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Video-1: youtube.com/watch?v=CG2jc2h9nrg

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Hey everybody. >> Hey Um, do folks know where Ann and Shannon are? >> I know they're both planning on being here. Um Shannon had to relocate because she was going to take the meeting from

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Swift River to her house because they lost Oh, she's here now. >> Yeah. Um Jeremy's noteaker. Do we still need that? I guess we do want that, right? Because

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um Trevor's not able to join. >> Okay. I just don't know where that goes. I guess I can follow up with Jeremy to get that. Oh, Trevor's here.

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Nice. Hey, Trevor. Welcome. We were planning to move forward without you, so it's great that you're here. Um, okay. So, let's go ahead and get started. It's 7:01.

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Um, so we will start the Shootsbury School Committee meeting. Um, and uh the first thing, the first uh point of business is whether or not there's any public comments.

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>> I don't see anyone. Okay. So, let's move forward then. Um, the next item is regarding the uh perpetual calendar. Um, so I have

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put together um I've I've essentially rolled forward the perpetual calendar that Jeremy um was using and I have been updating some things as I'm learning more about like what things should be happening when. So I'm designating those

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in a blue font um whereas the existing things are in black. And so, um, I'll probably continue to make updates, but we can go through and talk in a little bit more detail

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about what we have for June. Um, so for June, the annual town report for the current fiscal year is supposed to be drafted. Um, and I had hoped to send that out a little bit, um, you know,

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like early June, but it ended up coming to you guys in mid June. Um, and that'll that'll continue to come out in June. And then for the budget, as um, Caitlyn previewed last meeting, there are some

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year-end budget adjustments that she's going to walk us through. Um, and so we'll vote on that. And then that's pretty much it that we have for June. Um, looking ahead to uh July, I do just want to touch on some of the things for July and August, just since we won't be

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meeting until September. Um, so for July um for the budget um office, they're going to be sharing us sharing the new fiscal year budget with us in July. Um, and then, um, Ann will start working on the family

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handbook. And then I'm I'm not sure if this is right, Anna, but like it says that we have superintendent evaluations and new goals for the Ammeris regional soup. Um, so those are some of the things for

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July. Um, and then in August it's saying approve the family handbook, but I don't know if I've ever seen that come through in August. Um, Anna, do you have a or Ann, excuse me, do you have a um

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a timeline for when you when you think you'll have the family handbook ready for the new school year? >> That sounds reasonable. I think the only thing that we're adding is the wellness um the the the wellness part. Shannon will definitely know more.

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>> Hey Shannon. >> Hello. So um well we don't meet in August so we won't be presenting. Um but I think September I think if Ann feels like that is um reasonable. The only the

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wellness policy will actually be a U28 policy. So just any procedures might be an addendum um once that's approved at JSC. >> Yep. >> So you could either approve it in September and then have to do an addendum or you could wait until October

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um and approve it. But the the wellness policy actually goes to JSC and then every school implements that embeds that in their handbook if that makes sense. >> Yeah, it makes sense. Um, I I I do like

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the idea of getting the the um family handbook in August if it's going to be ready and then Ann can just present it in September. It'll be like on the agenda for September. Um, and then um

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I don't know how we want to handle the wellness policy. I I wouldn't want to hold up the family handbook going out to families. Um, so I would I would my preference would be to have it as an addendum. >> When we're Oh, sorry, Ann. When we're

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looking at it, we may find that there's not a lot of changes anyway based on our current practices at Chesberry. So, it may not be a huge issue here anyway. So, I I would be okay with that if an can meet that timeline.

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>> I'm Yeah, I'm hopeful to be able to. the um the only thing that I was going to speak to about the the um the wellness policy is the is to mention to the families that the state is recommending the healthy safe food options for

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bringing in food. So it's just similar to what's served at school not to be bringing in a lot of things that have a lot of sugar and that's really the only difference. So, but barring anything else I don't know of that'll come over the summer that needs to be added or anything else that needs to be changed.

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But I agree, we do like to have that right available for uh the very beginning of school. So, can I ask how long do we have the severe allergen student?

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>> A long time. >> Okay. >> I don't want to like give too much information about this. >> No, that's fine. Um, so h are you still doing monthly birthday celebrations? >> Uh, it depends on the classroom and if

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we do it, it's in the cafeteria. We do have some teachers that do like um have the students bring in their favorite fruit or things like that that are some healthier options. But that is a that's an option. We haven't we haven't killed the cupcake yet. So, >> okay.

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>> I hate to even say this. I know >> that that cuz I feel like I'm going to open up a can of worms and I'm like bracing myself. >> The state is very clear about they want schools to go away from celebrations that involve food. >> They are very clear not because of our

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allergens. And it's really one of those things, right, that people want to hold on to with two hands because it has so much more and I recognize that than a food, right? It's it's the whole, you know, tradition and all of that. Um, so I'm sure that that's going to come up in

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the U28 because while um, and Caitlyn can speak to this, we had a lot of discussion about it in our wellness committee. Um, right now it is just a recommendation. I suspect at some point down the line, it will become a requirement for DESIE. So we're trying

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to get get people acclimated to a new tradition so that it's not so painful when it's a mandate. that for sharing that, Shannon. Um, all right. So, we'll look to receive the family handbook in August and um we'll

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approve it in September and then do the addendum in October for that. >> But we're not meeting in August, right? So, is that >> we're not meeting? Yeah. So, we'll the vote will be in September, but we, you know, we'll hopefully receive it in

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August so we can review it and then, you know, we'll vote on it in September. >> Is that is that something that we should reschedu for next year or is that a good timing? Sometimes Desessie surprises us and

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sends us things over the summer. So to send it out in the spring would be a little bit early. And also parents, at least I'll speak from my own experience with four kids in the spring, I'm not really reading with great attention to

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detail. Most things coming from the school, right? Because I'm just at that point in the year. Um and so I think we get um a little bit I think we hit parents in a better spot to share it in. And there's not usually parents who have been here a long time, handbooks don't

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change substantially from year to year. Um, >> I don't think we should send the handbook out any other like they that >> that should clearly go out at the beginning of school. I'm just wondering if the approval of the handbook should happen while school committee is

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actually in session and then if that's true then should we try to have it ready by next June as opposed to next August when we have to approve it when we're not really in session and then vote on it in September when theoretically

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it can't really be changed >> but anything can but changed but I do see your point. We could certainly put that on the perpetual calendar for >> I'm just asking. I'm not requesting. I'm just asking. >> No, it there's some there's some definite merit to that because then we

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would just be doing any addendums um that might come over the summer. So, I I don't have a problem with that. Um like I said, there's not always a lot of substantive change um from one year to another. So, I'm we could add that to

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the list for next June to have that ready for um school year 2728. I think that's where we'll be next year. That >> so I would check in with Ann and see how she feels about that and then the other school committee members how they feel about that because I don't want to

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>> I mean June's tough. I'm gonna be I'm be honest with you. June's really tough. I um and I and I just to to the to what Shannon was saying too when things come out over the summer. It's just nice to have it all, you know, ready to roll after knowing what the you know, we could always I think we could always

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approve a preliminary one and use that for incoming families that want to see it over the summer and then just be ready for any addendums that happen. So then maybe it'll just be a matter of approving the addendums going forward. that. >> Yeah. And just to be clear, I was

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thinking we would approve it in September. >> Um, but we would receive it in August, so we have time to review it ahead of that approval in September. So, um, if folks are okay with that, I've

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made that change on the perpetual calendar. So, um, instead of approving in August, we'll be approving in September. Um, all right. Uh, and then there's a mention of the regional handbook and then

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in September we'll begin capital planning. >> Wait, am I supposed to present or submit the regional handbook? >> I don't know. I've never done >> We can check policy. >> I don't remember doing it before, but

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I'm happy to do it. I just haven't haven't done it. >> Yeah, >> it is available on the website. >> Yeah. Yeah. Yeah. Let's let's check let's confirm on like what are if we have any policy around that. Like we

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likely don't, but um yeah, let's confirm because I mean the students that are in the regional school district, they're getting it from the school. like the students and the families are getting it from the schools. So I don't I wouldn't imagine >> we don't usually >> we don't usually do anything with the

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regional >> stuff. So it's kind of surprising to me that that's on our calendar >> um along with the regional budget like that's also >> a bit weird.

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I think it's more so like the um >> I usually submit a report that has all the that has all the information, but I don't even think I submit it to you guys. I think I submit it to the town.

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>> Yeah, I think these items for the regional school district are for the rep to keep like be aware of. I don't like I I don't think this is telling us that we as a school committee need to approve the regional handbook or the budget. I

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think it's more so just like this is what the regional rep can expect for the >> okay >> Ammerst. So um all right uh um so yeah for se just to wrap up

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September and then we'll move on with the agenda. Um there there's mention of an all boards meeting in September. Um I'm not really sure if that's when that happens. So I'll touch base with um Susie

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um on that. And then there's an open house in September, which sounds right, right, Ann? >> Yep. >> Um and then >> I can double check the date. Sometimes it's October, so I'll just double check the date. >> Okay. And then there's a school council

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election um in September and then school goals for the Amoris Regional um school district. And then I did put in here so um I was looking over the policies for

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um bullying prevention and there's an annual notice that's supposed to go out to families about um bullying prevention and intervention plan. it says in August um I guess to coincide with the start of

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the school year and then there's a a a every two-year review of the bullying prevention and intervention plan um at the union 28 level. Um so those are some things just to keep in

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mind. They're new. I didn't I I mean I of course read the policy but sometimes I don't always connect the dots. So, um, as I mentioned, I'll be updating the perpetual calendar with things as, um, as I see any updates needed.

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>> Yeah, the open house is October 1st. >> Okay. The bullying pol pre prevention and implementation plan is supposed to be updated every two years and it is supposed to incorporate um, community feedback or contribution.

