Heat. Heat. We do. Okay. Jason here >> Jen >> here. >> Mark here >> present as well. Um I'll just remind
again that this is being reported. Okay. Um back to our agenda. We have um our consent agenda is approval of minutes, approval of warrants, approval of grants, donations, awards.
Um so those are the declaration of surplus involving computer desk and approval of field trips. Are there any items as part of the consent agenda that anybody wants to discuss in greater detail and separate
from the consent agenda? >> I would make a motion that we approve the consent agenda as >> second. Do we have a second? Sorry. >> Second. All right. Any further discussion?
Seeing none, all in favor? >> Any opposed? All right, we got Liz tell us about the nutrition services agenda that's I'm sorry
amount to be read into the minutes. Mark, we have a total of 17 grants. Uh uh 17 I want 18 on sorry um of 1,228,4427 total of 81
$1.8 8 million $1,895,540.15 for a grand total of 3 million $123,584. We get a vote to accept that vote to accept the warrant presented. >> Any further discussion? Seeing none, all
in favor? Hi. >> Sorry. >> Great. Thank you. Um I just wanted to present you tonight for support in considering keeping the nutrition service structure funding in the long house of the um
pasture as opposed to the budget. I will make a motion that we continue to fund the nutrition services director position from the revolving account rather than the operating budget. Second
further discussion none. All in favor >> I project away. Thank you. So this this is going to be broken into a couple chunks here. I I I asked for the capstone course to come in
front of you just to help educate about what's going on with that. It's the it's the culmination of a lot of work and a lot of courses that happen here at our school. So I just wanted to put some context to that. The real meat and potatoes of it is the students over there. They will give a talk about their
projects as well. Mr. Greg will talk more specifically about the class. He's the instructor. Um but I I take a look at this from the perspective of we're trying to do something very specific a coherent pathway K12 really 712 right? And so at the middle school we built out
uh three project lead away classes design and modeling automation robotics and computer science for innovators and makers. That the intention of that was to put uh together an on-ramp for kids coming into high school and we have tried to lead away at the high school. We had two classes but they were sort of
um like oneoff types of things individualized. They weren't really connected to anything. So, we're building out a little bit of the middle school and we're allowing every seventh and eighth grader to be exposed to at three project lead classes. So, whether you're interested in a STEM field or not, or
you don't know, you're going to get some exposure to it. You're going to get some uh skills and collaboration, problem solving, computational uh thinking types of stuff. So, with with that said, once we got those built into place, we started working on our high school
classes a little bit. Like I said, we had principles of engineering and civil civil engineering and architecture already built into the curriculum. But like I said, they weren't really connected to anything. So what we did is we brought in introductory engineering design which laid a foundational course
at the high school. Um and I'll show you we built in our and this is this is our our little pathway I built a little sort of PR uh poster to help educate people about what we're doing here. So we have the introductory engineering design
classes sort of freshman software experience uh principles of engineering which is like a look at all types of different types of engineering and technologies civil engineering architecture which obviously stands on its own. It's very much a civil engineering uh commercial buildings and residential buildings. And then this is
the the the sort of the ultimate class what we we project the way calls capstone really is capstone. the end experience for the students where they take all the learning in their previous courses and apply it. Uh so the thinking was is that if we could we can make an
intentional pathway and then put something at the end of it where we're taking the kids and taking all their knowledge and skills and applying it somewhere. Although these are still very individualized sort of authentic experiences, this is really authentic experiences. These classes come with
sort of a curriculum. Capstone doesn't come with a curriculum. we can't tell the kids what to do. We asked them to figure out what they want to do. So once we got the u once we got all this done, we brought in the capstone class. Uh and again, it's it's taking a structured
learning environment to more authentic uh student environment. And so that was it big step forward. As the engineering pathway got settled, I realized that there's more project lead classes out there. There's another opportunity to build this out. So what we did is we we
moved two of our science classes anatomy and physiology and intro to biotechnology over project. So now we have principles of biomedical science and human body systems as well. Same thing we're looking at authentic studentdriven experiences working with
real world technologies working with real world problems actually solving things that are real and relevant in the world today. And then those students as they mature through this will have an opportunity to take part in the capstone experience. Uh and what this has done and one of the reasons I thought this
was a good year to do it. Although last year we had a student who had gone through all four years of our engineering pathway. This year we have a group of students I think 14 students in the class this year. We really felt like we were at a place where the pathway was known where students understood what
their experience was where they knew where they were going with this. a lot of these students in the the project class are going off to be engineers or applied to be engineers in schools. And so this was a good time to sort of bring it to that to that point. Um I I use the
word project leadway. Some of you know about project lead, others may not know a lot about it. I don't use the term lightly and I don't like to think it's just something we pulled off the shelf because we didn't have time to create a curriculum. It is a curriculum. More importantly, project lead is a national organization that's supported by higher
education and in world industry leaders, John Deere, Toyota, Exxon Mobile, Cadillac. These are all individual organizations that work with project lead provide them with support saying this is what students need. This is how we're going to grow with students to be
good in college and good in a career. In addition to these global organizations for project lead, we have a a local organization, the 1A Foundation, which has invested over $100,000 in Silver Lake over the past 9 years to build out this program, give these students this
experience. Their financial backing is important. Their training and professional development is important, but what else is important is they allow students opportunities to interact with mentors and professionals throughout the year. We're just a part of student solve in which about 60 of our students work
with uh industry mentors in real industries solving actual problems that they presented to the kids. Uh we're doing student industry connects over the winter time where we'll take student projects. So a couple of my civil engineering students will present their houses to uh uh industry architects and
they'll give feedback. And then at the end of the year we go to the track new balance and at that place is the industry uh showcase. This is where some three or 400 industry professionals come and interact with students one on- one
or one on a group. Um and and they again provide them feedback, critique their designs, give them some uh chance to to present in a formal very professional manner as well as to talk about potential future uh endeavors like places they can go, things they can do,
maybe make a connection for an internship at some point in time. Um so project provides that but it also provides some scholarships college credit uh as well as uh you know access to events and and undertakings that
other students don't get. So by being a part of this students are exposed to a lot more than just the curriculum. They're exposed to something that is really connected to the real world. So I I'd like to say I've tried to be thoughtful about making this a coherent pathway uh something that's vertically
aligned, something that moves from uh just a curriculum and some experiences to a more holistic approach where students are doing things real and relevant. Uh something connected to the world, something that's constantly changing. So we're provided with the access to that. Uh but what it really
has done is it's brought us to this capstone experience. Uh, and so we had it in the capstone uh class. I like Mr. Murray to talk a little bit about what he does in the capstone class. We have a couple of posters of some of our previous experiences and then students will show you some of the work they're
doing in the class right now. So I'll be I'll be brief because we I think you should be but um counsel class is really like a as a former engineering students the class I own. Um, so it's they take
this knowledge they get down here and then they try to put it into action like in a real world authentic way. So um they start their kind of journey with a problem. Um they don't just pick a cool thing they want to a cool widget they
want to build. They um they start with a problem. So it's not just a problem they think or that their friends think is cool. they um start with a research data. So um some of our phone ones are actually good
ones. You can see uh the problem. So here we have street flooding. Uh the town of Plymouth actually designs um 200% capacity for flooding on the streets um just because of street flooding and and blocking of uh catch
basins. So that's a previous project. Um uh ketchup bottles are a cool one. So that group, this is previous years, found out that 20% of ketchup is left in the mall. So they wanted to redesign that sustainability wise. They want to get
