001Well, good evening um everyone. This is both the school choice hearing and the regular meeting of the Passet School Committee. We'll um call to order with a roll call. Mr. Dia >> present. >> Mr. Evans >> are here. >> Mr. Squatrio present. >> U Mr. Mcllen >> present. >> Jan Leky present. We do have a quorum so we can um begin. Let's um stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. So this begins the school choice hearing portion of our >> I think everyone will run the hearing and then start the school. >> Um Robert Shannon, would you like to jump in? Um, yep. >> And
002then certainly if there are participants that would like to ask any questions, we can certainly um see those with your raised hands on the screen. >> So tonight we're here to talk about school choice ahead of this evening's regular meeting and have an opportunity at that meeting to vote about school choice. I think it's important that given all that we've done with the budget this year that we really look at the the actualities of what school choice can or cannot do for us as a district, especially as there's a belief that if we become a school choice district that we bring in a full per pupil expenditure for every child who chooses to come to Copasset, which is not actually how school choice works in Massachusetts. Um, and so in Massachusetts, there's a Mass General
003law that allows school districts to choose to become or not a school choice district, which would allow students from other towns to choose to come to Cohasset public schools if we opted in. Um, it also allows coheset students to choose to go to other schools if they wanted to. Um, if that's a school choice district. The key here though is the financial piece. So, for every student, if we were to become a school choice district, for every student who enrolled in Cohassid, we would only get about $5,000 per student. The regular per pupil expenditure per cohasset student is approximately $22,000. So there's a big gap between what we would get for each child that chooses to come here and what we get for our cohesit resident students. Um, some of if we became a school
004choice district, some students who chose to come here who may be on IEPs to get specific services, we may get a little bit more money for that student, but not $22,000 necessarily. Um, so given this map, I don't believe that the decision to be a school choice district makes sense for a district like ours, especially given the work that we just did in the budget season to um align our staffing to our current enrollment levels. We now don't have a lot of wiggle room in any grades to allow for additional student seats to be had in classrooms. Um, some of the districts that are school choice districts where they bring in additional funding that is more substantial are districts that have typically over a 100red students coming in through school choice. we would never be
005able to accommodate that. Um and so given the fact that there's the financial gap between the per pupil expenditure and the almost capacity we have in our classrooms right now. I think it would be a disservice to the district if we engaged in school choice. But I'm happy to answer any other questions or give additional explanation about school choice if you have any. >> Thank you, Dr. Shannon. Um, are there questions or comments from committee members? You may ask it with >> how is the reimbursement calculated? So, you pointed out obviously there's a discrepancy between what is the common understood and what the actual number is. Is it based on where the student is coming from? Is it based on what our district is or how is that accounted? >> The state says it's $5,000
006per student. >> Oh, it's just flat. There's no >> It's flat rate. >> Okay. Um I wish we could do that for everything. We just said flat rate and move there. >> Yeah. >> On on the budget per pupil, right? So our our cost per pupil is made up of, you know, obviously fixed costs and variable costs, right? So, and this is not a a per I'm not looking for an exact number, but obviously if we add one kid to a classroom, our costs don't go up by $22,000. What is Do we have any what the variable costes for a student? Like, is there is it >> I don't I >> Okay, I wouldn't This is not a >> be That's fine. Um, but it was I mean it's fair to say it's probably in
007the thousands of dollars when it comes to you know kind of all the little things that we have to do to ser because I was I was thinking about this as well kind of in the step function world where >> is there an efficiency point where we can add two or three students to a couple grades and actually lower our cost per pupil because we're don't have to add any resources but if it's $5,000 that really does not leave any room for just I mean simple services just like paper right I mean that's just there's not any room there. Okay. Right. >> How much like fine grain control over that would you have? Like would you be able to specify a number per grade or >> I think we yes we could set those parameters.
008I think where we lose oversight or decision making abilities is in who we accept. Because if we said we had five seats per grade and we had 20 students apply for those five seats, we can't use any discretionary data to make decisions about who those students are. We have to have a true lottery. >> Yeah. And so you can't look at attendance data, academic data, discipline data, IEP or 504 plans. Um, you really have to make decisions that are fully quote unquote blind and equitable at. And so depending on that, it could bring with it additional costs or additional services. I already know the answer to this question, but considering that my daughter is in a class that has I think 22 girls out of a 100, it's like 25 and the class that my
009daughter's in is like insanely not represented evenly. >> Um, can we choose gender on who we live in? No. >> Okay. Um cuz well I'm worried about that class because I I could absolutely understand the position of well if you know lose you know 10 females to private schools and all of a sudden we've got a graduating class with 15 girls out of 100 like that's that worries me right so I just I I I leave that as a as a concern I have for that for that to work going forward. >> That's interesting. I don't know that that has come to my attention yet that we have a class that >> yeah Dr. it handy. >> They don't you say you're saying 20 girls out of out of >> It's like 27 or something.
010It's really It's >> um currently first grade. >> May not be that, but it's it's it's not nearly 50. It's like it's crazy. >> Yeah. But no, we >> Okay. >> Can't choose by gender either. >> Thank you. That's all my questions. >> And we cannot cap or we could cap to say we can take up to. And this is just sort of an exercise question. We could cap. Okay. And but then you but you still it's a complete blind admissions or lottery admissions. >> And even if we were to try to squeeze three in this grade and four because we have declining enrollment that's you brought up and I think that's common question. But even if we do kind of enroll next just you know squeeze an extra couple thousand into the budget it's
011going to be great. We kind of open ourselves up to also the risk of losing people. And I think I remember what you said and then we voted on the budget. We don't want to take risks. That's not really our position. And I think that's something important to bring up because I think it would be great if we could bring three more people into this class and two more here and really look at it. And I think that's something that we wouldn't be afraid of doing, but it just brings in a lot of risks and I think that's just something people should be aware of. Yes, >> we are coming up on six o'clock and the start the end of this meeting and the start of our next one. Um, so I do believe we
012need a motion um either that we can vote to be a school choice um school and phrase it that way or unless there's a >> I think we're going to do that meeting. >> All right, great. Sorry. >> Yep. All good. >> Before we go, can we just confirm there's not any public comment? >> There is no one here. >> Our question and answer is open. Um we have two people here online. We have no people in the audience just for public record here. Um so there are no questions. Um and it is working. Dr. Shannana just tested for us. Thank you. Um so there are no open questions here regarding um school choice >> and thank you everyone for rescheduling us. This is >> and a good conversation. Um so we need to adjourn.
013I'll move to adjourn the public hearing on choice. >> Thank you. Um Mr. Dio will vote on that. >> I >> Mr. Adams I >> Mr. Hi. >> Mr. Mccclullen >> Jesus I just have a minute 601. So we actually could move right if anyone ready for that. >> Can I just make one comment? They want to um get rid of Dr. Scholins's Firefly notetaker. Is that in the panelists? >> It's in the >> Yes, it's in the room. Thank you. I'll do that. >> Kind of weird. It's in the room. It's >> for fire in the room. >> Betty's going to figure it out before he leaves us. >> Um, it's such a pretty name though. Sorry. >> No, thank you for saying that. >> All right, folks. Here we go. All right. Um,
014welcome everyone to the regular meeting of the Cohassid School Committee. Today is Wednesday, May 6th, 2026, and it is 6 p.m. We are here in the learning comments of the Cohassid Middle and High School. Um, we will um call to order. We do have a nice full agenda today. Um, and we'll start with our roll call. Mr. Dia, >> I >> Mr. Evans, >> Mr. Squatrio, >> present. >> Missing >> present. He's being very agreeable right now. >> Ah, Jesus present. Um, so we are all here and we do have a forum of five and all those who are willing and able could please stand for the pledge of >> allegiance. I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible,
015with liberty and justice for all. >> I thank everyone. Um, as always, public comment is first on our agenda. Um, we are happy to take um those comments for from those of you who are um participating in this meeting via Zoom. Please use the question and answer feature. Um, we do have no panelists present in our audience um at the moment. Um, so we'll give that a second. We do have a nice um full agenda with some invited guests and um reports um from our administrators. >> Okay. So, seeing no public comment at that at this time, we'll start with our invited guests. >> Invite them. >> Close the door on them. >> All right. One moment, please. And again, now is extra time for um public comment if anyone has some. turned it on.
016>> You have a slideshow. >> I do. Do they want me to turn it on? >> Yes. >> Where should he be? >> Anywhere. along here. >> Okay. >> We're right behind you guys. for you. >> Okay, fantastic. Welcome everyone. Um, here director's >> chair. Just let me know as you want me to. >> Okay. >> We are delighted this evening to welcome um uh Miss Nina Bwood and some students for a spotlight on learning um with the collaboration project. >> But thanks for being here everyone and you're on TV. >> Okay, great. Thanks for having us. um it feels a little delayed. We did this all the way back in February, but it's also great to do before the end of the year and we want to make sure that the pieces get hung
017up before um the end of the school year. So, principles will be able to see this and choose which one should go in their school. So, we had um a lot of people here remember this from last year, so I won't go through all the details of what the whole program was, but we had double the amount of students that um we thought we were going to accept. We we were going to go with a small group to make it a little bit easier. And then we realized we had all these teachers and this year we had a few um local artists that were willing to work with us. So, we had them come um we had them There we go. That's perfect. Um we had them come to come to the event and break
018come into each group. So, first of all, people had to apply. The students all wrote um had to do an application. There were different applications for each grade level. And they had to talk about why they wanted to be part of this, what they bring to the arts, and what the arts brings to them. Um, and we had Steven Sheffield, Ken Shannon, and Amy Guyire, Amy Ber Guyire, who were our three different local artists around here that do sculpture and painting. So, they just they tended to work with one group at a time, but they moved around and gave tons of advice. It was pretty cool to see like kids interacting with them. um and like learning a little bit about their styles and they integrated it into the pieces which you'll see we can
019go on. So these were some of the answers that people um put into their applications. why you want to be part of this program. And you can see this. I won't read you any anything, but a lot of kids wrote things about what they wanted for high school, which was really nice to see that, you know, if they worked together, some kids had done it before. So, if they worked together with older kids, they became part of a group. There was actually someone who a high school kid who um volunt who was part of it who said to me today, you know, I didn't actually put my hands on the art. I only helped the group. Which I thought was really interesting. I said, "You know, you were allowed to do it, too." And she
020said, "I know, but I was like a facilitator." So, they took different roles and we didn't tell them what they had to do. It was it was sort of like this is your we said your role is to help make this happen. And then depending on who was in the group, they worked together and created something. This was another they were also supposed to write three words that they used to des that they they said their art teacher would use to describe them. Do you remember your words at all? You probably don't. It was so long ago. We applied for this in December. So, but um they were supposed to, you know, be able to articulate that without going to their teacher and saying she said I was imaginative. And when we met with the
021kids on the first day, they all sat together and talked about all the things that they used in their application. Um, and before they actually before they sketched it all out and came up with their plans, they also were supposed to bring a piece of art that they were proud of. So, um, there were lots of kids talking about their favorite piece, what kind of medium they're really good at working in, which is why when we do when we show you the examples of all the mixed media, there were some that had some stitching and some that were a lot of painting and there were some that had writing in them. And we'll go down there. So, they had four themes this year to go with the um strategic plan. learn, grow, inspire together. Um,
022so in each group, they had to do four different parts that that added up into a portrait, which we'll get to. Um, and we had each group sit together and talk about what some visuals would look like if you were to talk about learning and what's some they did lots of sketches and drawings and actually they're hanging down in the um >> community room. We took all the little scrap papers at the end that got left behind about what it means to be creative, what it means to inspire, what imagery comes to mind, and they they put together sort of a sketch at the so some language to put together what the whole program was about, but there was risk takingaking, there was working together, um learning about each other, learning about kids who are
023older than you learning. There were some kids who said, "I didn't even know they were siblings." You know, they learned about people in their own community. And the local artists also really that was like a nice a really nice add-on that there were these adults in the room that weren't just their teachers. So, we have some pictures of how it all went how it all started. This was we did a slideshow talking about how they could put this together. the art classes in the high school prepped the whole project. So all the students, even students who weren't involved, got together and we put plaster all over chicken wire to make the support. And then we sketched the shape of a face over four panels that you can see there. So one was inspired, one was
024together, one was learn, and one was grow. So these are students working together. These were we did a a culmination at the end where they were doing some activities talking about how it all went. Um they use tons of mixed media like they they go through our classrooms and they find things that we didn't even know we had which is it's really fun. It's like it's such a nice way to get high school students who haven't done that stuff in a while mixed with kids who haven't ever had the opportunity to like have a whole room of corks and bottle caps and you know weird materials. We kind of um salvage things for the whole year for it. So these are just some in work in process pictures. We had um four three three different
025rooms. Four different three different rooms. And they did there was there were absolutely no rules except that people had to do each other. That was really the end of at the end of the day. We barely even made everybody clean up. It was it was pretty wild in the end. Um here. So there are not too many rules. You have to be inspired by the theme. You must encourage each other and be kind. Ask questions, share ideas, listen to each other, and have fun. Um they had a short break. We had lunch together, but they worked from the beginning of the day till 3:15 where at the end of the day they invited um anybody who was picking them up was allowed to come in and see the pieces in maybe fruition. So these are
026some of these are the finished pieces. So there are four different ones and last year the way that we did this is the principles kind of um wrote me a note of which one they felt would be appropriate for their school and it worked out. So we'll have them do it again. I'll send out an email. We have four panels that they're they're pretty stuck together, but they can get hung separately or together. Um, and they're they're enormous, so we'll find some good spots for them and we can hang them in the appropriate places. But you can tell, I don't know if you can tell from here, but they're all profiles. Can you see it from here? Okay. >> They're pretty big. So, we had to kind of get above that. Um, but so while
027you're looking at those, we have some artists who participated and they prepared some words just about what the experience was like, what they learned, why they might do it again, what they hoped, and what they got out of it. And they were told it's they were told it's casual, and they can speak from their heart. So, I think that the first person who would go is Rose. Rose, do you want to say what grade you're in and what school you're in? >> Well, I'm in second grade. I go to Ozgood. Um, the piece I had three pieces that I added on to. So, um, I did three pieces. Um, There was a I've been I used a lot of scrap for one part of it >> and yeah. >> What was your favorite part of
028the day? >> I was working with um >> and was it what you expected? >> Not really. >> Like was Can you think of why what you expected maybe? And then >> well what I really expected was that there were materials in the classroom not like outside. >> We had an entire hallway of tables of materials and once they made their plan they had access to the whole hallway. >> Yeah. That was the wild, right? >> Yeah. >> Okay. Great. Um, my name is Callie and I'm in fourth grade at Deer Hill and I worked on a piece that like you like grow together and not be working. >> What kind of materials did you use? found fourth grade at health and I was I took the collaboration because I wanted to do art with
