All right, good evening everybody. It's nice to see a full house in here. Um, like to call the December 1st, 2025 meeting of the Plymouth School Committee to order. First order of business, please join me in the pledge of 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. >> All right, Miss Jackson, if you'd please 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 Wanoag people as the original stewards and the Herring Pond Wampa as the 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. >> Thank you, Miss Jackson. All right. Next is, as we're anticipating a lot of public uh comment tonight, in respect for the time of our high school students who have busy schedules uh to get to, I'm going to ask that we move up the uh
student representative reports uh up to next on our agenda if there's no uh um issues with the rest of the committee. All right, with that, first up we have from Plymouth North High School, uh Miss Anna King. >> Good evening, everybody. Um, recently 37
students were awarded their white coats for successful completion of the first two years in the Plymouth North High School biomedical science program. When students came forward, they were awarded their coats by the biomed, excuse me, science instructors, Miss Abbott, Mr.
Kowalsski, and Mrs. Raymond. This is a great accomplishment representing the students perseverance in a challenging program. Congratulations to all the white coat re recipients. The Plymouth North High School scholarship application is now open. Local scholarships for seniors are generously
funded by members of our community and we strongly encourage, I'm sorry, all seniors to review the instructions carefully and apply. You can find the application and directions in Nvian. The deadline to submit your application will be January 30th um at 2:15. No later
applications will be accepted. Next week, our school guidance counselors will be visiting all US history 1 classrooms to deliver their annual sophomore presentation. This session reviews graduation requirements, academic planning, study skills, and
strategies for success during an important year. Students will also complete the achieve works personality assessment in Aviance, which provides individualized career matching results and helps them begin exploring potential pathways aligned with their strengths and interest.
This year, this yearly presentation is a part of our comprehensive counseling curriculum and supports students in building early awareness of post-secary options, developing executive functioning skills, and engaging in thoughtful career exploration. The National Honor Society celebrated their
induction ceremony on November 20th. 48 new members were inducted into the Massoya chapter of National Honor Society. The guest speaker was Miss Eileene Diaz who graduated from Plymouth North in 2021. Her message to the students was to be present and get
involved you because you never know what opportunities will come your way. The National Honor Society also led the way for Thanksgiving baskets for several of our Plymouth North families. Each basket contained all the ingredients for a Thanksgiving meal as well as market
basket gift card as well as a market basket gift card and a few extra things to get the families through the weekend. Four of our PNHS robotics team members won the Cape Cod VEX Robot Robotics League with an all I'm sorry within all
PNHS alliance in the finals on November 19th. These this this these four this four-weekl long event was held at Mashbby Middle High School qualifying two of our robotics teams for the Massachusetts state tournament in March. It was a very exciting night and these
students put a lot of work into achieve this to achieve this result. We are extremely proud of this group this year. And on top of being named league champions, the team of Chester Ohiwa and Ethan Boures also took home the overall skill champion award for having the
highest score in both driver skills and auton autonomous skills. On November 20th, Plymouth North and Plymouth South students, teachers, coaches, and parents formed four teams and competed against one another in a mystery box challenge
cookoff. The event not only kicked off the Thanksgiving football game at Fenway Park, but also the start of Eagles Assist, which helps students and families in the Plymouth School District [snorts] with with over with help from over 100 local and corporate businesses.
The event raised over $14,000 and 300 canned goods for the pant for the food pantry. Both North's team um left victorious after winning the cookoff. Additionally, in preparation for the big Thanksgiving game, Plymouth North had
its annual pep rally last Tuesday, and this was a great event for all students. And congratulations again to the seniors who won. This Wednesday, December 3rd, at 6:30, Plymouth North is hosting anformational meeting for the Bleise trip in 2027. The meeting will take
place in the PNHS lecture hall, and all current eighth graders and and high schoolers are welcome to attend with a parent or guardian. Seniors, please remember to purchase your cap and gown by December 19th and all information is posted in Google Classroom. Also remember that your blue
diploma forms are due by December 19th as well. And um you can find Mrs. Walcott in room 331 for any and all questions. Um the eighth grade parents and guardians are invited to our tech expo and program studies on Thursday,
January 8th from 5 [snorts] to 6:30 p.m. at Plymouth North. And while here you can learn about all the great programs and opportunities your prospective student will be offered to apply for. On Friday, December 19th, Plymouth North will celebrate our unified sports program at our unified basketball
bonanza. And at this event, the whole school will be in attendance and we will honor our program's accomplishments along with along while raising money for the Special Olympics. Um, a reminder that holiday re recess will begin on Monday, December 22nd and
through Friday, January 2nd. Thank you so much. Sorry, there's a lot. [laughter] >> Thank you. Lots going on. Appreciate that. >> All right. Next up from Plymouth South, we got Shay Ross. >> Hi, everyone. So, this week we had a tremendous spirit week prior to Thanksgiving. The spirit was evident
through our spirit attire days and our other activities that we held and we'll be we were fortunate enough to create many turkey baskets for families in need in our community. Powderpuff was a cold but fun night. The juniors came out on top as the champions.
The Fenway Park Battle of the Rock was everything we hoped and more. It was a great It was great to see all of Plymouth South show up to support our students. Seeing the band, dance, cheer, and football teams out on the Fenway field was amazing. in the overtime win was special for everyone involved. A
special thank you to the Braun family for being our honorary coin coin toss representative. Carl Braun's granddaughter, Nora, tossed the actual coin at the game. Our Skills USA students did incredible at the recent state conference, which was also last week. Congratulations to all of our award winners.
It was hard to believe, but our winter sports started today at Plymouth South. All the teams are back in the gym or on the ice ready for the season. We sent out the link today for our seniors to order their caps and gowns and the deadline is mid January. Also, counselors will be going to senior advisories this week to share
information on the local scholarship application process, which is also due to be completed by the end of January. At the annual pep rally last week, we had a lot of fun games and events, but one of the highlights was the unified program being featured in receiving their national banner that is now proudly displayed in the gym. Students
and partners spoke to the entire gym about the impact of unified athletics. Senior Alex Johnson captured our inclusive culture and perfectly with his remarks. We'd also like to say thank you to our cheerleaders, dancers, and football players who read at our local elementary schools last week prior to
the big game. This long-standing tradition is a great way to celebrate the community of Plymouth South. And finally, our marketing program is holding a luminary display downtown Plymouth in honor of those that are suffering from illnesses such as cancer. And all the funds go to Camp Kessum,
which is in honor of children that are impacted by someone in their family having cancer. Thank you. Right. Appreciate the thorough updates. Um, do we have any questions for our student reps? N. All right. Thank you, ladies. Uh, with that, we'll move back up to uh
public uh comment. Um just quick uh statement that public comment while the committee welcomes you know feedback perspectives from you know um everyone it's not an opportunity for discussion or debate or dialogue. So we will not be at you know answering questions. We will
not be asking questions. It is purely public's opportunity to uh to be heard. So while we may not provide any feedback, it doesn't mean we're not we're not listening and don't take your um you know inputs seriously. Um just note that each speaker will be allowed um three minutes to present their uh you
know to speak. Normally we're pretty loose with that but given the number of speakers are anticipating tonight we will be very strict on it. So at three minutes we will cut you off. So please be cognizant of that. So with that we will start going in the order the people signed up. First on the list was Anna
Malo. Millio maybe [clears throat] >> hi um first I want to thank those of you who are on the school committee. I know that it [clears throat] is a volunteer position that you serve out of the kindness of your hearts and duty to our
children. I have been fortunate to serve with several of you on different school commitments and know that you are responsible people who carefully consider your decisions. I wish we had this much impact at much attention at our school council
meetings. Um, you are also parents of children who attend the Plymouth public schools. I know that you are making these decisions not just for the children that attend the schools but for your own children too and feel that this is really important to point out. Education is not just power. It is
protection. I am a parent. I am a niece of a sex crimes prosecutor and I am a formal former rape crisis counselor. I have held the hands of survivors during rape kit evidence collection. I have heard their stories. I have explained
their rights and their choices on some of the worst days of their lives. I have seen that there are severe dangers of children not knowing vital information that is taught in a responsible health education program.
Predators and their lawyers take advantage of ignorance. A lack of knowledge of consent, a lack of knowledge of what constitutes sex acts has been shown to severely delay or silence survivors from reporting.
A comprehensive sex health program not only educates but empowers people to make informed decisions. Although some of these subjects are uncomfortable, the risk of not educating our children is far worse than discomfort. According to
the Children's National Hospital, STI are the most common disease in the United States after the cold and flu. There are 33,000 new cases each day. 63% of these cases occur in people under the age of 25.
According to the CDC, teen pregnancy has been declining since 1991. This has been attributed to education and access to health care. These are all arguments based in fact, not emotion, that support comprehensive sex health
education. Our children are not political pawns. They deserve our protection. This means being responsible and providing comprehensive sex health education. For those that do not want it, they have the option to opt out.
However, they cannot deny the right to an education of others. Our children have the right to be educated with facts in a classroom, not misinformation on the back of a school bus. Thank you very much. >> Thank you.
[applause] All right, next on the list is Kendra O'Brien. >> Hi, [cough and clears throat] thank you all for listening to us tonight. Um, my name is Kendra O'Brien. I'm a resident of Plymouth and here tonight I'm serving as a parent of an eighth grade student at PCIS. I'm here to speak in strong
support of our district's health curriculum, particularly it sex education. [clears throat] Excuse me. I know that there are residents here tonight who want to strip our students of the comprehensive health education they deserve, often based on personal or religious beliefs. But the mission of our schools is to ensure that
our students receive a well-rounded, highquality education in a safe, accepting, and inclusive environment. And so I am proud of our district's dedication to providing our children with researchbacked and clinically proven curriculum. Why comprehensive sexed? Because it works. Um, the CDC
confirms that quality sexed helps students develop skills and knowledge needed to navigate sexual development and reduce risk behaviors. Um, the World Health Organization has reviewed multiple studies that show comprehensive programs lead to better health outcomes,
including delayed sexual debut and an increased use of protective measures when or if students become sexually active. Many people here tonight might oppose the curriculum because 8th grade is too young. I would ask those people if they are aware of the world that our eighth
grade students live in today. My son and every student in this district is exposed to confusing, conflicting, and often inaccurate information constantly over the internet, through social media, and in the world around them. So to withhold factual information until high
school is to leave them vulnerable. I want my son and his peers to be given comprehensive, scientifically accurate information as he navigates puberty, prepares to enter high school, and crucially as he develops into an informed and responsible adult. Finally, as the previous speaker said
this, I want to emphasize that there is an opt out option for parents that wish to teach these children teach these things to their children themselves and they have that right. but they do not have the right to impose their personal or religious ideologies on my son or all students in the school system. Our
students deserve access to comprehensive health curriculum that promotes their well-being, dignity, and safety. I thank you guys for everything that you do for our students, and I know that you will continue to support that essential education for all students. Thank you.
[applause] All right. Next on the list is Nicole uh Vodren. You >> pronounced it right. >> Good evening. Public schools are supposed to prepare our children for the real world. And our kids are inheriting a very complex one
from us. As much as I'd love for my 11-year-old to remain innocent forever, I'm not naive and I live in reality. Whether I like it or not, he will encounter content and situations beyond my control, and I need to know he has the tools to navigate them safely and
responsibly. I want him and his peers to be knowledgeable and prepared for the realities they will inevitably face. Age appropriate, fact-based, medically accurate sex education is one of those tools. Comprehensive sex ed includes teaching about consent, an essential
life skill and a critical safety tool. Consent helps children understand boundaries, respect, communication, and how to recognize and protect themselves in unsafe situations. These are skills every child in our community and beyond deserve. Public school curriculum is not the
place for religious influence. Families are free to teach their own beliefs at home and in their faith communities, but our shared public institutions must rely on evidence-based standards that serve all students. Thank you. [applause] Next is Sean Foy Fay Foy Foy. Thanks.
Going off your writing. >> Thank you for the opportunity to speak. Um I'm Sean Foy. I live in Manmate. I have two daughters, one at PCIS and one at Plymouth North High School. And I just wanted to make a couple quick remarks um in favor of the sexed
classes. Um I'll try not to repeat most of what's been said. Um, I just want to briefly quote some of the findings from a 2020 paper called the case for comprehensive sex education put out by the Journal of Adolescent Health. And it examined the impact of sex education on
all aspects of sexual health and concluded that the outcomes of sex education in schools included among other things dating violence prevention, the development of healthy relationships, improved social and emotional learning, increased media
literacy. It actually delays sexual activity, increases contraceptive use, and reduces teen pregnancy and sexually transmitted infection rates. Um, sex education helps kids learn
personal boundaries and about consent, consent for themselves and consent of their partners. It teaches self- advocacy and respect for others, something that we should all learn in every aspect of life. Um, and as a justosition,
in Mississippi, Alabama, and Arkansas, uh, they're among those states with the most restrictive sex education policies and the poorest sex edge ratings in the country. And yet they have some of the highest teen birth and sexually transmitted infection rates.
