Concord Carlisle Joint School Committee April 10, 2025

001All right, it's 5:00 PM. I am calling to order the Conquer Carile Regional School District School Committee meeting. Um, and um, we're going to focus from 5 to 6 on the assistant superintendent of teaching and learning public interviews. I'm going to do it again at six o'clock, but um I do want to take a pause and welcome Michelle McD with Google for um our new Mechco rep for K through8. Um so, thank you for being here. Thank you for having me. Yeah. Um all right, Shelley, welcome. Thank you. Thank you for going first. Shel probably needs a microphone. Shel does need a microphone. There's one right in front of her. Is this right? Oh, that Yep. You're good. Um, so we have a few questions prep prepared for you. Um, and um, but first I

002wanted to say welcome. Thank you for coming to Carlile. Thank you. And um, we're going to be pretty brief. Car just to keep it simple. Carrie and I will ask the questions, but obviously the whole committee may chime in at different at different points at the end. Um, but we're just trying to keep this as streamlined because we really only have 30 minutes. Okay. Is that thing good? Okay. Um, so the first thing is I know most of us know you, but um, if you could just give us a 90 second elevator pitch on who you are and what you would bring to the role. Sure. Well, thank you for having me. Um, I feel really honored and privileged to be here and have been working with you and I hope that I am the

003right candidate for the permanent position. I have a few notes here because I didn't want to miss anything, but I'm going to shorten it because it's 90 seconds. So, at the heart of who I really feel I am is an educator. Um I genuinely believe that public education um is the bedrock of our democracy and in our trajectory trajectory forward about a multi-racial diverse society. Um I'm always guided by I think what matters most in my career within education and I believe that's collaborative leadership um powerful teaching and learning and student voice and engagement. Um, growing up in Brooklyn, um, my identity and how I see education is informed by my own experiences as the youngest of five from a single mom, um, who had limited education and was also limited in English. That really

004shaped who I where I saw opportunities as well as challenges. Um, and when I felt seen, valued, and heard, that's when I thrived. Um, and that's what I want for kids. Um, no matter who they are. Um, in the course of 25 years that I've been in public education or surrounding education, um, I've worked with district leaders, state leaders, principles, teachers, families, community partners. Um, and I'm always thinking about equity and how do we create structures and systems that close opportunity gaps, again, deepen learning for kids, embrace their joy, their their talents. Um, and in that I'm always thinking about how do we make sure our vision and our mission um, as leaders is driving all towards that. How do we create that that shared purpose? And how do we name the work ahead of

005us and that what we're all rowing towards is in that same direction despite the variances and different ways we may think of getting there. Um but that requires community, shared community, um shared vulnerability as well as just a a strong commitment and a deep commitment that we all believe in our kids and our community. Um and with that I am bringing to the table what I think is students are facing immense challenges. I believe they were already there precoid and I think they're postcoid when we think about mental health and wellness and well-being. Um, our kids are so technologically connected and wired and I still think it is our role to think about the ethical impacts of that, but also the ways that we have to help them navigate that this 21st century 2025 existing

006world we live in. And I know all of you are probably thinking the same things and I've heard those discussions. Um, and so it's always about kids. How are they navigating that? How do we support them? How do we prepare them to think critically, think about others, um, and and be able to just understand diverse perspectives and how do we make sure that they feel like they belong and then create belonging for others as well? Um, who they see as the same as themselves or others. Um, and then with educators, we need to support them. we need to to provide that responsibility in them but also nurture and care for them. And so then again, that's who I am and I'd be happy to continue working with you on this. Great. Um, so given the

007demographics in conquered and conquer and carile um and a high performing metco program, how do you uh balance the mix of student performance and needs of the student body? Yep. First to foremost, I would say that um to me equity is everybody getting what they need when they need it. Um and that idea is we have large universal goals for everyone, right? We want to see joy, we want to see engagement, we want to see wellness, connectedness. Um and they all want to pursue their own dreams and passions and they all have different talents. So that requires no matter what community, even in a high performing community, um that we have multiple options and pathways for them and that we are really responding to that. So it's of course rigorous instruction no matter what level

008you're at. Um and and not lowering the bar for kids, but also making sure that we are just as focused on again their well-being. um really thinking about beyond just compliance about just going to college and the best college about what it means to do service. What does it mean to be in community with others? And that requires really thinking about flexible options and pathways again to to get there. And I think that's what conquered and Carell is on the path towards and it's about a menu of options as well as knowing where to steer and support them when they get stuck or what they need. Um, so I hope that that I mean in my past work it's been connected to thinking of alternative high school for kids who need that. It's about some

009of the CTE work that was in my previous district. It's about project-based learning. There was so many different initiatives and ways that we could think about those different types of opportunities for kids. Awesome. Do you want to follow Do you want to ask question number four on the heels of that? Yeah, I was sure. So this is um a high performing school district. Um how would you approach curriculum revision, selecting technology and overall instructional strategies? Um curriculum revision I would say is there's already strengths here. So you take from what you have and you think of modifications that maybe need to be made in the context of 2025 and what we think about in terms of future skills and um kind of like making sure that we're preparing the kids for a world that we

010just don't know necessarily that exists right now. And I would say that that is not just the standards and the academic skills and the content knowledge. It also is about that social emotional development. Can they persist? Can they get through really hard things? Um can they build their resilience? Can they build their empathy and sympathy? Um so those are some things that we need to think about in terms of curriculum revision. But then I would also say that it's also about just again making sure that the curriculum is addressing rigorous instruction and um if we feel like it's about say especially at the high school where kids focus so much on the grades and the compliance what are we doing to shift that within teaching and learning that makes it about the deeper learning that

011we do to get to really know um deeply and interdisiplin iplinarily like what needs to happen in terms of the scope and the sequence and what do we want kids to know and be able to do in the end. I think there are really some strong parts of that and I think that there are some challenges that we have. I think one of the ways is within the ELA curriculum. Um why we are looking towards adopting a tier one curriculum is because if different teachers are doing different things then we aren't necessarily creating an equitable experience for all kids. Um and so we do have to do that and um teaching is no longer solo like I think it has to be collaborative and shared vision on instruction. Um I would say the same around

012instructional strategies like what is um going to make sure that students know what is is asked of them. I've talked a lot about this. This comes from instructional rounds. Task predicts performance. Do kids know what they are being asked to do and the why behind it? Right? Like what is the big picture? What are the essential questions? What do they want to know? What do they want to get out of this? and how does their voice and their agency um link to the curriculum? How do they see themselves? How do they see the relevance? And how do they see it towards their future? Um and technology, we're grappling through that. We want them to be able to use it, but we also we want them I would want them to think about how not not

013only just being critical consumers of technology or media, but being critical producers. And that's a different way of thinking about it and also being from that critical lens. When can we judge the technology as an a resource for us to aid in efficiencies and when does it drain us and maybe should not be the what we need right now. Um and so I hope that answers it. Yeah. No, that's great. That's great. Um getting back to some of the I'll just say decision- making. So, how do you use data to inform your decisions? Tell us about an initiative you implemented, measured, and then improved based on your data driven approach. Sure. Um, I'm thinking of one of the initiatives that I supported and wrote a grant and co-led. Um, and it was leading, it was

014a teacher leader leadership network. Um, it was about building teacher leadership across wealth and public schools and it was a 2-year project that really had representatives of teachers across the K12 spectrum. It was about how do they use data, how do they think about their own professional learning and what do they want to get out of it and what are their needs. So they really were at the kind of front seat, the driver's seat to to lead that. But it was also through that data driven lens of what has our past PD been like, what do we not like about it? What do we need to change? But then what are those instructional moves and what are those practices that we need to think of it systematically and individually and at the classroom and the

015student level. So we built these like four core groups cycles with the inquiry groups across each school and then they got together as a larger team. So it was constant 6 to 8 week cycles again um but they drove a lot of the PD that in that um they proposed the menu of options. A lot of it was teacherled but then they also knew when they needed experts and wanted support externally. So I think that it is um a way that I've been able to help track also using some of the panorama panorama data around teachers and the feeling their feelings around professional learning and I think it improved that it improved teacher morale and they were more engaged in the PD days that were districtwide because there was a lot of input from teachers.

016That's great. And that was in Waltham you said right? Yes. That's good. Um, so around professional development, obviously that's going to be a big part of your role. Um, and if you were to move into this role permanently, what would be your plan for professional de development given the needs of the district? Um, yeah, I've been thinking about this a lot and I I want teachers too to continue to have that voice and that has been already something that Dr. Hunter and others and building leaders have been thinking about. um really getting their voice and their say, but we also know that we have limited time and time is is such a commodity and and a resource. So, we want it to always be something that is useful, actionable, something that they can take the

017next day. Um that's something that I've heard already and I want that to continue to be at the forefront of what we do. Um, I've already started really using data in terms of making sure there's always an exit slip um to make sure that that information is guiding the future PD on those sessions. But I also think it's important to really work with leaders and teachers around mapping that out for a full just like you do with curriculum, really thinking about the entire school year and those touch points that we're going to have and try as much as possible despite the shifts and the the moves you may have to make based on the context you're in say by April, but really thinking about a long-term plan and ensuring ing that um there again checkpoints

018for teachers and that what we're doing say at the end of the month now is giving them a template of what we're thinking about at least for the elementary group right now and then saying what's your feedback where can we tweak and um how can we keep you in the loop. So, it's just an ongoing discourse and dialogue so that we're always again pivoting when we need to, but staying true to what their needs are around best practice and some of the social, emotional, and well-being needs and the trauma-informed practice that we've heard folks talk about. You've um I know we have a maybe one more question, but we have time. Um you've talked a lot about social emotional and and the student body. Um can you expand on that a little bit? Do you

019have a vision or just kind of a litmus test on on how you would you're going to approach that if you were to take this role? Um, I think we within the mission and the vision and I I know for example at the high school it's it's we've been talking about just the same idea of like does every student um are they being seen, valued, and heard. And some of that work means the relationships and having at least one adult connection. That is one kind of data point that you really want to to hone in on because we know that is a protective factor for students and that really requires some case management, right? Like this idea of do we know every kid and who are they connected to? So, one of the projects that

020the high school did was related to that to that, having every individual student and the middle school did some of that work, too, about what do we know about our our kids, where might there be some gaps or supports that we need to fill in because they're really struggling here. And so, it's not necessarily um just a blanket way. It really is personalized but just knowing that in any curriculum it has to touch on that right like we don't have this full dedicated seal block as much as we would like how is it infused into our curriculum as well to ensure that we always think about diverse perspectives um and when we talk about hard history or whatever it might be in any of our disciplines there's always opportunity think about different perspectives and I

021think it also in involves ensuring that within any classroom space um who's doing the most talking and who's not and what kind of structures and classroom structures do we develop so that peers feel really safe and feel like they belong in their classroom environments. Um so there's a lot to it. I I can definitely share more with you later, but I really do think there's so many components about how we structure that um to build belonging in classrooms and in our schools. Do you want to see if others have questions or wrap it up? Yeah, we can wrap wrap it up with your question that this is just a very open-ended closing question, but um is there anything else that you want to share with us that we haven't asked about? Um, no. I just

022I've been really happy to work with you all since July. It's been great getting to know you. Um, I think you've all been very supportive and I know Dr. Hunter is relentless in her work and there is such a strong commitment and I really appreciate that and she has supported me um and given me this opportunity and I just want to continue to do what's right and what's good for kids and our adults. Um, again, this work is really personal to me and I do I have anxieties for kids um as a parent, as an educator and I really want us to think about as you all do just how critical this work is for them because I feel like if we don't get it right, it just continues. I think in 2025 I just

023there's so much divide and it's really about how do we bring back community and that's really important to me. That's great. So I think to to Car's point um we have like maybe three or four more minutes. Does anyone else around the table have any questions or or yeah questions I guess for Shelly? We have three minutes or so. We good. Can I just ask one question and I'm putting the the regional lens on. So you know the high school obviously you have the students from conquered coming up and you have you know our small cohort from Carlile where the academics have been different for K to8 right? What do you see is your role in sort of helping ensure the Carile cohort is successful when they get to the high school their freshman year.

024Yeah. Um absolutely. It would definitely mean partnering with Carl and their teachers, their principal, superintendent, and so thinking about um what their curriculum looks like, what are some of their strengths, but also what are some of their pain points and things that they're thinking about so that when we know the incoming ninth grade cohort, what do they need to be prepared for? What are they already prepared for? Um and and we've done a little bit of that work, I think even just in this past year around math. Um and we've had some conversations with the math department of Carile and thinking about that 8th to 9th grade transition. So just learning about what they're doing in that department, but also in ELA, what are the texts they're using? What is it that the the the

025broader skills and knowledge that we want them to have by the end of eighth grade? And can we share resources, right? Like nothing within teaching and education should be siloed. Um, it really does have to be a collaborative effort and so much of my work has been really really already this year learning from other assistant superintendents, learning from other districts and sharing our knowledge together so that we can build a better system no matter what district or what group of students we're working in or with. So, I think it's the same about how do we learn more about our students in from Boston. It's it's really getting to know those communities um and their backgrounds, their experiences to make sure that we create a big tent and let everybody in and really serve their needs.

026Wonderful. Well, thank you so much for your time. Thank you. And uh we will find you at the end of the interviews when we kick off our 6 p.m. session. Great. Thank you so much. I appreciate it. Thanks, Shel. Thank you. Thank you. Thanks, Trace. Yeah. Oh my god. Yeah, I was going to ask you to do that. Please close the window. I think we've aired it out. Seats. Yeah, I used to keep it the same and put both questions in there as long as time permits. But if it does, those will be the two. Good. And I don't know when you want me to do this, but I can talk on process. I don't know if maybe that's later in the meeting. Yeah. Okay. I think at the end that'd be great because this

027is obviously just one piece of a big bigger. Hi Ann, come on in. Hi. Welcome back. Welcome. Nice to see you. And meet other. Yeah, sure. Ann is here. She's our other finalist. She's currently the director of instruction. Do I have that right? Yes. In the Everett public schools. Um so she was part of the process last week and is I've done some other things since then. Um and she's back tonight to meet with all of you. Great. Um for your benefit, just to give you some the lay of the land, um this is all of us in the regional school district. I'm Julia Viola. I'm the chair of the region. I am one of the two Carile representatives that comes over to the region. I'll introduce you. Yeah, I'm Carrie Ranken. I am uh

028the chair of the conquered school committee and then all of the conquered members sit on the regional committee. And just to keep it streamlined, we're going to ask the most of the questions. Um just so you don't have to look around the room and we've uh consolidated and we're asking both candidates the same questions just to keep it as equitable as possible. Um and Carrie and I will just go back and forth, but um thank you for making time and for coming to Carle. Thank you. Um to give us to to get started, if you could just give us a 90-second elevator pitch of who you are and what you would bring to the role. Sure. So um I think first and foremost, I firmly believe that talent is distributed equitably amongst people's and opportunity

029is not. um my eyes naturally go to find the edges where students are not growing or not meeting or exceeding expectations. I'm passionate about closing opportunity gaps and building higher expectations of our students and higher supports. Um, that's been kind of the biggest love language in the role that I'm in right now is exploring how we're utilizing all the expertise within the staff that we have in Everett to ensure that um, even on an individual level, students have plans and structures in place that uses data in frequent iterative cycles to make sure that all students are moving along a continuum, not only in an eight-month stretch, but also um, from preK to 12th grade. What longitudinally are we looking for um for our students to achieve by the time they graduate? Great. Um given the

030demographics in conquered carile and a conquered and carile and a high performing metco program, how do you balance the mix of student performance and the needs of uh the student body? So I really try to be data driven in all of the work I do uh including setting priorities for a district that will not only help students who are not meeting and exceeding expectations grow the amount that they need to grow in a year which for some students in a district may be a year and a half, two years, three years and one year. So looking and being able to predict which students are going to need something accelerated a higher dose and also looking at students who are already meeting expectations. How do we get them to exceed expectations in one school year? Um

031people move to conquered and carile for the education and they want to stay here and see their students through 12th grade. So how do we have meetings and structures that again are looking year-over-year? How are we not only getting our students to meet expectations who are below, but also how are we teaching higher grade level standards for those students who are ready for it? I believe that MTSS structure is is the way and the strategy with which to support all students and having a plan for each group of students with specific metrics. So, a district can have year-over-year MCCAST goals, SAT goals, um ACT goals for uh in terms of growth, but also having those goals for groups of students um that have to fall in different profiles. So, year-over-year, what are your IEP growth

032goals? Year-over-year, what are your EL growth goals? It will all help a holistic goal for some of those metrics, but being very intentional of the four English learners at this school in third grade are going to grow this much by the end of the year and here's here's the prognosis and the practices that are going to make that happen. um and making sure that there's resource allocation for all of those students in terms of staff and being able to have a culture that turns things around when the iterative data cycles aren't working. So, is there a culture in a district when there's students that aren't growing that teams and leaders are coming together and they're course correcting mid year? um which can which can be stressful, right? To to invest in into a particular intervention

033and to not see it work. How do teachers feel supported to course correct and to um then also celebrate all of those wins throughout the year as well for students who are growing? That's great. So, you kind of answered part of the question that we were going to ask next around data driven um decisions. So, but I'm I'm going to ask it just in case you have more to expand on it. Um how do you use data to inform your decisions? And then if you could tell us about a specific initiative you implemented, measured and improved based on your data driven approach. Sure. Um, you know, I know that teachers are busy and so much of their work is unpredictable. They have students coming in every day and there may have been something that happened

034the night before or for whatever reason a student struggling or or a lesson plan that they anticipated was going to go well does not go well. So whenever change occurs in a school district, you want to try to make it as um concrete as possible and as justified as possible to ensure that you're not putting teachers through more change just for the sake of change. So I think having the data to support any adjustment of practice that a district is asking its teachers of is critical. And I a firm believer in not sort of putting teachers through anything that isn't evidence-based. So finding the case studies, finding the the research that shows this is an evidence-based practice that will move the needle for this particular group of students who are struggling. So I think that

035data is um you know I wouldn't imagine of of going into an action plan without having that already. I think helping your principles and your teacher evaluators use data driven supervision as well. For example, there might be one particular second grade teacher that their January data is showing that students growth is through the roof. Um, and it's it's an outlier compared to the other classrooms. How can a principal go into that room and identify sometimes really small replicable practices that are happening in that space that the principal or the evaluator would be able to promote to those other um those other teachers. So, not kind of um trying to demystify a lot of what we're trying to do to improve education and ground it in data, not only for the why, but for the what

