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Thank you. And next I'll read our land acknowledgement. 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 Wampaoic as a surviving tribe indigenous to these lands. In our commitment to

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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.

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Thank you. All right. Next up, we have uh comments from the community. I don't think we actually have anyone uh signed up tonight. All right. So, we will keep rolling through. Uh so, next up, we have a little uh different uh uh agenda for tonight. We do our our bianual student

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recognition for uh central office artwork awards. So, with that, we will move the meeting outdoors. take a little field trip outside up front on the kids outside. >> Welcome to join us. Two. What? Two. It's too high. >> Good evening everyone.

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>> What a beautiful night for this. This is wonderful. I'm Chris Campbell, proud superintendent of Plymouth Public Schools, and we have many, many students to celebrate and acknowledge this evening. Uh first off, I just want to say thank you to all the family and loved ones that are here for uh your

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support uh your support of us and of your students and your student artists. Uh Plymouth Public Schools uh prides itself in supporting the visual and performing arts. Um and tonight we are here to recognize many of them from all of our schools. Their artwork has been

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proudly displayed in the hallways um of central office. This is this we do this twice a year. Unfortunately, the time that we usually do it in February, we had a couple of snowstorms that cancelled that. So, but Mr. Cable and I did a special recognition for for those

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students, but we're happy to um celebrate with you this evening. Uh this is live streamed and is recorded. So, for those who can't be here, if you want to go back and watch yourself receive your certificate and have your loved ones from afar, look at that. that if

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you just go on our website and uh do a search for this school committee evening, you'll see that at the beginning of of the um the festivities. All right, are we ready? So, I am going to pass the certificates to Mr. Pazano, a chair of our school committee. He'll be reading your names, shaking your

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hand, and then we're going to go right across towards Mr. Cable. Okay. All right. >> Yeah. So, Dr. Camel, I some flipped the coin. I got the, you know, the wrong end of that. So, I apologize ahead of time if I get any names wrong, but I will try my my best. But very proud of all of our young students. All right. So, first up

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from Nathaniel Morton, Jackson Wiki. That close. [applause] All right. From West Elementary, Colin Whitley. >> All right. From West Elementary School, Riley Whitley.

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[applause] All right. And also from West Elementary, we have Ivy Kascowski. [applause] And from South Elementary, Sawyer Brown. >> All right. From West Elementary, we're uh Felain Bean. Is that close?

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>> Felen. >> Felen. Let's get that right. Feel it. All right. From Federal Furnace, Margaret Hutchinson. [applause] >> All right. And from Manamett, Waverly

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Suve. [applause] >> All right. And also from Manet, Jack Murphy. >> [applause] >> from Indian Brook Elementary School, Milo Gunnan. [applause] >> And also from Indian Brook, Thomas Brentton.

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[applause] And back to Federal Furnace, we have Emilyn Powers. [applause] All right. And also from Federn, Georgina Dylan [applause] from Nathaniel Morton, Ruby Hoff. [applause]

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>> All right. And from Nathaniel Morton, Lorenzo Deava. [applause] [laughter] >> And from Hedge Elementary, we have Thiago Santos. [applause] And from Federal Furnace, Charlotte McCelpine. [applause]

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And also a Charlotte from Federal Furnace, Charlotte Buckley. [applause] >> And from Colt Spring Elementary, Jacob Laflam Leaf Flame. [applause] All right. And from Cold Spring, Caleb Ireland.

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[applause] All right. And from Cold Spring, Macy Lee Travers. [applause] And from Cold Spring, Evelyn Hlett. >> And from Cold Spring as well, Olivia Reed. >> [applause] >> And also from Cold Spring, Kaitton

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Kleti. [applause] >> And back to Nathaniel Morton, we've got Chavevel Conville. [applause] >> All right. And from West, Evelyn Russell Ready. [applause] >> All right. And then next up, we have

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Ariela Amore. All right. New York. [applause] >> All right. And for Nathaniel Morton, Penelopey Spidle. >> And for Nathaniel Morton, Lincoln Straussel. Lincoln. [applause] >> All right. And from South Elementary,

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Elise Prochniki. Did I get it right? >> That way. Wrong way. [laughter] >> All right. From South, we have Ella Rivera Meyers. >> [applause] >> And from Hedge, we have Connor Huggin. [laughter] >> From [snorts] South Elementary, Harper

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Keith. >> That way. [applause] >> All right. And from Hedge, Benjamin Dilva, Benach. >> All right. From Hedge Elementary, you've got Jackson Davis. Congratulations, Jackson. [applause] All right, from Manomet Elementary, we

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have Riley Nicholson. Congratulations. [laughter] >> All right, from Manomet Elementary, we've got Nora Mulvaney. >> And from West, we have we have Julia Maderos. Congratulations, [applause] Julia. >> For man, we have Rowan McGreen.

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>> [applause] >> All right. From West Elementary, Kaden RDE. >> All right. Uh, from Nathaniel Morton, Lily Green. [laughter] >> From Nathaniel Morton, Eliia Williams. That close.

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>> Ah, all right. from PCIS, Lucy McLaclin. All right. [applause] >> All right. From PCIS as well, Faith Higgins [applause] from Plymouth South Intermediate, Alle

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Peterson. [applause] And also from Plymouth South Middle, Elizabeth Aziz. [applause] All right. Also from Pula South Middle, Sophia Pontes. [applause] All right. And also from South Middle,

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Rory Omar, our mayor. All right. Also from South Middle, Kayla Gardia. Was I even close? >> All right. And from uh PCIS, uh Livia Sales. >> [applause] >> And from uh South Middle, Savannah

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Andrade. [applause] And from South Middle, Leila Hart. [applause] All right. And also from South Middle, Emerson Costa. Emerson. [applause] And also South Middle, Andrew McCarian.

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Marian. [applause] Also, South Middle, Declan Lighten. Good job, Dean. [applause] Second with South Middle here, Roland Andrews. Congratulations. And from Plymouth North High School, Evelyn Hess.

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>> All right. [applause] All right. And also from North High, Marin Lodge. All right. I'm assuming it's also north put north eye at Valentina Kix Kixto. [applause and cheering] All right. And for North Eye, Adeline

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Davis. [applause] All right. And our last but not least from Plymouth North, Kaden Loose. Lucy, thank you. [applause] All right. Up. Uh, thank you again for your support.

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Um, thank you to our artists. Congratulations. A big round of applause for everyone. [applause] And I'm going to turn it over to Mr. Cable to just say one brief word. Keep going. Right. >> We go. Right. Okay. >> Hi everybody. First of all, thank you to

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all the uh parents and guardians um for all your work coming here on a week night um and enjoying this. Thank you very much. Uh it's been a a great um thing that we do. I really appreciate the Plimp Public Schools superintendent, the school committee for supporting the

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arts the way they do. It's important to support the whole child. Right. How about a round of applause for uh Plimp Public Schools. [applause] Now, the important part, young artists are welcome to come inside and go back uh down to the classroom for a cookie, a

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treat, something like that. Um, with one family member, there's not a ton of space. You all can't fit down there. I love you all, but you can't. So, an artist, one family member downstairs, everybody can look at artwork. Thank you guys very much. Have a lovely evening.

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All right, welcome welcome back everybody. Those awards recognitions are always fun. In keeping with the uh the awards theme, we're now going to uh Dr. Lisa White's now going to recognize one of our students for an NCTTE student achievement award in writing. Sure.

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Dr. White. >> Good evening. Thank you for having us. Uh before I make the introduction for the award, I just wanted to um briefly just mention our reflections anthology. Uh since we're talking about writing tonight, um and I actually have a copy

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of Mr. Pazano for to have for the school committee. Um this is our 11th edition and we are currently seeking adm uh submissions for our 12th edition. So if any student has any writing they want to

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submit we'd love to have it from you. So I'm going to introduce uh Mrs. Terry our department head at Plymouth North High School to talk about the writing award. Um so [clears throat] each year um we

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select some of the top junior students um in at Plymouth North High School to um compete in a competition where students are given a prompt and then they respond and we send it in and we hope that they win an award. And there are four different levels that you can

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reach. Um and I'm excited to announce that this year that Ben Godlooki was able I think I destroyed your last name again. I apologize. um >> Glosski >> Glosski >> Glosski sorry um was selected as a first class winner which was one of the few

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students in Massachusetts uh and just from a few from around the country as well. So did an outstanding job. I don't know if you want to share quickly what the quote was and what you discussed. >> Uh yeah sure. So, I talked about Ronald Doll's quote, how reading can take you anywhere. And then I kind of talked

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about how movement and reading and like the movement encourages and I talked about the books that we've read throughout high school like Purple Hibiscus, Scarlet Letter. I might have done The Crucible, [laughter] I don't remember. And then I think Knight from

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last year as well and a lot of world literature books because a lot of that allowed me to talk about like p power hierarchies and like taking a greater role in society. >> You just want to present Ben with a

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certificate and maybe take a picture. >> Of course. Congratulations, Ben. Awesome job. [applause] >> [applause] >> My only reason for not wanting to be here is because I don't like to be in the background.

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I just want to be a superend. [applause] [applause] All right, where are we at next? All right, next up we have our student high school representatives. So tonight we have uh Charlie Walker from South High and Emerson Steve from North High.

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So whichever wants to go first. >> It's the first time I've gotten to go first all year. This is >> Well, then go then definitely go first. Thank you. >> All right. Um thank you to the class of 2026 and all the staff at Plymouth South for a fantastic graduation season. It was a very busy few weeks of

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celebration, but very memorable. Special thank you to the school committee for attending. We are winding up at Plymouth South and the final exams begin on Monday next week, June 22nd. The freshman Academy Awards presentation is tomorrow at Plymouth South at 7:30 a.m. and our annual underclassman awards are

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tomorrow night at 7:00 p.m. Fall sports meet the coaches night was last week. Just a reminder to families to register on Arbiter Live prior to our start date of August 24th. Summer conditioning will begin with official sports and conditioning staff on July 6th. This

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will take place on Mondays, Tuesdays, and Thursdays throughout through August 14th from 8 to 10 a.m. and is free to Plymouth South students. These will be hosted um at the stadium.

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Congratulations to Julia Bazazzo who won a national um silver medal in action skills after competing um this last week at the Skills USA national conference. Student council elections also took place last week and we are excited for all of our new representatives and

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officers for the 202627 year. And finally, uh Katie Shaughnessy and Jordan Elliot represented Plymouth South at the MIAA girls and women in sports day at Fanual Hall. >> Thank you. >> Thank you, Jo. >> Um good evening everybody. On June 6th,

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we held our class of 2026 graduation which went very well. We had three amazing student speakers. is the class of 2026 class president Anna King, um validictorian Maya Salomony, and saludiatoran Sebastian Kazakov. We'd like to extend a thank you to Dr. Campbell for speaking at the graduation

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and the school committee members who assisted in the graduation as well. Our NHS held their annual car wash at Cape Otto yesterday. It was very successful. And our final day is coming up with finals starting on Monday and ending on Friday. >> Thank you, Emerson. And thank you to your group for washing my car yesterday.

