Good evening. >> Good evening. >> Hello. Hello. >> Hello. Um, and I assumed that that document on the boiler that you sent us was related to all of the struggles of last year. I didn't realize it was a daily list of
this year's struggles. >> That was this week. >> Spoiler is Monday. >> Don't understand why we're still talking about >> it's not fixed. No, >> doesn't appear that way or it's broken.
>> It was not the uh cap. Well, the issues I think I mean I don't know but based on the document that I just read um the issues are probably fixed but we somehow react
activated the issues um as we tried to there was the inside tank wasn't drained when the outside tank was drained and now the pumps they installed last year are no good. May the pumps that they just installed in May, >> all that money we just spent that we're like, "Well, let's not go to the town.
Let's pay it ourselves." That money as of right now, those things those those items are broken again, >> right? Yep. Because when we had said we're not putting any anything into those, we're not we don't want to ruin the um new pump parts because it didn't
make any sense. We knew that we had the water inside the oil and that whole thing had to get drained. But then what they're saying is that the when the company came to drain it, they didn't drain the inside holding tank. So there's a day tank that the oil water mixture went into and then that wasn't
treated and taken care of. So we uh the I guess the components got were wet and um so when they go went to go fire it up on Tuesday, it leaked all over the place. It had um I have some pictures if you want to see this. It's so
>> You should put those You should put those in the document. >> Oh, okay. >> The companies that doing the that's doing the like super subpar work, do they have any responsibility for this? Well, we're gotten to the point now where we're
really tracking like exactly what's happening, who's coming, how many minutes they're there, how much of that is their lunch. Just trying to figure out like what do we have for money to wrap it up. My favorite moment from your your itemized from your list was that um I really enjoyed how uh you said they
showed up at they signed in at 11 o'clock and signed out at 1109 and went to have lunch in their truck. >> I mean I to say that I don't think there's a person in this town more done with this than I am. I mean I just I really can't believe it at this point. So, we have another company, uh,
Diamond, that somebody that's what Swift River uses. And so, um, we I don't know if they got back to us today, but we'll be talking to them soon, but the goal is to have Jamrog finish what they started. He said that he's going to try to go back to the company to replace those
pumps because it's only since May, so there might be a warranty thing. But then, um, >> it's only since May and they haven't been used. >> Weird, right? We had the whole system shut down while we were cleaning up the tank and making it work. Yeah. So,
>> anyway, I digress. Happy evening. And >> let's let's get to get >> my word. Okay. >> Let's uh call this meeting of the Shootsbury School Committee uh to order at 7:03. Um
we are first order of business is public hearings. >> We're down two people. Uh, Katrina's gonna be here. >> Okay. >> Who else we missing? I'm sorry. >> Leah. >> Leah's right there. >> I'm here >> in my Holly. She's right below you.
>> Oh, >> I think I need to change my view. Oh, there there's the arrow. Okay, >> we all are. >> Yeah, we're right here. >> You all are. Okay, >> I'm going to change my view because that's not working for You would think at this point that we could have it, we could arrange this so that all of us
appear in the same way in everyone's screens so that we could just make it, you know, but whatever. Um, okay. So, public hearings. I don't see any members of the public here. If there are some ghost members of the public who want to speak, speak now.
Great. Uh, review of the perpetual calendar. Don't think we need to go over the agenda. We already have done that. Um, what is on the perpetual calendar this time around? We're into October. Um,
budget is in an info gathering and goal setting discussion. Is that still a accurate, Caitlin? Close enough. All right. I have no idea what that means. Um, sounds like it's getting ready for an evaluation. Um,
we are having our report on assessments and data tonight, which is coming up and very great. Um, our town is kind of on hiatus right now, I believe. Um, school council and district year end performance report for
the regional, but I that's what I have. >> How's that going? >> I think I wrote it last year. >> I actually It was really funny um when Oh, sorry. Go ahead, Susie. >> The town is um having a information
session on Tuesday. We are not on a hiatus. We are >> Well, I was the town uh town the the news newsletter is what that was referring to. >> Okay. Yeah, that's >> Yes. >> Oh, Tuesday 10:00 a.m. information session. I sent out information packets
to many people today. Um, if you want one, I can send it to you. But we're just really hoping we get people to look at it so when they come on Tuesday, either by Zoom, but hopefully in person, we can have an informed discussion.
Anybody that wants that information packet or letter, I'll send it out to them that didn't get it. >> And I will try to join um Susie. I'm in class, but I'll see if I can't get um some coverage so I can be there, but it'd be virtual that day. >> Right. Great.
>> Um, okay. Uh, warrants. >> So, we have four warrants. Uh, two for accounts payable and two for payroll. Uh, for accounts payable, warrant 30009 from October 14th for $9,812.65
65 and 3010 for October 28th for $29,33967. Then for two for payroll, 307 from September 29th for $92,1461 and 308 from October 13th for $93,8947. We do not have any grants or gifts.
>> Thank you. Um, Caitlyn, would you send me that quickly so that I'm doing notes tonight? >> Oh, sure. It's um it's in my director's report also and I'll read I'll Yeah, I'll share that with you. >> Okay. Thank you. Um, so everyone speak
slowly, please tonight. Um, okay. So, those are grants. Approval of minutes for September 18th, 2025. I move to approve the minutes from
September. >> Second >> and seconds. Okay. All in favor? Mayu. I >> heard I. >> Jack I. >> Long co I.
>> All right. Unanimous for those that are here right now. Um okay. uh unfinished business updates, capital projects, building uh process. And I might ask that we could also briefly at least discuss some of I mean,
I know we just kind of briefly discussed the boiler issues of this week, but um I'd like to hear from Anna and kind of talk as a committee a little bit because it sounds like the building committee has a different ex memory of the experience of this last year than many
of us do. Um and they feel like they were left out in the dark and were not informed. So, um, we are going to invite them to our next meeting, um, to discuss that a little bit with us and try to figure out what sort of communication they would rather have. I don't I'm a little I'm a little confused on the whole thing, but um, maybe that could be
part of this discussion as well. Um, >> you were there too, right? >> You were at the select board meeting a few days ago. >> No. >> Oh, okay. So, I just happened to be at the select board meeting because they were
considering a resolution to um >> stand up for democracy, I guess. >> Yeah. >> And um then they had this whole the the building committee showed up and
wanted to be heard. They wanted to like I guess understand when the building committee needed to be involved because they felt like they didn't know enough about the boiler and large expenses at the elementary
school when they should have and >> they made it sound like the the boiler issue has been going on for like five years and without their knowledge. So, I don't really know
what what happened because I was like, >> committee showed up at a select board meeting to talk about the elementary school >> boiler. >> The building Yeah, the building committee came to the select board to say what how does the building committee
function in relationship to the school basically, >> right? >> That would have to get sorted out. It's not automatic and it's definitely different than the last one. >> Ah, >> what do you mean by that? >> The building committee.
>> Yeah, the building committee. So Bob would come down and tell tell Jackie why whatever he felt was true. It was and the process of getting information in this town right now is very tangled. There's too many new people and too
little history and no institutional knowledge. So what people should all do is take a chill pill and just assume that it's going to get sorted out. But the whole there's a lot of tension and anxiety and it's not personal to each
situation. It feels very generalized and it's like everybody needs to like >> So yeah, >> we're just doing the best we can with the information that we have and I report directly to the town manager. So that if anybody feels like they're left out of a loop or the loop needs to look
different, I am happy to help. But if anybody else wants to be the boiler queen going forward, I'm fine with that as well. If I never boiler again, I'm good. >> I hear she's full of hot air and water. Um, >> yeah, >> but the town administrator is new and
doesn't understand the role she would have to link the different bodies together. That's a communication connector and that that's still being worked out kind of committee by committee which is very painful.
>> Okay. So, >> okay, >> the building committee seemed to get my impression and I could be have I could have been reading it wrong. Maybe they were just clarifying so that they could keep moving forward. But my
understanding is that they felt like there were large expenses that they didn't know about, >> but they didn't have to pay any of them. Like they told us that we were on the hook for it. We went to finance the
finance committee twice and we paid out of our own funds for all of last year's costs. Like I don't understand this. Like >> I don't either. I just said like I'm sorry if we haven't communicated well enough. Um, but maybe we can have a conversation and figure out how to
>> make this work better. That's the best I could do. >> So, >> because what I remember, and I don't know, Nate, was it capitals capital? Yeah, you have your hand up, Nate. Go ahead. Was it capital planning that you went to that said that like, oh, the antifreeze that doesn't fall under, you know, our purview?
>> Capital planning is not the same as the building committ, >> right? No, I understand that. But wasn't But but Nate was trying to rope in the building committee as well when this was all going down. So, Nate, can go ahead. taught whatever you were going to say, but that's my question. >> Yeah. I mean, I I responded to your email. I reached out to them. I'm
disappointed to hear their frustration with us. Um I reached out to them on March 6th. Um I had never didn't hear back from them. I texted members. Um and >> maybe you texted the wrong members.
