MRSD School Committee Meeting 7/30/2025

001the bank applicant. We're good. >> Yes. >> All right. We'll call to order at 7:05 p.m. Uh I will take comments from the audience. Nobody. All right. Uh remarks from the chair. I don't really have many remarks only to wish that everybody's having a nice summer. Administration, teachers, school committee. Um, and I'm looking forward to our next meeting and then our offsite >> is our next meeting. >> It is our next meeting. That's right. At the end of August. Uh, so we have a little bit more time off between now and then and uh we'll do some prep work, but otherwise um I hope everyone's having a good summer. So, with that, we'll jump into the response to the MTA climate survey. Before we do, I just want to remind uh the school committee um

002that we asked uh Dr. Harvey and and Jeff to put together a response to the MTA climate survey. Um so, that's what we'll see today. Um, but we did get some guidance from council that we just need to be careful about not talking about specific positions or specific people that might be referenced in the climate survey. Um, and so with that, I just ask you guys to be uh aware of your questions and comments. So with that, Mike. >> Yeah, thank you. Um, I'll sort of elaborate a little bit on what you just said. It's actually the entire uh executive leadership team that's that's worked on this plan. We started meeting uh you know middle of June and have met I think just about every two weeks all summer which is not a normal practice

003for us um to really kind of talk about this and uh discuss how uh we want to respond um to the survey uh that was given to us by the MTA last spring. Um, we also met with MTA leadership uh last Tuesday uh and they provided some uh you know some some comments on some of the language. Um but you know really what you're seeing here is what the leadership team put together, executive leadership team. Um so you know and I I you know union leadership did not have a whole lot. They they reviewed this with us and seemed to like what what they saw. Um so just kind of jump into this. We took uh you know this based on the themes uh and looked at you know consistent visible and supportive leadership at

004the school. >> I have a quick question. Yeah. Can you clarify who exactly is part of the executive leadership team? >> So the executive leadership team would be myself. >> Yep. >> Uh Jeff Sans, assistant superintendent. Yep. >> Brad Denton, assistant superintendent. >> Yep. >> Katie Dinardo, high school principal. >> Yep. >> Kevin Seir, director of teaching and learning. And Phil McManis, middle school principal. >> Perfect. That's ELT is what we call >> Y want to ask the question before we get into it. >> Is this a regular occurrence or is this something that was >> first time ever done? >> Okay. Thanks. >> At least to my knowledge. I'm looking looking at some people who have a little more history than I do. And so all right. So looking at uh visibility of leadership.

005So what we've decided is uh we're going to create a practice of structured leadership walkthroughs. um we can actually use um some of the new language in the uh collective bargaining agreement about if all we had instituted unlimited feedback visits. Uh and so we'll be able to participate with the members of the uh the principles and assistant principles in leadership walkthroughs. Uh more visible in the hallways, classrooms, and common areas. Uh but specifically what we're really looking at here is this walkthrough schedule of actually getting into classrooms. Um, and so having two members of the executive leadership team and a department head and you can see we've tried to map out a schedule for this so we can make sure it gets in the calendar. You know, you if you don't put it in the

006book, it doesn't get done. So, we're we're looking at this and having a real schedule here that says on on these dates and times uh days of the weeks and times that that's where we're going to be and um you know, we're going to structure these these visits. Um and so you know again this is isn't for necessarily evaluation but more of a relationship building piece and as I said we have this new uh component of the collective bargaining agreement where we can do these non-evaluative feedback visits and this kind of follows right into that. So we can follow this up um with some feedback uh to the uh staff member. Um and this also gets us I think um you know another discussion that we've had around evaluation is trying to get our leadership

007team calibrated um so that and you know one department head give the same evaluation or a similar evaluation and see look be looking for similar things uh as opposed to another department head and having that discussion with the principles uh and our director of teaching and learning and assistant superintendent for student services so that we're all kind of on the same page and we can, you know, kind of communicate that with one voice uh about what we think is important in the classroom. Uh one of the other pieces was hiring. Um and just as a sort of an example, we had two uh leadership positions that we filled this summer, the science, technology, and engineering department head and social studies department head. And in both cases uh we had hiring committees for those positions that

008consisted of faculty members uh in from both schools uh from those respective departments as well as the appropriate administrators uh the director of teaching and learning the principles uh other in another department head. Um each committee recommended a finalist candidate to meet with the executive leadership team uh and and in both cases the recommended finalist was appointed to the position. Um, also with teaching positions, we have uh all those positions. Yeah, Chris, >> can you tell us a little bit about the folks you hired? >> Kevin, you want to talk about the too? Kevin did an announcement actually to the faculty last week, but >> yeah, I mean, we've got um some real good mix of both, you know, leadership and extensive teachings experience both of those roles. Um they were I would say both

009candidates were cited for their curriculum expertise knowledge as well. Um but like Mike said these were uh you know this was pretty unanimous in terms of we had great representation at the table and to really see that process through and have that same support at the executive leadership team level. I think it's just nice going in you have full support uh you know in terms of what we're looking for. >> So we can't believe there's no announcement of names or >> I can tell you so uh it's science Tammy Cox um just read from this Tammy has over a decade of experience in science education curriculum development and teacher mentorship. She currently or it's leaving a position of the assistant director of curriculum and instruction for science uh pre-K to 12 in the Lynn public

010schools uh where she leads districtwide science initiatives and supports instructional improvement across all grade levels. Prior to her current role prior to that role, Cammy spent nearly 10 years at Essex Tech uh as a biology teacher, department facilitator, and an induction teacher induction supervisor. She mentored new educators, led professional development focused on effective instruction and curriculum alignment, and in addition to her K to2 leadership, uh she was a program supervisor and an adjunct professor at Endeott College, uh where she supported pre-ervice teachers through coursework in field. And in social studies, it's Renee Young. Uh Renee brings 17 years of teaching experience at both the middle and high school levels. Uh most recently she's the classroom teacher and a curriculum support specialist at Bel Ricka High School. Uh in this role she led PD professional development

011supported curriculum planning and assisted in managing departmental logistics. Um she's integrated the civic action project into the eighth and 11th grade curriculum and facilitated student presentations at both local and statewide levels. Um her colleagues referred to her ability to understand all perspectives while bringing a calmness to conversations. Um, so >> thank you. >> I think we got had two good hires there. >> Just a quick question. Um, would you say that the process for hiring these two department heads was different than in the past? >> Yeah. >> This is what we've always done. >> What we've done. Yeah. >> We've always done and actually had Brad gets to be the historian here. And I was like, it's a lot different than what was what was going on before six years ago. And he said, no.

012>> Yeah. No, I think it was consistent. >> Good. >> Did we have a good applicant pool? >> Uh applicant pool >> like was it large? >> It was small. >> No, >> but all it takes is one. >> Oh, yeah. >> You know, I I was highly impressed just with like for a summer hiring for that social studies position. I think we had four or five teachers between the middle and high school, not including admin. So they all wanted to take the time and be a part of it. That's that's hard to pull off in the summer. >> Yeah. So I felt good about that. >> And then for hiring looking at teaching positions, all the hiring committees include faculty members from the appropriate department, the department head and the building principal. Uh hiring

013committees develop a recommendation regarding a preferred candidate and then the building principal makes the final recommendation. By state law, the principal does hiring in their own schools. Uh this year we hired, let's see, one math teacher at the high school and a drama position that we haven't actually officially hired yet. Um but really we didn't have a lot of hiring this year in terms of teachers >> teacher >> social studies to fill. >> So um we you're enumerating things that you're doing based on the feedback that was in the survey. U we kind of focused for a second on the hiring itself. Y >> I heard that it's very similar if not the same as the as the process that we've been following all along. I'm trying to understand if I'm trying to recall >>

014what was the feedback in the MTA survey that drove us to enumerate something along the lines of hiring here >> and what was the gap like if we were doing we were doing this all along then I'll be addressing the feedback that was in the survey. I guess I would have a a hard time addressing it. So the feedback in the survey was from what I'm remembering wanting to actually go through the entire candidate pool and pick the candidates that were interviewed which is not you know something as I as I said earlier this is a all of these committees advise whoever the hiring person whoever the person is in the role that makes that hire right they don't really make the hire themselves. Um, one of the things that we see with um, nowadays

015with, you know, being able being collecting these resumes online through Schoolring, which is a online based process, we get, you know, for that social studies position, how many resumes did you get, Phil? >> Oh, I got quite a bit. Probably 35. >> I thought it was more than that. Was it 35? >> 35 to 40 resumes. The issue though is then we we go through those and because this is a you know an online program that's not really that takes in order to apply for a position and you upload your stuff and then you click click click. We get a huge number of candidates that just aren't even qualified for the job. They don't meet those minimum qualifications. Um and then the other piece is we have we have a budget. So we have financial

