All right, welcome to the North Middle Sex Regional School District School Committee meeting. It is March, >> it's November 18th, 2025. Meeting time is 6:00 p.m. We have in attendance tonight
Kenan Francois >> here. >> Alexander Banci here. Um, Mike Laboier. Labo Bossier.
Oh, you're >> on mute. Labosiier. >> Labosier. All right. Randy Rous. Rush. >> Yes. Here. >> Lisa Bloom. >> Yeah.
>> Jackie White >> here. And for administration, we have Superintendent Brad Morgan >> here. >> Jeremy Hammond >> here. >> Uh Nancy Haynes
>> here. >> Gary Reese >> here. >> Uh student representative, we have Natalie Stupet Stup. And then Chantel Mstead is
a principal at Hawthornebrook >> and and Kim Craraven joined. >> Oh, and Kim Craraven >> here. >> All right. I think that is the roll call. This meeting is being recorded.
And do I have a motion on the consent agenda? I will move that we approve the consent agenda consisting of minutes from October 21st, 2025 for the school committee. warrants. Accounts payable
warrants uh 26 1023 26 1030 26 11106 26 11113 payroll warrants approved for October 23rd 2025 November 6th 2025 and the donations uh from
uh Apple iPad toit middle school for literacy assessment for $485.74 uh $1,340 $63 to the high school from OKConor Studios. Um 39 $39140
to Squan Cookook Early Childhood Center from Okconor Studios. $153.88 to Squan Cookook uh early childhood center uh from Okconor Studios 250 to uh Squanook Early Childhood from Joan
Watowitz. I apologize for the pronounce pronouncing of that. Um $29.11 to the high school from Ohio Pile Prince, $846 to Spalding Memorial from
Boxtop Tops for Education, and $2,9818 to Barnum Brook from Okconor Studios. >> I second. >> So that was Randy and then Lisa Bloom. A second. Right. It is a roll call vote.
Lisa Bloom. Yes, >> Kenan Francois. >> Yes, >> Alexander Vancoui. >> Yes, >> Jackie White. Looks like Lisa may have frozen.
We'll just give it a minute for her to rejoin. >> I think mic might be frozen also. There we go. >> Can you hear me again? >> Yes. >> All right. So, it just crashed for everybody, not
just me. Um, Kim Craraven, I think I was on you. >> Yes. >> Uh, and Jackie White. >> Yes. >> All right. Has Carla joined? Carla has
not joined. >> No. No. >> Um, Michael Laboier Boiseier. >> Labosier. >> Labosier. Labosier. All right, I'll get it. >> Uh, yes. >> And myself. Yes. So, the consent agenda
is >> I was gonna say you didn't hit me, uh, Lisa. >> Oh, Randy. >> Okay, Randy. All right. Our internet disruption happened. So, Randy. >> So, that was unanimous. All right.
Moving on to public communications. Robin. So, I don't see um Mr. Rob Templeton in the um in the room so as an attendee. So I'm going to move on to um two
one comment um and just let you know Carla has joined. >> Okay, just give me one second. >> Hello, I'm on. >> Hi Carla. We've just moved on to the public communications part and Robin's going to
read a statement from a community member. >> So, we uh received a public comment uh statement from Mary McMurray of Ashb. Uh she emailed, "I noticed that once again you were going into executive session to
discuss contract negotiations pertaining to the superintendent. I would like to offer my thoughts. We taxpayers have been told over and over what a dire situation the district is in. You have closed the only Ashby school and bus children to towns and you raised club and sports participation fees a huge
amount and increased parking along with every other little thing you could think of. I must add that the lack of transparency of our administration and school committee is disturbing. We have asked many times what the actual cost versus savings of closing Asheville Elementary was and we were never given an answer and guessing it was because
there weren't any savings. For these reasons, I'd like to say that the superintendent should not be getting another salary increase. If he feels he can't use all of his vacation days, then he should plan ahead like everyone else does and use them or lose them. If the district has to cut back, then the that should include everyone. I also find the
fact that you go into executive session in the middle of your meeting instead of before or after is questionable. It's as though you hope everyone will give up waiting and leave the meeting so you can make more questionable decisions. And that's all we have for public comment.
>> Thank you, Robin. And moving on, I am on to the chairman's report. I received a letter from Mary Dodri from the a she's the Ashby Town Administration and I'm going to enter that into public
record as well. She This one is dated an email dated November 14th. The select board respect respectfully request that this letter be read at your next school committee meeting regarding Ashb Elementary School. We appreciate
your attention to this matter. Thank you, Mary Dodri. Okay. And here's the attachment dated November 7th, 2025 from the town of Ashb, North Middle Sex Regional School District School
Committee. Dear Chair Martin and the members of the committee, the Ashb Select Board is writing to you regarding the status of Ashb Elementary School. As you know, your committee voted this past March to place a pause on operations at the school due to financial constraints
within the North Middle Sex Regional School District budget. In light of the significant surplus funds currently awaiting certification, we respectfully request that the committee lift the pause and plan for Ashb Elementary
School to reopen for the 2026 2027 academic year. It is important to note that this committee, many of whose members continue to serve, work diligently to establish a new worked diligently to
establish a new regional agreement among the three member towns. A key provision of this agreement is that each town shall maintain a school within its borders. We trust that the committee remains committed to upholding the spirit and intent of this agreement. The
Ashb Select Board remains steadfast in its support for Ashb Elementary School and its vital role in our community. Just 5 months ago, the school was thriving. We believe it can and should continue to serve the educational needs of our students. We urge that the
committee to take the necessary steps to reopen Ashb Elementary in August 2022nd or 2026 and reaffirm its commitment to equitable education across all member towns. On the behalf of the Ashby Select Board,
Paul LaRosa, chair, I do want to state something about the regional agreement. The regional agreement that they're referring to, the new regional agreement is one that has not been ratified by all three towns.
And so that one has not been adopted into our policy. We are still on a regional agreement that was agreed upon in the 50s and then I think there was an amendment in the '9s to the regional agreement.
All right, moving on to other things in my chairman's report. Um, news and communication relations. Congratulations to Rebecca Adet, selected as the 2025 science educator of
the year. She's works at Hawthorne Brook Middle School. Congratulations, Rebecca. North Middle Sex was awarded more than 18,000 in state STEM grant funding. And I believe down below that Dr. Reese will
discuss this. Patriots happenings in the district. We have um Nissatis will be performing the Lightning Thief, the Percy Jackson musical. This is November 20th and 21st
at 7 p.m. and November 22nd at 2 p.m. with adults $5 students and seniors $2. I recommend that everyone go and see the play. I heard that it's going to be great. Um, and on Thursday, November
20th, there is a school funding discussion. This is held going to be held at Graten Dunville Middle School and it is from 6:00 to 8. I know that Superintendent Morgan will be one of the speakers that evening and also some of
our state representatives and select people. All right, moving on. Um Natalie Stupek, do you have a report for the committee? I do. It's a little brief this month,
but um from the student council and class offices, they ran a successful Veterans Day event I think on the 7th. Um, and then sports, they're starting to wind down with some teams entering playoffs and others already completing their seasons.
Um, the drama like department had their production of the uh, show Our Town on the 13th and 14th and then AP test pavements were due last week. And I think that's everything.
>> Thank you, Natalie. >> Thanks, Natalie. >> All right, you can jump off. That's fine, Natalie. I know that you have lot to do. >> Have a good evening. >> You too. Thank you. >> All right, moving on to the superintendent report. Superintendent
Morgan. >> Sure. Just uh a few items to update the committee on. Some members of the central office team met with the Boston Globe reporter um Chris Huffer who specializes in education educational inequities. uh he's a reporter for the
globe at a subset of the globe called the great divide. We met last Friday to discuss the current funding formula and how it continues to negatively impact NM. I'm not sure where it is going u whether or not there will be a story coming out um from him on this but I
know he is planning to reach out to some other regional school districts not necessarily close to N&M but to to try to get something that is um I would say statewide. So, I know he's going to be reaching out to a a regional school up in the Northshore and possibly one out
in the western part of the state as well. And then the hope is is that he will generate a story from that regarding the chapter 7 funding formula. Uh school start time. As many of you are aware, the district was asked as part of an 11th grade civic action project to
look at start time specifically at the high school. This was also recently brought up by a staff member at the high school. So, I did speak with the staff member um recently just to talk about whether or not this individual would be willing to head up a starttime committee so we can start investigating whether or
not this is something we should consider. The hope is that I will hear from this individual within the next week or so. And if it is a go and this person's going to be the chair of the committee, I would like to make this um really a a committee that has all
stakeholders from the NM community involved. So, we're hearing from staff, students, families, and community members. Um, so that we get really a thorough study of this and really get hear all opinions because I know there are lots of opinions around start time.
Uh, the high school does, I believe, have the earliest start time in the state. Um, I do believe it's also one of the earliest start times in the country as well. Um so it is something that is certainly worth looking at and looking to see again if this is something um
that the district can consider. Um obviously we'll be looking at at some of the challenges that may impact that primarily around busing. So certainly look at that and I will keep the committee apprised of that. Uh today I I
was able to testify with the education um joint committee at the state house. I did this virtually and it was on special education circuit breaker to advocate for increased funding. Chuck Walovich from the Pero board of selectment also testified in person. Um so thank you
Chuck for going in in person uh into the city again. I'm sure it was busy but greatly appreciate your support and he was pushing for the increased funding as well. So again, I I think we're getting to a point where we I mean really nothing has happened with regard to
funding, but they are certainly giving us the opportunity to speak and be heard. Um hopefully, you know, we spoke multiple times last year at the state house. We spoke again today at the state house and we have the event in Grten Thursday evening. So the hope is is that
we can keep this positive momentum moving forward so that our funding concerns are addressed at the state level. That's all I have for now. >> Thank you. >> Thank you. >> Thank you for speaking at the state house or via um the internet. And thank
you Chuck Wakovich for speaking as well today. All right, moving on to assistant superintendent report. Dr. Ree, >> nothing at this time. I'll have some information further down on the grants.
