MRSD School Committee Meeting 12/3/2025

001Am I Bill? >> All right. All right. I'm over. >> No, I'm Bill and I'm on TV. just mess to order the mass economic school committee meeting December 3rd at 7:06 p.m. We will start with comments from the audience. Good. Right. We're back on schedule. Uh remarks from the chair. Uh I really just have two quick remarks. First, I want to welcome Maggie Gibson. >> Hi. Excuse me. Um and Maggie is our new addition from Boxford. I want to thank the other Boxford reps for the work that they put into finding Maggie. And uh and just please w join me in welcoming Maggie. So, >> thanks for joining us. >> Nice to have you. Nice to meet you. to meet you. >> The only other thing I just wanted to mention is uh it's December

002now. Uh I know folks are getting into the holiday mindset. Um there's been some emails that have gone out about community assistance and community giving. I'd encourage everybody to go through those emails and if you can look for opportunities to support our our Tritown community, lots of families in need and um it's a great thing to be able to do if you can. [clears throat] That's all I have for tonight. So, I think we'll jump into turf field project updates. We have some guests. >> Yep. And Ananda Burggeron and George Ryan are here from Stantech. Awesome. >> Um, so I'm gonna kind of turn things over. Ananda, I could ask you to take us through. There's two proposals that we have from Stantech. Um, >> hi everybody. >> Yeah. Um um so we shared um

003two proposals um with Mike with two different options um for moving forward. Um the first proposal, what we're calling plan A, is to kind of stay the course with what we're doing now. Um uh we've included a hundred additional hours for continued um coordination and meetings uh hearings with the conservation commission as well as an updated uh cost estimate um that takes the um brings the cost estimate to a 90% level. The the cost estimate that was prepared uh back in 2024 was a 50% level cost estimate. Um, so this proposal is for just under 39,000. Uh, the other proposal we've submitted, which we're calling plan B, um, considers completely eliminating field two. Um, and just moving forward with the field one option only. Um it it does include all the amenities that are currently

004at field one um but just gets rid of gets rid of the field two. Uh this um I think we have we've considered a couple more conservation commission hearings for this option in this proposal. um as well as an updated cost estimate um that would bring the option with field one only uh to 90% cost estimate. That's what um that's what Mike is sharing on the screen now. Um I I want to note as well, it came up in a conversation earlier this week that if we were to move forward with um with the op with plan B with uh field one only, um it was advised that we um file an RDA uh with the conservation commission before beforehand. um that wasn't included in the scope, but we estimate that to be a few

005thousand dollars as well. Um that's the request for determination of applicability um to make sure that the conservation commission does agree that um the plan B option the the intent would be to keep the the project out of the resource areas. So, we would just need their their confirmation that we would want their confirmation that they that they agree with that >> um to help minimize risk with with that alternative. Um George is here as well. George, I don't know if you want to add anything to that. >> Uh thanks Ananda and for everybody in the room, George Ryan, civil engineer with Stantech. Um so I've been dealing with a lot of the storm water management and permitting concerns. So I think Ananda summarized the two options very well but um you know certainly here

006for for questions on you know how that may impact process design um and and that kind of things. >> Oh and I I guess I didn't mention too you can see on your screen that the um the estimated fee for this uh plan B option is 64,500 and again that's that didn't include the um the RDA filing. So, if we want to move forward with that, um, we can update this, but I I don't see it being a big impact to the overall, um, scope via the project. >> A quick question. Um, Bill Hodge is here. Um quite frankly, um I when I looked at these this afternoon, I was actually pleasantly surprised that this plan B was only around $65,000. I mean I I I I thought our previous discussions uh were were suggesting

007that the scale back to just a one field option uh was going to be significantly uh you know more than that. So um you know did I did I exaggerate that or did something change? I don't know. Did we um I mean did we share a number previously? I'm sure if we did it was just kind of a highlevel ballpark number and we had shared one. This one, you know, we sharpened our pencils and and went through and and really looked at the effort it would take. >> George, were you going to say something? >> Um no, I mean I agree with that. You know, we we've put a lot of work into this project and obviously we've met, you know, some resistance. I think everyone is aware on the call. Um, you know, so

008we want to recognize the the work that's been put in. Um, but you know, we the fields have kind of been designed in a lot of ways to function separately. And so I think that's kind of reflected in the price as well to be able to kind of pair back to scope. >> Yeah. And and I think too I guess I would add like the the the biggest unknown is what happens with the conservation commission, right? So um we you know we did assume a permitting budget with this but um I would say you know there there could be unknowns that that arise from from the conservation commission. So we, you know, we did our best guess at at, you know, what we the effort we think it's going to take, >> you know, assuming

009it will go back through peer review again, >> right? [snorts] >> Um, but and we do have two additional conservation commission hearings in in this in this budget. So just make just sharing, you know, that's kind of been the big vulnerability with with the project is >> right. Right. Bill, one other thing to point out is so that Stantech has a budget for their end of the peer review um but we would also have to pay for the engineer that works for the conservation commission which is not included in this number. >> Okay. So, so where on the screen, uh, there's a number for peer review of 8,000, that's just Stantex number. That's not >> that's not Foxford consom number, >> correct? We don't know what that number is cuz [snorts] we haven't gotten there

010yet. >> Addition additionally, it only contemplates two addition additional meetings, which we learned from experience it could be several more than that. uh which would lead itself to a change order number seven. >> Right. So just just for everyone's benefit, I'll I'll not call in Melissa. The discussion that I [clears throat] had with Mike and Jeff, Adrian and I had with Mike and Jeff a few days ago was we're probably guessing all in we're looking around $100,000, right? That's what we that's what I would assume. >> Okay, that makes that Yeah, that that was that was the number I had in my head, >> you know, anyway. So I was just surprised that this number was lower than that. But I think that may have been the discussion we had that it was this but

011all the other stuff rolled into it. So >> that's cool. >> Just a qualifying question or clarifying question. So if we go with a standax move forward as we this is the money they need to move forward with what we currently have on file and is currently continued with the town of Oxford. If we go with B for a plan, yeah, option B, you're withdrawing the current project or the current NOI without prejudice, filing an RDA, and I don't understand why we would need another peer review, but maybe there's some kind of insight that I'm I'm not clear on. we we would be submitting an amended storm water plan, >> right? It's a different storm water plan than what we already submitted. >> Right. So, if we have a request for determination of applicability and

012it's determined that the project does not come under the wetlands. I thought that was the purpose of the that there was a like I I'm looking towards the experts at Stantech to answer this. >> Yeah. the um the project. So in this option the you know field two would rem be removed from the conservation commission's jurisdiction under the wetlands protection act. Boxford still has a storm water management bylaw that applies to projects you know above a certain size or with um you know land disturbance area which which the project would exceed you know even for just one field. So it takes it out of D jurisdiction. and it takes it out of conservation jurisdiction with regard to the wetlands um the wetland protection act and the local wetland bylaws. Um but Boxford still does have

013you know a townwide storm water management bylaw um that is only you know slightly less stringent on the storm water side of things. And then that is why we are expecting that under that filing for that permit um that they would solicit a peer review from a third party. >> But is there a way to request that the scope of that peer review be smaller than the original peer review because they've already conducted a peer review. So they have a lot of information that they need. >> I think that's a very reasonable request. The original peer review also included environmental review of wetlands, wetland buffers, environmental impacts, all under the wetland protection act, which wouldn't apply anymore. And the point that you just made that is very good is they do have familiarity with the

014with the project. Um, so I would agree that it's a very reasonable expectation or request um that the level of effort for that peer reviewer should be, you know, less should recognize the work that has already been done as well. Right. So, as a school committee member, my request to whoever is going to be interfacing with the town of Oxford, be it our administration, our council, would be that we do everything in our power to work with the town of Oxford to not incur additional costs related to a peer review if we go with this process because we need to know that they're Anyway, >> can I ask a following question to that? Yeah. >> So when we had the first peer review and the first application, did that consider the Boxford regulations as well

015or was that only with >> with? >> Um yes, because the project uh the project hearings were simultaneously for the notice of intent and the storm water bylaw permit. Um so they were basically running concurrently. When they read the agenda, you know, both of those are read off as part of the project. Um so yes it did include both um you know by removing a field we are obviously changing the scope of work you know the expectation is that the storm water management around and underneath the field to remain will be essentially the same as what's already been reviewed. Um and so I I would I think it's very reasonable expectation to have that level of effort on the peer reviewer side be less. Um but yes to answer your question directly you know the

016peer reviewer um was reviewing the project under you know all the applicable you know regulations at the state and local levels. >> So this proposal two is actually a reduction of the original scope that's already been peer reviewed once and agreed to. So I still understand why we need to even consider a peer review at this point up to us. >> I know >> just budgeting any for now. I just don't like seeing, you know, we spent so much money going down this path for a year now. >> You don't like seeing us discuss the idea of a a need for a peer review? Is that what you're saying? >> You don't like the idea of having to do another peer review? >> I don't. But just the fact that we're just assuming it's going

017to happen seems kind of, you know, we've done the work already. I mean, to me to put it in there seems not necessary and kind of strange. I think what I heard was that it's it's necessary because if we're changing the storm water plan that it would it would impact what was previously reviewed. >> We say we're changing it. We're just reducing the current design. We're not redesigning anything. We're just li it's it's a smaller project under the same design. >> Redesigning it >> because it had been tied into the the two field had been tied into the same storm water plan. So the storm water plan needs to change. Correct me if I'm wrong, please. >> No, that that is that is correct. and we are expecting that the conservation will request to require

018a peer review. Um if it's not and we are able to prevail with some you know level of common sense if you will then you know this task would not be used. It wouldn't be build to the school. Um you know if we don't need it we won't use it. It's not going to get build if it doesn't happen. But unfortunately, like from our experience, we do expect the commission to um solicit a peer review before before voting. >> What do we pay for the per first peer review? We're on that topic. >> 25 grand. Okay. Um I guess I have three separate questions. Um one is on the schedule. You have it listed as starting in November and ending in March. What would the actual redesign part of that be timewise? >> Um, you

019know, couple few weeks, right, where you if we are able to proceed quickly, that gives us a few weeks before the holidays. Um, you know, I think >> although March is primarily about getting through reviews after you've completed the design, is that correct? >> Correct. So, we'd complete the design, submit the updated documents. Um, a hearing would be two weeks later. If they solicit a peer review, that's going to take a few weeks. We expect a couple hearings. You know, there's an appeal period typically with these permits of about 21 days. Um, so that does, you know, get you to march pretty quickly. >> Okay. And then the RDA, um, do you have to complete the full design before going down the RDA path or is that something that can happen before you finish all

020of the redesign? >> We would not need to complete the storm water report for the RDA. We would need to show the limit of work for the revised project on the plans. you know, show where the work stops, show where the erosion control is going to be. Um, and so we would need to say, you know, the contractor is going to work within the confines of of this limit of work. This limit of work is outside the buffer zones, you know, therefore it should not be jurisdictional under the wetlands protection act. Um and so we just need to reach a level of confidence with the scope of work that we can delineate where that limit of work lie and say with confidence that we will not be working within jurisdictional areas. Um and at that

