[0:05] Meeting everybody, it's 631 KM on June 16. I'm my priority. I will call the school committee to order. And as usual, we will move directly to our public comment period. This is not a time for discussion or deliberation with the school committee. It is a time to express your opinions or raise questions about matters within the authority of the school committee. If the matter is on tonight's agenda, the committee will take it under consideration during deliberations and refer matters to the superintendent on a appropriate.

[0:33] comments made during the public comment portion of the meeting do not necessarily reflect

[0:37] the views or positions of the Belmont School Committee. When making a comment please direct

[0:42] your questions and comments to me as chair, keeping them to less than two minutes, people will

[0:46] have one opportunity to see. If I'm here in comments that echo the same sentiment on one matter,

[0:51] I will ask whether there are attendees with comments on a different matter who would like to speak

[0:54] this evening. Additional comments and questions can always be emailed to SCFLmontSchools.net.

[1:01] And as usual, I will begin with people who are here in person who would like to make a

[1:07] public comment.

[1:08] If you could please just sign your name for the minute take care before you begin that would be

[1:12] super helpful.

[1:18] And then I will turn to remote attendees for those of you who have your answers.

[1:29] Yes.

[1:30] Sorry.

[1:31] Hi.

[1:32] Hi.

[1:32] to get you to check our event, a Belmont resident, and a parent for the kids student.

[1:37] Speaking today, it's written to the attention of the unhealthy teaching of learning

[1:40] conditions.

[1:41] The district is particularly at the bread bank, the bread book, or in the queue, resulting from

[1:45] extreme to class temperatures.

[1:48] I'm also asking for your help in addressing this problem because it's not going to go away.

[1:53] Class 1 temperature is at the bread bank, which is extremely high level, throughout the spring

[1:56] and early summer months, at times exceeding the outdoor temperature, and the opening

[2:01] to be able to return on the fall.

[2:04] These conditions are not only uncomfortable,

[2:06] but by everyone's students ability to concentrate

[2:08] in each and learn,

[2:10] who will make it more difficult for staff

[2:11] to provide high quality instruction

[2:13] to support our students deserve.

[2:15] Over the past four years,

[2:17] some measurements have been submitted

[2:18] to help mitigate the heat,

[2:20] including window tempting,

[2:21] large air conditioning units,

[2:23] on the top floors,

[2:24] and a suggestion to use the module of classrooms,

[2:27] which they all appreciate these efforts,

[2:29] that they do not adequately address the problem.

[2:32] For the past two years, our school is working with Principal Lisa Williams to communicate these

[2:36] concerns.

[2:37] Who in House also met with the N email, said, let us direct our day of blazing a few times.

[2:42] The other response has remained largely unchanged.

[2:45] In fact, he was recently pulled over the Belmont voice saying, there is not much we can do.

[2:50] Teachers at the Burbank have the ability to temporarily delete, relocate, and their condition

[2:54] space on particularly hot days.

[2:56] While in theory, relocation seems like an effective education strategy, and practice this

[3:02] option is not available or applicable for effective classrooms, as a result of many students

[3:06] and staff continue to spend school days in excessively following environments.

[3:11] Staff have consistently submitted facilities for bus to document and bring attention to

[3:15] these conditions, and most recent results have been created that the matter has been well resolved

[3:20] permanently, because the buildings lack the infrastructure to support more substantial interventions.

[3:25] their response came without any opportunity or discussed possible solutions.

[3:30] While we do understand there are limitations, temperatures, and many classrooms remain

[3:34] unacceptably high and it's not acceptable to conclude that there's nothing more

[3:38] to be done.

[3:39] Last Friday we requested an immersive meeting with district leadership in resources,

[3:44] school committee representatives and facilities to discuss both the medium and long-term

[3:48] solutions.

[3:48] We appreciate the proper response from you, Ben Mori, who had paid in that many decisions regarding

[3:55] next steps we've come through the administration.

[3:58] We also appreciate the personal response from that crowd and this willingness to meet

[4:02] Ms. Jill guys are yesterday to express concerns.

[4:05] However, while individual conversations have to in place, we are still awaiting a response

[4:10] to our request for a broader meeting, stakeholders, and responsible who are responsible for

[4:17] addressing this issue.

[4:18] We will be proud of that together.

[4:20] We can identify back the solutions that better support both students and staff because our students deserve better.

[4:27] Thank you.

[4:28] Thank you.

[4:45] You've made my name a choice of unique.

[4:47] I have an English language and education teacher at Woodbrook.

[4:50] And I'm going to read the nurse statement.

[4:53] Our nurse, Rebecca Berger from...

[4:56] Rebecca has written this that I've read.

[4:58] So I've heard of many elementary school, we have experienced unsafe elevator traffic tourists within our classrooms for many high temperature days during this academic year and during a prior year as well.

[5:09] As the school nurse, I have concerns about the health and safety of our students as evidence by the influx of visits and temperature-related illnesses are students with an experiencing.

