001[Music] All right. Good evening and welcome to the July 24th, 2025 meeting of the Milford School Committee. This meeting is being broadcast and recorded by Milford TV and any copies can be obtained at the request of this board or through central office. So, we'll start tonight with invitation to speak. Please, >> where's the right there? >> I'll skip reading the whole policy introduction thing. I think we'll be uh good with only only one here. Hi. >> Hi. Thank you for the invitation. I appreciate it and >> letting the community come in and speak whatever issue they may have or present. Uh I'm here tonight for one reason only. Uh and that's I want to share something about the uh the graduation requirements for seniors this year which has changed. I know >> you are. Excuse
002me. You're very well known. Would you just introduce yourself? >> I shouldn't. I was going to say that I didn't do that. >> Okay. Uh, my name is Francis Anderson. I've been in the school system as a teacher and a principal for 37 years. Retired and now seeking other ways of enjoying my life. So, uh, and I know when the spring comes, what I used to do, and I don't know if they still do it, they present a stu school improvement plan, and they present a handbook with additions, deletions, and the committee votes on it, and it moves forward with it, and that becomes the uh, the goal for the following year. Uh, my experiences have been in elementary and primary. They haven't been high school. But something came to me that I felt I
003needed to address because it had a direct impact on me and my family and 17 other kids who weren't allowed to walk in a graduation ceremony. 17. Uh I don't know the numbers of why those seven or the issues of why those 17 students didn't walk. I know one and I know another. And I know in the other situation uh that person from what I understand became very depressed, shied away from things, wasn't comfortable with going through 14 years of school and not being allowed to walk with their classmates. I find that to be sad. However, there's a reason behind everything and I try to understand what the reason was. So, I investigated, not deeply, but I investigated some information, some emails as to the reason why those kids couldn't walk. If I can paraphrase
004or highlight a little bit of the email that I got, and again, I'm not mentioning names or anything. It was a high school administration decision. I understand that. Approved by this body, and I understand that, too. When you're do looking at six school improvement plans in one night or two nights, it becomes difficult. But I know previous to this year, 2024, 2022, kids could walk if they didn't meet the criteria, missing a subject, missing something, whatever it was, they're allowed, with the caveat, they'd have to make up whatever they needed to get their diploma in the summer. So, the school system still held a diploma without a kid graduating, but they were at least allowed to walk. Now, the new rule comes in where they can't even walk. And this is the reason that that
005I guess the administration has decided that in 2024 I came to see our approach to graduation is straight away from the central premise. It unsurprisingly was producing bad outcomes. We had students who were participating in the ceremony and then not completing the graduation requirement leaving them without a diploma and without access to higher education. Fact. We also had students who humbly I took offense to that word humbly. Humbly accepted. So that means if you if you didn't accept it or you questioned it, you weren't humble. Maybe you read into it too much, but I I was off on that one a little bit. Uh uh who humbly accepted the consequence, did not participate in graduation ceremony, and then went on to complete their graduation requirement. So he's prior to this year, kids walked in the
006system held a diploma because if they didn't complete their summer requirement, they don't get it. So I interpret this to say, well, if they don't walk, they're going to be destined to do it to get that diploma and get out of here. I don't see that. My personal view of being in this system for the years that I have, seeing a kid going through 14 years of school, pre preschool, kindergarten through grade 12 and not allowed to walk. That stuck in me because I'm not that guy. I'm not that. But I understand high school kids have standards. They got to meet standards. They got to do their thing. They're held accountable. I understand they're kids. They're still kids. So I don't know why 17 kids didn't walk. It's not my goal to investigate why 17
007kids didn't walk. I feel sad for those kids for whatever reason. And it wasn't like every kid was presented to a group for a discussion. One kid goes through 12 years, 14 years, failed statistics, a tough class last term, made a mistake. Okay, let him take a retest. Nope. You failed. You're done. So these all things fell into place. I have a you take an MCCAST, you don't pass. Try it again. Try it again. Try it again. A kid in his final year of 12th grade, a senior, doesn't meet the expectation of of something that's not black and white, he's out. And the email that I saw was very clear and specific. Well written. It was well written, but very clear and specific that even on the next day, this student was told, "Don't come
008to school and get your captain gown because you're not graduating." Bang. Another one. Oh, that that that was tough. But you got a scab and gown because some people can be persistent. So, in not telling or asking anybody here to do anything, but I think to reflect on the Milford High School handbook, and I wish the administration was here so I could I know it's not a place for dialogue. I know that. And I wasn't to call anybody. I didn't do that. I wanted to come here because I think it's an obligation of the committee to look at 17 kids not graduating, not walking. Okay, you don't graduate. Okay, you don't pass statistics last term, you're done. Okay, tough course to have in a senior. You do it. What's the choice? Pre-calculus. Tough class if
009you're not a math wiz. But most of the kids did it. If you look at 17 and compared to 180, however, I don't know how many kids graduated. Well, that's a low number, Andy. Don't worry about that's that's a kid is a kid is a kid. So I would just suggest or I have anybody here if you had the interest to do this because when I walk away I walk away full well knowing that I've came to discuss my my my concern for the people that are close to me in this and for the ones that are not that I don't even know or maybe even had them in school. I don't know. But I just felt it there was something to bring to the attention of the committee because I think that restriction was
010too hard not to let him walk. Uh Howie Long walked. He didn't do he he made up what he did, but I not to say names, but I mean he he's a stellar case. He's he went on to be something special. But I just the tone was tough of the letter. Uh the the the the add-on to the uh uh handbook was tough for those kids. for the others didn't think anything of it. The bottom line is the obligation of that student to get a diploma is clear and and concise. And if he doesn't get it by June, June 1st, that he's got to do what he's got to do. Give him a blank diploma, shake his hand, do something, but at least let him walk after 14 years of being in this school system
011or any school system that he can't get that. I would never do such a thing. But and I'm not saying I'm lenient or I'm a liberal. No, this there's standards. I know that. But and you don't think about kids got to get tough at 18 years old. Yeah. I'm still a kid at 75. I haven't gotten tough yet. So that's what I wanted to share. And I I have You have no obligation to me. You have no obligation. You've given me your obligation by letting me address the committee. I appreciate that. >> Thank you. >> And I congratulate you. >> Thank you. Thank you very much for letting me speak. >> Head of the night, >> Mr. Chair. >> Yes, sir. >> Can we add on at a future meeting a review of that policy?