016constraints. you know, was you've heard Jeff say this before that we looked at master step five as that target. And so, you know, that's sort of the the initial process that we do as you know, the principles in a teaching position would do principles and department heads and say who do we want to talk to based on those parameters that we have. Yeah, >> that's I think when we spoke to the MTA too, we all really good discussion and we touched on this one because this one's tricky because not everybody is involved in the hiring process social studies if I had two social studies teachers out of 20. So year over year you don't have you're trying to bring the same people and say hey can you give me a day in the summer? So

017it's different person. So it's just and we I think we all agreed it was kind of >> weird. >> They knew exactly also process >> where where that kind of turned to look negative on. >> So I think you know as we go forward one of the things that I'd recommend we we do is I mean I think that what you've documented here is great. It highlights that there was inclusivity with the teachers and the and a hiring committee to go hire um some staff. It's consistent with what we've done for the last six years. So maybe it doesn't address the root of what they were concerned about, but it sounds like there was a discussion and you guys have adjudicated some extent at least um on this topic. or if that's not the case,

018you've got justification for taking the approach that you're taking, right? And I I personally don't disagree with sort of what you're saying, but it would be good to document, I think, not just the fact that we established the same exact process that we've been doing for a while, but we're either changing or we're not changing. And here's why we're not changing. >> Yeah. >> I don't I mean, does anybody else >> Yeah, I think the process is inclusive. I, you know, I think, as I said, we try to be respectful of people's time. In this case, when you have committees of upwards of 10 people and you're trying to interview, you know, a good number of candidates. Sometimes, you know, some people who have been on these committees from this from the school committee know,

019you know, it's it's, you know, we're looking at two nights that we're asking people to kind of commit to coming in and staying. So, um, trying to make this as as painless as a process for people who are going to participate in this. >> Yeah. Again, I don't I don't disagree with the approach. I just I just want to make sure that we're either >> doing something and we're documenting what we're doing in response to the MTA survey or we're not doing something different and we're documenting. I think, you know, to Brad's point, we had a discussion with the MTA leadership and they didn't really have any any hard and fast things that they were looking for for us to do. So, you know, we talked about all of these things that we've kind of

020just surfaced here were also surfaced at that table and they all kind of I think understood. >> Good. Could we document it? >> Sure. >> Okay. >> Melissa, >> so my question was you said you talked to the MTA. Have you talked to other staff members other than the electric and other than the um executive leadership team >> as part of the hiring process like like what this what they really mean? So I guess who has the answers that you're seeking? Is it the MTA? It's actually the teachers taking the survey. Are they giving their department heads feedback? Are you meeting with the department heads to say, "Hey, what's up with the teachers?" Um, and when I read the the summaries, that's sort of what jumped out at me, like who is getting talked to?

021And it's a broader qu um when you're dealing with leadership and so you're dealing with the leadership of the MTA. um there's no way the the common voice isn't being heard I guess or or there's there has to be a link between that because those are the people taking the survey >> um particularly with hiring so maybe it's not just maybe I don't know maybe the hiring is they have some ideas and it goes beyond just my two cents like that's what it seems to be saying, but nobody's talking to the teachers. >> Wait for Matt to call. >> Thanks. Um I I'm I'll imagine that I'm I'm what I'm about to say. I'm I'm not the only one who who felt this way. When I originally read the the the uh the MTA survey

022a month or two ago, um you know, it's like I mean I've read a thousand things like that over the course of my career and and and you don't always believe everything you read. though just because they had pages and pages of complaints about uh the leadership and you're not doing this and you're not doing that that in and of itself does it make it so so it's so what I'm wondering is and this is I'm I'm glad this came up because you know this um I know there was issues in that about the hiring process and what you've said is that we we follow the hiring process. That's basically what we've done all along. Um so they shouldn't if if you're having discussions with them about it, they they shouldn't be saying, "Oh, that's

023great. That's what we wanted." Because if they if that's what we've been doing all along, then why the hell are you complaining about it? So I think this I mean this is great. I but I also think that this is perhaps the beginning of a discussion um with not just the MTA leadership but beyond like what's really the issue and what's going on. Um because just because someone complains about something doesn't mean that complaint is valid. And it's up to us to kind of sift through what's valid and what's not. work with people on the the other side of the table to the extent that we can to to kind of come to some, you know, agreement about how we're going to go forward and and with no delusions about us always or ever coming

024to complete agreement. Um, I mean, they may always complain about the hiring process no matter what we do. Um, and that shouldn't surprise us. Uh, but I I I think this is this is good, but I think this is the start of a of a dialogue with leadership and rank and file about this and the other issues mentioned in here. I think though that Melissa kind of speaks to what you were trying to say in that MTA leadership didn't have given all the feedback, they didn't have next steps, but there were so many voices who shared that. I mean, I I've worked with a lot of schools and I've seen a lot of feedback and I've gotten a lot of awful feedback as a leader under really difficult circumstances and I think that happens everywhere

025and there is a lot of very critical feedback that we need to take very seriously on this survey. >> But I think there's there needs to be a a um I don't know a a sifting of it to to try to get a better sense of you know what's what's valid and what isn't. I think we I'm not assuming everything is valid. >> Yeah. And I think I think we tried to address that coming up though before that >> given the trends just to finish my thought when I read it I didn't read that people wanted to make the decisions. What I heard and just reading here through the summaries is that people don't feel hurt. They feel that feedback is ignored. Decisions seemingly predetermined. they don't feel that their input is being used genuinely

026was in here, you know, in in one way. So sometimes leadership's going to make a decision that isn't what teachers want. We've all done that. That happens in every role in every job. And I think the people as professionals get that. My question is really around the communication of kind of to Matt's point again, this is what we have done and it's not working in this way at least. What are we going to do differently? Whether it's around communication, how people are sharing their input, like to do the same thing and not have a way to address the input and people being heard. I >> I push back on you. So if we have a two p two finalists for a position, half of the people are going to feel unheard cuz cuz I get

027I solicit feedback, you know, who's the director of a teaching learning position from two years ago had, you know, two finalists and everybody had opportunities to meet with the finalists and, you know, we use a form that everybody gets to submit their their feedback on that and I read every word And what I can tell you then is then I got one pile that's pro this one and the other pile that's frozen. >> No way everyone happy. >> I think getting what you want and feeling hurt are two different things. So my question is how is it shared with them? Like when you make that decision, how is it shared? Like here's who it is, here's what essentially. >> Yeah, we do. >> Is it like email? like >> usually an email announce sort of

028has you know what I just kind of read was what Kevin wrote >> to the faculty around the two department head positions >> and I and I read the I read the climate survey less about our practices and more about communication around what the hell's happening um and and again I I will stand by like I I took from that survey that people just want to be heard And if it was communicated, this is our hiring. Like this is how we're hiring. We're thank you. But who is doing the communicating? So is it the ELT? Is it going through the department heads? Is going through the teachers? Who who's doing it? just going to say I think when when we spoke again with um the MTA there were and like we had a a really

029open I think honest conversation for I don't know how long it was but uh there were some some themes I think but there were also some things with the survey that and I think they agree like some of it was was vague. So, you're we're stuck kind of like this right now asking what what does that mean, you know? So, I don't know if they're going to do another one or if there's an opportunity. And I think what what your guys talked about is like the communication talked with them a lot about sort of the themes of communication and access. And I think some of the things that we were going to put in place are going to provide those going forward so that there is more of an opportunity for, you know, teachers rank

030and file, whatever term was just used, you know, to to access might or to access ELT and ask questions and and feel more part of um, you know, the equation if if they're feeling like they're part of the equation right now. Um, but there was some parts of the and they I think you know they they agreed some parts of the survey left you wondering what what are we talking about? >> So >> they said this is the first time they've done so they just kind of threw something out and they know that next year next time they do it they have to be more specific and tweet some questions to get better. So, I think the rest of this response starts to address some of these concerns that I'm hearing. >> And I think

031the question we're all trying to get answered is how do we know that these these measures that are being put in place are working? And I think we can talk about that at the end. >> I think even step one is >> let's hear the intervention and then let's talk about what it's going to look like. What do we >> Yeah. What are we getting? How do we even know what we're going to go change is addressing the proof issue? >> Right? >> Because I do think on its face that climate survey said we don't feel like we're heard full stop in all these areas and this there's some documented parts of this response that will maybe start making progress on that. But how do we know it's working? When's the next update? You know,

032how do you guys feel about it in three months, six months? How do they feel about it in three months, six months? Is there a bigger problem that's root cause? I don't know. But I feel like that's the question we're all trying to get to, but we haven't heard all the interventions yet. >> So maybe just to move on from this particular topic and continue through, I think the synthesis of this has been that there's a big red mark in the survey. We're not doing anything different yet. Are we really really confident that this red mark's not going to be in the next survey on the same topic? And it it warrants digging it. >> You talk specifically about hiring. >> Uh yes, being heard around hiring. >> I as I said, this is a

