How are you doing? >> I'm doing all right. >> Restarting my computer to save that. >> I'm just waiting for access TV. So, we'll start to turn it off again. >> I'm cute. >> All right, everybody. Uh the time is 6
p.m. We are going to call to order the regular meeting of the Nisha Regional School Committee. Welcome everyone. We begin normally with the pledge of alle pledge of allegiance. So please join us if you care to. >> I pledge allegiance to the flag of the United States of America and to the
republic for which it stands, one nation under God, indivisible with liberty and justice for all. Uh, first item on our agenda is going to be citizens comments and I'm seeing nobody in the room for that purpose. So,
we're going to move right ahead here to our next item and that is executive session. So, executive session is set to last for um, you know, as long as it goes. We're hoping about 30 minutes, but so for the public who is interested in watching the meeting, they can uh come
back in just a little bit after we set our motion. So, um I'm going to make the motion if you guys don't mind. So, I move to enter into executive session at 6:02 p.m. pursuant to Mass General Law um chapter 30A section 21A3 to discuss strategy
with respect to collective bargaining or litigation. If an open meeting may have a detrimental effect on the bargaining or living litigating position of the public body and the chair so declares which I do session to include the school committee superintendent Downing, director of human resources Jessica
Murdoch, assistant superintendent of teaching and learning Laura Friend, assistant superintendent of finance and operations Ross Malcurren and director of student services Roman Demi. The committee will reconvene to open session at the conclusion of the executive session. Do I have a second?
>> Second. >> I'm gonna give that to Miss Cohen. Uh, so any discussion on the motion? Okay. While we're in the room, we can just do hand to lean on. >> Um, so we have to do roll call votes. So
we're going to start with Matt. >> Yes or no? >> Yes. >> Robin, >> yes. >> John, >> yes. >> Scott, >> yes. >> Shandor, >> yes. >> Amy, >> yes. >> Myself, yes. Sharon, >> yes. >> Jackie, yes. and yes.
So we are in executive session. I will. We are back in regular session. Thank you so much for joining us still. Uh as the agenda dictates, um I would like to do uh if there's no objection, I would like to move the super
I'm going to take that back. I would like to go to the student representative report and just skip over the consent agenda, putting the consent agenda after the super insurance report. Sure. >> Because it's all dependent. Um, but let's let our student representative give his report. Everybody, welcome Ryan
Mitro to the next year of the school. >> Ryan is a fearless leader of the high school and we're glad to have you back. We look forward to whoever your counterpart will be who will join you soon, I imagine. >> Yep. >> I think Yeah, I think um Dr. and is kind of working through that now. >> So, cool. >> Um, obviously just getting started up,
so not too too much going on. Um, Stuco had their first meeting today, so they're starting to plan the wolf day, um, the power puff, and some kind of spirit uh, like spirit weeks to get everyone back into it. Working on planning the homecoming dance also from
Sukco. Um, and then on the athletic side of things, um, everything's getting started. We have 343 student athletes this season. Um teams have started playing games and are doing well. And then the football hope opener is coming
up on Friday. Um I I worked a little bit and read the AI literacy presentation which you guys will obviously see in a bit or learn a little bit more about. Um and then from like separate the Massachusetts
Association of Student Representative which I'm a part of still. Um they're having their conference um in kind of early to mid-occtober which I'll be going there and then running a workshop there. So that's cool. I can continue that. Um and yeah, I hope to bring my
counterpart along and get him introduced to the organization. But yeah, I think that's it for me. >> Well done. Thanks Ryan. Glad this school year is off to a good start. >> Thank you. >> Crutches uh reserved. >> Not a great start. Sorry. >> Yeah.
>> Um so do you guys have any questions for Ryan? You can ask me anything about his report or anything about the start of school. >> Um Ryan, for anybody that's watching or that's new to the committee, can you explain what um the wolf day is?
>> Yes. Yes. Um, so Wolf Day is kind of the newer version and what we include as like the pep rally because we felt like the kind of overall school spirit and involvement was kind of going down. So the wolf day is it's a whole set of different games. Um during school we
have shortened classes where people can go out and um different clubs, different teachers host their own kind of activity for what they like. Um there's activities on the turf in the gym, stuff like that. So everyone can kind of go out and hang out together. >> What other questions do we have?
>> Uh I was just gonna ask if you know you said Dr. White was working on um the new representative and so once we know when that happens I would like to coordinate with you and and the student council coordinator to just get a date on the
calendar for the communication subcommittee. >> Yep. >> To meet with the student council. >> Cool. >> Great. So, you know, Ryan also serves on the superintendent advisory >> and so Dr. Boon and I meet with a group of students. Uh, I'm meeting with her
next week to plan that. So, we're hoping to get that on the books last week of September, beginning of October as well. So, we'll get all those things launched and organized and put together. So, it's exciting. Our superintendent advisory group is going to be uh working on
developing what we're going to put into our time capsule that'll be put into the new building. So that's going to be the first thing that we work on. >> Love that. >> This year >> that's exciting. >> Yeah, it is exciting. >> Uh awesome. Ryan, can you First of all, we have a couple of new members and so
right next to you is Matt Knot. >> Nice to meet you. >> And away across the table, you do not need to get out. That's Jillian. And Jillian's money catcher. Matt's from Bolton. Um guys, it's Ryan and he is in high demand here as you can tell all these meetings. Um Ryan, can you just tell them a little
bit about that Massachusetts >> Yes. >> organization that you >> um so last year um Superintendent Downing kind of introduced um the old student representative Ava and I um to to this organization. And what it is, it's student um student representatives
on different school committees all across Massachusetts who meet together and basically kind of connect ideas and um where we can each introduce different things that we learn from other kids into our own um kind of atmosphere. Um
and then further like further into that there's different positions within that. Um, Ava was the director of communications for that group and I was the director of resources. I still am um right now the director of resources. So more specifically what I do is reach out
to um representatives across the state and then I help them with writing stu school committee reports like how to go to the meetings, what to do, what you should be prepared for and how to kind of connect with your teachers and to kind of bridge the school to to the
school committee. >> Well done. Awesome. Glad so glad you're still doing that. >> Awesome. Any questions for Ryan? All right, Ryan, we look forward to another great year. Yeah, >> as always, you can stay or you can go. I'm sure you're busy. >> I'll stay for a little bit. You'll hear me wobble out in a little bit.
