--------- I'm going to call the April 1st, 2026 school committee meeting to order. We're going to start with the pledge to my left. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one
nation under God, indivisible, with liberty and justice for all. >> Um, first up is our public comment period. All speakers are encouraged to present their remarks in a respectful manner and to consider the privacy interest of others. Speakers must begin
with their remarks by stating their name, address, and affiliation. All remarks will be addressed through 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 three minutes each to present their material and the general extensions of
time will not be permitted. Speakers may not assign their time to another speaker. Do we have anybody for public comment? Okay. So, you know, and we'll move on. Um, vote to approve the minutes of March 18th, 2026 open session meeting. Did
everyone get a chance to review and any changes? >> Okay. Um, I'll take a motion to approve the minutes of March 18th, 2026 open session meeting. So, moved. >> Second. >> All those in favor? I
>> I dropping my flag. Okay. Um, all right. Next up is the warrants. Um, that's me. Um, I've reviewed the following school expense and school payroll warrants. School expense warrant March 18th, 2026. 330,85529
cents and school payroll warrant March 19th 2026 1,156,3956. I reviewed and approved and wish to enter them into public record. No student reps tonight? No, they um both had athletic events this afternoon, so they were not able to join us.
>> Okay. All right. We'll move on. Uh student spotlight with Dr. >> All right. I'm going to go to the podium for this one. Got to turn it on before you press the button, apparently. There we go. All right. So, I'm going to actually ask um Morgan Legendry to come up and join me
tonight. Morgan is here representing our superintendent advisory panel. So, come on up, Morgan. Uh so, one of the things that I absolutely love that we I do here in Norton, and I can't take credit for it because Dr. Bay did this before me, is I have a superintendent advisory
council. Um and we meet probably quarterly throughout the school year. Um and talk about all sorts of fun things. Um, oftent times I will bring something to the panel of students and ask them for feedback. Um, later tonight we're
going to talk about our portraiture of a learner. Uh, that was one thing that the students really gave me a lot of feedback on. Um, we talk about discipline and rules in middle school and high school. We talk about the cell phone policy. Um, we talk about the
bathrooms and the challenges that we have with um, student behavior in the bathroom. Um, and then they oftentimes will bring me things that they want to talk about. Um, so for example, uh, Mrs. Winsper has been invited to our next meeting because the kids want to talk about AI and what that might look like
as students. Um, so this is my crew. Um, they are made up of students between grades 6 and 12. Um, sixth grader is Macy Dupport, seventh grader Willa Britain, eighth graders Mason Martin and Noah Stark. Um, Morgan is one of our
freshman reps along with Kevin Wilkkey. And grade 10, Drew McPartland and Patrick Reagan. In grade 11, Liam Sullivan and Matt Mano. And then our seniors, Benson Chang and Taylor Collins. Um, it's a really, really great group of kids. They are very honest with
me. Um, they give me all the tea because and they'll say, "I don't know if you know this." And I'll say, "Well, you know, there's not a lot happens that I don't know about, but tell me more." Um, and they're just a great great group of kids. So, we're actually having our last meeting this year on the senior's last day. And we've decided that Mrs.
Winsper's going to come, but we're also going to celebrate with our seniors and have cupcakes. So, Morgan's here. She can tell you a little bit about anything that I might have missed, and I know she'll be great. So, go ahead. >> Um, I'm Morgan. I'm a freshman at Orton High. And um basically we just come to
the superintendent office like once every two months and we talk about whether it be student um like issues in the student body that have been brought to us by other students or issues that we recognize and as she said she brings us issues to discuss with her. And we pretty much we eat pizza, we eat lunch
together and then we discuss all the issues that have been brought up and been brought to our attention and yeah work it out together. >> And Mrs. Anderson bakes for us. >> Yes. And Miss Anderson bakes cookies for us. >> Yes. And sometimes she'll she'll bring cookies, too, depending on what the kids
likes. So, um I would have loved for all all of our whole group to be here tonight. Um but of course, every spring, everyone's super busy. I really appreciate Morgan coming out along with mom and dad. Mrs. Do you have a camera? We can take a pick. She have her headphones on. Okay. We
have no Benson tonight. So, let's come up front and Morgan and I will take a picture and then mom and dad come up and we'll take a picture of you. We're going to take a picture with them. >> Yeah. You tell us what you want us to do. >> All right. Come on, mom and dad. >> You dressed for it.
>> I look for a little nice. >> So great to look back on it over here. >> Perfect. Thank you so much. Thanks for coming. >> Thank you. Thank you. Appreciate it. >> So you choose a different group every year. >> Uh no. So once you're in the advisory
council, you're it. And so each year, so typically what happens is that um >> there's one typically there's one student per grade level at the middle school and two per grade level at the high school. um we
already have two students that are in grade 8 and so it's nice because the students really develop this nice little camaraderie every year two seniors graduate and then we have at least one new sixth grader and you usually one new freshman as well. Um, but it means
they're really comfortable with each other and then they're comfortable with me too. And um, there are times where I'll say, "Hey, you know, I want you to get feedback from your peers. So, this is your challenge between now and the next time we meet or send me an email." Um, and and they're great. They will and
they're, as I said, very very honest. Like, sometimes there are certain things that I don't want to hear. Um, but it's it's really nice because we're able to have a lot of conversations about things that are important to students in the building. Um, and as I said, I can't take credit for the idea, but it's been
um really really wonderful. And you know, when I go and I see them in schools, they'll introduce me to their friends and they'll say, "Hey, you know, I was thinking a little bit bit more about this topic. What do you think?" And um so it's it's a really nice opportunity for myself and I think for
the students to have that leadership among their parents as well. >> And those are I I know several names on there and those are all wonderful kids. So >> they're absolutely great kids. Every single one of them um all have very different interests and you know wide
variety of talent. >> How do you pick them? >> I don't pick them. Um I ask for um teacher and principal recommendations. So, um, typically what happens is Mr. Gagan is works closely with Mr. Hayward
to represent the new six to pick the new sixth grader and then Mr. Hayward works closely with the high school to pick um the new ninth grader. >> Okay, cycle through. >> Yes, >> that would be great. Great. >> So, if we could like uh have them have come or we could get maybe like not that we meeting minutes by any means, but if
like we can get a little bit more of an update. >> Yeah, absolutely. >> You know, after meeting or so, whatever. >> Absolutely. And there really >> isn't there really isn't a firm agenda. Typically, we'll um we'll always start the meeting with one thing that you're
excited about or really proud of and then one thing that's um been like giving you problems and it can be um related to school, it can be social, it can it can be anything. and and um
because it's a consistent group, they've become more comfortable with each other over time. And they'll say things like, "I had this really hard math test and I was really like frustrated and stressed and I stayed at school and I I ended up getting an 85." And I'm like, "That's amazing." Like, so we start with that
all the time. And um I usually bring one or two things and they usually bring things. Boy, can those kids eat like it's hysterical. Um, last couple weeks ago, Pam said to me, she goes, "No one eat the pepperoni." I'm like, "No, the
cheese went really I don't know. I just can't keep up with them on what they want." So, they're great. And, um, going to have cupcakes in May for the last day for the seniors. Sweet. Awesome. Thank you. >> That's great. >> Um, all right. Next up is Dr. O'Neal with updated mission, vision, and core
values. >> Okay. So um as you may recall um last year we did our whole new strategic plan and we did a lot of work with a subgroup around our new mission and vision and that was um going back out getting
feedback from families getting feedback from staff um taking that feedback and kind of um tweaking it a lot. And so we have what I think is a pretty good draft at this point. Um so updated mission uh is to prepare future ready students with
skills, confidence and character in partnership with families in the community. Norton public schools will create a safe and supportive learning environment where every student is valued, is challenged to grow and reaches their full potential. Um and then the core values
um all tie back to that really that mission and vision. So curiosity and growth. Um we believe that learning never stops. Students and staff ask questions, take risks, reflect, and grow every day. High expectations. We challenge ourselves and each other to do
our best work. We listen, collaborate, and continuously improve. And then respect and care. Every student and staff member is seen, heard, valued, and supported. We build respectful and caring schools where everyone matters. And so, we've always had this like,
well, not always. We've had this like excellence, tradition, and pride for a long time. And so I created two different ones that I'm like, well, I feel like these are kind of close. So it looks like it's all one, but it really should be confidence, growth, and success or learn, grow, achieve, like
just to kind of replace that excellence, tradition, and pride. Um, and I'm really open to any feedback that you have. I think um one of the biggest things that I had about our previous vision and mission was that no really no one knew what it was. Um I've worked in North for
23 years and I could ever tell you what the mission and vision was. Um so whatever we decide to do moving forward, I think it's really important that um it's something that is present in our schools. You can look at it. So, if we
decide we're going to go with learn, grow, achieve, like that should be part of our our branding with everything that we do. And I think um skills, confidence, and character, I think that um really hits with our core values, too. So, thank you to the working group
that has done this. Thank you to people who actually filled out surveys and gave me feedback um because this is important work. And so, I'm excited to share it out with um the community, you know, in this draft form and and see what people think.
I like that it's simple. >> It's not wordy. It's not, you know, like in the P, you know, we at this public school and it's like, okay. Um, so I like the simplicity of it. It It's very clear. It makes sense. It discusses the whole learner because it's not just
about, you know, academic achievement. Um, it's also, you know, about being empathetic and understanding and, um, having that pride and confidence and that whole growth mindset thing. So, I feel like it really encompasses all. Um,
if we're trying to narrow those down to this or that, I I prefer the learn, grow, achievement. >> Um, this again, I don't know. Again, that's simpler to me and really does encompass the whole idea of what soul
should be. Nice one. Uh, I agree. I like learning. I do too. First of all, it's a little shorter, like catchier, >> but I feel like the kids could actually get it. >> Yes. Yeah, absolutely.
>> Um, does this go with this or these are separate? >> So, that would be separate. That would be the next one. Okay. >> They flow together. They do. Oh, I really like that they do. Um, and that's I mean if you like I'll I'll
>> we can go right at that. Okay. >> Yes. Anyone else have a preference on the Well, again, you're the one on that give me an idea. >> No, I I also think learn achieve makes way more sense. I think it also >> encompasses prek through 12 better.
>> Yeah, I agree. from a standpoint of like you can apply it to grade one or grade 12 where like >> the other one I just think it's a little >> I don't want to say awkward but it just doesn't doesn't flow as well. >> Other than that I think it looks great. >> Confidence, growth, success, those are
all part of like the words that we've already used but I think I like personally I think it's more accessible. >> Mhm. >> And I like it better than mankind. >> Right. >> Yeah. This I feel like is just more applicable. So, hey, >> I'm not an English major by any means,
but is that is that killed me? Is this correct? Every student is valued is challenged to grow. >> I I had the same thing. I had the same. Every student is in the vision. Every student is valued, challenged to grow, comma, and then this and reaches their
full potential felt awkward to me too. I'm not sure why. >> Words that missed that a little bit >> and I did I thought it was me. Okay. All right. >> All right. See, my wife would be so proud of me. age >> all these years >> finally did it >> you know and something along maybe you know and encouraged to reach their full
potential or something like I don't know that that yeah I agree >> yeah all right well I'll hit that a little bit is was screwing me up reading this the wrong way >> me too and I'm like >> but yes I mean >> well and the more you look at things the more you're like maybe it's okay and
that's exactly what happened after four reads I'm like that's you know it's like when you spell a word you're like that's Right. >> Um so I'll move into um the for learner. So um this was a huge component of the
work that I did with my student advisory council. We took all of the feedback that we had from the surveys that we did in January with parents and staff and then we tweaked it and um came up with five core areas which were um students
are accountable and self-directed. They're resilient learners. They're competent communicators and collaborators. They're critical thinkers and problem solvers. And they're respectful and engaged citizens. So though that was the area where we had those five. And so I brought it back to
my advisory council um a few weeks ago and they were like, "Yes, we really like this." And then we talked about like each one probably had like four or five task areas under each one. Um, and so shared it back out with staff right
after I met with students. And the big thing that I got from staff was we need something that isn't just another gigantic poster with a million words hanging on the wall. They said we need some sort of acronym. And so I'm
like, okay, let's try this. So we have Lancer. So, Lancers lead, which connects to the accountable and self-directed, which the Norton Lancers take charge of their journey and their own choices, which Oh,
sorry. I should There we go. Um, they take charge of their journey and their own choices, which means they set and monitor personal learning goals. They manage time and resources effectively, and they initiate tasks and persist through challenges.
