I know. >> Three years of sanity. >> Three years. >> All right. >> Stuck with me. >> Order. >> All right. Good evening, uh, everyone. Um, I'll start with welcoming our new
member, uh, Megan Parker. Congratulations. And congratulations, Chris. Christina. Um, I will call our, uh, May 18th, 2026 meeting of the public school committee to order at 7:00. Everyone will please join me in the
pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
>> 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 lifelong
learning, we acknowledge historical injustices to the native people of this land and vow to educate ourselves, our community, and our students on the first peoples and the hardships they endured. We offer this as a small but essential step towards building a culture of respect, truth, and accountability.
All right, this being our first uh meeting following a a townwide election, as the first item of the business on the uh agenda, I will be turning the meeting over to the superintendent for our uh reorganization. Uh Dr. Campbell.
>> Thank you, Mr. Pisano. Uh welcome, Miss Parker. Congratulations. And congratulations, Miss Bryant. Very happy to have you back. And um and welcome to the committee. It's a great it's a great committee. >> We welcome you. look forward to working with you. Um, as Mr. Pzano said, the
first official per school committee policy, the first official business for the meeting after the elections is the annual reorg. Um, so at this time, what I'll do is we will take um nominations for chair. Um, once there's a
nomination, I'll ask the individual if they accept. Um if there's another additional nomination uh that accepts then there'll be an opportunity for one minute uh sort of response to why he or she would want to be the chair and then
we'll take a vote. Uh once the chair is established the chair will then uh take over and assume the role to do nominations for vice chair and secretary. Okay. So at this time do we have a nomination for chair from anyone?
It's Jackson. Uh I nominate Huie Spisano for chair. >> Second. >> I accept. >> Thank you. >> One motion and second by Mr. and you accept. Thank you very much. Any additional nominations?
Okay. All right. So we can do I think we can just we only have this in electronic school board once. So maybe we just do um by show of hands for Mr. Pisano. All those in favor? >> I.
>> Excellent. Congratulations. >> All right. Thank you everybody for your continued trust andor lack of wanting the extra work. So, >> or combination of the two. >> Both. >> All right. All right. Uh, next up we'll
take uh nominations for uh vice chair. >> I'm not the name M. Jackson. >> All right. All right. Do you have any other nominations for uh the vice chair? No. All right, we'll do a hand vote
again. All right. Congratulations, Miss uh Jackson. That's unanimous. All right. And finally, I will take nominations for uh secretary and our uh Mr. Morgan, our previous secretary, who's no long on the board. So, we need
a new secretary. Do we have nominations? M. Jackson. I nominate Paul Smagetis. >> Mr. Smarellis. Sorry. Oh, no. I was correcting. I was >> Is there a new committee member? Smugga. >> I don't know why I keep saying that wrong. >> I'll second that.
>> I'll accept. >> Accept. All right. Do we have additional nominations for secretary? All right. None. All right. We'll do a hand vote again then. All in favor? All right. Congratulations, Mr. Samaradell.
Um, with that, we do need to do our our seating reorg. Um, we're also going to do our picture now that we have a >> two minute recess to do a little >> We'll take a quick recess >> couple and photo. >> All right. >> I didn't know I had a move.
We honest. All right, thank you everybody for that allowing us that uh quick break. Uh next up we have comments from the general public. I believe tonight in the audience we just have Miss Sandra Bergen wishing to speak. Thank you for allowing me to speak to
you. My name is Sandra Broen. I live at 15 Trina's Path. I'm a retired teacher. I taught public school for 40 years, 37 in my own classroom. I am still teaching young ones. The fear of God is a beginning of wisdom. Proverbs 9:10. The
fear of God is a beginning of knowledge. Proverbs 1:7. This is something we want for our children and ourselves. Wisdom and knowledge. The book of Proverbs talks about the righteous ones who have a reverential fear of God and try to do
his will and the wicked ones who don't but go their own way. The righteous ones have rewards while the wicked have negative consequences. In Deuteronomy 30, God says,"I call heaven and earth to re record record
this day or record this day against you that I have set before you life and death, blessing and cursing." Therefore, choose life that both you and your children may live. God says, "Choose life. Choose blessing. Choose something
that can that choosing something that can harm children will not bring a blessing." Involving our eighth graders in comprehensive sex education program and potentially sixth and seventh graders students next year can possibly harm our students.
It is not age appropriate. Suggestions um that students may give consent when they are ready bring the question consent to what? I assume it's sexual activity. This is not a blessing for these children. It can harm them physically, emotionally and
psychologically. Also, teaching about their bodies and sex should be taught girls with girls, boys with girls, boys, boys with boys, and not in co-ed groups. Embarrassing for them and breeding familiarity.
Um, but who so, this is a heavy verse, but who so shall offend one of these little ones, which believe in me, it would be better for him to have a millstone hung around his neck and that he were drowned in the sea, in the depths of the sea. That's from Matthew
18:6, Mark 9:42, and Luke 17:2. Teachers, parents, administrators, and school committees, listen up. You don't want to be responsible for causing harm to these children. God is like a mama bear, but worse. Protect these children from evil.
I was with one of your eighth grade students yesterday at a college graduation party in Plymouth. I had taken care of this child from being a baby to second grade when 2020 arrived. The student had a special gift for me
which was a a surprise and I was blessed by it. It came from Italy. The some of your eighth grade students were blessed to take a school trip. The mother of this student told me confidentially that her child is no longer going to school.
no longer going to school some weeks now and is having trouble emotionally, psychologically, and physically. Someone, another student who was not appropriate with my friend's child, and I do not know the details re was uh
possibly feigned love and then rejected and made fun of this student. So, she does not want to come to school. I do not know the details and it's not my business other than I'm very concerned for my friend's child.
I do know that the it's not good for my friend's child to be suffering and which may be a casualty of the comprehensive sex education program. The school is working with the student and the family so they know about it and you can find out who it is through the school
records. Not going to school is serious. This is not what we want our students to be ha happening with our students. We want our students going to school. And as I said, the incident with a student may have nothing to do with CSE or everything to do with it. Please
reconsider using this program or at least how you use it. And thank you for listening to me. >> Thank you for that. All right. And we have no one else tonight. We'll move on to our student representative reports. Tonight we just have uh M Emerson Snee from Plymouth
North. >> Good evening everybody. Tonight is athletic achievement awards recognizing our senior student athletes for their achievements. May 29th is class day for our seniors and our junior prom at Lake Pearl. Tomorrow track has their Patriot
League me and we're wishing all the um athletes luck. All senior events coming up will be in the senior Google classroom. So, all students should be regularly checking for any updates. And finally, our allied health students are currently going through testing to become certified nursing assistants.
Thank you. >> Thank you, Emerson. Any questions for Emerson? And we don't have a rep from South tonight, unfortunately. >> All right. Next up, uh we've got our solar power purchase agreements. I'll call up Mr. Michael Cahill, the town's uh climate resiliency and sustainability
planner. Good evening and thank you for having me tonight. Um my name is Michael Cahill. I'm the climate resiliency and sustainability planner for the town. Uh tonight I'm before you uh for a vote to approve uh PPA agreements or power purchase agreements uh at three school
facilities. Um to back up a little bit and give some history on this project. Um back in July of 2024, uh the town went out uh for an RFP to get proposals uh for solar um arrays at six locations across town uh critical facilities,
provide emergency power, uh but also to reduce uh greenhouse gas emissions being used at those buildings. Um then back in October of 2024, I came before this board uh to uh uh share information on the RFP proposals that we received back uh and to get approval to move forward.
Um, since that time, we've been working on these agreements. Uh, we've selected a developer, Green Skies LLC, which is based out of North Haven, Connecticut. Um, and what we're going to be doing, uh, is providing, um, power, uh, to three town, uh, uh, three school
buildings, uh, Plymouth South High School, Plymouth South Middle School, and Plymouth North High School. Uh, the way that power purchase agreements work, there's typically two uh, options you can do. Uh, you can do behind the meter or in front of the meter. uh in front of the meter basically means that you install an array and all of that energy is sold into the grid. Uh there's also
behind the meter where uh an array is installed and all the energy generated goes directly into that building. Um essentially uh a developer will come in uh they'll build the array, they'll operate uh own and maintain it. Uh the town will lease out that land for them to build the array on. Uh that
translates into lower uh electricity bills uh for the town buildings. Um back uh at the previous select board meeting which was held on May 12th, uh the select board voted uh to execute um the PPA agreements at uh the Plymouth
Public Library uh DPW headquarters. Um I have some maps here to kind of show the layouts of these sites if the remote will cooperate with me. Oops. Still not working. >> The arrow. Try the
>> perfect. So, uh, to give you a sense of the scope of the entire five projects together. This is the library. This is DPW. Now, to the school facilities. Uh, this is Plymouth South High School. The arrays are these uh, black shaded areas uh, in
the back of the parking lot. when selecting these locations, we were intentional to put these behind the buildings not to interfere with the aesthetics at the buildings. Uh so there is a lot of opportunity that we could have expanded the arrays um down the line. Uh we could possibly look at that. Uh but for the time being, uh like I said, for aesthetics, we chose to
evaluate the backs of the buildings. Uh this is Plymouth Health Middle School, uh located off to the side. Uh and um both of these two buildings are actually located on the same parcel. Uh so within the town meeting article that we put forward uh these were evaluated as one total parcel.
