Yes. Great. >> Thank you. >> Good evening. Um, this is the school committee. We're remote all remote tonight. Um, so I will read the meeting script. In
accordance with open meeting law regulation 940 CMR 29.10, 10. Please be advised that Maynard School Committee members Maro Hogan, Mary Branley, Alexis Fishbone
um and um Natasha Rivera will be um on later um are 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. Lastly, if any uh school
committee members are not clearly audible to fellow members or to any members of the public, please notify the chair immediately and we will do our best to remedy the problem and we'll inform the public whether the meeting will continue. So, I will do a roll call
um to call the meeting to order. Uh Mary Branley >> here, >> Alexis Fishbone here, and I am here. Um, and Brian, you can hear us? >> Yes. >> Great. All right. So,
meeting call to order is 702. Uh, do we have any um urgent business? >> No urgent business tonight. >> Okay. Um, and I didn't see anything about public comments. >> Nope, I didn't see public comments
either. >> Okay. Do we have a student rep on? >> Uh, we got the report. I don't see anybody >> um in addition to who's on screen. >> Okay.
>> Here. >> All right. Um, so I can Do you want me to share? I mean, people have it in front of them. I read it earlier. >> Yeah, I did too. >> Yep. So did I. So, I don't know um
>> if it's necessary to read it since it's already in the in the um packet. So, um >> okay. >> Yeah. >> Um >> just um kudos. I I love the fact that you're giving everybody a free weekend of homework because of the attendance.
That was really really really great. So, yeah. Very good. Good thought. >> I think you should give the parents a free weekend of not having to do anything. >> That would be nice. I I would like that as well.
>> Okay. Um, superintendence report. >> Sure. To be here. Just as a reminder, this is National School Counselor Week. Um, so we've recognized our school counselors and sent messages and whatnot. They were appreciative and they do a great job all the way around preK
through 12. So, we want to recognize them this week. Um, you probably have seen the curriculum corner which has updates for professional development, our safe and supportive schools meetings, learning walkthroughs, um, arts and cultural vitality index,
and there's a host of other things in there. That's a nice new addition this year, our curriculum corner that Deanna Lank, our director of curriculum um, and professional development, puts out pretty much weekly. So, that's a nice um
ad for staff in terms of communication. Uh operational updates. Just to give once again to give a shout out to our facilities team for making it through the first major snowstorm of the season and it was a whopper and they did a
great job as did the town. Um we had one snow day as many as almost the whole state did but we didn't have to have two or three as um some of the other towns did. So, cheers to them. Uh next meeting we'll have the second quarter FY26
um report from director of finance Wayne White. Um we have already started the safe and supportive schools which used to be ECP surveys uh but they renamed to MCIA. Um it's just a same survey, same data,
same we're building our longitudinal history. So, those have gone out and they're getting filled out. Will be done in the relative near future. Um, and just a quick followup from the last meeting. If you remember, we talked about nature's classroom and the return
date because it was sort of woven into the calendar conversation. And after following up, I realized and found out that the students dismiss at 11:15 that day because it's an early release. That was one of the questions like, will those overlap? But the students returning don't return until 1. So
actually out the parking for the return from nature's classroom. So that is a nice thing. Um and conferences we do do conferences. They look very different between green metal fowler and the high school. Um end
of the I mean and I sent you in the map update for each of the buildings. But at the end of the day, the important thing is both for you to know and parents to know. I'm just letting somebody in from the waiting room, sorry. Is if a parent wants a conference, they simply can call the main office and or the teacher
directly. Um, sometimes the office is the easiest communication and say, I'd like to have a conference with my son or daughter's teacher and we accommodate that. Um, so that that's sort of where the rubber meets the road on that one. It's a good thing as we should offer conferences. Um, and that would be my
update. >> Okay. Oh, I'm gonna have to go figure out how to share some things probably. >> Mary, do you have any questions? >> Um, only that and it was a comment that you had brought up, Maro, about the um the kids coming back from nature's classroom that it was about the dismissal, but it was also about the
fact that some of the teachers that had been on the trip would want to do the um PD, professional development later that day. But by them doing one:00, does that still allow them, Brian, or that's like
really late? Did you ask that question? >> I think we lost Brian. >> I think we did, too. >> Oh, dear. >> Huh? >> I didn't think it was that difficult a question. >> There he is. >> Wow, you scared him off, Mary.
>> I said I I didn't >> Sorry about that. What was the question, Mary? I didn't think the question was that difficult. Sorry. >> What was the question? >> No, Ma brought it up when we were talking about the um the kids coming back from nature's classroom. The dismissal um kathuffle was one piece, but it was also the fact that um a
number of the teachers expressed disappointment that they couldn't then do the professional development because it was too late getting back, >> right? >> That's and quite frankly, we have enough early release days next year um that >> it should be
>> I honestly think they will be exhausted. Well, that was >> I don't know that they're really going to be of the frame of mind to say, "Let me dive into curriculum after spending four days in the woods." >> I think they'll be happy to go home and take a hot shower and we will >> support that.
>> That was my thought too, Brian, but I just wanted to express it since Maro had brought it up, but I thought talking about Okay, thanks. >> See, I came back for that. Come on, >> Alexis. Do you have any questions? No, actually that was the only question I had. So Mary already asked it.
>> Okay, great. I don't have any questions either, Brian. So, >> all right. >> All right, let's move on to the exchange field trip. >> So, you have the form. If you want, I can pull it up, but it's really just a form. And we have Jen here. Um, Jen, if you Yep, you're unmuted. You can sort of
walk us through that. That would be great. >> Sure. Um, all right. Am I unmuted? I'm good. >> You are unmuted and ready to go. >> Okay, good. So we started doing this exchange in 2017. So I think I probably presented about
this in 2016 the first time. Um and um yeah, so we've been doing all of the work all along to plan. We did the first half of it. The students came from Spain in um in October. This is the same
school that we've been doing the exchange with every year barring a global pandemic. Um so we've yeah it's just been really successful. We've had the chance to visit all different parts of And Lucio and we go. The students who
go have the opportunity to really be immersed completely in Spanish and they come back with really just increased confidence in their language abilities and just confidence in that they could do something as out of the box as this.
Um so in general I I just see so many improvements in students and so much growth in them um when they participate. So we we take a lot in mind when we plan this and work on this. It's a lot of
work to find, you know, you know, match up families and students and make sure that people are going to be in a comfortable situation in terms of if they have pet allergies or if they have to stay with someone of a different gender, but they may have a sibling the
same age of the same gender. Um, you know, because it doesn't we don't we don't discriminate based on gender and say, "Well, sorry, we can only have girls this time or boys this time." Um, so we we look at a lot of different
components of that. We've also looked at and I've had all the parents get in touch with or register with the US embassy in Madrid this time just to, you know, we're on their radar that we are going as a school group and so they can
get updates on if there is anything um, you know, to be concerned about. We've never had any issues, but it's always good to take another step. Um, and, you know, make some improvements each time the students stay with host families.
And so, they are in a in a home situation where they are able to have access to laundry and most of them have their own rooms and they just kind of have have the opportunity to really mix in with the family there. And then we do
things together every day from the school. the weekend they're with their host families just so I won't see them probably most of them although I'll be in the same town um on the weekend but there yeah we do our excursions and and
presentations at the school um together um trying to think of what else we've we have tons and tons of paperwork that we've had students and families fill out for medical forms for hosting forms and driving forms and car pooling and social
media release and um all kinds of communication with teachers so that they know when the students are going to be out. We leave on February 12th this year, so it's Thursday, next Thursday in a week. We leave at the end
of the school day about quarter 1. Um we'll leave to go to Logan Airport carpool in and then we come back on February 20th which is a Friday. So, they have the weekend to recoup and nobody misses school on Monday.
>> Okay. >> Any other specific question or any questions? >> Alexis, >> we're approving this for next year, right? >> No, this is next week. >> Okay. I'm like, >> yeah,
>> I wasn't I was not aware that I was supposed to get this approved every year. They said, "I've been doing it since 2017." And the school nurse said, "You didn't get this approved by school committee."
And so here I am. Um the begging the approval for this exchange again. >> Okay. >> So next year >> I will do this in the fall because I you know, as you know, we've done this every
year. We've had students or children of administration and >> on this trip, but I didn't know that it was every year had the same thing had to be approved. So, next year I'll do it. >> Okay. >> All right, Mary.
>> No, it's uh I'm so grateful to you, Jen, for continuing to do this every year. I hear nothing but incredible enthusiasm and happiness from the kids that participate. So, thank you very very much. the the vote that we've got. It says February 12th to the 19th, but you
said it's February 12th to the 20th. >> The 20th. Yeah. The >> just so that we have the vote at the for the right date when it comes to that. But no, all good. Thank you. >> Okay. I don't have any questions either.
I think it's a fantastic um um program that you've put on. Um, do you have the the same um uh chaperons? >> Yes. Yep. Thankfully. So, Mary Finnegan
is my other >> chaperon who has so much experience with all kinds of situations with students. So, I'm really grateful that she's able to still do that. >> That's great >> with me. >> Right. Okay. Then um I will make a
motion to approve the Spanish Spanish exchange trip from February 12th to the 20th, 2026. Um >> I can second. >> Okay. >> Is that all right to Okay.
>> Um and any discussion? >> No. So I'll take roll call vote. Mary Branley, >> yes. >> Alexis Fishbone, >> yes. >> And Maro Hogan, yes. You're all set, Jen. Have a fantastic time. >> Thank you, Jen.
