Scituate School Committee Meeting - 06-01-2026

001Thank you. All right. Uh before we get started, we're having technical difficulties with this the board sort of updating. So do the best we can. If anyone can't hear us, just let us know. We'll try to speak louder. Um and we'll try to update this board. It's doing an update of some kind. If it successfully does that, then we'll try to switch over to the more user friendly and community friendly course. Um, so let's see. Uh, we'll start tonight. See, June 1st, 2026. I'll call the Situit School Committee meeting to order here at 607. Um, the Situate School Committee is committed to providing an environment of respect during meetings. We ask all members to interact in a polite manner, even when there is disagreement. We value the participation of our community and want all participants,

002including marginalized and minoritized communities to feel welcomed and respected. We ask our committee members of all who participate commit these standards to support and respect our community. All right. Fantastic. Uh we'll begin and open tonight's meeting with public comment. Uh just a general reminder that school committee meeting is a meeting of this committee held in public. As such, we follow best practices for an efficient and effective meeting. However, our committee supports an inclusive meeting. We welcome the participation of the public here through public comment. We have a policy behind our work there. Uh while adhering to MGL section 20, chapter 30, we invite and encourage members of the public to come up and speak on any topic on the agenda or with the serview of the school committee. And in addition to this larger community,

003the school committee invites the public to reach out via email school committees.org if you'd like to do that. Uh we also occasionally hold office hours throughout the year for engagement uh with our constituents regularly in persons and within the community and happy to talk to people by phone too. Um, anyone wishing to speak tonight, please come on up to the microphone and you can state your name for the record. And we'll also take uh public comment. >> Good evening. Joe Given, 223 Gan Road. I just wanted to publicly um on behalf of people that I know in situ my family um I'd like to thank Peter for his service to the town of Situit. I don't always agree with Peter but he was approachable and um we agreed on a lot of things. We sat

004for a year two years on capital planning. He was the school representative to capital planning and uh Peter used a lot of common sense with fiscal matters and I just like to thank him for his years and um our families go pretty far back. His dad um his dad was a student of my father's and uh his grandfather u was politician who rep represented situ at the state level. Thank you. Thank you. >> Anyone else in person or if there's anyone virtually? Not seeing any hands raised at the moment. All right, let's move on. We will uh we have an approval of minutes for May 18, 2026. There are backup review or questions. Does anyone have any further? >> Make a motion on our May 18th. >> Excuse me. I'll make a motion that the

005school committee vote to approve the minutes from May 18th, 2026. Second. >> Okay. All in favor? >> Next action item here is appointment of Dr. Tom Rob as our superintendent of schools founding successful contract negotiations. say we didn't receive any >> which we typically take as a >> as you know um I did hear though in the community uh people were feeling very good about very supportive motion on appointment I will u happily make motion to appoint as superintendent. >> Second. Right. All in favor? >> I >> congratulate. >> Thank you. >> All right. A few other uh appointments also tonight. Dr. Joanne Ber. >> Thank you, Madam Chair. I'd like to introduce Dr. Joanne Bush as our next director of special education. um if she could join us at the table. >> So after

006our first search didn't yield an acceptable candidate, we did reopen the search about a month and a half ago and received eight applications in the second search. Joanne quickly rose to the top as a prospective candidate and we had a selection committee that represented all special education constituencies. It included our CPAC, our special educ our school committee. Thank you, Peter, for representing the school committee. teachers, team chairs, paraprofessionals, and related service providers and principles. After naming Dr. Bush as a finalist, she spent the day on Friday, May 22nd, doing a site visit at all of our schools. She was interviewing us just as much as we were interviewing. At the end of the day, we spoke and we shook hands on a contract. We're very excited about that. Um, I did check all of the

007references that came back blowing and I think one of the best summaries of her background and experience is what she wrote herself in her cover letter. And with more than 20 years of experience serving students with disabilities, I bring a collaborative systemsoriented approach grounded in compliance, fiscal responsibility, and program innovation. My pro career progression from speech language pathologist to administrator along with my recent doctor of education has prepared me to lead teams dedicated to providing highquality services for students with diverse learning needs. I couldn't put it any better. So, so I'm very pleased to present Dr. Shay as our next director's question. >> Hi everybody. not used to talking in the microphone. Um, my name is Joan Buché. I uh have been in special education my whole career. So, I started in 2003 as speech

008pathologist in the public schools and I continued um in that position for about seven years and then I decided to go into administration u through my education and then I entered a position in about 2014. So, the last 12 years I've been an administrator. I've worked at all levels both as a speech and learning pologist and as administrator. So I have experience preschool all the way to high school both positions. So I feel I have a really solid foundation and understanding students with disabilities. And my goal is to support students in achieving, you know, their goals and and to support families and our staff in helping our students make um make progress and just be able to um who they want to be when they grow up and um graduate from high school and beyond.

009Um so I'm very excited to be here. I've heard wonderful things about the Chulio when I talk to people about uh just exploring new opportunities. um many of the individuals I work with um recommended applying here and then when I told people I was applying here, they were they were they were excited. So, it's a wonderful community and the school district and I'm excited to be starting here in July. >> Thank you so much. You're welcome. >> Great. Let us vote. >> I'll make a motion that the school committee vote to approve Dr. SH second. All right. All in favor? >> Thanks so much. Welcome. >> Thank you. And to round out our administrative team, um I'd like to appoint Mrs. Irene Bul as director of business and finance. What I'm asking the committee is

010for a one-year contract extension and that'll allow me to do a bit of a process next winter into spring. We didn't get a chance to do that this year. She's been doing a great job, but um I think you know one year contract gives us a chance to to do that. >> Um I'll make a motion that the scope meeting go to as far second. All in favor? >> Thank you very much. That all of our administrative requirements for 26 27. >> Thank you very much. So before we um get into the Title N assessment, I just wanted to mention two things. Uh tomorrow night right here at 6:00 we're going to have our new school naming task force meeting. I did put out agenda for everybody. So anybody's welcome to attend that meeting and

011we're just going to be going over progress to date and then vote. So that'll be right here tomorrow night. And then I also the committee voted on option three for the redistricting at their last meeting. I'll be reaching out to the impact of members of the families class of 2035. So we have that list now. we know exactly who those speeches are, who are at pushing right now for talking about having policies. Um, and I'll be doing that soon before the end just would anybody be interested. I just haven't done it yet. No more. So, really, we're here very pleased to have um Jeff Cranino here who has worked on our title n assessment of the athletic department for Situit. We heard from a lot of people in September and October last year that there

012were inequities in our athletic department and we wanted to take a look at where those were. We wanted to make sure we did a really deep dive. So Jeff has spoken to every constituency, parent, school committee, teachers, students, athletes, coaches, the athletic director to really take a deep dive into the title 9 assessment for us. And I'm real pleased to have him here. He's going to be doing his presentation tonight and then tomorrow morning we will put the whole presentation online so everybody in the public will be able to see it but I wanted the committee to be able to take a look at it first and have a discussion before it went off. So without further ado, let me introduce him and we have a bit of a slideshow um which I have to

013freely admit I used notebook LM to put together as I'm trying to learn AI and figure out AI how it works. Um it was kind of fun. So, while we do have um this presentation, I'll turn it over to Jeff. >> Thank you, Dr. Rob. Uh hope everyone can hear me. Um and I apologize for my kind of casual attire, but with this little contraption here, I it's actually this is only the second day I've worn a real shirt in the last month. I've had button-d down shirts that work around this contraption, which has to stay on 247. So, um but I'm I'm glad to be here. I'm I was uh thrilled to have the opportunity when Dr. Rob reached out to me last fall uh about looking into a title N assessment. I know

014that there had been, you know, a complaint brought forward last year within the athletic department. There had been some questions that came up and I think that happens in every district. um uh especially when there's a new u leadership Dr. Rob came in as the interim around that time and some of the concerns rather than trying to guess at it and and figure things out on the fly uh to do a deep dive and look in and do an internal set internal assessment of the department to to see the things that are going well and to identify also those areas that um aren't up to speed especially um with regards to title N. It's important to do that. A lot of districts do that with special education or they'll do curriculum audits as well. Uh

015to do this in the athletic department uh with the title N lens I think is a great idea and it really opened up my eyes as far as the things that are going well here in the areas that need some improvement. And my goal throughout the process was to get as much information as I could from a variety of different stakeholders. I do want to highlight uh and I can't say everybody but um Miss Seesaw uh was tireless in getting me information the business department numbers going back five years. I tried to do about a fiveyear plans back um at all things whether it's participation whether it's budgeting uh booster contributions and a lot of different documents that were out there and she did a great job trying to keep me up um with all

016the with all the documentation and it helped. Um there's still some things that uh we couldn't get couldn't gather and you know did the best I could from there but that that's actually kind of part and parcel um tied to some of the the things some of the recommendations that we coming from this report um but I want to say that this was never a report based on how good or bad the athletic department is um you know the programs here in situ are second to none the facilities the town has been very generous over the years and have provided the schools with amazing facilities inside and out and uh the success of the teams are though without question. Um, this was strictly about looking at adherence to the the department's adherence to title N

017expectations. And for those out there that aren't always aware of what title N means, uh, the title N uh, of the education amendments of 1972 mandates that no person in the US shall on the basis of sex exclude participation in, denied the benefits of or subjected to discrimination under any education program or activity receiving federal financial assistance. Um, we hear it all the time, see it all the time. It never doesn't always come to life, but it's come to life here in the athletic realm. For high school sports programs, the federal law requires the schools uh provide equitable opportunities and treatment for male and female student athletes. This assessment evaluates Citra High School's athletic programs compliance online, focusing on key areas such as participation opportunities, benefits and treatment, and overall accommodation of athletic uh abilities.

