[0:17] Good evening, everybody. Welcome to our school committee meeting. It's October 22, 2025. We started to meeting, reading our vision statement. The Ashland Public Schools drives to be a model district that creates a culture of inclusivity for our diverse students and staff. Who feel safe and supported are empowered with the academic and social emotional skills to pursue their chosen path and embrace their roles as positive contributors to local and global communities.

[0:46] this meeting is being recorded by WACA Cable TV. Our order of business this

[0:52] evening includes our opening procedures agenda review and adoption. We'll have

[0:57] time for public participation and the reports and presentations include

[1:01] National School Development Council awards for academic growth and student

[1:05] leadership and learning. Massachusetts Association of School Superintendents

[1:10] Award, Ashlyn Middle School, Erin Leshapew, Warren Approvals, Superintendents Report, Assistant

[1:18] Superintendents Report. Our action items discussion updates and votes include information

[1:24] about the superintendent's evaluation, Joshua Gracias, grade 12 Eagle Scout Project Proposal,

[1:32] AHS Environmental Club Stormdrain Project Proposal. Policies for a second reading vote include

[1:39] I-K-F, graduation requirements, I-K-F-E, competency determination, and our consent agenda includes,

[1:50] did I miss one?

[1:51] Thank you, Jim.

[1:52] J-E-C, middle school pathway exploration.

[1:55] And our consent agenda includes approval of gifts and donations, minutes from September

[2:00] 24th, 2025, and minutes from October 8th, 2025, we'll have reports of school committee members,

[2:06] and then we will adjourn. I will ask if everyone's okay with the order of

[2:13] business and take attendance, Marcy. Yes, Sina? Yes. All? Yes. Mark? Yeah. Trust me,

[2:22] it's all good. It's all good. Okay. I'm going to ask if there's anybody in the

[2:27] either online or in the audience who wants to offer public comment.

[2:35] Sure. Okay. Seeing

[2:37] Seeing none, we are going to move to our first item on the agenda, the National School

[2:42] Development Council Awards for Academic Growth and Student Leadership and Learning.

[2:46] Great.

[2:47] Thank you, Mrs. Tosty.

[2:48] It's always a pleasure.

[2:50] Each year, as a superintendent, I get to offer three awards to student seniors.

[2:56] Hopefully before they get all their college resumes and recommendations and everything in place.

[3:03] So with the help of Miss St. Kerr as well as the counseling staff, I reach out and get a little bit of information on a number of students.

[3:12] And the two awards we have tonight, Nestek, is a company that we utilize that helps us with our enrollment working with us on a close basis for professional development.

[3:25] So it's nice that they give us that opportunity.

[3:29] So I'm just going to read a little bit here if you will indulge from here.

[3:34] The Nesdeck Award is presented at a high school seniors who have consistently pursued

[3:38] a high level of academic effort and who have also served as positive role models for the

[3:43] student body.

[3:44] Recipients of the award exemplify admirable character and accomplishment.

[3:50] When I call your name and have you come up and Chair Tosty will present the award to you.

[3:55] So I'm proud to present the first Nesdaq Award to Maximo Gamboa.

[4:04] Maximo is not only one of our highest achieving students, but also an exceptional young man

[4:08] both inside and outside the classroom, as well as, yeah, get your accolades here, as well

[4:15] as in the community.

[4:16] Academically, Maximo has been outstanding with an impressive 4.45 GPA.

[4:20] He ranks in the top 10% of this year's senior class.

[4:24] He consistently challenges himself with a rigorous course load and was recommended by his teachers

[4:28] for five advanced placement classes this year and endorsement of both is

[4:33] intellect and work ethic. A trial-ingual student, Maximo has earned the seal

[4:37] of biliteracy in Spanish, is on track to earn it again in AP French. Maximo is

[4:42] also an ideal student athlete, dedicating himself to wrestling and especially

[4:45] varsity tennis, where he served as team captain last year as a junior. He served on

[4:50] the School Committee Advisory Council last year. Maximo plans to study mechanical

[4:54] engineering in college and I'm confident he will excel in all his future endeavors.

[4:57] It's my pleasure to present the Nesdaq Award to Maximil Gamma.

[5:07] Our second recipient of the Nesdaq Award goes to Taylor Koch.

[5:18] Taylor is a respectful, passionate, empathetic, and highly motivated student who consistently

[5:23] demonstrates exceptional collaboration skills.

[5:26] Ranked among the top 10% of her class, she has maintained an impressive GPA while embracing

[5:31] a rigorous course load throughout high school.

[5:34] Beyond the classroom, Taylor has been an active and engaged member of the school community.

[5:38] She is a member of the National Honor Society, an AP Scholar, and a service student representative

[5:43] on both the Student Council, Site Council, and the Youth Advisory Council.

[5:47] She has contributed as a peer leader, participated in academic decathlon, joined the Make a

[5:51] Wish Club, taken part in a gift that gives the world trip, and written for the school newspaper.

[5:56] As captain of the varsity softball team, she exemplifies dedication, compassion, and balance,

[6:01] making her a truly well-rounded individual.

[6:04] Taylor plans to study political science and college, and we're confident she'll continue

[6:07] to excel. It's my pleasure to present the NSDEC Award at Taylor Clutch.

[6:17] And our final award is the Massachusetts Association of School Superintendents Award.

[6:21] So it's an organization that Mr. Kaira and I belong to that really supports assistant

[6:26] superintendents and superintendents around the Commonwealth.

[6:29] So this award is presented at every school district, often in the fall, as I said before the

[6:35] senior year, to students who exemplify academic achievement and community contribution.

[6:42] I'm thrilled to announce the Academic Excellence Award to Zia Koshwan.

