All right. Good evening everyone. We are Oh, I was about to say we are a few members short, but we have one more joint. So, I'll leave one minute. >> We have a quorum. >> But we do have a quorum. All right. Right. So, I will call the >> January 5th, 2026 meeting of the Plymouth School Committee to order at
700 p.m., please join me in the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, with liberty, liberty and
justice for all. All right. Next, I will read our land acknowledgement. Uh, we acknowledge that we are meeting on the unseated ancestral homeland of indigenous people whose enduring presence we humbly recognize. We honor the Wanoic people as the original stewards and the Herring Pond Wanoic as a surviving tribe indigenous
to these lands. In our commitment to lifelong learning, we acknowledge historical injustices to the native people of this land and vow to educate ourselves, our community, and our students on the first peoples and the hardships they endured. We offer this as a small but essential step towards building a culture of respect, truth,
and accountability. All right. Next up, we have comments from the general public. I believe we have at least two folks um speaking tonight. Uh first on my list is Sandra Broen. Hi, my name is Sandra Broen and um I live at 15 Trina's Path, Plymouth, of
course. Um, and thank you for hearing my comments and concerns. And I have to apologize to you. My husband told me that I should have stopped right when that buzzer went off last time. So, I apologize. Um, I'm addressing the school committee, you and administration and teachers that are pushing the
comprehensive sex education program on our eighth graders this year and want to do it for our sixth, seventh, and eighth graders next year. I said that God loves everyone and we get to choose blessing or cursing according to the Bible. In December, I spoke to you warning you
that all who are supporting an immoral program. I didn't say immoral last time, but it is uh there are certain aspects of it. Um I've seen some of it now. I have I have not seen it all. Um but we will be responsible before God uh for
doing so. I quoted Proverbs 9:10 in part. I quote it now uh in total King James version. The fear of the Lord is the beginning of wisdom and the knowledge of the holy one is understanding. It is a reverential fear of God that brings wisdom. I said that
wisdom is something that we want for our children. It is something we should want for ourselves. Soon after I got home from the meeting, I happened upon another scripture my my husband had opened in the Patriots Bible. The article was entitled the
Bible and American education. The very first sentence says, "The book of Proverbs tells us that the fear of the Lord is the beginning of knowledge." Proverbs 1:7. Knowledge is another thing we want for our students and for ourselves. But the rest of the verse
says, "Fools despise wisdom and instruction. I don't want to be foolish. I I don't want us to be foolish." When we do what is right and follow biblical instruction, we are choosing life and blessings. we uh and we when we don't, we're choosing death and cursing. That's
in Deuteronomy. Our children know very little about what God wants for them. God loves us and our children and wants the best for them and for us. His promises are in the Bible. So many promises. Get a promise book. They're amazing. The separation of ch church and
state is not in our founding documents. That is not there. Uh sex is a gift from God. He has is a great gift. Thank you God for it. He has given us a gift to give the one who we will love and give ourselves to in covenant marriage. The
gift we have to give is a gift that we can only give once to one person. It should be saved for that special love of our life. The gift is virginity. I wonder if the sex ed program mentions it. I haven't gotten to see anything
about that. The teaching of abstinence may protect the children's virginity and purity. It is better to say it's better than to say do it when you're ready because I did see that in there. Do it when you're ready. I told a friend that I wanted to talk about the gift of virginity and she told me about her
20-year-old daughter who I know a beautiful girl, a quiet, lovely girl, dancer, a college nursing student. She's never been kissed. So, not everybody is going into this stuff, you know, headlong. She has a wonderful gift to
give. She she has a wonderful gift to give to the one she will marry, her virginity. Psalm 139:14, this is written by King David. And the movie David is great if you haven't seen it. Uh it's playing now. Um I will praise thee for I'm fearfully and wonderfully made.
Marvelous are thy works and that my soul knoweth right well. So and we have wonderful gift of our bodies that should be saved for that special person. And that's what I'm en encouraging and that's not what happened in my life. And I am thankful to my savior that he
forgives my sin. I just go to him say sorry Lord. And as soon as first John 1 says9 says if you for if you confess your sins he is faithful and just to forgive you your sins and cleanse you from all unrighteousness. So every day is like a brand new start. Every minute
is a brand new start if we mess up. So I thank God for that and thank you for listening. I appreciate your time and >> thank you for your hard work for Plymouth School Systems. Thank you. >> All right. Thank you. Next on the list is Linda Lera. I think that's right. Make sure I said that right.
>> Anything written down to say? Um I I totally agree with everything that Sandra just said. And uh I haven't really seen the curriculum that's going to be um presented to the uh sixth, seventh, eighth graders. I know it's
just 8th now and then sixth and seventh. I have grandchildren in the public schools and I am concerned. I'm very concerned that they might be learning too much too soon. A lot of things that they probably don't need to to know a lot about. Um
so I don't know if this is going to be discussed tonight. Some of the stuff that's going to be taught or how's that? No. Okay. So, we just have to uh find out what this curriculum is going to be somehow
exactly what's in it. >> This isn't a debate. This is your opportunity to address the committee. You're welcome to say whatever you want, but this we're this isn't an open >> I see. Okay. All right. Well, um I do agree with what Sandra said. I totally agree with all of that. And uh I don't
think that this age group uh especially these young children should be learning very much. Uh it seems it's going to go a lot deeper than they need to go in their life. >> Okay. Thank you.
>> All right. We have anybody else wishing to speak tonight? All right. If not, we will move on in our agenda. Okay. Hold on. All right. Next up is uh competitive and entitlement grants. Uh Dr.