018Um the process um before we jump into the PowerPoint the process as as Dr. Rob alluded to was back in the fall I started collecting as much data as I could on on the participation level as well as on the financial level um the administration sent out information to parents to teachers and and athletes. I want to thank Dr. Rob's office. I want to thank Miss Campain and principal arranger who I know is back there. um they reached out to a variety of different stakeholders for me to meet. Um anyone had the chance to reach out to me to um have you know conversations with me. I met with some in person, but most were phone phone calls um where I interviewed them with a a a set collection of questions um and they varied

019a little bit whether it's parents, whether it was coaches, whether it was students, but I got great feedback from from all all the different participants and it was helpful and um letting me get a good good view of what's going on at all levels of the athletic department. Um the the basis of the approach was is kind of set in stone by the National Federation of State High School Associations and they when they do title N studies they're looking at a couple different areas and one is the participation kind of the key one and that's a three-prong approach and I know folks have maybe had a chance to review the the report it's long I apologize I know it's 46 pages as it needs to be but there was a lot of stuff that we

020collected but that participation opportunity focuses on first off a substantial proportionality. If you have 50% females in the school enrollment, you should have close to 50% in the athletic realm as well. And um you'll see that the high school does a good job of that. Um and they give you about a 5% wiggle room if you needed and the athletic department did not need that um for participation numbers. So when you're doing a study, if you hit that, you can stop right there on the participation process. But I took it to the next step, which is the history and continuing practice of expansion and the number of female uh programs over the years has has been at the same level with boys, if not higher in some some areas. And there's been some growth uh

021both on the boys and girls side, but they've been kind of commensurate. There hasn't been one side jumping ahead of the other side at all throughout the throughout the last five years. And then if you needed anything beyond that, say those first two info, you could look at what they call the effective accommodation of interest and that's putting out surveys to see if and where there needs to be growth. Are there programs that aren't being offered that should be being offered and um we have not got to that point here based on the number of the numbers that came through in participation as well as in the historical growth of the programs. So that's one part of what I I u looked at. And then um you'll see that we looked at the equivalent benefits

022and opportunities. And this is what they uh kind of gave the nickname for an equity walk through the athletic department. So we looked at equipment and supplies. We looked at scheduling of games and practice times, travel accommodations, coaching, the hiring practices, the experience, excitements, um locker rooms, practice and competitive facilities, medical and training uh facilities and services. Publicist, this was the big one, marketing, media services, and promotion of teams. A lot of stuff came up there throughout the process. And then support services, administrative, health, some of secretarial and support. Uh the third area that we looked at was a review of the financial records and that's um kind of an area where there'll be a number of different recommendations for you to review. Um and again as we miss sar in the business office stepped

023up and did a great job helping out providing as much information as could and I had a lot of frank discussions with uh athletic director pain on this front. Uh and then the final area is administrative compliance. Um making sure that we have a title line officer which we do here to my right Dr. Lynch. um look making sure that our policies and procedures reflect the expectations of title N at all levels whether it's on student handbooks handbook so committee policies and district does a nice job there but there are some areas that we can make some tweaks and then uh the booster club activity it's part of this administrative compliance as well and uh I know that the department the committee has done some work and policy in the last year or two um

024regarding organizations like boosters that are bringing in funds to to schools and having expectations there. Um there'll be a you know for the boosters constituent and I've been in a number of different districts and again for the for the folks at home I'm a retired superintendent. I've been in uh Marshall the last nine years my career spent five years in Canton. I was an athletic director here in situ back in the late 90s. I've been a high school principal and I've seen a lot of different boosters organizations. Uh very few match the support um and the generosity of the city blue which is great. Um, but there's some things that might be able to be done to help make it even work a little bit more effectively with the school department and again where the

025timeline lands some steps that we should probably be taking a look at as a as a group. Uh, I visited the facilities both inside the school outside the the field again as you all know are amazing. I had took a chance uh took the opportunity to go to a couple games at night both here and and away. I didn't get to everything in the the few months we had there but I tried to get a feel for what was going on there. Um, I guess I just want to before I jump into the uh into the um PowerPoint, just note that all of that information gave gave a lot of information that showed where there were some some great things going on here at the park. And there also brought forward some areas that we

026need to to work on and find some um some ways to make improvements. And some of this is based just on on um good practice. some based on things I've seen over the years running school districts and running athletic departments and that might be able to help help the um the athletic department and the school at large. Um I want to note that Mr. pain and this team were very supportive throughout the process and as if we had a conversation with you once and said no we know we're doing things well but if this area we need to improve I want to know that that we have to make it that and I think that you want to do anytime you do an assessment like this again whether it's bed whether it's curriculum whether it's

027athletics um there's always ways that you can improve and I know that's what I tried to do as well when I was 10 so I'm going to walk through the powerpoint here it's not that long um it highlights some of the key points throughout the the process that I just talked about. Um, but we're not going to be able to cover everything in a 46 page document. If there's questions though that we might have afterwards, we have to try to address them as best we can. Again, each area that I looked at in the report, maybe findings, convince recommendations. Those are obviously, you know, some were easy ones to kind of jump right at. Some a little bit more um extensive and and some involve funding. So, I know that they're not called done overnight,

028but it kind of gives you a a game plan that you can take a look at moving forward. See if that can tackle some of them early on with the low hanging fruit and then work your way through the others. So, Dr. are going to be my PowerPoint guy and I'll turn this for me. >> Is it going to go on the big screen or just a small one? >> You can you might want >> Oh, I have I can read my own my own but that's all big. >> Oh, they are >> the people online can see it. >> Oh, okay. Gotcha. >> So, again, this is just a kind of a dashboard of the the key points, the four steps that I kind of just glossed over. Um again, title N compliance at

029a glance. The first part we're going to talk about is you know based on the the participation of of female athletes and again right now just a quick little green green circle there that we we are compliant in those areas. I'll talk a little bit more about that in a second. Um the area equivalent benefits and those are those feed areas that talked about from equipment to coaching to siphons to um facilities to practice times. Um there are areas there where we're doing very well, but like I said, there's some that need some help. Um overall the facilities are fantastic, but when you look at areas like game sketch, um some the prime time is what u the uh process looks at and night games, six o'clock games or 7 o'clock games under the lights

030are something that we kind of take a look at. in um some of the areas that some of the groups that I met with uh whether it's just looking at the schedules or talking parents there were um areas where it wasn't always um equitable as far as how many night games both getting as opposed so that's an area that we want to take a look at you see suggestion there medical triage is there not that we have a mass unit there but just the scheduling of of of meeting with the trainer trainer does a fantastic job fantastic facility in there to meet the needs of the kids. Um some of the things that came back to me uh in talking to the students was that a lot of times um athletes who had games later

031in the afternoon or in the early evening were coming down to get tape while people were getting ready either by the bus to get out to go to an early game or a home 4:00 game. And I think uh again talk about some solutions there but uh it was it was a challenge and it tend to be more boy sports having a night game jumping in front of say a girls field hockey or a girl soccer uh person to get taped and they weren't playing for a couple hours. So a lot of the things you know besides numbers in and whether it's budget participation many of the things in the equivalent benefit section are tied to kind of like intangible. you don't you don't see it on a piece of paper, but they feel it

032when they're in in their their athletic setting, whether it's in the pregame or during the game or postame. So, that's where this came from a lot that they just felt they were being kind of pushed around. Talking about female athletes when it was coming to to get help. Uh although the help again was was fantastic. Um also there was some concerns brought forward regarding um home and away coverage of the athletic um trainer and at times sometimes uh home girls games were getting um no medical coverage while the train was away and with one incident that we report where girl was in training. So we want to try to avoid those situations when possible. Um and the financials again uh this is an area that I think needs to be really looked at closely by

033the administration. Um talking to Mr. Payne the athletic budget is really kind of just a budget that gets rolled forward every year. So it's right now it's about a million dollar just under a million dollars I think at 27 and each year it is set and there's a bit of a small increase say two to 3% and then you know for lack of a better term all the spending is kind of they kind of backed into the number so and I will say that coaches across the board male female coaches girls programs boys programs pretty much got what they were hoping for. There was some times where there was some discrepancies and they're cited there in the report. But if if they needed something say mid year, Mr. Payne um found a way to try

034to get that and they had the number which is great, but when you're trying to plan accordingly, especially if you're trying to plan to make sure that the scanning is done equitably between boys and girls programs, um you can't really do that. You have to and again not everyone's a budget people. I was I had a lot of having great business managements when I was a superintendent. But, you know, you really need to have a needsbased budget that's set in the athletic department like you would in on the school side of the budget and each year sit down and and come up with some of those numbers that you're looking for for a real bucket for golf, for a football, and that's your real number. And then, you know, you might be able to get

035it. you might not be able to cut back some, but at least you're going to know that the dollars that you're talking about are based on an equitable approach to each program. And right now, um, you can't. And actually uh you'll see when you go through the numbers that even with the numbers that aren't the final numbers for the year, what's what's put into the the the base budget that's kind of rolled forward, there's about a 10% discrepancy how much is budgeted for the female boys programs as opposed to the girls program. So again, at the end of the day, and that's one of those things that I was talking about earlier, we couldn't get everything we wanted to, and Miss Seesaw did everything she could. Business department did everything they could, but you couldn't

036quite tell how much was spent specifically on each program to say, "Hey, were the numbers equable?" Again, equitable doesn't always mean equal. You know, some of the programs need more money because there are larger costs associated with it, but they should be uh an equitable approach to the process. And it's hard to see that, right? So, we'll we'll talk more about that further. And then in the administrative part, step four, um that's we talked about the boosters a lot. I mean, we have the the the policies are in place as far as where they're communicated. That might need a little help. Um you know, right now we don't have a culture handbook that came shared with me, but they haven't been updated since here. And uh you know we want to make sure that that

