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Hi everyone. I'm going to call the uh Wednesday, June 6th, 2026 school committee meet. No, today's June 3rd. Today's June 3rd. >> Yep. >> Okay. >> Wednesday, June 3rd, 2026 school committee meeting to order. Uh first is the pledge of allegiance.

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I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay.

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>> And uh just to let everyone know, this meeting is being recorded by Norton Media and Norton Public Schools. And if anyone else is recording, please let us know. First up is the public comment period. Um, all speakers are encouraged to present their remarks in a respectful manner and to consider the privacy

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interests of others. Speakers must begin their remarks by stating their 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 will be allowed 3 minutes each to present their material, and in

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general, extensions of time will not be permitted. Speakers may not assign their time to another speaker. Anybody here want to participate in public comment? Seeing no one, we will move on. Um vote to approve minutes of the January 28th,

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2026 executive session and May 18th, 2026 open session meeting. Um the >> we just would have to vote separately because I won't be >> Yeah. So the 28th we have to hold off on we'll table until our next school

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committee meeting because we would need u Mr. Schliker here too. So we'll hold off on that one. But the minutes for May 18th, 2026, any edits or changes? Everything looks good. Okay. So, make a motion to approve the minutes of May

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18th, 2026 open session meeting. >> So moved. >> Second. >> All those in favor? >> I >> I >> I abstain. >> Yeah. Okay. >> All right. Um, next is the warrants. Um,

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I've reviewed the following. School expense and school payroll warrants. The school expense warrant for May 18th 2026 548,37759. School payroll warrant May 14th 2026 1,220,138.74 cents. I wish to enter those into public record

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and moving on to our student rep updates. Hi, I have a pretty um sizable rep update tonight. So, I am just going to do the update with the schools and then I'll update you guys on who the new representatives are. So, from the high school, the past couple of weeks have

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been filled with a lot of celebration at Norton High School as we celebrate the class of 26 with class night week senior sunset cruise last night and the field class trip that is tomorrow to Six Flags. The accumulating event for the class of 2026 will be graduating which

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is to take place June 9th at 600 p.m. at the Expinity Center. We hope to see you there. Our spring season for athletics was very successful with our boys volleyball and softball teams um still competing in the MIA tournament. A couple of weeks ago, we

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had our annual Memorial Day assembly to host and honor our veterans, which was very heartfelt and touching, and special thanks goes out to the history department for organizing such a great event. From the middle school, the NMS drama club recently concluded their highly successful runs of shows for

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Alice and Wonderland on Friday, May 22nd. All three evening shows were well attended and a hearty congratulation goes out to the cast, crew, and advisers who put in many hours of work to create an excellent production. The eighth graders recently went on their annual NYC field trip last Friday, May 29th.

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The parents, students, and staff enjoyed perhaps the best trip ever in in relations to timing, crowd sizes, and weather. Students had a chance to spend the whole day in NYC experiencing some things that make the city such a great place to visit. Lots of end ofear activities are currently taking place across the NMS, including things like a

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fun science day for the sixth grade, outsiders day for the seventh grade, and various field trips as well. Our accumulating activity for 8th grade will take place on the evening of June 22nd with the annual eighth grade dinner dance. From the yell, the fifth grade students started their transition to

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Norton Middle School where a couple of weeks ago they headed over for a play and a tour. It is an always amazing day to help them transition into sixth grade. for our upcoming third graders from the LGN and the JCS. We have so many things planned for the transition who are coming to us next year. The

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third graders that is sorry. Um next week they will come to us for a step up day. There is also a family information night and Mr. Gagean and Mr. Bala will make their yearly visits to each third grade classroom to talk with them about the transition to the Yell. The Yell fourth graders will also check out the second and third floors where they might

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be next year. Last week they had their Hey PTO buy one get one free Scholastic Bookf Fair. And I'm just going to throw in an edit. The book fairs were some of my favorites when I was in so I love that. >> Me too, Leah. >> There are many more end of year events

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including field day for both grades next week. Fifth grade whaling museum field trip this week and last week fourth grade's field trip to the Rhode Island Planetarium and even more. We have a lot to look forward to and are so excited for the end of the school year. Something that we are so proud of is that Mr. Mr. Gagan and Mr. Blau were

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able to complete as of today on June 3rd well over 350 good news calls of the day which will put us way over our goal of 360 total or two per day. The good news calls represent what a phenomenal group of students we have at the YEL and continue to drive a positive culture and

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that we can all be proud of. Excuse me. Then there's nothing from the JCS and then from the LGN. It's been a great year at the LGN. There are many fun things planned to wrap up this year, including field trips and field days. The third grade trip, which I will be going on for Roa. I'm really excited

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tomorrow. I'm going to JCS um around town is this Friday. And next week, they prepare to move to the Yell with visits from Mr. Gagan and Mr. Balawa and a third grade celebration. One of the biggest highlights of this school year

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has been the start of our unifi, sorry, unified kickball team. We have 45 students participating making up three teams of students. Everyone participating has really embraced the philosophy of unified sports. Mrs. Kenny, our wellness/PE teacher, is the coordinator and has done a phenomenal

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job with this new program. The thanks also goes out to all the volunteer coaches including Miss Sarah, Miss Kelly, Mrs. Baker, Miss Kalin, Miss Pam, Miss Julia, and Miss Karini. These sessions would not occur without their dedication and support. Our students are able to shine because of such amazing supports and direction from the adults

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at LGN. is a truly special place to teach and learn. So, obviously Benson is no longer here. That is it for the school updates. Um, he's off. He's graduating, which is so exciting. And I was so honored to work with him. I was really awesome to get the opportunity to

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do that. And I'm happy to represent um this for the class of 2027. And the new there's two going to be new reps joining um next year from the class of 2028. It's going to be Felix Luo and Olivia Tennor. um they are not attending

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today but I wanted to familiarize the committee with their names and ask you to welcome them all to the team. So thank you. That's all from me. >> Absolutely. Thank you so much. I hope you have a lovely summer. >> Thank you. You guys too. >> Thank you. All right. Um any questions, comments? Anybody? Good. All right.

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>> Nice job, Leah. >> Um All right. Moving on. Student spotlight. Uh Dr. O'Neal. >> Okay. Thank you. I'm going to go back to the podium. >> Good evening. Thank you so much. So, tonight I have the honor of um recognizing a couple different groups of students. So, first I'm going to ask

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Elena and Kira Sullivan to come join me up front. Our first student spotlight tonight is for two members of our junior class, Elena and Kira Sullivan, who competed at the DECA International Career Development

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Conference, also known as ICDC, held in Atlanta, Georgia from April 25th through 28. This was a record-breaking year for Norton DECA with the most qualifiers for internationals over 20. And Norton also had our first ever international finalists. This year,

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Elena and Kira competed together as a team in the category of hospitality services, team decision-making. Mr. Portway is here tonight. I believe I saw him. Um, shares that they have worked tirelessly all year to study their industry, practice their case

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presentations, and prepare for the exam. Following the successful performances at districts and states, Kira and Elena qualified for ICDC, and they they continue to prepare and study. While at ICDC, they competed in the preliminary competition, including their role play,

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where they saw the case live for a judge and the exam. There were over 200 other teams in their category, which included the top competitors from each state in the country coming together. They were named finalists from their performance,

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placing in the top 10% of that group. Kira and Elena were honored on stage at the Mercedes-Benz Stadium as finalists. Then they competed in the finalist competition placing within the top 20 teams for this category globally. They

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represent the first ever but definitely not the last Norton DECA members to be named international finalists. I am told that they have Yes. I am told that they have their eyes set on winning the coveted DECA glass trophy

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next year. and being named international champions. Uh Elena will be serving as DECA's VP of marketing next year and Car will be serving as an action team member where they will both continue to lead their chapters to success. So tonight,

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um I have a certificate for each of you. I'll give Elena hers first. CONGRATULATIONS. OH. OH, Venson's on here to take our picture. >> Mom and dad, come on up. >> Take our picture. Come on up, guys. And then it looks like >> dad and grandma's here. >> Dad and grandma.

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>> I could I can't see. >> In the middle. >> Sure. I would love >> Come on up. >> Come on up, family. That was pretty emphatic. I think we're okay. >> Oh, CONGRATULATIONS.

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>> All right. Now, I have a um another group of students to recognize, but uh Mr. Gagean is actually going to come and help me with this. So, come on up, Mr. Gagan. Thank you, Dr. O'Neal. Um

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so, at the L, as most of you know, it's an old building and uh some of the artwork is from 1970s roundaboutesque. And uh in a PTO meeting, we were

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chatting about how we'd love to get some murals done. And uh we'd love to be able to do it, but not have to pay the money that we've paid in the past. And one super intelligent mom said, "Why don't we ask the high school students to come

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over and paint in a mural?" And we were like, "That is the greatest idea like ever." Um, and then we maybe have to pay them or maybe they'll just do it because they're great great kids. And uh, we ended up having three great students uh,

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over at the high school ended up painting right outside the cafeteria. It used to say cafeteria with like an oversized apple that was like ginormous and then a slice of pizza that was like

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like probably relatively speaking an 80 foot slice of pizza. So it really didn't make much sense. Uh so uh I asked the students uh listen you you have you have a blank ca canvas you can decide anything that you'd like and choose

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anything you want and they came up with the idea of lancers and uh and then they decided like each letter would represent something differently and they would put in different pictures and it was phenomenal because the kids were I I say they're kids but the high school

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students were uh were in our building from about October through the end of the school year. Uh doing an awesome job with with the letters. And our students love seeing the big high school kids at our building doing this. And uh and

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there's a bunch of little things that uh that the that our students asked for. One student asked for a dinosaur. So Jonah planted in a red red Tyrannosaurus Rex there. Um then we have like Gigi over in the S for steam. Uh the R is for

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recess, the E is for music. We have the C for kind of cafeteria. >> We still have pizza. >> Yeah, we we were little things that were in there. Uh and then we have we have the N, we have like the arts and then art for A and then the Lancer for L. It

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was awesome. And uh so I couldn't be happier with what it is. I think it will start something that we will be able to continue with the high school. And again, it's like light dawn broke on Marble Head here. Like why couldn't we just ask high school students to come down and do this? Uh because I think

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it's just amazing. And uh these students here, they were my first fifth grade class eight years ago at uh at the L. So uh so it's awesome how it has come full circle. But uh I'd love to ask Jonah

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Ferraro and Alexis Dodge and I believe Ryan Krisco is here. So, if Jonah and Alexis come up, we'd love to recognize you. snuck out quick. Yeah, it's going first. >> Thank you so much. Thank you. Great job.

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>> Thank you. Um, congratulations um to to the the international DECA. That is amazing. I can't wait to see the glass trophy next year. Globe, right? Whatever. >> No pressure. >> Yeah. Um, and I happened to uh I was at

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the Yell and I saw the mural and it looks amazing and really does add some nice character to that part of the building and I love hearing that it was high school students that came down and did it. So, that's awesome. Um, and I hope we get to keep up that tradition. Um, all right.

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>> So, we will move on to recognition of 2026 retirees. Also, Dr. O'Neal. >> Okay. >> Um, class. >> Oh, sorry. Recognition of the class. Sorry. Okay. >> Also, Dr. O'Neal. >> That's fine. I will start um by, you

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know, recognizing um the class of 2026. This year we have 180 students that will be graduating from Norton High School on Tuesday, June 9th. Um, very much looking forward to celebrating with them. Um, Leah did a nice job kind of sharing all

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of the senior events that have been happening over these last few weeks. Um, of our 180 graduates, we have 125 students that are preparing to go on to a four-year college. Uh, 22 that are going on to a two-year school or trade.