their ketchup. So that was a cool one. And um our last one is a fivepoint harness electromagnetic um button. And that proof was really like a personal um problem. uh one of their mothers
couldn't actually press the button on a car house for receipts. So um their their niece got stuck in a car seat for that until an adult could show up and actually have to start to press the button. So found a bunch of data backing
up some safety issues with car seats and the best trying to solve that problem. So um now we got a whole new batch of problems. This year we have five groups. Um, two of them we're going to present you today. So, they'll go through their
their problems and we're we're right in the meat of trying to figure out prototypes and just starting to build them and we'll be testing them soon. So, they're kind of in the meat of it. So, I'm kind of for them to come out. But,
um, by the end of the year, they'll have real working prototypes. we designed, built, and tested. Uh, and we're going to showcase that. So, uh, I'm going to have Cam, T, and Max come up first. Um,
present theirs and then Allora and we're a group in the class that you just talking about. Um, so our problem that we picked this year is uh alarm. Uh, like he was saying before, you all had to come into this class um, like in the
summer too. So like he sent us an email. He was like during your summer this year, your homework, not really homework, but like look around your life and see like 25 different problems that you like see dayto day and just come with that. That's all you need. So we
all did that. We like set it up on a board and um like the first like couple days of school we like rank them on what we saw like all of us saw it in the group. This isn't just us three obviously like the whole class like the 20 kids whatever. Um we ran them like in
the tier like what we thought we could complete in that um school time frame stuff like that. And this is one of them. So, actually, sorry. We're kind of a unique group to be up here um because um all three of us want to be engineers
and um are like applying schools for that and we I've actually myself gone through all those classes and they're great. Uh and I've done the project that he's talked about. Um so, I'm very grateful for that. Thank you guys for
letting us do that. Um but so we actually at first didn't have this problem. Um we went through like the engineering design process another problem about like golf swings and we had to like run into a couple roadblocks. So we ended up having to um
like re-evaluate and like start from scratch. So we are uh a group working on alarm fatigue. One of our other students in our class is the lifeguard. And the problem that we had like that we kind of like jumped on
um is well when you're a lifeguard, you can't always get everyone's attention with just the whistle. So um we did that. We researched it out, found other like peer reviewed um like topics um like saw what's on the market basically
cuz like you don't want to do something that someone's already came up with the idea and like to complete it. So we researched all that, made this problem statement. You can read it if you want. It's kind of like this is how I have to be. Um, and I turned it off.
Uh, so right now we're in the phase of like um basically just we wanted to actually this we met with the um like an industry professional. So like we got all set up with uh every group in the class got set up with like
an engineer that actually does something like so like we are with a mechanical engineer from VA systems um and we meet with him like once or twice uh like every like two
weeks uh and just like basically like he gives us like some like good like tips and stuff and like review the project just like have us like more of like a job like like you're reporting to So you have to like, you know, they hold you accountable to like do work, you know what I mean? So um for us, we have this
looks like this is a bad first, I'm not going to lie. Um but like we're going through like the three senses right now. So we're on the first stage of prototyping. We just want to um figure out which is like which sense we want to focus on for like to get people's
attention. So we had three. So we all came up with like this is the craziest part actually. We had 25 ideas each that we had to um figure out. Uh and like they got insane. Like one of them was like, you know, we're just going to drain the whole pool. And like so like
we all came together and like brought like 75 ideas and then we like brought them to like other peers around the school and stuff like that and just like got down to the top three. So, our top three is we got the speakers around
the pool because we heard a lot that like sometimes like you're in a big pool space and there's only one person blowing a whistle like the sound will travel like you just like won't hear it and stuff like that. Uh, another one that we have is right here. This is our
first like real like prototype. Uh we got a wrist buzzer which obviously when we figure it out a little bit more uh it won't be wired but so there's a button and battery pack on it. Eventually we'd have to work parts
to make it wireless yet. So there's a wrist strap right here which might be wireless and waterproof and stuff. So when you know wants to get the attention of swimmers, they all have to walk first off, they sometimes can't hear a whistle. um they feel it, hear it
underwater or if they're in a rough valley or something something they wouldn't whistle, they would be able to feel that the attention of the child was talking about Sky, you know. Um and then this is another one that we're working on. Uh this is
like a like we can like change like the frequency. Um we're thinking like in a pool like this is like we're trying to think of like multi stage cuz like obviously the whistle we're not going to like really place that. Um like we're trying to think of like ways that we can get like like multiple different like
like if everyone has to get out they know they're going to get out. You know what I mean? So this one is more for that where we thought like every pool already has lights anyway. have something that would switch them out like like maybe pick up and just like red flashing lights and everyone gets out the pool or something like
that. So yeah, that's what we've done so far. We're currently working on like um our idea for testing uh all our prototypes and stuff uh to figure out what we're going to uh thank you guys for. All right, I'm going to bring out Abby
Day and coffee. They uh they have one more fine prototype and they are working on volleyball. Hi, I'm Laura Coffee. I'm dead. Um, and yeah, ours is on a shoe ankle brace. And for context, our problem statement is
that the increasing cost of supports makes durable equipment necessary, but ankle braces destroy athletes court shoes. Um ankle braces are essential to athletes that participate for example jumping because of the high risk that
close to them. But when athletes do wear as they continuously put on and take off the shoes and for example this is a shoe of my teammates who wears and this is her shoe um
wearing braces. So this means that as um athletes continue to wear increases and their shoes after one or two years, it only adds the cost that
takes and so basically we had like a lot of different steps to get to our prototype. Um first off we started with uh a different problem just like the younger group. Um we we were going to work on
the frequency of ACL errors in uh female athletes. However, uh that draw us to the conclusion that we really end up with a product and we kind of wanted to end up with a product. So we changed our focus and again on this we um went
through the process of finding peer-reviewed articles and all sorts of already existing products. And we actually also went through the process of using the official government patent search to um find official patents um in
like actual real life. Um and then after all of our research, we could actually start brainstorming. Um and with that, we had a lot of help. We went to a lot of different people in the school. We
talks to people. We had surveys. Um we just we also had our like our peer review mentor. Um her name is Sydney. I forget the company that she works for, but um she mainly works on the assembly
line and um oversees that. So, she's given us a lot of tips on the actual design process and stuff like that. Um and during our brainstorming uh we came up with three top ideas um that
ranged from a uh detachable ankle brace which was ankle brace incorporated into a shoe but part of the brace but detach from it. Um, and there was also a more simple idea to already existing shoes that would fit
into the shoe and push on the outside of it to lock. Um, but the final idea that we went with was the simple as we said before. Um, our final idea that we work on is the actual ankle
print incorporated into the shoe. We wanted a system where you can't break the shoe because the ankle brace is the shoe. It's all the same piece. So, you can you can't break it as easily. So, our first prototype, we began with some
uh some tattered uh court shoes and old ankle braces as you see here. um fall through this just to show off the inside. Thank you. Um so basically we have
obviously um so we have the shoe there is a bottom hinge piece to the to the actual uh ankle brace part and we went to disassemble this ankle brace and we actually process but um
we um we use plastic um to solder it back together again and to research what and the plastic the actual ankle brace was made of so we solder it correctly and um so we got that fixed and then we took this bottom piece and some black
fabric and he sewed it into the shoe. You see how you can't really see that? That's that's how it's supposed to be. Since it's incorporated into the shoe, we can put the we can put the sole in here. And now we got more space for the
ankle brace as well as the foot as well. Uh you can't see it on the inside, but um the side pieces of foam that are used to support the foot in most uh shoes, they're cut out so you can put the ankle bars inside of it so that it doesn't
like rub against and you're not constricted into your foot. And as you can see up here, we have uh a lot of our different in the process images. I have some pictures of uh the sewing process and stuff.
