All right, good good evening everyone. Uh, welcome to the August 3rd, 2026 meeting of the Plymouth uh, school committee. Um, call the meeting to order at 7:02 p.m. If 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. Thank you. All right. And as we are all in ver in
different uh uh lo locations, I'm going to and not all not everyone I think is even in Plymouth, I'm going to um bypass the land acknowledgement uh for today's meeting. All right. Next up, we have comments from the community. I don't believe we have any community members
on. Yep, I've confirmed. So, with that, we will move on to school community matters. First of which is some uh policy adoptions. And it over to Dr. Rogers. >> Hi, good evening. Um, so this is the policy that we talked about um at our
last meeting on July 13th um where there was a request to um update some of the language that um would state that any advertising in the school should be consistent with the mission, vision, and values of Plymouth Plymouth Public Schools. And I also included um a
section that said that the superintendent may seek school committee approval on any advertising proposal that requires further discussion. for hands up. Uh I I like the the update looks pretty uh clean. I know uh Mr. Smart Joles and M.
Bryant, you you both had some of the kind of questions and suggestions. Um have you guys reviewed it? What do you think? >> Looks good to me. Thank you. >> Yeah, I like the uh the update. Great.
>> Wants to make a motion. Any discussion? >> Motion to approve the update. >> All right, >> I'll second. >> All moves. See a seconds. All right. Any
any discussion or questions on the uh uh on the updated uh policy or or on the motion? Nope. All right. If not, I will do roll call vote as just the way people are appearing on my screen. Uh, Miss Bryant,
>> yes. >> Mr. SMG, >> yes. >> Miss Parker, >> yes. >> And Miss Haywood, >> yes. >> I vote yes. All right, that passes unanimously. 5 Z. We have two absences.
All right. Thank you, Dr. Rogers. All right, next up we've got uh uh job description adoption. I think this will be uh you Dr. Campbell. >> Yeah, I'll kick it off and Dr. Artist might have something to say about the
first one too. Um so the first job description, we have a department head job description uh which is used at the secondary level, but this one is specific for the early childhood center. So given the fact that we are um going to have two different distinct locations
um our um idea is to have a lead teacher or a department head. Um department heads at the secondary level um are part of evaluation. This is different. This is more to provide support and monitoring when the principal is in the other location. Be the you know the the
person to manage late departures. address parent concerns when the principal is in the other location, emergency responses, um, and hold the teaching responsibilities that that are outlined. So, this has been worked on with not only Dr. Rogers, but with, uh,
principal Tobin as well. Any questions? So, Dr. There would be two of these, right? One one for each location. >> One for each location. That's correct. >> See if any any hands up. Not seeing any. All right. Well, if there's no
questions, I'll assume everyone's good good with this. So, it seems pretty straightforward. Um, I'll either entertain a motion or or questions. >> Make a motion approve. We can approve them both at the same time.
>> It's just one one uh description. So that'll just be two two positions that get posted. >> Oh, okay. Yeah. Motion to approve the description. You have a second. >> I'll I will second it. >> All right. Thank you, Miss Parker. All
right. With that, I will do another roll call vote uh in order of You're on my screen now. People move around. Uh, Miss Parker, >> yes. >> All right, Mr. Smart, >> yes. >> Miss Bryant, >> yes.
>> And Miss Haywood, >> yes. >> And I vote yes. All right, that one is unanimous as well. All right, keep moving here. Uh, next up, we've got another job description for a video integration specialist, Dr. Campbell. >> Yes, thank you. So, this is uh one of
the members of the EdTV crew. This is not a new position. This is a sort of um revision to an existing position just getting current with uh qualifications and responsibilities of that position as things evolve.
>> Are there any particular changes you'd point out, Dr. Campbell? Is there really just more? >> I don't have the redlinined version. Apologies. Yes. Um no, my apologies for that.
You know, Dr. Red, do you have that by any chance? >> I don't have the red line version either. >> Okay. >> Nothing's jumping out at me. It seems pretty straightforward. I'm sure this one sure the technology is evolving. So,
I'm sure that's some of the updates. Uh, any questions from the committee? No. Shaking heads. All right. If not, then do we have a motion? >> That's a question I think for Miss Bryant. >> Oh, Miss Bryant, please. Yeah, I see.
>> Um, sorry about that. >> Uh, I'm thinking in according I'm just thinking of all the discussions we've had surrounding AI. Is that something that we want to put in here
in any capacity? just thinking that their responsibility in regards to the work and thinking of the qualifications necessary would it. >> Yeah. So, this is this isn't a I'm sorry
to cut you off. Um this is um I'm not sure I think I would want to talk to Mr. Burn about Brian Burn about that. Um something that we're trying to we're trying to grapple with as an administrative team. Um, I don't know if
this particular person in this particular position if that would be um a priority for that particular person, but certainly something that we may see evolving in many job descriptions coming forward.
