Good evening to the um school committee meeting. Um let's see. So, I'm just going to read the um the weeding script remote because we will be
having um Natasha will be um uh remote um but she's not she hasn't joined us yet. So in accordance with open meeting law 940 CMR 29-10 advised that commanded school committee
members member Natasha Rivera uh will be 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. Um lastly, if any school committee members are not clearly audible to fellow members or to any members of the public, please notify the chair immediately. We'll do our best to remedy the problem and we'll inform the public
whether the meeting will call the meeting to order. We're all in person. We'll just note the time 7:02 now. Um, do we have any urgent business? No.
Awesome. Uh, do we have any public comment? No, do not. student just logging in now that perfect timing. Hi, Emily. Hello.
You're just in time. We're right on you right now. We're on your Perfect. All right, let me open up my notes for everyone. Um, internet connection is not very good. Maybe um you could turn off your video
which might help. She'll be back having trouble invited invited but us. Oh, I was wait [Music] I think connection
not just Sorry about that. I'm having some connection issues. Um but let me um open up the notes right now if everyone can hear me. Okay. Yes. Yep. Okay. Perfect. So we have some
highlights. Starting off progress progress reports were reported on um September 26th. So we're almost more than halfway through the first term. Uh senior privilege started last week. Every senior who is passing their classes and fills out the forms can now leave for lunch on days where they are
are on time to school. meaning that if they have a tardy they cannot. Homecoming was a huge success. Everything was well attended from the morning tailgate to the dance that evening. The pep rally was particularly entertaining. Many students participated for the first time and the whole gym was
full of positive energy. We also had most people stay until the very end um which was very new or close to the very end. So there was a lot of spirit. Last weekend almost everyone worked at Maynardfest or walked around to see everyone else. The WAVM booth provided
music and many parents and teachers had booths to represent our schools. Last night was Maynard Pride Night. About 70 middle school students and families attended and many high school students worked at different booths and stations or as tour guides. Those who came had a lot of fun. Upcoming we have Indigenous
People's Day weekend, which is a three-day no homework weekend. And the Spanish Exchange students are coming on October 16th. The military appreciation football game is on October 17th and will start with a Blackhawk Hawk helicopter landing at 6 p.m. All
veterans are invited and will receive a free ticket and a free dinner at the snack shack. Our student theme is red, white, and blue. The PSAT will be offered during the school day on October 22nd. It is free for juniors and uh sophomores can participate with a fee. Son senior's first college application
is coming up on October 15th and we have Tiger Day for advisory tomorrow. Our next Tiger Day, the vision of the graduate lesson will be on October 23rd. Great. Thank you, Emily. Mary, no question.
No, thank you, Emily, very much. Um, thank you so much. Um, I was just wondering, has there been any new um, perspectives or thoughts from the students about the communication with the athletic director that was talked about at our last meeting or the before that?
So, what I've heard a lot of feedback is um it's just almost feeling a lack of um I'm trying to think of the right way to put this into words almost. I was told it's more of a lack of listening almost. When students request something, they
feel as though their needs are kind of being put to the side. I talked to some of the girls on the field hockey team specifically and they said um as much as they their me needs are being met, sometimes when they first bring them up, it feels like a bit almost like um a
process more than a listening and a return. Um but that's all I've heard so far. Um, I've definitely done some more investigation on my own part, but um, it sounds like there's there's more, but there's been Oh, uh,
Liz. Yeah, if I can just interject for a second. We're really having a hard time on this issue and we are asking student leaders to help us because Mr. Maria has worked really hard to meet with every
group that said they were having communication problems. He's set up meetings. He came to sack and the students have been really reluctant to open up when he's there. So we are trying to get to the bottom of
it by having student leaders ask other students so that we can try to get to the root cause and figure all of this out. It's um it's like solving a little mystery. But it sounds like it's in progress like there's continuing conversations
ongoing. And I know that uh coach spoke with field hockey team and some of the some of the issues were really misunderstandings in communication like they would call and ask for something to be open at the school which the policy
is we don't open doors and leave the whole building and as you know we have one athletic director so there may be a time when he gets a call and he's at field team or he's at the baseball field or he isn't in the gym so it takes time to get started going. So some of it felt like
communication and he's work he's talked with Sullivan she talking with the students on the field team as well just to make sure that there's that communication. So to your point, I think it's definitely a
work in progress in a positive direction. Ste are the conversations also going with the other u teams just in case they're also having Y. Natasha, first up, can you hear us?
Yes, I can. Can you hear me? Okay. Yes. Okay, great. Thank you. Um, so just to piggyback on and Hillary's uh followup, uh, Liz, thank you for sharing that and and Brian about the clarification about the miscommunication. I wonder if um it
would be I don't and I don't know if this happens. I I have not experienced this with the the middle school sports, but I know that um every year after a sports season, Coach Aria sends out a survey to um families. It usually goes
to parents from what I recall. Um I don't know if that survey also goes to um but it talks about coaches. Maybe there could be some questions on that survey that looked to um get feedback
about um just generalize. that's not really about coaching feedback, but maybe about other areas just to start collecting more data to understand like a little bit more examples of some of those things because I think you're right. I mean, he I I it sounds like
he's made some efforts, but they're clearly not there's a a disconnect somewhere and um or is it possible to do a survey um like anonymous survey that just just kind of general, you know, to all
athletes for at the end of the season um that just kind of is more open-ended, you know, nothing too detailed, but maybe they might be more and it goes maybe directly to him, you know, and it doesn't collect their email, but it might just be, you know, something that
he they can share some follow-up feedback. And I I know he's very open to, you know, to improving where wherever he's possible, but he is one man as well. So, um, so I don't know if those are some suggestions, Brian and and Liz, maybe to think about that might
be able to collect the feedback from the students directly. um you know things might get lost in communication or translation and it at least opens up um an opportunity to provide it and collect it in in a thoughtful way. Um
yeah, that was my my thought on that. Um and then I I didn't have anything else. Um Emily, thank you for um for kind of digging into that a little bit more and I plan on going to one of the SAC meetings soon. So, I don't know how
often these are discussed or these issues come up in the SAC meetings, but I'll I'll let you know in advance if there's I'm just curious to hear some of the feedback and and really would encourage um SAC members to speak up. That's what that platform is for is to
share feedback, you know, constructive or positive in a thoughtful way and respectfully. uh doesn't mean that you're going to get the answers you want in in during the meeting, but if people aren't aware of what the issues are, it's really hard to kind of solve an issue that you're just kind of guessing
about. So, um I think that would be helpful. And Emily, just encourage members to really um you know, you know, blend their voice, you know, to to things and not be afraid to do that. I don't know if there's a feeling of, you
know, apprehension to to kind of speak them for themselves, but um I haven't known our high schoolers to do that to be apprehensive in that regard, but I think it sounds like work is, you know, efforts are there. For some reason,
they're just not meeting um the needs of of what the students feel. So, I'm sure there's a path forward, but thanks for everyone for trying on that. Thanks, Natasha. Alexis, do you have any
Yeah, I don't. I read the student report earlier today and I don't. All right, great. Thank you. Um, I don't have any um additional questions. Um, thank you very much. I'm really glad that the um the mayor five night was such a success. That's really
fantastic. So, um, thank you very much, um, Emily, and, um, hopefully next time we'll actually be able to see your face. Thank you for having me. Okay. Um, superintendent report. Yeah. So, I'm excited to say we had our
international walk to school today. Walk to school day today. Uh, we post postponed it one day due to weather, which was a good decision. Um, so I give the assistant principles principles credit for making that choice. It was a
beautiful crisp fall morning. The Fowler started first and they had a group at lean mine and then they came to school and then Green Meadow followed suit with a group at Milan Maine and up by the fire station back to school. Uh, total is
probably 100 kids between all three groups. Clearly the Marow had more parents and little kids on bikes, but it was a great fun event. I could and I would think that you you likely might see walking
once a week, once a month before the snow falls because it seemed like it was very positive. also give Mayor TV a shout out because they they help the frosting guard who doesn't really need help but it's nice to have the blue lights there and off
process. So once again they were super helpful. Um as you know because I ordered them to you the our new uh director of curriculum Diana Blank's been doing a curriculum corner s'mores. Hopefully you've had an opportunity to go through it and see it. Um it's obviously gone
out to staff and it's a nice addition to the communication that we've had um in the past and we're currently student achievement currently working maps data to have a presentation for you. Um not going to talk about a lot about
facilities because we have our director of facilities Tony Sar here who's going to really cover that. I will just say that the Green Meadow building project continues to remain on budget and on target in terms of time. Um lots of meetings, lots of people. Um it's just
amazing how complicated project, you know, when you have an LPM and a construction company doing all the work. Uh technology at one at a October 26th meeting, we'll have a presentation from our directional technology, John Basy.
