And I will give us one more minute for Harry and Curtis to join. I know Ursula is unable to make it. Um, but we do want to get started near the start of time.
So, I see Curtis has hopped on. Yep. And Clary. Curtis and Clary. Welcome. Welcome. All right. With that, it is 6:01 p.m. I'm going to call this meeting of the Mount Greylock Regional School District School Committee to order. Uh,
this meeting is taking place virtually. Uh, and being filmed or or recorded and will be shown on Willlet and broadcast live on Spectrum Cable TV channel 1303 in Williamstown. Um, Christina, can you please read the
mission for us? Yes. Yes. Do we need to um We do need Yes. Thank you. Thank you. It's Gosh, it's summer brain. Um let's roll call in and I'll say Bowen here. Conry here.
Constantine here. My next green here. Miller here. Thank you everybody. Um we now will have Christina read the mission please. At Mount Greylock Regional School District, our mission is to create a community of
learners working together in a safe and challenging learning environment that encourages restorative based processes, respect, inclusive diversity, courtesy, integrity, and responsibility through high expectations and cooperation resulting in lifelong learning and personal growth.
Thank you. Um, we have time for public comment. I am wondering if there's anyone from the public who would like to speak. Okay. Uh seeing no one from the public who wants to speak, um we will move on
down the agenda to the approval of minutes starting with the June 12th, 2025 minutes. Do I have a motion to approve those minutes? I move the motion. Thank you, Christina. Thank you, Carrie. Um discussion about those minutes. The
only thing I noticed is I think normally we mark um members who are absent and I was not marked absent in the minutes. Excellent. Thank you. But was in fact absent. Right.
There was one other thing um in the let's see where was it? Um I think it was in the division six report. Um the
changing of how DEI is talked about um at Desi should really be in quotes because it's a phrase that they're using. DEI should be in quotes. No. So also shared was that Desi is
redescribing any reference to DEI and then it should be as rather than to and then quote closing the achievement gap unquote. Great. Thank you. Yep.
Any other edits to those minutes or thoughts about those minutes? Hearing none. Um we'll go for a roll call vote starting with Christina I. Constantine I.
Elen B I. Green I. Miller I. And Bowen I. Those minutes passed as amended. June 24th minutes. Is there anyone who will make a motion to approve the June 24th minutes? So moved.
Thank you Christina. And a second. Curtis, you want to go for it this time? I second. Excellent. Thank you. Unmuting the Google Meet. Thank you. Um, so we have a motion from
Christina and a second from Curtis for a minute to approve our minutes from June 24th. Are there any edits, additions, comments? Can you give me one second? I had a thought about something.
Uh, sorry, I don't I don't remember. It couldn't have been important, but thanks. Okay, hearing none, let's start with a roll call vote. And I'm just going to be mixing it up, starting with Jose Constantine. Hi Elen by an I.
Green eye, Miller. I Bowen I. Conry I. Excellent. Thank you. That passes. And with that, I'm going to hand it over to Jose for the policy and governance subcommittee. And you, Jose, will get to
choose the order for voting as well. I I'm I'm excited, almost anxious even. Um, apologies. I'm I'm on campus here at Williams and the and the Wi-Fi network is unstable. So, I don't I I I do struggle with Google Meet in this way
being a bit more unstable than than Zoom. I don't know if it's worth seven grand worth of of frustration. Just wanted to highlight if I lose you or you lose me, I I will try my best to jump right back in. Um all right. So on our agenda or in the agenda, you'll see
in the uh packet that we are scheduled to vote on policy IKF, which is a revision of uh our policy on graduation requirements. Our subcommittee has unanimously moved this to the floor of the school committee. Would anyone like
to second our motion to adopt the revision? Miller second. Thank you, Stephen. Uh any discussion? Yes. I'd like to offer a friendly amendment. Yes. Is it possible to display it so people can see what we're discussing?
Stephen, I think we lost you just as you were speaking. I've got Wi-Fi issues as well. That's why I have the video off. Uh, is it possible to show the document while we discuss it? Uh, Joe, sure.
If not, I can share from my screen. I've got it right here. There we go. Let me uh expand that a bit. How is that? Thanks. The the main question I had was, you know, the students must meet the
following course distribution requirements. We list what they are and then we have the following. Um, if a student has fully exhausted the school's course offerings and as a result is unable to take the required minimum number of credits in a given subject area, the principal shall determine a
set of accommodations necessary to allow the student to meet alternate course distribution requirements. And I guess I'm just wondering, is something like this really necessary? If they've exhausted the course offerings of Mount Greylock, they've clearly covered everything we think is necessary. you
know, they they should still have to take the same number of credits to graduate. I wonder if it's because we require that students be fully scheduled. So, it can't be that, you know, they're
um they may have exhausted the requirements in a couple of academic areas and so they don't need to take anything at that point. they have to actually have some kind of whether it's a course
offampus or a virtual course or whatever is determined as being appropriate. Yeah. And and just just jumping in uh Carrie and Stephen. So Stephen, I think this was language um given some feedback that you gave us right
at our last school committee meeting. Um this was language that we hope would clarify cases. For example, you know, the example that you gave us, if a student fully exhausted this the sequence or series of of math courses that we have available at Greylock and
they and and and they've done that in a variety of ways, what do they do then, for instance, right? And and I think it's just to to build in that f flexibility. So, I think Stephen, I think your question is might have embedded in it the answer
that I think we would give you, which is that's there. And Carrie, Carrie's absolutely right. And Joe, maybe I should ask you to jump in. Um, just just to make sure I'm I'm speaking correctly in that, you know, we we do require uh a minimum number of credits to graduate
and this this ensures that students are are fully fully enrolled, right? The the way I look at it is those are two separate items. So they already have to be fully scheduled. They already have to have a certain number of credits. To me, this point is talking
about the other item of making sure that you have the correct distribution and breadth. And so I I think we could make this cleaner by just saying if a student has fully exhausted the courses the course offerings at the school then they have satisfied the require the course
distribution requirements for that division but must still be fully enrolled must still obtain the requisite number of credits. it just when you read it like this, it could be interpreted as they might then
have to discuss with the principal taking more classes in that particular subject. I and just just jumping in, Stephen, I I think you're right in the reading of this and I think um I I think in the conversations that we had as a subcommittee and and I should
let my subcommittee members and Joe uh pipe in here u there's some thought that this language ensures oversight. you know that um at least there is some some check in the process to ensure that students did you
know effectively and effectually uh satisfy you know the the distribution requirements in a certain area um and and I think this certainly resonates well with me in in in ensuring that type of oversight but I'd love to hear from other folks on our subcommittee and and
Joe um if I'm reading that correctly and if that's also resonating with you can I can I ask a question also So, Jose, was this directly in response to Steve's point about students taking um accelerated math in middle school and
and not counting toward the distribution requirement in high school and therefore they may not have any courses left to take in math. So, it's not just that they can't take math. They have to there has
to be some math course that is still going to challenge that student but may not be within the Greylock curriculum. Yeah, Joe, I might ask you to just jump in quickly. Um, but great question. Yeah. Yeah. This sentence was I I think
exactly what Carrie and and Steve and you Jose are all talking about is that hypothetically speaking a student might within an edge case of of the school that they might show up in nth grade and
say guess what I've already taken all of the math APs that exist in the world. I've already gone through all these other things. I guess I can take personal finance and that'll give me some credits, but I'm never going to get up to 35 within your school.
