001All right, we will call to order uh the regular meeting of the Kohasset School Committee. Today is Wednesday, March 4th, 2026 and it is 6:00 p.m. in the evening. We will start with a roll call. Mr. Evans >> present. >> Mr. D will be joining us shortly. Mr. Squatrio >> present. >> Mr. Mlen >> present. >> Jan Ley present. Um so we will begin with a quorum of four and Mr. D will be joining us shortly. Um, all those who are able, please join us for the pledge 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. >> You um good evening everyone. We have a nice robust uh group of
002people um here with us in person. We have another robust group of people here with us online. So, thank you for attending. Right now is the time for public comment if there is any. Um so I'll continue to monitor um our online participation um which is limited to Zoom. Those of you who are watching on 143TV or on Facebook unfortunately aren't able to participate live. So switch over to Zoom if you'd like to do so or anyone here. Okay. Mr. Action. Thank you. Good evening everyone. Will Ash from 125 dome street. Uh just have a couple questions that I hope we can answer tonight. Uh pertent to the agenda items. Uh the first one's about process and timing. Uh we heard a lot of comments uh that override has to start with the select board.
003Oh, actually heard select chairs here last night said that any override that the schools wanted would have to start with the school committee. Um, also we've heard numerous times that it's too late for an override. However, last night at select, uh, the statement was that it's too early to contemplate an override. So, with both committees saying the exact opposite thing, I think the community deserves some clarity on the actual process and I think that should be sorted out between school and select and give us a definitive answer on that. Uh, next, Mr. Mr. Mlullen last night you made a great public comment at the select board meeting that we found additional money to ensure minimal loss of humans I think you said um while that is admirable it does achieve it does not achieve the
004level service required nor does it solve the structural problems facing a school based on half a decade of underfunding nor does it address the huge fee increases imposed on parents in last year's budget crisis I look forward to hearing all the details tonight but still expect this committee to continue working toward a level service budget for FY27 that includes reductions of fees posed last year. For anyone out there in the audience that remains skeptical and feels that the school needs to be more resourceful of the funds they do receive, please know that I was once that mindset, too. However, after digging into every facet that I could find about past and present budgets, I can confidently say the town needs to allocate more funding for the schools, be it through an override or other areas
005of the current town budget. Thank you. Mr. Are there any further public comments? Um, we will move on to our invited guests. We have a um potential trip coming. So, come on out, join us. look forward to >> hearing especially as we are surrounded by snow journeying elsewhere. Um seems like a lovely thing to do and a lovely thing to think about especially this public. So if you want to mind introducing yourselves and telling us a little bit about what you have planned. >> Sure. Um I'm Caroline Crims. I'm a high school English teacher um and president of the CTA as well. My name is Natalie Hanbour. I am the COO of a nonprofit called School the World um where students from Bahasa High School have traveled with us on service programs. I'm Karina N
006from the world language department in the high school and official chap from the >> So shoot we did not bring extra copies of the itinerary but we shared them ahead of time. Okay. Sorry >> we're going brief. Yeah, we went from one meeting to the next meeting to the next meeting. Um, but uh we did travel to Panama um two springs ago um and came before you to talk about that trip. This trip is very similar and Natalie can speak to the specifics. Um the itinerary set um and the students are signed up and in the middle of their fundraising process. Um, and this year instead of Panama, um, we'll be traveling in April hopefully mission to, um, Guatemala to help build a classroom and hopefully a, um, playground in an indigenous v village in
007in Guatemala. Um, and I think Natalie can speak to the specific areas and the safety process and, um, the general itinerary of what a day looks like. So we have already like 16 or 17 students that they start doing the fundraising. Some of them last year already. So they're in a good sport to to the trip. Um yes I some of you are familiar faces from when we were here prior. So nice to see you again. Um when we actually spoke about this trip previously it was to Guatemala and then unfortunately we shifted gears and went to Panama. Um but happy to be back again. So in terms of the specifics around our program, um we work in three countries in Central America in general. So it's Guatemala, Honduras, and Panama. Guatemala we've worked in
008the longest. So we have the biggest team of staff there in country. Uh we will be working and traveling to not only Guatemala City, we'll travel to Antigua um two days as well, but also spend majority of our time in the rural communities of Santa Cruz, Deliche. Um that is where we have an office. We have 35 employees that work there. Um we work in over 100 communities there. Um so really embedded in terms of the local culture and working with the mayors in that area. Uh so this group would be partnering with the local community and partnering with the local mayor to fund construction of as said school andor playground. Um they'll spend the majority of their week in the community. We're really working alongside our team members, uh the community members, the school,
009uh community such as the teachers and the students and really having that cultural exchange as well as the service component as well. Uh in terms of our safety protocols, so uh not only just our whole footprint on the ground and how embedded we are with local government, um really makes a big difference in terms of this program. Um but we also have an emergency preparedness plan which um we previously have discussed as well in terms of our protocols and procedures as an organization um and what we do on really on a weekly daily basis working with our team. Um that was developed by a risk assessment team from um Gene and it actually is updated every single year by them um as well as local security officers that we have that are experts in Latin
010America. Um, and so we have not only those procedures, but also our local team and our any of our team members get trained prior to every single trip that we have. So not every year, but every single trip we have, we have retraining in terms of those procedures and all this stuff. >> And there's a a nurse that travels with the team. Um, so they're I can say she was yeah, outstanding. Um, really involved with the kids. any little issue and there were only little issues that came up, she was right on on top of and she worked alongside us and and was right there in the community with us too and stayed at the um lodgings with us as well. Um I just was so impressed with School of the World. Um last obviously
011we didn't go last April but the April before I have to say I was a little nervous. Um but that went right away. Everything is beyond organized, beyond professional. Um, from the vans to the drivers, everybody was helpful, informative, um, welcomecoming. We felt, um, safe and, uh, it was a life-changing experience, and I think the students felt the same way. We heard nothing but positive things from them, except maybe when they were stirring cement in the heat or shoveling or raking the rocks. But um even that um they can't they can't speak of it. I mean they they speak of it often and always with um appreciation and um gratitude for the opportunity to go. Um and I think you know there are so many facets of the trip that are beneficial. It's the emotional
012connections formed with the kids of the community. Um watching the teachers teach with their resources in those communities. watching the um the local parents come together to actually build the school. Um speaking the language, you know, you're you're dealing with Spanish but also indigenous languages. So there's sort of like a you know, once removed communication kind of effort going on. Um and then the hard work, you know, the actual physical labor um and the the bonding amongst the students when we go back to the hotel and we discuss our experiences and um share a meal together. Um it was it was absolutely amazing and you come back a changed person um with something to put on your resume but but more importantly um with something that will impact you for life. I agree with all
013that and I think that what the school war maybe in my opinion sets them apart from like a tourist agencies like that's what they do. They go to the villages and they build the schools and they are in contact with the community and the students and I think that that makes a huge difference in the impact that has on the students is an unbelievable and with the inter interaction with the kids like the last day everybody's crying they have such a wonderful week they also have an opportunity to do home visits that's true as well and so they are invited in small groups into um local homes to really get a sense of how the communities live in um in these rural areas. Um and that is always one of the eye opening parts as
014well. Um you know, so very different and to sort of get a firsthand glimpse and be welcomed into those homes is really impactful as well. >> Do you have any questions for us? >> Thank you. I'm sure we will. Um we could start with Mr. Evans, >> could I question ask could I let Mr. McClo you because last time we've been through this you had much more >> you've been through this much time much better questions than I had. So do you mind leading just the questions here Mr. I'm happy to if that's what wants me to do I I just generally you know I'm in favor of trips I just the concern I always have and I probably raised the same issue last time was safety so you briefly addressed it. Um obviously the
015safety claim is not part of what you presented to us the specifics of it. Um you have had your organization has a a defined presence in Guatemala and has for some time how long have you guys been there? >> 17 years. >> Okay. Yeah. >> Um and during that time have there been major you know incidents or anything like that? >> Okay. Because it is you know looking at the the state department study it's a level three reconsider travel right now for Guatemala. Panama level two right. So Mexico is four. do not go. >> Um, so things are not not turbulent in Central America. I'm not a a prof expert in in Central American politics right now. Um, so um I'm just >> asking you you're you spend a lot of time there. You're connected
016to the community in in the area. So I mean it sounds like in 17 years if you haven't had a significant incident, >> right? >> Um then that's pretty compelling. >> Um obviously things have changed during the 17 years. So um >> Okay. And and there are the security officers. Um are they first of all can you describe a little bit like what what what are we talking about there with security officers? Like >> so they're um they're actual experts in security in Latin America and they're from that region. Um they work for some of the big names of those security measures. Um and they we I work with them um every couple months just as like a reinstatement just to see what's happening. because as we know things change rapidly in our world. So
017um but they look at everything in terms of Guatemala, Honduras and Panama, what's happening currently. They know really on the ground what's going on in terms of any politics or you know shifts in government that could stir things up. Um and as of you know just two weeks ago when I met with um my expert for the region uh he mentioned nothing is happening like everything is calm. We get that report from all of our staff that is on the ground as well. We have staff in Guatemala City as well as the rural region. Um and so we talk to them on a daily basis. Um in terms of the state department, it has been a level three for many years. Um and if you go on, they actually pinpoint specific areas in Guatemala that