Uh grants, I'm happy to say grants continuously are rolling in. Um they're not all in yet. There's still some that have been approved but not allocated. So we don't have money on hand. Uh but you can see the update for the federal grants, the state competitive grants um
that have been approved and some that we're still waiting on although we're feeling very confident that we got them. It's just waiting for the official word at the state level. It's coming. Ah, community engagement. As Emily said, um, we had our first Tiger Pride night
last night. It was a great event. It started for the Bobbler parents. They got there at 6 or so in the auditorium with music from the band and then the assistant principal and principal principal York and assistant principal Dr. did a little intro just about
classes, options, courses, opportunities to get the night started. And then they really had an opportunity to go throughout the building and go to different activities. And as people know, when you feed them, they come and they did a good and people got to share a meal. So there were probably about 70
people. Um so for a small school, that's that's a good turnout. We were very happy with that as time went on. Um and it's a busy time. I have to say the high school is working hard. Not only did we have Tiger Pride last night, but a couple weeks prior, about 20 or so high
school students plus the band plus the principal came over to speak directly to the eighth grade, which was a lot of fun because it was a little bit different. It was more it was about the high school and the program, but it was from the students like why they, you know, love main high school, whether it was WABM,
band, athletics, the courses, AP, dual enrollment, and it was from them about what they've done in the last few years. So that was, you know, just another opportunity for kids to learn about what the opportunity of the devil to get there. And then of course me and her fest, which Emily did a good job, so I'm
skipping right over that. Um, I had I also have the hometown honoring hometown heroes on October 17th. So that should be a great game and an exciting just awesome event for our community. Um, I
have some followup information which you probably read about the HBAC, but instead of me paraphrasing what Tomy's going to tell you, just so I can tell you when he gets up. And just a reminder that there's been a lot of emails coming your direction. So hopefully once a week
at least you get a chance to just log into your school community email and see all the things that are trying to keep you up to date on so you know. So it's positive thing right now. That's what I can tell you. You You're welcome.
Natasha, do you have any questions for Brian? Uh, yes. On a couple of things. Uh, Brian, I I was glad to hear that you um you mentioned that the Green Meadow project is um is on schedule and on budget. Um but can you get can we get
like a summary on where we are kind of with dollars, particular dollars? Uh only because I know we Tasha, your your sound just hear me now? Yes, okay. My headphones just kind of clicked
up. Um, so I was just wondering if we could get like just ask like what we were budgeting. I can send you something next week. Yep. I don't have I didn't bring this. This was just a request for a future update for us.
Yep. Yeah. No, thank you. I figure you would probably have something. It's whatever they provide. Just I'd be curious to see um again just because we a lot of the planning was when construction costs were really wonky and I don't know where things are
to see how close we are to you're fading. I am. Oh, right. Let me just turn. But I I got a the first part I got I will get you an update on the overall budget for that building project. Not a problem.
Okay. Can you hear me now? No. Still not not the way it was a little bit ago. All right. Hold on. We're gonna Let's see. Okay. Can you hear me now? Yes.
Yes. No. All right. Okay. Well, come back to me because I can't hear you now. Okay, I am good. I'm good. Um, just for the grants that we're waiting on, are they tied is that tied
to the shutdown at all? So, it's No, it's just the regular bureaucracy. Yep. Luckily, it is not tied to that. So, good question. Okay, go ahead. Oh, do you have anything besides push down?
Okay, you can hear me now. Yes. Okay. All right. So, head no headphones. Um, yeah. So, Brian, just I think it sounds like you heard everything. Just to kind of get like where we are with the budgeting um for that. And then um I
I had a question about I know there was a lot of um this thing with the drones this week and uh just thank you for all the work that everybody went into and I'm glad it was you know nothing serious. Uh I was curious though about
from a safety perspective because it was someone a person um who was flying from what I understood it was flying over school property. just what um like from how does that really like what
was the police's feeling about actually having a person as as opposed to them like driving onto school property, you know, with accessing the you know playground or where the students are. It just seemed like a very it wasn't just a it was a person flying entering the
school space and and possibly gaining access to students who if they were outside. So, I'm just curious on like what that response was or what the feedback was from police. Is that sound like there was nothing they could do really about it or it was just they did talk to the person and it may
have been inadvertent that they were over the school at the time. As you know when you're flying when you look out the window there's no wall of where it's just it's open airspace. Open air space and that person may have inadvertently been over the school when
they may or may not have meant to. But I know that mayor police did speak to the person. Okay. um didn't feel like that they had violated airspace rules, but definitely wanted them to know that we didn't feel it was a comfortable thing to do. So, I know they followed up with the person
directly. And I only asked because coming from a place of, you know, caution. Um, you know, people who who may intend on doing, you know, something wrong. um I you know would worry that someone would
just you know fly over and just lower themsel into like the playground or something and um just seems like a very I you know hadn't really thought about that before but now it seems plausible that it's possible and I'm just wondering if there's a um if there's a
rule or something or policy that we you know I don't know how we would approach that but I just think that there is a general safety like you like I don't know school there are things I know with about drones and so that's why I'm wondering if there is something that could be in incorporated.
Yeah. See if anybody I just want to make sure like families and students feel safe that you're not going to have random people flying over airspace at any point and just I don't know dropping themselves or crashing into the playground for some reason.
So to piggy back that um is there a way for somebody if they dropped off of the roof to get into the Nope. I mean like someone had a weapon. Like that would be my worry, right? Someone has a weapon, wants to harm. I don't know. That's what I would want to make sure that we the possibility now that we
know it could happen. I want to make sure that we plan for that event. Um you know, this I feel like is a good test run of a scenario that could potentially. Absolutely. Um yeah, thank you. And then also just thank you for all the the leadership
team for everyone who's been um responding to all the safety concerns that have been raised. I know that there's a lot and just the communication to the families um I think is really important so that they're reassured that their kids are safe when they come to school as well and our staff. So thank
you all for um for that. Right. The building facilities report. That's Tony. So I'm happy to introduce our director of facilities Tony Sar who's been working
more than anybody and we have a presentation which will run for him. Okay. Do you have any questions? All right. Can you see my screen?
Yes. Yes. Can you see the screen? Yes. Okay. That's great. You're on. Thank you all for having me here tonight. Um let's start with a uh
an update of accomplishments that we had the public hold over the 2425 new school year. Um we put together a short list of some things that we've uh we've accomplished over the that that
school year. Um uh we continue to support and participate in Green Elementary School project um NBG all all involved. Um
we're we've been able to uh update all of our our uh integrated pest management um plans for all three schools. Um these are all consistent and um uh compliant with the new town bylaws
for pest management. Uh a uh we we signed a preventive maintenance contract for uh our HVAC um HVAC equipment uh loom units uh machines
all all um MHS and PA uh so they they come out twice a year once for uh cooling season once in season and perform a preventive maintenance program. Um so that we're able to maintain it a more
financial uh better financial um sorry uh so we're able to save some money in the long term on repairs. Uh some preventive obedience is also a
predictive as well like where to tell it uh if certain parts of the equipment go bad uh in the near future. Um our boilers and generators at all buildings have been uh maintained
preventive maintenance as well. uh beer high schooler uh middle school. All uh HVAC air filters um are continued to be changed twice a year with the Mer 13 rating. Uh green metal looks changed
quarterly because of the construction budget. Um that's been useful. Um we've had many um door replacements here at the Fowler and we've also had some uh some also some
preventive meetings at the F and the high school to maintain a safe safe environment at the um school. Uh we we have uh recently installed um water filtration systems in all drinking
water uh systems in all all buildings along with like food prep areas as well um to help with the ongoing water issues that we have in town. fire heat pumps. Um, primary and
secondary pumps were all rebuilt so that we can maintain proper heat conduct all of our custodians continue to participate in yearly professional development trainings, um, chemical safety, ladder safety, blood point
applicants, uh, and you know, other other professional developments for for trade work. uh maintained facilities. Um moving on to the next slide, main high school
uh accomplishment started 20 425 uh made dinner storage area cleaned out and relocated. Um we prepared exhaust uh fan issues in the auditorium theater curtains um that have
been an issue for a year. Sorry that have been uh issues for some time and needed to be replaced. Uh the exhaust fan being issue um was ripping our curtains. Um that covers
the next next month too. The we installed a new site cycllorama and spring curtain after the hback um was prepared. Um bottomless shel project is a change regularly at least twice a
year uh to maintain you know proper health um health protocols uh area ceiling repairs and cuc facility the high school. Uh we've also recently got our uh pH
neutralization tank cleaned out. Uh a new limestone filtration installed uh for science and uh chemistry classrooms. Our bianual filter sheet is completed. Uh annual fire inspection completed.
Repairs needed uh have been completed. I have on here in progress completed early this moving on to the next slide. uh upcoming projects over the next three years. Uh we have the alumni field
project uh all next steps are being evaluated. Uh lighting control issues uh in the classroom are also being evaluated there in the works. Uh we have some uh
the folk going to be uh sent in supposed to be uh tomorrow uh to get the uh the lighting in the three classrooms and see them. Uh we replace
uh damage floor tiles throughout the facility as needed. Um next I don't uh ahead of that and uh we we submitted some capital request camera upgrades auditing classroom lighting uh
12. Uh moving on to the next slide. Uh follow middle school uh upcoming Friday school. I think I might have um accomplishments are 24.5 uh courtyard clean up completed. Um
here we completed up staff and students could have lunch uh classes out there. Uh we've had many uh tile replacements. Most recently four tile replacements in the kids area.