[6:51] A hard work and responsible and driven senior who ranks in the top 10% of a class

[6:55] with an impressive 4.62 GPA. Zia has continually challenged herself with a rigorous course load

[7:01] and is currently enrolled in six AP classes, reflecting her strong commitment to academic growth and excellence.

[7:08] A member of the National Honor Society and recipient of the Dartmouth Alumni Book Club Award,

[7:12] Zia is recognized for intellectual curiosity and leadership.

[7:16] Outside the classroom, she serves as president of the Biology Club, an officer of the Cares Club,

[7:21] an academic to Catherine competitor, a site council representative, and Coral P&S accompanist.

[7:27] It's a lot right there.

[7:29] Looking ahead, Zia plans to major in marine biology and college where we are confident she will continue to make a positive impact.

[7:35] Zia is a kind, motivated and well-rounded individual who truly embodies academic excellence.

[7:39] congratulations to all three of you and

[7:48] you don't need to stick around you're

[7:50] welcome to go but we're very proud of all of you and that is an amazing list

[7:55] of accomplishments well done congratulations great job everybody

[8:04] right

[8:08] Congratulations.

[8:10] Your sophomore is only left.

[8:12] Okay, Ms. Lushapel, you're up.

[8:15] Already?

[8:18] Hold on, Ms. Lushapel.

[8:20] No, I got it for you.

[8:25] I've got it.

[8:35] I can start before you get it up.

[8:36] Yeah, yeah, good.

[8:37] Good evening.

[8:40] I'm just here to provide a very brief overview

[8:43] view of kind of how the schedule roll out and changes have gone.

[8:49] As you know, I was here many times last year to talk about the changes that we were going

[8:55] to make and now that we've started, I wanted to just give you a little bit of an update.

[8:59] I think important to note that the theme for the year at the middle school is positivity,

[9:07] flexibility and grace.

[9:09] We've had a lot of change, and it's important for me that the faculty realize that I'm acknowledging that it's a lot, and that we need to work through any difficulties together.

[9:20] So just to summarize why we made a change, we were really looking at, are we meeting all students' needs coming in and looking at the discovery block, and if it was equitable for all students and meeting needs, and we did not feel that it was.

[9:36] The data, our data showed, we had pretty significant gaps in reading, and then our STEM data for the science standards, the way it was previously being taught was not allowing students to have exposure to the STEM standards by the time they took the eighth grade MCAS.

[9:51] Our Title I, EL and SPED services all previously were taught into one block which really made a compliance issue as well as not having the ability to divide students out based on student need and leveling.

[10:03] and then looking at an intervention block,

[10:06] I'll get to it next.

[10:09] So if you remember, we made changes to each grade

[10:14] by removing the discovery.

[10:15] Students still have five core classes.

[10:18] Sixth grade, we divided, sorry, seeing something to me.

[10:22] Oh, okay, I'm like, dividing ELA into reading.

[10:29] Okay, reading, a section of reading and writing,

[10:32] Adding an engineering class to the seventh grade core curriculum and putting Spanish on

[10:37] team for eighth grade students,

[10:45] thank you.

[10:47] So what students' schedules look like, they have five core classes on their team which

[10:52] leaves two blocks for unified arts or wellness.

[10:55] It's also the block where students receive academic support or additional Title I support.

[11:01] With these changes, we were also able to streamline and give a little more consistency

[11:07] to how often wellness and unified arts were meeting.

[11:11] So all students went from, excuse me, wellness meeting 60 times a year to 90 and unified

[11:16] arts from meeting 30 times a year to 45 classes a year.

[11:20] Band is meeting all year long for all three grades.

[11:23] Our course numbers were happily so high for 7th and 8th grade, the original intent was course

[11:29] would meet all year as well. Sixth grade course is meeting all year long, 7th and 8th.

[11:33] We had to semesterize because the numbers were so high that we did not have one of space

[11:37] for them and needed students to have to put into all the other unified arts. So I think it's

[11:43] going to work out really well for the 7th and 8th graders to have additional exposure

[11:48] though and for them to solve the opportunity for a course in concerts and things like that.

[11:52] Support blocks are not limited to one block throughout the day now and we are able or we're

[11:59] reading and our Title I math into leveled need, not just they need support and this is the block

[12:05] that works.

[12:07] So how's it going? Overall, it's going really well. The first few weeks were definitely a big

[12:14] adjustment. I would say more so for staff than for students. Staff, well they core content teachers on

[12:21] team had four classes in discovery, having that fifth core content class of saying kind of the same

[12:27] thing the fifth time with another 20 you know 20 plus section of students

[12:32] to grade and prepare for definitely was a shift discovery lots of them were

[12:37] using it in different ways but it got them to do something different in that

[12:40] block of the day so it's definitely an adjustment and a shift now that we've

[12:45] settled in and we're almost done term one I think we've turned a corner on some of

[12:48] the stresses of it and we've really found our groove it was very evident in

[12:54] the start of the year, though, the discrepancy and how discovery was being used, because some

[12:59] people really felt the loss of that in a very tremendous way, and others did not, which

[13:04] shows that it was not being used as an effective 45 minutes every day for all students.

[13:10] The new curriculum, I think, is the most exciting part.

[13:13] The sixth grade reading and writing teachers, I think, if you got them up here, could go on

[13:17] and on and on about what they've already seen for this and what we envisioned the long-term

[13:23] from impacts of dividing, reading, writing out to be.

[13:26] I've observed some reading and writing classes

[13:29] and just the depth.

[13:30] They're able to go into, specifically with reading

[13:34] and being able to preview plot and character development

[13:39] and context and things like that.