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four students that have um joined a branch of the US military um including the US Army, the US Marine Corps, Air National Guard in the US Air Force. Um we have 23 students that are going to the workforce. Um as I mentioned um to

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the school committee earlier this month or last month actually, six were able to get jobs right out of school with electric boat um through our college uh school to career program. and then uh three are entering trades through our um high school programs and then six students are either taking a gap or a

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service year. So um this is an a really really amazing class. Uh earlier today they had their senior stroll where they have their caps and gowns and they go around from um high school to the yell to the JCS and LGN and then to the middle school. Um and it's just a it's a

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really really great group of kids. One of the new traditions they started this year was um they all every student had carnations and they had three or four carnations with them and they were able to hand them out to an educator that impacted them over their time here in Norton and honestly it was such a

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beautiful thoughtful um tribute and I see Miss Mrs. Farley out there going like this at me too. It was um it was really amazing. So here are some of the schools that um our students will be going to. Um, and then I also, um, if we could do one more. Thank you, Mrs.

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Anderson. Um, 55 scholarships were awarded at class night last week. Um, over $63,000 in support for students going on to further their education in a lot of different ways. Um, and we're also extremely grateful to all of the

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partners that work with us, um, within our community, um, within our staff. Um, it's it's a beautiful night. It's a great tribute. Um, and we're really really proud of these kiddos. So, um, in the packet, the school committee has a full list of these graduates. Um, and we

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look forward to celebrating with them on Tuesday night. >> Great. Thank you. Any comments? Thoughts? >> No. Can't even get a comment out right now. >> Don't cry, Dan. I know, right? >> Don't tell Sherry.

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>> Um, okay. I'm excited for graduation as well. Um, all right. Recognition of the 2026 retirees. Okay. Uh this year we have a number of staff retirees um that we would like to thank and recognize for their years of service. Um Deborah Hearn

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26 years to Norton Public Schools. Mary Bennett 27 years. Jen Branco 30 years. Sandy Freeman 21 years. Diane Johannesme 20 years. Carol Zuspmanak 2 years. Sandy Parlon 21 years. Lisa Vney 26 years.

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Rachel Young 24 years. and Nick Sinsky, 14 years, over 210 years of service to Norton Public Schools. Um, we wish them the very best in their next adventure. Um, and we are always looking for substitutes, so please don't forget us when you leave.

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>> Nice plug. >> That was that was subtle. Um, okay. The next up we have Jed High School overview presentation with Mr. Cersc. Hello everybody. Um Charl, are you able to join us?

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>> Yes, it's good to see you Vinnie. >> Nice seeing you as well. Um I will let you do your own introduction and explain your your uh your role with us. But just to quickly update, so in 2022 23 through our partnership with um Sarah's Village,

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we also began working with Kyle's Care, which is another um agency or or group that works for uh mental health awareness and suicide prevention. And through our work with them, we were able to connect up with um Jed High School.

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And um we'll explain what that is in a few minutes, but Kyle's Cares in Sarah's Village were able to um we were able to get a grant through them uh to work with with the Jed Foundation, which is about a $25,000 grant. So um it was it was a big deal for us. Um and we were lucky to

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have um Jed come in and kind of review our programming um help us see what we're doing well, where are the areas that we might need to to work on. And this is kind of a quick overview of all the work that's been done. Um there was a number of folks at the high school that helped out, but I especially want

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to um call out Michelle Bayetta, who is my co-chair. Um and really we work uh very closely together. So with that, I'll turn it over to you. >> All right. Thank you. My name is Cheryl Meny. I am a district mental health specialist, Jed high school specialist

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um with the Jed Foundation. Uh we exist to prevent suicide and protect emotional mental health of students. Um, this presentation is just a a testament to the hard work of your team there at Norton High School and I'm excited to share that with you. As Leah was talking

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about all of the great things happening and the celebration, we won't have the pomp and circumstance for all this, but I hope this data shows just how much work is being done at the high school level um to do this work. And the two guiding principles we're going to look

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at is that emotional well-being is responsible responsibility of the entire community. And the work that's being being done there starts at the very top and it's created an a lasting systemic change that requires u mental health to

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be shared as a value of all and uh some of the data I get to share with you today really does illustrate that. So in our program and process, we survey both staff and students. Uh and it's all around attitudes, values, and belief and

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experiences with mental health. And so uh we started in 2023 had 225 students participate in a survey and and this year had 356. And just this sheer number of that shows the level of commitment that has continued to expand. And the

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same with our staff. uh if you wouldn't mind advancing the slide. Mhm. >> And one of the things um we focus on is this comprehensive framework. And in the comprehensive framework, there are eight domains. But for brevity and for the

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specificity of this time together, I want to focus on the cultural and perceptional shift of staff covenants, peer connectedness, and internal stigma of seeking help. And those are um in those different domains that are represented in the illustration. But

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everything begins at the idea of connectedness which has been a focus of the steering committee and the co-leads there. Um and then the infrastructure and the readiness that continues to be built so that connectedness can lead to those places that allow students to get the support they need. Vinnie, I also

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want to open this up. If at any time you want me to slow down and you interject, please do. >> Sounds good. >> All right. Would you advance the slide? Thank you. So one of the the things that is well there are many accomplishments that has happened there and so it was really hard

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to just narrow down to um a few to share with you tonight but the first and foremost is this comprehensive strategic plan that they created um and had twice yearly reviews of that of the data and those sorts of things. We've deployed uh

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visible bias bullying reporting procedures through QR codes. Um had a great deal of targeted support by best buddies GSA active bites and the steering committees work to like increase attendance and to do that

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through the vehicle of connectedness. Um and as we transition uh from reliance from the small group to in of champions to permanently embedded in the infrastructures, we've seen some growth in some things. So you'll see the data

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bridge over to the right. Um and so in the the idea or the perception that mental health is a priority at Norton, we saw a growth of 11% from students which is significant in um all terms of data and that in the same

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vein that students see that there is a climate in that a climate that encourages open discussion that also grew seven over 7%. and that they recognize that there is a positive good support system for students um by

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faculty and so that is also a notable difference in the realm of life skills development. I know that language may not be familiar to everyone in the room, but for us it's social emotional learning, character development, whatever the language is

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that is the most comfortable for you, but really showing how students can develop a resilience and flourishing that can last beyond their years. So in um the sense of optimism and purpose there was a about a two almost

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2% increase in their sense of purpose and their optimism. The sustainability focus that the team wants to continue to dwell on is that we want to have some crosscurricular uh experience that instead of isolated lessons to drive stronger long-term

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resilience and so that there are some more internal coping mechanisms and a hard time for everyone. This has been a topic of our team's conversation at Norton. And I say our because I think they adopted me during our time together. And I certainly did

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adopt them. Um their focus on connectedness goes far beyond the warm fuzzy idea of let's all show that we care but in a system systemic way. And so listed on the side you'll see some of the ways that they've done that. um and they've created some really strong

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structures to foster mutual support among the student body. So what we saw that our students say that they do see themselves as a part of the community. In fact, that's grown 6% and 85% know an adult they can talk to. One that we are

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going to continue to focus on and I'll pin this because I think we're going to talk about this again later is that students look out for each other. So that has went down. And so as far as sustainability focus, we really want to work on peer-to-peer connections moving forward.

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>> And I want to say that is one area that talking to my peers across um the state. It it seems to be an issue that that more and more schools are running into in terms of that looking out for each other and seeing more, for lack of a better word, clickiness. I is kind of an

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old term, but yes, that's something they're seeing. But the beautiful work that that's happening there with the best Budd buddies program is certainly a um an expansion and and in that development of empathy. I certainly see that's going to be something that

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continues to grow and to take root to take root and do some really great things. I also want to linger here for a moment that when I when we began we talked about how mental health should not be the role and responsibility of just the student supports team, the

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counseling team, the social workers, all of those. It should be all of us have a role and teachers particularly pay uh play a line of first defense. And so in this um it's so important to think from that lens. And so it while they were

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doing that there has been an encouragement of students to overcome a a resistance to seeking help. And so because of that um there's been some growth in our students knowing where to go when they need help and they are going there. We'll talk about that in a

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moment. Um and we also see stigma going down and being ashamed of feeling sad is going down. Um from 73% um to 67% keeping depressed feelings to myself and 3% going down from being

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ashamed of being sad to um from 47 to 44. And so this is um another um data point that I want to draw our attention to that in these operational responsibility structures that are in place and and

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really strong procedures and training so everyone knows what should happen in responding to these kind of situations. there has been an increased comfort in getting our students to referring to the support professionals and I just want to

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name that uh although our staff there our staff are feeling more comfortable in starting those conversations and they are referring more often it's very important that we still sustain the work for those professionals who have the mental health background to like support

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the students because you'll also see that our staff that are there was role responsibility is to make sure our students are are academically thriving don't necessarily have the competence in those areas. And so we we it's pivotal

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that we continue to support um mental health professionals that can come in and support those teachers who are still recognizing they're still having the conversation, but they're way more comfortable in getting them to um the support professionals um on a day-to-day

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basis. So this is something that really struck home to the team and I what we know for sure that all in all of these systems of recognition, we have seen the um usage of school counselors and social workers

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jumping while ER usage for that triage going down. >> So I want you to think about the academic um indications the implications from that. If a student is out because

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they have gone to an ER and perhaps are hospitalized, they're going to lose time in the chair learning and having academic engagement. But now, because we've lessened that by 7%, we're utilizing the services, the time away

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from the classroom is not as great. And so I I do believe if there's one place to linger about the return on investment of this type of thing, it's right there. Of course, there's constant treatment and coordination inside and outside and

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prioritization prioritization of this work is of the utmost importance of your team and the partnerships that they continue to create. And not only that, the structures that is in place when a student has a re-entry process that

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allows for two-way conversation and continued support is something that really is um something I I go to as an exemplar whenever I'm working with other high schools and districts. Um, what we've learned when we've learn worked with Norton is is their attention to

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details and crossing back and circling back and and creating this ongoing conversation and levels of support is pretty phenomenal. And I've had the opportunity to work in 32 different states. And so just want to in the same way Leah was celebrating our students

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and sharing all the great things that they're doing. I just wish that we could have some sort of celebration and excitement about the adults that every day do this work and may not have gotten a carnation at that event because the work that's being done shows up here in

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ways that are that's not just about academics, it's saving people's lives. >> And I do want to take a second to really recognize the the counseling staff. I mean, that's a you know, we basically seen twice as many students over this period than we would see. And as we all know, there's not as many people as when

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we started. Um, and they are still doing college and career. They're still adding programs around, you know, transitional work and vocational counseling and doing all of that leg work. So, you know, that's a very significant drop and that's what we were hoping for when we

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started this process. But I do have to just give them their props in that there's a lot of work being done dayto day. I know I'm just about out of time and probably taking too much time. I will just uh name here that we've seen a drop

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in how uh mental health crisis has impacted their academic performance. That is a significant thing and we've also seen the severity um drop as well. So I would like to at least note that

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um we have u very much focused on crisis management means safety that will continue to grow even beyond the life cycle of our partnership. But you can see that staff feel more equipped to handle mental health crisis and the staff also has a higher level of

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acknowledgement of what's being done to protect and take away the means for death by suicide. So our going forward u we're moving beyond you know we we will have to sustain the structure that's taken place moving it just beyond the the student

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support school counseling team that Minnie was talking about to everyone also increasing our peer-to-peer connection and continuing to practice our protocols and focus on that so whenever crisis does happen we can lean to the training that's been supplied to

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us and lastly um just I want to give a real shout out to the team that has navigated this um space in a an exemplar way and they really do continue to be an example to others and point to uh what is possible

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when a small group of individuals really commit to a big task and they have done that and they built a really strong safety net. Um, and we want to continue supporting that work and and be reminded of the return on investment when we do lean into genuinely investing in them

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with staff, with resources, with the ability to continue that work and strengthen it. And thank you, Norton, for um doing this and and being an example for others. >> Thank you. >> Thank you. Any questions?

