Awesome. All right. Thanks. >> Yes. Thank you. >> So, I am just going to wait a minute. I think we're still waiting on Carrie. Is that right? Did I Or is she here and I don't see her?
>> I believe we're waiting on Carrie. >> Okay. And she's not late because it's only 5:59. >> Yeah. >> Ursula, it appears you have some kind of smudge or stain on your hat. >> Make out what that is. >> Wait, let me turn it straight. There you go. Okay.
>> Oh, now I see it. Yes. There you go. So, I'm going to give her another 30 seconds and then we'll get started knowing that there are people who are on their way to other places. Um Oh, we're waiting for a student, too. We're waiting for Dominique as well.
>> Yes. >> Okay. Yeah, she she was planning on on being here for for six o'clock, but um you know, I I talked to her this morning about it. So, a lot can change in the course of a day, but she was as of this
morning, she was planning on it. >> Okay. All right. Why don't I call the meeting to order and we can begin knowing that we expect to see a couple others join us. Um so I I will call the meeting to
order at 601 on Thursday, December 11th. This meeting of the Mount Greylock Regional School District School Committee. This meeting is taking place virtually pursuant to the law signed by Governor Healey on March 28th, 2025, which extends the temporary provisions pertaining to open meeting law. I this
meeting is livereamed on willynet.org and broadcast live on Spectrum Cable TV channel 1303 in Williamstown. Meetings will be available as video on demand within 24 hours after the meeting after the meeting on the YouTube channel, the Mount Greylock YouTube channel. So with
that, I'm going to call us to order um with roll call and I will start with Bowen I. Conry I >> Elen I >> don't think Harry >> Malloy I
>> Miller I >> okay great um Ursula would you please read the mission? Yes, I am ready. At MA at Mount Greylock Regional School District, our mission is to create a community of
learners working together in a safe and challenging 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. So, on next on our agenda is our student update. Um, which we do not have her here yet. Um, and I I don't think we have to vote, but I'd like to ask that
we move public comment up and come back to the student update when she arrives. Um, and with that, I know we do have a public comment coming from Jackis. Jack, if you want to come off mute.
>> Sure. Just go ahead. Yep. >> Sure. Thank you. Um, members of the school committee, half of US high school students report using AI to brainstorm ideas, edit or revise writing, conduct research, and find sources. Three and 10 teachers report using AI on a weekly
basis. I worry that if a policy does not fully recognize the current prevalence of AI, it will become little more than words on a page. The proposed AI policy has the potential to do immense good for students and their future. But a strong policy must begin with a guarantee that
students will receive instruction on the use of artificial intelligence and provide guidelines for faculty and staff use of AI in instruction and lesson planning. The truth is the only way to ensure students are prepared for a future in an increasingly AIcentric
world is to provide clear guidance on how AI will be taught to students. I'd point you to Northport East Northport's 20page AI policy, which includes sections on grade level implementation and an approved usage framework for generative AI tools. I'll link my
remarks in the chat so you can access the district's policy. Greylock teachers have already received some professional development on artificial intelligence and currently have the authority to incorporate it into their curriculum. Despite this, I've yet to receive an assignment in any class designed for
students to learn about or use AI. I believe the best path towards changing this is to include concrete deadlines for curriculum planners to create age appropriate lesson plans that incorporate artificial intelligence. Mount Greylock's handbook already prohibits the use of AI generated work.
Therefore, what should be found within a district-wide policy is how exactly AI will and must be taught to students. Without a clear mandate and direction from the district, I'm not confident students will see outcomes from the bullet points listed in the policy. I encourage the district to take the time
it needs to create a stronger framework with more nuanced grade appropriate guidelines. And I urge you to solicit feedback from students and teachers before you vote on any such measure. Thank you for your time. >> Thank you, Jack. And um you said you're
going to link your uh comments in the chat so those can get into the minutes. >> Sure. Um I will do that in just >> so you're >> we don't have chat on I don't >> okay probably not probably
>> I will I will email it to you all >> that would be terrific that would be terrific okay thank you so much for sharing those thoughts and um safe driving please all right um I think we are still down a student so
I'm going to keep going and if she's able to join I'm just going to ask that we move back in the agenda when she uh Yes, Jake. >> I think uh she just emailed me. She was having trouble logging in, so I suggested she just call um the the number and use her use her phone. >> Okay.
So, we'll watch for her. Um why don't we why don't we move to approving the minutes? Um and and we'll keep watching for her. Thank you. Um so, uh before us, we have the minutes from November 6th. Um I am looking for a motion to approve those minutes. >> So moved.