>> All right, great. Um, so um because there was no objection, we're going to move now on to the superintendent's report. >> Thank you, Madam Chair. Uh, tonight for the superintendent report, I think I'm going to feel sort of like a master of ceremonies as uh various members of the
team are going to have their voices uh into the report. I'm happy to say we've had a very successful opening to the school. Opening the school, you know, brings a lot of excitement and joy back into our towns again. That is um palpable. I I hope you all had a chance
to see some of that evidenced in common the last two weeks as I know Miss Hanigan has worked hard to try to show um not just tell what's happening around her school district. Um but it also brings adjustments adjustments in transportation routes and assignments
and things like that. So, you know, we're we spend the first couple of weeks of school working through the the the glitches, the bumps that we need to smooth out. So, hopefully we're getting through those processes and uh carrying on. Um so, with that though, uh in
preparation for the school year, I want to shift gears over to Miss Friend for a moment to talk to you about some summer work that occurred in the district. >> Yeah, it's just a thank you, Superintendent Ding. Quick update following the update in June that I had shared around our summer academy. So the
committee will in large part remember that we hold a summer academy program for our educators so that they continue their professional learning and continue to work on enhancements to our curriculum. So summer academy happened
and it was well attended. We had not 200 but we had 180 teachers participate. um in summer academy this past summer. That's up from 110 the prior year. So great participation and thanks to our Nishoba educators.
Uh so I've listed for you some of the offerings that were included there in summer academy. You can see that some of them are related to spec specific initiatives relative our to our strategic plan. Some of the offerings help our teachers with relationship
requirements and we also engaged in some pretty deep curriculum work over the summer and I've noted the participants there shared that with the committee in June as well. Just to highlight some of the curriculum
groups that um engaged in curriculum work this past summer and not included in the report were grade nine world history, grade nine physics. We continued our work on our portfolios um
in our work on portrait of Minnesota graduate. Our chemistry team at the high school engaged in curriculum work. Our ninth grade English department engaged in curriculum work. our world language department engaged in curriculum work. Our biology team engaged in curriculum
work and we also work to help support integrated science curriculum writing for our co-t talk class at the high school. That's just the high school. Um I I would say that this work and those stipens that were associated with this work were funded by the deeper learning
grant that we su successfully acquired last year. Um and of course we continue our work to develop our innovation pathways work not listed here but that also was supported by our innovation pathways grant um funding as well.
Work at the elementary level included um continued supports for our new literacy curriculum report card revision work um our related arts teams support for our new Spanish model at the middle school. no place for hate work and supporting our middle
school science teams with appropriate scaffolding for new middle school curriculum. So, a lot of a lot of good solid work happening. We know that curriculum is a dynamic process. We're never done. So, we're going to continue to um work to support our teachers and
thank our teachers for those efforts over the summer months. >> Thank you, assistant superintendent. Um, so moving on into want to bring a summer budget update to the committee in terms first before you move on to that.
>> That's up to you, Madam Chair. >> I think maybe if you if you all have any questions for Laura, maybe we can stop here and ask because we're going to pivot. Any questions about summer work other than Well done. Thank you so much. >> It's okay. We're engaged in the process.
So, we have some updates to do with you uh on the budget and we'll be multiple folks will be chiming in here. Um on May 18th, I provided a superintendent report to you that's linked here in the blue text. You can find that back if you happen to print. I I updated the report
in the last hour because I I saw some just some some uh sentences that had to be corrected in that report. The most updated version is posted on the website right now. Um so you know over the sum summer summer we always learn of things
that are coming along changes and uh we got the governor's budget we got the budget state budget now signed by the governor. Uh we had some enrollment increases that happened. We saw some coming last fall if you remember. We're really excited uh to see that our high
school enrollment at the freshman level was coming in around 30 students higher than what we were anticipating. That has impact in terms of how you staff your buildings um and and the model that we have put forward. I will be giving uh an annual
October one enrollment report to you next month to update you on our because October one is the date that we do official enrollment for the year for state funding purposes. Uh so in that way um the first thing I want to talk to
you about is the prism grant award. So, we're going to combine two elements of the superintendence report here. I'm going to talk to you a little bit about our approach to the prison grant and then assistant superintendent friend will talk to you about the prison grant itself that's in the strategic update
section of the um superintendent report. I'll point out to our new members these strategic updates when we label them here. Those are the items that then we direct back to specifically our strategic plan and the superintendent
evaluation structure. So that being said, we did get our prison grant award. It actually was uh not even official until when, Miss Friend sometime last week, wasn't it? Where >> when it was >> officially awarded and and we got that
recognition from from Desi. Um so in that way uh we were provided uh some money in the staffing to boost our literacy program but there were limitations to the structure of how that could be put together. So we strategized
how can we maximize uh the tutoring model that we envisioned for our grant with the limitations of the grant and so we could only offset salaries of one human being per elementary according to
the requirements of the grant. So our tutor model was not going to work. However, what Desi did approve is that we could apply that to a current literacy coach in the district that works with K to3 students, thus freeing
up operational dollars for those salaries to do those other two elements. And so that amount was $231,000. And we've aortioned that 170,000 in the operational budget towards part-time
tutors and 61,000 towards materials because a cap on materials came in at $25,000. So we needed that additional 61 to get us as close to the $100,000 offset that that we had afforded in our budget last year. So here the long story
short on that in terms of the prison grant, this is a budget neutral move. there is no impact to our budget based upon this but I wanted to show it to you so you had an idea of the structure that we put forward it. So with that though I will now turn it to assistant
superintendent friend to uh just talk about the prism grant plan in general >> and the um grant approval for the committees >> and the grant. Oh yeah, pardon me. I meant to review that piece. Um, so one of the reasons we asked for the consent
agenda to go after the superintendent's report is because the approval of this grant is in the consent agenda and we wanted to inform you about the grant before we approve the consent agenda because of that wonkiness we have with the state of school year started and the
funds are coming in. So this was our approach to take care of that. So, assistant super. >> So, um you know, just approaching adding to Superintendent Downing and what he's shared. Um I have provided for the
committee just an overview of the work to date. If Kita, you can scroll down just a bit to the strategic update section. Um, in in large part, I think this is a review for the committee because I believe I gave an update in the spring
providing you an update of of of the work completed last year. So, this work that we engaged in last year um really served as a foundation for the work for the committees. Um,
just as a reminder, this is a five-year partnership um that we have with Desi as being selected as only one of 15 districts in the Commonwealth identified as a prison one district is an honor and a privilege to be engaged in the work
and and it also comes with support financially to the district and our work. So, uh we see this as uh an incredible opportunity for NOVA and for our students. So um I have provided uh an update there and a review of the work
to date. In large part it it it involved creating a Nishoba literacy leadership literacy team with a well represented group of um varied professionals across the district to build a shared understanding of the science of reading and where we currently are with our
practices prek to three. It's also including our prek partners, our community-based partners, because we recognize that the work of early literacy starts in preK, which is incredibly exciting to be able to dig deeper into our relationships with our
community- based partners. We engaged in a deep literacy system scan through our consultants through TNTP. This is supported by Desi. this is not an onus um or a fiscal um uh demand
on Mishoba's operating budget. And then using all of that information, we are currently in the process of ident identifying priorities for the remainder of the grant partnership. So I will continue to keep the committee
updated on those priorities, the action steps associated with the priorities. There's quite a bit of progress monitoring associated with the action plan from DESIE and TNTP. So I'll make sure that I'm providing the committee with updates relative to that.
