Pelham School Committee: May 5, 2026

001should be good in just a second. Seeing the presence of the forum, I am calling the school committee meeting to order on Tuesday, May 5th at 5:36 p.m. Um, I there is one written public comment. I received no email or voicemail public comments for tonight. So, we'll move right into the new and continuing business. And the third item on the agenda is an executive session. Um, I am invited to go into the history room, which is the little room right next door. Um, so I move to go into executive session under general law chapter 30A section A3 to discuss strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigation position of the public bodies and the chair so declares Hovand versus town of

002Pelum with intent to return to open session. Second to do a roll call vote. Rachel, >> yes. >> Jenny, >> yes. >> Serve, >> yes. >> Margaret, yes. All right, we will move into the history room for executive session. >> We're very clear that we are not allowed to do that. >> Thank you. Where is it? You hear me? How do I do the next comments? That's not concerning. >> Are you okay? >> Oh, sorry. I thought we had muted. Uh, yes. The building is just shaking a little bit. Okay. Be careful. >> Not concerning. All right. So, the next item is the Are you all set? Set. Next item is the fiscal year 26 quarter 3 update. >> Hi, everyone. Can you hear me? Yeah. Yes. >> All right. Um >> I know she

003is. I know. I know. I know. I know. I'm not a Shannon, but she's on her way. Um >> so I did craft a memorandum. Um Shannon and I summarized where we are with quarter 3. And so I think she needs to be brought into the I don't know why, but can we move her into as a part? There she is. All right. So Shannon, we're starting with the quarter 3 memo. There are some critical things that we need the school committee to um pay close attention to. We also have some suggested motions at the end. Um but I will hand it over to Shannon to talk about where we are with our quarter 3 update. >> Okay. Sorry, little technical difficulties. Um I'm just going to pull up the screen. Okay, you can all

004see it. >> Yes. >> Okay. Um, so we are at quarter the end of quarter three, which is January through March 31st. Um, and our payroll lines are they look in great shape. We um paid the retros for unit A and unit C um in April. So, it did not hit in Q3 like we were hoping. Um, so that's why it's slightly under than anticipated at this point. Our substitute line is also doing really well. When I went back to look at the previous fiscal years and Q3 reports, um, this is way under where we have been. So, that is a great sign and I'm really happy to see that. Um, in our instructional supplies, th those are things um, you know, that are purchased throughout the year for classroom teachers and things of that

005sort. that's at 51%. So, that's really good. Although, I did see some requisitions coming in. Um, so I anticipate some of that being used. Uh, we're going to talk a little bit about special education and support services here. So, within special education, something that we've been talking about throughout the year is we have a student that choiced into the district uh that had special needs but had to go to a program outside of the district. So, we have to front that bill upfront um and it's approximately $131,000, but we will get back that money from the school that they are um zoned to live in. So, we pay up the bill, but we'll get the money in our school choice revenue account. Um, so I'm going to be asking a uh asking for a formal

006vote to increase school choice funds for 131,000 to support the budget for this year, knowing that money is coming back into that account, but being able to balance come end of year, we'll need to do that. Um in support services we had a student that um is a Pelum resident. So they are our student uh but they uh choiced out of the district. Um we had originally known that the student had special education needs. So we had budgeted 51,700 within the special education lines to support that student with some of the services we would have to provide. However, because they decided to choice out to another school district, that school district is paying for their special education services and we're being charged on the back end as our school choice assessment. So, kind of the

007opposite of what happened before. Um, so I'm anticipating that we will um not only need to transfer the 51,000 from the special ed line to support services, but when I look at um what's been build on a monthly basis through the end of the year, we would need an additional $20, $210 in order to cover those costs. Um, so I I do notice when we get to another section, I forgot to put that piece of the vote on. So it we can either modify that vote or we can save it for Q4 report just in case we don't need it. But if we don't need additional school choice funds, even if we vote it, I won't use it. And um, we'll reserve that. That'll be done in like July or um July or so when

008I start finalizing the budget. I I actually would like to add that in if we could tonight. Um, moving down to uh facilities. So, we talked about the um sprinkler uh system inspection that was at the Q2 report. So, that is hitting within these lines. It's a little over $8500 or so. Um, moving forward in our capital planning document five years from now, I have in a fiscal year that we'll need to plan to budget for that or ask for it in capital funds. So it's not something that falls off the radar or nobody knows about in the future. Uh we also had our annual department of labor uh building review. So this is something that already happens every year. During this um review they had requested that we provide documentation that there was no

009asbestous within the building. Um so there was a renovation um done 25 years or so and we had a letter from 25 years ago stating that um there was no known asbestous within the building. We provided that and we have provided that to them in the past. Um but they said for some reason that that documentation is no longer sufficient and they needed a whole um review an asbestous inspection done a formal one. Um so that was approximately $7,500 that we paid that we were required to do and have. So out um after that was completed the there was discovered and it was discovered on in the cocking around some of the doors a door near the gym entrance and uh some door cocking near the custodial um room and it's right now it's non

010fryable and it's not posing a safety risk for being there. So moving forward though, we have to make a decision whether we um remove or abate the asbestous which is approximately $20,000 or um we can leave it as is for now and every six months complete an inspection to confirm that it's still not a safety risk um and it's not fryable. >> One second. Um Shannon, I I just would like to strongly enforce um as a superintendent with Shannon um and with Mike, our recommendation is to abate. Um we think in the long term the monitoring is going to add up to more that than um than just the initial abatement um because we have to consistently do monitor and pay for the inspection and anything else that needs to happen if there is an

011abatement. Um, but we do feel like we should just move forward with an abatement and and I would like to ask that that be considered this evening. Sorry, Sean, I wanted to put that forward. >> That's okay. Um, so like I was stating, so it'd be about $3,000 per year, 1,500 every six months to have them come out and inspect and make sure it's still non-fryable. At the third year mark, the inspection is more. It's 2375 that would happen if we got to the three-year mark. Um so the next so that's something I would like to discuss and then at the bottom of this memo um there are two motions proposed motions one is to make some budget transfers within these cost centers which would be moving $51,700 from special ed to support services like

012I mentioned before and then I would like to take $10,000 from the substitute line and $8,000 from the payroll line and move that to facilities to balance that budget. Um, and then lastly, I there's the vote to um use additional school choice to offset the special education placement. Um, but I mentioned before I I forgot to add in the 20,210 in that request as well. So, if that is something that we is voted on tonight, I would um request a friendly amendment to that amount to to include that. >> And what would that amount be, Shannon? >> It would be $151,210. >> And that is for what? >> That's for the 20,000 plus 131. >> Okay. Yeah, you got choice. Yeah. >> Um I'm gonna say one thing and then I'll go to you Rachel.

013So one possibility I talked to John Turkey. He said the town typically will cover these kinds of expenses but because they were a surprise >> pardon >> which expenses facilities >> facilities things related to the building. But because these were not known, you know, they've just hit us. So, one possibility with the asbestous is that we could go through this year with just not doing the abatement and put it into the 2728 budget request. So, I just like to throw that possibility out there as well. So, Rachel, >> I Shannon, I had a hard time following. I understood. Could Could we go back up to the report on page two? There's Can you make it so that we're looking at one screen instead of one there? >> Unfortunately, I cannot because I have to watch

014the live stream to make sure that it's >> not broken. >> Okay. I understood everything you were saying about the special ed line. Can you talk through the support services line? I I was following until I saw the actual numbers. I I it was sounding like we were going to be in the green, but we're not in the green. Can you explain that again, please? >> For the support services. >> Yeah, just the support services. >> Yes. So, there's um school. So support services has the charter hitting there. It has the um charter and choice. Um so the student had choice out of the district and we had budgeted um 51,000 within special ed. So you see the special ed has $62,000 sitting in there. I want to take that 51,000 that was for that

015student. I did this the cleanest way possible to make sure we're doing, you know, that money, 51,000 of that 62 was for that student. I want to take 51,000 from there, do a budget transfer to support services, which would then put that line in the green. However, there are still expenses there that are going to hit from April to June. And so that's why I would like to request an additional of 20,210 to make sure that when we get to Q4 that line is still in the green because we will then have moved and voted to have enough money within that bucket which will cover that choice that special education choice out student. >> Why are we in the red on so I'm still not understanding why why we're in the red on support services

016right now? because the stu So right now we have 105,000 that's been charged there. That's choice and charter. We know that the money for that one student that is in that choice assessment and support services is hitting that line and it's going to continue to hit that line till June. We know that we had 51,000 in special education that was budgeted right there and within that 62,000. So I want to move that money there. Does that make sense for the first part? >> No. >> So, it's red because our expenses are are >> Why are our expenses so much more than we were anticipating? That's my question. >> So, we didn't know the student was going to choice out until last year at the I think it was June of the last fiscal year. So,

017the budget was already passed and we had still had those funds in special education. Now, we knew this year that the student was still going to be choiced out, but we hadn't moved those funds from special ed to support services. And now, um the cost for what that is going to be for it's around like 70,000 and some change for that student. So, we didn't budget enough. We budgeted 51,000 in special ed at the time, but we didn't budget enough to know what their total cost was going to be when they choiced out. >> And so that's why we're asking for the additional 20,000. Then um when I move that 51,000 out of special ed, just say for simple math, that budget will now be $2,000. But we were going to be voting to use

018uh to increase school choice funds of 131,000 which will then bring that budget back up and align it. So that budget will now be in the green to cover the student that choiced in but then had to go to an out of district program. >> Okay. Um my question was really just the very first part of what you were explaining. Dr. D. It looked like you were saying something also, but was that all? >> No, I I was trying to get you to your question, but you guys got there. >> Thank you. >> Yeah, I'm not enjoying this at all. >> Um, thank you. >> Any other >> I was just going to say, Dr. Z, we can see two screens of you. So, there's half of the screen is real time and the other

019half is delayed. So, that is what I think Rachel was commenting on that it's just really weird. It's not actually it. It's cuz we're seeing that when we look up there, you're like 10 seconds delayed, but then you're also real time. It's pretty weird. >> Can we not lower the YouTube feed? >> I'll handle it. >> This is like the best I can do cuz I got to be able to see that it's still there and hasn't timed out. >> Actually, I can do that. Um my comment was that there were a number of places in the memo where you talked about the fact that these um these facilities expenses were unexpected and yet we can in in a sense expect them because we have this aging infrastructure >> and I'm wondering whether there is