012>> Know anybody in the policy subcommittee? >> Uh, I might not know. >> Um, yeah, I believe that was at a handbook discussion. We'll we'll um add that. Remind me at the end in case I I miss it. >> Thank you. >> All right. like this behaves. There we go. Uh, announcements, correspondence, and distribution. Does anybody have anything in that category? >> I see not. >> Maybe I'd add I think we got a communication survey. Folks would participate in that. It's probably helpful looking for feedback. Did the whole district get that, Greg? I received a communicate MPS survey. I don't want to comment on that. Sorry. >> Yeah. Uh, our technology department had sent out a um communication survey just seeking feedback on I I believe it's the way that we communicate as a district
013and how folks feel comfortable getting um communications. It's very important because it will drive the way that we are communicating with families. So, if people could uh take a moment and fill that out, it'd be we'd be grateful. >> Awesome. Thank you. >> Uh chairperson update. I have the high school building project listed under here. Um, not a ton to discuss other than I believe most people know that we are now officially into the feasibility study phase. So, phase two has um I'm not going to say kicked off because nothing's actually kicked off. We're just in it at the moment. Um, they're waiting on one document, I believe, and then we wait on the next scheduled meeting that we're invited to, which I don't know if we know the answer to that one yet in
014terms of when it is. So, um, the other thing I wanted to bring up is I was, uh, contacted by the chair of the finance committee who had a couple questions just in general about how we got to where we are now. Um, and I think that they've been fielding more questions from people based on um, the local media talking about us getting into the feasibility stage. Um, so they're having a meeting September 10th. They asked if I could attend. They were looking for some more information. I gave them a verbal rundown when I talked to the chair. um was pretty happy with learning the background and they they shared that they don't believe that most people understand the background and how we spent three I think it was three years with statement of interest
015and submissions and all that stuff. So um just wanted to share with all of you that that was an invite sent out to the full committee and they asked if I would be willing to attend to kind of paint that picture for them. Um obviously I speak on behalf of everyone so it's up to you guys if you want me to go and have that discussion with them. I'm happy to do it, but um really just looking for your feedback on that if you want me to go and if anybody else wants to go. >> I just say the more aligned we can stay, the better off. So, I would definitely support it. >> Absolutely. >> We need a formal motion. >> I don't know if we need a vote on that, right? We can,
016but >> no, I don't think so. John's not there. >> Yeah, >> historians. >> If anything, it'll just be a joint meeting. We we can also post it as a joint meeting. >> Yeah. Let me know if anybody else wants to go ahead of time and we can do that. I know >> I believe the building committee is going to be there. Um at least Jonathan and potentially Al will be there as part of the finance committee. So >> um if if more than three of us are there, just let me know and and we can post it. Otherwise, it's just going to be sharing what we already discussed and went through in the process. So thank you. All right. We have one piece to discuss with the Stacy Middle School handbook related to artificial
017intelligence. >> Want to give a quick breakdown on that one, please? >> Um, >> so Carad and I sat down and looked at this. We we we basically took what was written in the um Milford High School handbook and um made it more appropriate to middle school. Uh, so if you if you look at it um and compared it to what what it says at the high school level, um I guess we just took out things that weren't didn't apply to to middle school. Um the other thing that we did is we ran it through Tim um our technology director and he said this is fine too. Um another thing that I guess keep in mind is this is this is going to be I I believe it's going to be temporary because I believe
018that there's something coming um from the state that may supersede this. So, this is I guess just to get us in the point in the right direction. Um and it it's something again that mirrors um the high school. So, it's in line with what we're doing at the other schools and it also I think is general enough for um carried out and and her her team to um assign consequences as they deem um appropriate >> comments. So, I think what you need I think I believe at the last the meeting with Karad um at the Stacy meeting we said we would accept a handbook um but we would we wanted to come back with this AI piece. So, here it is in front of you and just looking for a vote or or feedback if
019you want something to change. >> No, you're good. >> I'll make a motion. >> Go ahead, Chris. I was gonna say I'll make a motion to uh to submit the pages 31 and 32 as presented to us here regarding the uh use of artificial intelligence for the Stacy handbook. >> Thank you. Is there a second? Second by Megan. Any discussion or we good? >> I just say thanks to the team for pulling it together in response to our feedback. >> Awesome. Thank you. All in favor? >> It's unanimous. Thank you. >> Great. Thanks. All right. That brings us to the report of the superintendent of schools. All right. Thank you, Mr. Chairman. I have four hopefully quick updates. Um, you know, I'm going to take them a little bit out of order. Hiring update. Um,
020we are in really good shape as far as professional staff goes. Uh, so we're I believe that the only opening we have currently is an EL teacher at Brookside. Um we have a number of subs that we're looking for. Um basically our building subs. Uh those those positions are open. Um we're also looking for a number of BAS and TAS. It's a constant um we have constant openings in that in those uh positions. We also are looking for crossing guards. another one that we have constant openings. Um we're trying to come up with a plan to to figure out how to get more crossing guards. I'm working with um Naen Leoo who sort of oversees the crossing guards I guess. Um but otherwise really good shape. Um and barring any unforeseen resignations, I think we're
