School Committee Meeting - 6/3/2026

001All right. Good evening everybody. Welcome to the uh June 3rd school committee meeting. Call the meeting to order with a roll call vote. We'll begin with uh Miss Leki >> present. >> Missed >> present. >> Mr. Mlullen present. Mr. Dial will be here momentarily. Mr. Evans, Cory Evans here as well. Invite everybody to please join me. Pledge allegiance. I pledge allegiance to the flag of the United States of America and to the republic stands one nation under God indivisible with liberty and justice. All right. As always, we will begin our meeting with space for public comment. If there's anyone that is online that wishes to make a public comment, please raise your hand and we will promote you to listen to it. as well. If you're in the audience here tonight for a public comment,

002please just raise your hand now so I can flag you and bring you up. Before I begin, I do want to remind everybody that we are both in person here at the high school in the learning comments as well as on Zoom. This meeting is being broadcast on Cohasset 143TV on the educational channel and is also being livereamed to Facebook on the Cohasset live streaming page. It's also being recorded and can be viewed later on the Cohasset YouTube page. Not seeing any public comment in the room and not seeing anybody online, we will close public comment for the evening and move on to our invited guests. Recognition of our retirees, Dr. Shannon, please. So, um, with the end of the year comes celebrations and sometimes some sadness and I would say everything that is about

003to follow is very bittersweet. Um, we have some amazing educators who have dedicated years and years of service to the Cohesive Public Schools. Um, they have left a mark. They have left a legacy. And while I am so excited for each of them to move into this next phase of their life and many have plans and trips and things that they want to do they haven't had time to do. It's also very sad for us because we're losing some amazing educators, many of whom my own children have had and will um have amazing memories forever because of these educators. And so we wanted to celebrate them tonight. We're I think they're being celebrated a bit along the way. Um but we want to celebrate them tonight just a little bit. Um mention who they all

004are, introduce them all, present them with a small token, just a bouquet of some flowers and then at the end we would love to take a picture with everybody with the school committee as well. Um so not all were able to attend but I am going to share everybody. Um so first we have Susan Ahern who has been an ESP in the district for a very long time. She was at Deer Hill and she will be retiring or has retired. Um not able to join us tonight but nurse Judy Collins is here with us. Um, Judy has it. Yes. Yes. A nurse at the high school for so long that I'm not sure anyone is going to know what to do without her. Um, I think she knows every child in the district and all

005of their health issues for good or bad. Um, so, you know, we all have doctors on our own, but nurse Collins knows every one of our kids. So we wish her well. Jen Gallagher, >> Jen is the who runs the library at Deer Hill. And so we are just so grateful for the years that Jen has spent working at Deer Hill sort of fostering this love of learning and love of reading for our students. And again, every student who comes through the cohasset school spends time in that library. And so, thank you for all that you do. Margaret Holland. Miss Holland has been a grade three teacher at Deer Hill for many, many years and has had many students come through. I think um I saw somewhere your love of seeing students as they come

006back as adults. >> Yes. >> And how exciting that is. And the good news is even though you're retiring, you're still here in town. >> Yep. >> And so people will still be able to see you and still be able to um appreciate their friendships with you and the longlasting memories that you are leaving behind. um not here with us tonight, but Teddy Holland has retired. So, not related, I don't think, to Miss Holland, >> but um >> yeah, >> Teddy was the head custodian at Oscar for years and years and years. And I I don't know that there's anyone who goes through Osgood who doesn't know Teddy, who doesn't who didn't see his smile and his love of of children and his love of his job. And so we are grateful for all that

007he gave to the district. Um Michelle Joyce. Speaking of Osgood, um Michelle has welcomed our youngest students to the district for years and just sort of ushered them into who Cohassid is and welcomed families and you've been their first introduction and we are so grateful that that is what they had to experience when they came and we will miss you and those new families will miss you. So, thank you for everything that he's done. Kate Maloney Mate has taught high school math for many years here. Um, any student who has taken AP calculus has gone through her class. Um, so highest levels of math and her passion for math is only equal to her passion for students and helping them figure out who they want to be and how they come together as a community.

008And so we're grateful for all that you've done and wish you well in your next adventures. Karen McInness. So Karen has been an English teacher at the high school, but also been department head for English. And so she has led sort of the the coursework and the direction of the English department for some time. And I think that our students are all better for her leadership and the work that she does within her own classroom. Um, so many many years ago, Karen and I were connected. She um came to teaching and was the long-term sub when I had my oldest son and went on maternity leave. And so, the fact that you're retiring um says a lot about how old I am now. Um, but it's just been wonderful just on a personal to be

009able to come back together and close that circle and >> and be with you at the beginning and the end. So, thank you. >> Um, not with us this evening is Nora Rosenis. She has been a bus driver for the district um and is retiring. And while our teachers make magic happen in a room, our bus drivers are the people who see our students very first thing in the morning and at the very end of every day. And they they make the bus ride not only safe but an enjoyable experience. Um and so we thank them for all that they do because I think being a bus driver is one of the hardest jobs in any district. So we wish her well. Ross Sears. So, Mr. Sears is a science teacher at the high school

010and councilman for many years. He's taught all over the place, including overseas. Um, but his his care for kids extends beyond the classroom and beyond science. um he supports and helps run the model UN program and he can be found supporting kids in anything they want to do um beyond science, AP physics, AP chemistry, all of those things. And so we thank you and um we look forward to you staying connected with the district beyond this year and have high expectations that we will continue to see you >> still. Similar similarly, um Meg often welcomes many families into the district. Um she welcomed my youngest son into the district. Um as a kindergarten teacher, there's just no better experience for a child or a family than to have you as a teacher. So, thank you.

011We appreciate all that you do and I can't say anything else because sports Laura sports. Yeah, this is harder than I thought it would be. Um, so Laura has taught middle school art for many, many years in the district. Um, she instills a love of art and creativity in kids and helps them find some passions that they didn't know that they had. So we thank you for that. Stop thinking to parse this out. >> I know. for these health issues with >> um Eileene. Um >> yeah, so Eileen has been teaching sixth grade social studies for a very long time here in Cohasset. um she has been ahead of the curve and she's brought fun, exciting experiences to students and trying new things when they I mean she brought Minecraft into the classroom when Minecraft

012was all kids could think about. >> Um and it works and they learn their social studies and their geography because of it. And so we thank you for your dedication and for always trying something new and wish you well in Florida. And also not with us tonight um is Sandra Zapelo who is a bus driver. Um we thank her for her years of service as well. And so um I don't think I missed >> we just have extra flowers. Did I mess with it? Okay. So congratulations to all of you. Um, we know that the year is not over and that you are still teaching. Um, but we wanted to just thank you for everything that you've done for all of the students and all of the families in Press and we will miss you.

013Okay. So, you could all come together so we can take a picture. Um, so the folks at home, just give us one moment. >> You want to do it here or you want to glue it? >> Yeah. There's nothing really on the wall. >> Committee members want to join people. >> It's not a choice. >> Does it sound like a choice? >> It's not a choice. >> When I say that >> I didn't realize it's just a question. >> Okay, that's a little off. I think school now. School committee, hop on in. We're going to need one, two, three. Excellent. Thank you. >> So, I think I believe I don't know if we want to go with it. Just one more minute. We'll let the calm down a little bit before we continue. That way

014everyone at home can hear us. Anything else for you? >> Harvard, you wouldn't mind coming up. >> Come on down. >> Going to be a tough out. >> There will be less. >> Maybe more. >> You never know at school. >> All right, to emotions. We are now joined by the uh students of safe harbor talk about the glass of minds matter program. Do you have a slide? >> I have I'm gonna put it up. >> I didn't know if you guys wanted to introduce yourselves before I >> Sounds good. I'm sorry Rez. I'm a junior at Cohassid High School. I've been with St. Popper for I think six years. Six years now. >> So it's been a while. And I've been a leader for four of those years. Hi, I'm Dominique Beckyola. I am

015a sophomore at Kasset High School and I've been with S Harbor for five years and I'm a senior leader. Hi, >> my name is Aron Triyaki. I'm a currently junior at Kessa High School and I've been with Safe Harbor for around four years and I'm currently a youth leader. >> I'm Cassie Rojo. I'm a junior at Situit High School. I've been with Safe Harbor for two years and this is my first year as a leader. >> Okay. Thank you. >> Welcome. Great. Um, let me go into present mode for you and you if you um just want to tell me when you're ready for me to share or switch sides. I could do that from start. >> We're going to be presenting about capacitive minds matter day. >> All right. So this this is our

016mission statement which is that the Kassi Youth Ambassadors Program seeks to empower youth by raising awareness and educating the community about mental health and substance use. Through these community events and leadership development, we provide resources and students are prepared to face life's challenges whether that be things regarding substance use, mental health or anything that could rest their life. >> So then we have what is CMM day? This was put on very recently, I think last week for those of you who were there. But for those who weren't, it was a mental health awareness event centered around giving middle and high schoolers a chance to spend some time outside, look for mental health resources, and discover new coping skills. So, everyone got to go outside and just have a little break from school. So, we had

017a bunch of different stations for the students to go to. A couple popular ones that we have annually are the yoga therapy animals. We had a therapy chicken which is very popular. Our school counselors um usually set up the tables well for the children for the students. Um we have snacks, we have coloring. This year we had bracelet making which was equally frustrating but also weirdly therapeutic. We had yard games which also serve as a very um therapeutic thing I guess for those who want to take out their aggression. Um we have Plymouth County Suicide Prevention. We work with a lot of other coalitions nearby um to sort of continue to spread our message and then every year we have some sort of treat for the students. So last year we had Nonas and this

018year we have Lolly Jolly Waffles Ice Cream Truck. So it's kind of like ice cream and a waffle. Best of both worlds. Delicious. >> Um, why we do CMM? CMM allows students to take a break from stressful classes. It's also serves as a time to socialize and participate in activities. It also helps students um visit and educate students on emotional well-being and have a chance to get free prizes. So every year students take a survey basically at CMM that go over different uh factors like stress levels and how they feel about certain things in the school system. And here we can see that the ratio of whether students uh describe their stress levels as high or low throughout the school year. And here we can see that 28.6% describe it as high. 36.6% or the

019most describe it as moderate. And then we have a significant portion that say it's very high, which is 19.2%. And then we have 14.1% that say it's low. >> And then for the next one, we said, how supported do you feel by your school when it comes to your mental health? We all know this is a very high stress environment and it's very competitive. So most students reported that they felt either supported or neutral, which was some positive feedback. There was only about 13.6% who said that they felt unsupported by the school. Another one of our questions was what situations would most likely lead people to need a mental health day. Once again, as Dominic mentioned, it's very high stress environment. So, we found that the most common ones were high academic stress, feeling emotionally

020overwhelmed, usually due to academic stress or workload, um lack of sleep, also oftent times due to high academic stress, um burnout and anxiety or panic symptoms. I also know that um sports tends to be a stressor for a lot of people. A lot of people get tired after a long day of school. They have hours of practice. We also asked what types of support would help you better manage stress during the school year. And most students often requested academic flexibility and access to mental health support to help manage their stress. The number one like requested thing was excused absence for mental health days, better coordination of major tests and projects, more flexibility with deadlines, opportunities for breaks or rest time during the school day, and greater access to counseling support and services. Uh this question

