WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=DMVotoSGYjo

NOTE
MEETING SECTIONS:

Part 1 (Video ID: DMVotoSGYjo):
- 00:02:58: Meeting Called to Order, Pledge of Allegiance
- 00:03:40: Motion to Enter Executive Session for Bargaining
- 00:53:58: Opening the School Choice Hearing for 2026-2027
- 00:55:03: Superintendent Summary of School Choice Proposal
- 00:57:09: Superintendent's Presentation on School Choice Seats
- 01:03:18: Recommendations for School Choice Seat Allocation
- 01:05:48: Closing the School Choice Hearing
- 01:06:54: Returning to Regular Meeting, Consent Agenda Approved
- 01:08:04: School Committee Chair Update, Lancaster Day Opportunity
- 01:10:55: Superintendent's Report: Robotics, Budget, Food Services
- 01:20:49: New Business: Presentation of Specialized Programs
- 01:21:04: Optimizing Services for Special Education Students
- 01:36:44: Discussion and Questions about Program Changes
- 01:47:13: Training: Superintendent Summative Evaluation Process
- 02:00:45: School Building Committee Update and Composition Switch
- 02:05:30: Finance and Operations Update: School Choice Vote
- 02:07:14: Finance and Operations: Solar Contract Vote
- 02:14:53: Finance and Operations: Masters Academy Vote
- 02:16:50: Subcommittee Reports and Items for Next Agenda
- 02:19:00: Meeting Adjourned


Part: 1

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Um, 6:00 p.m. So, I am going to call to order the regular meeting of the Nashoba Regional School Committee on 4/29/2026 at 6:00 p.m. If you would like to, please stand and join me in a pledge of allegiance.

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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. All right, so the first item of business

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is to head into executive session. And I think Amy, do you have the updated updated motion? Or is that too hard? On the phone. I actually have it if you want me to do it, Amy. Yeah, that's totally fine. Um, all right, so I'm going to move us

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into uh move to enter into executive session at 6:01 p.m. pursuant to Mass General Law chapter 30A section 21A3 to discuss strategy with respect to collective bargaining or litigation uh considering I say that it will have a

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detrimental effect on the bargaining and litigating position of the public body. This is for unit C collective bargaining. The session will include the School Committee, Superintendent Downing, Assistant Superintendent Ross Malkaren, the direct uh

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Director of Human Resources Jessica Murdock. The committee will reconvene to open session at the conclusion of the executive session. Do I have a second? Second. Oh, I think that was a close one, but I'm going to give it to Jillian.

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Thanks, Jillian. And um, let's take us go around and take a vote uh assuming there's no discussion. I will vote yes, Jillian. Yes. Matt? Yes. Robin? I lost Robin. Lindsay?

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Yes. John? Yes. That was Robin saying yes and Lindsay saying yes. Sorry. Oh, dang. Okay. Thank you, guys. Um, Amy? Yes. Sharon? Yes.

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Excellent. All right, everybody. Um, Alida will let >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> I wonder any hour how's your motions? Do you have them available? I do. All right, so

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the next um item on the agenda is to move into a school choice hearing by Mass General Law, so I'll turn it over to Amy for the motion. I moved to open the 2026-2027 school year

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school choice hearing at 6:52 p.m. I'll second that. Is there any discussion on that motion? All right, so to vote, I vote yes. Amy? Yes. Matt?

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Yes. John? Yes. Robin? Yes. Scott? Yes. Sharon? Yes. Uh Jillian? Yes. And Lindsay? Oh, looks like Lindsay stepped away for a moment. Uh so, everyone, thank you for

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that. We are now in the um school choice hearing, which is required by Mass General Law, and I'll turn it over to our superintendent for a quick um summary of the proposal, and then we'll see if we have any residents here to um

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provide feedback. Great. Thank you, Madam Chair. Uh in your packets tonight, uh and what Ms. Masterson will bring up is the back half of the presentation I gave to the School Committee last week. I won't be going into the full enrollment analysis,

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rather just covering uh the recommendations I have for um opening school choice this year. So, Ms. Masterson, if you can just bring up the presentation. And go ahead to full view. Alida, can you just make it uh full

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screen view? I think it's a PDF, so I don't know that it will do that, Kirk. Will it? The the three lines at the top there, Alida, can you click those? Like to the left. Yeah, that's the best I think it's going to get. I'm also noticing that we don't have

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anybody in the waiting room from the public. So, that is fair. Our hearings don't tend to be very well attended. We won't take offense. But it's good we do it. One more look at the material.

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Aha! All right, Kirk, take it away. Did I lose Kirk? I think I lost Kirk. Oh, no! I think his phone is hanging out still in the Zoom, but he's gone. >> [laughter] >> So, guys, as uh we're waiting for Kirk

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to jump back into the Zoom, obviously these recommendations have already been presented to us, but if you just want to take a minute to review um the various kind of complexities by grade level, and it will maybe you can formulate

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questions yourself, although the hearing is really for the public, not for us. But, seeing as how there's nobody here, you'll have to act as proxies. Alida, do you want me to just keep forwarding through the slides, and they can ask questions after?

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Uh hold on 1 second. I'm just calling him. I mean, I can certainly Mhm. I wonder if his phone died. Um why don't I just narrate it really quickly for you guys? Um so, obviously we don't open school choice ever from

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kindergarten to grade two. That's just part of our procedure. Uh we want to maintain 22 students per class um for any grade level just in so that we don't kind of go over the threshold with kids moving in

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um at the last moment. No more than 220 total at any grade level, and this is largely for the high school because high school can't handle more than that. Um no more than 260 um per class at K to 8, and this that's

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because we assume some will leave for private school or for um vocational or some other charter school. For grades 3 to 5, do not open school choice if the enrollment is is within four students of the floor. No more than four students per grade per school

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should be considered for kind of school culture reasons. Um and then prioritize lower class sizes. >> Oh, hello. Yes, I just narrated this slide, Kirk. Can you hear me? Oh, thank

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you. >> [laughter] >> Uh I am having a Murphy's law of experiences with my technology today. Um luckily, I was able to retrieve the power cord quickly. Um >> Yeah, we were wondering if maybe aliens were involved, but we're glad to see you back. It was a It was a wonderful

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presentation, I have to tell you all now that I've wrapped up. Why don't I go back to the top? Um Um Kirk, I just shared this slide with them that Alida is showing. Yeah, and I'll just make the point that these are the same standards of which we've been making the recommendations

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over the last 4 years. So, next slide, Ms. Masterson. So, this is the summary of school choice seats I'm recommending that we open uh for the upcoming school year with a total of 48 seats. Uh eight at third grade, four fourth grade, eight at sixth

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grade, 12 at seventh grade, four at ninth grade, four at 11th grade, four at 12th grade. Next. Um one of the things I brought to the committee's attention last week is with the Alta development in Bolton. We are wise to just uh take their

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projection estimates and put in those maximum seats before applying the school choice standards. Uh and when we do that and we show in Nashoba Regional High School, you will see we still have space to offer four seats at ninth, 11th, and 12th grade,

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but we are over 220 students at 10th grade, so I'm recommending that we close the 10th grade. Next slide. As you look at Florence Sawyer School, uh you will see the Alta projections are also inserted there as uh the Alta

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development is in the town of Bolton. And once you put those uh uh seats uh those those placeholders in there, you can see that we have uh enough space to bring in four seats at the fourth grade and four seats at the seventh grade, closing all of the grades at Florence

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Sawyer School. Next slide. Looking at Mary Rowlandson, you will see based upon the standards before that we would open third grade for four seats, uh but close uh the remaining grades.

