001Okay. Good evening. I call to order the meeting of the Hamilton Regional School Committee on Thursday, October 2nd, 2025 at 700 p.m. Um, this meeting is being recorded and livereamed on HWC. Um we do not have anyone participating remotely. So okay um first order of events is we have uh an opportunity for citizens comments. Um I'm first going to just look and see. Eric, do we have anyone on Zoom? >> Nobody on Zoom. >> Okay, we'll check back with the Zoom in a in a minute. >> We'll leave it open. Um, if there's a citiz any citizens wishing to make a um comment, I will ask you to um identify yourself um and please spell your last name for us. Um we Amy, if you're willing to time um we'll ask you to limit your
002comments to three minutes. >> I'm just read it. >> Okay. >> So great. >> Thank you. Okay. >> Thank you. >> I have an extra one. >> Oh. Oh, she's got an extra one. Would you like >> I think so. >> Sure. >> Great. Yes. >> Okay. >> Great. So, um so, um again, we'll let you know when we get to the three minutes. And um >> I >> welcome. >> Hi, my name is Sue Mclofflin and I live at um MC L A U G H L I N and I live at 34 Park Street in Hamilton. Before I read my letter, I just would like to ask a question. And I know this is supposed to be a business meeting, but when you're doing this is when you're doing policies and procedures, which
003you're doing, you're updating your policies and procedures and reviewing them. And I was interested in that the last time. Um, is there is there no place in the process for uh citizens to have input into that? >> I'm not seeing that that works out that way. >> We welcome your input. Now is the time. >> Well, I didn't come here for that, but I just was curious about it. Okay. Um, this is about this the rainbow flag. I'm a Catholic homeowner whose taxes helped to fund the Hamilton Wenham public school system. I'm writing and speaking to inform you that at the last school committee meeting being forced to sit in this room in which the rainbow flag was prominently displayed, it was deeply disturbing experience which resulted in my feeling disenfranchised, disrespected, and unsafe. Charlie
004Kirk had just been assassinated for speaking out against the morals, values, and lifestyle choices which the pride rainbow flag clearly represent. Tragically, as a direct result of deeply polarizing left-wing political rhetoric, we conservative Christians and politically conservative persons are now targeted as dangerous fascist enemies of democracy itself. I was astounded by the blatant disregard of my political and religious beliefs by those who facilitated and structured this school committing committee meeting. And I ask you rhetorically, who do you represent? The entire town are only progressive left-leaning, the majority in our town. In the United States of America, opposing political parties are not enemies. We are all citizens of the United States of America and live in a freedomloving constitutional republic. I am writing to respectfully demand all rainbow flags hanging in the school properties and classrooms
005be removed. They represent the views of those who murdered Charlie Kirk and those who inexplicably and abhorently support his assassination. The rainbow colored pride flag represents lifestyle choices, values, understandings which the school department personnel and teachers promote and impose unilaterally and indiscriminately on everyone in this town. I reject and condemn the secular values and morals. And I reject the rainbow flag which now stands for hate and violence of those who speak out against left-wing to those of us who speak out against leftwing ideologies. 30 seconds. >> Oh, okay. Well, I I'm I'm here to ask you to um >> keep going. You got 30 seconds. Yeah. >> Well, it's it's a lot longer than that. So, I would like to just end by saying everyone has the God-given right to freely choose what they do
006and do not believe and to live accordingly within the bounds of safety and reason. But no one person, group, or agency has the right to use government to force others to accept unquestioningly symbols which represent the demonization and hatred towards them. By definition, this is tyranny. >> Three minutes. >> I should be able to attend town meetings without being forced to see a rainbow flag prominently displayed. This is the United States of America. We are diverse country and in order to promote and maintain peaceful political diversity. It is imperative for all government organizations and schools to refrain from picking and choosing political and social winners and losers. Please live up to your own published standards to fairly represent all the people in Dton Hamilton. Take down in the school system. >> Thank you. >> It's
007not like you. >> Thank you. >> Um and thank you for providing the copy. >> Three minutes. >> Thank you. >> Okay. U Mr. Tracy, is there anyone on Zoom who is interested in making a public comment? There >> is no >> Okay. Um so at this time we will close the public comments on Zoom. Um and we'll close the public comments in the room. >> Room is closed. >> Okay. Um next up, um Julia, I'd ask if you are willing to read a portion of our uh protocols, please. As elected members of the Hamilton Wendham Regional School Committee, we including the superintendent accept the high honor and trust that has been placed in us to ensure that the students of the district receive the best education possible. To that end, we hereby commit to
008the following in conduct of our business. Number two, the superintendent and the school committee represent the needs and interests of all students in the district and place the students interests above all others in their decisions while remaining within the limitations of a voter approved budget. >> Thank you. Uh David, uh would you be willing to read a portion of the mission statement? >> Sure. Um the Hamilton Winnham Regional School District School Committee's mission is to ensure our schools create graduates with a passion for lifelong learning together with the critical skills needed to maximize their potential. The Hamilton Regional School Committee will lead and inspire a district that attracts and retains highquality educators by acknowledging and respecting their expertise and professionalism. >> Thank you. Um, all right. Next up is the consent agenda. Um, does any
009members have uh any items from the consent agenda that you would like to hold? >> No. >> Uh, Julia, would you be willing to >> I move that the Hamilton Regional School Committee accept the consent agenda as presented? >> Second by Jen Carr. Um, all those in favor and that is unanimous of the five members present and the motion passes. Okay. Um, next to you, Eric, on the MSBA declaration of removal. >> Uh, so this is a document we've been waiting for from the state. They were supposed to get it to us Monday or Tuesday. It not arrived. So, I'm just going to request that we table it. um they basically take our letter that we send asking to be removed from the project and then they send a letter from them that outlines that
010all the things that have have uh happened along the way. We just have not received that letter. So I don't want to have you vote on something that you can't see. So just ask that we we'll put it on next meeting. We have not we just haven't received it yet from the MSBA. >> Okay. >> Do we need to vote on that? Um, so we had we don't have a motion on the table, so we don't need to vote to table it. But I um I guess I what I would say is um unless without objection. I'm just saying let's just skip this item. >> Does that make sense? >> Okay. Um >> Thank you. >> And Eric will look forward to seeing that next time. Um again, my understanding is it's something that >>
011they want from us, right? >> Yeah. >> So >> Yeah. They'll need to send it to us. We've called emails. >> Okay. Um so next up um is um we discussed this at the last meeting. Um this is just an update uh or I'm sorry a sort of a reiteration that what is before you is identical to our current um protocols with the exception of the date that is at the top. Um, and there was a discussion last time. Um, and um, I don't know if it makes sense to start off with a motion or if >> Yeah, I had a motion to amend. >> Okay. >> And unfortunately, I don't have a copy with me, but I sent it to you in an email. >> Okay. Um, hold on. Um, and the simplest way
012to implement it would be just to take that sentence and append it to um item eight. All right, hold on. So, um I guess uh I don't I it's not my motion to make. So, I um I mean I can give you my you can read it. It's not >> Okay. Okay, thank you. So, if you read um item eight, current one and just add this sentence. >> David, I can't hear you. >> Sorry. If you if you read item eight in the current protocol and append this sentence, that was my intent. It it reads, "In the event that a school committee member wishes to publicly descent from a school committee decision, this is permitted, comma, so long as the dissenting school committee member clearly states that the opinion is a personal one and not
013stated on behalf of the school committee. >> Okay. So, I'm understanding that the motion is to amend or change item A to add the sentence that you just read. Is that correct? >> All right. Does is there a second? >> But doesn't one cover that? >> So, right now I'm just asking a sentence has a second. >> Okay. >> I second. >> Okay. Second by Julia. I'm going to want my computer back. I feel insecure. >> Take that away. Thank you. >> Um >> Okay. Um so I do I do have it in front of me. I'm happy to read it again. >> Do you mind? >> Sure. >> So my understanding of the motion is that the motion is to um look at item eight, which Eric, can you scoot it up? So item
014eight is up there. to add a sentence to item eight that says, "In the event that a school committee member wishes po to publicly dissent from a school committee decision, this is permitted so long as the dissenting school committee member clearly states that the opinion is a personal one and not stated on behalf of the school committee." So, that's a motion that I heard and it had a second by Julia. Um, so you heard a I I don't know if you had a question or >> I just think that's already covered in number one. Yeah. >> Okay. So, um >> I agree with that only. I feel like adding that to eight kind of cancels out the beginning of eight. Even though I know it's it feels like kind of a technicality when we say