029people from other community and um piece of art I worked on was my friend. We learned on making a set inspired. I learned that all the art with my name is Amelia. I'm a junior. Um, for me, my favorite part of this project was just working with the little kids and getting to know some of them. I think one of my favorite things, one of the girls made me a bracelet. It was really sweet. But for me, this project was a great learning experience. Um, I've been interested in art for a while, but I don't plan to major in college. So, I'm trying to do as much art as I can in high school, and programs like this, I think, are like a really great way to do that and make most of my time
030here. I really appreciate the opportunity, and it was awesome to see all the younger kids working, too. >> Hi, my name is Noah. I'm in the biggest school, >> junior. Um, I really enjoyed this activity, um, this event. I am planning on going into art and education and I find myself doing a lot for my community or communities and I really enjoyed like hanging out with the kids and doing artwork with them. Um, uh, I spent most of my time running around helping um, my room and all the other rooms that students asked or yeah, the students asked me to. um they had a lot of ideas and for in my opinion my specific group they kind of knew what they were doing. So I was mostly just like helping them out and it was
031really fun. I definitely got my steps in that day. It was it was a lot and I enjoyed it and I would definitely do it again. >> Great. >> I think that's the end of the um >> Yep. So what we are hoping is that um we can show these maybe I can you don't need to show them the slideshow but um that we can present these to the principles and they'll have them home and um >> just we thank you for your support and having us do it because it was a huge success. I mean, it feels like it was a little while ago, so it's hard to to bring back like that, but it's also really great to talk about at the end of the So, and we were hoping maybe we'll put
032them out for our arts tonight. So, they >> Yeah, that's great. >> Thanks everybody. Thank you. >> Are there any committee members that might have any questions about the program or for the students? They did such a nice job speaking to your experiences today. I'll just say great job guys. Um, it's hard to come in from a group like this and talk about stuff you did. So, uh, you did an excellent job telling us about it. And then from the from the kind of school community perspective, this is exactly the sort of thing I think makes our our district excellent is these hands-on activities where we not only emphasize learning but also team building and um, you know, the creative side of things. So, u, I'm glad you guys had a lot of fun. I'm
033glad you guys took the time out of your night to come and talk to us. So, thank you. >> Thank you, too. >> Of course, I'll just also add my thanks um and comment on just that I when seeing the applications, it was interesting to me how many students noted the way in which art provides mental health support that it's a release of stress. It helps you feel calm. Um it allows you to be creative or tap into something outside of your regular routine. Um, so I think that's another important reason um to have a vibrant arts community in our schools. Um, but also that this was a multi-age project which all of you spoke to in some way or another about being with students who you share a school community with but maybe you
034don't get to see all the time. Um but you are all part of our district and um being able to work together and be schoolmates and not just classmates is a really special um opportunity that there was leadership for our older students um running around and getting your steps really helping to facilitate that is an amazing opportunity to have. Um and then finally there seems to be also just this environmental piece here when we're using found objects. you'll need some things that maybe are at their end of the life for a particular high school course or middle school course or um OSI course and they're getting used and repurposed in beautiful ways to learn. So, thank you for that. I'm excited that we now will have two pieces of collaboration art in our schools and
035hopefully there will be many more pieces to join. So, thank you. Thank you. Thank you parents too for coming out at dinner time and bedtime for if you have younger ones. Um it is hard to be here but we really appreciate your time and being here. Um, and thank you students. You were so great doing this and you all did an excellent job. It takes a lot of practice to talk in front of people. So, you also got an opportunity to do speaking. Well done. Thank you. >> I still I still tell people I'm in high school that not true. I'm gonna let the next group of students come forward. Mr. Turner, if you and your students would like to come forward, if you need to add chairs, if you all pull up the chairs
036that you might need, >> you guys are free to move a chair. >> Mr. Let me know when you'd like me to share these slides. >> Uh, we can start out with that. It might give me a little bit of a computer what it is I need to talk it up. Okay. So, we're here tonight to chat with you a little bit about and share with you about our trip to New York City in March from the 17th to the 22nd. We attended the National High School Model UN conference um at the Hilton Midtown and it was a trip that took 50 cohass students, juniors and seniors down to New York for a 3 and 1/2 day intensive um United Nations diplomacy simulation conference as well as a trip to the United Nations to visit
037a guided tour of the United Nations. um a guided tour of the 911 memorial museum and a trip to a Broadway show, The Outsiders, which most of them read in middle school. So, that was a really nice connection as well. Uh Mr. Sears is just coming in with me now. Um so, it was uh Mr. Sears and I and Mrs. Sears and one of our high school counselors, Allison Batista, that took the students down this year. And I just kind of wanted to share a little bit about the program and about um and you can see some of the photos from the conference here. We had um a guest speaker Mitt Romney um via Zoom this year. Last year we had uh Joe Biden this year. If we had gone to our two sessions to
038this conference, session one and session two, we chose session two this year. And if we had chose session one, we would have had Kla Harris. So they get some they draw some big names which is really cool. Um students work in committees that they're sort of mock committees that mimic the actual committees that work inside the United Nations. There are 25 total committees. We had students representing three countries. Kyrgyzstan, the Republic of Korea, and the Dominican Republic in 17 of those committees. Um, and I don't know if we have more photos. So, basically what we're here to talk about today is a little bit about the program, which I just did. Um, I've got a bit of a slideshow put together here for you that goes through how this aligns with the vision of the
039graduate for high school students, how it aligns with the values that we've stated in our strategic plan, some of the conference logistics for next year, the cost and funding for the conference for next year, and our request, which is that we get permission from you to send 48 students to the conference again next year. Um, and aside from that, I I know that you who you really want to hear from are some of the students, but and if you have any questions or if you want to if you want to hear from them, that'd be great. >> So, you want me to stop sharing for a bit and then we can share back again? >> Yeah, we can do that. >> Do you want me to go through the whole slideshow? >> It's up to
040you. >> Says next. >> They all have copies of it. >> Okay. So, yeah, just in the interest of time, I know you guys have a lot on your agenda. Um the slideshow is there and if you have any questions feel free to reach out >> but if some of you guys would like to share your experience at the conference >> start with J. >> So I'm a junior at Kasa High School. This was my first time attending um NHS model UN and I was um lucky enough to be with the Republic of Korea. I was also lucky enough to be a part of the delegate of the year Fesal Rasheed and so we worked together on the um special committee on peacekeeping operations and I think it gave great experience on especially public speaking
041also just geopolitical knowledge and learning about kind of researching that sort of a topic because I don't necessarily think you get much exposure in high school curriculum is not a major part of uh necessarily what we do especially like seeing like AP class you see a lot of outside of like AP wise or AP Euro outside of AP history courses but I would say it was a really good experience in that sort for um education, but I also think it was very important um education just like culture in general because we have to visit New York City, some of the probably most diverse cities in the world. So, you have to try different um cuisines, different meet a lot of different people and also we saw things outside just immersed into like different forms of
042American culture that we don't see much around here, especially New England. So, I think it was a really good experience all around for almost every student that >> my name is Triaki. I'm also a junior at High School. This is also my first time at the conference. Um, I thought it was a really valuable experience because we all worked on research papers over the fall and the winter on a specific issue in diplomacy that we all grew really passionate about and then being able to apply that with all these students from different countries that you spoke different languages to that than we learned in school. I thought that was really cool and like working on a plan together that we thought would actually be applied in the actual new end in a simulation and assuming
043these different roles in this different uh dynamic and like organizing these plans with meters and developing different tasks to different labs in the room. I thought it was really valuable experience and something unique that you can't really get out of a normal classes. >> Hi, my name is Maddie. Um this is my first model UN uh conference but I had previous previously done model um conference and then I did model UN this year sorry um but I've noticed that uh this experience has made has brought in connections um I have like a passion for helping kids and I really want to do international relations and I was lucky enough to be in the UNICEF committee um and I think that has helped understand um more real world issues now. Um yeah, I'm Kate. I'm also
044a junior and it was my first time going on Maline, too. Ever since I started high school, I've been really interested in like international relations and politics. So I was always really excited to go on MUN for like the academic aspect but since going I kind of feel like the social aspect was even more impactful because I got a lot of experience in committee with public speaking and just collaborating with people but I also met a lot of people from all around the country but also from a bunch of different countries. I made some good friends on my committee um who were from Mexico and I got to practice my Spanish skills which was really exciting for me. Um and yeah, so while I got like a lot of valuable um information and practice while
045in committee, I feel like the connections I made when I was on Molly were really um nice. It was really like a big reason why I would want to go again. >> Um I'm Avery. I'm also a junior and it was also my first time at BUN. Um I don't not sure if there's much more I can really touch upon, but I do agree with um Kate and Maddie. Like I have always been like I love history. That's like one of my favorite subjects and I feel like I've always been interested in ways that I can apply that background knowledge into something different such as maybe politics or international relations. So, it's something that I'm definitely looking into for maybe a potential career path in college major. So, I feel like this modeling event gave
046me um a chance to learn more about what I could be doing. Um and just the research aspect before even conference I feel was very it was very rigorous. I guess a lot of information that you needed to sum into along with critical thinking and like Kate said there's definitely the social aspect which I feel like the experience itself I wasn't expecting going into model UN which again I wasn't expecting like the people from all around the world really but interacting with them I feel like it is definitely a bubble and you got to experience so much diversity not just like witnessing it but also interacting with and people there, they were really so friendly. I think we can all agree they were all very nice there. It was overall just a really great experience
047that I'm grateful for. Um, I'm planner. I'm also a junior and this was my first time doing Molly and really my first time with any experience like this. So, that made it really special. But overall, I definitely agree with what's been said so far. I think what made this conference so important and so unique was definitely the interest in the rigor of it. It's really like being able to put yourself in the shoes of another country, figure out what that country needs and also what it can contribute to a larger group with other students representing other countries. That's something very very unique and I think it brings out a lot of real world issues and getting to collaborate with people I think was really the most important aspect of it. A lot of people had
048really well-planned research, really good speeches, and it was very fast-paced, so it could be hard to keep up with it. But I think being able to have those unmoded discussions, and get to go up and actually talk to people one-on-one, form like our groups, and make plans on how to solve issues, that was something really incredible. And again, like something I've never experienced before. So getting to see that unfold and I would agree too really a special part of Modellin overall was the fact that there was so much diversity in people and Kate and I were in the same committee on transcontinental organized crime. >> Also very interesting there are people from probably at least seven other countries around the world um Latin America, Europe and US, Canada. So that was really incredible and I
049think that was great to meet people and it was also the first time we really practiced our Spanish skills outside of school. So that was really interesting. >> Yeah. The program for for next year um we're we're hoping to improve upon the the program a little bit in terms of getting our students prepared. The one of the nice things about the the NISMAN conference is that it does not overstress awards. It does not overstress competition. There are awards, but they're for things like preparedness and for position paper writing and research. And we are we have in the past not always met the submission deadlines because it's it's relatively quick to do the research, turn around the research papers, the position papers, get them in for review. And so to qualify for awards, you have to
050meet an earlier deadline. And the and the regular deadline is already fairly early in the school year with a lot on their plate. So next year we're really hoping um to meet that early deadline and put ourselves in a position to maybe earn an award at the conference. Um we also were invited this year to attend a regional model UN conference in NSET on the Cape and it was a little bit too short notice and when Mr. Scott got word of it and sent it over to us for us to to prepare a delegation. But that's in in January and we think that would be a really good warm-up um to take a handful of students out to the Cape for for a day or two and and get some practice in before we go
051to the big conference. But like like the students said, it's, you know, it's a tremendous experience for them. They're, you know, this conference attracts 6,000 students from around the world across two weekl long sessions or just shy of a week long sessions. Um we're looking at dates next year for session one which are March 11th through 15th which positions us to only miss two academic days of school um for the field trip because it takes place over a weekend and there is a Friday PD day. Um this year we didn't have any PD days in March. So it it required the students to miss a little bit more school and kudos to them for for catching themselves up after such such a huge amount of work over those those four days. Um but that's that's
052what we're looking to do next year and uh we hope that we'll have your blessing to do that and we do have some information around the cost of the trip. Um you know like there's there's some district investment in terms of substitute teachers and um travel no there's no program or travel costs that the school has to fund. This is typically a self-funded trip um that that the students do. This is our request Having not done this before, I don't know if this is typically where you make the decision or if that's >> we will make the decision tonight, but we will probably ask you a few questions um and maybe some questions for students, but probably also in terms of our decision questions of you as the leaders of >> um the program. So
053um Mr. Dial, do you want to kick us off with any questions you might have or comments? >> Sure. I'm I'm not going to steal >> chair. Yes. Can we just start it? >> No, you can't. I can't. You got to get We got all your roles to play. So, um I'll be I'll be brief. Guys, sounds like you had an awesome time. Uh and I love you hit on and I don't know if you planned it ahead, but you hit on all the things that we like to to hear about diversity of experience, you know, meeting new people, challenging yourselves, you know, these these are the experiences that I think are are priceless and why these sorts of programs are so special. I mean, I often say that I remember the trips that I
054had in elementary school more than I remember my my my school days. So, uh these are these are great experiences and it seems like it it worked well. And so, I I I highly support this. Um and for the as far as the next year trip, you know, one of the things we need to think about obviously is cost to families, you know, for a for a week long trip to New York City, which is a great thing with all the things. It seems like a a reasonable piece. One thing, uh, Superintendent Shannon, and I ask about this, um, a lot, but when we look at these trips, it would be great to see this in the context of all the trips that we offer our our students just so we can see where it
055fits in because, you know, we want to make sure we're not overburdening our families with with these things. But these are great opportunities. We shouldn't miss them. Um, we shouldn't lose out on them, but it'd be just good to see it as far as the mosaic of which grades are getting, which opportunities, and which and and what the overall costs are. So, um, but yeah, so I I think this is great. Definitely have my full support and, uh, thank you for for doing it as as as faculty and staff because I know it's a time out of your normal lives, but uh, and very much appreciate it for being the impact it has on the kids. So, thank you, >> Mr. Evans. >> Did you say that Fasil got delegate of the year? >> No.
