001Um, good evening. See, in the presence of quorum, I call the Helen School Committee to order at 5:30 p.m. on Tuesday, January 6th, and we are all in person, so I don't think we have to do a roll call. Um so um oops I lost my um received no public comment for the meeting tonight. So we will go on to new and continuing business. We have a few things. A sbatical request approval, the draft of the fiscal year 27 capital budget, a midyear update. uh like to just do a quick update on the school committee goals and then the update on policy BBB um and anything else that we didn't anticipate. So we'll move on to the sbatical request approval. Um [clears throat] Dr. Z. >> Good afternoon everyone. Um we received a sbatical request
002right on time um from our ELLL teacher. Um this person is split between Pelum and the region. Um I've attached their plan to their updated plan. Um this was presented at the region but it also needs to be presented at Pum and it's going back before the region I believe next week. But um I asked the individual to update their plan to make sure they talk about how their um process benefits both um and the region so that each committee can take things into consideration. Um I also did meet with the individual um and and explain to them that you know as an educator myself I support growth. Um, however, as a superintendent, I have to take a full and full picture into consideration. Um, I did write a recommendation. I do support the individual.
003I just find it to be hard to give a full blanket support behind them taking a year off. Um, one because this is a partial percentage. I believe she's about.3 um at Palm. And so as a point, it would be very hard for us to it's hard enough for us to replace that person, but it's very hard for us to replace in such a small community um someone at that percentage. And I can say that because we've had a very hard time with other roles um and keeping individuals in those other roles when they're at.3. So, um that's I presented to youth committee to determine how you would like to move forward. >> Um any questions Rachel? >> Yeah, I just as I I'm wondering what the precedent around sobaticals is for the districts if
004anyone has context to share. >> I was going to say it's in the APA contract. I believe and we should probably look at that specific language. >> Great. >> Which I did not I was going to prepare that for the region and I anyway I forgot. >> Okay. >> So I apologize. >> You're going to pull it up. >> I I think the only one that I've asked in the most recent like in the five year span I didn't and Nikki would tell me I don't think anyone in Pelum has requested a practical leave. The diff what ends up happening here is that this is a request for paid. Um I have had individuals who request like unpaid sobatical and stuff and that doesn't need to come before the school committee because that's does have
005a budgetary impact but this does you can tell me. I don't think when I checked in the charity there wasn't any for pay. >> No not that I've been aware of. >> Okay. And my other question, I I don't know if we're allowed to know this in the decision- making, but if we are, can what is the budgetary impact for Palum? [snorts] >> So, what I can tell you right now, I don't know the specific like cost number, but what we would have to consider is that we would have to pay this person up to 50% um for the year and then we would also have to pay a replacement. So, because again, this is like legally required. This is not some this is not >> point of order >> services. This is legally required
006ELLL services. Um so >> order I think if we look at the contract I don't think that we can ask about the monies >> because I don't think that is if my memory serves me that is not a >> um we cannot take that into consideration >> for granting or not granting. >> Great. Thank you. >> So I think the part that can be taken into consideration is a replacement of the person. implacing the position and the difficulty of doing that. if we were to talk I had answered but that is thank you >> Sarah did you have >> I am I'm looking for that for the um weave and also um not in my time on Pelum but in my time on the region um soatical requests that have come before the committee has
007voted to support the superintendent decision whatever way that is. Um because it's my understanding of it is because it's a it's a personnel issue that the while it does come before the committee it is it's a personnel thing. So the committee, you know, I I think the motion has been along the lines the committee votes to support the superintendent's decision [snorts] whatever way the the superintendent makes their decision. Um I am almost at a part where I think it [laughter] can be uh I think it was after the right. >> Yeah. Sorry, one more. Um, so Dr. Z I guess in that in that vein with what Sarah Best just added there is the question for us as the school committee to vote on that to vote whether we support your recommendation and if so
008can you clarify which way you're recommending >> after I did the test run at the region I removed the the motion language I figured let me just let the let me let the motion how they want to um I did My recommendation which is attached um and I'm sorry for that earlier is that um as much as I was would so so would want to support it I cannot give a full recommendation for approval given the immediate like operational realities for fellow students. Um my concern would be to have to just replace that individual and making sure we can find someone that will be able to do that at point three um and meet meet those needs. >> Thank you. >> I I found so section C professional leaves. Do you want me to just
009read the whole thing? Okay, sure. Up to one year of leave for professional improvement may be granted to any tenured member of professional staff who a has completed at least six consecutive years of service within the school system or who if they have been previously had such leave have completed at least six consecutive years within the school system from the day of their return. Oh, >> of the last leave. Um B has received approval of the school committee of their proposed professional improvement leave plan. Two, proposals of such leave for the development of new or improved teacher skills and or instructional materials, techniques or methods that will be benefit that will benefit the school district. These proposals may be accomplished by such means as a research or investigation of development of new methods, techniques or
010materials applicable to teaching, b graduate study at an accredited institution of higher learning. C research leading to an advanced degree and/or publications by a recognized professional journal or organization. D travel. E internships. Three. Applications for professional leave shall be submitted by letter to the school committee through the superintendent no later than November 1st preceding the school year for which the leaves are requested. Each application shall include a a statement detailing the professional improvement program to be followed while on leave. B, a statement describing the belief to be derived from a professional improvement program upon its completion by the person requesting the leave and by the school system. C. A statement of reflect a statement reflecting the staff member's understanding of their own professional contributions to the school system. D. If the leave is to be
