001Hi, good afternoon. >> Everybody's here. Okay. Excellent. So, we don't have any public comment. >> Just making sure you know you're >> Are we all set? >> Kind of. Should I wait? No, go ahead, Margaret. Thank you. >> Okay. Um, the first item uh under new and continuing business is new and it's adoption of budget cost centers and quarter update. I'm just going to go quick through these items and then we'll start um we're going to have a state of the town school presentation tonight which I hope might inform some discussion for three that part C which is school committee goals. Um, and then on the consent agenda, we've got warm reports, minutes, and a gift. And if anybody wants to pull anything out of the consent agenda, we can do that. For example, minutes.
002If you have uh updates or corrections to the minutes, we can pull them out individually. Okay. So, we'll start with the adoption of budget cost centers and quarter one update. And Dr. Z or Shannon, who's going to start? Dr. >> I I will good afternoon everyone. Um I think that one of the key things that I'm not sure the subcommittee but I know at the region and with the joint budget and all subcommittee that we started discussing was the role of the committees um especially with the budget in the regional um retreat. We learned and I know that we're about to have our retreat coming up soon um with the Pelum school committee around our role with the budget and we learned that most school committees um don't just vote the bottom line of the
003budget, they also vote the cost centers and that when things need to transfer and move back and forth, we move them in between the cost centers. And so we've been doing that work with the budget and audit subcommittee to kind of define and refine our cost centers. Um Shannon went in and was able to look at our current system and using our current system, how would we not cause too much um disruption to our current budget, but also lay it out in a manner that allows us to more frequently update um in terms of budget adjustments, revise budgets, and then talk about some of the key priorities that we see are common across all three school committees. And one of those is instruction. So under the cost center, I'll let China go deep down into
004it with me or for me. Um instruction would have every cost that's um regular education. So that's salaries and expenses. So whether that's the instructional supplies or operating supplies as well as teachers, power educators, um ELLL, and that's Janet. Um, in terms of special education, I'm going to hand it over to you, Shannon, because I'm not going to steal your show, but I know you have to start there and hand it back over to you. >> Um, so for special education, we would have the salaries and expenses very similar to the instruction um cost center and it would also it includes like out of tuition, transportation, our contracted services. So, I really like this structure specifically for special ed because when I we don't see this as much at the palance level. Um, but when
005we have um services that we have to contract out for that are unfilled positions in our previous structure, you wouldn't see that offset. So when you combine them um into one category like this, you can see the narrative that we've explained get a much clearer picture as opposed to see wow our expenses are through the roof at 150%. Um but we had unfilled positions to offset that. So you'll be able to see that clear in this structure. Um substitutes, we wanted to keep that separate um just to show our absenteeism. And I just I do feel like that is separate from special education and the instruction line. So we pulled that out. Um our student can I jump in because I want to talk like time and attendance has been a big thing for us
006in terms of when we're talking about teachers and their their role. And so we want to make sure that we can also associate that cost in the conversation because now we're not just looking at um okay there is an operational and academic impact but what the fiscal impact is sorry um for student success and support programs that would um be our counselors the family center nursing tutors um that was different from instruction and special ed so we figured that needed its own separate bucket. Um then we have school administration which would be the um principal at pelum. It would be the clerical at pelum the pelum or the principal's um account lines and further dues and their supplies um and things of that sort. And then uh central administration which is um the superintendent's office
007HR um split district clar um that are with that are across all three districts um the school there is small budget for school committee expenses if you didn't know that um and then our legal fees uh softwares um that are related to central administration and our audits that would be in central casual admin for operations that's facilities um it the business office our utilities and transportation expenses so that's um oh I it appears that I did not expand this um some more I will I can correct that um but it it's our supplies and internet the equipment the software the hardware um building maintenance custodial so really what what I I feel is the operations division um in one bucket and then we have our risk and benefits with which is like our health insurance,
008the liability insurance um Medicare, merit awards thing things of that sort and other programs. We really want to separate charter and choice so we can just see that for what it is and not put it in a different bucket. Um so that's about all of them. other further things you might add that I'd like to see. >> No, I just wanted to know if you wanted to walk through Q1 is in is it in this format? I can't remember. >> Yeah. So, I did I don't know if you want to look at this first before we vote, but I did set up um Q1 to be presented in this format and and if you don't vote this format and you want to see Q1 in the old format, I can still do that. Um, but
009I thought it would be good to kind of see it in a working preview, not just see it, um, you know, with a bunch of zeros everywhere. Um, so I had gone through and moved all the lines to the appropriate buckets. Um, and it's very similar to the old setup where we have the percentage of those used. Um, and then green is good, yellow we want to look for, and red is really concerning normally. Um, so right now for Q1, PEL's at 18 and a half% which is pretty on target for where we expect to be. Um there the most notable things that I felt were worth mentioning um was in our operations and our other programs cross centered um for operations every five years I didn't know this um there is a sprinkler system
010inspection that has to happen and that was with that inspection and out of that inspection we had to replace um the sprinkler heads and that's not something we had capital for and that was around $7,400 and um that pretty much made up the building uh maintenance line, that specific line item. Um so that's pushing operations higher than expected. Um and if other things come up throughout the year that we don't have capital for that we have to address, it could push this up higher um or potentially over depending on what might come along. uh for the uh other programs. Something that I mentioned at the end of Q uh four with power is we have a student that we didn't know if they were um going to choice out of the district on and we
011had reserved a bucket of funds for special education services for them. they did end up choicing out and uh this was or I guess after we had built this budget when when that happened. So the funds are currently sitting in a a portion of funds to support the student are sitting in the special education cost center and uh they really should be in the other programs because it'll be choiced out tuition that we're paying. Um so at at some point I will ask that we vote to move it was 51,700 that we had set aside. However uh based on June 2025's um choice bill it's when I did an estimate we're about shy of $23,000 more that will likely need to come out of this line. Um, so I wanted to apply that early on
012because I know it's going to be over and 23,000 is the best investment that I came up with. Uh, so on top of the 51,000 that I want to move into that to that line. Um, then the other thing that's important to us that you'll see in other programs that's rising is we have a student that's choice into Palum but requires an a district placement. So, we're we're going to um be charged for those expenses. Um but because they are a choice in student, the sending district will ultimately pay for that student. Um so, it'll be a like a a wash to say. Um however, that additional choice money that we receive in this year was not in our um original budget. So, we'll need to vote regardless to use additional choice money to offset