018you know they say steer away from. We do not travel to those areas or through those areas. Um and so where we're traveling are some of the safest places to be. Um if we do go if we are in Guatemala City and we have to stay there um we stay in what is called zone 10 which is the safest area um it's really kind of where like the big malls are and you know many people live there and work there um and we would stay in you know a holiday in or something similar if we have to stay in Guatemal City uh we typically travel right to Antigua which is beautiful Spanish colonial capital UNESCO heritage site very safe um we stay with you know the same vendors and work with the same vendors that
019we have for many years some of our drivers have been with us all 17 years. Uh and then in terms of um the rural region, it is it's very safe um in where we work. So um we monitor things on like a daily weekly basis as well. And so I think just in terms of our whole strategy and our policies and how we work as an organization and just how much we are embedded with the local government and communities. Um they're also watching for us while we're there. >> Okay. And does this some level of security force travel with you to the sites when they're when the children when the kids students are are helping to like >> we don't we don't have security. It's actually was advised not to um just in terms of
020having you know I think we got this question previously like having armed vehicles or vehicles traveling with you. It actually draws attention um and it's something that you know security measures they sometime advise against doing that. Um and so we haven't had that. We uh in terms of our drivers like they're always watching out if there's you know any road closures things like that that could happen. Um if there is something like if they take the roads for any sort of strike or >> Okay. Um and is there some sort of overnight security in the accommodations? Um >> they have security. Um and in accommodations we actually stay and really rent me rents out the whole accommodation. So when we go we typically u have the whole place to ourselves but where we stay in
021Guatemala uh they are gated. >> Okay. And um is one or more chaperoons taking charge of the students passports while they're there? So >> it's actually a staff. Yeah. >> Um we register everyone with the US embassy there. Um aside from our own like insurance that we have that oversees for KN&R. Every other um traveler also has additional insurance in terms of like emergency medical insurance um in ter of interruption um all those as well. Is there like a lights out time or the kids are told not to leave their room? >> 10 o'clock. >> There's a security guard on floor to monitor that. Make sure >> there's a there's somebody at the hotel that monitors and then we are staffing shop rooms. We are walking the halls and monitoring as well. >> We're being
022forced every day >> and there there is really no time where the kids are unattended. I mean it's we are we travel as a group. I know when we were in Panama I imagine Guatemala is much the same. Even when we were sort of shopping in the local, we were groom and it's not >> Yeah, for sure. I mean, there shouldn't be this. >> Yeah, there's there was never a moment where I felt nervous and and I expected to honestly, but there was never a moment where I felt nervous. There was never a moment where I felt unsafe. Um, and you get glimpses of sort of the constant communication and the satellite phones and the I mean, it it was very reassuring. I felt very safe and um honestly the local staff so knowledgeable, so
023kind. You could just tell that they know what they do. Uh they they know what they are doing and they do it well in terms of talking to people where we stop and communicating with you know the other local except for lunch. It was it I was impressed. >> Um all right. And I just you may have said this earlier and I might have missed it. What what how many students are going and how many chefs are going? So I believe right now um >> 17 and then there'll be obviously um me and myself uh as well as one other staff member from the Boston area um as well as the nurse that we bring and then on the ground we have local staff too. >> Our policy is 1 to6 but it tends to
024be more like one to four when we have local staff involved. >> Okay, great. Thank you very much. Appreciate it. Maybe I will just add um a little bit about the cost per student. I think I remember in the past there was some student fundraising done to offset the cost of the trip, but what are families ex sort of expected to carry and is there a mechanism here in Passid for providing um financial assistance for those who who would like to go on the trip but can't swing the entire for the or a part of the um tuition. So the cost of the trip is um 3,950 and that includes the flights, all the trip expenses, insurance, everything as well as funds the project that they're working on. Um there is fundraising the students uh
025as Krina had mentioned some of the students even started last year fundraising. Um they have been organizing several group fundraisers here locally um and have had quite a bit raised so far for the group. Um, aside from the group fundraisers, these students also have the ability to do their individual fundraising um, through online fundraising pages um, and through their family and networks, you know, around neighborhoods as well. Um, in terms of I've been monitoring it and several are doing very well in terms of their fundraising. Uh, and I don't and neither I don't know if you want to speak to some of the other maybe mechanisms here that you might have created opportunities where the students come they did the babysitting day when we have the professional development day. They are in in Terra Hill
026and no also and they spend the whole day babysitting kids from the town and they are able to fund raise for that and we also had help them during the winter stroll. Right now they're having a basket to do waffle tickets and get money from that. So we help them with ideas and they've been going to the more soon. >> Thank you. It's often part of the learning experience. Probably the part they're at least thrown, but you'd be surprised since digging cement is the other. Um, but uh, you know, it is part of the experience is sort of actually being involved in the fundraising so that when you're there, seeing the classroom built, helping to build the classroom, you know that you actually fundraised and helped this um, school to be a part of the
027community. Um, and frankly, it's so good for the kids to sort of go out and ask for donations from the communities to put in the raffle basket skid and sort of have explain the work that's being done and sort of have those interactions. Um, so it's sort of part of the whole process. I will say not everybody is as on top of it as they should be and we do a lot of chasing but um you know they they know they know the cost and sort of what they can fund raise >> and actually I think that it brings the community together because for the basket that we're putting together some of the students have visited different stores in town like restaurants or any kind of store and they are presenting the service trip and
028they're telling what are they doing and then the stores give them the gift cards that were put into the into the basket. So the communities are what have done too and they're being part. >> Thank you. Um any other questions from the committee? Mr. Evans. >> Sure. Thank you. Like sorry for putting on the spot, but that's exactly what you phrased it all much better than I am. Um you know, we this is such a bubble we live in. It's great. Uh but um you know, as someone who traveled a lot, uh when I was young and continues to do so, I think part of doing it in high school was invaluable. you talk to you've had students here that talk about things and their experience here and one of the first things they always
029bring up is the opportunity to go somewhere else like that is just so formative um obviously the world has changed in the last week um and Mlan really covered a lot of security concerns uh and I I don't really need a detailed answer but uh is there do you have at least internally a clear no-go set of >> to say listen if this happens that way um there's a there's a clear understanding that um you can make that call and you're prepared to make that call. >> Yeah. Okay. >> Yeah, we do. >> Um and obviously like you said, things have changed rapidly in terms of what's, you know, happening. Um and we've been discussing it internally. We do have a no-go if anything were to happen. Um I think obviously that would be happening
030here locally compared to Central America. >> Yes. >> So yes, we do. >> Okay. I appreciate that. Thank you, >> Mr. about there. >> I will say that my sister actually went on this two years ago and I thought she was going to be miserable and I think it was like the most rewarding week of her life. So, um obviously I'm excited to support this. I have one question and maybe it's just as an anxious traveler, but on the on the flight on the way there, the 1 hour layover, how do we feel about that? And like is there potentially a backup on that? Again, maybe I'm being overly conscious about this. in my opinion. >> Yeah. Oh, so we have we we actually worked with um travel agents who put these slides for us.
031Um and we have had that layover before having done this trip before because it is a large size group. If there was anything to happen, they typically hold it for us. Like if they know we're coming in on the flight, they will hold the flight because we're a large group. >> Okay. >> But typically it's like >> even the airlines are so welcoming. Yeah. They do the little announcement but they have volunteers on the plane. It's it's a lovely experience. >> But I think two years ago, I don't remember if they were originally going to go to Guatemala, but I think it did get diverted to Panama. So, is that like still an option this year? >> We actually diverted it like early on. So, we met in in 2023 for the 2024 trip um
032and to get approval and it was Guatemala and then um we weren't sure what was happening with local mayor uh elections and so we decided by you know December 31st January we would have to change it to Van. So we did >> and Mr. Dial is with us. Mr. Dial, do you have any comments or questions? >> Oh um no I've been to Guatemala City for a wedding. It was a lovely place. The people were excellent. An incredible culture. I want to thank you guys for bringing this opportunity to our kids. Um, Mr. McCullen Abley as always deals with the security concerns and um, I think uh, Mr. Evans also raising the issue of the international kind of world we're in. Um, and I'm glad you guys are sensitive to that. So, uh, I think
033bringing these things to our kids and these opportunities are awesome and uh, very much appreciate you guys doing it. So, thank you. Thank you. >> So, at this point, we'll look for a motion um to approve the trip to um service trip to Panama as Guatemala. >> Guatemala as as um presented. >> So, move >> and a second. Second. >> Okay. Kevin. >> Oh, >> we'll do a roll call vote. Uh Mr. Dial >> Irv. >> Mr. Squad. >> I Mr. Mlen. >> Hi. >> Jen Leky. you have our full confidence and approval to have a wonderful trip. >> Thank you for all your time. >> Thank you. >> Chair, um we will move on to our superintendent report with Dr. Sarah Shannon who is online with us tonight. Um it's almost like you're here
034with us, Dr. Shannon. >> Almost. I'm in a different time zone though, so um it's close but not that close. So, thank you. Um, I am with you this evening. I am only going to be with you through a portion of the agenda after the budget presentation and discussion. I will be excusing myself and Dr. Scholins will take on anything else that comes up over the course of the meeting. Um, I have two updates though before we get to the budget. The first is I did um at a prior meeting share um that MECO is turning 60 this year and as part of their celebration they are holding a ball. It's called the opportunity ball. It was originally scheduled for March but it has been been moved to May 1st at 6 p.m. in Boston.