>> Is it an opportunity? Just thinking of in discussion with the department department head. I'm fine with it going forward in its current space, but just making sure to indicate or or
have a discussion that that AI learning or representation or how whatever AI could be possibly used in this position is relevant to um I would say
responsibility 8 as well as >> Yes. >> Yeah. Because it's certainly a a produ it's certainly an evolve something a production tool and I'm sure I'm more and more relevant. I think I think you're right. >> Yeah. I'm just thinking in regards to
some conversations we've had this past school year where AI videography was used is is there any piece of that need that means to be relevant to this job? >> I'm sorry. summer brain is happening so I just can't find the words.
>> No, you you make a very good point and I think it does align well with uh responsibility uh number eight as you pointed out current emerging technologies. Um, and I can we could all certainly bring this um
back as well if if we if we got additional wanted to get more specific, but um it's certainly something I believe we were just talking about this with um as Buché was sent sent us some data on AI and some current trends and
policies. So there's a lot of discussion that we'll be having this year. So um certainly I see this coming forward before the committee in in various you know forms whether it be job descriptions or other you know other agenda items.
>> Yeah I think it can it can live without that specificity since number eight is kind of a catchall. I I I do agree with that it's something we should start thinking about more because it probably I think we're going to get to the point where having that specificity of making a
requirement you know for some jobs will probably become necessary. >> Absolutely. And >> I think sometimes the problem is when we get too specific we have to then revise a hundred of our policies versus one AI policy for the district. >> Yeah. So yeah, I think you can live with
that, but yeah, just something to think about. I saw you were off mute. You think? >> No, I I think actually um uh Dr. Rogers mentioned, you know, kind of covered it just because we do have a policy per se
like at this moment, but um I I agree with um Mrs. Bryant and um Dr. Campbell, just in in regards to like moving forward, like what does this look like? >> Any other questions or comments?
>> If not, take a motion on this one. >> I'll make the motion to pass the uh job description for video integration specialist as is. >> All right. Thank you, Miss Brent. We have a second. >> A second. All right, Miss Awood seconds.
I'll do another roll call. Uh, Miss Parker, >> yes. >> Uh, Mr. Smartis, >> yes. >> Miss Haywood, >> yes. >> And Miss Brian, >> yes. >> And I vote yes. Another 50 unanimous
vote. >> All right. Next on the agenda, we've got uh superintendent uh draft goals. Dr. >> Thank you very much. I'm going to try to share my screen this time. Last time I
couldn't, but I have hosting privileges, so it should work. You just give me one second. I can't see my screen. Can you? >> Unless the screen's you. >> It's not me. I don't know what's going
on with my Zoom platform. Um Oh, hold on a second now. Can you see it? >> Yes. >> Yes, sir. >> Okay. Thank you. Okay. Um, so tonight, um, I'd like to present a proposed draft of my
20 26 27th school year goals. It's hard to believe that we're talking about 26 27. Um, in this, I tried to balance the district priorities with work that kind of builds our long-term organizational capacity. Really thinking about uh the
future here. Um, each of the goals that I'm presenting tonight align with our strategic plan. they align with the superintendent's evaluation rubric as well as feedback from uh my most recent school committee evaluation. I wanted to take that into consideration as well. So
I hope you see that. Um so there are four um overarching areas. Um one will be successful completion of a new strategic plan. Another one strengthening leadership capacity and I'll talk about all of these in greater detail in a moment. um really advancing
our inclusive practices as a district and continuing to refine and expand and and think about other ways of increasing our communication, engagement, and transparency for the general community. Um so goal one is a district improvement
goal uh which says by June of 27 the superintendent will lead a comprehensive evaluation and revision of the district's 24 to 27 strategic plan charting the course to success through a structured stakeholder engagement and planning process that includes students staff families community members and the
school committee. This will result in the development of a presentation of a revised three-year strategic plan with clearly defined district priorities, implementation benchmarks, and aligned measured success. So, our current plan, as you know, um has served us well, I believe, for the last couple years, and
as we approach the final year of the plan, um it's an appropriate time to for us to start evaluating our progress, celebrating what we've accomplished, but u but also more importantly, start focusing on where we need to go next. Um, I really want to make sure that the
next plan reflects the voices of those we serve, our students, our staff, our families, our community. Um, and and have the school community uh obviously involved in that as well. Um, so the end result of this goal would be a three-year roadmap with measurable
priorities that guide district decision-making, budgeting, and school improvement efforts, which I think as especially as things evolve even in the last three years. Um, this is actually good timing, I think, for us to to be to
look at this. Uh, so this work would occur would occur in four phases. So during the fall, we would focus on gathering information through surveys, focus groups, data analysis. Um, one piece that I'm particularly excited about is establishing a student advisory future council. So bringing students in
to have authentic voices to help shape this. So working with middle schools and high school students to really get some feedback from them. Uh, during the winter, we would review the progress of the current plan while also ensuring that our budget alignment aligns to the priorities that kind of gleaming from
this process. So we take that into consideration as we move forward as well. In the spring, we collaboratively develop the revised strategic priorities and implementation plan and finally by late spring present a completed strategic plan to the school committee for consideration and hopefully
adoption. So I want the benchmarks to measure meaningful engagement and not just completion of the document. So I try to be very specific here. Um so success would include you know broad participation from staff and families,
authentic uh voice, uh transparent evaluation of our current practices, um development of the revised plan, alignment to our budget and and school improvement plans and ultimately school
committee adoption. I know people want me to um stop at each goal, Mr. Pasano, or or to continue. >> Yeah, probably easiest to do one goal at a time. So, yeah, if anyone has questions on this first one, I think