>> All right. I want to tell everybody right now we're moving ahead of schedule. So, let's keep it that way and go forward. All right. Out of state overnight field trip. I think this is
Chantel Mstead. All right. >> Hi. >> Go ahead. >> Our sixth through eight band is looking to take a trip to Hershey, Pennsylvania. Um the trip will include a stop in Amish country, um a performance in Hershey
where they will compete and also receive feedback from a number of judges. Students will then get to enjoy the park at Hershey Park. Um the third day is a Saturday. On their way home, they're going to stop in Gettysburg for a historical experience um before arriving
back at home um at about 7:30 at night. The band has been planning for this for a few years and students have been fundraising for it. I know some members have fundraised enough to just about cover the entire cost of the field trip. Um,
yeah. >> Does anyone have any questions? Randy, >> I'm just curious. When my my kids were in band in at Hawthon Brook, um I believe it was three different trips for the sixth or
eighth grade that they rotated through. Um Hershey's Park being one of them. There was Mystic and for the life of me, I can't remember the third one. I apologize. Um is that still happening? Uh where this is just rotating between those different events. >> So I believe Mystic is still happening.
Um that happened last year as well. And then I know there is another field trip that happens um kind of at the end of the year um that is open to all band members um and that is a bit closer to home um to New Hampshire to
I'm blanking on the name of the park they all go to but few different opportunities. >> Is it Cany Park? >> Yeah. Uh yeah, I think so. Kenan, you went on it right? Yeah. >> Yes. So, it's Ry's answer. It's a three-year rotation. Um, that kind of got messed up by CO. It's Newport, Rhode
Island, Mr. Connecticut, and Hershey. Uh, >> rotates every year. >> Okay, great. Thank you. >> Can it be every year? >> Yeah, I I am happy that that is still going on. Um, I think this is a very worthwhile um opportunity for the band
students to go. Um, you know, obviously play out in public is something that a lot of students don't get a chance to do. Um, I think going as a band, um, especially we tend to have large bands, um, going on these trips together overnight is is a really good bonding experience for them. So, I am all in
favor of this. >> Thank you. >> I agree. It's a great opportunity for the students of NM. Um, may I take a motion or any other questions first?
All right. Now, a motion. I will move that the school committee vote to approve the Hawthon Brook Middle School band students overnight field trip beginning on May 28th through May 30th, 2025 to Hershey, Pennsylvania for the Music in the Parks Festival.
>> I said that >> 2026, I think, right? >> Oh, did I say five? Yeah, that would be 26. You're right. Oh, yeah. >> 26. Yep. Sorry, I was just reading the agenda. >> That's okay.
Uh, it is on the 26th. So, it's May 28th through May 30th. >> 2026. >> 26. >> All right. And that was Randy and then Lisa Bloom on a second. All right. Roll call vote. Alex Ander Vancoui.
>> Yes. >> Carla Lima. >> Yes. >> Jackie White. >> Yes. >> Kim Craraven. >> Yes. Keenan Francois, >> yes. >> Lisa Bloom, >> yes.
>> Randy Rush, >> yes. >> Mike Labosiier, >> yes. >> All right, and myself is yes. That was a unanimous. Good luck to the students and have a fun trip. >> Thank you.
>> All right, moving on. Um, the second item under new business is special education update. This will be presented by Aaron Upton, our special education director. >> Hi, thank you. Um, I did share a um a
slide deck. I don't know if you'd like me to present that or just read through the slides that are that should be in your packet. >> Um, you can go ahead and present it. I will uh give you privileges. >> Thank you.
She's all set to present. >> Okay. Awesome. Thank you, Robin. I was hoping you'd show up. >> All right. Um, can you view that? Okay. When I see you, I can't see what I'm showing now. Um, so great. Tonight I
wanted to update some highlights um with some progress across um special education operations specifically the digital systems compliance programming staffing and a fiscal impact. Um
so this year we made a successful shift to integrating our special education programming into Aspen. um so that teachers now have immediate access to student IEPs. Um this will hopefully
increase consistency in the implementation of accommodations. Um so that is general education teachers, special education teachers, specialists. Um the teachers that are listed on the student schedule are able to view um each students um IEP and the
accommodations are easily accessible for them. So they we don't have to balance between two systems. Um we've also changed um the way that parents are receiving progress reports throughout the school year so that they're receiving them the same way they
currently receive report cards through the Aspen portal. Um they can view them in there for a limited amount of time and then they'll be available under documents in their parent portal. In addition to the cost savings that we discussed last year, um when we made
this shift, um this transition has also reduced some of our paper and printing costs overall. Um staff seem to be really um adapting. We have some learning curves um to master the system, but overall it's
going really well. Um we also are in our first year of full implementation using the Xerox translation app. Um families can now receive translated documents at the same time as English versions of the documents which really strengthens
compliance and improves our equitable communication with families. The app has also reduced our translation expenses. Um but we are still using Bay State to u provide meeting interpretation and any any other verbal interpretation that we
require. Let me know if you I need to pause for any questions please or if if you'd like me to go through everything and and stop me at the end. Currently, uh okay, currently um we have
25% of our students qualify for special education services. Um of those 25% approximately 10% require out of district placements and we are fiscally responsible for 9% of the students that
are placed out of district. um since July 1st, we've also had um students several students exit um out of district placements for um reasons such as aging out, moving out of district, um
reintegration into our in district programs or um withdrawals, dropping out. um this the student number of students exiting has resulted in a an overall um cost reduction of $1.3 million. However, I want to mention that
that number is very fluid um because it can change if we have students move into the district or if um our indistrict students who are currently being supported require more intensive programming um during the school year.
So at the end of the school year, there is a concern that this could still end with a negative balance in our out of district tuition accounts. We have been exploring some um partnerships to strengthen our indist
programs to better meet the needs of our students um in the district. Um, so we feel as though this would really help them to remain in their community and and part of NM. So we're pursuing partnerships with Landmark School and New England Consortium for Children. The
Landmark Partnership will support the development of a language-based program at the middle and high school. and the partnership with New England Consortium for Children or NEC will assist in building an indist um ABA based program.
Although this would result in a cost savings for outofd district tuitions, it will require us to hire additional um special education staff um to support the students.
We um have continued to have a vacancy for a full-time speech language pathologist. Um so we are currently contracting um externali services to address this need and for the second year we've had um we've also had an
opening with our job coach for the gateway program. This is a 6ft FTE position that we've been unable to fill. Um so the contracting with speech and language services is a temporary measure of course while we continue to try to recruit someone to work for the
district. Um, in terms of the job posting, um, the job coach, I apologize, um, the gateway staff have been, um, doing their best to try to cover some of the job coaching responsibilities to support the students and make sure that they are, you know, constantly exploring
additional job sites, giving students on the job experiences, um, as well as providing some development, um, opportunities in the classroom setting to help them de develop the skills they need to be in the workforce.
So, we have um we have had some changes in um requirements um for in order to meet compliance um over the summer. Um the state changed the requirement um for
processing paperwork through the special education office. We previously had 10 school days to process documents. We now have five school days to process these documents. Um in addition um we are also um as special education administrators
now required to attend all of the eligibility determination meetings. So any meeting involving an evaluation. Um, so this includes students referred for initial testing, students referred for re-evaluation or additional assessments
to review an outside evaluation, all of those sorts of things. Um, so this has really um made it challenging for the the special education administration to meet compliance. Um, well and you know
really supporting the staff as well. Um so we continue to um monitor workload, continue to explore ways to maintain this compliance. Um but we have needed to add a one FTE evaluation team leader
so that we can restructure our administrative roles and ensure compliance um with the state requirements. So the things um in summary what's working um we've made a smooth transition to Aspen for IEP management.
Um educators have immediate access to the current student accommodations. This improves instructional consistency. Um parents are receiving IEP progress reports through the portal which increases transparency and access. Um, the Xerox translation app is allowing
families to receive translated documents at the same time as English versions, improving equitable communication and reducing translation costs. Um, we have some early reductions in outofd district costs. Um, we are working on building
our in district programming. Um, and you know what we need is to fill these unfilled positions and continue as a district to invest in our specialized programs. Is that complete? Aaron, you're done. >> Yes.
>> Okay. Sorry. I was >> Are there any questions, Randy? >> Uh, thank you for that presentation. I really appreciate uh hearing a little bit more about that and especially the successes that we're having about bringing some of the students back into
our district. Um, everything that I've heard over the last, you know, 16 years is just how important it is to these students to be in their own environment, in their own communities, um, to be able to get their education. So, thank you for everything that you're doing with that. Um, and I know you were saying
that you're looking at bringing more uh, programs in to be able to bring in more students. Um, do you have any kind of an idea of um, uh, space requirements that you're going to be needing for different pro um, programs that are going to be coming in? This way we can make sure um,
because obviously we we've been having a lot of budget issues and we're looking at space very carefully. I want to make sure that uh, we at least have in mind that we're not going to constrain our capacity too much to be able to get the benefits for the students and for the district of bringing more uh, inhouse.
So, um, thank you for recognizing the successes that we're starting to have in in terms of reducing overall costs and keeping our students in the district. We are definitely looking at the space. Um, we are looking at maybe shifting some of
our in district programs um as well. Um, to, you know, have more equity across the district. Um we in terms of the space requirements, we definitely do have some space available um for these programs
specifically. Um the language-based program um right now um is would be a smaller cohort of students. Um but there's a lot of co-eing involved with that. It's really a partnership not just with special education but with the
general education teachers. And the partnership helps to develop um good practices for co-eing models um not just for the um small groupoup instruction. In terms of the um neck partnership for
the ABA programming, I apologize for not mentioning that this would also be an opportunity for us to potentially tuition in some students. So if we had um some of our students attending the program, we could potentially leave a
few um open slots and tuition students in from neighboring districts. There's definitely a high need in our area for such programming. Our just our students travel, you know, a a good, you know, two to three hours a day trying to get
to high quality programming. And I really believe that we could do just as good, if not a better job in district Jackie, >> thank you. Aaron, your slides were really great. Actually, commend you on those. Um, question on the speech
language pathologist and the job coach. Have we had those positions before? Is it a matter of like we're not offering salaries that those positions typically look for, or is it something else that you think is hindering that search? >> Yeah, good questions. Um so with speech
and language there is a nationwide shortage of professionals. Um more and more speech and language pathologists in general those who are out there are really seeking more opportunities with contracting through agencies because they can um they can receive a a greater
per hour rate for their services. Um so in general it's not that's not an issue unique to us. we are actually in a better place than than some of our our neighboring districts who have um more openings for speech and language pathologists. So, fortunately, you know,
there are are staff that really want to work here and and commit to our district. Um I don't um necessarily think it's a salary piece. I do think that it is a critical shortage of staff. In terms of the um the job coach, we've
had um really little to no interest in that position um since the person who left the position um in 2024 to become a teacher and is doing a wonderful job at that. Um I'm not sure if it could be the
the part-time status of that where it's a 6. you know, it it definitely it's a three-day a week position. Um, which could be preventing applicants from expressing interest in applying. >> Any more questions for Miss Upton?