>> Milla. So move milis second. >> Yep. Uh we have a motion from Curtis, a second from Steve. Um are there any questions, discussion, um comments about those minutes? >> My only comment is I miss the minute marker so that if we wanted to review
something in the video, we could go back to it. >> Ah, excellent. Superintendent Berseron, is that something you think we could >> the the the minute markers within the the transcript were incorrect this month
and so I did not go back through and add them manually, but it's but the the value of them is noted and I will make sure that we that we get them added >> no matter what because I agree. >> Excellent. >> Thank you. >> Um
all right. Uh any other questions or comments, discussion? >> Hearing none, we'll do a roll call vote. Starting with you, Christina >> Conry. I >> no green. Over to you, Ursula. >> Oh, I'm sorry. I was waiting for Steve
and I'm wrong in order. Uh Malloy I. My bad. >> Miller I. We can switch to middle names. >> Sorry. >> Bow and I. All right. So, those pass. Um,
why don't we move to the program of study? Next on our list. >> Great. Hi everybody. Good evening. Joe, I don't know how to share my screen on Google Meet. Can you do you mind bringing up the
>> I certainly can. Let me bring it up for us. >> Okay. >> Say hi, Jack. >> Hi. >> Hi, Jack. >> Say hi. Sorry, I didn't realize it was
>> No worries. I'm just bringing it up and putting it in the slideshow mode and stuff like that. >> Awesome. Thank you. All right. So, this looks beautiful. Thanks. So, the school council's been um
been pretty busy um the last couple months. Um we have a full slate of of people. So, it's great to have the reps from every every uh facet filled and we we look forward to having um the
budgetary implications to you next month. Um And uh yeah, let's go to the next slide. So here's the agenda. We're going to um hit on the school improvement plan a little bit before we delve into the
majority of the discussion which will be about the program of study. So if we go to the uh the next slide. Um so before we start um these all these initiatives whether they stem from the school improvement plan or the program
of study are aimed to support students uh outcomes academically, socially and emotionally. So starting with school improvement plan um our we have three goals in our school improvement plan. So
which has been narrow narrowed down the first academic exc excellence these targeted interventions differentiated instructions new course opportunities these is this is going to be the the bulk of the
um discussion in the program of studies. Uh our third goal in the school improvement plan is social emotional wellness. Um so in the plan we talk about expanding SEAL initiatives and tiered interventions
continuing to strengthen student well-being through tiered intervention. So this essentially um the majority of this work comes from our teachers, our counselors and more specifically our uh
crew programming which is uh newer programming. The um the the thing isn't sewn yet, but he said I can put on my costume. >> Okay, go ahead. He's Jack's putting on his costume for for the minutes.
Sorry about that. Um and we we did identify that in this in this area which we've made extreme uh improvements in, we need to improve how we track our outcomes, albeit through additional surveys, different surveys or
other metrics to measure our progress. Um, and our third goal, and again it's something that's been on here for a while, is DEIB, uh, essentially ensuring the equitable access, ensuring having a culturally responsive
curriculum and inclusive inclusive practices. So these efforts um really come in the form of responsive instruction and training for staff, ensuring that the students have access to, you know, whether it be a
specialized course, a um an a specialized course or an AP class or a special education service. Uh this aligns with our mission of creating a general overall inclusive school environment for all our students. So,
uh, a little more focused in our goals this year, but, uh, that is our, um, our three goals and the school improvement plan. Moving on to the program of study,
um, we'll go over updates across all our departments and then how we're aligning our programs with our student needs. So essentially we um we reviewed each academic area and ensuring um what we
offer meets the needs and the interests of our students. Um changes in here are really minimal in some areas in some departments and in others are more targeted to focus um our support and
interventions. So the focus overall is on creating opportunities while maintaining their robust programming which oftent times our competing requirements or constricting requirements. Um just a little bit about
the process to this point. We start with conversations within individual departments among teachers. This happens in faculty meeting and department meetings throughout the year. Um and then we have scheduled conversations with departments and
counselors and administrators. So this is where we um um look at data enrollment both individually and collectively um to see what we have for historical requests, historical trends
as well as um graduation college requirement needs and um any anticipated needs. And this this always es and flows just based on um different class sizes like you know this this year's senior
class is um you know right under 70 couple years ago it was it was 100. So that um and so based on where students are in their sequence through um their four years of earning credit, we need to
make sure we're offering those specific courses so students can get those certain credit. um in order to be ready for graduation. Uh we also then have individual meetings um with curriculum leaders and administrators to uh to
review what we talked about in the in the larger groups. And finally, it's everything's brought to our school school council where we've had numerous conversations about these recommendations and finally
having a vote to to approve the program of study, specifically the the the changes that we've proposed. So, this is just a snapshot of the process to try to illustrate the layers of communication and teamwork that's happened to get us
to this point. So if we go to the next slide, we'll hit some of the departments and again so what I'm presenting are changes to the to the program of studies. Um so first off analyzing tread trends.
So specifically what we're talking about here is um we want to analyze what our interests will be in psychology. Historically speaking, psychology has been a very popular course and um it has
taken up, you know, we've had multiple sections of multiple levels of psychology because of that. Um we have a new teacher this year who is very capable and is doing a a great job but
uh with changes oftent times there's um you know there may be a shift in student interest and we'll see that um when we do our registration process. However, We might have. >> It's I think
>> I thought it might be me, so I >> went off video. I think it's Jake. >> Yeah, I was I was concerned that it was going to be all of us for a second, but it looks like it's just Jake. I I think I see everybody else moving around. Um,
while Jake >> Oh, I can hear you. >> Okay. And I hope I didn't say anything stupid while everybody was. >> You're back. >> I didn't hear you. >> Oh, >> we can hear you now. >> Well, >> so we lost you at there. We're we're
looking at a potential shift in enrollment in in psychology and uh what that might mean for a change in >> We want to we want to make sure if that does happen that we're able to um have courses available for students to get
those history credits. those social uh science credits in other areas. So what we are proposing is or what we are um two of the new courses that we'll likely um see if there's interested interest in
and then the um is uh I'm sorry is either um current events or contemporary issues which would be a semester long class and then possibly something funky um like like the history of baseball.
But right now the um the history department is um getting that together for us. So I can add that in there. It's not in there right now um just because it was we realized it sort of at a last minute like hey this this based on you
know student interest we may not have the huge interest in psychology that we always had. we just want to have something uh available for them and contemporary or uh issues, current events is uh very very practical and it would also meet um some potential
requirements that the state um would would would have and then uh we just thought we'd pair that with something um interesting and and off and uh you know uh unique and novel. So anyways um al
see history contemporary issues. So there's no current plan to reduce existing offerings in the social sciences. It's just an anticipation of that and the goal is to offer more relevant and appropriate classes in in the social sciences.