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It looks nice and shiny. All right. Any questions for our high school reps? >> All right. Well, if not, we appreciate all the meetings you guys have attended this year and look forward to you back here next year. All right. Uh next up, we've got a pretty exciting presentation. We've got

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a group from uh of students from Plymouth South uh Middle who are going to present some research on a topic that's near and uh dear to them on the uh issue of school start time. So, Mr. Gavin and team >> [clears throat]

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>> So, I will preface to you guys that we really are here to listen to you. And just as an example, and Mr. Gavin will attest to this, groups like yours actually make a big difference. Um, there are significant policies in the district that are a direct result of

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students like yourselves advocating um as a result of their eighth grade civics classes. case in point is the current um uh dress code which I think all of the students in the district right now appreciate especially at the older level. So you can make a difference. So we're here to listen. So we want to hear

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what you what you guys think. Go. >> Yes. I'm good. I'm good. I'm good. It's working. Just bear with us a moment. We're trying to get the slide set up. You guys want to do some tech research? [laughter]

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Single sign on. Close all the tools. >> Yeah, Catherine. >> Cather. >> Sorry. >> I do not. >> Sorry, >> Chris. You can close out the tools. That's the only thing. I'll make it

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bigger on the left. >> Right there. Oh, yeah. Got a little more space. I should be able to zoom it in a little bit. Now we're good. All right. [laughter] All right. Sorry for the delay. I think we're good to go now, right?

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>> So, take it away, guys. >> Good evening, committee members. My name is Sophia Shereini and I'm an eighth grade student at Plymouth South Middle School. I will be opening our presentation tonight. Sky Togan will lead you to our topic. James Moore and Leah Mansfield will present our research findings. And finally, Avery Mahan and Lily Simpson will conclude our

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presentation. Throughout the school year, our team has dedicated countless hours both inside and outside the classroom to prepare for this significant moment. This project has not been a quick assignment. It represents a year-long journey of deep research, community engagement, and strategic planning. To give you a better understanding on how we arrived at this

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point, I would like to break down our process over the past four terms. Term one, we began our journey by interviewing friends, neighbors, family members. We wanted to understand the real issues affecting the Plymouth community. Based on that local feedback, we selected our core research topic.

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Term two, we chose and collaborated with our guest speaker, former school committee chair Michelle Badger. With her guidance, we explored the complex challenges surrounding our topic and analyze potential solutions. Term three, action planning. Our focus shifted to developing a concrete, realistic action

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plan. Securing this meeting with the school committee was a major goal of that planning phase. Term four, implementation and reflection. We are currently in our final term, actively executing our plan, taking civic action, and reflecting on the lessons we have learned throughout this journey. Every step of this process has led us to the findings we are presenting to you

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tonight. Now, Sky Togen will introduce you to our topic. One of the main reasons we chose this topic is because changing school start times has a major impact on students daily lives, health, and success in school. Sleep is something every student needs, but many teenagers are not getting enough of it. Studies show that

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most teenagers are only getting around 6 and 1 half to 7 and 1/2 hours of sleep each night, which is about 4 hours less than needed. This lack of sleep can affect students in many different ways. When students are tired, it becomes harder to focus in class, pay attention to lessons, and do well on assignments. Sleep deprivation can also lower

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motivation and make students feel less engaged in school activities. Over time, these effects can hurt academic performance and make learning more difficult. We also chose this topic because it would benefit all Plymouth students. Almost every student is negative negatively affected by school start times whether they realize it or

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not. A later start time would give students more opportunity to get the sleep they need which could help them arrive at school feeling more awake, alert, and prepared to learn. Other people should care about this issue as well because it affects more than just grades. Sleep plays a huge role in mental and physical health. Teenagers

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who consistently don't get enough sleep are more likely to experience stress, anxiety, and other mental health issues. Lack of sleep can also weaken the immune system and increase the risk of health problems. By changing school start times, schools could help students get the sleep they need, improve their overall well-being, support a better

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academic performance, and create a healthier learning environment. That's why we believe this issue deserves attention, and why both students and community members should care about it. Next up is James and Leah with our research findings. >> Thank you, Sky. Throughout our time researching this topic, we found countless pieces of

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evidence supporting our idea. In an interview with Michelle Badger, she said that school start times are so early because that's just the way it's always been. A few practical reasons are pushing back against our plan. The science says that changing it has far more benefits. Child care, bus timing,

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and sports all play a role. For example, students mental health is negatively impacted by early start times. Students can experience increased irritability, lapses of memory, and fatigue. Lack of sleep can lead to chronic sleep problems like insomnia. Students with insomnia are 10 times more

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likely to develop depression and 17 times more likely to have anxiety than others. For additional hour sleep reported by students, they saw a 28% reduction in students who said they feel unhappy, sad, or depressed. The early start times worsen mental health and don't really

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make any sense. Now for Leah to continue with our research findings. >> Thank you, James. The high school start times directly contradict students natural sleep patterns. The teenage brain doesn't start producing melatonin, which is a sleep inducing hormone, until fairly late at night, around 11:00. As

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we have stated before, students aren't getting enough sleep. These students aren't staying up too late. Their brains are having trouble going to sleep earlier. The problem is these students are waking up too early for it to be healthy and therefore need later start times. Academics are another thing affected by these start times. Later

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start times help students stay awake in class and engage more. Furthermore, the academic scores improve drastically in school districts with later start times. A delay of 50 to 65 minutes for start times led to three fewer tardies, one less absence, and a 14% lower

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probability of behavior referral and a 0.07 to 0.17 higher GPA in schools that change the start times to later. With all this said, we can conclude that the research clearly points to later start times being more beneficial.

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These are our citations. Now passing it on to Avery and Lily to explain our proposal. [clears throat] >> Thank you, Leah. The three classes did not necessarily agree on one single proposal, but we all agree on the problem. Any solution will take years to implement and be influenced by many

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factors beyond what we can foresee. We also know that bus contracts, sports, parental concerns, and other factors must be considered. Here is the present situation. Elementary starts at 9:05. Middle school starts at 8:12. High

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school starts at 7:20. Even though the recommended start time for high school is 8:30. One easy change some classes support would be to swap elementary and high school start times. This would work because our research shows younger students find it easier to wake up

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early. There are many national and local examples of schools changing start times. We found evidence of these changes working well to improve student health and academics. One local example is in Dexterbury where the town changed the high school and middle school start

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times to 8:15 in 2009. They did so by moving one of their elementary schools to an earlier time while keeping another elementary school at a later time. Another example is in Hang where they swapped the start times for ele where they swapped the start times for

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elementary and high school in 2003. The most interesting example for us is Monamoy. Chattam middle school students who attend Monamoy Regional High School presented to the Monamoy school committee in 2012 as a part of a civics project. They asked the school committee

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to consider starting school later. The Monamoy superintendent then proceeded a research-based recommendation to the school committee that found what we have found. All scientific research supports changing to to later school start times.

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The reasons in the way are practical. Most prominently in his presentation sports Monoy took the superintendent's recommendation and moved their start times from 8:00 to 8:45. Now, Lily will finish our proposal.

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[clears throat] >> Thank you, Avery. Ultimately, our proposal is not detailed or specific. As we said, different classes had different ideas, but what we all agreed on was the problem. High schools and middle schools in Plymouth start before the CDC recommended start time of 8:30. In the

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case of Plymouth high schools, they start well before then. Earlier, we said that schools start when they do because that's the way it's always been, and it's hard to break habits when they start. Instead, we think Plymouth should change to start times based on science, high school, and potentially leave middle. We aren't

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spending a lot of time on details because we know many factors will go into this decision, and we can't know every detail, but we think following Monoy's lead would be great. They studied start times and tried to follow the science while still acknowledging the reality of buses, sports, and parent concerns by working with each other. We

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hope the Plymouth School Committee will do the same. Give consideration to changing start times and looking into how that could happen. This will greatly impact student lives for the better. According to research, the comfort of our students should be above all else. Lack of sleep affects

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all aspects of someone's health. This has been done before and any change could improve sleep and this would instill hope in students and provide for a greater environment. That's all. Thank you for listening and we can take any questions. >> Thank you very much. Great presentation. All right. [applause]

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Now, now comes the fun part. Questions. [laughter] All right. Who has questions? I'm sure we do. >> We do. >> Miss Jackson, >> thank you for your presentation. You all did a great job. Um, I just have a quick question. When it came to hurdles like

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child care and sports and some of the other things that families might face if you change the start time, did any of your um like corresponding school districts give information about how they handled those challenges? >> We could do like early YMCA child care

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or after school for if we switch the high school and middle and elementary school because we'll get out first. >> Okay. >> That's one idea we have. Okay. >> Thank you. Anything else? Other questions? Mr.

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Smart Jles. >> So, I grew [clears throat] up uh the the saying was the early bird catches the ro the worm, right? And I was lied to for years [laughter] because I understand the importance of sleep and as you get older, you also do

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too. So, it correlates with uh youth and scientific studies. But my question would be, was there anything taken into account with um you know the screen time that kids have before they go to bed? Um is there anything that was in that study

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that said your you know your imagery that you see of a flashing light before you go to bed contributes to that 11:00 shutdown time? Like did you guys get into the tech part of it too? Um so we've seen that uh in our research that

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uh students are going to bed late and it could be in part um to like as you said screens but uh in our research they were saying that um 11 is about like is about the time that melatonin gets produced in

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the brain. Uh and from my own experience I agree with that. Um, so we're saying that getting to get the full amount of sleep, 8:30 would be our start time that we'd like. >> Okay. Yeah. I I think there's there's

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changes in habits and if you know, absent of those habits, if the science overrules that uh, you know, more sleep is better for learning, we we should look at things like that. I mean because you know there was a time here where uh if you were on the school committee

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probably about 10 12 years ago people wanted devices in everyone's hand right and then they start and they restudy it and say how much should a a student be on a device if they're on them you know outside of school so like things change and uh I I think it's it's very healthy

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for you guys because you're the end user right to come up. So thank you very much for putting the time in. Appreciate it. >> Thank you, >> Michelle. M Miss Parker, >> um you all did a great job. Thank you for presenting tonight. Um during I have

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one question. During your community assessment, did you pull your uh fellow students about this question? >> Yes, we did. So in our community um interviews we we asked one family

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member, one student, one person outside of our family and then one of another one. So many of us asked one or two students about what they think is an important problem and that's how we came to our decision on school start times. >> And did you find that they were agreeing with your proposal?

