Um, the TV is black, but Nikki assures me that we are being recorded. So, that's exciting. Um, we are going to get going. I'm going to call to order the regular meeting of the Nshoba Regional School Committee at 6:32 p.m. on
December 3rd, 2025. And if you would join me, I pledge algiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice
for all. All right guys so the first item is citizens comments and I do not see any citizens present looking to comment. So, we'll move the agenda to the consent agenda and I'll ask Amy for a motion.
>> I move to approve the consent agenda of December 3rd, 2025. I'll second that. Is there any discussion on the consent agenda? All right. All those in favor raise your hand. That is unanimous. Thank you very much.
Um, so school committee chairperson update. I have nothing uh in addition to the agenda to present. So I'm just going to continue moving to the student representative report and I'll turn it over to Ryan and Maria. >> Hi. So last week I talked about our power book and our fall play which the
barb our seniors won. So congrats to that and the fall play was very successful. It was really funny. I don't know. I just I thought it was one of the best that I've saw so far. Um, deco ball competition is on Friday, so good luck for those who are doing
that. And school committee meets with StuCo next Wednesday, so that should be exciting. >> Yep. >> Um, we have winter sports, triyouts, and seasons are just kind of getting started. Um, just a brief update for the
statewide association. Um, so, uh, the directors got assigned. Um, and I'll be working with the directors of finances and resources. I'm kind of like the liaison in the organization. So, that should be cool. Um, and they're still
working on planning some events for like districts and across the state. Um, and then just the last thing I was asked to add um was that there was a little worry and stress about the road safety the other day when we were uh with the snow.
Obviously, I think it worked out in the end with the half day, but I just want you guys to know that seniors and juniors were a little bit stressed afterward. >> Yeah. And unfortunately, I did hear like quite a few people got into accident. So, >> yeah. >> So, thank you.
>> We appreciate that perspective. Uh any questions for the students? Lots of good things happening. That is a topic that will be on our we have an upcoming >> uh advisory coming up before the winter
break. Cool. So that'll be one of the topics. >> Okay. All right everybody, let's keep uh going here. We thank our students for being here as always. Uh but next we move to the superintendent's report and I'll turn it over to Kirk.
>> Wonderful. Thank you very much. We have a few things uh for you tonight in the superintendent report. The first item here is Massachusetts K to2 graduation standards recommendations. This came to us hot off the presses on Monday and you might have seen it in the
news as the governor had a press conference regarding these standards. Uh today myself and assistant superintendent friend attended a uh Massachusetts Association school superintendent meeting with both the commissioner and the secretary. Um so um
uh Commissioner Martinez, Secretary Tiler uh went through the the general talking points of what's coming with the recommendations. Uh it is the report is a 112 page report. So to save
the lengthiness of that I I created an AI summary of the main key points and include them in the school committee report today. Uh there are seven pieces. I I want to uh really sort of caution
the committee. This is an initial form and draft form. Some of these elements are going to can be addressed in regulation. Other have to be addressed through statute and that's what has to be flushed out once the final
recommendations come in June. So this is not something even though the final recommendations are coming in June that does not mean it's being enacted shortly thereafter. they have to figure out the government levels, the processes and and the debate at the state house to go
around that. But it does give a forecast and it's a forecast that shows the seven elements uh that would be included in the recommendations. Uh and those seven elements can be summarized as um the high quality
programming, the end of course assessments, um the excuse me, uh capstone project or portfolio using my cap, the career and academic plan, which you've uh heard assistant
superintendent and friend uh report on several times every an element for the FAFSA and NASA completion with an opt out. Financial literacy requirements which have not been defined and then optional seals of
distinction. Again, assistant superintendent friend has spoken about the seal of bi literacy, but our students currently have an option to be added to diplomas uh to their graduation. So, uh, Secretary Tyler talked about while we have that now, there's potential in the future for
other seals of emphasis in areas and just want to make sure that the what does come down the line leads its availability to that. Um, so I I provide you that tonight in context of we're going to be talking about the competency
determination policy uh later in the agenda. And in that policy, our policy is essentially going to be the bridge until that moment that we have the regulations and the statutes in place. And then of
course, we'll update the policy once all of that is finalized to reflect what is then memorialized through regulation, state, statute if necessary. Um, so this policy that we're going to address later tonight is going to be the bridge to that moment. And I hope what you see in
the policy is that it provides enough space for us to meet the requirements we're supposed to meet by December 31st in its submission while waiting for what is now more known than it was last week.
Um uh where the state is headed with a comprehensive K to2 graduation uh requirement policy and and law. Um, so I think I'll keep going because we're going to have more robust
conversation about that when we get 51 agenda item. Included in your report is the first of four Aset Valley Collaborative um, reports. This first report is a summary report of what the Asabet Valley
Collaborative is all about. You can see our member towns including you'll see an awkward looking pointer box that is the Aset Valley Regional Technical High School that is located in Marbor as a part of our uh collaborative as well.
And it provides uh multiple uh uh disability programs for students with special needs. And um on the back of that report, you'll see some examples of some of our students and learners uh that are in the collaborative. Uh
currently uh Noba does uh have several students that are in collaborative programming. So we are taking advantage of our membership in that way. And then there are some uh priorities of the uh what is happening in um ABC this year.
there has been an uptick in enrollment which is good for the programs. Um and uh our students that are in the OSA program are receiving some diplomas and then there's some other elements there in terms of revenue and cost. Um new roof is needed and uh we're generating
more revenue through professional development that's been able to be hosted. I actually was at ABC today uh on a uh superintendent panel for secondyear superintendent. Uh so uh MASS is one of those organizations that rents
that facility regularly. So it's nice that they're uh able to generate some revenue through other channels other than the programming that helps the overall health of of the collaborative. Um, and with that, uh, I'm going to, uh,
pass the report now over to, uh, assistant superintendent Ross Mccarron, uh, to talk about, uh, the high school water update and the director of facilities opening, uh, Mr. Mo Karen. >> Yeah, absolutely. Thank you, Superintendent Downing, and good evening to the school committee. Uh, so ongoing
levels of manganesees at the high school water supply, uh, not just in raw water, but in finished water at different fixtures. Um so what we've done is we've worked with D to update our action plan and certainly notified families as well.
We'll continue to monitor those levels. Um along with the facilities department, uh Miss Hanigan has worked really hard to make sure that our all of our water information is public facing for each of the buildings. So the link here takes you to the water page. Um and all of the information is there, including the
notices that went out to uh the families and staff at the high school last week. uh that includes uh the cover letter from the district that talks about what we're doing and what we'll be doing in the future and then also uh has the official public notice from D as well.
So we are obligated uh to update that every 90 days. Uh just got that email from D today. So we'll continue to do that and continue to monitor those levels and find the best solutions we can while we keep that building online for the next couple of years. You can keep going and then we'll ask
questions for you. >> So, speaking of the facilities department, uh we did get some difficult uh news, but we're happy for Mr. Freezewick that he'll be moving on to a different employer uh outside the public sector, and we wish him well. Uh Rob's been a dedicated team member. Uh I've
known him as long as I've worked in the district. Um and seen him go from the grounds crew to the director of facilities and is an absolute resource for this district and will continue to be. um I know that we can reach out to him, but um currently doing everything I can to learn everything um while we we
uh work on transitioning into a new director of facilities. So, we wish Mr. Friez well and and we'll stop saying great things about him. Uh but it's it's time to start thinking about a a next director of facilities. So, we'll do our best to hire an ambitious timeline. Um,
and if that doesn't work out, we would look into an interim position to finish off the school year. Give us a little bit of space. Go ahead. >> Yeah. >> Uh, these these moments you need to take advantage of when they're in front of you. And I just want to take advantage of the moment to to commend Mr.