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So I don't know exactly definitely the creation of the bullying prevention intervention plan was supposed to include involvement of the community and key stakeholder groups. Um but I don't

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know exactly how much community involvement is needed in the update or if maybe you could if it's only minor updates to the plan. You could do the minor updates and then have a hearing, a public hearing for community members to

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provide any additional feedback that they needed they felt was necessary, but I don't know exactly what the requirements are. >> Yeah, I I'll look into that. We use the state guidelines on that and we share it with stakeholders. Stakeholders don't make policy. the policy committee makes

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policy but we will there there is a process so we follow and it is on my list that it should be coming up for review with JSC this fall um >> but the the BPIP is not the policy it is the procedure >> I understand that

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>> but stakeholders don't write the procedure either >> no but their their input is supposed to be taken into account >> and it will be >> and Um, I'll just add like we can um hold time as part of the agenda. I mean,

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if it's going through the the the joint supervisory council once that once it's all set with that, we can make sure it's added to an agenda once it's gone through that and um make sure folks it it at least gets publicly posted. >> Absolutely.

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>> So folks can come and and learn more if they w want to. All right. Um, so typically we won't spend that much time on the perpetual calendar, but since we covered a few months, um, given that we won't be meeting again until September, um, it

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did go on a little longer, but, um, now on to the next item, which is warrants. So, I'll hand it over to Kaitlyn. >> All right. Thank you. We have five words, two accounts payable, three payroll

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for accounts payable, 3026 from June 9th for $21,778.30 and 3027 from June 23rd for $38,76.68. The three payroll warrants are 324, 325, and 326 or 324. For May 25th, $93,184887

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325 June 8th, um $92,28.74. And finally, 326 from June 19th for $95,37748. and no gifts or grants tonight. >> Thank you, Caitlyn.

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Uh so the next item is the approval of minutes for uh May May 21st, 2026. Can I get a motion? >> So moved. >> Second. >> Thank you.

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Um any discussion? All right, no discussion. Um, so um let's get a a vote. Um, uh, let's start with Katrina. We'll do alpha order. >> Makes so much sense. Catalano I,

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>> Herd, I, >> Jack, I, >> Lennon, I, >> Lancai. >> All right. unanimous. Thank you everybody. Um all right, so moving on to new

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business. Um the first item is regarding the 2026 to 2027 school committee meeting dates. Um is there any uh any discussion? Anything folks wanted to call out?

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Otherwise we can move on. Okay. All right. Um, so I will make sure that these get into my town um so that our calendar is reflective of the dates we're anticipating to meet.

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The next item is learning walks. So um Shannon um I know we had talked last time about um wanting to participate in learning walks to see all of the good instruction that's happening at the school. So um was hoping you

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could share a little bit more about what learning walks could look like. >> So I can and um talk a little bit more about um I actually reached out to the superintendent group about you know what is the role of learning walks um and and school committee to get some guidance

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around that. Um and so I I'm going to try to share my screen. I'm having an abundance of technical issues today. So Ann is ready to share it if I can not share mine. So bear with me one moment as I try. Oh, host the host. I need

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permission to share. >> All right, let me see. >> Shannon, do you want me to just do it so you can just present? >> That would be great if you if you have permission to share. Do you have permission to share? >> I have permission to share. >> That would be very helpful. Then I won't

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have to toggle between two screens. So I >> and then everyone disappears and then you feel like you're talking into the void >> and I'm like, "Oh, I can't read the room." I don't know if they're like waving their hand that they have questions. >> That would be great. >> Um, do I just have to hit refresh to get the permission?

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>> Um, hold on. Yes. Yeah, just hit refresh. I think I just allowed for folks to share screen. >> Perfect. All right. And And I will link both these presentations in your agenda so you can look back at

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them and maybe I'll might be the first time you're seeing it if we can't get it together. >> Stand by. It's coming. It's coming. It's coming. I promise. Um All right. I have to quit and re-enter. So, I'll be

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right back. >> Okay. Shannon, do you want me to I I think I had sent it to Ann before because I was >> But I can um sort of start talking a

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little bit through it. Um so so that we can be timely when when Ann comes uh back in. So a little bit about what is a learning walk. So we you hear that term a lot. We give feedback around it. And

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learning walks are they're instructional walkthroughs where they're short visits to classrooms. They're non-evaluative. um they're conducted by school and district leaders and the purpose is to um observe teaching and learning across

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multiple classrooms. So what we're really looking for it's not evaluative. What we're looking for is trends. Um the purpose is very clear around this. It's a a desi practice. Um it's a best practice and it's for the purpose of gathering information about instructional practices, student

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engagement, curriculum implementation and schoolwide trends. And it's really we have to be very clear that it is not evaluative. Oh, there she is. Yay. Um I think Annie might have gone too.

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Are you on the right? Yep, you are. Perfect. Um so what are we looking for when we go Oh, I did this one in. Sorry, we were impatient. Perfect. So how this typically walks at Shootsbury? What this looks like in practice is that um it is

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usually um not limited to but the principal, the superintendent. In our school, we have the curriculum coordinator and um the director of special education. So those are the four people that are typically going on it. We have

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on occasion had other principles going so that we can sort of get feedback with an outside lens around instructional practices. Um but typically it's the four those four people and sometimes um uh an additional principal. And some of

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the things that we're looking for, we have a a walkthrough tool. So it's the same tool every time so that we can gather some data that is reliable. Um and we're looking for things like are students actively engaged in learning and we have a rating sheet where we can

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rate um the level of engagement based on some indicators. um is the curriculum being implemented consistently? What instructional practices are being implemented in classrooms? How is school improvement efforts and PD showing up in the classroom? So, if we have been

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really focused on uh turn-and talk strategies in ELA, how how many classrooms are showing that um and what are we learning from those walks that will guide our future PD needs? you

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know, are are we identifying things that across the board we we need more support um for our teachers? You can go ahead, Ann. Um and so what do we do with that information? Will we monitor our curriculum effectiveness and needs? Um

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we identify strengths that can be used across all classrooms. So sometimes we will notice some exceptional um uh strategies and then we can leverage them across the building. Uh we recognize oh I'm finding some typos my apologies recognizing some trends uh and identify

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areas for additional support um ensure alignment across classrooms and uh school goals and gather evidence for school improvement plans and future planning. So I want to stress what they are not they're not evaluative. They're not guta

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visits for teachers. This is really about identifying are we using our PD effectively? do we have the right PD? How is curriculum um meeting the needs of staff and students? Um so they're not gutcha visits. We're not going in to say, "Oh, I knew they weren't using that

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curriculum." You know, that's not what the purpose is. Um and they're not discipline inspections. We're not going in to look at those sort of practices. Um and we're going to use it for resource allocation. Are we spending our money in the right ways that guide

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student um student growth? um when we're looking at we use a lot of that data to plan our professional development that's going to be upcoming. So um we really use that and we progress measure for overall student performance. Um and some

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of the data points what it looks like is um in seven of seven of eight classrooms we saw learning targets posted. So it's very broad. We don't identify it by um individual grade or teacher and it's

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really challenging in a small school because um in larger schools it's not as identified. Those trends are give a lot more um ambiguity around who the practice is. um in a oneclass um school,

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it can be challenging and it can be especially nerve-wracking for teachers um because if you say something is happening at a certain grade level, it's very clear who that is. And so um learning walks can be tricky and it really requires a lot of trust building.

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I will say my experience with the staff at Shootsbury, they are very reflective. Um they are looking at their own practice and they are engaged in that. that um we try to be careful when we're packaging that data so that we're not saying um identifying it by grade. We

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may say um two of three classrooms at the early childhood level which would right be prek and one. We might be packaging it that way um because we're trying to be very intentional that this is not an evaluative um classroom visit. There are evaluative

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classroom visits, right? That's just part of the the way it works. But learning walks are not that's not their purpose. It really is to identify overall building trends. You can go perfect. So school committee role um your role is around governments

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and governance and oversight. So school committee should be understanding how learning walks work and how they can support school improvement. Um, you should receive reports and that's something we can certainly add on schoolwide trends and the data from those walkthroughs. Ask questions about

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instructional improvement efforts. So, if we come and we share that um uh we're struggling with phmic awareness, you you might ask questions about that. Or if we're talking about learning targets posted um support resources needed for

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professional development, those are budgetary concerns which are your purview. um and monitor progress on the overall district strategic goals and student outcomes. So when Ann presents her stu school improvement plan, it should be aligned with some data. Um and

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one of the things um that we're going to be more focused on next year across all the schools is sharing some of that data so that you have an idea of well I see a school improvement plan, but what does that look like in classroom practice? Um Ann, you can go to the next. Oh uh

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questions. I I do want to clarify it is not appropriate for school committee members to be a part of the leadership walkth through um because it can feel evaluative and I I reached out to the superintendent

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group and said hey how do you do this with your school committee and um you know they were like you don't um they can be part of tours you can be a part of going in because you should be in the classrooms you should be seeing it in action. But when we are talking about

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um raiding classrooms because it especially in a one room school that is that is not where school committee members should be present. So I'm happy for the questions that I'm

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sure there are many of um and you can stop sharing and thank you for helping me with that. Go ahead, Katrina. >> Yeah, I'm just thinking back to the last school improvement plan that we looked at, and maybe this is because this is

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just my second year on committee, but is there kind of like room for information when we're getting presented with that plan for like where each improvement point is kind of like lined up with what something learned on these learning walks? I guess I'm just thinking since

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you know we're not really involved in the actual learning walk but we are receiving reports of it right and I do think that we should certainly be sharing more data than has probably been our practice around not just learning walks I want to be clear learning walks

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is just one data point right we have um learning walks we have benchmark data we have um you know anecdotal data that teachers are taking and all of that goes into Ann's um and her leadership team, you know, her instructional leadership

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team at her building level goes into where do we see the need for growth and then we get some state level data, right? I mean, >> not a fan of MCCAST, but that's data that we as a school um and we've been judged very well by it, right? But we

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are um that's some of the feedback we get. And for example, um, across the union schools last year when we got our MCCAST data and principles and superintendent and the rest of the leadership team, when we start getting that in in the early summer, we start

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looking at, okay, our students did really well on reading, but did they do really well in every subcategory? because sometimes we find the overall score may be great but we may have been really really strong at comprehension

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but much weaker in vocabulary development. So we try to really hone in on that and then make those um changes in practice or focus areas into the next um school improvement plan. So,

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um, learning walks are are part of that data and we can certainly share when Ann is doing her school improvement plan, she can share based on this data and we look at attendance data, discipline data, you know, all of those things um

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to form that plan. So, learning walks are just and they're valuable. Don't let me I I want to be clear, they're valuable, but they really are just one of the data points that guide those school improvement efforts. So I do think that we can do a better job of um

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sharing some of the instructional data. Um I think it's very easy for you know school committees to get caught up in all the things that are very important right like policies and budgets and all that. Um but you you do part of the policy is also instructional policy and

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so sharing that data so you maybe can have a better lens um when you're approving or not approving or asking for additions for the school improvement plan. Does that answer your question and sort of make sense? >> Yeah, totally. That's perfect. Yeah, I guess I it's just, you know, partially

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more not curiosity because obviously there's a point to the curiosity, but um just trying to understand the school improvement plan from the lens of like opportunities for improvement that have been identified um like in real time in the schools. That's all >> one year too. So it won't be like the

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first year of going back to the drawing board like end of a whole cycle of multiple years on that plan. So we just started a new one. So it'll be like updating it so we it won't be like reinventing the wheel every year. >> Okay, cool. Yeah, thanks. That's really helpful for understanding.

