I would like to call this meeting of the Narroans Regional School District School Committee to order. If you could all please rise for the pledge. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation
under indivisible, with liberty and justice for all. >> Hey, this meeting is being live streamed and recorded. We are back up and running, folks. The technical issues have been resolved. Um, so you will find
those videos on Facebook and YouTube. So getting into our meeting minutes, um, I would entertain a motion to approve the meeting minutes of September 18th, 2025 as written. So motion by Heather, >> second
>> second by Bill. Any questions or comments on those minutes? Seeing none, all in favor? I >> opposed. Abstained. and I say yes. So that is unanimous. And on to bills and payroll. I would
additionally accept a motion to accept the bills and payroll warrants as presented. >> Motion by Hank, second by Bill. Any questions about those bills or payroll? Seeing none, all in favor?
>> I opposed. Abstained. And I say yes. So that is unanimous and I am very pleased uh to greet Isabelle back this week and we are looking forward to hearing your report. >> All right. Awesome. So I was actually
put directly in touch with um both the elementary and middle schools. So I have a lot more info for us tonight. Um so at the elementary school I have heard that teachers are currently integrating um the universal design for learning
strategies um to help students with engaging, expressing and succeeding easier. Um they have a book vending machine reward system. And now I heard about this from a friend at first at because her little brother goes to the
elementary school and I thought it was the coolest thing because like it not only provokes like good behavior but also like reading. Um and basically it's like you if a kid is good all week they get a gold coin and they get to go to
this vending machine and um use the coin to pick a book from the machine. And I thought that was really really cool. Um, they participated in International Dot Day, Fire Prevention Week, and they did one of my favorite field trips from
childhood, the pumpkin patch field trip. Um, the annual fall field trip. And, uh, their beginning of year star, both math and English data, is looking fabulous. So,
um, and then up in the middle school, uh, they had had their first round of student of the month. Um, they had all of they brought back an old tradition, Miss Landry was telling me that, um, they had all of the new staff members of
the middle school building lead the school in a YMCA dance. And I thought that was really fun. Um, and then next week they have an anti-bullying spirit week going on and I thought that was pretty cool. I was
planning to actually like get a picture of the um posters that they have up, but I just it slipped my mind. I got busy this week. But um, from the sounds of it, I from what I've seen, they do like a day where they challenge you each day
to compliment five people or say hello to three people or so on and so forth. for and I thought that was like a really cute like good way to promote kindness every every week. So, I love that. Um, and then grade five is having a movie
night on the 23rd. Um, I believe they're watching Hocus Pocus. I thought that was cute cuz we did that last year as a fundraiser um for my class. So, that was fun. And then um they're working on setting
goals um to improve progress reports using smart goals. Um and they just started up the National Junior Honor Society for grades seven and eight. Um Mr. Ivan's daughter is in that and I was talking with her about it cuz she was
talking about how it could be really useful for like all of her um resumes and such and she was uh asking me for like tips on like volunteering opportunities and I thought that was really fun. So, and then uh grades seven and eight both have uh an upcoming
dance. So, and then up in the high school here, we have uh clubs are fully in swing. Um, and then the seniors just recently did their secret spot painting this past weekend.
Um, the homecoming dance is tomorrow from 7 to 10 in the middle school cafeteria with a starry night theme. And I love the bracelets that they give us as tickets. They're really cute. And I thought it was really cool because my
first ever dance um that was like kind of high school in 8th grade was Star Night themed and it was in the cafeteria. So I was like, "Oh, it's like the seniors came full circle." So that was really cool. And then um Warriorfest is Saturday from
4:00 to 6:00 um with a ton of pool booths um in store with followed by the Saturday Night Lights uh football game. And for sports, uh field hockey is still doing really really well. Um, and the
girls senior night is next week on the 23rd at 6:00 p.m. And then, um, varsity and JV football are doing really well. That was all I got for us, but I thought everything was looking really awesome. So,
no, that's fantastic. Any questions for our student rep? >> Busy times. >> Busy times. >> Yeah. Thank you so much for communicating with all the schools. It's great to hear what's going on across all the schools in our district and get that
update. Um so really appreciate the extra time and effort that that takes. No worries about not getting a picture this time. Um it's already uh it's already just huge to just be hearing what's happening in the different building. So we appreciate that work. >> Yeah, of course. It was really fun. So
great. Um, well, we hope you're able to stay this evening, but if you're not, please do feel free to just get off and exit when you need to. We understand you've got school work and other commitments um that might take you away from us, but otherwise, we look forward to having you here. Thank you. I appreciate that. Excellent.
Okay. Um, we don't have anyone from the public here this evening. Um, nor do we have our NDEA rep. Um, so we will skip over those agenda items. Um, so I will move right into the MSBA project update. Is there is there any uh volunteers to
give that update? Um, or do you want me to jump into what >> we can answer? So, um, we've been kind of on this traveling road show between Tempen and Philipstead, and that's only because the information as it comes to
us is not drips and drabs, but it's all about the timing and and we're trying to meet with um, of course Bo, the selectman and uh, to let them know what's going on. So, last night we met in Philip with the select board. It was a joint board meeting, the select board
and the um >> I was going to say finance subcommittee or finance committee and really just out you know outlined some of the basic parameters that we know for sure, right? So the MSBA for
example requires you to uh commit to to uh borrowing the amount the entire amount even prior to the whatever percentage that the MCBA is going to um >> I'm going to interrupt you just for a second. Um our camera is saying that
it's not working Susan. So um >> I don't know if it's just the camera. Is the sound okay? history. >> Is he recording still? >> Yeah, I see we're recording still as well. Um, but if if it's still recording, then I'd say you're okay to
keep going. I just want to make sure we have sound. >> That's just confirming. >> I can keep talking if that's okay, we do. All right. So, >> um, continue and we can apologize if folks are seeing something weird on the screen right now, but we do have sound.
So, we're going to keep going. >> Uh, so as an example, you know, you have to commit to borrowing the entire amount. Um, and that's just a batch of statute. So, again, we went through that. We talked a little bit about the
borrowing. We talked we did a very quick a very quick kind of overview of why we need a new roof because the finance committee wasn't at the um initial meeting when we met with the cycle. >> Right. So what we know is that they
folks want things in writing. That that's I would say that what people want to know is or what they want is to make sure that whatever the promise is um whatever you know that that needs to be that needs to be
spelled out. We don't have a lot of the information yet because the MSBA hasn't we have the uh I guess the draft um PFA project funding agreement but it does not become block until 29 of October.
And at that point we have language we have you know we have all the language ready not only for the school committee but for the towns for the warrant and etc etc. So, but we feel we feel confident they are going to
they are going to entertain us with a big special meeting, right? I'll call it fall meeting, but it may not happen um for what I say. >> Templeton, when we met with them a few weeks ago, they have a portfolio
just waiting for us to send the official letter with numbers in it. Um, Philips is doing the same thing. Um, they're just waiting until they get the letter before they decide. And then we have the 120 days from October 29th to get all of
the town meeting and ballot votes done. The one update I wanted to make sure we covered in this meeting is that since MS since um our OPM was here presenting the project, um they did go back about the solar panels.