Maybe they all the committee chains. you know. Um, but I did I I did manage to connect with Stephen Dalmas and we connected at the very first meeting that I was involved in with an in and the
inspection of the tank. He was at the very first meeting when this all was going down. So, they were brought in. I attended the buildings committee to find out more information from them in August when they had their meeting and to
connect with them. You know, I'm frustrated to hear that. I thought I did a pretty good job in reaching out. I thought I did my due diligence in connecting with them. And you know, I just feel like, you know, they're they're being like this parent
committee and reprimanding us kids. You know, there was a little condescending during that meeting where they're like had this big spreadsheet with all these expenses and they're like, "Oh, let's just give the money back to the kids and it's like, no, that's that's money for
the town. Um, that's not kids money and it's not play money." And I don't know, it just rubs me the wrong way hearing this. You know, there's a lot going on in the town. A lot of people are talking about what's going on in the school
right now with the new, you know, cafeteria rules and there's a lot of grumbling and I agree with Susie. I think everybody needs to chill out and calm down and >> you know, we're doing our best
>> and none of us need to be reprimanded. >> Yeah. >> Or made to feel bad about what we're doing. What was your when you when you were the the comment that you made that in the August meeting they like let's just give the money to the kid like what was that? Can you explain that comment a little bit?
>> We had a spreadsheet. They had a spreadsheet of capital planning projects. I shared it with you guys. >> Okay. While ago >> this is capital planning not building. Yes. >> Or is it building? >> But this is the buildings committee that I attended that had this capital
projects. So that's where it gets a little confusing. Okay. >> Okay. I have not had a capital planning meeting yet because of technical difficulties and whatnot. We have not had a capital planning meeting yet. That
is in a week or two or the 30th of October. It's my first capital. So the buildings committee had a spreadsheet that they presented that had expenditures that had accounts that had these accounts and we all agreed that
that money can go back to the town that we've come in under budget on a lot. >> Those were all the projects that they still had open that we had not that had not been zeroed out but we had spent the money other than the sidewalk money >> but the 24,000 for the sidewalk money.
Okay. >> So, you know, it it's frustrating. I'm frustrated to to get that feedback from them. >> Yep. Well, we'll try to we'll try to add them to the agenda and invite them next month and maybe they can kind of talk to us a little bit more about what they'd
like to see in the future. I'm also unclear and maybe Susie, you can answer this, too. I'm unclear on why why they're upset considering the fact that like I don't Yeah, I don't I don't really understand because it feels like whether they were involved or not, we
went to the required places to ask and we dealt with as much of it as we could on our own. Um, I came out of last year feeling pretty proud of us and really Caitlyn um, for the way that that kind of all came together, but obviously there's some people who are feeling a
little irritated, I guess. Um, Susie, go ahead. >> So, as I said, this is not personal. This is happening across the town. So, what I'm learning is if I have a topic, I put everybody who connects to that
topic in the header. doesn't matter where the money comes from. It just matters that we're talking about a school building issue. And so I would put um the the building committee, the town administrator,
um probably capital planning, um the school people that need to know the fincom. And I think we have to do that until it settles out and people understand where the information's coming from. Um, and it it isn't because
people chose not to, but it is probably important to understand that doesn't matter where the money comes from. The building is in the buildings committees um monitoring, being aware, going to the
next thing. They're prioritizing stuff. Um, they just need to hear what's happening. And yes, doing flashoint anger is really not helpful, but it's I'm telling you it's happening everywhere. And so I feel one of my
strategies now is to send you know, you could even put the select board in there because some of those people are going to interact aside from you. So if the select board hears that the planning the building committee needs to look at something, they can they can make sure it's
happening or they can think about it. Um, seems to me everybody has too much to think about, but I think putting people in the header when you send out notices is going to be part of how we figure out how the information's getting around and getting it to the right
place. >> Yeah. Uh, Caitlyn was next and then Nate. Oh, yeah. Okay. >> So, I I think that there is some confusion with the amount of turnover in the past couple years. We applied for an
MSBA project in 2022 in March and for the roof and the boiler. The roof was turned down immediately, but the boiler we got to the next stage in the process, but um the town decided not to go through with the boiler um because the
I think there I think there was a issue with the replacement of some other parts of the system that had just been replaced. and it was going to be more expensive uh than just going through the project on their own for the town. Um
but it it has been and I applied for for MSBA and it has been an issue for years. >> Okay. What what has been an issue for years? >> Boiler. >> Okay. So, is the boiler, this is my other question, I guess, because I left feeling like the boiler is all set now, but is the boiler still an issue or are
we like I mean, other than the parts that we know, I thought that other than the jet pump part, the boiler was good for a while to go. Is that not >> It was supposed to be It was supposed to be. >> We were guaranteed that was going to be good to go and and ready to be started
up um in in o August. But so where we are right now is we're waiting to figure out if they are going to get those tanks replaced that they wrecked by putting the um the other dirty water oil mix
through the through the pump. And um after that we're going to be I'm looking at doing something different going forward with a different company because there should never be this much drama over a boiler. I'm sorry. It's just wild to me. So, I think the I think I hear
the problem that it it happened for a long time. They kept replacing these same parts and replacing these same parts. And I treat the budget like it's mine. And I'm looking at this saying, "We're not going to keep paying for you to come and and service this like this. It just doesn't make any sense. It's the same thing over and over and over
again." So I hopefully we can work together to figure out, you know, what we can what we can do best going forward so we can really plan for it because I look at the maintenance part of our budget as maintaining the building, not the boiler pooa that has been happening.
>> Maybe you just need to pull in Anna and yell at them. >> Um, I don't know, Joe. >> I don't know. I think uh it's not gonna help. I think it's not gonna But I think a lot of really awful stuff. Uh Nate again
>> I just wanted to say that and also Ann you may remember the date but we met with um >> Frank >> Haley uh right away in the town hall. I forget the date but as soon as this was
going down we met. I think it was over the summer, >> you know, and we also met Shannon. Uh, >> yep. >> We met with Bob Groves and he told he assured us that the boiler, this was a year ago,
>> that the boiler was in great shape, you know. So, we've been trying to clue in and we've been getting misinformation. You know, we're the ones who should be at the select board meeting ticked off at everybody. You know, >> not my style. I don't have enough time, you know, things.
>> I thought I did a pretty good job getting Stephen on on board right right away. I called him on a Sunday. He was there on Monday morning. You know, >> I don't know. >> Okay. >> Um anyway, >> no. Okay, >> moving on. Can I can we move on to good news to good news? >> Well, let's just make sure I don't I
don't know if Susan or I just want to say that the MSBA for the boiler, they could provide a boiler that would absolutely not fit Shootsberry. And that's one of the problems of going through a state program. They so it looked like the word boiler but it wasn't what we needed. So they had to
back around but they had done a lot of work and things I think the problem with the water getting into the tank is the focus of what's been snarling things up now. And it's not and that's why Bob says it's a wonderful boiler but he didn't account for the kinds of problems
they're running into and how to solve them. Okay. So, sorry. Uh, in our spirited discussion, I didn't realize that, uh, Katrina was waiting to be let in, so she kindly called me to let me know she was waiting. Um, but luckily, your blood pressure is probably lower than the rest
of ours. >> Oh, >> okay. Um, so, we're going to end the boiler discussion for now and we're going to invite the building committee uh, should they like to, they can come, um, and they can come talk to us at our next meeting. Uh, so let's move on to the rest of this. Nate, uh, other
>> capital projects, building stuff. >> I did finally hear from somebody from the Conway School and I submitted an application uh, through the Conway School to look at our uh, redesign of our parking lot and driveway. So, that seems like a really
positive thing. It seems like a great thing to connect with. They are, you know, they specialize in this kind of thing with the um town master planning and street scope renovations. Um and they deal with site maps, design plans,
action plans, um public meetings. Um uh they keep the cost low uh by keeping you know they they uh keep the cost low by keeping the if they have outside clients they figure out a
bill before they bill them um figure out a price. They don't pay the students. So um it just seems like a they they serve uh Franklin County. It just seems like a good thing to connect with and hopefully they'll get back to us in a timely manner and we can get that ball rolling
because we need this to get the bidding started with a uh contractor to figure out how much it's going to cost the town in the first place. >> Did they have any idea when they would know if we would be able to help us?
>> As soon as possible. >> Okay. Because I know they also designed um you know where the new skate park is in Greenfield that um that old Wilson's parking lot. I know that they've done some of the design work on on that which is kind of nice. It's got two little rain gardens, you know, to split up the the parking lot.
>> Yeah, >> I've seen some of their stuff in the past and it looks pretty cool. >> Seems like a good thing to connect with. So, I'm glad he did that. >> Right on. Thank you, Nate. >> Yeah. >> Um anything else capital or planning related that we need to talk about tonight?
All right. Um, so new business and discussion. We have uh Amy here to present the MCCAST VA presentation. >> I think Jeremy, we're going to start with Ann who's going to do >> Oh, okay. >> Is that correct, Ann?