021point the RDA um should be you know viewed favorably right if we don't have work in the buffers and it's outside the jurisdiction. >> Okay. Okay. And my last question is if we um were to go to the Boxford Conservation Commission and say we're doing this redesign because we feel that that's what the community would rather uh see and they were to come back and say something like, you know, we're glad you're doing that, but we would suggest perhaps, you know, adding additional filtration or something like that. Would that be comprehended in this budget or is that you're going to have to requote that? >> Um, you know, some of that would be included in the peerreview process. Um, and if the decision is made, so I guess sorry to back up like recommendation would

022be to put on paper when do we submit it, you know, the storm water design that you know the school the school is comfortable with. um if that includes a couple things that we know will come up and we want to include them like replacing existing infrastructure as you know let's call it a a show of faith if you will then I would I would recommend doing that upfront um if we don't and it comes up as part of a peerreview process we do have time accounted for in that budget to make changes and respond to comments from the peer reviewer or from the commission directly um you know that specific situation is I'll admit a uh a tricky question to answer um because because what you're asking is things that are outside of the

023bylaw and so the school would also have the ability to say you know we're not required to do that um if they chose to do so you know any >> I'm really just asking how much flexibility you have built into the quotation in the end Right. So, yeah, >> we, you know, it has already been reviewed. We've reached a point where we've resolved all the comments. Um, you know, that task three that you see up on the screen, you know, does acknowledge and account for, um, you know, the lengthy history of of this process today. And acknowledging that some things like that may come up. >> Okay. Thank you. >> All right. Um, I know, uh, our legal council has kind of worked with you guys over the last probably few months or so, month

024or so. Um, are you expecting her assistance, if we were to go forward with plan B, would you be expecting her to still be a part of your team or would you guys be able to take it from there? >> We we're expecting that council would still be part of this. And how much do we have >> left in what we allocated for that? >> I don't think we allocated any of that for it. >> All right. It was already existing >> out of the >> Yeah. So we have a >> general >> $10,000 annual budget for general counsel. So it was coming out of that. >> Okay. And do we know how we're doing with that? >> I don't think we've expended very much. >> Okay. maybe. Thank you. [clears throat] So, I guess

025I'm not really sure where we go from here. Uh I mean, is there a discussion that we want to have around next steps? I mean, I know we have two options on the table. It feels like we're leaning towards wanting to go towards a a single field solution. >> That's correct. >> Maybe we talk can we talk for a minute about how the options for getting this funded? I mean, I'm guessing comes out of >> It all comes out of the stabilization. >> Stabilization. [clears throat] >> Yeah. >> Unless we waited for a town meeting, >> right? waited for a top meeting >> or we get money from the Damascus Sports Foundation and my discussions with them have been that they're willing to front some of this money for us. Um I don't know the

026number yet, but it's it's certainly more than half probably of what um because I know it >> I guess my concern show is that it's just going to continue continue to slow this process down, right? So you'd have to go through they got to gift it, you got to accept it, got to execute all the documents as opposed to making a decision tonight. >> But you take it out of stabilization, you back the bill based on them giving us the money, do you not? >> You can't do that. We've got to be able to do that. >> They can't donate to the stabilization fund, >> right? >> I mean, you can authorize the funds out of stabilization. Sure. And then, right, whatever happens after that happens after that, but it comes out of stabilization. But

027if they can cut a check to tomorrow, say >> it wouldn't be put back into stabilization. It would go into a gift account. >> Okay. Let's hope there's an accounting tool where we can accept money and use it what it's intended for. How about that? I just >> just described that. >> Why can't they put it back into theization? >> Because that's not an accepted accounting principle. >> But we're not writing a check based on this tomorrow if we vote on it. >> Yeah. So, it would have to come out of stabilization in in either instance. That's how it would happen. >> Because we'd be voting tonight to take it out of stabilization, >> but can we vote to take it out of stabilization or use donated funds? >> You can vote to take it

028out of stabilization and then at [clears throat] a future meeting you can vote to accept a gift that gets accounted in a gift account, not in stabilization. And then okay then the gift can be used for >> can be used for whatever it's gifted to but it can't be deposited into the stabilization account. >> Right. I mean you see where we're trying to go with it. >> Yeah. Like when are we just explaining >> when are we going to have to pay an invoice to Stantech because we have another meeting in December that we could >> tomorrow night. >> What? >> There's there's a KCOM meeting tomorrow night. So >> no when are we no >> meeting again in two weeks. But when are when do we have to pay stand? Like we this is

029an existing like this is just a proposal. So they haven't in issued any invoices for additional services under change order six yet. >> No because it doesn't exist. >> Right. Great. >> The Melissa's question. Can we vote to fund it in one of two ways? >> Okay. because you have to specify where the money's going to come because I'm going to cut I'm going to execute the document tomorrow if it's approved and then execute a PO and a PO has to come out of a account. >> What about our town meeting question? We said the amount minus any counties that fundraised privately. Wouldn't that just be the same motion >> that involves debt and that's a different >> It was a free cash article. >> Different conversation. >> That was a free cash article. That

030wasn't debt. >> You're referring to >> the turf kids. Didn't we do that? >> Free cash >> and how we funded this original >> Study. Yeah, that just I mean that was appropriated as part of our budget budget few years ago for 449 grand. May >> I I I I think what what Jeff trying to communicate to us, which he has done multiple times before, is that when we appropriate spending, there needs to be no ambiguity about the source of funds. [clears throat] So, it's it's like it or not, it's as simple as that. So, um it's either, you know, we're paying for it now out of stabilization or we're not paying for it at all because no other sources source of funds exists. >> So, I'm just I want to clarify. It feels like

031we need to answer this tonight, but do we need to answer it tonight or can we delay this to our next school committee meeting so that we have time to figure out if a donation's possible in what amount and then at our next meeting we can tee up this is the donation we need to approve and this is what we need to pull from stabilization for the balance. Is that feasible or are we on the hook tonight for some reason that I don't understand? >> We're definitely not on the hook tonight. Okay. [clears throat] >> On the same point, I like to do anything until we get some more clarity from the Boxford. So, >> I'd like to make a motion to table this vote until the December 18th, no 17th meeting um to allow

032us to speak with Boxford and also with donor sources to see if we can um obtain some of the funds from through fundraising or through a donation rather than take it from the um stabilization account. >> Seconded question. Speak with Boxford about what between now and then. I don't understand what if we don't do this, how what are we going to engage with them? How are we going to engage with them? >> Nothing's going to happen between now and 17. >> We have a meeting. >> If we don't do this, I mean the we talked with Stantech actually earlier this week just to go and give consom a update tomorrow night and say here's where things >> continuence >> then and we need more time. Could we run the risk of them making a final

033ruling while we wait? >> I mean, that's my concern is that they could >> make a vote. That's why we were going to go tomorrow night. >> Deny the project as it currently stands. >> That was that was why we were planning to attend tomorrow night to say we need some more time. um or to say that the school committee has chosen a different path and we're going to you know be back to you and >> potentially if if the committee had taken option B tonight we would have said we'll see you in March. >> If if you don't we're going to go tomorrow night and say we need some more time. We're just we're still working on this and we're not ready for anything yet. So please continue us till January. So while maybe

034not urgent, there's risk. >> There's risk. >> Yeah. I mean, they could just say we're done and close to hearing. I don't see them doing that. >> Personally, I think they need to make a decision before we go and change course. I mean, the voters, >> we're going to withdraw. >> Original plan. I mean, I just >> if if the committee votes to do this plan B, >> the voters asked us to deliver them a two- field proposal, we've tried our hardest. We've allocated as much as we could to that effort. And I think before we change course politically for us as a board, I think if Boxford Conscom wants to be the bad guy who didn't give us what this school needs and deserves and they're the reason why we can't have community events

035here and we can't have all our teams practicing and playing games here. It's on them. It's not on us. We tried. So I think that they should be forced to make that vote. So it's not on us because we did everything in our power that we could. >> Yeah. I I disagree with that. I mean and only half-heartedly because I mean there's no question in my mind that that you know who the bad guy in this situation is. >> [clears throat] >> Um but the you know there's no there's no we don't get any points um to that get us closer to our end our ultimate goal which which is to have some sort of uh turf uh field for our athletes to play on uh just by making uh KCOM reject us. that that

036either that act either delays going this option B uh or makes option B more expensive then we've done no one any good by pursuing it. So if we've already decided that that that the plan B is the uh is the right approach. Let's just take the step now and and and and and say so >> what's the balance in the stabilization fund? >> Uh on October 31st it was exactly a million. >> Yeah. >> So just a question I don't know who should answer this whether it's Stantech or or you guys but is there an advantage to withdrawing versus getting rejected? We we did assume that the notice of intent would be withdrawn as it would no longer be applicable if there's no work in the jurisdictional areas and we have and the storm water

037bylaw review has been running concurrently. So, you know, a denial of our filings would require refiling the single field project under the storm water bylaw where if we, you know, change our scope and leave the hearings open and withdraw the notice of intent, uh, I think it would put, you know, the applicant in a better position to say, "This peer review has already happened. We've already been to 15 [clears throat] meetings. I've lost count at this point. Um, we've heard the comments that were issued to us from the public and the testimony heard in public all under this hearing and like here's our reaction to this. We've, you know, reduced the scope of the project. Um, and so it gives you the opportunity to kind of run this concurrently where if you got denied it

038would be a whole new application just under the applicable standards. Um so more more procedural um you know but I think there is a bit of an advantage to keeping this process running um and and you know amending what we've submitted. >> Sounds like that's the less expensive option. >> Yes. Um >> Okay. What's up? So, I just need to wrap my head around this. If we file and we authorize we authorize $64,000 in funding to come from the stabil stabilization account [clears throat] and next tomorrow we get a donation for specifically for permitting, will you still have to withdraw? Like what happens to the PO? Can you cancel that? So, if the school committee authorizes 64,000 to come out of the stabilization account, >> I'll execute the contract >> and I'll [clears throat] cut

039a PO. I'll transfer the funds, the stabilization account into the turf account and I'll cut a PO against that those okay those funds. >> And once you've cut a PO from stabilization to turf, you can't put it back in stabilization. >> You cannot put it back in stabilization. If a gift was made at a future meeting, the committee could accept the gift. The giftter could specify how the gift had to be spent >> and then we would deposit those funds into a gift account that was specifically targeted the turf field in the future. But we can't take that gift and then replenish the stabilization account. That's not permitted. But the minute you sign a contract, you have to transfer the funds from stabilization. Even though an invoice is not due, >> I need proof of

040funds. >> You need to have the funds, >> right? A promise from a gift that hasn't been gifted and accepted yet isn't a gift in my book. >> I'm just asking, can the process be delayed? transfers from stabilization to fund be delayed >> because >> I think this whole process can be delayed but I can't make a promise to a vendor either through a contract or a PO which is a form of a contract that promises money I don't have right >> well aware contract law but >> I'm answering your question >> I know I'm well aware of it but we are saying that we don't necessarily we want we likely it sounds like want to move forward with proposal That's what I'm hearing. However, if we if there's a possibility of getting a donation

041for a portion all or a portion of these funds within the next two weeks before we have anyone appear at before we've incurred any services or or expenses and we don't have to take it from a stabilization fund. I think we're doing we're we're doing our diligence and we're we're being good stewards of the district's money if we can use the donation. >> So my advice would be to wait the two weeks. Here's here's my other suggestion is or we also have a meeting next week and I know it's a special sort of meeting but doesn't try no I wouldn't do it next week. I mean, do we really think that there's that the Masco Sports Foundation has a pile of money ready to donate to this? Does anybody actually think that? >> I do.