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>> This is phenomenal work. And um back to that slide where it jumped from the 13 to the 26 that really stood out to me when I was reviewing this before tonight's meeting. And um I just want to echo like Vinnie, you and the staff that how much work that that really is

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tremendous that you're supporting these students. Um and this is great. I'm curious where where do we go from here with like do we continue with Jed High School? Like how does that whole >> So they'll they'll started there as our partner, right? um not in the same

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level. Um but as we grow, if there's consultation that we need or work that we we can do, we can kind of reach out to them. Um there is the the possibility of doing this at a district-wide level. So being able to do this at the middle school and the elementary schools. Um I think there's conversations I'd have to

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have with Kyle Scares and a few of those folks to see if we can we can somehow get some help with that. Um because I would love to do this and it's not something they have done. It's kind of fairly new, correct? In terms of district approach. Um, so >> yes, we're about three years into that work. >> Yeah. So, um, you know, we would

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definitely love to to pursue this and and as you saw, it was very quick, but there's a lot of sustainability work that we know and we're we're targeting and and that ties to a lot of the things I think you're going to see in here about the school improvement plan as well. So, I think all that

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>> all ties together. So, >> great. This is wonderful. Anyone else? Any questions, comments? >> All right. Thank you. >> Thank you. Good work. I the only thing I'm going to say is that I think, you know, Vinnie is running all of this work and he is always, you know, talking about the staff and the team and the

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counselors. Um, but the attention to detail and the follow through that Cheryl was discussing like that's that's on Vinnie. So, thank you to him for his work and um for pointing us in the right direction. >> Thank you. >> Thank you. >> Thanks, Cheryl. Bye. >> Bye. >> Thank you, Cheryl.

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>> Cheryl. >> Um, okay. Next up is review and vote on student family handbook updates. Dr. O'Neal and principles. >> Okay. So, um, >> how do we want to do this everybody? >> So, why don't we start with the elementary because I think that probably

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is, um, the most simplistic at the moment. Um, you have the full elementary handbook here for you. The only things that have been updated in this, um, version are, uh, dates and names. Um, so there are no substantive changes for the

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elementary handbook. Um, so do you want to do one at a time vote? >> That's fine. >> Each through and then we can go from there. >> That works. >> All right. Um, okay. Any comments, questions on the elementary handbook? >> Okay. >> No.

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>> Okay. So, um, motion to approve the 2026 2027 elementary school handbook as presented. >> Solved. >> Second. >> All those in favor? I >> I >> thank you. Um and now I would like to um invite up the middle school to present

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their overview of their handbook changes. >> Hello gentlemen. Okay. Uh we're here to present the Norton Middle School handbook and respectfully ask for your approval of the changes. Each year we review the

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handbook, make sure it reflects our current practices, our schoolwide expectation, the needs of our students, staff, and families. The proposed changes include several important updates that will strengthen clarity, consistency, student accountability, and support.

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So I uh you've got the entire handbook, but I kind of noted the stuff that was changes and try to make it smaller, more manageable. >> I appreciate that. Thank you. >> Good work. >> Um well, of course, we'll have uh any necessary technical edits prior to printing here, numbers, page numbers,

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any grammatical issues we find. >> Uh we'll also include uh new this year a link to the Norton Middle School program of studies, which we've updated. >> Uh just practical. A lot of times parents might assume they might find that in there and it's not a separate document. So we're going to have that in

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there for we do it mostly digital. Anyways, um another proposed update came just from a practical situation language in uh regards to inert objects associated with weapons. Uh we had a situation with the shell casings

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um seem to escape any parts of our handbook because they are not dangerous in and of themselves, but they do raise fear and create uneasiness around the school. And so we've added that language in uh just for clarity and it does cause a disruption. Uh and again, these are

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inert objects similar to um areas in our handbook maybe associated with drug paraphernalia >> and things like that. Mhm. >> Um, okay. A more significant revision is to the social suspension language. Uh, the new language provides some clarity

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where it can be used, who makes that decision and what factors are considered. It aligns better with our philosophy of progressive discipline. We apply consequences and corrections to get a change in behavior, not refer for revenge or spite or what have you. But

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if there's no change in behavior, we need to do different things. Um, let me see. Uh, it's not intended simply to remove privileges, but intended to help students reflect, correct behavior, engage in intervention plans, and earn

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back some, uh, or if not all of their, uh, the school sponsored privileges that we have. Uh, social suspension is an element of good standing, but also separate and distinct. social suspension can be applied and it's been on our handbook for years simply because of

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behavior infractions. Good standing wraps in two other important elements uh academics and attendance. And so they're kind of the same but different. So we also propose some changes to the good standing policy. We're very proud at the middle

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school of all all the opportunities we offer beyond the school day outside of the um the scheduled curriculum. Um, it's kind of like the uncommon core, things that don't happen at every middle school. It's very unique, I think, to

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our school. They include extracurricular activities, athletic events, field trips, dances, which we have many, team activities, uh, clubs, other incentives, our outdoor lunch, uh, from our picnic tables that our parent board got us and that kids really enjoy. other schoolwide

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celebrations. They make the uh middle school a special place to learn and go grow. And we like to leverage those to raise expectations and rigor. Um the updated policy improves tone, process, and clarity. We believe it

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clarifies that good standing benchmarks are best determined when using schoolwide data after each marking term. It was very difficult to fix and set cut scores before we knew what data we had. Mhm. >> Um that was proved very difficult actually delayed our implementation of

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this kind of pilot year all the way to the third term. Uh we didn't want to cast the net too wide. Uh similarly we don't want to have it so narrow that it has no deterrent effect amongst the student body at all. Uh we think this is fair and reasonable allow us to make

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consistent decisions that reflect the needs of our student body. Um, more importantly, this year we really clarify the pathway back. When students are no longer considered in good standing, we create an intervention plan. That plans uh may include academic

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support, attendance, uh goals, behavior supports, check-ins, communications with family. Um, again, so not simply taking stuff away, but helping them take responsibility, access support, make positive changes, and then return to good standing. The difference this year

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in the language that clarifies that they can return to good standing before the next term. So if we set a two or three week thing, they can earn those things back. We found as we went through it just anecdotally, kids were eager to earn it back. We're hungry and the

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policy kind of hemmed us in well 60 days from now, school days from now. Kids don't think in terms of 60 days from now. I might as well say 60 years from now. >> Uh but they can kind of see short-term things. uh even day-to-day things where they're earning some of it back. Uh for instance, we had a student who wasn't in

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good standing, but worked uh this just this past week on on low-level stuff, I think, arrived prepared and turned in all their uh the homework and they got a pass to go for outdoor uh seating at lunch. >> So, can I ask a quick question, Vinnie? >> Certainly.

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>> Um is there maybe this is like too high level, but is there like an appeals process for a student? Like if if Mr. gold team makes a decision, could they have a conversation with you to say like maybe that was too harsh? Like can they can they go up a level or is it the decisions made and that's kind of where we're at?

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>> The decisions made. Appeal process is usually for like 5 to 10 day suspensions. Obviously I engage in conversations with family. The thing about good standing is it's still we're not changing any of the levers like attendance is still the same percentage. academics and behavior. Usually, one

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thing alone is not going to knock you off. Y and they kind of all balance each other. If uh if you're never in school, you're probably not there to have bad behavior. So, your behavior will be pretty good. Your attendance is pretty bad. >> Likewise, if you're there, your academics will probably be a lot better. So, it's intentionally designed that one

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thing alone is not going to >> um make you go go into a negative standing. So, it's not really appealable in that sense. And a lot of the stuff is unappealable. The grades are the grades. I'm not going to override the teacher's thing. The attendance is very black and white. And the behavior is really

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cumulative. It's not like one event where I'm going to look at a fact pattern one and done. >> Yeah. Like a fact pattern and so on. Now, social suspension uh also which could be a behavior incident isn't necessarily just like one thing. If it's one thing and then that the behavior

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doesn't change, they continue to do it and then it's kind of like that. So, it's typically not one fact pattern that I would like say, "Okay, I'll look at his decision." >> Okay. >> And he does pretty good, too. >> Yeah. Well, you've been you've been socially suspended. You've earned it. >> Yeah.

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>> It's not something we do lightly. So, >> Okay. >> Yeah. Uh kind of like the you see with like PBIS again, like not casting a net so wide that it catches 20%. This isn't meant for 20%. >> Uh it's not We want high attendance. >> Okay. Um but so really clarifying that

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pathway back um to good standing and again putting that element in that it can happen before the next marking period if they work with their teachers and actively engage in intervention plans. We've been doing IMTSS you'll see that in all of our school improvement plans and often times you know some of

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the best plans just don't get the engagement from the other side. We had so many anecdotal things where kids were like doing better coming to school uh because of the good standing >> uh just to earn simple things. >> Um okay and finally the handbook

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includes updates uh related to uh generative artificial intelligence. The tools are becoming more common. They'll continue to evolve which mean our practices must evolve as well. The proposed uh language recognizes that they're very powerful learning tools uh

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and can be useful with responsible use and teacher permission. Uh Mrs. Wer and the committees has done a lot of work. Um it clearly defines approved use, prohibited use and a connection to academic integrity. It gives the staff

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uh students and families some clear expectations while also allowing us to adapt uh responsibly as these tools continue to change. Uh similar to uh cell phones, the policies even here at the committee and even within our schools have changed from yeah we're going to encourage it as part of the

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future everyone has them to zero tolerance back and now it's actually uh I think at the state with laws. So, like these things change, but even when we went to kind of a a much more rigid and strict zero tolerance or close to zero

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tolerance as far as use, um it didn't stop kids from having cell phones. Like, we can ban AI all we want. Doesn't mean they don't have a home computer. Uh so, it's not realistic that we're going to be able to just insulate from it, but that said, we can still responsibly roll

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it out, control how we use it. Um and so that language is um I think allows for things to evolve a bit but while giving us some initial guidance. So that's the where we can answer any questions um

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on that. >> Um so I remember your presentation last year about the good standing adding into the handbook and I thought that that was a great idea. I'm happy to hear. So it's been pretty successful. >> Oh yeah. Awesome. I mean the the the uh the thing that's been probably the most

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successful is the outdoor lunch >> and that was uh the picnic tables that we got from our fundraisers that we do >> um has just been awesome and uh it's you know it's not like uh the kid gets to eat lunch and they get to eat a lot of kids about half the kids choose to sit

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inside for whatever reason so they're not being repunished they just can't access that privilege and it's very quick and easy for them to do small things and earn stuff back which is kind of how middle school kids operate. So really the changes in the language allow

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that just our practice to match what's on the paper. Uh what I would say because we were do we were allowing kids back but it really didn't match like getting to the next mocking term. And so >> well I appreciate that you took the time to you know you didn't just throw it in the handbook and then walk away. You know you're you're adapting and

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modifying it as as you're going through it and figuring out all the kinks. So that's great. >> Yeah. Um, and then I would suspect the AI is probably going to be updated a lot based on how that's going to change too. So, >> I would think so. I would think so. >> Yeah. But no, this is this is great. I'm

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really glad to hear that the good standing is working well. >> Yeah, it really is. >> Yeah. And thank you for being working so closely with it and updating and working all that out. >> My pleasure. Always trying. >> So, thank you. >> You're welcome. >> Yeah. Um, do you guys want to go to with

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no further? Do you guys want to go into your improvement plan now or do you want to come back? >> Uh, we can do that now. I got to just >> Does anybody else mind if we go a little out of order just to >> Okay. >> So, we need to vote on the handbooks. >> Yeah. Um, all right. We'll vote on the handbook.