>> Yeah. >> She's going to do an overall picture of how we did at the school and then Amy is going to take a look at our um some special student populations. >> Okay. And I think they need to share. Can you give them access to share their
screen? >> My link's in the in the principal report. >> Click on that. >> Um, so anybody should be able to share now. You guys can even computingly share if you want. >> Perfect. >> All right, stand by. >> Thank you.
>> All right, so Oh my gosh, it's been so such a while since I've shared my screen. This is so exciting. Alrighty. And I'm getting exclamation points. I can share my sound, but not my screen. >> Okay. Well, um, what? I'll share it. Let's try that.
>> All right. It is the, um, >> the link the Yep. The Canva link, the 2025 state assessment accountability results. >> Um, hold on. >> Yes. Maybe. How's that work? Did that Nope. That just looks like a folder.
>> Nope. You got it. You got it. Yes. >> On mine, it doesn't look like anything. Okay, >> there you go. All right. Want to advance to the next slide? >> I'm doing my best. >> You're doing great. You can just arrow it with your keyboard. >> Yeah. No, I'm it's I got a bunch of
pros. I'm on a Windows computer and I'm not usually um >> I watched a really funny like one of those board teachers yesterday thing where he's like trying to explain what Chromebooks are to people who aren't in education and like imagine a laptop that
doesn't work. Um right there. >> Okay. So the first part of the um MCCAST data that we're going to look at is the accountability score. So, yep. If you just to go ahead there and >> you want me to. >> Yeah, you can go to ours and then I can talk about it.
>> If you want to can look at it. >> There you go. Number three. Perfect. Um, so you'll see that our we are our own district. So that's the anytime you see the district Shootsbury, it's us. The um the high school information does not factor into our accountability score.
The accountability score is determined by targets that are set by the state. And so, um, you might notice like if we just want to go right through the from the top to the bottom. Um, it says our overall classification, that's like the big part. It we're not requiring any
assistance or intervention. So, um, if you continue on, we're meeting or exceeding our targets. Uh I think in Shannon's report she's going to talk about about the award that Shootsbury was was given and we were recognized as one of the um top schools in the state
to meet or exceed their goals for that were set forth by the state which is really an impressive impressive thing. When you go on to the Desi website, you can actually click into each of the subgroups um and the the different indicators that are in um under each
each of those tabs. Great. Your mouse is just where I wanted it. Perfect. So, if you go down a little bit more, you can see the formula that they come across with what we had last year and what we um have this year for accountability. And it looks scary because it looks like
we went down, but I um spent a lot of time with the accountability people at MCCAST. And what happened was we had um when you have such a high amount of growth and you're at such a high point, it's really difficult to keep getting higher. So, for example, our um our work
that we did, we did a lot of work to help with our chronic absenteeism percentage. And so the state, other places in the state might have a a 30% rate of attendance that that they consider like the danger zone. Ours is
so low that it's really difficult to um to get that get the full amount of points every year for that. Um do people have a general idea of what I'm talking about? If you want to stop me or have me go deeper into anything, go right ahead. The achievement part, you'll see it.
Look, we almost earned all of the points that we possibly could for ELA and for math. So, um, science doesn't have a growth rate because they only start taking the science when they're in fifth grade. But you'll see that we have um
met and exceeded the scores right for the for the achievement. It's pretty exciting to also note that over the MCCAST, all of the subtests, so each grade level, we almost beat the state in every single category except for one for every single grade level for math, ELA,
and for science. I don't know, it was pretty exciting to me. So, um, the growth scores, you'll see that we are our math and our ELA, we have a two. That's based again on what the state thought we would be able to do for growth. we were got two of those points
out of four and then in math we got three. Um the staff and I have been drilling down more and more into this and taking a deeper look at what our current practices are and where we are and we're building our school improvement plan off of what we're learning about from the from the MCCAST.
Um again, high school completion, the next category does not affect us um because we are an elementary school and the English proficiency, you need to have a certain amount of students in each category in order for it to count as a category and we don't have as we don't have that many students to count.
Okay. So see at the chronic absenteeism we we did have a one out of four and so um the state thinks that we should be at an 8% or lower for the um for the percentage of of attendance. And I have to say I know that we've gotten some
feedback that people are really concerned about how the um all of the food now is eaten either in the cafeteria or in a couple of designated places for staff. And um we've really encouraged the uh students to do a lot
more handwashing and I was touching base with my nurse earlier and I said I really feel like our kids are less sick this year than they were last year and we actually have 50% less absenteeism for colds than we did at this point last year. So the practices that we put in
place have that um have that benefit that side effect of of having more students in school. So we're excited about that. Um, as part of the absenteeism, we also have a committee that looks at at absences every single month and we um notify families and
about the importance of coming to school and um really encourage our students to come when they're not when they're not sick, of course. Okay, so we can head on over to Is there any other any questions about that slide in particular about our accountability? Okay. All right. All right. So, if we
head over to number um slide number four, >> this one. >> Yes. This is just a quick snapshot of our how our students performed. So, in our across all of our grades that took the MCCAST, we don't have grade seven
and eight. So, we uh this will go up to grade six. So, you'll see the percentage of exceeding, meeting, partially meeting, and not meeting students. Um that in each of the categories. So, English language arts is on the top followed by math and then um science and
technology at the bottom. So, um further when I went over this with staff, we did go into each grade level and broke out exactly um what the percentages were and then we'll further continue to compare the same group of students to each other so we get a more clear picture of what
what the needs are for the students. So, that's a taking a picture at all students. Um, our next slide, Amy, did you want to speak to this the for the um special needs or did you >> um I'll probably end up sharing about
the same information. This does all high needs together and mine is separated into um I'm just focusing on the students with special needs and students with IEPs. So, go ahead and and do this and it may be a little bit of a repeat, but I've got a little bit of a different lens, so it should be fine.
>> Absolutely. Absolutely. And like Amy just said, high needs is a different subcategory than um students that are on an IEP. It's also including any students that um it's a have low income and there's a it's a bigger subgroup. So
when we're looking specifically at our high need students, this is important to know because we want to look at um how our interventions are working and our if our programs are meeting the needs of our students. So, we are thrilled to report that we have um students in high needs groups that are getting exceeding
expectations. That's the the top amount that you can get. And then if you look with our ELA, we didn't have any students that didn't meet expectations, which is which is incredible. So, a lot of students um all of our students too took the regular MCCAST with some with
accommodations, but nobody took the alternative MCCAST. So, this is all of our students represented in mathematics. again, we didn't have anybody that didn't meet the expectations, which is really thrilling to see. And um we're going to be continuous continuing to
drill into, you know, what our students need. Um and science and technology, we didn't have anybody not meeting, but we didn't have anybody exceeding. So, we're going to take a closer look at that to see how we can better support students in answering those highle science questions.
Okay, great. Our next steps, we are going to to continue to do the data dive and really look at um the have teachers look at not just the individual scores but also any trends that we notice over the years. And we have also did um a bit of a deep dive into the writing. We're
able to access what the students actually wrote for their writing and that's been really helpful in helping us to see how students are answering questions. um a lot of times it's it's not they're not quite answering the question that's being asked. So we will
um continue to support students with developing those skills. We'll also in addition to that be looking at our goal setting. What do we need to do as a as a district as a a a collective group of educators? How are we going to continue to improve the trajectory for our
students? Um, in addition to that, the every um every student is is being taught the state standards for Massachusetts. So, we're going to continue to look at that and look at our curriculum decisions and our intervention and really dive into what
what are the critical areas that students are struggling with and where are celebrations where students are are high achieving. All right. Does anybody have any questions or comments? I know that was a lot and I'm also happy if you want to meet at another time to go over anything
more specifically. >> Anna has her hand up. >> Great. >> Yeah. I just have a question about the science data. >> Sure. Um, so it seems like a lot of students
and if those are counts, those are those are percentages. >> But then they don't add up to 100. >> Oh, there there might have been somebody absent that day. >> No, but like six. >> Wait, which side are you on?