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Next slide. At Luther Burbank Middle School, we would open sixth and seventh grade while keeping eighth grade at zero as that number uh the eighth grade number across the towns is approximating uh 260 students. Next slide.

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At Center School, uh we would have enough space to welcome four students at third grade and four at fourth grade while closing fifth grade. And then finally at Hale Middle School, much like Luther Burbank, we have seats to open for sixth and seventh grade, zero for eighth grade.

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So, those are the recommendations for the seats. Before you, there are two motions for the committee to consider. The first motion is to withdraw from the school choice program uh for the upcoming school year with the following exceptions as noted in the

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presentation and here on the motion. Or the committee can take the option, and forgive me, there's a typo here that should say the 26 27 school year, Madam Chair, in the red box. Um uh the committee could take the option to

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withdraw entirely from school choice. Uh so, with that, Madam Chair, I will open it to any questions uh from our community. Yeah, so as I was saying earlier, um the only members from our communities

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here are school committee members, but you matter too, everyone. Um does anybody want to ask a question on behalf of the community? Kirk, the only thing that I wonder um and I think maybe I said this last time, but I'll say it again, is it going

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forward it might be useful to understand how many school choice kids are already in those grades um to get a more global understanding of what we're talking about. And that that is provided in the previous in the

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presentation that was given to you last week. If you would like that included in the school choice hearing presentation, I can always include that. Yeah, it might be useful. Um and then we also made mention last time, just as a reminder to everybody, that often times the 11th and 12th grade

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numbers don't inflate, like nobody takes us up on that or few do. And if that's the case, maybe you would come back to us with and and ask us to increase the ninth grade number. Yeah, we had a discussion previously about last year. We did not have ninth

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grade open, so we couldn't properly assess how many of the demand of ninth graders. In the 2 years previous, um I think in one of those years we did have to hold a lottery, and then we ultimately accepted the additional student. Um I believe that was 2 years ago. So, if we have more than that at

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those grades, uh I will certainly reach out to you, Madam Chair, [clears throat] for that consideration. Excellent. All right, everybody. Well, I think that this has been very uh well presented. It's super clear. I think we

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know um what our options are. We don't vote at this point in time. We ultimately close the hearing, and then we go back about our business with the agenda. We would take the vote in the regular meeting. So, if there's nothing else

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anybody would like to add, I am going to move to close the school choice hearing for the 20 Well, I'm moving to close the school choice hearing. Do I have a second on that? Second.

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Any discussion? All right, let's go around the room here. I vote yes. Scott? Yes. Matt? Amy? Yes. John? Yes. Sharon? Yes. Gillian?

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Yes. Robin? Yes. And Lindsey? Yes. Did I get everyone? I think so. All right, everybody. So, we're um technically now in the same exact spot we were a moment ago, but now we are back in the regular meeting of the

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Nashoba Regional School Committee. Um and we're going to now move the agenda to public comments, and I've received nobody seeking to enter public comments, so we'll just keep rolling with the consent agenda, and I'll turn to Amy for a

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motion. I move to Sorry. Approve the consent agenda of April 29th, 2026. I'll second that. Is there any discussion on the consent agenda? Seeing none, I'll ask Amy.

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Yes. Myself, yes. Matt? Yes. Scott? Yes. John? Yes. Sharon? Gillian? Robin? And Lindsey? Yes. All right.

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Uh that includes a few policy changes, so thank you for that, policy subcommittee. Um and some amazing donations also that I I did want to actually call out, so that's fantastic. Um the next item on the agenda we have um just a quick school committee chair

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update. I thought I'd throw this in at this point. Gillian and I were um talking a little bit about um a possible opportunity for us to communicate with the um community about the school committee,

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and there's a um an activity that is happening in an annual activity that's happening in Lancaster, and there's an opportunity for us to do that there. So, Gillian, can you elaborate a little bit more than I just did? Yes, I definitely can.

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Uh so, the last day of school uh is Lancaster Day. The town puts it on. Uh Department of Rec um runs like touch-a-truck and fun things for the kids. The uh Lancaster PTO is going to do a book fair in the rec center.

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Um and I believe it was I don't know if it was the town admin or it may have been someone from rec who reached out to the school committee to see if we'd be interested in having a table there. Lots of different um town departments will have tables sort of explaining what they do. I did tell Alida, I'll be there anyway

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running the book fair, so I was happy to set up a little table with maybe a handout or something explaining sort of what school committee does, uh who's on it, you know, just some some basics for anyone who might be interested. Those book fairs are usually very well attended by, you know, school

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families. Awesome. Thanks so much for that. Um that day sounds amazing. I'm kind of jealous, so that sounds like a fun event. Um Jillian obviously is volunteering, but if anybody else would like to also be a part of that, I'm sure you could reach out to Jillian. But can I get a

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thumbs up just to see if the committee is okay with this sort of thing? All right. So um Jillian I can help you kind of brainstorm what that small table could look like. It doesn't need to be elaborate, of course. Yeah, that would be helpful.

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>> Yeah, any help I can provide is um definitely there for you. I your last day is sooner than my last day, so I can't physical Right, Matt? So I physically can't be there, but um I'm sure to help. And if anybody else wants

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to kind of go to Lancaster Day and have a little fun with some youngsters, then just could you reach out to Jillian and let her know that you would be there to help. Thank you. Awesome. Okay. So that's also kind of pointing toward

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our communication subcommittee goal that we set for communicating with the community, so I thought that was really good idea. Thanks, Jillian. All right. So on to the superintendent's report and I um I'd like to just point out that we are now ahead of schedule, which is good news.

