All right. Good evening everyone. Welcome to the September 22nd, 2025 meeting of the Plymouth School Committee. Call the meeting to order. Uh please join me in the pledge of allegiance. I aliance to the flag of the United States of America and to the republic
for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, Miss Jackson, if you could read our land acknowledgement. >> We acknowledge that we are meeting on the unseated ancestral homeland of the
indigenous people whose enduring presence we humbly recognize. We honor the Wanoa people as the original stewards in the herring pond. as the surviving indigenous tribe to these lands. In our commitment to lifelong learning, we acknowledge
historical injustices to the native people of this land and vow to educate ourselves, our community, and our students on the first people and the hardship they endured. We offer this as a small but essential step towards building a culture of respect, truth,
and accountability. >> Thank you for that. All right. Our first order of business is uh to executive session for uh collective bargaining discussions. If I could have a motion for that. >> I move that we go into executive session for the purpose of collective bargaining.
>> Second. >> All right. Mr. Marellis seconds. Take a roll call vote. Mr. Smartles. >> Yes. >> Yes. >> M Jackson. >> Yes. >> And I vote yes. >> Yes.
>> Oh. Yeah, you blended it in. All right. All right. We are in executive session at 6:31 p.m. All right, welcome everybody. Thank you for your patience while we wrapped up an executive um session. So, first up, we have comments from the community members. We have anybody from the
community wishing to speak? We have one. All right. If you wish, anyone wish to speak, please come up and state your uh name and address and talk away. >> Oh, good evening. >> Thank you. My name is Kathy Vabini. I'm I live in
180 San Street in Plymouth and I'm a member of the Plymouth Education Foundation and we just had a meeting a short time ago and I'm here this evening to present a check for $1,000 to the Go for Go campaign on behalf of the foundation. So, we wanted to get that to you this week because we knew this was
the week it was going on and make sure we'll um get that to you. >> Thank you. >> Thank you. [Applause] Get the check. >> She walks away. Get a
>> You got to get that photo. >> Take a photo with the check >> photo. Miss Dr. >> Bini [Laughter] >> for now. Thank you so much. >> For those who, you know, for those at home, go and go, please uh help support
it. It's for childhood cancer research. Uh we have been doing this for many years and that's very generous. Really appreciative Kathy. Thank you so much. >> Kicked it off today. >> Monday. >> Yeah. >> Great.
>> All right. Thank you for that. That's wonderful. All right. Next up we have our uh student high school representatives. So we have our first some first timers here uh from North from P North. We'll have uh Emerson Sne. And from Plymouth South uh Charlie uh Walker. So, if you want to go first this
week. >> Hi, my name is Emerson Snea Junior at Plymouth North. For open house, it will be held on Wednesday, September 22nd from 6:00 to 8:00. Parents and guardians are invited to attend. Follow their student schedules and meet their teachers. To find your student schedule,
check the Aspen portal. Thursday, October 2nd is the Plymouth North homecoming game against Silver Lake and will be h will be taking place se um at 7:00 p.m. Tickets are available on Goof Fan. The homecoming dance is Friday,
October 3rd from 6:30 p.m. to 10:00 p.m. Tickets are on sale now on GoFan. Ticket price is $15 from September 14th through the 30th. See Miss Walcott in room 331 with any questions. Picture day. Pictures will be taken through Legacy
Studios on Wednesday, September 24th and Thursday, September 25th during ELA classes. Bus passes were distributed today to all students that were signed up for transportation. If your student didn't receive a bus pass, but should have, please have them visit the main
office. Late buses are available every Tuesday and Thursday and depart from the school at 4:05 p.m. This is a great opportunity to be a part of after school clubs, sports, and activities. Plymouth North is going gold September
22nd through the 26th for pediatric cancer. All donations are welcome. Don't forget to show your support and wear gold. On September 26th, student handbook and acceptance use policy. Students will receive a Google form to sign off the fact that they are aware of the student handbook. The link will be
going directly to their student accounts during advisory or senior study. Midterm for term one is Friday the 26th, which is this Friday. >> Wow. All right. Cara Filler driven to inspire assembly. Cariller is Cara Filler is North America's leading
speaker on peer pressure, risk-taking, and traffic safety. All sophomores, juniors, and seniors will be attending the assembly on Wednesday, October 1st during extended KB block. We encourage all families to follow North on Facebook and utilize North's website for all
happenings north. >> Thank you. Any questions for our North rep? All right, Charlie. >> I'm Charlie Walker. I'm a student at Plymouth South High School and I am a junior. I'm excited to share some tremendous news. Special Olympics has
announced that Plymouth South High School, a school with Special Olympics Unified Champion School programming, is receiving national banner recognition for its efforts to provide inclusive sports and activities for students with and without intellectual disabilities.
Plymouth South is receiving this distinguished status as a result of meeting 10 national standards of excellence in the areas of inclusion, advocacy, and respect. On Tuesday, September 30th, we will be having two schoolwide assemblies. Cara Filler is a motivational speaker who a
whom a number of our students representatives saw last year at a student council workshop. The focus of her talk will with our students will be on positive decisions and choices. We has we have a busy October ahead. October 3rd is the senior October Fest
while October 8th is the annual CCTE dinner and advisory meetings. October 16th is the PSAT for juniors college t-shirt day and the college fair which will be held at 600 p.m. at Plymouth South. October 18th is our homecoming dance which will start at 700 p.m.
Homecoming tickets will be on sale for $10 from Thursday, October 9th to Thursday, October 16th. Counselors have been visiting ELA classrooms to prevent post-secary information. The presentation slides were also shared with families of seniors and are included in their Google
classrooms. In the spring of 2025, um, graphic design and visual communication seniors Leah Maynard and Logan Ryan won the industry award at the EdTV Film Festival for their short film Unlocked Spaces. With this honor, they
were accepted into the Boston Film Festival and their film played yesterday at the Massachusetts College of Art and Design. As has been shared, we are excited to announce that this year's Thanksgiving Day football game versus Plymouth North will be played at Fenway Park on Wednesday, November 26th at 4
p.m. General admission tickets are available for purchase through the Red Sox. A number of our students have already signed up for a dentist visit with Smile on November 5th, 2025. If you would like to sign your child up for appointment, please contact the school nurse with any
questions. This past weekend, our students performed Ride the Cyclone, a musical student directed by Stella Jitsy and Jada Panino and choreographed by Ashley Coin. It was a tremendous student directed event. College visits have started again through our guidance
office as well as academic labs during KBlock. This is our Going Gold week and we're excited to continue our support in the fight against pediatric cancer cancer, sorry. Two events this weekend. First, our picture day is tomorrow for grades 9
through 11th and we're excited to welcome families to Plymouth South for our open house on Thursday at 6:30 p.m. Thank you. >> Thank you, Charlie. Yeah, M. >> First, great job. Welcome. Uh, could you
run back the update about the Thanksgiving game? >> Absolutely. >> Our Thanksgiving Day football game versus Plymouth North will be played at Fenway Park on Wednesday, November 26th at 4 p.m. >> Thank you.
>> Should be a very cool event. >> Very cool. >> Yeah. >> All right. Do we have any other questions? All right. Well, thank you uh both. I This is your first time. to tell everyone else you're welcome to stay here for as long as you have uh time for you're we always value your uh input so
you know you're kind of here representing your school so you know if you're always anything you guys want to speak on or you know engage in you are more than welcome to you know participate just as any of us do so invitation's always open all right with that we'll move on to our
next item of uh business we have a report from our shishikahama uh delegation following their summer exchange uh trip this past summer is a topic that's near and dear to quite a few of us is about half the committee has been on this trip at some time in
the past. So please pull up some more chairs. >> They're a little shy. Uh, thanks for having us. We're just going to give you guys a little overview of our exciting adventures. Kristen, so this is our group. This is Wait.
Um, here's our Plymouth delegation. Becky D. Jason Beers, Kathy Jackson, Arya, Cat, Linda White, Sammy, Charlotte, Cole, Gabby, Lucy, Jackson, Leland, and Mason that we were leaving from Plymouth North
that morning, first morning. Um, so we spent a lovely time um in Shishiama and this is their community center um called the Kokai Mura. Um it's the center of their community. In one of their courtyards, um proudly displayed is the
town seal uh for Plymouth. Um in our honor, a local man had created all of these bonsai. Um they were very gorgeous. Um other parts of the cook display, a piece of Plymouth Rock and a bell that was gifted to them on one of their visits, which I believe was in
2024. The people of the town are very invested in Plymouth and Plymouth history. And some of us even learned a few things um about the Mayflower while we were over there that we hadn't known while we were in um the meeting house.
These are the tsunami remains um scary >> of one of the elementary schools. We learned during our time with our sister city that they're very resilient people. They suffered complete devastation with the tsunami on March 11th, 2011. And these pictures are of a school where the
staff um and leaders moved all of the people there to the roof to save them from the rising waters. The pictures on the right are of the same classroom on the first floor of the school. This was the room the staff and students were originally supposed to wait in during an emergency. Thankfully, the quick thinking of the school administration
and towns people realized that was not a good plan and saved many that day. and we did arrive to a tsunami warning. Um, and everything was fine, but that's not what we wanted to hear when we got off the plane. >> Um, so many of us adults were able to
visit uh, Shiomi Elementary School. Um, the school was not in session unfortunately. Um, the video I had put in is not going to play, but they do have um, a daycare very similar to our Y program that we have for the students. Um there's runs also though when the
school is closed. Um and so we were able to do a nice round of high five with the kiddos when they came through. Um the schools were very similar. Um but they did remove all of their shoes when they came in and uh wore slippers. Uh they had a swimming pool um and taught
swimming to the students. Uh the largest contrasts we were talking about were like the lunch process. All the lunches were served in the classrooms by the teachers. Uh children were expected to then have uh a time of cleaning up where they either swept the floors, did the
dishes, things like that. Um and when they were on school break, they even went so much as cleaned the grounds, the swimming pool, repainted it um to show service to their community. Um being that I was the assist I am the assistant director of special education, they were
very eager to show me their special education classrooms, which were set up very similarly to ours. Um the largest difference between their self-contained classrooms is when the students went back to inclusion for history or math or wherever they were um they went
independently. We they didn't many of our students are supported by staff when they um returned to their inclusion settings. These students went as part of you know just went on their own. Uh the adult delegation had the privilege of uh fire chief Foley being a
member. This allowed us an an in-person tour of the um >> Tagah. >> Thank you. I didn't go there, so I don't know how to say it. Tagah. It was amazing to see how the equipment that is used in Japan for fire and rescue was the same equipment used by
our fire department here. Only things we could read were the names of the equipment because everything was written in English. So, um, the adult delegation Oh, next one. Kristen, thank you. The adult delegation participated in an education summit 2025 hosted by
Superintendent Utsky and his wonderful teaching staff. Um, the discussions focused around how we as educators and administrators can help students achieve their dreams. uh we reflected on moments in our own childhoods that have ex inspired us to dream and how we can help
young people have those similar experiences. While the adults were participating in that educational summit, all the students and their host families siblings host family siblings were participating in the shiki shishiama international association exchange at
the middle school. The students created origami, played cornhole, taught each other songs and clapping games, and had an overall good time. Um, the Plymouth delegation and the host families participated in an activity called Darts Alive, um, directed by the
Shishiama Arrow Program. Um, their motto is aim straight, fly true. Uh, we had a great time playing a variety of different games with darts. Um, and they have it as a class in their upper upper schools. Shishi Gahama takes their long-term
relationships very seriously and they have great appreciation for the people of Plymouth. The display in the center of the Kukimura has a whole section dedicated to Andy Larrettes, Kevin Kanty, you can see Michelle Badger there and and many others who have traveled there multiple times. So, it was really
cool to they really honored them thoroughly. Uh the sister city party or farewell party has a tradition of giftgiving. Um Plymouth purchased dodgeballs for all of the elementary school classrooms in Shishiama to use throughout the school
year. Um, we also had created and presented the mayor with customized Plymouth North and South High School baseball jerseys representing um, Shishi Gama in the year 2025 for the anniversary uh, the 35th anniversary of the exchange.