>> any questions regarding uh the first call. >> No. >> I like the uh the whole concept of that seated advisory future council. Yeah, I think we're seeing an opportunity. I think
I appreciate that. Um, make sure the right pages here are hands up. So, keep moving. >> Okay. So, um, goal two, excuse me, is a district improvement
goal as well. So, uh, by June of 27, the superintendent will develop and initiate implementation of a district-wide inclusion initiative that promotes equitable access to instruction in the least restrictive environment by establishing a shared district vision for inclusion, expanding professional
learning opportunities, and identifying, codifying, systemic instructional, and organizational practices that guarantee equitable, highquality, inclusive experiences for all students across all schools. I believe we actually had a conversation about this at one of our
last school committee meetings. Uh this is something that obviously um is important to us, but I think there's always room for improvement. So really this is I'm talking about a district-wide campaign initiative to really uh promote, evaluate, communicate
um and engage all stakeholders to make sure that we're um establishing a system that really um does this and does this well. So more specifically, we would begin by establishing a a
leadership team conducting, you know, a thorough review of our current least restrictive environment data. So really looking at how do we gate how how do we how do we measure in relation to least restrictive environment practices now? Um and and and look at that as a
leadership team. Um from there we would develop common language and expectations for inclusion across the district. Uh, one strategy that I'm particularly excited about is expanding peer-to-peer classroom observations. We've done a lot of learning walk observations. We've
expanded teacher walks across this district, but really, you know, with a with a heightened focus on inclusive practices, un, you know, a universal design for learning. How do we meet the needs of all students as best we can in the least strict restrictive
environment? to really, you know, experiencing that professional development and those peer-to-peer opportunities across classrooms, across schools. Uh, we have outstanding inclusive practices already happening at our schools, but rather than always looking outside the district, we should be learning from one another. So, really enhancing the professional development
and engaging our staff uh a lot in this as well. also creating inclusion loop fors that allow administrators to recognize and support effective instructional practices during walkthroughs uh without being inal evaluated.
Um so to measure this goal um the measures uh for this goal excuse me intentionally go beyond placement percentages. So we'll monitor uh improvement in staff understanding, professional learning participation, structured challenges that support in
changes that support inclusion, stakeholder confidence, opportunities for teachers to learn from one another, and ultimately our success would reflect not only in in the data but also the consistency of inclusive practices uh students experience across our
schools. So again um really and in and this work will be begin at our administrative retreat um will be you know a big push in terms of professional development as I mentioned as well as how we communicate and and and pull in the all stakeholders to make sure that
we're doing uh right by all of our students and and really you know giving them a a rigorous challenging supportive you know instructional experience in the least restrictive environment. Oh, sorry. Any questions regarding that
particular goal focus? >> Miss Parker. >> Um I have some feedback that I would like to um give if that's okay. Um, so respectfully, um, I would just like to, uh, I, as a committee member,
but also a parent and a stakeholder and, um, and a fellow educator, I think something that's really passionate for me personally, professionally, and as a committee member, um, I would I would
just like be and it aligns with your goal number two with the inclusion Um, I would just like you to possibly really think about um, specifically for our preK through three students, um,
learning how to read and really looking at the systematic and explicit phonics program that is currently being offered to our students. and really asking ourselves, is this program appropriate
for all of our learners, especially our most vulnerable learners that have um reading disabilities um within our district. Um, I think that coming from I am an elementary educator,
so I just think this is where my lens is, but this is a very strong foundation that all students need to succeed. And right in the middle of your all of your goals, it says student success. And I
think with that navigating your goals in the district's goals, I I would just really um like to suggest uh a really re-examination of the
current phonics program that the kids are being exposed to currently and asking is there a more explicit phonics instruction program that could be a tier one um classroom? uh initiative that could be professional
development uh for teachers in the explicit phonics instruction design them designed to meet the needs of these learners. Um and then within the tier one, we can you can also think about the tier 2 and the tier three services that
students might need in addition uh if those tier one methodologies aren't really meeting their needs to learn how to read and write. Um, so respectfully, I would I'd just like to add that uh I do think this is an area where the
district might need uh a little bit of improvement in and I think that it might be a nice opportunity to kind of reexamine some of those um some of those practices that we have going on in the
uh prek through three levels. Are you thinking that's an addition somewhere within the proposed goal too? >> Yes. I just was thinking I know that the goal is an umbrellawide goal with really
but I was I'm just thinking that um to really when you're moving forward with the details of that goal to possibly think of some of the things that I had mentioned before. Yeah, I think and as a as a well as a
former elementary and special education teacher myself, I I completely agree with you in terms of their early foundation, how those early foundational skills are critically important. So I think what cannot be um separated from this goal is that we have to do a
careful look at not only our our instruction but our curriculum our instructional practices our progress monitoring systems uh how we're utilizing UDL proficiency with UDL um what are the tiered systems that we have in place um how are we communicating and
partnering with families it's it's it is sort of allencompassing and I do agree Miss Barker, that that would be something that would be would be looked at as as in terms of as as part of that process in this call would be it's it'
be very comprehensive. >> Thank you. >> Yeah, of course. But uh Dr. is there something do you think you'd be able to add explicitly in here that that shows that or what are your thoughts on how to make sure we capture Miss Parker's suggestions?
