001Good evening everyone and welcome to the regular meeting of the capacit school committee. Today is Wednesday, October 22nd, 2025 and we are in person in the um learning comments at Casset um middle and high school. We'll call to order first with a roll call. Um Mr. Dial will be um late but he will be here um shortly. Mr. Evans >> uh Evans here. >> Uh Mr. McCall >> present. >> Mr. Squadrio >> present. >> Jen Lelesky present. We have a um quorum of four members. So we will um ask anyone who is able to stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Thank you everyone. We
002do have a a substantial agenda um this evening and um some exciting um invited guests. So we will just get started. So, um, Miss Rudy, would you like to, um, join us up front here and bring with you with with you, whomever? I see I see that we have, um, Dr. Duncan um on, um, on on video there. Um, welcome Dr. Duncan. And I know that there's some students as well. And if they would like to introduce themselves by name and grade, we can be sharing. >> Yes. Um, Miss Rudy, would you all like to introduce yourselves before I put the PowerPoint up? Yes. >> Um, >> hi everyone. Welcome. >> Um, so I'm Kathy. Um, I'm the school librarian, >> uh, Quest Middle School, Quest High School, grade six, and I'm also the eighth
003grade research teacher. >> Hi, I'm Charlotte Riley and I'm a sophomore at Quest High School. >> Hi, I'm Kira Lynch. I'm a sophomore. >> Uh, hi. I'm Georgia Gregory. I'm a freshman. >> Hi, I'm Ollie Henry and I'm a senior. Hi, I'm Patty Foley and I'm a senior. >> And online, Char, you want to >> Hi, I'm Char Pitman and I'm a um freshman. >> Uh, hi, I'm Dr. Duncan. I'm a science teacher at the high school, teach marine science and also um adviser for the marine for the marine club. >> Yes. Yeah. >> So, thank you for having us. Uh we are all here to tell you um how fabulously our our students did. I said, "Our Kohasa students rocked the Desi Civics Project Showcase last June." Uh, and we want to share our
004stories. Um, so if we could move forward, um, uh, so I already introduced myself, Kathy Serudi. Um, and I'm here, um, mainly in the capacity of the eighth grade research teacher. I think they transition in one at a time probably. >> Y, you do. Um so just to give this some context before we jump in here uh this is our um our 12th year uh this will be going on our 12th year of hosting a local research showcase in this learning commons uh three times a year some of you have been uh and it's a public event forum uh for our students to showcase their research work um and they their research work is a a five to six week long project based learning experience where they learn a research process and they dive into
005um higher level research using a variety of source types interviewing local experts in the community. Um so it's a it's a big deal. Uh and our local showcases are are very wellreceived nowadays. They're on 143 TV um and they are um they interviewed the students um and a few years back um Desi took a page from our book I guess uh but Desi uh now has a requirement to uh graduate 8th grade uh the students have to complete an actionbased civics project. So fortunately our big research project kind of melded right into that desi requirement. We did have to do some tweaking around the actionbased part but that's now part of it. Um so as I mentioned here the civics project is completed in the eighth grade research class and um desi has had three
006uh civics project state showcases and cohasset students have participated in all three. First year their pilot year was in Worcester, second year was at university and last year was at the Edri Kennedy Institute for the US Senate. Um, so the amazing thing that part of this is that our students have uh received commendations at every single state showcase we've attended. And two years ago um one of our groups uh received such a high commendation that they were invited to um a national conference, the 104th annual social studies conference in Boston. And they presented there on the Saturday. That was they showed up on Saturday. That was a big deal. But they they at the Hines Convention Center. Um so that's a little background on how we ended up at the state showcase from my from
007the middle school point of view. Um and I'm going to hand it over to Dr. Duncan to talk about how we ended up there at high school. >> Um hi. So um as part of the marine science course and as part of the marine club we collaborate with CSCR in order to do um the students come up with their own original research question research hypothesis and do a research project at the harbor. So they visit the local harbor u the local waterways in the harbor collect data analyze it and present it as part of the marine science course. And then for the last three years, they've also been presenting their findings at the Civic Fair Showcase. And just just a moment, my four-year-old wants crackers. Um I'm Hey, you want to come up here? Hi.
008>> Okay, just one second. Okay. Um so they've been presenting for three years at the state showcase and um as Mi said, we've got commendations every year. This year they got the National Commenation for Research and Investigation. This is the marine club and um their excellent work on salinity in the Weir River which I'll tell you about. Uh we run it a little bit differently than Miss Rudy's class. They are trying to work the scientific method and I think I need to go get some crackers. So I'm going to turn it back over to the students, but thank you very much. Um so I so we brought some of our students. They couldn't all be here tonight. Uh but we have representatives here from each of the groups or most of the groups. Um and
009Char, I'm going to put you on the spot first because um our first group of and oh before I forget their work uh their trifles that they brought with them to states is on display here in the learning commons. Um and our first group tackled um how does the lack of diversity in the Southshore affect the community and how does affect education. Char, you want to speak a little about your experience at the showcase and your project? >> Um yeah. Um it was this topic it like impacted me a lot especially since I'm a MECO student. I really wanted to dive deeper into um my the diversity in Cohasset. I wanted to like know more about how much percentages and things and I really enjoyed it and I'd do it again. >> Um and you
010can move forward because we have other groups. We have Georgia Gregory here talking um from the compost group that is right over here. >> Yeah, I thought that experience was very cool. Um and it was definitely we dove deeper into um three different kind of subtopics um regarding composting and I did a little bit about like personal diets and we did um a lot of like different kinds of diets and food waste in general. Um it was kind of cool to dive deep into that and how it could affect um us personally and it was definitely awesome to be able to showcase that at the Edward Kennedy Institute a lot of the school. It's a great experience. >> And next up is >> um so for our uh project marine club we focused our research
011on how uh road salts affect marine ecosystems. Through this opportunity through marine club, we were able to conduct field research and um analyze that data um collected the data with the YSI data pro which was um provided to us by CSCR and we were then we then presented at state of the harbor and the uh state civic showcase. We learned a lot from the community members that gave us feedback and we're going to work on a proposal to bring to the town this upcoming year um about limiting the use of road salts in our community. >> And I I have to give them extra um kudos here because they were formally commended at the uh the EMK Institute for their work and their work uh their names and their project. that's listed on the Desi
012website. Um, so and so and the next next up is is u really exciting because Desi chose two of our students to be student leaders at the uh at the EMK Institute that day. So these guys actually helped run the show. So they might have a little different point of view, but >> So we attended the showcase uh as students a couple years ago, but then just this past spring, we both attended as student leaders after working with a committee on how to enhance the civic showcase experience for students. So it was great because we were able to kind of step out of the presenting to people and instead be focused on kind of why civics is important and encouraging other students to be focused in civics. Uh my specific role was in like social
013media. So I was interviewing students while they were there and asking them why they think civics is important and kind of what brought them to the showcase. >> Yeah. And I took on a role where I before the community adviserss went to each group to look at their projects and give them advice and their um insight on their projects. I talked to them in a conference room and told them about my project and my experiences and how what I would benefit their feedback. She taught the uh kind of the judges. Yes. Train the judges. So pretty pretty exciting. Um and the other group actually that's listed next. There they are. They were fabulous but they they couldn't attend here but I just wanted to their work is here instead. Um, so we, you know, we
014just wanted to put this in front of you because this was a really public exciting um opportunity for our kids to participate in uh in civics in the Massachusetts. Um, so we thought we should highlight it. >> Do they have any questions for any of us or any students? >> Absolutely. Um, we'll go through all of our committee members and see if they have any questions or comments for you. And I'm actually sure they would. Um, I'll also note that Mr. Dial joined us at 6:16 p.m. Um, so that will be reflected in the minutes, please. Thank you. Mr. Dial, do you have any questions or comments for esteemed presenters? >> Yeah. Would would you all mind redoing the first half of the presentation? >> So, I I apologize for uh for missing the first
015half, but what I did see at the end, this this seems like a great opportunity and something you guys did excellent work. Um, so I congratulations and glad glad to hear it's a good experience for you. >> Nice work everybody. Um, go through a lot of this is it's always it's wonderful to hear what the recommendations are. Thrilled that you're going to give the community feedback what you found in any of these projects. You will learn something and never discount that you may be now the expert in that. So if there's something that you see that's obvious to you, call somebody. Make a recommendation. Select board us because you probably know more about it now than we do. So use that knowledge and make a difference. Let's go. >> No questions. Just thank you guys.
016You all did a great job and you know this is the type of learning experience trying to bring to the district more. And that you know in our opinion is that you retain the information that you learn by doing something like this a little bit more than you would perhaps being lectured about it or something like that. And uh you know my guess is you'll get you guys will remember the road solve project that you did and you remember the outcome of it right for for years to come and because it was sort of hands-on and all of your years and years um but uh you know really interesting it was a great experience for you. So thanks for coming here and sharing it with us. Appreciate it. You did a great job >> Mr.