015when we're speaking publicly this is only my opinion, but the fact that you're on the school committee has weight. I think even though you're saying this is only my opinion, especially on a matter that we've already voted on and decided on to move forward. So I feel like having it in one kind of covers what you're looking for, David, but also I feel like putting them in the same number kind of cancel each other out. Does that make sense? >> I don't know. I I kind of think that um I'm really split on this. I do think we should be unified in our decisions, but I could see some decisions that I would disagree with that I would maybe not publicly say, but to friends and family and community members, I would say I don't
016support this. Um, for instance, I'm literally thinking about the um the the bus decision that we made that I voted against. Obviously, I'm upholding it. I mean, I would never speak speak out publicly against it, but if people ask me, I say, you know, I had concerns and here's why. I'm just I was trying to explain my no vote. >> So, I could see how it could be um people would ask you like, why did you vote no? and you you should be able to explain why you did um but then also still be respectful of the committee vote. >> Yeah. >> So, I don't have a problem with that with that sentence um just for that reason because I think you know we're not all we're not all going to agree and we we
017have to be able to justify our votes but then also say you know obviously I respect the committee's decision. and I'm not going to like fight against it, but I this is why I voted no or this is why I might have made a different decision. >> Yeah, it's hard. It's a really >> um >> It's a tough one. >> Yeah, I I um I sort of I the concern for me is maybe just some of the language in the sentence. Not I think we're all I actually think we've had some good conversations so that people do kind of understand that I mean I think the bus discussion is a good one. Um because the point is you as support it says support in item eight right so that you need to do what you
018need to do in order to support that item being successful being >> you need to support the success of the item. >> Correct. and you need to support the action of the item even if you in other words let's try to take it out of sort of the real world but in other words it was was like you know we all voted to plant a maple tree in the front of somewhere let's say and you really thought that was a bad idea and then if if it wasn't getting done it would be up to you to say it needs to get done even though >> you didn't want it like it's more than just Um, but that wouldn't prevent you at a cocktail party from saying to someone, "I didn't think it was a good
019idea to plant maple tree." So I I guess my concern about the language is not really about sort of what you're trying to get at, but I am worried about the part where it Well, two things. I feel like our protocols are >> so long, >> so overwhelmingly long already. But the second thing I have to say is that I'm actually a little bit concerned about where it says if in the event that a school committee member wishes to publicly dissent from a school committee decision. While I don't think that that is I don't think that your intent was to say like um I actually think that's where it gets really hazy. So, like to Jen's point about protocol number one, it lays out really clearly in protocol number one that like if you as
020a school committee member wanted to stand up and make a public comment at another board, I mean, or something like that, which is something that could really happen that it's really important that you clarify whether you're speaking for the school committee or as a citizen. Um because that's an example of a time that you might be speaking publicly and that like I'm worried about the idea about it being public dissent because I think public can mean a lot of different things but I worry about it seeming like it might mean that kind of a thing like at you it wouldn't be okay for you to get up and make a public statement like at another board meeting. It would really I mean I under I do understand your point like it >> but I I'm
021worried about that. Um I I don't I don't know you talk because Yeah. No, I I I think um the context in which I didn't sign last year was I felt pretty strongly that we were heading down the wrong direction with the the whole um consolidation project and I felt it it needed it needed dissent to be expressed and with with strong reasoning But there's two different things there and this is and I'm sorry if that's okay but >> sure >> dissent as a like as a committee member in this room >> right that's you can disscent as much or as I mean that's there's no rule against dissenting here >> no understand >> but once the vote is taken um again to Julia's point it's okay to express that. I mean, first of all,
022particularly if you voted in the minority in any kind of a vote, people might ask you. >> I think we've all had that experience. If you vote >> in the minority, people might say, "Well, why did you >> do that?" You know, and >> it's certainly acceptable to But what I would say in this is I'm going to go back to my maple tree example because that's not a real example and doesn't feel loaded, but like it really is My interpretation of everything I've learned is that and I think in here is that it's that you will uphold and support that decision so that you will support and get that maple tree planted even if you didn't want it. And and I think that one thing you can do to be supportive the way I
023interpret it is if you cannot tolerate the idea of and again just for the public's understanding we're not planting a maple tree. It's just an example. But if you can't tolerate that, then the best thing you can do to uphold and support is to >> just keep is to not get in the way while other people >> do that. So that's my opinion. I that's how I interpret this that it doesn't mean you're not allowed to say something as a citizen, but there I don't know. So David, you don't think number one covers what you want? >> No, because because of eight eight really seems to be directed at suppressing disscent. >> I don't think so. I think it's uphold and support the decisions of the majority of the committee once a decision has been
024made. I mean, >> right, on not and not beforehand, but once a decision has been made. >> Right. That doesn't prevent us from dissenting publicly the entire time before something. >> It would be absolutely not okay for Julia to be continuing a campaign against electric buses right now. >> Right. Because that would not be upholding. >> That's the headline. I'm not against electric buses. >> I also just for clarity I also voted no on that. Um, and I am I've said numerous I've actually what I've said about that to that and no we're not talking about that but I've said many times to people in the public you know I voted no because I felt like it was really risky and I was worried about it and I am so excited to be proven wrong
025and I'm so excited to see how this is moving forward and like that to me is not being dishonest about why I voted a certain way but it's looking forward to achieving positive results. I hope >> the other thing that concerns me is if you're dissenting publicly after the decision has been made and you're using points of contention that you didn't use in the meeting. Are we violating open meeting law? >> Because you have to discuss it in the meeting before you discuss it in public. >> Right. But once a decision is made, I don't know that there >> that's why I don't know. That was a question. >> Or putting Or putting something on the agenda again. >> Yep. >> Mhm. >> Trying to get something on the agenda again. >> I think that
026would be the better way to do it would be to get it on the agenda and express dissent in that form, then you're not violating open meeting law. >> But I think otherwise that's a >> Yeah. >> tricky. It's a tricky rope to walk. >> I think the context here is that it it wasn't our final decision that it it had to go to a town vote and that's a political process and um >> but I think we watched I mean we've watched not just with this vote because I think it's very difficult to to talk about this particular vote because this was very supercharged but we've watched it every town meeting. It's not uncommon at all for you to see like the FINCOM recommends such and such an action, you know, and it was
0274 to one or the select board recommends such and such a favorable action and it was 3 to2. Like it's present there, but they're not but they they are re if they're recommending favorable action, that's what they're recommending. They're not they're not the dissenting members are not saying this is why you shouldn't. They're they just that's what all the board they just >> They had that conversation. It's clear that they voted a certain it's posted how they voted you know 3 to2 or 4 to one or whatever. Um but when they speak to it at town meeting they're not providing the dissenting view. They're providing the this is how we voted. Again, I don't I I don't see though that this is I mean I think Julia made some good points about like in real
028life you do have I mean you do have the right to speak your mind outside of it really is >> um it's it's that it's very difficult for members of the public to understand and know whether you're speaking as an individual or whether you're speaking as a school committee member because you're always a school committee member. They know you are a school committee member. >> I think people understand but even even so, you know, it's not a flip of a switch. It it comes from a member of the school committee. It still holds a lot of weight. So, I think it's something we have to be really careful about. I can I ask a question and you don't have to answer this if I feel but I I heard you saying if this I because
