[laughter] So excited. >> No, not this one. We guessed wrong. >> Anna, do you know where you're going yet? No, I'm still waiting. >> Get it together, kid. I got to get it together. It's stressing me out. Don't worry. >> We're live. >> All right. Good evening, everybody. I'
like to welcome everyone to the uh March 16, 2026 meeting of the PLA school committee. Uh if everyone please join me in the pledge of allegiance. >> Pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. [clears throat] >> All right. Uh before we begin this evening, we'd like to take a moment to remember a couple of former members of the Plymouth Public School Committee. Um first one is uh Jeremy Goil who served
the Plymouth Public Schools as the director of alternative programming from 2007 to 2012. He passed away on March 12th surrounded by his loved ones. Jeremy was a devoted husband, father, educator, and leader who dedicated his career to supporting young people and strengthening school communities. During
his time in Plymouth, he was deeply committed to the students, families, and staff he served. Known for his steady leadership, sense of humor, and genuine care for others, Jeremy worked to build strong relationships and creative supportive environments and create supportive environments where students could grow and succeed. Beyond his
professional life, Jeremy was a proud husband and a loving father. A native of Barnsible and a Hall of Fame athlete, he carried the same same dedic determination, teamwork, and generosity from the football field into his work in education and his relationships with others. On behalf of the Plymouth School
Committee and the entire Plymouth Public Schools community, we extend our sincere condolences to Jeremy's wife, children, family, and friends, and former colleagues. His dedication to students and his positive impact on those around him will be remembered. At this time, I ask that we observe a moment of silence
in memy in memory of Jeremy Goil and in appreciation of his service to our community. Thank you. We would we would also like to take a moment to remember another valued member of our Plymouth uh schools community, Linda Shannon, who served our district as a library, media specialist, and para
educator from 2009 until her retirement in 2024, passed away peacefully on March 13th. Linda dedic dedicated her life to education and to the students she supported each day. Known for her kindness, generosity, and love of learning, she touched the lives of
countless students and colleagues during her years in Plymouth Public Schools, Linda had a deep appreciation for the arts, music, and literature, passion she carried into her work with students and within our school libraries. On behalf of the PL school committee and the entire Plymouth Public Schools community, we extend our heartfelt
condolences to Linda's family, friends, and former colleagues. Her passion and dedication to education will be remembered and appreciated for years to come. At this time, I ask that we observe a moment of silence for Linda Shannon in honor of many contributions she made to our school community.
Thank you. All right, before we get into our agenda, first up, we have comments from the general uh public. Uh first on the list is Kathy Babini. >> [snorts] >> Thank you. I'm here tonight as a member of the Plymouth Education Foundation to
announce our awards for our 2026 a recipients. Besides raising funds for the scholarships and grants to support the public schools, we also celebrate and honor people and programs who have made a difference to students and families in Plymouth. This year marks the 10th anniversary of the Adele Manf
Freddy Excellence in Education Award. The award was presented in Adele's uh founded, I'm sorry, in Adele's memory, a founding member, and she believed in academic excellence and involvement in the community. As many of you know, she was a long uh standing um school
committee chair as well as working in other areas of the town. This award is presented to those in Plymouth who exemplify extraordinary commitment to education and community. This year's recipient is Kathy McMinn, chosen for her dedication to music education. Kathy shared a love of music, not only through
her teaching in the Plymouth schools, but also her global outreach and sharing the talents of children worldwide with the Plymouth community. Kathy retired in 2017 following 34 years teaching at the Plymouth public schools. Some of the her accomplishments were she directed the uh
student chorus at Federal Furnace. This is a group that um also worked with the Plymouth Philarmonic in their holiday pops concert. Kathy also created the 120 member Plymouth Children's Choir which performed with the Philarmonic at their family concert. She co-directed the
Plymouth International Chorus who performed in Plymouth, England along with English students and they then traveled and provided uh held concerts here in Plymouth. Kathy's international work work extended to Africa as a volunteer with music for life. She worked with students and teachers from
South Africa and Uganda and which gave Plymouth students the opportunity to perform with the African Children's Choir when it uh visited Plymouth. The Plymouth Family Network will be honored with the Robert C. Better Founders Award. This award was established in 2023 to recognize another founding
member of the Plymouth Education Foundation when he retired from the board. His belief in the mission of the Plymouth Education Foundation to support students and staff by providing scholarships and grants is at the core of the work of Plymouth Education today. The Plymouth Family Network shares the same commitment in helping children
thrive to build a strong foundation for lifelong learning. PFN supports families with young children through early childhood playrs, family education programs, development assessments, home visiting programs, all designed to promote healthy starts, and part partnering with families to ensure
children enter school ready to learn and succeed. Our board recognized the Plymouth Family Network for its dedication, commitment, and belief that strong educational foundation for children will prepare them for educational success. This award includes a $1,500 donation to continue their
work. And the final award will be the visionary award. And this year has been presented to women aid at the Pine Hills. This award is presented to an individual or group who demonstrated the ability to inspire, ignite enthusiasm and whose vision for success has resulted in a positive lasting impact on
education our community. Women [clears throat] at the Pine Hills is a nonprofit charitable organization of all women uh residents at Pine Hills. Their mission is to provide immediate short-term emergency financial assistance to families with children in the Plymouth public schools. In their
almost 20-year partnership with the Palmouth schools, Women Aid assisted over 500 families with emergency aid amounting to over 30 $343,000. Women at the Pineh Hill shares the same belief as a Plymouth Education Foundation that community support for
the Plymouth Public Schools is essential to help all children find success. We'll be presenting these awards at our annual gala, which this year will be May 16th. Um it's we're going to be at the Gulian um hanger aviation hanger at Plymouth airport. Um this event will be featuring
an aviation theme raising funds to help students of Plymouth soar. Thank you. >> Thank you Kathy. >> All right. Uh next up we have Miss Sandra Bergen. Um, good evening. Um, my name is Sandra
Broen. I live at 15 Trina's Path, Plymouth. Um, oop, I'm reading the wrong one. I'm sorry. I got to start again. So, the last time um um I'm Sandra Broen. Thank you for allowing me to
speak to you again. Um, I am opposed to the CE comprehensive sex education program currently being taught to eighth graders and being suggested for use for sixth and seventh graders next year. The target audience for this program is 11
to 13 and 14 year olds. Uh, the program is not appropriate for children of this age. Some adults, some aspects are not even appropriate from some adults. Um, having seen some of it. Uh at the last meeting here, I passed out a newspaper
um in uh a monthly newspaper which is this one and some of you will get it tonight if you didn't get it last time. Um it has an article on the front page uh in entitled uh fighting back against explicit sex education and it's about
Plymouth schools. It was written by Belinda Brewster. I called her as she's a friend and I congratulated her on the article. It had everything. It was in positives, negatives. She did not know uh that the her article went in a paper. She didn't know that. She had written it
for IFA, Intercessors for America. Um and it had gone uh she didn't know that. So, I'm keeping a couple of copies for her. Okay. Turn the page. Um, I asked her about the photos that were in the in the in the paper and she
said that the the one on the front was probably a stock photo. Um, but the the full page article inside had two photos. One was a picture of Brian Fitzgibbids Gib Fitzgibbons who spoke at the December 1st, 2025 meeting with his
wife, Jess. The article tells of the trouble they had initially getting information about the program and their concerns when they did get access to it. They even called a church meeting at their at their church and 250 people went. The other photo is from um the
curriculum's videos, one of the curriculum's videos. It's a little boy, a cartoon figure, and I did talk about it last time um that is asking a question, little cartoon boy, uh about pleasuring oneself using a word that starts with M. The question is, how many
times a day can a person m in one day? Um, so it sounds like a challenge to find out the answer to the question. It sounds like some students might be challenged to find out them for themselves. This will not help academic scores. Um,
this may be a step towards sexualizing these young ones. Uh, I am a teacher with 37 years uh in my own classroom. I have seen and read the overview for the Plymouth Public Schools 8th grade health education. Is that my time?
>> That's your time. I guess. Thank you for listening. >> All right. Thank you. >> Don't do it anymore. God's watching. Thank you. >> Thank you, M. [clears throat] >> All right. Next up, we have the Malo family, Anna, Aubrey, and Lauren. So, in
any order or not? Yeah. [clears throat] >> I think you'll just get the two of us tonight. >> That works. >> I don't know. Feel free to guess. Sure. [laughter] >> So, she says she wants to, but we'll see. We'll see. >> No worries. >> Um, so hello. First, I want to thank
you. I know you all are very busy and you have a lot of important matters to discuss. I am so proud of how you spoke to the select board making it clear that we must do what is best for our children. I 100% um support your comprehensive health curriculum and appreciate everything
that you do. Um, I am here as a parent at Manat Elementary and a concerned community member. I am asking you to reconsider the decision to move Peek from Manat. I realize that it was supposed to be temporary, but the community is asking you to keep it.