017Yeah, obviously everybody did really well, but what more can I say about that? Um, my one question was kind of relating to the idea of the action based civics project, like relating it to the sustainability symposium you did, like what really was like the key difference between those. >> Yeah. So, I think for a few years we um had our showcases and we presented the problem and we just kind of went this is a problem and it kind of left everyone like Okay, lots of problems here. Um, so I think this just added a whole level of the kids really thinking about how can we solve this? Like what can we do? What action can we take and who can we contact and and the piece of I think it melds more with their civics
018class. I work more with uh Ashley Cannon over in civics now that like who can they contact and talking more to the legislators and um they it's more empowering a little bit more empowering. they feel like they can make a difference. Um even our local like sending letters like locally, you know, inside of our own district, I think they're they feel a bit more empowered. And um one of the first ones to do that was um Erin Teryaki and and uh I remember he uh said, you know, maybe we could come up with a club at the high school on substance abuse awareness. And yeah, I use him as an example all the time because it happened. you know, he took the action. This was eighth grade he came up with the idea and in
019ninth grade he made it happen. So, um it's it's it's very exciting piece of it and I I would one just one more plug. I I want to I'll definitely invite you guys to the local showcases. Come and see what their work, ask them questions. >> And I will just add my thanks um to you for and and Dr. Duncan for for leading this charge. um because I think it really reflects um an authentic learning experience where um what students are doing can have an impact on their communities um certainly has an impact on the way in which they think about research. It's this wasn't just research for the sake of research. This was research to ask questions to solve problems um and and to take action and I think it's quite a gift to
020give to our students and students you all Kohhasset students are amongst the busiest people in the entire world. So, thank you for being here. Um, and and thank you for sharing your work. Um, and you know, I'll echo what, um, my fellow committee members have said around um, you know, making you have action plans. I can see, um, this is Caroline, Georgia, Drew's project right here, and one whole section says action plans. So, to actually step forward with those action plans and and to to reach out to people in the community that can help you um, take action in some of these ways. Um and whether those are school principal, building principles or school committee members, select board members um or just general towns people, um you can be activists within your community. So um
021thank you and thank you for being here because I know you probably have homework and practice and dinner and other things to do. So um really appreciate um all >> nice job. >> I will say that all of my enthusiasm to hear from students Oh, you you you don't have to listen to me if you talk. >> Thank you for your respectful I was gonna say I neglected to um let people know that there is the opportunity for public comment. So if anyone does have a public comment um either here in the room with us or online. I'm sorry I didn't mention that earlier. We most certainly are interested in what you have to say. Um and you can just raise your hand at will and let us um and let us know. But really
022my enthusiasm for the students and getting them on their way is there. Um >> no m yeah I hadn't seen any but I just wanted um say that um and then I'm equally enthusiastic about our building leaders who are here to share with us um school improvement plans. Um and just in sort of fairness here we will go in the order they are on on the agenda. So Miss Glad if you would like to get us started please. share my screen. Got it. I'm going to share my screen for all of >> good evening. Thanks for having us tonight. Um I just had some kind of overarching thoughts being the first one. Um just so everyone on the committee knows that the conversations for these plans started really last year as we were kind of
023going through um developing a new strategic plan. Um but we really started to dig in as early as um the August leadership retreat. We were talking about um how could this work even across buildings. So, it has been an exciting opportunity um for us to think about the actual work that we're going to do and this will not be a plan that sits on a shelf somewhere like I've seen in a lot of places. So, that excites me. Um I wanted to if you can scroll up to we'll take a look at um I will thank my um school council members and let them know that um I did let them know they were welcome to come. I think they're also very busy um parents and and uh teachers. So um so our first school
024priority does come around um nested under that strategic plan very nicely specifically under compass point one. Um it also addresses some of the other compass points. You'll see that in a lot of our goals. It's not just about one compass point. There's a lot of really good meaningful overlap um in those goals. And this first one is around multi-tered systems of support. We do have multi-tered systems of support in place at the Ozgood. Um this was an intentional effort to refine those systems both within um within thinking about academics but also thinking about behavior. So um one of the things that we talked about as early as August um in the retreat was putting together some working groups um in the school. So, um, Mrs. Sullivan will be talking about the same thing. Um, we
025thought it was really important that we got staff voice. Um, the other thing that was really important was thinking about getting a lot of these initiatives done in a in a more efficient manner. So, so we have actually at the Osgood formed six working groups. Those working groups are um multi-systems multi-tered systems of support for academics and then a separate one for behaviors. So digging into that work um separately is super important so that they can focus on those tiered supports. Um, we also have a working group for homework, one for belonging, one for play, and also one for our um, reviewing our safety plan and kind of going through and seeing if there are things that we can do to improve that. Um, so those working groups actually are structured to get some of
026the work done um, on all three of our strategic plan goals. Um so in terms of the MTSS goal really guided by the academics guided by um DESIE uh resources for multi-tered systems of support and making sure that we're making it easy enough for teachers to refer students to the um student response team. So SRT uh and how does how does that work from a teacher standpoint. So we have teachers who are working on that specifically. Um and also a layer of every working group is how are you interacting with parents as it relates to any of these um around the behavior at that last um initiative under uh priority school priority one is um building our tiered support model. So you may have seen those those triangles where it looks at tier one, tier
027two and tier three. Um we hope to end with a product of of that triangle for both academics and for behavior as a result of that working group work. The other thing to mention around the working groups is that we are very lucky that we have built-in time to do that. it the working groups don't end up being this other thing that staff members have to do because we have folded that work into our staff meetings and also district PD time so that they have um time to work together and are not asked to we're not piling on their on their already heavy piles. Our second priority um has to do with homework. Uh that is actually one of the initiatives under the strategic plan that will look at that in our elementary schools this
028year. Last year um Deer Hill started to study a little bit into it. So we have a working group who will be working not just um with staff but also having some forums with parents to get parent feedback also educating um ourselves on the developmentally practic development developmentally appropriate practices around homework particularly at our primary age level. And then our third priority is a wellness goal. And nested under that wellness goal are two of our working groups priorities. One of them is belonging. Um and that has to do with student and staff belonging and thinking about how um they are connected to one another and connected to our school. Um and then we also have a working group working on play and how is play integrated into our um every day. Not just this other
029thing, but how is it integrated into every day? Um they are working with a um they're doing a book study uh using the playful classroom as kind of the guidepost for that and pulling strategies from that. Um, so that will be our third priority all around just kind of the wellness of children and adults in our building. >> Are there any questions, wonderings, worries? Will >> the only thing I have was just a comment like as a new member um and something that was obviously evident or plan but also from reviews of previous meetings I had done. Um I just wanted to comment that I really have appreciated this like emphasis on play that I feel like come out over the past few years. um the more I thought about it and thinking about you
030know even inside just a classroom and like that quote unquote confined space like kind of forcing new relationships to come about is something that's really awesome. That's something that I kind of reflected on and I know that Superintendent Shannon when we met two weeks ago when we talked about like the jump from a small school to college like socially. I also thought about it kind of supporting that like you have to you know obviously people you're at a classroom with but there's still people you have to like build relationships with. Um, so I just wanted to throw that out there from my perspective and I really appreciate it. >> So a school that plays together stays together. Just to build off that, I think from the parent side, like we I have family members that
031live in other states and other districts and and it it feels like we're really unique in having children that aren't that are free to develop in in a happy structure like and it the stress the stress that I hear other families talk about is not something that we have just because we're prioritizing this growth, not just like putting your head into homework and putting your head into books And I had this conversation because I think it's really hard to recognize that kind of taking a step back from like the rope drilling of education is actually a better way to get better outcomes and that's really counterintuitive and uh it's just been so you know evident to me that >> what we're we've got something here so and I think I was toss so like 100%
032and all books you So, uh, but but thanks for I mean the whole district, right? All of you for kind of changing the way the ship was going to towards calm waters that actually got us there faster. not to build that analogy too far but um because I think it's just it's really >> it's also building on the community discussion that we had around anxious generation where sort of that I feel like that was sort of the genesis of this um think about play in the abstract more on the importance it can it can the important role it has development socialization and I know that principal Sullivan was one of the first to sort of jump on that bandwagon and now you see um a lot of alignment between the two um elementary um SIPs
033and so um which is which is really nice. Um in fact like two of the goals line up perfectly and then one of them at Deer Hill is aligned with one of your working groups which is great because like it creates this pipeline and this sort of curriculum that I think and that's align aligning the curriculum sort of goal as well. So yeah, it's just it's it's nice to see and and you know these things are slow. It's a slow roll, but you start to see these things they come the pieces come together and it's really good. So thanks for the presentation and thanks for all that you do at Ogood for our young learn >> and that's intentional that that creating that pipeline. Um I think you'll see it all the way up through
034the high school. >> Sure. And I didn't mean to imply that it wasn't. I I I knew it was intentional. >> No, I just Yeah. I just I just think um it's intentional in a way that ju just feels super productive having that time way back in August with sitting down with Alex looking at the strategic plan thinking about what we were doing last year and how much closer we can get to each other um because it does it cause it creates that common experience for kids as they come through our schools. Yeah. >> I'll just finally comment I want to thank you. Um, I always find this part so interesting because it sets the tone for the year ahead, the two years ahead, three years ahead, sort of thinking about sort of long-term what
035your goals are as a as a building community. Um, but I'm struck by the the triangles of not only academics for MTSS, but also behavior because I think there's a really interesting connection between if we're not supporting children academically, it may result in behavior issues and sometimes behavior issues are hiding or masking some academic issues and or can interfere with the acquisition of um academic knowledge. Um, so I think that that's I love the wisdom that you brought to this um in terms of creating those those two sort of paths that a child could um be entered into um MTSS because I think they're both equally important and equally impactful um in in the classrooms for all the kids um not just those children that perhaps need um some support but for the entire classroom
036community. Um, so >> do we need to vote on these or accept them or >> So I thought you could you do but I thought maybe you could vote on them all together. >> Let's do them all at the end. >> Shall I tag team? >> Mrs. Thank you. >> And as and as they transition um you will see a lot of amendments and that is um Last spring when Amy and I presented about our summary, I had my emotional support principal next to me. And so today, I brought my parents, my school council parents to clarify. Um, >> this is awkward. sit down and try again. Thank you so much. The good news is is I don't have a whole lot to say because of that amazing alignment and thank you also Mr. Mlullen
037for setting that up as well and we were fortunate to have him at our first school council meeting of the year and so he got to see firsthand kind of what it the collaboration that's happening um between our buildings. So, first of all, I do want to introduce uh two of my returning I have two parent members of my school council that are returning this year, Jennifer Dial and Simon Leonard. They were kind enough to join me tonight. Um we had last year we had Emma Richardson who exited out and I think joined the middle school school council. So, she's still doing important work. And then we welcomed at our first meeting or a few weeks ago Nikki Berg. So, um, we're really excited that we have such a robust level of parent involvement on
038the Dear Hill School Council. Uh, we also have Karen Johnston and Micah Misari as our teacher representatives. It is parent conference week. So, we collectively gave them a pass. So, here we are. And as we mentioned, I don't know why there's some blank pages in here. We also have three school priorities. and you'll see some very intentional overlap with the work not only at Osgood but as we work our way up. And so our first school priority is that Dear Hill will provide opportunities for professional collaboration um and belonging within our school community community. So, we took that wellness goal and for our school priority for this school improvement plan, we really targeted towards staff wellness and collaboration looking at different models of the ways that we support students. Um, so similar to Ozgood, we
039also established faculty working groups. We have five working groups this year. belonging, homework, uh the MTSS academics and behavior, and then one on professional collaboration and team. And what's been so exciting in the um couple of times that these groups have gotten together, and they do include our ESPs, our school psychologists, all staff members participate in these groups, depending on their scheduling, is that I feel like we've already just by meeting and being together, we're we're making progress on our goals. uh the outcomes are in some ways secondary to the opportunities to meet with different people. um staff self- selected their working groups and originally my intention was to then be like the orchestrator and move people around and when I first looked at the groups that was my instinct as a little bit of
040a type A person and then I decided to just let them lie as as they were and it's really been a really interesting experience because staff who have never had an opportunity to work together are coming together to grapple and think about really complex issues in our school and the unique perspectives that they bring and how they are riffing off each other and and the ideas that are coming out of it are really exciting. So very excited about the the kickoff to our working groups. Um, additionally, uh, Deer Hill has a new initiative in our language arts curriculum this year and I really wanted to acknowledge to staff that that's it was a heavier lift. um we have an update to our math program, but we h are engaged in a schoolwide pilot of our
041um English language arts curriculum. And so, um in discussion with Superintendent Shannon and and Dr. Scholins, we are able to provide them some additional time to really um spend time familiarizing themselves not only with just the curriculum and the lessons they're teaching, but also the philosophical underpinnings of the work they're doing. And so by really understanding how students are reading and how they engage with texts, it's helping to build on um their just the the strength of their instruction. And so having some time to that was a definite priority and action item this year. And then again along that collaboration line, we wanted to bring the voices between Deer Hill and OSA together. And so as another key action, we're looking forward to having uh a couple of joint faculty meetings and again the the