020a recommend like how we we might address that in a future budget. Uh we don't know exact like I I feel like for this inspection that ended up turning up the asbestous. I'm a little I'm a little confused about why we didn't know that that expense was coming because it sounds like every 5 years we have to have the sprinkler system inspected. Um, but I guess I'm just wondering like is there a recommendation that around how we should think differently about the budget going forward in light of the fact that the building is aging and these things do come up. >> Yes. >> Can I >> You go first, Shannon. >> Yeah. So, Shannon and I talked about this. I also talked about it with John Tricky and it turns out and I I think

021it's just we've had so much turnover and administration at the school in the last five years that there w what Shannon has done now is started planning capital planning list of things that will need to be done in the future. They could not find anything like that for the past. >> Okay. >> so we didn't know this five-year inspection thing was coming up. >> Well, we maybe did, but it wasn't written anywhere as we need to budget for this. At least that's my understanding is >> right people. >> So, I wanted to say something, Jenny. It makes sense, but that certain things should happen in a certain way. Um I think that a couple things need to take into consideration here. Outside of leadership turnover, we also have where the team looked for adequate documentation

022and that documentation was not in place. So we have to actually determine what it is that like how do we adequately put documentation in places that the next team and next leaders can find it. We have a the practice that Shannon talked about where they would have accepted the letter um that changed this year where they were like we're no longer accepting this letter, right? Um because this this is this is what has moved forward. And then also the thought process of we're in a good place because there were this has been done previously. We've never had anything come forward previously and now here is the Oh, I'm sorry. The the sun is setting over here in in this part. Um, and now this comes up. I I do feel like there's a couple things

023to consider. The building is aging. We do have a capital plan, but there are unknowns that come up a lot quicker than what it is that we plan for, and that's the hardest part. and deferred maintenance which Jenny you should know is a real thing in education where when we are planning and looking for our budgets a lot of things that that are hitting our operating we may have put things in our capital did not plan for it because we've kind of staggered it out and yes I would say we need to plan and look at the budget differently because we are still trying to appropriate funding but our push for funding would be personnel versus looking at putting adequate amounts in facilities under expenses So, we kind of look more at funding our payroll

024lines and making sure we have the staffing, but we're not always looking at the expense lines, and that's where we're hitting right now with this. So, our focus is keeping the school open and keeping it staffed. We should also think about keeping the school open and keeping it healthy. >> And and I just want to add a few things. So, we did have a new capital um draft book that'll be finalized at some point. We'll post it on the website, but that was not something that we had previously. Um, in order for me to pull together or or to just try to find some sort of capital plan. I found some things in a Google Drive document that referred to old projects. Um, but then those projects did not align to what was actually approved.

025So, I had to go back and find what was actually voted and approved. And it so it's been a little bit messy. Um, and so now I've got those things in in one document in one place, a place that facilities and I both have access to and we have the capital plan moving forward. So, um, the maybe somebody knew about the sprinkler thing, but we didn't know and but now we do know and we'll add it um and then and continue to monitor and then every year going forward, I anticipate we'll have this capital plan and we'll update it accordingly and and bring it forth at the budget season. >> Okay. Thank you. Makes sense. So, we have these two motions and I guess I still have the question. Do you want to pay for

026the abatement out of our money this year or do you want to put that into a request to the town next year? Can we do the abatement and they reimburse us? >> Pardon? >> Can we do the abatement and they reimburse us? >> Uh, what John said to me is they typically will fund these kind inspections and things that have to be done for the building. So, William, >> I was just going to say I would I'm assuming this abatement cost is going to continue to rise. So, if we wait a year, it's not going to be 20,000 plus going to be the money spent. I would I would prefer to, as Dr. Z has said, do the abatement. I think that's the best thing for the kids and the health and all that. um

027and then see if we couldn't get reimbursed, but know that we might not get reimbursed. But I think it's the right thing to do. And I don't know if as a school committee member I would be like, "No, I think we should leave the asbestous up for the children." I I I just don't know if I would like to. Even though they're saying it's not a health risk, it feels weird to then vote to continue having it here. That's just me, but I'm not a construction person. So maybe people with better construction knowledge might have a different take. >> I mean, I don't do >> If only we had a construction person on the committee. >> Any other comments, Rachel? >> I I have one more question for Shannon. Um, do you have a sense

028of where we're going to be ending the year in terms of like are we ending the year in the red, in the green? Do you know that? Um, >> barring any wild unforeseen things. >> That's a good question. Considering the meeting before, there are some thing fees. >> Yeah. Barring that kind of stuff. Yeah. >> Yeah. So, I would have um I'm going to have a better idea in June. And the reason for that being is the all of final purchase orders are due or requisitions to be submitted are due May 15th. And then we're going to do a big overhaul on, okay, there's open purchase orders, what can we cancel, what's still going to be paid, and we'll have an idea of like all of the amounts in the encumbered columns. Are we actually

029paying those or are we not paying those? Um, so I will make sure that we are in the green. If there is additional money in order to make us be in the green needed, then I would have to come back to you all for that. But my goal is to ensure that we balance um and and we'll see be able to make that determination in June. My input then is that we wait for that information and push not both votes but the vote about the asbestos off until we have a fuller understanding where >> just to add to that I I could get um or have Mike get the actual quote so we have >> Can we see how long the quote is good for? >> Yep. >> Thank you. >> Okay. Share this. um

030uh in in the same line, right? So, uh with the abatement, you are I'm assuming that we're not going to want to do it while the kids are in school, right? We're going to wait till the end of June um for that. So, we have time to it's a higher enough dollar figure that we'll need a few quotes for that which won't happen yesterday. Um, so I guess uh or I I would be in favor of doing the abatement sooner rather than later. Um, but I I don't think this like by the time this abatement actually happens, we will have more information. We will be past that um May 15th date that Shannon was talking about, plus the time it's going to take to get the quotes to do it. So, I have no um

031I'm I'm comfort what was it? I am comfortable moving the money to transfer to make sure that we have the ability to happen and it can happen quickly when it's when it's time to can I just clarify um please what you're saying Sarah my understanding also with the dollar number is we'll need three quotes before >> I think so roughly I don't remember we'll need two or three quotes likely Shannon is that correct >> um yes and no. So they raised the limit for school districts from 10,000 to 50,000 before it required three quotes. However, I like still like to do the three quotes because we want to make sure that we're getting the best value. So we will probably do three definitely two. >> Thank you. So Sarah, what you're saying is you would

032be in favor of doing both of these motions which is going to put the money for the asbestous abatement in available. >> Is that Yep. I'm confused though because it looks like we're moving 18,000 into facilities. >> The language isn't here yet. She said for the 20,000 it would be an additional 20,000 what's listed I think. So can well so we have two options. We can modify something here or we can do that at our June meeting which is like the 2nd of June. I I would like to do what Sarah Best suggested just so that it's there and if they can move it along so they can happen um during the summer that would be great and I'm afraid if we if we are delayed then it may get delayed and push it into

033the school year. Okay, Shannon. >> Oh, I was just going to say if it ends up being in the summer, that's no longer the FY26 budget, that becomes the FY27 budget. So, that would be paid out of there, unless there is a way for us to do it. I don't know if they work on the weekends or can do it when the when the students aren't there >> the last two weeks of June. >> So, I'm so there's a couple things that we need to take into consideration. This is a very rough time of year. >> We've already asked for um a quarter 4 update. However, know that in June, that's the end of year reporting and things need to start rolling over in terms of our fiscal and what we're reporting out. So, I

034think ideally moving the funding now and then allowing for it to be be executed when need be works. I think the conversation that can happen is that whatever the quotes are, we provide the committee with an update on next steps so that you are aware of who's the selected individual is and know what the cost of it was um in terms of it and then having them execute it so that we can pay it out in a timely fashion so we're not hitting that June that late into June payroll and payout in terms of processing of services because we can start now but I don't know how many since I've been here I haven't seen a lot vendors that are like immediately available to start things. So we would have a scheduling schedule it so

035that the services are completed, we pay it out and we've met that June prior to June 30th. So those are the considerations we also need to put forth. And if there if there was a vote to increase additional funds now, but we couldn't do it this year, doesn't mean that I have to I I would use those school choice funds. >> Um I just want to like make clear asbestos even is like a two week like no one's in the building. >> No, no, >> no. I've had it done in a day before. >> Oh, I've never seen that in New York. Okay. Maybe it's different. >> Well, it depends on what you're reading. >> Correct. >> Got it. Okay. Sounds to me like a Aries. >> Great. >> Take minimal time. >> Great. Love

036that. >> So Shannon, if we are going to modify this motion, it's going to be the second one, the additional school choice. >> Correct. >> And we're going to modify it to be 151,000. I thought I wrote the full number down. >> 151210 and that's the 131,000 for the school choice student and then that adds in the 20,210 for the choice assessment. >> Okay, >> that has but it does not include anything with the abatement. >> Okay, >> does anybody want to make a motion? >> Okay. So, so the higher number does not include the abatement. So, >> it's a separate motion. >> There are two motions. One is to because we have cost centers. We as a school committee are the only people that can move money from one class to the other one.

