um me building um well building upon what seems to be an already very strong leadership team and um continuing to build upon that leadership capacity and working with them to continue with the goals that they've already created and the progress that's already been started in um in building and building upon the Greenfield Public School District. I think um my knowledge of the full prek through 12 continuum will help to support that. I think my knowledge of building a and and um having been mentored by some amazing superintendent, bringing that to the table and using that knowledge and using those skills to meet the leaders where they are and to be able to listen. I had some some really great conversations and I think what I took away from from those conversations um is number one I I have what I heard was really strong leaders who know what they're doing and where they're going and they need um they need a leader who's going to listen to them and who's going to recognize their leadership capacity um and bring them together and continue to um to lift up and to continue to help them grow.
>> Okay. Thank you. just an extension on the same question. So, it's just can mean a child just a student just having a difficult day. This this is intended to apply to any student within the school population. Um really making sure that no child is excluded or removed uh without an appropriate plan in place and strategies to immediately return that child to their learning environment. So, I could give you an example of maybe a time in which it would apply to a student that is um not identified with an IEP or a 504 plan. Um, which typically we may we may expect a behavioral support plan or strategy plan to be in place for students that that have additional needs. Um, but we could have a student that experienced um something challenging over the weekend, a loss of a pet, be crying in the middle of the classroom, and this this plan would allow us to remove that child for, you know, a short period of time, uh, to meet with someone, to regroup, uh, maybe to reach out to a parent and and then return them to the learning environment.
What's the revenue stream for the housing associated with it? Whether it's mixed use, you know, >> so does your crystal ball tell you that there's a lot of demand that you get a lot of proposals or >> my crystal ball says there are several good ones because the developers those regions need schools for all the >> there are people out there that >> right that will be definitely interested. Yes. Okay. What if you have way too many? How do you manage it? >> That's why we're only going to award three >> concept awards. >> And who's who who actually makes a decision? >> Um >> you have a commission committee or just you by yourself? >> No, it's a it's [clears throat] like um for the example in in the Milani RFP, we had people that did these public public partnerships before. We had uh members of the community that have that experience.
questions. >> Miss Glass, >> yes. >> Miss Nson, >> yes. Miss, >> yes. >> M Rivera, >> yes. >> Miss, >> yes. >> Thank you. We're now moving on to agenda item N. And um item number two in N. Um we've received advice at the beginning of the meeting that we need to table that um while further due diligence is done. So um I will first ask for a motion to table item two. So move >> you miss second. >> And Miss Pap, thank you for the second.
>> But I just wanted everyone to be aware that there's four. >> Okay. I will make the motion on Mr. >> I will second. >> Yes ma'am. >> So I split it into two motions. Somebody could abstain. So we can put them all together if you want to make a motion to adopt them all together. >> I figured it's only two. We've already done the motion. Second. >> It's up to you. But that's why I split it. But there's no need. >> Yeah. >> Any question? We'll call for the vote. >> All those in favor say I. I.
This is the normalization of how he's looking at what was actually happening, taking that out, and putting in what he expected to happen just to normalize you. But you're seeing how he's doing all of that. The next page is the actual underwriting. [clears throat] So on the medical side, so on the left hand side first, you [clears throat] can see the three columns. Once again, we're talking the same three years, two full years, and then this year's partial year. This is bringing in those information um that we just talked about on the normalization page. So it's bringing in the medical claims at 2.4 4 um actual claims above taking out the 650 or 601 pushing in the 745. So you have the 2.5 2.9 and 1.3 across. So you're bringing in the normalization that just happened over there. The next lines 5, 6, 7, and 8.
One of the biggest fans was his dad. And coach Leslie made it a point to thank the crew time and time again and tell us how much his dad enjoyed watching the games from his home down in Texas. His dead dad never missed a broadcast. Unfortunately, Coach Leslie's dad passed away over the summer. Another victim of cancer. When I [snorts] finally saw coach at the start of the season, he made it a point to again say how thankful he was for the joy we brought to his dad. That was WACA making an impact. uh talk about a couple of real uplifting experiences. Not every viewer of WACA passes away from cancer. I promise you that. Um I've also made some many meaningful personal connections with the various crew members over the years. Paul Bowden, Jeff Paul, Connor Donovan, my announcing partners, Brian Siet, the legendary Bob Docker, Josh Abrams, and his son Chase Abrams.