>> Yeah, some type of Yeah. Okay. Challenges and seeking help when needed. Sorry about that. Um, Norton Lancers adapt. They respond positively to challenges and continue to grow. They apply feedback to improve
future work. They study, regulated, and positive when faced with obstacles. And they try new strategies when the first one doesn't work. Lancers network. They connect with others to share ideas and solve problems together. They listen actively to
diverse perspectives. They communicate ideas through multiple media and they contribute equitably to group goals and team success. Another one of the components besides the acronym was making sure that our word choice was really inclusive of kids with varied
abilities. So we want to make sure that we're just not talking about speaking and writing. that we were making sure that we're addressing all the ways that students communicate. So, that was an awesome piece of feedback. So, thank you to whatever educator included that
because as I said previously, sometimes you can't see the forest of the trees when you're looking at something for so long and and spending so much time with them. Um, lancers construct. They build deep understanding by questioning, analyzing, and creating. They identify problems and
design creative viable solutions. They analyze information critically includ in including digital and AI generated content and they connect prior college to new and complex concepts. Lancers empower they lift their
community through empathy and inclusive action which means they advocate for the needs of themselves and others. They demonstrate empathy and respect for different backgrounds and abilities and they actively contribute to a safe and welcoming school environment.
That was all we had. I can't just write glance. So what does R are what what will R come up with and reflect. So we learn Lancers learn from their experiences to s oops to succeed in the future. So they self assess their own
progress towards their goals. They identify personal strengths and areas for growth and then they connect classroom learning to real world opportunities. So to me I was like having an acronym helps this make it feel like it's much
more doable. And what we have here too is for each one of the ler we have I'm going to go back to we have I can statements for all grade levels.
So instead of having six or seven things which we did have initially when I shared it with this with staff two weeks ago um we have one. So for K prek to 2 for leading I can take care of my materials
and follow our classroom routines where in grades 3 to 5 I can set a goal for my learning and stay focused on my work. 6 to 8 I can manage my time and advocate for the tools I need to succeed. In high school, I can take full ownership of my academic journey and hold myself
accountable for my choices. And we have that for each of the um six areas. So staff has not yet seen the Lancer. This is a draft. Um really really based on the feedback that I got from them and
super grateful to all of them for really um helping to solidify how to put this all together. And when I was chatting with my advisory group, we were talking about what could this look like? And it was their idea to have a
student art contest. Um where we would put it out to students and um they would design what these new posters would look like for the portrait of a learner and now for the Lancer. um whether we decide to call it a Fort
Learner, we decide to call it the Lancer Way, whatever we decide to do, I think, um having a student um you know, handprint on it, I think will be really great. And depending on what we get for submissions,
um maybe we'll have an elementary graphic and a a secondary graphic or, you know, different graphics for students depending on what kind of comes up comes up. uh what we come up with. Um and then I also asked the kids about what we should give for a prize and they said
lunch with the superintendent and I said just because you guys want to hang out with me anyone else. Um and I asked my 13-year-old and I said do you think that's a good prize? He goes >> I got one of those at home. So I was like all right well apparently Braden
O'Neal does not want to have lunch with superintendent. >> Um >> doesn't want to have lunch with mom. >> Exactly. So, um I would love your feedback on this. Um I'm not going to read all of the I command statements just for um but I will be sharing this
in my newsletter on Friday and I will be sharing it again to get some additional feedback. Um and hopefully people see that um we really did listen to their comments from the last round. Um, I just want to start with, um, first off, I
noticed and appreciated exactly what you pointed out about the accessibility of this. Um, I noticed it right away. Um, which was great. I also, um, I love a good acronym. No, so many, right? I mean, come on. But
I really, um, I feel like it encompasses again a lot of things, including um, standards. I mean again this communicates ideally uh ideas clearly through multiple uh multiple media. That's that's a standard through out um
you know they're supposed to be doing those those things whether or not they have additional abilities or not. Um I love the breakdown of the um you know what this looks like at each grade level which again says to me that this is accessible to you know our
three-year-olds all the way up to our 18year-olds and plus young which is great. Um, and then the other big thing that I liked about it is just the flexibility of it because again, not all of our learners are the same. Um,
they don't learn the same, they don't learn the same things. Um, and so it just feels like this is just a very accessible road map for every child that goes through the system. So that's my feedback. Um, I think though they were two kind
separate uh agenda items like these definitely kind of coincide with the mission vision and I love the idea of the Lancer with the leader that whatever. I do think like maybe changing a few of the acronym letters
>> to fit mission vision core values. And what I mean by that it's like see construct what the hell does that mean? >> Right? So like that >> or or confidence because we're talking about confidence in our mission >> or character in our mission have that
also hit on the sea of the lancer now you have a cross you know way to do it that like hey confidence now makes sense it's in our mission now it's also a part of what we're trying to do you know um you know I wrote down confidence character curiosity maybe for C >> um we took confidence on >> yeah no it's up here
>> oh I see >> it's in our mission yeah see this away did Yeah. >> Well, I think curiosity could potentially go more with the critical problem >> instead of scrapping the entire Yeah. Yeah. Yeah. That makes sense. >> Correct. And then like like lead I think
is great. I think that's a first letter like you're locked out with Lancer I guess. Um you know like a I do like adapt. >> I spent a lot of time at it this >> um you know and like reflect. I also kind of do like that one. um kind of
like it's ending as well like the lancer ends and it's like hey reflecting on what we just kind of learned >> bringing everything together >> correct correct so um I mean again this is just me writing down quick notes here like e empower I don't mind I think it's kind of sometimes a weird word for like
a three-year-old or 5-year-old could that like and again I'm not saying it has to be this by any means but like is that like expectations like what you know what are you you know what what can we do there um you know or even like I kind of like engage too. >> Yeah. >> You know, so again, that's my only my
only thing, but I think that's for a first graph for a first graft. Um >> I think this really hits on a lot of things. And again, I like the Lancer way, a road map for every learner, you know, I think that's a really nice like punch. And I do think it I remember obviously sat sitting on that committee
like one of the things was like the portrait of a graduate feels like directed directly to the high school and even even though in the high school it's almost directed to like 11th, 12th grade. you know, the ninth grader is not really thinking about graduating necessarily. >> Um, you know, so I think that that, you know, the lance away, the, you know,
laundry, whatever we want to kind of call it, but I think if these two can kind of go together, >> I think we can really, you know, for the posters and all that stuff, it will kind of start clicking in and heads. So, I love it. >> I think, you know, I'm obviously a little bit late to the game, but reading
up on it. Um, I like calling it the Lancer way, but I like adapting it to each school. So when we're doing like the, you know, the the art contest, like those posters go in that school because we're breaking it down by grade on their their cutouts, then we should break it
down a little further by school. and and even though you know our elementarymentaries are relatively the same grade um you know I think still having that individuality it kind of brings that Lancer way as a whole to each school and each each building
because you know as much as they're the doing the same things they are very different schools um and I think that you know bringing together that individuality by school and adapting because there may be different things that come up in the Lancer wave with
different schools, but having the road map I think is is a good place to >> and there there is with that point being made there is that interesting cut between we got prek to two and then three to five even though our schools aren't set up that way. >> I mean but academically speaking yes
that is the logical way of doing it. So and I think too when we're thinking about third graders as learners right you're >> the expectations are much are much more for them. Maybe that's a good transition for third graders and saying, "Okay, we're asking
you to do a little bit more now before we transition to fourth fifth at Yale School, right?" >> Um, I have to agree with every everyone up there. I I love the Lanth away. I love how this flow is together. I love the examples of, you know, how you can
really implement them. Um, I really love opening it up for an art like contest or whatever, you know, to see um how that is portrayed. And I feel like we kind of have to see what gets submitted before
we decide. Like there could be we have some very very talented and creative students. Um and they might be able to really encompass the whole district in something. So um I'm excited to see see
what they are able to do. But I like it. >> And I think with like especially with like the learn, grow, achieve, if that's what we're going to stick with, obviously, >> you know, I think like that we need to incorporate that also into >> like our clubs. >> Yeah. >> And our sports and our teams like when
we send out the banquetss and and the you know, graduation and and all the, you know, stuff that we did like that needs to be kind of like driven home of like what we're trying to do and and that, you know, >> it almost becomes your letterhead. >> Yeah. It's like it's like your motto, you know, that's like that's what we do and like it has to go,
>> you know, let's just face the facts here like when you see it all the time and it's not just a postal >> ownership to it. Exactly. >> I agree. >> So, >> I agree like that. >> Now, the contest are we looking at it in a way of like kind of what Dan suggested is that they would be different posters
for different grade levels like >> I think it will depend really on what we get with the submissions, right? It would be that would be cool. Um Benson has offered to because he's my communications intern put together um some information in a flyer and really help with that component. And so um
whether students decide to do it on their own or it's done as part of um art in some places. It's it's really up to I think the educators and families and see how it goes. But yeah, it's
awesome. >> Um, stand take over now. >> Uh, all right. Next up, uh, Dr. O'Neal with school choice. So, um, we can vote on school choice tonight or we can wait until the next meeting. It's really up to all of you. Uh, let me get to my
slides. Um, there we go. Okay. So, oh gosh. Um, >> sorry. >> Oh, it can go much bigger when we meet at the um at the uh
>> Oh, yeah. >> All right. So, this is school choice enrollment by year. Um, I apologize for the very small um but you guys all have a packet. So, we have been part of the school choice program since 2014. Um and these are the
last fiscal years in terms of where we are. So we reached our high point in um FY24 at 246 students. Uh last year we had 231 students. Um and during our current school year we have 204.