056Or >> Oh, sorry. >> Fasil was one of our lead delegates. >> Lead delegates. Okay. I was like, just pass that. Lead delegates from here. Yeah. Um, I know Fasil from safe harbor. Um, I just remember one of the things that I I did to Silver Department when I was young and all the work we that went into this policy that we were trying to pass and it didn't work. So, was there something that you guys tried really hard that didn't work or something that you figured out a way to save at the last minute when you're doing negotiation in your discussions? Did that like that always I always remember those conversations trying to get something across the finish line? >> Um, in my committee specifically since I was representing Republic of Korea. Yeah. We
057were trying to get a clause into our working paper which is like the resolution that you try to get passed into. >> Yeah. >> And we were attempting to get our own clause into it as our pretty much mainly benefit our interests. >> And it took a lot of convincing to get a lot of the other countries in there to do it because that's also one of the big challenges of modeling I think is specifically trying to stick to your country's political beliefs and not your own personal ones. >> And so it's kind of hard to work around that. But I think magnetic have all worked out. >> It's just like learning cooperation skills there. So >> cool. Cool. Anyone else? >> Um I remember in my committee um we were our chairs were trying
058to get us to talk about um displacement and migration and how that affects the health of children and their the access to um health that they can receive. And I remember I me and my partner um we tried to advocate that a lot. Um it I kind of just found it hard to bring out certain issues and try to make them very significant for other people to realize we really need to do something. I think that has that was probably the most I remember from my committee and that experience and I kind of bring that into my life now. I want to do something makes me want to do something more, >> right? Um I agree like our committee or Maddie is my partner. Um it was I feel like it was relatively large. So
059one of the things that I found the most challenging is not necessarily like getting a resolutions passed and really getting into clause but it was really just getting your idea to be accepted with so many people who are really just advocating for themselves and their ideas. Like at times like the room was so loud I couldn't think you're the first one across from me. So I found that that's to be the most. >> Thanks guys. Awesome. >> Mr. >> Just out of curiosity, what would you say was the biggest difference between model Congress and model? Well, in model Congress, u we were individually assigned a representative or a senator to um like mock, I guess, or model. And um with Mal UN, we're assigned a whole country that we have to um take all of
060their policies and ideas and um try to replicate that. >> No, that's really I I mean, this is Bri. I feel like adults always said this to me when I was in high school and it was really cliche but they're like get involved and do more and you know it kind of just like gave me a headache every time but I actually will repeat that and say get involved because there was a lot of blank model that I totally now like wish I did in high school and I think would have been super awesome maybe blame it on co but um you know like as you guys wrap up your child here, you know, focus on school and everything, but also like keep doing stuff like this because it's awesome. It's things you'll remember and
061it's like something that you'll really learn a lot from is what I will say. >> Thank you. >> That's my thing. >> Mr. Mlen and Mr. Turner, this is the part where um you'll be a bunch of questions. So, >> I gu I noticed you started at this side at the table. >> This is a repeat. No, I don't have those those questions and I'm international. So, uh, no, I I'm I'm actually I'm totally secure on that. Uh, hold just how many um >> how many students attended? You probably said it, I just missed it. So, >> we had 50 signed up. One couldn't attend at the last moment. So, we took 49. The conference maximum is 50 per school. So, we are one of the larger delegations at this conference. Okay. Um, the conference
062director, as as it happens, lives in Plymouth and knows Kohasa quite well. Um but uh he said that we were one of the largest delegations and and he would like to see us apply for more specialized committees next year. So that's another thing that we're going to do. So we took 49 this year and for roads. >> Okay. All right. Yeah, that's that's great. Good to be a big delegation. So we can get some, you know, like u countries that can be more controversial or a little bit more engaging or something like that assigned to you if you have a bigger delegation. So that's good. Um, so I was um happy to hear that a number of you guys cited the social aspect of it being um interesting or memorable or engaging for you because
063um I always remember like first of all I think it takes a certain amount of like confidence and a little bit of courage like you're coming into a large group people you don't know um it's preparing you a little bit for college in that sense because you have to come into a community that you you're not familiar with. Um, but you also have to you're worried about, okay, am I going to sound stupid? And if people don't understand my points, am I going to be heard? If it was a someone just mention that that being heard is a big deal. And you notice that, you know, fairly quickly there's some louder voices in the room than others. and um it's a it's a really unique experience um sort of integrating with the other school districts
064throughout the country and the international students and I'm so glad that you guys sort of embraced that um because a lot of times you can get bogged down like actual assignments about representing the country and you know and sort of miss out on that tangential benefit which is a huge one um and it sounds like a lot we went into this with sort of defined interest in like international law relations um but also because of your general interest in social studies and and history. Um that was that was me. That's why I did that. So Molly UN like changed the trajectory of my life. I ended up going to law school because of it. I ended up being like a a criminal prosecutor because of it. a lot of my um life was dictated because
065it me when I was introduced to it early on in my high school career from a from a a social studies teacher who who I uh certainly um give credit to sort of changing my life um in many ways but um it's wonderful program. I also remembered like even just the with your own group like your own group just your own delegation staying overnight in the hotel like it's fun it's it's actually just enjoyable right it's cool to get together in that sort of atmosphere maybe debrief after the day and relax fool around a little bit go to dinner like in a restaurant or something like that is so it's a really great experience and it's amazing like what you can get I think Jay you were mentioning I think it was you that mentioned
066like the cultural experience too it's just like not far away right but you can be exposed to so many different things um So all around total win for you guys. Glad you all enjoyed it. It seemed like all 49 students sort of like came back with a thumbs up sort of rating on these. >> They did all come back. >> I think you know the fact that I you know I put it out there that we we needed a few students to show up tonight and we have all of these folks here I think volumes more than I think that you know as we continue to work. This is only my this is my first year as adviser. This is Mr. this year's first year as adviser, your second second. That's right. You did it
067last year with Mr. Lubzy. Um, so you know what we're looking at now is is potentially trying to grow this program. Not necessarily in terms of size because we can't really because of the restrictions, but looking at model congress as sort of a feeder program where we introduce the kids to at the in the sophomore year to some of those skills and then turning that into okay, if you attended model congress and you get the thumbs up from student visa, then you have a spot in model UN delegation for next year. And so and then we're also working with Mr. McCabe to sort of try to draw in some of the students who are already actively involved in debate that would have some of these public speaking skills that I certainly don't have um to
068come in and to to join and and be part of this. >> And so I think it it >> Sorry. No, no, no. So the local conferences like NSET regional you were talking about. Um are there are there I went to a Catholic school there's like we kind of like were our own little u conglomerate confederation and we had our own little conf but are there other like um opportunities to do local conferences because I actually thought those were really great. You don't have to go away and you can get like sort of a quick fix so to speak. Yeah. and and in the smaller conferences a lot of times you can get security council countries you know and and it it can be a great a great experience have we thought about and maybe
069you guys have I don't know trying to find other because there are several I think in Massachusetts that are wouldn't be too far away >> have we looked into other ones was too was out of reach this time it was too >> it wasn't reach because I think we found out about a month before and so it was really tough to throw it all together especially when they were in the midst of research for the for the the conference in the spring course um But absolutely. I think uh another conference, a local conference would be a great place to sort of hone those skills. As like I said, like a warm-up for the the New York conference. I don't know that a I don't know that a conference a local conference would be able to
070offer the same size and scope and diversity that the New York conference, you know, offers us, but I definitely think that and I don't know what the the how large of a group we would be able to pull out of school for another conference earlier in the year. I mean, that was something we would obviously have to sit down and talk through, but I think that if we have, you know, let's say a group of returning students that want to go or maybe we look at it and we say we take some of our our new students that have just joined in and we bring them there to sort of, you know, refine those skills before we take them to the big conference. So that way they're a little they feel more prepared and more
071confident when they get there. There's I think a lot of different things that we can look at. But at least now that we're going to come into September knowing that this conference exists or that another conference exists, there are also a number of opportunities that are shared with the students by the organizers of um NISMAN, which is the International Model United Nations Association in Muna. They run summer programs. They sponsor summer programs right in Boston for students to go into to learn some of these skills as well. And I know that a lot of the students were taking the flyers for those and whatnot. So >> yeah, that's that's great. There's sometimes they do like day conferences on Saturdays and stuff that you wouldn't have to miss school. Um and then you know maybe one
072day we are able to host a conference as well right and uh I did that when I was in high school as well and it's that gives there's some leadership opportunities there for our kids too. I mean obviously this is just like sort of brainstorming down to spitballing and down the road but um that's that's all I'm belaring this. The last thing I'll just say is thank you to you both of you Mr. Sears um and Mr. Turner. Um, I I like I said, it was an incredibly meaningful experience to me and I know how much um passion and heart my teacher put into it and in bringing that experience to me and you guys should be thanked for what you did. Okay. So, thank you. >> Thank you. >> I will also add my
073thanks um to Mr. Turner and Mr. Sears. Um, it is a a mighty responsibility taking other people's children um into one of the biggest cities um in the United States. Um, and that does not go unagnowledged. Um so thank you for doing that. Um thank you students for being here. Um I'd like to compliment you all clearly. Um your public speaking skills um have really been honed. Um you all spoke so well and eloquently and um clearly about your experience um that it was obvious to me what a profound experience this was. Um um and how fun it was, which I think is also part of this. Learning should be fun, right? Meeting new people should be fun. Eating out at cool restaurants should be fun. Um, those are all things that you should be
074having as part of your educational life. That's what makes school a little bit more well-rounded. It's not all grind. Um, I would like to ask what I always ask is that I it does feel like a very reasonable cost for a trip. However, we can assume that that's always the case for all families in our district. Are there mechanisms or avenues for any families for whom the cost to attend would be prohibitive in either full or some? There is to the best of my understanding uh some scholarship money according to Mr. Scott that is sometimes available for situations like this. Um we did run into that situation and so and we were able to accommodate that and so um there's you know I think that there's there's there's always sort of a little bit of
075money left over at the end of a trip like this because you're never spot on. And so that that always carries over into the next year as sort of an insurance policy in case we do have a situation where where we need it. And so I think that you know I try we try to be super responsible in terms of like projecting the costs and everything. Um but yeah >> no it feels ultra reasonable but I also don't want to make assumptions about >> we need to break I mean registration's next week >> so we have to commit we have to commit to this u well we have to the early registration is good because then we're more likely to get the countries that we have our eyes our sight set on and so we
076are um we're hoping to to put in the request next week for 48 students. That shouldn't be a problem. But it enables us to figure out exactly or close to what the cost is going to be and then set up installment payments so that we can take a deposit now and then the next payment isn't due until Christmas, you know, in December. I think that's another spreading it out over three installments like we did this year, I think, made a lot of sense. >> Great. Thank you. Um, so to that end, I think it'll probably take us about 45 seconds to get you the answer that you need um as to whether or not you are um moving forward. So, do I have a motion um in support of the um model UN um continuing
077their trip next year. >> Motion to approve National High School M United Nations trip to New York City for 2027. >> Wonderful. Thank you. Do we have a second? >> Second. >> All right. Mr. D. >> I. >> Mr. Adams. >> I >> Mr. Sprito. >> Hi. >> Mr. McCullen. >> Hi. >> Jesus. I Please go have a wonderful trip. I hope for all of you for whom this was your first year and your juniors that you have the opportunity to do this again. Um and come back and tell us how you do that. >> So, thank you. Awesome. Great job, guys. >> We will continue to move forward with the superintendent. >> Thank you. >> So, um, welcome to May. Um, this begins the busy season in schools. Um, May and June will be
078they just hit fast and furious. There's events it feels like around every turn. And so in a minute I'm going to go through a few events um and hope that people will align their personal calendars with school calendars so that they don't miss anything that is of importance to them. But before we get to those specifics, I do want to celebrate many of the adults that work in our district and make this the place that it is and that we love. So, first and foremost, it is National Teacher Appreciation Week. This week, I have shared before and want to share again that in Cohasset, we have the very best teachers. Um, I truly truly believe that they have since coming here, I have only seen that more and more. And as a parent in this
079community, I cannot think of a time where we have not had an amazing experience. Um, I want to express my deep appreciation and respect for our staff. They are the backbone of who we are and what we do and why we are successful. So, thank you to all of our educators. Um, it has also in the past week or so, week to two weeks been a time where we celebrated Administrative Professionals Day, National Principals Day, School Bus Driver Day, School Nurse Appreciation Day, and School Lunch Hero Day. Um, so in addition to thanking our teachers, I want to make sure that we're thanking all of the members of our school community. It takes a village to raise all of our children. And when Challenge Success was here, they made mention of the fact that our