036and how we're going to to address this moving forward. And the good news is is that there are multiple evidence-based approaches. There's not ever one way to reconcile a student not growing. So, also to be able to show teachers, here are three evidence-based practices based on your teaching style, your classroom culture, and the data that you're seeing of your students. Which one of these practices seems doable and what's a reasonable time frame? Recording in progress with it. Got it. Thank you. So, I'm really sorry. We have had a technical issue this whole time and until that just till I just promoted you, the audience couldn't see or hear unfortunately. So, we've been recording though and mostly it looks like I'm talking to the staff that's listening in. We'll get the recording out tonight so you

037can see it. Okay. Our apologies. Things happen. Um, all right. You want to ask the next one? Yep. Um, so this is a high performing district. Um, how would you approach curriculum revision, selecting technology, and overall instructional strategies? Sure. So, in my current position as director of instruction, I've been able to put in place a six-year curriculum review process. Um, and that the naming the six years is important so teachers know that this isn't a yearly process that we're going to go through and that we're going to, you know, give these these products or these practices a a real shot um year after year. and there's there's going to be different um opportunities to revise and to mutate curriculum to meet the needs of the students. Um so to be able to have that predictable

038cycle where if a product's in year six that it is going to be up for a review. So currently that's a teacher and student driven process to review a curriculum that we currently use and we meet three or four times to look at data to hear student feedback on how they feel the curriculum is. We have the curriculum go through uh cultural responsive litmus tests to ensure that it's um it's unbiased. And then there's a decision there's a joint decision on that committee of if we're going to vet and select for something new, if we're going to keep that product and make some tweaks or if we're going to move on alto together. Um so bringing in teacher opinion out the gate is critical for curriculum review. Um and then looking at a vetting and

039selecting process and in ever that's something that we stipen teachers to take part of because it is intense. We've done it with thirdparty vendors sort of consultants and we've done it just with our in-house expertise for different products depending on the content area and the I think the key thing to remember is that the curriculum is not teaching the kids and the curriculum does not know the kids. So if you think about a throughine from state standards, high expectations to a curricular product that checks a lot of boxes in terms of um being rigorous, making students interact with higher order thinking, being culturally responsive, and then it's up to a teacher to take whatever product, whether they've created it or it's something the district has purchased, and contour that to meet the needs of the

040students in front of them. That's where the real magic happens where a teacher is taking something in terms of a product that has some asurances. It's going to be aligned to the standards and thinking about these are the students who can do this work without any scaffolds. These are the students who I'm still going to make them do grade level work and they're going to need this scaffold for six weeks and then I'm going to remove it. These are students who are two reading levels below grade level. I'm still going to hold them to the same high expectations. This is where I really need to work with co-eing staff if they're available, tier 2 staff if available to find out what iteration of this product are those students getting to make sure that there's high

041expectations and high support for all students. So, um the the product in and of itself, if the district has an appetite to adopt high quality instructional materials, that alone will not improve outcomes for all students. It's about how a teacher is internalizing those products and making them land for each um for each student profile. One nice component about having common curriculum across schools and grade levels and teachers is that as evaluators and leaders, you sort of get this mental check of everyone's working with grade level standards. Everyone's working with rigorous expectations. That doesn't mean they're all going to meet them overnight, but you're making it possible by setting the table with that product and those expectations. And you get to see districtwide again how particular teachers are getting different data from those same products and

042really highlighting best practice inhouse here. Um, I'm sure you have it here where you'd be able to see um, just sort of like one school might have an uptick in inclusion students and IEPs making significant growth. How do we replicate that practice? Um, I think another thing to consider about curriculum review is teachers have such limited prep time and we really want teachers using that prep time to work with the product and differentiate it in all of those different ways. differentiating up down students who are currently at grade level as opposed to using their prep to make those materials from scratch. It's a labor intensive process and I've had teachers in Everett who have said, "An I wanted to hate this curriculum and I love it. My prep periods are totally different. I can decide

043which scaffold students are getting by clicking different windows and turning this off for some students and playing with it and seeing this data." Um, so you also get to see different conditions for for the teachers themselves. Um, if if you're relying on products that are already created for them. Great. Thank you. Um, obviously this role is going to have a a big say in professional development, which you've already alluded to. Um, if you move into this role, what would be your plan for professional development given the needs of this district in particular? So just based on what's available online, big disclaimer, that's not enough for me to make any decision, right? Um, professional development I find is best developed. Oh, sorry. Best created, didn't mean to use that word again. um that's created usually coming

044from a district instructional leadership team that has representation from your English learner leaders, your special ed leaders, your MECO leaders to be able to look at the data and think of one bite-sized concrete action that is content agnostic enough that your chem teacher can implement it, your kindergarten teacher can implement it, and everyone can see themselves as a part of a district-wide cohesive instructional focus. It's important that it's small because it's very easy to get distracted when you have a lot of things expected from you. And if we can draw a through line between uh an instructional focus into every goal that individual educators are making through the evaluation process, if there's a through line between that instructional focus and the school improvement plans and how this particular strategy or um shift in instruction will

045positively impact each group of students who are not yet meeting expectations. and how is this practice going to elevate your students who are already meeting and exceeding expectations solely by looking at what's available on the DESIE website. Um I would think about exploring some sort of differentiation um type of professional development if there are spaces where um teachers are sort of using one strategy for all the students in front of them. This is a very high-erforming district and there are some opportunity gaps between different groups of students. And what's interesting about the accountability data for um conquer Carile K through8 and conquer Carile High School in some content areas is that the district is closing some gaps in terms of growth. There's real growth happening for the students. However, it's not yet translating into grade

046level proficiency. So that also in terms of professional development, do we have high expectations for all students? And that's something that is really nuanced. So if a teacher is reprompting some students to revise and edit or rounding up answers from other students. So there there's sort of moves that are um easy for a teacher to adjust to ensure that all students are having access to grade level standards and then thinking about differentiating once that high bar is really um really tacked on for all students intentionally. That's great. Thank you. So like we we were saying at the beginning, we're going to try to keep this as equitable as possible. So there are some questions that came up um you know off cycle last time. So um I'm just going to add one more question that

047we asked the other candidate. Um social emotional kind of came up. Um obviously that's a big topic across the country. No shortage here in Massachusetts. Um you know can you tell me about just any kind of strategies or things that you would like to see come forth through through this role around social emotional learning and and training? So I I subscribe to the belief in the research that shows all students can achieve when schools have very strong structures that support sense of belonging, consistent access to highquality instruction and cohesion. That sense of belonging, how we've been able to operationalize that in Everett is in schools and structures that don't leave student relationships with adults to chance. Um, so for example, in a middle school, there might be an advisory block where an SEAL curriculum is

048used or some sort of bank of scenarios is really helpful with with our ad adolescent students um to help them build a really strong sense of self. So giving them scenarios of if you're in the cafeteria and you heard students bullying another student, what would you as an individual do? And helping them have predictable answers to those questions, right? especially our adolescents who care um biologically care so much what their peers think of them no matter you know what what necessarily the adults around them are saying. So I found that um really building a sense of belonging and and helping students develop clear a clear sense of self um and sometimes there are curricular products that can help with that. I think finding spaces for teachers to know students as individuals. So, one practice that

049has helped is um having transition meetings between the third grade team and the fourth grade team. You know, perhaps an eighth grade team and the ninth grade team at the high school. Simple meetings where you're highlighting one thing the student loves, one thing about the students home life, one thing that really motivates them, and one thing that they need support in. And just having those face-to-face meetings between the receiving teacher and the sending teacher can really help. Um, so sense of belonging really ties into the DEIB work that is illustrated on on the website and from what I can see. Um, there's so much intentional work happening around that here. So I think that I see a lot of SEAL in that um, and ensuring that students see themselves on the walls, see themselves in

050the text that they're reading. I believe you should be able to tell the student profile of all the kids in a building even when it's empty. So those um superficial things are are very important for students to see themselves as as being here. Um I also see SEAL in those high expectations for students. So I noticed on the website the panorama climate survey was given or maybe is given every year really finding do students feel like their teachers have high expectations of them and do they feel ownership in their own classrooms? Is there a regard for student perspective and student choice in classrooms here? Um, that's going to help with an overall climate in the building that students feel like the building's theirs and they're going to take care of that building and they're going

051to take care of the student experience in that building because they feel a high degree of agency. Um, so that that's sort of how I see SEAL embedded in a lot of structures that um currently exist here. That's great. Thanks for the comments on DEIB. Andrew, our DEIB director, does a fabulous job. So, it's great to see that come through. Brian, do you want to ask your question? Sure. Happy to. Uh, good to see you again. I was one of the many faces around the table last week. Um, and I'm um a Carile resident, so I'm just on the the regional school committee. Okay. Um, so as you know, the high school is regional, elementary, middle school um are not. So, every year there's a cohort from Carlile that's coming up to the high school.

052It's about 25%ish of the the freshman class. Um, and they've had their own curriculum for nine years, you know, from K to 8th grade. What do you see your role being in terms of, you know, understanding the curriculum and helping that integration um, freshman year of high school? Absolutely. I think a lot of that transition is predictable as long as there are communication structures in place that maybe start with the seventh grade team and titrate up for that big nth grade transition. Is there uh an additional day over the summer where we could potentially stipen teachers or guidance counselors to have an extra day with the Carlilele students so they get a tour of the building on their own. they are familiar with any vernacular that your conquered students will be familiar with because of

053their K um pre-K through 12 alignment. So thinking about additional supports for them in terms of time um time with counselors any type of data that Carlile's collecting out of their eighth grade class. How do we make sure that that's highly visible to the receiving teachers? maybe having some of those meetings that I that I had mentioned prior finding substitutes for ninth grade teachers to talk to those eighth grade teachers in Carlile and two just having a a bank or a resource somewhere that says this is what Carlile uses for middle school math this is what they use for science it's predictable that they're um you know the Carile students are really going to excel at this particular standard or this type of learning how do we build that into the experience here at conquer

054carile so they feel right at home. Um, we don't you don't you don't want to set up a structure where perhaps the Carlilele students feel like they're getting a whole bunch of new bosses and the conquered student, you know, they already know all the acronyms and all the people and the players. So, thinking about extra time for them so they feel just as equipped and just as empowered. Yeah. So, um, that's really all of our planned questions. Is there anything that we haven't asked about that you want to make sure we are aware of or know about you or your experience or vision? Sure. So, I'm deeply passionate about this work and I I started my career as an ESL teacher. Um, so I really do look at data. I can't help it. I do

055look at data right to what students are missing out on on opportunities in districts. I think while I miss teaching so much, I very much enjoy working with principles in my current roles and helping to empower them and to kind of it sounds cheesy, but for their dreams to come true. So, I love my school improvement plan meetings where I'm working with a principal and we're um celebrating successes and the metrics we thought we'd hit or we're, you know, imagining in June how we're going to feel when um when all these gaps are closed. And so celebrating with principles and um helping to mentor and coach the other teacher evaluators in Everett. So that's like our health coordinator and our science department head um through the evaluation process how to have difficult critical conversations. Um

056it's a big part of my role mentoring um we have about 45 different people in Everublic schools who evaluate teachers. So calibrating amongst that team has been really rewarding work um and helping them all feel a part of moving the needle and supporting teachers. Um so that that's a a part of this role that I would really enjoy too desiloing um potentially uh departments that um could be part of that district ILT and making sure that we've got the voices at the table influencing decisions. Um and I feel like I'm a I'm a positive collaborator. I'm a cheerleader when when people need it. It can be lonely at the top for those principles. So, how can I support them? Um, what resources can I give them to feel successful? Um, so, you know, I'm passionate

057about that level of mentorship and coaching, too. Great. Anything else? I think we're great. Um, well, thank you so much again. Thanks for coming out tonight and appreciate the engagement and um, yeah, I think we're good. Great. Okay. Thank you for good night. Have a good evening. All right. So, we'll get everything rejiggered. Bob, I'm just gonna Do you want to recess for a minute? Unless you're posted for six? Yep. Yep. That's Yeah, that's what I mean. We have to give everyone a chance to come back. So, we'll take Yeah, about a 13 minute recess. All right, we are back in session. Um, for those of you in the room and on and on, we actually started at 5 with our assistant superintendent interview and now we're going to start our traditional meeting. Welcome to

058Carile. Um when Brian and I first came over to the region about a year ago, we um could not believe that we've never had a meeting in Carile as a regional district. Um we have one every year in Boston, which is wonderful. And um but we've never done one in Carile. So here we are. Um it's really great. Yeah, it's really great to be here. Um so just because there are so many folks from conquered, I'm just going to give everyone a little Carile trivia. Um, Carlile was first settled in 1650 and twice became a district. First in 1754 and then again in 1780. Uh, just after the American Revolution before incorporating as a town in 1805, hence the Wi-Fi password. Um, there's about 4,900 residents here in Carile. Um, and although there are no

059industrial parks, no apartment complexes yet, uh, no condominiums, no traffic lights, and no shopping plazas, Carile is still 40 minutes from Boston and less than 30 miles, though people forget that. Um, and about 25% of our um, land is protected for conservation. So, there's our our tidbit for the evening. Now, getting into the good stuff. Um, we're going to start with our CCHS. Did we want it first? Oh, yeah. Yes, we do. People who are here. Yes. Thank you. Yeah, you want to do that? Sure. First and foremost at the table is Michelle McDougall who's going to be the new who is the new metco rep for K to8. Um she has really good experience and I'm really excited to have your your perspective at the table. Aisha can't works late on um Thursday nights

060and couldn't be here tonight, but the two of them are going to be um great representatives. And then do you want to Yeah. Go ahead. Um I think I know you're talking about Yeah. Um are you talking about the I was just going to say um Williams and Sundi Paradotti are here who um won the election on Tuesday and um just conquered conquered correct but you will will be on the regional school committee. The regional school committee. Correct. Yeah. And the conquered school committee. We'll seat in June. Welcome. Thank you for being in Carile. Congratulations. Yeah. Sorry about the students in the room. There is a delay like it's not it feels like it should be im immediate but they will be seated in June after the town meeting. So in Congress this committee will

061will remain until the end of May. Correct. Just can't wait. But again just a clarification because in Carile we actually just did our town caucus and we have our elections earlier and we will seat earlier and conquer just had their elections and you will seat later this year because of town meeting. seat before town meeting or after town meeting. Carlo, do you know that? I believe the election is right after town meeting and then as soon as the election happens um you seat the next day. You'll see the next day. Yes. Yes. Because we've had to have some we've been the opposite or we've seated immediately. We've had to have Carile school committee meetings like Yes. to make sure we can send people to the region. Right. I'm just taking the opportunity to educate everything

062because it's um it's tricky when we're in Carlile talking about the conquered school district, but you do as you said serve on the region. So um okay, so we're going to start with the online with our student reps. Uh I see Felicity is on and Maddie. All right, take it away. Hi. Um sorry, I'm at school right now, so this is the first part first. Oh, the first part? He'll be on the next thing. Um, okay. Sorry, we're with theater people because it sits probe. So, um, hey there. That's Ben. He's on for the Carlile kids thing, I think. Um, so for our student update, Zarya's in theater right now, so it's just me and Maddie. But, um, oh, sorry. This is the wrong presentation. Give me one second. I just got to school, so

063I'm so sorry. Like, I think I've seen that before. Okay, take your time. Okay, this should be the right one. So, sorry about that. All good. All right, Maddie, do you want to start? Of course. Hi, everyone. So, starting off, we just started quarter 4 this past week and now we're in the home stretch of the school year. I think we have about maybe 40 days left, 40 school days for um underassmen and juniors and then as you can see in that little sign there, there's 27 until graduation for seniors, which I'm sure is really exciting for them. And additionally, we also had World's Language Week last week. So Monday, Tuesday, Thursday, and Friday, we celebrated a different language offered here at CCHS. So each day there was food in the cafeteria from that country

064or region, and there's also music playing in the halls during passing periods from that area. So that was a really enjoyable um week. And then also if you can see in that bottom right photo um five CCJS students, one um one freshman, three juniors and one senior attended a model UN conference in Winchester last weekend and apparently they were very successful and it was a great experience. Yes. And also the CC performing arts department has recently been very active. Last Thursday, I believe we had an exchange with the performing arts department at a high school in Montville from New Jersey and they came to visit and we had um their orchestra played with our orchestra, their band played with the band and their chorus sang with our chorus and that was definitely a lot of

065fun and then everyone got to hang out together in the cafeteria and eat pizza which was very nice. Um, this past weekend also was Micah, which is the Massachusetts Instrumental and Coral Conductors Association Festival. And once again, um, CC swept with four gold medals across the two bands, orchestra and chorus, which is a huge achievement, especially because golds are only given to the top 10% of ensembles. So, we're very proud and we're very proud of the performance of our performing arts students. Um, as Maddie mentioned earlier, we are having the senior countdown, which for me as a senior is super exciting. Um, there's also some other senior week preparations. Last week, we had an assembly talking about some of the events like Priy Day of Service and the other like fun events like going to

066Kimbles and Six Flags, which I know my friends and I are all super excited about. It's like something we've been hearing for hearing about all four years. So, yeah. Um the and also we are pilot this quarter we're eliminating or we're piloting the elimination of coordinated testing days which I think Maddie and I were discussing earlier. We think that's like it's very it's a good idea to kind of try this pilot just to see which way works better. I think there's obviously no perfect solution because the issue earlier was that a lot of students were having issues with um having multiple tests or or being restricted on the days that they could take certain subject tests um which for some students was more convenient, but for some it also created a little bit of complication.

067So, it's nice to just see to try out how it's going to work and yeah. Um, Maddie, did you want to add anything on that point? Um, I think you said um, pretty much what I think a a lot of people are thinking. I think that in general they have there's a lot of pros and minuses both ways. So, I think it'll be interesting to see how it works out in student and teachers um, schedules in the next month and just see how that works. And I think that no matter what the administration will make a good idea of like what's the best plan going forward. Yeah, definitely. Um, also upcoming obviously next week is the big conquered 250 celebration and um I know that I my friends and I have been we're we've been

068doing a lot of getting involved in hoping we're very excited for all the events and opportunities that are being offered with like the Ken Burns field trip um during the day as well as the event at CCHS next Thursday and also the obviously the official celebrations next Saturday. And I know for Brocappa, our social studies honor society is working on some publicity for conquered 250. So shameless plug to follow conquered youth 250 on Instagram. We're posting some cool history facts and other things to share um the spirit of conquered 250 with the community from the youth perspective. Um another fun event coming up for CCHS students is we're going to have another fun Friday tomorrow. So that happens during lunch blocks and we can expect music and food and activities in the cafeteria. So we're

069all looking forward to that. And our last update um which is very timely given today is Sits Probe which is when we f the cast first gets to sing through all of our music with the pit for the first time. Um Shrek is the tickets are officially on sale at cc-theater.org. So buy your tickets early because they're going to sell out pretty soon. um or hopefully they will sell out pretty soon. Um and yeah, so we're very excited for all of these events. Sorry for it was a bit choppier today because there's a lot going on around me right now with theater people. So worry about it, Felicity, I will tell you that I did sign your diploma the other day, so it's definitely becoming real. Yep. Thank you. Yeah, Principal Stall was with me.

