So, I am giving um Nikki the thumbs up at home access. The screen is actually broken in the room, so we can't see her, but she can see us. So, um, let's call I'm going to call the meeting to order of the, uh, Regional
School Committee at 6:02 p.m. on April 8th, 2026. So, if you would like, please join me in the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the
republic for it stands one nation under God indivisible with liberty and justice for all. Um all right everybody um do you want to w >> Yeah I just have one thing to say. >> All right. So if there's no objection
from the committee, we're actually going to move the senior representative report um to ahead of executive session so we don't keep Maria here all night. So hi Maria, thanks for joining us. What can you share with us? >> So actually my report is only one thing. It's unfortunately it's not long. It's
just that the showings is happening tonight right now and I'm actually on my way there once I'm here. Um, but hopefully in the future meetings, we're planning a lot of things right now, but they still need to be approved and go through like, you know, the the normal process of them, but hopefully in the
next meeting, I can bring a lot more things for you guys and I'm so sorry that I can't today. >> That's okay. We appreciate you being here. Can you can you tell us what the show sings is for anybody who doesn't know? >> Okay, so now you put me in this spot cuz I haven't. Yeah, I'll Yeah, all my like majority of our friends do choir. So, I'm just going
to pop by and see what comes. >> So, you'll give a summary review before next month. >> Next week, I can come and tell you everything about it. But what I think it is is that I think all the kids in the district go to the show, but and like perform something together. That's what
I that's what I'm guessing it is or like that's what I kind of picked up from my friends talking about it. So, but yeah, I guess next week we'll know if that's true or not. Awesome. >> Um, do you guys have any questions for Maria or the student representatives generally that she can add to her list
for next time? Also, >> oh, sorry. I was just thinking um when will the new person be selected for next year? >> Okay, so that was a talk that me and Dr. B started. Um, but we wanted to
uh and also the superintendent, we wanted to you mentioned you wanted to do the elections this spring. Is that what you said? >> Yeah, Mr. Kaiser said they can work out elections this spring so Maria at the June meeting can introduce she will be the rising senior. She can
introduce the rising junior exciting >> uh to the committee in June. Yeah, >> that's what we're going to do this year because normally we do it in the fall of the next school year, but >> awesome. Well, we're glad to have you back with us next year, Maria. And we um
are sad to see Ryan go, but new faces are good as well. >> All right, guys. That'll do it for the student representative report. So, thanks again, Maria. Have fun at the show. >> Thank you so much. >> All right. >> Bye, guys. >> Thank you. Um, all right. So, going back to the regular order of our agenda, um,
we are going to move into executive session. And I believe Amy has a motion. I move to enter into exe executive session at 60:05 p.m. pursuant to MGL chapter 38 section 213 to conduct strategy with respect to collective
bargaining or litigation if an open meeting may have a detrimental effect on bargaining or litigation position of the public body. And the chair so it declares Nishoba Nishoba Regional Education Association versus Nishoba Regional School District MUP-25-11771.
Further moved pursuant to MGL chapter 38 section 21A3 to conduct strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigation position of the public body. and the chair so declares the regional
education association unit C session to include the school committee superintendent Downey Downing director of human resources Jessica Murdoch assistant superintendent of finance and operations Ross McCarron and District Legal Council Mike McCarol committee
will reconvene to open session at the conclusion of executive session and the chair does so declare do I have a second thanks Um, any discussion on the motion? All right, let's do the roll call. Um, out loud. Um, Mac,
>> yes. >> Rob, >> yes. >> John, >> yes. >> Scott, >> yes. >> Shandor, >> yes. >> Amy, >> yes. >> Myself, yes. Sharon, >> yes. >> Jack, yes. All right, everybody. We're an executive I do. I I brought some observers
learning experience for them. Yeah. All right. So, everybody, uh, thank you so much for everybody being here. you know, there's some very special guests in the audience and we are excited to get to those um elements on the agenda. I am going to kind of march through the agenda as we as we go here. I don't
think it'll take too long, but um Scott, but uh first on our agenda or next on our agenda, I should say, is public comment. So, is there anybody here for public comment? >> Yes. Just please come right to the table and you can tell us who you are and where you hail from.
>> Thank you. And yes. Uh, so typically public comment is three minutes per speaker, 15 minutes total, but please feel free to introduce yourself. Thank you. Hi, I'm Pam Dean. I'm a resident of the town of Bolton.
Thank you for having me here tonight. As you're all aware, special education is the single largest expense category for the district. As with many of you, I found it mind-boggling to see our district special education transportation costs
skyrocket over 500% in 3 years. The cost going from 275,000 and 24 to a million6 and 26. While recognizing every district is
facing these burdensome cost increases, it doesn't relieve any of us from the responsibility of getting into the weeds to identify and implement every reasonable cost savings measure available to us without compromising the
quality of our education. Having said that, I commend the district on rolling up their sleeve this year and working through a plan to bring sped transportation management in house. And as they've stated, this change
should reduce our costs year-over-year for the district. As such, it's important for the public and the parents utilizing these needed services to have access to any written analysis which the district
put together and in completing their due diligence and support of bringing these services in house. I ask the committee and the district to make this document available on the website.
The 2027 special ed trans budget indicates a year-over-year reduction in net costs. In actuality, the gross costs of sped transportation are increasing year-over-year
when adjusted for the grant and circuit breaker funds. for clarity and transparency for everyone. Year-over-year gross costs and funding credits should be disclosed separately.
Regarding the 2026 special ed expenditures, it was concerning to see a footnote in the February 2026 monthly operating report indicating 450,000
in overbudget special education expenses. No further details were provided noting the reason for the cost overrun. Yes, it was being covered by circuit breaker was noted, but I have no idea where the
circuit breaker funds were found. Could this expense be related to what might have been a settlement with Vanpool over eight passive valleys litigation in 2025?
If so, it's important to disclose that and it's important to understand the accounting methodology for reporting this as a current year special education expense. It's also important for the public to
understand why each of the monthly budget reports indicate over 85% of special education's annual budget under the expended and encumbered category.
Something which has been reported that way since the beginning of the fiscal year. There are no footnote explanations for this either. In conclusion, I ask the budget and warrants committee
to accord their monthly meetings on a go forward basis to allow the public access to critical discussions and decisions. The school district represents over 65% of our town's budget. While dialing into
the budget committee meetings is not always possible, having the availability of the meeting replays would be of great value. Thank you. Are there any other public comments present?
All right, seeing none, um we're going to move the agenda to the next item and that is the consent agenda. I'll turn to Amy for a motion. I move to approve the consent agenda of April 8th, 2026. I'll second that. Any uh discussion on the consent agenda?
>> I just have a question about the revised calendar, >> please. What is the revision? >> Oh, do you remember the the revision to the calendar that we made? >> Was it this counting? >> Yeah. >> We had 181 days on the calendar and we
had to make it 180. So, we couldn't help. So nothing of substance just a correct date. >> Any other discussion on the consent agenda? All those in favor raise your hand. >> Any opposed?
>> I did. Um All right, guys. So that's the consent agenda. Thank you for that. The next item here is well, we've already heard from the student representatives before executive session, so we're going to move to the superintendent's report. I'll turn it over to Kirk. >> Thank you, Madam Chair. Appreciate it.
We have a very special evening for you today. Um, I'm going to introduce Dr. in just a moment to introduce our special guest, but I do want to take a moment to recognize Durbal Nagel. We had a chance to enjoy a nice lunch together at the Worester County uh, Superintendent
Association lunchon as each school district in Worcester County uh, brings forward uh, their representative students to honor the hard work and service that they uh, have given to their community and in the classroom. Dur on that day reminded me that on my very first year as superintendent here
in Nishoba uh 8th grade race to the presidency, I was big oil in the race of the presidency and I did throw my five electoral votes behind her and you ultimately won that election.
Well done. Um so that being said, I would like to at this point turn it over to Dr. Whiten to introduce the two students who we are honoring tonight. >> Thank you so much, Superintendent Downing and School Committee. It's a
pleasure and honor to be here. Um, so I'm going to have my two fantastic students come stand. We're surrounded by family as well, which is lovely. Pardon my readers. So these are um
writeups uh from each of their counselors. So Derbala, this was written by Mr. Glover. Derbala has been an amazing part of the Noshova community the past three and a half years. Reliable, extremely hardworking,
focused, happy, kind, thoughtful, and driven all accurately describe her. She traveled through Nishoba taking the most rigorous course load available while receiving all A's all while being part of the Best Buddies Club, DECA, and
National Honor Society. Having had a pretty atypical upbringing, her childhood has enabled her to develop a very unique life's vantage point. Her family bought goats when she was in first grade, two young little alpines.