>> Baseball is a big deal there. >> Big deal. >> Um, so these were actually videos which uh, we can't play, but I wanted you to know that um, there was a special presentation at our final dinner where they honored Margie Burgess. Um it was beautiful. The mayor on the left
presented Pompy um with this dedication and I'm I'm not sure there's a beautiful >> document and I'm not sure where it is if it's at town hall but um it was great and then I had the translation um of it and if anyone wants to hear it I will
share it with you. >> Yes I will email it everybody. >> Um so the sister city party group photo has become a tradition. So these are Shishikah officials host families cook staff towns people all of us from Plymouth sharing food gifts stories and
making lasting memories. Um it was an experience none of us will ever forget. Um and we all left with a little piece of shishiama in our hearts and some of us have already started planning for summer 2026 when they will all come to visit >> and that's a lot of people and the kids
behind us who are some of them are going to speak spoke in front of all of those people um on multiple occasions. was they were very impressive. >> All right. It meant so much to me to be picked for the Japan trip. I love seeing the sites
and seeing how many things were different. One thing I thought was weird was how they don't have trash cans around in public. Everyone keeps their trash and recycles it when they get home. I feel like I feel like I lived a
whole different life while I was in Japan and and I had a great experience and miss the country and my host sister so much. I wish I could go back for another visit. I am hoping hoping my family will be able to host a student
this summer. I hope it will be one of my host sisters. Going on the trip to Shi Gama was a very eye opening experience. Getting to go to the other side of the world and seeing what everyday life was like there is something I'll never forget. If I had
the chance to go back, I would definitely take it. [Applause] So, this is my host family. Um, the culture, history, and scenery in Japan are amazing, but the relationships among the people in our towns are what make this trip so special. My favorite part
of the week was simply spending time with my host family, and I'm so grateful that I was able to live with them. I got to watch their third and fifth graders do their summer homework for an hour each day. An hour each day in the summer. They never complained. Well, maybe a little bit taio, but um we
watched baseball together, went to festivals, cooked together, asked each other endless questions, and I got to meet many of their friends. We continue to interact through apps, and I know we will stay connected. Um this is Sammy. Sammy couldn't make it this evening. She's playing volleyball
today. Um her words, Japan was a once- ina-lifetime opportunity I'm so glad I took. It got me out of my comfort zone in so many good ways, like traveling without my family, being in a new culture, living with a different family, communicating with a different language,
and eating new foods I never would have tried at home. The thing that made it the easiest was the way the people anywhere in Japan were willing to help and were kind, respectful, and welcoming. I would love to go back and see my host family again because the bond has grown every time I have been
with them. First hearing all about the Suzuki family when my sister went two years ago. Then when the Suzuki sisters came to Plymouth when we got to host them and I got to meet them for the first time. Then this trip was just me with them and was the best time I ever
had and would love to continue. So um I got to experience many new things in Japan. I was able to try new foods, learn more about the language, meet new people, and see the culture. I had a great time in Japan with an amazing host family, and I was able to learn and see so much, and I appreciate the opportunity to be able to go. Thank
you. So, we just wanted to make sure everyone here knew how grateful all of the students and all of the adults are and the ability to have gone and experienced uh the most amazing 10 days that you know were this summer.
>> It was great. >> That's awesome. Do we have any questions? >> Any questions from the team? Yeah. Michelle, >> um I just have a comment. I was on um one of I was one of the committee members that was able to interview um the students and um it's really nice to
see it all come around in a circle and see what a great time you guys had. All of the students that we interviewed were very impressive um and and it's great that you guys had such an enriching time. Um and I really hope that we can continue this program into the future
because it's really really awesome. Thank you so much. >> Thank you. >> Thanks. Give folks one minute to clear out. >> So loud. You guys can hear. >> All right.
Next up, we have the introduction of our new food services director, Mr. uh David uh Bedau. So, if you want to come up and >> Yes, come on up, David. >> Come on up. >> Come on up. >> Glad to have Mr. Bedau. >> Much of your time. I'm David Bedau. I
just wanted to uh thank everybody for this wonderful opportunity to work with such a great community. Um I'm looking forward to bringing my experience, my passion to our students. And um
the last thing I have to say is I promise our students will figure out the pizza situation. Thank you so much. >> All right. >> Thank you. >> All right. We'll keep moving on here. Uh next up, what's that? >> Yeah. Just Mr. Bau comes from Barnes
Public Schools where he's been for the last 12 years. Um very successful director. We're really happy to have you. >> Yeah. Was there a bunch? >> No, I'm just giving a little bit about your profile. >> Oh, I'm sorry. I I'm sorry. >> That's okay. >> I got to run back to the kitchen. We all right. >> One more time.
>> Um, >> it's for the public. >> Um, I've been I've been here for a week now. Um, and I feel like I've been here for a little bit longer. Um, I am a Plymouth resident. I grew up in this area and I worked at Barnesville public schools for 12 years. Um,
and wonderful community down in Barnesville. Um very very fortunate that I'm here uh for with Plymouth. Uh really really looking forward to this. But um I brought a lot of great ideas to Barnesvilles that that I am so looking forward to bringing uh
to Plymouth. Um I've done programs like fresh fruit and vegetable programs. Uh after school snack programs. I opened up several um um summer feeding programs. Uh I opened up a food pantry uh for the entire district uh that we served over
about 250 uh students in the district. Um I I always look for ways to improve the program. Um uh things find ways to benefit uh our students. Uh that's what we do every day. So I'm looking forward to bringing my knowledge to Plymouth and
uh making it happen here. So thank you. I appreciate the opportunity. >> Does anyone have questions for you? Sure. All right. All right. Now, you're good. Great. Thank you. >> Welcome. >> Thank you, Scott. >> All right. Next up, we have Park Plymouth presentation.
>> We're really excited to have Mr. Egan and some others from Park Plymouth here. Um, let Dr. to blaze. I'll talk about this because he's really been more involved in this, but just a wonderful collaboration um for gez I think it's been over a
year. But um Adam, I'll let you sort of kick off um where we've been and then we'll >> Yeah, >> I can jump into >> Sure. I I I think this is really a conversation that started between Chrissy Chase, the principal, and Park
Plymouth. Um I think the two of you kind of really started it off. >> Yep. Um, if you want to kind of jump off because you that's really where this all started. >> Yeah. Uh, I have a seven member board. I'm Desmond Egan. I'm the director of Park Plymouth Plymouth Growth and Development Corporation. So, I report to
a seven member board. One of those board members, Phil Chandler, uh, students attended Nathaniel Morton and kind of always thought we've had a relationship with the school for some time related to the green area. We had installed a uh fence area there several years ago and
then we kind of used the parking area during off hours for the school in summer to help alleviate some of the demand for parking and kind of make those larges scale events more manageable for the visitors coming into Plymouth. So we thought this was maybe an opportunity to kind of continue that
relationship and expand the parking. So um Phil and Christy kind of Chrissy excuse me started talking the conversation flowed ended up making it to our board. Um, everyone was on board with the idea. We started exploring it a little bit further along with Rich Bossy
who's a town engineer and we kind of came up with this layout of, you know, potential additional parking spaces that could be placed in there that would help some of the demand during school hours for the teachers and staff that are there during school hours there. It also would be, you know, valuable to us um
for continue the relationship that we've had for after hours when school's not in session, weekends, holidays, and stuff like that where we see some of our peak demand that doesn't kind of ma mingle with the school schedule and stuff like that. So, um parking for us, one of our
core things is trying to expand parking and add parking, which is kind of challenging in some of the smaller areas of the district. So, here's a big area that we kind of have been experiencing. We think it has a lot of opportunity um to do that and kind of make it another
uh available option for people coming into Plymouth there. Um so can I jump? Um one of the other things if you've ever been at Nathaniel Morton during arrival or dismissal um you know that it is extremely difficult to get around this neighborhood at all. Um in the
morning the buses go around the back of the building. Um parents line up on Lincoln Street and it's it's a traffic nightmare. It's a place to avoid. Um in the afternoon um the buses load on Lincoln Street um and then take a right
or a left at the end of Lincoln Street and parents line up um waiting for their students in front. Um there's always been an issue back when Stevens Field was was around. That's where we kind of staged buses and they parked there. Though that's no longer an issue. that's no longer available to us.