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Uh so Superintendent Downing, it's your turn. Just to clarify, we don't have a student rep report? No. Uh Okay. Yeah, and actually Oh, that's So my son texted me. Um "Hey Mom, Ryan's at DECA." And I was

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like "Why are you texting me that Ryan's at DECA?" That's why he's texting me. So Ryan is at DECA. Um and yeah, and Maria's unavailable. So um Yeah, we don't have a student rep report and so good luck to Ryan. I hope that

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he's crushing it out there at nationals. All right. So perfect timing. >> Chair. Well, yeah. Yeah. Why don't I use I'll I'll use that as an opportunity to um remind the committee that when we convene in person on May 13th, uh we're going to get to honor Ryan and

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his time served for his final School Committee meeting on May 13th uh with us. So um that'll be great. Um so uh just some announcements here. I would like to bring the committee's attention that the

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uh NRHS robotics team, 1768, the final approval for the robotics travel is in your meeting materials today, uh uh signifying all the chaperones. I have to tell you, the team sent me a video of them winning the Northeast quadrant and it is amazing. The machine they've put

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together as they head off to nationals as one of the top-rated teams in the world. So we're very excited and we wish them luck. And I will say that um one of our school committee reps is on route with them. So Jackie is heading down there. I think her son is on the robotics team, so. Yes. Yes.

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>> luck to them. Um so in that way, I would like to now bring forward Assistant Superintendent Mulkern to talk about the Massachusetts state budget update. Sorry, a little late on the unmute. Uh so thank you, Superintendent Downing. Thank you to the School Committee for

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the opportunity to give you an important update on the state budget uh this evening. So the state is on its typical timeline. Uh as you're aware, we had the governor's budget in June or excuse me, in January um and just before April break, uh the House Ways and Means

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um committee put out its version of the state budget. There are still two more critical steps uh through the Senate uh and then to the conference committee before we'll get our final numbers on state aid. So some really good news uh is that we

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feel like voices are being heard relative to Chapter 70 funding. Uh the minimum per pupil aid uh went up to 160 from the governor's $75 per pupil, uh which is well above the $30 per pupil uh statutory um

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minimum. We saw some other changes both on the revenue and the expenses side of the state numbers, um but overall uh we're seeing a relatively positive sign uh for state aid moving forward. We won't really have a chance to update the committee

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uh on the Senate's budget uh just because of the timeline and calendar of the committee, um but as we begin the next school year, we will notify you of the final release of the budget um from the conference committee and then if there's anything that this committee needs to take under advisement or needs to do like we did last October,

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we'll bring that forward at that time along with those final numbers. Thank you, Mr. Mulkern. I'll move into the uh food services RFP update. On April 6th, the request for proposals for a food service management company closed with one proposed submittal, the Whitsons Culinary LLC,

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Nashoba's current food service partner. While three additional companies participated in site tours prior to the deadline, the sole proposal reflects the established relationship and successful work Whitsons has built within the district. Whitsons' proposal meets all RFP requirements, including a plan for onboarding new staff while protecting

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the employment of current Nashoba food service employees. The RFP specifically stated that current non-management employees of the SFA will remain employees of the SFA and through attrition, only new newly hired non-management employees

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um shall be FSMC employees. Employees will have or have the option to voluntarily move to Whitsons should they find the salary, benefits, and insurance packages more favorable. In recognition of potential updated FSMC contract,

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uh I will initiate conversations with the Nashoba Regional Educators Association to ensure open communication and clarity for employees. The School Committee is not being asked to take action at this time as the district's priorities work

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collaboratively with the NREA on this issue. An update on the status of any potential contract implications will be provided at the School Committee meeting on May 13th, 2026. And as we look to negotiate with our

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NREA, uh Madam Chair, I will just uh remind you that we we would be looking for uh uh School Committee member from our negotiation subcommittee to participate in those conversations. Then moving on to the last day of school

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announcement, um uh we can I believe now confidently, now that we're inside the last 45 days of school, announce that uh the final day will be Thursday, June 18th, 2026

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with the exception of Center School, who if you remember, uh we had to close Center School when we had um um uh some issues with um uh mechanical infrastructure at the building one day. So instead, uh they will need to return

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on June 22nd for their final day of school. I am recommending to the School Committee that that last day of school for Center School be an early release day. Um we need to have an early release day on Friday for all of our schools as that

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is planned. It's actually a half day, technically not an early release day. It's slightly different. Um but uh that's already planned and our bus system is tied to that day. And to maintain the traditions and experiences for our Center School students on what they do on their last uh day of school,

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I recommend that we also have that be an early release day for the Center School. Um since uh that is technically a new element to the calendar, it would require a School Committee vote uh to

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make the last day of school for Center School on June 22nd a half day. And then um the last piece is in the meeting materials is a copy of the NRSD physician's contract with Dr. Russell Coleman. Dr. Coleman has consulted with the district for many years and we hope

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to continue our relationship with him. Uh a vote to approve that contract can be included in the consent agenda for the May 13th meeting. So with that, Madam Chair, I'll take any questions and I would ask that the committee uh take action on the last day

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of school for Center School uh this evening. All right. So are there any questions about that? All right. Um Kurt, can you just elaborate for anybody who's new to this? Um every school district has a physician's contract. That's a normal

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element of operation. Yes. Yes, it is. And so uh our nursing department utilizes Dr. Coleman to assist them in serving students throughout district. Great. Uh go ahead, Scott. How much are we currently paying our

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physician on the current contract? Uh I believe the current contract is a $5,000 annual payment for consultation. So we're going to $6,000. When's the last time it was increased? Excuse me. Thank you. I believe we increased it

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last year from 5,000 to 6,000. Uh Ms. Cowan made that motion last year, if I recall. Okay. Is that right, Amy? Yeah, that's my recollection, too. Yeah. Um, I have a quick question on the Center School piece. Kirk,

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uh it is not on the agenda to take such a vote tonight. It's not critical to do that, Madam Chair, and you can always call up a vote as the chair. Um, it is I I I think

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I hope it is perfunctory at this point. Uh, it would just give me the ability to give that community official notice, is all. We did uh forecast to the Center School Committee that this is the recommendation that I'm going to be making to the School Committee. Yeah,

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and I mean, I think that we can go ahead assumption, but I I think I would err on the side of caution and not take a vote on something that is not on our agenda that is that was not unforeseen. So, you're saying you can wait until May 13th? There There's nothing statutorily

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that is pressing us to take a vote tonight. Uh, that'll be just fine. All right, so fair warning, everybody. We're going to vote on that next time, but for everybody who is Center School affected, uh, you can affect you can kind of expect that to be the situation. Madam

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Chair, would If the if the committee votes so. Uh, yeah, Kirk. Madam Chair, would you like me to include that as a standalone item or in the consent agenda for next >> No, I think the consent agenda will be sufficient. Great. We'll put a memo in the consent agenda. Okay.