Freezework and his service to our school system. Over the course of my now 30 plus year career, I've known a lot of facility directors and Rob is one of the finest and uh it's because he cares and
he cares about this school system. He cares about the students in it. He cares about the people that work here and you saw it every day in his job. So uh our next uh director has some some big shoes to fill. Um but we're going to strive to
to you know find the best person. So, we just I just want to thank Mr. Frieza for everything he's done for us. >> I'll bandwagon that and say that Rob is the most important person you don't know >> in the school district. I really do
believe that. I've always known it. So, I also want to say thank you to Rob and I hope I get to see him before he uh is off to the other um because we do appreciate you, Rob, and you're the best. So we wish you good luck.
>> Thank you. >> Uh what questions we have about the superintendent report? >> So about the water issue and I apologize if you've covered all this in the various communications to the community about quite a bit of them all. Um how are you preventing people especially
visitors to our schools from accessing drinking the water? Cuz you know I understand drinking a little bit might not be terrible but a lot problematic. And so, how are we, like I said, we turned off like water bottle dispensers and things like that that people might talk about.
>> Yep. Any fixture that's over the limit, uh, essentially is shut off. >> Okay. >> So, yeah, but we're providing bottled water and Brian Maria can attest to that. >> Yeah, it's there. It's there. Everyone knows everyone knows it's there, which
is obviously one of the more important things. Um, because if it's there, no one knows it's there. Doesn't do too good. But uh people are consistently using it and that's fine. >> Like I say, people in the community are probably well informed on this issue, but I'm just concerned about visitors to our school. Are they made aware of the
situation? >> Yeah, it's a good question. Thank you for asking. >> Can you also explain um you have already, but just say it again that is this an issue that's going to persist with the new building?
>> No. And the reason is because of the design of the new filtration system. So we're just in another meeting today uh to talk more about that. So everything is being upgraded from essentially we'll have also new wells, right? So we don't
know the actual raw water uh levels yet because those haven't been flushed fully. So we'll have new new well sources for the water and then we'll have a full brand new filtration system. We already have installed the new pump.
Um, so this is just ongoing work that we'll continue to build out. We're actually building out the the building that encases the water pump and the new filtration system and the water tank. So that will all continue to get built out
over time. So yeah, and we have different options to cycle through uh for the water testing prior to the building being open. So we're choosing the right path that makes the most sense for the system that's being designed. >> Okay. >> Madam Chair, if you wish, we can speak
to the chair of the building committee to maybe ask our our team to report on that just because it's an important topic on our community and and perhaps talk about that at school building committee about the new water system >> might be a good idea. >> Okay. >> So I know we have um I'll talk about
that when we get to building committee update. >> Any other questions? All right, I'm not seeing any. So, thank you very much for the superintendent report. Thanks, guys. Appreciate you being here. Um, so on to new business, everyone. We
are going to talk now about school policy, IKF FE. This is the competency determination um first reading. And so this is what you were referencing earlier. So, let's talk a little bit more about it. And Kirk, do you want to kind of tee this
up? Well, I I will un unless I want to give our chair an opportunity to speak first, but should I just take it? >> Take it. >> Okay. >> Um, so on your your screen, Miss Masterson has posted the competency termination policy. This is one of those policies that comes to you in all red
because it's brand new. There's nothing it is it is all redlined. um being a brand new policy it is taken from some model language that has been uh provided to us and we've been able to uh work on that
language uh locally um myself assistant superintendent friend who please join in at any time here uh Dr. Boyin, Miss Spec, our guidance uh uh chair at the high school. Uh we've been working together. We've been looking at other policies that are in draft form from
other school districts. Uh I I will say that uh I feel good about where we are. We're ahead of the game because I know about 50% of the school districts have applied for extensions on that deadline and I think we're going to be there. Um to re-educate the committee and our
community, this policy is now necessary. It's a requirement by the department um to essentially fill the void that was left when uh the passage last year of ballot question two to remove the high
stakes requirement from pencast testing being required to receive a diploma. And so we are required to say how we define competency in our district while this is going while the state committee that I
just spoke about at the beginning of the meeting is working towards the regulation and state laws that will be coming. So with that as as sort of the setup um when you look through the policy um the first element is the demonstration
of mastery and completed coursework through uh a rigorous uh academic course catalog. I will say that first requirement that is in the recommendations from the state by virtue
of the fact that we are aligning uh our graduation requirements to the mass core addresses that. >> So that's a question that's in the new policy that that frankly is answered in what we've constructed here. But in addition to that you have to your
mastery has a second component to it and that is the final assessment for a course or a capstone or portfolio project and the last is an equivalent measure identified in the district's CD policy and then you'll see
parenthetically late enrolling students and the reason why that is there is because when we get late enrolling students uh particularly students that come in and they're late enrollment means uh like their junior year, their senior year, they've been educated for
the fast of their years in other places and earn their course credits according to what their local body is saying. And sometimes it doesn't match perfectly. So it is in those cases that we can continue to use the MCCAST assessment to
determine competency for a student. So for later enrolling students, that third bullet, the equivalent measure identified with the district is going to be the MCCAST assessment for that purpose to help with with that element.
Um so you can see um uh in terms of uh the students will be determined to have completed satisfactory coursework English language arts, mathematics, science and history. Um, in the recommendations that came out
Monday, it talked about the end of course assessments that would be state administered and state scored. It will not be tied to graduation requirement, but it will be tied, it will be common across the state of Massachusetts and
Secretary Tutweiler sharing that it will come into play as MCCAST goes away. So MCCAST at the high school level will be sunseted as these new common assessments for these identified courses are there.