037is updated with all the policies and especially the communication tools for the coaches and for the for the athletes. It's communication something that's really important uh that was noted a couple times with some of the stakeholders but more importantly the area of the boosters. Again we're talking about organizations that do great work for our kids. They bring in on average about $165,000 a year above and beyond the operating budget. So you have a million dollar budget right now almost 16 17% you know u more is added to the budget through the help of the boosters and right now the school committee the high school administration the the athletic department really have no controls not that they want to control them keep them from both but they have no way of knowing what's coming and going

038and again that just adds some confusion when you're trying to look at um is is the budget being equitably distributed across all sports So jump right into that was a long beginning. I apologize but I want to move forward next slide. This those that can see it gives you that substantial proportionality. Again right now over the last five years we've had about 49.9% of the school enrollment is female and in that same period of time 49.3% of the uh athletes are female. So obviously well beyond well well within that five 5% uh safe harbor range that they give you and that's great. I mean that's super the programs um and the participation um of of female athletes being the same as the boys is is great to see and I think it again goes back

039to what I said earlier. Our programs here at SU are phenomenal and there's a lot of interest and they they have a lot of success and success breeds more more engagement and more involvement there. So that's going well. Uh if you want to go to the next slide, we sustaining the equity through expansion. Again, there hasn't been a ton of new programs over the years. Um I think just before this 5-year window is when the girls golf program started, there's been some JB and winter cheerleading uh squads added. Been unified sports, which has been phenomenal. um they've done great success for the students and that engages both boys and female athletes and uh also while uh a varsity program on paper was lost in the girls hockey program the athletic department worked really hard and

040have a co-op team so that those girls that still didn't want to play hockey team were able to join up with Norwell and Aton as you all know and keep that rolling but if you look each year there's about 30 programs programs, female programs, just I think 29.2 male programs when you look at the varsity and the JV programs and that's been pretty consistent over the last five years. I think there was 150 programs if you add them all up each year over uh for the girls and about 146 for the boys in that same period of time. So uh the consistency there and slight growth that's happened it's and there's been boys program doesn't reflect the boys varsity volleyball program has added well uh during this period of time but there's been consistent growth

041for the girls as much as the boys programs that period of time want to go to the next one this is the equity lock I was talking about uh equivalent benefits and opportunities um some of the areas that are are have done done Well, um, you know, the basics of travel, kids are going to the games on yellow buses for the most part. There's some teams need more. Um, there is some concerns that were brought up regarding coaches and the luxury buses that come with tournament runs and Super Bowls or championship games. And um from what I could gather when those did happen, they were typically funded by the booster, not in the um athletic budget, but that that get affected that whole area of oversight over some of the spending done by the booster.

042You want to have a nightmare on that. Um uh and while everyone felt they got the, you know, equitable treatment on on the buses, um there are some programs that had to drive, uh coaches had to drive, which isn't always the norm. I mean, I have seen it in some districts. Um, but it it causes issues. It's something that I think one of the recommendations I made um are again one of those cost recommendations, but um having coaches drive and then still be responsible for oversight of their players um is is a challenge and in an area that's really not based on title N, but I I did highlight it in the report the number of teams that have to students have to drive to themselves to uh is a concern as a as a

043parent, as a administrator, retired administrator Um, I would not go break having as many students driving um to games, to practices, whether it's swimming, whether it's golf, whether it's uh gymnastics, whether it's uh but there there's a handful and um some of the concerns brought forward by parents on that front were that, you know, a lot of the newer drivers were almost feeling pressured to have to drive peers. And again, as you know, the first year in driving supposed to be solo. And uh so I know years ago when I was athletic director, there was strict no drive any hockey practice in the morning at 5:00 or swim down in first Walker Ducks or now over in um Lincoln or canel in way um in kids who jump on buses to go to breakfast morning.

044I'm not saying they have to do that right now, but you might want to take a look at it and that's in the recommendation based on the concerns of so many students driving to and from uh and again the idea of coaches having to take their eye off kids focus on the road and not be able to manage the kids is not always great. Um uniform cycles uh I think there's a pretty set cycle in place now and and I I know I did note that Mr. payment was working to have kids involved in the process too. When the team didn't have new uniforms coming up, they would get their feedback. Um, you know, facility obviously is is great. Uh, coaching stipens was an area part of the equity walk, part of the the uh

045finances for the the program. stipens as they're trying to explain to everybody in the process. It's obviously a contractual matter and I think there were some concerns that some teams that were kind of like teams and like seasons were varying varying a little bit more than they had in the past. I believe that uh some of those changes have been made rectify those concerns. Um you always run into whether or not are these lower or higher than they should be based on years uh to your districts you know nearby districts were getting what the Marshfield coaches getting versus what the hanging coaches are getting and that might not always happen but that's a part of the negotiation process and um the union obviously advocates for their their members both the teachers and those that are

046taking part in extracurricular um responsibilities and the you know school committee has their administrative side of the uh of the bargaining table and the only way if there's going to be changes they can't be just done arbitral you can't do it without the without the um the negotiating process collective bargaining process so uh I can say that a girls softball coach is getting what the boys baseball coach is getting girls lacrosse coach is getting what the boys lacrosse coach is getting and a girls hockey coach is getting what the boys hockey coach is getting so that that's what you're looking for in the big run are those numbers as high as they their peer districts are. Sometimes they are, sometimes they aren't. But again, that's really part of the um the negotiating process and separate

047from tight line process. Um equipment and supplies kind of the middle of the road where there was, you know, some some positives, some negatives. Equipment and supply distribution. Um some of the teams were getting a little bit more um at least felt they were get they were getting more on the boy side of the programs than they were at the girls program. some of the girls after you felt they were getting kind of like Tammy dos from the boys program that the boys got a new net say in baseball um then the the previous net went down in softball and uh again a lot of this information is coming um without being able to see all all the purchases where they went it was hard to see you know what was what was appropriate or

048not but you know based on input from the coaches uh and from the players and parents we did the best we um medical training access. I talked about that. Uh again, the trainer is highly qualified. Bill saw the trainer works hard, but there were some concerns about again mainly around the schedule of of his getting in to see the trainer before games and bumping into other athletes who were playing much later in the day. Um the marketing and publicity um was brought up and both good and bad. They felt that under principal arranger and under pain there was much more attention focused on the athletic programs and success being done uh by both the boys and girls programs. But also from parents and and coaches and some students felt that there was um more of

049a push to be promoting the male programs over the female programs for social media. uh sometimes they felt it would be left out and so that was a concern that was brought up uh quite a bit and I have some recommendations uh in the report for that and then the areas that kind of had the the red flags um again that prime time scheduling of games that the numbers um showed that they were just more whether it's lacrosse but obviously football is going to play at night since like put into the football field but there's other sports uh whether it's fields hockey whether it's lacrosse soccer uh felt that the boys programs were getting a little bit more prime time uh scheduling than they were coaching turnover. Um there's been a lot of turnover especially

050in the last know five to 10 years and seems to be more that turnover on the female side than the the boy side and sometimes that's a good thing maybe because change is needed but it just seems to be a little bit more tumult in the in the coaching banks on the female side and that's always hard to kind of create continuity in a program and success in a program constant change going on and and the process behind hiring coaches I think is something that needs to be looked at Within the report, I talked about, you know, whether it's hiring committees that were made up for female coaches that were made up predominantly of of males with no female adults uh part of the part of the team. Um or the way that some of

051the programs were being uh promoted for some of the coaching vacancies being promoted and giving folks kind of an edge over others when they come into the process. So I think some clarity has to happen there in that process and make it a little more uniform. Um while this was not a overarching issue, uh it was kind of part of that equipment and the distribution of equipment, softball field is probably one of the nicest softball fields in the area minus the fact that the fence and again sure there was lots of planning done when the fields were done to have the temporary fence. Um back in the day they full snow fence because you'd have to take it down if there was snow and stuff in the early spring. But um that temporary fence for

052softballs created the real issue. I I think that was probably one of the first things I heard of from students, from parents, coaches that they have this beautiful field, baseball fields, great football or well field one, field two fields called that. It's easier are all state-of-the-art, but to not always have that fence up to the softball and I know the way it was designed, it's not perfect for uh windy days, but it's been there for a number of years now. and a solutions, you know, been a concern for another year and the solution come forward and I think that there really should be some focus put on that. I went to a couple games this spring myself just to see it in the fence. Two games I was at and the wind wasn't a real

053issue. And I think for the girls it's just a matter of pride. They want to be able to have the fence. They see the boys have a beautiful field when um permanent fence. The girls don't. And on top of that often times they were being asked to either put it up and take it down. They might have some help one way or the other. But sometimes they felt, you know, it was really unfair of them, you know, getting ready for games, you have to be put the benches to the field. That doesn't happen in other other uh sports. Um, you're not putting the having the football guys put up the pads around the end zone or the the yard markers. There's actually a group of interns. I think that uh which is great, student interns

054that do a lot of that work before those games on the field one. Um, one of the recommendations might be to those folks help out with the uh with the bets and making sure that it's up on a more permanent basis so that girls have that same feeling of of their own closed field but also it's a big field and when you have games going on and I actually saw it there was a group of youngsters down far far away in the other end they were still in the field play uh if the ball got out there and they were just passing around the uh lacrosse ball and you know that's a softball field for that time frame after 5:00 block you have a new sports. I'm sure there's other other sports that are going

055to be coming in whether it's high school or or youth. But if you have that fence up there all the time, they're not going to worry about whether those cross ball come in the game. So those are areas that I think need to be looked at and again are the recommendations in the report. You want to move to the next one. Um yeah, I just wanted to these are just kind of an area spotlights um softball versus baseball fencing. I don't want to keep on um giving that up. Um girls and boys golf, again, girls golf is fairly new. Uh I think it's about six or seven years. I know my daughter is a junior in her high school when they started um bringing that forward. And uh one area besides some early concerns around

056just having the gear and the equipment. Um just the scheduling of the events. Uh I think there was only about 10 or 12 matches slave for the girls even up to this year. Um and um the boys have a slave of 18. And again there's more boys golf schemes than girls. So that's that's a that's an issue. Not every school has girls golf team but when I looked at um other areas of that have girls golf says Prairie or Ham even Marshfield which is brand new they started after I left they were having 14 16 17 matches a year. So I think and I think I should have said this at the beginning. I know that u his department and and and high school administration are already kind of tackling some of these issues and

057I believe that they might have had a few more matches added or they're going to be having been added in future schedule which is great and uh but as I put this together I couldn't couldn't track all the things that they were already starting to work on. I just wanted to kind of put forth the concerns and the successes that were brought to my attention. Uh but as far as the scheduling for the girls and not just the matches but the the preseason um scheduling for for getting ready for the season. I know there's a huge add-on this year with a u a simulator golf simulator that was purchased for the uh golf program so the girls could hit in even if it was bad weather and course wet or the driving range was closed

058they could do things but that's still the one thing they can do and and you know have to rotate a lot of people but early on they were not getting um on uh either facilities or practice time or match time that the boys. Again, the boys play in fall and so the conditions are a lot different than they are in uh late March, early April. That's kind of part of the uh the concern, but everyone knows that that weather's going to be bad and it's going to be wet. So, I think a little more foresight into what might be able to be done, whether it's moving them down to the Windslows down in in Green Harbor more consistently, providing them with, you know, plenty of time to plan for it. Sometimes they did get it.