Over the 10 years they owned goats, they had over 60 in total. She would wake up before school for all those years and milk her goats daily. Derval was also captain on the girls varsity uh cross country team this past fall, a member on
the senior leadership council for the girls indoor varsity track team this past winter, and as a member of the senior leadership council for girls outdoor varsity track team this spring. She has led by example as well as by word and has developed an extremely
well-balanced approach to all areas of her life. Olivia Edmund written by her counselor Sarah Dodd. Olivia is not just exceptional in one area. She stands out across all of them. academics,
leadership, initiative, and character. Yet, even with these impressive accomplishments, what truly distinguishes Olivia is the way she carries herself with quiet focus, genuine intention, and kindness towards others. Olivia's level of initiative and
academic self-discipline is rare. Throughout her time at Nishova, she has consistently sought out the most rigorous path available, pursuing her passion for mathematics by taking pre-calculus as a sophomore and advancing to AP Calculus BC as a
junior. She always approaches her responsibilities with a thoughtful plan while still maintaining balance across a full range of commitments. Her commitments extend far beyond the classroom. As a nationally certified EMT and a crew chief within our EMT program,
she has demonstrated maturity, responsibility, and composure under pressure. At the same time, Olivia manages social media accounts for the girls soccer team, EMT cadets, and DECA, using those platforms to build pride and connection among students. While Olivia
has held formal leadership roles, including chief marketing officer for DECA, what stands out most is that she never relies on a title to lead. Her leadership is evident through her reliability, thoughtful contributions, and confidence that encourages those
around her to step forward as well. Olivia Edmund, our saludiatoran. Thank you so much for that. Principal for you guys up there. >> Excuse me for just a moment. >> Congratulations.
This wonderful gift. Thank you. Small token. >> Thank you so much. Okay. >> And of course a picture. >> Yeah. Okay. certificates >> over here. >> Oh, I'm sorry. >> This is the this is the part that won't
eventually go away. Um, so what we have here, my friends, are certificates that are I'm now popping out. Sorry, Alita. Uh, this one is for Olivia. >> Thank you. And this one for >> Anda, this is your certificate. You're
the Worcester County Scholar on behalf of your show. SO, CONGRATUL END THERE. Maybe we can stand right here. >> Well, yeah. I mean, we're going to get family no matter what. >> Don't worry about that. Um, so us first
and then family. >> Great. Thank you. Congratulations. >> Oh, please. Yeah, we have to get a photo with the superintendent maybe >> and Miss Mat will make sure that we get you guys in the comments over here to balance it out a little
bit. >> I'm going to try to be smaller. Thank you. >> Thank you. Thank you. >> Congrats. >> Thank you. >> And we'll see you in a few weeks. >> All right, guys. One more round of
applause for OUR >> Thank you. Thanks everyone. >> It's so great when like you know them when they're young and then all of a sudden >> Okay, so everybody, we're going to keep moving the agenda. The next item here is the Luca Burbank Middle School,
Washington DC trip final approval. >> Yep. It's just to say that uh we promised that prior to going on our trips, we would be uh bringing that information forward. So, it was in the consent agenda today to show you that we have closed the loop on our chaperons for the trip. So, >> thank you.
>> Um next, I would like to bring forward assistant superintendent McCarron to give us a capital submitt update. As superintendent, >> yes, I wish we could call it capital submitt good news. Uh so, thank you, Superintendent Downing, and thank you the school committee for the opportunity
to update you. uh a informal goal we set through the capital process this year was to keep the school committee more informed and more involved in the capital process. So a thank you to uh representative Verrito Palma and Reinard
on their support and visits as we did our capital walks. What you see in front of you is what was submitted this year for capital uh to each of the towns. Uh as you can see we have a significant amount on the town meeting warrants. So, a couple of things uh of note. Uh just a
side note on bolting. Um this is good news. We would have loved to have all the doors, but to start with Sawyer is really important from a uh safety standpoint. Um, with regards to those, uh, the town is actually helping, uh, us
along a little bit by they've submitted a fair share earmark, uh, to do some paving of the Sawyer lot and driveway, uh, which takes that off of future capital. Um, so while not directly impacting Bolton voters, it would be a
very good earmark to receive within the town that would then for be a benefit to the district as well. Baltimore uh in Lancaster, big support here. Um you may recall that the fire suppression replacement um actually came in significantly over cost because of the
size of it once it was evaluated. So the fact that they're looking to um support that moving forward is really important. Uh just one final note in Stow um you'll see that the scoreboards um are on there. Alita, could you just scroll down a little bit? I think my initial cut and
paste um was off a little bit, but I think I should correct it. Yep. So, the hail scoreboard um is on the town meeting warrant. So, those of you familiar with Stow's capital, uh the Stow uh capital planning committee submitted all except for the hail
scoreboard even though it will still be on. So, when they give their status update uh before the article, they just say that that's just the only one that they did not support. But you can see significant support on their behalf for the remaining articles. So this is very good news. Thank you to our town
partners and thank you to the school committee for support and hope to see you on the town floor coming up next month. >> Great. Thank you so much. And we did confirm that the town meetings are on different dates, right? All three are on different dates this year. >> Yeah, we looked at Lancaster actually is a week later than we had initially.
>> Oh, fantastic. >> Correct. >> So the date is running. >> So that would be 51126. Correct. So, um >> so anyway guys, uh town meetings are important. These things will be on um the town warrant separate from the
school budget. >> All right, keeping it going. >> Keeping it going. Uh we have some special guests here tonight. Uh Rich Odell, marketing director, managing director, and Andrew Williams, head of schools of the Masters Academy International. I'd like to turn it over to assistant superintendent friend uh to
just give an introduction of what you're going to hear about tonight as just sort of a precursor to the presentation they will be giving. >> Great. Thank you, Superintendent Downing, and thank you to the committee um this evening for allowing Mr. Odell
and Mr. Williams to join us this evening um to provide an overview and presentation of a new private school seeking approval uh to operate within the geographic boundaries of the Regional School District. Um so they will provide a presentation this evening
for your consideration. Superintendent Downing will provide his recommendation to the comm school uh committee following their presentation and then the committee will take um take it under um and consider um school committee
superintendent Downing's recommendation and the presentation and um move on that at the next meeting. And included in the superintendence report is just some guidelines around the MGL chapter 76 uh section 1. Under that statute, approval
is granted when the school committee is satisfied that and we've included the language here for the purposes of this section. school committee shall approve a private school when satisfied that the instruction and all the studies required by law equals in thoroughess and efficiency and in the progress made
therein that in the public schools in the same town but shall not withhold such approval on account of religious teaching and we've included the citation there. So I don't know if um you know uh I would defer to the chair um if he would
like to hold on the presentation and move forward with strategic work. >> Um why don't you go ahead and just describe paper path for a moment and then we'll we'll come to our presentation. >> So if you could scroll down just a bit. I think during the last school committee
meeting I had provided an update. We were very excited of our full day of professional development on March 27th. So I'm here to share an update and I'd like to thank Mr. Simon for joining us in the learning for that day. It was great to have his presence and his
support and uh his feedback throughout the day. So thank you to Mr. Simon. Overall we had a great day during our full day of professional learning. As you know we started the day with a keynote Dr. Tony Frontier, he spoke to our community about shifting focus from
AI really as a tool for um as a shortcut to learning, but really as a tool for deeper learning, emphasizing that effective teaching means prioritizing students thinking and he focused on process over product. That really was a
through line for his presentation. Gave some pretty powerful anecdotes and analogies. Uh well I was impressed by his presentation and that his core message was less so about AI and the tools but more so about what we know about teaching and learning and that is
to support student thinking and process over product and the message landed um well with our faculty and staff feedback from the keynote was positive. Following the keynote, um we uh enabled our
educators to choose from 30 breakout sessions. Sessions included um sessions focused on AI literacy, hands-on tool exploration. We also had a student panel um which presented um
engaged with Dr. um frontier and facilitated student panel roundt really uh and they shared their feedback and um with authenticity about how they're using AI beyond the classroom and that was powerful our
leaders attended that session Mr. Simon attended that session with us and we followed up with an afternoon session with Dr. frontier on meeting in the age of AI. Again, really getting at the undercore of what's important to teaching and learning again and less so
all the tools and um um um add-ons, if you will. The feedback overall from the day was positive. I provided a sampling of the um the feedback underneath that paragraph. I believe if you can just scroll down a
little bit, the open field comments in large part articulated the connections to the work that we're engaged in in the district. Um, and really what I'd like to emphasize that this was really was the first formal opportunity that we had as a district to come together to
explore, examine, and grapple with a AI together as a district. AI is a polarizing topic. We know we've talked about this. It has different urgencies at different grade levels for different content areas and that's interwoven with
people's convictions about the role of AI in education and the role of AI in beyond education and in the world around us. Feedback from the day was positive. Um, but we we recognize that we need to continue the
conversation to provide the right leadership and guidance for students and staff and we are committed to doing just that. We already have plans in place to bring together our leadership council, our AITS, our peak cohort. We engage with Mr. Simon. I know Mr. Savanowitz
does on a regular basis. And so we're using the feedback from that day to plan forward very intentionally, very thoughtfully because um we want to move forward in a way that's been supportive of of our students and really focused in
on learning and not using AI to replace thinking and learning and and that's how we're proceeding. As a wrap-up, I'd just like to thank our director of digital learning and innovation, Mr. Savannahitz and Miss Candace McGryy, our director of math and
science, for their leadership and support in helping to plan this day. Our educators and school leaders who presented, their feedback was um much more positive than our external presenters today. And our students who participated in the student panel and
finally Mr. Kaiser and our student ambassadors. I think we had 20 plus student ambassadors who served as great escorts and tour guides throughout the day to help our educators who are not familiar with the high school landscape how to navigate throughout the ins and