011completed an ongoing is to be is to complete an ongoing professional program, a statement describing the steps are already taken toward accomplishment of the program. Four, request for professional leave may be approved or disapproved by the school committee based on such on the basis of such items as A meeting the guideline established herein. B, appropriateness of the proposed leave activity. C, evaluation of the applicant's performances in such areas in areas such as one, teaching. Two, strong positive level of cooperation with other staff members. Three, curriculum production such as course of study to be used by their replacement. Four, potential availability of temporary replacements. Five, no more than 5% of the professional staff shall be granted leave at any one time. Six, ordinarily no more than one member of any department or one teacher under any
012elementary school principal may be granted such leave these simultaneously except where documentation exists and the effectiveness of any educational team at any level will not be impaired by the granting of additional needs. Seven, [laughter] ordinarily teachers granted professional leaves will return to the position they held prior to such leave. However, when a change of assignment is necessary, such staff members will be consulted prior to the start of the school year of the return to staff. Eight. Compensation [clears throat] for professional leave shall ordinarily be A at full pay for one half year or B at half pay for one full year. I think I said that right. >> Can you read that? Sorry. >> Yes. >> Just that. >> Yep. Compensation for professional leave shall ordinarily be A at full pay or one half year
013or B at half pay for one full year. Uh [clears throat] receipt of scholarship aid, research grants or supplementary income from other sources related to the leave shall not influence the reimbursement for leave. 10. Failure to fulfill the terms of the approved proposed proposal may result in a forfeite or reimbursement to the Amoris Pelum or regional school district of the amount of salary paid for the period of the leave. 11. A member of the professional staff accepting such leave shall enter into a written agreement with the school committee requiring their return to service for a minimum of the period of twice the length of the leave taken. 12. Special requests may be made to the school committee for a waiver of any portion of this section of the personnel polic policies. 13. If the committee
014disapproves a request for professional leave, a written explanation will be provided to the applicant within 15 days of the decision to disapprove. 14. This section shall not apply to registered nurses. I think that's it. [laughter] >> Thank you. >> Nice reading. billion. >> So I I think that when I read over the plan, everything I think checks all the boxes. The only question would be is if the replacement of staff like that whatever that clause was >> and I think that's what Dr. Z was talking about was the the difficulty of that. Um and I guess could we would be appropriate to ask Mickey what her feeling was on that like because I feel like we do have to issue a response that needs to be sound with thought behind it. >> [clears throat] >>
015Yes. >> Mickey, >> can you So, you're asking me to respond to how difficult it would be or I don't like part of the question that I worry about is responding to any of the other stuff like performance or anything like that. >> So, I guess I guess what I I think and I'll try and interpret so I can make sure you walk the fine line. I'll make sure relationship with staff is can you from your perspective explain to the committee what do you like the difficulty of replacing an individual on your staff especially in this specialized area. So this is a person this is like the individual's at ELLL teacher but ELLL SC like can you kind of expand on >> yeah for especially in Pelum's predicament like >> I can talk in yes
016>> thank you for helping me clarify it um so this is maybe the fourth ELLL teacher that we have had since I have been principal it has been really hard to fill that position. It has been really hard to figure out their schedule. Our this year we had two unexpected additional ELLL students so that made it even more challenging. Um, I feel bad saying this, but it is a challenge to fill that position and to establish rapport with colleagues if it keeps changing and we worked really hard at it the beginning of the year. Can you just for the committee's education talk about because you talk about building relationship with colleagues. Can you talk about what that role looks like so that they understand that part? >> Yeah. So the teacher has to work with
017the gen general ed teacher the classroom teacher around um they have to plan together. they have to figure out what would be the best uh subject to push into to support that student. Um, you know, there are definitely things that the ELLL teacher will do on their own to assess where the student is. Um but then they work closely with the classroom teachers to figure out the best place to provide that support and what that support what that student really looks like on the ground so to speak. Sorry. Um and you know even today she she has to do some additional testing midyear um you know beginning middle and end of year testing and she um has to meet with the teachers and figure out times that she can pull students and >> it there's
018just a relationship that needs to be built and I've seen it have to be built every time there's a everyone and they they they create planning time together as well. >> Um how how many ELLL students do we have at home? >> We have four right now. >> Okay. >> And they're in all different grades and they're at all different levels. >> Okay. >> Um so it's it's definitely a challenge. One of the question is how long has she been in the Palum district? Because she says how long she's been in the Ammerst regional but doesn't comment on how long she's been in Pelum district. Is it more than six years? >> No. >> So that's another >> that's another criteria then. >> Yeah. >> Um that is on the list that she's supposed to
019be in the district for six consecutive years. So I think we have >> Yeah. I think we have two things we could talk about. [clears throat] I also I understand that we can't know this person's exact salary, but I'm um I don't think we have the flexibility of budget to be replacing someone financially for sobatical leave right now. >> I don't think we can consider that. >> Okay. So, >> I mean, I think that would be against their contract. >> Yeah. It does not I mean it gives specific reasons why you can deny it and it doesn't talk about money. >> Yeah. >> I mean I don't I think that's a good idea but it it's not in the context. So >> Okay. Thank you. >> I ask um Dr. Z I feel like Rachel