Next slide. English. um in English we had um a lot of discussion into school council around around this topic. So if we look at um
specifically looking at differentiation and intervention, I'm going to hit intervention first even though it's the the second term in the second bullet. So as far as um intervention, we have a reading interventionist this year and that is that is going great. She is
fully scheduled. She's an amazing practitioner. She provides tier three support to our students with um documented need through their respective plans. She's also participating in our team meetings with the seventh grade and
eighth grade core teachers to um you know sort of informally coach and help them integrate some of these reading practices into their regular instruction. Um so now looking at the differentiation um term in the first bullet what I mean
here is um combining classes if needed. So this would take place in grades 11 and 12 to avoid reducing sections based on enrollment. So essentially
uh in grades nine and 10 there are two tracks for English. There's a uh regular level and there's a honors level. When you get to grades 11, and that's the same for 10th grade. When you get to 11th and 12th grade, there are four
tracks. There's a elements course for students who may not be planning um to go to a four-year college or go to college at all or who might need um the who might be at a level where uh 11th or
12th grade CP is too much. There's a regular level, there's an honors level, and that's when APs become um available to our students. So using this this year's class for example in 9th and 10th
grade when there were 80 students those were just divided up between two classes. So each sections of those class could be an appropriate level. you get to um junior and senior year, you're trying to split them up between four
different levels and sometimes some of those classes might be so small that we're not able to run them. So, um, not and I actually don't anticipate this happening ne next year because we're going to have a larger class, but if it ever did happen, we'd we'd want to be
able to have the option to combine a CP and an honors level uh course to make sure each student continues to get what they need and we don't have to drop any classes. Uh, and can you go to the next slide,
Joe? Thank you. Um, as far as math goes this year, this is uh where I anticipate we will have a be one of our um priority budgetary implications for next for um
for our next meeting. But uh this is a similar request, similar need from previous years. It remains a priority especially after um taking the back seat's not the right term but after you know it there were there were more um
priority needs in the past couple years. Can you close that door please? Thank you. Um so some some changes this year is our BC course is not going to be offered and it wasn't it did not run this year
because of um low numbers and it um and next year we're um we're planning to um have the need to run some of our
model math which is some of our uh additional regular and lower level math courses to meet our students needs. Um the focus will be on interventions to make sure they meet their their grade level requirements. Um
yeah, and that's it for mathematics, world language. So, uh, in performing arts, we're we're excited to offer, um, two new AP classes. The first AP literature
in world language. Um, this would be an addition to AP language, allowing students for advancement, progress, progressing through world language. um and as well as a place for some of our
heritage speakers to uh to to excel. So the literature class focus more is more on analyzing and interpreting uh text whereas um the AP Spanish language emphasizes communication skills, cultural
understanding. The AP music, this would be a year-long. We we do not have any AP um performing or um visual visual arts. So this would be our our first AP class in in that um
in that department. It's a uh year-long course introduces the fundamental and advanced music theory concepts including notation, scales, chords, um harmony, um part writing m and musical structure. So that's uh we're we're pretty excited
about that class as well. Um one note about world language not on here is uh next year we anticipate um having a full-time Latin uh teacher. However, no Latin offerings in seven,
eight or one. So we have two, three, four, and then a AP. And I think that is the last slide. Jova, can you double check for me? So that is the last department. The um all
the other departments don't have any um significant changes. Um so for our next steps, we will um the adjustments are are to the program of studies are are being finalized. um enrollment trends and academic needs
and student interests will all be um gauged from here through the registration process. Our intervention programs are planned to be fully implemented next year. progress on the school improvement
plan um will be continued uh you know annually reported to the the school committee and um on behalf of the school council I appreciate you taking the time and we're
open to questions or feedback from the committee about our proposed uh adjustments and way forward. Carrie, were you raising your hand question if no one else has one? Um Jay, can you just remind us do we have music
theory at the um 9th, 10th, 11th grade level? >> A AP music? No, just any music theory. >> Um, no, we did we had some of our electives like the history of rock and roll.
You know what, Carrie? I would have to double check. Um, I don't think so, but there's one other course that I know Jackie teaches and I'm drawing a blank on what the name of it is, but I do not think it is music theory, but it looks like Joe. The only reason I
>> Yeah, the only reason I ask is because it seems odd to teach an AP course that hasn't had any other leadup courses to it. Although, of course, students taking instrumental music and vocal
music would have experience with music theory. Um it it just seems like a oddity to have an AP a capstone course when there aren't isn't a curriculum for that leading up to it.
>> That that's a great question and >> I just want to name in the course of study that we are looking at the program of study that we're looking at there is a music theory course. So maybe it hasn't run if there hasn't been interest but there it is in there. >> Hold on. I'm just
>> I'm look up right now. It's a spring. Yeah, it's a spring seme or yeah, spring course. >> Is it a spring semester class? >> And I know that in the past music theory has also been a part a component for many of the students who are really
interested in it. Jackie and Patrick both integrate music theory into into other coursework. Um, but let me take a Jake, you'll be able to look up faster than me whether or not it had the enrollment clicked out of it, but I will do it again.
Yeah, if you give me just a second here. Um, I can double check. While Jake is doing that, I just want to offer I sat with Joe and listened to the um to the school council debate this program of study and talk about it in
great detail and I really just want to compliment the um all the voices were active in the room um students, faculty, community members um with really um a rich rich discussion. Uh, and so I just
it it felt like wow, we we are really fortunate to have that group um work together like that and under Jake's leadership. So, thank you, Jake. >> It is it's a great group of people that all that all care a lot. Um, so it's um
we do so thank you for that. Um, and I will uh I'll make sure that I share that with the council. But we um are not running a music theory um this coming year. And if memory
serves me right, it was it's not running because enrollment numbers because we didn't have enough students register for it. Um so I think it's like one of those things we have same thing with Intro to Theater. It's been something we've trying been trying to gain uh traction
and I think Carrie one of the ideas um was if maybe if the students see that this is out there um that maybe it'll it'll drive um more students to start at that ground level. Um, but like Joe
said, um, you know, they do introduce and weave aspects of that into their into their regular um into their um performing art classes, the orchestra and and um in band and chorus.