And then if I may speak to just the organization of the grant for the committee's review. The total grant allocation was $336,390 for this fiscal year. And as the superintendent had mentioned that that um Jesse had provided subcategories of
how we could spend that total allocation and those categories included salaries, stipens for the continued work as it relates to our literacy leadership team, supplies and materials and contracted services. So we are going
to be engaging with some deep um pedigogy and content professional learning for our prek through three teachers for this purpose as well. Additionally, if I may add that's not included here is that we are fortunate
to have this partnership with TNTP which I've included a hyperlink to the organization in the update. They are coming on site. They are doing learning walks with our principles with teaching and learning with our coaches and um pro providing not only progress monitoring
but feedback for our team about what's happening in our classrooms. So all of this comprehensively is intended to really support and strengthen what we're doing for our students prek to three for literacy. Fantastic. Do you guys have any
questions about the PRISM grant specifically? Um, the overarching programming, but also the grant that you're going to be asked to approve. >> What is the term and the payout schedule for the grant? So, is it lump sum up front? Is it a certain dollar amount every year?
>> So, whenever we have a grant, we have to expend and then seek reimbursement. >> Okay. >> So, Laura and her team do a great job of writing the grant into a system with the state. Mhm. >> They approve the expenditures as you see them in the grant uh in the consent
agenda. Then once we expend it, we seek reimbursement through that same system to prove that we have spent it as agreed and go from there. >> So when I look at these expenditures, is this all being spent over
>> this is for FY26. That's that totals for FY26. >> So this Okay. So >> correct. Given that this is a new grant uh setup, the five-year will taper off and we'll learn more about that as we get closer to year two. >> Did you say that this TNTP group is
doing a learning log? They didn't quite >> learning walks. >> Learning walks. >> Sorry. >> What's that? So learning walks are with an observation pool >> and they um visit classrooms. It's it's
not a value, but it it is intended to provide feedback to our principles, our coaches, and to our team about where we need to support and strengthen curriculum instruction um priority areas and and that serves as
progress monitoring to measure progress and impact of our action steps. So, it's one way we see evidence of the impact of our outputs, if you will. >> Awesome. Thank you. All right, let's keep it going.
>> Great. Uh, the next part I want to talk to you about in the budget update is an additional position since the budget was last voted. Um, so over the summer as we've done some analysis and looked at the reorg of the team chair model that
we need to look at, it was determined that we needed more support there. And so, um, our wonderful assistant principal at Center School, Megan Sonko, uh, has been a team chair in her past and as an assistant principal could fulfill a portion of some of those
responsibilities. Uh, we know we're going to be supporting students at the eighth grade from one of our other team chairs in the district. Thus, we needed to sort of look at sort of a gap of what are the other um, IEPs that need to be covered. So we determined a 6 position
needed to be added to the budget in order to do this knowing that Miss De Manch would also uh provide necessary supports for center and hail uh where it needed. So that was part of our reord process an operational decision that we
made. Uh but it necessitates that. We'll come back to that when we get to the table because of the good news that we received from the state this year. Uh we do have the funding to cover that position. Um the next is the middle school librarian. Uh we removed three
middle school librarians if recall last year. They are library assistants at the middle school level. They are not teacher positions. And so um at the same time uh center school's enrollment uh at kindergarten did not actualized for four
sections. So the teacher in kindergarten was uh uh that position was redistributed to another grade level. the position was redistributed to third grade. You know, there are some staffing decisions about who's going where, but the FTE went to third grade. And the uh
FTE for the kindergarten assistant for that classroom is the FTE we were able to utilize to uh return one of those three positions. and that person is rotating the three middle schools to ensure that the management of the collection and the distribution of
technology uh is being handled uh at the direction of the principles in those school. So that again is a budget neutral decision. It was a reassignment of uh an assistant position. >> And when we talk about FTEES, just for anyone who cares, >> it stands for full-time equivalent. It's
the term we use to describe one full-time unit A member or unit C member. and the chair and I have an agreement that whenever I use Ed speak, she has free reign to interrupt and define terms because it's so easy to do, right? >> So, thank you for that. Um
uh also a budget neutral position was uh assigning an IIA for the freshman sophomore study. Uh and this came out of necessity that as we had some enrollment changes at the high school that I talked about, uh it it put us in scenarios
where we need to maximize time of our educators and thus we needed uh to have um that instructional assistant be working in that model. Um and this is something that we're going to monitor and work regularly on. We were able to do this as we reassigned a special
education assistant position, not the person themselves, but the the position. and uh that is due to changes in AIE or IEPs uh that occurred uh postbudget that allow us to do that and still meet the needs of the students across the
district. So that was a budget neutral decision once again. So these are good news moments for us that we're able to bring some of these things after some the the springtime that we had and be able to do it in a responsible way. Um next is the uh center fifth grade
teacher. Uh we had additional enrollments come to center school at the end of June, beginning of July that necessitated we add another section of fifth grade at center school. I want to commend uh Principal Copinger over at center school. Uh no brand new principal
wants to come into a scenario where they have to reorganize uh three classrooms into four classrooms and do all the communications, meeting with families. uh it it's a very difficult task to do and she did it with poise and expertise.