013this expense, but it's a onetoone per se. Um, so it's what we've taken, it's what we're spending, and um it it really won't hurt the budget, but we will need to do that vote at some point. Other than that, um Pelum is on target. Um salary lines are not as where you would expect at 25% in the beginning of the year because most staff don't start until the end of August. Um so that's a month and a half without um school year salaries that hit year. Uh and everything else is on target so far and knock on some woods but we're in good shape. >> Okay. I just wanted to add Shannon um even not just the layout in terms of the cost centers but if you look in terms of the Q1 report the
014layout on top has shifted as well. So we do plan to do budget adjustments more timely as needed um and not wait until the end so that we can kind of keep track of the budget. So I think now we hand it back over to the committee to discuss about the actual cost senator to ask questions. >> Yeah. And one one last thing, if if this is adopted and we do go with this, I did write a proposed motion to move that funding that I spoke about from special ed to other programs if that's something voting. Um, so I'll leave that there and take questions. >> All right, questions. >> Okay, start with Sarah Vas. Um, so thinking the pel is under the joint budget, not subcommittee. Is that correct? Is that the one we
015did? Anyway, um so no, it's not happened. Never mind. Um anyway, so I am part of the budget and audit subcommittee uh at the regional level and we did have at our last meeting a long conversation about this um and the the new cost centers um which I think uh give us a better understanding of how the school is running as a business, right? which is part of how we have to operate our budget. Um I think having um having these descriptions down here I think is also super helpful. I would love if those could stay as part of the report. Um that the which one was it? The operations is uh expanded on the quarter one report. So no need to tell that anymore. Um, I think there's also, you know, there's I think
016it having a couple of things like pulled out like this um are really helpful. Being able to see the substitute line separately um shows us how much that affects um where we're spending money. I think also um especially in Pelum having the other programs with the charter and choice because they also affect our budget so critically so quickly pulled out separately um I think it's it's really helpful. So I'm in full support of moving forward with this organization of the public centers. Okay, Jenny, >> I just had a clarifying question, which is what does it mean if a student is choiced in and then requires an out of district placement? >> So, if a student I was going to ask academically or fiscally because they have impact both ways. >> I guess both. I'm just
017trying to understand what what that means. So if and Mickey is in she can correct me if I'm wrong. When a student cho and Tanya Martha is not when a student choice is in we don't know the needs that they have. So when they come into our district and we we assess or they come in with with an IEP and we don't have the needs then we immedately have to move them to the district that has their needs right and so when we accept them as a choice student they're then our students and then we incur the cost of moving them to the program. So for example, if a student comes in and they have to go to building blocks because Helm doesn't have a building blocks program, we then work with Ammeris to put
018them in a building blocks program. We cover all of their costs. What ends up happening fiscally and correct me is that descending district, for example, I'll call Belalum as an example. If Belan is a sending district to Pelum, they then reimburse Palum for the cost that Pelum have paid to Ammerst, but they're still our student. Gotcha. >> Doesn't happen very often, but really >> So, I have a whole slew of questions. So, I guess I'll start. Um, so on instruction, would we not want one for payroll and one for expenses? I understand um when you're talking about special education that unfilled positions then make the expenses seem really high, but I feel like this takes away our ability to really fully understand um the budget where where does curriculum where does curriculum planning go in
019this? I don't see that. I don't see staff development in any of these buckets. I don't see coaching in any of these buckets. I don't see professional learning. I don't see a library. Um I don't see food service. I don't see for legal fees. I get confused because would it not be under risk and benefits? Um under risk and benefits, what is the risk that's in that category? Um student evaluations if testing is requested, where does that fall in these buckets? Uh and then would we want to pull out charter payments that we have to send out and choice money that's coming in into separate buckets? because I think they're both in the same bucket now, which doesn't really give clarity. Um, and I would I think that MASC and Desi really wanted the cost
020centers to help the school committee understand how district resources are allocated by function and programs rather than specific payroll and accounting lines. And I feel like this really by putting in our past budgets, we've had payroll and expenses separated. And I understand why Shannon said it might be nice to have them together, but I feel like it really takes away clarity. And you know, we're supposed to be building our budget based on what the school improvement plans are. This is going to be harder for us to really see how our budget is in line with our school improvement plans because now we don't see that anymore. I I I don't know how we're going to see that with these buckets. So, I am not in favor of these. I think they need more work and
021I think we need more conversation and discussion on how these are going to help us as a school committee make sure that our services and what we're doing is equitable for the students. >> So I'm going to start off by responding to to you had a plethora of questions. >> I did I'm sorry and I can backtrack if you want me to. I was just trying to get it all out. No, I I don't because I think I think what starts off is what is the actual definition of a cost center. The cost center does not replace the line items of a budget. So, let's start there. The cost center is a specific area or unit or bucket within where within a business within a system where expenses and salaries and different things occur. So
022when asked to create a cost center, it is actually an umbrella category of costs of expenses of things that go together. So for example, we're thinking about revenue, we're thinking about expense tracking, we're thinking about efficiency focus, we're thinking about um how do we centralize in some budgets? Human resources could be it's owning in in a business maybe human resources could be one or finance and accounting could be one or research and development could be one depending on the type of business for us in education in our district what we found was when we looked at all across the cost centers and an example of cost centers could have been schoolbased is one school so we're looking at what are the expenses and costs and revenues in instruction that includes salaries That includes supplies, that
023includes possible training. That's all under how we operate when it comes to instruction. Instruction is the umbrella, which is the cost center. When you get to the line item of the budget, which you can go in and review, that is something else. So if if what you are asking to see is a part of the budget. Yes. But what we are proposing here is the umbrella cost centers that those items would sit under. So when we are sitting to financially plan, when we are sitting to determine where is the focus, where where does the school committee want to focus their efforts? Are you focusing your efforts on instruction and genet teachers and the curricular materials and making sure that there's training? That's where that goes in instruction and that's where the budget lies and drives