And the the answer there historically within the very small number of times where this has happened. Um is it then the principal will say, well, that's great that you have excelled in that way. um let's come up with uh with a way for you to have a full high school
experience without needing to take 35 credits of mathematics here at here at Mount Greylock. Um so this this sentence is in response to that and I understand that Steve's perspective is that we could come at the sentence from a different way but really it's one way or another.
I if the school doesn't offer enough courses for you to achieve the num the typically required number of credits within a given department that somehow the school will work out a way for you to still graduate. That's it. It just to me that doesn't
belong in this section. To me this section is talking about meeting the course distribution requirements in each of these divisions. And I would say that let's just keep it very clean and say if you have taken all the courses that the school offers in any of these divisions,
then you have clearly satisfied the distribution requirements, but you may not have satisfied the number of courses you need and your schedule still has to be approved by the school. So it's there's still going to be oversight like that.
That to me is what this says. Not quite because um this doesn't say that the student has satisfied the requirements for that distribution. The principal could then say you have to go further. And this has happened to friends of mine who have gone off to college who have had to do more math
classes than premed requires in terms of level because they came in with so many prerequisites and they needed so many physical hours. And so to me, if somebody has exhausted the course offerings of Mount Brilllock, they've clearly satisfied the course distribution requirements for that
division and they should just say you have completed and you know there's two ways to do it. One way is to take courses. Another is to show you a certain number of courses. Another is to take courses at a certain high level. I'm still not understanding.
So, so if you come in, let's say you take BC calculus, AP stats, and you take maybe multivariable calculus at Williams and decide you've done enough mathematics, that's not going to get you to 35 credits, but you've exhausted everything at Mount Greylock, and you've
taken something at Williams or MCLA, and it seems ridiculous that you would tell a student like that that you haven't satisfied the math requirements. I I think Stephen, if I if I um if I'm understanding your point, uh I'll just
grab a hold of the second um uh half of the sentence where it states that the principal shall determine a set of accommodations necessary to allow the student to meet alternate course distribution requirements. And I think
what you're asking us is to consider a situation where the student has satisfied the course requirements and so then would be allowed to take courses in other in other you know areas of the curriculum.
Right. And I think it Joe I don't we can't edit I don't know if you I guess you can edit so we could we could see what a friendly amendment would look like. Um but I'm wondering if a language you a simple
amendment would be you know um I mean my idea is to basically just explicitly say that you have satisfied the division requirements and you will work with the principal and the counselors to make sure you have credits. Yeah. So, I'm wondering, Stephen, if
this is the the simplest amendment to the uh draft um is to add just a just a small uh edit. So, this would be to allow the student to meet alternate course distribution requirements or
um to satisfy the number the the the number of credits required for for graduation. And then it's up to the principal in consultation with the principal to decide whether alternate course distribution requirements need to be met or whether an alternative outside of for
instance the the subject area of math students could take other classes to meet the the credit requirement isn't what would that look like Joe if you were just to add that on sorry Julia just to did that did you catch that Joe that line
I I I did catch it, but I guess the the the purpose here is to allow somebody to graduate with maybe only 10 credits in mathematics, but the reason that they're doing it is because they've already taken outside of school,
all of the courses that would have given them those that in theory would have given them those credits if they had taken them at Mount Greylock. Can I propose some language if we could Stephen just for a moment hear from just Julia because I know
she's Yeah. Thank you. I I read alternate course distribution requirements as course distribution requirements different than those above that are the result of a student having
exhausted all of the classes offered in a particular um area. So I actually feel like this is getting at the desired outcome and I also think this edge case is about this big. So I
just want to push us to resolving this quickly because we have a other things to talk about. I I just I think I think we're there. Well, I I was going to suggest putting an or in the very beginning where it says mathematics 35 credits including algebra, geometry, and
personal finance or completion through calculus and AP statistics. There's also compsai. Can I can I just say that um I it bothers me a lot that we're
spending a lot of time talking about math. Um, it's the one program that is accelerated at Mount Greylock that I know of. And Steve, I know that friends of yours are having issues with this. friends of mine are having issues with
the fact that there's no accelerated English and there's no accelerated history and there's no I mean this is this is um I think there's an equity issue here in in many ways and I would like the
committee to address this at some point but for now I'll just say if if this is going to be a prolonged conversation I'd prefer to have it at another time or maybe just send it back to the policy committee and Steve you can attend the
next meeting and and uh talk about it further. Well, could I iterate with Jose privately about this and send something for the next policy subcommittee meeting? We we also don't have to accept the friendly amendment and can just vote it as it is. Yeah,
we have a motion and a second and a discussion and we can Yeah. Thanks, Christina. And and I'll just say just for the record, Stephen, that I think we're the reading of alternate course distribution
requirements I think is is uh matching or you know effectively what it what it is that you would like to see in the policy. I think it's I think we're all seeing it there in the language. It could be that the language needs further refinement to make it more explicit. you
know what we mean by alternate course distribution requirements, but that certainly is the intention behind that language. I I I don't think this is so pressing that it needs to be done tonight and I I would much rather get good language that's going to be around for a while and just make sure that we don't have
any uncertainty and I'd love to work as Carrie has suggested on providing opportunities in other disciplines as well. I think that would be great for us to do but let's get the language right. Yeah. Joe, I I had a single word amendment where when I had said guidance office, I
really should have used the more general term of uh counseling office. So So if we could switch guidance office to counseling office, that would be that would be appreciated. Okay. Is that something we can accept as a as a friendly amendment?