[5:19] The majority of the business to the health office of these high temperature days are heat related.

[5:24] And the in plus of students needing medical support and attention to significant.

[5:29] For example, there are students coming for a business to the health office from their classroom sweating, red based, and with elevated body temperatures while at rest.

[5:38] Students may present with non-dehydration or appetite or low energy.

[5:43] I have had to dismiss students from school due to heat related concerns with internal body temperatures.

[5:48] as high as 99.5 degrees.

[5:51] While we are seeing a profound effect

[5:53] on our otherwise healthy students within our community,

[5:56] there is an even higher risk

[5:57] to those students and staff of product disease

[5:59] at heat sensitive health conditions.

[6:02] For these individuals,

[6:03] it is even more dangerous to be exposed

[6:05] to these unhealthy temperatures

[6:06] and potentially impacts their morbidity and mortality.

[6:10] When we are not providing appropriate temperature control

[6:13] in our questions,

[6:14] our classroom temperature readings

[6:15] are as high as 90 degrees.

[6:17] Our students endure unnecessary suffering stress, both their physical well-being and academic

[6:23] performance, their tax, resulting in the inability to learn at least days, educational

[6:28] based lost.

[6:29] I hope that these statements from our community can help you to support our students and

[6:33] effort to decrease their accumulated suffering and learn vocations.

[6:41] I'll take one more in person and I'm going to move to take somebody on remote and I will

[6:45] come back to him first.

[6:53] I also feel better. I am a parent of a third grader at Vervaine and a sixth grader at the group.

[7:02] I would like to talk about Chief Stroke. Everyone seems to be discussing this,

[7:08] but it's a comfort issue. Chief Stroke can be fatal. And we're not doing anything about it and it's

[7:15] acceptable. My kid has come home with all of these symptoms.

[7:22] Hey, nausea, raise a bite from the jerk, lots of appetite.

[7:26] Love her, Jennifer, the rest of the day.

[7:28] Melee, bye.

[7:38] This was also 89 degrees at 7.35 a.m. on Monday. How are they supposed to exist in that environment? It's totally unacceptable.

[7:53] the statement from the nurse about seeing more kids, she's not seeing enough kids because my

[8:00] kid is only seen by the nurse when I'm creatively call the school and test the teacher and say,

[8:07] he's going to need to see the nurse today because it's too hot and then he takes the nurse and say,

[8:12] I want to be notified when he's there so that I can come to the test because other than that,

[8:18] He hasn't been seen by the nursing, just comes home,

[8:22] nauseous, unable to eat with a headache

[8:25] and elevated body temperature.

[8:28] So I'm leaving the school with him,

[8:31] but when he is finally sent home by her,

[8:34] I love by the other third grade rate in class,

[8:36] and I can pick out five or six students

[8:39] with the right red face, they should be seen by the nurse.

[8:43] It's not just that, you need to be cooling the building.

[8:46] You need to be giving education about each stroke and student exhaustion and what to do about this, because our teachers

[8:53] can't be the ones that are standing between the students and the light of red and the massive medical

[9:01] is the urgent condition.

[9:06] It's not comfort.

[9:08] It's very, very serious.

[9:09] and I don't know this, because I grew up in Fresno, California, where we have from May to September and Tribal Digents, and so every single person that works with the student knows that right face, we take action, we put them in an air conditioned space.

[9:25] That's because our outside planning, if you're inside a 90 degrees or hours and hours, you go outside where it's even hotter and you're active, where are you getting right?

[9:35] This is an issue with heated exhaustion, living to heat stroke, is that it's the prolonged exposure that is the issue, and these kids at Burbank, they have no break, aimer.

[9:47] So, I have implemented a portal for my student, which is if it's already in the class for Michael Getham, and he's not staying there.

[9:55] But the other students don't have that, parents will heat exposure experience to be able to implement that, and the schools not doing it.

[10:05] We're going to have an emergency situation that y'all are going to be vital for and we all have the emails.

[10:11] So that's just what it's going to be. And please, please, you need to do something.

[10:25] Ms. Pond.

[10:28] Hi, can you hear me okay?

[10:29] We can. Thank you. Just identify yourself this.

[10:32] Sure. My name is Nicole Pond. I've been a teacher in the district for 27 years.

[10:37] Good evening, everyone. I'd like to address the extreme heat conditions in our older school buildings and the continued impact they are having on both students and staff.

[10:46] For many weeks at the beginning and end of every school year, classroom temperatures routinely range between 80 and 90 degrees such as last week and Monday.

[10:57] Under these conditions, teaching effectively becomes nearly impossible and learning becomes equally difficult.

[11:02] We expect students to focus, participate, and perform while sitting in classrooms that feel more like

[11:08] saunas than learning environments.

[11:10] The district's response has been inadequate.

[11:12] Many of us have been forced to spend our own money on fans and other measures.

[11:16] Hours upon hours in that classroom environment makes for challenging times, and while students,

[11:22] sometimes can be dismissed, teachers cannot.