029I really want to stick with what you're proposing and not >> we don't have to talk about how you feel but I sort of heard you saying that you felt like this these protocols don't allow for dissent. I guess I'm not sure or could you just tell more about that? like I don't like >> well that's how I I read um eight as um and will uphold and support the decisions of the majority of the committee once the decisions been made which basically the way I read it was open and shut >> but you had a chance descent. We aren't saying that you can't disscent. We're saying that once the decision is made after you've done your disscent, that decision has to be supported. >> Yeah. It doesn't mean that you have to like write
030a letter in support. It just I think it just means like publishing something that is the opposite of the way the committee is going feels like it's in violation of number eight. I don't know. And I guess I I don't know how to thread this needle because >> I actually feel like number eight is fine and the protocols are fine. At the same time, I actually think we don't disagree. Like there's like the reality is that like people can say I'm not I'm not I'm saying this as an individual and that does kind of cover it, right? Like you've said it and so I'm like >> you think number one number one covers. No, but I'm just saying even standing up at a meeting number one sort of says if you like all you have
031to do is identify that you're like I guess I'm sort of torn because in a black and white action and these that's kind of how I think protocols should be like it basically says they they will speak as individuals like you need to just get up and announce that this is how I'm speaking as an individual separately as a person I'm kind of trying to say and maybe I should not worry about it. I guess that covers it. As long as that somebody says they're an individual, they're an individual. Separately, I'm sort of saying living in the community, we all have experienced times where you it someone may not understand whether you're speaking as a school committee member or as an individual. I'm talking about like if you're just standing at a soccer field or
032you're >> I don't know. I I agree. And I also think I do agree now that I'm thinking about it. There are lots of times to to publicly dissent in this in these meetings. So people know how you feel and they know what you stand for and they understand your no vote speaks louder than words, you know, louder than anything. Um, yeah, but I do think supporting up I think you have a problem with supporting. So like upholding you probably don't have a problem with but it's the word support that you probably have a problem with. >> Yeah. >> Okay. I think we all of us need to sort of really think about >> generally speaking not generally speaking you have to support >> David I can't hear a word you're saying >> sorry generally
033speaking you got to support the decisions of of the committee unless it is in your view so egregious >> that it's important to communicate to to the the voters Why? >> We can't pick and choose like when to uphold those and when to not like whether or not you think it's egregious. It's >> Do you think the time for that would be like during campaign time? I guess what I guess all I'm trying to say I guess what I'm trying to say I actually think I I >> like I didn't agree with the committee on this and I don't know >> and I guess what I'm trying to say like I'm trying to thread a needle here because >> yeah it's a >> I don't think it's a good practice to stand up publicly and
034say I voted no and and I but do I there's no such thing as school committee like they're not going to come and right >> get you and put you in like school committee jail for doing something like in other words it's good practice to have it be clear like the school committee voted in favor of X just like when we hear the select board like you know it's but yes like people will do things like that in other words like people could say like If you were in a C, that's a good example. If you're in a campaign, someone could say, you know, I voted against the maple tree that you know, whatever. But you wouldn't be able to say >> I don't support it. >> Well, or you wouldn't be able to say
035you wouldn't be able to represent that like you couldn't say or I think you couldn't say like, well, you know, the school committee didn't really want that maple tree. Like, >> all right. >> You know what I because that's not what undermining like that's right that's not what happened you know >> okay >> I don't know I think I think the protocols are fine I do think the protocols are fine I think number one covers it I changed my mind I think number one covers speaking as an individual I think we all have to make a decision on the level of support we have for votes like are we publicly going out there being like I really support this I love it like this go or are we just sort of dissenting publicly in a
036meeting and letting our our voters, our community, everybody know how we feel. Um I don't know I if it it's my opinion and then I really I but if it helps like I don't think that this sentence is a false statement like I think this sentence about if you wish to dissent you need to make it it's basically saying you need to make it really clear that this is your personal opinion. I like I don't think that that's false. I just >> I just think putting it in here under number eight I think somebody sort of said it it just makes it kind of seem like well you should uphold the decisions but if you don't want to you can go ahead and it's like but this is not a false statement this is the
037rule like if you want to and this is the rule like you need to make it really clear that you're speaking as an individual that you so this is true >> like and I guess I >> I'm not sure and again this is none of my business like I'm not sure why you feel like these protocols prevented you from doing this because I feel like the existing protocols say that you can do what you want as long as you're very clear that you're an individual. So I don't know what what you felt like you weren't allowed to do and I that's not something you have to answer. I'm just >> I'd like to move to vote >> move the question. >> All right. Um >> the question. >> All right. So, no, that's okay. So,
038there was a uh mo motion to um end debate and move to vote. And I think I heard a second. All right. So, first we're going to vote on whether or not we're going to vote. All right. So, the only thing we're discussing right now, I mean, the only thing we're going to vote on right now is whether to end. So, if you want to end discussion and vote, you should vote yes. Um, if you want to continue discussion, you should vote no. Anybody have questions? All right. All those in favor? Great. Looks like that is unanimous and we are ready to vote. Okay. So, now we're back to the original motion, which was to approve the protocols with the addition of this sentence, which I'm happy to read again if anyone needs it. No.
039Okay. Um, all right. So, this is that's the motion on the table. All those in favor? One. Those opposed? Four. Uh, the motion fails. uh one to four of the five members present. Um does anyone else have a any other motions on this? I >> No. >> I move that we approve the school committee protocols 2025 2026 as listed in the agenda. Um, all right. I heard a motion and a second. Um, is there discussion? Okay. All right. All those in favor? That is four. Those opposed? One. And the motion passes four to one. Okay, thank you all for doing that. >> We have a copy for everybody to sign before. >> Okay, thank you. Um, thank you to you and to Janelle for that. Um, all right. Next up is to you, Eric, the
040proposed superintendent goals. >> Thank you very much. Um, every year we do this in step with our district goals which we work on during the summer. We present early in the school committee year and uh this is the kind of the next step of the connection back to district goals. It also serves as a connector for our school level goals as well, the school improvement plans which you'll see at at next meeting. Um the process for evaluation of superintendent is based around four standards instructional leadership management and operations family communic engagement and then professional culture. Um I've tried to create goals that link back to some segment or indicator within each of those goals. Uh so the first one is really improving instructional leadership. We have been uh really working hard this summer with the
041leadership team trying to help them to improve their instructional leadership and their instructional uh understanding of instructal practices in the classroom. uh we work together on a book called Now we're talking and part of that is connected to weekly reflection series that uh we send out to them to help them to begin to understand uh this process that we're moving into. Essentially what happens is the principles, we've asked them to try to get into three classrooms a day, which is an enormous amount of classroom time, but we feel like that's really the priority of their job. And it's been hard to have a principal shift from the usual strength of a a building principle becomes management and operations because you're always putting out fires and doing things. We're trying to flip that over so that
042their focus is already always primary instructional leadership. So as part of my role in doing that is uh helping them to develop and implement their walkthrough plans um meeting with walking with them. We're walking with them um during many of these walkthroughs. Um we schedule them as you know we schedule them throughout the year and then we're we're trying to get feedback back to the teachers more quickly so that principal doesn't come into a room and then disappear and the teacher is left wondering what happened. Was it good? Was it bad? Did it you know? Uh so we're really trying to change our operation in in how we communicate um quality and the qualities that we're looking for in good within good instruction. The beauty of here is we have a lot of good examples.