Um, I was in meeting a couple weeks ago with Secretary Tutweiler and had an opportunity to bring up the point of well, if that's the case and we're and we're basing this on the 2023 MCCAST assessment in what was assessed
there according to the state standards, that means we would need end of course assessments for freshman English, sophomore English, algebra 1, geometry, physics, chemistry, biology, and
eventually the high school civics course or history course. So, that all being said, sounds like a lot, and that's going to be part of the debate that is going on this springtime with the recommendations that are coming
out of the state. Um, it concerns me. I I appreciate the idea of of trying to make the assessment meaningful and tied to the course in a way that informs the teacher. Uh but there are some things that I think are really
going to have to be addressed. Uh for instance, if this truly is an end of course assessment, it is going to have to be a design that gives instant feedback to the teacher and the student in order for them to then complete uh
the course and issue grades at at in a timely manner in these end of course assessments. So that being said, that's down the road. That's not for us. So what we would have to look at in our is determining final assessments in those
areas for our courses and that is work that we would have to currently be doing. Right now we do have final exams in our courses or final projects and they can serve to meet that need in this bridge period. We just need to do some
work on alignment of those things in our courses. Assistant superintendent, anything to add there? There's not a lot of latitude for districts in the requirements for the current CD policy, but we're going to do our best to seize it as an opportunity
to make our current work stronger. Um, and we're seeing it as an opportunity to take a look at our assessments and revisions of our assessments and alignment of our assessments to continue to deepen learning for students. So,
we're looking at as an opportunity the next >> how to check the box for a multiple choice situation. >> Um because as I remember the chair stating in a previous meeting, we just don't want a basic multiplechoice test
that's just given to kids as a check the box kind of thing. That's not effective. That's not learning about the student and and assessing their their mastery. And that's what these first two elements really are about is learning and determining the mastery. Um so uh the
next section after after that uh I spoke to in terms of those aligned courses there are considerations in here for students uh with disabilities um that have been and then also for students that are in out of district
placement they are required to meet the competency determination policy as they are required to meet MCCAST expectations. Now um for students that are on uh programs where they uh receive a certificate of completion that will
continue for those students and then other students are on pathways for diploma those on the pathway for diploma would need to meet the competency determination. Superintendent Dabby, can you we could because we talked a little bit more like in the policy subcommittee
meeting about that and you brought up a really important point around out of district placements. Can you do you remember what you had talked about a little bit? >> You're you're going to have to prompt me a little bit. Um but we are beholden to um the performance of students that are
in out of district placements. They so if we if students who are attending out of district placements uh their assessments, their scores, their various things, it it's not a reflection on the school actually where they attend. It's a reflection on the school that for lack
of a better way to look at it um is footing the bill for um uh their education. So all out of district students and their performance on these assessments as they currently are come back to the district and are aggravated
under the Nshoba regional umbrella. You also had talked about which I think is an important point for community members is that students that are placed in out of district placements are placed in approved placements. And so therefore
they're going through the same academic expectations and rigor and that part of the process that our director goes through is making sure that those programs are appropriate for students. >> Um our director Mr. Manch is here. Do you want to speak to that point?
No, you're right. It's has to be an approved school through DESIE and then all those requirements come back to our high school and our high school issues out the diploma based on those um requirements. >> Thank you. That's a very important um
piece to lift. Um the next piece regarding English language learners that we can look at uh their cases on a case-by case basis to determine the appropriate courses needed for English language learners. Uh we have had scenarios where English language
learners are coming to us in their junior and senior year. So they're not going to have an opportunity to complete four years of English in high school. So it's in scenarios like that that we can then say okay how are they developing in their native language and do our best
work through our EL program in our uh at the high school to show that they have at least demonstrated those competencies in their native language so that we could make some parallels and and and some crossovers to help those students reach graduation.
Um land enrolling students is on here as well. um they can be uh um offered that in in several ways. Transcript reviews. So, our guidance department looks at the transcripts to make those crossovers uh and determine course requirements. Um
and we can utilize online courses we have with some students that needed to to make that up because our pathway of courses might not match up the pathway of where a student came has come from. So we have to be uh clever sometimes in in how we get that u course for those
students. Um and then uh we mentioned the MCCAST. Um and then there is an appeal process uh in regards to competency determination. So, a written request to the district
administrators. Um, and so the a district curriculum content expert and I think that's important. Uh, think of it as a department head maybe in some cases. Uh, it it could be an assistant principal, it could be the principal, it could be the guidance director. Um, but
we want that to be um, versatile because if we're talking about course equivalency, say for a calculus course, we want somebody that has the expertise of calculus to be able to determine the equivalency. Um,
and then, uh, the district administrator for any appeals would write, uh, uh, again put that decision in writing. Um, so the last piece is that those enrolled under Regional School District in the classes 03 to 24 that did not earn a diploma may request a review of
competency determination by the same process. So what that means is if we have somebody who has aged out of the system, meaning they're older than 22, and they come back and say, "Hey, I didn't get to complete my diploma under the new law. Um, it says I have an
opportunity to do that." they would come, we would go through the review process similar as described in some of those other cases uh for that student. Um and I think that brings us to a close, madam chair. >> Very good. Uh so Jackie, was there
anything else that you wanted to add from policy? Um I think just in making sure that we have clear next steps, should could you also help take notes, Matt, just in case?
Oh, as we give feedback maybe. >> Yes. Because I think people what happens is like I'm very good at typing. I'm not typing at the same time. >> I want to be able to make sure we um have everything that we need. >> Very good. >> Okay. Questions?
>> Yeah. So, I am trying to wrap my head around all this because we've looked at two policies in the last >> two weeks. So in order to graduate going forward, you need to meet requirements of both these policies. >> And
>> so think of it this way. Competency determination as a standalone policy to determine that mastery component that's then embedded in the graduation requirements as a requirement to graduate. >> Okay. Um
>> that other policy references this one. >> It does, but this one doesn't reference that one. Correct. >> Okay. And then um so that answers kind of my first big picture question. And then my second question has to do with
the the courses that are listed on here as meeting the competency demonstrating comp competency requirements. Um, I noticed that for history we're listing US history 1, US
history 2, and AP US history. >> Mhm. >> Um, but in science, we're not listing AP biology or AP chemistry. >> Um, and we have AP physics, too. >> Is there a reason why those aren't
listed? Is >> to access those courses, you need to have taken the previous courses. So by that time you've met the competency. >> That's actually true about the AP US history, isn't it? >> I think so.
>> Yeah. It might be not the curriculum. >> Yeah, we'll cross check that. >> Okay. So you could remove AP history because >> Yeah, for consistency. >> In order to get to that one, you will have already taken >> the US history class. >> I think that's right.
You wouldn't have to take US history 2. >> They're two different. They're not the same. >> Yeah. What do you mean? >> US history 1 and US history 2 are not the same material. >> Right. As AP history, >> correct? >> They're not. Yeah. I have to tell you
one of the discussions that we had on this is that for English, math and science were given the guidance to look to the state frameworks assessment 2023 and the courses that cover those elements. The civics element
isn't in play yet. >> So we said okay which courses will address that because we don't have a 2023 definition of it. But the requirement is history, not civics.
>> And so I don't think like the civics lives in the eighth grade. So like that's never going to be at the high school >> for the for the um >> the test. >> Yeah. But also the um um there's two places. It's it's the the >> the do a community action project.
>> Thank you. The community action project >> in one of the classes. >> Yeah. In one of the classes. Correct. But I would say that um I'm just going to give a little bit of an elbow here in saying that I think this kind of point what you're experiencing here in trying
to articulate how Nishova does history classes. The scope and sequence of the high school social studies program is actually something that is love. It's fantastic and great in so many ways, but it doesn't actually follow any rhyme or
reason in my opinion. the kids are taking electives as sophomores and it's it's a little jumbled. So, this is probably going to be a little funky because sophomore year is a very strange offering. >> Well, I think it won't be soon. This we
are working currently with our social studies department on that very question and you'll be getting an update at the school committee this spring uh when we bring forward uh the course of studies. >> I look forward to it. Uh okay. So, are you okay with just removing anything?
Yeah, district seemed inconsistent. So that's fine. >> We'll we'll cross check and and um in doing so um because I I'm not required. >> I will I will check in. >> Yeah. So we'll cross check that.