021went over how helpful we thought today's uh school mental health wellness day or C1 day is for students and they viewed it very positively. We can see that around 34.6% found it very helpful, 31.8% finding it moderate helpful but we had over a quarter find it extremely helpful which is great. >> And it was short but sweet. Is there any questions about what we did or anything about the survey results? If I could jump in for a minute, I think another thing to be aware of is that a few of the students who are in front of you today have had conversations with myself and principal Scott about some of this data and how we can continue to support students in mental health and had conversations about excused or unexcused absences from mental health. and

022our we're having ongoing conversations because there's some, you know, rules with the department of ed and the law around absences and what can be excused and what can't be. And we want to be able to work with students that if they are struggling with academically or with school or feeling stressed, how do we not just give days but actually give support differently? So, it's an ongoing conversation and we appreciate the fact that safe harbor students are bringing this forward um because it's an important thing for us to figure out what the right balance is for for our kids. >> Thank you guys. Nice job. Uh questions, comments from the committee. Ask it well. Excellent presentation. Uh my son is part of St. Far. Um and uh >> yes. >> Um so uh anyway, I very

023much appreciate the organization and what you guys do. I guess in this in this particular thing, is there anything that you found that surprised you um as you're thinking about it that you're like even though you are students and you live the life, but anything you any results that you thought were notable or interesting or unexpected? I would say that looking at the results they were as expected because as mentioned again it's a very high stress um competitive area but we also to mention um the middle school because CMM is part high school and middle school throughout the day. We had the middle schoolers talk with um a speaker Kevin Ersario who been involved with safe harbor a lot over the years and we saw that they were very receptive to what he was talking

024about and I know that speakers kind of have a little bit of a stigma especially with students like who's going to sit there for 40 minutes and listen to a girl talk like but we found >> um respectfully but we found that they were very receptive to it and that um I guess maybe his strategies worked very well. Um the high school tended to like him as well. I know that the seniors talked with him earlier this year, I believe. Um so I was definitely surprised to see how well the students um handled the speakers and how much they liked them. >> I would agree with that. I think the results of the survey have matched the other results we've done like the YRBS earlier in the year and it all seems to align. So,

025it's just a common theme throughout every time we've asked the student body. >> Well, thank you. >> As students, I'm not sure I'm I guess I'm maybe asking you to speak from your own perspectives. Um do you feel as if um students are competing with each other or are feeling like the expectations that are being placed on them either internally or externally whether implicit or explicit are driving that feeling of pressure. >> I would say it's a lot of both. Um Cohasset kind of has a higher standard when it comes to your course load. A lot of people take an average probably three two to three AP classes every year which is unheard of in other districts. Um I mean part of it is obviously our um staff body is really strong and we have

026great teachers and um they usually create pretty good courses. So I like to think that interest plays a role in it. But um in the end of the day, I think from a student's perspective that um it's more of Oh, I actually don't know cuz I think they are competitive with other people, but in the end, it's just they want to it's a mixture of wanting to better themselves and compete with other people. I know other grades, my grade particularly um is not as competitive when it comes to that stuff, but I know in prior years we had like co- validictorians um and super competitive spots for number one. >> I think this is kind of seconding Sar's point. I think it is a lot of both. My grade has been known to be a

027little competitive especially with academics if you compare the scores to other grades and it also is just the pressure of like it would look good to be validictorian on college so you're just competing with everyone else and everyone's very the conversation about like what did you get after a test is always always there so I think it's definitely both because people are competing with their peers but also they feel like they need the competition to to be the best and to get into college and to have really stacked resumes. >> Thank you very much and thanks for leading Safe Harbor. It's an amazing program and the fact that you guys have taken time to steer the ship says a lot. So, thank you guys. Anything else from anybody else on this? >> I was I

028was at the event and everyone was super excited about it. I could see that there was a lot of enthusiasm and uh everyone was having a lot of fun, a lot of good energy, you know, being exposed to some really important concepts. You guys should be really um proud of yourselves. We're very proud of you what you do for school or um your peers. So, thanks for doing that. My question was primarily what Dr. Shane had pointed out is sort of in the works is is you know do you guys see any um envision any particular solutions to any of these or some programs not days off but you know some sort of uh supportive programming that we could offer but it sounds like that I don't put you guys in the spot on that

029it sounds like those the conversations are happening around perhaps you can come back once they have happened or let let us know what you know you you know suggestions were and what you guys how you guys came Um I imagine that you know Mr. Scott and maybe Mr. Mills are involved in that conversations as well and I don't know Mr. Mills >> um and um wondering why >> yes no disrespect Mr. Scott we love Mr. got um but uh please do come in because it's enormously important what you're pointing out know it is stressful and I know that we've been trying to look at that and figure out how we can maybe we can mitigate some of that stress for students you know you guys are young your whole lives your whole lives be work

030stressed out about work and raising kids and all that so you don't need to be stressed out about you know AP US history or something like that so let's try and figure out a way to oh no mention of Sorry for bringing it up. >> Sophomore. >> Oh, I'm so sorry. So, thank you guys so much for everything you do. Appreciate it. >> Thank you. >> Great. >> All right. Next up, we've got uh going to review the uh school improvement plans. We'll start with both Godette and Oscar. >> But, you know, we come as a package, right? and their knowledge at the same time. >> They like together at the same time. >> Thank you. >> So they will be sharing their presentation. You have their end ofear report and you have their new

031sips. Both both are in your packets. um their presentation sort of shares both the highlights from both and at the end we'll be asking you to actually vote their sips. We were my fault remiss in not voting the middle school and high school last time. So you can we can do one of two things. We can either vote all four at the same time or we can do the um high school and middle school one next week because they're coming back for handbooks anyway. Um, that was sort of what our plan was, but you can make a decision. So, >> I'm gonna share chairman. >> It was my fault. It was not the chairs. I think it was the chair. I think it was me chair's fault. It was the acting chair. Let's be clear.

032Firing. >> So, um All right. While we're pulling up the um the presentation, I just like to make sure and take a moment to thank the school council members. Um on our school council, we have Corey Evans as our uh liaison. And we have uh three parents, Laura Gaskins, Liz Brandon, and Susanna Are members Payy Schneider, and Beth Ricky. and all of those folks have had some really rich conversations on so many different topics over the course of the year um as we've revisited our goals along the year. So um thanks >> I got you. >> So I like to start these um presentations by kind of setting the stage. Um mine starts with a bunch of photographs um so that you can kind of get yourself there at Ozgood and see the kinds of

033things that are are happening in service of our goals. Um some of the highlights around um student and family student family and community engagement include our family picnic in the summer. Um our winter concerts this year we um engaged a green team of parents and they have helped with uh not only our gardening uh our we gotten garden boxes from Holly Hill but not only that programming but also they come to the front of the school and beautify it for us. Um you also see our art night and um family math night as well as the fun run um there at the beginning of the school year. Some highlights around professional development. So this year um we have done some team building activities really with our our working groups as well as with our um

034staff as a whole. We intentionally moved some of our um social time to right before staff meetings because what was happening is we were having breakfast and people weren't able to make it. So they would go grab food and not spend time with folks. So we were we're were being really intentional as part of our belonging um working group in how we crafted time together as a staff. Um there's some evidence there of time we got together as part of professional development um both the art projects on the top left which were were part of our professional development day with the district and our um our shared staff meeting with Deer Hill. Um that was a really important opportunity and we'll talk a little bit more about that when we look at the work that

035we did. Um we as a staff focused a lot on social emotional wellness um of students and staff uh again as part of our belonging group but um but also as part of building school culture. So as someone who's new to a school um really kind of crafting that that opportunity to have people come together um has been really important. The top left is our second graders um one of the assemblies that they planned and presented. We came to school committee a little bit ago to to share a little bit of that work. Um but also you see community time, you see the kids out playing in the snow, which for me at California Girl, it was it's a really cool opportunity to see that happening. We had um this year for our our uh

036fundraiser, our fund run fundraiser, we did some incentives just as Dear Hill did. So, there's a little pie in the face action there. And we had a masked singer or masked masked reader um assembly that was planned um as part of our belonging working group as well. So, that was one of the things that we did bring in this year was having those schoolwide assemblies. Our um belonging working group really felt like it was important to get the whole school together, not just to to talk about rules and expectations and those kinds of things, but also to have a little bit of fun together and build community. Um we have a number of significant community partnerships um with Holly Hill with um the police department you see on the bottom where uh they did toys

037for tots with us. Um the art collab is there. There have been so many opportunities and I feel like we we continue to build as a school commun community those opportunities for um kiddos from other schools to to come over and um for us to do the same. So, um that opportunity is fantastic when we have such a small community. You see the high school there for their high school winter concert. Um and also the holiday um I believe that one's from the holiday uh boutique at the be in during the holiday time and the high school kids come over. It's the most remarkable thing because the high school kids know so many of our students and so it's instant when they come. They they just connect instantly. It's really fun. My favorite part, just

038total side note, but my favorite part about the concert was we had a couple of um football players in the front with their cohasset um spirit wear in the front of the chorus group. And I just was like, this is amazing for kids to see. This is the variety of things that you can do when you get to high school and it is all wonderful. So, I I love that opportunity. I thought that was fun. And just to set the stage a little bit further, we see a little bit of Mrs. Diminy's work with her green screen activities. Um you may have seen in the past some pictures with u Dr. Solins and Dr. Shannon with the barnyard babies that um my friend Axel there is holding. It's one of our um beloved kindergart kindergarten

039events. We um also partner PSO has been our biggest cheerleaders in terms of um providing some some enrichment activities such as STEM um week which you'll see on the top right. We held that last month and some really cool assembly opportunities. The one on the bottom right was a typo drum assembly that was awesome and Liz Dinger last year came up with the fantastic idea to do an election day. So we continued that this year um around election day time and the students remarkably voted for community time. So we had things like pajama day and extra recess. They voted for community time, which meant that they were really hungry for time with other kids in other classes. And so we we just had a lovely community time that um that was kind of it was

040it was based around play, kids playing together across um classrooms. So that's a very quick summary of um our goals. I'll dive in a little bit deeper to what our goals were. Um the first one was around uh multi-tered systems of support both for academics and behavior. Uh we had working groups for each of those. They were separate working groups intentionally. Um and working groups being those times when staff members got to pick um a topic that they wanted to dive deeply into and during our professional development days they had time to to research. Most of our working groups were really around researching and finding and finding ways to improve our current practices and then we'll be implementing some of that work in the coming year and you'll see that in our our still to

041do in our new goals um uh piece of the presentation. Um, but we had we examined current practices for for multi-tered systems of support. Not not just what that looks like at Ozgood, but also what are some of the systems? For example, the student response team, what are the systems in place that that are working, what's not working, what do we need to to improve, and we have some actionable improvements uh recommend recommended out of those out of that um working group. We also had a working group for behavior. Um, so just as we support students academic achievement, we want to make sure especially at these earliest years that we're sell that we are um supporting all of their behavior. So you'll see a little bit later too as we as we talk about next

042year's um goals how we might do that from a social emotional standpoint standpoint. But this work was focused a lot around PBIS, so positive behavior intervention supports. So um big idea making sure kids understand what the expectations are in every area of the school and how do we facilitate that. So my um last year we developed a matrix for um what the expectations are. This year they planned a kickoff for next year so that we can have in every area of the school visuals for kiddos as well as um doing a kickoff so that kids remember and then also probably midyear again remembering what those expectations are in every area of the school. We also one of the um assemblies that kiddos planned and um presented it was the picture on the top left was