024towards. However, if you're deciding that you're not focusing on risk and benefits, risk and benefits actually is about and it matches the definition. That's our insurance. That's our liability and employment insurance. That's our Medicare. That's um the additional benefits that we may have that we give to employees. Our legal fees are an administrative cost. It really is not a risk or a benefit. Legal fees are an administrative cost. So whether it sits in the central administration, whether it sits in the school administration, it is an administrative fee. So I think William, what would help is understanding the definitions of each one of the of the items and then more so talking about what spirals out under this. This is a overarching look at big buckets. These are the big buckets it sit in. What you
025are asking to see specifically will still be present, but it is present under the buckets. So may I ask the question? >> Yes, >> you're the designer who gets to ask the best question. So >> um so my question maybe is what you are saying. So when we actually get the budget, we're not going to see just these lines. We're going to see a whole set of line items inside each of these cost centers. Is that correct? >> Correct. So yes, there's more. So the budget once we finish finalizing the budget book and everything else, you'll see instruction as a major bucket, but under you're going to see the salaries. You're going to see operating expenses all that file under instruction. So So it's going to be line and out. This is just the initial
026bucket and cost center. This is this is now the new way. Um, I don't know, Shannon, you have a OQ1 report you could pull up real quick to to how we how we're actually doing things so that we now know when we're moving items or moving costs, very similar to what Shannon spoke about today, there's money that's sitting in special education that really needs to be in other programs. So now when we're talking about moving cost centers, we would actually come back to the school committee and say just like she did and explain that we actually need we actually have this funding sitting in the wrong cost center and we need to reallocate it to other programs and we need you to vote on it. We are not supposed to transfer money across cost centers
027in a budget with a school committee. >> Yes. So I I guess I still don't understand how putting payroll and expenses make sense in the same cost center. I I I don't understand that. I feel like that if we have expenses in there and they go up, then the school committee has no authority to say that losing a staff member may be how you keep that bucket in line. where if they were separated, we would have to approve the movement of things out of payroll. And so I I just really I am not comfortable saying that payroll and expenses can be in the same bucket when we approve not line items, we approve the bucket and the dollar amount in the bucket, which then means if your expenses go crazy, then you have to fire
028all your staff. We've already approved that and you have the ability to do that because that's what's in the bucket. it's in the cost center. I I I can't I think that is I I I cannot agree to do that. >> So I think that's a I think that's a unrealistic um example and I think that um I actually feel like you're call you're calling and maybe I'm not understanding because saying payroll payroll business is an expense because you're paying out something. So it in itself is an expense. um no school system is going to fire all of their staff to keep your operational supplies and we actually have limited amounts of monies in our operational supply. All school systems um across the nation is 80% of the budget or more is is actually salaries.
029So that's why usually the first pit that individuals look to go and cut when they're reducing a budget is salaries because 80% or higher of all school budgets are actually personnel. Secondly, you're this is a standard practice. This isn't something that we just decided, oh, this is how. No, we actually even consulted with larger school districts um across the US. We looked at Shannon has been working within her group um looking at how different districts do their budgets. Um and really honestly and truly, it's not that far off from how we currently operate. So, I think that maybe we could agree to disagree, but and I I hear your discomfort, but I also think that comes from not understanding fully what the process would be and what it should actually look like. Because if you
030understand what the umbrella is in terms of the cost center and then further the expenses and even what it like honestly and truly Pel's budget is so small, there isn't a lot of money allocated period for operating supplies or other expenses. It's really majority personnel and which is all the other budgets as well. So I think that I can say I agree to disagree but I hear your concern. >> I I would say I I why can't we have a cost center for instruction payroll or instruction salary and then a separate one for instructional expenses? I looked at I mean I spent a long time today looking at like five or six different regional budgets and I don't think they necessarily like I look at looked at um I can't remember all the ones I
031I would say them all but anyway I looked at several of them today and looked at pulled their budgets and I don't think they have direct call cost centers and I think so this is something that I think is a newer thing that we're trying to do on budgets and I appreciate that, but I just didn't see on other districts budgets where they lumped together this p the payroll and salary. But I feel like that is a given and we're supposed to make sure that we're providing an equitable learning based on what the school improvement plans are and what the community wants. And this doesn't give us a lens to that. And what we approve as a school committee is the call center buckets. we don't approve the line items. So, while I may have
032said that it's it would be extreme to say we wouldn't have staff, that would be we wouldn't have we would have the ability to say you couldn't do that because the money was already allocated towards expenses for instruction. I I'll be quiet. Would it be possible to take this cost center list that you've done and come back to us and show us how the line items would show up in the cost centers? just an example so that we we could see what we're actually going to see when it's time to look at the budget. >> I will work with the team to get that done >> because that might make it more clear what you're asking. Can I I >> I I I I will work with the team to get that done. I think
033that and I that's that's the best answer I could give. Um because I also feel like we're facing and this is our role and this is what we so we will work together. >> Okay, Jen. Well, I was just going to say along those lines, it feels like maybe rather than moving to approve a transfer today, it would be good to hold off if that's not going to cause major problems because seeing the line items within that feel like it would give us a better understanding of the impact of that transfer. >> Can I say something? it was suggested we we don't have to do that. We can continue the practice that we have. I would also suggest that um and strongly advise that we not move forward as a team until after and that
034my team until probably after the retreat and the review with Tracy to see if there's any additional feedback that she could possibly give so that my team is not double worked. >> Okay. >> Can I say something? >> Yes. I appreciate the line item parts, but we don't have that's not in our like we don't have the ability to negotiate what the line item dollar amounts are. I don't think I think that's like the procedure. That's what superintendent gets to decide. We don't decide line items. We decide buckets and that's it. So, if we agree that we're going to put 300,000 in this bucket, it can be spent on staff or expenses or whatever is in that bucket. We won't have control over the number of staff. >> We won't have control, but the line
035items will have amounts. >> We don't approve line items. >> Let me finish. >> I apologize. >> They will have amounts in them. And presumably we are going to then vote the cost center with those line items. And when we get a budget update and see that all of a sudden something has gone wacky and one of those line items, I think we would have the opportunity to question what's happening. I I don't think it would go unnoticed if it looked like we were spending all the money on supplies and not paying our people. I don't know. I I think that we are going to have to continue this discussion. I do have a question. Has this been presented to the other committees yet? >> I forwarded it today in my update to the region.