>> I I think it's a good point. >> Any other questions? >> Question. So at the on the beginning of this on the first page it talks about students must meet one of the following
criteria final assessment or a capstone or the equivalent measure. But down in the chart, um, no, I guess in the write up below the chart, it says, um,
at the end of each section, it says meet the established performance criteria on an aligned end of course assessment. So, is it either or or is it an assessment? the the way that we understood it is
that it's it could be any one of those. >> So the end of course assessments are going to be required elements. The passing of the end of course assessment is not the only pathway to determine competence of determination. You can
also have that through portfolios um or or capstone. also recognize that that um assessments aren't just multiple choice assessments. The assessments can come in the form of a project, a common project,
those types of things as well. Okay. So it says and meet the established performance criteria on an aligned end of course assessment. So it's basically making the assessments
mandatory for passing the course. >> Correct. but not mandatory for this is literally the dumbest thing I can imagine because it's making the the exam mandatory for the course but not to graduate.
>> That makes no sense. >> Yeah. >> And I think I can this this was actually your very question was proposed to Secretary Tyler. >> Okay. and his response to that was that when ballot question two um uh removed
the MCCAST requirement, the interpretation made at the state house was the voters were essentially saying we do not want a singular highstake assessments to determine if our students can graduate or not. So
that's why that element there has been put into place to say we have to continue to have these high stake assessments as required by federal law. So we have to have them we have to have some sort of statewide
common assessment by federal law. So this is the pathway to meet federal regulations while also building in competency determination of these courses and try to design it in a way that best
responds to the will of the voters. Now, I'm trying to summarize Secretary TWeiler's words when I said, "How did I do assistant superintendent?" Um, >> what I would uh encourage this committee to think about is as this is being
discussed and put out there throughout the springtime, engage in the conversation and share your thoughts um through the listening sessions and the processes that will be happening at the direction of of the secretary's office and the commissioner's office. Can I
just say that here's my major concern with this is that currently we have final exams, but you don't have to pass them to pass the course. And so I know a lot of kids who fail their high stakes exams, midterms and
finals, but they're able to their work ethic is a it helps pull their grade through and with their teacher's help. And so if we approve this policy, it's actually going to make it so that kids will fail classes if they fail those
tests. >> Assistant superintendent, >> that's what it sounds like. >> I think it one we need to think about final assessments as they currently
exist. And two, I think it puts an onus on the school district and the school to consider how do we ensure and build and strengthen the gaps for the student so they can pass the assessment versus
failing because a student's not going to move forward not passing. It's not we don't you know the school district the school does not want students to not pass and not graduate. So it puts a
responsibility on the district and and the school to ensure that students have the knowledge and the skills that they need in order to demonstrate mastery of the course. >> Yes. >> So I'm sorry. Go for it. I I still do
not see where the ore comes in because it seems quite clear that they must take the end of class. So as we would call it now final exam but then where's the or right because up
above it's talking about meet one of the following criteria. the final assessment, which must mean passing the final assessment. I think >> that's missing by the way, the fact you have to pass it. One of the things bothered me is that it's not clear you have to pass it,
>> right? Cuz you only have to meet one >> of those in order to receive full credit for the specified course. So that is where the where the ore comes in is that if you take the assessment and you do not pass it then
the capstone project allows you to meet the requirement to meet the determination for the cost but not to pass the class cuz the capstone is like an end of senior year whatever project. It's not course
specific, right? But this is referencing course specific projects. Are you sure? >> That's that was my understanding in our definition. It doesn't say that. Does a capstone and a capstone by definition is something that a senior does at the end of four years.
>> Was that the only that the only definition of the word? >> Pretty much. Yeah. And the portfolio project is something that our kids are already doing. The high school trying to build this up and it's and it's across courses. It's it's across years. I think that this is the
Oh my gosh, I am flabbergasted by this policy and um I think it's going to do more unintentional harm than good. I'm not feeling good about this at all. And I understand why people are looking for extensions.
This is the one they're looking for extensions on. >> Mhm. >> I don't know. What do you guys think? I think there's a lot of issues embedded in here that we aren't really taking the time to unpick.
>> I think the state is the state is the problem, right? Cuz we can't unpick this. It's like this is terribly written. It's also a band-aid. It's trying to fix the federal problem and address a ballot question that was I think that when we were going over it
the the takeaway that I had and Matt you can correct me if this is not how you agree that the way that it was written was that there was some level of opportunity for the district and the educators to be able to cultivate an
endofear assessment end of course assessment ments that would be a useful tool in determining whether or not a student understands materials, has gained mastery, etc. But that being able to also have
separate from the assessment piece this other and that that would satisfy the competency piece which is confusing. I I think there's an element to point out here and it begins with the
paragraph that's starts demonstrating second paragraph under competence determination requirements. So there's two elements here. First is demonstrating mastery of skills in English language arts mathematics and science and the satisfactor completion of relevant coursework aligned the
standards measured at the high school level in ELA math science mcast assessments administered in 2023. That paragraph speaks to the point that you were trying to make and that is around the course. A student can work
hard, not pass those things and meet that element. So that's the first element. The second element is the assessment element. That's not tied specifically back to the course because you've already demonstrated that
in that second paragraph. So it's the second element and remember that's the second element as part of determining competency deter competency determination for the purposes of graduation and defining that. So in that way if a
student say struggled along and work their tail off to a C minus in their their their algebra course and so they've met the first element the second and but they didn't pass the final. The second element of that would
be ultimately then passing that confidence and determination. It doesn't have to be that one time bite at the apple when you're sitting in a in a final doing that assessment. You can design multiple opportunities for the student to come back and demonstrate
that it has to be demonstrated prior to graduation for the purpose of graduation. If that's making >> except down in the course descriptions, it says there's an end of course assessment.
There is an end of course assessment in it but it's doesn't it isn't tied to passing that means you you have to pass it to pass the course >> right >> it doesn't >> that that was how I understood it but if
I don't pass the final then I don't pass the class >> is that true >> that's what it says it says in doing so the student must earn full credit for the English courses listed above and meet the established performance criteria on an aligned end of course assessment.
>> But that's not tied to the class. That's tied to the competency determination. The competency determination is independent to that. >> It says end of course and I think maybe that's where the confusion is. >> It's an end of course assessment. It's
course specific. So, it's an English final exam that in order to earn full credit for the class, they need to take that or they need to meet the established performance criteria from
above. >> It says it for all the subjects. >> It says it for all of them. So, this this is like >> jeez like the serpent swallowing its tail. I can't even find where it stops. that the state, by the way, the state is
hellbent on keeping MCCASTs. I'm going to put that on the table. That's happening. >> Yeah, but it doesn't have to be tied to graduation. >> However, they still want to make it part of the competency determination. And if you're not competent, you can't pass these high stakes tests. That means
you're not competent. And also, guys, at the very top, it says mastery. Now, I'm assuming mastery means satisfactory completion. So, is that a C? because you said C minus. So, does that mean D's are no good anymore?
>> So, you're asking several questions. Which one do you want to hit first? >> I want to talk to Secretary Tyler. Um, so tell me about the satisfactory completion. Is a D still passing? >> Uh, in our course book, it is D is
passing the course that is in the course of studies. >> Okay. And then do they have to pass an end of course assessment to get to complete their English class as it says right here?
>> No, because I don't read it the same way. A student will show master in the English language arts by successfully completing coursework certified by the district of reflecting the skills, competencies, and knowledge outlined in the Massachusetts academic stand and curriculum plan. So that's the first completed the course. And there's lots
of different ways that you can complete the course. In doing so, the student must earn full credit for the English courses as listed above and meet the established performance criteria on an aligned end of course assessment.