070She witnessed it. So yeah, it's it's official as soon as uh the time comes. Awesome. Well, thank you. Any questions for anyone the students? Can I just ask a quick question about the elimination of the testing pilot? Did that come out of challenge success or do you know did coordinated testing days come out of challenge success or the elimination of coordinated days? So, we've just been getting some feedback. Um, we've been doing some faculty forums this year, hearing feedback from um from teachers, and then also um some of our challenge success um fishbowl forms from students. Um and we've been hearing kind of pros and cons just like Felicity eloquently just expressed um about the coordinated testing days. So, we thought that it was it would be something that we would pilot for quarter 4

071to see how it goes and then see, you know, how the teachers felt it went and then see how the, you know, how students felt that it went. Great. Thank you. You're welcome. That's great. Thank you. All right. Well, thank you. Good luck with the the rest of the night. Looks like it's busy. We're going to move to um the recognitions that we have for um CCHS students, especially those uh representing Carlile, which is wonderful. Um so um Dr. Hunter and Katie Stall um who's here, the high school principal, co-principal. Um but we're going to recognize Courtney, Miles, Ben, Rory, and Francesca. And Katie, I'll turn it over to you. Thank you. I'm going to ask Oh, did Felicity go? I was gonna ask if we could recognize Ben first because he was that was

072who was sitting next to uh Felicity. Oh, Ben Pixley. Yeah. Okay. We'll see if he comes back on. Um he might be on as an attendee that we might Oh, yep. He is. I'll promote him. Hold on. Oh, perfect. Okay. Because they're all waiting for him. Sorry to everyone else who's there in person. And I did my best to get over there today and then I got caught up here. Oh, I think there's I wish you could see how big your face is in this room. It feels like you're here with us, so don't worry. And there's Yeah, we have a similar screen and it drives me nuts right here. So So it feels like you're here. Don't worry. Great. Okay. So then we're gonna have I'm gonna um we're going to recognize you first

073because I know everyone is probably waiting for you in the pit um for all of the things. Um, so Ben, so we um chose to recognize students tonight from Carile or students who went through Carile um public schools. So Ben's going to be our first student. And Ben's being recognized, Ben, you're being recognized for your exceptional music and theatrical talents. um and as an all eastern performer uh performer and that is um an invitational festival run by the National Association for Music Educators um also for he's a member of the Triam National Music Honor Society and he's held um many roles in several of our CCHS musicals including our upcoming one this spring. Um, he also helps direct shows at Carile Middle School, which is so great. And can I say that? Can I say

074where you'll be attending college in the fall? Of course. And Ben will be attending um Harvard University um pursuing um premed and music this fall. Thank you so much for having We can't hear everybody clapping for you, but they're clapping for you. We just we see all your hands moving, but we can't hear it, which is kind of cool. But yeah, so um and I would just another shameless plug for um our our music and theater um programs, but if you can come out and see Shrek, it will definitely not disappoint. So, I know that we're all looking forward to seeing you. Um and thank you for all your contributions to all of the theater and musical performances over the years, Ben. That's great. Thank you again. And none of this would be possible without

075the amazing support of the faculty and staff at Conquer Carile, especially the um amazing performing arts program that we have here. It's really special. Shout out to them. Awesome. Thanks, Ben. Thank you. Um all right, so the next student um is Courtney, my friend Courtney there. She's Yeah, we see So Courtney um is one of our exceptional seniors. Um Courtney, come on up though so everyone can see. Yeah. There you go. At least stand. Yeah. Yeah. There you go. Um Courtney, she's so mad at me right now. And I know Courtney, I'm sorry I'm not there. Um Courtney's been an exceptional leader. Um and she has a leadership role in band at CCHS. and she also um was an all eastern um percussionist at the All Eastern Percussionist Invitational Festival as well. She's also um

076a featured performer with the CCHS concert band and um at the collaborative conquered and Lexington 250th concert. Um, Courtney is also um an exceptional dancer and just one of the faces I would say I see the most around CCHS that I'm very much going to miss when she goes off to college next year. Courtney, can I say where you're going to school? Yeah. Okay. Courtney, sorry. I like to ask because it's not my it's not my news to share. Um, Courtney will be attending Bowden in the fall and we will miss her greatly. And Courtney, I just want to thank you for being such an amazing participant in CCHS and all of the music um and just all of your classes and just in everything that you do here. You always have a smile on

077your face and you're always just such a joy to talk to. So, thank you so much, Courtney. Awesome. [Applause] Okay, our next student is Fran. And I feel like for Franny, I might have her talk a little bit if that's okay. Was there a microphone there? Yes. Okay. So, Franny um is uh she's a junior and she qualified to advance to the Massachusetts state level science and engineering fear uh fair MSEF. She presented her research entitled um a dual inhibition strategy to disrupt the metabolic backbone driving TNBC adaptability and resistance um at MESF MSEF on March 7th at Tus University. And maybe if she just wants to say a couple words about what that is because I'm not sure that I even just did it. Of course. Good evening everyone. It's an honor and joy

078to be here. First off, I want to thank my Lord and Savior, Jesus Christ. He really helped me power through this research in some of the most difficult moments because researching TMPC, which stands for triple negative breast cancer, I walked into it thinking I would just get answers and immediate clarity. But what I learned is that true growth came from walking in the mystery through the mystery and even without the clarity. And this research journey not only taught me the importance and helped my understanding of cancer but it helped me see the power in persistence in faith and purpose. And I'm truly grateful for my teachers and my parents and my friends for supporting me. And I'm so excited to go to the Massachusetts level. I'm continuing my research. Currently, I'm going to narrow in

079on the specific patients I believe my proposed therapy can target. And it is truly I'm so grateful for this opportunity to even play the smallest role in helping such an important cause. Awesome. Thank you. [Applause] Um is Rory there? Uh yes, I'm here. Hi Rory. Um so Rory is being um recognized also for his musical exceptional musical tal talents. Um Rory is a leader um in the band Rory and the Roarettes and I definitely want to hear a little bit about that. Um and he recently played at IQHFest. He is also part of the CCHS um jazz band and plays saxophone tenor. Um, Mr. Nosi describes you, Rory, as someone who is always up for a challenge. If he has a new piece of music or something that he wants to challenge you all with,

080he says that you're one of the first people um to always come in, you know, right away and have the whole thing memorized and ready to go. Um, so you um thank you so much for all of your contributions to CCHS, also academically. I've seen you in the classrooms. I know um Dr. Green worked with you recently on some new um technology that we might be using. So, thank you for supporting him with that. And uh if you want to say anything about your band or maybe tell us how you came up with your name or a little bit about that, that would be great. Um I mean the band I'd always wanted to play jazz and I I'm a lover of jazz. I've been listening for maybe since third grade. That's when I kind

081of got into it and it was always kind of my purpose just to give music to everyone and kind of keep this this jazz alive and give it to everyone. Uh the band's name was actually one of our our bass player. He kind of made a joke. We were joking in the chats because we we were talking to Mr. Mayor who was the band director of Carile in the middle school and he said, "What's your band name? What's your band name?" And we said, "We'll get back to you. We'll get back to you." Um, and Jacob, our bass player, he just went, "What if we call it Rory and the Rorettes as a joke?" You know, and I I don't take jokes very easily. I said, "That's a perfect name. I love it." So, that's

082the band name now, and it's here to stay. So, awesome. I love it. And I just Your passion for film is just it's infectious. So, keep it up. I can't wait to see you perform more over the next couple of years. Yeah. Thank you. Awesome. Thanks, Rory. Thank you. All right. And our last um student that we're going to rec recognize tonight is Miles. Is Miles version there? Yes, I am. Okay. Hi, Miles. Um so, we received a letter at school that was for Miles, but um sent to the administrator's office. Um, and I'll let him talk about the letter, but he um received a letter from Governor Healey um that was written directly to him um because of a civics project that he did for US history in a letter that he wrote to

083her and got a response. So, Miles, I'm going to let you talk a little bit about that because it was very exciting and really, really cool and we met about it and um the letter was fantastic and I know it's something that you were really proud of and we're really proud too. So, I'll let you talk about that. Yeah. So, I had to do a civics project in my US history class. It's something that all sophomores had to do. Being someone that is very passionate about civics and civic leadership, I put a lot of effort into my letter and instead of doing what some other people have done and just wrote it to get it done and to get a good grade, I put so much effort into it. I was working on it late

084into the nights and I wrote a letter about data privacy to Mara Hilly and she wrote back a response to me saying that it was one of her top responsibilities and more importantly that it made her day. That's awesome. That's great. It was pretty awesome. And Mr. Wilder said, I mean, there's so many of these letters and projects that happen and it is not often um that we get a letter back like that. So, I just really wanted to make sure that we celebrated and um recognized Miles for that. So, that's great. Thank you so much to our amazing students for being there tonight in That's awesome. Well, thank you so much for not only the students being here, but the family and and friends and community members for being here as well. So, thank

085you so much. And Katie, thank you for taking the time and this is great. This is actually awesome. Yeah, really great. Um, all right. Well, we move on. So, just for everyone, just in case in the room, um, uh, like I said, I know we're not always in attendance in in Carl, so just to give you a lay of the land for what's next, um, we'll move into a public comment and then have our consent agenda where we'll approve a number of different things. We'll go through some correspondence um the superintendent uh the chairs and uh other liaison updates. We will have a a good amount of discussion. Um our goal is to be as close to 8:00 but we'll see if that happens. Um and then we do have some action items in an

086executive session. So we do have probably a couple hours ahead of us. Um so just want to give everyone an over overview of that. There's no expectation that you all stay. You are welcome to stay but you are also welcome to leave. Yes. Glad to give everyone an out. Thank you. Thank you for coming. Thank you. Thank you. Thank you so much. Thank you. You're welcome. Um all right, so we're going to move into our um the public comment. And um for public comment, if you're again not familiar with this, we have blue sheets in the back. If you'd like to make a public comment, if you could fill one out, um pretty simple just to write your name, address, and um bring it on up to me. back here. Oh, Sarah, you want everything.

087Here you go. [Applause] While we're waiting for Sarah to fill this out, um, if there's anyone on line, if you could just raise your hand and we'll go back and forth between the two. Um, our public comment period will be a period of 20 minutes if needed. As a reminder, this is a meeting in the public and not with the public. So, the school committee will not be responding to any comments. If you are in the room and you would like to speak, as I said, you can submit a blue form. Um, and we will have a time limit of three minutes. So, Sarah, where did you go? Oh, really quick. Yeah, come on. Super quick comment. I just wanted to make my own little recognition. I was hoping Alexa was here, too. uh just

088to recognize the outgoing uh school committee members uh Cynthia and Alexa and just give my appreciation for everything that I learned from working with both of you. I don't know if Alexa's online or where she is. Alexa is out of town. She's in Florida. Sorry. I know we shouldn't comment, but she's away. Okay. Well, I mean I just I learned a lot about uh the meaning of public service of uh of integrity of commitment and all of that. Um and so I just wanted to I'm about to leave for the airport. Probably will not be in town for another school committee meeting. It is a rare chance that I am actually in town to school committee meetings. So, I just wanted to stop by and uh and say hello and thank you to both of

089them. And I have something if one of you can give something to Alexa. Sure. Yeah, that's great. This is I feel like this has been a year of that. Saying bye to Sarah. Hi there. Oh, this is great. Thank you so much. A that's wonderful. Thank you. Thank you. Thank you. I'll bring you bring it to her house. Oh yeah, Andrew. Yeah, Andrew. Yeah. Thank you. That's wonderful. Thank you so much, Sarah. Give them to Alexa. Yeah. Yeah. Thanks, Sarah. Thanks, Sarah. Whitney, that's great. Thank you so much. Have fun wherever you're going. They smell so good. Definitely international aroma therapy. Betsy, I'll promote her. Okay, we have one online. Betty, hold on. Who can we hear? Technology is not our friend tonight. I know. Hang tight, Betsy. We're We're working. Here we go. Go

090ahead. Hi. There you Um, thank you um for allowing me to make a public comment. Um, that was a really in inspiring um little awards ceremony. Uh, some really impressive students. Um, so I just wanted to um revisit something that I um have made a public comment on in the past uh about the Bruce Freeman rail trail um connector and um and I appreciate the feedback that I've that um Dr. Hunter has given us as well as um the landscape architect um and the time that's been given to us about um this rail connector um um and uh so anyway in the past my previous public comment I said that I think it would be great to have an ADA accessible one and while I think that's an ultimate goal I also believe that we

091can do incremental things um that will um help with an ero potential erosion issues um and make maybe a nature or a walking path. And I just wanted to request that um the school committee just entertain maybe brainstorming about different incremental things that we could do short of, you know, trying to use heavy equipment to regrade a hill and bring in, you know, pavement and things like that. Um and I think that's the end of my comment. Thank you so much. Thank you. Thank you so much. We have no more in the room. Is there anything else online? There's one other hand up. Would you like to be promoted? I'll I'll offer it and you can decide. Yeah, I think I think she's declining. Okay. Okay. All right. So, that ends our public comment. Um

092we're going to move into consent agenda. Um uh I will entertain a motion to approve. So moved. Second. This is when I couldn't hear it. Any discussion? All right. Um I see Aisha is um now online. So why [Music] don't everyone do we need a roll call vote? No. Right. We're good. Okay. We're good. All right. Um, correspondence. Wait, we have to vote. Oh, sorry. We need a vote. All in favor? I Okay, thank you. Sorry. A little thrown off. Um, correspondence. Carrie, you want to I know this is a regional meeting, but I think correspondence. Do you want to Yeah. Um, so at CPS, we had just a couple of emails, two emails about um creating a path between the Bruce Freeman Rail Trail and the and um CMS. And then the other one

093was about an email about um political endorsements. Otherwise, it's been quiet. Okay. It is a joint meeting. Otherwise, a joint meeting. Yeah, it is. That's right. Okay. Sorry. Confusing just Yeah. Um Okay. Um moving. Oh, yeah. This is the region. We didn't have anything new since the 25th. I don't think there's been anything new either. Yeah. I was looking through it. Um All right. Uh superintendent update. Great. Thank you. Uh it's very busy as you would anticipate in April. Uh so a few highlights of the work that's happening. The there's a K5 literacy committee that's meeting regularly uh under Shel's direction and the principles and I attend along with a number of teachers. Um we are closing in on the last weeks of reviewing three evidence-based comprehension programs for K5. That decision will be made

094uh the 1 of May and then we will be starting to talk on implementation and rollout. So we have voluntary teachers of about 50% of the elementary school faculty ready to jive into this and we'll be working with the PD providers um and looking at our professional development opportunities for next year to make sure they feel very well supported. This is a complement to the evidence-based phonics we already do and phmic awareness and really rounds out that we are completely aligned with the science of reading once this implementation is complete. And I just want to be sure this committee is aware of that. Um that that's a big been a big goal in addition to alignment even just across our own three elementary schools even within the elementary schools. So we're feeling really good on

095the conquered side that we've made a lot of progress and we're uh really aligned and going in the right direction and uh going to be in good shape. And I I think we've said this a lot. Tier one is about access for all and you even heard it in the interviews tonight. um making sure that equitable opportunities are provided to all students, the higher achieving kids are going to soar while we're making sure that direct explicit instruction is happening in all the required skills um to be a successful reader both fluently and in comprehension. Uh the AI committee, I'll tell you this is getting some really great energy around it. Uh we met with Dr. Elizabeth Bonowitz last week from Harvard who's a parent of ours and I think she thought she was coming to

096listen to us and we spent the whole hour listening to her. Um she's a cognitive scientist so she was really bringing a lens of learning to it all and had such a balanced rounded approach of the pros and cons and boy it got us all really thinking of all the opportunities and um limits we need to put in. We don't want to have computers doing thinking for kids. That was my biggest takeaway from one of her statements. But we can see there's so many tools available and our our children need to know those tools and really important that we are um vetting those tools and helping them critically look at the tools and know how to best use them. So um I've shared that out since I shared that recording out with the entire staff.