Yeah, it may not. I'd have to go back and look at the specifics in here. I certainly uh excuse me, I'm looking at the actual document itself. >> Yeah, I'm looking at the detailed version. >> Certainly, if it is, it would be under I
think well it would fall under a number of things. It could be under you know baseline data audit. It could be under the structural alignment. It's going to fall under uh pure observations. there's there's a number of actions where that you know that the curriculum side would
be would be looked at the tiered intervention would be looked at. So um certainly while this is an all-encompassing you know it's a it's a PowerPoint this particular slide um yeah I could certainly fit that in. >> Okay. Thank you.
>> Question. >> Yep. Um I just I want to not not to discount the example um that we've just made but this the superintendent's goals are meant to be global right I mean I
think when we get granular to include it in here I think that relates to like you just mentioned curriculum the actual building principles um like I I wouldn't I wouldn't want to embed it in this because isn't this the
superintendent's goals more on a a global scale towards us and then we leave it up to the professionals to work together on those granular areas. Not saying I disagree with taking a look at it, but I'm saying in this document as it stands,
we don't want to we don't want to drill down to that point and include it in here, right? We want to keep an overarching goal. Yeah, I would I would generally I think calling it as an example of thing I think you know like as Dr. Campbell said if if the whole point is that we're supposed to be doing a kind of a
baseline review of you know our curriculum and tools and frameworks that gets captured there but you're right but yeah but that but but you're right you could write a book on all the details there. So I think that's >> yeah but I'm not saying one's warranted or not. I'm just saying this document is
supposed to serve sort of that 60,000 ft view that's goal oriented and then you know you could have execution of these goals differently per the building right or per you know the grade level. So I
just think there's there's only so much you can add in here but I think it's a point well taken. I just want to make sure this document stays more overarching. >> I'm not sure that I'm I'm not really talking about building based initiatives. I'm talking about the
entire district and the entire student population employment public schools and >> in inclusion. >> Okay. But I think that would map back to this document as is, right? And then to
change something like that, you take a closer look at it and drill down, right? >> Yeah. So sort of related to that that's why I tried to also align some of this with budget even strategic planning and and and all these goals kind of in like
interconnect as I was trying to say at the beginning because I think you know if there are things that are going to come out through the strategic planning process or any of these goals for that matter that require a a change we want to make sure that we're kind of gauging
that as we're also building budgets because depending on what is gleamed from the community in involvement. Um data that we you know we extract um you know whatever information kind of gleans
from any of these goals there may be some decisions that need to be made which could you know affect the budget as well. Yeah, it's actually when Miss Parker was talking about it that the things I I agree with what she was saying, it it was actually making me
think more on the strategic planning goal than this one. But I think it I mean I I think it has a place in both of them. But since that is an overarching thing, it actually would probably be something that should be discussed during the strategic planning process. So I I think it, you know, will it'll
apply to more than one goal. Any further discussion on that one? But thank thank you for that, Mr. Parker. I think it is obviously an important thing for all of our students, especially those early ones. All right, we keep going on goal three.
>> Thank you. So, um goal three is um really reflects the reality that many districts are facing and this is a professional practice goal around leadership. So, this is actually a two-part goal. So, it was a sort of a year one part one and then year two part two because this is going to take more
than a year to do. But I think um year one is is pretty lofty in terms of what we're trying to accomplish here as well. So, by June of 28, the superintendent would develop, formalize, execute, evaluate a comprehensive key leadership, sustainability, and recruitment plan for Plymouth Public Schools. This multi-year
strategic plan would proactively mitigate administrative turnover, safeguard organizational continuity and expand internal leadership capacity. So, educational leadership is changing rapidly as you all know and districts have to you know we we must
intentionally prepare future leaders rather than simply react to vacancies as they occur. We're a large district and we have a lot of um administrative positions as a result of that. So with several anticipated retirements, leadership transitions in coming years
and some that we've had, you know, recently, this is the right time to really create, in my opinion, a comprehensive succession planning strategy that strengthens both recruitment and retention and really build something that's going to enhance our current leadership as also the the
future leaders for for Plymouth Public Schools. So this multi-year goal um has two two phases. Um the first year focuses on building the infrastructure. So we'll establish planning committee, strengthen support for new
administrators through a structured induction process and formalize mentorships using experienced administrators as executive coaches. not just someone that you can call uh and and run things by, but really thinking intentionally about like what happens in those first 30 days that you know when
you're you you're orienting, what happens in those first 90 days um really developing something that's special. We'll also begin developing uh Plymouth Leadership Academy uh while strengthening partnerships with universities and regional leadership
organizations. Again, trying to find something where we can um we have we're a large district. We have a lot of wonderful people here with leadership potential and how do we capitalize on that and how do we how do we build the future leaders uh of Plymouth Public
Schools um from within as as much as we can. So that's the the focus of that. So year two shifts towards implementation, launching our first leadership cohort while continuing to improve recruitment strategies and and evaluating overall effectiveness. So again trying to build
that pipeline and then and then and develop future leaders as well as our current leadership as well. So um again uh in terms of measures and benchmarks success for this goal isn't simply filling vacancies. Um, we'll know we're
making progress when, you know, every new administrator receives consistent support, when aspiring leaders have structured opportunities to develop, and when we have a stronger internal pipeline ready to assume future leadership positions. So, that's the whole focus here. So, this work is
really about, you know, organizational continuity. It's about ensuring leadership transitions become opportunities rather than disruptions. Um, so that's the focus of this call. happy to answer any questions.