>> They Oh, no. They do add that that does add up to 100. Okay. So, these are percentages of kids that fall into each category. >> Exactly. >> That makes more sense. Thank you. >> Absolutely. Absolutely. And again, to
get kids in the exceeding, it's a I think that's a real um a real testament to what's being taught because it's very difficult to do. We don't always know where the state is going to they could be asking questions that were in third grade standards. We don't know what they're going to ask because this is the first real assessment that they've had
of science that is is um statewide. It's not the first real assessment, but you know what I mean. It's the first assessment that is normed against the rest of the students in the state. >> Uh Leah has a question, >> right? Um so, uh it is really great news
to see the performance. Um I was wondering how the figures compared to last year. Um I know it's like a totally different set of students. Um but in comparison to last year, did we have
like more students in the like mid needs versus like how are we how are we shaking out compared to last year's performance? >> That is a great question. I mean, we I didn't do as um much of the comparison
yet because we're really focusing on sort of where the current the current level of the students are. Sometimes I affectionately refer to the MCCAST as an autopsy because by the time we get the data, the kids have either moved on or they're totally different readers and writers and mathematicians and and
scientists from where they were assessed year even a year before, even six months before. So, we really focused on the live data, not the more live data of the writing and looking at it um with that lens. But next month, we'll be looking more at more deeply at comparing the
students to each other. That's the that's where I think is you get the most bang for your buck because you make sure that those students are still growing. But globally, I mean, outperforming the state in all the subcategories except for one is pretty impressive. like they are um they're they've definitely hit a
lot of students hit their personal growth and um were really successful in this for this assessment this year. So I can give you um more I can give you an update too after we look more closely at that. Um so let's see if Amy I'm going to just
check my share settings here again because I don't understand what's going on here. I think I mean let me I'll click on it. I think I can share mine. Yep. Do you see that? >> Yep. >> Perfect. All right. So, um the what Ann was
focused on as the principal is is all of the students and my role as the director of student support services was really to focus on um students who have IEPs. Um, and I want to look at we want to look at both their overall achievement as well as the gap between students who
have IEPs and students who do not have IEPs. Um, and just as a, you know, sort of overall reminder, the purpose of special education is to provide students with disabilities with the accommodations and modifications to be able to access the
general education setting. And in terms of a statewide assessment, the MCCAST is that general education setting. So, um, you know, the students that take the MCCAST ALT, that's sort of like our separate setting. Um, the the general regular MCCAST is our our general
education setting. And so, you know, as Ann um referred to, we want to compare our students um with the rest of the state as well as our students to each other. Um, and um, you know, we have very small um, populations of students. And in order to protect those
populations, um, you know, there's only a handful of students with IEPs in each grade level. So, we're looking at the grade band of um, grades three through six. Um, you know, I we have drilled down um into the specific grade levels. Um, but um, you know, in a
public meeting um, that might be too identifiable for students and and we want to protect their um, their identities. Um so as you can see um for the color color coding the uh light blue is students with IEPs at um at uh
Shootsberry um we the students without IEPs at Shootsberry is the light purple. Um students with an IEP at the state is that darker blue and students without IEPs at the state level is the dark
purple. So you can sort of see that's where we're looking at um comparisons. Um so we're looking first at achievement um which is how well a student performed overall in the test. So did they sort of
meet the benchmark? Um and in ELA um 20% of our students with an IEP are meeting the benchmark or above. Um, and there are no students with IEPs um that are in the not meeting category. So, we have
students in the meeting or above and students in the partially meeting, but we don't have any students on IEPs in the not meeting category. Um, we have um uh Shootsbury has more students in the meeting category and
fewer students in the not meeting category than students with IEPs across the state. So we have um 20% of our students are meeting or above and only 12% of the state um students with IEPs are meeting or above. And then if you go
over to the not meeting category, 46% of students who have IEPs um in the state are not meet in the not meeting category and um Shootsbury has 0%. So, um you know, we we um performed very well um
compared to um students with IEPs across the state. Um the the thing that we're going to um really focus on is that gap between students with IEPs and the students without IEPs. Um right now we have um
you know there's 50 uh 50% 50 percentage points difference between students who have IEPs meeting and students who don't have IEPs meeting. Um, so that's one of the things that we'll be looking forward to. Um, looking looking to close the gap as we move
forward, but now I can't click. There we go. Okay. Um, so, uh, this is again, um, the achievement, um, but this is for math and grades three through six. Um, the same, um, you know, color coding throughout. Um, as you can see, um,
students, uh, 60% of, uh, Shootsbury students on IEPs are meeting or above meeting. Um, and again, we have none that are not meeting, um, the benchmark. Um, students um, at uh, Shootsberry who
have an IEP were in the meeting plus category at a much higher percentage than students with IEPs across the state. Um and we even um students without students with IEPs also outperformed the students in math um who
do not have IEPs in in both Shootsberry and across the state. So um that's a very big um celebration point um you know and you know I think especially not only compared to their uh general education um peers but specifically that
that gap between um how the their peers across the state are performing. Um that was a that's a really big uh celebration. Um our next steps in this category are really to look at those students who are in that partially meeting category. Um
and really try to figure out um you know how how close are those students to being able to being at the meeting category? Um are there specific specific standards or strands that um you know a chunk of students are really um you know
not working um not meeting the standard for. Um and uh if that's the case, then we know sort of a direction to go in. Um so that's the category that we'll be taking a closer look at um in math. And then um we get to the growth
categories and uh growth measures the progress toward proficiency over time. So even students who are low performing can have a high growth. um which means that um even those students who are not yet at the benchmark are still making
meaningful progress. Um so our this measures grades four through six because grade three it's the first year that they've taken the MCCAST and so we don't have growth measures for them. Um the categories um are uh very low growth to
very high growth and that corresponds with um the number bands that you see over here on the uh right hand side. So if they get 1 to 20 um points then it's very low. 21 to 40 40 is low and you can see the rest.
Um so in ELA the students with IEPs overall had high growth. um the students with IEPs from SCES had a higher growth percentage than students with IEPs across the state. Students without IEPs at SCES and students without IEPs across
the state. So even though in you know previous slides we saw that their um achievement wasn't quite as high um the their growth um is is high. And so that um is again um really great to see. Um you can take a a look over there. We
also didn't have anybody in the very low category of growth. Um and so we'll be looking at um you know the the low and moderate categories um of and see what the students there how we can help those students grow um even even more. And so
that's one of the things we'll be looking at at growth with ELA. Um and then in math um students um at SCES with IEPs demonstrated growth in the high um category. And um if you can look over um
at the right hand the very far right um we had 45% of our students in the very high category of growth. um students for students with IEPs um we look at growth oftent times more even than we do achievement because we want to make sure
that they are um moving forward and closing the gaps um and that's what growth shows and so um you know that's a very good sign for for that those students as well and again um you know our students um with IEPs in math also
um had a higher growth percentage than all of the other categories of students Uh so our next steps um you know we've got a lot of great things to celebrate here. Um we still have work to do. Um and some of our our next steps are that
we're going to um analyze the specific student growth and achievement data. Um we want to make sure that the students on IEPs um you know we want to see which students on IEPs are uh growing at a high rate but not achieving benchmark which means that we're sort of on the
right track. Um we just haven't closed the gap yet. Um and so some and then we want to take a look at the students who are demonstrating low growth and low achievement. Um because then we really need to change something um in the way that we're delivering instruction um to
those students. Um we want also want to work towards a higher level level of integration um in the general education setting particularly in ELA where there's that big gap between um the performance of students um with IEPs and
without IEPs um because you know if the students are presented with the grade level instruction as well as their specific instruction um we know that those students um uh perform better overall and So, that's where we want to really take a look, especially like I
said in that ELA. Um, and then we want to take a look at the math, too, and see, you know, what's going well for the students with IEPs. Um, how can we continue that and is there anything that we can bring back to the general um the general education setting?
Um, so I um I'm going to stop sharing my screen unless people have and if you have specific questions, I can um give them >> I can pull it back up. Um, but are there any um questions? >> Okay, hold on. I'm sorry. My screen is
acting up. I don't see any now that I can see all of you again. >> Great. Um, and again, you know, if something comes up that you, you know, think about and and want an answer to, um, you know, feel free to email me, um, or, you know, email an um, and we can, um, you know, get you some answers to
that. But um overall it's it's really uh quite promising. So that's really great news. >> All right. Oh, Leah, raise your hand. >> Yeah, sorry. Last minute. Is it audible? I don't know. Um thank you Amy for
sharing um that information. Um it was really helpful to see um SCES in comparison to the state. Um, and um, I also really appreciated hearing like some of what your your thinking in terms of um, your your focus as you're digging
into the data and thinking about how to help the students. Um I before I forget I'm actually wondering if if Ann if like part of what you're thinking like I know you had shared
how we stack up against others in the state. Um but it'd be helpful to kind of see that in like a chart or something. Um if I mean I'm not trying to give you more work or anything but if it is
something that you're you're looking at >> I think I already did the work. Um Jeremy if I shared the faculty slides to you do you want to share? >> Sure. >> I can tell you I think it's like slide 62. Um it is slide 48
and that shows the um that shows us against not against the state but standby. Let me get Jeremy this. So >> sharing it by email. Is that how we're getting it? >> Yes. >> And I we >> I just hit share. It'll come up >> time of the meeting either. But if you
want to like if you >> Is that already in the agenda? Sorry if I missed it. >> Um it's actually slide 48. It's um I can if it makes more sense for me to put it in the Canva. I mean,
>> no, I can I can take it as it is. Is it in the agenda? Did I just miss it? >> No, this is what I was going to I was No, I just made a note to um to present this next week if people wanted to know if people wanted to see it. But if you want to go to slide 48 that could that
shows us um by it starts the um grade by grade level comparing us to the state and then um if you notice on the slide all the way to the right it'll tell you the actual um it'll tell you the percentage. So for example on slide 48
ELA grade three um 5 53% of the students were meeting and exceeding or exceeding and the state had 43% and then for math we had 77% meeting and exceeding and the state had 44%. So if um if it makes it
easier I can just share those add those slides to the Canva link and then you'll have that link in the agenda tonight. >> Yeah that's great if that helps. Yeah, no problem. Are you kidding? I love this. It's so exciting. The kids did well. We're so proud of them.