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>> Yes. >> Thank you. >> I'm gonna follow Miss Barker's line thing. Was there anyone that didn't agree? Like do you did have you run into any students who actually like it the way it is and wouldn't want to change or is it like universal from what you guys see? >> Uh we have I've heard some people talk

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about how it would impact extracurriculars like sports, but it's a general consensus that we agree that start time should be later in high school. >> Yeah, I suppose from that as long as sports or whatever their activities are were coordinated around it, they

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probably wouldn't mind. All right. All right. Uh, anybody else have any any thoughts? Michelle, >> just to be clear, >> go ahead. >> Well, I was going to say just to be clear, I have an eighth grader at home, so she's pushing hard for me to listen to what you're saying because she starts

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high school next year, too. >> Yeah, Miss Mr. or Dr. Campbell, >> excellent job. Your research was spot on. You know the American pediat the the American pediatric association also says the same thing in terms of sleep and the

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importance of sleep and adolescence. Coincidentally, I also received communication from an AP history class at Plymouth North High School, I think um just the other day regarding the same issue and I I'll be meeting with students in in that class as well about

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their proposal. So there is certainly I think um the interest in not only the middle school students but in the high school students. So I appreciate you you know doing the research that you did not just coming and saying

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we're tired we don't want to go to school this early. You did a really thorough job. >> Um outstanding outstanding job and I applaud you for that. So thank you. >> Thank you Dr. Campbell. Um, so I I have no uh you know vested interest here

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anymore because my my youngest graduated from uh from North last uh uh Saturday, but both my kids would have been very big uh fans of this. I'm sure. Um but I can commit to one I appreciate you guys recognize that a change especially like

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this takes like what could take years because there's so many things that come into it. you know, contracts with the bus company, contracts with literally, you know, the teachers, everything is very very um uh specified. So, change is slow. However, it does uh start like

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this. So, the way we I can commit to you is to have the school committee take this up for consideration, you know, over the next um school year. You know, again, it's a lot to discuss, but I think it's as Mr. Margela said, I think it's something we should def certainly be discussing with the administration,

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figuring out what, you know, is there an appetite for it? What would be the path to get there? It, you know, realistically it could be something that within your guys's, um, high school tenure, you know, could happen. Maybe it's your junior year, maybe it's your senior year. It definitely won't be next year, but I can tell you, you know, it is something that, you know, if we, you

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know, we're committed to could happen over, you know, a series of a few years. So, you know, we'll see where it goes. But I really do appreciate you guys coming here and standing up, you know, representing your your um your fellow students and actually putting in the hard work and doing the, you know, the research like Dr. N. It's not just we

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want this to sleep in later or, you know, etc. It is really, you know, science based. So, I appreciate it and well done. >> Thank you. >> Thank you. [applause] We'll give them give them a few minutes to clear out. >> Thank you.

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>> Thank you. >> I would agree. I agree. happen like next year. >> All righty, we'll keep uh moving tonight. All right, next up we've got a proposal for the Plymouth South High School Stadium uh dedication.

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Uh Miss Miss Patty Fryen to present on us. >> Students were fabulous. They have my support. It does impact your mental health that time of the morning >> as [laughter] adults too. Yes. As an adult. >> So the so so the adults working at the high school is that it appreciated is

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what you're saying? >> Yes. It's early. It's very early. We arrive in the dark. >> It's not going to happen next year. My son just fired the clicker. >> I know [laughter] you lost your whole audience. >> Luke just said >> I think the kids would agree.

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>> We get moving early. Um thank you for having us here. Hope you've received the proposal that we submitted. Um, Scott is here as well and coach Flet and Coach Frymouth who are legendary Plymouth North coaches just to kind of show the camaraderie in the town that when we're off the fields, we actually all spend a

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lot of time together and are collaborative in our practices for our kids. And Kyle Bronn, I don't know if many of you know him, um, was just a tremendous individual. He was really the only other athletic director in the history of Plymouth South High School. And that stadium um, I would put up against any stadium in Massachusetts to

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be very frank. the layout of it, the two sides you just saw at graduation what we can get out of that type of facility. Um, and he was really the brains of all that. It's actually the original lights, the original stands. Um, the track and the turf are obviously new. Um, but he's an individual who had such a creative

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path that he was a Plymouth South person athletic director. He was a fizzed teacher. I mean, 34 years in the district, but then when Plymouth North had some openings and some transitions needed, he went right over to the other side of town and worked as the athletic director, I think, two or three times. Um, when we went to Fenway this year,

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you may have noticed we did the coin toss and his granddaughter did the toss and he's such a representation of Plymouth, and our stadium has never had a name. Um, and I think what I kind of summarized in the second to last paragraph, what he what he is as a human being is the special powder cow brun. Like it was never about winning, losing

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titles. it was about people and kids and providing the best opportunities possible and he's someone that I've always looked up to. I know um Mr. Fry feels the same and I don't think you could ever find a person in the town of Plymouth who can say a bad word about Cal Braun. Um his wife is still local.

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Um his children are in the area and we've spoken to them and they're in full support as you can see with the letter from Lisa. She did have a recent medical situation and couldn't be here tonight. Um but they're just tremendous tremendous people and his giving back did not stop when he retired even from his situ um positions at North. We still

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spoke to him when he was in his blue and white. Um but I think what he did for coaches um he went above and beyond. He grew coaches into men and taught them so many things that what athletics are the mo the biggest part of athletics, the people, the sportsmanship, the camaraderie and the the relationships

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that you develop out of athletics. And um to quote my field hockey coach and softball coach Steph Finn who couldn't be here tonight, she said, you know, he gave me a shot at 21 and she's still a varsity coach of two sports at Plymouth South High School today and is one of our leaders for female athletes. So he took chances on people but he didn't

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just hire people, he backed them through the good, bad, and the ugly times sometimes happen with athletics. So um it's we want to put this proposal forward and um we would like to name the stadium the Kyle Bronze Stadium. >> All right. Thank you, M. Ry. Do we have

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any questions for M R? >> That's the for Plymouth South. Yep. >> Yeah. >> Yep. >> Um Yeah. I think uh so it's never been named. >> It's never been named. Yeah. >> What are you guys doing? >> I just [laughter] make it work. >> We all still work there. So it is a it's

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a newer facility and um you know sadly and Plymouth North was named I mean they have the historical factor with the time and Plymouth South has only been open since you know the early 90s and it's it's interesting someone said to me when I first came to Plymouth until you have the children of the children that's when a school culture really develops and I I

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haven't been around a long time I can agree with that and um and Carl was there in the years of the when the divide happened and Dr. Dr. Blazell knows he's old like me here, but there were so many different layers to it and um but if to know Carl is to love him because he was a simple man just told

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you how it was and and but cared was always about the kids. Nothing else mattered but what the kids needed. So >> I think these things matter and uh across all athletics no matter what the sport is there's life lessons and um there's life lessons in nonlinear

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learning like music and drama too. Um >> but naming a a stadium after someone significant and if there's agreement I mean I think I named a press box after a coach because um the stadium was named >> okay >> in Norwood and then we named a field

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after a guy uh Pete Wall >> he got to 535 so you got 35 more to get [laughter] >> 33 so you're 502 so I think these things matter to community and I'd be all for it >> thank you

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>> anyone want to make a motion Yeah, I'll move to make the motion. >> All right. Second. >> All right. We have a motion that the request to name P South High School Stadium Carl Bron Stadium in memory of Carl and his dedication to the Pmouth Public Schools be accepted and presented.

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>> We have a first and a second. >> Oh, sorry. >> I didn't hear that. Thank you. All right. >> All right. We will vote in a moment. Cool. >> Do you need some dramatic music for

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this? [laughter] >> Car would like >> I'm I'm the hold up today. >> No, that's it. >> Hold on. I need to go back in and out. One sec. >> Spazano restaurants. We are going to >> I'm wrestling with the vote. All right.

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There he is. All right. There we are. Five. Five in favor, zero opposed. All right, it passes. Congratulations. >> Thank you. [applause] >> I think you'll hear from the community. The community will be very, very grateful. He really tremendous. >> Great idea. We look forward to that.

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>> Thank you, Ray. Thank you all. >> All right. [clears throat] >> All right. Next up, we have a field trip request. Uh, who's presenting this one? >> Oh, either Dr. Campbell or I. So, unfortunately, um, Michelle Lewis is out sick today. >> So, this is a field trip that's been

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done in the past, uh, with high school, uh, students going to Quebec City, Canada for, um, an excursion. Uh, the proposed dates are February 4th through February 7th of 2027.

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So, this isn't over winter break. It's over like a weekend or what? This isn't der time frame, is it? >> Didn't we review this before? >> It is not during It's not >> It's like It's like a long weekend, right? >> Long weekend. Sorry. Yes. >> Uh, we It's come up before Yeah. We We haven't done it this year, but it has come up before. >> It's in the past.

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>> Since you've been here, correct? >> Yeah. I don't have any questions. Anybody else have any any questions? >> Motion to approve. >> All right. Um All right. We have Mr. Smart Doll moves it. Miss Jackson seconds.

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Let's see if I can vote more quickly this time. >> All right. And the motion passes. >> Great. Thank you. >> Thank you. All right. We're moving pretty swiftly today. Next up, we have a one of our program update for the evening. We have our uh health services update with

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Carolyn Reigns and and friends. >> Good evening everybody. Nice to be here. I appreciate the opportunity. I think you probably have the wrong group in the house when you're talking about field trips with [laughter] my audience in the background. >> Lots of coverage. Yes, we appreciate you.

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>> That was a joke. [laughter] Sorry. >> Okay. >> Okay. So, I I think as usual, I like to do um a little bit of a story with the school committee presentation. Um and I think pictures are a good way to do that

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to try to stay engaged. Um so hopefully we'll be we can get through this pretty quickly. So, one of the big pieces with health services every year is to support the health equity of students and we are funded by a um comprehensive school health service grant with the department

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of public health. Um that supports health equity and a lot of the things that my nurses are doing um in terms of providing making sure that kids are have access to care through the health offices and with their primary care physicians have you know health insurance. Um and I think this PowerPoint will demonstrate how we're

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supporting this. So again, the goal of health services, we were lucky to get a quick picture of the flag before they took it down. Um, and again, supporting academic success and optimal optimal learning for our kids. Um, one of the things we like to focus on every year is the school nurse

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framework. And this particular school year, one of our big goals was to enhance and increase community um, collaboration, knowing how much the community does support the students in the town. And so I think you'll see that as we go along. So again, our mission um

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is really basically to support the growth, development, and educational achievement of all of our students. And a lot of the nurses have their signs up and bulletin boards a little bit about some of the things that the school nurses do every day outside the box of

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just seeing the kids in the health office. We also have certified nursing assistants. um one nursing assistant, certified nursing assistant in each of our secondary schools full-time and then also in four of our larger higher acuity level elementary schools.

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One of the focuses too is because we've had some issues in the health office about sometimes kids asking other kids or teachers asking why students are in there in front of other people, we have really tried to also focus on confidentiality. Um and again looking at the different types of encounters that we have during

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the school day. Um this of course the snow is why we're still in school today. But um looking at just the basics around medication administration, treatments, regular routine visits, emergency care, 911 calls, and dealing with medical issues.

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And as you all know, data speaks and tells a great story. And we do use data a lot every month and every year to um look at staffing levels, look at what we're doing, look at looking at some of our programs. Our electronic health record is a great resource and tool for us in order to um you know keep count of

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like keep counts and keep data collection on all the the you know different programs that we're doing. So as of this was as of u May 31st we saw 80,679 kids and I just checked today so far in June we've seen almost 6,000 more.