036Um so it's hope that it goes before the region and then it will go before. >> Okay. All right. Thank you. Thank you. And Shannon, were you asking to transfer money today? That can wait. I just figured since we were doing a Q1, we'd throw it out there, but it can wait. Okay. >> It's not a big deal. >> All right. Thank you. All right. Thank you, Shannon, for being here and talking about this and also updating us on what's going on with the budget. All right. Um, we will move on to the second item, which is the state of the school presentation. Um, I did print it out, but [Music] do you want >> um share? >> Um, so I kind of copied what we did last year for the data checks a little
037bit and Dr. Z and I met about and Mar about what would be in there. Um, some of it I don't need to go too deeply into, but um, I gave you a copy of our, um, whole schedule that is the same every day. Um, fifth grade has question marks. That's ELA. Sorry, I should have updated that. But just so you can see um the amount of minutes that the students are in each subject, how we need to stagger our subjects because we have um two special ed teachers and um a certain amount of paras. Um I gave you that if you want to do an analysis. Um, the next page is our staff and who we have. I didn't put names, um, but I did put that we have, you know, a full-time kindergarten
038through sixth grade teachers. We have pair of educators that are split between two classrooms. So, I put fifth half, sixth half like that. Um so you can imagine like for the para educator that's one person who goes to fifth and sixth and they're two days a week and then the next person goes between fifth and sixth and there three days a week so that fifth and sixth have support and we try and put that support in for ELA math and writing um and base that on students IEPs but also you know where we think students who don't have IEPs but would need the most support. So, math, writing, and ELA. Um, the support staff on the far right, we have a counselor plus another counselor who comes two days a week. Um, speech and language
039four days a week. So, it kind of just lays out how often those support staff come. As you can see, our towards the bottom, our BCBA, which is our behavioral consultant, um comes a half a day a week, which is not a lot, but um it is super helpful. And um in the middle is our specials. So, art, music, PE, technology, orchestra, and band, and our custodians. Um, the next page looks like a giant mess, but if you look at it, it's really you can see that a teacher, the general ed teacher is barely in the room by themselves. So, if you were to lay the the schedule and the subjects next to this, you would see that the teachers um have a lot of support during hopefully the most important times. Um a onetoone
040means um a student is getting a onetoone and then a parah is one person and a teacher is one person. Um, we also have the interventionists and the special ed teachers often in the classroom supporting kiddos when we maybe don't have a parent in there. >> Does that make sense? Questions on that? >> Yeah, I have a question. Um, when you say uh oneon-one means that the parent is one-on-one. So, a student who um needs a one-on-one, I understand, but but they're only there for that one student. >> They are and they're not. So, um the student who might need it doesn't need it all day long. Okay. >> Um but if that student needed something, they would take the priority. Yes. I think you're asking like for kindergarten it says teacher parah one one
041>> is the parah and the one to one two separate bodies. >> Yep. >> Okay. >> So there's that's why I thought you were asking. Okay. The one to one is is a is one person and the parrot is a >> additional person. So when kindergarten starts there's three adults in the room. >> Yes. >> Okay. Thank you for for clarify I thought you were asking. >> That's why I introduced them as a mess. Um >> and so what you're sorry so um when you were saying thank you uh the the one to one is not always so like if we look at the beginning of the day for grade two there's a teacher and there's the one to one and if the student didn't need one to one attention at that time that person
042would essentially ser function as a parah for the class. >> Yeah. Y um I'm happy to like after you have a chance to dive into that more happy to answer any questions. Um I pulled the pelum bullying reports from last year. Um so you can see that most incidents kind of happen in the in between times and the more unstructured times. Um, but you should also notice that it's three, four, five, six incidences. So, very small. Looks like a big pie chart, but very small. And then the next page is when they happen throughout the year. Um, so the big diff is two incidences instead of one or zero. Um, and then the next page is the grades. Um, so Does anybody have a question before I ask Mark? >> You can go ahead. I
043do have one, but you >> Okay. Um, so I know that the term bullying, there's a legal definition of the term bullying. Does that mean that there were six incidents that actually met the definition of bullying or does it mean this is all the incidents that happened and moving forward? >> This is That's a good question. Um, I think this is all the incidences that I hope this from the brim. I think it's all the ones that were bullying that we found were bullying, but let me get back to you on that. >> Okay. All right. >> My question was about the same like how many reports were actually made into brim? >> Yep. >> And then is it how many were bullying? >> I can pull >> and then how many were harassment? >>
044Yeah. How many were done? >> All right. So, you get back to us. Yeah. I can even get back to you after I presentation. Okay. Um Oh, wrong a wrong misplaced uh title page. >> So, just ignore that. Um this is school enrollment school choice versus column residents. So, kindergarten had eight school choice and five residents. And our first grade went up from 1 to three. >> Um, and I put an asteris next to second grade because that is our student who is out of district placement. And so we have 127 kids. We used to be 55% school choice and with the new apartments and students who were school choice now are Pal residents. um for 53. We do get two brand new students who weren't weren't school choice and they're now PAL presidents >>
045from the who now live in the apartments. >> In the apartments. >> Yes. Great. >> Um and we were at like 129 kids last year. >> And the data the first is MCS that's reading. This is the end of year reading assessments and the growth over time. Um the light green is beginning of year, middle and end of year. Um and I gave I gave this to you guys last year, but I figured I'd put it in here. The next is our math. So there's a lot of growth. We're seeing a lot of growth with our I read math curriculum. And then the last two pages are MCAST data that just came out. And um so this is the whole school and as you can see on the left the green line that's Pelum and
046the gray line underneath is the state. So we are consist and this has been done consistently over time. The the um dates are across the horizontal axis. Um we are consistently above the state over time which is great. Um there was a little dip in our performance in 2025 and this is ELA. Um and we're really focusing on our writing. So we last year started our new writing curriculum and um we didn't you know it's like I I like to call it we did in the pool the writing curriculum and we are learning how to swim just a little bit better. Um so I'm really hoping to see the writing and the essay scores shoot up. I will also say I was talking to Dr. about the the essays. I was looking at sixth grade
047and I was like, "What? They were really harsh on the scoring. These are amazing, like better than my college student." And um there was a snafoo, I guess, in the grading, the MCAST graders or AI. Um, so that might change, but I also, you know, the teachers and I look through some of the essays and you can clearly see how the new writing curriculum is bringing about improvement in their writing and map is the next page. And as you can see over time, we're still above on our math scores above the state. And um I'd like to see our math scores continue to go up uh because we're on year four. This is our fourth year of I Ready. And I feel I feel strongly that we'll see a increase. I can't speak too specifically