037>> So, there's the first one that says increase, >> you know, special education. All right. So I will move that the column school committee authorize budget transfers below as LA with the quarter 3 report dated May 5th 2026 from decrease cost center special education increase support services each by $51,700 decrease substitutes by 10,000 decrease payroll by 8,000 and increase facilities by 18,000. Second. >> Any for discussion? No. All right. All those in favor? That motion passes. I nothing. And then I would make a motion the Palm School Committee votes to increase the FY 2026 budget for expenditures from the school choice or fund accounts by 152 151,210. Okay. Any Yes, >> that includes the 131 plus the asbestous abatement. Correct. >> No, no, >> No, >> that Oh, the asbestous abatement was already taken care

038of and 100. >> Oh, so you already added the 20,000. >> That's what this 18 does. >> Okay. >> No, no. Asbestous payment is is a separate motion. Yeah, it's not in either of these. >> Correct. >> One second. >> How did we add the How did we add the the cost of the payment, the 20,000 210? >> That's the additional cost of that resident student who has special education needs. It's gone from 51,000 up another 20 something, >> 72. >> Okay. You increased the facilities line by $18,000 giving us the opportunity to use our operating to go ahead and address the safety issue. >> No. >> Okay. So Shannon, so here's what I'm going to say. Then Shannon, I am confused because that was my understanding. >> Okay. No, we had >> right now

039we had Shannon >> just to understand the budget transfer piece. We transferred money to the facilities line to pay for the sprinkler inspection and the asbestous inspection to balance that for now. However, then it the 20,000 for the abatement. It has nothing to do with that. If you wanted to us say it does get a quote, we get quotes and we move forward. We can get it done by June 30th. you can vote to use additional school choice money on top of the 151 and then if we can get the quotes and we can do it by June 30th we will and we'll have the money in order to do so and balance at the end of the year if we get the quotes but they can't do it then we don't have to use

040the >> so to be clear then William you need to amend >> because 171 correct,210 >> correct correct >> so I amend the motion to for the amount to be removed from the choice revolving fund to be $171,210. >> Yes. >> No. Rachel has to agree. Stephen, >> do you agree? >> Sorry. >> Thank you, Rachel. >> Sorry. >> Thank you. >> Okay. All those in favor motion. >> Yeah. Well, 131 is coming back. >> All right. All right. Thank you, Shannon. >> Thank you. >> All right. So, the next item, all four bullying reports. >> All four bullying reports. >> So, I'm going to start off with the district review. Um, I know. So, here's here's what I'm going to I'm going to start for the district review update and then I'm going to

041hand it over to Colleen to talk about the bullying prevention implementation plan and she can build in the brim report as she talks about it. I think that's the best flow for the team. Are you good with that? >> Yeah. >> Awesome. All right. So the I submitted a memorandum just explaining the Dusty district review. Um I was informed that the three districts as a collective will be going through a district review. Um I've also included in this memorandum the website that gives like all of the accountability and district review um details from Desi. Uh I did have a call with the Desi representative just to get some clarity for myself around the process what can happen afterwards. Um, you know, there's no punitive consequences for good faith districts unless something really there's some serious

042misconduct or something that really comes up um that's illegal or something. I don't think we are. Um, so that will lead us to any any sanctions, but other than that, we should be fine. It's really for us to get feedback on the DESIE indicators as to how we're functioning. This goes through a very thorough review of the entire district. Um they go over governance, they go over um things like HR instruction, it'll be classroom visitations. Um I did ask him like what level should the liaison be? Um so his suggestion was I I was originally leaning towards putting it under compliance. Um having um Miss Douglas be the contact. um her role would be to collect documentations and submit it to Desi to to the individual from AIR that's doing the um the review um

043to organize the meetings um so it'll be myself her Tanya McIntyre and Megan Dushko who will be supporting the next step we have a orientation I believe is June 9th or the 11th week I'll sign up for the 9th um so we have the review orientation Um after that orientation you get to sign up for when it is you would like your district to take part. I am of the mindset that I would like the districts to take part earlier than later. I feel like if we do it earlier we get the feedback earlier we could plan more appropriately as a as districts around what you know what the feedback is where we would like to go. So so um when those dates happen I definitely will will let everyone know if we were granted

044our early dates. Um I welcome the review. I welcome feedback. It's, you know, um it's an opportunity for us to see how we're moving in comparison to other districts. In the conversation, I asked him what it could look like. He gave me some suggestions of other districts um in Massachusetts that resemble our district that we could probably be reported in. So, um that's where I'm at with the district review. Hearing no questions. All right. So, Colleen, I'm going to hand it over to you. I don't know if there were, but I'm going to hand it over to you because I think they want to um hear more from you. One of the key things I This is the first PEL meeting. I want to welcome Colleen um Bonovich. H I got it right. Yes. >>

045I've been practicing. I've been practicing. I'm scared. >> Um to you, she's our new mental health and student wellness. I always but our new person in districts. Um she comes with a wealth of knowledge in policy, procedure, and social work. She's a licensed social worker. Um and so she's very passionate. She's hit the ground running. and I will hand it over to you so she can walk through the bullying prevention implementation plan update but also to kind of touch on some of her observations from the the brim reporting for Pelum. >> Sure. Yeah. Uh thanks Dr. Z and thanks for having me. Um I know Sarah Bess and William from last week. >> Hi, nice to see you. >> Um the rest of you I I don't think I caught names at the beginning so

046don't mind. Staner. >> I'm Jenny Bradbury. >> And I'm Rachel. >> Nice to meet you. Thanks for having me. I appreciate it. Um, if you can't hear me, just yell out. I'm going to try to share my screen. I don't use Zoom very often, so bear with me. Let's see. You would think after COVID everybody should just be lickety split with sharing. If you want to share, I'll share it for you. >> No, it's okay. I I have like a I merged the two. I merged the Pelum data with the um the other presentation from the other night to try to make it easier and sometimes it's not always easier. So, let me open a new And then maybe if I present it won't make me go away, but it might. Okay, I think it

047works. >> Perfect. Perfect. >> Yeah. My gosh. Wow. And I'm self-proclaimed like tech wiz and it's embarrassing when this happens, but here we are. Just yell out if you can't see what you're supposed to see and you can see something you're not supposed to see, which would be like, you know, my notes or something. Um, all right. So, I have for you tonight the bullying and prevention intervention plan updates. Um, if you don't mind just holding the questions for after. I'll try to breeze through because I know um you had the meeting earlier like at the beginning of the meeting. Um, that maybe took some time. So, I'll try to breeze through since some of you have heard it and then you've had the documents for a while and the plan for a while um

048has been uh open for public comment and review. So, I think most of you have probably had some time to digest um the updates and and have, you know, some comments that you'd like to uh convey over to our team and I'm happy to accept them and and provide feedback and answer questions like I did last week. >> Excuse me. >> Is someone saying something? >> Yeah, go ahead. >> Um that document didn't get attached to the agenda. the the the one that you're showing that has that we bind what we have the attached to the regional meeting. So >> there is it's after the superintendent updates the next thing. >> Yeah. >> We don't have that document, >> right? >> So >> this might just you may have a version of it. I just

049happened to merge the two >> uh your >> the one from last Thursday. >> Okay. It's it's the same exact thing. I just merged the two slide decks with the Pelum update data and then the one from last Thursday. >> So you have all the same information just not >> Yeah. So you have it separated. I think just put it together today. Colleen, if you could >> if you could just send that to me and I'll send it to the school committee. Um, >> definitely. Yeah, I can definitely do that. Apologies. I realized that they were in separate formats and I was just going trying to make it easier on your eyes and mine as well. >> Um, >> yes. From our meeting. Yeah. >> Yep. Um, so I am Colleen McGonovich as Dr. D

050mentioned and I am the administrator of mental health and behavioral services for the districts. Uh my background is in behavioral health systems level policy work. Um I've worked all over the country in different states and localities um and with federal, state, local levels. Um I've worked at the intersection of data um and communities um both at the regulatory uh statutory levels and aligning all of those things. Um and then this lens is really what um helped inform the BPIP update and then kind of my work just largely as a whole. I I come with a you know a larger systems lens as well as I bring my um sort of communityled and uh clinical and and direct care experience uh to that as well. Um so tonight I'm going to present to you the April

0512026 update of the BPIP and then the Pelum uh specific data. So as I move into the next couple slides here, this is just just the agenda um the intro which we just did. Um and then the brim data update. So the next couple uh three slides will be the pelum data that you have in that slide presentation. Um and that's just three slides. Um then we'll go into the policy or the plan overview. um which is just an ex explanation of the improvements and edits that have been made to the bullying prevention inter intervention plan and then the implementation plan for those updates and how that aligns with the larger social emotional learning plan and alignment that we have for the districts and then next steps and any questions that you might have. Um

052so for Pelum Elementary the brim data uh reporting period that we pulled for this was February 1st through March 31st and we had four total reports filed during this period and those four total reports are actually represent two distinct incidents. So, two of those reports ended up being duplicate reports, which means that different individuals filed separately about the same event, which is actually a great sign that people are paying attention and using the system as it's intended. Um, so once we remove those duplicates or close them out as duplicate reports, we have one confirmed bullying incident and then one closed as unfounded. And then zero cases from this reporting period are still open or in progress. And then everything uh from these two incidents has been investigated, resolved, and followed up on, which is great.

053Both of those actionable incidents took place in within the physical school spaces. One was in the gymnasium and then one was in the hallway. So split evenly between the two incidents. It's kind of a an interesting pie chart. It's just one in one, but 50%. Um and then the behaviors uh categorized were physical contact, name calling, and then in the confirmed case, intimidation as well. Uh these are patterns we'd expect to see at the elementary level, and they were responded to directly by staff. And here's just a key takeaway slide from the the two confirmed uh incidents or one confirmed bullying and and one other uh incident that ended up not constituting bullying by the definition. And a few things I just want to make sure that land here with the group. Uh first is

054that unfounded does not mean that the incident was ignored in any way. uh that case still resulted in nurse care, a counseling session, a principal meeting, and a parent notification for both uh involved parties. So, the system worked here as it should have. Um the second thing is that the confirmed case got a full response, safety plans, increased supervision, counseling, family meetings, and a plan for restorative conversations. So, this is all completed as well ahead of schedule, which is great. Um, and then third, there were no cyber bullying, nothing online. Um, and then I want to specifically call out that Pelum had named staff assigned in BRIM and is using the all of the full uh detail fields. So, this is something that came up last week and you'll see in the full data that

055I'll present after these slides for the districts from 2025 is that oftentimes a lot of the fields are missing in in our brim data and specifically the assigned staff. So for these two specific incidents, granted it's a small sample size, but everything was was there, which is really really really great. Um, including investigation comments, interventions, locations, behaviors, student names. Um, these fields were all populated. So um, Palm is doing a great job modeling exactly the kind of accountability practice that we would love to see across uh, all the districts. Yay. >> Yay. Yay. Yes. Um, so great job. Granted, it's very small sample size. We shouldn't draw any broad conclusions about two, you know, four total reports and two incidents. However, you know, it's probably a good indicator that staff are um doing a great