>> Thank you. I'll see you when we get back. >> Yeah. Great. >> All right. On to the grant approvals. We have a I have a feeling I'll be coming to you every meeting for another month or so with new grants that keep
getting approved. >> Um, and as you can see, there's a memo in the folder. I'm sure you saw it. The two grants tonight. The first one being support implementing of updated timeout regulations. So that was a new grant. We actually didn't even anticipate
receiving it. We thought it probably would go to larger cities um where this might be maybe a higher priority, more students, etc. But we're very happy that we got approved. And Heather Newman, who's
online, is very excited about that. she's ready to move forward with it. Um, we're going to allocate the entire thing to instruction and if things change, we'll do an amendment and let you know. And the second grant would be supporting arts and cultural vitality teams, which
again, we were just like, hey, we want to review our arts um, and really conduct an art program review. And lo and behold, they decided to put out a grant and offer some money. not a
ton of it, but anything is something um which we can then turn around and stipen teachers to do the review >> um etc. So, we're excited for both of those. The first one would be um FC 213,
the supporting implementing of updated timeout regulations, and the second one would be FC2718 FY26 supporting arts and cultural vitality teams. Okay, >> we're pretty excited about both.
>> Mary, do you have any questions? >> Just Heather, can you just give us a um kind of a summary on on what's going to happen with that implementing of the updated timeout regulations? Just a quick summary. >> Yeah. So, it's um I believe it's $50,000. Um we're going to be using some
of it for um professional development opportunities. Some of it will go towards building in um spaces within classrooms to help promote regulation for students. So, there's some um materials that we're probably going to be purchasing. Um it's going to be
something that we bring in some experts to help us with but then have time to learn understand those regulations and then most importantly make sure we think make sure we have things in place so that we are promoting regulation
before and during moments where regulation is difficult for some of our students. Okay. And has have the new regulations already gone into effect or are they going >> They have not yet. >> So we're starting off with the regulation piece and then when the regs
come out then we're going to shift to understanding what those mean. Um I'm anticipating there's going to be updates about documentation and how Desi wants to collect that information. Um, and then I think that there'll probably be just some more guidelines on the
expectations of what the district should be doing before we get to the most um significant act of okay, now a student needs to be, >> you know, in a separate space on their own for safety purposes only.
>> Okay. All right. Thank you, Alexis. are the um timeout spaces. I know there's a space at at Fowler and you had mentioned putting them in or there there's a spot. Um those are those are spaces to
help with regulation. So yes. Yep. So when we don't have timeout spaces in our buildings, we're really looking at how we promote regulation. So we have a space of Fowler um that helps with regulation. Um it's something that we
have a slight model of that at Green Meadow. Um the room is pretty empty at this point. >> It's something that we're also working on building in the new building next year. So Karen and I are working really collaborative to design that. So some of this funding will go towards those
spaces and making sure they have updates. But more importantly, we don't we also want to make sure that students have these tools within their classrooms. That's what that's what I was curious about because you mentioned in the classroom. So, >> so it's we don't necessarily want to do
we want to maybe do a little bit of um a sprucing up in those areas. Absolutely. But I think we want to spend more of our time even just in the classroom. >> So, is every classroom at the elementary level and at the middle school level
going to have a space for students? >> I hope so. We'll have to see how far we can make the money stretch. So, we'll see what we have, but we want to make sure that all students have something and what that looks like and how much of specific things. >> Um, and you know, thinking about also
making sure that the teachers have the understanding. We're going to try to maximize everything we can. >> What happens at the high school? Out of curiosity, because it's certainly a very different situation when you have a 17-year-old who is struggling to regulate versus a 5-year-old.
um who is struggling to regulate themselves. >> Yep. So, safety first. So, um it is easier to keep a five-year-old who is having physical behaviors than it is a 15year-old to have physical behaviors.
So, we match our response with the level of >> concern. Okay. Okay. >> Is that it? >> I was gonna say Liz unmuted. I don't know if you wanted to add anything, Liz, or just in case a question came your way.
>> Just that we have comfy spots in lots of safe spaces all around the building and lots of students who know where they can get where there might be a couch or a bean bag with their name on it >> when they need a little extra time.
>> The um foundation we funded um something in the library I remember a couple of years ago um one of those corners. So, >> okay. >> Great. >> All right. So, um All right. I'll make a motion to
approve grants um support implementing of updated timeout regulations fund code 213 for $50,000 and FY26 supporting arts and cultural vitality teams fund code 718 for $8,000
and alloc allocating them to cost center 2000 instruction. >> I can second. >> Okay. Is there any other discussion? Um, okay, then we'll take a vote. Mary, >> yes. >> Alexis, >> yes.
>> And I'm a yes. >> Thank you, Heather. >> Thank you. >> Hey, Brian, do you know when we might hear about the other two remaining grants that are out there? >> Um, >> the big one. >> I know the WAVM one is really big.
>> I know. That would be quite a clue if we get that. >> It really would be. >> I think we will know by the next meeting on the $75,000 skills capital technology equipment grant. >> Okay, >> that is a go. And >> yeah, we got it today.
>> We'll we're still waiting on the big one. That one. >> Yeah, >> we're waiting. >> We're waiting. Okay, >> we'll come to the next meeting for approval of the 75. >> That's correct. Okay. >> All right. >> Thanks. >> Great.
All right. So, now on to policy JFA. >> Yeah. And hopefully you saw the memo. We'll have Liz talk to that principal. >> Yes. I asked for permission to speak to you about this school committee policy. >> I don't know if you did you have a
chance to read my memo. >> Yep. >> So, basically, >> I'm sorry. >> That's okay. I'll try to tell it very quickly. Um, they asked us to update our policy because the regulation was updated and we tried to put a quick
band-aid on it and that was what was brought to you in the late fall and they sent it back and said no band-aid's not enough. You really have to dig in and change everything to meet the regs. And then at that point I had to rewrite
substantial portions. When it was originally submitted to you in 2018, it was just um sort of a a um a copy and paste of what the state had suggested as
an admissions policy. And it talked about being admitted to the school and then being admitted to the program and ranking candidates. And we don't do any of those things. We have an open program. As many students as want to
join our program can. So I just rewrote the admissions section to reflect that. >> Okay. Um, >> and obviously too, I updated everything and then Deanna, Brian, Colleen, and I
went through and made sure that the language absolutely matches everything the state asked us to do. So, we're very hopeful it will not come back again. >> Okay. So what so what you're saying is
once we approve it still needs to go back for their >> approval >> for their approval. >> That's correct. Okay. >> But I can't substantially change something that's previously approved. It's it's a substantive change.
>> Okay. >> So we definitely need your approval. >> Yeah. Okay. So, um when I just flipped through the um the revised one, in the very first um
paragraph, it says the Maynard School Committee approved this policy on March 15, 2018. Do we need to have that in there? We do. >> I think we need to update it or take it out, one or the other. >> Okay.
So, do we just want to change it to today's date, assuming you approve? >> That's probably best. >> That's what I would. >> Yeah. >> All right. >> Because don't we already add on to the policies when they're approved? >> Yeah, it's it it'll be on the bottom
what the approval date is. So, I don't know that we need to have that in the very first pro paragraph, but if if they want it there, then that's fine. They did not specifically ask for that. >> Okay. Because it should be at the very
end um down at the bottom where it says approved and then the date >> 24 2024. >> Yeah. >> Yeah. >> Um Okay. Um and then the other parts that are highlighted in here, those are the parts that you re that you redid.
>> That's correct. >> Okay. All right. That's what I thought, but I I wasn't sure. Okay. Um, Mary, do you have any questions? And >> it's probably just me not totally understanding the verbiage, but on page three, the first paragraph that you had,
any student who was enrolled, blah blah blah, there's the highlighted part that says there's no limit on the number of students who may participate in the vocational technical program beyond the limit of the number of seats in the courses. Did we want to say may apply to
participate because not everybody gets to do it or no they do >> to they're on a wait list though. Some of the kids are on would be on a wait list and they may not ever get in. >> The only time students go on a wait list is if we do not this has never happened
if we do not have enough seats >> in one of the courses. >> Okay. But you don't. >> So in the whole history of the program, >> we have never had the problem of having to turn a student away >> at some point >> from a course. We have had students have
to wait a week >> until we got it all settled, >> but never turned away. And no one has ever been turned away from the program itself. >> Okay. >> If they do the application, they're in. >> It's just then they have to do many
things to graduate. So they don't all earn it, >> right? But so you don't think that we need to say anything to protect ourselves in the event that that does change? You know, >> we did add a whole section about if we don't have enough seats in our classes,
>> how we would have a lottery. >> Okay. Right. >> And a weight list. >> So that protects us that that it does. Okay. All right. All right. And somewhere I got the impression that because I know our policy is that we don't accept um um uh school choice kids
in the 11th and 12th grade. Um that's the the one that we always um do every year. We we talk about here that if they transfer in, they're a student. That it just doesn't pertain. But um somewhere I thought I saw that they could school choice up to the 11th grade, but that's
not the case cuz that would superimpose what the policy that we have and I can't find it of course right now. >> Let me triple check right now while we're all together. >> Let's go on um to somebody else Maro because let me see if I can find it too. Okay,
Alexis Ste, >> I don't know if you had any other um questions or anything. I don't I'm reading through some of it really quickly. Um so my assumption is a lot of this was written
based upon the need of DESIE and should these circumstances actually happen. Um, for example, what would happen if we needed, you know, a lottery, previous weightless students, those sort of things that are not currently happening
uh at the school. So, this was solely for the purpose of fulfilling the requirements set forth by Desi. >> Yeah, >> that's correct. And when the program was founded, we were talking about six and seven students at a time. Now we have
60, >> but we also have another classroom and we're offering many sections. >> Okay. >> And we're getting a remodel >> which would be lovely. So then my question to you is so
um you give an example in here about 50 students being selected. Uh, is there anywhere in here and I'm not seeing I mean you do put in here approximately 50 seats are available each year for students but you just said there are 60.
