You'll go with the comment. I >> never know if I'm talking close enough. >> What grade are you in? >> Junior. >> And you, Junior? My nephew Mikey is graduating coach
Joffford this year. Yeah, he's uh he kicked cancer's ass. >> All right, good evening everyone. We've been about a month since our last meeting and obviously a whole lot of excitement happened in between then. So without further ado, I will call the uh
March 2nd, 2026 meeting of the public school committee to order at 7 p.m. Please join me in the uh pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. >> All right. Next, I'll read our land acknowledgement. Uh, 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 in the herring pond wanoic as a surviving tribe indigenous to these lands. In our commitment to lifelong learning, we acknowledge historical injustices to the native people of this land and vo educate ourselves, our community, and our students on the first peoples and the hardships they endured. We offer this as
a small but essential step towards building a culture of respect, truth, and accountability. All right. Uh, next up before we get to our uh public uh comments, we have uh two moments of silence to offer for some
uh former um Plymouth Public Schools um employees. Uh first of uh we have Kathy Ricker. Um we pause remember Kathy who served the Plymouth Public Schools as a pair professional at West Elementary from 2004 to 2014.
Kathy was deeply dedicated to supporting students with behavioral challenges and disabilities, helping them build confidence and life skills for success. Even after her retirement, she missed her students so much that she found ways to continue seeing them each day, a testament to the lasting relationship
she formed. She was also a proud union member and advocate for her colleagues. We extend our sincere condolences to Cathy's family and loved ones. At this time, I ask you to please join me in a moment of silence in memory of Kathy Ricker and in appreciation of her service to the Plymouth Public Schools.
All right. Thank you. Next, I'd like to offer a moment of silence for Marian Mau Fenuf. Uh, she was a dedic she was she was dedicated for 20 years of service to Plymouth Hoba Schools from 1989 to 2009.
Marian devoted her life to education, touching countless students as a teacher, mentor, and advocate. She played a significant role in Plymouth's gifted and talented program and was widely respected for her creativity, integrity, and unwavering commitment to her students. Beyond the classroom, she
was a colleague and friend who embodied kindness, fairness, and encouragement in all she did. Marian passed away on February 9th, 2026. She leaves behind a legacy that lives on in the many students and educators she inspired. We are grateful for her years of service to our district and for the lasting impact
she made on our school community. Please join us in a moment of silence in memory of Marian Matau Fenuf. Thank you. All right. Next up, we have comments from the general public. Believe we have uh six speakers signed up uh for this
evening. I'll remind uh speakers of two key things. One, please keep your comments uh on topics uh within the school committee's purview. And secondly, each person has uh three minutes to uh speak and we'll uh uh let you know when you've exceeded your uh
three minutes. Uh first up, we have Miss Sandra Broen. Good evening. My name is Sandra Broen. I'm a retired teacher with 40 years classroom experience. I'm opposed to CES, the comprehensive sex education program that has been introduced to
eighth graders this year and is planned for sixth, seventh, and eighth next year. I'm for wisdom and knowledge for us and for our students. True wisdom, knowledge, and understanding comes from God. And his book, the Bible, is kind of pictured on underneath the Mayflower there. The fear of the Lord is the
beginning of wisdom, and the knowledge of the holy is understanding. Proverbs 9:10. Proverbs 1:7 states that the fear of the Lord is a beginning of knowledge, but fools despise wisdom and instruction. In my last Bible study, these words came cooperating what I
shared with you before. I said it before. Psalm 127:es 1 2 and 4. Blessed is everyone who fears the Lord, who walks in his ways. You shall eat the fruit of the labor of your hands. You shall be blessed and it shall be well with you. Behold, thus shall the
man be blessed who fears the Lord. AI helped me out. Fear the Lord means to have a deep abiding reverence and awe, a respect for God's holiness and his power rather than being terrified of him. I agree with
this AI. God is not the cosmic killjoy. He created us and he gave us the gift of sex. He is the most amazing wonderful one. Father, son, and holy spirit son Jesus um he lives he loves us with an everlasting love. God created sex with a
purpose in mind. In Genesis 1:28, God commands humanity to populate and take care of the earth. God said to them, Adam and Eve, and said to unto them, "Be fruitful and multiply. Have many children and replenish the earth. Subdue
it." Are we doing that? Multiplying, having lots of children. No, just the opposite. We've been killing them by abortion. Since 1973, the AI stated that there are over more than 63 million abortions that have been performed in the United States. It's not what God
wants, but he loves us so much. He will even forgive that if we confess it to him. The babies are waiting in heaven for their parents to come. They forgive him. It's what I've heard someone had said that visited heaven. God loves us so much. He sent his only son, Jesus, to
wash us clean when we confess our sin and our wrongdoings. Jesus took all of our sin on the cross so that we could be forgiven and be be with him in heaven and experience joy unspeakable his full glory. The sex educ education program is
demeaning to the purity and innocence of our children and we should not be encouraging self-pleasure starts with an M. This in uh this is one of the videos. How many times can a person m self-pleasure in one day? It sounds like a contest, a competition. Not good.
That's not going to help any test scores in school. But I will uh but it will have inappropriate thoughts going through young ones minds. What happens when a young girl gets pregnant? Abortion. Of course. Of course. She can't handle having a baby. Too young. I
say they can't handle the ex uh experience of a sex explicit sex education. We should have abstants save themselves for marriage for that special person that they can share for their virginity with um the golden rule 10 you
know treat others the way we want to be treated and the ten commandments thou shalt not kill and that's something that some of people need to do we we've exceeded your three minutes >> thank you very much I appreciate you listening >> thank you all right uh next up we have Miss
Jennifer Ward or you know one We also have some other speakers because it didn't um sign up. Okay. All right. Thank you. Hello everyone. Thank you so much for giving us the time to be here. My name is Jennifer Ward and I am a parent of two children who have
attended the Plymouth Early Education Program, which is amazing. My kids have both completely flourished in the program and I am a huge supporter of the program. I we had a bunch of parents that were coming tonight to support um we support the growth of the program.
We're just all really disappointed about losing the manmate classroom and our hope is that you would think about this and potentially reconsider having that room in an in a um in the um sorry
in the elementary school is critical I think to the success. And I have here about um like 15 letters from different parents that couldn't be here because they had sleeping children and this had been rescheduled so many times. But we will submit these to you all to to read to read and to look at. And we have some
other parents here that are going to speak to the same um principles. So out of the 22 kids, we have 1 2 3 4 5 6 7 8 9 10 11 12 13 14. We have 15 families that would like you to consider at least keeping the manmate classroom. And I'll
read what I've prepared. Um good evening Dr. Campbell, members of the school committee, and Miss Tobin. Thank you so much for giving me the opportunity to be here tonight. My name is Jennifer Ward. I'm the parent and proud member of the of the Manmate community. But most importantly, I'm here as a parent of a child who has truly thrived in the
Manmint Elementary preschool program. What I want to talk about is what is best for our children. And this is really not a conversation of convenience. It's really about this model that has proven year after year and the few years it's been there to deliver really strong outcomes for our
youngest learners. So number one is the al elementary embedded preschool model works and manmate is really a shining example of that. The manate preschool classroom it's not just a location. It's a highly successful educational model and this elementary embedded model has
consistently shown that it prepares children for kindergarten more effective than anything I have seen. Family whose children have moved directly from manate preschool into kindergarten will tell you the same thing. I have multiple letters here that their children were confident, prepared, and ready to
succeed. At Manmate, preschoolers interact with kindergarten teachers, prepare participate in school activities, and learn routines really in the most developmentally appropriate way. It's not just a classroom. It's really a community, and they build that community. And in building recognized
nationality as a blue ribbon school, this environment represents exactly the kind of early childhood foundation we really hope to be expanding and not eliminating. two, accessibility. What is really most important is, you know, I understand the
district's vision for expansion, but removing that manmate classroom, it really reduces access for a significant portion of Plymouth families. Plymouth is such a big community, and not all families have the ability to transport their three or four-year-olds across town. Not all families can afford
private preschool, and there's really no comparable private preschool in the Manmate area. For many families with childrens who are, you know, non-verbal, who rely on routine or have IEPs, distance and transportation really is a barrier that results in their child simply not attending preschool at all.
And you know, some families don't even that have an IEP don't really feel comfortable with their kids getting on a bus. My child does not have an IEP, but I don't have the option to put him on a bus. And me and my husband both work. not being at in management really puts a hindrance on the 2 and 1 half hour
program to get him there and you know the two sites are located just minutes apart on the same road and it doesn't feel like we're improving geographical coverage in fact it feels more like we're shrinking it manid and Indianbrook families make up a large part of this district and removing the only preschool
option in this region leaves these families at a real disadvantage three um community uh community and continuity are not extras being physically located in the elementary school is really important. The kids get familiar with the building,
the staff, the hallways, the traditions. All of this creates comfort and confidence. Research consistently shows that early familiarity supports a smoother transition to kindergarten and long-term academic success. My son is such a perfect example, Peyton. He's sitting right there. Hi, Peyton. Um,
when he started in Mrs. Breen's class last year, he did not talk. He is thriving in that school. He talks to all the educators, the nurse, the teachers. It like a whole new kid. He's already ready for kindergarten. He has another year with Mrs. Breen. I mean, we just couldn't be happier. Um, and he feels
proud to be a part of that community with his brother Preston who also attended um Plymouth Early Education at the original site who also thrived, but I feel like the transition to kindergarten came with more anxiety from for him and for me. Um, and then closing
the classroom and management. It's really a loss to our community and we're we're deeply saddened. We really support the expansion. We just I guess many parents felt blindsided. When the letter came out, it didn't really say that the classroom was closing. And so, you know, we just respectfully request that we,
you know, if there's a way to think about this and how this elementary embedded program could be set up to help our youngest learners transition to kindergarten, we would really appreciate that. So, that's my two cents. Do I have any time left over? >> No, I I actually gave you a little bit
of extra. >> Thank you so much. I appreciate that. We can submit the rest of the letter I >> Yes, please. Yeah. Yeah, we can distribute them to the full committee. All right. Next up, we have uh Shirley Cunningham. >> Who is it?
>> I don't know if she's Is that for the >> She was on She was I don't know. I'm just reading off names. >> Shirley Cuttingham. >> I I don't think that's >> I tried to group them. Yeah, I'll Yeah, I'm >> Do you want go? Yeah, I'll I'll make sure the rest of you Yeah. >> Can I take either one?
>> Yeah, absolutely. My subject is on uh sex education in the school. I'm a grandparent and I'm here to uh speak for the first time in in this meeting. I'm from um Plymouth and I have seen the sex education
program uh through New Hope Chapel. There was over 250 people there. Jesus Christ said, "Let the little children come to me and do not hinder them for they for the kingdom of heaven
belongs to such as these." That's Matthew 19:14. Psalm 34:11. Come my children, listen to me. I will teach you the fear of the Lord. Proverbs 20:11. Even a child is known by
his actions, by whether his conduct is pure and right. Isaiah 9:16. For the leaders of this people cause them to do wrong, and they that are led of them are destroyed.