>> But that's that's a that's a fair concern. And I guess part of my concern is that um the emphasis on APS in general has come up as you know an issue for not just this committee but
>> education. It's a concern for the school council. It's a concern for us and >> and like and so it's um >> it's a little bit trial and error to see if if we can um help get that out there.
sort of like I believe when we uh like AP computer science um that we we had minimal programming be in in the computers before we started that and we were able to sort of backwards plan once we had that computer AP computer science
we we were able to build the foundation more to support like the feeder programs coming through so there there is some risk there's definitely some inherent risks there >> we recognize >> thank you J I appreciate Okay.
>> Any other questions for Jake? >> Well, I'm I'm sorry about having people jumping in and out and uh and losing service, but thank you for your for your time. We appreciate it. >> Thank you, Jake. Julia, if it's okay, I'm going to to
jump off and >> absolutely >> and please extend our gratitude to the school council next time you meet. And um I'll you know, you can quote Julia verbatim or you can
>> um just kind of you know, we all heard it and um it's great. It's great to hear that we have such a participatory school council. >> Thank you. Have a good night everybody. >> Thanks. Thanks. You too. Um,
all right. Uh, do we have Dominic here? We had a 413 number that joined and is now gone. So, we may have lost. >> We do not have Dominique here. >> Right. I don't see her now. Okay. We
will move on um to the acknowledgement of musical instruments gift to uh Williamstown Elementary. Joe, is that you? >> Yes. Um, following on a very successful concert in November. Um
the music department at William Sennel Elementary School was approached by um by a community member um who had been in in attendance um who said I I create I own I I have an inventory of ukuleles,
guitars and bases that uh we would really love for you to have um and for your students to benefit from. Um and of of course there was there was a fair amount of shock given the given both the the quality, the quantity, the
generosity um of it all. And so we now have at Williamtown Elementary School 13 ukuleles, three electric guitars, two acoustic guitars, two electric bases. Um and so for students who are interested
in those strings, they um they now have opportunities that that did not exist before. Um, and so I I want to extend thanks to Richard Samson and the Samson Guitar Foundation um for this donation and also to our music department um that's that that's really getting out
there within the community um communicating, showing what our students can do um and and then bringing people in. Um so I'm I'm really thankful for all of it. Uh and uh and it's a a bright future.
>> That is fantastic news. Um truly fantastic. You saw the hearts and the claps go up on the screen. Um Joe, you included in our pack a one-page um description of this. Is that going out to the public? Like how are we acknowledging this to the family and
publicly? >> We we have already provided thanks to the family. Um, I think that we will probably mention it um during concerts going forward as those instruments are are gaining use in those environments.
Um, and in the public packet is also that that public acknowledgement and thank you. Um, so it's it's in a a variety of areas already. >> Wonderful. >> Any other questions for Joe? Excellent.
Um, so now we'll move to item eight, Northern Berkshire Regional Collaboration andor Regionalization Group. Who is presenting that one? >> You can pick. >> Terry, why don't you're off mic so you
can start if that's okay. >> All right. All right. Uh, we had a what turned out to be a wrap-up meeting um uh just recently. Is it was it this week? Um, yes, it was this week uh to
finalize the RFP that will go out for a consultant to work with what will become a steering committee to work in this next phase um on um things like uh you know data
collection and uh community outreach uh in all of the districts that are participating. um coming up with maybe some options of how to share resources and um how to
think about uh grade options, you know, for the schools that are thinking about maybe even regionalizing how they might change their grade configurations and things like that. So there there is a lot packed into the RFP, um which you know, if you've had a chance to go over
it, it's uh you know, it's ambitious. um but it will go out. Maybe it has gone out already. And um that wraps up the work of this particular working group. And I just want to say and I shared this
with the MASC board last night. This was a really good working group. It was um just, you know, it was very collaborative, right? We modeled collaboration in a way that was um
inspiring and productive and you know it was clear that everybody has the same goals in mind which is how do we do education even better for our students um given the limitations that we all face. Some of us face certain
limitations more than others and you know but we all have our challenges and we need to find ways to work together to meet those challenges and I think it was clear amongst the districts um superintendent, school committee members
um you know um I think there may be some town representatives too now um that it was um yeah it was a good process. So, we'll see uh what the response is to that RFP. I believe Joe has been in
touch with, you know, each um each district has gone about soliciting its um representation on the steering committee in different ways, which is also really interesting. I believe as we talked about doing at our last meeting,
Joe has been in touch with um town um managers or administrators and is think has also heard from some folks uh who serve on town bodies that um you know that there there there is interest out
there in participating in this and I believe Curtis and I are planning to continue as we've been you know requested to do So, and I have, you know, I I think this is going to be a good process moving forward, too.
We are due to finalize our committees by our representation on the steering committee, I think, by January 15th. Is that right, Joe? >> That's that's the hope. So, so ideally, the school committee is able to formalize that during our January 8th
meeting. uh and then we would move forward from there. >> Curtis, did you want to add anything or Joe? >> I I shared your experience uh in in both the productivity and the sense of
collaboration in that working group and I'm looking forward to uh the steering committee's work once that that Avengers is assembled. Um it was also really interesting because I I felt like I knew everyone there from something. uh it was either a a superintendent I had worked
under or one I had gone to high school with or a parent of a former student or I just it the web of how I knew everybody was uh quite comfortable to work in. So looking forward to more of that. >> Are there any questions for Carrie and
Curtis and Joe on this? >> Uh this is Steve. I have a question, but if anybody has a question, I'm happy to let them go first. >> Steve, the floor is yours. >> Okay. So, I strongly support collaboration. I think it's a terrific
idea. I think it's a necessity to figure out how can we optimally and efficiently use our resources, get it better deals and whatnot. But I will admit, I get terrified when I see words like regionalization in documents like this.