>> I really like this goal. It's very uh progressive and forward looking. I feel like we haven't ever seen anything like this before. And I think you're right. I think it's becoming more necessary. So I I like that you're doing this.
>> Thank you. >> I agree. Um Mr. Bizano. Um >> I I you know to create um a like um an internal um you know I guess uh prospects as
opposed to always or not always but attempting to look you know um with uh outside of that um and and making sure that um people are supported um within that role um I think is is great. I
think this is um as as our as um Mr. Rosano has mentioned a really forward thinking goal. >> I agree. I think it's very innovative and I think um Plymouth Public Schools is a little different in that um you
really value your people and really promote from within. And I think that that comes out within the staff and they they feel valued and I think that's a wonderful aspect of the district. So I love this goal as well.
>> Thank you for I appreciate you saying that because I I always say that the the two most important things we do is who we hire and how we support those people. Um because they are it's not the programs the programs are special but it's the people who are who are running the programs that are supporting our kids. Um and equally important in that
is the leadership that is supporting the teachers that are supporting the kids. So really, you know, um trying to um invest in the leadership of of Plymouth Public Schools is really important. So I'm I'm glad that you that you all like
this school. >> Yeah. Well, yeah. And I always I appreciate Miss Parker's perspective, too. Teaching in another district sees sees different uh how it's done elsewhere. U Mr. Smartellis or Sprite, anything?
>> No, I agree. I think it's a great great goal to have. >> Yeah, I mean we've heard repeatedly how retention and etc., you know, one of our biggest challenges. So, I think this is this is a great way to, you know, try to do something about it proactively.
>> Thank you. >> All right. Uh, go for it. >> Okay. The last goal, this isn't this isn't innovative in any stretch of the means. Um, but I think it's again being reflective, reflective on our communication, reflective on uh
transparency and always looking for ways to improve uh how we engage uh our community. So, um by this is a district improvement professional practice goal. Uh kind of falls in both camps. Uh so by June of 27, the superintendent will
expand and enhance district-wide community engagement efforts by implementing a coordinated communication engagement plan that increases opportunities for stakeholder participation, strengthens collaborations with community organizations and civic leaders, and promotes transparency, accessibility,
and mutual understanding across Plymouth Public Schools. So um you know, it's always been a priority, but I believe we can continue to strengthen how we engage with our community. So this goal really is is moving beyond simply sharing information focusing on creating more
opportunities for dial open dialogue listening and collaboration. So you know the objective here is to make communication even more accessible more transparent and more responsive uh to the diverse community that we have. Um so we would be begin by developing a
comprehensive communication plan. uh one initiative uh would be the superintendent community connection sessions held throughout the community rather than exclusively in school buildings. So my hope here is that um making participation easier and allowing us to hear from voices we may not
typically reach. So again getting outside the walls of our schools going to other places where community members uh you know family members of students or not uh may exist and really engaging with our community um in loca other
locations. Uh we'll also strengthen partnerships with community organizations higher ed uh while creating um a community ambassador program uh to build stronger relations with families. So really pulling in a trusted group of uh individuals that can
help us to kind of gauge how we're doing like an advisory board that can provide suggestions on how we can you know increase our collaboration and and transparency and communication. So the success you know
measures here would reflect both you know quantity and quality. of quantitative and qualitative measures will track the implementation of the communication plan. The number of community forums that we hold. Um how many partnerships we expand across this
community. Um the consistent monthly communications. Um how many people are engaging with those communications. The types of communications. Uh the actual development of that community ambassador program that I mentioned is my idea. um
and better navigation tools, you know, if you know, if we have other navigation tools so that we know um so families know where to go for support. Uh and most importantly, we'll demonstrate that community feedback isn't just simply
collected, but it's something that influences our district planning and decision-m. So, you know, people hearing, you know, you know, feeling that it's, you know, it's active listening, it's just not, you know, listening. Um, so just to kind of I'll I'll take
any questions, but just to kind of wrap up this, I think as I said a few minutes ago, these goals are interconnected. So, um, you know, updating our strategic plan establishes a long-term direction. I think strengthening our inclusive practices improves outcomes for students when we look at it holistically and
comprehensively. uh developing future leaders ensures our organizational stability and commun you know expanding community engagement strengthens trusts and partnerships. So I think together these four goals uh
focus building systems that will continue to serve Plymouth, continue to serve us uh well beyond um you know this one year. Happy to answer any other questions you might have. >> All right. Thank you, Dr. Campbell.