[11:25] While I understand these extreme temperatures are generally weeks in September and June,

[11:29] that accounts for 10 to 20 percent of learning time in a school year. We cannot ignore the impact of this.

[11:36] In these times of the year that are historically hot, the district can plan for it. It's not a

[11:40] surprise. The financial impact of running air conditioning machines is not something that would

[11:45] happen for the full school year. New England is known for their historic buildings and there are ways to

[11:50] cool them. Experts have found solutions and while the district might not think that it's cost effective.

[11:56] The return on that investment is children learning and teachers teaching.

[12:00] I too live in a house that's over a hundred years old and have invested in the system so they can

[12:05] cool my family properly.

[12:07] The fact that the problem is seasonal does not make it acceptable.

[12:11] Every student and staff member deserves a safe and productive learning environment

[12:15] regardless of the time of the year.

[12:18] We would never expect students to perform their very best under these conditions

[12:21] yet you continue to ask them to do so.

[12:23] We would never expect teachers to deliver high quality instructions in these temperatures yet you continue to demand it.

[12:30] The reality is that when classrooms reach above 80 degrees and beyond, meaningful teaching and learning just can't happen.

[12:38] I urge the district to establish a clear policy for extreme heat days, including early release days when classroom temperatures reach unsafe and unreasonable levels.

[12:47] At the district field, they somehow cannot adequately invest in the infrastructure to cool these buildings.

[12:53] It must take responsible and reasonable steps to protect the health safety and well-being of our students and staff.

[13:01] It's not a comfort issue. It's a safety issue.

[13:03] It's an educational issue and it's a matter of providing an environment where students and educators can succeed.

[13:10] I invite all of you to come work on the third floor in my classroom on any of these days.

[13:14] Please come. I welcome you all. I want you to see the effect. Sit with my students. Deal with their behaviors. Try to teach them.

[13:22] It's fine.

[13:23] It's been 10 minutes.

[13:25] There are solutions. The district can take and I urge this community to stand behind these learning conditions. Thank you for your time.

[13:32] Thank you.

[13:35] As I might also make it like to make eight public comment and person.

[13:42] There's anybody else who would like to make a public comment who is remote. These raise your virtual hands

[13:52] I seeing none then I will go ahead and close out that portion of tonight's agenda

[14:01] I don't have any adjustments to the agenda this evening

[14:04] Zera. Thank you for joining. I just want to mark for the minutes that Zera joined at 636 p.m.

[14:11] Remote. I don't have any chairs for this evening. So I'll turn to you. Thank you. Just two things. One is

[14:18] the graduations that I've been happening, congratulations to all students. I attended the lab graduation on June 4th.

[14:25] It was great to see those students walk across the stage. And then of course our BHS graduation on June 6th, we graduated.

[14:34] Most 400 students, 365.

[14:38] Yeah, there you go.

[14:41] So thank you to those staff and leadership

[14:43] of course for making that ceremony run very

[14:47] smoothly and for Jim Boats for the

[14:49] us down the time.

[14:51] Yeah.

[14:53] I also want to talk a bit to the heat that was

[14:56] brought up through public comments.

[14:58] First, I want to say health and safety is

[14:59] Okay.

[15:00] Continues to be a priority for the district, and we are also want to see these kind of heat happening for students as they are trying to learn.

[15:12] That said, as was noted in the public comment and what Dave said in the last meeting, he did outside the outside outline the steps that have been taken that includes the endos.

[15:22] specifically to the Burbank because that is that third floor is probably most impacted area in

[15:28] our buildings. So the industrial air conditioning units that are in the hallways, those are

[15:34] intended to lower the humidity on hot days, or not the the aim they can't completely cool the

[15:40] room rooms, but they can bring down the humidity custodians leave windows open as much as possible

[15:45] overnight when it doesn't rain if it rains and that makes that a little more difficult and that

[15:51] intended to cool down rooms. And then, of course, as was noted earlier, that teachers can

[15:58] where, especially when rooms are most impacted, have the option to hold their classes in the

[16:02] mods, which have air conditioning. That said, we continue to seek solutions for trying to

[16:09] in terms of trying to mitigate the impact of the heat. They did also talk a little bit about the

[16:15] natural cost of putting air conditioning in in these old buildings and it is multiple millions of dollars to do that so if that is something that the town was interested in it would be that's where that discussion would be.

[16:29] And then the other piece is just some in terms of I know the question run window units have come up and the challenge there has to do with how to fit the windows that are in the buildings are not well equipped to handle a window.

[16:45] unit, I don't have details because Dave is one of that would be okay answer that question.

[16:51] I was just going to ask the question not about details about the strong window ACs because I

[16:56] would not know that I got. But I hear that there is some reticence about using the mods because it

[17:02] seems to me that would be a very good thing but we have heard just in the emails and also in

[17:07] public comment that this is somehow not feasible. Do you have any insights to why that that is not

[17:12] that's not a desirable alternative.

[17:14] So yeah, well, I mean, first floor, first of all,

[17:16] air conditioning, second of all,

[17:18] like it would seem like that is a good way to address this.

