant is enough where around um like if they have to extend it and add a different location or things like
that because that does happen sometimes with with EF. Um, >> but the policy requires school committee vote for a field trip out of state. It doesn't have um address if it's canled. There's no school committee action. I believe it can but they would just be
>> but if it's like changing the dates or the loca or the locations like sometimes they might say, "Okay, we can't go here because of we're going to add this other location instead." Um, and then they like they pull the families families vote like you know they it happens. I've seen it happen quite a few times with EF
depending on when they start booking stuff. But um >> promotion >> I just want to make sure we're we're we're expected like everyone's expectation is like the same like I wouldn't expect them to come. I would be with Brian can kind of like do that but
I don't know if everyone else feels that way and I didn't want you know any assumptions. Okay. and Natasha. >> Yes. >> Alexis, yes. Mary, yes. And I'm a Yes.
>> Thank you very much for your time. >> Thank you. >> Middle school works. is Rebecca that's on the line for you. >> Hello. Um good evening. Uh as I think I
met you all once before, but uh I'm Rebecca. I'm the the town and school energy manager and um I'm looking to apply for a grant that is a fairly short timeline and I've got a few slides to go through to to sort of give you some
information on it and I'm I'm seeking your approval. So I'm going to share my screen. Oh, uh, this one. Okay, >> Maro, I have a question just as a a point of order um about this. Normally, we would
>> approve when we receive funds from a grant like so when we're allocated or when we are awarded and then we would allocate it. Um, does this require our approval? Is that why we're doing this or is this more of a heads up? >> Technically, it's a little bit of both.
There is a form in the grant that um either they require either the select board or the school board to sign um basically saying that you'll go through the project if if it's awarded or you'll I mean to the best of your ability. Um I
talking over with um with Greg and um Greg um and uh Brian, it sounds like um it might make sense for the select board to to sign it since they're the ones taking financial responsibility, but I wanted you all to be, you know, included
and and and looped in and and get your thoughts as well. >> Okay. So we um again so this is not going to be awarded to the school then like that's what I'm wanting to this the school would get cuz if we get it then
we have we allocate it once something's approved for us. >> I think >> I think it would be helpful if we go over the grant and and that might answer that question. >> Thanks. >> Okay great. Um so as an overview um this
so the grant is for um schools it's called the green school works grant and um you're applying with a project. So Natasha that might answer your question is that it it would be a grant for a specific project. You wouldn't be
allocating the funds but you would be like the funds would kind of be already allocated to the project. there'll be like a a line. Well, yeah, we can talk after. I just I'll I'll be patient just to to see just Yeah, >> I know that sometimes town finance is is
a little different than school finance. That's why I wanted to >> call it out. >> Yeah. And I'm I'm still kind of getting up to speed on exactly how that works. But, um, as an overview of the grant, there's um it's uh this it's in its second round and previously it was only
open to schools serving 40% lowincome students. And then in the second round, they've opened it up to to more people and it's sort of more of a selection criteria instead of a requirement. And um the awards weigh range between
$50,000 and $3 million with $19 million available. So um kind of a limited number of slots if everyone's going for $3 million, but um but it's a really great opportunity if we can make it work. So uh up to 15% of the award can
be used for design and project management and there's no uh matching funds required. So um if we're able to to design a project um we may be able to design a project
within that 3 million or or close to and and um and then basically be able to do something for for almost no cost to the town. We might I think a lot of the the projects that it targets would go above
three million but in that case we might um that would be another discussion. Uh so eligible project types or uh heat pumps they they want you to address or they want you to consider geothermal. Um we're looking at the Fowler Middle
School um for this grant and uh I I don't think geothermal would make much sense but we will address it in the grant. Um, you can also go for uh solar arrays, uh, electric or thermal battery storage, electrification of equipment such as hot water, uh, kitchen
equipment, laundry, etc. Um, weatherization, which they said would probably only be selected as part of a larger project. So, that's like improving the building insulation and and uh, and window ceilings and and all that. And then um an electrical upgrade
as part of a lar larger project which we would definitely want to pursue uh because um Valor does not have enough electrical capacity for for cooling at this point. And then um we can also apply with multiple project options. So
that's sort of a a general overview of the the grant. Um, what I've been thinking or what we've been thinking is I've been working with with Brian and Tony um to look into into options is um focusing on the Fowler
Middle School and um and working on upgrading some of its HVAC. Uh all of the HVAC is pretty much at the end of its useful life and is kind of running on borrowed time. So, um, anything we're able to replace would would help, um,
like protect us from the cost of replacing it when it fails. Uh, so, um, a little bit of like a an overview of of the setup of of Fowler HVAC because I think that's very important here. Um, there's like as as you can see
in this picture, this is like an overhead view of of the middle school. And, um, the flat roof has a bunch of rooftop units. um and which are like these big boxes and they have like heating uh cooling and ventilation. So,
it's sort of like an all-in-one HVAC box and it serves all the specialty spaces. And then um there's kind of a similar box that has uh mostly just heating and ventilation. A few of them have cooling and those serve the classrooms as well
as a couple other small spaces. And those are located in the um in the gabled roofs in the what what um we've been calling the mezzanine. Um and so those were built into the building. So pretty much you can't get those out
unless you remove the roof. And um like uh and that can be difficult if if you ever wanted to replace them. I think uh mostly we've been sort of upgrading or making repairs to them as needed. But um the big issue is that there's no
cooling and uh in the classrooms or there there's a window EC units but the building doesn't have enough electrical capacity to support um cooling in all classrooms. So only some get it at this point. So um I think there's a bunch of
goals we could have with this money um and upgrading the HVAC. I think the biggest one for I'm thinking is adding some centralized cooling to improve comfort especially as you know uh temperatures just get get hotter and
hotter every year and so when while New England used to be sort of a cooling optional place now we're it it's becoming more of a requirement um as I've mentioned upgrading electrical capacity as part of the project um anything we can do to prepare for the
the roof repair that we've uh we've talked about in the past. Um keeping install costs and energy costs low and then um also making whatever we do making um HVAC easier to access and repair. Uh well um potentially
maximizing roof space for solar and then um the goal of the grant is to and also the goal of my role is to reduce uh carbon emissions. So that would also be be a part of it. Um, are there any questions so far?
