Concord Carlisle Joint School Committee August 20, 2025

001is 6 o'clock. So, we are going to start our joint school committee meeting. Um, we have a bunch of people on Zoom, a bunch of people in the room. >> And first, I want to just apologize for the sound in the room. We are doing our best, but we're waiting for a part. So, this speaker might be really challenging to hear. So, I would ask if people not have conversation during our meeting because it's really tricky to um listen at the same time. So, we're doing our best with the sound, but I think our Zoom people at home will hear everything properly. >> So, I'd like to call the Conquer Carell Regional School Committee to order. >> I will call the Conqueror School Committee to order. And we need to do this by roll call

002because Andrew Herek is online as is Aisha Alton. So, back to practicing. Roll call. >> Andrew Herek, present. >> Lynette Kellaher, present. >> Tracy Rano, present. Sundy Pashardi present. >> Carrie Ranken present. >> Brian Wat present. >> Michael Williams present. >> And let me just see if Aisha Aisha, are you online? Yes. >> Michelle McDougall present. >> Michelle McDougall is present. And Aisha is not online, but she's joining us by Zoom. So, welcome to the our first meeting of the school year. We're very happy to be back. Um, we're happy to start our school year off. And the first thing we have on the agenda is the presentation of the Bey Center, Maisie O'Donnell Diving Center. Um, Maisie O'Donnell was a student in the class of 2025. She is near and dear to a lot

003of us here. Um, her parents are with us tonight. Maisie was killed tragically in a car accident along with two of her classmates. So, they are here tonight to talk about honoring her legacy and her memory at the Bey Center, which I know that a lot of you people in this room enjoy. We enjoy it. So, I'd like to invite Betsy O'Donnell, Kristoff Aldon, Tracy Bird, who is a diving instructor, and Sandy Smith. Come on up. And I think we have some members from the town that are here, too. But the main presentation will be from the O'Donnell. We go to share this. Yeah. >> Great. Well, thank you very much, Tracy, for uh that introduction, and you've basically introduced everybody, so I don't have to, which is great. Um but um uh Betsy and

004Kristoff are here to explain the nature of the gift that they would like to make to the town uh in as much detail as you as you'd like. Tracy is here, as you indicated, she's a she's the head driving instructor at Harvard University. Um she is here to explain how the equipment that we uh propose to give to the town uh can be used to train divers more effectively. Uh and uh we have um Jess Porter who's the assistant town manager here in the first row uh sort of representing the recreation uh department and recreation commission. other members are on Zoom uh but um they're available to answer questions about how this equipment will be used in the can be used in the programming for the Bey Center. So uh we know you've got a

005tight timetable tonight. So let's get started and I'm going to turn it over to Betsy and Kristoff to to start off. Okay. Thank you. Well, first of all, I'd like to begin by thanking everybody for welcoming us here tonight. And I specifically want to acknowledge the school and the town uh for all of their overwhelming support in what has been a very hard time for our family. Um I think we can all agree that high school is not an easy time. And the one thing that we hope for as parents is that our kids find friends and they find a place. And so for us, that place for Maisie was the Bey Center. And she was known throughout the bey center, not just on the pool deck, but also upstairs where she would very frequently

006meet up with friends and she would go back to the BD center at the end of the day to do her very elaborate strength app routine she did for the gains. Um, and what was really special about the BD center is that it was the home of CC swim and dive uh that Maisie participated on, but also Boston Area Dive. And what was remarkable as Maisie transitioned from doing 20 to 25 hours a week of gymnastics, most of her friends being outside of conquer and outside of the school, was that she found a new home and that home was the beauty center. And you know, she was fortunate to have extraordinary friends, coaches. Tracy was one of her coaches as well. Very important role model for Maisie. Uh, and it's very important to us as

007we think about what can we do that will benefit not just the town but other kids too who might want to find their home and their place. And so not every kid is cut out for soccer or lacrosse. A lot of people struggle to find what their place is. And what was neat about diving is that you saw so many different kids come there not necessarily from any background but find a place and find friends. and you didn't need to be a state champion to be a valued member of that team. And I think that's something really special about uh CC Swim and Dive. To be an elite diver though, you do need equipment. There are things that we don't have. Uh we do home the Boston Area Diving Club, which is one of the

008pre-minent clubs in New England. And Chris will talk a little bit about the history of CC and our our legacy of champions. But to get better at diving, diving is not fun when you smack. How many of us have done a belly flop or anything else? It's not pleasant. And so there are mitigation strategies and these involve dryland treat um equipment which is what we are proposing to build. Not only do they enable kids to learn to dive safely, they also are able to acquire skills, higher level skills, and it sort of mitigates the fear of smacking and you can do it in a supervised safe fashion. And for the kids in Boston area diving, they would have to travel to Rochester. where we spent 18 days in California to have access to this equipment.

009So, we feel that the addition of a dryland training facility for diving would benefit not only the divers, but all of the kids who are coming through and other area diving programs that might want to come in and take advantage of this resource that we can create. And, you know, it would be a tremendous um thing for us to be able to give back to this community. And so, uh, we just very much appreciate the opportunity to come here tonight to share with you this vision. Um, and we hope that you will accept, uh, this gift that we hope to give to this town. >> Thank you. And, and, uh, with respect to the specifics of the gift, um, I'm very happy to say we've we've, uh, raised quite a bit of the funds already.

010So um over $400,000 uh dollars and um close to 700 individual gifts um over half from conquered and carile. So our community has really shown up which has just been tremendous. And we have pledges to fill the the gap to the 750 to a million which is our estimate for the the build cost. Uh and that also includes uh some endowed funds that we would like to um reserve in order to um you know provide for ongoing maintenance um and eventually for for for replacement as as needed of the equipment. Um so it's a it's a real showing that the community has has supported us um and uh you know we're we're thrilled to be in this position to uh as Betsy said to be able to give this gift. So, um I think with

011that I'll turn it to uh Tracy just to talk a little bit about the uh uh the equipment, the specifics of the equipment. >> There's a slide. There you go. So, this is a proposed uh 3D model of what it could look like inside. There's a trampoline and what's called a dry board with a with a landing pit. And you can see over the dryboard is a harness. So it's really that's about teaching more efficiently and more safely. And um if I mean I happy to answer any questions. It's a hard thing for people to wrap their heads around. Um but basically you can do the learning and get the repetitions 10 20 30 times and you go into the water and you do it right the first time instead of crashing off the 3meter.

012um and not having being afraid and it's just it's safer and it's more efficient. Um and and it's a lot of fun and it's a great space where I see the next generation of divers, not just conquer Carell High School, not just Boston Area Diving and other clubs who might want to use it, but just bringing in young youngsters through the facility and starting them off really young. It's a great space to do a lot of um uh just fun developmental tumbling and bouncing. And I was telling uh Sandy that when we moved here uh we got a trampoline and I said, "Well, I have to make sure my kids are safe." So, I went to Stow and they had a trampoline with a harness and that's where they learned how to bounce safely on

013a trampoline. So, I mean, it's definitely a resource that has plenty of uses and uh and I see a lot of really creative uses for the space too for programming. And if anybody has any questions, yes, happy to answer. >> First, thank you for this gift. Thank you for the community for this gift. Can you speak to how unique this is either in the Boston metropolitan area or in New England? Well, h it's when you say unique, can you >> How many other communities have have a >> So diving? >> Mostly colleges have these facilities. Um so Harvard has trampoline and dryboards. Uh Bentley College. Um you guys probably know better than I do. You've been to all of them. Uh >> does MIT have one still or no? They don't. >> MIT does not

014have anything. No. >> BU doesn't either, right? Uh, no. Uh, B might have a trampoline now. >> Yeah. >> Uh, Wley College has a trampoline. Is that right? Yeah. Yeah. I've stayed kind of local. I'm bey Harvard, so I don't know. >> And the diving world is very specific. So, I might have had one or two divers who might have, you know, traveled in Tracy's crowd at one point. Um, so it is very specific, but I mean, I think that when kids get on the board, it's automatically it's fear. it's fear of getting hurt and if you can do it in a safe manner and that's really what we're looking for. So >> yes, >> you know the challenge with those those college facilities is access. >> Um you know it it's just they're fairly

015restrictive about who they let in and of course the cost you got to pay for it. So at the high school level it's it's it would be very unique. In fact other high school teams don't even have pools. So they train with us you know Westford um act box they come to us. So, and a little plug for CC. We've had 21 state champions in the last 19 years. Again, not that we're, you know, we're focused on everyone, but um we've had tremendous success really because we have a pool, you know, so this will uh you know, again, take that to the next level. >> Thank you. >> Yes. And just to add on that, so specifically to high school, all these other high schools that don't have pools, they're coming to Bey and to

016have this space now, we can have two high schools in one in the dryland, one in the pool. You know, there's just it just broadens that whereas in the high school level, there's a lack of of pools available. So, it definitely is an asset in that regard as well. Do >> you have any questions from anyone on the committee? I don't have any questions, but I do I just want to say thank you. This is incredibly generous, incredibly thoughtful, and what a great resource for swimmers and the community. So, thank you. >> Um, and just for the public, so everyone knows, we have an intergovernmental agreement between the town of Conquered and the regional school committee, which is why this comes in front of us. So, the odds have gone to the recreation commission who

017they are very supportive of the project. the U regional school committee has to support the project and then ultimately the town will accept the gift and will also accept the gift. I think we do it kind of jointly. Um and I think this is really great that you can honor Maisy's memory like this. And I guess my question for you is what would you like us to know about Maisie? Sorry, but but you know, I mean, you have a room full of people and you have people online and and I'm asking the hard question, but what would you like us to know about her? >> Yeah. I mean, she she loved diving and she loved her friends. She she was one of the things that, you know, I'm I'm an endurance athlete, so my my

018orientation is, okay, time to get to work and get in the zone and just tune everyone out. Diving is a fairly social sport. you're standing in line most of the time waiting to dive. So, you know, she was a social butterfly and um what I've you know going back to to the gifts I mean all of her diving friends have given to this this fund and they really cared about her because they knew her, they talked to her. They didn't just train with her, you know, they talked to her. Um and that goes across all age levels, right? So, it's it's her peers uh her age, but also the fifth graders, the sixth graders. And so um you know we got a lot of letters from from parents of young kids that said you know

019what Maisy talked to my kid and really encouraged her in line like you know had a relationship with her. So um so you know she was a yeah she was a the queen bee of the uh of the the of the be center. So um she was also a fighter and and really focused. She loved you know the the craft and getting better and and uh it's part of the grind of gymnastics too. You got to you got to perfect and make little adjustments, you know, day after day, year after year. So, um yeah, >> I think the one thing I will say is, you know, Maisie, like all of us, was a work in progress and diving was the avenue that she was able to really find herself and she was a sweet person

020and she was a kind person and she was a beautiful athlete. Thank you. I really appreciate you coming here. It's a little emotional for all of us. I, you know, I think we all had close relationships with Maisie. So, thank you for your time and um our next steps and your ask of us. Um do you have anything else that you financial asks or any questions for us or process? I'm looking to Sandy here. We could let people >> No, I I don't I don't think we have um anything. You know, we hope we earned your support tonight and with the description of the project. Um our next step, I think, is to go before the select board and get get them to support it. Uh we hope that support from the recreation commission, the

021school committee, and the select board will allow us to finish the fundraising component successfully. Uh and then we'll be on to feasibility planning and do the hard work of getting getting an actual project on the drawing board. So, it's all conceptual at this point, but we appreciate your responsiveness and support. Um, and we will keep you posted on how we're doing. >> And can you let people know how they can donate if anyone's watching that they feel moved to make a donation? >> Do you want to speak to that? >> Yes. So there probably the easiest way unfortunately is to to search your obituary and there's a link in the obituary um to the community Metro West Community Foundation. Um it's a it's a donor advice fund. It's a taxdeductible donation. Uh makes it fairly

022easy, but that's that's where you where you will find a link. Okay. And just in terms of the committee because I I would like to send you on your way with kind of our um support. So Andrew, I'll I'll start with you. Can you just I'm just going to ask every committee member just you know if we are in support of this project moving forward so they can do the rest of their fundraising. >> Yeah. I mean this is incredible and I fully support every aspect of it. >> Okay. >> Sundep absolutely support. Yeah, absolutely. >> Michael, >> yes, without question, >> Ryan. >> 100%. Yes, >> Carrie. >> Absolutely. Thank you. >> I like a thousand% support this. I'm just going to say it. Uh Michelle, >> yes, absolutely. >> Thank you. >> We

023really appreciate it. End of the day. I know it's very heavy heavy in this room, but it's meant to be a fun place, and that's what she would have wanted. So, thank you. >> Thank you so much. Thank you for sharing, Maisy. Thank you. You can feel free to stay for the rest of the meeting, but you can also leave if you like. It's really up to you. Thank you. Okay, so with that, we're going to move to public comment. And Andrew, I think, had something that he wanted to say before we started our public comment. >> Yes. Can you hear me? Can everyone hear me? >> Yeah. Um, shifting gears a little bit. Um, you know, as chairs over the summer, we received a lot of correspondence. Tracy and I were out and about.

024Um, Lori was out and about and, um, a lot of the some of the correspondence we get is very constructive and helpful and some of it unfortunately is is not helpful and very unconstructive. And so, I just ask you tonight as we start the school committee season to please be uh, respectful with the public comment. Please keep it um helpful and constructive and please don't make us look at our policy. Um if if we can't keep it constructive and helpful and polite, we will look at the policy and and try to make some adjustments to to keep it. At the end of the day, we're all, you know, parents and we want to make the schools better and um really the way to do that is get constructive feedback from the community and let us

025incorporate it into our policies and our rhythms and um that's my ask. Thank you. >> Okay. And with that, I will read our public comment uh procedure as I start every meeting. Our public comment period will be a period of 20 minutes. 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're in the room and you would like to speak, you can submit a blue form, which is over there, to me, and you'll be called to speak. If you are on Zoom, you can use the raised hand feature. When called to speak, please state your name and address before you speak. We will go every other person starting in the room with the comment and then going

026on Zoom and you will have a time limit of three minutes and Carrie Ranken will be our timekeeper. So with that um Ellen Quack and Bush and you can use the micro the standing microphone. >> Yes, the standing. Thanks. >> Can you Okay. Is that on? So before I start, I want to just acknowledge the o um O'Donnell family. I'm a parent of two kids and I am amazed and touched by Macy's um the best of what Concrete Carile has to offer and has uh life cut short, a life cut too short, what we all should apply aspire to for our children, our students, and also as human beings. So um thank you. Anyway, Ellen Quackbush 206 Prairie Street. I am the proud parent of two conquer Carla High School grads. A parent who's now

027a bit dismayed by the decayed educational and cultural environment at the high school. Metco students and parents feel feel disenfranchised and Jewish students and parents feel abandoned and silenced. I am ashamed that it took a civil rights filing by the Anti-Defamation League for you to sit up and change course hopefully. I don't think it's about a reporting system. I think it's about a sincere collaboration between the school committees and the school administration to create a culture of equity, inclusion, and safety for all members of the school community. Education can't happen in an atmosphere of intimidation. Each of you, each of you has a role to play in creating this positive culture. Dr. Hunter, you own the collaboration within the schools. This is much more than policies and procedures. I believe coaches probably knew about the

028anti-semitic team names, team Awitz and team Hamas. I think players who use such hate speech should have been had should have had consequences. And I think it's shameful, sad to say, I'll say this, the DIB director called these names microaggressions. There's so much more than that. You owe the town, please, a complete accounting of the reporting of all um anti-semitic um and hate speech incidences in the high school bathrooms. When were they first reported to the administration and the school committee? And what actions were taken? The same question for the ADL complaint. When were you first asked for information and when were you first notified that a formal complaint was in the works? Why wasn't the full school committee, as opposed to simply the committee chair, kept fully informed as these events were unfolding? And

029why was the public kept in the dark until the ADL report was published in June? We have to do better. We want you to do better. So, please understand that the public really cares. Um, school committee, you own oversight of Dr. Hunter. Remember, Dr. Hunter works for you, not the other way around. It's not your job, as one former chair said to me, I'm sorry I heard her say, to protect Dr. Hunter. Rather, it's your job to asssure that Dr. Hunter does the job that you hired her to do. Why, when I ask this, over the past months, did you form two sub subcommittees? one to create a brochure on the accomplishments of our school and the other to launch what I would call a public relations campaign to assure the passage of the amenities

030building while failing to create a subcommittee to investigate anti-semitism. In due respect, I think your priorities are backwards or we're backwards in this respect. And I also think that it should not just be the chair that communicates but the superintendent but all members of the school committee. We elected everyone, not just the chair. and we want everyone to communicate as needed in an effective manner um to communicate. So please, we care about you. We elected you. Please do your job. We are relying on you to do that. Thank you. >> Thank you. >> Okay. And I'll turn to Zoom. I'm looking for a hand raised. No one yet. Okay. Next, Craig Al Miller. >> Uh Craig Al Miller, 27 Lang Street. Um, I'm reading from the US Attorney's Office, District of Massachusetts website, press release,

031August 14th, 2025. So that's very recently. Boston, a Milis, Massachusetts man was sentenced today for threatening to kill members of the Jewish community and bomb Jewish synagogues. John Rearen, 60, was sentenced by US District Court Judge Julia E. Kobach to 26 months in prison to be followed by three years of supervised release. I'll also remind you that in 2024, Massachusetts saw a 188% increase in anti-Semitic incidents. The state ranked fifth nationally and so we're not doing well. And I I have not heard you address the serious issue of public safety because we all know we all live by this. See something, say something. We all know it. You see a threat, you say something. You saw a threat, you saw the swast sticker, and you didn't say anything. And in by doing that, you made

032a public risk assessment that you're not qualified to make. Look at what all the work that went into the conquered 250 assessment of risk. It's not your place. It's not your lane. And since that time this has come out, I found your answers to this issue to be obfiscating, delaying, name calling, etc. There's a crisis in our community. Not every leader has the skills to face every crisis. And I don't think Dr. Hunter, you have those skills. And I don't think you, the chair, have those skills. And the reason I'm saying that is not because I think you're going to do anything differently. I'm saying it for my own conscience. Because my niece last year was threatened with physical violence because of being Jewish only because she was Jewish and had to get a restraining

033order. I don't think you live with that kind of worry. And since you don't, I'm saying this for my own conscience that when it happened in my town, I was as articulate and direct as I could be. Thank you. >> I would ask that no one comment or clap after public comment. That is our rules in the room. Thank you. Okay. Anyone on Zoom? Okay. Next, Joe Palumbo. Evening. Joe Palumbo. I live at Blackhorse Place. I'm a resident of Conquered, but I'm speaking for myself this evening. Uh I know many of you on the school committee don't have a direct experience in the field of education. So I offer my comments tonight uh to help you understand from the eyes of of an experienced educator uh the crisis that we're facing in uh conquered schools

034right now. Uh just so you know, I've worked for decades as a classroom teacher, a school principal of a cade school, about a thousand kids, a middle school principal, a high school principal. I served as superintendent and an assistant superintendent serving uh principles of about as many as 14 schools and their staffs doing the supervision for those principles and those schools. Um and uh I've worked providing leadership coaching and training to superintendent and district staff. I I've worked with almost I've worked throughout the state of Massachusetts almost in every state in the nation uh Canada and military bases overseas uh directly with school superintendents. I've trained over a hundred uh and I'm here to tell you tonight from my perspective as a and my professional expertise there's a crisis here in our district. The first