042working groups and that overlap really lends itself and the strategic plan with our focus on homework in the elementary really provides a lot of opportunity um to make that impactful. We've also um from the middle school and high school, we've adopted this for the faculty by the faculty kind of approach. And so having a shared meeting where maybe Amy and I aren't the the voices on the stage, but really allowing the staff to interact with each other and guide some of the work we do will be very exciting. Our second school priority, that's good. You're good. So, our second school priority will look very familiar because what we did do was carry over a goal from last year's school improvement plan. So, this school council had prioritized homework in last year's school improvement plan. And
043while we did take some steps last year when we started to see the progression of our new strategic plan, we hit pause and um I have carried this whole over and now we're ready to continue that work around homework. So again, it it is about prioritizing um philosophical understanding of homework. I will be very transparent that at Dear Hill, we're kind of all over the place with the kind of homework that you see and the complexity and the level and all of those kinds of things, the content of it. And so really starting with um research and and determining why we're giving homework and and really coming up with that reason um behind what we do is is really at the core of what we're going to do. um and engaging all stakeholders. So, we
044have our FA uh PSO forum on November 6. Little commercial plug there uh for anyone who's able to join us. We really welcome that input from our families. We did one last year and it was really well attended and um and I still have those charts in my office and we'll take those and we're hoping to generate some new ones and then um that's kind of where we stopped last year. Uh moving forward this year, we will engage our student advisory council and they give students some opportunities within their classrooms and then kind of up the chain through representation, have conversations um with me around kind of their perspectives on homework and then also of course through the working group and then the working groups um communication with the rest of the staff making some
045decisions around what how the staff feels about homework. as we build some very purposeful um put some purposeful practices in place of literation. So that's our homework goal. And then stu school priority number three again mirrors os uh it's that focus on MTSS and looking at our current practices both in regard to academic and behavioral supports. Uh and similar again to Osgood we have a MTSS process in place. We have tiered supports within the classroom through our student response team meetings. We have lots of things in place, but now this goal, the action items really are again looking at the from a systems lens and what how consistent are we and how are we um you know recognizing behaviors and how are we you know addressing them in a way that feels comfortable and consistent
046and transparent to not only um staff in terms of implementation but also families and students. And so this is again looking at those structures and systems and what we do. >> That's great. Anything? All right. There we are. Thank you. >> Comments from the committee or questions. >> So um I'll I'll I'll go first. I had a couple questions I think but first more importantly not standing who's here. How would you rate the quality of your ball on the on the school? So, I have this one member who keeps coming back with every step of the time. No, I actually all I have to give Jen an A+ and Simon, but Jenna Jen is our repeat school council member. She was there um with Grayson and now with Carson. And honestly, like I love that
047Jen will send me an email and be like, I was thinking about this or what if we do this? And um I again, I can't say enough about Deer Hill School Council and that they are truly engaged. Truly engaged. >> They are. Yes, I see it from the other side as well. >> Um, but a couple questions on the plan itself. Um, one, you mentioned the uh, and I like the emphasis on collaboration within the the staff and across the district. >> Uh, you mentioned the joint working groups uh, with Ozgood. >> What about on the other end on the on the um, middle school side? Is there is there that that wasn't on the plan itself? Is that something that's already self >> I wouldn't say it's it's like yes, I agree. it's not
048in the plan. And I think as the strategic plan rolls out upwards, what I could see is next year as we kind of start to build our path then starting to engage the middle school because I I think kind of your direction here is that we want to make sure we continue that alignment all the way up. We don't want that big jump from fifth grade to sixth grade in terms of homework practices or or other kinds of things. So I yes that that will be important >> and I've just got a little bit visibility into that having uh children who've gone through that that transition. So um so so love that. >> Yes, I'm really excited about our new leadership and >> forward to building those those relationships. >> On the um the second
049question was on the homework which I'm I'm a huge proponent of looking at homework because I remember not liking homework very much when I was a student. Um you mentioned a lot of research. What what do you think the output would be? Would it be guidelines for teachers on when to prescribe or I guess what's what's the what's the ultimate goal of the of the issue? >> I don't want to take the work away from the group, but I anticipate it will be some sort of a continuum that has an underpinning and developmental, you know, child development and really recognizing what's appropriate each at each level. And then I think so with that I'm hoping to build parent understanding around you know there's always going to be a parent who wants more homework and there's
050always going to be a parent who wants no homework. And so where I've struggled in the last years is it's hard for me to defend our practices when our practices are all over the place. But if I can say that we came together and engaged all stakeholders and and really defined for us what homework means and taking an anxious generation and never enough and our power you know play and all those things uh that's going all of these pieces will come together and I'm hoping to give parents a feeling of a very clear understanding of what to expect. um build some consistency across the grade level and then build a continuum moving forward and then I can defend it. So you might not agree. You might wish there was more. You might wish there was
051less. You might wish it was more projectoriented or independent or this or that but you'll understand and then that's how we move forward together and feel comfortable in it. >> That's great. >> Well, I would be remiss if I did not thank both of our student council representatives. So thank you. Thank you for counseling. Um, principal um person um well, first I just want to mention that um with regards to MTSS and we see this at um um at the middle school too. there's some alignment there and it's really important because um it reflects something that we're doing throughout the entire district where where Mr. Stapleton comes in here and reports on eligibility. One one value that MTSS has is it helps us identify students need right um the one of many. So, um I
052think that especially so at the elementary levels. So, the fact that Principal Godet and Principal Sullivan, you guys are both um prioritizing that, it's important to the ultimate goal that Mr. Stapleton reports on. It's actually I think he usually starts his reports with the eligibility to ensure that our our MTSS um support system is is is identifying those students in need that we're not relying on parents to say, "Hey, um something is going on here. our classroom teachers are actually able to identify it and I I think that will that will help us achieve that goal um and hone that practice. Uh with regards to homework um I I think you alluded to this a little bit with the two extremes that you'll always hear about you know different people's perspectives on homework. Um I
053remember being at a PSO I think it was a PSO conversation where we were talking about homework last year. >> Yes. I was Yes. Yes. And um I remember we were talking one important consideration is the why right like so what what is the what is the purpose what what is the objective we wanted to be purposeful >> and I I wanted to know are we already skipping past the if right so >> it so my question is is >> during these like you know working groups um especially with the faculty are we are we going to start starting at that base level like so you know should third graders have homework? Should fourth graders have homework? Are we going to be doing that or are we already skipping to the Okay. >> No, I
054think that's an important part of the conversation. I know Ozgood, I'm not quite sure what is in place this year, but I know last year you you took some steps to, you know, look at that if and um and no, I think that's an important piece. And also what defines homework? I'm thinking about uh Superintendent Shannon's um play excerpts in the newsletter last year and how take engaging in those kinds of activities. If you're a third grader walking to it's not there anymore, but the barrel and buying candy and making the change and being responsible and all those things, that's the work of the child. And so, how do we incorporate those kinds of experiences in into it? Um, and it's an important it's a it's a topic that uh people have feelings on and
055that they bring I think more so than other topics that we um engage our families in. they also bring their own childhood experiences into and I think that's going to be very interesting in their conversations and and even earlier this week I got an email from a parent who's excited for the forum that we're having in November and was like you know kind of shared some thoughts and I love that because I think we have to put all that on the table and to your point if is is part of that. >> Okay. >> Yeah. >> All right. Good. I was just wondering where I was going to start and then um the SA the student advisory council Mhm. >> Um is that are you doing it the same way as you have in the
056past where it's going to be sort of you're going to cycle through different members? >> Yes. So um for our new friends um it's not a like a student council. What happens is is we identify a question that we want the students input in and then it's posed um out to all classes and classes they have a week or two in their morning meetings to grapple with a question and brainstorm ideas and then based on kind of the investment of different students in the class they nominate um one or two I can't remember I think one representative um from each classroom to then come and meet with me and share um what they've talked about in class and so we kind of that way um depending on the topic we have different students that um
057join us to talk about it. >> Good. I'm glad you're doing because I think that was a really interesting approach because then the um >> you helped me to like develop that >> I don't know. I really, you know, but I I like that you're doing that because um then it creates so obviously just incorporating student voice >> at all is important, right? An important shift, >> but the way that you're doing is kind of like how we do this student council at the middle school where the the the process of getting involved in itself is sort of a learning experience. >> So, it's really important and I like that also it's not always the same students, right? Um, I mean it has to be a little bit more structured when you get up to
058the SSAC that Superintendent Shannon runs. So that those are typically the same students. I mean for the year, but with this where they're younger and everyone wants shot, right? It's nice. I like that you're doing that. So that's what was curious about. Um, that's all I have. Thanks for answering the question. Oh, one more thing is before we officially published this the change I I I was late, but I am >> I didn't so I didn't want to presume because >> I am okay. So you were official. Okay. All right then. I will change you or my TV. >> Okay. >> I will add that and update. Anything on your mind? >> Same comment about play. Obviously, >> thank you. And I will just appreciate um the collaboration between teachers um emphasizing that because I
059think there are times when teaching can be a very despite the fact uh that you're surrounded by you know 18 20 lovely um children um or teens um every day it can be a lonely existence and having the opportunity to engage professionally with your colleagues um is wonderful. I think it engages it enriches practice. Um it enriches life at the school and I think is is sort of a a really nice way to also promote longevity and relationships within um the district. >> And and thank you parents for being here. Parents are and principles are you are all very busy people. So thank you for being here. Um we do have a public comment question. I'm going to allow um Superintendent Shannon maybe to address part of this um uh from Stephanie Saunders 10 Stratford
060Terrace um slash from the C um as a CPAC member um can you um talk more about the unit of unit of studies pilot is this something that was discussed at school committee meeting or amongst parents who have concerns with this curriculum. So I it was not it units of study is upgrading updating their units. Um they had already updated for elementary for Osgood age students and they are now updating their units for grades three through five. And so they asked we asked some teachers at the Deer Hill if they'd be interested in piloting these updated units. So it's not a change in curriculum. is looking at the updated units and providing feedback to the folks who are designing it. Um, it's been very well received by teachers at the Osgood, which is why many
061of the teachers at Dear Hill chose to pilot it. Um, and we're providing feedback as we go to the designers. Um, so it's not a new curriculum, it's just an updated and they've been rolling it out as they've been updated >> and a lot of the changes are are behind the scenes changes building efficiencies into the teacher manuals and providing additional resources. So >> yes, it's it's pilot is a tricky word. units of study calls it that but we're it's already our curriculum and we are just >> um jumping on board with the updated version because Osgood has been it was fortunate to have it from out of the gate and we have the older version and now we're able to align ourselves better with Ozgood. >> So it's not a pilot on our end.
062Yes. >> Which I think is an important >> Yes. So this is not a change to curriculum, not a change to program. Would you think of it like that? I don't know. >> It's really more of a >> No, it doesn't really work either. >> It's really an updated version of what has exactly >> I guess I went the wrong direction. >> Yes. >> Not very 2.0 makes more sense. >> Um so thank you Miss Saunders for that um question and hopefully that clarifies um about the origin of um units of study being brought up um during this meeting. And thank you dear Hill team. Great. Thank you so much. >> So efficient. >> So good to see you. Thank you for the time. Um I speak quickly. It's out of respect for your time.
063Make sure we have plenty of time for questions. So I'll dive right in. Um of course want to thank all of the members of school council. It's been great working with them. Um, having said that, with our our first priority is fostering the culture of joy. And those of you that attended any of my um, community forums know I spoke I've been speaking about this for a long time. Even as I did speak about this as a goal though, I was wondering what exactly does that mean? Right? It sounds great, but what does that actually mean to do those things? And I I'm grateful for our school council to be able to define that with some of these action plans here. um specifically designing more whole school activities, looking for increased community connections and also
064uh considering the the schedule um that currently exists at CMS and and just using those as a platform to really uh develop uh a greater sense of people, students and staff feeling supported, appreciated and valued. Right? And then as far as the second priority is concerned, this uh there's a through line here to the high school with the high quality teaching, learning and leading very explicitly connected to the strategic plan. This is where we wanted to make sure that we're focusing on a number of different areas. Um some of which I again I heard during community forums uh what are some things that we could do to support our um our high achieving students u which is an important group that sometimes um doesn't get as much attention as they as they should. And so
065we're looking at different ways to uh find enrichment and uh extension activities for those students. Looking at more leadership opportunities. This is one that in particular um I'm really invested in and I'm excited about a lot of the ways that we've been working on doing that already this school year um partially for students but also for staff members um as well which I think is is a great opportunity. And then uh just of course relying on the expertise of our department chairs to lead that that the curriculum the content specific work that needs to be done for this year. As far as the final priority there um again this is our through line now to the to the elementary schools looking at the multi-ter system of supports again with one focus on academics and others
066focused on behaviors. This is one where I'm lucky to draw on some experience in my previous districts I've been in to try to bring in some different structures and processes. um including um different ways of tracking and some other very concrete methods to try to help improve uh the systems that we already have that are working fine but again just looking at ways to help improve the outcomes overall. >> Having said that take any questions >> um this great I appreciate your very efficient presentation as well by that at all. Um, one thing I was very gratified and I I it's important to me but I keep forgetting it's important to me. So this go for all the uh all the principles you had on there field trips. Um and I think field trips and