020may have asked before your recommendation for this you did not have your full support behind it. Correct. >> Okay. So, >> so if there is a motion that says hypothetically, um I move the Palum School Committee supports the decision of the superintendent regarding this battle request. Is that sufficient or not enough? >> I think it's I think it's fine. I I just like I said I took the last drop the last time was it was a lot >> No no no no I I I understand that um amendment. >> Yes. >> I I think that >> I mean it's a hypothetical motion anyway. >> I think that we >> according to the contract you're supposed to respond within 15 days of our decision. Yeah. >> So I think it would be cleaner if we make
021the decision >> and not make it be Dr. Z's decision. >> I don't like I I mean I don't know how you feel about that Dr. I think >> I feel like in the contract it says that we have to respond. >> Um it's funny I I think you have you have to make the decision >> and then because of how personnel matters work I think that it'll probably be a joint letter. So the same how it came through me to you. It will have to go through me to her explaining like this was disapproved for these reasons or you know whatever whatever and just on behalf of the school committee. So however the motion is I I I would still end up responding to >> I guess I would say I would like the
022friendly amendment to include not being in the district for six years >> and the whatever the terms were in the in the contract but about [snorts] being difficult to find a replacement >> the burden >> yeah the burden whatever it said yes >> the words from the contractor but I would like to see in the motion >> sorry >> no it's fine >> so could you state that motion for us >> I was going to let Sarah her best typing. [laughter] >> All right. Um, I move to deny the sympatical request. section. It's section C one. >> Yeah. Right. Yeah, that's where it says that >> one um >> and then it have completed at least six years. You're >> doing great. >> Yes. H I feel like I'm doing super good. [snorts] >> If
023you're making Dr. Z smile, you're doing a great job. [laughter] [snorts] >> I move to deny the request based on section C1 professional has completed at least six consecutive years of service with school system. >> I think I just stopped there. It says school system, >> district, >> but it doesn't matter because we are our own system. We are our own district. >> Okay. [snorts] >> I put my hand up. I don't know if you heard. I wanted to say >> um Sarah, can you edit that? So, did you say has not or did you say has? She's quoting the policy from their um >> from the it says moves to deny the satical request based on section C1 professional leave has completed at least six years blah blah blah blah blah to return from
024the leave as this. >> Okay. So as you should say as the professional has not met has not met >> the requirements. Do you want to also quote that line about burden burden of replacement? [snorts] >> I think this is >> I think that's sufficient. >> All right. move to deny the satical request professional not section on leave requirement and then it closes it. Yeah. Okay. Move to deny the battle request of the professional has not met section C1 professional leaves requirement. And then it quotes that one. And do you need to say of the contract or do you need to section? >> Okay, one more time. [laughter] Move to deny this request as a professional has not met section C1 professional leave requirement of the APA unit A 2225 contract. Second. Okay. Any more
025discussion? All right. All those in favor of the motion and I would assume that opposed. So it passes 4 Z. Great. Thank you, Shar. Sorry that took a [laughter] long time. You did great. >> You did a great job. And you pulled it up on the phone. [laughter] >> Different though. >> Yeah. >> Okay. So, we'll move on to the next item, which is this presentation is the draft of the 27 Pelum Capital Plan. Shannon, hello. >> Hello. Good evening. I'm just not sure where. Oh, there you all are. For a second. Um, okay. So, I um want to start off by saying this is a draft. I've already noticed the spelling error in the first sentence here. So, I will go ahead and fix that on the next um before this is finalized. Um
026so, I have some approved and in process projects on here um for our grounds and improvement. We have purchased the grapple attachment to help with the poison ivy removal that we're going to do in the spring 2026 that's outside. Um, and there was a wire that was protruding that had been removed. Um, so that has been done so far. We have ordered the um bathroom partitions that will extend down to the floor for more privacy and those are going to be installed soon. Um, we're in the process of right now of obtaining quotes for the energy management improvement system which helps with our cooling and conservation of energy. Um, so and that's a that's a districtwide thing. Um, so we're working on those quotes. The portable AC units um have already been purchased for the
027kindergarten classrooms. Um, and that's for when it gets hot. Um, as we approach the summer and I hope comes really quick, um, [laughter] uh, we have we have ordered um or we have the playground equipment has been delivered and it's going to be installed. It says January 26. I but it's actually next week. I didn't want to write next week just so that for reference. >> Um, so that is good news. Um, and >> it's going in. It's going in right now, but it's not Um, we have been making some repairs to the boiler, but it's approaching its end of life. Um, so sometime soon, we'll need to do a boiler replacement, and Pelum only has one boiler. And as part of a districtwide um project, we're working on the security system. Some of the
028new badges that are being made um they're not working at the door sway. Um, and that requires a a system, an actual physical system piece, but a software upgrade. And, uh, that's in process districtwide. Um, for 27, some of the capital requests that we have, um, I have it, um, by priority, low, high. Um, we would like to refinish the stage um, because it's become more worn. It's a low priority, but if that's something that we can do, we would like to. Um, there's a tree that's near the playground area that's unhealthy and it poses a big safety concern. So, that's a really high priority that we'd like to funding for. Um, the front door needs to be replaced. Um, and that's another high priority item. We would like to request some funds for painting
029the cafeteria and classroom spaces. That's a low priority, but it is a good one. Um it's nice to spruce up um when when we can. And we would also like to have funds for APA needs as they arise. Right now, we don't have any capital funding left for APAs. And um that's just some things pop up during the year and it's it's a high priority to have some of those funds on hand to be able to access. Um in the out years I've laid out some um fiscal years from 28 to 32 of potential projects coming down the line. One of which is the replacement of the boiler as it nears the end of life. Um, and if it were to fail, if we wait until it does fail, Pelum only has one boiler. So,