Kim, >> thank you. Uh, great presentation, really informative. Um when you talk about some other programs that you'd like to integrate in, is there a way um for you to compile some of the things
that you think are the best programs in the other areas that you think might be beneficial to bring here um just for future consideration, you know, to keep us informed of what those might be, what they might look like. Um, I know just, you know, sort of peripheral on some of
the the programs that they have some unique offerings that we might not be able to to offer, but maybe we can discuss about um any community based resources or what that might look like. Um, because I know we can't replicate everything for every program that's out there.
>> Of course. Absolutely. We um we selected these two programs because we do have um cohorts of students that were currently um placed out of district um and we felt as though um it would be you know a a
two to threeyear you know initiative to really this would be a pre-planning year and then hopefully year one of implementation would be next year for these. Um we have explored um some other programs for um students requiring
therapeutic needs. Um we currently feel as though we are adequately supporting the students that we do have in district. Um and you're right, we wouldn't be able to mirror exactly what they're receiving in their current out of district placements.
>> Okay. And you mentioned transition. I did have a question on that. Um, so looking to to get this up and running for next year and then, you know, for, you know, maximum utilization. Do you think that's a a three to five year turn
for the out of district families to want to come back? Um, what do you think for that? Because I know it's going to take some investment on the on the front end um with they come back, but have you um thought about that >> at this time?
>> Yes. Um, so we, um, we do have several families that want their children to be educated in our schools. Um, but we don't currently have the programming. So, um, we do feel as though if we're able to develop the programming, um, in
especially utilizing these partnerships with experts who have had great successes with building programs and developing them that families will want to um, bring their children back into the district. Yes. So, this year one would be
identifying those students and communicating with those families about our plans. >> Thank you. Anyone else have any questions? So I am going to ask you Miss Upton if
there is a document because when I first started the school committee there was a document that listed all the programs that we offered in special education and just gave a brief description and given that the school committee has a lot of new members they may not know all of these acronyms around it or what we talk
about. Would you be able just to provide us a document that says what the programs are, maybe where they're housed at right now and things like that? I don't want any numbers behind them. I just want a description of what the program >> Absolutely. Yep. We absolutely have
that. And I it would I appreciate you mentioning that with um some of the new members. It would be important to to share with them that we do have the full spectrum of programming within the district. Um and it is some really strong programming.
Yes. So I can um should I share that with um Mr. Morgan? >> Yep. Share it with um Mr. Morgan and then he can send it around to all of us and then if anyone has questions about that the programs, >> you can reach out to Brad and I and then
we can direct them to Aaron if that works for everyone. Aaron, >> if you could include me as well, then I'll I'll keep it in the committee documents. Great. Thank you. Thank you. >> Robin can probably forward it for all of us to everyone to make sure we all have everything. So, thank you, Robin. >> Thank you.
>> All right, moving. Anyone else have any questions? All right, moving on. We are going to the SIMS report and that is Jeremy Hammond, our operations director. Is that that's your title, right, Jeremy?
>> Yes. >> And it all right. >> All right, Jeremy. Uh hello. Uh so SIMS is not overly exciting. SIMS is a uh report that we or really it's a data
transmission that we provide to the state. Uh they get a ongoing uh update of student data from our district and all districts within the state. Uh but three times a year we are asked to certify it after a fairly
lengthy cleanup process. Uh the reports that are provided in your packets are the summary reports that we get back. Uh there are a few others but these were the most pertinent. The others tend to be um kind of break down within some of that. Uh also there are not as many
reports as the numbers would indicate because the state has retired several reports but don't update the report numbers. Uh so this year our total enrollment for SIMS uh which is student information management system for anyone interested
uh is 2764 for the district. Uh that is down from the previous year. Uh but we have been in a steady decline for quite some time now aside from the initial recovery coming out of COVID. Uh so that is not
entirely unusual for the district. Um, I guess I'll just jump to questions. >> Does anyone have any questions about the SIMS report? >> Randy,
>> I understand that numbers aren't uh very exciting to a lot of different people. Um, I was wondering if at some point, again, no rush on this, um, but some context for some of these numbers, um, maybe the last year or two, so we can see the trends, um, of how much we're
losing in the district, um, you know, by grade or, you know, however, but to represent this in in a more graphical form for the school committee so that we can actually understand why this information matters and how it impacts
the district would be Great. Sure. >> All right. Anyone else have any questions about the SIMS report? All right. Thank you, Mr. Hammond, and thank you, Miss Upton, for the lovely reports.
All right. Anyone else? All right, we are on to the grants. And if we can do these in six minutes, we're ahead of schedule, Gary. >> Wow, that's a that's a
>> six minutes. >> Okay, so I have a number of grants to share with you this evening. So exciting to be bringing in some money to the district. Um the first is the STEM equipment and professional development grant for $18,651.
This is through the Massachusetts Life Science Center from the Commonwealth of Massachusetts. Um, this grant actually the we were received notification of the award in the summer and I apologize. I thought we had it already approved it in a pre prior month and recently became
aware that we had not gone through the process with school committee. So, my apologies there. Um, essentially the funding from this grant is going to be used is being used for replenishing and updating Lego kits that are used through our middle school STEM programming. So,
it's materials that we've already had and have already been used as part of our curriculum. And it's just to update uh lost Legos, things like that, um, and replenish the kits so they're current um, for our two middle school programs. And the request for this was initiated
through our middle school principles um to to apply for and secure this grant. >> Do you want me to go through each one or do you want to take each one individually? >> Is everyone okay if we go through each
one or and then just approve them all at the end? All right, let's go. You keep presenting and if we have any questions. >> Great. So, I may go out of order just from what's on the agenda just because some fit better. So, the next one is the
Safe and Supportive Schools Continuation Grant for $10,000. This is also through the Department of Education. It's a continuation grant, meaning that we received this grant last year, which allowed us last year to conduct a self assessment in our safe and supportive
schools programs. Based on that assessment, we identified the team identified an area that they wanted to continue to work on this year, which was professional development needs around safe and supportive schools for students. And this grant funding will allow us to provide some professional
development support for our guidance staff as well as staff as a whole. Um, similar to that, we have the supporting arts and cultural vitality teams grant for the in the amount of $13,725.
There's an index that the state has developed in order to assess what our arts programs or what arts programs in schools look like to be able to identify strengths and needs, identify opportunities for growth. It really
forces us to look at data within our arts programs and be able to identify where we're doing things well and where we where we have some opportunity for growth. Um it's about looking specifically around access, around equity, and around cultural
sustainability. So it's it's a great opportunity and similar to the safe and supportive schools grant that we got last year. The hope is that we'll have a team this year that will conduct the self assessment, be able to identify some areas for growth that we then can
use to inform potential budgetary decisions as well as hopefully be able to apply for a subsequent grant grant next year to continue the work that we identified through that grant. Um, we also had received the interpreter in the
education setting grant for $5,000. Um, you heard Mrs. Zeppin talked earlier about the costs associated with providing translation services for families. Um, this grant will allow us to provide some um to get people trained
through the NATISLE which is the National Association of Educational Translators and Interpreters of Spoken Language organization. They actually provide a certification for people to specifically be able to provide translation services in an educational
setting. This will allow us to do some training for staff that might may be multilingual within the district and then we can access those individuals as opposed to contracting out which tends to be um much more money because they have minimum requirements when they come
out to do any type of translation. And so it's typically at least $200 every time they come in to do a parent meeting regardless of the amount of time. So that is a $5,000 grant. Um and then the last two are part of the fair share
airmark. Um so in June, Governor Healey signed a 1.3 billion supplemental budget which was really focused around investing in education and transportation across the Commonwealth. Um we're very appreciative to our local
legislators who advocated for funding for North Middle Sex were able to get two different airaxs identified for that grant. The first one was 150,000 and that was identified um at the state level for the repaving um of the front
traffic circle and parking lot at Varnham Brook. And then $250,000 was also earmarked in this um supplemental budget that Governor Healey signed for infrastructure upgrades um in the district. And um after having some
conversations with the facilities department, with the operations department, and looking at what current buildings we have online and what their their needs are, the three areas that we're looking at under this grant are um for all its uh Spald memorial. The first
is around the fire and enunciator panels um and um strobes and horns and detection devices. Uh the second is for the main ex entrance exterior door replacement. Uh keeping in mind the historical aspects of the building as
well as the security needs. Um and then also renovations to the woodwork and columns on the turnpike entrance side and also the parking lot uh paving bus drop off pavement curbing and protective medium median um so some additional
paving work there. So those are the three areas that we're currently looking at and getting some quotes for um as part of this grant. This this airmark um is coming into the district through a grant and that's why we're bringing these um forward to the school committee
for consideration and vote. That was probably more than six minutes, but I tried. >> Hey, it's okay. You did good. It only one minute over. So, you did good, Gary. All right. Anyone have any questions? Randy, >> uh just a really quick one. I'm reading
through these, it doesn't appear that any of these have ongoing uh costs after we implement these. I just wanted to make sure that I was reading that properly. >> You are reading that properly. >> Thank you. >> All right, Jackie. >> These are great. Who does all of the
grant writing? Like are teachers expected to do some of that? Are you doing it, Gary? >> So, so I do much of the grant writing. the the STEM equipment and PD grant was actually written by um Diane Gleason um at the request of the middle school
principles, but the others I've been working on. >> Nice. >> And it's typically a team effort depending on what the content or topic is uh to to be able to write a grant and secure one of these competitive grants. >> Fantastic. Thank you.