outs of the building. So, thank you for this opportunity to provide an update of the day and we look forward to keeping the committee updated on our progress as it relates to teaching and learning and finding a way for us to address AI in a meaningful and thoughtful way to support
teaching and learning and not our share. Thanks so much for that, Laura. Uh we are going to hold questions if you don't mind until the um after our presentation for Mast's Academy and then we can open up questions for the entire superintendent's report if that's okay. At this time, I'd like to invite our
guests to come to the table and prepare for their presentation. And um Alita, would it help to have the presentation projected? Uh, no, we we're not going to do a formal presentation for the board
since you have the the packet and um should we let maybe I should just start by introducing myself a little bit. So, my name is Andrew Williams. I'm the head of school at Mast's Academy International. I've been in education all my life, uh, 35 years. I was in the
public school system for 20 years as a teacher, uh, head of a school and in central office as well. And so both my daughters are products of public schools and they're doing exceptionally well. And my wife is a kindergarten teacher in our local public school where we still
live and we still support the board and the the Morris Education Foundation. So uh I come from a family that prides itself on being big supporters of public school systems. Um about 10 years ago, 12 now, I moved into an opportunity to
live and work abroad and start schools in Shenzen, in Silicon Valley, in Sa Paulo. And uh I was really fortunate to also help start a school in New York City. Um that's what brought me here to today to speak in front of you about
masters. And we're in this journey uh where we are solely appreciative of the work of the superintendent. Laura of course has been instrumental in helping us navigate this situation that we like to go through you as a partner
to get licensing and we want to be seen as a as a you know as a as a neighbor a good neighbor. Uh we're hoping that there's a a recip reciprocity where I know with talking to K that there's things that maybe we can help the
district out. Um and vice versa, we're just solely appreciative of of you helping us with this part of the process uh that we're going through together. So that's that's part of our presentation rather than read everything that you've the board have already had together. Uh
I'll introduce Rich and then we'll open her up for questions rather than a presentation. I'm Rich Odell and I've uh been heading up this project as the managing director for MAI. Been involved in this for eight years in trying to find an appropriate location in New
England to open this institution. Uh my background is 45 years of running private schools around the United States. Uh having an educational consulting company that's worked with over 300 independent schools around the world. Um and most recently focused my
efforts really on building institutions to better meet the needs of learners who have a particular passion in the area of sports. My personal background I'm trained as a jazz trumpet player. So I am about as far away from sport as you
can get except the reality that athletes relax with arts and artists relax with sport. And so that reality is what drives me to have wanted to create this institution
having built two other ones somewhat similar to it. If you're familiar with ING IMing Academy in Florida, that's an institution that I built out in 1999. Uh I sold that entity in 2014 to the third
party uh that had owned it from the time that I got engaged with it in 1999. I'm dating myself by saying that I realize that. But then build out another one outside of Cleveland, Ohio, uh about seven years ago. One that somebody had put $100 million into and had no idea of
how to have it make any money. And that's the place where I come in and help institutions find pathways to becoming financially stable. Uh so with MAI, this was an opportunity, as I said, where we looked at a lot of different
locations. We saw nothing that really worked until I walked through the doors of Bose because Bose had so much of what we needed to say nothing for the fact that it had a full building of Herman Miller
and Steelcase brand new furniture that Bose had purchased and not even taken the tanks off of and they needed to get rid of that property. We negotiated initially to acquire it, put in an offer, Bose accepted it, and then there
was a desire to close much more quickly than what we had anticipated. And so we withdrew the offer. It's set for 2 years with no one having real interest in it. Uh the realtor came back to us and said, "Would you be interested, Rich, in this again?" And I said, "Oh, yes, but not
for the same money." So we renegotiated the deal. that work for us and now um in partnership with Cognita. Cognita is an educational group based in London has been around for about 15 years uh designed and developed
by the Jacob family, richest family in Switzerland who wanted to improve the quality of education across the planet. And they built this out with the idea that Cognita would be the umbrella that acquired other schools that either were in a position of struggling or ones that
were doing well and try to take that educational opportunity to more learners. Uh they have not really invested in the United States other than to buy the York School on the Upper West Side of New York, which is a school, high school only for children with language-based learning differences.
exceedingly needed school in New York City doing exceedingly well. When they heard about what we were looking to create here, they took a significant interest in making themselves part of that as part of their overall overall expansion,
which means that over the next probably 7 to 10 years, they will likely acquire or build between 10 and 15 new institutions around the United States. not similar to what we're doing in MAI, but with opportunities for kids to focus in other areas of interest or
specialization. They're more in line with where professions are going to be 10 years from now. >> That's the model. That is who they have been, who they continue to be. And here they're making a very big investment. They are our majority majority
shareholders. Um, they have invested at this point $103 million in our renovation of this piece of property. Um, I invite you all to come and see it either now in process
or on September 15th at 10:00 a.m. in the morning, the governor will cut the ribbon for the opening of this for 300 students, 200 borders and 100 day students. The 200 borders at this point um are coming from 28 states and 13
foreign countries. That will only continue to increase. We're only halfway into the admissions process of the year. If we were to have all of the young people who have applied to come to us enroll with us, we would be within probably 3 weeks of closing out
admission for the fall. Uh we have some sports that are very close to being sold out right now, meaning we're at our cap for them. Um and those people will be put on a wait list in anticipation of next year continuing to grow this operation ultimately to about 700
students of which 5 to 600 of those would be borders. The other percentage would be more day students. Little bit different than what we initially presented to uh to Cognita, which was a more heavily oriented day population. than a boarding population. And
principally because the uh both the coaches that we have recruited and our coaching slate is fully is full now except for one coach. That's about 30 coaches in our program that are full-time employees of ours. Um Andy and
his team have done a great job hiring our faculty. There are only seven positions left out of both leadership and faculty positions with faculty that have come from all over the country from higher education from prestigious New England established independent schools
who are coming to us because of the different type of delivery that you have a little better understanding of from the material that we've shared with you. All of this to say that we are on the right path for what we are wanting to accomplish, which is designed to really help young people who have a passion in
sport find an opportunity to pursue that at a higher level. But the second piece which is unique to this one, it's not like I built out an IMG or aspire is the opportunity to participate as a nonplaying sport major.
Most young people come to a one of these three schools because they were the best in their town or they aspired to be the best. And they come into this environment and find that the competition was not at home, but the competition is right in front of them
with 20 other young people who are also the best in their hometown. And they all come with the same passion and the same drive. But they all have a variety of challenges from athletic to academic to social to other things that have not fulfilled who they are at this point in
their life. And so what we've designed is a education opportunity on PLA on a platform that really works not only academically with five hours a day, four hours a day of their sports specialization, a whole personal uh self-development curriculum that's
focused on a word or a phrase a week that's integrated into the academics and the sports. And then the fourth piece which is the most unique one which is this non-playing sport major. So if you come to us as somebody who is an aspiring athlete, but you recognize that
college world is not going to welcome you to a playing capacity, you can come to us in year two and major in sports medicine, sports psychology, sports marketing, sports management, and and a variety of other sports that we will
add. Those are all partnerships with universities that offer those majors. now but the majors that they offer actually don't give as much instruction as we will give to these young people as high school students. So the idea here is to better
prepare these young people to have a seamless platform on which to live the first part of their life with some security that simply because you maybe got injured or you recognize you are not that good in the sport that you still have an opportunity to live out the
first part or maybe all of your life pursuing one of those other sport related professions. It is where the parents have a great deal of interest in what we're doing because it's a security blanket. It's a security blanket that your child is going to get to live their
dream rather than see the dream fade for some reason that is out of their control. So that's a summation of what we're here tonight to hopefully seek your approval from and we appreciate as Andy said the support of the the three towns in coming together with this. uh
we will be an open campus in the context that we are about partnering in the community. We're about partnering in a number of ways. When one of us takes you on a tour of the campus, you'll hear us describe it out front of the dining area
which seats 375 people. In the summer, there will be a summer concert period which is free to anybody who wants to come to it. Friday nights we're going to do drive-in movie night for young children showing movies for kids. All with the idea of wanting to open the
doors for the community to not feel that we are somebody who is impeding on the progress but supporting the progress and the development of the community. And so we seek your support to help us be as effective and successful as possible in
that process. And we're happy to take questions. Mhm. >> Thank you very much for that presentation. It's great to meet both of you. We're happy you're here. Um it's an inspiring story. >> I wonder um so we're not going to be voting this evening, everyone. Uh to
complete the task that's set before us by statute. We will do that next time. This an opportunity for you to ask any clarifying questions, even probing questions. Does anybody have anything they need more information on? Um, so my understanding you're a
for-profit school, so that's not an area I'm particularly familiar with, >> right? >> Um, but, uh, in terms of accreditation, >> who credits, I I know like AZ doesn't offer accreditation to for-profit
schools. >> The New England Association of Schools and Colleges, uh, is the art accreditation agency. >> So, you're in the process of getting it. I already with actually just met with the one of the senior members of the accreditation
agency, George Edwards, and uh he's going to be our sponsor and guide through the accreditation process, >> which takes three years. >> Yeah. >> To fully complete. >> We're in review right now. >> Joyous time.