>> For sure. Hard workers. >> Cool. >> So, I'll I'll add that in there now. >> Jeremy, enjoy looking at the faculty slides and be glad that you don't have to look at 63 sides of me yapping. So, >> no, I have my own ver we have our own
versions of that at my place. Um, it's a nia here. So, I've been seeing lots of slides. Um, so, okay, I got to get back to our agenda now. I hate this computer that I'm using tonight. I am so over this
thing. It's just that switching between different different computers, the Apple to Windows to Chromebook, everything has to function differently. All right, so uh that is the end of our
MCAST data. We have a handbook review and vote today, too. So, um I don't know. And do you want to talk about this a little bit at all or >> Sure, I'd love to. It's um the link is in there and all of the components that are in the family handbook are right in
or in a live Google site where you can um you can access it. Does every is everybody able to look at the link? >> Yeah. >> Okay. So that was shared earlier for your perusal, but you can go through there's the routines and procedures, the communications, contact way to get
involved, school, school groups and resources, policies and procedures, and then the um school policy manual is in there. So if anybody has any suggestions or ideas, I would love to hear it. Susie,
>> um, as a grandparent, I've been having trouble finding information about the preschoolers, >> different little things, and um, and it's kind of an intro to to the school. It that's when it starts at
preschool. So, I don't know if anybody could look at um the town the uh, school website and the the way information is categorized. So, if you're a preschool grandma, you can find out what you need to find out, but it's not very obvious
to me. >> Okay. >> Don't we have Isn't there a I was just on the site recently. Don't we have a separate prek handbook as well? >> Oh, we do. And we have a kindergarten one, too, because it's more specific. So, um I want to say the caregiver, the
primary caregiver has access to that, but that could be on the website as well. We could do that. >> Sure. And um I there's a really great website too for preschool that the teacher does that it's password protected, but I bet we could get you on the list to be able
to take a peek at that. It's absolutely adorable. >> It's kind of it's kind of uh it happens spontaneously like suddenly I need to know X. Oh Jesus. >> Under under information there's a link to the family home book uh handbook and then there's a prek handbook under
information. But I did. Yeah, it's like not >> I can make it more prominent. >> Make it easier to find. >> Yep. >> I only know that I was looking at it recently. >> All right. Um, so we need to Nate, go ahead. Sorry. >> I just wanted to know what kind of
information Susie was looking for so we can help get her the information she needs. >> Is it handbook related? Um >> or is it like dates and times and >> things like that? >> Yeah, it's I recently it's like exactly
what time is the pickup for preschool. Um because suddenly I was doing that and it was just not easy to find. So I ended up calling Laura and she told me um but actually she told me nine uh whatever 45
now I can't even remember what it is but um all the kids were gone except for Mina when I got there. So, it's like, yeah, >> there could be what the time is, and then there's what really happens. And, you know, she was fine, but I would I try to figure it out. And it's it's actually always on the fly when suddenly
you got to get in the car and go. So, >> yeah. >> Yeah. And you're not the only parent that has that complaint about the preschool pickup. >> Yeah. >> And drop off. It's at a a very, you know, it's sporadic. And they're, they said Nicole said she was trying to figure out their timing and and no one
wants to leave their kid alone at pickup time. So they're actually Yeah, we're all have the similar experience, Susie. >> Yeah. >> Um Shannon, >> yeah, I just wanted to say to Susie that
looking at the websites across the Union School, so not unique to Shootsberry. There's a lot of work to be done along there. And I'm sure it's one of those things because we don't have a full-time tech director across the union that manages that sort of things that it's
just continually be been pushed back. I'll be honest, it wasn't on my radar the first year I was here either. But that is something that Robin, myself, and Lindsay Rodriguez, who is our curriculum director, have been meeting with and trying to go. We're starting
with the Union 28 pages first, but making our way through about making them a little bit more user friendly and checking if we have the right information. So, you are not alone in sharing that concern. It's not unique just to shoot Sperry and it is something
on our radar that we need to improve upon. Mhm. >> And please let me know if there's anything else that pops up. Like don't hesitate to reach out because um it's we like I think it's pretty user friendly the um the handbook that's currently
there, but I'm happy to to help workshop that out for sure. It's really good to know. Thank you. >> I don't know what it is about school websites, but they do go stale pretty quickly. They tend to look dated relatively quickly.
>> All right, so we need to vote on this. I guess as well. So, uh, somebody want to move? >> I move to approve the handbook. >> All right. Anna moves >> second that. >> Nate seconds. All right. All in favor.
First off, is there any more discussion to have be had with it? Okay. Um, all in favor? Mayu. I got a lot of eye. Her >> I heard I I can't even say my name. check I >> long co by
>> all right I think that was unanimous um okay great thank you guys uh superintendent report >> all right um so a few of the things that Ann had alluded to some um SCES updates Ann and I uh recently were invited to a
recognition ceremony sponsored by DESIE um in which Shootsbury was um recognized for being one of the districts that has met their accountability settings for performance and have reached their preandemic
performance rates. Um the distinction I want to point this out um and there's there's work to do as you dive into that MCCAST work. There's always work to do. If we're not at 100% of our students meeting and exceeding then there's work to do. Um, but I think this distinction
um is really a it a big kudos to um the staff, the leadership um and the families that you know do their part to partner with us to help um get student performance back where it was. Um in
public education, the pandemic is not the impact of that is is still um being felt. Um, Shootsbury is one of 63 districts that have reached those prepandemic levels out of 318 in the
Commonwealth. So, there is a lot of work to still be done across the Commonwealth and Shootsberry is, you know, well on their way. So, that was great. Um, and we're very proud of them. Um, I've been able to spend some time at um, Shootsberry lately. I was able to go to
the open house. It was incredibly well attended. It was nice to walk around and see students um so genuinely excited to share what's going on in their classrooms. I know I saw some of you there. Um and um that was, you know, we
have a real focus this year on building um family engagement um opportunities across all of the schools within the union. And it was just such a great night to see the the ease and and pride in which students were show uh you know showing back up at school and and
showing what they're doing. Um so I was very excited. I was also able to take part in data meetings at SCES. Um data meetings are a newly refined process across the district um and brings together staff to look at student performance measures through a variety
of data points in an effort to gauge impact on instruction and practices and meet the needs of individual students. The process of looking at data is not new, but the process in which we're looking at it um across grade levels and
everybody coming together and looking at the schoolwide data and talking about, you know, what do they notice, what do they wonder, and diving into that um is new and it was really um the SCES staff and I happen to be able to go to their data meetings. They happen at every
school across the union at the same time. Um, so I'll be rotating, but the SCS staff was very reflective. They were very engaged. They were looking at um, even noticing trends like, "Wow, they were really performing high at this grade level and took a little dip here
like what changed was it, you know, what are we using for curriculum?" They were really engaged in in that process. Um, so so kudos to them and they've set a hard a high bar for when I go to the next data meeting uh, at other schools. um some union 28wide updates. Uh we are
beginning the budget process across the union schools and the first step in that process is to work on the union 28 budget. We have our second JSC budget and personnel committee committee meeting scheduled for October 20th. Among the issues we are grappling with
um our budgeting for technology needs and aligning our central office staff salaries with other Franklin County um schools. We anticipate that this upcoming budget season is going to be especially challenging um at both the municipal and state levels as we try to
navigate educational funding volativ volatility municipal challenges that are incurring um especially in the areas of insurance and um funding. So we're going to be very proactive and try to be at those you know reaching out to our
partners. I know we are going to be attending um the meeting that Susie spoke about to to really be a partner at that table. Um and so we appreciate the invitation and and getting us to the sea early. So thank you very much. Um Union 28 schools will all take part in shared
professional development day tomorrow uh known as curriculum day and SCES is the host school tomorrow. Um so a huge uh thank you to Ann and her team for hosting. Um, and a special shout out to Katrina who is providing the morning morning treats and breakfast. And
that's, you know, not not easy for a big group. Um, and we've already told them we're not really sure how warm it's going to be. So, bring an extra sweater because we can't we can't move the the uh activities at this point. So, um, but we are optimistic it's going to go just
wonderfully. Um, some legislative updates. The Healey Driscoll administration has announced some listening sessions to solicit feedback on the school funding formula which is known as chapter 70. Um and uh I have included in the report um there are
there's a virtual um meeting but there is an in-person meeting on November 6th um from 4:30 to 6:30 at Greenfield High School. Um so I would encourage you to um attend share that with your municipal partners. Um, I think that there's long
been talk about the chapter 70 formula needs to be rewritten and um, it dis it is very um, disproportional and its impact to small rural communities. Um, and I think it's very important that we
exercise our um, our presence at those type of meetings. So there is a virtual one that I have linked and then there is the um western Mass area one and I will be attending the in person in Greenfield and I provided some links about um the
um contribution rate and all that within my report. So if you want to look at how that works um you will have that readily available and I'm happy for any questions if you have them and if not I'll mute. Katrina has >> Yeah, I just had a question more and you
sort of answered it already but um I had a question more for the broader group because that was that um hearing or not hearing but like public comment session was on my radar too. I wasn't sure do we have a plan for like a presence or a submitted comment for that. I mean I'm happy to go as well but I just figured
it might be good to align as a group. Yeah, we don't have one, but um we could [Music] >> we need more funding. >> Yeah, I mean I think we all agree we need more fun. >> Um yeah, I wasn't sure if maybe it made
sense to submit like a because it seems like there's an option to submit a written comment and then there's also the option to like go in person. So, I wasn't sure if we kind of wanted to and I'm happy to like lead a a draft on Google or something like that for what
our comment might be, but um yeah, I guess for something like that, obviously, we just need to I would just need to make sure I had good numbers for like compelling comments about why we need more money or something like that. But
>> I would wonder, Katrina, if MASC has sort of a template letter they may have um for people who are getting I don't know if that's the case, but I know that the Mass Association of School Superintendent will often s send out
like here's sort of a form letter, plug in your numbers type of thing. So, I'm wondering, and I don't know the answer, but you might want to look at MASC's website and see if they have um any form letters so that you don't have to reinvent the wheel, but I mean, if not,
I'm sure that this group could come up um and and especially with partnering with your, you know, municipal partners, I'm sure that you could come up with a a a great letter to submit um or or sign up to, you know, read the letter if you want, but um you might want to check out
MASC. I don't know the answer, but it might be there. >> Yeah, I was thinking that too. I I think that they tend to have a lot of, you know, resources for things like this. So, that's definitely a good idea. >> I also might say um that email that I sent out to all of us. It was the MTA
email that we all signed on to about the funding. There was some I think there was some information >> um tied with that as well that might also be helpful in that way. >> Okay. All right. Well, I'll send we can like continue this conversation offline via email, but I'll just like let you guys know what I find and I'll reach out
to them or look through the FAQs at least first and then see what they have and what we might want to submit otherwise. >> Okay. >> I don't want to miss the opportunity to say yes, please. >> Thank you, Katrina. >> Um, Ann, what were you gonna
>> um I don't know if you can see it, but I think I just figured out how to share a note to you. All right. Do I So, that's the link that's updated with the slides now. on Canva at the end of it. So, >> what's that? >> I can stop. I can close it if you want or I don't know.