035red flag for me was in 2022 when I heard Meco families speak at school committee demanding a better and more timely response to their concerns and witness how they were responded to by the superintendent and the then school committee in 2023. I was troubled by the well publicized complaints of the Adunzi family around the repeated racist attacks on their son and their dissatisfaction with the superintendent's response. I think I was most shocked when at that the Middle Sex County District Attorney uh had to contact town officials to demand a listening session for that family. When I participated in that listening session, I learned that the reason why they had to go to the town is a superintendent had never spoken to them. >> Excuse me. I would ask that if you're going to reference a

036family, if you have permission from the family. Now that even though we all know about the pain of the Aduny family was clearly been reported in the media because of the reporting of the media, it was never discussed here at the school committee. The superintendent never reported on it. Issues of race and achievement gaps like this continue to surface, including the ongoing concerns of the METCO families, which led this year to the resignation of the METCO PTG and the secondary the high school representative to the METCO be from MECO because of the lack of communication from the superintendent. And then as 24 moved into 25, we experienced these last few months around the inability to respond appropriately to anti-Semitic and other hate attacks. This has confirmed that we are suffering a failure of leadership especially

037in terms of response, transparency, communication, and accountability. In speaking with parents, and I'm sure you're aware, I was made that these were made aware that many of these anti-Semitic attacks had been bubbling for a while. And it was really only until December that the first sort of reporting to the outside community happened. These transphobic, anti-semitic, and racist attacks in the bathrooms between November and December. Yet, amazingly, it took >> if you could finish up. Sorry. >> Would you like me to finish? >> Just last sentence. >> Okay, I'll I'll end here. That amazingly it took roughly 20 days for those to be reported with the superintendent quoted as saying they delayed sending notice because of ongoing investigations. So, there's a lot more to this. I just want to finish my last sentence. There's a lot

038more to this story. I'm happy to talk to you at any time if you'd like to know more and I'll just uh continue the next meeting and finish what I was going to say tonight. Thank you so much. >> Thanks. >> Okay. and online. >> We have someone online. It looks like >> Rihanna Robin, Rihanna Tobin, if you could just unmute, we'll promote you. >> I'm trying to do. There we go. Okay, Rihanna, you will have three minutes. if you could unmute. >> Sorry. Sorry. >> Thank you. >> Hi, my name is Nayana Susan Tobin. I live at 7B Harold Street in conquered and um I have a question. And I understand that the curriculum, the the conquered Carlile curriculum has an anti-hate statement, an anti-hate curriculum. I'm not sure what that means because I

039haven't seen it and I'm feeling that I have a major question of why is it does the anti-hate include other cultures and people from other minorities? I think there's a big misunderstanding and as a as a conquered citizen I have not been privileged with having very much information about the what's going on and how I can participate. Thank you. >> Thank you. Okay, we'll go back to the room. [Applause] >> Robin Goldstein handwriting. >> Thank you. That's okay. the doctor's handwriting. Um, my name is Robin Goldstein and I'm here to talk to you about the anti-semitism steps that you're thinking about adopting and I urge you to adopt. I speak to you not just a Jewish woman, but as a mother and a retired teacher. Since October 7th, anti-semitism has surged in ways I never

040imagined I'd I'd see in my lifetime. I think twice about wearing my necklace at Star David. I wonder if I go to a gym or salon, if they'll treat me differently, if they know I'm Jewish. At night, I lay awake worrying of the hatred my children face, and whether we're watching history repeat itself. It's not paranoia, it's a pattern we've seen before. Um, the hate we see against Jews is continuing to grow. The anti-semitism plan you have is strong and should be adopted. One of the most dangerous lies we hear today is, "We're not anti-semitic, we're just anti-ionist." But this is not a new idea. It's anti-semitism in disguise. Denying Jews the right to self-determination in our ancestral homeland is anti-semitism. That's why the IRA working definition is so important. It draws a clear line

041between legitimate criticism of Israel and hate against Jews. Zionism is not extremism. It's the belief that the Jewish people, like all people, have the right to flee freely and safely in their historic homeland. Judaism and Israel are inseparable through our prayers, our holidays, our language, and our history. Some say, "Hey, I'm Jewish and I oppose Zionism," which they have a right to do. But that doesn't erase the problem. It's like one person saying, um, it doesn't reject thousands of years of connection. That's like saying, "I'm Catholic, but I reject the sacraments and then expecting the church to do the same." Judaism is rooted in the land of Israel. It's part of who we are. The IRA definition doesn't silence criticism. It simply defines hatred so we can recognize and confront it. The fact that we

042hear globalizing tifada and the fact we see such an increase in violence against Jews, harassments against Jews, shows that anti-ionism truly is anti-semitic. We need to recognize this new form of anti-semitism. I am a retired teacher and I spent my whole career making sure that every single student regardless of race, religion, or anything else had their due say and felt comfortable and they could achieve what they want, which you can't do if you don't feel included in the school. This includes now our Jewish students who are the most vulnerable. This isn't about politics. It's about safety. It's about inclusion and it's about survival. So I urge you to adopt the steps to combat anti-semitism and let Jewish students know they're seen, they're important, too, and that they are safe. Thank you. >> Thank you. Please,

043no applause. Um looking online. No more hands online. And next we have court booth. >> Thank you very much. I'm Court Booth. I live at 144 Wright Road. I'm speaking entirely for myself. town election this spring and yesterday's town vote provide important evidence about the need for change in particular the need to rebuild trust in school leadership in regards to antibbias efforts in our schools workshops and rhetoric while important are not going to be sufficient when I arrived at the conquered and conquered carile schools 40 years ago last month we had problems with bullying with harassment and more. But when we look over the histories of our schools and our different superintendents over that period, we begin to see that the quality of school leadership really matters. We had reporting systems here 40 years ago

044and before that when I started my work in the high school, the reporting system was not complex. Speak to Mr. the assistant p principal. If he was unavailable, Mr. Chico would be. Those two principles in a school with as many or more students as we have today were accessible at all times. With twice the number of principles now and a DEI director, do students and teachers know that bias reporting is okay, that it is necessary, that the people in process can be trusted, that the blowback for reporting to the person doing that reporting won't be something they regret. Sadly, we only learn of claims of heart uh excuse me, of harm and hate in our schools when persons impacted choose to communicate directly with public safety authorities or with the press. Why do they not

045remain within the school systems system for reporting these claims? And how many incidents are not made known to us? And how many are simply not reported? I don't know. I know you don't know. It's difficult to get this data, but we can do better. I know that a lot has changed. I know that administrators have lots of things to do. But what has changed to the detriment of our community is the faith and trust necessary for reporting systems to truly work. Teachers and students knew decades ago that reporting was the right thing to do, that they could locate Mr. and trust that he would follow through wisely and promptly that a person wouldn't regret their choice to recognize and report possible harm. Let's regain that capacity. Let's support the leadership development necessary to make change

046so that students can go to school without fear. They deserve to bring their full selves to school every day without fear of harassment, hate, or ridicule. We have reporting and response systems. What are the barriers that make them inadequate? To find out, school leaders will first need to believe and demonstrate that they are accountable. Then they might examine their leadership practices and make them better. >> Radical welcoming, the kind of engagement that embraces other members of the human community who are quite unlike ourselves. Let's try it. Thank you. >> Thank you. And we have one more public comment. So, it will be in the room and then we're going to close up public comment. Um, Aris Apollos Aerys Apollos 1776 Wedgwood Commons. I'd like to start by thanking the school committee for allowing public comment.

047My name is Aerys. I'm a 13-year-old currently in the conquered public school system and an organizer with the conquered coalition for Palestine. I will be directly speaking about the special commission on combating anti-semitism and their findings. A majority of the special commission on combating anti-semitism's findings mention Israel or Palestine. I'm not sure how that has any relevance when it comes to protecting Jewish students in our school system. I have never cared if someone is Israeli or Jewish. What I care about is if you support the same military that is currently committing war crimes in genocide. What I care about is if you support the same ethnostate that is currently attempting to erase Palestinians. Nearly all the evidence that the special commission on combating anti-semitism uses is either from the Trump administration or from the ADL.

048There is not one person in this room that can convince me that the ADL cares about Jewish individuals when they turn their back and defend Elon Musk after he had hit his seile. The ADL had called it a quote an awkward gesture in a moment of enthusiasm. I'd like to end on one final note. When you learned about the Holocaust, I assume you said something like, "I'd do anything to stop it." Well, by adopting an IH definition, you would be silencing the students who are attempting to stop an ongoing holocaust. Thank you for giving me the ability to speak tonight in Free Palestine. >> Thank you. >> Okay. And with that, um, we will close up public comment and I would welcome any public comment can also be made through email to the school committee.

049The address is on our website. We consider all um correspondence, public comment, and every member of the school committee and Dr. Hunter will see it. So, with that, we will turn to our superintendent update. Thank you. Um I certainly have more to say on some of the topics that have been brought up, but that's later on in the agenda. So, I'm going to be quick and stay at a high level. Um I'm looking, you know, it's that time of year. We're opening school and there's a lot of activities that accompany that. Uh so this week we've today we welcomed 18 new teachers and we're able to orient them. Shelley was lead on that and spent some time with them and for the first time ever we brought children in to talk with them on their

050first formal day in the district and nine children spent an hour um really reflecting on what's working what they hoped for from teachers what they valued in teachers and it was a really productive conversation and I just think it's so important that I stress student voice and all of the things that are on our plates and that is a primary ary and important goal for us and has been and one that we will continue to to foster. So, we're trying that in some new settings. I will follow suit by having students front and center at the welcome back on Monday morning with the entire staff um sharing joyous experiences and what brought what made them joyous to the entire K12 prek22 um faculty on Monday morning when they return for the 2526 school year. We're

051really excited. We're going to hold that at the um Ellen Garrison building at Conquered Middle School for the first time ever. It's going to be tight in the auditorium, but it seemed really important that the entire staff get access to the space and really celebrate this community's accomplishment. Um and what a beautiful school. Um we're in the late phases of wrapping that project up. We will be complete October 15th. The fields are going in as you I'm sure can see. And um we really want to start the year off right with really acknowledging the amazing uh facility that this community has provided. We will be talking a lot this year on literacy kindergarten through fifth grade. That is equity work ensuring that all children are getting the same experiences in classrooms and that our um

052tier one instruction is able to reach all students. In really great news, and Shelley gets the credit for the grant writing, um we received a grant that was publicly announced today of over $360,000 for this um effort, and that will subsidize the budget for materials and professional development and provide us access to a whole new level of um coaching that the state is supporting with the same consultants across different communities. So there's a really important experience coming up here as we um bring together a common K5 literacy experience first this year and then following next year and um that work is about closing achievement gaps. No question. Um, I think I'll just close with saying, you know, we're going to be communicating a lot with the school community as we open up. And you'll hear

053in my goals, I also have some time tonight to highlight some of those, which I won't go through all of them, but I think it's really important to name that, you know, our connection with the community at large matters great deal to us. I've met with a lot of people this summer um on some of the topics shared tonight, but on other things, too. And I think we're going to be really looking for ways to open up that communication so that the community um has dialogue with us on what they're hoping for and um valuing in the schools and you know what what we need to work on. Everyone has areas of growth. We don't deny those and are really ready to um do that with feedback and input. That's been the tenure of my

054whole term as superintendent. you know, us working in a vacuum um doesn't mean that we're hitting what we were trying to hit without that circular response. So, you'll hear more on that as I talk on my goals, but we're really excited for the kids to come back. Really excited to get back to our routines, welcome the staff back, and um tackle what's ahead us ahead of us for this next school year. >> Great. Thank you. Uh we will go on to the chair's update and Andrew I'll just start and then if you want to come in after and add anything additional that'd be great. >> So we're doing the hybrid thing today. Um so this morning I attended the chair's breakfast and that is a breakfast with it's not really a breakfast it is a

055zoom meeting um with all the chairs of every committee in conquered I think it's about 60 people on all of our committees. >> All on Zoom now. >> It's well it's on Zoom because there's no air conditioning in the townhouse. >> Oh right. Right. So that's being replaced right now. And the September meeting is hopefully moving to the townhouse. So there was um a presentation by the town clerk, Kari Tari, on governance. So there's a governor's workshop coming up. I think it's going to be October 18th. They're not sure of the time, maybe 10 to 12. And they're trying something totally different. Um they're are going to have a series of six, I think it's six workshops, and I will pass it along. It got sent to the chair, so I'll send it to all

056of you. Um, and they're going to be held throughout the year. They usually do one during the year that everyone's to go to. Each one is going to have a separate topic. There are going to be breakout sessions. So, there is a breakout session on public comment. There's a breakout session on meeting planning. So, all just to help chairs of committees and members of committees who are then going to become chairs to kind of learn about like what all the roles and responsibilities are. So that's coming up and there it looks like they're almost monthly from October to May and then it finishes up with preparation into town meeting. So, that's coming up there. And then over the summer, Andrew and I um we've had a couple meetings with people on the finance committee with

057the guidelines um chair chairs, I should say, the guidelines chair and supporting personnel, let's call it, I don't know. So, three or four members of the finance committee and we talked about guidelines. The finance committee every year sends us a letter with um asks of what to provide in preparation for the budget. So, we are moving up the timeline this year. So, the timeline's going to be um much tighter. So, really kudos to Bob and Lori for getting that together. It's a lot of data to get together that they'll be sending along and the town is being asked to do the same thing. Um we had a very productive meeting here at Ripley, which I think it's just the collaboration between committees is something that we're really working on to make it better for the

058community. And so, whether it's the select board, the finance committee, any other committees in town, we are really looking for the outreach. Um, I've had a lot of conversations with people. I had a lot in particular today regarding the amenities building and I think everyone saw that the vote has failed. So, we are definitely going to have a robust discussion at the end of the meeting about the vote. Um, so I hope that people will hang on and listen to things that are coming up. Um, and just as a reminder, we've been doing the campus completion committee. I don't know for >> the whole year. >> It's been about a year in the making. and um but it's been two years of really advocating and I'll say it again for ADA accessible bathrooms which is

059the law. So um we will continue to have that discussion about our next steps and I think that's all I had. Andrew, did you have anything else? >> Well, that was pretty comprehensive. Um Tracy, I think you'll see in our goals, um a big goal of ours is just communication and that goes across other committees in conquered which we've been working real hard at and you know based on the feedback tonight and over the summer um and just in general how we can do better um communicating with the um with the public and with people that are not only you know parents or kids in schools but also you know not in schools and want more information again as you heard tonight. So that's a big focus of ours and again open to constructive feedback

060on that always. But um you know we're going to try some new things this year for sure. >> Oh my last update I just remembered Alicia Malin our MASC rep will be joining us at our workshop. So our workshop is next Wednesday. Um it will be posted I think on Monday. It's a workshop is a little bit different than a business meeting. So it's a lot of she's going to send us a packet of her slides. We can take notes on them. She brings paper. If you want to do it on paper, she'll send us ahead of time. And it's really to go to go through protocols, um, protocols. Andrew, help me. What else are we doing with protocols? >> Protocols, minutes, procedures, >> guidelines, >> all of that. So, practices and protocols. I knew

061it would come to me. So, those two things. Um, >> so that is going to be on Wednesday and that will be in person at Ripley. Um, and I think that was it. >> Tracy, question. You said the the fincom uh you've been meeting with them. We have a compressed timeline. What is the usual timeline and what is what do we have this year? >> So last year I think the budget presentations are more like no >> it's rangember usually the in conquered they have a bylaw for a guideline to be set by Thanksgiving. So we're always working within that framework. They had hoped for a little more information in early September and we're really appre understanding when we explain that timing is hard as we're just getting back in the door. So we've been

062working towards a date in October to bring them initial information and then we were starting to sketch out the rest of the process. So it was a great discussion on sort of all the moving pieces both groups need to work through. Great. >> I I think I think more broadly though um having the 250th pushed town meeting back which gave everyone that you know touches money in the town a little bit more time to um react to guidelines and then come in with budgets that made sense um in time for a a delayed town meeting. Um I think the consensus was that was really popular and it's not going to happen this year. I think we're going to go back to the old town meeting schedule but at least it's on the table for future

063town meetings that we don't need to compress it as much. But um that was interesting to hear. >> Yep. And then I guess the last thing is just start of school. So school opens next week. Um if you haven't driven around our schools, they look great. The facilities department has really done a great job this year. The high school in particular looks really good. Uh sports teams are practicing. Preseason is happening. New teachers came today. The welcome to all teachers will be Monday. Our high school students, for those of you that are new um to the committee or even new to conquered from Carlile, high school students, ninth graders come the day before school starts and then the rest of the school comes from on a Wednesday on Wednesday. >> Wednesday, Thursday, >> Thursday, Thursday,

064>> Friday's off, Monday's off. So, two short weeks >> and middle school tours are happening. >> Yeah. Um just two things I wanted to mention that I neglected to. If you haven't been to Thorough, um, this committee heard the presentation in the spring of the $600,000 they raised. The playground is almost done. It went up really quickly over the last couple of weeks. It's worth a drive by to see how amazing it is. We've begun to start work on the field on the other side of the campus and really moving that along. So, just thanks to the fundraisers, community preservation has funded a lot of the other work and which is making a lot of great gains there. Um, and then just finally, um, MECO, I want to just name, and this will come up

065in my goals, but we're onboarding a new, well, we're in an interim CEO for Mechco HQ. Um, and we've all started to meet with her and collaborate with her. There's a search process going on for a leader to replace Millie. And, um, our back to school night for Mechco is Monday night in Boston. and I'll be there along with representatives and administrators and of course our three um amazing our two MECO directors and assistant director and uh we're really excited to welcome families back um in the city. >> Have you heard a location on that meeting yet? >> Croc center is my understanding. Yes. >> Okay. I was asking around today. I was >> Okay. We we'll clarify that. Michelle, thank you. >> Thanks. Great. All right. Okay. So, with that we will uh vote

066on our consent agenda. So, does anyone want to pull anything off the consent agenda? >> I don't think I need to pull anything off, but I sent a note about a couple of typos. >> Yes, typos. So, we're going to fix the typos in the minutes. And then, Michael, was it >> um is the the handout still part of the the student handout still part of the uh consent agenda? >> Yes. >> Um there are some issues there. I want to have that pulled up. >> Okay. So, we are going to take off the minutes of the July 22nd meeting. >> Um, we we will we'll discuss the addendum. >> Yes. So, we So, we have to pull the July 22nd minutes off and the student handbook off. >> I don't think it was July.