So I really uh want to commend her on her effort to do that. Um so that was something that we had to do and we did that because this committee has charged me with maintaining our our classroom size standards across the district as they come and that's the move that we had to make. Um, we did know at that
time uh that uh uh the forecast of what would be coming to us in terms of a budget of the state aid adjustments that would be coming that were made official and finalized. And it's at this point that I would like to turn it over to our assistant superintendent of finance
operations and safety, Mr. Ross McCarron. >> Uh thank you, Superintendent Downing, and thank you to the committee. So, uh, the good news is that, uh, the net on our state aid has increased since we, uh, had a budget voted because we work
off of the governor's proposal because another release does not happen until after, uh, the the budget vote, which is just one of the the mechanisms of of state legislature. Uh so the summary of the state uh aid increase is the result of the different components of that
which includes charter school tuition out, charter reimbursement in, regional transportation reimbursement and uh chapter 70 which is where we saw uh the good news. Um I want to conclude though with notifying the committee that yesterday afternoon we received guidance
from DESIE specific to regional school committees uh that the committee would need to take action in order to accept that additional chapter 70 funding. So this just happened yesterday afternoon and you know my text messaging and email is a buzz uh from other regionals. Um,
but we'll come back to the school committee once we've had time to digest that that guidance um and seek clarity and get any of our questions answered prior to to bringing it to you all. So, thank you. >> Excellent. >> Um, the last is on policy. So, we'll pause there for any questions about
budget and the moves that we've made uh since we last met. >> Great. >> Uh, I have a couple questions. Uh but regarding the librarian middle school position first, uh that position doesn't
qualify under the Massachusetts library system to get resources from the libraries because it's a shared position. Is that right? Or >> uh I'm not quite sure. Uh Shandor, so that's something that we can look into. Yeah, I I recall from previous
conversations there were some issues with uh if you don't have a full-time library and you don't gain access to certain resources from MLS. >> So, >> and yeah, and I just wondering if this does get us those resources or doesn't in the middle
school. >> Yeah, that's a question we'll investigate. So, but I do know like for instance at Florence Sawyer, we're a K to8 system. So, we're we're tied up pretty good there. And with Burbank and M being tied together, I think we would be uh and we have a certified librarian
at ME, we would have to look into um the center hail model to see if that would make the mustard there. >> Okay. >> Uh and then my next question was about the fifth grade and center school. The school choice didn't have any impact on that.
>> We did not open school choice at fifth grade. Uh and then the last question is there any guidance on potential impact of federal funding changes on the budget? >> Uh Mr. Muller. >> Yeah. No pertinent question. We'll cover
this a couple of different times in the FY27 budget season. So the FY26 federal money that we received most notably through our title grants and our IDA special education grants was already settled in the FY25
federal budget. So the FY26 budget at the federal level will impact potentially uh the FY27 grants that we receive. So this we'll discuss this at the budget season. No impact to this year and we'll bring both
the title grants, the ESSA grants and the IDA grants to you uh for approval prior to the end of October. >> Thank you. >> Any other budget questions? Just a general uh question about when state aid
increases after we've voted a budget. Can you remind us how the community I guess and and new members and even me why it is that when um we voted a budget state aid increases the money gets
applied to different places within our operational budget and not return to the >> this is the guidance we received yesterday afternoon at 3:00 that Mr. Moar is going to update the committee on at the next meeting. >> Okay.
or what road shall be tr >> got it. >> Okay. >> Any other budget questions? >> I just have a a comment. I'm sorry if it's off topic. I mean, so with regards to the prison grant, like that's a huge win, right? far and I may make myself
stone stupid here because I haven't read anything but like are we going to share with the community that you know this is a win and we're now it's beginning this year we're using it like just to kind of highlight the efforts that have been put in and what we have achieved or you know what you have achieved just because some
we have achieved everyone has achieved but like I think it's nice to kind of boost up >> how great this is right and make sure that for highlighting the accolades that this the schools are receiving. So,
>> no dude, >> cuz it's great for us here to hear all of this and know the efforts you've put forth, but I do think it needs to be shared and your superintendence report that comes out. I think a lot of people do read that >> and just to blast one
>> click data to tell us that they do. So, >> the common >> the common Yeah. >> Yeah. And I think it's just great to just put a shout out in there so people feel proud of, you know, and it it kind of helps ease what we all stomach with budget last year to know that we've
we've got this, you know, great school system and a feather in our cap. So >> So it sounds like you're in favor of of uh accepting the grant so that we can uh move forward with our efforts. >> Yes, the number is um kind of shocking.
It's such a big and impressive grant. It's going to take it's going to hopefully plug a hole also that the whole state is grappling with >> around literacy programs and how the research is kind of pushing us in a different direction now toward the science of reading and
>> and so not only are we kind of addressing something a problem that the data was showing us, but Laura's getting all this money to do it. So yeah, >> and I think the opinion is is that they, you know, again outside these walls is
maybe that, oh, we spend a lot of money in the school system, but this is like an amazing thing that we're getting that we are actually getting money from. You know, we've worked hard to pull money in. >> And I just think anything that comes across our plates, we're so fortunate to hear about it here, but I do think we
need to toot the horn outwards to the community so they really know. You want more than the three people watching this meeting on YouTube to know that? >> Just a few. >> That's four. Okay. >> Says three. And I I will I will conclude that portion of
the budget by by pointing out in the table that after all these moves that I just described to you that were made this year through all the efforts that we detailed, it's to the positive of $70,000. And I think that's a celebration for our
school system. Um we we uh are very proud that we've been able to do that work >> and because I think that there was some lobbying that was done >> to the legislature to explain to them that the minimal contribution for state aid was not enough.