>> I I have a few. Um, but I I'd rather wait until the end. Um, if that's okay. >> Yeah. >> Yep. So, just um just to make sure we're all on the same page with heat pumps because you know there there's a lot of talk about them. I think um sometimes people have different things in their
heads. So, um, there's a lot of different configurations for heat pumps. And they're I think of them more like a category of HVAC equipment. Um, and they basically all of all heat pumps operate like an air conditioner, but they're able to work in reverse. So, instead of
just pulling heat out of a room and rejecting it somewhere else, like outside or in a in a geothermal context, it would be like into into the ground. um they can also pull heat from that
source and um and dump it into the space. So um there's a lot of configurations which I show here. So you can have like a packaged rooftop unit that looks very similar to what we have now and um and sort of do like a a like for like
replacement. Um you can do mini splits which uh can be helpful if you have tight spaces. And then there's also um geothermal which we mentioned you'd have to dig um big wells but then there's
some added energy efficiency. Um, geothermal I think is is usually a little easier to do in new construction um because there's, you know, more more options for where you can dig, but um I think has can be done in in retrofits as well.
So, um, my thinking is that I would want to apply and stay below the 3 million as far as project costs, but um, try to get as close to 3 million as possible. I
think um, like like doing converting the school entirely to heat pumps is going to be much more than $3 million. Um, I have some studies going right now to look at energy savings as well as cost and um and like the
logistics of of doing this and and uh and what we would need to be taking into consideration. So, we've got um I'm thinking we've got two options here. We've got a classroom option where we'd um add
like a heat pump to either the current air handler configuration or we'd um we'd install mini splits which you can see in that last slide would sort of go on the outside of the classrooms and keep the current system in place and kind of do a partial um
electrify or partial electrification there. and um and they would add cooling, but then we'd also have like the the gas system in place as a as a backup. Um and then once the the boiler
fails and the the heating cool coil fails, then we can and maybe another grant comes along, we can look into replacing the air handlers with a a ventilation which would have um further or a ventilation only system with like a small amount of heating. um that would
sort of make uh make it more energy efficient. Um and then there's also a rooftop option where we would look at replacing the aging rooftop units with heat pump equivalents which would not add cooling to classrooms but might be a more
cost-effective option. And then also um you know it helps sort of pro protect us from like installing a bunch of different types of air air handlers like uh I know one failed um
I guess before I started and and was installed maybe a year ago. So instead of waiting till they fail, we could could replace them all at once as as part of a project. Um, and then I've also asked the people like the the contractors uh doing studies right now
to look into moving rooftop units off the roof to maximize the space for um solar eventually and make a roof replacement easier, which um looks like it likely won't be feasible, but but we'll wait for the the final reports. Um
so this uh this will have an effect on uh energy costs. It will temporarily based on sort of our discussions uh like in in this um committee and and uh with with
others. It sounds like um you know there will be a roof replacement which will make it solar ready. So, in the future, I anticipate that there will be sort improved um insulation and hopefully some window repair in there as well, which would drive down uh energy costs
and then also um solar once the roof is repaired. Um but before then, if we add cooling, it will add energy costs because we haven't cooled before. So, uh just wanted to make sure that you were all aware of that. Um but it will also,
you know, have so many other benefits as far as occupant comfort and um and also like uh the cost to install a lot of these uh these pieces of equipment outweighs energy costs for a few years
going up. Um so I think overall would be a cost-effective option but um but will affect the energy bills. Um and so I know there's a lot of sort of may in this presentation and the
reason for this is that um it's a very short timeline. So the grant opened on 121. Um luckily we'd they require us to have an energy audit where someone comes in and takes a look at the building and uh comes up with a bunch of different
like everything that we could do to make the building more energy efficient. Um, so that was already scheduled for the the 9th. And then, um, we're also getting a feasibility study done because energy audits are really great for
getting an overview of the building, but um, they're not really meant for getting like a detailed like cost and logistics study. So, um, we have a study going for that as well. Uh, both studies are due on the 6th and then the grant application is due on the 13th. So
depending on um how those come back and and what looks cost effective and feasible uh that is what I would like to apply for. Uh so that is everything I wanted to go over. Um and I would love to take some
questions now. Uh Natasha, would you like to go ahead? >> Uh yeah, Maro, is that okay? >> Go right ahead. >> Okay. Um first, thank you very much. I really appreciate the information and your work that you kind of jumping in the deep end to get um you know all the
the facts and get going. I did have a couple of clarifications on um one might be procedural, but one of the slides you talked about roof um HVAC system replacements and that was a common um need. We we have spent I want to say $1
million or so on two units that were at Fowler. Um and I want to make sure that's how I want to understand how that's being incorporated in the presentation to highlight because that was town money that was allocated. So um if you can kind of go back to that part.