059They found it that day and they were scurrying around for rides. it was kind of seemed like they were just kind of the afterthought. I know that was the that's how the parents and and the players and coaches felt and there wasn't always a great plan in place that they prepare and you know again everyone's struggling with it but um it just seemed like there was not a lot of steps taken beforehand that could have helped them through that situation and as I mentioned earlier the transportation and on the yellow buses it's pretty consistent and pretty equitable you do have those those those coaches that were uh purchased by boosters predominantly for any sports that were making deepen player up front. There was something that was brought probably one of the first emails I got

060from parents and talked about when I met with some of the females athletes that when the boys were at the Super Bowl and it was coaches purchased by the posters which is great. the girls uh cheerleading squad, which is a big part of the the fall success as well. Um was had a private college coach, but it was more like a a bachelor or bachelorette bus with like strobe lights and and neon lights and not quite the setting you would want to have for a high school athletic program, boys or girls. And it just kind of set a tone that was was kind of concerning for many of the uh parents. And actually um that was one of the more vocal groups that came out when I first started this. I shared the information with

061uh Dr. Rob so that he will be aware of it and he and he was so listed there. >> Um if you want to flexible >> Sure. Yeah. I I should have said that. Yeah. If something jumps out, go for it. >> It's so much information. >> I know. And if I'm going too fast, tell me to slow down. I I listen here. >> Yeah. So much information. fantastic. I think people have a few questions. >> Yeah, before you forget what we cover. Go for it. >> Well, I just I mean I feel like the report's going out tomorrow to the public. So I I I just would love to have conversations with my colleagues and with you and the experts like at a higher level, not going into the so much because there like

062Nicole said, there is so much detail, right? >> But what I'm I mean I appreciate that you're talking about the good work that's being done and I I don't disagree that there is and we have a lot of systems that are that have problems like serious problems. gave me this picture of this bus. >> Yeah. >> And I like can't get over how upset I am about that. And that's just one part of this. Um, you know, there's a quote in here that um there there's never been a budget done for athletics. It's just been a 3% or every year. And that's just like >> what are we doing? So, I would just love for the committee to have a chance to talk with you about what could these systems look like that would start

063the repair. You know, like it's a financial system, it's a hiring system, it's an evaluation system, it's an accountability system, it's a transportation. I mean, there's a lot of pieces of this. >> Yeah. that I appreciate getting into the weeds, but I think we can see just from the stories you've shared that I really want to hear about like what's the repair to the system that we need to start doing because our task is going to be to give central office a charge >> to fix this. So, you know, with your expertise and with my colleagues expertise, I'd really like to talk about systems, not the people. Um, >> right. you know, not as much anyway, but I think the people are doing I don't think there's any ill will from any people in the

064district. So, I think it's a system level problem and I'd like to get >> but I'll I'll let my colleagues jump in that >> mean I have a lot of why question why but I don't know maybe you have insight that like why why haven't the project been tracked properly? Why Were you unable to garner certain piece of information or components that might be important really understand the buy from the athletics department? So I mean a quick for instance on that that question and tie it to the budget. Um you know as I said a lot of like reports of expenditures were shared with me but when you the way they were done and you know how it was got to me was was no one's fault but just the way it was done you

065can see expenditures but you had no way of knowing what athletic department what team it was going towards. So, I had, you know, $150,000, say, of of of equipment supplies that was purchased in FY24. Uh, I couldn't tell you how much was done for each team, what it went to. I might have an idea, you know, if it's going for helmet repair or Ryell for shoulder shoulder a pad. I know that's football, but I couldn't do that across the board and it would have taken me for the forensic person hours to do that. So I think there are programs out there like the budgeting programs for sure in the business market you use to track spending. I think that there just needs to be a look and I don't have all the programs there but

066um you know there are programs that will allow you to better delineate where the money is going towards. I think the big thing though and this is the big big picture who you talking about is that um to create a budget like you would ask a high school principal or an elementary principal to create a budget for their school you go grade by grade well department by department uh what are the needs and come up with a list. You might have a big wish list and you put it all together and if they get a bad 2% or 3% or whatever, make it work, but you would know that the golf teams have everything that they need and exactly the boys and the girls getting the same amount of golf balls and the same type

067of golf balls, same shirts or or whatever it might be. And you can go through each sport like that. And then at the end of the day, if the number is, you know, $250,000 in supplies, you'll be able to say that across each sport, this is how much is being budgeted. Now, things come up and and obviously, you know, there's more games that are played that you make the playoffs. So, you're spending more on transportation that happens. Um, or you need more balls for a certain team. If you're say baseball makes a team tournament, softball makes a team tour. you're getting more balls that might have more than you would have had by you, but at least you have a basis by which you can say for sure that the u the numbers being put

068together in an equitable fashion right now you just don't have and I I think everyone's making the best effort to meet the needs of all the teams and like I said and and this was across the board almost every coach to team said if we needed something Scott we can get which is great you have the money for it but it would be better if everything that you needed was there on day one and was the purchase and and you knew where it was coming from and why there's a why to buy the why by the money to spend on that. Right now it's kind of catches catch can and you don't want to be in that condition. Um we wouldn't do that at the high school for the math department and say oh actually

069we need to have more close now in in February. you won't you won't like that. So I think just putting together the budget just like you would at the school level at the department level um early in the year I mean you start the process probably in October September but we you start doing that no no reason Mr. Payne and I think Mr. pain must it wasn't a matter of him not wanting to do that but um he he he had a process that he he felt was was given to him and he followed that process but it's not a great process especially when you're trying to guarantee that this equity lands and then when you throw into that the money that comes in for the boosters which is fantastic you have you know you

070have no idea how much that's swaying one way the other um the uh spending on on the pro rates. So they the girls and boys hockey teams might be getting equal amounts but it's it's hard to tell. >> Well and also you know this idea that um in the equity walk base coaching siphon we have a green and if you read that report the boosters the football boosters are supplementing stipens for coaches. So it actually isn't equitable and we don't get anything in front of us where so our coaches are getting paid and we have no idea. So like I don't even know that that check is >> well let's check well from from from what the school department is putting forward in the budget it's it's it's mostly compliant. I mean I brought up

071some some areas but the if we went another couple slides there there's a couple slides under and again those are the the biggest thing there and I'm not going to get into the we again be here all night um there needs to be accountability for the school department for the money you have a policy in place um they had last year I think and there's state law that says this money has to come into the school whether it's the boosters whether it's the PTO whether it's any organization that's giving money to the school they raise money using the school of name has to come into the school and again not to keep it for that. It's going to be spent the way they want to spend it. They could raise as much as they want

072to raise, but it really should in a nutshell come to you as as a gift goes into an activity account that can be set up by your new business manager or your career business manager and um that money can be tracked and if there are coaching sitements some sometimes boosters do help with volunteers. We give them a segment that has to be taxed. I mean it's taxable income. So those things aren't happening and it's not a lot of heavy lifting to do. It's a change of practice, but it's really something that's the right thing to do. It's the legal thing to do from a title of life. It's something that should happen. Again, how they want to spend that money is still going to be, you know, up to them and but it's going to

073be coming through the activity count process and not just them spending as they want whether they're a 501c3 or or not. Not all of them are 501c3. I'm able local groups that are getting together to do what they can to help their their sons or daughters needs. That's the essence of boosters and it's great stuff, but the boosters are not exempt from being part of the title line process. And that money does sway things. And if if just an instance, if if baseball was getting 20 grand more in booster funding than the softball team, it's the legal responsibility of this school district to make up that one. And you don't even know what you don't know right now, which is part of the issue. So you need to have that money coming through the business

074department. >> So we have our policy and make those changes prior to security. >> Yeah. >> To get more transparency in terms of resource spending and also that spending another branch of that. So too we've had simulator come before us this year but I think part of our direct to the district has been centered around Dr. you know really providing us with at this point it's almost like monthly but just I don't even know what's appropriate but you know quite frequently uh it's going to have to be I believe here in terms of boosters the parents who run boosters are definitely thankless volunteer working >> but I mean it's really important for equity and it's really important that you know we're doing this right so >> we all have to work together the the fix

075it. >> I mean there's a quick little flowchart and you might have you guys had a chance to take a sneak peek at the PowerPoint and again this will be for everyone to look at but no fundraising gets approved you accept the monies deposited into an account and then it gets distributed down the road. And that's that's it really it's not limiting their work they want to do. It's just giving a little bit more structure and again allowing you folks to have a better idea of what's being spent and do you need to redirect money in the athletic budget based on the amount that's coming to one program over another. Then at least you'll and if the athletic budget is being done from a from a zerobased kind of budget each year uh you're going