That means the and is saying for the purpose of meeting competency determination. The and does not mean for the purpose of passing the course. Madam Chair, so I feel like we're possibly trying to reach beyond our
mandate as a school committee. Like I understand your concerns about assessments and you know mandates and state in fact trying to keep MCAST. Like I said that's fine as long as we're not tying it to graduation. But right now, I think we have to decide, you know, is
this a policy we're going to be able to satisfactorily agree on by the end of the month or do we need to really work through this? And another way to think about this is can we agree on something by the end of the month with the idea that maybe in the spring we revisit this policy because it's halfbaked right now
and even the state I think would admit that it's halfbaked right now and maybe in the spring we would revisit it and try to make it better. So, >> right. Can we try to get it right now to a place where it's satisfactory but still needs improvement? >> I mean, would it be okay if we put in parentheses what you said as it relates
to the constitency determination and not to pass the class? >> Would that be sufficient to put that asterisk at the end of every class to say that the end of passing the end of course assessment does not mean
>> I think it's a good idea to to look into. So, we'll look into that and we can test that question against some of our job links to see >> where that's where that's met up. Because >> I would, if I may, >> I would just add I have a submission template up. There's not a lot of
latitude for districts to deviate from what the policy articulates. We work from the model policy. >> You know, we did our best to define the language around the assessments to provide some latitude. So, we're not looking at necessarily a multiple choice assessment,
but it's pretty prescriptive that that we have to submit. And as much as I trust you guys, I know that this my interpretation of this is not the same as yours. I think this means you have to pass the end of course assessment. So,
maybe you could just get that clarification. If they say that that is not the case, that's not what this is meant to imply, then I guess I'm fine with it. But if this is saying that a kid has to pass a final to pass a class, I'm out. >> So
I'm I'm on board with what you're saying. >> Yes. >> But do you know what the language would be to res the needle? >> I think I don't get to decide apparently because the state is superintendent said it's two components. This was successful
completion of the course in demonstration of mastery of the content of of the content and the skills. I see it as separate. So whatever language that I think would be appropriate to we're going to submit it. They're going to give us feedback, right?
>> Maybe this is them fishing for language like you know maybe districts could provide different versions and they can read them all and say well this is the best one. Everyone should use this. you know, so this might be an opportunity to influence what the right language is. >> Did you have a question?
I mean the other part that needs clarification is item one that says um I'm on the first page under compet competency determination requirements because it I'm pretty literal and when I read this
it it says in doing so the student must earn full credit for specified courses and meet one of the following criteria and the first criteria is the final assessment for a course >> for competency determination not passing the course. >> I think that if we're going to ask for
clarification, that's the other piece that we need clarified because when I read it, it it there's a lot of ands and and >> to me, this is where the title of the policy comes into play. >> It is not clear that this is just related to competency because it says
the final work course. That's all. Yeah, >> I think there's a lot of terms that need better definitions. >> Okay. All right. So that clarification perhaps if we were to be allowed to qualify that language a little bit. Um I
wouldn't be willing to approve any version of this policy that doesn't protect kids from that final exam requirement. Um but of course the will of any rules. So maybe just >> Yeah. I I I know that's not the case particularly having heard Secretary
Tutweiler speak about it. So >> I'm also happy to reach out to the department. >> Yeah. and and there may be somebody that that has the phrase or the the specificity to that concern. >> And would this take effect at in May or June class of 27?
>> Yeah, it does. So, we would have to visit that and look at how we but we're going to we're going to have to be agile. We're we're going to have to be agile. We are not going to hold back any students
graduation when we are in a period of of flux right now in our state and how this is is determined. So >> do we have to adopt something by a certain >> Yes, you do by December 31st >> unless we seek an extension. >> Yeah.
>> Can I ask mom a question? So this assessment that we're talking about isn't written yet. Is that true? Like right now it's the final, the class final. That's the assessment, but the assessment
that is ultimately going to be the assessment is not written yet. >> Oh, yeah. They're just in the >> Yeah. >> They're in a theoretical phase of >> And because that working paper, the >> the thing that you concluded, they're not even going to give final
recommendations until June, right? >> Yeah. So, It is putting a lot of ownership on districts and school committees to adopt policies that we know are going to change. Is it possible to put a clarification in
there that speaks to that being like this is the the interim or the the I don't know what the right word is but the you know until we get to the state figures out what they're going to do and what and writes the
assessments. Um, >> and we had a clarifying piece too, which I don't remember what the words were, but it was an important distinction that made >> the whole thing made a lot more sense
that Kirk said, >> "Yeah, you remember the apprentices thing you guys are talking about or >> I think it was about the the distinction between fulfilling the requirements of the class, so passing the class
>> and the assessment which was a competency assessment but not necessarily related to the class. I don't understand how that is just yet but when you said it it made more sense. >> So currently
MCCAST has no bearing on a student's course. >> There's no connection to it. And so that's the intention here. Certainly you can utilize it for those purposes
but it's essentially to your point when you were saying you know is this a continuum endcast or some iteration or form of that um it stands alone in that way which is why I put added the phrase here for
competency determination because if the clarity is to bring back the name of the policy and just restate it back in here then it's that it's for competency determination. >> Oh my. So just I'm sorry to keep going back to
this but if this policy is adopted basically my kid gets their grades in their classes those are separate from the competency determinations. But in order to graduate they have also have to pass an assess they have to demonstrate
competency through an assessment in each class too. and they're they're not related to the grade, but in order to graduate, there's going to be an assessment in each course. >> The assessment >> like each of these courses that's listed, >> the assessment can happen within the course, which it should. A good
assessment should be within that. And if the student failed it but passed the course, you know, got the dean, passed the course, the methodology around, okay, so we're halfway there. We got that element covered. >> Now, how do we help that student meet that confidence and determination? And
so we're flushing out ideas like that in terms of okay, come back and revisit, maybe we can do some tutoring hours to get the student to that place to, you know, so that's where we would work with the family and the student to do that without because I don't think we're not going to develop a scenar,
>> you know, because I think we'll try to be responsive to that in a multi-tered system of support. >> Yeah. >> Type of way. And to be clear within our our sub mean this was a question that came up because there was that concern of like if you have an assessment based
on whatever that looks like if that child is just like not able as far as like to access that in terms of like they don't do testing well they don't do this well what then happens right so we was talking saying that yes looking at like let's
look at aligning how do we do assessments within these courses and what those assessments look like um and then to to get back from what Sen was saying if that assessment you know whatever it is that student doesn't meet the needs of that assessment of looking at well then it could be going back to like the portfolio correct like creating
a portfolio from that course well here's the pieces from the course that demonstrate that yes >> I actually understand know what I'm doing here's the portfolio present that to you and that would be like in lie of the final assessment >> presented to who who's the kid
presenting >> I would have imagined the the person instructor instructor the element course. >> Yeah. Which is why the there is the or on the one two three elements under the U mastery section of final assessment
course or capstone portfolio project because there's nothing in the policy that says that everybody has to pass the assessment that is designed that specific way to the point that that Matt was making. >> Yeah.
Oh, about to go in a different direction. Um, the last sentence talks about reassessing people who graduated between 2003 and 2024. >> Mhm. >> Do we have records to do that? If some
person from that from 2004 came to us and said, I want you to reassess, would you have the documentation? >> We keep student records for seven years. You're required to keep transcripts for 60. So if there was evidence beyond that um
beyond the seven years, you know, they would have to demonstrate that. So um students or given notice before their graduation that uh get your student record before you run kind of kind of elements to make sure they do that.