>> Yes. >> Any other questions? >> Jill, uh sort of building on Mr. point since you're a for-profit school and I heard you mention Cognita and I I understand is Cognita when I was doing
some research had closed quite a few schools in the UK >> and um it seemed as though some students had really been >> disrupted in their education when Kina made that decision for financial reasons. So I just wonder what
assurances the MAI students will have that their education is not disrupted if cognitive decides that this is not as financially advantageous as they imagine. Part of and probably both of us can answer it from different perspectives
but part of it is um Cognita is was at that point before um shedding those schools 120 schools with 120,000 students on four continents in 21 countries their growth and their
development of an organization in particularly England did not come at the best time >> because of the taxation that was placed on all families as it pertained to private education. So the private education opportunity in England
lost a lot of its affordability for families and it was clear that the organization was not really in a position where they could recover because the number of kids electing private schools was not actually increasing was going down. And so rather
than continue that process, there was a decision with the knowledge of those schools that there was likely the need to close with notice of about a year and a half um and an opportunity to try to recover in that plan. For our purposes,
the investment that they're making here obviously is a lot for one. and their investment is not only at this point what they have done but as we grow we will continue to need more funding in order to build out uh when you come to
visit campus you will only be shown half of the property 156,000 ft because that's all we're developing right now um the other half of the property which will accommodate an additional 300 borders is yet to be started there are
some other facil facilities we will build before that Um, but Cognita is in this for the long haul. I I can assure you of that. The number two person in Cognita is on campus this week and he has met with all of the team over the
last two days and I think everyone came away with that understanding and assurance that this is not a short hall for them. This is a long ride um to do and represent something in the US that will be a good foundation on which to
build their other growth and development which would not be in this area. They will when they grow they will grow in other parts of the country. >> Question. >> Thanks for the question. >> Yes sir. >> Another question. >> I was I was just going to say that um
thank you both for your presentation. Um I actually entered this review process with a kind of skeptical view but having reviewed the very thorough documentation that you provided as part of this process and you appear to have very rigorous processes and systems in place.
So it looks like it's a very well organized institution at this stage in the game. So congratulations to both of you. um and with some assistance, you know, limiting my scope to what our responsibility is, which is um reviewing the curriculum. It does appear that you
have a sufficient and appropriate curriculum. So, you know, have my support at this point. >> Thank you. Thanks. We did have hair before we started this. >> I have a quick question for you. So, I'm reviewing your curriculum and it looks
fantastic. It's really dynamic. It's um high relevance, high interest, I'm sure. So, I'm a high school teacher and the way that we teach humanities is we teach world history with a focus on US history. Um that's largely because we
have to. Um my school tends to want to take a more global perspective, which I'm sure would appeal to your student body especially. I don't see in here which is actually the one thing that is required by Massachusetts state law and that is a focus on US history which I'm
not necessar I I am fine with that but I think I'm doing my due diligence here just to see will that be a part of the curriculum. >> Yeah, it's a 11th grade uh that that option would be part of the humanities um arc of development from 9th grade to
12th grade. Of course, we've got to offer that because we have students who are coming from a variety of schools who may be on that path to graduation requirements that has to include the the focus on US, but there's other options for humanities study of course beyond that.
>> Excellent. And then unless somebody else wants to ask, I was going to ask a special education question. >> Do you want to ask it? >> No. Okay. I just wanted to understand because Jackie is also into uh with special education uh specialization but um can you speak a little bit about the services that you'll provide with the
graduate students who um have either 504s or IEP plans? >> Yeah, sure. So, we our strategy is based on the response to intervention model, the multi-tered support system, which I I'm sure you must be familiar with. I lived that when I was in the public school system. I was actually the
director of uh special education services uh for some time and so um the multi-tered support system of course will be focusing our energies and efforts on tier 2 supports. Uh we've hired a psychologist, two academic
intervention specialists, uh sports psychologist, and uh teach the teachers that we've hired are actually many of them have a background in either special education, believe it or not, or have been uh in public schools. Actually, not only do they come from private schools,
I was going to make the point, but they come from public schools. So we'll actually use that uh multi-tered support system process where there would from a guidance meeting. Uh we would bring our teachers and deans together to discuss the needs of a child if they're obviously falling uh beyond the
standards that we would hope. But I would also ask and consider that when you think of a response to intervention system, it's usually on a a triangular. uh over the years I've understood that one of the ways to look at it is actually to think of it as a more of a
rhombus uh where you're actually supporting both ends of the spectrum where students have maybe have precocious needs and and students who need intervention and support. So we'll be looking to support students at both ends of the of the continuum actually. So through a guidance meeting then from
there we would determine what the actual intervention would be required for somebody who's got a 504 or an IEP and actually just this week we went through a process of evaluating uh a student who had applied to us who needs some of the basic things that you would imagine
small group instruction uh extra time on t on on testing particularly and as few distractions as possible. So, we'll be accommodating students who are going to be able to um who we're going to be able to match our services to. We're obviously going to be very careful with
parents to say if they've got a a need that falls into tier three and we can't support that need. We're going to be very upfront with our parents from the word go and say we we actually don't have the services that you need to
thrive here. We're willing to walk you through what we what we have available, but but we're not just simply entering somebody because that, you know, it means that we would fill a seat. That is is not our intention. So actually that student success team what we called it
the equivalent of people they were actually meeting tonight at 5:30 and they were talking through the process of well we would go from a guidance meeting to then having somebody have an individual learning plan that we would then enact over you know in spaces of
six weeks. Monitor them over six weeks. Look for whether the intervention is having the desired effect. Adjust and iterate as needed. And for students in Massachusetts, the Nisho, so like if a Nshoba child was
to go to Mast's Academy, the home district is still responsible for some of that special education. Correct. >> When when a private school is located within the boundaries of your school district, no matter what the private school is, yes, you would be responsible
for transporting the student. So um we don't have that scenario now but in my past um I've since learn of a scenario a private school so for instance walnut hillsmies in nic
who actually went there yes the the school bus would pick up the student on their way to whatever school do a drop off at walnut hills and then go on to the next school. So yes, we would provide transportation that way. >> We have transport. But what about special education? Do we also have to provide
testing the re-evaluation? >> I'm going to turn that over to Mr. Manch. >> Yes. So they would actually be under the um proportionate share of the state regulations. So, if they had a student
enroll with them who needed testing, they could, if it's a Massachusetts student, you can go two ways. They can either come to this um school district and request the testing or the homeschool district because they're going to have students outside of
Massachusetts there as well. They would be obligated because they're residing here in Nova to do that testing. >> Yep. Yep. Yeah. Any other questions, everyone? >> I'd like to perhaps turn it to Kirk now
and ask for um a comment from him. >> Um I I want to thank Mr. Roale, Mr. Williams for being here this evening. Andrew, it's good to see you in 3D form. >> Yeah. >> Yes. Great to see you. >> Um we've got a couple of occasions to visit with Rich over at the Mast's
Academy campus. Uh and I have to say we've walked away extremely impressed uh with the thought, with the planning, with the sense of the whole child in mind. Um we got wrapped up in educational pedigogy talk for a couple
of hours, didn't we, Laura? Um and so um this committee has a great benefit and that the great benefit that they have comes in the form of their assistant superintendent Laura Friend who you know is not going to put anybody in front of you has not gone through a
thorough um review of all the requirements and I know she's been working directly with Andrew >> on that program and she's been giving me regular updates. So I would enthusiastically recommend to the committee that upon taking up a vote at
the next meeting that they vote in favor of Mast's Academy in Washington. >> Well, uh you have a lot to think about. So we'll take this back up next uh time or together. We thank both of you very much. >> My pleasure. Thank you. Thanks. >> Last time with you.
>> Good night. >> Good night. >> Thank you. >> You're welcome. Byebye. >> All right, everybody. So, we're going to um now just ask the committee if there are any questions about the superintendent's report um at large. There was a few things that
were presented a while ago. >> So, uh I I can't uh help but say something about the paper path thing that I was fortunate to go to. Uh definitely think it was one of the best AI conferences I went to. Uh let alone anything tied to Nisha.
So great. >> Um, so I really did appreciate that and it's always fun seeing our educators as learners and how enthusiastic they were to dive into the topic and just all the buzz and conversations in the hallways as I was sitting next to people. Um, all
that said, our students outshined everyone else. that student panel thing that got glossed over uh a little bit there. the keynote speaker of the conference was leading a focus group with them and asking them questions like basically do
you cheat with AI and all around the room on the outside were I don't know the superintendent and assistant superintendent and a bunch of their teachers and they uh were really
insightful and uh really impressive. So, um, a shout out to them as well. Agree. >> Thanks for going, Shandra. And thanks, Laura, for inviting the school committee as always. >> Thank you. >> Always. We appreciate you. Any other questions about student finance report?
>> All right. So, amazing work, guys. Lots of work always happening >> um here at the Emerson Building. So, let's move the agenda now to the school choice presentation. Kirk has a recommendation for us not to be voted on until the next meeting, but here we go.
>> Okay, I should take a drink here. >> Sure. >> I got a lot of words to come. >> Thank you, Madam Chair. Um, so yes, uh, I'm bringing forward our recommendation for school choice that will be heard, uh, remotely at our April 29th meeting.
We will be having a school choice hearing. Uh the hearing will not have the enrollment detail that I'm providing you tonight. It'll just simply be um the option of opening some school choice seats. So tonight's presentation I'm
going to do the regular exercise that we've done is doing some basic enrollment analysis so that you can see the trends um and then talk about uh where our current enrollment looks and um recommendation for next year. >> Is that a beautified slide?