And so I would feel much better if that was not really one of the items we were discussing at this stage. That we were talking more about shared resources and that before we discuss regalization, we would actually have some open discussions with members of our
communities. It was extremely challenging bringing together Williamstown and Lansboro. there were a lot of issues to make regionalization work and rather than spending time and resources discussing something like that, I would much rather see the
efforts going towards shared resources. Thank you. >> Thank you, Steve. >> Yeah, Carrie, I saw you raise your hand. Yeah, I I I I appreciate the comment, Steve, and it's one that you've made um pretty consistently, and I appreciate
that as well. Um I think, you know, there there is a shared understanding uh in this group that regionalization is something that may apply to some districts and not others,
right? but that there are ways in which we can all help each other figure that out. Right? So Mount Greylock may not be talking about regionalization at this point, but Husk and Drury might be or
you know um who or the Northern Berkshire school union and Drury might be. I mean, there are ways in which regionalization might make sense down the road for some districts and might not for others,
but there are still opportunities for us to support each other in those conversations and to offer um experiences and feedback and to all be at the table in thinking about the
challenges that we face. So it's not meant to strike terror in your mind or anyone else's honestly. But there are some districts for which regionalization
is a an opport the word regionaliza regionalization is important to bring up as a way that could really help them in the future. um help them to survive and help them to
figure out ways to better educate the kids, you know, because I'm going to say it again, that's what this is about is providing for the students in Northern Berkshire County. And if we can all find ways to do that together, then our being
at the table as representatives of the Mount Greylock Regional School District, whether we're talking about regionalization or other options, I think it's just it's really important and there is again a request for at
least four options and they're not mutually exclusive. I suspect there will be a combination of options that bubble to the surface, all contiguous
of each other. Um, but we can't lead with fear. And I've said that before. Um, I'm just going to say it again because we have nothing to fear. we only have, you know, the best
um intentions and I think we have enough wisdom around the table to understand what our limits are. Um and we're not going to no one wants to jeopardize
what we have. We only want to um improve. Okay. So, I do hear you. We all hear you. And I think your comments have also been heard publicly. You know, they've
been printed. Um, and so the um the group is aware of your concerns um as one member of, you know, Northern Berkshire County uh school leadership,
right? So, um it's fine if you want to reiterate them um each time we have this discussion to keep it top of mind. I, you know, I certainly wouldn't object to that, but I will continue to reiterate
my response, which is um we hear you and we understand where you're coming from. >> Joe, you wanted to Well, can I can I briefly reply to that? >> Sure. So just in brief, um I think
mutualization has been very good overall for our district, but I don't think it's been a 100% blessing. There are real issues and before we start seriously having conversations along these lines, I think it would be good for us to have some
sessions with members of the community. Again, I'm all for sharing resources, but when we start talking about visualization, I have concerns >> and there is um definitely a plan to
engage all communities very early on. Um it would be interesting to hear more at some point about how you think regionalization may not be benefiting our students. Um, but I think maybe that's a discussion um for another time.
I'll defer to the chair on that. >> Yep, I think that's right. Joe, you had come off mic. I think you were going to respond. >> I I I think there's been a lot of bases have been covered. I don't I don't need to add to them. >> Okay.
>> Thank you. I I want to I guess kind of just following on that same conversation with Carrie and Steve, I really appreciated in the um delineation of the objectives of the study included the presentation of four different options as well as forecasting the legal,
fiscal, operational, programmatic, and governance implications of each of those four that that you know and and and then knowing it's paired with um sessions, you know, with the public and communities Um I think collectively like knowing
Steve's concern um and and understanding and sharing you know some of the under underlying elements of that um I really appreciated seeing that knowing that this group is a a thoughtful bunch who are working hard on the behalf of all of
our students. So, um I really I really appreciate the way it was written um in particular to to address that. All right. There's no vote on that, right? Like that's already been put out. This the vote will come next month when we identify who our delegation is, if
you will, for the um for the steering committee. Okay. >> Great. And then it will be up to the steering committee to um vote to uh select >> Yes. the um and those meetings are open to the public. Just want to say that
again. They're posted. Um press has been attending. Press has been covering should say media has been covering. Yeah. So, um yeah, we welcome feedback.
Great. Thank you. Um I'm going to move us to policy subcommittee. And Curtis, I hear you are representing the subcommittee today. I am as Jose is enscconced in a uh musical performance at the elementary school. Uh but the
first item on the policy and governance subcommittee is uh the statewide high school graduation framework uh update and discussion uh that I think Joe's actually uh going to or is in a position
to uh share a more informed viewpoint. Uh we covered it briefly in our meeting, but Joe, do you want to talk a little bit about where the state is at with that? >> Certainly. Um and and this agenda item is really it's an FYI type of thing as opposed to an in-depth discussion or
with any real action coming coming from it. Um but the state uh through a graduation requirements recommendation council has uh over the summer and the fall held listening sessions and and meetings open meetings as well. The
board of elementary and secondary education has uh carried on discussions. Um and just uh over the last week and a half um the governor and the commissioner of education have um
jointly released information on potential recommendations that that that council would like um to continue being discussed and and considered for future adoption. um future adoption um looking out to probably this this coming summer.