021good to go, which is great news at this point. Um, and next I wanted to talk about um just the the impact of potential loss of federal funds. And um right now it looks like Title One is going to be released. If it hasn't been released already, I'm not sure. >> Not yet. >> Well, not yet. Um, so it looks like Title One is is good and that's that's a big budget item for us. It it represents over a million anyways, right? Uh if not more. Um but title two, title three, and title four aotments have not been released and we're not exactly sure if they're going to be released. Um so what does that mean? Our our last year's allocation for title 2 was around 119,000. Um, we use that to for some staff
022benefits, uh, professional development, and then also one of our instructional coach salaries. Um, so it's that's a high impact because we're talking about a salary of an instructional coach. It looks like that we're going to be able to slide that um salary into title one funds. it's going to mean that um we're not going to be able to fund something else out of title one and it's it's something supplemental. So, it's not we're not we're not sure what it is at this point, but it'll be something supplemental. So, something that isn't necessarily um a primary function or or a primary material, but that's what it's going to mean. Um, and it also means that we won't be able to fund some professional development that we do normally. Title three that represents the last year was,
023you know, $236,000. Um, title three is to educate uh, English learners. That has a huge impact. Um there's a number of um our family engagement specialists over at the F FRC. There's professional development. There's family engagement in Knights. There's some salaries and supplies for the summer success program. Um administrative support over at the F FRC. Um stipens for curriculum development like that. All all those those sort of things around English learners. um for next year we won't have funding for. However, we have some rollover funding from last year's um title three funds that we can roll into this budget and be able to still pay for probably all the um salaries out of there. We'll probably lose like I um some professional development and some stipen work and those sorts of things, but the the
024salaries for F FRC, those will probably stay intact at least for a year. We'll have to when we start talking about budget, we're going to have to start talking about how do we keep these F FRC folks on on board um for the pre next year because if it doesn't get released this year, is it is it going to get released next year? We don't know. Um and then the last is title four. Title four funding. Typically what we do with title four is we flex it into title two. So it's professional development. Uh and it's also stipens for committee work. So like uh not well math committee is a bad example but it's an example of of a committee that we would do and we would need stipens for that we would use out
025of this federal grant. Um we just are going to go without that sort of thing. So um which means that we're going to have to really think carefully about what we're doing on our um contractual after school hours. um because a lot of the work that we drive for like uh rolling out new curriculum that's done in these committees. So, we're going to have to make sure that we have good solid plans during our contractual time to keep that work moving forward. Uh does anybody have any questions about the the federal funding? I mean, there's not much either we can do other than advocate and and send uh emails to our our state reps. Um, so it's it's kind of bleak right now. I don't know. Won, do you have anything else to add on
026that? >> Um, no. It's just the fortunate that we don't we haven't heard anything about IDA grant, which is even bigger >> um grant. So the hope is uh they're going to at least level fund it. Um, so that's something we can count on. >> What's that grant? A for special education. Um it's um like a lot of a lot of special like special education support staff are funding there. >> When will we normally receive that? >> Um be made aware of >> usually it's the end of the summer or September. We we'll have the um release Thanksg. >> Okay. Okay. The next uh next thing I want to talk about is uh the introduction uh the new superintendent's induction program. Um so in July we had our our first meeting and I met my
027coach. Um it's a program that all super new superintendent are in through uh the Mass Massachusetts Association of um school superintendent. Basically what they do in it's a three-year program. In the first year though, they walk us through basically creating an entry plan. Um, so what what that means is I'm going to be conducting a lot of different interviews with folks, focus groups, um, surveys, just collecting a lot of data. And that I'll be doing that in the fall and then in the spring I'll be using that data to create um an entry plan. it's well hopefully hopefully it's more towards December so that we can use that data to uh drive the the budget process. Um I honestly didn't know that that was the that was what we were going to do in this
028when I started talking about our priorities for this year. I think that the priorities that we have outlined for this year are the right priorities for our district. Um, however, that said, I'm going to I'm going to hopefully use those three priorities in this program to find out what other folks think about those priorities. Maybe there's something else I'm missing. Um, and maybe maybe they're the wrong three. I don't know. Uh, but but hopefully that's that's my plan. Um, so I will be coming to you and probably asking you to to do some interview and answer some questions for me um, individually so that we can keep moving this process along um, and hopefully have a a clear plan for the next three years anyways is what I'm looking at. Um, so that's that's that.