We place steel carpet. Uh we put BCT tile. Uh we had a uh train rooftop unit installed uh being cooling to the auditorium. Uh that's controls for building management system
installed. Um, we're waiting for a new front end for this to be up and running that should be coming soon. Um, and this way we can see all of our Adriatic equipment and how it functions uh on a daily viewing basis. I'm also going to
have remote access to this as well. Um, all primary and secondary water pumps service will be serviced every two years as part of preventive maintenance. uh by annual filter change is completed. Our annual fire inspections completed
and state uh fire by the chief. Uh upcoming projects will follow middle school. Uh we continue to replace tiles, floor tiles throughout the building uh as needed. Um a rooftop gear handling unit replacement
for the library area um is actually scheduled and in progress. They'll be here tomorrow to start the the um we bring the existing equipment Monday that we get to actually swap paints uh
be about a twoe project. So that's be up and running uh roof placing here at the fowler. We have some capital requests being evaluated in timing. We are also exploring other options. Uh we'll have uh more info at a
future um committee meeting uh from myself and Rebecca, our new energy management consultant in town. Um library office carpet is um we had a capital request for uh that to be
replaced. As we can see, it's well indeed the uh condenser unit to the IT office and our computer lab is being replaced uh again starting this weekend. Um and we're going to have uh
uh two heat pumps uh mini split units, I'm sorry, install to to serve those two areas. Um and that will that will be starting on Saturdays most likely. completed by the end. Uh
we're looking into having a sewage pump replacement uh as recommended by the town water department. Uh so pump now is approximately 25 years old here. uh end of its uh plenc will be being installed tomorrow ever
source and uh to we'll have that uh hour into that capped off. Next slide. Green medal uh excuse me green metal accomplishments for 2425. Uh we continue working to keep everything in working
order. Um we continue to do preventive maintenance as needed uh yearly on boilers and and other equipment. U outdoor facility continues to maintain the grounds over the courtyard cleanup
uh was completed as well and will be completed in November again this year. Um, we had some minor roof repairs uh done in troubled areas in a classroom area.
Uh, radar mitigation system installed to um mitigate all radar issue over there. Uh, construction of areas affected by last chair water leaks. Uh, all complete. You look great. toilet preventative maintenance
completed uh annually and in service as needed as well. Uh door and lock repairs were done to doors that were identified and needed repair. Uh there have been some issues with some of the boys that got locked. Those have all been since been repaired. uh annual fire improvement inspection
completed and paths uh and quarterly filter shapes uh the mark 13 out in upcoming uh projects with green meta um they're in the process of having new elementary school built uh supporting
the MSD uh we we continue working to keep everything in as it be best shape and working order as we possibly can until we We're also continuing prevented maintenance and other maintenance as needed. We continue to necessarily
repair uh areas. Thank you all for all your support. Probably felt a little bit nervous here in front of a little crowd. I haven't done this. Yes. Wow. Thanks
as well. Uh if you have any questions, I'd be happy to start. Yes. Okay. I'm going to try my headphones again. Do you guys can you hear me? Okay. Okay. Wonderful. Great. Um Tony, thank
you so much. Uh, I really love that we're able to put on presentation for the community as well, just to kind of kind of continuously remind what where the efforts that are we're putting into from a a maintenance perspective. And I I think you've done a really great job of of of tracking that and following up.
So, thank you so much for for for bringing this uh to us. Um, I did have a couple of questions on things that I didn't see on the report. So, if you don't have an answer right away, you know, feel free to follow up um later
on. Um, one was the uh for Green Meadow. Um, I know we had gone through a um some re uh AHA certification. Tony, were you going through that for that? I know there was some
Yeah, we we did have some issues and I have to look up to uh state standards. So, all of our state standards as well. Okay. Are you did you go through training for that or are we still out outsourcing
um u some of that? We we we continue to have UEC um UEC uh monitor in the SP uh they're been a district's consultant for a while. Uh so they come in and they
do six month um six month reports. they walk around and make sure enough there's no changes and if there was um then you know react we act on it. So luckily no changes in in their um six
month inspections in some time. Okay. Um, the one thing that if we could just get a followup, um, I think the two areas that we maybe got dinged before weren't actually related to new issues, but were more like housekeeping about,
you know, the binders being updated and, um, notification to families. if we could just get a followup on, you know, um those are just like we're still like those are being checked as part of those six months reevaluation, the binders in
particular that are at I think it's really Green Meadow that has the asbestos um at this point, right? It's not Fowler. So, we do have a uh we do have a hero book here at Fowler because there is some things that are assumed. We weren't
assumed, right? Assumed, not known. We were never able to get a certificate from the architect since the school was built. Um so um just by law we have to have an aero look here at at the middle school. Uh okay. All have all been updated and
we continue to be updated um every six months or even um even so whenever we have a new vendor come in the building we they sign out a um uh they have to fill out a paper and we have to put it in the book stating that
we told them that there's could be so basic it's it's a vendor acknowledgement form okay terrific and I think the only other thing I wanted to ask about were um were the notifications to families. Um I
think that is an annual thing. And then also relating to the the pesticide, I think that's another mandatory or statutory notification that has to go out um that we um people were had questioned last year. So I just want to make sure that um we're in a dedicated I
don't know if that goes out at a certain time of year that you normally would would do that or when families should expect if it's like the beginning of the year. Um but that would be helpful if you can just follow up on like what um when that happens that would be
um helpful to for me. U so uh I had a feeling something like this is going to be asked. So I uh this week uh our annual notification typically goes out for our book in January. Uh okay.
that out in January and we'll update the the votes with the with the new year notification and our IPM notification standard notification that gets put out is um probably over the summer. I believe it's closer to the beginning of school. Uh however there are also in
between times if we ever have to do any spraying bees etc outside um you also have to notify them as well which we have been uh at least uh 48 to 72 two hours in advance. So we we have been we have been compliant with all of
those. Um great thank you um for that. And then I had um another a follow-up question which you you mentioned will be happening at a a future meeting about the uh the fowler
the the roof um and and those aspects of it. And Brian I I believe you had sent over in an email um last week about recommendations for that were kind of pencled in. Um, so I guess it would just want to be like
kind of part of that presentation would be um just to incorporate like why what those recommendations are or I think it was like rubber roof and it was more of a repair versus a replacement. I didn't um so we can just get the um part of that presentation the
thought process and then also incorporate um plans for solar um and how that fits into that uh that project that we are looking to do. Um I do recall and and I think some members like
Mary and Maro I know when we did the uh green meadow roof uh the school committee was very um uh because it's such a large budget number um very much looking at the documents and part of the decision- making. So, I just want to
make sure that the that there's a in-depth conversation that the school committee is allowed on the options for funding because ultimately it will be the school who has to go before town um to present any article whatever that
might be and um and argue in favor or present it. Um so um that part and then also and kind of relating to that um what I recall from the Green Meadow roof is
that if there is within a three that three-year look back so if there's maintenance within three years um that exceed or up to 30% of the value of the building you have to bring the whole building up to code. So, and I
don't know if we're out of code at Fowler for anything, but there is a a particular and we were worried about this with Green Meadow with how much you put into it. Um, you know, surpassing the the 30% uh threshold. And so, if
since we're doing a lot of this spending with uh the HVAC and repairs and stuff, I just want to make sure we're if we're tracking that or if any of that's exempt from counting towards that 30%. it'll be helpful to understand when that presentation is because or if there's
anything that we're out of code for like I think um the the the bylaws that passed you know like the energy things would we have to you know bring that up so I just want to make sure that's considered when we're making the decision and we have the data about what
we're expensing in the prior three years that might um where that where we need to be cautious of for that trigger Um, and what that is. Yeah. Thank you. And I don't know, Mary, Mary, I remember you looked up the value which
of of Brie Meadow at one point. I think I I was going to say I think you provided us a a a number of what file or you might be able to provide the number of what the the building itself would be. Um, it's not a very high number because it's a municipal building. So, it's not um but I just wanted to make
sure that we just have that data for us to consider. um when we're making the decision as well. Value of Fowler is 36,300,000. So that's a big difference for the green metal. I don't think we have to worry about 2 million. I think it's three years. Yeah.
No, but I think it will if we're if we're going to be building a roof like on it, um the roof counts towards that 30%. So, if we're going to be spending whatever it's millions of dollars, um that's what I want to make sure like what is that number and then what is the uh because some of those replacements
are in the millions of dollars for the for ROP. So, I just want to make sure that we're if and they might be exempt. I don't know. There are certain expenses that were exempt. I just want to make sure we have that information to be aware of. Good. Thank you,
Mary. Um yeah, thank you Tony so much for this presentation. Um the fact that so as you know we're constantly being um it's mentioned that we don't take care of our buildings and so this is absolutely in that you know showing that
we are doing not only the actual maintenance but preventative and that we have um you know schedule so that we're we're continuing it I know when we talk about the three meadow new school that that's one of the 50s Jerry Colberts who's talking about is you know we put
things in place. The fact that you've gotten that company to CR to you know um to being in contract with that neckman's job is it's fantastic. Also the fact that you've got um the professional development going on um with all the
custodians that um question the u the lighting at the high school being okay. Okay.