Uh and then finally Plymouth North High School back by the football field. U as you can see I don't have a point a clicker uh to uh show where uh the location is uh but there is a small building just uh above the array that we have highlighted there and that's the electrical room. So it's very short
trench that we actually need to dig to tie power into the building. Uh in terms of financials uh for these projects, uh in total um all of these three uh projects together come out to 180 uh $85,000 a year in annual savings for electricity bills. Uh these are 20-year
agreements. Um and at the end of the 20-year lifestyle cycle, it comes out to about $3.7 million uh in town savings on the school side. In total, when we bundle all these five projects together, it comes out to $227,000 a year and $4.5 million over the 20-year period.
Um so we went before a town meeting uh at spring town meeting on April 11th. Um article 30 uh which comp uh uh had the school carports as part of it uh were approved um with 1464 one against and one abstension. Uh these articles this
article had two portions. uh one transferred the general use uh to allow for the use of uh solar generation at these parcels. And then the second piece of it uh gave the school uh committee uh the authority uh to execute agreements uh with developers at these locations.
And then finally uh article 34 uh let allows the town to do a payment in lie of taxes a pilot agreement at these locations uh where we'll uh receive tax revenue uh for the infrastructure that's built on site. Uh, and with that, this one was approved. Uh, 13644 against and
what abstension. And with that, uh, that's all I have and I'm happy to answer any questions if anyone has any. >> Mr. Brian, thank you, Mr. >> Thank you. Thank you for sharing the details and being very factual. I just want to make
sure I understand some of the implications of a project like this. So um for the three parcels of land belonging to school, the majority of the cost savings will be from those parcels
of lands versus the total overall project. Right. I just want to ensure that that's stated um loudly I would say in this conversation. >> Yeah. So the three school arrays are by far the biggest ones. Uh, so you can see
here it's $64,000 a year in annual savings, $69,000 a year in annual savings, and $50,000 a year in annual savings. >> And in regards to getting this started, and I apologize for my ignorance, is there any costs
associated from a school budgetary perspective that hasn't already been discussed, hasn't already been approved, that would be a surprise in any way? >> No. So, so there's no town funding that's required up front. Um, all of the permitting, the design is all with the
developer. Like I mentioned, they'll maintain, they'll operate, and they'll build these arrays. Uh, so really, we're just giving them the space that they need to to put these in place. Uh, and we get a reduction uh, energy costs associated at those buildings. >> Thank you. >> You're welcome.
>> Thanks, Brent. Anybody else? >> All right. If not, do we have a motion? Mr. Jackson, >> did you? >> You did. >> Uh, I move that we approve the solar
power purchase agreements as presented. >> All right. And do we have a second? >> I'll second. >> All right. Brian seconds and we should be able to go into vote. Are we okay? >> Melody
Little. Sorry, >> Miss Shaw. Can you help? Miss Parker. >> Let's go all the way up. >> Yep. >> Thank you. >> No problem. Awesome. >> All right. And that is unanimous. >> Thank you.
>> All right. Thank you, Mr. Sc. Looking forward to those uh power savings. >> All right. Uh next up, All right. Next up, we have Miss Martha uh Ducer with West School Elementary's improvement plan.
>> Hello. All right, you ready to rock here? >> Let's do it. >> First, I just want to congratulate Miss Parker. Congratulations. >> Thank you so much. >> And Miss Bryant as well for joining us again. Happy to have you back. >> Thank you.
So, this is just our school council. RIP Bob Morgan is no longer with us. So, hopefully I don't know who the lucky lucky person's going to be to join it. It's a lovely time. We have a lot of laughs, so I don't know who will be, but um these are our current numbers. Um
we've had a kind of interesting enrollment this year. We started off really high. We had a lot of uh moveouts of the new um apartment complex uh Plaza Way behind um in Colony Place. Um it seems to be like their rents are kind of going up. I think they get them in for a
year and then they raise some of the rents. So some people had moved out. So it's been a little transient. Um so currently we're at 365. Um we also have a subsparate uh program in our building called the CARE program which is a trauma-sensitive program. Um and we service all eight elementary schools um
in our school. Uh we are not a title one school. Um 24% special education students in our population, 9.6 for our EL students um and 31% for economically disadvantaged. This is our vision statement. I'll let
you skim it. not necessarily. >> I think one of the biggest pieces that we try to push is resiliency amongst our students. Really turning them into letting them understand to be a lifetime learner is really important and really taking the ownership of their own education and how to push themselves. Um
kind of getting that grit and kind of digging in, kind of losing some of those safety nets. um especially in our upper grades um is something that we really push um through an initiative we have called our effective effort which I'll get into in a little bit. This is our attendance report. So we're
at 94.8% and that just breaks it down by grade. This is just a little snapshot of some of the things that we offer. So band chorus and orchestra our peer leaders program is really successful. Um Heather Mento is our adviser and she's very
involved not only in the community but in our school. Um she's also our the children's business fair um adviser as well. Um we do a coffee house which is kind of like a talent show slash extravaganza. I guess it's kind of a little bit of everything. So we have
kids that do uh comedy, they do standup, they do dancing, they do all kinds of stuff. So it's actually pretty entertaining. Um these are just some of the things. So we started um we do a weekly newsletter for our families. We call it what's up west. So that's one-stop shop whether it's anything in the town, different
things. Um we always uh publicize anything that CPAC may have. Um as well as different dates and upcoming events, whether it's field trips or MCCAST dates or things of that nature, so parents are always um in the know. Um that was one of the initiatives we took on just to increase our own social media footprint
in order to open up the door and have more conversations having more parents come in um and being more active and being more informed. Um some of our key initiatives I just spoke to our effective effort um campaign which is based on a growth mindset which I'll go into a little bit um in the next couple
slides. Um we really beefed up our PBIS. Um we try to refresh it every three years. Um, so we're coming into that next year. Um, just to kind of get the kids to reby into what we're looking for. Um, different types of um, things just off the top is, you know, whether they're, you know, they're welcoming,
they're engaging, um, they have an inclusivity. Well, other people in our school community. Um, so it's really just we always call upon the upper grades too. So we have a full wide assembly which we'll, you know, you'll have some slides later, but um, it's kind of like a big pep rally. So we
celebrate um students that month um that every letter represents a different month. Um there's a big red carpet in the gym so the kids kind of all cheer for each other and um it's really a special event and it's really empowering for the kids to support one another for
having positive pro-social behaviors. So this is our effective effort. This is something actually when I came to Plymouth which is hard to believe nine years ago which is crazy um from when I was in the Burnsville school district. This is something that I kind of brought over with me. Um, and I just feel it's
so important and especially being able to when I had put this into place in Barnstable um that was more at the middle school level. It was a six- seven buildings, but I think it's really important to start um putting these um instilling this in students younger. So, this does span all the way from
kindergarten all the way through our fifth grade. Um, of course, as the kids are getting older, they can take a little bit more ownership. Um but really being able to u be resourceful. So it's kind of the teacher saying that you know ask three and then me. So really kind of using the people around them and the
resources that they have available not only in their own brains but turning to a friend or looking at different resources around the room or something that they may have accessible to them at their desk. This is an example. So they get a Westy t-shirt on the back. It has a Westy dog on it that says effective effort. Um, so
we get the number of students, two students from every classroom get nominated and then we pick two students that win. Um, and then they get to be a VIP. So this is their VIP menu. They love it. I always get surprised that they want to have lunch in my office. I'm not quite sure why, but um, they
like that one. Front of the lunch line's a big one. Getting on the bus first, big one. That trumps me a lot. Extra recess. um you know, whether it's just being a little helper, running errands, or delivering things to teachers, you know, around the building. So, it's pretty they get to wear a little necklace that
says I I'm the VIP today. And so, it's cute. They like it. >> Um going into our goal focus areas for academic achievement. Um I'll go through I have a bunch of graphs um for our STAR assessments this year. Um we're continuing to see trending in a positive
direction which is wonderful to see as well as our MCCAST scores. Um for our collaboration and support um we break down our data meetings um both in both subjects for ELA um as well as for math. Um some grade levels we do just with myself um and one of so say for instance
for math with one of our math coaches Jen Marciani. So her and I will meet with either the whole grade level. Um, in the upper grades, we try to meet for grades, uh, especially for four and five with the individual teacher to really break down using that data and driving the the instruction in the classroom,
whether that's different groupings. for we obviously implement the workshop model if there's different ways we can group students together. Um going over MCCAST scores, seeing um breaking down individual questions to see if there's any trends or patterns throughout the grade level um that we're seeing that
all say fourth grade students missed something, you know, a question on fractions. So what are we doing? Let's look back. We work with third grade to make sure we're kind of backfilling that just to make sure that every um area that we're seeing some deficiencies is being addressed. So, we'll start with third grade.