[13:41] And then writing, talking about the mechanics and the grammar.

[13:44] They're just really getting a double dose of it,

[13:47] which not only did it as the data show that we need,

[13:49] but it's allowing both classes to take a pause and really enjoy the content instead of rushing to get through it.

[13:59] I have, I think I had the most staff do summer curriculum work in the district and I, I can't shout them out all out, but I will shout out Chloe Dignacco and Caitlin Gentile who are the two teachers teaching engineering.

[14:12] engineering. They were a math and a science teacher on half teams. And Doven, when I said

[14:19] this is what we're going to do, I'd love for you to do it. They spent, I don't know

[14:25] how many days in the office this summer working on curriculum. And they have developed a course

[14:29] that is hands-on, project-based, critical thinking, application, kids just built dog houses

[14:37] and had to come up with the whole design and materials

[14:41] and think about weather and sustainability

[14:46] and temperature factor and then build them.

[14:50] And it's been really awesome to see

[14:52] and I'm excited to see what they're doing for the rest of the year.

[14:55] And then for eighth grade putting Spanish on team, definitely for the students,

[14:58] is making it feel

[15:00] Like a core class, whereas previously it was kind of considered their UA block. It's allowing those two Spanish teachers to have time with the core content teachers to talk about kids and make sure they're supporting kids in the way they need. We did learn early in the year. We had a little bit of a bigger gap than we expected with all of the staffing issues we had with Spanish last year, as you know, again a reason I was here a lot last year.

[15:28] So they paused and reset and are really following the Spanish one curriculum to fidelity right now and

[15:36] feeling like even though some students had a good basis last year, all they're doing is getting more repetition of it.

[15:42] So hopefully ending the year with everyone feeling really prepared to go to the high school.

[15:48] Special education I will say has some really great positives and this is probably the area where we learn the most from right at the start of the year

[15:55] for things that we can do even better next year.

[15:57] From a compliance standpoint and grouping student standpoint,

[16:01] far improved.

[16:02] But specifically in grade seven and eight,

[16:04] where our inclusion teachers are not team-based,

[16:07] they are content-based.

[16:09] Making sure that we are pairing liaisons with students

[16:13] that they see the most often definitely

[16:15] needs some finagling for next year, which we can definitely do.

[16:19] Like I said, unified arts teachers are loving the consistency

[16:22] of seeing the students and being able to just

[16:24] continue with their curriculum versus like, what did we do five days ago? Something that

[16:30] is feeling a little bit lost for those that use it really well is that flex block or

[16:35] giving students that what I need time. While we don't have a formalized way to work it into

[16:40] the schedule right now, I have been transparent with teens that I want them to try things to see

[16:46] what works for them. So I have a variety of teens doing things in different ways. A couple of

[16:52] the 6th grade teens are using the last academic block every Friday as a catch-up block or

[16:57] what I need block. I have some 7th grade teens who are using the days they have 2nd lunch.

[17:03] They go to 30 minutes of the class, they go to lunch, they go back in the last 30 minutes

[17:07] is a flex or do I need to go see my science teacher instead of my math teacher. So we're

[17:12] modeling some different things out. I think it's probably the biggest discussion we're going

[17:15] to have this year if we look at making any significant change to blocks or timing and things

[17:19] things like that to add that in, not on a daily basis, but maybe a weekly or twice a week

[17:24] basis, just to address when students are neat. Students need a little bit more intervention

[17:29] time to work into the day. We started data teams, which is really exciting. Really looking

[17:36] at our data and the data itself as well as anecdotally what students need and we're starting a new

[17:43] tracking system of that to figure out what supports we're putting in place and how they're

[17:47] And then starting tomorrow, my ELA math science and then civic teachers are going to dive into our Mcastiated to look at the standards and questions to see what curriculum impacts or changes need to be made for this year's content.

[18:02] That's it.

[18:05] Does anybody have any questions?

[18:07] So I'm curious, Sarah, the things that you're going to look at in the longer term, I

[18:12] might not stop, so in a few weeks of this, that will be like the measures of success,

[18:17] you know, whether that's culture in the building, whether that's assessment of that,

[18:22] there's specific things that you're looking for that are going to sort of be,

[18:26] okay, that confirms what we are thinking here in real terms.

[18:29] Yeah, and some of it's going to take a little while to play out data wise.

[18:32] I think we are optimistic, we'll see significant growth in our sixth grade eye-ready scores

[18:38] this year by the end of the year, even potentially the mid-year diagnostic based on the reading

[18:43] and writing.

[18:44] Our engineering class, it would be this seventh grader, so it'll be the end of their eighth

[18:48] grade year that they'll test on the science standards that will have kind of that data

[18:52] piece.

[18:53] But from an anecdotal, like, again, standpoint of how the building feels and how the teams

[18:58] feel and things like that, I think we're really the thing we are most comfortable with

[19:02] right now are the curriculum decisions we made

[19:04] for what to add each grade.

[19:06] If you ask my ELA teachers, they want reading

[19:08] and writing in all three grades.

[19:10] I don't think students would necessarily want that,

[19:13] and they're really liking the engineering piece.

[19:16] But yeah, some of the data is gonna take some time

[19:19] to play out, but I think in regard

[19:21] to the day-to-day logistics of the schedule,

[19:24] that's really all we're evaluating right now,

[19:27] is are we gonna make any changes with that

[19:30] that at the start of next year,

[19:35] and that's a 2B determined, it would be small, I think

[19:37] if we did, but it would be to fit in some more structured time, I think, for that intervention

[19:43] or when type of block.

