So, we're going to call the uh Wednesday, May 18th, 2026 school committee meeting to order. First is the pledge, and the flag is left. I pledge allegiance to the flag of the United States of America, and to the
republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Um, this meeting is being recorded by Norton Media. Um, and we just request disclosure if anyone else is recording.
Uh, first up is the student spotlight introduction of the class of 2026 solutarian and validictorian. Okay. I think I'll come stand over here maybe. Um, just because there's a lot of podium and then that way. No. Um, so tonight I
have the honor and privilege of recognizing the class of 2026 validatoran saludiatoran. Um, I am going to start first with our saludiatoran. Benny has a cabbage. Come on up, Benny.
You have to stand next to me and smile while I say some nice things about you. Uh, so Ben is a very hardworking, curious, and independent student who approaches his education with purpose and quiet confidence. He consistently challenges himself academically and
demonstrates a genuine love of learning, strong critical thinking skills, and a willingness to grow throughout new experiences. Ben stands out for his ability to balance independence with collaboration. He's thoughtful, self-directed, and always willing to support his peers
while contributing meaningful in group settings. His maturity, humility, and accountability make him a respected leader within our school community. One of Benny's most meaningful leadership experiences has been his involvement in DECA, where he currently serves as president of the Norton High
School chapter. After helping lead the organization's most successful year as vice president of membership, Ben stepped into the presidency, eager to take on greater responsibility and to help others succeed. His leadership style is collaborative, thoughtful, and focused on growth for both himself and
those around him. Ben will continue his academic journey at the University of Wisconsin Madison where he plans to ma major in mathematics. So congratulations to you, Ben. I'm just going to come over here. I don't really I don't like what's behind
you. Okay, so >> is this better? >> That's better. >> Sorry, I'm just picky like that. >> Are we bringing up his family? Yes, of course. >> Up family. >> You'll keep them.
>> I'll go in the back. >> No, right here. I was joking. Okay, you got me body and then pop in at the end. make me look taller. >> Perfect.
>> Congratulations. >> Uh Ben, what made you pick uh University of Wisconsin? >> Uh I toured a couple other schools that I got into and I just really like the campus and like overall um compared to other ones. >> Very nice. Congratulations. >> Thank you. >> All right. And now for our
valadictorian, Annabelle Griffith. Come on out, Annabelle. Stand here and say nice things. Annabelle is a driven, reliable young woman who dreams of eventually becoming a nurse practitioner. She is a once- ina-lifetime student, one who maintains
straight A+es in the most difficult of classes, all while being involved in a multitude of varying extracurriculars, often in leadership positions. Annabelle has taken the highest level courses available to her each year and has won numerous academic awards throughout the past three years. While Annabelle has a
lengthy list of extracurric extracurricular activities, her two most impressive activities are serving as the co-chair of the education subcommittee of Governor Healey's youth advisory council and being a student representative on the K12 statewide
graduation council. She has also completed a two-year internship at a physical therapy center and volunteered at a local hospital. Um, as well as served as vice president of the English honor society, vice president of the science honor society, the historian of the French honor society and a co coach
for youth basketball. Annabelle will be attending the University of Michigan and will be majoring in nursing. Congratulations, Annabelle. coats. So, thank you. Practice your graduation. All right. So, let's get have Mr. Lford
get a picture of us >> and then mom and dad can come up and I I'm going to give you this and I'm going to and I'm going to give you your little blurb, too. So, that way you guys can see what was written about, you know, first. Perfect.
>> Shrink. >> Perfect. Thank you. >> Congratulations. >> Right there with you. It's not cuz her mother-in-law mother-in-law. >> No, it's definitely not because of that. Well, congratulations to both of you. You guys might need some nice warm
jackets for winter in the Midwest. Very exciting. Um, congratulations to both of you and your families. This is such um I every year that I sit here and and I watch the students get presented for
these two um positions, it's like I it's just incredible the amount of work that you have to put in and time and effort and the family support. I can only imagine. Um it's just I look forward to hearing about uh Wisconsin and Michigan
and all the great things that you do after you leave here. and um please keep us informed in all the things that you do cuz I know that you will be amazing uh leaders and we'll do great things. So congratulations again.
>> Anyone else have anything? >> Congrats. >> I told her to study less and >> she didn't listen to me. So that was my way to do it. >> Yeah. >> Okay. All right. Congratulations. >> Um, you are more than welcome to stay,
but you don't have to by any means. >> Enjoy the rest of your evening. Thank you. >> And thank you for being so flexible. >> Yes. Thank you. >> Um, okay. Next up is the public comment. All speakers are encouraged to present
their remarks in a respectful manner and consider privacy and interest of others. Speakers must begin their remarks by stating name, address, and affiliation. All remarks will be addressed to the chair of the meeting. Public comment shall concern only items that are within the scope of the school committee's authority. Speakers are allowed three minutes to present their material. In
general, extensions are not permitted. Speakers may not assign their time to any other speaker. Are there any public comment? Um, next on the agenda is town meeting articles, discussion, and vote. We don't I don't believe we have anything that we need to rehash tonight. So, perfect. Um,
all right. Next up is vote to approve minutes of the January 28th, 2026 executive session meeting, the May 6th, 2026 open session meeting and May 6th, 2026 executive session meeting. Has everyone had a chance to review the minutes and are there any changes,
edits? Yes. Okay. Um, so you know me. Um, so just typo, um, on the May 6, uh, both May 6, it says the next meeting was Wednesday, May 18th. Um I think that the Mon, you know, it was supposed to be Wednesday and so it just needs to get Do
we want to switch that back to Monday instead of the same? >> Y and then um the executive session on January 28th I was not in attendance for the executive session. So my name should not be on there. >> Got it. Thank you. Any other edits?
Good. Okay. Um we have to vote individually for each one. Um, yes. You'll have to vote individually. Yes. Sorry. >> Are we going to have to table the executive session one here? >> Yep.
>> Oh, okay. >> Voting people >> for the >> You only have two because Audrey's no longer correct. >> She can't vote. >> And I can't vote on the 28th. >> Just just the 28th, you mean? >> Yes. The the May 6th is fine. Correct. Yeah. Okay.
