2025-05-13 School Committee Meeting

001I'll just exit next to you and keep the aisles clear at all times unless you're at the podium speaking. Thank you. Good evening everyone. Thank you so much for your patience. We had an extensive meeting before this. So, thank you for waiting. We appreciate that. We have uh substantial agenda items this evening. So, I am going to reconvene open session and um turn it over to the superintendent for the closing and sealing of executive session minutes. But we we are going back into executive session, superintendent Bard. So, do we do that now or do we have to how do we do that procedurally? We would close the item that we've already se the item that we which is I believe is just A. Okay. I make a motion to close and seal the executive session

002minutes pertaining to item A under the authority of island general law section 42-46-5 investigative proceedings regarding allegations of civil or criminal misconduct and under the authority of island general law section 42-46 discussion of job performance. Okay. So, I heard Greg first and seconded by Karen. All in favor? Unanimous. Thank you for setting it up this way. So, it's much easier to see this way than the other way from March. So, whoever was responsible for doing that, thank you. You're welcome. Thank you, Gina. You're always thinking ahead. Okay, so disclosure of Yeah. Yep. Disclosure of executive session votes. I am going to turn that over to Miss Angela this evening. Oh, I never do this. Thank you. So, we had four votes in the executive session. The first vote was to uphold the superintendent's decision regarding

003an independent investigation. We had six members who voted in favor and five opposed. Uh the six in favor according to my notes are Mr. was on [Music] member pardon me I'm sorry me member Pulat thank you you're on initials here um member chambers member Reynolds member PCEL and member Lyall and opposed were member teft member Dinsmore member Phelps and member Hopkins and member Chapman The second vote was again to uphold the superintendent's decision regarding another independent uh independent investigation for another person. Uh again, this vote did carry with I had how many opposed? Apologies. I had members voting no. Diane Teft, Laura Chapman, Luis Dinsmore, Larry Phelps, and everyone else voted yes. And the third was to recess to an executive session after. So it would be a second executive session. That was unanimous in

004favor. And the fourth was to move into open session once again. And that was also unanimous in favor. Thank you, Angela. So, uh, our next on our agenda is item six, recognitions, Gina. So, I would like to begin by noting it is teacher appreciation month and, um, our students on the superintendent education advisory plan panel uh, created an entire month of celebration in our eupdate. Hopefully, you had a chance to read it. But we wanted to I wanted to say thank you on behalf of the entire school committee. I want to extend our deepest gratitude to all of our educators and school staff. Every day they bring passion, dedication, and and to their work to shaping minds and the hearts in ways that extend far beyond their classroom walls. Their impact is truly immeasurable. This

005week and every week, we thank you for the countless ways you inspire, guide, and care for our students. You are the foundation of our schools, and we are so proud to honor every single charo educator during teacher appreciation month. not just for doing teacher not just during this month but every month moving forward and beyond. Thank [Applause] you. Staying in line with teacher appreciation, I would like to recognize uh Robert Whitaker known to many of us as R.J. Um Mr. Whitaker was nominated for the 2025 C um civics engagement nominee for the state. Mr. Whitaker is a amazing individual who has helped lead our char community engagement summit, our first inaugural one that will be happening this month. And his advice, his initiation, and his work is doesn't go unnoticed. And while he was not

006the winner, he should be next year because we will continue to nominate him. He's an amazing educator. We're proud to have him on our staff. Thank you, Mr. Whitaker. Now, Audrey, now you have to stand up and wave. Yes, Mr. Whitaker. Thank you. I would also like to recognize our Charo Theater production, a play, Mama Mia. Hopefully, you had the opportunity to see it this weekend. Absolutely amazing. Peep Worry. If I ever become a Netflix producer, I'm calling the the crowd back in. and I see my tech crew out there from from last year and a few of our um alumni actors and chorus. So, thank you for coming. But the production was amazing as always. The work that Miss Burns does, Mr. Smith, Miss Hall does not go unnoticed for teacher appreciation. But the

007students just elevated their talent, their amazing coordination, and I know that our younger students both in middle school, high school, and elementary school are you're their mentors, and they talk about all of you all the time. So, thank you for a job well done and for a beautiful production. I'm also thrilled to recognize um the Rhode Island General Treasurer James Dios's Young Leader Award for Lydia Taber. Lydia is one of our juniors, going to be a senior next year. Um also part of the Future Business Leaders of America. I had the um the lovely opportunity to spend a week in Florida with Lydia and many other of her classmates and she absolutely is not only welldeserving but another mentor for our staff um and our students. She's just an amazing individual who is also on

008our track team and not here this evening but an amazing student, another Charo um success story. Congratulations Lydia. We are also celebrating um our SAT results. I want to congratulate everyone because remember vision of a graduate is K through 12. It doesn't just start in high school. It starts from our early years. And we're very proud to say that we had a three-point increase in English language arts and a 11point increase in mathematics for uh SAT which is grade 11. for our PSAT grade 10 results. Even more promising, it showed that they are wellprepared as they head into their junior year. And the most promising and with a huge improvement in all areas was our grade nine students coming from our top 15 middle school into our top 10 high school and growing every single

009year. So kudos to every single educator and all students and families that support their children every day to do this amazing work. Congratulations on the job well done. I would also like to recognize our welding competition at Graasso Tech. There is a link on the agenda if you're interested in seeing the video. Um, but a big congratulations to Jared Minnik who placed second in the competition and will now represent our school at a national competition in Michigan next month. Congratulations, Jared. I also um I know Miss Chambers you have a recognition that you would like to share and then I'm while you do that I'm going to prepare for Skills USA and their certificates. Okay. Thank you. Thank you. Um good evening. Um I did want on my recogni I had two I have two

010recognitions. One of them acknowledges our uh superintendent Mrs. picad in the incredible increase in um of the SATs and PSAT results. I am not, as you'll hear a little bit later, I am not a fan of just uh standardized testing in my career as a one measure. I will talk about that in a minute. But um the fact of the matter is that that people want to see those numbers and I think that is indicative reflective on the good leadership we have here in the district and I thank you for that. I also thank you thank you you all agree. Uh thank you. Uh also I want to recognize I had opportunity if you haven't you should uh look at the new website and I'm not sure who is responsible for that but I am

011so proud of that website because it gives a very clear understanding to the public of what is all about. Unfortunately as a result of last meeting um our last meeting we've lost Mr. Jen Carelli. Um, and he is prominent in and plays an active role, a very strong role in that video. So, I guess it'll have to be remade because he's no longer going to be with us after June. And that breaks my heart. Um, that's a personal thing. And that's it for now. Thanks, Donna. Thank you. Thank you. Okay, last but certainly not least since I think some of our students may be here or at other but I'm going to call every single name because they deserve it. So the certificate says the Cheraho Regional School Superintendent and School Committee officially recognize and

012congratulate and then it says on achieving which award and I'll tell you uh gold, silver, etc. But for the 2025 skills USA state competition and then I will also announce which competition they received their award in. So, first I would like to congratulate Francesca Buyer's gold award action [Applause] skills. Giana Carti, gold award, restaurant service. Chase Caswell, gold award, carpentry. Charlotte Juicy Gold Award early childhood education in the first ever for charah Elijah Henley Gold award electrical construction wiring Luke Hoffman Gold award architect Arctural drafting Nolan Loops Marine Service Technology Gold Award. Tucker Malenfont, Gold Award, Automotive Service Technology. Mia McNiss, gold award crime scene investigation. Do not make any mistakes around Mia. Cassidy Moyer, gold award crime scene investigation. They probably outdo some detective work. Ella Murphy, gold award, baking and pastry arts. Ella

013has been a national winner two times and I know she's going back and she wants that win her she's won first place and I believe third place. So um Ella is definitely excited. Katherine Pilington, gold award, criminal justice. Logan Rowski, gold award, information technology service. Cooper Cenle, welding. Fiona Smith, crime scene investigation. Grant Taylor, Gold Award, Health Occupations, Professional Portfolio. Nathan Berlingham, Silver Award, Carpentry. Kyle Marquetti, Silver Award, Emergency Medical Technician. Nicholas Cartella, Silver Award, criminal justice. Gracie Borno, Silver Award, Emergency Medical Technician. Christa Algier, bronze award, crime scene investigation. Matthew Boyd, Bronze Award, Technical Drafting. Lindsey Maine, Bronze Award, Architectural Drafting. Lady Marciel, Bronze Award, Crime Scene Investigation. Nathan Pakaris, Bronze Award, Marine Service Technology, and Pilot Peltier, bronze award, crime scene investigation. Going to have all of my award winners who are here

014stand right in front of the stage. Mr. Drake's going to take a photo for us. All right, moving on to public forum. So, I just have a couple of comments before we move forward to public forum. Um, in the school committee's public forum policy, it states that public forum may not exceed 30 minutes. I wasn't aware of this policy at the March school committee meeting. We have 22 folks um uh individuals who signed up for uh public forum. So I would like to entertain a motion to extend the public forum time beyond 30 minutes because I would like to give each speaker two minutes um for them to come up and address the school committee. So can I entertain a motion for extending the public forum beyond 30 minutes, please? Madam Chair. Yes, sir. I

015make a motion to extend the public forum. Thank you. Do I have a second? Okay. Seconded by Jessica. All in favor? Oh, I'm sorry. Before discussion, you're not saying what time. So, I'm going to give each individual two minutes. And I'm going to ask total time. Total time two minutes. No, total time for all because even though you've given them two minutes, some people get up and speak longer than two minutes. So, what is the cut off? So they have to all be cognizant of each other and respect each other's time. So I want just a a hard stop at a certain time. So it's 8:00 and it's going to be a hard stop at 8:45 and I'm going to ask the vice chair to time everyone. Okay. Thank you. Thank you. Any other discussion?

016Jess, did you have something? I just don't want to make a time if someone's going to get cut off. I don't want to to set that time limit and then someone gets cut off at the end. It I'm gonna give everyone two minutes. We've got 22 speakers. I'm That's fine, but I don't think we should set a time because we don't know what's going to happen. I don't want someone to miss out. I just think they have to be respectful of everybody on the list. So, just be mindful of the person behind you so that you're not encroaching on their time. All right. So, we have a motion on the floor to extend public forum. We have a second. We had discussion. All in favor? It is unanimous. Okay, great. So, um for each speaker,

017as I said, you're going to have two minutes. You'll be timed. When the timer goes off, I'm going to politely say thank you and then ask the next speaker to begin. I'll announce three speakers at once. So, if you can come down to the front so we can keep it moving, I would appreciate that. Um, so we have a substantive amount of district business tonight. Um, and I do want to do that as efficiently as possible, but I also want everyone to have the opportunity to be heard. Um, I want to be respectful of your time. Um, but we also need to be respectful that we have a substantive amount of um, district business to conduct tonight. You may also be aware that we have a rule that states if a meeting is to exceed

01810:00, the school committee must vote to continue their work beyond that time. So, I'm mindful of that as well. Um, I'm asking everyone to be efficient with their remarks and to be respectful. No shouting from the audience, please. We have to run a public meeting. So, I believe me, I'm a passionate person. Anyone that knows me knows that I'm a passionate person. I know that you're passionate about what you want to speak about tonight. I will respect your your passion. I'm going to if anyone is shouting, I'm going to give you a a kindly a warning and then um I don't want to have to um you know exclude anyone from our public meeting moving forward beyond the warning. Okay? So, let's be respectful of each other. Um so, you are um encouraged to come

019up and speak um about items that are not on the agenda. And we're going to ask you to be accurate, present facts, present the information that you want to present based upon personal knowledge, not hearsay. This is all from our public forum policy. Be considerate and allow allow everyone to speak without interruption. Okay. So, I'm going to announce the first three speakers, and that's Donna Chamber, Chris Kona, and Eda Zazoff. So Chris and Eda, if you are you're on deck, you're in the the the hitter circle, if you will. So Donna, would you like to go first? I I will go first. And um I think it's a little beyond few minutes but because I didn't have time to edit it but uh let me just say uh that first of all I want to

020um to all those who sent emails to us the committee members and gave your insights in the past year I want you to know I hear you. I don't always respond. I never respond to emails because I think my comments need to be made public and not to individuals. So, I do appreciate the input that comes from the constituents and please keep it coming. Thank you. Um, I've been on a school comm school committee for almost 10 years now and when Barry Richie had to step down, Jane Daly became interim. Our search brought Gina Pad to us and she impressed me from the start and continues to impress me this day to this day as an excellent superintendent. I represent Charles Town and until the last few months, Charles Town has always supported the administration.

021Our newest representative, however, is disrupting this and that disappoints me. Um, education has been my career and my passion for over 50 years. I worked as a program director, a trainer on a local, state, and yes, even a national level for quite a few years with expertise in principles and practices of performance assessment. I think the skills skills USA um recognition just before this demonstrates what performance assessment is. These kids had to do a project that demonstrated a performance that was measured against very specific criteria. And that's what I that's what I did for my training throughout my career. Um it just means don't tell me what you do, show me what you do you can do. Okay. So in the short time Louise Dinsmore has been chair and I still don't understand how that

022happened. Her performance has has not been check demonstrated as a chair of the school committee in my in my opinion. Um she does not have the skills in my opinion to do the job. We have heard a lot about what she thinks, what's important to her, her kindness, respect, and concern for students. However, her performance and the demonstration of that, except for her consistency, she consistently says thank you, and I appreciate that much. um has not demonstrated to me an ability to lead in a way that is kind, respectful, and shows interest and concern and well-being for the children in the school district. At the April 18th meeting following what I thought was an amazing demonstration of the greatness of Chero, she immediately facilitated the agenda item um to not extend Superintendent Picad's uh contract.

023This amazed me and everyone of her group followed in suit. You can see who her group is by looking at who demon who immediately voted no even though it was apparent from the performance just prior to that of how wonderful the school district was doing and that we all know that does not just happen. It takes really good leadership to do that. Um, in my opinion, uh, Louise Dinsmore does not follow the Roberts rules, although she's new at this job, so we'll give her a little little leeway on that. Um, she uses her gavvel way too much and she in she puts in her opinions way too often after people after the uh people have spoken. She influences the vote, I think. Um, so, so it's not about performance when she does these things. So,

024what is it about? I still haven't figured it out. It's not to make Donna. Okay. You got Okay. Un Let me wrap this up, please. Thank you. Okay. Thank you. Unfortunately, we have a quorum of members and a leader who controls the majority and their actions are not aligned with the welfare of of Cherokee. And I think we all need to pay attention to that because it can be a very slippery slope. And I'll wrap that up. I will probably say more at future meetings because I'm upset at the direction that this is going in. Thank you. Thank you. Thank you. So Chris Kona, you're up. Justin Bentley is after and Janine Harrington. Chris, you are recognized. Thank you. Thank you, Madam Chair. I'm Chris Kona from Richmond. The school committee has created a large

025and leadership problem for itself. When Dinsore, Chapman, Phelps, Pulat, Hopkin, Teps, and Chaplain voted not to extend Superintendent Bard's contract, it came with no real explanation as to why you made the decision. You suggested it was to raise middle school math scores, but I think you're too rational to really think that removing one superintendent has an impact on performance of one test in one school. The Ocean State Current suggested it was for cost, but there isn't a superintendent of Rhode Island who gets paid less than Picard who has more students. I'm the only one who's I'm not the only one who's confused about where you're going. And I assume the worst, and we assume the worst. Mr. Gangarelli's departure is just the start. Now that you established that you're difficult to work with, anyone who

026has been ever thinking about retirement is heading toward the door. As you establish a reputation for bullying and for being capriccious, whether it's your goal or not, it's going to be a lot harder to recruit good talent in Cherokee. Cher is going to become a stepping stone for administrators and for teachers. It'll be a place where folks come, they do a couple years, get a resume bullet, and then move on to a place where they know they can build a future uh and they have a stable future. And then we'll have to take whatever we can to fill the gaps. So we'll create a a brain drain here as the talented teachers and administrators leave for higher ground. Now maybe you don't see this as a problem but organizational change manifest from the people in

027the organization. You need to get them aligned with your vision which means they need to trust you. You've broken all of that and it's going to take real work on your part to fix that. So now you're at a point where if you want to create any change you the school committee is going to have to show some leadership. Platitudes are not going to cut it. They work fine on ocean state current and they work fine on Facebook. But the people you need to convince aren't there. They're here in this school. They're here in this room. Platitudes will not work to align the professionals that you need on board in order to help you carry your vision forward. If your goal is really to help chero academics, you need to start re resourcing it and

028being honest about how you're going to get there. If your goal is just to burn it down, well, you're already on that path now. Thank you. Thank you, Chrisa. [Applause] Thank you very much. Um, I'd like to talk about public schools and how important they are to a community. You claim to be uh looking out for taxpayers, but I urge you to protect the one thing that keeps this community strong, and that's our public schools. A well-funded, well-led school district is one of the best investments that we can make, not only for our students, but for our entire community. It keeps property values high. It brings in new families, new businesses, and it builds the kind of community where people want to live, work, and raise their children. And here's the good news. Cherho has

029built that kind of district. We are one of the best in the state until now. Instead of continuing to strengthen and improve on that tower of success, we are witnessing a game of Jungga with a twist. The players here, and you know who you are, are systematically weakening the chair hog tower with each move you make on this school committee. The political mover to disrupt the election of the committee chair was the first piece removed, but it felt like a cornerstone. The norms of comportment were gone suddenly. The next play was to attack the reliable and affordable school committee attorney by putting his position out to bid. Even though you backed off on the vote that um you had expected because of the public outrage at the meeting, the game continues. In a daring move,

030the committee voted no to extend our superintendent's contract at the next meeting, extend their contract for a third year without one solid reason given and without allowing the public to speak to the issue. Were you afraid of the outrage on that issue? Removal of these two Jenga pieces seriously threatens the tower undermining the stability of the system creating chaos. One of the worst things for students is to feel the chaos in a community. I elaborate on this metaphor for one reason. I want everyone in the community to know what you are doing in the name of your platform all A's for cherero which by the way sounds lofty and good and I agree with your first two head up 10 seconds. Okay. Okay. I agree with your first two academic e excellence and um affordability.