Okay. And then because of the it was a subcommittee that moved this the three members of the subcommittee that need to approve you know and any I think any one of you can call the question if you want. Okay. I I would just encourage us to
have one more iteration and I I would be happy to either attend the next meeting or just work with Jose offline to have you know clear language. This is not something that needs to be done tonight. Uh Curtis, uh longtime listener, first- time
caller. I uh really am enjoying the conversation, but I also agree. I want to move forward through the agenda. I also don't see that this particular policy is a time-sensitive get it done this week issue. And I think I can see an adjustment to the language that will
both satisfy uh Steven's uh issue to be addressed and uh will do so in a way that prepares us for advanced courses in the humanities uh which we should then accelerate finding ways to make pathways
for and staffing for uh as a priority for for balancing uh the focus on advanced curricula. Um, I'm fine taking this back to policy and governance and just do I don't think it's going to be a huge language change. I think it's going
to help us in the long run when we do achieve the goal of having uh equity amongst advanced class offerings across curricula. Thank you. Thank you, Curtis. And just to remind everyone that however the vote on this motion plays out if it's not
retracted um every one of our policies can can undergo continual revision and and revisiting to refine language. Um any other discussion around this policy Julia?
Um I do this maybe a question to Joe. I would imagine there is some degree of rush if this needs to be correct in the new student handbook that goes out for this year. If we get this approved during the August meeting that that'll be just
fine. Okay. any I think I was just gonna say I think you either need to withdraw the motion or call for a vote because the motion's on the table right now. Thank you, Carrie. My my senses,
Stephen, is that the language and I think we we'll see from other folks. I'm happy for this motion to to fail um and then sent back to the subcommittee for revision but I I would love for us to
call a vote and then and then that way um one way or the other we're we're moving we're moving forward. The other possibility is I can withdraw the second and then if nobody seconds it then we just go back to the subcommittee. If you want to draw the withdraw the
second, I'll second the motion. All right. All right. Then let's go to the vote. And I encourage us to send this back and let's get the language right. And as Curtis said, let's focus on getting language that will work not just for the issues we have now, but for issues we
might have down the road. And I like this emphasis on educational issues. And and just to just to to speak to this revision, I do think it reads as a significant improvement over the original policy and uh uh and I do I do
think it does offer significant clarity or certainly improved clarity. Um but on that note, I' I'd love to call us to vote and because Julia is always last to declare a vote, we'll start we'll start with Julia.
I I Conry I Constantine I Green I A Millan A. All right. I believe the motion passes
and the revision of policy IKF has been adopted or approved. Thank you all. Um up next are two discussion items. uh one uh policy JA on field trips or field trips policy and
the second policy JH student absences and excuses policy. Uh and I believe Joe we do our best to uh clarify where edits occurred either through like strikethroughs um and new language in
blue font for those who hopefully can see the blue font. Um, because this is in the packet and has been available, we are moving to a process where we we no longer hear from from Curtis unless unless by popular demand. We'd love
Curtis to to read through the the revision. Um, this revision effectively um produces a policy or policy outcome that um or or puts our our policy in alignment with practice.
Uh the old version of this policy had statements such as um effectively all field trips would be would be free or without cost to families or or uh or students. Um so this kind of speaks to how we have been operating as a
district. Um but Joe, any other sort of a preamble I need for this? I I I think that the the key the keys are five and six on the screen in front of you, which is we really try to codify the idea that if a field trip is I if you're getting
there via bus, then a requirement for the field trip is that everybody should be able to attend regardless of their ability to pay. But if it's if there's air travel involved, meaning significant expense probably just by the nature of
the trip that instead of us needing to ensure that everybody can be involved that we should um plan with financial access in mind and try to minimize expenses and maximize the ways that we can offset costs. So this just puts
explicit language to that thing that we have often talked about. Um, and so it's it's an improvement of the policy in that way in my mind. Thank you, Joe. Um, any feedback that you have for the subcommittee. Uh, Carrie. Yeah. And then I think
Julia, um, I'm wondering, um, if you think this policy addresses, um, the district's obligation or lack of obligation to pay any portion of a trip. and what our
responsibilities are, whether the district is contributing or not, and whether those are things that should be considered. That's a great question. Joe might have more. I think other than
like the field road field trips, field trips that don't require air travel, I think the district bears the full cost. Is that right, Joe? Or no? Okay. No. Yeah, sometimes we don't bear any cost, right?
And sometimes there may be scholarships or some I I'm not sure, but there are definitely trips where the we sponsor it, but there's no cost. And that has always seemed like a
fuzzy area to me. Um what is our obligation regarding, you know, risk and insurance and that kind of thing? Um I don't have any issue with the um and I like the wording for
the bus travel. Um my my issue is more with the international trips and the other flights. It does though, Carrie, your point I think is is certainly well taken in that as a committee given that this policy
requires that there's there's no direct cost to students or families for bus travel or you know road field trips that we have a responsibility to ensure that those field trips are fully funded whether they be through donations, fundraising or our budget. Um that does
put a burden of responsibility on us. Um but that your second I think the question regarding you know the air travel like when when a flight is involved that's a great question Joe I don't know if you have any thoughts or any other members or any any any members in the committee.
Well this this policy it doesn't speak to where the money comes from at all. Uh and and we've never had any specific guidelines around when you know taxpayer money can and
cannot be used when grant funds can and cannot be used. Um that's never been a part of the policy. I I think that in practice it has been something where it it would be a part of the conversation around the approval and and
how how the trip is being made possible. Um, historically, certainly for some local field trips, um, most commonly our Bergkshire taconic funds, C at Mount Greylock, Life at Lanes
Elementary, and WEC at at Williamstown Elementary supply funding related to field trip busing and things like that. Um, for a trip like a trip to Argentina, there is no
public money or or really any grant money that that has been used towards that that I that I can recall. Um, so that that's that is purely funded through fundraising and through the families that are participating
um funding costs. So whether we're funding or not, we're still sponsoring the trips. And I guess my question is, what does that mean? Um when the school committee signs off on a trip, the
district is sponsoring it. And what is our obligation to those students? Um, yeah. So I don't want to take up more time on this but legally and from an insurance perspective
there are provisions within our insurance policies and and there are certainly I think legal precedents that would say that if that that if we are coordinating and if and if we are approving through the school committee or through the superintendent or the principal depending upon what type of a
field trip it is that that we have um liability involved. we have insurance, our own insurance that is participating in the event of of of an issue um and so on. So I think I think that's the answer. I don't know if that's what you're looking for, but
so I guess I wonder if that should be included in the policy just as an assurance to parents um who might be sending their kids on a trip that just some just some clarity around that. I and I think that's that's feedback
that um we certainly will will take back to the subcommittee meeting, but that's great. Great, Carrie. Thank you. Uh Julia, super picky and nowhere near as like large concept as what Carrie's describing, but
the very first sentence um I just wonder why we add and also bring about better public relations. Um, I don't I guess I don't want it to be on our students to be working out public relations. I do think we want to make
sure they are real life experiences that enrich the curriculum. And I would prefer to have that second half of that sentence deleted. Okay. Thank you, Julia. And you you'll see the the second sentence in that first paragraph struck. Um,
can I just add I think Joe um when when Joe was presenting on the um Argentina trip, that was a big part of what he talked about was that our students were representing like American culture and
um abroad in communities that may not have much exposure. And I I think that's where that comes from because it seems to be what they what the faculty talk about with students in preparing them to go abroad.