056job consistently across the board >> and making sure that they're >> Yes. Go ahead. >> This is Marta just intervening that this is historically what we've seen from Pelum. So I just want to attest that they really have done a great job. Mickey needs to be commended because that is our experience historically. So just wanted to say that. Thank you. >> Thank you for that. Uh historical context is really helpful. Thank you Martha. Um so here we can move on to the districtswide data that uh directly informed the BPIP update and as well as a host of other um information. But across 2025 we had 187 uh and this is for all schools across all three districts um 187 reports and um then 46 so far in 2026. So that indicates one thing for sure

057is that the system is being used which is a positive that we want to make sure that we point out. Um students and families are bringing concerns forward. Definitely worth highlighting. In the majority of those cases, as I alluded to, uh the input field in brim for named investigator was left blank. That doesn't necessarily mean that nobody investigated it. It just means that the documentation wasn't there. So in a school where you know the investigator is always the same they may you know that may indicate well I don't need to put my name there because I always know it's me. However from a a data and oversight and compliance perspective it makes it difficult to kind of peek in and know that something is being done. So um in terms of implementation and fidelity and

058sustainability over time and you know data collection um that's something that is a gap that you know we would like to make sure that we fill across the board. Um because you know if we're not producing consistent documentation we can't really expect to produce consistent outcomes. Um, and we want to make sure that we close that gap. So, in addition to the quantitative data, um, we also pulled and, um, reviewed an incredible amount of research and qualitative data. um throughout the update process, but when looking at everything, the same question kind of kept surfacing as to why outcomes may still have been inconsistent across the different buildings in the districts. And there were three main processes that were conducted. One of them was the statutory review. Um the other was the working group process and

059the other was the alignment analysis. So each kind of came at that question from a different direction. um and we all kind of reached the same answer through all these different processes was that the plan described what should happen, but it didn't specify the system to make it happen uh consistently enough across the districts. So, that's really what these updates um are designed to fix in this uh 2026 um update to the BP. So the working group that I mentioned uh was convened across two distinct sessions. Um it was comprised of students, families, staff, law enforcement uh and community behavioral health providers. Um their feedback was specific and consistent across all the groups and they produced five key themes. Every single one of them is addressed in the GAP. Oh, excuse me, in this draft.

060And they are trust and safety as barriers to reporting. Uh they're essential barriers. Um inconsistency across buildings, unclear process for families in reporting. Um that there were significant equity gaps for vulnerable students with either disabilities. Sorry, just my internet just said I had bad connection, but hopefully that didn't actually happen. Um, and then there was insufficient follow-up um in the communication process. So, what I want to highlight is that the working groups lived experience feedback and our technical alignment re um pointed to the same underlying gaps, but they work through completely different pathways. Um and that sort of convergence provides confidence that we are actually um addressing the appropriate things here. So here I'll get into the revisions themselves. Um so every revision in the draft is traceable either back to a working group theme,

061a statutory alignment gap or both of those things. Um I've made it that visible in this table as well as in the handout which I I believe I saw was attached in board dogs. Um it's a summary of revisions I think or summary of changes I think it's titled. Um so just so that folks can see the logic and the justification behind each decision. Um but just to point out one thing uh in section Roman numeral vi six uh the training and professional development um so the biggest substantive addition in the explicit the social emotional learning framework in our um professional development the old plan referenced skill building and the new plan actually embeds it into the plan. So the quesil the five competencies um that comes directly from DESI guidance and that is now

062mandatory language throughout the entire plan and that changed responds directly to what the working group told us which is that staff don't have a consistent framework for preventing bullying in the buildings and that was a substantial gap. And then another thing to kind of point out here um from section nine in the investigation protocols. So we corrected a legal error um in the investigation trigger. The old language only required investigation when the principal had already substantiated a report um and that was actually a little bit backwards. So the new language requires investigation of all reports, not just ones that end up being bullying. And here I just want to address the timeline question directly and I do have you know a whole list of feedback and we also and I'll get to this in a

063few slides but we have a list of feedback from the community um the public review comments and as well as from the meeting last week too. So you know like a sort of a running list of all the feedback. So, some of this is a little bit antiquated in terms of um you know what we're already addressing with the um revisions for the final draft, but just to address with this new group here tonight um with this committee um the timeline, we know it's a sensitive topic and it's something that has been addressed historically throughout the districts, but Massachusetts law requires investigations to be conducted promptly and that word is intentional and not um not designed to be used vaguely. The legislature chose it because um the timeline for a complex investigation involving students with

064either disabilities, multiple parties, or off-campus digital conduct and cyber bullying cases is fundamentally different from a straightforward single incident case. Um, a hard deadline, even though if it's well-intentioned, can sometimes end up forcing premature closure of an investigation, which can have an unintended consequence in creating the appearance of a resolution, and that doesn't always protect students safety. Um, things that we know create accountability is knowing who owns the case from when the report comes in. On day one, our brim do data showed us that the majority of cases, no investigator was named in the record. Um, and that's an accountability gap. So, the implementation plan addresses that directly. So, we have a named assignment at intake, documented extensions when needed, family communication throughout, and then follow-up requirements. So, I really would like to give the

065committees and the community and students um, you know, real accountability metrics. who was assigned, when they acted, what the outcome was, whether the family was kept informed rather than check a box that says the case was closed on day 10. And that, you know, doesn't have anybody's name on it that we're able to follow up with and and hold folks accountable um and ensure that appropriate steps were taken. So, one of the things I'm most committed to in this role is making sure that we're not creating parallel systems that don't talk to one another. Interoperability is a word that I probably overuse and annoy people with. Um but the you know systems ability to speak to one another and communicate and align across the different platforms is very important especially when we have three three

066separate districts lots of different schools a very diverse community. Um the BPIP and the district's social emotional learning implementation work plan are designed as a unified system. So one thing informs the other which informs the other and everything is sort of um a giant web that um should be aligned um and it is here. So the updated BPIP now requires that our professional development content be grounded in the case five core domains. The same framework that the social emotional learning work plan is being built on. And that means when we train staff on bullying prevention, the staff themselves are building the same skills that we're asking them to then teach students. Um the work plan is currently in its exploration phase. So that's the first phase. Um as findings are coming in, they'll directly inform

067how we implement this policy at the building level. So we are in as soon as we have an adopted um finalized BPIP, we are in phase one, which is beginning soon. Um and that's the foundation. It's by no means the finish line. Um we I'm going to walk you through what happens the moment that it's adopted. Um so it will go on the website. It's going to go into staff handbooks. Um, principles will confirm uh or building administrators confirm receipt and that's the statutory notice requirement. Um, the next phase involves, you know, this is the most operationally significant phase. We train all the administrators and counselors on brim usage protocols. Um, and this happens before school ends this year to make sure that everybody's in alignment. We know there's a lot of changes. We want

068to make sure that we are doing this early on um and before people are you know saying see you later for the summer. Um this includes correct status categories, intake assignment and behavior logging. The investigation checklist gets distributed and walk through with building principles. This is where the accountability gap and the data actually starts to close a little bit. Um and then phase three statutoily needs to occur before September. So in the PD schedule before school starts, um student and family handbooks are updated. A one-page uh reporting flow for each building is distributed internally and then made available publicly on our website and then annually a written notice to families in um prevalent languages also goes out publicly. And then phase four which is happens over the summer as well. The implementation is integrated into

069next year's professional development calendar. The SEAL um alignment is applied to prevention programming and then the individual building leads are identified. So that all sort of is informed by the alignment that is still under development and is in like I said the exploration phase. But a lot of that is happening over the summer for the 26 27 school year. Um going forward, each of the three school committees will receive the BRIM data presentations on a consistent format for their schools. Uh implementation progress updates at each phase milestone and an annual BPIP review. So once we have detailed investigation checklists and brim usage protocols developed and internally approved, we'll bring them before the committees as well. So you won't have to ask for that information. It will be brought to you. And in terms of next

070steps, the public comment period has ended as of last Friday. So written comments were accepted. Um and then any substantive feedback which we've collected um and is being reviewed now will be incorporated before the plan is formally adopted into its final version. And then again, this is not just a routine compliance exercise. It's a substantive improvement to a plan that was technically it was compliant. Um but structurally it needed to be aligned. Um and then it's it's grounded in what the community told us in DESI gant guidance in quesil standards and in then in what the data showed us about where implementation has broken down. It is designed to be implemented with fidelity and sustained over time. I'm confident in this and I'm confident in the districts and and in everybody's um the conversations that

071I've had with folks about uh the need for for this to occur. So, I'm I'm excited to to work with everybody and and everyone's been wonderful and welcoming. So, happy to be here. I'm glad to take questions. I'll stop sharing. >> You're calling. So I just wanted one clarifying thing. Um >> yeah, >> we have joint meetings on May 20th and July 10th. >> June 10th, sorry. June 10th and May 20th. >> When is our plan to formally adopt this? >> That's a great question, William. >> So William, >> we only have those two choices. No, but I I need clarity because I don't think within the scope of the law it has to be approved by the school committee. Um I the so I need clarity on that and so I was going to

072reach out to to to find that to finalize that because I know the last time it was formally adopted but based on the law we have to do like the public feedback period and everything else and then we are able to go ahead and adopt it. So that's that's the part that I think clarification needs to be on. >> So just to clarify the last time the BPM was done >> Mhm. >> it was the previous administration. >> Okay. >> Can I say that? Yes. No. Okay. Um we gave feedback as a school committee. We had a lot of questions because it wasn't going to be aligning with the policy that we were pushing forward. It was pushed forward without approval from Swopeman, which I feel like has led us into some of these gray

073areas over the last two years. So, I hope that we decide that we're all going to give it the thumbs up, however that looks. >> So, I would ask for that is what I'm asking for, I guess. So, I think I I hear you and I I don't think that we've ever said that we wouldn't share it with the school committee in terms of like what we're doing. I think we're in that feedback scope and state, but I also know like in terms of a formal approval that's not required. So, I think that that's where the disconnect comes in. A formal approval is not required, but we are we are sharing it. We are giving feedback. We are walking through the process in it. That's why we brought it forth. But I I I and

074I'll clarify it. We don't need a formal vote to implement. But that's not how this how we've been operating. >> And then I gave feedback already to the region. Do I need to give feedback that same feedback tonight? >> No. Now that it's has changed. >> It has not changed. >> You might have a You have a PUM lens. So it might change but no. >> Um I would say that I I'm as we're continue with welcoming schools um I would suggest that we coordinate with welcoming schools to see if there can be any um training that would then also help with this BP plan and the social emotional learning. I I would reach out to Welcome Schools and see if if their materials or their training can be tweaked so it helps you build