Um and I one thing I will repeat um as my final note as a parent if you disagree with sex education and teaching healthy factual materials on this subject in school then those parents can opt their own children out but they
should not do it at the expense of all other children. Thank you. [applause] >> Next up we have Miss Sandra Broen. Good evening and thank you for the opportunity to speak before you. Um,
okay. My name is Sandra Broen and I live in 15 Trina's path in Plymouth. I've heard that some in the Plymouth school system are pushing for a radical sex education curriculum. My questions are, is this true? Um, where are you in this
process? Uh, will parents, grandparents, community members have a chance to look at these materials? Will those people who just spoke have a chance to see them up close? Um, not that we all, many of us want to see it, but we do want to
protect our children from sexualization and obscenity. We have laws on the books here in Massachusetts against obscenity. So common sense dictates that school children should absolutely not be subject to this. We cannot be breaking
our own laws on obscen obscenity in our school systems. A friend told me that she just saw the presentation of what is proposed for Plymouth. As a married woman who is a mother, she was outraged at was what was potentially going before the children.
she she had never even heard or seen some of the things that were being described. Okay. So, uh little much. Um our emphasis should be on teaching the basics, reading, writing, and arithmetic. Students should be able to sign their name, write their own name,
sign it, you know, cursive writing. And I am a teacher. I have been a teacher. I taught in in a public school for 40 years. Um 37 in my own classroom. Students should be able to deal with financial matters like resolve a checkbook. Sex education should be
scientific and factual, not encouraging having sex, not getting people turned on looking at some of these materials that are before them. Um, let's see. I wonder why explicit explicit materials, so I've heard I didn't see it myself, but my
friends did. Um, are being given this is being given to children in our isn't our state of Massachusetts. Is our state of Massachusetts promising money to the school system or could it be money will be withheld from our school system if we don't accept it? You as educators and
school committee members will be responsible before God Almighty for what you do regarding having pornography before our children. Schools should be helping to give wisdom to their students. The Bible is a book of
wisdom. Proverbs 9:10 says the fear of God is the beginning of wisdom. The Bible should be required reading if you really want them to be wise, to have wisdom. The Ten Commandments should be on the walls of the school like they used to be so that children will know
right from wrong and wrong from right and it won't be waffling over and won't have any foundation which is what is happening now. Um while God loves everyone, he go loves everyone. He gives us all a choice. Blessing and cursing, life and death. God says in his word to
choose life and blessings so you and your children will live. >> So choosing death and cursing your three minutes the opposite. One second. Uh choosing a vile pornograph pornographic sex education program is a curse to our children and [applause] our community.
Don't do it. Don't do it. Thank you. >> Thank you. [applause] All right. Next on the list is Peg Main. And remind people we are doing three minutes. Let's try to keep it uh keep some decorum. [cough and clears throat] Hello. How are you? Um I didn't sign up
to speak. I um actually just put my name on the list because I was told to because I was checking in. But having having heard some of what I've uh what we're hearing tonight, I did just want to say uh one thing. I'm an HR the head
of human resources for a major property management company in the Boston area. And I see the effects of children who do not have the basics in reading, writing, and arithmetic and what happens to them in terms of their careers. And I think that's what we should be focusing on. We
shouldn't be focusing on inappropriate content for children. Does some sex education make sense? Of course, we all had it when we were in middle school and high school. But it's the it's the radical content. It's the inappropriate content. I wouldn't talk about some of
the stuff that was in that con that curriculum with with my adult friends and I don't expect it to be um shared with with young children. Um I think we should be focusing on the things that are going to give our children a well-rounded education that will tee
them up for success as adults in the real world. Um and we should not be ignoring the uh values basic values and basic skills that that should be taught to children. Um, again, not radical content, but um things that will help
them prepare for a a a working career that will lead to success. So, thank you. >> Thank you. [applause] >> Uh, next on the list is Brian Fitzgerald. >> Fitz Fitzgerald, not Fitzgian.
>> [laughter] >> Sorry, >> too many. >> It was close. >> Too many Irish people. What can I tell you? Um, >> my name is uh Brian Fitzgerald. I am a parent of a student in Plymouth Public Schools. I am an educator in another
district, a resident here in Plymouth. Uh, I have my masters in education policy. I'm an elected town meeting member. So, with that out of the way, I'm really surprised I'm here. I'm surprised I'm here because I thought we figured this out when I was in school. That the radical idea of if you don't
want someone to become pregnant when they don't want to be, teach them how you get pregnant. If you don't want somebody to get a disease that they don't want, teach them how to prevent that. And if you don't want someone to be abused, teach them what abuse looks
like and what to do if it happens to you. There's this misconception that the parents are the customers of the school system. The community is the customer of the school system. And our students, some sooner than others, are soon going
to be our neighbors, our workers, our jurors, our voters, and our leaders. And we need them to be ready for everything life throws at them. And life throws things at us that sometimes we're not ready for. and we have to know how to
deal with it. I want my child to be empowered. I want my child to be able to take care of herself and to lead a happy, healthy life. And I fully support this curriculum and those of you on staff and
on the school committee who support our students receiving it. And my neighbors are welcome to do whatever they want to do. And we're hearing some language that's been workshopped in Texas and Florida that they are trying to import to Massachusetts. And I love that I live
in a community that's not going to fall for it. I would just finish by um saying something, but I can't remember what it is. So, I'm just going [laughter] ah yes, my neighbors are welcome to do whatever they want on Sunday, but that
does not give them the license to decree whether my daughter can learn what she needs to learn on Tuesday. As long as you stand for our community, as long as you stand for our children, this community will always stand with
you. Thank you. [applause] Next, we have Miss Donna Eddie. >> Let me I know if you can hear me. >> Pull it up. >> It's not my idea of a good time. >> Just pull the mic up. >> I wasn't going Can you hear me? >> Pull the mic up closer to you. >> Closer. I've never been known for being quiet. [clears throat] [laughter]
Um I wasn't going to speak today. And then I got a an email from former student that I don't remember. So [clears throat] I'll start with this. Miss Eddie, please keep fighting the good fight. So many of your students take a great deal of pride in growing up
in Plymouth when you were teaching. Now I taught at Plymouth North High School a few years ago. Uh was a health educator. I have a mast's plus 45 in health promotion with an emphasis on human sexuality. So I think I've taken every
course, seen everything. What we're looking at now, I've seen it all. We've done this already. Um, most of the stuff I've taught in curriculum frameworks. We had that. We built our curriculum off of that. And in the 20 plus years I
taught health education, we had two students opt out. I had two parents come in and look at the curriculum and they stayed with the program. Also, I had within the last six months,
and this isn't directed at this specifically, but I had two former students stop me. One boy man, excuse me, man. Um, was talking about a sister who happened to be a lesbian
and another female, there was a student I had and they both said if it wasn't for me and our program, they wouldn't have made it. They felt much safer being in a facility where
they were respected and included. So, I hate see uh taking this away from anyone. I have two children, four grandchildren, and they've all survived sex. >> Is that three minutes? Sorry. It's okay.
>> And they all survive sexed. I respect the fact that parents want to look at the curriculum. when my oldest was going to have sex ed in school and it was a Catholic school. I was the first parent there. We're not Catholic.
And I looked at it and it was something I was comfortable with. Okay. So, I took that time to look at. Yep, that's fine. This is from the curriculum frameworks. These are the people who wrote it. I'm
willing to share this with anyone, but it's they're all professionals in the field. I respect their intelligent. I respect their backgrounds, and I certainly respect this program, and I'd hate to see it taken away from the kids. But if a parent wants to take them out,
fine. Just don't take it away from every child. Thank you. [applause] All right. Next up we have Kathy and Arthur Bomb Consuel. [snorts] Hello. Um, my name is Kathy Bonelo and I'm a resident here in Plymouth with my
husband Arthur. We have six kids. All six of them attend in the public the Plymouth public school system. Currently I have two kids in Plymouth South Middle School. One is in eighth grade, one is in sixth grade. Uh when we received the email um alerting us to the new sexed curriculum, uh within a day, within 24
hours, I emailed the health teacher and said, "I'd like to review this curriculum. I'm concerned what is in it, what the details are." Um we went back and forth. Took over a month to get in to review it because they said they could not email it. It was not accessible online. There was no way for me to review it. So, I was able to make
the appointment and sit down with Stacy Rogers and Jenna Sorenson. Um, and they gave me a binder of information. In the binder was a print out, um, six slides per page. Um, easily over a hundred pages. I only had two hours because I had a preschooler to pick up at the PEC
program. Um, so I sat there and they watched me read it for two hours as I went over the curriculum. Um, some of the print was extremely small because there were six slides per page. Um, and I have 2020 eyesight. I have extremely good eyesight, but I couldn't read it.
Um, which really begs the question, um, why is this so hard for parents to access this curriculum? Um, when it came to questions I had, um, most of them they were able to answer. Um, some of them they could not. One specifically
was in the section that I had the most concern about, uh, regarding STDs. um this section that um I was specifically had questions on regarded a high risk, a low risk, and a no risk of contracting
an STD. In the section on oral sex, it specifically um listed a cut open condom as a a low-risk behavior while performing oral sex. To which I said, what is a cut open condom? Neither of
them knew. Which begs the question, why are we teaching this to eighth graders? If two, three adult grown women in a cla in a room didn't know what this was, why is this appropriate content to be teaching an eighth grader? Um, my son was going to be presented this
information. Um, it is concerning the number of detailed contraceptions and STDs they were going over, the games that they were proposed to play where somebody was a um the the menstruation and another person was a sperm and
another person was a contraception and then this person was going to block the sperm from fertilizing the egg. I mean, I can't imagine my eighth grader doing this because it would just dissolve into hysteria. I honestly think that if my
son was uh an ovulatory egg and his friend was a sperm, that would be a horrifying game to play in class. And I can't imagine any eighth grader would feel comfortable doing this. So, backing up my question to you, which I know you can't answer, is have you reviewed this
curriculum in its entirety? And all the people who supposed to support it, have you? Thank you. Thank you. >> Hi, my name is Arthur Bonelu and um have six kids in the Plymouth public school system and
I'm going to voice my objection really clearly. This is not age appropriate for eighth graders, period. [snorts] [clears throat] Um, one of the most alarming factors of this situation is that the lack of
transparency should alarm anyone in this room. Uh when my wife went in and I work in Boston, um I go in early, leave late, and I get home and I, you know, when my wife came
back from her meeting, I asked, "Oh, great. Let me see the content." She's like, "Well, I couldn't I don't have a copy of it. I don't have pictures of it. And you know, if if this is content that we can teach our eighth graders, why is it something that we can share
electronically in this day and age? So, um this is content that is not age appropriate. We're teaching consent to kids who are not of age to consent. In the state of Massachusetts, you have to be 16, right? And eighth graders are 13,
14 year olds. Um so we're teaching them a lot about consent and activity. they can't engage in. So, they're too young. Too young. Um, I do think that inappropriate content, you know, it should be taught uh, you know, by by the
school system. 8th grade is too young. The lack of transparency is alarming and, you know, quite frankly, the curriculum is ideologically driven. Um, you know, but that's a third piece. Um,
I think everybody here again should be really focused on the lack of appropriateness for eighth graders to be learning this topic that Kathy just addressed um and just the lack of transparency. Why why not share the curriculum with
all of us? Have all of you seen the curriculum, the lessons? As school committee members, you should all take some time, review the content, and make a determination whether this is appropriate to be teaching in an eighth grade class in the setting that they are.
>> To be clear, I did ask more than five times to take pictures of the pages to bring home to my husband to show him, and they told me I could not that it was copyright protected. We can we'll address Yeah, we'll address that during >> and let's ask the question. Thank you.
It's not a lie. We asked the question and and we hope we're wrong. We hope somebody who we asked had the wrong answer. So, thank you. [applause] >> [applause] >> All right, next on the list we have Debbie Dugen.
Good evening. My name is Debbie Dugan and I am a resident here in Plymouth and I am a former school board candidate. I interviewed in January of this year and then I ran unsuccessfully in May. I am going to read to you um something that
was distributed throughout the Commonwealth of Massachusetts late this afternoon by an organization called the Massachusetts Family Institute. They are the best defenders of faith, family, and freedom that Massachusetts has ever known.
The report is called Plymouth Violates Own Policy to Push New Sexed Curriculum: Parents Fight Back. Plymouth's most famous rock might not impress, but these bold parents sure do. Plymouth, Massachusetts, home of the
famous and famously underwhelming Plymouth Rock, is now home to something truly impressive. Parents brave enough to take a stand against indoctrination in their schools. While the threats to the original settlers of Plymouth were disease, lack of supplies, and war
waring tribes, Plymouth families in 2025 are facing something else entirely. The threat to these families is a sexualization of children. In this case, through a new 8th grade sexed curriculum, thanks for reading. Subscribe for free. The situation in
Plymouth first caught our eye when the Plymouth Public Schools October 20th school committee meeting. A concerned father drew attention to the lack of transparency around the new curriculum and exposed some of the shocking material he had found when he reviewed it. A local priest also spoke up about
the dangers of allowing teachers to supplant the role of parents, especially when it comes to children making sensitive decisions about sexuality and sexual activity. You can watch their comments below. In the course of his comments, the concerned father talked
about the challenges he had faced in trying to review the new curriculum. He also pointed out that the Plymouth School Committee's own policy states that if parents want to review sexed materials and they don't feel that the school has provided sufficient access,
they can follow an appeal process. This process can take up to six weeks. However, the district had announced the new curriculum on October 8th to be implemented on October 23rd. This did not allow enough time for parents to follow the district's own appeal
process, he argued, and therefore the implementation of the curriculum must be postponed. District administration must have realized he had a point because two days later, the principal of the Plymouth Middle School, where these changes were expected to roll out, sent
the following re. You can read this online. While this email was a positive step through the district, shouldn't the district shouldn't get too many kudos for following its own policies, it raised more questions than it answered. Over the past several months, our health
education team has worked diligently [music] engaging in your three minutes. >> This can this has been circulated throughout the Commonwealth. >> [applause] [applause] >> Next on the list, I don't know if you both plan on speaking. We have uh
Russell and Belinda Brewster. >> You'd like to [snorts] exchange with Fitz Gibbons if that's possible. >> That's fine. They are next on the list. So Jessica and Brian Fitzgibbons. You know, I never thought that I would be speaking at a school committee meeting pleading with adults to not feed
children a source that encourages sexual exploration, the use of pornography, and masturbation. But here I am today to do exactly that. In a few minutes, we'll all listen to a presentation about your sexed program.