>> Okay. So, we'll table the 28th. All right. Um motion to approve the minutes of May 6, 2026 open session meeting. So moved. >> Second. >> All those in favor? >> I I
>> All right. And motion to approve minutes of May 6, 2026 executive session meeting. >> So moved. >> Second. >> All those in favor? I Okay, that's fine. Okay.
Thank you. All right. Next up is warrants. Um I reviewed the following. School expenses. School payroll warrant. The school expense warrant May 6, 2026 651,254. School payroll warrant April 30th 2026 1,215,55347.
I've reviewed and approved. Wish to enter those into public record. Um, our student reps are scheduled with other things tonight. And next up, we're going to do
um, let me just find it. We're going to move up the discussion and vote on the adoption of the highquality instructional materials for high school map with Dr. Acriman and staff. I'm just going to come up to the board
so I can just use the touch screen. >> Yes. >> Perfect. >> So, the first thing I'd like to do is just um thank the entire um curriculum council and the field testing team, including the well four folks that are
here with us tonight. So, Eric and Lindsay and Cara and Karen and TJ. Um, I think every member of the math department either was part of the curriculum council or field tested. So, I just wanted to open by say this is
really an acknowledgement of like what a team could do when they work together. Um, I really feel thankful for all the work that that the team has put in. So, I think that's a nice way to to lead us into the
white. >> All right. So, this is our adoption. So, I just wanted to take a minute to talk about process. So, there are basically four phases. We spent September and October learning and preparing. We spent
November, December and January investigating and selecting. And then we spent February, March, and April. uh launching our field test. So, our goal tonight is to walk us through the
process a little bit and then get an affirmative vote from the school committee so we can begin the formal implementation process for these materials um starting in September of next year.
So, the current state of our algebra 1, algebra 2, and geometry materials are they're old. They've been around when I first got here. Um, we went up into the closet. I think I was with Lindsay and a couple other folks and there's a fair amount of dust on on those books to be
honest. So, there are some new really quality materials that are available and we were fortunate in working with Senator Phoen's office. We have a $75,000 fair share earmarks tax, otherwise known as the uh millionaire's tax to use as
kind of a down payment on these materials and to do that in conjunction with middle school science materials. And then our team starting back in September and again special shout out to TJ because TJ's been in every meeting. TJ's been uh integral in working with
the team um the visits to Sharon High School um so that we could all do this work together. And so basically, I had alluded to this a little bit earlier, but that table underneath just kind of walks through our activities for each month, who was there, what we did, so
that the committee understands this is work that we've done consistently starting at the very beginning of the year. And really we started with a visioning statement because what we wanted to do was to have our educators and then have
our students talk about what would be the features of powerful mathematical learning. So we really kept coming back to this whole idea of we're learning by doing and grit and p persistence. Um, we
wanted the engaging experiences, but we wanted to make sure that technology was used, but it was also a balanced approach. So that there was some technology, some pencil and paper, and lots of collaboration and intentional collaboration around the work. And then
looking at ensuring that this work was impactful and that it we it valued our culture and community of high expectations that we know all of our students can do hard things. We know all of our educators can instruct on hard
things and that we can get there over time and to do this work together. So we really wanted to look at some specific criteria. So clearly the standards have to be available in the
instructional materials. There has to be some differentiation within the material so that if educators andor students needed access to different kinds of instruction that that was available to and for educators. Additionally, we wanted to make sure
that these curriculum curricular materials were aligned to the Massachusetts frameworks that I think there was a little joking in the beginning of the meeting that we spent a lot of time working on the the previous couple of years. So, we want that work
to to feel like it's been validated. And then really the last piece, it's all about kids. Are our kids engaged? are the materials that we're looking at what engages kids the most and what's most resonant for them and of course to have
um an adoption that's fiscally responsible to the district. So I think this is just some additional information. Again, this is a student- centered activity. We want that practice to spiral, not teach standards
discreetly, but build upon a foundation and circle back over time. Ensure that there is those formative tools, alignment, and that all of these concepts are what we would call scale. And so
the last two months after all the research and narrowing for four sets of instructional materials to two we've had field tests. So uh January Februaryish beginning of March was a pro uh from
SAVIS SAVIS AA and that stands for algebra geometry algebra 2. And then over the last several weeks in fact we just closed when Friday We uh finished um excuse me, the savis field test was first. We finished the
amplify field test second. >> No, the other way. We did amplify first. >> We did amplify. >> Sorry. >> It's alphabetical. >> There you go. That >> that definitely helps.
>> Math teacher sequential. >> Yes. And so we used the same field test window for both. It was about three weeks, 18 to 20 instructional days. We had the vendor come in and provide some additional professional development.
Then we had the option for a midway through the uh field test um checkup call and just we had running documents with questions and answers. I just without putting any of our educators formally on the spot, we wanted to make sure that they felt like they were
supported because they're doing two field tests in the middle of the year with an important decision to make in a tight window. And so we narrowed our two to amplify and to Savis. And now I officially have
the order right. who was amplified first and satis second. And our recommendation, and I'm going to just just because we had a long conversation this afternoon, just give the team a minute. And our recommendation, which is not on this
slide >> because it just happened this afternoon, cut off the precise >> would be amplify amplify AG. >> Do you guys want to talk? Anybody want to talk through um what your rationale was, what the things were that you
really liked about it, the things that you found challenging um and and kind of how the committee arrived at the decision. >> Yeah, we kind of went back and forth because they both had really good things. They definitely both had challenging things that we were kind of like, how are we going to work through
this? Um ultimately, I think that we went with Amplify. It was again lots of conversation this afternoon. We went back and forth and we were I feel like we did a really good job of putting out all of the pros and cons of both and like we really had a good conversation.
Um ultimately I feel like Cara said it best kind of from the beginning. Um that she was like if we're going to get something new, let's get something new and let's try something different. And this and amplify is very different from what we've traditionally done. It's not
like here's the here's a lesson, the teacher's going to get up and teach it and then you're going to do the practice and then you're going to get your homework and it's it's not that and that's a little scary to some of us. Um, but it's it's new and it's different and the kids are a lot more engaged. Like
there's a lot more stuff that the kids can get involved in. Like some of it's online, doesn't always have to be like they have the paper and pencil stuff too. Um but they they could get more engaged like there's more >> communication >> communic there's more communication >> Oh yeah between the kids between the kids.