030it could result in closing of the school until it is repaired and do an emergency repair. Um, the rooftop air handler units are um going to need to be replaced. You'll notice um down here there's also uh the roof replacement estimated estimated to be needed in FY31. There is the possible uh possibility if that is done that we might couple it in with that. Um but that's uh I guess to be determined. Um there's some fire system upgrades that we would like to tend to in uh coming up in fiscal year 29. Um additional ADA funds as needed. Um in fiscal year 30 pelum uh will need to do a design study for the window replacement and the building envelope. So building envelope is like the exterior of the building and ensuring um you know
031it's energy efficient and there's insulation, the doors, the windows, things of that sort. Um we have the roof that's going to be coming up. That is a potential thing that we could apply for MSBA funds. um not guaranteed but something that could be done. Um and then the actual replacement of the windows and whatever exterior um other exterior needs of the building in fiscal year 31 and then moving on to uh lighting replacement in FY32. So there's a lot of really big ticket capital items coming down the pipeline. Um, and it's something that we'll have to talk to the town of Pelum more and and what the ultimate plan is for Pelum and uh if these investments are possible. Um, that's my real big update on the capital outside of some of our older projects
032um that we've been tracking and the town of Pelum has. They their naming conventions were different from our naming conventions. There was not a centralized document within the business office of what the projects were and um a nice way of tracking those to which I have now developed um and compared with the um town accountant at home and our information doesn't match. So we've been working on reconciling that and sorting it out. Um so we're almost there. I uh I have reached out to them. I the uh Gail, the town accountant, and I have been emailing back and forth. Um and due to the holiday holiday break, I haven't had a a second yet this week to follow up on our last email exchange, but I will be doing that hopefully this week. Um and
033can keep you posted on on that as well. Sarah. Um, well, I want to start by saying I really like this document. I very much appreciate the approved and in progress projects because it's nice to see what is already been done and um what's in the works, right? I think that's really helpful um to see. So, one of my, [clears throat] you know, it looks like the 27 projects aren't giant relatively speaking construction wise, right? Um, but the future 28 and out uh projects, they get they get real big real fast. Um, so one, um, so there's a few rooftop things. Um, when we're thinking about the future projects, can we think about like kind of like trying to coordinate them? Right. So, there's there's two different roof projects and there's two um like well
034three really >> heating cooling comfortableness projects, right? the boiler, the HVAC, and the windows and the building envelope. So, and then and then the roof replacement and then also the HVAC roof >> um on the roof. So, I think when we're thinking about these projects, if we can in be sure to think about them holistically. So, if there's a way to, you know, do some roof work that adds, you know, I don't know what the current situation for the roof is, if we can, you know, add solar to it or when we're thinking about um, you know, the boiler and the air handler systems that they can be somehow more efficiently worked out together. Um I I don't know if there's like what do they call the like mini like mini split kind of ideas
035which would do both heating and cooling um for you know comfort level that can be part of the roof project right like I I think I just and there's I know um you know there's other small towns in in the area that have done a lot of um you know grant writing to be able to um you know add um solar projects to their municipal buildings. Um, so I just these all seem like important things that we need to take care of and because they're all coming up kind of at the same time that I think we actually have a really great opportunity to look at at like the big picture and make some thoughtful construction choices and plans about him. um you know the the town energy committee met they actually did a study
036in conjunction with um a class at UMass and made recommendations um having to do with the um climate in the school and the roof and solar all of those things. Um so and and they have done grant writing for some of their work the green energy green energy communities something like that. So I I think there is a willingness to look at that. The one thing I would say is it seems to me the boiler needs to be done. I mean that that seems like that just has to happen because if we lose the boiler, the school shuts down, we're in bad shape. So [clears throat] I I would look at that one separately. >> Yeah. >> So I was going to say that as [clears throat] what Sarah Best was saying that like in
03729 it's on here to do rooftop HVAC, but in 31 we're going to have to remove the HVAC to replace the roof. Like that doesn't really make sense. So, I think we should try to make sure we coordinate the the roof work and then what's going to go on top of the roof after the new roof is put on if we can because if not, we're going to be double paying for HVAC installation to put them on and take them off. It's pretty costly. The other thing is I would say, you know, if we're having to replace the boiler and the HVAC, um I know Pelum has been pushing this um through the energy thing, but you get a better energy if you can go to Eversource and say that I have heat pumps and
038they give you a discounted rate for your in for your energy. So, I don't know if that's something a school could look at, but I would say we should look at and that's what Sarah was saying. the heat pumps, the the mini splits or heat pumps. And like if we went into the heat pump direction, would there be any incentives either on the rate that the electric company would charge us or rebates for that? And the other really big thing I would look at is I would really like for us to look at geothermal. And I think that geothermal can do AC and heat. Um, and so we have plenty of land here and and geothermal is actually um pays it it it gives you a better return on your rate than the sun um