So after we finish our prototype, we're going to test it um and just finish the testing. And we did that by um I personally wores so I can test the hand type and how durable and how well it and then I
compared it to an average brace by 19 to wear it and took notes on that and based on the results and Thank you very much for the opportunity. Like I said, it was really a way of
showcasing the great work with the work the students are doing undertake, but also to talk about the fact that we're we're really being intentional here about how we're moving students through uh these these programs. Thank you. >> Um Mr. Swanson, are you up next?
>> Yes. Before we start, I just want to have a few familiar faces here presenting some new course changes you guys. >> Nice job, guys. >> I also um thrilled to introduce you to a new member of our leadership team, Miss Kimuchi, who's our director of guidance.
Um we wanted to give a face to the name, but she's also here to help answer any questions um while they present their course changes. So, Mr. Sure. Over here. >> All right. Good evening everybody. I just gave you a quick overview of what
um I think are some fairly significant improvements to the wellness curriculum here at the high school together with the members of our uh wellness department. We spent a decent amount of time over the past year and a half um reviewing the the current status of our
curriculum and talking about ways that we might be able to grow and improve the program. And what we're recommending for next year um is a model that moves toward um more of an elective approach to high school wellness um in which
there would be some changes but not not a total overhaul. Um our ninth grade course would remain primarily the same uh which is a semester of a fairly traditional physical education program for semester uh and then the half of the
year also spend in a health course. So we don't really anticipate or recommending any changes to the 9th grade program. But what we'd like to recommend for students in grades 10 through 12 is the opportunity to select between a number of different options as opposed to everybody taking a standard
one semester wellness course um in grades 10, 11, and 12. And so, uh, one of the options would look very similar to what all of our students taken out in those grades, but then we'd also like to offer several other options, and I know
you've had a chance to take a look at them and read the course descriptions. Uh the options would be a competitive games class which is really designed for students who prefer a high pace more competitive approach uh
of uh almost like a accelerated um physical education program for students who are probably interested in athletics and want to compete. Uh there would also be an option called lifetime activities that would include opportunities like yoga,
hiking, um orienteering, um and and other activities of that nature. And then a third option uh which would or really a fourth option if you include the one that looks a lot like what we have now uh personal fitness and strength training where students will be
able to spend most of the time in our school's terrific um fitness room pursuing a program that's really inspired by their own particular interest have an opportunity to design a program together with the instructor that would help them to make uh significant gains in terms of fitness
and strength. So um that recommendation has been inspired in part by some site visits that we did earlier this year. We learned from programs in in Hangum in Marshfield and in Lincoln Sbury and um
each of the teachers in the program had in our department had participated in those visits came back and envisioned a model that we thought would work really well for Silver Lake students. So um we'd like to make that move for next year. Hoping for your support there. Uh and then also recommending a course that
would not um necessarily fulfill the wellness graduation requirement but would be an enrichment opportunity for students who are interested in becoming certified as officials uh in youth or even high school sports. And so this course is called Foundation Sports
Officiating and it follows the lead of a handful of other schools in Massachusetts that have already done this and it would also be in partnership with the MIAA. They're recognizing a pretty severe shortage and officials, especially at the youth
level. And so this program has had some good success at a few other schools in southeastern Massachusetts. we think it would probably do very well here and uh almost belongs as an adjunct to our CTE program because it's it's delivering some skills that um would make our
students immediately employable even while they're still students here. So um that's our vision for next year with with wellness. I'm happy to to entertain any questions that you might have about it and I'm very hopeful about the direction of make some of those changes.