Um and if updated graduation requirements are adopted, those would also be phased in most likely. So we would be looking at um a number of years for any of this to to actually come to fruition. And I did want to give the
committee a very quick sense of what they are and how that is relative to to where we are right now with our existing graduation requirements. Uh namely in terms of course requirements, the program of study that the state would
have uh for graduation requirements. All of all of it is pretty compatible with what we already do with the exception of um we currently do not in high school require two years of world language or one year of arts. Um those
are not written into our policy as requirements. Um but they are very common things for students to do. Um, so converting those into requirements would would not be uh would not be ownorous, but it could potentially change the way students think about electives and and
to what degree um they're able to have freedom of choice as they move through high school. Um, in terms of end of course assessments, which is I I think perhaps the most um volatile topic that that the state is currently discussing.
Um they are considering having uh standardized tests on a per course basis that would be used not to determine whether or not a student would be allowed to graduate, but instead probably to use within accountability
metrics and approaches to working with schools and uh and how they evolve. Um, so that end of course assessment topic is something that I expect will receive continue to receive plenty of press, plenty of discussion um, as the state
uh, continues its consideration of of what to do. Um, a potential capstone. Yep. Go ahead, Carrie. >> No, I was just going to say this is a topic at every MASSC meeting. Um, the MASSE board president, as you know, has
taken a stand and has tangled a bit with folks around this. And what I didn't know was that the MTA has also taken a stand and is the most vocal perhaps of the opponents of these kinds of capstone
um, exams that are handed down by the state. um in the s you know because faculty develop their exams and they know how to assess whether a student has done well to learn the information is
able to use that information. So to say it's volatile I think is a very gentle way of saying that this has taken up a lot of time and energy um from a lot of people who are just baffled by um the
idea that the state would impose actual exams on um on schools. So yeah, for what it's worth, >> um, good point points, um, the the capstone project or portfolio um, type
requirement that the state might have. Um, Mount Greylock has in the past had a portfolio option for students. Um, that is not something that is currently a part of the program of study or the or the norms. Um although Mount Greylock does have independent studies that are
in many ways um they carry many similarities to portfolios or projects um that would be done towards the end of a of a student's time in high school. Um as a requirement that might impact the way that we allocate resources, make
sure that we have advisors, make sure that we create space where students would then um need to follow through with that if it were to become a requirement. Um so that's one that we are that we are watching for how it might impact future years and programs
of study. Um the potential MYAP requirement uh the MYAP framework is something that we we have not often talked about within um Mount Greylock. It's a uh state formulated online system and approach to helping a student
determine how they want to advance through high school to best prepare themselves for their future, whatever that may be. Um it includes resources around um how to learn about colleges, how to go about a college application
process, how to how to go about financial aid. Um as well as non-ol career and and opportunity pathways. Um, and so our counseling office, um, if my cap were to become a requirement, um, many of the things that our counseling
office already does perhaps would become standardized and channeled through, um, a framework that the state would define as opposed to what our local students needs and and interests would define. Um, so that could be an interesting one as well in terms of uh to what extent it
creates positive structure and and systematic approaches to to things versus what um our counseling office would would need to change in terms of how it approaches things. Um, a FAFSA MASA completion not requirement but
ensuring that all students are aware of and um have that opportunity. That's something that we already do. Um so there's really no no burden there aside from potentially having another um check box that we need to make sure um we have checked with students. Um the financial
literacy requirement we're already in good shape there um with our financial litery course literacy course. Um seals of distinction we currently work with the seal of biiteracy. Um there are other seals of distinction digital literacy and others. um to what extent
the state would say you need to offer all of these different opportunities to students. That could become an additional stipend an additional um body of work that we would need to have structured if we needed to provide every student with a a whole menu of
opportunities. Um but all of this so that that's the end. All of this is still hypothetical. Um, but I think it is important for us to start to get to know what these various potential requirements are and how they might impact our our high school in the future
as well, our middle and high school. Um, are there any questions about it from the committee? >> Julie, my only question is what is our role? Do we have any are are we just
recipients of information or do we as a as a school committee are we asked to weigh in? Like what's our what's our role in this? >> Uh right now we are recipients of this information. There is no active request
for a certain type of response from the district. um MASC, MASS, the MTA are all weighing in. And I think Carrie, I don't know if the MASC is is asking school committee members across the state to
somehow um >> I was just going to say lobby your legislators, you know, let let them know what you think about, you know, how this is developing and, you know, what the pros and cons are.
Okay. Uh but directly to your question, Julia, that there are no um there is no uh request for school districts to submit >> responses or or opinions. Um and there are no planned listening sessions that I
see, but I would be surprised if they don't start to offer up additional moments where um whether it's virtual or in person, there's a chance for public comment and and uh conversation. Yeah, and I think MASC might have some um PD
and learning lunches and things around around this topic as well. Yeah, I can try to keep everybody posted. >> Any other questions regarding those uh potential upcoming
frameworks in the future? No. All right. Uh next item for policy and governance subcommittee is a discussion item. This is policy EFBA, the school food and nutrition meal
modifications policy. This is a new policy. Uh we had in past uh done readalouds for this. But do we need to are we? Yeah. No, I got the headshake. Um so opening that up for discussion. the school food nutrition meal
modifications policy which is linked in the uh agenda in the packet to provide a tiny bit of background. This is a a USDA requirement that the state is um rolling out in in a policy requirement form for um families to be
able to formally request through a formal process um a modification of meals um according to needs um religious um medical special education oriented needs. My only question, well, no, this is a
read, right? We're not supposed to ask questions. >> No, it's a discussion item. >> Oh, it is. Okay. Um, my only question is where the funding might come from for specialized meals because some of them can be quite expensive. I have no
objection in to the spirit of this whatsoever, but um it's not necessarily going to be within our budget. th this is a practice that we that we already have in in a way that is not
formalized in this in this way. Um so I that it won't necessarily be a a brand new practice. Um that said, I I your comment is valid and the ways that we really need to to consider menu
planning and consider the needs of of students broadly and and try to understand um the challenges that families have in that regard. I think that that's an area where this policy and also the the discussions internally um around it um
definitely will increase the focus on on being able to to better serve families in this way. >> Thank you. Any other questions, comments, uh jokes
regarding this uh given practice but newly outlined policy. I'm exhibiting wait time here. I see none. Uh moving on to the first of two
information items uh in our agenda uh is policy uh I J AI the new policy requiring use of artificial intelligence. Uh, it is also >> I'm sorry. Can we go back to the policy?