031But when we get to accountability and academic transparency, that both of those are unfounded accusations against this school system and against the teachers. That really is a culture war that could end it all. Teraho is a strong district. We should be lifting it up, not tearing it down from within. Thank you. Thank you, Justin Bentley. Janine Harrington. Hi, Justin Benley Ashway. Um, I'm going to start off. It may sound strange. I'm going to apologize to uh seven of the members for um I had been in contact with uh you multiple times um requesting your reasons, statistical reasons, data driven reasons for why you chose to vote no on the extension of Superintendent Bard's contract. Um and I apologize if my email was if it upset you. some of my uh the way I I apologize.

032I was a little bit passionate. Um I got a little bit upset when I was stonewalled and didn't receive a response, not even an acknowledgement. So, um I'm sorry for that. Uh the offer still stands. I'll still continue to reach out um seeking data driven decisions. Um on that note, uh Miss Dinsmore, you did reach out to me. I appreciate that. We had some back and forth. Uh you gave some statistics about uh middle school rycast scores. I appreciate that. Um that that was all I I was asking for. I accept your apology. Thank you. Um and and I do I you had stated something to the effect of you thought that rycast which I agree with is not the beall endall and I wholeheartedly agree with that. Um but you had stated that seeking

033there need to be other measures of data to benchmark growth. Um and I I am a data junkie and the good news is I've reached out to the assistant superintendent and there are numerous benchmarks um that are much more accurate statistics. uh to measure the growth and progress of Cheraho. Um I just two in particular that I strongly urge school committee members if you're not familiar with them uh K through eight I ready math um it's an amazing it's much better in my opinion than Rycast uh it's given in the fall the winter and the spring to every student K through eight um where you can almost real time uh measure the progress in math of students um to me it's a much more statistically solid measurement um because you're measuring each student individually each

034grade year to year uh three times per year versus rycast you are measuring um a different cohort different test each year it's kind of silly and the other one would be NIWA um again fall winter and spring um that's for ELA um and again it's it's it's phenomenal it's there's volumes of data I I thank you for sharing that um I've just begun looking at it and uh I'll continue to look at it again and again I' I'd love to share that with you and suggest that you you dive in yourself but the one thing in in looking at it for the past several days is that we are improving, we are growing, we are making gains. So there are measurements and and um again I I look forward to hearing. Thanks Justin. Thank you

035for your comments. Okay, Janine Harrington and then after Janine it's Mary and I can't read your last name but I think it begins with an M. So Janine Harrington, Mary and then um Trisha Kelly and then Jean Arthur. Hi, my name is Janine Harrington. I'm a parent of a child in Charo schools. I'm an alumnest, taxpayer, and voter. I'm here tonight to give my comments about Superintendent Gina Pequard that I was disenfranchised from doing last month's meeting by Chair Disar Dinsore. Gina Pequard was hired because she was a collaborative leader who was would maintain the positive momentum that the late great Barry Richie initiated and imbued. He was persistent in his drive, dedicated to the objective, and honest in his engagement, and Gina has maintained that course. The Charo School Committee back then voted not

036for change, but rather for the best candidate to continue this mission. Superintendent Peard has brought real stability to this district. She listens to families, makes thoughtful choices, and always keeps kids at the center. This district has been through a lot and has some big hurdles ahead with the closing of Hope Valley. We have someone who knows our schools, understands our community, and is making things work. Why on earth would you risk all of that and start to start all over again? And let's not kid ourselves. Replacing a superintendent is disruptive and expensive. Why charge the taxpayers tens of thousands of dollars to seek out and hire a new superintendent who knows nothing about our schools and the major changes we are embarking on? A superintendent who will likely demand higher pay. It's ironic to me

037that you seem to have forgotten the taxpayers. We are all you were all elected to put our schools ahead of any personal and political agenda. I was confident in you to make the decision not based on politics but on the needs of our children and our community. You failed us. I don't have confidence that another change would go smoothly with this committee. As a parent who has had kids in this system since 1998, having interacted with administration for decades, I feel Gina has been excellent. She's communicative, forthcoming, and available. But most of all, she has been supportive of my children and always puts the kids needs and district needs first. Shame on you for not doing the same. Thank you, Gina. Congratulations for all these awards tonight. That's Mary. Mary, what is your last name?

038Mason. Thank you, Mary. You've heard from me before. Thank you, Donna, for your comments. I am a Richmond resident. I emailed all of you after the January meeting and mentioned that a fellow resident had approached me and said we got her in. That person at that time also said, "Next is the superintendent." And I really thought it was merely an inflated kind of statement. However, now that I've attended several meetings with this new school committee and witnessed for myself the blatant political posturing, I realize I should have never thought so lightly of that comment. There are seven members here who claim to be transparent. You are anything but that. In February, Miss Chambers even asked for an item on transparency to be placed on the next agenda, and that speaks volumes. In my experience, those

039who constantly claim transparency are usually the ones who use it the least. It is evident that if someone's point of view doesn't align with the agenda of the seven up there, that that person is summarily dismissed. And I got my first taste of that in Louis's response to the affforementioned email. Having no connection to local politics or social media myself, she chastised me for basing my comments on hearsay and rumors, accepting non-facts and untruths, and express surprise that I would buy into any of that. If a person who does not run in political and social media circles picks up on ideas that spark such a defensive response, then something rings true in what was said. Now, specifically addressing April's meeting, as a 30year resident and taxpayer, I am alarmed by the clear actions of the

040seven to sway the discussion against superintendent Peard. And from the moment Louise was elected chair, Miss Bard has provided continuous support throughout meetings. She has also been a highly visible member of the school community during and after school hours. Test scores continue to improve. Miss Bard has detailed information to share. The superintendent even declined a salary increase due to level funding. As a retired public educator of 33 plus years who worked under at least five superintendent, I assure you this is not typical. And Louise also noted that Ms. Bquard was a reflection of her team. Typically, when that phrase is used, it is transposed, as in one's team is a reflection of its leadership. Her positive relationship with faculty, staff, and students was evident in her vision 2026 strategic plan update. Her leadership was reflected

041in the team's enthusiasm and positivity. Mary, 10 more seconds. Okay. Well, I think I'm going to pass it on to my my companion. Okay. Thank you, Trisha. Trisha Tyler from Richmond. Sorry. Contents of up to a hundred emails were fleetingly mentioned, but not detailed information, but no detailed information was shared. At the February meeting in regards to the Cherho Cowboys, Louise stated, "When we get correspondence from the community, we should discuss it." To add further insult, the public was denied the opportunity to weigh in. Even though in February, she also stated, "I'm always willing to listen to different opinions." In the past, Louise made hers herself has complained publicly about not being allowed to speak during town and district forums. This is the height This is the height of being, excuse me, this is the

042height of hypocrisy. She based the decisions to forbid those present to speak on a fear of OMA violations filed against herself and the committee and that allowing public comment would devolve into a performance review in open session. Very weak reasoning giving the words of the public cannot violate the OMA. only those of public officials unable to res restain restrain themselves. According to the district's code of basic management principles and ethics standards for school committee members, you are obligated to accept and encourage a variety of opinions from from and communication with all parts of the community and make public relevant institutional information in order to promote communication and understanding between the school system and the community. Avoid being placed in a position of conflict of interest and refrain from using the committee position for personal gain

043and render all decisions based on available facts and by informed independent judgment other than by the influences of individuals or special interest groups. Please take the time to revisit the document and remember that you are tasked by residents and taxpayers to make your first greatest concern the educational welfare of all the students. Thank you Jean Arthur Greg Abdesian Michelle McCrae. Hi. Hi June. My name is Jean Arthur. I am here because though I do not have a child in the Cherho school system and as a former public high school art teacher in Massachusetts, it has come to my attention that some members of the Cherho school committee seem to have promulgated a right-wing political agenda as well as suppressed public discourse regarding Superintendent Peard's contract renewal. There is a Lithuan Lithuanian riddle that goes, "What

044lives without a body speaks without a tongue? Everyone can hear it, yet no one can see it." It is an echo. Instead of being an echo to someone else's rigid ideas of humanity, those who have chosen to practice this with respect to the education system, they might consider embracing, in the words of Karen Armstrong, a constant flexible intelligence. One has to be able to investigate and encourage finding out more about the world. This does not mean being content with little scraps of sound bites. Instead of waiting for someone to lead, every person needs to just go on and start practicing the golden rule in each of their positions on policies and decisions involving the administrations and staffs of our schools. As Dorothy Layers writes in the mind of the maker, the vital power of imaginative

045work demands a diversity within its unity. And the stronger the diversity, the more massive the unity. It is to the power of unique diversity in our educational spheres where great minds and hearts will forge a unity of intellect and thoughtfulness so vital in our world today. Thank you, Greg. Mr. Abeneian, Michelle McCrae, Elizabeth Dalton. Good evening all. Uh, first of all, I would like to apologize to the public for my behavior at the last month's meeting. It was not approp it was not appropriate for a public meeting. But but while my behavior was not appropriate, I believe the chair's decision to not allow public comment for an item on the agenda was not the right one, especially for discussion regarding a decision with such far-reaching consequences. It's unfortunate that those in attendance were not afforded

046the same opportunity to be heard as those who contacted members of the committee via email anonymously. I have held an elected office on four occasions over the span of eight years and have never denied the public the ability to speak regarding an item on a published agenda, especially when I didn't agree with them. I would expected the ch that the chair would have extended the same courtesy she received in the past when she came before this committee as an ordinary citizen. To my knowledge, she was allowed to speak whenever she came before the school committee before she was appointed. So I must ask what was the difference then? My frustration not only is with being denied the opportunity to speak was also with some of the committee members inability to clearly state their reasoning for

047voting as they did. I see this as an as an expression of contempt for anyone who disagrees with them and it forces the perception of collusion and a hidden agenda. So again, if there's nothing to hide and the committee was acting in the best interest of the students of Charo, I must ask, why deny the public the right to speak and and question? I have no expectation that I will agree with any of your decisions. But absent of a discussion, how will we ever know what we can agree on? I'm certain one thing. We will never achieve the best possible outcome for the students of Charo unless we are able to have an open and honest exchange of ideas. It is my opinion that the best solution comes from open and honest discussion and this

048committee is lacking both. The decision to not extend the superintendent's contract will not promote academic excellence and the instability from the decisions will ripple through the district making it harder to hire and retain competent education professionals. This is already happening as demonstrated by the resignation of the middle school principal. Greg, 10 seconds, my friend. One last point. My experience tells me that the grass is almost never greener on the other side. So, please be thoughtful when making decisions like to extend the superintendent's contract. The students of Charo are counting on you. Thank you. Michelle McCrae, Elizabeth Dalton, Jordan, Serena Senniscali. Uh, good evening. Good evening. Um, I understand this committee is so concerned about taxpayers. Then let's talk about what actually protects taxpayers long term. A strong, thriving community, including a public school system. Public

049education is not a burden. It is the backbone of a functioning, stable community. When schools succeed, our property values go up. Our neighborhoods are safer, our workforce is stronger, businesses want to move here, families want to stay, everyone benefits, and Cherokee is a successful district. Let's not forget that. We have award-winning career and technical programs. As we saw this evening, our students outperform state averages on academic measures. We offer highquality special education services. We have passionate, experienced educators for now who care deeply about their students. We have student athletes who show up with heart. We have musicians who win competitions and graduates who go on to thrive in college, careers, and military service. This is a district we should be proud of. This is a district we should be celebrating. But instead, this committee is

050tearing it down, gutting it from the inside. You chose to create instability instead of building on the success. You voted not to extend a superintendent who will help deliver that progress. You shut down public comment. You cited secret emails and ignored real community voices. And through it all, you've done nothing. Nothing to present a vision for how we move forward. When public education fails, everyone pays. Ask any town that's watched it system fall apart. Property values drop. Enrollment declines. Businesses leave. Families do not buy here. And taxes, they still go up because we're stuck paying for the damage. If you truly care about taxpayers, stop gutting the system that protects their investment. Thank you. Thank you, Jordan. Jackie, is Jordan here? I'm sorry. That was That was Michelle McCrae that just spoke, right? I'm sorry.

051Is I think Elizabeth Dalton is next. Thank you. Sorry about that. My name is Elizabeth Dalton. I am a Hopkin resident for more than 30 years and both of my sons attended Cheroo schools. The motto of this district is all kids all of the time. This isn't just a slogan on a website or a banner in a hallway. It's a promise. It's a guiding principle for all of our schools, our faculty, our community. It means that every decision we make, every vote this committee takes, every policy we adopt should be grounded in one simple question. Does this help all kids? This means the students who struggle and the ones who excel, the kids in honors classes and kids with IEPs. It means LGBTQIA plus students who need to know their identities are safe and affirmed.

052It means kids from every corner of every town in this district need to know and feel that they matter equally. all kids all the time also means believing in the equity, the diversity and the inclusion of all students. These are not buzzwords but commitments. It means building a school system to support the full humanity of every child and removing barriers preventing access for some uh to the same opportunities as others have. It means making sure that no student feels left out, invisible or unworthy because of who they are. Through throughout the more than 45 years that I have worked as a professional special educator in uh both direct service to those with disabilities and educating teachers who work with them. I have held to these beliefs, these ideals, and these promises of equality, accessibility, and

053support. I'm not sure that this committee is living up to those promises. Decisions are being made behind closed doors. Elizabeth, you have about 10 more seconds. Thank you. Voices are being shut out. This is not all kids all the time. It's politics and and this is division. And if you believe that your decision not to extend our superintendent's contract for more than one additional year is beneficial to this school district or our kids, I believe that you are very wrong and this view is shared by many others here in this district. Gina is capable, hardworking and truly acts on behalf of all students. Thank you. Thank you, Elizabeth. So I have Jordan. Is Jordan here? Jordan is not here. Oh, okay. Jordan. So Jordan. No. Yep. One second. And then Jackie Turo and Kathy Solomon.