[17:22] I don't think I'm going to put things.

[17:23] Right, my understanding, I'm not sure if I have it.

[17:26] But my understanding is that some of the classrooms

[17:29] don't want to be far away from the main part of the building,

[17:32] part of the culture of the building and so forth.

[17:34] That's my understanding.

[17:36] If there may be other reasons that I haven't heard,

[17:38] but that's something that I,

[17:40] And I only heard that it's been a while since I, I know at the beginning of the year this was brought up and teachers were offered to use the months even then and that's usually what would come up.

[17:51] But that said there may be other reasons that I have not heard right well maybe again it's something we can explore another time but if students are really in danger and I don't know enough to know if this is true.

[18:02] If this is a health and safety issue then it's just not option.

[18:05] teacher's just apt to lose. I mean, that's the issue.

[18:12] I'm just also note to that the point that was made earlier about recognizing

[18:16] heat exhaustion, that is something that we can certainly talk with teachers about, too.

[18:20] Yeah, I'm just saying, if this is like we're not at the level of convenience,

[18:24] we're at the level of health safety, we have space there that's air conditioning.

[18:27] I also know, and I don't, again, I don't have heat details. I know the principles

[18:32] generally speaking whenever teachers go to principles, talking about the heat and a rumor,

[18:38] any other conditions that maybe for a temporary relief, what they do is they do provide

[18:45] even if it's not an air-conditioning space, another cooler space in the building they do try to work

[18:49] with teachers to find alternative spaces. If it's a day that their room is not.

[18:56] But, okay, thank you, I appreciate it.

[18:58] That's it.

[19:01] You know, Jill, do you message it as a big topic?

[19:03] If I take a cup of tea.

[19:04] Chomp on.

[19:04] Do we have any hydration opportunities, you know,

[19:07] provide ice water or just ice,

[19:09] so that they can add to their water bottle and water?

[19:12] Yeah, that's always available to students.

[19:15] I've not heard of any cases where students don't have access

[19:18] to water.

[19:19] I would say if that's the case,

[19:20] they should definitely go to the principal

[19:21] and report it there and then we would.

[19:24] And a principal has challenges with that.

[19:26] We would submit this for them.

[19:28] I'm suggesting being a high heat scenario, you know, making obvious, well, no, that

[19:35] kids should bring water or ice water or have ice provided as part of the supplement.

[19:41] That's good.

[19:42] Absolutely.

[19:45] So we're a little continued.

[19:46] We're kind of absolutely.

[19:47] Because it is definitely.

[19:49] I would point to you consider, you know, whether it's calling school or should I have that.

[19:57] And that's a really good question.

[19:58] I mean, it's the balance, the question of like,

[20:03] you're then reducing the learning time,

[20:06] but then it's also hot in the room.

[20:08] So there's no temperature that we operate on,

[20:10] nor should we operate have a hard temperature.

[20:13] But I have, I remember my first year,

[20:16] I did do early release for the non-air condition

[20:20] bit of buildings.

[20:22] And I want to say it was like up in the high 90s,

[20:25] on that day, if I remember correctly, but that was the only time I would recall.

[20:33] I was searching quickly. I just find it right now, but the building study that was done.

[20:45] I don't remember raising this issue in our buildings. I'm just curious how many years ago that was done.

[20:51] This is also right. This is headline in the Boston Globe today too.

[20:55] I mean, this is a problem, and temperatures are rising,

[20:59] and it is something that we need to deal with.

[21:01] And I'm concerned that it's not highlighted

[21:04] in that building study.

[21:05] And so what the town is looking at to fund right now,

[21:07] this is not even on their radar.

[21:09] Yeah, and I don't remember it even coming up

[21:11] in the conversations around it.

[21:15] I don't, and the conversations that I was in

[21:18] was the same mostly the same ones you were

[21:20] and when they came and presented it.

[21:22] we had, I had a brief preview prior to that. So, but that's a good question. Yeah, like where

[21:30] where is this fit into those that prior list of priorities that they were? Yeah, so it feels like

[21:37] we, for you, and the districties together, the next couple days, and then I think we also, whether it's a

[21:50] So our priorities have gone to the time and we can bring it up as if we don't have facilities

[21:56] or funding in our budget.

[21:57] So we're just not not in the process.

[21:59] And we have we can bring it into my bad conversations too, sir.

[22:05] Thanks for entertaining that.

[22:07] And thank you for waiting patiently.

[22:09] I will turn to our student reps for their report this evening.

[22:13] Good evening, school committee.

[22:16] For those of you not familiar yet.

[22:17] I'm Jim O'Keyley, co-chair, alongside Hanson Oceo.

[22:22] I'll also be the Senior Class President this year,

[22:25] so, expect to hear Senior Updates from me within the next year.

[22:29] A little update.

[22:30] On student life as of recently, the year is winding down a student sex affair for final exams, which starts tomorrow.

[22:39] And we'll move on until Monday.