I clicked on the form and notice that it goes to Desessie. >> Is that that's >> it is a PDF form that the USDA has as a as a standardized you you're talking about the the link to the form itself, >> the nutrition form. Yeah, it but it says
they they want the information sent directly to them. Um, no. >> As it reads, I'm I'm seeing the via this link. >> Oh, that's the complaint. >> Well, so
>> Okay. >> So, that request form is a PDF. >> Um, and and it's a PDF of a of a USDA standardized form. Yeah. Yeah. >> And then you return that completed form to either the school principal or the district food service director.
>> Okay. >> Within our within our district. That that's how we have it written within this draft. >> Okay. >> Sorry. Go ahead, Curtis. >> No worries. No worries at all. >> Curtis, before you go further, >> I'm about to start driving in the
Birkshire, so I may get disconnected, so I'll try to come back on. >> Good luck. drive safe. >> And Curtis, I will note that um the two information items, we actually they're
really just there in the packet to start the public kind of being aware of the discussion and for the committee. So we don't need to spend any more time on them other than saying we've got two two in information items there in the packet for people to to start to peruse.
>> Excellent. So the first of those two is as I said policy a J AI that one's a hard one uh the use of artificial intelligence and the other policy information item is the oops uh parent advisory councils or PAX policy and that
is policy uh KBG which I've said KGB seven times already uh uh those are both in the packet uh and that wraps it up for policy and governance subcomm committee. >> Excellent. Thank you. Thank you. Um
let's move to the tuition agreements with Hancock and New Asheford. >> Yes. So >> within your packet, you have a single PDF that has two draft tuition agreements um for
FY27 through FY29. So currently we are in the final year of a three-year tuition agreement cycle with both towns. Um New Asheford for elementary school students attending Lansboro Elementary School and both New Asheford and Hancock
with their students attending uh Mount Greylock for grades 7 through 12. Um the tuition agreements have been um successful in terms of implementation, supporting the needs, answering the questions, uh being clear. Um, and so
what you have within draft form for the next 3 years is identical to what we've had for uh the past 3 years with one exception that we are opening the door with the town of New Asheford um where we are starting to look at what it would
how it would impact us if we were to um have with a bidding process that we're going to be going through this year. if we were to include the New Asheford student homes within one of our bus routes um and that New Asheford would
then we would have a transportation agreement with them separate from this tuition agreement where New Asheford would compensate Mount Greylock for that uh transportation. It could be a chance for both of us to save money um and for
Duour to not have as much of a strain also. I mean assuming D4 is the is the they are currently the only bidder typically um or they always have been um uh but it would decrease the strain on them needing to operate as many as many
buses um which I think might actually be a welcome thing for them right now. Um so that's the only change to this from our current agreements and it's there for a vote. Um I have been in touch with um Rebecca Phillips,
superintendent for Hancock and New Ashford. Um we talked about Mount Greylock going ahead and trying to approve possible agreements for them to with their two different committees in December and January, try to take uh take them through their process,
approve, and then we would be ready to sign potentially at the end of January. um have have uh both sets both parties signed by then, which would be nice to get that done ahead of um the the meat of budget season and and not have it be another unknown or another um thing
hanging out there. So, we're trying to get this up to you a little bit early this year. >> So, can I have a motion to approve the tuition agreements? >> So, moved. >> Thank you, Carrie. I see a second from Curtis. >> And now, let's open it for discussion
and questions. for Joe. >> I think Ursula had her hand up. >> Yeah, I raised my hand. Sorry. Um, >> yes, thank you. >> So, I'm just clarifying because I'm looking at the agreement. So these are with the district and so for Lansboro it's includes um sorry not Lansboro for
Hancock it's just for the Mount Greylock school and for New Ashford it's for the Lansboro elementary and uh Mount Greylock and I understand the comment about buses but remind me does New Asheford currently so they have they have their own busing service through D4
but they just are independent in that >> yes looking at the potential to share that they're already paying for transportation but it might be a cost savings and an efficiency for both of us if we can combine somehow is what you're saying. >> Yes. Currently, New Asheford has a
transportation contract with D4 for uh one bus for elementary school runs to Lans Elementary School and another bus for runs to Mount Greylock. Um those buses have uh three to six students on them
>> um per per run right now. Um, and we've we've already taken a little look at what the synergies might be between um buses that we already have in operation and whether or not um we could make that work with with minimal additional time uh on the bus in total for our students.
>> That's great. And then just remind me does Hancock so does Hancock have their own contract for the due four buses that go from Mount Greylock? Okay. >> Yes. >> Right. >> Cool. Thank you. Any other questions or comments for Joe? >> Go ahead, Carrie.
>> This is not on the tuition agreements, but maybe we could um it's a question about Hancock and school choice and whether that has shifted um given their concerns around budget. So, it reminded
me talking about Hancock and tuition agreements. Maybe we could um touch base on that as a in another school committee conversation. >> I am putting that down as an agenda request. >> Thank you.
Okay, as I wait for any other comments or questions. Okay. Um I am going to ask that we move to a vote to accept these or to approve these. Um, does somebody want to make a
motion to approve the FY27, FY29 tuition agreements with Hancock and New Ashford as presented? >> I think we did that. We did that. Do that. So then I'm like, okay, Curtis, >> to vote. >> Step to vote. Curtis, I'm gonna start with you.