>> So um in in sort of in response to our last budget presentation, I know that Mrs. Margadelis asked about grants that we had in the district. So we put together uh through Dr. Blazedell. Thank you Dr. Blazedell for doing that. Um so in the attachment on electronic school
board you'll see a list of grants that we're currently operating this fiscal year. These are state federal um grants that are both entitlement targeted and competitive um in the amounts of over 11.7 million. So we just wanted to give
you a sense of um the amount of grants that we are you know currently um in charge of and we've sought so far. So just to kind of give some more information uh prior to opening the public hearing >> discussion
>> just to add on to that some of them that are listed here are FY25 grants um what we awarded because we can hold on to we can have FY25 grants um carry over until the next fiscal year. So some of these amounts when you look at the IDA grant
says 2.1 $2.2 million really not all of that's available this year because we've spent a good portion of it last year. So it it is some of them a carry forwards as well. >> Thanks for this. Um I think it's helpful to see you know what's an entitlement, what's competitive. Uh and then the
category reimbursement obviously is self-explanatory, but what for a pulse check on where we are with grants um for previous years and going forward, how how's our comfort level? Do you think we're compared to
other districts in a position where you know our grant money that we take in is adequate or are we seeing like some because I know we're losing one grant right the 600,000 plus is we got to reapply for that but what like 11
million what does that mean in terms of relative to how we've done in the past or where you'd like to be? I think so to answer your question, I think it's it is um comparable if not a little bit more uh substantial than years past. I'd say particularly around our CCTE competitive
grants that we've received um you know Mr. Duffy has done a lot of work as as the high school administration and Dr. Blazdell for that matter um to to seek some grants that were coming from the state in that regard. Um, in my time here, we have had some other substantial
federal grants that were available that aren't available now. So, different different administration had different priorities. We did have a innovation grant years ago. We had um we had a small learning communities grant my first year here. Um, that was, you know,
well over a million dollars. Uh, those grants don't exist. So, it really depends on, you know, the administration and those priorities. But I would say to answer your question, Mrs. Mr. Maradellis, um it's I'd say it's at least at par with the last several years, if not slightly higher, in the
competitive grant uh process. And we've worked with the town as well um because they have you a grant writer. So we do work in collaboration with them. We we try to seek a federal grant for energy initiatives at South Elementary, for
example. um we were not successful but we you know it was mo mostly because of the demographic of Plymouth and wasn't a priority for for that grant. So I I I think we're in a good place in terms of um having the the resources and the
people that are looking at the grants and applying for those grants and and getting the ones that um that that we're sort of eligible for. >> All right. I mean, I asked the question because I I never want to be beholden to if a grant goes away and we created a a
structural deficit by having to pay staff out of that. Y >> um when we're presenting our our budget picture overall, >> you know, 11 million is, you know, a percentage of our total. What was our budget? 130 roughly right there.
>> So, it's a percentage that we rely on, but it's it's not an allocation that's a definite all the time. So >> yeah, and those allocation grants have been pretty flat to your point and costs of staff has gone up obviously over those years. So that's why
>> um we've shifted in some cases putting um some of our tuitions into those grants because the dollars will go farther because we're not allocating for MTRS in those cases. So trying to get as creative as we can with um how we use
those grants as well. >> No, thanks. I I think it's important to frame the discussion around any time when we're asking, you know, town meeting or the taxpayers for dollars that, >> you know, 11 million of that comes in through another doorway. >> So, thanks for sending this over.
>> You're welcome. >> Quick question. So, thank you for this. I think I um am aligned with Paul in regards to just wrapping our head around where we currently are. I think what would be helpful is this becomes you
know a document that continues to move forward to the point of like where the idea grant is concerned a note of what is already spent versus still available would be helpful. I think if the
information is available to show if you know we've gotten one particular grant for the last 20 years versus one of those grants that no longer exists. I think it really helps to support that
ask that we have going forward helping as you bring on and and change within the the committees as well as you know just the environment overall um would be very helpful. But this here was a very
helpful start for me to be able to really understand what are those dollars, what would be at risk. um just just amongst the national landscape. So, thank you for that. >> And I'll make sure in our quarterly budget updates that this
>> it's great >> included. >> Yeah. Just going to add that that risk part is what I'm looking for just that to be able to look at this and know be able to assess what portion of this has some risk future risk to it. you know whether you know whether it's safe for a
year, two years or you know you know you know and obviously that's you know we don't have a crystal ball but just having some idea that you know what because $12 million is a lot of money and it's what like 9% of our budget so having some idea half of this is it a million dollars at risk that would be
nice. All right. No, thank you for putting this together. It's very, very helpful. All right. All right. If not, we will move on to the public hearing portion of the of our budget topic. All right. Do
we have anybody in uh wishing to speak on the uh um proposed FY27 operating budget? >> Then no one can question us on it. >> All right. All right, we will move on. All right, so next up we have the Is there anything
you want to uh actually the vote? So we have the proposed operating budget. Anything you want to te up, Dr. Gamble? >> Um just to kind of reiterate, I think that um we feel good about this budget meets the current needs. Um to everyone's point regarding the grants
and that sort of uncertainty of those things, we're always mindful of um of that and try to plan accordingly. So I think when Dr. to blaze talks about those rolling grants. We're very strategic about that. But um this grant is very uh lean, but I would say that we
are very fortunate relatively speaking in comparison to some communities because we've been I think very responsive and responsible in the last several years in terms of building our budget. um really prioritizing um what the core values are of our
district in terms of you know students coming first, prioritizing the classroom, you know maintaining those essential services and the rich programs that we have and um this budget allows us to continue to do that. Um, one thing that has been a challenge, as you know,
is um the reduction um of supplies of materials over the years, but we've adjusted that with uh the the supplemental appropriation that we received this fall. So, we do feel good about um moving into FY27
with these funds should these funds continue. If if the federal landscape were to change, we would have to pivot. But at this point, we don't have any information that suggests that that will happen. >> I just want to say thank you to our
administrative team for coming again this evening and happy new year to all of you. >> Yeah, absolutely. Do we have any questions on the on the budget? just just a comment that thank you for bringing up the supplies and materials and just you know districtwide to know
that I if there is an issue and things run low and we run out I I don't want it on the backs of the PTO's I want the requests to come here um because I think it's important to be able to run uh your buildings correctly with the right amount of supplies and I think the
parents expect that and the students deserve it. So, >> um, I'm glad you pointed that out. >> Anyone else? All right. If not, do we have a motion on the budget? >> Bob, >> I'll make a motion to approve the budget
in the amount of uh 133,119,875 for fiscal year 2027 be accepted and approved as presented. All right. Thank you. Do we have a second? All right. M Shaw seconds. All right. We can vote online. All right. And that uh passes with five
yeses, one obsession, one uh absence. Uh thank you Dr. Campbell and administration. Thank you all of you for being here. I know it's a lot out of your uh evenings after a long day. It worked out to come here. Um but you know, good things. It's all passed so you guys are free to go.