067we talk about um project based learning field trips I think very important. I would like to see some more intentionality on field trips and and ensure that there's a consistent experience and distribution across the grades across the educational experience. uh because our with our two kids the experience has been a little different uh as frequency and destinations as well. So >> uh the other one I'd say is that we have an incredible opportunity being in the Boston area to have access to real history there. >> Um and if we can find more opportunities to capture that'd be great. So as you're not not to change your plan but to support uh the uh the element of your plan talking about field trips that would be something that that I'd be interested in seeing seeing what
068you >> otherwise great plan great presentation >> thank you >> kind of two thoughts maybe just I love the conversation we're having about homework uh and you know but but at a certain point we do have a ramp up where students when they get to high school and then you are literally in that transition period Uh so I am very interested to hear your feedback from teachers and to see you know I think in Osgood at Deer Hill we're seeing great results >> and I hope those continue that our students are able to adapt to increasing workload and they come to you. So like we're going to be looking you know really for for your feedback on you know whether this new this new perspective is sustainable >> right number one. Number two um you
069know public school system we have a responsibility to to every student and that's hard because of of the range of students we have and I do appreciate that attention to high achieving students. We have equal as I said responsibility to those that need more support and those that can do more. uh and I think it's upon all of us to not just be uh happy with them but we have to push in both directions all the time. So I appreciate that being part of part of your focus as well just like I appreciate the focus for all of those DSS and all level student support. I think following them identifying and being focused and aware of them all will help us meet the needs of every >> Thanks Scotty. Um I just with number one
070um I I I think that's great because I that goes along with our overarching omnipresent mission of uh always trying to improve. I mean I think that the middle school is a pretty joyful place right now. Uh but by placing an emphasis on that you you won't lose it, right? And um and I love one of the action items in there is is like um review like the schedule to identify potential areas of change. That's like an example of trying to evaluate where there's some areas for growth that might not maybe even student voice could be involved in that probably. I I'm sure you were already intending to do that. But um so so thanks for doing that because I really do those our our middle schoolers are confronting unique challenges just because of where
071they are in life. So it's I think really important that we focus on that. So thanks for doing that. And um with regards to um number two interesting um with the focus on the we're calling them high achieving students. I I like that because um you know we want to embrace like all learners right and there's a lot of emphasis placed on you know more vulnerable learners appropriately we need to make sure that everyone's you know sort of equipped with the same resources but um I I view it as kind of like another end of the student services spectrum >> um and so I applaud your I recently read something like rather recently like maybe in the last year or so something in the globe about about this sort of placing an emphasis on on
072high achieving students And I think it could be really interesting. So keep us updated on, you know, what what you're doing there. Um, it's sort of out of the box a little bit and I I like that. So thanks for all you're doing. Appreciate it. Thanks for the help. >> Um, I agree with everything they said, especially about um, high achieving students. And that was one thing that really popped out at me was the idea of potentially using generative AI as something that would support this. And obviously this is going to be doing over the school year so I don't expect you to have like an answer but like what would maybe be like your initial thoughts on what that would look like or just like the medium of how it would be right >>
073um in a partially informed answer um would be just in some of the experiences I had previous school districts some very particular apps um that do use generative AI that really give teachers the time and and that that really is the key part I think any teacher if they could they wouldn't just differentiate they would individualize but just constraints of time it just that's an impossible thing to do but generative AI may make it easier um a very oversimplified example can I just here's my standard lesson plan can u one app in particular it's essentially a chat imagine a chat GBT type thing where it's please differentiate this to make the the make the reading at a x grade level rather than a y grade level. Um, give me some prompts that would be more
074challenging that require synthesis rather than simple recall. Um, now again, we can never trust the output of AI period and story. But if a teacher can get to that point in 20 seconds instead of 20 hours or even 20 minutes, then that to me is a huge win that can really open the door to do this in a way that is teacherdriven and actually meaningful students. But um that's only a partially informed response, but that is something that we're going to dig into as we go. >> It's really interesting, but appreciate that. Yeah, >> madam chairperson, do we know who the um middle school school committee is? >> It is. >> Yeah. >> Okay. Good. Sorry. You thought that was the case. I just want to make sure you also thought that's the case. >>
075Good. We're all the same. >> I do. Lovely. >> Do you think that's the case? Do you have >> um I was just going to talk about joy, but I do want to remark upon that thing that you just just said briefly, but I think is is critically important is the development of higher level thinking skills. Um and it's such a wonderful way to enrich um students who are ready for a little more challenge because it's almost it has infinite possibility um in terms of really sort of growing some of those thinking skills and where children can match their intellect and creativity and and and take things to like a really interesting some of these projects up here I think that were just presented represent that something that's authentic but also developing um higher level
076um critical thinking skills um as well. So um I think that that's an amazing direction in in which to head. Um so I good luck that I feel like this is actually >> for those of us who have been in education for a long time. I think what you do to um differentiate very broadly on on both sides of your middle ground is a is a constant challenge. Um, and I think you're you're taking on a wonderful challenge um that doesn't have inherent supports built in um to to a district. So, um that my good luck was not sarcastic. I think this is cool. I I support you. Call me a night. I mean, I want to talk about this. This is great. Um but what I really wanted to say was about joy. Um
077I I think joy is is one of my favorite words when I think about schools and classrooms. Um joy comes from inside. There should be a joy in teaching. There should be a joy in learning. And if children are joyful when they are learning um that learning is going to be carried with them. It is so much more meaningful um than opposite of joyful learning. Um I don't know just rogue learning. Um and so and so I appreciate that culture of joy and finding joy in small moments. There's something almost mindful and meditative about it. um that that I think speaks to what Craig was saying around reducing anxiety, reducing competition, letting the process be what is bringing joy, not necessarily the result. So, um um thank you for your leadership in that area. >>
078I may have talked longer than you did. I'm sorry. >> Good. Thank you. >> All right. And last but not least, So we have three goals um all connected to distribution plan and you'll see some overlap and some new lines between uh the schools but um to get to the first one and to pick up where you left off this last game. I think the the two things that we're really um trying to tackle tackle this year are defining what high quality teaching and learning looks like so that we can challenge kids to develop those deeper learning skills. um really study engagement and share some ideas. Uh we do there's a lot of good teaching that goes on in the building and sometimes that can be very isolating because the structure of of education and
079the last few years um have been a productive and we've seen good results but they've been very task driven because we've had our dennial accreditation with NAS that's taken three years uh which was substantial lift in terms of uh faculty and professional development time prior to that we had covid and the thous thousand of different, you know, schedule changes that we had there. So, really, we're trying to to share some best practices across all levels. We have the benefit of having elective courses and core courses. And I think our electives uh have a little bit more freedom in what they can try, what they can experiment with. And I think some of those practices have proven, as you saw with Dr. Napkin and kids, Mr. Rudy's class can really provide some authentic and engaging learning
080opportunities that drive real action, make kids feel like they have a purpose, that they have voice, um improve engagement, and really improve the the quality of tier one instruction across the board for all. And to pick up on something that we've been talking about a little bit as faculty, you know, we talk about the myth of the average kid. There is no average. You know, there's there's people who are taller, shorter, smarter in one area, have more struggles in other areas. And so when you teach to the average, you teach them. And so our our goal is to teach not in a way that differentiates 25 different lessons for 25 different students, but to customize it in a way that movable car seats allow you to adjust, you know, how you sit in the car
081and how you can reach the radio and you know what audible controls you have for your phone. So having enough technology and diversity and skills built in that we can hit the extremes on both levels. We can support the kids who really struggle and of course the kids who are maybe a challenge um and provide opportunities within the context of the lessons to do that. So the the first goal really is around that. It's around measuring it. Um, and it's about sharing kind of best practices, benchmark assessments, um, auditing what we're doing to see if is optimal. And some of that starts with coming through the definition of what high quality teaching and learning looks like in Cohasset and what it could look like in Cohass. So that's the first goal. The second dovetails on
082that and it really is about individualizing a student experience and shifting the focus from academic motivation which is getting good grades to being successful and being interested in learning because I think speak to the joy piece that um Mr. Scupp spoke to that investment in something that's challenging and meaningful um and personalized and you feel like you have some control over it and and are inspired by the subject matter I think can really drive um a bunch of different opportunities for different student success and you know one of the things that I've talked about for several years is that we have this kind of cookie cutter image of what excellence and what success looks like and you know you need to check a bunch of boxes and do all the stuff and get all the
083awards and go to a particular type of school and you know make a certain amount of money and that's just not realistic or in the well-being interests of our students. So, um, you know, really creating some stakeholder forums, uh, reading books like The Next Generation, Never Enough, uh, redefining what success is, emphasizing some student pathways, uh, building some new tools and guidance, building a new guidance curriculum that incorporates some of this stuff in, uh, redoing our wellness course for our freshmen. um and partnering with with what we're doing is is part of the um the goal around the second piece which is really kind of redefining what success looks like and and personalizing that and making it more realistic and and more joyful for kids. And the third one is really related but in a
084different way. It's around athletics. It comes out of our athletics review um and really is to form an advisory committee to myself and the athletic director. You know, athletics is almost like a school within a school. It's got more coaches than we do faculty members and about 86% of the kids play sports. So, it's really a its own entity in in itself with far more far less uh administrative presence to to run it. So, establishing an athletics committee that consists of students, parents, coaches, myself, the athletic director to do a couple of things. one to increase communication around what are the procedures that we use, what is our mission statement, what is our uh vision for an athlete. Um what are our communication channels? What are our hiring practices? Um you know, what are some
085of the areas that we need might need some help in that we don't have the resources for necessarily. Uh so all of those different things will be tackled by an athletics committee. There was a survey that was point put out u about a week ago. We typically leave surveys out for a couple weeks. I think we've exhausted the number of applicants. We have about nine. Um so the next step in that is to for athletic director to go through the list, try to pick some parent representatives that represent all genders, all levels, all grades and as many different seasons as we can. uh then advertise to the students, get them involved, advertise to the coaches, set up a meeting schedule uh and come and start to draft the athletics handbook which would include a mission
086statement in our kind of policies and procedures which will be reviewed ultimately by the school committee. So those are our three main >> questions. >> So um >> yeah I'll get started and Scott thank you for your I think Mr. hope that it was a little short. Um, but I wasn't timing. So, just kind of anecdote. >> Um, >> you have two goals. >> So, I I do want to I do want to ask a question about one of your goals and that's redefining success and I I I really you've talked to this committee on this before and I really like this. I find this focus refreshing and appropriate. Uh I do think there is there is a focus a relentless focus on grades and on activities and and and trying to become this you
087know perfect student if you will. >> Uh and I I think that that needs to give and this is more of a thought I'm just interested in your reaction. I'm not sure if I'm going to be able to articulate it correctly, but it seems to me that there's a tension between that and uh maybe the traditional view of the school is to prepare for college and to maximize your quality of institution to which you're accepted and that is in some in some cases a numbers game. What is your test score? What are your what are your grades? What are your what are your activities? What does your school resume look like? In so many ways, our students are kind of forced into this game. And as much as we want them to have a joyful
088experience and focus on the joy of of learning, the the system itself kind of forces them into this into this mold. So, how do you how do you think about that that tension um and and goals? I think it's real and I think the the reticence from some people is that yes, it's a great idea, but let's wait for somebody else's kids to experiment with. And I think the reality is in speaking with college counselors, in looking at admissions data, um there's a certain truth to that and there's a certain reality that some of the objective metrics that students have been accepted on before are so common now that nothing differentiates them. And we've had students in, you know, the Never Enough book club shared some student reflections from from past seniors. And one student
089said, "You know, I really hope it works out at this school because I really liked the other school. It was a better fit for me culturally. They had the programs that I wanted, but this one had a lower acceptance rate." And that's a numbers game, too. You know, we're going to accept x amount of, you know, students. Um, and we're with the with the expectation that that's going to improve our ranking in the US News and World Report, which is going to improve our alumni donations. It's a very much a business thing, right? Um, and the reality is none of that has been shown to be a predictor of actual success. As a matter of fact, we're working I'm working with a freshman class right now and there's all kinds of studies uh from the
090last 20 years that say that your GPA in high school does not predict your well-being or your financial success in real life. What predicts it more is your joy in high school. Now those are it's a correlative not causal relationship but there's enough uh metaanalysis out there to show that that's true and I think that a student who is building the skills of being a confident human being who's invested in the project you know you look at the excitement that these kids had here with Kiara and Charlotte and Patty um they're invested in this stuff they you know they now see a little bit of a direction they that's going to shape you know we're Not saying that you're not going to be competitive for schools, but now you're competitive in a way that really