097I picked up two more committee members. So we're just getting some really great energy here. I think the out um put that we were aimed for was to bring you a draft policy for June. we will hit that, but it's clearly the beginning of the conversation and not the end. Um, and boy, what a gift to be able to tap um, expertise like that just because we're locally connected with our own parent community. So, more to come. Um, I I let the conquered group know that we have been looking at reallocating. I had mentioned during budget season that the need for special ed leadership at every elementary school was becoming very critical. uh the programs that we've built and the needs of those programs and the needs of all kids are driving um more than

098one administrator across three schools can manage. I had done some comps back in the fall of our neighboring like districts and we are definitely behind in this. That's become the norm. And so we've been looking at budget opportunities and have found a two opportunities that will allow us to reallocate funds over to um create special education administrators. We're going to give something up to do it and we're actually still settling on whether the direct impact is what we're going to give up or we're going to keep moving it around. But um this has become a really large need. So staff feels really supported. Um students are getting what they need and there's just a conduit at every school. So I appreciate a full-time administrator at every uh full-time 10 month they'll be on par with

099the assistant principal. So it's 10 months and some days it's not 12 months. Um this is just K5. K5 correct. So each we have one now. So we'll we've posted for two anticipated ones and that would give us one per building which would be gamechanging. So thank you for the support and the willingness to let me bring that back. there's no budget impact because we're going to remove things around and I'll update you as we firm that up as to what tradeoff we made. Um uh the the 250th we are uh a very busy sites uh for essentially transportation. Um as of the 18th at 6:00 and actually today Alcott I worked with the police chief Alcott's campus is going to close even earlier. Um, we are providing parking both to the events, shuttles, we

100have 25 buses lined up with the 250th committee. Four, I'm pretty sure four of the five schools are being utilized. I think the is the only one not correct. Um, so satellite parking is going all the way out to CMS and Willard. Um, so we have completely shut down and I've carried that right on through the May the Monday just for our own sakes of not having to second guess if anything else needs to come up or trickles into Sunday and Monday. Um, so we're glad to be able to help and participate and I wouldn't be surprised if some other things come up in the next uh 10 days or whatever's left. So is the Lori is the the are the buses being paid for out of the 250th budget or Absolutely. We are not

101there's no cost involved. They're just sharing space. Yeah. Perfect. Y and that obviously has our bus drivers involved. So like we're we're definitely super engaged. I would highlight Ken uh Burns is with us on a week from tonight at the high school. We're also part of the pre-activities. A number of students are going to be interviewing him at the library in the session that's before the big public one. Um, so we're just that's become a real immersive experience. We have 150 or so kids going to Lexington because he's got a daytime event for students that Lexington and we and the other Lincoln, all the neighboring schools are participating in. So a daytime field trip as well. And I really give him and his team credit. The message has all along been we are wanting to

102be sure this is educational for the the students and not just the adults. Of course, we're all enamored and thrilled too, but uh it's really been a student centered discussion. I did have a question. I was directed to the 250 and I did not get an answer. So, I saw the students are obviously involved in that and it looks like conquered but Carile residents were not invited and I don't know enough of how the 250th is structured. I just it was just an interesting thing as a regional district that we do things with students and we have it as a community and it's nothing to do with the schools, right? It's the town. Um it just felt kind of silly that u like actually Boston too Boston and Carlile residents were not invited to the

103I mean I don't know that that was an exclusive invitation. Um a strange thing right one thing I do know they were concerned about I'm not ex drawing a parallel line here on the seats at night are quite limited. Yeah because they are divided among those four communities. Divide all the private schools. I don't know. I don't really know. I don't Yeah. No, it was it was really like um like zip code based. Um it was just an interesting I don't know. It was just I don't know if that goes back to money and who's funding his sponsor sponsoring the visit. Um anyway, I don't know. Julian, I don't know. Just 2075. [Laughter] Uh my last two comments, we are obviously well into looking at 25 26. This is actually our busiest time of year

104because we've got feet in so many different years. Um, I'm working closely with principles on staffing. That's actually staffing and student enrollments. That's actually where some of the reallocations came from. Um, the high school's obviously planning sections and lots of scheduling work going on right now so that all the, you know, we make as many plans as we possibly can before teachers leave because we need all those minds u looking at things and giving us feedback. And my last comment is feedback. You heard Katie Stall mention the feedback loops they've been building. We've been very intentional about that in the last month. Um very specifically on staff feedback. We we had early feedback this winter that there was just a real morale challenge. Overwhelmed um you know it's just a perfect storm. It's not any

105one thing. It's the needs of kids. It's the climate we're working in. It's the high expectations. It's a more constricted budget and a few less resources. It's just all of it. Um, and so the administrative team has really made that the priority. Um, so I have been out and about a lot in classrooms meeting with staff. I'm on the second round of elementary meetings after school. I'm going through lunches at the high school. I've been through lunches at the middle school. Going to lots of staff meetings. Just really making sure those loops are happening. Obviously, we're I'm bridging that out to students as well. We're going to do another round of panorama surveys before the year is out. So that'll quantify where we are, whatever progress we've made or not. And I think this is

106the priority for the years to come. Um we're not going to make progress on anything if we don't care for uh the pe the humans involved. And uh the strain of where we are in 2025 and all that is on the plate is showing right now even here in conquered Carlile. Um so naming that has become really important. It's in the strategic plan. If you look at the strategic plan, the wellness of the adults is there. Um it says I would create a task force. We we put that call out and didn't get a huge volunteer group. Um so we're trying these other ways instead, but it really is critically important. It feels co-ish to me again of like boy if we don't really support those as you know. Yeah. No, it's everywhere. Cynthia, right?

107Um so just can't name that work enough. And while maybe it doesn't feel quite as quantifiable, it's going to impact the quantified outcomes that we're looking this hard at that. And in great news, you know, our staff is incredible. So if we sit with them, we leave every meeting with a doable takeaway of like, oh, we can go do that and change that. So um that's become a really big big priority. So that's that's some highlights of what happened. That's great. Yeah. You want to do an update? Yeah, sure. I have a few things. Just um first I just wanted to Cynthia had flagged this last night that um Ruth Lowour who is a conquered resident um recently passed away. She was a school committee member and a select board member very involved in the

108town and I just wanted to acknowledge her and thank her service to our our community and also um send a lot of love to our family during this time. Also the the longest serving woman on any board of committee and conquer. That's amazing. And a conquered honored citizen. She worked in the town manager's office forever. Produced the town report. I mean, she was a fixture under Chris Whan. So, yeah, she would tell you how it is. Has the flag been lowered to now? I have no idea because it should be for honored citizens and elected officials, right? I haven't. And I haven't we can look on our drive home. Drive home. New flag tomorrow. We're getting a a really large new flag tomorrow. Yeah, in the they're having a ceremony. So, actually, it might be

109Saturday. Is it Saturday? There's so much. I think it's Saturday. They're going to have a ceremony um and raise the new flag. Um the other just a friendly reminder that tomorrow is the deadline for the school committee evaluation. So, if you've not submitted that, I have not. Um and I'm the one collecting them. So, please do. You have 24 or 36 hours to do that. And just a caution, you got to go all the way through. You got to go all the way through and then you can't come back to it. Yeah. Yeah. Um, uh, I also just wanted to let everybody know that May 3rd is the ribbon cutting, uh, for the middle school. So, it's not just a ribbon cutting, but also an open house to the community. So, it's a really good

110opportunity for anybody to come and take a look at the building that all of us are contributing to. Um, 10 to 12. 10 to 12. Yeah. So, there'll be a very short there'll be some student centered things and then really the bigger point is to open the building up to everyone who wants to come come be there. Yeah, it's great. Yeah. And then um also administrative is that um as Lorie said, there's a DESIE visit happening and you need a school committee member to sit in that meeting. Yeah, that is about the biggest crickets I've ever gotten in action for volunteering. What is the date of it? What is the date of it? May 1st at 9:15. Do it. I can't do it. I wrote back and she was like, "Well, someone has to do

111it. I has to do it." Ryan had said maybe. Or I'll say if needed. Yeah. Thank you. At least Brian respect. I'll say yes. I can do it, too. I can be Tracy's backup. All right. We really should have two of you. We could do it together. There you go. I'm here. May a little a little public pressure. I think I missed that. We got a lot of emails, guys. We got a lot of emails. Um and then just my last note is that um we will have I'm saying it out loud because it will be true a draft of the like document by our April 30th uh meeting for everybody or story of schools for everybody to look at and review. So there you go. Yes. Yeah, that's great. Um my update is that

112um Tracy and I have been working with Dr. Hunter um Bob and Denise on the CCHS tutors which we'll talk about later. Um, so that's been in process. Um, I think there's been a couple things with CPAC, we had have had a couple of really good, productive meetings. Um, you know, something that I've learned since going into my second, well, I'm second year under my belt now of being on the school committee in Carile and then a year here on the region is, you know, we're working with people's children. um we're sometimes acting on behalf of our own children. And there's a lot of sensitivity to that. And I think when you have a bad experience, I know I've had had some um myself that with no ill intention, you kind of get stuck in

113a moment. And I think the need to just continue to re-educate everyone um as to what we're doing as a committee, what decisions we've made. Um you can say it three times, but if a parent feels like they're not heard, then they don't hear you and you have to just keep saying it. And so I think we finally did a really good job. Not finally, we've done a good job all along, but I think just it we had a really productive meeting on the whole topic of literacy. Um these things take time. Um as both candidates brought up tonight. Um we made a decision on things a number of, you know, a few years ago. We've been doing things. Um and now we're having just kind of another phase come into to life. And I

114think um I don't know, I felt like it was a really productive meeting. I know Angel did and I know the CPAC chairs um did as well. So, that was that was time well spent. Um, which was great. Um, the cell phone conversation continues to persist. We'll talk some more about it later. Um, Carrie and I were at the PTG meeting yesterday. Um, it came up again and I think one of the things you'll hear as we talk is that this is going to be a collaborative effort. Um, and I'm going to just speak about the regional high school. Um, but I think it's we're, you know, we're responsible for the six hours that folks are on campus. Um, we need to work with parents and families about setting expectations. Um, I will say in

115Carile that one of the jokes I've said is like we have a parent that's like adamant about it and then I'll see them at pickup and I'm like is you have your kids has a watch and a phone in their hand. Like we didn't send them to school with that. So that's okay, but we need to figure out like what is it that we want and what is it that should be um like the norm and how do we how do we do that? So we had some really good conversations. We'll get into those more later. Um, you know, I think just on the heels, another I'll just say a learning for me, um, as the chair and coming in from Carlile and I think just it felt like the right time to talk about

116it is here is, um, you know, we we like you talked about AI and the um, the work we're doing here and one of the things that occurs to me is the for those of you in conquered like you don't really know Brian and I, we didn't campaign to anyone. Um, you don't know our background, you don't know what we do. you'd have to really kind of look it look it up. Um, and that was just one that that stood out to me because I look at I know what Brian does for a living and Brian knows what I do for a living and I talk extensively on AI for a living. Um, and I don't think anyone knows that and I've had people talk to me about diversity and I'm like I am actually

117a diverse person that sits on the board and we don't necessarily talk about those things. Um, so I I don't know if if just something maybe it will come up in the evaluation, but something to consider is how do we tell the public about who we are? Um, because we are the elected officials and sometimes I listen to things not just in public comment, but out in the community and I'll hear people say things to me, I'm like, "Oh, I don't think we know each other. I think we need to meet each other." And I think the whole topic of community keeps on coming up. Um, and I brought up the Ken Burns, not to I didn't mean to take anything away from that. I was just really surprised you have something at a regional

118high school and then the region those people who are in the zip codes that go to the schools can't actually come. Um and that's not on the part of the school. I think Dr. Hunter and her team does a fabulous job of making sure it's inclusive. I think it's the town of conquered um and Carlile and Boston that like as communities um and that's why I've been pretty outspoken to the select board when I've gone to those meetings of saying hold on a second I know it's just a school district but we actually need to work better as communities and that's why I'm so happy everyone came here. Um, I know I've been sensitive to things around like mental health, um, and the investments that we make in that. I'm I'm so thrilled that it

119came up so much around social emotional learning. Um because you know the incoming the freshman class that's at car CCHS right now I mean they went through an unbearable loss that continues to persist and the investment that we've made in the middle school in in Carile around grief um and mental health um as in general has been so important to their success and the fact that it continues at the high school um I mean is incredible. Um, and I think just being aware of these things and communicating as communities, not just here in the school committee, but as like a full community. Um, I know we were joking around about the time that when we were incorporated, but it really is important to see the synergies between the town. So, just wanted to take that

120opportunity to say that. And can I just say, I mean, I'm really glad we're in Carl today and I can't believe we haven't done it until now. So, thank you for coordinating this. Um because it is important to hear that Carlile voice and I think that sometimes it's like oh Carlile sensor members the region it's it's more than that and so you and Brian have really been great voices for Carile and I think like this should just be part of what we do every year. Um I think it's important. Yeah, because I mean just like I said to the to the League of Women Voters, I mean um I know Sundep and and Michael are here tonight like the the car the conquered um school district school committee. You make huge decisions for our budget

121in our town and our taxpayers huge um it just gets passed on to us. It does not like we have a seat at the table but we're not a majority and I think to your point it's just really important. Go ahead, Cynthia. Sorry. So, I was gonna say most school committees have little bios and direct email contact on their web page. That's more the norm. So, I think that's an easy thing to correct. Yeah. And I just I know you you're I just want to thank the 250th community. Oh, for sure. I mean, they have worked so hardly volunteers. They've made mistakes. Absolutely. They're human and I think they you know, it's been you you always think you're starting far enough ahead, but you are not. I agree. And uh so I think they've been

122scrambling so hard just to figure out the glit the transportation glitches and how to move people around and how to feed people and all this. It's hard. I totally agree and it's not a it's not a knock. I think it's more just a call out of a of a mindset in the community. It's certainly not taking a stab at them. I'm actually very excited for the activities coming up. Um okay, great. Can I ask one more question just about um literacy? Can you just give us like a save the date for when the presentation's going to be for people that I think the last meeting you said it was going to be in April, but I'm not sure. No, I think the end of May. End of May. Okay. We wouldn't do it until we

123pick the program. No. Well, I'm like we we don't I mean the next meeting is I think it's going to be the last one in May. The second one. I don't know the date, right? Just so people are aware it's coming up. Yeah. We'll I think you make a point. We'll be sure to publicize it to some extent. Great. Um Yep. Good. I know we have the um amenities building warrant coming up under discussion. So Brian, I don't know if you want to do the leazison update for the campus completion or wait. Okay. Any other liaison updates? Just just quickly on the middle school. Yeah. Um hard to follow up uh your comment with asbestous related comment. Yeah, we had a kind of an out of cycle uh CMSBC meeting last week, right? And um

124there was more asbestous found that needs remediation. I mean, you can't avoid it. So, we approved a $400 plus th,000 change order um um to remediate it and there's slight schedule impact, maybe a week or two, but not um not a lot. So, a lot of discussion foreigner K is coming out of contingency. Um a lot of credit to Lori and the committee well before I joined to manage that contingency really um thoughtfully. So, we had have more than enough to cover it, but it is a big sum of money and there was a lot of discussion. Um no one took it lightly. So anyway, it will be remediated. It'll be trucked off uh a week to two week delay and that's that. Yeah. Okay. One of those that's why there is you know you

125hold your breath expecting it could go that way but then when the dollars come in that high you just we we've all had sticker shock and the committee had the right level of response to really dig into the number and be sure it was the best number we could get. But you just can't mess with us. No. No. And frankly, I thought there'd be a lot more. Yeah, [Laughter] is the to that point. Could there could that be a reality or um they are 99 99.99% sure they found found it all. Okay. Yeah. Um I just wanted to give an update on the Doug Whitefields. We've been liaisoning with the town whose running points on the project Bob sat in last week. Uh and the RFP is going out imminently, right? Uh later in April.

126Yep. Yep. And then uh completion date right now with a lot of discussion because of some of our pressures um is August 1st. Oh, that's great. Yeah. So, we've been really able to work collaboratively on that. It had been a little more fluid and later and we were getting really nervous about that. So, there's a lot of collaboration there to see if we can tighten that up. It's aggressive, but now at least the overflows in August and not into September, which is almost impossible for us to manage given the volume of fall sports. So, things are on track. I've been pretty close to this. So, I just want to say a huge thank you because I did see the original dates that were fallen uh into the fall and I know the logistical nightmare um

127not just for the sports but also for fundraisers like kicks for cancer. So, thank you very much. A lot of hard work and we'll just all keep eye that it stays on track. How does this um or have you been communicating or I guess it would it be us or wreck conquered wreck about um the impact on the summer camps? Uh we're collaboratively all doing that together. So any camps that come through us to use the campus, Yeah. which most of them come through us, um are being notified. Okay. And you know, luckily we have so many other field spaces, it's manageable, which is why the summer's so important. August 1st is great. Great. I just um with the with the the grass fields in conquered are still not open. So without the turf, like

128it's I mean you need that, right? Yeah. So wet. Awesome. All right. Well, then let's move on um to discussion. Thank you everyone for the updates. Um we're going to do our first read of the um C. Is this first read, second read? Second. So the trip the policy for trips has two a two-part process, right? Usually the first part is a a pre-approval which lets us get going. We put the trip out to kids. We start really doing the work. Then I usually bring it back in the fall. So these are trips for 25 26. Uh then we usually come back in the fall, give you an update on how it's going, and you give us that second approval. Um, so it I'm not sure if the wording is exactly what it plays out

129to be, but like this is the Yeah, go ahead um discussion tonight so that we can start to move forward with the proposed ideas. Yeah. Great. Okay. You're right. Yes. I just wanted to Yeah. Yeah. Preliminary. Um and and can I just ask a question before we start? So there are other trips that are in here that we'll have preliminary about later. Like I think about there's not an earth science trip in here. Yep. We're working on a few others. The teachers are still Okay. deciding which is more probably it's a moving piece right now. I'm in touch with maybe one or two others who are still sorting it out and we will keep you posted but I didn't want to hold these any longer definitely because these are the firmed up ones. So um

130so maybe there'll be more to come. Um you can see can you start recruiting students after the preliminary? That's the big reason to come and appetite. Um I think it's worth noting and we're doing some of this this June, but with Q5 back in the mix at the end of the year, it becomes a really nice opportunity for travel to happen at the end of the year instead of the and I'm not saying we don't do the vacations, but it's a different feel in June. Kids aren't missing class. They they take Q5 and go and just it has a different tenance to it a bit. So, um, but these are across different time windows, which I think are pretty articulated in the documentation. I was going to say I would I read the the trips.

131I don't have any concerns. Does anyone have any questions? I just had one question. It's more of a curiosity. I saw some of them are more or less over the break weeks. Others don't. What is the what's just sort of the general on we really want them going over breaks and missing as little school as possible? like nai is almost hard to do that. It's so far. Um, so we we navigate it with each teacher individually, but the goal is to not to miss as little school as possible. Okay. But I was just curious about that. And I guess just from like a parent perspective, it's great to have some that are in February and some that are in April because sports continue during the break. So if you're a spring athlete, you cannot miss

132for April vacation. So you want to go on a February trip. So, it's good to give students the menu of choices while they're thinking about it. Yeah. No, I agree. Part of it was a self-s serving question. Uh, in Carlile, last night we had two trips presented and they're both the week before April vacation and I question that. Yeah, there's a CMS trip on here tonight that Yeah. Uh, that was the first request and I told them to come back. Yeah. Yeah. Um well and I think one year we when they went to New Zealand it's so far away that that it straddled a a vacation so they missed some school but you know the travel is just and to be clear like I worked in international ed for the first decade of my career.

133I love seeing all of these opportunities. I was just wondering what the school's stance is just on terms of our priorities. They don't miss school. It's not perfect. That's what I wanted to hear. I have a question. Um, and this is the same question that comes up every We're ready for you. Go. Yeah, I bet you are. Um, what some of these are really expensive. Are are there is one of the benefits of approving it now that students can start fundraising? Are there organiz organized like fundraising efforts? Um, so you know, we we're not we don't have the perfect answer to this yet. I don't know if we will. Um, one goal is to offer a wider range which I think you can see is happening. Um, everything from the White Mountains to affordable. Yeah.