039because it does heat and AC. So if we're having to replace both systems, I would really do a study and see if we can look at geothermal before we replace the board. So, I wonder if it's worth for 27 um adding funds for some design or um study for this. >> I think we should talk to the town energy committee. >> Yeah. >> Regarding this, I mean, they've already done a study and it included things like can our roof support solar um >> a study of elementary school. >> Yes. Oh yes. >> How can we get a copy of it? >> Um >> I think we're I'll have to check my email. If not, um I have the contact. >> Is it Tony Rogers? >> Aaron Rogers. >> Tony Rogers. Sorry. Yes. Like right from
040here, right? >> Yes. Aaron Rogers. A football player. [clears throat] >> It is Tony Rogers. Yeah. >> I don't watch football. [laughter] Sorry. I must have seen the name. Yeah, Tony Rogers is the contact person, but we had a review of that at one of our meetings last year, so it may very well be on one of our agendas. So, I I'll take I'll take responsibility for finding that, Shannon. And then >> that would be great. Um, and I don't want to promise anything, but I was just searching through my email because I remember just recently I had saw that the Green School Works FY26 funding application is out. The applications are due February 13th. So, I just wonder if I look at that what we might be able to apply for if we can
041do a quick turnaround. >> Okay. What's the name of that, Shannon? >> Green Schools. Green School Works FY26 funding. Um, and it's and it's uh funded by DESIE issued by the Massachusetts Clean Energy Center. So, I don't know the details. I just remember seeing it and I just pulled it up. Um, but I but I I'll read it over and see if it's something we could potentially apply for and make it by February 13th. And the other thing is the town just declared I think at the last town meeting or I I heard it somewhere they're like they signed up to be a a >> we climate leaders >> climate leader which I found I found it >> they signed up to be a climate leader which then I think this would help them also
042for that initi the designations that the that the energy committee got the second designation is a higher level and allows allows them to apply for additional grant funding. So, I I think we need to get the communication set up between the players and I'll see what I can do in that regard. >> Okay. >> Yes, Rachel, I am alarmed about the boiler as well as Margaret and just wanted to ask um like with this note that the boiler is at its expected lifespan is 28. Does that need to move into fiscal year 27 as a priority or is it really good till 28? >> So, it's still working. >> Okay. [clears throat] >> Still working. We have some funding for repairs when it comes up. Um, so it's I I I wouldn't say, oh no,
043it's going to go tomorrow, knock on wood, that we need to do it right now. >> That she says something. She says something. >> [laughter] >> what I told our um well what I told Adam the other day one of the key things that we have to think about in education is that in a lot of our conversations we always talk about the program in the classroom and we don't talk about the peripherals to keep the classroom functioning and that's where we end up with this large amount of deep learn maintenance. Yeah. >> And so for us um it's working now it's functioning. We're banding and pushing it along. Um, but if it is something that comes up that we have to address immediately, we would definitely go through proper forecast to get addressed tightly.
044But I think the projections is that it can last until until 2018 to be replaced. >> Okay. >> Is it oil based or propane? What's the fuel source? >> I think it's oil >> because oil ones can keep going. I mean, you can like >> Yeah. Yeah. >> You can fix them and fix them and fix them and fix them. The propane ones are like a whole little engine inside. You have to just replace them. But the old oil ones they just >> I think I think majority of our school based on are oil enough oil for like the winter or something like and I had that whole oil projection conversation. >> Okay. >> So I believe it's oil but don't we can find that end of the week. >> I think it's we don't
045pay for propane. >> Great. >> So they they can keep going >> and you can find parts for them. They're easy to fix. >> That's what people tell me. [laughter] >> Yeah. >> I get mine fixed. I get mine on a weekly basis on indicate not here. Okay. >> That was all I just wanted to say that. Great. >> So it looks like for fiscal year 27 we're asking potentially for $37,000. Is that right? You know, I didn't put a total on that, so I apologize. Um so we got on that is good. Yeah, sorry [laughter] it. >> Okay. Any other questions? Anything else? Dr. Z or Shana or Nikki? >> I don't think so. Not on this topic. >> Okay, great. Thank you so much. Yeah, I can I just say I think this
046is one of my like this is such an easy way to see the projects that have to be done and I I really appreciate the layout and how clear things are and the things that are already in progress. >> Right. Oh, I do have one question. I I'm aware of the fact that, you know, things all got out of alignment for the the capital project stuff. Are we going to have enough money in fiscal year 26 to finish the things that are ongoing? Um, so what I'm I'm trying to understand, well, we have records of projects that are voted that we approve, but their ledger doesn't match that. Um, so I I will say I'll have to get back to you. >> Okay. All right. That's fine. Thank you, Shane. Okay, so let's see what's
047next here. Okay, midyear update, Dr. Z. So, it's a team effort this evening. Um, and I am not usually the person to present, but I'm going to try a thing. um and pull it up. And I'm going to start off by saying that this is actually a combination. I'm a meeting with Margaret. She said she would really like a video update in terms of how Pelum is doing. Um so I pulled a team together, myself, Nikki, and Dwayne. It's funny it came timely because we had just had our Pelum um data chat and walk through a lot of the data that that we were wanting to to go through. One of the things I want to start off by talking about is um in terms of the role that delay plays on support it as
048a school support leaison one of the things is that in conversation with kids is looking around what the needs of the schools are where do we need to go how do we grow and so I know there was a lot of work that was previously done in terms of the mentorship but we also had to shift in terms of the support role with the leadership and not just with the leadership but more so in terms of shifting some of our numbers. And so we're going to have a brief overview in terms of where we are right now um in the mid year and then we'll be able to at the end of the year talk about more of our progress. You've already had a walkthrough of MCCAST data with Tanya. Um we've talked in Nikki
049previously talked about our I Ready data and scores. So we're going to do that again because of how smile elements a high level overview and this is where we are in terms of elementary mid the year and I will just scroll through again and again and so I'll start off with Nikki is yours. Sorry, I couldn't hear my mute but um so um for part of the data chat that we had with Dr. Z and other executives um we had to put together behavioral data looking at our bullying and and what we're doing to prevent bullying and just behavior. And I cannot read that. Let me see if I can make it bigger on my screen. Okay. Um, so we are so small. Um, and the beginning of this year had a lot more bullying