035So that gives folks more time to decide that they want to attend. I did share in my last newsletter some details about the ball. Um, tickets are 250 per person, but we would love for folks from Cohasset to join us in celebrating Mechco and the relationship that we have had with MECO for all of these years. And so if anyone has any questions about that, they can reach out directly to me or go directly on the MECO website to purchase tickets. We also are coming up on the end of winter sports season. It's not quite the end for some folks. The girls basketball team is actually playing as we speak. Um I'm not quite sure where they stand. I know it was a close game um before I hopped on, but they are in the
036um round of 16 in the playoffs. They went in as a number 12 seed, so I think we should all keep our fingers crossed that they win this evening. Um they're out in Makona, uh almost as far at the end of the state of Massachusetts as you can be. Um for swimming, there were seven swimmers that qualified for the division one sectional meet and seven qualified for division one states. The sectional um finalists were Ashley Wagner, Johnny Appleton, Sam Dlo, Will Dlo, and Wilson Nusbomb. and going to states were almost that same list. Ashley Wagner, Johnny Appleton, Sam Dlo, Will Dlo, and Wilson Nesbomb. So, wishing them all good luck. In skiing, we had three skiers qualify for the state final race. Rean Brindsey came in fourth for the 142 and 10th for the 142.
037I'm going to be honest, I'm not quite sure what that means in skiing. Um, but we're excited for her. Robert Blanchard came in eighth in the 145 and 24th in the 145 and Claire Starvish was 57th in the 142 and 64th in the 142. I think I'm saying that right. Um, boys hockey, they went in as the 25th seed in the D4 tournament. Unfortunately, they lost in the first round of the playoffs, so their season is over. Um, boys basketball and gymnastics both had great seasons. did not qualify and wrestling um finished their season. They were Cohasset tournament champions for the Cohasset um SE um tournament this year and actually came in second at the sectionals tournament as a team, which is the first time in a very long time that's happened. Seven wrestlers qualified
038at sectionals for the state tournament and two were alternates. Um those finalist finalists were Randall Kennedy, Michael Shannon, Paul Chapman, Ronan Kernney, Jacob Sasso, Mattie Cups, Erin Teryaki, and Jay Naples. And at the state tournament, um both Randall and Ronin placed and Randall was invited to participate in all states last weekend, um which was an amazing opportunity for him to be at the Mass Mutual Center. So, congratulations to all of our winter athletes. Um, it's always a good sign when we are closing out a winter wrestling season and we are starting to talk about a spring season because it means the weather is getting better. So, it's on the horizon. So, those are the only two quick updates I had if there are any questions. And if not, I'll jump into the budget report. >>
039Questions from the committee. Go ahead. I have a small question. >> I in my calendar that there is a musical this weekend. Do you know if that is still happening or not? >> It is not still happening. Um with the snow days, the students who were part of the musical and those who run the musical all got together because they lost five days of rehearsal over overall. Um and so they all got together and they made a very democratic decision where they felt as though they have had a wonderful experience together. They did a lot of work. They celebrated their successes and they did not want to delay the play but also did not feel having lost so much time last week that they could continue to put the performance on this this weekend. So
040it has been cancelled. But the students seem it was they were very much a part of that decision. >> Thank you, Dr. Shannon. Mr. Evans, >> just to follow up on um a note you had in the um the parents about snow load concerns on the on the buildings. I think we did talk about this briefly last Wednesday, but are all those concerns have been addressed? I think it came up in a board meeting as well about facilities shoveling some roofs. We did see that Hingham had an actual problem. Um, but just confirming, closing that loop that we're good here with surviving. >> We are completely good. I would give a huge shout out to Nick and Jake in our who run our facilities department. They were incredibly proactive with that. They were out in
041buildings checking the the roofs um as soon as they could. They brought folks in to shovel the roof at Ozgood and small portions of the high school roof and the middle school roof. and all of our roofs are good to go. And we actually had the building inspector in all the buildings before we came back to make sure we were approved to be in the buildings. >> All right, great. Thanks for closing up. >> Yep. >> Thank you. Any other comments or questions from seeing none, um Dr. Shannon, please go right ahead with our budget and finance um presentation. Okay, >> give me one moment to share my screen. Can you all see that? Yes. Thank you. All right. So, um, sorry. So after weeks of coming to you with um bad news, I am
042happy to share some better news tonight with regard to the budget um with a lot of patience with persistence and a heavy amount of collaboration. Um, I learned earlier this week, actually on Monday, that the town has decided to release some of the overlay funds. Those are funds that the town holds to manage some um tax shortfalls, but because we are all talking about doing an override for FY28 to address many of the structural components that are leading to this ongoing um deficit and us being able to get to a place of level service that they're going to release some of those funs funds to us for this year. And that brings us to a 4.99% increase over our FY26 budget. If people recall, since the very beginning in working with the town manager, the
043goal has been to give us 4%. So, they have exceeded that goal, getting us just to under essentially 5%, which is great news. Um that means that our increase over FY26 is $1,180,95. Those are additional dollars for us for next year. It does leave us with a deficit from level service. Um and that deficit is $1,9,65. And this presentation was will offer an updated recommendation for closing that gap. Um, but it al also will share how we are preserving some of the positions that were originally presented last week. Um, that were potentials for reduction. Um, some of which resulted in some staff members losing their positions. Um, this presentation will update everybody as to what positions will still be re reduced, which ones will no longer be reduced, and how that impacts our human capital,
044um, our teachers who are our most valued resource. So, this is the budget line overview that I've been sharing at every meeting. This is updated. Everything on the left side is exactly the same as was presented last week. The change is right here in the yellow box which is the aotment from the town and our ongoing shortfall which I just sort of gave an overview of. So I'm presenting this information in two different ways because I think this first graph can be hard to understand. So, I'm going to go through this first, but then I will share it in a different way, and hopefully between those two um versions of our update um it will help people see what we're doing. So, actually, this is I'm going to step back. This is actually the what
045we shared last week. So, I just wanted that there so that people could see in comparison to what I'm about to share with you. So everything in red is a shift as a result of the additional $282,000 that has been allocated to us from the town. It also represents some additional retirements that have come in. Um, I've mentioned before that we offered an early retirement incentive for staff for up to five staff members. Um, we have at this point had staff members take those positions. Um, there's a clause in there in case more come in for how we would handle that. Um but those savings that came in, one that actually um was turned into me yesterday at 8:30 in the morning, um those retirements make a difference and they help us save money and
046they help us retain staff. And so they're they're very bittersweet because some of the people who well all of them um it's hard to lose really great staff no matter how it happens and I use the word some because my kids have had some of the people who are retiring and every time one of them tells me they're retiring I go back to my own children's experience and my experience having had them as as teachers. and and I'm sad that all of them are leaving the district because they are leaving such an amazing legacy. At the same time, I don't begrudge anybody um the joy of what comes next as they enter into retirement. So, I'm as excited for them as I am sad that we are losing them. That said, they also um in
047making this decision have really helped us with some of our budget concerns. So the combination of those two things has allowed us to make the changes that you see in red. Um we actually are able to bring some funding back for supplies, professional development, curricular and instructional resources. Um many folks across the district were ready to make do without and we felt like it was appropriate to bring back some of those resources. Um, we will still be reducing the central office position. Um, a school front office administrative assistant position. We still are looking at a loss of administrative stipens still reducing a bit in athletics. Um, pi position reduced for the additional half day prek. Um there's no loss of staff there because of attrition. Um the ESP will potentially be a loss of staff.