question, Miss Frank. >> Um, thank you for the presentation. I would just um request that when we're thinking of the advisory board that were inclusive
of someone who may be already serving on advisories that we have had um in the past that may have not necessarily worked as designed but would be very great to include in this particular
ward. >> Absolutely. Thank you. >> Thank you. >> Any other questions? All right. Uh the only general thing I was going to say is I I can't I'm not uh remembering exactly what your prior uh
summary presentations look like, but this one I really it seems like you've taken all the lessons learned or suggestions years past and the other because I love the you know the timeline the clear you know measurable you know you know metrics and all that just seems
very much more clear to follow. um you know I think it gets set that's a much clearer expectation uh for the year and makes it much easier come you know come come review time stuff so >> thank you I appreciate that I I started
reflecting the week school got out so >> any uh were you ex was is this up for vote today or >> you know it depends whatever the will of the committee is I made it as an info action depending on um the you know, the desire of the of the committee. So,
>> yeah, I could I mean, what what's the thing? I mean, being down two members isn't uh ideal. That said, I don't know that we heard anything that was uh critical or required, you know, uh any big updates. I think the goals in
general are pretty um solid even with, you know, like what Miss Parker was asking where I don't think requires the goal is really changing. It's more of an implementation detail and you know how we what we what we look for in and the success there versus the goal itself. Um
so I you know if someone if someone wants to move to uh you know make a motion as I'm good >> yeah motion to approve as is
moves to approve. Is there a second on that? I'll second it. >> All right. Thank you, Miss Awood. All right. If that's the case, then I'll do a roll call. Uh, Miss Brian, >> yes. >> Miss Awood, >> yes. >> Mr. Small,
>> yes. >> Miss Parker, >> yes. >> And I vote yes. All right. All right. Well, it's good. I think I don't think you've actually done this prior to September in the past, have you, Dr. Campbell? So, I think this actually gives you I wanted to get
earlier. I want to I want to get I'm eager to get going. So, >> yeah, I think we've easily done it like at our September October uh uh retreat. So, >> yeah. >> Nice. All right. Well, good. Yeah, it's good to get a jump start. Thank you. >> Thank you.
>> All right. And next up, Mr. Derky, thank you for uh waiting around for your your turn. I'll turn over to you for the uh MRSCO uh uh contract. >> All right. Good evening. Thank you. Thank you for the opportunity to present
on the um performance-based contract. Uh the purpose of this short presentation is to follow the next step in our publicly bid process. Um the next legal step in our publicly bid process for signing a performance-based
contract. Um there's there's two other components to this meeting tonight. One is to to make you all folks in the school committee aware of our intent and to answer any questions you may have. And two is to uh make it known to other
performance-based contract contractors that it is our intent to sign a performance-based contract with Amaresco in the coming weeks. Um this has been uh monthsl long process to get to this point. started back in early April
working with an energy advocate um which g um made us look in the direction of this performance-based contracting concept. Um what it is is a highlevel team of
engineers, design and procurement team that can take on any of our largecale energybased uh projects uh HBAC, roofing, um building exterior, building envelope work. Um,
and we can as a district identify these projects to a performance-based contractor and they have the team of engineers, design and procurement team to make this project happen faster than
we can internally. Um because this is a publicly bid uh uh contract, it was under uh chapter 25A uh section 11i. Um this would give us the opportunity to
work with this Amoresco team for a 20-year span. Um it is we can dissolve this contract at any time. Um there's little to no risk on our end. Um the process is we
identify a energy based large scale project. The Amoresco team puts their engineers design um team to it. They come up with it. Um we can even identify which mechanical electrical contractors we'd like to work with if we have a long-standing
relationship. And because this has already been publicly bid, that gives Amoresco that freedom to choose the proper team for the project. Um, as I said, 20 20 years is the life of this contract. Um, but dissolve at
any time. If if we're happy with it, we will just keep working with them. Um, and as I said, um, halfway through it, our intent is to sign, uh, a contract with Amaresco, um, in the next few weeks. They're currently working on our, um, first
larges scale energy project at South Elementary School for the complete replacement of rooftop units and mechanical controls. Happy to take any questions. No. Not seeing any hands up yet.
So, uh I have one. So, are today are we approving is the request that we approve you moving uh forward because obviously we don't have the actual you know contract you know language for us to review and approve. So, >> correct.