Um so um the items that are not on the cap haven't been requested by the capital request are you able to put dollars to what you're going to need from um for next
year's budget for instance to help us so we don't have that. No that's okay. I don't understand you have us. I just want to make sure because for forever we've been asking for and the same thing with the technology and that to know what those numbers are so that we can incorporate
them as we're pushing for the you know budget follow. So jump from like five year so it's tough to predict those numbers. Yeah. So whatever you can do to um you know
monetary value help us help you. Yeah. Thank you. I don't have any questions. Mary asked my question. Um, how are the rodents doing? I think that with this new plan, like are they thriving or working well decreasing like
um having to switch? What I can say to that is we haven't got any sightings of any sort. Uh since we changed uh so we haven't had any sightings. Okay. Uh or uh reports of anything.
So um I think it's I think it's Yeah. Um, and then how are how's the impact of this town's water issues? I know like a lot of people in town are having awful water acceleration issues and we got a letter at home about
something I don't remember. I should have written it down if I wanted to ask you, but something that's in the water that's not good for children under five. And like I I'm thinking about the impact that I have on at home. like how is that impacting particularly Green Meadow where there's kids under five and school
in general? Uh we have filration systems all three and they change uh on the red uh so it's pretty full of the water lights yellow to red when they hit yellow
change. Okay. The build is um pretty much done. So those are chang um is that costing a lot more money
given how bad the water has been this year? I don't think that that number is crazy. Okay. Uh I don't have exact numbers. Will you have a problem? Go ahead. Okay. Um, and then I know people, you know, on social media complain about
seeing windows at the high school being open, but I know for my child there's certain rooms that are just really, really hot. Um, is that something that When you say windows being open, is that offs? Yeah, like they say, they drive by and
there's windows open and um, that was Oh, maybe it was. I was going to say in the high school, I would challenge. Okay. It's funny. Yeah, that makes sense. I just Yeah. So, um here uh I actually put something
in play a couple of weeks ago every week. Okay. Two and a half weeks to all the all the same all those basis.
So if it was been seen after that. No. And this is like all last last year. When we ask for money, they say, "Well, maybe you should close the window." That's not helping our financial problem. But I figured I would ask anyway if there's
Yeah. Uh I I did try to get ahead of that whole stuff. I know in past years it was a practice that those upst You have sort of
you help me understand the fowler roof in terms of how fatig okay but they're working on the whole every time comes up I get stressed out don't get stressed out
um but yeah so we'll we'll definitely update at a at uh upcoming u we're still looking into options uh many other uh as well
priority I know she usually but yes thank you Okay. Thank you. Thank you, guys. I have one more question. Sorry, Tony. Or this is maybe for uh Tony and and for
Brian. Um I know at our the last town budget subcommittee meeting, Greg mentioned that they were going to be forming a subcommittee for buildings, but like it would be across for all buildings. And um I know that we had
suggested Tony that you would be like obviously there that position would be part of the school. um we've kind of nominated you um just because it would be as as a larger planning effort as I think it was with capital planning and
just looking at all building needs and I know that generally speaking it's a better practice for purchasing you know when you can kind of look at all projects as a whole across a certain unit but I don't know if if that had been brought up or not or Brian if you had heard anything yet but um
forward yeah I Greg's mentioned it and Tony would be the guy to be part of that, but I haven't seen anything formal with moving it forward. Okay. Okay. Yeah. I would just, you know, whether it's Tony or whoever that might be, I just want to make sure um considering that the topics that were
being discussed and a lot of them were school related that we do have school representation, you know, on on that task force, that subcommittee or whatever that might be. um if they're going to be looking to make plans accordingly
um you know for for across the town. Uh I think obviously Justin will be on that committee as well or maybe he'll be leading it. I don't know but um and then the other question Brian this might be for you and we can maybe talk about it in our uh personal negotiations is I
wonder if we are approaching the three-year mark we need to maybe renew our MOA with the select board. don't know what that date is, but for some reason I'm I'm feeling like we're hitting that three-year mark and I don't know if this is the year that we need to um to look at that because that touches
on maintenance and and whatnot. And um so just to add that, if you could just check and see if that's this year or um I think it is, but I can't remember. All right, I'll check. Thank you. Thank you.
Thank you, Tony. Thank you. All right, NASA update. So we have Principal York here with exciting news. Good evening everyone. Thank you so much for having me. Um I think you have heard
the headline which is that we got a wonderful report in our accreditation letter after our first year submission. So I've just put together a tiny and short presentation
to explain a little bit more about the good news. Um you I'm sure you know that NEASK is an association of 1500 plus secondary schools around the world who chose NEASK standards
and um have committed to try to hold to those really high standards. It's totally voluntary. We don't have to be accredited. Some schools are not accredited. But I think the continual improvement
process is worthy, a great use of time and professional development and it really helps a high school stay good and get better. I'm sure you know that uh the team last came in 2024
and that was our 10-year visit and we were fully reacredited. Um, we got some great commendations and some great recommendations. Commenations tell you and the rest of the community about the things we are
doing well in alignment with NEASK standards. Recommendations help us identify areas where we can go from good to great. Um and then the NEAS conferences and
going on accreditation visits provide deep learning and professional development for secondary educators. That's not something that a lot of teachers from Maynard High School have been doing in the past few years, but
it's a really great use of time to go to their conferences and to serve on visits for other schools. Oh, so our um one-year report was due in May of
2025, and we submitted it on time with no problems. And just to let you know what's coming up, we don't have anything due till our three-year progress report. We assume we'll have a five-year
progress report and probably something in between five and 10 years. We expect our next on-site visit in the spring of 2034. Every year we file a substantial change
report. If there are major changes in staffing, scheduling, budget, facility, we have to let NIA ask know. And we have to meet as follow-up committees at least once a year. We've been doing more. And
we have three committees. One is vision of the graduate, one is curriculum mapping, and one is our instruction for all learners. So, our first progress report went in in
May and in early August we got the letter back. We had no recommendations. We met and finished all of their recommendations. We are still fully accredited and we got
three nice commendations. They are very pleased that we are looking at schedules that will increase access to band chapter 74 and the innovation pathways particularly for
students who need study skills or multilingual learner classes. They're very pleased that we merged vision of a graduate with my cap and that those teams really took the initiative to um infuse life and career
skills into the curriculum and influenced other teachers to see the need for change. and they are pleased that we are trying the flex block which we call our tiger blocks and we are in the midst of a
pilot right now. So our next steps are um I'm going to the November NEAS conference because they are making adjustments to the vision of the graduate. They are now renaming it the vision of the learner
because they want it to infuse more into a full district than just into the high school. And it's interesting because DESIE and the MYAP process is requiring more and more as we apply for our grants
for us to report on what we are doing in the middle school to make sure students know about our pathways and about our career training. Um, obviously our follow-up committees will continue to meet and we are going
to continue to explore the flex block and to look at possible schedule changes because everyone in the faculty understands that all of our students need access to our pathways. They're amazing pathways. We're looking at a new
pathway this year in health professions and they need to be for all of our students, not just some of our students. And that is my quick report and it's all good news. Thank you, Liz.
You're welcome. Natasha, would you like to go first? Sure. Um Liz, thank you so much. Um I had one question actually what you were just mentioning about the the pathway. Um
is there any opportunity or um if there's because we are participants or we're part of Asabet if we offer something that's not a p like a similar pathway to like aset that we might be
eligible for some funding or additional funding beyond that. Is there any is it a consideration about that? Because I I thought there was something related to like if it's if you have something that would be like like chapter 74 what we
have now for the WAVM, right? That's that's unique to Maynard. It's not something that's comparable at as um and that thought that was one reason why we were able to get it because it's not available at our Avotech school, but I don't know if that's clear that way or if it's regardless of whether it's
available at the Votech because I know that the ASBED does have healthcare pathways and I just want to make sure that we don't preclude ourselves from obtaining funding if if we're doing something that might be similar versus something that's unique that's not
offered at our vote school. Well, there's um a two-part answer to that question. Innovation pathways were designed for the general high schools so that we can also offer the most popular
kinds of professional training, but without the many many hours, 900 hours of shop time. We do that with our chapter 74 program. And you're absolutely right. It's not offered at Asabet and we could always
look into offering more chapter 74 programs that they don't offer. That's a different kind of opportunity. These innovation pathways are interesting because they're a much smaller commitment. Really, you just
take four years of classes. Some of which are the regular classes you would take anyway. and some of which are specialized classes. And the students are only committing to 100 hours of
internship time. And it is funded by the state and they know that the um general high schools will be applying for them even when we are in chapter 74 districts. Part of the reason the whole
pathway program was invented is there are always more seats more um there's always more students who want the very most popular pathways. Many students go to asabet but not many
get health professions or culinary. You have to do everything right and it's hard. but at Maynard High School. Oh, hello. I can hear you. Did you hear us?