>> That's right. >> And so did they double they doubled it per pupil? >> Yes, they did. It went from uh the statute is $30. The governor started with 75 and in the end it was 150 >> after a lot of lobbying. >> After a lot of work. >> Okay. So that that would be worth
putting out too. >> Yeah. >> For lobbying the effort that went into getting that. >> Um I will uh Representative Kilcoin of Lancaster was um in yeah just Lancaster. >> Lancaster
Bolton. Bolton >> um Lancaster Bolton. She serves on the education subcommittee as well and was instrumental part of that and senator Kendi uh serves on joint ways and means and be part of that as well as miss. >> Great represent. >> All right everybody so the next piece of
the superintendent report is about upcoming policy needs. >> This is just policy uh subcommittee people's open here we go. >> So I believe we're meeting this Monday. >> Yes. >> Uh to kick off our policy subcommittee. These are the topics that we need to
bring forward this year to work on. Uh three of them have some date restrictions to them that we have to be uh attentive to as a committee. The first is the career and technical education access uh to students in middle schools. Uh this is all part of
the new law uh for CTE education in Massachusetts. Career technical education in Massachusetts. Um, so, uh, assistant superintendent friend and I met with, uh, the superintendent and Miss Heidi Driscoll of Minute Man, uh,
just the other day and went through that and went through a mo model policy, uh, that I'll be bringing to the to the to the group for us to work on because we'll need to do that pretty quickly to memorialize what uh, Desi is directing us to do with policy. >> Just really quick, are the dates in
here, the dates, the deadlines by which these policies need to be approved? >> Correct. So the regulations say we have to have uh by November 1st the career technical education piece competency termination and graduation requirements need to be finalized by the end of this
calendar year. Um and then uh we really need to be working on uh these are going to help me uh student cell phone use in school as this is being um uh right now debated at the state level and will require school
committee to have a policy on this. So we need to be prepared. Uh looking at our practice at Nshobo Regional High School that is currently outlined in the handbook. Now, all indicators are it would look good to meet the requirements of ultimately what we may see come down
from the state. Um, timeout spaces in school based on some recent rulings there. And we need to address homeschool participation in school-based activities as well. So, those are just the topics I wanted to put forward to the committee. I know mask has also put out some updated policies as well, but these are
the ones that I wanted to make sure the committee is aware of that have been emphasized in superintendent circles. Any questions there? Okay. Uh, the last part. >> Oh, Shar. Yep. >> Can you just um
>> time out spaces in schools? Give a little bit more information about what that is. >> We will when we bring the policy forward on that. Okay. >> But it it's it's around secluded spaces in schools for students >> in anticipation on the 2026 academic year.
>> Yep. So we will come forward with detail about that to the committee when we're moving it forward. >> You're cruising. I think you have two more things here. >> Great. Uh at this time I would like to invite Mr. Jed Stfan our director of innovation and digital learning uh forward. He is uh uh going to give us a
brief presentation on AI literacy at Nishobal uh Regional School District. So Mr. Spanos, thank you for joining us. >> My pleasure. Thank you for having me in person this year. It's great to be here and yes I will be uh sharing. Perfect.
Thank you. Um the work we're doing to to enhance AI literacy at RSD and as a room full of educators and stakeholders you know this is top of mind for a lot of schools and school leaders. So I'll only read two slides probably the first and the last but to me they're compelling
and they've driven a lot of the work that I've been doing over the past three years here at NOVA. By the way, I'm Jed Stfanoitz, director of digital learning and innovation. I'm so excited. >> Everybody knows you, Jud. >> And I have to say your the YouTube
viewership makes me feel better about our podcast listenership. Um Tony Frontier, the author of this book AI with Intention, uh he says that if students see AI as little more than an answer engine to easily comply with assigned tasks, tomorrow's students will
be adult and AI dependent learners who are even less prepared for the future. AI tools have unlimited capacity to be used by students as tools for active intentional learning. if we want them to use them in these ways, they'll need to be taught how. And that's what framing
the work ahead for this year. So to give you a little backup of where we have been the past two years, uh we had an AI study group that was looking at the emerging tools, the arrival technology as Justin Reich calls it, and last year an innovation team that did more of the
same. Uh this year we're happy to bring forward an AI framework, more of a comprehensive stance on where we are. And you're going to get to hear Ryan's voice in a little bit. >> The AI framework is built upon an AI handbook for a district which is a comprehensive stance and description of
where we are, what do we believe, and what's the current st uh understanding of generative AI which is the newer version of AI which is not new at all. um the AI classroom guide and this is an expansion and a growth of uh the
guidelines document I shared with you last year and I was pleased to work with um or have a conversation with Mr. Simon last year and I hope that's the beginning of our annual conversations as well. An AI resource guide for educators and for students. And then this year
we're we're going to be launching AI leads which is modeled after our um curriculum facilitator lead positions when we bring in new curricular initiatives as well. Getting some experts trained to share that knowledge and be the lead learners in the district
and then be part of the professional learning as well. There will be an optional book study around this book which ties in with our full day PD on March 27th where Tony Frontier will be our keynote speaker. So you're going to get to hear his voice recurring and it's
one his messages really resonate um in terms of the next steps of of what we're thinking with AI and the impact here in Ashoba. So I'll share with you um the recommendation of that book. But if you want to learn more, both this article and then this podcast episode, the links
are all in the slides. I'd really recommend them and it's a great way to ground the thinking about the messages and why we want to bring them here. So when we look at the work we have done and the work that will be brought forward this year for teachers and
students, I mentioned the left side, the teacher side, and then for students, the classroom guide. And the classroom guide begins with this poster that's going up in all high school classrooms right now. It's designed to be a 6 through 12 um model. And there are a lot of versions
of a stoplight model in a lot of degrees. And we're starting with a red light green light position on whether when and how AI might be allowed, might not be allowed. um curriculum lessons, the launch of Gemini, and Gemini is
Google's um large language model. It's the only one that has a data privacy agreement, um age appropriate content, and guard rails, tutorials, resources, and then upcoming family guides and resources. So, all of this is in alignment with
Desi's AI strategy. And as we know, uh Desi moves quickly on some things and not quickly on others. And this is one where they're really being very intentional. Uh I'm happy to be part of two different groups with DESIE that are um really focusing on AI. So the work
we're doing is in alignment with the recommendations and guidance from the state. So here's what we don't want to see. Teacher uses AI to create student work. Student uses AI to complete that work. Teacher uses AI to grade it. And the
student then blows it off because it's meaningless. So what's missing from that structure? What I would say is missing from that structure is the actualized AI. And what I mean by that is authenticity and intention. I didn't
have the guts to tell our entire populace that AI would be mandatory this year, but if I had the guts, it would have been to say that authenticity and intention remain mandatory in the age of AI. So how do we preserve that authenticity and intention?
Better yet, how do we activate teaching and learning through engagement that can't be outsourced to AI? So, it can happen in the classics, right? All these pieces that pull in collaboration, pull in communication.