>> Yes. Us teaching it's more of them talking to each other and building that learning with each other >> as opposed to just the teacher delivering the information and them just them accepting it. So >> regurgitating it back to you.
>> Exactly. >> They were mad about it at first too. >> Yeah. because it's different for them too for them. Yes, it's different for everyone. >> And so how did that go when you know obviously it was only 3 weeks but um how did you find the students towards the
end of that um that field test? I found that they were resistant at first >> um because it was different. Um but by the end I think the curriculum materials and the way this the program is designed really set them up much better to have
those good conversations amongst themselves and it was much more me facilitating as opposed to standing and delivering. >> Um which I think is the direction we wanted to to head in. So that was why we kind of landed the way we did. um you
know it's I I I was like at first I was like no but then you know what I think it's the right choice for for us. So that's my personal opinion. >> Mr. G. >> Yeah. I'll say one thing that the book did because we looked at four different
books and then we field tested two of them and I went in two other schools and actually watched them using uh SAVIS and we actually went to one school together too as a department. So we definitely saw that it does make us want to re it does re-evaluate the curriculum because
not one of these curriculums um have certain things that we had. So for instance we have concepts so we have algebra 2 separated none of these books did that. So it is good that we went through this process because we can actually re-evaluate things that will make big lasting changes to our students
especially students in pre-apprentice programs or students who want to go to college that didn't get to take algebra 2 because they were in concepts. we can still now re-evaluate those things. And this really opens up the eyes because as as far as Amplify goes, it's it's got a lot more things that are going to make
um our lives easier because our kids are going to get into the material without us having to be the ones to tell them to do it. So, for that reason, I'm I'm glad that we're going to make this change. And uh if nothing else, we can use this forever. Like, you can always use Amplify. It's always online. Even after
we use this book, you can still use resources online. that that'll be the same. So maybe in 5 years it'll be something different, but this is definitely the way everyone is going towards right now. >> So I had the best seat at the table. I was a silent observer and um and just really kind of listening to the
conversations that the math department were having with each other. Um, for me it's, you know, um, I'm proud principal because, you know, I was a former math teacher prior to going into administration. And so, math is, uh, is traditionally taught, you know, teacher
le, you know, and there was a lot of really good conversation of of really kind of shifting the pendulum and putting the the kid in the driver's seat of their learning. Um, and I give them a lot of credit. It's sort of more or less taking a leap of faith a little bit, right? is something that they're not traditionally potentially I'll say the
word comfortable with right but I really feel like in in our conversations that um it's there's a commitment there like everyone's kind of allin um so we're really excited about this potential opportunity I want to give Dr. Aman, he he really did a good job with uh organizing this whole thing and and you
know the vendors and having them come and speak to us and organizing the you know the trip to you know Sharon and everything else and obviously to my colleagues here you know it was awesome just sitting in on that and thank you for having me be a part of it too.
>> Sharon public schools are they using amplify or do they use >> they use status. >> Oh okay. So, um, we did a whole group of us went out for the day and it was very, you know, it was very instructive and we actually the Sharon High School folks
were incredibly accommodating to us. I just feel like I think to reiterate what the group said, the nature of instruction and the interaction and interplay between students and staff I
think is we're at the right time to make a pivot to amplify particularly because I feel like that's the that's the appetite of students and teachers >> and cost is the same close
>> more or less. So, with all of these, the benefit of an Amplify product compared to some of the other vendors is they're more flexible in your payment window. >> So, if you do a 5-year deal with Amplify, they'll typically allow you to
pay in four. Uh, Savis is typically much more like, nope, it's two years no matter what. So, we will be able to using the fair share earmarks grant for this and
hopefully as well for science to make a a a nice down payment on a durable set of instructional materials that will not and I'll work directly with Christine and Jen to have a payment cycle years outward that's reasonable, fair, and
predictable. >> So, how much is it going to cost? R roughly I'll just give you the ballpark. It would be about 25,000 per year >> over four years give or take 100. So all
all the all-in price for five years is like one let me before >> it's 139 and change if I remember correctly right >> I think it was 113 >> the better than 139 >> the exact number for 5 years is
$113,12848 >> the exact number for 3 years is $74,580 flat so and we have 75k to this So, it's really only going to cost us 20. I don't know. Is it going to be 38,000? >> 38. >> We could. And then the the other, you
know, this is the left shoe. The right shoe is to try and maintain some space as well for the middle school science adoption. um so that we can come somewhat proximal in terms of that allocation and do it in a way that's also fiscally
responsible to the Norton taxpayers bottom line over a period of years. So I've already had conversations with the vendors in contention for science as well about the need to stretch out our windows so that I would come to you
prepared for and with a complete amount of information. >> And so ultimately the goal is for us to put the majority of the payment down now. So whether that it's whatever the um percentage is of science versus math
and then get us to a point where we maybe are only paying you know within 25 to 35,000 over the next 3 years and that would come directly from school choice. Um and the goal as we've discussed many many times is that um we don't want to be using school choice for staffing or
you know keeping the lights on. school choice should be utilized to enhance programs and to provide materials that we're not able to purchase within the regular budget. So the goal is for, you know, the initial payment to take place with that $75,000 earmark and then um
the next few year the next three years would come from school choice just as we did with um ELA and math that we tried to break it out um to an you know I think we did three three years with um ELA and math when we did kid 8
>> um and tried to get those numbers um to a place where we were comfortable with and those have been um very successful. as you guys are aware of. >> Um, so you had you did your field testing and then you had like a check-in
call, right, with a rep from >> We did. >> And did you find them responsive? Were they helpful? Were they valuable like or were they not so helpful? >> I would say from my perspective, yes, but I'm much I feel like that the
teachers would have a better >> I found them very helpful. The only problem was the Savis one, the second one, the one we didn't go with the m the the software itself took so long. It didn't work quickly and we would be even in class we be telling them we can't get to things in the lessons and that kind
of hurt them in our overall evaluation. >> You didn't have those problems with Amplify. That was a smoother technologically. It was a much smoother experience with Amplify and you felt like the support was there too. Yes, FI. They were really good. Yeah. The FC.