043around schoolwide expectations. So they did receive um something from me at the beginning of the year. However, I think they had a little bit more fun when the kids presented it. So, still to do um for MTSS, we do need to deploy some of the recommendations that the the working groups made um such as updating our documentation system and also partnering a little bit closer with families as we're going through the multi-tered systems of support um structures. So, making sure that families are completely aware of what's happening and where their kiddo is and along the way and how do they get support along the way for their kiddos. Um, and also monitoring our instruction overall. to looking at tier one instruction and making sure that that's effective and what happens as as students move to

044receiving tier 2 instruction and tier three instruction and how does that match with the um systems we have in place to monitor through student um response team. Our second goal this past year was to dive deeply into our homework practices. Um we had a working group for that as well and they dove into some research uh around homework practices and developmentally appropriate practices particularly at our age range. We did have a um forum in our PSO meeting with parents. We had some really rich discussions around um implications of of homework assign assign even just assigning. So for example, is it equitable when you are assigning homework that looks a certain way? Is it um doable when we talk about our kiddos who are sitting here with this stress level around um schoolwork? So we had

045some really rich conversations in the PSO meeting. Um, I also facilitated a student forum that was really fascinating because I had second graders around the table and we went I went through some questions with them to kind of dive deeper into kind of their perspective of homework. And in the beginning of the meeting, they were telling me things like, "Yeah, I really miss homework. I really because this year we kind of took a stance of time with with books and time with numbers was kind of broad." And then kiddos who needed some extra support, teachers would offer um resources or parents who asked for additional resources, they were they were offered. Um so these were kiddos who had specific homework in kindergarten and then didn't have it this year. So and so and and also

046last year. So they told me at the beginning of the meeting, we we really missed we kind of missed because it was time with my my family because it would be that reading time with their family. Um and it also was an opportunity for them to practice what they learned. And then at the very end of the meeting, I said, "Stand up if you think that that first kindergarten, first and second graders should have homework. Stay seated if you're not sure. Sit on the floor if you say no." Every single one of them on the floor. So, super fascinating. Um, really great conversations though about what the benefits of homework were, which will help kind of guide us as we um as we update our handbook around those practices and um dive deep to make

047sure that we have a complete um expectation that is that is um standard across grade levels. Um, so we do need we finalize and then update our handbook. So that's what's still to do. And in terms of wellness, I do feel like this is a an area where we spend a lot of time and part of that for me comes from this is this is students and families first experience with Cohasset schools. And we want to build a culture that says you belong here. whether you're a grown-up in the school or a student in the school. So, I think while we're focusing it focusing on it as part of our school improvement plan, I think it's something that will that is always a focus for schools because we want it to be a place where

048everyone belongs. Um, some of the work that we did, we had two um working groups kind of in this vein. One of them was the belonging working group and the other was um the play working group. So the belonging working group gave us lot lots of recommendations about practice. Um they were the ones who recommended doing the assemblies who recommended having um having time where students connect with grown-ups in terms of a community time kind of like what Deer Hill does um which actually will need to go more solidly into our master schedule next year. Um, and then the playful classroom group, the playgroup working group did a book study on the playful classroom. Um, when we planned our working group time, um, I didn't intentionally plan a time for everybody to share all the

049time because it was such a um I feel like we had such limited time. We did a lot of this work, but then we didn't have time. For example, the playful classroom, the play the playworking group has a lot of kind of PD rich ideas that have come from their book study. So, um that will come as part of our goals next year in terms of making sure that we're implementing some of these recommendations. Um some of the other recommendations from our our belonging group were connecting with other schools. Um that obviously came out pretty clearly in our our pictures that I shared. community partnerships. We've strengthened those and and really I think a lot of the work this year was finding additional ways to invite other Cohasset schools um into into the fund and

050um continue with field trips. I think field trips weren't happening for a little bit, but now um we've got second grade actually this week going to CSCR and um first grade got to go to Holly Hill. So that was really cool. >> Oops. Sorry that too fast. Moving moving ahead for um this coming school year, we as a school committee or school uh council as well as our staff have come up with four goals that we'd like to focus on. We would like to continue our focus on MTSS um both academic and behavior to implement the recommendations from the working groups and also to keep a laser focus on that tiered system both for academics and um for behavior so that we can make sure that kids are supported throughout. The second goal will be

051around deeper learning at our age range. We feel very strongly that play is the work of the young child. So, um, really studying and and leaning on our play working group to help us to find more ways to play. And to be clear, it doesn't mean that we're going to have kids in stations playing with blocks all day, though there is value in that and there are there are times when that will happen. Um, it really is play across a school day. So, how are we how are we incorporating ways that that children are actually learning through play? um along with project-based learning which will be a piece of the professional development plan um that's in place. We'll have represent representatives from our school who will be on the PBL um track for the professional

052learning plan and we're hoping to benefit from that. Um also the third the third goal we'd like to focus on is wellness. So encompassing both staff and student wellness, we have um really noticed in the past few years, but when I when we speak with our counseling team, when we speak with our support staff, um there is a real need for our young children to have um better coping skills and to be better prepared to handle the stressors of school and so we at de at um the Ozgood they have used social thinking curriculum they've used um zones of regulation and um they've used also the responsive classroom so the idea for the coming year is to revisit those programs that are already in place and not re reinvent the wheel but really depend back

053on and making sure everybody who's new to the OSGO has that training and that common language is particularly around the social thinking So, if you're around Ozgood, you'll hear things like bubble space, you'll hear things like um what's the group plan? Those kinds of things. So, getting everybody to back to that common language so that we even hear our parents saying that to kiddos. Um, and this idea of mindfulness as well because we can be going through our day pretty quickly for these, you know, six-year-old bodies and, um, they really do need the support to be able to learn effective coping skills and be able to, um, practice some of that while they're in school. The other thing that we would like to focus on is having student voice at the table. So, this past

054year has been really fascinating to watch these second graders really step up to the plate and have a voice. um in what's happening at school all day. Uh I come from K6 schools. So being at a school where you see the second graders as the leader is a is it's it's mind-blowing because they do it. They come they come and ask me, "Mrs. Scottette, when are we planning our next assembly?" And you know, are you going to pull me next time for um for the forum for when we talked about homework? Those kinds of things. they are eager to be leaders at their school and I think that this second grade group particularly moving on to Deer Hill are they're going to be a great resource for you um and your your student advisory committee.

055Um but I'd like to lean in into that further and um allow more more student voice to the table particularly as we're looking at play and as we're looking at project based learning. How do we use what they know um to make them part of that process? Are there questions, wonderings, clarifications? >> Anybody? Thank you for that. >> How do the you mentioned a bit of the review of homework and you know allocation of homework and like how does that factor into your book looking ahead? I didn't see it on the the four points there. Is that >> um Yep. So, we we still need to update our handbook with an updated policy that kind of synthesizes all of the information that we've gathered from our parents and our our forums. The other piece of

056the puzzle is we want to make sure that we are in line with Deer Hill and that it's a um you know kind of a look as as the middle and high school are working on their homework practices over the coming year that it really is a a throughine so that it's it's appropriate as we move along and it it grows kids um stamina with homework along the way. >> Yeah. I just didn't see it in your 26 27th priority list. No, no, cuz it's coming in at your next >> It'll be It'll be in the handbook. >> Okay. >> All right. Thank you very much. >> Thank you. >> Great. We're all done. Yes. And I will also start by thanking my school council members. Um Craig Mlen as our school committee liaison, uh

057classroom teachers, Karen Johnston, and Micah Msari. And then I also have three parents, Nicole Burke, Simon Leonard, and uh Jennifer Dial, which I love. She's like a repeat. I had her with Grayson and now with Carson, and it's awesome. So I'm waiting like for I don't know like >> that's it. Um so um that I'm very grateful for their work and this was a unique cycle because that group both drafted this plan because of how we aligned with the new strategic plan and they drafted next year's goals. So it was really um a powerful experience for to like really complete a full cycle without any changes to the school council. I feel very lucky um for that opportunity. So some highlights of the 25 26 school year. Um what I hope you see a commonality

058um within my presentation is the alignment with principal Goddess. I feel really lucky to have such a collaborative relationship with my own ESP emotional support principal. And really um while it wasn't a school improvement plan goal, what really came out of our school improvement plans was how closely we worked on developing them and how that led to so much collaboration, commonality, alignment, and future consistency as we continue to work together. So along those lines, I also had a model of working groups in my building this year. there was overlap and that was also the nice piece is we had you know spaces for autonomy where we could kind of go in a different direction and then spaces of overlap. So my working groups were also um belonging, homework. Um I had one that was slightly

059different on professional collaboration and teaming and then also the MTSS academics and behavior similar to principal GA. I thought those working groups were a great way to elevate teacher voice in a very self-directed way. Um, it may surprise some of you that I like to micromanage and I like really like a plan and but with this I like let it go and I let everyone choose their own group, you know, and instead of worrying like do I have someone from every grade level, do I have a specialist, I just let them do it and their self- selection process was amazing and super powerful and it was a really good learning leadership moment for me. Um so the working groups met multiple times throughout the year and um and again it was a very concrete production

060productive um opportunity. Another highlight of the year uh for us also was that homework piece. Um, we were we had actually had this, you may remember, as part of our last school improvement plan and we had kind of an alignment issue with district priorities and so this was like our year and um we had two parent forums and we also had a homework working group. So we had teachers working on it and really one of their outputs was a like the starting point of like a vision statement. Um, and then we had I could I'm gonna try and keep this tight, but I know um Mr. Mlullen was there and um Dr. Scholins and Dr. Shannon were there. We had a fifth grade roundt. It just so happened to align with fifth grade curriculum and

061units of study that they were doing a argumentative position type unit on homework. And so I modified the questions that I used to guide my parent forums for the students. And then we created a roundt rather than have them present. Um it was district leadership, it was school committee/school counsel. was my entire school council was there and we talked in a circle about homework and just similar to what you were saying about the second graders just their articulate discourse, their sentence stems, how they um you know I'd like to agree with what Amy said and then also add or I'd like to respectfully share a different perspective. It was amazing. And really what also was powerful is that was towards the end of kind of collecting all the information and I felt like these kiddos

062synthesized I had charts and all these things forums and all these things and the fifth graders synthesized everything the adults had been talking about for 2 years into we want it to be meaningful like we want homework to help us understand something better that we don't feel confident in or we want it to help us pursue something we have a high level of interest in. And I was like, "Okay, drop the mic." So I think again they were not an automatic of no, we don't want homework like they really thought about the continuum going into middle school. It was great to have principal Scopali. He came to my parent forums. He came to this round table as well. Um and so and I and I kind of held him up as like a really important

063audience because that's where they're headed and that's where the work is going to. But it was really not only a highlight of the school improvement plan, but really just >> it was just one of my favorite moments at Deer Hill, like in my eight years. So, um it was exciting. And now what um we're in the process of doing is and I'm probably skipping ahead on my slides, but I'm just going to keep talking and we'll kind of sort that out. um is we will um not only have a kind of small summary within our handbook, but that will be ready for you in a couple weeks, but my work over the summer and I'm already in process is synthesizing the notes from those students from all the forums this and that. And my goal