Proverbs 3:32. For the Lord detests a perverse man or woman. 4:24 Put away perverted perversity from your mouth. Keep corrupt talk from your
lips. Proverbs 10:31. The mouth of the righteous brings forth wisdom, but a perverse tongue will be cut out. Proverbs 11:20. The Lord detests men and women of perverse hearts, but he
delights in those whose ways are blameless. Are you blameless with these children, teaching them this kind of sexual education? Is your mind warped because that is what your minds are and
that's what you want to do to innocent children? The Lord despises this. It is unbelieving and perverse this generation. Jesus replied, "How long will I stay with you? How long will I put up with
you? Corrupt morals have grown to an all-time high. America has let the minority dictate to the majority. We let one person dictate to us to take God out of schools. There
was always God in the public arena. America has been a decline since that time. The Lord God is in all of history and has been a beacon of the commandments and the Constitution. The
people in this government have led godly principles and gone so far from God's truth. They have ultimately embraced every kind of sin imaginable. Being a grandparent, I am appalled at the ugly, unloving disrespect for every parent and
grandparent that care about their children and grandchildren. I am disgusted at this board of vile, unbelieving people who allow this kind of trash into the schools and into the innocent minds of our children. I will
not vote for people who want to steal, kill, and destroy our children. >> Miss Cunningham, you're beyond your three minutes >> for all and ever allowing this to go on. >> All right. Next up, I assume this is back on the preschool topic, we have uh
Mr. Matthew Lor. Thank you members of the school committee for giving us the opportunity to speak tonight. My name is Matthew Lort. I'm here to express concern about the proposal to close the prek classroom at Manmat Elementary School and move it to another location. While we understand
the district's goals around expansion and restructuring, we ask that you carefully consider the impact this will have on our youngest learners, especially those who will transition to kindergarten at Manamett. For children, stability is everything. Preschool is often their first
experience. It's where they learn routines, build friendships, and gain confidence outside of their homes. When preK students are part of the manet building, they become familiar with the hallways, the staff, the playground, and the overall school
community. That familiarity creates a seamless and reassuring transition into kindergarten. If the program is moved, children will attend preschool in one building and then shift to another for kindergarten. At such a young age, flipping schools from year to year can be disruptive
emotionally and socially during a critical developmental stage. Instead of starting kindergarten feeling comfortable and confident, they will be adjusting all over again. This isn't about logistic logistics, it's about continuity. It's about giving children a
strong, steady foundation for their earliest years of education. We respectfully ask that you reconsider closing the maname prek classroom and prioritize stability for the children who will continue to to go to kindergarten there. I thank you for your time and for your commitment to our
students and families. I have an additional letter if I have time. >> Yep. You got another minute and a half. >> Dear Dr. Dr. Campbell and school committee members. I'm writing in support to in efforts to keep the manamett preschool classroom open. While I appreciate the district's stated goal
of expansion equity, I am concerned that closing the manmat classroom would unintentionally create significant inequity for families in our area. The closure creates barriers for my family. As a working parent, the location of the man preschool classroom is what makes school attendance possible for our
family. I work on the days my son Gabrielle attends preschool and during the time my mother-in-law provides care for my younger child. Unfortunately, she is not able to transport Gabriel to our to or from school. Because of this, relocating the preschool classroom to another Plymouth location would create
an insurmountable logistical barrier for us. We had established a routine that worked well for our family and allowed Gabrielle to attend preschool con consistently while I maintained my work schedule. A change in location would make it extremely difficult, if not impossible, for us to ensure his
attendance. This is not a matter of convenience, but one of access. Without transportation options or a feasible alternative, we are left unsure how Gabriel would be able to attend preschool at all. Additionally, while I understand the goal of expanding preschool access, creating another
preschool program approximately 10 minutes from an existing location does not meaningfully serve families in Manmat and surrounding areas. from our location. Each of the pro proposed sites would require roughly 20 minutes of travel each way under ideal conditions even without traffic. For working
families without transportation support, this distance creates a significant delay burden does not only address accessibility for our community. In addition to these logistical challenges, I am deeply concerned about the impact this change would have on my child.
Gabriel has truly flourished in the manamett preschool classroom under the care of Miss Breen. He has come out of his shell in ways we had not seen before and feels increasingly comfortable and confident in school environment. This is especially meaningful because Gabriel is
a natural anxious child who historically struggled with new settings. He thrives on routine familiarity and trusting relationships all of which this program has provided him. the possibility of closing the program in a particularly concerning because it would require him
to trans transition to a different preschool setting only to later return to manat for elementary school. That kind of disruption feels especially challenging for a child who benefits so greatly from consistency and continuity. Maintaining this classroom supports both his emotional well-being now and a
smoother transition to into elementary school. Expansion should not mean addition, not subtraction. I fully support the district's vision to expand preschool access across Plymouth. However, true expansion means adding opportunities without removing successful accessible programs that
families currently depend on. The manamett preschool classroom should be preserved while additional locations are explored elsewhere, allowing the district to expand access without limiting it to for families already being served. My request, I respectfully ask that the school committee reconsider
the decision to close the manmate preschool classroom and instead maintain it while pursuing expansion in other areas of Plymouth. I also ask that this matter continue to be discussed with community input as many families will be significantly impacted by this change.
Thank you for your time, consideration, and commitment supporting Plymouth Child and Families. Warmly, Mr. and Mrs. Gudabani. >> Thank you, Mr. Lord. Thank you. All right, next up we have uh Lauren uh Malo Malivo.
>> Good evening everyone. Um I am a town meeting member. I'm a man elementary school council member. I'm a parent of five um proud Plymouth school uh graduates. And so I thank you all for your service because they have been very
well prepared um by the Plymouth schools. I'd like to thank you this opport for the opportunity this evening to provide public comment on the Plymouth Public Preschool. I have been so fortunate over the last two years to
have a grandson attend the Manamett Elementary School classroom. He is moving on to kindergarten. So I have no personal interest in having that program remain there. But I do think it is best for the manet community and its
children. The lack of early education in Manet is a capacity issue that cannot be ignored. There are there is a report that will tell you what how many preschool positions there are in that area and it pretty much is zero. All the
Plymouth Mantt preschools have closed with the exception of the one that's currently open in the elementary school. My fear is that children who are not able to be transported over the Pine
Hills because of lack of reliable transportation will not be attending preschool. And you can talk to any kindergarten teacher who will tell you that a child who comes into kindergarten without preschool
enrichment, without that educational experience is already starting below where the other children are. So I really think it's important that preschool is available in man. Um
the other thing is it might have the unintended consequence of having the PEC program a smaller amount of typical peers in which to um to balance the classrooms with the children with identified
special needs. So I mean that's something else to consider. In manat you have a good strong pool of typical ch children that would like to be in that preschool program but may not be able to go over to Plymouth South Middle. Given
budgetary concerns, is this really the time to continue renovating new space while incurring the expenses of moving a classroom that is both welcomed and appreciated by the children, the parents, the school committee, school community rather, and the community at large. While this program may not be
able to be replicated at other schools, it is a resounding success at this one. Offering a local, affordable preschool option that eases transition for families into their local school, which has been proven to increase, as Jen said, attendance and outcomes for
students throughout their academic careers. Additionally, it places peers in a program where they will transition into kindergarten with their friends rather than dispersed into throughout the town into 11 different elementary school. This allows not only for the
children's relationships to continue on, but for family networks to continue and grow. In conclusion, this program serves children's needs inhouse with less impact on the PEX specialist than it would have if it moved to the middle school. And in its current superior
classroom environment, that classroom has two walls of windows and a sink in the room. It will not have to be sharing a sink out in a hallway with two classrooms. This program meets the unique needs of children and families where it is now. Why fix something that
isn't broken? Thank you. >> All right. >> I don't know if I have time to read a letter. >> Uh, no, you're over. Um, next up we have uh Eric Whiting. >> Um, thank you Dr. Campbell and esteemed chair members. Appreciate you giving us
time to speak today. Um, I know we're all very busy, so I'll try not to waste too much of your time. Um, I didn't really have a ton of time to prepare a speech because I work a lot. Um, but my name is Eric Whiting and my daughter Leia Whiting attends the um, Mana
preschool program and has for the last 6 months and before she started this um, she's diagnosed as level one autism. So, she was basically non-verbal, only a couple words here and there. And since
she started with Mrs. Breen and the her staff. She can now have full-fledged conversations with us. She's watching right now and I can't tell you how much of a difference she's made
in her life, in our lives. And without it, I am afraid of like what could possibly happen to her progress. And I just want her to keep building up and up and up. And the way she's going right now, I I don't see any problem
with that continuing and for having her being ready for kindergarten when the time comes. Um, she is also on an IEP and I'm concerned with um I do know that transportation would be provided, but I am concerned
with her in another environment. She's very dependent on her schedule and things being a certain way. Once you break that up for I don't know if you're familiar with people with autism, but once you break that up, it gets really difficult for them. And I would be afraid if they
were put into a situation where they couldn't control her and I would have to get involved. And I just don't want to see that happen. And I'd love for you guys to reconsider at least temporarily or until you can come up with a better
solution to um to not closing down the Manomet Elementary program. Um and if I have a few minutes or a minute left, I'll try to read up another letter that was here for someone who was unable to be here. Um this is uh hello, my name is Kathy Bomb Castello. I'm a resident of
Plymouth, Massachusetts, and I live in the Manmat area. Uh my five-year-old son has been attending preschool at the PEC program out of Manamemed Elementary. I have six kids in the Plymouth public school systems and he's the first one to have been able to attend PEC. None of my
other five kids were allotted a space in this program. This past fall, he got into the Mana School program, and it has been very refreshing to not have to travel very far and frequent for him to get to preschool. With his peers all
being born during COVID, his age group has a heightened need for social skill building before kindergarten. If there's any possibility of keeping preschool open at the elementary man school, we would love for you to consider this. Did you know there are very few pre
preschool options even of a private nature anywhere between Plymouth Plantation or Sagamore Beach on 3A? The only one currently in function is Tiny Town which is very expensive daycare program. Uh when my eldest school was in
preschool, there were four to five different preschool programs in the area. the Garden of Knowledge, Leaping Frog Preschool, Kinder College, and Rainbow Preschool. Now there is only Manet Elementary pack, a tiny town
daycare. Please continue to give the families of Menamett Region and Plymouth options for their kids to attend preschool. Thank you for your time, Kathy Bomb Castello. >> Thank you. >> I'm sure that uses all my time, but thank you very much, guys. >> Thank you. All right, that's everyone was on the list,
but I do understand we have a couple other parents that wishing to speak. So, if you want to come up one more time just Brandon uh my son attends the man elementary uh at at the um location. I'm going to read
a letter real quick for uh Karen O'Hara O'Hare. Is it O'Hare? Maybe. Oh, she's coming next year. Um, dear school committee and whom it may concern, my name is Karen O'Hare. My husband and I live in Manmint with our two sons, Oliver and Finnegan. Our
oldest is a first grader at Manmouth Elementary School and our youngest just turned four and currently attends a private preschool one day a week. We are so excited to learn about the pack preschool classroom at manmate, especially since we live so close and we
already have a child in the school. The opportunity for our younger son to attend this to his attend his brother's school was something that we were truly looking forward to. We were beyond disappointed to hear that the classrooms are being consolidated. Our program, a
program located 20 minutes away for a 40 minute trip for a two and a half hour session. It will not be practical for our family. For our families in Man Indian Brook, a closer location is essential. Cost is
also a significant factor. We currently pay $150 for one day a week, which is all we can afford. The PEC program offered a much more affordable option for families like ours. Um, I respectfully urge the board
to reconsider or delay this consolidation to allow families time to find suitable alternatives. Elim eliminating the manmate classroom creates a significant hardship for our family. I mean, that's just one family.
There's I don't know if there's a certain number of families that that has to affect that will not be able to attend or camp, but I think at the end of the day like Mrs. Breen and the work they've done,
we already have it. We already know we we don't have to figure out how to make it happen. You know, it's all laid out for us already. We already have a great program. It's like, you know, it's like closing a successful water park right
next to Disneyland, you know? I mean, we I I can't speak highly enough about what it does to the community and and it really separates the area from um management. And I think if anything in the future, it's more I think this is
more likely something that would need to grow to other schools if anything. But like I said, at the end of the day, like we don't need to figure out how we need to make it work. We already have it. It's already in action and and it's helpful for countless families and
countless families to come. And when those families don't get an opportunity to attend it, it shows how that affects them later on in their elementary schools in kindergarten. Thank you. >> Anyone else wishing to speak?
Hi >> everyone. Thank you so much for the chance to speak about Manamett Elementary School um and the preschool. Um my name is Amy. I have had all three of my kids attend Peek. Um I want to talk to you guys about the operational
benefits of having Manet classroom stay open because the classroom is on the very edge of the school. The drop off and pickup routine is a welloiled machine which is pretty different than the drop off and pickup situation at
PIMP at PCIS. Um it is a fiveinut organization smooth easy safe and it is so wonderful to see how it takes four staff members to move 15 children so
easily and concisely. We have two other staff members who come out and assist the children. And from a safety standpoint, which is number one, when you drop your kid off at school, it is wonderful to see what a welloiled machine uh preschool classroom is. Mrs. Breen,
our shining hero over here. Again, this classroom is so well operated. I right now I have three of my children in the same hallway. They all go to school in the same exact hallway. And that is such an incredible gift that I feel so lucky
to have to offered to me as a as a resident. Um, so I just wanted to bring up the operational benefits that are so smoothly run and I think a huge benefit to the manat location versus what happens at um, PCIs. I'm going to read
another letter from Chelsea Conlin. My name is Chelsea Conlin and my son Patrick has been in Mrs. Breen's classroom for the past two years and will be transitioning to kindergarten in the fall. I cannot stress how important the manat classroom has been to our family, not only with its close proximity to our house, but the
relationships that we've already built within the manat elementary community. Since Patrick will be attending Manmat for kindergarten, the transition will be made so much easier with his familiarity with the staff, the school itself, the commute, and the other faces he sees every day. The school nurse Mickey is
already familiar with the severe food allergies and aware is aware of our allergy action plan. As a parent, this provides so much peace of mind when sending our son out into the world on his own. My other son will be attending preschool in two short years and it breaks my heart knowing that he will potentially have a much different
experience and a much more difficult transition to kindergarten due to the elimination of this classroom. It feels as though the manomet community is being forgotten and now burdened with the extremely long commutes that might not even be possible with the older children going to other schools located in different parts of town. I seriously
hope that the board reconsiders its decision to get rid of the manmat classroom. Thank you, Chelsea Conlin. >> Um I just want to reiterate our point. Our point is to keep Mrs. Breen's classroom open. We don't want to change anything. We just want to keep the manamett classroom open. Just a few
short years ago, there were empty classrooms in Manmat and this space is being optimized. Thank you. >> Hi, thanks for meeting with us today. Um so, um I'm going to speak first on my behalf. My name is Christina. My daughter Summer um attends the
preschool. Um, she is on I'm gonna I kind of have something typed, but I want to I do best speaking from the heart. So, um, Summer is I think one of the youngest kids in the class. She just turned three um the second to last day
of July and I wasn't even going to consider her going into preschool because she's been very clingy. Um, but we had the famili familiarity of Manat Elementary uh from going with my son. My son is six and he is a kindergartener at
um Minan Elementary now. So we had the preschool, he did the preschool um and she saw him getting dropped off. She saw the teacher. She knew what it you know where we were going. It was 5 minutes down the road. Um she's been doing wonderful there. She's been thriving.