033process that we that I've used for years throughout my career. Um, and I and as I've learned here, it's not very different than what's been done historically here. I don't know what a different process would look like >> because the survey doesn't my knowledge delineate what hiring like are they talking about hiring teachers, but not only that's a department head like that doesn't include, right? Okay, >> we can't even articulate why we're red right now. >> Right. So, my point is just we warrants going to dig in more. So, we at least understand why we're red. >> Okay. >> Then we can make a decision of do we do something or do we not do something and here's why. >> Okay. >> Right. But if we can't articulate why we're even red, >> right? >>

034Because we don't understand the root cause, that feels like step one to me. >> There are few hands up. Jeff had >> I had something to say. just the hiring issue is that's a hard win no matter what. Totally agree. I think understanding it more goes a long way. Try to just you know put a bandit on it until you understand it. But you know for me you I'm just taking a step back more holistic. You know to me the concerns are you know there's obviously a lot of pent up frustration. You know this took there was no survey until now. So we've hit a point now where you know people are at a breaking point where they decided to get this together put a survey together and relay their concerns. Um, and to Bill's

035point, there's always a little bit of piling on, but I think to get something like this through at a school, it's a lot. So, I think, and you know, I think we're all hearing that from the back channels, too, that there's this underlying frustration. I don't think it's hiring. I think it's broader. You know, it goes to support of leadership, visibility, you know, communication, very big topics. And I think just sticking on one or two will the margins, but that's not really the root cause and the true reason. So, you know, I'm happy we're addressing this. I think this is a bigger initiative than just, you know, a little thing and we, you know, swipe it under the swipe it under the table. So, I'm hoping we get recurring updates on this as we go.

036You know, even the survey isn't ideal. Maybe roll it out again from the administration in a year to see if things have moved. >> I don't the administration. >> Not our survey. >> Well, whoever's did it, you ask them to redo it so you get two data points. But I think just showing that you're you heard them and you know you're willing to dig in this and figure out what you know what's real and what's you know what you can fix and what you can't and you know but you know just to reiterate I think this is to me this is a real big warning sign this came out really you know not a lot of positivity at all across the board. So uh to me that's a real warning signal that there's some kind

037of root cause structural issue that we have to address as a school committee administration as a school in general and I think we all support whatever is going to be. So >> yeah, just real briefly, I think that um you may in fact follow essentially the same process. Um, but you can still communicate. And I think that if if there is one thing that that I read in this this survey um as well as other other sources um that communication, you know, definitely has room for improvement. Put it that way. It probably always does in almost every situation, but but certainly um here at Masco and with this administration um with its various constituents um that has been a recurring theme of stuff that that I've heard over the years before this this survey and

038I think that it's um the process you follow, you know, for hiring or whatever other thing you hear may be exactly the same, but you can still, you know, the the nature and tenor of your of your communication can be tweaked, which, you know, might actually alleviate some of the some of the issues. So, just, you know, I think we just need to think about that. >> So, sorry, I gave him the death stare a minute ago. Um, well, I was going to initially I was going to push back against the needing to have all of the teachers involved in hiring because that's not a thing. Nowhere is that ever a thing. It's like I work for a law firm. They they don't come to me and go, "Oh, do you like this lawyer?" We're

039not They don't have a whole office hiring process. So, I was going to push back, but if we're going to kind of get a sense, that's fine. But I just don't think that every person needs to be vetted throughout the school before they get hired. That just doesn't seem and to ask for that just seems really burdensome. >> Oh, but I think we're just kind of talking about the middle school social studies position. How many teachers? Three, four. >> We had uh three teachers. >> Three teachers out of out of five in the whole school in social studies were on the committee. So I mean it's pretty >> pretty representative of of that building social studies department >> five teachers >> well they were hiring the six so they had five and >> we didn't

040have a department head >> we have a department head on board so >> as administrators >> so my other question was because there again I read it and it's like there just seemed to be a complete distrust of what was the turnover teachers like how many teachers did we lose? How many teachers did we need to hire? >> So from the outside position outside of the district, we've hired 1.7 this year. >> So seven left >> position, the social studies position with the internal candidate. Which other one did you >> math? That was another internal candidate. Um, you know, as I said, it was the the math position and then uh the drama position for both extern candidates. And that's that's the sum total of new staff. >> I'm sorry, I didn't I missed the

041count. The total >> there was the sum total is 1.7 FTES from the outside >> the inside >> inside two two teaching positions >> and how many >> an assistant princ principal position that we also fill with an internal candidate um from a member of the middle school faculty uh Andrew Bal is now the middle school assistant principal >> and then the department heads that you hired over >> two department heads from the outside we didn't have cand answer. >> There's a third who also uh were not rehiring. >> Oh, yeah. Yeah. world language. So, I think we're all hitting on, you know, we the hiring process is part of it, but there's other sentiments of they'd like they would like to improve lines of communication, accessibility, visibility, and I appreciate the listening sessions, but

042thinking about I'm just going to throw this crazy idea out there, but thinking about campus design, accessibility, trying to come up with a really proactive, visible solution to the climate survey. Have you ever thought about moving your office into this building? >> Every day. I just don't know where. I think it's a move in the right direction that >> there's got to be a way to think about another position or another resource or you know we keep hearing how we you know we have declining enrollment. Um there's got to be space where this seems like we're in a crisis. We're trying to come up with really proactive reasons. Let's be creative about creating more accessibility, showing them your care, your present. There's a lot of conversations that happen in the hallway, in the lunchroom, in

043the cafeteria in ways that it's very hard if your office is across campus. Even as hard as you try, if your computer and your phone and your meeting space is a couple hundred yards away, it it makes it harder. >> We should relocate you to right where you're sitting there. >> Right here. >> That's the issue. Yeah. I mean, >> I mean it completely agree. I completely agree. That's I think >> this is not a not really a space. We thought about it quite a bit >> for a part in the hallway. >> Honestly, actually last last fall >> I started actually bringing my laptop and going sitting in the hallway up. There's some very nice cafe tables on the second and third floor here. And I found a folding table in the middle school

044that I would set up in the main hallway outside of the auditorium and work there during the day. >> EV had an EV card and it broke somebody broke, but yeah, I mean I've done that. >> Was it a lot of people? >> No, I could see talk to maybe two people during the course of the day. I mean, one of the challenges if there's a lack of trust, it takes a long time to people to get used to the new process. That's it is a lot sitting around and waiting. But and I don't know how I force that. My soft skills aren't great. So, I'm left good for for advice on the spot. >> Yeah. I'm not doubting >> your effort. I'm just trying to throw something out there to bring to bring this

045>> sitting at a table on the second floor, but like finding a way to get to know people, integrate with them. >> It it just feels like that's what I was reading could be a move in the right direction. Listen sessions, they're more forced. Those are that's great. Also, I think it's a yes end. Are we going to keep going through the just I think those will get us some as I don't want to talk I don't necessarily have anything about the hiring process but some other points in there comment on >> all right >> the third one was inconsistency in discipline and behavioral accountability as you can see there we're tightening up the cell phone tardies and searches social probation uh language in our student handbooks uh the high school is putting together an

046attendance committee. We get some more pieces around the the middle school stuff that actually come down um in some later numbers under this >> on that one. Do you think that's just a inconsistent training or just variability in how we enforce? >> I'll defer to the principles. >> Is that just a you know maybe a staff training issue or just you know people are feeling it's inconsistent how things are metered out. >> Yeah. do anything with it. Um, so rolling back out this year, I accidentally just made signs, no cell phones in the classroom. It's literally going on the door of every single classroom. I just printed out a hundred of them and they're going to go up. Um, it's also going out in the parent newsletter, reminder of the cell phone policy. It's in

047the handbook, but the presentation that I gave all of you guys of the changes, there's a highlight page. It says, "Please read these handbook changes under the handbook." So, if you don't want to read the whole handbook, clipes. Um, so it's just making sure everyone follows it. We some followed it great last year and then others did. Um, just also with cell phones, tardies, uh, social probation. So, the APS are also working. Um we have found in powers school there's new reports that we can run because they've been going over every single student. Um, so now it'll generate so and so's been this many tardies, so and so this many. So it's sending them instead of them looking for it. Um, just so they can stay on top of the habitual and again it's being

048sent out to the parents again full. Um, >> this is a really tough area because there, you know, these are all every infraction is a personal reason. There's reasons why. Yeah. >> But the impression get you know squashing bad impressions is is a challenge. So human issues and it is nationwide and it's got >> so everyone's struggling with it because we got so lax on forcing students really learning um and so parents were not happy keeping their kids home um but to your point there's many other reasons um and so we might not be from the teachers perspective like hey you have been you know all over this kid and the mass that were also holding house meetings be like I can't put this in an email but I can tell you why it's not