054Thank you very much. You're welcome. My name is Jordan Serino Senoskeki. I'm a lifelong Hopkin resident. um graduated here and was lucky enough to raise a generation of camp kids uh through Charlestown recreation parks and wreck. The behavior of the Cheraho school committee over this past election cycle has been deplorable, reckless, and must raise an immediate resounding response from the Tritown community. Heavily influenced by the extremist group Moms for Liberty, several members of this committee have worked painstakingly to dismantle the foundation that has made Chero an annual mainstay on the top 10 best high schools in Rhode Island. They attempted to change our policies towards discrimination, gender identity, harassment of LGBTQ students, and even still are plotting to dismantle our library media policy. And now they are attempting to oust who they believe may be

055one of the last people who can stand in their way. Superintendent Gina Peard, when you came for our LGBTQ students, the adults came out in droves and we made our voices heard despite attempts from the chairperson to dismiss the meeting early. I do remember that when you came for a qualified and adored leader at this school, it was the kids who came out in droves. Unfortunately, Chairperson Dinsmore learned from the last committee meeting and shut down public comment. A slap in the face to the hundreds who came out to be heard. That is not leadership. That is not democracy. And that is not the way forward for the Cherokee School District. I'm almost I did not come here to shame you for it is my belief you cannot be shamed. I did not come here

056to sway your opinion for I don't believe it can be swayed. Frankly, I didn't even come here to speak to you. I came here to speak to the people behind me to remind them of why they are here. You have to address your comments to the chair, sir. Oh, that's totally fine. Well, uh it's just a reminder for why we're all here and why we need to keep showing up, especially at the ballot box. Thank you. Thank you. Jackie Turo, Kathy Solomon, and Ann Marie Luzon. Is Jackie Turo here? Okay. Kathy Solomon, Ann Marie Luzon, Lucy May. Hello, I'm Kathy Solomon from Charles Town. The group that many of you on this committee align yourself with, the forgotten taxpayers, has a tagline. We pay for it. We should have a say. I agree with that.

057In fact, I think most in of this room agrees with that. If we're funding this district through our taxes, if we're volunteering, showing up, raising families here, then we should have a say in the decisions that affect our schools. But apparently Louise Dinsmore doesn't believe that because when it came time for one of the most important decisions this district had faced in years, whether to extend Superintendent Gina Peard's contract, the public was silenced. People came prepared to speak. They wrote statements. They arrang rearranged schedules. They sat in that room expecting to be heard. And Louise shut it down. No public comment, no discussion, just a pre-written motion and a quick vote. That was it. So tell me, where was our say? You can't claim to care about taxpayers and then refuse to hear from them.

058You can't build your credibility around we pay for it, we should have a say, and then close your ears the minute the public disagrees with you. If you're going to campaign on the slogan, live by it. Because right now it's pretty clear you're happy to take our money but you have no interest in hearing our voices. That is hypocrisy and we're not going to forget it. Thank you. And Marie Luzon, Lucy May, William Cotton, Emory Luzan, Charles Town. At the last school committee meeting just minutes before the vote to decide on the extension of Superintendent Picard's contract, we heard from students who stood up and spoke about how much they love their schools. They talked about the incredible opportunities they've had here. They talked about the teachers who go above and beyond programs that challenge

059them and the pride they feel being part of the Cherokee community. And then right after those students finished speaking, this committee turned around and told them without saying it outright that none of that mattered, that their experiences didn't count, that the leadership behind their successes wasn't worth keeping. You said you sat there, nodded, smiled politely, and then voted voted to destabilize the very system that just praised them. You told them to their faces that everything they love about Cher is either not real or not important enough to preserve. What kind of message is that? You didn't just vote against extending Superintendent Picard's contract. You voted against the very story those students were trying to tell. You told them the district they were proud of is broken. You told them their voices are not valuable. You

060showed them that no matter how broken I'm sorry, hold on. No matter how thoughtfully or passionately they speak, some adults in power have already made up their minds. And let's be clear, those students didn't show up by accident. They were here because they care. They believed that by participating, by speaking up, they could make a difference. They believed this committee would listen. Instead, you gave them a lesson in political theater. You show them that public comment can be denied, that positive experiences can be dismissed, that leadership can be torn down without real explanation, and that their voices so full of hope and pride can be completely ignored. You do not get to praise student engagement while erasing what they just said. You do not get to claim the district is strong while not extending the

061contract of the person who helped make it that way. And you absolutely do not get to pretend this is about serving students when you humiliated them in the same breath. They were watching. They were listening. And you should be ashamed of the example you set. Thank you. Lucy May will William Cotton and Virginia from Hopkin. I'm not sure how to pronounce her last name. Lucy. Hi. My name is Lucy May and I'm a 2024 graduate from Cherro High School. I would love to continue to talk about Miss Bquard because I love her dearly, but I would like to talk about the non-renewal of Madame Leam's contract in middle school. I don't know that we can talk about that because that's on the agenda for later. Is that correct? Will I be able to talk about

062that later? Yes. To the chair. Yes. Yes. Thank you. You're welcome. Oh, there's two other people that would also speak. So I would say when we get to that item on the agenda then um we'll have discussion and you can come up. Thank you so much. You're welcome. Okay. So was Virginia's was Williams comments about the teacher reductions and Virginia's comments about the teacher reductions as well and Penelopey. Okay. So then next we have Tom Marin, Dora Vasquez Helner, and Derek McKin McKinnus. And that would conclude public comment. Good evening. My name is Tom Marin. I'm a proud resident of Wyoming for the past two and a half years. Thank you school committee for your service. Thank you Superintendent Bard for your service. It's great to be back. Oh, I can't talk over there. So,

063it's great to be back. 55 years ago, I was a student teacher here. We had a great walk out for the first Earth Day in America, and Mr. Pellegrino led the walk out. We were outside for 15 minutes on a beautiful day. We had a good time. So, I came here a as a student teacher after two years in Vietnam. And uh that launched my 13-year current education. But I'm here today to uh comment on the seven members of the school committee and their decision who have been in social media declared lawb breakakers. They're lawb breakakers and u I was glad to hear that what they did because I was thought it was a long time overcome long time overdue. So I applaud them. Uh the 24,000 workers at electric boat do not have a

064three-year guarantee. They do not have a one-year guarantee beyond the three years. They don't have any of that. Uh to expect to be entitled to that is is just uh kind of bizarre to me. So uh I commend the people, the seven conservatives or seven school committee members most importantly that they had the will, they had the courage to take a stand and say no. And here's what they said no to. And I've seen this over the last two years in different shapes and forms. So the bottom line is it's not really rocket science as to why they made their decision. Uh but by the way, it was really great to see the diversity of the speakers here tonight. Uh so I'm glad I'm at least part of that diversity to express a different point

065of view a little bit different. So the way the superintendent treated her school committee a few months ago in open session uh I'm sure was part of this decision when Mrs. Ard boldly misinformed the school committee that the cherhjo act barred them barred them from tableabling the vote on the election of the chair's position. She did that. She also misinformed the school committee about not being indemnified. I think this is called a lie. If they voted to table voting on the chair position until the next meeting. She brazantly inserted herself into the dialogue to scare and bully the seven conservatives who are lawb breakakers. And then Mr. Marin 15 seconds 10 seconds them in the direction uh that she wanted them. So she had no problem giving erroneous fake legal legal uh advice and the

066list goes on. And I have to say this personally when I first saw her in action at a budget hearing unintentionally unknowingly perhaps she was she she was rough on people the speakers who came to the podium. She has a condescending attitude that just bothered me immensely and dismissed them and interrupted them. And of course, that's not a reason to dismiss anybody from a job unless your boss says so. But anyway, thanks for listening to me. Thank you. Dora Basquez Helner and Derek McInness. Good evening everyone. My name is Dora Vosquez Helner, Army combat veteran, 23 years, resident of Ashway now for approximately 23 years as well. Um, the purpose of my visit this evening is to promote a scholarship program that the Veterans of Foreign Wars conducts every year. Um, I was invited this

067evening by Chairwoman Dinsmore uh because we have attempted on two consecutive years to seek participation from the Cheraho School District with no success. Uh, the scholarship program that we offer through the VFW is held here at the local level uh through our VFW post and Westerly and it travels all the way up to the national level. It is first with the high school students. The national winner could possibly win a scholarship of $35,000. The middle school student could possibly win a scholarship of $5,000. Um it in requires for the middle school student to prepare an essay. For the high school student, they have to prepare a speech. And the theme for the two levels is how are you showing patriotism and support for our country. It is a very lucrative program. And again I am

068hopeful that the cheroo school committee uh will promote this program at the two different schools the high school and the middle school. And hopefully we can get participants from Cheroo. We have been successful with getting uh participation through Westerly at the middle school and the high school and we have found that the success of this program rests with a teacher at each location. Um again I remain hopeful um as this is a win-winwin situation for all students in the community. First for the parents as we all know I am a parent as well. Dor 10 seconds financially it is it is a struggle especially these days. It is a win for the student to display all their skills that they have acquired through their experience academic experience here at Cheroo. and that it is definitely

069a win for the Cheraho School District to showcase the quality and caliber of students that you are producing. Thank you. Thank you. And Mr. Mc Mr. McKinnis um so you you mentioned here that you signed up for the f French language program. So is this about the future agenda item as well, sir? So, this is less about an individual, more about the program itself. Okay. So, I'm for the record, I'm Derek McInness. I'm a resident of Richmond. Um, and I've heard the the same rumors, rumors, reports uh about plans to eventually disestablish the French language program. Uh, and I view that with concern. Uh, not just because, you know, there's no other venue in the state uh funded to provide French education. You can go online ACN uh funded by RIDE and get Spanish, Chinese,

070Portuguese, no French. Uh this is the only place where students could get a French language. And I think it'd be a shame if they lost that opportunity. You travel around the world, French is one of the most common languages outside of English or Spanish spoken well or Chinese. Um go to Africa, 60% of the population there speaks French. Go to Europe, it's the number two language there. And I think robbing the students of the opportunity to study and learn that language uh would be a mistake here. Um I would just ask that you reconsider your your thoughts recognizing declining enrollment might be an issue, but I think getting rid of a program wholeheartedly uh that offers so many benefits, especially given the Franco-American, French Canadian uh presence throughout the region, greater New England, uh is

071is shutting down an important venue for students. Thanks. Thank you. Okay, that concludes public forum. Thank you very much for your comments. We're going to move on to item eight, policy, voluntary change of the elementary district. This was requested by member PCEL and it looks like we got we received some updated information here. Um, and I will turn it over to Jessica at this time. Okay. Thank you. Um, so my main concern with requesting this policy for review is that I see more families that are needing this policy because of the redistricting of elementary school lines and the consolidation process. So I reviewed the previous discussion of this policy which was in January 2020 and at the time one of the main goals was to allow students to attend a school of choice based on

072a specialty of their interest. Now, in addition to allowing this, um, my main goal is to address the concerns with transition from four schools to three and the transition from enrollment in town of residents to district enrollment based on transportation lines. I also reviewed the map of district lines, which does have a note that says future changes to the map will only affect newly enrolled students who do not have currently enrolled siblings. So this is one of the issues that um I foresaw and that someone family had also spoke to me about which is that their two older children were uh in Richmond. They live in Richmond um and their two younger children were then distributed to Charletown. So they would need this policy to request that those children went to Richmond instead of Charlestone.

073Um so my suggestions to this policy were basically that there were two sections of it that were very similar. Um, and I provided this document today. I know that that was last minute. Um, but I suggested that we strike the whole first section and add an introduction paragraph. And then I made some additions to the the remaining section that I thought addressed the concerns I had and the new scenario that were um undergoing. If someone has a preference, they would like me to go through all of these. Um, so Jess, I have a question or I I think this is more of a process. Thank you for bringing this to our attention. I think this for me is more of a process point that I want to make. So when we were here in March

074and there were a number of policies, discussed if you will to go to the policy subcommittee. My understanding is is that this has to go to the policy subcommittee for review and input. And it does not have to. No, the our formations of policy is policy says that we can review and make changes in a meeting. But doesn't that usurp the purpose of the policy subcommittee? I don't know. Any other thoughts on that? And I appreciate your due diligence on this. I mean, I have not had a chance to read personally the material in front of us because I received it at like 5:15 tonight just before executive session was going to start. So, per personally, I would not be able to vote on this. I I would I would recuse because I haven't read

075it. Um so, and that's not to, you know, show you any disrespect because you put a lot of work and time and energy and effort into this, but that's just my my opinion. Um Polly and then Well, the superintendent would go ahead. You go first. I I was just going to say, so in your information of policies, which is probably the policy you should go to first, um because that will help sort of reset the expectations because you have a lot of new members. Um but you because this policy doesn't impact um the way teachers do instruction, you do have the ability as as a committee to talk about changes because it's management. However, the policy subcommittee was put into place to make sure you you could sort of get to a consensus so that

076those who are the most interested in that policy, as long as you don't have more than six, you can continue with your subcommittee. If if there's a majority of this committee that wants to be because it's a management right because it's part of the management policies then you should put it on the next agenda if anyone needs more time. Um but you always have the ability when it's a policy like this that's not going to impact students in instructional teaching and learning uh changes to for example um report cards. If it is going to impact their transportation and you're going to change something like that, then it definitely should be part of the policy review because we want to put that in front of school improvement teams. So, it all depends on what that and

077I didn't I apologize. did not get the chance u Miss Purcell to see your changes but um because it's because if it's anything with transportation so just to clarify the childho act has provisions around transportation as it relates to their school of residence which means it's the school they're assigned to so if they're a parent um so like you said the uh there's a family that was has two older children at Richmond and then the newer sibling has been reassigned based on on the lines to Charles Town, that parent can opt either school. Now, since I've been here, I have never moved a child that we voluntarily transfer to another school. I don't think it's good practice. Personally, I think once we place a child there, I consider that child based on the enrollment and

078we and we make we've never had to turn a family away. However, enrollment as we have tighter budgets gets gets tricky. So, um it could impact. So, because of all of the um the enrollment pieces and how the committee are in the middle of a negotiations, I think that it's probably best um to to either put it directly on next month agenda to give the entire committee, but if there's more than six members who are interested, then it definitely should come to your June meeting. If not, you could put it in policy prior to that meeting and then discuss it. Thank you, Paulie. Um, I was going to make a suggestion that we put uh policy one voluntary change of elementary district into the policy subcommittee and we can iron out all the little details.