>> Can we talk a little bit about what um the roll out would look like for the fall in terms of professional learning for staff and >> Sure. >> So, what we what I'd like to be able to do, two things. Prior to the end of the year, I'd like to get a touch point for the math team once we hopefully have
enough book this evening. then make an order so we can get the books and the materials available so that for our early adopting teachers who want to go to the beach with their manuals, they can do that because I get to laugh cuz
that's what I would do. But you guys know I'm different that way. Um kind of right. >> Yes. >> So um and then we would have uh opening professional development that opening
day of school for next year and then there would be a minimum of two other but more than likely three other professional development sessions next year. So it' be like September then another in October, January, March
something like that. Is there training in person? >> Yes, at least we would insist on at least those first two in person. >> Um, we use Amplify. You have experience with Amplify. How have they been with their training? >> They're fantastic.
>> Better than our other training. >> I would I >> I'll say that one is terrible. So, is it better than that? >> I think it's better. I I do. Yes. Um so I know we talked a little bit about
science um as you mentioned at Google. You still looking at SAS for that? >> That is one of the two. >> How have they been with their technology and their materials for you? >> My anecdotal conversations have been similar to what I've worked here.
>> Do we have a second one? >> We do. Okay. So the process at the middle school is the same. You look at a bunch where you do field test two and then tomorrow I meet with the middle school science folks to get their recommendation. >> Um what were the other two that you
looked at? >> Uh one was reveal and then >> Carnegie >> Carnegie >> Okay. All right. So then that's going to lead to my next question. Did you look at hearing when you were um selecting? >> We did. >> Okay. Are these on
>> the and edit reports everything so >> um and these were there? >> So the desk the amplified desmos a there yes but we are waiting for the algebra 2 part to be finished.
>> Okay. Um, sorry I had a list of the things that I just whatever's been covered. Um, so in terms of again we're talking about how this is going to be sort of new way
of doing things. How is that going to align when it comes to things like MCCAST testing, AP testing? Is this something that is going to transfer well or is that going to throw them because now we're not used to doing these these
sort of algorithms or how they're asking us to do this? How is that aligning? Um, I think it will still end up being time because we it's still the same curriculum, still the same frameworks and we as the experienced teachers are going to make
sure that this the curriculum stuff is still covered. Like we're not just going to throw every all of our curriculum that we've been doing for 20 years out the window. We're going to start slowly and make sure that like yeah, this is going to enhance what we've been doing and then we're going to throw in those
extra pieces. Okay, here's a good spot where it's going to make you talk more. So, it's going to it will be a slow process over that first year, maybe two, to kind of get them acclimated to it. Um, but yeah, we're not going to just be like, "Oh, I I hope this teaches them everything they need to know for MCAST." We definitely are going to make sure
that >> the curriculum and frameworks are covered. >> So, that's sending me down a little bit of a rabbit hole. So because typically when you start new curriculums, you want to work the curriculum to fidelity to ensure that you're covering everything that you need for your PD and your
questions and things. So if you're using it more in a supplemental sort of way, which is sort of what you described, is that going to be problematic? Is that going to be able to let you know whether this program is effectively fishing out the information that you need for those other pieces?
>> I think it will based on our um field test that we just did. I feel like it was kind of like that where we were trying to dive in as much as we could but also make sure that the curriculum's still being taught. So in the diving in as much as we could, we
were getting all kinds of questions and answers and that's what we were being able to take back to the company and say this is what we need help with. This is where we need you to fix things or help us or tell us where to find things. So, we were still very much able to figure out what was good and what wasn't and
what we needed help with and doing all of that to make sure that we were using the material correctly and as much as we could while also still making sure that the curriculum was being taught. I think one of the things that we did, we were kind of chatting about it prior to the
meeting a few years ago, was we spent we sat down um and we took all the algebra one teachers and we crosswalked those state curriculum frameworks with our units and our lessons to ensure that we weren't missing anything. Um and then we
did the same thing all the geometry teachers sat down. We did the same thing all the algebra 2 teachers sat down same thing. So the math department has a very strong scope and sequence that currently is, you know, livable and and they have made the materials that we have at this time work within that structure. And so
I think this, you know, having a high quality resource that you don't have to pull from 10,000 different places is going to be really valuable with a lot of that scope and sequence work that we've done. And and as you mentioned, Laura, you do things with Fidelity in that first year, and it's all going to
be a learning process for everyone cuz um I'm pretty sure the math department has not had a new text. And I'm looking at Lindsay when I say this, I'm going to say it's been at least a dozen years, if not more,
>> probably. Yeah. >> Right. And and so I think that's been the biggest challenge is that they didn't have something to draw from. And so the department has to get really comfortable with the frameworks and and we had some great conversations about
okay like this is not a you know a standard until we get to pre-calculus why are we spending so much time on it in you know this particular class so it was really valuable and I think they have a really strong handle on it because of a lot of the work that we've done in the past >> um how how is this program in terms of
tier 2 tier three supports are we doing this as strictly a tier one curriculum >> it will be strict they all have supports But it it is designed to be a tier one. There will be other pieces that can count towards tier 2, but Amplify and
Savis and all of these vendors really design it to be a tier one program. >> Okay. Um just because I don't know. Um so what what do we currently use for our tier 2 and our tier three supports? That's cuz do we have any of that for like I know that I know there's
different types of the we we have different >> are there opportunities if they want to try to do those thing you know >> they would I would have to look specifically cuz they typically come with a cost >> okay just curious >> but I feel like >> there was a like differentiated section
in it so it was like there were places you could pull things from um with the short field test I don't not many of us got to pull too much from there but there there is a section that's like this is the differentiated stuff and some of it was like extension and some of it was helpful
>> and I I I don't know if it would continue and that might be a question for the amplify but with our field test we had access to lower grade level content as well. Yeah, they typically will give you the full rights. So, that would be a resource as well if that were to continue with the full. >> And the way that we've worked the last
couple adoptions, we've done K to8 math and reading adoptions in the last few years. And so, it's been a really great opportunity for special educators and general educators to to kind of learn the text and the the materials together. And so, where do we now that we have
this new resource, where do we need to fill in the gaps? What would a language-based classroom need in addition to right because we want to make sure that we're exposing students to grade level standards and you know rigorous opportunities for them and then Casey and Brian work really
collaboratively to say okay this is where we're falling flat in K to 5 ELA what else exists out there that we can use as a supplement to the tier 1 for our students on this learning profile or for our students with this learning profile what does that look like um and
so It's there are definitely things that we're using as resources and all of those programs frequently as well like depending conversations. >> Exactly. Exactly. So I think it's it's a good opportunity for them to say okay just because we've already done it this way doesn't mean that's how we're going to move forward. Um and these are the
opportunities we have for potentially more inclusion where where opportunities permit and the students are are ready for that. and then also um ways for them to access tier one grade level materials perhaps in a smaller setting and then