So do we >> 50 I'm sorry to interrupt 50 seats in communications one. >> Okay. >> So that's just for the incoming freshmen and then upper classmen who are taking it for the first time. >> Okay. All right. That
>> we have 50 seats this year. We're using maybe 38 of them. >> Okay, >> but we would love to see them all full. >> Okay, that makes that makes a little more sense. Okay, so the 60 students is made up of not just freshmen, but everybody else.
>> That's correct. It's the whole program. >> It's the whole program. Okay, that makes perfect sense, too. >> And we have eight students, fingers crossed, graduating. >> Very nice. >> That's great, >> Mary. I did find the paragraph. It's on
page two, the top. Um it's a second paragraph. It says, "Students who are not residents of Maynard are eligible to apply for fall admission or admission during the school year provided they expect they're expected to promote." Um should we be or be promoted? Should we put in there students who are not
residents and are in but not in grades 11 and 12? because that we don't we have that as our policy that we don't allow school choice for grades 11 and 12. Would that be needed to protect
ourselves? Because this kind of says that, you know, based on on the other admission information that if they're up to grade um 11 that they can actually participate. The one thing that makes me think we shouldn't is that they would have to already be accepted into Maynard
High School in order for any of this to apply. >> Okay. An 11th grader couldn't like fast forward and take some of the classes. I don't know. I guess I don't know why they would >> a school choice 11th grader who was school choicing for the first time, >> right?
>> We don't accept them per your policy. So, so our our other policy that is generic that says we don't accept kids in 11th and 12th grade um protects us for this language. Perfect. That's all I Yep. Okay. Thank you.
>> Okay. Great. So, um All right, Alexis and Mary, do you have anything else? >> No. Okay, >> I'm good. I'm good. Thank you for doing
all this work again with Liz. >> Um, okay. So, I'll make a motion to approve the amended policy JFA, admission and retention policy for vocational technical educational programs, uh, with just the slight edits
that we discussed about the first paragraph, the date. Um, I think that's I think that's it. >> Yep. Um, do I have a second? >> I can. Second. >> Second. >> Okay.
>> Um, any discussion? >> Any more any other discussion? >> No. All right. Uh, roll call. Mary, >> yes. >> Alexis, >> yes. >> And I'm a yes. >> Thank you for all your work.
>> Thank you very much. Great. That was a a lot of work. Thank you. All right. Okay. So, >> thank you >> Ryan. >> Yep. >> To our budget discussion. >> So, there's really not a lot of new
information, but I thought I would just So, in the folder, you'll see there's like a nine slide focused presentation that I'll use on Saturday. >> So, it sort of basically says, hey, this is who we are. Thank you very much for your support for the new Green Meadow and for the override last year. This is
what we're requesting. It's the same three possess I mean overall it's the budget 25575. Um and that includes current programming reinstating a grade five teacher and reinstating a high school health PE
teacher and an athletic trainer. Those are the only ads. Um and then it goes through the next slide with talks about what the town's able to allocate which is 25177
which can change. So it creates about a $400,000 deficit or gap if you will. Um, and earlier in the process, we didn't identify exactly how we would close that simply because we didn't know how many how much attrition we would actually
have. That number is always in flux. It's still in flux, but we're now in February, so it's a little bit firmer, if you will. Several people who originally said, "Hey, I might retire." And therefore, we could use that savings have changed their mind. So, it's good
that we don't count on it too early. Um, but we have enough that have signed on and we've signed off on the paperwork at this point that they're not going to change their mind. So, between attrition and some use of the preschool account, we can
cover that $400,000 if nothing else were to change. Other things could change. I know we're still waiting. I spoke with Greg today. One of the big unknowns out there is still health insurance. So there's nothing we can really do about that until we know what that number is and Greg knows what that number is. And
if things change, we'll adjust accordingly. As it is, we can close that 397 and change,000 delta by do with those two mechanisms and then we'll have a
balanced budget. And it would move us forward significantly with reinstating the grade 5 teacher, reinstating the high school PE health teacher, and it would get us an athletic trainer. Um,
so I know that's not new information to any of you on screen because you've heard the same story. I just wanted to make sure you were the only thing that might be new was the attrition piece and how we were closing that gap. That is probably the newest part. Um,
and Greg's aware he has the slides. I spoke with him earlier today about it. Um, he's got his own concerns on on his side of things in terms of the budget, but I think we're approaching it in a similar fashion. I the number percentage-wise he
was able to allocate >> most recently, you know, 3.3%. That's that's a pretty reasonable number for most towns and schools. um a lot of them aren't getting that. There's a lot of big budget concerns
around the state. So, we're actually, all things considered, if things were to stay consistent, in a relatively solid position. >> Uh Natasha, can you hear me? >> Yes, I can. Can you hear me? Okay. >> Yes. Welcome. >> Thank you. My apologies for my delay.
>> That's okay. Um, do you do you want to go first if you have questions for Brian about this? >> No, I'll I'll I'll wait. I'll everyone else because I'm um catching up on a little >> as well. Um, so some of the questions may have been that I had may have been
answered. So I'll >> But it's okay. I'll wait till the end. >> Okay, Mary. Um, and I don't know if if you want to share this or not, Brian, how much is actually what the breakdown is of the um the anticipated retirement
versus what we be would be taking out of a revolving account or if you want to >> Y. No, that's a totally fair question. We're splitting it's about 200 200. >> Okay. Okay. Good to know. Thank you. Because I know we've talked before about that 200 threshold for the revolving
funds. We would have used a little more of attrition, but I'm glad we didn't anticipate that cuz a lot of people have changed their mind. The economy is soft, so we're splitting it. >> Okay, thank you. That was my only question. >> Yep, >> Alexis. So, my question was along Mary,
along the same lines as Mary. I was sort of curious how this was getting split. My concern is yes, we can do it this year by pulling $200,000 out of that revolving account. However, I want to make sure that
financially by doing it this year, we're able to sustain it because we're probably going to need to have to potentially. Um, take money out of a revolving account for the next fiscal
year potentially. Um, and my concern is at a certain point, just like what has happened previously, we're not going to be able to continuously pull money out of those revolving accounts, and we're going to need more support from either the town,
the citizens, do an override of some sort. So, I just want to make sure that um there's a certain level of sustainability um here and that I'm just sort of a little concerned about the couple of years moving forward um with what we
might need and what the fiscal picture might look like um down the road because we're going to need even more um based upon what the principles have said moving forward for the next few years, what they might need in the school. So, I just want to make sure that
we can sustain this for the next few years. >> Great question. I mean, in working with Wayne and doing the analysis, this is as sustainable as it gets for us. >> Um, we've been using some of our revolvers for as long as I can remember.
Um, but we're trying to So, if you if you remember, the first budget presentation this year did not include any use of revolvers. So, we've really changed how we're thinking about that to to your point to use as little as possible to make it sustainable. >> Yeah.
>> And not have to go back to anybody to ask for more. >> Correct. Okay. >> So, definitely part of our analysis and decision making as we go. >> Okay. All right. It only came to my head because, you know, the governor put out her budget
for next year. So >> yeah, >> you know, I'm interested in it for a couple of reasons. So, but you know, I'm just thinking of it >> as we move forward. >> Yeah. Good. Thank you. >> Okay, Natasha.
um you mentioned about um preschool and I don't know if this got brought up so I apologize um if if I missed it but with the new school opening up there will be um
increase in enrollment correct for preschool so will we be isn't there another class or something was that part of the factoring in to the Green Meadow building um to expand and I guess where I'm
thinking just continuing that thought process is that there might be a potential revenue stream um >> to help um in the not so now I don't know how much but um you know I just wanted to kind of put that out there as
um I thought that was part of our discussion processes as we were looking at the space for Green Meadow. No, I think that's a great point and I think that possibility is there. I don't want to bank on build it and they will come. >> I don't think for next year like Exactly. I don't think like for next
year it's going to be because it's the middle of the year, you know, and you have to like bring them in. But I do believe I just would like us to um maybe for FY28, >> I think it would be um um prudent to pencil in a soft
anticipated number and do what we can to fill those seats. you know, start next year, you know, ad if we have more seats in and start bringing that in so that we can get to a capacity for tuition paying students in some way.