049happening. I the impression of the reality are really this is a really challenging area >> you know we have to we have to pay attention to everyone's confidential information as well u but yeah so just citing updates rehashing what the policies are sending out to parents going over staff again and a lot of signage >> school the cell phone piece is completely different because we don't allow cell phones at all but as far as the discipline piece goes I think it partially goes back to communication too. There is a privacy piece of it, but if teachers don't, you know, like, hey, this kid came out of the office and I don't know what happened as a followup, um, we can do a better job in communicating what what's happening with particular students or discipline issues

050or things just so that teachers are in the know with what's going on without, you know, sharing too much personal information or >> um, I really appreciate the push for chronic absenteeism because I noted our DESI report card that's lower. So, thank you for doing that work. It is an incredible challenge. Um, just question as a policy member about cell phones. Is there like a I guess like a flowchart for consequences like if this happens one time, two times, three times? >> Yeah. >> So, do teachers implement that in their classroom or is there standardized? >> Yep. So, it's it's in their classroom. It's classroom management and then basically one, two, three, four. Then the APs get involved and it's like we ask we first ask teachers to work with the student work students go

051to the AP. So there is a flowchart that is not necessarily given out to parents but the staff has the flowchart and repeat that so there's like a standard after four goes to the AP here's what the AP does more >> yeah great all the times right >> so was this looking to address the issues around safety and an orderly environment Yes. Yes. >> Okay. I mean for >> the survey. >> Yes. >> So I met with a few students that came out and for the high school clarification, not necessarily about safety, just really clarifying what our rules are and that everyone's holding to it. Um some people felt they were a little bit vague. So really this, you know, first stage really going these are the rules. Here it is in writing. Please follow

052them. this is what we do more communication but also knowing exactly the flowchart like you were saying. Um so when I met with people unless it didn't come up as a safety it came up as clarification >> is I'm just looking through your the response from the leadership team and I'm really not seeing much that addresses the safety concerns and for me that's a huge concern. I don't know if that's something we have to do with our during budget season if there's certain investments we have to make, but that big red bar is like blinking at me and I'm not seeing much in here that addresses that. That was the only one that I'm like, "Oh, maybe that's trying to get to it." But um do you feel >> did didn't it have I don't

053have define like safety like what what that means >> safe and order well see and this is the other part as an administrator of the district if I'm like 97% of my staff does not feel a safe and orderly environment exists in my school. I think that's incumbent upon you to figure out why this getting here today and expressing that, oh well, we don't know what they're talking about. Like I and I know there's different employment laws that might put up some hurdles in that arena, but that's a huge number. And so I I was hoping we might have answers today. Um it doesn't seem like that's the case, but that's what where my frustration is coming from. we understand what the MTA is asking. >> I mean, I think that's why we have the

054listening sessions piece in here. We haven't done yet. That's really what we're what we're trying to get at is to hear from people what this Yeah. what this actually means because >> Sorry, I can't hear both of the >> I think I think we're saying the same thing. That's why, you know, we're looking at trying to put together listening sessions, looking at faculty councils at the school, um, meeting regularly with union leadership, continuing those things because I, you know, I, we don't understand where that's coming from quite honestly. >> When you met with the MTA, did they not offer any insights? Did we ask them for insights on them? >> We did. >> Met with them multiple times. met them individually and then we met as a group. >> So we've asked the MTA, we

055have a red bar that's 97% on safety. Help me understand what this is and they said we don't know. >> Right. So >> no, that's okay. So that was sort of where I was trying to get with my question like who did you talk to? And if you didn't get an answer from the NTA, this survey came out on June 3rd. There was still three weeks left in school to find an answer or two weeks left in school to sort of find an answer. I The fact that you say the MTA didn't answer that question that they want to improve the school as much as we all do. So that that's like a BS answer. I'm sorry. That's what my brain goes to. That's like a bunch of BS. That's a red flag. Um I'm

056sorry. Like I want to hear from all the stakeholders at the school. Like I want to hear from the teach I want teacher representatives. I want MTA representatives. I want department head representatives. I want people from the ELT. I want if if I want uh support staff like we need to know if you have a plan that when we implement this it's going to make things better. We have no idea that these steps are going to make things better. So to me this is a ve this was a very frustrating document and a very frustrating process that we and I understand employment laws and I that we can't talk about things but there were themes here that could have been addressed before July 30. So that's really my frustration and I'm sorry that I I

057spoke over anyone, but this whole conversation is blowing my mind. You didn't have a response. Is there a a pending response? Would you guys like send them back to the people they represent and say, "Okay, get some answers. We'll talk again." >> That'd be some nice homework. Just ask them, "Hey, go keep going. Keep playing with the >> what's the foundation of these questions." >> There was not any any real offer on their part to come up with anything else other than to look at this and say, "Okay, sounds good." But if you guys are the leadership team driving culture and you show an interest in understanding the problem, I would have needed and in good conscience they would go do the work figure out exactly what >> we say let's work together to change

058the climate for the benefit of all of our students. >> That's what we say. It's a little bit help me help you like question five whatever it is what does that mean? and if they don't have an answer say can you help me understand where what's driving this and send them off and say come back you know I think I think you're right I think you know these it's it's very hard to write surveys in general so you know understanding what's actually underlying frustration between each one takes a lot of work it'd be nice to get you know MTA consultant to go out there and just kind of dig around and really find out what's what's driving each question >> dismissing your request I think it needs to come from the chair >> you know

059say and the chair reach out to them and say We understand you've refused to provide any clarity on this. I >> think they necessarily out out and out refused. They just didn't have any answers. I I don't think they actually know quite honestly. >> Was the request made for them to you know move fast forward? >> Could I No, we didn't specifically ask Go back and ask. Okay. >> But the you know that was the sort of where is this coming from? What do you guys think we should do? Those were the that was the kind of the conversation and I you know I wasn't with the the principles when they met with the MTA leadership and >> met with them individually when it came out and then this summer created this document they said

060looks good you guys are on the right going in the right direction so it was like you know we met individually it was like can you go through some questions what are we looking at and they really for me and you know each school's a little bit different it was like cell phones the attendance and the discipline for like the high school big ones. So, that's what we're working on. >> Just a real quick thing before we leave this. Trevor, what was there a specific question that you were uh referencing when you gave was it question nine on the survey? >> Okay. Because I I did pull that up when you said that there was a huge number who didn't feel safe. Um, which I mean it's it's curious that first of all, I don't

061know how many of you have it, you know, handy I had to dig around for it, but the the uh first of all, a total of there were 88 responses, which is not, you know, it I'm not sure that's enough of a of a sample to sense to get a a sense of what That's a really good survey response. >> Um, but it was there was a big issue in the middle school and less of an issue in the high school. >> So, I did specifically ref I said school when I >> was I didn't make it sound like it was the whole um district. >> All right, that's it. And it's curious actually now they look at the next the very next question when it asks about the assistant principal and um both in

062the middle and the high school and the answers are very different. So they're much more positive. So >> So the question actually says a safe and orderly environment. Mhm. >> So maybe it's not necessar what we're talking about. Maybe it's not a safety issue so much as >> they couldn't you know a lot of it was the communication part. >> Yeah. Potentially. Um but I think the point that we're trying to make is >> I understand it's a very vague question. >> Yes. >> Let's go figure out what's behind. Let's go figure out what's behind the data. And >> so I and my point being I don't know that it maybe it wasn't necessarily the safety issue itself. It would maybe it leaned more towards the orderly part because a lot of it seemed to

063be communication and discussion. >> Sure. >> We're asking them not to speculate on what it is. Go get data >> and own the response. >> Right. If you're not getting data from the MTA, then go to the next level and >> go to whoever you need to to figure out what's driving 97% of that red bar. Okay, let's keep going. >> So, number four on uh trust communication and staff morale, we're going to uh launch monthly superintendent listening sessions, one in each building per month. Uh and that'll include the pr building principles and other members of the executive leadership team. Uh the principles are going to establish faculty councils at its school to meet monthly. Uh we're going to continue to meet regularly with the union leadership to address concerns or questions that come up.