supplementing as we need to that that's what I'm just curious to see what that um two more and then I will release um when when it comes to the technology aspect of it is what what what are we talking about here is it um you know
like um sort of like the because I come from the elementary level. So, you know, like is it like a gamified type thing? Is it the textbook? Is it a combination of things? Is it like uh simulation problem solving sort of situations? It's geometry. >> Yes. Yes. And yes, a little bit of
everything like the um the book is there for an online version where they can just go read the book. There are videos. There's >> So, what kind of balance did you use in the classroom? >> Everything also has print versions of every lesson. So, like it doesn't have to be all technical. Some lessons are
just print, but some are digital. And so you could use whichever one you felt worked best with your students for whatever lesson you were doing. >> And then like what was the balance that you used field testing between text? >> I tried to use both just to make sure like use their like digital lessons and
then their print lessons. >> Are there are the assessments also digitalized? they could do. >> Yeah. >> And then uh my last question is did we look at the alignment from middle school to high school in terms of how this is taught versus what our middle school program how their math is taught? Like
is this going to be like the freshmen are going to come in and they're going to be blindsided? >> No, because it's similar because it's phenomenologically based. >> So you start with like middle school math always starts with a story. So like it starts with like a medieval time period and there was a collar outbreak
and you have to look on the grid. So that's like representing the coordinate plane. I feel like that does amplify does a similar thing where they start with a real world connection. So I think it will be substantially similar the language the pacing the technology
>> for what kids are are used to. >> Okay. And then my very very last teacher to teacher, teacher who has piloted to teachers who have piloted who are confident that you would like this program and that this is the one that you want.
>> And so sorry Laura, I'm going to mention the pilot component. So you use the word pilot, right? And so >> field test. So the difference is is that every single teacher taught both programs >> and that was like we started doing that when we um field tested stepping stones
for K5 and and it was and as someone who sat on the side of the table who piloted and was really passionate about whatever program I did to someone who had to navigate the dynamics of every single person did their one and own thing and you know you wanted what you wanted
because you that was you just spent six months doing Yeah. So we we never called it field testing in Swan. I still had taught both programs and had the choice so you could be passionate about that was a huge shift in the way that we did things. Um and that was started when we did stepping stones a few years ago.
Um but I think you can come to the table with a little bit less >> um a little bit more you know flexibility >> because we both we all field tested both. We all found positives and negatives in both. It was close. We we
did get down to like very close like one vote one way or the other, but everyone found good positives they could take from especially Amplify, but also the other one, but this one just ended up barely being help. >> So, the students that feedback? >> Yes.
>> Yes. >> And it was it it was similar. >> Okay. >> Um with the I guess it's not just a curriculum in a way. It's almost a way new way of teaching, I guess, with the collaboration stuff. Probably not so
much a math question, but more of a school question. Do you think when they're learning in math this way, is it going to be tricky to go into history and it's going to be taught the oldfashioned way? Like, how does that all kind of work within a >> So, I would say so my just to go back,
my doctoral program was on experiential learning, which is just more or less student centered learning. Um and I will say sciences, history, English all allow more of those types of opportunities than say math. Mhm. Um and so I think that the kids are really going to
welcome this opportunity to discover have this academic discourse. Um you know for example in my in my study my doctoral program um I had you know I talked to interviewed kids and they said the most engaged they were in class and
it was a very open-ended question was uh in chemistry when they were doing labs. So you think about chemistry is probably one of the hardest courses they're going to take in their high school career and that's when they were most engaged. So this more or less align with that.
>> And then this is obviously when I was kind of back researching I guess if you will one of the big things that I was reading was Amplify is way more tech heavy and Salvis is more traditional. And one of the huge aspects that
the whatever non-recommending folks did with Amplify was the professional development aspect of it. If you can't get the teachers to buy into it, it falls flat on its face. >> 100%. >> So obviously having teachers in on the planning of this is great, but where are we going to look like? You know, I know
you mentioned three PDs. Are we going to be like checking in kind of how does that go? And then if I'm sensing the room a little bit, it seemed like we were probably a little split on which one to go. So how are you going to be bring the traditionalist teacher into this tech heavy world and you know we get that that
>> the good news is because it is both digital and print teachers always have the option. So we're not going to pre-ordain that you have to use one or the other because they both do the same function. Well, number two, we always
after each professional development, there's always a survey that's sent out and I go through each and every line. So, if the folks were to say to me after that first amplify, Brian Dixay on this person, like it's it's not a fit. Like, we had Tyler who I think everybody
really liked um who we'll try and bring back cuz it's all about that that personal connection, that relatability. So, part of like my big job is to be in service of the teachers. If they say we like this person, I will get that person. If they say we don't like that
person, I will find somebody else. And then there'll be an ongoing Q&A document that will be open between our team and then the folks at Amplify so that they'll be able to in real time address the questions. And I speak to our rep
there because he's also our middle school rep probably two or three times a month. self. We can expedite, you know, customer service for for our teachers and for our students as well. >> And Mr. Schler, I can add as far as that mindset shift. Last year, most of us
participated in a year-long professional development with building thinking classrooms, which is a very similar shift in how you present material to students and the expectation of how they will engage with it. Um and across the board all of us really um sort of really
liked it, really saw the value in it. Um and these materials provide us more resources to do that more. Um so even some of us who you mentioned, you know, more traditional style, this is still an opportunity and we've all been willing to make that shift and are looking for
more opportunities to do that. So I think this provides a chance for us to do that, too. And just to add on to that, Nick, too, um, you know, it it's they'll need time, right? And so we can be creative with that. Um, and you know, we're in constant communication all the time, and I feel like we're at that part
in our relationship. I know I'm still new, um, where they can have some very honest conversations with me, right? And so if they're like, listen, we're really struggling, like, we need more time. Um, then we're going to try to figure out what that looks like and how to make it happen. So I think honest conversations
and honest you know discourse will continue. >> My last question is um endgame whatever end goal obviously is to have better learning students ready for the real world. How has both of
these companies uh kind of what can they sell you on? Have they you know reported improved test scores? the imported you know what is their hey this really works >> amplifi amplify in particular tends to be the highest rated of the
vendors across all the subject areas it's also and I think we kind of got through that a little bit today it is the biggest shift because it is but it is the most empirically based in terms of student learning so we're be we are
very optimistic that this along with the professional learning along with the building thinking classrooms that we had last year is going to continue to move the needle for for our for our students. >> I know it's slightly comparing apples and oranges. Um but you've had Amplify
for two full school years now or was it one >> in the in the middle school? >> Yeah. >> I feel like this is year three. >> This is right. So two full years, right? >> Yeah. Because I remember when uh I think it started my daughter >> I think. Yeah. I think my first year was the year that Amplify came aboard.