>> So oh thank you for that reminder. So speaking of >> I came out came out of the AI and so I was doing my school choice presentation and you guys know this presentation is is is probably one of the least aesthetically pleasing presentations I
gave all year long. So when I I I was done with it, I'm like, "Okay, we're ready to go." And I saw beautify this slide in the bottom of it. So some of the some of the slides are are beautified. I'm gonna be willing to bet you can figure out which you want to
see. >> So, beginning with the title page. So, a little bit about the process for analyzing future enrollment. It comes out of something called the school attending report. There's a slide at the very end of this presentation. It has
the links to school attending report provided by Desi as well as the enrollment analysis tool that I designed for our district. Uh so we track and analyze those enrollment trends of students who attend uh within and outside of NRSD to get an understanding
of you know participation rates in the district. Um next slide. So we file that report um we work on that report beginning January 1st. So it's January 1 data which is critically important to the the difference of the
October 1st data. October 1 data measures students who walk through the doors of your school. School attending report is school age children who live in your town no matter what school they
go to. And that's an important distinction to understand. So that report has to be completed and submitted to Desi by March 1st which it has. Um and the data is collected by reaching out to other school systems. Uh it's it's it's quite a free-for-all. It's
it's very funny as we we send our letters to the other school systems, they send their letters to us. It's like a big uh market exchange of of data that goes on. Um and it's important to note that school choice students enrolled are not included in our town census data of
course. So uh the numbers that you see from school attending report don't include them. So as we look at the categories, these are the categories which we analyze for school choice. And uh in the past I've talked about uh
all of these categories. Uh in an effort to be brief, I'm not going to go through every single category this evening. Uh I think the most important category for us to look at is participation rates in our district from our residents. So when you
look at the aggregate slide, uh this is a decade comparison of the total town regional enrollment. So the blue line on top that's your census number. Those that is the number of
school age children 5 to 17 that reside in our towns. The red line is the rate of participation in uh the regional school district in Nishoba. And you'll see parenthetically a percentage. That's
not a percentage relative to the x or y axis. It's a percentage of the total enrollment. So in FY17, 87.99% of the 3572 students attended Noshova schools.
So if you look at this graph over time, uh you can see what I've been talking about to the committee for several years now. We've been in a period of declining enrollment. That's been a gradual declining enrollment. And we'll look at each town to look at that. Um you will also see that in the last 5 years, the
participation rate in the district has fluctuated only half of a percentage point. So students continue to participate over the last five years. where you'll see the dip over the decade um is in participation rates you can see
in fiscal year 20. So that was the year of as we all know the pandemic and it impacted and changed some things but I do have to say our participation rate even with that has only uh decreased two and a half percentage points in that decade with that co adjustment in there.
So we have remained relatively flat um really going all the way back to 2001 which in the data tables I I have as well. So looking at each town, well, we'll look at the town of Bolton first.
You can see that uh town of Bolton has had a decline in census data and their participation rate uh continues to be uh between 88 and 89%. moving into LA Lancaster.
Lancaster has had flat enrollment uh while maintaining those uh participation rates over time. Stow is the most dramatic. >> So when you look at Stow, you can see that the decline in Stow um over these
years has not necessarily been in participation rates. You can see that over the tenure, a decline in the tenure. look and the 5-year look we've been level. Um, but that really speaks to a decline in census data in Stow and
that also connects back to Stow's uh the housing market in Stow. Uh there just hasn't been a lot of supply in Stow over the past decade really. Uh people are staying in their homes. Uh Lee and I have heard stories. We haven't validated
it, but does somebody had shared that uh Stow had the highest median age in the state of Massachusetts of of any town. I haven't found that validation. Central Mass, >> Central Mass, Central Mass. >> Um so it just speaks to people who are
buying their homes historically and still keep them, >> you know. Um so they're not regenerating is is basically the story there. This is important to understand even outside of school choice because it
explains what Mr. McCarron has been pre presenting all through the budget process about why those enrollment lines have now sort of gathered together where you see our district really is at this point a third a third a third. Um this further shows that.
So the next slide, um, our largest, uh, uh, draw outside of Moses is Minute Man. And so I looked at vocational tech enrollment trends and teased that out. We do have just a couple students uh, I believe and uh, two students and maybe
Miss Friend, you can correct me on that. One or two students that attend Norfolk Aggie um, and in and that reside in Olton, I believe. But anyway, it it is essentially students attending Minute Man. I think there may even be one
asphalt student as well. Um so as you can see um that enrollment uh at at um Minute Man has gone up significantly over the decade. Interestingly enough, they opened their building in FY19 and when they did, you can see the
significant jump that happened there. And then over the past couple of years you will see that uh there has been uh a decline. What I can share with you is looking at our minute man enrollment right now. Um
extrapolating this to what was the percentage of what was the number of eighth graders and how many of those eighth graders currently are enrolled at Minute Man. Uh uh in seniors that's 15.2%
juniors 16.8 sophomores 14.46 freshman 12.26 and if all students who were accepted uh to date were to go to Minute Man next
year it would be 13.19. So that just is some data to suggest that students um in the past two years are choosing to go to stay in Newover regional versus going for vocational tech uh when they uh go to their
freshman year of of high school. Uh when I get to this point in the presentation, it always affords me a great opportunity and that opportunity is is to uh throw our support in the need for chapter 74 schools in our district. They serve a
great purpose for a large portion of our community in terms of what their needs are. And so, um, we want Minute Man to have a healthy, vibrant program. We also also want our students to to to choose education with us. And I think some of
the things that we've done around developing the innovation pathways, the curriculum work that we're doing um and I am sure that the attractiveness of entering into a new environment of our high school uh in September of 27 is going to be very appealing to students
as well. So the next page you can see uh the charter school enrollment trends and you can see there was a bit of a co bump that is settled postco there.
If we now move on to add a district enrollment added district enrollment is a little bit tricky. It just means a student that's receiving a public education in another Massachusetts public school or
they attend a private school for which the district pays the bill. So these are students that our towns are fiscally responsible for in added district enrollment transfer. It includes school choice students that go to other towns
and special education. So special education added district students are included in this number as well. So you're always going to see some fluctuation based upon demand and need there. But this actually is a more stable percentage than one might
anticipate given the size of our district being a relatively small district. The next page I'd like to show you is the homeschooling trend. And you can see the co spike and the homeschooling trend that has since settled and we are approximating what uh homeschooling
looked like in our district uh relative to 10 years ago. And then you can also see the instate private school trends that over the decade those have actually uh declined across the district ever ever so slightly.
So, um I am going to do a midpresentation pause there before we get into the school choice recommendations uh to just ask the committee if they have any questions on that enrollment analysis.
>> Any questions on that? >> We're getting good at this. Okay. >> Yeah, >> I have one question with the charter school enrollment trends. >> It looks like there's a big increase in Lancaster um over the last few years. Well, the
chart make it makes it look big. It's like 1%. >> You know, but when you see a trend like that, does that generate any kind of questions on your end about >> Not at all because the the the N number is so small, >> it literally can be one
>> one student. >> One student. >> 1% of Lancaster students is >> Yes. because on average our eighth grades are are moving forward with approximately 80 students. So one student is going to change you over a
percentage point. >> Is this just eighth grade? >> Uh no, but annually. So um I don't have the raw number in front of me, >> but if you just even extrapolate that out by four grades um as an
approximation that the raw number is just so small. Other >> question uh tying into something earlier, how are boarding schools students counted in these numbers? If we had a boarding
school here, >> how do boarding schools get which slide are boarding schools on? >> Oh, for students that we have in residential programs. No, no, like Oh, they they don't that's that's >> count as residents. >> Yeah. Interestingly enough, um, in
looking at that, I do we didn't have a number on out of state, uh, private this year. Um, now what I will caution you also, this is like census data. We have to go collect, right? So, you got to do the hunt down uh, to get those things or
you have to track. If a student was with us and then went out of state, we track them until they leave public education, until they leave their education, graduate essentially. So, our data office takes care of that. >> And we're required to do that a child find, right? Or don't we have to know
where every single kid in our district is go is going to school somewhere? >> Yes. Yeah. That's that's part of the purpose of the school attending report process. So, when somebody goes to a private school, our data office reaches out to the school they were reported
going to to confirm their enrollment. Then if they can't confirm their enrollment there, um, our office makes an attempt to reach the family to try to get them. >> Did that answer your question, Chandra? >> Believe so. >> Okay. So, like a master's academy
student would be on the instate private. >> Correct. >> Okay. >> Correct. >> Any other questions about the data? >> I feel like Jackie wants to say something. >> Yeah. Well, >> I need to do more research before I say something. I think I was confused I guess in that
if your your residency is where you live not where you go to school. >> Is that correct? >> That's what I thought. >> However, when you say uh so um knowing the story of a student that attends a boarding school for skiing somewhere in New Hampshire.
>> Mhm. >> The parents live here. >> Correct. So if the student goes to the boarding school in New Hampshire and let's say the parents decide we're going to move to New Hampshire to be close enough, we don't track them anymore. >> Right.
>> So M's Academy students won't be considered residents for our purposes. >> Nope. >> No. >> That's correct. >> Sure. >> And is that that's because M's Academy students are private school students. >> Correct. >> Who live somewhere else but there
somebody died somewhere else. But we have students that live on the RFK campuses that are considered residents. >> That's a different scenario because no, that's way more complicated. >> They are only considered our residents
if the state is the uh custodian parent custodian for them. >> Interesting. All right, so let's keep going with the recommendation. >> Okay, here we go. I'm just trying to keep my eye on the clock here.