So understood. But I still feel like that's about teaching the students about how to be ambassadors for their school and less about our responsibility to represent America to Argentina. Yes. Yeah.
and any any other I just just for full disclosure I re I really struggle as you all probably will know with many aspects of of of how I've grappled with this policy and how we how we've implemented it. Um, you know, I really struggle with
uh the role that field trips play in enriching the curriculum for our students, particularly if there are students who for any number of reasons can't go on a field trip and thus their curriculum is not being enriched. Um, I I I still struggle. I just wanted to
just to share some some some challenges that I have, but uh I do appreciate the amendments that we're we're offering and a lot of the considerations we're we're having on this policy. Any any other feedback or questions or perspectives that you'd like to share?
All right. Thank you, Carrie and Julia. We will certainly take on board or certainly consider that feedback as we um will likely offer up a revision and a scheduled vote on on this policy um at
our next committee meeting. Uh up next is policy JH, a revision that you can see um in the blue font uh that clarifies some aspects of process and procedure.
um uh the principal or principles of our schools have um significant leeway in determining what could be recognized as a um as an excusable absence or not. Um and the uh
school handbooks offer up uh some examples to families of of what might qualify um or not as a excusable absence. Uh but Joe, any any other sort of info that we we need as we consider this this revision?
No, I I think that was the that was the emphasis of the conversation. Yeah. Um any feedback on on this revision? Uh yes, Steve just punching it up.
And so so it says a child may be excused for other exceptional reasons with approval of the principal or designate. And then it says please see your school student handbook for additional information regarding excused absences and approval. And then above it it says you know the reasons include illness or
quarantine bereavement or serious illness and family weather or inclement and observance of other major religious holidays. I I don't see anything here and I might be missing it about, you know, exceptional opportunities where they're competing in something, they're
presenting something. Yeah, that's a yeah, as a great a great point, Stephen. think we in that second line um that offers up the possibility that excuses uh absences could be excused for other
exceptional reasons is sort of a a catchall for a lot of those types of experiences or opportunities. Um but the principal has u incredible discretion and leeway in determining you know what might qualify as an as an exceptional
reason. Um and I think we as a subcommittee were comfortable and actually preferred the principal being or or designate being the um the decision maker and not not the school committee or you know Yeah. But Julia
um maybe just to follow on that thought I I also um am glad to leave this somewhat in the hands of each individual school. I do worry about bias creeping in for what is considered exceptional
and what is not. Um and what is a you know a presentation at a national conference for something? Yes. A sports event for which you are your school doesn't have that sport. No. like I I
don't I would so I guess I would say I would strongly encourage there to be some sort of rub rubric created perhaps in conjunction with uh school councils for what qualifies as a um an appropriate extenduating circumstance
um that then the principal will assess does it fit that or not. So Julie, if I in hearing that feedback, this could be um a request that Joe could extend to our school
councils um by you know from from the school committee to to provide that kind of u guidance within the student handbooks. Is that is that I mean that that could be um Yeah.
Can I follow up on what Julia was saying? Uh Stephen, if you just for a second, Joe had his hand just for a second. Sorry. I was just gonna say that that that listing for Mount Greylock is already there within the student handbook. Um it
does end within the and I can switch over to putting it on the screen. the the excused absences that are allowed are are listed there. It does say other extenduating circumstances approved by the administration.
um that that kind of release valve. I I totally get how that does create potentially some level of subjectivity, but in my experience, the the principal's office sticks to that bulleted list and and tries to avoid
airing from it in order to be fair. Um because whether it's a national dirt bike competition or a an orchestra try out or you grow the best flowers in the world and this is your one opportunity to show
them off. Um the principal's office has historically responded saying the the unexcused absent limit and actually it's written here the 918 meaning nine in a semester 18 over the course of a year
unexcused absence limit exists to allow families leeway in situations like the flower growing competitions and the dirt bike races and and the other things that are extraordinary and that students should be able to do and the school provides enough days that even if you're
gone for a few weeks over the course of a school year that that you won't be in a in a real bind as a result. Yeah, thanks Joe. Stephen, so uh just two things. I think it would be nice to just explicitly put in as you know a possibility some of the items we
were talking about and that doesn't mean that they would automatically be approved but just when people are reading this that they could see that these are reasonable things to request. The second thing is if it's an unexcused absence, does that have impact on when work is due or on extensions?