>> Yeah. >> And then so this is my third year in the role. So this we will be concluding our third year this year. >> So have we seen um a difference in terms of the MCAST scores when it came to that? And again I know it's slightly opposite arges. It's
the same company but different programs. That's so I know is that's really a kind of it would be hard for me to answer that accurately but I think what I will be doing this year is looking again like at those longitudinal cohorts so like grade 6 and 24 grade 7
and 25 grade 8 and 12. >> So now you can look at your current eighth graders and see how their progression. I think having that third year is helpful to kind of maybe start >> although sometimes looking at that I know that it's tricky too because that first year everyone's still getting >> there's always an implementation dip.
>> So yeah right always right so seeing from previous to new is not really the best. Yeah. >> Okay. And then just more of a question I guess for advent from a standpoint of middle we keep talking about the middle school science >> because we're going to go through another process like this
>> June >> only because their meetings tomorrow we couldn't do it all other we we forced this to happen tonight but >> tomorrow they'll have their preview and >> this is what happens when you change agenda items towards the last minute but
thank thank you guys for coming out. Absolutely. Yeah. >> All right. Any more questions? Do Do we all feel comfortable voting at this meeting? Yes. Okay. All right. Um I I'll make a
motion to approve the adoption of um amplify high quality instruction materials for high school math. >> Works. That's great. >> Well said. >> Oh. Uh so moved. >> Second.
>> All those in favor? All right. Good luck. >> Thank you so much for taking time to hear that. I know for coming. >> Thank you. >> Um, okay. See if we can move kind of quickly through these. All
right. Uh, second reading and vote of GBC gifts two and solicitations by staff policies and Dr. O'Neal. Okay. So, this is um one of our current policies. The only changes in here um are the raffles
and games of chance section down at the bottom of the first page. Um and it just states that um based on updated Massachusetts state laws and regulations um raffles and games of chance may not be organized by the schools and therefore employees are not able to
participate um in such activities unless doing so as a member of the sponsoring organization. So um that is the only change there for that GB. >> Okay. >> And this is a dumb question. >> That's okay.
>> Who? >> No one. >> But just and then >> this is like when you say can we just break that law? >> I guess it just depends on if no one's paying attention. >> And then when it says by schools, right?
So if the softball team wants to do a buy trash, raffle the basketball. >> Well, that would fall under schools. >> That would fall under the student fundraising activity, which we're going to get to next. Um, in which students
should not be sponsoring games of chance or if the boosters wanted to do it, that's a totally different story. >> That's okay. So, I just want to make sure I know the policy. So when this says organized by schools as a sponsored organization, if we are Norton's public schools, but they do not fall underneath our purview, we cannot allow to do these
things. So for example, the C2 Foundation does a whole ton of raffle baskets at their golf ter. >> Yep. That has nothing to do with us. >> They're good to go. Okay. We just can't do it as normal public schools who are trying to fund raise and do. >> Correct. >> But if you're a boost organization, you
can because >> we'll talk about that in the next one. See? Oh, this is fun. >> Yeah, I know. I don't want to confuse it any more than it's already super confusing. So, we as an organization cannot. >> All right. Um, make a motion to approve gifts to and solicitations by staff
policy as presented. GBC. >> I hate creating policies that we can't fundamentally follow along. >> It's not so much that we're creating. We're just adding some new laws, updated law to a law that already exists. >> I know, but we have no one monitoring
that. So, we're setting a policy that's just going to be broken at some point. >> Yeah. I mean, this is standard. This is as as an educator, I have to complete um conflict of interest law and be certified for that every few years. And all of this is basically just the part of it. It is. So, it's it's it's the
same thing as putting in the full FMLA language in ZA contract. It's it's just standard. One more time. So moved. Okay. Thanks. >> No problem. >> Second. Okay. All those in favor? >> I I >> No.