080students in the survey and actually was also apparent in our youth risk behavior survey and some of our other surveys that our students share data that is so high in the fact that they all have an adult that they can go to in this district. And it is not always teachers. Sometimes it is a custodian or or somebody else in the building who they feel connected to. And so no matter what anyone's role, they matter and they matter to our students. And so we are just so grateful for all of them and that they are part of our school community as well. So as we get back to what's happening in May, last week we kicked off art celebration. It was Deer Hill favorites night. Um, which is always a fun evening. And so a
081shout out to Mrs. Burman and all of the third, fourth, and fifth graders who worked hard all year on their art and yielded such an amazing night. Tomorrow night is the Ozgood Arts evening. So if you have a a Ozgood, please come and join us. Um, the middle school and high school arts night will be May 19th and you saw the installations that will eventually be in schools, but if you want to see them in person, you can come to the middle school high school arts night and see them. Um, additionally, celebrate a different type of creativity. Coming up on May 13th and 14th, our dear house students will be putting on the production of The Lion King. And then next week as well, Monday, Tuesday, and Wednesday are respectively the third, fourth, and fifth
082grade spelling piece. So, we're going to challenge people's creativity and art and ability to spell all in a period of a couple weeks. Um, but please check the school websites individually as well as the district website. There's a lot going on. Um, the next time we meet, I will be sharing more and more dates as we get closer to end of year celebrations for different grade levels and different schools. Um, and we don't want people to miss things. And I also wanted to highlight a really great event um that a few of us here were in attendance for this afternoon. Um, definitely I have no doubt will be the highlight of my week. So, as part of the fifth grade ELA curriculum, students engage in uh reading and writing non-fiction. And in the particular unit
083that they were working in this past couple of weeks, they researched the topic of homework and explored the pros and cons and value of homework so that they could take a position and they could write a um persuasive piece. And this work not only reflects the curriculum but also coincidentally aligns with the school improvement plan goals for deer hill. Principal Sullivan has been working hard to have conversations for two years about homework be able to sort of set a new expectation um today. So today, 10 students um one of whom was Jake's brother um two from each classroom presented their learning to a panel of adults that included myself and Dr. Scolins and Mr. Mlullen and Principal Scotty and many members of the Deer Hill School Council including teachers and parents which is hard to
084do. I remember our fifth graders are 10 and 11 and they spoke to this whole group of adults. The conversation was so rich and the students were truly extraordinary. They were able to clearly explain their research that they had done. They were able to grapple with and speak to the nuance and the complexity of homework and what they shared actually aligns going back to the challenge success information that the data that was shared was it's like there's good things about homework and there's bad things about homework and there's no easy solution and they were able to talk about that and they were able to express what they thought was positive and beneficial and where they thought changes should happen. Um, and they were able to demonstrate empathy for people who may not have situations that
085are are like theirs. What we saw today is such a great example of why we're trying to move towards more and more deeper learning in Cohasset. That was a there are lots of um types of deeper learning that can happen. Project-based learning is one of those things, one of those tools we can use to get to deeper learning. This was a great example of that. The students were knowledgeable. They were well prepared. You talked a lot about public speaking um with our last two student presentations. This was another example of public speaking. Um, it was amazing to listen to them interact in a way that is so respectful of differing opinions and the language they were able to use as they transitioned from one idea to the next. Um, and I think that what we
086saw was that they were able to learn not only about research and not only about homework and not only about persuasive writing, but they were able to learn about themselves as well and what interests them. Um, and so, you know, I just want to highlight that experience. I'll highlight it in my newsletter as well because it was just a really strong example of the great work that our teachers and our students are doing in this community. Um, and it's a conversation that will continue to happen all the way through because half the half of the homework conversation is positive and half the conversation is how do we make some changes. So to to be answered at a later date. Um, and so those are all the updates I have before I get into the district
087report. But does anyone have any questions before I get into that? No questions from committee. >> All right, I'm going to share my screen. So, it had we we only have two school committee meetings at one or no, three school committee meetings left this year. Um, and we are we have been doing a lot of work and so we're going to share with you tonight the end of year report with regard to our district goals. Um it's been a year of real substant substantive progress. Um and we've started to build the kind of infrastructure and relationships that are going to carry us forward. This was year one of our strategic plan. We have four years left, but I think that the work we've done has really grounded us and given us this launching point for
088the rest of what we have to look forward to over the next four years. As I go through this in full transparency, many of our strategic planning committees are wrapping up this month and next month. And so some of the work in their final products will be forthcoming in the next three meetings, but we're we will share that out with you. Um, and some of that work will continue on into next year as well. So my first goal is my professional practice goal. Um, I completed year two of the three-year INISA program, new superintendent induction program. Um, I've been attending all of the sessions and meeting with my coach once a month and um, I have one year alone and then I will no no longer be considered a new superintendent. Um, for our second
089goal, which is our student learning goal, I'm actually going to turn this share out over to Dr. Collins and Mr. Stapleton because it was a large focus of their work this year and I want them to be able to speak to what they have done. So the first key action that we had was to build MTSS or multi-tered systems of support working groups at the elementary and secondary levels to help um guide implementation of that process in those procedures and to monitor progress. And so a lot of work was done this year at the lower levels um at the Deerville School and the Oscood School. Um MCSS working groups were held um in which two sets of educators at you know both schools worked on aligning expectations for academics interventions and supports and systems and
090how those function at both individual schools as well as behavioral expectations and how those for different types of supports are provided to students um and function within those buildings. And so we have some shared resources and that work will continue on for the remainder of this year and into next year as we continue to refine our MTSS or student response teams um to support student needs at the elementary level. Um and this work will also continue at the secondary level. The second key action was to develop a shared district definition of tier 1 and tier 2 instruction and what types of supports are available at different levels of tiers. you know, tier one really being really really being that um supports available to all students. Tier two being a little bit more focused um supports
091that are available in small groups and individualized student needs. Um and so this work was completed um in the coast district accommodation plan DECAP has been updated to clearly define tiered supports at each building level. It also lists specific supports at each building level um you know within the different tiers and really helps define for families and for staff what supports are available through class public schools um at each building and how that looks different as you know students move through um each building each grade level each developmental level um additionally a document's been created um for our shared expectations for class at MTSS that's those student response teams um which I'll speak to a little bit more in my presentation about some findings and how that all connects in um but we really aligned
092you know forms um it made the process of tracking similar across all building levels. >> And then um we also continue to monitor the fidelity of our curriculum maps, our instructional programs and benchmark assessments. And so we are almost completed with our middle and high school curriculum maps for the public. They all have their teaching ones that they use, but the public ones are almost complete. And so um those will be available sometime this month. um that will be up on the website for everyone to to see. Most of them are there, but not all quite yet. So, um next meeting I'll be able to share that with you. And then the elementary school K through 5 have been working on guidelines and those are um well on their way to completion and those will
093be available over the summer. So, when the school year starts up um all of those will be available for the public to see. Um and we have provided time for for our staff to be able to do this. It's a it's a it's a big um lift for them to be able to take their information and put it in a public document. And so we provided time for them on March 13th for them to to work on that. And some are still continuing to work because there's a lot of information in some of those maps. >> The next objective was to establish clear student response team norms and protocols. Again, in the document I just referenced in the previous section, um we have developed those shared expectations um around intervention supports and how the system
094works. Um so there'll be continued training for staff on that as you know new members join different student response teams at each building level um and as we track student progress um throughout the school year. Um we'll continue to develop um training for those staff members like I just said um and again some findings came out of our integrated monitoring review some um you know areas of growth um then areas um that I've also discovered for improvement. So we'll continue to be looking at the different types of interventions available, the date ranges of interventions and how we track and monitor student progress through student response teams and through the MTSS process. And then as you know um a couple weeks ago I brought to you the um monitoring that happened for us for ESSA and
095that's the title one, title 2 A and the title four um and they look and see what our interventions are based on what the requirements are for title one and we um we met uh full compliance. So as you as I had mentioned before um but that shows that we are using the funding in the way that they feel that is appropriate. we have all the processes and procedures in place um and that our students are getting that tiered instruction or those students that fall into that category of that risk. So um so that's nice to hear. >> In order to deliver professional development on differentiated instruction for staff within tier one and tier 2 um Casside Consulting who we partnered with in recent years for co-eing provided you know over the course of the
096school year three days of professional development and individualized to different co-eing teams. So general education teachers and special education teachers. um one of the requests that they had made was for how do we you know instruct some coaching and instruction on how do we differentiate for students within the different curriculum resources that are used within the elementary level. So there was practical time used for training and some problem solving troubleshooting on how to adapt you know readers workshops supports um that bridges math and then foundations to meet a variety of student needs. So it's you know pretty applicable um because it helps teachers plan for you know the next day's lesson or future lessons um you know with the consultant who has experience and how to differentiate and individualize things um for all students um
097but with a lens for like that tier one different supports available for all and then a little bit higher level tiers and then specialized instruction as well. >> Great. Thank you. >> Okay. Well we just that we did provide professional development. We had the teacher le which we're going to do again this year coming up because it was so successful. So I think that was great. >> Great. Thank you both. Um so goal three is around teaching, learning and leading. And this year we took our first steps into our deeper learning initiative. And we built a project-based and deeper learning committee, a steering committee so that we could really do this well and do it thoughtfully. Um and so we did not jump into implementation. We formed that committee so that we could spend the
098year learning together, auditing our current practices and developing a shared definition for deeper learning. And that definition is going to be shared with all of the staff and will be vital to the work and it will create a common language for us to use as we move forward. Um that shared definition is that the work or deeper learn the work that we did identifies deeper learning in the Kohhasa public schools as standardsdriven student centered approach and mindset in which learners actively investigate complex real world problems through inquiry, authentic engagement, productive struggle, reflection, and just in time instruction. Students apply academic and life skills in original ways to create meaningful products for authentic audiences, developing deeper understanding, pride in their work, and an enduring identity as curious, capable, lifelong learners. Um, and we think that that
099is a really solid foundation upon which we can build. And we as we move into year two have a 3 to fourish year plan for actually providing professional development in all areas of deeper learning and specifically in project-based learning. Um and we're going to be launching that next year as one of four tracks that teachers can choose for professional learning. And we think that it's going to be a really solid way to grow EBL across the district. And we're going to be working with a provider who can actually help us create a train the trainer model so that we are going to build our own internal capacity to train educators in project-based learning so that we can be self- sustaining over time and continue to train new teachers as they come into the district. Um,
100so we're very excited about the work that we're doing in this area and for what comes next. Our fourth goal was around wellness and our wellness goal really asks us to grapple with the fundamental question of what does success mean for our students in Cohasset as well as our schools in our district. And early in the year as we were talking about this goal, we realized that we needed to do a little bit more work to ready ourselves for this full conversation and that engaging additional support to do this work would be really helpful. So we were really fortunate in that the CF supported us in partnering with challenge success to do that and their partnership became the anchor and foundation of our work. We were able to use data that we already have in
101the district from the youth risk behavior survey, the pair survey, CSCI, and along with our discipline and attendance data. Um, and we coupled that with the data that we now have from challenge success to really start to identify key action areas that we can move forward into next year as we start to create an actual definition of success and how we build the skill set of our students to tackle their academic challenges in a really meaningful, mey, and rigorous way and do it in a way that maintains their own mental well well-being and physical health. Um it was really amazing to not only see the data but then to have focus groups with students and then even in the evening from parents to think about the idea of success and the idea of challenge and
102the idea of competition and and where is that healthy balance. and the students gave us some really great information that we are now able to move forward with. Um, I think we can move forward next year in a way that in in a way that is stronger because we have the work with challenge success to to really hone our data in some ways validate what we thought um and help us think through where we want to go from here. So there's a lot more to come in this area. Goal five was around community engagement. So we had a communications committee and this committee took a long hard look at how we communicated as a district this year. And we surveyed all of our families and conducted a full audit of our practices and our tools.