Um that is really because we've kind of limited the number. We used to have an open school choice um where basically anyone was able to apply or we would maybe say okay it's open except for in you know fourth grade we have five spots
in fifth grade we have 10 spots etc. Uh we've definitely pulled way back on that um for you know a variety of reasons one of them being our um budget constraint that we had in FY25. we really closed that down um during that time. Um and so
we're currently at at 204. Um elementary school choice enrollment I think is something for us to really look at as well because we have the two schools. So typically it is um decided based on either number one where your
sibling goes or number two um you know where you reside. And so um we have a very small number of school choice students at um the elementary schools um and these are typically just siblings or faculty students. So as you can see um
the largest classroom um dynamic or class average is two students um per classroom at LGN. Um so that's a total of eight there. We have nine um third graders at GCS um but single digits
across the elementary schools. And then the school choice funds um are also important for us to have a conversation about. So, um, the highest year was the 23 24 school year, which makes sense because that was our highest
year of enrollment, um, which we received $1.6 million in school choice funds. Um, and I also think it's really important for us to show what we've expended in those years as well. Um, for those of people who watched the finance committee the other night, I talked
about the fact that, you know, we don't ever want to spend as much as we're taking in in any given year because eventually that is going to run out. And we are very reliant on school choice funds, not for staffing, but for everything else that we do in terms of
curriculum materials, technology, um, professional development for staff. All of those things are paid for with our school choice funds. And over the years, Christine and I have um made a conscious effort to take the staff that was
funded by school choice and move them over to the general budget um little by little. So, as of our you know, proposed budget for FY27, there is one staff position that is left in school choice. And our our hope is that we will be able
to move that position out um and no longer have any staff in this. Um as we all know, school choice is like free cash. It's not guaranteed. It is one-time funds. Um so putting staff in
there year after year is is a very dangerous game for us to play. Um so far this year, uh we have received uh $1.5 million in school choice. Um and we've expended about 1.2 so far. Um and it's
important to note that both of those numbers have as a asterisks next to them because we do not get those final adjustments until June. Um, and as the kimmin may recall, um, we receive $5,000
per student, but then we also get the, uh, special education component as well, which we put all of our data together, show what services students are receiving, and they give us that they have the formula, which they will send
us money at the end of the year. >> Can we just >> Yes. Okay. Please. Uh so obviously onetime funds and you know kind of free cash flow but >> once they're in here and like our funds are expended we can spend it on anything we want since it's our revenue or if
they're like there's no like state requirements behind it like >> it's going to be for education >> yes but we can do it for anything >> like you and fields with it but it has to be >> but hypothetically could we go and say hey we want to put $50,000 I don't think so.
>> Okay. >> Yeah. Um I think >> for educational purposes. >> Yeah. >> For education. >> So that's why we didn't um we took we used to have networking in there years ago. Um when we came back in the budget for that reason. I think it was kind of a dispute. >> Right.
>> Was it was it a like a dispute between us and the state or was it a dispute amongst the school committee? >> I think amongst everybody. Yeah. Um but I I think then I was looking into it and it's just I think you just want to go more education.
>> Oh no no no 100% then like um then like utilities the custodial locking stuff like that you want >> no and then number two what is I mean obviously we went back to 2014 with school choice what is in our
revolving account right now >> I will defer to Mrs. Hot >> and you got to take your time agility. >> It's it's it's a little over a million. It's right about a million. Um I could tell you the exact I think it's close to 1.1 >> and what do we
>> But >> yeah, >> our volume's not working. >> Not not to step on Nick, but >> this is >> if we're at 1.2, is there any way to anticipate what we might be spending it on the rest of the year? like do we have
an idea or is it like it's really like something I I don't I can't even think of something offh hand that we may need it but like >> I mean typically if you look the trends we've never gone over >> the funds received so it's safe to say
that's probably no more than 250 if that times right >> so there are certain things that we budget for >> um so for example um there are incumbrances in all of our lines when it
comes to supplies and materials. And so that each of the building principles has a number that is there based on their student enrollment at the building. So, and they draw down from that encumbrance throughout the course of the year. Um, and then anything that is left over at
the end of the year will go back into the school choice revolving. We'll unencumber it. We'll we'll add it back to our total. Um I believe and please correct me if I'm wrong Christine that um we have a line for um staff professional
development for course reimbursement >> that is being funded by school choice. So what happens is that all staff get their materials in for reim it's right now it's encumbered right then all staff will submit their reimbursement Pam processes all of them pays all of that
out and so the process that's your moving target that's our moving >> so like I know we sat here last year towards the end and we were discussing new curriculum >> so like if we're sitting here again so >> Brian comes to us in May and says hey we
got to make another payment y that's where something like this could come into play. So, we have to have a little reserve because obviously curriculum is an educational expense. So, that's where we would have like yeah, we're going to get a good deal like you did, but we may have to make a payment, >> correct? >> Like year 205 or something. So, that's
>> and so those are things ideally those are things we would want to use school choice on. We would want to use school choice for curriculum purchases which only happen once every 5 years. Um, we would want to use them. >> Last night we were at capital meeting.
We have annual lease payments for these boards. Like it would be nice to not have to go to capital and ask for $35,000 for a lease payment and pay that out of school choice instead. But unfortunately, because we've become so reliant on school choice for things like
the contractual, you know, funds to reimburse teachers for courses, it's more difficult to do that. So I'm and I don't want to speak for anybody previously, but Dan, you were here when we when we kind of went down this road.
And one of the biggest things we discussed when we started school choice was that school choice should be for those extra things and over time it really has become weighted but balance our budget. Well, I mean I think you know not to go
down the historical perspective but I mean this made us a onetoone district which was absolutely necessary co times. >> Um you know and I think we've we've done a good job in the last couple of years of getting away from you know the technology aspect of it and taking on
networking and now it it fortunately has become something to balance our budget like um you know we're we all know what the budget looks like. we we you know we've all done this long enough. Um, so I think it's we've done a better job, but I mean for a while we were like,
"Oh, we have all this, but you know, we didn't really have a plan for it for a few years." And now we seem to be we would like to have a plan to use it on X, Y, or Z, but now we're using it to, you know, I mean, when we first started this, we said, let's let's absolutely tie salaries to it, and that way that's
a motivation for that particular, you know, job to stay in. You know, we never really flipped it to the budget, and then we realized that wasn't a good practice. So that you know it's evolved heavily and I think you know it's >> you know we we were obviously in a tight
situation. We were forced to limit it. We're not going to do this at the we're never going to do this at the expense of our own children. Um but that was the necessary you know condition last year. But um yeah, like I said, I was just more curious with if we think we're
going to come close to here this number. >> The last few years, um there's always es and flows in the actual budget itself. Um for example, you may have someone who goes out on a medical leave
and you're only paying them for x amount of days and then you're back filling with sub. And so therefore that could be a cost savings. You could have someone who has enough sick time to get them through our last day in June. And so you're paying them and you're paying us some which is going to cost us
more. So there's always es and flows. And so um what happens at the end of the year is we look at where do we have some of those savings and where could we take expenditures out, move that back to school choice and use the savings that we have in the budget to pay for
whatever that item is. Um, so we are really and and I have to give Christine and her team giant kudos because they are constantly looking at these numbers and making sure that um we're keeping track of of the best way to do this. Um,
I just know, you know, and we're going to talk tonight like first pass it like what our potential budget reductions for FY27 could be. Um, if we didn't have, you know, the 1 whatever to backfill it, that would be even bigger. So I I think it's it's we need to look at as a as a
as a fine line of of balance. Yeah. And then we also from our perspective need to look and say okay is there something that we could potentially move from school choice into the budget. And in a year where you're going to get a 2%
increase or a 3% increase from the town, it's easier to do those things than in a year when they're when you're saying, "Oh, we're going to be level funded." So, it's it's knowing when you have the flexibility to move things and when you don't. >> And I think that's the biggest difference where we've gotten to with
this with this school choice funding. I mean, we we never tried to use it as part of our budget. Now, it's the unfortunate part of our budget is, you know, if we're looking at a reduction of $1.8 $8 million and we could say, "All
right, it's not a staff position, but we could keep, you know, some sort of additional thing at $200,000, then we have the ability to do that." Um, but, you know, we have to know that come next budget season, you know. >> Yeah.
>> Maybe only be in the budget for a year because that's all we have. >> Yeah. I think I mean ultimately I think it's a kudos to Jen and Christine both to like understand trying to pull things out of this you know because the more we can kind of pull out of this the more it can go into
the regular budget because like like we we've said before like we got to put a budget up that's going to meet the student needs and like we are meeting the student needs but we are also million dollars short because we are taking some of our revenue and spent again you know so and again I mean
Overall here it looks like we're pretty much you know whatever we received over the last few years. Obviously there's some exceptions here and there but like you pretty much whatever you're bringing in you're expending out but you're sitting on a million dollars in revenue and as we're pulling that thing back. I do think millions probably a nice slushy
rainy day fund in a way. Um and at the end of the day a million dollars really isn't that much money in the grand scheme of of what we're doing >> which sounds crazy >> which which does sound absolutely crazy. >> It really does. 02%. >> Yeah. I mean, yeah. At the end of the day, it really is not that much money. And if you do it on one time funds,
you're going to blow through it in a year, maybe two, you know. So, >> one payable. >> Yeah. Right. Yeah. Correct. >> Yeah. So, it's I I think if we if we do look to, you know, if we could take a little off and say, "Hey, this capital request is not going to get funded this
year." I'm not even picking on the shares capital. I'm just in general. Hey, this is not going to get funded, but we really need it and it's a one-time thing. I do think this is an easy way to kind of tap into say, "Hey, you know what? We're going to take that off. We're going to help you out here, there, whatever." But, um, yeah. >> Well, and I think to that point with
capital, if we could take something off and that could go to something else. >> Exactly. Capital, if we could take $35,000 from capital, but maybe that's used for the, you know, call it a $50,000 gym floor or something like that. Whatever that looks like. >> It's very different, but it is also kind of similar to like the ambulance
receipts. Like they're making they're making revenue off of what we do. same idea that we have which bringing students from the outside of north you know >> at a higher rate >> um I know you still have another page but before we move on just for me in
theory right b started to what we're sitting on to where we may end we would start FY27 roughly in the 2 millionish right 2 million 2.2 two something like that. They're probably less than a little less than that. Okay.
>> So, we're at 1.1 now. We have another which at that time that we did this, this was a little a little bit ago. Um >> and then we have another like 300,000 and covered. So, we'll use most of that. Um just thinking about like cuz if we
started at 1.5 >> that was so Okay. Yeah. Again. Yeah, that makes sense. Yeah, you're spend >> I know it's skin hard kidding. Um so we get monthly payments like 12 installments and then um usually we get the shake up of a little extra money
after we get spre and then but last year because they saw this decrease coming that kind of happened quicker um the last month we got like all of a sudden 70,000 last so that um the month of June. So like
>> you know that kind of changed those but we didn't know that last budget. Okay, you know and you don't know that. They don't tell you ahead of time, you know. They tell you the first >> when you close new books. >> Oh, right. Right. So, the first six months, seven months, it's pretty consistent. You know that ahead of time,
but then it starts to shake up a little bit in the spring. >> So, you said it well in summer, so it it comes in during the summer as well. Definitely. Um and then and again, how long would you say
um before we get out of if ever the necessity of school choice funds like we're using them? We're using them for things that >> they should be. Is that has that thing? wants. Honestly, I I think it really
depends. Like >> if if we could say we know we're going to get 3% a year >> from the town for the next 5 years, I think we could probably put together a plan where we're like, "Okay, we're going to do a little bit of this this year. We're going to do a little bit of this this year."
>> And I don't know that you could do it in the five years. I think it's honestly probably more of 10 year >> situation. Um and I mean we would need some sort of guaranteed return. is >> right. We probably did a little bit more the past few years have been like all
the subs. We separated um Brian's lines between school and his supplies are now in the budget currently. might not happen very shortly. But um so I mean it's only like 10 15 20,000 here and there but we're just
point again how how much we get one as J mentioned but also how uh the decrease of funds in the that we get over time that we see which I think after this year I think we'll be able to tell a little bit better because it was a little unknown
for a bit there. And I I ask because again we've started to reduce at the elementary level what we're bringing in. So when Jen uses a number like 10 years, well now our those second graders are graduating. And so if we're continuing
to decrease, but yet we are not getting the revenue elsewhere or actually getting less in certain situations like what what where are we going is I guess you know just Well, and and I think that's the debate
we had every year. We established this and it's like, >> all right, you know, and and honestly, we had many years ago said, "Hey, if we have an extra bus, could we park it in one of these towns and we'll offer transportation? We'll get more kids." >> You know, >> that's outside the realm of possibility.