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>> Um, a motion to or Yeah. Yeah. Motion to approve the um >> middle school >> 2026 2027 Norton Middle School handbook as presented. >> So moved. >> Second. >> All those in favor? >> I >> I

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>> thank you. >> All right. Thank you very much. Um okay, moving on to the school improvement plan. Uh first of all, I'd like to uh thank the members of our site council. Grade seven teacher, Mr. Abdau, uh Mr. Goldstein, parents, Jen Longabad,

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Nicole Collins, Pam Harlow, and Mark Moses for the thoughtful work they put in this school year. Their time, the feedback, the commitment to help shape the plan really reflected where we were, where we are as a school, where we're headed, and how we can better serve our students and make improvements. As the

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title says, uh the plan is organized around four connected pillars. academic excellence and future readiness, student well-being and integrated supports, our professional capacity and collective efficacy and community engagement along

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with institutional pride. Uh together these will hopefully provide us a roadmap for improvement over the next three years. The central aim is to create a more consistent student centered future ready middle school experience. um strengthen our instructional quality,

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uh improve our intervention systems, which is a huge focus we've had uh for many years in the district. Uh support staff growth and deepen our partnership with families and the community at large. Um academically, we try to uh

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emphasize rigorous instruction. Um we focused on uh putting in the plan which was different from prior years more project based learning or more a more intentional approach to it. Uh one that we could track better and set some uh reachable goals. Um responsible AI

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literacy uh assuming that will be play a big role in the next three years. more steam opportunities. Um and then uh using the data that we collect whether from uh MCCAST star common assessments across our grade

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level then attendance behavior and intervention systems um to understand student progress identify needs early um and then res have more effective responses um professional capacity really aligns

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our professional development. I work with Dr. acumen on that stronger common planning, peer collaboration, using walkthrough data uh to support instructional growth. The evaluation tools we have in place very much happen

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in a vacuum and a silo. It's very direct contractually because it's private. >> Mhm. >> But it's hard to move the school in private conversations. So walkthrough data allows us to look at broad stuff across stuff, find patterns. Um, and that's what the plan speaks through

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through walkth through just the clarification between evaluation and then allows us to speak to the staff about what we're seeing because it's not an individual evaluation um and uh allow staff and uh to learn from each other. Uh we think when that

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happens students benefit. The plan uh also emphasizes uh puts an emphasis on community engagement. Uh we want families to better understand what students are learning. There's a section in there that uh connects to one of our initiatives which is our RBT our uh high

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quality uh teaching teams and um talking about communicating learning targets. We want to take that a step further and communicate those to families. So much of um our communication to families revolves around report cards and progress reports. So they come, they

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learn letters and numbers to get letters and numbers back and that's the extent of it. Uh the elements in the plan that you see talking about learning targets and communicating that home. We both have 7th grade uh daughters and I don't know what's going on

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bashing my town or nothing like that. I don't know what's going on. I asked what would you do? I don't know nothing. Okay. So it's very um it's like a mystery. Um, this will allow us to engage our families in conversations about what they're learning, not just the assessments. So, here are the

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learning targets. We're learning about play tectonics over the next month. And so, we we um kind of set those out initially, each teacher doing that per term. Here are the learning targets. So, we're going to have conversations ahead of the learning about the learning, not

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just grades and progress reports. So I when when we kind of met as site counsel and came up with that I was just all about that cuz I mean I think that will improve our school. >> I think that's something if our families are talking to families in other towns or kids at parties or gettogethers

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whatever >> they'll go oh this is what we get. And I I think it's um and it's so different than anything you get off of power school or or things like that. It's what are we doing? What are we talking about? and really gives parents a starting point for a conversation with their kid

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about what' you do today. I saw that you were working on that. Tell me about that. And then you can kind of have a starting point as to as opposed to how was school? What' you do? Nothing. Conversation over. >> As the dad of a senior parent, I'd like to say it gets better. It it doesn't. It's really I don't know. I don't know.

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>> Well, and again, part of it is just that the tools are coming along that, you know, teachers can quickly get this stuff. We've got some uh curriculum alignment that we've had going on. Collaboration between teachers to kind of come up with those stuff. So, we have a lot of tools in place that we think

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that's something that we're going to be able to track. And again, uh measurements are like not just like quantity, but times a measurement >> and the number of teachers. So, we're going to try to get all the teachers doing this, you know, once per month, but we're going to start off once per term. M

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>> then we're going to go to twice per term and then you know so there's a lot of measurable stuff that we can get in there. Um and so uh you know um let me see approval of the plan is needed because I think that with the pace of change with

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technology we have to address some of those things that was a a a key feature in there. One of the things we talk about in the plan which is different uh than in prior years when we spoke about technology a lot of times we talk about the digital footprint and things like

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that that's kind of like what you put out to people and what you send out into the internet world and all that but we added in an element called digital wellness and it's a concept of that you personally have a healthy relationship with technology >> you for your own well-being more of an

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inward how is technology affecting you as opposed to just digital footprint out. That's we're still in there. But that concept, I think, is going to be new to our school, but really having kids develop healthy relationships. I finally broke down. My daughter turned

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13. We got her a phone. So, we broke down and did that. So, I want to make sure she has a healthy relationship. And a lot of stuff that we see at the school is revolves around like kids having an unhealthy relationship either with giving up the phone or >> it just

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>> never mind the footprint out. I don't know how many people are seeing whatever they post, but like bad on on them personally. So, I'm excited about that part of the plan. Um, so that's the plan. We're here to answer any questions.

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>> I really like this a lot. Um, so first, thank you to all who were involved because I know that this is not um, you know, put together in 20 minutes. This takes a lot of time and effort and thoughtfulness. Um, I appreciate and I

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know um he's not here tonight, but I would assume that Mr. Schliker would also appreciate all of the measurable goals that are in here. Um, and the detail that you put into that. So, I I appreciate it and um I I I love the digital stuff that you were just

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speaking of and um and and just the whole encompassing plan. So, I'm excited to see how this evolves over the next few years. >> Yeah, we are too. We had a great group of people, a great group of parents um that came in, some sixth grade parents that I just met this year uh and their

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kids will be with us through the entirety of the plan. So excited for it. >> Yeah. Yeah. Uh anyone else comments, questions? >> Nope. Good work. >> Thank you. >> Um all right, so we have to approve these, right? Yeah.

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>> So, uh motion to approve the Norton Middle School improvement plan as presented. >> So moved. >> Second. All those in favor. >> I I >> Thank you very much. >> Thank you. Have a good summer. >> Um and I'm just going to reiterate again too just that thought I had about you

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know if we can have principles come and report somewhere at some point of how things are going and I would love to see pictures of the transformed classrooms that you were discussing with the flexible seating and and the steam areas and like I want to see how this plays out. Yeah, that'd be great. >> Absolutely.

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>> Thank you. Uh, okay. Who who should come up next? >> Um, well, the elementary school has to have their improvement plan approved. I think you guys have seen the majority of it already. Do we want to do that and then we'll take the high school for Sorry,

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high school. I I know Mr. Higgins also has a um >> a parent board meeting. Oh, well, I was pushing you guys forward because of that. >> Rock, paper, scissors. All right, we will um tape the elementary first. Yeah,

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>> I believe the deal was Marty has to do all the talking tonight, right? Cuz you missed last meeting. >> Which is a calculated risk on our part, right, >> Marty? >> Well, thank you. Um as you saw our the start of our plan, we had three goals uh

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that we had laid out and then um there was a need to go back and add an academic goal. So we added this fourth goal uh that is that the LG Norse JC

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Solomon and HAL schools are committed to strengthening academic outcomes for all students through the consistent use of highquality instructional practices, common assessment systems and data informed interventions and literacy and mathematics to ensure equitable growth, achievement and support for every

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learner. And uh and if you skip to the the fourth goal, you will be able to kind of see that we were able to connect it to the district strategic goal plan goals as we had done with the other

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strategic objectives and um and then we're able to tie the initiative with some action steps and evidence. Um like the first one is that we have learning experiences that are equitable and

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engaging and rigorous for all all students across the three elementary schools and across the six grades and um I think you'll see that uh something that Mr. Schliker would like that there is some kind of a strategic plan to it

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and uh that we will have check-ins. Um the second initiative is develop consistent assessment and data practices. Create and implement consistent assessment systems and collaborative data analysis practices to monitor student progress. Inform instruction and guide academic

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decision-m across the schools of and all of the elementary grade levels. And with it uh this is something that we've been working as a district for for the time I've been here. And uh it's something that IMTSS helps us with. It's something

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that we we're building in our own RTI blocks that kind of support this that uh teachers meeting on a PLC level and and talking about the data and discussing data from from about the students really does kind of help and support all these

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things and so that they that the kids are taking these assessments but but where is it where is it happening? Where does it go? And uh so the teachers are discussing it uh when it's right after it's happened so that it will support the kids right then and there and be

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able to kind of create activities that will that will help them. And then the third initiative there strengthen our tiered academic interventions and support student supports uh that we have the IMTSS that we've that we've definitely talked about for years now.

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And uh so how do we kind of address these individual student needs and promote equitable access to learning opportunities? And in the fourth initiative, uh, establish measurable academic growth goals. Develop clear, measurable

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academic growth targets and monitoring systems to evaluate student progress, drive continuous improvement, and ensure accountability for equitable student outcomes. And um and we have in here that the the school committee update presentations and family updates will

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will happen and uh for us to be able to see it and with the star reports and the things that we do send home, parents can see it, but uh we'll definitely be discussing it more and being able to kind of help the kids where they are

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when they're there. So, >> great. Um, >> no, they're silent tonight. >> I just want to say, um, you know, obviously I'm going to go, you know, been here doing this a while and for a

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long time there was a lot of disconnect between the three schools at the elementary level. So, it's nice to see you guys working collaboratively and and this is a little bit to to Dr. O'Neal and and the you know previous administration is we're putting the right people in the right roles and having the three of you in in your

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current roles and working together. It just really does make our district you know push forward. Um so I just want to take a minute just to you know congratulate you guys and and you know the work you do is is is really good. I know a couple of you are new. Marty you've been here a while um you know but you've you've embraced working with the

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new guys as well. Um, you know, so that's just it's just great to see the three schools really working together. >> And and I know the two gentlemen here to my right, they they mentioned our team that we had and we had a great cross

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group of parents from all three and some of them overlapped. Some of them were for Tom and for me, some of them for Paul and for me that uh that these are parents that really do care and want to see how this all happens and where it goes. And we had a great group of

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teachers, too. It was a it's a large group. I know that Vinnie read off all his parents. It's a large group of parents and teachers that were that went to all our meetings and were in breakout groups and and really gave us

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information and and emailed us, can we add this? Can we do this? So, um so it it looks like the three of us are are the ones guiding this, but they they really did an amazing job. >> Great. >> And uh regarding um objective number

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four now, thank you for just putting in writing what you're already doing. So, >> thanks. >> That's what we think, too. >> Thank you. Thank you for all the work. Um, all right. Any other questions, comments? Okay. Uh, motion to approve the elementary school improvement plan

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as presented. >> So moved. >> Second. All those in favor? >> I >> I You're good. >> Thank you. Yes. >> If only Marty would >> All right, we'll take the high school um staff up here now. We'll do handbook first with Mr. Shaughnessy, I believe,

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and then uh Dr. Flanigan will go over the school improvement plan. >> All right. Good evening. Um I'm Jesse Shaughnessy. I'm the assistant principal at the high school. Uh tonight I am seeking approval for the 2026 2027 uh

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Norton High School student handbook. Uh this is a lengthy process. It starts in January where we have faculty review and comment the previous or the current handbook taking all of those edits and comments. We then bring it to our academic coordinators

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uh myself and actually math teacher Eric Roso. We get together a group of students from 9 through 11 and create something called the student handbook committee uh which we had a meeting during our flex block on March 6th. Continue to make edits based on their input. We bring it to site council in

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April. The faculty get a final review after again continued edits in a um the before April break and then we are where we are today um in front of school committee. There are mostly additions to uh the current handbook and then one

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significant change or not really significant, it's more of an addition plus a change. I'll get into it. Um the first one um is just language change. We are going from as you guys know portrait of a graduate to uh the Lancer way which is a portrait of a learner. Mhm.

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>> This um again makes it cohesive throughout the schools throughout the district. Um referencing through the goals of uh that we want all students to adopt. Um it outlines core competencies and traits that all students we want to have develop.