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>> One of the things this year that we're going to be talking about in leadership and Ann's going to get a little preview about this. We have a leadership retreat coming up, but I'm going to be asking um uh principles at their September meeting to give an overview to their school

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committee about now we have the MCCAST data even if it's not um not embargoed where we can share all the the little bitty details, right? We will have it as a district. And so sharing all of the data that we've gathered that will guide

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her improvement plan that she will present in October so that you have a month to kind of think about the data and say, "Okay, so they've identified writing was an area for growth." Well, they've told me that in September. I'm

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expecting that in the school improvement plan and is presenting some strategies for how she's going to raise that. Does that make sense with with her staff? Um, and so, um, we're going to do a data presentation that will include our our

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past year's data, benchmark data, um, which sometimes gives us more information and more accurate than MCCAST. MCCAST can be really stressful for students. Um, and it's a oneshot, right? um where when we have um uh teacher data

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around a student's skill development that is every week a dipstick you know where we're we're checking it that sometimes can be more accurate um learning walk data attendance data that sort of thing um discipline data so a a

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wider um presentation in September so that in October when the school committee when the school committees are presented the school improvement plan, you'll have that background knowledge already of looking back on the the preceding year. These were areas that we identified that were real strengths that

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we want to build upon. And these were areas where we need to allocate our resources whether that is and resources sometimes are not always right. It's not always financial. Sometimes it's it's um uh coaching and it's you know allocating

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more. Maybe we notice that there is attendance issues at certain grade levels and we want to um give some support to get kids in there. So it's it's not always when we look at data that drives the school improvement plan instruction is a huge piece of it, but

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so are all those other points about, you know, how many are there any office referrals? Are there bus incident reports? What does attendance look like? You know, all all of those things. Other questions, comments?

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I'm certainly open to the feedback and discussion. Um, I I think um I definitely recall in um a couple of other districts I've worked in there

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there being like learning walks and that school committee participates them participates in them and maybe we're not calling them learning walks like we're calling them something else but given that it's non-evaluative even to find,

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you know, to understand like trends that we're seeing. Um I I guess I'm a little surprised that you would recommend that school committee not be part of it. Um >> so I'm not I I would welcome the school

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committee to come in and tour the classrooms, but to sit in discussions with the leadership team and talk about trends, instructional trends. We're going to present you the data. It's it

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it is not appropriate for if we go in and we are saying wow we went into classroom X and they only had 25% of their kids and students engaged that could become an area that is not the school committee's purview and could

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become a a union issue for us to be frank um that you are then involved in raiding or having that input around a teacher and like I that I reached out to the superintendent group to get guidance. I said, "How do you cuz we have a group that meets every week. How

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do you do that?" And they said there's difference that they should not be part of the rating system because that is not the purview of the school committee. Now, if you find different information from your school committee um co you know, >> no, it was literally just about the walk. It wasn't about being involved in

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like the >> evaluative conversations that you have after. Like it's not about that. It's about I think us as a school committee having the opportunity to um come in and >> and we can schedule those where we >> and I think those are different and and

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maybe we're talking two different things. I think when you say learning walk to teachers they have a very clear they're coming in with a walkthrough tool. I'm going to hear you know on our focus area 60% of classrooms were doing this. Um but we can certainly arrange

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and we can maybe set up a couple of dates so that um you know everyone gets a chance where we can take a tour through the class and point out listen in our school improvement plan you heard about that we're working on implementing this writing strategy. This is what that

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looks like. So we can make those connections. But I I want to be clear not to use the term learning walk because I think if our teachers hear that it's going to create some angst in them about so now I'm not only having four administrators who are going through now I'm going to have six school

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committee members going through. Um but I think that they would welcome they're very proud of the things going on in Shootsbury Elementary as they should be. They have some really great stuff going on. um and they're very happy to share what they do. And so I think we could

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certainly um create a a structured school committee is going to walk through so that we can show them the um the focus areas that we have and what that looks like. I just we won't call it a learning walk um because it has very clear meaning to our teachers um and we

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won't use those rating tools um uh but we will and and I think it's important I think it's important for you to have that familiarity with what's going on um and and seeing those things in action. I I'll give you an example of um how excited they are. I came to the school

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um and joined um it was a Wednesday afternoon and I joined I tried to get to different buildings and I joined um in the library with an and they were talking about um ELA they were talking about writing I came in a little bit late I don't even know what the initial

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talk was and all of a sudden they were like well Shannon this is what it what we're talking about come out into the hall and I spent the next at least half hour in the hall where they were showing me student work and talking about look at this is what it looked like in

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September and here is the same student and they were genuinely so excited and so reflective they would welcome the opportunity to show that off because they're very proud of of their practice. Um but I want to be clear, we wouldn't be talking about um using our

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our walkthrough tool and that sort of thing with school committee members. We would be um we could certainly have a classroom uh school walkthrough where you can see those instructional things, but it would be much broader where we're talking about, you know, we're have a

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focus area on learning targets. You know, what is a learning target? We could point out, you know, that's a learning target. This is how it drives the instruction. And I think that that would be very beneficial for all of you. I think it would guide your understanding um of of the classroom

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things that you're asked to then allocate money to and um approve school improvement plans. So, I would welcome um the opportunity to schedule that with you and and and be able to to um facilitate that with an um but I don't

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want to use the term learning walk um because that's that's a not evaluative, but it is a data it's a data collection piece and that really should not involve school committee. >> You're going to make decisions based on the data. We just don't want you to be a

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part of the data gathering. That sounds good, Shannon. Um, I will just say that I did do a quick search and I found the Desi implementation guide for learning walks and and like they have a whole section about

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identifying team members who participate and school committee members is is one of the um members that they kind of identify as like people to consider in participating in learning walk. So um

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yeah I yeah but I yeah it's fine if you want to call it something else but yeah that sounds right that >> we can start I mean if I think if we start with that and we talk about um I think it would be really beneficial to do like maybe sometime if the school improvement plan right you're going to

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get data in September and in October you're going to get a school improvement plan perhaps in November right we're not hitting teachers right at the beginning of the year schedule an opportunity for you to come in and say this is that school improvement goal that we have.

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This is what it looks like in second grade. This is what it looks like in fifth grade. This, you know, so that you can have a picture. I think that might be a timeline that feels great. Um, and I can certainly get more um clarification. You know, Leah, we worked

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in in in Athel together at the same time and very often we and we were an underperforming district. We had a lot of learning walks with state people. School committee members would join us for those for the debrief. They did not

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join us typically for the classroom data gathering. They would just hear the data when we would talk about, you know, we went into classrooms and, you know, 40% of grades one and two had this or um but they weren't part of the discussions and

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rating if that makes sense. um that was typically done with the administrative team and in that case the team from um Department of Ed um but we can and if it doesn't meet what you're looking to get out of it then we can certainly have that discussion and um re-evaluate.

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>> No, I think that sounds right. I love um how um you're thinking about tying it into discussions about the school improvement plan. That sounds like a great way for us to >> So, if that sounds okay, I'll send out I'll as I'm doing my calendar planning

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for next year, we'll we'll try to schedule a couple of of opportunities in November. um because I know not everyone can make it on the same day, but um where you would be able to have that, you know, school school walkth through where we can talk about um the the

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school improvement plan and its its correlation in the classroom, how it's showing up in the classroom. >> Yeah, that sounds good. Um and maybe like one in the spring, like one in November and one in the spring or something. >> Sounds great. I think that's a great

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practice. And I I don't know if it's been done in the past here. I haven't been here that long. Um but I think that would be a great way to to implement it and we can can see how how that progresses and and hopefully also right it'd be great to have another one in the

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spring because then as you are in a position to be advocating for budgets and um talking about the needs of the school, it won't be a in theory thing. It you'll be able to say but let me tell you what that looked like in the classroom. Um, and I think that that

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would be a good plan if we could do November and then maybe like March. >> Anna, >> I just want to check to check in and make I think this this these kinds of tours would be really educational for

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school committee members, but I also don't want to disrupt the school day too much. And so I think dragging a group of six people through the school all at the same time would be horrendously disruptive. And so I would

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definitely want to weigh the the pros and cons of multiple smaller groups with a smaller number of bigger groups and just sort of figure out what the ideal would be just to not impose. And I think

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in fairness, um, we I would want to meet with teachers and consult with them and and let them know like here's the purpose of what school committee wants to do. This is really putting them in a better um building their understanding so they can be better advocates for you.