But the reason those are effective interventions when faced with AI, when faced with the ultimate cheat button, is to provide what Tony Frontier calls transparency and explanability because that's the question that's faced facing
us as much as which tool do I use is what do I do with the piece that was turned in. So he talks about transparency as the documentation of the steps and thinking and then explainability in terms of explaining expanding and reflecting on the learning
process. If though if those two pieces are absent that's an opportunity to have a conversation with a student instead of being overly reactive. Um and it also might head off a lawsuit. Right? So to
that point, the development of the AI AI handbook for the district and the AI classroom guide, as I said, the handbook is a larger uh structure and the classroom guide is meant to be for teachers and students to use today, tomorrow, Friday as we open up Gemini
for student use on Friday. So I mentioned this poster. I won't read it to you, but I'll talk about really getting a look at when I is when AI is not allowed and when AI is allowed. When it's not allowed, it's in order to
demonstrate individual knowledge and skills, right? When it is allowed. So that's the why. This is the how. How might we recommend AI is used? feedback, revision, thought partnering, depth and research
with citation. All the guidance is in there. So, the categories give you a sense of what we're talking about, the creative and conceptual process, the drafting, the answering questions, the the thought partnering and
with warnings along the way. So whether it's providing that feedback, whether it's uh using assistive tools, we want to give those guardrails and warnings as to keep this in mind throughout that process. Having a citation in the documentation, it's essential for
citation, but it's also essential for that transparency and that explanability as well. thinking about not outsourcing the learning whether it's through the instructional design of the teacher or the projects that students are creating not outsourcing the learning or that
design as well. So having this already we're 10 days in and assistant principal Dan Walker has he received actually he really did receive this comment in the cafeteria before school student told him thank you for making these guidelines
we're all using AI already so it's really helpful to know when we can and when we can't use it and that's the whole intent is all of these tools are in pockets in devices even when when certain items are blocked there are features within the
tools as we know where generative capacity is there. So what we want to do is really provide that guidance so that period by period the rules don't change because that's not good for anyone. So um on Friday there's a 4 minute 4 and
a half minute video that all classrooms at the high school are going to see. I just pulled out a little bit of it so that Ryan could be embarrassed. AI can support your learning and creative processes. But AI may only be used with permission. If you're not sure
about using AI, best time to talk. >> The sound is coming out of that computer. >> Do you mind turning that Alita? Can that get any louder? >> I'll try it again. I'm not sure if it's coming out of the projector or your computer. Let's try it again.
>> AI can support your learning and creative processes, but AI may only be used. If you're not sure about using AI, the best time to talk with your teacher is before you remember AI is a technology, not it can
feel emotions. It's just a great at picking up patterns known as training. Since AI is not human, it can make decisions important. >> AI hallucinations.
>> So, since we can't hear it, unfortunately, I'll apologize for that. Um, >> just so you know, Jet, we probably all of us could hear it. Maybe people at home couldn't. >> Okay, great job. >> Good job, R. >> I almost made him read it live, but
we don't know each other well enough. Um, yeah, it's really great and it's they're voicing over um in a way I know that will be listened to more than my voice might be listened to, but it's really voicing over what is it that we care about? How are we thinking about the integration of these tools? And then
what are we hoping to see both by the teacher practices like these and then the student practices like these? elevating the conversation off of how are we cheating, how are we blocking cheating, and really thinking about how are we leveraging a really powerful tool
in ways that happening inside and outside of school for preparing students for their future. So why Gemini? Um I was really heartened to find it's the only tool um that provides this level of protection. So if
a district chooses to not allow um I think they're foregoing these safety measures that I think are pretty critical when we know that students are using AI tools right so ensuring that we've got enterprisegrade data protection where the students data is
not exported to feed the large language model it is compliant with fura kapa school administration retains control over that access there's additional safety filtering ing um where there are checks that go through there's an onboarding instu uh experience that all
students will go through the first time they get on Gemini there are critical thinking tools they call them their learning tools where there are double check features there are links to actual sources and citation guidelines so it's really giving the tools to to think about how are we using AI as a learning
tool um and as I said it is uh integrated with our own filtering so if we're thinking about um possible um the unfortunate possibilities. This is the only way we can ensure that we
know about it. So um those conversations would be picked up by our filter and passed on to our right intervention. And the last slide I said I would read to you is the syllabus language that's going into all high school syllabus syllabi right now which says with help
from Tony Frontier AI tools may be used to support creativity and original work but only with instructor approval on assignments specifically designated as AI appropriate. And I like this message best of all. Academic dishonesty
involves any attempt to take credit for knowledge or skills that you don't actually possess as your own. If you cannot explain your work after it's been completed, it may or may not be evidence of academic dishonesty. However, it is evidence that you haven't internalized
that knowledge or those skills yet. If that is the case, I need to know so I can help you take the next steps necessary to learn a really respectful and uh dignified conversation. So with that, I will say thank you very
much and I look forward to giving you an update as to where things go. >> Thank you very much. We appreciate that. >> Any questions around this new direction? >> Yes. Go ahead. >> Let me go to Scott and then I'm going to go to Shant. >> So first of all, thank you Mr. Stanowitz and the administration for, you know,
taking the time to put together this framework to help educate our students on how they can and can't or should and shouldn't use AI as a tool in their learning. Um, it begs the question of are we actually teaching the students how to use AI and
>> is is it being integrated into our teaching? Because if you think of it as just another tool that we're going to have in society going forward, like a computer or a cell phone, >> you need to learn how to use it. And I know I personally have had some disappointing experiences with the tools
so far, but arguably you could say it's because I didn't use them properly or you could say that they're loudly tools. But you know are we actually teaching the students what how to properly use these tools? Uh yes and beginning at the elementary
level building awareness to literacy to fluency that is the goal and coming through curriculum lessons and even starting on Friday when they're hearing about what are hallucinations what is bias what is a deep fake um not learning just with AI but about AI about machine
learning to the extent necessary to understand how it operates and how um a predictive u mechanism algorithm works. So yes, uh to answer your question, that is that is the goal. >> We built some structures into place, Mr. Pal, in terms of particularly at the K
to8 level as we built our aligned schedules across the district. They're going to give Mr. Sanguish some opportunities to do some of that professional development with teachers uh through their their their um professional learning community time
that is designated. So we we've built some structures that are going to give us some avenues to do that work. Thank you, >> Chandra. >> Uh maybe tying off of that uh comment from Scott,
I think, uh there's been some emerging research that AI might be hurting students critical thinking skills. And I'm very much not saying that that means we shouldn't use AI or do anything with that, but that the way AI is used
is really important. So, it's good to see this work in anything that is helping students maybe work with AI and use their critical thinking skills instead of offloading critical thinking skills to AI is good and I see
some of that in this guidance so that that's good. Um I did have a question about light speed and uh Gemini and that kind of thing in terms of safety of students and was wondering who gets notified if there is something and how
that process works. Is that a tech problem or academic problem or who deals with that? I know I get notified. Um the superintendent gets notified in cases where um you know it would reach a
certain level of concern. The league principal is also notified and we respond. I can tell you that we respond immediately you know as well as our technology manager. So we have a pretty tight process in place um to be notified at
different levels >> and not just during school hours. and not just during the school hours. >> And and then I was a little curious uh this very clear about expectations around students are the expectations around teacher use of AI as clear
>> that's I mean that is the goal of our March 27th PD day and I know that feels like a lifetime away. So one of the tools for example is um our AI resource guide which is really led by use case not by tools. What we don't want to do
is just present here's magic school school AI diffit they're great resources but if we're just put putting all those items on the table it's really not there's no pedagogical focus to that so really leading with the use case and saying is it that you just want to translate a document here's maybe the
right tool for the job is it that you want to differentiate um this you know one lesson that's your go-to lesson for the past 15 years this might be the tool for that job is it you want to create an upper level chap chatbot that has a very enclosed what they call a gardenwald as
you know environment where it's completely monitored in a safe h safe safe space for students to have that interaction. Those are the things we're modeling kind of piece by piece. >> If if I may add too um the AI leads
being connected to supporting our teachers professional learning as well in that model to support um their understanding of the efficacy the opportunities there the AI leads will be building based under Mr. Sfanowitz's
direction. We are looking at having two AI leads per building with three at the high school as another set of infrastructure of support and professional learning for our teachers. >> Can I ask a lead question? >> Sure.