029I also wanted to talk about our leadership team retreat which I think was um it was a great day for our leadership team. Um we talked it went from 8 to 4 and um we started with talking about what leadership is and what does it means to be a leader. Um I think a lot of us have been around each other for a long time. uh and I think it was important to get back to what does this mean to you uh in understanding everyone's uh values and why they wanted to go into leadership. Anyways, um I think it also was important for them to hear from me what I expect from them. So I laid out basically expectations that I had for our district leaders and our our school leaders and then I introduced
030the the three district priorities. Um I talked about it with all of you at our last meeting but just to reiterate the first one is literacy. So the the priority all students are reading and writing at grade level and when they're not when they're unable to meet the expectation a plan is in place for them to be able to for them to get there. Um second collective efficacy. uh administrators, faculty and staff members will strengthen collective efficacy by fostering a culture of collaboration, shared leadership and professional trust. Uh in Milford Pride, school and district leaders will cultivate a positive school climate in what in which every student, staff member, and community member feels a s a strong sense of belonging and pride in our school community. Um, we handed everyone one of these pens that
031has the three different priorities on it. I'll be strategically leaving them around the district for folks to pick up so that they always remember the three different uh priorities at least for this year. Um, and then we asked them to to start creating a plan for supporting the three the three priorities. So, they started that work uh at the end of the meeting. Um, and I guess then we we we talked about it as a whole group. Um, I think overall everyone felt like the meeting um kicked us off into the this next year uh in a positive direction. Everyone felt like the the meeting went fast and and it was clear to them where we're headed for the next year, which is great, which is what we wanted. Um, we're looking forward, we have
032another day planned for uh August 13th, I believe. um where we're going to continue to talk through these these three different um priority areas and then um talk about what we're we're all going how we're all going to welcome staff at the beginning of the year. So hopefully we have similar messages across the schools and across our district. So uh I think we're in a good place um we're in a good place hiring. we're in a good place in terms of uh forward thinking and and prioritizing where we are going uh for initiatives. So, I'm really pleased with where we started so far. >> Um I think that's all I have for you. >> Excellent. Any comments, questions? >> Just have two quick questions. Craig, how long does the coaching experience last for you? >>
033Three years. Okay. Great. Um and you may not know it now, and if you don't, could you just circle email? I'd just be curious where K enrollment is now this year versus last year. >> Yeah, >> thanks. >> Yep. >> I don't need it right away. Thanks. >> Yep. I'll get it to you tomorrow. >> That's great. Thank you. Thanks, Matt. >> Great. Nothing else. >> No, I'm good. >> Is too far for me to look back and forth. >> All right. Uh on to the report of the interimm assistant superintendent for teaching and learning. >> I have two updates for us tonight. one is around our roll out of the K5 new literacy program and one is around the promising practice um work that was done at Memorial this year. Um so in terms
034of our launch for the expeditary learning that's happening at the K5 level um it's aligned to the district priority that Craig was just talking about in terms of literacy. And so I've been working closely with Carol Svererski, our curriculum supervisor of literacy, to make sure that all the materials have been ordered and we're waiting for the arrivals of the materials to get them into classrooms and in the hands of teachers. Hopefully they come in the next couple weeks and we're not scrambling, but sometimes the print companies take longer than they promise to get the materials delivered. Um, we did receive the Prism 3 grant, um, which is for grades four and five. And what that will provide us this year is coaching support for Carol, um, some funds for stipens for teachers to do some
035literacy committee type of work. Um, some PD and some money towards the cost of materials. We are still waiting to hear about Prism 2, which is the K3 component of it. Um, so we know we got the four five piece and we'll hopefully find out really soon about the K3 piece. Um, but the support for the Prism 2 is is the same as Prism 3 just at the lower grade levels. Um, next week, Carol Serski is meeting with our instructional coaches where they're going to discuss their role their role um in this roll out and how they can directly support the professional development and the teachers as they um adopt this new program in their knowledge building block. Um and then Carol is also working on um some PD that she will be providing all
036of the teachers during our first two days in August um where she's going to be the one launching the work and sharing with them the vision of what professional development is going to look like for the year, what the support is going to look like for the year. Um and then start to do some unit unpacking as much as they can. Um she is finalizing plans for the September half day because they will also be receiving some professional development during then. Um the question is whether or not she's going to be develop developing that or we're going to bring somebody in to to do it. Um the reality is that she's one person and trying to do it across three buildings. And so sometimes the logistics of that um can get a little difficult. So
037she's making it happen in August because it's important that she's the one that launches this work. Um and then September we're still kind of trying to determine what that's going to look like and sound like for teachers. Any questions about that work? Okay. >> Does the literacy committee have a role? Could you speak to that, Carrie, in terms of the roll out and launch? >> So, we did not have funds last year for the literacy committee. There's no actual literacy committee planning for this year. Prism 3 will allow us to have a four five literacy committee. Interesting. Okay. >> So, we're still working to kind of try to figure out what exactly that means and what that looks like. Um she is doing work with through title three grants from FY25 I believe in terms
038of curriculum enhancement work at the first couple weeks in August and so that is kind of a committee that's working through some of that roll out piece. >> Thank you. Thank you. >> Um more of a global question. Talked a lot about professional development and then just prior to that we talked about not having those title title one, two, three, four funds potentially available that go to a lot of professional development. Do we foresee any issues with this new literacy program and professional development and funds available? >> I lack of funds available. I believe the professional development work is built into the budget ask for bringing this in. Um so I don't think we're short on professional development for expeditary learning. It's a matter of who's providing it and what exactly does that look like.