I think you had a slide that had the different >> Yeah, you had a slide that had different rooftops. Which ones? >> Um because we did have two. How many are we needing? And I don't know how many there are up there that need to be replaced, but um are those accounted for
and are we saying that we need um which I'm guessing because they're all kind of hitting their end of life, but how many more um are are beyond the two are hitting their end of life? >> So everything is aside from those two is original to the building. So um I I
>> it'd be great I guess if I can get a number. So like how many Hbacks we Okay, six. So if we had So of the six, we replaced two already. So there's four is what you're saying that are >> No, there's eight. Um I'm sorry. There's
eight rooftop units. Two have been replaced. So that would mean we would need to replace six more. >> And they're they're very different sizes. I think one of the ones that was already replaced was one of the larger ones. So, I I am hoping that that comes out out somewhat cost-effective as an
option, but um >> we'll have a better sense. I I think they all they all serve different types of spaces, right? So, um >> they do. I just want to make sure we we account for that in the >> Yeah. >> information we're sharing with the public that um that how many units we're
talking. Maybe that's clear so that we've we're accounting for the two that we did, but then there's six more. that clearly is not um budgetarily feasible for us to absorb, you know, on a >> Yeah. So, if if we apply for a grant to to replace them, then then that would
that would be helpful um >> Okay. >> for the budget. If if we don't get the grant, then we wouldn't do the project or we we'd do it, you know, as as equipment fails and hope that I mean, it's unlikely that six rooftop units are all going to fail in the same year, but
>> knock on wood fail at some point. Knock on wood. I know I feel like I'm chasing every one right back behind the other, so who who knows? Um, okay. So, that was that was one question. Um, this is another tear up. This is as you're talking about it, this is a project. So,
we're talking about we've already spent, you know, a couple million. Um, are you would you be considered the project manager for this or because I believe um after we hit a certain anticipated threshold of what the cost of repairs
for a building, we're then required by MGL to enlist a project manager. um which is another I don't know $100,000 or whatever that that cost is. Has that been looked at into that? Because I want
to say it was like 1.5 million. We looked at this with the I think the bleachers or something. Um and want to make sure that we are considerate of that because we're talking about a lot of components here now. We're talking like the the roof replacement. There's a
lot of pieces that timing, you know. So, that's a great that's a great question. Um, one thing that's very excited about this grant is that we can use um 15% of the 3 million for what they're calling soft costs. So, that would be design and
project management. So, okay, that's that would be Got it. >> Yeah, that was one of the motivations for for pursuing this because it it really >> it would come. >> So, it does it does allow for that funding. Great. um for that. So we >> if we're able if the project comes in
below below, you know, the amount they're willing to award us if they're if there is a gap that we feel like we can cover, then that would that would be another conversation. And again, it unfortunately this is a little bit out of order because of the short timeline.
So we're looking into these costs, but and we're going to the grant requires you to itemize like you know what do you think your project management costs are going to be? what are your design? Uh what is the electrical upgrade? So um that's sort of the the motivation for
multiple studies at once is to to get all this information >> and if if we're not successful then this is going to be very helpful um as we look at budgeting this because some of this some of this work will need to be done. So it would be good for us to be be prepared.
>> Okay. Um, and then just a clarification, we're talking about um, I guess jurisdictional piece with the select board, school committee. Um because this is on school property, I I think I'm pretty confident in saying that it is school committee approval that should be
unless the grant specifically says it's a select board. But um I would want to strongly advocate that the school committee is brought into every conversation regarding um the expense of the grant um decision-m for the grant
how it's being used. um because uh this is not a project that has been put under the select board um like the Green Meadow School like that's under um for the purposes of that but this would be similar to what we did for the bleachers where it's under school purview on
school property. So I just want to make sure that the decision- making is um clear that it is a school committee that would be signing off on all the decision-m on that. So, Brian, I don't know if that's something that you um >> that might be a question for Brian.