079But on the second one, the fundraising policy, I think it's something that needs to be addressed immediately. So, yeah. Yeah. Um, I got that. Yes. So can I propose to vote to move the voluntary change of elementary district to the policy subcommittee? Make a motion motion. That's my motion. Okay. So we have a second by Laura. Any discussion on that? Yes. Yes. Um I would prefer that we because I have provided specific changes. I know that you haven't had the time to review them. I would prefer that we um table this to the next school committee meeting and discuss it. Everything that I think would be appropriate is laid out here. So I think that giving this the the committee time to review and then voting on at the next school committee is appropriate. So

080my my comment on that is are there other things on the policy subcommittee agenda for you to discuss? Is I don't know when the last time you've had a policy subcommittee meeting, but is it time November? Is it this is the most timely? Right. So, what I'm saying is is could could the policy subcommittee meet before the next school committee meeting? Is that possible? It depends on what's on the agenda. Okay. So, typically they have, but unfortunately based on recent agendas, it hasn't um come to fruition. So, typically during budget season, we don't hold policy meetings. uh they usually start up again in in um June and then go through the winter and then when budget starts we we sort of sunset because then we need school improvement teams and it takes uh a little

081bit of time. Okay. So I think you know my preference is if the policy subcommittee could meet if that's possible before the next school committee meeting but I'm one vote. So Craig and Karen do we have a motion? Yes. Do we have a second? We do have a second. Why are we discussing any more than that motion, right? People had opinions and they wanted to continue it. But the point is the motion we have to address that. That's what we address, right? Okay. Okay. So, we have a motion on the floor. We have a second. Karen, can I make an amendment that we if the policy subcommittee cannot meet that we will bring this back to the the school committee? I second that amendment. Is that okay? So, but we had a motion on the

082floor. So, how can we second amendment? So, somebody's gonna have to withdraw, I think. No, no, I didn't add it. So, Paulie, you made an you made a motion to put this on the policy subcommittee. Yep. And it was seconded. I'm adding an amendment that if this policy subcommittee cannot meet prior to the next school committee meeting that we bring this policy directly to the school committee. We'll have plenty of time to review in the meantime. So Mike, so just to clarify then, are you looking at a time constraint here? You want to get this policy reworked before the elementary schools. Correct. Okay. Okay. I just want to make sure y we're clear on all that. Okay. So, we have we have a motion and we have a second. No, we have an amendment to

083vote on first. Yes. Would you do the amendment? We vote on the initial motion. So, madame clerk, can you read the amendment, please? So, the amendment is that if the policy subcommittee is not able to speak for the June school committee regular meeting, then it should be moved to the school committee's regular agenda. Okay. But that's a little vague too because in the past the policy subcommittee has met before the school committee meeting but just before like the the hour before and that doesn't afford you enough time to put it on the whatever we discuss in there usually goes into the next agenda. So, there has to either be a meeting in between where we can get it on the agenda before the school committee meeting, which I'm fine with. Just throwing that out there.

084I just want to make sure everybody's aware. So, we're not vague and say, "Oh, we're meeting right before the school committee meeting, but we can't do anything." But the amendment solves that issue. I said timely. Timely. Okay. Do the minutes reflect. Do your notes reflect timely? Okay, it now does, right? In a timely manner which would give it enough time to get on to the agenda. And this will just go on to the agenda. Thank you. Okay. Is that satisfactory? Okay. I think Craig, we Yep, we do have a second. Okay. All in favor of that motion, the amendment, right? Yes. I Okay, that's unanimous. Now, now we vote on the motion. Original motion. And madam clerk, can you read the original motion, please? So, based on our agenda, the motion is to bring the

085vol. Yes. Thank you. The voluntary change of elementary district policy before the policy subcommittee in a timely manner to address the changes by Jessica Purcell. Correct. And then if that cannot be done in a timely manner, it should go before the June school committee meeting. That's the that's the amended. That is the entirety of the motion of the amendment. Okay. Okay. All All in favor? Poly. Okay, looks like that's unanimous. Thank you. Okay, we're moving on to item policy 82, fundraising policy change waiver for Richmond Elementary School playground requested by member Linda Lyall. Linda, I think what happened was when they uh the person from um the uh PTO came uh at the end of that meeting, I asked for that to be put on the future agenda item. Yes. So, at this point, I'm

086looking at the fundraising and commercial activity policy. I know for a fact that we have waved it in the past. Is that true, Miss Bardi? Yes. The committee determined not to change policy, but they allowed the athletic director to have for the athletics um a waiver and if there were any additional changes, they would have to come in front of the committee again. Correct. Okay. So, the wa I guess what the what the part of the policy that we would wave was would be the sentence that says as such fundraising activity should not be used for the purpose of funding items that should be included in the school budget. Is that the is that the the language that needs to be waved? So, at this point in time, I'm asking the committee to consider waving

087this this piece of the policy so that they can raise money for the playground. Is that a motion? That is a motion. Sir, I second the motion. Okay, we have a motion and a second. Any discussion? Greg, are you doing this just for Richmond Elementary School? You including Ashway? That's a good question. I mean, this was originally as your finance person, I would advise you to include ash away. So, we're not back here next month when we're trying to their playground. I know it was a specific request by the PTO president because she was here pleading with us. Um I would be glad to amend the amendment to include Ashway. Gina, did you have a comment? I'm sorry. I'll let you finish this and then I can Craig. Mrs. Zen, are you implying that they're

088they're probably going to ask I'm gonna address that piece, but you want to just first focus on this. I can So, Mrs. Mrs. Pequard, I I'll take it from Greg. Mrs. Ard, are you implying that they're probably going to ask the same question? So, with the elementary planning facility plan, um, as many of you know, that even the Ashleyway playground has been pushed off. So, it's a matter of time. Um, briefly, an update when we've been working with the Department of Education around our capital plan because we do have one for the main campus. It's still a capital plan. It's not using bond dollars. We will use capital dollars based on our reimbursements and ride has informed me through the um school building authority that we can add our comments which Mr. Zinny and I

089have done with our uh Kier project manager to incorporate the Richmond playground for this summer and as well as um the Ashway playground for the upcoming summer um based on when we can get them done with Richmond as a priority. Ashway probably isn't far behind. Um but both will be addressed with the uh final approval of our stage two in front of ride for the campus. Um not as the bond but as the district plan for those two. They understand the need of the district. They understood they received some followup from some of the PTO members and they were happy to assist. So um Linda, did you want to amend your motion? chair. Yes, Betty. Yeah, I'll resend my second. She resends her motion. She restates her motion. I'll second her motion. I'm going to

090resend my motion. Okay, great. Go ahead. Okay. So, my my my new motion is to um uh wave the um fundraising and commercial activity fundraising policy um to include both Ashway and um Richmond playgrounds. Um, so it's for the the ability for the PTO to be able to fund raise. I second that. Thank you. We have a motion and a second. Any further discussion on this? I'm sorry. It to say the PTO fund raise. Well, that's what was requested by the PTO. I think that's that's who's requesting the waiver, right? So, you're you're doing it specific to the request, right? Okay. Okay. Okay. We have a motion in a second. Uh, Thea, I think, wants to speak. Please come forward. Thank you. Oh, thank you. Good evening. Can you guys hear me? Yes. The Brennan

091Richmond. I am the Richmond PTO president that came before you last month. Um, I thank you for putting this on the agenda and hopefully working towards a waiver. I do have a question before you vote. Um, it's my understanding that the school itself cannot fund raise um outside of the budget. So, I'm not sure if it needs to be a waiver to include school personnel also to participate in fundraising. Um, but I would ask for that to be included. And I appreciate that you're including Ashway. So typically with the waiver um and this is up to the committee it means that they're not changing policy at this time but based on the need of the request that this waiver would exist for this purpose right um for both Ashway and Richmond playgrounds. So I just

092want to make sure I understand um Miss Brennan what specifically are you looking to add? So the way I'm hearing the motion stated is that the PTO can fund raise. I just want to make sure it's encompassing of if staff are also wanting to Well, it's parent teacher organization. Yes. Okay. So, that will count then. Okay. Thank you. You're welcome. Appreciate that. Thank you. Okay. We have a motion in a second. Thank you for that. Those comments, Thea, all in favor of this motion. Unanimous. Thank you. Okay. Here we're going to uh we're preparing for school improvement as we know as or actually our schools are finalizing that with your school improvement team. So we are going to uh I'm going to ask those of you we're going to because we're going to bring the

093screen down. So if you're sitting in the line of of sight you should move to the front of the seats. Um this is how we do presentations. Um if you're in a viewer you can still see feel free to stay but myself and Dr. Camela will be presenting from the podium. Thank you. I think Craig went down below. You okay? I No, I'm fine. I think I can see and I I haven't I have read it. So, see your presentation screen and all of it. I feel like I just have I feel like I'm the MC when I get to do this. So, good evening and I'm here tonight to provide an update on our school improvement planning. And I'm I'm just the pre-show. The real the real show is our char alternative learning academy

094who has prepared a wonderful presentation. But this is to give you a semblance of what all of our schools work towards. Um, and then submit to me for the end of the year and it's posted on your online and then the school committee re we've used those as well in June. So last month we shared our district strategic goals and we've shared that we've made statistically significant gains. What does that mean? Three to five points. We've evidence-based research will say when you can grow three to five points it is statistically significant. What we want to really share is that in 2019 in Rhode Island, the Education Accountability Act was passed. What does that mean? That means that every school has to create, not just in Charo, in the entire state of Rhode Island, a clear,

095measurable plan for improvement. These plans must be based on proven strategies, what uh the state calls tiered research, evidence-based research. and our district and our school teams as well as our school improvement teams take this work very seriously as we use using data to guide instruction. I appreciate some of our um speakers tonight mentioning the data. We have robust in district assessments. Our school committee um receives updates at these meetings and I know sometimes it's it can it can be a lot because there's a lot of information that happens at meetings, but I always appreciate when members of the public remember and share our wonderful data. So what's critical to understand? So we see a lot of these words up here. Um and what does that really mean? One is oftent times we're compared to

096businesses. And now we heard a member of the public talk about um electric boat. Education is an electric boat. Uh it's we're not we're not creating a product. We are we are growing minds. Our students are more than just a data point. But the data is important. We must see growth. That's the goal. So when we think about the mission versus the market and you think about what I've talked about and you see these goals and what does smart mean? Smart is it's specific. It's measurable. It's achievable. And why is that word achievable important? Because everybody's starting from a different place. And we as educators have to recognize a starting point. So while 15 points may be significant for one student, three points is significant for another and it all matters. So when next slide

097please Dr. Camila. So when you think about this often times this chart goes through why we're not running a business and how it's different because it really is important to understand because we're not creating a product. So when you think mission versus market, we have a mission in education and but however, there's plenty of mission statements out there attached to companies, but we're not looking for a market. We're not trying to figure out who our customers are. We know who they are. They're our children. And my position, while it is the head teacher of the district, it is not the CEO of a business. Why is that important? Because our principles aren't CEOs of their school. Because we're not a market. It's about making sure we have to adapt and be flexible for every child

098because guess what? They're different. And just when we think we figure it out, they change and then they move on and they graduate and they go to the next grade. So the flexibility in education is is key. But the role of a superintendent is legislated. It says that my responsibilities are first and foremost students. Sometimes I sound like a broken record. I don't mean to. But when I talk about the law and the legislation and the roles and responsibilities, it's because our students when until they're 18, they don't vote. So, we're advocates for them. The superintendent and the school committee are the advocates for our kids. All of you in the community advocate for who sits in these seats so that we are making sure you hold us to those roles and responsibilities. So, I

099wanted to put it in a way that maybe helped some people who who we heard even just one tonight, but it was one and I I've heard other members and they have since left, but mention businesses. So, think of it like a restaurant. If I want to serve and open my restaurant, I can decide Italian, French, Asian, which cuisine do I want to try? Maybe I want to do a little bit of everything. Maybe it's more American. In schools, in education, in our district, we don't get to make changes to the menu. We don't get to decide how much money we get. We don't even get to determine all the recipes. But we know one thing. We must serve every child, including those with disabilities, those who are excelling, and those who have trauma. No

100exceptions, no substitutions. Using a budget controlled by state laws, businesses can say no. Schools cannot. Our job isn't to sell the product. It's to grow their minds, support their families, and educate students regardless of their needs. So, we provided the restaurant example. Let's take some of this and go a little bit deeper. I noted on the previous slide the difference between a CEO and a superintendent. This presentation is online under the superintendent eupdates or it will be right after this meeting. This slide breaks it down. The superintendent aka me for now is like the chef who has to feed everyone including children with allergies, picky eaters and those who speak different languages and all on a legislated and strict budget and the recipes created by our lawmakers. The CEO, on the other hand, would manage

101or own their restaurant. They have the ability to choose a menu, change the menu, charge what they want, determine the ingredients they want to use, and decide what cuisine they will serve. And if something doesn't sell, they can just take it off the menu. A superintendent must serve all students. Follow the law, align to standards, and ensure every child learns and grows. There are no optouts. There are no substitutions. Our educators must meet the needs of all students. We can't guess. We have to use research. You will hear from Kala tonight. They have done extensive research since I started. Um, a lot of the Kala redesign that you'll hear about in a little bit is really about the district redesign. Kala is one of the most success most of our success stories and the strategies

102that they're using have been implemented and begin to make the shift for our entire district to think about our students in very different ways to make sure that we are adapting and we're flexible. Never stop growing. So last month we shared our district work and it was a truly a proud moment for all of us and we talked about multi-tered systems of support also called MTSS because as educators we do love our acronyms. MTSS is a proven strategy or systems of support that helps all students whether they're excelling on grade level or need support. It's not a trend. It's not flashy, but it's what high- performing districts and countries use to close achievement gra gaps and raise outcomes for all students. In education, our goals are set through collaboration. It is not just set by

103our school committee. They will approve that. But RID actually commended our district because we had 65 members on the vision 2026 on our steering committee. We will be preparing for vision 2029 uh for next year. It'll be a planning year because we're we're suns seting vision 2026. And like we showed you last month, we are making statistically significant gains in every one of our strategic goals. And that is thanks to the educators and students and families in this room and who are watching or who are not watching and attending to other business. Tonight, our school improvement teams act as an extension of the various work that happens. their parents, their teachers, they are students, they are community members and they must reflect and look at the data and make decisions. This doesn't happen in isolation.

104I do not facilitate those meetings. I am a member of the team. So the goal is to ensure that every voice is heard and then the final result does come to me because as the educational leader in the district my responsibility is to make sure that we are aligned to meeting the needs of all of our students and growing. The vision of a graduate work that you heard about is the very cornerstone of all of our school improvement plans. These are all learner qualities designed to shape students into well-rounded individuals who can thrive in various environments. These learner qualities have been the foundation of our district in our strategic plan. And when you review the plans once again, you will notice that they are still a core foundation. So why is this important? Here's the

105truth. Growth in education is not fast and it doesn't come with profits, but it does come with value and it is an asset and every growth should be seen as valuable. As I said, and I'm going to let my assistant Dr. Camela come up shortly and you do the math lesson. Um, three to five points. We have some cherho success stories that we will share and actually all of our schools are growing. But really in order to clearly portray this real life example of what you would see in school improvement plans whether it's elementary, middle or high, I'm going to welcome to the microphone our academic fellow who was with us last month discussing MTSS. She is also uh one of our leads on this work and her uh our Ashley Smith, a middle school

106teacher who's also our science content leader who will talk about the secondary and Carrie will focus on elementary and I welcome you both to the microphone. Carrie, you want to come first and then we'll have Ashley. All right. Good evening everyone. Okay, so these analogies that you see up here help us make sense of how students grow in the early grades. And a great example is how in the lower elementary grades, a strong emphasis is placed on phonics instruction and developing students abilities to decode or lift the words up off the page. This foundational skill enables students to read fluently and begin to comprehend text effectively. As students progress, the shift moves them from learning to read towards reading to learn, empowering them to gain knowledge and meaning from what they read across all of

107the content areas. So when we're writing these very important goals, we write them so that they're relevant and achievable to ensure that every student experiences success. This doesn't happen overnight. It's not a race. We're slowly and steadily building the skills that create the kind of growth that lasts. Pass it on to Ashley. At the secondary level, middle and high school students take on more complex tasks. This slide shows our goal how our goals shift with age, moving from foundational learning to career and college readiness. For example, middle school learning in science focuses heavily on engaging students in the science and engineering practice of planning scientific investigations to prepare students in high school to not only plan, but to carry out their own investigative steps to collect their own data. This further develops their analytical skills

108and encourages critical thinking and problem solving skills when presented with real life scientific phenomena. Students in middle school work towards standard-based performance expectations in physical science, earth and space science, and life science at each grade level to prepare them for the rigorous course requirements in the high school. This analogy supports that it's a marathon, not a sprint. Thanks, Ashley. Good evening, everybody. was telling the superintendent all her talk about restaurants. Now I'm starving. Um our next slide talks about um something the superintendent talked about earlier and that difference between like students moving at different points. So when we talk about students moving 10 points or 10 percentage points, it's different. So 10 points means that could be uh you know a jump from 50 to 60 or 10% means it's a jump of 50 to