>> Yeah. What's the what's the what's this the the steps here? >> So the fir so the the legal step is to to make the school committee aware as well as in a public forum make other um esco um style companies that have
previously bid on this this project to make them aware that it is our intent to sign a contract with Amaresco. that that contract is still about two to three weeks out as we're uh because each project we enter into will be its own
contract. >> So we're overall we're signing with Amaresco but the first project is with South Elementary School. >> So we're we are still waiting on some um pricing on that. So in the coming weeks
we will then have that actual contract to sign with them. Um it it it's not we're not legally bound to take a vote and held by that vote. It's this is mainly a a public forum to um answer any questions that the school
committee may have and to um make all other performance-based contractors aware that it is our intent. Um there is quite a bit of work on all these other performance uh based contractors that have bid for this project. Um we're
fortunate fortunate enough to sit down with several of them um and see what they were bringing to the table. I mean they invest a lot of time and energy into just placing a proposal in front of us and then we go through an interview
phase and um u uh rank uh the three that we had we had chosen. Now we have brought it down to Amoresco. We're focusing on our first largescale energy project. Um and like I said within two three weeks we'll have that contract
ready to sign. >> Yeah. It's a really exciting opportunity, I think, to to implement a really comprehensive um self-funding energy and, you know, and in infrastructure upgrades across this district. As Mr. Turkey said, when we do
it the way that we've done it in the past, um it takes much more time, but really investing those savings and reinvesting those savings into future projects really has some great potential to, you know, should we choose, as Mr. Derrick said um it really has some great
potential to to do some upgrades across this district with facilities that that need some upgrades. >> If I could add to Dr. Campbell um with that part of this energy focus is um the team is out there finding those energy
incentives, finding those rebates and working them back into the project. Um, it allows us ability to look at existing Plymouth Public School buildings, um, calculate what their energy uses on
their current HVAC systems and other high energy draws and utilize those numbers to then um, seek out incentives and grants through Eversource and other utilities to put directly back into the
project. questions. >> Yeah. Um well, I think you're beginning to kind of tell us why you chose uh this particular um company. I And then the question I did have was Yeah. What was the rationale? Like what were the top three reasons why you went with them as
opposed to others? you started mentioning some of that um in just this brief explanation, but >> Sure. Thank you. Um there were there were a couple of components to it. I I must say that all of them all these ESCO companies that that brought their
proposals to us were extremely impressive. >> Um they're ultimately what it comes down to is can we afford them? Um there were a lot of so there's a breakdown on all of their uh their fees. So, some companies
um upcharge the materials that they're using in the project, a certain percentage. Um some have a higher percentage of the performance-based contract itself, say 30% of the entire project total that they would pull. Um
there was also um location proximity. Would we have these engineers uh design employees available to us within a day if we were in the middle of a project? Would location um come into play there?
Um and then you know that that that element of uh can we work with these people trying to gauge their level of interest and their want to be part of the Plymouth school um district and and
these facilities. So to to have sitdown interviews was a I think was a a really big um component of this process where we had ranked down to three who we we feel like was close
in the I'm sorry two that were close in the price range and then um we were able to sit and meet with these folks and at the um at the end of it the the the choice was clear between the rankings that Amoresco roast the top because of
um number one their pricing um and number two was the the um that interview process the feeling we got from them as well as the uh close proximity to the district there one of their offices located in in Norwell um so it was a
very very in in-depth interview process um again I can't speak uh more highly for all of the applicants that brought it uh brought their proposals to the table, but it was Amaresco in the end that that rose to the top for us.
>> Thank you. >> My pleasure. Any other questions? All right. >> All right. If not, take a um motion to support the recommendation to engage in a performance contract with Amoresco
under chapter 25A section 11. I make the motion smooth that we have a second. I'll >> second. >> Thank you, Mr. No one wanted to come off mute. Thank you, M. All right, I'll do a call then. Miss Bryant.
>> Yes. >> Miss Awood. >> Mr. Smart. Yes. >> And Miss Parker. >> Yes. >> And I vote yes as well. All right. Thank you. Thank you, Matt, for the great info. >> Thank you, committee. Have a good
evening. >> All right. All right. We're we're on the home stretch here. Uh moving on to superintendent report. Dr. Campbell. >> Thank you. A few things to report this evening. First, Plymouth South High School uh will NEAS will be visiting uh this fall
um for their dennial NEAS accreditation visit for Plymouth South High School. So from September 28th through the 30th they will be visiting P South High School. Um South is working uh on this visit and one of the things that we need to arrange is a school committee meeting
which would be a virtual interview meeting. So rather than scheduling this on a completely different day, this has tentively been scheduled via Zoom on Monday, September 28th at 6:00 p.m., which happens to be a school committee
evening. Um so um that would be right before our scheduled school committee meeting. So we could certainly set up a um for those who would be able to attend at six o'clock, we would set up a a Zoom meeting at central office to make it easier for you. um for that if there's
any changes to that I will certainly let you know but that is the date that has been tenatively scheduled again they're here the 28th through the 30th I felt that rather than having another night where you would be um out and being interviewed try to try to pair it with
an existing evening um we got an update an unfortunate update to our commonwealth preschool partnership grant our CPPI grant so the state has finalized significant reduction s to the CPPI grants. This is
the grant that supports our work um in our private preschools. You've heard Miss Tobin talk about that. Um PL's revised budget allocation is set to be $343,27
which reflects approximately a 35% reduction. Um which was statewide. It wasn't just a plummet. This was a statewidewide reduction. Um it you know that following the legislative conference uh the governor's review of the legislative conference budget this
reduction came out um just about a week or so ago. So to help districts manage this shortfall uh adding care eliminated certain requirements which were part of the budget uh specifically summer programming uh for the private
preschools and joint professional development days. uh leis um to those reductions. Uh principal Tobin and Dr. Bla1 Delmet established a proactive plan utilizing uh preschool
revolving for the remaining unallocated funds. So you know that local adjustment will be able to bridge that shortfall for the coming school year. So none of the programming and support that we provide to the students and to the staff
in these private preschools through our staff will be um will be reduced as a result of that. So our our offerings remain stable and supported in the coming school year but it was it was a hit um which us to to to rethink some
few things. Um I do have a a fortunate update regarding our west interm principal. So, uh, with Miss Ducer taking on the HR role and having the the vacancy at, uh, West Elementary, uh, we we're going with an interm appointment.