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Um, and so what feels better would you prefer? like we could have two small groups going around on one day that sort of, you know, I could lead one group, Ann could lead one group and just get it over. But I would like to get teacher input around um, you know, they're professionals. They will welcome you

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into their classroom, but what feels um, because it will be a new practice and I think that we should be mindful of that um, and and talk with them about here's the purpose, here's the rationale behind it, what feels best to you. two small groups, one day, two days, you know, and

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and get their input around that because at the end of the day, they're the ones that are are managing and hosting us. >> And >> I think just the switch of calling it a tour sounds really great. And I think because the walkthrough tool that we're

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going to be using and implementing is new as well and it can really be anxiety producing. And I appreciate you recognizing that, Anna, that um six adults in the classroom with clipboards is a very it kind of ramps up the stress. And we do have some students that would love to perform for you under that kind of pressure, having a new

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audience, which might not look great. So, um to speak to that, I would love to do something like um in the past, I've heard people call it the pineapple where we could we could say as part of our school improvement plan, we're looking at the study of morphology. Is there a lesson time that you're doing this

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specific trade or this skill or you're working on your writing skills that you would invite us in? And then um you know, we're planning on having a group of people on this date and that date and then keep it brief, keep it positive, smile at the children. You know, you can you could ask kids what they're doing if

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they're if they're you know, engaged in an activity. We can totally talk about all of those things. And um I would also suggest meeting with a small group of teachers with we have an ILT an instructional leadership team with you beforehand to kind of really talk about how it is not evaluative we are

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welcoming you in we are hosting you we'd love to show off what we know because definitely by November routine should be really solidly in place and also under under reassuring them that they understand if a student's having a bad day or there's something that um some that might need their their full

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attention. So, and I think um beyond that, when you're talking about in the community, if it's a, you know, a positive experience, I think that that will be really helpful. >> Anything else regarding school tours? All right.

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Okay. So, let's um move on to the um Desi updates on time out and seclusion. So, but I know that's with you as well, Shannon. >> Sure. Yes, it is. And I had another sheet with just some talking points. I

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don't know if you can share that. >> I sure can. I'm just bringing that that link up >> and I will link all of these. I'm going to correct that. I must I was very tired when I was finishing the last one because I'm like, "Oh goodness, I only caught like two and then I'm like, wait

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a minute." >> I know. I was thinking my I wasn't going to throw you under the bus, but I'm like, "I did have a proof read." >> You did. You did. I sent notes. I'm like, "Oh, I'd love on slide three." >> Oh, good. >> It's coming. It's coming. Um I have the learning walk one and there we go.

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This is a much shorter one. I I can just >> It's a one pager. >> A one pager. >> All right. And I just have to sh Okay. Can you see it? I can I cannot see it. Hold on. Oh, there we are. Sorry about that. I

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closed it myself. So, um, in Desie, and this is something we've talked about before, Desi um had some changes to, um, timeout policies. They went they were voted on this past school year. They

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take they go into effect in August. for Shootsbury. To be perfectly frank, this is not um something that we were worried about or really to be honest concerned about because although the regulation changed, we do not have a timeout space.

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Um many schools have um uh spaces where um students um leave the classroom either um of their own self-regulation that that is is part of their strategies where they leave or they are

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um directed to the timeout room um or and they call it a number of different things um either by teachers or administrators. it at Shootsbury when this came through this and to be frank across the Union 28 schools people

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weren't really that concerned because we don't have those spaces necessarily but just as school committee members to keep you informed about you know what are those changes and and how did that happen um what the state found and they

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got a lot of feedback is that um uh many schools were using these seclusion spaces in a way that Desi felt was either um had the the tendency to be not transparent

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um or not consistent in how they were implemented. Um and there were reports and and that you know students would be disregulated and go to these rooms and never to return to to class and spending far more time in seclusion. And that

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doesn't mean that they were necessarily um you know agitated or always in a high state of dysregulation, but they were not in their general ed classroom for large amounts of time. And Desi had some concerns based on complaints about

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recordkeeping for that parent parental notification and the time that students were spending out of the classroom. So they passed some uh some changes. Um and so what was this new guidance? One of the thing is that they had we had to be

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very clear in the language of exactly what is a timeout. Um and so that had to be really spelled out for parents. I think um as parents, we probably all with our toddlers have used timeout periods, but it's something very de different in a school. So, Desessie

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defines timeout as it's a behavioral support strategy in which the student is separated from their peers. Um, as I said, sometimes by choice and sometimes by staff direction for the purpose typically of calming and regaining some self-control and some regulation. Um,

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and so that's the definition. Um and what Desi really was um asking districts to review their policies and review their practices in their buildings about are we clear about what time timeout is and how that can be different than

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seclusion. Um and that they had to update those um policies um and procedures. um some of the things and and having worked in a number of schools that are um have I've worked in schools

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I've been a principal in a school that had a timeout space and when I was reading the regulations it was still a little mindblowing to me that I'm like that's a like I've had timeout spaces and you have to make that a regulation everybody's not just doing that but

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apparently they were not. Um, so some of the things that have to happen now if you do have a timeout space, which we don't, um, is that you have to make sure that the student um is, um, not alone in the space, um, that they're continuously

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supervised by staff. um that the spaces that they're going to have to meet um safety regulations, that these are not um spaces that are um not well cared for, right? It's it's it's supposed to

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be a space that students can go to um work on those strategies of regulation. Um and it should just like other learning spaces, it should be safe and it should be clean and it should um be welcoming. Um and um that it is not a

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place where students can go and that they have to spend uh uh you know you you're disregulated and you go to the timeout space and you spend the whole morning there. Um that staff have to observe them. The timeout has to end when the student has regained control and says I'm ready to go back. We don't,

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you know, the practice cannot be, well, you're gonna sit for another half hour because you were so disregulated because then that becomes, it becomes more of a punishment than a behavioral strategy. And really, timeout spaces are supposed to be a behavioral strategy. Um, that

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there is um recordkeeping um for when students are in, when students are out um and that there's administrative oversight. So if we have a student um that was in a space like that for more than 30 minutes um

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administration has to be aware. Um we have small schools so we probably can't even fathom what that looks like in a big school but you know I in big schools it is very easy for the principal not to know necessarily um what is happening every minute or every time a student is

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um uh disregulated. Um, the revised regulations don't prohibit the use of a timeout space. They just really have been designed to tighten and increase transparency and consistency with how does that behavioral intervention

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implemented across the Commonwealth. So, we don't have that space, but that's sort of a a quick primer for you about when you hear that in school committee circles around um these timeout changes. I would imagine in some lar larger districts this change really did require

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some review of policy, review of the spaces where students are going. Um it's just not the case here at Shootsbury. Anna. >> So I think so there's this been a a huge discussion of this in Ammerst and um

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then by association the region and I I feel like this presentation blurs the line the line between seclusion and timeout a little bit more

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than it should. And um I think I would define time out as a as a specific space, but that space can be in the classroom. It doesn't have to be a separate room. It can just be a little

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bit away from the other children so they can like do their own thing while everybody else is doing their thing. >> Um and it is a place from which that student can leave freely. That's the most important part there. That student

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is never restricted from leaving that place. The timeout place is a place from which there is no required stay. Whereas seclusion is you prevent the student from leaving.

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There's no door. You can't lock them into a room, but you can stand in the doorway and say, "Please don't leave right now. you need to calm down before I can let you leave the room. And you can

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only use this type of restriction in extreme emergencies where there's an immediate threat of physical harm. And that's the new restriction. I think that's generally been the case in Massachusetts, but it's very clearly

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stated in this updated regulation that this is prohibited except in extreme emergencies of um >> the seclusion is still prohibited. >> Yes. But I feel like this up to like restraint and seclusion that extend

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beyond 30 minutes have these extra I have never heard of time out extending past 30 minutes needing extra approvals because the student can leave at any point with timeout.

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>> But timeout sometimes in some districts is not done in the classroom. What I'm saying is the time out >> to be qualified as time out and not seclusion. The student can leave at any time.

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>> Correct. >> So no one is no one is telling them you cannot leave the the timeout room because if they tell them that they cannot leave the timeout room that's seclusion. >> Correct. But that the the problem is that that has not been the consistent

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practice which is why like I said it doesn't pertain to us at Shootsbury but that is why there is this updated policy because it is not been consistent across the Commonwealth and there are um >> many times districts would be calling

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and that's why they have to now have a very clear definition for parents around that because um there's been practice where um students are sent to a sensory room and

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schools are are using the language of time out but the student is not allowed to leave and so it is in fact seclusion and so that's why I talk about being very clear about what those definitions are um we don't have a separate space like that here right so um it it's not

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something that's going to impact our daily practice here at Chesberry um but I think having that clarity that was not um it's not been a consistent um practice across the Commonwealth. Um but students still even if they're able to

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leave that space, they really still shouldn't be spending 30 minutes out of a classroom if they're regulated. Um even if they're not being blocked, but I'm, you know, they're out of the classroom. That is still something we want an administrator to know that this student was disregulated and went on

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their own and they can leave whenever they want, but they're still isolated from their peers. whether it's selfisolation or not, they're still separate from their peers. That's not the goal of what we want in an inclusive school. So, it's still important that if a child is whether self- selecting to be

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secluded or in timeout, um we still want administrators to know because we want strategies to support that student going back and and and learning with his peers. Are there any other questions regarding this update or or can we move on the

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agenda? Okay. All right. So, um, what >> I think I'm up again. >> Yeah, >> that's okay. My superintend Thanks, Shannon. >> Hi, Nate. Matt, uh, Nate and Matt

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Foster, Caitlyn and I met with members of the town um, municipality. We met with the town manager, members of the finance committee, and and I don't know if Nate's going to talk about this in in his update, so I won't uh steal his thunder. Um, but we are trying to have

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some open um dialogue with the town and uh around capital improvements, and that really has become a full-time job to Nate. So, while we're in a full in the full committee, I'm going to give him a shout out that I'm sure he did not anticipate um when he said, "Sure, I'll

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be the capital planning liaison that he was going to be um thrown in with as many projects as we have going on as we do." Um some Union 28. Oh, and on SCES update, if you I'm sure some of you were