042>> Okay. [clears throat] >> Can I ask a clarify question? So the Boxford wastewater bylaw that's still governed under the concom or is that >> water whatever it is that's a concom I still think there's you know there's there's not two paths there's not withdraw or just push forward you know I think there's a chance to go for advice can we just say hey >> we don't see a path forward for this we're we're thinking about this we're thinking about a reduced scope what would that entail I I don't want that money if this is still going to be a dead end And my understanding, you know, the concom is not a monolith. They're willing to have discussions and work with and advice. So I think in just us going in just throwing things at

043them is, you know, not the right strategy. >> I've also not heard strategy. I've only heard procedure. And there's got to be an overarching strategy to move this project for. I've I've not heard that in any of these discussions. I mean, we've listened to various Boxford representatives talk about their discussions with the Cons, so I'm not I'm not sure what what we haven't heard yet. >> We've never gone to the cons. Yeah. Said >> we have an alternative. Would this be acceptable? >> Not not binding. Some advice. >> We didn't talk about anyway. >> Yeah. I think the other thing to consider here in terms of receiving a gift is we know we're going to have other expenses on top of 64K. [clears throat] >> Fair enough. Right. We know it's probably going to come

044up to about 100K. So if we're thinking somewhere along% that [clears throat] so please. >> Right. So this has to be done in writing but I can say the estimate was between 25 and 45K they'd be willing to donate to this. But it's got to be put in writing before we can assume that's real. >> Has to be accepted. >> I trust uh the head of the MSF >> school committee. >> Okay. So, we have a motion on the table. I think there's some people that may still want to consider a vote tonight, but let's address the motion on the table. The motion was to pause until the meeting on the 17th. So, um, I'm going to take a roll call vote. Start with Bill. >> Was it the meeting of the 17th or the

045meeting next week? >> 17. >> Motion was for the 17th. >> Yes. >> Jeff. >> Yes. >> Adrian. >> Yes. [laughter] >> Yes. Lissa. Yes. >> And I'm a no. So it's uh we're missing one. So we have 10 says eight eight. >> All right. So we will uh defer this until meeting on the 17th. >> All right. Ananda and George. Thank you and we'll see you later. >> Thank you all. >> Thanks guys. There's a cons coming tomorrow and there's you know we have an administrator who works full-time. Is there any chance we can do some outreach ahead of time? >> Okay. >> Have you I've heard differently Chris >> th this process confuses me. I haven't followed it from beginning to end for this many many years. I get confused. But my understanding

046was as the applicant, we have to close the hearing for them to be able we have to request that they close the hearing for them to be able to vote. >> Correct. >> Um I wish we had kept that. >> I know. That's why I was like, >> "Yeah, I didn't realize we were dismissing them." >> That's my understanding. But >> yes, so that that's my understanding. And so why have we not ask them the cons for a decision for a vote. >> We were we're asking them not to vote until we figured out what path we want to avoid an outright denial >> to avoid the outright denial. >> Yes. >> Which makes the process more expensive going forward. >> And so we're continuing to drag it out, but we don't even know. It's

047it's kind of hearsay whether a single field request is going to change the outcome or right and so we're continuing to spend more and more money without >> right >> okay all right >> my understanding of the whole thing is correct this could I be understanding this correctly or not okay >> I think we haven't done that step two effectively maybe we tried but that's where I go I think >> yeah keep pushing the two fields and we keep running face first. No wall and we're not asking the question, you know, effectively, you know, is there something else that's palatable? >> Council had that meeting with the conservation agent and a member of the KC comp. >> Absolutely. >> All right. So, folks, here's what I'd like to do. I'd like to I'd like to

048make sure that is there anything else that we want to ensure we handle tomorrow night with respect to turf fields. Otherwise, I'd like to continue the discussion on the 17th. Are we good? >> Okay, good discussion. All right. Um, >> we're up to the English department head presentation and the business and computer science department head presentations. And so um [clears throat] yeah, you're doing 20 minutes each. >> Can I drive from a >> you can call your show up >> otherwise I have it. >> I want to what? Oh, or you can switch. >> I can just hit it. >> Just real real quick before you jump in there. >> Um and I mentioned this the last couple presentations as well. We just want to thank you guys for coming tonight. This was yeah this

049was an outcome from one of our uh our offsites that we wanted to try to have some more engagements with the department heads in particular and hear what's on your mind especially as we enter into budget season. Um I think the only thing that I've learned over the I shouldn't say the only thing that I've learned um the only sort of procedural thing that I've learned over the last couple presentations is I just asked that we try to stick to our 20-minute windows. We'll need a little bit of time for us to poke. real fast talker. So, you'll probably not you end up with a question, just raise your hand. I'll look up. >> Thank you. >> Um, no. And I want to we all talk about it often, how we are very appreciative to

050be able to come here and speak to you all. We love coming. So, whenever whenever you want us, we're happy to come. Um, all right. Timer now. Go. Um, so I'm Megan Hilton Brand. I the English department chair. I have been in this role. I think this is my 10th year and it's my 20th year at Masco. Um so yeah so the English department just to give sort of some background um we have essential questions that go that span through every single grade and our essential question is what drives literature for that course. So our state standards don't tell us what books you have to read or teach. There's just standards that go along with um you know you have to read a play in middle school and then one in ninth and tth grade

051and there's certain literature that you have to read and time periods etc. But we get to kind of dictate um and and we go through quite a process for deciding that. Um so the essential questions are here for you and those are what drive everything in the course along with the skills. Uh we work very hard to have vertical and horizontal alignment. So the 7 through 12 kind of work work together um to come up with these essential questions and then we discuss a lot what books we're teaching, why we're teaching them, etc. And then the horizontal alignment is with usually social studies but with other subjects as well. Um so that we're often communicating and talking to other subjects that teach the same ages as us. Um the topics that we're covering and how

052to kind of fill other things um and the skills all come with that. So most of our contents once sorry most of our state standards have to do with teaching skills over um the actual content. Next slide please. Um so the so the rest of this is pretty much the slides that you all gave us. I just made them English and teachery. Um so our enrollment this is our enrollment numbers for this year. Um I I can go back historically and show you lots of things but it it got a little um messy. I would I would be up here for half an hour longer than the 20 minutes if we did that. Um but some of the things that I feel from watching these meetings and being at these meetings that you all um

053like to know about is up here for you right now. So we have our middle school core class sizes right there. The smallest, the largest, the mean, and the median. Um and then we have our additional middle school foundations and literature class which was at this is only its second year running. Um it goes at the same time as Geolab. So the students get half a trimester of this class. And when we put this in a couple years ago, it was to combat the literacy deficits from COVID. Uh we haven't been able to see any data outcome of that yet of of how it might improve scores or student performance or student confidence or anything because it's only our second year running it. But that's why it will be that smaller size because of the

054structure of the middle school schedule and when we can kind of fit that in. I think Sarah, the maths partner chair, and I would both tell you we'd prefer if we each had our own segment of time instead of having to split it, but it was she was nice enough um to find some time for us to get some literacy things in because she had the geolab needs as well. Um in high school, students have to take uh four years of English in high school. And the reason why I note that is because when it comes to having to make cuts or having to make decisions, no matter what, every student has to take English every single year. So regardless of other electives and fun things, there is a bar [laughter] that my department has

055to be at in order to teach every student in school. Um I give you the high school core class sizes right there. Those have jumped up just slightly in the past handful of years. The last time um that we made a cut was uh five years ago in our department. And so then we saw we saw the sizes start to jump a little bit. Um I'm going to talk more about this on another slide, the sizes and and whatnot. Um but I gave you the electives that we have. We have two new ones this year. Actually, the Criminal Minds one at the top had over a hundred students sign up for it and not all of them got in. So, that's a new popular, you know, like everybody loves murder podcasty things right now. Um,

056and so we do we try not to overflood um with English electives because other departments here are pretty elective heavy and that's how they run their departments, but we also have students who love things like documentary film making and murder mystery podcasts and YA book club, which is a huge hit right now with readers. Um, so we do like having things out there for students to take and they can take them for CP or honors credit. Um, which is nice because even if a student doesn't want to do honors English because maybe they're more of a math science driven kid, they can still get honors English credits and electives. Um, and then Ben and I actually both have this information on our slides because I we we as the department chairs and those of us

057who have been here for a while feel like there's a lot of questions that you all end up having around the schedule and the timing and how things kind of come to be. Um, so I kind of just give you and I think Ben has something that speaks to this as well, how this all happens. So the first round um is in March. We have pre meetings with our crew. Um and it's it's with all the course requests that students have asked for. Um and so it's it might not fit into their schedule, but everything that they might possibly want to take. And so then we have to sit down for these premeings and say, "Okay, which of these should should we truly run into a schedule?" And the magic number that we've been given

058the last handful of years is 17. So anything that doesn't have a minimum of 17 at this point in the game, don't bother running it because it means that once we get farther down the line, it's not going to have enough kids to run. So that's just the number we've kind of found is like the sweet spot in recent years. Then you get to kind of the second round, which is in April, which is when we build the sections. So we fulfill as many requests as possible, student requests, and then with the staff available. So we have to have the staff available to fill the requests, but we are a student driven schedule. So in still until we start building that and actually figuring out the period schedule and everything else, we kind of aren't

059sure how things are going to go. At that point, we still make some more cuts. So it's like, okay, now when we build this schedule, this won't work in this teacher schedule or when we start to put kids into this, this didn't fly. And then the third round in May is when we really build, we build the periods, we have to put in teacher PLC's and everybody has to have a prep on on a day and you know, all of those things. And so then it comes down to the final numbers that you all end up seeing. And so just as an example, something to note, our documentary filmmaking class had 21 students in round one that that sign up for it. So that's above it's well above our 17 question mark. So we run

060it. And then when we got to second round, we were like, "All right, we can solidly run one section still." We were still pretty high. How many students ended up in that class? 11. So at that point, I can't cut the class. We started building the schedules. We put the kids in, the teacher schedules are built, and we're in May. So, that's what c where some of our our our trouble comes in. And then that's where the balancing has to happen, which I'll also talk about. Um, like when you see the 27 largest size, um, like for example, my poetry and global classes, my senior level classes, we have multiple numbers of 25, 26, 27. But then if you look at all of the numbers, there's also two with like 12. So that's where it's