Um, some of ours we hit, so when I submitted this, our spring window, some of them were done yet, some of them are still open. So, um, some are fall and spring, some you'll see are um, fall and winter. Um, and I did put graphs side by side this year. >> Better visual.
>> Thank you. >> You're welcome. >> I'm glad I'm back. So, our fall assessment, this is for grade three for math. Um, you can see that we've jumped up quite a bit um at at or above. This is a very um heavy uh
IEP class for us, too. So, we're seeing a lot of we're really working more on really as a district as a whole, but really having the MSN and the teacher working collaboratively, so pushing into the classroom as opposed to pulling out. So, we're finding pushing in and using a lot of those services, whether through
pair professionals or the special educators themselves. Um, and we're seeing that we're getting to a lot more students. Um, and we're seeing that a lot more of the gaps are are closing. It's going to take time obviously, but I think they're moving in the right direction. So, this is third grade for
fall to spring for math. And then this is for ELA. This was a huge jump. So, of course, sometimes in the fall we see a little bit of regression. Um, but we're finding this is for up until the winter. Um, so we still haven't gotten our spring scores yet. So, I'm hoping that those will be
even higher. Um, but to go from 59% up to 70% was a pretty big jump. >> That's great. >> This is for fourth grade. >> Another big jump. This is fall to spring, so it's nice to see the comparison there. Um, my biggest
takeaway here is not only the meeting exceeding that jumped up from 65% to 83%. Um, but also our students that were falling in the urgent category went from 6% to zero. And this is for ELA. >> Uh, this is our fifth grade.
>> Oh, wow. That's a jump. >> Again, a big jump from fall just to winter. Um I will say for um I did pull up that out of right now for our math anyway um we've had uh 301 students that are still in their testing window that
have tested um 220 of them are at or above and that's for all of our grades that take the STAR. Um so that puts us at 73.1% of students that are uh at or above where they need to be. Here's grade five for ELA.
Again, we like to see the green go up and the red go down, which is what we're seeing. This is our I just uh picked fifth grade. This is our MCCAST. Um these are our numbers. US first, the state >> for math. And then here's our ELA.
and I'll be able to see. Oh, here's I added science in as well. I forgot that. And science is something that I know it's hard in social studies. You know, we try to fit it in. Obviously, ELA and math get a lot of the the popularity contest, but obviously these are subjects that they're going to come
across in middle school and high school. Um, so for science, you know, I especially for fifth grade and most of our teachers, they just like teaching science. So, I think that they find the time and work that into their schedule, so they're meeting their minutes. But, um, I can say especially for fifth grade, it's something that the teachers
really enjoy and the kids really take to it. So, it's nice to see that they're performing well. This is just a little bit of a breakdown. Um, just a different visual. So, we're plus 14 difference between West to the state.
And this is for ELA. we're plus 16 and then for science we're plus 14 at 60%. Another uh goal focus area is obviously for social emotional wellness um we obviously use our second step that's used without the throughout the district. Um, we do have outside
counseling that's uh provides some services to students in school, which is great for parents that maybe have a hard time getting them to appointments. This is a place where they can find a time in their schedule during the day that's the least disruptive to their academics, but also able to get that counseling piece in as well, which is just as important.
We have a pretty strong, as I mentioned, our peer leaders, but we also have, you know, bus buddies, especially at the beginning part of the year. So, a lot of our fifth grade classrooms abut a kindergarten classroom. So they would take go and gather up all the kindergarteners from the fifth graders to make sure they get on the right bus. I would say nine times out of 10 that
goes well. Sometimes you never know. It's usually the first month or so that the kindergarters need to get going to find out where they're going. Um we also have therapy dogs that go on a rotation that visit. Um so we have Raven and Salty Rose that come to visit
us which is nice. And we also have worked with um with Christian the town of F uh Plymouth emergency management director. He has his dog that he brings in as well too, which is nice. The kids love it. So, who doesn't love a dog? Why not? >> Um, this is our PBS PBIS um acronym that
the students uh are all introduced to as soon, like I said, as soon as coming in as kindergarten. So, this is what we kind of focus on monthtomonth about who's going to be recognized for exhibiting these traits. Um, we have a big um that bulletin boards is right in
our lobby. So, we have a picture of all the kids. We call it the wall of fame. This is just an example so you can kind of get a visual. That's a red carpet. So when they come in, it's very pep rally music going and the kids all, you know, slap hands and high five and it's it's
pretty fun. Um community and family engagement. Um we do our one school, one book is probably one of our bigger events that we do at our school. Um this year we did the one and only Ivan. So those who aren't familiar with the one school one book, basically the whole school reads
the same book. Um the teachers all record a chapter. So if they don't have somebody at home that can help read with them, that's something that they can listen along to at home and follow through the book. Um and then the night event that we have, we transform the entire building into the theme of that book. Um so last year we did uh Wizard
of Oz. So every different hallway was a different part. So it was like when they met the lion, the tin man, and all the way through. Um, and this one was very much circus theme. Um, it was pretty the the teachers go above and beyond. We actually did it um on a half day this year, which worked out better. Usually
we do a quick turnaround in about two hours to transform the school, but this gave us a little bit of extra time this year. So, some other things that we're we do, um, we have our kindergarten play which is coming up. It's pretty impressive. I don't know how they have all the students learn what they learn, but they
do it and it's adorable. Um, and we also have our backpack program. This year, um, was probably the highest number we've had. At one point, we were helping over 18 families. Um, multiple kids in a family, so that's multiple backpacks. We also have a parent of ours that works,
um, in management at Stop and Shop and they were able to donate a lot of food. We do also work with um, the uh, Plymouth Food Bank. they also deliver food, but this kind of gave us a like a back stash because we had so many families that were needing it at the
beginning of the school year mainly. So, um we've dropped down a little bit, but for having our 18 families was our our biggest grouping. And then we also do holiday help. So, we reach out to certain families. Um they give us some information about sizes and likes and things that and wants and needs and um
different teachers in the building will adopt families or adopt kids. So, that's something that we're able to provide as well. Here's just some pictures. Another big fundraiser we have um is our uh bedtime pajama drive and story night. So, the
kids come back at night. We raise um we collect pajamas, socks, things of that nature for the community. Um we partnered with um the Rotary Club and we've also partnered with a couple other agencies and they actually do Bomba socks for us. So, we were able to get
this this year we were able to get about 500 pairs of Bomba socks. um that we were able to then direct directly give back to the community which was great. Um but that's great. We have different people people in this room or um different teachers or parents or retired teachers come and they read um a story
at night and they kind of rotate through. Um so it's a really nice another night event that's great to have everybody together. It's a little bit about what our peer leaders have been up to. Um PCIS had started the yellow tulip club. Um and that's since has spread. I'm sure you've
seen different schools adopting that. So, that's something that we have definitely kept going as well. Um they do a lot of different little fundraisers um at the end of the year. This year they're going to be going um actually to the Plymouth Food Bank. Um so they started doing a drive now. Um Heather
Mento wrote a grant for the Plymouth Education Foundation to able to fund for the bus. So they're going to go over there kind of learn about how that's set up, how it gets from the donation bin, where it goes, how it's organized. Um, so it's just something to kind of
educate them on the process, just some pictures. I don't know. This is that video. I don't know. >> Oh, okay. >> Go back. Oh, there it is. 1 2 3
I had I thought I got 20 and I got 10 by accident this year. I doubled it up so it was like extra. So again, Bobby was like, "How much are we looking at?" It's going to be really quick. I promise. >> So, this is kind of the after of all that. So, this is just some pictures just to kind of So, we're I don't know if different schools people have been
in, but you know, Federal Furnace is obviously the same as West in terms of like the hallway. So, every hallway is a different theme and different parts of the book. So, we also always get cakes. So, we kind of partner with the culinary department at
Plymouth South High School. Um, so they do cakes and they either have it for their end of the year project or something for their portfolio. I have more parents that stop me and ask me where we get the cakes and I tell them that I'm like, "They do catering, too. Let me tell you about it. Here's a flyer." So, um, it's always a very good
plug for them, but the cake's delicious and they always put it on theme to the book that we have. So, it's just another way of bringing, you know, Plymouth South together in a different way and kids are able to express themselves through the cake and we're able to have it be a part of our event as well. We're also we're serving Tang this year.