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able to go to the um all school play, it was just a delight. um I was a evening well spent and if you did not go I encourage you to come to the next one because it was such um the staff did a wonderful job, the kids did a wonderful

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job and it really was such a community building activity. It really was was fantastic. Um some Union 28 updates. Um we are beginning the transfer of our services. We have a new um technology vendor um Twin Lakes who will be our new

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vendor as of July 1, but they've already been um at every school and meeting with all of the um uh U28 staff to make sure that's a smooth transition. I've already

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gotten my first discussion about my password security is not good and so um they've been great already. Um, so that will be taking place. Um, I finished year two of the new superintendent induction program. It's a three-year

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program, but the next year is more of a uh a cohort and problem of practice um uh format. It's been really great. I I'm very glad that it was part of my contract. It has allowed me to create a

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network of of superintendents who um are sort of doing the same thing. Um but they've also created a it lots of opportunity for for learning. Um and so um really a great a great program. Um

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Irving Elementary hosted the unionwide uh learning on the move uh two Sundays ago. Um principal an was there. Every principal from all of the union schools was there. Our director of curriculum, our director of student support. a great

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event uh led by uh Gileian and um Breida from the Children's Network. Um but that's the name is changing. I can't remember what the new name is, but uh it was sort of just a great community event. They had lots of vendors from uh

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Hampshire and Franklin County area that are um really geared towards young children. Um lots of stations with great ideas for summer activities. And the best part was the like touch a truck activity. They had, you know, logging trucks and police trucks and fire trucks

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and ambulance. And at one point the state police helicopter flew over, did a flyby, which was the highlight, let me be clear, for adults and children because they used their siren. I didn't even know the helicopters had a siren.

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It was so cool. Um, but uh and then there was a great puppet show. So, it was a really great event on a Sunday um uh morning and um you know it was uh a great resource for everyone. Um and budget updates. Um

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I have uh reached out um Ann has asked me about we had um some money from Aaron Saunders uh not from Aaron Saunders but that he had helped earmark uh for a curriculum update and ever ever fiscally

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managing your money. She's like when are we getting that money? When are we getting that money? Um it is it is gone through the process and just waiting for the governor's um signature. So, uh I spoke with Sarah from uh Representative Saunders's office and we will she will keep me updated about when that happens.

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Um and we are still waiting for um the budget committee reviews. I mean July 1st is coming up quickly um to uh find out what are um where they will settle because the House budget, the Senate budget, and the governor's budget were

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all a little bit different. So now they're negotiating on where that landing spot will be. Um, and that's my very short report. Um, I don't know if anyone has any questions. >> And I do have one last reminder. The superintendent's office and the office

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of uh, director of student support are moving to Irving. I mentioned that in the JSC um, just space-wise and being able to be more efficient to have us all in the same same area. And that will be taking place um July 1st and 2nd. That

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move will be happening. Anna, >> I don't have a question. I just wanted to plus one on your um information about the budget committee hearings. Um Joanne Commerford sent out an email um saying

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please write. So I would say everybody please do what Joanne Commerford asked you to do. write that list of people and say, "Please do all of these things that Joanne is asking you to do." Because every person that writes um adds weight

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to the request and adds evidence for Joanne to say, "All of my constituents are saying they want this and so please do it." >> Thank you. All right. Uh, so next up we have uh the director of finance and

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operations. So Caitlyn, >> hello. So I'm going to be hopefully quicker. Um, I'm not sure if I can share my screen. Uh, if I can. Well, actually, >> you should be able to. I made it so that everyone can share.

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>> Oh, I think you have to log out. If you share it to me, I can share it. >> I think Hang on. Mega. Oh, wait. There we are. So, the expenditure report. Can everyone see it now?

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>> Great. >> So, this has been um a challenging but good for good year for us. We got some extra money and circuit breaker extraordinary relief which really helped us out of some of our struggles. And um

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what you're seeing anything in pink again is the salaries and we had some savings some places especially with um you know the inclusion specialist which we did not need to hire would not need to use ours

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for because we had that in house. And um then the ones in kind of grayish purple are the union 28 salaries manually encumbered. And right now it looks like

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with everything that we um everything that we can anticipate, but a lot of other things often come up. We don't know what's you know what jamrog bills we're going to get in in the last two weeks. Uh but we are right now

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what we have at the moment with what we know is not going to will be used is $92,246.52. So, this has been a very um comfortable spring for me that I don't have to Ann's been a great steward of the budget and

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we've kept to it and we've managed to get out of a lot of uncertainties. So, uh the expenditure report looks very good right now. And then the next thing which I'm going to is new. Um,

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can you see the one that says food serves at the top left? Okay. I'm not sure how it like with Google Meet you have to push a button to get it shared to a different tab, but great. So, this is what I'd like to do for uh for each

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school year is to keep track of it month by month because you probably don't know a lot about our our revolving accounts. They are all tracked. We do all of our expenditures, reimbursements, everything, our revenues through uh

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through I visions, but it's unless you are in the job of business manager or director of finance, they're really hard to understand with the reports they spit out. So, what I'd like to do is provide

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you with a look at our revolving accounts that is um much more user friendly. And if you've got things that you look at that you're not understanding, let me know. I will adjust them if they're um things that

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you can tell me that you would like to see. You know, I I'm always open. This is brand new. But um so for our food service revolving account, here's where we started at $2,290.

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The salaries are in this line month over month. And then we pay ma uh meals tax state of Massachusetts for adult meals. Here's our food and supplies

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and our equipment and um other fees. And then the monthly expenses. So the expenses ca this year came in at $105,4153. The revenues state and federal tracked monthtomonth vary. Sometimes you

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know there's one that is really low. That's because it probably didn't um the the time frame that it got received and then given back to us and recorded. That's why the next month is pretty high.

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But the revenues were are projected because I have we don't know what we're going to get in in June exactly because June's still going on at 82,77942 which puts us at a deficit for the food service Republican count. This is the

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fourth of four school committees that I've brought this to um with all of their own food service accounts right now and all of them have a deficit and all of them need to transfer the money that we've already budgeted to transfer.

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Running a very very small food service program is fiscally um difficult. So, we have to subsidize it with money from from our

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operating budget. We budget I think $10,000, but we have the money in our budget. And even with the spreadsheet I showed you with our expenditure report had this $20,000 for the food service line going

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into the revolving account. So, what I'd like to ask the school committee to do and you can wait until after I've gone through all of the other accounts because that will um give you some time to think about it and then have any questions that you want me to answer is

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to transfer $20,000 from the food service line the operating budget to the food service revolving account. The next account and shoot has a lot of accounts there. There are many more evolving accounts than some of the other schools. We have the afterchool account

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which has grown a lot this year and you must have had a very busy year in after school uh because we've had a lot in revenues. >> And you know what else too? The um the clubs starting the enrichment clubs. >> Okay. Our

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school choice had declined by 15,000 from this 175 to 160. We knew it was going to happen because every time we budget for a certain amount, our next school choice, uh revenue from the state comes in lower. So, we're always a year

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behind getting to where we need to be to be able to use uh fewer school choice dollars. But 160 we're still in a good place for now and we've reduced the amount that we're uh going to use for the operating budget uh

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next year. So we're we're on track. Early childhood increased by a lot. >> Mhm. >> Did you have a big preschool bump? We had a giant preschool bump and we have another one coming for next year as well which is great. Keep it going

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Shootsberry. It's great to have grow these big numbers and we welcome all the students that we have and um yes so that is definitely something to keep in mind. Student activity stayed about the same

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for these kind of accounts. I like them to stay about the same. We're spending what we're getting in. So any uh student activity expenditures on for field trips for transportation, we know we're getting back.

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PTO has been incredibly supportive and their um their fundraising efforts have definitely gone right to more enriching activities and having special guests that come in and artists and residents. We've been so fortunate to have their support. They really they are the

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biggest hustlers. They're they're awesome. And there might be one in this room right now. I see one. So very helpful. Our building use account. We had one uh expenditure for supplies and materials.

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No revenue. Um I don't know if that's an account that are we are we charging building use fees an very very very minimal because most of the people that use the town are from use the building are from the town. So we're not charging ourselves to have meetings and that sort

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of thing. So, um that account was really I think when the when the um when the curtain I know I hate to even bring it up, but when the the curtain gets um gets replaced and we can open it up for pickle ball again, that might be an account that um that a place that has revenue that goes into it, but um that's

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very nominal, too. That's not much of a charge. That's something we can also look at because I know there's other schools that charge a lot more than what we charge for renting out spaces, but um if it's for our own people in our own town, we really want to make sure we keep it affordable and um basically pay

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the staff that are cleaning it or making sure that the doors open and that sort of thing. So, >> uh I'm going to be honest, last three I know very little about. Um the library counts. >> Yep. That's all the book money that goes right in. So, it's um the school when

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they have a book a book um a book fair, they the money goes through there and our librarian has access to the Ingram account, which is an unbelievable resource that helps us get all of our books, even library bound, at a real a

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real cost savings to us. So, that's how she's able to get all of the MCBA books that come out to make sure they're ready hot off the presses for students and really keeps that love of reading alive, which um our our students are such avid readers. And I I know a lot of that has

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to do with her passion for making sure they have high quality reading material that really interests them. >> And that makes sense if you did you recently have a book fair? >> Um we Yes. Yeah. But I think it takes a little while for the money to go in. It

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does. Yeah, that's what I'm thinking about is that when after the expenditures are done, then we get the revenues and um later on. So, and then we have instrumental music about the same, a little bit more. And Moose on the move.

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>> You got it. >> Caitlyn had a question. I was just gonna I was just going to say that when I was on the PTO, the PTO gave the librarian like $500 to contribute to the library revolving fund to buy the MCBA books. I don't know if the PTO is

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still doing Okay. Yeah, >> they are. They are. Yes, definitely. It's a such a huge help. And they also have a classroom aotment and um specialist a lotment. So, >> yes. >> So helpful. Yes. So, if uh those are all of our revolving

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accounts that are active used, um if there are there any questions about any of them before I move to um ask you to move for a a vote on the food service account transfer. >> I move to move $20,000 from the food

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service operating budget to the food service revolving fund. >> Second. Second. >> All right. All those in favor start with Katrina >> Adelan. I heard I >> I sorry.