064Uh and the uh high school is going to schedule uh reinstitute the practice of house meetings uh on the fourth Monday of each month. They used to actually get together as a as a as a each floor in the high school is a different house. >> Yeah. >> A lot of the staff is multi-grade so they can pick you know which one they want to go to and concerns are with their students and they can talk to um their actual assistant principal of like what is going on with the ninth grade? what's going on with the 10th grade. Um, based on the calendar, it is not every month because it was not open for Mondays. Um, but they used to happen regularly pre-COVID and then they kind of petered out and that was clear in

065surveys as well as talk to people that they want, you know, the house meetings back on those extra days um to talk specifically to these principles of the concerns of the students. And that's where you can kind of dial a little bit more into specific students. stop right then you can kind of get a little bit more information. >> Then number five is invest in uh supports for staff wellness. Um so access to social emotional learning and mental health resources and time for collaboration. Um, and I'll let the principles kind of chime in on the the next couple of bullets about recognitions, uh, peer nominations, shared planning opportunities, and to invest in wellness supports. Um, this is actually going to be built into our professional learning, uh, professional development model. Um, we actually looked at

066the calendar for PD for yesterday and these pieces. There are times that are built in for uh shared planning uh and for um time for collaboration uh and for actually individual choice around uh professional growth. Anything else there is any of this contractual in number five? >> Um what do you mean contractual? PV is right. I mean, wellness in general and recognitions and >> access to health resources. Access to health resources sounds like something that would be documented in the contract, but >> no, it's not. >> So, they >> access to mental health resources. I mean, no, they're not. I mean, but we're talking about, you know, mental health, first aid training, >> things like that. >> Professional learning. can speak to uh I don't know if that was necessarily just to be clear professional

067learning wasn't identified as issue uh but I guess I saw we saw this as an opportunity and um I have a committee Katie's on it um that is pretty inclusive or joint with the association and we make decisions around professional learning so you say contractual like you know I think a great example is we developed a survey multiple surveys last school here, you probably feel like they were surveyed to death. But when you develop a survey together, you have more ownership over the questions. You have a full understanding of the results. Um, and we've just we continue to work together. That's that's been a dynamite group. Um, yeah, I I think I'm hopeful because going into this next school year, we've got a number of offerings with regards to self-care. Um, we're bringing mental health

068first aid into the schools thanks to the Tritown Coalition. Uh, you know, it's something we've offered in the community, but it's it's uh it's tough. You know, it's tough for educators to take a couple of days out of their classrooms, 10 two full days of training. So, we're building it into our professional learning model. We've got a number of our teachers that are leading self-care workshops. This basically bottom line is anything we do professional learning wise, it's an inclusive process. there's a lot of representation from the faculty. Um, so I I think it's a good way to address some of these issues around self-care, um, whatever you want to call it, productivity, morale, right? I think there's an opportunity to improve the culture through professional learners. That makes sense. >> So more surveys were surveys

069were mentioned again. Who actually talks to who at Masco? >> What >> who talks to who? >> Like is there ever a time where Mike you talk to the teachers? >> Um >> directly >> I pull them together as a faculty uh >> professional learning specific. >> So a lot of this doesn't require more surveys. It requires facetime, personal connection. Um, and I know that in my professional life, if I need to get something done, the way I do it is go up to someone's office and I actually get it done. I make a connection. I joke a little. I win if I make somebody laugh. You know, >> we do a lot of that. Okay. >> A lot of time in the classroom watching the curriculum but like in their preps walking in talking

070>> to your point. >> Okay. >> You get a lot more done face to face, >> right? And so when I read the like I read some of this and I'm saying this publicly but I think that people want you doing it. I think that there's a relation and I think that came out five years ago. And I don't I don't like saying this and I don't like confronting, but when I read the survey, I think they really want it's a small it's not a huge school. We're one school, one building, two schools, 1500 students. We're I don't I think there's there needs to be more hands-on time, Mike. And that's what I'm reading in the survey and not through the executive leadership team. Like I want my lead I want to have access to

071my leader. And I think that's what makes a really good organization is that I can I can walk down the hall and I could stop in your office and say hello. I know your office not here but I'm just being frank. Like that's what I read in here. Like these are all great. Like I think the I actually the one thing I really loved was an investment in in in wellness supports because I think teachers need that now more than any other time. But there seems to be a real disconnect between the top and and the body. Um and I just want to say that publicly because I think that's really important and I think that's the one thing that might change the climate around here. If I could just ask just just throw something

072in here. I when I read the survey results, I I didn't get the sense quite honestly that that Mike's lack of accessibility was the central problem. Um, I got the sense that this was a executive leadership team issue, >> Mike included, but but others as well. Um, now to whatever um credence you want to you want to put on on that, that's that's fine. But I think that's the issue that it was not one person but but the leadership team as a group um was not as accessible, engaged, connected with the school community as as they want. If that's the case, the the executive leadership seems to be more engaged with the faculty and staff than ever and they're still producing this climate survey. And we heard I heard these themes in 2022, you know.

073>> So, but why are they saying it if if it's okay, I'm confused now. They they said it was an issue, but they didn't >> administration really. Um I and I apologize. I cannot access it. So, I am having to read from my phone. >> Um, I had made notes, but >> you're having the same trouble I did. I had to go incognito and it would open. >> Okay, thank you. >> No, it was in the second part. I apologize. I think it was in the second to last part of communication. So when I read district leadership, I don't I don't hear executive leadership team. I hear district leadership. And so to me, that's the head of the the school. because if I was in if it was a business organization in the private sector,

074it would be my president or my CEO. Um, so I that's how I read it. I can't find it now because and I would push back like president and CEO the rank and file don't necessarily have direct always have direct contact with your CEO. >> I get it. you're walking around, you're helping out and all that. But >> I guess the way I look at it though was I came here from a district of five schools and I would be in each building twice a month. That was it. I'm here multiple days a week all the time in this in this building or in the middle school. I I don't know. And and I'll also say I'm trying to be very careful not to be the principal of the Masanamit Regional Middle School and High

075School cuz that's not my role. And so if somebody wants to meet with me, I am there in minutes. I am accessible in the hallways or in the buildings and you know talk to people all the time but I am not going to assert the responsibilities and the authority of your two building principles. I am really careful about that. >> Anybody wants that >> and that's you know that's that but that's the line I am walking all the time. >> so you know we can you know happy to talk to you offline about this. say, you know, Matt made that offer and one of you took me up on it. So, you know, please still willing to do that with people and sit down and talk about it. But, you know, it's really difficult when

076you're in a one building school district. I think, you know, there's a lot of there's a lot of nuances here that don't exist other places. And as I said, you know, I try to be really careful not to be in there breathing down two principal's necks every day saying, "Why are you doing this? Why are you doing that? Why you doing, you know, because it's really easy to do that here?" Um, you know, to really be so involved in things that, you know, would normally not touch my desk in another district. So yeah, um pretty much the the the tight rope here. >> Okay. >> I just want to throw my voice behind Melissa's comments and amplify them because I agree. She said it really well. Um, I think in any circumstance as leaders, you

077have to walk the talk and you set the tone for culture. And regardless of whether or not you have contact with your president or your CEO, you know what their mission is. You know what they believe in. You know what they're driving. You know what they're focused on, they inform the goals and the culture of the broader organization. And so if there there are systemic issues at the layers below that that are not being addressed and people don't feel like they have appropriate access or recourse or communication around all of that, that's a problem for the very top. And being in the hallways and talking to people is a start, but they have to feel like something's going to happen if they come to you and they have a vulnerable conversation. I don't think anybody

078wants you to usurp the responsibilities of the people on your team, but I do think they want a certain level of communication and accountability and it has to come from you because you are that person. So, if that hasn't been communicated to you, there's a breakdown somewhere and it's beholden on you to fix that, to be proactive, to take the steps, not sit and wait. not let people approach you, but to go seek the answers and drive that from the top down because clearly they're starting to drive it from the bottom up. And in my experience, that does not always end well. So maybe hit the gas a little bit more would be my frank commentary on it. >> Sure. And even if we say, okay, the survey didn't necessarily reference, say, the administrator's office,

079if there's weak links in there that you can identify, it's still a reflection on you because we have no say over that >> and that falls under your umbrella, not us. So, I'll leave it at that cuz I don't want to get into any of that, but it's my two cents. >> Let's keep rolling. >> All right. Um, number six is the student culture and citizen workshops at the middle school. Um, so Phil's going to establish a faculty committee uh building off the citizen workshops and expand and revise the program. Phil, you want to? >> Yeah. So um this could include new videos, discussion topics, teacher guides, guest speakers, and other similar experiences for students. Um incorporate feedback from the teams and also gather student input. Uh I think the big here to realize though

080is that this would be a faculty committee. So it would be faculty driven. So we know what teachers want uh this program to look at look like. That could be um an advisory program virtual school that would be taking place during uh PM blocks. Uh it could also include um you know additional pieces beyond just an NB block advisory program. So um but I really want that to come from the teachers uh with my vision meeting it. Um, and my my what I envision for that is um I'd like to see a program uh that I present to the group for feedback revision and then eventually implementation along with Andrew Boler who assist and I think an advisory program would be um what I would like to see us be able to incorporate as citizen