So, I I agree that you with nine um unexcused absences per semester, you should hopefully be fine and you should not be running into that limit. But is there an impact on extensions for coursework? Yeah, thank you, Stephen. I don't I
don't know the answer to that question, but uh but certainly, you know, we've received that feedback and and we'll consider it. But Julia, sorry, I keep coming off and on debating if I'm going to speak and it dings every time. So, apologies for that. Um the uh
I kind of a different question related to Steve's is if um where does the number of unexcused absence show up and how might it negatively impact a student if they have unexcused absences for example I don't know I maybe I should I don't know what the transcript looks
like when it you know for applying for scholarships or um you know applying to college like if unexcused absence are listed and can indic can imply a student's um you know disengagement in school, but it's not that. It's actually that
they've been off competing at some amazing thing. Um I wouldn't want that to hurt them. Um so that that like what is the negative impact of having unexcused absences below the 918? Where does it show up? Oh no, that I meant to put it down. I
meant to put it down. Google Meets is it's not there yet. No, we're not there. Uh Joe, I don't know if we have the answer to that question, but something we can look into. Uh yeah. Yeah, that that was there's a
broad range of uh the short answer is that is that having 15 unexcused absences over the course of a school year will not impact your transcript. um it it it could potentially impact your
ability to to do well within that course given the given the requirements and and given the fact that we cannot um make up for absence always. Um but we can within the subcommittee we can talk about the variety of impacts
that happen with unexcused absences and and how to how to try to consider them. Yeah, Carrie, I would be curious within that conversation if um the impact is up to the discretion of each faculty member or
if it's standardized across the school in terms of you know extensions or grade deductions or anything like that. Thanks any other uh feedback on or perspectives or questions regarding this potential
revision? All right, we're grateful to you all for the feedback you've given us on these two policies and uh Julia, I hand it back to you. Thank you. Thank you, Jose, uh for leading us through that. Next on our agenda
is the uh superintendent search process update. Um so as you all may remember we created an ad hoc superintendent search subcommittee with Carrie Curtis and me. Um and we met uh
in late June. Um the purpose of our meeting was to discuss what the timeline would be. We anticipated coming today with an RFP for folks to approve for a superintendent search. Um and quite frankly when we sat down and talked we
said um we know we have an incredibly strong interim superintendent right now. Um we confirmed that our incredibly strong super interim superintendent will apply though to be clear um he will
apply but he wants the best person to be hired for the district if even if that's not him. Um he is very eager for that to happen for the sake of the district. Um but we really questioned uh if this if it is the right decision
for us to go through certainly an extensive search which can bring great expense when we have an interim superintendent who is going to apply um that we in June all agreed is proficient or exemplary
um and we know our budget next year is stretched. There's a number of um things that have come in above budget uh more than we expected. Um we know from reading the news in other districts that there uh are not a lot of superintendent
applicants um out there that may be fitting the bill for what our district needs. Um and importantly we know that uh growth and change in a district comes when there is trust in the leadership and trust in the um
uh and that trust takes a lot of time to build. So we are um as we talked about it, we said we know this like we feel like we're doing really important projects growing in important ways because we have uh the trust in our
superintendent interim superintendent. Um and if we switch in superintendent that will could set us back because we'd have to rebuild trust in somebody else. So we wanted to bring this to the full school committee to discuss. Um, go
ahead, Carrie. Um, yeah, I just wanted to add to Julia's uh remarks that what we came down to was uh presenting the with presenting the committee with two options. Um, one is
to appoint the interim superintendent. And we've talked to council, we've talked to the executive director at MASC, we've talked to a number of people that really should be consulted um in these kinds of things and they've
all said you'd be crazy not to kind of thing. Um, but the other option is to do a limited search, right? and to uh use the MASC technical assistance would not which
would not cost us anything. Um it would require that we do issue an RFP that we do send it out to a number of uh search uh places um that we do the process. uh
we wouldn't necessarily have to do as extensive a search process, but honestly when you say and we would have to say that we have a strong internal candidate, um it limits your candidate pool. Um, so
I almost feel like we'd be going through the motions uh for something that we already know kind of what we might want in the end. Um, and we don't want to put other
candidates through that either. So, uh, it's not like we're coming to you saying this is what we should do. We're coming to you saying we have some options. Um, and we'd love to hear what you have to say. If we decide to do a limited search, we are prepared to send
out a survey to the community um and to the faculty and staff um to just get some feedback that would be helpful on our community, on our, you know, leader, you know, things that we could use to
then um further inform us on what kind of a search we want to run. Jose Thank you, Julia, and thank you to uh the committee um for your work on this, your deliberations on this. Uh just just
curious about how uh what what would you how would you like this conversation to proceed? would you like us individually to give you a sense of our preference and then you can that use that to inform your deliberations and
then at some point as a full committee we we might be making a decision or I know there's no vote scheduled now just just curious about um how you might like to go about receiving feedback and I'm about to seed the microphone to Stephen
I I I carry your all the feedback that you gave us regarding conducting a limited search and how we've all acknowledged just recently in our review of Joe as our interim and that you know folks
all of it is public that it it certainly would impact the we'll just say it the the quality of of even of a limited search. It it it just seems to make the most sense to me to to to move towards appointing Joe as our
our superintendent, you know, given that we've already evaluated him. Um and there's no many reasons. So that just indicating my preference if that's how you'd like this conversation to proceed. So you are right to note that there is
no vote um on this agenda. Our hope was to have a really open dialogue about which approach feels right and if that means you want to share your perspective, great. But we would come back in August and determine um what our
what the right next steps were and that that may include a vote um or it may include a different process. Carrie, I think the the one thing that Okay. Right. I just want to u add to what you said, Julia. Yeah. Um and the one thing that would be
helpful to know from this meeting is if there is a strong sense that we you would like us to do a limited search because then we have our work cut out for us and we need to you know we've done obviously some of the work um but
we need to actually make some deadlines and things like that. Set up a schedule and work back from you know all that kind of stuff. We kind of put it on hold at the last meeting. That was our goal of that meeting and then we hit pause
and so we need to unhit pause and move forward if that's um it seems like that's what the community Stephen. So first I just want to thank Joe for his service and for his you know
unquestioned commitment to what is best for the district. This is always an awkward conversation to have in public. What I want to do is I want to just if I can put some things in perspective by sharing results from a previous superintendent search just as a you know
factual history. Uh am I allowed to mention numbers of candidates in the past? I think if those are facts that are in Yeah. Okay. So, I was on a search where we
mentioned we had a strong internal candidate and we had less than half as many candidates apply as other nearby districts. And so, I'm just putting this out there for information purposes, you know, if you have a strong candidate, if they get
to the final point, their name is going to become public, and it can become very awkward for people to decide if they're going to apply for a position. when you announce that there is a strong internal candidate and so by by having this conversation in
public and saying this to some extent this may have eliminated a certain possibility I I yes and um I think to Carrie's point while we didn't necessarily need to advertise that we have a strong internal
candidate um it would be very clear because we've had public meetings where we've discussed uh Joe's is performance. Uh, and those are that's all in the public domain. So, yes. And absolutely. I'm just I'm just trying to put this out there for perspective from
the past. Yep. Thank you. So, are there are there strong is there a strong desire to run a limited search? Um, is there any desire to run a limited
search? I think we're missing some uh emoji hand gestures that might look like this. Oh, wow. Wow, it started raining. Oh my god. Wow. I did not know those are
This is so funny. Wow. And Jack found Jack and Christina found the thumbs down. Um, I I would like to recommend um and I could move this uh it's not
really a substantive vote, but I'll just recommend that we put it on the agenda for the next meeting to discuss appointment of the interim superintendent as our permanent superintendent because there are some
things to figure out and you'll need to talk about those with Joe between this meeting and that meeting like are we doing the second interim year and then going to the permanent or are we not
doing this contract and immediately so I'll I'll add that um when I talked we we actually called Glenn in to our meeting and uh so Glenn is the executive director of MASC and he knows about all the searches across the Commonwealth.