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>> Long co I >> All right. Unanimous. So that passes Caitlyn. Thank you. >> Thank you very much. >> All right. Um, and we'll move on to the principal's report. Ann. >> Okay, great. Thank you. I just want to

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um continue my thank yous with Caitlyn for being so well-versed in um the money and the budget and she supports whackadoodle ideas that I have and finds ways to make it happen and I greatly appreciate it. And there are times when I the poor woman just comes in the building to drop something off and I'm

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just say, "Oh my gosh, Caitlyn, can I have a minute?" She knows it's never a minute and it's always like 900 things coming at her at once, but she does such a great job of really making sure that I understand how to how the Envisions works and how the the budgeting works. And um it's been been absolutely incredible because we are both really

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passionate about making sure that um we can afford great things for this for students and make sure that we are we're we're coming in. Also, a giant thank you to Nate. Nate, if I had a hat, it would be off. You are so incredible with all

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the support that you've been that you've been giving Shootsberry and just knowing all the pieces and how to put it together and how to keep people on top of deadlines and budgets and you've meet all the strangers telling us all about for everything from sidewalk asphalt to the geothermal. Like you've been just

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absolutely incredible. My hat is off. And also um Nate took the took us up on the invitation for joining us for the sixth grade student portfolios and it was so welcomed and your feedback was just so kind and considerate and if you're new to Shootsbury the sixth

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graders do a whole like life in their in this school review of what their time has been like at school and they give you the highs and the lows and their um learnings who they are as a learner and what their what their best memories are and it was just So great to to see you

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there. I encourage um a lot of you to we'll get those dates early to you so we can we can get some more um some more representation in there because it really I think will help you reassure yourself why you do this work and why you hang out with us on these um on these nights. So again, thank you. That

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was really um really welcomed. And um I've gotten to see Shannon a lot because she's been so incredibly supportive. And thank you Shannon. Um you attended our music concerts. you um just had the pleasure of getting to see our students and honestly like as as a former

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trombonist I can tell you it is not pretty at the beginning. Mr. Cortina has taken over band instruction and students are able to get lessons during the day just the same way that they are with string instruments and um we had the pleasure of hosting two concerts. So one

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concert was the classic strings um that Mr. um I'm blanking on his name because I always call him by his first name. Oh my gosh, who can help me? strings. It was our last day of school. My brain is tired. Oh my gosh. Who's got who's helping me out here?

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>> Um >> Mr. uh >> Peely. Mr. Peely. >> Mr. Peely. >> Peely. >> And his mom. His mom who was the teacher before the strings teacher. She um was also there to support. She accompanies him. And they do such a beautiful job of um of with the strings concert. It's

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incredible what they're able to learn in such a short amount of time. And then Mr. Cortina hosted a band night that incorporated a chorus which was great to have our chorus singing and um they did some some great pieces and just the the growth in the music that they've that

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they've learned is incredible. So we're hopeful hope hopefully um going to get a lot of support for students in the future to continue that that learning and we're really hopeful that we're planting lifelong seeds for the kids to continue that. Um, as as Shannon mentioned, um, B Be Bop with Asop really

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highlights the musical talents and the acting talents and just again another thing of just absolute magic when you see the first couple of rehearsals and you think this is going to be something. But they really work so hard in learning their parts and the community outreach

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of making the costumes. If you ever see anything in our Roadtown news that's that invites you to be part of this community in a different way, take advantage of it. It's absolutely incredible what what they were able to do. Um, and we're all arguing about the tree that your your wife made, Nate, about where that's going to live. So,

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um, if that's missing, it's in my office. Um, so don't tell Matt because he also wants it. the um it was really great too because uh usually on the MCAST they ask a question about an ASOP fable that not everybody ever really gets to and our kids have such an

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intricate knowledge right now they are using the phrases that they learned you know don't cry over spilled milk and they really just uh so it's kind of like a secret to getting a getting an MCAST question maybe now or in the future correct but they uh they did such a great job they really brought their aame

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and um Phoebe Hazard directed it and Mr. Mr. Cortino was the music behind it and they're such a dynamo. They were really able to get students over stage fright and just all of those other parts that you don't always get to see that are in the embedded in the standards where like

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the reading, being able to um act something out and being able to um develop your voice as as a reader and an actor was just really well time well spent. And it's always tricky at the end of the year, too, because just as they're they're starting to get ready for the summer, it was great. the

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weather cooperated and kept it nice and cold and rainy and dark right as the kids were practicing in the at the end of May into June. That was really great. Um we had so many great field trips and we have a lot of um field trips that our PTO has helped us support. The um fourth

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grade went to the Vineski Museum. Fifth grade went to the East Metobrook and the UMass environmental the conservation labs. the um third third and fourth grade went to visit Smith College at the museum of art in the botan botanical gardens. That was incredible. We had a

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huge um subsidy to help towards the bus cost. We had the um sixth grade classic trip to Boston, the Freedom Trail in Quincy Market. The students had a really great time in that trip as well. And today we celebrated our 180th day as we um do in in Shootsbury Elementary School

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classic style. We wrapped it up with an all school assembly. We began every meeting the same way, reestablishing our our our values that we choose safety, choose respect, choose responsibility, and choose love. And as we say it together as a community, I added today,

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we recognize that we are saying this for the last time with some of our friends and gave all the students that are going to different schools next year and to our sixth graders and any staff members that are that are doing something different, gave a nice round of applause to really recognize that. Uh, Miss L

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celebrated our top library patrons. And now I got to be honest, these kids really are reading these books. I It is absolutely amazing. We had kids in the 100 club, the 150 club, and not three kids, like a lot of kids. We had students in the 200 and the 250 club of

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how many books they read. Um, so, uh, we also had one very special award, a first time ever award that went to a a young student in sixth grade, Archie, for a lifetime achievement award of over a thousand books. He absolutely devours

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books by the bag full all the time. He really does read them all. Um, we'll greatly miss him. We also recognize Jen Manino. A lot of you know her. She's a Shootsbury Elementary School legend. She was a PAR professional that was recognized by staff, students, and families in her nomination for the MTA

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power professional of the year award. She has served the community for well over a decade. And with her kind support, she mentors new people as they're coming in, any staff members. She's always ready to lend a an a technique and outside of the box sort of solution to a student that might be

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struggling. And she is really a top relationship builder. She is um one of the presidents of the union and really helps people come together and is very kind and about about um helping support any staff. So, uh that was great to um

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to really to recognize her. We also um we recognize that students to never miss school, to have perfect attendance is really incredibly difficult. We're not trying to say you should never be out. Oh, you only have the sniffles. We we're not like that. We really want to make

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sure if students are sick or they have something special that we are recognizing that. But we did have an opportunity to celebrate students that um we were recognized by the state two years ago about really turning around having a high absentee to a very low

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absentee percentage. And um we did talk we talk about it every month and we honor the student with the award of the golden basketball that was signed by the Celtics and it goes around the school. So, if you hear about that basketball traveling, that's what it is. It's the um classes are always kind of in a

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little competition for coming to school as much as possible. So, they get the the ball. Um the ball landed in kindergarten today. So, they they rising kindergarten. Our first graders are going to start the year off with the golden basketball. And it's a very big very big honor. So, um we were also able

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to rep um to recognize three students that had perfect attendance. Again, we reiterated we're we are very we're in awe of that. That is not an expectation. We're so we're so glad that um the stomach's things have avoided you and you know any other reasons that you

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would be absent. But um I think just keeping it positive and not you know not negative has been really helpful in in uh our getting such low absences this year. Uh we also continued the tradition of the notebooks. If you're not familiar with that, at the beginning of the year,

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sixth graders give notebooks to the kindergarten students for them to use to journal in and whatever they can write down whatever their um sort of hopes and dreams are and they can do different pictures. It's um completely for their use of that at their discretion. And

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then on the last day of school, the last assembly, the sixth graders return the favor with um brand new notebooks for the excuse me, the kindergarten give notebooks to the to the sixth graders. So that was a a great tradition and um all throughout the year they've been buddies. So it was really cute to see them giving their giving their little

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hugs and they were just uh it was really nice to see. Um so I just wanted to uh let you know a little bit more about how we wrapped up the end of the school year and if anybody has any questions or if I forgot to do anything just feel free to

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let me know. Um, and I just wanted to ask about the um principal report. Um, the one that's in the agenda looks like May when I open it. Um, so if

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>> Oh, they didn't give you the June one. >> I'm not seeing >> I can I can re I can share it to your email. Sure. >> Okay. Thank you. >> Yeah, absolutely. >> I will have send Robin that link. We'll update it on your agenda so that you can access it too. That might easiest save

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you from emailing everyone. >> Oh, all right. Thank you. >> All right. Um, so let's move on to capital projects and building process. So I'll hand it over to Nate. >> All right. Um,

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so thank you uh very much for those kind words, Shannon and an uh appreciate that. Um on June 10th we met this seems to be our annual uh town administrator meeting. We met last year um on June

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10th to talk about Jamrod bills and oil tank and uh we're back at it the other week. Uh we met uh to talk about the parking lot and just to try to get everybody on the same page with um all the stuff that's happening with the oil

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tank, uh the water suppression tank, uh potential sidewalk repair. Um I was hoping that Michael Decara Day and Frank McInn uh from the buildings committee and ECAC

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um would be there. Um, but they got their signals crossed and came in uh afterwards and um we met them in the parking lot and talked a little bit and I think they that uh Michael was able to talk to Shannon and Ann a little bit

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about the ground source heat pump plan. Um that seems to be like a pretty fastm moving grant proposal um that may looking at like a a 2028 potential um

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potential uh yeah start groundbreaking. Um so that would there was a lot of talk about that happening and um doing that would help pay for a um the repair that would be done in the parking lot. So, it

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would help pay for the repaving of the parking lot. So, that's kind of an exciting thing. We got um the Johnson's paving um which came uh they came on June 3rd, I believe, uh to do a a bid.