Um, and one other concept, one other thought is I'm going to tie this a little bit even into the graduation requirements, but I looked at the graduation requirements and it talks about different levels of distinction for graduates and I wonder if this as
far as measuring competency, does the assessment have to be tied into the course grade or could they be two different things as far as assessing competency And could the assessment be a tool you use to identify distinctions
from a graduation point of view? >> Yes, it can be. There's nothing in the policy that requires it to be embedded in a course. Some other things to consider. >> I think that's an element where the policy does meet the need because it doesn't
pin you into something that is very tight and unable to get to to adapt to. >> Okay. Okay. So, I think policy has a lot of um information to manage before the 17th. I have a logistical question for
you, Kirk. >> If this vote fails on the 17th, um will you have enough time to request an extension? >> Yeah, I think I can just go into the the portal and put that in there. >> We don't have to get it in order to be
within compliance or does that really matter? Would a no vote at this point put you all in a terrible position? Because I would still vote no if I felt I needed to and I didn't want to put you in that position.
>> Madam Chair, we execute the will of the committee. So if we were in that that situation, we would tell the state our committee says no. >> Okay? and and you know they're not going to come say too bad superintendent that but we will get that you know we'll have
some sort of demand for action. >> Okay. >> And so Leah if you're thinking about going in that direction I would encourage you to um write the the language that you would approve and so we could submit that to the state saying
we rejected your model language. Here's how we think it should look and let them chew on that. Well, I would actually say that he wrote it on here and that looks good to me. And so maybe the next version, you could bring multiple versions if you feel strongly about it.
>> I I can't I can't imagine there would be any push back on simply taking the title of the policy and adding at the end for competency determination >> only. So it's not to be confused with
something that is going to be tucked into the brain. >> Yeah. Right. >> Okay. Jackie. So I would also just want to hear from assistant superintendent friend on what information you got from Jesse and
>> when did you guys meet next? >> In January. >> So that's earlier. I do think though too, I know that this is probably going to be the last major policy for now that we'll be looking at.
Um, but I do think that for these really big ones, it is our current model puts a lot of pressure on the on policy and on the the cabinet to quickly turn
around documentation to be able to have it for the second read. Luckily for the last one, um, Superintendent Downing was word smithing in the background, but I really I really would want to see like feedback in an email where we're not corresponding with each other, but
you're just saying, "Hey, policy, this is what I would like us to be able to talk about because what ends up happening is then it's it's putting us in a crunch." So, we'll have to make a decision. We'll meet before that >> um based I think on the timing of the
feedback that we get and then be able to have something. >> Do you have any more deadline policies? >> These were the two major deadline policies. So the graduation requirement, the one that we've already voted on for middle school and uh the competency
determination >> because I think I think that was the big problem, right? you have deadlines on these because I would say to the extent that it's you have procedural issues with um meet and then at the next meeting we have to approve. If we just put more space between the first reading and the approval then that should give
you guys more space to actually make adjustments without having to have this time crunch. >> Well, as somebody who serves on a subcommittee, you understand that there's a lot of things that happen on the back end from an operational and a district level in order to inform our
work. So we can go as fast as we can >> on this knowing that there is like you know there's a tremendous amount of work and coordination between >> the and I'm just trying to say that you know first reading could be at this meeting and then the second reading
could be at the January meeting rather than the December 17th meeting except when you have time constraints and so >> I'll remind the committee we got this information at the end of the summer we got it on I mean so so while we can wish for those This is the position we've been placed
in. >> Yeah. So, Jackie, I'm sorry that your subcommittee is going to have to have a little Christmas meeting. Um, a holiday meeting. I'm sorry. Do you think you can do it before the 17th? Well, I think I want to hear back as whether or not we have the information that is being requested from Jesse and then that would
really dictate like >> I don't want I don't want to meet for the sake of meeting and then bring something that doesn't I think meet what you all are asking for. I I think we understand the three directions. >> Yeah. >> The three three elements. I have this
element. Assistant superintendent has the other two. So then I think we can get that and then we'll give that guidance uh to Dr. Riner and and she can simply say here's the guidance that we got back to the state not for deliberation. So we'll send that
out in a blind CC uh that if you have any feedback you can provide it uh u to the chair like our normal process. And in this case, the chair of that committee. >> Okay. >> Go through that. >> All right. So, yes, chair. So, other districts though have asked for
extensions. So, if it's feeling like this is too rushed, we would not be the only district that is not able to complete it. And if we complete it in the middle of January instead of December or the end of January,
what's what's the problem? I think we can get these three things answered pretty darn quickly and get them right back to you. >> I don't think that's going to be a concern. >> And for me, it would just be that we're going to vote on this policy and then we're going to be voting on something in the future when after that these
recommendations come out and the state makes more decisions. >> And just to remind the committee, we're bridging a period of time. >> Yeah. >> Probably about a year. Mhm. >> I just know that working with kids who don't graduate easily
>> I am very firm on this. I'm not looking to create I know you're not either looking to create barriers for kids who already have a lot of obstacles in front of them. Yep. >> So graduation is a very serious topic and I don't want any of us to take it lightly even though we're tired. It's
late. So thank you guys. Uh let's move the agenda now to the next item. Imagine we um so next we have dear Jay new member appointment. So I wonder Matt
if you think you can speak to this situation that we have that is very nice. >> Yes. So, we have a member of DearJ who has just been kind of um attending kind of there but has now decided that she wants to step forward into a more
engaging role as a member of the uh DearJ advisory committee. Um, and so, uh, Brier Fiddle has written a letter to us asking, um, giving us a little background of who she is, uh, where she comes from, um, and requesting to, uh,
be voted in by the school committee as a voting member of the DJ advisory. >> Great. Thank you so much for that, Matt. Uh, can I get a motion? >> Yes. I move to appoint Brier Biddtow Stow Advisory. >> I'll second that. Do we have any
discussion? Yeah, I just wanted to point out for the school committee, um, Brier was one of the people who helped us work on the equitable decision-m tool that we are using in our policy subcommittees. Um,
so definitely demonstrated commitment, I think, to our work. She's fantastic. Um, this would bring DearJ, by the way, up to the point where we have now one vacancy prior is to be approved. Um, so I just want to make
that clear. Any other discussion? All those in favor of appointing appointing Miss Bidd to Dear J. That is unanimous. Thank you everybody. Um, so maybe we can just give a little bit more information during the subcommittee share Matt about that
vacancy. Uh, so let's move now to unfinished business and the district calendar vote. Um, I think maybe we can start with a motion. Um, okay. >> So, I actually gave you two motions.
>> You did? >> I was going to say I think that there's two calendar. >> One for Wednesday, Friday, and one's for just Friday. >> Yeah. So, how do you want to because they're two colors. >> All right. Time up. So, when you guys look at the two options, do you guys have any clarifying questions on either
one? All right. So, we'll take the first motion first and if it fails, we'll move on to the second motion. Everybody okay with that process? >> I remember this process really well. >> Yes. Uh, good.