And um apparently the initial cost that we've quoted, which was $3 million somewhat dollars, included both the um structural prep for the building to be able to handle solar panels, but also
the solar panels themselves. And so what has happened since then is the project has been reduced by two million some odd dollars because to remove those solar panels both because those are not covered by MSBA and we don't want those
in project when they're not covered um and so now it's just the solar readiness that we're paying for which is requ again just to repeat that for folks to understand it's required as part of MSBA. BA's um process. So um solar
panels are now out which reduces the total amount by 2 million some odd dollars. Um there there remains in a million some odd um to make sure that the building is structurally ready for solar panels should we wish to install
them at some later date. So yeah, did I get all that correct? All right. Yeah, I think that's all the updates we have for right now. Our next meeting will actually be um in that first week of
November so that we can get all of that finalized back over to the towns because it is a tight turnaround from that October 29th date, 120 days for the towns to hold their town meetings and vote the votes. So, we want to be as
supportive of that as possible. So, it seems we still have sound. Um, but camera, it's still not working, but we're going to keep moving through. So, Amry, I'll hand it over to you for our FY26 budget update. I >> think we have too much to support on
that. There's no no happenings. We just keep hearing that the revenue is not quite what the state wants it to be, but they're not changing anything because of yet the 9C cuts could be on the horizon, but nothing has
been done yet. >> Okay. >> Another I can see myself again. So, I'm glad to be back up and running, but not exactly sure what's going on with the camera cuz I saw a lot of raised
hands as to what exactly might be happening. But, we'll hope that that stays with us, but we're glad the sound is is staying preserved. >> So, back back to you and Marie for business manager report. >> Um, we got approval on our special ed
grants, so we can start spending in those now. We're still waiting on our title grants, which is title one, two, and four. We don't have the approval on those yet. Um, other than that, it's pretty quiet grant-wise. I encumbered
all salaries in September one. So, if you compare August to September, you'll see that there's a lot less on the block. Um, other than that, just kind of everyone should have their initial supplies now
start watching and maybe looking at a budget increase um, probably very soon. I know we've covered the the possibility or likelihood of happening at finance facilities. So
now turn it over to Miss Superchie for our curriculum and instruction update. Thank you. Um I have uh two presentations combined into one for you tonight which is a lot of data. Um I'm
excited to share with you both our our um 2025 MPCASS data as well as our beginning of the year benchmark data which is our internal uh data system. So just to start off um I'm going to share from the the changes from last
year from the 2025 data set to the 20 24 to 2025 data set from the state and then I'll show you how that relates in terms of how we saw changes in our district. Then we'll go into student level data and then school and district level data.
So at the state level, um the state saw a 3% increase in grades 3 through 8 on ELA for students meeting exceeding and a sixpoint decrease um in students in ELA in grade 10. Um math um they are
claiming quote some evidence of the impact from question two when they see math because they've seen either no change or a decrease. Um and so question two was the vote that um discontinued the use of MCCAST for competency determination. Um and so they're see
they're they're questioning essentially the decreases they're seeing at the state level in grade 10 possibly related to that um outcome. Um in science there's no change that they're seeing in the grade 5 data and they're seeing decreases um 2 and 3% in grades eight
and grades 10. So, we looked at those same patterns of trends with our data looking at 2024 and 2025. And here's what we saw. Um, so we had an increase of 2% uh for ELA and grades 3 through 8. And we had a decrease of 8% in grade 10
ELA. However, while we had a decrease at 10 of 8%, we were 1% point away from what the state averages. We were a 50% of students meeting exceeding in the states at 1%. Um when we look at math uh we had no change in math um overall for
grades 3 through 8. So we matched that growth the state had um and we had an increase in 3% of students in grade 10 um which is uh you know positive compared to the states decrease of three points. Um science we had a decrease of
7% points um in grades five and eight and an increase in grade seven. So we didn't um see the same patterns as the state there. Um, so let's actually dive in and say what does this look like when we look gradeto grade for our district. Um, so we're going to look at two different data sets. We're going to look
at the achievement levels for the state versus our district. So what we're really going to look at is the bucket that combines students who met or exceeded on MCAT. So you'll see the percent of students who met or exceeded. Um, and then we're also simultaneously
going to look at our district's growth. Um, and the growth measure, and I apologize if you've heard me say this multiple years now, but um, the growth measure is measured in a percentile score called SGP, which is student growth percentile. And so it's a score
from 1 to 99 where anything between 40 to 59 is considered average or typical growth. And you can see anything lower than that falls into low growth or very low growth. Anything higher than that in a percentile is considered high growth or very high growth. So, we'll look at
those combined because it's interesting. Um, it's hard to look at one without the other because they both tell a very uh important story for our populations. So, statewide when we look at the ELA results, um, you can see that for grades
3 through 8, they are mostly in the 40% of students meeting exceeding with grade 5 being the lowest and then our grade 10 statewide is at 51% meeting exceeding. As a district, we are we are below the state's average in all grades. Um you
will see three three cohorts here that have stars next to them. Um these have stars because we have seen a significant increase in that grade level from the previous year. So for example, the 32% of students meeting exceeding in grade 4
is an increase of 17 from last year for that cohort. um that 28 for grade six is an increase of three and then 28 for grade seven is an increase of six. So we have seen some growth in grade level data over years um that isn't
necessarily represented when we look at this in isolation. So while we are you know of course a little disappointed to be below the state's average what's exciting for us is across the board every cohort's growth fell into typical the typical growth band. So while our
students aren't at that same achievement level, they are making appropriate growth. So what we'd like to see is we'd like to start moving that so that our growth rates are above typical growth so that we can start to close that gap with us in the state. Um we were not across the board in typical growth last year.
Um so this is this is a win a big win for us to see um those SGP scores for all grades. You don't see an SGP score for grade three because grade three is the first year they take the test. So, they don't have a growth measure until they take it again in fourth grade.
When we look at the math scores for the state, um you'll see statewide again they're mostly in the 40% of students u meeting exceeding. When we look at our district's rates, again, we see a similar pattern where we are uh below the state in terms of the percent of
students meeting exceeding. You'll see more numbers starred here. Um we've had four cohorts in math that have seen as a grade level to grade level significant growth. Um in third grade we're up uh three, fourth grade's up
seven, 8th grade is up two and 10th grade is up three. Um, we definitely have been leaning into this fifth grade cohort and you'll see when we look at our benchmark data that this is actually when we triangulate data and look at other data points, we are definitely
seeing that this cohort is a cohort we really need to put some additional support in and lead into. Um, so what's what's reassuring for us is that we have data points that are both showing a similar need. Um, when we look at the growth for MAP, we see a little less
consistency. Um, so we see our grades 4, 8, and 10 falling into typical growth. Very noteworthy here. Our grade six cohort for math is the only cohort we have that has exceeded or is in high growth. So that's pretty significant.