050investigations um than we usually have at the beginning of the year. But, um, knock on wood, since everyone's knocking on wood tonight, um, it has been really quiet for a little bit. Um, so, um, last year we had three confirmed and four unfounded. Um, this year we've had one and three unfounded. Um, can you keep scrolling? Thank you. Um, we had to look at what we're doing and we're all the classroom teachers except for kindergarten are trained in restorative justice and they hold regular tier one restorative circles in their classroom and that has really drastically cut down on a lot of behaviors. Um, and when I say behaviors, it's more it's it's restorative circles are an opportunity for kids to really see and hear each other. Um, which builds empathy and when, you know, so
051for whatever reason, a teacher might not do the restorative circles and they will notice a difference when in the behaviors during recess and lunch. they'll just they'll just notice a difference. Um because you'll the students get to hear like that things are going on with other students that aren't easy. And so when they're behaving in a certain way or don't hear them say stop, they they have more patience. They have more empathy. Um so what's next? We have in the past done a bullying night and I think that it would be a good idea to do it again. Um where parents came in I kind of went over the definition because there is it still exists like a confusion over bullying what bullying is what it's not. People throw around the word a lot. Um
052we Dr. I wanted to jump in there because I know we're going through an appeal right now with one of with your one with one case. Um, and it's it's really it's really highlighting for us the the education especially at the elementary level for what is bullying and more so what the definition the legal definition and the definition is. Um I had to walk through with a parent and and explain to them um what it means by repeated behavior. And you know I also had to go through the definition of target versus victim. And um it it was it was really I it's eye opening every time. um in our data chat, one of the things Nikki talked about was explaining to a student, especially a elementary student, um that not because something didn't something
053occurred that you didn't like means that it's bully. And for example, if you're on the field um and you probably didn't get picked for a team, that doesn't mean that you're being bullied, you know. um that's a different behavior that we now have to address. And so we at the elementary level, especially in conversations and interacting with me and a lot of the work that we've been doing recently, we've been talking about how do we educate parents as well as um students, but make it age appropriate so that so that they understand this is what it is. They're also expressing it feels uncomfortable and why and it's not that I'm being bullied. So, we also realize that prompting and delving deeper is something that we have to get into and that's why she's focusing on
054the SDL curriculum. Just wanted to chime in there. >> Thank you. Yeah. Um, so yeah, I I think that's it for bullying unless people have other people have questions about bullying behavior. But I was meeting with our counselor today. Um, we meet often and we again, knock on wood and it has it has been a really nice year. I'll just say that. I don't want to jinx myself. Nice year. Um, kids are incredibly sweet and kind to each other. Um, and when they're not, I can say, you know, is that the pel way? And that is like it just like it's I don't know. It's >> okay. >> So, I think we'll take some questions at this point. >> So, I Rachel and Sarah Best and William. >> I have one comment and one question.
055One comment just for as as a parent in the school. Um, my oldest is in fifth grade, which as an educator, I feel strongly as like a horrendous year to be alive and teaching. Um, [clears throat] and many times she's come home and she complains about a couple of the kids in my class being annoying or whatever. Um, and often I I know the days that they're doing circles in class because she'll come home and comment specifically on those kids and say like, "Did you know this kid's dad has been willing to lately?" Or, "Did you know that this kid is having a divorce in their home?" maybe that's why he hasn't been so nice when we're paired up or whatever. Um, and it is um a really special thing. So, I I wanted to
056say that for all of us here that it fifth grade is a hard year for kids to focus on empathy and um it is happening. I also know and think that's a special class, but like it's tough stuff for them to be working through and they're doing it. I wanted to ask um I think it is because of who the teacher is, but is there um why is kindergarten not doing restorative circles? Is that not enough practice in R.J. or is it because it's um a newer slashtemporary teacher? >> Yeah, it's because it's a newer staff teacher. Um they're not trained in it. Um but they do other kinds of circles. So >> yeah, it doesn't seem like a problem. I just wanted to add that's a long term to bring back. >> You know
057that it's best implemented when a person is trained. >> Yeah, of course. >> Yeah. Next. I didn't have any. >> Oh, William. >> So, um I just I commend you for unfounded accusations or unfounded being bullying to still take action and offer support to the class. I think that's really important. So, I really commend you on that for for following that. Um, I also thank you to the chair and to Dr. Z and to Vicki for bringing the stats forward. That's always my stick and so thank you for doing this. I really appreciate everyone working on that. Um, the annual communication in the newsletter and then the parent night is brilliant. I have not necessarily experienced that in other schools in the districts. So, thank you Mickey. And I I think that that really it
058sets the tone for your district. And I think it really does help you be successful when you have all these different touch points and it's not when you're having an issue with a with a student. It's proactive. So, thank you for doing all the proactive stuff you're doing for the bullying and the harassment stuff. So, thanks. I I will just add one thing which was I went to the talent show which was wonderful but I also was impressed Mickey with how you started and talked a little bit about behavior and and how you should appreciate these students that are willing to get up in front of everybody and do these things. and I I I thought that was a really good thing to do. So, thank you. >> Well, selfishly, those are the highlight of