>> Uh, Elen by an eye. >> Green eye. >> Malloy. I >> Miller I. >> Bowen I. >> Conry I. All right, great. That passes. Um and we move to the um update
regarding the district vision and values development and possible school committee workshop in January. To you, Joe. >> Yes. Uh so um embedded within school committee's goals and the superintendent's goals for this year is
uh kicking off a long-term strategic planning process that would include developing updated vision and values statements through a process that is as inclusive and and as comprehensive as possible. Um to that end um we are
starting down the path. Um Julia and I spent some time with the Mount Greylock School Council uh just this week um talking about their potential role um what a vision and values uh development process might look like, seeking input,
putting them on notice that that that they're going to be an integral part of that. Um and I'll be doing um similar visits with uh the Lanes Elementary School and Williamstown Elementary School school councils. Um the document that I used for talking points is in
your packet. Um so that all of you can see um some of the different things that we touched upon as as we had those conversations or as we had that conversation. Um and um I would love it if we would consider we we had within our um annual
calendar a potential midyear uh retreat or workshop for January. I would love to focus to to have that and to focus our time talking about what this process might look like. Um and at that point I would bring forward um a set of
a a timeline set of possible processes. We would talk about that so that we made sure that that the whole committee was um aware of on board had a chance to provide input before that train um went out of the station too far. So, um, to
that end, I think we Julia might get a poll out, um, soon with possible dates. >> Yes, we are looking for a Saturday public Saturday morning in January. Um,
and I I think we're I'm ready to be asking about that, but I think it'll probably just be easiest if we send out a poll rather than all look at our calendars now. If that's Go ahead, Carrie. >> Can I just say I'll be at the um MASC
President's Retreat on the 10th, 11th. >> Perfect. That's the one I can't do. >> Okay. >> Um so all the other Saturdays except for the 10th. So thank you. Um look for that tomorrow.
>> Um that'll that'll come out tomorrow. Um the other thing I want to ask uh Joe, sorry I don't want to cut you off. No. Okay. Um Joe, so as Joe mentioned, he's going to be going to the other two school council meetings. Um and we had
uh set as a goal for ourselves that we would attend at le a school committee member would attend at least each of the school sorry each school council meeting each school council would have an attendance of a school committee member at least once this year. So, I um maybe as part of that
poll, Joe, if you could include that we sent out tomorrow, if you could include the dates that you're going to be going to the school councils, and if anyone could sign up to go with him, this would be a great opportunity to kind of check in with the school councils and and make that connection between the school
committee and the school council. Does that make sense what I just Okay. All right. um knowing that Mount Greylock has checked that box. Um we I may want to go back to everyone because it was such a great conversation, but and and Jake told me I could. Um but
at least let's get try to get somebody to each of these. All right. Anything else, Joe, that you want to share on that? Any other questions? >> Great. um upcoming meetings.
Um we have our school committee meeting on January 8th at um 6 on Google Meet. Um we will likely have some subcommittee meetings or maybe not not between now and January 8th with two weeks of um
>> we actually just uh after this agenda was finalized we firmed up we have a policy meeting January 5th. No, January 6th. >> Stands out in my head. January 6th. Uh we have a policy meeting January 6th.
Um, and we will also have a hopefully have an outcome subcommittee meeting. Um, whether that happens prior to January 8th or not is up in the air. Um, but for that one, we're trying to make sure that we've got all the panorama data ready for review. Um, so finance
should be starting to meet pretty soon as well. >> Yes, I I think early January would be a good time to have that initial meeting as well. So, >> okay, >> it will be a busy January. Um, but we
don't have anything other than policy set with the date and time yet. >> Okay. But policy right now is January 6th at 5:00 pm. >> Can I just say I really appreciate that the subcommittee
um Ellie I don't know if this is the intention but they show up on all of our calendars even though we're not on the subcommittees and I appreciate that because it's good to know when this work is
happening. They don't show up on mine. I may have to >> Are you on your um >> You may not have turned on my committee. >> Yeah. >> All right. >> Go to that calendar. >> Yeah. There is a Google calendar
um within the MGRSD Google domain that is called school committee and it has all of the uh full committee and subcommittee meetings. >> Great. Awesome. Yeah, great point, Carrie. And now I will go make sure I
have that on. So, thank you. Um, I have no other items for discussion that were not reasonably anticipated within the last 48 hours. Okay. Um, agenda requests. I have noted the Hancock enrollment um, question that
you raised, Carrie. Um, I want to name that in addition to the survey that you've we just the poll we're going to send out about scheduling, um, you will also receive a a survey tomorrow morning that is, um, going to feed into a
conversation in January and that is a midyear check-in on the school committee's goals. Um, we set goals last summer and it would just be good to get all voices um, you know, through a poll that we will bring and share the whole thing. um you know all the responses in January,
but just to make sure we get all the all the voices there, especially if people can't be at the meeting in January. Um so that will be an agenda item in January and you're getting the survey tomorrow morning. Are there any other agenda requests? Hearing none, um
I am going to look in look for a motion to enter into executive session with no intent to return to open session pursuant to Mass General Law Chapter 30A um section 21A3 to discuss strategy with respect to collective bargaining as an
open meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares. We'll be discussing upcoming union negotiations priorities. So moved. >> Thank you, Carrie. >> Second.
>> Thank you, Curtis. Um, and we will do a roll call vote starting with you, Carrie. >> Green I. >> Malloy. I >> Mil I. I'm not going to be alone, so I'm going to log off.
>> Okay. Thank you. Bow and I. >> Conry I. Elen by an I. >> Great. Thank you. Um Joe. >> All right. So we're gonna use
>> with that I can create a actually >> Willette just logged off. >> With Willette having logged off I am going to now stop the recordings and >> it is still a public meeting though
right? Well, I now I can now lock the >> But but let me stop