Um, so by doing something like this, it will probably get a lot of our bus traffic off of Lincoln Street into the parking lots. Um, so it benefits us during the day for traffic around the neighborhood. But also, if you've ever been to Nathaniel Morton, um, I never
really noticed it until the Desmond and and the board brought this and Phil brought this up, but the playground at at Nathaniel Morton has always been slipped by a road. Um, and so the kids kind of are kind of playing in the parking lot and a road. They block it off with with a fence. Um, but it it's
really not necessarily the the greatest for our kids. Um, part of this program, and if you look out if you been by Nathaniel Morton recently, part of this program, and then I think Desmond will get to this in a minute, um, has been really looking at relocating um, the playground um, so it's a lot safer for
the kids um, and updating the the the structure. So, >> yeah. So, right now part of the we're doing test pits. Uh we're coordinating with Matt Derky from the Plymouth Public Schools uh team there. Um and we're we looked at we did some engineering on the
lower level to understand what's underneath and if you know viable for additional parking stuff like that. You have to do some offsets related with rain management when you do that. Um so there was some challenges down there with water depth. So we're at this step now uh with the help of Matt of the
upper level getting test pits and then what would happen is the test pits and design would be all one RFP based on the positive results hopefully um of the one phase up there and if we all uh feel comfortable with going forward the next
step would be design build to get understanding of you know what it would take and cost related to making this change or proposed change here. Um, so that's where we're at there. But one of the steps that was needed here and that the board wanted to, you know, kind of
show that they're, you know, that that we're on board with this um change and making this hopefully a viable option for everyone was uh we we are going to pay for the cost of relocating the playground from where it is now onto the grass area. Like uh Adam said, that's
already taken place. I know some of the equipment is coming in here shortly. Um, so I actually talked with Matt yesterday and we delivered a check in the amount of $200,5374. Um, to pay for that. Um, so it was in the school thing as a gift for us as part of our grant program when we worked
there. Um, so that's why I'm here before to kind of give you shed a little light on the project itself and then to um, show you the brought my check here to show you it's official um, and just kind of continue the collaboration with us and for next steps.
just a kind of collaboration I think is is definitely the key word here. This has been a great collaboration. Uh really appreciate the support of Park Plymouth, your support particularly through this process. If you look at that image, as it's been pointed out, as Adam said, the the playground has always
been in a very sort of vulnerable spot. And by moving it to that rectangular area on the on the uh end of the grassway, we're making it much safer for play. In addition, by the expansion of this parking lot with better lighting,
uh more spots, we'll be able to stage our buses in the rear of the building eventually and then exit them from there, which again much safer for the entire North Plymouth area around Nathaniel. So, Park Plymouth is this has
always been a Park Plymouth site. I think this is a great improvement for the downtown as well, but it's just a great uh a great need for Nathaniel Morton and this is just um a much appreciated uh partnership with Park
Plymouth in this case. >> I have a few questions while others go first on the side M. >> Um >> I think Miss Brian had a question and then I'll go after >> just a few questions. >> Sure. Um, just to reiterate or
reconfirm, the parking lot would be available to um the community off hours and would be available to staff etc. during school hours, right? >> Yeah, that is correct.
>> Okay. And then um I do, if I remember correctly, there used to be basketball hoops further um in the the parking lot. Are those being relocated as well or just the playground structures?
>> I think at this point the playground structures, we'll have to kind of look at the basketball hoops at a point in time. We may put them back up, but it'll be in the parking lot, which it kind of already is, so we'll have to look at that. >> Okay. And then um
I see we're utilizing the grassy area to move the playground. Um is there still going to be an opportunity? There's a lot of land there. So it might it might be null and void, but right now I know
community groups utilize that space for practices and such. Do we think that that's going to bump them in any way or interfere with their use? I don't see that being an issue. We've actually had a there's an event there, a Nathaniel Morton community event there just last
week, I believe, and there's plenty of room there for some of the uh flag football and whoever else may be utilizing that. But yes, that's why we strategically placed it where we did um knowing that there's so much acreage there. And there's also some land that's
unused sort of on the hill that could be adjusted as well. So adding even more space there, but it will not interfere. >> One more, I promise. Um, there's also some space where I believe they utilize for community gardening. That's going to
be >> that's a particular space that I was referring to removing that and relocating it to a better spot. >> Awesome. Yeah. Thank you. >> You're welcome. M Jackson, >> my question was about the basketball hoop, too. So, >> we're on the same page. We would eventually be looking to relocate if
once the parking lot would be, you know, we we would be relocating that as well or be having conversations about that. >> Okay. >> And and Mrs. Chase has been uh heavily involved in this and working with her school community as well. This just sort of a a mockup of what that playground structure will look like.
>> A significant improvement. The um phase one would be to put the equipment. Phase two in the spring would be to do some of the accessibility um uh surfacing. can't do it at this time of year. So it so it that it adheres properly. That will be done as well. So this would be a very
accessible playground structure as well. >> Will we have more accessible structures at this playground than we did at the previous one? Because I think this will be a much more accessible playground structure. Absolutely. And there's plans to mitigate what that looks like between
phase one and phase two so that there aren't any kids left behind during this transition period, right? >> If we can't put the the surface in until spring for phase two. >> Yeah. I mean, this this space will be
will be won't be less accessible than the current space is if that's what you're asking. >> Got it. Thank you. >> Absolutely. In fact, one of the things that we're doing across the district, I'm sorry, um with you may recall the donation that Plymouth Ed Foundation
received from the state, uh we will be looking to expand accessibility features at all of our elementary school playgrounds this year. >> Yeah, it sounds I mean it sounds like a win-win situation. I just wanted to >> Yes. >> ask questions to make sure that everything was being thought out
thoroughly, which I was sure it was, but >> a lot helps to be able to voice it for everybody else who's watching at home. >> Absolutely. Absolutely. >> And I appreciate it. Thank you. >> Yeah. Thank you. >> It's exciting. >> You're on the left side. >> All right. Um just uh two questions.
One, how many additional parking spots will this yield? >> It's approximately 110. The drawing that's there is kind of just a temporary rendering done by the town engineer like just kind of quick scope by just a square footage. It obviously will get more vetted and explored with the
engineering project that I mentioned earlier. >> Awesome. And I see the proposed playground area is about 6,000 square feet. Do we have a rough idea of how big the current space is? I know it's disjointed, but um looks similar visually. I didn't know if you guys >> I don't know
>> if there's a rough address of what we're going to and from. >> Yeah, I I I believe this is larger, but I can't say that definitively. But in terms of the um maybe the layout is more >> it may not be larger in terms of square
area but in terms of the amount of equipment that will be available to students I think a >> yeah having it contiguous probably makes it u >> just the strategic placement of the playground structures that was all I had anybody else
I appreciate you guys collaborating with us yet definitely seems like a win-win >> I look forward to continuing and hopefully we get some good news with the test pits that will be here in the future and appreciate working with Matt and the team from the schools. >> Thank you. >> Do we need a picture with the giant check? >> Yeah, could we?
>> We always appreciate >> giant check night. >> I actually have two board members here with me, Jay Kimell and Jim EMTT who came here as well part of our seven two of our seven members there. So, >> thank you. >> Thank you Bank tonight. in my head.
>> That's cool. >> Something other town in the schools. We got to take off to like seed. >> Yeah, I know. because there was something in the eye,
>> but we're not losing schools right now. We're just in the schools. >> Thank you. >> Thank you. >> Thank you. We appreciate it. >> Yeah. >> Take care. Thank you, Desmond. Appreciate it. >> Thanks.
Awesome. >> Appreciate the time. Thank you. >> Thank you. >> 35. All right. Not once tonight. Not once. >> All right. Next up is special education update by Dr. Rogers. Did you bring a
big check by chance? >> I did not. I didn't know that that was the protocol for the for the evening. Yes. >> Um I'm going to sit up here and I'm going to invite Becky. Um, so you all just met Becky. She was on the Shishikahama trip. Um, but she's
also my um, special education sidekick and um, we've worked together for the last 16 years and I will say I absolutely just adore working with her and we make an amazing team together. Um, and this collaboration would not be possible without um, her help um, which
has been amazing. I also want to shout out to Suzanne Hines who's been our new um new addition to our out of district um as our out of district coordinator and our special education department heads um at the elementary and secondary level. They are just amazing um people
and work really really hard to um get our kids what they need and collaborate with parents and teachers. So, >> Kristen's just getting that set out. So, while she's doing that, I'm gonna give a shout out to our CPAC behind us. >> Turn the camera around.
>> Yep. Down one. There we go. All right. So, we went with the um we went with the fall foliage back to school theme. Um and as we discussed last year, we have a bit of a new structure, which um I think it's working out really well, but and Becky
would >> tell me if it wasn't. Um um what I love about it is that it offers more collaboration between general education and special education. So, I've noticed just in the last couple months, the special education staff um
using the resources um from general ed much more easily and more frequently. So, in other words, I just saw Kelly Batinez, who's our math coordinator at PCIS, working with the MSN's. And so, when we were sort of siloed, it wasn't it didn't happen as naturally. And now
with my position sort of straddling both the gened and the special education, there's much more room for collaboration which has been um great. Um the other piece is um additional special education support for the elementary. So we were able to bring back the third elementary department head which was greatly needed
um just with eight schools and two department heads, it just wasn't enough um special education support for our teachers. Um and then there's more time spent proactively for case management and problem solving. So that's a big part of what Becky does. She meets with the um department heads on a regular basis just to kind of problem solve and
kind of get ahead of any any sort of bubbling um issues. You want to say anything? Um so again I want to shout out to CPAC. Um we've been meeting once monthly leadership and that's been virtual and then one time monthly open meeting. So
we have another meeting coming up. Um we did meet last was that last month? It was August I think. um at the manat library and then we'll be meeting in the Mayflower room for our next meeting. I think that's next week. Is that right, Ollie? Next week or the week after um
>> this I think it's this Thursday. >> Oh, is it this week? Oh, it's probably th probably tomorrow. Um probably supposed to be someplace. Um, and really my goal, and I think our goal, and I think Holly and April really share this, um, share this goal, is to
support open and honest communication, build relationships, and be proactive problem solvers. And they are really, really good about reaching out and putting things on my radar if I'm not aware. So, that's been um I tell them that all the time that they hold me accountable and I appreciate it because
there it's a big district. there's a lot going on and um it's easy for things to kind of slip off my plate, but um they're happy to kind of reach out and um keep the o the lines of communication open. So, I appreciate that.
Um these are just special education trends um from 2016. This was actually a really fun walk down memory lane for me because I had um presentations that I had done since I got here in 2013. And so it's it's so interesting to look at the trends. We've always been about 3%
above the state level and we continue to be about 3% above the state level when it comes to special education. And these are our disability categories. So these are the categories of disability that are recognized by the state. Um and you can kind of see some
trends um trends there. Um, this was a huge project that Becky and I spent a lot of time on last spring. >> Um, it actually had started in the fall, I believe, and maybe even the year prior. So, a lot of work was done prior to me taking on this role. Um, but so
TFM is the tiered focus monitoring. It used to be called the CPR. Um, and basically the Department of Education, they come and live here for several weeks um, in our conference rooms. as they visit classrooms and they have a list of special education criteria that they go over. Um all of our corrective
action has been approved and it's been put into place and so there is no f no further progress reports or visits um required at this time. There was one outstanding and this is um from the office of civil rights is student discipline um for long-term and
short-term suspensions and they will be out one more time in December just to look at our records for that. And if you want to look at the report, there is a hyperlink um to the TFM and we'll get a final report once we finish. Um and that should be probably right around the start of the new year.