Your documents state that major goals of the middle school program are to give kids factual information, create a respectful environment in the classroom, and emphasize reliable information sources. And yet, three of the seven videos set to be shown to 13 and 14y
olds in Plymouth are from amaze.org, a site that promotes the use of pornography and masturbation in cartoon videos made for kids. Since you first announced this program in October, almost twothirds of the videos have been changed. So you obviously agreed that
much of the content that children would have been exposed to was inappropriate. Of course, notably though, you've chosen to keep amaze.org as one of your reliable sources. When we hear about the sexed plans today, will we hear about the reason that you're choosing to include anything from such a graphic
site? In the Amaze video, menration, what to expect, which is included in the updated version of your curriculum, we're told that when a person with a uterus menstrates, it's often referred to as code red or shark week. Does making light of a female's menration cycle in a mixed gender classroom align
with your goal of creating a respectful environment? At the end of this video, like all Amaze videos, the cartoon narrator tells the viewer, "Don't forget to visit me at amaze.org or go to my YouTube channel to watch more." Upon doing that, children will be greeted by videos that literally suggest that they should watch
pornography, masturbate, and explore their sexuality. Reliable source? I don't think so. Respectful? Definitely not. If we hadn't spoken up after seeing the original plan in October, kids would also have been exposed to Amaz's video entitled Six Ways to Not Get Pregnant.
In this video, kids are presented with a myriad of contraceptives to use while having sex with zero warnings. No statistics about fertility rates. No information about the current multi-billion dollar lawsuit against depopa because of its alleged links to braid tum brain tumors. No information
about preventing fertilization versus preventing implantation. No warnings about any of the contraceptives that are marketed to children in the video. After presenting five specific contraceptives to kids, the video asserts, "Of course, you can always wait till you're older to have sex if that's what feels right to
you. Remember, it's all about what feels right to you. 13 and 14year-olds brains are not physically developed. Do you want to be responsible for kids following in their feelings regarding sex? You may have removed this video from the curriculum, and I'm relieved that you did, but guess where that video
is? On amaze.org. It's just waiting for kids to watch once you present amaze.org as a reliable source filled with factual information. Amaze.org has no place in the Plymouth Public Schools. >> Thank you. Thank you.
>> Good evening, Bri. My name is Brian Fitzgiven. And positions on the academic merit of this program can certainly vary as you heard tonight. Some will be for it, some will be against it. But when it comes to the school district fulfilling its legal obligations, we can all agree
no matter what side of this issue we're on. Later tonight, we'll hear about how the administration has added documents to the website and their plans on hosting a parent meeting, and that's great. It's a step in the right direction. But the academic pros on the curriculum summary fall short of
painting a true picture of the program for parents to make an informed decision of what it is they are opting out of or into. What's not available digitally are the actual lesson materials, meaning what will actually be taught to our
children. PowerPoint slideshows, charts, directions for activities which are printed and placed in a binder that can only be viewed here in this building under the direct supervision of school administrators. As you flip the pages on the website, we won't find any
directions for the activity that Kathy described where children will pretend to be sperm, egg, and contraception in the classroom. We also won't find the explicit and graphic chart that lists a myriad of sexual activities, one of which the administrators had to Google
as Kathy described. And last month, Kathy was misled about copyright laws, saying that lesson materials could not be photographed. Massachusetts public record law is clear. Parents have the right to photograph public records, including
curriculum materials, for personal use. Copyright restrictions would only apply for the commercial reproduction or distribution, not to a parent documenting what's being taught to his or her child. While we can demand that our rights be protected, we should certainly expect
accountability and honesty from the leadership in our school district. Superintendent Campbell, when you were asked by the Plymouth Independent why you paused this program six weeks ago, you said it was quote, "To simply allow for additional time to ensure it's delivered in a well sequenced,
consistent way for all students." You made no mention that twothirds of the videos had been changed or why. You made no mention that the program's timeline nullified school committee policy with regards to a parent appealing for access to these materials.
This administration's view of transparency is printed out PowerPoint slideshows that can only be viewed in person upon request under supervision. And instead of accountability, we get fictional data points and gaslighting in the Plymouth Independent. Elected
officials, you have a duty to ensure that this administration is honest, accountable, and meeting its legal obligations for transparency. Thank you. [applause] >> [applause] >> Next on the list, we have Beth Seagull or Seagull.
>> Let the Bruces go. They switch places. >> Oh, either way. >> They gave up. >> Yeah, I thought they passed, but yeah, if you still want to speak, you're welcome to speak. >> Thank you so much. >> Okay. Thank you very much for the opportunity to speak. My name is Beth Seagull. I'm a Plymouth resident and a
parent of two children. I'm here to express strong support for a comprehensive, medically accurate sex education curriculum being available to students in Plymouth Public Schools. Research consistently shows that when students receive evidence-based instruction on anatomy, consent, healthy
relationships, and sexual health, they make more informed choices. This includes delaying sexual activity, reducing unintended pregnancies, and lowering rates of STI. Comprehensive programs also strengthen communication skills and teach students
how to understand boundaries and build respectful relationships. National data and peer-reviewed studies confirm that these programs do not increase sexual activity. They increase knowledge, confidence, and safety. As a community, Pilouth deserves an approach
to health education grounded in facts rather than misinformation and fear. I encourage the committee to move forward with this um appropriate curriculum so our students can benefit from highquality research supported education they deserve. Thank you. [applause]
>> Yes. And Brucers, you're welcome to speak. I I real I thought you were giving up your spot, not swapping, but not an issue. Um, wrestling Brewster. I'm a vice chair of the precinct chairs and chair of 15. Um, firstly, I I' just like to mention
how dismayed I am that this has become an anti-Christian campaign. Um, I see parents I see parents that want their voice heard. I I think that I I'm concerned at how we got here. We We've
got here because I think that we've become a society that wants the institution to raise our children. And one of the things I heard was that the reason that they're doing this is because parents aren't doing it. And it's all out there. Well, I say to the
parents behind me that it's time to take your children in the back and make sure that you are teaching this. And to the institution, I say maybe we should start looking at saying it's not appropriate to have sex at that age. And maybe it's
appropriate to have adult education, how to talk to your kids about sex. it it's all of us that raise our children and we've relegated that to the institution. The institution feels it
has to have these things because we as parents and we as a society have said we're too busy. You know it you you have bashed the Christian way but but when we had the Christian way we all sat down to dinner, didn't we? We all had morals and
we had, you know, things that we believed in. So I I plead with parents to get back to that moral society that we once had. [clears throat] >> Hi. Do we have >> Oh, you're good. >> Okay. Sorry. Um, hello. I'm Belinda
Brewster. I'm a former town meeting member, former selectman in the town of Plymouth. And um I was really struck at the lack of transparency of of keeping it almost secretive from the parents of what this information contained. It may
it may not be your position now, but it certainly was your position at the beginning. This curriculum should be available to every parent to review. And I would say instead of an opt out, you need an optin. let parents review it and
say, "Yes, I want my child to learn about cut condoms, you know, and and other ways." Um, to have sex that is not appropriate for a 13-year-old. I think that's the other thing. You know, I can
I can understand high school age, but to lower it to 13, 14 year olds to receive such explicit information like this, and I understand that parents want their children to be safe. But
it is the parents responsibility first to teach the children, their own children, their own morals. And everyone says, "Oh, well, religious people should not um
>> force their opinions on other parents." Well, I'm sorry. The other parents shouldn't force their opinion on uh peop on people who go to church um and who want to live in a better society than the one that we have now
where it's okay to tell 13 year olds, "Do what you feel." you know, um, yes, I understand safe sex, but why aren't we support? You know, it's hard enough to be a parent today with the social media, and I have heard that, um, one of the
reasons is, well, it's all out there. The kids all get it on social media. Well, parents can do controls on their social media, but school shouldn't be another place where they have to fight what and um, in disagreement of what their children are being taught. You
know, I understand the parents who want this taught. You know, this level of detail and age inappropriateness is I think what is most bothersome. This is 13 year olds. You know, the age of consent is 16, which to me is also too
young. Why isn't the school supporting parents and saying abstinence is a way to go? Having sex we all know way too young is emotionally crippling, physically crippling and spiritually
crippling especially to young girls. So I would just implore you that you um not go the comprehensive route. There's a basic route that I know um is also available. Do not teach these sort of advanced sexual techniques um to
children. Support parents. support parents in helping their children to grow up without being pressured by sexual situations. >> Thank you very much. [applause] >> Mr. Graio, my list runs out at Seagull. Who is after that? Was there a couple
more after read? All right. [cough and clears throat] Hi, I'm Rita. I'm a mother of a kid in PCIS. I'm going to go really fast because I have a lot to say. Um, I I'm glad that I'm wrapping this up kind of because I'm going to go with some personal details about my life in Plymouth in like the past six years. So,
I'm going to tell a true story. I'm not going to go into too much detail because it's really not my story to tell, but I think it's important for people to hear this right now. Three years ago, I got a phone call from a friend asking me to go to court with her for support. Of course, I said yes. What followed was beyond disturbing. She had to go to court that day because a man who was
previously part of her life committed heinous sexual acts to a child. He was caught convicted and released. Years went by and this pedophile was trying to make himself look better on paper by getting some of his restraining orders removed. One of them was hers. At the time, this man was a member of one of
Plymouth's local churches. While he was in jail, the prison chaplain, who was also a member of this local church and other members, helped to pass messages to his victim by taking them and putting them in plain envelopes and sending them to her home so that her guardians wouldn't know that they were coming from
the prison. At his hearing, the pedophile walked in with his new wife, also from the church, along with a few other members who spoke on his behalf. The pedophile showed no signs of regret or sorrow for what he did. On the contrary, he was aggressive. His victim was also in court. Ah, they
came to speak on behalf of my friend. The pedophile's new wife glared at her the whole time, stared her down like she was the bad guy. I couldn't believe what I was seeing or being told. I didn't understand why the church was trying to help a pedophile hide.
Uh, there are other men in Plymouth who I've seen canoodling with hate groups who attend some of these churches that have directly tried to intimidate myself and my child, who was a minor at the time, with threats of sexual violence. There was also a fake wedding at one of
these churches. Um, a couple pretended to get married to gain access to the church youth group. They had a ceremony for show with the church, but it wasn't a legal wedding. Um, one of the wedding participants is now >> That's not your decision to make. >> Why not? Yeah, I'm sorry. Let me finish. You can hear me out cuz these are
probably your churches and that's why you don't want to hear it. All right. HAD ONE FOR SHOW. ONE OF THE WEDDING PARTICIPANTS IS NOW A PLYMOUTH police officer and her husband later denied even being married when she ran for the school committee. For these reasons and others, I'm extremely concerned for the
safety of the children in these churches. Are they being warned about the predators they share a pew with? Are they being given the tools they need to stop pregnancy disease and predators? Are they being made to feel ashamed if they are LGBT? These kids may be the most vulnerable kids in our community.
These churches are not only trying to stop their kids from learning about sexual education and consent. They are trying to block it for all of our children. If anything, we should be taking away their right to opt their kids out. They absolutely should not be making decisions for the rest of us. Luckily for them and the predators in
their midst, I don't get to make those decisions for their kids. And I hope we never go back to the days where the church gets to make those decisions for my kids. And I took some notes, so I'll go. Do I um do I think that the sperm and the sperm game is bad? I actually think that sounds kind of funny.
[applause] [applause] >> What's up? >> Oh, Phoebe Flynn. >> Is that the last one or we have more? >> Two more. In the interest of saving time and reducing redundancy, I'll be very short, but I hope everybody appreciates this
beautiful democratic process that we have here that allows people to speak from our community. Uh, my name is Phoebe. My husband and I live here in Plymouth with our two children. One is seventh grader. >> Could you speak a little louder? >> One is a seventh grader at PCIS and the other is a sophomore at Plymouth South
High School. Here in Plymouth, we are fortunate to have spectacular leaders and educators, both serving as administrators for a school system and serving on this school committee in front of you. Our family trusts their decisions on health education curriculum unconditionally. And if we didn't, we would simply make the choice to opt our
children out of these programs. Thank you to our school administrators and school committee for the exceptional leadership they exhibit daily, especially when topics like this come to light. Thank you very much. [applause] Riley O'Reilly. >> All right.