>> I mean, we're not a vacation. That's brutal. >> They're horrible. >> Bundle up. It's cold out there. >> Thank you folks. >> I love this. will be staying. I think >> give folks a couple minutes to clear
out. >> Uh, what do we have? >> I want to go home trip. >> So cool. >> We got our money and we're out. >> Yeah, right. I almost voted. I forgot. Mhm.
>> I have my brother-in-law and sister-in-law. uh two out of town uh trip view. First is the New York City trip for uh Broadway show. I'm not sure who's presenting on that. >> Yeah. And I'll have um Principal Fry come up to help with the presentation because they're both for our building.
>> All right. >> Um so the first one is a field trip that we've done several times with Miss Shaver and Mr. Walker. It's a field trip to New York City to see a Broadway play. I forget which one. >> Yeah. >> And Juliet. >> Yes. Juliet, I believe.
>> Oh, got to get in the literature. Dr. Rogers. Um, yeah. The this these two have done this and it's on a half day of school intentionally so the students only miss a portion of the day and it's become a great tradition. We have so many students who love it and have a great experience in the city. I said to Dr. Gable, I get a cough every budget
meeting like every single year. I was healthy till Saturday. So, sorry. Um, but they do a tremendous job with these trips. So, really great opportunities. >> All right. Do we have any questions on this one? >> No. >> All right. Do we have a motion?
>> I'm I'll move um that the proposed PM South High School out of town field trip to New York City to see Juliet on Broadway March in March 2026 be accepted and approved as presented. >> All right. Second. >> All right. On that one.
All right, that one passes unanimously. Next up, we've got the proposed trip to France. >> Um, yes, this trip, Mrs. Kelly has taken a number, you've seen her before, trips out of the country. Um, she's our French teacher, and this is very unique. When she brought this opportunity to her,
it's her and Mrs. Quinn who's one of our art teachers about a kind of an interdiciplinary trip where it would engage the students in the language of French but also in the arts which I haven't in my time I haven't seen a trip of this nature. So I'm going to turn it over to Michelle just to give a little bit of history on this.
>> Yeah, I think you guys have all the documents that kind of explains what the idea was. that this was born in a in a quick conversation with uh Colleen last year over the complete interdisciplinary aspect of foreign language and fine arts and how they weave together. Um part of
my curriculum specifically in French is um to cover a very large unit on beauty and aesthetics. I realize the fine arts isn't one part of that of that uh piece of the curriculum. Um, but for example, the Friday before Christmas Vacation, we
did 300 centuries of French art in AP French in one class. Um, for them to have the experience to actually go and see some of these pieces of art in person, to hear about the artists, to learn from somebody as uh that is a veteran teacher like Colleen, they would
be responsible for drawing and speaking in French at the same time. So that's the idea that kind of gave birth to this this trip and um I think it would be a great experience for the kids to be immersed in the target language and to have the opportunity to do sketching.
They will come home with an actual portfolio >> and as you go around Plymouth South do you know as Dr. Campbell shared that our building when we opened we intentionally had artwork everywhere and Colleen Quins is the brains of that operation and she in students do amazing things thanks to her leadership and you see art
everywhere. She had unbelievable things before the holidays. Just really unique unique look at things. So the sketchbook piece I thought was really neat. I will not be invited cuz I'm not very artistic at all. >> Nor am I. But she says I'm going to draw. >> Let's see.
>> All right. Do we have questions on this one? >> A couple I No one else has a question. I have a couple one the on the the summary you list uh number of students not participating 15 number of students who are participating 24 how where do those
numbers come from being that this is a trip that's proposed for next spring >> these are just numbers that get generated by the company itself so that they can give a general price range just to start and then obviously the price is impacted by the number of participants.