064is to be able to roll out to families like a a position p paper, a guidelines document that um really kind of spells out and really begins with that like this is what we believe and based on what we believe, this is some decisions we've made and this is what you can expect and this is how we build consistency and this is how it will guide you to the middle school and really kind of synthesize all of that. So, I'm actually really excited about that work. I'm going to geek out on this today. I'm going to warn you. Um, I'm really excited about that work this summer. I think it's been great. Um, and then another highlight, um, was looking again at some of the strengths in how we support student behaviors and some areas

065of growth and what are some things that we need to do around the behavior matrix. I feel like Amy and I sometimes we're kind of like this, like I'm working on this and she's working on that and then we kind of flop. And um, I really liked her behavior matrix. I've also had the opportunity to review some from other districts. the behavior working group worked on that and that's also a key work um plan for my work this summer is again to synthesize that so that I can really give a cohesive um not not policy I know that's school committee but more just a a guideline an overview an expectation and a belief around behavior as we go into the next school year and so again the working groups all contributed to that so this

066was our goal um that first priority goal this year was the the collaboration and belonging among our school community. I've talked to you about the working groups. Um al in addition to that um we were very successful in um we we this is a this pilot word is so tricky. We did not pilot a new unit of study curriculum but the units of study had new materials they wanted us to give feedback on. So it's a little different. So they were actually piloting and we use those materials and so that um very similar to what we've used in the past actually was very much a feedback model if they've tried to improve some things and so teachers had um opportunity to really go into that more deeply this year and that was um definitely a

067part of that collaboration working really closely with our reading specialists and within grade levels and things like that. Um, and another highlight of this school priority was again Amy and I had um, sorry, Principal God and I had two joint faculty meetings this year, which is the first time um, we've ever done anything like that. And because of that alignment, we were able to focus them around our working group work and and synthesize some ideas and and mix groups and get folks talking across buildings um, about the things that we share in common. And so again, um, it just elevated the conversation and and built the consistency that was really exciting. And there we are at our joint, uh, faculty meetings. And, um, another way we're the same is we were throwing pies. And so,

068um, you know, and to to principal God's point, you know, you do hard work and then you play. And, um, I think that finding ways for a staff to play was really important. And so, um, we pied and we pied and we pied. I think, you know, I was at every lunch that day and yeah, and it was a lot of fun. Uh, our school priority number two, um, I I feel like I've gone pretty in depth with this, but just looking at those homework practices, the this kind of gives you more in depth of what that process was. We looked at our current practices. We really provided opportunities for families. I was really excited this year, different than the year before when I'd done a forum where a couple teachers just popped in. This

069year, teachers, I think because of that working group connection, they felt a lot of ownership around the topic of homework. Um, teachers attended both the one during the day and the nighttime one with intentionality and they loved the opportunity to um do a carousel, answer some um very direct questions and and really um think things through with the families app. I think that made it a lot more meaningful than if it was myself and the families, but having a really robust representation of faculty. Um, and then I talked about the other thing on here. Okay. See, I got Okay. Um, so there there we are. There's the round table. See, literally round table. There's some forums. Um, Mr. Evans, I think you're in there. Um and so um it was again great opportunities. Okay. Uh

070the third goal this year was again similar to Ozgoods looking at MTSS both from that academic and behavioral lens. I think this is one of those goals. Um I was looking at the school the presentation from the secondary um principles and that idea like things kind of always live in the yellow. Um I think maybe it was you Mr. dial that made that comment and that idea that if if something's important, you're always working on it and improving it. And so, um, that is definitely the case with, um, our behavior and academic. I am very proud of our SRT model. Um, we we do train the staff every year. We work really collaboratively and I think we have some nice systems and structures in place, but we did look through them and and tweak them

071again this year. changed the members of our team. Um, and then as some action item things again, um, as I mentioned before, really honing in on how do we communicate behavior expectations and make them consistent across the building and communicate them effectively to families. Uh on the left there, that's an example of the work that we did at a joint fac that one of the joint faculty meetings where we're looking at that um the the MCSS model pyramid tier one tier 2 tier three and kind of what are the things that we're doing in there. That middle picture I love. Um the beginning of the year, uh we also do a behavior expectations assembly for our school, but it bubbled up that maybe some Deer Hill friends were not being their best selves at um

072high school sporting events. And so um from that I partnered with um Steve Rotundi and he's like, I got a plan. and he came down with all the captains from the fall sports teams and I think they were having some kind of a um spirit day. That's why they're all like in chas that wasn't part of the assembly but um talk about again who do kids want to hear from other kids. Sorry, said that um very directly. Um, and so that was an amazing experience and I feel like the feedback afterwards was that behavior changed. It was a night and day at the football games in terms of how Dear Hill represented and I just think again it was that alignment and how we how we think about behavior um and carrots versus sticks. Um,

073and then again that idea of one of the ways that we best support student behavior, and this is a phrase, um, that I know Amy uses, um, is that behavior is communication. And so when we are supporting student wellness, we are supporting student behavior. And when we are building community, we are supporting positive student behavior. And so that picture on the right is this was our second year participating in Unity Day, which is a national anti-bullying day. And so we all wear orange and Hugo and um and we really think about what it means to be a community that shows up for each other and um again a big piece of of that behavior that's a proactive step um that if everyone feels the ownership of their community the behavior improves. So looking ahead to

07426 and 27 again um I worked very closely with our school council also talking with staff. We're always looking for that alignment. Um I really do live our school improvement plan um and and connect it and articulate that to staff. Um our first goal will be around projectbased learning. Um I had the pleasure I won't say how many years ago Dr. Shannon of being trained by you when I was a reading specialist at Osgood and she trained me um in PBL and since then I would say I've tried water. So, I'm actually really excited this summer. Um, when we were doing out book club assignments for uh leadership to lead in the district, I asked for the project-based learning book because I want to learn alongside staff um to help with that work. We will

075also have staff choose that pathway as part of their um district-wide learning. And then my understanding is that we have a grant from CF um to fund like a uh like a train the train or like a cohort that's really going to do a deeper dive and I will absolutely be um you know sending some representation from Deer Hill for that piece. So I'm I'm really excited about that goal. Um one of the things that the homework forum showed me was that sometimes I don't recognize what is project based learning. And so I think I'm, you know, I'm one of the things I'm looking forward to is seeing where it already exists in our building and then how do we develop it further? And so I appreciated that Dr. Shannon was like, "So that's project-

076based learning." Like so that was super exciting. Um our next goal is around um professional learning uh with a lens toward elevating teacher voice and then also recognizing that we have some new initiatives this year in our building. We have our fifth grade has had a really successful roll out over the last few years of the investigating history social studies curriculum and this next year third and fourth grade will get to start that work. And so I want to um really be intentional around that. One of the way one of the action items you'll see on this goal and in your packet is that um one piece I want to be deliberate about bringing in is opportunities for teachers to spend time in each other's classrooms. Whether that's observations, whether it's walkthroughs, whether it's what

077we call ghost walks where they get to go and really spend time in the environment and look at anchor charts and things like that when students aren't there. But that's something I'm really looking forward to um in our professional learning. And then also we do um both for project-based learning. Actually the the first three bullets um I'm very excited next year to start an instructional leadership team in my building with the focus of having representation from grade level specialists. Again, that kind of cross-section of the building as we address the first three goals in our school improvement plan. and really um identify our math and reading specialists are such strong curricular leaders in our building and I really do lean on them being the only administrator and I want to elevate the voice of the

078classroom teachers in that role and I think it will it will help kind of um interlace things better um and so again that that formation of the ILT will also uh be facilitate will facilitate the work we will do on grading and assessment practices at our level we don't grade. There's no ABCD, but we are always assessing student work. A lot of it's on, you know, based on our progress report on a support model. How much support or how much independence does a student demonstrate with that somewhat subjectivity we and qualitative data. We want to make sure that again we've got that consistency. And so, a lot of our work on this goal will be around what are we doing? Um, I think the way I worded it in my school improvement plan draft is

079a SWAT analysis like what's working well, what are our strengths, what do we need to work on, what are, you know, some things like some opportunities and um really looking at that this year and I anticipate um, you know, spoiler alert that next year that will be a goal again with more of an action, you know, action items similar to kind of how homework had that trajectory. Um, and then this is my first year having four goals. And again, I credit Amy with that because I was like, "Oh, I'm just really feeling like this piece is missing and you know, I don't know." And she's like, "Well, just have a fourth goal." Oh, okay. So, um, I also have a fourth goal around belonging. Um, and similar to the formation of the ILT, again, I'm

080hearing feedback from my staff. They're looking for elevated voice. So we are going to have a belonging steering committee. This year we had a belonging working group. Again it was a little bit of an analysis. Now we're like ready to go. The steering committee is a delegation piece where they will see what's in place and make plans and they themselves will have some delegation ability. It won't just be oh if you're on this committee you are now responsible for deer teams and you know Monday meetups and things like that but more who can we tap. This has already started happening organically in my building this year. Um, we had our last deer teams of the year on Monday and the entire thing came from a text um that Mrs. Keller sent me on a Sunday

081morning. It said, "So, I have this idea for deer teams. What if we do a guess who game and I make AI chat GBT um images of all the staff and the kids can guess?" And it was and I was like, "Okay, what do you need?" And I'm thinking to myself, "I don't know if I know how to do that." She's like, "No, no, I've got you." And she took it on and within a week she had, "You want to see it? I can send you the presentation." She had the most adorable slide deck of every staff member. And so our dear teams were were guessing who like, "Who do you think that is?" And she had little clues on their t-shirts and it was exactly what I want to do with some of the

082steering committee work. Um, Mrs. Pell and Mrs. Grogan um said, "Hey, the CEF does this amazing spelling bee every year. It can be really scary for kids. what if one of our Monday meetups is a staff spelling be? And so we they again they ran with it. Um and then lastly, we have an upcoming um fifth graders and staff have talent show completely planned by um Mrs. Boris and actually a parent who brought it as an idea that hey when I was at Deer Hill we used to have a talent show and so partnered them up and they are off and running. So, I'm really excited to formalize some of that organic work and um elevate that voice. I think not only will it increase the belonging among our staff because it gives them like

083that shared goal and and some of that joy, but again, it creates all those ideas, foster belonging among students, which is of course our ultimate goal. So, those are my four goals for next year and there we are. So any um questions? I think that's it for you. >> Thank you very much. >> Comments, questions from the committee. >> I um in listening to both of you really appreciate the way in which um belonging and community is being fostered not only by sort of crossclassroom play, cross school interactions. Um, but I think that there's something about Cohassid as a small district and the ways in which we can sort of give both faculty and students a bigger experience within our smaller buildings by not allowing those walls of a classroom to exist as a a

084student and a teacher spend their entire um 180 days. and to broaden that and to open that up, I think is is a wonderful way to make sure that everyone feels like they might have a chance of making a connection for those kids and teachers who maybe don't find their people right away. Um, I think that can go a long way in terms of school culture. Um, so I just really appreciated hearing that and the way in which it was very um, thoughtfully done in both of your schools and in both of your plans. So, thank you. If if I can say one more thing that makes me think of something that happened this week which was our bike to school with Mr. U. It was the third annual >> and I know Dr. Shannon

085was there and you just look out on the comment. I know you were there and not only like it has grown over the years. So not only was it Deer Hill kids but there were Ozgood kids there and parents riding bikes and the police and you know again being a girl from Southern California where the elementary school had over a thousand kids and you weren't biking anywhere. Um just that ability to like be on ride through town, see oh there they are at the bagel shop. Everyone meets on the common and then we ride to school was such an intersection of how we rely on our community, how we get support from our CF because that started as a grant. How um well how we support wellness and belonging and all these things. It was

086like I I guess exactly >> when the school bus came up and it was like all the kids it was like a standing ovation. It was like it was funny friends and they had to cut my >> love it so much. >> Mr. had an awesome video like he had like when he was when he was riding >> writing >> yeah he post that on his own. >> It was so good that it was so good. >> It was Yeah. Go has it at anchor. How did you get I have a little video to share with everybody but >> Oh, sorry. >> No, you're good. So, my thunder and that's >> set you up for this Facebook. >> I will talk. I will just share the video. >> Yeah, I just love it. So fun.