134So that's been really intentional and the teachers have embraced that. So we feel like that's helping the issue. Um we have $10,000 in the Sharon Young fund which we continue to try to replenish. That's one place um students can request funding from. We've had to be careful with it and limited in what we can give out, but at least it's a spot. The fund is there. Anyone who wants to take on some fundraising, we would welcome that. And then each trip organizer has individual conversations about what their plan is going to be. Um like the band group is already up and running on fundraising. So there's not any one answer to that. I have to give the individual teachers who do this of their own free time and willing some rangeing. The whole thing is

135amazing. The responsibility to take kidsuge out is this it frankly it terrifies me every time they leave. So, it's a huge responsibility and we are liable when they're out out and about on our um approval. So, and some of the trips have fundraising like if you're using, you know, whoever you worked for, right? I'm not sure who you worked for, but like if you're using a company like that, there usually is scholarship built into that. But on the exchanges, there's not typically, but if it's like a a packaged program, they do build that in. Um, I do know that the parents association just got a $3,000 donation that's going to go to the Sharon Young Fund. That's great. That someone, you know, made a donation to, you know, I don't even a parents association said,

136"Well, I'd like to give to something else." And so, they actually turned to the Sharon Young Fund, but it became people don't know it exists. I do think that we should publicize it. Like, can you give a quick 30 second overview of what the Sharon Young Fund is? Uh, Sharon Young was a principal at um, Elcott School for many years. she retired and we established a scholarship fund um because she really has a love of travel. She's literally been in Fiji and all sorts of other places for like a month in an RV um with her wife. So, it's been great. Um but it was when she left the Alcat PTG really um embraced it and I think we fundraised about $25,000 but then CO hit so we didn't give any money away and we've

137just slowly been whittling it down with no additional fundraising. So, um I have to really just get some guidance if I can participate in that because I would like to keep it moving so it doesn't go down to zero. Yeah, I think you probably can delineate besides we did find somebody I'm just going to work on it. I'm just going to work on it as a pet project because I do think that there are organizations that will give money if people know that it's out there. Sometimes banks will get um like the local banks will have foundations that will contribute and I think they just need to be asked. I do think, not that we fixed this totally, but I do think we've gotten better at encouraging all kids who are interested to to engage

138with the teachers who are sponsoring it and start the conversation. I think again, we're not perfect at it. Not everyone's going to be comfortable, but we're we're seeing a difference in the engagement from students being willing and families, both kids and adults, being willing to say, "I'd really like to go, but I can't do it by myself." And I I hope that continues even if we don't have all the answers figured out like just the message that we want these to be accessible to all. Yeah. And I think that like kids need to be taught how to fundra. There are ways that they can fundra for themselves or you know if you have a birthday coming up and say hey I really want to go in this trip like instead of presents this year go

139to your family like go to friends or whatever. So the other thing with the timing which we're getting our rhythm back co destroyed it totally. We're getting our rhythm back that putting the trips out now. Yeah. students have summer and families have summer to say, you know, my daughter funded her own college trip like this from the summer job she had and that was her intention where that money was going. So, you know, I think there's ways where the communication helps, the planning helps. We're also trying to get a bit of a cadence and like what we're going to offer when so it's predictable. Like Chris Noty said, I'll go to Nai every four years. So the band members know sometime in their tenure at the high school they can go. It's not going to

140be every year. It's not going to be every other year. It's going to be every four, which I think gives another range of financial planning. So yeah. No, I mean Brian and I have had the same conversations on the heels of what Carrie asked to. I mean we are a public school district and we want to make sure that things are as accessible as possible. And I think I like Tracy's comment about teaching kids how to fund raise. And I think the more that we can talk about it and give the the runway the better. Um because I think especially given the current climate, the socioeconomic diversity that we have, there's a lot of families that are on the cusp and more so than people would think. Um I just need to say that again.

141Yeah. Do you guys have an idea of how many my co kids go on any of these? Uh a a decent number. I don't have a actual figure for you, but a decent number. Um yeah. Okay, that's great. That's good to hear. Thank you. I like the concept of if you're going to go, you need to help fund raise. I like that, too. The sports team, you know, the intention was never to fully fund raise an entire trip. It's it's to offset the cost. So, to really teach people how to do it. And I do think there are a lot of kids that do fund raise, not fund raise, but they work and they work during the school year and they want to go on this trip and figure out how to pay for it.

142So, there are parents that require them to pay themselves. I mean, yeah, totally. They can do it if they have enough time to plan agree and babysitting rates are really great now. So it's really it's not great for you guys making money off um in the interest of time. If there's not any other comments, can I um can I get a motion to approve the first pass? I'll make a motion. Go ahead. Make a motion to approve the CCHS trips for 2526, Denmark, Dominican Republic, England and France, Japan, Quebec, and the White Mountains. Seconded. Any discussion? All in favor? I. All right. Carrie, you want to take the next one? Yeah. Yeah. Lori. Yeah. In that same vein, um, in that same vein, the band at the middle school, uh, and actually we've we've really

143tightened up our own internal communication is sponsored a trip every three years for the band. Um, last time was New York City. It's been New York City fairly frequently. I don't know if Disney's been in the mix, not certainly in my tenure. Um, this time they're pivoting to a trip in 2026 to Disney. If you know, Disney's got a huge music education program in the back of the house. Phenomenal. Really, really, really phenomenal. And, you know, enriched in every way. You know, it's Disney every way, shape, and form. So, that's the um location of choice for 2026. They do have the um very engaged support of the band u parents association, which is ready to run and roll with this um to the accessibility part. And I was talking with uh Dan Rivenberg this afternoon.

144You know, we both we might want some guidance to go to the fundraising that I think sometimes we try to take the number down for all kids. And I think we want to be sure we're also identifying some bigger subsidies for kids who still wouldn't access it. So that might be something us as a um oversight group can bring back to them that don't just lower the number for everybody by a bit. Let's find some ways to really offset some substantial costs for kids who would otherwise not be able to go. Correct. I think that's all right. So, yeah, we were having a little chat this afternoon about that. They have a very active um band parent group. So, I mean, they do auctions and and they really raise a ton of money. So, I

145like in that situation, I think it's better because you have a group that's there just to do that. Yeah. Yeah. This is probably one of the most organized ways we support trips. So, that's great. Uh so this is April. Uh to your point, it's just missing the Thursday and Friday. Um which was an ongoing discussion. Um Okay. But we would appreciate a preliminary approval so that they can get started. Apparently Disney books up early and they need to secure their spots, which is why we rushed it to the agenda tonight. I'll make a motion to approve the CMS uh band trip to Disney. Seconded. Is this just a CPS? Oh, yeah. Right. Are you staring at me? Uh, all those in favor? I I Thank you, Michelle. Any questions so far? I know this is

146your first one. You good? Just because we don't see anything CPS. That's why Brian and I stay quiet. It's not that we don't care about the band going to Disney World. I will say I played in Disney World in 1998 in the band and it was awesome. Okay. I also did play in Disney in the band in high school and the behind the scenes is unbelievable. But I was a little bit traumatized cuz like Chip andale like the head and they were like no pictures and I'm like imagine Disney was revealed from you didn't have time to like pull out your disposable. Don't talk about it. It's a public meeting children. Sorry. Sorry. All right. Um quarterly transfers. Um we'll start with CPS. Uh, do I need to share my screen? Yeah, if you would,

147I think. Yes, because my computer's dead. Do I need a microphone? Yeah, I would think so. Doesn't this one work? I don't see one. Oh, I don't I don't know what that is. Looks like Oh, that is a mic actually. I'm using this one. That looks easier. Uh, so, um, reporting on the CPS quarterly budget transfers. This is as of April 2. Um just as a reminder um school committee approval is required uh quarterly for budget transfers and adjustment which is the second column of figures on this report. Um Bob, would you be able to screen share? Sure. Or I can if you Yeah, I can too. I have it. So yeah, thank you. Um so the um and looking at this the I'll just kind of run through some some highlights. Um looking at

148the adjustment uh transfers and adjustment column. Our instructional leadership um we've uh made reductions of 394,000 from our additional initial budget. Um 131 of that is instructional materials. Uh that was intentional. We asked each school to to try to cut 45,000 to help us offset uh some variances in other areas. Um and the remainder of that is some savings we've had on replacement hires and leave of absence coverage. Um so that's the the main uh credit. In terms of things driving uh the other way, um other school services includes homeless transportation. Uh to this point in the year, we've we've had to transfer in 246,000. Um it's actually going to end up probably being a little bit more than that. Um we are obligated to pay uh 50% of the cost of transportation from um

149shelters and other towns back to conquered. And some of the students at the conquered shelter have actually moved out to other shelters and they've elected to come to conquered. It's their decision whether to go to their uh school in the town they're in or the school that they started the year in. Uh we're also paying for students um in conquered to go back to the district they used to be in. Um so that figure is significant. Um it's not budgeted. You might uh remember we did um get approval from the town to have a supplemental appropriation. We do get transportation from the federal government. Um reimbursement that's 76,000 um which I've kind of footnoted uh just below this. Um that's helping offset this. Um, but we've gone from 76,000 in transportation last year to projecting

150over 300,000 this year. So, the the main pressure on our budget, I think uh one of the the main pressures this year is the homeless transportation. We will get reimbursed next year. Um, and um we'll talk through that as we get uh to later in the year. Uh maintenance and operations uh is up um primarily due to custodial wages for coverage. We've had some leave and we also had a staff member retire and some some costs associated with that. There's also um we've had a slight increase in the rate we're paying for uh recycling and and trash costs. Um the other line items we are out of district tuitions at the bottom the 9,000 series were over by one tuition. It's 113,000. Um the fixed assets includes vehicle replacement. Uh because of the very long

151lead times. Um we've actually ended up um with some favorability because of what we've had to pay was we expected to be paying it earlier. Uh so we an $87,000 reduction is all related to um those delay and buses being delivered. Um big picture, um the second column of adjustments and transfers is typically zero, but because we worked out a mechanism with the town to um have the homeless transportation funds that they received appropriated as a supplement to our budget, uh that's what that 76309 is. Um if I jump to the right, um encumbered funds again is funds we're committed to pay such as salaries and and services we've already contracted for but haven't yet incurred. Um and it's also includes, you know, things like electricity that we set up an estimate of what we

152anticipate to spend. Um our balance um is 417,000. The second to the last column, I've I've shown a a pending adjustment. We haven't yet applied um IDA uh funds um as of when I prepared this report. So that $500,000 credit will come back to the budget when we um apply that to offset tuitions. Um bottom line where we are right now uh threequarters of the way through the year is we have a $900,000 $97,000 balance um out of a 46 million a 46.5 million budget. um what's left um in that adjusted balance is is a little bit tight. Um there are things that we know we're going to spend that we haven't incurred yet. For example, the town of conquered charges for trash once a year. That's going to be 104,000. Uh vehicles are going

153to arrive that we will be ordering. That'll be another 65,000. We'll have substitute teachers. We don't encumber those because you don't know for sure that you're going to need them. and when they show up and do their work, that's when the the costs are incurred. We also have some money set aside that we haven't spent yet for ELA uh materials and curriculum. Um so I I think this is um you know, we're in a place where um it's fairly tight. We're paying close attention to it. We're trying not to um impact instruction at the same time, which is a challenge. Um you know, some point I might become more nervous and and talk to Dr. Hunter. Um, but we just trade who's nervous. As long as we both don't get nervous at the same moment.

154Um, seems one thing that we did get assurance from serious actually. I think that does sound healthy. One thing that we do have assurance from the state on is that we're going to receive the $104 a day funding for students in our district um who are living at the shelter. And that could be a couple hundred,000 and that'll relieve some of the pressure here. uh they would apply that to some of our costs to support those students. Is there an update on the shelter in general? It's a status quo. August 31st is the date. Um we're definitely seeing families continue to be placed. Yeah. And the Waltham families all came over and filled filled it. So now I think the continued goal is is placement. So there's still a regular stream of people being housed,

155which is good news. And I think that's the path we're on. I still think it's a risk because when does the school year start officially? Uh yeah, the 28th. So it's still then we could be on the hook for a huge really important timeline this summer. That's correct. One thing I will highlight is that the um we were able to arrange um a lot of the students in Waltham were going to the same school. Yeah. So, we're able to arrange a bundled um larger van instead of having paying for five vans for five separate students, which is a lot of how um these transportations get set up. So, we were able to spend a lot less than we thought. We were we were concerned, you know, they might be going to six, seven different schools

156in Waltham, different schedules, and so it it worked out to be a little bit less of an impact. But just just so I understand, if if there's 100 kids in the shelter between August 28th and August 31st before it closed, we are on the hook for their entire educational expenses for the year. Transportation. Transportation. And they would have the right to stay and be transported back or we would either have to go get them for where they're going and bring them back to conquered. Yeah. Which we're doing a lot of right now. What is the state saying about that? Like are they are they giving you any indication? Yeah. When I Yes. the when I took the call um a month or six weeks ago, the leading message from the state was we know we

157need to watch that August timeline. So I'm between DESIE and the state I have direct context that we've talked through through this whole process. So I think as spring comes into summer we need to be really carefully attending. Okay. And then Bob the remind me the home homeless shelter transportation cost eventually will get reimbured 100%. Um it was pretty close to 100 if it's not exactly I mean it I think it was 90% one year but I mean so I'd say between 90 and 100 which is a healthy pretty much I assume most we just don't know when we'll get it. Uh it's was May last year it'll be I think May or June this year. Um so it's it's late in the year and the money that we spend this year out of our

158so the money that we spend this year the um will receive next year and conquered will appropriate it to us in 27. So we're basically going to get paid back after the fact. the pressure it creates on us is what what it effectively means is we end up spending down some of our other reserves like circuit breaker because we have to find some offset and um and um I won't go into the details of the mechanics but we end up reducing some other reserves and it allows us to pay it back and restore those reserves when the refund when the reimbursements come in and so I I do appreciate we uh Dr. I appreciate the support of the town and kind of recognizing that and directing those funds to where those expenses are. And that's

159state funding, correct? Not federal. Federal. It is federal. Federal. So, is there a risk to that or? Um, I haven't heard any discussion of the homeless funds. That's all I had. Um, how many students are coming out of the shelter approximately? Um, Willard has uh uh just under 40 uh middle under 10, high school under 10. Is it possible to bundle those students with other buses that already come in to those schools? Yeah, we've done as much as that as possible. And now that they're being housed, so you know, if we have a group of kids in Littleton, we consolidate them all. um and work. We have a really great vendor we're working with um that helps us maximize things and be be efficient about as efficient as you can be um with really high

160costs that the vendors are all offering right now. So, should we vote on the con the CPS transfers? Yeah. Do you want to make a motion? I make a motion to uh approve the CPS FY25 quarterly budget transfers as presented and written. Seconded. All in favor? I I. Great. Thanks, Bob. All right. On to CCRSD. Just as Bob's pulling that up, I'll remind you this is a budget that started almost half a million dollars in the negative. So, it's been a long Yeah. long road all year. Um, we're glad to see June coming. Yeah. No, thank you for all the effort. Worth noting that. So, thank you. That's every year, right? Yeah. Yeah. Well, thank you. And this is where we'll remind you. Thank you to the conquered and carile communities. That isn't where we're

161going to start if guideline and all that plays out at town meeting. We were going to start in the black for the first time and it'll be the third year that we have. You know, it'll be three years since that's happened. So, it's a much and again that's a big part of the work we've done with FINCOM on CPAC and the out of district tuition. So, I just want to make sure that's crystal clear. Yeah. We're just really grateful. Yeah. In fact, can I just give a shout out? I I've been on a little discussion with the staff talking about the state of the budget and the stressors on it and um the high school broke into applause when I said the fincoms had put out of district out of guideline. So it's all very

162very appreciated. Yeah. Well, especially when you hear like Angel talking about families moving here from Texas, you know, that could come in July and you're just like, okay. Yeah. Yeah. That was quite an exercise and you know, I know we shared it back in the fall, but it might be worth sharing at the next meeting. That's the work we did with Lindsay Liss, Eric Dolberg, and Lois. Yeah. Um, from Fincom, myself and Alexa, and Dr. Hunter. Um, yeah, it's it's a huge number, and we don't want those families to have to keep coming back and defending themselves. So, all right, let's move on. So, the uh the regional budget transfers uh are shown on screen. Um, and I think I'll explain this more by starting from the bottom. Um, we talked about the out of

163district tuitions. We've had uh several placements, some more than we budgeted. Some of these actually happened um last school year um after we had set the budget and some of them this year. So, we've had to increase our out of district tuition's budget by 766,000. Um and I should add to these are net figures. Um you know, we we have the costs are actually more. We have circuit breaker and uh IDA grant funds that offset these. Um but so the 766, we knew we needed to come up with that. We communicated it early back in August. We were $500,000 over at that time. Um and um so in terms of how we offset that the the fixed charges line, the 5,000 co is had a reduction of 428,000 that is all the OPED contribution. 425,000

164of that is OPED trust contribution. Um we took the OPED C contribution with the approval of the school committee and redirected that to cover the out of district tuitions um a portion of it. Um the other pieces that are covering it um we had a position for a um a tech specialist at the high school um on the top line district leadership and administration. That's where it's classified uh that we uh elected with the discussion with the administration not to fill. Uh so that saved us 70,000. there's some other savings in the district administration line. So close to a 100,000 of the out of district tuition uh was offset there. Um and then in instructional leadership, we also made some reductions to um instructional materials like we did at the uh at the elementary and

165middle school. Um, in addition, we had a uh a teacher that um based on kind of re-evaluating the needs of of our students um reallocated their time to be significantly more uh dedicated to CPS. Um so 08 of an FTE special ed teacher um shifted um and we've also had some replacement hire savings with some senior experienced um highly compensated staff retiring and um being replaced by lowerc cost staff. So, those are the um the factors that have um kind of offset the um out of district tuition um budget and helped us get through uh to a point where we're in I guess relatively steady footing. Um in terms of what's left, um when you see the balance at the far right of 2.8 8 million. It's a little bit misleading because debt service is

166an encumbered um more more for mechanical reasons, but um in our system limitations, but you know what I what I've done at the bottom here is I've shown fixed charges for benefits and debt service are not encumbered. We will spend those. I know we're going to spend that 2 point um a little bit over two million between those two accounts. Um the the trash and recycling, we get a one-time, you know, fullear charge from the town. Um, so you know, with those being deducted, we end up with a a balance of 765,000 remaining for this year. Um, which is which is tight. This is the first year that uh the region's been actually tighter than CPS that I can recall. Well, in my three years here. Um, so we're paying attention to it. We do

167have a healthy circuit breaker reserve. If we were to have more money and went over in a certain budget line, we could put more of the out of district tuitions into the circuit breaker account. it started the year at about 1.1 million. Um so there is that safety net. Um we also will I think um anticipating some additional funds coming in from um non-residents who tuition into our special ed programs and we as we apply those it it basically frees up some money in other parts of the budget. Um and um I think we also have some significantly smaller amount of homeless trans homeless um grant $104 a day funds that we'll get for the I think the six seven students we have under 10 but but um so there is some things that will

168will help um but overall it's been a um a tight year um since August and um I think we've managed it to a point where we're in relatively steady footing. Yeah. No, it's been great. It's great work. Any questions or comments? Okay. Can I can we get a vote? Uh a motion to approve the quarterly transfers. I make a motion to approve the FY25 quarterly transfers for CCRSD as presented this evening. Second. All in favor? I. All right. Now, let's move on to the uh fiscal year 26 CCRSD budget. Um, anticipated END balance. Sorry, I skipped that one. Anticipated END balance. Yes, for fiscal year 25. I have the memo up, but I did not say it right. Should I share this too or should somebody else want to do this one or if it

169works for you to go ahead so you can scroll while you talk? We'll let you do it. Yeah. So, um I'll just start at the high level. Excess and deficiency is the regional district's equivalent of free cash. There's some differences in how much we can keep, but um that was just certified by the state uh uh annually. It's reviewed by the division of local services within Mass Department of Revenue. Our certified balance is 1,628,226 which is about 4.2% of the budget. Um there's a cap statutory cap of 5% unlike free cash which you can carry whatever percent you want. Um we're capped at 5%. Um due to a variety of factors I'm projecting that we'll we'll actually end the year above 5%. Um you might remember the school committee approved a significant fee for runout

170claims for exiting the Minute Manoba Health Group. We're um we've been communicating that we're going to get a lot of that back. Um and so I think at least 250,000. Um it's not 100% clear on when the timing of that will be, whether it'll be later this year or early next year, but we we know we're going to receive it. Um in addition, our revenues are trending favorable to budget by approximately 150,000. Um, I will just comment, you know, it's important not to be too aggressive on revenue budgets because, um, you can look at the markets now. Interest rates, you know, could could change. There could be reactions to the markets and rates could go down. So, um, I don't want to get too aggressive on what we project for interest revenue. Um, there's also

171some temporary offsets, um, that I don't go into detail on that will benefit us that, um, will come back into our END ED balance. Um I'm projecting at this point um that we'll end the year um about 200 to 3,000 uh above um what the END cap is. Um and so as I did that um I mean the what um the rules are for END when you exceed the cap is if you do and this wouldn't happen until we do our certification next year. If you do exceed it, um you um need to return the funds uh via assessment credit to the member towns. Um so I mean that that is what the default would be if we don't take a vote today or don't take affirmative action on this and that ends up being

172the case. I mean that's my projection. There's no 100% guarantee that that's where we're going to be. Um the on the other hand um you might recall well I can give you my own personal observation that it was an inordinate amount of work to get the amenities building done and we're grateful for the support that we received but um it would be nice for the district to be a little bit more self-sufficient for even smaller capital projects and not have to go to the towns to ask the taxpayers to fund some of our projects. So, what I recommend is that we look at um this is kind of a one-time opportunity to set some money aside uh for two purposes. One, we completely forewent our um OPED contribution this year. We budgeted 425,000. We needed

173to redirect all of it to out of district tuitions. I'd recommend that we try to contribute half close to half of that, 200,000. um and that in addition we set aside $200,000 to capital stabilization and and so the request would be that um we um access $400,000 of END. Um and the way that works mechanically is that we get added to this year's budget and we would basically reduce our END. Um we lose the ability to do this after June 30th. Um our certification right now ends with the end of the fiscal year. So, um, we have a time band where we can do this. Um, I think it's prudent financial planning. I think it also gives us a little bit more ability to, um, be a little bit more flexible if something comes up.