>> Um that can um bring us back to to you know, Alexis's point, Mary's point. um I think comfortably 200 around you know at the most a year but once we start relying on that as a revenue source to supplement our budget
are um that's where that it's so volatile you know and how much we get assessed how much we get in it um not to mention >> we do have um PEG coming down you know that I don't know we don't know that's a
questionable funding source that's going to be both contracts is expiring probably I think in like two or three years at the same time and that's like $300,000. So, you know, I think those are the long-term financial goals I'd like to
kind of hear um as we're um I don't know, more conversation that we're not losing sight of like, okay, we have a potential revenue stream, but we also have this potential big, you know, expense that's not guaranteed that covers our WAVM, you know, staff. and
how are we a you know I've talked in the past about are we able to bring like one person in so we don't have this cliff you know where we're able to absorb them into our operating budget to be less reliant on on PEG. So that's those are some of the long-term considerations that I know we get caught up in the
immediate but I don't want to lose sight of you know some of these other implications that we have. Um and then next year we also have um the um the teachers um um collective bargaining agreement um which is the larger of
them. So I think this is you know um I the best we can do can do. Um, >> but I want to make sure that from what I heard, Brian, um, the expectation is and this the what you're
you're the number that you're, um, amending is that also reflect the amended assessment from um, Asabet because I believe Oh, it doesn't. So, that could alter potentially a couple of
other things, right? because Asabet's assessment to Mayor >> because Greg Hansen altered his numbers. >> Yeah. But he sent an email about it, right? So we do know it's a thing. Y >> um so aset was a really low assessment at first, Mary, right when we had our
town budget. >> Y >> and then there was an email that went out. It said oops. Um the state gave us less money. Ernie um emailed Greg and it was like double or triple. Um, and so there's not a lot of negotiation around
that assessment. So that has yet to be figured out as well. So that's like another I think it was like 500 thou something. Some crazy number. >> 250. >> Oh, 250. Okay. Sorry. It was still a number. I don't know. Once you get to six digits, like how >> it's a big number. >> Yeah. So that has yet to be figured out
as well, right? Of how that is going to wash. Um, is that assessment? Yeah. The insurance we talked about. Um so from a staffing perspective um we still do feel that we're confident that we will not we're not confident I
guess um what we know at this moment and that's with people leaving um that have advised at this moment that we do not see a cut in service. >> Correct. >> Okay. That's what I want to make sure
the message is out there like that. Very simple. um what we know in this moment right we can't predict what's going to happen in two weeks because um but what we know in this moment because Saturday I think this is where the question will be asked um we will be able to absorb
this amount without having a service impact to our services but once that number if that that number that we're allocated if that changes >> um >> we probably will have to come back and amend our presentation.
Okay. Okay. And I don't want >> but it's really dependent on I would say the bigger number is going to be health insurance. So depending where that falls probably impacts where the increased assessment from ASET is directed whether it's all directed at the schools or some
of it's directed. >> I mean it shouldn't. It's it's an assessment to the town. So that hopefully that's it's absorbed that way. Um like it's a town you know I don't know why the school would be penalized alone our budget. um >> not suggesting we would be. I don't know.
>> Yeah. Um but Okay. So, so that I just want to make sure that that's that's the piece that we're and to reinforce um I don't want us um whatever reserves we have. We're not bringing in a lot of money. So, I I
would really be against anything over increasing going beyond 200,000 in our reserves. Um, you know, school choice income is low. Um, but, you know, we don't have a lot of what other
departments have, you know, in their, you know, they bring in receipts and whatnot. We don't have we don't have that. So, I would just want to make sure as a school committee, I guess I'm looking to um our members and um that we really I think it would be fiscally
irresponsible to start relying as much as we had been to that critical level because that will not be sustainable for sure. Um and I think it's just I don't know that would be my my thoughts on that. So, um,
thank you Brian and everyone who worked on doing that and and again this is including >> the the trainer the athletic trainer. Correct. >> Correct. >> Okay. So, in all scenarios I that is also I think I want to just verbalize
that's very important. I think that position we've had so many instances of students getting injured and they're you know we can't support them relying on other schools um staff to do that. So I think that it's you know want to make
sure that we are not bending on that. >> That's it Ryan. All >> right. >> Thank you Natasha. I don't have anything more. So um >> Okay.
>> Okay. >> Thank you. Um >> so is that what you're going to share for Saturday? I'm guessing that just kind of Okay. Is it going to be the one that's in the Boulder? No, you have a memo there, but um >> Well, there's both. There's also a focus presentation that's only nine slides.
>> Yes. Okay. >> Yeah. >> So, that's that's the one that you're going to use for Saturday. That's what Greg has. >> Okay. >> Okay. Great. Thank you. >> Yes. >> All right. Okay. Let's move on to the superintendent's midyear evaluation.
Um, and just for everybody's knowledge, um, by accident it was it this is listed as a vote required, but we are not required, >> okay, >> to have a vote on this. This is basically just for information
and dis and discussion. So, go ahead, Brian. So hopefully you had a chance to review the memo that accompanies it and then the goals and um which is a slightly longer document
that goes through the four standards and then it goes through the six goals for myself maybe >> and then also the super eval if you've been able to log into that yet. >> Um it was included as a PDF but I >> so you could see it but as a PDF the
links don't open. You actually have to log into Super Evale to open the links. >> Is that why I got an email today? >> Me, too. >> Oh, yeah. Me, too. >> Oh, so I didn't go back into it. Okay. All right. >> That's if you want to see the links, >> right? >> Yeah. Yeah.
>> So, I sort of provided it in two ways. One is more of a me is a Google doc, which doesn't have all the memos, but it sort of references them, but if you actually want to see some of the supporting evidence, you would need to log in. Um, >> how have you found that so far using it?
Um, >> for I like it. Um, I think it may take us a year or two to get through it. It's >> has the potential to be a lot easier. >> Um, like it's it's you know there's a learning curve like I can
>> put a document in there and then select which st which pieces of which standards it connects to and which goal. So that's nice. So once we are able to really use the super eval system exclusively, it should make what you have to do a little
simpler. So you don't have to figure out when you see a piece of evidence is that supporting standard one or is that supporting standard three or you know super kind of get caught up in Yeah, that's what we kind of get caught up in now with
>> so hopefully it streamlines that process for you. Um and I think it will. I think from my end was that um >> it can I might >> so yeah I would say it's a >> but I guess it'll be interesting at the
you know in a few months when you've all gone in and really used it a little more robustly then I guess the person who it's going to really matter to to center on the screen would be Maro is if when she's getting the information if it's that much easier for her to you know
collap just to pull it all together and then use all that. And I from everything they've said, it does work that way. They've been very accommodating in terms of if I have a question, I can just email and they respond quickly. Um I know Maro, I don't did you reach out.
Did they reach out to you yet? >> Yeah, they did reach out and but I was I I have a question for the whole committee about that. So um you know, >> I think you'll find them uh approachable and helpful.
Um, so midyear overall things are going well. I know we met with and I don't remember which committee it was, Mary. It's a committee you're on cuz we met and you're on a every all of you are on a lot of committees. >> But so for my goal four, which is policy
review, >> we were talking about the policies. That's right. Last week, which answered a couple of my questions, so that was good. >> Some changes to that one and then >> share them with you either tomorrow or Monday. Um, a lot of it's just dates. Um, one change would be that we decided
not to create a separate policy review team, but to use the district leadership team. So, I'll clarify that within there. Um, but the same things we're looking at, the nutrition, the civil rights, the bullying procedures. So,
we're still looking at the same things. I pushed some of the dates from like November to January, December to March, January to April, March to May. So, they'll still get done this year. They're just a couple months late. a couple months later and I'll update that and highlight the changes so you can see
them on that document. >> And I think I saw that we're going to be reviewing two of the policies at our next meeting when I went into the next. So that'll that'll be helpful too. >> Good. At the next subcommittee meeting. >> No, our next committee meeting. >> School committee. Okay.
>> I saw them. Yeah, I saw them on the next school committee. Just food for thought for everybody. >> Okay. So, so far it's a busy year, but it's going well between the green meadow, the budget, sort of just all the traditional things. Um, I am liking
using, I will tell you, we've used um John Gilfoy public relations several times and we continue to and they are very responsive in quality in terms of getting the word out. I mean, unrelated to the schools, but kind of connected
because it's Maynard is the whole change the name of the town thing. they've really taken the ball and they're running with that and that's why everybody's showing up at our doorstep because otherwise they don't see it but we have channel 4 and we have the Boston Globe and that's really thanks to that PR company and they help us just as much
on whether it's the senior project and things like that. So >> in terms of getting the word out there and really having kids recognize you know what does mean have to offer which ties back into the goals that's a strategy that's working for us. Can I ask a question about just that the PR
firm because we we had used them years ago um for a lot and then um the one thing I would say and this is no um I think they're great is just the added expense that we take on because yes it
it is um it is nice a nice to have um but I know that they ended up starting to bill quite a bit when we used them. This was um also around um the Green Meadow roof, you know, scenario, but um I just want to uh and we had parted ways
at one point, not because they almost started assuming to take on things and they were just kind of billing. So, I just want to just be careful on >> Sure. >> Yeah. like very have it very clear on you know monitoring what that expense that we're putting towards that and that
they just don't you know start doing things automatically without some type of written agreement. Um, >> so we have a written we have an agreement and basically they do one positive story a week at our discretion we tell them and then they research it
and put it out there and then emergency services if there's something important that's coming or we need them because there's an issue we contact them. >> Okay. >> And then we resolve that. So they don't just do it on their own and then bill us. We would contact them and we have used them for a couple of really only
one thing. >> Well I know the town uses that's the town's >> the town uses them as well. Yeah. And I think that's kind of how it Yeah. It just got a lot of, you know, Okay, that's that's it. I just wanted to make sure that we um it it is an added expense that we don't normally budget a
lot for for PR. So, I just wanted to be thoughtful on on um how reliant we are on that service, which is a nice to have, but I I definitely think to your point um the bang for your buck there um is certainly when you get the on a
statewide or national level visibility for the schools is is fantastic. >> Yeah, agreed. So, that's what I have for you at this point. >> Okay. Um Mary, do you have any questions? Do we want to go goal by goal
or do we just want to everybody just take their comments? I just had a couple for a couple of the different um >> I would like to go go by goal. That would make sense to >> or even the four categories the you know instructional leadership I guess. >> Yeah. >> Management. It just kind of makes it
cleaner for Brian. >> Sure. Go ahead. >> Okay. Um, first of all, I'm a big proponent of the um um of any advertising that we can do for, you know, for to getting the word out, the good stuff happening with our kids. So, if it cost us a little bit
of money, I've I've really pushed for that for many, many, many years. So, um, we were always too humble. So, if we have to spend a little bit, I think the return on investment is huge, especially for our community. We we do a really really good job of getting the word out for parents and caretakers, but to get
the word out to the other residents in town um that you know we're constantly ask seems like we're asking for money from them and also the bigger picture of uh you know um of just telling everybody how terrific we ask. So just I just wanted to make that comment. Um but
yeah, so if we want to should we start with the instructional leadership piece maybe? >> Sure. >> Um >> yeah. >> Yeah. So the only thing that I had for that is um um oh let's see um goal
number one there was improve student achievement in math and literacy because I think it just said math um in the in it said it said math and literacy in the goal but it seems like there's more focus on the math and I just don't want
to lose the focus of literacy which I know is further down the line as far as our development goes but um Just wanted to, you know, reiterate that, Brian, just when and it's just, you know, food for thought for your final. That's all. >> Yeah. No, that's good reminder. Thank you.