[19:48] Do you get a feel yet on how any of the staffing implications of the changes are going to

[19:54] out, right? I know with what we had in place, any kind of eds and flows in student population

[20:01] was very challenging to staff. That's why we got to have teams and we did all that stuff and

[20:06] this was also supposed to help with some of that. Do you get a feel for whether that's playing out

[20:12] as we expected? We might need to just want to understand that potential implication down the line.

[20:18] Yeah, right now, I mean, I think any principal would say we will always take more staff.

[20:28] I mean, but it's what we're able to, right now, our class numbers and things like that

[20:33] are really, really solid with what we have.

[20:36] It's our intervention supports, I think, would be where we're going to need potentially

[20:41] down the line.

[20:42] I have one Title I math teacher who is fully scheduled and could take more.

[20:48] I'm sure if we were able to give him more and then our reading specialist, Melissa Steinberg,

[20:53] switch from an eighth grade L.A. teacher to reading and she's done an amazing job with our data

[20:58] and making sure students are getting shorter term interventions in support.

[21:03] So right now with the staff we have, we're good. And the half teams, you know, the change of that,

[21:11] I think using the staff that I had to the ability I was able to use them, where they

[21:17] I think it was a good thing for them.

[21:22] So I just have a quick question to kind of visualize the change in special ed.

[21:28] And I'm thrilled to hear that you guys feel that it's working out really well.

[21:31] I would imagine with the leveling in math and ELA in particular,

[21:35] it's easier to deliver services to the kids who may have need in specific math instruction or reading instruction.

[21:42] Where I'm curious is where it fits in is there used to be and I may use the wrong term,

[21:47] but like an academic support book and I think a lot of kids got during that discovery time.

[21:51] So where does that fit in now?

[21:52] So that fits in depending on what grade they're in.

[21:55] So students have potentially two blocks that are not a core content class and they might have wellness one and art in the other.

[22:03] Students who need academic support would have art and academic support to the extent that they need it.

[22:09] So not every day for all students, students were scheduled based on their service delivery grid.

[22:14] So if they only require an academic support four times a rotation,

[22:16] They're in that four times, and then the other three times.

[22:20] So we really were able to tailor things to what the delivery grid said versus just, well,

[22:25] this is the block they have academic support.

[22:27] They're going to have it every single day because there's nowhere else for them to go.

[22:30] Yes.

[22:31] Are there some kids who are missing out on those unifies?

[22:34] So they might have less of them.

[22:36] No one has no unified arts or wellness.

[22:38] Everyone has wellness.

[22:39] Everyone has some level of unified arts and for students who did have academic support.

[22:43] There was some conversation of what might be your most interesting unified art to make sure that we're trying to tailor

[22:49] Student schedules to meet their needs since there is a limited time for them to attend.

[22:55] But a lot of discussions with the special education staff have been, do they need academic support every day?

[23:00] Because if not now that we have the ability to get them into a unified arts class in the same block.

[23:05] So, I don't know the exact data, but I would say it's probably close to 50% of our students

[23:11] who now have every other day alternating it with Unified Art, and then in their other

[23:16] block they have a full block of well-nustrated Unified Arts.

[23:19] Great.

[23:20] Thank you.

[23:23] Yes.

[23:27] You're up to hook.

[23:28] Hold up.

[23:29] Thank you.

[23:29] Go while you can.

[23:30] Thank you, Erin.

[23:33] Good stuff.

[23:34] Okay.

[23:35] Next up.

[23:38] Warren Provels.

[23:40] Between, it doesn't have the first thing so I'll add it.

[23:43] I, Paul Kendall, authorized by my signature.

[23:46] Oh, it just changed the blurb's difference, right?

[23:50] Between October 9th, 2025 and October 22nd, I, Paul Kendall, authorized by my signature

[23:58] payables.

[23:59] Payable in the amount of $470,000, $680,000 and $54 cents, this includes general fund expenses

[24:08] of $193,000, $416,000, and $62,000.

[24:13] Revolved in expenses of $273,000, $273,000, $189,000.

[24:21] Great expenses of $5,290, and $37,000.

[24:25] And the mail is tax expenses of $86,000, and $55,000.

[24:29] Thank you.

[24:31] Superintendent, report.

[24:33] For time sakes, because we're going to be done by six for

[24:36] the next meeting.

[24:37] and we have two student presentations, I have nothing to report tonight.

[24:41] Okay, Mike.

[24:45] I think that's what he's saying.

[24:47] Mine's very quick.

[24:49] Just to echo what Aaron said about the ELA work at the middle school,

[24:53] I met with our ELA curriculum leadership team this week in Ryan Van Wai,

[24:57] who is representative from the middle school, had wonderful things to say about the change that was made in grade six,

[25:02] and he actually said from his perspective, he's teaching the writing right now,

[25:05] And he has reached a point right now in writing where he normally wouldn't be getting to until December because of the fact that it's a standalone course.

[25:15] So he's very excited about what this can become.

[25:19] So I thought that would bring you that information.

[25:22] Also, Minda has shared the work that they had completed during their data team meetings.

[25:27] and I was blown away by the level of support that they are going to be providing to every student,

[25:37] targeted intervention for every student.

[25:39] Each student has a specific targeted learning goal that they're going to be working on with dates attached to it,

[25:47] and an action plan in place for all students to achieve that goal.

[25:52] And it's really impressive work that's being done there.

[25:54] And that is basically what Warren has been doing, and this has been our goal as a district

[26:01] to take it from Warren to Mendes and seeing the fruits of that.

[26:06] It was really exciting for me the other day when they presented an example of the different

[26:11] plans that were put in place for a specific grade 3 classroom.