067>> It was both. >> July was both. >> July 22nd. Okay. Yeah. >> All right. Yep. >> So, with that, I'd entertain a motion to approve the consent agenda. >> So moved. >> Second. Any discussion? Okay. Roll call. >> Or I. >> Morano. I >> ranken I. >> Did we miss? >> Oh, did we miss Lynette? Sorry, I skipped you. Go ahead, Lynette. I skipped you. >> It's okay. First time in here. Keller, I still learning the alphabet. >> Waters. I >> All right. And with >> Williams. >> Okay, we'll get it. I >> Keller Morano Pashardi >> oh >> no I'm after Williams okay all right we got it sorry first meeting on Zoom um okay so the July 22nd meetings so I sent an addition that Michael uh proposes for the July 22nd

068meeting so with that I would entertain a motion to approve the minutes from the July 22nd meeting with the addition ition. >> So moved. >> Second. >> Thanks, Landep. Okay. Discussion. I'll turn it off over to Michael. I'll start with you. >> Uh the the only reason I had put the addendum, which unfortunately I don't have right up in front of me, was just to make it more consistent with what we saw, what we discussed, uh looking at alternative methods for us to communicate with our community. um a bit more to and fro um rather than solely by print uh looking at radio, podcast um and other methods including in person throughout the community so there could be a sense of two and fro which I think the community craves and uh that was part

069of our discussion I think just adds that and makes it complete. >> Okay, thank you. Anyone else? Any other comments? Um I would love to just Can we table this until the next meeting only because I I reread the minutes but I haven't had a chance to go back. I don't remember that and I'm not questioning you. I just don't remember it and I we got this yesterday and I just haven't had a chance to go back and watch the video. >> Sure. >> Um and I don't I don't doubt you. I also had um like just a couple of like wording. I I would love to just like make it like a little more concise because it was a big discussion about one thing versus um a broader conversation about because I 100% agree

070with you. Um I talk about communications a lot but I but I don't think that was the intent of this discussion if that's what if that that was in my memory and again I'd like to go back and watch it >> and watch it. Okay. >> So I would ask that we table the vote and just hold it until next meeting if that's okay. >> Okay. So >> do we have to vote on that? We actually I I'm going to ask Michael if he would withdraw his motion and we will pull this off and not vote on these minutes. We have a meeting next week where we actually can do that with Alicia which actually might be really helpful to walk us through how we make changes to minutes publicly. I think it's actually probably

071a good idea to do that. >> I'm fine with that if you're fine. >> Are you okay with that? >> Sure. >> Then I will amend and withdraw >> Yes. my motion to allow the entire committee to look at the um video and um then reconsider the amendment and vote on at a later date. >> Awesome. Thanks. >> Great. Thank you. Appreciate it. >> I'm just going to take a look around the room. We're all good with that. Okay. Andrew and Aisha, you good with that? >> Yep. >> Okay. Okay. All right. So on to the the handbook, the student handbook edition. So >> well the concern I have is u we were told at the uh June 10th meeting that non-s substantive changes would be made in the handbook to make it uh set

072for the 2526 year including aligning text to current policy correcting minor details updating names removing references to Sanborn updating the new middle school address. As I went through it, I found that the new school uh our middle school was addressed as Conquered Middle School and not as the Allen Garrison building at Conquer Middle School and mindful of everything that we went through in 2024. Not having that information just as part of the moniker for the school so that our students know it, our community knows it, it uh loses her significance for our community. Uh so I just request that we pull it so that we have an opportunity to look at and make certain at least the school is named properly appropriately and then that we also look at other official documents to make certain

073at least at one point that the school is named appropriately. Um that's pretty much it. >> Okay. So I'm going to turn it to Dr. Hunter first. Um just on the what we need to do with the handbook as school is opening this week. So you can >> sure there there's one change that maybe and maybe we can split things up so that we um can talk on the piece that's required and then talk on that discussion. Um there is an update to the handbook to reflect a recent Supreme Court decision that um allows for families to ask for waiverss on certain content if it's not aligned with their religious beliefs. So the phrase that is in red redish font um on page 13 that we added is the recommendation combined of the Massachusetts Superintendent

074Association and the Massachusetts Association of School Committees based on a quick turnaround in the um court decision happening earlier this summer. So I don't know if you'd be willing to approve that. So our handbooks are completely up to date as school opens. Um, handbooks are in your purview, so you could continue the other discussion beyond that, but it would be great if this could be approved. >> Secretary, which page was that? >> Page 13. >> 13. >> Yeah. >> Oh, but not page 16 on the document if that makes it's >> handbook page 13. >> Thank you for clarifying that >> because I couldn't find >> I have the page number at the bottom. I could catch the PDF trail there on the side. >> That's okay. >> Okay. So we definitely I mean we

075should be starting the school off with an approved handbook which we did approve with the changes in my recollection. I went back to the link from June and we had yellow highlights of what was going to be removed and so that was how I saw it. So the so the reference to pee and sandborn on that first page was removed and then I didn't find any other instances in the 2526 handbook and um anyone can chime in. I mean, I just did like a quick, you know, control F and it just looks like there's only one >> real place where it says Conquered Middle School. Could we just update that? >> Could we like >> I can give you the rationale for why we did it that way and it can obviously be up for

076discussion >> with the state and all the other formal organizations based on the way things played out. Um, legally it's conquered Middle School. We have a state ID number attached. All of our formal reporting happens under that. We clearly appreciate and understand the importance of the LM Garrison building at Conquered Middle School here in the community. We use it a lot and use it regularly, especially among the middle school students and families. And we can show you lots of examples of that and we make sure it's right in front of the kids. And Ellen Garrison's even in my goals this year to make sure we're really integrating her into the fabric of the middle school. But that was the reason why this is a legal document and I thought it made sense to align the

077names with the legal entities that we um have to report to. >> Okay. >> You up for discussion? >> Okay. So, what I would do is I'm going to entertain a motion to approve the 2025 2026 handbook that we received. So, so with no changes, >> including the red text on >> including the red text, the changed red text, >> I'm gonna start with that. >> We would need this for next week, right? >> Yes. >> Yeah. >> That's why I'm going to entertain a motion to approve the handbook as is and then we can have some discussion at that. But >> and is the red text um sorry, I'm trying to get back to it. Is it >> page 13? >> But is it that is part of our polic like wouldn't we have

078to update the policy? >> No. My recommendation right now from both organizations and the legal councils that work with them is to change handbooks for the moment >> and then adjust >> maybe they have not said we should rush to do that. They think we should do it here right now. >> I think it's a symptom of the fluidity that's happening in DC. People are trying to give us a way to >> anchor ourselves legally without >> Yeah. >> losing track of what we're doing. >> Okay. Okay. I make a motion to approve the 2025 2022 26 handbook as presented tonight. >> Okay. And do we have a second? >> I'll second it. >> Okay. Discussion. And now I'll open it up to the committee to discuss. Does anyone want to start? I'm actually still

079uncomfortable with that simply because u if we look at page one I believe when you identify conquered integrated preschool in parentheses behind it you have Ripley. So we can identify conquered middle school in parenthesis we can put on Garrison building at conquer middle school. Um I I think that is an important connection to be made for a community. Um and just as important as getting the the parental rights. Uh so I I would I would actually press for that. >> Okay. All right. And I'm going to go around the table and ask Andrew also. So >> I'm good. I'm good with that. I think um Oh, I'm sorry, Tracy. >> No, it's okay. It's always awkward. >> Okay. All right. Well, I started talking. Um maybe I'll just finish. It says um Ripley in parenthesis

080up and integrated preschool and then if you look in the central office it says the Ripley administration building. So perhaps uh it's Conquer Middle School phone number next line the Ellen Garrison building. Um something like that. >> Okay. So that's a little bit different. >> Oh no that's I think he was saying the same, right? >> But no parenthesis. Yeah, in parenthesis just like >> it's just if you look at the integrated preschool, it's parenthesis Ripley. If you go down to the bottom in the central office, it says the Ripley administration building. So, I'm good with either of those, whatever, you know, whatever we want to do. >> Okay, thank you. Oh, I see. Underneath >> the the the intent is again to identify the building as our community knows it >> and then gives

081you the opportunity to have the state ID recognized. But I think we if we're going to be um introducing this to our community and understanding of recognizing those previously unrecognized, we need to do that. Okay, Carrie, >> I'm I'm fine with that adjustment putting um I think I like it I like the um Michael's suggestion of putting it in parenthesis next to it. >> Um but that's >> Can I do it live so we can leave here with a >> voted live? We're just going to finish our discussion. Brian, >> um I mean it's the middle school. I have a little less skin in the game. I'm just more concerned that we've got >> an approved Tampa book. >> Yeah. I I think we're all concerned about that. >> That looks fine. >> Is that

082about right? >> Okay. Thank you. It's on the screen. All right. Tell me if you want to change. I was trying to give you a starting point. I'm going to keep going. Michael, >> maybe cumbersome, but just add the whole thing at conquered Middle School in parenthesis. >> I'd be happy with that. >> In the parenthesis at conquered Middle School. >> Yeah. >> Okay. That feels redundant to me, but >> or maybe just >> It's the name that's out in front of the school. So, just put the name that's out in front of the school. Yes. That's perfect. >> Okay, we can still have discussion on this, Carrie. >> I I'm it feels redundant, but I'm also fine with it. Okay. >> So, what are thoughts on, you know, making the hyperlink to just that

083second part of it? >> Yeah, that that I'm not going to do live, but I could change it. Sure. >> So, then it's it won't be redundant. >> It wouldn't be redundant if you made what hyperlink. >> I think he's saying if you just hyperlink if you say if you write the Ellen Garrison building at and then hyperlink conquered Middle School. Okay, I can change that when >> room full of people are watching. >> Okay, happy to do that. >> Um, Lynette, >> same with Brian just >> All right. All right. >> So, Sundep, you for the hyperlink at the end. >> So, I I guess what I would do is just put the Ellen Garrison building at in front of the hyperlink right now. So, I that's kind of what I was suggesting. >>

084Oh, move it over here. You would delete delete conquered middle school. >> But then are we losing the legal name requirement for the state? >> I think what she's what he's saying is you say that >> and then the hyperlink the only thing that's hyperl is conquered conquered middle school. >> Okay. That's what that if I'm if I'm hearing you correctly >> but again I don't know. >> So move the hyperlink here. >> Yes. >> Correct. >> Okay. >> I'm fine with that too. >> And I'm good with that. >> Two hyperlinks. I mean are we doing No, we're just doing one. We know what we're doing. We know what we're doing. Okay. >> Hyperlink, but it has the name of the school >> and satisfies the legal requirement. So, >> Okay. So, we've had

085some discussion here. Um, so I'd entertain a motion to amend this uh the motion that Brian stated with the changes that we made in the meeting. I'll amend my >> I'll amen to approve it as presented tonight with the uh updates we just made. >> Do we have a second? >> Seconded. >> Any further discussion? All right. Roll call. >> I. >> Keller. I. Morano. Iardi. >> I >> rank and I. >> Wat. I. >> Williams. I. >> Excellent. Nice work. Okay. Okay, the consent agenda is now approved. All right, correspondence. We've had some correspondence over the summer. We've had about 20ish pieces of correspondence. They've all been responded to except for um correspondence received today. I am not including that because I didn't have a chance to to respond to it. So, um we've

086all received your correspondence. Please keep it coming. We consider all correspondents public comment and we've had a variety of things in correspondence. All right. And with that, um, we will move on to our first discussion item, which is the anti-semitism action plan. And I will turn it over to Dr. Hunter. >> Okay. I'd like a moment just to screen share so we all have the same document in front of us. I'll just might as well reference this while everyone's in the room. Um, we have posted this as its own tab on the DEI B website. So, this is what I'm referencing and I'll speak to parts of this over the next few minutes. Um, and I just want to stress as we start, this is a starting place. Um, I've been here essentially, no no

087slight to the folks next to me, but pretty much by myself this summer. The administrators aren't here consistently, certainly not all of them at once. We've only been back together again since Monday. Um, we don't have staff available. We don't have children available. We don't have families easily available. So, we've had a lot of great discussions with the folks who are available and continue to have those discussions. And part of the plan is to continue to have those discussions, but this is a starting place. I've already had really good feedback um as I've had started up those interactions and I think there's more to flesh out here and just want to name that. Um, but I think we needed a starting place to open school and a framework to work within knowing we would eb

088and flow as we got going and um really solidified the plan now that there are going to be available folks for input. Um I want to stress that uh we think there's a number of ways we need to really um accentuate and highlight anti-semitism and com combating that um while we still do the other work that we're doing. Anti-racism is still very important to us. Um as is hate of any kind, as is harassment of any kind. The other thing you'll hear in my goals is um we need a similar kind of plan for the LGBTQ community. So I just feel a need to say that before I get into this that we aren't letting go of others to accomplish this. We're going to to do it all. It's that important and we are prioritizing

089it. So again these are highlights and for us to discuss knowing there will be updates and um structures embedded within it. Um so for staff professional development we are committing and already organizing uh all staff training to happen early in the school year. I know the school committee is interested in participating. So once we've secured a vendor which we're actively working on um we will be in touch with you about that. I think that baseline um to set the stage for uh what we're all trying to accomplish here is just really really important. Um, we are also working on, and this is an ongoing process, but we're, I think, highlighting it a little differently. We have, especially at the elementary schools, part of our goals there that you heard in the spring are our behavior

090management and expectation tools. And we're going to be very clear to highlight um all kinds of hate, but naming anti-semitism. To me, that's a piece that we have not been doing. And I think that's a theme you're going to hear throughout the things that we've started to talk about is being that specific and making sure we've defined and we're not adopting any one definition at this point. And I know there's been some questions about that, but it's it's about making sure we all know what we're um talking about in a common language. student learning. Uh we will be embedding that work not only in the behavior management tools that we're doing staff professional development on but also on our social emotional learning curriculum. We are bringing back open circle which has robust lessons on um

091hurtful language and harmful language. So, and at the K5 level, we'll obviously be doing this developmentally appropriately, but we need to be very explicit with children about um those in the um any religion, but we're going to highlight um hurtful comments that are associated with the Jewish community for sure. The playbook initiative, which is our ongoing antibbias prevention program and by upstander program at the middle school, which happens three times a year. We've done religion in the past, but not anti-semitism specifically. Um, I believe we've done some Muslim scenarios. I we're going to shift that this fall and start with an anti-semitic instance that the students are presented with. And the discussion they have is the goal is always prevention, but the playbook initiative is about intervening and having kids intervene with each other if

092something starts to go wrong. and we're going to name that and have them talk through a scenario um schoolwide grade nine. Um for many years we've had antibbias training there. We are reinstating that. We had a year's lapse last year and we will certainly be including anti-semitism within that grade nine discussion of bias and discrimination. Finally, in student learning, and Shel's taking point on this, it's a it's a small it looks like a small um bullet for a very large task is to review our entire K12 curriculum for um Holocaust instruction and everything connected to this that played out in the history courses and social studies environments. Um we have, I think, strong foundations there. We want to document that and then review where we need to fill the work in. in terms of culture

093and this I think I want to stress you know I we work off of data we find that that's a really important foundation for us what we don't have is baseline culture data on any religious groups um and certainly not on the Jewish community's feelings of inclusion um some of the questions we ask you about have you experienced issues of um discrimination or harassment all those kinds of things about how do you feel about being in our schools? Um, and we need to establish that baseline. So, we're going to be working through our panorama surveys that we give twice a year. We have other disagregators in terms of race and gender and um gender identity and a number of other ones, but not religion. And was really interesting as I did work on this this

094summer, no one seems to ask that to the point where I actually called the attorney said I can ask that, right? and she said optional, which is true for all the subgroups. As long as people don't have to answer it, you're absolutely able to. So, we're going to be adding that for our first implementation in October. I feel like that's going to put the baseline in and that's how we're going to measure progress. That's how we've measured progress in other areas of this kind of work. And I know accountability is really important. I want to be held accountable. Um, and that's going to be a data point to assist in that process. The other thing that's really important is we are a formative district. So if the data is showing we're not making progress, we're

095not going to stay on the same path without making adjustments. So the baseline data will be in October and we will be able to build off of that which I think is going to be an important first step. I mentioned student voice. Um we have already talked met with um three students at the high school last week who are interested in being uh initial leaders of the Jewish student union. We're really excited for what that opportunity will be as a starting point for student voice. Um, I've heard so much over the last month, um, kids don't disclose that they're Jewish and just how do we make that a welcoming, um, part of who they are and something they are proud of and want to share. And I think um, the student union's a a start

096to that. Um, we'll also be looking at Jewish Heritage Month and other ways to celebrate Jewish culture and contributions. Um, relative to fiscal resources because it seemed important to include that, especially with some grant work that we've done. And actually, we got notified yesterday, we applied for a hate prevention grant from DESIE. And yesterday, again, thanks to Shelley's magical grant writing um, and a very quick deadline, um, we were awarded yesterday preliminary $35,000 at each district to fund the work that we're proposing. So that is going to be a really valuable resource. It takes a lot of the pressure off of how do we reallocate funds or things like that. Um so >> and that's in addition to the other grant that was submitted. >> Yeah, I was going to mention that in a minute.