10955. So that's different because we know that all students move at different levels. My own high school transcript would tell you that. It's amazing I'm here speaking. Anyway, um so the next slide really talks about a real life example. So we were fortunate as we talked about earlier tonight as a superintendent um sent out ear uh uh an email about a week and a half ago. Um we found out that our SAT scores jumped 11 points. Right? So, we went from 35 to 46% of our students showing proficiency on the SAT. I've said it here before. I don't believe the SAT is an appropriate high stakes assessment, but it is what we have. Um, and so we use it to measure as the best of our ability. Um, we know that the state um it's

110um average went up as well, but our our overall average outpaced the state, which we continue to do year after year. So, we know that, you know, we're continuing to show improvement. But when we talk about that um growth in terms of percentage points, it was really a 31% increase. Right? So that's when we talk about growth in students and achievement levels, it's really really important that we're using the right language to describe that growth and how we talk about students. Um, we've also talked about and I presented this um on this at our November um school committee meeting when we talked about students meeting proficiency and students nearly meeting proficiency. So this this slide is really powerful because what it says is that many of our students were just one to three questions away

111from meeting expectations. So that tells us that our instruction is on target and that with a little more time and support those students will cross the line. It is also important to remind us that our students in grades 3 to eight take their assessments beginning at the end of March and early April and that our high school um students take their SAT in April. There are over 50 instructional days left after they've taken their assessment. And so uh tonight Mr. Bentley was talking about our progress monitoring data. I shared our progress monitoring data at our um November meeting as well. And our progress monitoring data when we look at it in June shows us that an increasing number continue to move and grow and achieve at the levels even after they take the rycast and

112the SAT. Um and this is also shows um the importance that our high school achieves a 97 um% graduation rate um which is indicative of a K to2 model that the superintendent talked about early this evening. another focus of um uh of the work that's being done. We know that attendance and the state has taken this on as well. Attendance matters. So when we talk about students coming to school um missing just a couple days a month, well students that miss two days a month, we would consider chronically absent. Okay, because that is the definition. Um, and we know through survey works when parents indicated whether whether they thought two days was was important or not that the majority of parents indicated that students could probably miss two days and still achieve at the similar

113levels that other students and we know that's not true because our own data as you can see here shows that. So when students attend on a regular basis um whether it's ELA math um or rycast in ELA math and SAT there's a difference of um between 19 and 27% of kids who come on a daily basis versus kids who are absent two or more days two or more days a month that's pretty significant. So we need to change that mindset of our parents to understand that like our students need to be in school because when they're in school they achieve and that's why it's important to be here um when you can. Our next slide um one of my favorite slides is the quadrant of success. I wasn't there when it was presented. Um but

114we continually refer to it. Um and so what it tells us is that um Cheroo is one of 11 districts um in the state um that continues to provide quality education um both proficiency um and um financially fiscally responsible. Um but some new data that came out recently shows that um in the recent RIPEC report that Cheroo is one of 10 districts considered underfunded meaning that we have several budget years with less than 2% increase in local contributions. This graph shows Cheraho is one of only three districts that remain in that quadrant of success despite being underfunded. That means we are stretching every dollar and still delivering results that outperform many other districts. So, Charo schools will continue to invest in what works, use data to guide every move, and advocate for the resources our

115students deserve. I do want to thank our entire school community. I I I want to say thank you for your beautiful comments. I'm very humbled. Um I recognize that this is always a team effort and I am never the smartest person in the room, but I will always be able to listen, think, and determine will this help all kids. That's where I push the team. That's where I always ask them, don't tell me what you have, tell me what the goal is five years, 10 years, and always thinking forward. And I do want to welcome our char alternative learning academy team who's going to present their school improvement plan. And I do want to publicly thank them as I know the last year of redesign has been very very difficult but they were champions and

116is Katie still here. Katie is everyone knows how nice Katie is when I tell you Katie didn't even say happy birthday to me. She before I finished page 40 to 44. I had to get that to Katie before I was allowed to get the happy birthday. But what I can tell you is as your superintendent, the calorie redesign has reshaped not only the charal alternative learning academy but the district for the future. Good evening everybody. My name is Brian. There we go. My name is Brian Tetro. I am the director of the Charo Alternative Learning Academy and all the alternative learning programs in the district since July of 2020. Uh, first of all, I'd like to thank the committee for having us tonight. And I'd also like to highlight the unwavering support of the superintendent

117and the entire central office administration over the past five years, which has really set us up for the success we're going to present to you. Um, next slide. Before I get into the details of our school, I'd like to delve into um I'd like to talk just a little bit about alternative schools in general. So these um characteristics are present in all alternative learning schools across the country. Clearly, we're an alternative school and there are many like us all over the country. Particularly, we've looked into schools in Colorado and Colorado alone has 94 alternative schools, 21,000 students, 2.5% of their total student population. Um they also have state legislation tied to the criteria that identifies these schools and the state department of Colorado education um tailors their accountability systems and their success metrics specifically for

118these students in Rhode Island. We're one of only three alternative schools. Um which is why the department in Rhode Island does not yet have the type of system set up that Colorado does. and the operative word is yet. So, we're working on that. Um, if you'd like to learn more, a great resource link there is the National Alternative Education Association website, which showcases a nationwide network of alternative educators dedicated to advocating for alternative ed. All right. So, this is who we are. Um, we're currently serving, we have 69 students on roles, 11 of which are in the K through4 program at a Ashway Elementary School. Um, 75% of our students have IEPs or 504 plans and 40% of those students all take at least one class at their home school, either Asheway Elementary School, Career

119Tech Center, High School or Cher Middle School. Um we have 10 teachers, seven BMAs, um clinicians, four of them currently and we also five of our teachers are certified in special education. So the clinical day program Kala is made up of two programs. One is the clinical day program. A lot of people don't understand this, but the the clinical day program of the CDP, you have to have an IEP to get into the program. It is an educational placement determined by the IEP team. Um, and that serves K through 12. Next, the alternative learning program is for any student in grades 7 through 12, regardless of whether or not they have an IEP. Um, it's an application and acceptance process. We currently have 17 students on a waiting list. I think I actually got two

120more applications today. It's become quite competitive to get into the program because we're trying to not just provide a place where kids might think it's easier or they want to be with their friends. It's for a place, it's a place where we need students to be engaged and want a different outcome for what, you know, they haven't had success in whatever school they're coming from. So, um, it's a different animal. The ALP and CDP are two completely different things, although we're housed in the same building. So, okay. So, I'd like to go over some highlights. Um, what I'd say I'm probably the most proud of is the graduation of 40 students from 2020 to 2024 and we also have uh 15 more on June 6th. So, very happy about that. Um along the way we

121have been recognized by the governor and department of ed for improved test scores on rycasts. Um in 2023 we had the district teacher of the year Miss Danielle Bruno. We also had the support professional of the year Miss Wendy Gillum. And in 2024, Rhode Island environmental teacher of the year, Miss Adrien Buckley, who's in the audience with a few of her colleagues, Cassie Rabbit, probably quite proud of all the hard work our teachers and students are doing. Um, so finally move along to the redesign vision. So this visual illustrates the work that we've done to get to this stage of our journey and how we'll continue to expand and and enhance our efforts for future growth. Um before I introduce our next speakers who will highlight the details of the work, I'd be remiss if

122I didn't mention that all of our recent success and steady improvement would not be possible without the dedication and effort of our teachers, staff, and students. All credit for our significant progress starts and ends there. and I couldn't be happier to have some staff and a student of ours with us to present. And with that, I'd like to introduce Mr. Hooper, our ALP history teacher and job coach, who will speak to you about experiential learning. Thank you. [Applause] Thank you, Mr. Tetro. I'm going to tell everyone a secret. Even though I'm a school teacher, I do not like presenting in front of a crowd. So this is me outside of my comfort zone and um I want to thank the students who here still I'm sure it feels like a very long day. I just

123want to bullet a couple points uh about my role as a job coach at Kala. Um what does it mean? It means that I try to uh prepare students to get into the real world before they actually have to get there. Um before they graduate, you want them to have the skills to find a job, keep a job, and be successful. We do this in a number of ways. Uh we're a partner with Junior Achievement. It's a great organization. They bring consultants in. They work with our kids. They create resumes. We conduct mock interviews. Uh we create interest inventories. We attend field trips with businesses and they get to learn every aspect of that business and why it's successful. Another thing we do is we reach out to community resources like the Wesley Education Center.

124Uh we went to their open house. Lots of careers that can get a kid kick started into a great career. Um the other thing that we do is we do internships in our program and this gives the students the opportunity to live in two worlds. The school world and the work world. Um internships give them the opportunity to earn small amount of credit. I'm sorry, school credit and a small stipen. We've seen an increase in attendance and graduation rates since we started our internship program. Um, and our internships teach our students how to catalog hours, keep a schedule, write reflection journals, and probably most importantly, how to deal with a boss or a manager. Um, internships give our students the opportunity to lean on school where they are comfortable as they explore career opportunities. Um,

125to summarize my uh role as the job coach, I want to create citizens who are ready to learn and become productive citizens before they even leave school. So, that's that. And I'm gonna introduce my tallest student, Kyle. Thank you. Uh, good afternoon. My name is Kyle Winen. I'm a future senior graduate of 2025 from Cal Alternative. Before going into Kala, I had less than five credits and I was more than likely to not graduate. And then I got accepted into Kala my sophomore year and immediately was introduced into a way safer and more productive working environment where I learned better and just all around was doing better. Within two years, I was doing so good that I was ahead of schedule for graduation and needed something to do. So, Kala decided, they all came together.

126Mr. Hooper and a couple other teachers and Mr. Tetro came together, made a plan for me, an internship where I would go to Ashway Elementary Kala Academy every Monday, Wednesday, and Friday and be a TA. And because of this, it opened up my eyes and it was a good experience for me and it made me realize that this is a good job opportunity and this is what I want to do for my future. So I want to thank Kala for helping me with everything and thank my parents for always pushing me to be better. Thank you. I am Danny Spansky. I am one of the behavior managements that actually worked with Kyle on the ALP side. Very happy that he's grown so much and I've got to see all of that. And one of the

127big things that Kyle has learned to love and do is part of our social emotional learning program. and that's the SEAL. They do it daily. It helps students learn what happens every day in school in the real world. Um we have this elective course to allow students to focus on their social emotional goals for the academic school year. Scenarios can range from a discussion on what jobs they're interested fing on focusing on mindfulness and self-awareness and discussing how to handle peer pressure. So in the some of the pictures we were able to take the kids to URI. They went rock climbing. They we go ice skating. We take uh Ashway Kala and are able to show them this is how we can interact with different peers. This is how we can interact in the community.

128So being a part of Kala, it's as Kyle had said, it opens doors to show you what learning can be in a different way. And a lot of what we do is project based learning. So that's PBL. And we've grown so much with this that a lot of the kids now can give us ideas of what they want to learn, what they want to try, and what they want to do. So the teachers use the PBL to engage students in the learning process to learn what else can be out there. So some of the highlights we have are we have a 350galon aquaponic system where students measure, treat, grow plants, vegetables, and fish. We have created outdoor classrooms. We use standards standards that the kids base things off of. hands-on cross curriculum and cross community.

129So with the PBL, there's a lot of things that go into it for supplies. So just at a glance, we have vans. We have three vans now. Three vans now that we use. We have 3D printers, GoPros, aerial drones, aquaponic that I mentioned, kitchen equipment, power tools, lumber, and an OI pizza oven, which is a huge hit. Um, so the supplies and equipment that are seen here in the pictures and on the list wouldn't be obtainable without someone like Katie Kosian who writes all these amazing grants and has such dedication to Kala and to the whole community that we appreciate her for. All right, good evening everyone. So, I'm here, as you guessed it, to talk about money. Um, I know that there's an element in the grant section where questions can be asked by

130the school committee. Um, but I wanted to talk about the academyy's school year 26 budget. And like everyone else, I want to uh thank my colleagues who went before me, those who might be watching online, um, in their PJs, lucky. Um, and those who I was going to say were on the stage, but now they're uh sitting in front of me in the first row. Um, I am a small part of a really strong team, and I couldn't do this without you. And it's also an honor to work um besides these beside these amazing students. Um, I'm in Mr. Tatar's office right twice a week um and I engage with many of them and have seen them grow literally and figuratively. So unlike other schools, Kala has a comprehensive school improvement team or a CESIT

131where many other schools or all other schools in the district have a school improvement team. Um I work with them each year to prepare a comprehensive support and improvement plan and budget. Um each year they receive a per pupil allocation for next year. That allocation is $129,94941. These funds are to be used to benefit Kala students on the main campus and at Kala Ashway. As you saw in the images, as uh was in your packet, our funding request aligns with the district's strategic plan focusing on what you see in the last bullet points, graduation, ELA, math, and science achievement and social emotional learning opportunities. I am here again at the grant portion to address any questions you might have on this budget. But before I do, shameless plug. Um I wanted to end by sharing

132um this April front page Westerly Sun story if you'd like to learn more about the academy. The story is accessible online and a testament to the important work being done here. Thank you for your time and consideration. I just want to quickly add one thing about Kyle. Kyle's enrolled in a class at CCRI to start his uh teacher assistant training the first week of June. Everyone knows how shy I am, but I'm going to add something about Kyle as well. When we drop him off at little Kala, the kids are in the window and they wave to him and then when he leaves, they hug him. So, making tremendous impact with those kids. My students to do that with me, but maybe I'll be there someday. That was one of the No, it was probably

133one of the students didn't I don't even know where we are. Doesn't matter. Thank you. Madame Chair. Yes. Uh seeing that we're just starting with C on business, uh and we have 13 minutes till 10:00, uh I make a motion that we wave the 10:00 policy. Okay. Do I have a second? Wow. We don't have a second. So, if we don't have a second, that second Okay. She's a trooper. Do we have Are we going to discuss this? Can I rephrase it? I reluctantly make the motion. Okay. Listen, I I could be fast. It's all depends on the question. Uh 13 12 minutes isn't going to work. All right. So, all those in favor favor of waving the 10 o'clock policy. Okay. Okay. Motion carries. Um well, anybody opposed? That would be Diane and Polly.

134Okay. And and Larry. Okay. Well, he's not Oh, there he is. Okay. We're moving on. Gina, business curriculum for approval. So you received it um at the beginning of last week and if there's any questions Dr. Camela is here to just and uh here Dr. Camela is discussing school counseling and Susie Scan is here if you have any questions around business curriculum business first. Okay business first I am recommending approval of both of the second. Okay we have a motion and a second. Do we have any discussion or any questions for those here for both of them? No, business is first. Jess, um my comment was just about the uh sorry financial accounting how it's coming out that first page you have. I want it's not crossed out yet. The curriculum you need. Yeah. Okay.