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Um the second one, not to bore you with uh stuff that Vinnie already talked about with the middle school, it's the it's just an addition uh about AI usage. As Mr. Hayward mentioned it's not going away. We want to recognize it as a resource. Uh so the language that's in

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the handbook does so, but it also gives staff kind of the opportunity to identify whether or not it's being used as a tool for plagiarism or cheating and things of that nature. Um as we know kind of, you know, the wording itself uses it uh identifies AI as a tool and a

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resource that first needs to be kind of in introduced by staff. Um, and as you know, previously mentioned, this is probably going to change next year. It'll probably change again. And, um, you know, the AI TA, and this is based off the language by the AI task force led by Miss Winsper, which, you know,

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they've done an amazing job with that. The third part again is another addition. We're just adding our attendance philosophy. Um again just to be more transparent to inform students, parents, stakeholders, community members of the district's uh philosophy to

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ensure the attendance policy is a reflection of that. Uh the next bit is about tardiness. We just want to emphasize kind of in connection to attendance. Um if a student is out of class for more than

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50% of the time, it will be uh considered a class absence. um toa stay consistent with the attendance policy but more importantly to decrease the amount of time missed from class whether it's through tardiness dismissals as

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well as class cuts. Uh this is kind of the big one uh chronic absenteeism and the attendance appeals board. Um so attendance has been a massive uh effort on the high school's part and and and we've seen a a real

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improvement. Um if you look at you know some of the data that I compiled we have about 13% decrease in excuse absences um 16% decrease in overall absences between 2024 and this year just from implementing the attendance improvement

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plan uh procedures that we have. But with that being said we still think there's a lot of room for improvement. Uh to be frank, since co attendance has really kind of gone ary and we're trying to really rail it back in and one idea that was brought

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up by staff was the reintroduction of the attendance appeals uh board which I'll get into in a minute. >> Um one thing that we've all acknowledged is there's two different types of attendance at the high school. Not to confuse you guys more. Uh there's daily

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attendance and then there's class attendance. So there's five classes in a day. each class, each teacher takes attendance for each one of their classes. But with attendance failures and attendance improvement plans, we only focused on the daily. So let's say,

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you know, Dr. Acriman, he's in his first period class, but he gets dismissed during math every time it's a math class. His daily attendance looks good, but he might like he only might miss four days of school in a term through the daily attendance, but he's missed

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eight math classes. And so that became a problem with a lot of staff and and and myself because that's crucial, you know, crucial time in the classroom. So the current language is all about attendance room plans on the daily attendance. But what we're proposing for

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next year is to focus on daily attendance as well as class attendance. And my big, you know, push for this year is despite the improvements we saw from attendance 2024, 2025, and this year is we saw similar numbers of dismissals,

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>> um an increase in excuse dismissals, tardiness went down a lot, but a lot of it was due to our um you know, enacting of like, you know, telling kids you can't be participate in sports if you're late, that type of thing. Um, so there's language here that talks basically if a

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student misses more than five absences, daily absence or a specific class absence, they would receive they would receive an attendance failure for that class. Now, what I've learned is that this is not a one-sizefits-all. So, this is where we would embed also the attendance appeals process. So, let's

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say if Dr. Amen missed seven math classes, he would get 59s, whether it's in if he missed all his classes six times or just one, he'd get a 59. But then after receiving a notice from me, he would have a uh the opportunity to

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meet with me, his guidance counselor, any other advocate in the building, whether it's a adjustment counselor, a teacher, a coach, parent, whoever, to go over, hey, why did you miss those absences? There's a rubric that we have that's in um in the handbook as well

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that we would base this off of. And then it again, it acknowledges that all kids are different. >> Their reasoning for being out of school, their reasoning for being late is all being acknowledged. And um we just want as Dr. Flanigan says multiple times, we just want the kids to be there. Um the

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miss time in class, it's improved, but we feel that it can and should continue to improve, especially with all the great stuff that we have going on. Um there's an attendance appeal process flowchart. Uh there's a um an application, a series of questions that they have to have to answer, but it puts

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a lot of the work on the kid to do it, which goes back to some of the portrait of the learner goals that we want these kids to have to be more, you know, self- advocate, to be better self- advocates. With that said, if it's just a class attendance issue, we do um have teachers

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reach out to those kids and their stakeholders and assign them flex block like mandatory flex block extra help sessions. So, if they do miss a certain amount, they can kind of not get so far behind as the term goes on.

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Um but that's that's the big bulk of it. Not to again read the whole thing to you, but it's really the addition of the attendance appeals board and the addition of acknowledging class absences and daily absences. We currently have an

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attendance uh attendance team. Right now we meet monthly. My plan is uh to meet every other week where we would do a lot of the leg work to you know whether it's to review data to review uh the applications that kids have whatever it

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might be. And then what we would aim to do is maybe the last week or two of every term have the kids schedule brief five minute meetings with us, go over their application, go over the the data, and then we would make a decision whether or not they would receive and keep that attendance uh failure. They

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would get those ter uh grades back or whatever it is that we would come up with. Again, that would be the main thing though, it's that it's student specific. what student one gets is not going to be what student two gets because their circumstances most likely are very very different.

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Uh the next portion is the student privileges and good standing rubric. That is just changing the language. We're just adding kind of an further emphasis on the good standing rubric which I'll be honest we stole from the middle school not going to lie pretty much stole from them. Um and then the

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last bit with cell phones. Cell phones has been, you know, an up and uphill battle for years and years and years. Not telling you guys anything you don't already know. Um, but to embed the cell phone collection procedure with attendance is something that we wanted to push for to basically

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give the kids another anchor is to following the procedure because if they don't, it might impact their attendance. Um, instead of, you know, it used to be off and away. We've done a great job at collecting them with the holders in each classroom. But now it's more in the

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sense of you have to otherwise it's deemed as a class absence >> and that was a lot. But that that is it for this year. That's all I got. >> Okay. >> So I'll take any questions. >> Any questions, comments? >> No. Looks good. >> No. Good.

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>> Nice work, Jess. >> Yeah, looks good. >> Awesome. >> Um Okay. So, a motion to approve the sorry Norton High School 2026 2027 handbook as presented. >> So moved. >> Second.

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>> All those in favor? >> I >> I thank you. >> Thank you, Mr. Shaughnessy Singh. Dr. Flanigan. >> Next. I I do feel like these pseudafed lady. >> Good evening. Um so it's funny. I was

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sitting there and I remember a year ago uh probably this week I was introduced as the next principal of Norton High School and now here I am a year later. Um before I I uh present our school improvement plan, I just want to um thank you all. This has been a I was a new kid in the block a year ago. uh not

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knowing anything really about, you know, the the this I knew about the school and being a great school, but like you know, the staff and the kids. Um I've never been I've never felt more supported um by this community, um by you know, our central administrators, our our building

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principles, um our our staff here, um and and the the kids and the parents and everybody else. So, um, you know, from the bottom of my heart, uh, I want to say thank you cuz it's been an absolute privilege and I'm looking forward to for many years to come. So, thank you.

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All right, now the fun stuff. So, school improvement plan for us. Uh, it was a very much like um the elementary and the middle school, it was a very collaborative process. Um, we, you know, we had, uh, stakeholder input from, you know, from community members, from

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staff, from students. Uh, and so it it was really important on that. Um, next slide. All right. So it oops I'm just going to go through this pretty relatively quickly. So our foundation is based on our vision uh mission and core values.

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The uh four strategic objectives in regards to sort of like a theme of college and career readiness, whole child success, high quality instruction and community engagement. So in regards to the first one um so sort of broke it up into some several

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parts we'll say is uh the first part of the strategic objective would be our career our career in skill-based learning. Um, one thing that I I love is, you know, not every um, Norton High School student is going to go to college, right? And so our job as a

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school is to give all kids an opportunity to figure out what their plan is for after high school. And I really feel like that we really embrace that. And, you know, a lot of that is to, you know, our our awesome school counseling department. You know, we have our school to career specialists who

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really just does an amazing job. a oneperson show and just provides opportunities for kids to look at maybe potentially trades. Um, you know, like what Dr. O'Neal said, we had six students accept jobs for after high school. Um, which is unbelievable. And

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so, we really want to continue that work uh and expand on it even more. You know, I've had conversations with Heidi Kazikas. I want to give her a shout out too as well as to kind of how we can um she's very very excited and uh and so I'm looking forward to seeing what what what's to come of this and providing

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more opportunities for our kids. Uh portrait of a learner um it's been so it was funny. So I started here obviously you know a year ago and we I know that um Dr. O'Neal and everyone else here was was looking at a portrait of gadget and then we sort of launched a portrait of a learner. So, as a it was nice for me

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because, you know, originally like we were going to be presenting our our school improvement plans back in the fall and I'm like I'm still learning what this is all about here and uh and so we kind of tabled it to May which was great because then because sort of the see the roll out of the portrait of a learner and you know the Lancer way and

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then really for me you know selfishly really learning kind of what it is the ins and outs of the school and what our needs are and how that aligns with that. So, we are really um and and one thing that that got brought up at one of our meetings is we don't want Portrait of

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Learner just to be a poster on a wall. We want it to be a lived document. And so, that's something that um we've talked with our staff about is really embedding it into our curriculum and what we do on a daily basis and not just a couple words on a wall.

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Next is the uh projecting uh inquiry based learning. Uh before I became principal, there was a lot of work on project based learning. So, we're really trying to um continue that work and you know in regards to um I'm a big proponent in

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student centered learning and that that's something that we are really um you know and I'll go into a little bit more with our our new math curriculum but really shifting that in terms of going from teacher center to student uh center. So, I'm excited for that work to continue and to you know really expand

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in regards to uh alternative measures. Uh I always believe that you know there are multiple ways for kids to show their understanding of material and not just by a test or a multiple choice test. So really looking and exploring ways in which kids can really showcase what they

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learn. Perfect example is um you know we had the civic showcase that the history department put on uh last week and it was just awesome. Uh it was actually when uh the Norton uh school this year came and did a learning walks and you know and we we went through the school and then it was literally you know we

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were debriefing at the end and everybody was just talking about how awesome it was seeing kids just speak so passionately about something that they believe in and that they've researched. Uh and so that's something that we really want to like harness and seeing those kids passionate about what they

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want to do and what they want to learn and how they want to make this place a better place is something that we really want to you know feed that. So uh strategic objective number two and um Mr. Sean, you mentioned this a little bit before. Uh, you know, I'm really

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proud of this slide. Um, and obviously there's more work to do. So, you you you saw the Jed uh presentation and how our uh counseling and support staff what they do to support our kids. And, you know, the fact that now, you know, with

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just Mr. Shaughnessy as our assistant principal. And so we're one less assistant principal than we were, you know, last year, year before. And to be able to, you know, and for everyone just to really um focus on student attendance and the good

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standing rubric and really be just um a unified front, we're we we're seeing the numbers, which is great. And uh and I just I'm so happy that we made this, you know, I kind of walked in into this, you know, but I was something that I'm a big

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believer in, but we're al, you know, we're seeing we're seeing that it's working, right? And, you know, with the 17% less total absences from last year this year, and Tardy is down 31% uh in dismissals down 7.2%.