But, you know, it was just one of those weird ideas when you think about it because it was a revenue stream and that's exactly how it's, you know, >> well, and now we've become >> now now it's become alliance. Correct. So that's why like >> and that's my primary
>> right and that's this is and so a year ago at this time when that and this is such a tricky slippery thing because I again as Nick has said or you have said or some of us said this is not typical of most districts. This is not how this is run. Um, however, we this bed has
been made and now we are in it. And so like I I just don't know, you know, so I get the the idea of trying to decrease in certain areas, but again, I just don't know if that's necessarily in the safe plan either. So, but anyway, that was
just it. I know you said one more spine just said to me, it's like chess. >> Yeah, it's absolutely right. Yes. and like it's very difficult to predict what the next move of your of your counterpart is going to be and you're trying to kind of like block all angles. Um I'm gonna keep going. One thing we've
actually never talked about before is outgoing school choice. So just like other kids are leaving their communities to come to Norton, we have kids that are leaving Norton to go to other places. So this does not include charter school at all. So because charter school is a
totally different formula. This only includes outgoing school choice. So 24 25 school year we have 33 students that left. We had 21 students go to other public school districts and then 12 go to the Commonwealth virtual schools. So
in the state of Massachusetts there's two Commonwealth virtual schools. >> I know where Nick's going. SO >> THE FORMULA IS THE same just how much I didn't say. How much do does the virtual school charge you? Um I I actually believe it's closer to nine. >> I think it's 10.
>> Is it more than that? >> I think it's like I thought it I thought it was like 10 last year. >> I thought it was 11, but we're seeing 11. Um and then this year we actually saw a huge increase. >> Well, you know, huge. We went from 33 kids leaving us to 51 kids leaving us.
So 32 kids are going to other public school districts. So like we've got 10 kids that leave us and go to Mansfield High. We've got um two kids that leave and go to Brockton High, you know, one that goes to Bridgewater Rain and one go that goes to DR. So it's kids are
leaving us too. >> Well, Mansfield though, they just opened school choice. >> Um a few years ago, probably four or five school, right? >> So we have two kids at Qualters, >> which is the middle school >> and then
I was going to say the siblings are teachers. Yeah, they're not gonna >> Yes. And then 10 at Mansfield. We've got four kids that go to Taton High, one that goes to Needam High School. So, kids are leaving us, too. Um, and so I think that's important for us to know.
And what's going to happen is that the cost to Norton last year was $276,04. The cost for the upcoming budget cycle because of the increase is 425,000. and they have our savings for school
choice but that that I assume right >> presumably so let's remember that comes off the top like that is a different like and it actually was the one that reached out to me and said is that right and so Lori Kazati put together all the
data for me and said yes that that is right and so that is why there's the difference in that in that cost when we look at the um the overall revenues and expenses sheet from town manager So that's something that I think is important for us to consider as well. >> And I think the other and we've had this
discussion multiple years as well. Like we have no control over Southeastern Bristol Aggie like they just sent us a bill. They don't have to come from the finance committee. They have to come they don't have to come and explain everything. You know, Bristol Aggie just did a huge renovation and we're on the hook for ours portion of it.
You know, I remember, you know, going back 12 years ago, Southeastern actually came in front of the select board in the town and said, "Oh, this is this is what you're getting, you know, for this." And and I believe we'd have to check the numbers, but I think we're the second highest by Brockton sending kids to
Southeastern now. So, it's >> Well, yes. >> Well, because now with the lottery that's >> Yeah. That's going to be a very huge barrier. >> So, that is something else we're going to talk about. >> Yes. So with the with the plus 18 from FY25 to FY26, correct?
>> Yes. >> So do we have any idea on why like I I'm assuming we don't survey these kids or parents or anything, but like >> we don't know. >> We have no Yeah. Is there any way we would ever be able to find them? >> I mean we absolutely could. I mean I can tell you why my kid goes to Swanson. Yes.
>> I'm one of them. Well, school start time. >> Yep. It's much easier for me to bring him to my find champions for a 9:00 start. And I guess like that maybe like if we could yeah >> would it be you know smart kind of get an idea of like hey why are they leaving
are >> we know who these kids are saying they were ours you know and then they left you know come here eventually I'm assuming just not right now >> I'm assuming with Mansfield you have a I'll say a perception because I don't think it's actually true of Mansfield is better than nor true at all but
>> my kids go to Mansfield I don't think it's true >> like you know I think it's a good school system I think it's a good town But like I don't think it's necessarily that education is what you're going to put into it. However, like are they going because they're D1 and they're looking at, hey, my kids are a really good baseball player and I want to jump in and try to get them more.
>> Well, someday for the arts department or that's what I'm saying. Multiple reasons they have music department. >> So like is that a reason? >> Yeah. >> And I mean we could absolutely do that and find out say what would it take to get you to come back. So this this may sound like a silly question, but
>> money >> this Commonwealth virtual school that's not >> that's not what like a home school would fall under, right? >> No. No. So if you homeschool your child, there is you are designing their own curriculum and submitting that or you're
using a third party that provides the curriculum for you. The virtual schools, one is Tekk and one is um Greenfield Academy. um they are considered public school students although they're learning at home and it's definitely the
right choice for some kids but um we can't compete with them but Oh yeah do you know >> um so ironically which is really funny they just um released the inflation rate for the virtual school yesterday >> and it's almost 14
>> Wow say 9000 $1 more to go to virtual school than to send a student from a district to a district to learn with lights on, chairs, and everything else. It's an absolute joke. >> It's an absolute >> That's something we don't have any control over either. >> No, we have no control over.
>> No checks. >> I was going to go back to the other point that I say every year. >> Since 2014, >> that's Greenfields. Yeah, it used to be called Greenfield, but yes, >> I was going to go back to the other point of since 2014, it's been $5,000 for a school choice student to come in. And in 2026, we're in the same boat of
$5,000. All of our increases have absolutely exponentially doubled in some cases and yet we have nothing coming in. >> I don't understand why that's one area where there'll just you know >> the reason why is the cities would lose
a lot of their students who are school choice out and the money would go out the door. So the crapole schools that are here now would get even crappier. That's why that's not politically correct, but that's a goddamn service. Continue. >> Okay. Okay. So, moving on. Moving on.
Slide. Um, >> I've got some I have some thoughts and some methods in my mus. Um, so our current smallest class is our kindergarten class with 139 students,
which is very low for us. Um, however, we tried our very best to make sure that our um, enrollment at the elementary schools stays as, you know, small as we possibly can. When we have conversations about
FY27 potential reductions, we're going to have conversations about um eliminating sections at the elementary level because we have this very small group of kindergarteners. Um so I am not recommending any school choice places
other than our siblings and Norton staff for elementary. we just if I'm going to be eliminating you know a section here and a section there I want to make sure that we are able to maintain that with uh the number
of students that we currently have um our seventh grade our current seventh grade class we always talk about as that smaller group um as well they will be eighth graders next year um and so I'm recommending that we open five seats there last year we opened I believe two
seats in grade seven and we did not fill them. We only filled one. Um, grade nine, we currently have 177 eighth graders. We found out recently that 35 of them have been accepted to
Southeastern Regional. That is the highest number we have ever had. That number does not include 39 total 35 daily. >> Well, right. that they don't have the weight list really fast.
>> Yeah, they go and that that's not just so that >> that's everybody. That's everybody. >> Okay. So, I didn't know if it included or didn't include. So, that's the Aggie. That's >> everybody. >> BP. >> So, we've got almost 40 kids. >> More BP than we ever had, I think. >> Yep. Leaving.
>> But those are school choice kids that are leaving. >> School choice kids that are leaving to go to BP, >> right? Because they we're not a BP district. So we have school choice kids that are leaving to go to school. >> So like the time in the middle. >> So the the 39 who are leaving are leaving
>> to the folks and to private. >> Correct. Mhm. >> The number that we got on the back side of this or whatever of the >> 51 that's via school choice public. >> Yes. >> We'll call it public to public. Yeah. >> Got it. So
that incoming um freshman class is going to be roughly 138. So those 39 have accepted and are definitely leaving. Yes. >> We always today. >> Yeah. They always kids that come back to
be honest with you for reake in the summertime. But >> um >> they get here in September. They're like never mind. >> The waiting list is the waiting list. moving through those. So we should they'll appreciate >> you we could still go up too. >> Oh yeah. >> Yeah. >> But then the other thing is if they re
in the summer then we won't get credit for them until the following. >> So it's before October >> as long as before October 1st. The kids are there the ones that come back on October 3rd. >> How many do we normally have? Like I know this year with the lottery >> been 20s
>> typically I think the last few years >> but I think the lottery is >> the lottery doesn't assign a number of seats anymore per town. So that's a big change. >> So next year we might not this year we have a lot of kids at the lottery but I think theoretically they don't make changes. Next year we might not.
>> Right. Yeah. >> So it's going to go up and down. >> Yep. So the ninth grade class next year as currently constructed will be 138 students. >> Um and then our grade our current freshman class is at 150th grade. So my
recommendation is to add five seats in grade 8, five seats in grade nine and five seats in grade 10. Um I am happy to have conversations with you about any of those things. Um, I would also say obviously siblings we
know um and our JC our JCF our MPS staff really appreciate um school choice for staff as well. Um I mean those are my thoughts. I mean, I think that's that's kind of a
safe play because I think as you know, as we get into seventh or not so much, but eighth, ninth, like I hate to say that we don't really worry too much about class size because they're constantly moving around like at the younger grades. I think we have to be very cautious and we have been very
cautious. I think in the older grades, we it's easier to absorb more seats. Um, that being said, I mean, you know, I mean, it doesn't seem like it's too much of a an increase. So, I I'm I'm on board with it. I I think the I think this is a
conservative number, but that that works out. It's not over the top. And I think, you know, >> and grade eight is our current grade seven. Yeah, >> that's our smallest group. >> That's our current smallest >> until we get to our kindergarteners.
>> Clark Smalls. >> Yeah. Um, and as of this morning, we had 81 students registered for kindergarten across two schools. >> Oh, wow. >> So, they usually start small. >> Okay. Start small. People forget they have five. >> Especially if you don't Especially if
you're the last one. >> Forget it. FORGET IT. >> HEY, happy Labor Day. Let's go do kindergarten. >> Yeah. Um, and like it's funny because like we we joke around about it like there's a number of little lancers that we know are going to kindergarten that haven't registered yet because often times parents don't think about the fact
that they still need to register for kindergarten even though your child's already here. So it's a different registration process. So um we will make sure that we're on those and so if once all those students register that'll be 104 >> which is 104 so small >> still small.
>> Yeah. So then am I right that that would put us at about 200 for FY27 somewhere in there for school choice. >> Yeahish yeah ish fewer >> right if you fill them all in and I don't know off the top of my head how many siblings we have potentially
becoming any of those things idea or how many staff members have you know 5-year-olds or whatever that may be. Um >> okay >> but yes we've we have um almost 20 students graduating this year. >> Yeah. Yeah.