>> Okay. Yeah. So, so what's on that first page is just a estimate that you're going to have 24 students who decide to go. >> Yeah. >> All right. I I guess I'm just generally I've been vocal about expensive trips in the past and this is
10 or 20% more sensitive than I think. We've never had anything go over 4,000 now. We're approaching this is 4600. I'm >> This is definitely beyond the point where I'm com comfortable now. And there's absolutely no question to me that it is be a fabulous trip experience
like every like 100% of what you said I agree with. But this is I I I don't know. I just I'm very troubled with seeing trips >> this magnitude. And no matter how much help we say we're going to give students, this is a number that would shock the hell out of most people and they won't even bother to express
interest or sign up. And so I I feel like this is unfortunately catering to a subset of our population. And I've said that before. this is to an even greater extreme. So, >> and I I would just echo in regards to understanding that that's an estimate
on, you know, to be able to get a base price, understanding that if the participation is lower, it could be, you know, close to 5,500 um according to page 13. Um, I do think
from a payment schedule perspective, the schedule that's been brought out, some families will be able to do this with no problem. But unfortunately, there's quite a few families within, you know, our district that this this is a
bill within their home. >> Yeah, this is rent. >> Um, I did notice in um Yeah, I I would agree with the portion of that. It's a light bill. Um I also think that in
regards to let me just go back. Um from a fundraising perspective, I see um Sweet Frog mentioned is there other um groups I know like Texas Road House,
Cabbage Shack. if we could really support more of a fundraising opportunities to be spread out or to be targeted >> um for people that identify earlier. >> Yeah, we don't um actually it's kind of
my rule. I don't let the staff go too far into the fundraising. They don't do anything until your approval is there. And I've always been really firm on that. But I know speaking from like our last trip to Italy, we had a canoli truck parked in front of the high school and they made an unbelievable amount of funds. And what's great now with the
fundraising that was not like this years ago is so if Stacy goes on a trip, she can fund raise a specific amount that's different than what Patty does if that depending on the family need. And I will share that we do I can give direct facts that we've funded three full trips to
Nashville for the upcoming music trip through resources through the building. Um so it is something that's very alive and I do think we will get the amount of students. Um but some my philosophy as a leader is that to provide the opportunities like I but a lot of kids even those who have the resources don't
go for a number of reasons. So, if it's April and they're a baseball player, they're not going to go, you know, un good, bad, or ugly, they're not. Um, but they may go in February cuz they're if it's a February trip. So, we try to vary those. And I think we are incredibly cognizant and a credit to my staff that they go above and beyond to find the
students in need and encourage them as well because they do need to be someone who's interested in the language and in the arts with this trip as well. Um, but we would work collaboratively with them. But it is a it is an expensive trip and I think it's because the level of the two components that are together. Um,
but there would be well more than just one fundraiser, but Sweet Frog has been one that the World Language um French Honor Society has a relationship with. They've been great. We do Texas Roads, Gabby Shack. Gosh, there's more more things. Popcorn sales. I can I can go on and on about them. So,
>> there's a lot What? >> Canoli sales. >> Canoli. The canoli's were good. They try to make it similar. They may do something with French bread. I don't you know, I don't I'm just saying that. But they're creative. There's a lot of creative opportunities these days. >> Spaghetti dinner at his birthday. >> Yeah. And maybe just to add to that, um,
that I researched several companies prior to submitting this proposal to you. I pitted companies against each other to try and get the best price. And unfortunately, you guys know things are expensive. >> So, >> Mr. Smart Jo, >> so the the 4500,
first of all, how many students say we ran the table, how many could go? What could be the total that you could get? Because it says 24 there, right? What's your >> my max in previous years? I mean >> did 40 with >> Yeah.
>> Yeah. 44 usually is. >> So would it make sense because and you know to the chair's point that that the number is the number. It's high. Mhm. >> Um but if if you frame it where and and I I don't know how you do this,
but you you could look at it and when you talk about it say that if we get 40 plus this is the price, right? Because then and I want to be careful with this too because I don't want someone who can't afford it feeling like because they
didn't do it they couldn't get to that number. You should never put >> and and Most parents will try to find a way and that still isn't I'm not comfortable there too because it's like when they do this in sports here here's pay 4,000 we'll teach your kid how to
hit >> right >> oh he's going to play AU that that's not the truth first of all but it's hung out there and then if the kid doesn't go for it there's a guilt trip to the parents and so I want to be careful with this stuff but the prices are
>> are way beyond >> like a comfort zone I agree with you >> smuggle if you And if I read this correctly, it sounds like the 4573 is the lowest price that there's correct. >> So even if we run on the table, >> what's in here is if it goes lower, it goes up. But there's nothing that says it would get cheaper if it goes above
20. >> We would reach out further to them, too. Like this is we ask for a proposal and a quote and then come to you folks with it. So and then delve in further in the time that we go from there. >> Even if you 40 to go, they wouldn't come down. >> We don't have a quote for that. I mean, >> I think they would from my experience,
both of us, they would definitely come down. >> Oh, absolutely. >> Yeah. And I think we could promote it as a tiered option like we could put that on the flyer. I will say the trip that's going to they're going to Germany right in February. Germany um in Poland they we had a waiting list the day after the signup meeting for that. So the inter
the kids are coming to us more than ever. I think it's after COVID and saying please can we have these opportunities? We have the north trip going to where are they going to Spain? I'm talking to Michelle in April. There were more south kids going on the north trip than than north. there. It's like
two students more because we collaborated on it and worked together with the pricing. >> Yeah. I don't I don't there's a market. So there is a >> all these trips end up getting full >> that's you know >> I think the duration the length the type of trip it is it's it's pricey it's
something that is is out there. >> Anybody else have questions? >> If not do we have a motion? >> Mr. Morgan. Um, I'd like to make a motion to approve the Plymouth South High School
international field trip to France and for April of 2027. >> All right. Do we have a second? >> The Shaw seconds. All right. I don't want to. All right. Congratulations. passes four to one with one obsession.