[clears throat] >> Hi, my name is Kristen O'Reilly. I have a seventh grader at PCIS and a fifth grader across the street at Nathaniel Morton. I also volunteer extensively in the community. I've been the PTA president across the street at Nathaniel Morton for 5 years. I just feel felt it
was important tonight to lend my voice in support of comprehensive sex education in the middle school. Um I'm instead of just reiterating what a lot of people have said, I just want to say that I have seen the videos in question
for a lot of these and I just feel like God forbid we actually have engaging and interesting content for our uh middle school students to get this information that's important for them to have to be able to operate in life. Um I also just
want to reiterate that religion has absolutely no place in schools. So, that shouldn't really be a part of this conversation at all. Um, eighth graders are teenagers. They're going through puberty. Of course, conversations about masturbation are appropriate. Um, sex is
a healthy part of human development. Uh, it's important that we address the entire child. Um, we can all pretend that this is about transparency, but if as these people get the information that they need, as
everyone has said, people who do not agree with this curriculum can certainly opt their children out. However, my fear is that this is more about diversity and this is more about inclusion than anything else. Something
that I feel like has not really been talked about enough is the fact that uh comprehensive health education and a lot of the language that's used in these videos that people find so offensive is inclusive for LGBTQ plus students. And it's very important that LGBTQ
LGBTQ plus students have a voice and feel seen in these classrooms. We have families that have parents that are LGBTQ. this type of religious dogma should not infiltrate our schools and it's not okay and this is something that
more people should be aware of and we need to nip this in the bud now uh before it infiltrates other areas of curriculum. THANK YOU [applause] Michelle West. Good evening. My name is Michelle
Westerling. I am a Plymouth school's parent and a health education teacher in another district. In my sexed classes, my middle schoolers anonymously submit questions, suggestions, what they liked or what they learned. I like how you made everything
comfortable and helped everyone be mature. Handwriting. It's another topic. I learned how periods work. What should you do if someone asks you for nudes? Those are just three from middle
schoolers. There are massive discrepancies between what they think they know about sex from media or peers and the age appropriate, medically accurate, respectful, inclusive health information that they actually need. The
more private screen time they engage in, the less practice they get in having crucial face-to-face conversations with trusted adults and potential partners. Over half of teens are exposed to online pornography by seventh grade. But less
than half of teens have had a conversation about pornography with a trusted adult. Online content often provides warped views of bodies, relationships, consent, and respect. Kids today request, send, and receive nudes without understanding the laws and
consequences. Conversations with trusted adults can help them approach their own teen relationships appropriately. Sex and relationships education is a partnership between home and school and
community. Not all children have available, knowledgeable, comfortable adults at home teaching them about their bodies and healthy relationships. When covered in school, I am reassured that all the peers around my own children
will have a basic understanding of healthy relationships, consent, laws, respect, and when and how to help someone that needs it. I want the lessons I teach at home to get reinforced. I know my kids are not the only ones who sometimes ignore their
parents and need to hear the messages from elsewhere. No matter what I teach at home, it is a whole different ballgame when peer pressure or romantic feelings are involved. With guidance from a health teacher, students can learn to discuss body parts and personal boundaries maturely and respectfully
while practicing refusal skills with peers in ways that prepare them for real life situations. That cannot be replicated at home. Nationwide research and the All Things Plymouth commentary shows that 85% of parents and caregivers
support sex ed in middle school. I do encourage you to include parent and guardian feedback in informing future curriculum and instruction, communication, and policy. These updates to the middle school curriculum are long overdue and should not be delayed any longer. The fact that we are discussing the introduction of comprehensive sexed
in 2025 means we're already way behind the time. >> You're three minutes. >> Yep. ANYBODY [applause] ELSE? >> We'll take less than three minutes. >> All right, come on up. >> Since I've been here, I think
last time I was here, my name is Mary and Matthews, 43 Davis Street. Last time I was here, we were going through this before. This is the world we live in. It's a fallen world. And I think the last thing I said was, "Choose
you this day who you will serve." And this goes for everybody here. For by God all things are created in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities, all things are
created by him and for him. You were created for him. You have to answer to him. You're right. Each and every one of us has to answer to him. Our breath we have
today could go at any time. You're not guaranteed [clears throat] the next minute or tomorrow. And you're going to face him. Him. Not anyone here, not any human, but your creator. [clears throat]
And I'm begging you. I'm begging you. Please search him out. Amen. [laughter] [applause] Do we have anyone else? All right. >> I was not planning on speaking. I'm
sorry. I'm Dr. Jennifer Coio Thompson and I'm a pediatric nurse practitioner and I teach at Northeastern University Nursing. I've been a school nurse um and I've been in pediatrics my whole career.
Looking at the curriculum, my concern is the terminology being used for 13-year-olds. It is not about adding sexed. Sexed belongs. I didn't know that there was no sexed in
the middle school here in Plymouth. My child went to school outside of Plymouth. Comprehensive sex ed is not the same program as traditional sexual education.
What you have right now in the high school is not comprehensive sexed. You have a traditional sexed program. So what we're talking about is changing lanes, changing programs. The
terminology and the videos being offered are heightening the awareness that our young young children are going to be able to see. So instead of discussing what masturbation might be, there is a
video showing what masturbation is. Is that age appropriate for a 13-year-old? That's what we need to be asking. Is having a game where they're discussing different types of condoms for oral and
anal sex appropriate for a 13-year-old? That's the conversation. And that's what I hope that you're willing to look at for age appropriateness. What sex is is age
appropriate. Our bodies, male, female, what's happening is age appropriate. But the intricacies of how to have oral sex, how to have anal sex, and what products to use
[snorts] is at a different level. And that's what the conversation should be about. Thank you. [applause] Do you have anyone else please? [clears throat] Good evening everybody. Thank you for
having me. My name is Eric Mossino. First thing I'll say is I'm glad my kids are done with school. Second thing, the lady that just was up here, fantastic. I think she hit the nail on the head. [applause] And thirdly, when I blurted out that was a lie, I was actually agreeing with what
you were saying. One of the things we talked about a lot tonight, well, other people did, was consent. The age of consent in Massachusetts is 16. That's the law. It's not negotiable. You folks don't have an opinion on that.
So, specifically to the administrators, you're advocating to share sexual material with children who aren't of age to consent.
When adults do that, we have these wonderful people that police officers, they arrest them. That's not a joke. That is serious. People get arrested for this. adults talking to little kids and sharing this kind of material with children. [snorts]
Like this woman is claiming they're in churches. They're pedophiles. They're in all walks of life. It has nothing to do with church, but literally right now, that's what you're promoting. That's terrifying to me.
Let's have regular sex ed. The biology of it fine. Why do you need comprehensive sexed? Perhaps we could make something else comprehensive like nutrition ed. People don't know how to eat.
Nutrition in this country is terrible. We have all kinds of people who are unhealthy because of that. And that's always age appropriate. But to talk to little kids makes you everyone that votes for this and part of
it kids under 16, it makes you all groomers. No, >> you know, and that is a disturbing thing to me. So that's my piece. I really hope that you folks do the right thing and protect our children. They deserve to
remain innocent for as long as possible. Thank you. [applause] [applause] >> Hello. Thank you for letting me speak this evening. Uh, I just wanted to name one thing that I heard repeatedly tonight was talking about the age of
consent. I understand that there is a law around that. There's no debate there. However, we all [clears throat] know that children are abused before the age of consent in many situations. So if they do not have the information about what
that means, what is right or wrong, then they are liable to be abused and victimized. To act like that doesn't happen is asinine. So I'd ask you to consider the many
children who have been abused before the age of consent without the proper information. they're at risk. That's really all I have to say. And I do hope that you move forward with making sure that there is
comprehensive sex education that parents have access to, can opt out their child if they would like to make sure that everyone has access to the information to keep them safe. Thank you. [applause] >> Please, I think we actually
Hi, I'm Josie Ball. I'm 16 and I go to Plymouth North. My mom is Jenna Sorenson. And I've just been hearing things that have kind of been getting in my head, but I've heard that the term little kids or age appropriate, [snorts] which I do not think is correct because little kids I think of as probably
eight-year-olds, 10 year olds, but these teenagers need to learn. Like I've seen younger kids, 13-year-olds vaping. Like I've seen younger kids, I've know that other kids are having sex that are younger than me and I'm 16. And I just think I don't have any statistics like
these people here. But the most beneficial thing that I've learned in health was in fifth grade about getting my period, which was very different because in high school only thing I've learned about is hazing, bullying, all about my diet. And in middle school, I really didn't learn the things that I should have. And thank God that I have
many siblings and older siblings and a good family that I can ask questions to uh about the things that I never learned in middle school. But I do think that it's really beneficial for people that are younger than me, younger than me, to learn about this before they get into high school when they're really put in these situations that they wouldn't know
what to do. So that's ALL [applause] [applause] RIGHT. All right. Do we have anybody else willing to speak? >> All right. Well, I thank you all. Oh, would you have one? All right. Please. [snorts] >> Hi, my name is Karen Flity.
>> Um, I don't think any of us disagree that our children need to be educated. We all love our children. We're all parents. Um, I think what we really need to agree on is the fact that these videos are ridiculous. Um, I watched a
few of them and I felt like I was in the playground and somebody, this was the uh video on uh pornography. Everybody does it. That's what the video says. Everybody does it. You should do it, too. In fact, if you don't do it,
then you're probably something wrong with you. This is pornography, literally. I mean, we have a Do we not remember that we have a problem with sex trafficking? Do we not remember that we have a problem with with addiction?
It's highly addictive. These videos don't say anything anything about the negative consequences of watching the of watching pornography. It promotes it. That's the one video I watched and I was done. I was disgusted.
Like I'm sure each and every person in this room probably has a person or a husband or somebody that's addicted to pornography. You don't teach it to 13-year-old children. And don't even get me started with social emotional learning and
leading with your feelings. If it feels good, it must be good. You don't feel good in your body. Something must be wrong. We don't lead with our feelings. Why do we teach children to lead with feelings? I'm disgusted.
I'm horrified. We lead with truth. What do you base your truth on? These videos, if you follow the rabbit trail, Planned Parenthood, political agendas, ideologies,
we're not stupid. You guys paid a lot of money. Somebody, some evil is after the hearts and the minds of our children and it stops today. We are not going to tolerate it. These are the hearts and the minds of our children. Your
children, my children, every child. Doesn't matter. We should be uniting. All I see is division. What does this have to do about the church? We're families. They're family. That's the foundation of community. Family is foundation of community. Why are we
fighting with each other? This should not be allowed. It's political. You paid money for this. You got grants for this. I took my kid out a long time ago. I was told to actually because I came in
here for information and I was denied it as well. Miss Stacy Rogers. I had to come with with numbers and lawyer things and all this stuff that I wasn't educated on. But I'll tell you right now, I took my kid out.
I still have one in the system, but he's smart enough to follow fall for any of this. Families, PLEASE. [applause] All right. Do we have anyone else? >> All right. If not, I I'll echo one of
one of the uh just didn't hear it. >> Wrap it up. >> All right. Please. But I I'll echo what one of the uh speaker said, which is, you know, this is democracy at work. So, I appreciate plenty of, you know,
opinions on both sides. So, I appreciate her, you know, coming out. So, all right. And with that, we will do our um health education program update from Miss Dennis Orson and Dr. Stacy Rogers. [applause] Thank you. >> Thank you.
I'm hoping to talk. This is probably Hello, I'm Jenna Sorenson. I am PE and health department head for grades K to 8 in Plymouth. I'm also an adapted fizzed teacher. uh a mom
of six children, four children, two stepchildren, and all who have gone through or are still in Plymouth Public Schools. I'm Stacy Rogers. I'm the assistant superintendent and I oversee the curriculum for the district. >> Sorry, [clears throat] probably need a
water. I'm Stacy Rogers. I'm the assistant superintendent um from Plymouth Public Schools and I oversee all the curriculum for the district. Thank you. Sorry. So, we will present our health education curriculum update, which is to um share
with you the new sex ed curriculum, sexual health curriculum for eighth grade students at both middle schools. Um the agenda, we're going to go over the standards. Um Plymouth Public School's commitment to students, the sexual health overview, our curriculum planning process and the opt- out
procedure, the lesson overview and standards alignment, caregivers as partners, resources for families, some clarification, and our plans for curriculum expansion. So, in 2023, the PE and health standards
were updated for the first time since 1999. Um, it was long overdue. They are practice-based, skills-based standards. Um, this past summer, we did some curriculum work with, um, several of our teachers at both middle schools to help
align our current scope and sequence for health at both middle schools and kind of get them on the same page and look at maybe where our gaps were. Who's switching? Thanks. Um, this is a list of the practices and skills and the new
standards. Uh, I love looking at the practices and the skills because they're just so important for all students. Um, decision-m and problem solving, self-management and goal setting, social awareness, relationship and communication skills, movement skills,
self-awareness and analyzing influences, information and resource seeking, and self- advocacy and health promotion. And those are the skills that are embedded in all the lessons. And you're practicing the skills while also being taught the content. And the content topic areas are healthy relationships,
mental and emotional health, nutrition and balanced eating, personal safety, physical activity and fitness, physical health and hygiene, public community and environmental health, sexual health, and substance use and misuse. So as part of our curriculum work, we
did identify a lot of gaps in our curriculum, our scope and sequence. Um, so this is my second year as department head. So I was just looking, we're all looking to kind of get on the same page and fill those gaps, especially since we have new standards which are much more comprehensive in terms of the health
standards. Um, sexual health was one of those areas. It was missing at both of our middle schools. Um, we haven't taught it for probably 15 years, but prior to that, always had. Um, I think if you went to school in Plymouth and Plymouth public schools, you probably
remember receiving it at PCIS um, and definitely at the high school. Um, but we haven't been teaching. So, we um, decided to bring it back. In the state of Massachusetts, it is not required to teach sexual health. Um but it is part
of our state standards and a statistic from partners in sex education they pulled um there out of 276 public school districts in mass they pulled 222 of them and only 10 or 11 were not teaching
11 districts were not teaching sexed. So we were one of those districts. So we decided that it was time to um kind of it it is being taught by most other districts. Sorry, that's okay. So what is
comprehensive sexual health? Yes, it is an expanded curriculum and an expanded sexual health curriculum because of our culture and our lives. And it involves it's a it's a broad term that involves anatomy, reproductive health,
self-image, decision-making, relationships, respect, body autonomy, consent, values, self-image, sexual behavior, sexual consent, disease prevention, pregnancy prevention, sex assigned at birth, gender, gender expression, so sexual orientation, etc.