048because of how small we are. Um but there are a couple reasons why they're not where they're a little bit down. So when you say we're in the fourth year, 2025 was the fourth year or this year we are in now is the fourth year. >> This is our fourth year. So this reflects three years. Oh, no. >> This reflects this beginning of the year. >> No, you're right. >> The fourth year. >> This is This reflects three years of using the curriculum. >> Yeah. Okay. >> Yep. [Music] Any questions? Um on the a couple of these you what is what is the measurement on the horizontal axis you have 120 what is that measuring so that's measuring um percent of growth so no not percent of growth so percent of students in that class
049that are meeting benchmark mark meeting that grade benchmark. So, kindergarten. >> Okay. >> 100% at mid year. >> Okay. >> Yeah. And um or like if you look at fourth grade 80 almost 90% at the end. Okay. >> All right. Thank you. >> Well, I'm looking at math. We might be looking at you. Um, >> I was just gonna say the you made the I think it's the BCBA. >> Yeah. >> Half day once a week. >> Yeah. >> Do you think that's sufficient? >> Um, I think honestly it depends on who it is sometimes. Um, I and every year is a little bit different with the students that we have. Um, sometimes we can feel sufficient. >> Yeah, Dr. Z, I will add though that having a counselor and another counselor two days a
050week and who she is. Um, she's got a lot of experience. Um, she taught for a really long time and building blocks and so that was the big push to keep um the two days a week of that counselor um bec both because there's no assistant principal and because our BCBA is a half day a week. >> Dr. I wanted to thank Nikki for giving um the presentation and add that the um the standard report will be sent to the school committee from myself um so that you can have the report that has to go to the towns. I also wanted to say that I know that that's the next topic that goes forward that in all actuality it's very important that at some point the committee comes together and decides on the broad educational
051goals and plan for policy in actual in actuality based on the educational goals that the school committee plans and the direction that the school committee would like to set for the school and the school district then the school team the leadership team is actually supposed to develop a school improvement plan. The school improvement plan comes from the direction of the school committee, not in the reverse. And so I'm very grateful for the fact that Mickey was able to give a very clear um picture of where we currently are. Um we will update the capital plan based on what we've ex what we have and I will get the report over to the committee Margaret the same one that has to go to the town. Um, and then once we're done with all of our I
052Ready data and testing, um, we'll add that to it as well. But we can't I just need to be mindful before we delve into too deep questions on the data because of how small elementary school is that we really and when we spoke I told her to avoid any specific grade level data um to really speak in overarch buckets that we do not in we don't inadvertently identify students identify staff or teachers in our conversations. So, I know she said if I wanted to reiterate it before you opened up for questions. >> Okay. Thank you, Dr. Z. >> Any more questions? >> Okay. Thank you very much both Dr. Z and Mickey for pulling all of this together. I It's more comprehensive than we've ever had since I've been on the committee and I think
053it will help us. the d the data that we can now get from our new platforms and new curriculum is really helping us to drive instruction. And I heard a teacher today who who said to me, I used to hate data and now I love it. So I think that it's really just helping us to feel like we know what we're doing too >> instead of imposters. No, >> they're understanding the stews better. >> Yeah. and and where to give that personalized instruction. >> Great. Yeah. Thank you. Thank you very much. >> All right. Well, we'll move on to to three, which I put in here as discussion of goals. And I sent, you know, I sent you all a little email. Um, and I my hope for tonight, you know, this is a lot
054of information to take in and I don't think we can decide on any goals, but maybe what we could talk about. Well, a couple of things. This really is something that should be done in the spring and obviously we didn't do it in the spring. So, one question I have for all of you is, do you think it's reasonable for us to set some goals for the remainder of the year? Um, maybe it wouldn't be as extensive as we might do in the spring. I I don't know. So, that's that's a question I have. And if we're going to set goals, what do you think the best process for doing that is? I can tell you that our November meeting does not have a lot on it. So possibly we could have a discussion informed
055by having this data if you think that we ought to set some goals that we could then evaluate ourselves on in the spring. So that's what I have to say. Does anybody else want to say anything? No, no. >> I I guess I'll um this data is super helpful, I think, for me to feel better prepared to set goals. It would be helpful to see some longitudinal data. So, see sort of like year-over-year, what are the trends that we're seeing in the school beyond Yeah. Like if we have year-over-year in terms of um the like the other ELA and math, I don't know if we do, but just to sort of see directionally, do we feel like, you know, we're moving in the right direction? Do we see significant changes as a result of big
056changes to the curriculum? things like that I think would just be additional data that would be helpful as we think about kind of where we would want to put more attention. >> Yeah. Is that >> Margaret? Can I jump in? >> Yes, Dr. Z. >> So, can I ask Jenny, can you also email that request so that we could follow up um with it? I think that's not something that is not doable. Um, and I just want to be clear as to are you looking for the last three years or five years because that's the conversation. And are you also looking at enrollment like would you want a full picture enrollment academics not just MCAST in terms of longitudinal data because we can ask our data team to pull it. >> Ideally, yes. Um, I
057would love to see I think you said the new curriculum came in three years ago. So to see five years I think would be really helpful. Um, and yeah to see kind of enrollment as well as academic trends and also changes in staff. Um, it would that would give a much more comprehensive picture. I think >> I feel like I I must have missed something because I'm very confused and so I apologize if I this question seems dumb, but I thought it was the school council's responsibility to set goals and do the school improvement plan. And what I'm hearing tonight is that the school committee has a role in that and I'm confused by that. So could you explain that Dr. Z? >> Sure. So in in essence the school committee is the um the
058leaders of the district. I'm just going to say that. This is my analogy. And the school committee has to set the broad educational goals and direction of the district. So you actually say how you um expect the district to operate. What where do you expect the district to move towards? Where do you expect it to be educationally? Um, for example, in the region, there are two separate policies that have broad educational goals for how, you know, what they expect instruction to look like and for students to learn and and things like that. That's set by the school committee, that direction. From there, the school site council works with the school leadership team. They do a full review of the data. They look at where the school is. They talk about what's happening. They they have