>> Yeah, just if you could talk with Greg about a little bit, but I just want to make sure that it is really um I don't want it to be like school again like if we have a different opinion on how something is to be done on the project and the select board, you know, some members might feel it should be
different way really decision I believe is with the school committee although we um collaborate. Uh I just want to make sure that's clear. So we have a understanding if that's possible. Is that something Brian that you can confirm with Greg as far as
Okay, I didn't hear you, but I I think Did you say yes? >> Okay, great. Thanks. Um, okay. So, that was those pieces and yeah, the project manager because we're kind of approaching this in a very mish posh like we did one hand, you know, AC handle, we did another one, now we're
talking about the roof. There's a lot of different I think looking at it holistically by a project manager will be very important um to look at it that way like all the different options and scenarios um of what what are we prioritizing right um is the air
handlers is it putting the money and also once the a grant is awarded does it have to be expensed at a by a certain time too because that might impact what it can be like clearly we're not going to be able to get a roof right away so if it has to be expensed in FY, you
know, 26. Um, like that might impact what those some of those options are on what we can use the the funding for. Um, so I'd want to be curious about that. >> We cannot we cannot apply to get the roof replaced through this grant because
they would like us to use MSBA for that. So, the plan is still to go through MSBA for the roof. Um I think the the studies are looking at the or the the energy audit is going to look at the building holistically >> the envelope.
>> Yes. Um exactly. And then also the the the feasibility study um engineers >> were looking at envelope as well in solar. Um I think as you you can see in that um >> that graph I had that's sort of like a
rough plan for the building that includes envelope uh HVAC and solar um for this graph grant and what we're allowed to apply what we're allowed to apply for for this grant. Um
HVAC is really the only thing that falls within that. So, what's really going to dictate what we go for is going to be what what we can cover with that cost. And whatever we apply for, if it's the rooftop, if it's what the classrooms,
it's going to um like the grant administrators will, if we apply with both, which we can, we can say one option is we'd like to apply for rooftop units and one option is we want to apply for for um for the air handlers for the
classroom. and they can say, "We're going to give you the money for the classrooms and then that's what we'll we'll need to use it for." >> Okay. Because that's what I was wondering is that because we're not able to do the roof, like the roof repair or replacement is a need that has been, you
know, brought up. >> Um I guess what I would not want to do is to buy air handlers that are going to be put on the roof and then next year they're going to all have to be taken off the roof. um because and very expensive to to do that. Um I just want
to make sure that we're incorporating the timing or is there certain um certain things maybe we should not want to do that because we're going to be ripping the roof off and putting something else. I just want to understand that we're not adding more >> definitely something we're taking into
into consideration. So, um, >> like looking into taking the air handlers off the roof now is one way that we could sort of avoid expense in the future. Um the other option if if we don't replace the air handlers now that
um some people have been running into with MSVA is that they uh get an assessment and they they find out that they do need to replace their air handlers and then they're they're having to pay for replacing a roof while replacing air handlers at the same time. So
>> yeah, >> my thinking is >> unless we can find a way to move the air handlers permanently off the roof, there's going to be air handlers coming off and on. And that's uh something that is is is >> it is a big expense.
>> It's a big expense. It's it's common practice in in roof repair and it's kind of an unavoidable expense. Um it I think >> I just want to make sure that we can limit that if we have things within our control to have that foresight that we can plan it because it's taxpayer money
and so I'd like to not install something to know that it's going to need to be you know $100,000 need to be taken off in 6 months or you know 9 months. um you know, could we have timed it better, you know, or can that air handler go on the
ground, you know, instead of being on the roof when we when we install it or when we replace it instead? Is there another option that, you know, lessen the cost of the roof replacement um with some of that. So, that's just again thinking, you know, out of the box with that timing piece. I think I would
really want to focus on that. And then the other question I had, my last one I promise, is about the um the expense. I know when you spend, again, I brought this up before, when you spend like 30% of the the value um to repair certain
aspects of a building, and Mary had the the number of what that was, but we're talking about and it's within a three-year rolling period. So, we've already spent like $1 something million on the two handlers. Now, we might get three, I don't know, let's just say three million at the high end. Um, then
you have to bring the whole building up to code. And I just want to make sure I know this is not as old as Green Meadow, but um I know that we have those new codes that we just did or enacted. What were they called? The the um >> the specialized stretch code.
>> Stretch codes. Yes. I just want to make sure that we're not putting ourselves in a position that we've spent so much money within that three-year period that's at least 30% of the value of the building that now we're bringing the we have to bring the whole thing. We have to like implement the stretch codes into
things um to bring it up. So, I just want to be considerate of what that um you know, what that ratio is um because it does look like we're spending a lot of money in a small window of time, which could be fine, but um I want to make sure we're not surprised later on
because we have to then do other things because it exceeded that threshold to bring um I think it's 30%. And Mary, does that sound right to you? I know we went through this with Brie Meadow. 36,300 is what the fer is assessed at right
now. >> Okay. >> 3 37 million. >> 37 million. So, okay. So, then three Yeah. So, three years we want to whatever that uh 30%. >> I'd like to address your first question before I forget.
>> Um >> I'm not proposing that we add anything to the roof. Um, so like if if you'd like to avoid I mean it's up to I leave it to the committee if you'd like to avoid touching the rooftop units at all.