and he always tells people if you have a strong internal candidate that's the way to go and he started sort of counseling us on so what you should do first is appoint them as an interim for one year and you can do two years if you'd like
um and then you should talk about you know a contract and we're like check check yeah we that's what we did although we didn't know that's what we were doing at the time um So, we've actually been following a process that
that is recommended. Um, so Joe is entering his second interim year. Um, second year of his interim contract, I should say. And so, we do need to figure out um, and I think
that's a Julia Joe conversation um, of how to how to move that forward. I I also Oh, go ahead, Stephen. I was going to just say for what it's worth, uh, one of the things when you do a search is you're trying to figure out
who can you bring in who will run the district well, who will advance the missions you want. And better than trying to extrapolate is to actually have hard data. Yep. Agreed. So, can we agree to empower
Julia to have those conversations with Joe and with council and maybe even present a contract at the next meeting for us to vote? Christina is a thumbs up. Jose is two
thumbs up. Oh, wow. All these birds. Let's let AI speak for us now. Yeah. Uh, Stephen, you have raised your hand. That is Is that a thumbs up you mean to give us? I I couldn't find the thumbs up, so I was initially just doing raising my hand
for something, but now I found the floating thumbs up. Got it. Okay, we will all get these emojis down each time we use Google Meet. Um, okay. I appreciate that and I know that that wasn't a vote. Um, that was a consensus conversation. Um, I also
want to reiterate um how much I appreciate Joe having to sit here through this conversation. Um, most importantly because this is not what Joe's desire would be for this process. Um, he really does want does not want, you know, he really and
Joe, I'm apologize if I'm speaking for you, but he really does want what is best for the district and he does not automatically believe that's him. Um I think but I think it's incumbent on us to um that's our job to figure out what we think is best for the district. And Joe's uh Joe you have said to us um
you know you have to do a search right you know it's important for the district but in fact sometimes you don't have to do a search and it's important to recognize that as what is best for the district. Um,
and so, and I would add this is the first time anybody is hearing officially that Joe is interested in applying, right? Of course, lots of there. I'm sure there have been lots of conversations among faculty, staff,
community members, even with students, right? Jack can probably attest to that. Um, wondering is he gonna apply? Is he gonna apply? Um and so we are uh and Joe I don't know I mean we should ask if you
want to say something about this as well. I uh when I was asked would would I be interested in applying or would I apply and the answer was yes. It it it it
was definitely just because I I appreciate the opportunity. I I think there is a lot of work to do for the community and at the same time having that be public. I I really do want what's best for the
district and I would very happy I want to signal this to anybody who who disagrees with the the sentiments shared by the committee which I that I really appreciate because we've we have worked closely together here for years. But um
I if the community wanted a different person as superintendent, I would be very supportive of that. I would be very supportive of whoever comes in as superintendent. And so I want to continue to signal that so that no matter what happens here over the next
month or two or whatever it is, uh that that is certainly my perspective and I don't I don't view this as anything that was planned or that is destined to be in any way. So, I I but I appreciate I appreciate the open conversation. Um I
it is incredibly awkward, but it's also I I don't feel bad about it at all. I just uh it's just the way it is. So, thank you. I Stephen, so I just want to reiterate something I said before and supplement it. So, you
know, again, you know, it's an awkward conversation to have in public. you know, it's clear to everybody that you want what's best for the district. And what's nice is we're in a situation where we don't have to extrapolate based on possible performance. We can actually
make decisions based on what we've seen. Uh the other thing I just want to supplement with is just a call out to anybody in the community. You know, you know, there's a month between now and the next meeting. You know, I encourage you to reach out to school committee members. Um, I'll put Julie on the spot, especially the chair, but you know,
please feel free to talk to any of us if you have any thing you would like to say about this, Carrie. Um, so the other thing that's nice about this,
as I'm just thinking about it now, um, is that it may be time for us to talk about hiring a new business manager, right? Um, so we've been talking about getting more
support for Joe on the business side and um, you know, now if this is really the way we're going to go, um, we need to start figuring that out sooner rather than later.
Yeah. Excellent. So I just want to give space for especially anyone who hasn't spoken if they would like to speak Jose. Thanks Julie. I don't I'm happy to wait but just it's just a just a question
about the um potential scheduling of how things might play out. So we we Julie, you could report back to us as soon as uh next month with where we are in the process. Um and and could it be that as soon as next month we might be
in a position? I'm not sure how we might go about either advertising or approving the position of business manager. Could you just kind of that does that solely sit within Joe's remitt as as interim superintendent? What what role do we play? I guess that's the
question. on regarding that position. I I would first suggest that we not discuss business manager manager until after um we are certain about our superintendent. Um
and then I believe we have to we hire the business the business the superintendent recommends and we hire. Yeah. So we don't run a search or anything like that. Right. Right. And and I think um the
you know there there might be a conversation around um when there is certainty about who the superintendent is what is the right structure um what feels like the right structure in the district office uh and so I think that that's like an interim step um you know
for us to have a conversation about. Yeah. Yeah. Thank you. Yep. Okay. I'm not seeing anyone else hoping to jump in. Um I So I'm going to move us along uh to our next agenda item
which is the our priorities and goals um from that we discussed at our offsite and I'm now trying to find those in my um they're in your packs. So, we had discussed um I hope hopefully
you had a chance to look at this. Um I tried to map both um what our assignments are that we were discussing at our off-site as well as what are the key goals and additional work that we talked about achieving in this next year all in one place so we could kind of have a it's not a work plan by any
stretch but a sense of the direction we're moving in. Um two so two things uh the superintendent search obviously had a column and we talked about the ad hoc superintendent search subcommittee which was um is still in place um and then we had also
talked about negotiations as a subcommittee of two people and our council has strongly advised it be a subcommittee of one person um and so uh one person perhaps with an alternate um so since Carrie and I had both agreed we'd be the subcommittee of two it will
either Carrie or me who is the subcommittee of one with the alternate um being the other. So if there's I if there's no search then I am comfortable chairing the
negotiations work. If there is a search I think it's going to be too much for me to chair both of those things and I would swap with Carrie for either one of those. So, it's a little bit of a, you know, we haven't we haven't fully determined, you know, we have to get through identifying who, you know,
finalizing who our superintendent is. Um, but I think we're on a path where it maybe that subcommittee drops off. Does that make sense? I do think otherwise we need to approve. Am I
there's a vote on the agenda because I think we need to approve the subcommittees. Carrie, go ahead. Um, I I would just say I mean if we're going to approve, are we just not not going to vote on the
um negotiations or can we appoint you or can we agree to approve you as the chair and me as the alternate and then change it if it's necessary? Would that be fair? I'm I'm comfortable with that.