135Like on on the first page. Oh, in the there's like a bulleted list and financial accounting is still there. We can make that change. Any other discussion? Mr. likes the word program. Oh, I'm sorry. You really have a program. So, it's it's very Yeah. Thank you for your work on the curriculum. So, all those in favor of the business curriculum for approval, that is unanimous. Thank you. school counseling curriculum for approval. Iina, I do uh make the recommendation that you approve the school counseling curriculum for approval. So move second. So we have a motion and we have a second. Do we have any discussion from the committee? Diane, did you have a question? Looking at Speak right into your microphone, Diane, because I don't think people can hear you. There it is. Thank you. You'll

136share with me. Um yeah, I have some concerns. I have some concerns with the um the area where you know these children are expected to learn uh self-control and uh positive respective supportive relationships create positive relationships. sense of acceptance, respect, support, inclusion for self and others in the school environment. I have to tell you, you know, those are pretty tough things to develop and those I actually believe uh need to be developed at home before they're developed at school. And that is my feeling on that. Um, I don't think it's the school's job to develop those skills for our children. I think it's the parents job to to build those skills. Uh, I think that all kids are equal. All kids should be treated equally. No doubt about that. Um, but again, you know, teaching

137children, you know, to teaching children to control their emotions and you know learn how to be accepting and and it's just like religion. Everybody has their own opinion and I don't think that that type of school that's that type of education belongs in the school department. Okay. Thank you. So we Karen had her hand raised and then Linda I don't think anybody is discounting uh teaching children at home. I think teachers and administrators and counselors actually encourage that. I think we're just furthering it. Um throughout the um the document I read numerous times where you know it was counselor to educator, counselor to parent, uh counselor to student. So I saw the triad, a very important triad numerous times throughout. I don't think anyone is discounting parental involvement. And I think the goal is to

138not teach the kids I take that back. It is to teach the kids to handle their emotions in an appropriate manner that is beneficial to the student and to the classroom and to the community. Nobody is discounting parents. Okay. Thank you Karen. Linda would like to um support what Karen just said and also to like being a teacher and knowing what it's like. You you basically build a learning environment and part of that learning environment is to have kids learn to be cooperative. Uh good if you want to call it a good friend. Um all of the kinds of things that you want a student to be at, you know, at it's developmentally too. So, at certain ages, you're going to have developmental expectations, but at some point, you want that student to be an

139adult with those uh ability to be a teammate, to be a a a collaborative partner in a project or all of that. And that's just starting at, you know, preKK and working up through the the uh the grades and at the, you know, so everything's appropriately developmentally appropriate at that at every level. And I I disagree with uh Diane. I think it's an important part of um what we do as educators. Okay. Thank you, Laura. And I'm sorry, was was Jess first? Yeah, Jess and Laura. Um kids are learning all the time. We can't pick and choose where they're going to learn. Um as a school district, our job is to provide a framework. This curriculum is a framework that not just addresses emotional concerns, um, but it's about academic development, career development, and social

140emotional development, which is something I've seen both of my children get. Um, you know, now that I have a son in the middle school, he's getting the counseling that's more formal. In the elementary school, it's not a formal counseling environment for every child, but it's worked in to their morning meeting, which every day they talk with their teacher about what they're going to do that day, the expectations of their behavior, the guidelines. Um it it really is important that they have boundaries and leaders that show them um that they're supported in different ways. My um uh comment also about this curriculum is that I noticed on the review team, there wasn't an elementary staff member. Um this is the K through2 curriculum, but there was a middle school, a high school um but there wasn't

141an elementary staff. And then the other thing um that I keep thinking about a lot is student engagement, right? We talk a lot about absenteeism and I think one of the ways that we can work to um curb that is to make sure students have a chance to be engaged not just in the classroom but in um discussion like I think the curriculum. So basically what I'm saying is I would love to see students involved in the curriculum review process as well. I know that um the district is really good at having a team of educators and staff that come together to do this but I'd love to see students involved in that process. I think it's another chance for engagement. Um, and they'd have a lot of valuable insight. Um, but I don't know,

142it looked like you were going to speak to the fact that there was not an elementary. Yeah, I actually I'll speak to the student piece as well. So, what we did was um along the way um so we have guidance counselors at our middle and high school, but we don't have guidance counselors at our elementary school. But um the um the folks really um who are responsible um for the delivery of this are our school psychologists, social workers, and even our principles. And then on a in a core classroom approach, it's our teachers who do uh morning meeting for example and will embed and use some of the standards that you see here tonight. Um the second piece about the student voice is important. So we have a a district curriculum planning council and on

143that um council DCPC for short um we actually have student representation and then before um the curriculum comes to school committee we also send it out to all of the school improvement teams. And so the school improvement teams also have student representation as well. So there is an opportunity for a small group of students throughout the district to review the curriculum, provide feedback um before it comes to school committee. And actually our our secondary uh both middle and high school, they will provide Google forms for the students to be able to share what advisory topics were of the most interest, why, what do they think is missing. So we get the feedback. Um and actually we had one of our um highlights uh coming forward with the Cherhaho civic community engagement summit in my report

144uh was that the students really enjoy learning more about the uh sort of local community state level politics and they really uh enjoyed the election piece. So I don't think that we would have guessed that had we not seen their exit tickets. But I do um we always are looking to improve and get areas not only that they need but then that there's interest in. And as you saw with Kala discuss, it really is that that personalized approach. And the state does require what they call an individual learning plan beginning in grade six. So you have to be able to have a um what's it called? I'm trying to think of the word now. The the personal goal, not just a you have anal goal, but in the end it it allows students to think

145about, you know, not just my profession, but what do I want to improve upon as a as a human? and even the student education panel um from the superintendent that my kiddos and I have a few of them here. They um they work on the kindness campaign. So, a lot of that comes from what they what they believe they want to see their community and their schools feel like and welcome. Um, and it really is about maximizing that student belonging so that people and uh adults and the students are building relationships for that that safety and that security to be able to um just again it's called maximizing student belonging and it's in all of our strategic strategic plan and our school improvement plans. Thank you Gina Laura. Um Dr. Camella what was the Laura

146speak right into your mic. When was the um was this sent to the sit teams? Do you remember? I want to say what's it's I want to say probably mid March early March. Um and then my other question is is do you have like a summary of the changes that were made on this from there's a the way it was presented we have current curriculum and then we have final curriculum for review. There is a there is the um the presentation. So on the the um what Angela had sent out last week um if you click on there's a presentation um there that really discusses the changes. The changes were really the standards haven't changed. So the ASA standards um really haven't changed. What we did um and what we continue to do with the

147curricula as we um revise each one is to really reformat it. So um my first experience here in Cher with was with the health curriculum and I was looking up standards and realized it was an 196 page document um and you know it took me I want to say almost hours to like locate different standards at different grade levels that I needed to find. Um and so in an effort um to ensure that uh our curriculum documents were accessible to our teachers and not only our teachers but to the public because as I meet with parents and we discussed that you know it was it was cumbersome to kind of literally scroll through 196 pages to find grade level and and standards. Um we're revising and reformatting. So the biggest change I think to school

148counseling is that we've um got it now into a K to 4, 5 to 8 and a 9 to2 session. Um the the standards are easily found. The there weren't I wouldn't say significant changes um to this. Um RIT is actually still in the process of reformatting its um its site as well, but the standards um have largely stayed the same. Okay. Thank you. All right. Uh Diane, I just have uh one more comment on the uh school counseling curriculum, the social emotional learning. I've been made aware that, you know, social and emotional learning allows these children to express themselves and to, you know, share how they're feeling and and even with their peers, their counselors, but it also, and I know this to be true from experience, um I know a child that has

149been out of school for 16 days in the middle school just because she says, "Oh, I'm having a struggle day." And boom, she doesn't go to school. 16 days and we talk about getting these kids in the schools. When the counselor was addressed by this, oh well, you know, her grades are okay. Oh, is is that is that the solution to 16 days out of school? I think not. So maybe the social emotional learning needs to be tweaked or looked at because there's clear evidence it doesn't always work. Thank you, Laura. Um, I'll say that at the health and wellness meeting that we had last time, that was something that was discussed about the absenteeism and one of the students that was on the um that's on that subcommittee. You know, she did allude to

150that that oftent times, you know, you you know, she had said that she had friends and stuff and a lot of times they'll, you know, like, oh, I'm just going to take a mental health day and that that's very common. Um, and I can understand why for girls specifically that that could be something that, you know, would happen more frequently than for boys, I would assume. Um, so I do understand what you're referring to because I know that in the middle school that was something that, you know, that happened as well that kids talked about. So, just to point it out. Okay. So, we've had discussion on this. Um, we have a motion and a second for the school counseling curriculum to be approved. All in favor? Anyone opposed? Diane. Okay. Motion carries. Uh, next

151is the pre-eprivation hearing non-renewal of teacher contract. And that I am going to turn this over to the superintendent and to is is u our attorney, Mr. Anderson. Okay. I'm sorry I can't see you from that corner. John here. Would you mind if I exited the meeting? Get that kid home. He's got school in the morning. You have to do what you have to do. I planned until 10. I'm sorry everybody. I apologize. He's he's had a baseball game tonight. I'm going to take him home and get him ready for school tomorrow. Thank you. All right, John and Gina. I'll let Jen go first. Good evening, ladies and gentlemen. John Anderson. Um, this is a non-renewal of a teachers contract. Um, in the 30 years I've been doing this, these have always been handled um

152in charo and executive session, but a teacher has a right to have it in public session. And the teacher who is um the subject of this agenda item has exercised that right as she may. um procedure is very simple. Uh the superintendent needs to explain to the school committee why she is making the recommendation to nonrenew or in this case reduce the hours of the teacher. Um, the teacher then is entitled to make a short statement uh explaining why she disagrees with the superintendent and then the school committee can entertain a motion either to support the superintendent's recommendation or not support the superintendent's recommendation. Okay. So, uh, Miss Leam is a world language teacher who teaches French and, um, the based on current enrollment, uh, and cost requests from students, it would go from a

1535 day a week position to a three-day a week position. So, now we have uh a an explanation by the the teacher statement. Yam here. Okay, thank you. I am Claire Leam, also known as Madame Ed to my students and been teaching French past. I'm the Cheraho School District since 2014 at Cherho High School and at Cherho Middle School. And I'm speaking to you this evening in reaction to the plan of eliminating um not not so much my hours, it's more about the el the plan to eliminate the chero French program after the 202526 school year. The cutting the the French program would be a grave mistake in my opinion and I'll just give a a couple of reasons why I believe so. Um, colleagues and acquaintances like me are baffled at the timing of

154this plan to cut not only French but also Mandarin right when the Rhode Island Department of Education is making language learning more of a priority than in the past. The new Rhode Island requirement of two years of world language study should signal a need to bolster the Cheraho world language department rather than to shrink it. Enrollment in French classes has decreased to be sure these past couple of years. But I am not alone in my assessment that this is not due to a decrease in interest in French, but more due to a decrease in in the opportunities to study and explore French language and culture at Cherho. the French program at the Cherho Middle School which has been cut. It was essential for fueling enrollment in French at Cheriscoco High School and the popular high

155school student Quebec City trip was also instrumental in raising Cheroke students uh awareness of heritage speakers of French in Rhode Island um due to the French Canadian immigration. if either the middle school uh French program or the Quebec trip could be revived, one of the other um this could restore in enrollment numbers or uh alternatively if some of the small French classes that are that have been allowed continued to be allowed uh to accommodate um one situ in situation in particular where students uh I've had students of mine tell me that they they can't continue the next with the next level of of French the following year um because of scheduling difficulties and if small French classes could be allowed some then it would allow those students to return to French um for example their

156in their senior years it's extremely difficult for some of them to to fit in um the French that they they really do want to pursue when only one section of the level they need when there is only one and that's much less of an issue um for the Spanish courses. Um I feel that if Cheroke recommits to offering a full French program, not only will enrollment in French begin to rise again, but Cher students average SAT scores will improve as well given the documented English vocabulary gains from learning French. Last but not least, uh what the vibrancy of the world language department at Cheraho derives partly from offering a variety of languages at all levels. Chero currently offers three or more levels of Spanish, Italian, French, and Mandarin. Stakeholders would do well to support the

157continued diversity and depth of language courses. Cherho High is a high-erforming school ranked in the top 10 public high schools in Rhode Island and needs a rich diverse world language program including French to continue to do so. this point it's up to the school committee to entertain a motion. So we did have some students who wanted to speak during public comment about this topic. So am I now allowed to allow them to offer their comments? Uh as I have said in the past, you are the chair. Thank you. Young lady, would you like to come forward? Lucy. Lucy. Right. Yes. Thank you, Lucy. Hi again. I'm Lucy. I graduated last year, 2024. In middle school, when I found out that there were other languages other than Spanish to take as a class, I was ecstatic.

158I chose French in a heartbeat. And this is where I met Madame L who made it clear every class that we were there to learn everything we could about French. Not only did we learn the language, but the history as well as the culture, which I think is extremely important in an education setting. Foreign language classes are one of the only times in the curriculum where we are truly to able truly able to learn about a different culture. Cutting French from the curriculum would take away such an amazing opportunity from so many. Not only was this course crucial in my education, having MML as a teacher greatly impacted my drive to learn about cultures around the world. In high school, I was so enthralled with learning more that I assisted Madame ML in creating a

159French baking club called Juice Leair alongside my peers. In this club, we invited anyone within the high school, whether they were enrolled in French or not enrolled in French, to come and learn about the French culture through making a fun activity of making desserts. And who doesn't love making desserts? Through Madame's teaching, her care, passion, and drive to educate the younger generations shines through. She is kind, extremely intelligent, and is always helpful. Even when I just walked into her classroom, I was so excited to learn. Out of my 14 years with the Cherokee School District, I took French for four of them. And I am incredibly grateful for those four years and the impact that has had on me. Not only did I take French, but my younger brother, Albert May, did too. Much like

160my experience, he loved being part of a class where he was able to deepen his knowledge on the French culture and language. My youngest brother, Bruce May, was so excited entering the high school only to find out that there are some people who do not want to continue to support having this language within the schools. I understand that the budget is difficult to navigate, but growing minds need to be able to have options and opportunities. High school is the time to explore all parts of the world. Students need to be able to choose from a variety of courses. Our future needs to be built on a foundation where students were able to choose and have different opportunities. Please consider allowing students to have a choice in aspects of their education that can help them learn

161about cultures, languages, and themselves. Merciu. Thank you. Was there another student that wanted to speak on this? Please come forward. Virginia. Virginia. Thank you. Hi, I'm Virginia Keester. I'm a Hopington resident and I graduated uh from Cherho in 2023 and I'm here in support of the French program tonight as I didn't take French but I took Chinese for 5 years and I can say so many different things about how this program really elevated me when applying to college. But besides that, I really want to say how important the language program means to our community. Um, I can't speak directly on behalf of the French program, but I have a little brother, Kelly Drake, who's entering high school next year, who basically spent the last six years wanting to follow behind me and take Chinese. And

162after fully enrolling and preparing, he can't take the class anymore, as I know many other students are also experiencing. The cultural immersion through these language courses, such as the Salem trip and the Dragon Parade, were some of my favorite memories of high school. And it's upsetting to see how my brother and many other students won't be able to experience the same thing. Chinese and French can allow our students to have an edge in the business world and global economy, but it's the unexpected value of language that really makes it all worthwhile to us. I can't say I remember every single thing I learned in my 5 years in Chinese. That would not be true. Um, but my ability to connect with others through this language, even conversationally in my time at school, I go to

163the University of Pittsburgh. Um, as especially as a TA for one of my classes, has made me a better friend and a better educator beyond this district. And I never expected to support my students and peers in this capacity ever. So, it was a fun little discovery that I never expected. Um, but all in all, I know that Miss Lusher is an extremely devoted to her program, and I know Madamel is the same. I never took French, but having worked with her as a director in the Scottish play here in this auditorium, uh, I know she leads her classroom with the same heart, dedication, and skill. Losing both of these educators and languages would be an immense detriment. And I understand that we have to make hard budget decisions, but what is left when we

164cut programs specifically designed to create leaders in our competitive world? I've met and worked with so many of these kids from elementary, middle, and high school. And they are incredible individuals that will make such a difference in this world if we give them the opportunity. And this begins in our language programs here that are greatly effective in the middle school when they're placed and in the high school. Um, I sincerely urge you to consider why we have these programs in the first place and how the preservation of Chinese and French tonight is an investment in our future as a district and community as they are the heart of fostering intellectual, creative, and cultural growth within our students. Thanks. Thank you. So, the agenda item is about the non-renewal of Claire Letham's contract. And I know

165that you've Penelopey. Penelopey. Okay. I'm sorry, Penelopey. I jumped in without recognizing you. Don't worry. Um, hi, I'm Penelopey. I'm graduating in two weeks. And um, congratulations. [Applause] And, uh, just like Lucy and Virginia, I don't really have anything to gain from this except for the fact that language is so much more than just like a classroom and a class. And so I'd just like to say that Madame Leam has been one of the most influential teachers I've ever had. Uh her teaching style mirrors the experiences one would have if they were learning a language in the wild. It's rigorous, creative, and so incredibly well-rounded. She teaches with an intensity and an excitement that is so contagious, and she teaches with the knowledge that learning a language enhances our potential to exceed at other subjects.