097We also collaborated with um some of the groups that are in town uh anti-semitic groups and I don't have the details in front of me but we um were able to put in a letter of support for a grant to fund student um focused activities in the schools. So we're um excited about that and I think the DI commission supported it was a really nice joint effort. So we'll be waiting to hear on that as well. Um, and community. And I want to stress we know we need to continue and engage with the community. I will early in the year be offering focus groups to parents. Um, we've had one or two small ones, but I want to be sure everyone feels included to that. I think there's a need to do that with a

098number of groups, but we'll certainly be starting with um those of Jewish background that want to engage and making sure we've done that. Um, I I think we're debating some community sessions and conversations, too. I know this forum is so frustrating because people come and want to really engage in the conversation and we sit here and they sit there and they talk make public comment. We don't respond and just what other avenues do we have where we really talk with each other seems important to figure out. Um ongoing collaboration with the town leaders and committees. I think that's been a positive of this summer is the select board and DI commission and um really trying to partner with them. And then I will be creating a district anti-semitism coal coalition of varied stakeholders within the

099school system and community members. Um I would want them to meet three times a year and that really is meant to be another vehicle of accountability and communication that we set the stage for the year and what the plan is looking like. meet mid year and talk on where we are, how it's gone, any adjustments that we're making, and by the spring reflect on progress. Hopefully, we have some metrics to show where we're growing and reassess what else needs to be done for coming years. So, that's the big picture. >> Would you u be bringing when you when you uh enumerate other stakeholders, you be bringing other faith leaders in our community besides? >> Yeah, I would say absolutely we'd want some faith leaders involved. Um, I've met multiple times with the two rabbis local

100that service our community. I think we'd want at least one of them there and I don't have the whole composition fleshed out yet. I'll bring that to all of you in the coming weeks. Um but absolutely >> I'd suggest that relying on the Jewish community >> um certainly gives their input but we have the wider community and all each pullpit >> or or or temple or or or mosque needs to be spreading this so that we can make the community better as well. >> Yeah. So I'll be bringing you the proposed composition for your feedback um probably in September. So that's our starting point. I I know there's more to do than this most likely. I also acknowledge that um we need more input on this and those will be the early steps as school

101opens. Um I guess my final comment and we've talked about this in some other settings. The bias reporting system that we have in isn't on the list because it's in place. However, we are really putting a focus on making sure we've communicated that opportunity to students and families as we return next week. um that we remind kids where they can find it, make sure parents have information about how to access it and then really talk through what happens when we receive it. Um it is anonymous so that they're it's a choice to be anonymous. You don't have to be um to ensure those worries of fear and um you know retaliation which we don't tolerate but people worry. I completely understand that we really have refreshed that tool and used it as one of many

102ways people can communicate to us. So that'll be um probably the first step we take which is next week as the kids return. So that's that's where we are. >> Okay. And with that um some discussion. Yeah. Go ahead. >> Sundep. >> So so this is a great starting point. >> Microphone. Yes. >> It's a great starting point. Uh so thank you for putting this together. Um you mentioned uh review of the curriculum, right? Um would we I I guess be privy to the output of that? Okay. >> Oh, most definitely. Shel's gotten started. Do you want to talk a little on what you started over the summer? >> Sorry. >> Um yeah, where it's just starting, of course, it's very preliminary because all of our educators are just coming back. So I asked um

103particularly at the secondary level from grades 6 through 12 to share about whether from the humanities perspective you know social studies or English where are we teaching about the Holocaust anything about Jewish identity and when we talk about talk about world cultures and religion. So um the social studies chairs in particular as well as the English chairs shared their documents and resources. Um so we are going to work closely with them like this is a a process for those educators to share and provide their input and their feedback while also looking at the standards and some of the the work that DESIE provides us in terms of expectations um particularly around genocide education as well. Um that is a mandate um from a few years back that's been updated. So making sure we are really

104thinking about that. Um and along with that professional development for example, we are talking with facing history and ourselves and some other organizations so that we are really thinking about expertise um and using that lens to make sure that we are really thinking of it from um a cultural competency perspective, you know, a humane perspective and recognizing how politically challenging this is. how hard this is, how tough this is, but again, really embracing um the values that we believe in in terms of belonging. So, um there's a lot, it will be a long process. This is ongoing iterative work. It does not end. It's not a oneandone. We've been talking about curriculum reviews and just that that K12 cycle for all of our domains and really um making sure that as new information comes, history

105is living history. uh therefore we always have to think about what has changed, what needs updates, what needs a new lens. So that's our opportunity to look at that and again using some external experts as well just to support us in that >> and just you know making sure we do it right. Um, in some of the work we've done in the past in terms of black history and in different contexts of how that was being instructed, while we took it so seriously to make sure the information was getting students, we inadvertently made some kids uncomfortable because we didn't take the time to talk with teachers on delivery and how do you do this in the way that kids feel supported and, you know, welcomed in that engagement and not sort of spotlighted or um,

106you know, shown. phone upon. So, I think, you know, making sure we do it so that it's the benefit we want and not any um inadvertent harm is just so important, too. >> I have a follow up on that question that or that point you just made. I think obviously we're doing this for our community, but also for the kids in our schools. Um that's the focus of who we that's why we are here or at this table um in large part. So, I'm curious. They've not been in the building. We've not been able to talk to them. You know, I'm curious how you're thinking about um kind of re-engaging with the kids around I mean, they're aware, especially the older kids, of um some of the feelings over the summer. >> I'm just curious

107about that. And then, how do you segue that into action, positive action into the fall? >> Yeah. um we've delivered very strong messages as we open school every year of the culture and community we are expecting. So I think that's the first place and I think we are going to be more explicit about what we tolerate and what we don't. You know we have opening day assemblies at middle and high school day one. First thing the high school kids do is go to an assembly. Um and while it's feel good and welcome, it also lays out a lot of the expectations and it's going to have to be in that conversation. And I'm still working on we're talking with principles at exactly what that will look like. But we we need to be very clear

108about the environment we expect for all kids. And coming off of this, we will name very specifically that we don't tolerate anti-semitic acts. >> Um and remind them that we never have and we're not going to. So >> that's the first stage. There's a lot more to talk about obviously. >> Can you promote Aisha? Sorry. We did. >> She got kicked out. >> Oh, sure. >> Accidentally. >> While you do that, I just wanted to ask a question. How are we going to show that we do not tolerate an anti-semitism or a hate of any kind? Like how are we going to show that zero tolerance like to >> in action? >> Yeah. In action like what is that going to look like? >> Can I can I follow on on Michelle's point? We and

109this is where I also want to see that we are doing something effective, something thoughtful and something that brings change because you we've had the playbook. We've had a lot of these institutions yet with the allegations and the things that we know hearing from our Medco families and hearing in the community uh we want to know where the upstanders were when these things happened. So we want to know also likewise when we look at the reporting system has there been a change when we look back at what was reported last year that uh 85 to 90% of teachers and parents understand that the reporting system exists but barely twothirds of the students know how to use it and what happens when it's used and that that's was that was reported in the bridge last August.

110I want to know if there's been a change in that so that we can look at the data we have and rely on the data and use that to fashion how we move forward. So I >> I mean I think that's the intent we have this fall and coming back is making sure that they do know and are reminded of it and that I think the other side of that it's not just an assembly at the beginning of the year. It's ongoing references to it. And I think that's where the teaching staff is going to become really important. It can't just be administrators in front of an assembly of students. It needs to be a an, you know, integrated into our daily lives at the schools that this is a tool. Um, and that, you

111know, you could use that or you could report it there. Did you report it there? Um, and just how we talk about it on a ongoing basis. The oneoff isn't working. We totally see that. and importantly that when a report is given and when it's investigated that the student body, the parents in the community understand that there's a consequence and I don't think that that's been felt or perceived um because you know what what we're looking at again by the numbers that are reported as a geometric increase in events that have happened from 2022 to date. So it clearly tells us that we have a system but the system isn't producing the result that we want. So we need to look back at it closely and look at it thoughtfully and then tweak it to

112get what we want out of it. >> Yeah, that's totally I've agreed and we do consequence I'm just going to keep saying it everywhere I am. We consequence kids. If you are hateful in school, you will be consequenced significantly. um almost always it's a suspension of some kind and we call parents the minute it happens and work through that with them and the discipline is not debatable. It's a must. It's a given. So I will say that in every single forum in front of students, parents and everywhere to partner with the reporting system and that you will not be sending it to a vacuum. Um we have a biased reporting protocol and workflow that's posted in all the classrooms that is essentially our checklist of what we go through. The police are in that you

113know it's very extensive and um that is where we go to when things are reported to us. Um the discipline part then becomes part of the administrator's next steps and um working with families and explaining what's going to happen next. We are certainly always then conscious the and and this is something I'm you know I was going to say we're still going to do it because it is what we need to do but there's also a partnered piece there. The data shows punitive doesn't solve it. So how do we make a learning experience in there while we're severely messaging kids? And what we've been trying to work on is can we marry suspensions with some training or some experiences they need to have while they're home so we don't miss that valuable opportunity and really

114see if we can help help un help them understand why what they're doing is so so harmful and unacceptable. >> One of one of the >> Can I just get in? Sorry. Aisha's hands been up for a while so I want to hear what she has to say. Aisha have up. Go ahead. Hi. Um, so I just want to say, um, first and foremost, I st we know we fully support the Jewish community and, um, we understand that, um, we, the MECO, um, community definitely understands what they're going through because we've gone through it for years. Um, as a parent and as a former MECO student from Conquered, um, it bothers me that we're not that that we're we're prioritizing hate. Hate speech and hate acts are hateful and should be addressed the same way.

115Um there's medical students that feel like they're not being valued um because this is we've never had this kind of response to um the hateful and the racist um acts to the MECO students. So um I just want to make sure that um the MECO kids know that they are valued um and the um and that we don't um we don't make the mistake of prioritizing one hateful act over another. Um, hate is hate and I feel like we they should be addressed accordingly. I don't think that we're going to go with that judging by what I just heard. Um, but we we definitely don't need to make, you know, one group feel like they're not valued and, you know, another group is more important. Um, I think that's a mistake on on the district's

116level and um, I hope that we rectify that and um, do it in the right way. >> Thanks, Aisha. It's really important to keep in mind that it's hate is hate and there's no place for it in our schools. Um Carrie, go ahead. >> No, I was um I I was just my like you answered the first part of my question and I I don't think I articulated the second part, so let me try again. um because I think one of the things you've talked about um in other circumstances is just the power of student um studentto student engagement and I think that um so I'm just curious how you and I'm sure you don't have an answer yet because they're not around to input on it but how are you thinking about having that

117kind of studentto student engagement because I feel like that's that is going to be the most important um you know trigger or to help our the culture you you know, there the students are the the >> Yeah. Um I have one example. Yeah. >> Without anybody having been here, um we have a panel at the high school every year where different students and staff of various backgrounds um will share their personal stories of being in the high school as a gay teacher, as a MECO student, as and the list is there. What's never been on the list is a Jewish student. We're going to add that and have that be a place where some I tell you our kids are really amazing. Some brave Jewish student I think there's already a couple queued up um

118will share what that has felt like for them >> in front of all of their peers. the auditorium's full of kids when we do this and they um we've seen that really touch kids in another way and right in the middle of the big assembly some they'll raise their hands and be like I know what that feels like and we start to see connections made and try to change thinking so there's one example I know there will be many more um but that's a first start >> and I do think we have an opportunity we have school equity reps that will come to our meeting once school starts student senate at the high school is available Um, you also have at the middle school there are student groups at the middle school. So I I

119think once we get our kids back in that's going to really help guide that. Um, looks like can I just grab Andrew too because I know it's frustrating when you're online and >> Andrew go. >> I can wait. I can wait if someone else wants to talk. >> Okay. All right. So on go ahead. >> All right. So Glory mentioned uh I guess a couple of points ago about the consequences that might hand up as a public school district. Are there options off the table for you? >> Yeah. All of this the discipline is very is highly legislated and regulated. Um we have to work within the law. Expulsion no longer exists and I guess that's worth saying. We're allowed up to 90day suspensions. Um removing a child from school essentially requires them to be

120felony charged. So short of that, we have to work within the suspension parameters. Um and those children, and I say this affectionately, those perpetrators are our kids too. and we need to, you know, provide them their rights and the u supports that they need. And without saying more than I should, many times the perpetrators have complicated profiles that require us to look at why what just happened happened and see what else we need to be doing to support a child to prevent that circumstance because they copycatted something they saw somewhere without totally knowing what they were doing. They might know it was wrong, but they didn't really understand the impact. So, we have to go through all those iterations, but expulsion doesn't exist anymore in Massachusetts. Um, it really is about long suspension lengths and

121um what we can do within the event that happened and is a reasonable reasonable matters, reasonable response to that outcome. And I I think we push the limits of that sometimes um because we want to be sure we're sending such clear messages. And I think that's partly why I'm wanting this partnership of not just the time out of school, but the learning environment that hopefully can build a I want I don't want to say restorative. We've tried some restorative events and hate influentia. Both families are in too painful of a place. It it has not worked. um for restorative to work both sides have to be ready to reconcile is not the right word but to bridge that and um that we found the pain of the event is too deep at least for quite

122a while. So um we're trying to mediate how to do a restorative mindset with more traditional discipline. >> Great. Okay, Andrew. >> Yeah, I I think this is a really good uh start and you know recognizing it's not a silver bullet, right? if this fixed everything then this should be distributed nationally and you know there'd be no more problems that's obviously not the case um couple observation and one other comment to piggyback sun I think as Tracy and I were going around this summer we also heard from um about a family whose um child was falsely accused of a hate act and that just it's worth saying it's it's it's very complicated right like no one wants to be falsely accused it's it's really hard to deal with that and so there is that side

123of um punishment as well which is um very very difficult. Um I had three comments on the draft. Um Lori, it's one is um I think you you started this but it seems like some of the line items on it are very specific to anti-semitism and other others are a little bit more generalized and can be applied to other marginal groups. So, I'm wondering if we want to expand this in a way um to cover the other, you know, other groups that we've heard about over the last couple years and that you referenced in the beginning um and come up with like, you know, a more broad-based plan. I I know this is very specific to anti-semitism, but again, I think we can expand it a little bit um and a lot of the programming

124is already in place, but that way we get a better um handle on what we're doing comprehensively up and down. Um my other point is if there's a way to include parents um a little bit more um I saw that in in a couple bullets it's good I said this at our last meeting you know students are only in schools for 13 to 14% of their time that means they're outside of schools and I know as a parent you know my wife and I sit down with the kids and we try to go over hate with them and my kids are really little so it's it's very hard and I don't have the tools to do it and so if there's anything that you find that we share with parents um that they can, you

125know, use and it's researchbased um tools that they can help with at home. I know not every parent's going to do this, but you know, it would be very helpful to us and I know others that would benefit from it. So, if there's a way we can extend um outside the four walls of the schools and and into homes, that would be really helpful. That's a great And then lastly, and I'm sorry I can't read the room, so if you guys um just one more quick point and then I'll stop talking, but um I student voice at school committee meetings has been very helpful and just listening to students this summer at the select board meeting and our our meeting and through correspondence. Um you know, there's there's, you know, what actually happens in schools,

126there's what people that don't have kids in the schools think is happening in schools and then there's the student perspective and the student perspective is very important. So as we form these student, you know, coalitions within the schools on anti-semitism and some other groups as well, be really helpful for them to come in and report on what what's actually happening from their perspective. And that just gives us another data point. >> Great. Thank you. >> Good idea. Um and I think that you know the parent education piece I think is so important and one thing that we've seen I mean we've seen it for the past five years. I mean since co parents are not in the schools as much. the parent ed piece has kind of gone away. Center for parents and teachers, you

127know, that that yeah, we're trying, but it's hard to reach folks sometimes to get creative. >> And I think too, um, sometimes, um, you know, we get the parents that don't need to be at the meetings, but I want the parents that need to be at the meetings to come to those meetings. Um, you know, I as a school committee, we did a mental health forum, and I think that there were maybe 10 parents there with the entire K to2 mental health staff. And of the 10 parents, I think three of them are school committee members. >> Five might have been school committee members. So, it was it's really challenging. So, you know, just finding ways to reach parents because parents do have responsibility in this um because as Andrew mentioned, I mean that data

128point of how often kids are in school is really important and the schools are are managing social media which happens outside of school sometimes and there's discipline around that and it's things that kids are putting on their Instagrams that they're not even doing during the school day, you So it's I do think that we have to get parents engaged in this work. >> Social media is our biggest challenge for sure. >> Um I'm glad to see that so much of this is based collecting baseline data. When do we think we'll start to see some of that? >> I mean panorama is October. When would we start to talk about it here? >> Very soon afterwards. >> Okay. >> Yeah. >> Because I think that baseline data is very important. Go forward. >> Agreed. Yeah. >>

129And maybe we do it again. Do we do it in May, April? >> We're We've been having this discussion. We did it in June last year, which is not the time to do it because people are really distracted. Um I think we might aim for April knowing if we float into May, it would be better than what we did last spring. So, I think we're aiming for October and late April, like after the vacation. And even I don't know if this is appropriate or not as a question, but to Michael's point about if parents know about the not parents, students know about the reporting system, if there's a way to survey them through that. If you're already doing the survey anyway, maybe that's a way that we can get more data on that question and

130hopefully see an improvement from the 66%. >> We can customize a question about that. Yep. >> Yeah. >> Yep. >> Okay, >> good. >> All right. Anyone else? >> Just to add, we always need support. We try to message out the on the survey as much as we can. And you know, there's there's survey fatigue, too, in a lot of this. So, just be mindful. Sometimes we get smaller >> pools of families wanting to share. We definitely do it in class with students. >> Um, is it students 6 to 12 and then families K to K to >> 3 to 12 for students >> and then families of everybody? >> Students do it third grade and up. Oh, okay. Okay. I missed that. Um what percentage of parents have responded in the past? Will you

131have those in the baselines? >> Yeah, we have some of that. It we were probably fall 2024 it was about say 30 to 35% across each building. >> Too bad. Uh but then the spring because it was a late it was June and because some of you know >> some of the challenges we experienced over the spring that we um did not do the survey at the high school. It was just too much going on. Um we wanted to respect families and um but yeah it was probably under 20% >> if not I would I'd have to look again maybe about 15%. So we we are trying our best to push that out and I think the more we share the more we >> yeah I also want to be a little more targeted about

132how we encourage you know can my can we work with the mechco leaison here to really encourage participation from the mechco community can we work with the parent leaders of the anti-semitic group to really encourage that can we work with CPAC to really encourage special education and maybe come at it from some of the um organizations that are within our >> even the parents association the PTGS I do think that you'll get these emails and they kind of get get lost. And if you have students at multiple schools, you're like, wait, am I filling it out for my elementary school student, my high school student, and do I have to do it three times? >> I might have been that parent at one point. >> I was that parent less. >> Yes. And it's it's

133challenging. >> It seems to be a strong argument for improving our mechanism of communications. Um I know the model that select board demonstrated at all the leazison to the v variety of different committees uh in response to followup after the I believe the the first meeting on the after the uh complaint was was unveiled the slug board members went out to their committees and talked up what they felt needed to be done. So our leazison should go out to our committees and talk about what needs to be done >> to improve and then look at better ways of getting out to our our parent group. Question I had had for you Shelley is that in terms of this 30% response, how does that how does that compare to what you'd expect from a from a

134survey that you were sending out? Is that a robust or a weak response? >> I would say 30% is actually fairly strong. I mean I do think they do get married as far as for families as a parent myself I don't do what you know like with those numerous tasks and again having multiple children does make it challenging we have to have a window in order to close it out so 30% I think is a really positive one I do think it is about some of those groups we're talking about uh to ensure that there is representation across our like sample sizes are strong across every building and across every family group um to have a diverse set of responses. We would have loved to have seen then the number of fall continue so that

135we have some comparison from fall to spring. I think that's a you know if we don't have the same numbers it's a little bit harder to really track the progress as much as we'd like to. >> That's why June is not the time. >> Yeah. to do. >> I I have to think, you know, 30% is more than statistically significant, but in doing this in a lot of my old jobs, um it's the um write in comments that are often the most valuable and that's kind of what you want to >> highlight. So, I don't I don't know if we do those either or it's just multiple choice or what, but >> opportunities there. We have we put that in. I will say this community, you know, in COVID, we did a lot of surveying

136and I suppose people weren't not as distracted, but um we were getting off the chart percentages. I wish it was that strong in a normal world. I I understand why it's not. Um statistically, usually they tell you 20%, which feels low to me. Um so we're we're okay at the 30, but we'd love to be more like 40ish, maybe even 50. >> It's a goal. >> Yeah. >> And this it's just one data point, right? And then you know you have all these other mechanisms as well. >> That's true. Great. Okay. So in the interest of time I'm going to close this up and move on to story of the schools. And I will um turn it over to Carrie Ranken who chairs that working group. >> Yeah. So I will give this update. Um

137I also just want to share that I have to leave at 8 this evening uh for personal reasons. So, I um will be transferring the um Andrew transferred chair to me. I will be transferring it to Tracy for the remainder of the evening. Um but just a quick story of schools update. Um we um I just want to thank everybody for their um engagement, thoughts, feedback. Um and uh I've collected all of it. Um I've gotten feedback from Lori and the administration. Um and we're working on an updated draft. Um I think the hope is that the working group um can meet next week and then um fingers crossed have like an a very close to final version to share with the committee at our September 10th meeting. Um and again the idea is I

138mean this is completing a goal that we set for the committee of the 2425 year. So this was set last August. So, we are um just trying to finish that uh complete that goal and um use this as an opportunity to communicate with the with the um community. I I I personally just want to say that I'm uncomfortable with this like brochure not notion and sentiment. I find that um not everything has to be critical. we are allowed to celebrate the great things that are happening in our school district and honestly we ought to be doing that because there's so much that's happening in our school district that we should be super proud of and celebrating and we find we spend a lot of time talking about the things that aren't going well and that's

139our job like that's exactly what we should be doing. We should be talking about how can we be better, how can we grow and improve and be better but that that cannot come at the expense of not talking about the great things that are happening. So that's just my own personal statement. Well, and I and I have to say too that this committee didn't just start two months ago. The story of the schools came out of a goal from last August, and we have been working on it all year. So, this is not just a two-month situation, just as the amenities building is in a two-month situation. So, I think that um we just have to be cognizant of that. And it is okay to tell the story of the schools. And this week, we

140actually um got another ranking. I I love to talk about rankings and I maybe we had it, maybe we don't. But US News and World Report we are the number one I'll actually let Dr. >> give me the teaser. >> Give us a little story here. >> Yeah. Um US News and World Report had notified us that we are again the number one STEM school in the state. Um 16th in the country. >> Um the other other 15 are from other places. um that just reflects the really rigor and quality of what's going on there. Um overall, and this is still an ongoing discussion you're here at my goals, the the rating overall is in the 30s and that's because of our AP lack of AP offerings in the humanities. Um it the formula just

141doesn't work to our works completely to our disadvantage. Um I'm going to talk about the AP discussion and why we want to start offering that. It's not about the rankings, it's for children and opportunity. Um, so we pretty much held steady, which I was a little afraid last year we were number one in the state in STEM. Like you can only fall, right? So the fact that we held it feels really great. Um, and then the one we always watch for is Boston Magazine and see where we are there. They have different com comparative factors and um, we're interested to see we had some data challenges with them having accurate data to work with. So we're curious if they've worked on that. And we aren't the only district that's had data challenges with them. And

142they will reprint and they will re um >> rank for lack of a better term. I mean, I was pulling up the 24 and the 23 and I see notes on it with different schools that had challenged it. So, what they typically do if they don't have the new data point, they go to the prior year's data point and they use that information. So, my best example is in 2020 when they reported MCCAST scores. No one in Massachusetts took the MCCAST in 2020. So they reported the 2019 scores. So we take rankings with a grain of salt. But my thing about rankings is I want to make sure that our teachers and our students are getting the credit they deserve because when you are number one in the state, we should be proud of that.