>> So, leave your children. >> All right. So, for the purpose of putting it out there in the ether for anyone who might be listening online, both of you out there, right? Um, important note, school choice is automatically open if the school district does not vote to close it by
June 1st of each year. >> And I think I found the language for the recommended motion that that cleans that up a little bit. We'll see. Mr. Pal I think will will uh >> we'll >> task him. >> Yeah, he can task me with tuning the motion if needed. >> Um we can limit the number of students
accepted. The locations and grades will be assigned. If there's more applicants than seats in a given area, a lottery be conducted. Employees can enroll their students, but they're subject to the same rules as all. Uh once accepted, NRSD is obligated to educate that
student up to graduation. Uh siblings of enrolled school choice students are given a preference prior to the lottery for enrollment. All right. So the first slide that you have here is this is the school choice and enrollment trends over the last 10
years. Uh I think it paints pretty clearly when our school committee decided to change their approach of school choice. So as we were seeing the separation in enrollment, you can see that that's beginning to close. Um and
then you can also see in terms of the tuition trends, we are closing on that tuition gap. Uh, I will remind the committee that there are more impacts to the costs in there that go beyond the 5,000 per student that's mentioned in state statute. And it's been 5,000 for
over 20 years. Um, but there are costs the district picks up in school choice can be build back to the home district. And that's true for us too. we we are charged back and that's all flushed out through the school choice process that uh assistant
superintendent McCarron has briefed us on previously. So um moving into the next slide this is the FY26. Uh these are the seats that the committee opened are in the white
columns and the green are the students who uh f are the number of students that filled those seats. Um, what I would caution the committee to do is just say, okay, 27 plus last last year's number. Uh, it's not that clean because you
would have to subtract out the seniors who graduated. You would also have to subtract out eighth graders who decided to go to a votech or private school when they entered 9th grade or even families that have moved out. So, it's not just a clean calculation like that. So when you look uh at uh current uh
total enrollment for FY26 you can see that we have 56 students in the doors u as we move forward with that um uh that is what is helping us close the gap. So in managing enrollment
recommendations uh I will continue to recommend that we do not open school choice in grades kindergarten through grade 2. Those are students we're learning the most about. Those are the students that are are developing very very quickly and so
their needs um and the way we staff our schools just needs to be protected until we understand those elements better. So no more than 22 students per class to enroll in school choice students. You'll notice that's two less than what our
enrollment cap is. And we do that to ensure if students move into our towns, there's always seats that don't take us over the 24 threshold, thus necessitating to add more staffing. And that methodology has worked so far. Uh
we don't want any more than 200 students in a grade level at the high school or 260 students at 8 any grade level K to 8. Uh the reason for that differential is because we typically have about 40 students that shift in the district from
8th grade to 9th grade um >> when they enter high school. >> Um so we don't open for grade three for five if the enrollments in four students of the class size four as well. Uh and that's because as we look at our
enrollment, if we have enrollment dip below our floor, we want to have the ability to shift that position to maybe a higher need space in the district if necessary. And we potentially have that scenario that I'll be pointing out here in a moment at Mary Rollinsson. Um and
then um we prioritize balancing uh the classrooms across the district. So as we come to the first location um oh sorry the summary slide this slide just represents the total seats in the
district at each grade level. So looking at each location from the show regional high school you'll see uh currently in eighth grade we have 235 students. We I've adjusted that from the tool. my
tool would indicate it's our 5-year rolling average would indicate more of 43. Um, but because we have our Minute Man numbers in already and and uh a couple of identified uh private students as well, I think we have 31 students I said
earlier that have accepted Minute Man. Typically what happens with that, by the way, is one, two, three students might say no thank you and they come back to us. We don't typically see that number the lump. we see it maybe knock down a student or two. Um so I took the liberty
of adjusting that um to bring us to this number of uh projecting 208 students that would be the 235 minus the 35. Now what I want to point out to you at Nohoba Regional High School and Florence
Sawyer School is the alta projections for the new development. And so that was provided in your meeting materials for you this week. And uh that study while typically happens at the beginning of a construction process, we didn't receive
it until last month and they've already started uh folks have already started moving in there. They've had their first we've got one family enrollment district that's moved in there. Uh so you can read the methodology for that analysis but what they are saying is uh 57
students over the over 13 grades is what you would look at. It's approximately four students per grade. Enrollment never comes in in an even distribution. But for the purpose of this exercise, I use that uh at that
divisor, the number four as a placeholder for ALTA in all the high school grades and all the Florence Sawyer grades as just sort of a placeholder not knowing what's coming to us. Also, we do not anticipate this development to be filled up fully
populated in the next 12 months. It is a gradual process that will come and so um but still I think the most conservative approach for us to take is to just put that placeholder of four students per grade in there at the current time. It's
not a perfect methodology. It's just the best one I could come up with for the purpose of of school choice today. Um so you can see uh the only grade at the high school that would be above our 220 threshold would be um grade 10. So I am
recommending that we close grade 10 for school choice. Moving on to Florence Sawyer and looking at the numbers on Florence Sawyer. I recommend that we open uh that we close all grades with the exception of grade four and grade seven.
Moving into Mary Rollinsson, uh, I would recommend that we close all grades with the exception of grade three. And as a tangent, I want to bring your attention to kindergarten at Mary Rollinsson. As we uh voted our budget in
March, we voted a budget where uh we needed three sections of K. Um, as Murphy's law would have it, we had a run of enrollment quite literally the week after that. >> Uh, we we acquired, I think, six
students in a matter of a week. Uh, that took us to this number of 65. I'm pointing that out to the committee today to say it is highly probable at this point that we're going to be crossing into that threshold. We typically pick up four to five students in the
summertime in the town of of Lancaster of which we will need to add a section of kindergarten to Mary Rollinsson. Um so that we we're going to have to see how that flushes and plays. If that's the case, I will we'll certainly come
back to the the committee and let you know how we do that because we will ensure that we stay within budget. couple of mechanisms is uh as as we're seeing some opportunities with our our special education transportation the work that we're doing there as well as
potential differentials from uh retirees um to look at the cost of that position but that is something that we will just need to continue to monitor. All right, shifting now to Luther Burbank Middle School is um
uh recommending that we um bring in students at grade six and seven. One second, please. I got to go back in my notes. Um and you will note uh that uh the reason why I think we we do that while
we're not at 260 uh the total population of grade 8 next year will be 257 students. So um now moving on to center school uh we could safely bring in four students at grade three and grade four.
And then looking at Hail Middle School, grades six and seven as well. So, uh, after all of that, um, there are two motions to consider next week after the hearing. And let's see, Mr. Pow, if
I pass the the test on this. Uh the first option would be move to withdraw from the school choice program for the 2627 school year with the following exceptions to remain open and then listing those exceptions. Or the second vote that you would have
to take if you were to choose not to participate in uh school choice would be to move to withdrawal from the school choice program for the 2526 school year due to enrollment and classide standards being filed.
So I think at this point we can pause school year on number two. >> You just got to fix the school year number two. >> Can you go? >> And that's a beautified slide as well. >> You have to go back and beautify it. >> Um can you go through that last slide?
Maybe the next slide. >> Would you like me to do the final slide? >> Yeah. >> Okay. So, um, pending, uh, the the, uh, an affirmative vote from the committee to keep school choice open based on the recommendation, uh, applications, uh,
would be available beginning May 4th. Um, Miss Masterson along with Miss Hanigan have, uh, been working on the school choice page of our website to prepare for that and they've done a nice job with that. Thank you very much. Um, there's a deadline for submission and
that's Friday, May 22nd at 12:00 p.m. We will host the lottery on Tuesday in this room at May 26th at 11:00 a.m. Uh, we can continue to receive applications after the lottery deadline, but they
will be awarded a seat um if available on a first come, first- serve basis. And then we will not accept any applications uh after the close of school which is June 18th with the exception of center school being the Monday afterward of
course. >> Are the applications paper or electronic? >> They are electronic and we have shifted to a Google form application. So we took the form from last year. We've been able to do that. We tested it uh in our run.
Um, as you all saw in my communication before, uh, um, we offered, uh, an opportunity to our families in district to indicate if they had a desire to shift schools within district and I did receive a response. So, I will reach out
to that that family um, and and let them know our intentions. >> Thanks, Kirk. >> So, >> uh, question. Uh, yes. I have a question about the high school school choice recommendation.