Does it look like >> Can you put it? Do we have a comment thing you could put? >> Ah, that's what I was looking for, but then I just saw the AI thing and then I saw the docs and the notes >> and I wasn't sure how to >> It's gotten way more confusing in this place. >> Remember when it had a chat and it was so easy? You just open it. It
>> was just a chat on the side. >> Yeah. Now there's white, which is fancy, but Oh, is that what whiteboards is all about? >> I don't know. Does anybody know a better way for me to share it besides a blaring >> document? Because we can't copy and
paste it from this >> can just you can maybe just relink it in the agenda. >> I would love to. I think the other link works and updates, but just to be safe, I'll do that. >> Okay. >> When I click on it, I can get to what
you're sharing. Oh, really? >> Oh, yeah. >> When you click on the on the shared screen. >> Yeah. Put your cursor over it. >> I I have I don't I can't do it on this one. >> Sorry. >> Isn't it wild? >> Oh, >> now I know.
>> I can I can follow the link. >> I can I can do it, too. Not to brag. >> I love this. Thank you so much. >> I was pretty excited that I found it, but then I realized everybody could see it like blaring in their face. So, >> well, I guess everyone else can click on
it, too, but I can't. I can just look at it. >> Everyone, please enjoy my meeting notes. >> I'm going to email it to everybody. I'll keep I'll make it really simple. >> Thank you. >> Sure thing. I'll stop. Okay. >> Um,
have I mentioned how much I hate this computer? Um, all right. So, that Wait, how hold on a second. So, we just did the superintendent report. director of finance and operations um with the year- end report I believe and we also uh need
to vote on me being able to sign um the end of year report. Okay. Uh go ahead Caitlyn. Thank you. >> Sure. So the end ofear report is uh it's pretty massive. Um there's the it is the
all of the information I have from the school, the information I've retrieved from the town. Um, I can go through it. You can look at it if you want to in your own time. Um,
I can give you the synopsis, whatever this committee feels like is the best use of the time. >> I would be fine with an overview like what you think is important for us to know out of it and we can look at it, you know, in our own moments if we have further
questions. Um, but I >> sure >> and uh we can always make um if there are questions about it, I can always make adjustments to it after through Desi and make amendments to the to the
report. But what the the important things that I always kind of like finishing out when I do the report because it takes about a day and a half per per district is the
title one maintenance of effort and IDA maintenance of effort. So those two things are the and I'll share if I can Um, >> there it is. >> Do you see it?
>> Nope. >> Okay, I see something else on my screen, which is weird, but let me close out that. >> I've got a lot of stuff open. And sorry if it looks like I'm always looking to the left. That's because the the meeting's in the left and the other stuff's on the right. Um so
these two things title one maintenance of effort IDA maintenance of effort for uh title one we have to spend over 90% of what we spent last year and we've hit that and and manage more um idea you
have to spend over 100% of what was spent last year and we've also hit that um we did have some special education expenses that um really kind of brought us well and beyond what we had for the the previous year.
So if we did not meet maintenance of effort, then we would have to give um exemptions. We'd have to say, well, this is why we didn't and there's only certain things that qualify for exemptions. But both of those were not a problem this year because we have hit both of
them. And if you want to look through, I'm going to give you a very quick and maybe dizzying kind of synopsis of what this report is. The first one is schedule one revenue and expenditure summary revenues. Uh
these are all the revenues that we receive from tuition from individuals. That would be our preschool tuition. And then everything in blue is what the state already inputs. And then there's the expenditures by
school committee. These are all the kind of categories of what we expend uh from our operating budget. So just what the town allocates and we spend from our operating budget. And it is kind of you'll see there's
multiple columns. summer for um special education versus there you go regular day or undistributed meaning a principal you can't really suspended and then
after all of those then we have all of the, you know, goes to the instructional lines, our plants and operations, and then uh tuition to other schools,
expenditures by city or town. These are what actually comes from the town of Shootsberry. So, people transportation, the town pays for the transportation. So it is recorded in the city or town. Same thing for
insuranceances, retirement, and then payments to other districts, school choice tuition. The town picks up the payments to other schools that students may attend. Then
uh federal grants, state grants, special funds, that's on this next section. We are not a regional, so this one doesn't apply to us. And then it kind of goes just to instructional expenses. And I don't put
these numbers in there. It pulls it from a different tab that I put all the instructional expenses into. And then it looks at for instructional expenses paid for by grants and other funding sources. So this tab EOY25
is the kind of cumulative tab of everything you've put into in other tabs and a bunch you've put into into that tab. Also, special education expenditures by placement. So students that are 3 to 5 years old
versus 6 to 21 transportation. So here's all the expenditures for transportation. And you'll see we have 58 students that are reimburseable, meaning they live uh outside of a mile
and a half and 21 that live within a mile and a half. special education, transportation expenses, vocational doesn't apply to us. Um, and then it goes into the budget for the
following year. for this current year. They want to know everything that we've budgeted for this current year for instruction for transportation for the school and then also by the city
or town revenues that are anticipated. We budgeted 35,000 from preschool regional. So this doesn't apply to us. And then a summary and that is that
um EOI 25 tab. So what we would like to do is have a vote to allow the chair to sign the end of year port that says that to the best of your knowledge this is correct. and then I can have that and send it to
the state. Um I linked it in the director of finance report um I sent out the other day but or I and I think it was in the agenda a week ago if you need more time or if you have any additional questions for some of it. If
you have a a question on a specific piece of it, it might take me a little time to kind of get back to you or might take me till tomorrow to to look into specific things. Uh because it is pretty pretty massive. But are there any questions about it
right now? >> No. I move to allow the chair to sign the end of the year report. >> Certification page. >> Certification page. >> I'd also like to have permission to
doodle on it. Um, all right. So, Ann moves Nate seconds. All in favor? May you? >> Catalan. Her eye. >> Jack I right on motion.