174Um, the towns do have the right to, um, in the next 45 days hold the town meeting and and and call a vote on it. Um, my belief is that um, this is to me a little bit of a no-brainer that we set the money aside um, for things that we've already committed to do such as committing to OPED, a smaller amount. I know Carl said maybe a little smaller than we've been doing, but this is a smaller and then we set um, some aside for capital stabilization. Um, it looks like we're going to come in under our target for the amenities building, but you never know. Um, so this would give us a buffer for us to cover that funding. Um, or if anything was uncovered, who knows during during the process. Um, so

175I've outlined. Yeah. Well, and just so timeline because if conquer borrows the money and it's approved at town meeting, there's a ballot vote in July. Like you're into the late summer fall before you go out to bid and that feels like an eternity with the way things are going right now in the economy. So I you do you are you don't want to come up short at the no last hour and then try to figure out where to get that money from. So right or you think about things like the air conditioning. Yeah. I mean there's always a list. Always a list. Yeah. Bob, is that um 5% of budget? Does that include debt service or no? Yes, it does. Yes. Capital and operating. It's just our we just presented as one number but yes.

176And the 5050 split that just felt reasonable or was it mathematical? Uh I it was really just I thought you know we should try to do maybe close to half of OPB and um I didn't want to try to take too much um out of END just in case some of the projections are are off a little bit but I also felt like this is I don't maybe it's not a one-time opportunity but I don't know that we've had this opportunity in a little while. Yeah. Feels like a long um and it's not additional spending is the way I look at it. I mean, we're contributing to uh meet a retirement obligation for the OPED trust. Um let's catch up budget budget. There was some talk about allocating a little bit of funding towards thro

177capital. Is that can we take that from here? No, this is just the high school. Yeah. Yeah. Okay. Which is why because of the way the regional budgets work, that's why you have to like we can't just take this and put it towards something that's in the operating budget. who can only work with END and then your other offsets. So, it's it's a three-way thing usually when we get unexpected revenues. Yep. So, this all makes sense to me. I guess my only question is if we have from now till the 30th of June, is there advantage to making the decision now as opposed to just waiting a bit longer when you might have even more refined numbers as the as the fiscal year goes on? I don't know if I should say this, but u

178but we're just approving it. But we're not you're not think about it then, Bob. If you approve it later, then uh the towns have to work with your 45day schedule. So it's for I they I have seven days to communicate the vote to them. Okay. And then they have 45 days to call a town meeting. So now, oh, so you have Yeah. Okay. So you're thinking because there's forthcoming town meetings that you want them to You know what? We should we should be above board. Yeah. Which is why we're having this conversation. And I agree. I was just curious about now versus May or June. So, it's a it's practical to do it today. Yeah, it's timely. Yes, that makes complete sense now. Make a motion. Yeah, sure. If we didn't have a good relationship

179with the towns, you could do it on June 29th and they'd have to call a separate town meeting, but we do. So, yeah. Yeah. So, I'll make a motion to vote to approve the use of $400,000 in END funds to increase the FY25 CCRSD budget and utilize the funds for the purposes outlined in this memo. Second. And we don't have to specify any further discussion. Yeah, we don't have to specify the amounts going to which in the motion language. You said it. You said it the way that you said blessing what we're doing. We're going to do what you've authorized us to do. We're not gonna we're not going to change. Okay. Great. Um, okay. No, no further discussion. All in favor? I I All right. Now, we can go to the fiscal year 26

180CC RST budget. Um, okay. We had to make it worth your while to come out here in crutches. Uh, hang on. I'm trying to find So this is more um typical for us because you have to revote the budget after END well you have to vote the budget after END is certified. We tend to be a little off cycle of that with when we bring you budgets and then END gets certified afterwards and then we have to go back and you have to revote the budget its formality. So Bob's I thought it was very clear in the memo. Bob tech Yeah. Technically, you're we we weren't authorized to use END until it was certified, but we know realistically it's going to get certified. So, we've included in the budget, otherwise we'd have to assess 300,000

181more. Um, we we do I just just as a point, we do I didn't mention this before, we use we we allocate $300,000 of END each year right now currently in the last few years to offset assessments to both conquer and carile. Um, so I just wanted to point that out too. We um we're cognizant of the balance being substantial and that it can help um with the assessments for both towns. So um we do that. Um so yeah, mechanically we just need to revote what you've already approved on February 26th um since has been certified in the motions here. And um we also we submitted it I would say I also just want to we submitted it a little earlier this year but um there was delays with them certifying tax rates and other

182districts. So we were backlogged for about three months before they could approve it. So that's partly the reason for the delay this year. Do you want me to do Yeah. Go ahead. I move to approve the conquered car regional school district proposed fiscal year 26 budget in the amount presented above and the resultant assessments allocated to the town of conquered and the town of Carile per the regional agreement formula. Second. Any more discussion? All right. All in favor? I. All right. Great. Um thanks Bob. Um so moving forward I think for the amenities building um we all have had the documents for quite some time. Um I don't think we need to go through each individual one. Maybe you could just Brian take us through the um the slides especially the one with the timeline

183of just and the design. Y um other than that I think unless any we can have a discussion about this but I know Brian shared this these documents several times over the past few weeks. It's in the pre-rated to the public if you have questions. The only new thing actually no is the design of it. Yeah. Which is in the slides. Correct. So if you want to take us through that quickly. While I'm pulling that up, Bob, do you want to just maybe give the latest in the last few weeks in terms of design and the the meetings with Gail? And I'm gonna Sure. Um so we've met with um Gail Associates in S3 design. Um we've um kind of looked through site plan. Um they're at like they have a 75% uh design. Uh

184they're going to have the 90% d 90% design shortly. Uh the most recent cost estimates a little bit over 1.6 million. Um that's the construction cost. Um and it includes a conting a small contingency maybe not quite enough contingency. we might consider adding like a few more percent to bring it closer to say 1.7 just to be safe. Um but they're working fast. Um they are um they've kind of shared it and offered feedback to us. Um we're content with where we are. Um there may be some minor selection of finishes that we need to look at as we move forward. Um, and you know, they've they've kind of done some analysis of the site work and site prep they'd need to do and where they'd need to connect to sui to sewer and things

185like that. So, uh, they've worked through most of that. Um, and um, you know, the schedule is the piece that we'll have to sort out when um, because of the amount um, this might get pushed because it has to have a separate uh, vote. Um, yep. Yeah. Okay. Yeah. So, um you know, the subcommittee has been very busy. Uh Tracy, Alexa, and me, we continue to meet uh nearly weekly. Um and I do think, you know, a lot of our focus is preparing for the town meetings in both towns. Um so, we did put together the slide deck that will be used in conquered. This is it'll be reformatted to meet the correct conquered look and likewise it would get formatted to meet the the Carlile uh look. Um but just to to run through

186um we do have the warrant language for both towns. Um everyone in this room is well aware that uh conquered um will be borrowing uh whereas Carile will be using CPA funds. Um right now we have a placeholder for Carile of 450,000. Um I just want to be clear that that's actually even at our 1.855 range. This is still just a little bit higher uh than that. I think our CPA application was 432,000 um or up to 432,000. Um Dr. Hunter, do you want to talk a little bit about what presenting at um the conquered town meeting? Yeah. So, I actually heard from the con uh conquer town manager yesterday um with the question of who was going to present. She was expecting I think because I usually present in a town meeting. I think

187that's why it started this way. Um, suggesting that I would present the slides and then the town would present the financing plan since they're the ones going out to bond and do all of that work. I actually think she took a question that I didn't have an answer to and gave us a great solution. I think that's a nice mix that it the town is involved and actively engaged in how this is all going to go now that we've um figured out the mechanisms in each community. So, I think that might be the way to go. I think that's great. I think it is. And then Anony's even shared today projections out for tax rate, you know, impact and things like that, which would be perfect coming from them since it'll be on in their

188offices because it is a town article. It is a town of conquered article. Yeah. Quite a unique uh endeavor we've got. I appreciate both towns, but it was worth the research and worth all the legal and everything else that went into it. So, thank you for that. And at some point, we'll have capital stabilization. I have to do that. Yeah, right. Bob's perfect. I'll just say that on the Carile side. Um, so it's interesting. This is one of a handful of CPA requests that are going to town meeting. All the others are going to be put into a consent agenda. This one, because of the nuance, is going to be okay. Separate. Um, and what's the nuance? meaning you don't know the the final dollar number or because I think there's two I also believe

189there's two parts to the vote. There's the are we okay with an amenities building and then are we okay funding it this way which is different from say a track refurbishment or there's a small playground that's going to have a study. So it's um that's just my understanding. I've been tapped by the town to give this presentation unless you really want whatever is best. Um I think you know I've presented for CPA uh before and uh I'm happy to Great. No, I think that'd be great, Brian. Great. Um yeah, but then just otherwise so besides the warrant language, um just a little bit about what the uh amenities building is. Um you know, hopefully by the time people come to both town meetings, they will be uh informed about this. Um, can I make one

190suggestion on this slide? Of course. I I feel like the biggest well, one of the one of the maybe the biggest misunderstanding is the use of the word concession area. Like I think that's probably the right terminology, but could you put in parenthesis or something like a counter and an outlet plugs? You know what I mean? Because I feel like that that says a kitchen and and that's not what this is. So, what I struggled with on this because I had that same thought is what do you put in the bullets versus what do you talk about when you're giving it because it's because I almost start to go with like sub bullets and it's like that's it's a lot but it's not it's like a prep area. It's not like concession. Oh, no. I

191I understand it's the language. No, but I would say a small prep area or even next to concessions you just say something like non kitchen. Yeah. like well I I think you can say it in the presentation because the reality of it is I mean a kitchen is very different and you need serve safe and all sorts of board of health things. So I think you can say it. I I mean I think at the end of the day we're looking for a very um modest ADA accessible bathroom in a room with plugs and a sink. That's really what it is. A small space to sell concessions that would work. Yeah. Most of the concessions that are sold are prepackaged. So it, you know, it's candy, it's drinks, it's Yeah. Perfect. That's great. Work. Yeah.

192Yeah. Yep. That's perfect. Convenience store. Yeah. It's It's kind of a graband go situation almost. So I would elaborate further on that when we're presenting, but perfect. Um just continuing on um showing where the proposed location is and then Julie helped with this fantastic timeline uh I learned something new uh with tech which is always great but just kind of showing the story of how we came from awarding the design contract back in September the various discussions um into um where we were um as of early March. So, and just the effort that I mean I just want to say for you know I know Alex is not here but Tracy you and Brian I mean you guys did so much like in here. Um, I mean, I think we just want to make sure

193everyone knows just no stone was left unturned to try to find funding and obviously we're successful in in Carl, not quite as successful in conquered, but that's why we have town meeting and I'm still waiting for that final report to go, you know, back to Senator Barrett's office where it wasn't a hard no. It's a no, not yet. And yeah, you know, the final report feels like a good time to just go back and check in. And you know, same for um Catalo's office. Yeah, that was my question when I looked at this timeline. I'm like, should we be going back and just asking again before town meeting? Yep. But I think have as much detail as possible before we do that. Definitely. I just had two thoughts on this slide, which I love. The

194one is can we move some of the arrows to the bottom so that it's easier to read. It's just really hard to read with all of the language on the top. Just a thought. I'm looking at Julie because she uh used a So, and then and then my other thought is is it worthwhile to put to add on to the timeline to like completion project completion? Like if we were to do if we were to pass today, this is what the timeline would look like. I don't know if we know it. We don't know. about that. Yeah, this is kind The ballot vote is throwing that a little bit. Wouldn't that be July if they if they go along with the first I mean that was just K's first draft of the timeline and then

195we have to go to bid and I don't think we're 100% sure. I think that this slide just represents all of the asks that we've done to try and find additional funding. So I wouldn't want to confuse that with the project or Yeah. like this is you know we we have not left any stone unturned and I and I think it's important to present that 100%. Well yeah we can simplify I could simplify the language on the top. Um I don't know if I can move the arrows but we can definitely simplify it. Not a problem. I'm just curious is it too late? Yeah. So we've had to submit our deadline for the hearing next week which is the first round of formal slides is was yesterday. Yeah. We gave them a draft of this

196knowing you were going to talk about it tonight. So they're flexible with us. I don't feel strongly. I just think it looks very like jumbled and I think that's part of the and we could do one thing at the hearing and another thing at town meeting. We don't have to but I don't want the jumbly of is to lose the the like Yeah. Yeah. I think it's kind of impactful because it looks like so much happened in I think that's intent but it's Yeah, I know. Not just Yeah. All right. So we have um Go ahead. I do I do have a question regarding the project. After what Andrew was saying about the roof and the asbestous, did uh Gail do in like ground environmental testing when they Yeah, they they they bore they go

197through all that. There's a lot of permitting involved. Yeah, good question. Um just Yeah. Yeah. So, the other things that are on here, the FAQs, which I know you've all seen, um Ryan Mlan, the Carile Town Administrator, very anxious to start to get content for what's coming up. Um we'll put it on the district website as well. The outreach letter, if everyone agrees, um the subcommittee thought it would come from me. Um, but that's open discussion, but I would love to just start sending these things out um if we need to get on other people's calendars. Yes. For example, I'm going to Carile Wreck the end of this month just to talk about it and make um them aware, for example. So, do you want to talk about the podcast on Monday? Oh, thank you.

198Julie and I will um be recording a podcast, not Julie's podcast, the podcast um where we'll be talking about it with Ryan Mlan the town administrator um so that'll be another thing that will go out on various forms of of social media that will be be able to use in conquered as well or it'll be Carl you could use the recording from it and it's gonna be yeah it's going to be on the town's Instagram page it'll be on the website you are more than welcome I mean it might be a good way to pilot it and conquer to kind of see like is this how people are accessing information. Yeah. Yeah, we can certainly share it. Um, which I do need some photos from you still for overlay of current state and uh Oh,

199the current state and usage of the area. Oh, yes. Yes. Yep. Just for the FAQ and for the podcast. Oh, for the podcast. Oh, yes. I have those pictures. Thank you. Yep. Sorry, Julie. That's everything. No, no, that's great. I was what I was going to just kind of summarize is so um we have the FAQ, the outreach letter, the warrant article. Um I mean sorry, the warrant slides. Um did anyone have any feedback or can we move to get a vote for all of them? I'd like to make a motion to approve the FAQ document, the outreach letter, and the warrant slides for the amenities building. Second. Any uh more discussion or questions? All right. All in favor? I I Great work again. Thank you. All right. Um so I think what I'd personally

200like to do and then and then Carrie um please see if I miss anything or add your own comments or or flare um the cell phone policy update in a discussion. I know this is like top of mind for for so many people. Um, so I I think what we wanted to make sure was clear on our policy subcommittee for um the cell phone policy. It's number one, one of our goals for this year was to discuss cell phones. We've already started to do that. Um, so as a reminder, the policy subcommittee is myself, Carrie, and Cynthia. Um, and we work in in partnership with Dr. Hunter. Um, we had our first hearing, I'll say, or not hearing, a meeting, subcommittee meeting where we talked about it. Um, we did take a good amount of

201public comment. Um, and I think what we want to make very clear is obviously there's the completely separate Carile subcommittee. I mean Carile school committee where we will negotiate K through8 in Carile because we did have some Carile parents that participated from a region perspective, but it does get cluji when you start talking about eighth graders versus high schoolers. Um, so just want to make sure that's clearly that Brian and I and the three other folks that are on that committee will make a decision for K through8 in Carlile. Um, Are you guys talking about that now or like this? We haven't we haven't yet because officially it's right the current it's not policy per se but the in the handbook is away for the day and there's signs when you when you walk in

202um it is enforced. Yes. And we haven't had we haven't had any major things that have boiled it up. Um and then there is the K through8 in conquered that Carrie um has purview over as the the chair but also is just part of the discussions we have in the policy subcommittee. And then there's the region. And so um one of the things that we discussed is that there's really going to be um taking away the Carlile part on the region. There's going to be a high school process that we will go through and we're going to have a separate process. This is what we're recommending as a as a policy subcommittee. One process to look at for the for the regional policy. Um and then another process that you would go through as the