081workshops are good uh but they were you know done once monthly. An advisory program would be something that's at least once a week if not twice a week. Um, and we have a pretty strict I don't want to say strict but a very structured program that would go along with that that's just easily implement that wouldn't be you know new instruction or preparation for >> um would you be working with them to revise the student feedback survey as well? >> The the student feedback survey? >> Yeah. If you survey the students to see how they feel about the citizen workshops, would that be revised as part of this? that you get. >> I I think that this would come that would come from the committee that we put together and a survey that's I wouldn't

082say it's a survey on citizen workshops. I would say it's a general survey for students about what kind of programming they would like to see as part of it. >> I think last year you presented results from >> students. Yeah. Okay. That's the survey I'm talking about is >> Yeah. I but I think it's we could we could definitely incorporate that but I want to go beyond citizen workshops >> um as well. >> Thank you. >> Um I think this is a fabulous response to just that data. Advisory programs have so much data. There are myriad of curricula out there and I just feel like this is a um great tactic with a lot of opportunities. What advisory curriculum are you planning on using? That's why we're going to put the committee together to work

083on that. >> Okay. So, >> selected anything yet. So, it's TB on that. >> And then the last one is revising uh faculty meetings at the middle school and the high school. Um the principles are going to be looking at soliciting topic suggestions from the faculty. um you know we figure that's 50% of the meetings are operational information so what we would like to do for the other 50% um and as part of a early year meet feedback regarding MCAT scheduling and make adjustments uh as possible I think it's a middle school specific >> yeah I mean MCAST the middle school is a huge lift for us we have um four tests for the eighth graders two tests for the seventh graders it takes up a huge amount of time in the spring um and

084it and it does major majorly affect the schedule. Uh, you know, last year I made a mistake in that I scheduled all the MC pass in the summer and then um came up with the calendar and I thought I was doing a great job ahead of time and then the state went and changed the whole testing window on us um and I had to go back and revise it. That was after it was already out from the fac. So I'm not doing that this year. So I will be waiting to come up with the schedule. But that gives me time to get feedback from the faculty as far as what kind of schedule adjustments would you like to see. Um and how can we incorporate that ahead of time because you know we don't want

085kids missing the same classes every time they're testing. Um and we need to come up with a balance. Also realize that uh whatever we do to schedule it affects both grades, not just one grade. We don't test on the same day for 17 days. You have to balance all the needs of the students in the building, not just that time. on vacations >> once a month. They're only 25 minutes long. That's that's by contract. So, >> and I don't know if we discussed this. Um, is it possible to have not the MBTA, not MTA here, but actual teachers here to tell us how these changes, if they're helpful, if they're impactful, what needs to be changed, like I appreciate you guys, but they're the ones that drove the survey, so it'd be nice to hear

086directly from them as to I mean I think it's within the purview of the chair or the will of the committee I know they did offer many times over the budget process that they >> Oh no no no no absolutely I know we talked about that and I and I and you know when I was standing out there with them too I was like you guys should come back not just budget season but you know tell us what you're doing and how it's going and what changes you know we need to know this kind of stuff, not after the fact when we need to cut you. Like it'd be nice to hear these conversations and I I don't know. I don't know if they'll actually take us up on it, but it'd be nice. I

087think department heads would provide an opportunity for that as well because they have a good pulse of their departments and um it might be a little more manageable for you as a group um because the fact is so big here. I'm not saying don't try um but I think we could definitely do more work with bringing department heads in. They used to come in more often and I think um for whatever reason it doesn't happen as often but outside of budget season I'm sure they would love to talk about what their departments are doing kind of promote their their department's work for you guys. >> Yeah, we had talked about that at the end of the year. Um they to be able to showcase what each other staff members are doing their new initiatives. Um

088some of the questions you guys have for us weren't able to answer deep dive. um they'd be happy to come and give you the rundown of each each department. Again, not in budget season. Yeah. >> Right. I'm going to wrap this topic up by just saying, you know, the time we spent on this tonight and the difficult candid that we offered the ELT team is a demonstration of how seriously the school committee is taking the results of this survey. Um, this is a great school as is demonstrated by our students, the success of our students, but there is a culture problem here at MASCO and it needs to be fixed and it's the ELT's responsibility to understand the data and fix it. Let's go on to the next topic, please. you guys. >> Yeah. Did

089we have a date for the retreat? I'm sorry. >> It's the August >> August. >> The retreat is in is the August meeting. >> The last Wednesday in August. >> Um how I envisioned this was the >> August 27th. Interesting. >> Give Chris a second. Come back. >> Have you picked an occasion for this? >> We picked a location just >> did ask Jackie to book the the center of 10 elm >> because I think that worked well last year. So, thank you guys. Thank you. >> Thank you. >> Where' you ask? >> Senator 10 Elm. Where were we at last year? >> Oxford. >> Nice place. >> Yeah. >> Great place to hear >> as people like to scream at Boxer Middleton. >> I like that place to put the chairman. >> We did

090Middleton that first year. Yeah. >> Yeah, we did the library. >> Got Panera cookies >> off cycle somehow. >> All right. Um, wherever you want to pick >> off sounds great, too. >> All right. So, um >> All right. Let's talk about agenda topics. Do have Do people have topics in mind that they want to ante up >> budget process >> specifically? But that's just a >> I think we're just doing a single offsite this year. I know we tried to do two. I >> think we try to do two was the discussion. >> Yeah, we're going to try to do two, but I think we also pushed some of the budget stuff to the DCI. >> Yes. >> Right. So that may um I think we in my opinion we allow the DCI to

091go do their thing. I know Joe's been talking with with Mike uh with Mike and Jeff and I I think for now we'll plan on this one traditional retreat and then we'll let the DCI do their thing on the budget side. So budget process >> I think that the survey that we spent so much time talking about tonight could certainly we could we could further that discussion. Think >> that's too soon or just No, >> I don't think it's too soon at all. I don't think we I think we scratched the surface. >> By the way, I'm going to write everything down. >> Yeah, sure. >> You can we're not going to consider >> whatever. >> Yeah, Adrian. >> Um, as part of the budget process, what I had written down was more operational transparency.

092I think ultimately the responsibility of responding to that survey lies with the ELT and you know technically we don't have operational oversight in that way. We can't really affect change there but we can influence we can provide direction and make sure they're paying attention to it. Um, but I do think that maybe talking about how we can have regular updates from department heads, educators, support staff leading up to budget season and giving us more of that operational transparency of these the student needs. We'd love investments in these areas. Things that will help us in budget season understand supply and demand. Where are their gaps? What can we do as a school committee to make sure that we're making investments for the district? >> That thing you said before >> is a school committee can I

093I couldn't >> make smart investments for the district. Yeah, >> Trevor. Um, one question I've had and we've kind of gone back and forth over the years as a committee on whether or not like sometimes we've had subcommittees bring goals to that meeting to then talk about and establish and sometimes we've had goals established at the retreat that then are assigned to subcommittees. Have we figured out which way or >> like are you expecting >> I can offer you my opinion or we can deliberate on it. I mean I think that the subcommittees have remained I mean we just went and did um yeah the charter for what's the name for Thank you. >> Um I don't think the charters for the other subcommittees are changing. I think that they're pretty well established. I I

094would love to see that each subcommittee come in with a set of goals for themselves for the year >> prior to or that can be something we address in one of our standard meetings as a recent update an early early year. So the first update for subs is what their goals are just to save time. I I that offsite such a value I want to make sure we're using it for for things that really are kind of meaty. >> Sure discussion. So >> if we do if we do have time I want to be able to capture what would be right. So I think what you're suggesting Trevor is goal setting at the >> Yeah, we have to do that. >> We have to do that. That's the main point. >> so just either subcommittees

095meeting before and having a kind of already list going to but >> so to be efficient maybe we have every subcommittee meet before and establish their goals and then bring them in and brief them and deliberate on them if necessary. I like that. Just sorry just came up. Just to follow on your topic, I'd love to get sort of a yearly agenda, not in the weeds, but just a list of topics we want to kind of cover. I know we covered some really interesting things last year that we didn't cover this year and almost like a wish list of things we want to kind of feather into the the yearly agenda. I think last year we did that security update which is really I thought that was valuable. may get things that facilities and stuff.