059the year. [laughter] Um they're they're very hard to put on, but they're such a highlight. And yeah, we came up with the talent show years ago because of bullying >> and we thought that it would really help kids to see each other. Um, and so yeah, I'm glad that that like came through because that's important. >> Definitely did. >> I think you're creating a culture right here. And I I really you're you're attacking it from all different angles and you're not directing it like this is for bullying. You're just you you're creating a culture. >> Thank you for doing that. And and you should take you should take pride in it's not a knock on wood situation because you haven't had many issues. It's because it's the culture you're creating in the school >> which
060is under your leadership. So thank you. >> Thank you. Thank you Nikki. [laughter] >> All right. We want to move on to the next. So, I can like I know that we've talked about IRA in the past, but I can go into I we have this really great thing where we sit down with um a representative from I Ready and go over our data quite a bit. And um we looked at our data over the years and he said first of all um other districts would be really jealous of our data. Um, so that was good to hear. And he he can see growth even though with such a small um population, it doesn't look as big, but there's a significant growth. We're reducing the amount of students who are significantly below, but I shouldn't
061say significantly, but you know, two two or more grades, which is significant below grade level. Um and we're increasing the students who are on or above grade level um year after year. So which is awesome. And I will also just add that the teachers are more and more comfortable with the curriculum. They are I would say in general happy with the curriculum. Um, you know, if you ask the students, I don't know if they would say that they're exactly happy with math because math is where you have to really struggle and you won't always get it right. And so this year we've been um focused on productive struggle and teaching the kids what is productive struggle and why does it matter and where are you going to see productive struggle? And so one really great
062thing about this curriculum is that there are days where the teacher is not supposed to walk you through it. And I know I've talked about this before, but there are days where the teacher says, "This is a productive struggle day. This is a day it's not going to feel great." And that's okay because we're just starting it. We're just trying it. And whatever you throw out there is awesome. So, um I hope to see these numbers improve with that. Um so, I kind of will just let you look at this because basically we've improved like I said over the years. Um >> is the I ready for one specific grade or is it for the whole all the grades? >> Um all the full school. >> Okay, that's right. I was just I was a
063little confused. Thank you. >> Y >> and our MCAT scores. This is kind of a confusing graph, but um the upper left hand corner is third grade, then it goes fourth, fifth, and sixth. Um, and if you look over it, um, you can kind of follow the classrooms over the years because they're dated by year. Um, and in general, there is a dip um, for a couple of grades and because we're so small, I just want to like keep going. Um, but we are working on that. um our reading data. This is I want you to take into consideration this is only for kindergarten and first grade because they're the only ones who use this platform last year. So the left hand bar is is showing that they made 110% of growth last year using
064um the new curriculum. And I will say kindergarten only used it from February on because somebody else in the district didn't use it and it was sitting in central office and I was like can we use it and so we dipped our toes in um and it was and we liked it. So I'm excited to see what that um new curriculum does and these are our reading over the years and one thing that I just want to focus on as a school is our reading comprehension. And I am super excited for the new curriculum because it will address a lot of the reading comprehension which we have not had in the past. Our um third through sixth grade teachers. there probably was a curriculum before I got there 11 years ago, but um up until
065this year has been, you know, created on your own based on the Massachusetts frameworks. Um and so this the new I Ready Magnetics curriculum is addressing all the important aspects of comprehension, which is exciting. Um, so the one on on that you're focusing on writing. >> Oh yeah. So this is and we're also focusing on writing and we have our new SRST curriculum that we started last year and then the magnetics um I'm sorry I'm throwing around so many the ready magnetics reading curriculum includes um writing uh which again was up to the teachers to create in the past. So, we're really focusing on writing and comprehension as a school. And then this is our math empath. As you if you look at the right hand average percentage correct by category, there isn't one category
066that like really stands out as something that the school needs to work on. Um, so I think in general I I think we're seeing that the new curriculum is really supporting our students. But one thing and it can totally not be said in cast is um math fluency and facts and just number numeral operations is something that we see the kids needing support with. Um, so I think I talked about all that and then is Dwayne in the room? I can't see every >> Hello, Principal Darwin. >> Hello. So Dwayne, you've been focused on our attendance and um working together with myself on this and I he presented at our data chat with Dr. Z. So it'd be okay if you presented tonight. >> Of course. Of course. So I will be briefly just to
067talk briefly about the attendance rates uh chronic absenteeism and our tardiness pattern. But I do want to say just start >> um we have to take this down. >> The slide 14 has names. >> Yeah. >> Showing up. You just slid past it. Dr. >> I'll deal with it. I will deal with it right now. project. >> It's [snorts] all right. We'll fix it. >> Oh, they were made up of names. >> Placeholder names. >> Well, that's one part of I think learning the Pellent system is that because we're so small and getting ready for this presentation, there are a lot of things that I can't say because it would direct if the person is watching, it would directly indicate exactly what we're talking about. So, I do apologize for that. Um but I just
068wanted to say briefly with attendance. Um so for me attendance matters for every child in our school. We know that every day a a student is present in school is another opportunity for them to learn, grow, and connect with their friends, feel part of a community that values and believes in them. We also know that when students miss school for whatever reason, they miss out on more than just academics. They lose moments of connection, chances to build their self-esteem, and opportunities to discover their passions. My role as the Pelum attendance liaison is not just to review daily and weekly attendance reports, to identify students with chronic or emerging attendance patterns. It's to work alongside families to understand the attendance barriers they face, and to create solutions that address and rectify them together. We know that