All right. >> Thank you. >> All right. >> Uh yeah, you can stop. >> Let me back to my agenda. >> I love that. It's good timing. >> My computer decided to stop working.
>> Yucks. >> All right. >> Next up, we have the JavaScription for the BR. White tea counselor. >> Do you want to present it or do you want me to present it? Oh, I was I was going to do it, right? Sorry. It's like the day after break and we're still
literally working out the cobwebs here. Horrible. >> Um, so we have um two bright positions currently already in the district. One is at North High School, one is at PCIS. So, this was started through a grant program through the Department of Mental
Health. the programs have been hugely successful in integrating kids back from hospitalization and helping kids um you know reintegrate into the high school setting and the middle school setting especially when they've missed so much um and it's a sort of an interim step where kids can come in start to get
comfortable and the goal is to get them out. It's not a special education program. It's for general education students. Um we were approached by um the department of mental health again this year with additional money um to add the program at South High and at South Middle School. So for equity, I
love this, but also I love the fact that it's for general education students, not necessarily we're seeing a high number of students um who are not on IEPs who are being hospitalized for mental health. Um and it's just a great asset and resource to the district. So, um, this is a grant that we would take part
in starting this year to start to hire for those positions. Um, and then the grant would move forward and then it eventually, to Paul's point, falls off over the next, I think, three years. Um, but we have a plan in place to, um, you know, we don't want to start something that we can't sustain. So, we have a a
plan in place to um, continue to implement that program. I think it would also it's a great opportunity for the students coming back because right now a student comes back from a treatment. I've said this at different school improvement plans that we say okay come on go back to geometry or which is not adequate to be very
frank. So they'd have a safe place and it's always having one point of contact is so great beyond the guidance counselor. And then also um selfishly our school accreditation our followup to our visit two years ago was in in the fall and one of our goals was we're very short staffed at South in the counseling
area. So it's something that I think this would be a really nice piece to show that we've you know made intentional efforts to put this in and it we don't need just another counselor. We need something targeted like this. So the job description that we helped author is um really is intentional. The language in there is very intentional
with the guidance Dr. Buchanan help. >> Yeah. So a lot of it is community outreach. So >> um working with um social workers at the hospital to integrate the students back in developing plans so that the student can come back in again get caught up in geometry. So it's a different a slightly different skill set and a little
different role. So we felt like a new job description um because we're continuing with the program across the district is >> would be important. >> Questions. >> So is this districtwide or just one school? So it will be if um it would be
in four schools at the end of the year. Yep. The four secondary >> start in place at North and PCIS. Right. >> So if if we didn't have the grant, would we have pursued this? >> Um we have tried to pursue it in the past. >> So the grant's helping us get it.
>> Yeah, exactly. But the grant is helping us get it get it off the ground and it gives us a mechanism to phase it in over time so it's not as big of a budget constraint in year one and two. We're able to phase it in >> which makes it more affordable >> to help me understand. So this would be
a student and you said the numbers were limited like so support that comes through guidance and what we have in place now is here and this position would handle give me that scenario. >> Yeah. So a typical guidance counselor and help me out if a typical guidance
counselor has a a a case load of 200 to 250 students at Plymouth South and Plymouth North High School. >> This counselor really would be working with students with severe mental health needs. So they have a clinical background versus an educational background and they do a lot of work with the hospital staff and getting the
students back in. So, it's a little bit of a different role than a traditional guidance counselor who's kind of tracking credits, tracking progress to graduation, working on college applications. This person again has more of a clinical background than a traditional guidance counselor would have and it's really working on building
coping skills to get back into the public school setting. Um, versus like Joya Tango's at South High now, like she's working again with a case load of >> like a thousand kids. Um so it's much more intensive, much more individualized to get the students sort of back
reintegrated into the um bigger school setting. >> For example, we have a student who's been in a placement since December 2nd and he's returning tomorrow. So we have a team meeting set up and strategies in place meeting with the teachers, the adjustment counselor, the psychologist, but after that meeting having another
person to be a checker of that student and follow up. >> That's where I was going. There's there's gaps in >> Yes. coverage that are proven that if you don't address them, you could have further problems. And I think they're >> they're easy to overlook because of the
criteria that is needed. >> Correct. >> Can be intense versus like you said a large case load. So what I want to make sure of is that you know we stick to the criteria for this this position because I don't want this position saying okay
well you have x amount of students but you can handle more on this side. I want this position to stay as intense as they can for the function >> of why we're bringing him or her in. Y >> um so I think is the criteria that it has to be a student who was hospitalized
to then work with this counselor or how is that >> determined that's a priority but also we envision um sorry to interrupt you the different tiers coming out of the child study team. So we have a child study team that we meet every week and discuss students that we don't necessarily have answers on and this could be another
component of that as well. So those are kind of the two layers of kind of the higher level to assist the psychologist and the adjustment counselor as well >> and it could we have kids that are out for a lot of different reasons. mental health, but we have kids that are out for longterm. You know, it could be mono or it could be a surgery or an accident.