061hard when you just look at class sizes as your average because it's like yes, there's 27 and 10 and that's crazy. Why is that kind of like that? Because crazy things happen in schedule and that's just where it comes down to. I would like to say that I think we do a very good job of trying to minimize those type of situations. Next. Okay. So, our focus areas as a department, um, a big one for us, and this is something that Brad and I have worked closely on for a handful of years, is the class leveling and inclusion conversations that are continuing to occur. Um, obviously, we're firm believers in more options are better than less. And I don't just mean electives, I mean like levels of classes. Um it is it we've we've all

062had our own experiences or our own kids or whatever where there's a vast m number of kids with not I'm not even talking behaviors but I'm talking different skill sets in the class and I I I'm not the believer of the rising tide raises all boats. Um I don't think inclusion is always right for everyone. I just don't. Um, I teach often kids who just need a safe space to be able to read a book at a slower pace and ask questions that they would never ask in front of other peers that they are on sports teams and whatnot with um, and build their confidence for for for themselves in an area that they feel is a deficit and they've always been told is a deficit. Um, so for us to build we've built more

063levels here and I would argue that that's how we've been traditionally been able to keep students here and our goal is to continue to try and do that. That makes it hard when we don't have enough staff to do so in either department. I would love to have co-eing happen almost everywhere, but alas, we'd have to hire I think double more in Brad's department. Um, scheduling and student choice, same idea. So, like this process of course recommendation, electives, and senior options and combating this schedule and personnel constraints. The current schedule we have is a very difficult one when I bet poor Ben has to go through like on Wednesdays. Everybody has to there's only four periods and people have to have a break in the day somewhere and then that means that's what schedules you

064know those poetry periods to have a class of 10 because like we was the only place to put it in. So the current schedule we have I would say is what kind of hurts us um in that current situation. So those conversations, Katie had us talking about it at a at a faculty meeting recently as did Phil. So it's it's something that keeps coming up with our staff frequently. Um the necessary skill sets in the age of AI, the endless battle for English teachers right now of still needing to teach them the skills in life, reading and writing and talking and listening and critically thinking about things, but knowing that they will now have something on them at all times that can correct all of their spelling and all of their grammar and all of

065the things. Um, so I would say my department has been hot on this for a while. Um, it's been coming down coming coming down the line for a while. Um, but trying to still figure out how to teach them and hold them accountable for skills that are important in life, not just English class. Um, while not working against an age of AI that will be their future. Um, so that's a big focus of ours. Uh, meaningful professional development. I feel like people always want this to be flashy, especially like Dawn education people. Um, but some of the best PD that my department can talk to you about is one English book club. We're doing it right now. We opened it up to anybody in the entire school, both schools. Do you want to come and

066read excerpts from what we teach the kids and learn how we teach it and go through a lesson? And we have people from every department and they are loving it and my people are loving it. Um we did a collaboration with school counselors um to see how we can get them involved in classrooms because you know in English class you're always reading we're called the death and dying department because we're never reading like puppies and unicorns. So so it's nice to have collaboration with other departments. So I think sometimes it's nice to like step back um and say what do we really need to spend our time on and can we call that professional development which I think we can um and then finding time there seems to be less and less especially with asks

067from wherever and calibrating and curriculum discussions so so it's all the endless ask time next. All right. I would normally never choose data as a bright spot for my department. [clears throat] We don't like data. We don't like numbers. We like reading and feelings and all of those things. However, again, we listen to you. Um we listen to your meetings. And something that is is hot right now is MCCAST and data analysis and your ask for data analysis. So, something that I wanted to point out to you is this is what we've done in all of my 10 years of being department chair. Um those slides don't look good up there, but if you can end up seeing them on the screen better. Um so it's this is the item analysis on MCCAST. Um so

068every year I take this information and I take it to my teachers 7 8 9 and 10 and we look at how did we perform compared to the state. And the number that I was trained on years ago is that we want MASCO to always be up 7% higher than the state average. We don't want to be at the state. We don't want to be barely above the state. we as what we have always been should be 7% or higher. So when we go we look at these categories then with my teachers and we say all right how are we doing in all of these and you'll see that like in seventh grade last year there was one area where we were a negative -2 to the state and that was vocabulary acquisition and use.

069So then we mine down into those and we're like okay what did the actual question ask them? Is it something we tend to ask them to do? Is it something we need to work on? And a good example of this is synthesis, right? The past handful of years is when our where our kids have struggled. Now we are crushing it. We are like above 10 in all of the grade areas. So we took that information, we used PLC's, we used department time, we did we did some reflection and then we had that help inform the curriculum. And I have to say when we look at these numbers as a department, again, this is how I was trained to do it. We're not just looking at seventh grade this year compared to seventh grade last year.

070But it's how do we do seven through 10? The goal is to get them there. Um, and we're getting them from all the different towns and the te the test is the test and can we get them to where we want to get them, which I would argue we do. Next, the other piece of data that I love sharing, um, so I'm going to have to do numbers is our AP scores. Um, oh no, sorry, this is MCCAST. Sorry, I flipped my pages. I forgot. Um, so this are comps with um with localish towns, districts, and our students with disabilities. So Brad and I work closely on this every year. Um, we not only track individual students on how they're doing and how they came from seven and what classes they're in and scores and

071whatnot. Um, but we like to compare ourselves to other towns. That's what you always end up seeing in the newspapers and all that good stuff. Um, so we took what what has been said as comparable, you know, districts and we just wanted to show you how we're doing. So when it comes with students with disabilities, we are doing a pretty good job with them. There are struggling students. We have our perspectives classes that I discussed, our co-taught classes, and and we pull them out as needed and they we we're still keeping them in the mainstream um curriculum and their growth happens. And so we see this not only in the numbers but in what the students report as well. Um so again Brad and I have worked closely on this. He comes to our PLC's.

072We talk about these things both individual students and as a group. And so I think we're doing pretty well there. Can we still do better? Yes. And that's what we're always continuing to work on. Next page is AP scores. Um, so one fun fact besides all these lovely numbers that make us look great, is that Shannon Murphy, who is our AP language and composition teacher, and sometimes she's also our AP lit and composition teacher, for the last three years, um, she has gone and been part of the AP scoring for the state. So, at the end of the year, she flies out and she's part of this team of people that sit in a room locked in a hotel room for days reading essays. There's I'm not sure many people would like openly sign up

073for that, but she does. And the fun fact is where we were the highest NASCO um above both state and global averages was on the synthesis essay, and that's the essay she scored two years in a row. So, the benefit of sending her and her being willing to do types of things like this and other staff, but this is this is one way you can see it is she's able to go do that and bring that knowledge back and then be able to support our students even more. um the last la this past year she did argument and so she's very excited to kind of get some to see now this year how her students do on that and she's really hoping before she quits this she'll get the trifecta and get to do the

074third area of essays as well. Um our lit composition which is our senior course which I would say is much more difficult both as a course and an AP exam we also did very well. I can't give you all the data because this year they threw four different versions of the test at them. Um so it was like form one form two form three form four. So, you got different versions of the test. Um, and it wasn't just like different uh same questions, different order sort of thing. They were different actual questions and versions. A lot were the same, but some were different. So, I don't have any generalized data that I can give you on that. Next. All right. So, this was asked by you. Um, budget priorities. Of course, number one, staffing. Um,

075maintaining our current staffing is great with the four-year requirement in high school. We can only go so low. um and our course offerings and scheduling. All of these things go together. Even though I listed them as one, two, and three um for example, one teacher loss is five sections. So that's a minimum of three core English classes. We're never talking just electives. We have teachers that teach at least three core classes. I don't have any elective heavy teachers. Um we need more levels to support students as I already spoke of. um if we want student success, if we want to keep students here, um we we need to be able to offer the levels and the options to them that we have found really work. And so all of these things are kind of married

076together in what I already discussed for you. Next, almost done. Um collaboration, planning, and growth. We started to focus more on common planning and direction for co-teers this year with Brad and Marie. Um, so that's been great. If we want teachers to, you know, be able to co-e together, they need time. Um, same with PLC's. PLC's are great. Those are times that teachers that teach same courses can be together, but because of our scheduling constraints, not everybody can be in a PLC. So that makes it a little difficult. Um, department and teacherled PD. Um, no one [clears throat] like every people want to do this. People want to lead PD. they want to be part of all these things, but if they feel like it's not valued or they don't have the time um to

077do it well, they're not going to do it. And I think that's what we're finding right now is that, you know, I think Kevin often is frustrated because he's giving people options and it's like do it, do it and then and there's not really the time to do it well or do it right and is this what you're really looking for and will it be valued. So, I think that those are continuing conversations that that between staff that we're having. Um the leveling course conversations yearly, our student bodies shift, their student needs shift. Um, we spend a lot of time figuring out how to best support our students here at this level. Um, and then collaborative teaching and learning spaces. We've lost a lot of collaborative spaces in the building. Um, it's an aging building

078now. Um, we're trying to find creative ways to bring it back. And I think this is a place where like MEF can help. We've met with MEF about it. We've talked about things that we could um do to rearrange old building spaces. Uh but we we were starting down a path of having really collaborative spaces like the presentation room and now we have this room transferred which is great and that back room in the calf is great except for the acoustics are horrible. Um and so and this library we try and use you can see it's been set up into three different like collaborative teacher type classrooms and teachers love to use that and so I think in the this current world it's less about being in desks and in rows in a classroom and

079more about being out and doing things. So I think that's a conversation that's continuing to happen as well. And where can you play a supportive role is have us back all the time to talk to you about all of these things. And then lastly, culture and communication. When making strategic budget decisions, ask us. We know our department, its needs, and budgetary highlights the best. We are team players for the better of Masco and its students. The odds in fact can be in our favor. And then department chairs play a unique role here at Masco. We teach classes alongside our staff and we are content specialists for grades 7 through 12 while simultaneously serving as administrators for the district and both buildings. Our depth of knowledge of every layer of teaching, learning, staff budget, building functions,

080student and parent needs and concerns, etc. is unmatch questions. How's my time? >> One minute to spare [laughter] practice is next. whole question. Yes. >> Um just because I'm I'm learning. Yes. >> Um >> my first question is when you talked about the kind of the the literacy classes I'm assuming in middle school and perhaps in high school as well. Um just middle school. >> We used to have them in high. >> Do you have any data measures because you were saying they were kind of stagnant postco. Do you have any other data sources besides MCCAST to track if they're making improvement in comprehension or any of that? >> So we've tried two now. We're still deciding on potentially another one. Um the well I guess we tried one officially. Uh I forget the name,

081but it was the um timed reading test um where they had to identify the right words. And so we tried that. Um and uh the seventh grade staff, teachers, and um like coordinators and counselors decided that it didn't really get at what we were hoping for with that. Um so we are still in discussions. We're actually very happy that Claire Olen, our seventh grade teacher, is back right now. And so she's a big part of this committee about talking about what do we want to actually use as a measuring. Yeah. >> Yeah. >> And then my other question has to do with um your high school leveling. Um I'm assuming you have college prep honors AP. >> Yes. >> Um what other levels did you want to include and what would the data points be