103And what we heard from the community was pretty clear. Families want communication that is consistent, concise, and embedded in things so that they don't have that looking in finding different things in different places. Um they also want to see and know more about what's happening across the district. So if they have children in one school, they want to know what's ahead. if they have children in the upper schools, they want to still be able to see what's happening in the younger schools. Um, and so we identified some real gaps in what we do in how we tell our story, in the tools that we use and the consistency of our practices across the schools. So, we have a draft, our final meeting is actually next Monday. So, after that, I'll bring to you our final
104draft of a plan, but we have a two-year plan that will address all of that. It will help us streamline our tools, strengthen day-to-day communication, and build a more intentional brand and storytelling strategy for the district. Um, and like I said, we'll slowly bring that to you the next meeting because our next we meet on Monday to finalize that plan. And then finally, our last goal was around resources, um, which was our long-term financial planning goal. So this year, before we could really financially forecast the future years, we needed to make sure our foundation was solid. So we spent this year doing exactly that. We reviewed every line item in the budget, adjusted staffing based on actual enrollment data, established working relationships with the town manager and finance director almost weekly um and expect that
105those meetings will continue. Additionally, we expect by the end of this month to have a 4-year ratified union contract in place, which means we can now project our largest cost driver with real confidence as we look to build a five-year plan. Um, the FY27 budget was approved by this committee, the select board, and meeting this past Monday. So looking ahead and in collaboration with the new our new director of finance and operations who begins on July 1st, the new permanent town manager and other relevant staff and board members will begin developing that five-year fiscal plan and we'll explore potential overrides moving forward. And so, you know, when we look at this plan, it's a a lot, but it's still also only a portion of all the work that we've done across the district this year.
106I think it sets us up for a really strong and exciting future. Um, we now have stronger systems for students who need support. We have curriculum that families can count on. We have a shared vision for what deeper learning looks like in Copasset. We have a a really robust professional learning plan that is built upon the goals of our strategic plan and the voices of teachers and we have a clear picture of where we are with regard to student wellness. Um there's a lot that we've accomplished and to be proud of. I'm really really grateful for the teachers and the administrators who did all of this work this year. um every single committee we had has teachers on it in most of the work we did. We also surveyed teachers and so I'm grateful for
107every teacher ESP who provided input in whatever way they did because it's made the work stronger. I'm grateful to the families who filled out our surveys and came to our forums. I'm grateful for our our students who filled out multiple surveys when asked because that's the data that allows us to really continue to do the work that we need to do. And so just thank you to everybody involved and I'm excited for what's next. >> Thank you. I'll take any questions about the work we've done this year. >> Mr. Any questions or comments for Dr. Shannon? >> Been busy. I mean, it's a it was a very thorough presentation. I don't have any any questions. It's there's no doubt that you've had a lot on your plate. You're tackling this with um enthusiasm and even
108just the fact that you're able to get anything else done given the budget situation that we had. Incredible. So, it's it's great to uh see that we've made progress towards those goals. And uh I look forward to hearing more about all of them. >> Mr. credits >> uh on the communication side. Thank you for uh researching and recognizing kind of the the scattered way we do things here. Uh and I think that's the first step to figuring out how to both deliver what's important and everything which is what you said like cuz you're right parents want to know both districtwide stuff and specific things and there's not a whole lot of guidance on how to balance those two things. So, I wish you luck on that because um and you know I will you know
109obviously available to have those conversations um because I don't know right now how you balance those two things but it's it if we can figure that out it's going to be huge. Um can you just repeat for me the teacher contract sentence so I heard it correctly? >> Yes. That by the end of this month I hope to have a fully ratified 4-year contract. >> Okay, that's excellent. I'm glad that's public. I also want to just thank you for the hours and hours and your leadership, the relationship you've built, we've built with the teachers on that front. Uh Mr. Dial as well working with you was wonderful. But of course, the partners in this are the teachers and um the four-year contract gives us a really a really great way to see to the future.
110And the teachers at every step are partners and listen to the district's needs. And um I just uh I want to just commend everybody that was part of that process cuz I I do think that it it it shows just you know what working together could be. So um I want to thank the teachers as well for that. So that's all I got. Thank you. >> Thank you Mr. Evans. U Mr. Squido. >> I was kind of similar phrase to Mr. Evans particularly on resources and the budget process we went through. I think you know it being your second year I think you know your first year budget you know trying to get us on good track and we've seen that right we I think we're still on pace to end reasonably within that budget
111and then you know as I said before you know really doing a reset some people have called it right sizing or level setting the district but I you know maybe I'm overthinking this but I feel that there has been a bit of a change in the community and how they view the district's budget and there's always more work to do, but I think there is some higher level of trust that the school district is being run efficiently and we have a good grasp of what we're working with. And I think that you and Mrs. Owen and everybody who's worked on that deserves an enormous amount of praise because there was just, you know, a massive a massive change. At least that's what I felt over that time as we went through the budget process and
112I think that's just what really stood out to me. >> Thank you, Commission. >> No questions. I will just say thank you um not only for the presentation but for your dedication to our district um and the way in which um you have kept many balls in the mayor and kept our district moving forward um despite projects that were allconuming at times such as the budget um and that that didn't you somehow found more than 24 hours in the day um I think um it to make not only that budget project happen but to keep moving forward with um leading our district. So, um it's magic. Thank you. Um and we're in deep appreciation. >> All right. Um from there, let's move on to teaching and learning um with Dr. Scon. Thank you. So, um
113as Dr. Sh said, things are going fast. We are in the middle of AP exams at a high school. We are also in the middle of MCCAST. So, um we have um this week we had um math um we have science and technology coming up um and so that's happening for both the elementary and the middle school and then toward June um there will be the high school finish their MCAST and then the eighth grade has civics or grade 8 has a lot of assessments um they put in civics a couple years ago um and so that is um that's a lot but at the same time there's so much learning still happening in the classroom. So, when I walk around, um there are kids that are just so engaged. And we walked actually into
114a fifth grade class today. We're hoping to catch a lesson that we had been invited to, but we were caught up in our amazing debate with our fifth graders about um about um homework. Um but they were um they were in the process of writing um their thoughts and the amount of um engagement was just so huge. It's, you know, they're getting scoochy, too, because it's spring. Um, but they were quite, but they were quite involved. It was the end of the day, too. So, um, there were students that were typing, there were students that were reading. It was, um, it was just nice to see. So, um, lots is happening and the students are holding it together as the teachers are, and I'm just so impressed by all the work that they do. um
115because this is kind of the payoff now of all the hard work um this last six weeks or so when they get to see all the things that the students have learned and students feel really accomplished. So that's all I want to talk about. >> Are there any questions or comments for Dr. >> Thank you. >> Um Mr. Stapleton and Miss Davis, I see that you're here for CPAC. >> I am excellent. Come join us. Good evening everyone. So I have two updates tonight. The first is my typical data sharing. Um so April was another again busy month. The office of student services like every month there were 40 49 total meetings. Um at the elementary school there were 12 annual reviews held. There were nine re-evaluations. There are eight initial evaluations. At the secondary
116level there were 12 annual reviews. Three re-evaluations. One initial evaluation. And then for out of district I held three annual review IP meetings. um at the request of the school committee, I reformatted how I've been tracking um initial evaluation referral sources um and then those outcomes from those referral sources. So I went back for this current school year and looked by month at the total number of initial evaluations and then again at the request of the school committee broke down where do those initial evaluations come from or those parent referrals or those referrals made by our student response team through the MTSS process. Um, and so again, I can answer any questions about this information, but overall there have been, so far this year, there have been 53 total initiative evaluations. Out of those 53,
11738 of those requests were parent referrals. 11 of those referrals were students that were found eligible for special education. They were students with identified disabilities. Out of those 38, 27 of those parent referrals were found not eligible for special education. So those were students that did not present with educational disabilities. um that impacted them from accessing the curriculum or making effective progress and so they were found not eligible. Um and test referrals there were 14 total from the each of the different building levels. Out of those 14, 12 of those referrals were found eligible for special education. Um and then two of those referrals were found not eligible. Is there any overlap in those numbers where someone where there's a student that was MTF S referral and parent referral or those get classified they both
118got sick at the same time? Yeah, I I they would have been classified as how we code it in the system. Um so there are there is some carriers over there but I tried to really delineate like if there were clear parent referrals versus the MS sorry for >> No, it's okay. >> Um ask questions. >> Yes. Um, so this is this is great data that I don't know if you'll recall, but the genesis of this data, at least the way I understand it, is really for us to from years ago was really for us to have a insight into whether the MTSS systems here as as applied were working, you know, and how do they compare against what we're seeing in parents. >> And we've not seen the data presented this way. And a
119couple things jump out at me which which I think are positive, but I really want to get your reaction to it. Um, one, we obviously have a lot more parent referrals. I would think that's expected because parents really see their kids a lot. Uh, and and but they're also, you know, want to see their kids succeed and and want to make sure they have every advantage. So, um, and then we see, um, a lower number of MTSS referrals, which um, one might say, what's going on there? But if you look at the hit rate, MTSS is is above 90%. Um, when you get a referral there, you're you're you're going to be found eligible. whereas parents you might expect would be a little more aggressive and referring and and you might see lower hit rates.