203conquered um public school committee for K through 8. Uh because they really are probably two different needs. I think we've heard over and over again about the away for the day. It's just the how might be different. Um and the reasons that have come out so far from um the high school perspective is there's a couple things. One, it's an open campus. Um, two, we have students that have flex blocks that are going to community colleges that are going to a number of different programs and they're going back and forth. And so just trying to figure out how to um how to manage that from a logistics standpoint. Those are just questions that isn't necessarily a barrier. It's just something that we have to consider more so in versus the K through8 setting. The other

204piece is that we do want to make sure that we're um cognizant in all all things K through 12. um for medical devices. Um we live in a very digital um world right now and a lot of really wonderful tech has come to market. Um and we know that cell phones are a big part of that. So um we want to be mindful of that. Um the other piece that has come up has been on I'll say insurance um cell phones especially now with I mean I'm sure everyone's seen the commercials about Apple flying in the five uh plane fulls of um tariff-free phones. Um, phones are like $1,600. And so, um, when you're handing over a cell phone to the school for away for the day, if that was something that we did want

205to do, we haven't said we we are going to do that, but that's one of the the suggestions that has come up during public comment and inquiries that we've gotten, is the school is now in possession of a $1,600 device and you times that by 3, 4, 1,200 students. That's a tremendous amount of risk and liability for the school to take on. So, we just have to we have to inquire about these things. we have to figure it out. Um, and we have to figure it out for the region and then you all have to do it uh for K through8 and conquered. So, with all of that being said, um, what we've started to do is just kind of aggregate these these questions, these concerns. Um, all the while the most important piece is

206the concerns we have um, on mental health with students. Um, and make making sure we understand that. We also know um, you know, Dr. Hunter alluded to it earlier. We are so mindful of the feedback the teachers have given um just on how much stress that they're under and and just the responsibilities that they have uh we've talked extensively over the years for about safety and the things that they're doing around safety and now we're asking them to patrol um or police cell phones more so than they already are. Um so we just have to make sure that whatever we we do is done in partnership with um uh with administrators, with teachers, with other professionals in the school. And then the last piece is like I alluded to earlier um during the update is

207we have to do this in partnership with families um because we can say it's away for the day but if students are coming in with more and more and more and more devices um there's a lot of really great memes about people putting like watermelon slices into the packs or like a Palm Pilot from their parents like when they were working in the early 2000s. Um, so we just have to make sure that the teachers aren't spending their time trying to figure out dummy devices um and things like that. I mean, they're already in that the cats. They're already a little bit in that business of Yeah. watching that, but yeah. But we're open to ideas and I think so the question that that I have and Carrie correct me if I'm wrong but what

208we want to figure out is um I'm going to defer to Carrie on the the CPS side but on the regional side I think what would be really helpful for us and then also to the general public is coming up with a calendar of when do we want to have the forum when do we want to have further discussion um you know from the policy subcommittee um obviously Cynthia eventually is going to be rolling off. Um, but Carrie and I like who should be inquiring with the like an insurance um or legal counsel and obviously we're going to do that in partnership everything with with Dr. Hunter, but just coming up with uh a project plan similar to the timeline that you just saw us do for the amenities building. And then that way the

209public will know, okay, this is when the forum is going to be. This is when we're going to have open discussion. This is when we're going to be talking about um I'll say the social emotional side of it. This is when we're going to have talks about the budget in terms of do we need to invest in um what are they called the cases yonder bags yeah the underbags um do we need to invest in somebody managing it do we have to work in partnership with the PTO's um all of those things and I don't have a say as an individual on this it's more that's the thing so we were we are proposing that we come up with some kind of a project plan um we would do that at our next policy subcommittee

210meeting, I would assume. Um, and then we would bring that back to you to react to and then we could start to publish these things to the to the general public. Um, so that everyone knows the the calendar of when we're going to discuss such a a really important topic. Did I miss anything? No, I thought think that's really great. The only thing I would add is as you're thinking about a timeline as as the subcommittee thinks about a timeline, two things. one. Um, do you all feel comfortable with that happening at the subcommittee level or is that something that should we should is this like is this something at this point that ought to just move to the full committee is is my first question and then the second piece is like we I

211think we will totally be separating K to8 because K to8 already has a bell to bell it's just it's a question of enforcement and I I I feel like that's just a very different conversation than the one that we would be having at the region. Um, I I think that we should have the discussion at the full committee level. I do think that K to8 it's it's very simple. I mean, we just have to write the policy because we do have a bell-to-bell policy. I guess my question and I'm going to ask Michelle and put you on the spot. Um, buses. So, um, students coming from Boston, a lot of students have cell phones on buses. And so, I don't want to touch that because I I don't know what happens on the bus. We

212should My my understanding of Bel when it's proposed is the door of the building to the door of the building. Okay. And I would agree because like even my my daughter's in kindergarten, so she has a watch, so I can GPS track her. Totally. You know, and I think that's important especially when you're sending your kid, you know, 30 miles away. I totally agree. Like that's something that I think like for K to8 we do have a bell-to-bell policy but I think we need to have an understanding that that is definitely a necessity. Yeah. So do you think it should be at the full committee level or do you want us to come up with a proposed schedule and then do it or otherwise we can take an action like Gary or me can can

213propose that and we can bring it on April 30th meeting or the next one. I kind of feel like it's a working group in some capacity. So does it just sit at the policy subcommittee as opposed to spinning up another group? Yeah. Or could you just write it at the policy like K to8 one can you write at the um subcommittee level gets a little bit tricky because Julie's on the region and then bring it to the full committee. Yeah. Just to review and I and I think the timeline I think especially from a process standpoint it makes sense to have something to react to. So I think that sounds good. Okay, other question is um as the subcommittee reviews or discusses this this policy at especially at the region um I think K8 to

214your point is much simpler. Yeah. Um, as you think about the region and we think about a timeline, I like given all of that, all of the context that Julie just shared, I want to be I want to I think that we should have a committee conversation about like I don't think this is something that we can accomplish by June 30th or June 3rd when this when the committee shifts, reorganizes. Yeah. Yeah. Reorganizes. And so I guess my question is is that does everybody share that that sentiment that this is like a longer term conversation for the region for the region. I will say for the region it's absolutely a longer term conversation because specific to the region like given the content I feel like Julie did a great job laying out all of the

215many variables and questions and well only because I feel like we need to get teacher input. That's absolutely critical. You need student voice in there somewhere. Um, and obviously it's going to be our policy that we'll own, but I do think that some work needs to be done and that's not something I don't I don't think we can get that done by June 3rd at all because the spring really moves quickly and there are um there are plenty of ways to get student voice at the high school, whether it's like Senate or government or a school committee reps or the challenge success group. Like there are multiple ways to get it, but the spring is super busy. Yeah, I would agree. Um, and I wouldn't want to rush through that for the region. Okay. And

216while it's not maybe meeting the goal per se, I think just even if we walk away with a timeline and a plan for next year, like that's I think that is meeting the goal because the goal was it wasn't to have a policy, right? It was to discuss cell phone policies. I don't know. I think it was to approve something, but I think that Yeah, but I think I mean, we have to be nimble and like I said, I mean, I just did the math. I mean, like for the just 500 phones at the high school at 1,600 bucks, that's like 800, 1300. Yeah. 1,300 for students at the high school. Sorry. Is that the the cost of a phone you're talking about? Oh, no. 1300 students. No, I'm saying technically the cost of a

217phone of now upwards towards just because that like just that risk of carrying almost a million dollars of equipment of non-owned. Yeah. No thanks. Yeah. That's what I mean. Like we just have to that's like that that right there is going to take Most schools seem to be handing out like a yonder bag and then trusting the yonder bag is cutting the signals off and then they have to swipe it on the way out to reactivate it. Yeah. So they just have to look at those those costs. But so I think I think the goal I mean you have to come up with your goal for CPS. Could you do it before June? Maybe. And I think you have a good idea of writing a policy and bring it here. I think for the region

218it's coming up with that schedule and Carrie and I can do that through the policy subcommittee and then bring that back the next one after we meet May. Yeah, probably in May. Yeah. Yeah. Have you checked with Alicia to see if MAC has any movement um on policy? They don't. No, they're working on AI. They're not working. Okay. They're not working on this. Okay. Yeah. I do think the critical need is we have reached out to the chair group and they've given some I have drafts from the AG's office that we can look at. Yeah. That was going to be the last piece is that that's a great point. So, we want to get ahead of this because at the end of the day, the state is working on something. It's coming. It's coming. And

219so, if we can be kind of on the forefront of it like we already are starting to be, then we can kind of lead the way and and maybe even direct some of what the state's going to try to do. So, I think the more we can have these conversations, the better. But, we don't want to do it in a vacuum. We certainly want to involve the community and um make sure that we hear everyone. So, all right. So that's kind of what what's happening. Um so we'll be in touch uh with another update and then like I said Carrie will lead the CPS and I'll lead the the region for now. Um all right so moving on to title N policies. I know we have all these Lori. Do you want to give any

220kind overview of so um we need then this was discussed in the policy subcommittee meeting and now we're bringing it to the whole committee. um because of the change of the administration at the national level um we are now reverting back to the previous administration. So I guess I'll just say that the Trump administration has a preferred version that is not aligned with the Biden administration's preferred version and um this actually happened before inauguration day. Even a judge in a I don't know Tennessee I think moved it along very quickly. So, we are already following the current regulations and laws because we have to even though your policy hasn't caught up yet. The law the lawyers are very clear with me. It doesn't matter what the policy says, you got to do it. So, we

221just need to get these back up to date. We did the redlinined version for you so you could see some of the um changes. Some some policies have more than others for sure. Uh it's a definition of sexual harassment and some things like that. And then the procedural part has some significant changes um in terms of rights of us accused that and things we must do in order to inform an accused um student or adult. So it's not a big discussion I don't think because you don't have any say. So yeah. Right. So this is typically something like with policy we would have a first read and a second read like I think Lori made a great point of just bypassing that because it's just the law. Yeah. So I move to approve policy AC

222policy ACR policy ACA policy AC. You're actually removing AC. Oh, sorry. Removing that because there is none now. Wow. All right. So I'm going to change I'm going to withdraw my motion. I'm gonna move to approve a policy AC policy ACR. Yeah. AC A you could just say the title N policy written adjust as written. Thank you. Second. Um any discussion? Okay. All in favor? I. All right. Um now we move to action items. And my gosh, it's eight o'clock and we're almost almost there. All right, let me let Shel leave the room for a minute. Uh, yep. Yep. I was going to say the fraction. The first one is the All right. So, do Bob's contract while she Yep. Yep. Um, so we need to vote the assistant superintendent of finance and operations contract

223for 2025 to 2028. All moved. I felt eyes on me. I'll move to approve the assistant superintendent of finance and operations contract 2025 to 2028. Seconded. Any discussion? We appreciate everything you do, Bob. Thank you so much. Thank you so much. Can I say something? Did you vote yet? No. I'm going to wait till I'm looking at you. Yeah. You ready? Go. Seriously, I'm gonna wait till afterwards. Oh, you are. Oh, you are. outside. Um Oh, scared. Yeah. No, all I was going to I was just going to say and I know Carrie I you might have a better way of putting this, but I I don't you're very humble, Bob. And I would just say that um we get a lot of feedback from the town finance committee and they you have are well

224respected not only in this room or on this table but around the um both conquered and carile fin select board and administration. So we really thank you and we value you. So thank you. All in favor? I I I And I just wanted to not be presumptuous and saying thank you before you voted. That's why I wanted to wait. Um no, I I appreciate the the opportunity to continue the next three years and the vote of confidence from the committee and Dr. Hunter. Um it's a challenging and you know thrilling and rewarding opportunity. Just the challenges that come up are more than I've had I think any other art job I've had. Um but um listening to the five students that were here tonight and the things that they do in high school now and

225uh it's it's amazing. I Anyway, so it's an honor and thank you. Thanks. Awesome. Thanks, Bob. I was waiting on an amendment or something. All right. Now, um and like I said, I've never been through this process in in public and I don't know. Yeah. I'm sorry. I'm texting with the police chief about something. Just bear with me one second. Yeah, no problem. So Brian and I I was gonna ask you I was going to say can you just give an overview of um Brian and I were part of the hiring committee um for the assistant superintendent of teaching and learning. So we spent we interviewed four candidates and we decided that after that we would bring two finalists here for us to interview and have some discussion about and then um vote to hire

226the assistant superintendent teaching and learning because that is our responsibility as a school committee. How many applications did you get? Um there are about 20 20 25 um healthy it was healthy. Yeah. Yep. um just process-wise in the the screening happened and from that interview um with the two finalists I've spent the last week doing more um research. So there's been a round of reference calls made um quite a bit of data review on our part, me and Angel primarily looking at that. Bob, Angel, and I met separately with the um candidates, one just this morning, um to try to just get a better sense of who they are, what they bring. Um I I think it it's great when you're in a position of having two really strong people. Mhm. Um and now you're

227sort of weighing different different things knowing they both could do the job which um is always a great finalist situation to be in. Why don't I leave it there? That's process wise. Tracy and Brian, you were part of the four four once it got whittleled down the four. And then how do we get to the two? Just for public record. Yep. Yep. Um so with the interview of the four and there were what 10 to 12 people in total. Yes. Yes. But we all filled in um evaluations just on our you know our impressions um and those were reviewed. I also just think, you know, going through it, some of it if you were in the room, you know, um, yeah, there were, you know, yeah, it was uh, we've all been through interviews, you

228know, some people uh, just do better than than others. So, um, yeah, getting that input from everybody um, who was part of that and, you know, reviewing what what people put in and where we are today. Yeah. And I think that the two candidates that we recommended, you know, it is somewhat just based on fit like who do we feel I mean we obviously have qualified candidates in front of us tonight that we all saw and I think the question is going to be who is the right fit for conquered and conquered Carlo. Well the big the hardest thing for me and being somebody who worked did a lot of hiring and organizational structure for a living there's some people who interview well. We only got a 25 minute window into each. So there's so

229much more to just an interview. So obviously we've seen their backgrounds and everything, but um how do we want to go about really having a discussion on the fuller picture? Like we know that and has talked I mean um been a part of the administrative team in Everett. Shel's been had experience in Waltham. Both of them previous experiences but anything else that we want to talk about as a committee because like I said it's flash pan. There's some people who do really well in that setting and I just want to be mindful of that. Um, but also they both bring great experience like you said. So I'm just trying to deduce that. Do you are are you able to give an overview of some of the data that you looked into? Yeah. Yeah. And and

230I'll give you some feedback. I mean Yeah. All right. Let me try to do this in a thoughtful way. Yeah. Um and it's you know Shel's been interimm, right? So there's a different lens there just because of that. Um, I'll start with Ann because she's the lesser known to all of us and so this is what I've learned in the last month that we've been working at this. Um, Ann's really articulate, really competent. Uh, been in a in in a school district that's had a lot of challenges over the last number of years, both leadership and otherwise. um very diverse population of students and we are really um in awe of those districts. I mean the shelter's been so eye openening to us as a school system and what those districts are doing on a

231daily basis. Um in terms of what I've seen in her work, she's very systemsoriented, very structured. Um high quality materials is clearly her mindset. She's got information that she shared with us and is available publicly about programs she's put in um packaged programs that meet those definitions of high quality. Um I saw that K12 actually um in talking with her references all those things were validated and confirmed. Um she's got some abilities to work with teachers. I'll be forthcoming. I'm hearing from the union presidents who have been part of the interview. They really found a lot that they saw in her. Um, in terms of, you know, it's the transition, and I guess this is where I put my cards on the table, like it's the transition to here that is the question we can't

232answer. Um, it's a very different environment. uh all the evidence and things that I have access to right now is about how to support underperforming students of which Everett has primarily um not a lot of tangibles on our sort of environment. That doesn't mean she can't do it. It just means it's a more of an unknown. I guess that's the high level version. Um we met with her this morning. I mean, she continues to be very articulate and um easy to talk with and competent and you know, I think I think it's the the leap that's some of the question and some of the unknowns of what this community expects and is a lot on us is a a very high demanding um situation and that's just very different. We've heard it from other administrators

233who've done those kinds of transitions. You know, in Everett doesn't have parent engagement, per se, unfortunately. All we do is parent engagement. And you know, how do you how do you navigate all of those sorts of things? Again, I I sit here tonight sort of like, wow, we are going to be really splicing and dicing here because it's you're coming off of two very competent people. Yeah, totally. I I wanted to ask a question about because I'm new to the district and I'm new to the committee. How does conquered um deal with scaffolding and differentiation? Is that a big part of the curriculum? Yeah, it's always part of our goals for sure. I think we're it's a work in progress. I'm not going to say it isn't, but that is the goal. Um it's different

234K5 than it is upper upper secondary level because of the structures being so different. We're doing it extensively K5 because that's what we believe we need to do. Um, and it takes various forms of within the classroom, MTSS, etc. Um, we're one of the few districts that has MTSS all the way up K12 and can can do the some of that work. That said, we're always working on how how you differentiate in um content environments at the high school. We have mixed levels in some subjects where they are doing it all day every day and other subjects, especially the more sequential ones, math. It's just harder to figure out how to logistically make it work. But we're we're working hard at it. We embedded English last year so that it's a mixed group of kids

235in the same room. So, it's certainly part of our values and mindset. I've heard that from both of them um as a priority and goal that they have. I have a just org chart question. The her title is her current title is the director of instruction at Everett and Shell's is obviously interim assistant superintendent and prior to that it was administrator of strategy partnerships communications and grants. Can you speak to you have a better sense of the internal like what is No, that's part of what I asked Everett when I what are those par like what could default it? Yeah, totally. from what I could see like how big of a jump is this for her compared to how big of a jump the way I it was described to me through the reference call

236was uh she's definitely overseeing instruction teaching and learning regular ed more and hopefully I don't get this totally wrong but regular ed um sped has been pretty siloed some they're trying to really consolidate so what I heard was that the assistant superintendent position that's there which is above an is meant to corral it all together and they've got a number of directors um some work under an some work parallel to an and now so there's this assistant superintendent of I forget the title you're teaching um where they're corraling even sped is under that now and trying and ESL which is obviously one of an's fores is a big department for them they're 44% ELLL um trying to merge it all together. So, she's a piece of the merge, a big big one. Um, but there's

237now someone above her that is really responsible for it all coming together. Um, and if you look at their data, and I'm sure she would agree, understand that this is a fair statement there, they've got a lot of work to do. They're averaging at 20 and 25% u meeting expectations on MCCAST, which we understand why. There's a lot of variables to work through there. um for them. So, I think they're trying some different structures, especially as the leaders have turned over and they're trying to figure out how to make more progress more quickly. And and I guess, you know, I had the benefit of also sitting through Shel's first interview last year um which was a very different process because it was mostly administrators um doing the interview and she does have extensive grant writing.