>> Okay. Got it. No one saw that. All right. Second reading is vote for JJ fundraising policy revision. Dr. O'Neal. Thank you. So this is student fundraising activities. So this again is
very similar to our current policy. The change that was made is in E which discusses students in student groups are barred by state law and regulation from organizing raffles or games of chance participating in the sales of or
purchasing tickets of such games. So for example, DECA as a student organization cannot do something where they are raffling off a basket of lottery tickets or anything along those lines. They
can't do football squares for the Super Bowl because they are a student group and Mass General law does not allow students or student groups to um do the raffles or games of chance. So that is
um the big change there. At the bottom it talks about support organizations which we will address in the next one which is A C D comments or questions. I mean technically the enforcement could
be too like someone reports and >> well because it's state law so Um I don't know labor commission I'm not sure. So ultimately >> ultimately advisers should be aware of
for this one. Adviserss and the school principal should be aware of the regulations around student fundraising and student fundraising activities and know that if a group comes to you with saying hey we want to do a football pool for the Super Bowl. They have to say unfortunately that is not allowed for
student groups in the state of Massachusetts. This one it makes this one makes more sense like and there's is a bit more straightforward than the others. >> Um all right. >> Uh motion to approve the fundraising
policy JJ as presented. All those in favor. All right. Next one. Second reading and vote on KBE relations with parent booster organizations policy revision. Okay. All
right. This one um I'm actually sharing this document with you and then I have um some guidelines that are not necessar that are not approved by the school committee but I'm sharing them with you. Um they're fundraising guidelines and expectations that um Mr. Sumar and I
have put together to help us kind of oversee this in a way that makes a little bit more sense. Um so parent and booster organizations if they wish to conduct a raffle or game of chance are able to do so. However they have to ensure that they are um complying with
all the state and local regulations around that which means they have to file the necessary permits get permission from the appropriate people. Um, so they are able to do the raffle ticket um for the for a lottery basket or to do Super Bowl squares. That is
allowed because they are a parent support organization. Um, and so ultimately the the new regulations takes the gambling so to speak out of out of the hands of students in the schools themselves and it's only allowed through
the parent support groups. Um so that is the change there which is a number four. Um and if you take a look at the guidelines that I shared with you uh Mr. Sumar and I have reached out to all of the boosters um organizations parent
boards and asked them to meet with us virtually between now and the end of the year. And at that time we are going to be sharing with them um really just these guidelines and expectations because there have been changes in regulations. So, um, some of the things that our policy states, but we don't, as
as Nick mentioned, who's who's overseeing this? We're trying to tighten that up a little bit. Um, they are supposed to maintain clear, accurate financial records, which should be submitted to us each year. If they are going out and using the name of Norton Public Schools, we should know what they
are fundraising for and what that money has gone to. Um and then um you know use of funds must directly benefit the student the student team or the school programs. Um it's not to be used for personal gifts or compensation or
stipens outside of the approved district process which is part of our contract. Um and they should not be for non- studentent related expenditures. Um so this is for you all to kind of take a look. Um and that's something that we will be working very closely with
boosters and parent boards um as we move forward into the FY27 school year. I think we are going down a very slippery slope asking these parent groups who are donating their time and their money and rallying grandma and
grandpa to give funding to be asking them when it has nothing to do with nor public schools money being fun these things. I think the hard part is that they're fundraising under our name. And so
if they're fundraising on behalf of Norton Public Schools and a Norton public schools event or activity and then they're going out and buying things that have nothing to do with that booster, I think that comes back on us.
And so that makes it that makes it hard, right? >> It's just Yes. Again, who's monitor? All right, do your softball again. Who's monitoring that that happens? Is it Christine? The expectation is that it gets turned into Christine and Aaron
um in July each year and that I mean I can't imagine that we're going through things with a fine tooth comb, but there's also the ability to say um what happened here or this is you know you went to I just things up at this point.
You you know went to this bar and you spent all of this money. What does that have to do with going or going? Not that I'm saying and I well I know though like as a 403b organization for example I mean they have to maintain and
keep very specific records. Now as being a 501c3 is they are they under the same similar view. So then this is not like >> tax it's not additional work per se because it's really supplying a lot of that >> meat's going to operate the same way.
>> Yep. >> Yep. Any organization that uses you know um New York public schools, this is who we fund or this is who support has to. And again, it's not it's not an extra lift per se because they're already keeping those records. So, they're just
supplying them out to the school to make sure that these organizations are staying honest. >> I just think we're adding work, adding a lot of work. And God forbid something happens and someone does go spend the money on the bar, we're the ones who are now overseeing it. So, now
it's our problem. I think it's our problem anyway. >> Unfortunately, um there have been situations in the past where things have not been done appropriately and the district has to get blocked. So by by doing this that makes that brings that to light quicker. Correct. By then
having to supply this information annually. >> Yes. >> I hope so. >> Right. Like I mean in the past things have not been and this is currently our policy anyway is that they are they are supposed to provide us with this
information. >> No great this is all new right >> that's just procedure we can change any of that. That's not what we're voting on voting. >> So >> yes >> um >> was it only six added to this? Like was this the rest of it? >> Four is there was four was new.
>> Okay. Right. cuz that's really rap. >> If you look at back at JJ1, JJ, the last one, >> um, this was already in our policy. Fundraising policy guidelines will be distributed for all recognized support organizations annually. Each support
organization shall submit an annual summary that details fundraising activities, amounts raised, and distribution of such fun to completed school year. That already exists in our policy. You know, I don't I just I don't know. I just these parent groups, you get you
get a person who's real good and keeps all the stuff on there ready to roll. Then a new person comes in cuz some lady graduated and then I don't know. I think we're opening a can of worms that we haven't had an issue with. I don't know why we want to jump in on this without the proper
overarching uh manager. So JJ that already exists within that policy which we just voted again. >> Um we can I'm more than happy to chat with people about the fundraising guidelines. It's really just kind of putting them into practice what already
exists. What do you think? Go ahead. >> I was just going to say I think also having the um guidelines and expectations which is very similar to what they have in the >> I'll call it business manager manuals that aren't by law but they're like
guidelines. Um it helps with because we do get questions like Aaron and I and Jen, we get questions from boosters. Can we do this? Are we allowed to do this? And it's kind of just helps. >> Yeah. >> Yeah. Like this I I do like this whole thing. I think this is good. It's kind of clean. you can hand it out to everybody's rules, whatever.
>> Like I said, I just I just I always get I again I hate doing policy that we are not procedurally able to potentially handle if something don't work because then it's comes back to us saying you have a policy and who's
following up and who's taking care of it. You know what I'm saying? I just don't you know that's my house. >> Well, it sounds like it's only Christy and Baron. >> But who who So, let's just say some some group does this to get their hands slapped the first time to do it the second time to do it a third time to do
it fourth time. Who do do we're going after Aaron because of a parent booster? >> No. I mean, ultimately, if they are a 501c3 organization, their duty is to the state as a nonprofit. >> That's exactly what I'm saying. So let the state handle it. Don't get us
involved. If they're doing it illegally and whatever they're doing is wrong, let it go to the state. Why why put ourselves and subject ourselves to now being a part of that thing as well? And then like I said, if if we can't handle the procedures behind it and because again, I can't imagine being an athletic
director looking over this and trying to corral 25 different sports, not to mention of all the other the needs and the arts and everything else that we have going on. and you're relying on parents, not paid employees of town. What are you really
holding them to besides please be a good person? Please be a good person. Well, if they're not a good person, now we've injected ourselves into a mess. >> So, so hypothetically, um, or just, you know, hold out with me for a minute. So,
let's take a quick drive. We don't have a lot of time here. This has to be very fast. Um, so basically as Laura said, they should already be completing this annual report every single year. What we're simply asking them to do is provide us with a copy of it. So if 5
years from now I have someone who comes to me and says, I believe X, Y, and Z is mismanaging funds and I'm looking for this information. Like we can say, okay, we have the last 5 years, everything seems, you know, we're in good place.