075better training that fits for our districts. >> So I have before I know Colleen is documenting she's she's a yes take feedback but I have um I guess I I have some concerns so I I'll work it out with Colleen and see what her perception is. You don't have to answer now, Colleen, but I do have some concerns because the training on the plan is training on how to implement the plan and move the plan forward. But you're asking about content in support of the plan. >> I I wasn't talking about training of the plan. I apologize. I was talking about the the social emotional learning PD that's been mentioned in the plan, not training of the plan, but just I know that PD time is is precious and you you know, we need to

076use it as best as we can. So, I would just say, you know, instead of allowing Welcoming schools just to do what they want to do, I know they're very flexible. We're a very large district for them to do this work. And so, I would say proactively talk to them and let them know exactly what we need help with and what we need so that the training can be modified to best help you with fulfilling the BPIP. >> Okay. I was confused. I thought it was training on the plan. Thank you for I was confused. Okay. Yep. That's that. Thank you, William. That's helpful. And we're I'm that's all all on my radar. It and I have um I'm the contact person now for that um grant. And it's all it's all on it's on

077the brain trust. >> If you have any need to connect with HRC or any issues, let Dr. Z know and then let me know. >> Okay, sounds good. It's your best. Um, I just want to uh say how much I appreciate that Tom is modeling the accountability standard. I am really glad to hear that. I definitely gave some feedback at the regional level where I was appalled that people are not writing their name on their work. Um, and so thank you to Mickey and her team for um, like really like doing the followup that that's needed um, to make sure kids and and families are heard and feeling safe. So, thank you. I see nodding heads agreeing. So, so yes, thank you very much, Mickey, for >> modeling that for everyone. Yeah, I I just

078just echoing that and saying I think one of the things that um we'll get there eventually, but in the school futures conversations that I'm having, one of the things I keep hearing that makes um so unique is the restorative model of relational engagement that the school has. It's not just when there's a crisis, it's an entire school approach. And um yeah, just want to applaud and recognize that and be able to share more as we do. >> Great. >> All right. Thank you very much for calling for being here tonight and uh welcome. >> Thank you so much. Appreciate you. >> All right. >> Thank you, Colleen. Colleen, Colleen, can you email that over so I could attach it on board docs when at one time? >> Yes, doing that now. Thank you. Thank you.

079>> You are reabeling. >> No. So evaluation. >> Yes. >> Okay. I have asked her best if she would present this for us. >> Yes, I will. >> Okay. I lost my While you're looking for it, I'm just going to say how much I appreciate the work because I've looked at this and I actually watched the regional meeting as well. How much I appreciate having done this many years, the work that went into this. It just looks like something that will be so much easier to do. >> That was Jadiraa. I heard put it all together. So give a big round of applause and thanks to >> Jane to Jira because she is the mastermind that like knows how to make all these things work together. Uh oh, what did I have to do Seth?

080So I could share. >> So if you join the Zoom >> Oh, okay. >> But the doctor can just share it on me, right? She can't. >> Okay, >> I can from my folder. Oh, you're doing what I asked. >> You're showing us that. >> Yeah. Great. Yes. >> Do you want me to log into my folder? My employees. >> No, I'm good. I just need It's just going to take me a second to like do all the things. >> What? So, I was looking under goals three. You know how each goal? >> There are some typos, but they were going to correct that. So >> there's also something missing in both three. Okay. But we'll get >> Okay. On the actual >> Yeah. Yeah. >> I also cannot do at the same time. So

081>> somebody else I'm gonna have to do that. I can take notes while you're talking. Thank you. Um Okay. Give me one second. Yeah, before that a problem. >> I take two seconds. >> I'm like really not confident in what I'm doing right now, friends. So, okay. All right. Okay, I'm ready whenever anybody else is. Okay. Okay. So we had this conversation about the superintendent evaluation tool in January. Um and the feedback from that meeting was to um define and incorporate some more when we got to um um proition me exceed all those. Okay. So the way it's going to work is um so we are using uh perform which is a part of p school. It is uh the same that all administrators are using to do their evaluations for um the district. The

082way it works is it gets you do all your evaluations and then it gets it goes directly to the personnel file of the person. So it is super easy recordkeeping. Okay. So what happens? I think this is the right one. So for example, goal one, this is the goal that had this is what happened. And then this line right here that will not highlight this like little box right here is going to include um the narrative uh that Dr. Z is going to write. Uh there's nothing there. So there's obviously nothing there for this, right? Um what and then this is where we uh the school committee members will write their narrative. Uh and then this is the what was requested at that last meeting. Uh to me exceed significant progress in progress and did

083that mean? Um so are all the radio bars the same? Um we're roll two. This little line will be where the writes her narrative. Um, blah blah blah moving forward. Um, so as I said before, Jira was the one and she is the perform offered to sit with anyone if they would like to go through um the form about completing it. I'm also happy to sit down with anyone um if that is if that is helpful. um goal four the same um the professional standards that we chose. I I believe all of this narrative was all part of the document from January. I don't think that um that updated this standard one this tiny little line will be Dr. Z's comments. Um continuing going down what will also happen um is down this is the

084like the bottom uh the artifacts that Dr. G will collect and present will all get attached at the bottom. Unfortunately there was no way to attach them specifically to the goal. We even reached out to perform school and they said no thank you. Um uh so we have worked with Dr. Z that each document will be the name will say exactly what it is in support of. Um so then also you can on this side over here there is this one pulls the R pulls up the rubric. If you open this up on a larger screen that is more than my teeny tiny little laptop, um this will also these will not be like words/halfwords on the side, but this is the from Desi. This is their standard that's over here. So, you do have

085place to have all of the information at the same time. Um there are also over here this little pencil guy you can take notes and type in here um for that for oneself or for sharing >> or oneself. Okay. >> Yeah. What gets saved is in this >> this these boxes over here. So you can write there and put it up there. Are you ready? >> Yes. >> There was this is like if during the course of whatever you want to like make a little note to yourself, I don't want to forget this. This is where you can do that because they are to your own account. They are not part of the final um document. Then excuse me. Um, the other piece that was suggested by Tim, who works in systems like this all

086the time, is to do your work outside of it and then upload it and save it. >> Um, because it would be really super sad to have like written all of your feedback and then be like, "Surprise, just kidding. We didn't save anything." Um, so we don't nobody wants that. for the artifacts. I'm noticing there's only like three. >> You can add more. >> Okay. >> This is just what the it has now. As Dr. Z adds it, there will be more spaces to add. >> Will there be? So, there could be multiple documents per goal. >> Yes. >> Okay. But they'll all be labeled according. >> Yes. >> Okay. >> Yeah. So, >> they'll be here and in Google folders or just here. >> I I believe just here we talked about Dr. Z.

087to remember. >> I believe we talked about having them just be in here. >> Probably good to have a back. >> I'm just wondering how organized has them wherever they need to be. >> We will have them attached here and that will be that. >> This will be the only. >> So the one thing I noticed on the print out version that was attached is that it looks like under the print out does not it does not print well. Like I just printed my screen. Well, it looks like under goal three it says the first one talks about the goal three is Pel Elementary. Then it says goal three evaluators narrative goals and standards and then goal three district improvement goal. And that copies over the language about the Ammerst restructuring not the language about

088the law. You're talking about goal three >> and where what what about it? >> If you look at the third the part where right there it on the print out it's that the goal that the language talks about the anniversary restructuring but goal three is supposed to be about pillow. >> Yeah it says so this I we're not bringing them back. I don't know if it's been updated though. >> It may have been correct and updated that was printed before. This is the actual >> All right, cool. I just want to make sure that it's the right goal in all three sections of goal three. >> Oh, we're up to goal two, right? It says goal three, conduct focus program review for the Pelum Elementary School engaging families community. There's a box for Dr. Z.

089Then there's the next section >> which looks fine. And then there's a third section above the rubric and on the print out version that has language about the Ammerst restructuring not about Pelum Elementary. >> The telling you that it's already fixed. I am in perform right now showing you that the >> make sure it's been fixed. >> Yep. My question about attachments, just as I remember there were so many attachments and like folders under folders under folders, but I am happy to approve this. I'm just wondering as we get closer to actually having all those artifacts how they'll all be organized. It looks like Dr. Z's hands up. So maybe she's ready to go. fix. Dr. >> Um I Oh, the plan was and I think Sarah said this to organized by goal um in

090the attachments and just have it and just put it like so the attachment will probably have four attachments and say go three and then you'll see just the evidence there based on where I think what I can provide. My statement was that um I believe at the May 20th joint meeting we'll be thinking about um the 2026 27 goals and um I just would like to know if there's any specific feedback. I feel like in the last meeting um I know I wasn't here but I did get the feedback that the committee did not want to update the goal to that I had suggested and um is there any specific feedback cuz I am being very honest I felt that that go tied to the work that's currently happening especially like there is the pelen

091futures school committee a lot of the program review and those types of things but the committee thought otherwise so is Is there something that the committee is thinking? If not, then I would just develop my goals on my own. I just wanted to to prompt on while you're finishing this part, if there's some feedback, you can email me about the next iteration of goals. >> You're asking Dr. Z about goals for next year. Yeah, I I answered the question about this, but I'm saying that I am going to ask and I don't know if that comes towards the end, but if the school committee can send me any thoughts you have because I have two weeks to present to write 2627 goals. >> Yep. >> So, if we have thoughts about the goals for 2627,

092you would like us to send them to you soon? Yes, please. >> My recollection from the meeting that she's referencing is that we said that we did not want to accept the change that she was suggesting to this year's goals because we felt like this year's goal was fine, but that we felt like the the suggested change was something that made sense for next year's goal. >> Yeah, that's a fair number, too. Okay. Okay. So, we have to vote. Would you be able to accept this? I do all of them. Do I have actual language last? Oh, move to approve the 25 26 school year. Uh, approve the Oh my gosh. tool as presented. Superintendent evaluation tool as present second. Any discussion before we vote? No. Okay. All those in favor? It passes unanimously. 5

093Z. Thank you Sarah V. All right, William, it's your turn. >> Yes. I just hope my computer stays alive for the rest of this meeting. Um, >> okay. One second. >> Yeah. Get out of all the Zoom things and then I can All right. So, this is all the information I'm going to share or talk about is all in board docs. Do I have to zoom in and share this on the screen? Everybody saying no. >> Okay. I just want to make sure publicly. >> Do we want it to be publicly? >> I can. >> I'm just asking cuz it's on board docs. >> Yeah. >> But I don't know >> if you're >> Do we have other people watching our meeting or is making video or >> If you give me one second, I'll

094log back in and do it. No, it's fine. If Rachel doesn't mind, keep taking notes. I just can't do >> my not allowed to do this at work. They're not allowed to take notes cuz they don't do a good job. >> It has full face, >> full confidence. >> I mean, you've seen mine before. >> I have seen. >> All right. So, just give me one second. I will log back in and I will um you are a panelist. Okay. S did you see if people are watching? >> Yes, we have one person. So, one person >> besides me, maybe two. I don't know if YouTube counts me or not. >> I just If you give me one second, >> apparently not remember how to do this from 10 seconds. >> I couldn't do this.