Purely looking at numbers, it does not cost additional money to continue pack at Manat. The teacher and TA salaries would be the same regardless of where they are. The classroom and outdoor play structures have already been made accessible for preschoolers and will not incur any more costs. Therapists and
specialists that service that are there service the whole school. If anything, keeping packet manat would save the district money. Transportation would be a shorter distance, thus less gas and more economical. Peers attending the program mitigate the costs. [cough]
As discussed at the previous meeting, there were few options for childcare in Manmat and I am sure there will be significantly less peers from Manamat if the PEC program is moved. Manama is a wampaog word. By the way, you forgot the land acknowledgement. Um, there is a
reason for this. It is geographically isolated from Plymouth. Many parents walk their children to school and transportation remains a challenge for many families in Manito. Moving the pack program would result in children not receiving the services they qualify as only some students that qualify for
services are offered transportation. It is also a very needy community and it is not looked upon as that. According to DESIE over 50% of Manama Elementary's population is considered high need. That means having multiple factors that indicate challenges. Comparing this to
the district uh which is 46% and even Federal Furnace which provides services to Alangquin which is 48%. This is the same for the categories of low-income and children with disabilities. Manamett is a needy community and has more need for supports
than the average school in the Plymouth District. It is best practice to have preschool and elementary schools. This was reiterated last meeting. I have heard the argument that it is not equitable. But I want to remind you that equality and equity are not the same
thing. Equity is everyone getting what they need. The community wants and needs this. To say that every school cannot have a preschool, so none of the schools can have a preschool is as logical as saying one school cannot have computers
because the other schools do not have computers. if it is in the child's best interest and it is best practice and it does not cost the district more and the families and community are literally begging you to keep pack at manat why
move it I urge you to make a better decision thank you do you want to speak [laughter] >> yeah well what she said um Lauren Milo I'm town meeting member manamett
elementary school council member and an early education professional for the last 47 years and um am very happy to hear that the Plymouth Family Network is being recognized because they are an amazing early childhood program and I
hope you all have the opportunity to observe them in action. Um I would just like to say that you know I appreciate you allowing us to give public comment again tonight on this. Um I [clears throat] believe that the
rationale given for adherence to the existing plan is to ensure equitable programming. But that fails to consider the wide range of disparities inherent in our school system that is this large with elementary schools built during different decades and each with varying
programs and resources. To say it is inequitable that manamett have this program is to ignore the fact that it was built in 1952 and makes do with an outdated physical facility. It is should have a program that compensates its
families with a program that serves their unique needs is an isolated highnee community. Centralizing all of Plymouth's young children renovated with classroom facilities that do not match even the manamett
facilities makes me wonder why that is a best the best plan. Uh the school committee has their own published goals. Objective one to prioritize the development and maintenance of a two-way system of
communication with families. We know families were not even informed about the move to consolidate. Even the manamett school principal was told in November no decision had been made regarding moving the preschool. It all you certainly aren't meeting
objective three family and community engagement as parents weren't involved, weren't responded to, weren't communicated with. No one from school committee has been out to Madame Elementary this year to engage and interact as the subjective states. And
by the way, the next school council meeting is tomorrow at 5 if anyone would care to attend. While the program may not be able to be replicated at other schools, it is a resounding success at this one, offering an accessible, affordable preschool
option that does not exist anywhere else in town in the southern part of town. I just ask the school committee to do your job. Do what's right. I'm requesting the school committee reconsider its decision to remove the PEC program from manamett
until it has a chance to further consider the impact that this will have on the children, families, and community. Principal Tobin has completed a community needs survey that will give you all the information you need about
how there is no access for preschool in um in the manamett section. So, I would hope that you will consider that, you'll think about it, you will ask for further information because I believe there is a good reason to continue keeping the PEC
program there. >> Last chance. >> Last chance. [clears throat] >> Yeah. Go ahead. >> No. >> Go ahead. >> Oh, go for it. >> We have to do this. You got to make a choice. Hi, my name is Aubrey and I go to Man
Elementary. My little cousin goes to Peek at Man. I really like him going to my school because we get to have fun together. I get to help him and his friends. Before he came to school, I got to tell him about the school and how to play on the playground without getting
hurt. It made him feel less scared. Another reason I like Peek Peek being at my is because my grandmother drives us both and we get to spend time together in the car and we talk about high school clothes. Every year close to Christmas, we have a sing along and we get to sing
together and it's really fun having him at my school. >> Great job, Aubrey. >> All right. Do we have anybody else in the audience wishing to speak tonight? >> All right. And as Miss Millio um rightfully pointed out, I did skip over
one of our first agenda items, which is our land acknowledgement. So I will read that now because it's never too late. We acknowledge that we are meeting on the unseated ancestral homeland of indigenous people whose enduring presence we humbly recognize. We honor the Wanoic people as the original stewards and the Herring Pond Wanoic as
a surviving tribe indigenous of these lands. In our commitment to lifelong learning, we acknowledge historical injustices to the native people of this land and 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. And thank you for calling me out. All right, next up we have our high school represents. First up, we have Anna King from Plymouth North. >> Good evening, everybody. This past
weekend, Plymouth North High School and the PPS VPA department hosted the senior SEMS music festival. For the 2026 festival this past weekend, the students in the choir and jazz band held most of their rehearsal at rehearsals at Plymouth North High School, while the
orchestra and concert band were at the Memorial Hall for both days. This year's senior festival included approximately 325 students representing 34 local high schools. Blouth North had five students who participated as musicians in the
ensembles. Congratulations to Victoria Barklay and Xavier Morrison in the orchestra and Michael Cella, Christopher Powski and Sebastian Guzman in the concert band. It was a very successful music festival and congratulations again to
all performers and participants. The Plymouth North Players put on two soldout shows of the Adams family in the PNHS pack this past weekend. Congratulations to the cast and crew for an amazing performance. [snorts] Plymouth North brought 56 students to
the state DECA competition in Boston this past weekend. North had 13 students named as finalists in seven state champions. Those seven along with the six students who earned statewide leadership positions all qualified to move on to the international competition
in Atlanta. This April, our DECA chapter was also recognized for achieving the thrive level in our membership campaign and recognized as the top charted associate association performer in the annual virtual business challenge. March is always a very big
month for the student council at Plymouth North and earlier this month 19 Plymouth North students attended the state student council conference. At the state conference, we were awarded the MASC gold council of excellence, which is presented to those student councils,
student council of programs that are deemed to be the most outstanding in the state association. We also received the top 10 project award, which is presented to 10 student councils who have submitted one of the 10 most outstanding projects during the school year. We have also rescheduled
our mobile polar plunge to March 26th and have already raised just over $9,000 for the Special Olympics. This Saturday, we are hosting our spring craft fair at Plymouth North from 9:30 to 2:30. We [snorts] will have over a 100 cers and it is run and supports the student
council. April 15th, we will be hosting the Southeastern Massachusetts Association of Student Councils spring conference at Plymouth North. All of the schools in our region will attend in the conference, attend the conference, excuse me, and students will have the
opportunity to network and experience leadership workshops. The fourth annual Be the Light Benefit Show will be on Thursday, April 2nd at 6 p.m. This year, the majority of the event proceeds will go to the Whale and Dolphin Conservation, which is an international
nonprofit with an office right here in Plymouth. A small portion of the proceeds will help Interact Club continue to support our on-site food pantry at Plymouth North High School. By attending, you are also supporting the time and talent of the students who perform, including our incredible ac
capella groups, student bands, poetry, allowed finalists, dance companies, as well as other impressively talented musicians, singers, and dancers from both North, South, and Rising Tide. The theme of the excuse me, the theme of the junior prom has been announced as the
Great Gatsby and prom will be on May 29th from 6:00 to 10:00 at Lake Pearl. Tickets will be on sale during the month of April. And guidance would like to let everyone know that the scholarship supplemental materials will all be due by March 30th and financial aid webinars
will be coming up in the next couple weeks for parents. Junior college planning meetings h are beginning to be scheduled and AP exam preparation is underway. Our senior class officers and adviserss would like to remind everyone to be
checking your Google classroom and class Instagram for all new and upcoming information regarding the end of the year. With the year going by so quickly, these events will be here before we know it. And for parents and families, all information can be found on your students Google classroom. Additionally,
all senior activities will be discussed this Wednesday during advisory during our senior class meeting. And today is the first day of spring sports. And a reminder that students must be registered on family ID prior to any try out or practice date. And with any
questions, please email any head varsity coach or our athletic director, Mr. Domingos. So, thank you. >> Thank you. All right. Next up, we have Shay Raz from Puma South. >> Hi, everyone. So last week we hosted our 16th annual advanced placement
celebration. Thank you to senior Stella Jitsy for designing our t-shirts. And we're also fortunate to be honored by the college board for our recognition as a gold school for college credit and receiving the all access recognition, allowing all of our students to have access to AP classes.
Thank you to our incredibly dedicated teachers and students for making this program a success. We also hosted a junior class assembly last week and shared important information with juniors regarding prom. Tickets tickets will be sold in April and the prom is in May. Next week, our sophomores will take
the LAMCAST on Tuesday and Wednesday at South Math MCCAST is in May. Student council attended their annual conference down Cape this week as well. Tonight is the Try M Honor Society induction and next week will be the World Language Honor Society night to celebrate all of
our student leaders. Our DECA students spent a few days in the seapport this weekend for their state competition. A number of the students are moving on to the international competition which which takes place at the end of April. Congratulations to all of our competitors. And in this in spite of all
the rainy temps, spring sports begin today. We're all happy to see the snow melting. Also, the the Panther Booster Club will be hosting the annual annual casino night fundraiser for parents on Saturday. Don't miss out on this great event. Scheduling for next year courses is
going on right now and counselors are meeting with their students. We encourage families to discuss this with their children and reach out to [snorts and clears throat] our guidance with any questions. Congratulations to senior Zachary Hog who was selected for the Akushnet Company scholarship. This was possible due to Zach's achievements
through the National Merit Scholar Program and his outstanding PSAT scores. Congrats, Zach. Finally, a big congratulations to our boys basketball team. They made a tremendous run in the state tournament, making it to the final four and losing by only three points. Throughout the tournament, the
outpouring support for the team by all sides of the town was amazing. Congratulations to the players and coaches on a fantastic season. That was a historic one for Plymouth South. Thank you guys. >> Great. Any questions for either of our reps?
>> All right. Thank you both. >> All right. Next up, we have a report out from Mr. for Peter Parcel and Justin Dominguez on Plymouth North school improvement plan [clears throat] >> great [laughter] >> as always.