She's been um she just went and she just I was afraid that she was going to cry and she just went and she was going. And um I want to speak mainly though about my son Jackson who does not transition very well. Um and he did amazing in Mrs.
Breen's class. He did one year at PCC PCC. I'm at PCIS and he did amazing there. Um there was just something different about being in that environment there. Um it seemed um it seemed well organized. It was um he had
the uh good support there. um like like Amy mentioned the tra the drop off um and then he transitioned to kindergarten so well they knew him there. Um I think my main point is that um keeping this helps the kids transition and that is um
a huge thing for kids um who are just starting off at school and not having like a big change. Um this the staff knew him there. Um and I strongly I feel very strongly about keeping it open. Um, it's been a huge part of my life for a
few years now. And, um, I think that, um, it's a big part of the community. I I I like having, um, kids that are in our community together. Um, Summer's made friends and even my son Jackson made friends that are a few
minutes down the street and then they connect. It's not like um, and then they move on together, too. They move on. even kids in Indian Brook that we can still um make friends with and friendships and the social aspect especially for my my daughter Summer too. She's made um good friends this
year already and it's only been like six months and she has such good friends there already. Um so I just want to reiterate everyone else what everyone else said I feel very strongly about and um I want to thank you for listening for us to us today. Um
it's been um it's been a a great program that I think um is successful and that that should be modeled after and would be good to continue. Um and now if I have time I can read it. >> You use exactly your own three minutes. So >> Okay. All right.
>> Thank you. Anybody else please? >> Hi everyone. Um, I'm also just going to speak from the heart and excuse, I have a cold. Um, but my name is Jess Parks and I have a daughter that goes to
Manamat Elementary um, preschool classroom currently and I also had a son um, who's in kindergarten now who was at the preschool last year. Um, and we are actually um, an Indian Brook.
We're zoned for Indian Brook. My son goes to kindergarten there. Um, so he is on an IEP um for speech, communication, social, emotional skills. Um, and he
started right from early intervention in um he went straight into preschool at PCIS. Um he did two years there and then we got the they you know said we were opening a man classroom um you know do
you want the opportunity to go there and I said of course like it's you know it's 10 minutes down the road from us sounds great. Um but my son did have it was a little bit of a tough transition. Um transitions are difficult
for him. Um, so it did take us a little bit to kind of like get back into the groove of being in a new school, new teachers, um, a new environment, new therapists, and but it did not take long for him to really start to thrive there.
Um, the teachers there are so amazing, the therapists were so caring, and he really he had such a great year. Um, so then we had to make the transition to Indianbrook. So he's had three
transitions in such a short time. Um, and it was really difficult. the transition to kindergarten, moving to a new school, while he was really prepared skill-wise. Um, again, it was a little bit of a like a rough start because it was a new place,
new teachers. It felt just felt like we were starting completely over. Um, so my daughter is in the preschool now in Manat and this is her first year. So, next year would be um she would have one
more year and then she would transition to Indian Brook. Um if I had known that this classroom wasn't going to be an option for her and she was also going to have to make three transitions, I'm not so sure I would have
signed her up for that. Um because it is difficult. It's really difficult like when you're three and four years old to learn a whole new building, all new teachers, especially when you're having um therapies and things like that. So, um just something to consider.
And um I have a letter here. I won't read the whole thing. I'll just summarize it. But um this is from a parent who has a child who attended 2 years um and she transition or I'm sorry she goes to
Manat Elementary. She receives um PTO speech and her mom wrote this letter and she just talks about how the transition has been so amazing for her to just be able to be in that school with the same
therapists. It allows the teachers to collaborate. Um, you know, it's easier like those meetings just kind of flow. There's no like having to cross over from school to school, therapists, nurses, things like that. Um, and it's
made a huge difference for this family just to have her be able to build her confidence um within her own home school. Um, so I think kind of what we're all saying is that it's been a very beneficial to all of us and to have
that taken away, especially when we didn't know it was going to be taken away just feels like we're being blindsided a little bit. Um, and we just want what's best for our kids. And I know that you'll can take that into consideration. So, thank you so much.
>> Thank you. >> All right. Anybody else? We have one more. Hi, my name is Jessica. Um, I grew up in Plymouth. I grew up in Manmouth. Um, and um, I have a niece who is attending this program at the time and I'm just coming with the same concern all of these
parents are. Um, I have two older kids now and I know um, having the kids in the preschool environment in the same area that they go into kindergarten is such a is so good for them and for their growth. Um, I'm also going to read a letter from another parent if that's
okay. Dear Plymouth School Committee, we have been a Plymouth resident for the last seven years and have had the privilege of having both of our children attend Plymouth Public Schools. Our daughter Elelliana is currently a first grader at Indian Brook. However, prior attended PECC at PCIS. While she did
well there, we found she struggled first starting kindergarten. She was afraid to eat, unsure of herself, and struggled with the new environment. She is now doing better almost two years in. However, we've had the privilege of having our son Bradley Caldwell attend Manttz Elementary School for PECC and
have Mrs. Breen and the other teachers and the specialist for both speech and OT services. Having consistency in care has helped to grow us in all skills and confidence along with improved social abilities and emotional regulation due to the comfort he feels with the staff
who know his strengths and know what he needs to work on. He did not need to start over the next year with someone else who would need to get to know him. Whereas my daughter reverted back into her shell each year until she was comfortable. The elementary environment we feel will also make transitioning into the elementary school easier for my
son than it had been for our daughter. Though he will attend Indian Brook, we feel the familiar the similar environment and the fact that he will have at least one familiar face in the school with the occupational therapist who also works over at Indian Brook. We believe that children would thrive better in an elementary setting than a
middle school setting as there would be a similar structure, similar staff, and better continuence during the early um psychological development. Along with this, for the preschool day being two and a half hours, those of us with older kids may not be able to have our
children go to preschool. For myself, if my son continued having to go to South Middle or PCIS, it would make it impossible for us to drop off both kids in the morning or pick them up in the afternoon. Having a community area school in Manatement made it more efficient for us to be able to be more
active in their school events and classroom activities and be able to get both children to and from school without issue due to location. Overall, I think South and PCIs are central locations for some, but the Manet community is left uh is left out of that as we are 20 to 25
minutes from those locations. We hope you will reconsider this for the community as it will impact a large amount of families. Thank you for your time and consideration. Um Ashley Shaw and Christopher Caldwell, thank you for your time.
>> Anybody else? All right. >> But thank you so much. >> Yeah, we appreciate you all coming. We'll definitely consider all your comments. >> Can I just say one thing? I just want to I just want to make it clear my name is also Ashley Shaw. So, I just want to
make it clear that I did not personally write that letter. >> I just wanted I didn't want anyone at home to be confused, but there are several Ashley Shaws in Plymouth. And then so that was written by another one of them. >> I figured. >> Thank you.
>> All right. Next up, uh we have our student high school representatives. First up from Plymouth North, we have Miss Emerson Snee. Thank you for waiting through that. >> Good evening everyone. After an unexpected extended school break from
school, um Plymouth North is back at it and ready to get back into the second semester of the year. This week, our student council students is sending 18 students to the Massachusetts Association of Student Council annual conference. Spring craft
fair will be held on Saturday, March 21st from 9:30 a.m. to 2:30 p.m. in the gym. We had a very successful spring sports season and the spring sport, Meet the Coaches, is happening right now at Plymouth North, but all information about spring sports can be found on the
Plymouth North athletic page. Next week, our marketing program will be sending 50 students to the DECA State Conference Competition. Our junior class is holding a pickup ball tournament Friday, 600 p.m. in the gym. Signups are on the PNHS27
Instagram. Tickets are $20 for players. The junior prom theme is Great Gatsby, and the information about the ticket sales will be out very soon. The senior class had their annual singing telegram fundraiser before Valentine's Day to spread Valentine's Day cheer.
Senior Fest tickets are now going on Goof Fan. Students must purchase a ticket by the end of the month to attend. All upcoming information for the senior class can be found on Google Classroom, the parent page or PNHS 2026 Instagram. Plymouth North su successfully held neoices which is a
conference for ac capella groups and there was many ac capella groups in attendance. Plymouth North players will be will perform Adam's family next week on Friday and Saturday and ticket sales are in their Instagram. Thanks, Emerson. Next up from Plymouth South, we have um Mr. Charlie Walker.
Hey. >> Um thank you. I just want to say quickly before I get started, it's funny that both Plymouth South and Plymouth North's prompt theme this series are The Great Gatsby. Um we are happy that the South community is safe and back at school after the storm. We are moving the third term
closing date to April 17th so we can gain a few extra days back this quarter. Our students from China arrived the day before the blizzard and we were fortunate to welcome them with our student ambassadors today diplom south. They are wonderful group of students and we are excited to have them in our classes today. It has been an exciting
winter season at South and we have a lot of news to share. The boys hockey team competed in the state tournament on Friday night and the boys basketball team competed on Saturday. Basketball is moving on to the round of 16 tomorrow night at home at 600 p.m. versus DHY Memorial High School. Tickets be can be
purchased online at goofan. Also, spring sports meet the coaches night is on Thursday of this week at 6 p.m. Congratulations to the boy boys 4x400 meter relay team of Nixon McNeel, CJ Fox, Sheamus Sullivan, and Anthony Lions for their outstanding performance at the
Massachusetts State meet where the team placed sixth overall, setting a new school record. Another big congratulation goes out to Lilia Davies for placing fifth at the Massachusetts State meet in the shot put, setting a new school record. Lilia also placed 10th at the New England Championships
this past weekend. Two members of the wrestling team, Finn Burr and Kaden Boyd, have had great success over the past few weeks. Finn recorded his 100th career win and placed fourth in his weight class at the division 2 state meet. While Kaden won sectionals at the
150 lb weight class and placed fifth at the division 2 states. They both moved on to all states which took place yesterday. Senior seniors and families yard sales and rustic marlin signs are now available for purchase. Orders are due by March 25th. We have a number of field
trips in March coming up. DECA, the MASC, the state student council conference, and more. Be on the lookout for permission slips. The CCTE lottery will be held this week on Wednesday afternoon at 3 PM. There will be a live broadcast and letters will go home to 8th grade families for both CCTE and
biomedical acceptances. Beginning this week, guidance counselors will be going to social studies classrooms for students in grades 9 through 11 to share information about course selection for next year. Over the next six weeks, guidance counselors will meet with students individually to select courses for next year and
communicate with families. The annual AP breakfast is on March 11th at South, and we will also be offering the ASVAB test for students interested on Saturday, March 21st. Finally, we are proud to announce that coach Walt Fust has been named an assistant coach of the year by the Massachusetts High School Football
Coaches Association. Coach Fuss coordinated a fantastic defensive unit this season that limited some of the most explosive offenses including North in the area. Coach Fust is a history teacher and varsity baseball coach at South and I understand Mr. Samaradellis um has also coached with him and would
like to say a few words. >> Yeah, I was during my addendum Walt if you're he's not watching but I was going to recognize him. Um and I'm glad you brought it up because I think the the highest honor comes from the kids in the school. Uh, but not only was Walt coaching that high school team, he would
hustle from that practice and come coach with us in the youth football program. All right, our fifth and sixth graders. And he would arrive there on two wheels because, you know, his son and my son played together. And um the dedication to coach a high school team, but then be
involved with a a youth program, you know, I don't know how he did it, and I also want to thank his wife, Kelly, for letting him do it. Um, but it's welld deserved and you know, he wouldn't uh he he's such a humble guy, but he puts in the work and that's what makes a great
coach. And the evidence was on the field. That defense was ferocious and I just loved watching it and I'm glad he's being recognized. So, thanks for bringing it up. Any questions for either of our students? >> All right. Thank you both.