096>> Maybe on goals for a point of process, if we agree to a date to have draft goals from each committee submitted and they could be consolidated into a single document that we all agree to review in advance. And so instead of reading the slide or reading the goal out loud to everybody and explaining what you mean by it, everyone just comes with questions and that might enable more time in the evening for other media conversations. But the goals disseminated ahead of time and questions prepared by the committee if any one week one week in advance if possible. >> Possible. just to beat this dead horse one last time. But the reason why I I actually want to spend some additional time talking about the survey and I don't know how many of you have

097the survey summary up and have looked at it recently. But I want I just want to read to you the last paragraph of that summary which I presume was was written by union leadership and it states a recurring theme in the comments is the pervasive fear among educators particularly newer staff of speaking up due concerns over job security and potential retaliation. While the MTA is seen as a source of support, there is a strong call for greater accountability and evaluation of district leadership who are described as continuing contributing to a toxic and emotionally harmful work environment. This perceived administrative dysfunction and suppression of open dialogue is seen as undermining the once positive culture of the district, highlighting the critical role the union plays in providing a counterbalance to a leadership team that many feel is

098unresponsive or even hostile. Now, I won't say what I think about that that paragraph. Um, but I think that, you know, we need to realize obviously the union leadership put this together and that's what we're responding to. Um, and you know, any hint of that that these sorts of things are are issues we need to address head on. Um, I would say with the whoever authored this document with that we need to have that conversation probably sooner rather than later. So I think we need to talk about that or she's dead. This is the move. Oh, >> I feel like a cat has money. >> I mean, I I think it's kind of I think we spend a good amount of time on kind of resetting capital plan, turf, you know, like a fiveyear plan

099of how we're going to put everything together and piece everything, you know. Um, I think I said before, you know, just even what, you know, what Masa looks like in 2032, you know, it's going to be a different place. What we what should we start thinking of, you know, as I'm learning slowly, painfully changes slow. So if we start putting pieces together now, I'd love to dig into that because I think that's a hot topic in the towns. >> Does that include CL? What were we calling it? The future of the classroom. Is that inclusive of that or is that >> I wouldn't mind doing the whole shebang if we have time. It's a it's it's a big topic, right? >> Big topic. Yeah. I was just going to >> I was going to say

100is part of that or maybe like adjacent to it is is there a reason to at least review the strategic plan and think about areas to recalibrate or update >> go hand in hand right >> yeah I also think we need to think about is the strategic plan strategically funded because if it's not it's a bunch of great ideas and they'll all go nowhere. So, how do we think more strategically about making sure there is funding for this work and those investments can actually happen? >> Other communications >> was actually going to suggest setting some kind of a communications calendar. And I I know it's a it's a little messy the way I'm going to say it, but I I like to think of the year coming ahead where there are certain deadlines that I

101can hit where I say I, but I mean us as a whole, but community relations, and we can hit out information and answer things and provide information with whatever is happening, whether it's budget or survey or changes in curriculum or whatever we're discussing here. And it kind of goes handinhand with me wanting, like we've already talked here, having somebody other than administrators tell us what's going on or give us updates on things whenever we can. Like having a response, having some kind of a representative here. If it's department head, if that's what it has to be, that's great. But going back to kind of what Melissa said, for me, I I have a hard time figuring out what the best solution is when I don't have the information from the people that are doing it

102every day. as best we can. I know we're a school committee and there are lines and there are there are um limits on who we can talk to and how we can get our information, but I would love to just have updates on a regular calendar where we know what's happening where like that Friday information can go out and we have a set communications calendar so that when it's something as big as the budget, all of the other subcategories are already taken care of on an organized basis. So upcoming things that we have going on if whether it's turf or build anything just so we can set one overarching calendar. >> I think it kind of goes nice with the agenda. We can like do a whole calendar and say every on this date we'll

103have this come and then we'll art you know what I want. >> Right. So set all the time >> set expectations for people giving you information too. They're not being surprised, >> right? They know every like every Friday there's a set time stamp of when it's coming out and when they can expect it. So >> if you start the local newspaper, right? Do that. >> Yeah. >> Got it. Thank you. >> Like that. >> I don't think we need an icebreaker because we're all the same committee. >> Obviously. >> Who's going to come up with a good icebreaker? >> I just said no icebreaker each other. >> Yeah. It's a luxury this year to have opportunity to learn something weird about someone else. >> You ask about this. >> I want to start at five.

104>> Um I'm okay too. Are we okay to start at five? Yeah. >> We okay to start at five? What day is it on? >> Wednesday. >> 5:30 is a little more >> work hour first >> or that >> 5:30. >> I'll be on two wheels. >> We have a conversation. Lauren means >> keep that. >> Yeah, he will. >> All right. If there's other things that pop in your mind later, >> they're really important. Let me know. Otherwise, uh I think it's on Mike, Adrian, and I Jeff to put together an agenda. Thank you for your reference. >> All right, back to you, Mike. >> All right. Uh, next up we um have the tenative agreement um between um the district and the association of support staff. Um there's a summary in there um

105of the sort of the highlights of the changes. Um it's a three-year collective bargaining agreement that was would be effective retroactively to this past July 1st. Um the COLA increases uh 3.75 4 and then two which is consistent with what we've done with our other uh union contracts. Uh we've added the parental leave language that's consistent with our other union units. um added staff children um attending uh masconomic language that's also consistent with uh other bargaining units. Uh increase the 403b from $200 to $400 per year. Uh and the union has gotten together and ratified this this contract already. Um so we need school committee to vote to approve. >> How many members? >> 12. And I know we added the language for children of members of the administrative unit. >> I'm just getting worried

106the more and more >> committee has the ultimate decision on how many spaces they are going to have available for faculty, all faculty, teachers, administrators and um support staff. do that on a >> not we don't say like school choice there's 10 spots open right we do it as a faculty member comes to us send us a letter and we deliberate on what and since I've been here we've never said no >> right there's not >> there's one vote no costa all the time >> not a lot of requests says it is >> that was gonna be my question is how many are there actually >> not I think It's I want to say there's like four right now just in the whole district. >> So it's not like it's overwhelming or >> it's not

107a huge number. >> We've had openings in our school choice numbers, haven't we? We haven't maxed out 10 every year, have we? >> We have not in the past. I think this year we did. this year. I was going to say that's always an option where we don't necessarily have to include that and their student although not guaranteed it's still not guaranteed because the committee still has the final say the school choice would still be an option for that. >> I think this but this year we had more than 10 applicants for each for >> they primarily from Georgetown. >> There was a large number from Georgetown. Yes. >> Sorry. From where? >> Georgetown. We we definitely we had to do a lottery in both seventh grade and ninth grade. >> Interesting. >> I don't

108know who's going to I mean it's the trick is what happens is there's there's no deposit or anything and so sometimes people just don't show up in September and then you know then we'll start calling down the wait list but um it's late for sure but we won't know for certain who walks in until Three weeks from now and we require rent deposit not for school choice for short. >> We have a a number for impact budget on this. Uh I don't have a number. It was exactly when the the salary the financial impact was what we were or within the budget for next year. >> Okay. >> For this year. We're in it now. >> It's in the It's in the budget doc. >> Yeah. Jeff was >> Jeff was okay with it. I

109mean he was at the table with me. So >> Yep. What other units would we didn't add this to the par contract? >> This you mean the children? >> Yeah, we didn't add that to the power professionals. >> Are there any other units that we perceive that this >> only two other than the power professionals? The MPFTs are the only other unit and there's six members in that unit. I'm just thinking after the budget year we've had, and I'm not saying one student breaks the bank, but it still is our town's tax dollars, educating a child to a child whose parents do not pay tax money into the school. And just because of the committee's practice of never of saying no, I think I've only been a part of two and I was a yes

110vote. I've since done some thinking after this budget cycle like maybe that's not our best option. So that that piece of this contract just the way the way it's written, the association will notify the committee by June 1st of each year the number of children of support staff who would like to attend. The committee will determine by June 30th how many openings, if any, are available to children or support staff for the following year. >> We're under no obligation to automatically accept everyone who wants >> if No, you have to give if there's just keep going. Uh the committee will provide the association with a rationale for its decision. If there are more children and spaces available, the lottery will be conducted by the administration. It is agreed that once a child of the association

111member is enrolled as a student, uh they may continue to attend mathama until graduation, which is the same for school choice. So, it's an annual process. You have basically two meetings to make decisions on it. be fair, if they live in Massachusetts, they are funding public education. Maybe not a degree as a resident. I mean, a New Hampshire resident obviously doesn't have any >> skin in the game. >> We can't do New Hampshire residents anyway. >> Um, but all Massachusetts taxpayers fund public education. So, to some degree, their dollars are here. We're not on the new roof, HVAR system, turf field or any of that. >> State get the MSBA then their dollars are there too. So motion to approve the collective bargaining agreement between Mass Economic Regional School District and the support staff >>

112discussion. We don't have Joe. So all in favor >> against any abstain. >> Thank you for the work on that. 0. Where are we? Committees. >> Subcommittees. Uh, community relations. >> Well, feel like I haven't been here in about a thousand years. So we will be scheduling a meeting very soon this month in the next probably week or two to catch up and get started >> there's not here anybody from DCI budget want to comment >> same ditto >> local we'll kick off this year head of the site >> sorry we'll kick off you know the goal setting so nothing new updates policy. >> Um, I just sent you both an email for your avail. I'm away next week, but the following week and the one after that to meet just send me your availability