Um, I just advocate that you know it like this this is the when we're getting this opportunity to pursue the 3 million. Um, so we might not get this opportunity again. Um, and you know it
it's uh that is my >> money. I don't want to I don't want to say no to the money. I just want to make sure that we're not >> I acknowledge that it's not I like >> we're not respending it. We're not redundant to get like all the money that
we wanted. I would love to and we could extend the life of these rooftop units. I would love to do it all at the same time and and like that would be ideal and and if these studies come back, especially with the classrooms, um I
think those are the units that I'm more concerned about like when we time them with the roof because of the difficult access. Um and I'm sorry, lost my train of thought a little bit there. >> No, that's okay. I think you've answered um that question. Um all right
>> for me um >> for the um I do just uh I have heard some talk that the energy code is changing because they've be come into a lot of under a lot of scrutiny over you know the inequity of using property
value. So um I think that's something we definitely don't want to assume is going to change but I do think there's a good chance that will. Um, but that's definitely something I've been looking at and we will be mindful of to make sure that we're not um putting ourselves
like in a position where we can't replace the roof without bringing the co building up to the specialized stretch code. Although I will also add if we do add heat pumps to the school that will help us comply with the specialized stretch code. Um, it might actually make
us I need to double check, but it might actually for existing buildings be something that would put us over the edge in making us compliant with specialized stress code and then that that would be less of an issue. Um, but also uh the roof repair program, the
application opens uh in a year from now and then um it it will take a few years. So I think that will also sort of extend the the money spending timeline as well. So, I don't think that we'd get like it it might fall within this project
timeline, but uh it wouldn't fall within like the previous like the past million dollars. I don't think would fall within 3 years of replacing the roof. >> Got it. So, we're not looking at this point. I know there was conversation about roof replacement within the next year. We're that is not the timeline that we are.
>> It's not the timeline. >> Okay. Okay. No, the the the um >> the urgency there is not that it has to be done at that point. It's um >> so the grant the grant to replace the roof opens in a year. I think that might be
>> some Yeah. No, I think it's more about the need. We're not saying that the need to replace this was a concern by Fincom at one point. >> Okay. Yeah. So, the roof has failed, but um I think that that doesn't mean that it's about to cave in, but means that
we're going to have to do um you know, there there's going to be considerable repairs that might not be like um I'm trying to think of the word like it it it might not make financial sense to continue repairing the roof indefinitely at this point. >> Okay. >> To my understanding.
>> Thank you. >> Yeah, >> Mar. Thanks. >> Thank you, Natasha. Sorry, Hillary. Um, my only quick question is, um, did you go over this with the sustainability committee and did they have thoughts and opinions?
>> The sustainability committee reached out to me with the grant, uh, to see if there was a project that we could could do for this. And I um I did send them an update. Um, I hadn't gotten a respon I haven't gotten a response from me yet with the project, but but I have been
keeping them updated. Thank you so much for all your research on this and helping us out. >> Oh my. Well, you're paying me to do it, so it's it's >> I don't have any questions. A lot of the questions I had already got answered.
>> Great. Just so just in summary, you're waiting until February 6 to get the results and then between February 6th, February 13th, you're going to put together the is it all the grant options like you're
going to have grant option one, grant option two, grant option three up to three million or are you going to finalize it based on what the feasibility study? Just want to understand that. >> So I'm either going to apply with um
with those two. So, I've got those two options, the rooftop and the classroom. from either going to do sort of two grant applic well not two full grant applications but like an application for 3 million to do one and then an application for 3 million to do the
other and they would pick or if there's one that's like clearly better than the other or one that's not feasible within this like budget then I would just put in for the one that is feasible. >> Thank you. That's it.
I don't have anything everything that I was gonna ask um talked about already. So, thank you so much. >> Thank you. Um and so if if um I guess my request is there is a form that needs to be signed. Um, I can touch base with
Brian and Greg about who needs to sign it. But if it is the school committee, do I um >> we can we can make in our motion we can have like authorize Marorrow to sign on behalf of the school committee. >> Motion for tonight. So, um,
>> can make a motion >> that we I mean it's it's a school grant, so we should be able we should be approving, you know, that we are in agreement or support of it anyway if that's what we are. >> We don't we don't vote for like all the
grants that Diana is doing. >> Yeah. >> But this is a different one. This is a different type of grant that needs approval, >> right? And so I think once Brian finds out, he'll let me know and if I need to sign, I'll sign. >> Okay, great. Just because it it's going
to be a week turnaround between when I get the information. So I just want to make sure that's all in order. >> All right. Well, thank you all for your time and your your feedback. I appreciate it. >> Thank you. Thank you very much. >> Thank you. >> Thank you. >> Um so
>> question for the school committee about that. Does anyone have any concerns about the >> like the the roof, the AC units going on the roof and off the roof? I don't know. I just want to make sure that's Brian. Maybe it's talking with um
facilities. >> Sounds like from what she's saying that we're a few years out. I was under the impression that we had already applied for the MSBA roof, but she said that doesn't even open for a year. >> Right. But those air those air handlers remember you have to order them and they
still take like time to come in too. So even if we we get the money, if we're replacing them, um I hear back from I know that Tony's been involved all in every step of the walkthroughs, the feasibility, he's been
walking around with them. Justin's been involved, Greg and I. So as soon as we get more information, I'll update the >> We're gonna spend money on something that then will be taken away. Like my concern is that we're going to like we're spending money to put it on
the roof and then if we get the money and it's >> then we have to take it off the roof. So is there an option or scenario that we just don't put it on the roof it goes on the side and that when the roof play is then it can go back on the roof like I don't know. I just want to hear like how do we mitigate that so we're not double
spending taxpayer money to and it's a lot you cranes and you know you know >> I think we're going until we get everything back. Right. >> Well, when they do the feasibility study, I guess that's that was what I was thinking. Maybe they could say >> that we don't get that back until
February 6. >> Right. >> Yeah. Yeah. >> No, I understood. I think everybody's thinking the same thing. Exactly. Might have to Yes. >> Okay. Um it is one minute nine. Um, I
would like to uh table the superintendent evaluation for the next meeting and hopefully we can get through the calendar holiday approvals. Okay. >> All right. So, let's go back to the
calendar. The calendar you have all the information that summarized for you. There's two extenduating circumstances going into next year. One being Labor Day is significantly later than normal. It's the latest it can be. It's actually September 7th. And Green Meadow opening
mid year. So those are two extenduating circumstances that we weigh. We made surveys. We sent it out to staff with in all honesty five different options for them between and you you've seen it all.