All right. Next up, we have the uh pet transition update. Denise Stone. Oh, >> I don't know if he was done. >> Oh, the slides. Thanks, guys. >> So, I'm I'm I'm going to actually go through the slides and Miss Tobin's here to to add and to answer some questions,
too. So, it's a collective. Some of this is a little um repetitive for the committee, but just sort of kind of recap what we've done because we've had this conversation for the last few years. So, um, is there any way to get that in?
>> All right. >> Presentation move. >> That's all right. Did that move by? All right. Um, so, you know, as as you all know, this has been part of our strategic plan, uh, which we started three years ago. We we knew we had an issue with capacity at the preschool.
Um, as Miss Tobber knows, we've had we've had to get very creative um, in years past. Um we've had a satellite program a while back at self elementary but it had been a while since we've had to do that and we had to do it um at manamett for the last couple of years.
Um this is part of our strategic plan is to try to find a way uh a more permanent way to intentionally use the space that we had available to uh meet the needs of our growing diverse population. Um, so
just kind of go through this. So, you'll remember back um back in April of of 2005, our initial recommendation was just to to move the program from PCIS to South Middle School, slightly larger,
allowed us a couple of extra classrooms. um allowed us to not have the satellite and that's was one of the reasons we were looking in that to have everything under the same roof to have all of our rel related service providers OT PT speech and language pathologists our
MSN's under the same roof to do those services for our students. Um after some you know initial conversations and and uh re-evaluations we came back to the committee on June 16th of last year and
said it's really in our best interests looking at how our population has declined in certain grades. Uh the fact that we are looking for a space that will allow us to meet the growing needs.
We've had a 41% increase in um early education referrals to special education particularly in the preschool in the last 5 years which is I'd say six times almost what actually more um six and a
half times what the state average has been. So we've seen a significant increase and Miss Tobin and her staff know that firsthand. Um and we didn't have any other space. >> Just you're 2005 on both sides. I assume that's this should be 2025. >> No, this was LA this was last year. This was
>> Yeah, I just going by >> 2006. >> Yeah, on both sides it says 2005. Just wanted to make sure >> I've been here a long time. I'm sorry for 20 years. It's only been a year. >> 225 years ago. >> Yeah, >> I'm just going on looking at it. Yes, 2020. >> I wanted to clarify this was not a
21-year study. Please, >> thank you. >> I know what it should be. I want >> Nor should it be right. It's a problem if it is. Um but um in SE thank you. Um so 2025 of last year um >> we came to the conclusion that we have
um two spaces two spaces that we can dedicate at PCIS which we've done for many years now. I think this is year eight if I'm not mistaken at PCIS um and South Middle School with a dedicated floor um where we can provide ample space. We it reduces congestion and
allows us for expansion over time. We're literally doubling the amount of square footage we have for our early education programs. So that was a recommendation that was supported by the committee last year 2025 of June. Um and again really the rationale for the two locations as I
said we had a 41% increase in referrals for special education in the preschool. A lot of coming from EI uh traffic we talked about parking and traffic challenges tonight. legitimate uh storage challenges for preschools that have a lot of a lot of needs, a lot of
material needs, the the infrastructure and the logistics um enhancing collaboration and educational opportunities particularly with the Plymouth Family Network as well who's actually located here in this building. It was always with the preschool. So, you know, trying to provide those family resources,
community resources back into the early education center um where they belong, where they really truly belong. I mean, it's wonderful to see the little ones through here, but really having them um at the preschool is something that we was the goal um of administration from
from the beginning. So, that's the rationale. So, uh Miss Tobin hosted a um on January 7th of 2026, got that slide right, thank goodness. Um held an information session for all families at South Middle School. Dr. Rogers and I were in attendance. Miss Tobin kind of
went through what's going on and where the spaces would be and kind of the breakdown and I'll share some of those slides with you in a moment and then we did a tour of the spa space which is um in progress but will be done uh well before uh the school year begins. So to
kind of break break down uh the staffing at both locations, this is the sort of the concept that Miss Tobin shared. PCIS would have seven teachers, self middle would have six. These are classrooms. And then you have your par profofessionals, speech pathologists, security, dedicated nursing, BCBAS, uh
RBTs, behavior, registered behavior technicians, um would all be um dedicated to those spaces. So you have all those integrated services at the schools. In addition, the the physical therapists, the physical therapy assistants and the OT's and the OT
assistants would be servicing both buildings. Okay. Um, in terms of just facility updates, this for the for the committee because you've known this work has been going on. Uh, we have a working committee that meets every month to kind of go through
the progress. Uh, updates both sites. The playground has been um has been established at South Middle School. The bathrooms have been worked on, additional sinks at South Middle School. Uh we've removed a a whole pot of
multiple locker pods uh to create benches for the students when they come in as well as when they're waiting for the restrooms. Um murals and paintings and murals will be done in collaboration with our art students in the schools. um South Middle School will also has some
collaboration opportunities with our tech students to do some of the construction over there. So, it's been a it's been um a good work in progress. Uh in terms of playgrounds, as I said, PIS installed a new playground this year with increased handicap accessibility.
South Middle School has a new playground and swings that have been installed. Uh there's a core uh vocabulary augmented board uh that was created by tech students. uh bench sandboxes will be replaced etc. Um so that's um and that's
all in the in the back entrance where the students would be entering from. As I mentioned before there will be office and playrooms at both locations for Plymouth Family Network allowing an expansion of access and opportunities uh for all families that are in our early
education program. Um, but you know what I really want to do is is spend some time about what we've been talking about this evening and and that's the the satellite program that's been in place. Uh, just to respond to that, you know,
um, so, you know, this is it's been there for two years and and it it was never the intention to permanently have a satellite program at one elementary school. Ideally, if we could, which we
can't, uh, we can't do that at any other elementary school. We can't provide preschool at any of our elementary schools. If we could, we would. Um, but there isn't any space to someone's point. That's the only building that has a physical space. All the elementary other elementary schools are at
capacity. There's literally no space. Many of them don't have um art rooms, music rooms. They're on carts for other services. Um so this is the only school that's had this opportunity uh to do that. So um it's it's one thing that you
know when we were going through this process even a couple years ago the intention was to do it out of necessity to try to create to spend two years as we talked about last June when we made that recommendation to give a good year and a half to get the programs up and running so that we could have all the
services and everything in place staff in place at both locations. So, and that's what we've been working on since uh last June. Um, so really, I mean, I think we all agree. First of all, Miss Breen is a wonderful teacher. Um, she
does a wonderful job, man. Yes, Manto Man Elementary School is a wonderful school. Um, it's a wonderful school. I live very close to it. I'm in that building uh regularly. Um, it's an amazing staff. I think we'd all agree with that. Um, you know, and and I think I just want everyone to know that we all
agree that early education is foundational. I mean, we I go in I know that Mrs. Tobin went into this, Dr. Ro, we all went in go into this with the idea of enhancing our early education program, right? Sometimes when we do
these things, there's a little bit of a disruption in order to get to the final solution. But that's and that's hard, right? Because there is some disruption. There will be some disruption, I might say, for other families as well because we're
splitting. We have other three-year-olds and that are exist at the PIS program that may end up at the South Middle School program because of the developmental needs and where the programs are. So those are things that will at some point have to happen if we're going to expand our program and
meet the needs of our existing program as it currently exists. Um as I already said, you know, Manet is a is a very successful, very valued program led by a wonderful teacher. Uh and the quality quality matters. Um and um so that's
really important to do. So, but what we're really trying to do is go from a temporary solution to a dedicated to dedicated centers. The the whole goal of this from the beginning, even back in June when we brought the last recommendation to the committee, was to
try to create a dedicated model that will stand the test of time. And I understand that they're they are close in proximity, but geographically um they do help with some self Plymouth families. Um it is a little bit closer
to Manamet than the PCS program, but um they're the only places that we have space. We will not find a space of that size, nor do we have a facility that can meet the needs currently. So we do this because we have no other we have no
other choice and we put a lot of time the last two years into trying to really analyze those space work with our facilities department work with um the preschool to really come up with the solution that will stand the test of time. Okay. So really going from what we
currently have, the PCIs program and a temporary satellite program to two fully resource centers with the ability to expand because there will be unused classrooms, untapped spaces in both locations as a result of this that could
add could potentially be an expansion of preschool over time. If we could do universal preschool, I would be the first one to do it. Well, second one because I know that um Mrs. Tobin would do that, too. But we just don't have I mean we we can't do that. We know we can't do that. Um it's just it's not in
it's not a possibility right now. Um but this allows us again going back to when we made this recommendation allows us to have the ability to to design and expand with intentionality behind these programs. Um and it's and I understand
how it's difficult. So um you know the limitations it one thing isolation from the other peer groups the the inconsistent access to specialists and services that aren't available at mandate um that exist in
the other programs um it's just not we just don't have the same resources at an elementary school that we have at the early childhood center um and as I mentioned the other stu there will be other students that will be relocated from PCIS potentially to South Middle
School because of the the programmatic needs. Um so in terms of also a satellite model creates coverage gaps. If you if you need to create coverage and you don't have other staff in your that are early
education staff there to cover that does create an issue. Um it's it's an inefficient use of staff because again we have no other program like it across the district. Um we we currently have um
you know and it just it creates a strain on the services that we have. We've added some services to get to this model by if we were to maintain it, we'd have to add additional staff that we just don't have. And that's the I think that's the
that's the challenge. I want to I do want to say um that that and I believe this went out through communication that that Mrs. Breen would be the teacher for all the students that
are being um would be disrupted by the the man closing. So where while the manat program would no longer be in manat the the classroom would continue and those families and students would have the availability of the same teacher and
same in that same routine and and quality uh programming that that has been created by by Mrs. Brand. Um what else did I want to say? Um, you know, again, we're trying to we're trying to create a program based
on student needs. I, you know, kind of highlighting like how the programs are set up. Geography is not something that we we can solely base these decisions on. If we could, we would be doing it in other locations. I know we have a lot of students that don't attend early
education programs, preschool programs in North Plymouth. Um, so we do have a lot of students that don't go to early education at all in, you know, before entering kindergarten. Um, but we have to provide, you know, we approach this with equity in mind because we're trying
to provide an equitable model at both locations that we can guarantee to all the students to have those services available to them. Um, I mentioned this already. Our second year prek, our this year's three-year-olds, the returning
four would be able to remain with the teacher at South Middle School. Um, that intentional transition would, you know, we would support that that transition and orientation and obviously the the manet best practices would be moved forward because the teacher would
be uh the same teacher. Um, really don't need to get into all this. Um, it's not clicking. So, so again, um, I'm sorry if this, you know, I don't know if
you want to add anything, Mrs. Tobin, to if I've overlooked anything. >> I don't I think you covered everything where we are right now. >> Yeah. I mean it I think from the very beginning when we made this recommendation it was a satellite program. It was a temporary solution and
I apologize if that was not communicated thoroughly to our families. Um, we've had to do that in the past, as I said, years ago at at South um, elementary school years ago, out of necessity. But, um, the intention was always since last
June to move to two dedicated locations for our preschool program. >> I'm sure we have plenty of questions. Michelle, >> um, she had her hand up. >> I just I didn't hear that last piece. You were you talked about communication.
I just didn't hear what you said. We've communicated a lot about the transition to two pres to two dedicated preschool programs and I apologize if the manet satellite program not being a part of >> was not >> if that was lost in that communication
because we've communicated a lot about the preschool in general and the goal of where what we were doing with it but the manamett the second classroom you know because we have two programs right now at manet we have the four-year-olds that will go to kindergarten and then the
three-year-olds who have another year opportunity for preschool. So, it's a half program. Miss Breen teaches full-time. She teaches two sections. So, by having Miss Breen, having the teacher in one location for one section
prohibits us from utilizing our staff at, you know, full capacity. >> Not typical. No, sorry. >> Sorry. I just It was a surprise to us that man in the classroom was closing specifically
that it was closing. It was told that we were expanding and not that the man in the classroom was closing that was not specified to us. >> Okay. So that was my question. Was it was it communicated that this was a
temporary program? >> I just want to I'm sorry. I'm sorry. >> Yeah. >> I'm sorry. I though I do appreciate your insight. Um I just don't want to I I I'm sorry just because of there's
>> we can't do the back and forth but um >> yeah so that's the question I'm asking um just the superintendent um andor was that communicated to the families when they signed up for the
preschool that this was a temporary I guess solution. I think initially when we opened the classroom it was said you know that it was temporary but I feel like in this whole transition we all knew that it was
going to happen and the letter that went out just said we were going to have the two sites and did not specifically say that we were closing that classroom in you know bold letters coming out and saying it. So there was definitely um
you know on our part a lack of communication for them. So when the parents signed up for their students or their children, um it was stated to them that this site will be closed in like a year or two.