087>> So, your enthusiasm and your passion is really palpable and that's going to be felt by the staff at your respective buildings and of course the students. Um, I think that's one thing is extremely clear, especially this point in the year, right? It's towards the end of the year and we're still like you're both at like level 11 about what we do and and I'm not saying like I'm saying that with the respect and appreciation. >> Really, it's really helpful that that we have that. And I just there's one thing one major evolution I've seen since I've been on the committee is that um, you know, we have a blue ribbon high school, right? and principal Scott would be the first one to tell you that that's the result of all the work that comes

088before it and we are now seeing um and I think Dr. scholars have seen this evolution as well but the now the alignment between each it wasn't always there was it was distinct sort of um distinct levels and now there's an alignment um which I think really helps propel students um and helps them reach their full potential um it it helps staff I think um align in terms of what their their planning is going to be and and and and building leadership and district leadership in terms of curricula I mean let's just you can see the the um the strategic plan reflected in that and I mean I I'm sure Dr. Sper saw the same thing. It just wasn't always like that and now we're really l and we're not like the the joint um

089faculty meeting is these things hadn't happened before and they're really beneficial to the district. Um so you know thank you both for you know finding that wonderful working relationship with each other and and I see you doing it with um on the other side as well with principal Scotty not principal Mills >> too. we got them both >> and I and I know and I know Scott Lady works a lot with um with principal Scott as well. So it's just it's just really lovely to see that. I just it's one thing I wanted to remark is on your enthusiasm but also this alignment that we're seeing wide. It's I think it's what propels us into being a a mere school district public school district >> and I think they've role modeled what you'll see later

090on. I'm going to share our professional learning plan is that actually Principal Scotty and Principal Scott are going to have a couple shared joint >> faculty meetings next year as well >> because it has been such a great model down at the elementary level >> and we've already planned our date for next year. >> Yeah, we planned one and figured we can always actually next year I'm changing my faculty meeting day to align with Ozgood so that we can be flexible and if we decide something makes more sense to do together we can do that. I'll just um I'll add just to finally I love the we've had three great examples just tonight about students leadings right safe harbor your your anecdote about second graders and fifth graders I would recommend actually let the fifth

091graders write that white paper we'll see what happens >> yes but but the point being that if we make space for them to assert they fill that space and I think to uh the previous point about not listening to an adult talk for 45 minutes, right? Um it's very easy for adults to try to fill the space, but if we give them the space and I think we keep reinforcing or reminding ourselves of elevating the student's voice, it's just uh it seems like we're on the right path. So, I loved hearing all of it. Agency is super powerful. >> All right. Well, thank you both. So, we do have to have an adoption here. Um, so I will accept or looking for a motion to endorse the 26 approve the 2627 school improvement plan for

092Ozgood and Deer Hill. So >> second. >> All right. All those in favor? >> I >> opposed abstensions. Motion passes unanimously. Thank you very much. >> Thank you so much for having us. We'll >> see you for our handbooks. Have a great night. Thank you. >> Thank you. and we will put the vote for the other improvement plans on the agenda next week. >> All right, next up um we're just trying to split we're just trying something new and we may move this around but I want to try to have the weekly announcements the things that are looking forward for the weeks ahead for parents separated from uh the superintendent report which is more behind what's what what's happened. Um, so I'm just trying to improve how we get the information about upcoming stuff out

093there and considering we're at the end of the year and there's a lot of stuff in flux. So I'll hand it off to Dr. Shannon for the weekly announcement section. >> Thank you. So um, I would sort of put the caveat that people should also check their school websites and school newsletters because I didn't necessarily include every little thing at every grade level. Um, but lots of really great things coming up. Tomorrow night is class night for seniors. Um it's where they'll get scholarships and awards. Saturday is graduation. It is at 100 p.m. at the music circus. Bring tissues. Um Tuesday, June 9th is Cohesit Middle School's art night. Thursday, June 11th is the 8th grade dance. Friday the 19th is no school. that is federal celebration of Junth. Um, Monday, June 22nd is the

094last day for prek and kindergarteners. So, I just want to reiterate that that is not the last day for everybody. Is just for our littlest students, our prekers and our kindergarteners. We have one last 25 26 school committee meeting on Wednesday, June 24th. And then Thursday, June 25th is the last day of school. And I will be sending out an email to the entire community with what time the schools will get out because it is technically earlier release than what the traditional early release is. And so we want everybody to just be be aware what time their kids are actually going to be arriving home. >> So it's an exciting time of year. There's lots coming up and lots to pay attention to. We'll roll right into the >> Okay, >> update, please. >> Um,

095so I want to thank Mrs. Spencson and Miss Magna and so many other high school staff who helped to plan the senior prom from two Fridays ago. And I also want to thank the parent volunteers who make up the prom committee. Um, the pre I is definitely a a lead contributor to that work. They put on the pre-prom event and they keep the night going and our children safe at a postprom event. It was a great night. The the word on the street from all of the students who attended is that it was really wonderful from beginning to end. Um I have yet to hear a single complaint about the night from any student. It was all positive feedback. They had a great time and I think more than anything they just appreciated being together.

096Um, and they made a lot of great memories. So, that was fantastic. And we It takes a lot of work for everybody involved. So, we have all the time and dedication that they put into that. All right. Principal Sullivan really did steal my thunder. But, we need to take one moment and just if I can find it and just watch this very short little video. Um, I know I don't know how to put the sound on with it. >> I'm going to try. >> There's a If you share screen, there's a checkbox for share sound. >> Okay. >> On the share screen. >> Okay. So, let's see. I just don't want it to give feedback. >> I will I'll mute this. Just Yes. How many That's the um bike to school day. It was great

097fun. I even got my bike out of the rafters um and the weather cooperated. But as principal Sullivan said, it's just a wonderful example of our small community coming together. Um, lease were there, all of our students, including our students who are part of the MECO program were able to participate. It's just a great event. And so, um, thank you to the CEO for supporting Mr. humans back when he requested all of the funding to bring the bikes and the safety gear. And um thank you to Mr. Humans for putting that together. Um and just as a reminder, it's not just about riding your bike, it's about riding your bike safely. And so we hope as our students go into these more consistent summer days that they are doing so. And I always like to

098just remind families that as school starts to get out, there are more and more students on their bikes. And so just as we are as drivers, just to be extra cautious on the road because we love that our kids ride their bikes everywhere in Cohasset and we need to pay attention as we're adults when we're driving. um wanting to provide a a spring sports update as we are rounding the corner to final games. So, baseball had a 6 and2 final record. They were the number 25 seed in the tournament. They did lose in the preliminary round, but had a good season. Softball had a 12 and 8 final record. They were seated number 21 and lost in the round of 32. Boys tennis is currently 12 and five. They were the number six seed in

099the tournament and they are still playing. Um so they are entering into the quarterfinals Friday the 5th. So 2 days from now. Girls tennis is still playing as well. They went 11 and seven this season. They were seated number six as well and they'll be playing oh I guess today. Um I don't know if they won or not. That hasn't been communicated to me, but they were in the state quarterfinals finals. Boys lacrosse, they have had a great season. They went 15 and five. They are the number one seed in the tournament and they played today in the quarter fi. They played today in the round of eight, they won. And so they play in the quarterfinals Friday. A lot of sporting events to go to on Friday. Girls lacrosse, they are 20 and two.

100They were also the number one seed in the tournament. They were playing as we came in. They were winning. I don't know the result of that. I'm going to make an assumption that they were going to win, but you know, we can always assume. So, let's hope that that happened. And um if they win, they will play again, but we don't know when. Girls golf um did not qualify for the sectional tournament but ended up six and seven overall. Sailing went undefeated in the regular season. We have a pretty unbelievable sailing team. Um but they did end up losing in the class B championship race. Track and field. We had 13 athletes qualify for the division 6 state championship meet. Nate uh Nicholas Ashier is our division six state champion in the discus and in

101the shot put and he and Michael Gigglio will advance to the meet of champions tomorrow at Marramck College. Um it's like going to all states. So it's a quite an achievement for them. And also just wanting to share that we recognized a couple of weeks ago the following athletes who will be continuing their academic and athletic careers in college next year. Ava Cario is going to Babson to play soccer. John Appleton comes to Milbury to swim. Kevin is going to Lel to play baseball. Well, I'm going to say this differently. He's going to Lel for academic reasons and he's also going to be playing baseball. Caitlyn Sims is going to Wesleyan where she will be playing softball. Addie Andrews is going to Union where she will continue playing basketball and lacrosse. Kate Greer is going

102to UMass where she will continue to play lacrosse. Avery Regan is going to Bucknell where she will continue to play lacrosse. Braden Deabona is going to Mass Maritime where he will continue to play lacrosse. Max Monahan is going to Union where he will continue to play lacrosse. Ty Dwire is going to Roads College and he will continue to play lacrosse. And Miles Means will go to King State where he will continue to play lacrosse. A lot of lacrosse players. Paul Chapman is going to Roger Williams where he will sail. And Brandon Chapman is going to Hobart where he will continue to run cross country. So, we're very excited for all of our student athletes as they wrap up their time in Kasset this week and move on to their college experience. So, those are all

103of the updates I have for you this evening. If there are any questions, otherwise I'll jump into the professional learning plan. >> Dr. Jim, before you do that, I just have a question about the um professional learning plan for how um is this new? >> Yes. >> Okay. How about how long is this? >> I'm gonna briefly cover it. I'm not reading every slide. >> Okay. Just because I, you know, we've already been in for 90 minutes, but we still have a lot of meeting left. So, I'm just wondering because I I have I don't know what this is like cuz I know what to expect. >> I'm going to give you an overview. >> Great. >> You have it so that you can read every slide if you would like. >> I'm going to

104just sort of update on how it came to be and what the purpose is and a couple highlights. Perfect. >> Thank you. I have the slides. I was just wondering if Yep. Um, Michael's over there worrying. >> I've got you. Don't you worry. >> Okay. Okay. So, one of the things that came out of that's not what I wanted to do came out of the strategic plan and my entry plan was that teachers were looking for more input and more communication around professional learning. And so, Dr. Collins and I revamped our professional learning committee. We had several teachers on the committee, several administrators on the committee, and our work was to listen to staff. We talked to staff, we did surveys, and we used all of that feedback to create a comprehensive professional learning plan

105for next year that we have already shared with the staff. Um, we shared with the staff what we learned throughout this process. I'm not going to read this to you. This is just some showing you. Um, and why professional learning is important. The things that our teachers told us in our ESPs is that they wanted to learn more about deeper learning and having the conversations. They've been hearing about it, but they need support in that work. We agree. They wanted to have more choice and have professional learning be relevant to what mattered to them. And they wanted it to connect directly to their classroom practices. They also love learning from each other. We spent an entire day this year with teacher-led learning. we're going to repeat that exercise next year because it was so wellreceived