120So I I see that's there. So given the context of this and and where you know one of the tools that we use this for at least I use it for is kind of a a health check on the functioning of our MTSS evaluations. How do you think we're doing? >> Yeah. So I think there's some interesting observations and I'm going to continue to look at this and then at my final presentation make some recommendations as well. Um I think some interesting facts are our MTS referrals clearly are you know as you said um most likely to be found eligible if referred by the team when I look at some patterns and trends at like the months of the year are interesting too. um you can see that there's less referrals at the start of
121the year from MTSS and I think that's to be expected right so we're getting to know students typically we're not providing interventions right away we are then implementing some interventions whether that's reading intervention math intervention and then you could see there's an uptick really looking towards the middle of the year right when we're seeing our students responding to those interventions and if not right then maybe that's when we are doing the formalized referral we're working with parents we're communicating to them that you know these interventions are in place they are receiving support it might not be through an IP but it's through our student response team through our MTSS model. Um, you know, parents are encouraged to request evaluations if they do suspect that there's a disability. That's their right. You know, they're entitled to
122that and and we honor those requests, which is why we do see a higher number, right, of parent referrals. In my experience, in my time here for 10 years, we have, you know, typically always honored a parent request for referral even if we have a meeting and we say, you know, there's no clear indication that there's a disability, right? They may be accessing the curriculum. They may have, you know, solid grades. They may their report card may reflect that they're meeting grade level standards. Um so we do have that dialogue when that referral comes through. Um and so you will see obviously you know um the number of parent referrals without found not eligible is larger than the ones that are found eligible. The data is a little interesting and complicated too because when we
123look at you know 11 parent referrals and this is where I'm going to dig into this a little bit more. Um a number of those could have come from early intervention. So they it wasn't like we had been missing children. It's that we had never met them yet because they're 3 years old and that their parents requested that referral. And so I'm going to really dive into like the 11 number as well to really make sure that you know I'm confident in sharing this out. Um but as I started to put this together I'm reassured by this information and how it's charted. Um I'm going to clean start clean in September next year. Um but I'm going to pull out that previous section within the first chart and start to strictly track it through this
124avenue through this means um because I think this is a better representation of the information and how we can understand how the system is working um and how students have gotten eligible. Um, one observation I have and it's neither negative or positive, but when we think about 27 meetings that are held for students that are found not eligible, it is important to consider like the the timing of the evaluators, right? All the school psychologists, the speech language pathologists, that will be 27 meetings that were held that could have ranged from an hour to an hour and a half that information. Um, that again resulted in a binding not eligibility, which is, you know, again, the right of the parent to request that. Um but I do think that's a very high number um for our
125staff when we think about the infrastructure that's in place um currently staffing wise and you know how we support students and work with students. Um so that's another observation that I have. Um and then when we think about MTSS as well um sorry I lost my train of thought. Um >> yeah sorry this I messed you up. my pot. >> Okay. Um so for the six at the end of the year, you explained why that happens. Is there as much as you can share in this discussion uh like a this lean towards like you said the the 11 maybe the younger cohorts classes or the later classes does that sixth number have more data inside it? >> You sparked my memory too which is to answer this question. Um this is considering just initial evaluations
126not re-evaluations. So currently at each grade level approximately 20% of our students are students that receive special education services. So that is closer to the higher end towards the state average. So when we think about just numbers of kids in each grade level, I wouldn't expect there to be another 10 to 15 kids that we're not evaluating that are also eligible for special education because they have educational disabilities that impact their ability to make effective progress. And that's the key to me is that >> and that's why class is so interesting and unique, right? When we have about 100 105 kids per grade level as we go through and as it declines, we really shouldn't be seeing percentages over 20%. So, I think that we're not I think that we're at a a fine point
127of, you know, evaluating students and whether we're finding them eligible or not. And this doesn't include students that have section 504 plans either. This is strictly students who receive services outlined through an IEP or individualized education program. >> Any other questions about this data before I move on to >> Mike? Thanks. feel like this was something I really needed to see like the longitudinal data here and I because I'm I was really hoping um that that MTS piece was really coming together and I'm really happy to see that and I hope that's reassuring to our parents as well. >> Is this is this going to replace the last format? >> No, I'm going to still keep the the the just the middle part that has always been confusing to me as well about where the
128referral sources come from. Um I'll go back. >> Yeah, >> this has been requested from CPAC for a while. This middle this middle part here I would just right >> tweak into just the other chart. >> Yeah. Yeah. I mean cuz like if if this chart never went away and we never saw it again, I'd be okay with that. Given that we've got this new chart, >> I would respect that decision if that wasn't something. >> Um but it's your report. Uh so I'll I'll put it that way. But um I do think and and it might be a better way to to far it out the uh source because it it is important for us to remember that some of the parent uh referrals will be from kids we don't know and so that
129that number is only necessarily higher than it would be if those kids because those are kids that we would not have had the opportunity to tests. >> Correct. It it includes early intervention. I should also say that it includes students that attend private schools that reside in the kind of school asset which to be honest we do I would say anywhere between 6 to 12 which is a range there of those evaluations per year for students that attend Derby Academy you know BC high um all those so the numbers yeah are interesting and so I'm happy to like drill down more into that too to make that more clear and you could just put in like a bins next to parent referrals or footnote doesn't matter um but it's it's you don't know the way
130you feel >> but yeah I won't miss this one that's Um, again, I think we're trending very positively here. We currently have 272 accepted IEPs across the district. There are 50 current evaluations going on. I always say that May is an interesting month for the office. So, if you thought the numbers were high in um, April um in, you know, we'll we'll have another busy month to report on in June. Um, we have a very low percentage of rejected IPS. Again, I'm continuing to work with families who have decided to reject the IP andor replacement to have those conversations with them. and we are awaiting our pending responses from recent meetings that have been had. My main update tonight, which I'm excited to share, is um as you were all aware and I've talked about
131in many meetings before, this was a major gear for compliance for Cohasset. Um it included our English language learner program review, the circuit breaker financial audit, and then um the largest amount of work went into the special education integrated monitoring review, which is a focus on special education and civil rights. So this work started in the spring of last year when I was introduced to this process in general, attended trainings, learned about the overview um and how this would roll out. Um so the the office of public school monitoring PSM conducts an integrated monitoring review like I said that monitors compliance with both state and fed um federal regulatory requirements that focus on these two main areas of special education and civil rights. Um regularly monitored standards are broken into two groups called universal group
132A and univers standards and then universal group B. Um and so districts are monitored on an alternate set of these standards every three years. So this was our year to be monitored within group A standards which covered student identification, IEP development, programming and support services and then equal opportunity and access. Um the group B standards which I'll touch upon in the future um you know are listed to the side there. Um so the DESI representatives Talia Higen Bothan was the name of our um coordinator um conducted the on-site visit for integrated monitoring review during the week of March 2nd. She was here two days that week with one of her colleagues from DESIE where they conducted the actual on-site visit but like I said this work really was ongoing throughout starting you know last spring
133um all the way through um it was broken into three methods of discovery. The first component of discovery was the district's civil rights self assessment. And I'll dive into those standards a little bit more in a moment. Um, but that was me completing work to ensure that our policies and procedures adhere to all relevant civil rights um, criteria that are evaluated through this process. The second phase, which again started this summer and was ongoing and was a lot of back and forth and uploading things to a web-based portal for DESIE, um, was the discovery phase. So this looked at information that I uploaded related to our policies and procedures pertaining to our special education manual, our process and then evidence of practices that are put into place. Um so a substantial amount of evidence. It
134also pulls directly from our indicators which is a state um statewide reporting that Lisa Port really supports through the Aspen system. So indicator 11 our child find again tied to our initial evaluation process and procedures. um indicator 12 which is relates to early childhood and transition um and then secondary transition as well. The third phase which really picked up after Thanksgiving time was the engagement phase. So this phase included interviews with staff um you know for the remotely and then on the on-site visit days um and CPAC as well as a parent survey that went out to all families. Um and then during the on-site visit was really a record review um where they looked at specific you know um student records related to special education to ensure that all the policies and procedures all
135of our processes that are in place um are we actually implementing them and is there evidence of that? And so it was a two full days where they worked right outside of my office in the community room um where I answered questions and facilitated them um as they reviewed all the information. So our report was published last week. Um so I'm very excited to share that um we had a very successful um integrated monitoring review on-site visit and very um reassuring bindings that our policies and procedures are all intact um and that we have you know a highly functioning special education department. Um as you can see there out of 40 standards universal standards that were monitored and I've linked the standards rather than I thought about reading them all out loud individually but I
136figured based on the timing that might not be what the looking for. um out of 40 standards, we were fully implemented for special education in 39 out of the 40. Um which was, you know, a really positive finding um from the state. Um we were partially implemented on one standard, which I'll touch upon in a moment. Um obviously, I was looking for a perfect score as a perfectionist, but um I think again we have some one area that we will tweak and finalize. Um, and then another reassuring finding was that we were fully compliant and fully implemented the three of the universal civil rights standards for general education requirements, which I'll describe those three. I can read those a little faster than 40 special education standards. Um, what I would like to celebrate, and I,
137you know, broke this down through this graphic, is the 39 fully implemented standards covered a variety of, you know, areas within special education. um information that was uploaded and processes and procedures that were reviewed by the state covered our evaluation process. everything from the instruments that we use to conduct evaluations, our evaluation reports, the process itself, timeline regulations, you know, this year with the state, you know, rolling out um very strict updates to um how we process IEPs, how parents receive those IEPs, you know, within, you know, 5 days following meeting um with the new IP form, I must add, um you know, was really a ch it has been a challenge for our staff. Um and we were found to be fully compliant with meeting those standards in the timelines to you know provide
138those that those documents to families. Um you know identification of educational disabilities. They commended our you know process for identifying disabilities identifying the right students. Um and you know really having those processes and pro procedures in place. Um it covered MCCAST participation ensuring that we have appropriate accommodations for students. Um we were fully compliant for IEP team composition and attendance. you know, we have all relevant stakeholders at IP meetings, you know, with their corresponding attendance sheets, evidence of that, and then team meeting summaries. Um, again, fully compliant for timelines and determination of eligibility. Um, special education progress reporting was covered within one of these standards, how we report to parents on progress that students make, how we document that progress, and how we write about that progress using multiple data sources. um IP development. You
139know, with the new IP format, there's been a lot of professional development done over the past two years to ensure that we are, you know, writing high quality documents that are clear for families that are user-friendly for our general education and related service providers. Um so that again was the piece that was covered through this finding the findings. Child's find in our ability to identify students in a timely manner was covered within one of the standards. partnership with early intervention like I've already referenced tonight and having that open communication to ensure that we're identifying students in a timely way at age three as they transition to school. Um it covered least restrictive program selection, parent participation in the process and engagement. Um and then our processes related to behavior manifestation um suspension and then assisted
140technology. So overall you know a number of standards were covered and if anyone's interested you can read each of them individually within the link slides and links on the previous slide. Um special education standard 7 was one area that were partially implemented and this standard relates to the transfer of parental rights at the age of majority at age 18 and then student participation and consent in that process. Um so a review of records in that moment you know on the on-site visits days found that um and through staff interviewers that we don't always implement the required procedures for the transfer of rights at the age majority including following. So this was really a form problem that we had that like those forms weren't present. There's two forms that students sign off on. They need to
141be um sign off that they were provided this information that at age 18 there's three options that they can have. You know, a parent can either obtain guardianship of them, they can share decision-making rights, they can delegate decision-making rights. And so we have those conversations at IP meetings and students are aware of that. Um but the forms need to be signed at a certain point in time. And so those forms weren't present within um the findings. And so I think before Talia left that day, I had already drafted a corrective action plan. if that's that will be in place. Um but that will be coming in the future days and we'll be rolling that out. Um so staff have already kind of rectified the situation and we've already put that form in that administrative work
142um you know into play to ensure that we're fully compliant moving forward. So we'll be monitored for that next year and we'll need to provide evidence that we have a process and procedure which will also be updated to our special ed processes and procedures guide um to ensure that we're fully compliant with um special education standard number seven. This seems like the ones that if you're going to have one that's the one that you're not it's not intervention it's not education it's you're now adults >> I was yeah again I I I accepted the finding um and said we will work to classify that quickly um for the civil rights criteria there were three main ones the first was availability of information academic counseling on general curricular and career determination uh counseling and materials are
143free from bias and stereotypes and then the key one here was responsibilities principal. So, I have to give a major shout out um to all of our principles that really help me um on reporting on this civil rights criteria um because it covers a number of areas as you can see here. It covers instructional supports that are available to students. It covers our district decap accommodation plan, our early literacy screening process, how principles coordinate with special education staff, and then educational services in the home or the hospital. So, you know, we were bound to be fully compliant with these three standards. Um some takeaways I had was I had to produce records um within a short period of time related to MTSS and you know the DESU one of their main focuses for this was
144are is the district able to produce progress monitoring you know forms for how we track progress forms for how long kids are intervention and if kids were inter in an intervention for over x amount of time what was the result from that and so we were fully compliant and the principles were able to produce very similar documents for me in a short period of time that really reaffirmed to me the work from the district plan as we align in our district goals as we align the MTSS process are the forum similar you know is the data similar are these processes similar um so again some like little tweaks we can make there I would say um to align it a little bit more consistently but overall these documents were produced in a timely way and