143Um, you know, I'm kind of happy in Boston magazine if we're between one and 10 because all of those schools, they they change from year to year. One becomes two becomes three becomes 10. Then the next year we're two again, you know. So they can be all over the place. Um, last year they allowed us to provide our data. >> They did not ask us for that. So that should be coming out next week. It typically comes out at the end of August. So not that we really care about rankings. Boston magazine US News and World Report is out. Boston magazine will be out. So I'll be looking for that and um, you know, just looking at the data and I have a spreadsheet for the past, I don't know, 12 years worth of data.

144So I'll just update it again because I think it's just important to just see it all in one place and I can share that with you when that comes up. >> Well, we do acknowledge it on the theme of communication. It is a really important communication tool and yet it tells a story in one way. So just trying to navigate all of that when you're number one it's great story >> great story >> but trying to navigate some of the other nuances are challenging. But I mean going back to story of the schools I think I've shared this previously but in the Carile town meeting before we approve the budget the question was we're not hearing what's going on at the school short of what we're seeing in >> the papers and so you know

145that's why I do think this is so important one it's one step and I think that is the point to your your like minutes update is like it is this is one thing this is and to Andrew's line earlier this is not a silver bullet it's one step >> a necessary it's a necessary thing that once If we have the template, right? It's something that we build on each year. Correct. But >> and I think it would leave us like it would leave the committee. >> Yeah. I think it becomes operational once you >> Yeah, it would be it would become functional once we set the model. But with that in place, there's still a role for us to go out and beat the bushes and be present, whether it's one or 15 or or

146or or 200 >> just to speak the gospel, hear the news, and then bring it back so we can all chew over it and make things better next time. So, >> we need to do both. We need to do both. >> And I do think the common theme this year, it's got to be communication. I mean, it's collab I actually like collaboration and communication. So, maybe we'll, you know, hang it up in the room somewhere to remind us that that is really what where we are right now in this moment. Um, I think it's critical. I think it's critical for the town um in the community. So, that is you're going to see that in our goals and I think you'll see it. >> I mean, if I may be so bold, it's what we're

147asking of the children. So, let's model it. Let's show them what humanizing it all looks like and um you know work together on some really challenging topics and celebrate the successes. >> Right. Right. And I think you know I am a former educator and my favorite graduate school course was consultation collaboration. I do like to talk and so that I think I did really well in that class. But um I think it's it's critical though. I mean that's what we're asking of our educators and I think we should be doing the same thing. Kids should be doing it. parents, we all need to work together in it. So, thank you for your update and I know you need to leave. >> Sorry. >> It's totally fine. Apologies. >> Carrie's gonna go. She wishes she were

148saying she's going to go. >> Um, and I'm going to switch gears into the amenities building discussion. Okay. Last night, um, it is really unfortunate that at the polls, um, oh, carry your phone. Don't forget that. >> Thank you. Um, at the polls, um, the question two that was on the ballot was voted down. I have asked, um, a lot of questions of the town clerk. I've, um, asked for some information from the town clerk, from the town around the voter information packet. We've all read the story in the bridge. We've we've lived the story in the bridge. Um, so it's the voter information packet. It's the corrected voter information packet. There was the issue of the con statement that I was not happy with the language used of bullying in the first sentence. Um

149I I've been very open about my distaste for that word especially when we're talking about schools. Um so by the numbers I asked uh these questions today. So uh there were 1100 and I my vision is not great at night. I think it's 96 votes that were cast via mail. So that's the first point. So if you got your your ballot in the mail, you had the original voter packet. So then I asked how many were cast via mail prior to the correctedformational mailing and that's 722 votes. The article failed by 386 votes. Uh there were 20 it's either 202 or 292 votes. 202 votes were cast at the town clerk's office. One voter changed their vote. They were given the option to change their vote if they weren't happy with their vote. Um and

150all precincts did have the voter information at the ballot box. And I'm concerned. Um so today I spent a lot of today uh talking with people as I do. Um I talked to the chair of the select board. I spoke with our council. Um, I'm not sure where we go from here. Uh, there is definitely an issue. Um, there was misinformation given when it was found out. I believe that a resident in town notified maybe somebody on the finance committee because I I have some emails and they brought it to the attention of the town clerk and the voter said, "My husband did a calculation and if the tax amount was $271 times 6,500 households, it would be a $17 million ask." So some people had that information and used that information. And even if

151even if one person did that, there was misinformation given um and there was an error. So I'm trying to chase down how the error was made, what we can do about it. Um my first ask of this committee and what would be my recommendation is to start with a letter to the select board with our questions. I did not draft anything today. Um, and that is on advice of council also like I think we can start with the letter because there are things that we need answered and I would take everybody's feedback with what you would like answered. Draft a letter and then we have a meeting on Wednesday and then approve that letter and send that letter. So I think that would be my preference for step one. Step two, there are options. Um,

152I don't know if there will be another election or we can ask for that or if the select board is going to talk about it on Monday night. So, that's definitely on the table. Select board will discuss it on Monday night and I think that we're all in agreement that um there was an error. I CPC is right around the corner. I reached out to the CBC chair, but um >> there was an error. I don't think there there's an argument there was an error in the wording of the con statement. What? >> Oh, the error was in the tax implication >> and yeah, in the cont and and in the tax implication. >> There are some process questions here about um just just the the corrected information going out and what voters had when

153they were voting. So, I will say again, this is an ADA accessible restroom. It's not an amenities building. I I I think we should actually stop using that language, even though that is the technical term, but it is the law. And so, plain and simple, it is the law. So, um I do think it's our duty to advocate for that. And I'd love to hear everybody else's feedback on the letter because I think that's that is kind of step one, which is where we're at. So maybe if I just put it out to all of you. Brian, you chaired the campus completion subcommittee. So I guess I'll ask for you to start. >> Okay. I mean, so >> microphone. >> Yeah. I was glad I didn't see the results uh before going to bed last

154night because I was uh woke up and saw your text. I did >> saw your email and I was just very disheartened especially we spent this entire summer talking about equity and and inclusion and this is another form of equity and inclusion. Um I think we should definitely start with the letter but my concern is quite frankly the Carile side and I >> have had conversations with the chair of our CPC. >> Okay. August 31st was >> the deadline >> put in the agreement. >> Um Carlile will have a town meeting November 1st, 2nd, whatever the Sunday after Halloween is. So, you know, we maybe can, you know, bring it back to that town meeting. But I also >> I don't really want to take it back to Carlile until we know. >> Yes. Yes.

155>> On the comfort side. So, you know, I will continue conversations in Carlile once we have a better sense of the go forward in conquered and yeah, I think the letter makes sense. >> Makes sense. And I guess now that you just said that on timing, so the select board is meeting Monday night. We do have time that we could draft a letter and maybe you and I could do it on that. Um either you could do it or I could do it actually because we would then be a quorum of that subcommittee. So we would have to either or we could meet and bring it to our committee but we'd have to post a meeting. So if we posted a meeting today is Wednesday, Thursday, the earliest we can have a meeting is Monday.

156>> So we could have a Monday morning committee meeting with a letter um to be presented at the select board meeting. I can be in touch with Mark about that just so they have all the information before their meeting Monday night. So that that could speed it up, but that would mean that we would have to be a we would need a quorum available on Monday anytime before six o'clock. And a quorum would be one Carile member and three conquered members. So it really mean if Brian or Lynette were available, we'd have to start there. Yes, >> you will be available Monday. You could make some time. >> I could make time. >> It's probably trickier for you. >> Yes, because I'm camping. So, um but I can get on the call. I mean that

157that's as long as >> as long as I'm around. >> Okay. Okay. >> Yeah. >> Um >> So, you're posting a regional school committee meeting? >> I think we should do regional school committee because if it's a letter, we would have to vote the letter before we send it. >> Yeah. and write it. And really, I would bring a draft and we could word smith it together and make sure everything's added into it. >> I would suggest middle of the day. One, you've got opening day events to attend. And two, we need to be able to post to post for early in the morning is almost impossible because the offices have to open tomorrow morning first. >> Okay. So >> middle of the day and on. >> Okay. >> And we could do Zoom only.

158>> Yeah, >> of course. >> Yeah. >> Other thoughts from committee members? Anyone? >> Can I clarify one? >> Yes. Yeah, Bob. Go ahead. >> Just just to the um and I didn't calculate the tax impact, but I think what's um what's confusing it says 271 per year per household for 10 years and >> my understanding was closer to 271 for the total 10 years. >> That's what it is. That is exactly >> that's exactly what it is. >> 10 times it's 10 times it's communicating 10 times the impact. So I think that just to demonstrate the >> is significant difference for some people. >> I mean I had an 86y old resident text me today that said it looked like it was going to be $2,700 not $270. Well 271 2710 >> per household.

159>> So Yeah, I was going to say unlike you, I did stay up yesterday evening to do, so I didn't go to bed until really late. It was I was absolutely dismayed, shocked that this was the result. >> Um, we we are a town that values people of all, you know, um, all diverse kinds of people. >> Um, Michael and I are here. That's kind of proof of that a little bit at least. the the the the fact that this ADA compliant restroom failed was I I I didn't think was fathomable, but it happened. So, um again, many elections have gone, not the way I think these days. So, um it it all of that being said, right, if we have to redo this election, it's again going to be a cost to the taxpayer.

160>> Yes. Do >> you have any idea what that is? >> No, I think that's a question for the select board. Um, we have no idea what the cost of that would be. Um, I don't think it's off the table. I don't think it's on the table yet. I think the select board has to meet. >> I I I Yeah. >> Now, there are so other avenues. So, and let's just, you know, kind of roll out a timeline. The CPC uh the next CPC meeting is September 16th. the deadline for the CPC grants for next cycle that is September 19th. Both are after the deadline from Carlile. So that Carlile money is going to go away and we don't we could be in touch with them but again I don't know when their next meeting

161is or if it's even possible because it was voted at town meeting. It was voted at that's the thing is it was voted at town meeting and that's >> at least the initial >> reactions today like you know is there any wiggle room and >> well it feels disrespectful to Carlile I can't see why they're reacting that way. >> Yeah. No and I um I can't blame it but I also like it makes me nervous to go >> Yeah, I hear you >> back again. But you know if that's why I'm saying we need to >> conquer's got to have it locked up I feel before we go before we go back to >> I mean I >> sorry to go ahead >> I was just going to say my last thought just in terms

162of conquered CPC I mean we did put the application together last December it it's not >> any lift to >> I actually think Bob and I can grab that we have a full design now all the things they need are in completely in place I don't think it's a monumental task asks to do the application. So, I think I'd like to say we're going to work on that so we have a month to do it and not a super quick turnaround assuming we might apply. I'd rather >> have time to do it and do it right and not be rushing at the end. And if you change your mind, we will understand. But I think it's smarter to >> for it. >> Strong argument for us to be applying. Yeah. >> Because I I'm I'm

163troubled. While I understand the questions that came up both in the um voter information and the uh con statement, um there's something I find um troubling about questioning the vote. Um I think we should be first looking at okay, this is how the vote ended up. What is our plan B? What do we discuss with Carlile? But we actively get on plan B and apply for the CPA funding and then look at what our fallback is and then so I might think job one is doing that. Job two is then putting together the letter and talking with legal council um both for the town and and the school and what our other municipal leaders think and feel about the situation. >> Yes. And um I have a pretty good understanding of that uh from some

164of my conversations and town council will also be consulted because um town council prepared that document. They prepared the voter information packet. To my understanding from my questions, the voter information packet both times was prepared by town council. So, um, it's a predicament and and I I think we're we're just we're going to watch this kind of unfold as we go. It's disappointing. Um, I certainly respect the votes that voters took with the information they were given. Um, and and I think that's that's all we can say about that. Um, I do think that this is going to sit with the select board. So that's kind of the next thing that's happening and they'll have a discussion about it on Monday. Um, so more to come, but I think we definitely need to have a

165meeting and I would say sometime after noon on Monday and maybe we can just talk about a scheduling meeting that we can go over a draft letter to the select board because at a minimum I had written on my own behalf to the select board to get some questions answered and I think if we have questions those should all be incorporated and um, you know, I'm not asking for you know rerun an election. No, but just questions like how whose eyes were on this before it was distributed and when the corrected information when that happened, who saw that before it went out, how were people notified. I mean, it's it's over the summer. I think I think people missed it and you had voters voting with misinformation. >> We should do both of those in

166parallel is is my thought, right? Prepare the letter at the same time. If I know it's more to Michael's point, keep all the And at the chair's breakfast, actually one of the chairs said, "Can the CPC extend their deadline for you?" And I said, "We don't need it extended. We are ready. >> We're not going back down. We do not need it extended at all." So, um, you know, I'm grateful that Lori and Bob are ready to go on this. I really appreciate that. >> And I, you know, I don't know what's going to happen, but I think the awareness, like anything else we talk about, there is an awareness here. And it is for, you know, people that do not have mobility. And, you know, we have a lot of discussion around at my

167house. My daughter, um, you know, it's the 35th anniversary of the ADA when ADA was signed in. It happened in July, literally like right in the same timing. And she said, you know what, Mom? She said, being part of the disability community, everybody can be part of it at any point in their life. It's the only community that anyone can be part of. and just her perspective on it from a 22-year-old. I was like, you're right. And I just we have an awareness and it didn't it didn't go the way I wanted, but I'm still going to continue to advocate for it because I think that it's the right thing to do. We had support of the select board. We had support of the finance committee. It it was split. I'll say that. Um and

168we had the support of the DEI commission and they have their letter posted on their website. So, at least there's awareness there. So, you know, it's not for nothing. I I think it's just important to keep talking about it. >> Besides applying for the CPA funding, what other things can we be doing to again bolster whatever plan B is decide determine plan B and and work toward that? Do you want to talk about Brian the advocacy work that we did maybe to just bring new members up to what we did last year with Senator Barrett and Lori Chahan and Simon and >> yeah I mean we did and it's not to say we can't continue like we did look at other funding sources as well and you know in this I guess interm period we

169should >> continue to have those conversations circle back with the offices that you just uh >> just identified. >> You know, also there's we should be continuing to look at private um grants um you know that that might be available. We didn't have you know luck earlier um you know the first time around but >> the environment has changed because because of this vote. So you may have more >> more more they're more maybe more to holding the hat in hand because there's there's more weight behind the problem now. >> Yeah, for sure. >> And who would be in charge of writing those grants? Would that be us though or is that more about >> So for these it was more conversations with um you know with state leaders just to see >> earmarks? >>

170Yeah. If that was going to be something that we could be considered for. and we didn't qualify for the municipal ADA grant because it was new construction. So it it if it wasn't new construction, then we potentially could have qualified for that. Um so I think there's more to come on this and I think we just continue to go down the CPC avenue because that's coming up now. Um I'm not really sure um how we communicate with Carile. So I would take your feedback, Brian, for anything that you think is appropriate at this juncture. At least they know that the vote has happened. >> Yep. They know the vote has happened. Um and you know, I'll just continue to stay in touch with them, you know, with the necessary stakeholders and as we figure out

171what's happening on this side. >> Yeah. >> So, if it passes in conquered and we don't have the carile funds, we can't do anything. We can't build the building. Um are we, you know, one thing to think about, are we asking conquered to pay their share? They're paying for the whole building. Um, we typically split them between the two districts as Carl reconsider. If CPC approves it, I think it's typically 30 months that you have. So, Concret approves it, we'd have 30 months to find the other funding source. And >> okay, >> I think I think they said that there's times to they'll sometimes give you an extension to go further. um if we've identified a funding source but haven't started construction yet but so we could be in this yo-yo if we get the

172conquered money but that car money goes away and >> well and I think you know one thing that we had talked about last year with town meeting was and I I hesitate to say the words free cash because I know it's not free I'll say it because we have two finance committee members in the room I know it's not free um but you know if there was a delta I mean we could have a special town meeting we could vote on that for use of free cash after free cash is certified because we're in this weird point right now. Free cash was certified last year in April, but it had to be expended before July 1. So, there was really no access to it. It will be certified again this year and I I think

173we might have had a conversation it'll be earlier than April. Um, but you know, there might be some room in there. I mean, these are all possibilities of options. >> Okay, Andrew, did you have anything while you're online or >> No, I I think it's nice to hear the committee is kind of, you know, generally very supportive of this. And in my mind, it's not a question of if this gets built, it's just when. And um just, you know, capital projects are sometimes rarely approved on the first goound or even second goound. So, um I think we have fight left in us to get this through and um know it won't be easy. So, um I like the ideas that have been thrown around. >> And I think some of us have lived here long

174enough that I think it took about 10 years to get the high school built and um you know, I mean, we might just have to be patient, but I I think that we're doing the right thing. Final note, just uh Brian, if you could just refresh on why the funding car funding goes goes away as of August 31st. Um because Carlile because of sort of everything that was happening on the conquered side in the leadup, Carile did not want the funds tied up for multiple years. Um because there was a lot of quite frankly ambiguity in conquered in the the leadup um to the conquered uh town meeting. And so it was um something that was put in place in this specific one that it was contingent uh you know contingent on conquered approving things

175by August 31st. >> And do you have a sense that if we apply for the CPC CPA funding and Carile knows that that there's any any wiggle room in the window? The initial reaction today was no because that's how it was approved at our town meeting was August 31st. Um >> again, this is all it's it's these have been very fast conversations. Um >> their message was was that we we have the money now. We're going to have other projects. Here's your opportunity for this project to go forward. >> And I know that that that that was that was related to our citizens at town meeting. So, so at least that aspect they they knew. >> So, um this is just clarifying for me from my memory that why why that August 31st deadline was