So, I really like that chart that showed how we're trying to close the tuition gap between what we're paying on kids sending them out of the district and what we're receiving. And I guess what I'm wondering is if we are
on average losing 35 students per year between 8th and 9th grade, why don't we increase the number of students that we admit as freshmen in school choice? >> Because our our number is 208 when it could be, you know, 220. So I I will
come back to um a time when we did not open school choice and what some of the concerns were about bringing too many in too fast too quickly uh both um for for in terms of cost and understanding what the impact of that would be
>> and moving move outs over time. So we developed the methodology to be four and it's not to counteract the students that go to um uh schools other than the show when they go from 8th grade to 9th
grade. It's because we identified in the budget that we were losing in the school choice column. So the problem we were trying to solve in the methodology was to address the loss in revenue uh relative to school choice out school
choice in so that's why the committee uh took that vote at that time >> right but now we have more information and I'm just saying should we be reconsidering that number for freshman year that's just a question I I think it
came up Scott maybe brought it up a year or two ago Um, and so I'm I it stuck with me and I'm looking at the data and I just wonder if that's something that we should >> So I'll piggy back on that really quick and I think that there's logic there in
that if a kid is going to jump high schools. >> It's in the ninth grade year. So >> although like those n you want to keep it well under 220 because there are freshman specific classes that could get overenrolled. One thing I will say is that when we did uh our school choice
last year uh on the slide where you had last year's FY26 with the green, we did not host a lottery. >> So you can open up to 12 doesn't mean 12 are going to sign up. >> But freshman closed freshman >> freshman week was closed last year. That
is >> that's what I'm saying. I think that as if I have a high school student, I'm not going to switch them as a senior. M >> but if I'm thinking of making a change, it would be for freshman year. >> So, as we went back on that, the year
before that, we had four seats. There were five students. We actually ended up bringing five in because I came back to you later on the fifth student. >> Um and then the two years before that, we didn't have that threshold. So, we certainly can open it up. Doesn't mean that that we're going to get more.
>> Um question. So, I always thought three was a magic number, but apparently for you, four is a magic number because you you basically have a lever. School choices on, four four students are allowed. School choices off, zero students are allowed. Why Why is it either four or zero or why is there no
number between zero? >> It it ju it just played out that way. Last year, we did have uh um some variation. So, for instance, we had 41414 at Sawyer, 444 uh hail. Um so the
the four comes out of uh the number of we we said okay if we looked at we average about four classrooms per grade level and uh by that sort of students per class was sort of the conversation
that we had that would be the appropriate number. So that's how the four came to be >> and that's where where >> would you like to see any grades where three or two or one made sense? Yeah, we could. >> I'm just like I say you when in grades where you say school of choice is open,
it's four. It's not >> right. So we we and when you look at those where it's open, it's because those numbers the other numbers the only place the only place where you could potentially do that is in the eighth grade because the ceiling is at 287.
So, the only place you could do that is um like Sawyer could potentially take one. Uh Hail could take uh three. Bourbon could take three. Oh,
no. Hail could only take two. Burbank could take three. So, we could open uh school choice at 8th grade for three students location to be determined not to exceed 88 students in the grade. That's how is that how we've done it in priorities? >> Yes.
>> Yeah. >> I mean, you know, we we could try to fine-tune this like crazy, but because but the rate at the end of the day, people are going to move in and out. You're not going to get exactly even classroom sizes anyways. Um but so if you do get four at a grade level, you
put one in each section. >> So they indicate school, they indicate location and grade. >> So yes. So the four coming in would never drop into Mrs. Smith's class together >> or you wouldn't put two of them in Smith's class together.
>> No, that that all depends. That depends on how the the principal interacts with the family and the team and the needs of the students. So yes, they could end up in a class together. >> So no, it's not like we bucket you that way. You got to look at what the student brings to the table as well.
>> Any other questions? I just wanted to sort of build on what Amy said about opening up maybe potentially more spots for freshman year. I know in Lancaster we have, you know, a lot of Sterling residents who live right on our border for whom Nishova is closer than Rochester. And I've had several of those families who know them on the school
committee ask, >> do you know if Nisha is going to open up school choice? You know, they have entering freshman next year. And so I think there's like real interest. You know, >> we have such a good reputation. I think it it speaks well to our district. that people are so interested in.
>> There's there's space to um based on the methodology that was developed >> space to put 12 at the freshman level if that's the rule of the committee. >> I'll I'll follow the rule of the committee. >> I don't know about 12, but >> no, maybe more than
>> we are we are going to lose some students. >> Sure. >> Well, I'm just thinking in in addition, the freshman year is a good time. And it's a good time for kids who are switching because then they'll have their entire high school at the same
school. It's also though in terms of our communities, we're bringing three communities together at that time. So to bring in more students from outside the district at that time is just blending >> more um >> right less disruptive.
>> Yes, everybody's already starting over. >> Kirk on the teal blue slide, which is lovely. Uh it's view it's your view station I think 21 I don't mean >> yeah um the total that goes across the
top that already you were just on that >> yeah right above the high school >> I can't see any numbers on my >> so yeah the top row total is our enrollment April 1st >> and that includes kids who are already school choice >> correct because then when you add the school choice you get the bottom number
so in third grade our current enrollment is 225. If we actualized all eight slots, we would be 233. >> So, here's some feedback just from the from a presentation standpoint. I think it might be useful to understand how
many kids that grade already has at school choice. So, next year, not now. Um because that's like that points to the culture issue that I've brought up a couple times that if a grade like I think the current eighth grade might h
be heavier school choice already and so if we're talking about increasing >> take your power. >> Yeah. My power. Yes. You may have my power. Um, if the current eighth grade is already heavy school choice and then we're
talking about inflating it again for the upcoming ninth grade, then that might not be a great idea. I don't know. >> So, Alita, can you go to the total enrollment of school choice students slide? There it is. >> Do you have it?
>> So, currently in eighth grade, there are seven students who are enrolled in school choice. That's kind of but the fifth grade is like zero. So the so the that's current. So like next year's sixth grade recommendation seems to me that wherever
it would fit that's where you could kind of add that might be a nice a nice thing to cross check on that on the teal slide so that I can see it line by line. >> Jackie jumping a bit here. >> Yeah. So I I I just want to point out
like I think that that's true the the 8th to 9th grade transition. You also will have a subset of students who try something new and come back their sophomore year >> or students who didn't do as well as they had hoped in their home school and then would elect for school choice.
>> So the conservative approach. >> Yeah. >> Okay. >> I think we should do more of a survey because I would be in support of having more nth grade school choice slots. So, I mean, >> I think we should all >> Would you guys like to see maybe a
couple more like build the ninth grade number up a little bit? >> Maybe by under five. >> Yes. Raise your raise your thumb if you like the ninth grade number to be a little bit higher. >> This car checks. >> Maybe a little bit higher. So, Kirk,
maybe you could study it and bring back another recommendation. >> I guess I'm just asking the committee at this point. Tell me the number you want. four addit like maybe make it eight for ninth grade. >> I was even going to say six. >> It's four cuz right now it's four. >> Here's what I'll caution on with ninth grade.
>> Um and that is >> um we still have while we have the minman enrollments, we still do have families who have indicated their their interest in private school. There's >> acceptances that have to be. So like we get
>> we have a record on transcripts requested. So, I have about six, seven students right now in the Oh my goodness. Did I do it? >> No, I didn't. You did. >> I did not.
>> Sorry, kids. I just >> Boy, it's getting late fast, isn't it? Um, we do have seven or eight students, seven or six who are in that category of transcripts requested.
>> So, we don't know what's going to happen there yet. >> I really do want you to just maybe study it um, one more time, just give it another look over and when we come back, >> I can just tell you I would support it to 10. M >> I would like I would like if that was the case some
feedback from the high school administrators through you about as we're rolling out the new program of studies and like would there be any impact there and I just I would want to be cautiously optimistic that it
wouldn't have a significant impact but >> that's why we landed on the 220 number years four years ago >> that was the number we said we don't want to exceed it available because that could push us into adding faculty members in the department >> or over over >> we're at 208
was before >> well assuming all is correct they get all four spots right >> teachers will tell you they don't know >> all right everybody so this any other questions on the data >> I'm actually going to cut this oh Shandra go ahead >> it's a quick question on the chart with
the red and blue line of uh receiving and sending school choice students >> or or back. >> Yeah, it's that it talks about full-time equivalents. I'm just wondering what a fraction of the student is. Mr. Moar, will we get that data back? The fractions that we get back from uh
>> the state. >> Yep. So, that would be students who aren't enrolled full year. >> Okay, >> that's easy. >> Thank you. >> Okay, ask. It's a question I asked several meetings ago and got deferred. But when we have students leaving, I
mean, if they're leaving to go to vocational school or they're leaving for other, you know, reasons that are fairly obvious, fine. But if you've got students that are applying out to private schools or whatever, we ever ask why they're moving away from the
district. Do we survey them? Um cuz I've had I've had people approach me and say we're thinking of maybe doing private and oh why you know and we have a dialogue about it >> and then at the end of the I usually feel like I'm able to say and a lot of it is I'll just say it is like you know
coming through K through 8 you know you you are kind of in a baseline curriculum and some parents have felt like their kids aren't really going to be challenged and I've said to you know several people now that I sit on the school committee I feel like once you get into the high school and I you said
this to me as well once you get into the high school the world is your oyster right you kind of you have so many more options that are available especially within the showa so like hang tight see what it's all about explore before you go out and try to think oh I need if my kids's going to be challenged we need to
go to private school so I just curious to know and these are just people I know in the community and that's not that many people so I was just curious to know like why are people leaving you know if it's not for a for an obvious reason. >> Well, I think two things. >> So, to answer your question quickly is
yes, we asked Miss Hanigan for researching and finance what's a good tool for doing that. The second thing is and I actually when digging into Nishoba's enrollment numbers over time I was stunned that our percentages in participation in
private instate out of state collaboratives vocational over the past 26 years it's remarkable how flat it is >> in terms of the percentages. So there hasn't been much shift or change over time in that. But we are working on
developing a a questionnaire and that's something you can offer to people. Doesn't mean take it. >> Sure. >> But we like that. Thank you. That's a good change. >> Um all right guys, so we're probably going to move the agenda now. >> Wait, hold on madam chair. >> Oh fine.