>> I think I think that was Oh, I know. And then the walkthrough. So, that was one of the links that I kept trying to hit and I'll go back again now. Um, now that I know that that's why that email was sent to me. Um, so does, um, does Heather also participate in the walkthroughs because I know you talk
about director curriculum and and all of that. So Heather, you also participate in >> the whole leadership team does. >> That's great. Excellent. >> We have the principles, the assistant principles, Heather, Deanna, John. >> Excellent. >> Yep. >> That's perfect. Thank you. Yeah, it's
just so obviously so important. Um I think that was it. That's all I had for for that one. So >> Okay. Okay. Natasha, do you have anything for um for that one? Um well I don't know if this is I just maybe this is an open question because it kind of is budget actually it came up
in uh someone asked from CPAC um with the the literacy was there a um and Mary's comment just reminded me because they just brought it up uh yesterday um was there a change in
um contract of not you utilizing Landmark as much but but because we're bringing more in-house like a a position or doing something with like reading or um has has that been a conversation
piece that comes to mind at all with that because I know we've had a contract using Landmark for consulting for a while. Um, and I just would be curious if um, in the scope of how we're
re-evaluating our maybe our literacy reading approach interventions or whatnot. Um, has that been part of the conversation with where we're transitioning away from them to something else? Like what that thought
process would be? um or if that is misinformation, you know, um which I don't I don't know either. So, it was just something that was asked um >> follow up on that and get back to you. >> Yeah, thank you. Um and I I know that we've had it for a couple years and maybe the results aren't what we would
expect and so like I wouldn't um you know, maybe it is we're moving on, but I didn't know if there's like a bringing something internal versus outsourcing kind of situation that would we're looking to improve our literacy results for. Yeah. Thank you, Brian. Yep.
Uh, Alexis, sorry I was muted. Um, so I'm looking through a couple of things. Um, in the in the document, the first page where
you sort of say everything that's happened. Um, one of the bullets is advanced equity and access through continued support of Spanish immersion programming. Um, I guess my question is how are we defining access and equity?
Because um, Spanish immersion is not the only way to define access and equity for students. So, I'm I'm kind of I've read that bullet a few different times and I'm trying to um I'm trying to
understand it because I feel like there's more to it than just that. Um but it feels like that that's the only way we're actually advancing equity and access. >> So, I think there's many ways and I can
expand on that. >> Yeah. >> And get back to you. I mean, I think that is sort of a descriptor for that program, not a definition of all we do in terms of ex access and equity. And I can
>> and and I and I agree. It just seemed like it just seemed a very specific thing that >> was for a particular group of students who are in the Spanish immersion program itself versus as an instructional as a leader, what
are we what are we doing with the leadership to advance equity and access? It just seemed like a slight disconnect for me as I was as I was reading through some of that and I I'm like that doesn't seem >> um
work on that. >> Yeah, it just seemed a little more >> clear. >> Yeah, it just seemed a little off. Um a little off to me. Um I think that was really the only thing I was questioning for that.
>> That's good. Thank you. Maro, I had a followup to Alexis's um because now I reread that bullet and now I'm wondering if I read it differently. Um >> so um so I had originally thought and
this is maybe where the clar would be helpful to get clarification, Brian. Um, I originally read it as making sure that access to the program um, like to enroll in the program um, is, you know, equitable and done in a fashion way. But
as I was >> Oh, I Yeah, you read it way. Yeah. Well, now but then I I reread it and then now I am reminded of conversations where we talked about, you know, like students who needed additional supports that were
in this Spanish immersion program and making sure that they had equitable, you know, uh because I think going back to literacy, um if I remember the the topic was and I think it was Karen who had brought it up
at one point, um about having interventions, right? So for in the the native language and we had this position that was really hard to fill. Um so now I'm wondering it was about that aspect of trying to work on getting so we have
interventions for students who were you know learning the language um in Spanish. So anyway, so now I was kind of now I'm kind of confused um when I rewrite it. I probably shouldn't have rewrit because I'm now I'm overthinking it probably. Um, >> it's a little bit of all that and I'll clarify it.
>> Okay. Thank you. >> Yeah. >> And it would also be helpful, I think, when you're doing that just to get an update about that aspect too about that position um with how it relates to if that component is part of that as well, the equity
>> um and access. >> Sure. For that, >> I will do that. >> Thank you, Brian. Sorry, Marl. >> That's okay. No, that was good because I that's how I read it too originally and so you know this this good a good um
Okay. Um >> I always cause a problem. >> No, no, it was good because I went back. I'm like, "Huh, let me go reread that now." >> Okay. So why don't we go on to standard two um
which also covers >> know it's in here somewhere >> that's your management and operations human resources is facilities compliance. >> Yeah. >> So, it was page two of the
>> Yeah, the bullets page two. >> Yeah. >> Yeah. So, does anybody have um anything to talk about those? >> I had a question about theou. I thought the school committee voted on
the one um the shared services. Is that right? >> And then and then the select board did also, right, Brian? And those and it's I've already sent it to Desessie. >> Great. >> Okay. Okay. Because there's this one sentence in there that says this still needs to be approved by the school committee and this look board,
>> right? I think this was done before January 8th before our meeting. Yeah. >> Oh, I see. Yeah. The 8. January 8th. Okay. >> Got it. Okay. So, that that was um great. I was just want to make sure that they were that was all. Thank you. >> Yep.
>> Yeah. I >> Oh, go sorry. >> Oh, sorry, Mary. No, you go. No, Alexis, go for it. >> Um, no, I don't think I I don't have any questions for this part. >> Okay. Um, Mary.
>> Yeah. No. Um, we actually by having the policy subcommittee meeting um Hillary and I last week I had had questions about the the two policies that were um you know coming from um the leadership level and and we talked about them and that's what I just said. We're going to be voting or take a first reading I
guess the next meeting. So that was the that was my big question. But then if we look at the bullet and this one always makes is tricky for me. Um I don't know 1 2 3 4 5 six the seventh bullet down. Um oversaw educator and staff evaluation
processes through regular meetings. It's always that one always is tricky to assess because >> the evidence. Yeah. >> Yeah. It's like how do we make that tangible? I guess it's, you know, a case of you, Brian, saying, "Yeah, I've done it." But, um, it's always one of those
that when we go to give um to do the final, you know, evaluation, it's just tricky. >> So, one of the um >> how that we can get make that >> I can look at Teach Point and see if there's a report without because you're not going to see the actual information,
but you'll see that they've been done, >> right? >> There's Yeah, >> I can look in there. >> That would be great just to make it easier for us. I would appreciate that. That was my only other comment. Going back, I just wanted to make a comment about Sorry, going back to the last one about um the fact that the instructional
leadership. Um I'm thrilled that we're I know it's tricky for parents and that that we're adding that you guys are adding extra PD half days next year, but I'm really hoping that that's going to help with the student growth. So, um that was another really um good thing
that's going on this year. So, thank you for that. >> Yes. Um, Alexis, did you already do we have >> I already Yes, I did for this one. Sorry. >> Um, I had a question. So, I went back to
your um your last year's evaluation um because I know that we put in um specific um policies that we wanted you to to um
deal with this year. Um, and the three that were in there was the AD, uh, the mission statement, um, the EF, the civil rights complaint for nutrition, which I think you're already working on, and then the bullying one, >> uh, which you're already working on. So,
I think the only one that that what hasn't been addressed is the mission statement. Um, >> and it sort of was at the policy. I probably should have said that. So last week we talked about it and we decided I think remind me Brian I think we decided to put it on the leadership because if
you know to have them take a look at what we've got and reassess and then us take a look at it versus us creating something that >> they may not even agree with. So >> Okay. Yeah. Because I I think that that's where we where we thought was
that that was happening. Um, and so I just wanted to make sure that that actually does get done this year because, um, Hillary and I talked about it last year during policy. Um, and you
know, wanting that to get done this year. So, if we could have that done Yep. >> for the next school year, that would be great. >> Wasn't that one supposed to be going in the new handbooks for next year as well? that each of the handbooks were gonna
have that new mission statement. >> Yes, that would be nice. >> I think that's >> Yeah, we can have that done by then. >> Okay. All right. Um Okay. Standard three. Did I Did I get everybody for standard
two? >> Yes. >> Okay. Um so, standard three, the family and community um engagement Does anybody have anything? >> Good. >> No. >> No. >> No. >> Okay. >> Thank you.
>> Um, all right. And then we need the standard for professional culture. >> Anybody? >> Always a work in progress. All evolved. >> Yeah. >> Yeah. >> Okay. Um, so let's um we'll go on to the
goals. I know that this is kind of part of those also, but um >> can I can I just um real quick, Brian, what about the the I like to say this at the end of the year as well, but I think just because um you know, a few of us have been around long enough to know, I
think that the culture of the staff and has really and I just think it's worth highlighting anytime we get an opportunity to um I think this is one of your strengths continuously um is being um a leader and having um
you know um leading by example and and having people you know buy into your message and um and so I just wanted just to take a moment to just acknowledge that and then when I glaze over it it's the midyear but I think this something that you continuously uh uh do well from
what I've seen and um um thank you >> absolutely agree I agree too y >> thanks for recognizing Okay, so the first goal is the student achievement. >> And I know we kind of touched on this already.