039>> Good. >> Thank you. >> Good. >> I linked in the agenda a video for you all. I'm not going to share the video, but I would suggest that you watch it because I think it's a really high quality five or six minute video kind of highlighting the work of um three teachers at Memorial um around illustrative mathematics this past year. And so one teacher at each of the grade levels, it was Christine Shabbet in grade K, Kelly Horn in grade one, and Caroline Glenn in grade two, created what we called fishbowl classrooms. Um, and what those teachers did was they really received some intense professional development um, and support to really start to model for their colleagues and for themselves what high quality instructional practices look like and sound like with our kids in
040Milford um, doing the math of illustrative mathematics. And so they got unit planning support. They got lesson planning support twice a week. They had an administrator in their classroom once a week to get feedback. Um and then they also worked with a consultant from teaching lab that we had a professional development um purchase opportunity kind of grant this past year. Um I think the data is really exciting. In January of 2025, which is about halfway through the school year, we saw 22% of their students not independently showing proficiency on student work samples that were collected by our consultant. By the end of school school year, not a single student um had like no um proficiency at least every student in those classrooms were showing at least some sense of proficiency towards grade level standards um
041which is a huge shift for kids um when we start thinking about the kids that were proficient in January 2025 from those student work samples 50% of their students were proficient at the end of the year 79% of their students were proficient um these are growths that we're not seeing in other classrooms and so this is telling us that this intense lesson planning weekly feed feedback um coaching kind of support in a targeted area is working and we can measure that by their instructional practices grew um where all student they were providing all students um the opportunity to learn the content of the lesson by 40%. Which is again like a huge shift in instructional practices. Um this is telling us that we need to figure out how to grow this um and how do
042we get this to more classrooms um without a curriculum supervisor of math next year. This is a slower role than we probably would have liked it, but there is a lot of great work going to continue at Memorial. Um they've already started to bring um the teachers into the classrooms, do a really targeted pre-brief, observation, debrief, and Memorial has a school improvement plan goal or a part of their school improvement plan goal around making sure that they're getting really what we're calling tight on warm-ups. And so warm-ups are normed around the school and every student is receiving high quality warm-up instruction and then they'll kind of grow that to activity one and activity 2, which is the way illustrative mathematics is um kind of framed for the kids. Um the goal is to then bring
043that to Brookside and Woodland and kind of grow it. It's just without somebody at the district level to really support a new school getting off the ground running um it's not going to be possible next year. Um what's what's exciting and the reason I'm sharing this with you um is because the BBCC recognized this as Milford's promising practice of the school year. And so these teachers will have a chance to be celebrated at a breakfast in October. Um they also had through teaching lab and the grant that we received. Um they brought in a film crew to film um and so they we actually have film interviews of all of these teachers of the leaders of the instructional coach and of the math specialist. We have a 60 minute video clip from Carolyn Glenn's grade
044two classroom and it was all kind of like brought down to this professional video um that we will be using to kind of highlight um what illustrative mathematics can look like and sound like for teachers and students which is exciting for them. >> That's awesome. >> Awesome. Any questions or comments there? >> Just quickly, yeah, the video was I didn't get through all of it u but it was very informative and it was very very well done. So, you know, thank you for that. I think it it gave you kind of a a glimpse of all the different areas so from the parts that I've gone through with it. So, uh yeah, I think I think it was a it's fun and informative. >> Could you just speak to the measures of proficiency where like
045how was that assessment done just quickly? >> Yeah. So, when our consultant came in, she came in once a month for four days. She collected student work that she saw a kid doing independently without any teacher um input and then that student work was rated on a scale of 0, one, and two according to an somebody else, right? Because we didn't want the consultants biased opinion of the students. And so they rated that work. And so when that work was rated a zero, it was considered not proficient. Okay. um a one would be partially proficient and a two would be fully proficient according to whatever um standard that one piece of sample was measuring. So it doesn't mean that our kids are 80% proficient in a grade level standard but it means on that one
046assignment at that one diff point um they were showing that level of proficiency. >> Thank you. One thing I want to add I think um it's t this is a clear example of the the power of collaboration um and the importance of teachers working together and planning and working through the the standards. Right? If they if these teachers were, we wouldn't have seen the the growth that we saw if the teachers were on their own working by themselves because in this model, they understand what it looks like at the kindergarten level, at the first grade level, at the second grade level, and what the progression needs to be. Um, which, you know, as a kindergarten teacher by themselves, they don't know what it's supposed to look like at first grade or second grade. But when
047you sit with the three teachers together now, I understand. Okay, I have to teach this so that the kids can do this in first grade, so they can do this in second grade. Um, and we did use some some time. Um, we had to free the teachers up from time to time to be able to do that. And the reason I say that is because it it the value the value in front of kids certainly is important. But there is also a lot of value in in releasing teachers not being in front of kids because the growth is exponential. We we saw it. This proves it out. Um so I I the professional development that we're losing. I guess my point is although we say yeah professional development is something that maybe we could live