>> You're welcome, >> Gary. That leads me to a question. How many grants do we apply for usually? What would you say that we >> It varies. Um, you know, I we we look very closely at the grants that are um
being presented from the state, make sure they are in alignment with what our needs are and what our goals are and that we're not overextending oursel. We also look very carefully as as Randy had asked like is there any requirement after the grant period and what's the implications to our budget? So, we try
to avoid those. Um, but we we try to apply for as many that we can that we fit and that wouldn't overburden us and would benefit the district. >> That's a good answer. Thank you, Gary. All right. Anyone else have any questions?
Okay. I'll take a motion on these grants. >> Um, being that these are monetary, I will make the motion, but I'm going to mention that. >> Yep. the name and the amount. >> So, I'm going to move that the school
committee accept the arts and cultural vitality teams grant totaling 13,725 and the STEM equipment and professional development grant from Massachusetts Life Sciences Center, Commonwealth of Massachusetts, totaling 18,651.
uh the um $5,000 interpreter in the education setting grant, the um $10,000 safe and supportive schools continuation grant,
and the fair share earmark for $250,000 and the fair share earmark grant for $150,000. I >> second Right, that was Randy and Lisa Bloom on
the second. All right, it's a roll call vote. Uh, Kenan Prince, >> yes. >> Kim Craraven, >> yes. >> Jackie White,
>> yes. >> Carla Lima, >> yes. >> Alexander Banci, >> yes. Uh Mike Laboier Labosier. >> Yes. >> Randy Rush. >> Yes.
>> Lisa Bloom. >> Yes. >> And myself. Yes. Congratulations Dr. Ree and thank the team for applying for the grants. >> Absolutely. Thank you everyone. >> All right. Moving on to the building capacity discussion.
So in the packet you will see that um was included some projects that are happening in PPE. There are two projects. Before we move on to some of the building capacity, why this is on the agenda? Um, I have to get to my So, there's the
Leighton project in Peril, Leighton Landing Project, and then there is Oh, what's the name of the other one? >> Woodland, right?
>> Yep. Woodland. So the two projects are happening within PPE. Some background about these is that they were started in in um early September
was the Leighton project and the Woodland Ridge was late October. So they both have to complete this process of filing for the 100 day window and then they have a 30-day appeals process after. So then that's when the ground clearing
and construction can happen. And Pepper right now is predicting that this could happen as early as spring and summer of 2026. Both projects have a 12 to 30 month um
first units to be completed to the final final buildout will probably take longer. They believe that students will be hitting the district in the year 2728 and more likely we're going to see more
students hit the 2829. And then the full build they believe will be out 2930. And so that's the information that I received from Pepil along with information that is in your packet about what each of the projects is.
Um and then they predict I think it was 50 to 70 students maybe coming into the district from these projects. Anything that I missed from that section? All right, then I'm going to hand it
over to Superintendent Morgan about capacity within our buildings. So, everyone should have received what I'm calling really a very rough draft, and this is our first run through of available classrooms, uh, both full-size
classrooms and small classrooms and offices in the district. Um, and as you can see, and there have been a couple of updates that have that have happened, um, probably since you have received this, but we do have a fairly large
number of rooms and we do have some flexibility within the district. Um, and realistically, um, there could be even, um, a shift in that if we were to move some of our special education programs
to Townson next year, creating potentially even more space in Peril. Um because if if you were to take the steps program for instance, if that were to be moved to Townson, that would open up five additional classrooms at Varnbrook,
which already has um three classrooms available um and an additional four classrooms at Nissat Tisset, which has six six full-size classrooms already available um to potentially look at um
again moving programs and if we have to even looking at, you know, looking at the grade levels that we're offering in our buildings. Um, you know, central office is currently at the high school. It doesn't necessarily have to stay there. Um, you know, there's there could
be an argument that, you know, 8th grade would um would be a good move for the high school because it could potentially help retain students in the district rather than going elsewhere. I know that um you know, using Barooa High as an example, they did that when they built their new high school. they included 8th
grade in hopes of not losing students after their eighth grade year, whether it be to Shashing Tech or Austin Prep or something along those lines. Um, so there's flexibility there and that potentially could help with potential shifts to the middle school levels. Um,
so again, I I think right now, and this is a rough draft, but we do have a significant amount of space that is still available in the district as far as open classrooms go. Um, so there is certainly room for growth. I know that
um the the PEPro project is is looking at in the vicinity of of 60 students. Um the challenge is you know you just don't know what grade level those students are going to be at. Um you know unfortunately you know one of the
battles that we're dealing with right now is that all of the new students that we're getting in the district seem to be focused in two grade levels um which is creating again some class size issues. So, it never works out perfectly, but again, based on the class size, uh,
excuse me, based on the room availability at all three levels, there's definitely room for looking at, uh, the grade levels that are being offered in our buildings. Um, how the district is um, you know, divided with
regard to districtricting goes. And there are certainly some options that we could look at and consider if space becomes an issue. But right now there there is certainly um space that's available in the district and we will do a deeper dive into this just to make
sure these numbers are really really solid um with regard to what's being reported back to us. >> Any questions Randy? um as you uh complete this and I understand it's a rough draft and it's
hard to go um qualifiers in here as far as you know understanding where these classrooms are um I'm assuming that they are based on the current configuration right now with the really high class sizes and
therefore if we hopefully uh very soon get enough money to go back to um the lower class sizes that we're used to in the district that would be I believe it was like one class per grade that was uh cut for this year that so the statistic
would be four classrooms at at Varnerbrook would be five classrooms that they would need to go back to um the class sizes that we had before. Um, so I want to make sure that when we're looking at the capacity, it's not in the moment right now because we need
to take a look at what do we want to achieve, which is we don't want 28 to 30 in a classroom. We want the 22 to 24 um or something in that range per classroom.
um we don't want um you know um to be looking at just right now when you know 60 more kids may put it over to another class size that we may need another classroom over in peril for those students. The other thing also is I was
looking at a study that NZDC that was in our drive from NZDC from 2021. don't know how um pertinent it still is with the information that was showing that by 2031 2021 to 20 uh 2031 we were going to be
growing a little bit. It shows us having about another 200 students from where we are this year. Um don't know if that still applies. Not sure if additional growth was put into that u model or not.
So again, uh, school committee, we are we should be very concerned with the long-term growth, the long-term viability of the district and not just a couple of years right now where we're sitting here, possibly not an ideal um,
conditions for capacity. >> And I would just add to that, um, as far as considerations of of, um, space go, we certainly not looking just in the moment. Um, if you look at the high school alone,
um, which was built for considerably more students than it currently has, um, the high school as a standalone would provide a significant amount of flexibility um, to the district if it were looking to potentially add an
eighth grade to that building. um that would provide a potentially significant amounts of room at the middle schools um or possibly at the elementary schools if you shift the fourth grade up to the middle school level and do a 4 to7 model
or something along those lines. So just just to put it out there um you know central office can be mobile if need be but if you look at the high school and the fact that there's six classrooms available right now plus the small rooms
and then you take all the central office classrooms. You've got a significant amount of space to to move the eighth grade in and still have room for growth. I'm I'm just asking that those qualifiers are put in somewhere that we
understand you know what these you know you know basically the um the class sizes what what this is based on where the information is um things like at the high school that if we can bring eighth grade in there um there's capacity there
central office can move um as well as take into account um Miss Upton's um uh you know plan to bring in some more students on how much space we need for special education because we know special education tends to need a little bit more room um than the standard
general classrooms. So again just documenting all the thoughts um that go into so that we can look at this and understand and be on the same page. >> Absolutely. >> Yeah. just um what were the two you referenced two grade levels that um are
getting the influx of students right now or which levels were those? >> Um it is it is K and six. >> Thank you. >> Mhm. >> And at the elementary levels we didn't eliminate one teacher at each level, did
we? No, it was dependent. It was dependent on class sizes. >> So, I would have to go back and look at look at the uh specific reductions that were made, but it was um it was based on class sizes and it did not work out to
the point where it was one at every grade level. Um it was different. Um >> Okay. All right, Carla. Yeah, you mentioned potentially um consolidating 8th grade to um high school and then potentially
bringing up you know fourth grade to middle school. Is that a common practice where fourth graders will be combined as a middle schooler? And my only question is based on you know their um you know middle schoolers have a different mentality than you know
elementary school students and their development. Is that common that we see um fourth graders joining in with, you know, seventh grader um or a sixth grader? >> I would say that the most common models that are out there when it comes to um
school configurations that involve a middle school and certainly would ask Dr. Reese to weigh in as well would be a K to8 model or a 678 model. Those tend to be um more popular models. Um, and
often times you often times if possible the fifth and eighth grade are separated, but if the eighth grade is is moved just you're not you're not gaining. It's still the same amount of years between the fourth and the seventh grade. And I'm not saying it's something
that that has to happen. it could be something that the district could consider if they um needed to consider it um down the road because if you move the eighth grade up, which does seem doable if the district wanted to do that
and as I mentioned earlier, that could have a positive impact on retaining students in the district. That does create a situation where we have a significant amount of space in our middle schools. And even if we bring
special education programs in, they have to be grade level appropriate in the building. So we can't, for instance, and um please Miss Upton, correct me if I'm wrong, take um you know, K to8 middle
school u excuse me, K to8 special ed programming and put it at the middle school. if it doesn't match the K to8 special ed programming. You'd have to have the the younger kids with their like peers, if that makes sense.