176in place. >> And there is also a um CPC actually has uh a surplus that has to be returned into their reserves. But if money is unspent, it's my understanding if money is say I'm just going to make up a number. This is not the real number. If they have I'm going to use $100. If they have a $100 that is targeted for recreation and it doesn't get spent, the $100 goes back into the reserve to be targeted for recreation if somebody else supplies the next cycle. So they so once they've like kind of tagged whether it's recreation, affordable housing, um historic, then if that money is unspent, it can only be spent on what it was tagged for. Does that make sense? So, so and I did hear today at the chair's breakfast they

177do have there is an a surplus. So they have to decide what to do with that >> and and there at least I'm aware of at least one other recreationally related thing that might might be applied for. Just money is available. We need to apply >> and then we need to see what if anything Carla has to say. But I think we should be working on that and working on the letter and looking at what a robust plan B. So sounds like that's what we're going to do. >> Okay. So let's get to logistics on the meeting. What time? Andrew, I'm going to start with you. Are you able to meet on Monday during the day at all? >> Lunchtime maybe. Or can you meet at lunch or five? Well, five I think is too

178tight. So, you're potentially lunch. Brian, how about you? >> Come back to me. >> I'll come back to you, Michael. >> Yes. >> Any anytime? >> 25th. >> Yeah. Monday the 25th. >> I'm retired. Anytime. >> Anytime. Okay. Lynette. >> Thought I was. >> Oh, you're camping. So, >> I'll be back by lunch. So, if it's lunch or later, I can >> lunch or later. Sundep. >> Lunch. Okay. Does lunch mean 12? 12 to one. >> Okay, 12 to 1. Brian, I'm getting back to you. >> I can do 12 to 12:30, but I'd have a hard stop with that. >> That's enough time. >> 30 minutes is fine. Okay, so 12 to 12:30. Um, we will schedule a Zoom meeting. I will write the agenda. I'll post it with I'll send the agenda to

179you and I'm not available, but I don't think >> we don't need you. >> She can run the Zoom. >> This is a school committee um letter. So, okay. And and this was really I mean I should say publicly too this is really the school committee is pushing this. It is not it is not the district. The school committee is pushing this. So >> I'm not unsupportive but has been your baby all along. >> All along and this has been a two-year process so far and it's it continues. >> All right. So with that uh we're going to move on from the amenities building. Sorry. And I and I I should have said at the beginning of the meeting, I was hoping for the meeting to go for two hours. Um I know Brian finds

180that funny, but No, no, no, no, no. It's kind of a goal to have like two-hour meetings because I think they're really effective when you meet in two hours and I probably didn't manage the time effectively, so I'll do better the next time. So Lori, superintendent's goals. >> Yeah. And for a second. >> Okay. >> I thought I'd stay at a really high level here because I'd like to bring these. Usually I've done it in the fall, then January, and then in the spring. I'd actually like to align things with these more on a regular flow through the year. It feels like I you see a lot of the work, but I don't tie it as much. And I just feel like I want to rework that with you. So, if that makes sense. I

181feel like I can stay a little higher level. You've got the document. You can see the steps um that are under each. And I'm really excited. This is probably one of the most robustly academic academically focused set of goals I've written. Um mainly because the first two learning goals, one is curriculum, the second one is instruction. And we've got big levers we're moving in multiple places. Whether it's vision of a graduate at the high school and the curriculum work we need to do in preparation for reacredititation that that's going to be launching. You'll hear a lot about that. whether it's the literacy roll out at K5. Um we're working a lot on instructional strategies in the classroom. Darnisa um Amante Jackson, sorry I keep finding little typos here. Amante Jackson is doing a leadership academy

182with the um administrators the department and we're we're bringing teacher leadership in. I think that's what I'm most excited about. Department chairs and um elementary teacher leaders and trying to get a common instructional vision together. And this is all under the equity umbrella. And I think it's going to be really important that we and I kind of pointed Shelley and principles when they're here. Equity is about for us our goal is academic outcomes. We want everyone to feel like they belong, but that's the path to high achievement. And so we're really now trying to tackle the instructional and curricular work that starts to give equitable access while we do the equity work to make everyone sure that they can succeed. So I feel like we're moving some big picture items and consistency in in curriculum

183is an really important part of closing achievement gaps as is a you know toolkit of instructional strategies so you meet instructional students where they are. So I think those are themes you'll hear as we talk on the updates to the various um initiatives but also as a common um baseline. Um I do want to highlight uh the advanced placement piece at the high school. We have not offered AP humanities ever. >> Um and we are now going to start to really look and the the rationale made total sense. I mean I I have some college board bias. They have built this monopoly of money making high quality curriculum and colleges are buying and everybody's buying in and it has levelized the playing field. So there's rigorous content available to all kids through the AP program.

184In a district like ours, we offer highly rigorous courses all the time. So the mindset had been let teachers develop the course have more choice in um some of the content pieces and really rise the bar that way. We've embedded heterogeneously both groups of kids in the humanities and really done some successful multileveling in those groups. So all of that made total sense. What is finally being named on our end is you know we have a plan that said strategic plans are multiple paths to success and we have structurally said we're not going to participate in one of those paths and I finally had to name out loud like I feel like there's a contradiction there even as we struggle with some of the pieces of the college board and the AP way things happen.

185It's a real thing and it's a path for certain kids to get um college credits. It's a path for certain kids to save some money in college. And most of all, we need a path for more kids of color and other subgroups to be in the high achieving classrooms. And I think AP is a path to that because it's got a different set of ways to get there. So kudos to the high school um especially the English department leadership that really sat with us a lot this spring talked with their department and we're at a baseline of having a discussion of like what could this look like and mean. We have a lot of worries of kids not overdoing APs. If we offer it they will come and um mental health is a balancing act.

186So there's probably going to be some limit setting we would propose to you of how many you could take in a semester. But I think we're in for a really robust conversation of how to provide access to all to high level just like we've been doing in math and starting to do in the other departments. So um what we've proposed that there's multiple options of course work that we could offer in AP English. We want to decide what grade level to do it. We really don't want freshman and sophomores killing themselves in APs. So, there's a lot of things to talk through and the department's going to be at the table making those decisions with us. We're not going to tell them that, but um but the the intent is that for the fall of

18726, we will have an AP offering um for high school kids in English for the first time ever. And I just feel like it's a >> it's monumental and important and we we got to we need to do it right. I don't want to just drop it in and say, "Okay, now we're doing this." It has to balance all the other things we valued as to why we weren't doing it, >> right? >> And really ensure that it's meeting the needs that we think we have. It's not about our kids stacking up their resumes. They're getting into the high performing schools because they get vetted against what we offer. So, they've never been penalized in the admittance process or anything like that. But we need to make sure we're communicating that strongly with families and

188um you know really balancing the mindset as to why we're doing this. >> Yeah. And and I think you know when you talk about equity I mean I even think about you know there are kids that can graduate college in three years if they have these AP classes and they can save a year's worth of tuition and that is really huge for some kids that really need to have that. >> Um and I think that like this is a huge move for the English department. my very first I still remember my principal's coffee in the old high school was in 2014 and everybody was talking about why don't we have more AP classes and it's you know 11 years later English is coming so I think it's really um under this equity lens department >>

189it does change the conversation and they really um heard that >> and they um you know there's there's a willingness and some fear and like all of that and I think you know we'll be giving you updates as the year goes on. >> Great. So I'm I'm looking at the your your second blog and your focus on the development and execution of an act achievement gap plan. >> Is that plan a work in progress to >> um great great lead into my retreat update? We spent two days together um Monday and Tuesday as a K12 preK22 um administrative team and it included the assistant principles. It's like the whole team, which we don't get to do all that often, and immersed ourselves in equity and closing achievement gaps, but also the really important adaptive leadership

190work that has to do in partnership with that and how you bring a culture. It's culture, it's adaptive pieces of the feelings that go with all of that. Change is hard. and acknowledging and working with teachers and what you're trying to accomplish and balancing, you know, meeting teachers where they're at and what they're ready for with the urgency of kids needing us to close achievement gaps. And we had some really rich conversations last two days and I named it I did some PD this summer um a combined course from Harvard Ed School and Harvard Business School on leadership was it was one I stumbled on it was fantastic. We actually used a lot of the material in the last couple of days and just naming all these moving pieces to sort of how you move

191schools to meet needs of all kids but caretake of the adults at the same time. And we've had a lot of discussion about that last year. The adults need us to caretake for them too and not try to move them, you know, sacrifice them at the expense of trying to move kids because guess what? That doesn't work. The adults need to be in a healthy spot to keep things moving. So, um, what we left there yesterday with Michael to your question, every school left with a goal and a set of steps and I'm going to be checking in with them regularly as they flesh that out. And um, in addition to their school improvement plans as like a really targeted area to hone in on what effective instruction and curriculum looks like with a certain

192subgroup of kids who isn't performing where we wish. We had data in front of us and um it was a really product I'm looking at these two because they were there. Um really productive um last couple of days. We left pretty energized and inspired. >> So the do you see a timeline for when when we'll have a chance to sort of see where that >> Yeah. And one thing they asked of me was how much would be shared? I think I'm going to be the high level goals without all the detail because that was really specific to certain teachers and some intimate things. But yeah, we would love to share a several pieces were focused on closing gaps for students of color in certain areas. Some a couple schools are deciding to shift to special

193ed. Um, I think we've done really great to build all these programs and we have some unconscious bias and slightly lower expectations without really realizing it, which is the nature of special ed, unfortunately, and trying to really be sure we maintain high expectations for all kids. And they want to dive deep into that and to look at what what's causing what in there and what we can move. Um, so yes, there more to come and we'll share that out with you. In terms of the other goals, special ed is here. It's a very similar go to last year because we have so much ongoing work to be doing with the programs and integration um professional practice. I mentioned the well-being of staff. We're also looking at students. I have um in order to stay in

194touch with staff. I put focus groups in last week month last year monthly at the elementary schools and regular lunches at CMS and CHS with teachers me with teachers and um really well received and I think really important that those lines of communication stay open so they can um be heard and I can listen. Um I mentioned the DEIB work. I tried to highlight um the work we're now talking on to highlight anti-semitism. I'd like to do the same with LGBTQ while we continue the anti-racist work and all of the other things that we have already on the path. Um, so important to keep saying that. I think this is the year to take Ellen Garrison's inspiration at the middle school and really build her into the fabric of the middle school and going to

195work on that collectively with Andrew Nichi and Justin Cameron and build a a vision. And some of that I want to become institutionalized. I want every child that goes to that school to know who Ellen I don't want them to be like who's Ellen you know she's on the sign I want it to be institutionalized so no matter who's here um there's some infrastructure there that just seems really important um and then the last one is communication well the budget I mentioned budget first um that's always here >> just the money >> we uh yeah just the money I think the collaboration and communication though is something I really want to stress we had a good start to that um and then capital I pulled out separately because there's a lot of moving projects right

196now. Closing the middle school, thorough CMS solar is on the list now. I need to give you some updates on that. Um I guess I chose the possible word amenities building more proactively than I realized. >> Sorry, >> I hesitated and then I'm like, Lori, don't put it to paper. There we are. Um >> here we are. And then Bob Bob's worked on a new leadership structure for facilities and I think we want to keep reviewing that and seeing its effectiveness and where the holes still are. Like all of these capital projects are an awful lot for one person to manage while they're running budgets. >> Yeah. >> And I'm going to keep naming that because I think there's a discussion to have. >> Well, and I think that we did name the other day

197that how many budgets do you really talk about at the same time, Bob? Just >> Okay, everyone. >> Typically, I mean, we're we're closing 25. We have 26 bills, but we need to get ready for the year and identify where we are versus budget >> and some of the decisions we make can impact 27. >> 27. So, >> it's really three years of budgets at any given time of year. >> Sorry, just 27 pretty soon. >> Yeah, we sure will. >> And that just the last is that naming communication with stakeholders outside of the parent. I mean, I'm going to keep working with the parent community. That's really important. Um, but the the part we're struggling with is reaching the community at large. We've all been talking about that. So, I just want to keep

198talking. I we did and I mentioned this to the chairs that I wanted to operationally do this. So we have Tom's in the room so we'll have him wave. Our part-time um chief information officer who works with me closely on liaisoning with the media and doing some press releases. U but it feels like we probably want to expand that at least for a short window and see. So we're going to do some contracted work with a diff another PR company to work with Tom and I. And um the one we've been talking to just produces so many good news stories that if we work with them to get the information to them, they'll make the story. Social media was a big theme among the PR firms. >> Um really >> finding people where they are.

199They tell me I'm not on Facebook enough because it's a different demographic than Instagram. I'm like, "Oh, okay." Um so anyway, lots of things to think about and try and see who we reach and um just keep trying new things. I think you're right. Podcasts and all sorts of stuff that you might be able to do. So that's >> all right. That's the highlights, but I'll keep bringing updates. >> Well, and even like to get to get all your goals communicated out. You know, we had >> only 50 people in the room, 50 people online. Thank you everyone who has stayed in the room who stayed online because like like this is really important and and I think that >> you know the beginning half the meeting is really important too, but the end is

200just as important as the beginning. So, and I think that's why I really want to work more in time management of meetings just because as it gets later in the day, I mean, we have the majority of the school committee is working full-time and then coming here for, you know, three, four, five hours. It will never be five. Sorry. I I can hopefully promise them. >> Don't don't promise what you mean. >> I know. I know. I know. >> I know. You hit me, but I have a couple of comments. >> Yes. Go right ahead. >> Yeah, please. >> Um, so actually four comments. Um the district improvement goals you have um let me pull back up says identify and execute on grant opportunities and revenue sources. Do you have any kind of metric for

201success? Is it is it >> Yeah. And you'll hear a lot of that in the budget discussions. Um one of our bigger success points right now is tuitioning students into our special needs programs. The grant writing, I mean, she's doing some magical things over there. She's brought in over $400,000 in the last month from the state. So, congrats. Do >> you have a goal? And are we >> Is it already done or >> Well, maybe. I don't know. I didn't expect that kind of success this summer. Um, we're never done. We're always watching for them. >> Uh, I think to your question, like we struggled for a long time to be a demographic that the state would provide grants to. And I think we're doing a better job of vetting grants that we are going

202to be considered for. Shel's one of the reasons I hired her was because I could tell she had some skill there and um was comfortable with the grant writing and just making sure half of the half the battle is staying on top of what they're putting out and just keeping your eyes on it and not missing the opportunity. So, we're trying to have more flow there. Um yeah, good question on the metric though, like did I have a goal is is a good question. Um besides just can I find revenue? Yeah. I mean, if it was nothing before and you did one, that's success. >> Yeah. Yeah. Thanks. >> In in the professional practice goals, yeah, we have, you know, it listed student and staff well-being. >> Are we I know the Panorama survey is

203for the students. >> It's for all >> and and staff. Is is it >> separately targeted to the staff? >> Yeah. So, they participate at a staff meeting. Usually we try to captive them and I get some feedback about where their well-being is at and assess progress there. >> And I think this might be the big one. Um the the AP uh English, right? >> Is that do we have an approximate idea of what the the the fiscal uh >> That's a great question. Um there is training required of teachers who teach it. We have some who have taught it in other districts. >> Of course, the college board makes you renew that every two years because >> and then they update the book just a little. So, you have to buy new books for

204kids. Um, so we're going to have to assess that as we do the budget bill. >> Excellent. >> And the last one, this is the easiest one. The on the top of it, it says superintendent's goals 202 to 2020. >> Yeah, I'm missing a number there. I just saw that while I was talking. Thank you. I always appreciate your eyes on things because I get overloaded and miss it sometimes. you have a very um good committee that that can find things which I love. >> No, I appreciate that. >> Keep it coming. >> You know, when you look at it long enough, you just don't always see it. I mean, I'm a grammarly addict and they helps me catch things a lot, but um I appreciate the feedback. >> Totally. >> All right. Anyone else?

205>> Okay, great. Thank you, Lori. Which brings us to our school committee goals. And um Andrew and I have had uh a lot of discussions about our goals for this year. And I'm gonna have Andrew lead this discussion um to talk about our goals for this year, which I realized they were set for today. We're not voting on anything today. You can certainly provide some feedback for us and hopefully we can get those established at our next meeting and voted on so we can get those out there so the public can see our goals. So, Andrew, I will turn it to you. >> Awesome. Um can you display the goals or no? Um, can I share, Lori? >> Uh, yeah. Okay. Wait, I have to get them first. If you could start talking, maybe I'll

206>> Yeah, I'll start talking. And I really apologize. I I'm on the Mid-Atlantic coast battling Hurricane Aaron winds, so my internet keeps coming in and out. Um, but either way, um, yes, we sat down to do these. I think last year um in reflection, it was only my first year on the committee, but we had a lot of goals and we accomplished a lot of work, including a lot of policy work, which was great. Um, but we have a lot of new committee members and um Tracy and I were just talking about somewhat of a back to basics mentality and looking at exactly what our charter is as school committee and having our goals um tie into that um exactly this year. And so as you see and again I apologize you didn't get a

207lot of time to review this ahead of time which is why is a working document and we'll take feedback and we'll synthesize it um for for next meeting but really it's um four primary categories um budget being the um first um I I guess I won't read all the bullets together but uh broadly we had a really I'd say healthy budgeting process last year a great collaboration with the select board and the finance committee and able to come in and guideline and we didn't have to have the any awkward presentation with the town on overrides etc. Um and I think that was a big reason because we had um such a good process. So I'd like to replicate that this year if we can. Um you know I have a couple sub bullets there but

208that's the the basics of the budget. Um, from a policy perspective, I think um, the policy subcommittee did incredible work last year going through um, I think like a hundred policies um, and updating them, making sure they're current. They spent a lot of weekend time doing it. Very thankful that our manual is relatively up to date. Now, policy changes all the time, so we have to um take into account incoming things and make sure that um we're we're keeping the policy to date. And I think we have some big things that we're going to want to talk about this fall and the spring, namely AI and also um the cell phone policy at the high school, which is going to um be a lot of work. So from a policy perspective, I think the um

209volume of policies that need to be updated is a lot smaller than last year, but I think we have some big ones that really need some um attention and a lot of uh focus throughout the year. Um superintendent evaluation, you know, we are responsible for evaluating Lori and the work she does with the administration and and operationally. So, it's not a official evaluation year, but we will certainly look at her goals that she just presented when they're finalized and um kind of review them on an ongoing basis and collaborate with her throughout the year. Um so, that's definitely on there. And then lastly, communication. I think that >> Oh, go ahead. >> Sorry. Can I just jump in on superintendent evaluation? >> Um please. >> So, what typically Lori does is she provides evidence with

210all of her goals. So what has what we've done in the past is to sort of at the end of the year we get a large presentation with all sorts of evidence. Our goal is to review this throughout the year so it's visible to the community, it's visible to everyone and we're not getting it all at the same time. And when I say she provides evidence, I mean it is evidence. So, um I think it's going to be a working document all year that we're going to keep seeing versus just seeing it maybe midyear like giving an update and then at the end of the year I mean I want to see this as it's updated we'll get updates. >> Yeah. And you know I want to talk think more on what the best >>

211and I'm not sure how that's cadence to that is right but it's more than just at the end. >> More than just at the end because it's it's honestly it's like too overwhelming at that point of the year. Um so I just wanted to jump in on that. Sorry Andrew. Go ahead. No problem. And I'm sorry I can't read the room, but and hopefully this isn't too rambly, but la lastly is just communication and collaboration. I think um we are, you know, story of the schools. Um looking for other ways. Lori was discussing social media, connecting with community members. Um you know, again, there's no silver bullet in how to do this perfectly, but um we need to get better as a committee in doing that. um we have a lot of um correspondence and

212um just looking for ways to up our game in in communication and so um specifically on this one highly receptive to feedback and how we want to attack that um if we agree it's a you know one of the four pillars of of our goals um and then as part of that is certainly collaboration with the other um community um uh committees which again I thought we made a ton of progress last year and hope to build on that and continue continue with that this year. So, I I'll stop talking and if there's any immediate feedback, I'd love to hear it. And otherwise, um you can send our feedback to to Tracy and I and we will incorporate it um prior to voting on these. And if I miss if I miss the mark completely,

213like would love to hear that, too. >> No, you're doing a great job. It was an excellent presentation. You've read the room properly. We're all highly engaged. No, I just mean if if we if Tracy if you and I missed the mark on goals, if if people were expecting something different like like that would be good feedback as well. >> Definitely. And I think that you know if you can send your feedback, we'll put it all together. So then when we have our workshop on Wednesday, it can be protocols, practices, goals, and we can it's a working meeting. And I think that um it's good to show people that we're working together doing this and doing it in the public. So if you send the food feedback, we'll get the document to a point that

214then we can look at it on the screen kind of like we did tonight and review it and do that. We've done that with some of our policy work and it seems to be really effective. Um so feedback I would say if you can get it by Monday. I mean ideally Friday's not enough time. If you can get it to us by Monday, then we can prepare it for Wednesday. >> And we email it to you. >> Yes. >> To either Andrew or I, >> either one. If you're a I'll say this. If you're a conquered member, don't put both of us on the email because then we'll have a quorum. If you're a regional member, you send it to both of us if you want. That's totally fine because we don't have a quorum.