Brought it back. >> Mixed reviews. It went pretty well, I gotta say. I know. I didn't know. >> Um, some more just pictures of our community engagement, different things, different events we've done throughout the year. For Halloween, we do um dress up like a
book character, so we get away from all the funky costumes, so it kind of keeps it a little easier. But the teachers, that's a picture of all the teachers out front and all the different characters they dressed up as as well. it and that's saying so in our morning announcements we do the pledge of allegiance the lunch which is obviously
people want to hear about um but at the end of it they say remember to make it a great day or not the choice is yours so that's why it's on there but that's it any questions >> all right thank you misser questions >> thank you very much for that um comprehensive um presentation I just
wanted to um make a comment um on two things. Um thank you for explaining because as I saw the the the paraphernalia in the in the hallway, I was like what is who are we speaking to? Um but um secondly, so in terms of the
fourth grade math um just because um in in some previous presentations we did see a trend uh where um there were gaps um uh within um uh within the fourth grade math and to see um uh such a trend
upward. um what what did you identify as gaps and then um and and how did you um how were you able to >> Sure. Yeah. I mean there's always work to be done um for sure. So we really tried to so I like I said for some of
our upper grades where we had been seeing some gaps that's when I wanted to bring in individual teachers with the math coach and myself so we could really hammer down and find out where those gaps are. So, we look at their third grade MCCAST, their star reports, any kids that are popping up that may have some sort of a concern, and we really
try to target interventions for that specific student. Um, whether that's more than one, then we'll change up our grouping a little bit. Um, and then after that, once we have a plan in place, then they start signing up, sorry, signing up for um coaching sessions with Jen Marciani. So, then she'll go in, model what those lessons
and groupings can look like. Um, also working with the pair of professionals that were pushed into those classrooms as well. So, we just have more, you know, kind of boots on the ground and really trying to find different ways. You know, we don't have title one in our school, so math interventions is challenging. Um, we're lucky we have two
really strong CTLs in our building, so in terms of our ELA interventions, were able to kind of plug some of those holes. So, we have to get pretty creative with our math. Um, but I, you know, Jen Marciani is brilliant and we're very lucky to have her. Um, and she works has a great working relationship with the teachers. So, I
think that helps too because it doesn't feel like you're someone's giving them that any criticism. It's kind of it's a group understanding. We're all do in this together and looking to move that needle forward. So, I think having that partnership with her has been instrumental. That >> That's great. That's wonderful that it's
actually tailored to the students. Yeah, that's um great. Thank you very much. >> Of course. Of course. >> Thank you, uh, Miss Bryant. Oh, that's actually exactly what I was going to ask. That was an amazing turnaround for the trend. And also, I love slide 21,
22, and 23. >> Those are double graphs. >> Yes. Thank you. >> Get stuck in there. I listen. >> I appreciate it, >> Miss M. Jackson. >> Um, I just have one quick question. Um, with the attendance,
um, how does that compare to last year? Um it's a little bit a little below. Um we're finding um you know obviously touching on our social emotional you know curriculum stuff. We are finding a lot more school avoidance whether that's anxiety or for a variety of differences.
Um but working so closely with Benjulitz has been huge. Um again just having a great working relationship with him really kind of we can sit down have a conversation he can get some background about the families things we've tried and then we kind of brainstorm on different ways and methods. So whether
that's getting a student enrolled in um an online school, if that's if maybe coming back to school isn't the right choice for them right now, we try to give them all the options and get them to where they need to be, if not finding ways to get them back into the building as quickly as possible. So there's been a little bit of that this year. Um I
would say more in like kind of like our third, fourth gradeish grades. Um, but other than that, I think that they've really start, you know, we send out our attendance letters with report cards when they get to a certain amount, but I really try to go about it not in a punitive way because it's doesn't make them wrong or bad, like there's a hurdle
that they need help getting over. So, we just try to find different ways to support the families. >> That makes sense. Thank you. >> Of course. >> I'm going to piggyback just because you opened up the door on uh attendance. I did I'll all the overall attendance is give I did notice that third rate is
like a couple percent lower. or is there anything notable about that class that explains it or just >> No, I mean it's a larger group. Our third and fourth graders part of our biggest group too. Um so just in terms of numbers in it themselves, but nothing that I can pinpoint particularly. There's been kind of case by case that
it's been kind of the scenario I kind of just shared a little bit. So it's really just finding out what's going on and how we can be helpful to get to a solution. >> I mean yeah overall it's all within like 2% so it's not a huge deal. So okay I'm sorry. >> Parker. >> Okay. I I just wanted to ask one more question.
>> Oh. Oh, I'm sorry. Oh, your turn. >> Um, just in terms of uh the um enrollment numbers, you you mentioned the decline. What was it prior? >> So, we were right hovering around 378 at the beginning of the year just short of 380. So, we've gone down to 365. Okay.
And some just moved out of Plymouth to, you know, area whether it's like we had a family moved to Hangingham. Um, we've had a family that moved to Taton. Just a couple different. But again, I do think that we've seen some transient in some of the apartment buildings nearby um moving out of those areas as well. Um so
I would say this year we yeah, we've had about, you know, 12 to 14 kids that have moved on to other schools. I it's thank you for like noting that because I think you know as a community we always kind of look for um solutions to housing and
so to hear that it's impacting the schools because of the higher rent it's um it's good to begin to have that understanding um as well. So thank you. >> Yeah. >> Thanks. Okay, Miss Brock. Um, I was just wondering about your K through2 data if
um how you capture the K through2's ability for mathematics ready readiness and reading readiness >> uh in the different areas of phonics and what you use at your building um to make those identifications for more early
interventions. >> Yep. So they all all the students participate in our STAR. I don't know if you're familiar with STAR through the Renaissance package. And so um that has a screener in there for dyslexia as well. So that's something if they're in the red then we reach out to families at the beginning of the year and let them
know that we're seeing these trends and patterns and that's when we will have what we call the child study process meet with the teachers and if it's a math concern then I would have you know Jen Marciani join that meeting or if it's an ELA or phonics or reading concern I would have one of the CTLs or reading specialists be a part of that
and then we put a plan in place for four to six weeks see if we're seeing any the needle moving um whether that's through reading recovery if that's something that we you know feel is the best interventure ion for that student. Um so that's something that we definitely monitor and we do that two to three times a year. So all the data meetings I
know I kind of focused on some of the bigger grades um or I should say the higher grades but I think um you know we are following and having the data meetings on both subjects as well for grades K one and two as well um >> and both of and even K students take the star.
>> So there yes they do different you know assessments and benchmarks and the bass throughout the year. So those are things that we have. So, a lot of our our two CTLs, what I've done recently is split them at grade levels. So, I have one that focuses more on K1 and two. So, if we have a child study with kids on that
age group, then I have that one person. It just has some consistencies that they get to know the students and keep working with the same teachers to find out different things that might be working better. Um, and then I have another one that works with three, four, and five. Um, and they do a lot of pushing into the classroom as well. So
they're able to have another whether they pull students or a small group and do other small assessments in the classroom as well as the teacher and the paraprofessional. So not only one set of eyes is on it, we have two to three sets of eyes on it so we can really get an understanding as to where they're at. Um but I think honestly it's just having
those open conversations with parents from jump, you know, and if we are seeing some sort of concerns or if they have any type of a lagging skill, we want to correct that as quickly as possible. >> The worst thing you want to see is kind of have that push along, push along, push along. and now they're in fifth grade and they're really struggling, but
we haven't done anything in terms of interventions to address that and the earlier grades where we could really make an impact. Um, but in terms of what we use, I mean, we all use the same um, Lucy Caukins curriculum um, and phonics as well through that. >> Lucy Caukins phonics as well.