043The harder part is sharing those examples. So teachers get very isolated. Once you go into your classroom, you're in your classroom. You know, you might go out for the lunch or bathroom but or duty or something but you're back in your classroom. So you you don't get enough opportunities to learn from each other in in the way it works. So the the design of this is really to give me the opportunity to work onetoone with the um principles but also working with our uh director of teaching learning to connect the dots back to the the high quality instructional materials that she's implementing at the same time. So, they need to now have a really strong understanding of these materials um so that they can have these conversations related to the instructional things that they're seeing
044in classrooms or even helping a new teacher, for example, a brand new teacher is going to need help along the way. Um giving them opportunities to pair up with a mentor teacher, giving them opportunities to to observe other teachers in action that that may do a really good job in in a particular um subject area. So, this is really me pressing on our leadership team to to improve their instructional leadership. Specifically, what it is, this is a year-long goal. Um, they get a weekly uh reflection that we send to them and they're track we're tracking as part of their evaluation. It is really the the number one piece of their evaluation during the school year and this goal outlines that whole process. Um, we are working with a a consultant that's that helped us last
045year with our curriculum implementation. So, now we're kind of trying to thread the needle here. Do you want to do these one at a time or questions or >> just a quick question here? Yeah. >> What does TNTP mean? >> It's uh teaching network uh teaching teachers network for teaching professionals. >> I think that's right. I just never it's it's a consulting group that the Department of Education uses to um help implement high quality instructional materials. They also do things like this with with kind of leadership teams across districts. Their national group, >> their website doesn't even say just says TNTP. >> TNTP. >> Hilariously, I just interpreted it that was going to be the like the acronym for the book above it, which of course is nothing like it. it would be like NW
046now what >> but in my mind I was like oh yeah that's related to that book um no um I think while we're on it but other questions or thoughts or about this goal? No >> go two very straightforward completing a strategic plan. As you all know, our strategic plan will end at the end of this school year. Um it gave us a good base and good baseline to get things like MTSS up and running and really focused. This next strategic plan will will need to take in a whole lot of different avenues related to the future like where do we want to go? What are we looking for? how do we want to be uh you know five years from now or 10 years from now. So it'll include a lot more depth I
047think than the the previous one. So um looking at the same type of a process 3 to five year hoping to lean into a fiveyear so that we can the three year was really quick like you started it and it was like poof you were done. Um but similar process. We want to do some um more community information gathering and do kind of like reverse forms to be able to say, "Okay, come tell us like here's the things that we have like really get the information out there and then get that feedback." Um and then come up with our plan so that we have something to start next school year with which will give us the basis for our goal setting again for the next few years. Questions on that? We last time we did
048this, we did it with a consultant. Um, Jen Clifford and I really feel like we can run this in-house. It's it's um it's a lengthy process, but it's important, I think, for the two of us to to kind of be in the middle of all this to hear that information, gather that information, and try to synthesize it all so that we can continue to keep the kind of connect on the dots for people along the way. I like the focus on, you know, community information gathering and um inviting everyone to be a part of this. So, I think the community needs to know that >> we're looking at feedback loops. We're trying to figure out different ways to get feedback loops into the general public, not the school. Like, I can reach the school people
049in an email. >> Outside of that, how do I connect that to to the people within the community? it may be, you know, somebody who's 75 and doesn't have any connection with the schools at all other than what they see when they drive by. So, it's it's, >> you know, I want to be able to connect that and also bring more kids in. Last time it was hard to get kids involved, but I'd like to see more kids involved in that process. I think it's important for them to get their voice >> in the middle of it all. So, we're trying to we're going to try to make it fit between sports seasons and all that stuff so they can join us. >> This I don't know if this is I mean, in other words,
050having an existing strategic plan like how do you what do you see as how do you use the existing plan for this? In other words, what is the >> So you really look at the outcomes. So you take the existing plan. So go back to our each the end of each year, we did the district report on the district goals. >> So that all is connected to the strategic plan. So you take those three years of outcomes and I think that's where you really start like, okay, here's here here's what we set out to do. Here's what we did. Here's what we didn't do. and then decide do we want to continue down the road of what we didn't do or do we want to strengthen something we already did or do we want to
051do something totally different. So I think you you need to use the outcomes of the current strategic plan um as part of your your foundational conversations. Say here are all the things that occurred. We did not hit every single goal and here's why and here you know. So I think I think that's a great conversation starter for okay where where do we go from here? And then you al you have to connect that to that shared vision piece like what do people see or where do people see the the school community the school district in 10 years? That's a hard question. I mean we've been all on visioning sessions and things like that and it's really hard to answer. You go back to some of the visioning sessions and you know 70% of it doesn't
052come true. So, okay, but we still need to think big and try to figure out how do we um pull that that all the pieces together so that we have a coherent cohesive plan uh to move forward. >> Yeah, thank you. I I just Yeah, that's very helpful. >> Um who do you want on the strategic planning committee? >> Um we would open it up to the same group we did last time. It was really everybody. We we grabbed teachers, administrators, students, parents. We had some community community members, school committee people. So, anybody that would would like to join us. We had um a group that ebbed and flowed between 45 and 60 people >> and it, you know, and people came when they could come. And it was, you know, it was I think
053we had six sessions. So, it be that's similar makeup. We try to get as many as many people involved. It it just generates more. It's easier to generate more ideas than, you know, 10 people in a room. So, >> all right. Goal number three. This has been on the back burner kind of. We want to pull this to the front burner and I will take this on. Um, examine school start change start time changes and really uh trying to get this started now. You'll see tomorrow the first survey will go out in the weekly um as long as the school gets approved tonight. But the uh this this survey will go out in the weekly. It's a comparative survey to the last one we did last year. We'll pull all that data together and start
054there. >> Um, we'll get some committee members and again, I think it's a a group of people in talking to other principles, they they a couple of people made some good points and a couple superintendents said the same thing. You want to get people in the groups that are impacted like, okay, you need you need elementary parents, you need middle school, you need high school parents, but you also need some of those older kids that are impacted >> by athletics or jobs or things they do voluntarily and then bring in people from the the bus company. So, it's going to be interesting the mix of people that would be part of this, but there are really um it's hard to know exactly where the bumps in the road will be because each district is different.
055There are some things that are very straightforward. Like athletics is a problem. Everybody knows it. Transportation is a problem. Everybody knows it. Who's going to pick my, you know, fourth grader up at the bus stop on the way home? Who's going to be with him after school? So, all those things um will be important discussions to have. And I think that's if I can get this thing started in the next month or so. And then, uh hit this timeline of March that buys time to bring it back to the committee. determine a direction and then advertise that >> and really get it out there. So, >> should the sorry should the review existing survey data that's dated May 2026 is that right? >> No, it was 20 last. Sorry. Thank you. That's Yeah, May is
056incorrect. Thank you. >> I think May is correct. I think it's >> I thought it was 2025. >> It's Yeah, it is. I'm sorry. Thank you. >> Um I just wanted to this is a question as you I thought was a really thoughtful answer in our in the or discussion in the strategic plan talking about broadening out and talking about community and you know and getting input. Is there are there I don't I don't know the answer, but as you I was just thinking about are there are there any are there any other groups in the community that we should think about that might be impacted that aren't >> you know I don't I mean in other words I'm thinking like obviously like maybe the wreck department or the community house like in other words
057>> that we want to have their input >> y >> um and there might be others that I those are something I can think about there might it's possible that there are other Yeah. Any of the after school programs, before school programs, like >> but I mean there could even be I can't think of what it is. >> The instrument musical instrument program that takes place after school like all those things would have to be >> Yeah. But I'm just thinking even communitywise like you know there could be other community impacts that we aren't capturing like I don't know. I just would want to >> y >> think about that like >> something come out in those discussions. Maybe somebody says well what about this and okay yeah you're right. And like like I'm thinking
058about like like it could be like a church program or you know something that we're not that isn't within the confines of the school that we might not be realizing about or something like that that just might be important to just get as much input about >> dance class. >> Right. I think I think there were programs and it could be not necessarily negative. It could be positive. It could be >> programs that have >> like whatever early morning or late or afternoon child care that we don't know about that are actually flexible. I I just it could be just resources could be >> Yeah, I think there are community programs that were affected by the Wednesday decision. Definitely, you know, so we should talk to like the community house, the recck department like you're
059saying >> and I'm just sort of try I I can't come up with them because I don't know what they might be. I'm thinking we need to think beyond those ones that we know about and think about like are there other things that that are resources for people that who might be using that aren't sort of part of our normal thought process but could be helpful or could be impacted. >> And part of that investigation in includes like a recycling of information. That sounds like a weird word I guess to use but to to get all that initial information and put it out there like okay take a look at this. What have we missed? because you may have somebody that just says, "Oh, wait a minute. They didn't include this." So, we're hoping to
060again expand our reach a little bit. It's more of a um you're kind of guessing unless you that particular thing shows up on your doorstep. So, >> yeah. Are there um some quantitative um outcomes at the end of the the five and 10 years that that you want to bring into focus like um the our rankings in in the state I was just reading the >> for indicators of success >> the five I'm sorry five and 10 years what >> at the end uh either a quantitative scores on standardized tests of some kind that you want to reach on average or you want to reach a certain level of ranking >> because of the change in school start time. >> No, just >> Oh, I thought we were talking about >> just No, just what
061Sorry, I'm I'm probably going back to the first step which is saying yeah because you're saying you're going to have a five and 10 year strategic plan. >> Oh, the strategic plan. >> The question is at the end of the of that planning period, how will you know that you've been successful? What are the metrics? Yeah, it's part of the process >> and some of the metrics could be the rank our ranking on and I've got no particular preference >> on the the ranking system and andor scores in specific subjects um rankings or declared levels you of where you are right now and where where you want to drive the school to because then a lot of what the planning is about is is testing it again. Is that going to improve that metric? >>
062Yeah. >> Well, and I mean I think on on the to to the strategic plan like the indicators of success of the goal are listed here. >> Yeah. Strategic plan would be different >> within the strategic right. But in other words, part of when we when the strategic plan arrives, I think what you're talking about is you're looking for that within the strategic plan for it to have clear benchmarks of how we would know if the strategic plan is successful. Is that correct? >> Y >> and it's al also a way of the school committee expressing what aspirations they have for >> the superintendent to achieve >> for the strategic in the strategic plan things that should be right. >> Right. Sorry, I thought you were talking about this one. I was like, >> "Yes,
063sorry." >> Uh, all right. Goal four, active advocacy and networking. Uh as I've moved into my fifth year as superintendent here, I've found myself involved in many um professional associations including the superintendent network, uh association of school superintendents, member of the mass legislative committee, uh graduation think tank subcommittee, which is a subcommittee of a state group that's currently reiggering the graduation requirements with the loss of MCCAST. uh member and vice president of Northshore superintendent roundt and board of the northeast consortium and I think uh what I would like to do I was trying to figure out a way to bring you more pertinent information related to some of the things that are happening at the state level um and I was thinking of once a month having okay these things are happening at the legislative
064level this is what's going on at the state house and just have kind of a one pager for part of my superintendent report like okay here are some things you might want to keep your eye on. I think that's one of the things that I have not um done a good job with getting that information back to this group. So, I think this would kind of put me in that realm of thinking, but also being involved in all these groups has now given me uh open my eyes to a lot of things that are going on at the state level and uh has given me some good insight too. >> I have to say I just I love the term active advocacy. I think, you know, you could just say like participate in and networking.