082for those? >> Yeah, we used to have perspectives and now we only have it in 9th grade. So that's for students with um language based learning disabilities specifically. There students that tend to come out of the LC English class in middle school. So in middle school, they go to their students that are being taught by a special ed teacher, not an English specialized teacher. So then when they come up here, the idea is before tossing them out into a regular college prep course, let's have you be with a English teacher and a special ed teacher and we can do things like read more in class instead of at home and read various versions of the same novel. So when you talk more of the leveling, it's more of like giving the students >> the support

083that they need, hence more staff to support those classes. Yes. Not that we need to make 18 more levels of like actually staffing those classes across >> and we used to have the just the perspectives and C so I should say we have four levels because we used to have perspective CP and honors. We now have CP co-taught. How many you have co-taught CP? >> It's not a level because it's >> so don't confuse like levels of support with >> No, no. I'm talking about the level. It's still a CP class. Go with the perspective. >> And it's co-taught college prep. >> Yes, there are co-taught college. >> You have a co-taught honors as well. You said no. >> No. >> Okay. And you want to have more co-taught? I'm thinking of of staff that

084you would need. >> Staff that we would need. The reason why we've had to get rid of some of these perspectives classes which are co-taught and smaller and is because of staffing. >> Okay. >> And that's what you'd like to see more of. >> Yeah. Okay. >> I'm a co-teer. >> We haven't figured that out. Right. Just a random question. Would removing electronics from classrooms make your life easier for artists? >> I know >> you give the same. >> My 10th grade teachers actually really don't use any electronics. They make them handwrite. Um everything everything is done that way. It is uh it's a good pilot in um how it would go. So I I would say I have I have teachers who have fully embraced it and we use goo like I think I've

085pretty much embraced it. We use Google Docs and so I can we do all the drafting in there, all the pure editing in there. I can see all the work that you did. We can work on it together. We can do commentary work. So we have that level and then we have teachers who have gone fully back to handwriting. The problem with going fully back to handwriting and doing all writing in class is the time that it takes to then do that. However, that being said, there's a there's a lot of talks right now about like do we need to still be teaching a full five paragraph essay? Do we? So like that's one of the conversations that are h that are that are being had like and if we don't if we decide that

086that's not something that they need to know which if you're going to college you still still probably need to know that but down the road um then then how would we do this differently and I think that's a lot more like I'm teaching nth grade this year my two nth grade classes um we haven't actually written a full five paragraph essay yet because we're breaking it down into paragraphs that you can do more in class and without technology and discussion and socratic seminars that that then supply the writing that you did for that which is your argument versus doing you have to have thesis, you have to have topic sentence. Well, all of those things are still very valable valuable in our opinion as a department. It's still trying to figure out how to move

087with the times while still keeping them without a screen for even an hour. >> That was a very long-winded answer of >> have we thought about it? Yes. >> Could have been a yes or no. [laughter] Have >> you met me? Yes or no? The wrong person if you want a yes or no. I'll I'll just share the AP scores, the MCAT scores are very impressive. Thank you. Thank you for your hard work. >> Yeah. >> And thank you again. >> Thank you. >> But Megs look very pretty on Canva. So I had to do something in Canva as well. O [laughter] the boring PowerPoint full slide. Um so good evening. I'm Ben Hodgeges. Um I'm the business and computer science department chair, the director of of uh digital learning. I also teach high school

088business and middle school coding. Um I've been here for 27 years. So I have a lot of history with the scheduling process. And as me said, I don't have a ton of stuff on here for the slides because we only have 20 minutes. Um but certainly if you have any questions, uh feel free to uh to ask. But first off, thank you for giving me this opportunity to speak today. I really am excited to provide you with a very large window into our business and computer science programming at Masco. Um, our business computer science department continues to play a vital role in preparing students for the rapidly evolving demands of college and career readiness. As student interest accelerates and possibility of the new state requirements for graduation are implemented, our programs have become central to

089equipping students with financial, technological, and professional skills. And tonight's presentation hopefully will highlight that growth and success within our department um and underscores why sustaining our current programming and staffing is absolutely critical to meeting the needs of mass phenomen students today and also in the years ahead. You can go to next slide. So kind of my three focus areas which I'm going to kind of delve into in different ways. Um one is maintaining staffing levels. So, there's a number of things that I'm going to talk about about why we are hitting a ceiling uh with a lot of the kids that are signing up for classes and there's only so many classes we can offer and a lot of kids are not getting into classes because we just don't have enough teachers um and enough

090sections to offer right now because of the popularity. Two is the financial literacy graduation requirement where it's at. I'm going to give you a little bit of background information on that and where they're going with financial what the requirements are going to be in my mind uh for high school uh graduates in the upcoming years. And then lastly, um I know some of you are new to the school committee. You probably heard of DECA. Maybe you've had, you know, students that have been in the DECA program. I want to highlight a lot of the things that we're doing in that program, how we've grown, um and a little bit about what the um the DECA club and our classes, um you know, what that entails. The other thing too is we're looking to get added

091to the National Business Honors chapter which will give our business students especially some that are taking three, four, five business courses the recognition of being um in the National Business Honor Society and they get recognized at graduation uh with that and again it's something that when they go apply to to colleges it can be on their resume colleges that especially business schools that are very competitive they want to see that you are motivated that you are actually you know committed to business classes. It's not like something you were interested in. Maybe you took one, you've taken four or five, you've been in a DECA club, you've participated in different competitions, and it's kind of sets us apart a little bit. Um, so you can go to the next slide. So, kind of the focus areas

092and bright spots um for business uh and computer science, DECA, which is kind of taken over the culture of Masco. Um, you know, every we have over 200 kids that have been a part of the DECA club uh for the last three years. We've been over 200. Um, and when the NEAS uh, visit came, that was one of the things that they really were excited about. They were going into our DECA classes and seeing a lot of the experiential learning that was going on. Kids doing service projects, community projects, uh, things getting outside of the classroom, fundraising, uh, things. And I'll highlight a few of those as well. Um and one of our teachers who just happens to be here as well was uh pulled out and gone to uh been asked to go to

093a special panel to talk about some of the experiential learning we're doing, the type of entrepreneurship um you know uh uh role plays and projects and things like that that kids are doing in class. Um so the way DECA works is we have we have two over 200 kids that are involved. They go to a district competition which is actually next week on Wednesday and Thursday. We are in district three which is with I believe 11 other schools. Um and they compete in about 51 different competitive events. So you know a lot of our kids are spread out over all of those events. If they finish in the top seven in any of those competitive events they qualify for the state meet which is usually around March time in Boston and they stay over for

094uh two nights in Boston. Last year was at the seapport couple years ago uh we were at the copy. They'll then compete with the entire state, which makes up about 90 schools that are involved in DECA, over 10 different districts. And if they finish in the top seven for that, they then qualify for nationals. And last year we had 14 kids that went on to the uh the ICDC's, the career development conference uh that was in Orlando. And they stay over for, I believe, four or five nights uh and participate uh and they have to do a couple of different competitions and stuff like that. haven't had anybody place in the top seven in the nationals, but it's pretty awesome that we're getting kids to the nationals. Um, and and that we've have so many

095kids that are involved in that program right now. Um, and I just want to do give a big shout out because that is a lot of kids to have to manage. That's 10 overnights. They just got back from a power trip in Virginia, too, where they took uh I believe it was nine kids uh for a leadership conference, which I'll highlight. Um, and that's Madison, Jen Rashard, and Brian Duplissy, who are the ones that are the adviserss of the DECA Club. And there's a lot of time outside of class that they spend um, not only getting the kids prepared for their events and and all that stuff, but just the organizing, getting kids into the specific competitions, um, and all the things that go into going to Boston and planning events and then going to

096Orlando and figuring out what are we going to do with these kids for 5 days. Um, so hats off to them uh for all the time and effort that they uh they spend with those kids. Um, financial literacy. So, quick little history of financial literacy. Back in, I believe, 2018, they added financial literacy to a lot of different frameworks. The idea was we're going to try and embed it in a number of different curriculums. So, math had it, we added in our DLCS, which is digital literacy, computer science standards, and they also put it into the social studies standards. um they realized that there was no kind of um you know consistency between schools. Some schools didn't have the opportunity to teach it and they're realizing that kids are coming out of high school without

097having any of that financial literacy background. So there are three bills currently uh going through in various forms um in the state legislature. Um I mean if you want the numbers it's H594, H627 and H4670. Um the latest one is now got sent to the House Ways and Means Committee which is basically setting up a standalone semester long financial literacy course. Um and it has to be a standalone with its own uh set of standards. Um there's no there's no really set um guidelines for how we implement it or anything like that, but it does have to be a standalone class uh that kids take. Um, the other thing it's going to do is it's going to, you know, create some funding for training teachers on, you know, bringing this curriculum to their schools. We're

098already doing a lot of this stuff. That's not something that we're necessarily going to need. It also is tied to experiential learning. You have to do something that has to do with experiential learning within the financial literacy field. Um, again, things that we're doing already. Um, so in my opinion, uh, this is coming sooner rather than later. Um I don't you know sometimes they take their time on these things but the current legislation said that the class of 2029 would be the first class that would be required to have a financial literacy uh class in order to graduate high school. So we'll see where it goes. Uh again it's not official in my opinion. I think it's got enough with the last seven years of seeing the way that they had it not actually working

099and not getting a lot of um you know buyin for schools. I think having this um will actually get us going in the right direction. the U National Business Honors Chapter. I talked a little bit about on the first slide. Again, giving those kids the recognition that are taking a lot of our business courses. We have kids that have taken three, four, five, six business classes over the course of their career. Giving them that recognition so that they can um you know, when they're applying to competitive schools have a little bit of an edge um in terms of showing that that commitment that they have to that that field of study. The AP career kickstart. So the college board has been kicking around the idea of starting these um AP courses to meet areas of

100industry that are kind of unmet needs or there's a lot of job openings in. And two of those areas is AP cyber security as well as AP business and financial um financial uh management or financial literacy. Um and it kind of partners with different employers. It partners with college faculty and high school educators to design courses um that can lead to college credit. It can get um different employer endur endorsed credentials which they're still talking about. Um one of them was you know saying like when you graduate high school you have a AP cyber security certificate. Um which would be something that would be uh pretty relevant for kids that are going into that field. Um, I mean, we've had at least three times this year where the a the Amazon server goes down and

101all of a sudden we lost access to some of our edtech tools. Um, so there's a lot of the stuff that goes on. Um, and uh, definitely an area of need. So, it's something we're hoping to bring to our school. Uh, and you know, it's part of this process is do going through the training. So we have teachers that are lined up and ready to do this that AP business and finance would meet that financial literacy um you know requirement as far as graduation. Um and then the cyber security may be a little bit of a tricky one because of where are we going to fit it in our schedule. So there's talk about maybe we we run an AP every other year. You know if it's something that maybe you know you can get