>> I would like to get a recommendation what the committee wants me to do because my recommendation is four. H. >> So if the committee has a different recommendation they want me to put forward, I need to know what it is. >> Jackie, I'm concerned about the man hours that were
and women hours. >> Mhm. >> What's your number >> person? I think that there could be maybe a slight increase to appease the optimists. And then I think to consider like I I just want to be conscientious
of this analysis is based on a lot of time and careful consideration and I understand where we're going in terms of filling those spots. >> I have an idea. How about we see how the lottery goes? And if the lottery comes back with eight
kids who want to get in on the freshman year, can you come back to us and ask us? >> We did that one year. >> Maybe we just see what happens with the lottery and then if the ninth grade is like, you know, gang busters, then maybe we can reassess them. >> What I will share with you is that I
showed you um 35 in my analysis. Uh I have five more that if everything were to go well with their application processes to those various corners they want to go to, we'd be up to 40. So that's another five. So we just played out that maximum scenario and that's
just what we know of April 1st. >> Okay. So everybody question about your proposal. So the deadline is the 22nd and then 4 days later they're going to run the lottery. >> Yep. And then they're going to tell people you didn't make the lottery. When are we going to have an opportunity to
weigh in at in that time? >> We did it after the lottery was chosen. After >> after the lottery is chosen. So you can still your school choice continue to open. So there are students that are that missed out on the lottery and we came back and said, "Okay, our school choice is still open. We had we had to
decline two students from this at this grade level. Would you like to reconsider?" And there's a you can do that. >> The school committee can revote. Because the vote that Desi requires you is to close it, not to open it.
>> Everybody okay with that? Is that okay? Yes. Yes. Yes. All right. Cool. Um, so let's move the agenda to the next item and it's the main event really. No, it's the policy first readings. I'm going to turn it over to the policy subcommittee
to help us understand um and just give us a brief overview of these three policies and then we'll give you some feedback. Yep. So, we are bringing forward I just um three policies that have been vigorously reviewed by the policy
subcommittee. Um so when we were going through uh those three there is specific questions that were brought up um by members of the policy subcommittee group and I
think if they come up we can talk about them but they're not ma they're not major and they're just more informative um specific to um the food services um the food polic policy, the nutrition. So, one of the things that um
Jillian had brought up and we kind of talked through as a a subcommittee was um just having a better understanding of how does this currently look and how are we meeting the needs of our students. And so, we're doing that really well. It's very clearly articulated on this
new updated proposal um for policy language. So if anybody has any specific questions about these three in particular, um we're happy to field those if not. So why don't we start with EFBA? Anything on that one? School food
and uh nutrition. >> Um Jackie, >> there is not a red line. This is a brand new policy >> um based on information provided by the legal ref and then
model language by um MASC which we discussed as a group would be appropriate. Excellent. Any questions on this one or feedback? Doesn't look like there's any. So let's move to the gifts and solicitations by staff. Seems like there just a couple there's a couple small changes and then
one big one down below. >> Yep. So this is just really um our opportunity to update language for consistency as well as inclusion of the raffles and games of chance which corresponds with updated um legal refs
which are referenced here. >> So these were given to us by MASC the the red text. Any questions on this? >> Yep. >> Go for it. That's correct. >> So the limits in the gifts sections, the $50 and $150 for those statuto.
>> Yep. And those are part of our existing policy. >> I just wonder if it makes more sense to reference the statute rather than putting dollar amounts in so that every time they change the statute, we don't have to change the cost. >> It's in the regal legal references of the MGLS. I don't >> I actually like the number and here's
the only reason why I say that. As teachers, the numbers ring for them so they know like, "Oops, I just got a gift for more than $50 as opposed to them like referencing statute." I actually like the number in there because the teachers need to know that.
>> And we're requiring them to read the policy handbook, so making it easier for them. >> I don't want them to. >> Any other questions on this one? >> All right, guys. You're crushing it. All up to you. The next one is relations
with parent boosters organizations. >> Yep. And so this is actually just solidifying what's already in current practice um but cross referencing that with the guidance that was provided by the attorney general's office.
Excellent. Any questions on this one? All right. So I think that that's it for policy update, >> but you guys do have some other things in. Do you want us to talk about that now or in the um >> committee reports? Let's do it later in
the subcommittee shares. >> All right, everybody. So, as always, that's the first reading. Um there's no real feedback for policy subcommittee. So, we'll just put those in the consent agenda at the next meeting. I expect that those will go forward. Although, if anything changes for you in the intervening time, just reach out to
Jackie. Um, so moving the agenda, we have no finance and operations report because those things were talked into the consent agenda. Uh, we have no unfinished business, but for subcommittee uh, report outs, Jackie, maybe you can just give us a quick update. >> Yeah, so I think that the major um
policy that we will be continuing to review is the update to um, specifically make sure I get this. Miss J. I'm clicking on my tab, guys. Um, so
specific to the restraint and seclusion policies. And so we've been working and reviewing that um in tandem with the department of students >> services. Yeah. Um, and then there's also two that we are just in review. We may bring them forward before the end of
the year, but really the the restraint policy is the priority. >> Mr. Man has been working uh with the committee on that one. >> Great. Any other subcommittee sheriffs? uh building committee probably. >> Okay. >> Uh we have our building committee coming
up next Thursday. This will be the meeting of which uh school building committee takes up uh the vote to recommend to the school committee to engage in a power purchase agreement contract with select energy. So um stay
tuned to that meeting. By virtue of the fact that that contract will be presented to that committee, I ask this committee to stay engaged in that meeting, but also review that contract as it will be on this table for action
at our April 29th meeting. >> The contract's not going to be available. Just you are going to be authorized to negotiate the contract, right? >> No, we did that. Now it's the contract. >> Oh, are you So, you're actually negotiating the contract right now. I'm
sorry. >> Yeah. No, we already did the authorization. So, as a matter of fact, uh our attorney has already done the review. >> Um so, without getting too far out of the scope of the agenda item. >> Um we're in that process and expect to get that. So, that'll be in the meeting
materials for the school building committee. We will also provide the court courtesy of sending the contract uh directly to this committee in a blind CC email so as not to um have any any discussion or deliberation on it.
>> So the next school building committee meeting guys is April uh 16th. So you might want to mark your calendars or at least just watch the video or review the concept. I'll let you know if you have any questions about any of that. I can final it all to Kirk. Any other sheriffs?
Uh the negotiation subcommittee continues to meet with our unit A. So that um continues to be underway. There's nothing to report. Um just wanted to let you know that everything's going smoothly and um we hope to bring something to you hopefully um you know
in in May. Okay. Um items for next agenda. So, obviously the planning calendar is getting busy. Um, is there anything off the top of your heads that you guys would like to see
there? Can you do it? >> I don't know where to put this, but have you looked at our YouTube channel? Right now, watching our current meeting, it's like watching television on cable in the 1980s. I mean, the picture quality is
>> we're looking forward to the new high school. We're going to have a >> we're going to have a a blackbox theater in which we host our meetings. >> So, another year and change. >> Yeah. >> Yep. Um, so as you guys can see, the planning
calendar is up. There is the agenda. So, we're looking at this column over here. So, we have the school choice hearing that will happen at the front end of the 29th and then we'll open the regular meeting and then we'll go down the line there.
We do have the Yeah, >> I should ask Laura um for M's Academy. Should that be a standalone vote or is consent agenda? Standalone vote. All right, let's pull it into unfinished business.
>> So, the superintendent summitive evaluation process is going to get underway at the next meeting and personnel is all over that. So, get ready for that. And then anything that you guys want to add? >> Just quick question for the May 13th the handbook. Yes.
>> What are we doing with the handbook as new business? Is it are we voting on it or are we reviewing it? >> That's always prevent presented and reviewed and then the vote is the next meeting. >> It looks like it's on for May 27th. The vote
>> the vote on 27. Okay. >> So they present I mean all of the handbooks are presented. Only the high school one is required to be presented but >> correct >> they shared them all. >> Um the school councils are the ones who are in charge of managing and building
that up. We actually we share the high school handbook. Um >> school improvement plans were required to share but we bring them all. >> Um but are the school improvement plans up there as well? >> Oh yeah. >> Where? >> Yeah.
>> Any other questions about the agenda? >> All right. If anything comes up guys just shoot me an email and I can um manage to put things on. Um Alita, will you go quickly up to the parking lot just for a quick So, these are things that are in the
parking lot just to jog your memory. Um, some of the stuff like the last two there in the list, we're going to handle at the workshop in August for those of you who will be with us. But, um, >> we'll be providing grants in the fourth
close year. When you say grant summary, do you mean it's just going to be a report that is shared? >> Yeah. A summation of all the dollars that come to the district through the grant writing, entitlement grants versus competitive grants, that sort of thing. >> Great. Okay. The accountability presentation. Accountability
presentation. >> That's that's coming back to the school improvement plans. >> Oh, it's often referred to as Okay, great. But we also in that we already talked
about the um the school accountability letters that went out earlier this year also and we'll present them to the committee on that we may not have just taken that off the parking lot actually. >> Oh okay. So um again guys if there's
anything that you want to put on this or add to the agenda just let me know. Um, otherwise I'm going to move to ajourn second. That's Jackieard. >> Yes. All those in favor raise your hand. Thanks everybody for being here. Appreciate it. Thanks for team and