[22:42] Clubs are wrapping up and pulling their end of your bank wits and false horts, met last Wednesday to prepare for all season training.

[22:49] I'll now turn over to Gonzalo.

[22:53] So a lot of this stuff has been set and is common knowledge, but we are very excited to be coming towards the end of our school year as you may personally.

[23:05] And Dr. Guys already said this, but we did congratulate the class of 28.

[23:12] With their graduation, which was coordinated by junior parents and our very own Jimba.

[23:20] Along with that, we have our final sports update, which was the girls successfully taking hold there.

[23:29] 8th consecutive state championship because rugby, this is a bit of a lighter note compared

[23:36] to what we've started with this meeting, but we are, and there are a few good things

[23:43] to take away from the end of the year. I think that's what we have.

[23:47] The school do anything to celebrate the rugby winner.

[23:52] It's kind of standard at this point, aren't we?

[23:56] Dr. Brecipe, I like their coach, Ms. McKay, and the players and all the parents and other

[24:04] coaches that have put a lot of time into this. There was the rugby bank, but last night,

[24:09] they did get a lot of appreciation.

[24:14] And we already said this is their eighth time winning it

[24:18] it's been around in Massachusetts for just as long I think. And so at some point it's kind

[24:26] of become more of an expectation than a congratulations, but we do all I see like appreciate

[24:34] what they do. It's a great team of super team. Thank you.

[24:40] I see Michael Todd Thompson. Are you

[24:45] giving us CPAC report tonight?

[24:49] Yes.

[24:51] Great.

[24:51] Welcome.

[24:53] Thank you.

[24:54] So I don't have a lot.

[24:57] I just wanted to let people know that there is an informational webinar that is being given

[25:03] tomorrow hosted by the Federation for Children's Special Needs and Desi.

[25:10] So this is the last of three informational webinars that they've held, discussing the new IEP process in a pretty plain language, but rather than getting into the way they've framed it, I think I'd like to put it in this context.

[25:37] For a parent that feel like they're struggling with their confidence and advocating for their child or they want to kind of under, like not just know what's going on in their IP and how their district is doing, but really feel like they understand the process, not just like know what's happening, but understand why and then use those two things to be able to go into their IP meetings to ask better questions and

[26:07] to advocate more effectively for their child.

[26:10] This informational webinar is what you're looking for.

[26:14] And I've had parents who have a lot of parents who've come up to me and asked for these

[26:19] kinds of things.

[26:20] They want to know who to talk to, they want to know if there's a place to go.

[26:24] And this sounds like exactly what they're looking for.

[26:28] So I would encourage anyone who's there or watching from home to give this a try.

[26:38] It's 630 to 730, the link is up on the Facebook page.

[26:43] It's the second link down or the second post down on the Facebook page.

[26:48] So if you need any help navigating there or you have any other questions, please feel free

[26:55] to reach out to me.

[26:56] and I can help you. We also have our last meeting coming up in July. I need to speak to

[27:04] Tim to get the details about that. So I will have more about that forth coming. So what

[27:11] that's it? Did you say that's in July or your last meeting in June? I believe it's July.

[27:22] I

[27:23] All

[27:32] right. We have a bunch of minutes this evening to approve. Thank you, Brian. So you should have seen in your packets the minutes from April 14th, May 5, 9 and 27 as well as June 2nd.

[27:48] Anybody have any comments?

[27:56] Then I move approval of the school committee minutes from April 14th, May 5th, May 9th, May 27th, and June 2nd, 2026.

[28:07] Roll up all this.

[28:08] How about would I?

[28:10] Well,

[28:12] we're right.

[28:13] I think that's like a way out.

[28:14] It's like around a minute.

[28:15] I'm already out.

[28:17] Thank you.

[28:19] Do any subcommittees have minutes this evening?

[28:24] Two of the finest subcommittee minutes on June 1st and May 11th.

[28:30] Thank you.

[28:32] All right.

[28:34] You all right?

[28:34] The girl.

[28:41] Which of y'all caught up with?

[28:43] Great.

[28:43] And so I think both policy and school start and times will each have their last minutes to approve

[28:49] at the retreat.

[28:51] Finance subcommittees all caught up.

[28:53] School committee will just have this set.

[28:57] negotiations is caught up and done.

[29:00] We have a couple of things I could have a couple of people have to do those in our

[29:03] treatment.

[29:04] We don't have any.

[29:05] We know of our negotiations.

[29:07] Great.

[29:08] Thank you.

[29:11] All right.

[29:11] So that we can turn to our major business items, Artemis, put into your packets, the proposed school

[29:19] committee meeting calendar for next year.

[29:22] It did try really hard to go through all of the meetings for next year and make sure

[29:26] they don't.

[29:27] conflict with all days the school committee does try our best to make sure that that doesn't happen

[29:31] however we are a district that doesn't observe all the holidays we are kind of designated on Tuesdays

[29:39] because the warrant committee is on Wednesdays and the select boards on Mondays and so sometimes

[29:43] we do run into conflicts our meetings are always recorded and available to view afterwards

[29:48] we're also always available not just for public comment in person but via email

[29:54] Um, so like I said, I did do my best. I don't know if anybody noted any all it is there.