You'll notice there are two cohorts here in the grade five and grade seven that are that fell in low gross. So even though they fell in low growth, we dug a little bit deeper. And so I I'm looking at like that 38 SGP score, which is low growth. Looking at last year when that
cohort of students was in fourth grade, their SGCP score was 29. So while that is still low growth, it is a nine SGP point growth or percentile point growth. So we're still seeing growth, but we're seeing them grow from being at this
point in that low growth to this point in that low growth. So we're we're happy to still see movement. Um but we do need to do some work in those two cohorts. um in terms of growth from that um science and civics data. Um and so
statewide when we look at the science data you can see the percent of students meeting seating is 46 for grade 5, 37 for grade 8 and 46 for grade 10. Statewide the percent of students who met in 8th grade 6 39. This is the first
year that the state has done a civics assessment in grade 8. There are two components to that. there's a performance-based task and then there's a more of a traditional assessment of of knowledge of the standards. Um and so um when we look at our data we see the same
pattern. We we are slightly below or below the um state average in all of those we did see in that grade 10 science 7 um point increase. Um so we were happy to see that. While we can dig into a lot of the data in terms of
question types, strand types, and so forth, we have limited data we can dig into for civics because it was the first year they released and so they don't have as much public access data for us to dig into. Um, so that's the student level data. We
also out of half have accountability data that is kind of getting up on the balcony and looking overall at each school and as the district um as a as a total and there are two components to that. There's um criterion reference to
data that's looked at which is focusing on targets based on how we've been performing and growing for the last few years. And so the state identifies individualized targets that schools and districts u need to meet and then you
receive without going too deep down the rabbit hole of the data u analysis there essentially that boils down to one overall percent and that is the percent that your school made towards its individualized targets. The second um
side of that coin is the normative data which is a like SGP it's a percentile score Z uh one to 99 and that is actually comparing your school or your district to to DARP schools which are other schools that are similar in makeup
and in um demographics. And so we get two scores. We get a percent of our growth towards our target and we get a percentile compared to our other schools. So when we look at the percent or growth we've made towards our targets
districtwide we have we're at 41% towards our target um which puts us in a bucket of making moderate progress towards our targets. Uh TEES is at is has made 56% towards their target. This is notable because they were at 47%
towards their target last year. This bumps them up a category. They are now at substantial progress towards their targets. Um and so that is a huge win for us to see for TEES. Um our middle school is 25% towards our targets,
pardon me, and our high school is 35%. Both also falling in the moderate progress towards our targets. when we look at the accountability percentile. Um if you remember those of you who have been on the board um in the p last year and the year before we were
really keeping an eye on this number for TDES because we were hovering around that 20 percentile score and this is exciting for us to share. TEES has hit the 25th percentile. So this is the this is the um highest accountability percentile score the latency tricks have
opened. So that is significant for us. Very significant. It aligns with the progress we're seeing towards their targets. It also aligns with the internal measures that we're seeing when we're tracking student progress um with our STAR benchmark and our digital assessment. Um middle school dropped a
few percentile uh points. It's at the 27th percentile and our high school remained um pretty stable at the 59th percentile. So we we know from some of the data points we're looking at that we have to really lean in and do some um substantial work at our middle school.
um as you've heard Isabelle talk about with um students making individual goal setting smart goals right now focusing on their individual progress uh for academics that's an example so here are the categories of classification for school um support from DESIE and as you
can see uh we fell into moderate progress for two of our schools in our district and substantial progress for TEES so that means based on our MCCAST accountability that none of our schools are currently requiring assistance or intervention from DESIE. So that's
that's a big sigh of relief. Um and a big, you know, testament to the work that's been done in our schools to help support student growth and student achievement. Are there questions about MCCAST before I dive into our benchmark assessment data? I'm also going to take that as an
opportunity for quick. I think the only thing one of the things we've been watching and reviewing is the that grade five through seven was highly impacted by COVID during their early
foundational skills years um those elementary years. So that's been that set of folks as we've watched them move up through grades we've seen some similar patterns. So seeing some progress there is
excellent and also you know as you said even more work to be done to ensure that that that challenge is something we can help them to overcome as much as possible before they graduate. >> Yes, thank you. Yeah, we've had a lot of ground conversations about that and um
you know it's sometimes when you're looking at achievement level data it can be super deflating. So for us really leaning in and looking at where are we seeing growth? >> Yeah. >> And how do we celebrate those wins with growth and then build off of what's working to help strengthen that continued progress towards that
achievement score but really focusing on are students making appropriate growth and if not what do we need to adjust or do differently to support them. >> I appreciate that. >> Yeah. Yeah. Um so our benchmark assessment data BY for stands for beginning of year. Um and so at the
beginning of every year we utilize um two assessment tools in the district to um assess all students and we assess them in reading and math so that we have an internal measure to say how are they doing at this point in the year and how might we use this data to help us either put in place supports and interventions
or enrichments for students. Um and then we track that three times a year. So we do beginning of year, middle of year, end of year. um and students may be assessed in between those periods to track progress more specifically to their individualized goals as well. So at the um elementary level, one of the
tools we use is Dibbles and Dibbles assesses early reading skills. Um things like at kindergarten, do students understand the names of the letter and do they understand the sound that's associated with that letter? Um do can they can they identify and tap out sounds of words? And then moving up to
can they read a you know read a paragraph fluidly and with um appropriate voice. So in this situation our dibbles assessment um has shown us that across the board when we look at K to3 we're at 40
44% um of students meeting or exceeding. So when you look at that kindergarten data don't be alarmed. This is typical for us. We typically see when kindergarteners first come in the beginning of the year, we typically see
um you know data sets that show that a lot of kindergarteners are not yet meeting benchmark. When we track that over time, what we typically see is a change because this is an assessment that's given one-on-one. Sometimes when our kindergarteners come in and start the year, they're shy, they're nervous.
Um and so while this this is you know having over half of your kindergarten class not meeting benchmark at the beginning of the year when we look at the past few years this is not usually indicative of what we see for growth patterns middle of the year end of the year. So, um, but overall, um, you know,
we look at this and then we celebrate and then what we do is we utilize this data to to say how we're going to use our writing blocks and our intervention staff to help support where there might be gaps for students with early literacy skills and then how might teachers also adjust or inform um their core
instruction with students if we have certain um, let's say letters or keywords that students are working towards that u need some extra attention in the classroom. And can you just remind me what a wind block is? >> Yes, thank you. Um, win is an we love
acronyms, right? Um, so wind is an acronym for what I need and some some schools call it win with two M's and it can sometimes be called what I need now. And it's essentially a block of time out in addition to core instruction where students can get small groupoup
instruction, extension work or enrichment work. Um, but it's when kids can be either supported with a push-in or pull out model and they're not missing their reading block or their mat block, for example. So, it's an additional block of time for interventions and enrichments.
When we look at our star reading data, um, what's really exciting for us to see is that across the board, all grades are at or above 60% of students meeting exceeding with our internal reading assessment. Um, one thing to note is that we this assessment was renormed
last year. So we while we can look at this compared to last year's beginning of year data, we wouldn't go past that because of the new norm uh new norms. Um so in looking at this, you know, one thing that we've been leaning into as a team has been really looking at the
sixth grade cohort um because we have seen some few different data points that really shine a light on this cohort. When we look at um we've also been looking at where we're u maybe needing
some support for for um interventions and or um in some cases students on IEPs or students with I4 plans or whatnot. So we've definitely been looking at who makes up this class and what supports do we have in place or not have in place.