238Um, something that came through that really spoke to me when she spoke this year. She touched on it a little bit tonight. She's like, I went to Brooklyn and, you know, it was a very privileged community that she went to with and she talked about her mother that, you know, really didn't speak any English. So, I do think that Shelley brings a very different perspective um to this role that's important to me. And I when she said tonight, I actually wrote this down because I quoted it. Um, equity is everyone setting everyone getting what they need when they need it. And I guess like I heard that and I think about all the work that we have done. Um, I, you know, I think about the ask of the CCTA and their diversity and hiring

239that we did. Um, so that comes through more to me with Shelly and her commitment to equity. She talked about deeper learning. Um, that's something that we are very interested in as a district. I didn't hear that from An's interview. Um, I think that they're both, you know, very articulate, very qualified candidates. U, this is a central office job. Like that's why I, you know, I bring my teacher hat to this sometimes. It is, um, you know, it is very much you are the assistant superintendent and we have Bob's our assistant superintendent, Lori superintendent. You're in the central office mostly and you're really going through curriculum. I think about bringing in a new literacy curriculum, which you know, Shelley's been working on all year. And so I just jumping into this role, I I feel

240like Shelley is is in it right now. She knows exactly where we're at and where we're trying to go. I when I did my evaluation, I I'm just unsure of the fit for an just based on the district that she's she would be coming to us from. Um, it's very different than conquered and I think that conquered and conquered carile and we have very high expectations and it's very parent parent um I wouldn't say focused but parents are active um and you hear from a lot of parents. So for me I you know I am drawn toward Shelley for this role just because I do think that the stability of the district's important. She has been on a year-long job interview. We know what we're getting. we know um what she can bring to the

241table and and I do look at our strategic plan and I think that we need to really put our money where our mouth is. Um I think I echo quite a few of your sentiments like listening tonight. I would love it if we had two roles and maybe that's what I thought earlier today. I know. Like you just never know. Um and bring her um bring her in. But I do keep coming back to the fact that Shel's been around for a year. She's been part of it. The the ramp time to bring, you know, anybody net new in. Um and um I think we got to factor that that in because we have done so much in this this year and you know we want the next year to continue to be um success

242with some of the things that we're moving forward on. Yeah. I think and and um Michelle we can go through this. We haven't even had a chance to on board together yet. But I think um some one of the things that I look always refer to each meeting is the the goals that we set as a committee last June July um and then you know ratified so to speak um in the fall is when I look at the goals that Chile has perview over. So for example benchmark and review participation in an offering of AP classes ensure this is reviewed through an equitable lens and achievement gaps identified. We dug into that um quite a bit. Um I know Aisha's on or we may have just lost her. She was on earlier. Um you know,

243she's the one that really was driving the K through8 IEP analysis. Shel's been a part of that. Um I think we see such a sliver here, but there's actually been like a tremendous amount of work done on that. Um and Shel's been right on the forefront and I see see the efforts that she has in that. I think to your point, what I still gravitate towards with Michelle is that lived experience. Um, and I think I think that's what she brings is that I think some folks can talk about it, but I think she has that that lived experience. I actually really liked it. I was pleasantly surprised with how great she was. And I to Brian's point like I wish there was another role. I think given that Chel's been in it, Mike I

244and she's made such great strides. even the AP classes. I don't think anyone understands the pressure to make a change at the high school level for those and the starts that she's gotten there. I think that um the achievement gap that we started to dig into in November um we've had some really honest conversations and I think she's again just spending so much time day in and day out on that. It's not like a monthly thing. I mean she's literally breathing that every every day. Um and then again I go back through to um we have a whole goal on the achievement gap with two smart goals on that. She's meeting it based on all of us um all seven of us have been agreeing on do it. Sorry, excuse me. All nine of us

245and um so I look at that and I just I feel like she's just getting started like yeah I think I want to give her the chance to continue it. Yeah. I mean, in in TR transparency, you know, Brian and uh Tracy heard me say this to the group last week. She's been in a really interesting spot because I have really told her like there's a lane and you're going to stay in it and we're not looking for huge change, but take it all in, percolate on it, talk with me. And I think some of it's come to you because she is so data driven like it's how she thinks. Um, I think you know things the ELA program we didn't believe we were doing this year and when that changed because the momentum and

246need for it was more urgent. Um, I mean she just pivoted. I think because of the containment I've had to tell her like this is interim. um she hasn't been able to go out and build the relationships she knows she needs to cuz it was a year's mindset, not a permanent mindset. And I absolutely appreciate that that has to be the priority because the partnership with teachers is essential and crucial and that's what makes us successful. So, I mean, I'm not saying she hasn't been with teachers and all that, but like just with a different vision and goal in mind. Um, it's very different to be the short-term person than to be the long-term person. But I mean, I think the benefits we've seen among the administrative team, she's a she's a collaborator and a

247uniter of a team that's had some inner struggles over the years, and those have pretty much evaporated in her ability to work with each group and individual. I mean, I was mediating more than you all probably knew, and that's I'm not anymore. She's she's a consensus builder um at our level. So, yeah, two really strong people. Um, I appreciate that there is part of me drawn to the people that I know. Um, and have had a good year with and can see where she can go with things. Um, which seems really important with the really significant goals we have both for our high achieving students and our kids that are not there yet and we need to be focused on closing those gaps. Um, well that's the thing. I mean like for me like when

248I I wrote down actually three different times and focus on sense of sense of belonging um and it came so natural to her and um I have a lot of friends that went through the ever school system. I mean I know it's nuances and I um appreciate that I think but I think to your point like Shel's been here but before that she was at Waltham and I know even just when we've been looking at technical schools and alternative paths to success like she's been the person that we've turned to. I mean Shel taught in downtown LA. No, I know. And that's I don't want that to get lost. She's bringing here. I think she's brought some experience that came up in the interview that she did a year ago. And I think the other

249piece is like I I like Brian said, I I actually was really impressed with an and I I just think because this is just my recommendation now. Um, I think if there's somebody who is interim that has, I think, exceeded our expectations when we've talked about it outside of this interview process at other meetings and she's been doing a great job and she's removed some barriers in the the lane that she's been in. I want to give her a chance. I want to have her kind of flourish and bring the experience at full speed um that she's earned from from Waltham and like you said, Los Angeles and other areas. Um, and then also bring the equity piece that we've talked about and the diversity piece that you talked about that's in the CCTA contract

250and that we want to honor. Um, and I just I think she like you said about fit. I think that's really important. I although I I will say I thought Ann would be a great fit too. Yeah. Um, so I don't know what do you Andrew, you didn't have uh feedback from the teachers. Um, so the I mean I haven't surveyed a wide scale of teachers. I um there you know she's had I'm trying to decide what to answer, the interview or the like experience of the year. So, she's leading a number of different groups. Um, some of them are in a reset mode and collectively we're trying to feel like she did what I told her and in couple one or two places it didn't really work and I'm now the one in the

251room being like, she did what I told her. Um, in other places she's built collaborative teams that she's leading. I mean, the ELA one comes to mind most because they're doing the biggest, heaviest lift in a shortest amount of time. and her structure to that has allowed us to keep things moving and um make progress there. She sits on the um leadership team at the high school, so she's becoming um again that's the leadership team like it's the teachers at large just haven't had a lot of exposure to her yet. And I think that's going to have to be uh priority one and a lot of that's because of the lane that I said you know you're here to just sort of hold the fort. We need a year of taking a deep breath. Not

252sure that totally played out, but um you know like just just be your ALA. Take it all in. Let's not take a deep breath. You know, we're gonna just catch our breath here for a little bit before we figure out what the next big list of priorities are. However, she threw all of our communication was very quick to be sure we cared about achievement gaps and some of the other things. And she took little nuggets of things that had started and has kept them moving and made them more available. So that part's been really important. And did you ask if an um does she have a role with the school comm I mean obviously totally different structure in Everett but does she have any type of interaction with the school committee at all in that

253position or I don't know for sure. Okay. Based on the convers I'm inferring that the assistant super in the direct but I can't say for sure. Okay. Okay. It's interesting you say that and I don't know that I've heard you articulate that that your directive to her was to like let's let's give this a year. Let's take a break. I want you to learn because that's not been my impression of her at all. Um I feel like she really jumped in and like just filled a void and also like she she more than she more than did that. So she did more than do that. And she did it in a way that was kind of up in our offices because that's what I told her to do. But she's an announce, you know, taken

254it all in and coming up with like, okay, here's where we are. I mean, I've sat at some of these presentations with my jaw kind of dropped like how did she figure all that out in that amount of time? Because there's nobody sitting in there spoon feeding or anything. Yeah. Um, so there's been a lot of processing and data reviewing and studying about where we are and you know if she's going to stay, which I I'm going to hope that that's what we're going to do. Um, she now needs to make it part of a collective next set of steps. I like not to reiterate what everyone has said, but I like I just want to I thought Ann was incredibly articulate and knowledgeable and I feel I feel like we'd be having a very

255different conversation if we were having this discussion last year where they were both fresh candidates. M um but I I think knowing what we know about Shelly and I I like the notes that I wrote down that just like really struck with me like I think one thing that I picked up on that I haven't heard said is that I I really love how she talked about in this question about curriculum which is a huge part of this job um the balance of rigor and SEAL. Yes. And I I think that I think um Ann did a wonderful job talking about SEAL when asked about SEAL and there was such a different um mentality from Shelley about how it's actually woven into everything. And she she I have seal like you know in every every

256question that was asked she made it a point to talk about the the the health the mental health the wellness of our kids. And I think that is so front front of mind for me as a parent, as a community member, but like for we talk about it all the time. So I loved that balance of rigor and seal because I think that's so important in a high performing district where like stress can be it can be over the top. It can be um paralyzing. So um anyway, I I think I share everyone's sent sentiments. I think that um from someone who doesn't know either of the candidates, I reviewed all the information that was shared prior to this meeting and um you know, I had an idea of who I wanted before I came

257in here and that idea changed after the interviews. Um I thought they both did a great job interviewing. Um they're clearly both very qualified, but uh you know, I have to say Ian had measurable goals um that she was able to just answer questions with. um they weren't just ideas, they weren't just things that she had done. She was able to just break them down and then she was able to come out with facts from the conquered district that she researched in advance which I was like incredibly I was incredibly impressed by that. Um it was uh it was it was really uh really interesting and I really do enjoy the fact that she works with such a challenging demographic because I believe it's a lot harder to reach uh children that are disadvantaged than

258it is to the higher achieving because when you work upwards it's a lot easier than going backwards. You know it's it's harder to reach the kids that are struggling academically than the kids that are high achievers. You know, if you can work with kids that are having a hard time, you can 100% reach the kids that are high achievers and and uh adjust curriculum to help them uh advance. So, I think that um you know, it sounds like you guys have made your decision, but I wanted to just say my piece because I really I mean, obviously they're both great candidates, but I I enjoyed the fact that she had the measurable goals that could be So, you know what? So, it's funny you say that because I think when I was listening to Shelly,

259I was like, that was my only critical feedback and that's why I said I did what the interview. Um, I think on a pure interview standpoint, like if I was her like like if she was working in corporate with me, I'd be like, you got to work on your interview skills because there were so many like if you had seen her presentations earlier in the year, like she has it and I'm like looking at her like talk about it. Um, and that is the advantage of coming in as a as a internal candidate because we know it. But I'm with you. And like I think that's what I struggled with as I was listening to Dan. I'm like, geez, this is really good. Like and she did. And I know Shel has it and she

260didn't come out with it. And um, and that is the advantage of it. And I I do I think you're right. And it's worth noting that. And I think as we give her feedback, um I do think we should share that with her that she needs to if she ever were to interview even internally for another role or even going out with with parents um and explaining what we're doing just to be really clear on her achievements because um like I said, she's done two presentations with us and has been really great with the data and I was surprised that didn't come through in the interview. So totally hear you and I think part of that is because we've seen the presentations, right? So it's hard to say like, "Oh, let me tell you all

261about my presentations." It it is hard to interview internally because we do have all that knowledge from before. Yeah. You know, I I talked to a couple teachers and I the the feedback being very honest was very mixed on Shelly, but your antidote would explain some of that that you've kind of governed her in a way. Yeah. Um but I I agree based on the 20 minutes my vote would be for an um for the reasons you said. I think she's very confident. When you talk about getting in front of parents, you need very competent administrators like you are. Um, and you know, I just I don't know Shel to be to be that person. So, I I agree. I mean, that's the thing like it's 20-minute interview. I know it's only a 20-minute interview,

262it it would have voted for as well. I think, like I said, I I go back to the diversity piece and the equity piece and lived experience. I think um I'm going to try to think of a nice way to like a appropriate way to say this. I think I think we've had the opportunity to see Shelley do the work and she's less focused on being who we want her to be or who we're comfortable with. Um I think Ann would do great with a certain population. I think Shelley just is really great in being true to herself and and the the experience that she has. Um, and I think she has you and she has like a lot of the principles that can do some of that public facing components as needed. Um, and

263I' I'd love to see her like have the opportunity to really show her stuff um on like on her own without guard rails. the thing I have that nobody else has some of the conversations that happened behind the closed door and the the things she's saying to me are are the right things and again I don't know that we've given her full band I know we I haven't given her full blossom to go really take some things and and that's intentional there's been some challenge up till now of that office really working with the rest of us and staying on track and maybe I'm overcompensating now and um how that office presents itself a little bit in what I gave her for directing. Yeah. And I do think she needs the opportunity to spread her

264wings and to show us what she can do. I mean, she came in here and it was like, "Here's your PD and this is what you're going to put forth this year. She had no say in that." You know, I guess my my biggest push is on our K to 5 literacy. I mean she has been very much a part of that and rolling that out is a huge undertaking also and she's ready with it right now like she is in that process right now. So like I think those are the things that are swaying me toward Shel. Do do either Shelley or Ann have ambitions to be a full superintendent or not full but like I don't know at superintendent. No, there's a lot of people not trying to get this job right now.

265I don't know. Not many people want that job. I think my closing my closing comment is that kind of like what we all alluded to at the beginning is I'm going to be really careful of how I say this. Um, but I'm a resident, so I feel like I can I can say this. This community is really difficult. Mhm. When it comes to achievement, so I hear you loud and clear about But I mean, if you listen to what's been in the papers the past year, you would think that we are a hundth in the state. Just going to be honest with you. Um, I mean, I listen to things and I'm like, "Wow, that's like that's that's interesting." like we're the top STEM school in the state, top five in the country, and um

266you would never know that when you talk to people in town. Come to Boston. Yeah. Well, I I mean it's like and I and I think that's okay. Like that's the pressure that we all sign up for and two folks in the audience signed up for and that's okay. I mean those are high standards, but I think um I think that is something to get used to and I think Shel's seen a a glimmer of that and that's really difficult to walk into. Um, I don't know. I'm just gonna I'll leave it at that. I don't want to go into that. Yeah. I mean, she's definitely done some parent interaction. Yeah. You know, individual things with I think the literacy piece is a really good example of why we need somebody that just is like

267already entrenched in it because there's going to be zero patients to get that right. Right. And I think, you know, I look at like from the because I I'm like the oldest person here now. Um, I look at like the AP push that has existed probably since you were in high school, right? Why don't we have you wouldn't know like why don't we have more AP classes why don't we have more AP classes like you do have to strike that balance with you know you've got you know many co students are in the AP program I've already heard the question right right and so but I think that you know it's really intentional as to you know the move towards whether we have AP classes or not I mean and there's a whole philosophical totally

268you know are AP classes really the end all beall or is it a canned program you like I see all sides of it. So, I think you're looking um for someone that can balance everything. I look at the data, too, and the data presentations that we've seen so far, prior to Shel's arrival, I don't believe I saw data presentations that were as extensive. And I'll just say that um you know, her grant writing experience, that's important where the towns are asking us, you know, where are the grants? Like, you know, are you writing grants for instructional materials? I do think that Shelly does bring that background to it also. Um, and my question just with an and it was it was what I put in my original feedback was is she the right fit for

269us? Can she do the job? Yes. But I think that you know we're we really have to look at the fit whether it's you know stability amongst the central office or amongst the principles like that is very important. You know districts are fragile. Um, and I think, you know, it's it's our duty as school committee members to just have provide consistency in the district and really high performance and work questions all the time, you know, and I I do think that Shelly does bring that perspective. Um, so for me, you know, Shelly would be my choice. Does any does anyone have a strong vote for an very awkward process? very awkward and I apologize to anyone listening if you're incumbent. Lori has a lot of good data. You know, we didn't we weren't in the

270interviews. We're going off 20 minutes. Yeah. Yeah. It's really challenging. Yeah. Just for the record. Does anyone have Well, when when Lori was interviewed, she was interviewed by the community, you know? I mean, when you're a finalist being a superintendent. Yeah. But she wasn't like interim, you know? No, she wasn't. But you have to interum is harder. Yeah. Sometimes it's a real benefit and other times it's it's harder. Yeah. Yeah. Do we want a straw poll and see where everybody's at and then take a vote? Yeah. So, Shel, I just don't know how like but like how does my vote count as much as your and Brian's vote because you were in all the interviews, you know? Well, we're all one vote. We're just one vote. Yeah. And it's okay. Like like like you should

271that is the purpose. We don't all have to agree all the time and we shouldn't. Correct. So you're and you had two great choices. Well, but it's just hard. It's hard. And they have different feels to them. I get I understand that. Are you okay with doing a straw poll? Yeah. What's the difference between a straw poll? Well, I mean, I think you make discuss it. See where we're at. So, My vote would be for Shelly. I vote for Ann. Shelly. I don't get a vote, right? No, but No, but your perspective is important. I would vote for Ann. Okay. All right. So we have um we have obviously a majority for Shelly. So you want me to move it? Yeah. Unless there's any other discussion discussion. I know we can do that during the

272movement, but Okay. Okay. I move to hire um Shelley Chin to be our assistant superintendent of teaching and learning. Second. Any any more discussion? Well, they are both excellent candidates and I think, you know, they both went through an extensive process with us. It's really difficult to be interviewed by the school committee in public. So, I appreciate both of their um willingness to to be part of that process. Um I think it's important. I think it's important to do it publicly. It's a big job. Um, so I just want to thank both Ann and Shelley for what they would I would echo that and I would say that if there is any role within the district that Ann is even remotely close to, I would love to have her here and I would definitely pass

273on the feedback to the Carile team because um my gosh that was much closer than I thought it was going to be and I'm I was really impressed with Ann. So I just want to make sure that's clear. Good. All right. All in favor? I I All right. Um we we last thing on the agenda is actually the executive session. Executive session. So can I get up? I move that the conquer car school committee will enter into executive session under purpose three of the open meeting law to conduct strategy with respect to collective bargaining with the CCHS tutors and not to return to open session. Thank you. All in favor? I I Okay. Thank you.