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All right, everybody. We're going to move the agenda now to new business. We have a specialized programs presentation, and I'm going to turn that back to Kirk so that he can introduce our director, Ms. Munch. Thank you, Madam Chair. Um

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this is a really important evening for us tonight to talk about how we're going to be optimizing services for our students in the realm of special education in our district. Our director of student services, Ryan Demanche, has been working, frankly,

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over the past 2 years with our educators, families, and students to understand the needs and the instruction that is needed for our students. And it's at this time we believe we can make a significant um,

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not programmatic, but location change for our programs to better serve the members of our community. So, it's in that vein that I bring forward Ms. Uh, Ryan Demanche, our director of student services to give you an update on our

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intentions. So, Ms. Demanche, take it away. Great. Thank you, Superintendent Downing. Good evening, School Committee. Um, I do have a small presentation to show you. And so, I will ask uh Lita if she could

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bring that up. I do want to take a quick minute while she's bringing that up to thank Bridget Han again for taking my very boring uh wording and really putting it into a beautiful slideshow.

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So, um as Superintendent Downing was just saying, since I've started, part of my goal is to really explore the ongoing service needs of all of our students. Um, we have current programming in the

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district in all three towns, and we noticed this past year um, that we needed to make some changes. And so, I'm going to talk about those changes tonight and kind of what we're going to do for next steps.

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So, if you can move to the next slide. So, currently right now, all these changes are budget neutral. Um, and that is uh I'll describe that a little bit more based on how we're moving the programming and how the structure of what the program's going to

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look like with the number of students. But, currently right now, we're able to really look at this program um and structure shift uh for next year as budget neutral. Um, I always say that with a caveat. Uh,

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it is special education. Um, we do have moving students. We do have students that end up qualifying for additional services. Um, but with this process, I'm really thinking more long-term to support our students in district and give them the

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programming that they need before we have to consider any other out-of-district options. This will also expand the access to some of our current programming and really optimize programming space and programming

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um options that are together. Um, and what I mean by that is some of our programs that we're putting together really um can support one another. Um, and what I'm talking about is the

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RISE and the um Connections program. Um, so oftentimes we see referrals across the district to both programs for students, and with putting both programs into one setting, we can really optimize some of

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the programming moving forward. So, Lita, if you could go to the next slide. So, this is kind of the plan moving forward. Right now, we have the LEAP program, which services our students um,

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who are in a language-based um disability. Um, they currently are housed at Center and um Hale. And we are going to relocate that

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entire program over to Bolton. And we are going to move the RISE program over to Stowe. Um, our RISE program supports students with emotional impairment and other disability categories that are very

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similar to that. And move it over to the Connections and um the Center and Hale um buildings. So, if you can move it next. There we go. So, right now, so this is kind of where we're looking at the data to say, why do

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we have to make these changes? So, this past year um we have been seeing a real increase in students requiring uh a much more intensive program in our kindergarten and grade one. We've had

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schools make referrals um to more intensive programming, and we've also had students that have moved into the district with a lot more needs. Um, because of the early RISE program had such a small number this year, the

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teaching staff for this year were able to shift down and help us to support those kindergarten and a first grader that this past year. And that support um needs to continue.

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Unfortunately, they were kind of they were at Emerson in a very small space, and we really need to think about optimizing uh space and really looking at um increasing that that location over to

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Center to really expand the programming option. So, this was the numbers you'll see on the top for 25-26. Um, we had we had three students in the program. Um, we did lose one student to

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an out-of-district placement because of the programming location right now and just the the the size. And we had one student in that um early RISE program, but that student

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has since left the district and not out of district, they just moved. So, next year, the anticipation um for the early early RISE program, we haven't officially named it. So, um that K to 2 program will continue to

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support those two students, but right now, we have three students that we're referring into that program based on from other schools that need that level of programming. And then, in the early RISE, the 3 to 5, we're anticipating the two students and seven students will

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remain in the um the middle school RISE. Lita, if you move to next slide. So, this is where we talk about um the Center School has more space to support the expansion of the programming. It also allows the RISE

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program to work with the current Connections program over at Center and work together as a staff to really um identify the needs of all the students, maybe

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share some programming model, um and share also in staffing. And that could be in uh support through the social worker, the BCBA, um and our instructional assistants.

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And so, this is the current uh LEAP, and this is going to be the shift. Right now, we have um eight students in our grades 3 to 5, and four students in our middle school. Um, and so, this was the recommended shift now because we're

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going to see, uh, a shift of students in our grade five going into grade six next year. Um, so I really feel like this is a great time to look at moving that program. And the reason why we felt

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that it was really the best benefit to move to Bolton is because it is a continuous, um, kindergarten through grade eight school. And this will allow the two current leap teachers to work very

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closely together to then create a more sustainable intensive language-based program. So they could share not only potentially students, but subject. They could, um, share in their programmatic model

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for subject areas. So, for example, if a teacher or we see a cohort of students needing more intensive instruction in social studies, then they now have two teachers to pull from to support that work.

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Next slide. And so that's what I just described, the continuous model. Um, and this will just current support students, um, moving through, um, grades three to eight in a more

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continuous program rather than the separate moving up from Center up to Hale. And so this is just the, um, final alignment matrix. So this will be the RISE program moving into Stow

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servicing K K to eight, and the leap program moving over to Bolton, um, supporting grades three to eight. So what are the next steps and really the transition road map? Because this is where a lot of the work is

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um, we have been working on and and will continue to work on. The first was, um, informing our educators and aligning them, um, with the move. We have already done that and, um, we continue to work with them. I do have

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meetings coming up over the next couple of weeks to really lay out uh, the move, the programmatic, um, questions that they have. Um, and this is also their opportunity to give their ideas for support. And for example,

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um, they we've already been talking about bringing in outside trainers to support some of their work and to support the transition with all the staff in these buildings. So providing, um, training to all of Sawyer around

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what a language-based disability looks like and over in, um, Center and Hale what it would mean to support a student uh, in inclusion who is in RISE or Connections. So we are already in,

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uh, discussions with each other on that and so that work will continue. We've also, um, reached out to all the families that are going to be affected currently in the programming now. Um, I wanted to take a minute to thank Megan Sanko

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because she's really, um, helped me a lot with this and we will continue to do this work as we are holding team meetings with some of our families to talk about their concerns with the moves and so we will be working that out through the next, uh, few

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weeks. Um, and as I said, we will be continuously working on a design model to improve our practices for all of our students in these programs. Um, but as we kind of went through this work

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and, um, really explored the long-term, uh, work that we need to do, um, it was, um, well, I guess I should start with we had a team chair leave, um, this mid-year, um, at in Stow.