When we look at our STAR reading growth data, um we had just under um 1,00 just under 1,100 students take the beginning of the year STAR test. Um of those students, 71.4%
of them um fell into typical or high growth um for this assessment. And so we again we're seeing a trend where we're seeing growth while we might not be seeing as much um achievement. So that's really promising for us to see that over this is the first time I think that I
can remember that we've had over 70% growth rate u for reading. So this is huge for us because reading was been a focus for for a few years now. Um when we look at our math data, we have some kind of different patterns here. I would say look at grade one with a little bit
of um of hesitation because this is the first time students take this assessment. And so like we see with kindergarten dibble data we tend to see lower data for the first round. Um before this our students
take the star early literacy assessment which embends math practices within a literacy assessment. So this is the first time they actually are exposed to or take this assessment. So if you can imagine if you're in in a first grade classroom it's like I forgot my how do I log in again? where I it's a little bit
chaotic for the teachers running around trying to help students um work their way through the assessment. And I don't say that as an excuse, but I just say that to say we see this pattern quite a bit and it's a little bit um harder to kind of uh look at that data point up
there because we know there's a lot that it was. Um but that being said, it does show we've got a need, you know, in first grade. We really are leading into the sixth grade cohort. If you maybe remember from a few slides back, this was last year's fifth graders. And last
year's fifth graders on the math MCAST, we had 13% of that class who met or exceeded. So, we know the current sixth grade math is something we really need to lean into and something we really need to um you know, unpack, which we've
been doing. Um, uh, Lisa Parker, who's our sixth grade math teacher, who by the way also had the was the only teacher who showed high growth on last year's MCAST, notably, um, has been emailing me left and right this week. Can you also share the constructed response question,
excuse me, she has been digging so far into the question types and the standards, um, and really has been um, unpacking what's going on more than just score with her data. So, I say, and she's not the only one, but I use her as an example because it's the cohort of
kiddos um that we're looking at. Um and then when we look at growth for math, um we're seeing again close to 70% um but we are at 68.9% of students who are at that typical or high growth um for this assessment. So, with that said, um
that's a that's a lot of data, but I do want to assure you that our teachers have been working really hard um leaning in and looking at individual students. Um our principles have looked at the low per we have a low performing cohort,
which every school district um on MCCAST has a low performing um group that Bessie identifies. So our principles have been unpacking the students in that group and working with teachers on intervention planning or classroom supports to make sure those students are supported. Um our depart our say
department heads our teacher leaders have been working on either looking at specific item level data that we have uh released items from the state that we can look at and we can see what are some errors that our students are making or common misconceptions and then how do we
plan for that in our instruction? how do we address that um in our classrooms? Um and then additionally, we're using our STAR data, which you saw a snapshot of, to really say um you know, h where are our kiddos right now, knowing MCCAST was done last year, where are our kiddos
right now and how do we use that information to help us make sure we're planning to meet their needs in core classrooms and in supports through interventions, um enrichments, andor, um other services that students receive. Any
questions and capture all that data? Well, please pass through our recognition of all that that growth in >> um you know helping to get towards those targets. I think that's that's huge and you're right that looking at the data in
comparison to see sometimes maybe you just sit there and feel frustrated but then to see just how much we're growing towards you know accelerating that growth towards those targets um is a huge amount of work um and so please
pass along our recognition to the teachers that are digging in and supporting our students and helping to make sure that we have you know successful successful grade level reform option of support. >> Thank you. I just want to end by saying, you know, we are incredibly proud of the growth we're seeing in the
accountability data for tees and those students are moving up to our middle school. So like like you were talking about the the bubble of kiddos who are, you know, affected by co we are working really hard to address that as well. But our long-term what we're seeing for
growth and for movement towards achievement is very promising. So very excited to see that. >> Absolutely. Absolutely. All right. I know we were expecting some surplus items this evening, but those did not come in on time. >> Not a problem.
>> All right. So, we have some policy updates. And just to give Miss Superchi another moment, I will give an intro. Um, so typically for folks who are new, when we do policy reviews, um, we do a first reading and then we do a
second reading. And so we do the first reading in one meeting and then in the following meeting we do a second reading and then following the second reading we adopt the policy change. So that gives time and space for folks to review proposed changes etc. Well every once in
a while um DESIE or some other state level organization comes in and says you must adopt a policy within this unreasonable timeline. um and they demand that we have it on
our books by a certain date whether or not it follows our typical vertical. And when that happens, you see an item on the agenda um that asks to basically suspend the first reading in favor of
second reading such that we can get the policy and make sure that we stay in compliance with um state demands. Um otherwise I'm going to hand the policy description of what this is back to the folks who are in either the um
operations subcommittee as well as to to you super chief since I know you were very directly involved in getting this getting this ready. >> Um so the first policy on the agenda is the CTV uh recruitment admissions and
retention policy. CTE stands for college tech I'm sorry I always say college career technical education and so essentially this is related to our vote tech programming or vocational technical education of which we have two two sort
of options in that realm one option is that students can enroll in Monty tech if they're accepted and unenroll in their gans it so they become students at Monty Tech the other is through our MVP academy our which is monitor Massachusetts vocational partnership
academy and that is the collaborative program that we put in place starting last year um where we have a handful of seats for juniors and seniors to engage in plumbing no I always do that carpentry or electrical we're in the process of writing a grant to add
plumbing um and so with that program we had already established um and brought forth to the committee a process for uh enrollment and recruitment Um but what Desi is telling us now is we need to have a polic an actual school
committee policy now um that is in place for um recruitment admissions and retention of students in Vtech programs. So that includes both Monty Techch and um our MAP Academy. So what you'll see in this policy is an overview of what
our um processes we are in that. So, you know, you'll start off by reading um that, you know, equal educational opportunity clauses. Um basically identifying that all students have access to these programs. Um and then you will see as you continue down who's
eligible for these programs, how do we go about in our district recruiting and advertising for these programs? Um which essentially we do for both programs in a very similar way. We have a eighth grade course um that stu all students take for college. It's called college and career
exploration and as part of that course students understand and learn about the option of Monty Tech as well as the option for MVP academy. Um we do field trips to Monty Tech where students can go on site and visit the program. U Monty Tech and the bus and our students
in seventh or eighth grade can go um and see what Monty Tech's all about to see if they want to apply. have guidance counselors support students um in the process of e either applying should they decide to apply or going through the application process if they're interested in MVP academy. So we do do
quite a bit of of um advertisement. We also do parent info site um info sessions for both programs at night so parents can attend. Um typically those are virtual, sometimes they're in person. Um we tend to get more um when we do them virtual we tend to get a little bit more um engagement from
parents and families. Um, you'll also see as you go down here some nuts and bolts about what if a student transfers in, what if they're school choice, what if they're homeschooled, um, and so forth. A lot of this language is directly from DESI's model policy that they provided to districts in this
process. Um, and then what you'll see throughout this is where we had to reference Monty Tech processes. we've linked directly to theirs because we didn't want to copy and paste their procedures into our policy because then if they change them, we're out of
compliance. So we and they encouraged us to do this. So we linked to their selection process to their lottery system and so forth. Um so that's essentially what this um policy is in a nutshell. I'm happy to answer any questions.
So, Bill, I would just I would hand it over to you just to say like were any this went to the subcommittee first. Were there any concerns raised? Anything any particular points of discussion that you'd want the committee is able to know about? >> Um uh the policy committee reviewed the
policy. Uh we had no concerns uh with the policies as they were presented. Um in fact, one of the things that we liked about the CTE is specifically with the MVP Academy was the lottery system. if the number of seats is exceeded. So it creates a level of fairness for all
students to join the MCP. >> Great. >> I just had a quick reading question on page four of the PDF were those um under transfer students. Is it purposefully just leaving the the place holders for
district or did we just miss the >> No, I missed that copy that they had. Yeah, they could just we need to note it in that motion. >> Motion wrong. >> You say that >> page four. It's the transfer students.
The second section. >> Yeah, that pulled things in. Okay. And that's just going to be the same contacts from the district. Yeah. So any any questions before we put a motion on the floor or are we good to proceed?
All right. So I would entertain a motion to suspend first reading and accept the following for second reading. um including a modification to page four
under transfer students where it says district and contact info and brackets. It will be replaced um for the career technical education CTE admissions recruitment and retention policy. >> So moved. >> Motion by Heather. >> Second.
>> Second by Bill. One last time for any questions or comments about that policy. Seeing none, all in favor? >> Opposed abstained and I say yes. So that app is unanimous.