048We're not quite sure yet because we have to see how some things play out. Um we are still looking at potential um reductions in FTE for some of our elementary specialists like our fizzed, art, music, library teachers. That's still part of the conversation. For many, some of them they may be reduced from a 1.0 to a 0.93 or to a 87 or 085. And for some, they may stay at 1.0, but they may have to be in two buildings as opposed to one. The 0.5 music at the at the elementary level is still a a loss. Um there's a retirement at Ozgood that will be a cost savings. Um but we still need to rehire. There's a we originally um we were reducing an ELA position at the middle school and a math position at
049the middle school and a special ed position at the middle school. those three positions will be reinstated given the additional funding that we now have. Um you'll see that the ELA position there's an additional savings there because there is a retirement um that is happening but there it's not the full um cost savings of that salary because we will need as we bring that position back we will need to replace the the position that has a retirement in it. um still in conversation about the two technology positions, the one at the middle school and the one at the high school. We do believe that um though we are going to continue to reduce a high school art position, there will be no loss of staff due to some attrition. World language is a position that
050with the additional funding we can reinstate. There's a social studies position at the high school that will still be a loss of a position but not loss of a person because of attrition. Similarly with science at the high school there there's going to be a loss of a position but not of a of a um educator because of attrition. Um and then there's another retirement that will need to be replaced um but there is a savings with that retirement as well. And so to look at it a little bit differently, um we have positions that are being reduced but will not result in a loss of staff. And we really feel strongly that we can absorb these positions um and not negatively impact students as a with class size. Um again that's the 0.5 prek
051the 1.0 art teacher at the high school, 1.0 social studies at the high school and 1.0 0 science positions that are fully being re reinstated are the 1.0 ELA at the middle school, 1.0 math at the middle school, 1.0 O special ed at the middle school and that one we did reinstate because it helps us continue to maintain and really what we talked about was grow programming so that as because our students when we were reducing it were all still going to receive the services that are required by their IEP. We were not worried about that. However, we it would have put on hold our ability to grow our programming, which we are trying to do because ultimately as we continue to grow programming, it will allow us to um retain some of our cohesid
052students in district who may otherwise need an out of district placement. So, this allows us to to continue to strengthen that programming and a 1.0 world language position at the high school. um where we are still looking at some potential reductions that do result in a loss of staff. And and to be clear, one or two of these may still come back in the next week or so. Um we just because these this shift is happening so quickly. We learned one thing on Monday. We learned a couple more things yesterday. We haven't had the time to do the full due diligence on some of these that we need to. Um, but we are looking at that it and on the other side it said.5, but it's really point4 music technology at the middle school and
053high school and the two administrative um, assistant positions. All of that said, we do at the last meeting we talked about recall priorities. We do have recall priorities. We are looking at those technology positions at the middle school and high school. We are very much looking at those administrative stipens because there is a lot lost when we lose those as well. We are still thinking about possible adjustments to the elementary specialists from the earlier slide that we talked about the um fizzed, art, music and so on. And then we also would because we are reducing that secretarial support, we would like to at some point bring those back as well. But a lot of this is um fastmoving change. And when we started this process, we knew that it would continue to shift and that
054the landscape of the budget would continue to change all the way, not even just through March 25th, which is when the school committee has to vote the budget, but all the way through June, even through August. That's how school budgets work. And so we are prepared to to continue to bring people first and positions back as we can um and as that landscape changes. Sorry, trying to change my screen here. So we are feeling good about this shift. This is probably the biggest shift we've had so far because it has allowed us and I I am stealing some of um Mr. Mlelen's words to substantially and materially mitigate anticipated reductions while we're continuing to find ways to mitigate additional reductions. Um we really um are committed to continuing that work. uh as things shift, we
055will continue to to do that and we continue to appreciate our town officials, the select board and community members who are working to help us find creative solutions to support our district and staff. I think one of the I'm a believer that within every obstacle or every negative thing that happens there there's something that we can find that is good. And I think what we have found in all of this, no matter how hard it is, is that there is a deep commitment to our educators across the entire community, and that everybody sees the value in the teachers and the staff that we have in our district. Um, and so that's the positive that's coming out of that because they are amazing. They are the reason why we are the school's district that we are.
056And so the more we continue to do this work, the more we can continue to make sure that they feel the appreciation that they should be feeling. Um, so that is where we are of today. I, you know, originally two days ago, I would have come to you tonight and said there's not a whole lot different from what I shared with you literally one week ago. I'm happy to be able to share that there's actually a lot that is different and it is looking more and more positive each time we talk. So I will take any questions, comments. >> Thank you Dr. Shannon. We'll um start with the committee. U Mr. Dial. >> So Dr. Shannon um thank you very much for that for that presentation. That is welcome news to say the least. uh
057we had previewed a little bit of that between the two of us at our um at our earlier meeting this week. So, I was super excited to hear that we have levers to pull to uh to retain staff. Uh I mean, as you've said and we've said all along, the staff is what makes our district great and we have a lot to show for the herculean efforts of our staff. I want to also specifically recognize our town manager who is clearly going above and beyond for our schools. Uh and so thank you very much for the work you're doing. Uh Dr. Shannon, you're obviously doing an incredible job of uncovering every dollar that we can find and every savings we can make in the in the name of trying to keep our schools on the
058trajectory that they're on. Uh which is a onward and upward trajectory. So I think this is this is fantastic news. The slight tinge that I think we have is that this I think for the past three years we have pulled every lever that we can pull. We have found money everywhere we could find it. We have brought forward uh anticipated revenue. We have moved things around. I think this is the end of that. And so the ne the real work is going to begin coming up this next year. We will be in strong support of an override for our town to structurally fix the finance of our schools. Uh I don't want the town to come away and think that we've solved it this time and that means there's continual pockets of money that we
059can find and and and bridge these gaps. This is this is a miracle that we've been able to survive this. If if if the numbers hold and we're able to survive this as unscathed as we are, that is an incredible triumph. But it doesn't mean our work is done. Uh we we really have a funding issue for our schools and we're going to need to have the town come together and help us. And what is great and your your silver lining point, we have seen tremendous support for our schools. Uh and if it takes going through this trial to pull that support and realize that we have such a supportive community, I think that's great. And so I see great things to come. Um, and I'm incredibly grateful for all the work that you and
060the town has done to um to get us to where we are. And I I I hope that we can have future budget presentations that are that have smiles instead of frowns and um we can uh continue to provide the top tier service that we're providing our our our students. So, thank you for all your work. I I have no questions. Uh it was very clear for me. So, thank you. >> Thank you, Mr. Oh, can I jump in for one moment because um as Mr. Gile was talking, I realized I should have also said um one of the things that happened today too was um some of this new information was shared with staff who who would have been impacted. So, um I just wanted to make sure people also understood that this was
061not we weren't presenting this to the first for the first time so that this impacted staff weren't aware. Thank you, Mr. Evans. >> Thank you for for the update. Um, thank you for for all the work. Um, one thing about retirements and um, in the sheet that we just saw, retirements were like a cost savings. Um, but I think it's important that we recognize that it's it's a human savings and we are saying goodbye to people that have been here 20 years, but we're also saving people that can be here for 20 years. We have a lot of really spectacular young teachers that have been in the district only a few years that connect with kids and want to stay here. And so this is not just a the spreadsheet looks better. This is actively
062ensuring the future. Um so uh I am appreciative for everyone that's been here to your point Dr. Shannon. Uh I'm uh and I celebrate them and I also celebrate all the people we get to keep. Um, as we've been going through this, there's a there's a a business piece, uh, my apologies, I'm getting wonky, um, called the theory of business by a guy named Peter Ducker in the '90s in the Harvard uh, business review. And he talks about every business needs to have a very clear why they exist. And he sets out a whole thing, but the thing he ends with is that it must always be challenged. You must always challenge what you're doing and how you're doing it. And that's what this process let us do. We challenged every line out of it.