091can genuate you can generate an image for a college admissions officer on what you're going to look like on their campus and the things that you're going to do and the skill sets that you bring. And now you get to kind of shift your focus from here's a list of, you know, four Ivy League schools, three NESCA schools, and a couple others that, you know, are tropical. um right and more into like you know this is really kind of what I want to what I think I want to do. These are the kind of people that I want to hang around. This is the philosophy that I um espouse and can see myself working with. Those are going to build much happier uh more productive adults that are more financially successful, more well off. Um
092and I I I don't see it as I understand the risk. I I think if we give it a shot, I think everything that we've done so far has proven that it will work. >> And and to be clear, I'm I'm not saying it's a risk and I think >> but I think some people think that. >> Yeah. And I think you are right to focus on this. And in my own life, I know many people in my profession were miserable because they were taught that they should go do this. They need to be a partner in a law firm. And now they're a partner in a law firm and they hate it, right? >> Um and that's not that's not good for anyone. Um, so I I I I just I still I mean
093it's it's great. I support this and I think we do need to focus on the joyfulness. We need to focus on telling people that success is matched to what they want to do, what their what their identity is. I think that's huge. >> It's just trying to square that circle in the in the framework that we have to live. Yeah. because you also don't want to have someone not be able to take an opportunity that they could otherwise get because they they made different decisions. So maybe it's maybe it's guidance, maybe it's ensuring that the the students are appropriately informed and and you know um talking I I don't know but that's that's I mean sure that's part of your plan. I think we're fortunate enough that our size is a real strength there. Um
094and that we have, you know, an increased um alumni network where kids are going to be able to come back and say, "This is what I did, this is why I didn't or to me to do X, Y, and Z when I was in school than to do what I was supposed to do." Um and, you know, stress myself out over an A minus on a an AB bio test or or whatever it is. You know, we do have we've had a lot of success stories that I think we just need to get some of the kids back and talk about it. >> I I'm not going to blavor the point. I'd love to hear more about this as it as it goes along. Fully support the Thank you. >> Do you know what you
095said the one word that that I was thinking in my head you said is the why. Right. So I think when as you're a student you're much closer to this than not. But the the you study to to learn and you study to do a test, but that's not a why. That that's just an action. And what I like about projects like this is you learn something and you get to do something with it. And I think having people shift their mindsets is now you get to be the expert. Now you get to make a decision is will then allow somebody to then to Lance's point go backwards say how do I get to the next decision? And uh I think it's any way that we can break students out of the malaise of just
096you know, wrote work is great. Uh, so love it. >> I have to say that I my emphasis going into this was obviously a lot of what Mr. Dial talked about. Um, and just my thought is, you know, I think back to the end of senior year and there's always this kind of unity because college admissions have ended and you're kind of just I don't want to say cruising towards the end, but you know, I knew you didn't say that. >> I also think about the first half of senior year going through college admissions and I remember feeling this really competitive culture that was both direct like it felt like we were all applying for the same jobs but it also had this kind of like keeping up with the Joneses mentality of like oh
097this school and you know has an acceptance rate this and that sort of thing. And I think building a culture around changing that and it's obviously not just a cohassive problem. It's a nationwide problem. But just agreeing with that and you know as I look back on that process like how silly was it of all of us to kind of have that mentality you know the first half year. Um and I think on the idea of and we're not it's not a risk. um the idea of differentiation bringing in um and we obviously want to have like a holistic guidance process like it makes sense to be talking about college admissions starting in your freshman year of high school not to take it too seriously or be too stressed about it but it's something that
098I wish I thought about earlier but the direction I would have taken would have been yes do debate in my freshman year instead of waiting until my junior year and you know obviously academics are a priority But that's something that would help me differentiate myself and define and stand out more um instead of the idea of oh like maybe I should add this extra AP course and that'll really get me there because I don't you know I don't think that's what is differentiating students today. Exactly. So the idea of that, you know, being a risk, I think it's really a rare opportunity where it's just like a really straightforward good or benefit. Um, where, you know, building this culture of yes, like do well in school, but also find ways to stand out. Um, it's
099just something that I think would be a really great opportunity both in terms of helping students, you know, succeed more and, you know, get what they want out of the college experience, but also helping alleviate stresses. Yeah, for sure. >> So, a couple things. Um, first off, I've always said that I think that our high school and the level of success we have there is it's sort of the culmination of all of our buildings coming together and that goal really captures all of that, right? You're trying to take everything you've learned and like redefine success. You've seen this a mile away. You've been talking about this for years where never enough is a thing. Um, I think you've been planting seeds in our in our high school students in this way. I remember I think
100it was class of 2020 one of the cunning girls graduated that year and she her speech was her she was a valadictorian I believe her speech was about this sort of thing what success actually is um I think you've already gotten our students thinking about that and I think that the conflict that Mr. Dial describes is exactly why that number two that priority exists, right? It's why and I think that's I think that if if done right, we can have the best of both worlds, right? And we might be able to, you know, we talk about what what makes someone competitive for college. We might be able to redefine that, right? If we do this right, and it's going to be a slow burn, but I I think we'll be able to do that. And
101and ultimately what I hope is um this whole approach to college is just we don't hear stories like so our guidance department I think is is great and they do a really great job with the kids and I think that they help them I think they're already taking steps to help the kids sort of you know um reshape their perspective on things like college admissions but we don't want to hear those statements like you know I love this place I feel like I really fit in there they have the course study I'm looking for. Um, but this one's ranked better, so I I really want to get into this one. >> And we want the opposite of that. Right. That one's ranked better, but this is the one for me. Right. >> Right. Because that's
102what's going to get our kids to where they where they need to be. Right. >> So, um, you know, I I think it's cutting edge. I think a lot of what you do with at our high school is is is cutting edge. You know, you're a terrific principal and you've been talking about this for a while, so I'd love to see this in the improvement plan. I think it's going to be something that's going to be there for a while. I think this is going to be Yeah, it's going be something that's going to require a lot of work and um um I I don't know. I don't know what it's what it's going to look like, how you how you're going to how you're going to approach it. Um because people to your point,
103I think people are viewing it as a risk, right? Who wants to be the guinea pig, right? >> Figure that out. But if done right, I don't think anyone needs to be the guinea pig, you know, no one needs to be the canary. We just have to like you know um so um as as Miss Leky said um to um Mr. Scotty good luck because I think you got a bunch of cheerleaders here. I think everyone's on your team here and and everyone agree with this. I that that I think that this is going this is like a a cutting edge approach to education. We're moving past this like very linear, you know, tra traditionalist like get through elementary school, then go to middle school and now you're in high school and the point is
104to get to college, right? Right. And then you get to college, you got to get a job, right? Well, what about what about the journey? What about the purpose of this? Right? What what am I trying to become? You know, so I don't know. I think it's really exciting what we could deliver to our kids if this is if this is done well and uh you know I can't imagine anyone better for the job than you. I think the luxury that I have that parents don't have, you know, the and one of the challenges schools is I've done it for 25 years and everybody coming through has done it for one or two depending on how many kids you have, right? They did it themselves and then they have as many kids come through. I
105have the privilege of seeing thousands of kids >> Yeah. >> who will come back and tell us what they did and that doesn't get advertised because that's that, you know, 15% at the top of the iceberg that gets projected out is, you know, where' they go, where' they go. Nobody asks how you doing. um and what you did with it, you know. And I think of kid like Ben Boy who um you know worked hard at school, was a good student, uh told me that he wanted to go either on the east coast or the west coast but somewhere near the ocean. Hooked up with Dr. Toé, did a social science project down in Fmouth. He had a house there in the Cape and researched the shark and seal population and did something and entered
106into a similar fair, the civics fair. ended up going, I think, to Villanova, became a road scholar and is out in the Indian Ocean shutting studying shark life right now. You know, that's not because he took AP bio or whatever. Um, and has nothing to do with his GPA or his transcript. It's because he latched on to a teacher. He had a really great relationship. He found something that he was interested in. Then he found a school that actually met his value system and offered him opportunities that he then took advantage of. There's a thousand kids like that that came through coass and we just don't know the stories. So part of the job is to market those stories. >> Um I will just add um it's interesting in I'm hugely supportive of this initiative
107in particular. Um and I think it has something to do with that students seem to understand themselves in the context of the culture in which they live which is highly competitive um oriented towards success in a defined in a very sort of um small way and what I think you're talking about is bringing some self-reflection into high school which is not necessarily what kids that age really want to do or feel comfortable. people doing to sort of answer that question, who am I? But to answer it authentically and genuinely so that they're okay with actually who I am is really into marine biology and that might not be what my best friends are into or what is valued. I mean marine biology is fantastic. I don't know why I use that as an example, but
108whatever the example is, is not being ready to accept their truth of of who they are and what they're interested in and being so influenced so heavily influenced, which I think is developmentally um sort of part of the the package of being an adolescent. Um but it it seems like you're setting this up for that sort of preparation of of having having students develop a better understanding of self. Yeah. and and in in that understanding being able to recognize their successes in different ways. So, um it's it's absolutely brilliant. Um >> and it's an industry that often has a deficit mindset the way it's spoken about. You know, we didn't do as well on MCCAST. We have a you know, achievement gap. We you know, what's your college acceptance rate? What's the it's you know,
109it's focused on all these weaknesses and all you need to do is shift the other side of the coin. Not that weaknesses are bad. I mean, you know, it's good to study anxiety so you can develop anxiety medication. It's also good to study people who don't have anxiety to figure out what they're doing right and and have kids identify with their strengths and use those strengths to their advantage both in the course selection and in the future plans. Um because that's when you really start to develop a sense of purpose and where you fit in the world. >> Yes. >> And that's what we're really trying to trying to >> and I I think that there's also like a both amp to this to what Mr. Dial was saying that you can do both um
110and and and and sort of but do it in a way that feels more true um to self and not being a um slave to um cultural demands. Yeah. Um so thank you. Um we do have an online um question um from Kate Renie 9 Forest Notch. The athletics council had some promise, but having attended both public events to get parent feedback on the athletics program in the spring, limiting this to two to three parents seems insufficient. There was a lot of feedback that suggests more formalized and regular open opportunities for communication are needed. Two to three parents and two to three students cannot be representative. The charter's membership seems imbalanced and leads towards administrators and coaches. Um, thank you, Miss Renie. I'm not sure if Superintendent Shannon or Mr. Scott, you would like to
111speak to that? >> Yeah, I mean, you know, that it's it'll be an evolutionary process, but I think you can't have a committee authority and get everything done. You know, you need to have a core group of student representatives that will probably rotate through, coaches will rotate through and parents who will rotate through. Um, and you need to be able to have, you know, really honest um dialogue. And I think as a supplement to that, I think what that committee does does need to be communicated pretty articulately um and in a variety of ways. So I think you know having things solidified in the handbook for starters is a good place to start. Having an articulated mission uh and a rationale for why that is is a good place to start. Doesn't mean that we're
112going to exclude other feedback or not have any other opportunities for doing it. But as a working group um you know I mean I I I think our leadership group is what 10 10 people you know that's about as good a group as you can get to be productive and actually create some change and it's going to be the responsibility of some of the parents on that group to go out and reach out to other parents. You know we're going to eventually create a a boosters council that will involve boosters from all the parents and then you know extend those efforts out um in a in a variety of different ways. either we decide that, you know, we're going to have a bunch of different boosters programs and here's how you can support the school
113or we're going to have an umbrella program where, you know, there are things that are going to benefit everyone. Here's how we can all come together and do it. But, um, you know, I don't think it's to the exclusion of of anyone. And like I said, we're going to select a third of the people who applied. So, you know, there wasn't 30 volunteers. >> Thank you, Miss Ry. Hopefully that um answers or is you know sort of an answer to your um statement or your question query um observation. Um thank you for participating. >> Thank you Mr. >> Thank you principles. >> Yes. Thank you principles. You are free to go home. We need to vote on our >> Oh yes, we need to vote. We do need to vote. Um so I am seeking
114a motion to approve all um school improvement plans as presented. Second >> have a motion by Mr. Second by Mr. Dial vote Mr. Dial >> I almost said C that's not right >> Mr. Adams >> hi >> Mr. M >> I >> Mr. I >> Jen Lesky I >> um thank you principles. Please enact your school management. Can't wait to hear how it goes. >> Thank you very much. >> Thank you. >> All right. >> Um >> bye Craig. Just got a conversation. >> Oh. >> All right. We we will keep things moving. >> Perfect. Yeah, >> CJM. >> I think our secretary can take care of that one. >> And excuse that. >> Uh, moving on to section D, the superintendent report. Um, we'll turn over to um, Superintendent Shannon. Okay. So, um I'm
115gonna keep my remarks fairly brief given the presentations that we've had tonight, but I did want to start off by thanking the Compass Education Foundation for hosting a wonderful fundraising night last weekend. Um the event was a great success in that it created both community and I believe they exceeded their fundraising goals for that evening. Um, and I appreciate all of the hard work and the time and the planning and the dedication that went into making that happen in support of the district. Um, I also want to share an announcement with folks tonight. Um, so though she couldn't be here with us this evening, I would like to share with all of you and with the community that Mrs. Susan Owen, our director of finance and operations, has submitted her intent to retire from the
116district as of June 30th, so the end of this current school year. Um, this June will mark the completion of Sue's sixth year in Cohasset. In her time here, she helped lead the district through COVID, has supported the growth and development of the schools, and has been a fabulous colleague. Though I have known her the shortest of all most of the leadership team, we will miss her terribly when that time comes and wish her all the best as she starts to plan for this next part of her journey. Um the role of director of finance and operations is a crucial role for any district and is not an easy one to fill. And so given that she and I have had several conversations about the need to start this search early in case we needed