065Um, but active advocacy I feel like is a stronger word. Um, and I I appreciated that and thank you for participating in all these committees on our behalf. But I would definitely love more updates if you can give give them to us and how can we support you in this work? That's that's kind of the plan to be able to make that >> because I know we I know there was a point with the free lunches that you came to us and said it would be great if we could sign something or if we could lend our support. I mean if there's anything like that I I think we would all really love to see it >> even opportunity for feedback like state feedback. So the graduation MCCAST got voted out as no longer a
066graduation requirement and the state is >> um doing a portrait of the graduate as a replacement which is already bumping up against the things that we've done in our district plus many other districts. >> Um but they're moving forward with that. So what does that look like? What are the opportunities for you as committee members to speak publicly about it? Um there are a lot of things that I have now realized in working more at the state house level uh that we could chime in on as advocates or not you know you may not want something but at least making you aware of that uh and those opportunities. So I think that's part of in my conversations with the group that of superintendents that I work with like trying to make that a better piece
067of what I do and it's not really been there and I think I honestly didn't know about it until I started having a conversation with other supers about what types of information you bring back to your committee. Um so that's where this kind of stems from. So I think it'll be I think it'll be interesting for me but also for you to to kind of get a different view. >> Well I yeah I I mean I spoke briefly with Eric about it. I mean I think it is an opportunity like I know that sometimes I get we got I think it was today from the MSC something about the graduation requirements and you know oftentimes we get something like that from the MSE and you read it but it's sort of like well Okay. >>
068Right. You know, >> it's like too late for it to actually >> Right. Exactly. So, it's an opportunity for us to >> you know, hear what you're doing and how we might like might provide feedback or >> um which, you know, might be challenging. >> Yeah. >> Because, you know, we we don't to David's point, we don't always provide unified feedback. So, you know, >> it just gives us an opportunity. the advocacy piece is is um a role I've never played, but I realize in looking at many of the bills that are being moved through, there are many school districts that advocate well. Um whether they're paying people to do it or not, it's a different story. But they they end up, you know, in this big long 20page bill. you know, the town of
069so and so gets 100,000 to fix this. Um, there's a lot of a lot of things tucked into bills that we may be able to take advantage of. I don't I don't know. And like I said, this is new ground for me, but I think it's important for us to at least open that door. >> All right. >> And those are my goals for this year. >> You want a motion? >> Um, yeah. Let's have a motion and then we could still go ahead. I move that the school committee accept the superintendent's goals for the school year 2025 2026 as presented. >> Second. >> I heard a second. Um I was going to make a friendly amendment that's not entirely as presented because we had a date change >> a date change >> with the
070friendly amendment of the date change to May 2025. >> Um all right. So I heard a motion and a second by Jen Carr. Um is there further questions or discussion? >> Um a quick question on goals uh goal four. You talk about for indicators of success being members of these groups, but I read this more as not just being a member, but communicating the information that you get as a member of these groups, but there's nothing in your indicators about communicating that. >> That's you're absolutely right. >> Can we fix it? >> Which is which is fascinating because Dana and I had a conversation about this. I want to add a communication to the to the uh to once a month to the committee to my superintendence report so that people have it. So I
071should add that in there. >> Okay. Um there other um so we have a motion on the table with with two friendly amendments maybe >> uh well the date change >> somebody would have to make a friendly amendment if they wanted to I guess and we'll see >> I make a friendly amendment that in The indicators of success for goal number four is a communication goal. >> Second. >> All right. So you were accepting you >> you made >> I accept two friendly amendments. So is everyone clear on what the motion is ahead of before us which is them pres as presented with an extra indicator on goal number four around communication and the date change that we discussed. All right. Is there any further discussion? All right. Looks like we're ready to vote. All
072those in favor? That is five in favor. Um and that is unanimous of the five members present and the motion passes. Thank you, Eric. >> Thank you. >> Um, next up, um, this is, um, just informational. This is all information that you already have and has already been put out publicly, but I just want opportunities for the public to hear us and for everybody here to remember. Um so um we've worked uh spoke I've spoken with the um chair of the Wenom select board and we are um planning to meet jointly on Tuesday October 21st. Um uh that will be a joint meeting with the Wenom Select Board at 6:30 p.m. here. I believe we're going to meet here. Um and the purpose of the our participation in that meeting um will be to appoint
073a wom resident um to fill the vacant uh school committee seat. Um and um just just so the public can hear, I know you guys all know, but just so they can hear once again if anyone's listening to this that um that person would then serve until April and then they could choose to run um that term. we'll have two more years. Um so that would be the duration of that term. Um and then so anybody have any questions on that? So then if you um the next item is the um these are um the interim these are interview questions that we have used in previous appointments. Um I did um speak with Ben Thyman who is the chair of the Wenum Select Board um because they were not involved the last time that we
074made an appointment. So they haven't done this in a little bit. Um but I did share this document with them. I know that they are going to discuss it at their next select board meeting. Um you'll see that two of these are in italics. This is just what we did in the past. It doesn't mean it's what we have done be have to do. That's what I'm looking for feedback. But the two that are in italics, which is number four and number five, in our past couple of um stints where we've appointed someone, we had the select board asked these two questions. They were not always worded exactly this way, but basically one was a question regarding the budget like the budget process and one u so that's number four and then number five is
075a question around commu. it was it's been posed as like a question around communication and community relations. Um, so I guess I'm looking for feedback and discussion about like what we did last time, which is not necessarily what we're going to do, but last time what we did is we this committee sort of agreed on to answer to ask questions one, two, three, uh, and six. And we sort of let the select board frame like we gave them guidance that it should be about the budget and communications and we kind of let them guide do it. Um, that's not the only way to do it. If we don't like these questions, we can designate individuals to write question. We can whatever. So, I don't know if you want to start at the top or if
076people have reviewed the whole thing or what you think. I'll stop talking and see what people think. >> I I like what we did last time. Thought it was fine. >> Yeah, I feel like these questions have served us well in the past. >> And we're allowed to ask additional questions during >> um I guess we have them questions or >> we can't stop you. >> I'd like to see you try >> much like the protocols like like these are the questions. No, there's no rule that we're not going to let you talk. So, um did you have something to say? >> Yeah, just that yeah to your point, you sometimes want to ask a follow-up question based on the answer you got. I think that um the only thing and then I did speak