>> Um can you just can you remind me um is this a stipended position? Is this how does this work? >> It will be extra duty, not a stipended position, but it will be extra duty. Um and we are also using some Title 4 funding um grant one of our grant
funding to support this as well. Um, first of all, this is just um so impressive that the thought that went into this and I'm I'm just kind of relieved that we are
um approaching that we're integrating this into the in into our students learning experience because it is the reality of what's going on. Everybody's trying to figure out how to use AI. um you know and especially within
education, how to do it without feeling like you're cheating, you know. Um but so you said you're rolling this out for high school on Friday, but then I think I also heard you say starting in sixth grade or the posters are going up in
sixth grade. >> So this is guidance more for outside of school guidance. If students have devices, they are using AI at home. It's really to guide people. >> Well, that was my question cuz like Chromebooks, you know, our sixth graders have Chromebooks and so this Gemini tool
is that turned on for all Chromebook users or is that >> the age requirement restricts it at this point. >> Okay. >> So, they're not there yet. And honestly, we're not there yet and I think those students aren't there yet. But I think building going through this process where if they are beginning to use it,
we can begin that that literacy growth to then get to the more fluency model. >> Yeah. >> Great. Thank you. For the lay person, can you just explain what Gemini is? Is it is it basically the equivalent of chat GPT? >> Yep. It's it's Google's proprietary
large language model like Chat GPT or Claude or any of the others. But um unlike some of the products like Magic School that a lot of people have heard about or others that are more what they call rappers, they're powered by these large language models. Gemini or chat
GPT is the algorithm that that powers that work. Um, and it's less of a for-profit feel in my opinion than a lot of these products that came on the scene small and grew to compete with each
other and now are looking uh to really build partnerships with districts in a way that Gemini is baked into the workspace subscription that we already have and offering the safeguards that none other can. And so basically what you're trying to do is encourage kids if
you're going to use chatbt maybe shift over to Gemini because it's safer. I mean what incentivizes K? Okay. So if a kid is looking to cheat they're going to use Chat GBT because you can't track it, right? So, how So, that's the
rub is that we can try to get them to use Gemini, but they're probably I mean, why would they? And why and I assume we're paying extra for it. So, like >> we're not >> Oh, it's it's already a part of >> it's part of our workspace. >> Okay. So, I guess how do you encourage
the kids to use a program that will have a record of everything they search and do? probably so that they could provide that documentation, that explanability so that at least if there is a question of where did this these two paragraphs come
from, the student can go into the even if they used um Gemini responsibly, they can go into that conversation and show that back and forth dialogue that they wouldn't be able to show possibly with another tool. So it's it is for their protection. But
>> yeah, I I share your your concern because it's a concern of the world. >> Wild wild west. >> True. >> So following up on that, are you explaining to students that there is a data privacy agreement with Google and the benefit of
>> to them of that and that might be a reason why they use Gemini over a chat GP. >> I don't know how persuasive it would be, but I'll try. um >> yeah knowing that there it is the safe route that we were recommending know and explaining that it does um track what
they would hope it would track at least in terms of being able to recall that conversation I have a lot of concerns if I'm going to be honest with you I work uh overseeing um AI and medicine so I' I've overseen you know in a lot of governance around
human subject studies with the use of AI in medicine diagnostic, particularly radiological and these are it's very new technology and I my concerns are so deep that I'm having a hard time parsing them. I agree with
you that you know students are using this already and giving guidelines is important but I guess my question is do you have a plan to evaluate this set of guidelines and how they're actually
implemented? Do you have an idea of benchmarks that you're looking for? Do you know what I mean? Like how are we evaluating whether or not this is effective? that that's going to be one of the first goals of the AI leads group is determine what are those benchmarks. What is the feedback? Getting feedback
from students as well as from their teachers as to what the use is because we can presume student use but hearing from students and Ryan's a great example of of explaining and not to put you on the spot but explaining being grateful for a tool that they're already using.