reddit the charts tell you we did get a good response rate about 155 or so people 154 people responded um and so one of the changes that we recommended is to have one professional development day at the beginning of the
year and two in the middle part of the year which we don't necessarily want to continue that forever but it made sense with the green metal move so that would mean school would start for staff on Friday August 28th and first day of students would be Monday August 31st
there' be no school Friday, September 4th and then Labor Day obviously was set to create that long weekend for families as well. And then January 4th and 5th would both be professional development days. So the majority staff would be involved in all those professional
development and then we met staff would primarily be involved in setting up the classrooms um with the anticipated last day of school pending snow would be mid June of June 16. Um and you can see that the NEA people
who voted were relatively in favor of this option uh compared to the others. They pretty close to be honest. There wasn't a huge spread um one way or the other. So, and then
that's really good. >> I have a question whether >> I know we're we're mainly talking about like the start the start of the end >> this um but just wondering Dr. >> I'm wondering if we can change that.
>> Don't want to change those yet because we have them here. So if you look at the calendar, they're very intentionally set even though that may not work for seventh grade. And the short version is they're really instead of this year where we sort of get clutch sometimes they're they're like every two week
they're like one two weeks in a row. What we try to do is really create consistency for families so that they're every other week and they're not when they're any holidays. But that's not to say that we might come back to you at some point in the summer
and need to event for that. Maybe for once prom gets confirmed added something in May of next year. >> Okay. >> So no, those aren't set. We're pretty intentional about that.
>> Does anybody have Natasha? I do. Yeah, I think I think um just asking you were asking about November 20th. >> Yeah. >> Um with nature's classroom. Is that what I was hearing? >> Okay. Yeah. Can we please move that
because >> No, not right now. I wouldn't recommend that. >> Well, I'm just as a knowing that that pickup it's a hot mess when you're everyone is coming that Friday to pick up their kid from nature's classroom.
whole uh Fowler parking lot is full of cars and and buses and little kids walking around everywhere. So, if we have an early release that day, I I mean I I I know it would not be I don't I mean, if we know in advance, why would we not want to try to revisit that?
>> I don't want to make a unilateral change without talking to the team. There are a lot of people that went into this calendar when it when those days are. All the principles, Tiana, Heather, >> totally hear you. I just know from little people walking around the parking
lot with luggage and stuff, it's a real big mess. And then you add in a half day where you and that's when it's not a half day and that whole parking lot by the uh Fowler soccer field is filled with cars and parents standing around. it is very non-conducive to a successful
pickup when you have an early release as well. That's just facts. So, I I I would really like it's a danger I think if you're adding more buses, more cars to that area. Uh because that's exactly where the cars to do pickup come from.
Um I just I hear what you're saying. You'd want to go back to it. But if we know it's a potential danger, um I would hope that we could mitigate and find an another alternative. what I just said >> we can do which is what two of the school committee members just answered
which I don't want to necessarily make that change unilaterally either but say to um the parents from returning from nature's classroom we're going to do drug we're going to do pickup at the high I'm just making that up
>> okay yeah that's what I want to think about a plan that just doesn't have both >> certainly problem solving >> when they just talked about their own was nature's class or >> that was the first idea. >> She she probably didn't even hasn't seen
this. >> Well, recently >> Yeah, >> but we haven't talked about it. >> Okay. All right. So, just it sounds like it'll get flushed out with either the day being moved or the pickup being moved to the high school. That's that's what we're looking at right now. Okay.
>> Want to really talk with me Keith. Yeah. >> Got it. Got it. Okay. I just want to make sure it didn't feel like we were glazing over that because it was raised as a concern. Um that was my only um feedback. Thank you very much for all the work that everyone puts into this. I know it's not easy.
>> I have several things. Um >> so there there were more people that voted um for option two than option three, but they were really close. And the option three has the two professional development days um at the beginning of
the year. And I know at one point a couple months ago when asked um like what would be one thing that would be the most helpful Diana had said that frontloading the professional development days in the beginning of the year would be like on her wish list. Um,
so if if these are pretty similar in terms of votes, um, and having those two professional development days at the beginning year would be helpful in terms of, you know, getting everybody started on the right foot with the PD. Why wouldn't we want to do that?