Um, does anybody have anything to add? >> Hold on one second. My computer's about to die and get my charger real quick. Sorry. Um, sorry. What was the the goal was the um student achievement? >> Yes. Yeah. And whether or not anybody had anything.
>> Alexis, do you have anything? >> Hold on. My computer's not charging. Sorry. >> I don't because we saw a lot of the data. Hillary and I saw I think even more of the data um than what was presented to the school committee um and
both Deanna and Brian were able to answer um a lot of the questions that we had um regarding the data and we challenged them. Um it was a very fruitful it was a very fruitful
conversation. Um, so I think even though it doesn't it might not necessarily reflect itself to the greater school committee because we're not talking about it on a regular basis as a full school committee, we have talked about it as a subcommittee. So I think we're
able to see how things are moving um in terms of data by being able to review things in greater depth that way. >> Can I ask a question about that? Um just to follow up, Alexis, and um I had asked
this um and I had I owe um I owe email Heather to you as well from yesterday, but a question that um looking at our results for student achievement. Um writing and I I think I
brought this up last year. >> Um writing >> and we did talk about it. Okay. So, this what I want to just kind of put it out there and then I'd be, you know, great to hear response. >> But, um, from what I know, MAPS does not assess writing.
>> Yes. >> Um, MCCAST does very little. It's like four questions maybe that are in the reading part. So, it can get lost. So, if someone is looking at someone's total reading, you like, "Oh, they're doing
great." And I and I know this from personal experience. So unless you're looking for it, it can be buried in there. Um what I wanted to understand because this I think students I think we need some type what type of screening tool do we um and I know you don't have
an answer to this um but I brought it up um yesterday as well is I feel like we do need a screening tool. Um, from a special education perspective, I know that there is opportunities once a student might get diagnosed with something like disgraphia or written
expression, you know, they come up with a plan and IEP and work together, but um, that's after the fact. I'm wondering if we have any type of screening tools that we could um use earlier on um that could help somewhat identify um you know
or measurements that you know can be incorporated with maps that say how writing for all the kids not just kids who maybe are diagnosed with something later on but as grade level these are how third graders are doing across the board with writing specifically you know
and as that goes on so you can the progress in that. So, I just wanted to kind of um highlight the writing aspect and uh Alex, I don't know if you Thank you. >> Okay. >> Yeah. >> Yeah, we did talk we did talk about it.
Um and that discrepancy between MAP and MCCAST. So, we did talk about it as a subcommittee. >> Okay. Okay. So, we should it sounds like we'll we'll hear more about how what we're looking for or what. Okay. Got it. Terrific. Thank you.
Um, Mary, do you have anything? >> No, I just to follow up that um I remember a few years ago we maybe it was the last time I was on the committee, I don't know, years go by that um we spent so much time on the reading prompts and
the whole reading, you know, writing across the curriculum and that I feel like we just keep doing cycles and cycles and and they change and then we're back again. And so, but uh yeah, that's all just that comment. So, >> okay.
>> Well, that's why earlier I was asking about um like we're getting a reading coach. We're not doing because I know that that's one of those things that kind of es and flows. Um sometimes it changes with leadership. You know, we have a coach. Um a coach sometimes takes
on cases and they don't they're no longer coaching. They're an interventionist. So, it just kind of evolves. And so I know sometimes just being a small school also that just can be um a factor but um be great to get like that like what model we're
approaching or how we're pivoting specifically on on that area. >> Yep. >> And to put it in place and just leave it there. Yeah. Just that's anyway.
>> Okay. So can we move on to goal two? Right. >> Does anybody have anything for that one? >> No. >> Okay. >> I just had I just had one one question
about the student focus groups. Um and just wondering when when that might be happening. I will look at the calendar and talk to the administrators and find out when that
fits best. >> Okay. All right. All right. And let's move to goal three, which is the leadership communication and decision making. Does um
anybody have anything? >> Um I had one. I'm trying to see where it was. Um thought it was here and maybe it wasn't. Um
where did we we talked about um was maybe was not here. Uh, we talked about Brian the continuity plan. Um, >> yeah, that's not here, but we've done >> I don't think that was here. >> Okay, that I know I remember us talking. >> Yeah. Yeah. Yes. But yeah, we're Yeah,
we've done that. But I think also adding in amending it for this year. So we can um for Colleen um for that for that role. So I just want to make sure that that was this was a small I think was just a small tweak we wanted to just kind of factor in um as well. It's that contingency plan. And um um and I'm
wondering if maybe that should just be part of an annual thing, right? Cuz you have leadership turnover potentially that happens and should that be something the school committee like we could just get from you on an annual basis um at some given point um or
whoever the superintendent. But yes, for you right here in case somebody you got taken with aliens, you know who your recommendations would be for the roles. Um, >> so that would be my only tweak to I know we talked about it, but I I couldn't find it on on here, but I do think it
should be on here is just um because it is work that is being done anyway. I don't know if that would be >> if the school committee agree. Is everybody else that okay? >> Okay. >> Okay. Does anybody have anything else?
I just had one thing. Just wondering the stakeholder feedback sessions says that this was supposed to happen between November of 2025 and May 2026. So I'm just wondering if any have been held yet.
>> Nope. >> Okay. All right. Um goal four policy review. We already kind of talked about this. So, does anybody have anything extra?
>> No. >> No. >> Okay. >> Uh, goal five, community engagement. >> Does anybody have anything? >> I just had >> a quick I just had a quick question. Um the the launch choose Maynard promo
materials. Um I'm totally drawing a blank that even is or looks like >> I think that was in >> fall when
Yeah. I don't even remember seeing it. >> Do that push when the follower kids come. Yeah. >> Yeah. Okay. >> All right. >> Um but you're you're you're right. Um Um, Maro, I thought I was thinking it was more of a longevity, not just one
hit. I was thinking was like that was going to be sort of one of our baselines to constantly choose Maynard kind of thing, >> right? >> Um, but >> I think that's what I was hoping for was that it would be a continuous thing throughout the year. Um,
>> like a like a a campaign. >> Yeah. >> Yeah. Yeah. >> Um, and you know, >> I can follow on that. I mean, I think we do do that and that's kind of what we're using the PR form PR firm for
>> is to get our message out there wider than just >> our internal sort of parents if you will. >> I think that is part of that. >> Okay. >> One of the things Brian I would maybe just uh add and highlight and um to
Maro's point is that um so right now is when applications are being sent to other schools or accepted. So it might be good to if there's to even have just two kind of campaigns like an early beginning of the year or whatever and
then a time when decisions are happening for families like why choose Maynard um in that in that regard. >> Um because people can kind of like what would be the the midyear opportunity to to to do that when people are kind of
deciding why that that answering that question for their own family potentially why do I stick with Maynard? Um, and and that would be that would be my my suggestion if if that's possible. >> Thank you. >> Um, >> yeah, I'll look at that. >> And actually, oh, sorry. Go ahead.
>> No, it was just a quick question because I I was in Aspen the other day for some for something for the girls and there was a big sort of kindergarten registration. So, there was a big announcement in there that kindergarten registration is opened. Um, so I'm just sort of curious with all of the stuff,
the promo stuff that has been occurring. Um, I'm wondering if there might be an uptick um, in kindergarten registration for next year. >> Oh, that's a good question. I'll take a look. I don't know off the top of my head, but I >> Yeah, I I just I I was just sort of
curious because if we're trying to do more sort of we don't want them just to choose Maynard to stay at the high school and not, you know, go somewhere else. But she's Maynard starting earlier because we have all these wonderful things for kids from preschool all the
way up. Um, are we hitting families earlier and they're moving to Maynard or they're having kids and they're staying in Maynard? Um, and registering them in school. >> Great thought. >> I will find out. Great question and hopefully the answers we have more and more coming.
>> It would be nice. >> Nice. Exactly. >> We'll keep working on it. Um, thank you. And I just just speaking sorry speaking of the you know the outreach and that if you look underneath the supporting actions the second bullet says develop develop promotional materials and
outreach plans targeting residents including flyers, social media posts and local media. So that kind of speaks to a wider audience just FYI. >> Yeah. Yeah. So that fits in there. Yep. >> Um Maro um
>> go ahead. >> Yeah. So, um, a couple things. One, and, um, when we were meeting the other day at the budget, um, we did notice that the school choice assessment had been lower,
has gone like it was dropping from what it was or anticipated the number was coming lower. Um, which I don't know if that means that we have fewer families that are choosing out of Maynard, right? That we're they're maybe they're more staying. Um, so if there's a retention
from uh that perspective um and I don't know if now if that has anything to do with how much PR as you're talking about like how we've been leveraging the PR um but also I was um in a workrelated meeting um for
something else and I was wondering if we could come up with some type of um how do we engage alumni um whether that we do um like do we do like a a welcome like a I don't know lunch or something or every year or
something that we could >> they come back to the high school. >> But how do we like I guess how we um promote that is what I'm saying is when more of a like a a communitywide level um to see that because that's what I I think that it kind of plays twofold. One
they're potential parents right of future um residents as we're talking about. But it would be really good to see because if we're having families move in, how much alumni are, you know, in a more broader level, um, how we're
engaging alumni to come back or to, you know, I don't know, whatever it is that we're we're looking >> I'll take a look at that. I know we do. >> We invite them. They typically spend time with the high school kids, >> with the students themselves, sort of to see what the next step looks like.