10225 26 kids a year to to maybe sign up for it as opposed to uh you know maybe 13 one year and 13 another. I'd rather have a nice robust number uh to run that. So you can go to the next slide. So when it comes to experiential learning opportunities in the business department and a lot of this is through DECA but one of them is the credit for life fair that we run. So, I don't know if any of you are familiar with that, but our juniors take part in over at Salem State in May, um, where they take the role of a 25-year-old professional and they are given a job, they're given a salary, and on their app, they're able to track kind of their, you know, what's my balance in my checking

103account, you know, what do I have for a credit limit on my credit card, and what's my credit score? And based on all that information, they will walk around to the various booths and purchase housing, purchase transportation, um, based on whatever their needs are. Um, and kind of at the end of the day, you know, kids kind of learn how to balance a budget. It's a really nice activity. Again, experiential learning, I love it, but if it doesn't actually tie into anything that they're doing in the class or anything that they're actually doing in real life, that's where sometimes there's a little bit of a um a gap. And that's why having these classes where the kids can then come back and talk about their experiences um, you know, in there. And I like it

104being junior year and not like freshman or sophomore year because some of these kids actually have credit cards now. So, and they actually understand maybe they're, you know, paying for car insurance now or maybe they're paying for gas in their car. Um, so they have some of these expenses and they're starting to realize, geez, you know, this I got to start learning how to save money. Um, some other opportunities that we have for our kids, we do deck a day on the hill. It depends on the year and the scheduling and stuff. It didn't work out this year, but we've done it in the past where uh our students go to the state house and they get to meet uh representatives and kind of see how legislation is done. Um I'm told that maybe two

105years ago a couple of kids were walking around and uh they ran into Mora Hill and she just came up and started talking to them. Um so that was pretty cool for them. Um we do a DECA power trip uh every year. We've done it the last few years. This is an opportunity for our um our officers in our DECA club to get leadership training um to come back with a lot of like fresh ideas, talk about like you know different fundraising opportunities, ways to get kids more engaged. We also would try to invite some of our younger maybe juniors that could be future leaders so that when our seniors graduate, we have like another pool uh of leaders to come in to kind of carry the torch. Um we did have quite a few

106seniors that graduated last year that were really really strong um DECA members too and we have a lot of seniors this year as well. So we want to just keep that pipeline going and continue to uh to grow that leadership. And then there's some pictures from the districts which is next week, the states which will be in March and then the national event which is usually in April uh sometime again 10 days of uh taking uh some of these teachers away from their families but uh we're very very appreciative uh of all the work and uh it's definitely showing uh with all of the uh you know the increase in enrollments and uh memberships in the DECA club. You can go to the next slide. So as far as enrollment trends hopefully you can see

107this. Okay, I know it's a little bit small and I know Meg talked, you know, had a little bit of stuff too with the class sizes and I can give a little bit more color too to how some of this stuff shapes out. It's really really a uh a tricky business trying to take all of the kids that signed up for your courses and for me it's like got a ton of electives and I'm grateful that my teachers can teach five different classes to, you know, like throughout the day. They'll teach a business management class, then they'll go teach a DECA class, then they'll go teach a financial literacy class. Um and and having that flexibility actually helps us a lot. So it's not like I'm tied into one teacher has to teach this one

108course. Um having that flexibility is huge. So normally when we get a small class size, it's because we have a number of different sections. So in the DECA one class, we have either six or seven sections. I did that because my coding class, I told them I'd say six, seven, um so we have a you know those those amount of sections. So we have 124 kids that are actually in DECA 1, but some of the classes are 24, some of the classes are 23, and then you kind of get this outlier of 11. And they do the best they can with the balancing, but sometimes that's just the way it shakes out. And you'll see that that 11 also is a teacher that has a class of 27. So they actually have both ends of

109the spectrum uh for that with as far as the marketing class. Our median class size has has kind of I know it kind of dipped a little bit last year and some of that's because the freshman class was a little bit smaller than some of our other classes, but that median class size is 21 and a half. So half of our classes are above 21 and a half and half of our classes are below that. But we have class size of 27 26. I believe we have a 25. I think we have four of 24 um and four of 23 something like that. So they're very very healthy numbers. Um, again, when you're trying to figure out what period a teacher can teach, what that class is that's going to teach, and you only offer

110maybe two sections of it, that means it's only two periods that the kid can uh can take it. And when you're when you're all electives, and they have to take, you know, an English 10 or an English 11 class that only is running, you know, that they can only take period 5 because of their other schedule, it sometimes eliminates um, you know, our elective courses. So, we sometimes, you know, bear the brunt of uh, the way the schedule uh, plays out. Um, but we had some things happen with our sections not being offered because we just didn't have a teacher to teach it. Um, not not for any lack of numbers. So, we had we probably had enough to run a second AP computer science principles. It'll mean that those numbers are going to be

111a lot healthier next year, too, because any of those juniors that weren't taking it are going to try and take it their senior year, and then we'll have the next backflow uh that comes in. This is the first year we haven't been able to run global economy. we probably would have had enough to run it, but because we, you know, were focused kind of in some other areas, we just didn't want to, you know, maybe take a couple of kids out of another class to to fill that. Um, so the the chart that's up there on the upper right, the large number is the number of requests that we get for our classes. So when the when the first requests come in, we have to, you know, like Meg said, like I have to look

112and see like I got 42 kids that signed up for this class. based on 42, I can pretty much guarantee I can run two sections of that class. Um, and so all of that stuff is done. You figure out your sections, figure out your teachers, but at the end of the day, you're not going to have enough room for a lot of these kids. And I'll be honest, like it's really over the last like 10 years, it's like 20 or 30 kids that really don't get into your classes um just because of the flexibility we have. But that number seems to be increasing as more popularity uh is is um you know, unfolding in some of our DECA classes. So you'll see this past year we had 72 students um or requests I should say

113that did not get met um due to you know they wanted to be in a class we just couldn't offer it and I'm seeing that number increasing and what happens that when kids don't get into a business class let's say their sophomore year that they wanted to take they're definitely going to try and get into it their junior year but that you're also going to have the next group of sophomores going to try and get in. So, I'm hoping that number doesn't continue to go up and up and up, but uh we definitely have a ton of interest uh in our DECA classes. I mean, I think we also did something this year which actually was helpful for me as far as data like kids gave backups. You know, if I couldn't get into this

114elective, what was a backup? I don't think we we weren't able to get any of our backups into our classes, but we had 44 kids that signed up for DECA 1 as their backup if they couldn't get into another elective. Um and we weren't able to honor any of those. Um, but that could also be they got into the elective they wanted. But, uh, it just shows that even though even those numbers, there's still more kids that are interested in taking these classes. Um, and then the last graph just highlighting the DECA club membership. Um, that's a huge number uh for three adviserss uh to be managing. So, uh, hats off to them for encouraging the kids to continue to, you know, be a part of it. Uh, I think it's like once you build

115up that culture and kids understand that, you know, I can still play on the basketball team, I can still play on the baseball team, I can still do band and be part of DECA. Uh, we have kids from all different backgrounds. Uh, when we were at the state meet, the boys basketball team was in the state championship. I think it was the final four game and they were all nervous and we were able to get a bus to come to uh the states, pick them up and bring them back to uh back to Mascow so they go compete in the game and then they came back to the uh the state meet. So, we'll try and be as flexible as we can, but uh we we try and encourage the kids like be active, be

116involved, you know, even if you have other clubs or other activities you're doing. This is definitely something that's going to be um you know, super helpful for you uh in your as far as your high school education goes. We we feel that strongly about it. Um so, I think I got one more slide with the future trends. Um and in computers, you know, computer science and uh business, it's we are constantly evolving and changing and and trying to it's not even keeping up anymore. It's just adapting to, you know, the the world around us. And you know, Meg talked about AI. In some ways, we embrace it maybe a little bit more than other departments. Probably probably do embrace it more than other departments trying to find ways to utilize it, teach kids how to

117use it, the differences of it, when to use it, when not to use it. Um it does come down to you got to know the skills, you got to have the basic knowledge before you can actually use AI for and and and make it useful to you. Um so there's a lot, you know, all those [clears throat] things, but one of the things I see is coding with AI. Um and something we're going to be embedding in our computer science curriculum is is using AI to help you in coding. Um my nephew's a a junior at WPI as a computer science major and you kind of think like, oh, is computer science going away? He's like, "It's really not. It's just adapting differently." And he says, "We now have classes where we're utilizing AI to

118create, you know, screens or create scenarios and then we as programmers, because I already have the background knowledge, I now need to go in and I need to figure out what's wrong, what's not working, how can I add to this." Um, but it is helping with repetitive tasks and things that, you know, and speeding up uh, you know, some of those processes. So definitely going to be latching on to [clears throat] utilizing AI even more uh in our computer science curriculum. The AB AP cyber security again everybody is online everybody is you know everybody's got their banking information on their phones on their computers. Um kids but we're not teaching kids how to be data scientists or data analysts or figure out how to do encryption. How does encryption even work? Um so you know

119having that class where we kind of uh build up some of that capacity um where there's definitely an unmet need uh and a lot of job openings in that too. Um the financial literacy graduation requirement. I talked a lot about that so I don't know if I'm almost over my time. Community and school outreach. I was kind of tying this into some of our district goals too. Um but some of the I'm just highlighting some of the things that our DECA projects have done. Um they've done aware to care which is raising money for Dana Farber. So, there's groups that that's their project. Um, I don't know if any of you knew, we had a big Veterans Day celebration. That was awesome. Um, a lot of good feedback with that that the uh the DECA

120kids helped organize and manage. Uh, there's a golf tournament that they're going to be planning. So, anybody want to get their sticks out in the uh in the spring uh that's going to be over at Far Corners. More information will be coming on that. Um, and then there was a be a smart saver, which is, uh, two girls that did a project with institution for savings where they went over and talked to third graders, uh, about the importance of saving money, um, and kind of reading and storytelling. And I was a little nervous because most of the questions from the third graders were about the vault. They wanted to know how big was the vault, [laughter] how many people can you fit in the vault. One kid I didn't even ask for the code for

121the vault. So, I'd be a little scared if I was uh, you know, teaching over in Boxford right now. um but just a great opportunity for these kids to get out of the classroom and really put their skills that they're learning in the classroom um you know into the real world. Um and then the last thing that I really wanted to highlight was as far as our community engagement citizen and kind kindness initiative. Um unified DECA is occurring over at Tuxberry which is our LRC kids that are going to be involved in a number of different things. They have posters and videos that they've created. They're also going to take the roles of like a star Starbucks star Starbucks barista um and cashiers and things like that. It's a really great program u that they

122do for the LRC kids and through the best buddies program and we have some DECA kids that are going to be in support of them uh over there as well as our LRC kids that also are helping out in the school store. So there's a lot of that collaboration that's going on which is great. Um so that's I left it with I you could probably read it. I don't I don't know if I can read it from here because my eyes are really bad. Really the highlight of this is that we are really evolving um kind of on the daily almost like year year-over-year whether it's you know trying to find courses like real estate that we know kids are interested in learning about that have a business tie into it. Um and that real