>> Okay. Next we are back to our typical um process here. Um so I'll give a little bit of the background on this. So when um there was the vote by the state of Massachusetts by by residents of the state of Massachusetts to remove FAS as
a graduation requirement. This of course ne necessitated updates to the graduation requirement um policy. We expected at the time that we made those changes that there would be additional changes coming in through the course of this year because of course everything
happened very quickly. Um, and so I would hand it over to you, Molly, to review what those additions and changes are. Um, and then Bill would love to hear from you about anything that anything that came up in um, in that
subcommittee. >> Sure. Um, so first and foremost, when when Nessie um, provided additional guidance at the end of the summer for uh, competency discrimination policies, we we realized we're actually in pretty good place. our policy did take quite a
bit of what was in the new guidance already into account. Um there's really three major areas that we updated. Um the first being that they added a requirement for competency determination starting with the class of 2027 to include US history. So previously they
had said we only needed to include English 1 and 2, algebra 1, geometry and biology. They now added US history. So, interestingly, this was already a requirement for us under graduation requirements. It just wasn't a requirement under competency
determination. So, we did add that to reflect starting with the class of 2027 that that's a now competency determination requirement. Um, additionally, we had to update a little bit of the language um for alternative means for competency determination for students with disabilities um including
the role of the IEP transition team. pardon me. We added that language um and then we added a blur too about how we would support um English language learners in that process which we were absent of in our last uh policy. And
then more noteworthy um in terms of a process that we didn't have in our policy prior was what happens for former NER DNS students who um did not earn a diploma because of the competency determination with MCAST between the
years of 2003 and 2024 which were the years in which the state provided competency determination based on MCCAST. So we had to say okay if a student comes if a previously enrolled student who who
received a certificate of attainment but not a diploma comes forward and is asking for us to now review and say do you do are you now eligible for a diploma? This is the process we would utilize to go through this. Um, it's interesting. This has been a a large topic of conversation amongst a lot of
local districts and we're I'm only aware of one district who has had a student um request that they have their transcript reviewed and go through this process. Um, but we now have the process outlined and in place in our policy or will it's if it's approved by the committee um so
that we would be able to move through that process should um that happen here. >> I hear from subcommittee >> um the policy subcommittee reviewed it. Um we had no concerns with the policy. We took note of um everything you just
stated um including um took note of the alternate pathway for students with disabilities. So ensuring that equitable access uh for diploma so hello I entertain a motion to accept the
following for first reading as presented policy IKF graduation requirements. Second move. >> Motion by Heather. >> Second by Bill. Any questions or comments about the updates to that? I'll say >> seeing none. All in favor?
>> Opposed? Abstain. And I say yes. So that is passed for first reading and we'll make sure that is on the next uh school committee meeting where we're reviewing uh business. Thank you very much. No problem. Okay. So, we do also have a new stipen position for
the NDA contract. I'm not sure who was speaking to that one tonight. So, you don't >> I'll start if you don't mind just finish up with the the particular. So, we it we had a um a retirement um at the high school and we she was a part-time
employee um was with us for almost five I think five or six years. Uh but she you know she did a great job with uh the tutoring and mentoring program that we have kind of embedded and she really did an outstanding job created now. She was
a powerhouse. She was a former assistant superintendent in this district after she retired. So she had you know just a really good handle. So she was able to do a lot of lot of different things. So unfortunately we could not bribe her any longer not to retire. And so she part of
part of the role um that you know that one of the many things that she did is that she in essence we call them academic coordinator level. She would go around to each of these teams and to the
teachers and to really identify what students need. It was a lot of collaboration and really a lot of scheduling and a lot of uh cutting through some red tape to figure out schedules and it was quite a bit of work. So we haven't found that person
like if we were to if we were to recreate that role Patty's role um we haven't found that person yet but what we what we can do and what we should do is create a position in which segment
position in which a lot of the a lot of the organizational work can be done because there's there's quite a few kids I don't remember how many now But um >> I don't know of the >> Yeah, it was you know again the number fluxes too because it might be you know
you might have a bad semester you know a bad quarter it's part of me and you just need some be pulled in and so the numbers do fluctuate but there's a lot of report writing etc. So, in in any event, when the NDEA came to us and said, "This thing is kind of falling through. The teachers really like this
because it helps everyone out, especially the kids." Um, we talked about creating this this sub position, right? uh not sub as a substitute but kind of this this styly position to help with the organization until we can
really figure out how what who where why that you know the bigger role or Patty's role once was which was grant funded by the way so with that we looking at the um the
stimage structure in terms of the coordinator she falls into she >> yeah we so we have a section in our contract already called academic coordinator stipens, which are all listed for $2,210. Um, and so putting this stipen under
that subheading makes sense. Um, so as Dr. Steve mentioned, adding a an NRHS academic coach academic coordinator stipen um makes makes the most sense. We've already met with um with Eric and Lisa with our union reps and um they
we're all in agreement >> and part of in the contract it says that one of the things that we can do under the contract um new positions will be recommended to the superintendent which it was um a short proposal which it was
new proposals will be due to the superintendent by December up as um and we can I can wave whether or not we be considered for the following year. We we want to wave that because we need it now. Again, we just really haven't been
able to figure out a way to kind of recreate um Patty's position at this point in time. So, but for that's what we're asking for and we would put it in place quote unquote immediately so that way we can start
organizing a lot of the work that's already been done. People have picked up loose l whose pieces of this just to keep it moving, but we need to we need to get somebody in place to actually >> make a central person. >> And Dr. Can I add this would not be adding money to our general fund because
the the grant that we had utilized to fund Patty. We no longer have that same amount even close to the same amount of money, but we do have the funding to to support this stipen out of that grant. >> Thank you. That was the key key part. >> Thank you. In case you want to get the nursing grant, that would get that's
funding it. >> Okay. >> So, I would entertain a motion to approve the appropriate action for adding academic coordinator for regional high school academic coaching stipen to the NDEA contract for the for
the period of 2025 to 2028. >> And second, >> second by Heather. Um, and I said appropriate action in here just to clarify because we were clarifying with the union at the time that we wrote this of whether it needed to be anou or some other methodology. So, I'm just I'm
trusting that the central office is just going to take whatever they determine was appropriate action with the union to get that added into the contract >> or posting it and do all the other >> pieces. Exactly. >> Any other questions or comments before we move to a full vote?
>> Seeing none, all in favor? I >> opposed abstained and I say yes. So that is unanimous. So before I hand this over to Dr. C, I'm going to give a little bit of context
for this next item um to consideration to rename the Thanksgiving trophy for Nerans Regional School District. Um this is not something that typically falls under the school committee. Um but I in collaboration with Dr. made the decision
that this it was important to bring this in front of school committee for discussion. Um but ultimately there's there's no vote. Um there's nothing we're voting on this evening um because it it doesn't fall under our purview, but you know looking for support in
conversation and making sure that we have this public space to to do this. So Dr. C, I will hand it over to you. I know you're going to read >> nice thing. Sure. I So, it's it's unfortunately a fairly long letter. It just it took this much to to kind of get
it all out there. So, I apologize the best. Um, you know, then all of a sudden I've got a cold all of a sudden for that. Um, okay. And so dear members of the school, in the spirit of celebrating the long-standing
Thanksgiving football between arrogance warriors and the red adults, I'm pleased to share the creation of a new tradition that reflects the best of it. In collaboration with the athletic bon high school principal Kobang and the antelis
and rice families, we established the director which I am presenting for your review and consideration. See the award is named in two long time devoted athletic directors. Peter ran Dallas former athletic director at Mora High School and Ken actually Kendall with Ken
Rice former athletic director at Gansson Regional High School. Ken uh Mr. Rice as far as I always known him to be spent 27 years in Gansen High School as an athletic director, teacher and coach. He led many successful teams in baseball, football, and basketball. And as the
athletic director, he helped expand the sport program at Near Dancing into the program that we know today. Ken cared deeply for others and his life's work was supporting student achievement in community involvement through athletics. Pete Antonis went very well, spent 40
years in Winston public schools, 30 of those years as the athletic. He coached Murray High School football, basketball, and baseball. Peter was a recipient of the uh president's order of merit from the Massachusetts secondary school and BMIA.
The director's award will feature the names of the two most valid players, one from each school as well as the final score of the game engraved in the trophy each year. Just I didn't put this cuz the letter was long enough. The individual coaches picked those from each team. So just give a little
background to that. More than just a symbol of competition, this award celebrates a shared history of sportsmanship and leadership of both programs while also reflecting the enduring values of personal integrity exemplified by the two gentlemen. It's part of the new tradition and after
much reflection, I am seeking the committee support the district's decision to no longer accept a participating presentation of the music tro. This decision applies solely to Eric Gansen and is not intended to involve or influence Murdoch High School in any way. We respect their autonomy
and understand that they have every right to continue the traditions they succeed. Over the past several months, they have been es uh there have been escalating actions by Mamia there have that have directly targeted members of our football program including our coaching staff and administration.