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And, um, thankfully, uh, the administrative team over in Stow, uh, really stepped up. Um, and Megan Sanko has really taken charge of helping with, um, the programmatic shift and

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moving, um, and helping with that piece. And it I really, um, feel strongly, um, with, uh, Superintendent Downing that she continue that work into next year with the

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program moves and supporting that because she's got, uh, a excellent background in special education and, um, I would like to have her as the, uh, special education coordinator working with families in the community, which she is currently doing

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now. If I may add a point to that. Um, earlier this year the school committee approved a job description for special education coordinator and we made that focus on the early childhood. Uh, so thank you for doing that. We didn't think we would be utilizing this

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that job description for this role at this time. Uh, circumstances dictated, as Mr. Mans described, a need for us to have that interim coordinator now. Um, Ms. Sanko has been extraordinary in that role and has really opened our eyes in the

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opportunity to bring these two programs together. And by placing a special education administrator at Center School, um, we will have an administrator on site to oversee these two very intensive programs and to be

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better serve their families, and partner with those teachers in delivering a high quality program. I think this is a major step forward for us and serving our our families who have students with these significant skill deficits that are looking for us,

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um, uh, to to be in our best in those services. So, as you said, with her in that role, uh, we would not need to utilize the evaluation team chair position that

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is, uh, slotted at that school as Ms. Sanko can provide, uh, team chair responsibilities for the remainder students in special education as well. That does, however, present, uh, that I will have a vacancy in the assistant

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principal position at Center School. And so we will be, uh, posting an assistant principal position. Again, these So there's no there's no net add to the district in terms of, uh, the number of positions.

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Um, we're we're shifting the deck chairs, if you will, a little bit, but, uh, bringing that administrative responsibility uh, to the role of special education coordinator, uh, servicing the town of Stow, those two schools in Stow, as well as the RISE

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and Class Connections programs. Thank you, Mr. Mans. Thank you. Yeah, thank both of you for that presentation. Um, are there any other questions or any questions? Amy.

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Yeah, forgive my ignorance here, but if you live in Lancaster, your child was already and they were in one of these programs, they were already going to either Stow or Bolton. That is correct.

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So Lancaster schools are not hosting any of the special education No, the Lancaster schools, uh, are our host for our Friends program. Our Friends program is a severe needs program that is a substantially sub-separate program for students that

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cannot access the classrooms. So there is no change in programming for our Lancaster schools or for the high school. But they both those environments do have specialized programming in them. Rowan, very quickly, can you just tell

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me, uh, rather illuminate for people who might not know, who does, uh, um, what is the purpose of the RISE program? So the RISE program services students who have a primary disability area or

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their presentation currently is around, um, emotional, um, and so they support through a counseling model, um, and a lot of support in that area. Um, what we do also in that we've noticed with some of these programmatic changes

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in putting Connections and RISE together is we have dually diagnosed students, which means they have one more than one disability area. And so this model will help to support both of those areas

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by placing cuz the Connections is really for students with more of a social, um, disability area. And so I noticed that it goes from K to eight, but leap is three to eight. Why is it that the language-based

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disabilities don't those services don't start until third grade? So that's a great question. Um, we try to encourage our students to, especially in the younger years, to be fully included with our curriculum and want to

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continue to support that piece, um, as we see students start to make, um, larger gaps at closer to third grade in that area in needing more support in the language-based area as their um

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the curriculum gets more difficult for them and uh the grades are um higher. Do you ever see or envision a time where Bolton would need to push that down to second grade, say? Yeah, and that's always a consideration

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as we explore the model and um I am in um contact with Landmark to come back in and help us with a consulting um piece to with a programmatic um long-term um description and that's always

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a consideration um and it depends programming is really dependent on the population of students that you're really servicing at that time and what their needs are. Yeah, really complicated. Um I see Jackie's hand. Hi, Jackie. Glad

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you could make it. I really apologize. This is not ideal. That's okay. How's it going? It's good. We are officially on ground in Houston, so yay. Um I know I really appreciate I I think some of the questions that I had were

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briefly touched upon in the presentation, so thank you. It's exciting that we're going to be expanding uh capacity. The questions that I um had that I was just hoping we could talk through a little bit more was it looks based on the information in the

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slides that we're increasing capacity for um for RISE and so would we at some point be considering um staff increases given typically the types of high level of need that we see for students served in

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those programs? Yes, I would anticipate at some point I may be um asking Superintendent Downing um for that. Right now the student population um isn't needing that. Um but building this

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program is to really build um a long-term programmatic piece for our students to stay with us in district and if we can also support them in district, it means that we could also support the additional staffing to come in

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um and uh help and support that program. Um but I will be meeting with them um regularly to really monitor um the referrals that are coming in, how the students are managing with the move and um what that support looks like to make

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any additional recommend recommendations if needed. Uh Madam Chair, if I may add to that. Sure. If Mr. Mantz were to come to me with that request, I frankly would see that as good news because in in bringing a teacher or other support staff in

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house to support students in an effort to keep them in district uh comes uh at a price tag that's much less than utilizing out of district services. Um so I I think that is beneficial to the district for us to be ready for those moments. Yeah, and I've heard both of you say in

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the past that it's also good for our families for their kids to remain here with their peers or siblings. That's right. Jackie, any other questions? Yeah, so the other question that I had was um specific to this transitionary period

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for students who many of whom have been in the same school for an extended period of time are currently, you know, having opportunity to mainstream with their uh same grade peers and are making meaningful connections

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um that this transition is uh really significant. Um so maybe just talking a little bit more about how we're going to help manage um the potential impact and then also

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knowing that there's a pretty significant shift for Center and Hale um administrators, guidance counselors, school counselors where they have not necessarily had to respond to Mhm. I would say programmatic concerns,

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um behavioral concerns, things like that. Yep, great question. Yes, so we have already alerted all the families that are currently in the programming about the the shift. Um and

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right now uh Megan Zinko and I are having individualized family meetings um and those meetings include uh their questions of could I stay in the school where my student is now and that's a team process, so we are having team

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meetings to discuss what the student is how the student is currently performing, could they stay there, what that support system would look like, and then helping to make a uh very comprehensive decision.

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Um we also have families that have we've met with already that are they're concerned about the move, but they're willing to uh look at it and they just want to know, can my child come in and see the new classroom? Can

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they tour the school? Absolutely, they can come through um over the course of the summer, I'll take them into the classroom, show them the building, so it's just about that particular transition, so um

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Megan Zinko and I are working closely with all our families on that. And of course our staff who will who are currently working with um those students will be moving with them, so they're also supporting that process and and helping families.

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And then your programmatic question, yes, so um we have we're going to have ongoing meetings with all of the program staff to kind of create a plan with the building and the building principal um to support training um

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to uh for students in those programs that are going to be in the building and potentially in in some of their classrooms. Thank you. I see Amy's hand. Thank you. I'm just trying to think about

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the impact on transportation. Um is this generating I mean I'm imagining it's going to switch up some kids who were needing transportation from Stow to

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Bolton might not anymore because their program is being housed in Stow, but now there's going to be the opposite happening where the kids What is the effect on the transportation? I know you said this isn't budget neutral

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um change but I'm just curious about the transportation piece of it. Yep. So currently we run um routes throughout the district for in-district transportation and all our

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program students um have transportation, so it's not going to change the number of routes we have, it's just going to reroute some students on different buses. Okay, that makes sense.