[26:15] And the AHS, the LAT or the English department once again did a tremendous job each year

[26:24] that they get together and they do a day-to-die day is what I sort of call it where they were

[26:30] paying particular attention to the MCAS Open Response questions this year.

[26:34] They saw what we expected to see, a little dip in some of these scores based on non-responses

[26:40] as well as off-topic responses in the state, the told us that that's what they saw overall.

[26:45] I'm sure directly related to question two. But they also saw some really strange discrepancies

[26:56] in scoring this year that they were concerned about. What they normally would think should have

[27:01] been a four was a three this year. And they're questioning a little bit what was happening at the

[27:07] state level in terms of how student responses were graded. And we're wondering if that has anything

[27:12] to do with the AI grading that happened.

[27:15] So we're taking a good hard look at that

[27:17] and using it to obviously inform their instructional practices,

[27:20] but also taking all that data with the green salt

[27:22] because it looks different than it used to look.

[27:27] Other than that, professional learning is going really well

[27:29] this year.

[27:30] I had an exciting day today, yesterday and tomorrow

[27:33] with our year two staff.

[27:34] One of the best things that we do is that partnership

[27:36] with many of them up to the Millford.

[27:38] All of our excellent year two folks at this point

[27:40] have participated in their learning walks for getting great feedback.

[27:44] Tomorrow we are hosting thank you to all of our principals and our directors who make

[27:48] sure that they go smoothly by scheduling to have folks visit classrooms and a big thank

[27:53] you to all the teachers who are going to be inviting educators into their classrooms to learn

[27:57] about the wonderful things that we do here.

[28:01] Thanks Mike.

[28:05] Superintendent evaluation, we need to get that going.

[28:10] So all I'm doing tonight is just presenting a couple things.

[28:13] One, normally I would present the entire process that we go through and I will do that the next meeting we have but I did want to at least get on your radar opportunity for you to give me feedback over the next you know couple weeks before we we finalize the actual evaluation process.

[28:33] If you remember at the end of last year, we had a number of goals. We had seven goals total last year and we had four that we didn't fully complete and that we're rolling over into this year as well.

[28:42] So, those are from the district policies down, for instance, looking at actual policies,

[28:50] looking at our MTSS, educator evaluation, as well as more communication from the central

[28:59] office as well as the principals.

[29:01] The one that I did add, which I will have you review as well, deals with the schools and

[29:09] The field's working group, me working with representatives from local organizations,

[29:14] town of Ashland, school finance facilities, et cetera, to develop a framework and

[29:19] an outline in a process that allows the public schools to, by the beginning of next fiscal

[29:25] year, overtake our fields in terms of rental properties, as rental properties for us like

[29:33] we do our buildings, but also maintenance, et cetera.

[29:36] But there's a lot of work that has to be done in terms of developing that framework.

[29:40] But like Arbor and I had a conversation that I would hopefully, by April, have a framework

[29:46] that I can present knowledge of the school committee, but finance committee and select board.

[29:50] So that's a pretty heavy loop that I've added as one of the goals this year.

[29:55] So we've already begun the process.

[29:56] We've already met and doing a lot of data diving and I have to have...

[30:00] Add some help from a number of folks, including Marcy around the table, looking at some of the data with me. So these are the goals that I want to focus on. If there's something else that you want to add, let me know, and I can craft that goal for the next time we actually have a meeting. So then you can approve the goals at the next meeting. That's all I'm doing today. That's good. Questions? Just to clarify, though, if Jim doesn't hear from anybody.

[30:28] I'm running with the five goals before from last year,

[30:32] the one that you added, and it's just a question of whether

[30:36] anybody feels like there's something missing from that lineup

[30:39] or something that we should start focusing on

[30:42] that we're not already doing, but that's.

[30:44] And there's still significant work to do on the four goals

[30:47] that are rolling over, then that might just be enough

[30:52] the right where it is.

[30:53] Yeah, sort of that conversation we've had here numerous times,

[30:55] I'm sorry, what is your normal day-to-day job?

[30:58] What are you doing?

[31:00] As opposed to what should be highlighted in terms

[31:04] of we want to focus as an organization.

[31:07] All right.

[31:07] So.

[31:09] OK.

[31:10] Thanks.

[31:11] OK, next up, we have Joshua and Gracia's grade 12

[31:15] Eagle Scout project proposal.

[31:19] Hello.

[31:21] Let me pull it up.

[31:25] All right.

[31:26] Hi, my name is Joshua and I'm a senior at Ashland High

[31:29] school if you don't know me. I'm here to talk about my EGLE Scout service

[31:34] project proposal today and pretty much what I'll be doing is I'm gonna be

[31:39] building a 4x4 tote rack for the storage room at Ashland High School. Right

[31:47] now if you go into storage room actually it's extremely messy, there's stuff

[31:51] everywhere like uniforms on the ground and random shelving and it's kind of

[31:59] of insufficient ways of storing the items that are in the room and there's like floor

[32:05] cabinets that aren't even being used and I'm pretty much going to take an initiative

[32:12] to organize that room by building this 4x4 storage tote rack in which there'll be 16

[32:19] Rose or 16 toads that you can slide in to this shelf where you were and I'm gonna

[32:29] be also labeling all these toads with with like one being like Ashland Boy

[32:34] Soccer one being like Ashland Girl Soccer and this way when any athletic staff

[32:40] needs to find like let's say like the Ashland Girl Soccer uniforms they

[32:46] They can just pull out the tote right off the shelf because it'll be labeled and they can find it there rather than having to

[32:53] show rummage through like a bunch of different items that are just randomly put in the room.

[33:00] Yeah, I'll be building it at my house and then installing it in the school.