117to do the search more than one time and so we are going to start that process this coming week. Um, I will be looking to create a hiring committee and anticipate that committee will consist of 10 to 12 people including a member of the school committee as well as leadership. Um, several of the departments that Sue runs or that position runs. Um, hoping to have the town accountant from the town side on that committee as well. Um, and we'll be posting that position on school spring on November 3rd and accepting resumes through November 17th. The hiring committee will then meet to review resumeumés, choose candidates to come in for interviews. We'll be holding those interviews in early December and anticipate holding finalist round interviews in mid December with the hope of making an offer prior
118to the winter break. Um, and while if that does not work out, that will afford us the time to run a second round of process after the break starting in January. Um, and while we're looking forward to the process, I want to reiterate my sincere thanks to Susan and for all the work that she's done at Cohasset for her time here. And finally, this is just an interesting time of year because we don't have a lot of official events planned. However, if folks have been attending sporting events, you'll see that we're starting to celebrate our seniors. Lots of senior nights are occurring. Um, they just announced the school play for this year. It's going to be a combined play with middle school and high school. They're going to do newsies and so students are signing
119up for both, you know, in front of the so behind the scene and in front of the scene. Does that make sense? Yeah. Um and then um the other thing that is happening is Ozgood's annual trunk retreat is coming up this Friday afternoon. So hopefully we'll see if any. So that is my my report. Any questions on that? I'll jump. >> I just um I want to reiterate to what you said about thanking Son for all years here. I do agree that considering how important our finances are and the strict operating and the things we have going forward, the conversations we're having going forward, I agree with the idea of starting of starting a search. I'd rather have a candidate early than no candidates late. And I think our recent experience um really across town,
120it's not just here. I mean, when it comes to getting positions uh in Cohassid is it's challenging. So, uh buying ourselves more time is prudent for sure. So, thank you for that. >> Um, the next thing I wanted to revisit is the annual well the approval of the election location for the Tuesday, November 3rd, 2026 state election. Um, we brought this up at our last meeting and did talk about the fact that this would result in a professional day shift. Going to pull up a sample calendar. It is a very um barebones calendar at the moment because we haven't gotten to the point of having any early release days put in here or anything like that. Um, it does call attention to the fact, and I think this is important for anyone listening to to
121recognize is that the start of the school year for students next year is September 2nd, which is before Labor Day. Um, so starts with the that as the first day of school for students. We did approve at the last meeting September 1st is the primary election date. That doesn't impact the the the students. teachers will be here and that will be fine. Um, we would be shifting one of our professional development days from what has been for the last few years a Friday to this Tuesday, November 3rd. Um, it is a day that the I I haven't done the actual research, but almost every other district I've worked in has had that day as a professional development day because their schools host elections. So it is a very common day. Um if we do do
122that, one of the benefits of having that day is we could capitalize on other PD that is happening in our districts and do some partnering. Um I know that there are other districts who do do that that we've not been able to participate in. And then we would probably look to have the second full day PD day in January um on the 15th which backs up to mark the weekend. So there would still be the opportunity for families if they wanted to to get away for for a long weekend there. Um >> where would the election day PD uh day come from? Like what would it normally Friday? Which Friday? >> So like we had a um professional day on October 10th this year. >> So it would go from October >> the indigenous people's
123weekend to November. >> Yeah. And um you know in talking with the town this is the only op Deer Hill is the only option at this point um for a townwide location that meets election requirements. Um there Wilcut Commons can technically accommodate but because of the wording of the deed um is not an option from the town side. Um, and I believe there was a meeting several years ago, um, where this was discussed, um, it looks like in March 2024, um, where it was sort of decided that elections would be happening at Deer Hill moving forward and that that would give the schools enough time to accommodate in the calendar. That's what I learned from the town side. >> Can I add a little bit of like actual wording to to so when for commons
124there's a deed restriction? >> Yes, >> there's a quick claim deed, right? That has a quoteunquote senior use provision. Um I got the the full text here, but it's probably online. Um and basically it says that it's reserved for you know senior program uh A but B section B does say it can be used for such other public and general municipal purposes as support or do not materially conflict with the use provision. So right now I'm sitting on the school committee. So I want to be clear. I'm sitting this is my perspective is from the schools. I've sat in other seats before. Those were different perspectives because those were different seats. Um I think it's an overly narrow viewpoint to say that the senior restriction prevents us from use having elections there. it the last
125time it did not affect delivery of meals on wheels. The kitchen was still operate. Uh it disrupted I think two days of programming which was relocated to another place in town. Uh and I don't think it's unreasonable to have some sort of accommodation. That way we're not disrupting 1400 students and hundreds of families um because there's quote unquote no other option in town. That seems to be a little bit extreme to me. What I'm hearing from you, Superintendent Shannon, is that operationally it's not a big deal for your office and that's a really important data point. Uh but you know we I've heard from parents about this and it's not something that I get the sense that the that the is as easy on the on the parent side. So, um, my push back before
126was I think we need to have consistent pressure for the town to develop a solution that isn't there's no other options because this is disruptive, I believe, to our to our at least our parents. Um, and you know, I don't I don't want to create a negative conversation, but there we need to have the ability to have some sort of accommodation. It next year's especially hard, right? It's usually not this many elections, right? It's usually ones on Saturday or they're just town elections, but it does feel like we are we are being asked to take on the full burden of something uh when other areas around town feel like they don't have to. And I don't especially with that perspective. So that's my reason. >> Could I add one just piece? Not only is it
127operationally something that we could manage, >> I actually think Wednesdays are a better day for adult learning than Fridays. >> Tuesdays. >> Okay. >> I I think Fridays are hard days for adult learning. >> Okay. >> Um I think we have more attendance issues with adults on Friday. >> That makes sense. The reason we like the Fridays is we get out of town. >> Um I also can tell you that the professional learning council is going to be looking to do a survey for what day we do early release days as well because Fridays are not again a great day for adult learning in the afternoons and we are seeing high attendance issues for students. on those days as well. So I would I just wouldn't want us to make a decision based on one
128day and one data point when this may be even larger conversation. >> That's excellent context. Thank you. Okay. Um I'll just respond um quickly. I I was not aware of this 2024 discussion so I I I don't know um with whom that was had and what it is but I don't feel bound by it because it was not had at the committee level. Um I I um wanted to delay table the discussion of this uh last time to get parental feedback and community feedback. I've gotten community feedback and it is resoundingly uh not in support of making this change. This is a that parents have planned for this. There's traditions. There's there's that. I hear you, Miss Shannon, that there may be a larger question about how we utilize um professional development days, but I
129I think that I'm not prepared to make a change um on our uses of professional development days in this context. And as a representative of constituents, I um would have to represent their interest to say that we're not going to change this. Um it's been very clear to me that that's I I've not gotten any dissenting views and I've gotten lots of other views um passionate views that we should not move this this um thing and we can we can have later on conversations about weighing you know the benefits to the communities for vacations for time together time as families versus the quality of professional developments and if there's attendance issues that that that may be a different issue but as far as the issue on the table my read of the community from the
130feedback that I received over the time since we uh opened this was resounding not supportive of of that and if there is even just a another option that seems like it could be explored at the common then um I think that that should be explored. So, can I just share what they shared they resource that they provided to me? Um, because obviously I wasn't here at that time. Um, but apparently there was a meeting in March of 2024 that included police, fired, town clerk, town manager, emergency management, schools, library, HR, council on aging w facilities, and DPW. And that's where the decision was made. Um, and that in discussion with the school district, the town clerk was told to notify us with enough notice so that the the calendar could accommodate it. Um, and so
131that's just I don't know who was at that meeting, but it does sound like schools in some format were at that meeting and made that agreement. >> So 2024, I think Mr. McCullen, you would have been chair. It would be you or me. I was not there. I don't recall that. Do you do you recall a meeting like that? >> I recall talking about the subject before. I am at a lot of meetings regarding school district. I I do not remember >> if I was at something like this. I do remember this being a discussion topic and I do remember that the schools had communicated a willingness to work with the town. um to perhaps the level of assurances that we would do what we needed to do to do our part to help the
132town with the elections. Um but I I I don't have specific recollections of the conversation. I know that it did happen and as you were discussing it, I was thinking to myself, >> yeah, >> I don't know. >> Yeah. Well, I mean, I feel like we've shown with the primaries that we're we're willing to do our part. Uh, but I think part of that caveat of we need to get advanced notice, we need to change color, we need to approve the calendar, and we're hearing from our I'm hearing from constituents that they don't want to accommodate this. Um, I think leads me down down the decision. I >> think the clarifying question when we're talking about constituent feedback, is it the loss of an extra long weekend around indigenous people's weekend? Is that what people
133that is that what the rub is right now? There's two two themes of feedback that I've got. >> Yeah, I'm just curious. >> No, no, it's actually we should discuss that. Um, one theme is exactly that. Well, it's a 4-day weekend time with family. We can plan trips. We have planned trips for years, blah, blah, blah. And that's that's it. The other the other uh feedback is that um it's diff it's more difficult to have a Tuesday with kids at home uh from a it's like two working parents or from either a single working parent. Uh either way it's more difficult to have a Tuesday. It's more disruptive from a family flow to have that just random day off in the middle. Um now I mean we can you can qualitative or judge that how
134you like but those are the themes that I've had. more difficult to have it on a on a on a middle of the week day uh than it is on a Friday or Monday because you know people can take work from home on a Friday in a way that they perhaps can't on Tuesdays. I know a lot of a lot of companies are requiring work in Tuesday, Wednesday, Thursday. So that plays a role in it but it's >> but it's not material opposition to holding elections of the schools. It's more about the way in which it impacts school calendar. >> Yes, it's the law. >> I just think that's really important. It's long it's long professional development day. >> It's the professional development day being on a Tuesday instead of on a Friday. Uh especially
135Friday before a before a long weekend. You know that seems to be what triggers most of the negative >> and I think one of the things that is missing for people or like the common knowledge is that we can't have school that day and that means Deerville like Deerville is a security risk if we have people coming in and out and we can't limit who goes gets to voting right that has to be open to the public and so that Deerville has to close is the whole district has to do this, right? So, oh, it's just a gymnasium. No, it's not. It's why I said it's 1400 kids and it's however many number of families. So, I mean, it does I mean, you know, it seems silly that we have to silly. It seems I
136don't want to use inequitable either doesn't seem quite level that we close four giant buildings of students uh to accommodate just one space. Like, it's just an inefficient process. And the feedback, you know, my personal feedback is the 4-day weekend, but the feedback I've heard is Tuesday is just it is. And um, you know, we talked about that in different context before, but again, I I I also, as I said earlier, like I sat in the seats, I understand the the restrictions we have in this in this, and I guess we're not alone in this. So, I can I can say okay and also not like it. But what I'd like to what I'd like to do is you know we approve this but for 2728 we should have that meeting again. Uh and you
137know this isn't a default. Um and maybe we're willing to do again going forward and under your guidance if this is really helpful to you as a superintendent keep telling us that and and we'll get somewhere. But I don't want it to just be assumed that this is always how it's going to be. That's my biggest message. Also just a thought about that you know conversation that that happened again I don't know who exactly was but the calendar the district calendar is within the purview of the committee itself it's something that we vote on. >> Yeah. So everyone would have to realize no one person whether it be the superintendent of schools who was not super Shannon uh or the chairperson or the secretary of the school committee can can just unilaterally decide that that's
138going to happen. So, I mean I mean to your point, Mr. I don't know that that would be binding. You know, it had to requires a vote. >> Yeah. >> Majority of the schools to change account. So, but I do remember the conversation. I actually thought it happened at the committee level, but um superintendent Shannon just reported that there was some sort of other meeting with all kinds of stakeholders, which I have no specific recollection of, but I feel >> I don't know if it came I don't it this summary of events does not tell me if it came to this level or not. I do recall a generic conversation at the committee level about hey look there's going to be some stuff and it was really in in the um slightly different context than
139my recollection but it was like yeah of course we'll we'll help out again but there wasn't a you know we're going to guarantee that we will close our schools for the election we'll look at the calendar >> I feel like the timing is I feel like it was about a year ago that we're talking about >> so I don't know motion to approve with with all the stuff I've said. You know, I do understand that we have to this, you know, >> before we do that, >> my apologies. Um I I guess if we're we're gonna have a vote, I do want to I I would like clarification on the deed restriction that that seems to be a fairly big other option. If there is no other option, there actually is legally no other option,
140then I would support this. But if there is any other option even in a reading of a deed restriction then I would not. >> Do we have a leazison to the elder affairs committee? >> So we could bring in Len. I'm just looking because the so I will share with you what the the rest of this um I didn't want to have to read it record but um so with the closure of the town hall auditorium the emergency polling location at Wiluta common was approved for utilization for the March 2024 presidential primary um which was a plan developed with police fire and Emergency management is required by state law. State law comments met all the state requirement, worked out great logistically and received good feedback from the public. However, there was push back from elder
141affairs board for use for future elections um due to potential disruptions of senior programming which would have to be cancelled. And then there was an agreement to review future locations. The consensus was that the only other location that could meet state requirements um barring the use of low cut commons due to a court-ordered deed restriction on the use of the building for town business other than backup emergency location gymnasium. >> I have I have not seen a record of a court ordering. I mean there's a deed restriction but I don't know of any litigation. >> I don't know either. I just know that there's a court order. >> Right. if the phraseology here makes it seem like it's something that it's not just maybe a word choice. >> I don't know the answer to that.