approved. Thank >> Thank you. And I'll probably send that to Jeremy over DocYsine. >> Sounds great. Do you have to do something with the expense report as well or is that >> that's in there? I can pull it up. Um but if you've or we can kind of move
along and if you've got specific questions on it, I'll be happy to answer. But I'm going to try to kind of link these pages so that you can see them and have some time to to look at them. >> Yeah. I'm okay with that. Is anybody
else have any concerns around that? Okay. So, moving on, it would be the principal report. Thank you, Kaitlin. >> Thank you. >> And do you have other things that you would like to add tonight? >> Yes. Um, it'll be incredibly brief
because the majority of my principal report tonight was sharing the MCCAST. Um, and then and also the handbook. So, I probably overtook my time. Um, just something on the aside. It was just something a little great thing to share. A lot of students and staff have been working to recognize each other and all
of the wonderful behaviors that we see. So, I included a picture of Coco who um has been catching people being good. So, um students are writing about things that they're noticing that other students are doing and it's really helping to increase their social
awareness and recognizing people being awesome. We also um had fourth grade had put a call out to people to people in the community to invite them to be um poets like if they are poets. They didn't they didn't spark I don't think
they sparked any brand new poets but they did ask people who are are poets to come and share what they um like about their craft and how they use emotions in their poetry and how they um how they write. Um, so it was really that was
really a fascinating a big win for us. So I just wanted to share that and I will um keep it brief because I've already talked a lot. So there you go. >> Thank you uh very much Ann. Um all right
Anna. >> Oh so much fun. Um, so the track and field is still going strong. Um, did I talk about the PRS complaint
last time? >> I don't remember. I don't remember. So, there was a complaint made, I think it was like last year, that um this the district wasn't responding to bullying complaints >> according to Massachusetts regulations
and our own policies and procedures. And um so the state looked at it and said, "Yes, you're right. You're not they're not doing that." And so they've um required us to
um submit data showing and um uh comply with certain timelines to get all of this stuff done. Um so that's another really fun thing that the region's doing. I I personally will
say that I've been really frustrated with the speed with which we the region has been addressing these issues. um this is what blew up the region um
before and then we had a you know an interim superintendent that made almost no progress on it and then we got a new superintendent who has made like this much progress on it and so I would you know I'm hoping that with this extra
motivation that we'll be able to see some actual substantial progress on this. I think there's been so many things for the new superintendent to take care of that it's not really her fault. It's just that we we need to do
better. And so, um hopefully that will happen. We also have let's see what else is I can't even there's so many different things going on that um we're starting to move on the budget process.
um the financial sustainability subcommittee which I'm also on um is putting together a report for the regional school committee about um the state of the finances and
um so it's trying to just sort of like point out where the problems are, what possible things the region can do to improve the situation, which is there's just really not that many things to do. Um, a lot of it has to do with like pushing a legislature to, you know, go
to this budget hearing me or this uh listening session to uh ask for more money. Basically, we need new chapter 70 formula. We need new rural schools formula. We need new charter school formula.
Um, but uh yeah, that's not um great apparently. I don't know. I don't think Shootsbury residents are really causing this problem, but um
there's two things that are going on. One is people are apparently not respecting the do not enter signs around the construction zone of the athletic field. So, if you know of anybody who decided it would be really fun to take a jog around the track while it's being
created, tell them that that's extremely damaging and expensive and please don't do it. Um, as well as dangerous, so just stay out of the construction zone. Also, apparently there have been some students who have been attending
athletic events and causing a ruckus and a commotion and um safety violations. And so um now parents are being required to attend with their children under so grade eight and under. So please make
sure your children are respectful if they decide to attend a middle school or high school athletic event. Strange days >> is causing a ruckus. >> Never heard the song. >> Apparently so much of a ruckus that police had to be called.
>> Wow. I did see the picture of the footprints across the like track. >> Yeah, that I mean that is not cool. >> No, worked too hard for this. All right. Um again, sorry. Uh, next up we have the
joint supervisory committee report. Um, no, we didn't have a meeting in between, so we have to wait for that one. Um, our next meeting date for the joint supervisory committee is this coming Monday, I believe. Is that right? Okay. Um,
>> it's only the budget subcommittee. >> Oh, it's only the budget subcommittee. We're next month for the um >> Yep. November 7. >> That's what it says it right there. Great. uh CES report. >> So for um the collaborative we had a um
we did the board reorganization. So the um chair and vice chair from last year are doing it again this year. Um we spent a majority of the meeting um which was on September 24th discussing the
search fir firm and the terms of the agreement that we want um with them. Um it's going to be about 20,000 for the contract. Um and there are going to be some site
visits um later this month and into November. as part of the interviews uh for candidates. Um they are hoping to um present a candidate I think early
January for vote by the board in late January. Um so it's going to be um an interesting next few months as they look for an executive director. Um the only other thing to highlight I think
well apparently they met with the commissioner of Desi who was out um this way October 3rd. Um the only other thing to highlight is um that the budget um is
currently looking good for this year um whereas it's been a little um tight in the prior couple of years. So, um, so far so good with the CES budget. >> All right, great. Thank you, Leah.
All right, that moves us out of the report section of tonight and into our policy review section. Uh, we've got a first read of KBA, GB, EBC, uh, KI, and IHMR.
Um, those are all here for first reads. They don't require any voting. Does anybody have anything that they would like to comment or mention on any of those? All right. Hearing none, uh, we will move on to the second vote for deletion.
Um got policy IHAM um one which is the uh school committee notification of and access to sex education curriculum and the community involvement in decision. I'll just remind that we did have discussion over that uh last session our
last meeting. Um so if anyone has any comments um please bring them forward otherwise we need a movement and a vote on this. I move to delete or remove retire um
policy IHM1 and policy KCB. >> Second. >> Thank you. Uh all in favor Mayu I. >> Catalano I >> Herd I. >> Jack I. >> Long copi.
>> Unanimous. Thank you. Um, and then we have a final vote on uh BA, BAA, BB BBA, BBAA, BBA, and BCA. Good luck to whoever wants to move on
those. >> I'll move, but I had a question, too. So, could have some disc >> Yeah, we'll do the discussion after the So, move. Leah moves. >> Yes. Somebody want a second? >> Second.
>> Is that you, Anna? Thank you. Um, all right. So, discussion. >> Um, I had a question on BAA and like self-eval. I don't know if I don't know. I never
really heard of it. Literally, this is my first time on a school committee. Um, so it was just interesting that we have a self assessment. Um, or like it's encouraged that we as a school committee have one. Um, nothing really outside of us just
like thinking about it as a committee. But for BB um they had recommended including information about just general things like the number of school committee members and the length of the term and
um we didn't have that in we didn't have that specified in here. So, I wonder if maybe like this shouldn't go forward for approval until we add
some of the recommendations that um MASC had. Sorry, I I missed this. I >> Oh, sorry. >> Yeah. Um, but yeah, I I would I would vote for us to like not move BB forward and then we just we update it with some
of the general information about >> Wait, >> our makeup. >> Which one? >> Um, BB, it's one, two, the third one. >> School committee legal status. >> Yeah.
Yeah, it says details about like our composition um and provisions for election should be incorporated into this policy. I think if I'm reading that correctly, >> where do you where do you see that? I'm not seeing that.
>> Um the second so under cross refs the second like paragraph. >> Oh, okay. Yeah. And then it looks like Shannon has a has her hand up. >> I was just going to ask clarifying are
you is that you want the policy to have those additions just added and or do you want to send it back to the policy committee? >> Oh, I was thinking that they could just be added. I um
guilty. I don't even know if that's the right word, but I don't actually know what those provisions are. Like I I don't really know where to find them, but um I can look and add them. Um
>> so would those be added in as as separate cross references or would those be added in? >> Uh just I'm trying to I'm trying to read that and understand what exactly it say such details should be incorporated into a statement in this category. references
to the pertinent section of the charter or ordinances should be added to the legal references as was done with the policy above. So we would add in what the term is and the number of um committee members and then just add
in we would just add in our municipal >> our charter section or whatever that governs that. Is that what we would do? >> Yeah, it sounds like we can link to our charter. Um but we we should add information about our composition and um
our provisions for the election of committee members. >> Okay. >> But I'm yeah I would yeah I would say maybe like we just move that to final for next meeting once those changes have been made.
Um, and I can I can take on figuring out where to I mean it should be easy, right? Like it's on the website somewhere. So, I'll I can um make those. >> It should be easy, but we'll see if it is. Waiting for a report if it is.
>> So, can we leave can we leave this for vote for next >> next time? Can we just leave it in this sort of second vote category and let Leah make the adjustments to it and then do third vote next time with the >> We can do that. So, you'll need to there's a motion on the floor, so you'll
need to vote or maybe someone can do a friendly amendment just to exclude >> this one and keep that on there. >> Okay. Um, I um will amend the motion on the floor to
um have a final vote for uh BA, B AAA, BBA, BBA, BB A BB and BCA. >> I think you did it better. All right.