>> Okay. Thank you. >> You're welcome. >> All right, Mr. Smart. >> Thank you. Um, can can you talk a little more? I'm interested in the effective effort and growth mindset like how the kids >> because you the fixed mindset you don't want them going in that direction right
do they >> because I I looked it up and I I said it is the person from Stanford right she's worldrenowned >> so how do you identify like this do most of the kids feel they have a fixed mindset like do they do they say okay well that's what I got and that's all I
can do and then you take them to the growth mindset and say no let's unlock something and achieve more because I think it's It's fascinating the studies, but I I abide by it because I don't think enough kids think they can get to that next level. >> Yeah. And I think that's just educating
them. So, I have a separate um slideshow that I'll go in. So, teachers, if they want me to come in, I did um I know I did a couple first grade classrooms this year just going through and explaining what that is. So explaining to them and it's a little kind of like a cartoon that the brain is a muscle and that's something that needs to grow and
explaining what a fixed mindset is and you know how much that sinks in for a first grader but I think with the cartoons it kind of makes it a little bit more engaging for them. Um but really instilling that from kindergarten going on. So now I have stu you know students by third or fourth grade like they understand what that means and they
understand that they have to be an active participant. They're not just along for the ride. they have to be able to participate and I think educating them on what a fixed mindset is first a growth mindset again is their first part where we need to get to and I think that they really embrace it and I think by making it kind of like a fun thing that
they get recognized for for having an academic achievement you know because some students will you know they will move on and be great athletes or wonderful musicians so being able to be celebrated for their academics is something that was important to me because everyone has something they need to be celebrated for and why not for
your academics But I think for for me is having that slideshow. So if I don't come in and do the presentation, I share that with staff so they can go through it with their students as well. >> I think it's great. I think it gets them to reach for things and even if they're uncomfortable, they know that they got possibilities. So >> and I think that's and I think sometimes
in elementary school there's that feeling, you know, you don't want you want to put safety nets in place and maybe not push the students out of their comfort zone, but they need to start knowing what that >> a little bit of push is good. >> A little bit of push, not a lot. A little bit effective effort. There you go. See, >> good job.
>> Harold Duck would be proud. >> I I did like seeing that you've introduced that. I was in a a business training class like a month ago and the exact same, you know, research and concept, but showed and it's funny. I would apply just as equally to trying to get 30, 40, 50 year olds to understand that you can still learn stuff and, you know,
>> it's the power of yet. >> Yeah. >> May or may not have been our theme this year. >> Chris was awesome. >> My favorite presentation All right. Do we have any more questions? Michelle, you really want to
have something? You good? >> I'm good. >> All right. All right. Well, well, thank you for a great presentation and great updates. Keep it up. >> Thanks. >> All right. Next up, we've got our summary of uh handbook provisions. Dr. Rogers.
>> Yep. Um so, this is a summary of our handbook additions deletions. And um what I've done in the past is I've kind of gone through um each of them there. I want to say there wasn't a lot, but as I was going through this I'm like maybe there kind of was. >> It's less than we've had historically.
>> Okay. It did feel like less, but when it printed it was like 10 pages. So >> um so we can just go through if anyone has any questions. A lot of it has to do with AI and digital literacy. That's kind of um a hot button topic right now
for a lot of us. Um so I think some of them are pretty standard. So it you know changing all the dates from to 26 27 um the release of students. So the principles are seeing we also use something called pickup patrol um which
is not written permission. So we wanted to just update that language um because it's not always written. Sometimes it's in an email and parents can request a dismissal through pickup patrol. Um so that's just an update. Um we really we added to our anti-bullying policy. There
was a release um so this actually came out in 2024. Um, but there was another release from the state just sort of emphasizing and the principles felt like it was really important to um to emphasize this as well just because we're seeing so much of it um you know
not only in school but outside of school um with you know the AI generated um images or um putting labels on things and um stealing pictures from other places and and
lots of not great things. So, we wanted to just really kind of hammer that home for parents. Um the restraint prevention and behavior support policy. So, this was recently updated in August of 2026. Um so, this just goes through um and
updates our handbook to align with the new Desi regulations. We >> we haven't yet, >> huh? >> August. >> Oh, I'm sorry. August 25. >> Thank you. So that was last summer that that had come out.
Um, elementary, there was no revisions for their section. And then middle school, again, these were sort of some housekeeping um items, some old language that was left in the handbook. Um, so we don't have house administrators, we have assistant principles now. We don't have
house secretaries, we have office secretaries. Um, extended detention. So this was added to um the chart on page 73 as a possible consequence. Um, and then they also added partial day
inschool suspension. Um, and we had list priorly prior just listed a full day of in in school suspension, but we're really trying to decrease the amount of time that kids are out of class. So, allowing partial days um or even periods of ISS.
Um, and then in middle school, we added AI generated images and likenesses. That's a change from last year. Um, we added the word likeness um to just be kind of a broader umbrella. Um and then the high school appendix. So
because of the CCTE lottery, we had to update the handbook, which we did in the fall, but we just um made sure that the language was reflected in the handbook. On page 88, definition of plagiarism. So we updated the acceptable use um
information in the handbook. Um, so we had redone the acceptable use policy again back a little bit towards the fall and so we wanted to just make sure the language in the handbook was reflective of the new policy. Um, and again this is really kind of drilling down on plagiarism and the use of AI um when
writing papers or um those kinds of things. Um, so interestingly enough we did not have theft listed in um the handbook as um a discipline. So, we added that.
Preschool, there were no updates. Um, Title N, there were no updates. Um, and then these are the changes to the internet safety and technology acceptable use. So, again, a lot of this has to do with plagiarism, copyright infringement, and the use of AI.
We added language regarding academic integrity. Um, and then we changed throughout the handbook anything that said image alteration to likeness alteration. Um, and then we just made a note in the handbook. So, we do have some students that use YouTube Creator. Um, and it's
just to let parents know that it's 18 plus. Um, and these are for very, very specific high school film and media classes. Um and then Google workspace updated their um workspace for education. So we
updated that in our handbook as well. So that was just replaced and updated which talks about acceptable use, grade level restrictions and what is turned on at different grade levels as far as what tools they can access.
Um and then the MCAT schedule, as soon as that's released for next year, we'll replace that in the handbook. And then for um page 139, an act relative to sex ed. So because we're now implementing sexed
in the um middle schools, we deleted um as it relates to elementary health because now it's included K to it'll be for next year it'll be K to 12. And then the Chromebook handbook, um the Chromebook handbook was developed
during COVID when all the when we went onetoone. Um so we're now just incorporating it into the actual student handbook. So there's not a separate place for parents to actually have to go and and find it. So it just makes it a little bit more efficient and easier for parents to to find.
>> Yes, Dr. Blazell. Um, on page four, >> I'm sorry, I should have gone over these before and I usually don't do I don't do handbook revisions with you normally. So, um, >> page four in the handbook, are you looking at the actual handbook or are you looking at the >> No, the revisions. Okay.
>> Under middle school appendix B. >> Yep. >> Um, where it says change house secretary to office secretary. >> Um, in the contract they're actually called house administrative assistance. >> Thank you. And then one of the things I'll be bringing to school committee probably um it was changed in the
contract but it hasn't been changed in the job descriptions. So in the fall you'll probably see a job description updates that say that go along with that language but it was changed in the contract but >> so house administrative assistant. >> That's what it >> Okay, perfect. Thank you. >> Yep. Sorry for not catching that before.
It's >> all right. All right. >> So any questions on any of those updates? I don't think that's ever happened, Dr. Rogers. >> All right. >> Yeah. >> All right. Well, if there's no questions, I'll entertain a motion.
>> I move to approve the 2026 2027 student handbook revisions um with the edit that Mr. Blazell, Dr. Blazill added. >> All right. All right. Mr. Smart is all seconds
and we can All right. And that is the All right. Thanks everybody. Next up, we've got a couple of new or updated uh job descriptions. >> Job description. Um so we actually haven't had an opening um in one of
these jobs in a very long time. and we have um Mike Albert from South Elementary who's retiring next year. So, it's always an opportunity for us to look at job descriptions and update them. And like I just said with the handbook, there's a lot um going on with library and technology. Um a lot of
updates. Um so, it was an opportunity for us to look at the job description. So, Jolie Bushier, who is our technology coordinator, reviewed this and kind of added some updated language with regard to the position of the job. So at the elementary level, our litz elementary
library and information technology teacher teach both library and media and technology. So it's a combined role whereas at the secondary level it's a little bit different. All right. Do we have any questions?
>> All right. Do we have a motion? >> A motion that the job description for elementary library and information technology teacher be accepted and approved as amended. >> All right. And a second. >> Second. >> Michelle seconds.