113updates. >> Um, I reached out to our incom just to start conversations and be connected. Um, so full of good conversations there and we're continuing our practice of listening sessions once a month on the weekends. So anybody's listening to field, we're at the library on Saturday mornings once a month with members of the board and the elementary school committee usually. So good conversation. Bye. >> So speaking of Topsfield, the fin met maybe several weeks ago and uh it might have been a dinner meeting and um as you know my wife is on it and um I was asked to give them some feedback um how the process went this year. Um and the key point that I made was that um you know we can't be operating with different set of facts and this year

114we were I mean we had data that that said very clearly certain things about about um staffing levels and and no matter how many times times we shared that with income. Um they just interpreted it differently. Um and you know led us to you know the problem that we ultimately had to overcome and you know to our credit we did. Um but it was way harder than it ever needed to to be. um and that we needed to work a lot harder uh going forward that you know recognizing that earlier in the process because you know I I I'll own part of that because I I I didn't see that they were just you know had their blinders on and were you know reading the same stuff that we were interpreting it the same way

115but but you know we needed to be a lot more diligent moving forward to ensure that look this is the data and we all got to agree that's the data and and work with it and not and not have any alternative sets of data that we're using to drive uh different conclusions >> agree how >> I was told it was accepted wealth out. We'll see >> and updates from Middleton. >> Uh negotiations. >> We just >> We're just done. Great. >> We're done with all the contracts. >> I got a couple updates and we didn't have it on the report on there, but I've got a couple of things just to >> Great. You ready? >> All right. Um, so we're excited that we're going to announce the launch of a new website uh that's

116going to be hosted by Final Site. Uh, the redesigned website will elevate our district's online presence and make it easier for parents, students, and community members to find important information. I want to thank IT department member Matt Riley. Remember Matt used to work our meetings. Uh, he's worked diligently to ensure that all the content from the old site has been reviewed, transferred, and brought up to date to align with the new structure and functionality. Uh the redesigned site features a modern mobile friendly layout, uh enhanced navigation, a stronger search tool, and dedicated sections for each school. Uh the homepage showcases the district's news and events, uh providing visitors with the latest updates and important information. The redesign website will go live on Friday, August 1st, uh at the same web address, www.mmaskanomit.org. >> Yep. >>

117Very nice. I've seen the dummy version of it. It looks pretty good. >> Amazing. Um, as we uh last updated the school committee in June, um, on Turfield Field, Stantech was awaiting a response from the Boxford Conservation Commission's peer reviewer. Uh, the res response was delivered to Stantech on June 24th. Uh, additionally, the Boxford Conservation Agent, the peer reviewer, and Stantech conducted another site visit to review wetland delineations on July 9th. Uh Stantech right now is due to submit its response to the peer reviewer's comments and to the site visit. Uh that response in writing on July 31st. Uh and they've asked for a continuence of our hearing uh with the consom until August 7th. Um so right now that's where it stands, but I'm going to say it's likely that we're going to have

118to push that out till August 21st um to allow for all the members of our team to actually be present. and I got a notice from council last week that she's going on vacation and won't be there for it. So I know we want her there and Jeff and I will both be on vacation during that. So um so we're trying to push it out till August 21st. U I haven't seen anything from Stante yet for that request. So that's where it stands. I mean really to your point things are glacial at this point. >> Is that correct access? Can we get that? Uh, gonna check with what with concom must have it. I think I could dig one up for you though. >> It's the first one was really long and the second one

119was probably just as long. Pay by the word. >> Yeah, >> questions here. This may have been discussed at the last meeting and I apologize because I wasn't here. Um, you said attorney. So, the person that was looking that conflict was cleared and she was Oh, okay. So, she is our attorney. >> So, count our normal in-house counsel is very wellqualified and able to represent us at this uh at the KCOM, but she's she's on vacation. Called me up and said, "I can't do that. Can we push it up?" So, >> are we on that sant tech change order? Are we still in the middle of that? Are we running through? >> I would I would have to ask Jack exactly where we are, but I think the the response to the peer reviewer was

120probably going to eat up the 100 hours and and then another site visit that they had to do. So, I don't I don't know exactly, but it could put a very substantial dent if not use it all whole thing. Uh and then uh update on our roof and HVAC uh project application. So uh this past Monday uh Jeff Sans uh HVAC technician Keith Serosiaak and I participated in a conference call with the team from the Massachusetts School Building Authority uh regarding our application for a buildingwide heat pump conversion and roof replacement project. Uh on the call, we learned that the MSBA is reviewing our application and they will conduct a site visit to Masanomit later uh this month. Uh we also learned that the MSBA board of directors will be making decisions regarding inviting school

121districts into the feasibility study phase of the process uh in uh late October of 2025. So this fall, uh MSBA is currently reviewing 96 project applications. Um, but this is a two-year funding round. If you guys recall, they to a two-year process. So, it's just about double what they would normally get, I think, if you look at past years. Uh, because of the large number of applications, they will be staggering the commencement dates for districts that have been invited into the feasibility phase. Um, so if we kind of asked this question, we talked to talked with them about this specifically. This would allow us to potentially seek approval to borrow funds uh for the feasibility study at next May's annual town meetings. They would actually say your commencement for us. They could set a commencement

122date in March, which would be, you know, the time the school committee would actually approve, you know, the borrowing of the funds and then I think we have 90 days to have a town meeting to get the full approval and then the ballot question process. So, um, you know, if we, you know, that would that would actually work. We wouldn't have to have a special cow meeting or a special election to do this. Um, so that was good. They said they were absolutely willing to work with us on that. Uh, if we're not invited to participate in this round of funding, the next window for submitting an application is the spring of 2027 because it's due. >> I'm sorry, it's been a while since I remember looking at all this stuff. So, >> feasibility study.

123So if we get accepted into the program, it's just funding for the feasibility phase. >> That's the way they do this. Yeah, they do. So the feasibility phase, you would get we would get assigned uh an owner's project manager and a designer. Yeah. >> By the MSBA. >> It's roughly they expect that from, you know, the invitation to physibility to um completing the phys feasibility stage is a 14-month process. And so you'd be looking at um you know if this would happen in town meeting at 2026 then town meeting of 27 if everything went well we would be looking for the actual construction funding >> and would by getting into the feasibility phase with the MSBA would that indicate that we would be getting into a construction funding phase? >> They don't promise that but

124that's generally how it works. >> Okay. >> Yeah. They they always say it's not we're not making a commitment to actually can do the construction, but I mean they're going to spend the money for us to do a design and everything, you know, and have a full on, you know, design and it's, you know, um cost estimates on a project. >> So, it's usually as long as as long as we do everything they tell us to do, usually goes that way. >> Come back to the billion dollars. >> Yeah. But they also kind of write in the contract that says we're not promising that we're doing Sure. We have a good understanding of criteria, right? >> Of the criteria for >> acceptance six applicants on >> Yeah. I mean, it's all they they come out,

125you know, they do their homework. They said they're going to spend most of a day here. Mhm. >> Um, you know, Keith's going to kind of lead that tour and we're going to go top to bottom, look at the roofs, >> look at the, you know, the HVAC units, look at the the boiler rooms, things like that, look at our electrical service. Um, yeah, they they actually have consultants that lead the from MSBA. They've contracted with experts to come come and do the walkthrough and look at it. You know, I think if they wind up, you know, if they have more projects than they have money for, then they'll start limiting. >> Yeah. >> You know, so we said the roof, you know, they said the roof had to be at least 20 years old

126in this round. But if they don't have enough money, they may move that cut off to 25 or 30 years. We just don't know. >> That boils itself. >> I don't know. Yeah. I mean, that's the whole thing. Just showing the red tagged units on the roof that you know >> Yeah. >> that we had to replace Oh, we actually replaced that one with things like that and just showing them Yeah. the boilers and the HVAC those big HVAC boxes on the roof that you know are dying. So, and then the roof itself actually doing some roof work in the next couple of weeks. So, we're just trying to fix that fix fix what what's leaking as we can. >> Thank y. >> All right. Consent agenda approval of June 18, 2025 meeting minutes warrants

127in the amount of $7,698,9758 and the acceptance acceptance of a football booster donation. Moved. Second. All in favor >> I >> against any >> Yeah. Can I abain as to the >> agenda? Yes. But no, it has to >> then you don't have to actually even if you weren't here. >> And thank you to football. >> Yes. >> Thank you. Thank you to football. All right. Uh, does anybody want to >> motion >> 8:56 p.m. Yes. And then we confirm or discuss like how do we make it's only two. Yeah. [Music] on the bottom garden. [Music] trying to make it >> last. You know, I didn't take a long Awesome.