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Um, to me it's uh it's all about culture and you know and I think kids want to come to school when they feel supported and where they enjoy coming to school. And so I know that our team at the high school do everything we possibly can to support kids and make it a fun

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environment for them to learn so that way they want to wake up and come to school. So we will continue doing that work. Uh in regards to you know partnerships like I said before I want to publicly thank you know not only the counseling department and our staff and everything else but I want to publicly

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thank Mr. Shaughnessy uh he every time I mean he is constantly going doing attendance meetings talking to parents all this stuff like this data is because of all his hard work. I always ask him like hey so uh Mr. Sean's like you doing okay? He's like big smile. Yep. I'm

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good. Life is good. Everything's good. And uh and so it's it's just I I appreciate all that you do in terms of just taking this on and and and being like I said, one less administrator. Um so thank you for all that work you've done. uh in regards to the IMTSS

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process, you know, that's something too that, you know, Bayetta and our support staff, we really believe in our our staff, our um one thing we did this year just to sort of uh it was really it was awesome because for me I'm I'm learning. It was my second month in and the

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current process was that the IMTS meetings were going to be after school and they were going to be um like so it would be half during the faculty meetings like one time one time a month. would be the first 30 minutes would be IMTSS and then the the last 30 minutes would be the staff faculty meeting and

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so you know after a long day work of like 2:15 2 we're all kind of we're toast right and so it's just it's a hard time of the year or time of the day to really start focusing in and and trying to figure out what we can do to best support kids. We actually had a couple staff members come up to me and they

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said, "Listen, we we believe in this process, but I feel like we need to look at when we do it." And so they actually came up with a um with a plan to change the IMTS meeting, IMTS's meetings to Mondays, which is our LLB

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LLB where we have, you know, um it's a home room on Mondays. And so we had two two teachers that are in each home room. And so if a teacher was pulled to go to an IM test meeting, there was still another teacher there and it was 40 minutes and it was during the 9:40 to

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10:20 which is kind of like the sweet spot for I would say staff and for kids. Um and just that change alone of course to talk with you know sourcing and his his department and and Mr. Ala cuz I want to be respectful of all the processes that they put in place but

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what a change like and we could do more meetings and I rented out my office which was great. uh you know for for meetings as well. Um but no it was just it was uh it just that change alone and the fact that they came to me and said that we have a solution which I love

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when people come and say I have a solution and and then obviously me vetting it out and and seeing if that's a feasible one. Um it just shows the commitment of our staff in this in this process too. So for objective number three, um so I'm really excited. So we, you know, couple

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of school committee meetings ago, you heard from Dr. Aman and our our math uh the high school math team and we talked about um Amplify, which is the new curriculum that we're going to be starting to use next year, which really encompasses student centered learning, which I'm very excited about, too. And

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so that's something that, you know, that shift is happening. Um you know I I want to also publicly thank Dr. Acriman. So we have our academic coordinators who are like they are just um I call them like the pillars of the school. Um I'm constantly in their offices talking to

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them figuring out you know here's a plan what are your thoughts on this before I present to the faculty and they give me their honest feedback which is great. So I'm forever grateful for them. But you know Dr. Doctor and I had a conversation about, you know, we have like four of them were relatively new and I'm a big

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believer in in the evaluation system if it's used appropriately and used constructively. And so we had a conversation about like how we can um really collaborate and um and find a sort of a commonality of what what good

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teaching looks like. So he uh was we he enabled us to to have some professional development with an outside uh person and we it was it was great cuz we were able to calibrate our conversations about education and have some really honest conversations about what good

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teaching looks like. And I know that especially the I for everybody benefited from I know but the the newer academic coordinators like this was like their first kind of training on observing a classroom >> and so they were super um thankful for that. So I appreciate that too as so

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with that being said, we're going to build off that and for next year we're going to start doing learning walks and similar to what Norton uh Norton public schools did um this year, we're going to do it building base wise and uh so I'm excited to to start that and to really

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start having more of those conversations too as well. uh in regards to uh the other thing about the eval evaluation system and something that Jesse and I and and Vinnie who are the evaluators in the school uh really stressed was the importance of a post observation

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meeting. So after every observation that we do, we schedule about 15 20 minutes with that teacher. And honestly, it's the best part of the evaluation process because we sit down and we talk to them and we go, "Okay, so we were only in there for 10 minutes. It's a snapshot,

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what happened before, what happened after, giving them, you know, an opportunity to sort of talk about what their how their year has gone and what new things they're trying." And just it just nice having those organic conversations to know that like we're partnering with them to, you know, promote their growth in terms of being a

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better educator. And then the last one is is the uh community engagement. As we said before, um you know, with this new portion of the learner, you know, we want to make sure that it's embedded in everything that we do at Newman High School and of course in the in the in the district as well.

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One thing that I learned when I first got here was, you know, everyone was like, there's so many good things that happen at Norton High School, remember Nick Schliker saying that it's the flagship of the district, which I agree. Um, and so one thing that we have really

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focused on and I remember meeting with Jesse uh this summer is like, you know, let's celebrate all the good things that we do. And so, uh, I took a, you know, little, uh, trick out of, um, Marty's book here with regards to Instagram. And

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so was able to, uh, create an Instagram account for Norton High School. And it's been awesome sharing all the information in regards to a lot of the good things that we do, highlighting kids. Um Jesse does a student memo every month and they

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call it the Lancer Limelight and just showcasing kids that not necessarily are like presidents or you know um uh an offic you know they hold an office in an organization but kids who just do the the right thing when no one's looking and so and just celebrate those kids. Um

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and then you know I I we call the Lancer loud and loud and proud. So I have a newsletter. I also do that on the Instagram too as well and really trying to showcase all the good things that we do. So that's something that's really been a focus on us and will continue to be a focus going forward. And in regards to um you know like I

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said the school counseling department does a really good job with uh with you know the tracking and then seeing you know looking at the data and then taking a look at that data and seeing what we can do going forward and getting the the feedback from our from our alumni and you know obviously we can always grow

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and be better and so you know getting their feedback to to figure out ways in which we can be better to you know best service our kids going forward. So in terms of looking ahead, you know, this past year we launched our attendance policy, our good standing

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rubric, our cell phone policy. We've highlighted instructional materials like amplify and you know, we we obviously are really um developing or the portrait of graduate was developed and now we're really kind of going from there. I'm not

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going to read you have it there. So um I'm really excited with the direction that we're going. I'm super happy with regards to the um I think we're we're making some really good gains in regards to attendance and I'm hoping that continues. Like Jesse said, you know, we're not satisfied. Um and we're going

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to continue doing what we can do to improve those numbers and to make Northern High School a great place to uh to come to school. So, thank you. Any questions? >> This looks great. Um thank you to the team. as I said with all the the other schools as well, like I know this isn't

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something that's put together very quickly. This takes time and effort and um a lot of thoughtfulness went into this. Um I'm excited to see again um where this goes. And then I I also want to say I know you were thanking the community for accepting you and you know

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being supportive but I just have to say thank you for coming to Norton because the amount of praise that I hear about Dr. Flanigan is beyond anything that we could have ever you know um dreamt of.

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So thank you for for making our school an even better place. So anyone else have any comments thoughts? No, I mean, you know, having been, you know, watching you for the year or so and having, you know, a high school senior, it was it was kind of funny. I think we, you know, did this the wave at a track

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meet or something. My wife's like, "Who's that guy?" I'm like, "That's the principal." Like, "That's" She's like, "Oh, that's the guy I keep hearing about, you know, from and she hears it from people outside of, you know, the community cuz, you know, they might have a sibling that she services or something in her role." So, you know, so you're you're again the right person in the

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right job and this is kudos to you. So, um, hopefully you got your graduation speech, you know, ready to go and you're working on the handshakes and everything, too. So, >> I'm working on the names, too. >> Yeah. But, uh, thank you for everything you've done so far, and, uh, I think the future's pretty bright with you at the

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at the helm. >> Thank you. I appreciate that. >> Anyone else? >> Good. >> He knows how I feel, though. >> Okay. >> Um, all right. So, motion to approve the Norton High School improvement plan as presented. >> So, moved. >> Second. >> All those in favor? I I

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>> Okay, thank you. >> Thank you, Dr. Flanigan. And um big kudos to the high school team on that attendance data, especially the tardies. That was not a popular um implementation when it started in the in the fall. It was it's not a new policy. It's

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something that has been part of our handbook for a long time, but it's actually being enforced. Um and I think it has worked out very well. >> Yeah. mixed reviews >> from my perspective. It's worked out very well. >> No, but but >> I'm not a teenager.

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>> Right. >> But that's where it starts is just the enforcement of the policies and we've lacked that, you know, for a few years now. Just the enforcement of our current policies. >> Thank you. Um okay, so moving on to

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discussion on the special education transportation. >> Thank you. Um so as the committee is aware um this year this spring we made the difficult decision to wrap our special education busing into um a contract with our large bus

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transportation um systems effective July 1. Um this was a really difficult decision for us um as we know that um these providers have working so closely with our students and our families, our most vulnerable populations. Um over the

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last few years we've had um a reduction in staff when it comes to the special education office itself within our facilities and custodial department. Um and we're really thin on our end. So it makes it challenging for us to kind of oversee the day-to-day of of the

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services when it comes to dispass dispatch maintenance um coverage etc. Um so I know that um we're going to have a quick conversation about that tonight. Um, but ultimately what I want to make sure that people understand is that um, our drivers are wonderful. It has

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nothing to do with our drivers themselves. Um, it was just a really difficult decision. Um, and ultimately what we believe is is the best way for us to move forward as a district. >> Um, how many buses or vans? What is this looking like?

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So, we currently have five drivers um which do a variety of different routes throughout the course of the day um ranging from high school all the way down to preschool. Um and so depending on the individual driver um it it varies

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how many routes they do and and then of course um preschool also has AM and PM. So there are routes during during the day itself as well. And then as far as the um actual vehicles themselves, what is the plan

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going forward with those? >> Um so we will hang on to a couple >> um that are in better shape uh for um use similar to our our athletic buses or um the Red Rocket that Mr. Hayward

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drives to Unified Sports and things like that. Um but then the other buses will be um given over to the town for um auction. >> Oh. >> To go to the municip. Okay. Yes. And will those come to us before like do >> Yes, they have to be approved by school

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committee before we can send them to auction. >> Okay, perfect. Um All right. Anybody else have any questions, >> concerns? No. I mean, I know this this is always a tough decision and but I mean in a lot of municipalities throughout the Commonwealth are struggling with transportation. And it's

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something, you know, I'm obviously heavy heavily invested in. But what we're seeing, you know, in this industry is, you know, those communities who have internalized their transportation are continuously struggling to find drivers and and keep up with the times. um you

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know it's you know ultimately you you try and do something like this you know to keep your cost down but it's it's always those unknown factors that you can't account for where it's you know maintenance training safety concerns and things like that. Um you know we're seeing more and more communities come

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out of this model then are going into it. Um you know obviously one of the biggest districts in the state um went internal and it's been nothing but a struggle. uh and they've actually you know debated going external again. So um

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it is something that it's kind of the way that things are going in the transportation world um is it is a lot of outsourcing. Um unfortunately the flip side of that is it's getting more and more costheavy on the districts to for this these specialized

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transportation needs. So, um you know, it it's just something that it it's just it's a hard decision to make, but ultimately, um you know, it's it's one that had to be made at at this

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particular time. Um not lightly, but um that's about it. >> Um and then this change also was already anticipated and within the budget like our recommendation going forward. Okay. All right. Awesome. Um, okay. With that,

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we will No other questions. Sorry. Okay. With that, we'll move on to review and vote. >> Oh. Oh. Okay. So, if you would like to speak, all speakers are encouraged to present their remarks in a respectful manner and consider the privacy

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interests of others. Speakers must begin their remarks by stating their name, address, and affiliation. All remarks will be addressed through the chair. And um you have about 3 minutes I'll just give you a heads up when you're getting close to it. Okay. Um and each uh to

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three minutes each sorry to present their material. In general extensions of time will not be permitted. Speakers may not assign their time to another speaker. With that hi I'm Diana Poria 298 North Main Street in RA. I was a resident in Norton for 30

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years. This is Maji Reynolds. We have three other drivers who couldn't be here tonight for personal obligations. >> I live at 46 Slater Street, Adobaro. >> Oh, I think you just I'm sorry. You just have to get a little closer to the mic. That's okay. They just can't hear you.

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>> Short, too. Uh 46 later Street, Adobo, Mass. Um I've driven in Norton for 21 years. I've been with NPS for six going on seven. Mhm. >> And uh it it was disappointing.