Um one thing that constantly gets brought up is um the programming across the district. And I think um there might be I maybe like some not necessarily miscommunication, but it can get very fuzzy of like what
programs do what. We're very fortunate in Plymouth to have as many substantially separate classrooms as we do and to have amazing teachers that support our kiddos. Um so one I did put together a slide which is the next one um that kind of just goes over our
continuum um of services. This is a very broad overview. We have a lot of support in Plymouth. Again I came from a much smaller district where you know we had to we didn't have enough work necessarily for like a full-time AP teacher or a full-time assist of technology. So we were always like
relying on collaboratives in other districts. So we're incredibly lucky to have our own staff. Um so thinking about least restrictive to most restrictive, we have general education classrooms um with para support co-eing facilitating and pushin. We have a host of related
services OTP speech counseling assisted technology AP um we have several BCBAs across the district count um counseling staff. I said pull out services at the preschool. We changed changed the model a little bit. So we were identifying
kids as they were coming in at three. Um a lot of kids came in with an autism diagnosis, but we found out later that they actually didn't have autism or maybe they came in at three and they were diagnosed with something else. Um we we call it developmental delay and
down the road we kind of realized it was autism. So, we were moving um we were moving them to a different classroom. So, the the moral of that story is that the kids are so little when they get to us 2.9. They're still babies, they're still in diapers, they're, you know,
napping. Um so, instead of sort of pigeon holeing them very early in their educational career, we're sort of keeping it a little bit more open. And so, there's still three substantially se separate classrooms, but we're not labeling them as a disability category at that point in time. We have an
intensive learning center. Um, and that's K through 12. We have Strive, which I had to look this up because I couldn't remember the the acronym. Um, it's structured teaching reinforced in a visual environment. And that's also K to2. And I put a little caveat. So, um, one of the things that I've been talking
with with the CPAC and also the two elementary school principles, Derek and Erica, where the Strive classrooms are, um, is that we there might be a better way to sort of configure those classrooms. We haven't totally figured it out yet and I'm not making any promises, but those conversations are happening um continuously. We want to be
able to provide the best programming for our kids. Um we have the staff and the space to do it. Um but I think there might be some shifts that we can make that um help with staffing and efficiencies and space and things like that. Our care
program is also K to2. Um our bridge and navigations program is 6 to 12. So there was a a change in our bridge program. So our bridge programs um started actually when I started and it was K to 12. Um and then we did an a program evaluation through the Walker School. Um and
basically what it came back to say is you know again thinking about kids when they're little and developmentally you know they're kindergarten, first grade, second grade and we're sort of like sealing their fate so to speak at a very very early age and not giving them the time to develop. Um, so at that point in time, the bridge program changed from a
K to five program at Nathaniel Morton to a three to five program at Nathaniel Morton. Um, and then with some staffing staffing changes, the kids are getting all of the same services, but we just took the label off. So it can be very stigmatizing to say I'm part of a bridge program or those kinds of things. So the
kids are still getting pull out and push in, but we're just not labeling it in the same way. So the kids IEPs are um written the same way. They're followed the same way, but it gives the kids more opportunity for um being connected to a home room, so to speak, and a co co-taught classroom versus the other.
It's sort of like reverse inclusion where they were being pulled out and their home room was with the subsparate classroom. We got um some feedback from parents like these kids have been together for three years, like now they're going to middle school together and there was just maybe too much togetherness. Um so again just giving
them opportun inclusive opportunities throughout their entire elementary school career. Our possibilities program is at South High School and that's grades 9 through 12. Um and then project growth is 18 to 22. And what's interesting about that program is that it kind of comes full
circle and it's very much like the preschool model in the sense of if we have a student who let's say one of their transition goals is to ride the gatra, they may only come in Tuesdays and Thursday afternoons to just practice that one skill. Um, so it's very individualized. It's not a Monday through Friday. We do have kids there
Monday through Friday, but some of them are going down to Cape Cod Community College to take classes. Some are just coming in, you know, to work with their teacher on, you know, maybe driving a car or taking the driver's test, things like that. So, it's very individualized and kids are coming in at different
different times during the week. Um, so what is new? So, I didn't put this on the slide because I kind of forgot about it because August seems like a lifetime ago, but we had our first ever um special ed department head boot camp. We threatened them with exercise and really we just ate candy and diet coke all day. Um but it was a
great opportunity to kind of regroup after somewhat of a chaotic spring um and do some team building and then get everybody on the same page. So, that was really great. It was one full day um end of August and we had a really an amazing day.
Um we have a Wilson reading cohort that's starting and also Orton Gillingham. So reading has been a hot ticket item for a while for the last couple of years with the new literacy regulations. And this is one of those things where there's a lot of cross back and forth between the early literacy and then the special education who does what
and when. Um so this has been great to have Lisa White working with the special education teachers and the title one teachers on the reading piece. though, it's being able to share resources across the district and having it not be like this is just a gened um reading program or just a special ed. If it
works for kids, it should work for everybody. Um helping traumatized students learn. So, we just had a workshop with the DA's office last Wednesday with our counseling staff. Um youth mental health first aid, that was through the a grant that was in the spring. We trained over
120 teachers across the district and we're hoping to roll that out again um this winter if the grant funds come through. Um we're doing inclusion workshops for all teachers in their first three years. And we have a great pack course that's being offered by Lori McCoen that also focuses on um inclusion
and inclusion opportunities for students. Um and then West is um has a consultant coming in strategies for student and teachers emotional success. um and they are working with the staff over there. Um so that's an exciting professional development opportunity for
them. Um and then I think our biggest um partnership is the New England Center for Children at the Intensive Learning Center over at Federal Furnace. So we did a program evaluation last spring. Um
we had gotten some parent feedback um and felt like it was a good opportunity to put some resources into that program. So, they started um I don't know, a couple weeks ago. So, they have a full-time BCBA that comes in once a week um to help work with the staff and the students over there to help support um
that program. And Becky's really been um following up with them. So, special education staffing comes up pretty frequently as far as open positions and things like that. So, we currently have eight PAR positions open in the district right now. school
psychologist. So, we were vacant four positions um right before the start of the school year. We have been able to fill those positions with two retirees and two contracted service providers. So, we are getting that done. But um it was very interesting to me that we had
four openings. We literally had zero applicants, not even one. I thought I thought school spring was broken. I applied for all of them and everyone was like, "Are you leaving?" I'm like, I'm not a school psychologist, but I needed to make sure it wasn't broken because I just couldn't believe that. Um, but that
has actually opened the door for us to um collaborate with some higher ed um places like TUS, Williams, James, Northeastern, uh, and UMass. So hopefully we're in the pipeline to get some students in the spring when they start to graduate. Um, and hopefully
we'll be able to fill those positions with full-time people. Um, the occupational therapist position at Nathaniel Morton was just filled. Yep. Um so we'll be onboarding her quickly. Um and we have increased by 1.5 BCBAS in the district which has has been
incredibly helpful. Um and then we've also increased by three full-time PAR positions with grant funding from the summer. So um these are my goal focus areas um for the year. So supporting Becky, Suzanne, and Lisa in their new roles um which again it's been great. Improve
communication with the CPAC and parents especially at during transition years. This is also a goal that Dr. Campbell and I sort of share. Um, equity of programming and staffing across the district. So again, that's sort of looking at the strive programs between Indian Brook and South. Um, thinking about ways that we can um, maybe help
support that program a little bit more. Um, program updates and redesign to best support the students in the least restrictive environment. So, that's just something that we're constantly looking at and thinking about. Um, what are the disability trends in the district? who are the who are the kiddos that are
having the toughest time and how do we support them? Um closing the achievement gap of atrisisk learners and then supporting the preschool move which Denise Tolman is doing a fabulous job um helping with that. But I am here to support her in any way that I possibly can.
And that's it. Sorry I talked really fast, but I wanted to make sure that I was being mindful of Miss Bryant's uh >> We appreciate it. >> We appreciate it. request for brevity. >> All right, questions. >> Question. Um, thank you for that report.
It was it was great. Um, so for for the kids in the postsecondary transition, do we have partnerships with any of the local businesses where because it has to be in their IEP by the time they're 14, right? >> Yep. And is there a pathway for kids to get skills and to have businesses that
um we partner with that they can you know work on some of the that placement. >> Yeah. So one and jump in whenever you'd like. >> So our project growth students 18 to 22 um Miss Belmonte has we've been very lucky. She is our program guru. She's
been with us for 25 30 years. She has partnerships with at least 25 different placements throughout the town of Plymouth that our students work and or volunteer at, get experience >> and and grow their skills um through that setting. >> Yeah, I think that's very important
because I think there's, you know, the it's it's, you know, tough as it is when you're going through an IEP process, but also when you're thinking of your child um you know, beyond school. >> Yeah. and and I talked to a lot of parents um back in the district um in
Norwood and and that was one thing we tried to really work on was that we had you know partnerships that were gave a lot of choices to the kids >> um you know so well that's good if and if there's businesses that want to get involved they know how >> to
>> so Miss Belmonte consistently depending on the students interests and desires will seek out and find more settings that they could potentially volunteer um or work at um we don't guarantee paid
employment, but we do partnerships. We've been with B for years and years. They go to Plymouth Puxit and do many different jobs there. There's the Humane Society and food shelters and that >> it es and flows.
>> Yeah. Well, that's good. Thank you. >> Anyone else? All right, I think we're good. Thank you. that great presentation. >> Yeah, thank you. >> Good night. Good night. >> Is that Sedona? >> Does look like that is Sedona.
>> Pull my jeep over and feel the energy. >> All right. Next up, we have uh update on food services department review and corrective measures taken by the district. Dr. Camp. >> Thank you, Mr. President. I'll turn it over to Dr. blaze down a minute. But um
you know in light of the um the issues that we were um and happenings of last year with within the food service department and we found a need to uh make some corrective actions. Some of the things that Dr. Blaz doll will go through we were actually looking to do
this year anyways. Um but we brought in a a third party to do to help us do an assessment of uh our program and Dr. place that will kind of walk through that sort of the what that evaluation entailed and some of the corrective actions that we're taking.