095You said something. >> Okay. >> It's a pal. It's quick. >> What What flavor of >> Oh, no. It's fine. I I'm still good. What's up? >> Oh, okay. They're not even yellow yet. Mine was Oh, you're Yeah, mine's an older Mac. It's not. Maybe it's the same type as mine. Oh, it will. Okay. So, we can share most incentiviz. >> I move to re label >> policy GB EB fingerprinting to policy A DDA fingerprinting. >> Can you copy that motion from your other notes or do I need to write that? >> No, that's fine. Just like if you write G B E B to A D A >> one more time >> and I said G >> I can copy it from this. >> Yeah, you can copy it from >> Give me a

096minute. >> I watched the regional meeting and you guys with all your initials, >> oh my gosh, >> I started laughing. >> A DDA. >> I'll try not to laugh. So >> this meeting >> all right. All we're doing is reabeling. So we so this is just to explain what's happening is um we are redoing ADDA at May 20th >> and also introducing ADDAR but because tonight we're adopting a policy that is labeled GBE we needed to move this temporarily and before we then update it. So we're not changing the policy right now. We're just moving it from GBE over to ADDA to align better with the organization for this policy manual that NASC says. >> Second. All those in favor >> for the note takingaking. We found out that it was easier for the

097region to have the the same people move the motions. >> Great. So then for note takingaking was just >> was that I moved it and William seconded it. >> Oh that what happened the first one? >> I don't know. >> She seconded it. >> I thought I second it. She >> Okay. I I can change that but >> no write it down. So we have >> I don't you two do it because she's trying to take >> Okay, that's fine. So, we have a whole bunch of second reads. Um, the first one we're looking at is GCK. So, I'll make a motion to accept or to adopt uh policy GCK >> as presented. Second. >> All those in favor? is 5 nothing. >> The next policy is GDO evaluation of support staff. >> Can I

098ask one question? >> I'm assuming on these second reads is it if there's anything of note that's different from the first read you will tell us or are they all exactly as the first read? >> They're all pretty much as the first read. I think there was maybe a couple tweaks to like spelling or I think we had a member from the region point out a few different little things and we changed those but there was no major ones >> and we had the first reads in January >> so it was a wild bill >> right thank you >> um so I make a motion to accept policy GDO as presented >> second all those in favor passes unanimously The next one is policy GCQF, suspension and dismissal of employees. Um, and I I made

099this note for the region. I'll make it again. So, all of these policies that we're looking at right now are all policies we've never had. Um, it does not mean that it was not what we were practicing as a district. It was just not codified in policy. So we're codifying them in policy, but they're not making HR change what they did or are doing. >> Right. >> So I make a motion to accept uh policy GCQF as presented. >> Second. >> All those in favor? Uh approved unanimously. >> The next policy is GCO evaluation of professional staff. So I would move that we accept policy GCO as presented. >> Second. All those in favor unanimous approval. >> The next policy is GCBB employment of principles and administrators. So I would move that we accept policy

100GCBB as presented. >> Second. All those in favor. Uh passes amend unanimously. >> The next policy is GBGC staff health and physical examinations. And I would move that we accept policy GBGC as presented. All those second. All those in favor passes unanimously. >> The next policy is GBJ personnel records. >> I would move that we accept policy GBJ as presented. >> Second. >> All those in favor? Passes unanimously. >> The next policy is GB staff conduct. I would move that we accept policy GVE as presented. >> Second. All those in favor accepted unanimous. >> The next policy is GVE E personal use of technology. I would move that we accept policy GB as presented. >> Second. All those in favor accepted unanimously. Uh the next policy is ADC. Tobacco and marijuana products on school premises

101is prohibited. >> Second. >> Oh. So I would move to I would move to adopt uh policy ADC as presented. >> Still second. >> All those in favor unanimously. >> So now we're going to move on to the first reads. >> William, those your list? Yes. >> Under agenda items. >> Yes. >> Match your attachments. >> Yes. >> Great. >> Not in the same order, but they're all in the same order. >> They're not all in the same order. They were. And I think there's some >> There's one that >> Oh, like A is at the bottom. I It's fine. I just want to make sure they're all >> They're all the same. Oh, they're not in the same order as in the Yes, that's what I'm saying. We went through in the order of

102the attachments. >> Yeah. Yeah, that's what I'm trying to think. >> Oh, yeah. I see what you're saying. >> It's really not a problem. I just >> When I attached them, I did not put them in alphabetical order. I'm apolog It's a little complicated. >> Yep. I was hoping you could copy and paste it from the other the regional we >> had to my channel government. >> Oh no no I don't have I don't know anything about my child government. I don't have to do them. >> Yeah. Yeah. My town government looks real. Um >> so policies for first review. >> Um so we reviewed these at the region and at Ammerst. Um and so I do have some notes um from these. Okay. So, the first one we will look at tonight is um

103because I'm going to go just in the same order it's posted is be. So we currently have um a policy I think it's BEA >> BEA BEA that um kind of constraints the way we actually practice our school committee um and so there was some confusion around that and so we decided as policy to investigate it. This policy be has not been sent to council because it is really only affecting us. Um but it is directly word for word taken from MASC. Um and so we decided as a policy team that it didn't need to go to council. Um and we were trying to open up the ability to have meetings and to do conduct business as needed and not be >> confined to the policy the way it was written. There's a lot more

104text in BEA. >> Yes. >> The intent is for this to to replace >> and then um there was some feelings on this at the region next year. Just in full disclosure, if I'm still on the policy team and still chair, we're going to be going through all policy BS. So I've recommended that we adopt this for now and we can always revisit it next year, but that the current policy is not what we practice. >> And so it was best if we went ahead and change this and if we wanted to have more conversations about it, we could next year because we're going to be going over followup with both section piece. >> And was that recommended? Was that recommendation accepted? Um, I believe so, but it was only a first read. >> It

105was Oh, right. I will say it was a first read. It This is slated to come back at our May something 20th joint meeting. Um, I will say I am in favor of policy be as it's written. um some of the things that have come up um at at other committee meetings um are you know the concern that the public isn't informed about when we're meeting. However, school committee meeting is a business meeting that is held in public. Our job is to conduct the business of the school and open meeting law dictates how those things need to be posted in the amount of time and how um you know outside of 48 hours. I'm sorry. Um so I think in all of my I've been a school committee member for almost seven years now and

106I think We've had two emergency meetings, potentially three, and one of them was like I had to emergency add something to a meeting that was already posted. Um, so those meetings that, you know, emergency meetings by mean, things that are happen less than 48 hours in advance. Um, I think it is important that the school committee be able to operate, you know, with what's dictated by open open meeting law. Um, and we have um we have a lot of things we're trying to do. And if we have meetings that last, which is not always a thing, but like if we have meetings that last six hours after you've already gone to work all day and then have to get up and go to work again the next day, you're not very good at anything you're

107trying to do. So sometimes we need the flexibility to be able to do that and as long as we're posting legally late, I think we need to have the flexibility to do the work we need to do. >> And something I would add Oh, sorry. >> Sorry. I just want to clarify just the very beginning you said you are in favor of the policy. This new policy. >> Yes. >> And something that the old policy would not allow us to do would be the joint meetings that we have with policy with all three districts. They're not on the pelum calendar. They may or may not be on the regional calendar like the regularly scheduled dates. So like this last one we had was on a Thursday. So we would not have been able to actually

108make any decisions based on our own policy. And that really like it's helpful for us to have the strategic plan for us to have you know different times where we all come together and those would not be on a regularly you know timeline. So I am very much in favor of be and I think it's very important for us to be able to have be and continue the work that we're doing >> also just the >> yes would that I plugged it in there and there I didn't do it in the middle >> so we will be taking all this feedback back to policy and we will have a meeting prior to our second Okay. >> Any other comments on this policy? >> Yes. >> Yeah. Um be really impressed with how long I'm taking

109notes. And um I'm thinking about our hearing and how and where that might interact with clarification or not with this policy. >> So someone asked us to define forms. >> Okay. >> And so that is feedback that we're going to take back and see about working into this policy >> and the budget hearing. There's actually a policy specifically for the budget hearing. >> Correct. >> There is. >> This is not Yeah. Yeah. Um I was talking about the form or for >> someone asked us to define forms. >> That would be helpful. >> So >> yes, >> we'll look at if that needs to be in another policy or if it'll be in this policy. Okay. >> Good. That's good. >> That was a question we had. >> All right. Anything else? So the next

110thing we'll look at is GBA staff to pass it first. >> No. >> Uh this is staff ethics and conflict of interest. And there was just a couple of um things we had to define. One was we had to add and to the last paragraph. Um so it should be all employees and school committee members not including so we were going to take that back that feedback back >> and then uh it hasn't you're a reasonable person and so there was a question about what that is so we may decide to >> do something about that I guess. Okay. Any questions? Sorry. I'm just Oh, no, no, no, no. I get it. >> Okay. And we will go on to the last one. >> And these two except for be these two policies have gone

111to legal counsel and have been reviewed and then their updates and their we were worked into here. >> Okay. >> Was just AE because we felt like it was just about us. >> Okay. >> We didn't send. >> Okay. Okay. And the last one we're looking at is GCJ, professional teacher status. Um, and this one had some big feelings. Um and when we first presented this to legal counsel, um we had wanted there to be a little bit uh so currently I think the superintendent u may award professional teacher status as long as they've had one year. We really wanted to eliminate that. It cannot be eliminated now. It it is it is what it is. that is the legal law and I can't remember if it is the superintendent has the right and we