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>> Um so these rates our return to class rate is usually averages around 92%. So that's actually really very good. I know. >> Um and then looking at the numbers total, um we always like to compare it to something like whether it's how many people go to Fenway Park for a baseball game or whatever, but usually I believe

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in the city of Boston, we have close to 80 or 90 kids come in. 80 80 to 90,000 kids come into college every year. So, one of the things that we look at and I do have to thank Karen Fenet every year she helps me with this um in terms of looking at we are Aspen merges with

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our health office data and we're able to make sure that all different populations of kids are able to access the school nurse and so looking at different populations homeless population um ELLL special ed um looking at the different demographics of kids and pretty much for

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the most part by the end of the school year most kids um have been to [clears throat] the nurse. 85% of our kids have been to the nurse at least once. Um but when you're looking at comparing I don't know how much of you guys can really see there on the writing on the bottom. >> When you're looking at say ELLL students

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versus nonall more ELLL kids visit the nurse than non-LL. More homeless students visit the nurse than non-homeless. Um more kids in foster care visit the nurse and not in foster care. So that's what we're looking at. We're looking at hoping some of these more marginalized high-risisk

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populations are going to the school nurse than they are. So again, just giving some basic numbers on some of the diagnosed medical conditions that the nurses deal with every month and every day. Um, our life-threatening allergy numbers

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have stayed pretty consistent. We we sort of follow the national average of about 3% of our population um suffers from a diagnosed life-threatening allergy. We have used two EpiPens this year. Normally when we give EpiPens, it seems to be for unknown allergies, but this year we're both for students who

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had had already had a diagnosis. Um our number of concussions are um actually a little higher than that again because we have this was the end of May. Um but it concussion management is pretty um very sort of in-depth um

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process in the schools to make sure kids are ready to learn, ready to get back to sports. So it's a pretty significant process that occurs every every month in our schools. Um our 911 calls, again the numbers are a little over this as well. Um but I think again just speaks to the

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the benefit of having a school nurse in a building. We do have staff that also come to the nurse. I think our numbers for staff now are about 800 staff have visited the nurse this year. And our field trips, so we have had um almost 400 field trips this school year

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and approximately 120 well exactly 122 of them have required a nurse. Um so that is pretty extensive. Um but again happy to accommodate the kids. They're having a lot of fun especially this month. Our

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health screenings go on especially in the fall. We do most of our hearing and vision screenings. Um obviously which is obviously very important in terms of the learning piece. BMIs are done again state law in

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Massachusetts as of 2013. Um and I'll show you the numbers for that in a few minutes. Oh here we are. Um and again we we follow sort of into the state and national average. I mean definitely concerns around the overweight obese numbers. Um but you know it's not

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something that we can single-handedly take care of. I think getting healthier food for our school lunch programs and some of the obviously the PE and um activities that kids have during the school day are beneficial but our numbers are still actually higher than we'd like them to be.

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And as you know since 2016 we've been doing espart screening um screening brief intervention and referral to treatment for kids in grades seven and nine. And this has actually gone have you know pretty well. The the nurses have a good one-on-one time with all students. Parents are able to opt out um

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as they are actually with any screening. And um and certainly if you have any questions at the end you can I have two of my secondary nurses are here. So again we've had a great school year. Um our medical emergency response planning has gone really well. We we

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were able to offer a number of um CPR classes in the schools this year. Fortunately we were very lucky to be able to get new AEDs across all schools. Our secondary schools had their AEDs last month and then the new elementary AEDs will be heading out next week for

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all the buildings and for central office as well. [clears throat] Thank you, Adam. Um, so we've had a total of 131 staff trained um, which has been great. All of our school nurses are BLS instructors and we some of our health aids are as

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well. So that's certainly helpful in getting getting these high numbers of staff trained every year. We do a BLS training for speech therapists, PT, um OT staff. They have to have a little bit more comprehensive class. And so we offer that every year

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as well. Jen Mo um and her colleagues at South Middle did um an afterchool um CPR training for her students which was very successful. And then some of our other afterchool programming, there was a kindness club

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at Nathaniel Morton that meets with grades K to five. And then um the yoga for kids classes at Federal Furnace and um Rian also did hers at Cold Spring. So I think we've I've talked about this

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every year for like the last 10 years kind of at Nauseium. Um, Senate Bill 862 also has a um a companion House Bill 545, right? I believe they're in the joint council. Um, the joint committee on healthcare finance right now. Obviously, we're we're in the second

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year of our legislative session. Um, does everybody know what that that bill is for? Have we talked about this recently? It's the bill so when we we have for the nurses in the district, we can bill for some of the treatments, medical interventions that we provide.

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Um, we also can bill for screenings. And so, um, all of the money in Massachusetts, unless you are a regionalized school district, goes back to the municipality. Doesn't come to the school district directly. Um, and so this bill actually is asking that the

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monies be returned directly to school districts. Um, but it's a bill that has been sort of hung up in committee and goes to study every every session. So, I don't know this year if it's going to be any different, but we do do our due diligence here in Plymouth in terms of

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our billing and doing all of the um required um paperwork and whatnot. But it is a bill that at least um Senator Fernandez refiled at this past session. Um a professional development day for nurses in November was successful. Um

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most of the nurses do online virtual programming, nursing programming, but this year we did have some in-person sessions. Um, one of them was offered by High Point um, for our secondary nurses and it covered problem gambling which was very interesting uh, a topic that we

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really haven't heard a lot about. Um, and then we did a mental health anxiety training for elementary. We offered an evening program um, that to really address um, the the importance of community public health in supporting education um, which was attended by 80

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some odd people virtually and we partnered with Nor Eastern University for that. And again, health education goes on in [clears throat] the health offices every day. A lot of the nurses actually also go into the classrooms. Um,

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we had anytime we have any outbreak or increased absences in a classroom or in the school, we always look at what's going on. And my nurse at Nathaniel Morton did some specific um cough hygiene handwashing classes with

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some of her with some of her kids. And then the bulletin boards and they try to follow a health theme every month that they reinforce in the health offices and we put our healthy headlines out for um staff and families. Um and we have a

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pretty good u following on that. We usually some months we've had like upwards of 10,000 views, but for the most part on average like about 5,000 people look at it every time we send an um an issue out. Try to keep it pertaining to the school age child health issues related to um that age

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group. And then our health and wellness quarterly for staff. And again, we usually have, you know, pretty good response rate to that. It's easy to follow the analytics just to and get an idea of what we're doing or if

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you know what the readers like. Community partnerships. Um I think obviously the department of public health, our local epidemiologists, we've partnered with Bridgewater, with school health. Um we were invited to the ribbon cutting when Harbor Health opened up

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their new wing. Um, the American Legion recently donated a significant amount of money to our health offices as well. Um, and also was looking to have some more partnerships with us. We partnered with the BU School of Public Health and I'm very happy with

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the superintendent's permission to share the results of that. Um, they had looked for five to partner with five districts um to do a community health needs assessment and because we work closely with them with the Department of Public Health, we we actually were able to do that. Uh the purpose of the health

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assess needs assessment was to better understand our school our school community's perception of key public health key public health issues affecting students. Um and the four priority areas that we looked at here in Plymouth were chronic absenteeism,

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behavioral health services, the impact of social media on students and the perception um substance of substance use in the community. And um we were very lucky. We had about almost 400 people um parents, guardians, and staff respond.

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Um I feel like um it's was a very lengthy report. Um but if any of you are interested, I I'm certainly happy to share it. The our yellow tulip project again once again this year we have yellow tulips all around. Bridgewwater had a great

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youth program that two of our students from PCIS spoke at um and Representative Badger was able to give them a recognition which was very nice. Um Judy Dart, our PCIS nurse, also spoke

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at a DPH statewide meeting to nurse leaders and um talked about the yellow tulip project here in Plymouth as a best nursing practice to support students mental health. And that we also have the public health excellence for shared for shared services program that both Brienne and

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um Tai at Cold Spring and Susan Austin at Hedge participate in and our community health fair. Again, once again, we offer CPR training to everybody who attends, which I think is a nice gesture. Kathy Raleigh is here tonight and she was part of that. Again,

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usually we get a picture with the superintendent, but he wasn't. We couldn't catch him this time. Um, our wellness committee is great. We have so many people in the community that attend the library, the hospital, um, PYDC, um, homeless shelter. I could go on and on.

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We have great community support. Um, I feel like we, you know, we meet quarterly. It's mandated by the state and by the federal government that we meet, but I feel like it's a really great collaboration and, um, fortunate that we have a lot of our health educators and nurses participate as well

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in those meetings. So, just a few thank yous obviously to all of the nursing staff and um nursing assistants. Um school nurse day was great this year. Um I think a lot of the nurses were very much recognized in their buildings by

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their principles and staff. Um the nurses had um a day at JPH in Marshfield as their PD. Just a few acknowledgements. I want to acknowledge everybody who's mentored. We have student nurses from undergraduate

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programs, um nurse practitioner programs, and graduate students that come um that our nurses mentor every year. Two new nursing staff. Um, Cat Zenaboni at South Elementary and then Mickey Fehee at Manmat.

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This is I got we have a few new subs um that I didn't they didn't really want to share pictures but anyway these are some of our new subs. We're really fortunate since we increase the rate of the substitute nurse pay. We have been lucky to increase the numbers of substitutes

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because we have needed them. They [clears throat] all go through a lengthy orientation process too in the health offices as well. We have uh three actually four nurse four certified nursing assistants who are on our PDM pool as well. And then

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thanking our district-wide nurses for all their help and also to Sarah Renault who's our nurse case manager who's done a great job this year in that role. So I do want to mention this was um something that was brought to my

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attention. So, very recently, one of the high school kids at Plymouth South, invited his former middle school nurse, Jen Mo, who is here today, um, as his special guest, who was National Honor Society induction, which I thought was like pretty nice for a high school kid to do that for a school nurse. So, kudos

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to Jen um, and taking care of him. We have a total of 29 diabetics in the district. So, that's pretty significant. But that was very nice of him to ask her. Obviously, she had made made an impact on him. And again, Kathy Riley is retiring.

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>> She's like, >> and um Kathy sent me the picture of doing the CPR on the frog, but um that's typical Kathy, but I just want to acknowledge her. She's been in the district. This is her ninth year here. We worked together for years prior on the Cape. She was a nurse leader before

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coming back to Plymouth to care for students. And she's pretty amazing. She's a federal furnace. And they had a great ceremony for her there this morning. and um she's very well-loved to say the least. Stacy Perry did a nice job.

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Um two of our nurses just got graduate degrees. So, congratulations to them. U my preschool nurse and my nurse across the street, Antonia, and then just we're on social media and just supporting kids from the beginning.

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We just got those graduation photos >> and that is it. Thanking the superintendent for his continued support. >> And [laughter] >> he looks the same, I think. Oh, yeah, you do. >> Yeah, that's the before.