These actions have included public allegations, direct communications with parents, formal complaints to outside agencies. While filing such complaints is entirely within his right, happy is right. I am happy but not surprised to report that each complaint has been reviewed and
resolved. No findings of wrongdoing on district. Recently, we have confirmed that Mr. teenager reached out to at least three opposing football programs before their skeptic varsity program begins against narans it warning them about one of our assistant coaches and urging them to
reconsider competing um against narans. This ongoing pattern of conduct infling personal vendum that extends far beyond any pursuit of closure for an incident that occurred nearly 20 years ago now appears aimed at discrediting and punishing the coach as well as student
athletes and staff who had no involvement in and in many cases not even born the time question. Long as the music to present or for the district to remain associated with B trophy in any capacity creates an unnecessary risk both in terms of safety
and perception. Doing so can convey a message that conflicts with the standards of respect, integrity, accountability that our district strives to hold. As educators and community leaders, it is our responsibility to ensure that every aspect of our program, including the tradition of God, reflect those core veterans who provide a
positive example for our students and families. The school committee plays a vital role in setting the tone and direction for our district, particularly when it comes to modeling the values we wish to install and instill in our students. This course of action align squarely with the standard with the
shared responsibility. By supporting this decision, we collectively affirm our commitment to fostering an environment grounded in dignity, sportsmanship, and respect for everyone. I thank you for your thoughts and consideration. I I would add or I'm sure
that there might be some questions that that when when one reads this and and so Peter's not here. sent me and I want to if I can mad chair about the talk it's obviously it's public record but um you
know he was general supportive of the the letter but was worried about how bringing up some of the um the reports against the district might look brality and and I have to tell you I was thankful that he asked and brought that
up because clearly you know when you think about that it certainly could be perceived as something to that effect but I want to say though, you know, the concerns that arose around general the situation on all just cal, you know, included questions of conduct and safety
really gave us an opportunity quite frankly to step back and reflect on what our traditions and words and public recognition all that truly stand for. So we're thinking about like okay so we've got this issue but why do we do certain things that we do what what do they what do they stand and or or whom they stand
right as a district we have a responsibility to ensure that every everything associated with our program reflects our core values respect and tender accountability so the reflection really led us the group I talked about earlier I identified you know to move us in a new direction kind of reinforce
those values and focuses on the people principles that have possibly shaped this program and again and specifically we're talking about football, right? So, you know, as we're thinking about this and you know, for that reason, you know, we, you know, we we really start to think about the whole just the whole piece of
who we are and why we why do we play in our I don't want to get existential or anything like that too deep, but you know, what are we doing, right? We're playing a football game. Grant's favorite things. Maybe it's not that important, but you know, for 22 kids out there, right? A bunch of coaches and parents, etc. It's very important part
of their career and and we started to think about who who got us in a weird way like who got us to this point where we're playing football and it was really obvious that the two gentlemen that I mentioned um and I I I can speak I can speak for Mr. Antonellis. I cannot speak
for Kenna. I'll have to look into this. I want to think that he was here for the first Thanksgiving day against Murdoch. It was in 7273. Right. I haven't then then he was the athletic >> as a student historian as a student. So >> okay again I wasn't sure exactly when he
was definitely here but so we really have two athletic directors whom both you know >> began when uh just as an aside in talking to both them who I of course to certainly didn't
want to use their name invoke from me without permission of course both were just completely floored and honored u when when I was talking to them but I did learn from um Mr. Skip too and son
that um Peter and he Ken lived in Lichi but they were really good friends like in real life right so it's so again it's a small area so it really is just really I guess surreal for him to think that this you know two good friends of course on opposite sides of the fence we
talking about football so you know you know without it yeah sure it certainly started with something you know like with this an incident, right? Or something, but it made us think about what do we what do we do just in general and why do we do it? And
when we decided to rethink some things, it made all the sense in the world to to create this award. Um, and so that's how we got here. But I wanted to make sure I didn't, you know, I wanted to make sure, you know, that I I I wrote this and you know, and so that way first off so folks could hear, but
certainly you would have time to ingest it prior to the meeting because it was really obviously something we've been thinking about, but really took um, you know, it really gained momentum, you know, say three, four weeks. We open it up to folks if they have
questions or comments or statements inclicking kids. I know I know Peter from reputation but I can't think of anyone better than have it
named after him. >> Well, speaking to SC Mr. not only as he would >> I got >> pat me on the head if we lost bad from the neighborhood cuz he was and he and when I was I said Mr. Rice several
times and speaking sc never call him you know what I mean so I it's funny you know being 58 years old going Mr. license. I would just never think to call them can ever >> I guess they call them candidates but
theory is on the committing side as coach so >> yeah sure so that's what I am and I wanted to make sure that I was just you know transparent and um I what I spoke with well again the committee so to speak of
course the people would be involved obviously the building bridge school the athletic director. Two families would call, you know, I called them first before I even sent out the pen letter to be very candid because I wanted to see what they they thought of this. Again,
they were on it. So, uh I did speak with Ben public schools. I went I personally went and spoke with the u superintendent athletic director explained on very broad terms, you know, very broad terms about mostly dealing with this is what we'd like to do. Um and again, it's it's
narcissist award. But I want to be clear that we have no power nor would we even think to somehow vanquish the these trophy in terms of their dance. We're just going to step away from that. Um Murdoch is absolutely you know they have their own
traditions. So I want to make sure I really really you know you know pound that home that this isn't you know someone saying well you got to do it. That's not true. And I just explained why we're doing it. They were very, you know, they were very appreciative of us coming up and talking personally about
why we were doing it and very honored that Mr. Anzel would be on the trophy. But given the fact that they started, you know, the Turkey Day game way back when, it did it made the most sense. >> No, thank you for taking the time to put that together and um giving us this
thought for leaders, you know, to to view it. I mean, it's it's been wonderful to sit here and hear all the additional context around who these gentlemen are and what they mean and the start of the Thanksgiving Day games. So, I think it sounds like it's a great time to starting them um to, you know, make
sure that the people who started that tradition are now permanently a part of it. Um, I think that is a beautiful thing and I love that the celebration that that brings and uh hope you know but we have a few younger folks on our
football team today. Hopefully they can appreciate the that legacy and that tradition. >> I know that their parents know who know who Mr. Rice is. for example on this indust anything anything else on that last item or are we good to move on? All right, we are good to move on. So I would say
while we're not voting um you you have support from the committee as no one has voiced any negative perception. If I am misspeaking for anyone this is your chance to speak up. Thank you for sharing your reflection with us because now we get to highlight these two individuals.