[30:02] I didn't do any holidays, but I might have a couple of conflicts. If you want to get those from people offline or, well, just in case, like, four of us have a conflict.

[30:14] Yeah, maybe I was hoping you would have sent those to Artemisa.

[30:16] Oh, sorry, I did not.

[30:17] No, I guess I did.

[30:18] I guess both the calendar.

[30:19] Okay, that's fine.

[30:20] No, it's fine.

[30:21] See, people know that they have, I haven't written down, should.

[30:24] Yes.

[30:25] The key to that.

[30:28] All right.

[30:29] Well, it seems like we probably have at least a forum on all of the dates for folks.

[30:34] So I'm just going to go ahead and move the approval of this full committee calendar for 2627.

[30:41] So roll call please.

[30:43] I have a good eye.

[30:45] Where are you?

[30:46] You are.

[30:48] I'm already eye.

[30:49] So we will post those.

[30:51] And then yes, if you have ones that you think that you might have a conflict with.

[30:55] Because then those are to miss.

[30:57] Again, as long as we have a requirement should be fine.

[31:01] We'll do our best to get everybody there.

[31:04] reading, medical, and we do not know for sure it will book out all of that date.

[31:10] I'll start trying to try to be there.

[31:13] Well, that happens.

[31:14] We all try to be at every meeting every year.

[31:17] So yeah, I mean, in things that will probably be a problem for a lot of people.

[31:20] I think I had two dates.

[31:21] I do appreciate the extra meeting by bright actors.

[31:25] Yeah, we kept that.

[31:26] Thank you for that idea last year.

[31:28] So we did keep that.

[31:29] And then the June, I moved up.

[31:34] So that if we don't have snow days, we won't be eating after the end of the school year.

[31:40] Let's see about that.

[31:43] All right.

[31:43] The next agenda item is actually, for the first time, the school community is going to try to go ahead and approve the first day of the school year for the 2027-28 calendar.

[31:53] We get parents asking us to do this sooner than what we typically do.

[31:57] So, Lusha, I appreciate you looking into this and bringing it forward from if there's anything that you would like to say about it.

[32:04] That would be, yeah, that's in the demo. It's really just follow the best sentences.

[32:08] Yeah, so the Labor Day that coming here is quite late.

[32:13] Yes, so then it would be the Wednesday before, which is so I am proposing.

[32:17] I'm serious.

[32:18] I think it's like that. It's true.

[32:20] I'm serious.

[32:21] Oh, no, I'm serious. I'm sorry. I looked at the shoot calendar.

[32:25] That's what I think.

[32:26] because I had the date as September 1st, correct.

[32:31] I was in 2006 at the point.

[32:35] Yeah.

[32:38] So we're not approving the full calendar for that school year at this point, but just the first day.

[32:43] Sarah, do you have any comments or questions about it?

[32:45] No, I was actually appreciative of the of the fourth hot hair.

[32:49] So thank you.

[32:53] It's times it just takes me getting 30 miles about the same topic.

[32:59] You know, when the fourth of them started,

[33:04] you mean for 2027? No, that is 18 months away.

[33:13] Well, it is, yeah. Anyway, so it's, you know, it's just, I don't mean it.

[33:18] It's not in the novelist's circuit.

[33:21] It actually aligns with the previous Belmont calendar policy.

[33:26] All right, I'm going to go ahead and move our approval of the first day of the 2027-28 school year as September 1, 2027.

[33:39] How about would I?

[33:41] Or like do I?

[33:44] Is it around that?

[33:45] Or are you ready, I?

[33:47] Great.

[33:48] So we can post that.

[33:50] I actually would suggest sending that out in either of the principles,

[33:55] send it out in the updates or the district sent it out in an update or something, but just

[33:59] letting pass know that that is the date. I'll be not going in.

[34:03] Can we also add it to the 2627 calendar? Just kind of like a window?

[34:10] Yeah, that would be good.

[34:12] Can you follow the things?

[34:14] Yes.

[34:15] Can you just support

[34:22] that?

[34:22] So next agenda item is the summative evaluation report.

[34:28] I want to thank all of the committee members first of all for submitting their individual reports.

[34:36] I think this is the first time in a while that we actually had six individual reports because all members have rolled over into a second year.

[34:44] This is Dr. Geiser's third evaluation.

[34:49] They have all been one year evaluations given that this was her first term as superintendent in the district.

[34:56] I am just going to give a brief overview of the composite evaluation report, which will be posted.

[35:05] And then if school committee members wish to add anything individually,

[35:09] I'm happy to go around once and do that.

[35:14] But Dr. Guys already presented did her presentation at our last meeting.

[35:18] So she's not presenting anything this evening.

[35:21] So from the composite report, I will say that the committee came, there were a few really strong themes that came out of this.