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>> And also to Stacy and Adam for like supporting the um obviously the hiring. We have three new nurses that we've hired this school year for the upcoming 26 27 year and that's a lot. So appreciate everybody's support as always.

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>> I I just wanted to get through that fast. And if anybody has any questions, certainly my some of my nurses are here that can probably help answer them. >> Yeah, great presentation and thank you to all the nurses for everything you do. Those numbers are are astonishing. I think if my math was right, it's like we average like 11 visits per student in

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the district, which is crazy. Um I'll turn it over the rest of the committee. So questions. >> I just didn't want to put anybody to sleep with all the numbers, but >> No, no, no. You hit the highlights. It was great. >> Yeah, you got a few numbers thrown in are good. >> Miss Jackson, >> hi. How are you? >> Good. How are you?

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>> Good. Um, I had a couple questions. >> Sure. >> Um, one, I know you're also a very big advocate when it comes to addiction um and supporting families through that

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process. also have we seen is that something that we do intervention or um see in the nurse's office also and um like what do those numbers look like? >> So when we do our expert screening in

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grade seven and nine those are pretty much the questions that are asked around alcohol or substance use. >> Yeah. Um, I think that the nurses can speak to probably I don't both of my have a middle school nurse here and a high school nurse. Um, in terms of the specifics in Plymouth, but we do I feel

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like, you know, we do partner with so many of the local communities. We did a we did a professional development last year. I think that you were able to come to that and I think that we have so much support in the community. One of the things that did come out in the community health needs assessment with Bridgewwater was that parents really and

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teachers were not aware sometimes as much as they felt like they should be of um resources and supports for them. Even though we know that I know when we have sports nights and we have all you know all these other events, we do have information. Um sometimes people just

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sort of walk by those tables and they don't really take advantage. Um, I think that we tr we were trying in our healthy headlines to include information around marijuana, you know, whether it was edibles, a lot of the um some of the nurses are noticing children coming to

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school smelling like marijuana, just trying to put information out there to families um on the lock boxes, just things that and just things that we have available for them. And we do go over some of that at the kindergarten registration. Um, but I think that um, you know, again with the summer months

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approaching, whether it's alcohol or substance use, you know, that obvious always ob always is a concern in the summer when kids have downtime. But I don't know that specifically there's any huge thing that you guys would want to mention about that, >> how did you find

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>> I think so. I don't we're not if you're asking like trends or something like that. Um uh yeah I guess >> feel like we're seeing anything more I mean there are different scenarios where

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um we may be called in to assess students for safety based on how they may behaving or concerns or >> okay >> and I think vaping was one of probably one of the bigger issues but I do know

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that you know in the PYDC meetings and we have shared this in healthy headlines and talked a lot about it at the wellness committee which is how it actually came to the attention of the board of health was that the substance theratom substance it was being sold in Plymouth um over the counter. I know

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that um one of my nurse's sons saw it. She must have talked to him about it and he sent her a picture and it was right onto the trident and gum in this in the variety store in Plymouth downtown somewhere. So again educating people a lot of people don't even know what that is. So, I just think

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>> I actually learned about it from you and I educated my own mental health office on that because they were not aware of what the substance was. >> And it was interesting because I know that Plymouth and Marshfield very quickly banned the substance from being

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sold. Um, but I think in Plymouth for some reason they were up against whether it was groups lobbying to keep it here because it's obviously very lucrative. Um and so they they sort of were fighting it and there was a little bit more of a discussion that prolonged I

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think Plymouth did finally banatratum itself that there's other versions of it and kids can get it also get it online. So it's pretty scary because there have been deaths and um people have ended up in in addiction recovery centers that

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have been using it. And it comes in all forms. It comes in sports drinks. You can have it as a tea. I don't There's just And every time PYDC does a presentation, it's just it floors us whether they're talking about the different types of vaping devices or the

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different things that they're putting in these. It just they just they're very creative and it's all about, you know, making money. >> Actually, it wasn't my substance abuse. I mean, it wasn't my office. It was my substance abuse class that I took and my substance abuse professor in graduate

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school did not know what cratom was. So it's very it was very timely information for you to present. >> It is it's great and it's great. I mean I know that we we originally heard about it through PYDC. I had seen it in New Hampshire behind the counter of a gas station and asked looked like it was in

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a beef jerky container. It was like behind the counter and but you there's no age limit. you can get it at any age. And I don't I'm not really sure how in other states what they're doing. Massachusetts, I believe, is has bills out there, a little bit more extensive bills to try to ban it.

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>> Yeah. >> But again, just trying to educate families in the community and trying to use healthy headlines as a vehicle to do that. Um, >> yeah, you do a great job. I we appreciate everything you do in the district. >> Thanks. Thank you. >> And happy retirement to Kathy.

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Mhm. Mhm. >> All right. Thank you. >> Thank you everybody. >> Mr. Smart J. >> Um yeah, thank you for the presentation. [clears throat] And there was one slide though that I couldn't um read the one with the six times uh per student. >> Oh yes. Okay.

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>> What what was when you had that broken down, what were the >> the categories underneath that? So like if was there a a certain >> Yep. So we look at [music] So we So we Thanks, Kristen. So we do we do look at

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after the fir we technically do it every quarter of school. >> Um and so we just are watching to make sure that all of our students especially in higher risk populations and when I say that I mean like you know kids who are homeless you know ELLL kids maybe

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kids who are a little bit more you know who just maybe >> sure >> you might just want to keep closer eye on for whatever reason kids who are in foster care. >> Were those the kids who were coming six times though? Okay. So at at the bottom I just couldn't read it cuz I >> So So we look at demographics as well. So students of color are more apt to

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come to the nurse than their Asian or white counterparts. Um ELLL students are more apt to visit the school nurse than nonll. Same with the homeless population. Those kids come to the school nurse more than kids who are not homeless. Um kids in

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foster care come to the nurse more than kids who are not in foster care. trying to think of any other specific population we referenced, but we watch it all year. Um, historically about 85% of students will see the nurse at least once during the school year.

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>> Um, which is why we really feel like health screenings are important, not even just to identify vision and hearing problems, but also >> because it gives a nurse one-on-one time with students that they never may see during the school year for visits. >> Um, because not everybody's a frequent

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flyer. And I think that I mean that's understandable. I mean the way it's broken out now I could >> that was probably the best way we were trying to do it so that it looked so then the the bar the bluer bar the higher bar is >> what what I want to also figure out and

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we're I mean if if we can help 40% or 39 point whatever it was obesity rate among seventh graders is double the national average and you know if we if we look at

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between the ages of say 12 and 18 there's there's charts I've seen that say that percentage of obesity like 60% of those kids will continue into adulthood with that issue and I I look at you know a generational shift that we

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need because of an overburdened health care system and I also look at the conversations we're having um with our health insurance and Ozmpic and WGO Ovian and things that you know relate

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are we doing enough and and it's not the the overburden that the nurses have now with chronic disease management >> and other aspects of uh delivering medication and comp you know complex diagnosis

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it's is is there more we can do to look at the sort of food as medicine part of it because I think if we don't get to a generational shift, we're I mean with our our aging population, we're not going to be able to we don't we don't

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have enough dogs and nurses in this country to to help people. So, I think we got to start the wellness now. Are there things we're not doing because you guys are just receiving that? Like what what other areas can we invest in to >> Well, I think you have you run into a

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few issues. Number one, I think BMI sometimes can be misleading. Um, and I think, you know, I remember as a former high school nurse, like, you know, the football players would get on the scale and the more they weighed, the happier they were, but they were big guys. You know, they weren't. So, I think that you have to just take

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>> So, is that stat? >> It can be a little I mean, it it is based on the charts, which, you know, I think, no, I'm not saying you have to be 80 pounds to be a normal weight, but the charts are a little exaggerated, and my nurses could definitely address this, but I also think that, you know, we are a school district. We do offer physical

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education. And I think like sometimes everybody forgets that schools are on the job of educating kids, not that you can only do so much. And I feel like, you know, we used to send letters home to families and letting them know that the child was either underweight or

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overweight. And I mean, like most parents know if their child is overweight or underweight. Um, and if but unless you have a concern, I mean, the nurses can call make phone calls, but we don't send the letters home anymore. Um, a lot of kids, >> you know, that we have kids with eating disorders. We have so so many issues

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around food and there's only so much I think schools can do. Um, >> right. No, it's not it by by no means is it a a blaming scenario. It's just something that that strikes me is, you know, we had students come in and talk about start times in schools correlated with certain behavioral studies on

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sleep. Well, sleep movement and food like all go hand in hand. And I I think there's, you know, I I don't this the schools are that last bastion of where, you know, the youth are going to be for a certain amount of time. And I'm I'm not saying

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we put it we're we're not by no means putting it on school nurses, but where can we help as a committee? And I don't need that answer today. Like what other programs could complement what you guys are receiving? Um, you know, and and I I talked about some added inter mural

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programs at a middle school that there's no quick fix. I think it's, you know, there's a lot of different areas, but it's just and I get the the the body mass where if a a kid's actually lifting weights and they're a little heavier, they could call them obese because they're heavier than the chart, right? I

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But that's double. I mean, that 40% is 40%. So, >> right. I I agree. But I also think that, you know, we have in Plymouth, we're fortunate in that we have health education starting in elementary school. >> Yeah. >> Um, and I know that there's a myriad of topics that they need to cover. Um, and I'm sure that they do talk about

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nutrition and exercise. I know that the nurses put information out in the health offices. Um, do you guys have anything you would want to add about the BMI piece? >> We try to keep healthy snacks for the kids in between or for breakfast if they

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come in and they haven't eaten. Even though is available cafeteria. They may not get it. >> I think what I point out is that quite a few years ago, you guys passed the food policy, so we not seeing cupcakes as

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much anymore. I think that was a really positive. [clears throat] I think we need to revisit that maybe every little once in a while and just remind people because, you know, we still see stuff coming in. We do have to lead by example. Um, I was happy to see the whole little snack shack at South

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Middle. That's where I work. They have this little area where they would sell snacks and I would see kids walking out with four bags of Doritos instead of their lunch, >> right? >> Um, that I've noticed isn't open anymore. That's a good thing to see. The vending machines now have water um zero,

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you know, healthy healthy options. >> Um, one thing until a couple of years ago. It was wonderful because in the nurse's office, we would go down to the cafeteria and they would give us apples and oranges, um, boxes of raisins, and

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we would put them in a bowl right inside the office. And it it was surp I didn't think the kids would would be interested, but they do. They'll like walk in, you use the bathroom, grab one on their way out. I'm like, this is great. And then >> we weren't allowed to do that anymore. We can't get fruit from the cafeteria.

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>> Why? Why? Why not? >> You're not allowed to [clears throat] go. >> All right, we can look at that. >> We can fix that. >> I can address >> I can address that. Um, obviously in order to be in compliance with the with

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basically the national food and basically the cafeteria programs and so forth. Um, we can't give away food. Um, it's it's not allowed. Um, we may have been doing it in the past, but we're not we cannot do it anymore. Um what they

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are doing now is they are creating share baskets. Um so if a stu so when the child comes out of lunch there are certain components that have to be on the plate in order for it to be a reimburseable meal. Um and a lot of times there are some things in on the meal that the kids don't want to eat.