Now, do we do we ever maybe this is a separate do we ever track like hey you're here for the first six years and then they go back to business with somewhere else like do we know if like have we ever done that type of >> we I not to my knowledge I mean I can
certainly we could I can kind of >> look at trends I see we can find >> okay large I did a diagonal and I looked at here you know from attraction from like you know FY20 to FY26 and you know
no this was just by general increases to decreases and there were a couple of interesting years. So um the our current our current uh juniors when they were 7th to 8th grade we had
18 and it jumped up to 26. >> So that was just an interesting one that I noticed. Then there was a large decrease. Our current seniors um when they were freshman they were 27 and then it jumped down to 21. So that was a decrease. So I was looking at that
just to see like you know or from where they started to where they ended there was a lot of interesting fluctuations. Um our current current freshman class there were 12 in 2020 and now there's 14 but there were
24 last year. There was a 10 drop from 8th grade to 9th grade, which would make sense because of the, you know, but that wasn't a a consistent large drop. >> Well, keep in mind though, and I'm not grating on your brain, but they may not have started at school choice and second
grade. They may have started at >> Right. I know. I just think it's interesting that the the fluxes and the, you know, and from where we start to where we end um are relatively all close. Um, you know, the was a plus eight difference from our second graders
to, you know, our current eighth graders. Plus eight difference from where we started in 2020. >> There's a plus 10 in our current juniors from where they started back in 2020 and 13. There's 10 more now and then more then. Like it's just an interesting >> It's very high pattern. >> It is. There's no real rhyme or reason
to it. There were just a couple of them that I thought were interested in these large jumps and decreases, but a lot of times it's that change over from 8th grade to nth grade. >> So, hypothetically, kids school choices kindergarten on gets to 8th grade. We've collected the $5,000
since kindergarten student jumps to a bad idea. Virtual school out of row of us. Who's on the book? >> Oh, there was district. They would still be out >> even though they were with us for >> it's wherever they were. We're not their
home district. >> Yeah. So it's interesting. >> So that is what I have for you. >> I mean I'm okay with those uh 15 because again they that couple reasons. one that falls um within those higher grade
levels, which is typically what you normally would see with choice. I know it's not all high school, but it's upper middle and those are low class sizes. Um yeah, so I'm okay with that.
>> I would uh I would leave the current seventh graders going into eighth graders out and just reduce that. We opened it. We got we had two openings. He only took one. Doing five. Why even open that
door? I would just leave it for now. But I would get everybody out of the middle school. And then I would I would do the five and five in ninth and 10th grade. That's what I suggest. >> I just look at as no harm, no foul. I'll throw the five because again, if we only got the one >> problem. Yeah.
>> Because I think the other fact of that is >> if we get six, then we'd have to have a meeting. >> But if we get one, >> the one's a huge pain. And that comes with a whole ton of needs. That's can cost us a lot of money. So it's like, do you really want to play with fire in eighth grade when we're at the middle
school? Do you haven't been able to be with the principles and the teachers and know all the culture works and everything else? Do you really want to, you know, because I hate to say this and again not politically correct, but if someone's school choicing in and in in the eighth grade, you're probably looking at parents and student are not
happy with whatever district they're coming from, which makes me think more times than not, and again, not politically correct. You probably are either behavior, you know, high high needs, whatever it may be. and now we're going to evolve him into into a culture and a system that they haven't been
involved in coming as a ninth grader and then we got them all four years of high school. So I would came that class small. They're rolling along. I would I wouldn't even Well, we tried we tried doing it this year. We got one. Why why even play that play that game?
>> But I don't I don't know what we have to do or what we do. So >> So you guys are able to vote tonight. Um, we can >> or you can hold off and we can talk about the next act. Up to you. >> Uh, we'll have a new meeting at our next meeting. >> We'll
do that out there on the 15th. >> It's probably about >> So that's just mine. >> I'm good with >> I'm fine with moving. >> I'll throw this out there just as an idea. Since our freshman are going down to potentially under 140, do you want to take those five spots and move them to
the freshman? What happens with that? I would I would rather do that than for eighth grade. Yes. I'm not >> No, I mean I totally get your point. No, and you're right. I mean, that's always and that's usually why they reserve it to the upper classman because you take that risk of you don't know what you're going to get. Yes, I I do.
>> And you may see more kids make a transition for high school. We've got a great high school. We've got great programs. If >> these kids are all going, that is going to be a very small class. Yeah. Um, it allows us to keep the number 15, which we know we're losing almost 20 seniors.
I'm just a thought. >> Want to make that motion? >> Sure. Uh, I make a motion. >> To increase Oh, no. We don't want to do as despite. >> No, we can >> All right. So, I will make a motion to
do 10 school choice students in the ninth grade starting in the fall and five in the 10th grade as well as any staff children >> and any siblings who are currently here.
>> Required by law move >> second uh all those in favor. >> I stole the chair. >> I know I was going. >> She was confused for a second. >> I was going
all those favor. >> Thank you guys. >> Me some slack. >> You seconded weird. >> Well, that's cuz I moved it. Sorry. >> I don't know. All right. >> I'm so sorry. No
instead. I brought every single >> All right. >> I haven't even played it here yet. Um, okay. So, I wanted to bring back the conversation that we had um recently. Um, we had a presentation from Tim of
Ross Hayward Associates. Um, and so I just kind of wanted to just guide a little bit of a conversation about what our thoughts were about next steps. So ultimately he gave us a couple different scenarios. One was like looking at the paired ele school model where you would kind of reorganize your grade level. So
it be like a K to 2 or 3 to 5. Um, and what we found in that one um, we did not have the capacity at JCS or LGN in order to make that happen. though LGM being an early childhood center, it's just not going forward. Uh the second thing that
we looked at was reviving the boundaries across town and looking at a grade configuration and that would also that would include um grade five moving up to the middle school. Um the issue with that was that there was you know some
capacity at one building but not enough capacity at the other. And so ultimately their recommendation is to maintain the current grade configuration um and school alignment, not really change anything for now um while kind of exploring a more efficient uh
transportation um schedule. So ironically that was kind of what we came up with when we did the um you know the work in the first but I actually feel good about it because now we know right the the stones have been unturned. We we
have professional. Yes, we have professional opinion on really what needs to happen. >> And so we would be going to a two-tiered system of middle school and high school starting earlier and then the elementary schools um staggering a little bit. Um
and so that would allow, you know, we would move from a two-tier bus system from a three- tier bus system to a two-tiered bus system. Um it'll allow the roots to kind of collect students a little bit more efficiently where they would be picking up students in grades K to 5 all at the same time. but we're
picking up middle school and high school at the same time. Um, and you know, kind of a little bit of a more unified system. Um, it would be an additional cost probably one to two buses of somewhere between 90 and 180,000. So,
it's a cost to us, but it is not a cost of like 600,000, which was one of the other scenarios, which was absolutely primitive. Um, and then their recommendation is that we probably would need to give like an hour and 10 minutes between when the high
school starts and when the elementaryaries start. Um, >> I actually don't think you'd need that much, but >> I don't think so either, Dan. >> I don't think so. >> Um, and so that's something I think Christine and I have kind of talked about. Um so so ultimately what I'm what
I'm hoping for us to kind of discuss tonight and I would like for you guys to give me your charge in terms of next steps is um what are our thoughts on the recommendation number one um and what do we want our next steps to
be? Um in in my mind I would say that we would need to get together with our bus company and actually look at the feasibility of this um one with students that we have enrolled and where everyone is um the number of buses that we have
and the times um because I think that is going to be a big factor for families um and I know it will be a huge factor for our elementary staff who is now going to be going from starting starting at 7:45 to starting later. Um, so we have to
look at those things really carefully. >> So speaking on the trans, so we have to be careful when we when we talk to the transportation provider because they're going to want to charge us as a three tier because they're going to multiple schools. So we may pick up the group at
the same time, but it's going to be considered two tiers because it's two stomps. >> Interesting. That's I can tell you if they're any type of provider that's what they're >> however however I would argue that we already have
a three tiered system where in one tier there are multiple stops. So like for example right now tier one some buses go to the high school, some buses go to LGN. Tier two, they pick up middle school and the YAL. They drop off at the
Y and they drop off at the middle school. And then tier three is just GCS. And we did talk to them. Um I wrote in the contract this past time uh last spring to four um to to that exact point
to make sure that we could change the tiers >> within um the contract from three to knew that this was you know that we were working on this larger project. So I think it should be >> because the other thing to add to that discussion too is if they have the
higher bus capacities. So they have the two style buses where you can get >> Yeah. >> Well, if they if they have in the fleet, that's one thing, but you can request per the contract that certain routes have that higher capacity. Like like for example, that sticks out like going over to the Glenn, you're going to have X
amount of kids, but with those bigger buses, you can add 10 capacity and they shouldn't cost more in the contract. So, speaking of the contract, would if we went to a system like this, is this like an MOA that gets done? What if the
bus company says we're not doing that and you got to finish out your contract? What is that all kind of >> Yeah. When is that when do we do the bid >> not for watch? Okay. Thank you. And we don't ever get any other bids. >> No, it's only one. >> Correct. >> Um game.
>> I know. I mean, we did talk about that it was at the district's discretion to change. So, on that end, there was a couple new things that we did. Um and then um as long as we don't go over 20% of what the whole um worth of the
contract of or down um which some of those scenarios we just have to be careful then that would be the only reason that the day now >> and then from a timing standpoint like that's my personal watching my son
at Northwest Street and there's like 40 stops down the road with like little house. Next house, stop again. Next house, stop again. It's like, no offense, but like can we can meet make them meet in the middle and do it one stop? Wouldn't that help me? >> My parent that wants to do >> Yeah, I was going to say
they minority, my friends. It's it's tough on the main street. >> I understand I understand like Northwest Street. I don't I wouldn't want my kid walking down the road. But like JFK, which is a side road where like the bus used to just go down Northwest Street
and all the kids who lived in that neighborhood walked down and met at the bus stop and threw around the football and had fun before getting onto the bus. >> Cuz I think like when you look at like Village Way, that's a group stop at the end. My street's a group stop at the end. >> Mine's a group stop. >> So it's just it's anyway. But those are things you look at when you do your
booty. >> I agree 100%. >> I agree. >> Um and and so I think >> like everyone has an opinion about it's one of those it's one of those things, right? >> And then you suffer more frequently for
elementary. >> Yeah. That made you >> as elementary. Well, not all of them because again our elementary uh GCS are still a group stop because I have several neighbors that have been fighting that for a long time. >> A side street of a side street.
>> Yes, I know. >> I was going to say I think they could probably be a group stop if you are. But >> I'm just telling I'm just speaking on behalf of you know >> um so I think to me one of the next natural steps would be to look with work
with our bus company and say this is what we want to do. Um, this is our goal to implement. We could not implement in the fall of 26. It's way too soon. The fall of 27. Um, and then knowing a, do we actually need an additional bus or
two? And b, how much time do we need between the actual runs? Then looking at times, because to me, Mhm. starting high school and middle school at 7:40. I'm like, I think we This is awful. And I
know this school expensive research, but I think we could maybe bump it up a little bit to get our elementary students in earlier as well. Yeah. Um >> I mean we started at like >> Yeah. >> Um I mean I know my kids >> my kids are in Manson are out of 149
every single day and they're home in my house like um >> and that was on the bus and not with a crazy 16-year-old driving like that was in my house by 220. >> Yeah. districts gets out at 137.
>> So my question is where would you guys like us to focus our attention for this next step? What are questions that we have? Dan, maybe you and I and Christine could come up with specific questions when it comes to transportation. >> Um and then I think once we have a
little bit more information to me, then we start with our outreach to parents, outreach to staff and community forums. >> Yeah. Well, I mean, I think the good thing with this, I mean, we started this discussion and it evolved into, you know, to your point, if we're going to
do it, we do it right and we are essentially back to square one and we get to say we kind of knew what we were talking about, but now it's been certified, we kind of know talking about >> and then, but we know all those little things that maybe we didn't think of like a bus capacity issue or, you know,
how does it look with the vendor and things like that. So I mean those are the things that the experts can point out that we probably was way down on our list. But I mean ultimately I think this was a good exercise >> that we collected all the data. So I mean and we can present all that to the
families that says you know the experts are saying we're doing it the right way if we do X Y and Z. So that just makes the logical choice and logical sense for us to do that. >> Yeah. I mean, my my recommendation would be uh use the chair um to our advantage.