059an analysis of where are students now? Where do we where are we supposed to be going? What type of education we're supposed to be providing students? And then they create a school improvement plan. So there are two parts to the process. The school improvement plan talks about how are we going to meet the broad educational goals and direction of the district. How are we going to if if the school community says that they want this district to be transformative in STEM, right? That's a broad educational goal, you know, STEM education or something like that. And then we're looking at the Pelum Elementary science data for fifth grade. And we're seeing that when students are in fifth grade, they are exceeding or they are achieving their science goals. that we probably in the school improvement plan
060are going to talk about doing project based learning so that we can increase our STEM education initiatives in Pella right because that fits within the broad educational goals set by the school committee for the district so what I'm so there are two separate um apples in the same in the one is the basket which is the broad educational goals which is how the school committee expects the school to operate or the district to function or what the district's going to look like what type of education we're going to offer to our students. And then in that the school site council and the school leadership looks at where the school is, looks at the data and determines how are we going to what are the goals that we are going to meet for this year. What
061are the steps that we're going to do to kind of offer the type of education that the school committee has outlined is the the goal of the district. So for to follow up, you're wanting us to set a broad educational hierarchy goal. Is that is that what you're asking us to do? Is that what it's like on our agenda? We have school committee goals. You're asking us to set that high. Are you saying we don't have one currently that the Pelum School District has initiated? >> We do not. >> Not Sorry, I think somebody has a hand. I'm trying to keep see >> Okay. >> Sarah just had her hand up. >> Oh, okay. Go ahead. Sorry. >> Um, so I think there's two separate things, right? There are the broad educational goals which help
062develop the school improvement plan and then separately there are also like school committee goals that talk about things like how the school committee can increase um public feedback. >> Absolutely. I agree with you. >> We haven't talked about that. >> All I'm saying is that those are two separate things that >> that happen, right? So like school committee goals are like for example how do we increase public participation? >> Yes. >> And then the educational goals are the ones that are used to help develop the like the school improvement plan. >> So >> what's on the agenda tonight? What are we trying to which one are we trying to do? >> Well, right and I was just clarifying to add to that both of those broad educational goals and the school committee goals are set
063by the school committee. So, I just wanted to be very clear. So, because earlier one of the statements you said is that we're supposed to be bolting the um budget based on a school improvement plan. Really, honestly and truly, this budget should be voted on the broader educational goals of what direction you want the school you want to invest and move the district into. Right? And so, I'm not sure which one is on on agenda tonight around school committee goals, but I'm just trying to clarify that in the thinking of when we're talking about the budget. the budget isn't so because the school improvement plan depends on how the school is going to meet the broader educational goals and direction of the school committee. >> Um I would just like to say that this is
064very helpful because never done this before so I don't know any more than you know. >> Can I say something? >> Yes, you may. I think we're supposed to set school committee yearly goals that is about us >> and how we act. >> Yes. >> And then we're supposed to evaluate ourselves. Yes. >> Which we have never done. >> Correct. >> Which is very different than this broad educational. So that's why I keep getting confused because >> we're talking about this broad educational thing. I'm like but that's not what >> Okay. >> The school committee goals and the evaluations are based on correct >> our own evaluations. >> Yes. Okay. So I guess then I have a question maybe for Dr. Z. Um I think my thought was that we would be talking about goals
065for the committee things like better communication uh educating ourselves about the budget blah blah blah. Um, what I don't know is how to go about setting the broad educational goals because that's a different thing. And we do have a policy that states broad educational goals. I can't remember which one it is. >> We do. I found it when I was looking for goals. >> Um, so >> found two >> with two. Yeah, there are two. >> Yes. Um, and I I know we currently have a student improvement plan that goes through this year, which means a new one has to be created for starting in fiscal year 27. Is that right? >> Yeah. Wow. Um, so that seems like a longer term thing than setting committee goals. Jenny, >> but it seems like we could
066orient our committee goals, at least some of them, towards helping us be in a position to be able to set those broader goals in the spring, which it sounds like is when they would ordinarily be set anyway. So, I want to say that the reason why Yes. Yes, it is. So, the reason why I brought it up was because I wanted to be clear that as you're stepping into the the conversation about the school committee goals, there are school committee goals that you as a school committee are going to evaluate yourself on. Yes. But your job is to also set the educational path and direction of the school district. So all I am saying is as we talk about you know the school and the plan and everything else and as you set your school
067committee goals and you start to path your you know set chart your path forward note that a part of that is I have I have there's there's a general one but there isn't anything as policy specific so I don't know we could be editing broad educational goals policies are being edited all the time but also know that when you start to have the conversation as the site council is about to to meet to start to develop a new school improvement plan that please know that at a certain point you are going to have to chart what direction you want Helen to go into especially with us and the conversations that the towns have had around enrollment and everything else. So for me, I just wanted to say don't forget uh even if you're going to
068work on your school committee goals, one or two areas that a part of your duties also is to set the broader educational vision for the district. >> Okay. Thank you. And I appreciated your comment, Jenny. So, I guess I'm going to propose that we come back in November. I mean, I know we're getting through the year already, but that we attempt to set goals at our November meeting. And if we each come back with our thoughts on that, we could even share those by email before the meeting or as long as >> Yeah, send them to me. Okay. Right. We can't deliberate by via email. Um then per perhaps we would actually be able to set some committee goals. And maybe one of the committee goals is to do what you just said, which is
069to educate ourselves over the course of the next few months in order to be able to set some broad educational goals. And that would incorporate data. And it might be because we'll get additional data partway through the year. And um that might also help. I don't know. But anybody object to that idea, will you? >> I do not object. But I was going to suggest is there any way we could set up a two member subcommittee to then bring something back to our next meeting? >> Absolutely. >> Because I feel like we're going to have a lot of conversation and discussion. Then we're not really going to get anywhere. >> Okay. I think that's fine. So >> because the subcommittee do the the two the the two things we're talking about. Could they look at