I think I got my answer. But um for for that. Um so I guess the followup would be um after they do the pathway Brian or maybe if if um wondering if there is some type of um certifications
that the students would be able to you know to do or obtain after the 100 hours or uh internships that would be helpful to kind of understand and um and also share with families because I think that's part of you know for children who
maybe don't see themselves as a four-year college, you know, student that they might be if they're able to go right into the workforce with some type of accreditation, um what that might look like at the end of the innovation pathways if there is such a comparable
um opportunity. I can follow. Thank you. Um yeah, you lost her, right? Yeah. We can if you just want to send me
feel free to email to me. It was a great presentation. I don't know if I said that to hurt though, but how grateful I am to the changes in the schedule that allow children who require specialized services to participate in these programs. Before I had a child
that was involved or was involved with school committee, I had told somebody that WM sounded awesome and they said special needs that can't do it and right that's like so counter to everything we care about and so glad that the steps have been made to really make that
accessible to everybody. Hi Liz, sorry. No, I am so sorry about that. But I had finished answering the question. Thank goodness. Yeah. So, thank you. I was actually forgot I don't know if I mentioned to you I was like it was a great
presentation and followup. So, thank you for I had I told Brian my my live question. Um he can follow up with you after I had another Okay. I do apologize for the little presence. No, thank you so much.
Yeah, thank you Liz. Was a great presentation. All really good news, too. Can you tell me where we are as far as um curriculum mapping? Are we almost finished with that or because I know we had a couple of years
to get it done or something? Yeah, it's completely finished and to the um to the level that NASC asked us to get it to. And now we're working on the next step which is sort of hyperlin
curriculum mapping where the teachers link in their curriculum maps the um well actually they link their curriculum maps to the program of studies and their syllabus to the program of
studies. So it's a bit of a tough cell. It's a change and the committee is working on it. So, are you thinking that it will take another couple of years to get it to that point or Oh, definitely. Definitely.
Yeah. Right. Especially with some teachers that have been around a long time. It's It's hard to make those. Exactly. Yeah. Can you But that's the level of understanding and knowledge that today's parents want. Um, and the sex law. So are we taking
away time from other subjects to create this extra block or Yes. On the tiger days we get a I believe a 42 minute flex block and
instead of being about 57 minutes each block is about 50 minutes. So not significant break. Yep. We're still fine-tuning. We found out we are doing it before lunch currently and
it makes lunch later and that is not a win. That's what I heard about that is not a fan favorite among our students. So that's the only thing I heard when I
asked about that. I'm taking it that sometime in the spring you're going to be asking students and staff what they think of of flex block and how it can be improved. Right. Absolutely. Before then even because we
might make changes to second semester. Thank you. Oh, I did have one other question. um with all of these and I'm a proponent of all of the pathways and that but sometimes you have kids that don't necessarily want to go in one
block or another. Are we still giving them the opportunity to just explore different um you know a different a different curriculum just a different way of going from grade nine to grade 12 without kind of I want to say pigeon holing but but without a specific
direction of course that's the beauty of having just a general diverse high school. The pathways aren't for everyone and they never were meant to be for everyone. Some people like to take art one year,
music the next, maybe a business class, and um do as many work study hours as possible senior year, and that will always be fine. Yeah, it brings me back to this was a few years ago that there was one student
Harrison's first name and I remember he was I think I don't know junior or something and he could only fit in um WABM or or the you know part of the the chapter 74 pathway and he did it kicking and screaming and then lo and behold
didn't he end up going into that field. So that's what I want to be able to you know give these kids the opportunities to um do. So that's great. Thank you. I have a question. How do you build in um dual enrollment into the pathways
uh for students who are who have chosen to go into a pathway? How is dual the desire for dual enrollment built into them for students and parents? Well, dual enrollment classes are actually super attractive for a number
of reasons. One, you get college credit. Two, if you choose the right dual enrollment class, it is not as timeconsuming or difficult as an AP class, which is designed to be timeconsuming and difficult. And you
still get college level experience and credit. So, the state incentivizes having dual enrollment as part of pathways. And the tuition for dual enrollment, which is usually $250,
is free for students who are in pathways. So, there's a distinction between early college and dual enrollment with whether or not it's taught within the high school or whether or not the student goes to either a college or community
college for the course. So are these students that are participating are in are the teachers certified at the high school to teach the college level class or the students going to the college or community college for the actual course.
Most of our students take courses through Middle Sex or through UMass Lowel and most of them do it online right in the library during the course time that they would be sitting in a
class at Maynard High School. So, it works out really, really well. And $250 for three college credits is a wonderful bargain as all of us parents know.
So the student we do not yet have we have only the one dual enrollment class being taught on campus which is Jen Adams co-eing with the UMass Lowel upper level professor
but stay tuned for new developments in that area as soon as I can announce them. So then one other question, sorry. Um the courses the um courses that the
students are taking at Middle Sex usually are like Monday, Wednesday, Thursday or Tuesday, Thursday. They're not the three-hour blocks. They usually make these courses a little more accommodating
uh to a high school schedule. So, what do the students do on the days that they are actually not participating in their dual enrollment class? Well, I hope they're doing their work, but are they taking other things within their schedule or is that a block that
they're using like that hour that hour is their dual enrollment block. Okay. So, six out of seven days, they have that hour to either be with the
professor, emailing the professor, or working on the assignments. Okay. Or getting extra help from a teacher at Maynard High School. Okay. All right. Thank you. You're welcome. I love dual enrollment.
I do, too. Um, I just wanted to say how grateful I am that you um were able to change the schedule to make the pathways in uh chapter 74 accessible to the kids that need to have special ed services as well.
Well, we haven't done it yet. That's what we're working on. I don't want to get ahead of ourselves. It's a huge equity problem. We're well aware of it. The faculty is on board, but we do not yet have a solution that's
amendable to everyone. Okay. But we're working hard on it. It's our main task right now. Great. Thank you, Natasha. Yes. I just had one quick followup um to
um Alexis for talking about dual enrollment and then question about AP. I don't know if a lot of um high school families, they might know this as they their kids take AP classes. Um but I think it might be important for us to
like us, I mean like the the high school to articulate to families early on that not a lot of colleges or um accept AP. Even though your child may pass it and go through it, they don't always accept it as a college credit depending on the school. Um and some schools will even
still require so um to take the a biology like if you're premed or whatever that might be. Absolutely. At the at the high school they want a college you know credit. So I um as you're we're talking about dual enrollment um and the topic of AP
there's like a you know people are very you know um some families are super u you know pressing about getting AP credits for their child. Um I I think that might be an aspect we would want to highlight that although they might pass
you know at the college or at the high school whatever that number would be if it's four or five um that um and it's an expense they also have to pay that does not mean that that their child is automatically going to get those that
credit um to whatever college they decide to go to. You're absolutely right. the and I think it's an area that um for an E when I think about equity, you know, I'd hate to see families putting out money for something that um ultimately might not it might show great on their
transcript, you know, for something, but ultimately they may still depending on whatever their field of study is and the the college they choose to go to may not accept that even if they did a five on on whatever that subject is. And I think it's worth highlighting to families who
are um you know ask about AP classes. I don't know if that and you know when you think about dual enrollment that might be where it's a college actual credit um from a you know enrolling at a college versus just an AP class that there's that distinction where one one
opportunity might be more favorable than the other um as far as getting a true college credit versus passing an AP exam. So, um I just wanted to kind of put that out there with the value for like what parents, you know, have to pay out of pocket to, you know, just like
long-term planning. Um it's not a concept that's really um known until a lot of kids actually try to use or apply those credits in the college. Well, that's Yeah, you're absolutely right. And um I actually could come back
and do an entire presentation on AP versus dual enrollment pluses and minuses because there's pluses and minuses to both. Luckily both are free to students in our pathways. The state
pays. Great. Thank you. And they both are very very valuable experiences for students who want to go to the most challenging schools. We actually recommend they that we they try a little of both little dual enrollment and some ABS.
Thank you, Natasha. Remember the one thing with dual enrollment, just like with APs, colleges don't have to accept it if it doesn't meet their grading standard. So, well, that's what I'm saying is that it might not be depending on whatever whatever what college they choose to go
to in their field of study. Um but I think that that whole concept that neither one of them is really kind of guaranteed you know for automatic depending on there are certain factors that might one one thing that is guaranteed is Massachusetts does have an agreement
with the college board and an agreement with the community colleges. So, we have a chart of exactly what score is accepted for what at everyone of the Massachusetts state colleges and
universities. It's all in writing in black and white and students go in knowing what's that would be great to have like another time, you know, talk about having that available for families as they're planning their, you know, their their
kids, you know, post high school life. Yep, we definitely do. Thank you. Great. Uh, thank you for this presentation. Um, I don't have any additional questions. Um, I think
everybody basically covered it, everything. So, thank you so much, Liz. Thank you. Thank you. See you soon. Thank you. Uh, district improvement plan update. So
we have our director of curriculum you over she certainly is not going to read it to you but give you I know I was so hi I'm happy to be here I know that
you got this lovely length lengthy document going over kind of what we've been working on as far as the um strategic plan. So just some highle kind of highlights in there to talk about really quick. The first obviously the first objective is the superior academic
performance. So um this year we're really the curriculum preview piece we're going to be looking at the arts. We're going to be looking at wellness and hopefully for that's where we're hoping to get to this year and at which point once we review those I would committee they let me know where that
stands. Um on top of working on that you'll hear me referred to in a few different spots. We're going to keep uh supporting the implementation of amplify which is our ELA curricular material and we're also going to be supporting card.