I think they're both great ideas. Um, how would you go about like if you get too much of an interest for one or the other? How would you go about ranking um I guess the students who will get in? >> Yeah, I I think we can only at this point make sort of an educated guess about which of those programs will prove
to be the most popular. And so I my guess is that we we would um we would promote these and try to educate our students as as um well as we can during the course selection process. Give everybody a really clear idea of what their options are. Then wait and see what really sparks people the most. Um I
I I would predict that there would be a pretty even distribution of interest among those main four options and I would predict that we would get a pretty high level of interest in the officiating course as well and then we would have to make some some decisions
as we always do I think regardless of department trying to allocate your staffing resources in the places where you get the most bang for your buck and um it would I guess only be a guess at this point where exactly they lie. But um I'm happy to report that the current
staffing we have I think is adequate to this and that and that the interest and the skills of our teachers align really well with those options. Um including the new officiating recommendation because we we have a licensed basketball official on our
staff. Boboid who's also our head basketball coach is a veteran and very experienced official. um and he's very enthusiastic about being the person to to launch this program. >> And then is it my understanding that the um first course just presented that that
could be taken in lie of wellness for 10 through 12 students? So someone could take competitive games instead of taking their wellness class in 10th 11 or 12. Okay. >> Yes. >> So you could always if you needed to have two competitive games classes and one based on
potential enrollment. >> Yes. Okay, thank you. Actually, was it just the competitive games that would be an alternative or were the other >> the others would all be options, >> but just not the officing class, but the other ones you would take in addition to your one
semester that you're already taking. So if you're a sophomore, junior, senior, you would choose among the the traditional option that looks very much like what we have now or the competitive games or the lifetime activities or the personal um personal fitness and
strength training. Um so you have those four options. You pick one of those for sure and then if you're interested in the officiating, you could add that on top of it >> as it like an elective. >> Yes. >> Okay. And all those classes will be available to 10 through 12. >> Correct. That's our recommendation
>> and one of them would not be a pre prerequisite. So like a CTE student that doesn't take a standard block if they had room in their schedule they could take the officiate. >> Correct. >> Okay. >> Yes. Cool. >> I will make motion that we um accept the
courses for physical education wellness as presented by Mr. Swanson. I'll second. >> Any further discussion? Seeing none, all in favor? >> I Mr. Swanson and I will happily volunteer
to come into the appreciated and do a great job. Thank you very much. Thank you. >> We have a uh one one change. Uh we're going to take our our critical box class for a long time. Make it a semester
class. He's just seen that the project's in almost there's almost too much time uh and he rather cut it down, be a little more uh explicit about what the kids were the goals in mind. He does robotics with Arduino boards. It's a lot of programming
um uh sensors and outcomes for the the devices that he did. He does like a little uh uh soccer game with them. He a challenge to get over a gully and to race each other. Uh, so he feels like it's it's a better fit for a semester. So, we're just going to bump that back
to a semester. And in doing so, it it opened up an opportunity for something that he was presented by his son when his son came back from college. He goes, "Dad, you need to teach AI at school." So, we tossed around a little bit. We talked to uh Dave Murphy and I know
there's a district committee around AI. We talked to Mr. Counter as well. Uh, although Mr. Counter does do some AI within his class, it's not really an AI class. Uh, so Mr. Melo reached out to a college professor that he'd been working with who does an AI class and they sort
of collaborated. He honed it down to something that would seem to be appropriate to fit with the high school. And really what it comes down to is talk about the proper use of AI tools that you can use, how you should use them, and sort of how it's going to impact our future. Uh, and sort of the the and
experience and advocate to put together a project with AI. but really focusing on that. I think you know the the the proper use of it uh and what tools are available even though we're sort of limited here at school in the future by what we'll be able to use still make effective use of that and give kids a
training. I know my son is freshman out of college and is using it all the time as well and and never really that doesn't really know how to use it. He's learning on his own. So a way of getting students a little more adept at at using it with the tools the power of those tools.
So happy to take any questions on that. >> Is there anybody else in the area that's teaching an AI course that you could piggy back on some of the curriculum? >> Uh we could look out to a few other schools. I I haven't really looked at any others, but that'd be a good idea to see what some of the projects they're
doing. I I do know that um talk about Project Lead the Way came out with an AI class. Not that we're going to move to that. Uh but what Mr. Melo did with his the college professors seemed to be really very thoughtful way of approaching it and really applicable to high schools. But yeah, a good idea.
>> Yeah. Um to speak to that, I I've been approached by school districts across Massachusetts both to ask who is teaching AI formally um to craft policy around AI usage. Um, this is in my role in the Mass Association School
Committees and we've held back on proposing formal language for districts to adopt because we're in the wild west right now of AI. It's almost like when social media was in its infancy, every single day something new
popping up. So if we crafted policy, it would be redundant or it would be obsolete by the time we actually voted it through. Right? So having a course where we can put some guard rails that are adaptable dayto-day and having an instructor guide students through this I
think is a is a wise move. So I would make a proposal to accept uh the proposed courses presented. >> Second. >> Any further discussion? Seeing none, all in favor? I >> you're going to go teach it.
>> AI you actually can have AI. Um I for what it's worth to say this suggestion the kids are already really quite advanced in how they're using that. Mhm.
>> I it would be fascinating to see a sort of crossbreaking of your capstone course with the AI course in the sense that um if they learn to make AI a sort of um intellectual companion um they will make
fascinating strides. My boss, for instance, has a daughter who is a uh water polo player at the college level, very very high level player and things like that. And um just for
kicks, she sat at one of her water polo teams and just typed in the action of what was happening, who passed to who, whatever, as she did. And the AI then generated back, you have deficiencies in your own field. You're not creating
enough structure through that. You need to do blah blah blah. And it was really really fascinating and wound up aligning very well with coach criticiz. But like that sort of thing on a on a personal level. I do a lot of creative
writing. Um, my literary journal publishing went like way up this year. Not because I use it to do my creative writing. I don't. I use it to help me pair up pieces with the right journals
>> and uh, and then give me ideas on how to frame how I'm going to do the piece and things like that. So, um, literary acceptance rates are like in the 1 to 2% range, minus 6 and 12%. So, um, each of the kids will have things like that.
Like Graham took video of himself with running and got like a an evaluation of his gate and then started doing like exercises to strengthen his left hip and everything like that. So, and lest you
think that he ignored expertise in this, his uncle is a PhD trained um physical therapist. And when he suffered an ankle injury, he asked Chad GPT for a rehab
regimen and then sent it to his uncle. He was like, "Yeah, you're spot on. You can do that." So, lots of different areas that these kids have interest in. Hi, Melissa Green, social studies department. Um, I'm here to make a slightly different request and that is
to change our program studies to remove AP European history. Um, that is part of a bigger plan that we have within our department and reflects what current student interest is. We have not run AP European history since the 2019 2020
school year due to just declining student requests and um how we're best allocating our staff and also where their areas of expertise lie. Um along with that decline though we have seen a rise in the number of students who are
requesting to take economics courses and we run many many sections of economics um at the accelerated level. what we are seeking to do and I will stand up here again in a year hopefully and ask you to add in AP micro and macroeconomics again
to reflect what the current interest and needs are of our students. Um, but in just trying to clean up the program studies and talking to our new director of guidance felt like, you know, six years of not running this course and really not even having a staff member who um has that area of expertise in the
room within their current um schedule to do that, but it made most sense to probably remove that um and then work towards this goal of adding in APIs. I want to acknowledge and appreciate the fact that we're not just adding courses.
We're acknowledging where we're seeing a decline in interest in our student body and trying to take things off and not just constantly add new programs. So, thank you for that diligence. Appreciate that. >> I make a motion to accept the removal of the course.
>> Further discussion. >> I just wanted we just did the same thing in the past couple of years. It reflects the national trends around that particular course. Thank you. >> All in favor
of Wall Street. So yeah, >> possibly so much. I've already told you. Nobody's there. >> All right, Jason away.
>> Ross. >> So, this Yeah, this is a joke that is probably for a different generation, but I've gone a little bit Ross Perau considering how upset I am with the Republicans and Democrats. I'm proud to be Ross Perau, too. So, um, we have a very interesting and
unique situation here at Silver Lake and I prepared this speech and got into some research and I think some of you know that I can get really nerdy on things. I made this presentation and my car this morning was 22 minutes long. I've narrowed it down to two. Hopefully, I
can stick closer to 22. But we've done a great job trying to maintain the teaching that goes on inside our buildings. And we've done a decent job taking care of the buildings. A decent job. But let's be honest, we
occupy the two most valuable pieces of real estate that the three towns collectively own. Uh these two buildings on this campus roughly constitute a value of a half a
billion dollars. I don't usually say the P word when I'm talking about local things. These two buildings, if we were to construct them today, would cost over $500 million to replace.