166The solution to decrease enrollment is not to cut the language from the curriculum. The solution is to paint learning a language as a part of being a citizen of the world. Children in other countries are just expected to be bilingual, not because they have the opportunity at home, but because it is embedded in their education and their lifestyle. Bilingualism is not a chore, not another math class. It's part of being a human in this generation where communication is more important than ever. When I moved to this district, the thing that struck me the most about Chero is that we never view an issue as unsolvable. I've witnessed the most outside of the box thinking in this district and I have full faith that the issue of decreased enrollment can be approached in a similar way.

167I'm very aware that this issue is not isolated to this district. And it breaks my heart that children overall don't view learning a language as a gift. But the reason I'm so proud of this district is because we set ourselves apart from others constantly, adamantly, and proudly. So why would we accept this issue as unsolvable when all of us, regardless of our priorities, know that this school district is special? Madame made my cherho experience what it was and the French class though they be but little they are fierce. We went on to take AP French study in college and we all learned sorry all earned our seals of biiteracy and plan to travel to France or Canada in the future or already have done so in French. I have seen the most dedicated students learning

168a language at this school. I have met the people with the most passion and it would be so sad to see them go. And I would just like to add that while I never took Chinese, when I was considering attending Cherokee instead of Westerly, I was really impressed that Chero offered Chinese. I saw this school as a place that encouraged taking risk and pursuing endeavors that weren't really be considered common. I can safely say it's one of the reasons that I moved here. I really hope that in the next year these points will be considered. For a high-ranking school like ours to offer just two languages would be so disappointing and would only further send the message that learning a language is not prioritized in the United States. Thank you. Thank you, Linda. I just

169want to say um I'm very proud of you girls um coming forward. You were articulate. You you proposed and um madame you should be well I mean you your kids love you and that says a lot. Um I also want to say that during budget discussion um I sort of I didn't sort of I made the comment that I thought that one of the comments from my one of my colleagues on the committee was shortsighted um in the and because I was concerned that being that not you know all languages I think kids should I agree bilingual should be it's too bad that we had to cut it at the elementary and the middle school level but um I think we need to kind of look at our language program because if it's going to

170become a graduation requirement having, you know, losing these teachers, it it is a graduation requirement and losing these teachers is just shortsighted and I just don't know why um members of um this committee would could not see that. So, um but but but we didn't cut we didn't remove anything from Well, there was a comment made by one of our school committee members that the classes were small. Well, I mean that was an observation that the classes were small, but in the end this committee did not move forward to cut the budget for world language. We we kept that money in. I just think it sets a precedent. Okay. But that's essentially what we're being asked. Was your hand raised first? No. Yeah. I was just going to respond because um I I was the

171one who said who made the comment about the world language and it was only because of the fact that I have a child who goes to Cherokee and I was aware of the small classroom sizes and we did not end up cutting anything from the budget for the world language program. So I'm a little bit confused right now because I don't because it sounds like the recommendation is coming from the superintendent to cut the program. Is that am I understanding this right? I'm sorry. No, that's not correct. To to reduce to reduce the FTE. Right. Right. So the the based on enrollment which was highlighted and I have shared with the committee that it is my advice that we do not call out specific positions during budget season because that is not the school committee's

172role. Um budget dollars and allocation of the budget. So I don't highlight and because I have to meet with the principles, we have to do course reviews and cost allocations. So when it's highlighted at at a at a public meeting and there's only one teacher assigned to French and one teacher assigned to Mandarin, it puts it in a precarious situation, which is which is what I try to avoid as well as advised the committee to avoid. I actually shared with member Chapman on the phone before the meeting because she had a question about another member who was bringing up a different position and I shared that that is never a good thing to do. And unfortunately sometimes my advice is not heeded. Um when you have one one teacher the writing gets on the wall

173very quickly as they see school committee members make judgment calls on the stage. So the program is not being cut. Miss Leam is correct. based on enrollment, our class sizes um recommend a a 6, not a 1.0. That is not something I need school committee approval to do, but I did hear that we have a responsibility as my principles do and they pay attention and enrollment. And when we hear that five students in a classroom is not something that this committee is going to pursue, then we have to take appropriate measures. And that's so that statement wasn't something that you wanted. I've heard Mr. Champlain make statements about enrollment. I have a responsibility and yes, Miss Leam is correct. They're very small classes. We out of 200 uh rising eighth graders and we did have

174the French program in middle school. We have tried really hard and um I'm always open to suggestions. We've also pushed Mandarin into the middle school to try to increase um the engagement of students. Unfortunately, out of 200 eighth graders, we only had um 20 that were interested in French and the majority are interested in French, are interested in Italian and Spanish. So, um currently the class sizes um they'd be at five, seven, they're smaller, but again, we're still giving everybody that has French, but Miss Leon's not wrong. I I I I I do fear that this committee is looking to reduce um enrollment and um in in lots of ways and French is just one example, but in the past the school committee has given me the direction that it was the opportunities that we

175were what were we looking for. But um dating back if you go back to two budgets ago um member Johnson in the past he brought up he actually asked me to give the school committee the numbers of enrollment and I was asked to ensure that any enrollment under 15 was no longer um reviewed. So when again when members of the school committee make determinations they impact our programs and I have a responsibility to listen and provide guidance to my my team. So, if this committee does not want to cut French and Chinese and and they're okay with enrollment in classroom sizes of five, but you also have elementary teachers here and then you want to put 25 in their classroom. So, I I do think the committee needs to think about what they're looking for

176for classroom enrollment because when we make statements in public, they have consequences. So I I'm just going to say that I I very much appreciate your comments on this, but at the end of the day, we invested in the world language program and asking a question. We're just trying I think some of us are just trying to make informed decisions on on that. We passed a budget and in the budget, Miss Miss um Drake and I were monitoring enrollment. Okay. um we're we're well aware of the course requests when we're making budget decisions and but I don't tend to highlight those in public so that that one individual is not called out right and you know I'm a new committee member so I apologize for highlighting that in public that was never my intention um

177like I said I have a child who goes to school in the district and I was pointing out that that was the case within her class point of order yeah back on track back on track just wanted to say that okay Um, so I guess I have a Sure. Linda, go ahead. I just want to I just want to ask a question as far as planning forward this year, the classes are small. The classes have there have been especially as they move on. Okay. We see less uh for example, but given that that this language is going to become a graduation requirement, you don't foresee that these because what I'm worried about is that we let teachers go and we'll never get them back. And so that's you know that's what I you know because

178everyone's going to be looking for world language teachers. So is there any way that maybe this year the trend's going to get we can't guarantee that when I'm sure when Miss Leam heard French mentioned and she's the only teacher what this is when people look for other opportunities and then over the summer if she decides to take she's right she any she can go to any district and they snatch her up in the end on enrollment. Mr. Drake and I were looking at the enrollment. We have been reviewing the 2028 graduation which is our current class and based on our current world language program we could offer every kid language. However, there is less of an interest um right now in Mandarin and French. Jess and Karen and Craig, did you have your hand up

179as well? Okay. Um so I think it's probably time for a motion. Um I I know that there were discussions about world language in the budget process, but we approved a budget and we didn't cut any world language teachers. Um this was put on the agenda for us to discuss and possibly approve a non-renewal. Is that a double negative? Budgetary decisions happen in March. Enrollment decisions happen by June 1st. Okay. Um so I know that class sizes are a concern. um if you're trying to save money, but we also know that small group learning is really effective and it's really important, not just for students at Kala. Um I'm not in favor of cutting this at the moment. Like Linda said, uh we don't want to lose qualified teachers in this area. Um, so I

180would make a motion that we I just want to be clear there have implications every time this happens come budget season once you do that you've now put more students. So let let's say we have 20 that that and by the way that's 20 who may be interested. So typically we see it shift until you have like 10 to 12 then it doesn't fit in their schedule and then if it doesn't fit in their schedule then classes become even smaller because they didn't realize or something happened and then budget season comes around. Remember budget season is not a time to discuss the individualized programs. It's a larger allocation but once we do it that means you're you're you're phasing out. If you're not going to phase out which is I believe what was the impact

181of smaller class sizes, you're lessening the opportunity. So, there's lots of messages happening at the school committee which I'm responsible to adhere to and I get it. When the public comes out, you all want to make a decision, but in the end, it's it's can be wishy-washy and I don't think that's the intent, but that's what's happening. And when like I said I give advice that I would give myself which is why when I when I I talk to members and I say I don't advise that we call out especially teachers that have one job deans or French it's only one person. So now when that if that teacher decides to leave I have no French program and I am every student who's requested French is getting French. So if you keep it 1.0 No,

182then Miss Drake is going to find because there's no French classes to give Mrs. Leam. So, just be clear, we're giving the students French for 6. If you put it to if it stays as a 1.0, it's non French classes. Will there be French at the middle school? There is no French at the middle school currently. Correct. There's only nine students that were interested. We we moved it to try to enhance more at the and we moved Mer into middle school to see if we could get more students interested in middle school. This has been an ongoing for the last 5 years. Karen and Craig, Gina, can you just clarify the it's the 2028 class that has to take two full years of a language. Correct. or or some of them get the waiver from

183CTC. Okay, thank you. So that's the current freshman class. Yes. How many can you answer? How many freshmen are taking French right now? Uh we have uh 20 who we're thinking are interested. That doesn't mean that this going to take it. We won't know have the official numbers until we do the schedules when they finalize their schedules to make sure that they get their opportunities. But the law says uh budget is by March 1st and enrollment is by June 1st. Correct. Hold on, Pat. Craig was first. Craig, so Gina, how many students prior to the class of 28, a percentage-wise of each grade was taken a language? of each uh grade. I would have to do that. No ballpark just I mean is it going to double? No. I mean it's a requirement every student

184right we have a we have a world the the difference is we have enough staff and they're right we have we're the only high school in the state that has more than one to two languages and then we are actually the still one of the only middle schools that have world. So, so somewhere down the line, do you envision expanding Spanish because more kids need to t take Spanish? So, um not that they need to, that we do see that the highest level of requests are Spanish and then it's Italian. So, and we've been we've been monitoring this for the last five years. So, this is not because we knew they were coming up. This has been in the works with the state. Um, and like I explained to you, we had shifted some of

185the middle school to see if we could get more interest. The world lang, but even in the elementary school when the world language for Spanish went away, we we lost some individuals there. Well, deja vu, I'm the one that made the motion to cut those two people. Right now, what we're seeing and that was a budgetary decision at that time and just like it was several months ago, a budgetary decision. I just want to make sure we're not cutting off our nose despite our face. put like three, four years down the road and we can't replace some of these people because the thing is I I can't anchor these people to the chair either. When they hear that their position is tenuous or there's a possibility they look for other opportunities and I can't blame

186them for that. Of course not. Okay. Pat kind of the same lines of what Craig is saying if if world if a language is going to be required for everyone are we going to max out like for instance like in college when you there only so many seats in a class and if you can't get into that class you have to opt for another one so that's my question if you're going to max out in Spanish or Italian they're going to have to have a language another option we have enough space in all of our world languages to to provide all of our students with the world language even with the reduction to 6. Okay. Are we we ready for a motion for non-renewal of teacher contract? Is someone going to make that motion? That's

187what the agenda item says. Non-renewal of 1.0 to 6. A 1.0 to a point. That's how the state and law is ordered. make a motion and not approve. We're the motion would be for the non-renewal of a teacher contract. It the position would go from a 1.0 to a6. So basically full-time to part-time, right? Or halftime. Okay. So nobody is making the motion. So that means we are moving on to the next agenda item. You have you have to make a decision. I mean the law why is the school committee this is one of the laws that require you to make the decision is say go ahead Laura. Yes. Um so if we've already established that this has been allocated to the budget then I don't I guess I'm Laura that's not what you said

188that's incorrect. When a teacher's not renewed, that's our respons. This is not budgetary. You're talking about the budget. This is enrollment. But I think her point is is that this position is budgeted for a That's incorrect. That's not the question you asked me. Okay. This position was not budgeted the way you just said it. That was your assumption. Okay. Language teacher in the 2026 budget. for French. For French is what you're telling me in the It's in the world language, correct? Okay. So, how many world language teachers were in the 2026 budget? So, again, this is about enrollment. You're getting confused between budget and enrollment. The budget, you decide the allocation. You don't determine where the course enrollment happens with the high school principal and the counselors. This is about enrollment, not budget. You approve

189a number, not the courses. Okay. With that being said, is there a motion for non-renewal of teacher contracts? I make a motion for non-renewal of teacher contracts. Is there a second? Okay. So, we have a motion. We have a second. So, all in favor of non-renewal of teacher contract. Oh, there more discussion. Oh, I'm sorry. I did not see your hand raised. No, if you're going to speak, you have to come to the podium, please, and say your name. Thank you. Sorry. Uh, Nina Rook's cast. I'm a Hopkinon or Hope Valley resident and um my confusion is like that I understand that the teaching assignments have already been determined for next year and it's one you know going from 1.0 to 0.6. I thought what was on the agenda was the fact that it was

190going to be eliminated that the program French and Chinese were were slated to be eliminated after this year. So that was the concern of the students and mine that I can't determine what could happen but there's always the potential for programs to be cut during budget season. Yes, but typically that happens based with the high school principal. That's part of her responsibility. How you doing today? My name's William Cotton. My daughter uh takes French class. Her name is Sophia. Um she loves the class. Uh she loves French and she loves cooking the French food. Um my concern is many of the colleges require three years of foreign language of the same foreign language. Um how are the students supposed to complete this? If you offer French to students, it should be responsibil responsibility to provide

191all the appropriate classes. And how are you going to help the students get three years in the college? She's already taken one of the years. So, um, she doesn't want to learn Spanish, doesn't want to learn any of the other ones. Matter of fact, she's looking to go to college in France, which is great. They, uh, French is still here. So, they will they take your two next year. And then, how about the third? That's a great question. If the if the program is cut, it would be VHS. So, we we have virtual high school for other languages that we don't offer. But the ones on virtual only offer four. Doesn't offer three. No, they offer three. Well, she checked it out and she said was only four out there. So, but that's my concern.

192Understood. Um, I believe the school should reconsider or at the minimum they should let the students currently in French one and two complete French three. Thank you. Thank you. Yes. Your name? Um, I am Jester Kona. I am a freshman from Richmond. And I just have to ask, what is the maximum amount of kids for a foreign language class? 30. Okay. 20. 25 a third. I have to double check. A little late. I think an issue that um a friend of mine, Calypso Wisor, ran into was she applied for Chinese, but they denied her because the class was full. Not a scheduling issue. Specifically because of the class, just for it to only turn out to have 11ish kids. Yeah. Nothing. No Chinese. No Chinese classes fault. That I know. That's what they told her.