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Um I can make it very short. We neither one of us, her and I, or the other drivers. We didn't retire. We didn't quit. But we're being paid out as if we did. So our sick days are being paid as $40 a

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day when we have most all of our sick time for the six years I've been here for however many years she said been here. So we were dedicated. So now we're being treated as if we were not,

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you know, like we're re we're retiring or we're quitting and we're not doing either. We're being forced out, >> right? She's not replacing the position, she's replacing the drivers. >> So, I understand that this is an

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extremely um delicate situation. And as I echo what Dan said, I I do not believe that it was taken lightly um or >> we've been disregarded all year. None of us could take sick time. So, in terms of of like specifics,

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that's not within our purview um to >> being allowed to take sick time isn't isn't your purview. >> Well, that's that's not what we handle as a as school committee members. That's something that is handled in uh other

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regards. You know, I think we didn't we're not even voting on this. This was a discussion and and I knew that I don't think you have any idea of what's going on. We were all brought um this was brought to our attention prior to today's

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meeting and um prior to that and we understood the the the depth of this um but we also from hearing the district's standpoint of the challenges that they were running into um and the the the the

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challenges that that seemed to be able to alleviate from their roles that they were taking on in addition to by going with a different service. >> One supervisor retires and five people have to get laid off. That's what that

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means. I don't think that's fair at all. I've been committed to sit this town for 30 years. Love these students for 30 years and now we're just disregarded. Do you know last week she had an unlicensed driver bring home

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children twice? >> So I I understand we were brought this was brought to our attention as well and >> the appropriate authorities and personnel were >> that situation was taken care of and >> so again that's not that's a personel

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matter. >> Yeah that's a personnel matter. >> Um I know >> so go ahead. Oh, no. And as um as I've shared with the drivers and I'm more than happy I'm more than happy to meet and have a conversation about the

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concerns, more than happy to meet and have a conversation about the sick day payout, which is not necessarily part of the contract, but which we offered. Um because we understand that this is not an ideal situation. Um I know that um we've met with other drivers and tried

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to have a conversation one-on-one. I'm more than happy to do that. um with either or or both of you at the same time. It's it's certainly up to you. Um with the role of the school committee, and I don't want to speak for Justine or anyone else, um it's it's simply to

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oversee. It's not necessarily um to make that decision. >> The day-to-day management we are not able to up, we are not able to maintain. and we are not able to um oversee all of it. Um it is simply too much. We no longer we used to have two

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um administrative assistants in the special education office. One person their their primary role was overseeing transportation. Um we only have one person now. Um we have lost a number of custodians over the years. So the maintenance of the vans that were at one

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point part of the facilities. >> We told staff we would do that. We >> we simply just we just can't do that. And I understand how challenging it is and it's as I said previously, this has nothing to do with the drivers. It has nothing to do with your work and your

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dedication. Um it it simply is the best way for us to move forward. It's been very very challenging this year in terms of um you know finding drivers when when people are not able to do their runs for whatever reasons that it is. And I would

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never begrudge anyone um their time and their sick time. >> Call in one time this year and we didn't. We made sure those students got to school to and from every single day. >> There have absolutely been opportunities of call of people calling in and I don't

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know that this is a debate for us to have publicly. Um and so what I would say is I'm more than happy to meet with with you. Um I welcome that conversation. I know that um I was able to meet with the majority of the drivers earlier this year. I would be more than

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happy to sit down. Please just let me know a time that works and we can have that conversation. >> I just think we deserve more than $40 a day for our sick time. >> And again, I I think that's a conversation to that you would need to have with Dr. O'Neal in not within this

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forum. >> Okay. >> Okay. Thank you for for coming and for sharing. I do have photos of the bus that was driven because it wasn't a school bus and it had no >> and again that is >> it's a personel matter. So >> I'll just take it to the police station then. >> That's fine.

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>> Okay. >> Thank you. Moving on. A review and vote on recommended summer budget transfers with uh Mrs. Hadfield. >> Um sorry. Um, so this is something I ask um this time of year. Um, seeing as

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though June 3rd is our last meeting for this fiscal year, um, there may be transfers that need to be done at year end between now and July 15th. So if that were um to occur, which we actually don't anticipate many at all, if any,

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um, we will send them to you, but we just need a pre-approval um that we are allowed to do them um since we won't be here. Sure. Please. >> Any questions, concerns on that? All right. Motion to approve fiscal year 26 summer transfers. >> So moved.

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>> Second. >> All those in favor? I >> I >> um vote on fiscal year 27 budget as approved at town meeting. Dr. O'Neal. >> Okay. So um this happens every year. We need to make the final approval of the

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budget that was voted on at town meeting which was 37,872,686 for the FY27 school department budget. >> Okay. Questions, comments? >> I just want to say thank you to the res

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town for um approving this budget. >> Yes. Okay. Uh motion to approve fiscal year 27 school department budget in the amount of 37,872,686. >> So moved. >> Second. >> All those in favor? >> I I

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um All right. Strategic plan updates. Dr. Consider letting Dr. Arian go first since he has some staff here that um for the science program. I just think >> that way they can go on with their night and then we'll talk about strategic plan updates. >> Yes, absolutely.

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Um, all right. >> So, I'd like to start just by acknowledging and thanking the four uh Norton Middle School science educators that came out tonight. Um, their time here isn't just a reflection

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of their dedication in this moment. This group along with two other science educators devoted countless hours this year to this work. In fact, between the curriculum council meetings and the

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field testing, all six Norton Middle School science teachers participated thoroughly throughout the process. So, I just want to be very intentional and public about thanking them, not only for their time, for being here, but they

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were leaders in this process. And we've gotten to this outcome because they were willing to take on all of this responsibility to work with the students, to go on visits to other schools, to collaborate with other colleagues. So, uh, this really is a

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culmination of the work that this teacher group has done along with two other folks that couldn't be here that have brought us to a really outstanding, uh, recommendation for you this evening. So, um, some of this is familiar and

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from last week. So this year we formed a team very early in the year in September and basically this slide kind of articulates our process and we had regular committee meetings. We had um agenda setting and visioning because we

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wanted to make sure that the materials that we landed on were the best fit for our students at Norton Middle School. >> Um I know it's come up before uh but I think it's important to bear repeating. Um, we are the beneficiaries of Senator

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Feny and the what they call the fair share earmarks or the millionaires tax. So, we would consider this grant for us a down payment on these materials. And this work again was led by this team

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that that is here um that will also hopefully um can share some information about the student experience a little bit further on in in the presentation. So without reading the slide I think

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when we did our visioning work I really thought we talked a lot about engagement and I know that that was a thread that came up earlier with Dr. Flanigan really about student centered. So, we want our materials to give our students the best

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opportunity to learn, to grow, and most importantly to do. And I feel like throughout the process, the student doing was a really important feature that we all looked at. And teachers were

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were to act not only as educators, but also as facilitators in this process. and to really make sure that all of our materials had high expectations for students, for student learning, for student participation, and that they were prepared for the next steps in

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their educational journey. Of course, as always in these processes, we have to have materials that um meet the curriculum standards that have differentiated resources that align with our scope and sequent sequence. And then

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of course our fiscally responsible knowing that um Norton does have some fiscal constraints. Again our priorities very much about student centered. This group here is very committed. We talked pretty openly and regularly about how the students

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would interact and interface with the materials. Um I did a number of just different walkthroughs and just wanted to get a sense of student engagement and buy in. and additionally student surveys to get student feedback on on the quality of of the information.

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And so again, um another tribute, all six Norton Middle School science educators field testing, field tested. So we went through um both products an A and a B group and our two materials were

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one was called lab 8s and the other was called um it's a savvis product called envision science and after an A and B field test the committee unanimously recommends lab

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aids for school committee um consideration and Norton Middle school purchase. Um, and I just thought uh if any of the educators would just wouldn't

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mind just saying a word or two about the lab aids experience about your experience as teachers, what your students thought. It would just I think maybe kind of crystallize um the features of of this presentation.

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They all looked at me. >> You're volunteer. >> Okay. Uh we did we tried um we looked at several different programs um and we did whittle it down to the the two. Uh the first one we tried

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lot of stress in that one. Um it didn't go as smoothly as we planned and there were there were some real good parts about it but it seemed as soon as we got into lab aids it was it was very smooth. Uh there were no issues. Um

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when Desi decided we need to have the highquality educational materials for all topics, there's a checklist and this hit every single one. And in the last 3 weeks that

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we've been piloting this, our kids have had live organisms. They've they've been able to take these little microscopic organisms, feed them overnight, give one more food than the other, and see how resources help with their population

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growth. Uh, you know, as teachers, we all think we're the best, and we we everything we do is great. And after the 3 weeks when we were debriefing, I said, "My rigor has definitely improved with this curriculum." So I think this is

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going to be a big big benefit for Norton. And and the other thing um I've I've been in another curriculum where in September admin hands you a book and says this is your new curriculum with no input from

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teachers. The people are in the trenches. This whole process was a lot different and the kids are really going to benefit from this. >> Great. Thank you Patty. >> That's what we like to hear. Yeah.

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>> Hi. Um, yeah, I'm Chris Bermui, science teacher at the middle school. I will second what Eddie said. Um, the kids really have enjoyed it. It's real world application. Um, it's bringing back rigor that hasn't I haven't really seen in roughly a decade. Uh, definitely

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precoid time. Um, rigor and expectation. It puts a lot of the accountability on the kids. Um, which is great. They need those skills, those life skills. Um, and it's real science. So, for example, today we were talking about correlation versus causation, which are topics that

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adults I know don't understand, right? So, um, so I think it is definitely a benefit to our students. Um, we're doing them a service by providing real science education um, in a world that needs it more than ever. >> So, thank you. >> Great. >> Thank you.

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>> Um, any questions? >> No. How was like the contacting like professional development going and um a contact at lab aids? How does that >> So they have been wonderful and responsive. We already have um next

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year's PD booked. >> Nice. >> So um you know pending an affirmative vote um we have a cadence already aligned um that we've kind of put together so that um we're we're ready to hit the ground running. And how will

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this transfer from middle school to high school science? Like, >> so I think a really important feature of this is I think as Eddie and Christa alluded to, you're working with live organisms. So there's direct interaction with scientific phenomenon, which is

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something that you'll you'll see at the high school. Um, and I think that's really was a big appetite for for kids is to rather than do like digital demonstrations, which have their place, like there's nothing like getting your

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hands on lubricular worms and looking at them under microscopes to like get a real sense for what it is. >> Great word. >> Yeah. >> Knowing um >> Yeah. knowing uh that elementary level is

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using mystery science, which I love and adore. And it's also very, you know, materialheavy, hands-on. Um I'm excited to hear that this seems to be that'll be a nice alignment from elementary to middle, which is great. Um and I'll just ask my question that I always ask, uh

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teachers, you do legit really like this program and are happy with it. Okay, I got the thumbs up from exactly who I wanted it from. Okay, that's it. That's all I needed. And then the kids the kids really liked it and were really engaged. Awesome. >> And that's twothirds of the department. So that's pretty well. Yeah. Yeah.

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>> Okay. Um All right. So a motion to approve the adoption of high quality instructional materials for middle school science lab aids. >> So moved. >> Second. >> All those in favor? >> I >> I congratul

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have fun. >> Thank you so much for coming as well. I know it's um >> a beautiful, beautiful night out and probably the last place you want to hang, but um we appreciate it. >> We also understand if you want to leave, you don't have to. You're not obligated to stay.