076to have a much better comment just going into each of those programs. right now neither of those would happen. I think it's causing an issue. >> You see any approach with firing practices? There should be no different protocol or approach than we hire anyone any and the structure of those committees. So it's different depending on what job it is that they'll hiring again asking Dr. a team with corrective action plan to that it's not a very sound I definitely very important step and I think you know in the 46 bill of this page court there is section by section start on that you foundations every time going on was followed by a very clear set of books each one but I think I would recommend that following um I think most people read the full

077report and I think it is important to keep going with the opportunity just to keep I mean I know it's a little tedious but I do think it's report kind of keep going. >> I'll be a little less tedious. I follow if that's the case >> already, right? I think it was their first clearance. Um, as you can tell, um, even though I know we want to jump in, start fixing and that's our instinct and that's good instinct, but I just I appreciate it. So, I >> and just so you know as well, I I shared with with Dr. Rob and Dr. moment here today that well my work is putting this together and coming here to present um taxpayers I want this to work very well with them and I will you know um

078make myself available to them to as they're putting things together if they need to bounce something off me not that I have all the answers but I have some experiences and I'd be happy to communicate with them if they have concerns down the road they're bringing some of these these these plans in place okay so I will go a little bit more quickly hear the other other folks speak as well. So the next the next part was uh again talked about the coaching changes and the turbulence there. Again sometimes change is good uh but you have you know the last couple years uh eight new coaches in the female side, two on the boys side. So that's kind of again have great hope. We have state champions. We have coach of the year folks. you

079have someone like uh Kathy Stewart who's been uh meet in this athletic program for 40 years and you know so we're lucky to have those people but the process that you alluded to seems to vary from from position to position sometimes it's a full committee sometimes it's a phone call and a conversational you know one-on-one or with a small group as opposed to a larger group and I think and Mr. and I talked about that. I know he wants to have some thoughts and everything to that uniformity to it. Um because right now it is a little different each one and you're just setting yourself up for for complaints or concerns or someone feels that they were not treated fairly. If there's not a similar process for each new hire, they have a right to

080make that complaint. Then at the end of the day, thanks again and the district is the one that's know the one that has to deal the one that has to deal with that. So there needs to be some more structure to that. Have a similar process across the board, boys and girls teams, having it be as as gender um uh effective as possible on the makeup of the teams. We have a female coach position that has five or six adult men, two female students is great, but no female coaches or staff members, parents on a social meeting. This doesn't doesn't look district. Again, I talked about it before as far as the training and the um time concerns as far as kids racing together on the bus and having to wait behind some of the

081athletes who might have beings later in the day. That's tended to be more based on a boy girl um dynamic. And I think that a schedule needs to be put in place. That's one of the recommendations for you to have that uh so that people aren't feeling if they're being put upon if they're trying to get paid before they're getting someone else has three hours to get it done. um the financial review for the next one uh talked about that already but again even in the basis of how the budget's done now the spending from what I could gather over the years the average was about 54% was being spent on supplies for the mailing equipment supplies 45.7 so you had almost 10% built into a number that wasn't really reflective of what it's actually

082spent so the the foresight or the forethought was a 10% difference. Um, again, what was the difference at the end spend? I can tell I had a lot of numbers, a lot of reports, but it was almost impossible to decide how much was spent on a male team as opposed to a female team. Um, so that again, uh, budgeting programming is not not that good to get that will maybe, you know, be a little bit more up to date that will allow them to be show different things. Um and again talked about the the rollover budget just has to go that's not a great way to do it. I'll zero out the budget. The coach submits the itemized needs. The AD will build up that bottom up budget and present it to the committee like

083all the other departments and this change that needs to be made there. But at least you'll have a basis by which you can tell if spending is being done in concurrence with expectations. Um couple more here. Uh again the boosters um 21 teams I believe have supported boosters. Um some of the numbers I got were able to um be called through the 990s that 501c C3 would have to file but a lot of the boosters um don't have 501c3. They they they spent a lot of time giving me their numbers, what they spent, what they spent it on, and it's all spent on important things, and they're all uh the teams are lucky they have inclus the work that they're doing. Uh but again, the enormity of it, $165,000 on average being added to $1

084budget, there's a lot and u a fact that it's not coming through in folks, something that really needs to be looked at. And another uh I don't want to give the dead horse, but another thing that uh is recommended and this actually happened in Marshfield a couple years back. I know in K they had one as well. Um uh a lot of the teams just don't have the numbers to be a booster organization stand up on its own, but they would put together a um a group booster program that could help some of those teams that don't have the ability to treat themselves. be group fundraising and I know that um they might help pay for jackets or they might be able to pay for certain things that aren't the budget them or if they

085need an extra bus or something but at least they have a place to go and it's something I think just look down the street uh to Marshville what they're doing I know one of our school community members been huge in the in the formation of that a couple years back I think it's helping some of those teams because not everybody has an army of know lacrosse players or or field buckers players or football players that you know can give me 30 40 100 parents um some of the small programs they don't have the ability to do that kind of fundraising if you haven't used a program that helps support some of the small smaller programs that's something that can address some of these concerns um again talked about the legal reality of the outside funding

086everyone's best interest is in is in play here when they when they raise those monies but it creates a scenario that I can't underestimate for you folks the importance of it that that money ties into expectations for the districts. Um so we want to take a look at that of all the of all the recommendations. Um again next slide about that flowchart I talked about acceptance deposit distribution it does not limit funding that's one student doing great work we want them to continue to do that work there just needs to be some structure in place so that the just has not caught flying some of these areas. Um so then at the end is just a couple quick know strategic action plans when it comes to scheduling facilities mandating equitable prime time and that game

087schedules clean in the year. Okay, maybe Millie will change their game from four to seven. Have it all set played up. And I think some of that is is starting to happen more, but it just felt like the girls teams um noted that they had very fewer fewer games over the likes of some of the boys. Um when it comes to softball fence, either either have DPW do it or the custodians do it or these these interns do it. But to have one team have to lug that out there on their own when no other team is really blind to do that other than football might carry out blocking dummies and that kind of stuff. But a fence as a girl who trying to get ready for a game that's it's a cumbersome task and

088it really is not fair. Um replanning the the spring golf again falls a whole different animal. Conditions are great. Course is good condition. There's there's fewer players in the spring. Everyone's trying to jump out there and get the season going while girls golf is trying to get their season going. It's it's not a real equitable uh approach. So, pre-plan some of that um practice scheduling so that you know it's going to be wet. You know it's going to be snowy. You know it's going to be cold. So, have some plans in place that provide them an appropriate precede. And again, the simulator is a huge first step and that's that's not a cheap cost. So that's great, but I think more of that planning needs to happen forward. Um staffing support, you know, implemented the

089athletic training schedule. I think make sure that folks know you had a football game at seven. You shouldn't be hanging around in the training room at 3:30 when soccer or field B or whatever else is trying to get their tape and done. Um uh really prioritizing the home events over away events for the trainer. I know it's a trainer can only be so many places, but when you go on the road, the expectation is that their home team has a trainer that's going to be available for your players. Um, and if you're leaving your own home games unattended, that's not that's not a great thing that you want to do. Um, coach's handbook needs to be in place. I know that one was kind of given to him and it hasn't really been updated much.

090It's not a change process to update the handbook. You guys your job. You guys are always updating your handbooks, your e policies, but the coach's handbook, ensuring that it has all the time in mind, expectations in there as well. Something that needs to be done and that could be, you know, a good summer project um for the department. When it comes to budget modernization, um again, the rollover budget um really has to stop and a more intense kind of bottomup budget creation process needs to be put in place. um getting that athletic bicing software updated so that you know exactly where the dollars are going. Look quickly and find out what is being spent, how much is left, and how much is going to each of the programs. So you have an idea if there's

091an equitable uh approach to the budget. And again, that doesn't mean equal approach. It's going to be some programs that need more money um than a female program. uh but it's based on side it's based on the safety measures that are involved with it but there's an equitable approach to the budgeting and right now you just can't see that happening um enforcing that from the administrative compliance enforcing that you your new policy KCD so that all funding comes through you folks um booster approved events I mean right now they've been a zillion events that happened and you you probably uh approved lots of things that happened PTO So overhead I think um they're the same thing if there's fundraising going on these three post there um and then taking a look at a districtwide umbrella

092booster program to help those programs that that don't have the numbers to support their own boosters. So that's the PowerPoint, but obviously I'm happy to talk more and there specific questions that you might have and I'm not going anywhere as far as they do their work here have to help their collection principal ranger as they they do this work for. >> Thank you so much for the word for the time you spend this parents and triggers and The minute staff was a comprehensive report so um well well put together so very easy to read those >> some clear action steps here we know my thoughts but it felt clear what the top did so that was our job for our directive to really >> qualified to do it uh just having that knowledge base for

093me. We want to recognize Dr. Rob and these are those two are taking this on. I think they're it's something that with all the things that have been going on in our district with chain in front of those changes. You could have waited. You could have could have done a lot of things but you took it on without giving a second thought that was the right thing to do and something that full and your empathy every so thank you for spearheading for your so far next steps >> I just this is my last need I mean well first of all I have an issue since my son Zach and if anyone in this town he enjoys going to all the events with anyone. >> Yeah, he wants to go across game right now. But so,

094>> so first of all, again, thank you so much for doing this. I I want to say that I'm surprised by it, but I don't think I really was other than the budget piece. Yeah, >> that's where I guess the base of I have a ton of a bunch of questions. this my last meeting up here. for um the first question relative to the budget is I recognize this whole issue with the boosters and it might discount some of the folks putting in the hopefully not but when we find out what the boosters is spending their money on that's something that we might have to absorb into our budget >> it could have a reverse effect we have to give more money to athletic rather than taking money away from the bottom up >> or