070both of those or should we just look at one >> the school committee? Sorry, we have the school committee goals. Should we just look at that >> and the broad goals? >> So shares. >> So I think I mean it can obviously be a subcommittee, right? We can do that or two people if as long as it's just two can just go work on that together. because it's not a a forum, right? Yes, I think we can do that. So then the next question is, who might be interested in doing that? And unfortunately Rachel's not here, so I can't I can't get her feedback. >> I mean, I'm happy to help. >> Okay, that would be great. I mean could split them like two people could work on like school committee goals and two people
071could work on >> broad educational goals >> and then bring it back >> and then bring back the work to look at together >> could do that >> I don't know exactly the mechanism for doing this but I would actually love to get input from the community about those larger educational goals Um because it feels like having parent voice especially about what they want the school to nurture within their kids >> should be a part of what we're taking into consideration. >> Go ahead. So my experience says that starting from something is much easier than starting from nothing. So even if the subcommittee comes up with three bullet points, right, it is much easier to get feedback if people are responding to something than just tell us what you think. Um so I >> my
072suggestion would still be for people to work on three right and then you know we'll have a larger conversation at which point we can you know it will be part of the full school committee meeting and we can also figure out how to do outreach about gathering more information because we don't need to right what I'm hearing is that this is more of a the homework foundation piece So when it does come to the springtime, we have done our homework to be able to set the educational goals, right? >> And I mean we can do the school community goals so we have something to evaluate ourselves on. >> Yes. >> Right. But but those pieces we'll have enough time to gather the input and the feedback and the data from the district and the school
073and the families and the residents. >> Right. >> So then when it comes to the springtime, we can be really thoughtful about what we want to do. Yes, >> I would throw my hat in for the school committee goals that portion. >> All right, that doesn't help. >> Not not the broad educational ones. >> The ones for us. I will come ahead and help to help with the ones for us. >> Okay, I will make a suggestion which is let's do that first that because that that's let's do that and then maybe next month Let's talk about after we have a discussion about the committee goals about how to proceed with the broader educational goal piece because maybe we'll have a little more information had time to think more about it and how we might
074go forward with that. Is that Sarah Bess is typing so sorry. Okay. All right. So, if you two are willing to take that on, that would be great. And >> our goal will be to get it back the week before. >> Yes. And two. >> So, in three weeks, >> and we're focusing on three. >> Our aim is three. >> We don't have it. We don't >> we don't have a target. She was talking about the broad educational goals. >> Okay. >> But the school committee goals, I don't know if there's a standard how many. I would imagine it's like three. It has to be things that are attainable in the >> no more than five. >> Right. Exactly. I agree with you. >> Yes. And you might think about it as I mean because
075the budget is a big piece of our responsibility that there might be something related to budget. There might be something related to construction. I don't know about I it's definitely something about community >> getting community >> community something about community and then whatever else you might come up >> okay >> and and if we have ideas Sarah Bass and I and Rachel I did tell Rachel that this would be available to view so hopefully she'll have an opportunity to do that and we'd be able to participate as well. >> Thank you both. I think that's awesome. Thank you everybody. This is I wasn't quite sure what this was going to be, but but this is great. I think it's where we need to go. And I do think this is the first time, so it
076it's a learning experience for everybody. >> Nikki, I'm available if anyone wants to ask questions. >> Wonderful. >> Tour the school. What? >> Oh, yeah. I got to get her permission to just come and talk to me. But >> thank you, Mickey. >> Yeah, I'm sure that will be I'm sure that will be really helpful. >> With that in mind, could we have could our chair investigate a time where we all as a committee could come through and observe and look and see >> at the same time or >> at the same time? Yeah. like there would be an opportunity for that or that would be too too much then just a thought has the principal offered and it maybe it could be a coordinated effort >> would that not call for you to call
077a public meeting and and forum I think it would be easier if you if you all come at the same time right >> uh I don't know I'll look into it I don't have an answer for you right now it's Okay. >> Okay. Um, that actually raises a question I have, Mickey. So, I got an invitation for the open house. >> So, as a person with no children in the school coming to the open house, what what would I expect to do if I come to the open house? Um, you wouldn't have to do anything. But I mean I would just I don't mean do I mean >> what would I experience when I come in? >> Oh. Oh. Um so the open house is different than the Ammerst schools. Um we just do parents
078the first one because we have a second one in mid year where the kids come and basically they tour around their families. But the first one is all about what is your kid going to learn this year? And so because we have a lot of families with siblings, we break up the night into um don't quote me on this, K12, then three, four, then five, six, and each of those chunks of grades gets 15 20 minutes of a teacher presentation of what the curriculum is going to be like. and any um you know it could be what homework's going to look like. Um they'll show the schedule, they'll talk about the new curriculum, there'll be an opportunity to answer questions in the older grades, they talk about MCCAST. Um the families get to see the
079building because, you know, we keep it pretty secure all the time, unlike when I was growing up. And so um they can wander around the building and see where all the action happens, the art room, tech, music room, um and meet various staff members. >> Okay. Yeah. So did everybody on the committee get invited? >> I think Marina must have invited you and maybe she only had your >> Okay. >> Or maybe I did. I don't know. >> I I don't know. It's just I know it's on my calendar and I wanted to ask you that. >> I think we're trying to, you know, like include you guys so you know what's happening and I know there was snapos with parents where are you getting those now? >> Yeah. I don't understand. >> Getting what
080>> parents >> the our newsletters? >> No. Have you guys been getting the parents fair? Because I know >> I don't think he worked it on her end. I know I worked. Do you have parents square? >> Yes, >> I have it. But I was mine was taken away when my daughter graduated and my foster kid left. So I do not I don't when I go in it just says sorry you're not here like you won't let me log in anymore. >> I will follow up tomorrow because I think we had actually gone back in and said that school committee members because it helps when you can see the updates from the schools as well. So we'll we'll follow back up. Thanks for for checking on that Nikki because I thought that was fixed. >>
081I know. I thought so too. >> Yeah. Yeah. >> Okay. >> I can type you in there, but it's not going to >> Maybe I have an idea why because if you're putting our school committee emails in, >> right? So like my parents wear kids in the district, >> but I use my personal email. >> Yeah, you're right. >> But I wouldn't log in with my school committee email cuz I get kicked out. So maybe we can share our if we have powers school we can give you those emails or maybe >> so since I don't have a kid would I use my ARPS email for power school. >> I don't know just maybe that's part of the problem. Yeah, because mine is my personal email that you're right, >> right? Because you do >>