And I just want to point out in that packet that I gave you the last couple pages is a handout on what is generally taught and when and what grades and the recommendations for that which informed so much of our curriculum planning. Um a
lot of the lessons that we used are actually were intended for a grade or two below. So um comprehensive sexual health in Massachusetts. So, like I said, it's not it's not required, but we have chosen to do it. When you teach sexual health in Mass in Massachusetts,
you are required to provide medically accurate, age appropriate, and comprehensive curriculum consistent with the state's comprehensive health framework. The education is intended to help students develop healthy relationships, delay sexual activity, prevent pregnancy
and STI, and understand topics like cont consent, gender identity and sexual orientation. While local districts have discretion, state guidelines provide the framework and standards for these programs and parents have the right to opt their children out of all or part of the
instruction. So, why teach sexual health? We've heard a lot about it, but I'm still going to go through. It provides accurate information, especially in this age with technology and phones. Many, many, many students, kids, children's, teens are
receiving misinformation and disinformation and inaccurate information and dangerous information. and providing information by a licensed health educator in a classroom is the safest and most informed way to go for
our students. It supports social and emotional development which helps students navigate relationship pressures, body image and self-esteem, respectful communication among a myriad of other things. It promotes safety, consent and boundaries. Teaching about he healthy relationships and
communication skills early helps to prevent sexual harassment, abuse and coercion and unsafe or uninformed decision-making and it encourages conversations to be continued at home. Families are partners in this process. Health education
teaches factual information. Families and caregivers teach values. So our sexual health curriculum, it was a team of six teachers over the course of the past three months. We took inputs from local districts, parents and consultants. We have two consultants
that we use um on their professionals on health education and following the standards and doing some alignment work. Um administration involvement. Uh it was based off several standardsbased curricula. We decided to do 8th grade only this
year to make sure that those kids have those students have the information before they get into high school. Um with the expansion going to 6 to 8 for next year. Um it is three class lessons. So we have four topics but we're
covering it in just three health lessons. And all of our sexual health lessons are taught by licensed health educators at both middle schools. So the opt- out procedure is we are required to give parents notification
and they are given the choice to opt out. Um we send that home through a Google doc. Parents can opt out. We are having that as an ongoing um option for parents because kids in the middle school only have health for one term. So, we send out the syllabus with a
reminder that they receive the opt out at the beginning of the year, but they can opt out at any time as long as it's a week prior to the lessons being taught because we need to plan for like alternate assignments and where they're going to go. Um, so that is constantly updated, but they are given the the chance to opt out and they can email the
principal or the health educator at any time. Um, parents and care caregivers may view lessons in entirety upon request through our meetings with our consultants and best practices with many many districts in Massachusetts. The best practice is
that you we provide all the units, all the lessons, all the videos. Those are available for view. They're on the website now. And parents may come in and view the lessons in their entirety in a binder. that that was the recommendation we had received. We've since had some
meetings about posting everything online and having all lessons available, all the slides, which we are totally fine with. There's we want full transparency. We want people to see the videos, um, all the slides. The only limitation with that is that is that if we decide to
make changes, we would just update it every couple weeks. Um, at this point, if there's anything we wanted to take out, we could do that. We would never add something without letting families know. So, these are this is just a quick review of each of the topics in our
lessons. The first is a climate setting, which is basically just establishing boundaries for class. Um, saying that we're going to use respectful behavior and reviewing kind of generally what each of the lessons are about. Um, I was going to talk about it later, but in the climate setting, there's also we
talk about every class is going to end with an anonymous question box and students are asked to write something. So, everyone is writing something and it doesn't look like somebody's not writing. So, um, those questions would be answered in a timely, factually, and
appropriate manner. If it's not appropriate, they would skip it. But the anonymous question box is also kind of best practices for students. um human anatomy. So male and female anatomy that just gives the standards that are addressed. Um the menstrual
cycle is also addressed in this lesson. Next, reproduction. So sexual intercourse. Um we would talk about the steps of conception. Understand how abstinence and contraception prevent pregnancy. Discuss
when pregnancy can and cannot occur. Healthy boundaries and consent. This is a lesson on personal boundaries and refusal skills. We discuss the age of consent as being 16. But we talk about refusal skills and what consent means,
not how to consent. I just want to make that very clear. It is about personal boundaries. There are many scenarios that students are given both friendship and um nonsexual scenarios where they analyze what a response could be and what refusal skills could be used. And
then part of the standards also says that we should also teach sexual consent and what that means and how to keep yourself safe and make healthy decisions and use your voice. Understanding and preventing STI again
this is for um making healthy decisions. Basically we don't we aren't getting specific into all the details of all the STI just risk behavior associated with them. So, what would be a low risk, what would be a medium risk, and what would be a high-risisk behavior or no risk,
low risk, and high risk um and what that looks like for students so that they know when they might be in danger um in terms of their health. This is the anonymous questions. Um we encourage everyone to write something
down and answer them as appropriate. So, we do absolutely believe caregivers as partners and that teaching these lessons hopefully will encourage conversation at home um to continue the conversation about the topics and answer
things that that students may have, questions that students may have, clarify, add your own values, all of those things. Part of our lessons, we're we are sending home an email with all of the lesson topics and the videos. That sheet is also there um to families ahead
of time so that they can um if they want review them first or discuss them with their students or discuss after the lessons. Um oh we're also sorry we also are going to um send home an additional resources list for parents so for they can use
other websites or other um topics um to follow the conversation with their kids. So, just some clarification. Um, as part of the curriculum planning process, if you're a teacher or you've been a teacher or you've talked to teachers or worked in education, it's a constantly
evolving process. So, especially when you're planning a new curriculum, you take the time to evaluate, re-evaluate. We met as a team so many times over and over and decided what felt right, what didn't feel right, what we might want to keep, what we might not want to keep.
And that was part of the whole process. It's still going to be ongoing. Right now, everything is set as it is, but you know, maybe term two or ter term three, we might want to change one or two things and we would update the website. We'd update families and have full transparency for that. I also do want to
um say that all of our videos are embedded in our slides. There's no ads shown. Nothing pops up at the end. Um there are absolutely no videos on pornography or masturbation. All of the videos are listed on on your um sheet there and you can view them. Um, and
amaze.org is a common website to use engaging twominute videos in some lessons to help kind of get student interest and um, and it is fully vetted and passed by all of our consultants and
also standardsbased. So, I just wanted to clarify that that there are no pornography videos or masturbation videos. So, for next year, um, we do hope to expand our curriculum to become more comprehensive. Um, we would like it to
include more things that involve online safety or sex trafficking and more things on keeping yourself safe. Um, six grades 6 to 8, it will involve a team of teachers and administrators. Um, it will be comprehensive and scaffolded.
Um, it will include a parent information setting session at the beginning of next year because it will be all three grades. Um, and there will be an opt- out procedure obviously. I just want to say thank you to the school committee. You have prioritized health education over the last eight
years and it has made a big difference in our district. We are ahead of the game in our elementary health education because we have health every two weeks in the elementary level which is amazing. Not a lot of districts have that. Um so I just want to thank you for that and administration um Dr. Rogers,
Dr. Campbell and Dr. White um have been super supportive and involved in this whole process. So thank you so much. Um PCIS and Plymouth South Middle principles, Mr. Paladino and Miss Barrett and then the health education teachers have put in so much time and
effort and thought um and integrity into putting this curriculum together. So thank you so much >> [applause] [applause] >> Thank you, Mr. Sortonson. I'm sure we have plenty of questions. I'll start my left, Miss Shaw. >> Um, so I want to thank you for being
here. It's an intimidating environment. I am appreciative that you were willing to step into it and give us this presentation. Um, I appreciate that we have a full house tonight and so many people that want to speak. Um, I'll start with a little bit about me. I had
my daughter when I was 18 years old. I graduated at Plymouth South High School in 2004 and I was pregnant. Um, so I have a little bit of knowledge about why this is important. Um, when I talked to my daughter about sex, it was because
she wanted Instagram. And I couldn't explain to her why social media in the internet was so scary without explaining sex because that's why it's so scary because predators are out there. And I couldn't explain to her that entire
conversation without explaining to her somewhat about sex and consent and and those things. And that was well before she was 13 because when she was 13 was when I told her that we would start discussing it because my I'm parallegal.
I told her that when you sign the user agreements for any social media site, you tell them that you're 13. So we weren't going to start that conversation till she was 13. Um consent. I understand the law is 16. That is for sexual consent. for sexual consent with
a peer your own age. And consent for sex is not the only type of consent. I have a son who does not respect personal space and boundaries. He's seven, so people think it's funny, but when he's 14, it's not going to be funny anymore.
I've been working with him on consent and bodily autonomy since he was able to walk. Um, so consent when taught to kids for boundaries and that kind of thing is very important. Um, not all children and I and I think the parents that are here
that are so scared for their kids that are worried for their kids. I I think that's amazing. But unfortunately that is not the reality for every child in our district. We have kids in group homes. We have kids in foster care. We have kids that are not going to get these lessons at home from parents that
love them. Amaze.org or I understand the concern from parents. While I viewed the videos from my own perspective, I did not find anything wrong with them. I viewed the videos within our curriculum and I didn't find a problem with them. I viewed the videos on amaze.org and I didn't find a problem with them from my
own personal perspective. However, if you are connected to the school Wi-Fi right now and you try to access amaze.org, it's a block site. Your kids cannot access it here at Plymouth Public Schools. they would only be able to
access it in your homes. The videos that they're being shown from that site are within the curriculum and they're only being showed embedded in slides. They cannot access those that website on its own in our school. So, if you don't want them to access it, that's absolutely something you can control in your own
home. My only question for you is how are you able to not cry when your daughter got up here? because I held my face this whole time through every comment and I was doing my best and then your daughter got up here and I lost it.
>> I didn't know she was going to speak so I that was a surprise. >> That's all I want to say and that's my only question for you because that was that >> I didn't there was a tear. >> THANK YOU [applause] to my left.
All right, Miss Jackson. >> Um, I just want to make it clear that I have sat down with families on both sides and I've listened and I've looked at the curriculum and I fully appreciate that things are now available on the
website for people to review because I feel like transparency was the biggest thing that stuck with me. So, the fact that we've made those changes, I want to applaud you for that and also for taking the time to listen and to um
thoughtfully reflect on what people were saying because I know you've put a lot of time and effort into this. Um I've also looked at all the videos that are being presented and I've looked at all the statistics.
Um and in looking at all the statistics it is clear that a comprehensive curriculum is um made people feel included reduced STI reduced teen pregnancy and the
states that did not have that type of curriculum um had the most increase in teen pregnancies and sexually transmitted infections as well as [clears throat] um the issues with consent. Um, I also am fully supportive of the
curriculum expansion. I have a friend who works as a nurse in a locked psychiatric unit for children and sexual trafficking in this area is it is profound and it begins grooming at the age of nine and so having those tools
for our students is very important. >> So, thank you. I know it was a lot. >> Thank you. >> All right, Mr. Smartellis. >> Thank you. Um, [clears throat] I've I've only been on the Plymouth
School Committee since June, but I served four terms in Norwood. I've been part of a lot of discussions that uh folks were on opposite sides. Um, and I've taken pride in the fact that uh ideology and sensationalism isn't going
to guide my thought process. um doing what's right uh for a community and a school district will be that choice and I and I try to get it right. Um so I got a couple questions. Um first I want to go into
there were some things that I heard and I know we can't engage in public forum but I want a couple answers on um is there a grant aspect to this program? >> So there's no grant aspect to the program for >> there is a grant aspect. Yes. So, the Department of Education um put
out a healthy and safe schools grant um 2 years ago, I think at this point, and we've been a recipient of those funds for the last 2 years. >> And who were the consultants? You said we hired two consultants. Who were they? >> So, but we didn't pay for this curriculum. I just want to say the curriculum that we base the lessons on
was free. >> Okay. >> Yeah. So, and and >> where did the grant money go to? To >> So, the money went to pay the teachers over the summer. >> Okay. >> To to align it to the standards. Yep. Yeah. It also pays for [clears throat] our health educators to attend um the annual health conference. >> Um and then it also pays for the
consultants >> and the consultants were >> um Lighthouse Health and Wellness Consulting. That's there's two women there that we talked to. And then um Partners in Sex Education.
>> Okay. Um and we talked about a 15-year layoff. What the 15-year layoff was that at the middle school only? because you said oh where we stopped teaching. >> Yeah, we didn't teach. >> I'm not sure if that number is exact around >> roughly. We weren't teaching it for quite some time.
>> So, right since before co um >> Yeah. And that's >> and you know I I think if if we weren't teaching it for quite some time, it's uh common sense that if we now initiate um curriculum there there might be some
contentious discussion. I mean, that's just common sense. Um the other districts that are doing it, you said there we were one of only 11 that weren't teaching it. Are there any other districts that are teaching it differently without the use of videos and more direct dialogue?