>> Absolutely. >> All right. >> Hi everyone. >> Good evening. >> Fire this up. I brought a buddy this year. Uh all right. Uh Anna, who is probably on her way out, but um Oh, Kristen, you
already got my slideshow up. She's so good. Uh so Anna also is one of the uh 53 deca kids uh that went this past weekend. Uh she's a superstar in many aspects, but she's a superstar that way too. She was all dressed up and stressed out per usge uh on the way out there. Um
so I want to uh present the annual update um for what we're trying to do uh to try and make the school a little bit better over the next three years. So um and I can just click this right. Oh, we're live. Okay. Um, and I had uh, full disclosure, I tell the kids to do the
same thing. Uh, I used AI to make that side pretty. I hit the beautify button as Dr. Campbell mentioned at our PCD uh, meeting the other day. That's very fancy, way fancier than anything I could do. So, uh, I'm not hiding it. I'm putting it all out there. The kids
should do the same thing. So um so the three things we're trying to do to to uh put it very broadly uh what we want to do is have our curriculum aligned across the building. We want to have uh a publicized
um uh you know unified goal for all of our curriculum regardless of the content area that's happening. So uh this the first thing we want to do is is give teachers the opportunity to share ideas, collaborate and then integrate some of those cool ideas into what they do so
that the experience that kids have uh in their classrooms are uniform. Um a lot of times and if you travel with a kid or you travel into different classrooms like I have the luxury of doing um you see that like sometimes learning experiences can be different between classrooms. what we want to spend the
next year uh three years really this is year one into three um is giving teachers the opportunity to share ideas and implement some stuff. So we implemented some stuff this year uh to train the teachers on stuff that we're hoping uh can kind of hit the ground running for next year and I'll get into that in a little bit. Uh but we also
more importantly what I find parents always want to know what's going on but they never really can get into the nitty-gritty of what we're actually teaching. And so what I want to be able to do is publicize some of the cool stuff that we're doing across content areas, across the different grades. Uh so not just parents, but you guys and
the community can kind of know the experiences kids are having, not just the names of the classes that they're taking. So that's some of the work we want to do uh over the next two years. Um we really want to so so while we want to align the curriculum and content so that experience for kids is similar
across the building no matter where they are uh we also want to dive down and make sure that every type of kid can make progress. So one of the things um that I'll talk about in a second uh is that we have kids with all sorts of different needs and we have a lot of kids who are high needs that fall into
two or more categories. So, um, what we're trying to do, uh, as a school is to try and both identify who those kids are, but also try and tailor small and big programs to try and help them improve. Um, and what I what I have found is that if you get some of these
kids who are the most at risk to improve, everybody does. And so that's our goal is to try and see them, identify them, and then tailor their experience so they feel seen in the building and start making some academic progress. And then our third goal um is to develop a vision. Right? So if we want the curriculum during the school
day and during the four years to all be aligned, we want that curriculum to dig deep and get to every single kid. We want to very clearly communicate that we are just not here to develop a kid over four years. We want to set them up uh so that they can thrive. One of the things
I said to the freshmen in our uh opening activity a couple weeks ago in the gym to all of them uh is that research shows more people lose their job not because they don't know how to do it but because uh they don't necessarily get along with the co-workers that they're working with
and they can't uh manage themselves in a professional atmosphere. So someone what we want to do is not just give them the content goals but also communicate uh the three big transition goals we have for kids which is community professionalism and resilience and show how that how we do that and communicate
that in a vision of what we want our graduates to be when they leave. So those are the three big uh overarching goals over the three years this year. Uh what we really want to do is give k give kids opportunities. So we want to give career opportunities, internship opportunities, student leadership
opportunities, uh but also uh give those opportunities to kids who don't necessarily get them. So we want to find these kids, give them chances, uh to impress us, to grow, to come back to school if they've been out, uh find out where they're at and try and adjust. Uh
for parents, we want to make sure that they have the resources to understand what we're doing. kind of like I mentioned, we want to communicate our goals to them, communicate what we're doing in class, not just the content that we are giving, not just send a grade home. Uh, parents always want to check Aspen. I check I check my kids
grades all the time. I have no idea outside of what he's telling me what the heck he's doing in class. Uh, and so what I'm hoping for um is to give parents a little bit more of an insight into the activities we do and why we do them and why we think they're cool. And so, uh, you'll see in a second what
we're trying to get teachers to do that we can hopefully communicate home to parents. And then for teachers, we just want to give them more in ideas for authentic activities. So, we want chances for kids to like do what actual professionals do and take the activities that you currently do and see how you
can level them up. And so, I'll talk about that in a second. We also want teachers to share ideas across departments. last faculty meeting and then the professional day, we grouped teachers outside of their department, had them just talk about activities that they do. Um, and they loved it and I was
a little nervous because I was, you know, you put groups of four teachers in a in a cafeteria table during a PD day and you worry if it's going to go over well. They actually spent longer than I expected them to because they were invested in each other's ideas. Uh, and so I think if we do that, teachers are
going to get more inspired. They're going to invent more things that are going to be cool for kids. and it's only going to help them do better. So those are our goals over the next three years. For the first goal uh for curriculum alignment uh one of the things we did this year uh so in year one and two we want to give staff curated opportunities
to collaborate and visit visit each other's classes and meet people from other departments and then start to train them on how to level up their activities. So with help uh from 18 and Allison Rearen uh we uh so uh the Miss Frittado, our assistant principal and
two teachers went to a a PD uh where they trained us on a protocol that takes like 15 minutes uh that we then unleashed to the whole faculty and kind of trained them on it where they bring an activity they already did. They they meet with teachers from other departments and they uh with six
specific indicators uh we have them come up with cool ideas. So for example, uh the one example we used was an environmental science project where a teacher maybe goes out on campus and identifies different plants. One of the ideas they got from the leveling up activity is why don't you have somebody
from the conservation commission or the department of environmental protection come and talk about what they do in that type of atmosphere so the kids have some sort of context to do it or uh submit what you find to the conservation commission or to community groups so
they know what's around and they can use that data. So um we train the staff this year. Next year we want them to use that uh protocol uh more often. And then what we want to do is take these authentic activities, put them all in a in a published uh document so that parents
can see as a freshman, this is the stuff they do across all these different classes. And here's one activity that's authentic in facilities. Here one here's one uh activity that's authentic in ELA. Here's another one in math. Here's another one in social studies. Uh and then that carries out through the four
years. So, so parents have a little bit more of an idea of the experience that kids are having rather than just the title of the classes that they're taking. For our atrisisk students, um, a lot of the things we're trying to do, uh, we're trying to do big and small stuff. So, we're trying to both create
like alternative lunch spaces this year. Uh, we have a a signup list where kids who get kind of overwhelmed in the cafeteria can go to a different space and that's more formalized this year. Um, we have we've aligned our uh child study team and tutoring to one person.
So now one person kind of coordinates that for everybody. So it's not just guidance trying to do it in a million different ways and they're overwhelmed with all the rest of their stuff. We have one person running the whole thing. Um I in another example of AI, we're using AI to to put in and we take all
the identifiers out, but we put in grade one uh quarter one grade data and had AI tell us what the trends were and what the positives were and what the strengths and needs were. And then the department heads all sat down and talked about that and how we can improve and
who the key groups um uh like grade nine boys for example uh need a little bit more support. And so we've tailored a little bit of our freshman academy meetings to be able to identify some of those kids, bring the parents in, bring the kids in and talk to them about stuff. Uh but we also implemented the EL
academy this year. So the core courses uh for EL students now are taught by a team uh of teachers who specifically have beginner and intermediate students. Um and they have common planning time. So [cough] they can sit down and both meet with kids. They've given out awards
for the EL Academy this year. Uh they coordinate on different programming. they coordinate with trying to just give kids information um and try and see more kids reach out to them and identify programs for them and hopefully next year we'll be able to formalize some of that stuff in larger programs and then
woo it's really bright maybe I should have chose a different color uh I'll read it for you um and then the last is try to communicate what we want kids to be when they leave uh so we have already developed community professionalism and resilience but what we want to do is
communicate what that means So we we already have taken the teachers last year and the year before took specific units from their classes and already tailored them to how they create that for students. Uh but what we want to do is publish that as well and then uh coordinate that into the first step of
our self-study because our NES accreditation is coming uh towards the end of next year. So we've we've already identified the chairs we're going to start the process um of the self-study. So, a lot of this stuff uh we are in the in the beginning phase uh of trying to
get the staff trained, trying to get some stuff in process. Uh but hopefully we'll have some formal programs to be able to identify how to both create a unified curriculum, dig down to try and get it to everyone. Uh and also at the
same time set them up for where they're going to go further from here cuz what I know and and we're always compared to South uh and when you look at the desi comparable districts south is not on my list and I am not on Patty's list. Uh the schools that I'm compared to uh like
we'll have Denim and Stoton and BR and Attelboroough Whitman Hansen and South will have uh like Northampton and North Attboro and Don Hobus. So it's just a different So so while we do a lot of the same things, we have to attack it in kind of two separate ways to be able to get the same stuff to different kits.
And so part of what we're trying to do is adjust and and dig in. >> Um it's the first day of spring sports. Sorry, [laughter] I'm uh I have uh my buddy Justin Domingos here who's going to give us a little insight on what he's doing with the athletic program.
>> Thank you, Principal Parsons. Um, so we'll we'll kind of start from last summer and and take us through summer of 2026. So over uh summer of 25, we were able uh through building use funds to refurbish the gym floor at Plymouth North High School, which was original to
the campus from 2012. Um, our rentals, both our field rentals and our gym rentals, continued to be a great source of revenue um for the school at large um through our building use fund. So, it was exciting to get that floor done and well received by all of our indoor athletes. Uh through the fall season,
you can see the picture on the board. We culminated with our annual Thanksgiving Day or South at Fenway Park, which was an awesome uh experience for our student athletes and for their families and the community really at large. Uh to go up and watch what from not my words, but
the the Fenway staff's words, which was the best high school game that was played there this year, went to overtime. It didn't end our in Nor's favor, but nonetheless was a fantastic game and an opportunity for uh you know, not only the young men in the football programs, but our band, our
cheerleaders, our dance uh programs um to be able to perform in a venue like that. Uh onto the winter season where uh we we crowned two league champions at Plymouth North, our indoor boys and indoor girls track teams won the league this year, which hasn't happened in a
long time. Um, and we actually Willow Hearnden, uh, seen up in that picture, was named, uh, girls indoor track MVP, voted on by all 12 schools in the in the Patriot League. So, congratulations to Willow. Pretty big deal for us and for her. Uh, as Principal Parson said, we
started spring sports today. Uh, I'm happy to report all of our programs were indoors today. [laughter] Uh, but everybody's looking forward to getting outside tomorrow. and our uh thanks to our groundsmen uh Jim Drew and Casey Woodward, our facilities are ready to go and and actually um Matt Derky helped
us. We had some storm damage to some of our our netting uh at the baseball field and uh through Mr. Derky's work um with the town. We'll actually have all that netting repaired by Wednesday. So, we're pretty lucky. So, thank you to to Matt Derky and our groundsman. um looking
forward to the the summer where you see the [clears throat] picture of our our football stadium there and that is actually the rendering from uh field turf the the turf will be replaced uh and that's from the capital funds in the town. So thank you um to the town of Plymouth for taking care of our you know
not only our student athletes but our our PE classes use that field. A lot of our programs in the high school use that stadium on a daily basis. So, uh, thank you to the town of Plymouth for supporting athletics at Plymouth North, and we're excited to get that field started, I think, the Monday after
graduation. >> Yeah. Okay. Uh, so the goal is is to increase engagement and belonging in the building so that kids can feel seen and make progress. Uh, we want everybody to feel a growth mindset. We want teachers to feel that. We want the kids to feel that. We want the parents to understand that's what our goal is. uh and to give
them the resources to be able to do it. And hopefully uh by having a unified approach to curriculum, getting that curriculum to everybody, and then setting kids up uh for a successful career, not just in content, but as a person, uh hopefully we'll be able to to do that. So, big goals, but uh a lot of
gritty work as we do it. Love any of your questions. Happy to talk about Plymouth North High School, home of the Eagles, the flagship [laughter] questions. Don't laugh over there. She'll see. >> I hope Patty's not watching. [laughter] She's at home. >> She's definitely watching.