You know, you got people from different backgrounds and a person who watches us every day. I think having him obviously more more on your plate. You're welcome. Um you know, but like having using him to kind of help, you know, modify whatever we try to need to do and then
kind of bring it back to us at that point and try smart if you can. Thank you all. >> Um All right. Next up is discussion on the FY27 budget reductions. Oh, we're not to do that again. Um so, um this is
very first pass at um just some thoughts for FY27. Um we have been uh I guess asked um to look at what this what um would the impact be if we had a level funded budget. So a level funded budget
um for those people who are not um >> familiar with lingo is that we would receive the exact same amount of money for FY27 that we received in FY26.
However, as we are all aware, costs go up. We have contractual obligations to our staff, to vendors, uh, utilities, materials and supplies. Um, all of those things go up. So, if we had a level
funded budget for FY27, it would be a cut of 1,632,514 over our proposed budget for FY27. So, 1.6 million. Um, it's a lot of money. Um, as we all know, we cut 29 positions
in FY25. We cut 11 positions in FY24. Um, we were able to bring back probably three um at fall town meeting um as part of FY25. Um, but we're still down about
boarding positions um over the last few years. So, there is not a lot of available stuff left for us to cut. Um so based on some math um that Christine and I have been doing um we believe that
this would be about 8 to 10 staff physicians um and the recommendations that we have um are you guys always know I will never say it's this person or that person like
that is things that will happen one-on-one with staff members. Um, but we would likely eliminate a few sections at the elementary level, specifically K through three. Um, because we do have this small kindergarten class that is going to be moving to first grade. Um,
so we may not need as many first grade classes or other grade level classes based on the number of students that are um, enrolled. Um, we also have like little bubbles that are kind of coming through and rolling up. So, it's really
looking at where is the position needed versus where has it been and not leaving x amount of teachers per grade level just because that's kind of what been what's happening. Um, so that is definitely what we'll be looking at. Um,
first, um, as you all know, you've heard me talk about fifth grade and the need for, um, moving a position up to fifth grade. Um, we will still be making it a priority. So it could be that we're cutting more sections in other places in order to make this happen.
Um we're spending a lot of time looking at the actual delivery of specialized services. Um and so that is special education and also um service providers themselves. So Casey and Vinnie and our
team have been um we're having a lot of conversations about equitable case load about um you know the amount of time that's needed in each building to ensure that we're servicing students appropriately and are there places where we can make adjustments. So that is
something that we're looking at as well. Um and then reorganization of administrative positions. Um you guys know we are not really overwhelmed with administrators although um people seem to think we are. I think that graph showing that we were the
lowest around for administrative positions was was good. Um but what supports do we have in different places and are they being utilized in the best way? Um and so that's something that we if if we're going to have to cut 1.6 million, those are things that we're we
we have to look at. Um, when it comes to line item reductions, um, there's not a lot of extra things that we offer during the school day. Um, but we do offer some things outside of the school day that are not costneutral for
us. So, um, looking at some of these things that we're offering and saying, is this something that we could shift in terms of extracurricular activity? And then also and then finally we'll be looking at reallocating positions within
the revolving accounts themselves. So for example we have facilities revolving account like could we put one more um custodian as part of the facilities revolving instead of having them as part of the budget. Um is there another par
professional that could be moved into the preschool revolving account? Um, and so as you all know, like we balance that as best we can. Um, but that's kind of where we're at right now. Um, I will
share with you all probably more specific um, details in terms of what that means. Um, but we're not ready to do that public. >> So I have a couple questions. So
>> assuming you know we do have to reduce staff would like bumping come into play like >> Oh absolutely. >> Um and then the other part is you know if we're looking at 8 to 10 I know we have some announced retirements when like if they're in those lower grades we would just say
>> yes >> not filling. >> So there there are um potential resignations and retirements in places where we could absorb that cut. Um, but I think it's important for people to know that while someone may not be getting a layoff notice, it is still the
loss of a position. Um, so we, you know, we're constantly looking at those at those retirements and resignations and saying, "Okay, well that's good because now we don't have to actually lay something off." Um, but yes, >> so we're losing a position but not a body. Yes.
>> I mean, the body is just retired, right? So, um, you know, >> and again, like I'll say the elephant in the room, I guess. It's like, yes, the positions being not backfilled, if you will, but you only have 80 100 kids in
kindergarten, we don't need that first grade teacher. That's real life. you know, just because if your enrollment's going down and our needs aren't crazy high because we have 30 kids in a class, we're still maintaining those similar class size that this committee likes in
terms of the elementary level. Losing the position isn't the end of the world. Like that's the real world. That's the world we live in. And again, I will stress this again and again and again. It doesn't matter. And I said this to Jenn and Christine the other night. Look
at Lexington. one of the highest per per pupil cost, one of the richest town, cities, whatever they are in the in the state and quite frankly in the country and they're laying off 60 teachers. This is a this is a broken system, you know, and it's not just
affecting NOR. Uh my question is is like the proposed I just pulled up the book. I think it was a special ed teacher and a grade five teacher >> and uh increase to a point or whatever. Would those positions obviously be a part of this? There would have to be. So I mean right now that the budget itself
really doesn't include the fifth grade number. It that's would be a shift in a position. >> Yes. So it's it's it's on a level service. So we're we were saying it it really doesn't include that victory position. It would be um
>> well like of these 8 to 10 these two two and a half are included in there. >> They would have to be they would have to be included there. I mean, if we still we have to look at it. So, we really need that position at the high school, then we're going to have to look to pull that position from somewhere. It's like,
>> right, it's like it's you're going to have to say, okay, these are the absolute needs. >> It's got no game. >> And so, we're now saying that this high school position is more important than something else somewhere else. >> Yes. But it's not going to cost us $71,000 cuz it's already in our budget
before. >> Yes. >> Okay. >> It wouldn't be an additional Yes. So I guess >> so it would be the 1.6 is the reduction on what we're asking >> I guess. So so okay so the 8 to 10 hypothetically just say 10 for for >> purposes and we'll just say these two
positions are added in there. >> Yep. >> So right off the bat with 10 positions we're really down technically would be down to eight because these two are built in. We don't have anybody in. >> Correct. >> Okay. >> However we really need that back fill of the point 4 L. >> Yes. Yes. >> We have the 6 teachers retiring. So,
we're going to post for a full-time position versus, >> you know what I mean? >> And I think I've asked this over the years as well, like with retirement, >> is there any incentive hypothetically for a teacher who is like, I am done,
but I have one YEAR or administrator who are sitting there saying, "Hey, I am done. I can get 75% right now. If I wait one more year or two more years, I'm going to get the 80%. Is there any incentive >> for them to jump? >> We do not currently offer a retirement
incentive. >> Can't wait. >> We absolutely can. >> Comes back to money. We had looked at that many years ago. >> We We absolutely can. We the school committee in partnership with the team could put together a retirement incentive. Um I know a few other
districts did it have done in the past and I know a few districts are doing it this year as well. Um, we could say there you go. We are offering this. If you'd like to retire, this is what you'll get. See what happens. And again, I don't even know if that's
even I wouldn't even know where to start, I guess. But I know other districts have done it. And if someone is, you know, again, you just everyone's life's different. If you're relying on the 80%, you ain't going to go anywhere. If you're like, "Hey, 74%'s enough. 6% I'll go hand out stickers at Walmart." Okay,
be good to go. you know, like I don't know. >> I mean, there >> I don't know. They still do that. They >> understand they still I you know, I I think um there were a lot of districts that used to have sick leave buyback and then that was eliminated out of contracts and like trying to get
something like that back in as an incentive if they, you know, banked 200 days and they can get $20 for those days and in excess of 50. Like there's things like that that can be done which is ends up being sort of a buyout in a way. But um anyone that was hired before 2012 say
five week, >> right? >> You know, but so it doesn't really it's actually more of a long term because those people the ones you're trying to get to say bye and so they already kind of have that in there. >> Well, and it's it dep and I think we all know this too. It depends on the role.
It's, you know, as a second grade teacher, I can say it's easier to backfill an elementary position with a with a new educator and you're potentially saving a good chunk of money when you have somebody who's fresh out of school. Correct.
>> But it's, you know, not everyone is qualified to be a physics high school physics teacher. Those are very difficult to find. Um and so we do have positions that we are going to need to fill due to resations
um that will be challenging to fill and due to specialized roles, >> right? >> Um well, you're not always saving a huge amount not knowing, you know, all of a sudden now you get a child in district that needs specialized instruction. Now you need this person here, which we
don't have or what, you know, so >> that always. So yeah, so to Nick's point, yes, in some degree it is real world, but then there are other areas too that you can't account for and you have to, you know, who knows? Yeah. >> So we anticipate getting
I mean I don't want to bring up the the final other day. Um but when do we usually get our final number? like a couple weeks before >> public public hearing was notified that it's going to happen April 27th. >> Yeah.
>> So, um I would assume that at that point there's more information that's supplied and it's public hearing. >> Am I wrong? >> Agreed. The date that kept being floated around um was April 6th. So, I don't know if that is when the town manager will give his recommendations to the
finance committee. Um I haven't heard too much. Um, so I mean I was I was repeatedly told that they, you know, we will have a few more meetings to, you know, short things up and that they are waiting on recommendations from the town manager. So >> yeah.
>> Yeah. The the public hearing >> Yeah. >> is on April 27th. >> Yeah. >> Mhm. >> So I would assume, >> right, >> based on what I know, we ain't going to get crap until >> that was encouraging. Thank you. You're welcome. Look, you're so frank tonight. So,
>> I'm pretty much frank all the time. >> A little extra spicy. >> All right. Are we good? We move on. >> Okay. Uh, superintendent evaluation, discussion, and vote.
>> Yeah. >> I'm going to turn that over if you did put it all together. Um, so I want to say thank you to Pam for helping me on this. Um, my time got uh new stuff, so she out to put this.
Um, so just so everybody knows, uh, as part of our yearly review, we have to put together this lovely sheet that none of us like, um, me included. And basically, this is for Dr. O'Neal. And it is matter of public record as to how
she is doing. Um, do you want me to go through all this or >> whatever you would like me to do. It's certainly up to you. It is available. I mean, anyone can request it. Um, if you want, whatever you're comfortable with, Dan. >> Um, >> I had a question.
>> So, I sent an email earlier this year, patient one wasn't matching page one. So, I wasn't sure. So this professional practices I wasn't sure. >> Yeah, probably I remember my part >> right. So I just don't know what the one
it was supposed to be. >> Um >> okay you are welcome to discuss it and decide which which you feel the most appropriate which is so fun. favorite night.