>> But we could I can talk to the high school. I mean even even if there's like someone who like if we had a way that alumni could um sign up to get you know um I don't know communications or something that I don't know if there's a who coordinates everyone tracks our
alumni in that regard. Do we have like an alumni coordin someone who who takes on that you know I know it's not a full-time job but something that you know um that they could send out you know to their emails you know periodically um whatever that might be
about the school that they can even get communications um if they're like even recent alumni who are at college you know just to kind of keep that uh link there just to kind of in the future like alumni might be more willing to donate sometimes too,
you know, if we kind of keep them connected and um I just wanted to think about that in a little way how we're engaging the community. >> Talk to the high school about that. >> If anyone has any like lowhanging fruit ideas on how we can maybe have a little bit more structure of of our alumni
community, that would be great. So, I know I've talked to Jeene Label about it um in the past and it is a a yman's job um you know because the kids change two I think it's two weeks after they leave the high school their email you know school email they have to like get their Yeah, exactly.
>> I wonder if it might be something as simple as asking the kids if they're comfortable when they leave of just giving another everybody's got a Gmail account so just you know they're generic if and you know asking them if they might be comfortable doing it. It could even go on the scholarship um um
application that they that they send, but just a food for thought. So, because I know Jean has talked before about how different classes will make different Facebook, you know, groups or stuff like that, but again, it it takes one of the kids to do it. So, but it would be wonderful if we could if we could get
>> I think that's exactly what I was thinking like lowhanging fruit like if we can get their personal just someone just start keeping their personal email you know um before they're you know before they leave and be like hey do you want to you know keep updated on happenings at Maynard you know high school
>> and and then it could just be like they could just submit I'm Google a Google thing please submit your you know >> your email that you'd like us to keep on record and then having alumni like database sheet again, Google sheet. I'm thinking really low um low effort here.
Um and I think that would just be the start, you know, because if someone were to say like, "Hey, I want to reach out to our alumni. Do we even have the capacity to do that right now?" No, we don't have like a like we don't have a record of a database, I'm guessing, of all their stuff. So, I think starting
there would be helpful, you know, to start collecting those emails if we um and getting the word out would be great. And again, they're going to be parents. A lot of people stay in Maynard, you know. Um, so it'd be great to have keep that Maynard, what's happening in Mayor,
like a school, the school's opening, you know, that kind of thing. So as they're thinking about planning their life and have kids that these are things that they're they're in the back of their mind. So all right, that's it. >> Well, we're changing our name for a day, you know, that kind of thing. >> Yeah.
>> Yeah. But I mean, that's the thing like you want them to be excited to come back to Maynard eventually. You know, whatever they're learning, come back to Maynard. you know, raise your family here. Um, you know, bring your kids here. So, I think don't let them forget it is what
>> Okay. So, um, goal six, the budget development and fiscal stewardship goal. Um, I had I had just a couple. Does anybody else
want to go first? I just had the one um that I I know I've talked about before because I'm afraid of what's going to happen is the lensure of the um as we you know create these new curriculums that that was one of the the bullets that's on there because I
just um you know >> as Natasha mentioned you know we could get surprise a serious surprise we're really a captive audience so um >> but that was my only one. >> Okay thanks. >> Yep. Um
>> the I think it was just the Oh, sorry. >> No, go ahead. >> Just the um it's in in progress the report for the advertising. >> Um what um what is your sense on like where do we stand with that particular
effort? But I know we've um I think we have probably all the data just how we're tracking it and communicating it and I think how the money is being used um priorities like the field right that's what we continuously like what was that extra thing that the fields
needed like aerration or whatever that's what I would want to kind of hear more about um because that's and then what else after that is you know how those funds are being used um because >> we get a report together in the next month. >> Okay. Yeah, that'd be great if we and
then we can talk about like um I don't know if Mike can join um Maro. That would be helpful so he I'm guessing it's under his budget um is that where it falls, Brian? >> I mean, yes. And then Wayne oversees it all anyway. So we can get a group
together. Yep, I can get that. >> That'd be great. Thank you. >> No problem. And I would actually um once we do have something firm is to start sending that to the rec commission, whoever that is, whoever's on it. Um because they're the ones every peri, you
know, every so often are questioning that. And it'd be great to get ahead of um that and be like, "Hey, this is how we're using it." And just get back to a a um a solid, you know, routine that's sustainable. >> Yep.
No, it's at moral. >> All right, Alexis, do you have anything? >> Nope, I don't. >> Okay. Um All right. Well done, Ch. >> Okay. >> Um my my only other thing um when I was
clicking through the um the supporting evidence in the super eval >> Yeah. that I found rather irritating was um that every time you clicked on it, it downloaded the the
um the PDF >> the whole PDF. >> And so like now I have a file folder full of >> supporting documents system. >> What's that? >> Even within the super eale system.
Yeah, I was in there and if you click on one of them, it it doesn't open it up. It downloads it. So then I had to go to my downloads folder to to, you know, then look at it. Um, and what I really just wanted was for it to just pop up so
that I could look at it. >> Um, >> I wonder that there's like a setting or something. >> Yeah, I don't know. Um, sounds like it might be. >> That's something that I can definitely ask the guy. So um, >> Yep. And um so while we're still talking
about this whole evaluation process, um I wanted to ask um you all of you whether or not you wanted me to set up like a workshop or something with the guy to come and or meeting. Maybe we
could do it online or however um to talk about like how this process is going to work so that we're not >> bombarded at the end because >> you know I was I was starting when I started looking at this and started
thinking about the end of the year I was like oh my gosh this is >> sweat >> yeah so um >> I think it's a great idea Maro get him yeah someone if he can come in like before May Um, >> oh yeah, definitely. So, um, all right.
So, he already emailed me. So, I will I just wanted to check with all of you to find out how how you felt about a workshop. So, we'll I'll I'll set that up um and, you know, figure out what works for him that then we I can bring back to you guys to so that we can find
a a good date. >> That would be wonderful. Thank you. Yeah, I was going to ask for either that or earlier that we start doing this because I'm sure there's going to be a huge learning curve, but be great. That would be fantastic. >> Okay, great. Um,
all right. And then, okay, so I'm assuming is everybody all set with the evaluation? >> Yeah. >> Okay. >> Yeah. And then Brian, you said that you're going to that note about the the standard about the the staff because that is one of those um where it says
ensure evaluations are done. That that's the one of the stand that's the standard every year we have like no way of understanding what evidence but you did say like the system you can Okay, great. >> Great. >> Okay. >> Overall, you're doing another great job, Brian. Very very much appreciated all
around. I would say personally. Yeah. >> Thank you. >> I agree. Thanks. >> Um, okay. So, on to the chair's report. Um, I got an email this week from mask about their day on the hill. Um, usually
they have it in May, but for some reason this year it's going to be March 30th. Um, and I wasn't sure if anybody can go. We can talk about that, you know, more maybe more offline. Um if any
>> with the registration due by >> that's a good question look see >> so it's a Monday >> I cannot it's two days before Passover and I will God willing be in my house at that point um and be prepping for
Passover. >> Oh I see it. Yep. Day on the hill. Oh god. Yep. Yep. So it's 9:30. does not actually say that there's that there's >> it didn't say registration. >> There is there's a launch though. So >> yeah,
>> where you can register RSVP here, but um it doesn't actually give you a there's not doesn't seem to be a cut off date. So >> Okay. >> Um which is interesting that they don't have that. So um >> yeah, because they have to do the lunch
and counts for that. So, you know, I think it would be great if, you know, two of us can go, but, you know, we can maybe talk offline um if anybody is is interested um to let me
know. >> Are um students, are we thinking about students going? I know the students are also invited, right? >> Sometimes. Yeah. Um >> because I'm reading the the thing um on their website their calendar and it does
say that there's uh says members are encouraged to invite um as in past year students from your district are welcome. There is no fee for student registration. However, students must be registered using the form. So it looks like we have to register. Um >> okay
>> either way. >> Yeah. Liz, are you I mean you're on, but are you if you are still listening if you could maybe look at ask some of the SAC um students or anybody else um if that would
that is a possibility if they are interested. >> Absolutely. >> Okay, >> great. >> That would be great. Um okay. And then the other thing that um I wanted to talk
to you all about was um after going through with Brian um the the schedule for the whole evaluation um to the end of the year. >> Um
>> right now our last meeting is on 6:25 but Brian will not be at that meeting. So, um, we're hoping that we can move that meeting to the 18th.
It gives us only a week in between, you know, the first read and the final of the value of the evaluation, but Brian will be here. Otherwise, we have to push everything up a week. And that means that he has to get all of his
information to us like the beginning of May, which is really ridiculous to then that's basically two months of >> right >> not, you know, things being not finished. So,
>> I think it'll probably depend. I mean, I'm wondering just thinking out loud, Maro. Um because I guess it depends on how the compiling and stuff will work, right? Because the first meeting is when we go deep into like like a first read,
right, of the evaluation and then between the first one and the second one is when it gets tweaked um with any feedback. So, >> right, >> I think it's possible to do, but since it's going to be in the new system, I would I don't know. Maybe that's
something that we can talk to this guy >> at the workshop about how how that works. >> How does that compiling work? Does everyone maybe maybe you don't need a compiler, you know, to do that? Maybe. I don't know. Maybe I don't I don't know how that works, but >> okay, >> that would be I think it would be
contingent on understanding that functionality a bit if we wanted to tweak it and you know what the person would need to do >> to do that or how that would work. But the date itself I think looks reasonable for me on the It's the 18th, right?