>> Um that's a good question. I mean there are a bunch there are a lot of different curriculums that they use. when I when we were coming together to decide which curriculum to kind of base it off or to take things from, um I'd say at least
half of the districts that I looked at. We have spreadsheets from all I'm part of a group that's all district um department heads and chairs from Massachusetts PE and health department heads. Um more than half of them use the ones that we took them from which do use the videos. >> Okay. So would
>> but but people do teach it with no no videos. Absolutely. Right. They have they have like um you know kind of turnkey curriculums where they curriculum where they give you everything and that's what you you do and you say and um >> right and with without the videos it
might be less sensationalized but with the videos could you say that the optics on when we had the videos available and then we pulled some back >> to parents that looked a little bit like we're >> so >> lacking some transparency. Just just
that's another common sense thing. I mean, and I'm not questioning anything >> of your choice. I'm questioning that, you know, we had videos out there. We had a program that was in question and then we pulled some videos. So now the focal point becomes the videos. All
right. I I'm not debating whether we should teach some uh form of sexual education in middle school. All right. Uh personally, I have a daughter in the middle school. I have a daughter in the high school. I have a son in elementary. I'm comfortable with the administration
and staff and their choices. What I'm not comfortable with though is the optics that we can create in a community that can create divisiveness. And I think you know the prudence of um the approach where we said we haven't been
doing something for almost over a decade and then we roll out and then we pull back. I I think part of that discussion is valid that people would say, "Well, then what's wrong with these videos?" So, I think if we can come to some type of agreement
there and then we look at the videos, I when when I get into serious topics with my kids, I say, "Shut every device off." And I want to look them straight in the eye and talk. And I I don't care what's going on in the real world and what they have access to. But that's me to my kids. I'm not being paid a salary by the
Plymouth public schools, so I'm not taking that and saying that's how you should have your approach, but is there any thought to I looked at the videos. Um, as I said, I'm not debating the approach of teaching sex education, but it almost
there's a sensationalization of the videos that I personally could say, could we teach it without the videos and still get the outcome and maybe do something groundbreaking where put away your devices. Let's get off the train of misinformation. We can all
agree on that. Let's have a conversation. um you know I don't know if that was explored after this was kind of front and center and a lot of folks were talking about it. Was there any thought to that? >> So I think I mean my first thought would be to say that I think the videos were
more looking looked at as like an enhancement. It's a it's a 78 no 68 minute class. Is that's the high school? It's a 68minute class. So um they were looking at that as as an enhancement to a lot of other talking points and discussion. So absolutely it could be
taught without the videos. Um they're 2 and 1/2 minutes. >> Mhm. >> So it's not like we're putting a video on for 15 minutes and not engaging. Um so it's a good point though. Um
and one other thing is that the um the aspect of some some of the the comments, how when you receive those and you go back and talk, right, and look at u the
coursework, are you getting are you getting a feeling that you have enough support? I mean, because you're here and everyone's going to say, "Great job for coming up here. Look what's going on in this community." But you need to tell us that you're getting enough support. And do you feel that way? >> Do I personally and professionally? Yes.
Absolutely. Yeah. >> I mean, we're budget and policy are our charges as a school committee. But it's also there's no fault in caring and everyone here cares, right? But I care also about the person who's heading up the department and has their daughter
coming up here. Um, you know, th those things matter. So, you should be able to be as transparent as you can be, right? So, if there's something you need to say in front of this committee, I'd love to hear, but if you feel okay [laughter] right now,
>> um there's it's been a little bit of a stressful couple weeks. >> Sure. I can imagine. um and overwhelming. But um I mean speaking professionally and personally I I do believe I mean like I said I have six kids and I and and all of them went through it without any sexual ed
education sexual health education. I believe it is a very smart and healthy decision to give our students. Um but that being said, I have had 100% support from administration, both schools here
and yeah, across the board. >> Okay. >> So, thank you. >> Thank you, >> Miss Bryant. >> Thank you. >> I have a lot of notes. So, first and foremost, I think I was
entering tonight's conversation very concerned in regards to the transparency. I I've, you know, spoke [clears throat] with administration previously on other subjects that it worries me when I don't necessarily have
access. And so hearing that we've pivoted and have made curriculum just as accessible as me learning common core math when that program and curriculum changed. I think that's great. I think
it's very important. As one of our community members said, you know, the community is really the customer of the school system. So being able to have anyone who wants access to it to be able to have access is wonderful. Um I think
I also just want to acknowledge and appreciate the fact that you are open to feedback. I think it's important that everybody shares opinions, especially when it's very specific to their families, their core, their values, and
being able to say, "Hey, when I've approached this situation, it's made me uncomfortable, want to talk about it." And again, bringing forward um either in person, via email, all of the things. I I just want to acknowledge that for for
everyone here. Um I think it's important to have different aspects of curriculum. People learn things differently. People absorb curriculum differently. So I think being
able to have videos along with dialogue is important. It's the concern of thinking that a video is going to be played and stand alone that I think having this presentation has been extremely helpful to understand what
does it look like when you're in those classes. Um I agree that sexual education reduces sexual abuse, reduces risky behaviors, supports all students and saves lives. So, um I I do think
that the work that you and the team are doing is important work because to Miss Shaw's point earlier, not all families have the support of the the people in this room and that's on all sides. Um, I
was jotting down words during public comment that quite honestly was shared on both sides of the house. And I hate even saying that because it does feel extremely divisive, but a lot of the commentary was in the same in regards to
discussing, being informed, being responsible, making sure that their children are safe, right? But safety looks like different things to different people. So, just wanting to acknowledge that and acknowledge that there's a lot
that you and the team have to carry. Um, I'm very proud of the work that you and the administration and the staff are doing to be able to support all children as much as possible. And I I really look forward to seeing and being part of
conversations of what this expansion would look like because if we have a problem empowering eth graders, I can only imagine what we'll be looking towards for the future. So just putting that more so as a stake in the ground of
I think it's very important that as we lead up to what an expansion would look like that we host conversations versus feeling like we have to push and pull and make changes and do these things um on the fly. So just just wanted to share
that purview and also just address the the audience and thank all of you for coming out. I I hope that this stays as as ways to empower, you know, your involvement in your children's learning,
not just in this subject, but others as well. >> Thanks. Thank you, >> Mr. Morgan. No, I just want to say thank you for the uh comprehensive presentation, especially under the circumstances. And I'll echo Miss Bryant's comments that thank you for
listening to feedback, making some adjustments along the way, and um you know, um it's it's a very important curriculum. Obviously, there's folks on both sides of the aisle, a lot of information out there, a lot of
misinformation out there. I just ask that continue to improve the transparency, listen to feedback, and um don't be deterred from doing what you do and uh hopefully we can come to a nice middle ground where our students
are educated, but people feel that they have power to opt in or opt out and give some feedback on the curriculum. So, thank you. >> Thank you, >> Miss Awood. So, um I just want to thank you for your presentation. I want to thank everyone
for coming out. Um though I was tardy, I had the opportunity to listen to this because of technology um as I was driving um in I also have a child in the middle school um as well. And um within this district,
the first opportunity for him to learn about um as it relates to school, for him to learn about um sexual education was in the elementary school level. Um my son at a very young age um asked the question because he's inquisitive. Um
you know, how how does that male DNA get into the baby? And so as parents, we you know, he's asking the question. and we decided that we needed to answer it for him and we did it in a way that um was
age appropriate. I'm a nurse. Um and also was aligned with our value system. Um I I grew up in and had in a religious um uh household um and continue that to
this day. To me, tonight was about choice and communication. There was an issue as it relates to transparency. Um and so glad that that has been
cleared up. Um the one thing you know as a uh community member and as a member on the um school committee is that when a group of people gather
together to discuss something at a large scale or pretty much large scale you know those that is not to be dismissed. But what is also important in this moment is to understand that there is
choice that there's choice that was given within this within this curriculum. It was um it this is not being forced upon. This is a choice that people have. I I
say that because when we had the discussion at home, I involved my son in that choice. Is this something that you would like to hear from at school? And and so and we
had the option to opt out and um and in one of the grades we did. That was our choice. And I'm and I'm grateful for the opportunity to have done that. I don't want to
take away that choice from other parents who are choosing to hear that information. And so for me, I'm just I just want to reiterate that, you know, I'm glad that there was some clarity as relates to
this transparency piece. I'm glad there was some, you know, this um information um that was given as it relates to what is being taught in the fact that that as a middle school, we weren't teaching this information, but we are teaching
pieces of it as it relates to elementary school andor high school. It's not that our kids are not exposed, you know, to this. Um and I think that's Yeah, that's pretty much it. My end. >> Thank you, Miss M. Jackson. Um, I was
actually going to say a lot of what Miss Haywood said, so I appreciate that. I wanted to I was remissed before in my nervousness about speaking uh at thanking all the families for coming out. I really did take the time to listen to everybody and I think fundamentally we all want the same
things for our families. We all want our families to be safe. We all want our children to be educated in alignment with our values. Um, and I think that's why we have choice. Um, and I really do appreciate that everybody puts a lot of
time and effort into making those choices for their families. I do the same. I have an eighth grader who will be going through this program. So, um, yeah, I I I I think what Miss Haywood said, I couldn't have said it better. So, I'll leave it at that.
>> All right. Thank you. [clears throat] >> I had one more question, please. for the curriculum expansion for 2627 when we the parent information session will probably be in June of next year >> like well in advance. >> So will the curriculum planning would be
spring and summer. >> Okay. >> And then the parent information session we would expect to have it at the beginning of the year school year. >> Yeah. I I just I really want to get out ahead of this and then have these discussions with the community and the parents. Um, and that's not coming at
you with this at all, but I I want to be so far out in front of this that we're in pregame and not even, you know, close to a deadline of opting in or opting out. And then what I also want to see, and I don't know if this comes from the school or administration, I want to see the data on how many folks opted out.
I'd like to see that and, you know, how many folks by the deadline um, made that choice. I think that's that's important for us as a committee >> to understand the scope of um you know folks that we represent. So >> yeah, we have the data for the eighth
grade now. >> Okay. >> Yeah, that was that was actually one of my questions. How many have opted out? And I don't know if this question for Dr. Rogers or Dr. Campbell, but how many eighth grade students do we have? So I can get an idea of >> Oh yeah, that's a good question. I don't know that answer. >> 500. >> And how many have opted out? >> 11.
>> 11. But I but I think it's important just to stress the fact that >> choice >> people people have good choice too not versus >> yes >> there's so many people so it's right versus people opting out because it's
wrong it's not it's you have the opportunity to opt out if that's what you >> point sorry 11 was was the first number or it's I think it's 14 now >> but you do it each >> we have I mean I check it daily
[laughter] each term >> yeah it's a it's a live Google form >> right >> yeah all right >> so and we may have a few more you know each term but >> yeah no just wanted to get an idea of what the where we stood >> right >> say >> I just want to ask one question just in
terms of the opting out piece um if um how are students supported if the information so say they haven't opted out how are they supported if the information like triggers Oh, we um I sent all the information to guidance counselors and um
administration prior to Okay. Um just to give them a heads up in case students and then in one of the lessons we talk about reaching out to um school people in school guidance counseling if you needed something to talk to during or after a lesson. >> Um question on the number or what other
districts are doing. I know you gave us the overall statewide statistics. Do we do you have statistics on what um local districts are doing and like Southshore, Carver, Kingston, etc. like more, you know, relative the community here because obviously we're not Boston,
whatever, Worcester, you know. >> No, >> I'm trying to get somebody. >> Um but I'm curious too. >> Yeah. Yeah. I don't know if the state provides that, but I'd be curious to know how we compare it to others because that's really what's um the local community. I know handover [clears throat]
does teach in comprehensive in se and seventh and eighth grade. Um that's really all I know. >> Yeah. Could we follow up? Sure. Yeah. I'm interested in that too. >> Just Yeah. I'm more out of curiosity because like I said it's >> what else?
>> Um regarding the transparency. That's probably the the one thing that grabbed me the >> the most. So I want to make sure I understand where we are now. Are parents able to easily access all the materials today or is that something that's still >> So right now the [clears throat]
form that you have I think it's the second page. >> This is on the website with all active links to the videos. Um and then we have the three syllabi for sixth, seventh, and eighth grade health. So this is what we have now. But we just did have a
meeting late last week about posting all of our slides um in PDF form. That hasn't been >> there. Some like legal question of whether you weren't sure whether or not we were allowed to or not clarified, >> right? But that is the plan to do that. Um and we have no problem with that.
Just also noting that they could be updated. >> Yeah, of course things are dynamic. >> All right. And can we just make sure that there's a disclaimer that's posted that curriculum will be updated within blah blah blah. Perfect.
>> We have any other last minute thought last questions. >> All right. With that, well, I'll echo what my uh colleagues said. I really, you know, appreciate all the work you're doing. Appreciate so many people willing to speak up on, you know, what different uh different different viewpoints. I
think it's important work. I, you know, support the work you're uh doing. We want to make sure that parents have that, you know, obviously [clears throat] they have that right to opt out, but make sure the parents have that ability to see the materials, review the materials, and, you know, make informed decisions for their their families. So, appreciate it. >> Thank you.
>> Thank you. >> Yeah. Yeah. And with that, since uh since it's been two hours, I'm going to take a we'll say a six minute break to get us 910 so people can clear it if they want. And since we're we're already at 2 hours, >> how about 7 6 7?
>> No. [laughter] >> Oh my god. on each team. 25 bucks pays like 86,000 19 times in the NFL. >> Welcome back everybody. We have unpaused time. [laughter] >> All right. Next time I leave, we have a
field trip review. >> Mr. or Dr. Campbell. >> Oh, yeah. So, either way, go ahead. >> Okay. Um, Mr. Mr. Paladino just left, but um it's a proposed field trip for um our trip to the Providence Bruins. Um I
was just telling Mr. Paladino, I hardly think of Providence as out of state, but [laughter] we according to our policy, we need to add it. So >> motion to approve. >> All right. Do we Yeah. Do we have any questions? >> Second it. >> All right. [laughter] >> You're on my game, Mr.