048without. If we want to see the kinds of gains that we're seeing, we definitely need the funding for professional development. We need the time to free teachers up so that they can get the professional development. Uh, and I also think that you need like a high quality facilitator like Kerry um or a partner at at TNTP to be able to push the thinking of the teachers so that we can get to that place that um where we saw these three teachers go. >> Excellent. Thank you. We'll move on to the report of the school business administrator. >> Thank you. Um in the agenda you see two years of budget updates. Um again uh so uh I can talk about uh FY25 on how the closing is going. Um so the the goal is to make
049good use of the 73 million and um support the whole year of education and make sure the building is safe for our students and staff. Um and um we were able to uh spend down the the budget that a school committee um school committee voted for us and um the the balance is close to uh $56. Um we're still we're still closing if you can see we're still closing some carryover POS. Um but I it'll be very close to that number. >> That's um wild. That's impressive. >> That's really really You deserve like a $50 trophy. >> Maybe 30. >> So we can see some of the items um overspending. We already talked about it throughout the year and uh fortunately we have some savings in other lines and um this year especially we uh
050really look at um facility facilities and um like because of the um facilities um audit uh we really apply all those action action plans and into like district with um like quoting and RPS um and we monitor each school's budget very closely. So that's the goal. We make um full use of the whole budget and uh at the end of the year we were able to um finish some of the um facilities uh capital project that um Dr. Conley is leading and also with grants um my goal is to not to return any money back to the state and state doesn't want us our money either anyway. So, uh, we're really pushing for everybody to just spend down spend on something that really benefits students. And then the second page is um revolving account balance.
051Um, as you can see, some some balance got uh increased, some decreased, but overall I think it's very healthy balance at the end of the year. >> Any questions before I move to 26? Yes. Um, yeah, just quick. So, yeah, you're still obviously in the process of closing out with, but obviously we only have this 50 to$6 dollars to work with here. Um, I guess the one question I was just noticing. So, when we look at uh sorry, the in utility services, was that are we talking about electricity bills and gas bills and things of that nature >> and phone and network? >> So, And you don't have to answer it now. We can revisit. But being that we were that far into the red, do you know specifically what caused that, you know, or
052is that something again we can have a a deeper dive discussion offline? >> Yeah. So this this is this first year and we if you remember we had that budget adjustment in the middle of the year. >> Um and this is because of we reduced the maintenance budget or utility budget by Right. >> A lot like 200,000. Yeah, it was like moved that 250,000 out. Yeah. >> Of the It was It was more the general maintenance or was that specifically the utility side of it? >> The utilities we reduced about 250,000, >> right? Okay. >> If we we hadn't done that, then it it's within budget. So, it's just an estimate based on that time. >> We probably had a really cold winter, >> right? That's exactly And I'm trying to figure out, you know,
053between that and then we know that the electric utility cost, delivery costs had gone up. So that's why I'm just trying to factor >> Oh, okay. >> and understand was it some of those particulars? Did we did we completely miss the budget or did because of the utility costs unexpectedly rose, that's where we got that's why we're in the red? >> Um, we didn't miss the budget. It's um so the utility cost um especially the electricity cost was locked. >> Yep. >> And we are going into the new contract um starting January. So we will see a big increase. >> Okay. >> And um of course we're we're going to talk about that when that's a problem. >> Right. And then uh does this budget reflect the use of uh funds like circuit breaker? >>
054Have that has that already been brought in like a circuit breaker funds that we get to help offset special education costs and transportation costs. So that that also reflects in here. >> Yes. Correct. Yes. Everything is reflected in there. >> Okay. And then um >> and the good news just add one good news you probably already knew that the state um had a supplemental budget um uh what do you call it? Um note or no? Um so they approved so last year they only reimbured the transportation special education transportation cost at 50 like really low like 53% or something and they had the supplemental budget to increase that back to 75%. So for Milford we received 300,000 >> um in the conference. So So, which we can use this year or next year. And this
055year we're doing okay. So, we can use it next year. >> Save it for next year. >> Yeah. >> Perfect. And just quick question on the school choice. Um, is that's up to date for this past fiscal year. So, we're not we would not see an increase in the the balance until the end of next year at this time, right? like or throughout the year because that when's that when do those payments I guess when do those payments come in for school choice? >> They come monthly. >> They do. >> Yeah. Monthly. >> All right. >> Yeah. Just and just trying to understand how that's gone down significantly, but we still need it for our professional development purposes for our staff. >> Yes. So um this year like we talked about at the beginning of
056the year we're really careful about spending down right on PD and um and fortunately we are under budget um in like course reimbursement for staff. So um >> it has a little bit increased from last year. >> So that's a some some preparation we can >> um do for the reduction of federal funding. >> Yeah. And then Yeah. Then the other glaring one is just obviously the the school lunch and the the balance and just more again global question. Are there any creative ways to help utilize that balance so it doesn't continue to grow? What what what are our options I guess from there? And that's more again I don't expect an answer. It's just more of a statement of saying like I notice it. I just and I know that it continues to grow
057is so what what can we do and be creative to help utilize those funds to the benefit of students. >> One thing I did see in the state like guidance for next year like talking about school lunch funding is that they're probably going to start bringing that number down because they are realizing that districts are >> way up on it. So not saying that like I think it'll be a plenty fine but we might not get as much back in the future. So right >> that number may actually kind of level off. So, >> yeah, good to maintain that fund just in case we need to offset it >> potentially in a two or three year scenario. >> Yeah, perfect. >> So, just something I who knows how the budget's going to happen. >> Exactly.