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>> Great. Yep. Uh Sharon. I don't have a question per se, but I just wanted to say thank you for the work you've done to um build out this program and uh the thought you've put into um creating positive spaces for um and better

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opportunities um for our children and to really keep them within the community. I'm really excited about this change, so thank you for that. You're welcome. Thank you. Agreed. We appreciate you, Robin, and thank you, Superintendent Downing, for that update.

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You bet. Thank you. Um so everybody, we're going to keep moving the agenda here and up next is um we want to do a brief training regarding the superintendent's summative evaluation process, which is going to

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happen across the next two meetings. And so I'm going to turn it over to Robin and her team. Sharon, is it Robin, Sharon, and John? Yeah. All right. And so our subcommittee is going to give us a little bit of training so that we know what is coming

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at us. Yes. The excitement is real here, so here we go. I'm going to actually hand it over to John to kickstart the training and we'll each walk you through uh pieces of the presentation, but we'll keep it uh quick and easy, but uh John,

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I won't kick you off. Thank you. >> Do you want Alida to uh project? Yes, please, Alida. Thank you. >> that's great. This is the cover page here, right? So this is the summative evaluation.

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Uh we're in uh the last step, step five of our cycle. We work off of self-assessments to analysis, implementation of the plan, formative assessment evaluation. Now we're at the summative evaluation, which

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is from I think Kirk memorialized his his goals in 2024. Um So we're I guess we're going to Next Yeah, next slide there, yeah.

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So So what is the step five? Um So, to help us along here the superintendents He will he'll be presenting uh updated evidence of how he's done um

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completing his goals for the districts and uh and there'll be a a rubric for us to for him and us to to assess how he's done with those those goals. Um and the the school committee

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if I'm if I'm misspeaking, let me know, but the school committee's role um uh we'll go over evaluate the progress he's made towards completing those goals uh using evidence, our own

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self-assessments, and overall observations. And there'll be a evaluation that'll go out to all of you guys. I think it's already been sent out in previous um previous emails, but but I will be

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I think it's on the next on the 13th, I believe. Anyways, it'll come up when it when it's due, but I will have to each do our own individual evaluation of the superintendents. And then it'll be our job to um

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synthesize and summarize that into a a final joint assessment. So, we'll go to the next slide. Um Doesn't look like it's a complete slide. I don't think it all loaded. There we go. Oh, is it line by line?

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Um >> really cool if it was one of those fancy slides, but it's not a fancy slide. So, so this goes over just how we're going to um Do you want to go back? Back to slide four. >> [gasps and sighs]

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>> We're doodling now. Well, well the previous slide was how we're how the all of everyone's individual assessments um get synthesized together. And I guess that's just up to us and we

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will be we're going to I guess average them all together and come up with the a summative single final report. Um so here's the nice dates here. So, so when we're um

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All right, so so we're going to do the individual evaluations. So, when we're doing it, we have to consider certain things, right? So, the superintendents end of cycle his self-assessments that he'll be presenting on our next meeting May 13th.

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Uh I think he'll be giving us an evidence spreadsheet, which is very nice. And the rubric upon which he and us will be evaluating all his hard work. Um then our goal is that everyone in the school committee

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will complete that evaluation and get it to us by May 18th. Um and then we're going to do a composite evaluation to summarize it all. Um and we're going to we'll present that. We'll get it together and give it to you guys on the

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May 25th uh meeting. Or I guess we'll we'll get it to to Leah by May 25th. I think it needs cuz it needs to go public posted, and then we'll vote on that on the 27th of the next the next meeting it would be on the

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27th. Um and we'll vote on the evaluation. So, hopefully that made sense, but we'll that's just an overview and I think it we'll go a little bit deeper in these next slides. So, I think Sharon is taking over from here. I'm up. Okay.

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Um So, the individual evaluation um it looks it's the same form and it looks just like the one that the superintendent will um complete and and present it to us at

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Is it the next meeting? Two meetings from now? Next meeting. Um it assesses progress towards the goals. It assesses overall performance rating for the superintendent on each of the standards and the focus indicators.

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And then there's a summary um which is an overall performance rating on the superintendent's performance. Um Can you go to the next slide, Alida? Um so here on this slide is

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these are the goals that we had um agreed upon the or that the superintendent had set and we had voted on in September of '24. Um when you complete the evaluation form

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you will see for example here, goal A, professional practice goal, you will see that there is a rating scale there. And the rating scale goes from unsatisfactory, needs improvement, proficient, and exemplary with the rubric attached to it. So, you

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will um for each of these goals on here complete that rating scale. Then there's an opportunity below that to provide comments. And so you can provide your comments in that building upon the evidence um that's presented in

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the um superin- when the superintendent presents his evaluation and any other evidence um or um evidence that you have gathered, I guess, would be the way

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maybe to say that, but um you have an opportunity to provide positive feedback, to provide um constructive feedback in the in each of those sections. And there's one for each of those goals.

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Um next slide, please. Similarly it looks exactly the same for the uh focus indicators where you would complete the rubric and have an opportunity to write comments.

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Um and these are the focus indicators that we again had agreed on when we had last set goals a year ago. Um Next slide.

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I think I'm passing this on to Robin at this point. You are. All right, taking it home. Um so basically the ratings um you've got unsatisfactory, needs improvement, proficient, and exemplary.

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Pretty straightforward. Um next slide. So again, just as a recap um we're going to be assessing progress towards goals, which Sharon just outlined, professional practice goal, student learning goal, and the district

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improvement goals. And we're also going to be looking at the focus indicators, which we just looked at as well. Um And then so you're then you're going to go ahead and uh give an overall uh summative performance rating, and then any comments that you wish to

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share. So, um this year Leah was kind enough John had a a bright idea of trying to do it via more like a Google survey, so it would help feed into the personnel committee uh in an easier format format to be able

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to consolidate all the information, read through it, and create that um composite evaluation. So, um we will be providing you all with that. Basically, it's a survey um that you'll use as a way of processing your

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evaluation. Then next slide, just looking at the timeline as we've said. So, Kirk's going to present on the 13th. Um it's a little tricky with dates. We realize we're not giving you a whole lot of time to go in and and uh write up your

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reviews, but we are bumping into the holiday weekend. Uh the weekend over the 23rd, 24th, and 25th. Um so if you can have your evaluations in to us by the 18th um the personnel committee will come together and work

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that week on putting it all together, and then we will present that out to Kirk on the 27th. And then the last slide, um this is just a page full of resources. You'll see down in the yellow, I've

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highlighted that new Google uh survey. So, if you were to click on that, you'd get an idea of the format. Um we'll also share that out to everybody, so you don't have to go digging through these slides again to find it uh when the time comes. But for the newbies here, you

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know, for my myself, just looking through all of this stuff, all the different links, is really really helpful just to do a deeper dive in terms of, you know, what is the rubric and what are the different goals that have been put forth uh mean in finer

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detail. So, you know, if you are new and you want to kind of pick things apart, these are great resources to do it. Um and then I've also just uh left the blue the the link in blue. Uh it's not a link at this point, um but we

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will obviously share that link as it becomes live after um the next committee meeting when Kirk presents his evaluation. So, that's it. Any questions? That was awesome. Thanks, guys.