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Sometimes there's milk, sometimes there's fruit, sometimes there's vegetables, something that they don't want to necessarily eat. So now what they can do is they're required to take it, but they've created a lot of share baskets in each one of the cafeterias. So if they don't want it, there's a bowl or a bin or something that they can

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basically take that fruit or take that milk and put it in the bin or the bowl. Those items now can be shared and given away. Um, but we can't just give away fruit. It has to be paid for. Um, I know that David Bedau is working on a fresh

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fruit and vegetable program for some of the elementary schools that qualify. Um, not all the schools qualify. So, that's something that he's working on for next year. Um, there are a lot of programs that we have not taken advantage of in the past that he's trying to once again

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compliance is number one. That's like his number one goal to make sure that we are in compliance because there are some areas where we weren't. Um, so that is primary goal one. And then the second piece is how do we take advantage of some of these programs that exist that

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we haven't taken advantage of in the past, but we can't give away free food from the cafeteria anymore to stay in compliance with Department of Ed and USDA. And you know, it's interesting because when you think about it, >> Massachusetts is one of small number of

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states that provides free breakfast and free lunch, but it's not always >> a healthy breakfast or a healthy lunch. So, you can't give out the healthy food for free, just the unhealthy food. And that's the federal government's fault. >> I mean, that's completely an issue. >> I want to finish my thought because

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we're we're elected to hear from the professionals and represent the constituents. when I hear something good was working and then we're not doing it because of [clears throat] some national uh you know compliance issue. I that's what the common sense would say that if

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a kid can grab a healthy snack, we got to find a way to somehow be in compliance but then feed them uh in a way that they might say, "All right, you know, at home instead of the Doritos, I'll grab a banana." Like that's where you have them learning and that one

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instance can affect the kids's behavior. um in a good way, but I don't want to just say let's not do it because there's I I know what you're saying, but we got to look at these things and see if we can get around it. >> Yeah. I wonder Yeah, I understand what you're saying, Dr. W. We can't give it away out of our uh food program within

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the cafeteria, but I'm think like there's got to be some other way to fund giving away fruit, you know, almost outside of the cafeteria. Is this amount? I don't Yeah, just know what I'm seems like something that's so little share box. >> It would it be possible because the

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problem with that is it's only available during lunches when kids are offered food when they're coming to see us is when the cafeteria isn't open. There is some in the middle when they didn't want to eat lunch, but now they're hungry 2 hours later. >> Would it be possible for that share box

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to somehow be shared >> with the nurse's office? I know a lot of I know hedge for instance >> that share basket is available all afternoon they can't do it for milk but they can't because obviously you need to refrigerate milk but

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>> um that whatever is in that share basket for fruit and so forth the kids use it I know after all afternoon >> we don't have to solve it out it seems worth exploring though because it seems like one of the things where yeah I mean there's we have constraints we have to work around but this seems like one of those things that we could figure out that isn't super expensive that might

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make a difference to >> I I think the community does support initiatives as such because my nurse at Hedge >> does get >> support from a community that group that does provide that like family. >> Yeah. Maybe there's some best practice maybe there's some schools that are doing it right and some that aren't and

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let's figure what the what options we have >> and we also have with the smaller schools the secondaries. >> Yes, I'm sure. And we also have a nutritionist now who's one of the assistant directors. And so her and I have spoken about it'd be great if she could go into classrooms and do a little

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nutrition education when she has time, which she probably doesn't really have that much time, but um again, it's tough to spread resources thin and >> if the federal government, I think they're really the the ones that are running the show on this. >> Yeah. But [clears throat] we can I mean

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there's there's ways to figure we can figure this out. I mean, this is all right. Thank you. >> Appreciate that. And thank you for the Yeah. the ideas. >> Appreciate it. >> We do. All right. >> All right. [clears throat]

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Next up, as we've come to our end of our um school year, we have one of the uh school committee's primary um responsibilities, which is evaluating the uh superintendent uh annually.

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So I'm going to not read this document exhaustively since it's 11 page goes long but I will give um you know the committee and the community I'll say the highlights and I'll just read one section which is the uh uh kind of the

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summit of uh the summary. So overall just kind of starting at the uh the top and I'll go through the details of what these goals were um a little bit but on prof on the goals that were set for the district and superintendent at the

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beginning of the year um on professional the professional practice goal that was uh considered met. the student learning goal was considered met and there were two um district improvement uh goals and those were both uh exceeded in the opinion of the committee. In terms of uh

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performance standards, these are you know Massachusetts um wide. So every superintendent in in the state of mass gets rated on the exact same performance standards. Standard one is instructional leadership. Dr. Campbell is rated as proficient for that one. Standard two is

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management and operations of the district. Dr. Campbell again was rated proficient there. Senator three is centered around family and community engagement for that Dr. Campbell is rated as exemplary and center four which is professional [laughter] culture on that Dr. Campbell was also rated as

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exemplary. So overall um the rating that is being given is uh exemplary uh for you know for for the year just as the description an exemplary rating indicates that pra

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that uh the superintendent's practices significantly exceed proficient and can serve as a model of practice regionally or uh statewide. And I think most of us would agree that that does describe Dr. Campbell in many respects. So I will read uh just the uh the executive

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summary and then some highlights uh from other pages. So the families and students uh the families, students, and extended Plymouth community should continue to feel fortunate to have Dr. Campbell leading the district and its schools. Simply put, the school committee firmly believes he has consistently met the aggressive goals he

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has set for the district and continues to strive for the overall success of the Plymouth Public Schools. Dr. Dr. Campbell has dedicated himself to ensuring every student receives a quality education and the support they need to be successful. Operationally, Dr. Campbell demonstrated effective stewardship of district

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resources through strategic energy conservation initiatives, technology efficiencies, safety enhancements, and transparent budget development. The implementation and expansion of open architects, continued investment in district safety systems, and exploration of performance-based energy contracts

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illustrate a proactive and forward-thinking approach district management. Always looking to learn and improve based on past experiences, Dr. Campbell has also displayed an exemplary ability to engage the community and maintain strong support of the district's needs and priorities in the face of challenging financial

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conditions. The substantial material evidence provided provides a strong and compelling case that the district is moving in the right direction and that Dr. Campbell is taking the necessary actions to achieve the district's strategic objectives. Overall, Dr. Campbell's work this past year reflects

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a high level of dedication, thoughtful planning, and meaningful progress in advancing the district's mission. Dr. Dr. Campbell demonstrated strong leadership across all four Massachusetts standards and effective administration leadership during the 2025 2026 evaluation cycle. His work reflects a

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sustained commitment to instructional improvement, operational effectiveness, community engagement, and the development of a positive professional culture. Under his leadership, the district continued to strengthen instructional practices through expanded learning walks, increased collaboration among among educators across uh across

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grade spans, and a consistent focus on data informed decision-making, student achievement outcomes, and external recognitions, including AP school honoral recognition and multiple state and national school distinctions, reflect the district's continued focus on highquality teaching and learning.

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All right. Now, I'll move on to the uh the uh in uh district goals for for the year. And I'll just I'm going to read the descriptions and the uh uh ratings. So, student learning goal um was by 2026. By June 2026, the district will

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redesign a will design a comprehensive district-wide transition framework to improve student transitions at three key points. PreK to K, grade 5 to 6, grade 8 to 9. During the 202526 school year, the district will engage stakeholders in planning and refining practices based on

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feedback with the goal of full implementation districtwide in the 2026 2027 uh school year. This was considered uh met and again this is one where the full implementation is planned for uh next year, but we feel that um Dr. Campbell is on track for that one.

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uh the professional uh practice goal for district operations. By June 2026, the district will organize and host at least four educational forums, one per quarter, and publish four accompanying district-wide newsletters that provide transparent insight into district operations. At least 75% of forum

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attendees will report increased understanding of key topics and each publication will reach at least 1,000 community members through digital and/or print distribution as measured by engagement analytics and feedback surveys. Um and the uh that goal was

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considered to be met. And then there are two district improvement goals that um were considered to be uh been exceeded. One is energy conservation. That was by June 2026, the district will reduce total energy consumption by 5% compared to 2025 levels through a combination of

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behavior-based conservation measures, equipment upgrades, and operational changes as measured by monthly utility reports and building level energy use. And the second one was the community volunteer program, which was I say highlighted by multiple uh members as a real highlight of this year. Um and the

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uh goal reads that by June 2026, the district district will develop and launch a district-wide community volunteer program that ensures 100% of schools have access to trained volunteers supporting student learning, school climate or enrichment efforts. Um I think we would [snorts] all agree that

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was quite a significant highlight of of the year. Um and that like I said the uh I'm not going to go through the uh all the the verbiage under the uh the four uh standards but there is quite a you know

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a lot to read there. Every you'll see across the board every rating is either proficient or uh exemplary um which is where we want want things to be and I said I think we are all very grateful of everything you're doing for the district Dr. Campbell. So please please

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>> thank thank you for that. Um I really it one first of all um thank you for that feedback. Um I really do appreciate it and and first and foremost that um the work is done by many particularly to my right and my left as

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well as um all the leaders um and the staff back in our schools and in in the walls of central office and and and one thing that I don't take advantage of um that I'm greatly appreciative of is your support as well. Um this work couldn't be done without the support of the

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school committee for that. I'm really I'm very very grateful. Um this is a wonderful place to be. This is my 18th year in Plymouth and um there's no place I truly would rather be. Um so I'm I look forward to next year. I already

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have some draft goals in the works based on uh my thinking over the course of this year, but also this this evaluation as well. So um this is a a wonderful district, a great district. Um there's always room for improvement, but I think

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uh we have a great thing here. Um some of the things we talked about tonight. Um but um I just I I couldn't be happier and I really do appreciate um all of your feedback. >> Thank you. Uh when this is a a an item

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we need vote on, but if there's any questions or comments from other committee members, please chime in. >> A comment, >> Mr. Saralis. Um I I think this was put together by the chair in a comprehensive way. So thank you. It's It's not easy to do to corral a bunch of I felt like I

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was doing my homework late at night. The [laughter] term paper was always like you in you get it in yet? You get it in? But seriously, good job. Um you know, we're we're not a committee um that's the rubber stamp zone. All right. Just because we have a lot of unanimous

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votes, it doesn't mean we're just nodding our heads in agreement and saying, "Hey, look, everything you say is is gospel." But you've you've come close on a lot of aspects of, you know, that leadership being accepted. So, that's I think part and parcel to why

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we're unanimous when we make motions and vote. Um, and I think another big important area to exceed is in the fiscal systems where, you know, you you fight for the budget that's appropriate to lead the school district regardless

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of the size of the pie. And I think we we continue to do that. And in good times and bad in a fiscal sense, you still have to work from the basis that, and I always say this, no kid gets second grade back. So if you don't build

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that budget appropriately that year, that student loses out and they move forward in the district. So so you might not get all you know the the budget that you ask for, but we always got to take the approach and and I think you've done this where we say this is what it takes

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to run the school system. So every year exceeding in that category um is critical because as as a committee it's budget and policy, right? and we should always be saying what does it take to run a district and um you know I want to thank you for the past year and uh you

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know thank my fellow committee members for for being part of it >> anybody else all right do we have a motion this does need to be approved by the committee or not approved so >> I move that we

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move [clears throat] Dr. Campbell's annual performance evaluation as presented. >> All right. >> Second >> and Mr. Smartell seconds. >> All right, that is unanimous. Congratulations, Dr. Campbell. We look forward to another great year.