And this really is a bridge. Um cuz even though it may be a physical, you know, a kid in a car accident, something like that, it's a physical, but obviously there's a lot of trauma that goes along with that. Um and it's really getting them sort of back into school in a way that um is safe and supportive so that
they can reintegrate back into their regular classes. That's the goal. It's not meant to be a special ed program where the student, you know, is there until they graduate. It's really kind of a supportive sort of handoff to the high school. >> And I want to embed a role of attendance monitoring as well in it because if we
can get them keep them in school, we can succeed. I believe that strongly, but students with um drug use issues, there's a lot of things. >> I think you answer my question was it's not specific to being out for mental health. It could be like you said, they were out for a car accident and they were out for two months. >> Yeah. Exactly. Yep. It can be used for a
multitude of different things. >> Perfect. But don't let it get, like I said, don't let >> has more on your plate because you got time. I think keeping it focused, >> you you'll water down the outcomes and and I know you guys are going to do that anyway, but I'm saying that's we keep it
pristine for >> fidelity to the the jobs role and responsibilities in terms of intervening for those kids who really are like the critical >> have those critical needs and the case management with the teachers and the administration and the parents. So
there's a lot in the hospital or whatever other setting. >> Sometimes kids are out so much they're nervous to approach their teacher about work or makeup work and having another advocate for them to say, "Hey, this is what's going on." And and have some pull out time and all that if needed for support to not just dump them back into
advanced >> a wonderfully successful model when it's implemented well. >> Brian, so the bright acronym is um bridge for resilient youth in transition. So it's kind of a catch-all for kids in a lot of different situations. um not just mental health.
>> I appreciate that clarification because it it can cause stigma wrapped around why are you seeing this additional person? >> Um I think it's very important especially at the secondary schools to
be able to have a person at each of the locations. I also think from an equity perspective just because I hear a lot of ways that you're thinking of this person working um within South I just want to
make sure that that's very consistent along with their responsibilities over at North like >> this is the role everybody's doing the same type of services or modeling so from the attendance component I can see
that being a plus in all the schools. Um, I didn't necessarily see it called out in the job description, but I think it would be important to have is that this person I see as part of to to the comment you made earlier about the um,
you know, team meetings that you're having. They're really like that interdisiplinarity um, team resource. So, an IDT resource that's really helping to support the student along their transition back into
school. Um, because I think when we add all of the adjectives as to the why for a person being here, it it can bring a lot of pressure to to the student and the families that are helping just
navigate getting back in the swing of things. So, I think it's great to have this program. I'm looking forward to seeing it on the next quarterly grant chart um where I've saw the first two and the other schools um on there and
looking at the dollars associated with it. I do feel that it's an opportunity for us to be advocates in the future in the event that the grants aren't available to support this as a resource. So, I just wanted to make sure to tie that all back together.
Yeah, and we've had several conversations, you know, again, not wanting to start a program where we would have to kind of pull it back. >> Um, Bright also has just a tremendous framework. They have a job alike and there is professional development. So, all the bright counselors are ch are trained similarly in the same framework
so that across the district um they have the same mindset and the same framework on which to work from. >> Awesome. Thank you. checks. >> Are we just looking for this to be one position in the district for right now or is this two? Okay.
>> Two in addition to we already have >> it would get us to for one at each secondary level. >> Yeah, we have to >> that part. Thank you. >> Yep. And then we have the grant for two additional on the south side. >> Okay. >> This is the other >> which is soon as we get the job description >> um voted on then we would post for those
positions. >> All right. I was correlating this these two >> plus two >> with this not not a plus two. So, okay. >> Got it. Anybody else? >> All right.
Not I think we're good. Uh uh we have a motion. >> I'll motion that the job description from Greg Counselor be accepted and approved as amended. All right. Second. Mr. >> Jackson seconds. All right. Can you send me that language that you
just said? >> All right. And that's unanimous. Yeah, this is a great uh >> enhanced service for our students. I love it. >> Yeah, it's wonderful. Thank you so much. >> Yeah, it's great. >> All right. Next up, I believe we have uh superintendent report. >> Thank you very much. Promise to be
brief. Happy New Year, everyone. Hope everyone had a nice holiday week. Um, just a few things. First, MSBA update. Uh, December 12th, we had a board of directors meeting. Hedge Elementary School project was invited into the MSBA feasibility study phase. Um, and since
that meeting, Dr. Blaze Doll has been working hard in preparing what's called the owner's project manager selection uh, packet uh, with key deadlines for um, services um, for submission by January 15th. We have to advertise in the central register by January 29th and
applications are due on the on February 18th and the selection package must be submitted to MSBA by March 11th and then the O uh OPM review panel from MSBA is scheduled for April 6. So we're um in
process there. There's another training that Dr. Blazell is taking part in. I think it's on the 15th of January in fact or somewhere around there. Um so that's exciting. Uh we have the commissioner uh Martinez is coming tomorrow. He'll be visiting PCIS from 11:15 to 12:30. So we look forward to
welcoming him him um and engaging directly with educators, students, and other members of our community and you're all welcome, of course, um if you can attend. Again, that's at 11:15 to 12:30 at PCS. Um later this week on Wednesday, we'll be hosting an
information night for incoming parents of the preschool. We're holding this um I believe it's at six o'clock. I didn't put that down in my notes. >> Six. >> That's Thank you. at South Middle School um just to allow families to have an idea of the expansion, what the model will look like, answer any questions
there. So, we look forward to to uh meeting them. Um just wanted to do a plug for Mr. Cable, his art summit. I know that you have received communication from him. So, Wednesday, January 14th, the visual and performing arts department will be hosting a community arts summit in Plymouth to
bring together educators, families, students, and administrators, and community partners about why the arts matter in our schools and are essential. So, um all again, all are welcome even for a short while. It's a whole day event, but please let me or Mr. Cable know if you're able to attend um for any