>> It was not. >> Okay, that's that's the question. Um that's a question, >> Michelle. >> I have >> um I don't think that you're going to have an answer to this right now. Um but because I do know that we have a lot of
areas of town where transportation is an issue >> um for parents getting their preschool students to to the sites where we have the early education program especially considering the fact that it is a 2 and a half hour program. So the travel time
gets significant when you're incorporating the fact that it's not some of these parents don't like if you're going to drive back home then you're just going to leave again, you know, type of thing. Is there something we could explore with our with our own
transportation to potentially I know that this is not this is like a very big picture. This is not going to be like a next year thing. I just want to make that clear. it it there's a lot more um implications and and cost
analysis that we would have to do on it. But if it's something that we could just explore and see what that would be to potentially provide some type of transportation, whether that is like a a site where one bus picks up, you know,
the typical peers and transports them to the preschool program or whatever. if if there's anything that we can do to potentially explore um helping some of those families that that are kind of outside of the whether it's Manometer Indianberg or whether it's North
Plymouth um those families that are that are significantly further from from those sites. Um and obviously I know that is not something we're going to get an answer to right now. It's just something that I would like to see, you know, even if we even if it's like, well, this is going to cost us, you
know, $8 million and and then it's a no. But like, you know, if there's something that we could just look at to maybe get creative and try to help those families, um, I do know that while it should have
been communicated to your families 110%. I do remember the conversations that we had in this room when it came to the manat satellite classroom which obviously unless you were watching the meetings and I wouldn't expect you to have been watching the meetings so I'm
not saying that you should have been but cuz I wouldn't have been watching them either. Um but I know that we had discussed that it was a temporary fix um to the problem that we were having with space. it was related to not having
enough room and then having that room. Um, so I do know that in this room we did discuss the temporary nature of that classroom. However, it should have been more clearly communicated to your families and I'm very sorry that it was not. Um, and just as a as a comment from
me um to you sir right there, my son did the pack program. He was non-verbal when he went into it. Um he is now at Nathaniel Morton. Um so I I understand 100% your concerns for your child and I
just want to say that every time that I have been concerned for my son and I went through all of the scenarios where he was going to fail, not because I thought he was going to fail, but because I was scared of all the things
that could go wrong. He always, especially in the pack program, proved me wrong every single time. Um, so I just want you to know that I understand your fear and it's so totally valid. But the the program that we have, no matter
the location, is incredible. And and I want you to know that my son was I was always scared that he was going to just tank and he and he never did. it was all he was always just giving his all. So, I
just want you to know personally from me that I have the experience with this program and and they're incredible and and I your fears are heard and they are valid and I'm happy that your daughter is doing so well. >> Um, and that's all for me.
>> Well, thank you, Michelle. Mr. Marelis, >> thank you, Mr. Chair. Um, just so I I I want to understand a couple things uh numbers wise. So, at Manet, right now, there's a three-year-old program and a four-year-old program. Correct. >> All right. How many four-year-olds are
in >> um I think going into kindergarten, there's 14 >> that would go into um I mean that would go be in that classroom next year. 14. >> So, those four-year-olds are going to stay at Manamemed and stay in kindergarten, right? >> No. The um Are you saying the ones that
would repeat preschool that are turning five or four? >> Yeah, the ones turning five. >> Um so, I stay she probably has 15 going to kindergarten. Okay. So, then there's a group of three-year-olds. How many? >> 14. >> Okay. So, those 14 students are the ones
that when they signed up, although, you know, I get it. We did talk about it here. And >> yeah, >> when they signed up, no one said this program might not come to completion over the course of two years. It wasn't clarified. >> It was not like clarified as well as it should have been. So I mean if we're
looking at it those 14 are the ones who are going to be adversely affected and we I I think we we you know have to write a little bit of a wrong >> absolutely >> by not communicating. Um, and and here's
where I'm going with it that we and and I think you you're on to something where, you know, the the transportation aspect is one thing, but we heard, you know, other, you know, folks uh from the community talk about uh when a kid
transitions to a new school, right? There's other elements here where that group of 14 students might need more than just a fiscal offset with transportation. it might take something further because if if they're going to move to these satellite locations. Um,
you know, there's there's things we can do maybe in a workshop manner, you know, with those kids and with those parents, right? Spend a little extra time working with them. I because I I get it. I mean, the what we're trying to do is
be able to scale if we have a numbers problem because we all agree that early education is is warranted, right? So, that's why we want these two locations, but it's still not going to get past the fact that there's 14 families that when they entered into this program thought
they were going to go a couple years at least, right? I mean, is that fair to say? So, I mean, what are some things we could possibly do above and beyond just, you know, maybe a transportation stipen or something of that nature?
>> Wait, if I may through through you, Mr. Pazano, if I may. >> Um, I want to be clear. Yes, this does this does impact this classroom at Manat. There are other three-year-olds that are in programs that whose program
will also be moved to a different location. So there's other because we're we're we're taking a program remember we're taking a PCS program >> and we're creating two separate locations. >> So by default we are dividing
>> all those other students into two locations as well. So there are other >> coming from other elementary schools. >> No no no >> coming from the preschool at at peek currently. >> Yeah. >> We have >> 12 classrooms. >> 12 classrooms. 24 sessions.
>> We're going to have almost half of those students in programs going to another location next year. >> And some of those students are also um going to be go relocating because of their age >> to South Middle School. So we, as I
tried to say at the beginning, we have a because we're in a transition year, we are going to have an additional transition for it's like a redistricting kind of similar scenario, right? So, what's that number? >> I do want to say too, um, that we did send out a survey to every returning
family um, at PCIS and Manamett to ask them what their preference would be, if they would prefer to be at PCIS or PSMS. >> Okay. >> So, that went out to every family. >> Um, I do also want I think that um I think that keeping keeping these kids
together, I think we had mentioned that we're going to keep them in Miss P's classroom. I did send out an email prior to break letting the families know that um they would all transfer with Mrs. Breen. >> Um yes, I think that that I think that is the if we're moving forward like we
have to close the manamett classroom unfortunately. I think that's that's that is my my opinion and and only from is that my opinion because of the standpoint of equity because we can't
just have one manat classroom like we can't it's it's not fair to all of the parents of all of the kids that go to other elementary schools. It's just it's not equitable in that sense where
the entire the rest of the town has to transport their kids to PEC has to um incur those things and and while I I am so happy that you all came here tonight because it's so important for us to have community engagement and it's so
important for us to hear from you and it's so important for your kids to come here and to to witness this and to see their parents fighting for what they think is Right. And I think that that's an incredible thing and I am always appreciative of people coming to our meetings and and speaking their mind and
I and I love that. Um but I do think unfortunately because of the the way that our town is and because we have so many elementary schools, we can't just have one one satellite program in one elementary school. I've talked to Dr. Campbell about this. I've been vocal about this. I think that there should be
a preschool in every single elementary school. That is my belief. However, we can't do that right now. >> I but it is when we have talked about the study the feasibility study that we're doing right now for Hedge and Cold Spring. I've asked Dr. Campbell when we
get to that point in the process if we can incorporate a preschool into our elementary schools when when we're doing those rebuilding projects and when we're doing those projects because it is important but right now we can't do that >> if I Yeah. >> Yeah. and this is the best we have and
and I'm sorry that that that's what it is. Um but that is what I think it is. But I think the best that we can do is to keep all of your kids together so that if they are moving to this new building and they are doing that at least they'll have Miss Breen and
they'll have their friends and they'll have the people that they already had and that's going to make their transition easier. So as long as we can assure these parents that that will be done for them, I will I will be happy and able to sleep at night for the for the little ones. So Dr.
>> and I to your point, Miss Shab, I I wish we could do universal I I did the feasibility study for universal K. We didn't have universal K 10 years ago. That was my that was one of my goals as assistant superintendent. I'm glad that we did that because we were in the minority. Early education is critically
important. In order to do that, we would need to provide universal preschool, right? Because we in order to do that, we would have to restructure our buildings and invite all students in because currently we don't have all. We have a very small percentage of students
that are actual preschool age students that go to preschool. We're probably below half of the student body of that age in the, you know, in our public school. So in order to do that and I would love that that would take um a lot
of resources and a lot of restructuring uh and more space because we don't have the space unfortunately unless we completely reshifted the grade configurations of our K to8 >> um which is a huge undertaking which um but I do I do agree with you that I I I
wish we could do that. I think it's critically important. Um but thank you. I still had another question and you guys just cut me off and Ashley took my >> that other Ashley Shaw who wrote the lovely not me. No. Um no seriously the
only other question I had is because we went um my kids went to Leaping Frog before it closed. What do did we do any study as to why three three of the preschools closed in that area? Was it just was there like a run where there was a lack of kids or like
>> Yeah, that's when they all closed. Okay. All right. Thank you. >> And I think the owners I know one of the owners of one of the preschools that existed I grew up in Manito just full disclosure was they at least two of them hit retirement age and I don't think
anyone wanted to carry on the programs. I know um Garden of Knowledge that's where my daughter went. I believe that she retired. >> Um and same with um oh my gosh everyone that I know went there. It was right on >> kinder college. >> Yeah. Yep. Yeah. that one. I believe she
retired as well. >> Um I just wanted to I guess ask about the question or just if you can kind of expand on this inconsistent access to specialists um and um and uh services uh just for like clarification. I also want
to say too my my son went to PEC as well. Um he we could not go to the half because of a transfer. we needed to have something that was closer to us. But for services, he did go to pack. And this I
also had a child um just due to hearing issues who was not necessarily verbal and and now I have a 13-year-old that doesn't stop talking. So um so you can go >> so clarity on that. So by having defined
early education centers, >> all the the related therapies that we have, we have a lot of related therapy and service providers at both locations at PCS currently, but we'll have them at both locations. That is not we we don't
have the same resources at Manet. That's what I meant by that. >> Yeah. Yeah. they are getting services, but they're getting serviced by um people that are already at Manmate or that are traveling to multiple buildings and just picking up that preschool classroom. So, we're able by having the two locations, we're able to utilize all
our preschool related service providers to provide all of preschool services. >> Okay. Because I wonder just because they are getting the absolutely and they're wonderful and they're getting wonderful services. Um but this is just really more of a focus on preschool. Um
>> I see >> we have enough to cover um if we divide it in two all of our current preschool related service providers will stay in the preschool. >> Okay. >> All right. Nothing else. Thank you. Dr. Camp,
>> can I ask one question? Is that allowed? >> Not really. >> Not really. No. >> No. I don't want to set a precedent. No. All right. Anything to add, Mr. Tobin? >> I don't have anything else. Any other questions? >> Appreciate the update.
>> Uh, we are. All right, let's get through the next couple of items. >> Oh, okay. >> All right. We're going to keep moving through our um agenda. Next up, we have
the proposed calendar for 2026, 2027. Dr. Thank you. Um, excuse me while I grab it. A lot of papers here. Um, so it's sad time of year again. Actually, we would have done this one meeting ago. Um, we can't had
to cancel two. U So, we have a proposed calendar. There's an attachment in your agenda for the 2026 2027 school year. Thank you, Mr. Gario, for putting it up. Um, so you'll see um for next year and I I won't walk through this in its
entirety because you've all had access to this, but just for the general public to know um our first day for teachers next year. We're proposing um excuse me, August Tuesday, August 25th. So there'll be the first day for
teachers on the 25th. Uh and sta a full day staff development which we started this year on the 26th. Uh first first day for students would be Thursday, August 27th. Um
and then um the preschool orientation for PCIS would be the same day, Thursday, August 27th, full day for uh excuse me, first day for kindergarten, August 28th. And then another separate orientation for the preschool at Sulk
Middle School on August Friday, August 28th. Uh we then have a state primary that we have to close our buildings for. Um Tuesday, September 1st, so there would be no school. Uh first day for preschool would either be the 2nd or 3rd
of September depending on the format. We have some programs that are on Wednesdays, some that aren't. So that's why it's the third for for most. A lot of programs are not on Wednesdays. Um so it's either the second or third depending on the program that you're in. Uh, Friday, no school. As you know, in
the in the contract, there's that 4-day weekend around Labor Day. So, Friday would be off. Uh, Labor Day is late this year. Um, so there's no school on the 7th and then we're back in. Um, you can see the professional development days are in there. We have seven for
professional development days. Um, we have indigenous people's day in October. Um, I'll get I'll get to the the details. Um, our Thanksgiving recess is Wednesday, uh, the 25th through the 27th.