>> She's at home watching TV for sure. Yeah. >> All right, Mr. Jackson. >> Uh I I love the new uh approach because I feel like it's very um individualized and I feel like that's really what we need right now. I'm just curious what you came up with as the biggest strength
and the biggest weakness when you threw everything into AI for the day. >> Um I wish I brought the sheet. It's on my desk. Uh so the the strength is that a lot of kids are doing pretty well like that the uh the average grades are pretty high and the
>> um and it's pretty across the board. Uh the we've talked about the CP2 CP1 change so it was a little I I paid extra attention to the CP1 classes and see how they were doing. Uh kids are doing pretty well. The teachers have adjusted. We've adjusted class sizes trying to
adjust that as well as it kind of phases in. Um, but it it wasn't a surprise like a lot of >> That was my next question. Did it align with what you saw? >> Yeah, there weren't a ton of surprises like our our um
>> where I thought where I felt like we would be struggling is where I thought we would be struggling. And I I hate just putting it on grades, but that's like the the easy unifier. Everybody gets a grade in every class, right? So, um the one thing I'll say is kids are
doing pretty well. >> Yeah. >> Uh the there are outliers. Uh attendance matches performance. Uh and some of the like some of the key demographic groups like our EL students. Um so this is a
key finding, right? So we did the EL academy the rigor and and I am watching EL kids get up in front of the class and do math in front of the room. They would never do that in a class that's not the EL Academy when they're beginner ELEL's, right? So, they're up there doing that
and it's like impressive. >> And their grades were similar to last year, which I was frustrated by, right? Because I expected them to have like these A's. But what I what I have noticed in digging down and talking to the teachers is that the rigor has come up and we're not excusing as much for
them. So, the expectations have actually come up. So, I think over time, like when you when you sit down in a L academy class and you watch some of the advanced kids that didn't have that opportunity to make those connections and make that that rigorous academic
experience, you can see the difference in some of the kids who are or are seniors now and the kids who are sophomores in the beginner and intermediate. And I think just being seen >> Yeah. >> is a lot of piece of that. So, um, so those were some of the good things I saw. But you got to like with all that I
hate I hate just putting it on grades, right? You got to match all this data. I >> agree. It's a holistic experience. You have to look at all the pieces and >> but there were little pieces like that that were like impressive and and when I gave it out to the department heads, they had they had conversations too. Um
like the differences between departments and the differences in surprising like where um like like juniors were compared to freshmen. Yeah. >> Um we're doing okay, you know, which you junior is junior year is a tough year. So >> Yeah. Yeah.
something to look forward to. >> Yeah. Yeah, I know. Me, too. Yeah. [laughter] >> All right, Miss Bryant. >> Good evening. >> Hey. >> So, one, I just want to also give a shout out to the town for supporting the
um upgrades to the field. I think it's really important. A lot of people don't understand how much of the town community, not just high school athletes, utilize those fields. So, it's wonderful that that it's happening. Um,
one piece I would say is I've mentioned time and time again have experienced both high schools and I think the key word is experience. You definitely provide an experience to all students that come in. I really think that um
North takes a proactive approach to challenges. Um and I I see the experience within you know my student, their friends um really being different experiences but all having the same
feelings around being part of the North community. So go Eagles. >> Yes. um >> every day. [laughter] >> Not being biased. >> No. No. >> Um me neither. >> One piece that I would like to ask question on in regards to uh the goals
specific on Sorry, I lost my slide. I think it's um two or three where it's the breakdown of the student >> and teacher experience. >> Oh, here >> the three boxes. Yes, >> it may be already baked in but just not
mentioned. Where does mentorship kind of lie within those? And I I lean really more so in the student space because I know as a parent I can deliver a message but you could deliver a message and it's
wellreceived or vice versa. So just thinking of how that gets baked in. >> Yeah. And and part of to your to your point, the hope is when we make a little bit more of these authentic experiences and more kids like in the last five years or so, we've expanded our just our
internships in tech to three other programs. Um like my hope is that uh when we give more opportunities in the if we bring audiences in and one of these things it's audiences, partners, clients. when you have people engaging with the community more often, you have
kids engaging with the community more often. My hope is that will happen naturally. So, we'll have people in the community uh be able to connect with kids. Another piece what we're trying to do with the freshmen in the last two years with this program is get upper classmen in faces of small groups of
freshmen so they have a model to follow. And one of the good things, so we did the freshman program last year, we did the freshman program this year. One of the positives is that we had sophomores and and kind of a little bit more wide variety of sophomores. Like we have like male athletes now who volunteered uh
which is awesome. Uh but we have a wide variety of upper classmen who are running some of those smaller groups. So we're able to kind of pick and choose where we're putting kids in smaller groups to be able to have them see like a role model to follow. So my hope is that we'll get more opportunities to
give them community connections with some of these activities. My hope is also that some of inside the building we're trying to create opportunities for them to make more connections with with you know good role models and and people who have the same interests. Um, even kids like their own freshman and their
own like we're trying to like the the alternate lunch space like some of those kids are not going to come up and tell you that they're uncomfortable in the calf, but their friends will go they'll hear about it and they'll talk to Miss Kane and try and get on a list. And then you just see them while like the the
administrator in me is like it might be a little wild in there. I got to just chill out and kind of let them be. And they've been pretty good generally for the most part. They come get their lunch and they kind of head down there. But it's been like a positive experience for kids otherwise who might be, you know, aggravated or frustrated or
uncomfortable in the cafeteria. So, it's a I my hope is that we can do more little stuff like that to be able to kind of give kids >> more connections. Like my experience has been when you do these big giant mentorship things that gets weird and then you don't follow up. Like I' i've had all sorts of stuff that just kind of
falls flat on its face when I have these big grandiose ideas. It's like the little stuff that you can kind of build on. So that's what we're trying that this year and last year. We're trying to do little stuff that see if it like lights a fire a little bit and then kind of invests more time and effort into it. I don't know if that answers any of your questions.
>> It does. Thank you. >> All right, Mr. Smartel. >> Thank you. Thanks uh for coming here tonight, guys. >> Yeah. Um so when you're talking about your second goal of uh identifying key programs, identifying at risk students,
is there anything that you've seen, you know, since we have the ad here, can you connect it to athletics? Are there any, you know, I remember as a kid a coach would walk the hall [clears throat] and specifically be looking for certain kids that he was going to say come out for this sport, right? Um, and it sounds
simple, but I don't think it's done enough because there's a fee associated with athletics, right? So, do we have the ability if there's a kid who's at risk that wants that you think could benefit by anything extracurricular, whether it's nonlinear learning, music,
orchestra, something can do we have something where that fee can be taken care of? So, I can speak for athletics in that, you know, we we have the ability to wave an athletic user fee for any student that asks for it. Any and it's the parent or guardian. Um, we work
with a lot of our students um to wave those fees. I think I don't have the exact numbers for the spring right now, but we've waved a lot already. Um, we work with we work with some partners in the community to help our student athletes get physicals and not have to pay for them when they need them because
every student needs an up-to-date physical to start an athletic season. Um, so today I was actually handing out flyers to uh to a walk-in clinic uh locally that is handing out free sports physicals. Um, Plymouth Bay Orthopedics offers free sports physicals for athletes for the town of Plymouth, I
think in Duxbury and in Kingston, Silver Lake uh in August for all our athletes. So, we're constantly promoting that. Um, the barrier of an athletic user fee will never be the reason a kid doesn't play sports at Plymouth North or Plymouth South. >> Yeah. Know, I I like that. I mean, I
[clears throat] I was of a mindset to wipe out athletic fees alto together and fees for everything, but then you look at the fiscal challenges and it's just not >> it's hard, >> you know, in in a budget that's, you know, built a certain way. Um, is is there anything talking about budget in a
fiscal sense that is the principle that you know if you had a couple more bucks you could do? Is there anything you're going without? And it's not because I'm going to go bang the doors of town meeting and say get it this year. I'm talking about thinking forward like is there any initiative or program? Um,
>> yeah. I mean, this is what I'll say. I'll say um with situations like you described, right? We and and we've talked about it with trips, we've talked about athletics, we've talked about even just a field trip like like uh Jenna Sornson wants to bring there's a unified
sports class. She wants to bring them bowling. Like if if she she wants to charge money for the bus, that's great. Like but and kids should have a little bit of skin in the game, but like I made [clears throat] it very clear to her and and we make it very clear to everybody like if somebody's struggling even a
little bit, we'll figure it out. like don't do not uh and and I have to tell you from both schools that's everybody's approach uh and so um we so so and and to your budget question um
I mean you guys know we have we have shrunk supplies we have shrunk stuff um but we have like we are trying to be really inventive about stuff and I know um like and and the community is great like our building use and the fact that
the the community uses our facilities and our the the rentals and stuff pay for a lot of the the stuff that we need and so we're able to fix stuff that that stuff has helped us. I don't know if that translates to the middle schools and the elementary schools as much as it
does to the high schools. Uh but for us like it it is it's a godsend really because I I can if something goes wrong or somebody really needs something I can figure it out. Um, and the community is great. Uh, and so like we've had like
AllTown Fresh, like they did a September coffee thing. She invited me down there. I didn't really know I promoted it. We did a whole thing. She had me go down, gave me a $4,000 check. I was like, so I scrolled that away and I'm using that for stuff like that, like for buses, for, you know, an activity, like for,
you know, for anything. Uh, anybody comes to me for anything, I never say no. I'll figure it out. And I think that's South's approach, too. I think that's the district's approach. So, like, while uh stuff is tight and we've cut some positions and we've cut supplies and and I think people have
noticed that, um the community and the people we have working here are pretty inventive about trying to figure it out. Um so, I mean, there's always stuff I think that, you know, >> I was just making sure there's no administrative bloat. >> I've heard that. [laughter] I've heard
that. Um, I'm trying I tried to forego my lunch today, so maybe that's it. I don't know. >> No, I believed you guys. Thank you. >> Yeah, thanks. >> Anybody [laughter] else? >> All right. >> Great presentation. Appreciate it. >> Thank you. No Eagles.