Like how are we? and then you can turn it over as evidence. I I don't know. But ultimately, they should be providing it to us anyway. >> Correct. But if you're mismanaging funds, don't don't come see us. That's on you. Go to the state. It's a state issue. It's not our problem. >> But you know what though? They always
come to us. >> Just like other things that are not our problem, >> they always come to us. >> To me, it's just like we're opening that can of worms that we're we're injecting ourselves into this when if we just let it >> we have no idea. It's it's with the parents. If you think something's being
mismanaged, go see whoever at the state level to get it. >> I feel like your this that is more of a this page fundraising guidelines. This >> is not this only says that all parents shall Yeah. or number three is shall
obtain 501c3 status, file appropriate paperwork for the state authorities, make proof of such status available. So basically, whatever they file to the 501c, they just have on file. Correct. Now, as far as the other parts to that where it's like where that money has
been going, that is like this guidelines thing. So, maybe we just vote on the KBE policy and then if we want to have further discussion on this, Absolutely. >> we can add that to the agenda.
>> Does that make sense? >> Or you guys can even just send me your thoughts and we can >> we can update because it doesn't have to be voted by school committee. >> Right. Right. Yeah, only possible. >> This is just just to get this in there because this is this is really
only updating because of those the >> gave a chance. Yeah. Add on to the >> Yeah. Um Okay. So, let's see. Uh motion to approve relations with parent booster organizations policy KP.
So, move second. All those in favor? >> I I >> No. >> Okay. Um Okay. Um second reading and vote on JLCD, administering medicine to students
policy revision. Okay. As discussed at our last meeting, this is simply protocol for how we administer medications to students um based on Massachusetts general law. It does um have updated areas in terms of self-
administration, delivery, storage, etc. as well as um administration of epinephrine. So this is simply a um managerial change. Really nothing is actually changing in how we distribute.
Okay. Questions, comments. Okay. Um motion to approve administering medicine to students policy as presented. JLCD. >> Sorry.
>> All those in favor? I >> Okay. Um Right. Okay. We're doing board going to school committee meeting dates. We have a calendar of events for the upcoming um school year. Um we like to
begin our year visiting each of the five schools. The principles will do an opening of school report. Um and so the first five meetings are scheduled to be at the Yell, then the high school, then the middle school, then LGN and GCS. uh with our meetings at the crane room
beginning on Wednesday, December 9th and then the fall all the following meetings will be um at in the crane room at town hall. Um we would add our budget workshop uh typically probably late January, early February and then if of course we needed
to have something before a spring or fall town meeting once those dates are published, we would do the same as well. >> So happy to take any feedback on those. Uh, I would I think when we did it, I thought it was great. I know it's not ideal, but doing one before school
starts, I always think is a good idea. Put every government back together, make sure we're ready to roll. Um, that I would, you know, go whatever, two weeks back from September 9th and potentially put a >> 26th >> opening meeting there. >> We could do the 26th.
>> Mhm. >> And I would put that room. >> No, that I'm here anyway. Um, August 26th. That would be in the train room. Okay. Because we wouldn't want to do a school return before the school.
>> Yeah. >> Yeah. Okay. All right. That's easy. We can add that. Cool. >> All right. Um, motion to approve school committee meeting dates with the addition of Wednesday, August 26th.
>> Second. All those in favor? I >> uh discussion invol superintendent conflict of interest disclosure for extended school year program. Uh thank you. So um this is the second year we've done this. My daughter Keelin um has been recommended by Mrs. Russo to be
hired as a student assistant at Norton High School for the extended school year program. Um she works directly under the teacher in that classroom and is um hired and um appointed by Casey. So, I just wanted to let you all be aware of
that. Um, and I just need a vote on that as well, please. Okay. Um, motion to accept conflict of interest disclosure as presented. Oh, do I have to read this whole thing? >> No. No. Okay. Sorry. Motion to accept the conflict of interest disclosure as presented.
>> So, move. >> Second. All those in favor? I >> watch. Have fun. She actually really loves working with students. So, great. Um, do we want to do a strategic plan or do we want to? That is up to you. We can
table it if you'd like. >> Um, and al also take a look at it if you have any specific questions. I think it's pretty thorough. Um, the majority of our items we are on in great shape with a couple we're still working on.
Okay. This calendar here added to June. >> Yep. June. Okay, perfect. We'll do that. >> June. >> Yeah, I know. It'll be a long one. Um, all right. Other business topics not recently anticipated 3 hours in advance. So, >> uh, Jack, can you just highlight quickly about the, uh, absenteeism in the
design? >> Oh, yes. Um, so on Friday, we got a letter from the commissioner, uh, uh, congratulating public schools on our work around chronic absenteeism, um, over the past year and that we have been able to reduce, um, the number of
students that were clinically absent by over 5% from this time last year, which is really exciting. Um kudos to Dr. Acriman, um the rest of the team, principles, the teachers, and all the buildings. Um it has been a big push for us this year and um we're, you know,
excited to be recognized because often times good work goes unnoticed. So, it's really exciting to see that. Um and I, if I can say one other thing, um congratulations to the class of 2026 who did um their senior service day today. Of all those students, they've performed
over 700 hours of service today alone. um in all different venues around our school community. Thank you to Dr. Flanigan, Mr. Portway, and Benson Chang for leading the charge and to um all of the community partners that welcomed our students today and for the teachers and
the the staff that accompanied them. So great. >> Yeah, I hope they had fun at prom on Friday. >> Friday night, fun day prom. Um all right, motion to adjurnn. So move second. >> All those in favor? I >> thank you all.