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Um they came in with their um sidewalk repair at 34,000. Um and we just got a email from Haley, the town administrator. um about that and wanting to

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um kind of put off the sidewalk repair to wait to get the survey done from Burkshare Design Group and I just wanted to present that to you guys before I responded. It's it's been a couple days. I've been waiting to know exactly what

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we kind of feel about that um before I responded. So, that's something I'd like to get um some feedback on. And if you want me to explain it more, we can I can I can go into detail about that. Um coming up uh next June on June

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24th, I believe that's Wednesday. Um, there is a site visit from Zack Jenkins who is uh from the Mass Department of Energy Resources and I believe he wants to review the lighting

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parking lot lighting. So, that's a step in the right direction as well. I may be able to attend that meeting. I might be out of town um that day. Um, other than that, I think things are

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getting um moving forward. Um, again, I I'd like to get your guys' feedback on the sidewalk repair um and whether we should that hopefully that survey will be done this summer, July 1st. The money $15,000 will be

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coming out of the town budget and will be available for Berkshire Design Group to come and do their survey. So I assume that they would come quickly after that and so hopefully we will get that um information and have a better idea of

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what a repair would look like. Um so yeah, any feedback on that? Any thoughts on that wait wait wait wait waiting period or should we push back and say no we need this stuff this sidewalk repaired

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regardless of what the survey entails >> and Nate the survey is for more than just the sidewalk right it's for like a is the um parking lot and everything too like what's

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>> it would be it would be and it would also include I think Haley was um concerned about ADA a compliance. Um, so that survey would look at all the ADA issues with the parking lot and sidewalks, so we'd have a better plan.

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Um, so, you know, I'm, you know, I can kind of go both see both ways. Uh, I do kind of see that that there is a deteriorating concrete um sidewalk that needs repair ASAP. Um,

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and if we wait to uh get the Bergkshare Design Group survey, you know, we're looking at school year in September and that's not going to happen. You know, it's not going to happen. There's also some discrepancy whether even the $24,000

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funds that we thought was available is available. Haley didn't seem to know about that money. So, she's looking into that and making sure that that is there. She's going to talk to Gail, our town treasurer. Um, but it was great to get

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AJ from the uh finance committee on board with all these things and really discuss it. I think we really talked it through and really got on the same page on a lot of these things. Um it was very

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positive thought positive meeting. Um Susie has a question. >> Um I coming late to the game. AJ gave me an update of the meeting and when the word sidewalk repair has been talked

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about. I know that the east um entrance has the um rubble for con uh concrete. When um this company gave a $34,000 bid, was it only to do the east part or is it

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to go along the building from east to west too? >> That was a more um concentrated look at u just the sidewalks and not looking at the parking lot. I do believe he there were a couple

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spots that he was going to include that were kind of where the pickup and drop off is. Um there were a couple uh spots there that he was looking at, but mainly it was that east entrance where the preschooler um exit and enter the building.

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>> Okay. And >> so yeah, that wasn't >> no other sidewalk, not the sidewalk at the at the apron of the other entrance or any of that. It's just the east sidewalk. It was really that. And so that's what I was surprised that it was going to be that high. >> Yeah, me too. >> Um, you know, I was really hoping to

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look at um, you know, take those bids and look at the cost of materials and labor and maybe their design plan, maybe their plan wasn't exactly what we wanted, but we could kind of compare and contrast those um, budget, you know, those expenses and then be like, okay,

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we just want this east side. And that's what I was kind of hoping that Haley would do as a just a way for us to kind of get that done. Maybe it doesn't entail the Burkshare Design Group survey. Maybe it's not that it's just something we

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could just get done right now to fix the problem areas. So, I do feel that way. I do feel like we could push Haley and be like, "No, we really need to get these repair that that entrance repaired and pick one. pick the cheaper of the two.

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The labor costs are cheaper or the materials are cheaper. Against the >> other thing that AJ and I talked about at the when he gave me a summary is that this whole process about how to move forward on any project um we

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I said understanding whose responsibility it is and it can be more than one person but they need to take the reigns. um it t make sure that there's a plan um and then initiate it. And so at this

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point we thought Frank had the most amount of information and he's in the buildings committee and this is trying to take it off of the school's um plate because it's really not just a school issue. So the school initiates this is a

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problem and then Frank and Haley figure out where are the resources to meet that problem and if there's fin involvement they do that and everybody gets a email but we need some leadership here and we were hoping that um Frank had identified

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enough um that it'd be ready to move forward and so when I heard um the sidewalk I thought well I'm sure that the word the sidewalk has more definitions. Now, it's like the east entrance from here to there or the rubble over here, but I don't know and I

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don't really need to know the details. What I'm looking for is a structure where the responsibilities are delineated and those people push forward. They take responsibility for that. So, we we guessed it would be Frank and Haley. And I don't know if

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that's what's if if it's still going. You certainly have an opinion and and so does the school committee, but it shouldn't have to be your responsibility to move these kinds of, as far as I'm concerned, these kind of repairs forward. >> I appreciate that. Thank you. Um I um I

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do uh when I approached the buildings committee uh in August of last year about this to get leadership um they told me that anything that their buildings committee is responsible for

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vertical building and that this is horizontal and it's out of their purview and it's not their responsibility which I found frustrating. frustrating and um kind of crazy. And so that's why I kind

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of jumped on this because I thought, well, it I better do it if no one's going to do it. Like if they're not going to do it, this is not going to get done. Um but I appreciate that. I think that I would like that. I think Frank has a lot of

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knowledge. Um and seem to have thoughts on just repairing that. um that it would also be cheaper. You know, they were saying, "Okay, well, the the um ground source heat pump is going to be here in

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this parking lot um near the entrance, and they're going to run pipes to the side of the building, and that that is going to um go to where the intake is, and that is right by the the preschool entrance. and that maybe we

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should wait till 2028 >> to do any kind of repair on that. And Frank pushed back and said, "No, it's going to be cheaper >> if we do it in pavement and black top. It's a cheap material. We just do it now

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and then and then they're going to pay for it. They're going to pay for it in 2028. It's going to be part of their repair." So, I felt like he this was in that post meeting at 10:00 when we saw them in the parking lot. So, I felt like I was really encouraged by Frank that

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he's kind of gets it and sees that that there's a practical way to move forward. Um, and I agree. I think Haley and Frank need to take um leadership on I expressed that during the meeting that my role is temporary and that this is

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not going to be um this is going to be a you know could be a decade uh you know project. I don't know how long this is going to take. Um, but yeah, >> Shannon. >> Yeah, I just want to thank Susie for

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acknowledging and and endorsing I I think and you know, we keep giving a shout out to Nate, but it really is it it feels to me more like a municipal undertaking. And so we certainly want to to partner and to do all the things we

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can, but some of the coordination is really beyond the scope of what the school or certainly a school committee member can really be asked to t be tasked with >> and and we have to go back to the idea of how much change happened in

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Shootsbury in the last few years. So the building committee got redesigned and re and their charge got changed. So, I don't know where the definition of the vertical is. I don't know if it's in there. And it it might not work for us

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to um have him be um in the front, but I just feel like we're shifting from saying the school's in the front of these to saying the town is. And um and Haley needs to get, you know, recommendations from whoever she needs.

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But um we you know it's very clear after some of the tumult we've had in the last year that it it has to get defined and and so after AJ talked to me I said but AJ now we know need to know who's going to move this and why. Now it might not be Frank but we need to know that

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somebody is understanding this has to move forward and and it did seem um like he was just giving a summary and I couldn't attend that meeting. So maybe def definitions of of exactly where um have been there. But um I do think that

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the role of the school and and um and Nate can do is just keep saying so where are we at? Who's who's in who's working forward? What what next steps have been done? Who's working on those steps? And I it's kind of like people have to learn their roles. And yep, that that's true.

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We have a lot of new people. They need to learn their roles, but we don't have to do each have to do the work. Yeah. Yeah. I appreciate that. Um, yeah. And to, you know, I have a, you know, in this capital planning, you know, I have a meeting next week, you

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know, and and it's a strange role because I'm, uh, I present, uh, needs for the school, but I'm also a voting member of this capital planning meeting committee, and I have to, you know, we're meeting next week. So, one

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thing I was also thinking is looking at this, this is kind of off topic maybe a little bit, but you know, all the subcommittes. I'm on like four subcommittees and I'm a little overwhelmed and I was wondering, you know, looking at it that

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um you know, wondering if somebody else wanted to take on one of these roles. Um there's the budget committee and I was thinking that um who you know there's the negotiations are coming up and that it might be a good idea for whoever is

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on the negotiating Leah or Megan um that you should be on the budget committee as well to kind of get a better understanding of the budget going into those negotiations. I wish I was on the negotiation committee. I wish I had had more, you

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know, knowledge going into it with the budget committee. So, I want to put that out there as maybe a potential shift in the subcommittee role. I don't mind doing the joint supervisory committee or the um yeah, capital planning or there's

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another one vice chair or something else. I don't know. But yeah, I I think we might have to vote on that. Yeah, I was thinking we'd have to vote. Um, so if you want coverage, Nate, just let me know and I can cover um meetings

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over the summer as they come up. Um, and then we can put this on the agenda for um the meeting in September. >> Yeah, there's no budget committee meetings until um next year, but the Yeah, I can do the capital planning

393
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meetings just fine um this summer. I I don't mind taking that on. Okay. Um, and then are there any other qu or are there any thoughts for Nate's question regarding whether or not we

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want to push for the sidewalk repair right now? I think that was like the main question Nate was hoping to get some feedback on. Did you Did you have anything regarding that, Anna? So, I would say I think I

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would take Frank's recommendation and just do it. Um, it is going to be cheaper if you do it now than if we wait. Um, and I apparently it doesn't seem a hugely beneficial to wait until the whole thing is, you know, to do it

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with the geothermal in two years. I think that's going to be a a really long time to have a really demolished sidewalk and b not it doesn't appear like it's going to save us that much if we have to do it later but not

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in conjunction with the geothermal then it's going to be a lot more expensive and I think we should just uh make it usable. I would also say that um as far as subcommittees, I think this chair is actually able to just appoint people to

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subcommittees. So you could just appoint someone. >> Yeah. >> You have so much power. Yeah, I think it's can just be appointed. >> Okay. Um All right. Uh go ahead, Megan.