142Um and that though the town was able to contract St. Anony's for 2024. Um the church does not want to make commitment for future elections. um they have it's their private if they're private and um there had to be other improvements made to that site to meet the state requirements for a voting location. Um and so given the I'll use the language here in a court order um to not be able to use Woodart Commons and St. Anthony is not being available. The only other space in town that is town owned that is does meet the state law is dear. >> So that's that's helpful. I guess still open question for me is is it an actual legal requirement? Are we prohibited? We did use will cut so it must not be illegal. So we
143can do it >> right. But I mean I mean the I I I still it seems like there's some some >> reason there and if we're weighing disrupting 1400 students and families against the feedback I have versus disrupting I I I just the interest as a school committee member of the school programming disruption and the magnitude of that versus disrupting senior programming seems you know not the same. Uh, and as a citizen, not as a school committee member, I would say that as a town, we take a smaller amount of disruption of senior programming on a couple days versus the entirety of our school district. So again, I I guess for me to vote for this, I would be need to be convinced that there actually is legally no other option. If there is legally
144no other option, then I would support uh changing the changing date. So if if we have time, can we make a motion to table this again with the with the interest of seeking out more detailed information about restrictions on Wilcut and then sharing the the load between those two that both the district and Wilcut as an organization um because we are hosting the September um which better aligns with our our service provision to the students. Do we have time? >> And that I guess that's I don't know that we do. >> I I would like I don't love the idea of us saying no and then saying no. Like that we will got to get out of that cycle, right? So I think I'm just you know I've expressed my discomfort and I I'm on
145the same side with as Mr. Dial here a lot of on everything he said. But I do understand the necessity portion of this. And I think what I'd like to do is have some of us sit down with elder affairs and talk through what their programmatic disruptions are and see if we can help them, right? If they're going to help us, we can help them. And you know, understand that we're all one town and you know, you know, I'm going to go to town meeting and vote for senior programming and seniors are going to vote for school programming. We're all in the same we're all in the same canoe here. And I don't want it to seem like we're not willing to help because we are. and and but uh if there's a way that
146we can discuss this amicably and if we don't get anywhere that's fine too. I'm not going to I'm not going to you prejudge the conversation but if there's things that they can't do can we help out with that somehow and um see if there's some way that because I think if the elder affairs board feels that they can still offer the program they need to on those days you know we we have I think satisfied that provision. Uh so let's let's be in a helpful mode going forward. I agree and I think there are ways in which we can collaborate to be helpful >> like I mean it would be like much I would imagine the attendance of that those programs is probably less than pound election so you might be able to figure out
147a way to utilize school property I mean just >> we have a lot of resources exactly yeah so and um you know we're more than willing because again we the disruption we have is high so you know there's a you know >> so is there someone who would like to make a motion I will move that we accept the state election for November 3rd, 2026 with the um and adjust the calendar according >> second. >> Um Mr. D. >> Hey, >> Mr. Evans. >> Hi, >> Mr. >> I must abstain because I'm a candidate in that election and I don't appropriate for me to vote on where it occurs. >> Sure, >> Mr. I >> Jenki I that will pass. Um three yeses, one nay and one abstension. Thank you everyone. Um Mr. Evans, I
148do think that um connecting with elder affairs and having that conversation and and any other town officials with whom is who are who are involved um would be a very prudent next step um because I'm not sure that this is sustainable or preferable um in terms of a um situation that we're in. >> I know this may be incorrect order, but I was silent during that. >> My apologies. more of a parental issue and obviously that's not my my forte but um I do agree with the pers I just want to point out that I do agree with the perspective that it does feel inefficient that we have to close all four of these buildings on this day um and also the idea that in an even number year there might be up to four
149elections if we have a special town election town election primary and that's federal um the idea that you know we are able to accommodate up to three out of four of those just because they're on weekends or they're before school starts. I think to say that so I just wanted to put that out there. >> So if you would like to >> fall ruling on setting up a meeting, >> setting up a meeting and letting them know that we have voted to approve that request for >> All right. Moving on to budget resources and governance. Um Shannon I understand you are um I am presenting um to us once again. Thank you um share. Oh and I am so sorry we have two comments. Um uh um Ellen Mahar um from the select board has
150said that she would ask town council to review. Thank you, Miss Mar. And u Miss Saunders um whose address was previously um announced CA I'm not sure who that is did go to court on this. You may want to look into it. The building was not built slashpaid for by the town. Um thank you Miss Saunders for that insight. Okay. So, um providing a budget update as of October 17th. Um and I'm happy to share that we are are very much on track um for being within about 1% of our budget budgeted amount in the positive actually um for June of 2026. Um, our administrators, our department heads are being very conservative in their spending and we are also, as I had mentioned earlier in the school year, um, grateful for the hiring that they
151did, which has allowed us to um, save some money in in staffing over the course of this year and we think that that will help us where we know we will have some overages. Um, as of today, we are just about fully staffed. We have two positions that are outstanding. We have a special educator at the high school who's been on a one-year leave of absence. We are trying to fill that position. We just have not been able to as of yet, although I think we have a a candidate. our district-wide head custodian actually just retired um last week and so we are actively looking to fill that role as well um and I have some calls out for some candidates um and hopefully we'll have that ready to go in another week um and
152we are uh we have an advertisement for a bus driver because we have an anticipated retirement coming up in the next couple of months so we're trying to get ahead of that. Um, in terms of utility costs, we are working to project what our real utility costs will be. Um, we know that they will be higher than what we spent last year. We allocated an additional $180,000 in this area for this budget and we anticipate that it may exceed that. But we are working with the town to see if we can explore ways to save some money so we're not encroaching on other operational needs and we are um feeling very good about the fact that some of our additional savings will help cover this cost. Transportation um we have been looking at our transportation
153revolving account since the beginning of this year. We are at a positive with our transportation account. Um we anticipate that that revolving account will continue to grow throughout the end of the fiscal year. And with the um the additional bus that actually just came and is now um inspected and ready for use, we we should have all of the buses that we need and that will help um manage our transportation costs and keep them where we need them to be. Athletics is another area that we are continuing to watch. That athletic revolving account is still in the negative. As we shared um at a prior meeting, we anticipate that that will be in the negative until we start collecting spring sports fees. Um as a result, we are absorbing athletic costs from the operations budget.
154We know that there will be overages in this area and again we're we're grateful for those projected savings so that we can cover those costs. We are always keeping an eye on special education. Right now we're in a good place um but people move all the time and situations change and that could um impact us and so we're just keeping a very close eye on that. So, as we move forward, we are continuing to track monthly our utility consumption against our budget. We are continuing to track athletics, including athletic transportation. We really think that with the 10th bus arriving and being able to be used as of yesterday and today, and the multi-use vehicle that we will have lower athletic transportation costs than what we've had in the past, and we're keeping a close eye
155on that. We're continuing to monitor supply and material line items and are grateful that our department heads and our administrators are spending conservatively and we're continuing to track special ed placements and tuitions. Um so like I said, we are in a good place for this year at this point. Um we'll continue to keep a close eye and keep everybody updated. Any questions on that? committee members ask questions. Um that way >> I like this I like this format. I thought this the narrative was good. Um if we end up within 1% we've done a pretty good job. So superintendent Shannon that's pointing to you keep I like that number and if we keep like if we every month we have an update about what we're tracking in that within 1% range. I think that's a
156nice uh rubric to use which everyone can understand. Thank you, >> Mr. Evans. I had the exact same comment when I I previewed this before um our meeting. I said I love the narrative to it. I think it really helps to give some of the numbers um in our budget life. um particularly um to those um who are watching and sort of like it tells a story and I think um that that story is an important story um and it it you know numbers tell a story as well um but I'm particularly keen on this on that this format as well. So um that takes us into starting to look at FY27. And so I have two things to share with you this evening. the proposed budget calendar and the proposed budget priorities and they
157are a first read. Um the first is the budget calendar. It is not very different from the budget calendar and timeline that we have used in the past. Um however we are starting our conversations about FY27 internally already actually started them a couple weeks ago um with principles with department heads because we know that there's going to be a lot of work that goes into this. Um but prior to us bringing you at the committee level information about the FY27 budget, we will be looking at the FY27 capital requests and we are we have started that process. We anticipate being able to bring to you a draft capital request list at the November 5th meeting um and hopefully being able to finalize that request list and submit it to the town on the at the
158September 19th meeting. Um we will then move into the >> well this is a first read. I don't think you don't need to I don't think we need to go through every date, do I? I think that it's presented. We we have it. I mean, I don't think you need to read the entire thing. >> It's fine with me. >> Right. >> Okay. >> So, first read and then we'll bring this to the next meeting to hopefully vote on it. >> All right. Um, also we have our budget priorities draft of those. Switching my screens here for a moment. So, budget priorities are based directly on our strategic plan. Um, they highlight our four compass points. They allow us to work towards our district and school goals. Um, I think if you when you read
159through this, you'll see that they're very much aligned with the school improvement plans that you heard tonight. Um, and the strategic plan that I presented to you in past weeks. Um, a question did come up especially around resources around knowing about the MSBA process. you will actually have to vote on the priorities prior to us being notified by the MSBA. Um, so just wanted to make that. >> What does that mean? >> It just means that we won't know if we've been admitted into the MSBA process by the time you have to vote on this. >> Yeah. Any questions on this? >> Say that again, Son Chan, and we won't we won't know. You will vote on if these are our budget priorities before we know >> the priorities but sorry. Yes. >> Although it's
160it's in there. Um >> it is it's in there. >> It's been in there. >> So that seems to be okay. >> It wouldn't materially change but yeah having >> it wouldn't but it would be more specific. >> Y >> if it was if we knew >> Yeah. Because we're not sending we're not stating renovation or reconstruction. We're saying it could be either of these things. Right. Yeah. So, so question. >> Thank you. All right. That's all I have for budget. Um, thank you, Superintendent Canon. Um, Mr. Mcllen just pointed out that on the um agenda, it looks like we needed to take two votes regarding um the election date. one for the approval of the location at the Deer Hill Gymnasium and another to add the election date to the 26 27 school calendar.