So it does put us in that tricky position. >> Yeah. Um, in Google Classroom, do you have the ability, I know the way it's used often in higher ed, to monitor, for example, essay writing? Can you can an instructor go back
>> and look at the live um essay production >> to assess whether or not generative AI was kind of copied and pasted in. >> Yep. We have the tools so that if a teacher can watch it almost looks like a video playback and if there's a three paragraph paste
>> doesn't necessarily mean that it was an act of plagiarism but it certainly could invite the conversation tell me where this came from and there are ways to to do that generation completely within classroom as well >> and I saw you know the citations I'm assuming that a student cannot site
Gemini that they have to ask Gemini for its cited sources and then do they site the sources that Gemini is citing. Is the expectation that they are going to those primary sources to verify it's not a hallucination? >> So, one of the pieces of the guidelines
in that is when it does provide those that learning support, it does provide the link to that source and that source would be cited. If Gemini is used for a back and forth, give me feedback, then Gemini would be cited as the dialogue tool. But if it's just the research
tool, then the source itself would be cited. >> So hypothetically, I'm a student. I'm writing an opinion essay. I've used Gemini as a thought partner. I would cite within my essay under my own opinion, you know, that the
thought was concocted sort of in concert with Gemini or how like I'm just wondering what that citation >> it might look like and there's a sample in that citation page, but it might look like something like Gemini was used as as a partner or Gemini was used for
feedback to help me clarify my position to enhance my persuasive language. something to that effect, not to add to the opinion, but to maybe help clarify the communication of that opinion. >> That's my question. So that I as the instructor could go I could look through the conversation and make what is
arguably a really gray distinction between that was forming your opinion and that was helping you to sharpen your opinion. Do you know what I mean? >> I do. >> That that to me feels really iffy. >> I think that what you're wrestling with right now is like the world of AI. Oh, I
know. >> It's Yeah. And like this is in contrast to a kid just opening up Chachi BT, getting it to write it completely for them, then saying, "Please put this in 10th grade language." >> Oh, we see it in the medical school. We we see it way beyond high school >> and then not copy pasting it, but
>> yeah, >> voice texting, reading it, and voice texting it into a there's so many ways that this is >> problematic that we can't possibly cure for all of them. But I think that um at the beginning of this road that we're on,
>> I really do appreciate the effort. Um Jillian, all of your concerns are noted. The AI leads, what are their qualifications and and what would their sort of duties be? And I realize maybe I'm going too and maybe it's better if you and I can discuss sort of if you're available. I'd love to pick your brain
about it, but >> sure. We're developing that that right now, the AI leads. And it's um it's interest based. It's volunt well voluntary. It is a statement or a extra duty, excuse me, a statement. Um, >> I'm happy to talk further with you. >> Sure. >> Yeah.
>> And to your to your question about the opinion assignment, that would be an assignment where I think the teacher who that's probably a near and dear assignment would probably right off the bat say this is an AI not allowed assignment. >> Right? If it's if it's a composition not
evaluating the opinion, that might be a different conversation. But the teacher, every teacher has the opportunity to say this is a no AI project unit classroom. >> But the district will not be providing guidance to the teachers. Opinion pieces
should not be written in concert with a generative AI model. That will be up to the individual instructor. >> I think that yeah, I think we're getting down to a granular level that they might not be really prepared yet for. So, let's why don't we move beyond this
and just say that again, thank you so much. Before you go, though, >> Ryan, did you want to weigh in on this at all from the student perspective? Like, what are you seeing? What are you thinking and feeling? >> Of course. I mean, um, if we don't do something like this or related to this, there will be kids going on their
personal devices, searching on CHBT, and doing everything that we're worried about on Gemini. So, I think at least having this as a structure where it can at least be kind of put forward to the teachers and just have it kind of on the record um it it doesn't solve it doesn't
solve the the kind of the whole problem with it, but the problem is going to exist regardless of like AI just in general. So, I I do think it's it's kind of important to have some type of at least some structure or guideline.
I will say um one of the cases that came out this past year was in Hingham. >> Yep. Hingham um that the was that the court of the archer found in favor of a of a student who uh used
AI for an assignment and the claim was there was no clear expectations that I couldn't. >> Right? So just framing what's acceptable, what's not acceptable for completion work
is is advanced work and preparing for those types of moments where we do look into is there an academic integrity issue that we need to look into here. So that alone is a big advanced step for us to move forward particularly as that exists will exist in all the places you
described. >> I also just keep thinking about my district and maybe others as well. way. We don't have a person who is tasked with this and so it's actually falling on the shoulders of a handful of people and is being peacemealed and kind of terribly so.
>> And we're fumbling through it. And so I actually appreciate that this is something that you're asking Jed and his team to do and to begin. And I love that the March speaker is going to be the author of that book. So I I'm looking
for more free books maybe. Uh, no. I'll hide outside. But we want to thank you so much for your time >> and all of this attention. We appreciate >> Thank you. I appreciate your >> Okay, guys. So, um, moving right along.
I'm like lost in my items here. Um, all right. So, we actually have to go back to the consent agenda that is next. >> So, um, I have a motion that I can present to you all. I move to approve the consent agenda of September 10th,
2025. Do I have a second? >> Second. >> Nice job, Scott. Any discussion? All those in favor, you can raise your hand. >> Any opposed? Well done. So, the consent agenda passes. So, moving on.
>> Hi, Ryan. Yes. >> Um, so as you can see on the agenda, we have no new business and no unfinished business. And so before we adjourn, um, I did I did kind of jump past the school committee chairperson update. So I'm
going to circle back to that and just say a couple of things. Over the summer, the workshop uh, we engaged in as we always do just kind of reasserting our goals. This has been pushed down to the subcommittees and I hope all the subcommittees have kind of communicated over email and set up at least your
first meeting so that your first meeting you can establish who the chair will be, who the secretary will be and then I sent you guys all a long email on the process and with all the templates and such so you can get the subcommittees working. Um, so that's that about the subcommittees. I
have added an agenda item in all future agendas that will be subcommittee advisory reports. You do not need to feel compelled to report but we will mark it in the agenda so that if there's something to share um that we can update that Kirk is I think or is Amy as the
vice chair going to act as the reporter of the school building committee >> sorry I didn't hear point the other way >> the school the school building committee >> because um it is chaired by a member who's not of this committee can you be
the designated sharer of what's happening there. >> Oh, with a spokesperson. >> The spokesperson. >> Yeah, I can I can do that report. >> Okay. Um and so just please um make sure that you're planning for that. The last thing that I want to point out is that you guys all have
something shared with you. Um like I said, love free books. Kirk has um he had a few extra copies, so he's sharing these with you. What is this, Kirk? >> So, this is Unleashed. This is the book our entire leadership council read this summer. It was sort of the the launch
point of how we led our retreat and the basic premise is under um sort of these these ideas and concepts of excuse me I just lost my place of the key elements of trust, love, belonging, strategy and culture. How you
can unleash the members of your organization to do great things. And so we our approach is really in working with the employees and students of our district. We are going to gain a lot more by trying to understand, support,
launch, love our folks to get that work done than we will in other methods. And so this book is that approach. I encourage you all to read this, please, because then you'll gain an understanding of how I'm leading our leadership team around uh the good work
that we do in our schools. >> So, please read it. >> Great. Thank you so much for that. Appreciate it. Um, so normally guys, at the end of our agenda, we would have items for next agenda. >> It's not there, so we're I'm going to skip right over that. However, the planning calendar is always there for you, and I'm just an email away. If
there's anything that you want to see from the next agenda, Kirk and I will be planning it. Um it's you know the plan calendar is already filling up so for that and that kind of brings us to the end so I'm going to move to adjourn. You got it. Um any discussion? All those
in favor? All right everybody have a great night. Thank you.