So, it's really just looking at space and options. Are these things that the district wants to consider? You know, I I know, you know, the district has thought of other things, you know, looking at and, you know, in the past, do we want to have a 78 model in one middle school and a 56 model in the
other middle school? um you know that realistically at this point would uh transportation I think would would be a significant issue with that with getting that done. I think that would be a real problem especially where transportation issues um now seem
to have um they seem to be few and far between compared to years past. >> Thank you >> Alexander. Yeah, I just wanted to weigh in considering I am a middle school teacher. Um so yeah, um the the 8 to 8
to um you know the 8 to 12 model isn't really super common, but it's not really unheard of. Um actually when I went to when I was in fourth grade, fourth grade was at the middle school in Peril. Um now this was what I can't even do the
math right now. Uh late 90s 90 98 99. Um, so there that actually was uh um you know was Varnbrook at the time was um 4 through 8 back then but you know I worked at Lunenburgg Middle High School
and they're literally uh 6 to 12 so it's not super common but it's not um it's not too weird. Um, I remember when I was in um, Varnum Brookke as a kid, um, fourth and fifth grade kind of had their
own, you know, the newer wing of um, of Varnum, it was like the fourth and fifth grade section. And so we were kind of like sectioned off. And I imagine that's kind of how it would work is like fourth and fifth grade, you know, on in, you know, one area and um, sixth and seventh
grade in a different area. I'm I'm sure they'd be able to manage it. All right, Carla, do you have another question? >> Yeah, just following up to that. I appreciate that and and and I get it and I know this is just, you know, um um Mr. Morgan just giving ideas. It's nothing,
you know, that we're even, you know, putting in paper. But that's just a little concern for me because fourth graders going home in the school bus with seventh graders, um just, you know, their different mentalities and development. And I'm comparing, you know, my son plays with fourth graders
now and, you know, would I be okay with him playing with someone that has a different grade level. So, but I think, you know, six and seven and, you know, I could see them being lumped in together since there is usually a growth in that sixth grade level as you're saying that we have now as well. So, um, I
appreciate that. Um, Alexander, as well, you sharing that. >> All right. Any other questions on building capacity? Ju just just one more comment on on on the age spans. It just just asks the committee that obviously I know this is a concern anytime you talk
about changing age spans especially when it involves K to8 but I would just also add that K to8 is one of the most popular models out there. Um and it's it happens in a lot of our urban districts. Um, I know, you know, looking at LOL,
Cambridge, um, Brooklyn, you know, larger districts like that, um, have a K to8 model where they have kindergarteners and eighth graders on the bus together, but they're also they also carefully monitor how those bus rides happen, um, to make sure
that supervision is in place and that assigned seats and things of that nature. Um certainly not looking to go in that direction but just showing that you know along with the along with the space we may have to consider uh some flexibility with regard to grade
assignments in our schools as well. >> All right. Anyone else? >> All right. Thank you Superintendent Morgan for the information. >> Um now moving on to SC goals and
workshop. I'd like to place um on the calendar that we would have an in-person December 11th meeting of the school committee to continue to do or set our goals and different processes and
procedures if people could attend that. I know that we tried for a November one, but that just did not happen with everyone's schedule. So, if I could just everyone raise their hand if they could come to the December 11th meeting and
then we can one two three if we get a consensus. All right. >> Sorry, just just double checking. This would be December 11th in the in the evening. >> Yes. >> Yes.
>> And it'd be like setting our goals and um doing that meeting. Mhm. >> One, two, three, four. So that would be five at least five. So that would be a quorum. Five to six. All right. So we're going to set a meeting for
December 11th. And this will be discussion um around goals. Um what else is in I'm blanking right now, Randy. What is the other goals?
>> Uh the um protocols and norms. >> Protocols. Yes. protocols and norms. So that's what this meeting would entail. It'd be a workshop on those. Nothing would be voted on, but we would bring it forward to the next meeting, which is
the following week to be voted on. All right, moving on. We are going to go into executive session. Could I have someone read the motion? I will make a motion to meet in executive session pursuant to Mass
General Laws chapter 30A section 21A for the following purpose. Um to conduct strategy sessions in preparation for negotiations with non-UN personnel or to conduct collective bargaining sessions or contract negotiations with non-UN
personnel. Superintendent of Schools. >> That is Lisa White or not Lisa White. >> Lisa Bloom, sorry. That is Jackie White making the motion and Lisa Bloom seconding it. All right. And it requires
a roll call vote. Alexander Ben. >> Randy Rush. Rush. >> Yes. >> Kim Craraven. >> Yes. Jackie White, >> yes. >> Mike Labosier, >> yes.
>> Lisa Blue, >> yes. >> Lisa, Keenan Francois, >> yes. >> Carla Carla Lima, >> yes. >> And myself, yes. And so that the public is aware, we will be reconvening an open session. So I ask that everyone log off
of Zoom. Not every, not the audience, but all of the members log off a Zoom and come back We'll wait for everyone to join back in. >> Yeah. And then we just need another roll call when everyone joins back in. Uh just for the uh committee members,
not else Oh, sorry. Hold on. Kim and Ka are joining now. >> Okay. Kim, Carla, Lisa, Kanan, Randy, are Michael and Alexander back in as well. Not yet.
>> Um, not yet. Hold on. Oh, I'm promoting them now. >> Okay. Oh, there he is. Michael's coming in now. >> Okay. >> All right. >> I am here now. >> All right. Thank you, Michael. All
right. We are reconvening in open session for the school committee and I need a roll call vote. So Keenan Francois >> here. >> Kim Craraven >> here. >> Lisa Bloom
>> here. >> Randy Rush >> here. >> Alexander Vancoui. Alexander Oh, you're on mute. or I can't hear you.
Okay, thumbs up. Alexander is here. >> Y >> um Michael Labo Bossier >> here. >> And myself or Oh, Carla Lima >> here. >> All right, we are all here. Moving on in
the agenda. Our next item is to the appointments. Correct. >> Yes. >> Um, so I had Michael Leoier who I did not introduce. He is a new member that
was appointed by the PE by Pepil Select Board and the Pepil Representatives of the School Committee. So, Michael, will you take a few seconds and just introduce yourself to the committee? >> Sure. Yeah. So, my name is Mike Loasier.
Um, I've lived in Pepol since 2009. Um, and I have a seventh grader uh in Nissitet. Um, who is uh, you know, he he loves school very much and you know, so I wanted to join the committee, be part
of, you know, contributing to making, you know, the district the best it can be for him and all the other students uh, in the district. So, and uh by day I'm a software engineer. >> All right. Welcome, Michael. Michael or Michael.
>> Mike. I Michael Michael is fine, but I usually go by Mike. >> Okay. Mike. All right. So, Michael or Mike asked to be part of the finance committee. So, I'd like a motion
to appoint him to the finance committee. moved. >> All right. Second. I have a second. >> Okay. That is Kenan Francois and Lisa Bloom with the second. Any discussion or
anything? All right. I'll take a roll call vote. Keenan Francois. >> Yes. >> Kim Craraven. >> Yes. >> Uh Jackie White. Oh, did Jackie make it
back in? >> Thought I saw her. >> Hold on. She's She's coming. >> All right, we'll come back to Jackie. Carla Lima. >> Yes, >> Alexander Banci.
Thumbs up. Thumbs up. Alexander Vancouver is giving the thumbs up to Michael joining. Uh Randy, >> yes. >> Lisa, did I call you Lisa Bloom? >> Yes, I did.
>> And Jackie White. We are appointing Michael or Mike to the finance committee. Jackie. >> Yes. >> All right. Mike, you are part of the finance committee, >> right?
>> All right. Was there did you want to be part of the policy committee as well? >> Yes, I I think so. I I and I I attended the the the meeting this morning and you know I kind of enjoyed it actually. So So yeah, I would like to be on the
policy committee as well. >> Not many people say that about policy. Thank you. >> I I'm kind of a rules guy. I like to I like to to look at rules and and and understand them and you know parse through them. So, it's, you know, it's something that kind of fits in.
>> Okay, then that sounds great. We'll appoint you to the policy committee. Do I have a motion? >> I will move to appoint Mike Labasier to the policy subcommittee. >> I second. >> Randy and Lisa Bloom. >> All right. Roll call vote. Keenan.
>> France. >> Yes. >> Kim Craraven. >> Yes. >> Jackie White, >> yes. >> Carla Lima, >> yes. Alexander Vancoui. >> Thumbs up. Yes, there's a thumbs up. Um, Mike Labosier,
>> yes. >> Randy Rush, >> yes. >> Lisa Bloom, >> yes. >> And myself is Yes. Are there any other committees, Mike, that you are interested in? >> Uh, not at the moment. I think I think
starting out with just those two will be good. Yes. Those are two big committees. >> Yeah. Yeah. Yeah. There's a there's a lot going on there. So, I figure that'll that'll be enough work for me. >> All right. Was there anyone else that wanted to come forward to be appointed
to a committee? Okay. I don't see anyone raising their hands. And so, the next in the agenda is moving on to finance.
Kim Craven, you can give your report. And so there was a regional meeting this past week that included the town administrators, the um select men finance committee members, um
members of the um executive team for for finance from the school and um the superintendent, assistant superintendent to discuss where everybody is at with the budget. um sort of presentations included the
information that we heard a little bit earlier about the um housing production that is happening in PEPO and what that will mean um over the course of several years. There was discussion um Andrew McQueen had
prepared some budgetary information that I've asked him to forward for further discussion at the meeting on Friday that shows some of the projected revenue from the municipalities and where they'll be at and looking at preliminary numbers
from the school department itself. Um, additional information will be provided before Thanksgiving that then can be um, used by Nancy and Kevin to provide the finance committee some additional
information. Um, you also um, know that there's a letter from the three municipalities asking us to stay within a certain budget. And there was also at the prior regional meeting a
request from the town administrator from Ashby to evaluate other school closures. So there was preliminary numbers given at the meeting um the other day of looking at what sort of opening closing
different scenarios very high level um could could be um you know what it is to to bring a school back online. But so we have um also been read the letter requesting uh the take a school off
pause. All of those things um need to be considered from a financial perspective. Um understanding that there's two very >> Excuse me, Kim. I don't mean to interrupt, but it's really really hard to hear.
>> Oh, sorry. >> That's okay. >> Back on Zoom. Let me turn the volume up. Is that better? >> A little better. >> Okay. A little better. I'm getting Yes. Okay. So, sorry about that.