063We challenged everything we did. Dr. Chann, you were creative. We had hard conversations. We had painful conversations. But it challenged us to figure out how to do things and how to do things going forward. So, it isn't easy to your point, but it's healthy. If we want to succeed as a district, we have to constantly challenging how we do things. We can't just be rounding up every year. Uh, and when we go to the town, we talk about our priorities. Now, we have exact things. We know exactly what $50,000 does. what $80,000 does, what what programs they are. That's the kind of stuff we need to communicate. And I think Dr. Shannon, um it what you were able to do last week and how you're able to phrase these certainly made it easier um for
064our needs to be understood and then uh our needs to be accommodated as much as possible. Certainly not 100%. Um finally like a few months ago when we started this thing I I made a comment to say like we were in small ball was the word I was looking for that as we went through this process we would learn things and things would look differently at the end because at the beginning we were 12% we were you were hitting the red bottom and I've been through a lot of municipal budget cycles. built a company over 20 years ago through things things shake out and I think us being able to play small ball is is really important where we're now looking at individual goals and we're going to take that momentum and understand exactly how
065we got to where we are and then and then go somewhere with it. Um, one thing about professionals, I do want to spend a moment for the professionals. Obviously, teachers are, you know, the group, but uh, the professionals that work here that support the staff, they're they have families, too. They have colleagues. They have friends that we're going to say goodbye to. But also, again, having run my own thing for so long, you realize there's something called a non-barking dog. There's things that don't get done when you don't have when you don't have enough professional staff that you don't realize aren't getting done until something happens and you're you're months behind. And so it may be easy to say, "Oh, central office lost a person. Great." No, that's a bunch of tasks that someone else
066is going to have to take over or a task that we may not get to. So, as we talk about appropriately sizing the district, those are important roles, too. And I think that we need to also recognize those contributions. So, thank you. >> Thank you, Mr. Evans. Uh, Mr. Squatrio. >> Oh, thank you, Dr. Shannon. Um, as I was looking over this revised presentation and just thinking back to where we've been, starting at 11.88% increase and then kind of ending in like a 3%. It's really great that we're at 5%, but it is important to remember it's still far from what we really needed for a level service budget. And there are many challenges. So I'm not here denigrating anybody for that. But you know, I don't want to cast a negative light on this
067news, but I think it's important to keep that in mind. Um, and it's also encouraging that we are able to retain like we've said this a certain degree of human capital as a sort of bridge because of what has occurred this week. So that is certainly very encouraging. But I think we really need to take how we felt, how the community felt, how other boards felt as sort of a shot across the bow of what this situation looks like in the event that we are not able to fix this issue because we spent a week seeing what it would look like if we really I linked to this phrase from Mr. Dial cut into the bone of the district. we saw what that would be like and I don't again maybe I'm naive but I
068don't think that is something that the community wanted and I think as scary as it was facing it and confronting that challenge has really made us more willing to overcome it um and I also think it's important from the slide that you raised to mention that we are actually still having a lot of student not necessarily student facing but student affecting cuts for lack of a better phrase. We've been able to, you know, not have to let individuals go by attrition, but we are still having reduced programming for students, especially in some of the subjects like science and social social studies that got raised. So, it's it's obviously very important to take care of the teachers and the staff, but it I think it's something that we should bring up is that there is still
069a bit of a substantial student impact even though we are, you know, realizing some degree of recovery from last week. Um, but you know, as Mr. Dial pointed out we do kind of have like a clear story or narrative to build from the budget where FY26 it was Dr. Shannon's first year and there was you know a major deficit ongoing and that was a first round of cuts that definitely saw pain was really you know fee focused and you know did involve staff cuts but not to this degree and for some and this is not necessarily my opinion but I can see how some could view that as a healthy process you know like I've said we need to be responsible and as much as we would like to spend spend lots of money on
070the school and make it the best district. We do have to operate a healthy budget. So, you know, I can see how people could make the argument that the FY26 cuts were, you know, a healthy, you know, lean down the district sort of process, but this and what we presented last week and to a certain degree, what we are still facing is certainly not that in my opinion. And what we would face in a third year of having to do this, like the idea of pulling more levers is certainly not healthy to any degree. So, you know, I understand a lot of the concern that's been in the community and I also understand a lot of the scrutiny that we face because we are absolutely a big, you know, portion of the town budget, but
071we are at a level that making further cuts to this school district is I don't want to say not realistic, but I will just say not a good idea. Um, but you know, again, taking a step back, I think what Dr. Shannon has presented is sort of a ripoff the band-aid budget, right? If we look at what what the drivers are compared to the previous year, it was things like utilities and transportation. Um, and I think in your second year here trying to level set expectations around this budget, build a responsible budget and then allow us to have that foundation to move forward. And maybe I'm very forward thinking here, but I have to get it in. um you know is a really responsible idea both for this community and for this district. Um and
072I'm losing my place now. Sorry. I was very organized. Um, I guess my last point I will make is that one of the reasons I was very concerned over the past month and leaning towards some sort of bridge, stop gap, override to get us to another budget where we could plan that out further is because of the human capital risk and the idea that both having an override version of a budget but also not having an override version are very conscious choices. And we were going down a path where we were going to cut 10, 15, 20 FTEES. And even if we did secure an override later this year or, you know, at town meeting next year, we still took a step down that path that would reduce the efficacy of that where it's less
073attractive for teachers to come back. We've lost a certain amount of talent. you know, all those effects on the district. So, that was a reason that, you know, I feel like that was something that I was leaning towards and again approached with a considerable degree of caution. But, you know, overall, I think we we've stepped off the ledge and it's very encouraging, but we are still facing a lot of challenges and I think the need for a change is absolutely still there. Thank you, Mr. Mr. Mlen. >> Thank you. Quick, three quick points, Madam Chair. Um, first, uh, it's not over till it's over. We shouldn't rest on our laurels. There are still reductions and those additional recall recall priorities that Dr. Shannon identified are still something that we should continue to look at um,
074constructively and critically until a point comes where we need to uh, from a time perspective vote in the budget. Um, so I just want to put that out there that this is great news. It is encouraging. It was honestly somewhat emotional for me when I found out. I was very relieved, but um, it's it's there's still um, some folks that are uh, in threat or under threat of losing their positions and we don't want that. So, we're going to continue to look at this critically. Second is that um, I just want to state that uh, and I I've told some members of the community that have contacted me as well about this and we've had discussions about it. Um, I will be pushing as hard as I can for uh a school override, whether it
075is part of a more comprehensive uh presentation involving other town departments to our community or not. Um, I will absolutely push as hard as I can for the schools to request um an override uh to stabilize our budget in the coming months. And finally, um, I want to thank by name, um, our town manager, Michelle Liry, who everyone should know this. Everyone that's listening to this, um, should understand how hard she worked to, uh, identify solutions and that has led us to this much better scenario than was presented last time. And, um, everyone should be aware of that, of what a what a partner is she she is for for the schools. Um, what a partner her staff is in town hall has been for the schools. um if you are grateful or if you
076are appreciative of this improvement then you should um let her know about that. Um that also goes for um our superintendent of schools, our assistant superintendent of schools, Dr. Sarah Shannon and Dr. Leslie Collins and our leadership team including all our principles um who also worked tirelessly and collaborated with um town manager Michelle Liry to make this possible. also our CTA um who also have um collaborated with the superintendent and um you can see some of our um faculty members have recently decided to retire. Obviously everyone has personal reasons to do that but there is uh no doubt there is some altruism involved in that and where they have uh opted to help uh their younger colleagues um save their position. So we should be thinking of that. Um town departments also throughout town have
077come to I think work with town manager in um identifying places where there were comfortable cutting so that the schools could uh benefit from that. So that is an example of our town coalesing around our uh prized community asset which is our public schools and number of residents uh had contacted me after my um perhaps overly emotional appeal at the last meeting but nevertheless um many people had contacted me. There are a number of residents in the audience some of whom I talked to and so everyone should know how important that the school district is. Everyone was very concerned with this and I just wanted to point these things out. Thank you, Madam Chair. >> Thank you, Mr. McFallen. I will just um really just um reiterate reiterate um the thank yous that have been
078um expressed around the table um for the unfailing effort, the dogged um sort of pursuit of finding um funding for creating um a level budget um for saving as many positions as we possibly can. Um it is the um epitome of persistence. Um and so thank you to everyone for not giving up. >> Yes. >> Just add one more thing and to build up I meant to mention this but to build up for what you said Mr. McCollum um a lot of the adjustments that were happening to town and I watched the meeting yesterday of all the different town departments they're one time right so there's things that were creative that hey maybe we don't need to do this but this isn't going to happen in another year. Uh so uh it really was a
079flexible a flexibility a partnership that got us there not some found money uh and uh we need to fix the structural problem because that this is a onetime fix. So I wanted to point to that. >> Thank you. >> Um in any case I think we have created a foundation of understanding of the funding that the district needs. Um, and I think there's a foundation of a a really wonderful partnership um that has been growing over the course of the years um, but has truly strengthened um, with Michelle Liry and Dr. Shannon um, to work collaboratively um, to to care for our schools and to and to simultaneously care for our town um, so that everyone gets what they need. Um, so thank you to everyone um, and we will continue to receive updates from
080you Dr. Shannon, I assume because this is, as you proved this week, an everchanging and ever evolving scenario. >> It is. Yes. Thank you. Um, if if this part is wrapped up, I'm gonna and I can't see the room, Cherleski. So, >> I see no raised hands in the room and there are no raised hands online. So, I may excuse myself, but before I go, I would like to just share that um the girls basketball team did win. >> So, that is great news and that Addie Andrews scored her 10,000th point. Very good. So, >> something to celebrate there as well. Um so, thank you and have a good rest of the night. >> Thank you very much, Dr. Shannon. >> All right, Dr. Scholins. Um we will move forward with our academic initiatives. >>
081Okay. Um, we do actually have a review and discussion on the policy PC. >> Oh yes, excurs. So, um, anyway, hold on. >> Oh, I think they're supposed to in the packet. >> Yeah. From a question. >> If I would motion that we table it. We're still very heavy in the budget and that's where my head's been. So I don't I don't have any new thoughts on this and I think it deserves our attention. Uh but right now our attention is in the budget. So if that's I would motion to take make a motion to >> All right. So Mr. Evans has made a motion to table the discussion of security cameras in schools and our policy as to how those work. Um do we have a second for that? >> Second. >> Thank you
082Mr. Swatrio. Um Mr. Mlen has stepped out but I believe we can go ahead and we still have a quorum. So we'll um do a vote. Mr. Dial. Thank you, Mr. Evans. Hi, >> Mr. Squadrio. Hi, >> Jenleski. I um thank you for that suggestion. Um Mr. Evans. >> So, we will move on Dr. Scholans then uh to academic initiatives. >> Too too many tabs open. There we go. Um, so tonight I just want to u just present the student opportunity act plan. Um, this with our director of student services, Michael Stapleton. Um and I will go over um we'll go over the plan and just kind of the highlights of what's happening um with this. This is um an act that was enacted in 2019 and the purpose of it is to reduce the
083achievement gap um and looking at really um specific subs and which ones um and you were to decide what you wanted for your district um and then kind of what evidence-based practices you are using and then create an ambitious three-year target. um CO did impact the timing of that. So um this plan is actually a 2427 plan um going into the last year of it. And um what we decided to focus on as a district is to reduce the reading and math achievement gap for students with dis. And so just quickly, these are the objectives and we need to pick from a bank of things that the state suggested. And so uh we decided to look at promoting deeper learning so that all students engage in grade level work that is real world relevant and
084interactive. Um and so first we select uh skillfully implement high quality and engaging instructional materials that support culturally and linguistically sustaining practices and foster deeper learning. And so we chose out of that comprehensive approach to early literacy. Those um objectives and then number one were all things state suggested. And so we decided to develop and implement a comprehensive approach to early literacy education that supported was supported by highquality literacy core curricular materials and that encompass foundational skills and then also use the MTSS process to support our students. Um and so looking at um high leverage practices for students with disabilities. So looking at training all staff and high leverage instructional practices designed for students with disabilities. And then collaborative teaching models develop or expand co-eing and other evidence-based models that leverage collaboration to best serve
085students with disabilities and multilingual learners. So those were the things that we chose. Um and so when we looked at our district, our plan um originally started with Ozgood and then we added Deer Hill and Middle School to our plan because it does start at Osgood but we want to keep monitoring our students. Um and then we decided to look at evidence-based intervention programs in math and literacy. Originally we just were starting with literacy what we saw the need for math and then looking at refining our systems using data to inform teaching and learning and then our MTSS uh process. We've continued to improve upon the process with the district and building based data teams and then expand our co-eing into grades three through five. So that was the overall for the three-year plan. And
086these are the actions that we've taken. Um there's been professional development and literacy for special education teachers. We provided professional development for co-teers through Seaside Consulting. Um Mr. Stel could talk a little bit about that later. Um all special education teachers in grades f K through five are trained in Wilson reading system or Gillingham structured reading approach. And then we continue to review the ELA curriculum. And then for math, this year we implemented the updated version of our elementary map K through five, the bridges edition 3. And then we continue to increase the use of data to inform instruction using our forefront platform related to MAP. and um it allows us to identify where students are out based on the standards and um and built into the program and then continue to identify disconnects and
087gaps, key concepts and skills for intervention. And so when we looked at the data um we saw that we are slowly closing the achievement gap for our students with disabilities and it's all moving in a positive direction. Um last I think it was last meeting um Mr. Stapleton talked about how growth has its es and flows, but as long as it's moving in a positive direction, um it's not necessarily so linear. Uh that's what we want to see for our students, all our students, but in particular our students with um disabilities because um they have goals that we're trying to have them achieve. And when we looked at our MCCAST growth for both ELA and math, um our students um with disabilities were their typical growth was in the average range of the low 50.