>> No. >> All right. Next up, we have Dr. Demurs from Plymouth Harbor Academy with an update. >> Hello everyone. >> Hello. Being a little bit older than Mr. Parson, I did not use AI to beautify my slides, [laughter]
but I will try that next year. But I what I did do is I did a introductory video [laughter] for you and we'll start with that. Supposed to go on here. Students that come [music] to Harbor Academy, they come for a variety of different
reasons. Some students are credit deficient, some have attendance issues, some students have high [music] anxiety. The main thing is helping kids find a path to success in and graduate from high school. >> It's [music] really just about knowing them individually as a person before
knowing them as a student. We take a lot of pride in [music] just making the relationship with the kid and just figuring out who they are so that we can best help them move forward and get to their own goals. [music] >> Individuality is celebrated. People are uplifted for their achievements like even no matter how small. It really
focuses on how [music] each student learns individually and how to best incorporate that to how they're going to learn and progress [music] and flourish in their environment. >> What really makes the difference is the smaller amount of people that's here. [music] Like that's what really builds more of the community is they have more
time to sit down and build a relationship with you [music] and find out why you're not succeeding. They realize it's not just everyone comes here for the same reason. It's different reasons for [music] different people. >> I think a lot of students have trouble feeling connected to a big school or they don't feel connected to a group.
Here there's anywhere [music] from 35 to 45 students at any given time. We make it a point to get to know each and every one of them. I need to be close with the teachers and I [music] need to have that personal connection with them. Harbor has definitely been a place where you can have that personal connection which
means [music] I've been flourishing personally and academically. It's a really brave step to come from being in traditional ed for your whole life and realizing I need to take advantage of [music] this opportunity because what I've been doing or what other people have been doing to try to help me is not working. [music]
>> Here they try and focus on why you're actually not succeeding. I'm not big on like you put it on the board and I just write it down and learn that way. Like it's more hands-on here. It's more [music] of like a relationship with people. >> We try to take all the obstacles away that they had in the big school. [music] They start to really feel good about
themselves and they see the positive of coming to school [music] and what tomorrow may bring versus before it was gloom and doom. >> We understand that things have happened in your past [music] that you've made maybe some poor choices or mistakes and you're not just a student first and foremost. You're the student that you
are. you're the person that you are. Building the relationship really starts with just making it so they know that you see that and that you see that side [music] of them. Having my teachers be there by my side throughout anything. It's really helped me conceptualize my goals. Knowing that I wanted to go to college, it really helped me see that I
could do that and it's [music] something that I wanted to do. >> Sarah is now a freshman at Westfield State. Kase is starting an electrical program in June. So, I'm proud of >> um first of all, I want to talk a little bit about the size of the program.
Traditionally, it's been anywhere from 35 to 40, 42 students max. Um this year in January, we had a high number of referrals to the program. Um 31 to be exact. And usually my January referrals
are closer to 10 to 12 referrals. And I've always tried to prioritize seniors because I'm trying to help them get to graduation on time, walk with their class, um because for some reason they're a little bit short. Um with the
large number of referrals, I did um approach Dr. Rogers and ask for some help. Um I came up with a plan to offer three additional classes at 8:30 instead of our normal 9:45 start time. So, it's
a very fluid um school this year. We have some students starting at 8:30, leaving at 12:00, others coming in at 9:45, leaving later in the day. I even have one student coming in at noon and finishing up at
3:00. So, it's working. Um, but I know it's something that we can't always do financially in the future. Um, so I'm going to work with Dr. Blazeell. got some ideas on how to plan for this type of thing if it happens in the future. Um
the one thing I do not want to do is say no to someone that needs us. So that was um my biggest thing. So 42% are on IEP plans or 504s. I will tell you the majority if not all of those are social emotional. [snorts] And the big
difference this year also is a 19% of my population is English language learners. Um, not sure why that is. I think maybe words got out for this population that we eliminate the homework requirement
and it allows them to work more. A lot of the e students are already working. They're in the community working. Some of them working almost a full-time job. I have two students that are working and living on their own, supporting themselves and coming to school. So,
it's a little bit of a shift that I've seen um this year. >> [snorts] >> It's a cost savings to the district. Um obviously um I've taken some kids in um that were on outside placements and help them finish up. I've also called some
students that had dropped out of Plymouth North or Plymouth South, invited them back to school to help them finish up. And that's something that we look to do on a regular basis as well. um if we can get them off that state drop off list, get them back in the school, get them a high school education, we know they're going to have
a much better chance to succeed. Um we really take pride in giving the students choices to show their mastery of learning. Um so we try to stay away from the traditional paper and paper test. We do a lot of projects, presentations. we
really have students um demonstrating in in a different way um that they're comfortable in. And for some students that may not meet be in the classroom. Sometimes they'll go to a smaller room still and in front of a couple adults to
show that they've mastered it because they're not quite there yet comfortable to talk in front of their peers. [snorts] Um the work study program is a little bit different for me this year. I think it's because of the e population.
It's like the halves and have nots. Half my program is working very much and then the other half have never had a job before. Um so we're helping them get licenses. We even helped one youngster. He didn't have a social security card. We got him to the federal building. We
got him a social security card so he could apply for a driver's license. We got him on path for that which helps them to get to work. They don't have the means to get to work unless they have the transportation. So driving is a big part of what we try to do to help these
students along. Um [snorts] we try to get them internships when we can. I am working um to bring in some of the volunteers from the VIPS program. Um, I think it's an opportunity um to bring some people in that have some life
experience to talk to my kids, but also maybe mentor them maybe after graduation as well. If they can establish a relationship while they're in school, um, my experience [cough] when I was in Falmouth years ago, a lot of those mentors kept those relationships with
students well beyond graduation. So, that's the route I'm I'm looking to move in. [snorts] [sighs] Um, we still work with the care program at West. We're trying to do some different things across the street in Nathaniel Morton. I think convenience
wise, um, it's much easier for us to do that. The the snow has been a little bit of a challenge. Um, but now as we go into spring, I think we're going to have the ability to do more with the kids across the street. I think is a great opportunity um for my students to
understand that you can give back and um so that's a big part of what we're going to look to do um starting next month if we can. We [snorts] still have um a council from High Point coming in. Um Heather Donovan
does a great job servicing our kids. She also helps our students after graduation to continue to get counseling services if they need that. No, though she can't do it here, she has access to counselors and to help them um continue to grow and
move forward. Um as you know, I've been working with Bridgewater State College. I am on the steering committee for neuroscience department um as a practitioner. We've been doing a lot of different things talking about
executive functioning and how that applies in my program and student engagement. We're going to go as a team um to New York next month to a conference and really see if I can take this to another level. Um the experts at that conference have a lot to do with
tying the executive functioning to um [snorts] excuse me to you know student engagement which is something not only my program takes pride on but it's something I think that we look to do across the district. [snorts]
[sighs] Finally, I I I put the cell phone policy up here because I I needed to tell you I took it to another level. Um once I took the the phones away, then the watches started coming out, the personal computers started coming out. I took all
electronics away from the kids during the school day. Um any watches, phones, we lock them up during the day. They don't bring any backpacks anymore or computers from home. Every single classroom now is outfitted with a
Chromebook charging station where if the teachers need the technology, they have it there in the classroom. It has raised the level of student engagement. There's much more conversation taking place. And now when when teachers are doing
lessons, it's more than just the what now they're digging for the why. [cough] And they the learning is going deeper. And I really do believe it's because the distraction of the electronics is not there. I'm also trying to show them to be responsible that there are times on
the job site you're not going to be able to use electronics because of safety issues. So that security blanket they have and it is their security blanket. That's what they were brought up with. They're getting better with it and they're really thankful that I've done
that. Finally, I've kept the community engagement partners that we have um the students, a lot of students are taking food home more so than ever. So, if there's any leftovers um from the lunch
program, we have plastic containers, baggies, they're taking food home. Um we want to make sure there's no waste. If there is anything left over beyond that, it usually goes to the science program because we have some little animals and critters in the classroom. So, they're
being fed as well. Um, [snorts] Walt's mobile closet will come in for clothing. We try to do that at least a couple times a year so students have access to free clothing. And then finally, like I said, I I really want to make a point to get more
of the volunteers in because I really know how that works. I believe in it and we're going to try to bring them in this spring to get it started. >> So, I'll take any questions if you have any questions. >> Wonderful presentation. I can't say
enough how much I love the program. Um, Miss Jackson, you go first. >> All right, M. Bryant, we'll go down the road. >> First, I would like to apologize for my technology mishap. Evidently, I need mine taken away from school committee as well. [laughter]
>> No worries. Um I you had alluded to the increase of um enrollment or referrals within the program and shared some of them maybe
from um those who have job students that are carrying full-time jobs. Were there any other outliers to that? any other trends that you may have experienced for such an uptick? >> No, I I think life happens. I think a
lot of these students have had some traumas in their life. Um, you know, not to get into detail of their personal lives, but stuff that I couldn't even imagine going through, they've gone through and because of that, they're behind. So, um, usually when they come
to me in their third or fourth year, there's an appreciation that they have somewhere to go to get caught up. Um, I found when students come to my program too early and in the first couple years, they don't have that appreciation quite
yet. And, um, so that's one thing that I look at all the time. The other thing that's very difficult for me and and Dr. Rogers will tell you, I don't like to say no to kids. >> And um >> you know, how do I choose this one over
that one? And they're both in the same place. So, I'm [clears throat] really trying hard to fit as many students as I can down there. And um another piece I would like to add as a HR practitioner
as part of your work placement training is there an opportunity to offer some type of course or conversation about advocating for oneself in a professional way. I think just generational wise what
I'm finding is um that expectation of students coming into the workforce they they have all the best ideas they know what they want and they just may not be able to deliver it and I just think with the programming that you
already have in place it's a great way to infuse that in the curriculum if not already. So we address that in two areas. When our senior English classes, we do a lot of resume writing, cover letters, and we practice interviewing
skills with the students so that then it's not the first time they do it. It's not it's here with us. And we also um spend a lot of time in the topics class, advanced topics of math, which is a senior elective for math. And we really
look at jobs and and what the jobs do, what the career numbers look like, what does that paycheck look like, what are the things they're taking out of the paycheck. So they have an understanding. They have an understanding how to do taxes when they leave um me. So we try
to make it as real life as possible. The majority of the students will go on to work first, but I can almost guarantee you that because the average age in the community college is around 26, 27, 28, these are the students that are going to
go back to school. So, I'm going to make sure they have the skills for college and for work. >> Thank you. >> M Jackson, >> you know, I'm one of your biggest supporters. I love everything that you're doing. Uh, and I, uh, I really
appreciate what you're doing with Bridgewater State, too. I wanted to hear more about that because it seems like it would be a valuable addition for all the schools to learn some of what you're working on. >> Yeah, we talk we we spend a lot of time about how the [snorts] brain develops,
how the brain works, some of the things that get in the way of the development of the brain. It's like the topic, one of the topics of the conference I'm going to is going to be teens and digital devices >> and how that's affecting their their
growth. Um, [snorts] so they kind of pick my brain on what I'm seeing in the classroom at this level and then they try to take that to their level at the college because they're running into some of the same issues now. Um, so I I
think it's a great partnership. I enjoy it. Um I I've graduated from Bridgewwater State back when I was a college. So it to me it's nice to keep that connection. >> Oh yeah, definitely. Um do you see what happened this year as a trend like
something that will have to be considered going forward? >> As far as the number >> like the number of people Yeah. >> I don't know if it's a trend because it's it this is the first year that I had such a uptick in January referrals.