123estate class had 48 kids that signed up for it the first year we ran it and we were able to run two sections. Um and we're going to continue to do that. um you know, as new technologies and new things come about, we want to continue to uh adapt to those changes. So, um just we're at a point now where it's just we can't even fulfill all the requests that the kids have for the classes. And it's a good place to be, but it's also, you know, makes me just hopefully we're committed to keeping all of these teachers here and and making sure that we continue to support the students and and the DECA uh club specifically. So, thank you for your time. Yes. Yes. So this is awesome. Uh I think a lot of

124people in the community know and cite these specific courses, initiatives, the credit for lifebear DECA particularly as shining stars amongst the masconomic offerings. So kudos. Thank you for being so thorough and thoughtful and uh analytical in what you presented to us. So like your work is deeply appreciated. I also know anecdotally that this has such a long-term impact on students. I'd love to be able to do a longitudinal study, which I say every few months here because I mean you can see it when you look at the outcomes of graduation. How many students are pursuing u majors leaving Masco in the fields that were inspired by their participation in these activities? It's way beyond the 22% who are just in DECA. It's a lot of the students who are also taking these courses that you

125highlighted. So like this is such impactful work. I'm particularly excited about how much you continue to evolve the practice and integrate with industry and get feedback from what is happening real time in the world because the faster we continue to evolve the curriculum, the more prepared our students are for what is happening next. So, I think your departments are a great place for us to be able to test AI and innovate in AI. I like that they're still handwriting essays in the English department. I'd like to be uh informed of how they're learning and training to work alongside and with AI because that is where this entire world is heading faster than any of us can keep up. Um it might be interesting after the budget season if we could have a presentation specifically on

126AI from all the department heads. But if you could also come to us with some thoughts on what could use investment, professional development, openings, insights, introductions. Um because I think it's a really hard area to stay pace with. >> Yeah, absolutely. >> Thank you for everything. >> Um are you any of your cl your teachers get support in your classes for kids on 504s or IEPs or >> as far as co- teacher? We don't have any coach >> in your departments? No. >> None. >> No. >> Okay. Elissa, >> I just wanted to say thank you. It's pretty impressive that 22% of the student body participates in DECA and um and it seems to me a department that's entirely elective. So I'm assuming that there's the percentage of students t actually taking a business class

127is much higher than the the amount of or the number of students enrolled in DECA. So >> yeah, it is even in our DECA one class. Some kids will take Deco one their freshman year because it is really an introduction to all of business. Like you want to I mean because the kids are going to choose what their competitive events are based on what their interests are. We try and introduce them to things like marketing, sales, retail, hospitality, tourism um and any type of financial u you know management services or things like that. So, and there's different they can either do a role play where they lit, you know, them and a partner will come in, they get a scenario and then they have to present to a judge what their solution to that scenario

128is based on certain criteria and then other kids have prepared prepared presentations and then other kids are doing service projects and then they present on that. Um, we also have kids in our DECA class. They're all taking part in the stock market game. So since the beginning of the year, all of the DECA one, Deca one, I think, yeah, all the way up, they're all competing in the stock market game. Um, so and that's one of the categories, too. So I don't think we have anybody in the top 10 right now. It's been a kind of a rough uh go. I think we got in when it was a little too high. She got in when it was like March or April that would do really well. But um and then there's another virtual business

129one too that's >> I mean these are all skills clearly that more of our students probably need to have as they go move into the future. >> Yeah. What I love is uh you know we don't give kids driver's license without taking driver's ed practice but we give kids a credit card without any type of you know >> background or anything. all the things that I wish I knew when I was their age, you know, that I know now and mistakes you make. So, >> I I'll I'll I'll echo what they said in terms of appreciation for all your hard work and congratulations to you and your staff on the success of your students. I uh on a lighter note, I will say I'm disappointed that we don't have a class that focuses on how

130do we solve our winter budget problems in our in our finance department, but uh >> I can put in the day. You guys saved me a ton of money on my car insurance. >> Right. There you go. [laughter] Uh, anything else, folks? And thank you very much. >> Thank you very much. Appreciate it. >> Thank you. That's great. >> Two minutes behind. >> All right. Well, we'll catch up. Uh, so for the 1210 school committee meeting with the town of Bishas. Um, so Adrian and I had a had an opportunity to cross paths early today to talk through this. I'm going to keep this very succinct. Um, I think when we meet with them next week, it's really about, uh, you know, trying to demonstrate our willingness to be collaborative with them and to operate

131as a unified team towards a unified goal. Um, make sure that when we go into this meeting next week that we're instructive and not destructive best that we can. And I'll also share that with them when they join uh join us next week. And just in terms of format, I think that um Adrian and I bounced around a lot of different uh sort of ways of categorizing things, but I think we'll we'll break things down into two categories really. The first being class offerings and then the second being administrative services. Um and then we'll wrap up with a discussion on um just sort of information session on what's going on with Georgetown, which we don't really have a whole lot of information, but I'd like to make sure that they're aware that Georgetown has approached

132us and where we are in that process. So, um so that's all I really had on that topic. I don't know if there's anything on anyone's minds that they just want to share real quickly before we go to next week. So they're not bringing any presentations or [laughter] you never know. Asking to get you ahead of time, right? >> Yeah. For ahead of time so that we have a chance to review. >> Yeah. >> Encourage anything. >> I say [laughter] bold not encouraging but >> I mean we may not have the ability to present. That's 6:30. >> It's 6 week. >> Um, so just uh logistically I think we're going to try to Is Lynn available? Do we know? >> We asked. I think she is. Yeah. >> Okay. All right. >> So, I think

133we're going to have Lynn here take minutes for us so we don't get in trouble from a all perspective. >> It's going to be recorded. >> I don't think we're planning to record. Like, I mean, do we don't have to, do we? We don't have to. No. So, we weren't planning on recording. I don't think we were planning on broadcasting either. So, >> any other questions, concerns, thoughts? No. >> Sorry to miss it. >> All right, Chris. We did I did my best. >> I know. >> 25 minutes long. >> What's that? >> 25 minutes. The meeting. >> The meeting is going to be 25 minutes. The introductions might be 25 minutes, Jeff. So bring snacks. Okay. Uh we'll keep pressing here. So second reading of policy GB EBC policy GB EBC. Um voted on

134approved of the first reading. Last time I cleaned it up. There's no um all the track changes are gone and now it's just the policy as it would appear in the manual. And just as a refresher, this updates the current policy to note that staff may not organize raffles while acting as employees and the district cannot be sponsoring organizations. And I'll move that we approve. [laughter] I don't know if you done I second it. the discussion. >> Did we lose Bill? Uh >> he said he probably was >> back to the right screen. Says he's still here. Bill, you there? >> Yes. Yes, I am. >> We'll do a roll call. Bill, >> I did miss the motion though. Motion was approved to approve the second reading of policy GB. >> Yes. Uh yes, please.

135>> Jeff, Lisa, >> yes. >> Adrien, >> yes. >> Maggie, >> yes. >> Joe, >> yes. Trevor, >> yes. >> Chris, >> Yes. So, we have 100. >> Thank you to the policy team. All right. Uh Mike, over to you. >> [clears throat] >> Excellent. All right. Couple of couple of quick ones. Big one. Uh we want to congratulate our cheerleading team for winning the state championship and the small co-ed division. The 2025 Massachusetts school administrators association's fall cheerleading championships. Uh the competition was held on Saturday, November 22nd at Worester State University. Uh the team posted a 95.3 score, which was 1.4 points ahead of second place uh Ducksberry High School. Uh the team was escorted home on Saturday evening by our local public safety departments. Lights, sirens going, which is pretty cool. Uh and

136they were also honored with a rolling rally through the halls of the school of the high school uh on the morning of November 24th. And uh there's a video in my blog of the winning routine, so check it out. >> Awesome. >> Um just kind of echoes how Matt started the meeting. Um every year our peer leaders sponsor uh a days of giving at Masanomic High School. Uh and this focuses on giving and building community. Um the peer leaders are again seeking donations of gifts andor gift cards for adolesccents uh ages 12 and up. Uh this age range is specifically chosen to ensure that all children have a merry and bright holiday season. Uh all collected items will go directly to students and families in the tri town. Uh collection of donations will take place

137outside the high school library uh starting Monday, December 8th uh through Friday, December 12th. And all of our 9th graders and peer leaders uh had their December meeting during mlock today uh where there was a kickoff uh for this event. And it's actually the um I believe it's John Murphy who's our former counselor here comes back and uh leads the kids through this. Um to continue with the event, uh peer leading will also be sponsoring uh some activities in December. First off, holiday themed spirit week, which will go from Monday, December 15th through uh Tuesday, December 23rd. Uh, and there'll be a holiday door decorating contest, which is a competition among MB blocks, uh, to decorate the best doors based on an assigned holiday theme. So, getting in the spirit. Um, I just kind of

138said this already, but it's coming right up is uh, starting uh, tomorrow evening at 7:30 and also Friday and Saturday at 7:30. Uh, the high school is our musical for this uh, this winter now uh, which is High School Musical. So, uh, come on out and see it. There's a a QR code to scan for tickets. Um, Melissa, how much are the tickets going for this year? >> No idea. Oh, I thought you were doing the money. So, we'll check it out. Uh, so tickets are on sale right now and starting tomorrow night. I >> think they're $10. >> About $10. Great bargain. Uh, just the parent coffee schedule. Uh, so the middle school parent coffee for December is December 19th. Uh and the high school parent coffee is December 12th and those are all

139on uh Friday mornings from 8:30 to 9:00 uh in the school's respective uh libraries. And then just uh some quick community notices. Uh Tritown Council is running their Ski Bradford program again for middle school students. Um so there's a uh been in the principal's uh announcements and and in my blog information on how to sign up for that. So that's what we got for today. Austin. Thanks, Mike. >> Sure. All right. Superintendent search update. >> Um the applicant window has closed as of November 30th. Um we landed with 16 candidates, I believe, all in. Um we've done some preliminary work to um move a group forward to um phone screenings and then proceed to those first first round interviews. After that, um we met tonight with our community advisory um group and they were fantastic,

140very engaged, very thoughtful. Um and we're excited to uh keep things going. Timeline's on track. We're happy with the volume of applicants. Um everyone that was invited to the community advisory group attended. Um and we are cruising along. So, the folks that didn't get an invite for a phone screen, >> they haven't. Nobody's gotten the invite yet. We just did that work tonight with community events. >> So, the folks who won't get an invite to a phone screen, are they not are they being dismissed from the application process? >> Yes. >> Okay. >> Yeah. >> And how many are you carrying forward to a phone? Do you want to say how many you're carrying forward to a phone screen? >> It doesn't hurt to say, right? >> Yeah, about half. Y >> and what's the

141timeline to get to the phone screens do you think? >> This month it will be done ideally before the holidays. Y >> and then we'd like first round interviews which are more formal and more lengthy to be in January so that we can make a recommendation >> or February. >> End of January for two finalist visits to school committee. >> Yeah. >> Say it again. >> We're targeting we're targeting end of January two final two or three finalists will be presented to the school committee. Okay. >> Is there any way I can I can help or is there any I can do to be part of this process? You need somebody else. I'd like to be >> it'd be tough to insert you at this point, >> but certainly you are going to be a