>> Can I interrupt? >> Yep. >> Um what we did the last time Lisa did this is we posted it on the website so that it was available to anybody that went on to the website. So we can put that back on there. That's why I asked Wacka to record it. >> I think that's a great idea. So it's a the video is available, but also if the PDF can be sent out to everybody on board or committee. >> Absolutely. >> We had what 37 online citizens. >> We did 37. >> Was good. That's good. We couldn't see how many were on because the presentation was being uh shown up there. Five more minutes. We may be done fast. No, it's good. We good. >> It's now 7:15. Y. >> All right. I'm looking at our old tele. So, >> all right. All right. That's the case then.
So, there are there are vacant positions we have that we carry over. It's just a matter now with the program directors whether or not Those are needed andor then we'll look at our mobility enrollment numbers but here you know different grades vary as you you've seen as I I might have mentioned I believe at times we generally run two grades at each school or two class two classes of per grade of teachers and in many of those cases that works out fine. There are a few anomalies where you probably have just just over enough for one teacher in some places where you're having a second hired. We've talked about this is not going to end up having happening now. I know that in terms of any type of restructuring, not even redistricting, but restructuring of grades. For example, if you were running two second grades in each school, so there six second grade teachers, the numbers would probably truly dictate if you house them all in one building.
And I think that that's what I'll bring to the table through through our leadership um through our leadership meetings. One of the things that that I would like to make a part of my practice was something that was really important to me as a developing leader, which was um having meetings um one-on-one meetings with leaders, spending a day in buildings. Um it would be great to be monthly. That would be my aspiration to be monthly to meet and to discuss to discuss goals and aspirations but also to get into classrooms and it was so it was nice popping in a little bit today um when we could to get into classrooms and to see kind of the magic happening with the kids and with teachers and um that's something that I think that I would be bringing to the district is that desire to be boots on the ground in classrooms with leaders and bu continuing to help the leadership build on their own capacity.
Um, but really the parameters here are bringing a very conscious awareness that anytime we do that, the goal needs to be to get that student back as quickly as possible as is reasonable given the age, the circumstance, the grade level, and so forth. >> And I'm I'm glad that we made it clear that it's it's not a um a punitive strategy. So it is to me it was very clear that we were looking at the needs of the student at the time in the situation. >> Yes. >> And again in an ideal world we would you know we would not want to have to have disruptions but the reality is there are different circumstances that come about um at different points uh throughout the day or in students lives. And this allows us to be proactive and respond to that in a supportive um measure.
We had um people at uh that did two before. So the committee would be vetted based upon the criteria of the RSP award and that's what the award would be based upon. So it would follow 103D 303. >> Okay. Procurement law you have to um appoint the procurement. >> Absolutely. >> Right. Yes. Yeah. >> Okay. Um and how do you see yourself um working with UEE? So they would be a prop they may be on one of the teams proposing a school at one location. Nothing precludes uh any charter school any future charter school or the department of education to submit a bit with a developer on how to build a school cost effectively. >> So so draw me this picture. So how how would D do D do D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D O D O DOE go with a developer to provide a a proposal, >> right?
Any discussion or questions about the table number two? >> Okay, Miss Henry, please pull the board. >> Miss Glass, >> yes. >> Miss Nox, >> yes. Yes, >> Mr. Bear. >> Yes. >> Miss, >> yes. >> Pass. >> Thank you. >> Okay. I will now ask for a motion and second for N1 and 3 through six. >> So move. >> Thank you, Miss Glass. >> I have a question. >> We're opening a second to to discuss. Yep. >> No problem. >> I think Miss that was the second. Okay. Now questions or discussion on one or three through six. >> So my question is forgendum items N4 um for the civic bell is that going to be a case by case basis or annual or you check your residency annually or case by case? So, Civic Bell is a uh third party vendor that we are going to enter in uh into contract with that will give us essentially it is prop proprietary software that's been developed to allow us to do residency verifications or preliminary res residency verifications where all we need is a cell an active cell phone number and we can through this proprietary software we can verify residency within the boundaries of the school district.