082I use my ARPS email as superintendent from my parents square and that's how I I get in and I think that's that would be we'll double check tomorrow and we'll send out an email but I believe I believe that's how we ask for the school committee members to be put into parents first. So it would probably be under your ARPS email but let's we'll confirm with is tomorrow. >> Okay. And if you can see whether those of us who still have kids in the district can have emails. >> Yeah, because I'm I I don't want to lose it for my kids. >> Exactly. >> I think you can have multiple. So my kids went to Northampton High and I could see both schools. >> Okay. >> Y Okay. >> So So somebody will get back
083to us, Dr. Z. >> Yes. >> Yeah. Okay. Multiple accounts. >> All right. Um All right. >> So, I thank you. That was for me. That was very helpful for me to have that discussion. I appreciate everybody's input to that. Um, so I don't have anything anticipate not anticipated. Is anybody else? Okay. So, the consent agenda, I'm still learning about the consent agenda. So in here we have warrant reports, we have approval of minutes, and tonight we actually we have a gift and I would like to pull out one of the sets of minutes to amend just a real simple thing >> which means we'll have to vote on that separately and I bring my note about which one it is and the gift my understanding what I read today about consent agendas is we
084do not have to vote on consent agenda as long as everybody agrees with the consent agenda. Does that sound correct to you madam chair from the region? >> I am googling right now. >> I thought I thought it was one vote but one vote for I think you still vote on it but it's just one vote for everything. Yes, except that I read something today that made me think that we didn't have to vote, but we can vote. I'm fine with that. So, this super fast 10 seconds of Googling says to seek approval, unanimous consent, the chair will ask if there are no objections, these items will be adopted. After pausing for any objections, the chair states as there are no objections, the consent agenda items are adopted. >> A formal vote is not needed
085unless an objection arises. >> Yeah, that's that's the wording I read today when I staff was like, "Oh my god, I don't know what I'm doing." Okay. So, I would like to pull out this June 3rd agenda because in one section um I would like to add the word proposed to the item about setting up an advisory committee to look at the future of the Helm School. So where it says creation of advisory >> yes the >> you want to add proposed creation of advisory. >> Yes. Because that isn't something we did >> and it it was something that I brought up. >> Proposed creation. >> Yeah. >> Gotcha. >> Okay. So I move to accept the minutes of June 3rd, 2025. >> I second. >> All those in favor. >> Okay. We've adopt we've
086approved the minutes for June 3rd, 2025 unanimously. Okay. And we don't have to vote on it, but I I just wanted to mention the gift um that we received. which is to support the Pelum Elementary Garden project. Um Steward stipens. I'm not sure what steward stipens are, but I do appreciate the donation um to support the garden at the school. No, >> I think it's the um I could be totally wrong. um the high school students or somebody who's supporting the gardens. >> Yes. >> Hi Tanya. >> That's absolutely correct. Students that were the summer interns for the garden. >> Oh, wonderful. Wonderful. Thank you. Thank you for the clarification, that information, and thank you for the gift. That's great. Okay. So, are there any objections to the consent agenda? I don't see any. So,
087the consent agenda is accepted. Perfect. All right. Um, future agenda planning. Um, so we do have the presentation on October 30th with Tracy Novik. um will be here at 5:30 and she will be here in person which will be very nice. Um I'm hoping that John Trippy, our finance person, will be here at the November meeting to give us a very brief overview of how the school budget fits into the town budget. Um, and we will also have our discussion about committee goals in November. Um, I think William, you might be able to tell me this and we've never done this before. Well, maybe we haven't. I don't remember. Are we supposed to have a CPAC presentation sometime this year? It's your best. >> The CPAC has requested to make a joint presentation to the
088three school committees. Um I think in November so the chairs can work together to coordinate back. >> Okay. >> So that would be an additional meeting from our regular November meeting. >> Yes. >> Okay. And then December will be the initial presentation of the 2627 budget. Oh, we have to go back to the cough center conversation too. >> Yes. >> And >> yes, >> will part of that be on the 30th, >> the cost center? >> Yeah. at our retreat. >> I don't know about retreat. >> Oh, what are we doing on the 30th? >> We're having >> I did I did I did ask if if I don't know. I did ask that if possible that we wait to redo the cost centers until after >> until after. Okay. because if the if the
089retreat is to focus in on the budget and things I think that Tracy's input would help greatly with the understanding of what cost centers are for the committee. >> I I was just saying can we make sure that is accomplished on the 30th that like we would have a better understanding of it so then we can move forward at the next meeting. I don't know who's coordinating. >> I'm second I'm seconding you. >> Okay. Thank you. >> So I'm not sure what we just said. that when we have >> what we said what we said is that we're going to wait until after the 30th >> okay >> when we meet with Tracy and then after meeting with the Tracy we're going to make sure she kind of delves into the understanding of cost centers
090and the budget so that the committee can have a clear understanding of like what they're going to vote on afterwards. >> Okay. So, uh is that something that I should communicate to about to Tracy? I can do that. >> Sure. Can you can probably send her We can email you the the draft and then you can send it to her, too. >> Okay, great. Um, Dr. Z, you mentioned an a a retreat. We haven't actually set up a retreat. >> So, >> I don't even know. I have all kind of names in my head. October 30th meeting is what I'm talking about. Um I keep whenever I think of Tracy, I think of the retreat from the regional committee that she did. So it's just all I want to blur in my mind. I'm trying
091to remember October 30th meeting. I'm sorry. >> Okay. But I I thought maybe I missed something. >> All right, great. >> Is the October 30th meeting not a retreat? It is an actual meeting. >> It's a meeting. >> So someone's gonna be taking minutes like it's act because if it's a retreat, we don't have to. Why will we not do it as a retreat? >> What? Okay. What was the conversation you had with Tracy to do a presentation? Yes. >> About chapter 70. >> Oh, so the 70 on 70. So, okay. That is a super helpful conversation. I do think um it would be easy to fold in a conversation around um the cost centers because that is all about budget. >> Um and holding it as a regular meeting is probably a good thing
092to do because then it will be we can live stream it and and all of those parts. Um, and we still can have the same kind of conversations that we would at our retreat. It's just focused all on the budget. So, I think >> Well, I think either way, it's >> presumably you as the secretary are not going to have to write all of the stuff about the chapter 70. >> No, if she has a presentation, it's great. If it's in the presentation, I don't write any of it. So minutes would be presentation by >> Yeah. >> blah blah blah. Okay. >> Yeah. >> All right. Uh that's about as far out. I mean I >> Yeah, I think that's fine. >> Yeah. All right. I move to adjourn the school committee meeting seconded by
093all those in favor school committee is adjourned. Thank you everybody. Really appreciate your