or all of that. Um, I just wanted to to sort of an appreciation um, pleased to share that the town of Plymouth and Plymouth Public Schools received an award or will be receiving an award at the next annual Massachusetts Municipal Association meeting for our collaboration in safety, health and risk
management. This is really uh, a reflection of the strong work being done uh, through our facilities department, their safety efforts and training. So, I just want to extend a special thank you to our director um, Mr. Durki and assistant director Melaguti for and our
entire faculty, our grounds and maintenance staff for their leadership and training and education that they've taken part in and dedication to the process to make that possible. And then the last update, I'm going to turn it over to Dr. Blaze Dell to talk about the transportation bid that went out
recently and just give you an update on where we are with that. >> Um, as you know, we did put out a transportation bid to try and see um what might be some options for the upcoming years. We do have one year left in our as an option year um which is a 2.75% increase um if we were to stay
with our current contract. Um we did go out to bid. We did open bids last week um actually two weeks ago now I think. >> Um and the parent low bidder at this moment in time is for student. Um, if we were to o if we were to sign the
contract and go towards it for next year, um, we'd be over the five years because we went out for a five-year bid, we'd be looking at a 7.25% increase the first year, 17% the second year, and then a 6% each of the final three years. Um, based on those numbers,
um, and and I hate to say this out loud, but it it would make more sense for us to selfoperate financially. Um there's a lot to self operating. So if that's something we were going to undertake, um it's something we're going to have to look at now. Um over over five years, it
would look at saving us of about 2.8 $2.9 million if we were to do self operate. And again, self-operating is not an easy task. It's a monumental task. Um so right now, um under 30B procurement laws, it does allow us to negotiate a little bit lower with our
lowest bid bidder. So that's what we're in the process of doing to see if maybe they can come back with some lower numbers than they have already come up with. Um so over the next school committee meeting um or even our Saturday meeting this probably will be a conversation that we will have um a
further conversation that I will have more information for you on and I'll have um a recommendation from Rich Lee who open who ran our bid for us. Um but that's where we are standing right this moment. Thank >> on the uh it was first union that came in.
>> First student first student first student who's our current current operator right now. >> So the hopefully they they watch our meetings um and get our quotes but I I would be very bullish on even though
it's an undertaking with that type of increase it it's almost absurd what communities are going through. Um, so I would want them to know that even though they were the lowest bidder, once again hoping they watch our meetings. Um, >> Mhm.
>> we're not just going to take that lion down. >> We'll find a way. Um, so, you know, the opening to this process is where we are right now, but it's not how it's going to close. And I think our committee uh understands that every dollar and
increase is a dollar that doesn't go towards our students, even if it's for their transportation. Uh there's a better way and it's it's you know it's time folks not you know looking at the gluttony and I know costs have gone up everywhere but that just
can't always be the excuse. We're passing it on to you because we're getting hit on the other end. We'll tell the folks on the other end to lower their costs and then down the line we might see costs go down accordingly. But everyone seems like they're just passing it forward. >> And it it used to be passing it forward
with something good, >> you know, or paying it forward with something good, you know, but now it's it's it's almost like an excuse and we see it from everything from groceries to, you know, cost of goods. Um,
>> but I I think we got to draw a line in the sand on this and I want that pulse check. >> To your point, Mr. Marelis um they are aware um they were involved in um our transportation assessment who were actually interviewed
>> um by the the consultant who who led that so they're very aware that we're very concerned about our costs um so I think that's helps us um and as Dr. Blazelle said we're the lowest bidder. We can now try to renegotiate with them. So hopefully we can get um
>> But why does it go up 17% in year two? I >> mean, why the fluctuation? >> Yeah. >> The p it's in the in the bid specs. It says that you can't operate any bus that's older than 10 years old. >> Um so in year two, my assumption is that
they would need to to obtain a new fleet of buses. >> Okay. And each bus right now is running we were we're paying somewhere between $130 to $140,000 per bus. Um if we were to self operate
we'd end up leasing them. But that would be a a town meeting your decision and town meeting decision. It would be it gives us 18 months to be honest with you. If we were to go to selfoperate um because we we did this bid intentionally early to make sure we to have give us 18 months to
>> plan if we were to do self operate. No, I think that was a good move and I think we got to think about this. >> Mr. Jackson, >> um, what would I know we're negotiating now, how much
further would they have to come down? Like is it is there like a reasonable >> you don't have to have numbers but like is there a margin that says that reasonably we're going to get to a number we could all agree on or do you think the likelihood is we're going to
have to the most likely result is that we're going to end up taking it over because of the amount of difference that we just can't agree on. >> I'm not sure to be honest with you. Um there's there's obviously the immediate costs, but there are also the long-term costs when you really look at a
self-operating piece because you also have to remember that when you self operate, not only do you have the whole operation, but you also have the human resource part side of it. You also have um the retirement pieces of it. You now own the health insurance pieces for not
only the the active but the retiree. So there's there's a lot of costs and that go along with it. So, it's some costs that you see, but there's some other costs that you don't necessarily see on the back end, too. So, there's a lot of pieces that that go to it. So, I don't
necessarily have an answer to that right now. Um, I think that the more and more we dive into it, I think we're going to have to have those discussions and see what >> you said is a good point because, you know, there's our operational budget which may seem >> right >> attractive and then there's the true costs which as we all know we're
splitting that that would be an educational expense. So even if it sits on the town side of the ledger, it's being factored into our appropriation. So that is that's something that we would have to factor into that that um you know whatever the value added
percentage would be. >> So are we looking at that framework at the same time then as we're negotiating to try and have like a sideby-side comparison? >> I think we'd have to consider the factor that in >> the total not total cost of ownership.