>> Um, so what we're we're all contemplating, right, is the district is part of the municipality. The municipality's budgets are challenged from the three communities. the um
unknowns of what the municipalities will receive from the governor's budget and what the schools themselves will receive is something that we won't know until after the first of the year. So between now and then, you know, everyone doing their their best efforts on both sides
to come forward with the budget that um can mean that the schools can operate. Um, I think that we heard some innovation tonight um to to bring both um educational opportunities and resources back to the district. So, taking that all into consideration is
what we'll be working on um for the next few months. And as I stated, we do have a meeting this Friday. Um the the one thing that is sort of um caught my eye that I'm sure we're going to discuss in a few moments um is policy. Um, I'd like
to make sure that that policy does come to the finance committee with recommendations prior to to coming back. Um, I'm going to try to stay on the law the meeting as long as I can, but if for some reason I'm off by that time, um, I
would like that policy to come back to to finance before it goes to the full school committee. Um, and that was something obviously new, hasn't happened, so I'm not reporting on it um as past, but something for the future. So that is um essentially what's happening in in finance. We have some
topics to discuss on Friday looking at where we are with positions filled. Um anything um new, challenging, unexpected will be on the agenda. Um what was brought up um from the town administrator and pil review by the rest
of the school committee meetings um school committee members um will be on the agenda for for Friday's meeting. All right. Thank you. >> All right. Thank you for that report, Kim. And when is the finance meeting again?
>> Friday morning 9:00. >> Okay. >> I should have confirmed the time. >> Is that the correct time, Kenan? >> Um, >> I didn't think it was Friday morning. I thought it was like December 1st. December 1st at 8:30 a.m. I don't know
if I missed something somewhere, but >> Oh, I have one on the I have one on my agenda for this Friday, so I guess I'm overly ambitious. >> Yeah, it's >> it is on my school committee calendar. >> It's um >> I think it's December 1st. I think that
was what we had agreed upon in the last meeting, the finance meeting >> at 8:30. >> At 8:30. >> All right. Okay. So, so I'll be there by myself on Friday for the one that's >> Yeah, I Well, I I see what you're
talking about now. I think that's just a random like recurring meeting that might be like old. So, >> there was a was an issue with the recurring meeting, so I apologize for that. And um so you you know, you can go ahead and delete any finance committee meetings off of your calendars. I'm
going to be updating the link so we're always using the same Zoom meeting for all committee me meetings so that there is no confusion. People can always go back to that same link. So >> I'm I'm prepared already. So >> you are so and I appreciate that. Thank
you. >> So So that's So since I'm now on the finance committee, I guess I should add that to my calendar. So that's December 1st. >> You'll get it. You'll get an invite from me. Um that way um and what we'd ask is that you accept or decline so that we
know there'll be a quorum. You'll get everything from me. If you have any questions, just reach out to me. I may need >> just totally random question on that. Is a quorum for a four member subcommittee. Two or three >> three. >> It always goes above the tie tiebreaker.
>> It's got to be over 50%. It can't be exactly 50%. Okay. Got it. >> Correct. No. So that's why it's important when we have the small meetings that we know who is available. >> Yeah. If if only two people show up, it doesn't count. Got it. >> And it is and especially like for our
administrators because they are taking a a big chunk of their day too to meet with us. >> Um but we always understand that family things and emergencies in life come up and sometimes these meetings need to be moved. >> Yep.
>> All right. Before we move on, I have Alexander waiting to be added. Robin. >> Oh, >> he dropped and came back on. >> All right, then. >> Okay, now we're moving on to policy. Randy,
>> um I can say for this uh just do I have the ability to actually share permission, Robin? I don't know. Okay, I haven't tried yet. So, um, >> if not, I'll I'll try to do something on this thing, but you should be all set. >> Yeah. No, I apologize. Um, so there are two policies that I have. Policy DIIB,
which is the first one that we're going to discuss, and then there's another one under the first reading, FCB. Um, both of these policies we've been discussing in uh policy finance uh policy policy subcommittee. Um, and we
made some edits this morning. Um, so I'm going to share my screen so that everybody can see uh the differences of what got put into the packet um versus what we decided on this morning. Um, so policy DIIB is a fiscal reserve um
policy. Um, I have been asked by uh Brad uh to take a look at um getting a policy together that uh would basically uh help us define our financial uh our fiscal reserves and um to get out of the cycle
of using END as revenue. Um because as everybody who has paid attention to our budget, it's a very vicious cycle that we are in. always using the um END for revenue trying to make sure we have that to come
back because um at the end of the year we would have nothing in our reserves to put it back into the budget because we don't want to um cause a um a a huge increase for the uh towns having to make up for one-time money which is
essentially what the issue is is END is one-time money and it really should not be um used as revenue on a regular basis. Um so there were a bunch of changes that we made from what you have in the packet
uh for this policy. Um let me just bring it up. Um most of those changes that we made is we kind of paired it back. Originally, I think I had too much of a uh um I had too much I was trying to put into this as far as specifics. And so,
we kind of paired this back. There was a lot of concern about um unintended consequences of constraining um our abilities too much. Um but I did look at other districts for this policy. Um a lot of this policy came from Triton uh
regional schools. Um, we also looked at Actton Boxboro has a END or a fiscal reserves. Um, Pentucket had one. Um, and I forget whether it was Westboro or another uh district that we were kind of modeling
this off of. Um, so there's four different areas uh of what the policy entails. There's the first part which just goes over the philosophy of
what of why we have this policy and what we intend for it and then there's three different areas uh that describe the different fiscal reserves that we have. We had a lot of discussions about this. Um we'll take it section by section I think is probably going to be the the
easiest. So but feel free to ask questions along. I will try and watch for hands going up. and uh Jackie and Lisa Bloom, please feel free to jump in if I'm missing something or uh not explaining it. Well,
um >> let me share my screen. >> Actually, Kim has her hand up >> just so that you see it. >> Just telling. >> Thank you. Okay. Um Kim point of clarification on
this one. Um, so what's in our packet has been worked on and is now different. >> Yes. >> Okay. And this is the one that I' I'd love to before we discuss it at a full committee meeting. Are you okay with it
going to the finance subcommittee for review to then come back? >> I'm not sure that's yeah legal. uh only because um our communications and deliberation on things um is consecutive and I have uh there's three of us on
policy that are not on finance and if finance discusses it if we discuss it on our own and finance discusses this and it comes before the committee for a vote I'm not 100% sure that that can fly. Um,
so this really kind of needs to be in open session and uh, anybody on finance or anywhere anyone on the committee should feel free to chime in. Um, but if I if I'm incorrect about that, uh, someone let me know. But as far as I know, that would be consecutive uh,
deliberation for it to go to another uh, subcommittee before voting. Um, so my other question on that is I don't know how extensive the the changes are. Um so I read the other one in
detail and now this is different >> right um again if the committee doesn't feel feel like um they are prepared to voted in for a first reading that's fine we can put this off but I wanted to make sure that we started discussing this
because it can have um some very big effects on how the district starts to do their FY27 budget. So, I wanted to start having the conversations with the full committee. Is this something that we're looking to go towards um if we can come
to a consensus on what we have for first reading and then it goes out to the community, goes out to um everybody in the district, goes out to all of the school committee members and you can bring back um comments. We can certainly do that. Um and there's nothing that says that we have to adopt it at the
next meeting. We can continue it, make more changes or vote it down at any point after uh now or the first reading. Jackie, so I think this is a timing issue. Like we would have shown the mocked up
version in the packet except we just met this morning and so I think that's why I didn't get to you. We wanted it's a more of an effort for us to be transparent, but also um so you can see kind of how we discussed it and went about this because
you might have similar questions that those of us on the committee did as well. And so we thought seeing like the strikethroughs or different language that we tossed around, if you could see those edits in there, that might be helpful. That's why.
>> Yeah. And and I understand the timing of meetings >> don't always align. I'm not saying that you guys did anything, you know, it just happens when things come. But if if you're comfortable, Randy, delaying the first reading so that we can read through the most updated one,
>> I would appreciate that as as there's pretty big, you know. >> Yeah. Well, let's get to the end and have the discussion and then um we'll see how everybody feels if if uh uh because it actually got a lot simpler. Um, but again, if uh the committee
doesn't want to vote for a first reading, that's just fine. But I think we it's really valuable to have this conversation tonight. >> Can you make it a little Can you make your screen a little bigger? >> Yes. Hold on. I am looking
>> plus. >> There it is. Okay. >> I know that's that's that's the font size. >> Yeah, that's what I was going to say. I'm looking for >> I think I think I think control plus was the was the right call there. I think that'll zoom it in. >> Control plus. Okay. I think it's covered by the whole thing telling me that I'm
sharing. >> Oh. Oh, there the Yeah, the 100%. There we go. Yeah. >> Ah, >> okay. That that look everyone can see that now. >> Okay. Um, so again, a lot of this
language did come from um, uh, P uh, Triton's policy. Um, so there's a lot of, uh, language in here. Financial reserve policy is a means of ensuring the long-term fis uh, financial health and flexibility of the North Middle Sex Regional School District as well as a
tool to support the district's fiscal decision makingaking. Um, in our version, we actually took out the rest of that sentence. and just stating the obvious that what the fiscal reserve policy is meant to be
and it and that's exactly what we want is we want to try and make sure that the district has enough savings for if we need savings. Uh those savings uh help us in a lot of different ways including with getting good rates on loans. Um and it's uh if you just look at any kind of
fiscal policy um that's what we have. uh uh you know these are the types of things that you need to have. So um financial reserve policy covers various classes of reserve funds intended to provide for unanticipated expenses which are contingency funds and to supplement
the general fund operating budget. And then these are the three different types of reserves that we have. We have operating reserves um which provide resources for unanticipated expenditures or unexpected uh uh revenue loss during the year. We have capital reserves which
provide resources for the repair, replacement or construction of capital infrastructure. And we have the OPED reserves which provide for the funding of the other post-employment benefit liability. Um the district is committed to establishing and maintaining uh varied
reserves that provide for stability and predictability in our financial planning. The district will maintain the following reserve funds and contribute to and maintain these funds as outlined below. our new version. I'm just going to go down really fast to it. You can take a
look uh down here. Um that is all that this first section has in the paired down version that we have. Um some of those other um paragraphs up there were trying to they were jumping too far ahead like
when we have extra extra money, how are we going to spend it, some ideas for a lot of different things. um and we were getting um caught up with what would be too constricting, what um belongs in a policy, what doesn't. So for the start
of this and trying to do the transition to not using our END as um revenue and keeping it as a fiscal reserve, we paired back this first section to the very basics of why what is this policy for?