077with the chair of Wenham about this is that the o important thing is that each ca each each of the candidates however many we get. >> You wouldn't you couldn't just ask a question to one candidate. You would need to ask all the candidates have an opportunity to answer each question and then every and then each candidate gets a chance sometime to go first to go second like >> right. So even if I mean it would be a tricky thing if you just were like can you explain how being a you know whatever your job is is related to this you wouldn't ask it to just one person you'd have to ask it >> okay >> can can we add a question that asks them if they have any questions >> oh you know what
078it's interesting that used to be on here and I don't know why it's not maybe we didn't ask it last time >> it didn't get asked for the for um the the last time but I think it shows us something about the candidates Um, so that yes, that was it was on for and I don't this is just a um >> so that's something you we can vote on. Um do people have other things they want to >> Yeah. Um I mean one thing we could do is we could um well I don't know how you I don't know how you want to do this. We could appro I mean I guess my two questions are are we comfortable with these the one two three and six questions. I heard an interest in adding one
079more. That's one question. The second thing is are we comfortable with having the wum select board ask those two questions and letting them >> like >> wordith >> word smith how they want to >> um so >> I think you think they'll change it a lot >> I I mean I don't I genuinely don't know and neither in other words the chair doesn't know because he hasn't brought it to them >> okay >> yet I mean what what we sort of said I mean I in general. In other words, a question about budget and a question about communications and community seem like standard >> good question. >> Yeah, they seem like good questions. Um, you know, um I'm comfortable with that. >> All right, so let's look at Julia and see what you've got for
080a motion. >> Oh, is there a We have to vote on these questions. Um, I move that we Are we voting on the the seat procedures and timing or we're just voting on the questions >> on the questions? >> Okay. >> Yeah. No, the procedures have already >> because I know the listed thing on the agenda. Okay. I vote um I move that the school committee approve the questions for the vacant school committee seat applicants as presented. >> Second. Okay. So, I heard a motion in a second. >> Oh, and then we have a friendly amendment. >> Well, we have a couple things >> with the amendment of an additional question that says, "Do you have any questions?" Okay. Discussion. Okay. So, I have some discussion. So, I'm worried about I don't I don't want
081our I don't want our motion This is just in the weeds, but I don't want our motion to make it seem like that those questions four and five can't be wordsmith by the one select board. >> Do you see what I'm saying? >> So, we're just voting on one, two, three, and six. >> See, I was not making it so clear because everyone had a blank look on their face. So, we're just voting on one, two, three, and six. >> Um, well, no, right now the motion on the table is to approve this document plus plus the additional question of do you have any more question? >> I think we can do that and then give it to them and then I don't know they're going to deal with it, but >> Oh, no. That's
082that's a right. That's okay. Then we can that I think that works that we're comfortable with these questions. These are the questions that we are comfortable with. >> Okay. But in other words, >> we're hoping that they will be as well. >> Well, no, but we can go ahead and vote. Okay. >> But I'm gonna but I'm preparing you that I'm going to vote no because >> why? >> Because I'm not making myself clear. >> Okay. >> What I'm saying. >> Do we need to rescend the >> No, no, no. You guys do what you want to do. >> Well, I want to hear what you want to do. My concern is that what I was trying to present is that I was trying to present that what we did this with the Hamilton Select
083Board. We allowed the Hamilton, we allowed the Hamilton Select Board to write questions four and five, which are in italics, how they wanted to. We did say to them, we'd like them to be a question about budget and a question about communityations, but >> we didn't say these are the word, this is the wording. Okay. >> And I'm fearful that the thing that we have before us is saying this is the wording. No, we just I think the motion on the table is we approve these questions. >> Yeah. >> Okay. >> I mean to me >> and that we're not concerned if they choose to ask a different question, right? >> Yeah. >> Okay. That's fair. >> Yes. >> Right. >> All right. You ready to vote? >> Yes. >> All right. Um everybody's clear
084on the motion with the addition of the extra question about more questions. >> Yes. I don't have a question about the questions. questions about the questions. >> All right. All those in favor. All right. And that is unanimous of the five members present. I will strive hardily to accurately communicate that to the wom select. >> I know what you're saying. >> Um >> okay. >> Uh give me one second here. Okay. >> Um, so next and everybody's good to go on that date, the October 21st date. And I know I'm hoping you're going to be able to come to zoom in. Maybe >> I should be able to zoom in. >> Yeah. >> So that would be good. >> Yeah. >> Um, >> wrong time. >> So yeah. Um, and it'll be here. So, the
085like it'll be the same as if you were just zooming into a school committee meeting. Um, >> there's one applicant so far, right? >> So far, we have one, but there's still plenty of time. It's um October 15th. >> October 15. Okay. >> Is that right? I don't want to say it wrong. >> Let's just pull it up to make sure. I certainly don't want to get that wrong. Um, yeah. October, they have until October 15th. Um, so there's still plenty of time for people to get applications in. Um, okay. So, next up, um, we put this on here because we sort of talked about it last time. We are now a member. Um, we do need a member fill in on the negotiations subcommittee and a member to fill the space on the policy
086subcommittee. Um I given that we know we'll have a new member on October 21st like >> do we want to table those >> because Megan is not here and because we're going to have a new member I think we should table them but I don't know how urgent it is. >> Well >> go ahead and make a motion. >> Okay. I may I move that we table items E and F appointing members to fill the negotiation subcommittee and the policy subcommittee until we have all members present and we have the new school committee member appointed >> second >> but >> with but with that I would say Um, is this something we definitely need to do? Like you need I mean we have a motion to table and we have a second. So I mean
087we can discuss we can discuss that. >> I have no problem. I have no concern about the timing. My the cringe I made is that is that I'm hesitant to table something and require that all members are present. >> Oh that could mean that'll never happen. that is like um >> okay >> so I will do a friendly amendment >> until we have seven members on the committee >> then I'm comfortable with that but like I'm not com I >> I I will I can amend that to not all members being present but until we have a full committee of seven members. >> It's a good distinction. >> It is a good distinction. Um, do you guys need somebody on negotiations? I know they're ongoing. >> Um, >> well, we're not No, we're not in
088active negotiations right this second. So, um, >> so no, but I would say I would like I mean, you could say too. I would like someone I'm okay tableling this, but I would like someone quickly right after that. >> Yeah. because of the regional. >> Yeah, there are things that would be >> and what about what about policy? >> I I think we can >> Yeah, I'm not worried about policy. I was worried about negotiations. >> Yeah. I mean, I I guess I'm saying I would >> because I made that motion >> to do it right after >> without thinking. >> No, that's why we did have a discussion. >> That's good. Yeah, we right. We It was a motion. It wasn't. So, um All right. Is there further discussion on that? >> All right.