>> Because you can build >> But that we only get contractually we get three full professional development days. So, if I use two of them in August, >> then I only have one. >> But option three says um
>> or option two. Yeah, option two. Okay, just one day. And >> so that's why to your point, the votes were pretty close. And and I you're absolutely right. I'm sure if Deanna had her way, we'd have three or more days of year as any superintendent or curriculum
director because that's when we can start the year. But with Labor Day being late and probably once in a lifetime of opening a new building of the year, we felt like that was some sort of our building with teachers who needed really
kids. >> Okay. >> Um that was a big one. I another issue I have is um as I'm reading stuff from people who are working on election security um I think that there's a lot
of talk about how to make the elections this year secure involving things like having national guard protecting people's right to enter voting sites and stuff and so I'm a little bit concerned about having school on the election day if there is
encouraged violence or expected violence I feel like all these people are preparing for violence on election day and we're going to have kids in the building with it and that makes me nervous. >> Besides, we still only get three professional development days. We could
have no school day just push the end of the year later. >> Yeah. >> But when we looked at it, there wasn't any that wasn't a presidential election. Yeah. So there wasn't we didn't have the sense that be a large turnout and we have local and police there. So we
really looked at all the different options. So like that one could be because they're pretty segregated from the front of the building. Yeah. >> And they go inside and they really don't enter anything to the building. I mean they do they don't >> but I mean if there's National Guard of protesters and violence outside the parking lot and
>> we can you know what we can certainly reevaluate and get closer. I know I haven't heard anything about that in regards to >> I just I I I read a lot about that particular area. >> So we can certainly take a look at it as October and >> so like basically treat like snow day
cancel school and add a day then if needed >> we can do that >> sounds that sounds eo >> if we can mitigate it ahead of time because a midterms is a pretty intense election. I mean, it's not like this
year, but you know, I don't know. Yeah, I'd rather not have a lot of students and people voting for the mid during the midterms. It is like a presidential. >> Yeah, I think this I don't want like nine-year-olds walking past violent adults to get to school.
Um, and then my other issue is with Juneth not really being addressed at all. And I know that legally because it's on a Saturday, people can take it any day they want. Um, and so it's not included on the holiday list. And >> according to the state list, if it's on
Saturday, it's sort of a Saturday. >> Well, I know. But so people like the day people get off is any day they want like what? >> We do the same thing with Veterans Day. When Veterans Day falls on this when it falls on Saturday last night, >> you don't choose. >> I don't get to choose. >> I work for the state. I don't get to
choose. Well, do you get to choose? >> Um, no. You have to take that off. >> You don't get anything. We don't. >> It depends on your contract. It just depends on your contract. >> I think it depends on where you know you work for. >> Yeah. You know, but if the state
>> I read some guidance from the state that said if it's on the Saturday, you should it could be taken at a different date. Right on the on the state holiday page, it says right on it. So, they're about a Saturday. Um, isn't our contract though like a
certain number of holidays they get? So, it's like counted like you get this many. >> Um, part of my worry is I know that there's like Google wants to get rid of it as a holiday and so it's not listed anywhere and >> you can add it as a listing. >> Yeah, maybe even at least on here.
>> We can certainly add it to the list. We just don't want to. Yeah. >> I want to make sure I >> Yeah. Um, that's an error. >> Okay. >> Yeah, I see. >> I understand. We can add it. Absolutely. >> Okay. Um, I can be okay otherwise if
that's added and if we're cautious about election day >> and I'll I will certainly talk with Chris, chief police beforehand and just make sure get his sense of where we at, what's happening hopefully in >> so we can adjust accordingly.
>> Yeah. And I'm sure if I ask can we have that people can we adjust how they come and go and work with him and he may >> just worst case scenario I don't want >> well you know worst case scenario we don't have school >> yeah okay >> I just want to make sure we're not
having like nineyear-olds walking past violent adults >> with tear gas and stuff >> yeah nobody wants that >> no matter how many major PD we have here >> I'm just going to put it out there that that is not going to happen right here >> I don't But I will talk with the chief and make
sure that we are well prepared back then >> tomorrow. Uh Colleen, I have to sign off unexpectedly. I'm sorry. I just wanted to call attention to that. Have a good night. >> Thanks for joining. >> Thank you. Thanks >> all right. So the early the number of
early release day has dramatically increased. >> Yeah. Because we are not this is how we want to be instruction because of >> So are we moving towards like 17 to 20 release days every single year? >> We are not. But we we feel like we need
to be able to build in some time for teachers to work on instruction because if we don't we don't have a lot like a lot of places have one week. I was just gonna say, >> right? >> They don't
have the teachers left. >> So that was that was part of their >> Yeah. No, no, no, no, no. >> The goal is to really put time into >> instruction because otherwise it's just not going to happen. We feel like we are
consistently at below at just above the state average. >> We are not a state average community. We should be well above it. But we need to provide time focus on instruction and that's the goal. Would we have to do this every year? I don't know. Maybe we
get to a point where we're really well above where we have been. Y >> and we look at it differently. Absolutely. I mean, I think because I looked at it as committee member and I looked at it as, you know, a parent, holy crap, I had to come up with uh and
I always look at this stuff in advance, even before I was on the school committ to plan everything out so I had a place for my kids to actually end up in the afternoon. But I'm not sure, one, I know not everybody does, and two, I'm not sure if we're going to put out something
that says that there are going to be this many professional development days over the course of the year. I think from a parent perspective, I think parents need to understand the intent of why this is happening versus just
putting a calendar out there that says, "Last year we had 12, next, you know, we're now having 17." and that they need >> we can put that in when we send out the calendar we can put >> understand the importance of it so that
>> it's not just really they get >> we can do that and so that they're clear that it isn't that people are just leaving that's when it really is time to explain >> I guess my qu so then my question is so
for the early release and I know this is a direct uh in February ary it says and high school prom. Are we doing that? >> Okay. I was saying, are we get released just because there's going to be a prompt?