>> Yeah, it's going to be really neat. >> Um, you know, I don't like our student representative. Um, I'm going to tell you that directly. I wish she was here because she takes all of my funding. So, as she's going through this report a little bit, I'm not joking. I'm going
>> So, we need to we need to, you know, need to scale back. Um, she's fantastic. Um, it's the first time I think we've actually reproduced, but I will see her tomorrow and I didn't want to break her strike, but I we need
to come to um what I do have to say, which I didn't have to I guess cross out um is that I have to talk about the pumpkin patch. Look, if if you don't know about the pumpkin patch with TPS kids, it is just absolutely the greatest thing I have ever seen. It is amazing. Every year I
go down and go, "Oh my god, this is the greatest thing." Nine years in a row for me. Um it is fantastic. The kid, even the fourth graders, because they're fourth graders, they you know, they've done this before, don't you know? Um but even, you know, they go like, but they just come into that with uh with energy
that they did when they had when they were first graders. It's really cool. Um, and gosh, I have a hundred stories I can tell, you know, just discerning the person who's going to take 50 minutes for that perfect pumpkin. It's just, it's unbelievable and it's run fantastically well and it's just Thank
you, Lions Club. It is absolutely uh it's awesome in every single way. Um, speaking of tees, the student council, which is will be formed, I believe this week or >> next week. >> Next week. >> Yeah. Their letters have to be in by
tomorrow. out. >> It's the vote. >> It's something I'll tell you. I've been part of it and it's really neat to watch. But I need to inform the school committees as I told to to inform you that one of the very first items on the for student council will be to uh
undertake um a vote, a campaign as it were uh to decide a mascot for elementary school. Now I I looked at Miss Sne and said, "What do you mean the
Warriors and she said, "Well, every ele school has a master." I had to say that back in 1974 or five when I was in third grade, we got to decide that we were going to be the Memorial School Panthers. What I
understand is that has changed everything since then. But um Marcy did a fantastic job and gave me 12 elementary schools in the area that have all different kinds of oh my god penguins, sharks, uh all just all kinds
of things. And it's a really great way to have the student council, you know, go through the process of um of getting out there and you know, or not just the student council, but getting listen, I want to be a dolphin. And so you need to go out there and let's talk let's talk about dolphins and talking about voting
and everything. So this will work in with art as well because there will be there's t-shirts of course merch. I mean because Lord knows. So um what I said to her that I said absolutely okay. I said and they are going to come and present the student account school once they're
formed and everything is all done. they are going to come up and they're going to um present to you on their the files and and um and they they will unveil at that moment in time what TDES will be.
Um I'm not sure where it'll be. I I just um so I think it's really neat and it's a great way to you know a lot of citic a lot of civics actually involved in this and um a very exciting day to do that. So I give you I give you farewell and we
will be coming. It's unbelievable of course to do um on a more serious note or just this is not a serious really is that um both towns have approached us about covering the cost of the meetings.
What do I mean in terms of >> yes for the vote? Now, Talon already has a meeting already on the books, but we, you know, the request is that for the voting, you know, we pick up the cost
because they don't have a voting item, you know, next May or or what just we and we have to vote sooner than that >> for the ballot >> for the ballot >> for the ballot specifically. They don't have any reason to >> have a ballot question except for this
MSBA item that has come up. And so they've asked if we're willing to help cover the costs. >> Last night was speaking with Phillips that came up. We actually use actually and um folks who've been down have been doing it a while. It it has been that we
that the district in these situations that has taken place >> special that that benefited the district the district has paid. >> We estimate around $8,000 grand totally for both district. Am I misstating? make
sure I'm done somewhere in that area. Um, and they're going to give us more things to us. We did ask Templeton through the finance facilities meeting if they would at least consider splitting the cost and we would of course do the same, but we'll more to
come on that, but I wanted to just kind of it didn't really fit any of the agenda items. So, I just wanted to say that we're we're we're talking about it and you know, obviously we need to get these things done, but we'll I'll update you as soon as I have an answer code. We have Um, last but certainly not least, I
honestly honestly had the pleasure of giving the new town manager, Mr. James Ryan, tour of the district yesterday. Um, we spent about, oh boy, two and a half hours. We have two buildings, but um, we went through every nook and cranny of both buildings. We showed him
the playing fields, kind of gave him, you know, the history of Zingwood. um talked about roofing projects, talked about he had never seen a wood boiler, you know, a wood chip boiler, pardon me, for a building this large. That was a that was something, you know, to see the
elementary school obviously was his, you know, was his uh you know, was his is real target because obviously it's Templeton in love with it and very bright. He um he stopped he stopped and spoke with every teacher
of course the elementary that just going to draw a crowd especially children and so his phone to watch that um to happen. He asked about going into classrooms I said I'm not allowed um and what do you mean the superintendent? Well apparently
it caused it caused you know when I go in. So, so you know the kindergarten first grade we did go I was allowed to go into a couple of rooms and I didn't cause too much disruption but to give him a kind of lay of the land and just kind of show you know just to see obviously and so um it was really
productive. We had a lot of you know kind of great conversation all the way through and um he is really committed to uh really improving the communication between you know the town office so to speak and the district. But I've already received
three phone calls from just on different just on different things. Um he gives me heads up after these select board meetings, anything to do with the school. So it's it was it's been honestly it was really great. Um so I just I just wanted to make sure I shared that certainly on on camera as well that
um you know he's really committed to you know improving certainly communication but really wants to understand and wants to be invited to to the things that we do you know uh more advanced etc etc. So, uh, we'll kind of definitely put him on the calendar, make sure that he's at
least, you know, you know, to get about >> you have enrollment numbers attached. >> I was Yeah, I was going to give you a second. So, um, this is different. Um, it's the first I will say right off the bat that we are
October 1 to October 1, July 26. Um we are our our enrollment declined 75 students. That is the largest decline non-COVID
since I've been here in one one year. So what what could it mean? Um Monty Tech took you know Monte had it's basically the same number of kids that they generally take although I need to double check that but it was that was around 25. There were 23
and the way I have to classify it until I really they don't folks don't even really give us you know every detail but there were 23 moved or slash returned to place of residence.
What does that mean? Well, they actually moved or they were here and moved in and so they thought they could be school choice but they can't if unless it's spoken. All right. So there's no more school place uh pardon me school choice
in place as you know. So but but ultimately it might have been a custody thing. It might have been a lot of different things but they were here at one point but now they no longer are in terms of a physical presence in terms of a house or a apartment. Okay. So we we
we have seen uh an increase in homeschool um students um just not just not just year over year but just general but we're going to I'm going to dig into we had 13 school choice across the district. That's not our that's not a
large number the school choice out but we we we are now at 114 school choice students in that's the lowest and better um because we didn't we didn't open it up as much or we just didn't quite frankly this didn't people just didn't
want choice whatever the case is. So there's pro there's no doubt held harmless. >> Excuse me. >> Um that we'll be in held harms. There there's no way that we have more students this year than we did last that there's no possible way. So and in enrollment numbers we didn't come close,
you know, we have 100 kids come in. So So >> was the kindergarten class smaller than >> smallest kindergarten class probably in the last non-COVID six years at least. Um we had a close to 100 last year and that was a you know it was in the 90s
80s this is seven I think >> it was 100 last year that was the largest we had and this year we have 71 so that's a that's a hu that's and it's third it's literally 30 you know students fewer than kindergarten
um now we had a conversation about in the town manager and I about just populations dropping, people having fewer children. Um, you know, I don't know if this is, you know, reflective of that. Who knows, you know, but cuz we'll be talking about
these numbers and we'll we'll we'll see. But this is the first year we drop absolutely below below 85. I I can well, I'd have to we'd have to really look at it. So yeah, >> personal observation as I've se I used
to see houses list just for sale and then they were off like this recently I've been seeing those signs for much longer periods in front of the same houses. So >> the number of days I forgot what the report is called but the number of days for sale whatever has grown
exponentially where >> while Templeton is still a very affordable town in comparison to you know certainly some of those that are still here um the prices of Templeton houses have really gone up over the last
few years and somehow we were going to price out of the folks that typically typically move in. So >> I guess we'll have to wait and see whether or not >> Yeah, we don't know what this means. >> What >> we've grown every year last last six year or at least stayed even. Um and
this is the first year we've had eight. It was two years ago we were eight last eight students year-over-year. This is the first 75 fewer during co to give you kind of this apparent we know we talked about um
occupancy. So, you know, October Long Beach used these numbers, but so they allow occupancy at tees, okay, set by the fire department, building inspector, 650. That's every soul is, you know, you
know, human being. We only have a max daily occupancy of 500 at this time. Um, and of course that that factors in that prek students are not acceptable one full day class, right?
um that they're there in four hours. Um so and we almost make that if they all were there quite frankly. Um so yeah, so we're in terms of the occupancy maybe concern issue or whatever it was or is um there's no there's no worries that we
are over you know we're breaking the you know code there. were well at this point one time whereas last year right up against it. >> Okay. So >> I have a question um for prek they were
going to kindergarten. Do you know what the number of prek students were last year and did they all go into kindergarten? So I don't know that because you know depends on you know if there three or four year olds you know how many of them were there but we're
averaging 75 at least our total prek is 75 our prek last year was around the same amount um I couldn't tell you how many three pardon me fours or fives you know factored into all that um that
would be something probably for a tear you know for me to I could certainly find that out we are seeing though at the prek which will be a conversation absolutely be a conversation is that the level of need of student that is coming
into the prek right now is it it's tfold I don't think I'm even being close to exaggerating we're having students come in with some pretty significant um um needs and so we're going to have to we're going to have to reflect on that we're going to have to look at and see
how we're going to handle that because it's Um, we've how many? We've at least we've at least increased I don't know how many one to ones at the elementary, but it's going to be sat down today. We're up to 63 pairs throughout the district.