I'm a taxpayer. I would own some of that $500 million mortgage we would have to take out collectively to pay for these buildings. Now, we've hired an engineering firm to come
out and assess the state of our buildings, and they've told us that we have about $73 million worth of repairs that we need to do to these two buildings to maintain them so we don't find ourselves
in a situation where we have to buy two new buildings for $500 million. Now, our maintenance staff has looked at this. We have looked at it together as the buildings and grounds committee. We've had the selectmen from all three
towns come in, the finance committees from all three towns come in, and we've had some discussions about this really big nut that we all collectively have to solve together. We desperately want to avoid this tall bar over here, right? This tall bar over
here represents us having to take out a $400 million bond. Cuz that's about how much we would end up having to pay collectively to replace these two buildings. That's even with
MSBA funding. That's state subsidized funding. The state usually tries to come in around 40 to 60% reimbursement. We do not qualify for the 60%. We would come closer to the 40, but they only
reimburse for certain things and they don't account for the extra square footage needed for a viable CTE program. So, the amount you would most likely receive from the state would be about 20% of the overall project. Meaning, we
would be on the hook for $400 million. At 6% with a 20-year municipal bond, that would be $34.4 million per year to service the debt on two brand new
buildings. I don't even want to tell you what Kingston Plton or Halifax would have to contribute to that because I'm hoping we don't go there today. This bar in the middle is actually the best solution. This yellow bar here represents us
taking out a $60 million loan. Okay, I know we said $73 million in repairs. Our custodian and maintenance staff have said they think they can handle internally over the next 15 years or so about $13 million worth of the
repairs themselves internally through our regular operating budget and maintenance program. But it still leaves us on the hook for $60 million in today's dollars to make all those other repairs. I don't know if you've seen the climate currently for asking for more money from
our taxpayers. It's not good. It's not good at all. My town last year voted no on replacing a defunct fire station, something that we all need. In our most
desperate hour, my town said no. It's not because no one believed we didn't need to repair or replace it. No one could swallow the increase to their property taxes that they get four times a year. So, I have this green bar over here. I
have a way for us to fund maintaining these two pieces of property that will have a net zero impact on the taxpayers of our three communities. So, here's my proposal. Right now, we're still paying off the
mortgages for these two buildings. A mortgage for these buildings is called exempt capital. Our three towns collectively agreed to take out the mortgages to fund these buildings. The debt we are paying this year on the two
buildings is $1.3 million. Nice news. One of those loans is going to be all done this year. We're going to let go of $700,000 of our debt. My proposal to the committee tonight and
to the three towns is that this year we put $700,000 into the Silver Lake Regional Schools budget in the Silver Lake stabilization line for capital expenses. This was something that was voted in by town
needed a few years ago. We at the time told our towns we would not utilize this fund if we didn't have to. Um, we've been using E and D, excess and deficiencies for town people. That's very similar to free cash to pay for the
maintenance of these buildings for the past 10 years. It's not a reliable, predictable, or sustainable method. I right here have a predictable, sustainable method for us to take care of these buildings. next year. I would
also propose that we pick up the remaining $600,000 cuz our second mortgage will be all done next year. And this will make no peaks or valleys for the towns to absorb. We will continue to maintain these buildings with the
current funds that we've been utilizing from the towns. For us, this would just require a vote of our budget to include this. For the towns, it could cause them to have to talk to legal counsel and to consult with their financial department
because we're moving from exempt capital into operating dollars. Exempt capital by statute is supposed to roll off when you're done with the project was taken out for. Since so many of our towns are so close to their lucky limit, this could incur some votes at
town meeting and even potentially the ballot box. Even though the net effect on taxpayers would be zero, I humbly request and plead with you, my fellow committee members, and my fellow
taxpayers to accept this proposal so we can pay $1.3 million a year to take care of $500 million worth of assets. I'm happy to take any questions. >> Um, would you foresee that being
Um, is there any time window into the future or is that just perpetual? >> Anytime window for what? >> So the the that budget line for stabilization. My my recommendation would be that budget line for FY27 would be $700,000
because we still have about $600,000 in excluded debt to keep it at 1.3. for FY28, which we shouldn't even be worrying about right now, but we do have to look out to the future. We fully absorb the 1.3 into the Silver Lake stabilization fund under our operating
budget. So, if the towns agree with the proposal this year, we would have to do a similar mechanism potentially next year too to fully realize the 1.3. Moving forward from that point, we would have to have conversations with the select boards and the finance committees
to see if we keep this at 1.3 or if we allow this to grow naturally with the percentage increases of our budget. First, we just have to see if people understand and accept the idea as I'm proposing today. I would caution our
towns against letting this go. If we let this go, we're going to be in heat of trouble. I'd be happy to tell you how much each of our towns would have to pay if we took out $60 million or if we took out $400 million.
So, I want to be I want to just make sure it's clear for the record for everybody and things like that. Um, it's not 2 years that we would put 1.3 million in. What we're essentially saying is we would create a mechanism
whereby um there would be approximately $1.3 million on an annual basis that went into a stabilization fund. From that stabilization fund, we would fund
capital projects. We would use the $1.3 million every year in perpetuity to try and chip away at the $73 million in repairs in today's dollars. >> Yes. >> Right. Keith and Cody, I had extensive
conversation with them. They preferred us trying to take out a loan for $60 million so we could address these issues now in today's dollars before inflation and cost creep continues to accelerate the repairs of buildings. But I don't
think it's politically viable to ask our taxpayers to increase their current burden to us by a factor of four. Cuz that's what it would be for us to take out a loan right now for $60 million.
The tax burden would be over 2.5 million for Kingston, 1.2 2 million for Halifax and about 500,000 for Bloomington just to take care of the buildings, not to address any of the operational or
personnel issues of our department or any other departments. >> And Keith and Cody's position on that was what basically dollar values versus future values as opposed to >> Keith and Cody's point on that was well
taken. And again, that was represented by that middle bar where we would just take out $60 million today and hammer away at these problems right now as soon as possible. >> Just a reminder, neither of them are in this district anymore. But
>> um I guess what I just want to clarify is this is nothing to do with the Silver Lake operating budget. This is 100% with the town's borrowing of the 1.3 million right now that we're still paying off for the buildings.