Luckily, I had three seniors that finished in January, which opened up a couple of seats, and then with the added classes in the morning, we were able to service 20 of those 31 referrals. >> Okay. >> I sent some seniors back to their
sending schools because they had enough credits and they could graduate with where they were at. And then when there was some underassman that I said September, I told their guidance counselors, refer them again and I will prioritize them for September.
>> Okay. Thank you. >> All right, Mr. Smartos. >> Thanks. [clears throat] Um, a couple questions and and I know it takes and I can tell by how you presented it takes a certain person in these programs that you don't
can't only just care. You got to care beyond. And I can >> Well, I have a staff that's second to none. >> Yeah. And I think that leadership probably flows out through the staff and I want to commend you for that. Um, you know, ho how much we we had an
alternative uh ed program in Norwood and we had a um a kid Brian Martinelli who went on to become the Foxro High School football coach. We threw them in there in this was in 2008 with kids who had social emotional
IEP designations. Sure. Because our district knew nothing about sped then. We didn't even have inclusion. But thankfully we, you know, we had some support in those uh classrooms and then we had some kids who actually um
um migrated off the IEP and and it was it was amazing some of the results when we pulled those kids out of the the classroom, but they had the the connection to the community and the jobs was critical. I mean, there were some kids who when they they looked how they
progressed, it was the kids who were busy after 3:00, too. They had somewhere to go to because they they didn't have much going on at home. So, I think that's critical. And then you talked about, you know, the digital devices. I I was just in New York and listened to
uh New York Presbyterian in Mount Si talk about how the brain in the frontal >> I'm notal frontal lobe is absorbing differently through the digital imaging and they did a study where if you write stuff down and it's it's because your
hands using the pen it's >> the technology aspect of how kids are absorbing things is having an effect and I wouldn't have said that 10 12 years ago when everyone was saying put a device in everyone's hand cuz they're falling behind, right? So, things take
time to play out and I think we tend to go to one extreme to the other, but I think if there's a balance because the reality is you're not going to get devices out of kids hands all the time, but if you have that rule where there's no devices here today, like you said,
there's there's wearables, there's watches, there's everything. Um, but I I commend you for going out and hearing because it's, you know, it's not just an issue in our community and and the studies are now showing that there's a way to combat it. So sometimes you have
to take a step backwards in order to move forward and um just listening to the conversations at lunchtime, they weren't happening when they had devices. And I think it's important that they learn to talk to one another. >> Absolutely. I think that we're eroding our soft skills, you [clears throat]
know, and I think but there's a balance. You cannot also fall behind in the use of tech because, you know, the same way if you know the economy turned global, your markets couldn't just be in the US, right? So there is a balance, but I'm
you know applauding you to say go out there and hear from from others. So um and I hear I didn't even know Plymouth Academy. I know I'm new to the school community, but I hear about these programs in real time and I'm amazed that Plymouth as a district has so much
going on >> uh to educate the entire kid. All right. And and having served in another district and having, you know, siblings and a father in education, I'm amazed at how much we can do, right, for for kids who need it.
And I think this community, you know, the fact that you present here, it it's it's an awareness that that is needed. When we talked about getting together and the vision of talking to the rest of the town, people are busy, right? Unless they are tuning
in now and our Neielson's aren't off the charts, guys, but unless [laughter] we unless we get out there and talk to folks and educate them, you know, sometimes that's why you get people saying, "Why what am I funding? what am I doing? But I'm I'm telling you, it's
it's amazing what this district does. So, thanks for the presentation. [snorts] >> I would agree. There's there's a lot [clears throat] of districts that call me asking on how to run an alternative program because they're looking to start one up. We're very fortunate here, >> without a doubt.
>> Joe, anything, Michelle? >> All right. Um just I just had one question that wasn't here with the the explosion in uh this this student body could tend more than you usually have. Is space becoming a problem? And I'm
remiss in not visiting down there this year, but >> more than welcome anytime. >> I know. I know. >> Um it it's a we're doing okay. We took over a room that was occupied by the tech department. So we one of the class the smallest classroom got a little bit
bigger and by having those three extra classes in the morning um it's kind of spread the population out a little bit because otherwise the senior classes were way over enrolled and the rooms couldn't handle the population and then it's kind of counterproductive of the
program because they weren't successful in big classrooms. So, we're still the numbers. We always try to keep this 10 to a classroom, but we have classes that are 12 and 13 this semester >> and we're making it work. >> But you're definitely it sounds like you're at your limit, though. So, yeah.
I mean, because it's such a fantastic program. Last thing we want to do is, like you said, have to tell somebody no or, you know. >> Yeah. >> Um All right. All right. Well, yeah, sounds like we'll we'll just keep uh keep an eye on it, but yeah, I'm definitely concerned because like I
said, it's such an amazing program, but I know you're at your limit. >> So, thank you. >> All right. Thank you. >> All right. Uh next up, we've got a overnight field trip request for the uh high school conference. You Dr. Campbell is presenting
>> happy to take this. So this um may notice happened already. Uh this is typically >> approved [laughter] >> approved every it's typically approved every 3 years. This is a this is a regular standard um trip that the
students take uh to MAS to the MAC conference. Um it was originally planned to be on one of the many snow cancellation uh dates. So it got bumped. So uh there the vote is for forgiveness
I guess here and not permission >> awareness. >> Um so um but this is something that's been approved um the last few years and needed to get back on the cycle. >> All right, Mr. Jackson, >> I uh
request that we approve the field trip as presented. [laughter] >> I second as presented. Does anybody have a problem with this having [laughter] with this field trip now that it's already happened?
>> Thank you very much. >> I'm glad the kids didn't miss the opportunity because it's a great opportunity. >> Yeah. So, and it was just an oversight for the last meeting. Um, and again, this is something that we might want to think about this. We there are a lot of
programs that have trips that are sort of the fabric of their programs whether it's DECA Skills USA >> uh these programs and sometimes you know >> we always come here but it's one of those things >> you almost approving it as a policy if it's going to happen every year. Yeah.
>> Yes. So something something to think about I think >> a different way to approach it. >> Yeah. A different way of promoting that support perhaps. But um >> thinking of it, >> thank you for approving the 10 [clears throat] days ago. >> Thinking of it part of >> a recurring maybe the programming.
>> Yeah. >> Yeah. Yeah. If it's part of a Yeah. >> And I'll take responsibility. Chris was like, "Why is this on the agenda?" [laughter] And I was the one that said, "Just take the kids on the trip. We don't want them to miss the trip." But the principles were a little ups. They were like, "Ah, it's policy."
>> And I'm like, "It's all right. It'll fall on me. It's fine." >> Yeah. No, I think that's positive. I I think that's important too having the fact that you're in the approval cycle. It's not like they're just taking these willy-nilly like right >> they've gone through the administrative steps >> we're you know something like this we
are >> yeah this is more awareness so yeah I do think it'd be makes sense to look at some >> kind of policy or way for us to approve these recurring trips that happen every year for certain programs. >> Yeah. >> Especially for instances like this. >> Yeah. >> Historic snowstorms. I mean
>> Yeah. >> Sure. >> All right. Next up, we have the uh policy adoption amendment review and appeal for the our U meeting policy which um for those don't remember our review of the proposed meeting dates. In
order for those meeting dates to be valid, we would need to change our meeting policy. So, if you don't approve the meeting policy, we can't approve the meeting dates. >> Yeah. So, what you'll see here is a hybrid of of sorts, right? So the MSE MASC
uh standard policy is the first one >> in the attachment which is very very simple as you can see talks about regular meetings and special meetings um and that they're open to the public. The the Plymouth policy is a little bit more
detailed in terms of special meetings, regular meetings, uh recess meetings, attendance, executive session. It's all it's all really good. that where it I think poses the challenge is as Mr. Pisano said is the specificity as to
which Monday the meeting should be held. Right? So the language here um is uh sort of strikes certain things and adds some general language. So instead of first and third Monday of the month, it talks about predetermined dates as voted
by the committee. um that there should be no fewer than two regular meetings each month and that they'll be held on Mondays. It should kind of have some consistency and expectations for both committee members and the general community as to when those meetings
typically take place. Um again, striking if it doesn't happen the first and third that it's going to happen the second and fourth. It's just one of those things that I think really puts a lot of um barriers on uh your ability to meet. Um
and then it sort of combines uh some language regarding joint meetings. Can again the the the select board joint meeting um you know happens twice a year. That language is consistent but also there was language in there about school councils and this is something
that I think the language is attended inviting the school councils here um on an annual basis. So that language is re is rewritten and revised so that all the councils invited through the schools to be a part of those conversations which
are happening at the schools and as having liaison to those councils kind of bridging that um that meeting place here. So those are the uh suggested revisions to the policy in an effort to
also consider Mr. Pzano's schedule uh which makes a lot of sense. >> Yeah, I I definitely like all keeping the spirit of the policy with then taking up some of the you know unneeded specificity. Um any questions or
discussion? Yeah, Mr. Smart. >> Um I on the [clears throat] amendments to the policy I don't have any questions. I think they they align with what you're trying to accomplish. Um the now that I've I've seen it the the one thing I was going to ask though should we amend
under citizen complaints we have open forum so anyone can show up and we want to hear >> what they have to say but it says here that citizen with a grievance shall be advised to first discuss their problem with the involved professional staff
which I get. If unable to reach a satisfactory understanding, the citizen may enter a request in writing through the superintendent of schools for an audience with the committee. Now, that would be an official audience or an agenda item. But I kind of think
though the policy is written, there should be something in there that says there's always an availability of public forum because you you want to be known as a committee that says, "Hey, if you got to come up here and you got something to say, we want to hear it.