[33:04] Yeah, that's my project and I'm open to any questions if you guys have anything.

[33:08] So

[33:14] in your description you talk about meeting with Mr. Anderson, have you met with the

[33:20] new athletic director?

[33:21] Yeah, yeah.

[33:22] Initially I met with Mr. Anderson and talked about it, but he obviously left, so I met

[33:29] with the new director and talked to him about it.

[33:32] Okay.

[33:33] And would there be any changes from this perspective or?

[33:37] No, I think we discussed pretty much the same thing.

[33:41] Yeah, and what other staff have you met with, have you met with, I'm assuming Mr.

[33:47] Moore?

[33:47] Yeah, I met with Miss St.

[33:49] Kerr.

[33:50] John Murray.

[33:51] Yeah, I also met with him, and we talked about the project, yeah.

[34:01] Oh yeah, he also, the new athletic director also did this very similar project that is good.

[34:07] Oh wow.

[34:08] That's great.

[34:09] And Mr. Murray, I mean, if you want to speak to him, I mean he's certainly in favor of

[34:13] this project so yeah yeah yeah yeah awesome

[34:23] is there work that needs to be done I

[34:25] mean obviously it sounds like the the real problem is just lack of the

[34:28] organizational system but is there some work that needs to be done with the

[34:32] teams to make sure things end up in their proper place and not like back on the

[34:37] floor like are we working with with people to work with you and make good use of

[34:45] Yeah, obviously it should be like a group effort, but because everyone needs to kind

[34:51] of pitch in, but this would kind of be easy because like if like I don't know like the

[34:56] boys that soccer coach comes in and needs to put the uniforms in, you'll be able to see

[35:01] how this totes boys soccer and you can just put it in rather than having to just throw it

[35:08] somewhere, and then not know where it is the year after.

[35:13] And not familiar with the room itself, just from a capacity perspective, if you're building

[35:20] this, is there a room for another one should the need be and have you thought about whether

[35:26] at some point in the future there's need for an additional capacity and how that would

[35:31] be.

[35:31] Yeah.

[35:32] There would be a good amount of room after I built this.

[35:35] I mean, it would just be standing up on one wall.

[35:37] It's a relatively small room, but there'd be a lot of space to walk around and even store

[35:44] other things.

[35:45] And if I need to be there, you could build another one.

[35:49] It's a narrow room for sure, right?

[35:51] I've been in there numerous times.

[35:53] Yeah.

[35:54] Yeah.

[35:55] So I'm also not familiar with this space, but the totes are already there.

[36:00] We just need a specific storage structure to hold them on, or the totes are part of what

[36:06] You'll be. Yeah, the totes are also part of what I'll be putting into the room. Yeah.

[36:14] Sounds wonderful. It sounds like you talk to everybody that you need to talk to on your end.

[36:19] What's your time frame? I'm planning to start the project this week. I want to kind of get

[36:26] things going because like I want to also use it for college and talk about it in my in my college

[36:32] application. Of course. Are you getting any like donations of supplies or anything?

[36:38] Or is it all on you? Right now, it's all on me, but yeah, but yeah, but anybody who's

[36:47] listening, want to donate? And Jim, I assume because this is a freestanding thing. There's

[36:53] nothing we need to do from that approval perspective. It's not a permanent structure of

[36:57] Correct.

[36:57] It could be moved.

[36:58] Yeah.

[36:59] Miss Sankar, did you have something you wanted?

[37:01] Yeah, I just want to share with you.

[37:07] Oh, really?

[37:08] Yeah.

[37:08] It's ready for you, Josh.

[37:10] Yeah.

[37:11] Yeah.

[37:12] Excellent.

[37:13] Well, that's like a wonderful project that everybody's on board with.

[37:17] So, if somebody has a motion to approve the project.

[37:21] Well, I think it's good to have it on record.

[37:24] I think it's good.

[37:25] Yeah.

[37:26] So, I'll move to approve the project that's presented.

[37:29] One second.

[37:30] All in favor?

[37:31] Excellent. Thank you guys for coming back. Next, be sure to come back with pictures.

[37:38] Yes, please come back. The AHS Environmental Club Stormdrain Project proposal.

[37:44] Hello, and welcome.

[37:55] Hello and good afternoon. My name is Kelly Danahee.

[37:58] I'm a junior at the Ashen High School, and I'm a president of the Environmental Action Club along with

[38:05] I'm Rhea Dubay, and I'm also president of the Environmental Action Club.

[38:11] Hi, I'm Raysha Murora. I'm the vice president of the Environmental Action Club.

[38:16] Welcome. Thank you. We are here as a group of students who are passionate about helping

[38:23] the environment and spreading awareness about sustainability. We have two

[38:27] environmentally inspired ideas and projects that we wanted to present today

[38:32] for the Ashland High School to promote both creativity and sustainability.

[38:38] So first starting with our storm drain art, we want to initiate a project that will further educate the community

[38:44] about how valuable and delicate storm drains are, especially during rainfall and intense storms.

[38:51] However, ways like trash, fertilizer, and even dog poop are littered into storm drains,

[38:57] which then wash into our local rivers and lakes.

[39:03] in order to promote this mindfulness, we have decided to create a project which is storm drain

[39:09] art. We would like to do it at the back of the high school, which is where parent pick up and

[39:15] drop off is, and we would like to promote a design, which is right behind you right on side,

[39:21] which is the action letter A, and it's draining into the storm drain. So our idea is to paint this

[39:31] with the whole Environmental Action Club, all each helping to paint and to promote sustainability

[39:38] across the high school.

[39:40] And we would like to carry out this project on Saturday, November 8th, particularly

[39:46] in the afternoon because of sports.