Which option were you, Kirk? Um, okay. So, why don't we do the first one? >> All right. I move to approve the school year 2627 calendar hybrid model with early release days on Fridays and Wednesdays. >> I'll second that. Is there any
discussion on that calendar? >> Yeah. So, I just wanted to say I was one of the five for Fridays only. Um, but I did a lot of research and I think that this is a great opportunity for us to try something new.
>> Okay. Um, great. Thank you. Any other comments? I I was just going to reiterate my position which is I absolutely also think that the hybrid model is the way to go. You know, as far as gives us an opportunity to gather data on what it looks like when we have Wednesdays instead of just Fridays. And
if we are an institution that actually absolutely prioritizes education, then this would be the right way to go as far as getting that data to make more informed decisions going forward. >> Thanks, Scott. Any other comments or discussion? I would just say uh having
worked in multiple states, multiple districts uh every district I worked in um is pretty much we we do a win of the week Wednesday or Tuesday um based around attendance um of students on those Fridays. So I think the hybrid model being able to gather some data
also have those Wednesdays and see in terms of like does it affect attendance um because I think having again that middle of the week kind of has students more apt to come into school especially our high school students um who are driving you know taking that Friday off is much easier than taking a Wednesday
off in terms of a student. Um so I think the hybrid model is absolutely the way to go. I'll say that I've spoken to a couple of constituents, I think two people emailed with some questions around this, worried about the inconsistency. So, I just do want to put on the table that that is a
concern for some, but I think that what this does is accomplish all of what you guys just identified, but also provides a little bit of release for parents who depend on Friday half dates because can you help me, Aliyah? Are the four Fridays and three Wednesdays?
four Wednesdays, three Fridays. >> Four Wednesdays, three Fridays. So at least there are three Fridays that can perhaps fit that um previous mold and we can then collect data to see if oh shift to Wednesday all Wednesdays the year after. >> The four Wednesdays that were selected
were the four highest incident rates on the absentee reports. So that's why we use those those weeks. >> You mean when the when the half days were on Fridays, those >> Yeah. Yeah. So we looked at those months and looked at that parallel date and said, "Okay, that would be the one to
shift to Wednesday." >> Any other discussion? >> Okay, everybody. All those in favor of the hybrid model, raise your hand. All those opposed. And that is in favor of the motion. So that is what we will see happen next
year. All right, >> just a quick comment on that. Yeah, >> to just bring it back full circle from not just a half days. Want to thank the committee for this consideration because we'll be informing the Kickley team tomorrow that uh the calendar's been
approved so that they can firmly um look into their construction schedule uh to be looking at the the demolition of the current building. And this also helps our town clerk. >> Yes, it does also help our town clerk. >> Thank you so much for that. Uh so over now to the next item which is the
graduation requirement second reading policy IKF. Would you like to put a motion forward? >> Yes. I move to adopt policy IKF graduation requirements as presented. >> I'll second that. Is there any
discussion on this one? The new version. Go ahead. Sorry. Um I apologize. I am wondering I think I I added this up a few times and I think I added it correctly that um on the in the right
hand column here the number of credits that's listed in each section adds up to 82. >> Mhm. And it's but we have 90 credits minimum. And I wonder if we need to put that I know we had a lot of discussion
about that last line which was five years which was breaking my brain. Um um but I wonder if we need to put something in there because
my concern is if you're looking at this, you're going to assume that the credits that are listed there are going to add up to 90. And so if you're just following that and expecting that to be 90, it's not >> correct. So if we add in that
um additional row that says course is equivalent to eight more credits then we add up to 90. >> I think what we resolve is that's intentional because the minimum credits address the mass quarter requirements
that we're aligning to and the gap between those credits and the 90 minimum gives space for student choice. And so because you have to get to 90 minimum, it's assumed anywhere in the course uh of studies you can take
courses. >> So it doesn't have to add up to 90. >> I think Sharon is in agreement that that's fantastic, but it might just be confusing. She does need an asterisk of some kind. I I feel like when students go to meet with their guidance
counselors to make decisions around their course of study for the following year, I don't know that a lot of people would go specifically to the policy in order to make those decisions that it would be really the the program of study that
they would refer back to. >> But I I understand what you're saying. I think my I guess my thought was anywhere there's a gap where there's different information can create confusion. However, >> yeah, >> I think you're right. Nobody's going to look at the policy for that.
>> So that our course of studies is built to to ensure that it meets the minimum requirements of the policy, but it provides all the language and the guidance and the things that you're looking for that that to make sure families and students are going for. >> Go ahead. What's the downside to putting
another row in there that says student choice eight credits and then making it total up to 90? I just >> I just I think I'd remind the committee that the policy documents are not
communityformational documents. They're governmental documents. So they're just defining what the minimum requirements are. the documents that are the community education documents are the course of study documents are the are the the handbook documents those are the types of things because that's where the
rubber hits the road so I think splicing it down to those points aren't necessary in a policy but of course you know we'll >> follow through on however the committee decides >> I I think if you on that second page the
second bullet point is where you could easily add you know, a line about this would require eight additional credits beyond the subject area requirements if if we wanted to add the language.
>> Um, but actually my my other comment is this do uh policy is referencing a policy that doesn't exist yet. >> Um, >> the policy IK fe the competency determination one. So, I'm not sure we
want to approve a policy referencing something that doesn't exist. >> Are you suggesting there's a risk we won't ever have that policy? >> I guess it's a good point. I brought it up last time. I mean, we could move this vote to the 17th.
>> Absolutely. >> If the committee doesn't mind, >> I actually think that's necessary in per Shandor's comment. I mean either either that reference needs to come out or the policy needs to exist. >> What do you mean? >> But he points out the policy doesn't exist but it's referencing it. So
>> but next meeting we might um approve that policy submitted. So that's >> it's we'll be quite we'll be fine with the timelines. >> It came to the committee in this order because we've been waiting on the guidance for competence and
determination. So we said let's make hay do the work that we need to do on on graduation requirements while we get the competency determination. Now we have that. So as long as we do this work in the next meeting I think it's fine. >> Is that okay? >> I can I can meet the deadlines with the state if we did that.
>> All right. So we're going to put this on the planning calendar for next week to actually take the vote. So we're going to >> because we have a motion on it. >> Yeah. So um I am going So that would ultimately just require us to vote no. Um, if we want to move it to the next
meeting, >> whoever made the motion can also retract the motion and if the person who seconded it all agrees to that, then the motion will be refract. >> Yeah, I can. I will with withdraw my motion and I approve as I seconded it.
So, we'll move this to the next um meeting. But what do you guys want to let I think as Shandra pointed out that second bullet on page two? I actually think this policy is okay because that
second bullet exists and I I think it's fine the way it is personally if it if it would please school committee and then ensure that we feel comfortable voting on the 17th.
We we could reference the fact that you know of the 82 of the 82 list but something like that there's 82 required something to that effect like there's 82 required >> but but we can't we can't necessarily
say that and I'll just remind people >> cuz it's going to change >> some of our science courses are six some are four. >> Yeah. >> And so there's not going to be an equation you can put down >> that is going to balance that. True. >> So that's why I think the second
sentence addresses >> is everybody okay with that? >> All right. So policy can um just uh pump the brakes on this one. You don't need to do anything to change anything otherwise it looks pretty good to us that we're going to hold the vote until the 17th. Okay. So we're going to
keep moving along here um to our oped recommendation review. And I'd like to turn it over to Scott to discuss. So before I proceed, I I have an observation. Um part of the reason to have this on here was to educate and reinforce the idea on
here. And while Jillian is on the committee and has seen this, two of the newer members are absent and it might be more beneficial to there's two ways we can go. We can review this and review it again when they either here or we can defer this as well and talk to them at
one point. We have more people who would benefit from the discussion present. So just guess just looking for a little feedback there before I move ahead. >> Right. How busy is the 17th? >> Getting busier.