095you know it's it's it's really When you look at those numbers that they're giving, it's based on proportionality of like teams. So, softball, baseball, girls lacrosse, boys lacrosse, girls soccer, boys soccer. Um, if you see one team getting a lot more at least, >> then that money get whether it's adding to the bottom line or just diverting money. So, say say it's baseball. I'm not saying it was just for instance now $20,000. Sorry. and the boys with the boosters, then that athletic number that's being put forth by the athletic department might be 20 grand less. So that money can go to the the girls, >> you know, if you're going by the the letter of the law. >> Yeah. Yes. So there's all kinds of I mean not to get into but I'm I'm personally

096involved in a couple and just relative to hockey it would be very difficult because >> you have a try off you have three towns you only have maybe six participants so it's hard to do the equity conversion there you know that could create some some >> and and and that's I didn't bring it up in your PowerPoint but I mean that was a great example there that the boosters help fund the boys team to get their own locker room that broke which is great so they don't have to like deal crowds when they're waiting for another team to get in or out. They they read book of it for situ they were willing to do the same girls and I talked to coach that and she decided that a two things that money might be

097the other use for other things the girls program it's great you know she could have said no I want to work too but she also noted that she just said you know it's a three person three team um preschool team and so you're more or less forcing Norwell and Abington to say okay now this going to be our home rank when we like to play the ball out or we like to play Brocklin and they've kind of split it up as far as best they could for the home games. So she she did no little things. So um that's I'm saying relative to the cost. I know that a couple years ago I know that we did look at I believe an increase in our athletics to do with ice time. >> Yeah. >> Right.

098>> So >> and again I hate to use example but and I I love everything that every boosters team does. I don't but >> if you have one team in in situate boys hockey team two hockey teams jing and varsity and you have maybe 40 kids participating and you have a girls try out with five girls participating you're not going to make it >> no that that that's going back to the idea it doesn't have to be equal you know you have to look at proportionality of it and so if the girls team has you know 30% fewer participants then that budget might have a 30% sway in it and that's okay you're you you're making your best best effort to make it equitable. But again, football everyone looks at it's usually the biggest team.

099It has probably over 100 players freshman through senior and the cost of talent and shoulder pads and all those things that come along with it are greater than going to have in cross country track. So that's never going to be the same. So you're not you're not out of line from a tight line sense when that happens. um as long as you're making best effort to make a proportional approach to the budget. Now you don't you don't even know what it is. A couple other comments um we it's been mentioned that the more successful teams have bigger expenses because they go on in the tournament and whatever. I think a lot of it's referees and field reserves and things like that. But >> are we finding that more that the boy teams are more successful

100from the girls generally? I think that that might be the something to do like why are the voicings more successful if that's the case or why are the girls is it more money or is it the coaching or what is it that's what it comes down to the lead successful and why are they meeting those goals >> the goal of this project wasn't really looking into the success of the programs although you're not off obviously there's been great successes on the boy side there's been some on the girls side as well and those increase the cost but if you find self increasing the budget to pay for extra buses and extra rest as the boys lacrosse and the football team is going further into the playoffs. That's not in violation. Those are just costs that

101came up that were I mean you put together that budget back in October that was equitable. If things happen because it's success of a team that doesn't all of a sudden make it inequitable if you follow and uh but you know and there's no need to say okay now we're gonna have to spend another $10,000 on on softball because baseball you don't have to worry about that. It's all very help I I'm really intrigued. I'm kind of sad that I'm not involved in this going forward but I think that it's great. Um, I just hope that the outcome is I think there one thing that could struck me um was that when asked about boys sports if they were getting what they needed like everything is fine but all girls are like no it's not

102fun. >> It was and again That's you want everyone to be feeling as if they're being well retrospected and fact that the boys were that's not a bad thing in my mind but it is not it's noteworthy to your point that um there weren't as many complaints coming to me from the boys athletes or their coaches opposed to the athletes and coaches parents female athletes there were some again I earlier a lot of them were the intangibles something you might see you might not see a spreadsheet it's just that feeling of the cultures a little bit more swayed towards support. It's hard to sit there and and and make a blanket statement based on that kind of hearsay or that intangibility, but when you mix that with the the information, the data that we have,

103it kind of led it on that path. Well, >> um I know we have in our budget the site for all coaches, assistant coaches, and I was very surprised to see how much is that but you have found that on the districts I've I've seen I've seen boosters that will you know again not not supplementing say a coach that's already on a sitement school but a lot of lot of programs will have volunteers that are there to help out of college or they have time from their job they want to help out and I and I'm guessing that's where some of those plan not to existing coaches but volunteer coaches uh so I couldn't tell obviously from me because I I couldn't see how much is spent um on those coaches, but um in theory

104any any number any any payment that's made for services rendered really by law taxable. And that's one of those things too. We ran into this in Marshfield in a totally different animal, but we had a a huge music program that had lessons after school at the high school for elementary on the high school kids and they had some of our teachers and other music teachers that were getting paid from those families to do the 30 bucks for a half hour, whatever whatever the was. Um, but none of they were using our time, our space after hours to do that. We ended up having to bring that money into these activity accounts and have taxes taken out. Again, we were even though we weren't doing it, um we were allowing to happen on premise and and

105people getting paid a salary without taxing. So, we had to change that and things didn't work greatly with those folks. We're getting a little less money, but we we need if they're going to use our space to do that, we need to make sure there safety issues, too. There are people on our campus where they're just like adding stipens. >> I'm guessing I'm sure >> I'm sure the volunteers um whether we're getting paid or not, they're going to they're going through process. They go through the sorting process. So, >> somebody know I mean and there's a lot I mean I think uh in the in the report Yeah. Exactly. in the report um the number of volunteer coaches dwarf on boy site dwarf those of the female students um I don't have the exact number

106in front of me but it was something along the line of 15 like 15 uh for any given year there about 50 male volunteers as opposed to 15 on the girls side and not all of them obviously but some of them were and it wasn't something I came up with that was on the uh those 99 reports um were listed with regarding the town district. I think a number of years ago did like sports booster sports and another like um and you said Marfield a lot of push back. >> Well, it wasn't done in Marshfield the way like we didn't take away system program. This was a booster program that was put together more to help those teams that did not have any booster program itself. So there's still football boosters and hockey boosters hockey

107boosters there, >> but you would have a district-wide one to help those less uh organized or enable to put together a full boosters program for their team. Um, and some of it might may go to I know like when they we did some field work last this past year at Marfield, they used some of the money raised, but that that districtwide boost program to help some of the cost of that project. Canton is another one where I used to work years ago. They actually moved away from team teamwide boosters to have just one booster for the whole district. That's a a big task and I don't know I I there's benefits to that and there's negative negative bonus to that as well and it's a that's a big thing to take on but it can

108be done. Some districts do that. I imagine for any researchers that don't have an official 501c they absolutely should not be fundraising at all. So you have to really establish something pretty quickly for them to be fundraising at all that the absolute also I mean there's a lot of that's also a very easy one to me if you don't have one to me actually it's a little easy maybe in this moment to establish even I'm sure enough >> again at the end of today that money is still going to be theirs. It's just a matter of accountability. So >> closure with their state of mind. >> I I just wanted to go back to it's really just a comment to echo what Janice was saying about the girls interesting that the boys felt like they

109were getting what they needed and the girls didn't and you called it sort of an intangible and I would just like to push back on that and remind us that just because it's not quantitative data doesn't mean it's not data. like it is qualitative data and if you read that report, you can actually triangulate around what parents said, what coaches were saying, and what the girls were saying that make it real evidence that there's a culture problem. And that goes back to systems and leadership. And so I just I want to honor what our our female coaches, our coaches of female athletes and what the female athletes are saying and not call it that it's not a number that it is less somehow because I don't think it is. There's a lot of qualitative data

110in there that gives us really good information about what's happening. >> Yeah. >> Well, no. I think um so is this PowerPoint going into the >> I know you mentioned it. Yeah. >> Um I remember seeing that going down front and but I didn't realize that this is a picture of me for it and I don't think people realize that and I may be wrong but it looks like it was a strip >> in these bus and that was to in front of us under 18. >> Yeah. Thank you. >> No, that's okay. And and I I I want you to know I that was not a point that I missed. I think I I'm trying to be a little euphemistic thinking language there. Um >> but people people will see that. >> Oh yeah.

111Yeah. >> It's very clear. Oh, I'm glad you thought No, I thought it was really important. >> Nicole, I'm wondering like what do we do to help >> the strategic action plans here? >> And so I'm thinking like I guess plan of some kind of timeline obviously but call early fall to a corrective plan and Jeff and I have talked a lot over the last year and I told them let us know what's going on. This is our fix to work on and we'll put together everything in a timeline because some of the things like you mentioned are immediate fixes quickly. Other things takes time. It's important we'll do a production plan and the committee will see that. >> I think sooner than that we need to work on the whole of approval process. Yeah.

112Not just But what we talismies do every agenda and I I think in the past we've talked about they do it as as a consent agenda because I think it's something to get into the habit of doing and I know that the PTO's are spending a lot and so for example like they are going to do to do with and boosters will too. So we're gonna have to do it. >> I keep and I do have Mrs. Mon report it won't be everything but we'll certainly >> Yeah. Could you give us a timeline or like a rough or sort of like a step one like you dig us through this report as a district and sort of taking Mr. Granitino's initial recommendations and giving us sort of just like a almost like a bridge between

113those and the actual corrective action plan just so >> you know I I just want to make sure we're frequently checking in >> the next fall. Yeah. Okay. Are you thinking like what goes into like we can do this immediately like going to take us a minute or third level is going to be the longest helpful. >> Yeah. What can happen immediately? >> Yeah. I was going to ask if it would be possible for us to see like drafty draft or because that way we can sort of help >> you know ask more questions and tighten it up. So yeah. All right. Anything any other questions before we go? I will be revisiting this uh a lot a lot. >> Thank you again. I really enjoy the opportunity to do this and learn a lot.