>> Perfect. So, so thank you very much. Um, so we contracted with Clifton Larson and Allen. Um this is an auditing auditing firm that many districts in the state already use and actually you're going to see most of our a lot of our end of year reports now shifting to them um rather than the auditing firm that we've used
in the past um because they've been very timely and they did a really they were very thorough with this with this audit. Um, so we again we brought them in. Um, they met with food service department direct department. Um, they kind of did
surprise visits at the town. Um, showed up in in the finance office, procurement office, um, the treasury office. So they they kind of saw the gamut just more than just looking and interviewing the t the school staff. Um so one of the the
things that that you can go to the third slide if you like. Um one of the things that food service has operated within the past is they kind of used the when in the report they used the word siloed. Um they kind of were their own department. Um they handled payroll, they handled
hiring, they hand it handled um access, they handled approvals, they handled asset controls, procurement, they kind of handled everything. um in the past. Um last spring, actually Eric and I talked probably prior to that, but Eric
was looking at really taking over the HR functions of of hiring and making sure that the processes of HR go through the processes that we go through the whole entire district. So that was kind of already underway kind of when this whole thing fell apart. Um we had also started
talking about taking over payroll as well. um as we have one centralized payroll department here that taking the payroll portion away from them so they could focus more on on food services though payroll and HR gets into that because they're still dealing with employees and and hiring and so forth
but but centralize that here at central in in our current offices as they current run for the rest of the district. um that came up in in the report as well because we had talked to them, but um we were kind of having those conversations as it was anyway to
to take over those. Um there were about there were 13 areas that were identified as as risks. Um five of them were high priority risks, six of them were medium priority risks, and two of them were low priority risks. Of the five high
priorities, four of them were really related to payroll. Um, and so when we went into this, um, the focus really was purchasing and asset control. Like that's kind of what we we asked them to look at. Um, but when they walked away, it really was something a little
different. Those were still still concerns, but payroll really seemed to be um, one of the major issues and controls in regards to payroll. Um, one of the things that we we started doing over the summer and we we kind of
did this um we started to do this before they really kind of really went into deep depth is really looking at assets. Um, so we contracted with Fallout Destiny Manager, um, resource manager, um, which is a software program that we
already have in the district. Um, and we hired them to come out and do an inventory and audit of all of the equipment, anything $500 or more that the cafeteria owned in all of the cafeterias. Um, so they did that. So that was kind of in process as this was
just getting started. Um, so we were tracking every single piece of equipment, um, every oven, every refrigerator, every freezer and documented it. So right now I can pull up in Fallout Destiny Manager Resource Manager. Um, I can tell you what's in
every single kitchen right now. I can tell you right now that we have about $1.8 million in in equipment. Um, and I couldn't tell you that probably about 6 months ago. Um, so I can tell you where it is and what where it is. um we can call it up at any point in time when we
get new equipment in that will be registered into the it will be barcoded and registered into the system. Um when equipment is picked up when it's no longer working that will be removed from the system. So um David has been a great help already in regards to ordering new equipment that that needed to be
replaced. Um we've we've had a couple extra pieces of equipment that we've used um and are starting to put that in in some of the the kitchen. So um David has been a great help before he even walked in the door. um he he got us through kind of the end of the middle to
end of the summer um and then through September. So he he really kind of helped um with that and working with state contract and purchasing a lot of that equipment and make sure the procurement is done correctly. Um one of the other things that that came up um
was training and communication. Um we have a business operations manual that that talks about procurement and and all the processes that are in place. Um and really one of the things that was identified is that food services didn't really know too much about that that
manual. Um even but even though it was posted and so forth, but they so they didn't know too much about that. So um David and I are already starting conversations in regards to um again we've talked about procurement, but he has a history of of working through procurement and and working through
state contracts. So um he knows a lot of those, but we'll work more in regards to that. Um, one of the things also was just that the processes were inconsistent across the district. Um, so what was being done in in business wasn't necessarily being done in food service, but we're going to be working
on making sure that that what's done in both what's done in one is done in the other. Um, um, and then again, we we now kind of reference the the high priority areas. Um, the first one that they noted that they said was high priority one was a
decentralized payroll management. Um basically, but we were we're already in the process of that. We've taken over payroll um with the payroll department here. Um we've put some controls into place in regards to some some processes that are that are within the the rest of
the district. Um the next one really gets in the high priority gets number two is payroll approval workflow. Um in the rest of the district, we've used Aspen for years. Cafeteria wasn't using Aspen. Um we're in the process of get making sure that everybody is entering
their attendance in Aspen. Um and that just becomes standard practice which is the rest of the district has been 10 15 plus years. Um so they're going to be following that same process as well. Um one of the things that they um had
talked a little bit about is centralizing centralizing approvals. Um we within Aspen there's already centralized approval methods already. Um when people now put in for um extra pay because they've covered extra people's
shifts um we've put actually a digitized workflow into that already. So David has to either approve the time beforehand which is the preference um or he has to approve before that necessarily gets paid off. And so there's a signature that goes involved with that and then
that workflow goes to um pay myself or payroll. Um so there's there's a process that's being implemented and that's actually really going into effect throughout the entire district. So it's it's not just food service. We're just making it standardized across the board. Um so again, not to necessarily
look at one department, but look at all. Um the next one is high priority three. Um and it's looking at roles and permissions. Um really again this had to do with because we had food service um directors and assistant directors having access to enter some payroll and so
forth. So again that that access has been removed and it's now been centralized in regards to um payroll and payroll is really the only ones that can make adjustments um in payroll. Um and really what their recommendation was restrict access to that based on roles
not individuals. So it it's really necess um when you look at the report um there is a little bit of confusion. We're working with them um in regards to roles. Um every department in the district has some access to payroll but
they can't necessarily make changes. So when you look at it they can't necessarily deduct money, add money. Um so there was a confusion with with the auditors in regards to some permissions. So um people can't do that. payroll is really the only ones that can adjust um
people's paychecks and and get some of and enter um people's salaries and so forth. Um but I think there was some confusion when when they met. They I think they thought that other departments could make changes to salaries or make changes to deductions, but those those abilities were never
there. Um but it was that was always payroll. Um, high priority 4 got into accurate time and attendant absence recording. Um, and there was a lot of manual entry in regards to attendance. Again, that we're we're removing in regards to making sure
that everybody's using Aspen. Um, and we're using that workflow that we've created through the district for extra pay um coverage if if needed. Um, and then high priority number five gets into inventory tracking um both non-p perishables and perishables. Um, like I said, we already talked a little bit
about the equipment. Um, David has some is looking at different methods in regards to um, tracking perishables and and food different food items. Um, looking at different doing different deliveries to to different schools rather than all all centralized deliveries. Um, but that's something
that we're going to be working on going forward. Um, what that looks like. So, um, there's a couple recommendations in regards to sharing inventory records, formalizing decommission documentation, which is really looking at the equipment piece. We have a process for the rest of the district. We're going to follow that
process. Food services, too. Um, they talk about software to track perishables. Um, that all of that those type of things are going to be worked out um in the future and how we look at that. Um, one of them obviously looks at also looking at developing a budget and
making sure it's a formalized process. Um and and David and I have already talked about those type of things as well. Um the medium priority recommendations here there are six of them. Um one of them is looking at the chart of accounts. Um right now when cafeteria was was established the
cafeteria fund was established a long time ago. I don't know when. Um they kind of centralized all of the the salaries in one account for the district. All of the food purchases in in the district. Um cafeteria does a lot of catering. Um, so all those expenses
that goes along with catering was kind of intertwined with the food expenses for the rest of the district for this the lunch and breakfast program. Um, so we're looking at literally breaking that apart and really spreading out. So I could tell you there was this much spent
in salaries for at South Elementary or this much spent at South High School. So looking to divide those accounts so it's it's a little bit it's more trackable. Um and looking at separating food purchases for the su school and lunch pro breakfast program to catering as
well. Um so looking at at breaking that apart. Um making sure that the policy and procedural manual is updated. Um make sure that the procurement process um is improved that there are signoffs that go on. Um making sure that we're following state contracts um with their
state contracts. Um looking at retraining staff regularly. Um and they make a recommendation in regards to physical security upgrades where the point of sale systems are. Um those are something we haven't necessarily talked upon yet. Right now um there are some
pretty good controls in regards to um the point of sales system um and backup. So a lot of times they do a blind close right now. So the the staff at the individual schools have to count the money and and so forth. Um and they don't necessarily know what the register
actually says. They don't know that until after they've made their deposit and set their deposit up and then afterwards they >> it's matched up like they get the records afterwards after the deposit's made. So it's a blind close. They don't know what's there at that point in time. Um so those are just some medium
priority recommendations that that have come up. Um, and then some lower ones talk a little bit about um document retention, making sure that documents are are are kept for the the correct amount of time. Um, and looking at um
bonding for employees. Um, I've had a conversation with Lim Barrett at the town and she was checking with our insurance company in regards to um does the recommendation from the auditors, is that necessary? Um, and if it is, we'll obviously make sure that we do that. Um but if it isn't then we'll we'll follow the recommendation of the insurance
company as well. Um so on the next couple slides there's a couple conclusions and next steps. Um like we said we did we conducted an independent audit. We'll be making looking at strengthening financial oversightes and controls. Um and we've made some progress in regards to some of
those already. Um looking at communication and transparency. Um, one of the big things that came out in the interview process, um, is training for staff and making sure that all staff is getting the training that they need. Um,
talks a little bit about, uh, whistleblower protections. Um, in the business manual, there is a whistleblower statement. Um, but looking at how do we we expand that a little bit a little bit further. Um, and like I said, enhance staff training, communication. So, um, like I said,
David's been a huge help. um just walking before he even got here. Um right now he's learning learning the staff, learning the routines and and um getting to all the buildings and and making sure that um starting to make sure that compliance is in order um to
make sure that when Desi comes because they are coming this year, they've already told us they're coming um to make sure that procedures are are are meeting their standards. With that, I have any questions or >> um going back to
the inventory tracking of non-p perishables and perishables. So, how how does how does ordering take place for a perishable food department
if no formal tracking is taking place of those perishables? Like what is the ordering process look like? Just cuz I obviously it must be different coming from like a a restaurant management perspective when you're managing the back of the house.
You're going back there every week. You're taking inventory. You're figuring out what you need for the next coming week coming up. You're ordering that from Cisco or wherever you're ordering it from, whatever food provider you are choosing. And and you're ordering that
food based on your use and and what you have left. But was something like that taking place or or not at all? It was um it was they were looking at menus. Um they were looking at menus and determining what they they needed. Um
there was a lot of food that was in the store rooms. Um if you took a walk around the the store rooms this summer, um there was still a lot of food that was in the store rooms. There was a lot of food that was still in the freezers. Um so I think that there was extra um
that was there. Um obviously I've learned a lot about food service. I've learned a lot about just talking to David this summer too. Um that if they run out of something, they can always there was always something that that made sure that the they could call PCIS and get it delivered to to heat up. Um
whether it be chicken nuggets or whatever it might be, but if they were to run out, they had a lot of extra food that >> could be used if possible. >> Okay. All right. But they did look at menus and the they ordered based upon what they knew um the menu items were
coming and I think there are some items I think that that sold better than others. Right. >> Um so they I think they would have excess. >> Okay. So so going forward we're going to do a better job of of ordering I guess
economically. >> I I think so. I think Dave has some ideas, I think, in regards to how they how we move forward in regards to or >> I'm not going to put them on the spot right now, but I assume that in a few months we'll get like a a comprehensive presentation >> update. Yes, we will. We do. Um, food is
not my background. I'm not even going to pretend to be my background. >> Um, >> well, it is mine, so we can always chat. >> I don't want it to be my background. Um, but I I think there'll be some things put in place and like I said, he's already looked at how do we decentralize some delivery place deliveries and so
forth. So, it's going directly to the schools. >> Um, so I think there'll be some >> we'll do an update is probably through midway through the year. >> Okay, great. Thank you. >> Go ahead. >> What' you say, >> Miss Bryant? >> Oh, thanks.