Any opposed? >> Motion carries three to zero. >> And I'll make the motion on this. >> I will second. >> Any discussion on that and call. >> All right. Um, all those in favor say I. >> I.
Those are normally if there's other specific situations that need some adjustments. Most common is a laser. You [clears throat] can see you have none of those. But sometimes a laser is we're not going to cover something with stop-loss and so the plan needs to cover it. So you would increase this say to 1.25 or 1.1 to generate more expenses that need to be underwritten for that would produce higher premiums. You have none of that. So it is all just same number um coming in from normalization is the same number on line nine. But we're talking total cost right now. And the best way to do any comparison is per member per month. And so now we're going to take what he does is takes a snapshot every single month in that plan year and takes the number of members, adds them up. And so you had 8,38 members uh member months in that time.
I mentioned Chase because he's a great story success story in the making. He volunteered with us, announcing with us during all four years of high school, graduating in 2024. Case is now a sophomore at the University of Rhode Island, enrolled in communications and broadcasting major where he covers soccer and basketball for Urri on one of the ESPN affiliates. I'm sure this is just the beginning of a very successful broadcasting career for Chase and another example of WACA making an impact. And in keeping with the family theme, the last thing I've also had the pleasure of announcing basketball games with my daughter, Halley. She's a 2020 graduate of Ashlin High School and continues to be part of the WACA family with a production expertise of Paul Bowden. Hi helps to bring town manager Michael Herbert's weekly newsletter to life in a concise, fun, friendly video format.
I do have to read this. This is a public hearing on Verizon's cable license renewal, and it is up for the purpose of allowing the public an opportunity to comment on town and public cable needs. Verizon's current license is due to expire on July 11th, 2028. The federal and state law requires holding public proceedings and ascertain local cable needs as part of the renewal process. Notice was posted in the local newspaper on January 21st and January 28th, 2026. Copies of legal advertisements are entered into the record as ascertainment exhibits one and two. We will provide interested members of the public and other interested persons the opportunity to provide input about the cable related needs are important to Ashland and about how horizon has performed under the existing license. Before proceeding to public comment, I would like to thank Barbara Chisum of the Ashland community cable programming provider, Ashland TV and the Ver and Verizon for their participation and responsiveness in the ongoing license renewal process.
And I say that, but that this is future thinking down the road, you could probably minimally have five, maybe you could even get them into four depending on where you thought the comfortable classroom size was, right? done but because they're spaced in that sense you don't have that efficiency and it's not a perfect world right because then schools would have to be busted you wouldn't have neighborhood schools etc there's all pros and cons to all that trade but we are looking at all of that >> so in the past we were if we had a bubble >> a bubble group that you know principles were given the I don't know the directive that they could do like a two three combo to kind of even it out. And we did that really well. Um, and teachers were okay with that. We worked really hard to put kids together that we thought were should be together.
They know where they want to go and I think they know what they would want from me in in supporting them to get there. >> Thank you and thank you so much for being here. Um would you please walk us through how you prepare a budget? Uh we are interested not only in your methodology but also your philosophy. >> So the budget um prep process is It's a little different from the regional district to the Windsor Lax district. What is similar is I do believe in um the staff helping to create that budget. So going back to department heads and having the department heads go to their staff to get input into what the wants and needs are. Um, it's important for me to help create kind of the scenario and what the what the conditions for that budget is depending on what the the budget climate is for any given season.
Okay. Um last call for any uh questions. In that case, I'm looking for a motion to recommend updated CA um CA policy 5144.2 Two, use of exclusionary timeout to the board for a first read. Is there a motion, please? >> Motion may. >> Thank you, Anita. And a second, please. >> Second. >> Is that Minnie or Sherry? Sorry. >> Minnie. Yes. >> Okay. Thank you. Uh, all those in favor, please signify by saying I. >> I. I.