Um, the holiday recess for for next year, the December holiday recess um, would be December 24th through the 31st with a half day on the 23rd. All right. So, it's not as long as we had a two-eek window this this year. Uh, it would not
be next year. It would be shorter. Um again, uh let's see. Parent conferences are in there for half days for our elementary. Um winter recess in February is the 15th through the 19th. Um our April recess is April 19th
through the 23rd. Um, graduation will be Saturday, June 5th, and with the last day for all students being a half day on Tuesday, June 15th, pending any weather uh that
we experience. Um, we've built in to the calendar five days um that would take us through the 23rd of June. If need be, we have to build a 185day calendar for the Department of Education. um that would
be the 185th day. So that's assuming using all five snow days. When we get into my update later, I can get into what's happening this year a little bit and what I know. But uh this is the proposed calendar for 2026 27.
Happy to answer any questions you may have. >> Any questions? Mr. Marks. >> Thanks. Uh, is there any school district in the state that um doesn't take April and February, like just takes one vacation week?
>> Uh, years ago, they did try that in some districts. I can't remember off the top of my head which ones did and they reverted back pretty quickly. I don't think it was wellreceived by some families when they did that. >> So, it has like a March break. Yeah. >> Because other states take one
>> spring break. Yeah. >> Break. Yeah. Right. Yeah. >> And what just I mean your opinion like why you think it reverted back? Is it just because bunch of people stormed the castle? I mean or was it not feasible? >> I you know I just from from anecdotally
and it's been a while. I heard that it was just wasn't wellreceived. People wanted to go back to their their schedule. >> Yeah. Well, and how long has it been since we started after Labor Day? >> How long? Am >> I dating myself? Yeah. >> Not that long. >> Yeah. But we've started after Labor Day
before 10, 15 years. >> Been a few years at least. I've been around too long now. >> Yeah. So, I mean, is there anything if if blue sky is scenario, you could have it your way with that calendar that's not up there now. Is there anything that
you would want? I mean, that you think would work? I know maybe not the April and February. I'm not going to have you commit it. So, it's a headline. The independent writes up. Campbell wants to get rid of April F. No, but do you think >> that's right? There's a headlines tomorrow. Thank you. >> But do you think cuz like if you think
about what we're facing this year, right? >> Yeah. >> And this is why we try. This is why we start early. To your point, Mrs. Smartellis, this is why we started earlier and earlier. I can tell you June school days are not the same as October school days. >> Uh it's very challenging. Um it's hard
on the kids. It's hard on the staff. Um it's it, you know, attentions can do. The weather is getting nice. It's really difficult. That's why we've gotten in the habit of coming in earlier. >> Uh still having a 9-week >> summer break typically. I think last
year was 10. >> Um next year won't be because of this year, but um that's why we've tried to start earlier. So I have been um sort of an advocate of the earlier August in order to get them out in June because
June is really we're making up days in June. It's really it's really hard. It's hard. >> Okay. Say what? >> You know, I think Bob was >> No, I was just gonna follow up what what Paul said. I I actually brought this up
two or three years ago is I had a parent reach out to me. You do see it in other states like the southern states, you see it a lot. Um the the one week. >> Yeah. >> Um but um it may not be feasible. We're up here. We're very used to tradition. So it's hard to change. But I did bring
up the exact same topic two years back. Um, and we did uh go back before Labor Day a few times. Again, I've been on the board 15 years, but in recent memory, we've always done it after Labor Day.
>> I was just going to say, I guess I mean, having grown up in the South, it it varies. So, what they do is that you'll have a you'll have a week in October as opposed to >> the opposite end. >> Yeah. So that's how it looks. They'll they'll have their you know winter like
that Christmas break but like for in I mean having grown up in South Florida that's how and our and we have a lot more holidays >> because we incorporate a lot of religious holidays as opposed to what happens here. So um yeah it's it's it's a little bit different. We have some
extended family in Indiana and they go year round. Um, and have a have a have a have a week off every like seven weeks or so. Really? >> Um, keep in mind they also have the air conditioning, you know, it's like we're not suited
>> I mean we're s the reason we go to school the way we do honestly up here in New England is it goes back to farming years ago and it and we've stayed with that since the agricultural age. >> Wow. That's >> it's why it's set up. >> It's very difficult. Um
>> but if I This could be the headline. I'd have the kids going to school much more. >> Yeah. >> Good. >> 200. >> Sorry kids. I'd have you in school more if I could. >> Um but yeah, >> Michelle. >> Um are our holidays contractually obligated within the teacher contract?
Like are they named >> some? >> Yeah. >> Yes. >> Okay. So like Good Friday. Good good Friday which is in the Cobra contract. >> Okay. >> Yes. >> That's why I just some of some of those you know. >> Yeah. So there's >> it's not as simple as saying
>> let's just go that day. Yeah. >> Yeah. All right. >> Yeah. like the one that jumps out to me. Like I I hate the idea the kids are going to school on the 31st and then off on the first and then going the second, third, but I know it's cuz I it'd be nice if we had just that Monday off, but
I know we have to have the fourth off because that's in a contract. >> So it's like we have these weird constraints with some of the contracts. >> Yeah. >> So >> Okay. >> Because it' be nice to shift that Friday off to Monday off and then >> have them go to school Tuesday to Thursday or Yeah. or Yeah. So Wednesday
to Friday. So yeah. Yeah, >> is what it is. All right. Anything else? Anything jump out at anyone that wants any proposed changes? Are we good? All right. If not, this is a action item. We have a Mr. Jackson.
>> I move that we approve the school calendar for 2026 2027 as presented. >> All right. We have a motion. Do we have a second? Miss Hwood seconds. Oh, I just got logged out. Hold on. It's right. We're having it. So,
electronic school is is working for everyone here. Um, it's not working on the projection. So, that's why we're only showing the agenda. >> Okay. >> Um, so, but once the once the votes come in, I can at least >> say how they're written because I can see I don't know if you have is it
allowing you to vote, Mr. Pazono? >> It is. I just got logged out. I'm going back in. All right. All right. I'm good. >> All right. So, it's uh six in favor and uh >> one absent.
>> One absent. Sorry, I I read the wrong line. I'm like abstain. No, one absent. So, that passed. Thank you very much. >> All right. All right. Next up, we have the uh school committee calendar. >> Yes. So, this isn't this is in draft
form. This is just forformational purposes and I had a conversation with Mr. Pisano about this. As you all know, we have a uh district policy regarding school committee meetings. Um it specifies the the I believe the first
and uh third Monday typically unless there's special circumstances. We also have language in there regarding the Saturday morning meetings happening at certain times of the year. Um so given that we created a calendar uh which had
a lot of meetings happening all at once like three meetings in a matter of I think eight days because of that that restrictiveness of that school committee policy. So Mr. Visano had some great suggestions. We put them here for
you to to look at have some conversation about this. This would require um if adopted I think a simple adjustment of the policy itself if the committee would prefer uh something like this. I think
the I think the goal of the school committee I don't want to speak for the committee but I think the the idea of having a policy that specifies the amount it the amount of days that we'll meet during the month and the amount of Saturday retreats that happen
is it's my opinion is more important than the the the the specific Monday that it falls within the calendar. I think things come up such as you know you elections or holidays on Mondays a lot and it does in in vacations it does
disrupt that flow. Um so it's something that I know MASC has a sample policy that's a little simpler that gets into the amount of meetings that happen in a month and retreat dates. So, um I just wanted to at least we can have this as
an agenda item, as an action item next meeting if that's the the the um interest of the board. Uh we could also do a policy review if you want, but I just wanted to put this on as an information and discussion with the committee this evening.
>> Yeah. So, to be clear, what's proposed here incorporates my changes which probably violate the the policy. Is that correct? Well, it does. It doesn't stay true entirely to the entire policy, which >> come to find out, we probably have had
that issue in the past. Yeah. So, it's a new >> Does the policy provide any flexibility? Does it say, you know, does it allow us to have exceptions? I know it says ideally it's Monday, they're the first and third. >> Dr. Rogers is going to pull it up. Um I
I think not as much as we would like, but I think if we could add some simple language and have them both voted on simultaneously, that would allow >> in a perfect world. Yeah, we meet unique circumstances, right? >> It's a nice cadence, but >> yeah, >> I think you I think better to have a
periodic schedule. I mean, having three meetings in a row and then not meeting for several weeks is probably less productive than spreading meetings out over the course of the calendar, which this does a better job of. You know,
>> just history, Dr. Campbell originally put together a draft. I went through it, sent my recommendations to Dr. Campbell and uh Miss Miss Jackson, Mr. Morgan, and basically just use common sense, you know, for my approach of like how we'd really spread them out. um versus being
constrained by that first and third thing which gets us thrown off. We need to add in holidays and things things like that. So what you have here to me flows better. Um and I even looked at things like you if you go down to like April May. Right now we meet on April 26
because the week before we can't meet the third week because it's a uh that's spring break. >> Normally we would then meet on on the 3rd which means we're meeting back toback. I was like, well, there's no reason why we can't just skip a week and, you know, keep that two week
cadence. It also provides the benefit if you meet on the 10th and then do two weeks later on the 24th. The 24th now is a week and a half after elections versus 2 days after elections which normally happen. So, thinking things like that, like whether you're reelected or a new member, like it's always troubled me
that we we have that. And there's a couple of other, you know, instances like that too where I was like, why don't we just shift by week and all a sudden it makes everything work out better. So if we have the flexibility, I think this makes a lot more sense. Um like Dr. Campbell said, it might mean we have to do this in conjunction with, you
know, minor policy update. But M Dr. Rogers, what' you find? >> Um so the current policy reads, and this is where Dr. Campbell was saying that there some restrictiveness. So the first and third Monday of each month except in July and August where there'll only be one meeting. Um and then if that can't
happen um due to a conflict, it would be the first or third Monday of each month or the second and fourth Monday of each month. >> So it gets a little >> technical. >> Yeah, very technical. >> That policy was written by who?
>> A previous committee, right? >> So part of our reorg, we could just rewrite the policy, make it more flexible. Yeah. >> Yeah. >> We're helping ourselves. >> Yeah. I mean technically it does follow the ones where we're doing it second and third but or second and fourth but >> nothing's forcing us to it's we're doing
out of convenience. So yeah it's a matter of what you know what flexibility it really gives us >> kind of follow the spirit of the policy >> Yeah. Yeah. Yeah. I think it would make sense to revise it so that there's the committee has flexibility to do it.
What makes sense? >> Yeah. I think I I think there could be some simple recommendations regarding some language changes to you know in the event that it it's um we could come up with some >> Yeah. Like for Yeah. calendar. Yeah. M Miss Hwood.
>> Oh no. I get you know just giving us time I guess just looking at some of the dates. I see October is kind of one two three. It's like October 19th 26th. They're like it's every >> Yeah, there's three there's three back. But that one gets constrained because of the uh your other option is you meet so
we meet Saturday >> and normally you would meet the 5th but then you're meeting two days afterwards but then we can't meet the following Monday because of uh >> the holiday >> the holiday and so yeah there's some I mean that that's that's one where >> if we don't meet
you know you'd end up meeting the 28th the 3rd and then the 5th which I thought looked really ugly. So, um, >> oh my, >> I thought it was preferable to meet >> three weeks in a row versus meeting literally three days within, >> you know, three times in eight days. >> But yeah, there's there's no good answer
for October. I >> Yeah, you can definitely move up because you can't move the 12th. You'd have to move meet the uh the fifth. But like I said, that gets pretty ugly meeting 28th, 3rd, and fifth. >> Okay. which you know it's a matter it's
it's it's it's a lesser of evils in that particular case. >> Well, we still have time. >> Yeah. Yeah. >> Yes. To point I think that the the school calendar was it more important to to more timely. We want to communicate that to families that they plan. We do have time to your appointment to
>> Yeah. >> to work on that. >> Yeah. November you could play with but then you're meeting on the week of Thanksgiving which probably isn't ideal like the 9th and 23rd. But yeah, there's, you know, that that would alleviate the meeting that meeting three weeks weeks in a row. So again, if if we update the policy, we can
>> I think we have a lot more, you know, >> okay, >> a lot more options. >> So, all right. So, yeah, food for thought. Like said, I think this, you know, just based on the sessions we've had, I think this is our current best proposal, but certainly doesn't need to be final. So, people have other ideas,
and if we can think of some language to uh provide some flexibility in the policy, I think it'd be good. Okay, >> looks like >> All right, back to the agenda. >> Believe we've got where we are now. >> So, now we're on the um
>> the field trip request. >> Yep. >> So, I'll speak to the the first two because they're the same. It's from North and South High School. So, the first one is for South High School uh to attend an out of district uh field trip
um excuse me to uh Providence Island to for Providence, Rhode Island for the uh Rhode Island's School of Design Risdy Museum. >> That would that is scheduled proposed schedule for um April 17th.