106and we have amazing staff who have a lot to share and that they like in-person collaborative learning better than other types of learning which I think we all do. So our professional learning focuses are directly tied to the strategic plan for next year and you're going to see in subsequent years that this actually the f folk aren't going to change a whole lot. Um they're around curriculum instruction and assessment. They focus on continuing our program reviews. They focus on project-based learning and deeper learning, inclusive and culturally responsive practices, technology, specifically AI, continuing our conversations about grading. It should all sound very familiar to you from our four school improvement plans. Our teachers want choice. So, we keep decided as a council that we will have four different professional learning tracks next year that our educators

107can choose from. and they will very much stay the same for the next couple of years so people can cycle through the tracks because we don't want to keep changing things. These are really important priorities for us and it's not anything that we can all learn in one year. So those four tracks will be project based and deeper learning, inclusive and culturally responsive practices, rating and assessment and AI for educators. Um, this is what they receive so that they can see how all of that ties directly back to our strategic plan and to their school improvement plans. What the outcomes will be as we do this learning together as adults, what the evidence of practice will be and progress. And it talks about the year at a glance, what we'll be doing for professional learning

108in the fall, winter, and spring. And then it gets very specific and down into details, what will happen on each specific professional learning day. So in the past, they didn't always know exactly what was happening on those days. They know now what's happening on December 4th of next year. We also had a lot of conversation about making sure our professional development for our educational support professionals was really relevant and meaningful and thoughtful and intentional. And so we have done that work as a council and this is the plan that our ESPs will be following all of next year and it very much aligns to the work that the teachers are doing. It takes advantage of some additional time on conference days that our ESPs have and it's aligned to our strategic plan. We put our

109staff meetings on this um presentation so everybody knows them now. There'll be no surprises. You can see that there's a lot of commonality because our principles are really starting to try and bring people together. We also felt like let's put everything about professional learning and professional development in one place. So we have summer opportunities for the last two years. Two years. One year. >> Yeah. One year. >> One year. We've done summer book clubs, >> right? >> I can't remember anymore. It's like I I guess just last year. I've only been here really one full summer. >> Um >> we did summer book clubs with staff. They were we had over 30 adults participating. So we are recreating that experience with new books. Each of these books connects with one of our tracks for professional

110learning. And um we have folks who are running those book clubs and they're signing up and they will begin in July. We also have other opportunities that are presented to staff. every staff, every teacher who is a certified teacher has to reertify every so often and you have to have PDPs in specific areas. These are the ways that they can earn those PDPs. Um, this is just a great resource if you don't if teachers don't know where to go to find these opportunities. They're all here in one place. We also have all of the information for staff if they want to get a course approved, if they're changing their column because they've they know they're going to graduate with a master's degree next year. We included all of the ways that they need to follow,

111you know, process in order to make that happen and even for license renewal through Desi. And so this has become a very comprehensive resource for our staff about all things professional learning and professional development. And so it's something new. It will evolve over time as we get feedback from staff, but it is something that our professional learning council is very excited about because we think that it is a in direct response to the asks that teachers have have had. And so I wanted to share it with you. One so that you could see what the professional learning council has done. That was one of my five strategic planning groups and also so that you can see what the teachers will be doing and the ESPs will be doing next year on early release and professional

112learning days. There is still other professional learning that happens even outside of those days. Um and that will make its way in over time. But um there's a lot for us to do next year. This is a small piece of it and it is all directly aligned to our school goals, district goals and our strategic goals. So if there are any questions >> to be respectful of Greg's concern about time, are there any high priority questions? >> I think it looks wonderful. It's great. It's great to see that they know exactly I've known in the past like they just don't know and for them I think it's huge >> and they're learning and it's you know it's something great >> I have a high priority comment. I think this is also important for our parents

113um to understand what um is going on on >> professional development days. I think sometimes this demystifies it. This is what teachers are working on. It's a comprehensive plan and it's going to be for the betterment of our students. And I think that's a wonderful thing for our families to understand that this is not just a, you know, a vacuous day where some magic happens that this is a really intentional thing. And thank you for creating um specific um professional development for our ESPs. I think that's hugely important and I don't think many districts do that. I think you're on the cutting edge there of really giving ESPs what they need um to um to continue to grow here. and and short. No, it's perfect. Well, I think to and to build off that like

114we have to on the budget side if we're going to put this meeting on a budget line item, >> the more we learn how to talk about it, >> then the more we learn how to defend it. >> Yes. >> So, it's great. >> Yeah. Just for the record, I wasn't saying this is not important. I was just going to suggest that if it was robust, we would maybe do it another time where we might have more bandwidth for it. I I think it's hugely important. So, I was not trying to diminish. I didn't think you were diminishing at all. >> Clarifying. No one thought that that I was saying not what I was saying. >> We'll check the tape. Mr. D. >> Okay. Thank you very much and we will continue on. Um Dr.

115Scolins with your academic initiatives. >> Hey, um can you give me uh >> one thing? Did she already do it? >> No, I hadn't done it because when I was doing you weren't on yet. I couldn't. >> Okay. you were I preed your panel list my co-host. >> Yes. >> Why don't I do that? Thank you >> for a quick picture. So last week we celebrated our so their year came to a quick end. Seems >> it just it goes by so fast. And um and usually too we had it at the end of May and they only have two weeks. But it was really interesting when I said, "Oh, but you're here for another fun, but it's okay." So, but um so it was wonderful. And our mentors, too. So, we're or actually missing

116one, Rachel on the left. Um but on the right is our mentors. We can't do it without our mentors. They spend an enormous amount of time with our new teachers. And um their work is what keeps educators from leaving the field. um we need to make sure that we surround our teachers in those first three years and even five because if we don't the the percentage that leave the industry is really high. So, um we're really fortunate. We actually don't have here in Cohassid. It's wonderful. Um our teachers stay, but that really has a lot to do with our our mentors and and everyone else that supports our our teachers. So, I just wanted you to see their smiling faces and there it's one of the favorite parts of my job um is working with

117because there's so much growth and so much excitement that happens. Um just really quickly, a couple of things. As you know, very busy as we end our school year. Um we finished up our work with the social studies curriculum review. We're finalizing our final um report. But one of the things that did come out is the fact that we need to really look at our um social studies at the elementary level. And so we talked a little bit about the fact that um teachers will start in grades three and four implementing investigating history which we already have in the fifth grade. Um we met and finalized today our um course approval rubric. This is something that came out of our negotiations and this is something that lots of districts are dealing with postcoid um courses

118for educators and everyone has changed greatly. Um you used to know who the accreditating institutions were. Everything kind of was either in person or it was if it was a hybrid there was you know synchronous work. Now there are so many choices and so even the Massachusetts Association of Superintendents put out um notification about us looking at what is the rigor of these courses and what should be expected. Um and so we had a team of teachers together that looked at that and we came up with I think um a pretty solid like this is what a good course looks like. this is what maybe we need to look at and here are some things if these things are there they're red flags and it's not going to be a rigorous enough course for you

119um in the future. So that was wonderful. Um MCCAST is finishing up today um was uh the last day for the middle school. They had civics for 8th grade yesterday and today high school finished earlier this week in physics. So that is nice to see that. Um and then finally our student opportunity act. remember I bring that progress to you in April. Well, it was approved today. So, our was happy to see that and so nice way to end. That's it. Just wrapping up a lot of other things. >> Thank you very much. Questions, comments, >> Dr. Jones with regards to the social studies curricula um at the is that Bosgood and Deer Hill? >> Yes, but only Deer Hill is doing three and four because they're the only investigating history has only released three

120and four. So we're looking at the reading program has a lot of history and science things built into it. So we're looking at those at the elementary level and how we're going to work on that. But that's part of the work that came out of the social studies is how are we going to look at how it's being taught at those lower grades. >> Okay. To the extent that there is there are going to be like material changes to the way that we deliver that subject to the kids. Should we I'm just thinking back to the ELA changes that were >> I think caught some people by surprise. So, I just want to make sure that we roll it out in a more um like I don't know deliberate fashion if we need to. >>

121So, yeah, it'll be similar to how we did it with fifth grade. So, they're only going to the teachers are just getting their hands on the materials really just came out. So, they're looking at them over the summer and then they're going to um implement two units next year and then the next year two more units. And so we'll we'll show parents how that looks. Dr. Wilcox will be coming on board and so she will be helpful in sharing with parents all of that. Um and the fifth grade absolutely loves this and they've been doing it for a couple of years and they can't say enough about it. So it's so interconnected with our literacy. They really looked at that piece because literacy standards in all of our standard content especially social studies and so

122it's a nice um it's really a nice program and a nice combination. >> Okay. As long as there's a plan to message this to the community and let the families know exactly what it is we're changing. >> Yes. >> Um so that they >> can share insight or express concern or ask questions probably more likely. >> Yeah. >> Appreciate it. >> Yeah. We our fifth grade teachers um a couple of them were happy to come and talk about it. Yeah. So I think that would be nice to have that in the fall as they're rolling it out and what experience has been. >> Yeah. We were here when we made the last mistake. I just don't want to repeat. >> Yeah. things like that. >> Agree. >> Is there anything else? We can say thank

123you and continue on with our next item. Everyone good with that? All right. Thank you very much. Uh and we will go to uh Mr. Stapleton. >> Good evening everyone. You are already sharing. I just Yes. Able to perfect. Um so I have um my last student service update of the year. um some data sharing and then some miscellaneous pieces to go over. So first for the data sharing um May was again a busy month with 38 total meetings. Um you can see there um 17 annual reviews at the elementary level, five at the secondary level. There were five reevaluations at the elementary level, five at the secondary level. Um and then I broke out and I'm going to continue moving forward if the committee is still looking for me to use the second chart.