>> Um, so thank you for the update. Um, you know, I'm I'm very concerned just about this situation in general, as I expect all of us to be, and just putting it out there, all of these things that we're
talking about is in reaction to something that's happening. So, um, just to confirm from an HR perspective, HR will be encapsulated in overall district HR. So
that will now be centralized HR payroll. However, from a food operations services, being able to look at how to um decentralize some of it as well as being able to course correct any
opportunities where waste may may be playing uh a part. Um, I do think just based on other settings that I'm in within the town, um, it's important that we define or we're able to share maybe
during updates or when we have a a different plan. Um, you've mentioned a number of times how town management is involved in having conversations with from a town perspective because I
just for for the audience's perspective um I think there's a disconnect with them thinking things just fall within our purview and it's very um siloed versus that a lot of these discussions
take place in both settings with other people and I think it's important for the town as taxpayers to understand that it's a shared responsibility. So, um if if during the next time we talk about it or something being able to
define like what does that relationship look like I think that would be important as well just while we're talking about um full full transparency. Thanks. Sure. >> Did you want to go first?
>> Oh, yeah. You you order >> um so just a quick question about the food ordering piece of it. Um are there controls in there now to like red flag things that might be out of order so
that uh or you know that might set up red flags if you saw them. Is there a way to like denote that in the system so um David isn't having to look over every food menu to make sure that you know do
you know understand where I'm going with this? >> You do? Yes. Um I think I will say that we've looked at years worth of invoices. >> We we've looked at I I've gone back and probably looked at three to four years worth of invoices. I'm 100% certain of
>> um because I was concerned with some of the the items that were reported to be purchased and so forth. >> Um being a non-food person, >> I I think you would have looked at many of the invoices and you would not have necessarily noticed a problem, >> right?
>> Um cuz as a non-food person, I look at a hamburger as a hamburger as a hamburger to be honest with you. >> Um or a hot dog is a hot dog. Um, so I wouldn't necessarily have seen an issue to be honest with you. >> Um, other things that may have been
reported to have been purchased were never found right >> on an invoice, right? >> Um, and I again I I went over them at least twice because I was saying, did I miss something? Were there were there red flags in regards to some things that I that I missed?
>> Yeah. Um, so I I think that'll be some conversations that we'll have going forward in regards to how do we do that and how do we make sure that we manage that. >> I just know that's a much harder piece to look at because if it was money, it would stand right out, but ordering two
more cases of hamburgers on a school of our magnitude wouldn't look out of place at all to anybody. I mean, I certainly wouldn't be able to pick that out. >> Nope. So, um, just as a curiosity, as a takeaway, I know it's an extremely difficult thing to do. I'm just
wondering if it's something that is even possible, >> right? >> I don't know the answer to that personally, but I that's something that we can kind of have some conversations about going forward. >> Yeah, >> I think getting back to I'm sorry. >> Um, what Dr. I was talking about, you
know, distributing food right to the schools, not centralizing it, and kind of checking in on the the the inventory at the schools, what's available, how often are we finding the need to purchase, how many meals are we sending
out, um having multiple people looking at those orders. Um not Dr. Blaze Doll because he doesn't know the difference, right? you're not going to know unless you, you know, have a sort of a a relationship with certain vendors and
you're looking for certain things, you're not going to know any different. So, but putting things in place so that the right people are looking at not only what's being purchased, but how much is being purchased, where it's being distributed, uh checking in on the inventory, that sort of thing. In
addition to all the things that Dr. BL's already done this past summer in terms of, you know, acid tagging all the the equipment and and having a pro process there for when things are brought in and when they leave um just like we do
across the district. So, >> thank you Jos. >> Yeah, I I just my one request is that we we tighten up the timeline as far as when we implement the software. we have
uh you know a need to track perishables and assets. Uh I do believe that you know yeah you you're not going to prevent every aspect of waste and abuse in anything you try to mitigate but uh
with the assistance of you know knowing what our inventory is through implementing software um we'll have a a better chance and and I think we have to tighten up you know when that's going to be in place because I think that's you
know I've worked with CLA many times and I I love it. I laugh because they're medium priority about whistleblowing. I think that's a high priority. I think there's there's things that happen beyond software that if if folks feel that there's no retalatory aspect that
they might have come out and said something earlier. So, I think that's a high priority, too, to really let people know that, hey, if you see something and say something, it's okay. Um, but the software has to have a maybe we can get an update of like just a checklist. I know you said it's in progress or it's
in place or it's in place, but maybe that's our next update that hey, we we looked at a uh a solution and I'm sure Dave's going to have some suggestions on what software we use, but this is when we're going to have it in place and from this jumping off point, we're tracking
it this way and then we'll know we can zero some base. Hey, at least we got this data now. And it's almost like it's a starting point of really being in position to understand our our department that much better. And and it helps you guys with the oversight. You
can say, "All right, we implemented the software on this day and from this point on here's here's the view we got because everyone has it now, you know." So I think that would be helpful just to have that tightened up a little bit as to when we're going to implement it.
>> But thank you for this report. >> Absolutely agree with that. And the whistleblower policy is important. It's something that we've talked about, not just having it in the in the manual, but actually having a policy in place because it goes beyond what we're talking about today. This is about um
having people and we had people who came forward which was very helpful in this and and so getting people to understand that you're not going to be um you just not be fearful if you come forward if
you have something of of concern. Um and I think to your point Mr. Smartandelis that's something that we need to to focus on. >> Thanks. Um my question was around the the whistleblower policy. Um
so I guess um to piggy back on it, what do you what do you envision like just in terms of that policy? Is that something that's going to be districtwide? Um and um and have we
aside from I guess retaliation have we identified any other barriers um to to why this perhaps wasn't you know mentioned much earlier >> with where why whistleblower policy
wasn't mentioned earlier. No. Why? Why aside from retaliation? Like have we identified anything else? Like has there been any identification as to why this was not like um mentioned >> in this particular situation? I think it's because of positional power.
>> Um and we're very appreciative as I said in my letter. We're very appreciative of those who came forward um because it can be it can put people in a very vulnerable spot. So by doing so and and but having a policy that lets people know that, you know, we live we live by a a code of ethics as a as a as a
community, school community and professional standards. And if you feel that if you feel uncomfortable, you need to feel comfortable coming forward with information regardless of where that information is coming, you know, pertains to. And will that like um
is that just going to be communicated through um a policy book or is that something that will be like an onboarding process as well? Like you just >> I think it would be important to communicate that policy to the district a large once a policy was adopted. I
think it would be important to have that be a part of sort of the onboarding for staff as well. Uh part of the this the faculty handbook. I know that's something that we're looking at as well. That might be one that would be uh because we do have certain policies that are are prioritized in the faculty
handbook. That may be one that we would want to prioritize there as well. Michelle. >> Um, just just one last thing and and hopefully maybe in a a few months maybe I can I don't know meet with you, David,
and and just look at what the processes look like for a municipal food services department as opposed to like a a for-profit like restaurant um department. But it what I would like to see some of and I don't know if this
applies obviously school lunches are not a for-profit business but is the usage the waste the what's going on where because those are the places where regardless of of whether or not you understand what's being ordered the numbers don't lie. So it it while there
is some give and take depending on year, how many students are out, how many students brought lunch, how many you know XYZ factors are going into it, you you know 2 ounces of turkey goes into one lunch type of thing where well why are we ordering 20 ounces of turkey type
of thing. Um but that's where you're going to find those little discrepancies. And so seeing something about waste going forward whether or not whether it's you know obviously we have to prepare lunch for every student to eat in the building period. So like I'm
not saying like let's just do 50 lunches and see if they go but like you know seeing how much we're wasting on which days and which lunches are are more attended I guess. Um, but those kind of numbers are really helpful in
identifying when you're over orderering for a specific reason or for any other reason. Um, but I think that those just making sure that we have some type of system that can track that and just put it into a a metric. Um, I think would be
good. I know it does exist on the private level. I don't know if it exists on a municipal level. So, obviously the two systems are very different. Um, but hopefully there is some overlap in that. And obviously I don't want to, you know, keep throwing questions at a person that
just started a week ago. So I give it time to settle in and stuff, but I would definitely be very interested in learning more about how it works on the municipal side of of things. >> Thank you. We good. All right. Great update. A lot going on, but appreciate
it. All right. Next up, I think this is you. Well, Dr. Blazel, capital projects for FY27. >> It is um so um FY capital FY27 capital requests um are due um to the town. Um
so when when we create we have to create a 10-year capital plan. Um and then we have to look at each year individually. Um the 10-year capital plan is is there's some hopes there. Um, but it was really based upon the report that was
done back in 2021. Um, by looking at all of our facilities. Um, when it looks at all of our facilities, it it identified the the key areas where that need to be um addressed. Um, however, like our own houses and our where we live, um, things
come up um and things that are in this plan don't always necessarily drive what we have to do year after year after year. So, um, this year, um, Matt and I had met with, um, met together and and kind of worked through this plan in
regards to some of the the items that that are needed this particular year. Um, so here are the top 19, um, which totals just about $9.8 million. Um, and obviously I don't necessarily know if we'll get that much of money, but this
is the the top priorities at this point in time. Um, number one is really looking it's it really the the general theme you'll notice a lot of times the past years couple years has been HVAC. Um, HVAC is extremely expensive. It's it's aging out. Um, the newer HVAC even
still needs some work because it's very computerized and very um technical and and so forth. So, um, if Matt was here, he'd do a much better job at explaining HVAC, but I'm learning that as well. Um, but the first one is really looking at the chiller at South South Middle
School. Um that's the big huge box in the back of Plymouth South Middle School. Um it's really susceptible. It's 26 years old or so right now. Um but also you got to really look at it's high up. It's susceptible to the salt air. Um you don't think it is, but it it really
is. So that's really deteriorating. If you were to look at it, you would see it it's falling apart. It's they've put some band-aids on it to try and keep it together and keep it running. But it it it's going to be needed to be replaced probably yesterday. like you really they're really trying to keep it together. Um number two is really again
looking at that HVAC repair. Um there's that big long list of items that we showed you last year. Um $500,000 barely puts a dent in it. Um so it's rather than looking at these large projects really looking at $500,000 a year and $5 $25,000 a year and really kind of
keeping that going to allow us to kind of address different HVAC needs as they come up because again priorities change. something that we think is a priority now could be completely that could be a higher priority tomorrow. Um and if we set it to one particular school, we're
locked into that school. So, um number three is looking at South Middle School and the roof restoration. Um this is a restoration. I know that looks really, really low, but it's a restoration, not a complete um it's so it gives us a 30-year warranty. They're not doing a
complete tear off or anything like that. they're doing that liquid um layover that he was talking about. It gives us a 30-year. If we were looking at a complete res a complete roof, we're talking a heck of a lot more. Probably >> four or five times that number. Um
districtwide looking at building envelope um looking at our bricks. Um South Middle School is is one that really needs some too. If you look at the side of South Middle School, look at the side of this building, some of the brick buildings, um you'll see the mortar coming out of it. So really looking at reprint repointing bricks um
but again leaving it districtwide so we can address the biggest needs and this would probably be a standing issue going standing item going forward as well. Um U manat looking at flooring um looking at it replacing a school bus a 7D van um looking at Nathaniel Morton chairlift
elevator. This is a feasibility and design. How do we make that that school a little bit more ADA more ADA accessible? Um, so this is looking at a design and looking at what plan works there the best. Um, some people would say just put an elevator on the outside.