Um the END section was uh largely where we made um the second most um second most amount of changes from the original version in your packet. Um so
here we had a whole lot of different areas where we were putting down what extra money can be uh used for and a lot of different ideas. Um Lisa, you had a hand up. >> Yeah. Can So is the stuff in green as it
appears green on your screen. Is that the stuff you've added in >> that in this original one? Yeah. Some of that was added in um um but I think that should be in the one in your packet. I forget whether there may have been one or two other things.
Um some things got added in and then we took a bunch out. all of this stuff right now on on the screen. Um, as far as the bullet stuff, all but like I think four of them were taken out and I'll show you right now what it came down to. I just wanted to kind of see
explain the transition from what you were seeing versus where we got to. Um, so the END section again is much smaller.
um only these four bullet points. Um so where we got to with END is the available END balances calculated and certified each year by the Massachusetts Department of Revenue, Division of Local Services using data submitted by the district. Increases to the END balance
on an annual basis consists of revenues exceeding budgeted amounts um as well as unspent appropriations. While the allowable use of END by statute is largely unrestricted, sound financial practice suggests that this
reserve provides for the financing of unforeseen emergency needs such as unanticipated operating or capital costs or loss of revenue. Um it is the expectation of the North Middle Sex Regional School Committee that END should not be used regularly as
a revenue source in future operating budgets. And that that's the crux of what we're trying to do is uh have enough um flexibility if we need it in a particular year, but to set the expectation that we're not going to have
this cycle where we're going to be using it year after year after year. Um this next paragraph is a little bit more of the meat. Um current legislation limits the district's END balance to a maximum of 5% of the district's total
general operating uh budget. It is recommended that we maintain between 3 to 4% END balance to protect against unforeseen costs. The school committee may consider upon recommendation of the superintendent budgeting anything in
excess of the 3% for and again we paired it down to additional investment in the stabilization and OPED reserve accounts one-time purchases applied as funding source for the following year's budget. again leaving that flexibility if we
have to do that and then other needed use. Um, and then there's a statement here that the North Middle Sex uh regional uh district school committee on occasion may approve by a twothirds vote the use of existing END funds as additional
revenue within a current fiscal year in order to cover unanticipated revenue shortfalls or to fund non-recurring or unforeseen expenditures that are deemed as either extraordinary or unavoidable by district administration and the school committee. Any vote to increase
the current year budget through the use of END funds is considered an increase in the district budget and shall be submitted to all member towns for approval in accordance with deesse regulations and that is using it for
this year's um reserves. So if we have something that goes above and beyond our our budget and we really need to pay for it because it was completely unforeseen, we something came in at twice the cost that it was supposed to be. We have the
ability in this current year by a twothirds vote to say that we're going to use some of these END funds to cover that budget. It would increase the budget but not increase town assessments. And by statute of the uh regulations
that has to be approved by the towns but generally if the assessments are not going up the town managers have um the ability to just approve it without a town meeting. Lisa >> okay so
if this is saying that by twothirds vote we can use END funds without going back to the towns. >> Yes we are. Yes, we can for this. >> Yeah, because it's always been my understanding is we've to use those END
funds. We've always had to go back to the town to ask. >> We Yeah. Well, we send it to the town administrators. They have the ability to approve it. They can have the option to go to a town meeting to approve it. Um or they can just approve it on their own if their assessments are not being
changed. Because sometimes this is going to require a town vote depending on how the town sits on it. If they let it expire, right? Because they're they have so many >> If they let it expire, then it's approved. >> So they have Nancy, help me out. 45 days, I believe, or is it 30 days from
when we >> I have to look it up, but 45 sounds about right. >> Yeah. Um so it's a maximum of 45 days. Um and again um the idea of using this in any particular year is not to increase the
town assessments but to cover costs that came in over what we were expecting and budgeted. and and that kind of like meets the whole idea of us having a fiscal reserve so that we can budget a little bit tighter
um if we need to um and not worry about uh you know how much we have to have at the end of the year uh to cover our revenue again because that's the cycle we're in right now is we ideally will
have the same amount of um unexpended expenses, you know, in the budget to cover how much END we put in so that we can do that cycle all over again. Kim,
>> you're on mute. >> Thank you. I was trying to follow along with what you had sent before and what you were talking >> and it's just too hard. >> Um, okay. >> I want to give this the due diligence and >> and that's fine questions.
>> We can talk more uh concepts about all of this too and get that out and kind of get a feel for where the committee feels as far as moving towards this. Um, so I will open it up for questions on the use of the END on how people feel
about moving towards not using it as revenue um and um for some of the uses we have here and for covering the current year overages. Lisa. >> Okay. So
my question is probably to Nancy and Kevin. What like is there somewhere that you see issues with this cuz in ways I don't want to handcuff ourselves or
the committee to a policy if we're going to because we don't know the we know the finances, but we don't know it as well as Nancy and Kevin. And so that's and I'm just going to be clear, that's my
biggest worry is that are we putting in rules that we think we understand, but that can't be followed by Nancy and Kevin. >> Absolutely. >> Invite Nancy and Kevin uh to please speak up on this. uh they have been in
on our policy subcommittees and giving their input as well along the way, but I certainly want to hear from them. >> Uh yeah, so um can you hear me? Okay. Uh so reserve policy is a good good thing to
have in place I would say. Um, I think we're uh um we just want to make sure we don't put this the committee in the situation where they have to feel like they're not following the policy by doing something.
So, I guess um as long as there's flexibility within the wording on the policy to allow the school committee if they need to use it um to have it available and um and I think ultimately should we try and go down a path where
we're weaning ourselves off of END, it's going to take some years to do that is my guess. Um, I don't think um I don't know how people feel about having the language of should not be used for as a revenue source or should
be used maybe um maybe that's something to consider as far as um how we want to word it. But other than that, I think the the excess um you know, leaving anything in excess of 3% is available
for appropriation is fine, but I'm there might be years where you need to use more than that. So, I think as long as there's flexibility, that's I I think the best way to have it, at least certainly initially in starting out, you know, especially knowing knowing how
tight things have been um in the past with trying to get a budget that towns can't afford. So, I think um that's kind of where I'm at with it. Um, overall I think having a reserve policy is a good thing if we can get language that everybody's content with and um a plan
going forward for how how would we how would we fund our budget should we not use END for it? >> Lisa, did you have something more? >> Yes. Um because I just want to clarify with the committee that a few years ago we did
use all of END to supplement the budget. So it did happen and it was and I I know that Brad and Nancy spoke out and said on record that we should not be using as much END as we did and as a committee we
voted to use it all. So, I just want people to understand that the committee did that. >> Yep. Yep. We absolutely did. Um, and uh, again, that's part of the reason why I'd like to have something in writing um,
that kind of gives the expectations uh, for the school committee, for the district, and for the community about how we're going to use this money and why we want to keep it um, as a reserve um, and how it's going to help the
district um, be in a better uh, fiscal place. Lisa Bloom. >> Um, yeah, I just want to say that Brad has been in our conversations and, um, maybe Brad, you can just tell
the committee as well what you think about this policy. >> Sure. So, um, I think I've been pretty vocal about, um, using END on an annual basis. to to fund our budget. I I do think it's
a practice that we need to move away from. Um the concern I have is that we where we have been dependent on it and I I know this year we um we essentially froze our budget and were able to um fund END from that freeze. Um but that
was again the district going without um with things that the district you could easily argue needed. um whether it be not filling positions, not having um some technology things done, some curriculum things done. Um I I again I think moving away from it is a good
idea. I'm just concerned um that at this point do we want to put something in place where we are weaning ourselves off of it with the goal of um not using END because we have been dependent on it. And I do think our our
towns have an expectation that we are going to use Z&D um because we have been using it previously. Um so again those those are my thoughts. I I think u in concept I think it's a good idea to move in this direction. Um but
but I do agree with with Nancy that um I do have concerns around the fact that if we do it all at once or or or do too much in one year, it could put us in a really difficult spot. Um especially with some significant changes that are going to that will be happening um with
leadership in the business office um you know with next year. So I think that's going to be a challenge in its own right. >> Okay. Um, Carla, one moment. Um, I just want to speak to that. Um,
so we can certainly put in some other language in here to talk about a transition period going to um, meeting this in its entirety. Um, or we can, you know, that that's part of the reason why, um, I put in here this
expectation. Um, and then also had that we can use um that's just not a regular basis. Um, if everyone feels better and thinks that our intentions are best if we put something in here during the transition years, um, we know we're not
going to meet this and or that there will be a transition period where this won't be fully met. We can certainly put language like that into the policy because I do understand that a transition period and once we are at the place where we aren't using it on a regular basis are two different things.
Um but it would but I would be certainly looking to the administration um obviously mainly uh Nancy and Kevin to be coming up with a transition plan uh that makes sense and um and gets us to
where we want to go. Carla. >> Yeah. So, just, you know, for for a lack of, you know, um, everyone's understanding in layman's term, basically, this is a contingency plan, basically. Um, and I'm just trying to bring bring it back to my world of
construction. You know, there should always be a contingency plan for the things that are unforeseen that happens. I have my emergency money for that. Is that what your, you know, this whole that is what this is? Yes. >> Okay. Um, Lisa,
>> sorry. >> That's okay. >> So, my question before I forget, has this gone through legal yet? Has legal looked at any of this? Because is it can we legally do these things?
>> Yes. Yeah, we can. I >> it one one I took this from other um districts so other districts are doing this um I mean I'd ra I'd like it to go through legal to just verify that we're not
doing any I mean >> okay >> just >> appeal for it I mean >> yeah I know once we have a um finalized draft we can certainly look at doing that. Um, I'm Nancy, do you think
there's anything in here that needs to go to legal? I mean, nothing's jumping out, but I I don't have a problem with it. I don't think it would be a big deal to have them re read through it just as a confirm. >> Okay, then we can certainly do that.