215So, I just always like to abide by the rules. So we we won't be discussing this tonight, but we will email >> and then we'll discuss it 7th. >> Yes. And the hope is and this is the framework for the goals. Um you know the select board does it in a similar way. Mark presented all of the goals to the select board. He got feedback. They voted on the goals. So so we're following that way of doing it. And we thought that this year especially because we have we have three brand new members um and it will be helpful to have the MAF kind of guiding us through this. We've done workshops before. I mean we did one with Dorothy probably like four years ago where we sat in this room. We had post-its, we

216were writing things, you know. Um, so I think that it's good for us to work together, but we wanted to give a framework or these are our overarching goals. And the recommendation is four to five goals. And so these were the buckets that we felt were the most important this year. And certainly like we can add to the bullets if there are things that fall under one of these categories. Absolutely. And I think the goal is to be able to look at Lor's goals, look at our goals, and they should really mirror each other in ways and then be able to provide evidence. Everyone's looking for data, they're looking for metrics, they're looking for evidence. So, I think that's going to be an important piece of this work this year. >> Sometimes they evolve as

217the year goes by. You know, you start in one place in August or September and by March you're like, "Oh, we need to pivot." So, >> Right. Right. >> So, what do you think? These can be edited over the year. >> Yeah. >> Yes, definitely. Definitely. But I think that I'm not sure our goals our goals were posted last year, but I do like them visible on the website. Um my dream the last time around when we were doing this was kind of posted somewhere in the room because I do think if we're looking at that every time we walk in this room, there is a psychology to that. Um so we're really just focused on what are our goals and what are we here for? Are the the 2425 goals posted at least in

218the shared drive? >> Um they I think they are in the shared drive. I have a goals um any public document is in our shared drive. So it is in the shared drive under goals or >> I find the the >> Did you find it? Okay. >> No, I found the 2324 but I couldn't find the >> they did not they were not in the drive. I think they were posted on the website and they may still be on the website. They're definitely attached to a media agenda. So, what I'll do is I'll go back and I'll find the media agenda that they were posted on. Okay. >> And I'll make a document and put it in the drive. >> Great. >> Yep. >> All right. Any other questions or comments on goals? All right.

219More to come on that. And Leah is on assignments. Okay. Let's see. Can I ask you Lori to just share that document? >> Oh, >> while I start talking. It's attached to the agenda. Sorry. >> Yes. Um >> Okay. I the leazison assignments are out here. They were uh posted on our agenda. We have some openings, but I asked for feedback on what people wanted to be, and I want to be cognizant of where people want to be. So, I think we should just I'm just going to assign kind of where we're at and then if we need to have some discussion, we'll have some discussion. If we need to make some changes, I think we can just do it right here now. So, um adult community ed Lynette, you are the lucky winner of

220that. Are you still good with that? >> Yeah, >> everybody good with that? Okay. >> Are you recording? >> Uh yes. >> I don't know if you can do it there. It's not a live. >> I don't know. >> Maybe I can do it here. The one on the agenda is a PDF, so it won't show. But >> okay, if you give me one minute. Um, >> paper's fine, too. >> Paper fine. Yeah, >> I'm gonna do paper. >> Somebody's writing it down >> again. I I I I need readers. Um, okay. Carlo select board. Brian is going to continue on that anyway. >> Uh, Andrew, you are the liazison for the finance committee. Are you good with that? >> Yep. >> Yeah. But we need one more person to join with me though >>

221as like a backup. >> Yeah, it's just too much for one person. >> No, I agree. I mean, I'm happy to back up. Does anybody else want a backup? >> All right, I'll be your backup. >> Okay, thank you. >> Um, conquered select board. So, typically the chairs leers with the select board just because it if you need to speak in a meeting, you can speak for the committee. if you're a member that's liazing, you cannot speak for the meeting. It's really it's really challenging. Um, and I think last year when Julie and Carrie, they couldn't get to the meetings, but then I would go to the meeting, but I wouldn't be able to say anything. So, I sit there like, "Okay, I'll give I'll go back to the school committee." So, if I can

222answer a question live. So, that's that's how we do that. So, Andrew, I'm going to ask you to be my backup. But >> yeah, I'll back you up there. If there's ever a point that I can't go to the meeting or Andrew can't and we put it up for somebody else to go be an observer, would all of you be willing to do Well, I would look at our conquered members for conquered select border finance committee. Like if Andrew and I couldn't be there, would you be willing to get the call to maybe go to the meeting and listen? >> Yes. >> Okay. Okay. Um, DEI commission, Michael, you wanted to be on that, so I will put you on the DEI commission. Um, PEG, Peg Access, we didn't have any takers for peg access.

223>> What is peg access? >> Peg Access is >> that's why uh Peg Access is Minute Man Media. It's It's Comcast. I'm actually not certain because I've never been the leazison. >> Comcast. They get certain amount of monies from the cable companies that are spent to maintain um community television access. Um so the committee oversees how that all working. >> This one is very much a conquered. >> This is very conquered specific. So we need a conquered member. And I recognize that Carrie's not here. So, if we don't have any volunteers, I'll also ask Carrie or bring it back to the next meeting >> and I don't know what their schedule looks like or anything. We can find out. >> I think it's I think it's monthly. >> It's a monthly meeting. I think it

224was in the document that I shared that was dated document. >> Oh, you have that description. >> I have the descriptions. Um, >> I'm gonna do more homework. >> Okay. I can do more home. We can bring it back to next week, too. So maybe just think about if anyone's interested read up a little on peg access for conquered members >> public educational and governmental access. >> Thank you. >> I always say like Minute Man Media Comcast it's cable related. Again thinking just with respect to media is just making certain that our our citizens get access to and is that a a communication issue just making certain that on a regular basis our citizens know that this is there and this is there there for them to use. >> Yeah I I think it's just

225observing the meeting and bringing back any relevant school information. So the job so the liaison which >> who has been the most recent >> I think Cynthia >> Cynthia Cynthia >> so if we have no takers then we'll I'll ask again next week >> not just yet >> we can do we can go through and then circle back too. >> Yeah we'll circle back. Okay so no takers on that. Um the sustainability committee is in a little bit of flux just because the coordinator um resigned. So, I'm probably fine if you want to hold off on that till I get regrouped. >> Okay. I'm going to put TBD on. Yes. Okay. >> Leave it there. But >> this is the sustainability. >> Sustainability. Yeah. But I'm going to go back to um All right. So,

226peg access. We're going to leave an opening. Um conquered financial audit advisory. This is we need a conquered member. Sandep you had volunteered yourself. So, that is an appointment that the select board has to do. So, I'll be in touch with the select board and let them know that you'll get appointed. Um, I think it's a a two-step process. So, you'll be on their agenda for two meetings. So, I'll make sure you get on their agenda for Monday. And, uh, CPAC, um, Carrie expressed interest, Lynette, you expressed interest. Um, I am the current liaison. So I would say that certainly definitely come to the meetings and I'll continue as leism but if we can do like the backup situation too or you can go and if actually even if the three of us were there

227we're not a quorum so it's actually fine. >> Okay. >> All right. Um uh the building committee. So Andrew is currently on the committee. Michael and Sandep you had both volunteered to be on that committee. So that meets um monthly uh Thursday morning. We actually meet tomorrow morning which sounds like a short night for me because we meet at 7:30. >> 7:30 >> and uh we will be winding down the because substantial completion of phase two is October 15th. We will probably meet for a few months, two months maybe three months after that just to pay the rest of the bills. So it's a terminal commitment. I'd say by February we're probably done. And Andrew, can you talk about just the role on the committee because I've never been on that committee. Can you just

228talk about what you what you guys are doing right now? >> Well, yes. We are um down to uh some minimal change orders and um uh there's really not that much going on on the building committee these days. >> Um working on the fields and just a lot of cleanup. >> Okay. Okay. So, Michael and Sandep >> talk amongst yourselves. >> Oh, and it's virtual. So, you can be in your pajamas at home at 7:30. >> You'll be at home 7:30. >> It does. It's all virtual if that helps at 7:30. >> I'll take it. >> All right. Sundep. >> Great. >> All right. And you will also be appointed by the select board for that. So, I will contact them. There is a meeting tomorrow at 7:30. You're welcome to attend, but I don't

229think you can actually vote. Can you >> not until they've appointed you want to come listen? And there'll be some updates to start getting into the swing >> and certainly anyone can go that would like to go tomorrow morning. Um >> it can't be three though, right? Because then it'll be >> Yeah. Well, you can go but but only you and Andrew can participate. >> You could make a public comment I suppose but that would be it. >> We'll introduce you for sure. >> Yeah. Yeah. Calendar committee is carry sustainability TV policy. We're going to run as a full committee this year. Andrew and I will do the the PTG and PA president's meeting as we usually do and the chair's breakfast. Um the warrant signing right now we have single signatory and I've asked

230Alicia to talk to us next week about warrant signing. Um we've done it two different ways. We've done it before where we have two people that sign the warrant. We've done it as single signatory. So because again we've had a huge changeover, I'm going to ask for her guidance on that to talk us through warrant signing. So we're going to continue as we do right now and then we're that's on the agenda for next week. >> I'd love you to include Bob in that because it's his office that needs to flow to work too. >> There's also about what you can do. So >> yeah. Are you both coming to the workshop on Wednesday? >> I am. >> No, I had given them. >> That's okay. We'll include you. We'll include you, but I I

231think for Alicia to talk to us in a in a way about warrants and warrant signing and all of that, but we'll definitely be in consultation >> and reading warrants. >> In what? >> And reading the warrants, particularly looking at the uh um payroll spreadsheets just that that would be something also to cover in that meeting. >> Yeah. Oh, yes. Yes. How how to read the warrants. how to read the warrants and what you're looking for because that is one thing that charting the course it's it's like a scratch the surface and when I talked to Alicia today she said you know we really need a chart in the course 2.0 know for like now you're in it, >> now what? >> So, um, yes. Excellent. So, so I talked to her about that today.

232>> Campus completion, that's going to be a committee that continues. So, Brian and I are on that committee and um, Sundep, did you volunteer? No, I don't think you did. Okay. Sorry. I was like, wait, I couldn't remember. I'm like, wait, you didn't volunteer for that. So, we're looking for a third member of the campus completion subcommittee because I think we're going to have to continue. Can I be on it? Uh just does that make us uh does that a quorum problem? >> Um no it is not a quorum problem at all. >> You were posting meeting so it was an open meeting. So >> it's an open meeting of you that you want >> and I guess um >> I didn't ask Carrie either. >> Two interests for that and the communications working group.

233probably between the two I'm more interested in communication working group. >> Okay. >> Um All right. So maybe we'll table uh campus completion and the communications working group till we have Carrie in the room. >> Okay. >> And so we'll talk about that on Wednesday, next Wednesday. Uh bargaining these we don't this is just a placeholder for me. We have maintenance bargaining this year and admin assistance bargaining. And I think Andrew bargained um maintenance and I did the admin assistance last time around. We like to keep someone that has experience bargaining with a new member. So this is not to be determined now. But just think about if you've interested in bargaining because it's a good it's a good learning experience before we do collective bargaining with our teachers because that >> next year. So

234those of you who haven't probably should try to get some time at the bar this year before before going to teacher bargain one of those same I did tail end of the teachers >> yes you did very tail end so deep is interested in bargaining Brian is interested anyone else >> okay um and then the ro playground Carrie will continue with that because she's so far into that at this point I don't know as much as she does I am uh representing us in the land use working group and I'll be providing frequent updates. So that rounds out our list. We'll vote on this on Wednesday and maybe just fill in those other just empty spots which would be PEG access. Um and then we'll just look at campus completion and communications when Car's back

235with us and then vote on it on Wednesday. Okay. Um I just lost my train of thought. on oh leas on reports that was the only other thing that we will talk about this at the workshop also so select board has moved to written reports um because they are all public meetings that we observe with so we're really reporting out on a public meeting that's accessible by um YouTube so I think if there are highlights what Andrew and I would like to do this year if there are highlights or something that where it intersects with the school because also at the select board meeting and I might of three points that intersect with the school. A lot of things are interesting and you can certainly take notes on, but I think I'd like to move

236to written reports because what we have found in the past is it takes 20 to 30 minutes for us to report out on our liaison roles and it's at this point you know we've been here for three hours and so it just will be more efficient in our meetings. So that was the only um other change and I think it's helpful to align like the select board does it because everybody has the information. Um and then if you had any questions about a report that's shared with the committee you could ask in the public meeting. Okay. >> Will we have a template for that so that >> yes we'll provide a template for that. >> Yep. Um, I like to use a Google doc and I I do the entire year so I can look

237back on my liaison reports from the entire year and just kind of search it if I have to. All right. And then we're getting through our discussion. Our next discussion item is AI policy. >> Yeah. So, I'm going to turn to Lori. >> Yeah. Thank you. Um, this is a first reading so we can stay at a surface level. Um Shellyley and I worked with a volunteer group of teachers last year um that uh just really were passionate about the topic of artificial intelligence and its place in the schools and I think through those meetings we had some really great conversations there's challenges and it's amazing opportunity and so we've drafted with the teachers there's about 20 teachers across all dis all schools um a starting point um MASC is not putting out a draft

238policy because they feel like it's so fluid and moving. Our our community and our especially teaching staff was craving some guard rails, some direction. We're going to be doing a lot of PD and engagement with them. U but we really felt like we needed to anchor it somewhere. So the policies the big broad umbrella that would be in your purview, right? And then you'll see there's a second document that was really here's a document we can even share with students especially the secondary older students are like okay here's sort of our dos and don'ts of AI at least to get the year started. >> So we wanted to ask you to look at this today and consider voting it next week so we can roll it out right here at the beginning of the school

239year. Um I think it'll just help to set the right stage. Um, by all means, we are districts that think there's an amazing amount of opportunity and yet we have to have our eyes open and plans made. There's issues, not just the obvious one of can kids just plagiarize, but bias is deep into AI issues. Um, you know, how do you ask the question of the AI tool? Like we want to teach kids some digital literacy here, too, so they use it in a way. And then when just should you not use it? How can it be a tool and not a crutch? like all those balancing acts while we obviously stick with the others of like it can't do the work for you. >> Um and there's a lot of teacher capacity to be

240had here too and the work it can help teachers with and efficiencies and we just want to keep diving in to to maximize it. Do you have anything to add? No, just what you said, the teachers are really craving a guidance and the support of us as district and school leaders to have some expectations and clarity behind artificial intelligence, what they can and can't do, but also that we value our educators know that this is ever evolving technology. Our kids sometimes know more than us as adults sometimes. Um, so it's a process for us to continue to learn and grow. And like many of this, like we will have to continue to review and revise >> this guidance as we continue to use and monitor it. Um, it is it's very much a balancing act.