So, I'm pleased to share that we've appointed Miss Jill Dugen as the interimm principal at West Elementary School. Uh, Jill brings 25 years of of educated uh, service to Plymouth Public Schools, most recently the last four years as assistant principal of Indian
Brook. So, she is a very student- centered leader. Um um and I have great confidence that she'll provide continuity for West uh the West community. So, she's very excited. Um I look forward to inviting Miss Dougen to a meeting this fall so she can meet you
in person. So, she's already been connecting with Mrs. that. Uh, and the last update I wanted to provide, excuse me. Um, opening day is August 25th, so three weeks from tomorrow, we start, we we welcome our
new staff and our and our um our veteran staff to Plymouth North High School. So, and we welcome you if you can make it. So, opening day will kick off at exactly, excuse me, I'm losing my voice tonight. At exactly 8:30 at North High
School in the Performing Arts Center. uh parking in the rear of the school uh for those who haven't been there before. So you're welcome to park there and again I hope you that all I have this evening is present.
>> All right, thank any questions. >> All right, keep rolling through. Next up we have uh reports and proposals for committee members. Anything new anyone wants to bring up? >> Miss Bryant, sorry Mr. Sorry, apologies. Um, just wanted to
>> find out or put on radar in regards to opening day. Did we make any changes this year to prevent um challenges from last year? >> Yes.
>> Sorry. We we have not made any changes, but I think our communication uh in terms of what we're hoping to promote that day. Um but we haven't we haven't made any um changes of the sort yet. We
haven't had conversations yet though either. So to be continued, I guess. >> Thank you. >> Yeah. But we're looking forward to a a day, as I said, opening day is is about celebrating our new teachers, celebrating coming together and
celebrating the kids. So, um that will be the the focus of our opening day ceremonies for sure. Anything else anyone wants to bring up?
I did have one. I I have one uh ask uh I I don't have a uh building committee update since last meeting. However, we do I do need a volunteer for that um committee. We're supposed to have two uh members for the last I don't how many
years it's been myself and uh Mr. Morgan with Mr. Morgan uh you know uh retiring from the school committee. we have a a vacancy and that is one of our one of our um more critical um committees. I think it's it's an exciting time to be
on it because we will be starting to design a new you know school over the next um uh the next year. That committee meets once a month. It's typically the second Thursday um of each month at 6:30 p.m. and meetings last between 60 and uh 90
minutes. If anyone has any particular interest in that meeting, I will say they they always meet in person. There is a zoom option. Um but it's always, you know, uh second Thursday of the month at at town hall. So if anybody has any interest in a availability, we could
use a second member uh on there since it's good to have that kind of dual coverage in case uh one of us can't make it. So I don't need hands now, but please give that some consideration. That's the only thing I have.
>> All right. Nothing else. We'll move on to uh personnel reports. Looks like you did a lot of hiring this past month. >> Yes, it's a busy time this summer. Uh 18 certificated appointments, 14 classified appointments, and one resignation. >> Thank you for that. Any unfinished
business or new business any you want to bring up? >> Nope. All right. With that, move to the consent agenda. All we have for this uh month is uh a batch of homeschooling plans, which is pretty typical this time of year, and
then uh some uh bills that got uh paid. Anything anyone wants to discuss or pull from the consent agenda. All right. And if nothing, I'll take a motion to approve the consent agenda. >> So moved.
>> All right. Thank you, Mr. Marelis. We have a second. Second. >> All right. Second. We'll take a vote then. Miss Bryant. >> Yes. >> Hwood. >> Yes. >> Mr. Smart. >> Yes. >> And Miss Parker?
>> Yes. >> And I vote yes. That is uh unanimous. That brings us to the end of our uh agenda. So um appreciate everyone calling in over over their uh summer. This is the last of our virtual
meetings. So, we will see you at uh hopefully opening day and then our first uh time back together in September. So, thank you everybody. I will call this meeting to a close at 8:07 p.m. Thank you. >> Thank you. >> Thanks everyone. >> Thank you.