>> I have that circled and she just told me that was a mistake. >> I added more dates and I never moved the notation down to B. >> So, did we Okay, I see. We always do a half day on the >> long before high time.
>> Really? >> Every year. >> Why? because the kids all take off, right? >> They go get their hair done. I'm just >> not they they have to get appointments at like noon to start.
>> That's just one day one day >> and it only affects a small group of public children. So I'm wondering because when we first started in Mater there were some early releases that were specific to a school to a particular
building but not the other building. So I'm wondering if since we're doing an early release for that really only impacts a small portion of
>> communities. So the other Right. >> Right. So it's not like off the tage of it, >> right? I mean the teachers will be doing question. It's probably one person senior class advisor.
>> Can I make a recommendation that we don't have there that it's so that we're taking it off so that go get their haircut. is really, you know, psychological that appearances. What is that history?
>> You know, I like having the thing with the senior project that >> I don't but I think conferences too because I think parents know that that's something you can expect. You're going to be notified to be able to have conferences
that afternoon. So I think that actually >> I mean this is good for us to have it but >> right >> yeah the final >> the final one and we'll share that before we set it up >> okay you can make those edit the notes
>> I used to think that the kids that because of the eating Santa like a brain frameless on you know by end of Sunday that they they should not have to go to school the next day at the high school that has made amends was that those kids anybody that was capital
okay and fix it there's ways to to you know compensate for >> no um similarly someone said about letting parents know about the half days can you give a heads up to the boys and girls club so they can plan >> they get this >> like that's what you set it out
>> y okay >> I'll send it to >> um and Then where this is not because it's on here where the conferences being in the afternoon, can I also have evening? >> They usually do. >> They didn't this year at preschool.
>> At what? >> It's only afternoon. >> Yeah, that's a change. >> Yeah, like I could not telling the >> Yeah, I'll follow up with >> that. We definitely need to have for
>> Yeah. And even if that means that it's that it's online, >> right? >> Yeah. Zoom is great. Fine. >> Okay. Yep. I can follow up with that which doesn't impact. >> No, it just it's on >> Are you kidding? >> But yes. Oh, yeah.
>> Yeah. That that's one question. You get to high school, you have you have three slots and if you have multiple kids >> Yeah. >> Okay. >> I think I think we do. Um, do we want to
go over the holiday schedule first so we can see the whole thing come together? >> The holiday schedule is pretty >> right. >> Okay. Is that Does anybody have anything about the holiday? >> Maybe noting. Can you like put a
sentence at the bottom to note? >> I could. I mean, this only goes to staff. >> Okay. As >> and actually it only goes to the 12 month staff. >> Okay. >> So, we know what days we have left off. >> Okay. >> All right. So, um
um and now that Natasha is not here, we just do a regular vote. Um, a motion to approve the recommended school calendar and holiday schedule for school year 2026 to 2027
by Mr. Hos would align to option three staff starting on August 28, 2026 and students starting on August 31st. Second.
All in favor? >> But can we note in the minutes about um considering moving the half day on the 20th um and maybe getting update on that and adding Junth to the >> Okay. I feel like just to be symmetrical and
stuff, you should have a half day on the 26th of March because you have every other Friday except for >> it was 26th or something. >> Yeah, you go you miss the uh Good Friday
>> the 26th. >> Oh, you're right. It is. >> That's why we didn't do >> it is. Yes, >> early asking for that year even earlier than it is this year. Another consider
still needs requested specifically not to have releases >> every school. Thank you. Wow. >> I just have a couple things uh for my chair's report. Um the stack meetings
for um for February is the 3rd, the 10th, and the 24th. if they're early. So, two of them are 9:45, one is 7:45 in the morning. >> Which is >> um the 10th. So, if anybody can actually
go um if you go into the um the outreach document at um email, please. Um and then we already talked about that. Um I updated our meeting rolling agenda uh with all the
stuff that's out for the rest of the year. So if you are interested in looking at that um and then last thing um I just wanted to you haven't already heard Maynard um was considered in the
top eight unspoiled small small towns and for Massachusetts. um Crawford and Mayford >> um that it's a small town feel like you know the little area >> all of our groovy downtown
subcommittee reports >> um I don't anything, but I need to talk to my committee. >> Okay. All right. Um and then accept agenda. Um I'll ask without objection to accept warrants 2642,
26043, and 2644. And those are accepted. Second paper. Awesome.