So we're being intentional about how we review so that we're supportive of our elementary staff who are doing multiple of these at a time as well as our middle school grades that are kind of getting bombarded with that as well. So we want to be really intentional and not grow.
Let's toss one more on top of everybody. uh we don't need to send anyone back the bills. Uh another big thing is that we're going to continue uh our map testing and looking at our growth data and really using that to help us target instruction. So now that we've been
doing map data for a little while take a look at those reports now we can really look at very strategically all right how does that make us think about our instruction? So that's going to be kind of a big focus this year. Uh as far as MTSS goes, our VBST, our building based
support teams, BBSTs are up and running. Principles are focused on supporting our struggling learners and really thinking about where our targeted assistance is going. So how are we supporting our students who need to make some reading? How are we supporting our students that need to make that? So they've started
that work. Uh and then our professional development is going to be carefully crafted uh for the first few months with data focus. So we're in October. The next two n the next two uh early releases are really looking at data data practices.
Moving on to strategic objective two, the inclusive practices piece. Uh we're really continuing to look at that school climate. I know we've already talked about the CP surveys a little bit. You've seen the lows and those pieces and we're going to keep working that piece. We also are the recipients of the state support of schools grant which
asks us to do a self assessment of which we can use a good batch of that data towards. Um but that's going to help us to look long term at five years. What do we need to do to grow school culture even further? Um so that's really kind of where we're headed. Um we've continued to really improve
communication practices. We've implemented reach my teach which allows us to reach uh our caregivers, our families in the language of their choice and their choice because while I do prefer reading things in an email format, other parents might prefer their communication
on WhatsApp. They might prefer it via text. So that gives us the opportunity for parents to engage in the way that works best for them. Um so that's been a big success point. And then as you all know we have started this PD on microaggressions. Um we had Py Callahan
from safe schools program come in and do um presentation about safe schools for LGBTQ plus youth and then in November we had Claire Jones coming to us to look at microaggression specialial equity. So we're really trying to target that state
support of schools. And on objective three, our um developing global citizens, as you all know, uh getting staffing Spanish immersion was a challenge this year. I anticipate it might continue to be for a little while. So we are fully committed to that, supporting the principles to to
make sure that that can happen. Uh and continuing to kind of push forward with that work. We will be reviewing that foreign language curriculum this year as well. Um, and we are continuing our cultural exchange or travel opportunities for students. Um, and then
on top of that, our civics action projects are active both at the middle school and eighth grade and in high school, which is another opportunity for us to make citizenship. So, that's a really quick like 10,000 foot view of a really nice long document, but it is
getting late, so I don't want to drone on. So folks have questions. We would love to answer it all. Natasha, would you like to go first? Her computer fro. Yeah. Um yes, thank you very very much Selena for this. Um a couple of
questions. So with the academic experience and all that, how are are you and how is staff I guess incorporating DEI into all of this? Such a good question. Um so we have you know just
no big deal. Um so we are actually in the process of really looking at creating AI guidance. Uh so step one is getting a committee of teachers together. We have a group that's convening where we've actually convened for our second time today uh to really look at what is our guidance forward.
How do we encourage you know that digital literacy and the those computer science skills that think about the ethical implications of AI? So we, you know, our staff that work with our younger students are talking about we can incorporate this at a young age to start thinking about digital
citizenship and what does that mean for young students um early on and just progress through that. In all reality, one of the big things that people say about using AI is that, oh, we need to train students to use it. They
absolutely know how to use it. I guarantee you the teenagers can do it better than I can. Um, so I learn a lot from them all the time. But what we need to do is talk about how did how is it actually built? Do they understand the concept of a large language model? Do they understand that it's built on an
algorithm that if you think about it, it really comes from that that base of predictive text? Because if they don't understand that's kind of the underlying of it, it can become this tool that's, you know, a little bit magical and they don't necessarily understand the limitations of it. So we have the
obligation to think about how we're presenting So, we're working on the guidance piece of that to then push kids through. Um, unfortunately, the hardest part about anything like this that evolves so quickly is keeping up. Um, so we're
convening now. We'll put together guidance, but this is going to be an ongoing thing that we're always have to because it's going to move fast. Um, and it's, you know, my understanding today could be completely not relevant three months from now. So you'll all be
learners together, students, staff together. Just a step a step above students step ahead. I know I've talked to so many people in the business saying it's happening so fast we can't even speak up. So um yeah will that um curriculum and the way that
that's addressed in school be primarily with regards to academic uses of chat GBT or will it get into the safety piece like so they're relying on it for social digital citizenship piece right they need to understand that when you put
personal data in there that the different form whether it's whether it's Gemini whether it's there's lots of different AI tools out there but when you put personal information in is learning from that and what are the implications of that? So obviously anything that we would use needs to meet
our data privacy agreement uh as does any platform that works but with that said we have to talk to students about that because just because we aren't necessarily providing the platform par they absolutely so that is that piece of digital citizenship and digital literacy
I read a really scary article about a teenager talking about suicidal feelings to chat GPT and it someone else investig ated and went forward and was able to guide Chachi to encourage any action on those feelings like with the certain
question certain things really that caring to me even more so than the academic side there are many implications of this and we'll be discussing it for many years to come but step one is really think about the guidance so that's where we're at and eventually that pushes into how does
that impact different aspects of will you be looking to parents and students for their foot on this as well. Oh yes. Oh yes, that was a big part of our discussion today. Okay,
that was perfect. Um so just one of the um questions. So um the summer workshops that happened um July and August talked about district and this is under the strategic uh district level data practices data
review and leadership development of data practices were focus of the summit district leadership team example of how that works. So Brian led us through a review of our data over the past year, whether we looked at ACP data, we looked at MAP growth for the year and just
talked about what did we see as far as overall trends. So whenever we're meeting as a district team, we're not going to get down to the student by student level because the goal is to look at overall trends just like when we look at MCAPS, we're looking for specific trends and where can we move instruction. So that was really the
focus of that discussion. Uh and it was really interesting because a lot of the EC data related really neatly with the anxious generation work. So there were some really cool discussions in there and and one just one comment because I' i'm in the past I've been in one
direction and now I'm headed toward the other direction. I'm okay with you not doing the arts and the foreign language. We need to get the literacy and the math as strong as we can because those are the the main things we we've been doing well with science in spite of ourselves.
I mean, the MCAST for science, I don't know what what's going on, but it's all great news. But so, I would be all in favor of just really focusing on on that support those kids that are beyond grade to this not yet.
Um, and there's the just so yeah. So, anything that we can do to really focus on that? I'm hoping takes a couple more years to get to the other subject matters. I might be on a solo here, but yeah. I have a few questions and mine are all
over the place. So, so I apologize. The last thing you talked about was looking at data and and math. And Brian, we could be looking at this at the end of October, but we need to so I apologize about getting ahead of the game here. Uh, you talk a lot about
growth with the math of growth. However, there is the achievement component to it. And so have you also been looking to see if growth is aligned with achievement which can happen and it can also be misaligned
um that there could be a tremendous amount of growth but much slower achievement or lack of achievement based on certain standards. So is that something that's being looked at as to growth versus
achievement when you're looking at much so I think the biggest thing that you can do when you're looking at data is make sure you're comparing achievement achievement. Yes. What can often get confusing is people interview. Uh so I think it's really sometimes there are correlation. There's definitely correlation and then
we have to be careful of the correlation versus causation. Right. So we are looking at the um achievement achievement is not quite where we want it to be at but usually an indicator of where we think achievement is going is the growth right that's if we're seeing the growth numbers going up we should
then see that correlation of achievement starting to rise. So that is the look for right we've got our baseline data for the start of this year and then it's okay where were the strands in there that for the week kind of think about points of instruction to see that grow
up courses and the one question I have and I don't know if we're going to know this yet is since they got rid of MCCAST as the graduation requirement are going to see MCCAST in the 10th grade start to go
down because students go it doesn't matter anymore. Uh and so I think you have many different responses that could happen there and it'll be interesting to watch over time. Okay. Uh so slightly
related to well it is related to dating. We talked about the bar the sorry I still it's okay my college brain on at the moment. uh the uh the schoolbased teams uh I know
they're they work more with the learners that are a little bit lower in achievement and growth. However, and I will harp on this until the day I die, there are the students in the murky metal who do not get the extra support
and they are not our higher achievers and they get stuck. Yeah. And they also need the support. So these borrower thank you building based teams uh I know they might not be able to
actually support the students in the murky metal but I'm kind of curious what's happening with the students in this murky middle so that they have forward trajectory and are not falling backward where there going to be greater intervention.