>> Motion. Second by Mr. Bryant. Okay. >> I'll say my >> Thank you. My my my daughter went on this trip when she was in middle school and loved it. So, we'll have it here. >> It's good enough for me. Yes. >> All right. Cruising through the agenda now. All right. Agenda.
>> All right. Uh, next up we have appears the revised substitute nurse compensation. >> Yes, I'll take care of that. Um, so we had a request from Carolyn Reigns, our director of health services. Um, currently we're struggling to find some
nurse um, substitutes. [clears throat] You know, if they have additional shifts they can grab, they're going to get them at the hospitals. Maybe not necessarily the schools because of the pay rate. So, we have a a policy that we're not asking to adjust here with the school committee. Um, the school committee policy is fine. It's intact. It allows
you to set a rate for substitute pay. And that's the piece that we wanted to talk about tonight. So currently our our sub nurses make $125 a day which is our lowest tier. Um to get to 150 our rate has been identified that you must carry
a ma um a desi lure. A lot of our subs aren't going to carry that especially for nursing. >> Um that's 150. And then the other pay grade we have is 175 for our retired Plymouth educators that we pay a little bit higher. We did this about a year and a half ago. We adjusted that that pay
grade. Um, so the the idea behind this is to offset the pay a little bit more to try and and get more subs into into the pool for our nurses. Uh, the request and the proposal that we are bringing to you today is to go to that 150 mark. Um,
Carolyn's able to offset some additional pay through a grant that she gets that she can add some additional funds to to try and get them up. Uh when we started looking at surrounding communities, um most of the sub pay is going to be around for nurses between $200, $250,
some cases $35 an hour. As you read this proposal, you saw that there was multiple proposals. Um we're not looking at doing the the $35 that I mentioned. We're just going to look at um potentially moving them from 125 to 150.
What I would put forward as the request is not to do anything with the policy is to allow us to adjust our pay grade to include not only uh desi lensure but any appropriate lensure through health services. So we could include an RN and
LPN to get that 150 rate and then Caroline can still use her grant to do any offset as well. So I'm be you know happy to answer any questions. Caroline is also here. But >> what's the usual scheduled hours? >> So it depends on which school they're
going to. So they follow the school schedule. Uh so there could be an elementary day. It's the full work day >> as a teacher would six hours. Now >> and this daily rate >> daily rate >> that >> daily >> is being proposed for the day.
>> That's something to really take into consideration. Hence why I asked how many hours I mean >> yeah it's on a lot Mr. smart zill >> I didn't hear >> so we don't have to amend the policy [clears throat] [snorts] >> it's the pay skill so the language of um
that desi has are we just moving that language up to a higher number >> so what we can pay >> the request would be instead of because they don't carry a Massachusetts desi license they're eligible for 150 >> right >> if I add language in there to include
u a professional lensure >> you can pay them 150 then I could put them in that 150 category. I could do behavior of health professions, which has a whole, you know, gamut of people that could qualify. The only ones we're using right now would be an RN,
potentially an LPN that we would have come in and sub. We just want to make sure that they can get that 150 rate, not the 125 because right now it precludes them because they're not Massachusetts Desi licensed. >> So, can we limit it to RN and LPN? I
>> would that be >> well that's what her request multip like is yeah >> we under that that Bureau of Health Sciences also includes school psyches it includes >> uh speech language pathologist so there's other people that could potentially carry a a private license
state license that's not >> include those titles too >> so that would be the only reason to do all inclusive but we could just concentrate on nursing >> no I'm fine with what you think >> sorry go ahead >> I just wanted to clarif what what exactly are I know it depends on the
school like what is the average in terms of the hours of the day >> it's like six [laughter] >> oh it's six >> well it's it's the teacher work day so in elementary they're arriving at 8 8:00 8:15 >> and then they're working till kids leave
3:30 >> right >> high schools 7 a.m. Wait, so they're only getting $25 an hour? >> That's that's the clarification. >> Let's hit pause for a second and really think that through. No wonder why we're not attracting anyone. >> I mean, $25 an hour for someone who's
going to have that type of responsibility in a school environment. >> Um, I mean, has there been any thought to be a little more competitive? If if you get an RN, uh, who might be a telealth nurse at night and then says, "I'm going to come in during the day for
you. I'm not coming in for about 20. She's offsetting it as well. >> Yeah. So, our grants, >> I was going to say in regards to the ask that's currently on the table, I personally would see being able to to result in the new total rate of 200
because I mean it's an immediate need. I'm talking from experience of looking from a nursing and clinical support staff and it's very very hard to do. So I can only imagine from a substitute perspective what you know everyone's
going through. However, I would want to consider when going into budget planning really taking into consideration just this in general because I would agree with Paul in regards to the scope and the responsibility. That's Wow.
>> Well, how many days are we talking? >> Sorry. >> Oh, I'm sorry. The back and forth. >> U Dr. Campbell. I mean, what is your um because I it looked like you were about to say something and I I didn't know what your recommendation is. Just Oh, it looked like you were about to say something.
>> Just in terms room is very warm. >> Um no, I [clears throat] think you know to everyone's point I mean look at >> it. It's it's a long day >> for a very small amount of money. And and to be to be clear, our our all of
our substitutes are working very hard. >> Absolutely. Um but to have that responsibility over a health office uh and to fill in in such a critical way and to not be nearly competitive with our local districts and communities that
is a concern and and Miss Reigns has brought that to our attention and I support it. So um it's why why we're here. >> Okay. I didn't know if um Carol had anything to say. >> Question. No, I didn't know if you had
anything to just [laughter] say. >> Oh, I just I has dropped to five nurses right now >> and um it's just difficult because in order to cover the health offices, we do have eight schools at elementary that are by one nurse. Um and sometimes we
can have up to, you know, two or three people out at the same time as well as multiple field trips that are going on. >> Looking at the data over the last several years and seeing about a 22% of our field trips require a
nurse. So, um you know, again, wanting to support all of the students to be able to have, you know, um you know, care during the school day, whether it be, you know, just getting their daily medication, which is critically important, or supporting, um kids with
medically fragile conditions. Um it's a lot of responsibility to go into a school where you're not, especially when you're not there every day all the time, and be responsible. students and staff for any medical emergency that happens or any you know any situation that could arise during the day. So we did look the
state has actually the department of public health has looked across the state at all um substitute nurse rates. Um some are less than ours. A few you know there are a few that are the same or less. Um but a lot of the local districts are you know paying a lot more
than we are considerable amount. And I can share the spreadsheet if you're interested in looking at it at some point. I can email it. That that works. >> All right. And I just feel like that's the first not the first question. Most of our substitute nurses are local
Plymouth parents that are also nurses. And um we in Plymouth we have always um set the the sort of the baseline for um lensure to be unregistered nurse versus LPN. Um, and so a lot of these nurses, they're they're mothers. They work at
the hospital part-time. And so, you know, they do their best to be available, but it's I think if we compensated them a little more generously, it may be a little more motivating for them to or to actually even bring new nurses in. We have two nurses that are orienting currently. I
think we're a little taken back at the amount, but I think they're very interested in getting into the system and looking in to see if they would like to become a super nurse eventually. Um, and so we have been fortunate. Several of our nurses that have been hired over the last few years were substitutes in the district. Um, and so I feel like,
you know, that's a great kind of a good little ad campaign when we are hiring physicians to have multiple nurses that are in the district that they know that they like the role, they enjoy it. Um, it's certainly not acute care or critical care, but sometimes it is. Um,
so we want to be competitive with local neighboring districts as well. >> [clears throat] >> for getting across the state in schools. >> Michelle, >> um and just a question. So, um since you mentioned it was I was going to question
field trip. So, um in order to need a nurse on a field trip, what would would like a student that needs an inhaler, EpiPen or >> any [clears throat] Right. So, usually it would be medication. Um so, as far as like we we do have
medication allocation or routine oral medications the kids need during the school day. If the nurse feels that the parent obviously has to agree to it, um if the nurse feels it's appropriate with that student and the teacher isn't in agreement, then those things are delegated um those tasks. However, there
are also other um nursing assessments that may need to take place. Inhalers are one of them for sure. Um and so if a child and we have many kids with PR and inhalers, so like they need them whenever they're necessary. So they would have to nursing assessment. So a
lot a lot of our field trips are for that purpose. >> Thank you, >> Mr. Smart Jealous. >> So I I just want to get the the budgetary impact. How many days roughly on average do you think we >> use? >> We need a substitute. Yeah.
>> For nursing >> for a year. >> Okay. Well, I can tell you field trips. >> No, I'm saying on average just like ballpark. >> I'm I can tell you for sure that field trips we use about 85 85 times a school year >> for field trips. >> Okay. >> And then it's, you know, it it varies.
We've had um you know, if a nurse has surgery and held for a significant period of time, we have to get coverage for that. We've already had that happen. >> We may have it happen again in the coming months as well. So, we're going to need to think about covering schools for not just a day or two, but for >> long term period of time.
And this district has always been super supportive of the health offices, you know, the principles as well as the administration. >> Um, but again, it's tough to give you a clear definitive answer on that because it does vary. >> No, no, I'm just trying to get let's just say on average 200 days. We're
talking 200. I just want to know the budgetary impact. I'm all for the approach because we need to get qualified folks to do a job that, as you said, is critical. Um, but if we're talking about 200 days of school year times 200 bucks minus the 50 bucks, you
get offset from the grant. Not a huge budgetary impact. >> That offset out the grants additional that she's doing. It's not offsetting it. It would be 150 to sub for the day instead of 125 >> $25 additional out of the budget. >> All right.
>> And then an additional 50 from the grant >> which has been in place. Yep. >> That's currently in place. So, we're just looking to add to 150. But in order to do that, I would need your support to change the daily rate and add some language to include those that are
certified beyond desi certification. That's just the way we have it structured right now. >> Mr. checks. >> Um, so budget is obviously uh something that we're talking about here, but the other thing that I want to bring up is what
happens if we don't have the coverage because we've seen employment go down across the board. And part of it has to do with those rate increases. So, I mean, or the lack thereof um competitive pricing. So, you know, when we're looking at field trips and
we're looking at schools, what are the ramifications of not increasing things? >> Well, again, you know, way we've handled it in the past where there have been, you know, a decent number of times where I've had I've covered a school um I ask one of the secondary nurses if they can
cover an elementary school if they're willing. Um sort of like have a float pool. Um we have a district-wide nurse, but there are still times when all those things are in place that we still have like you know then we'll have a middle school or a high school that is down a nurse or there may be a few field trips.
I mean a field trip would probably not take priority over a health office being staffed. Then we might I mean might have to look at the field trip itself and how we're going to be able to make that work um without the proper nursing staff. Again it's it's really
tough to tell. I mean, in my mind, I'm always more proactive than reactive. And I feel like it's becoming a bigger concern and not being proactive about doing something.
It's for me, nursing is a safety issue, you know, like I don't think there needs to be a debate over safety. >> So, with that, I think there's resounding support for [laughter] this. Um, and it sounds like I think the committee would be open to much more
significant increases in the future. So, I think the administration's consider that. Mr. Morgan, >> uh, I was just going to make a motion to approve the rate changes proposed and as proposed right now and then we can evaluate next year if that's sufficient.
We should do more. But I'm just um proposing um the current u supporting the proposed by um administration. >> Yeah. Is there >> second? >> Second. >> All right. >> And as expected that it was unanimous,
but yeah, I think definitely would be worth exploring how we become even more competitive because yeah, I mean, I agree with others. two 200 bucks a day if even if somebody's working all 180 days, you're talking $36,000, which is basically, you know, poverty line in this state.