[35:30] One was there was really strong alignment and progress made around the district priorities.

[35:38] There was a lot of discussion of the development of systems, relationships, and increased capacity.

[35:44] and a lot of talk of putting the Belmont Public Schools in a better position for future success.

[35:50] So this year all six school committee members rated Dr. Geiser's overall performance as

[35:55] for efficient. The committee found that Dr. Geiser achieved two of her three annual goals

[36:01] and made significant progress for the third. Specifically, we rated her performance as

[36:06] achieved on the strategic land goal and achieved on the budget and resource allocation goal

[36:12] with significant progress made on the student achievement goal.

[36:17] A common theme that emerged was committee members recognized not only progress forward

[36:22] this year's goal, but also as I said earlier, the development of systems,

[36:26] relationships, and increased capacity that position the district for future trips success.

[36:31] Members highlighted progress in moving the strategic plan priorities from planning to implementation.

[36:36] continued efforts to improve student outcomes through curriculum,

[36:40] new curriculum, MTSS, and student supports, and a very transparent budget process

[36:45] that aligns resources with district priorities and student needs.

[36:49] The committee also recognized Dr. Geiser's commitment to collaboration and

[36:52] engagement with families, staff, town leadership, and community partners.

[36:57] While important work remains, particularly around measuring the impact of some of the

[37:06] measure and ring the impacts of the multiple pathways and the new family communication system.

[37:12] The committee believes the district is well positioned to continue advancing its priorities

[37:16] and supporting students and families in the years ahead.

[37:20] And with that, I'm happy to take any additional comments,

[37:25] individual comments from school committee members if they wish to just raise your hand.

[37:31] Thank you.

[37:36] I

[37:39] have an individual comment that I would like to just raise up for you is that I have gotten to realize

[37:48] as being chair for a few years now that the superintendent position can be a super lonely position to the end.

[37:56] So every other individual in the district has at least one peer who shares their experiences and their level of decision

[38:02] making that happen. And so one thing that I've really appreciated is that Dr. Geiser makes an

[38:11] effort to connect with peers in other districts and sometimes even further afield than that.

[38:16] And I think that that is really important and I think that I have seen it bring different perspectives

[38:22] and your ability to think about issues and solutions in a different way and even be able to reflect

[38:30] on your own leadership pattern and what you couldn't prove upon and I think that that's a really

[38:36] important effort that you've been making to connect with others at your leadership level and I

[38:43] just want to encourage you to continue to do that and you know if that means another membership

[38:51] or what have you please just reach out to us if you need the support to do something like that.

[38:57] Thank you.

[38:59] Can you buy me a car?

[39:01] Sure.

[39:02] I'm going to serve.

[39:03] Thank you for all of the feedback on the areas for continuing growth or definitely consistent

[39:07] with conversations we're having that we do need to grow in those areas in general.

[39:13] And all of the both the supports and the critical feedback is always very helpful.

[39:19] I want to extend my appreciation to the team as always.

[39:23] This, the work that my work can only happen with the team, and so what you see in all of the updates and all of the, you know, what I put in the presentation last week, all of that is a reflection of how we work all work together to move the district forward.

[39:39] So I do want to extend that appreciation to the leaders, the whole leadership team.

[39:44] to just to kind of, to make some point about tapping into professional learning opportunities.

[39:50] So this is also the last year of the new superintendent induction program. It's a three-year program.

[39:55] I'm actually looking into two other potential opportunities. One is called meeting now,

[40:00] which is a national organization for superintendent and they do a cohort model also,

[40:05] cohort model also, that I'm planning to tap into and that'll, that'll get me contact with other

[40:13] superintendents and other states, which is exciting. And then MASS also has another, again,

[40:19] cohorts, a professional learning group that I might be tapping into, as well, for more

[40:24] like people, more in the middle part of their career. So those are like a set of exciting

[40:30] opportunities that I'm looking forward to. So thank you. I appreciate the feedback this part.

[40:37] And we can revisit at our retreat this year and in conversations around bullsetting about whether or not the next cycle would be a one or two year.

[40:47] That is fine.

[40:50] Thank you everyone.

[40:52] So that we can turn to an update from the district.

[40:56] This is our strategic plan and of your update.

[41:00] All right, I am going to just take us quickly through the slide deck because most of this, you had,

[41:09] are you seeing, what's your choice.

[41:11] And if yours is, that's your, that's a thing.

[41:15] I'll just, I'll just, yeah, it was the head free lock the head.

[41:32] I'm going to go through quickly through the flag deck most of this you've already seen, but I'm going to point out more is what the focus for next year is we did work with a strategic group to make the adjustments.

[41:44] So, looking at the first one,

[41:52] which you might need to pull it out.

[41:54] If sure.

[41:55] And it might be because it might be my connection with.

[42:00] Just.

[42:00] You know, just.

[42:01] Well, let me know when you have it up.

[42:03] I'll like it.

[42:04] I'll like it.

[42:08] So in this.