>> Is that right? >> I'm glad you you asked that question. So with my proposal, we would move from exempt capital, which is borrowing, into operating budget, >> right? We would move the money that's currently being
>> in the Silver Lake budget, >> right? It would become part of the Silver Lake budget. >> We have but but it's currently not part of the Silver Lake budget. It's money that the towns are paying out. >> Yes. >> To the borrow. Yes. So this this doesn't have anything currently to do with
>> the operating budget. This would be something that proposal going forward because we know that the debt is falling off that we're going to ask the towns or is that going to require approval from town meeting as well as the board of selectman of each individual town to keep that money within the school
department. >> So I would advise us to talk to town council always advise talking to lawyers before we proceed far on any of these conversations. But theoretically, let's say we went forward with this idea and
we put $700,000 into Silverlakes budget this year in that line item, the Silver Lake stabilization fund. If Plimpmpton has the ability to cover its assessment without
increasing taxes, if they can meet it under their levy, right, >> they would have to be no vote at town meeting for this individual idea. They would vote our budget as they do every single year. >> Okay. >> If Halifax this bump into their levy
because we're moving from exempt capital to operating, >> they might have to have an override at town meeting and an override on their ballot even though the net effect on their taxpayer would be a zero. Okay, this these are very complicated
ideas that I'm trying to boil down to accessible terms. Not easy. I'm happy to discuss this with anybody in private world. >> Can I ask a stupid question? >> Let's just say we pay off that loan,
>> but we don't put the money that we were paying into the loan into what the capital. >> What? What? >> It would go back stabilization. >> Okay. Yeah. So what my thing was let's just say if we don't do that and we pay off the loan where is the money that we
were all paying where >> the towns to the towns if the towns say no >> which right now because of the fiscal pressures on the towns I understand why they might not want to say yes to this
$700,000 of our assessments will fall off this year which could make it very attractive into town say, "We're going to take that deal right now. We'll deal with the building situation later." >> Later. >> That's why I'm having this very critical conversation. If we hold off on this,
first of all, if we ever let it drop off, try getting it back. >> Right. >> Yeah. >> Right. >> And second of all, we already have projects, putting this on the record, apologize. We have we have projects we've kicked down the road six or seven years in a
row. and they're getting more expensive and they're getting more to the point where we might have a midyear crisis where we have to shut down one of the buildings. Now, I don't foresee that happening anytime soon, but every year we don't
take care of these things, those chances increase. Those chances increase dramatically and then we'd really be in a situation, right? So again, net zero impact on the taxpayers. and continue maintaining the
two most valuable pieces of property in our three towns collectively. We own them together. Um the $500 million for the two buildings is actually conservative. It was just easier to work with that number to be honest with you. It's very
conservative. >> So zero impact to >> taxpayers. I this idea. >> Yeah. I I mean I'm on board because each one of us all has our own elementary school and I'm not really following
Kingston or Plimpmpton. I'm looking at Halifax and I'm saying like some really bad stuff that could be happening. So if we could kind of propose this as these elementary school kids eventually come to the middle and the high school and it's not a burden to
the taxpayers. I mean, I don't see how that's not a win-win win. >> So, the engineering report was actually quite hopeful in the way it kind of delineated us taking care of these problems >> to extend the lives of these schools for
the next 20, 30, 40 years. >> Yeah. >> As opposed to potentially after replacing them in the next 10 to 20. >> Right. So to really put in perspective, if we take care of our problems, this report that we paid for will let us keep
these buildings functioning at a high level for many, many years to come. >> Yes, sir. So I'd just like to add that facilities uh chair that the arch these heels that we have in these buildings some of the most significant items um we have HVAC
systems that cafeteria system we don't can't have school we can't keep the cafeteria we cannot have school so a lot of these uh sound management ideas this is the sound way to go after it especially if you're looking at um an
opportunity now while the towns are already spending that money. But the other alternative is crisis management where we would be going to the three towns asking them to have town meetings to give us a half a million dollars to put an air conditioning or heating unit
on a cafeteria and then we still can't open school right away because we have to go out bid it and fix it. So I I think sound management deals this and I hope it can be explained to the taxpayers that this is the best way to go forward and I do not favor borrowing
money if you don't have to. This gets us away from borrowing money. >> Yeah. >> Jason, what are you looking for this evening? >> So tonight I'm looking for for two votes. Uh can be made as one motion if if desired. I I would like permission to
engage with uh the select boards, board of selectmen, the three towns, the finance committees of the three towns, any citizens of the three towns on this proposal as your agent. And I would like us to also propose to include
$700,000 in the Silver Lake stabilization line of the FY27 Silver Lake school budget. So moved. >> Second. >> Any further discussion? >> Just a reminder, um, a couple of years
ago, Gordon, you might remember this because I believe that it might have even been your idea. We were talking about this debt falling off because we were in such shambles with our budget. We were trying to see where money would come from. I know we were talking about possibly refinancing this debt, but we
were so close to the end that that kind of didn't make sense. But this is money that I think we've all acknowledged that we need. >> So I think it would make sense if we can um try to keep it earmarked for the schools instead of um
you know losing it. So, there's a video of me explaining the Silver Lake Stabilization Fund at the Plumpton Town meeting four years ago, and I was asked by a member of the town, how do we know, Jason, you're not going
to take that money and move it over to the operating budget to take care of teaching positions for this, that, or the next thing? And I said, you know what the safeguard is? Vote us up. So all of us need to be committed that if we put this money into the Silver Lake
Stabilization Fund that that money belongs in that line, never to be moved, never to be used for another purpose. And we need to continue the great work of the buildings and ground committee to have a capital plan that we share with the towns continuously and update them
on yearly. It needs to be extremely transparent. If we ever move a single cent of that money, I think we should all resign. Right? So, this is going to take some trust, but it's built on the idea that right now it will cost our taxpayers, our neighbors, and ourselves
0 to do this and to keep these buildings functioning at the level we need so everyone else can do their jobs and provide the awesome education on a daily basis. Carl, sorry for you, Mr. Chair.
I'd just like to say that as a selectman from Kingston and with a lot of uh financial experience in Kingston, I think this is a a great plan. Um and and I do think that you've just hit upon the
key that it needs to be used for capital projects. I've seen in Kingston, we took off, you know, paid off the uh intermediate school and a lot of that
money has gone into the operating budget because it wasn't identified and it wasn't tied into capital. And I'd be afraid of the same thing here. If you don't identify this as for capital, it
absolutely will end up being used to subsidize your operating budget. I do think that it will require a Proposition 2 and a half override in Kingston because we're so close to the um levy
limit that when you're taking 700K or whatever the numbers be for Kingston, probably 500K out of the uh excess that we can add on to two and a half and you're putting it into the operating
budget, we're going to have an issue. But I for one will support this idea 100%. Thank you, >> Carl. I appreciate that. What a confidence coming from you. That means the world to me. Um I also put it back on the committee that if we're going to
ask the towns to make this maneuver to help us realize these funds for our capital that we're going to have to work extremely hard to make sure that our operating budget arrives extremely close to 2 and 1.5%. And nothing more. Right? So the burden is also on us to bring
home a budget that is acceptable by all three towns. So explaining this to their taxpayers is not uh confused and the uproar over us trying to bring in a budget any higher than that. So that's
my two cents is someone who's been doing this for 13 years now is we need to focus on a 2 and 12% budget to deliver to our towns as close as possible for this to really have a chance of our voters passing it at town meeting and at
the ballot box. >> I just have a question. Does the stabilization fund anything other than capital projects? >> No. So the silver lake stabilization fund specifically identified for capital. So there's no opportunity for funds.