112can't take that right away or if it's the staff that have the right to that and we can't take it away but something I think it's staff that we cannot override that. >> Yeah. >> Um so I am going to ask legal counsel to again to explain to me the why not because the region wants to understand the why not a little bit more than what I was able to describe. So, was there something that just came out from Jessie about an update regarding this? >> I will look. I don't know. >> I'm thinking that I saw it in one of the emails >> by Jessie. you know, maybe the uh I don't know if it was the lister that you know, Tracy know that put stuff in from time to time or or if

113it was something that came out in a commissioner's report. >> I will look. >> So, this was just sent to council in December January. >> Okay. So council, you know, looked at this at that time, but we they haven't looked at it since January. The whole >> also teacher certification. Maybe it was teacher certification, but >> I will look. You can look. >> Oh, I think it is teacher certific. Yeah. >> Okay. >> Oh, it is teacher certification because I think they came they they have decided to relax some of the the rules. It's teacher certification. Yeah. >> Okay. >> Which I don't think we have a policy about that. moved out. >> Okay. So, that's not relevant for you. >> No. Okay. >> Any other questions on this policy? >> Are you saying that

114this policy can't stand? >> No. No. I'm saying this policy can >> people wanted it to be we can't. So people really wanted to be able to say you can't earn your professional status until you've had three years or two years whatever that time frame is. And we cannot actually do that. We have to leave it as after one year you could the superintendent could do that. >> Doesn't this say three years? it it the superintendent may award professional teacher status a number one >> that he served at least one year in the district. >> Sorry. >> So you're going to get an explanation and come back >> correct before the second read. And I believe that we are going to do this the second week all together with all three districts. It all works

115well. >> Sure. Yes. Yes. >> I can't speak for Ammerst so or the region, but hopefully we will do it all together the next one and then I'll have the best answer I can for that is >> more >> billing than my answer. >> Thank you, William. All right, we're getting close. We're getting close. >> And I did give the uptake. um to the other group that next year our plan is to be looking at uh I don't know why it's not in here. Um >> section >> look section B and then it's the section after that which why it's not coming up for me I don't know. Um uh then we're going to be looking at section C. >> Okay. So those two sections extra. And as we noted, we need to make one

116more motion that these policies that we adopted tonight, we will not take will take effect July 1 of 2026. >> So would you like to make that? I'm making a motion that all the policies we adopted tonight will be implemented and take effect July 1 of 2027. Second. All those in favor? I vote that unanimously. >> So that gives time for administration and us to implement it. Also time I think to notify um >> everybody and get them posted. >> Correct. >> Yeah. >> Okay. >> Sorry. So Rachel, are you want to give us an update on what's happening with the futures committee? Call it the futures committee. >> You can call it the futures. >> So one little house thing. >> Are you Is there something else we're going to have to present? >>

117No. Okay, then I'm going to be done. I'm going to leave. >> Next meeting. I'll be able to present this and now she can take notes. Yes. Okay. I shared this document with you. Perfect. I have lost all of my documents. Hold on. >> Yeah. I'll wait a minute. One second. There's literally like >> Oh, yeah. You do. 100 windows open on my computer. I can't believe it is working. >> I should get out of >> Well, I don't need anymore. I'm done. The dies are >> It's okay. Here. >> I I made it through my section. So, keep your safe. >> I got it. I'll know. I got >> So close. So close. >> I'll go find the dog cuz she's like a little bit lost. >> You want to just keep going in

118the one I start? >> No. Does this make sense? Oh, wow. Okay. Great. Okay. Um the school futures committee is right now doing lots of research that like that's the update. Um we are meeting next week I believe in person on confirming with Jod. Um and I can share I can share about that if you want to come. You don't need to come. I'm just going to read for you all the list of all the options that we're looking at cuz I think it's helpful now. Um I'm going to start from the more interesting ones that were not on the list from the select board. We are exploring choice and desi requirements around a magnet school. We're exploring um options around increasing revenue opportunities including and especially around senior engagement in town. We are exploring

119a move to a mixed grade model. Um adding back prek into the school. The finances around increasing choice students. We are exploring a move to superintendency union 28. Those are all of the other options that were potential. Um and then the ones that we also are exploring that were dictated to us were closing the school and establishing tuition agreements with nearby towns which is going to include talking I am talking to Ammerst Shootsberry and Belterown Ammerst Belch. >> Yeah. Um we are exploring regionalization with Ammerst and then we are also exploring regionalization with Shsbury Lab. We are exploring operating as a K through five school only and a tuition and agreement just for grade six into Shootsberry Emmer and Leverett. I don't know why I went in that order at that time. And we are

120projecting costs for continuing operations as that's a lot of options, a lot of work, a lot of work. Um the committee to remind you all is myself, Dr. Z Sarah Sakura um who's a seventh generation Pelum resident and grew up at Pelum as did her parents, grandparents, great-grandparents and go to road school. Um her family also does construction and so she's doing a lot of work particularly around capital project costs and understanding grants for that. Um Cara is on the committee and on the finance committee and so she's lending especially towards um how this all interacts with town costs and then uh Ann Nent is um working with me a little bit on modeling out what other costs what other um income might look like. That's that's really where she's weighing in right now. Dr.

121Dr. Z and I I would say have taken on the lion share of research. I am talking to lots of other school committee members and Dr. Z has probably a growing list every time I email her of data that she's working on, but we'll get there. Um I don't go nuts when you when you email me. >> Um but we have a lot we have a lot that we're working on. um we are trying not to add to this list at this point and um are going to kind of get through all of this, reevaluate and see if there's anything that needs to be added or adjusted. >> Wow. Great. Thanks. >> Thanks. We'll see if we actually get through all of it because right now every superintendent has told me they're not going to

122talk to me until I have something on letterhead which took five days to get from our wonderful town. Um but we'll get it. We will move along. Okay. Right. Awesome. Yeah. So, I put committee updates on here. I just wanted to So, I've been asked to appoint people to a couple of things and I just want to say as I've done that, I've been trying to make sure that everybody is involved somewhere, you know, that we we're spreading ourselves out. So, Rachel, of course, is the chair of the futures committee already. Jenny is going to be on the pelum working group. Um William I've asked Sarah Bess and I have been asked there's there's some going to be a state of thing though working group like finance like I don't I don't we don't know

123exactly >> I I do have an email I can explain. >> Okay. >> Thank you and I'm on that Dr. Z. Oh. Oh, I see. This is not a killing. It's more looking at like the shorter term like health and wellness of the school. >> Got it. >> Right. >> Not the future. >> Right. Um and then there is going to be a a state of the district meeting half day sort of meeting and Sarah Basson and I will both be on it because we're chairs and I have asked William to be the person on that and um so I think we're you know trying to make sure that everybody is working on something Um, so I just wanted to say that. Does anybody have any other things they wanted to tell us about? >>

124I would just say that and Dr. Z told me to be quiet if I can't. I can I just say that we I was pushed forward for interviews today and we interviewed candidates. I can say that and we'll have an update. >> Sure, you can say that >> and we can we can have we'll have an update. What were we interviewed for? >> It was the interviews for the director of student services. >> Okay, great. Glad to hear. >> So, it's that's that process is moving moving forward. >> Okay. Um, school committee goals. Well, we're not really going to talk much about school committee goals tonight because we had so many other things to do. I would just like to kind of maybe combine that with the retreat thing which is um Rachel asked if

125we could get a date set sooner rather than later. Probably that will be helpful for everybody for planning over the summer. Um, one possibility I was wondering about is whether we could do something along the maybe we could engage Tracy Novik to come and work with us to look at the goal. I I'm I'm just going to throw this all out there. I to help us set goals for next year. Um, and maybe work with us a little bit on how we evaluate ourselves based on the goals that we created this year and maybe incorporate that in also something around our protocols, our operating procedures because we never really finalize those this year. So, I welcome any thoughts anybody has. When are we doing when are we talking about? >> Well, we usually Well, before

126I say, Usually, we do something in August. It doesn't have to be August. It can be June. It could be July. Um, I if we were going to ask Tracy to come, you know, I would need to work out something with her, too. Have you all talked about a retreat at the region? Not recently. >> Okay. It might be nice for Paul to just do its own thing. I I think we're gonna have a big year next year. So, >> yeah, we'll probably do our We don't always have to be friends. >> All right. >> We can still be friends. We don't have to do all the things. Especially, I will say that the the joint meetings are fantastic. we can get a lot of things done, but it's nice to have like we are

127a committee at five and it is easier to do stuff sometimes with a smaller group. So, I would be in support of film doing its own thing. And then >> I like all of these things, >> especially with looking forward to like what our next year anticipates looking like and working with Tracy to see what she has that would fit in. Well, I think she's good at helping >> define define condition if I need to. >> Okay. Well, then let me ask it preferences for months of the summer. >> I mean, me personally, August is filled with family stuff. >> Okay. >> So, to me, August would not be my preference, but >> it just depends. So, I don't know. I mean, maybe the last week of August. >> No, the first week of August,

128I'm really, really busy and the third week of August, I think. >> July probably would be a little bit easier. >> Yeah, >> I'm not around from the 24th to August. >> Okay. >> December. >> so earlier in July, >> the week of July 13th, I could do I think I got out. We can't July 4th. Let's just >> random question. Do you expect the superintendent to be there? >> I'm sorry. What do you expect? >> Do you expect me to be there? >> I don't think it's essential. What's your summer like? Also full. I mean, I think maybe talk to Tracy. I'm sure her summer is also busy. It sounds like she we have a couple of things we want to talk about. maybe look at a couple of dates she has and then

129we can do our best to to fit it in fit in. >> So maybe we can come in June with maybe if they come in June with a few possibilities and then we can >> maybe end that. >> Yeah. I just mean so the June like once Tracy's given some choice in the I will get in touch with her right away. I didn't want to contact her till we talked about it tonight and see what people thought about that. >> Okay. Well, yeah. So I will have information in June. Maybe before that even I can send something out if I get right. All right. Uh warrant reports are here. Um so I move to accept the consent agenda. >> Second. >> All those in favor? We accept the consent agenda unanimously. Um, we will get