Absolutely. So I think back to kind of what Meredith had talked about, we need to keep supporting that ELA rather than that, right? We need to make sure that our core instruction is really meeting students where they're at and and pushing their big because without a little bit of push, they're they are not
going to continue, right? So we need to be thinking about what are those instructional practices that we can put in place to really push our learners along. So those are the conversations that are about to be getting going. Okay. Um, so I'm starting to work with the grade level teams right now to kind of find out where things are at and then
I'll be doing some uh boxes and then that's where we'll kind of jump into levels to push that. Okay. Um, and then this one's completely out of data. Uh, the PD presentations that have been done. So it's great to
have presentations for people to sit through presentations. However, uh there is a learn it and use it sort of right like I can learn it and I sit in a presentation, but are there real world activities that the teachers and staff
are actually participating in so that they can use the what they've learned in a safe environment so that they can then replicate that when they're with students. Sure. So, um, our presentation on the 26 with Lynon Callahan, he actually did a
really nice job of having us practice language like specifically saying, "Okay, so if you have a younger student, you might use this phrase. If you have older students, you might use this language, but actually having having teachers say, hey, I have this situation." So, we had multiple situations that were very real to our
context brought up and talked right in the presentation. So it was it was interactive and not just somebody standing and saying okay do this this and this. Um what was amazing is after groups he sent us a suite of materials to keep working and the beautiful thing
about the safe schools program is we can request them back anytime. Um that is a great resource for us. Okay. So we can bring them back anytime. And one of the things that you ended off by saying is if you need technical assistance or a thought partner to bounce things off of reach out to me. That's exactly what I'm
here for. And that message was heard across the auditorium and has already been reached out to a couple books. So, okay, that is the exact hope. Uh, and then moving forward, we have Claire Jones that she's and she's doing a afternoon workshop after the presentation for
folks that want to stay at trial. Okay. Thank you. Yes. Go ahead. Um the um it's real quick. This is all fantastic, but um one of my concerns is always what about new staff coming in. You know, for the staff
that's here um but I'm sure they're thinking about that about you know people come and they go and I want the new people who some of them might be coming from college and so they've already you know they've got these skills sort of just I know they'd be able to take care of that and help that
over time. We need to incorporate more of it into our mentor program. So that as each each of you staff how are we supporting them? So for example that's exactly one of the things that is right from the start when we're on boarding folks to make sure that they
have should make sure that they're also practicing skills. Um, so one of my question the answer might be the same as the answer to her marty middle question but it's about with the title one support having to become targeted the the support that's
now not available through that is that being replicated through what you were talking about to Alexis question or we also still have intervention test okay so it's just sort of transitioning yes roles but the same things will all
Yes, still be pushing specifically for our type one programming and funds that we get for that. We need to be showing that we're doing to return assistance. Okay, but that doesn't that's the only kind of assistance. So, it's basically an administrative change, not an actual like real life.
I want to be thoughtful about what I say to that. It is more than an administrative change. Okay? what matter what you're in the business of getting kids. Okay. Sorry to that. No, it's okay. Um and
then when you talk about the foreign language review, is that primarily the older kids doing foreign language or is that also Spanish or second? Right now we would be looking at the uh doing that with the high school student or the high school staff and specifically because again there's been so many changes at
the early grades that jumping in and doing one more just okay that's what I thought I just wanted to make sure I wasn't thank you just I just wanted to make everybody aware it's 8:45 almost 8:45 Natasha
yes thank you can you hear me okay sure Yeah. Okay. Uh, Colleen, just as a a point, I was offline from 26 through 30. Okay. Thank you so much. Um, so I did have a couple of questions. Thank you so much
about the and I'm sorry if these were um mentioned while I was um booted out to restart but from looking at the um the plan that as it's laid out um I did find
it a little difficult to understand what were the strategic plans or the efforts that were happening in different years if I so uh I know some of the Um, let me see. Some of the progress
indicates what school year certain actions are happening, but there's a lot that are not does. They don't don't indicate like what school year or um when it anticipates to be completed. Um, in in particular, I noticed that there
was not a lot that I could see if I was looking at that third year, what was happening from 26 to 27. I only noticed like one or two progress elements that reflected that third year. Um, but the
whole it looks like the the the dip is referring to 24 through 27. So, I'm just wondering if that could maybe be looked at a little bit more to outline or maybe it's a layout potentially because I had to kind of look through the different
the way it is if it could be yearbyear like a um a page just as because I know this will be a public document and and um if it would be someone I'm just thinking as a parent who doesn't look at this often. It would be great to understand or for us to use as a tool
when we're talking about from a budgeting what we're advocating for like this is what's happening in this year specifically, you know, this year and we can kind of reinforce those um those goals that we're working towards. So that would be just some constructive
feedback on on that if we can kind of outline just make those more um time bound for the progress and emphasize which ones were um in that third year uh or lay it out a little bit better. And then um the other feedback was in
looking at the um the inclusive practices that support all students and hearing about earlier Hillary's
feedback about WAVM. I wonder if when we talk about pathways if that should be um an initiative or should that be part of what's uh I didn't see anything like that would be
incorporated but it sounds like there's work in progress around making that you know like more inclusive and but I'm wondering if that could be explicitly um outlined or should that be explicitly included in um in part of the DIP for
this year or whenever that you look to have that making sure that you know all pathways are accessible or whatever that work is done. Um, and that's a question. I don't know if that would make sense to to include in in this because it does feel like it's a
very tangible uh goal and as we're expanding pathways, I would think that we would always want to make sure from the onset that it we're looking through that lens of inclusivity and access for all of them um from the beginning. So, is that something that would you think
would be um able to be incorporated or an idea? Yeah, we can look into that and get back to you. Okay. Yeah. Yeah. Just uh just looking at the goal or the what we're prioritizing. And then um the this other
question I had was how does this all work in tandem with maybe the the decap which is more of the district curriculum accommodation plan. So what uh families might expect should be happening in the
classrooms automatically um for their so like again I go back to the WABM as the example that we talked about tonight um you know for what parents should be expecting and how is that you know aligning with inclusivity. I'm just
wanting to make sure that all of our how how is our alignment between all of our district um maps and goals that we're putting out there. Um and and if we do we need to do some you know bouncing against each other to make sure that all documents are you know are updated with
reflecting the efforts that we're doing or if there's changes that we're looking against you know how maybe what should be referenced in the DECAP as well um as we're looking at curriculum and you know and and um and how this is updated. So, I know that's more kind of parallels
with with um Heather's team or her group as well, but I just wanted to kind of throw it out there. How do we make sure some of this is um carrying over in all of our district level efforts? I think that makes a lot of sense and actually makes a lot of sense for moving
forward into next year as we start to think about that alignment more. Yeah. I mean, I just I was thinking it might like as you're looking at we're not looking at one document. It's like, you know, kind of looking at all of them. What are we reflecting? And when there's updates, you're kind of updating them all. Maybe not all always at the
same time, but we're just kind of looking through that lens of um messaging. Um and then I did see on the top um and this might be more of a question for I don't know, Brian or us. I have no idea. But when we talk about the district's vision of Mayor public
schools and the mission and the core values, I thought as a school committee, we needed to do something as well. Like didn't we have to update our like there was something it was in like in the handbook that were you have a policy that is about our mission statement. Um
just going to bring that up. Yeah. Okay. Well, that's what I'm saying is that, you know, so as we're putting this the DIP together and it has in here the mission statement, I don't think this like we, you know, I think that is there room for it sounds like we need
room for us to codify that or in some way um based on whatever the policy whatever the policy policy is old and we didn't change it. Um I work we didn't like customize it last year when we did the whole policy
turnover um so that we could work on it more um together. I thought it was going to happen like this year, right? We talked about doing that this year so that next year's handbook. So I'm just thinking again more of efficiency. Does it make sense that when we do approach that, we want
to make sure that the the decap or the dip or wherever our mission is, let's put a placeholder that that's updated to reflect whenever that activity happens. So, it won't just be like the handbooks. It'll also need to be here and whatever that might be. So, um, so that just kind
of calling that because I thought there was something we needed to do and I can't remember when I guess I'll look to the policy subcommittee to let us know when that might be coming down the pike. Um but just to kind of call that out as well. So that is all I have. Thank you
so much. Um so talking about the the mission statement um the AD uh policy um that is um part of one of the things that is on
your goals um and I know that you guys are working on that. So, but yeah, it's totally different than what is on here. So, I was just wondering like where you're at with are you using thinking that you're
using this in to replace the AD policy or you still work separately? You're still working. Okay. All right. That's all I That's all I had. Thank you so much for this.