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>> All right, next up is Dr. Blazedell. Good evening. Um this evening I am presenting to you um a student activities audit um for India Brook Federal Furnace and Nathaniel Morton um for the year ending December 31st, 2024.

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I am saying that you're correct. Um I'll give you a little background behind this. Um so we are the way our budget manual works. Um we are supposed to audit our student activity accounts once every three years and elementary school

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accounts once every five years. However, a long time um this audit that you are being presented with this evening um was started a year and a half ago. Um the auditing firm in which we were been we were working with in the past, the town was working with um it it took that long

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to get to get it. Um we are currently trying to find another auditing firm that will work look at our student activity accounts. Um some of them are backing away from this type of work. Um it's not as profitable I think for some of them what I basically got from our

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new auditor. Um there I think our new auditor is willing to look at it but we are very far behind in our audit schedule for student activities at this point in time. um our principles are our schools are required to submit monthly reconciliation reports to make sure that

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um all the activities student activity accounts are in balance and are and are in equal across the board. Um but I will tell you that we are far behind just because of finding an auditing firm. So that is one of the things that we are working on is trying to find an auditing

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firm um that would be willing to do this work. I did have a conversation with our auditing firm um who's doing the FY25 single audit for cafeteria and um Title One who's also working with the town to

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audit FY25 for the town um which was due on March 31st. Um they couldn't start until much later because they were waiting for FY24. Um so the town just got back FY24 not that long ago. Um, so they're working and they said that they possibly could

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do it, but it it's still up in the air. They're not necessar they have to still catch up for a lot of the work that they're trying that they kind of took on. Um, so just in regards to these three schools in this auditing report, um, they found the auditing firm that did this work found that there were no

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exemptions. There was no issue in regards to all all the procedures were followed. um all the the items that they tested um were done appropriately and there was nothing found, no red flags at all. Um so I just wanted to present this to you but also give you the background

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why it's a year and a half old but it literally just came to us a couple weeks ago. >> Yeah. No, I appreciate that. Yeah. I think that the red flag is just that the timing which obviously is somewhat out of our control cuz what this tells us is is that we were fine but things could

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get out of you know control for whatever reason for you know a period of it seems years before we would know. So that's a little troubling, but >> yeah. Is there anything that the committee or you know that where you could use a committee support? Is this a matter of like like you said it's not

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profitable, but is that because we don't pay enough to do this kind of work? Like where's the where's that sweet spot? Like is there I can't can't imagine we're the only district challenged with this. >> We are one of many who are challenged with this to be honest with you. We are one of many and our our student activity

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accounts bring in especially when you look across the board hundreds of thousands of dollars a year. >> Um >> and then our high schools the last time that they were done were 2021. So they are far overdue. Um >> and those are the biggest ones. >> Yes. And I'm I'm continuing

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conversations with our new firm to see whether or not they can conduct it. But like I said, they're literally trying to finish the town's FI25. So they may be able to help us to get back on track. But um I got to let them finish FY25 before I can ask them to I brought it

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up. I've talked to them. So um let them finish FY25 and then I'll resume that conversation. >> I'm sure others have questions as well. >> Is there any is there any software system that can centralize the student

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activity account? So you almost have to input you know the I mean you get QuickBooks for small business, right? Is there anything we can do? >> I'm glad you asked that because actually we have for years and years we've been on QuickBooks. Um, but it's more of the desktop version.

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>> Um, so they're they're doing a lot more um balancing >> with paper and so forth. Um, I actually just purchased an online subscription to a software similar to what you're just talking about. Um, so it will run reports. Um it it's an online it can be

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accessed anywhere by by myself or anyone in my office who has access to that. Um so we're in the process of doing that. That's some it's a software program that came out a couple years ago specifically for schools and specifically for well

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they do other states too but specifically to fulfill the m in accordance to Massachusetts law which is a little different than some other states as well. So um glad you mentioned that cuz we are doing >> have to acrue the the cash too, right? For like anything that's a

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>> yeah that I mean but to that's where the the concern I have when it goes four years. >> Mhm. >> That's if you got a problem in year one now you've created a multiple so it's times four. But I'm not saying there's anything that you know, who knows? But

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but still, you know, the oversight um has to be done. But if it's if it's time consuming and you can't even get an audit firm because I guarantee you the billables, they don't see it as being able to make a margin because they're

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going to have to dig into each student activity account. They're not going to be able to go to a database and say, "Give me the global view of your school district." Right. So yeah, they um but yeah, I think if we could do something that has to be a step off point. You'd

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have to say as a as a committee, you know, starting in 2027, this maybe not 27, 28, this is how the behavioral procedure is going to go. And but you'd have to have that software

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piece. You'd have to have something, right? >> Yeah. Yeah. If you had a consistent uh you know piece of software like that that then that the auditors were feeding you working off of that makes >> I'm just going to go on AI tonight and have it solve [laughter] everything for us.

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>> I will tell you our our procedures for student activities is is pretty tight. Um everything everything requires multiple signatures. If you write a check it requires multiple signatures. Um deposits require multiple signatures. Um, all the backup needs to be there.

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Um, anytime there's a deposit, there needs to be basically a checklist in regards to who paid what and how they paid it. For every single deposit, um, for every invoice that's that's paid, there needs to be the backup and there's a document that that is required. Um,

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and like I said, every single check requires multiple signatures on the check. So, it can't be just even the principal. It's usually a principal and an assistant principal >> to even sign a check to be even cash. >> Yeah. I think the improvement would be how we how we track that in a more automated system way so that it's it's

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actually less of a burden for the the auditors, you know. >> Yes. And that's what this system will do is it's actually going to be a lot more electronic >> approvals. Um all the documentation will be uploaded into the system so they will have all the backup they need right into that system.

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>> So is that something you're uh triing piloting or what was >> we're moving forward. >> So that that'll be it. Okay. >> Yeah, we're moving forward with it. Is there a way to um approach the bidding process of this to make it more lucrative for the people

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that you're asking like bundling the audits or something? I mean, >> I don't know how the process exactly works. >> This is actually something we don't necessarily bid. Um this is something that we have hire we've hired basically

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the auditing firm um and have typically used the same exact >> whatever the town uses >> whatever the town uses. Okay. >> So it stays in line with so whatever auditing firm >> is there they know the entire system. >> That makes sense. >> Rather than breaking it up into different pieces and then they have to

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learn the system because it probably would be more money that way to tell you what to >> I don't know that for a fact but >> that's a good assumption. Yeah. >> Okay. >> All right. Well, thanks. Yeah. Like I said, obviously room for improvement, but I appreciate this. Obviously, there

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no no issues with this uh audit specifically and this is just info. Okay. All right. Well, thank you for that, Dr. Blazelle. >> You're welcome. >> All right. We'll move on to superintendent report. Dr. Campbell, >> thank you. Few things to report this evening. Uh first of all, last Thursday

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we had a webinar with Commissioner Martinez which really um provided a lot of information uh to Dr. Rogers and I that we are preparing for in the coming years. Uh first um the graduation standards there's a final recommendations will be coming in their

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entirety but there are some changes to graduation standards. Um as you know when MCCAST went away as a competency determination uh there was commission a committee that was formed which is providing support to the executive office of education to make a final

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recommendation. Um so there are some things that we know will be true. First off uh foundational coursework. So all students must complete math core math core requirement um includes English language arts, math, science, history,

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uh the arts, foreign language uh and so forth. So that is something that will be part of the foundational coursework coursework expectations for all students. There are some exemptions within uh the mass core requirements

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that uh may continue to exist but not entirely certain on that. Asked for clarification on that and haven't received it yet. U there will be end of course assessments in ELA math and science and potentially history. Um so there could be four end of course

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assessments uh in the early start of high school. Um there's also a post-secondary planning component for all students uh to complete uh a MYAP framework plan uh similar to the Naviance platform that we use but having

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a plan uh a year-by-year plan with milestones throughout their secondary uh career. um followed by a culminating experience either a capstone project or portfolio which will be assessed locally but the state will develop rubrics to go

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along with those uh culminating experiences. So again more details to come but that is something that is coming. Um within that sort of um framework that I mentioned in terms of the um portfolio there will be uh five

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components embedded within that uh one being financial literacy another one being work-based learning looking for required milestones uh and potential seals of distinction for students. There is also a FASA and MASfer knowledge looking for students to uh complete the

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FASA and MASSA um or at the very least be exposed to the opportunity to complete those applications. Um a new piece since the intern report came out mid year is an AI and digital literacy uh milestone. We

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don't have any more information regarding that but that is new as well. Um, and there's also a civic knowledge piece which could be through coursework or applied learning. And there's more definitions to come um on that. Um, in

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terms of timeline, they're looking for the math core completion for the incoming 9th grade cohort uh fall of 27. So, our current seventh graders, so when they enter 9th grade, math core requirements will be in place for all those students. this giving districts

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time to look at whether or not like what is your math core completion for your school. Um it there are staffing implications to that as well for many districts. Um we're in better shape than some particularly those that have had to um cut their budgets significantly but

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something that we have a couple years to consider there. um all the remaining requirements that I mentioned with the capstone and in the portfolios that will be with our current sixth grade students that that will go in place. So again, mass core for our current seventh grade

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when they enter high school and the remaining requirements for our current sixth graders. So it's giving us three years to to get our act together regarding all those components. And again, we'll we should get more information by the end of this month. Um, another thing that is being launched

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that families will be receiving a um, communication through Miss Fenette's office is the MCCAST family portal launch. So, this is a new portal that's giving families uh, secure rolling access to student MCCAST results much earlier than they've ever received it

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before. they will be releasing um preliminary data to to parents which typically doesn't happen because they usually allow us to make sure that there aren't errors there but there may be some preliminary ELA results going in June August the math science and civics

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data will be released and then September the official results with state and district comparisons will be available to all families through the MCCAST family portal. So we will be providing them one-time registration codes where families can log in create a code kind of like their own Aspen portal but for

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for MCCAST on the department side. The department can't communicate directly with families so we're doing it for them. So we're just going through that process with the state. Another thing um had an opportunity opportunity to take part in a mass taxpayers association

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sort of get an update on the FY27 budget. So um first the state environment. So despite a decent tax collection last year, Massachusetts is facing a projected 3.5 billion structural budget gap. Um slower revenue growth. So uh the