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>> Krina, you were first. >> Oh, okay. >> I was I was going to be really short and say that I agree with Anna. Seems like it's better to just get this taken care of now since it's been a topic of conversation and a need for a while. >> Megan,

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>> no need to repeat. >> Okay. All right. >> Okay. Thank you. I I will respond to her and say that. I'll say like we think that that east entrance um by the school needs to get repaired as soon as

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possible and we don't want to wait to hear back from the virtue design group that we want to push forward with that repair. Thank you. I appreciate that. >> Thank you. I appreciate that too.

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And I do just want to hold off um because like I I hear you Anna on I should be able to do that but I'm not sure if I can and I don't want to >> break I'm a rule follower if you couldn't tell. So um I will just confirm

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but uh yeah since there aren't any meetings over the summer I I think we'll be good to take it up in September. Um, okay. And then next we have Ammerst Pelum Rep's report. So Anna, you're up.

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>> So um I think not that much has happened uh since the last meeting that we had. Um we have had a couple of com uh a couple of executive sessions that I can't really talk about. Uh we did

405
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finalize the AP EA unit B contract which was sort of like hanging out with a couple of last threads to to finalize. So we're we're good on that respect right now. Um and

406
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then uh yeah, as as I think we I was mentioning earlier, um we approved a whole slew of additional policies including the restraint and seclusion policy and um

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the some yeah some other like minor minor policies. Um we did uh approve

408
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uh a strategic plan and some other just sort of administrative things. Um there was a I don't know if you guys heard about there was like a short discussion about changing start times but that was tabled essentially so

409
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they're just going to stay the way they are for now. Um and uh there's a movement they're really trying to reassess I we've talked about this too the Pelum school but currently the

410
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feeling on the ground is Pelum loves their school they don't want to give it up and we're just going to sort of see how we can make things work at least a little bit longer and then um they have a working group that that's still meeting together um and I keep

411
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encouraging Pelum to reach out to Shootsbury if they want to. And so, you know, that's where it is. Um, I am trying to push for a subcommittee to revisit the regional agreement to get it

412
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updated. it's really really out ofd and um so we've we've started the conversation and apparently this has to be initiated through the regional school committee um and then reach out to the other towns to try to figure out how to move forward.

413
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So um it's very I think it maybe we'll get a little bit more movement next year. Um we're we still have one more meeting June 30th which is a joint meeting and then I

414
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think we will actually get to take a break this summer. Last year I feel like we didn't take any breaks because we had so many things to deal with. Um but uh I don't think we have a July meeting scheduled currently.

415
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So fingers crossed. Yeah, I was there till like 11:30 the last last Wednesday. Fun times. Anybody hear rumors or Oh, we appointed a new principal. We hired a new

416
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principal for the high school, Mark Gomes. So he will be the new principal at the high school. It's the um bigger news I guess. >> Awesome. >> And we did um I think we heard the

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superintendent goals for next year and um we are currently doing the superintendent evaluation. We haven't finished it yet. >> All right. Thank you, Anna. Uh, next item is joint supervisory, which I don't

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think we've had anything since the last time we met. >> We have not. >> So then let's go on to the CES report. I'm not sure if they had anything either. >> They did because it was it was the same month, but it was like after we met because it was the like two weeks after

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or something. Um, May 27th. Um, yes. So that was my first meeting with CES. We voted on um approving an interim uh executive director appointment for the current executive director I think or

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whoever's the interim right now. Like the wording I'm like a little fuzzy on but you probably understand less like the overlap between the new person and the old person just making sure that everyone has the appropriate authority to be executing um and signing contracts

421
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for CES. Um we went through a lengthy discussion of um the budgeting audit which um was for the fiscal year 26 and then had a presentation of the fiscal year 27 budget which we will be voting

422
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on um not I think actually yeah next week. So yes those are the updates from CES and it was mainly in the budget and then um moving authority realm. Thank you, Katrina.

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Um, next we'll do the policy review. So, for second read, first vote, we have JLA, J ND, and J NDB. Um, can I get a motion

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for this first vote? Uh, I move to approve policy JLA or should I say all of them? JLA, J ND,

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and JN DB. >> Second. >> Any discussion? >> All right. All those in favor and moving on for a final vote. Catalano I >> Herd I

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>> Jack I >> L I >> Longco I >> All right. Um so next we have for final vote IGB and IHMR. Can I get a motion please?

427
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>> I move to approve IGB policy IGB and IHMR. >> Um any Oh. Any discussion? All right. All those in favor? >> Catalano. >> I heard I

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>> Jack I. >> Lon I. >> Long co I. >> Great. Unanimous. All right. Um so we'll start with those second reef first vote. We'll start with those in September. We'll come back to those. Um future

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business. So, there's another CES meeting as Katrina mentioned on June 24th and then we'll pick up with our school committee meetings in September. Um, any future items um that folks want to discuss outside of what we already

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talked about um earlier. Okay. All right. Well, if you do think of anything, um, let me know, um, throughout the summer and I can share it with Robin and and Shannon. Um,

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>> I I think I have a quick question for Ann and Shannon. Um, does Union 26 or Shootberry have an anonymous bullying reporting system that can be used by people?

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Um, no. They just report it. They just they just um say like if there is a suspicious >> somebody goes to a person and says I saw this happen. Yeah, >> any trusted adult. >> I believe the policy says there should be a way of

433
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anonymously reporting stuff and I don't know if that's I know that the district the region regional district has an electronic system for submitting reports. I don't know if it's really

434
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feasible for something like that to happen in Shootsbury or whether it's necessary because of the the the the small numbers, but um I don't >> Oh, you mean the one the kids have that go in their phones and they they can like text a number. There's a QR code

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that system that they use. But I think that's pretty much at the middle school and high school. But we do have we have kids get lessons in choose love and they talk about if you if you suspect that it's bullying or even if a kid's just being mean, >> let an adult know and um then if there's

436
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if it, you know, goes to the to the bullying level, but we don't wait for it to get to something that somebody's constantly bothering somebody. We really talk about kids not being bystanders and not just listening to other kids being mean. And uh a lot of times like

437
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globally in the community, we really are going to be talking next year about making sure we're listening to the to the little comments because I feel like there's a lot of times when I mean I can remember as a kid kids say say things under their breath and in the moment in in a class situation they'll give you the right answer about what to do when

438
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you're hurting somebody's feelings or how to not do that. But they're kids and they're learning. So there's been I'm sure there's been times when kids have um felt that other kids have been mean or they're hurting their feelings and then really um we have a lot of direct conversations with kids and as soon as

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something's reported to us we act on it. So we're doing like a lot of sort of um teaching around that to students. So, um, definitely we always encourage people reach out to me, reach out to the teacher, reach guidance counselor, our school adjustment counselor, like we're

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here to help support students and if they're not reporting it to us and there's anything concerning to just let us know. And are you talking about like an anonymous I mean I think some of it is >> again like like an online form or a paper form that you can just drop off without putting your name on it but

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>> I do think with some of the other schools I it's not called a bullying but I think they might have like a concern box. I think we have to think about what looks developmentally appropriate for this age, >> but that might be something we can talk about at our leadership group about um

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what are some ways that we can I don't want to use the term bullying but concern box, right? Like >> yeah, but it also >> to play, you know, I don't have anyone to play with at recess. Those sort of things that they don't want. could possibly be like a parent who just doesn't want to selfidentify or it could

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be like a teacher who doesn't want to put I mean I think teacher a teacher has a responsibility to do something about it and if they're not doing something about it that's like a bigger problem but let's say it's a teacher who's a parent like I don't know exactly where

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that falls in in in the box but for whatever reason there could be someone who just wants to submit a report um anonymously and not talk directly to somebody in the school. And I think it would

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I don't know the the policy says there should be a way for that to happen. And I don't know if that's like a state mandate or if that's something that the shoot policy committee felt was important because I'm not on the policy committee. But um

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>> be honest, I'll have to look. I don't >> in my role as a principal where I dealt with like the bullying investigation much I was like the first line right and um I don't remember an anonymous piece being part of that but I can certainly

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go back and review I also was elementary focused so sometimes those things tend to be geared more to secondary students because >> they different access >> that's where I've seen it is the secondary >> I I'm made a note to look into it and

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then we can certainly report back on that >> and then maybe the policy committee can just sort of take another look at the I think it's JCIFB policy to make sure that it accurately reflects the elementary school

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population that we're dealing with. I don't know. >> Yeah, we can um we can definitely uh consider that. So for future agenda item, I'm hearing just um investigating anonymous complaints and how that might

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look at Shootsbury Elementary >> or reporting anonymously in general. >> Yeah, I think >> making making anonymous >> I think we have >> concerns known or something. I don't even know what that I don't even know

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how to say that. >> I think that has to go through your policy, Leah. It doesn't come straight to the committee. It has to start in policy. So, we could put it on the policy. >> That could be one of the policies we look at, right? Right. In September, we

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could we could kind of start looking at those. But, I think the the way to follow that through is it has to start with policy because >> we want to make sure we're >> and then we can talk about what does it look like and then bring it to the full committee. But, I think it should

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probably start in policy. Okay, sounds good. All right, so um all those in favor of adjourning or I guess I'll put the motion on the

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floor. Okay, >> second. Catalano I >> Oh, and we don't have to do a roll call. It's just all those in favor say I. >> That's nice. All right, thank you everybody. Have a good one. >> Have a great summer. >> Have a good summer.

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>> Bye.