>> And I'm not saying send them this version. I'm saying >> like the next reiterations when we have finalized >> that that that is fine. Um are there any other comments or questions on the END section? The other two sections should be very quick
conversations because they're fairly straightforward on what they are. Okay. And we'll move on to the capital stabilization fund. And this uh capital stabilization fund and the OPED I don't think changed from what was in your packet. Um and basically this is just saying we do have a cap capital
stabilization fund. It was created under chapter 71 section 16g and a half. Um and that this is to you know it goes through um that we want to try and keep
um 10% we want to build that up to 10% of our operating budget uh for any kind of uh capital expenses. um at that point at 10% it hopefully would be able to fund our um annual capital improvements
of $250,000 through interest. Um and it's there for um working, you know, uh slightly larger um projects that we might want to do in the district to be able to use. It's going to be funded um by u certified
available excess END above the 3% is one way we could fund it. um having um one-time revenues can we could put in there and then having the line in our uh operating budget as we do right now to fund this until we get up to the 10%.
And it says the funds could be considered in addition to funding special capital projects uh the reserve contingency fund for all unanticipated capital expenses and it shall not be common place to include contingency capital expenses uh within the general
operating budget lines except for planned capital projects. So again, trying not to use this to supplement the budget like we, you know, do with the END um but just use it for capital reasons
and and um and emergencies. Lisa, >> sorry for so many questions, but >> please >> Okay, so the capital stabilization fund was created a few years ago. >> Yep. >> But there has been years where we have
not funded this. Correct, Nancy? like some of these years where we have not had the money, we've just said zero to capitalization. >> Correct. >> Okay. >> And there's nothing that says that it has to be. This is just our goal would
be 10%. And it can be um I'm going to say so right in the middle here. In an effort to accumulate resources within the fund, the district may include a line. Um, so there's nothing that says that we
have to. It would be good practice to do that to get it up to where we want. Um, but again, trying not to tie our hands when um, we we have that it's a may, not a shall. >> Okay. And then the OPED section, again,
the OPED is for other post-employment benefits. Um, it's by per MGL 32B section 20 for the purpose of accumulating resources to provide legally required retirey health insurance benefits.
Um, and this pretty much says that we shouldn't be pulling money out of that until it is fully funded. And then I believe Nancy had said today that once it is fully funded, there'll be other options that we have that we can actually pay some of our um annual costs
out of for retirees out of this fund once it is um fully funded. But I don't think it's at the rate we're funding it. It's like 2031 or 34 when it will be fully funded.
So, um, just to clarify, the the fully funded piece that I was speaking about this morning is the Middle Sex retirement um, >> retirement assessment. Uh, the other post-employment benefits numbers are just incredibly high. Um,
>> oh, I apologize. I >> No worries. No worries. I I can see why that maybe. In any case, um the idea that we we haven't actually put that in the policy yet, but one of the ideas for um trying to fund this other
post-employment benefits is to use the appropriation that's in the middle sex retirement once the middle sex retirement is fully funded. um to to try to allocate some of that funding or all of that funding to the OPED so that we can you know increase it um and keep
reducing the the ongoing um liability that's on the balance sheet. >> Okay. But again, um it's fairly um flexible and uh wide open at this place uh so that we can do what we need to um
in the moment. >> And we've been consistently funding the OPED account in the budget um with 100 roughly around 150,000 for the past um I want to say four or five years. >> Okay.
Um, so I'm going to say I'm trying to think if we don't pass this as a first reading, how legally to distribute this to everybody um when we do have a final version uh if
not this one from the subcommittee. Lisa, >> so I think it does have to go back to the policy committee to reiterate it. Um, >> okay.
>> Just because there there needs to some of the wording may need some clearing up. Um, >> okay. There are changes allowed between a first reading and a second reading or an adoption. Um, and that's the only reason why I was thinking about putting it out there for a first reading. This
way we can get feedback from the communities. Um, it pushes this along that if we do actually um, uh, finalize this um, then we're all set to adopt it and again in a timely manner for the development of the FY25 budget. That's
my biggest concern. I don't want to pass this in um February or March and then take a look at our budget and say we're already not didn't plan on this. Um >> um so I'm just trying to get this kind
of pushed along. >> Have the town administrators seen this, Randy? >> Not the policy in particular. No. >> Uh and again, uh first reading only puts it out for comment. There's nothing that says that we have to adopt it in any
particular time other than uh a minimum. Um we can keep it out there for three months. We can have it go back to the uh policy uh subcommittee and then come back, you know, multiple times and not adopt it yet. Uh
>> so if we put it out for first reading question, if we put it out for first reading, can it be sent to the finance committee to look at? and then bring back. >> So, so Randy is saying that we can't do that. >> Um because
>> I'd be happy to get some um clarification on that from either MASC or from legal. Um I just don't want to make sure that we're not >> uh breaking the OML with consecutive deliberation. That's all. >> I I I agree with that. So, could you find out if we can have a joint meeting
um between the two committees? that would essentially be a you know open to everybody but so that our committees are meeting because it would then constitute a a quorum um because this is just so important and like I said I was trying to follow along with what you were showing on your screen and
what I was doing and I just can't and as you know these types of policies you know shall shoulds may >> really make a difference as to what commas are so that's why I just don't want to get into a position where
>> okay >> we don't have the time. So if this is first reading and you're not coming back for a second reading, you know, because you we would norally go to first reading and then adopt it in the second reading, >> but we don't have >> but there's nothing that says that we have to,
>> right? So that's that's my only concern here is that I have not had time to absorb and again not not kicking rocks at you, things happen the way the meetings go. I just want to make sure that I have a a time to really read and absorb the changes from one iteration to
another. >> That is fine. Um and as far as having a joint meeting, um it's kind of semantics. If we're going to have a quorum of the school committee, you know, being that our subcommittees are made up of only us,
then it's a meeting, >> right? I'm just thinking that it it moved it along on the schedule is all. >> Yeah. No, I guess we can certainly have another call another school committee meetings just specifically for this. Doesn't have to be the evenings. Um, but
I, you know, a joint meeting, it doesn't seem to make sense when we're going to have a quorum there. It's a meeting of the school committee, >> except we have a finance committee meeting coming up in between now and the next one is all um >> you can always just list it as a school
committee meeting. >> Right. >> Right. >> It's whatever you all want to do. >> But then once they leave, we lose our quum. If you do it joint, yep, if you list it as a joint, otherwise you'd probably have to establish two meetings, a finance meeting and then a joint
meeting. >> Two types of different meetings because where you could have two different agendas. You could have the joint meeting where you're discussing this then re or >> exit out and then go another >> right in the joint meeting, we would
both post. We would bring this up first. We would open each of our individual meetings. Then we would open the joint meeting. Then the policy committee would retire and then we would continue with the finance committee meeting. >> And I think if you're going to discuss
the policy after we leave, it's going to be the same. >> No, no, we wouldn't discuss the policy after you leave. We would discuss it with you. But if there's concern, then we just wait. I'm just >> I'm just not comfortable not having read
such an important policy to just see it all in one place. >> Um can I get I mean um Kim and Lisa have been um kind of verbal on this and I'm assuming that and I I guess I shouldn't assume
anything. Um can I find out from the committee is the concept of moving towards this working on the language and doing that something that the committee is open to and thinking about so that we can the administration at least can keep it in
the back of their heads on whether this is something that um they need to start working on and seeing if there's a transition. Kenan, >> yeah, so I foundationally I agree with the concept. Um I like I like what we're
doing here. I'm kind of in chemist boat right now. I read the old one. I'm trying to keep up with this one, you know, it's just a little bit difficult for me. I don't know if you can tell, I'm quite sick right now. Um, and it's kind of painful. Um, and we're going on an hour over at
this point. So, I think like kind of what we were talking about, uh, what was being discussed is kind of doing a joint meeting just to discuss this issue separately. might be prudent before going to a first reading if that's what
the process is like. Yeah, I kind of got lost. Okay. Um All right, let's take take the type of meeting offline. Um, I can talk with certainly talk with Kim and Lisa as far as what is appropriate on whether we
have a joint meeting, whether we have a workshop, whether we have a full meeting, whatever it ends up being, and then we can um see when people are available >> and um to go ahead and discuss those further. Also, Randy, we can check with MASC and see what they would recommend
for something like this since it is a huge policy and it's impacting >> several things. So, so we'll take a pause on this one and come back. Is that what I'm hearing? >> Yep. Again, I just wanted to make sure that the direction that we're going to, you know, if we're putting more energy
into this that everyone kind of at least is behind the concept to start. >> And to be clear, I I am Randy. That's >> Yeah. So much so that I want to make sure we're really exploring it and doing the due diligence. So yeah, I agree with
the philosophy and and the trajectory. >> All right, then we can certainly clean that up. Um and and look at the the next steps. Thank you for indulging that conversation. It is kind of tough to on these big concepts sometimes to have these conversations, but they have to be
had. Um, moving on for policy, we have a number of policies out uh for adoption. I have not had any feedback from anybody in the district or in the communities on these policies. Um, so I'm going to take them as a full group if everyone's okay
with that. Um, so I will move uh that we um adopt uh adopt the following policies. Policy JG, NMRSD, middle school pathways. Policy JNDB, use of technology
instruction. Policy JNDD, social media policy for school districts is policy JIB, student involvement in decision-making. Policy
img animals in schools policy enrollment rights and services policy JF A children policy children in foster
care policy J IC I'm sorry uh let me I'll read these three and then I'll take I see hands policy J IC student dis discipline policy J IC also E AEC
student conduct on on school buses student conduct on school buses uh I don't know who put their hands up first there's Lisa and there's Kim >> was Randy breaking up during All of them. >> Yes. >> Okay.
>> So, breaking up. Yeah. >> The only thing I >> I'm so sorry. >> Was um policy. >> That's okay. I tried to tell you. The only thing that I I didn't hear was policy EFC free and reduced food
services. Say that one. Um, >> can you see me, Robin? >> You can >> everyone else. I can't see anyone else. I can see everybody. But frozen. >> Oh, you can.
Yeah, >> maybe if they come in and come back out. We go. There we go. >> My connections don't stay on. >> We might want to try to wrap this up.
>> I I apologize. Did I end it for everybody by leaving >> everything? Everybody, >> but I think I'm hold >> Yeah. >> Oh, I can see you're moving. Okay, >> I I can see you move, too. Oh, Carlo's
moving. A few people are moving. Oh, okay.