145I was able to get them right off to the state and they had no questions about that as they reviewed all that documentation um principal involvement in leadership um it was noted that again having our principles so involved in that student response in those student response teams in that MCSS process has really helped support um staff understanding of the process and then how interventions provided and again I love the size of our schools because our principles know all of our kids too. So being able to just say like I need records for X and the principal you know they all are able to produce that. Um and so that just came out to me as again a major strength. Um and then early literacy screening protocols are clearly defined and systematically implemented. um allowing for
146timely identification of students um in targeted early interventions. So you know Dr. Collins had done a lot of work, you know, prior to my um participation in this role. Um but our early literacy screenings um in our process and procedures for that, I had to produce records again in a very timely way for there and they were all spot on according to the state. Um which again was very reassuring. Um and so I know as you know parents rightfully so, you know, are concerned at a young age about early literacy, about getting the right instruction and support at the right time. um any students who you know were flagged as um you know the dyslexia screeners um we were able to produce all that documentation and it was all spot on um in the eyes
147of the statement which is you know again reassuring so a special thank you um I could not have done this work um without you know all the things on the screen I won't read them all my team chairs were instrumental um you know in helping me through this process you know Theresa Miller from my office um as my administrative assistant or the administrative assistant the office of student services um brought you know historical knowledge of having gone through this process before and then just the different MTSS team members who helped produce documentation um really was key. Um so again a very successful um integrated monitoring review um for this year and we'll move through the next steps with the corrected action plan um to come. >> And then my last update for tonight is a
148shout out and thanks Sarah for being here. Um we have a CPAC meeting >> plugging our meeting. >> Yep. A CPAC meeting in person scheduled for next Thursday. it will only be in person and not be virtual um because I have worked with some of our seniors um this year who will be graduating on June 6th and they'll be coming um and we'll be doing a Q&A type panel um where we'll be asking them some questions about their experiences um really ranging throughout each of the buildings um for how they've received support um in different ways and so I wanted to put in a plug there. Um we have some staff members coming too and I think it'll be a positive meeting um for families to hear about you know how successful some of our
149students are as they prepare for um the exciting um talks to come in the next few weeks. So that's my updates but happy to answer any questions. >> Thank you Mr. Stevenson. Do you have anything to add or on behalf of CPAC that you would like the school committee to do? >> I just think it's been a great year. I have to say all of our meetings with Michael, we've had like the best presentations and like it's really been awesome to have like the staff members come and be able to like meet people. Um, and just great. I mean, just the topics were awesome. Really informative. Michael puts everything on the website afterward. Um, was also really helpful. I've definitely had people go back and like look up your executive function executive functioning one. And
150um, that mass abilities one was I didn't even know anything about it last time when I went. So, um, just the fact that we were able to put those together at the beginning of the year and we knew what we were doing and it was really helpful. Um, trying to work with our attendance for next year going forward and we're thinking >> We have some ideas. We're thinking of like switching meeting times even though we did, you know, give a survey and, you know, your dad's really not that great when only like 12 people fill it out and you're like, well, well, three wanted at 11, three wanted at 6, so like what's the difference? Um, so we're gonna try and come up with some stuff for next year, but um, it was an awesome
151year overall and congratulations on that presentation and all the work you did. Um, I know it was a lot and you had a really awesome score. Is that going to be up there for people to see because some some of that information >> Yeah. So, this will be posted and then also the the I pulls from the DESIE report itself which is posted to the Desi website and it's also linked into the slideshow with the standards. Um, and there's more of a description too within there. Um, so yeah. Yeah, if anyone's around 11 o'clock, come come see the kids next week. >> Thank you. And thank you for your work um within CPAC. Um it's such a valuable resource um to families um as they're wondering if their child is um eligible for special education
152or their child has been recently um found eligible or that you're just in the middle of of that process. I think the camaraderie and the the advice um there is is huge. So, thank you to you and the other leaders of that um group. Um are there questions from the committee for Mr. Stapleton on this presentation? >> Can I just say one thing before? >> Yeah, of course. >> So, I just so at the end of the evaluation process, we meet with the representative from Desi um Hagen. She could not have been more excited to share how how impressed she was with Mr. Stapleton and the whole department, but especially Michael. Um, and so while I know that he thanked everybody on his team who played a huge role in this, I think we'd be
153remiss if we didn't um, mentioned the work he's done over the last two years to be able to have a department that is so incredibly wellrun to the point where there's one tiny little finding. Um, that is not the way that these reviews typically go. And so I just wanted to give him a shout out and congratulate him on the work that was done to get to that point. >> Thank you. Um, >> so at the the risk of further embarrassing >> you know this this this is I don't know that everybody really realizes you realize it because you went through it. Um how tough this stuff is. Um, I realize it because I I do it for a living with financial service companies. We have to do this all the time. Um, and we
154we have a we have another saying that like if if you have a you never get a clean exam. If you get a clean exam, that probably means the exam wasn't very good. So, you got one little thing that's that's almost like the A+ is when there's a finding that shows they were looking for things, they found something and they landed on it. So, so the perfect score would be actually a little bit less. So, you should be really proud of this. The the other point you made is on you know getting the records and having the records that is that's huge. That's where everybody falls down. There are companies out there smaller than the size of the school who uh have people who are dedicated to just doing records and they have a hard
155time pulling records together. So the fact that you you got top marks on that I just is very impressive. Uh so I do want to um congratulate you on on an excellent review here. Um, and it can't be overstated how how good those those results are. You almost overachieved. >> So anyway, thank you for that and thank you for your um your your data. I like the new the new model and um you know um Davis, thank you for your your commentary as well. It feels like our uh our student services department is moving in the right direction which is which is fantastic. So >> long way is indeed. So thank you >> Mr. And >> just imagine that CPAC will probably prefer the other chart and then we stop >> I love the new
156chart. >> Uh so obviously echo Mr. It's a quantitative uh discussion there. But on a qualitative note, I've talked to a lot of parents who who have entered into the system and and uh universally the uh the comfort that your department the guidance that you've given. I just hear wonderful things and I know that that is not universal because I talk to parents in other districts as well other districts. So I just wanted to on that note commend you, not commend but recognize that the tone that you brought to what is a can be a very uncertain process uh is not something that's on a form but it makes all the difference. So um thank you for that. >> Mr. Spartito, >> I guess I will ask this to Dr. Shannon and it's kind of
157my question because I don't want to put you on the spot, but is it really normal to meet 39 of the 40 criteria? I would imagine >> I worked in a few districts and I don't know that any of them have had this only only one >> as a slightly competitive person. I did look at it is it is common to receive many of them. So yes um I'm not I'm not like you know but um so yeah and again this is years of work too. So like I can't take like this is years of the right process and procedures being in place and then fine-tuning in recent years. Um so yes it is um you know again I think different districts struggle with different areas. Um and so again I think some main the
158main areas is like the identification piece was huge to me. So yes it's it is common to receive similar norms. I just imagine with 40 criteria, there's >> a lot of things that you could get easily caught up on. And I think, you know, >> we don't want to be, you know, too proud of this because there's always more work to do and families who certainly probably have concerns. I know that I probably just stole that from Mr. McClullen, but um, you know, I just think it's really impressive like just where we are in general. You know, I just want to point that out like Thank you. Uh, Mr. >> Thank you. Uh, no, no questions. I think I've made it very clear out what I think of your department and your leadership. So, I'm
159not trying to I agree with everything being said here. Won't blavor it fairly long meeting. So, thank you for everything you're doing for our district. >> I will just add my thanks and Mr. McLillin stole the word that I was thinking of that a lot of what you've been talking about today is about managing systems, but really this is leadership and so thank you for your leadership. Could I just add I'm a 51-year president and a retired special administrator from Gingham and have had conversations with Mike over the last couple years and he is exceptional and I'm here to congratulate you on your accomplishment because that is extremely rare to have some of them don't want to pause. >> Um so we'll move into um budget resources. Okay. >> So, um I am here to
160ask for you to accept a gift and donation from our PSO. Um the PSO supported our mosaic event with $1,000. And so I would ask that you make a motion to vote to accept their donation. And we are very grateful to the PSO for all of their ongoing support but especially of this night which you know is one of my favorite nights of the year. >> Motion to accept the donation with great thanks from the school committee. >> Um do we have a second? >> Second. >> Thank you. We'll do a roll call vote. U Mr. Dial. I >> Mr. Evans >> I >> Mr. Squadrino >> I >> Mr. McClen has stepped out. Um I also voting I with thanks again to the PSO um for all of their support throughout um the school
161year for um amazing events especially Mosaic. Um and so that passes for the four months. >> So please accept the bet accept it cash it do all the things. We will do all of those things. It sends a nice thank you note as well. >> Yes. Thank you. Is that the the full >> That is the full report or budget. >> So we are actually moving into um a vote regarding um school choice. Um so we had our hearing earlier um today. Um thank you Mr. Still some air time. Um and we did receive no um we did not have any public comment at that time. We did have some questions from the committee regarding school choice that Dr. Shannon um uh very thoughtfully um answered for us so that we do feel um fully
162informed on this issue. Um and as soon as we have all of our members back in their seats um we will take that. >> I could make a very long motion if you like. >> Like to stretch a motion Mr. commends that would be very simple. >> After our hearing today and hearing of all the reasons that um you know school choice was not necessarily the best fit for our district, I would make a motion that uh for this year we do not um move forward with school choice. >> Point of order. Is there any specific wording for the motion? Because I I'll second that. I just want to make sure. No. Okay. I second. >> Thank you. Um Mr. D. >> I Mr. Evans. >> Hi. Mr. >> Hi, >> Mr. Mclen. Hi, >>
163Jen Leleski. >> So, we will not be a school choice district um for the following school year. >> Thank you. Okay. >> Um today is May 6th. Um our elections, town elections are um this weekend. Um which does mean um that this is the last meeting um that Mr. J. Scotto will be um in service and sitting at the table with us. Um, so we would like to just take a quick moment Jake. So Jake, when this committee voted to add you to fill a vacant seat, we were excited to add the element of a closer to student voice to our discussions as a committee. What we didn't know and very quickly learned is that you are analytical, fair-minded, an independent thinker, and always, always, always doing the necessary research and learning to speak from
164a perspective of Listening also seems to come naturally to you and your way of hearing your constituents is open-minded without question. You have attended every single meeting since your appointment, even amidst your senior year at North Eastern. Jake, you have made us a better city, and you have served the people of Cohasset and the district exceptionally well. You are a model civic volunteer, and we hope that you continue to find ways to bring your voice and your talents to the communities to which you belong. Congratulations on graduation. and we wish you all the best. Thank you. Thank you. Thank you for your service. >> Um, Mr. McCall, would you like to present Jake with >> Yes, sure. Um, as we do with uh any outgoing member who has completed any amount of service, we always
165like to present uh we give everyone the same plaque >> and your plaque. What's that? >> New different names on each plaque. >> The same exact plaque, >> the same style plaque, same award basically to to commemorate one of those. >> Yes. No, I'm not giving him one. This is Paul. Um, so your plaque reads to Japo in recognition of his distinguished service to the Khassa community. As a recent graduate of the Kohasa public schools, you ensured student voice and perspective was well represented committee deliberation and action and you served as a shining example of the well-rounded citizens our school district strives to develop. School committee member 2025 26. There's the box. Make sure it doesn't leave. We're going to do a photo. So, just let's not forget. Absolutely. >> Your perspective exceeded anything that
166could possibly have been expected. And especially from my perspective where I like to be in numbers, I like to be in spreadsheets. as I like to be and sometimes I'm not as attuned to the empathy in the conversation and you always reset uh the room and especially me to get my head out of the details and think about you know the the what's happening in the culture here. Um and so I find personally what you brought this this these few months quite so we're a loting people this meeting at least the back half. Um, Jake, you're very good at this. >> Uh, I hope you find uh find roles where you can contribute. You're you're exceptional talent for public service, for thinking about things for oversight. You're you're going to go places. So, uh, thank
167you for your contributions here and I look forward to all your future success >> and I hope that one day if you end up coming back to reside in Cohasset permanently, you maybe consider running and joining the school committee at that time because I think you have been a fabulous addition and would be very sad to lose you. or Congress for that matter. >> However, I wish you so much luck in your new career and in this next phase of adulthood. >> No, I'm I've been really grateful for this. Um, as I was like walking back from class and saw on Facebook there was a vacancy. like big part of the reason that I put my name in is because I didn't really think anybody else would. And I kind of spent that like two
168weeks being like, do I really want to do this? Like being really conflicted about it. And I'm really fallen in love with it. I've really enjoyed it and I'm really, you know, thankful um, you know, at that meeting that like to be put here. I know that, you know, there's always hard decisions to be made and, you know, I'm just really thank really really thankful that I've had this opportunity and and thankful to all of you who are on three-year terms and, you know, I think, you know, do a lot of work outside of this as well that isn't necessarily, you know, seen just on the regular meetings. And, you know, I feel like I don't want to be like untoward. I feel like I receive a lot of attention and like a lot of
169undue praise. I don't want to sound conceited, but you know, the four of you also do a lot of work behind the scenes and, you know, are working really really hard to make this school district better. And that's something that I I can vouch for and, you know, I really appreciate it getting to work with all of you. >> We appreciate you. >> All right, so we are moving along. Um and we have the superintendent's evaluation um coming forward. Um so I'd like to give a little background on um the process. Um so one of the duties of the school committee is to complete an annual evaluation of the superintendent. Each school committee member has the opportunity to individually complete the evaluation form developed by Desessie. These responses are then synthesized by the chair into
170a final report that will be shared voluntarily in part. So while I will be presenting the evaluation, I want to thank all of you um on the committee for your thoughtful and astute completion of your individual evaluations. I believe that what is being presented is a well-rounded view of the school committee's assessment of the superintendent's performance this year. Um and I think that that's an important note just for anyone who is watching or wondering how this process comes to be that we are using a desi form. Um it is standardized across um educational institutions um public institutions um and that this is a um a compilation of the the work of the um committee. Um but before I commence with the presentation of the evaluations, I would like to take a moment to thank Dr.