124Um I know Lance, I'm sorry it's here again. >> I know. >> Um >> but there it is >> here. um really looking targeting down. I do think the overall the data is important when we think about staffing, personnel, you know, and what the um office and department looks like monthto month, but um in May there were three initial evaluations. All three of those um came from the MTSS or student respon response team process and all three of those were found eligible. Um so again, we'll continue to track this. I'll look at this data again in June. Um but I do think this is a way to really more compared to the first chart really um accurately look at the numbers to continue monitoring here as I close out the year. A conversation we've had

125at multiple previous meetings and something that I'm constantly looking at but not have not necessarily defined um is looking at the total number or percentages of special education students across the district at each school level and then also considering the percentages of students who are have section 504 accommodation plans when we think about total number of students with educational disabilities both requiring special education services and then accommodations um that they're entitled to through section 504. Um and so I've at the start of each year or last really starting last year but my predecessor also was tracking this data we're looking at total number so percentages for special education. Um but I have started to break out and tease out the percentages of other you know other categories as well. Um again I think this connects

126to just being diligent in knowing um how our evaluation process is working, how we're identifying students and then also thinking about the conversations that have happened like you know are we missing students making sure that we're having healthy conversations about the total number of percentages of kids and really to reaffirm the fact that I do feel confident that at each building level and across the district we are identifying the appropriate students for special education and for students who are entitled through section 504. Um so again these numbers are pretty clear. Um, you know, we are I'm I'm proud to see where we offer special education percentages. Um, I know I've always talked about not exceeding over 20% that the state average and just in general averages. Um, I think that where we stand right now

127is solid from a staffing perspective, ensuring that our staff have, you know, um, appropriate case loads, um, that they're able to work with students in an effective manner and then also that we're not overidentifying or underidentifying this. So, I think the range that we're in is solid right now. And so as we come to the close of this school year, I wanted to highlight this and then we'll continue to be monitoring this moving forward. >> Can you tell me that? Let's start with that 1460. >> So that's the total number of students in Kohasa public schools. I was trying to be sensitive with the out of district numbers for a number of reasons. Um these are >> So that's there's not 1460 students in Cohasset who go to different schools. >> Correct. It's the total

128number of >> There's a whole different school out there that >> Yeah, it's active enrollment students. And out of all the total students that were responsible for within KASA public schools um that percentage are the students that are placed in out of district placements for special education through the office of student services. Got it. >> But 1460 includes everybody including not the children that are children that are in our district maybe not in our buildings. >> Correct. >> Yeah. All active students within like the center. But the where are the students who get services here or do they just get evaluations here but not >> so they will be included in the active number of students in that have been um that are within the Aspen system that we're monitoring. Okay, got it. >> Um

129the second piece and I'll have questions to go through at the end. Um you know last year um and each year the district receives um through IDA the federal special education law um and education determination. Um I have positive news to share again tonight. Um class was determined to meet requirements with a score of 97% earning 38 out of 39 possible points. Um this was the area um when I started that I was um we went through the spent strategies work is how I might phrase that um for a number and I'll go through each category. Um, so this data was based on 2024 2025 school year data. A lot of it's pulled straight from SIMS or like through our Aspen system tied to specific codes. So I'll read through those. Um, in the original

130presentation that I had sent out on Monday, I had noticed an error in uh the um information we had gotten from the state and so I met with them yesterday. So that my the packets you have in front of me might not be fully accurate, but I have updated them and I can resend it out. Um, we actually they originally had said we had 37 points um had earned 37 and was like a 95%. we actually had earned 38. I met with them yesterday to clarify that information. So again, not that I'm competitive. Um, but I, you know, I was I was doing my due diligence to understand why we were rated the way that we were. So I had a productive conversation which I'll I'll highlight the original area in the packet. It may

131indicate that we did not receive the full points, but we did. Um, so as a result of this finding and this determination, we are not required to engage in specific targeted technical activities this year. Um, which is a positive. And if um you know families or the community is interested in learning more about that determination status matrix which I'll go through in a moment um I've linked here the overview of the information. Um so again looking at the percentages we earned at 97% meeting requirements um the area where we were um did not receive full points was for performance. I'll highlight that specific area in a moment. Um but for compliance we received the full 20 out of 20 points. And then for other considerations which was tied to um timely submission of data um

132for and then the maintenance of effort which ties is tied to our um federal and state grants um we received the full three out of three points again. So receiving 30 out of 39 the performance data is broken down here and I won't in you know read line by line. I did want to highlight um again as I did last year in my final presentation, the area where we would want to be below the state target is the percentage of children who drop out. Um again, the number and this percentage that drove this wasn't students who dropped out of class at high school. It's students who would receive special education services up until their 22nd birthday. Um and that wouldn't receive a high school diploma that would receive a certificate of attainment. Um it's how

133it's coded in the system. So I do again you know I think it's context >> it's it's important context to have um when we look at the assessments for in results for reading and math this was the area that had originally um resulted in the workforce bed strategies in that task force that I created last year and this is really tied to the percentage of children with disabilities who meet proficiency targets and so we're again above the state target for all areas in each grade level it's hard to compare the exact data because this is it stays the same not by cohort but by actual grade level. So, fourth grade, 8th grade, and then high school to 10th grade component. Um, so we're not looking and comparing data year to year. We're looking at that

134grade level. Um, and so again, I think that's an important context to have, but you know, we received full points. Um, and you know, this is an area that we'll continue to work on. We're still targeting through special education through the work that was done through spread strategies, but we did earn full um performance compliance points within both reading MCCAST and math MCAST. uh again one data point and I know I talked about um in a previous presentation this year the importance of growth um individual growth and overall growth um so I don't like to emphasize this too much while it is a positive indicator um for students with disabilities again it's one data point to consider um the area where we did not receive that you know the full two points was tied to

135a very specific indicator through the Aspen on our student information system and it's the percentage of preschool children with disabilities attending and receiving a majority of their special education and related services in a regular preschool setting. This was like a technicality due to coding which I'll get to in a moment. Um there this was a field that had a total of 12 students which again impacts like our percentages and numbers um when we're looking at like state target compared to other districts. Um we do have students who would be eligible for walk-in services only and so that's when they go for OT to a service provider's location. that's a specific SIM code which then resulted in the ARM numbers being off to full compliance because they're not in a full inclusion model um or that

136incl um that integrated preschool model. So I think overall to not receive full compliance points for this one is is a positive thing. Um and again it just speaks to the current um systems we have in place for the integrated preschool. The where we were originally flagged but were technically over was the percentage of youth no longer in um secondary school. this indicator 14 or transition past high school. As you can see, we were above by 33 um here from the state target. This was again like a coding when I met with the district representative and I saw on the screen that this had was different than what I had. Um and I asked the question to like how can we improve this? And something that I implemented last year is when students graduate from

137class of high school and they move on um at the end of that following year. So, if students go to college at the end of their freshman year, um we send out a survey for indicator 14 um for them to complete like did you attend college? Did you have a full-time job? You know, what was that post-secondary outcome like? So, this is tied to those responses specifically, which is again why some of the data um across the Commonwealth wasn't necessarily where the state standards wanted to be, but I've implemented the plan this year. All the graduating seniors um they gave me their personal email addresses so I can contact them um to send that survey specifically to them. So it's not just their parents which I think helps keep lines of communication open and then

138also um gets you know positive and accurate information back from our graduating seniors. So again I just addressed this earlier. This is how that the percentage or the indicator 6A is calculated. Um I think again we want to ensure that we're using the right coding within our system. And it wasn't that we were using the wrong coding. the number of students that received um that services only in the counselor's office is what really took the scales for this percentages or for those percentages and how that was calculated. But it's a helpful exercise and and Desi was very helpful too to meet with me and review the findings. um even though we're not required to go through the spread strategy for it can. And then just looking ahead to the 262 27th school year um as

139I you know wrap things up and as we close up the final days here um I have just like three bullet points and again um with the work that's been done it will be to continue um the and strengthening the process and procedures that were found through integrated monitoring review both for special education and for our English learner education program um as we complete the next steps in that process which would be the corrective action plan and providing that evidence des um to the two team chairs who are almost done with their first year. here. I know we still have a few weeks to go. Um it's been they've been instrumental in the department success overall. We thought when we think about um the criteria for finding students eligible, the initial eligibility process, the reevaluation

140process, like I couldn't have two more, you know, highly competent individuals sharing that um training the staff and helping families understand that process. And so again, last year at this time, I was excited to welcome them on board. So it's nice to have, you know, the second year here really be able to thank them for their hard work um to make the process successful. Uh my vision moving forward as discussed last year and really taking a step in um the third year here will be to look at our current special education program programming to really refine our programs that we have in place and to build out upon those. So that includes the stars program the students together achieve real success at Osgood. Um the intermediate learning center both at Deer Hill and the middle

141school, our partial inclusion special education program. um our language based program um which is involves specialized reading at the middle school looking at how we can expand that to the lower levels and looking at that specialized reading program that's currently taught by Carrie Foley and as we think about what that alignment looks like and how we adapt to student needs in front of us and then also continuing to build therapeutic um supports in the therapeutic learning center currently at the middle school looking at that continuation for students in the high school and then also down to the tier in Osgood and then thirdly continuing to partner with CPAP and they're not here tonight they might be on on Zoom though they are we have Sarah Davis and Stephanie Saunders on Zoom. >> Perfect. >> I

142didn't know uh if they were wanted to be promoted for make a comment but if you would like to please just raise your hand either to continue work with them and so I'm really um we had some great workshops this year. I have to give a shout out at the most recent May meeting. It was probably one of the my favorite CPI meetings ever held. um the four sorry five graduating seniors came and presented on their experience um at Kassid High School um talking or high school and then really all throughout you know K through through 12 um and it was super valuable for them to share just like what supports worked for them um how that evolved their participation in special education process and I process um so again we're looking to have more

143creative meetings like that moving forward this next year so that was my update but I'm not sure if CPAC wants to chime in with anything I'm happy to answer any questions monitoring the hands, but questions for committee. >> Oh, we just got a Q&A >> in the chat. >> Yep, I see it now. Uh >> Sarah, if you want to make the comment, I'll promote you. Um all right, question for the committee. >> Good job. I like the new chart. >> The uh the 6A the preschool. So, I mean, you just put the math there. The math issue is just a function of how we're structured. It doesn't it's not a performance indicator at all really. >> Correct. >> Okay. Okay. >> All right. Thank you very much. >> Next up, uh CF again is

144uh stepping up and providing your PS. >> It's actually a PSO. It was uh So you tell me if you want to hold it till next time or the sign. Um it's a PSO gift, not a CF grant or CF CF. So we can hold it till next time if you want. >> Unless there's objections. I don't really see a problem with accepting it for just procedural. However, I do think that one thing that was brought to my attention, I think valid is that CF kind of gives us like the big things and we make a lot of it. PSO fills in kind of the cracks and we don't really have a moment in time where we say hey this is what you've done for us for the whole so maybe next meeting we can

145kind of do a recognition of everything that the PSO has done for the academic year. >> Yep. They'll be coming it will be rec they'll be recognized next meeting anyway for another check um in a different way. So yes I think that makes sense. >> Unless there's objections we can just accept this and we can just paperwork reasons. >> Motion to accept. >> Okay. Motion made. Do I have a second? Second give it clerki. All those in favor >> I opposed extensions. Motion carries 50. >> Thank you to PSO and everybody who who's generous with our amazing district. Um okay. Uh last thing or couple last things. Next is uh subcommittees and liaison. We'll do assignments next, but anyone have any reports from their respective assignments before we start the reassignment process? >> Bargaining committee

146has been mercifully quiet since the work is done. >> Yeah. >> Okay. Uh we did >> hopefully we have >> prized. >> Well, we also we we believe that it'll be four years until we have to hear from that process again. Uh which is excellent. Um on the uh solar arrays for Osg and Deerhill uh AEC is meeting regarding the RFPs that we received on Thursday and then on Friday there'll be the small breakout group uh to take a look at them as well. So if anyone from the community wants to tune in uh AEC is meeting tomorrow for the public presentation of um the proposals that were sent to us. So okay u with that we shall move on to uh looking at our subcommittee assignments for the next year. Uh does everyone have

147the list of subcommittees in front of them handy? We can kind of chop this up however we feel like it. Um obviously the school committee is largely intact as it was last year. Um Mr. Sparta though with his schedule did not really was not as involved in some of these things. So I don't know how we want to go through this. Is there any structure that Mr. McClullen that you've used in the past that's really effective or miss you want to just >> suggest things that you'd like to do as the as the newest member we can then fill in. >> Okay. >> Put a little pressure on me. It's fine. It's nice >> fun. I mean >> one point of organization we we did separate out collective bargaining in the school governance subcommittee. Uh

148I don't know that we need to do that or because that one is should be quiet. So maybe we collapse those into one subcommittee again. >> I would just sunset collective bargaining. >> It's a function under school governance. >> Is it? Okay. Yeah. Then fine. Yeah. Okay. >> Because if something comes up and there needs to be a um like a yeah what do they callus or something then that subcommittee might impact bargaining >> but then that you can do it just as the the full school governance subcommittee. Okay, let's start at the uh at the top level here for the subcommittees um the big four the big three and go from there. So for um school governance um we'll collapse them. Do I have two volunteers for the school government sub school governance subcommittee?