058But it's good. The money's there. It it doesn't need to be spent right away, which I don't want to. Um and especially as you're just saying that could have an impact >> in a couple years. So, >> sounds good. >> But to your point, if we could find >> right >> something to use with it. Yep. Yeah. And I'm just looking at it more from a standpoint of as it continues to grow, right? Is there a ceiling that all of a sudden it when we hit that ceiling, it becomes noticeable and the state starts doing something and you know detrimental to it. So >> yeah. >> Anything else on the FY25 budget? >> I just had one question on the 26 budget. >> We can get there next. >> Um why in the budget for
059uh under operations and maintenance the heating and bu uh buildings that's already in the negative. >> Is that just reflecting of change from last year of like what the do you see that? >> Um I will get back to you on that one. >> Okay. I just curious how you're arguing the negative. >> It's it's the method we use to encumber the fund, but I will get back to you on that. >> Okay. No worries. Thank you. >> Anything else in that obviously very short brief update of 26? >> Good. >> Transportation's good. You wanted you wanted to say it, didn't you? >> No, >> transportation looks good right now. >> Yeah. I just like to hear the fact that the reimbursement from circuit breaker is going up. >> That's nice. All right. >> A
060lot. >> Thank you. >> Okay. So, that will bring us to or not. >> Oh, um, personnel updates. >> Oh, sure. >> If you have any questions on that. >> All right. So, there's no questions on the personnel update. We'll go to the consent agenda next. Um, we have four sets of minutes. If you guys had a chance to review those, is there any potential changes to minutes? All right, since there's nothing there, I'll read this off. So, the consent agenda tonight is going to include the following. It will be 17 warrants in the amount of $1,278,590.88. It will include the approval of minutes uh which is the release of the April 17 2025 executive session, approval of June 5th, 2025 regular meeting, the June 5th, 2025 executive session, that is approval and release, and
061then the June 26th 2025 regular meeting. There is professional development. The total amount is $35,562.80. And then there are five gifts in the amount of $6,265. So we'll vote on that first and I can read out those gifts a little more after. Is there a motion to approve? >> Motion to approve. >> Motion by Chris. Second by Brendan. All in favor? >> Unanimous. Thank you. I'll just go through these gifts quickly because there are some sizable ones in here. There is a gift for Brookside Supplies the amount of $500 from AQS support teachers program. The Blackstone Valley Education Foundation has gifted $1,500 for the pre-apprenticeship program at the high school. as a gift to the Milfred Family and Community Network for contracted services and supplies. The amount of 1550. Those are coming from Cornerstone at
062Milford, Milford Family and Community Network Helpers, the Permanent Firefighters Association of Milford, and Julie Parsons. And there's another one here from the Blackstone Valley Education Foundation. uh again for the high school for a jewelry and wearable art course. That's $1,000. And another from Blackstone Valley Educational Foundation for the high school for Milford VR Learning for $1,715. So, thank you to all those donors and we have more to sign on the list of signatures today. We will move on now to the items to be cleared as surplus. Looks like it here. This technology e-waste. Total of 858 pieces. It looks like monitors, iPads, projectors, some battery backups, other miscellaneous technology equipment that is likely end of life and nobody wants back. >> Any questions on that? So, I'll take a motion to approve the technology e-waste
063to be declared as surplus. Motion by Megan, second by Brendan. All in favor? Thank you. And then there are K through five literacy materials as well. This is a list obviously of a whole bunch of books >> and materials >> different materials in here. Any questions? >> Teacher materials >> on what any of this is? Ask him. >> No idea. >> Questions. >> All right. No questions. Motion to mark these K through five literacy materials as surplus. Motion by Brendan. >> Second by Chris. All in favor? >> Thank you. >> Subcommittee updates. >> Yes. Yeah. We When did we meet? Early July. No, you weren't here. >> July 2nd. I wasn't there. July 2nd. Um July 2nd, uh the facility subcommittee met I created a a spreadsheet so and also if you're aware um to
064help alleviate Matt and some of his duties, I'm going to look over the uh facility subcommittee and spearhead that for him. Um so basically created a spreadsheet. We went over a lot of just kind of items overall that we looking to to track. There's been a few requests here and there um along so like you know the Milford youth football requested some utilizing space down the turf field. Um, you know, we just reviewed some general facilities projects. Uh, we're still discussing the the EV charging stations and that proposal. Uh, we're discussing and moving forward with the fixing of the irrigation system for the back fields. Uh, we had a uh a softball field status update. Uh, turf, we talked about the turf field facility just in general. talked about the use of storage containers in
065and around our schools and you know what needs to stay and what can be re be removed. Um we're going to kind of do a little better and set some expectations for the monthly facilities maintenance log so we can get a better understanding from a budgetary impact side of it. Um talked about the Stacy elevator as we know that went down and there was a long lead on the parts and pieces for that and of course the MHS roof talked about that. Um, and I don't have my notes in front of me on that. So, if there's any specific questions that we can we can pull that up. But things are moving ahead with the MHS roof as far as the fixing of the the known leaks and the process of going through and making