>> No, this I mean there's no one here at home. >> Yeah, no one see >> 20 people online. >> That's what record number is record. >> I don't think we have to read through it. >> That was my only thing. >> I I would double check that. It's
probably an error. Okay. Um, you know, two screens, five screens. >> Oh, yeah. No. >> Um, other than that, I mean, you know, I I very much have a lovehate relationship when it comes to things like these because we have such good communication with you. I think that you
know there's no there's no surprises on these for you and I'm and I'm sure you know even the members would agree like you know this is a necessary step for us but we have open and honest communication with you that if there is something we have something that needs to be addressed or something like that and you are more than willing to get
into it. I mean some highlights for me and I think this was shared with every member is um you know communication wise and and community outreach and things like that you've done a phenomenal job with um you know sometimes to the point where it's like oh >> you know like we'll get like we'll get a
copy of it and then it's like oh I'm a parent too so I'm going to have to read it a second time >> or like you know and I'm sure you know those of us with kids at multiple schools it's like oh the third time fourth one u but you know and and I think in this environment, you know, the public school environment. There's no
such thing as too much communication because um you know, open and honest communication is things that you know, we've we've been under attack for many years that we're not transparent. But every one of your you know, press releases and newsletters is really
peeling back those layers of visibility and saying here it is, you know, and to the point where it's not like we can handel communications like we're sending them out and it's up to you. Um, you know, unfortunately, like the thing I've always kind of struggled with is those
who kind of tend to take shots at the school committee probably don't have kids and don't get the newsletters. So, it's like, huh, well, how do we reach out to that part? Um, so I think, you know, overall, um, you
know, proficient in just about every category. Um, you know, uh, family concerns was exemplary across the board. uh communication again was exemplary across the board. Um
you know and I think the other thing is you know I think I noted this in in in part of my review that you know we set you set your learning goals and then you're you're up from yeah we missed this because this got in the way or you know it's kind of like the old well life
got in the way. So, but you can you have the ability to pivot between, okay, I might not meet this goal, but this took precedent and this is why I didn't meet this goal. And again, it's a communication aspect that you have with us. So, um I don't know if any of the other members had any other comments,
but um for the most part, um across the board, it was pretty much proficient, significant met, um and just you put piecing piece mailing it together. um was where we were at. Engagement obviously was another one that was
exemplary. Um you know I think one of the things I noted that you know your learning walks that you're skeptical that you're in our buildings. I mean you even were at JCS as acting principal sharing that with Ryan. So I mean you're and and I kind of joke with you I think you know kind of getting back to your
roots like you you didn't go to the building leader you went right into admin. So it's like oh it's like another step in your uh in your career. So, um, overall, I mean, nothing here was surprising. Um, you know, and I thank you for the job you're doing and you
kind of got into your position. Um, you were the right candidate at the time and it was a challenge as soon as you soon as you signed on the dot line. Um, but you continue to excel in those in this role and in those challenges and you're leading us again through another challenging budget year. Um, and you
continue to do so with with grace and honesty and transparence. And >> thank you. >> Yeah. I mean, second stance boards, obviously, we uh reuped your contract for a reason. Um, you know, I think you've done a great job communication wise, phenomenal. Um, you know, and if
you do have questions, you're very easily available and as is the administrative team. Um, you know, so to the people who say, "Hey, the transparency, we need this." It's a matter of like if you actually have a question, reach out. We're going to answer it for you. Um, and I think that goes from, you know, superintendent
school committee to teachers and everything else. Sometimes you just need to actually listen and talk and and kind of work out. Um, you know, so I mean from that standpoint, you know, the leader and to being the face of the schools in a way and, you know, that whole aspect of everything's phenomenal.
I mean, my, you know, why we're here, I think just a little bit of a needs improvement. I don't even think this is necessary needs improvement. I think this kind of comes with the contract negotiations >> of like we've kind of bumped those teachers up that next level. So now, you know, those new teachers coming in got to meet us there. Um, you know, and I I
think I put that >> Yeah, you're kind of >> in a lot of words in my thing, but I was kind of like, you know, from superintendent into, you know, more so building principles, which obviously you're going to be directly responsible for, you know, is making sure that we're getting recruiting and retaining, you know, the best of the best because we're
paying them the best of the best. Um, you know, so that's exactly kind of what I was, you know, and again, I don't even think it was really a needs improvement. I think it was more of a, you know, we got this done now and and we know, you know, >> Exactly. Correct. Correct. Um, yeah. I
mean, I think everything else was was really really good. Um, you know, and I and I think such a focus because I think that focus is really going to hopefully improve the student learning in our schools. Um, you know, especially, you know, obviously we
talk about the testing, we talk about all all these great things these kids are doing. I think with better educators in these rooms, you know, even even better than what we have. I mean, I'm not saying what we have is bad, but, you know, what we do have now, you know, as some of these, you know, veterans age
out and we're getting new ones in, we really need to make sure that process is a smooth one. Um you know and then ultimately I think I say this every year with these stupid things um is like when educators do leave kind of what is like you know is there a process
we can understand of why they are leaving you know um you know so I think those are those are ultimately my things I mean the challenges that we've got um you know it's a crazy time in education and I think you know ultimately you've kind of handled it you know the best
I've seen around to be completely honest you know do you I mean you look around not even just in the state of Massachusetts, but you know, DART districts and districts 20 minutes down the road from us and the nonsense that they're going through of of you know, fixing it and moving through superintendence and everything else that
uh you know, having a consistent, approachable face is a huge huge uh boost to the district for sure. And I know that's your evaluation, but your evaluation also goes for the entire administrative team. you know, they work for you and and I think, you know, we do have a great team in place that truly
care about student learning and, you know, hearts in the right place, if you will, in terms of, you know, making them as best we possibly can. >> You're present. You're a visible base. Um, you know, the kids, you you know the kids. You can go into any building and probably easily, you know, pick out half
of them and know exactly who they are, what they like, what they're into. Um, you go to the events, you you're here, your face. Um, you apologize that you didn't answer my email on Sunday. I'm like, it's Sunday. You shouldn't be answering my email. I'm
just sending it because I know I was guest, you know. Um, like you care about what you do. You're, you know, you're, it's not just a job. Your heart is in it. um you get hit at all angles from
every aspect between you know students, teachers, parents, community members, you know, in positive and negative ways and you take every single piece of stride and you're like, "Yep, absolutely. Whatever you need, you just let me know. Yep, I can do that." Whatever, you know, and it's like, how do you do that? Cuz I don't know if I
could do that. So, um I would not want your job, but you are just fabulous at what you do and um so very appreciative of what you do being in the position that I am as an educator, a parent, a school committee
member, wearing all of these different hats. I know what a good superintendent looks like and it's 100%. So, thank you so much. Um I really don't know what else to add to >> I agree with everything that they've
said. Um and I I just want I guess the only thing I want to add is your first three years have been you have been thrown many many things. It'll feel like it'll feel like
>> and um and and to echo what Laura said, you have just taken it in such stride and really um it I don't know what else to say other than thank you and we are so lucky to have you in this position. Um
>> appreciate that very much. >> Anybody else? >> No. If you want to see the full thing, you'll be online. >> Oh, yes. Yes. part of our regular packet. All right. Next up is other business. >> I don't have anybody.
>> I just want to remind people to register their children for kindergarten. Who is turning five on or before August 31st, please register. Um you can go online to our website and click on student registration.
>> Okay. Um I will um a motion to adjurnn. So move >> second. All those in favor. >> Thank you. >> Thank you. Dex. Part: 2
All right. So, we'll start at 6:17. Um, since you guys >> I don't know if we have to vote to start the meeting, do we? >> Do not to start it. >> I don't think so. No, just call to order. >> Call to order at 6:17. >> Yeah. Oh, there we go. Michelle knows
it. >> Y um since you guys Well, Brian, you're driving and Alicia, you don't have the stuff either. We're going to move the minutes from March their approval till next meeting so we can all look at them.
>> We need a motion. >> Okay. >> Motion to move minutes to the next meeting. >> Second. >> Second. >> Second. >> All in favor? >> I Okay. >> I >> I >> Okay. Uh committee housekeeping, we have none.
Um Okay. So, old business PR sponsorships, same as last time. I didn't get any more in the last month, so we're the same. I don't remember what it was off the top. >> It was like 17 at 10,000.
>> Something like that. Yeah. Yep. Uh, do good, be good, update. No, I did that wrong. Be good, do good, update. Uh, we've got a boatload of sports equipment for Saturday, which is fantastic. Now we just have to spread
the word about having people come. Um, >> can I do a reverse 911? You know, like when they announce >> Oh, I can ask if we can. That's a good call. Ask for an alert. >> Yeah, the Norton alerts. >> Yeah,
>> I can um see if we could put it in like a virtual Is it in the virtual backpack for the schools at all? >> It should be. I'll ask them again. Okay. >> Well, like a parent square message would be cool. >> Yeah.
>> Yeah. >> Oh, that's what I was going to do. I was going to reach out to all the um youth leagues again, too. I knew there was something I had to do today. Have Henry do it. >> Very good. But I had him sorting all the
stuff today. Um, yes. So, we got a boatload of stuff. Henry, the intern is going to help me move it downstairs on Friday. We'll be all set for Saturday. >> I'll just leave mine in the back. >> Yep. >> What time do you want me to be here? >> Like 9:30. >> Okay. >> Cuz I'll have it all set up um
beforehand. >> Perfect. >> Um Henry's going to come too. >> Okay. >> And uh someone just gave me um I said I'm starting to get a little nervous about what to do with it all after if it doesn't go. Um, someone just said that they there's a new play against sports
in Attelboroough, South Attboro, and he's looking he's potentially looking for stock >> where the one in Datam has a lot of stock and inventory. So, I'm going to call him tomorrow and see if he wants to come by on Saturday and look at it and then at like the end and see what he
wants to take and that kind of thing. >> I feel like that guy in Adobear is always looking for stuff. >> Excellent. Um, if you have extra baseball y >> I saw an ad tonight for Jordan's furniture. >> Oh, that's right.
>> Is love for baseball. Used baseball equipment. >> Thank you. >> And that's the most of what we have is baseball stuff. So, that'll be awesome. Um, so that's all that stuff.
Uh the April, yeah, we're in April. The April be good, do good is the cleanup day, so we're all on top of that already, so there's nothing like extra to do for April. Um geocache. Oh, you guys can't see it. I'll take a
picture. Um here's the wristbands. Here are the stickers. And she did um 2 in and 3 in size. >> Okay. So you can see the shapes. Um,
looks good. >> I've been playing tag with Tracy about like those croc charms. >> Oh, okay. >> So there's nothing no update on those. >> Yeah, I have I forgot the pill bottles. >> Okay. >> Yeah, I have been like all over the place, so I haven't been able to do much with this.
>> That's okay. yet. >> Um, I wanted to email you to see if you asked anyone else in town cuz I know we briefly kind of talked about that last meeting about reaching out to people. So, I didn't want to like double reach out for space. >> Yeah, I haven't. >> Okay. >> I can. And then open spaces meeting.
Brian told me about that next week. So, I can go to that meeting. >> Okay. >> And talk to them. >> That sounds good. Here's hang on to these. >> Those can be prizes. They're vita bracelets that I had some. So, you can have that. Nice. >> Um, >> yeah,
>> for the wristbands, I think I priced out like a hundred of them, 200. It was like 75 bucks, 100 bucks, maybe. So, I was okay with that. And then for the stickers,
now that I'm looking at, is 2 in too small? Is 3 in too big? >> Um, >> I think I think these are actually fine. >> Perfect. Which ones? either because we're going to have like varying sizes of cashaches to put them in anyway.
>> Um, >> and I know even if it's like too small, the container is too small to put them in, we can put one like on them, too. >> Okay. >> So, we like on a couple of them so people see that as Yeah. Um,
>> if you do that, put clear tape around it to kind of like laminate it on. >> Yeah. Kind of waterproof it. Yeah. Yeah. Um, I feel like the 2 in might be better just cuz it would fit in more if we had to choose. >> And then I can actually get extra for um
throw some in the egg cut ones. >> Yeah. >> For next year. Okay. So, just the circle, right? Not the the kiss cut is the one with the peel is the square with the circle. That's a kiss cut. Maybe just just that circle. Yeah.