>> Y >> All right. Uh next up, we have superintendent uh oh no, sorry, FY26 budget update. Uh >> Dr. Blazel, >> perfect. [clears throat and snorts] >> Um so we've talked in the past about doing quarterly budget reports. So, um, we are going, we're a little bit late
into the quarter, second quarter to do the first quarter, but I'm going to talk a little bit tonight about, um, basically from July 1 through November 20th. Um, and going forward, we'll be doing these hopefully on a more regular basis quarterly, so you're kept in the loop. It's and everybody understands
what where we are and so forth. Um, so the report that's attached in the agenda um really looks at the looks at budget, looks at grants, looks at revolving um, and where we are currently in regards to the different accounts. across the district. Um, we conduct regular
reviews, the business office conducts regular reviews of the of the bud current budget. Um, and determine if concerning spa spending patterns appear. Um, at the current time, we'll be able to meet all of our contractual obligations um, while maintaining the service we outlined when we originally
discussed the budget and improve the budget back last year and for FY26. Um, if you look at page two of the memo, there's a chart there. There's a pie chart and a chart at the top. Um you'll see that our salaries right now for FY26 is literally right below just below $100
million. Um which is about 70% of our total budget. It's a total revised budget. Um also when you look at that chart you're going to notice a little bit of an issue. Um when you look at the original appropriation that is not the number that you voted on nor did town
meeting vote on when they approved the budget. Um it the number is $450,243 less than what you voted on what town meeting voted on. Um and that was due to a munis error when we we created some new accounts and when the town working
with the town the accounts didn't we approved the right number, you approved the right number, but the accounts didn't carry that number over fully. So the two new accounts didn't go into the system correctly. Um so the town has adjusted that. though the original
approved budget is correct um but you just don't see it until you look at the revised budget. So when you look at the revised budget number that do that that bottom line that 128,744,000 number that includes the $450,243
and it also includes the 1,515,13 that was approved at fall town meeting. So if you were to take the original appropriation, add those two numbers, that will be the revised budget number. So that's that number is correct um when you look at that. But when you go back
and look at it and realize the original number doesn't look right, it it's not on this chart. It's just the way Munis our financial software carries the numbers. Um so also like I said, I just and that 1,515,000 that was just approved at fall town
meeting. Um, as we mentioned in town meeting and we presented in town meeting, um, right now it's sitting in salary dollars, that whole amount of money. Um, but that will be moved and transferred to the different locations that we presented in that memo um, for supplies and contracts and so forth that
we discussed. So that it's sitting in salaries right now, but it will be transferred to the other areas. Um, so far, as of November 20th, um, just under 25 million has been expended for salaries. Um and just over $6 million has been expended for non-s salary
dollars. Um we have 83 just over $88 million currently encumbered for salaries, contracts, and supplies and other expenses. Um one piece in the contract that we have typically budgeted for about $440,000 every year um is
contra column changes. Um we upped that this year because last year we saw a huge increase in column change requests. Um, to date we have spent just over $394,000 in uh column changes. If we continued to budget that just over $400,000, we
wouldn't have enough money in that line. So, right now, um, we'll have plenty should have plenty of money in that line. Teachers have two opportunities for column changes, one at the beginning of the year and one in January. So, we're expecting that second number to be pretty high as well. We're probably going to be looking at $250 to $300,000
in column changes at that point in time, too. Um, for substitutes, we budgeted just about $2.1 million. Um, so far we've spent just over $377,000. Um, and last year at this time, we spent just under $42,000. So, right now we're
a little lower than last year. Um, but we usually see our highest substitutes after the new year and the spring. Um, so we start seeing those. Um currently we have um 14 positions posted, five cafeteria, five PAR educator, three teacher, and one maintenance position
posted. Um so there's money that's that's still sitting there to to cover those positions. Um when you look at pages 3 through six of that memo, that's looking at the cost centers. Um you'll see a lot of transfers and negatives coming out of that. If you remember when
we passed the original budget, um we had a reduction of positions that was in cost center of $350 of $521,470. So I had to balance those two numbers. It was a negative sitting in 520. So I had to take the positions that we actually reduced and balance that out
and zero it out. Um so that's a lot of the reasons for some of the negatives coming out of there. Um you'll also remember that we split funded custodians and with cafeteria. So, we also put a negative in in the cost centers. We kept their full salaries, but then we put a
negative in cost center 350. Um, so we had to I had to balance that out too. So, I had to move those salaries out. Um, on page seven, you'll see the federal grants with the original appropriations, the amount expended encumbered, and what's available. Um, you'll notice that there's FY25 grants
and FY26. You can always spend the grant in the prior year. You can't spend two years. we have we have an an extra year to close those grants. So um those are the the funds that are available and have been expended for 25. Um on pages 8 and nine you'll see the revolving fund
balances. Um when we present FY27 budget um you're going to see that we are help balanced FY27 with the bus fee revolving. Um there's going to be a large number that you're going to see that's going to be using the bus fee revolving. Um, so that will help balance
FY27, and we'll talk about that when we when we present FY27. Um, and then finally, page 10, um, shows the current profit and loss statement for the cafeteria funds. Um, to date, the revenue for the cafeteria, and that's federal and state money. Um, it's also
catering money. Um, if there's a school doing a program, professional development, um, summer program, the summer cafeteria programs, the Y spent paid us money for for summer food service programs. Um, we've brought in
revenues of about $1.2 million and the expenses are just over a million. Um, so we have a current profit of 17 just over $173,000. Um, so that's kind of a brief overview. I didn't know if anybody had any questions or in the future if there's
something you'd like to see presented when I do quarterly. >> Michelle, >> um, under the I I like this about the the food service profit and loss statement. I think that that's great to include at least for the foreseeable future just so we can kind of keep an
eye on where things are looking there um in relation to um what we went through in the past. But um in relation to that chart, what do indirect costs qualify? Like what is what is an indirect cost in the food profit and loss chart?
>> Indirect costs are usually costs that are split. >> Okay. >> Um so basically it's it's the it's the general fund uses the whatever that service might be and cafeteria. So
it it's it's split things like um counting could be included in there, payroll, utilities, um grease trap pumping is something that we we use out of there. So it's it's things that both the cafeteria and the rest of the budget
can can split. >> Um there's a there's a cap like you can't um I don't know know exactly off the top of my head what the the cap is for indirect costs. Um, but you can't spend over a certain amount of dollar amount in the entire year out of the cafeteria revolving fund. >> Okay.
>> But it has to it's basically split costs. >> Okay. Great. Thank you. No problem. Brent, >> could I request, and apologies if I missed it, um a cost center um addendum just to be able to identify,
>> you know, when looking back up at the charts 2 through seven, what department is each? >> Yes, I can give you that, >> Mr. Smartos. >> Um, thanks for this. Uh, I think quarterly updates are important. Uh, one
suggestion, the next quarterly update, could we um actually have the food services director in here? I think just given, you know, the the past, I think it's important that, you know, it'll be about a six-month check-in, >> right, with a new personnel who's a
leader uh in, you know, your administration on the staff. So maybe, um, he could come in and, you know, put something around the numbers that's that's his touch. I think that would be prudent. But, uh, I think this is this is good. And, uh, the only question I
had, and this is probably as I'm a rookie with this budget, do we have to put snow and ice removal in our budget or is that something budgeted from the town? >> It's budgeted for the town. However, our custodians will come in for overtime and
plow our own lots and it's kind of built into our overtime. So, we don't list it as a separate. >> So, if you get a lot of snow, you could go over and we'd have to go somewhere else. But, if we don't get in Okay. Yep. Yeah, but we don't separate it out. >> Um >> Okay. >> And say this overtime was for snow or >> Right.
>> Okay. Thanks. >> So, sorry. >> Yep. >> I I take back my request. I found it. >> You did? >> Yep. I found it. >> Found it. >> Next time I do the chart though, I can put the names on there. >> All right. Morgan, anything? Good. All
right. Um, I just had a question on like grant. So far, our the uh obviously we don't know what's going to happen really down the road, but as of now, are we getting all the grant funding we expected >> for this fiscal year? >> Yeah, for this fiscal year. >> Yeah.
>> Yeah. Because it's hard to allocate >> for F27. It's still TBD, right? >> We found out >> some uncertainty. Yeah. >> We found out what in July or early August this year what our >> actual amounts were. Yeah. >> Yeah. There were some that were even delayed a little bit further, but um I
think we'll have greater clarity for next year sooner than we did this year >> because we were concerned about some being pulled back after being delivered. So, I think we'll have a sense um of what we'll receive probably more in line
with what we typically do. >> Anybody else? All right. No, appreciate the nice update. Yeah, I agree that those like the format. Good. >> Thank you. >> All right. Uh, next up, superintendent report. >> Be try [clears throat] to be brief and
concise. Uh, we talked about FY27 budget development. Um, as I mentioned at our last meeting, our initial expenses were coming in just over 4% of our current budget and we've been working with our cost center managers to reduce certain lines to fall within the town guideline
because we were we were slightly over there. Um we we have done that and we're in a we're in a a good place. We had another budget discussion with town leadership today. Mr. Bazano, Miss Jackson, Dr. Blaze Doll uh joined us uh for that discussion. Um so we have
developed the budget which falls within the town guideline. I'm glad that we put it off uh from this meeting. This was this was originally going to be that meeting. I think having that time allowed us to do it in a very um in intentional and deliberate way. So, we're in a good place uh moving forward.
It is lean. I will say that. Um but we've been it seems like that's been the pattern for the last six years. So, um we're in a good place with all the known. Uh and we look forward to that presentation on the 15th. Um just something that was shared by Miss
Hurley, I think last week of the going gold fundraiser. We never talked about that after we did that on opening day. It's we've been doing it she's for for years now. Uh wonderful. Our grand total this year was um just shy of $12,700. And all that money goes towards
Southshore Action for Hope um to, you know, to bring awareness and to help with research for cancer treatments um Boston Children's Hospital. So really proud of our community for for stepping up and it's a wonderful tradition. Um MSBA update, the MSBA board of directors
meeting is on December 12th. It will be a virtual Zoom meeting. we haven't received the at least as of you know this meeting we hadn't received uh time or the zoom link yet um but I will share that uh with everyone who's involved in
that as soon as I get that um if the you know to Mr. to Brazano if they they do ask if one person wants to speak they have that opportunity so I will share with everyone who's been involved in the past that link and if it works for you uh just let me know our senior project
coordinator will be in touch soon so um within the week uh and there's no further action on our part um as it relates to the board meeting uh safety and security website um I talked about this I believe at the last meeting and our safety council came up with a subcommittee that looked at that. I'm
not going to go through it, but if you go on our website now on the district tab, you will see that we have um designed an initial safety and security website kind of goes through sort of all the facets of what we do to prepare, respond, react, and support and secure
our building. So, in in in in general terms, in detailed terms, um including school resource officers, family links. So, [clears throat] it's a it's a very very good start. So, I encourage families to to look at that and we'll be promoting that as well. Uh, we'll also
be doing a uh forum on safety and security in the very near future as well. Um, another way of communicating our first quarterly fall newsletter went out, Plymouth Pathways. Um, an opportunity to sort of reflect on the roots that our students, staff, and
families travel through as part of the Plymouth Public Schools. um highlighting the efforts and the ideas that that shape kind of more storytelling about like what's happening in our schools across various curriculums, our instructional approaches. So, the first one went out, I believe it was about a
week and a half ago um to all families. It's on our website as well. We will be sending out a uh follow-up survey to see what people thought of it, get other ideas, and we'll be doing this um again quarterly uh this year. Um,
this just came out today. You may have heard it on the news. Um, the intern report from the statewide graduation council. So, early today, state officials actually held a press conference at my former district in Denim out of the high school to release a report on the preliminary recommendations from the governor's
statewide K12 council. So, as you know, the council was convened after the passage of uh question two last year in order to recommend a new statewide graduation requirement. we've been before you twice to do some interim solutions until the the governor's
council comes out with additional recommendations. So, the recommendations again, which are still not final, but they'll be there'll be um final graduation recommendations June 26, but I did want to sort of inform you of what
they have sort of as the idea right now. So the recommendation includes seven elements including a program of studies that align with admission requirements for higher education, end of c course assessments um which would be um state
run case course assessments um capstones or portfolios to be developed and scored at the local level. uh my cap uh completion student completion of FASA or MASFA. Uh there's a fi f uh financial
literacy component that they're putting into graduation requirements. So obviously that would be a staffing issue for for some districts and the option to earn some state seals of distinction such as academic honors seal, CTE seal, by literacy seal and civic engagement
seal uh to name you know several. Uh the graduation council aims to release the final graduation requirement recommendations June of 2026. So over the next several months according to the department council will continue to engage families, the public, educators,
local leaders and advocacy groups to try to further sort of refine that and to get feedback. So that just came out today. Um, I was actually at a meeting with NHS at North, so I wasn't able to join it, but I did get the information afterwards. So, that's all I have.
>> Do we know which class it would apply to? >> I don't have that information yet. >> But it's not 27 because >> it is not. No, it to be clear, it is not with the graduating class of 27. Yes, it would be something that I would hope that they would give ample time for districts to implement this. Yeah, I
envision it will be several years out. >> All right. All right. Any questions about Rod Camp? >> All right. If not, um, Mr. Chopy, your retirements. >> Uh, yes. I have three retirements to share with you this evening. Um, all of them will be here through the conclusion
of this school year. Uh, Katherine Riley, a nurse educator from Federal Furnace. Uh, she will have worked for nine years for Plymouth Public Schools. Um, Lannne Conroy, biology teacher at Plymouth South High School, uh, after 14 years here in Plymouth. And then Mary
Raymond, also a science teacher at Plymouth North High School, uh, after 18 years of service in Plymouth. >> All right, Miss Jackson. >> Thank you. We would like to thank Miss Riley, Miss Raymond, and Miss Conroy for their combined 41 years of service to
the district and we wish you a happy retirement and good luck with your future. >> Thank you. >> Thank you. >> I'll say that two out of three of these uh toddler served my kids. So we'll miss especially Miss Raymond on the uh the biome program at North.
All right. Uh committee reports. Uh do we have any uh reports or proposals from committee members? No. Uh anything on master planning committee uh this morning? >> Um no updates on master planning or building committee. Uh I'll have some for next meeting.
>> All right. Back to Mr. Chroy on personal reports. >> Uh yes. Uh today I can also share with you we did accept four resignations. Uh we did have one classified appointment and we did approve five medical leaves. >> All right. The the one that caught my eye was the uh the res nations. What is
there anything we should uh be concerned with on the uh marketing program at North? I just know that there's two of them in the same thing. So I'm wondering who's teaching that program or or going to be after January 16th. >> Yeah, both of them have have resigned for different reasons.
>> Just bad luck. one I know was in uh just passed through judicial law and has now been picked up in in the bar. So, >> all right, >> moving on. >> Yeah. >> Yeah, it's definitely a whole. [laughter] All right. >> Yes. >> Uh any unfinished business or new
business uh members want to bring up? >> If not, move on to consent agenda. Anything that anyone needs to have uh pulled? All right. If not, we have a motion on the consent agenda. Mr. Jackson,
>> I move to approve the consent agenda as prevent presented. >> All right. And a second. >> A second. >> All right. Mr. Morgan seconds. >> [clears throat] >> All right. And that is unanimous. That brings us to the end of our uh agenda.
Thank you guys for hanging on for a long meeting. For anybody saw watching home, thanks for uh sitting uh through that. But it was a good productive uh meeting. So, with that, I will call the meeting uh done at 9:50