Take that. >> I do have a question. Um I'm sorry. um with under in relation to what we just read with the handbook standards that are being um really spec specific with the AI and the
um in the seriousness of all of that. I'm wondering if one of the job goals and even the qualification it does mention ditter digital literacy but I was wondering if under one of the job
goals it should be something about um an increase you know this role could be helping students to understand the dig digital literacy
um environment of today and of the future. >> Yeah. So that would be more in our curriculum. >> Okay. >> Um because it is one of the standards. So when you see um the ISTY standards that refers to the teaching standards
that they would be covering. >> Okay. >> Yeah. So I I was conflicted with that as well. But thinking of this as a new component of their dayto-day So yeah, so if you look at number six,
the qualifications, so the mass digital literacy and computer science standards and the ISTY standards. So if you look if you were to look up those >> standards that >> would be incorporated in that >> and those things up exactly
>> also eight it says teach and model safe legal and ethical uses >> right >> of digital and print resources >> but I I agree with you in terms of specifics as it relates to you know >> I see >> AI >> yeah you want to try to capture the job without being too specific because then
we're constantly coming back to the table and three. >> Yeah. >> Right. Editing that, >> but six >> takes care of that. >> Okay. >> No, it's a good good call out though. Appreciate. >> All right. So, we do have a motion on the table still and a second. So, I
think we are good to vote. That's good. >> I'm going to let Dr. Campbell take the next one because it's >> I know, but it's your baby. We'll do it together. >> I'll kick it off. And no, really excited
about So >> we've been talking about >> the VIPS program for quite some time. So we're really, you know, and I'm going to defer to Dr. Rogers a second. So you know, this was just an idea. I would say three, four years ago.
>> We met with uh Found Public Schools who has had a a very comprehensive volunteer uh program for over 40 years now. and they were very hospitable and and generous and um you know through the work of many people and uh some at this
table um we were able to sort of get this to come to fruition. So we're really excited about the opportunity to to continue to expand our volunteer program. We have a part a part-time volunteer coordinator. Um, so we want to have a job description to um align with
that so that we can continue to support uh the the ever expansion of those volunteers. We have volunteers in every school. We have I think three in our alternative program currently. Um it's really taking on um a great life and and
it's getting not only good feedback from the schools and the school staff and administration, but the individuals that are coming into the schools. I think by word of mouth, it's just going to become something that is going to become um a well-known program in this
district. So, I'll turn it over to you, Dr. Rogers, to talk about the job description. >> Um so, as Dr. Campbell said, this has been um just an amazing project for us this year. Um we did not anticipate how this was going to take off in the
community. And we did like our on the road show, myself, Dr. White um and Angela Costa and we like couldn't keep up with the amount of volunteers that were calling and looking to get into our schools. So, it's it's been amazing and the feedback that we've gotten from our
seniors um citizens have has been, you know, like you've changed my life. I'm not isolated anymore. I'm not lonely anymore. I love spending time with the kids. And um it just it's been an amazing community partnership. So, it's awesome. Um so, as Dr. Campbell said,
um, we really kind of just wanted to formalize it. We didn't do the job description last year because we didn't know what we didn't know. We didn't even know what we're going to put in a job description. Um, so had to let it play out a little bit. Um, Angela Costa has been awesome in this role. Um, she's an Indian Brook parent. >> Oh, yeah.
>> Um, and so now we're just sort of formalizing um formalizing that role. >> So if anybody has any questions, I'm happy to answer them. >> Mr. Smarge Dolls. >> Thanks. Is 15 hours a week enough? >> I don't know.
For right now, it is. Um, we're meeting with Angela, I think, next week, and we might have to increase that. >> But I would just want to go on record, I'd be in favor if you find because it's a worthwhile program, and it seems like
the position is going to be, you know, handling a a lot of the frontline communication and building relationships. If if it takes more time but it's contributing >> correctly then then we should be open to look at that and understand that maybe
you don't want to constrain something good that's growing by saying >> here's how much time you can only spend on it because you know good people will just put in the extra time but I also understand the economics I don't >> want someone uh you know doing it and saying well >> I could I could do one more thing if I
had another hour >> so just you know >> I' I'd want to hear how that goes and if you need more time but >> yeah so I don't know if we can put approximately 15 hours a week or like kind of put 15 to I know Adam's the job
>> I think if we leave it as that for now and then if we come back and review and bring it back to the committee if needed >> it just doesn't sound like a job you punch it in punching out you know like so especially you're you're starting it so just monitor it and if it >> gets to a point I mean we're not it's
not a huge economic impact to get done right and not be, you know, okay, I only got this much time to put in. >> Yeah. >> The word approximate >> given our financial situation though that having to come back for that vote because Yeah. I mean, for all the
reasons for all the reasons you mentioned, I'm in support of this, but you know, every every dollar counts right now. So, >> yeah. >> Um, you know, having that constraint and then you have to come back and say, "Hey, we're going to make it 20 or 30." So, Other questions, comments? M
>> not a question, but a comment. Um it's it's great to see that this is now formalized. I do remember the conversations. Um I remember um even looking at examples in other communities uh especially in the Cape who have this
uh who have this program. So it's just great to >> Yeah. And I just I want to um formally thank Falmouth for being just so forthcoming and you know giving us so much help and information to like get this off the ground. Um what really sold me on it, not that I didn't think it was
a good program to begin with, but last year I was invited to their end of year celebration with their volunteers >> and it was just amazing like such a amazing amazing community event. There were so many people there. Um, and it was just it was just heartwarming and just wonderful and the teachers loved
it. The kids loved it. Um, so it's been a very worthwhile endeavor for us as well. >> They started with six volunteers and have over a thousand a year. >> Yep. >> Wow. >> So, >> millions of volunteer hours and it's so >> is that something we're tracking?
>> That's what I was going to >> because it's good for grant writing and all sorts of things. >> Yep. >> Yeah. Yeah. So, when the volunteers come into the school, there's a place for them to sign in and log their hours. So, they sign in, they sign out, and then um Angela takes all that information and
tracks it like in a spreadsheet so we can track it. >> I think it's great that it reignites purpose. >> Yeah. >> In terms of the community, >> I would say that um that should be in the job description, the tracking of data.
>> It's it's not in there. So under maybe is a undercoordinating and organizing um also being responsible for tracking data for grant purposes. >> Mr.
I just wanted to say in addition to what everybody else said, I feel like this has a lot of potential, you know, like as we gain more volunteers to also save the district money, which is something that should also be recognized because, >> you know, like talking about the small stipend, but if you know, if another
district is getting over a thousand volunteers and that's the possibility, those are man-hour, you know, other people that, you know, things we might be paying overtime for or we might be paying a stipen for to somebody else to coordinate programs we
now can use volunteers for. So, >> it's also been great to have people who don't have >> um children in the school district coming in to see the amazing work that the teachers are doing to support the students and and to see the
conversations in there just you know witness them light up, the students light up. So it brings more awareness to Plymouth public schools with with people who don't have children in Plymouth public schools. So it's it's
it's yeah this just so much that's um good about this. >> It also feels like maybe sort of a segue into the community partnerships that we were talking about before and the possibility of creating more things at the higher education level for that >> part too. So it really opens the door to
a lot. >> Yeah, for sure. You make a really good point on the the ROI here. It's like whatever 10 $15,000 and the amount of >> Yeah. We're getting back. Yeah. Yeah. So, I think we we justify your or message it that way.
>> I didn't want to come off as >> I'm as I'm a fiscally conservative too, but when it comes to intangible results, I mean, you can't put a price tag on if a >> if some kid's grandparent volunteers, right? you might save yourself money
further down the road if that student then gets fired up about their grandfather being involved with the schools and they don't miss school and they grab on to something like there's so many benefits of having that community involvement that I'll never measure it in ours regardless if
>> you know but but I I agree we got if we look at it and say hey this is playing out we come back here >> and we say let's let's keep investing >> you know so it's just a Great opportunity. >> All right, follow that. Do we have
>> I just have more of a a comment with if >> if we have someone coordinating all of this that maybe we could look at doing things kind of like a district-wide thing with some of the volunteers like a I don't know I've seen things like a
living biography night where like people come in they sit down they do they put a little thing that says this is what I did in my life or something and students could move around and kind of like pick the brain of of some of the volunteers and it would be much easier to
coordinate something like that with a coordinator obviously. >> Um, but it might be it might be really beneficial to both parties in that where the volunteers get to tell their story and the kids get to hear some stuff firsthand.
>> Yeah, that's cool. >> Yeah. >> And we do have some specific volunteers that have um signed up. So when you go to sign up to be a volunteer, some people like consistency. I want to come in every Tuesday from whatever 10 to 12.
And then others have special skill sets. So we've had a lot of veterans reach out to say like, I'm happy to like on Veterans Day to share my story or if you have kids that are interested in going to the military to, you know, come in and talk with them or meet with guidance and things like that. So yeah, it's been great.