088um student growth percentile and the average growth is between 50 and 60 percentile. So the growth is good. Um there are times when we'll have see a student who could have a growth of 60 to 70% which is amazing because they're closing the gap even quicker. Um but we were happy to see that they there was there was good growth. Um, and then we also noticed then we were looking at our I Ready, same for our dibbles that when we looked at our students with disabilities, um, when they're moving from not meeting to partially meeting, there was some movement, but we saw really, um, much stronger movement from partially meeting to meeting and exceeding. So, we were making those those groups smaller and making the other groups larger, which is really what we wanted to
089see. And so as we continue on um this is the plan we had and it seems to be working. So we really didn't want to do too much different um with it. So we're going to continue to explore and pilot and implement tier one and tier 2 intervention programs especially where we have um Bridg's math program. Um we're going to continue to investigate intensive tier three math interventions. You know, we're constantly looking for new programs as more research happens around brain development and acquisition of skills and then continue to provide professional development for all our staff on the interventions. Um, we did not get to conduct an assessment audit yet, but it's in our plan. So, we'll continue that next year and then we'll continue to monitor our uh data teams and data dialogue protocols
090in our MTS process. And then these are the things that we'll be looking for um when when we are looking at are we making success and are we closing those gaps. So we'll continue to look at MCCAST um and then also looking at their student growth because that's really important to us even if they're not making benchmark is their growth um strong and then again what what does it look like with some of our other diagnostics in comparison to our to the our whole population of students. Um, and I think you want to talk a little bit about the co-eing and how you've expanded the student side. >> Yeah, I just I think it's worth learning that the student opportunity act um is a great vehicle similar to like the sped strategies work that was
091done last year. Um, really looking at like cohesion and how we support students with disabilities through both like special education process and the MTSS process for students who are not identified. Um, you know, in previous presentations that I've been here for and spoken about, um, and at CPAC meetings as well, we've really talked about, um, how we were looking working to develop inclusive practices for students with disabilities. Um, the co-eing model started really at the middle school and high school years ago when I was still teaching um, at the middle school and we really have brought that down to the lower levels and we'll be continuing, you know, fortunately with the staffing that we have within the district right now to continue to develop that and build out that programming, that opportunity for students. Um
092but it's been nice to have some cohesion. Um we use seaside consulting which I've spoken about before in previous um presentations. Um to have a great resource who comes in and does observations with staff um both general education and special education. Um and then really looks to build like vertical alignment of our co-eing model. Um so structures and support systems are similar you know from co-eing in first grade um all the way through up until um the high school. So, I think this again is a good way to both monitor progress um for our students with disabilities and us as a district as a whole. Um and we look at how our students are performing not only on statewide assessments but on districtwide assessments and then relative to their special education goals and objectives as
093well. >> Great. Thank you. Um and so our next steps are we'll meeting with CPAC because we want to get feedback and information them and then we will submit our information to the state. we have to do that by April 1st and they will um they review it and if they have questions they come back and ask us about it which is fine and then they publish it so you always have access to those reports on the Jessie website and so you know we're happy with how it's going and um we look forward to see what it looks like you know when we look at the data from this year too and hope that it continues to be the same trajectory. >> Fantastic. Thank you uh Dr. Collins. Um we'll take questions uh from the
094committee. Mr. dial. >> Uh, no questions from me. Thank you for all the all the work and the excellent presentation. >> Thank you, Mr. Evans. >> Are you sure you have to retire? >> No, I just, you know, but but thank you again, right? We've been through this, but it's it's um, you know, this is, you know, you you and Mr. Stapleton steering the ship on recognizing new programs, deploying them, and and, you know, we are seeing gaps that are that are shrinking. That's, you know, kind of what I was talking about before. The planning that happens behind the scenes is years, you know, you don't flick a switch and so much of this has been years in the work for you and um and it's just I don't this is probably your last one
095of these. So, so thank you again and and you know, we we we will persevere to continue on the path you put us on. Thank you. >> Thank you, Mr. Sprito. I don't have any questions but just you know the two objectives that you chose I have totally seen that in all the curriculum related discussions we've had both like civics and like project based learning but also like MTSS. So just wanted to point out that it really shows. >> Thank you. >> I will just also add my thanks. It's it's the curse of going last. Um, but I also was pleased to hear that all of our K through5 special ed um, teachers are trained in either Wilson or OG. I think that's that's huge um, and and really important and I think strengthens our
096overall program. Um, so I'm so happy to hear that that um, is um, is the case. Um and likewise um I think co a co co-eing model is really um the way of the future and such a great way to um keep students together having a a really holistic learning experience um minimizing the disruption of of of different envir learning environments um if that's not always helpful to the student um so thank you for your work on that front too I think it's really the frontier of way effective classroom work so appreciate that um M Stapleton. >> Thank you. I'll share my screen now. I have a relatively brief update tonight. Um so typical fashion for my um school committee presentations. I start with some data sharing. Um despite a February vacation and a blizzard
097that took us out for 3 days. Um we were very busy in the office of student services with a total of 26 meetings being held. Um as you can see um there were seven annual reviews at the elementary level, two reevaluations, three initial evaluations. Out of those three, two of those students were eligible for special education. Um, one of those referrals came through the MTSS process. Um, the second came from family. Um, as I mentioned before, um, I've really been looking closely at the data and in a future presentation, we'll be looking at what the percentages look like for, you know, students who are found eligible, where those referral sources come from. I'm trying to do that a little bit more comprehensively using our Aspen system. Um, but wanted to highlight that this point in
098time. Um, at the secondary level, there were eight annual reviews. There were three re-evaluations. there was one initial evaluation and that initial referral did come through the student response teams or that MTSS process. Um I held two out of district meetings. Um so as you can see there again a short month but a busy month. Um you know looking and continuing to monitor our response rates. You know there's 51 current active evaluations in special education right now. So our psych school psychologists and evaluators are very busy as well as our special ed teachers and liaison and teams. Um, we currently have 272 active accepted IEPs. We're waiting on responses from 41 um with a small number of rejected IEPs currently. I did want to highlight tonight um extended school year information for the two summer
099of 2026. Um for those who don't know, extended school year is a special education program that's offered to students or you know for eligible students through the IEP process. Um this decision-m is made through IEP process and is really centered on if a student presents um or is likely to present with significant regression of skills related to their IEP goals um and if they take more in more time to recoup those skills following vacations and breaks um from services and supports. Um so again ESY is in a special education program and those decisions are made through IP process. Um we have a little bit of a changes here. So I've been the ESY coordinator in previous years and we work really closely with the rec camp. Um, you know, as many know, a number of
100our students attend RAT camp in the summer. Um, and so this year, our ESY information is listed above. Um, and teams will be providing this information at IP meetings, but the program will run from Monday, July 6th through Thursday, August 6th, um, Monday through Thursday, between the hours of 8:30 and 11:30. Um, due to the Osgood roof project that's anticipated to be occurring this summer, we will need to move locations from Ozgood to Deer Hill for the elementary site. Um, I've been in touch with Ted Carroll about what that will look like. um very early on and I appreciate his collaboration and his information for sharing about the rec camp um because obviously you know a number of students do attend that program um and so stay tuned for information there um when students are
101sent their schedules and information about the program there'll be a clear description on drop off procedures and things like that and so I'm working with both TED and principal Sullivan on what the operations will look like at the Dear Hill building. Um the site for the secondary level is you know at the middle high school and so that drop off families are familiar will be at the high school side. Um Samantha Le Pan, one of our special education teachers at the middle school will be our ESG coordinator this summer. Miss Lean coordinated the program last year quite successfully. Um and so her and I will be working together over the coming weeks to polish the schedule to send out that information to families who are eligible. Um I know it's always hard to balance schedules
102and you know um kids are all over the place in the summer which we love and support. Um, so we're trying to actively work to get those schedules out as soon as possible. Um, so families are aware of their time slots and things like that. Um, so if you have any questions about the program itself, about your child's services and supports to reach out to myself or Miss Lean for their special education leaison and then stay tuned for the information on Deer Hill because there'll be a little bit of a change. >> Um, we're a little ahead here, but I wanted to highlight an opportunity that's occurring um for CPAC on April 9th. put our seat back up representatives to join join us for this. >> So this year I work closely with you know
103Stephanie and um and Sarah as we've tried to really build out deliberate opportunities um for CPAC and to use that time wisely. Um so we're ahead of the game but I want to do a little PR push here. So Mass Abilities is a state organization that provides um services to um individuals with disabilities both older and then school aged. Um really ages 14 through 21 is what we're looking at here. Um, and so a representative from this organization will be on site. The meeting will be held in the community room downstairs. It'll be both virtual and in person. Um, and so Massilities provides um, pre-transition services to students. And so this is directly from one of their brochures. Um, we've partnered with them in some really cool ways for some of our students in our