193Who's they? whoever was dealing with her scheduling. So, most likely and Mrs. Drake's in the back. She's gonna look into it. Okay. Thank you. Just curious about that. Not none of the classes are Jess, did you have a comment? Yes. Um, so it seems like there's two different um perceptions happening, right? Just for the position 1.0 to point 6, right? So, but there's a perception that by reducing this contract, it will eliminate the French program. Right now, there are enough classes to run a 6 at the just at the high school, but that's all we have. That's all we last year this year either. It's not it's still it's not in the middle school this year either. Okay. So, It's just reducing you would m would have to provide again then um we have 6

194classes we need to run to cover French 1.0 of the French program correct okay a 1.0 know we need to have enrollment in classes. So, Miss Lean wouldn't be teaching French because we don't have the enrollment for it. But her that's what she's paid to teach. So, I can't just provide her with a different subject to teach if she's a 1.0. Karen, and then I I have a question, too. Is the plan to run a French one next year, Miss Drake? No. And Gina, can you just clarify for me? Did you say that there were 20 potential students that were interested in French? So based on course interest, there are 20 who may be interested. So maybe interested in would that be French one for eighth grade? For eighth grade, right? Okay. Okay. Well, we

195have we have a motion on the floor and we have a second. So, all in favor of the non-renewal of the teacher contracts to go from a 1.0 to a point 6. All okay. All in favor of the non-renewal of the teacher contract, which means it goes from a 1.0 to a point 6. So Pat and Diane are in favor. All of those opposed. Looks like the rest of us. Okay. So, yes, I have a pretty strong suggestion that these four women do a video and sell what you love about the French. Great idea. Because I think you could fill a classroom with that enthusiasm. Thank you. Thank you. Okay. Thank you. Okay, moving on. Grants for approval. We have three on the agenda tonight. And um Gina, are we turning this over to Katie

196or do you want to give us some context on these before we turn it over to Katie? Um the the grant you had the CEP grant Katie already presented during her the Cala presentation. Thank you. That's the the ride grant. The uh ride health and education building corporation is the Richmond Playground um that Katie and I had worked on uh through Rissa. And then the 21st Century Technology and Equipment Fund is $300,000 to upgrade high school science labs. Okay. Do we have a motion for these grants for approval? I make a motion to approve these three grants. Okay. Do we have a second? Who who said? Second was Craig. Okay. Any discussion on these? Larry. Um question. I talked to Hopton Town Council and they all agree that the playground equipment there uh at the

197Hope Valley School could be moved to Richmond. If you s want to take it, put it there. We We are taking it. You are taking it. We have We have to have uh we have playground uh reviews for required by the trust. So, anything that's structurally appropriate, we will move. We've already determined that. Okay. We also you also have to once you move it, they're not um grandfathered in. So, ADA will have to be um looked at with each piece. And you have to have so many pieces that are ADHD compliant ratio with not ADA ADA ADHD. It's late. It's 11:00 and everybody's live on YouTube. Don't Well, I have that but so um it may not be as simple as um just getting a price and moving it. We have a responsibility to make

198sure that it meets all the standards now. So it's but we it is all being looked into. Okay. Okay. Okay. So, we have a motion in a second. Any other discussion? All the Thank you, Katie. Thanks, Katie. All those Oh, sorry. Karen, did you have something else? Okay. Thank you, Katie. All those in favor for the these three grants to move forward. Donna, are you in favor of the Okay, it's unanimous. Thank you. Okay. RFQ stage two architect elementary school capital planning for approval. Gina, can you give us some context on this? And would you be willing to also explain how the Richmond Elementary School playground fits into this? You may have talked about it. It doesn't fit into this. Okay. I I needed clarification on that. You're you're thinking about the stage two that

199ride has. Okay. Uh this is to begin a stage two for the elementary plans which will uh encompass uh a review of what renovations would cost as well as opportunities for new schools. it. Um our goal is to try to talk with the architects to try to get as many options as possible based on the funding that we have allocated and um in the end uh understand the difference between renovating our 100-year-old elementary schools versus um new construction. Are there questions from the committee on this? Karen, I was looking at the timeline. History geek in me. Um, so if we put this in June, is the hope now? It goes out now. It goes out now. And then, um, there's a due date or of when the bids are due in June. Um, is the

200hope to have a plan in December so we can submit it in Feb. I don't want to run into That's great question. I'm so glad you asked it. The timeline is always it's the same timeline every year. February to February. I think we all felt very rushed with the last one. It's the same timeline because ride remember if you don't finish and submit by February 15th then you have to pay for a brand new stage one. We've done this is our fifth round. So every time the state says it expires after one year. So you've got February 15th to February 15th. So what happens is this is typically happens now. Yes. We go into the summer, people go away and forget, come back in September and we're we're that train is on the track because

201we have to have it ready for legislation, bonds, and approval for stage two by February 15th at ride. So, it is a always a very tight timeline and the only time we can submit it is at that February 15th date or September 15th or September 15th. I'm just similar. Yes. recommendation. I know we love having all these meetings, but maybe when we get back to school in September, maybe have a a meeting just about that. Well, it will once once we do the RFP, it kicks off the necessity for school construction committee again. Okay, good. Just because then we can focus. What we need is the Bureau of Veritar support. Okay. We haven't done that yet. Correct. But we should have it right, Said by by the time we get the architect in in house,

202we should be able to be moving full steam ahead all summer. So, correct me if I'm wrong, Gina. Go out going out to RFQ does not incur any cost to the district. It's when the architect is selected that that's what incurs a cost to the district. Is that correct? The architect, the the owners project manager and and all of the sort of subcontractors that come along with the bids. And then who reviews the bids when they come in? Is that um the necessity for school construction? Okay. Okay. So that's they provide a recommendation to the committee and and who's on that subcommittee? Karen, Pat, and Craig. And Craig. Great. Okay. And community members. Yeah. Community. Oh, I mean there's a whole from the school committee, right? I just I can have um uh I can

203send it in an FYI. Okay. All right. So, do we have a motion to move forward with the RFQ for the stage 2 architect elementary school capital planning? I'll make a motion. Karen and Pat seconded it. Um, all those in favor? Unanimous. Great. Thank you. All right. Rhode Island Energy Fixture Replacement Agreement for approval. Um, Gina, do you want to give any context on this or Craig? Recommending approval based on the memo if there's any questions. Do we have any questions on this? You recommended approval. Correct. Did anybody move it? No, not yet. Second. Okay, we have a motion and a second. Discussion. No discussion. All those in favor? Unanimous. Thank you. Rhode Island Energy Management Systems Agreement for approval. I recommend approval of this agreement for the memo. Second. Okay. So, we have a

204we have a motion and a second. Is is um I have a question. Is this um the material that we received regarding the EMS legacy systems? Yes. All right. I just I don't understand what a legacy system is. Can we can we give like a 30 second overview on this? It's your whole It's your energy management system. So, it's your controls. It's also your computers that are currently operating to keep your um heating system running. Okay. Outdated. Outdated. um is an understatement. Um we are at the point where if our the current computers being used in our elementary schools fail um we we cannot update them. There are no further updates. They are past their life expectancy. Um and their amount of um energy, time and money that our tech department has to put into

205making sure that they actually do not become a cyber issue is um alarming. So besides the fact that um they're costing us money, they're totally outdated, um it does increase our risk to a cyber attack. Okay, thank you for that input, Jess. My question is on the list provided, why does Charleston Elementary School have such a higher cost than the other schools? Because of the system they have. Because of the system they have in place. So, um, Rhode Island Energy comes in, they, um, they go through all the buildings and then they give you, um, a price for each building. So, um, so they have like the cans with the rope. Is that thing you're you're um, you know, when you look at your transfer, um, you know, you're spending thousands of dollars a month

206to fix heating issues. Um, you know, heat's really not an option in New England. You have to have it. And, um, we're struggling to keep our building seated. So, this is an opportunity where you can have it paid for, um, through Rhode Island Energy. We've done other initiatives with them with our lights. Um, we've had very good working relationships with their subcontractors. We've, um, been very successful. So, um, I I highly recommend it. um the monthly cash flow. Um it it's almost like you're getting it for free. All right, we have a motion in a second. Uh Laura, go ahead. Cost savings that the monthly cost savings. Did um Rhode Island Energy provide They provided that to us. Is that where that number came from? Yes. They basically do a breakdown and tell you what

207you're paying for your oil. um how much how many gallons a month you're saving oil, how many ga um and then your kilowatts and how many kilowatts a month you're saving. They break it down by school. And then um we're also not included in this because it's part of the building committee is um the main campus is looking to do the same thing, but bond money will actually pay for that. So between um estimated savings, you know, districtwide will um more than pay for um if we're off a little bit with the elementary project. Thank you. All right. All those in favor? Unanimous. Thank you. Thanks, Greg. Increase of student meal price for approval. Uh based on Mr. Zenian's review, I am recommending the increase of student meal prices for approval for next school year.

208We have a motion and a second. Linda, what's the change in the price? So, we're going from um from um elementary graphics from 125 to 150, elementary lunch from 250 to $3, um middle school and high school breakfast 125 to 175, middle school lunch will go from 290 to 350, and high school lunch will go from $3 to 350. Okay. Thank you, Craig. I've been on that subcommittee for approximately 12 years and um lately the actions have been made and without the subcommittee's participation you know either a include our participation or b let's just eliminate the subcommittee you're the only one on it and I think it's because we went to the state contract that that remember because you guys used to review that's so let's eliminate the the subcommittee then correct I will apologize.

209I didn't know there was a subcommittee. There isn't. You're the only person. Wow. But where's the other? I think you're the liaison. I think it's like the special ed because you're the only name there. Disregard what I said. Just give me a call. There you go. Okay. All those in favor of increasing the student meal price. You got no choice. I'm just going to say, is there a choice? Did you have another comment, Jess? Oh, sorry. I didn't see your hand raised. Um, are these like Can we negotiate these down at all? Like five cents here and there? I don't know. Like I just feel this is actually has been negotiated down. I actually came in much higher than Chartwells did. So um Chartwell Wells gave me they said that at these prices they feel

210that um the participation in um breakfast and lunch will not go down. The prices I originally gave them were a little bit higher than this and they said um it would um negatively impact um student um interest and participation. Okay. And you know I did I know that the adult price went up a dollar. So I was happy to see that this was less than that because most kids that get lunch or a lot of kids that get lunch they get it every day. Um so I do want to see the participation continue. Um, and I also want to see the applications for free and reduced meals increase. Um, this might do both. This this this might increase. Well, actually, if our meals cost more, will the require will the benchmark to receive free and

211reduced meals change because the meals cost more? No, it's based on the home income. Oh, okay. So, I can tell you though, if um you do not raise prices, you're going to see an estimated $40,000 deficit in your budget next year for um school lunch. With these price increases, um based on numbers from this year, you have the possibility to have a profit of $34,000 rather than a deficit of 40. Yes. Okay. So, we have a motion and a second. All those in favor of increasing the meal prices, it is okay. No. No. It's I don't think it's unanimous. Did you raise your hand, Jess? No. Okay. So, we have Raise your hands. Okay. Anybody opposed? Jess. Okay. Thank you. FBLA, Future Business Leaders of America Nationals Field Trip to Anaheim, California. I recommend an

212approval of the field trip as noted. So moved. Second. Okay. We have a motion and a second. Any discussion? Hearing no discussion. All those in favor? Unanimous. Thank you. Transfer of funds to fees account for approval. I recommend approval based on the memo provided by Mr. Zenian. So move. Okay. We have a motion and a second. Any discussion? Hearing no discussion. All those in favor of the transfer of funds as presented it. It's unanimous. Thank you. Budget update and budget transfers for approval. I recommend approval of the budget transfers as submitted for the memo. So move second. We have a motion and a second. Discussion hearing. No discussion. All those in favor of the bud of the budget updates and budget transfers for approval. You is that unanimous? Unanimous. Okay. Consent agenda items for approval.

213Gina. No, that's not me. Oh, it says, "Gina, I recommend approval as a group on the consent agenda." Usually, you don't Nobody's pulling. Oh, okay. Consent agenda. Is is there are there any items to be pulled on the consent agenda? Jess? Yes. I would like to pull um A1. Okay. So, we're pulling A1. So, um is there um So, can we move I make a motion to approve the remainder? Okay. motion to approve the remainder. But before you do that, okay, but before I do officially second it, I want to acknowledge uh the donations from Secape Land Lawn Care donated $500 to Cherokee Tech. Not here anymore. No. Students participating in the Skills USA competition in Atlanta, Georgia. At Seate, we are proud to support students who are committed to enhancing their high school education

214by gaining valuable marketable job skills. Techn technical schools like Cher Tech play a vital role in preparing students both college and career ready and we are honored to contribute to their success. Two Gotham Gotham Greens Providence Rhode Island uh provide an exceptional donation of seedlings for the Richmond Elementary School hydroponic units. There are 219 various lettuce seedlings and another 72 basil seedlings. Uh Richmond Elementary School is in the midst of working with Chartwells to survey all elementary students in all four schools to have them utilize student voice to choose their favorite salad choice out of three options and each school's favorite will be sh served during reading week. The lettuce we hope will be coming from the hydroponic units located at Richmond School. Each seedling providers value at $3 each for a total of $873.

215And three two sedum plants from farmer's daughter were donated by grade one teacher Wendy Pulis value $40 to the Richmond Elementary School. Thank you, Craig. So, we have a motion to accept all those consent agenda items except A1 and we have a second. All those in favor? Oh, hold on, hold on, hold on. No, no, you have to also pull C. Oh, yes. Excuse me. Okay, that's what I thought. Okay. So, so do we have to have that motion rescended? It's passed if he rescends it. Okay. So, we'll have to I've resend my motion to approve the remainder. Okay. Can the seconded person resend or take back their second? Yes. Okay. Well, I'm not read I'm not reading that again. No worries. Nobody wants you to read. Um, okay. So, we need a new motion

216to pull A and C. A1. A1 and C. Make a motion to pull A1 and C. Okay. Motion to motion. Do we have a second? Second. Okay. All those in favor. Unanimous. Motion to approve the remainder. I made a motion to pull. Now I'm making a motion to approve the remainder. Second. Second. Okay, we have a motion and we have a second. All those in favor? I'm tired. I know. Are you raising your hand? Okay. Just a reminder, you do have to come back in open session and then do that one. Oh, okay. Separate. Okay. Uh, so madam chair, I make a motion to approve A1 minutes from the regular session of the cheros school committee from 4825. Second. Okay, we have a motion and a second. Any discussion on this? This is so I

217I pulled it because there was um a part of the agenda that Angela annotated in the in the minutes where it said that Chair Dinsmore asked, but it was actually myself that Yeah, I'll make that change. Okay, thank you. So it was noted in the comments. Just a correction. All right. Are we moving on to We have to vote. [Music] The amendment agenda. Thank you. All those in f Okay, we have a motion. We have a second. All those in favor? Unanimous. All right. Are we on to reports? Superintendence report, district transition planning update, cherho civics engagement summit. Yes. So, uh, our joint school improvement team continues to plan the district transition planning as it relates to elementary schools. We are also reallocating supports for the redesign of charal alternative learning academy as well as

218the needs across our schools. Uh, this was part of the review you um and you just put back 1.0 of French. So, that will make some changes. We are proud of the collective efforts and commitment demonstrated by our sit teams and district teams in ensuring a supportive and welcoming environment for all char families. Parents and community members are encouraged to participate at sit meetings and PTO discussions to provide input and ask questions. Also, we're happy to u prepare for our Cherokee community civics engagement summit which is a new student opportunity. The summit offers hands-on opportunity to explore the inner workings of local and state government, speak with local and state officials, and participate in a dynamic field trip to the Rhode Island State House. Whether they've chosen to run for governor, senator, representative, or a

219local office, their voice matters, and they're learning how to lead. Throughout the summit, they will enhance their leadership and communication skills, learn how to advocate for positive change in their community, engage with peers and professionals who care deeply about civic life, and participate in discussions that merit real world democracy. Thank you, Gina. Next item, school committee requests for future agenda items or legal opinions. Should we hold off till we come back out of regular out of executive session for that? And you still have to also you'll have to do C as well. Yes, you can you it's up to you, but you have to also do C. Okay. All right. Is that okay for us to hold off, Jess? Yeah. Do you have your hand raised? I was going to make a a request. Okay.

220Okay. So, you mentioned it, the necessity for school construction subcommittee. Um, and I would like to be on that subcommittee. I know it was mentioned that Karen is on it. I don't know. Sorry, Karen. But she's also on the building committee. Um, so I'd be happy to take her place or be added in addition, but I would like to be on that subcommittee. So, noted. So, are we putting that on a a future agenda item? Is that That's what I'm hoping. Yes. Okay. Anything else? So, I make a motion to go into executive session to finish. Yep. That's what we started. Second. Do we have a second? Okay. All those in favor? Is that unanimous? Okay. So, so Diane is opposing. Okay. Thank you. Yeah.