161Um I think >> my motion said both things, but I split it up. I did say >> I wasn't sure if it did. Okay, >> it did. >> Thank you, M. As long as you >> um at this point we're at um block F, community relations and communications and reports from any school committee subcommittees and liaison at this point if there are any >> uh subcommittee I'll I'll note that uh much of the substance what we discussed was just presented but uh the the budget uh subcommittee did meet uh and went over the budgeting process with superintendent Shannon and Um we are encouraged with the current steady state of the budget um and as just presented here. So I just let people know that meeting happen. We are watching uh the budget >> harbor. >>
162You are okay. I had a report. Um we are in the midst of potentially planning a um as one of the fundraising initiatives for safe harbor a restaurant night at the high school. Um very early phases right now. We're thinking of doing this um sometime early next year and we're talking to Mr. our our our director of food services. And it's going to be a student um run initiative where the students are developing menu and students are going to be marketing the event. They're going to be staffing the event. We're hoping to have maybe some musicians there, some visual arts there. Um it's going to be um there be some mocktails. This is a substance abuse awareness event. And um it it could be a really really good time. So it's very early, very early
163on. Just want to throw it out there to uh sort of uh you know inform everyone this is going on. >> That is fantastic reports. >> I leazed with a AEC and that's what we have next. So as the liaison I leazed. >> All right. Well, thank you for liazing. Um we do have um in block G a topic uh not reasonably anticipated by the chair. At the last minute, we are able to have um Miss Tanya Bodell joining us here um representing the AEC to talk a little bit about the um solar panels um on schools and around schools on school property, the history of that and to allow um committee members to ask any relevant questions that you might have. Um and then the committee will have a a meeting at a later
164point for about 10 minutes to vote. Um, we will not be voting tonight, but this is our opportunity to become informed, um, to ask questions and to come to. >> So, Miss Fel, thank you for waiting through this extra long meeting, um, and for being here. >> No problem. No problem. Thank you for having us. >> Miss, would you just articulate what the ADC is? >> Yes. And I'll introduce myself as well. My name is Tony Bodell. I'm at South Street. I am the chair of the alternative energy committee which the acronym is AEC fittingly because threeletter acronyms are rampant in the energy industry and space. Um I have been a consultant in the energy industry for more than 30 years. Uh meaning I started at age five and therefore uh and therefore uh do
165a lot as part of my day job and as part of my civic duty. I've been on the alternative energy committee from 2010 to 13. Was two terms, six years on the advisory committee and in 2019 back to the alternative energy committee and have been the chair since uh with an amazing committee that's very passionate and very interested in finding alternative ways for the town as we say to have two types of green. One type of green is for the environment the other is with respect to monetary savings. uh and we take a very pragmatic approach to that which is you can't have one without the other especially in this town and luckily for us there have been federal and state incentives that have allowed us to move forward and have savings. Um one example
166is the solar energy array on the old landfill which has reached savings of more than $500,000 since it started operation in 2017. Most of that goes to the schools. So, it is put as a credit on the school's uh electricity invoice, but I would say that that is only 10% of the total municipalwide usage of electricity. There's more opportunity for us to pursue solar. Um, school roofs have had a a telescope target on them since 2010 and it has not worked because the roofs have were mid midlife. And so it we did go out after getting town approval in 2010. This is our third time talking about what's it article 11 in the warrant. We did go out we asked uh biders to give a proposal to remove the solar panels off of the roofs
167at least once during the 20 or so year life of the contract. Uh and it just didn't make economic sense. So we did not pursue it in 2013. In 2020, we asked the town again and the school committee to um provide uh permission for a disposition of assets, meaning a use of school property for potential solar energy rights. We received that at town meeting with unanimous support of the school committee and select board and advisory committee. We did go out, we received um different offers and arrangements, most of which were focused on carports. Uh though we did receive the school roof offers as well. Again the age of the roof and the proximity of the replacement did make sense and on the carports the way it was proposed was not aesthetically pleasing. Um we come
168to again because we can't go out to bid or offer to lease town property without permission from the town and it's just better for the market if they see we have that commitment in place already to go and ask for market to come back. There's a time constraint here in the sense that with the most recent legislation that scaled back some of the federal incentives, a 30% rebate on the expenses expires if the uh project is not operational by the end of 2027. I don't know the exact timing of the Osgood roof and it has cursed me since 2010, but I'm hoping uh it may be in play to allow us to look at that as an option. that Deer Hills replacement may be in play to look at it as an option that we
169uh with what's been done related to the buses and other configurations around the parking lots in Deer Hill, there might be other opportunities we might want to look at for carports, but all of that starts with what's in article 11, which is permission from the town to lease town assets, meaning the school property to uh go out and solicit for ideas and offers on solar energy projects. And in those offers, the town puts no money down. There's no bonds. Uh the developer does that, finances the project, and in exchange, the town commits to purchasing the energy from the solar energy rate for up to 25 years as it's worded with that warrant. So, this um article should look familiar. It's picked up from the 2020 warrant. The motion is exactly the same as the motion
170that appeared in the 2020 town meeting. Uh we are asking to do this as part of the special town meeting because of the timing uh and just want the flexibility. Uh and again a commitment to nothing except a lease. And then we would normally have an evaluation committee that has uh members from the alternative energy committee, school committee, the capital budget committee, advisor committee and select board to review the submissions and see if it makes economic sense and um aesthetic sense and and other. So it's a school committee approval. At the end of the day, the town select board because it's tent property would also have to approve whatever is decided upon. This is just a first step to go out to the market and see what they might offer. >> So, um question first.
171Great. I love this. Um I have solar panels on my roof. They're awesome. Um they do. They are a >> lot of lot of fact in this meeting. question that that was the panels. Um, but a question why is and I don't you know this industry better than I why is it a lease of school property as opposed to us acquiring panels like who to whom are we leasing property and what exactly are we are we leasing >> when we when we approve that? >> Great question. So um there would be two ways that the town could move forward with this. One is to on its own go out to bid and own and operate the solar panels by itself. That would require bonding, funding, uh a level of maintenance that we may not be
172prepared to do. Uh in which case we wouldn't need approval to lease. uh that was never an option before uh the inflation reduction act because the the town did not get the tax credit because it's a non- taxpaying entity. And so the way that towns like us were able to move forward with the benefit of the tax credits, which can be quite sizable, was go to a developer who would do all of that for us, own and operate the solar panels, put them up, uh they would generate the electricity, the town would buy the electricity from the developer, and in exchange um either use it directly or in the case of the landfill, sell it back to National Grid for a credit which goes on uh as an offset to the electricity. So the lease
173of the town land is to site the solar panels and have the solar panels there in case of landfill or school pump. >> So the idea would be that we would be leasing the space on the school roof subject to customary conditions to a developer of solar panels and >> a developer of solar projects. >> Projects. Yes. >> And you mentioned that was the only way to do it. Is that is there now I guess should we all speaking owning one or is that >> so >> outside my league? I'm >> No, no, no, no, no. It's a great question because until three years ago, I would say that is the only way to do it to get the benefit of the federal tax credits, which is sizable. It's 30% of the total capital cost.
174>> So, you get a 30% coupon to knock the price down, which starts to make the savings look nice. Um, in the inflation reduction act, towns can get the equivalent of the tax credit um through a a payment type of approach. I don't know if it'd be worthwhile to look at that. The the economics really comes down to the cost of capital for the school versus the cost of capital for the developer. The cost of the capital of capital for the developer is going to be higher. the effectiveness of the schools or of the town in going forward getting it built, operating it, retaining it is going to be worse. So that's the trade-off, right? >> Well, I asked because I this ties in the next and last question is what are we being asked
175to approve specifically? Is it to recommend to the town to approve the article 11 or is it >> correct? Um, and then the follow on to that is should we adjust our approval such that we have flexibility to do either or if decided to look into it. I'm just trying to give you the most breathing. >> I I we appreciate as many degrees of freedom as possible. Um, the town can always choose to pursue that route. The uh approval to lease town property is because of rules related to town property acquisition disposition and disposition includes a lease. And so under 30B procurement process that this could require just to make it confusing. There's another approach that doesn't require that. But under the 30B procurement, we would need to have the permission from the town to
176lease the town property to be able to pursue this. it sends a better signal to the market as well. Uh we could all we could go forward and try to get the offers without having that permission and say we'll get it at the next town meeting. It's it just sends a better signal to the marketplace if we have the lease in hand. The permission to lease in hand and have sites identified too. >> I'm bragging for you. >> Any other questions? >> Yes, Mr. McGron. My only um question about this is because the current Osgood group we had we're in the accelerated repair program the MSBA and I know as part of that process there's a solar panel evaluation. I just don't know it like are we are we like are we >> are we
177postured to do that to do this right? Okay. It's not going to adversely impact the MSBA. But I do think that um we sent this an email. We need to set up a meeting with you and the designer and the OPM um so that as they go out to bid, we just make sure that that's part of the full conversation as an option. It is part of the MSDA conversation anyway. Um, and so we just want to make sure that they are aware of anything that you need them to know as we do this. >> Okay. Now I feel like I saw that email somewhere. So, okay. Um, and is our superintendent schools in support of exploring this? >> Yes. Anything to save us energy? >> Okay. There's two potential benefits and we saw this
178during the price spikes of war which is in the case of the landfill we got a great price and we got a great credit the difference has tightened so we'll have to be cognizant of what's the possibility that we could end up upside down um I do that for a living so I can figure we can we can pull the data and take a look at that and be very informed when we look at what the offers are. Um, there are also potentially offers that just give us a a fixed 1 to two cents per kilowatt hour credit and then we don't have to worry about the contract going underwater. Um, but you lose the benefit of that upside in the case of a Ukraine war, big price spike, you're still paying the higher prices.
179The second value is not just the potential savings, but the stability of a price. So, we have a 20-year fixed price of 8.8 cents per kilowatt hour at the old landfill. That's nice if you have a budget. And that's nice if you can know what your electricity costs are going to be from year to year because you've locked in a hedge in the form of the net region credit and the solar power purchase agreement. So, there's a lot of reasons to do it. uh not the least of which is the fact the 30% federal tax credit expires if the project's not operational by the end of 2027. So we might be able to slip this in, maybe even take a look at what other options there are for the schools, but we'll certainly the schools
180are the largest users of electricity and also owns the largest property that could host solar uh you know subject to maintaining options for future expansion and other things. So, we are not asking for uh there's no article for the high school middle school. Uh we're focused on Ozgood and Deerhill at this point. Um but it is it should look very familiar. Article 11 and it would be great if you supported it for the benefits that it could bring to the schools and made that known at the special town meeting. >> Thank you. Any further questions or comments? >> Yeah, three things. So um one just for public record this is permission to not commit to. >> Correct. >> Okay. >> Right. That's so we are we can do it but you said earlier I want
181to reinforce if the numbers don't make sense we're not going to do it. Right. This is this is only for for our benefit. >> Um secondly uh this more the wonky side. This will be will this be behind our meter so we can kind of get some of that some of the samples we've lost we now can get because we don't have to go to go to the grid or is this still going to have to go to the grid and then come back through the same transformer back to it. >> So the developers would advise us and we would cross check on whether it's more cost effective to be behind the meter or in front of the meter and it really comes down to what's the net metering credit that towns can get under
182the current solar credit program. Uh so we would look at both of those. It turns out after 2020 it was more effective even if they were on the roof to have them connect directly into the system. >> But uh we did look at having solar and batteries in the backup batteries have potential benefits as well. And if we size the solar the state rule is if the solar is above 500 kilowatts um you have to have a battery. it's just more expensive. And so it was cutting the annual savings from $75,000 a year to $50,000 a year last time. Um so we >> something we'll explore. >> We will we can explore all of that. We can ask for that as part of the procurement documents. This is not our first rodeo on this. Um
183and it'll be interesting to see what the market can offer. And then finally, the third thing is, as I was going through, MSBA, you know, there's also MSBA money for installing heat pumps, right? Rather than using um natural gas to power buildings is a big push to have new construction be heat pumps. Heat pumps use electricity. So, we can anticipate that our electricity usage will continue to go up. So, and as we just talked about with the utility costs, anything we can do, you know, is uh get ahead of it. Um I'm in strong support of that because I we'll be seeing the electricity use go up just through our own operations, never mind the price. So, thank you. I think I came into this with my biggest concern being the question of this binding
184and also just questions about, you know, um deadlines to finish construction, get these tax credits. But I think there's multiple opportunities down the line to make those decisions and respond to those situations. So I do feel more comfortable with it. >> Good. And we do have I mean there's time flies quickly but we are obviously coming as part of special town meeting to give us as much time and flexibility as possible. Um we could wait until the regular town meeting but we just felt given the time frames we would rather hand in hand with you with the time frame for the Oscar you really need it. That's right. >> Exactly. Exactly. And that and that was the advice that we received from developers. We said when should we go and get the approval for the
185lease and they said special town meeting in the fall would be the appropriate time and then we can put it out to in January. If you're willing to recommend >> is there a reason just on a point of order. Is there a reason not that we should not vote? Now this was previewed at our last meeting. This is under not recently anticipated. So, I get that, but this is a school committee recommendation as opposed to finding. So, I'd be comfortable making the >> the vote. >> Sure. Yeah. I mean, again, if there is a concern, we could always revote it. I mean, the the correction for something not on the agenda is to just rev it. So, the worst case scenario, we're we're reving it anyway. So, >> it's just just a recommendation on the
186war. >> All right. >> Oh, yeah. It's still vote, right? So, >> Right. But >> once once it gets town meeting, it's all moot anyway. So, >> I'll make a motion that we um recommend article 11 for the one >> and I'll second the motion. >> Mr. >> Ir Jenki I um thank you Miss Bodell. You have our full support. >> Thank you very much. We appreciate it. >> Thank you. >> Wonderful presentation as well. >> I know nobody presentation only verbal. We'll save that for the next time. >> Thank you. >> Great. Uh we have no minutes to approve and no reason to go into executive session. So at this point we have fulfilled our agenda and I'm seeking a motion to journ >> second. >> You had a vote or a second. >>
187All right vote. Mr. D. >> Mr. Hi Mr. Hi. >> Jesus. I coass it. Thank you very much. It's the end of our meeting.