Yeah, please. Okay. Um, policy AC. Um, so this is the policy that we had gone over in the summer. Um, with the portions that are more procedure taken
out and put in a procedure. Um, I believe we only vote on AC, but because all of the meat of it is basically an ACR, um, we can discuss that one and talk about that one today as well. There's no
like different content. It's just edited um into the two sections. Are there questions? I have any questions? Alexis, I read through it and I didn't nothing jumped out at me that gave me thoughts
for concern. Natasha, uh nothing on the policy. I just had some grammatical I noticed and I actually forgot to put the comments in there, but I put it in there. It was just more um differentiating like the
there's references that kind of jump back and forth between Mayor public schools, Maynard, MPS, district with a lower case, district, so the uppercase. So, um, so again, grammatical, nothing substantive, but I just think when we
approve it, we would want to, um, incorporate, uh, whatever how we want to phrase it. Um, the I guess if we want to also say the district, we would probably want to include like the district is representative of Mayor public schools or we would just take out district and
just put mayor public schools consistently through it. Um, just so the point of references are the same. And then um I do appreciate the like if families have any questions they can contact the superintendent office andor um the schoolto family liaison. So
thanks for that. I didn't have any other uh questions or feedback. Thank you so much for this. I also I sent it to somebody I know that's working closely with integration work right now. Um and they were happy
with it. Um, and uh, I do also feel like though as things have developed, um, I know that the police department stay out of immigration concerns, but probably it'd be worth having conversations moving forward with them as some of the
interactions with immigration officers have gotten more erratic in terms of protecting like this is about protecting the children that would interact with ICE themselves, but protecting the bystanders who might want to get
involved and um protect their friends. But for now, I'm really happy with this. Okay. Um I only had I would like the the bottom section needs to be um updated
with the the new version four, right? Version four. Yeah. So, and also the date that was approved. Good date. And next time that we'll
view it, which is only five years. Yes, those items. That one we should ever do annually, too. Yeah. I mean, no, this is this was just a um get it twice, right?
Um so it it was more just we needed at least some date. Um, and I would assume that this is going to get, you know, looked at more often than that, but it was just a, you know,
yeah, if nothing does happen, then that is at least the date that we have. Okay. So, I had a question. Um, um, it's more of a a procedure to Brian actually. um if
possible. Um yeah, go ahead. Okay, so I the access to school premises and this only is because um I know that um ICE, you know, has different
strategies on how they approach or try to obtain who they're looking for. Um so one of the ways that sometimes they will not go into a school, maybe they don't have the right um warrant, but they will
um enter the parking lot or wait for um parents to leave or in that case um which is still school property in that sense. how um I didn't see anything particular referencing about uh that,
but I'm just curious uh because I know it's happened in in in nearby towns. Um how have we one experienced anything like that that we're aware of or two in the event that um you know ICE was in our parking lot and was there do the
building leaders or like are they u they follow the same uh protocol about notifying you if if they're on school property um even though they're not going into the building or they're not approaching the building or I'm just wanted to ask that clarifi clarification
they would follow the same procedure. We haven't had that. We haven't seen them or heard them on school property, but they would it be possible that um we could just um clarify like when we talk about school premise, it's not just about the
building. So maybe on the reg I know we wouldn't vote on it but that would be just my suggestion is if we could uh and school premise would also mean you know parking lot um or grounds um that would be my my thought is if we could include because that is a
possibility of of how they do approach um areas and I want to make sure that there is just a procedure for or just indic includes that scenario in the procedure for staff or families if they read this
or maybe just change this word building tois. Yeah, because it's under the access to school premises section. And that's what I was looking at is um if they you know if they arrive at your school school property. Yeah. School
school property, right? Um, and okay. Yeah, we Yeah, if you do another flying here that doesn't cause problems. This Okay, that that I feel like promises works too. But this one right here, this the one page. Yeah, I can.
Yeah, I just Yeah, I was just thinking that I don't want to wait for them to actually come to the building before we would, you know, act or, you know, it would just be the Okay, thank you so much. Other than that, thank you all for the work on this. I know it was not an easy one.
Okay. Um I'm going to make a motion to approve AC immigration enforcement policy as um with the grammatical and update at the bottom. Um changes.
Second. Um Mary. Yeah. Yes. Alexis. Yes. Larry. Yes. Natasha. Yes. Okay. And then just as a heads up, this will mean we'll have some other policies that will need to be updated to
reference this. I'm going to make my chair's report quick. Um, I just found out today that the um, select board put together um, they're doing their the quad board meeting
November 12th, which is a Wednesday. Um, I do not know the time yet. I would assume like 6:30 or something like that. Um, I have not gotten an email from Pay. So, um, I just wanted if anybody has a
problem with that date, if they can please let me know. Um, yeah, that's the right. All right. Okay. Um, let's see. Um, outreach. Um,
I'm wondering if anybody can go on to our um, uh, document and start plugging their names into places. Um, I know. I saw that. Thank you. Um, especially the SAC meetings. Um, I know
we really technically only need um one like every other month, but it would be great once a month. Um, and any other um things on there? I don't know if there are any other school
any other like big school things happening over the next couple couple months. I know there's a bunch in like December with, you know, um Okay. That way I can put it in there. Yeah.
Yeah. Yeah. That was a little bit. It was a little last last minute but um I I really want yeah just to maybe certain time before right
um and then um the workshop on the 20th um 6:30 at 6:30 right um and I just wanted right where Um, I just wanted to go over just what we're
what we're talking about. Not we're talking about our goals. All right. Okay. All right. Yes. Okay. Um, Mary just um one kudos again to
Sienna. She was at the Mayard Fest which everybody in the world was at that. was great, a great turnout and um just all the work that went into it and um the collaboration and that was really pretty cool. So, and
we made it on the new something. That's that's it. Uh we met a subcommittee with Brian whatever we're calling it strategic planning outreach curriculum. I don't know the exact Yeah. Um all of it must together. So we had
our first meeting. Um we're meeting at the end of the month. Brian's going to share some data with us in advance so that we can go through it and ask questions before it comes to us as we started that.
Um yeah, I uh so I met with Alexis and um Mary and I met policy and both subcommittees we used to have a plan. Um and we could probably talk about that more at our workshop. Um for the liaison I signed up for I reached out to the rec
committee and um haven't heard back about a meeting and I attended the sustainability committee meeting the other day um and virtually met Rebecca and heard about Headbots and um they're very excited to have more communication
with us. um a lot of they have they're having a lot of focus on schools like their agenda covered different school topics and um they're interested in capital planning particularly and internships and all sorts of things. So, I think that would be really interesting
to have more people that Natasha um well for personnel we actually just scheduled uh we have we're meeting in about a week a week and a half or um to kick off that subcommittee meeting. Um
um Ben from the Capscom had emailed um some information I circulated to everyone which was about the the roof um what what he had or what he mentioned from our uh prior uh uh town meeting
about expense and what they're considering from the the company that they were provided some information. So I just shared that and separately he had reached out to Mary and I about um exploring some interest with the courts,
the tennis courts and we both you know um maybe looking at CPC funding for for that and I think from Mary and I both of our experience one we uh we both suggested that um maybe a community
member might be an advocate, a good advocate to present that request to the CPC. I I don't know if it would be like depending on how they would do it because it's maintenance doesn't fall under allowable CPC funding. So, I think they'd have to be carefully wording it
if they're looking like to, you know, quasi upgrade it to like pickle ball, which is kind of what I think the the ask was. But, so I we, you know, there might be some some development. Um, in any case, it did advise him that
whatever whatever happens that because it is on school property, eventually whoever would want to take that lead would need to come to the school committee just to get our approval, you know, of the project, which would, you know, be needed and that ultimately if there's any funding consideration that
it would need to go funneled through um the school anyway, like Wayne or whatever for for the for that as well. So anyway, I don't know what what's going to come with that, but more to come. I also wanted to thank Wayne and
Brian and um I don't know, Colleen or whoever was working on the end of the year report and appreciate the update and clarification on the uh adjustments to the what was going to be incorporated for the administration, which is what I
was really asking about at the last meeting. So that wasn't we weren't doing the uh status quo. what we were following in prior years. So there will be some some changes I guess that will you know impact what is being reflected as an administrative cost. Um but then
in future you know for a future goal or in FY26 we'll you know develop an MOA about any other like percentage allocations or whatever that might be. So thank you for that information um and the work on that. Uh I know I kind of pushed pretty hard on that and I
appreciate it. um only well not only but a big sense is because many community members who don't follow us dayto-day or meeting to meeting uh one of the areas that they look at how we're managing our funds is how much we spend on administration in that line and uh
without fail every year someone asks about it and compares us to the state and this is one of those very tangible um areas that we can you know align with what actually is correct and and make strides to improve the accuracy of those
numbers. So, um so thank you for you and the work in and on the area as well. And I appreciate the clarification about the PEG access um because the town isn't spending money on us. They're just like a conduit of receiving the money, but it
really is an external fund that we just benefit from it. So, they're not actually expensing it from their budget necessarily. So, uh I'm glad that was able to get clarified in some areas um as well. Um, and then ditto about uh Sienna. I I it was great to see Maynard
reflect so uh wonderfully in in the news. Um so I was excited to to see that project and how it's it's been discussed and also the coordination with uh the chief, the fire chief and and getting all of that done. And um and then also I
because I missed part of the the student report is just it was great to see also the pictures for the homecoming that was uh last week and you know all the the seasonal um fun that uh Maynard High School had. So uh that's it and I hope
everyone um enjoys their long weekend um with the Monday holiday of Indigenous People's Day. Yep. Okay. So we don't have any minutes. We only have warrants. So without objection, I ask that we accept warrants
2618, 2609, 2620. No obje objection. So warrants are accepted. Um and I make a motion to adjurnn.
Second moved. Um, and we have Paul. So, Natasha, yes. Mary, yes. Alexis, yes. Hillary, yes. And yes. Thank you.
Thank you. Have a good night. You, too.