>> Yep. >> Yeah. So, um because we do have school, >> we don't have school as of now. Not that >> we didn't we have a we had we had snow days, right? So, >> yeah, but we only right now we only have one snow day and that pushes us to the
15th. >> Um so, and this is Okay. >> This is that Thursday that we would end up having it. Sorry. instead of the following week, which is the 25th, >> right? >> Okay. >> Yeah. I was going to say there are also other days of the week. Brian, are you
going to be out for like the second half of June? Is that all you're going to be away for a couple of weeks or >> Okay. So, you're Yeah. Okay. Just checking. >> Usually like the next day he's like, I'm out of here. >> Don't blame you. Much deserved.
>> He goes to the desert. We don't see >> That's right. >> Okay. Well, I'll get more information and then we can talk about it. Um >> Okay. >> All right. Great. >> Oh, right. But just for just for clarity, just so I can understand, um where is your drop deadad date of like
you're out of here. So, is it that whole week? Father's I know Father's Day is that 21st. So, it's like that week you're off, you're not here at all or is it that you are here? Okay. >> So, it's not that you're not here the 25th, but it's really that whole week you're not you're not here. Okay. Got it. Thanks.
>> Okay. So really the 18th is the latest we'd be able to do it before he he leaves anyway. So we I don't know if we have much of a choice. >> Well, if we unless we want to move everything up, >> which is, you know, right now that's
what the schedule is is that we would our final read would be on the 11th, which I think is way too early. >> So >> um >> I think I think yeah, we go back and forth on that. like something we wanted
earlier, but I I do think the 18th makes sense. That seems to be more in line with what Yeah. >> Yeah. Okay. Um All right. So, subcommittee reports, Mary. >> Uh no, we talked about um the fact that Hillary and I um met with Brian and
Colleen last week for the policy subcommittee. So, um was good meeting and and you know, so we've got our marching orders. So, um just wanted just one other thing. I had sent you guys a note um that there was an interview on WGBH.
Um put on my glasses so I can see what I said. Um the only it was the only town mentioned by the CEO for um our media literacy and the interviewer was a asked the CEO who was doing a good job in Massachusetts regarding media literacy
and she instantly said Main Public Schools. So that was pretty darn cool that it was just came out just like that. So, um, kudos again to Jean, um, Label and everybody that is really putting so much effort into that.
>> Great. >> That's it. Yeah. >> All right. Um, Alexis, >> no, I don't have anything. >> Okay, >> Natasha. Um, no. We had the >> the budget
>> finance the the town budget subcommittee meeting and this was before the asphabet um change but it all uh I think from my perspective it looked okay. I the one thing that um I had um I was concerned
about was um how Greg was looking at the Medicaid reimbursement forecasting um because it looked like he we're right now where we are we're midyear and we're um not even half of what we're budgeted
for that and then he has us increasing revenue for next year. So I think that's off. I had suggested that he go back and look at um that because I believe um more people or less people are are are
eligible for Medicaid period. So I'm not sure how our numbers are um how the revenue how much revenue we're going to be having in future years. Um, but Brian, that did make me think about um I know we have a contractor that we, you
know, utilize who submits all the things on our behalf. Is there a way that we could even get um like an understanding from from them or of like trends or anything um about Medicaid reimbursement
like because if we're I don't know how much I don't I think it was like 10,000 or something or 12,000 we'd pay the contractor. Um I don't know how often we we pay that. Uh I just would make want to make sure that we're not in the the red at some point we're paying a
contractor more than we're actually getting at some point we're getting like where is that break even at some point um that we're we're paying the expense and the the re whatever revenue comes in it goes to that because I think Greg had like 95,000 for the whole year which was um but we had only been at like I don't
know 30 or 40 I think it was yeah at this point um and so that so that's where I would want to just kind of look at that because I know we absorbed the expense part of of of that. Um and then uh again just to highlight that the um
which I thought was the good thing the governor's uh budget proposal um as for um um not sorry it was um was coming in lower forget where it was anyway uh was
it assessments um or was it receipts oh now I can't find it anyway Right. Oh, that's all municipalities. Uh, one of the lines was coming in lower than um
but I know we have to wait till the the end of the year um for for those numbers, but the revenue was kind of like a wash um for that and I know Greg wasn't looking to make any adjustments based on, you know, any changes to that.
Um, but I am concerned about how the Asabet assessment is going to play out for the town. Um, because that seemed to be not yet resolved. Um,
and then uh Brian, we need uh or Maro and Brian we um doing a presentation. and FINCOM reached out um wanted to have normally it's a presentation we would do before the the joint budget review so
the joint budget review isn't the first time like they're seeing it but they wanted um a presentation to them um I guess it'll be after um their next they probably have their schedule already done for their next meeting would be
next week on the 9th but I'm guessing Um would you be is there they meet on Mondays generally. Um is there a particular Monday? Um well the 16th is February vacation I
think. No no no it's the it's the following week. No that is that week. >> 16th. Yep. >> Yeah. Um is there a particular Monday that you would be available to meet with them? Um, I don't know if they would want to
amend their >> still the chair. >> Yes. Yeah. She had suggested maybe the 9th, but I mean they probably um I'm guessing they post their agenda already. Although I don't know if Monday would be too late for you, Brian. Um >> Monday won't work.
>> Yeah, Monday won't work. So I don't know if the 16th or the 23rd. Sometimes they might do like a special meeting, you know, if it's just the school. Um but I'm guessing the 16th you're not around, >> right? The 23rd could work. >> 23rd could work. Okay. So, I'll go back
and um maybe we'll know more information too by then as well from um because right after the joint budget, I imagine, you know, it's not going to really have much there. So, um All right. So, I'll propose that maybe the 23rd and um I
don't know if the select board have asked. I haven't heard anything Maro, but sometimes they usually like to get facetime with the school committee on on budget things. Um maybe you could ask >> I haven't heard anything either. Um >> yeah, >> so >> maybe you could ask Dave at the next
leadership meeting if that's something um >> you know just >> from a relationship perspective. >> Yeah. Um, and then Brian, I know we haven't met on on personnel. Um, but the uh
secretary >> secretaries, yeah, we have a our first meeting next week to set ground rules. >> Okay. So, they sent the letter and um to start that. Okay. All right. Um, that was my only uh question. So, I guess
maybe at some point um I don't think we would need to, you know, unless there's something um I don't think we would as a subcommittee cuz there's only I think like like five members or something in that particular um unit. Um but maybe at
some point in the next future school committee meetings, we would want to plan for an executive session. >> Um um in the I don't know the next one, what is it? just so once those ground rules are set and who like just to advise on who the members and all that stuff will be. Um
>> sure that was my thought. Um that's it. >> Okay. All right. So now to the consent agenda. We do not have any minutes. Um and I'm just going to ask without objection to accept
warrants 2645. uh 26046 and 2647. There are no objections. So, the warrants are accepted. And now, um Maro, I had a question about um um from
our last meeting, just as I was thinking about it, did um and maybe this is for Brian, too, the the grant funding, the application. Um was that something that I know there was to work out like where the money would
if we get the money where the um who would be in you know recipient of the money and controlling it or whatever because it was school property had that did you talk to Greg Ryan about that? >> Yeah I think we did talk about that Maro and David and Greg and I talked about
that as well. I think the select board are signing off on that but I don't Yeah. >> Okay. I just wanted to I don't if you could just I don't remember um I think it was just more about um the the use of the money um because it's pertaining to
school property and I just want to make sure that the school committee um you know because we have obviously a say in how the budget is relating to school pro you know business um but that piece I don't want it to be like an unexpected contentious where they don't they want
to have something one way and you know and we have a different vision or whatever that might be. I just want to make sure that that's just ironed out from a more procedural perspective. Um because I know we we were getting um a presentation from
>> um and I want to make sure that Yeah. Yeah. forgot her name. Sorry. >> Um >> so if you if you're sensing there's a different like um vision of how the fund should be, you know. >> No, I think we're on the same page. I mean, it's really driven by the grant.
>> Okay. >> Yeah, I had a note on that actually that I forgot to ask. Um, and I know Rebecca, I think, got her she got the surveys and that yesterday and that the um it's it's due next Friday. Could you maybe just send us a note and just let us know which one she went for because it all
was going to depend on what the survey, you know, what the different >> That's right. Envelope the not a big deal, but it would be nice for us to know which >> feasibility study is. Yeah. Yeah. Yeah. Yeah. The feasibility. Thank you. Yeah. Just again, just send us an offline note
just to because there were different options based on what that feasibility kit. So, it would be nice for us to know which one she settled on. >> Yeah. >> Thank you. Oh, and um and also just to mention um kind of related, but Greg brought up in our uh that they were look
they was having trouble filling that subcommittee for the building. Um cuz they were looking for someone um who has expertise in like, you know, engineering or something to that effect. Um, and so I don't know if we could put
some feeler out in in in a s'mores or whatever just to like, hey, if you have >> what >> um whatever that subcommittee is, Mary, what was the the one that it's going to be looking at all the buildings and kind of like >> Yeah. Look term um you know, needs of
the facilities. Um, >> yeah, >> one. Yes, that we were talking that Brian we were talking. >> Oh, right. >> Yes. >> Greg and >> Yeah, I can talk to Greg about that. >> Yeah, maybe I was just thinking maybe if we could get like put an I don't know a quick blurb and a s'mores or something
from you if like, hey, if you're interested to highlight it because he said that he was having trouble getting people um interested in in that. I don't think there's a lot. I'll >> talk to him. >> Okay, that's it. >> Great. Um,
I guess I'll make a motion to adjurnn. >> Second. >> Okay. Uh, roll call. Natasha, >> yes. >> Alexis, >> yes. >> Mary, >> yes. >> And I'm Yes. All right. Thank you everybody. Thank you.
>> Thank you. >> Have a good night. You, too. Bye.