Okay. Um and I you know we have one vote first actually on the if we look at the agenda the first vote is on their priorities and goals and then the vote is on who is in you know the committees
and subcommittees and assignments. So maybe the first thing to do is say, do those goals accurately reflect what we discussed and can we vote to approve what is written here? And then let's just to do the order of the agenda and
then let's get to the um subcommittees and assignments. [Music] So, I'm looking for a motion to approve the priorities and goals. I will move the motion. Thank you. I will second.
Thank you, Curtis. Any other discussion about the priorities and goals? Do we want to say them out loud? They're not long. Uh, sure. They're they're in they are in the pack, but um, first goal is to
share the screen. Oh, Joe, are you able to share that screen? Awesome. Thank you, Jose. I I if if if uh if I'm allowed to to nominate someone to read these out, I'
I'd love to hear from from Curtis as he happy to help. Uh would you like the goals at read as bulleted, please? Goals. Successfully complete negotiations with the three bargaining
units. The interim superintendent will negotiate directly with the unions with either Carrie or Julia to serve as a subcommittee of one quote unquote from the school committee. The school committee will be regularly apprised of progress. Successfully hire a permanent
superintendent. Establish an outcomes committee with a clear remmit and goals for the work of the committee. increase school committees, community outreach through the addition of at least two community fora, attendance at school events, and
participation in the community and cultural celebration committee being formed by the administration. Do you want the additional work as well? Sure. Additional work agreed to empower each school council by building a stronger relationship between the school council
and the school committee. A school committee member will attend a meeting of each school council at least once during the school year to encourage their work and participate in any meetings to encourage parents to run for student council. Conduct a self-evaluation process at the
end of the year that mirrors this year's process. Thank you. Jose, is it I'm just curious if that there I think we uh I think we have student council listed instead of school council
if I got that very end. Yes, that should say school council. Just checking. Yeah. Yeah. Yeah. It should say school governance council actually. Oh, is that what it's that's the official name? School governance council. All right. Um I'm also wondering if we can define
an outcomes committee or is that the process that we're going to undertake this year is to define an outcomes committee. I think that yes that is the clear remmit and goals for what that committee supposed to do but the the school committee will need to approve that what
the role is of the outcomes. Right. I was just wondering if for the purposes of this conversation, if people are watching this, what we have in mind for an outcomes committee, if we could talk about that a little bit. Sure. I'm happy to describe how I'm
thinking about it. Um I ultimately our responsibility is to ensure that our students graduate prepared for the world ahead of them. um we spend a lot of our time talking about critically important
elements of their experience but we are not as connected to are we meeting the outcomes we should be for our students. So think so having a place we do discuss at a at a broad committee level at a higher level um things like uh MCCAST
scores or um attendance rates or you know those kinds of outcomes. Um but I think we would benefit as a committee uh by being able to look at some of those that some of that data at a deeper level maybe a disagregated level um etc. So,
uh, this in my mind, but this is something that is going to be fleshed out more. This committee would be looking at the student outcomes, whether that be academic, cultural, um, you know, uh, behavioral, like all the different kinds of outcomes that that a
school is looking at. Uh, the committee would be looking at those outcomes and really understanding what is what we are producing as a as a district, what we are achieving as a district. Um, a couple real like one analogy is that the finance committee goes really deep
into the finances and then we see a financial report at the full school committee level. So I can imagine that being like an analogy for how this committee might work. Um, and then the important thing about this committee that's going to be critically important to keep in mind is that this is not a
committee that determines curriculum or um decides how many teachers we need in what areas. That that is the work of management. We need to be clear about what we are aiming to achieve and then the management and the administration are responsible for figuring out based
on you know the the resources they they have how to achieve that. All right. So we have a a motion and a second. Thank you Christina and Curtis. Um any other discussion about the goals and the
um priorities for our committee this year? Hearing none, we'll do a roll call vote. Starting with Curtis. Elen Bine I. Green I. Noah I.
Bowen I. Connor I. Constantine I. Great. Thank you. Thank you. Now, let's go back to the um updated subcommittees and assignments. And I think and if I could have a motion
with the amendment that Carrie suggested. So, approve the assignment the committees and assignments as presented. Millis move. Oh, sorry. Sorry, with um me as the chair of the negotiation subcommittee and Carrie serving as the alternate on that
subcommittee. Millis move. Thank you. Is there a second? I will second. Thank you, Christina. Any discussion? All right, then let's go with Carrie kicking us off.
Green I. Miller I. Bowen I. Conry I. Constantine I. Elfenbine. I. Great. Thank you. Um, with that I'm going to pass it over
to uh Joe for the business office update. Well, I thank you. The the the quick updates here, uh, FY25 closeout is underway now that FY26 has started. Um,
I I I do think that we ended the year in in okay fashion. Um, so far all the all of the numbers are adding up that that that we should be all right moving into FY26 with all the caveats around um whether it's health insurance,
additional costs related to to uh school choice um and u and the fact that that our hiring um we are oftent times seeing um truly wonderful, very qualified candidates rising to the top of the
candidate pools um that do just cost more than um than a a master's step five which is our normal our normal approach to saying on average we'll we'll hire a master step five um so we have some good problems to have um they do need to be
actively managed here in FY26 um but FY25 I I think you know by the time we hit the August meeting we we should be in pretty good shape to to know um exactly how we've ended and and what that means for our um END and choice and tuition revolving accounts,
which is which is ultimately um what drives a lot of our flexibility and our and our outlook. Um so in pretty good shape right now. Um not without plenty of uh heartache and and activity. Um any
questions on that? I I just have a question of whether any of the federal state I had emailed Joe about this, but any of the funding that we had expected for FY25 in particular
is at risk or if we've gotten everything that we were expecting, we we are in fine shape for FY25. um FY26. Currently, if if we were starting the school year right now, uh our title 2A and our title four funding
would would be on hold, which amounts to a little bit less than $50,000. Um primarily geared towards professional development. Um and our our services to students characterized as homeless. Uh so those are those are two areas where
if the federal government has not um released that hold on the funds come September, October, November, December as those funds are normally starting to be spent um it will mean that we need to figure out uh how to adjust our plan. Um but as of right now we're okay.