Again, we're in the salt air. There's an elevator. There's a lift somewhere around downtown and they say, um, one of the companies that does that, they're out there somewhere between four and six times a year working on because of the salt air. So, looking at what's the best option there. Um,
districtwide number nine, looking at HVAC controls. A lot of our controls um the items that control our HVAC are proprietary. So you have like train or um day. They're very specific to a company. So when it's installed in a
building, you're you're locked into using that manufacturer, that company for a long time. So it's looking at um looking at HVAC controls that are open protocol. So we could have any we can really look at getting the best price for any any um repair service out there.
So it's not necessarily locked into one particular company. Um number 10 11 12 is looking at athletic services. The tennis tennis courts, not volleyball, it's more it's tennis courts. Um 13 looking at roofing for the rest of the roof that was done. That was only a
small portion that was done this past year. Um looking at number 14's parking. Number 15 is replacing a box truck. South Elementary. Number 16 is looking at parking lots. Um 17 is looking at um
some district-wide equipment um tractors that that is that are deteriorating. Um Indian Brook um if you go to Indian Brook there's a there's a lot of places to run. Um so it's really looking at um paving to make sure it's ADA accessible
but also fencing in some areas so um kids don't just just go off into the woods and so forth. So um and then the last one is number 19 is really looking at ADA. um this came up a couple years ago um is looking at ADA compliance because we're going with some of the
projects that need to be done at South Elementary over the next couple years um we're probably going to be looking at that 30% number um and having to update the school to ADA compliance anyway. So trying to get ahead of it um and looking at ADA comp for that particular
building. West Indianbrook um and Federal Furnace are really in the same boat to be honest with you, but there aren't any major projects planned there at this point in time. Not that it's not important, but we're going to be hitting some numbers if we start doing South Ele work at South Elementary and we're going to be hitting those numbers fast. Um so
those are the the the top 19 at this point in time that would be presented to to the town. And I think this is an action item if any questions. >> Uh yes, it is. Do you have any uh questions on No.
>> Um just 10, 11, 12 are all for the same thing, but 10 is $550,000 and the other two are 33,000. Is it just more courts? >> It's bigger. Yes. But it's also looking
at PCIs need if you ever go over there, it's a disaster. I mean, it it needs to be they need to take it out and then redo it. Oh, so it's a level of work that needs to be done as well. >> So, and this fencing, if you look at the fencing, the fencing is destroyed. Um, south south and north high is really
just ceiling and >> um >> over coating. >> Yeah, I think this speaks to the importance of routine maintenance, right? So, we don't get find ourselves in a spot where we have to spend as much money. >> So, that was the one that jumped out at me as well. I would recommend we update
the description cuz obviously one's like so like full, you know, replacement versus >> maintenance. >> Maintenance cuz Yeah. Like if Yeah. It it it sticks out like a sore thumb. So project detail. >> Yeah. Making it clear. Yeah. I mean, like I said, obviously you can't write a
book here, but making it clear why because it's when it's, you know, 20 times difference in cost and they have the same description. >> Yeah. >> And number 11 and 12. The only difference is right at the very end where it says seal and stripe. >> Yeah, >> but >> but that makes it look like they're getting more work. You know what I mean?
>> You should seal and stripe the other one too. >> Number 10. I will um the detail there's a lot more description. There's the overall Yeah, we can add we can >> put replacement or something in there. All right, Miss Bryant. Um to the
earlier comment in regards to it being prioritized as a district-wide project versus an individual project um specific to the ADA um compliance requirements and listing additional schools that aren't
necessarily prioritized on this. Would it make sense to categorize a district-wide project and within that district-wide project categorizing the individual schools based on their needs?
So having a priority of let's say eight for a districtwide project, but within those projects having individual building considerations because I just when I'm looking at all of these things,
they're wonderful, but I just I I feel we're leaving something that's very important and from a compliance standpoint a little behind. >> Sure. So, one of the reasons we've and we've done ADA upgrades in in previous
years. The one reason we're putting that number 19 on is because when by law, if you're looking at the assessed value of the property, >> once you rece once you hit 33% of the assessed value within a three-year
period, you need to bring the entire property up to ADA. And we're very very close with South South Elementary. So that's why we're prioritizing that for the full ADA. We did do an ADA assessment of all those schools so we know the work that needs to be done. But
I I see what you're saying in regarding additional ADA work. Um it there's just so many priorities uh that we're finding trying to stick with the um with the exception of the the athletic services trying to stick to the sort of the
building envelope as much as possible so we don't find ourselves in a situation like we did at Nathaniel Morton with the emergency procurement and the roof and the leaking and that. So it's hard we could we could add 20 projects to this list. The only reason I'm thinking of it is also the point Adam made in regards
to from a funding perspective being so specific versus being able that based on the needs that may come up through you know this this scope. this is through 27 that you'd be able to recategorize a bit
easier versus being siloed to these specific projects at these specific schools being um prioritized. I I don't know. I just think we're we're missing something by just necessarily
elevating to knowing that there's other ones coming that could fall within this scope. just an opinion. >> I I'm glad you put this out um in the totals because, you know, a timely cost is a cost, but an an emergency cost is
always higher. and districts that that don't invest um and push for their capital requests end up paying a higher percentage year-over-year cuz there's nothing on here uh that I can tell the research was done and it's needed. Uh
but there are some things on here. We waited seven or eight years for an HBA system and it went up by $2 million and then uh then they decided they had to build a whole new middle school in the district I worked. And so there's things here that we really have to impress upon
folks. And this isn't public service announcement for town meeting members, but you know, you either pay now or you pay probably double later. >> And I think um you know, putting this out there uh is important, but also, you
know, a projection of if you don't do your roof restoration and now you need emergency repairs because your roof is leaking, that might cost more, right? Um so that's an important approach to have >> to add to that. Um when you look at South Middle School um this roof
restoration is a very specific >> product and a very and right now South Middle School qualifies >> if we wait >> two years or 3 years it might not qualify. >> Right.
>> Because and then we're looking at a full roof like full tear off and full roof. Um, so all of these roofs that are coming forward with these roof restoration projects, um, they've been stud they've been corded. Um, the roofers have come out and and done a
core sample. They've looked at how and they've done also done, um, heat sensor, a heat >> where they flew the the drone and so forth to figure out the moisture content in the roof. Um, and they both at this point in time have passed for South Middle School. So, if we don't do it now
and we wait 3 years, we might not be able to do this. Well, it's not responsible. I think taxpayers appreciate the forward thinking of uh addressing issues and not waiting. I think so that's important and also you know staff, students and citizens morale is affected when you don't fix things to
be honest. Your building envelope you have to do that inspection because we don't want just random bricks falling down like so I'm very appreciative of this. So thanks. So, for both roof projects, I assume you'd be targeting summer 2027, right?
>> Probably. >> Probably too soon to do that. Yeah. >> Because I don't think we'd get the >> by the time you get the approval, you'd never RFP it and get somebody, as we've learned from recent school roof projects, you got >> and we will bid those separately. >> Yeah.
>> Yeah. Right. >> We want you guys up on the roof tomorrow. >> Okay. >> All right. All right. So, given this is a action item, do we have a motion, Mr. Morgan? >> Um, yes. I'd like to make a motion to
approve the capital projects for FY27 as presented. >> Second. All right. We have a motion. Have a second. >> Yep. >> Second. >> Smart seconds. All right. Vote online. Oh, I got logged out. Hold
on a sec. All right, we have six in favor, one opposed. Motion passes. All right, thank you, Dr. Blazel. All right, next up we have superintendent's update. >> Thank you very much. I promise to uh try to move along. I do I have a lot to
share but I'll try to be um as succinct as possible. So a couple of important things to update you on which you will hear at sub in future meetings from secondary. Uh the first being an update on competency determination. You may remember last year uh last November when
the voters uh approved ballot question that removed MCCAST as the sole requirement for competency determination uh which was one of the conditions for high school graduation. Following that change, the board of education in May uh amended uh the regulations. So there are
key requirements uh that we must address this year by the end of the calendar year. Uh first each district must develop a comp competency determination policy that outlines how students meet graduation requirements under the new framework and that must be approved by December 31st by school committee
publicly posted and submitted to DESIE. Um the CD requirement as I'll refer to it the competency determination uh emphasizes a couple things mastery demonstration and coursework completion. So we have to we have to identify the
those two criteria uh in our policy. Uh the coursework completion would include the things that we talked about last year. Two years of uh high school English, algebra 1, geometry. Um sometimes middle school courses are eligible if they've taken algebra at the
middle school, your bioysics, chemistry or tech engineering. um and and then beginning with the class of 27 one year of US history will be part of that competency determination uh the coursework completion for competency. So again we have to um develop this policy
um there has to be requirements and supports for students with disabilities and English learners. We have to consider late enrollment students and limit the use of MCCAST results when courses records cannot be verified. Um and it has to be an appeal process. So
all this work has been taking place with administration um and we will be bringing this forward. I believe the draft will come before school committee November 17th to give us some time if there's any revisions or recommendations from the committee
there. So um just wanted to put that on your radar. Um another thing which is sort of more immediate uh is an update from DESIE regarding career and technical education. So the board of education has adopted new regulations for CTE emissions beginning with this
beginning this school year. So with our eighth graders. So the key changes include a lottery based admissions moving forward. All applicants will enter into a lottery and the students can receive additional entries if they meet certain attendance and disciplinary criteria. Uh there needs to be a
standardized application timeline across the Commonwealth. Uh deadlines between uh January 1st and March 1st. uh middle school role. Well, we've always had a very active middle school role in ours. This is something that's not standard across the Commonwealth. So, you'll see
that we'll be developing a middle school pathway explor exploration policy which will be part of the presentation to school committee as well. So, our district will be sending a letter to middle school families outlining these changes in the coming days. In addition,
we'll be drafting language for a middle school pathway exploration policy and we will be bringing forward to school committee a review at the October 6th meeting um for some discussion there because this has to be done by November
1st. Very short timeline uh provided by the department um mentioned tonight and uh both by our student representatives but also Dr. Beini going gold week. We're excited to announce that this week is our go gold week. Once again, this is
our eighth year of doing this. Uh we've raised over $11,000 as a district for childhood car awareness. So um in partnership with Sshore Action for Hope, we're asking our school community to fill each gold booth
located in the schools and uh to help benefit pediatric cancer research. We're really excited about that. Um, and we'll celebrate on October uh, September 26, this Friday, by wearing gold across the district. One thing that I put down on
my um, my superintendent report was special recognition. I didn't want to give it away. You may have seen a post this afternoon from our um, district accounts. I'm just pleased to share some exciting news. Uh, in celebration of Hispanic Heritage Month, the Massachusetts Black and Latino
Legislative Caucus is recognizing outstand outstanding Latino leaders across the Commonwealth who exemplify service, leadership, and excellence in their communities. Proud to announce to all of you that our very own school committee chair, Mr. Luis Pazano, has been selected as one of this year's
honores. And Mr. Pazano will be recognized at the state house, I believe, this Thursday, if I'm not mistaken. So, congratulations, Mr. Pisano. uh well-deserved honor. Um and then just lastly, are we have a school committee retreat on Saturday, October 4th? If there's anything specific that
you would like uh on that agenda, just let me know or Mr. Bizano know and we'll be happy to try to make that happen. And that's all I have this evening. >> Thank you for that. And thank you for the recognition. That was as surprises anybody else.