089So, this is a motion to table the two um filling the two um subcommittee vacancy seats until we have a full um seven member school committee. All the seats filled on. All right. All those in favor? That is five in favor and the motion to table passes. Okay. Um, next up I'm going to give a super brief update on the regional agreement. Be good if I could find my notes. Here it is. Um, okay. So, I just wanted to give sort of an update. I don't think any of this is actually going to be really new information. I think if you guys have been it's been going on a really long time but I just we're at the stage that we're on right now is that um we've all put our proposals out there. So
090I wanted to just sort of tell you where we what we have put forward this the committee has put and the district have put forward as our proposals. So basically the proposal is we are looking in several areas of the agreement to align several portions of the regional agreement with mass general law and to align with our current practices and procedures. So um we have made proposals um to the election procedures um which is specifically the way in which school committee members are elected and we're looking to align that language with mass general law and also with current practice. Um so that's and that's something that is um we're trying to update language throughout to modernize the language to reflect current laws and current practices. That's our goal throughout the document. Um and the so
091the I just mentioned the election procedures that that is a very specific thing that we are looking for. The other thing that we have talked about many times here is changing the um aortionment the way um so currently aortionment is based on the enrollment numbers number of students enrolled in our schools from each town. Currently that's a three-year rolling average. Um, and we the district has put forward that we'd like to move that to a five-year rolling average. And the purpose of that is to smooth out some of the swings um as the aortionment could swing um back and forth. Um it's not to say that those shifts wouldn't happen. They would just happen more gradually and provide um sort of less sort of shock waves to each district I to each community. Um so
092both towns are have made proposals as well. Legal councils of for us and the towns are reviewing the proposals and the next steps will be to kind of see where there are areas of agreement, disagreement um and ultimately the ultimate ultimately the changes would be need to be approved by each um you know this committee the select boards would need to look at them. Um they need to be approved by Desi and in the end they need to be approved by the voters at town meeting. Um so just so everyone knows like it's >> all going to be out there. Um >> it's actually a new step. >> Oh good. >> Some of the updates. >> Oh good. A new step. >> So I can't I still can't figure out why they did it this
093way. But the there's a department in Desi that has to approve it and then the commissioner then has to approve it. >> Then it gets to do a twostep in Desi. Those things have to happen before it goes to the vote. Yeah, they just updated that this past summer, >> right? But I think that would happen, my understanding is that would happen after it got brought to all three entities. So like >> select boards and the school committee >> collectively would send it to DESIE >> and then to town meeting >> and then town meeting. >> So if because Desi needs to approve the document, >> right? So if Desi were to say this isn't a you know whatever then we couldn't bring it to the voters because it wouldn't have been approved by >>
094that makes sense but if it gets stuck or if it doesn't doesn't pass it down meeting >> we have to amend it we have to start back at >> so I don't I don't um the it's a great question and I don't know the answer but I will say that as with a you know like we have a current agreement >> right >> so that agreement is in place >> that's standing. Yeah. Standing. So if >> Yeah. I don't think we would be without a regional agreement. I just mean >> at what point in that process do we have to like go back to I guess I guess we'll just figure it out. >> We'll just see. It's a long complicated process. So >> yeah, it's very complicated. Thank you for doing all that work.
095>> Yeah, it's been it's be before I mean this started before I was on the committee. This has been long. >> So, this is Yeah. So, um, anybody else have any questions on that? >> Thanks for the update. >> All right. To you, Vinnie. Uh so I will be uh brief tonight. Uh thank you for letting me speak. I'm here to request a transfer from our capital stabilization fund to our athletic complex fund. uh for some background and for those of you excuse me who were not on the committee uh at the time and as I laid out in the memo that's linked to the exhibit uh dur during the calendar year 2023 annual town meeting. The district requested an appropriation of $15 million for upgrades to our athletic complex. At that same town meeting,
096we sought approval for our FY24 operating budget. Uh within that operating budget was a contribution to our capital stabilization fund for 1,698,287. And at that same town meeting, uh there was a promise that was made uh unofficial at the time that we would put that $1.6 6 million towards the project, ultimately uh lowering the overall tax burden that that project would have on the community. Uh so tonight, all I'm simply asking is that if you want to make that promise official, we have to take a vote. I have included an example uh motion for you to take and can answer any questions you might have. >> Do you want the motion first? >> I appreciate you spelling out the numbers. Also, I move that the Hamilton Wenham Regional District appropriate the sum of 1,698,287 from
097the Hamilton Wenham Regional School District Capital Stabilization Fund, which was established pursuant to MGL chapter 71 section 16G and a half for the Hamilton Wenham Regional High School Athletic Complex Improvement Project Fund for the purpose purp of constructing, equipping, and making improvements to the athletic complex. >> Do we have a second? >> Second by Jen Carr. All right. Anybody have questions for Vinnie? >> A couple. Um, so how much does that leave us in our capitalization capitalization >> stabilization fund? Uh, approximately a half a million. So about 400,000. there is subject to the roof feasibility study which uh we're estimating is going to be around 150. So at the end it could be >> 50,000 >> 350ish uh it is still collecting interest that hasn't uh been accumulated yet this year. So it will be
098a little bit higher than that but >> okay and if we don't transfer this what are the consequences? uh the community would ultimately have to borrow the funds uh under a long-term borrowing and uh pay back that additional 1.6 million and be taxed. >> Okay. >> Yeah. To do so. >> Last question. Do we know what the final bill on the project is yet? >> Not yet. >> Okay. >> We're we're closing out the project now. We still have punchlift list items that we're doing. In fact, one of them is fairly substantial. were having the sophets removed from the amenities building because we didn't like the way they were they were they weren't staying where they were supposed to. So that works being done this week. Uh so little things like that just trying to
099get things nailed down. We had to do uh some paving behind the building so that we had the fire lane at the correct width. And so this some small things, but we're hoping to close it out by mid to late October because we want to move forward uh and take out the long-term bond uh by I think third week in October. I think we were targeting. >> The idea also, sorry, just just there's this money, there's the donation money like 1.2 million, there's also the CPC funds of 1.2 million. um that were pledged for 800,000 from Hamilton and 400,000 from 1MCPCs. Those will all reduce the overall cost um once we once we actually >> about 4 million between donations this and CPC >> correct and the donations did come in just a little bit
100under what we estimated but I believe it was either 50 or 70,000 under, >> but still a substantial portion. >> Yeah. Okay. Okay. Anybody else have any questions? >> All right. Looks like we're ready to vote. Um, all those in favor? That is unanimous of the five members present and the motion passes. >> Thank you guys. Just before I sit down, I'd like to just take a moment to honor Don Galant who sadly passed away this week. Uh Don proudly served on the school committee for nearly 20 years and then he was hired by the business office to act as the regional school district treasurer uh where he served for another 10 years. Uh Don did a lot in helping pass the middle school vote in the early 90s and throughout his uh 30 years
101with the district and he will be missed. >> Thanks for telling us. Thank you. >> Thank you guys. 20 years on the school committee. >> Wow. >> That's amazing. >> Wow. Great. Incredible. >> All right. Um Okay. Thank you for that. Um committee reports. >> Uh capital finance. >> Um we meet Monday. >> Excellent. All right. Um, you have anything more to share about that or just that's it. >> Okay. I >> think aren't we looking at first budget drafts? >> Um, >> and we're looking at END >> END and um the structure of the debt for the turf field, >> right? >> Okay. Excellent. Thank you. >> Policy. >> Uh, we met this past Monday. >> Great. >> We approved some minutes. We went over the voting threshold document which came out a lot
102more complicated than I thought it would. So I I thought it was complicated. >> In the interest of um bringing something to the full meeting that we can approve. Um I want to just take a little more time with the way it's organized, but all the information is in there. Uh, so we'll bring that to the 10:16 meeting for approval by this body. >> Um, >> is it going to be graphically designed? >> No. >> Typography will be great, but it won't be. >> She did format it much nicer than my Excel spreadsheet, >> but it'll be like clickable and searchable. >> Oh, great. Thank you. >> Um, and what was the other thing I wanted to mention? Sorry, I had this written down. Oh, we discussed the graduation requirements. um given the change in
103MCCAST or removal of MCCAST and that conversation is moving forward and I think we still need to make a meeting date. Did we say >> need to what? >> Make a next meeting date still. >> I'm losing the last part of that sentence. >> We still need to make a meeting date for next time. Yeah. >> So I'll do that. >> Yeah. I like to say that's one of the things you can talk about as much as you want. >> It's the meeting date. >> You can even argue about it if you want to. >> I don't want to. >> That's all. >> Thank you. Um uh negotiations. Uh we did meet I think since the last time we said we did um and we give some updates on the regional agreement and um >>