104partial inclusion program at the high school in the Ames program. in the past um you know when a referral is made by the school districts to this organization um you know they'll the organization and the representative will be made aware of the student's disability their IEP their disability related needs and then really helps them with job exploration um workplace readiness training um different work experiences self- advocacy skills um and then counseling on like training um whether it's identifying different opportunities um or even getting volunteer opportunities um we have a student right now who's working with the fire department as an interest um which is pretty cool. Um, in the past we've also had students work at the Situate Animal Shelter. And there's like a financial component too as you kind of move through the different
105phases of working with this organization. And so I really wanted to highlight this if families, you know, for this age or even for younger students have questions. Um, it's a great way um, and a great state organization. Um, and I'm thrilled that they're coming in person too. I'm sure they'll, you know, have a lot to share. Um, and so we look forward to seeing people there if they're able to attend. Um, but again I have more information if anyone has any questions or would like a referral made on behalf of their students. So the first time I've had in my tenure here an outside organization come in. So hopefully we can build this out for the future too. >> Sweet. >> Um and then again just typical the the meeting schedule here. There is an
106off-site meeting coming up I believe um in March. >> We're working on it. >> Okay. Um, but then it's confirmed for April 9th in the community use room and this information is available on my website and also you can reach out to Sarah and Stephanie more. So, a relatively brief update tonight, but I'm happy to answer any questions that anyone has. >> Thank you, Mr. Stickson. Um, Miss Saunders, do you have anything you would like to report on behalf of CPAC? I I would I would also like to say it'd be really helpful if um you know we send out our CPAC meetings to whoever joins our lister Facebook, but this I feel like is such a big presentation. If there's other PR mechanisms amongst the school that could send it out, that'd be really
107great. Um we'd love to get everybody I think programs like this could make people who may be struggling or feeling worried about their child's future feel a whole lot better. um to see some of the amazing resources we have out there. Um I have to talk a little bit about the budget as it relates to CPAC. I was really really relieved to see that FTE in the middle school um was put back in place. Um I think what struck me um is that in addition to the larger class size and how that would impact every student but especially students with disabilities um was a really hard thing to to wrap I think many of our heads around. So, I'm I like you've all said, it's a long road, but um I just wanted to thank
108you for those specific um items on behalf of CPAC and um ch the probably 20% children in our district that have a disability. Um, so I um I one other thing I just wanted to point out and again not trying to be like negative here. I can't say enough thanks for the work that's gone into it, but the elementary specialist when you're a child with a disability, sometimes that teacher is the teacher that gets you. Um, I've seen it with my own kids. My daughter can feel lost in a classroom because of not get, you know, the the ELA curriculum and other things, but like that gym teacher, PE teacher, excuse me. I'm talking like we did in the '8s. Um that that art teacher, like those are the ones that my daughter says that's
109my favorite class. I know what I'm doing there. I'm confident there. So, I know those are still up for debate and I know it's not actual full FTEES. pieces for some of these these um educators, but I just want to kind of put a plea out there that how important those are and that even taking some of the hours away from educators is I think really reducing morale and putting us at risk of losing those excellent teachers. Okay, that's all. >> Thank you, Miss Saunders. Appreciate those perspectives. >> Um and we'll do questions for Mr. Stapleton. Uh Mr. Dial, do you have any questions for Mr. Stapleton? >> Questions for Mr. Stapleton? I I did want to respond to uh Miss Miss Saunders's comment. Um and I wanted to give a note of appreciation for
110her stalwart support of the schools during our budget uh crisis. And uh I wanted to also just intreat her to continue her support as we move forward. Every one of these cuts, whether it's a half a person who continues to stay but with reduced hours or a full position, is painful to our to our district. uh we are where we want to be going and um the support of the community to help us get there as we as we move forward and move forward towards a a more structural financial um solution will be helpful. So I I thank you Miss Saunders for your support uh up till now and I I hope we can count on it as we uh as we try and solve this for in a on a more permanent basis. So
111uh so thank you and then again Mr. Stapleton I think you're doing a fantastic job. Your your presentations are clear. um our program is moving in the right direction. I'm I'm super excited with uh with the development. So, thank you for for all your work. >> Thank you, Mr. Dial. Mr. Evans, >> Dr. Shannon mentioned something in her presentation about, you know, building your program as a way to um keep students in district. >> Can you expand on that a little bit? >> Yeah, definitely. So, and I was obviously a part of those conversations as we were navigating the past few weeks. Um, and I've talked about this at length with CPAC 2 and kind of my vision for building out programming within the class of public schools. Um, and this started back when I
112was a special teacher and hired to build out the partial inclusion program at the middle school. There are a number of different program structures within a public school. And as we think about the level of programming in more restrictive settings that I think we're definitely able to build out and provide support students so they can receive their services here in their community. Um so we do have partial inclusion programming to meet students with complex more complex and cognitive needs. Um you we've really built out um language based programming and specialized reading which is still an area of growth and for improvement. Um and then really a third area that I think is is reasonable for a public school and that we have an obligation to build out is therapeutic programming. Um and so that program
113is that we've I've launched at the middle school with actually Miss Lean the ESY coordinator. um is really looking at a criteria of students with um emotional disabilities. Um and so my vision is to build out these programmings consistently starting at the elementary levels as we move up to the high school and they look different at each building level. But in theory that would prevent us from sending students out of district for a higher level of need if we have comprehensive programs that are able to provide them their services here. Um and so that's why you know selfishly that position and I'm very thankful for the update this week um has been reinstated because it allows us the opportunity to have the personnel to be creative to support students needs um within that model. >>
114Do you get a sense of families um and then Miss Andre is here as well but like sense of families about being in district staying in district is that is that a is that what's the sense of that? >> Yeah >> I think I think it depends on the family. I think it depends on the student need. I think the earlier that we as a district are made aware of like out of district placements and in maybe like dissatisfaction with the Quest public schools I think happens for a number of reasons. I think it starts with like mistrust that we're not able to provide a level of need. Again, I think this varies again individually. Um but like I think the earlier that we can communicate that we do have supports in place for identifying
115kids in a timely manner, they are making progress. We're seeing it from an IEP perspective and then also like a statewide district-wide perspective. Um I think a lot of families, you know, are valuing like the closeness, tightness of this community. Okay. Um I mean it >> Yeah. So it's it's variable. Um, I think again as long as we're able to provide some upfront communication with what we have, um, and then some trust in knowing that we do provide highly effective services for students, um, I think that allows that trust to build and then that yes, they would hopefully want to stay here in district. So building in district and encouraging families to stay in district is like a 1A goal for your office and procedure. >> Yeah, I would say overall any parent I talked
116to like nobody said going into living in Cohass they wanted to go out of um sometimes it's absolutely necessary um for the level of need and Michael knows this really well. Um, I think there are a number of situations I could see, especially with the like inclusion programs, the partial inclusion programs where there are probably kids that without that program their their needs may not be met. So there I think we have some programs right now that are vital and if they continue to grow it could just I mean it could expand tremendously especially with the population increasing. Um, so it's it's really child dependent, but like as we've seen unfortunately, like until the state regulates it better and regulates the transportation better, like it's really >> Yeah. Yeah. We're all having those conversations. But,
117um, yeah, I think ultimately even people with, and we've talked about this too, even people with kids out of district, they'd still like their kid to be part of the community. So, there's also opportunities there that we've talked about for building programming after school or whatever that might look like. I know we have um a child who's going to rise one day a week right now. Like there's opportunities like that to keep kids around and like it takes a lot of input and upfront resources that I think we could really build something really nice and and have the ability to actually in a small community do that. >> And part of my background and a number of members of the department have worked in outer district placements as well. So like we're bringing us like
118a fresh set of eyes here. I mean, I've been here for a little bit now, but like we have that. We know what else is out there. Yeah. We know we know what programming is out there. I'm in constant like communication with the social educational collaborative, right? They have therapeutic programming. So, I think we have a lot of great resources here. And so, it's like how can we build within our own district, within our own buildings for our own students. And then there's also opportunities potential like for tuitioning students into specialized programs as well. like we're not there yet by any means, but I think that's my vision for the future too is that we can build out, you know, more programming for students. Um, >> yeah. And I think like the other like kind
119of piece like that would apply to to me potentially is like there's students where their disability is really like reading focused for example. So getting like that child being in a larger classroom um or like like stuff like that will have a direct has a direct negative impact on that student and potentially there are more and more um private schools opening um special dyslexia services that would attract families that are just going, "Oh my gosh, my my child can't read." So like that's another thing to just keep aware of. Like I know we lose a lot of children to private school in this area, but I think like enough of us move here because we want our kids in the public school. Like building that inclusiveness for them is is key. >> Thanks. Thank you.