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Um all right, next up, strategic plan updates. Dr. >> All right, let's see if we can actually cover this tonight. We've tabled it and moved it on the agenda. Um so um as of this month we are wrapping up our first

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year with our um district strategic plan. Um and I think that we've made a lot of really great strides this year when it comes to this work. Um a lot of the items that are there are kind of big

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items that we've started and and started rolling out. Um and they're going to definitely have more time and um more presence I would say um publicly when we return to school in the fall. Um so let

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me kind of give you a brief update. Um you all have this digitally as well. So you can actually click on the links and see um some of the work that we've done um in terms of the guidance events and you know um in terms of our career exploration and events. The high school

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does an incredible job with this. Um this is something that I think um we'll try to roll down to the middle school over these next few years and give kids a little bit more of a um a taste of what is out there for them. Um because I know that, you know, when you're in, you

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know, fourth grade, everyone wants to be a marine biologist because you think it's hanging out with dolphins. Um but also it's, you know, there are a lot of options out there for kids. So, um that was something really great. Um we are working towards that future ready learning experiences. We haven't really started that um but that will follow the

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official launch of the Lancer way um this fall. So, we were able to um complete a new portrait of a learner which we're calling the Lancer Way. Um, it's been finalized. Initial communications have been shared with students, staff, and families. I did a quick little video for kids. It was

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about a minute and a half long um that we shared with all students across the district. Um, and it was so funny. I was at LGN the other day at lunch and this little girl was like, "Hey, I just saw you in a video last week." And I'm like, "You're famous. >> I'm famous." Um, and so the next step on

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that is, um, I'm actually going around these next few weeks and doing videos with kids and asking them what what does lead mean to you? What makes your classroom special? Like what do you do when something like is tricky when you're trying to learn it? like and so kind of and then hopefully I'll work

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with my new intern uh CC Goodwin and she'll help me put together some videos so we can roll out one um one characteristic at a time. So we'll have a lead a quick lead video and what it means to lead and what it means to adapt and what it means to navigate. Um

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so that's really exciting and honestly it's been u pretty well received um in the community as well. Uh the other item that comes to the um Lancer way or the portrait of a learner are those can do statements um for students um in K prek

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all the way through 12. So we have draft statements um which I've shared with you. So you guys can see those there. Um and what I really want is some more teacher feedback and a little bit more development um from those teachers at each of the grade levels so we can um see how this might look because I think

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that's an important part of it. What does this look like? um for a primary school classroom is very different than what it looks like in a middle school classroom and then very different from what it looks like for our seniors as they're going off to um whatever is next. Um when it comes to the project

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based learning, I know uh Dr. Flanigan spoke about this in inquiry the inquiry based learning. Uh this was actually a grant that we received previously and um no longer received those funds. So now we are looking at the best ways to continue professional development around

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inquiry based um learning and project- based learning um both when it comes to staff training and when it comes to implementation in the classroom. So that's something that we're kind of refocusing. Um Dr. Flanigan mentioned the civics project. We were there last week. It was so funny because all the

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high school students that were in the library are like why are all the principles here? and like we just happened to be there on the day and time that it was happening. Um so it was really kind of nice for all of us to be able to see the culmination of all of that set up.

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>> It it totally was. Um so that was that was really fun. Um and then we have the third grade biography breakfast at GCS which is next week. Um LGN did their third grade expert fair which is always wonderful. Um and so um just great great

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things working there. Uh the second strategic priority is enhancing student outcomes. Um we talked about our critical attendance team. Um and I shared with the committee um a few weeks ago that we actually um received recognition by the department of

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education for our work on chronic absenteeism which is um honestly I'm super super proud of all the work that's been done and you know grateful to um our admin team for their work cuz they are they are leading this work. Um, and there were only 55 districts across the

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Commonwealth that were recognized, and to be one of those, I think, is is really great. Um, all of our schools have attendance teams up and running, as you saw um, specifically from both the middle school and high school. We talked about handbooks tonight. Um, they have systems in place for um, monitoring

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student attendance, those critical attendance teams. Um and then we're looking to decrease the overall attendance rate um sorry increase the overall attendance rate um by June of 2026. And I think that we will um absolutely get there. So that is um it's

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actually a 5% decrease um or decrease in chronic absenteeism. So excuse me, I keep going back and forth with de decrease and increase. So um we definitely hit that target which was fantastic. Um the we talked about um our hit teams and the data practices. Um that has been

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some really great work this year. Um we actually started this last summer as a team and it was central office administrators, schoolbased administrators and then um a large majority of our teacher leaders when it came to um all engaging in that

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professional learning together through um research for better teaching on the high impact teacher teams. And that has continued throughout the course of this year um both in um dayong sessions with the um instructor but then also coaching days

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and um having that person observe um in some of our team meetings and give us feedback on what we're doing. Um there's been a lot of work that has taken place during our early release days, taking a look at um data points and making plans

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for students both in terms of um regular tier one instruction and how we're going to focus our efforts and then also looking at students that perhaps need a little bit more support through our intervention process. Um and then we are also, you know,

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working um to expose staff to the entrance and exit criterias for our interventions. Um as educators, we always want to hang on to kids and give them a little bit more time, a little bit more support. Um but when we do that, we're not cycling other students

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in that may need support. We can't possibly have one, you know, interventionist servicing every single student. So, um, sometimes that's hard for us to make those changes within. Uh, so I think it's really just about, um, additional familiarity with staff and working through that that criteria and

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fine-tuning it a little bit more. Um, third strategic priority was high quality instructional materials. Um, Dr. Acriman just shared some of the work that he's been doing in that regard. Um, and quite honestly, I feel like that's my favorite work that I did when I was in his role, um, is helping and

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supporting teachers um, to identify high quality instructional materials and then actually implement them in their classroom. So, um, a lot of the cycle work that we're doing is really looking at the programs that we currently have and making sure that they are are best

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aligned, um, with our goals as a district and then also utilizing them in a way that makes sense, um, for the learners that are in our classrooms. Uh the professional development that is coming up this year um is all focused around pathways um which is really

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exciting because um teachers are able to identify like this is an area of need for me as an educator um and so there are things that are really targeted to um math instruction and the elementary classroom and um Brian had a teacher

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reach out last week that's a sixth grade math teacher and said I'd really like to do that. Could I join? And so yes, of course, like and so that and so the consultant is going to, you know, tweak the process a little bit so it's relevant for middle school math. Um so that's that's really exciting and um

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allowing them to um create uh and advocate for items that are important for them. Um you heard a bunch of principles tonight talk about our walkthroughs. That has been something that we brought back this year that we hadn't done in a number of years. And

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it's um you know I'm going through and doing walkthroughs with building principles, but then we're also going through as a team and looking and the principal sets the schedule for the day. They tell us what we're looking for in all of the classrooms and then we do about an hour of learning walks split up

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into teams and then we come back and we debrief and we talk about what we saw. Um, and it's funny because we're all very proud when it's our own building and then you go somewhere else and you can really give a critical eye. And so, um, I think it's it's a learning

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process for all of us because, um, no one likes to necessarily hear the the ch like the critical feedback, but we all need to hear it because you you we see our staff and we see our teachers every single day and and so having somebody else come in and share that,

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>> you know, Jen feedback. >> Are the learning walks are they like announced or are they surprised or are they I should say like are they announced to the staff but obviously like the building leaders would know but like is it like a surprise we're here? >> I mean I think you guys tell them especially because this was the first

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year we kind of brought them back. >> I mean kind of a mix when we're coming. I sometimes prefer that they know because I want to see people at their best because then that's the standard I can hold them to thus forward.

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>> You know what I mean? So I want to see the best. I want to see what's your best because then I know where they are and where we can push them. >> So the benefit of both >> They're gonna want you >> they're gonna want you to come to the mic. >> Can't hear you.

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>> Sorry. Mhm. >> Um it's there's no, you know, set always one way or the other. Sometimes the benefit of that they know we're coming is we get to see them at their best. >> That I want to um I want to see their

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best. So then I can hold them to that standard and I can see this is you knew we were coming. I want to see your best. >> Um and you know in order to get the best out of people, you have to start by looking for the best in them. And so that's kind of the approach I take most of the time. Uh but you know, we don't

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always know. I mean, we try to run on schedule, but sometimes, oh, now we're at a different class period or whatever. Things change. Um so it's it's kind of a mix, but >> Okay. Thanks. >> Um and so I I think that has actually it's been really it's been great

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professional development for us as administrators as well, cuz we'll kind of challenge each other on well, hey, where did you see this? or you know I thought this and it's it's actually been really great in terms of dialogue and and you know having good conversations

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about teaching and learning um talking about individualized feedback reports to educators in terms of our actual evaluation process um that looks really great um across the district and I know that that has been a challenge in

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some buildings in the past and I think this year has been um much more um complete. So um that is my thought there. Um and then the final um strategic priority was interactive school and community partnerships. Um

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and so this really was around our core values, our mission and vision which has been done. Um working on updating the website um that's in progress. Mrs. Winsper is our resident website updater. Um so we're working on all of those

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things. Um and then the the um expanding communication platforms to meet the new Norton community where they are is always going to be um a uh ongoing process as we look at how we're engaging families. Um I think one of the ways one

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of the things that I thought went well this year was specifically around our town meeting and the um support that we received for the roof project. Um so those outre that outreach there whether it was um presenting and doing the cable media um shows or making sure we're

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getting to a lot of the different meetings. Um I was grateful for the support there. So hopefully we just have to continue to find ways to engage families. Um quite honestly I think the senior service day was probably one of the best ways to engage the community as

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a whole. Um we had seniors not just at all of our schools but at the VFW parks and wreck at the senior center um conservation committee. So that was a great way um to really be engaged in a lot of the um um larger community

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groups. So hopefully we'll continue to do things like that. So happy to answer any questions the committee may have. >> Questions? >> Um no just a statement. This is awesome. I think that this whole night has been very exciting and very engaging. I'm

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like thrilled. Um I I love all of this and I'm just again I continue to be impressed with everything that we are doing here in Norton. Um I've had opportunities to now I've made it through every school um over the course of my first year which has been really nice. Um and I'd like to take a second

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to thank um Principal Haywood and Dr. Aerman and um Dr. Dr. Neil for taking the time to walk with me through the buildings. Um, every single trip was very exciting and engaging and it was just so nice to see all of the great things that are happening in the schools. So, thank you.

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>> Thank you. Um, all right, on to other business. Topics not reasonably anticipated 48 hours in advance. >> Um, I just want to say congratulations to our seniors. We're almost there. And I say we cuz I'm a senior dad. Um, but

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we'll be there soon. And practice your pronunciations. >> I got a couple of calls from senior night. So, >> um, >> I have something if that's okay. So, um, I want to make sure I take a moment to recognize this person publicly. Um, so

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our other student representative, Benson Chang, who is not able to join us here tonight. Um he is actually a member of the Norton High School boys volleyball team who is in the playoffs and very exciting they actually won again tonight. So they are continuing to move

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on. Um so Benson was hoping he was going to make it here tonight but he did not. So um number one I want to recognize Benson for being um one of our student representatives on our school committee. He has done an exceptional job um not only as a student representative and giving us updates but he's also been the

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unofficial photographer of the Norton school committee and then he goes immediately and updates everything right online um but he's also been my intern for the last two years and so um his role as intern was really communications and social media and so he got us back

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up and running with social media and has done just an incredible job. Um, we used to actually have a person that was hired for communications and social media and it was a full-time job and um, I thought, you know, this would be a

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great opportunity to empower a student to do something and Benson was the perfect person um, to to kind of take on that role um, in that inaugural sense because he set the bar very very high. And this

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year he actually had his own intern um to kind of train someone to be the co communications and social media person next year. So Cece Goodwin, so my intern's intern. Um so Cece will be our new intern for communication and social

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media. Um but also Benson is the class president of the class of 2026 and he was um the lead when it came to senior service day. So, I spoke recently to Representative Howitt and I have a

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citation here for Benson um that recognizes his dedication to the community um as a Norton Public Schools communications intern and his outstanding efforts and leadership in organizing the first annual Norton High School Senior Service Day. So, I will

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make sure that we get this to Benson, but I also think it's really really important um that we recognize him publicly as well. So, thank you to Benson. Um, and congratulations to the volleyball team who did well tonight. And also congratulations to the softball team who is also moving on to the next

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round. Awesome. >> Awesome. >> Lots going on. >> GREAT. UM, I also just wanted to I I don't know if I will see Benson again, but I publicly wanted to tell him that um the class of 2026 is uh their slogan I

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believe is legacy of leadership and um I watching class night and watching this class um over the last few years um they are full of leaders and I'm very eager to see what they they do when they leave Norton High. However, um you need a good

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leader and a good group of leaders. I believe their class officers are all amazing, but you need somebody to kind of take the reigns and really motivate others to reach that bar. And and Benson is for sure that individual. And um I

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think when I first met him, he had a bit more hair than he does now. Um >> so did Vinnie, >> but he um he really has has just grown. so much and it's been um an honor to to sit alongside him at this table and and

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just um watch him him grow and um I'm I'm eager to hear what he does next because I'm sure it will be a wonderful thing. So um but anybody else anything for other business? >> Um no, just yay for Benson. I mean Benson Benson became was a name that

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came across my way back when I think Olivia was still in like seventh grade. I already knew about Benson cuz Benson was just like there he is. So, you know, no surprises. I I'm very eager to see where he goes. It's going to be amazing, whatever it is. >> Absolutely. All right. Motion to

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adjurnn. >> So moved. >> Second. >> All those in favor? I I Thank you everyone. Have a great night.