066the assessment to for any further uh repairs that need to happen. Uh, we're also looking at the Stacy HVAC and what needs to happen there and doing a full assessment of that building. As we know, we put in the new boilers. Um, but there were still some issues throughout this winter time with just some rooms are hot, some rooms are cold. So, looking to just try to kind of equalize the the heating throughout the building and what that will take. So, get an idea of that. Um, and then from kind of working with with Craig and and maybe guidance with Carlos, just the list of building equipment, the maintenance plan, um, and just looking ahead at some of the, uh, capital projects and planning for that. So, those are the main ones. And then the
067last one was just a Brookside edition which still waiting on a >> one little bit of things just basically a a sump pump that's in a corner that needs to be tied in >> and and have access. So it's still hanging on and we still have >> basically that little bit of money left over that we've held back uh until that um that work is complete. >> So yeah, anything else on that? >> No, >> we had a lot going on. We just just >> seemed like a small meeting. >> I was very happy to not have to manage anyone. Again, a lot of it was just general general discussion and and just some a lot of things that we asked Craig to just follow up with Carlos on. And Craig has done a great
068job at spearheading kind of these questions that we've had in some of the projects and keeping us uh up to date on, you know, say like the irrigation system on the back fields that the the pump had gone down and last summer that field got pretty beat up with no rain and obviously uh a lot of sunshine. So, we're working with the parks department who has um kind of taken the lead in this project and we're we're moving ahead with getting that irrigation system back up and running and again to protect our fields and protect all the the students and that utilize those fields. Yeah, very very very pleased with the progress and I said we're just trying to it may sound like a long list but I think that is a lot of it
069just to try to have an understanding of everything that's going on and what can we do to help and what can we just you know keep informed of that um you know know knowing that things are being addressed and fixed along the way. The only thing I'll add to that, I got, you know, one-on-one discussion with Craig for, especially for people paying attention around town, is parks has been intentionally leaving the grass longer. The longer it is, the better it can handle the wild ups and downs of our temperature changes lately. So, um, sounds like the report from parks has been that that's actually been working and the fields and some of the stuff is actually in good shape. So, um, obviously thank them for taking an approach to try to preserve as much as
070we can because we all know that back field took a beating and that's just it's going to take work to get it back. So, very much appreciate that from the parks department. Um, I don't think there was any other facility subcommittee meetings or any other meetings, not facilities. There will be. All right. Uh, future agenda items. I have what you asked for earlier. Does anybody else have anything for that list? >> Just quickly and and I know I had a quick conversation with you. It sounds like obviously with superintendent we've got these topics and I wasn't there of the for the goals meeting and just how we tie in these topics and potential goals and tracking. So again just trying to engage in that conversation as we you know approach the start of the school
071year and just having a a great understanding or a better understanding. I know good understanding of these of these three priorities which is great but what are some of those goals and then also for any committee members to try to you know um communicate with the superintendent of what maybe some of their expectations would be and and have it more collaborative so everybody knows and it's not more of a one-on-one side. >> So we're going a little bit um I should say my my thinking is kind of bouncing both ways. I don't know where you are with being ready to formalize it to vote on what we're going to have for the goals for the year. Um, one thought that Chris put in my head was doing a working session remotely at some point in
072August perhaps to to do a I guess a soft review of what those goals would look like and then if anybody had any additional thoughts before we formalize it in September, we can we can do that or we can get right into it if you feel like you're good to go and you got your plan set. I know that's five or six weeks away so there's plenty of time. You don't have to make a decision now, but that's just what I'm thinking about >> at the moment. >> I'll talk to you offline about that. >> Yeah, that's fine. We'll work that out one way or another. >> Yeah, >> I would love to hear from the offline director at some point. >> Anything specific? >> Uh, how are we doing from last year's budget? What
073does it look like for this year's budget? Um, are we because I know we cut out some things last year in terms of equipment and um uniforms. How is that looking? Okay. >> Um, participation, things of that nature. >> Sure. I'm sorry, I missed that. >> Participation from athletics or just in general? >> Uh, from from athletics. >> Yeah. Just like Yeah. What do the numbers look like, you know, from year to year? Are they stable? Are they increasing, decreasing? >> Yeah. Sure. Excellent. Anything else? Like it. Okay. That brings us to a German. We have nothing else to discuss tonight. So, we will move to end this open session. There is no executive session. We just need a motion and a vote to adjurnn. Motion by Megan, second by Allen. >> Chris. All in
074favor. Excellent. Thank you.