104yeah. Oh yeah. Yes. and and we'll update you on um the collective bargaining during executive session. >> Okay. >> Thank you. >> Uh do we have a secretary report? >> No. >> Okay. Will we have one next time? >> Uh yes. >> Excellent. All right. Um, so yeah, that is >> I will talk to you about what you would like to see in that because I don't really remember. But yes, >> basically, yeah, but but yes, we can talk about it, but it would be great to get just a regular maybe every other meeting secretary report. Yes. So we know what minutes are missing and >> keeping keeping ourselves on top of things. >> Yes. >> Um, so I noticed that the in our inboxes is on here. I don't know if our intent was
105really to put it on every time, but it is on here and I didn't really consult with you, so I don't know if you have anything. >> Well, I don't I did not receive any. >> There was >> I didn't receive any not >> um but you're you can feel free to leave it on every time. You don't have to ask. >> Sure. Yeah. For let's I mean I think we talked about doing it as sort of a test run, so leave it on for a bit. >> See how it goes. >> Um and anyone else could >> It was actually surprisingly quiet. >> Yes, >> that's okay. That's all right. And that's and that's we certainly encourage encourage feedback, but >> certainly not required. So >> that's correct. Please email us if you have
106something to say. >> Um, thank you for that. Um, Eric, >> uh, superintendent's report. Lots interesting things happening. One of the things that I do want to address is there was an article in the Hamilton News, a local newspaper, uh, written by a student at the high school. Uh, well done. Article was really well done, really well researched. I think she did a fantastic job and also um, >> opened some eyes, but also reminded us that, you know, we we can never kind of sit still and wait for things to happen. Um, I responded to that to the community, but I want to also kind of read this into the record. I think it's important to address um, publicly, but also to continue working >> towards some things and I'll tell you in a second
107some of the other things we're looking at. Um, so I sent out this this letter the following Monday and I I it says, "I'm writing to address the recent article in the local news about anti-semitic incidents that occurred at the Hamilton Winnham Regional High School during the 2425 school year. These reports are deeply troubling and were addressed by the high school administration. I want to be absolutely clear, anti-semitism, racism, or any form of hate has no place in our schools. We also recognize the valid concerns raised in the article, particularly the need to clearly name these incidents for what they are, anti-semitism. It is important to ensure our response is both visible and impactful. And we encourage everyone to report incidents that occur within our schools or at school events to any staff members. There
108are procedures in place to guide appropriate disciplinary responses, education, and prevention. As outlined in the article, the staff is trained to ensure a prompt response to all incidents. In fact, over the last few years, we focused on addressing bias within our curriculum and classroom practices. A recent highlight was a studentled presentation to our high school staff on the topic of microaggressions. We recognize that this is an ongoing effort and remain committed to continuous review and improvement. I'd like to thank Cassie for writing the article in HW News. It presents an opportunity to review our protocols and responses to incidents of hate, ensuring that all of our students feel a sense of belonging in our schools. Uh we will also well two things. The first thing is this the article actually gave people the opportunity to
109write to us and um kind of tell us how they felt and if they you know in some cases wanted to know more um which is generally where we get stuck because a lot of that the school discipline is is uh covered under uh confidentiality. But the the the good thing is it helps us to have that conversation. Okay, where are we going? What are we doing? Um and some people even said, "Hey, just so you know, this happened here and this happened here." So give us another uh look at talking with some other groups of kids, bringing kids involved. uh super the principal uh Brian Miggoni is working on kind of a group to he's not sure what he's going to call it but a group of u trusted individuals to be able to
110say okay this is what happened how are we going to respond based on our protocols um we're also going to talk with kids next week Brian and I will meet with each of the classes next week because it's it's important to help them understand it but also to underscore the district's stance in this that this this stuff will not be tolerated. It's not funny. It's not cute. It's not foolish. It's it's it's it's exactly what it it it turns out to be is anti-semitism in this case, but whether it's racism or whatever, um it won't won't be tolerated. And and part of that is again educating our kids, helping them to understand it. Um and then really working with um we have opportunities to work with groups in our community. We have several groups who
111are who are involved in this work as well. They can kind of help us out. We've talked to the Lapin Foundation. We've talked to people at the ADL and trying to just get some resources so that we can take advantage of that and get those out. So, just wanted I just wanted to make sure that was public. You know, again, those things that kind of stick. I believe HW News will print this letter. >> They did ask for my permission to print it, which was fine. Um, I just wanted to have it here as well. I think it's important to make sure everybody's on the same page and it it's hard to understand from uh a community perspective how you know how this information gets out there if it doesn't. So, I'm just trying to
112use any avenue we can to get this information out there. >> Questions? >> Yeah. No, I I appreciated that letter and I also appreciate the fact that you are using the word anti-semitism and calling it out and you know I think a lot of schools uh or a lot of leaders would kind of make excuses and deflect but taking accountability and and saying there's there's no excuse for this in our schools and we're holding oursel accountable I think is a really powerful statement. So I appreciate it. Um, I appreciate that it was so forceful. >> Yeah. >> Um, I felt that some of the administration's statements in that article were to a certain extent poo pooing it. Oh, kids will be kids. Kids are never kids when it's anti-semitism and racism. Like, you have to
113take that seriously every time it happens. >> Yeah, >> I liked your statement there. Anybody else? >> Thank you. >> Did you have other things? >> That is all for now. >> Yeah, just one thing. The um there was a although this was in England today, there was a multiple stabbing at a at a synagogue. Um, and so there's a heightened fear of violence associated with with anti-semitism. Is anything that we're doing from a security point of view specific to that? No. I mean, we do have security protocols. Oddly, last week we met with all of our leadership team members. Um, as you know, I go around to all the buildings and I had to underscore the fact that doors need to be closed and locked at all times during the school day. So, simple
114things like that, making sure doors are closed and locked, making sure people have, you know, are not pegging doors so that they can get back in because they forgot their access card. Um, we do have an active camera system. We have connection with the police departments, um, fire departments if we need them. We just we we really consider what we do to be uh the kind of the first line of defense, if you will. And it's really like see something, say something. If you see something unusual, um we're pretty fortunate. Even our youngest kids will say, "Who is that?" Um they know us by what we wear and they, you know, they can identify the differences. So that's that's also helpful. Uh we've done a lot of work too with our vendors and our our
115um workers with identifying them with quaries and fingerprints and making sure they're escorted when they need to be. Uh so there there are things in in place. We we have school resource officer on site every day. She's generally goes around to school to school throughout the day. Uh so that's also an added. I mean, we it's the beauty of two small communities is that the police departments are right in our back door backyard. >> Um, so they can respond fairly quickly if we do have incidents. But yeah, it's a it's a scary time. >> Scary time. >> No, thank you. >> Okay. >> Um, so I don't really I don't have much of a chair's report. I do want to just mention um David I just wanted to mention David is intending to go to
116the MASC conference. >> I'm booked. >> You're booked. Excellent. >> Um so that will mean and I did already send you in. You're already the alternate delegate so you'll be fine. I don't intend to go. Um >> so you're all signed up for that. It does mean for the committee too. I will do um I will put on our next agenda the or the agenda an agenda before the conference. Um, MASC has resolutions usually and we would need to vote to direct David um, >> how to vote. >> Yeah. >> Um, so I will figure out what those are and we'll put them on the agenda. Um, anybody have any questions for me? Okay. Um, topics for future meetings? I guess that was one. I guess >> put those on there. Yeah. >> And then
117the vote on the Voting threshold guide. >> Okay. >> These >> and that's for next meeting. You're going to be ready. Okay. Is that what we're calling it? Voting threshold. >> Yes. Voting threshold guide. >> Guide. Okay. Anybody have anything else? >> Well, they they can also have the graduation >> Oh, you're going to have the graduation uh >> competency deter competency policy. It's a right. be a policy. >> It's a new policy. Yeah. >> Okay. >> Has to be voted and then submitted to the state. >> Okay. I look forward to >> at some point in time. Do we want to discuss that policy about anonymous reports with the whole committee because I just I wasn't on on policy when those were gone through >> past and so I'm not sure the history of
118that. >> Have an email into MASC just to get guidance on. >> Okay. So we can handle in negotiations and put it on later >> in policy. Yeah again about it before here and yeah I mean and obviously policy can always decide to bring it to the whole committee if you ever >> yes want to that's up to you. >> Okay. >> Um okay >> I move to adjourn. >> Can't move to adjourn. I mean >> to executive session. >> You can but I'm going to jump in and move. Uh so unless anybody has anything else. Okay. Uh I move to adjourn into executive s session under uh GLC 30A section 21A number two to conduct strategy sessions in preparation for negotiations with non-union personnel. correct Tracy or to conduct collective bargaining sessions or contract
119contra or contract negotiations with non-UN personnel and executive session under GLC 30A section 2 section 21A number three to discuss strategy with respect to collective bargaining the AFSCME or litigation if an open meeting may have a detrimental effect on the bargaining or litigating position of the public body and the chair so declares to not and not to return to open session. >> Second by Julia, possibly reluctantly. Um it we need a roll call vote to adjourn into executive session. >> Yes. >> D is a yes. Amy, >> Yes. And is unanimous and we are journed into executive session and not to return.