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Uh yeah, any questions from anyone on this summative evaluation procedure? Some of you have been through it. Uh no questions, but just a comment that I'm super excited for the Google sur- survey form innovation this year. I

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think that's a great idea. So. >> Yeah, John and Leah for that one, for sure. Yeah. I think thanks, Leah. Well, ask and you shall receive. >> [laughter] >> All right, I'm not seeing any questions.

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It's because you guys presented so well. So, thank you for that. Kirk, we look forward to um watching the only employee who must be evaluated in public next meeting. My favorite day of the year. >> [laughter]

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[gasps] >> You know, um evaluations can also be cathartic because it's an opportunity for you to reflect on all the great things that your administration has accomplished and um share those with not only us, but the whole community. So. Well, you're

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encapsulating what I actually start off my presentations with is it's reflective of all the great work happening across the district from all of our employees. So, I am very excited [clears throat] to do it. Great. We look forward. Um all right, guys, moving the agenda now to the next

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item, and that is a quick update on the school building committee and a composition switch that is being recommended to you. And I wonder, Kirk, if I can turn to you to kind of capture it. Okay, one more time, Madam Chair. I'm

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sorry. Little snafu. I didn't hear it completely. Yeah, that's okay. I we're recommending to the school committee a change of school building committee composition. Yeah. And so, um I'll turn to you to kind of define it succinctly for them.

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Um so, in your packet is a breakdown of the uh members of the school committee. Uh excuse me, of the school building committee. Um you will notice over on the right, there's a voting member tab of if there is uh uh who is a voting

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member and who's a participatory member. And then the makeup of how the the committee is there. So, Madam Chair, I think the best way to approve this is to just point to this document and move to it as presented, uh thus notifying that

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Ms. Cohen is recognized um uh I'm I'm looking for Ms. Cohen. It's on um I think the bottom of page 3. >> the optional category of a Bolton resident because she will be leaving

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she will not be acting in her capacity as a school committee representative for Bolton, but we want to keep her expertise on the district, so she will be regarded as a Bolton resident, so we will not place a school represent- school committee rep from Bolton on the

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committee. And then the second element is a non-voting member, and that is Michael Way, our our facilities director, is replacing the name of Robs Briswick. So, I think if you were to take a motion to um

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uh approve the uh makeup of the school building committee as presented, that will suffice, and we can forward that on to the MSBA. And so, I'm going to move to accept the school building committee composition change as articulated in this memo. Do I have a second?

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Second. Thanks, Scott. Uh any discussion on this? I mean, I I would jump in and just say that um Amy is an invaluable member of the school building committee, and as she rolls off of school committee,

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uh we were wondering if she would be willing to stay on. The work of the school building committee will go on probably for another year or two, and we wouldn't want to lose all of her institutional and historical knowledge of the process and everything that we've

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been through here for the last it seems like 400 years. Um so, uh in addition to that, we also um the committee is looking like it's going to be a little light next year, and to alleviate the committee members from

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serving on another subcommittee will also serve our purpose. And so, Amy would do us a great service if she or because she has agreed to stay on as a resident. And so, I highly recommend we agree to this and put it forward. And I thank Amy for her endless

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seemingly endless service to the Nashoba public schools. Thanks, Amy. Thank you, Leah. And, you know, I I want to see the project out. I've invested a lot of time and energy, and um

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yeah, I want to see it through. So, I would be very grateful for your vote to stay on that committee. All right, so I think that pretty much sums it up. So, let's take a a vote on the motion. I'm going to start with you, Amy.

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Yes. Me, yes. Matt? Yes. John? Yes. Lindsay? Yes. Gillian? Yes. Robin? Yep. Uh Sharon?

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Yes. And Scott? Yes. Wonderful. All right, so um I'm sure, Kirk, you will alert our fabulous facilities director. I will. And Amy, thanks so much for your continued service. What about Jackie?

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>> What did Jackie vote? Oh, Jackie? Jackie, can you hear me? Yes, I can. Uh yes, 100%. Sorry, Jackie. Thank you all. Thank you all very much. Thank you. Thank you, Amy. Um all right, guys, on to the next

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agenda item, our finance and operations update. Uh we've already heard from Ross a little bit in the superintendent's update, so there's nothing new there. We do have a little bit of unfinished business, and it amounts to three different votes. And so, Amy, do you have your motion muscles ready? All right, so why don't

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you set up a school choice motion? Okay. I move to accept the superintendent's recommendation to withdraw from the school choice program for the 2026-2027 school year with the following

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exceptions to remain open. Florence Sawyer School, fourth grade four seats, seventh grade four seats. Mary Rowlandson Elementary, third grade four seats. Luther Burbank Middle School, sixth grade four seats and seventh grade four

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seats. Center School, third grade four seats and fourth grade four seats. Hale School, sixth sixth grade four seats, seventh grade four seats, and the high school,

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ninth grade four seats, 11th grade four seats, and 12th grade four seats. Great job. Second that. Is there any uh discussion? Seeing none, I'll take the vote. I vote yes. Matt? Yes. John? Yes. Robin?

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Yes. Gillian? Yes. Lindsay? Yes. Scott? Yes. Amy? Yes. Jackie? Yes. And Sharon? Yes. My screen jumped. Did I miss anyone? All right, great. Thank you for that.

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So, Kirk, we look forward to seeing if a lottery becomes necessary, and you'll keep us updated. We will update the committee. Uh the next item is the solar contract presentation. Amy, let's take a motion first.