[39:48] And our rain day would be Sunday, November 9th, as an extra day in case November 8th does

[39:57] not work out.

[39:58] but it's an eye-catching design on the pavement surrounding the storm drain so we just want

[40:07] to promote sustainability at the high school and hopefully we could do this at other

[40:13] public schools as well.

[40:17] And just to clarify, on the picture, the gray above the A would be the storm drain.

[40:21] It's those grates on the road and then the rest is our design.

[40:24] Thank you.

[40:25] Thank you.

[40:25] Our second project that we're looking to do this year is create a plastic bottle cap mural.

[40:34] So the ash on high school uses a lot and disposes of a large amount of plastic water bottles every week.

[40:42] We do recycling around the high school and we can see it every week, every Monday.

[40:47] Therefore, we had the idea of making an art mural out of plastic bottle caps that we have recycled throughout the year.

[40:55] in like the Downstairs Science Hallway across from room B-133.

[41:02] Our ideas for the mural

[41:04] are centered around like environmental sceneries, sogans, or like the Ashtam Bogo. And we would

[41:10] like to carry this out anywhere from like late January to early February in 2026.

[41:18] I have some papers with like some design ideas that we wanted to look at.

[41:25] Can I pass?

[41:26] Awesome.

[41:26] Thank you, Sher.

[41:27] I'm going to pass them along here.

[41:29] Well, and you're doing that questions for the ladies.

[41:33] It sounds like maybe you've already thought about it because as you were talking

[41:39] once you do the storm ring, right?

[41:41] And you have done it and maybe you can kind of make it.

[41:45] So it's a potential teachable moment.

[41:48] You can go to other schools and work with the art teacher

[41:51] or the principals and they've been all doing,

[41:54] wanted to do community service and taking care of the schools

[41:57] and stuff like that.

[41:58] So, if you think about it from how do you package that up

[42:02] as a project that you could really do that.

[42:05] So it sounds like you're already thinking about doing that?

[42:07] Yeah, and we were already in contact

[42:09] with the Ashland Stormwater Advisory Committee

[42:12] about this project, and it was actually their idea.

[42:15] We are here just to carry it out and kind of organize it at the schools.

[42:20] But that's definitely one of our goals is to spread this project and this artwork

[42:24] to other schools and maybe other parts of town to raise awareness for storm water pollution.

[42:30] How many drains do you intend to do with high school?

[42:33] Just one.

[42:35] It is, there is a storm drain that's right by the like parent pick up and drop off area close to the crosswalk there.

[42:42] So we think that would be the best spot for visibility to put the artwork.

[42:47] So I love the idea of the visual because it gives people a reminder to be mindful of what's going down the drain.

[42:53] You guys did a great job at the beginning of your presentation of discussing why it's important to think about what's going in the drain.

[42:58] So have you thought about any kind of education campaign to share with your students or others in the community why this is important in addition to the visual reminder?

[43:09] Yes, we have talked about it, but we haven't put any plan in place, so with the Stormwater Advisory Committee, we also talked about maybe talking to the Waka TV and doing something with them.

[43:23] Also, we often do posters around the school, so that's another thing we do just at the high school, maybe possibly to other schools too.

[43:33] We know we could do the morning announcements.

[43:47] Yes, that is also an option.

[43:52] So another option you could consider is, I think it's not close enough to the mic, but

[43:59] Michael Herbert sends out town newsletter that goes via e-mail and that might be a nice

[44:05] connection to the town and to spotlight the awareness you're raising, they love to highlight

[44:11] you know things going on in the community and this is a great one and I could see a lot

[44:17] of the Warren kids loving this and pit away. Like don't forget that preschool they would

[44:23] maybe glue in those bottle caps. Yeah no problem. Right and what a great way to educate

[44:30] the younger kids in our community especially if you guys do expand this and it goes

[44:35] to other schools, I think it would give you a great opportunity to have some time to teach

[44:40] them why you're doing it and what about that?

[44:41] Yeah, that would be awesome.

[44:44] The reminder to myself and WACCA is that we said last year that I would go periodically

[44:50] to share what's happening here on school committee, so I will spread the word there.

[44:55] Oh, thank you.

[44:56] It sounds like you've already talked to Miss St.

[44:58] Carr.

[44:58] I know everybody.

[44:59] we just want to

[45:00] Make sure you've talked to everybody that you need to talk to about installing the art in the various places, but how many other students are working with you? Or is it just the three of you? We have a little less than 20 in the club. Awesome. So we know there are definitely probably not all members who are available to help us paint, but we know definitely that there is a good chunk willing to help us review.

[45:28] Yeah, it sounds like you've thought through your timing and all of that. So that's wonderful.

[45:34] How are you getting the paint? You're purchasing it purchasing yourself?

[45:38] Yes, and the stormwater advisory committee offered to put some of that. But for paint wise,

[45:46] Miss St. Courier said we could use the same brands of paint that the seniors used to paint the parking spots.

[45:51] You should survey those seniors who painted their parking spots having a senior.

[45:56] We have lots of kids at home so take a survey before you buy yeah

[46:00] They may be more than we like to donate it and you can probably use some of that. Yeah, the great idea

[46:04] Marcy

[46:05] Have you guys also thought about reaching out to other clubs and maybe having them volunteer with you guys?

[46:10] No, we have them. Oh, we definitely could I think student council would love to help out with credits or something like that

[46:17] And also if you want to maybe send it in the newsletter that's sent out every day at Miss Cheney sends out

[46:23] I think people would love to maybe

[46:26] Okay, yeah

[46:28] Awesome. Good stuff. Thank you so much. Thank you. Thank you. Thank you. Thank you. Good luck.