>> But this is where this is where the relationship between the school committee and the select boards and the finance committees is based on trust that's built over years because there are some school committee members who would very snarkfully say but we have
line item autonomy back to the towns. I hope we can acknowledge that none of us have said those words to any of our select boards or finance committees in any recent years, right? And I've never said that back to my accounts, but I've
had school committee members on this committee years ago say those words. It broke trust. It made accepting proposals like this a lot harder back then than it is today. Right? So again, this is going to be communication,
open-mindedness, and transparency. And we have to maintain that trust that we've built over the past decade. I think selling at no cost out of pocket and kind of piggy back to what Mark said that if and when something does happen
and we don't do this, then kids miss out on school and like he said, we have to send proposals out. we have to look at them and decide which >> it would just be a nightmare. >> I think I think our taxpayers are are
smart enough to vote for this >> if we're smart enough to explain it to them. >> Mhm. >> Right. This is money that was committed to facilities. Now we're going to commit it to facility maintenance instead of facility debt. >> It's all facility money. And to the
towns that are looking at an override, the override is not because of this item. your override is because the remainder of your expense budget is at a point where it's increased past what your levy can can tolerate because this money was already being spent every
single year. But to go grab this money and put it towards another project within your town is not sound financial mandate cuz we still have to maintain as Jason said the most two most valuable assets of these three towns
collectively. Gordon, may I ask one other question? Would this account be able to gain any interest since it is um since it would be a substantial amount of money? >> Um, so the stabilization fund, the reserve fund would have all the same functions of any
stabilization reserve fund. Um, so potentially it could occur depending where we invested it and put it. Um, but at this point we would be trading it almost as quickly as we were putting it in. >> We spend a lot >> for the next years, right? it it would be
>> we we have been doing a lot of these types of projects but in an underfunded way through we typically allocated anywhere between 400k and a million through B&D depending on how B&D went. Um which has left us in relatively good
shape. Um, but we need to have a more fixed ongoing commitment >> and like as Jason said, he is not a a reliable source to do that. So folks, we have a seconded motion that is on the
floor. Um, I'd like to call the vote for that. So all in favor? >> I. Any opposed? >> Right. Motion passes on both. So, um, now I want to, this was not part of the motion, but I do want to give it as, uh,
direction to our, uh, finance and administration group. Um, as Jason noted, we're going to need to bring in an operating budget to separate from the stabilization fund that is, you know, at or below 2 and 12%. Um, which is going
to mean reductions from different places. So, um obviously tonight >> Yeah, I think at this point it's probably incumbent upon us as a committee to revisit the two and a half
proposal and see if we have any adjustments we'd like to see if there's additional revenue that came in, if there's any retirements that we want to consider not replacing positions of. Um, things are going to get a little bit more clear at the end of the month when
the governor releases her version of the budget. Um, so I think maybe at our next meeting we can we could dig into that a little bit more deeply. >> Karen, we'll want to make that an agenda. Um, all right. Let's go to our cabinet
reports. >> Over the past few months, SLRMS has hosted visitors, teachers, and administrators from across the state to see our open science curriculum um 7th May, our investigating history curriculum, and our democratic knowledge
project in action um our curriculum. So that's been really affirming and teachers keep reaching out to our teachers um for best practices. We're proud of that. On February 4th, the Money Foundation will begin to capture our collaborative discourse efforts that
are rooted in the skills of building, justifying, and synthesizing. Mr. Terrell also talked about them in his speech, I'll call it speech. Um the students are entering the drama production of The Little Marty that will
be cast um that has been cast and it will be at the end of March. And our students have also been fully on board um in developing assemblies for our No Place for Hate movement both on both here in high school and middle school.
They've led two assemblies. one with skits connected to allyship and students who led that committee um are actually handing out No Place for Hate stickers when they see a student being an ally to other students which has been really powerful. Um another assembly right
before the right before the break connected to was connected to taking a pledge for being um a no place for hate school. and you will see next time you come in the lobby our no place for hate tree and all of the students will have leaves on that tree. Um they're really
proud of that and each one of those leaves um represents their identity and their acceptance of that identity. Um so we're really we're really proud of that and we've taken some of the um high school videos that they have created and shown the kids too to show the partnership. We think that's really
powerful. So I had to bring you a sticker as well today. Thanks for being an ally. Hi, good evening. Happy New Year. Um, if you walked into our main entrance at all in the month of December, you may have choked yourself over a box or a bin because just about every single one of
our student clubs um as well as individual students just sort of on their own um collected food, toys, clothes, hats, scarves, sneakers. Uh there were SUV loads of items that were taken um just before the holiday for um
local community members. So shout out to all of our students for just their their care and compassion for community members. Um we were thrilled earlier this week we welcomed Tim Murphy, class of 1974 to campus. Um if that name sounds familiar to you, he is the um
all-time winningest football coach from Harvard University and all of the Ivy League. So, he came and met with some of our student athletes. Um, and even though he has retired from coaching, he has not retired from inspiring others. Um, and it was pretty cool for him to walk the halls of his um, former high
school. Um, what a cool opportunity for our students to hear to hear from him. Um, so, thank you to Mr. Swanson and our captain's council, which is a new organization that's been formed by our student athlete leaders, um, for organizing that event. Um, tomorrow
evening, if you're around 6:15 p.m. in between the boys and girls varsity basketball games, we're excited to um present our championship rings to our state softball championship team. Um, all of our seniors who graduated last year are home for this event. So, we're
looking forward to that. We would love to have our community join us. Um, and the last update that I have for you, I'm excited to share that the Massachusetts State Police have awarded us a grant for interactive student driver safety program. And so, um, Officer Allen has
been in touch with um, several schools that have hosted this presentation already. We've got some great referrals and recommendations and we're excited to welcome them to our school this spring um, for our sophomores and juniors um, just for some reinforced driving safety.
safe on the roads making smart choices. So that's all. Thank you. >> Thank you, Sarah. >> Um, thank you, Mr. Chair. Um, I was surprised during this meeting to have
the um financial report down here, not as part of the consent agenda where it was in December and in October. So, I'll take any questions on the financial report. I I put it
I put it under me in the individual folder for you but I believe you want to put it in the consent agenda. >> Are there any questions? So I gave you the the meah.
So I I put you to the folder the summary and the summary and the financial report detail. Are there any questions for me about either of those reports? >> Make a motion to accept Sar's report as presented. >> Second further discussion.