12.0 kind of makes it look like citizens complaints have a certain flow to the complaint and unless they send it in writing to you and get approved, >> they can't come to public forum. So, I'd put something in there as long as we're working on this to say, "Look, hey,
>> you get something to say, we want to [clears throat] hear it." >> Um, don't use those words. I'm not the word smith here, but I I would put something about public forum in there so you don't >> Yeah. you know, make people say, "Well, do I got to I want to come up and voice my concern." And they get
>> always welcome to take advantage. >> And I think that's a plus that I mean, I I was in a town where the selectman didn't do that and the school committee was seen in a better light because they let folks come up and address you and then if it was something that sunk in,
you put it on the agenda. >> Yeah. you know, >> yeah, I see it twofold in regards to being able to have something specific around public comment because in public comment, if we think of how that um that
space is received, it's for someone to come up and share with us. We can't respond to that. So, I think it's a yes and kind of something in regards to being able to say about public comment, but I think if there's an actual
complaint, we should still have a policy somewhere in place so that it can be addressed because what I don't want is for someone to come with a complaint and then we're all just sitting here looking at them be and then it the policy falls
back on us that Well, we came and we didn't do anything. >> No, I I would agree. I mean, some of the comments sure sound like complaints because they're things that people disagree with and >> they're taking a position. >> So, maybe we um
>> You're right. Because if it says citizen complaint, it almost brings it to another level of just below a grievance. Some people want to come and just make a comment for better or for worse. >> Exactly. >> So, we do have a policy K is specifically for public complaints. So it addresses that
>> where is that in there? >> It's not in the it's not in our agenda for tonight. It's it's its own policy. >> Yeah. Because some of those result in like uh executive session or it is not public. Yeah. >> So that isn't governed by our school committee meeting policy even though it
takes place in a meeting. >> What's the name of that policy? >> It's just it's K. >> Would we be able to make a reference just >> Yeah, I would policy to just to tie them together. I think that's a good idea under citizen complaint. So it doesn't
sound like we're saying, "Hey, you should [snorts] put >> if it's to address the committee in public form, please reference policy K, put it in that." >> Mhm. >> Because with the way I read it, it just sounds like >> No, I would agree versus if if you've
been here enough to understand. First time I came to share information, >> I [laughter and clears throat] was surprised like, "Oh, you guys don't respond back to me." being able >> you can suspend the law to do that. >> Exactly.
>> If you want to get a back and forth going >> um >> we certainly could have >> or make it an agenda item like like we're doing for the uh >> yeah the union folks. Yeah. I mean yeah there is ability for them to make it an agenda topic. >> But we certainly could add that
reference to policy K in the event that >> I don't think it hurts. I think it's it's in the policy. It's it follows the flow of what you can actually do as a citizen and it's not rising to the level of complaint because it's public form. >> So I think just to make folks aware that we're not saying
>> you don't have to write a formal >> right. >> Yep. Understood. >> All right. Any other uh topic discussion? If not, do we have a motion with that uh Mr. Smart Dallas's proposed amendment I
assume included. >> Um I will move to approve this with Mr. Small's um edit. >> All right. Is there a second? >> Second.
>> Miss Jackson seconds. All right. [cough and clears throat] Excellent. [clears throat] Thank you. >> All right. Policies approved. Thank you everyone. All right. Next up, we have our proposed meeting calendar for 2026, 2027. >> This is the same as we looked at two
weeks ago. >> These are the same this this is the same as last meeting, correct? >> Does anyone have any that they'd want to adjust or >> as of right now, I'm available? >> Yeah. Oh, yeah. I mean obviously [laughter] yeah I mean everyone will
miss a meeting here and there but yeah I mean to me this was the the the most logical flow I could come up with given all the the various holidays and other constraints. So >> all right so do we have a motion on this one?
>> Motion to approve. >> All right we have Mr. Smart >> second draw seconds. All right. And we've got a calendar for next year. Thank you very much. [clears throat] Trying to get my computer to refresh.
All right. Next up, we've got revisions to the use of school facilities and assorted uh fees. >> Thank you. >> I feel like you should be presenting this. Dr. G. >> So, Dr. Blazelle couldn't be here as you can see. Um it's actually stuck um down
south. He was visiting colleges with his daughter, but should return tomorrow. Um so um this is sort of a result of our I believe it was um >> Saturday meeting >> the Saturday meeting. I was trying to remember the date when we met the discussion [clears throat] regarding our
facilities use not so much the policy but the fee structure associated with it. For whatever reason our fee structure has been set up uh for nonprofits in sort of two separate categories. nonprofits. There were consisting of all Plymouth uh uh
residents and one that would w was not. Um which seemed a little um I was a little curious about it myself. Um but what we've done here is uh consolidated it so that there are it's now there are
there are only three classes. So you have school and town groups which are are you know anyone who essentially is being funded by the town of Plymouth. So that's why you see no charge there because it's it's something that's being
funded by um by the by the town anyways. Um and then class two which would be nonprofit groups all nonprofit groups. Again, that fee structure would be the same as the Plymouth nonprofit Plymouth youth service groups um that existed and
then for-profit groups. So, again, it's just consolidating that uh to those three. And then some of the language um above is just in reference to um procedures versus policy. there some
strikeouts in terms of um or excuse me additional information referencing policy KF um but nothing of significant substance otherwise and where fees do fall to the school committee we're not necessarily the
policy but the fee structure for your consideration >> Mr. front. >> Um, everything looks good. I have a question and forgive my ignorance, but there's three strikeouts on I believe it's the last page regarding alcoholic
beverages, illegal or elicited drugs, and weapons. Um, I as a user of this policy in the past, I was surprised to see them removed versus leaving those ones in where it is
community members. Not not that I'm saying anybody wouldn't use common sense, but >> so if you look above that, it's actually smoking, tobacco, alcohol, drugs, and weapons is included above that. for whatever reason
>> the the redundancy was there and just overlooked before. So yes, certainly we do not want to um promote any of those things. Um that's not what we're trying to do with this question. >> Any other questions or anything? >> No.
>> Oh, Mr. Smartos. >> So just to walk me through the the event liaison is what because I know a pack management defines that. What is the event liaison? Is that a that's a charge for if you're doing
like if you're holding an event >> someone who's overseeing like like a an employee that's going to be there and for the event. >> Okay. So if you say you just rent the gym for two hours and you're a not for profofit. >> Yeah. >> Your charge is custodial
in class one and that's it. You don't need an event liaison for like an hourly if it's just like a two-hour project, >> right? If you're in the pack, you're right. >> Okay. >> We're also So, Dr. Blaze, I know wants to simplify this even further. It's kind
of like your cable bill when you look at it. [laughter] >> Um, where there's always hidden fees. Um, we know that there are certain people that we need to employ for various events. So, rather than having all that broken out, Dr. Blaz will be coming forward with probably another
revised structure to saying if you're renting this space, this is what it's going to be and and not have all those fees. >> Yeah, I think that's too complicated. >> If you're not forprofit and say you want to rent a gym, >> this is what you're on the hook for. Y
>> as far as personnel, >> um if you're not for profofit and want to rent a field with lights, right? because I know there's some interest there from um >> youth football because is it [clears throat] Elder Raymond or Elmer Raymond? >> Elmer. >> Elmer. Okay.
>> Y >> and I never get it right and everyone laughs. I don't care. But they are so condensed down there for the Plymouth South youth football program. So there's some talk about maybe renting, you know, some usable nights, but you'd have to have lights and turf. Um, and the
question I go, well, is that a custodial fee or is that a we pay by the wattage? I'm like, all right, we'll have a policy. We'll be out there. So, that'll that simplification is good because then when these boards are doing budgets and saying, "All right, what could I
request? What can I afford? And how does that play with not wanting to raise our user fee, right? They they're not for profofits. They're trying to get as much value for the the the kid in the program. So, I think that's great. And
um and other towns are doing some really good things like I was in Situit where the high school is doing some things for the community youth programs like, you know, and I I just heard he said the building use fee. >> Yeah. So, I wanted to speak to that
fund, but is it going to be affected dramatically? it won't because the for-profit groups are also renting those fees um making considerable money themselves um which helps us you know when you have a a program that rents the
pack for an entire weekend >> right >> um it can bring in a substantial amount of money so um no I don't anticipate that at all and and Dr. Blaze Dial is is constantly looking at those numbers and and again it's really looking at you
know we know that we're not you know any town program that's funded through taxpayer dollars is not going to get charged and then you know bringing that nonprofit down so that it's a a reasonable amount. Is there any priority
for so if a town program asks about the school facilities is there any priority a town not forprofit would get versus say an out of town AA says I want to rent all and they got you know the war chest and they want to rent our
facilities >> you know I've seen that happen in other communities where they take up all the gym time and you know is there >> we have a disclaimer we always reserve the right to like our programs come first and can bump. >> So, if we defined like Okay, so Plymouth
Town programs >> and it says no long-term rental agreements. >> Huh. >> There it's also a clause in here that says no long-term rental agreements. >> Okay. So, no one can >> like Yeah. So, a club soccer whatever couldn't come in and rent every single field for the year,
>> right? Well, that's good because there there's definitely >> Yeah. Well, there's some programs who would. They'd say, "Well, we charge four grand a kid." and just do that at the Plymouth Rink and you'll find a lot of groups from outside. Yeah, >> I can just attest to in the volunteer space, renting the facilities as part of
Plymouth South youth um football and cheer and understanding if I did have to get bumped, it was a school related something going on. um they would make the best
accommodation possible to move us to another area. And if it was between myself and another youth sports, we would work together to see what would be best agreeable or um who's taking precedence, but I've never been bumped
because of another organization outside of the town >> um coming in. >> But this this policy looks great. I think it's a lot easier to navigate with all of the additional fees. I do like the breakdown of the staffing charges
and then in the physical the fee schedule notes understanding like who are these people because to to Paul's point I'm like what's a manager what's a custodian what's an event liaison. So,
um I think this is really great at at narrowing down and understanding. >> Great, Mr. Jackson. >> I just wanted to add that if people are interested in renting the space and they are having trouble looking at the breakdown that Jill is actually who is
the person who coordinates it >> is actually really amazing at being able to walk people through what they need and what they don't need and answering those questions. And although you don't want to just rely on the person and not the policy, I think simplifying the policy is great. And in addition to it,
if there are still questions, she does a phenomenal job of walking people through it. >> I was going to shout out Oh, but I haven't. Um, [laughter] >> no, it's great. Having someone who, you know, is whose job is, you know, largely that is is great for community rentals and people to be able to have that
support. >> And she remembers like the organizations from the town and what they would typically do. So, she tries to make it work for all of us, which makes it a lot easier for coordinators. >> You can shout her out. Jill Davin does a
great job everyone. [laughter] >> I haven't I haven't done it in a while. So, >> she does does a great job. All right. Any more questions or discussion? >> No. I motion that the revisions of the use of school facilities and associated
fees be accepted and approved as presented. >> All right. >> I second. >> All right. That's what keeps getting me out. All right, motion's approved. >> Thank you very much. >> Next up, the superintendent report. Dr.