>> Very cool. Very cool. >> All right. Any other questions? All right, we have a motion. >> I'll motion that the job description for volunteers in Plymouth Public Schools coordinator VIPS be accepted and approved as amended.
>> All right, we have a second. >> Yes, sir. >> All right, Mr. Smart Doll seconds. All right, that's what it is unanimous. Thank you everybody. >> Turns out even we wind down towards June. You know, >> I I can feel like I mean it's 8:00
folks. Let's get these motions moving. >> All right, next up we have Superintendent Report. Dr. Campbell. >> I'll keep it moving as well. >> Take your time. >> Take your time, Dr. Camp. >> No pressure. Um just excited MSBA update. So pleased to share that on May
5th, MSBA officially approved CHA CHA Consulting as our owners project manager for the Hedge Elementary School project. So this allows us to move forward um with that process. Um in addition uh per MSBA, Dr. Blazelle has been designated
as as the primary individual um authorized on behalf of the town for the day-to-day communications with AOPM. and we actually have a kickoff meeting tomorrow. So, look forward to that. Um, and you know, there's a few deadlines in terms of submissions of the contract and
also getting the systems access request form set up so that we have the online reporting system which we've used in the past. So, moving forward there'll be progress reports to the town u by the 12th of every month. So, really excited about that.
Um, budget updates. So, I will be um schedules are absolutely crazy and buildings are impossible to book because of all the events going on, but I am holding four budget updates for faculty and staff. I sent out a communication
last week. I sent in a we have one scheduled for tomorrow morning just to remind folks, but want to give an opportunity for our faculty and staff to just hear, you know, the budget has been approved for next year, give them some um updates on that and then just talk about some of the financial forecasting
and the things that we're doing to kind of give an idea that we're on top of this and the things that we're doing um as a school department and as a committee to try to support uh them moving forward and answer any questions they have. So, I'll be doing um as I
said four presentations 2:30 and 4:00 tomorrow and then again on June 1st. I'm doing again 2:30 and 4:00 trying to accommodate uh the high schools and then the rest of the district. >> Will teachers be able to ask questions as interactive? Okay.
>> Yep. >> Usually go through it and then they'll give them opportunity to ask questions. >> Absolutely. >> So, is this Have you done this before? Um because I was reading the the email you sent and >> acknowledging that there is talk and
everyone says fiscal cliff but right things can turn around where receipts can go up can get larger >> and that's that's important for them to hear that too because I mean there's been presentations done by the the town already in terms of the fiscal cliff and lint. So, just to give them an update on
what's transpired, you know, both before the budget was approved and after the budget was approved because they're hearing it, but I want them to hear from us and from me regarding, you know, we've been doing this for >> six years now. We have even before and I
go back to, you know, we had conversations, I think Miss Shaw may have been on the finance committee back then at the time as well. Um but the the cliff of 24 and we you know we work through that and to your point this is the marginalis uh things change receipts
can change uh new growth may vary um and we'll work through that and I think we've done a good job we do our due diligence we look at everything very critically but my message to them is like the important most important piece
it you know what we've tried to prioritize is the student experience in our staff right and and to maintain um the quality programming and the staffing that we have and we've done that gez for the last six years now through some some challenging times. So, it's more of a it
it is anformational sort of update. Um, giving them the most up-to-date information that we have. Um, but also kind of giving them some reassurance that we're, you know, we continue to work. Um, and we're certainly not going to I would never
just settle for something if I felt that it was going to be detrimental to to the to the school department moving forward, too. So, it's it's meant to be um informational um as well as kind of reassuring that we're, you know, we continue to to to work to make sure that
we're >> Yeah. No, I I like that. I think you're you're not establishing a a mindset. You're not doom and gloom. you're giving them, you know, directly what's in your head as far as the approach, but also letting them know our committee is prepared to fight for every
dollar and also sees the potential of of growth, right? We're not going to as evidenced by how we've acted at town meeting and how we gave his talk. Um, you know, it's I want them to know too that we're >> that's part of my, you know,
conversation with them. There was a motion, as you know, at town meeting to to reduce our budget by a million and a half dollars, and it was defeated overwhelmingly, and I think that speaks to this committee and I think the um the
confidence that the town meeting members have had um on, you know, with Plymouth Public Schools and the work that we do to show demonstrate that we're doing our due diligence to be as fiscally mindful and good stewards of the taxpayer dollar,
but also always putting the student at the center of our thinking and you know and and consequently the the staff as well as a part of that. >> Nice. >> Yeah, I think that transparency just buys a lot of credibility too because I think you're also letting them know here's >> the realities we're facing the
challenges. So yeah, at some point we may have to take >> measures that we don't want to take. We have, you know, friends and colleagues in other districts that, you know, we've got people applying for jobs right now in our district that have been laid off elsewhere and they, you know, you pick up the paper or pick up the nobody picks
up the paper anymore. But if you if you're if you're, you know, on your news feeds and you see that 103 uh individuals are pink slipped in one district, not too far. Um, you know, that sits with people, you know, and some of these people have been working
for a decade. Um, and that's terrible. And you know, we, you know, we have always, even I mean, I started in the recession of '08 and we never lost a staff member. We were just, we, you know, so it's it is to your point, Luis,
it's it we need to, you know, be transparent um, but also let them know that we're going to we're going to work hard and we're going to advocate for, you know, what we feel um, is in the best interest of our students and staff.
So related to that um uh FY27 Senate budget amendments this week the Senate Ways and Means Committee has released their budget and there's um some good starting points. Uh it fully funds uh the student opportunity act increasing
per pupil to one $160. So there is some additional potential state aid that will be coming to the town um which is good for you know the next fiscal year as we try to plan. So to your point Mr. Marger Ellis, things may, you know, things could turn for us. There's a lot of
amendments, though. Um, there's an amendment, there's three amendments for increasing general aid from 160 to $200 more per student, which would significantly boost I mean, $40 per student for 7,000 students is a significant boost. I think it's like
$1.3 million or something, right? So, I mean, if that went through, that would be tremendous. There is uh an amendment for special ed relief that um would increase circuit breaker from 75% to 90%. Again, tremendous uh threshold
change which would help us uh immensely if that were ever go through. Um there is a amendment to supporting the whole child amendment that would create uh grants specifically to hire more school counselors, mental health professionals, support staff. So there's a lot of you
know the Senate has a lot of amendments. is one the CPPI expansion which we have been benefiting from as you all know expanding our preschool support to our private preschools locally. There is there's an amendment to to expand that.
So that's very encouraging because that is something that we have um relied on and it's been a tremendous support not only to us but to the families who have their students in full day private preschool programs too. Um and there is uh one for reducing transportation costs
which Senator Fernandez actually um has um moved forward asking the state to look at how road mileage and geography could could um be you know be adjusted in terms of um transportation costs. So
let's see um you know hopefully we can get some traction with some of those. Um just a couple of dates to just remind folks of. So, this is a busy time of year in the next couple of weeks. Can't believe graduation's in less than three weeks now, but senior awards and
scholarship nights. Um, South High School June 3rd at 7 p.m. There is a reception in culinary. So, if you can attend on June 3rd at South High School, uh they do a fantastic reception at 6:00
um in the culinary program which is outstanding. and North High School starts their scholarship and awards at 6:30 and they're on June 4th. So, the following day. So, June 3rd at South, June 4th at North. And then graduation
is Saturday, June 6th. We we're the morning uh at South 1st. Um we kick off at 9:30. There will be breakfast before in you know in culinary. Again, a great breakfast. and then we'll scurry over to to North High School for
I think it's a one o'clock start if I'm not mistaken, but there'll be a lunch provided there as well. So, that's all I have this evening. >> All right, any questions for Dr. G? >> M. Um, so as we get closer to the school
um, approval process hopefully, fingers crossed, of everything going through, I think it would be beneficial to consider having some community nights to start explaining things >> because I have talked to some people specifically in like the Brazilian
population or the hedge district that don't really >> understand. >> Yeah. And my concern would be a replay of what happened when we talked about changing things up. >> Sure. And so part of the work with CHA too would be that communication and
they'll help us with um outreach and development, website development. Um obviously I think multilingual communications as well. So that will be part of those initial conversations and um >> maybe like a night or a digital night to answer a question.