All in favor? >> Any opposed? >> I'll make sure they're in the right place. >> Dr. Okay, I have a few brief updates, but before that I want to thank everyone at high school that presented tonight on
the different changes course offerings. So, thank you to everyone. Um, a few updates on committees. The first committee is the K through 12 PLA steering committee. They've been meeting all last on December 2nd. During that meeting, they impact standards by
reviewing data, discussing observations with the committee. Also, they received updates about progress with the district literacy plans and core program reviews. Um, at the middle school, um, we have core program review going on now. It will be happening throughout the next few months to select a new year program
for the middle school. local literacy is working with um teachers at the middle school to select that and I will have more information on that and I'll bring those findings to a school committee meeting at the end of the year to present that new um curriculum that they
selected. Uh K through 12 math steering committee is in its second year and conducting meetings this fall and they last met on December 9th. They were able to review the implementation of both HMH at the middle school grades seven and eight and illustrative math. They were also able to check in on plans for
professional development for next year. Um, and they've met with HMH consultants twice already and hopefully one more time we'll have a consultant coming in the spring. So that's an ongoing piece at the school in particular. K through 12 science technology engineering
steering committee. That committee will begin in September of 2026. So that's that will be the first year for science starting next year. And then also I added some of the um testing windows um for grade 10 BLA mathematics and science. Those testing windows are on
there. And then for grade um 78 will also have MCS testing windows with the principles. We'll be communicating up to families to let them know now that those testing windows are so students can intend to take the assessments. That's all I have tonight.
>> Thank you Dr. G. Um, tonight in the folder, you'll find a calendar proposal for next year. You'll find that most of the dates are in alignment with where they occurred pretty much as the same as last year. The only uh real change is
that we put our two professional development days um at the beginning of the year on election dates themselves. So that for especially for our elementary schools that sometimes serve as um polling or or um electoral spaces.
Um it's very hard to have school on the same day when people are coming in to vote. So that's why we schedule them that way and that's why you'll see them in those votes in those uh times of state election in I think September and then the um the other election in November. So uh that's the reason for
those placements there. You can note the timing of the vacations and how they fall. You'll also notice that we've included five potential snow days um which uh would give us our our final day of school. If you notice that there's
also notes with regards to the times that school gets out on those last days of school because there's uh in the past uh people wanted that noted on the calendar. So that's in there. And if you look at the back, we have um worked with our principles in advance to give you
dates for upcoming uh events. And as always, we try we have asked our principles to use the district calendar to try to prevent as many um conflicts as possible. But please recognize that while we keep keep some of the the
biggest events conflict free, there are always going to be some other events that sometimes interrupt with other school events, for example, sports. It's very hard to limit when they play, when they meet, for example. So, um, we do our best, but sometimes there are
conflicts. And so, today we're looking for your review and possibly a vote of support. I'll make a motion to accept the calendar as proposed. >> Second. >> Just one question. Um, high school graduation will be June 4th, 2027.
That's cool. When is the last day of school for seniors? Is that something that's typically >> it has to be within so many days? >> Technically, we have to wait until we know or not, but it'll it's usually the So, the week before Memorial Day weekend
is their exam week. So the last day of class Friday, >> you will get a big bulletin from me. >> Can't wait. >> Give you everything you need to know on August 1st. >> You know, I'm going to hear market there.
The only other item I have for tonight is just a reminder that our next meeting um we will have our budget hearing and >> oh sorry on the floor we actually all favor
>> that's a good catch. >> Thank you. That would have been sad after all that. So, we'll have our budget hearing at the next um at our next meeting. Also, um
Sarah will use the 2.5% uh to um project the assessments as well at our next meeting. >> All right, >> everybody. I will be super quick. Um Jason, I want to start I want to acknowledge the thought and the work and
the soul that you put into the idea of stabilization fund. Um, with that being said, you are giving me heart competitation, so I just want to let you know. Um, but I do want to thank you because I know the I can imagine the work that you put in there was significant. Um, I also want to thank the negotiating subcommittee for their
respect and willingness to attempt to reach middle grounds uh where staff can afford to work in our district as well as the district being able to afford our staff working in this district. Um, so thank you for continuing to come to the table and just continuing to have very productive conversations. We really appreciate it. Um, and based on my
fashion sense, this probably doesn't mean anything, but we're having a great shirt. >> Oh, I will speak. We elected a new chair tonight, Jesse Keith. He's a new um committee member from Kingston. And um we did review several um sets of minutes
both set and regular from the last year and a half. Um there's been a lot of turnover in the committee. Um we um acknowledged contracts from the superintendent um that each committee um will bring back
um this committee listened to them in executive session um tonight. And then um there were proposed um positions for central office that we we all acknowledge the need for them. Um it's all going to come down to financial
sense for all of us and um there's been no vote or movement on that. But that was the gist of the um committee meeting tonight. Production. >> Thank you. CTE >> again the longest chair promp in the
history of CTE. >> Um I was happy to hear there's potentially some economics classes coming online in our history and social studies department. Uh because one of the things we were trying to do with CTE is bring on board a marketing program
and I can see some synergy there if we ever get around to it. But considering the financial constraints of the district, uh the CTE subcommittee will not be pushing forward with an additional um expansion of CTE with marketing for next year.
Uh would you like to continue the legislative? >> So I am going down to Washington DC on Friday the 30th and uh there's a good chance uh when I land the government will be shut down again.
Um which ironically means my meetings are much more likely to happen because nobody will have anything to do. Um, however, uh, I don't expect to bring back any news that makes any of us feel any bit better about, uh, the financial
situation, um, of federal funding to the state. And through that, um, when Governor Healey comes out with her budget, which I've already had some some leaks about it, uh, it's not going to make any of us feel any better either. Right? This
really is going to be a year where we have to lean on each other, neighbor to neighbor, local taxpayer to local taxpayer to fund what we believe in and what we value at the local level, right? So, it's it's it's a very personal situation this year with the school
budget. And again, a budget is a moral document and and you fund what you believe in, right? And we bring that to the ballot box with us. So, that's my legislative agent report. uh negotiations. We were missing Mark
tonight and uh so I think I'll just echo what Joe said, but I think we're making farmers and discussions with our parents and with our uh support staff and we're opening discussions to
teach. So we'll look forward to further development. Uh >> nothing new to report because um PAC usually doesn't have a January meeting and if they did it would have been tonight. Um so last everything I told
you in December is still where we stand. >> Okay. Policy. >> We have no meeting uh scheduled. Okay. Regionalization study. >> No update since December. The meeting's along January 21st. >> Okay. Um safer. We haven't had a meeting
since our our last and I appreciate everybody's support with the uh folks tonight. >> Okay. >> Union 31. >> We will be meeting at the end of um February to discuss the shared cost contracts.
>> All right. I believe we are finished then. So I will uh entertain a motion for adjournment. >> So moved. >> Second. >> All right. Uh roll call. Jason. Yes, please. >> Megan. >> Yes. >> Yes.
>> Deny. >> Yes. >> Yes. Thank you everybody for your time for your effort this evening.