069when schools and families partner, we can build a culture where students want to be here every day and their families feel seen, safe, and supported. So, we at Palum, we do have a multi-tered uh uh approach to addressing chronic absenteeism and attendance and as well as tardiness. So, um my apologies on putting the names, but in terms of where we are, uh year year year over year, uh this year 2025 2026, right now we're at about a 94 95.4 percentage attendance rate and that's up uh from our last year was 94.2 and 22 24 was 94.4. Um, and we I just checked it actually today and we are still hovering around like 94.2 right now. So, we're still hovering around that number. Um, also uh in terms of chronic absenteeism because I tried to uh
070look, we know uh you're chronically absent once you miss 10% of the of the school year. So, that's 180 days. So, I pulled these numbers right before we left for break. So, of course, um a couple of weeks that went by, but uh looking at where we are right now, we're about 16% of our students um are chronically absent. So, uh that is um that is, you know, something that we are we are addressing as I make my attendance calls, connect with the families. Uh chronic absenteeism is my number one goal to try to by the end of the year, you know, it's a ambitious goal, but to try to have, you know, I don't want to put percentages on it, but I want to have as least the least amount of students that will
071be chronically absent through those intervention calls that we make throughout the year. So, as of right now, um I had in our numbers, it was at 11% when I ran the data. uh we're um 11 11% of our students are chronic class but as of today looking at it on 162026 we're at 7.1%. So the numbers have went down over the last couple weeks and and there are a lot of reasons I can say you know looking into attendance now a lot of as we know [clears throat] a lot of illness has been happening a lot of medical needs have happened so some of our students have be out but you know we are following up u with them and their families uh on a weekly basis in terms of tardies um so this number
072I'm very happy about in terms of our tardiness because when you look at a year-over-year. Um the school year 23 24 uh we had a total of 847 tardies. 2425 we had 1,48 tardies and right now 2526 we're at 302. So we're drastically uh cutting and even if we you know did the same amount they'll still come under our previous years. But as I said, our intervention and our connection with our families are hopefully going to uh you know uh pull those numbers down. And as well as an update today when I ran this, it was one student was chronically tardy, but as of today, we have uh four students. So we have that one student and three of three more students who came on board. And I, as I said, I can't go into
073the specifics, but uh that's where we are. And and I would just say overall um while as Dr. and Mickey said because my role is is is addressing the needs of the school taking over chronic absenteeism while I haven't been able to do pel family connections as much but the connecting with the families starting off with the you know the uh support call starting at five absences you know just to check in letting families know where they're at giving them updates in terms of uh uh uh the numbers where where we are the steps the tears. If it goes after 5, then 8, then we'll have a an attendance meeting with myself, the attendance leazison, and the school guidance counselor. If it goes to 15, that's when we have to have the uh attendance meeting
074with the principal. And then 30, you know, it's it's it's level. So, having those interventions, being able to make those calls, connect with the families on that level, I think has been really really helpful. Um, I have the numbers, but I think if I'm not mistaken, uh, up to date, I made about over 32 calls to families, uh, dealing with attendance, uh, connecting with them, giving them updates, and to date, we've had, um, uh, four attendance hearings so far. So, um, I think that they have been a good place where we have connected in terms of just getting to know them, getting to know what's happening in their lives. And I I will have better data because now I'm in open architects and really pulling the data out. But I think from our interventions, I've
075been seeing it because I run, as I said, I check it daily and I have meetings weekly with our secretary and the staff in the school. But I have seen a difference in terms of the families that we've had to address attendance with where I look and I see the last t or the last absence was a week two weeks, three weeks ago. So I know that it's going in a positive direction and also you know letting that family know that we have support here in Palum and I think that message has has been getting out with the community with the families and as I said it's a it's a way also to connect but it's a almost like an easier way because attendance we got to talk about attendance but in that same motion
076now we could talk about you know uh how can we support you introducing myself if you haven't introduced already and also inviting them in and letting them know about the pel community all the things that are happening so that we can you know especially with our school choice and our residents so we can bring everybody together so we can feel like a really like a cohesive small community which I feel that we are so that's my brief attendance uh updates but as I said I am I am tracking this month over month and I will be able to share more in the coming meetings and I thank you for allowing to present >> and you. >> Um, we were able to edit it in correctly. >> Sorry. I'm really sorry about that. >> Fine. Um,
077so the last part of the the video um update is just tightening where we are in terms of the program review and and that's really around this evaluation. So, I had a meeting um another meeting with the leadership team, myself, Nikki um was president and we talked about I explained um the superintendent's goals um what the intent was. Um I feel like for for me a lot of it also came because I've been having some very direct one-on-one conversations with Nikki around like the like the future of PAL and what can we do to retain students, you know, how are we attracting students? So when we met, we talked about the goal and we came up with a plan for, you know, tying it into the school council because the council has been working and
078is working to, you know, update the plan. Um the council right now consists of staff members as well as parents and so we have already done that. I've also um through the individual that helps us at a district with our survey schedules for them to start with the um helping us develop a community survey around the programming. Um, we have the names and numbers for all of the individuals who have choiced