241And we're looking at some of the research too, knowing that the there are the benefits, but there's some harm. the kids have to do the work, right? They have to do the critical thinking. That's not the work of AI or um anything. But so just making sure that assignments are clear and um teachers know what's good and right and kids know the ethical implications of it as well. So it's really about that based on the work responsibility. >> Yeah. Sorry to interrupt. Based on the work that we did, we could only find about two other districts that have posted AI policies. So, feels a little cutting edge, but I think it's going to be a positive to be a little I worked with someone who once said, "Don't be the bleeding edge. Be the cutting

242edge. Don't don't rush so fast you're like, you know, cutting yourself up." But, um, I think in this case, it feels like some guidance and some direction for us as a district. So, it's your first reading. We always do two readings of policy. So you can per listen to the conversation, go back, reread, bring feedback again next week. >> Yeah. And I think, you know, this is again another example of what's I mean you guys I feel bad we're throwing you into the deep end like here's your first policy and it's AI and it is cutting edge and no one else has it but us, but no, not no one but two other districts. Um, but I think that's it's an important step of when we do update policy, there's a first read at one

243meeting. it's posted and if anybody has any feedback including the public you know then we have the second reading we usually look to the MASC for a lot of their guidance um on what their policy says versus our policy and then we see how it intersects we look at best practices and all of that so so that will come and as working on a policy um when we do it as a full committee it's actually easier to do it in the meeting because then we all know what's happening and and now that the whole handbook book has all not a handbook or policies have been done. Now it's just updating. So the MASC has updates that if we can get on the right rhythm of doing all the updates then we're going to be in

244really good shape. >> So this is I guess a question on how much in detail I need to read this. Uh what's the consequence of somebody not following the guidelines? >> So to the guidance is there to sort of say to kids these are the dos and don'ts. the consequences are going to fall under the typical frameworks we have for plagiarism and that will be addressed through the administration at the schools. Um, and I think you know we're probably going to be in a little bit of a learning environment at first and trying to help kids learn and dabble and and one piece for you to know we've turned chatbt off in the schools because Gemini is the Google version of AI and we're paying for a little extra benefit. So the kids were all

245up in arms. We turned it off. like actually because we're giving you a different tool. Um, so that's worth us communicating. I, you know, we're going to have some ups and downs here to try to figure it out. I I think if you give the right assignment, the kids can't really cheat, right? So there's that to talk about. And then um, what is the consequence? So far, we've been consequencing kids under the plagiarism >> handbook rules. >> And I think when you look at these documents side by side, one sits with us and one sits with operations and the day-to-day and the kids. So like so even this guidance I'm like well this is good information but this isn't for us to comment on the policy is where it sits with us. So and that's

246again why Andrew and I really want to focus on budget policy superintendent of and communications. So that's where we intersect with this AI >> two questions. the I was at a CC the CHS advisory meeting where one of the parents was uh might have been one of the parents that that that were the group has been using AI and as an educator at the college level and looking at the pitfalls just the question of what is plagiarism >> in an AIdriven environment >> uh makes just thinking about u the punishment of difficult Ult two questions. One again refresh for me the sources that we went to since there aren't other best practices out there to to formulate this >> question. >> So, oh go ahead. Sorry, I thought you were done. That's the first and

247and the second we'll have a second read through this where any input we get between now and then we can >> propose changes or as changes >> and in the well and in the when we do have the policy the Mic will set will give us the letters where it sits like the EDH public comment. So when we did our meco policy um we called them we literally Oh you called them. They don't have one. >> They don't have one. Yeah. So, they're very much part of that and and even I had looked at other Mecca representative policies. They had all the wrong letters. We had the right letters. So, um it's always good to consult with them on that. I think that'll be and this is actually great for Alicia. I'm going to send

248this to her ahead of time so she knows that this is what we're looking at. Maybe we can be a model district for that. >> Yeah. Um in terms of other sources, so we did look at a couple others. Um I actually, believe it or not, managed two courses this summer asynchronous. I'm not totally finished with the AI one. >> It was actually really invigorating like to just sit and learn and not be responsible. It motivated me to bring stuff back, but that wasn't what I planned initially. So, um and um at a University of San Diego, um the course I'm finishing right now is all AI policy driven. The federal government in 2023 put out a very comprehensive AI document. So we've been I've been leaning on that and then a number of other

249sources out of some of the higher ed ed school of educations in the college level are really putting out a lot of guidance too. Um so we've been trying to marry all these different sources to close the gap to what feels like a little bit of unchartered territory knowing it is a draft and we may keep evolving with it. This one of the things that we touched on in that that advisory meeting was that >> the college material may be applicant applicable rather to our upper classmen. Y >> but for the freshman and our middle school and once once our elementary school students are getting their smart devices there's there's nothing there. and what you've read, what you've been saying, do you see are you seeing enough that you can filter down to those? >>

250Yeah, I think it's the tools vary down at the lower grades. It's more um personalized software like we use a tool called Lexia that um adapts itself as the kids progress and the better they do, the harder it gets. It's more that kind of tool that we're I'm seeing right now in the lower grades versus the generative AI which is what we're definitely talking about with the older kids. um and trying to marry all those different um options and ways to come at this. There's some really incredible opportunities here. That's what got me started initially. I'm like, there's some fantastic uh things here. And on the flip side of the equity discussion is this can be a little bit of an equalizer in some cases where kids who haven't had as much exposure and opportunity

251have a way to get caught up on background knowledge a lot more efficiently if you know you've got valid sources. Um, so I think we're going to try to marry all >> I mean I would love some paranet on AI. I think about that like ways to communicate with parents and you know what is this? I mean I think about the high school did something one year where they had different workshops you can go to for parents and it was in the spring. It was a couple years it was it was great. I'm like this would be great for parents to like get a little >> I mean survey results alone all the qualitative surveys that we would always get bogged down in the data analysis of the words that were coming up. We literally

252drop it in there and we have themes within minutes. Totally gamechanging. >> Yeah. >> Hope you we verify those results because it does. >> Of course. >> Yes. Of course. >> Yes. Always with the asterisk. >> Um so great. >> Just to add there's definitely some re other resources we've been trying to use. All of our educators, our technology specialists um were a part of that committee. So had pulled in a lot of resources. We >> they kept sending us things. are really engaging a library of resources we've been referring to. And so a couple >> distinct kind of national or even global >> kind of research that's out there is like there's AI education project that we leaned on and then there's a AI literacy framework that's coming out from a global >> I

253don't even I can't recall the organization but there were some ways that um we're thinking about AI literacy like all the other types of literacies we need um so that it's really focused on primary secondary education. So, you know, this is a global challenge we have in public education. So, this is definitely the new frontier. >> Definitely it's it's evergreen and it's, you know, as we know, evolving. >> Okay. All right. And now we have our action items. All right. So, student activity funds is up first. Bob, I'm gonna let you just talk about that very briefly before we vote. >> Um I assume it's still on. >> Okay. Um >> and you should the memos from Bob are attached for actually the next three items. This item is for both districts. So when we

254vote on this, we'll vote for both. And I would just ask um if you're a regional member, you'll vote for region and if you're a conquered member, you're going to vote for both on the student activities. >> Are we taking as two different motions though or >> um two different motions? >> Two different motions. Yeah. With language. So actually we'll take if we can allow you to stay till we adjourn because the next two votes are CPS and then we'll just adjurnn. Are you guys okay with that? Or do you want to adjourn before? >> You could adjourn before because now that I'm chairing CPS, I actually you guys could leave early. >> You could adjourn the region so they can leave and then do the last two. >> Let's do that. Okay, let's do

255that. >> Yeah. >> Thank you. Okay. All right, Bob. Go ahead. >> Gonna say notice I don't have a long drive. >> I don't like that. We just met. We just met. Here we go. So, um just a quick background on student activity funds. Um student activity funds are we're we're an agent. These are not our funds. We can't choose how we spend these funds. Uh these are the club's funds. Um trip funds for field trips we use student activity funds for. So, I just wanted to be clear. Um we do have a healthy balance. You'll see when we talk about the region that's not money we can we can fund something we we'd like to do with. Um so um our responsibility as a fiduciary agent for these funds is to um annually report

256these funds to the school committee. The school committee basically needs to vote and authorize these funds to exist and to be spent from next year. Um as part of that I'm reporting to you what their current balances are. In addition, um I do not uh nor does Dr. Hunter have the authority to transfer between accounts without approval from the school committee. Think of it like the budget transfers. Um, we can transfer within student activity accounts and I'm proposing some um transfers here tonight. Um, and I I need your approval to do that. Um, a lot of these accounts have been here for a while. Um, and the the is that what we're doing tonight is a kind of a first step. We'll we'll be presenting this annually going forward. Um, this is a first step

257tonight to do some cleanup and also to get uh people familiar with this. I'm also going to be working um I want to say um well you'll see we really have next to nothing at at conquered public schools. It's essentially one account. Um at the high school I'm working with the the two two co-principles to kind of build a more robust understanding of what each club does. Um you know some of these older funds why they might have balances um and um and we might come back with further recommendations later in the year or we might wait till the end of the year. Um, but my goal for tonight is to really clear up um some of the deficits and also um I'll kind of walk through um what I'm proposing. Let's see if I

258can share my screen. >> Bob, do you want us to vote CPS first and then you can >> Yeah. So, I guess what I'd ask if you could if you could vote for for CPS, um there's one student activity fund for the middle school. In this case, the funds are actually raised um really by the school through student like a social um dance, it's called the social there. Um they'll raise some money through events like that. Um they had the Harlem Wizards I believe it is um basketball team there that raised some money. Uh that money will go into this fund and it'll be used for they have a robotics club, a cooking club. We don't have funding for those. So those activities raise money for it. Um, so that's what the middle school fund

259is and it's typically spent down or close to spent down every year. So what I'm requesting tonight is that you approve that we continue with that one account and um that's pretty much it for CPS. >> Okay. So for CPS All right, go ahead. Sundep, you want to read the motion? >> Read this whole thing. >> Just read. Yeah, it's in red. So the CPS motion. Um, I make a motion to authorize the use of Conquered Middle School student activity account for fiscal year 2026. >> Seconded. >> Okay. And any discussion? All right. We have to alphabetize ourselves. Roll call. Just CPS. >> Uh, her eye. >> Morano. I >> Williams eye for both. >> Yep. Nope. This is just CPS. >> Okay. Great. Now we're going to move on to the region. So this

260is where it gets tricky. So if you're a conquered member, you're going to say for both. And if you're a Carile member, you're going to say for region when we vote. >> Just we don't because this is only for the region, right? >> Oh yeah, it's only for the region. Oh yeah. So thank you for the correction. I needed that. It's just I >> region specific. So for the I'll just kind of quickly briefly just tell you a couple things. Um, so the accounts in I've kind of written out um the motion there, but the accounts in red have deficit balances. I'm asking that we transfer money um from an interest in income account. Um the interest from all these clubs u accumulates in one account called interest income. We can use that to pay

261for an audit. We're supposed to get audited every three years. We're due for that. You can also use it to transfer and cover some of these deficits um that that go back and span uh at least three years, most of them prior to my time here. Other than the small few dollars um like there's one for $4. Um so I'm asking that you approve the transfers to clear those deficits. There's some small trip scholarships um very small amounts that I'm asking that you transfer into um a new account. Um and then you'll see at the bottom I've added um I've made a couple notes. I'm leaving the PSAT SAT uh deficit balance because we're generating surpluses the last two years and I think if we leave that there eventually it will um it will be

262back to zero. Um that's not the case with AP which is the most significant deficit. Um but in talking to the principles um we have some students who need um you know the specific support with proctors and running the exams and we need to relook at our fees to make sure we're covering our costs on that. Um, but in the meantime, we don't want to try to recover what we've already done. We felt like it's equitable here to recover that money through our interest income money and then work on the fee structure going forward as so as not to penalize the students next year for that. Um, and the last thing I I do want to point out at the bottom, um, we've talked about um, two I guess there's two things. Um, I want

263to ask that you in addition to the list of clubs here, I've added two at the bottom. one uh I would call the name is student experience fund. It gives uh the principles three we would transfer $3,000 from interest income and it would enable them to support some student activities that come up during the year where they want to um support something that maybe a club doesn't have money for or um like the homework club maybe getting pizzas for the homework club. um things that um gives them a little bit of flexibility that we probably shouldn't be paying for out of the budget. Um and then the last one is the trip scholarship fund. At this point, I'm only recommending some small transfers there from from other accounts. Um and um but at that will

264help us supplement the Sharon Young Scholarship Fund. may have these international trips that are fairly expensive in some cases and um this will give us another funding source to support more students potentially larger scholarships. We've typically been with the money in the Sharon Young scholarship able to offer 500 per trip. Maybe we can get to a larger amount if we're able to um get more money in this fund. Um so that's the big picture. Um we're going to you know be bringing this to you again next year. Um, we're looking to take these steps this year to head it and uh, um, make some positive steps forward. >> This is actually great because it it just really feels like it's all really visible here and it's a huge cleanup and I think this is I

265mean I look at it as a huge cleanup. It it's necessary. You see it all. It's all right here. We can make the transfers tonight. So, I think this will be helpful. >> So, if there's no questions, I just that's the >> that's the list there. >> Any questions? Thank you so much for doing this. >> Just one question I have just one that jumped out at me and I apologize if you explain this one. Um, China tripgative 4,800 currently like how did it get to be >> negative? I'm just going to I wasn't here when it was negative. So >> I only researched so far back and I and I felt like um for some of these we also have I mean we have some trips with positive balances. So, even though this is

266going to be transferred and we're going to have to cover it from interest income, we have some of these other trips with positive balances that we potentially can. Um, and I'm pretty sure some of these go back more than four years. Um, but I want to research them first. I don't want to just take money from another trip if it's for an upcoming trip or there's but uh we could transfer those to the Sharon Young Scholarship Fund. Maybe we have five or 10,000 in there that can help a student uh maybe five students get a thousand dollar scholarship to some international trip. So, it's it kind of links with our um >> inclusiveness and equity. Uh >> and um there's, you know, I have some research to do, which is why I haven't >> pulled

267some from some of those accounts with positive balances. Yeah. >> But u from an audit standpoint, I I'm don't want to be carrying negative balances that I can't explain. Um so, I'm kind of being conservative and let's write off what we know. >> You'll see the interest income account is >> I think $40,000. >> 42,000. Uh, so there's more than enough in there to We'll still have money in there to >> And do these just stay here? You know, I don't want to say forever, but like let's just take the Mexico trip. They haven't gone to Mexico in probably, I don't know, six years. So, do do you just keep it as a line item? >> I don't want to do that. I want >> Okay. So, eventually So, eventually they'll get removed or we

268removing them. Sorry. >> Well, that one's the negative three cents. So, that one's a small one. But like if you >> just like for example >> but the um you know if the sci-fi Japan trip scholarship so you know if money was put in there and it's 2555 I'd want to research that and find out >> you know was that a trip that's 10 years ago and >> so the research will be if if things don't even exist anymore we'll eventually pull that line item and >> I would have to bring it back to the scope you would have the authority to I mean I I my general thinking is why not put it into the Sharon Young scholarship. And um in some cases, you know, to be fair to people, we we've returned money

269on a trip when like if the trip was planned and they estimated the cost and some portion of the trip didn't happen. >> Yeah. >> We would refund the money. Yeah. >> If it's, you know, so that has happened in some cases like we had to cancel the Ecuador trip. Yeah. >> Money gets refunded. We had to cancel one component of one trip. I don't remember which trip it was then. So, um it depends on the situation. >> Okay. But you're saying though, for example, the $87 for prom 2015 has just been sitting there for 10 years. >> 10 years. 10 years. >> Okay. >> Thought you might want to talk about trip was about 10 10 years or more ago because I think my wife went on that. >> Which trip? >> The the

270Japan sci-fi trip. >> Sci-fi trip. >> Yeah. >> How long ago? >> We're going in >> at least 10 years or more. >> That was under David. >> She went She went with him. Yeah. >> He did it for a long time. Yeah. >> So, yeah. you know, we're also getting closer to the trip advisors and working with the teachers so that they >> I mean, it's a big big job and a lot of money to try to get the landing spot. And I think when the travel agencies are involved, >> they own that. And but when we have exchanges or trips that are a little more teacher run, we're we're getting closer. So that um you know because it's really hard if they suddenly don't have enough money and it's really hard when they

271have a big balance at the end and we're trying to help them get within that window of like okay you're in the black but not way in the black. >> Um >> so we're looking at this now and you'll be doing some more re research to uh call out things over time and you'll be coming back to us. >> Yeah. I I don't know how how soon, but um definitely at least next year, probably before then. Um but I need to do some research. The principles also like I don't know what some of these clubs are. Um like I know what the name says and some of them are self-evident, some of them are not self-evident. So maybe just at least for my own purposes, I want to kind of have a description and know

272who that faculty adviser is. So we have a question here. >> Rob, can you speak to your recommendation on 875? >> What's that? your recommendation on 875 >> says more musical production cost. >> So all of the revenue from the shows goes in that account. So you know and we we budget and pay for some of the expenses out of the budget. I don't know how much of that's accumulated in a given year. I'd have to look back, but um we do some of the musical production expenses are paid out of this account, some out of the budget. When I look at this number, it says to me that probably a little bit more could be paid for out of this account. Um, not to say that the dis district will pay for the stipens

273of the staff that run the production. We wouldn't charge that to this account, but it seems like um some of the supplies we're buying for the show or the contract services more could be charged here, but um you know, I would want to >> just proceed cautiously with that. Yeah. Yeah. I want to be fair to the group, too. I don't know what they're planning. So, part of this is to get the principles also to be aware of these balances. They might have plans. you know, we could have something related to a big production they want to do and um so >> all right, thank you for that. Go ahead, Brian. >> Make a motion to authorize the use of the conquered Carile High School student activity account as listed on the following pages for

274fiscal year 26 and to approve the transfers recommended by administration on those pages. I also authorize administration to pay FY26 student activity audit fees for CCHS from the interest income student activity account. Second. >> Seconded. >> Okay. Further discussion. >> Okay. Roll call. >> Herchek. I >> Kellaher. I >> Morado. I >> Shardy. I >> Wat. I. >> Williams. I. >> Okay. And with that, I will adjourn the region and say goodbye to our Carell members. We have two more um CPS votes coming up that we're going to do. >> So, thank you all. We'll see you. So, you'll see you on Monday on Zoom and Wednesday >> in person. Great. And we're just going to keep going. So, talk amongst yourselves. All right. Next up, we have um the bus surplus. Bob, I'm going

275to turn that over to you. And there's a memo >> that's attached the agenda for the bus surplus. >> The memo is on the screen. We have uh we're leasing four new buses. Um, and as part of that, we uh have four buses that are not really in drivable condition anymore. We're going to trade these in as part of the a new bus lease. And we need school committee approval to um I'm I'm asking for your your approval to declare them surplus and to be disposed of uh as we see fit. Um telling you that how we see fit is to use it as a tradein. Um I didn't put that in the motion, but that's what we'll be doing. I think it's combined about 42,000 we're getting back for the buses >> and this

276is standard practice of what we do pretty much every year. You'll see this happening and this is part of our role. >> All right, I'll make a motion. >> Questions on this? >> Oh yeah, go ahead. >> Can I ask a question before you make a motion? Are they going to be used in conquered or metco? Do you guys >> These are going to be used anywhere. These are going to be disposed of. >> Disposed. Oh, I'm sorry. Yeah, we're >> next buses are already disposal. >> Yeah, I mean oftentimes they'll use the new buses in Metroco because there's a little bit more wear and tear going into Boston than there is around conquered. >> Yeah. >> Okay. Save. Go ahead. >> I'll make a motion to declare the vehicles listed as surplus and to

277be dispositioned in whatever manner the district administration determines to be the most advantageous for the district. >> Do we have a second? >> Second. >> Okay. Any further discussion? All right, roll call. >> I >> Morano I. >> Bashardi I. Williams. I. >> All right. And now we're moving to bus leases. >> This one I need to be careful on. >> Last one. >> Um. >> Okay. So, two quick thing, one quick thing. Um, at town meeting last year, we were given uh authority uh school committee through the school committee to lease buses for five years. That's what we've been doing um in practice for a long time. Um so we need your approval to move forward um both for school committee approval. I also need it for the leasing leasing company needs you to

278approve um a specific leie resolution which is in the package um uh basically saying we're we have your approval to move forward with purchasing four buses. Um the total cost of the lease for the four buses will be 624,213. Um we got a 4% interest rate. Not too bad. Um and um we have this budgeted. This is within our operating budget, the lease cost. Um so there's no surprise in terms of financial impact to us. >> Any question? Yeah, I will I would say we we we try to keep a balance of um we have two manufacturers. One's um company called Thomas New England Transit and the other one's Anderson. Um just to just to balance risk and not have all of our buses with one company. Um so we typically try to alternate and

279keep a fleet that has both of those buses. >> You may have said this already, but I understand how how many year lease is this or is this >> It's um it's a little quirky. It's it's five years, but the first payment is immediately upon closing. So, it's a four-year duration, but it's it's called a five-year lease. >> Any other questions for Bob? I make a motion to approve the LEI resolution as presented in tonight's school committee packet and to authorize the assistant superintendent of finance and administration and district treasurer to sign and execute any documents required to secure this financing. >> All second. >> Seconded. >> Perfect. Further discussion. Okay, we're at a roll call. >> I Morano I. >> Bashardi I. Williams I. And with that, I would entertain a motion to adjurnn.

280And we need to roll call out because we have a member on Zoom. >> So moved. >> Second. >> I'll second. >> Thank you. Roll call. >> Uh her check. I >> Moro I. >> Bashard. I. >> All right. Thank you everybody. Have a good night.