114>> Thank you. We're gonna take a five minute recess just because we'll check on the tech. >> Do you want me to miss I'm sorry. You're taking a break. >> Uh, yes. That's >> You got it. You got it. >> Teaching and learning >> health. Everybody, >> thank you for this opportunity to talk about the nurs. I'll be sharing some updates on what our department does, what's been happening over the past year, a few things on the horizon that we're excited about, and how we support our community. So when you think about school nursing, the traditional things probably come to mind. Taking care of students are the things that you see happening in in the process. However, there is so much more that goes on scenes. The opening logistics of maintaining health, all aspects of

115medication management, developing health plans, medical wellness instruments, safety partners, emergency, all things that we do that impact and support health and safety. First, we'll talk about that physical slide. So, we use electronic medical records to document all of our visits, medications, screenings, and our system provides statistical reports like this one. As of Friday, our nurses have had over 25,000 visits to their health and have given over 13,000 medications. We are a busy >> Yep. I love that song. Something exciting on the horizon is a new version of our electronic medical record system that will be rolling out this fall. Um, this will include a significant upgrade which will help our team better monitor studentization compliance um and state regulations. And regarding compliance, um, this is an example of compliance at work regard field trips. Um

116to ensure all students are safely inspire, the nurses review every roster and each student's medical record, developing individualized plan needed and over the past year changes to those field trip protocols have changed significantly. This required updates to bar protocols, uh staff retraining, one-on-one meetings with families and students. Um final review is then complete before departure to ensure all regulations are met. This process has been completed 197. Um the same review process applies to our foreign exchange student that we host. So we review all of their medical records ensuring buyations and so forth. U this brings us brings us to how we support district safety. So our school nurses are dedicated members of building based crisis response teams and crisis teams. We play a vital part when necessary in bed assessment as well as in practices.

117Our work also includes annual reviews of the emergency operations planning plan and our medical behavioral health emergency responsible ensuring that we're well prepared and equipped to handle any situation that may threat. The nursing team members all became certified sculpt weed instructors and together with captain of sage m fire we uh fellow sc training and staff at across earlier this year. We are really lucky here in Situit to have so many community partners to collaborate with for our student care, safety planning and learning opportunities, partnerships to promote wellness initiatives, health education, support emergency planning, and provide experiences for our future nurses that we'll talk about more in a minute. I'd like to share more detail on two of my favorite collaborations I was a part of this year. The first was a training day for our

118bus and van drivers. We spent a day together at the emergency operations center along with fire chief Mark Dunovan where we provided CPR, AED training, epic training, seizure care for our transportation staff. Um, and finished with lots of time for their safety Q&A. It was a great day. Really feedback was incredible and it's something that could make an angle on. The second was a CPR class for setup that we offered last month at town library. Following a well-intended CPR class that we offered on a November PBD back in 24, I got a lot of requests to continue these types of offerings. So I sent out a staff survey and what resulted was 201 staff members replying saying we have more classes. So with the support of central office uh last uh last May last month

119we launched the first of what will be three sets per year so that we will have 45 additional staff members trained CPR annually or we certify and currently we have 65 staff members across our special grade. Another way the nursing team impacts district and community is by helping the next generation of nurses learn. This is our second year partnering with Mr. Reer's intern program. One high school senior heading to nursing school spend some time with me on the nursing school. Part of this coordinating um of this internship is working with our partners to facilitate learning about opportunities. This year, our town social worker, town public health nurse, our school position provides some of those opportunities. And on the horizon, um we have an exciting partnership with Mass College of Pharmacy nursing program. Sville public schools

120will be acting as a clinical site to host two nursing senior nursing students or attend period of fall and we are happy to share our collective 199 nursing experience from various backgrounds. We super excited that >> so we all have challenges in our department and one um that we've had for a while is our small but mighty selfless which is not a challenge unique to situate um but I'm happy to report that we no longer have thanks to central office in York were able to increase that sub nurse rate and we also do something that many don't do offer a robust orientation period for sub nursing so we feel really strongly that we're already basic solo. We want you to know our kids. We want you to know what specific medical plans our students have.

121Some students who require specialized care and we want people to feel comfortable about that best care possible. So, we're really proud of that process that we have and uh our district now has 19. It's incredible. So we appreciate that. Oh, this fly is bittersweet. I just wanted to take a minute to celebrate our Kushing Elementary, Linda Marus. Um, she's retiring at the end of June. She is a loved and trusted member of us past 21 years. She will be greatly missed. Um, but the only thing that's something that stink out is that she's already signed up to send for us. So, we're really happy about that. Well, congratulations to Linda and we thank her from the bottom of our hearts for all she does and has done both years here in our district. >> In

122closing, by caring for hundreds of students and staff daily, ensuring regulations and policies are being followed, assisting in safety planning and training, helping provide learning opportunities for the next generation of nursing professionals. The nursing department serves townwide public health. Our team does not just manage health offices, but we actively build a safer, healthier district network alongside our school health and safety partners and our local pride in our contributions and are committed to making a positive impact. >> It's small and mighty. >> Yeah. orientation piece. That's one thing to that you guys for doing that duplicates and so I'm glad you get free. um somebody who is everything we have to do. I'm curious though what is the stock that we I think I have an idea of our class isolated Thank you for including the

123data. I think it's really um impossible to know that number without knowing that number. So maybe you want it was really interesting to see just the volume of work that you all are doing in the school. So I thought that was really interesting. Yeah, it was a great piece of Yes. We have our 26 27 school year elementary books. Elementary Good evening. I'm Mary, principal at Jenkins Elementary, and the elementary principles are here tonight to present to you the updates for our elementary student handbook for next school year. Um, Principal Schula was unable to be with us tonight. Uh, but this is a very collaborative process uh with all four elementary schools. um had the same handbook at all four schools and every year we look at um our handbook to see what needs to

124be updated. We consult department, the technology department, special education, transportation, sometimes even the middle school um making sure that we're in alignment with um what the students can expect as they move on from elementary to uh middle school as well. Um, so we're going to go through the updates, the summary that you have. Uh, and we're going to just, uh, start with the go in order of the pages. So, just starting with the cover. Um, every year we update the graphic and we now have the traditionals that um, the cover and updated years. Um on page six there is an update on the caregiver engagement. Um just that we are now using parent square to send families updates via email and text and um that families and caregivers are encouraged to download the parent square

125app. On page nine, um there was a phrase, a sentence added around um recess and safety considerations being taken into advisement when the feasibility of outdoor recess being determined. We added this because we do get questions especially this winter with all the cold that we had about what our uh criteria is for indoor recess and now with the heat also what our criteria maybe heat as well. So all the schools use uh for example the national weather um service um chart that is uh indoors that it feels like was below 20 and the initial combination of temperature and wind speed on this chart and um are the things that we take into consideration on uh page nine also just updating our report card dates for next school year. Uh and on page 10 um our

126half dates are from 8:55 to 11:25. Breakfast and lunch are served. Lunch range served as normal next uh school year. Uh typically we do not we haven't offered uh lunch on half days just always we do have breakfast. Um but this is going to be a change uh next year that we will have lunch and some of the younger grades are required to actually eat in cafeteria. So we're all planning on that in our master schedule since we look forward next year. U moving on to technology on page were two updates. Um the most uh notable is that uh the change from last year to this year is that fifth grade no longer takes Chromebooks home. Um that uh they stay in school and that they're stored in the class charging part K through five.

127We still have the one-on-one initiative. All of our students have access to um the one-on-one Chromebook, but um they cannot go home any longer. Um this has been um really significant in terms of a reduction of words that um we've been receiving uh from our student security at Stanford library some searches or language and documents u just to give you an example at Jenkins uh a fifth grade class of social studies was researching the bill of rights and the right to bear arms that got flagged um what one um and so what's going on in fifth grade but it was easily explained um but significant reduction now that the kids are not taking those home at night and over the weekends we used to get out in the evenings on the weekends families and that's

128been a really positive change um for their um online safety um and also there's been a noticeable drop in front of damage from not being transported to appreciate that. And then um the the next update was that um the language around Google tools was um simplified just because there were a number of tools that our fifth graders uh K through five not have access to such as uh email doesn't start just moving on to technology on page 18 I think you'll hear about artificial intelligence and artificial general all intelligence in all of our handbooks. Um, and that it is not um it's prohibited, the use of it is prohibited except uh when given specific permission by the teacher in accordance with our policy. And taking that one step further, using API or AI to harass,

129intimidate or bully another student um is a violation of our the strict policies for bullying and Any questions on those sections before I pass them? >> Hello, I'm Christine Shima. I'm going to just walk us through some of the changes to the wellness city for next year. Um, on page 20, the first paragraph there didn't really change too much. just deals with when you should be your childhood fever or greater vomiting and diarrhea respiratory or flu symptoms and the patient four hours without the use of fever fever medication that really hasn't changed. We just changed the to caregiver be more consistent with the rest of the document. It's the second paragraph. We wanted to acknowledge that sometimes vomiting and diarrhea is not caused by infectious disease. Um and I think that caused some confusion on

130parents and when they have to keep their child home. So this section here just outlines that and says um that in these cases the nurse will evaluate each situation individually with that balance. On page 21, this is about a lifethreatening balance policy. Um, we have the main policy, but we added this section which just states that we do have policies for that in the district and we want to be sure that parents do reach out to school nursing staff in order to review those policies and how they specifically to their child. on page 22. Um, this was about them. Um, this just became a little bit more specific. Um, particularly the last section here which says please know that medication be delivered by but there's exceptions to that. So uh things like pens as diabetics