Any other questions on that before I move on to B? The Green School Works application update is not as rosy. Uh we we did hear last week that we were not um one of the districts selected for the funding. Um it it did I think uh in large part come
down to the the percentage of students um characterized as lowinccome within our district not being as high as many of the receiving or all of the receiving districts. Um so there there were I believe 19 different districts around the state that that did receive the
funding for this year. Um we were unfortunately not one of them. Um so we are looking at future green schoolworks uh rounds of funding which I I think the state is trying to um be responsive to the to the needs that were put forward
through the applications. And also we will be looking at uh the the MSBA um funding as it as it gets described each year in terms of when we become eligible. Right now um most of the funding programs tend to hold to the you
are not eligible until the given item like a roof has hit the 25 year mark. Um we still have another um year or two for each of our elementary schools before we hit that. Um, but those are our next uh windows of opportunity there, the green
school works and other MSBA programs. Any questions on that? Um, facilities update. Uh, the big Oh, yep. Sorry, Carrie. Go ahead. Sorry. Um just to clarify, so until we
receive um successfully apply for a grant and are receipt of funds, we won't be doing anything about solar on the schools. Is that correct? That is correct. Okay. Yeah.
All right. So, the facilities update, uh, the the big visible one right now is that, um, Williamstown Elementary School's pair of playgrounds are currently a construction site. Um, as of the end of the first week of activity, all of the old um, playground equipment
has um has been taken down. Um, and all of the disturbed area, if you're walking or driving by, all of the disturbed area defines where the new playgrounds will be. um which is pretty much the same footprint as the old uh although on the older age playground you'll see that
there's a little bit more space um that will be the surface um the solid rubber surface that allows wheelchairs to access directly off all the asphalt there at the edge of the basketball court. Um so increased accessibility all around. Um that project is expected to
continue until either the first or second week in August at which point it will be done. Um during that during this period uh they will finish removing um everything that needs to be excavated. Then they will prepare for um the surface that will be poured um including
uh putting footings down for the new equipment, things like that. Then they'll get the new equipment staged in some situations installed. Then they'll pour the uh the rubber surface um and then the finishing touches will will go on. Um so by the time the school year
starts that project will hopefully be complete. Um at Mount Greylock we are continuing to work on um closing out the field and track project. Um trying to get the field just right is is really the one open item. Um it's something
that we are actively working on with uh all of the parties involved. the the sod producer, the sod installer, general contractor, our OPM. Um, and so that's work that's continuing and we're we're trying to make sure that we have the best possible field for um for our
students. Um, that's update number two. Update number three is that we're actively working with um both McCann and um the town of Lansboro on uh updates related to the playgrounds there. um whether it's a shade structure for some
of the youngest age students um in collaboration with Macan or um just working on on weeding and mulching and and and trying to trying to keep the the existing playgrounds there in great shape. Um so that's other summer activity that is underway. Um that's the
facilities update. Any questions on that? Does M does Macan Tech have a summer program where they No. So, this would happen in the fall. Yes. Yeah. But but we do need to to um figure
out a a concrete pad that will be poured just prior to installation with footings, things like that. That's work that Macan would not do that that we are uh working on separately. Um looking at uh other ways to get that done. And then once mana is back in school, we're going to try to be on their schedule as early
as we can um for working with materials that we provide. We are really lucky to have uh an institution like man within our within our region um where everybody can win. That's excellent. Will they would they be designing it as well as building it?
Yep. It's it's a joint yeah joint process in that way. um we we would then uh will then need um a separate architect to stamp the plans so the town can can receive them in that way. But yeah, that that's the that's the gist of it.
All right. So, the next item, the final item within this block is um the the uh makeshift projector that we've used at Williamstown Elementary School in the auditorium for years has um truly kicked
the can and we are in uh serious need of replacing it. Um the the best option is for us to actually install something that is fairly permanent. Um that that is really a capital improvement type project. Um it's it's an omission within
the construction of of West that I think um people for a long time have wished that we had a better solution for. Um thanks to Robuk and Jacob Keplinger who have been working on trying to figure out how to do that in the most economical fashion. Um the document that
you have in your packet um describes uh the projector and the installation of it um that uh is highly recommended. um it is on state contract. It is it is all procured in a way that is um that is
appropriate within the state. Um, and so if the committee is willing, what I would be asking for is approval to utilize the Williams College gift to Williamstown Elementary School um for the purpose of um purchasing and
installing a projector where the total cost is $15,323.98. So moved. I'll second. Can you tell us the balance, Joe, in the gift fund? Uh, the balance as of four months ago
was $2.2 million. When would the work be done? Presumably, uh, we would hope to have it done in in the month of August. So, get get the order in and and get it get it installed so that it would be ready in time for school. [Music]
Any other questions for Joe on that before we move to a vote? Hearing none, Stephen, I'm starting with you this time. Thank you. Miller I Bowen I Conry I.
Constantine I. Elfen B I Green I. Great. That motion passes. I Joe, that's all from you. Is that right? Excellent. Thank you very much. Um Carrie, we have the MASC division 6
report. I just want to mention the summer institute again. I'll be attending not this coming weekend but the following weekend and the topic is negotiations um and strategies and best practices and
all that kind of stuff. Um is anyone else planning to attend or No. Okay. I I am unable and now I'm like maybe you should be sharing that. Yeah. I'm gonna try to download what you
hear and I apologize I can't be there. Um but thank you for doing that. Yeah. Okay. Um upcoming meetings. Uh we have school committee on August 14th at 6 PM also remote. I think that's it. Are there any other
subcommittee meetings between now and then? We need to have a policy and governance before. No, wait. No, we do. No, we don't. Do we for the search? No, that's the ad hoc. I'm on 11,000 subcommittees. So I'm sure
I think for now we have no subcommittee meetings between now and August 14th. That could but two questions might be whether or not we do want to have a policy and governance subcommittee meeting to dis to discuss anything. Um that might with
the two items with the two policies that were up for discussion today that could be action items. Um, Jose, you and I can connect on that. And then Carrie, we we might want to try to have a finance subcommittee meeting uh before the next full school committee to to talk about some of the closeout things. Um, nothing
bad, but just to to have the subcommittee together before then. Do you do you want it the same day as we've done before or do you want it um a week in advance? What makes sense? I think that the default plan being the
same day would would probably work. Um, yeah. So, let's tentatively schedule a finance subcommittee meeting at five o'clock on the eve of the next school committee meeting which is Julia just said August
14th. Yeah. Great. Um I have nothing else that I had not anticipated. Uh, so I'm going to move us to agenda requests. Any agenda requests?
Hearing none. I will look for a motion to adjurnn. So moved. Thank you, Curtis. Second. Second from Carrie. I'll lead off the vote with a bow and I. Conry I.
Constantine. I. Elfin by an I. Green eye. Miller I. Thank you everybody. I hope you can enjoy this sun that's still out. I will see you next month if not before. Thank
you. Thanks Julia. Thanks Joe.