130to minutes when Sarah vest life calms down just a little bit. Melia worries. I already can get so um shoot. >> I have it the joint. No, I I meant for the >> Oh, for our next panel meeting. Yeah, there's a joint meeting on the 20th. >> I have no idea if I can say this now or not, so I'm just gonna say it. You can tell me if I can. Um, parents have asked if we can send another update because they haven't gotten an update since the budget was passed. >> Uh, a a general update on things. >> I would >> from the school committee. >> Yeah, we can do that. I don't know that that I'm saying it in the context of the future agenda, but I don't know. >> Do you want

131me to go over the joint agenda? >> Yes. >> So May 20th there'll be a joint meeting um which we will talk about superintendent goals for 26 27. We will talk about strategic plan, a district student build of rights, um district start times, second reads for the three policies we read first today. Okay. So, professional teacher status, staff ethics and conflict of interest and school communities. And then we have a laundry list of policies for first uh GBEC drugree workplace policy. GCA professional staff positions, GCDA, professional staff salary schedules. GCBC professional staff supplementary pay plans. GC E professional staff recruiting and posting of vacancies. GCF professional staff hiring. GDA support staff positions. A DDA background check. A da R um uh corey policies. G B G E violence in the workplace. G CG partition substitute

132professional staff employment. G C I A professional staff development. GDP support staff contracts implementation plans and JKA physical restraint and behavior support. Then um June 10th will also be a joint meeting um which will have conversation around Dr. Z will present her 256 artifacts and then all of those policies that I just wrote for first read will be for second read. So then all of that work that our fantastic policy team has done over the past year will be all set and ready to go for the for the fall for the next school year. >> And just to say for JKA that was sent off to legal >> Monday. Yesterday >> yesterday um they are doing amazing things and going to have it back by Monday or Tuesday of next week. Um, so we will

133have a we will meet with policy on that again. Um, I believe that we're going to have the first read on June on June >> first read on May 20th and then policy is going to schedule a um community, listening session, forum, meeting, coffee chat. Not quite sure how it's going to be labeled. >> We'll need a policy for it. >> Yeah. Um, and then we're also going to do a similar meeting just for staff, >> but it's going to it's going to happen between the first read and second. >> That's great. Sarah, can you send calendars for both of those, right? >> Yes, I can. I'm asking that was >> I also kind of thought, but now I'm as hold. >> I have as holes. They are [ __ ] Okay, you know what? We're just

134going to take the hold off, right? >> No. for future agent planning. I think that we have to >> So we do town meeting this Saturday. >> Yes. >> And then we have elections on Tuesday. So then future agenda planning will have to reorganize. >> Yes. And typically we do that at our first regular meeting after the election which would be June set. >> And then there was one policy that says that we're supposed to send two people forward for region within 10 days. Have we decided anything with that? >> Um we've never done that done that separately. My personal opinion is I think I would want to do the officers before we do the regional refs. >> But we could study suggest. >> Okay. So we'll do the headline June 2nd meeting. >> No.

135Do it tonight. >> Tonight. Okay. >> I think that would be and then policy can look at that policy. >> Yes. >> Right. because I emailed the other towns to ask how they do it. >> What do they do? >> Well, Tim said in le the timing just works >> and in shoot Anna said, "Gee, I don't know. I don't think we do that, but I'm going to check with somebody and I never heard back." >> What is the policy? >> The policy says that Oh, what is the policy? >> You have to elect your regional reps within 10 days of the town. >> Yeah, we just need to figure out what the actual policy is. I you know that I say school committee governance there has to be a big policy. Well, you know,

136I could search all BDA local school committees of each member town will within 10 days after each annual town election select from its own membership the number of regional school committee members specified in the regional agreement regional school district agreement. Two members of the column school committee, one of the member of the lever school committee and one member of the Shootsbury school committee are selected by their respective school committees to serve as members of the regional school committee. Each selected member will become a member of the regional school committee on the day of his or her election and he she will serve for the duration of the member's term of the local school committee or until his sub successor has been selected. Sorry, that was a really >> So I'm going to pass make a

137motion to suspend policy BDA and to elect our two representatives at a regularly scheduled meeting June 2nd. Did you just wait? >> So did Motion to suspend portion of policy BA. to our next scheduled meeting. Our next schedule to suspend portion of policy BDA to elect regional representatives at the next regularly scheduled LM school committee meeting on June 2nd. Is that accurate? >> Yes. >> All these regional representatives that Margaret all those in favor motion we passes unanimous. And we could push forward that policy. >> But no, we we can look at it, >> bring it to policy to have it figured out. >> And if policy thinks that it doesn't have to go to legal counsel, which I'm not sure if we just change those few things, it does. We can maybe put it

138on May 20th. >> We'll see. >> Okay. We will dive more into it. >> We were talking about future >> future. Yeah. >> And at this point, we're really looking at June. Um I had we took a couple of things off the sort of uh sample agenda. See, it wasn't sample. It was a working agenda I think that you started. Um so I had down here committee self evaluation but I don't we'll do that at a retreat I think. >> Um I have here Dr. Z superintendent's presentation on pel program review. Is that something to be prepared to do in June? >> I should be because I have to present my artifact. >> Okay. So, um, school climate data collection and analysis, end of year check-in, part of program review and evaluation. We have to

139present our superintendent evaluation results. when is there when when are we going to do the evaluation? So many numbers. >> I think that's part of what should I think the chairs are going to have to Oh, okay. Hold on. Let me think of it, too. So, the superintendent did her artifacts on the 10. Hold on. I need to look at her calendar. >> Yeah. >> Yes. >> Oh, why? have to change it all. >> So if they're presented on the 10th, then my Okay, so here's going to be my rough suggestion looking at the calendars. So if the artifacts are presented on the 10th, a individual committee member should be evaluations due on the 17th and then there is a regional meeting on the 23rd but um could meet on the 20 I don't know

140anything else above these days. I'm just picking them. But then the 24th could be a present when it gets presented. So I know >> but like if the artifacts are presented on the tents like the committee needs that gives a week which includes a weekend because it's hard to do these things during the week >> and then the 70 evaluation which the chairs do then you have another week from so artifacts are presented on Wednesday the 10th regular school committee are due on the 17th >> and then the summitive or composite whatever it's called the chair's report on the 24th. >> Okay. >> On or after. That's what you're saying. >> No, it's done at a meeting. It's typically >> Oh, but the regions meeting >> the meeting the regional meeting is on the 23rd.

141I just was picking a day to say like >> but the PEL will do it on their own. >> Yeah. It doesn't have to be a joint meeting. Just so that Wednesday is another week. Okay. >> That way in between. So sometime the 24th. >> Yeah. >> Okay. >> But I think it does have to be done before July one, right after the >> I think it's in the I think I'm pretty sure it's in the project that it has to be done before. >> Yeah. Yeah. I didn't mean like forever later. I just meant like for the next few days. >> Yeah. But been a week to give us a chance to >> Yeah. So I remember Anna talking about how this new system was going to provide us somehow AI was going to

142provide a different >> we will get I wonder >> yes there is also something that will happen I don't know all of the details of how it will work for chairs to receive it will all still be in perform that we will receive the reports okay so more to come on that for the chairs yeah okay all Okay. So, I have something here with a question about the SEAK annual report. Is that something >> was that on the >> That was probably on >> I think that's a regional that's regional. Okay. >> So, Cak is CK is the special educity school equity. >> Yeah. Yeah. That is region only. >> I heard that they were they were regional only, but I don't know if they've ever decided they weren't going to be regional only for

143problem. >> They're not they're they're at um region and ammerance now cuz they said they want elementary representation. So that region and ammeris I don't think there's any representation for um for pelum and at some point we need to talk about how the laws and these advisory committees work because individuals are claiming advisory committees and seats on them when they actually should represent the towns and the committees they come from. So we'll talk about that another time. >> You want to talk about that at the June meeting? >> No. No. I have enough. >> I have enough on my plate for thing. Yeah. But >> discussion. >> Could we try to identify what date? My my end of June is rough. Could we try to identify what date we might be meeting at the end

144of June while we are all here? >> Is that awesome >> or is that too hard? It's okay if it is. But I thought it >> maybe Margaret and Dr. can I'm sure can work on providing some dates for the end and then >> that will be a short meeting. >> Okay. >> I mean I there I I believe we won't have other business >> for that meeting unless something comes up. >> Okay. >> My guess would be the intent for that meeting would be just to present the >> report. I think it was last year it was virtual. >> Yeah. >> Or maybe that was the year before. >> Yeah. Okay. I have on here review the student handbook. >> Yeah. The handbook gets at least the update on camera as I know. >>

145So look, I had this discussion earlier today with um the ammerance chair and I'm going to reach out because our timeline does not align with the timeline of the school committee thing. So, I think that the policy, she sent an email. I was trying to read it just now. Um, it's a lot. She sent it to you as a William. I think the policy says that the school committee is supposed to review the handbook and give feedback, but it's not approved the handbook. And I'm trying to remember which handbook you guys actually have to approve. So, I'll work by time agenda planning. I will definitely get that to you, Margaret. So, >> yeah, what I wrote was review the student handbook. >> Okay. So, well, we we can go over this, but those are potential

146talks. Um, the AI I know we only got one public comment that came after a lot of not public comment. Um, and maybe this is for a later. This does not need to be in June. I would like to get AI and curriculum on the agenda at some point and would love for Tracy to not for Tanya to join a conversation with the committee to talk about the role of AI in school curriculum. >> At some point I have to start start talking to the school committee about the fact that you know as superintendent I have a lot of knowledge and I know you guys think that I just put there but I I don't just sit and be a pretty face in these meetings. So, and also there's other staff member that works with

147our executive directors on different things. I believe that I want to be mindful um and I I think one of the chairs or regional chair asked me something about what's happening with the edtech lawsuits because it's not just I already it's various edtech. So, I am working with legal to pre to determine where our positioning is on a lot of these things. >> My entire day job is about AI and education. to the degree that that's useful. >> Okay. So, that's probably something. >> Yeah, it could be on being part of a retreat conversation. >> Okay. All right. Uh, I think we're done. I move. >> Second. >> All those in favor? Thank you, Paul.