131do not have to do for page 22. You just added to the policy just to say that you should send the to certain levels that really require that. It didn't specifically say it to so well. I'm just going to talk about just a couple of quick changes we made to the section on PCC. Um, as you know, next year our morning program is going to continue as a 4-day program for their three-year-olds, but the afternoon is going to a five-day program. Um, so with that, we did have a fee increase adding the extra day. So, we did note that with NEO. So, the 4-day program will stay the same, a $2,500 um fee, but the afternoon four year olds will go to um so that's in there. And then we also just added some uh

132language over consideration taken into adisement about alter recess similar to what we like by um the ECC doesn't write too much about recess as maybe the others do because the little get so cold and long as you know we have an inside gym for them so it's not as much but we did not know that in questions. makes a lot of secondary handbooks and good evening. Uh I feel like there are three chunks uh that can be as been updated. Uh the first one is just administrative names and dates uh and beginning from pages 5 to 9. Uh the second page deals with artificial intelligence uh specifically naming uh violations to uh harassment or bullying or intimidation using artificial intelligence. Calling that out as one of your free uh that is on page 12. page

13319 uh kind of defining what uh by artificial intelligence at this time. Um and providing the instruction that it could all be used with artificial feature u and in accordance with policy there. So those jump number two uh jump number three uh relates to updates to the health services itself. So no major changes uh this year but I think uh that intelligence piece would be plus educated students policy. What happened? >> And that's why I mean I think education >> special. >> Yes. And I I think that is uh I would agree that I think middle school I'm so happy to hear that Mary doesn't have much to do with uh things being flagged for middle school we continue uh and this is the time where we do need to educate um it's nice to

134have a policy to back it up but along with that policy I think uh I continue to have conversations how we educate not just students but families in the community around things like bullying prevention but also things like and whatot >> um I remember when families sign the sign off of your breath and I wonder if in that there would be an opportunity to call out specific specific pieces you know how like when you're signing off something I know we don't have >> where you like initial but like maybe there's something actually where you actually have control, >> you know, or if there's like another way to maybe just on the one page where you do sign to call out a few specific >> sections even or >> like you'd like to call your list,

135make sure you have a conversation with about it. You know, if you're looking for resources, you have the >> it could be. >> Yeah. To your point, it might be worth having a separate AI. >> Yes. >> Family. >> Yeah. Just a whole another document. >> Yeah. I think >> I like the idea of like rolling presentation. >> Yeah. Thank you so much. >> Thank you. >> High school handbook. >> Okay. Like uh Mr. Bey, I don't have a ton of changes. Um remember C High School, we changed and added honor role by honestly. It actually came from our school council. Someone else counselor has to put it in our lin there and students with honor role earn A's and B's the term students with high value honors earn a so just to make that

136clear distinction on page 36 graduation requirements and math and English we we laid out or mapped out that 16 credits which is always has been math uh but any course that you take outside of situ high school not be included on high school transfer. In other words, you have to take and pass four years of English and math to graduate. We're having some students that are challenging themselves taking college math classes and things like that which they can go ahead and do on their we don't use that as one of our four courses uh towards graduation. So, we put it in the page 40 um just as Mr. had mentioned all our AI proper guidelines put there at least of artificial intelligence and now it's not to be used to harass and other students. Then

137on page 42 we reverted our SAT language to say it's changed updated testing the athletic side. Um, same idea, just changes that more less of a word here and a word there. Page two under player eligibility athletic fee because we don't uh charge athletic fees. Uh, on page 12, the student scholar athlete section senior that just simply means that a team can choose a student athlete for grade point average. It doesn't ask for senior. Junior has the highest average in the junior on page 19 and academic support. um out of the way athletic trainer it wasn't included in there everyone else What should we send the next that's the athletics command vote students Not so any questions about the high school. >> Thank you. >> I just had one billable reminder for all of them

138which is we're about to have a new school number and all of your titles updated right special like that. a lot of the books at the beginning all of those I think some blue ski over but some of a little bit should just look at those one more time before they before they >> yeah just because I think they're all in various all right of the policy sub. That's right. >> All right. So, >> we met last week on the 28th. >> Um, and we had some guests join us. We had Ty Bell, Greg Reeri and Timmy Rundle review our um wellness policy. So this is something that we um are required to review every three years. So this is scheduled for review of the policy. Uh they described a very robust process that they

139use starting in the fall uh to review the policy. In our memo, I linked some of the documents. Uh those Massachusetts has a set of tools that they provide. It's a smart group, a rubric. Yep. That they use um that gives both a checklist to assess what is in the policy and also a rubric to assess our implementation of the policy. So, it's pretty comprehensive fronts. Um and they as a team did that for our policy. And so they came and shared their updates with us. Their updates are linked in that memo. They're in red. Um there's nothing extremely substantive. We don't follow anything that's true. You should. Um we did talk a little bit about implementation of the policy because of course that's where the rubber meets the road. That's what really matters. Um

140we learned that with the schedule change at gates the PE class last time was slightly reduced what it had been. um which is just something that we we're still in compliance with that. So um we did talk a little bit about how not all classrooms are fully compliance with being aware of policies and procedures. Um and that this is an opportunity for additional teaching apps for some of our parent and caregiver leaders like the classroom parents, PTO leaders and maybe schools. going to be an opportunity to kind of you know get some more awareness for what it means to have allergy in your classrooms. Can you describe if you are able to what that like what are we missing? >> Well, it's just we have a policy saying that they can't have food for >>

141and some classrooms are very good about hearing that policy but I think sometimes parents may be unaware that we have that policy. They may have missed that blah blah blah and you know try to bring in the experts. Yeah. And so it's like we got to just make sure people understand that we do have that policy, why we have that policy, what are the alternatives. I think once people know um that we have the policy and why then they're like, "Oh yeah, that makes sense." You know, but I think sometimes people remembering back to their own school days when it's like, "Oh, it's my kids birthday. I'm going to send updates." I just don't think it's kind of goes back to the conversation because this is all in handbooks and how it's supposed to be

142or you know I'm thinking it just my own classrooms where it's like there's a really strong emphasis in the beginning of the year by the building to communicate and be allergy aware of your child's classroom but I think as the year goes on and you it may con the back of your mind and so yeah then you start thinking about a birthday or celebration and >> yeah so I don't change could be just like maybe a reminder or something as we come back from break. >> Yeah. And for people who are organizing a lot the parties are often or the parents and so that's where that would be to kind of educate you a lot of people at once who tend to be sort of the ones who have their >> type of thing. the

143occasion is to make sure that we know that was that you want to talk about our seat poses. So we um picked the C policies, we provided them the three of us, they follow our section recommendations, but this was not um but no else lot of changing gender pronouns obviously CB So we move it up basically just align everything it's all simpler. So CBD is super contract mass validation. Yeah, evaluation is actually an example where we added in a line the one in red and as follow that one is not in masks policy that was one we wanted to add in. So I think it's important to just note that we don't always just take masks for sale. We do them carefully and think like what what might be missing. That was something that we

144felt was missing and we thought was good. We wanted to add so that's an example where we actually make a state mass that was mostly good but add that on the >> and then because that had been in our old policy but we had the beginning of the fiscal year that would be setting which we don't know and doesn't make sense. So we changed. So for example, I think that's like just we call out an example of like we're not just following wholesale math looks good. Let's move on. Yeah. >> Tell us CC where that came from. We don't you know >> Yeah. If it's incomplete also it doesn't list all of the and so it's just outdated. staff relations see change gentle controls changes cha combining a CHC that was the main change which

145is what CHB took out pointed out lot of policies that Max doesn't have something like they consolidate a get more concise and cleared like that. We already have >> thoughts. Our old policy used to say we're focused on just grades 9 through 12, but we are all in the book. So basically the change was remove that and then stop and stop. Yeah. Seems voted elsewhere even a relatively short Good. So, no voting, just discussion. Yep. So, our goal would be to vote on those next. Um, and then we did look at the NASA every year does recommend a number of changes when those are policies that they had been following over the course of the year. We started to look at those and then we immediately realized study. So we decided to look at them

146more in depth at our final meeting. Um, and our hope would be to bring those edits to the group, but they're a little more they're not if they had been like, oh, it's just a simple thing that would be one thing, but there there were some meaty ones in there like, >> so we'll do that and we'll keep going. Your final policy, >> our final Yeah. on >> Yeah. >> No, I just like the 11th. Did it make sense? is not a day that you would >> suffer in our backup. >> Okay. Uh any other subcommittee reports? >> I don't alreadyated us on the naming earlier. I will mention Bri and I are going to try to get together to continue work that we started to give you a month months ago. Uh just to

147as we sort of going into a new year, you just wanted to look at it all in one. >> Yeah. You know, have it all in place, especially if we prepared it all for our fittings, right? that you'll >> be doing. >> Good. Good for everyone. We'll have to do our real >> because this time it doesn't align with meeting. So, right. Yeah. I've never seen it happen. Okay. >> Okay. We'll do some of that that it's all uh at our next meeting on 15th. That's that. Almost that. Yep. Oh, Peter, we have a little a little gift for you. >> A >> Yes. We would love for you to open it right now. Oh, it's heavy. >> Yeah, it is. >> Help me open it. He's very good at opening. >> Right there. >>

148Yeah, open it. Let's see what it is. >> Hold on. Hold on. The present. This is my last meeting. You're going to be sad. I know. What is it? >> TV. Oh wow. >> That would have been an amazing >> Oh, that's awesome. >> Your favorite school was >> this is why >> that's awesome. Show the camera. >> Wow, that's great. Thank you very much. >> That's great. Actually, >> yeah, it's the proper blue. the proper way. >> It is the proper level >> and the trees >> the way we envision it both. So >> that's awesome. Thank you very much. >> No, thank you. >> Oh yeah, one last time. >> Zach, motion to adjourn at 8:28. >> Favor. Five.