>> All right. Any questions on either of these? These are pretty standard. They've done >> approve. >> All right. Second. >> All right. M. Jackson seconds. We will >> you should be able to vote now. >> Yeah. Can we vote? Okay.
>> Y. >> All right. Thank you. >> We need two votes here. Correct. >> Yes. So, and then the next one is just for North High School. It's the same trip. um but happening March 24th at their school.
>> Make a motion to approve. >> Second. All right. There we are. >> Okay. Second by Mrs. Martellis. Okay. >> All right. >> Excellent. Thank you. >> And then we're on to the Milan trip. And >> yes. So
I don't know Mrs. Reen if you want to come up. U Mrs. Reen, I just want to thank Mrs. Reen for just the amount of like time and dedication that she's and care that she's put into this program. Uh not only to make it a wonderful
collaboration. Um you know I think of some of the partnerships that we have obviously the the Plymouth UK but I think Mrs. is we're going to really help to bring this Milan program up to a um something that is just has a reputation
that is um very well sought after and just high quality and um so we're here again for >> Thank you. Good evening >> and thank you for waiting for an hour and 15 minutes. >> No problem. >> No problem. There are issues bigger than this. Um this is just to propose the
same um Italy, Plymouth, Milan exchange uh for next year. One of the um significant changes this year we added and will continue to do is we did have a a very strong
academic focus this year where uh we brought students in to tell them you're going to study climate change while you're doing this. So our students were involved in three separate projects. Uh
as soon as they started the program, they were asked to create some postcards that reflected what um what it's like now in 2025 and what would it be like in 2050. Um the second
project we asked students to complete while their Italian student was here. So in advance of their student coming, they were to select a location in Plymouth that were nearby that may or may not they thought be affected by climate
change. Uh they visited the site with their Italian host with their Italian friend. uh answered some questions, submitted that, and then while we were in Italy working with Collio San Carlo, uh we've decided that if this is going
to be the focus moving forward that we would make a trip to Venice part of the actual program, uh there's no better place to really discuss this matter in Italy. And so, uh moving forward, if this is what we decide to do, uh Venice
would be part of that. And so the students visited Venice and while they were there, the great thing is we when we've gone on a trip of that significance, we've gone alone. But San Carlo made a um commitment to bring
their students as well. So rather than our our students only, we visited it with the Italian students of which some have never been to Venice uh believe it or not from Milan. So the 2 and a half hour train ride they've never been. And so while we were in Venice, the students
took photographic evidence of places where they saw climate change being affected. So that then on the final day we were in school, the students wrapped it up with a final project. They worked together for a few hours um and put together some some claim evidence and
reasoning work uh which was really great. It was a lesson led by Dr. Vendetti, one of our chaperones and also uh one of the Italian chaperones who's a geography teacher there as well. So, uh it was I think it was a little surprising to students this year um that
there would be this academic focus um but moving forward they're going to know well in advance of that because it's it we think it worked out really well. So, other than that, there's no other big change. Dates dates are a little in flux. Uh we intend
to do a week in the fall for them to come here and we intend to do a week there most likely in February. Uh sticking points um the weeks when they can travel in the
fall happen to fall right around the end of our term given the dates. Uh however um Mr. Capable also has an exchange coming here and rather than disrupt the middle school twice, uh we might
actually bring both exchanges here for the same week, which happens to be the last week of the term because Mr. Cable's dates are already locked in. So, Mr. Paladino and Miss Barrett are already aware of that. Uh we brought that to their attention and they feel like if they just bring it to teachers
attention in advance, that should be fine as well. Um and then going there we're always kind of up against some religious holidays that Italy celebrates of which is the ambrosian um carnival. And as a result of that because it falls
on Sunday and when their vacation is we may have to travel Monday to Monday. So we would actually leave on Sunday the first weekend of our February recess. We'd arrive on Monday uh and then we would travel back on Monday. So, we
would end up missing uh school time. I spoke to Dr. Campbell about that. Um and the other the only other option is to go back to MLK week, which we did in January. It's it's a little colder. It's a little less not pleasant in Milan. So,
we're going to do our best, but they have uh we're one of four exchanges for San Carlo. There are four exchanges. this is the largest and this is the most popular. >> Uh they actually uh all the kids apply at one time to whatever exchange they want. So they try to place four at one
time. So you can imagine with four exchanges leaving and four exchanges coming just like I mentioned to you about limiting disruptions. Uh they would like to limit disruptions on their end. So if they can get four to go out on the same week >> and then them to come in on different
weeks, it's five weeks versus eight. So, we're working with that, too. Other than that, I'm happy to answer any questions. Costwise, it's our intention to leave the cost at the same price point as we did last year. Um, that seemed to work at 2500. Uh, we're always up against
whether it's a fashion week or a design week or it's the Olympics. Uh, but, um, you know, in Milan is not inexpensive to say the least. Uh, especially airfare. That's a good >> And then here in Plymouth also, we're going to try to make a commitment uh
with our students like S. Carlo has done. So this year when we did our trip to Boston with the Italian students, we did a boat tour. We went to MIT and did some climate change stuff. Uh we're going to try to bring our students there as well, which is going to increase the
cost on this end. Uh but we think it's the right thing to do uh for the overall understanding of everything. the boat tour of the harbor with a climate change perspective is a pretty interesting thing for our students to experience. So,
>> Mr. Yeah, >> I don't have a question, but I do want to say that after looking at all this, I'm very impressed where we have significantly seen rising costs in all of our international trips at how accessible >> this one is in comparison for
international trips. And I know that's due a large part to you and the hard work you've put in. >> It's the homeay. It's our families. Like it's it's our families that you know that you know it's it's our families that are able to keep the cost down because they're absorbing some of that cost.
>> Um and so because it's a home stay, we don't have I mean we would not be able to afford Milan if we were not staying at home. >> It's 4,000 4,000 trip. >> Yeah. >> So that is the only airfare is our our biggest problem. Um
>> maybe with a Monday it'll be less expensive. It's February vacation week still though. >> Yeah. >> I've seen airfares. I'm guessing that's half your cost at least. >> It's It is. And I I did a >> I did a ballpark figure in just chaperone accommodations, right? Like
they have to have a place to stay and >> um Yeah. >> Any questions? All right. Do we have a motion? Miss Jackson, >> I move that we approve the Milan, Italy
trip for 2027 as presented. >> All right. Do we have a second? >> Second. >> All right. Michelle seconds. >> Unanimous. >> Can't see it, but it's unanimous. All right. >> Thank you, Mr. >> Thank you everyone. Have a good day.
>> Thank you. Good night. >> All right. Um, it's 9:00 and I think we still have a decent amount of agenda left. So, I'm going to propose we take a like a 5m minute um, uh, break if everyone's good with that. All right, welcome back everybody. We'll
jump right in to our continue with our agenda. Next up, we have our superintendent uh goals update. Dr. Campbell, >> thank you very much. Um, so I'm not going to go You've all had actually three weeks to look at this as well as all the corresponding documents, but
I'll kind of walk through it. Um, again, this is more for the public as well. So, it's so since you've seen the detailed I think it's an eight-page summary of uh what's been done so far regarding these goals and had a few weeks, I'll just kind of focus on the highlights and the
impact of our work so far. So, um this midyear update's organized uh hopefully to provide some clarity um and some transparency with um some additional information. So the document begins with an overview and then divided into like the overarching goals, our district
operation goal, energy conservation, student transitions, and our community volunteer program. So each goal includes a summary of actions in this H p 8 page document um aligned to our strategic focus areas and professional standards
too. So I I align them to the standy standard 3A. These are all professional standards within uh responsibility of um my office. Um so the the title above each goal also is a hyperlink and takes you to a shared folder containing other
supporting documents, artifacts, evidence, things that that are kind of referred to in this eight page summary. So I kind of kind of hit the sort of the highlights of each section without going through every single thing in its
entirety. So under district oper uh operations the focus has been on strengthening transparency and community engagement. So really trying to uh ground our communication efforts uh first by a stakeholder survey which uh
we received 779 respondents to uh which really informed our topics and our format. So this year we launched the Plymouth Pathways our quarterly district publications. There's there's samples um in in electronic schoolboard for you to
look at in the shared folders. Uh with two additions already reaching thousands of community members. We've hosted public forums uh including a safety and security presentation aligned to the mass task force framework with our SRO's
and we did that virtually because over 80 nearly 80% of our families preferred a virtual opportunity. So that sits and actually that was just pushed out I think through social media as well today if I'm not mistaken. Um we've also um uh
partnered with the League of Women Voters to present where did my tax dollar goes. I did and this is in my comments for later too, but um we put together this one pager for folks um which highlights the presentation that we did with the league um has the budget
book here as well as the eight part video series that we did a year or so ago regarding our budget. Um so really trying to you know help to inform the community um regarding district priorities and our fiscal realities too. Okay. So, those are some examples of
things that have been done in that and we continue to do. We have four, excuse me, two more um two more publications, quarterly publications in the works and we'll be doing additional uh forums uh in in the in the coming weeks and months
as well. In terms of energy conservation, I will say that while we're doing a lot of work in this area, that 5% energy reduction probably will not happen this year because of the extreme weather that we had. >> We have had to operate our heat um in in
um full cap uh full capacity overnight for several days when we went through that extreme cold. So um you know reluctantly we had we had to do that um you know because it would have it would have cost us in in burst pipes and other
areas. So um but we've done a lot of work continue to do a lot of work in terms of infrastructure modernization behavior best based techniques things we're trying to do that will you know withstand this web this winter um and try to you know bring that energy down.