>> Yeah. Nights or multiple nights. >> Yeah. part of our selection of the OPM was actually that a pretty big community engagement um and communications uh >> um component of that scope. So it's very much part of it and keep in mind it's it's a this is a multi-year thing. So
like we were looking at hedge it was like hey >> that's why I'm not saying now >> but no well no but in >> you'll see it you'll see it ramping up over over the years as we get closer to you know >> you know I think a big thing is once you start getting closer to having something to show like hey this is like our you
know preliminary designs and getting feedback and all that so >> right and the conversations are already happening outside of here so >> you know it's important to stay ahead of it >> and understanding that there is that hesitation knowing that there was
changes in a approach or consideration that was on the table before. So understanding that may not be the approach or the thoughts now, >> but people are still feeling that and living with that. So just more so
>> very clearly articulating to to that audience this is what this is. This is what this means. This is a a future conversation >> and the why like what they're getting versus what they're letting go of.
>> Yeah. Yeah. >> Maybe we should probably think maybe think of some milestones that we can at least start presenting even here and then when that community came just so people have an expectation like hey this is going to start in six months or whatever. >> Exactly. Like give some lead time to it.
>> Yeah. because it is going to be you like I said this whole thing is a fiveyear process or something but yeah >> I think with our when we kick off our meeting with CHA um those milestones will be will be lined out and when those community forms will happen um when we
went started this process we told them that hedge and cold spring are very very very rooted in the community yeah >> and that is something that will need to be explained and talked about through this entire process Um, so I I think
we'll be doing that probably I would hope that we start at least in the fall. >> Okay. >> Um, with something early on just to kind of get >> Yeah. >> early stages. This is what we're doing. >> And also to add like variety of times and platforms so that >> Yeah. Yeah. languages. I know there are
a lot of people in those communities that work like non-traditional hours or a non-traditional, >> you know, forums at different times, you know, communications directly and indirectly. >> Um, yep. >> Okay. >> Absolutely.
>> Good point. >> I have a question. >> I'm sorry if this is an ignorant question. I'm wondering if there is a representative of some of the communities that we're discussing that um that that are native language
speaking for for English and the um Brazilian Portuguese um or in other languages that may be present if there can be I'm not sure if this already is in place but um
interpreters and uh that people can be so that communication is is heard and understood more clearly? >> No, absolutely. That's a great that's a good uh question. We have between the two schools, we have three uh folks that actually work directly in the schools
that are um native Brazilian >> okay >> uh resident I mean they're Brazilian themselves and um Brazilian Portuguese speaking and um work very closely with the families. one's a family liaison for both schools and then we have um two
staff members that also have been instrumental in the communications. We also use talking points as a district for like day-to-day communications which is a direct translation. So anyone even a nonPortugues-peaking individual in the school can send a
communication out and it will go to everyone in their native language and they can that has been a gamecher for us in this district. talking points um because it'll it it breaks that barrier down immediately. So regardless of what
language you speak um if I only speak English and I communicate in English, you would receive it in your native language, you can communicate to me in your native language and I will receive it in my native language. So it's really um reduced that barrier significantly
and families have been very open to using that as a communication tool and we can use send documents through it as well. So >> yeah, I was just wondering if they would be present at the community. >> Yes. So we've done some especially when we were um experiencing a lot of uh
presence with ICE in the community, we've had a we've had some forums with uh these staff members there and it's been instrumental. >> Okay. >> Because you know it's it's a connection that they can make and they feel comfortable with.
>> Right. We see I see challenges with so sometimes those applications that you're referring to will have the translation just to Portuguese, not Brazilian Portuguese. So we see like a >> I've had experiences where there's
there's a little bit of um a challenge there too with different dialects and things like that too. Yeah. >> No, >> I think it's a good point though to make sure when we start having those forums that they're you know you know that we have the right
supports in place that's meaningful to those communities. So >> good or anything else. All right. Thanks for that. >> All right. Next up, uh retirements. Dr. Blazelle. >> Yes. We have eight retirements to report
this evening. Um, Michael Albert from South Elementary School with 27 years. Claire Flowers from Plymouth North High School with 19 years. Maren Kerry um from West Elementary with five years. Um, Marjorie Cody from West Elementary School with 32 years. Um, Michelle
Flegal um with N at West Elementary School with 19 and a half years. Amy Stevenson, Plymouth South High School, 30 years. James Dearie at West Elementary with five years. and Roger Ellis senior um with 34 years. >> Wow. >> All right, Miss Jackson.
>> We would like to thank Mr. Alpert, Miss Flowers, Miss Carrie, Miss Cody, Miss Faggel, Miss Stevenson, Mr. Damry, and Mr. Ellis for their combined 171 and a half years of service and wish them the
best of luck on their new endeavors. >> Yeah, thanks a lot. >> Thank you. >> That's a lot of experience leaving us. Wow. All right. Committee member reports. You have any general reports for members around? >> Uh well um today this morning um
Mr. Bzano and I were at the um Cape Cod collaborative legislative breakfast um along with Rep. Badger um Rep Digs and I believe um Rep. Moley >> um from the um Capeen Islands. Um and so
we talked about um various subjects. Um we went out into breakout groups um uh specifically around those subjects and I just want to uh just give clarity um as to what it is we spoke about. Um we spoke our topics
were about um funding chapter 70 rural aid circuit breaker transportation grants. Um other topics were AI and cell phones um housing and declining enrollment and um lastly it was special education and student discipline as it relates to some
of the new um legislation um pieces. Um it was it was quite interesting. >> Yeah, it was good. Uh I like there was a nice portion at the beginning where they kind of went through what were all the member districts are dealing with you know mainly on funding and financing. It
was pretty eye opening. Yes. >> Um I think we've thought this before that we are you know as much as people think we're you know the sky is falling that we are actually on the the good side but >> twothirds of the member districts are decreasing staffing next year. >> Um a third the other third are leveled.
So zero zero districts are increasing staffing or programming. Most of the uh decreases are coming through attrition as we've done but two of those are through layoffs. Nine different districts on the cape are either going through an override or planning an
override in the next year. So I mean it is like we're I I I have felt good like oh good we're not alone. On the other half it's like oh god things are bad. Um but we are yeah if anybody thinks that we are struggling um we are probably on the good end of that you know um of those districts
>> and that's more so Cape Island Southshore >> versus I know north >> it's basically Plymouth and everybody south of us. Yeah it's Plymouth Cape and the islands. >> Yeah. It was interesting here also some of the communities have stabilization funds that
>> they can actually like pull from >> um to kind of help with some of their gaps. But Yeah, it was eye opening. >> Yeah. >> Yeah. >> Very. >> All right. Any other member reports? Miss Jackson? >> Um, just two quick things. Uh, one, I
had the opportunity to go to the gala for the Plymouth Education Foundation and I just wanted to thank them again for all the support that I give to the district. I feel like um it's important to recognize them because they do so much to support us. Um, and Dr.
Blazedell was also there. So, and it was a great time. They did a great job and um really meaningful to be a part of that. >> And also I had the opportunity to sit in with um Cold Springs student council and
just a number of things that she's implementing this year to try and increase engagement and is already done was just really nice to see. >> Good. And thanks for representing us on on Saturday, too. All right. Other reports
anything else? All right. Next up, uh reports from the Plymouth building uh committee leison on which is now just me until we appoint a replacement for Mr. Morgan. Um just a couple quick updates. Um so I'll go to the highlights. Oh, this is just notable. Um it's not a big
project, but the the the little tiny visitor center that we have downtown on Water Street, they went out for bids because they want to do a small um uh extension to it. bids came in twice as high as they estimated. So like literally that's just you know just the reality of what we're what we're seeing
in terms of increasing prices of um you know of everything especially construction um elementary school you know about that. Uh DPW they're working on uh getting negotiating a contract with the designer for their new administrative uh building and Memorial
Hall is going through some minor uh repairs. That's really about it. It's pretty quiet right now. All right. Uh, next up, personnel reports. Dr. Bisol. >> Uh, yes. We have tonight, um, we have to report four resignation, 11 leaves, and
three appointments. >> All right. Thanks for that. All right. Next up, unfinished business. Any members have any unfinished business they want to resurrect? Nope. And new business. Any new business any members want to bring up for future
discussion? All right, move on to our consent agenda. There's a couple of or one set of minutes, couple of home school plans, uh some bills to pay, and as it's the end of the year, a few uh disposals from of materials from different schools.
Anything anyone wants to pull from the consent agenda? If not, do we have a motion? Miss, >> I don't want anything to pull. I just wanted to do the motion. Okay. Um I move that the Plymouth um school committee approve the uh 518
consent agenda as presented. >> All right. Do we have a second? >> Second. >> Michelle seconds. >> All right. And that passes unanimously. All right. With that, do I have any uh last minute comments or questions in front of me? If not, we're we flew
through the agenda today. So, I will call the meeting to a close at 8:40 p.m. Thanks, everybody.