Um, so that was that was the move. Um, >> second that. >> Second. Thank you, Nate. Um, and all we need is a majority for that. So, uh, all in favor of passing those laws, uh, passing those passing those laws,
passing those, uh, those policies, uh, on with uh, excluding the BB which we are going to come back to. Um my UI >> got a lot of eye heard I
>> long co I >> I don't think we should do any more ones where they're all the same like that ba bbb. All right. Uh so our future business uh we've got the policy committee next uh month November 13th at 6:30. School committee November 13th at
7 o'clock. Uh, budget and personnel is meeting next Monday if you're on that committee of the joint supervisory committee, right? Is that or is that ours? That's No, that's budget and personnel. Um, and then union 28 uh is next November uh next month, November
17th. I can't talk either now. Um are there any future agenda items that we want to add in for the next meeting besides inviting and I'll take care of that. Inviting the um building committee seeing Oh, yeah. Nate, what were you going to say? Well, you know, there
there just a couple rumblings that I heard in talking to people in the community. One, um I wanted to talk about uh the HR uh situation that's going on. kind of heard some grumblings um that I heard a a
teacher was shorted uh $200 something dollars almost $300 from their check and needed it to get you know it was going to get into the next check but there was concern why that happened. Um there's also concern
of whether teachers were taking on accounting roles um and whether the HR was doing their part. And I just want to make sure that we're paying HR to do their job and we're paying our teachers to do their job and the teachers aren't
doing more accounting that they need to do. >> I'm going to chime in. And I want to be careful that we don't end up because we are such a small central office. I don't want to end up talking about performance in an open meeting. Um but what I will
tell you is that when those grumblings are happening, you should be directing them to Ann and myself. >> Okay? >> Nothing about that has come to my plate. >> Okay? And I'm really in a better position and I'm I'm not trying to take any authority away certainly from this committee, but I'm in a better position
to address that >> than the committee is. >> Okay. >> So that's where you should be sending them. And then I think if it feels like those are not addressed, then we could do um >> then we could do anything session. We can do whatever we need to do here to
>> just FYI, um I was a standin at the negotiating committee last year to >> um whenever the last APA negotiations were >> and that was something that they had brought up in the committee meeting or
in the discussions of um not so uncom common mistakes in payroll and um >> so again we should be having this conversation in executive session if it's going to go further. >> So >> okay >> and I'm only saying that to protect ourselves.
>> I'm just reporting what was said. >> No, no, no. I I do understand that. But we have a very small payroll office so it's very easy to identify who we're speaking of and that's not fair to >> Yeah. I mean, this was a while ago, so >> I just don't know if it's still an
issue, but yeah. >> Yeah. >> So, I think what like what I'm hearing um Shannon saying, and I think that this makes sense to me, is um that we should be directing those sort of grumblings to her or an and then, you know, if if people do not feel like they've gotten
their redress, then we should schedule an executive session to talk about personnel and performance because that's not something that we can do in open meeting. um names >> and and I really am happy to address it and I try to make myself available to staff. So, and I know sometimes, right,
they see you much more often. So, just encourage them and then they should certainly go to you because you evaluate me. And so, if they feel like, listen, I'm talking to her and I'm not getting anywhere, then that's something through your purview that you that I'm not
handling it well, if that makes sense. But it has to go through that process for for me to have an opportunity to address their concerns. >> Thank you. Thank you. >> Was there another one as well, Nate, that you wanted to bring up possibly? Um well, I mean, I think I brought it up
earlier, but I also heard grumblings about this lunch um news lunch situation. And um yeah, I just um it was uh hard to hear uh people in the
community complain about um what's going on. Uh it was hard for me to hear that. And um yeah, I just really I want to say that I support the an that uh what you're doing and what is happening at the school
right now. Um and I want to try to encourage all of us to maybe if we hear that kind of grumbling to kind of push back. Um, you know, Ann mentioned earlier like for the 5 years that I've had a kid in school, this is the first
year that they haven't come home within it's homesick within the first month. And I think that has a lot to do with the new practices. Not eating in the hallway, not eating in classrooms, um, keeping food contained, handwashing.
Um, you know, it may be uh difficult to do. When I was a child, there was a similar uh student that had a similar allergy. We accommodated um the school accommodated and I think we can do the same. I was very
um it was hard to hear this person's perspective and um I don't know if anybody else has heard any grumblings about it, but yeah, >> it was their kid. I you know, I I can't imagine. You know, >> my kid was grumbling the first couple of days, but we kind of set him straight on
that. Um but like I think the idea >> that like you know >> Yeah. I mean I think that there is in some corners there's this idea that these sort of things are made up you know but like I had a kid one time where like I had a like even though we I don't allow eating in my classroom. Every time
before he came in I had to sanitize his desk because he was so allergic that any like trace amount could set him into anaphilaxis. and the idea that like we're ac I mean there are all these other ways that we accommodate students in our schools right like the fact that
I I don't I don't understand why we would grumble and you know I think the thing that I love that I have now that I didn't have before this meeting is I can say yeah and you know the handwashing and this like they have reduced absences due to colds this year by 50% I think
that's a that's a huge you know bonus for everybody um >> just to kind of bring people up to speed we just we have to um to be extremely cautious for um an allergy that's that is air that could be in the air. It could be um transmitted very easily and
make a student incredibly incredibly sick. So, as an abundance of caution, we are only eating in designated areas. And honestly, the amount of food trash and worries about critters getting in and that sort of thing has really reduced, too. So the school still looks like this
first week of school. This it looks incredible because we're not having kids walking with a bag of Takis down the hall dragging their hand on the on the wall. I mean it just it's it's really been um practices that we put in place for the better. I think the difficult part has been when you're allowed to
just eat all the time through throughout the day to get that reduced to only a certain amount of places and then people have had a felt like they lost a lot of the autonomy about where they could eat and that sort of thing. And um just in an abundance of caution, we've really um
need to be able to provide an education for all of our students. By providing designated eating spots that are sanitized and with kids really washing their hands, we're providing an education for a student that may not otherwise be able to participate. And um so that is disheartening that people are
complaining about it because as a mom who has a child with an allergy who had to be epipend at school when she was in fourth grade because of a spelling bee and they were eating at their desks and then there was a trace of something on there. I gotta say, I'm sorry if you're a little upset, but anaphilaxis is awful
and um kids that have these life-threatening allergies is just very difficult. And we're just got to really work together as a community because nobody's as worried as the parents of the child that has such a severe allergy. >> Change is difficult. Change is difficult. Change in practice, right?
But I mean, even tomorrow, we're going there and there are no students. And we have sent out an abundance of reminders to folks reminding them, you're grown-ups in this building, but you may only eat outside and or in the calf. And only eating in the cafeteria and not
eating in classrooms is not revolutionary, right? Like >> that's what a calf is designed for. And so, um, >> and even frustrating, but >> from a different viewpoint, like I the idea like the distractions of eating in
class, like from a high school level, the distractions of eating in class, and granted I have ADHD, but like, you know, I can hear every chip crunch and every chip bag and like it's just it's it's not it I get it, but like my class isn't for grazing through like you know, like
you gotta there's got to be I think those those limitations and again the health aspect of that that you uncovered I think is really great as well. The idea that people aren't constantly like putting their hands in their mouth and eating in places that are not, you know, designated for
eating. Um that just feels common sense, you know. Um >> they're still eating a lot. Don't worry. We have having a full lunch is a half an hour. They have multiple times that they're eating throughout the day and they can go outside. A lot of people have been going outside to eat. And we looked at even getting those little igloo tents so the kids can still eat
outside of snack if that's preferred when it gets to be colder. But I think um I think more often than not we've been met with like you never hear like the compliments, right? You never hear like, "Oh, this isn't such a big deal." You never hear that. You hear the the drama of how it has inconvenienced
people. But honestly, we've found ways to make it work. Like we have um different groups that come in. They use the stage as a separate area. So instead of having like a lunch bunch pull out, there's people that are doing um book clubs on the stage and really just keeping the food in that area has
I don't know. It's really I think it's actually kind of helped the school. And then um I was telling Shannon that I found out the school has one of those sprayers that you can go through. It was left over from COVID where you could actually sanitize it. >> Fogers. Yeah. >> So I'll be fogging tomorrow after our big celebration. And um there's also the
flu clinic that's happening. So we'll be all right. I'll be at school at 2 o'clock in the morning on Monday just to make sure we don't have any yogurt cups spilled or anything that's, you know, got rogue over the over that amount of time. But, um, I I'm sorry. And feel free to direct people that that do have complaints or concerns back to me. I'm
happy to um show them pictures of what aniflax looks like and why we're going to avoid it at all costs. So, >> do has the community been alerted to the the reason for the restriction? >> We've had the we've had the emails, we've had the newsletters. Like I mean
that's how I know about it, you know, >> and people are still complaining. >> I had a fing somebody had put a finger for one child. >> Yeah. >> So bad. >> We had a kid with a blueberry allergy at Cap City when I was in DC. She was an anaphylactic blueberry allergy. They
banned blueberries from the school. >> Yeah. Because you don't want the kid to die. >> You don't want the kid to die. >> I was shocked. >> I mean, you know, we are a country. Whatever. I'm not going to go there. I'm but I'm so I'm sorry that that like if again feel free to redirect people to me
if they have any concerns or any suggestions but honestly it's it's working well right now. So >> yes I'm I'm in full support of what's going on. >> Thank you very clear public record. >> Thank you. Um but again if it you know if that or the other issue or issues
that um come up again we can um well not that that that not the not the peanut issue but the other issue if that comes up we'll we'll deal with it um in an executive session at some time at a future date. All right. Um thank you for both of those though um Nate. So um
anybody want to move to adjourn us? It's a kind of long one tonight. >> I move to adjourn the meeting. >> A second. >> All right. All in favor? May you I >> I >> Jack Long everybody.
>> Bye. >> Bye guys. Thank you. >> Thank you. >> Thank you. >> Get me out of here.