>> What did you say, Jess? In theory, it should be >> It's not a voting item. It's an educational item. >> No, I mean the things that we are going to be voting on talked about before. So in theory should be
>> um so for next meeting um as we're going to have a later agenda item um we this is where we bring back um the capital plan >> information. So that'll be the focus of our presentation work next week
um rate review. So, we start our next next meeting is the meeting of a string of finance uh focus that we're going to have. Um I can shift the Washington DC that keeps getting kicked along. It's we're not under a time requirement.
>> Always watch the YouTube replay, right? >> I I think >> it's up to you, Scott. If you would feel more comfortable moving it to the TV, you can do that. I just think it' be more valuable when the new newer people the newer people are present if that's possible which
admittedly it's not possible to guarantee that but >> okay let's um move that item to the next agenda then as well if that's okay >> all right guys we're doing it uh we're moving on now to subcommittee report
outs and I wonder if there's any additional subcommittee report outs that you'd like to put on the table I'm going to actually throw it to Matt first for DearJ advisory. >> What can you tell us? >> Um so Dearj uh wrote a small blurb for me to present um to just the communities
uh looking for uh an additional member. So I'm just going to kind of read what they wrote down. The regional school committee is seeking members for the our diversity, equity, awareness, and racial justice advisory dej with members who are parents, students, teachers, district leaders, alumni and community
members. The Darj advisory provides NRSC with support and recommendations to ensure students of all races, ethnicities, sexual orientations, gender identities, religious affiliations, neurotypes, physical abilities, nationalities, incomes, languages, and bodies belong and are able to realize
their unique potential as active contributors to their community. The DRJ advisory has seven appointed members and is open to all. We welcome and encourage you to join us in our work and our hope is to have representation from all towns in our district. Interested community members can take on different roles. For
example, one can become a member of our of the advisory board, serve on a subcommittee or simply attend advisory board meetings to contribute to the work. The work is guided by the Nesa Regional School Committee. The commitment for an advisory board member amounts to about 3 to four hours a month. This includes attending a monthly
meeting, one and a half hours. Additionally, serving on a subcommittee. For more information about our work, you can visit our web page to review our guiding document. If you are interested in participating on the advisory committee, please contact Leah Benrito, school committee chair at elderritonrd.net
to express your interest. If you'd like more information about our work or have questions, please reach out to the advisory at dearj nrsd.net. >> That's it. >> Thanks so much, Matt. Uh we will say that having a me um community member from Lancaster
is ideal as we don't have representation from Lancaster at this time. Uh but that is not essential. It's um hopeful. Excellent. All right. Any other subcommittee sheriffs? policy will be meeting. Um I don't
>> I do um we will probably be meeting but we are meeting in January to discuss there are believe two updates from the August 2025 MAC update and of those there's a few
that are new. So part of that is um giving us some space as a as school committee members um as we go through the um budget season and then hopefully bring some of the easier ones to the committee
for review at a later time. >> Great. Thanks. Policy, do you want to do building committee update? Yeah, I don't think I have anything new since the last update, but you all have received your invitation, I hope, to attend the the building walk. Uh, I'll just want to
reiterate this point. Please be at the if you're attending and you turned in your be at the conigly trailer at 5:45. So, we have time to distribute the the PPE because we must be walking in the building at 6:00 in order to do our 45 minutes so that we can begin the SPC
meeting at 7:00. And uh how do you access or get to the consumer trailer? Ah, >> good question. So, if you're coming down 117, it is the turn right at the tennis courts parallel to the student entrance. So, you'll want to take the more westerly east entrance and then uh as
you come into the property, you will veer left. There's one road that will take you straight to the trailer. >> Kirk, get that meeting. Would we be making any vote on solar related projects at that meeting? No. Okay.
Number 18, I believe. >> Miss Paul, did you get the invitation from Miss Han again? >> I did. I just >> Oh, okay. >> Well, we've been crosschecking where it went. So, >> everybody does that. It was a Google
form that you had to fill out. So, Bridget Han again, it came from her. Thank you, Bridget. Any other subcommittee sheriffs? All right, guys. So, items for next agenda. You guys can see we've talked about it already a little bit. Anything that you want added to either the agenda
or the parking lot? >> Um, do you have a do you have the communication sub presentation up there? Um because you were uh the plan was for your subcommittee to meet with Kirk to review the data
>> or the presentation >> has and when is that going to happen? >> That is scheduled for the 16th, but I need to reschedu and I'm working with my subcommittee members on an alternative date because I would like to and so we are looking to perhaps push that to
I mean budget season's pretty rough. So are we thinking March? not like it to go that far. >> Yeah. >> Um the other alternative is I could touch base with Kirk, you know, and review the presentation
>> separately. Um I just want to get your feedback and >> yeah be >> presented to the committee. So it's in the parking lot. Okay. So you just let me know when you want it to land. Okay. And then click when you need.
There is one item in the parking lot if I may. Uh we have an education foundation proposal. There there isn't a proposal. Um and half that is going there. I shouldn't discuss that item because it's not on the agenda. >> Okay. >> It's going nowhere. So not for any poor
reasons. It's actually because of bylaws and other organizations. So I am I don't know if it's necessary to have the park not unless the committee itself just wants to debate to talk about the topic. So, I'm going to leave it in the parking lot because I know that it's in the strategic plan. It's also something that
I'm interested in. Perhaps you and I could talk it through a little bit at our planning meeting and then we can >> I like it. We'll >> see where we go from there. >> What is the next update on collective bargaining or missions happening?
>> So, there is to my knowledge no update about collective bargaining. Have we moved any closer to establishing? >> There's no update today. We have a meeting tomorrow. >> So maybe we can we can put that in the parking lot to do
>> um just so that you all are all aware, one of the requirements of a school committee is to um review executive session minutes and make determination on whether or not those minutes can be released. Um, but you need to approve them. We have a little bit of a backlog. So, that
is something that is going to happen at an executive session coming to you soon. We're just needing to find some time to do that because it could be a little laborious, especially for our secretary. Um, so more to come on that, but I'm going to put that in the um parking lot
as well. >> These people that are still on the committee have participated in >> the No. So, and that's how it goes. That's actually how it goes >> because you're supposed to buy um policy
approved every 6 months. >> And so, there's going to inevitably be turnover >> and so it's it's okay. >> I think we met like two or three times in my four years on the committee. So, >> yeah, >> how much of a backlog could there be that I'd be familiar with? >> Executive session. >> Yeah.
>> Oh, no. We've had two. >> Okay. >> So, anyway, um there's nothing nefarious there. We're just trying to find uh the proper time to to approve and then decide whether or not they'll be released. That's in the parking lot. So you guys if an executive session comes
comes up around that, you'll just understand what that's all about. Yeah. So nothing fancy, but um anything else? All right, guys. I am seeing nothing other than an adjournment. Can I get a motion?
Yes. >> Thank you, Dr. Riner second. Thank you very much, Mr. Pal.