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You got it. Um I move to authorize the chair of the Nashoba Regional School Committee, Leah Veverito, to approve the power purchase agreement, the PPA, and to exec- execute the lease agreement between Nashoba Regional School District and Solect Energy

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Development LLC. I'll second that. Is there any discussion on the contract? Scott? Um I I have a couple things. Um First of all,

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who on our side um reviewed these contracts from a, you know, like do we have a lawyer that we consulted with? What kind of experience did that lawyer have with lease agr- um power lease agreements and purchase agreements? And so, I'm just wondering what expertise

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was brought to the table on this. And my second comment is that I'm not happy that we're voting on this tonight cuz I realize this was presented at the school building committee on the 16th, but as a policy, we present things that the school committee at one meeting

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and then don't vote on them until the next meeting, and this is the first time this particular item was put forward to the school school committee. So, I'll let Kirk answer the first part, but I will say on this note, we have a time crunch, and so a couple of meetings

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ago, we said that this was going to be the methodology we used. I agree with you, Scott. We don't normally do it this way, but I think a lot of warning was given to the committee to familiarize itself and attend the school building committee meetings to discuss

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um but I I recognize what you're saying and I understand it. Uh the timing just wouldn't allow it otherwise because we are under some restrictions with regard to the tax credits. Um I'm also going to ask Kirk to illuminate the first part of your

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question. Yeah, the contract has been thoroughly vetted by our attorneys at Murphy Hesse Toomey and Lehane. They do have experience in these contracts, building projects as well as solar contracts. Mr. Mulkerrin also worked with our energy consultant that we contract with uh

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through the district and our energy consultant reviewed those elements. So it has been properly uh vetted by our attorneys. There was a conversation period back between the parties. Uh once that were all was all resolved, we were able to

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present it to the committee at the April 16th meeting. Yeah. Yeah. Um So the the the things about these contracts that particularly got my attention is that there are several financial aspects to it obviously and

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what I was having difficulty in my limited review of it was teasing out like is it if we wanted to buy this from them were the terms of that buyout favorable? You know, obviously they want to get

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favorable from their side. From our side, do we have someone with a lot of financial knowledge and experience looking at the terms and saying yeah, if we wanted to buy them out, those are good terms. I'll let Kirk >> I feel secure in understanding that our attorneys were looking out in our in our

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behalf in that regard because they do work for us. Um our attorney also appeared at that April 16th meeting to take any questions regarding those finances as well. Um so I I feel confident that yes, our our attorney is looking out in our best interest.

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Hi Ross. Yeah, I would just further add on that Beth Greenblatt from uh Beacon Integrated Solutions was really our sort of more expertise on that end uh Mr. Powell. So those are all the the business terms uh that her company

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uh who is operating on the behalf of uh us as the owner of the project uh not Select Energy. She she works for us in in in that capacity and has done so. Uh so yes, attorneys reviewed all that. The technical information is all accurate

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and and we have our protections. In addition, she did the sort of more uh uh solar focused review uh for those types of things such as the pricing on uh the kilowatt uh rate and also into the

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buyout um on that exhibit. Amy. Yeah, can I just add for anybody on the school committee and for members of the public who aren't aware that the school building committee

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spent many meetings talking about um um moving in this direction with Select and getting to the point of recommending that the contract come before the school committee. So there was a unanimous vote of the school

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building committee prior to this recommending um you know, I'd have to go back and look at the motion language, but basically recommending that the school committee take action on this contract. Um

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it's been looked at from the working group within the school building committee, the owner's project manager um and I will say that I had some reservations

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um before hearing from the district's solar consultant, Beth Greenblatt, who really spent a lot of time giving a detailed analysis on all the ways that this contract is set up to protect the district's financial

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interests and give it many opportunities to um >> [sighs] >> get out of the contract if it's not working in our favor. At least that's my that was my takeaway from sitting through all the school building committee meetings and

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listening to the presentation from the solar consultant. Yeah, I would agree. I feel like we usually get a statement from um Mr. Mulkerrin or somebody saying that this has been, you know,

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reviewed by an attorney and recommended for our approval. I don't know if we need something more formal for you, Scott, but Ross, this was the recommendation of the school building committee. What are you seeing in front of you? Yeah. Yeah, yeah, without double

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checking it right now, but yes, that's the the correct document. So yep. All right, any other questions from the committee? Okay, so let's go to a vote. Uh John. Yes. Myself, yes. Robin.

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Yes. Gillian. Yes. Lindsay. Yes. Scott. Yes. Amy. Yes. Sharon. Yes. Matt. Yes. And Jackie.

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Yes. Okay everybody, let's move to the next item here and that is the Masters Academy vote. Madam Chair, Miss Masterson will reach out to you on um getting those documents signed. Road trip, Alida.

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No, okay. [laughter] >> [gasps] >> I'll catch you Monday when you come in. Okay, that's fine. That's right. I I hang around the building more these days. Um okay, so let's go to the next one and that's uh needs a motion from Amy.

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On Masters Academy. I move to accept the superintendent's recommendation to approve Masters Academy International as a private school operating within the boundaries of the Nashoba Regional School District. I'll second that. Is there any discussion? Yes, Gillian.

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I just have a process question. I just want to make sure I understand um the the sort of strict scope of what it is that we're voting on. So it is strictly the curriculum um and making sure that it is aligned appropriately with the required

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offerings. I know I had brought up in the last meeting, you know, I I do have some concerns about um the parent company's history of unforeseen closures of their operated schools. But I want to make sure I understand that that's not something that would be included in the vote.

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That's correct, Miss Rashid. That is not our purview. Our purview is just to approve the educational program. Thank you. Yeah. That is probably something that the Stow Select Board is mindful of. But not us.

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Any other questions? All right, let's take the vote, John. Yes. Myself, yes. Robin. Yes. Gillian. Yes. Amy. Yes. Scott. Yes. Lindsay. Yes. Matt.

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Yes. Sharon. Yes. And Jackie. Sorry, I am abstaining. Okay. Thank you, Jackie. Um so the next item here uh is the subcommittee report out. So is there

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anything from the subcommittees that we haven't already heard that you want to share out? All right. Kirk, something new for school building committee now? I think we just did it. >> [laughter] >> Yeah, we did. Okay. All right, great. So uh nothing new from

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the subcommittees. I do want to shout out that the subcommittee chair people, it's on the planning calendar, but we will be having to report out on our goals and kind of meeting them. So within the next couple of weeks, the next time you meet with your subcommittee, I assume it's going to be the last time you meet

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with them. Um could you please put on your agenda um writing up whether or not you accomplished the goal that was tasked to your subcommittee. There is a spreadsheet that I will send out to you if it makes it easier or you

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can just send it to me a little write-up um and I'll add it to the spreadsheet so that we can then review those and just um kind of reflect on our progress as a body. All right, so items for the next agenda. Um Alida's got it queued.

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As you guys can see, crazy, we only have two meetings left. Um and they are definitely full. Uh is there anything that you think is missing or that you would like added? Questions?

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Jackie, I did add the policy uh first reading and second reading for you that you emailed me about. Thank you. Yeah. Just let Alida um know which policies they are whenever you can. Sounds good. Thank you.

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Anything else do you guys see or that we're missing? Um as always, you can get a hold of me at any time to make a request. But I thank you for that, Alida. You can probably take it down now. All right, everybody. That is our

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meeting for the night. I'm going to move to adjourn. Do I have a second? Second. Well, I think Jackie got you. Uh so, I'm going to take the vote. Jackie? Yes. Myself, yes. John? Yes. Robin?

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Yes. Jillian? Yes. Amy? Yes. Scott? Yes. Lindsey? Yes. Karen? Yes. And Matt? Yes. All right, everybody. That'll do it. We'll see you next