142part of the finalist because we recommend to the full scope committee and then we will take it from there as a full group. So, we're doing like the more weedy work of getting to the finalists. >> There will be a need for like your support and participation in developing the final questions and the rubric for the final assessment. So, we could use some help with that. This initial work that's been going on for >> two months now. >> Yeah. >> Um is is pretty far along. Adrian's done a really killer job of keeping us on pace and maintaining a really ambitious timeline. >> So, we'll be presented with two or three final candidates. >> Yes. >> Okay. >> Curious, how are you guys doing the phone screening? Is it are you breaking up among the

143different members? Is one person doing everything? How how are you handling? of the subcommittee will be doing the phone screenings and we will bring at least one person from the advisory group in with us. So we will be doing the questioning, they'll be taking notes, evaluating, and then there'll be a debrief. If we can bring two people along, we'll try, but scheduling wise, we're not sure how that's going to work, but we're navigating that right now. >> And then there's >> So it's a phone interview with multiple people from your committee on the other end with the candidate. Is that is that what you're saying? Essentially, they would be on the phone with two or three of us. Yes. >> Okay. >> And the phone screen is very basic. >> Very quick. Very. >> It's

144just like a >> few questions. >> Yeah. Very very >> sure you're not obviously lying. [laughter] >> Yeah. Yeah. And and motivation. >> It's very it's it's like a typical HR phone screen. Um it there's a very good chance all people who are phone screened move on to the first round of virtual interviews that are going to be more thorough. >> Yeah. >> Okay. Right. >> Right. >> What was the thought behind virtual interviews ando as opposed to in person >> scheduling >> for the committee members or for well I guess you know >> everyone scheduling is next to impossible already. Now we've got community advisory involved. Then we're going to have candidates on top of that. Um >> and then once to more of the finalist situation then those people would be coming. You

145guys will have >> gota >> I'm happy to set the but >> and with such a large advisory committee >> and do scheduling virt like we wanted to bring as many people and as many representatives under the tent as possible and also maintain at that level the candidates confidentiality. Yes. Doing that in an in-person setting to have as many interviewers as we're having in a public forum for an inerson really really u jeopardizes confidentiality and so until they're a finalist it's made like it's confidential when people reviewed packets like Lisa made packets tonight with names and identifying characteristics uh redacted like we kept it really confidential. When we get to the final interviews, this is those will have to be separate meetings from our traditional school committee meeting. So, >> we can we can figure

146it out. I mean, depends on how much time you'd want to give in the agenda to something like that. But you know, >> yeah, I imagine in the heat of budget season >> be good. So they see what's it'll be good so they can see the current state. >> We have an ambitious timeline. >> Yep. Okay. Anything else folks? Well, again, thank you to this team that's doing all the the grunt work. Thank you for your your leadership on it. >> Welcome. [clears throat] >> All right. Subcommittee reports, community relations. Andrew's not here. Anybody speaking up about community relations? >> Um, we've been helping to support the coordination of the senior citizen holiday concert which is next Friday. Yeah, next Friday the 12th. Um so we we've worked on some sharing some support um boarding

147with um community organizations to get folks in Council of Aging, things like that. Um food for the kids, stuff like that. Um and then we are meeting sometime in December. Off the top of my head, I don't remember what it is. I think it might be if it's not this week, it's the week after. Um but it'll be posted. >> Uh DCI >> uh we met a week ago Friday. Um primarily we reviewed a proposal from uh Vision Sports Design on uh track, softball field, potential tennis court modifications. That was really the majority of the meeting to be honest. Um our next meeting is uh scheduled for this coming not this Friday but the Friday after. So um the hope is that we'll come out of the Wednesday retreat with a good idea on a

148number that we're trying to hit and then on Friday uh formerly Jeff will have a number to start working his magic with. The next meeting's on the 19th. >> 19th. Sorry, my apologies. Yeah. >> Yeah. >> So, a week and a half after >> arranged for Vision Sports Design to make a presentation to the full committee on the 17th, Wednesday, the 17th. >> Awesome. >> That package looks awesome. >> Yeah, it looks good, huh? >> Looks awesome. Um, yeah, Joe. I think I think I think that that's a a good thing for us to try to come out of that meeting with next week. I also hope that we come out of that with a couple ideas on knobs that the committee would like to see the CI explore. So, anything else, Joe? No. Cool.

149Uh, no updates. Oh, actually, um, I think we're working on a January meeting right now. I'm not sure if we got confirmation for having that, Mike. I think you were trying to help coordinate. >> We're working on it. Um, >> it's not. >> So, you gave me the 12th, right? I'm sorry. Whatever. I'm trying to think the date. >> Whatever that was in January. Um, yeah. And the um, Ellen, she gave me the other Monday. So, I think we're either going to see if the date that you gave works for them or we're in February. So, >> yep. >> Great. Thanks. >> Uh policy. Um we are going to meet not this Friday. Next Friday or Zoom [laughter] time, we'll do a lunch meeting. >> Real time updates. [laughter] >> Exactly. >> I'm still waiting

150to hear back from council on the questions me and Melissa had for her regarding recall provisions. Um, I circled back with her to dance. Well, forget about me because we do have to probably get that to Desessie somewhat shortly in order to if we were then to produce a death or a warrant article at how meeting the window is shrinking. So, I'll let you um Let's keep going. I want to come back to another topic afterwards. Uh where are we on updates? >> On updates. >> So the on >> Oh, I just heard back from Masco Sports Foundation. They're saying they will pay the entire amount the full 64k >> for which full stop B >> or B. Yes. So, we need to figure out what we have to do to get them um to

151formally give us the money. That's that's it. >> Just have to write a letter. >> That's a letter saying >> letter and stroke a check. Send it in to Mike >> or something on that. >> Be on the next agenda to approve it. >> Thank you. >> Okay. Well, with a certain Joe, so let's say by the the Friday before >> and then we'll get it on the agenda. >> Right. So once you have a check and a letter, then we can vote on >> committee approves it buttons. >> Yep. If you guys hypothes plan B >> example, >> we can execute the contract, cut the PO, they do the work. >> Okay, great. >> All right. Well, Masco Sports Foundation is listening. Thank you for your perspective >> support. Uh, all right. Keep going

152with leazison updates. I don't have anything for Middleton. Anybody >> Topsdale? We um we're having like our informal um coffee connection actually the same day as the retreat. So um >> this coming Wednesday, right? >> Yeah. Wednesday the 10th. >> Yep. Right. >> In the morning. Okay. [clears throat] >> Great. >> You and I had talked about doing what an informal and and then I dropped Paul. Um, [clears throat] I wasn't sure how to go about then planning it. Just put it out there as a I'm gonna be there somewhere in December. Please come meet me. Or what the >> what works for you guys >> to do an informal Yeah. kind of um I just emailed them and said, "Hey guys, what do you think of this?" >> Did the town administrators and >>

153uh I did the chair of select board, the finance committee, and then I copied the town administrator in case he wanted to. >> Okay. Um, and then we have a liazison assigned to Masco. So, I included them as well and just said, you know, we'd we'd love to have more conversations and get to know each other. So, we have a good baseline for a working relationship and I pitched a couple of dates and people got back to me. Okay. So, >> and they can only send a couple people, right, at a time. >> Otherwise, it's a quorum or >> Yeah, it's just usually just one person from finance, one person select board. >> Um, that's it. >> Yeah. >> And, you know, we we have less members than the other member towns. So, we don't

154hit any quorum concerns if we don't have to all be in the same room, right, at the same time or something. >> Right. Right. Right. Yeah. the [clears throat] Middleton select board and committee both have designated liaison to us as well. So it will probably be them. >> Yeah. >> Finances to um and the select artists want >> to you afterwards and get who those >> Eric and Richard. >> Okay. >> I think they both serve as a piece always has a pasta is also the source of vested interest in this. So, who would have thought? >> There's no harm. There's no harm in having an extra person at the table with us. I don't think >> long as they don't form a qual. >> Thank you, Lisa, for picking up the fact that I

155dropped the ball for six months straight on it. Six months straight. >> You didn't say that. >> I did. >> He did. [laughter] >> Uh, not listed. Cac uh see >> I've done it too. I I haven't reached out recently. They told me every third Thursday generally >> is when they're meeting. >> Yeah. >> Was the other one? [clears throat] >> No. >> CPAC. I think we're good. Negotiations. We have the negotiations right now. Um before we get off the subcommittee reports, I do just want to um we can handle this offline if you want, but with Maggie joining us um and filling Erica's seat, I would propose that uh for the remainder of the year, Maggie would fill Erica's spots on her subcommittees. Um she was on the policy subcommittee and the vocal subcommittee

156um led by Trevor for policy and then Jeff for vocal. >> Was she also on the search committee? >> Um she was but we heard we heard from I don't think she ever participated. >> She was gone for >> just bring it up. Yeah. >> Yeah. No, she never. There was no meeting attendance at all. >> Yeah, I didn't ask that. She was part of it. >> What what I'm saying is if if we had that extra person, then we were missing that extra person. I probably have some ideas, but we've just been operating. So, >> so we probably have to take a vote on updating the um subcommittee structure. So maybe maybe chat with chat with Trevor, chat with him for a few minutes afterwards, Maggie, and just make sure that you're comfortable with

157that. Um and assuming you are, then we'll vote on it next at the next meeting. All right. And then 10th agenda. So approval of meeting minutes from November 19th, 2025. Approval of warrants in the amount of $2,35,232.31 accept institution for savings donation. Thank you to the institution for sa for savings and approval of model UN overnight field trip first. That's a second. Any discussion? No discussion. No discussion. That's right. Thank you. Uh, roll call. Bill, >> yes. >> Jeff, >> yes. >> Adrian, >> yes. >> Maggie, >> yes. >> Yeah. >> Yes. >> Chris, >> Yes. Um, do we have any other motions? Maybe one more. >> Washington. Motion to >> Bill, I think, uh, said it first and Chris had second. Bill, >> yes. >> Yeah. Lisa, >> yes. >> Adrien, >> yes. >>

158Maggie, >> yes. >> Chris, >> yes. >> Thank you, everybody. >> Thank you. Thank you. >> Have a good night. >> You feel better, Bill. >> Thank you. >> I'm glad you stayed on that. >> Quickly, I wanted to intro formally introduce myself. I'm I'm Maggie. I'm Oxford. I have two kids in the um um public schools. Um I've been education for 20. >> There you go. >> Um also adjunct at the college level. So I have a very specific lens that only can offer some expertise clearly. Um so everything else I'm just listening and learning. In an intram joining us >> I'm interrum. [laughter] >> I think we all >> you already made that decision. >> It wasn't unanimous vote. >> Wait, we're all in. Even in the vote when I sworn in I

159wrote May 2020 [laughter] years ago. Yeah, the chart stuff is like