Campbell. >> Thank you. Um, first of all, uh, last week we had the fifth annual children's business fair. It's hard to imagine that it started five years ago at West Elementary School where we basically shut down Route 80. Um, had a few issues
in the parking lot. um and quickly learned that uh this program was growing and growing fast. Um so really happy, you know, we had over 200 unique businesses, student businesses there um both at North and South High School because we've expanded to both high
schools in the last couple years, which is pretty incredible. So, just want to um give a shout out to our administrators, our teachers involved in making this happen as well as a Amy Naples from the chamber and Steven Cole from Plymouth Regional Economic Development Foundation. It's just great.
I saw you Mr. Samarels from a distance um at South um but you we went different directions, but just great to see. >> Was that at the business fair? >> At the business fair. a point of privilege here that I I said,
so Walt Fuss is a teacher. His son Jake and my son Luke had their lemonade and cookie stand. I think the NASDAQ was going to crash because I tasted the prototype, the cookie. And I said, tasted like brick. I said, "You guys are in trouble." Somehow they worked on the
ingredients and their lemonade, they're selling it for $5 a cup. and their logo. It was all marketing, but they walked out of >> research and development, too. It >> was all research [laughter] all the skills. >> Thank you for contributing to that. >> I stayed out of it, but I said, "Geez,
wow." And across the board, the kids at all their different booths because, >> you know, that's that's a world that I've lived in. Trade shows, exhibits, conferences, right? Very cool. >> And I'm like, this is so entrepreneurial, but they're so focused there, the kids. They're not It's a It's
a time that's unique where they're just talking about what they're doing for that goal. >> Yeah. >> So, I think anytime you get a program like that that uh that brings their focus to engagement, there were no devices there taking payments. You had a
hand. You could Venmo, that's different, but they were interacting. >> Yes. >> And that was awesome. >> No, it's it's been a wonderful program. I think um kids come back to see the younger students um year after year. >> Uh but it's outstanding. I just want to thank everyone. Uh it's a great
community event. >> Yeah. >> Another great community event was the uh youth arts month exhibit uh which took place and opened on March 10th um at the Plymouth Center for the Arts down North Street. Um over 600 pieces of artwork,
you know, all levels just seeing the little ones and our high school students um from every school across the district. Again, special thanks to our amazing BPA staff, um, and to the Center for the Arts for making that happen. Um, one thing that is on people's mind,
which I don't have a definitive answer to yet, but I'm going to give as much of an update as I can, is the last day of school. Um, as you know, we've had a lot of snow days this year. We've had seven. Um, our calendar schedules five, which
means we're two over. Um, so right now, uh, theoretically we'd be going to school till June 29th. Uh, we had a we had a call with the commissioner about a week and a half ago about, uh, about this issue, which is an issue for a lot of communities. Um, we're in a different
situation for some communities because we start earlier than than many, too. So, I think that really helped us in a in a strange way um not have to look at April vacations and things of that nature if we didn't start when we did.
Um the there's a thing called Massus student learning time regulations which dictate the amount of time instructional hours that students must receive at the elementary and secondary level. Elementary it's 900, secondary level
it's 990. The 180day rule is the only thing that the commissioner can wave so long as you're meeting the student learning time regulations in terms of the total hours. Um he doesn't have the authority to wave uh the the um the
hours. But given this year's storm, um, as was communicated to district leaders about a week and a half ago, DESIE will consider waiverss uh to the 180day requirement if districts demonstrated certain criteria and have done their due diligence to make it work. Uh, we just
uh for clarification, we do meet student learning time regulations even if we did not go to school on June 29th. I submitted a letter to the commissioner um last week and it was it was acknowledged and they're looking at that, but I do feel strongly that it
will be considered and we will have a a slight adjustment to that so where they're not coming to school on the Monday of the 29th. Um hopefully we get an answer this week and I can send something out to our school community. But just to let people know that yes, we are addressing this and hope to have
some information soon on that. Um the the community of precincts the committee of precinct chair meeting COPC is this I think it's Thursday the 19th is 19th Thursday. Thank you. So on the 19th uh school department will present
Dr. Blazell and I will present at 6 p.m. to COPC at Town Hall. Uh look forward to that presentation. Um, and then on Wednesday the 18th, something that I've been doing, gosh, um, for probably about eight, nine years, um, is the getting
ready for kindergarten online workshop that we do for incoming kindergarten families. So, we'll be hosting a virtual workshop. We found the virtual has been very, very wellreceived. Um, understandably when you have young children at home, it's it's a lot easier to get remote, but we'll [snorts] have
um teachers that will kind of walk through what the typical kindergarten experiences um be able to answer some questions and and then I'm there as well to kind of go through the curriculum and an general overview and an opportunity to ask and answer any questions that
families may have. So, look forward to that. And that is all I have this evening, Mr. Pazo. >> Any questions for Dr. Yeah. Nope. All right. Next up, uh, retirements. Are you reading those? >> Yes. We have two two big [clears throat]
retirements. >> These are big. >> Uh, Mr. Derek Stroider, North High School science teacher after 30 years of service. And Miss Maria Peko from uh, PCIS Spanish after 33 years of service to our district.
>> Miss Jackson, >> we would like to wish we would like to wish Mr. Dro Schneider and Miss Bacho uh combined 63 years of service good luck in their next endeavor. And I can say to Mr. Stro
Schneider that Lucy will be very disappointed that she does not have him because she had his wife and she's heard wonderful things about him. So >> we wish them all good luck and >> uh best of luck with your new endeavors. Yeah, I'm thankful my kids had each of
these uh teachers, including uh Mr. Sir Schneider, is a track coach for my uh son, but Mr. Pico taught both of my kids Spanish, so >> I'll miss them both. [clears throat] >> All right. Uh next up, we have a thank you letter from the for the Nathaniel
Morton, class of 1959. I will read that as our secretary is out today. Find that. Uh so this is from um principal Chase uh Nathaniel Morton. So dear members of the Nathaniel Morton uh class of 1959 on behalf of the entire NMES
community, thank you for your incredibly generous $1,000 donation in memory of Marjgery Knight Cronin MIJ. Your thoughtfulness and care will make a meaningful difference in the daily lives of our students. Your gift will directly support our NMES snack check, a program
that ensures any student in need has access to a healthy snack during the school day. While Plymouth Public Schools provides [cough] free breakfast and lunch to all students, families are responsible for sending a daily snack. At times, a snack may be forgotten or a family may face financial challenges. In those moments, our teachers are able to
offer students a snack from the snack shack, no questions asked. Thanks for your generosity. Thank thanks to your generosity, we were able to keep the snack shack stocked with items such as pretzels, popcorn, applesauce, fruit cups, and granola bars. These simple snacks go a long way in helping students
fill their belly so they are ready to learn, play, and fully enjoy their days at NMS. We are deeply grateful to the NMS class of 1959 for honoring Mij's memory in such a compassionate and impactful way. Your kindness will be felt every day by the children we serve.
with sincere appreciation, Chrissy Chase, principal. So, thank you to that class of 1959. Uh, next up we have uh committee member uh reports. Do you have any um general reports and proposals from committee
members? No one. All right. Uh master planning committee. I don't think we have anything from uh Mr. Morgan. Uh report from the Plymouth building committee. I will do that. We did meet u uh last Thursday. Just a few items. Um the fire
stations two and five are both in the final closeout phases. So those will finally be dropping off the agendas and thankfully both of those projects are actually finishing uh under budget. Um Paloma Center for the Arts um that uh kind of rehab project been doing a lot
of work just to um fix fix some uh do some long-term maintenance there. That project's in the phase and that is also coming in slightly under budget. Um and then a few um active projects on mainly on the DP DPW side. Um the team is in
the uh short list doing short list interviews for an architect for the new administrative building for the DPW. Um there's a RFP being worked on for some Memorial Hall repairs. Uh the uh HVAC replacement at police station is in
progress, but there's concerns that they may may need some extra dollars just because of what costs are like out there right now. Um and there's a a design in progress for some updates to the uh visitor center that's downtown on the uh uh waterfront. Those are pretty much the
the big ones. So, all right. Next up, we have appointments, leaves of absence, and res resignations. Dr. >> Thank you. We have um five classified appointments, two parental leaves, eight medical leaves, and six resignations.
>> All right, thank you for that. All right, next up, we have any unfinished business or new business any members would like to discuss or add to a future agenda? All right. All right. Next, we have consent agenda. Have some homeschooling plans and some uh accounts payable uh
warrants and some disposal of uh No, I just warrant. All right, we [cough and clears throat] have a motion on the consent agenda or anything anyone would like to remove from the agenda? >> No, M. Jackson, >> I move that we approve the consent agenda as presented.
>> All right. Thank you. Do we have a second? Okay. >> All right. [snorts] Mr. Smartzilla seconds. We are flying through the remainder of our agenda. All right. [clears throat] All right. With that, we're going to
make it in under 900 p.m. I will call the uh meeting to a close at 8:56 p.m.