149>> I'll do mullen. >> I'm happy to do it. >> Okay. Any objections? >> Okay. So mullen and Mr. dial will will be the school governance uh subcommittee for 2627 uh budget resources. Um obviously I I would like to continue on that unless there's objections to that and we'll take anybody else who'd like to join me. >> Sir, >> okay, let's go. Um >> that'll be a big one. >> Yeah, >> that's going to be a full committee effort. um communications. Miss Ley, >> I'm happy to stay there. >> Yes, >> that's okay. Press the committee. >> I'm happy to continue as well, but um the guy else would like to jump on the communications sub. >> Can you explain it? Can you explain something to me? What is What is communications? >> Apologies. Right.

150We're we're just jumping into >> Yeah. No. So um communications uh for this subcommittee and some of the things we worked on was um it's really this it's mainly how the school committee communicates um how we send out messages how we organize ourselves you know those sorts of things. Um there is a little bit of discussing how we can improve um the district communications that's kind of a secondary more of a a steering kind of role. Um, but there are a couple things that we've we identified this year already that we've tried to work on and um, obviously there's a lot of stuff that we digest in in this room and it's hard to I think the challenge is always going to be how do we give that into a digestible format for out there.

151>> One one example of that is the communications subcom a few years ago spearheaded a full review of the website. >> Yes. So it's sort of thinking about how the committee in particular relates to the community. How do we get out not knowing the committees work but also schools? >> Yeah, >> that's it's sort of that that by coming with the brochure. >> It may be helpful for one person on this subcommittee to be on the district communication committee. >> Sure. I love communications with Jeff. Is it you? >> Yes, I will be replaced. I just, you know, I'm trying to >> encourage everybody. >> Um, okay. So, let's move on to uh liaison assignments for school councils. Um, any requests to for for changes to this list? I have a hard time making the

152high school to make a high school or middle school because I have less flexibility in my own employment. Yeah. Um so I could move to Osgood or Dear Deer Hill which dismiss later and I could more likely make their after school meetings. It's hard for me to get here by 3:00 um for the meetings that the um the high school and middle school have for their J. >> Do you want to take Dear Hill from me and then I'll just do the high school? >> If if you're okay with that? I didn't realize that I was with you on the high school walk. >> I didn't either cuz I never saw you there. >> Yeah. >> Well, I didn't see me there. Um, so >> I never saw your name on there. >> Oh, that's

153good. I I will no longer have a middle schooler in uh in in the coming year. So maybe you will probably middle school. >> I'm happy to do middle school. >> Do you want to switch? I'll do high school and you do middle school. >> Sure. >> Who's taking deer though? >> Jen. Mrs. Ley, I like the third person. You stick them. >> Miss Lesie, do you have a deer hiller at the moment? >> I do not have a deer hiller. So, I'm >> If you're I would wouldn't mind jumping a deer hill. I have a deer hiller and an oscillator. So, I'm good either place, but if you're unless you have a strong >> I have no strong preference. You choose where you would like to be as a non-parent of an oscoter or

154a deer hiller. I'm >> I would I would love to have a year on deer hill. Okay. Okay, that's >> I will move down. >> Is the happiest place in the district? >> I am happy to be back with that H. >> Uh, Missy, >> do you need me somewhere? Where do you need me? >> Would you would you look >> I'm going to be I mean >> anywhere you want. Oh, wait. Who's on high school? You >> who? No. Who's on middle school? >> Right. So, do you want to join Lance on high school? >> Yeah. >> Okay. >> I was I was the parent one. So now we'll move over to >> Yeah. Correct. Great. Exactly. That'll be great because my attendance has also been sporadic. >> Well, 310. >> Wonderful. Uh PSO

155leazison mull. >> Yeah, I like it. >> Okay. Um I'm willing to continue on to elder affairs unless there's a challenger to the elder affairs. Okay, we'll continue on that. Uh CPAC, that's the one I really want to keep. I I don't want to leave it. I like that. You want to keep it. Okay. I heard escape. Okay. >> No, I want to be on it more than any other board to me. >> Okay. Um legislative liaison. >> I will. >> You are a great legislative leazison. >> There's so much leazison. Okay, we'll continue on that. Um CF, >> I'd be happy to stay there. >> Okay. Do you know you see any? >> No. >> Yeah, that's why I was trying to >> I'm going to toss some stuff at you. Um Oh, yeah.

156Emergency management. >> I'm happy to continue there provided there's no emergencies >> or anything to manage. >> Well, just emergency to manage manage other things. >> Well, you're supposed to connect with emergency management and police and fire. >> Oh, yeah. So, >> you want to stay on with >> I will stay on. Yeah. >> I'm sorry. I'm just the only one that doesn't have like regular meetings which is interesting >> really any meetings. >> Um PB also has not I have not met with anybody on PE. >> I don't think PB has met in the entire history that I've been on the school committee. >> Well, but like this we have a whole committee for PE. >> There's nothing we can do about PE. PB is PE. So, and it doesn't count. >> We've never

157had a leas report from >> Okay. I I will I will I will re-engage. Are you saying that Corey doesn't >> I'm saying no one in the history of the school committee has ever done anything for because said correct yeah the structure there's not really much >> well there was well this is not not the time to do what Mr. ML's concern of timing, but um >> some of these leazison I don't know if they're required on that issue. >> We could do a 45minut update if you'd like. >> But some of these may not be these may not be the right leazison assignments anymore. These >> may no longer be relevant. >> Yes. >> Correct. Well, so we'll take our assignments and we'll see if they're relevant and then we'll come back to the

158committee with our recommendations if they they're still useful. >> Um AEC, I will continue on that if that's okay with everybody. um long range planning. >> I'm happy to continue on that, but I think that I don't know if that has I don't think that exists. >> No. >> Well, there were two. There was like I don't know if it exists. >> I think it's now going to be morphed into the override process that they're trying to build out for next meeting. >> Do you know of the long range >> there? There is no Well, no, there's no uh no, we're going to have to we will have to appoint um representatives to the override committee so that they will be function. for this purposes of this. No, but >> strike that. >> Yeah, let's

159strike long-term planning. >> Accept that as as we're not doing this. I don't think we vote on it. Um, diversity. >> I can stay here. >> Um, wellness. >> I can just replace Jacob. >> All right. um select board >> the chair already like leazes with the select board so >> right kind of writes itself >> kind of is what it is okay >> and then safe harbor >> steering committee so yeah I mean sort that out behalf of safe >> okay uh Yes. >> Can I read back my notes >> please? >> And then that can form the basis of the motion if people agree >> the sector. >> So what I have is we will have a school governance subcommittee um with collective bargaining policy standard of superendent eval. Uh that will be

160Greg Mcclullen and myself Lance Style. We'll have budget resources subcommittee with Evans and Mete with functions listed there. Uh we'll have a communications subcommittee with Miss Leki Missi and that will be our subcommittees. Is that correct? >> That's correct. >> Yes. >> On representative and liaison assignments. I have school councils for Ozgood. We have Miss Leki. >> For Deer Hill, Mr. Evans >> for middle school, Mr. McClullen. >> For high school, uh Mr. Dial, Mr. Mrs. E. >> Mhm. >> Uh ESO, Mr. McClullen. Uh, elder affairs, Mr. Evans. Uh, CPAC, Mr. McClullen. >> Legislative leazison, Mr. Evans. CF, Miss Leki. >> Emergency management is Mr. Dial, Mr. Evans. PB, Mr. Evans, AEC, Mr. Evans. Long-range planning will no longer be uh diversity. Wellness will be Miss uh select for Mr. Evans, safe harbor, Mr. McCall.

161Do I have a motion to adopt the slate as read? >> Have a second. >> All those in favor? I opposed. >> Attentions. Motion carries unanimously. >> Okay. Uh meeting dates 2627. Have we all had a chance to look at our future? >> I have one comment that I know I will not be able to make the March 17th meeting. Um, and it's possible. It looks like we might be able to move that until the 24th, but I don't feel like needs to move for me, but I just throw that out there cuz I know that I'll have a conflict that day. >> March 17th. >> We back to back on 24th and the 3rd. Well, the the March 24th would be a meeting, but then the 31st would not meet and the 7th would

162be. Correct. >> Do the 10th and the 24th. >> That's what I was thinking. >> Oh, yeah. Cuz we got the back and then back to back. >> Yeah, that's what I was saying. >> Yeah. >> So, we'll do the 10th and the >> And then we then we're Yeah, because then we're back on >> Yeah. >> semi-weekly. Yeah. >> And then we're finishing our June calendar for this year. Nothing in July. And then we can in August. >> So yes and no. >> Okay. >> Um so we will have to have a joint meeting in July with the select board to have you vote to appropriate funds for the school facility stabilization fund. >> So we need to find a date for that. And then um one very new thing that just came up

163is at the next meeting Michael Stapleton is going to present a new policy that we have to put in place with regard to restraint that is coming down from the state. Um so we may have to have a one item agenda in July to do a second read and a vote for that. >> Those would both be special meetings. >> They would special meetings. No other meetings in July. >> So, it's a joint I'll have to reread the policy because we have to present use of the fund for the next year, right? I think for for the documentation, it's not just a joint meeting. We have to actually give the select board something. So, I'm wondering do we actually have to be there or one of us can just represent to the select board what

164we are going to use the fund for in the next year? So, I don't know that we didn't present what we were going to use the fund for in the past when we voted that I can recall. >> Okay. >> Um, >> yeah, I don't think we did either. >> We just vote it >> and then they voted. >> Did we do it in a Yeah, we did do it. >> Yeah, correct. We can be fair. Yeah, exactly. Yeah. Okay. >> And then last year we had two meetings in August. The first meeting was very very light and we wanted to try doing just one meeting. >> I have no objection to that >> un unless you feel like you could use the committee support in early August practice. >> Okay. Okay. >> Well, we're

165always here. >> So, Jen, did that answer the question? >> Yes. >> Okay. >> Yes. >> All right. So, uh we should uh adopt this formally. No, we don't. We don't have a vote on this. So, we will just >> because we're gonna It was first and then we'll change those dates and I'll bring back at the next meeting. Uh finalized calendar with the corrected March states and then you can vote. >> Oh, we don't have a mark. Do we have we don't have a mark for vote because I I'd be comfortable voting on this now. This is school governance. This isn't matter of public import. >> I don't feel strongly about either. >> Motion approved. >> Uh motion made. Second. All those in favor? >> I. All those opposed? Abstensions? Motion carries 5-0 for

166the calendar as presented with the change of the March dates. >> Well done. >> Uh there's nothing that I have unreasonably not anticipated or reasonably unanticipated. Uh so I will take a motion to adjurnn. >> Second. >> All those in favor. >> Abstensions done hanging out with you guys. Motion is adjourned at 8:20. Thank you everybody.