Yeah. >> Yeah. But that that's one of their talking points that and and I recall when we started our transportation department in 2008, right? We brought all um sped transportation in house. One of the the talking points from the
vendor was, "Oh, your staff's going to unionize. You're going to be on the hook for benefits." And it could have happened, but there was a 20our rule that we stayed under. So there is an aspect of like beyond the additional cost of your your inventory
so to speak and your fleet >> that's but but they wouldn't be in business and absorbing those costs if it wasn't viable with a margin. So, >> in order to kind of break out of the mold of costs going up all the time, we we have to be able to meet every type of
and I won't say they're scared tactics because they're reality, but we have to have a plan to say, you know what, if we go into this, we're going to go into it and understand that we're going to have to deal with operational costs. And I know the the retirement aspect comes
comes into play if you have full-time employees, right? you there's things you can do and get creative. So, I just want to make sure that it's it's you know, at least I'm not speaking for other members, but I'm I'd be very amendable to looking at it and not being sort of
stopped because of considerations that, you know, of course they're going to throw it in front of you like a boulder in the road or you can't do this because of that. No, let us figure it out because, you know, faced with a sticker shock, you you can figure stuff out. I mean, I my my dad figured out how to
raise five kids on a teacher salary. All right, he figured it out. And people can say, "Well, you won't have enough. You won't, you know, we I think we would have the wherewithal to at least explore that as a board." Um, >> so
anybody else have anything? All right. Yeah, a lot more to come, but yeah, definitely worth exploring. All right. Uh, next up we have uh retirements. I believe you're up, Dr. Bisel. >> Yes. Um, so tonight we have we're
announcing two retirements. Um, Sharon Overreet retires on January 9th. Um, she's the Plymouth South High School cook and she's been with the district for 24 and a half years. Um, and also Kelly Medina will be retiring on July 8th. She is the Plymouth South High
School cosmetology teacher and she'll be retiring after 18 years of service. >> Three. Miss Jackson, >> we'd like to thank Ms. Over Street and Miss Medina for their combined 42 and a half years of service to the district. We wish you a happy retirement and good luck with whatever comes next.
>> Thank you. All right. Next up, we have uh committee reports. So, first we have any general reports from or proposals from committee members? >> Nobody. All right. Uh Mr. Morgan, anything from master planning committee? >> Uh no updates. We have a meeting
scheduled later this month. >> All right. And then building committee I know did meet right after our last meeting. Right. >> Yes. Um I'll do the best I can. I misplaced my notes, but I have our agenda. So if I can remember
>> um so we received updates on the DPW um main building. Um where they have architect selection going on. Um the police station HVAC project is ongoing. Um and then um and there's a visitor
center uh we got a status on that project. Um and that's ongoing as well. Um the fire stations, station five is open. They're just doing punch list items. Station two, um the only thing
open there is the doors. We call the man doors, not the bay doors. Um they're on order. Much more expensive than you would think. Uh but those should be done soon. And um station 4 is just under
design at at the moment. Um and then we received the updates from the CPC project center for the arts. Um that's coming along. That's almost done. They ran into some water issues. They're correcting it. It looks like they'll get it done within budget. Um and then the
Plymouth area coalition for the homeless and um over in um the industrial park is uh moving along. They're very happy with the contractor there. Um um and that's um they should have their contingency
still pretty solid there. So they're pretty good. Um and then we just discussed the tenure capital plan. Um and um the SIMS house um and then um the chairman of the building committee was
going to draft which he just released it. Um the um annual report which the members would have to review and give feedback on. And our next meeting is actually this Thursday. >> All right. Thank you very much Mr. Morgan. All right. Next up back to you
Dr. bill for personnel reports. >> So tonight we have two certificated appointments, two classified appointments, one parental leave, four medical leaves, and one resignation. >> All right, thank you for that. All right, do we have any unfinished business or new business any uh members
want to put on the agenda? >> All right, >> can I just make mention of one thing? I apologize. Um I just wanted to remind people, well, we we won't get another meeting in before Martin Luther King weekend. Um, and I just wanted to mention that um, Plymouth for All is
having their annual MLK weekend. Um, breakfast will be on Monday and there's events throughout the weekend and everything is posted on the town website. >> Thank you for that, Dr. Rogers. All right. Uh, next up we have uh, approval consent agenda. Is there
anything that anyone needs anything that anyone needs to pull off of that agenda? All right, we have a motion then, Miss Jackson. >> I move that we approve the consent agenda as presented. >> All right, thanks. On a second. All
right, Mr. Morgan seconds. All right. And that passes unanimously. Thank you for that. All right. And that is the end of our regular agenda. Next on our agenda is to convene an executive uh session. We have
a motion for that. >> A motion that the committee move to enter our executive session. >> All right. And we need a purpose for that. move on here. I will amend it to for negotiations with
non-unit personnel and to conduct collective bargaining sessions or contract negotiations with non-unit p personnel pursuant to master general law chapter 38 section 21 A2. All right. And a second. >> Miss Shaw seconds. All right. I will do
roll call for that. Mr. Smart. >> Yes. >> Miss Shaw. >> Yes. >> Mr. Morgan. >> Yes. >> Miss Jackson. >> Yes. Miss Bright. >> Yes. And I vote yes. We are now in executive session starting at 8:01 p.m. Fear it up.