[46:37] All right policies

[46:39] Fun stuff. I hate going to policy after all these great meetings with students

[46:50] So if you want to go in order, I mean the graduation requirements

[46:55] Nothing changed from the last

[46:57] conversation. The only one that had a change from the initial read was the

[47:01] competency determination. And as I stated before, all that is as we had to list out the

[47:07] courses. So Kelly, see if I pull it up properly here.

[47:17] Kelly went back and made

[47:19] sure that we had the courses so we could list them in the policy. This is what was

[47:24] missing. So that was the only thing that we added to the first read.

[47:30] And, you know, again, these have to be uploaded by November 1st, unless we seek an extension

[47:36] I don't think we will.

[47:37] That's sort of the reason why I wanted to be taken care of now.

[47:41] Center online.

[47:43] Well, they need to be in the desi portal by November 1.

[47:48] What is integrated?

[47:51] It's math.

[47:52] Yeah.

[47:53] The thought.

[47:55] Well, this is what you gave me, so I can change it.

[47:58] I

[48:00] will change it.

[48:01] Yeah.

[48:02] It is math.

[48:03] Correct.

[48:07] So that was the only one that has changed.

[48:08] We didn't hear from any members about reasons after a first week.

[48:12] So I think we're going to go through and vote.

[48:14] Who's got a motion on IKF, the graduation requirements?

[48:19] Move to approve policy IKF, graduation requirements as presented.

[48:24] Second.

[48:25] All in favor?

[48:26] Aye.

[48:27] And then the IKFE competency determination as amended.

[48:32] move to approve policy I.K.F.E. competency determination as presented.

[48:37] Second.

[48:38] All in favor?

[48:39] Aye.

[48:40] And then third, J.E.C. middle school pathway exploration.

[48:45] And move to approve policy J.E.C. middle school pathway exploration as presented.

[48:51] Second.

[48:52] All in favor?

[48:53] Aye.

[48:54] And do we have a motion to approve the consent agenda?

[48:57] So moved.

[48:58] Second.

[48:58] All in favor?

[48:59] Aye.

[49:00] Aye.

[49:00] All right, we're on reports.

[49:04] 11 minutes to go, take your time.

[49:09] So this is a big weekend for Ashland High School.

[49:12] We have our homecoming game this Friday and the homecoming dance on Saturday.

[49:18] Tickets are for sale and you can look for that.

[49:22] It should be in the daily announcements.

[49:26] The seniors are starting to get into the thick of it with college applications, with the

[49:32] first round of early actions, do November 1st, so it's coming up, I've got to get on

[49:38] that.

[49:38] Within days, I'm sorry.

[49:40] Maybe you don't want to stay for this next meeting.

[49:45] Other than that, it's been pretty much mostly the same.

[49:49] Some seasons are starting to wrap up for sports, but other than that, good day at the

[49:57] edge of this.

[49:58] Awesome.

[49:58] Wonderful.

[49:59] Thank you.

[50:01] I attended the middle school site council and a lot of the discussion was the presentation

[50:06] that Erin made, but one thing to mention is the Keith Tech Showcase is tomorrow.

[50:13] So many people are attending that, and the way that you get into Keef Tech has changed.

[50:20] There's a state mandated lottery now, and you get certain, I don't know, you can get certain number of tickets to enter the lottery, depending on different criteria that the state has put in.

[50:32] So that's going to be a change, but going forward at the next meeting we're going to talk about greeting policies at the middle school,

[50:40] and how they're looking at that as a staff and working with both the high school

[50:46] and the Mendes on discussions about multi-tiered support.

[50:52] Good discussion.

[50:54] Awesome.

[50:55] Thanks, Marcy.

[50:56] I don't have a ton to report, but this afternoon I was able to go to the Unified Basketball

[51:01] game at the high school, which is always fun.

[51:03] Nation squeaked out of wind. I think the final score was 58 to 56 and I was just going to say

[51:11] I may be slightly off but they won the game.

[51:16] There was a lot of enthusiasm. The students were having a

[51:21] great time so there's always nice to be able to stop by that.

[51:29] We'll make sure they know you.

[51:32] Yes.

[51:33] This is on film.

[51:36] So, not much I did attend the Minda's site council.

[51:41] We have policies of committee meeting.

[51:43] I don't have anything for tonight.

[51:47] I did attend the Warren's site council.

[51:50] And we were focusing this time.

[51:52] First of all, there's a few extra new parent members this year.

[51:55] So it's great like we have really good participation and some new faces, but we all know I guess Warren is the building where there's the most need for volunteers and the most opportunities for volunteers right in that building they help the teachers a lot but since COVID though that looks a lot different than it used to and trying to re-engage people to come back and try to also better define like what a volunteer is like when the word goes out for

[52:25] volunteer, some people might be hesitant because like what are you asking me to commit to

[52:29] for the entire year?

[52:31] And so a better description of you know you can come in for one day on 20 minutes and read

[52:36] a story to one of the classes or you can do something more regular or different teachers

[52:41] might have different needs and maybe they could get organized and get their needs out.

[52:46] So it was really good conversation about how to re-engage and also just reflecting on you

[52:52] know we all went through that time together but something sort of like moved away from

[52:58] the line and then had to like bring them back now that we're now that we're moving through

[53:04] that so and policy subcommittee and that's it for me. Anybody else? No, we're all good.

[53:12] Okay, we'll take a motion to adjourn. We have another meeting following.

[53:15] So moved.

[53:16] Second.

[53:16] All in favor?

[53:17] Good night, everybody.

[53:18] Thank you.

School Committee October 22nd_ 2025

Transcript