Um, so we've made some major efficiency upgrades such as LED conversions and occupancy sensors in this building specifically. So this is all new lighting. So if you're in our if you're in a it kind of gets dark sometimes to be quite honest, but if you're in our offices, the lights are on timed and
sensors, so they'll they'll they'll dull. Um, if the sun is bright, if there's not a lot of activity, they'll shut off automatically. So we've put that in this entire building and and um so that's certainly will will reap um a
lot of benefits financially as well there. Um we've done some dratification fans and technology consolidations across our tech department in terms of the amount of servers um which really will produce measurable reductions in in
energy consumptions as well. Um in terms of some of the fleet decisions that Mr. Derky's department has made we've made some fuel efficiency um you know with fuel efficiency and longevity in mind. You'll see that in the greater detail um
of of the AP page summary as well. Um at the same time we've launched a district-wide energy awareness campaign. So you see on social media, we're pushing that out constantly um in terms of like behaviors, trying to encourage people to think about um you know what
they can do to conserve energy both here in the schools but also at home. Um something that just went out uh for March today. Um, so really again this goal is reflected in responsible stewardship of taxpayer
resources but also trying to educate our community regarding uh the impact that we can have on energy. And we've also done some work. I've met with both the National Art Society at North High School and the um the um which club the environmental club at South High School
to get them involved in a lot of activities as well. and you'll see some of those are in the the shared folder in terms of things that they're working on, promotions within the schools and trying to encourage them to get involved. Uh the kids are really excited to to help with that. Um in in terms of student
transition, this is this this is another goal as you know we're constantly trying to improve our transition uh really with the goal this year to design a comprehensive transition framework uh which really looks at a whole host of things from orientation to communication
to uh um you know turnover turning over uh student records and how we communicate from from level to level. So really focusing on key transitions preK to K, uh, grades five to six, grades 8 to nine. Uh, we c we've been conducting
an administrative self-review of our karma practices. Launched a family survey which just closed um just the other day actually. Um, actually I left it open until today because of the weather. So we it just closed today. It was like a week o open a week early. Got a lot of feedback there. So I look
forward to that. It's very positive uh at first glance. So happy to see that. But with with the idea of getting some feedback from families that have just gone through those transition years. So families that have just gone into kindergarten, families that have um
transition to the middle school into the high school. And we continue to look at that. We're also looking at transitions through special education, that sort of thing. Um, another area that we've done is we've done a four-part, we're working on a four-part transition video series
for the community to increase parenty. So, again, in those transition years, having staff, in some cases, students and families taking part in a uh recorded longer video podcast, which um
is both video and audio that that we'll share with the public. in terms of like key questions to ask for, you know, frequently asked questions, um, parents experiences, student experiences, what you can expect when you go to kindergarten, what the orientation looks like. So, having those, uh, developing
those for all those key stages, and we're also looking to do one for special ed transitions in general, what that looks like, what goes into that, what kind of questions to ask. Um, so it it will be a four-part series for all those. And we've done we've done one
we've had to reschedule three times because of weather. Um but those those videos will be done uh the next one is being recorded actually next Monday. Um another thing that we've done regarding student transitions and again this this really goes down to the academic
experience. You know that we've been doing learning walks um as a district for five years now. uh which is I think is one of the best things that we've done instructionally um as as a administrative team. The last couple of years we've had teachers involved in
well as well which is really I think um been very very wellreceived. This year not only do we invite teachers uh but we have teachers coming from other buildings and working on key transition years. So for example, the first transi the first learning walk we did this year
was at PCIS uh with teachers and we had nth grade academy teachers there. We had fifth grade teachers there so they could see uh what the middle school experience was like both as a you know a freshman teacher and as someone who is sending
kids to the middle school uh which has really opened up a lot of conversations in terms of what's already happening and instructional practices. So, um, definitely something I think that will continue and been very well received. Um, and as I mentioned, we're drafting, uh, a transition, a family transition
toolkit, which will include timelines, contacts, preparation checklists. So collectively I think this work should help us in terms of like greater coherence um and alignment um and and equity of practice too like looking at what we do across schools really to
support our students and families uh in those critical ac academic transitions. And then finally this is one that I'm like just so excited about is our community volunteer goal and I really want to thank Dr. Rogers and Dr. White for the tremendous work that and support
in this as well as well as the uh the the center for active living which has been a great partner in this as well. Um so you know finally we are you know you know through the community volunteer program um the VIPS program we are establishing the systems that are
necessary to really have a sustainable districtwide volunteer model. So you know representatives from school central office uh PTA member from one of our schools who's who's now has taken on a very active role as the liaison for this
has really helped to develop a a great framework uh for recruitment onboarding training and coordination. Uh we have done multiple channels of recruitment campaign, hosted informational sessions already uh produced a volunteer
uh handbook which is this is all in the documents in the folder as well. Uh and we uh we were going to start last week but uh rolling out volunteers in various schools including our um alternative program having volunteers
that are coming out of this program. Uh it was when I say that it was very pleasantly surprised with how many uh uh families came out and and senior seniors came out, senior residents came out to be a part of this. So we're
starting strategically, starting small, but word's already gotten out and uh I see this as something that's going to really grow and be very meaningful in the coming years. So, I'd say overall, um, you know, I think the the work is
really, you know, building stronger engagement, really trying to work on transparency of what's going on in the district, transparency of the challenges that we have, um, our shared responsibilities, um, and trying to get our community
involved, as I said, for continuous improvement. So, we've made some great great progress towards these goals. Um, and we'll continue to refine it. There's definitely more more to happen uh take place, but I think we're in a we're in a
good place at this time uh you know, midway through the year. Appreciate all the hard work. Do we have any questions for Dr. Campbell? Let's go so far. All right. Appreciate it.
All right. Next up is your uh superintendent report. I know you got a lot. >> Thank you. Y >> a lot to cover. >> All right. So, post Blizzard update. >> Uh I just want to recognize our facility team. I sent a message through uh Mr.
Derky. Uh when I say this is unlike anything and I've been here 18 years and including 2015 where we had 119 inches. This this trumps that storm because of the just
all the conditions that went in. We had major flooding. We had hurricane force winds. So this is something that we haven't experienced in decades. And um again flooding, power outages, damage. uh this facilities team, they showed up
immediately even when they had issues in their own homes. You know, they were here assessing damage, cleaning debris, coordinating, you know, snow removal, ensuring that our buildings were safe. So, I can't say enough about our facilities department to help us get
going. And I also want to recognize uh DPW, police, fire, emergency operations. It's really, you know, Dr. Dr. B will say it was really a a great coordinated effort. Uh tremendous storm. Um never thought we'd need the whole week, but it
was uh you know once this hit, we knew what we were dealing with and it was really um just tremendous amount of uh collaboration. Uh I specifically want to thank Mr. Derky, Mr. Meligudy, Dr.
Blazed Dell I the for just really tremendous leadership and just like like people thought we were off. We were not off. It was all just 247 including this morning at 5:00 or 5:30 in the morning
when uh one of our wells went down. >> Um and we're we're ready to go back to school, but Mr. Derky went down there and you know took care of it himself and it was up and running uh within an hour and 10 minutes. So, I mean, literally, I mean, he's probably asleep right now,
I'm sure. But just I hope he is. I Yeah. Um, he's like, "Do you need me there tonight?" I'm like, "Nope, I'm going to sleep." >> Uh, but really um tremendous. You think about like think about like looking out your window what the conditions were. Uh we left people, we didn't pull people in
in in the height of that, but they were with us for, you know, for a long time, a just a lot of hours. um you know in DPW on the roads MIMA getting involved is just it was incredible. Um but we have a posttorm meeting tomorrow. Dr.
Blazedell, myself and Mr. Derky will be meeting with fire and police and and town officials to kind of go over and kind of debrief and see like how can we improve using this as an opportunity like we do when we have situations like this to to to make our coordination and
communications um even better. But even right down to um you know the um the Red Cross, you know, being on scene and and responding to our residents. I know because they responded to my neighborhood and I saw it firsthand. So
just really like I tried to articulate in my message like when things really go rough in this community, I've seen some really great things h happen. People come out to help each other. So um just great effort by all. A couple updates.
Um, since we last met, we've had we had the advisory and finance subcommittee which supported the school committee's proposed budget unanimously 5 to zero. So, we really appreciate their support. We also had the entire advisory and finance committee meeting on February
18th and that was a vote in favor 12 to2. Um, so that passed with ANF as well. Um, so we're happy about that. Um, I also had the opportunity, as I think I mentioned, on February 12th to take part in a panel presentation with town
manager entitled, "Where do my tax dollar goes?" Um, that's where this handout is. Um, that was sponsored by the League of Women Voters. I want to thank the league for hosting this event. I think we've done this three or four times now. Um, it's a it's a great
event. Um, and I think just allowing our community to see uh the investment in education, how again, you know, the stewards of the tax dollar and how we're using it wisely, but um providing them, you know, information regarding that.
Like when you look at the facilities budget, that's a dollar 11 per square foot. It's pretty incredible how we maintain our buildings with, you know, um that budget. Imagine doing that at home, right? So um you know very very
appreciative um of them for giving us that opportunity. Um the committee of precinct chair meeting will be on March 19th at 6 pm um where we'll present school department will present to COPC
the proposed FY27 budget. And the last thing I just want to uh let people know is MASC's annual advocacy day on the hill is Monday, March 30th. Um this day will feature policy discussions,
legislative briefings, um advoc advocacy guidance. Um the program will take place entirely at the state house. Uh let me know if you would like us to register for you. The program begins again, it's Monday, March 30th um at it begins at 9:30.
Tim, that's all I have this evening. >> Any questions? Dr. Camel, >> I just have um mark me down for Okay. Dan Hill, I slowly around the block from where I work. So, >> yeah, I'm going to and I will do the same because I won't be in the area.
>> M Jackson, >> um I don't really have a question, but sort of a statement to piggyback on your budget and blizzard conversation. I just want to make a statement like in light of like our new upcoming
challenging budget that you know we look at a$111 per square foot and we look at the impact and the amazing work that all of our teams have done not only the facilities which I can't say enough about but the fire the police the DPW
and I think those are conversations we have to have longer conversations about because having 12 DPW workers deal with that storm with contracted things, it's a real shame that this town can't have
that conversation about maybe drilling down into what the impact is for that individual person. It's like you said, $111. And if you knew that your kids would be back in school in three days as opposed to two days, think about the cost to you personally when you miss two
days of work versus the $111 extra in taxes that it would cost you to be able to provide more services and to be able to alleviate things like, you know, Mr. Derky having to be up at 5:30 in the morning and then work around the clock
24 hours a day for seven days to try and get the schools. Um, I think those are more of the conversations we have to have coming into this next budget cycle. >> I agree. >> That's a really good point. >> I think that's that's a great point. I think we just we got to put it out
there. >> Yep. You know, and and the other thing is too, I'm very proud that a lot of I I drove up to the junior high because I want to see if we're going to play our basketball game. I always call it junior high. I'm sorry, but Jimmy Davin was doing the plow and there's some other people shoveling.
>> The one thing I love though in in in crisis like they they weren't taking selfies. They were doing the work, >> you know? They weren't worried about, hey, look at me. I'm doing this. And and that's what you you got to love about folks. um that you know it's it's easy to to do things when things are are
rolling but when in a pinch you know that just go up there and do the work and um you know I think that's that's a testament to the entire system you know um but I do agree wholeheartedly we got to put it out there and say look this it costs X and you can get Y
>> and that's good for the whole town >> you know anything else >> just one clarification I heard Mr. Morgan day the hill and I couldn't hear what you said. >> Same. Same. >> Okay. I thought so. I just wanted >> We We both work within blocks of it. So,
>> All right. It's easy for us. >> All right. And if anyone we have time, so anyone else, please. Just want to make sure I got that. >> Is it normally in May? >> Yeah. Usually it's like early beginning of May. >> Yeah. >> Yeah. Yeah. Right. Yeah. >> Thank you. >> All right. Next up, we have uh
retirements. Um, we have five retirements this evening to to announce. Um, some are from >> one of our previously scheduled meetings. So, >> because of the storm >> because of I don't remember what that that storm. Um, so we have five. We have Deb Carter, a first grade teacher from
South Elementary School with 28 years. Um, we have Leanne Sunk Doyle from Federal Furnace and adjustment counselor um with 13 years. Laura Donan Dolan um cold spring reading teacher with 27 years. Karen Mley, a South High School
self social studies teacher with 25 years and Michael Canavan from Cold Spring Elementary with as an adjustment counselor with 23 years. >> Miss Jackson, >> we would like to thank Miss Carter, Miss Stunk Doyle, Miss Dolan, Miss Spinelli, and Mr.
Canavan for their combined 116 years of service to the district, and we wish them good luck on their next chapter. >> Thank you, Miss Doyle's retirement. make me feel old because I was on her interview committee at Federal Furnace and I was on the Federal Furnace um
school council. So, I've gotten to watch her entire career at Federal F or Yeah. Federal Furnace while I've been here. So, all right. All right. Next up, we have uh a donation letter to acknowledge uh Mr. Morgan.
>> Yes. Um we have uh two letter two letters today. Uh the first one is to um George McCarthy thanking him for his generous donation of astronomy equipment to the Blake Paranitarium uh at PCIS. And then we also have
another letter um um from the Plymouth County Commissioners to Plymouth South High School Culinary Program for the lunchon they provided for the Massachusetts Association of County Commissioners. >> All right, thank you for that. All
right. Next up, we have uh committee reports. Uh who has any reports, proposals they want to discuss? >> I think we missed everything. >> We're good with coder. Yeah. Yeah, you're right. Yeah, there have there have not been any meetings in the past month. >> U master planning I assume hasn't met.
>> Uh it was cancelled due to the storm was rescheduled for March 11th >> like everything else. Um with uh building committee, we have not since >> No, we didn't have a quorum. So the meeting was >> Yeah, there was no February meeting. >> All right. Uh appointments, leaves,
advances, and resignations. We got a whole backlog here. >> A whole bunch of them. Um we have 11 appointments, nine resignations, um 20 medical leaves, and we have four parental leaves. All right.
>> I left you in complete. I'm sorry. >> That's all right. Do we have any unfinished business? Anyone wants to discuss? Any new business for future agendas? >> I do have one new business item. Um, >> we had talked at our previous Saturday
mornings about adjusting the fees for um for the uh usage. Yeah. Facilities usage to in >> to take away the 100% for the nonprofit. So, I just want to add that
>> to an agenda because I think all we're missing right now is a vote on it because I think we've had our discussion. So, just to have that as an action item would be good. >> Yeah, we should people waiting for that. Miss Jackson, we talked about that this morning and we'll have that on the next meeting. Okay.
>> 16th or Yep. That's at the March 16th meeting. Okay. >> Thank you for that reminder. >> Perfect. All right. Uh, next up we have our consent agenda. We had some minutes,
warrants, kind of typical social, anything anyone needs to pull from that agenda. >> All right. If not, do we have a motion? >> I'll make a motion to approve the uh consent agenda as presented. >> All right. Mr. Morgan moves. We have a second. >> Second.
>> All right. M seconds. Make a move. All right, now we're good. >> There we go. Thank you. >> All right, that brings us to a close. It
is 9:33. I will call the meeting over.