171Shannon for her exceptional leadership during the 2526 school year. While many may point to her work on the budget as her crowning achievement and I agree. This year Dr. Shannon also conducted two upper level administrative searches, developed a PBL steering committee, ensured that educator goals were aligned with both the strategic plan and district goals, has engaged with a consultant to do a safety audit at no cost and in part partnership with the Cohassid Police Department, held two parent evenings to discuss issues related to student success, achievement, and mental health and wellness. Completed her doctorate degree concurrent with her duties as superintendent. reinstituted the professional learning committee to bring educator voice into professional development planning and after several submissions. The middle high school building was accepted into the MSBA program for the renovation build program. >>
172You mentioned negotiate a contract as well >> and negotiated a 4-year contract. I didn't include that cuz I knew we weren't quite done and I didn't want to jinx anything, but thanks. If it's jinxed, it's now on you. >> And yes, the budget. Um, those are just the highlights. That's quite a year. Um, thank you Dr. Shannon for your hard work and dedication. Your deep commitment to your role and the district is on. So I will um share with you um Dr. Shannon and everyone here for the first time um in full but also for our public. What I will do is to give you um our ratings um our sort of overall ratings for each category um and then read to you the summitative um description. So it's out of order which makes me
173see. All right. So for standard one in instructional leadership um you have earned an exemplary for standard two in management and operations. The rating is also exemplary. For standard three family community um family and community engagement you also have earned an exemplary rating. um for standard 4 professional culture you have again received an exemplary rating in summary Dr. Shannon, superintendent of Kohasa public schools, fulfilled her responsibilities in in an exemplary fashion throughout the 20 2025-26 academic year. She is a high performing superintendent as it and is extremely valuable to both the district and the town of Cohassid. Most notably, Dr. Shannon masterfully navigated the development of the fiscal year 27 budget with great finesse. In addition to communicating massive amounts of complex information in a clear and timely manner, Dr. Shannon has also been praised
174by stakeholders and those in town government for her collaboration, eye for detail, and transparency. While managing this herculean project, Dr. Shannon continued to build upon the goals established in the district's strategic plan. It is clear that Dr. Shannon is working to attain excellence in all areas of the district. We are deeply appreciative of the professionalism, knowledge, and dedication that Dr. Shannon brings to her work. It is evident that he she is committed to going above and beyond in the service of the district. We are fortunate that the district is under her leadership and we look forward to more exciting progress as she continues to serve in this role. >> We are very proud of you. >> Thank you. >> And very grateful for all of you. >> Thank you. I appreciate all of that. Which
175brings us to God for um which brings us to um the uh question of compensation that in the superintendent's contract um there is a clause that allows for at the discretion of the school committee to award up to $10,000 to the superintendent for exemplary um performance. So on the table right now is a discussion around what the committee feels is appropriate in regards to that clause. >> Madam chair, I need to um specify it's section 8 of the superintendent's contract. Um, >> and that was the piece of one piece of paper that didn't >> is for other things as well, but it's like reimbured, but in that is a discretionary bonus that the school committee may authorize up to $10,000. >> Thank you. >> I I can start a couple things. Um I think they
176it was uh chair vice chair mull and I were working on that contract and kind of had this idea that to have this and then the purpose when we were thinking about it was to incentivize um and provide incentives for exemplary conduct. We just heard got kind of four out of four exemplaries. Um and it's it's not that we thought hey every year this is going to be a bogey that everyone hits. uh because exemplary in my view requires a combination of two things not just excessive competence uh and leadership but also in a time of excessive challenge and I think we had that in spades this last school year with the various list of accomplishments. So, um, in my view, I think this is a a discretion and compensation well- earned, um, not only
177on the merits of of Dr. Shannon's leadership, but also her leadership in the face of significant challenge. Uh, and I think it requires both those elements to really to really trigger what I was thinking when we were we were putting this in there. But in my view, I think she uh, absolutely deserve it. and uh I think it's it's a a great thing for us to do as a committee. So, >> thank you, Mr. D. >> Mr. Evans, >> um my only I think the contract language and how they're negotiated are important. Um it shows good faith between the all the stakeholders, especially our committee and whoever we're negotiating with. And that's also important for the teachers contract that the contracts are um as intended. So I will defer to to my colleagues that were
178part of that negotiation for their intention with that clause and how uh it was supposed to be implemented. So that's my my feedback on them. >> Mr. Spry, >> I will just say that in my time on this committee, I have been nothing but impressed by Dr. Sarah Shannon. after we met for the first time and after a few SH school committee meetings, I would just like find myself in class smiling because I was thinking of you and I just felt that you were bringing this district into in such a good direction, bringing it to such a good place and just the amount of opportunity I felt was here is just it's just really like remarkable. Like I I think any district would be lucky to have you. If you didn't live in town, I
179would be worried about you getting poached. Like I think we're just such a for this role and every aspect of it that I'm absolutely leaning towards approving some higher end or high end of this. Um and I am I allowed to quote something in the contract or reference specific? I'm not sure. >> Yes, I meant to bring the contract. >> Okay. I just wanted to be clear. >> Um, it's unfortunate because the only question that I really have or there is language in the contract saying considering the state of the district's budget. And it's a really unfortunate situation that the only reason I think we wouldn't approve the full amount or at least I wouldn't is because of that consideration because, you know, we because of where we feel the budget might be going. So,
180you know, regardless of the outcome of our deliberation, I would just say that, you know, you have nothing done nothing but impress me at every turn. Um, and it's unfortunate that that's the sticking point here, but I think it is something that we do have to consider. And I would feel very strongly that if we could not necessarily come to a consensus but you know have a strong discussion about that I think that would be important for the community as a whole if that makes sense. >> Thank you Mr. M. >> Thank you. Uh Dr. Shannon's an extraordinary superintendent. We're lucky to have her and uh in in a number of ways. Um, I think that um she is um not only extremely capable in her day-to-day uh role, but also as I think she's
181a very intelligent, deliberate person, which I think is partially evidenced by her negotiation of the contract terms. Um, which is who we want at the helm of our district, right? Right. We want someone that's going to be negotiating favor favorable terms for the district who is going to be able to advocate on on behalf of the district and and ensure that, you know, we're getting best terms from vendors, we're getting, you know, we're developing the best curricula. Um, and I think that that shows, you know, in the in the way that she negotiated her contract, and we have to take that in consideration. It was it was part of what she considered when she was accepting this role, and we're lucky that she did. Um, we're we're so fortunate to have a superintendent that not
182only lives in our district, but who has metriculated students through our district, who currently has a student who's about to graduate. Um, as she was getting sort of her superintendent feet on the ground and and and so she's not only familiar with the district as an administrator, as a former educator, but also not here, but in other districts, but as a as a parent. And that's just so important. We're just we're extremely blessed. Um I like Mr. Scoro struggled initially about the thought of um a discussion of the bonus being a wood um because of that last sentence the provision which is sort of a constant reminder that we have to be fiscally prudent. Um, having said that, um, I I have considered that. And, um, I think that, you know, if this was a
183$100,000 bonus, maybe I would be thinking differently, but, you know, this is a $10,000 bonus, which is real money and, you know, adds up. But, um, we this is a this is a this year's expenditure. This is not next year's expenditure. Right now, our budget, as we've heard in former reports, is on track. We're, you know, we're not veering out of control this year. And that is in large part due to our superintendent's leadership. So, I think it would be um a little bit um contradictory to say we're we're happy with the current healthy state of our budget and not at the same time recognize a major driving force and why we're there. Um it's it's part of our superintendent's conversation. She has just earned an exemplary rating which is the highest rating. Prof. Proficient
184is what is expected, right? So most superintendents are receiving a proficient rating and that's a good evaluation for superintendent. They're walking away happy with that. I'm doing my job. My job's not in jeopardy. I'm I'm running the district well. This is exemplary. This is this is serving as an example of other district superintendents how they should operate the school, how they should lead the school. So in a discretionary bonus, I failed to see what else our superintendent could do in order to earn the discretionary bonus. So, I am in support of awarding her. She received exemplary ratings on on all four um of the areas um standards and um and so I I fail to see why we would recommend anything less than the maximum of the $10,000 bonus for our superintendent who is leading
185not only and and just I'm hanging on the budget thing, but just think about Dr. Shannon. Um she she she was summarizing this meeting with the fifth graders um at Deer Hill today. Um, we were talking about homework and we heard from high schoolers, we hear from students regularly like, "Look at how our kids present, right? Our kids are so impressive. I was so proud of those fifth graders." And it's not by accident. It's because we have an excellent school system. And yes, some of that is due to other leadership and other staff and our teachers. It's not just all Dr. Shannon, but we need really strong leadership in our superintendent and our assistant superintendents. And so I think it's it's incumbent upon us to um to award Dr. Shannon's performance and and and and
186approve the the the maximum bonus. So I'm in favor of the $10,000 discretionary bonus being awarded to Dr. Shannon. >> Thank you. I got to say my piece earlier, but I will also say that I feel as if this is um almost like an investment in our financial health. Um it is an investment in our schools. um we need to take care of our not to dis um personify you um but in our assets and Dr. Shannon is one of our greatest assets um and um I think that my guess I and I don't know the numbers and I probably should have asked where we are today um but seeing as Dr. um sorry I gave you a doctor right there um you you do have one as Dr. MLEN said um that I I
187might I am anticipating that our budget will be able to accommodate um this bonus at the end of the year. Um so it for those reasons I would also be in favor um of awarding Dr. Shannon a bonus this year. So, I I would like to make a motion. Before I do, I I just want to stress that part of what I'm impressed by and the reason why I support also the maximum amount is is not just because you have been a great superintendent. The the circumstances in which it happened. Um, and so it's I guess I'd say that I viewed this provision of the contract to be an exceptional thing. I think you've had an except this has been an exceptional year and I think you performed exceptionally. So, I don't want it to
188be a precedent that every year this happens. This was this was incredible. So, um, with that, I would say, uh, I move that we award Superintendent Sarah Shannon the maximum amount of the discretionary bonus permitted under her contract in the amount of $10,000. >> Second, we move to a roll call vote. Mr. D. >> I, >> Mr. Evans, >> that's fine. I I I worry about some of this um with other conversations. There's no question that is um because a lot of people to sacrifice and I don't know how to score that. >> Mr. Evans, it's a difficult situation. So, just vote how you feel. There's no feelings being it is what it is, right? There's a difficult physical situation. We did have to reduce some positions and this is a discretionary bonus. So, just,
189you know, just just vote how you feel. You shouldn't it's it is what it is. It's difficult decision, but like I said, it it it is, you know, it's 10,000. It's not like it's replacing one of the positions. It's it's a manageable amount, but it's also it's in the contract. It's it's in the contract. >> That's what I said in the beginning, which means >> and and if the discussions that you both are are reflecting or that this was an important part of bringing what is a phenomenal superintendent to the district, then then I will honor honor that >> retain a strong essence. If if that was the intention of the counc I will defer and vote I as well >> Mr. Secretary, >> I will vote I. This is Sarah's budget. This is we're
190in the results of the work we're in experiencing our success. So, I'm very happy to go by and I will defend it to anybody who wants to talk about it. Even though I will not be a school committee member, you can reach out and I will give a full throat defense of this. >> Mr. Hi, Jenki. Thank you. Appreciate it. >> There are no topics at this point not reasonably anticipated by the chair. We have no minutes to approve. >> I will have minutes for our next meeting. >> Thank you. >> Promise. >> Thank you, Mr. Dial. Um, so at this point, we need a motion and we have no reason to move into executive session. So, at this point, I'll be seeking a motion to journ. >> So, move. >> Second. >> Thank you.
191Uh, Mr. D. Hi, >> Mr. Evans. >> Hi, >> Mr. Swatrio. >> Hi, >> Mr. Mlier. >> I congrat >> uh Chanleski. I thank you all for being here. Um, good night everyone.