>> Adam's in trouble. >> All right. Next uh where we have on that slide. >> All right. >> A question. Oh, I just had a question >> just in regards to the um uh the lottery based >> um system. So it's what I'm hearing it's
it's kind of blended >> because there are criteria that's >> so there's a lot so the lottery system so essentially I'm going to use we call ping pong balls, right? Let's like let's say we we have a lottery of ping pong balls. Each student who applies
essentially starts with three ping pong balls, right? Um, one could be taken away uh for two, you could one could be taken away uh or two could be taken away potentially for particular reason. We have to look and
we're going to get into this when the this when the when South High School comes for their presentation as well because um Mr. Duffy will also be here. But we're looking at a 270day window, which is essentially seventh grade and half of eighth grade for two things.
Chronic absenteeism >> and uh significant not just general discipline, but significant discipline infractions. We're talking about um significant >> um so we will be that will be factored
into any applicant. So if you sort of exceed the threshold within that 270day window for either chronic absenteeism which is unexcused um or serious discipline infractions then you may lose
one or two of the tennis ping pong balls. So that would determine how many sort of times your name would be within the database or the electronic uh lottery system that we'll be using. We're also looking to have a system in place uh that will be standardized that
we could have it generated based on student ID or whatever. So that's >> generated based on student I >> ID. So so assuming you know you you register within the time period your student ID goes in could be your name could be in there three times and it
would generate it and it's all right your name came up and then we go through the process until we fill the positions. So we'll get into that in greater detail when uh I think it's the next meeting. >> Okay. Okay. So it's all right. In terms
of what the process is the the >> the details >> criteria. >> Yes. Those are the only criteria. It's >> those are the only >> it's the only ones we can consider. >> So I guess my next question is I mean the previous criteria was quasi merit based. >> Yes.
>> So then my question is if it's now broader will there be um will there be an Will you build in like supports? >> I think certainly I think we'll have to see how that works, but
there may be the need to provide additional supports. I think when you look at and I can't speak to this and um we we do look at the number of students that are in our programs in comparison like students with disabilities and in
comparison to the aggregate of the school and I I think we've done a good job of of seeing active participation in many of our programs. This will being a lottery, we're not we don't know what will come of particular programs and we
may need to prioritize supports in certain programs depending on how >> I would just add that it's one of the benefits of being a comprehensive high school is that the supports are already in the building. >> So it's it's not it's unique to comprehensive high schools to have, you know, substantially separate
programming, counselors, things like that. whereas a lot of the other um vocational high schools may not have as much. >> But merit to your point about merit is completely off the table, not a pirate
anymore. >> Anybody else? All right. Now, now we'll move on to uh committee reports. Um do you have any reports from committee members? M. Jackson. Um I had two committee meeting
many meetings since the last time. Um one was the diversity committee. Um and we had a great conversation. Um we talked about uh about the land
acknowledgement plaques for the schools. We talked about what our priorities would be going forward for the next year and how we were going to break that down. Um, I think we talked about focusing on committees, but I think we were also talking about maybe focusing on one or
two tasks specifically. Um, and also, um, membership was another big thing. So, we tried to talk about some creative solutions about how to address membership and how to try and get more people to participate, including maybe trying to set some times
when we could go places like maybe Al Gangquin Heights so that we could meet people where they're at instead of >> um trying to just re recruit from within the schools when people can't always attend different things. So,
>> more to look forward to with that. Um, and although I'm not going to mention a lot about this, I also wanted to mention because it was mentioned on the town side that the school should be talking about safety that I am on the safety committee and we do actually talk about
that. It's just not something that you want to have large conversations about at the school committee meetings. So, we are having those active conversations and have been for quite a few years. Um, and I thought it was since it was a big conversation at one of the town meetings, it was
worth putting people's mind at ease that we are on top of that. >> Yeah. Um I guess just given the fact that there are several town members that are also part of those conversations as well just so that um you know people
are aware that we are collaborative in that effort as it relates to safety of our our students and um and families. >> Yes, Chris may piggyback on that. Yes, it's and it is a collaborative. It's a town committee. We have a lot of town uh
leaders from the police, fire, emergency operations on that. Uh related to this um as you know part of our communications, one of my goals regarding communications and outreach, I sent out a survey. Um about 800
respondents, family respondents, and the majority uh I I say the top priority was to learn more about safety and security. And we talked about that at the safety committee. uh looking at building a website of we can provide um general information but also doing a forum and
virtual forum perhaps where we can invite people from um our committee to talk about some of the things we do in general terms. not getting into the specifics but to sort of share information regarding what are the things we do around preparedness,
responsiveness, uh recovery, um mental health supports, protocol planning and that sort of thing, alerts and that sort of thing. So, um while we've done those several times, it's definitely something that is continues to be understandably
some uh a topic that people want to hear more about. So, we'll continue to do that. No, I just want to say I'm glad that there's interest in it um in terms of the town and it really goes um uh uh handinhand with this um with some of the
initiative that we talked about just regarding making sure that this is more um uh public that people have an understanding. So >> all right uh any other uh committee >> updates?
We actually had a policy subcommittee meeting. Very intimidated being in there with Dr. Camp, Dr. Rogers. Uh I made it through. It's my first one. Uh but you know, there was some uh there were some things that we had a table I
think um on one of the policies and I'll actually let Dr. Raj if you wanted to bring that up. It was the policy where we met with um Carolyn Reigns. >> Sure. So, um, there's been a change in Mass General law with regard to medication delegation and who can
delegate certain medications, um, which has put a lot of, I think, pressure on, um, some of our coaches and staff to delegate to have parents delegate on trips and things like that. So, field trips and during the school day, it didn't seem like Carolyn was worried about it, but athletic events,
field trips, things like that. Um, so we had a really good conversation. Um, a lot of it is really going to rely on a case- by case basis. And, um, you know, again, it we we don't want to pit one staff member against another if there's, you know, a hockey coach that says,
"Yes, I'm willing." And then a soccer coach that says, "No, I'm not." So, um, it's complicated to kind of put guard rails on it. Um, >> because, you know, people have different comfort levels. Like, if the hockey coach happens to be a firefighter, that might not be an issue. But um so we had
a really good conversation about some what that can potentially lead to and a lot of more medications are being um made into nasal um administration. So that's just making it more common for for more common administrations. So we
have several diabetics, several kids with seizure disorders and things like that. So um that was sort of the crux of our conversation. And so >> I think it's important, you know, in discussing that the consistency that you
you need to portray because if you have one coach who's okay opting in to administer a medication >> and then another coach who does not want to and then you have two children who have the same, you know, need. >> Yeah.
you can create without, you know, having enough conversation and and getting it out there like this, you can create a sense of, hey, well, this student has the same exact thing as my child and they can have it administered by their coach. So, I think we got to work through it because,
>> you know, the the basis of why we're looking at the policies because if there's a need for a kid to have that medication, I mean, you you got to >> we need consistency. >> Yeah. you got to look at it and but policies change and also as you said the
way medication is administered has changed >> uh greatly. I mean in some forms of nasal spray that years ago you couldn't even fathom that being an option. But um you know I I I know parents they monitor
you know there's devices that you monitor your child and you want to make sure um that they're always going to be taken care of. So, we I think it was a thoughtful conversation. Um, and then the I had the um paperwork on with the other policy we discussed um
>> yeah, I haven't had a chance to run it by Dr. Blazdale, but a lot of um the other three policies we looked at had to do with raffles and whether or not >> um and that and raffles not being allowed for fundraising, >> taxes and permits and all. >> Yeah, that was one of the policy of um
usage. We talked about possibly, you know, not for-profit groups and how they use our facilities, right? And we're going to explore that because I think there's a way to, you know, as a committee to understand that a lot of these groups that they're our same kids
who are our students, right? And if if we can have fields that have availability or usage that can come with some type of understanding of, hey, you got to pay this, but you can offset it because the criteria is you're a nonforprofit made up of Plymouth kids.
Um it it might be worth looking at because, you know, it's it's part of the whole collaborative that we just talked about when we're adding parking spaces, right? Um, you know, we're we're helping out towns and uh that nature. Um, the
downtown. I want to help out youth groups if we can offset some costs. >> That's a good goal. >> Thanks. >> Anyone else? >> All right. If not, we've got updates from Mr. Morgan for M master planning
and uh building committee. >> Okay. I don't have any updates on master planning. We did have a building committee meeting. Um received updates on the um uh CPC projects which are the um Plymouth area coalition for the
homeless. Those um that building's coming along and then uh center of the arts is going to add a renovation project. I think that's in the beginning stages. Um we received updates from DPW, the administrative building. They're they're um working on that, the new one.
Um and uh Memorial Hall um is being evaluated. There's a lot of work that needs to be done there. So um and a contractor's been chosen for the police department HVAC system. We're talking about HVAC earlier. So that's been
chosen. Um and for the um fire departments um station five, they're doing punch list items. Uh, station two is all done except for the mandors which are on order and station four they're
waiting for a vote on town meeting as how they go forward with that. So that's all I have. >> All right. Uh, next up, Mr. Chroy for appointments, leaves of essences and resignations. >> Yes. Good evening. Uh, we did accept five resignations. Uh we processed six
classified appointments and then we did approve one parental leave and two medical leaves. Miss Jackson, do you have any? Oh, you have no retirement. >> No retirement. I was skipping ahead. >> No good.
>> All right. Unfinished business. We have any unfinished business that anyone wants to resurrect? Nothing. All right. Any new business we like to put up for future agendas? All right, approve the law here. Next up, we have our consent agenda. Uh any
items anyone would like pulled off? It's just some uh homeschooling plan and counts payable warrants and some disposable of disposal of equipment. Anything. All right. If not, I'll take a motion
for consent agenda. I'll make a motion to approve the consent agenda as presented. >> All right, do we have a second? Miss Jackson seconds. All right, we shall vote. All right,
coming in. That passes unanimously. Thank you everybody. All right, with that we have concluded our agenda. So I will call this end the meeting at 9:18 p.m.