120>> Mr. Don't have any questions, but thank you Mr. >> Mr. Mcland. Uh >> just one question to what's the active membership in CPAC right now? >> Um it's it's really challenging. We have a lot of active uh like group chats and emails and you know kind of a base we know about but getting people to the meetings is really challenging and we've put Michael last year put out a survey of better times. We got we didn't get a lot of input. Um it's it's really challenging. Other districts hold meetings at nights but for us as we've all seen it's very hard for our parents to get here at night because they're going to like 7,000 activities with their kids. So any and I we've also talked about like um the need to specifically target
121younger families and families coming into the district so that they feel like they know the resources and don't get overwhelmed. Um any ideas around that? We're like >> please help. But actual showing up to our meetings right now is is I'm told it's better than it was a few years ago, but it's it's not it's not what I would hope. >> Well, I mean I don't even mean like the the active attendance. I mean that's obviously that's all dependent on the schedules and that's people aren't committed to the conversations you're having. That's more I was more talking about like the the group conversations you're having. But I also >> I'm just thinking about >> you just hit on what I was getting at is sort of early um like identification of of of interested families
122early on, right? Like so incoming good families or early good families, how we could better identify needs there. Um, it's just such a there's just such like excellent collaboration going on right now between CPAC and our student services department that I and I I I just want to make sure we're optimizing that. So, I I I'll like we can have the conversation offline. Um, and you you can collaborate with everyone in ways you think like the committee or the district should be supportive of building awareness about CPAC. Um, just let us know. I was just curious. But, um, that's really the only question I had. Other than that, I'll just take every opportunity I have. Pretty much every time you give a report, Mr. Tableton, just in case you don't hear it enough, how much
123of an incredible asset you are to the district and how special the team that you built is and uh it's wonderful to to, you know, hear your reports and and see what you're doing, what you're trying to build here, and that um that you collaborate so well with our um education um advisory council. Um thank you for everything you're doing, your asset. and misunderstanding to you and CPAC to to you and CPAC uh as a whole you do for our most vulnerable learners and I would just state that you know when I thank people you might have a student at home that is really struggling and you're thinking well you know I maybe I don't agree that they're doing a great job if you feel that way please reach out to Mr. Stapleton, please reach
124out to CPAC because they are two very interested parties and they will do everything they can to support you and get your student the help they need. >> Great. Um, thank you, Mr. Um, and thank you, Miss Saunders. I I will say as someone who used to be able to join in on the STAC meetings, the middle of the day, 11:00 a.m. is is really tricky for working parents. Um, so evening functions actually are preferable. Maybe even Zooming, which doesn't have the nice cozy feeling to get out together, but >> we haven't figured out or sort of a hybrid. We're always like >> We struggled in the first like 3 minutes of it. We've done it multiple times. >> Hybrid from work is is kind of a tricky um a tricky um to do, but
125um I I appreciate how you're looking into that and um cannot say enough about the wonderful things that CPAC does for the community of of parents um with um thank you Mr. Stapleton, so appreciate you and the way in which um extending school year options are being presented. Now there's some concrete dates around when you will hear what it will look like and where it will be held. I think that is a massively huge improvement. Um and I am extraordinarily grateful. I know you were doing that next year. You did that last year as well, but huge. >> Thanks for the drop off map that I've been making for Deer Hill. That was my favorite project. And likewise having opportunities like the AI, is it Ames? Yeah, the Ames program um available, capturing some of
126our students as they transition to thinking about being outside of our district and potentially outside of their homes and giving them the skills that they need and the support that parents and kids that age um need is also a great idea. And I'm glad that you're thinking about that care over time. And I think when you're thinking about growing out our programs, if we're thinking about how do we identify and care for our students from preK all the way through 12th grade, that's how we keep families um in the district is that identification and consistency of high level care. Um so thank you for that vision and you have my full support. Um all right, thank you. Thank you. Um let's move on to community relations um and communication um with any reports from school
127committee subcommittees and liaison if we have them please share it with >> Lance already previewed the the budget you know we budget committee we're meeting and and miss Owen and and Dr. Shannon um and as Dr. Shannon mentioned uh we're in a kind of a fastmoving moment. Uh so uh we'll continue to to meet um communication subcommittee back for the first time as well and and we >> um >> talked a lot about how we can make information more digestible, right? We know there's a lot of stuff going around and we want to be able to >> keep people feeling like they're informed without without kind of overwhelming stuff. So um >> thank you Mr. Evans. That was beautifully concise. Um, we do not have any topics not reasonably anticipated by the chair, but we
128do have the approval of some minutes. Um, I captured just one change um that the minutes from our joint meeting with the select board. U Mr. SQA was actually present at that meeting but is not listed. Is that correct? >> I came a few minutes late but you were there if I should show up at the top or not. >> Yes. But um you were there. I think I may I think I may have added in the in the text the minutes that he arrived. Um >> Okay, thank you. He's just not listed in the um in the in the attendance on the front on the front page >> whether or not. >> Yeah, we can we can add him there. >> Okay. Um so in that case we can actually do the bulk of
129the minutes together um because we unless there are other comments um or suggestions for changes um but we can do 123 12 uh Q4 and the joint meeting all together with um only separating out um January 7th because Mr. ML was not in attendance but >> I think there was one I'm in I think there's one I was not there >> you were not January 21st >> that sounds right >> yeah but I don't think Jen mentioned that one yes >> maybe because >> all right so we have two that we'll do separately >> so I would excuse me >> do roll back again >> are we good let's roll back to any other comments and then we'll um I'll give dates. All right. No comments. Um then we will be looking for a motion
130to approve the minutes from February 10th, 2026 of the joint meeting of the select board and the school committee. The February 4th, 2026 regular meeting of the school classic school committee. the regular meeting on December 17, 2025 and the regular meeting of the class school committee on December 3rd, 2025. >> So moved with the correction for Mr. Squatrino to be list at the top for the joint meeting. >> Yes. Thank you. >> Second. >> Right. Um Mr. Dial. Um roll call vote. Sorry. Mr. Dial. Hi. >> Mr. Evans. Hi. >> Mr. Squido. Hi. >> Mr. McClullen. Hi. >> Jen Leky. Hi. Those >> are all approved. And then we will separate out. Sorry, because that one's January. >> All right, we'll do uh January 21st. We'll look for a motion to approve the regular Casset
131school committee meeting um minutes um as presented. >> Thank you. Looking for a second. >> Second. >> Um Mr. Dial, this is your extension. I abstain. >> Thank you, Mr. Evans. Hi, >> Mr. Squatrio. Hi, >> Mr. McClullen. >> Hi, >> Jen Leleski. I And then finally, the minutes from the January 7th meeting, um to approve as presented. >> So, move a second. >> I can second. >> Okay. Thank you, Mr. M. You will abstain. Um Mr. Dial, >> I. >> Mr. Evans, >> hi. >> Mr. Flatrio >> I >> Mr. Mlen >> session >> Jen Lesby I were also approved >> we have no reason to move into executive session this evening so I will look for a motion to adjurnn >> thank you a second please >> second >> thank you Mr. Dial
132>> Iranso I Mr. Mlen I >> Jenleski I meeting is adjourned thank you all for being here >> thank you