>> By far we are by far >> the highest I've ever seen it, but they're coming in based on needs. So it's not like we can you know so it's so anyway um I can find that answer out like how many kids metriculated from the
prek program into you know from last year how many kids we have ready for kindergarten like who will transit I I can find that out on my reports it's just really quite frankly I don't break it down either but just
>> but kids can go to any preschool program sticking in with what we that coming into the kindergarten group. Yeah. >> School choice also was a was a not a concern but it was a question about why you taking all these kids in school choice at the elementary just just so we
know in terms of pure school choice students. We only had four last year. We had four school choice kids all the the elementary school not counting the prek and tuition school choice kids. This year we have 10 at the elementary. So
there's there's this is not without you know stacking in like cord what the or whatever the case is this you know so there there was there was four last year there's 10 this year we're plus six of y but we're actually districtwide
we are we have 16 fewer school choice students than we did last year and that's not if you remember the whole presentation I last year so we have to look at that we don't know how We got we got to figure that out that
those scratch I don't know how many actually come in any questions about enrollment none to our agenda. No items unanticipated. Any school committee comments this
evening? Like what? >> I just thoroughly enjoyed the long touch. I'm pretty sure my son was one of the ones who standing there for like I'm not joking. Like they like this and put it down and look go away.
someone come back and turn it and I'm just like I want to video all of this because watching this perfect pumpkin trying to figure out this perfect pumpkin is just some of it is just absolutely un it's just so much it's just too fun. It's too fun. It really
is. really excited about hearing some of the things that are happening at the middle school too of you know YMCA and I do have to go home and ask some other residents of my household about dance and they failed to mention to me so
>> ah yes so I I will admit I'm behind my reading >> I do a lot of school committee reading and then it's like oh wait I have to catch up what happens here at the beginning too if she doesn't remember her youth Oh, too. >> It's It's the he of my family.
>> And by the way, Miss Landry is quite the YMCA dancer. >> All right. >> We may have a meeting. >> So, finance and facilities did meet last week. Um it was the first meeting that
our um Templeton um non- voting member was able to join us. Um and so it was a good good kicking off point to a lot of um different great discussions around what's happening with the buildings capital projects. Um you know for folks
who were always curious about what's happening with the elementary school playground. I know that that was one in particular that um the district uh shared with uh town Templeton who was looking for the capital project by the end >> submitting was by the end of Okay. Yeah.
And so that one is is amongst the ones that we'll be submitting. There's also the lovely bird issue um that uh Templeton Elementary faces that the police station faced prior to us. Um glad the birds could move next door. Not glad the birds could move next door. Um
but you know good discussions around the MSBA project um just general overview of finances already bullet glass. >> Yes. >> And the window in the vestibule.
>> Yes. Good ad. Thank you for reminding me of that. Um district operations beyond policy. any particular >> um we review the two policies that we discussed tonight. We'll continue to um review policies as they operational and
and uh dive into data. We'll get that. >> Perfect. Um we have our first um labor management committee meeting with WEC coming up on Monday. Um we have not yet been able to
schedule one with LMC for those who are newer to the committee. WC is um our union meeting with the UFCW which has um custodial administrative paras and
cafeteria um employees and then LMC um is within DEA. And so what that what those meetings are is they are not about contractor negotiations. What they are is for resolving minor issues that are
not contract related that come up in between contracts such that you know they help us to build relationships and they also help us to make sure that little things are not coming in and causing irritation where they don't need to be and can be resolved quickly and in
a time. So my best example is always there was a particular year that didn't have the teachers didn't have sufficient they had access to one bathroom and they needed more bathroom access um just based on how the building configuration had been
that particular year and that was something we were able to quickly and easily resolve without it becoming any sort of a complaint um that needed to be resolved. So it was it's it's that space where easy things come up that we quickly work through and and get a
resolution for. Um CPAC get any updates from CPAC this evening? >> I don't know if they I don't have a meeting schedule or maybe I I still email so I don't know.
>> We will catch up next. How's that? um PTO that sits with Shawn and he is officiating a wedding this evening. Um so not able to attend. Um student advisory council that is Peter um and he
had conflict as well. Um legislative representative would normally be um Danielle. The only thing I will state here is we're keeping a very close eye on federal grants um coming in um especially with the
dissolution of the special education department and the education department um which could result in delayed funds coming through. >> They keep telling us that we're all set for this year because this year's money
is funded by the feds last year. Okay. It would be for us it would be our next year's money is what Jesse keeps telling us. >> Um and those are pretty out of the funding we received those are pretty significant in the hundreds of thousands
of dollars. So um that would be >> that's definitely a hole that we're looking down and we're concerned about. every school district everywhere across the nation is looking at that and
concerned about it. So, um I >> knowing that a lot of school eyes are on it, I thought it would be good that I at least brought it up at this table so we understand this year and next year at least the degree that we can. All right. Um so our next um school
committee meeting is actually um so so the way that we schedule meetings is we meet every third Thursday of the month unless there's like a you know school vacation or something that gets impacted. Um and then we ask school committee members like hey just keep
that first Thursday you know kind of not not free but be prepared that we might call a meeting if we need to take care of some business. we have the ISBA coming up, so we have some business. Um, and so we did check and we have forum
for November 6 um for that specific purpose um to make sure that we can get that MSBA vote in and get that language over to our towns in the timely manner. Um, we do need executive session this evening and I will read the full motion,
but just so that it's noted, we will return um into public session at the end of executive session. So I would entertain a motion to enter into executive session as per MGL chapter 3A section 21A for reason number one to
discuss the reputation, character, physical condition or mental health rather than professional competence of an individual or to discuss the discipline or dismissal of or complaints or charges brought against a public officer, employee, staff member or individual. The meeting will return into
open session immediately following. So moved. Motion by Heather, second by Bill. Roll call vote. Hank >> I. >> Silia. >> Hi. >> Heather. >> I. >> Bill. >> Hi. >> And I say yes. So that is unanimous. So we will move into executive session and then we will
Thank you everyone. We have um returned to public session um and we will uh repeat uh the vote as reviewed in executive session. So to just let everyone know we were reviewing um executive session minutes from the previous meeting um and now we will
repeat that vote. Um, so I would entertain a motion to approve the executive session meetings from Thursday, August 21st, 2025 as written um including uh released to the public but
pending um any reduction deemed necessary by legal. So moved. Motion by Heather. So second by Bill and we will repeat that roll call vote. N >> I >> Sylvia I >> Heather >> I >> Bill. >> Hi. and I say yes so that it's
unanimous. Um there is no further business this evening. So I would entertain a motion to adjurnn. >> Second. >> Motion by Hank, second by Bill. All in favor. >> And thank you everyone. That concludes our meeting.