>> No backer. Just Okay. That work for you, Michelle? >> Oh, god. Yeah. >> Okay. Do you guys want to see what we're talking about? >> Well, they're on film. They're not on video, >> but I can text them. >> Okay. >> I'm going to text you photos.
>> Just nitpicky thing. Should this say Norton Parks and Recreation or Wreck? >> I usually say wreck. I just call it wreck. >> Um, but if you want recreation, we can just >> figure out. It might be too long if it was recreated. >> The swirl is actually cheaper.
>> Yeah. >> Isn't that weird? >> Huh? >> There's one that didn't work. Okay. Um >> just just I would go online to to wristbands.com. Mhm. >> Because
I got amazing deals from them when I got wristbands for the cross country team. >> Okay. >> Um, as much as I hate cheating on Cindy, >> I know, but if we can get it cheaper. >> Yeah, I'm all about the cheaper.
>> Okay. All right. So, Alicia and Brian, this is coming to you. >> And mine will glow in the dark. >> We have them for the Twilight Me. They run in the dark and their arms were lit up. That's fine.
Okay, done. Bear with me. I'm sending photos. >> One, two. >> And if anyone has any containers or anything, I'm going to be collecting those like what I have probably. I just
got rid of them, too. I'll bring Okay. Okay. So, just so you guys can um hear it clearly, we're going to go for the 2in round. Just the round sticker, not
the circle with the square around it. >> Okay. >> And then I will check out wristbands.com, but I think we were going to go with the swirl. Did we say the swirl ones? >> What do these stickers for? >> Good with that. >> For geocache.
Oh, okay. >> And then I might order extra and we can do it for um put them in the egg hunt for next year. >> But they're also good too to have at like any fair that we are promoting product anyway. >> Exactly. They're not a bad bracelet.
>> The middle one, the swirl. >> Oh, I like that one. Okay, >> that's surprisingly that's the cheapest one. >> Yeah, I like that one. But I'll also look on wristbands.com that Michelle had
just said too. Um and we can do that. Okay. Good. Good. Okay. Um >> we can always put more of those in um Easter egg hunt too or even for cleanup day >> or the Halloween party.
>> Oh yeah. Yeah. Yeah. Yeah. Okay. for um things. Okay. Okay. Uh anybody have any thoughts from
I'm moving to new business. Anything have anybody have thoughts on the not the Halloween parade. Oh my god. Um the spring egg hunt that we should make note of for next year. would like to order warmer weather. >> Definitely warmer weather. But that was
my first time going and I thought it was really fun. Next time I won't bring my child so I could actually like hang out and help. >> Oh, she claims that now, not before. Um,
but the the megaphone that we you were using when you turned a certain way, it's almost like it like it didn't connect. >> Yeah. >> And then when you were turning another way, you could hear it. So, I think it was just a megaphone. I don't think it was you.
>> It was very directional. Maybe a PA system for next year. >> Okay. >> Or just a regular microphone with a speaker. >> Yeah. Okay. Um, >> that's the only other that's >> the Bonnie said he'd be happy to do it again. >> Provided, you know, he's not working the
job somewhere. >> Yeah. >> Just make sure that happens. >> I will say some positive feedback was everyone was really excited about what was inside the eggs and they were shocked that it wasn't crummy like candy inside. They said, "Oh, they splurged
and got good candy." >> Nice. And that wasn't just from my kids. That was from like other people, too. >> Oh, good. >> So, you know, >> and then we did have one mom email in um
asking like what kind of candy were we were having cuz that her kids had nut allergies. And I said, you know, I don't do any chocolate. It's all, for lack of a better word, it's all just sugar. Um, and then she emailed after and she said, "Thank you so much for It was so nice
that the kids could go and just be able to participate and not have to worry." >> That's nice. >> So, that was nice. >> I'll put together a cost I'll be putting together a cost benefit analysis about the money we lost. >> I'll add that to the agenda for next time.
>> But they were happy. >> That's one epipen at 350 bucks. I think she had two kids. >> We might need to have like in out at like the pictures area. >> Okay. >> Although there was so much goose poop
there. That's where we could have used the rain. >> Yeah. >> Yeah. Okay. That's good to know. In out for traffic. Okay. Okay. Cool. I think it went well. Um, that's kind of an easy one once we get it set up. So,
>> the Wheat and Kids were good. >> The Wheat and Kids were fantastic. >> They were so good. So happy for them with them. >> Um, and some of them are going to do the cleanup. I sent them the link to sign up for the cleanup. So, some of them said they would do that. >> So, that's good. Maybe the bunny needs a
>> grand like Santa comes in on the on the fire engine. Yeah. >> I'm like, Bonnie, >> what can we do for >> He could He could like ride in like a like a golf cart or something or >> just like hop on him, but
everyone from everyone loved those um bunny prints. >> Did they? They last year. We don't even need We don't even need to put up signs to say this way to the bunny hunt cuz just follow the feet. Yeah, follow his feet. >> They got They got all the way out to the street.
>> Yeah, they did. I was so excited that >> Melissa, do you have anyone to help you for the sports equipment? >> Uh, Emily's going to come and Henry's going to come. >> I can stop by. >> Okay. >> Okay. >> Okay. >> Were you going to show up with your kids?
>> No, >> but I will show up with everyone for cleanup day. Excellent. >> Yes. >> I don't know why I look forward so much to that. >> Brian, do you speaking of cleanup day? That was next. Brian, do you want to
drive the truck again? >> Say that again. >> Yes. Okay. >> Okay. >> Clean up. Okay. >> Um, is anybody So, Brian's going to drive the drive around.
Oh, that was >> Should I wear my purple park and rec staff shirts this year? >> We are. Uh, what size do you guys need? >> Medium. >> Large.
>> Park and wreck shirts. >> We got cleanup shirts. >> Oh. Uh um shirt 2X or XL. It It depends on
Yep. That's okay. Mhm. Yep. Um is anybody a I that's why Let me back up before I ask my question. I will not be here that day. >> Okay. >> And it's killing me. But I have to go to UMass. She has to go to >> Well, it's the accepted student day and
I'll never hear the end of it if I don't take her. >> You kind of got to go to >> I kind of got to go. >> Which UMass? >> The UMass? >> Ammerst. >> She doesn't want you there, Melissa.
>> This one she does. After this, she does not. >> And don't make jokes about it cuz I went there and I know what I did. So that's freaking me out that she's going to do the same thing. >> Hey, they have video cameras on every phone now.
>> Yes, I know. And that's I when I was there they did not. So I prefer that my way keeps me up at night. >> Yeah. Hash no joke. Um so can any is anybody available to
come help with check it? >> I can do it. I could do it like early morning. Yeah, it's like 9 to 10. >> What is that? >> Oh, I could do that. Yeah, I'm gonna ask them. >> Okay, I can make it if nobody else can.
>> No, Michelle and Emily just said they can do it. That should be good. >> What time? >> 9 to 10. >> Starts the check-ins at 9:00, right? >> Check-ins from 9 to 10. >> Yeah, I can help. >> Okay, that will be fantastic. I will let Megan
know cuz she's like, "I hate you that you're leaving me." >> Um, so we'll hopefully have it all set up um beforehand. It's also, don't forget, it's uh election day. Um so we'll have extra traffic in the lobby and stuff. So we're trying to
>> we're going to meet with the town clerk and figure out how we have to do all this so to make it all work. >> What time do the polls open? Do we know? Does anyone know? >> Usually 8. >> I think 8. So, >> I'll probably close at three. >> I don't think they usually go all day. They're probably not expecting a lot.
>> Yeah. >> That's right. It's here. >> Yeah. Yeah. And it's only I believe it's only the town election. There's no like state, county, or obviously federal elections going on right now. So, the 11th is just town.
Um, and then the other thing is the townwide yard sale. I think I have 12 people signed up for that already. Um, we still have I think we still have the 40 signs. If not, we have like 38 or something. So, we should be good on
signs for this year. Um, and that'll come along after the cleanup day. Um, cleanup day, we did get um two liquor stores to join in. >> Nice. >> So, that was um 150 from each. It was
Norton Liquors and Sunny's liquor. Sunny's convenience store. Um, so they joined in. >> So they joined in um not to help. They just made the donation. So that was that's awesome. Did we lose somebody?
>> I think maybe we'll ask Brian. Brian, >> maybe it's okay. >> Maybe. Okay. I don't think we have anything else to vote on. Um,
>> park and rec director update. I've kind of given you the update. There's nothing new. Um, Kevin O'Neal is going to join the board. He's going to be appointed tomorrow. Um, I'll go to the select board meeting and say we want him.
He seemed he's very excited. He's also joining the open space board. Um, so he seems very excited and and wants to help and and get in with this. So, um I think he'll be a good asset and he's on the board. So, then we'll have an extra like
mooch in a little bit >> hopefully. >> Um anything else you guys want to chitchat about? >> No. No. >> No, I don't think so. >> Um Emily, for geocaching, will the big
pill bottles work? Those be perfect. >> Those are perfect. Okay, >> good. because my husband takes horse pills. So, we have a bunch of them. Like, how many do you think you want? >> Um, I mean, not a ton, >> but >> like 10 to 15,
>> I think. Yeah, I think that would be good because like eventually if one breaks or we can we have them ready to replace. Yep. So, yeah, that would be good. >> So, if anyone else has other sized things than that. >> Okay, >> that would be good.
Okay. Any other ideas, thoughts, comments? Don't forget April 11th is election day. Come vote. Don't forget town meeting is May >> 18th. >> 18th. Thank you. I was going to say 19th. Come let your voices be heard.
>> What did we put on the >> Oh, yes. I heard all about the middle school that I need to vote on the middle school. I heard all about that. >> Yep. They're going to um they're going for a debt exclusion for the middle school roof. Um our budget. >> I was told they need two votes.
>> Yes. It has to pass the election and then it has to pass at town meeting. So that's that. Um, right now as far as budget, >> right now as far as budget, it's level funded,
not level services. So level funded is like >> no change, >> no change. >> Um, >> yeah. So >> yeah, we were we were told at all the parent meetings that if it passes, our
taxes will go up like x amount of dollars, but it will be on like four 4 million. Like it will be it will cost like the town. >> Yeah. >> Because there's some like program that's covering the other half of it and our
taxes will go up, but it will taper down over the years. >> Yep. And it's a 30-year debt exclusion. Um, this one I don't think is that bad going on the taxes. Um, and again it t like you said it tapers down over 30
years and there's a um building a school building >> assistance >> assistance. Thank you. That I think I think Dr. O'Neal has been able to get the deets in or whatever that it's a really good uh reimbursement. It's a high reimbursement rate instead of
>> it's like a 50% rate back or something like that. Yeah. Yeah. So, um we'll see. But you're right. It's got to pass twice. So, >> we'll see how that goes. And
I think that's it. Anything else? Thank you everybody for bearing with me while I got here. I got there faster than I thought. >> You did really good. And I'm like, "Yeah, it's going to be like 6:30." Oh, next next um meeting, let's vote to
move it back to 6:30. We can't vote today, but we'll we'll vote next time. Um and yeah, I think that's it. >> Any >> So, next meeting we're keeping at 6, but there'll be a motion to move it to six. >> Yeah. Next meeting is at still at 6:00
and we'll we'll vote to push it back to 6:30 going after that. Um >> Okay. >> Anybody else any thoughts? >> Nose time. >> I'm going to use my cheat sheet at this
time. Uh I need a motion to close the meeting. Motion to conclude the meeting at 6:40. >> I'll second. >> All in favor? >> Second. Uh, >> excellent. Thank you. Bye.