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governor's house and senate have proposed similar budgets. Um I think it's a sign of fiscal cons constraint restraint um and conservatism in terms of dollars moving forward. of something. We don't have a final budget yet, but just things that we're going to have to

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be mindful of, I think, um, as we, you know, anticipate state aid. Um, local and special education. Overall, Chapter 70 right now is proposed at 7.66 billion statewide, which is a 4% increase over

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last year. So, that's positive. Um, bumps um, SE chapter 70 bumps minimum aid to $160 per pupil. Um so we look forward to um hopefully receiving that that increased state aid. Um another

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thing that was highlighted is statewide enrollment is projected to drop by 15,000 students in FY27 >> across the Commonwealth. >> So but but the state is finally acknowledging that the challenge isn't is no longer just funding adequacy but

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rather fiscal sustainability for districts that are facing these enrollment declines. So to address this, and I think this actually came from Senator Fernandez, uh the Senate is proposing a new foundation budget review commission uh to report by 2028. So

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they'll be re-examining the actual formula, focusing on enrollment loss, transportation costs, municipal contributions. So um I think we're in a era where we're going to be transition away from simply just adding to the funding formula and they're looking at a

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period where they may be reforming the formula itself and looking at demographic shifts and demographic changes. Um also wanted to say that just super excited about the the volunteers in Plymouth Public Schools program. Um really excited that we've got that

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kicking off and I want to thank Dr. Rogers and and many others for the support and the efforts towards that. It's it's really exciting. We have we're having a small appreciation reception for our VIPs uh volunteers on June 25th

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in the library at North at 10:15. uh just an opportunity to to thank them, to highlight them. Um and then just to continue to build awareness ac across this community regarding um our volunteers and the ability to volunteer

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in our schools and just the um the powerful impact that it has on both the volunteers, but um equally us of course. Um and and we plan on it sort of highlighting that on opening day too. We're already starting to think about that. And then lastly, um we are we're

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almost to the end of the school year, but not quite. But summer is approaching and um there will be a communication going out to me, I think I probably on Thursday of next week to families, but there will be a link there for summer happenings. We always do a great

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comprehensive summer happenings uh publication that talks about all the opportunities both in Plymouth Public Schools during the summer, but as well as within the community. Pay attention for that. We'll push that out through our social media. My newsletter will have a button there which will also bring people to it and we'll we

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typically have an icon, a summer icon on our website uh that will give quick and easy access to that. It has everything from from the early edge years through high school in terms of what's happening uh both in the schools, outside of the schools and and across the community.

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So, that's uh really exciting and it's just a a wonderful um community uh publication that goes out. And then uh this is our last in-person meeting for the school year. So, again, thank you to to all of you for your support uh and

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and just the amazing dedication that you give this district and and us and me particularly. I really appreciate it. Um we do have two meetings in the summer, but they're virtual. one July 13th and one August 3rd. We'll be sure to communicate that out. Just do that via

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Zoom. Um and look forward with to getting ready for next year. >> All right. Thank you, Dr. Campbell. Any questions for Dr. Gamble? M >> I just have uh two quick questions. One, um

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in talking about the state budget, I know that part of the millionaire's tax was supposed to come towards the district. Has there been any conversation about how because I know that they're getting a bulk of funding from that and I don't know how that's being applied to the schools.

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>> It's a good question. >> Yep. Not sure where how that um because a lot of money is coming in from the millionaires tax and how that's been distributed to education has um it hasn't all gone towards K12.

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Um but yeah, that's something that um I don't think has been finalized yet. >> Okay. Um, and then when you were talking about like the portfolios, I'm just wondering if we know if like what Patty Fry is doing at South

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kind of mirrors the portfolio that they would be looking for or if there wasn't a lot of information to look at. >> Other than those components, the fi financial literacy, the civic engagement, that sort of thing there, we don't have a lot of detail regarding

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that. Um, I would imagine that that it certainly what Plymouth South High School is doing would complement that and maybe something that we need to >> enhance to a degree. But um, and I think it's a wonderful I think the whole portfolio capstone is great. It's an

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opportunity for students to really reflect on >> their four years in in you know in high school and and kind of be a part of that learning process and demonstrate that. So I think it's a really good thing. So, uh, but the devil's in the details, but I do imagine that it would align pretty

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well at the end of the day. We'll see. We'll find out soon enough. I >> mean, it sound it sounds like all very timely and great goals to have and at the same time a lot of work for a short period of time. >> Yeah. The we're um so the first part, the math core with seventh grade, we're

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in good shape there already. We have 82% of our students that complete math core. Um and those exceptions are our English learners and our CCTE students in the foreign language regard. There are exceptions within the current mass core sort of um standards that are there for

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particular students to demonstrate that because of their unique coursework. Um I imagine that will continue to exist. So I think we will meet mass core quite quite easily. I think the the next piece will be the planning regarding um what I

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think is the more kind of personal portfolio >> piece and and pulling that together. But I do think it's a it's a um it's a lot to think about. But we do have three years, but it's great. >> It's achievable, but I think it's a good uh thing to to to focus on. And we do have a few years to figure that out,

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too. >> Yeah. >> So that that first phase starts fall 2027. kids that are truly currently in seventh starting high school in Yeah. >> So, we have a year to figure that out to pay two years for the capstone stuff. Okay.

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>> All right. Other questions? >> Yeah. M please. [clears throat] >> Um, regarding those core assessments that you mentioned, are those going to be developed by the state or by the district? >> The the state. >> The state. >> The state. Okay. Am I wrong on that, Dr. R? Right. Yeah.

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And something I'm thinking of just to put it on everyone's radar, I guess, for those core assessments. I'm sure that's going to be something that is that going to be something written within

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certain IEPs instead of MCCAST accommodations. Well, now they will >> I would assume um Yes. So this is in in in this would be a transition away from MCCAST at that time. So when these end of course assessments are actually put

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in place by the department, the MCCAST would be going away. So just like with any other accommodation for routine accommodations that are done for testing purposes during the school year, we would use the same standards for accommodations for statewide testing.

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>> Okay. So it would just replace >> it would Yes. it would be reflected in this new this new statewide assessment. >> Thank you. >> Good question. I love that the people voted to get rid of MCAST and they're just coming up with the >> number the same thing in a different

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>> different form. No. >> Yeah. [laughter] Like something doesn't add up whether or not it's >> still a statewide comprehensive assignment. >> Yeah. Whether Yeah. Whether the name wasn't really what we're >> and of course assessment. >> Exactly. Yeah. Regardless of how you feel about it, like it seems pretty black and white. What's what's going on

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there? So, I'll leave it at that. All right. Any other [snorts] questions for Dr. Campbell? No. All right. I appreciate all the updates. That's a lot going on, guys. All right. Next up, uh, retirements. Dr. Blazo. >> We have two retirements to report this

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evening. Um, Lori Marinos, um, of Life Skills PAR at Plymouth North, um, retiring with 19 years of service and Kim Salvatorei um, early childhood center preschool par um, retiring with 18 years of service. >> Wonderful. Miss Jackson,

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>> thank you to Miss Marinos and Miss Salvaton for their combined uh 37 years of service to the district and we wish them good luck in their retirement. >> Thank you, M. Jackson. Also, uh Dr. Blazok noticed that your your updated um

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placard now does include your your title as well [laughter] as your very lengthy title. >> I know that it's long. >> And Mrs. Dr. Rogers does too as well. All right, >> we're all up to date. Nice. [clears throat] All righty. Uh, committee member reports. Do any committee members have

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anything they want to report on? Go around. M Jackson, >> can we put something on a future agenda to discuss what's in this packet? >> Is that what uh the packet that we got? >> Oh, for uh the uh from the uh PSMA for

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the uh different uh >> I think it's good. I've been looking at the information. >> VPA PSMA. I think we should uh let me take a closer look at it, right? >> Yeah, I will note it. I agree. Definitely something worth looking at.

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Uh Miss Shark or anything? >> All right. I've got a handful of updates. Let me see. Uh first, I did make it to the uh the two scholarship nights for the two high schools. I just wanted to thank all the uh scholarship donors. It's a pretty

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astonishing amount of money that was given away. a total of $562,000 that was given away to just a couple hundred kids. So like the average award is um fairly significant. Um really it's always needs to see that but just to know how much the uh the community in

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this town gives to um to its students is is astonishing. Um couple of upcoming meetings um for those on the negotiation meeting. We do have the EAPC ground rules meeting uh tomorrow with to start kicking off um negotiations for uh uh all the EAPC

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representative groups. We got HR director interviews on uh Wednesday. Um I did send out draft committee assignments uh to everybody on uh Thursday. Please take a look at and let me know if you want any changes or or if you're unsure about something or something doesn't you know you just you

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know have some questions on what a committee entails or or when it meets um please reach out to me. Um next oh and finally I did go DVC had their uh June meeting last week. Um they're getting very close to finalizing plans for the

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Japanese delegation at the end of July. Um and there's events from July 30th to August 3rd. So I would, you know, note those dates on your uh calendar. There's pretty much something going on every day of those um four days. You know, whether it's dinners, lunches, um you know,

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there's you can, you know, pop into one event. You could go to, you know, events every day depending what your schedule accommodates. Uh the biggest thing for us is that education summit on uh July 30th, but I said, but like I said, there's plenty of just social events if you just want to meet the meet the delegation. It's always it's always a

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good time. Um that's about it. All right. Thank you. All right. Uh, next up, back to personnel reports. Dr. Blazell again. >> Tonight we have four appointments, four leave of absences, and seven resignations.

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>> All right. All right. And then unfinishing new business. We we do have a request from uh Mr. Marge Delos uh to take up the uh issue of uh VPA stipens and related um

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you know compensation for those u those musical and arts oriented uh activities similar to what you know uh the coaches on the sports side of things. So I think it's definitely something we we should uh uh look at for in our next school year. Uh any any other unfinished

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business or new business anyone wants to bring up? with >> domestic business. I want to thank my wife and kids for another year letting me be on a school committee. [laughter] >> Seriously, we all should >> be thankful. >> You're right. This is >> I'm put in beyond us, too.

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>> Yeah, I think uh Mr. uh Morgan put it well when he was uh giving his little retirement speech. They This is a family uh uh affair doing this. I as you're actually learning, Mr. Parker does take a lot of uh time away from our our families and activities. So, it is

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definitely uh uh you know definitely appreciate the work everyone does. All right. Uh that brings us to our consent agenda. Um so, do we have anything? Just a a handful of minutes, couple homeschooling plans, and our usual bills to pay. Anything anyone

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needs pulled? All right. If not, I'll entertain a motion. Move to approve the consent agenda as presented. >> All right. Thank you, Miss Jackson. >> I'll second. >> All right. Michelle seconds. >> All right, we are good.

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All right. Well, this is our I said our very last in-person meeting of the school year. Next two are virtual. So, you know, in some cases, we will not see each other until uh September. So, thank you everybody for a very good and successful uh year. It's been a a pleasure. I look

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forward to the next school year and enjoy your summer. So, I will call the meeting to close at 9:11 p.m. Thanks everybody.