[42:12] I'm going to

[42:15] start to cut it.

[42:21] I'm going to start to cut it.

[42:22] I'm going to

[42:31] start to cut it.

[42:33] I'm going to start to cut it.

[42:34] you can make it a little bit bigger, so you can

[42:40] use the plus button at the bottom.

[42:43] Yeah, sorry. There you go. Okay, so NTSS, we are, we are making progress on this goal and

[42:52] have met, done a lot of work on the D-cap, which was huge this year and rolling that out to

[43:00] class to teachers and staff. And then the evaluation effectiveness review is definitely coming along.

[43:07] So the focus for next year is on further on further building out tier two, including professional development and refining curriculum.

[43:16] So in all of those annual goals, which are revised from what was originally there, that's the main focus for those.

[43:25] Vision of a graduate, vision of a learner.

[43:28] As you can see, we've managed to meet the benchmarks of the goals that are outlined for this year.

[43:36] This means that next year we are focused on the implementation of the B.O.G. competencies in the curriculum and instruction, and again those enables which are also revised, it is focused on those two specific areas.

[43:52] Multiple pathways you've seen this before we were able to identify the two pathways as well as action plan resources and so forth.

[43:59] Next year we are focused on the building out the actual pathways with those elements in it,

[44:06] and then other CTE opportunities we did meet with writing public schools in that partnership.

[44:11] We're looking to pursue that, and then as you know tonight's again we'll include a position for

[44:17] our pathways coordinator.

[44:21] Priority to SCL Mental Health, making good progress on the first

[44:24] and completed the second one with with a school climate measuring tool. Next year is going to

[44:32] focus on for tier one using district mental health team to strengthen the district system,

[44:39] including professional development for educators and implementing and implementing the climate survey.

[44:45] And the next one is SCL mental health focus on tier 2 and 3. Again, making some progress on the

[44:51] one good progress on the first one and next year is really focused on building

[44:56] the mental health systems around here's two and three interventions.

[45:00] And support, including establishing data protocols. We do have resources in terms of social workers and

[45:06] counselors, but this is about really kind of developing it as a system.

[45:13] Family communication, you saw that you heard the plan that Matt Kazasges delivered a few weeks ago.

[45:21] We, and the goals, we were able to complete this one. This one is focused on structures next year for this particular one is focused on

[45:29] amendment to implementation and we'll continue gathering feedback from families and then the next one is family communication practices also did well with these young goals for this year.

[45:40] Next year's revised goals include a will focus on developing a professional development plan as part of the overall communication and I'm going gathering feedback from families as well.

[45:52] So that's the gist of what the goal adjustments I'm happy to take any questions if.

[46:02] Thank you for the for the for the progress that we have made so far.

[46:08] A strategic plan goes, it is a a guy for what we want to do then.

[46:14] Often it's more than just what I was going to do is great.

[46:19] So is there any plan to extend the strategic plan to need a new one or have it been, yes,

[46:27] They'd be not sure about what we're talking about, you know, looking forward more than one year at a time.

[46:32] Absolutely. That's a good question. So next year will be the third year. Next year will also be the beer that we make decisions about what the subsequent plan will look like.

[46:40] These are big goals. So I suspect we're good more work will need to continue in these areas.

[46:47] What I also suspect is that we're going to be better at writing the goals themselves.

[46:51] If you notice like we've had through this plan, we've had to revise goals a lot because we start the work and realize,

[46:56] Oh, we have to go in a different direction, right?

[46:58] And then we revise the goals and kind of move that goal post.

[47:02] So next year, we have that decision around what comes next.

[47:08] We also need to look at the outline that measures of completion of the metrics.

[47:13] And so we're also looking at that to answer the question,

[47:16] did we need those metrics?

[47:18] And if so, where do we do next?

[47:21] If not, how do we make adjustments for the next

[47:23] the subsequent plan. But that will be the work next year. We will work with the strategic

[47:29] advisory committee around those questions.

[47:35] So, being your first.

[47:40] I can't say zero. Oh, I'm

[47:42] also, because I know I'm just keeping it up. This is nice people like to go back to it. So,

[47:47] bye. So, are there any comments? I know that you've been also on the advisory. Yes, no,

[47:52] I don't have any comments. I think as I mentioned, when we had the group come in and report,

[47:59] I've been really pleased with the process and I feel like the fact that we've been able to be

[48:04] responsive with the goals and sort of tweak and and calibrate them based on the reality of

[48:10] implementation is actually sort of a great measure of a good strategic plan and I think this

[48:16] will segue nicely into the next topic Dr. Guiser in terms of asking for the resources that

[48:21] we need to be successful with this plan. So I'm fully supportive. Thank you.

[48:29] one more question. One of the things that we have struggling to have and still struggling will be funding for special

[48:36] efficient, for example, right now that big, you know, issue we have on contract and services.

[48:45] Is there, and I don't know if it really fits into strategic plan on its own,

[48:51] points really administrative, considerations,

[48:56] but, you know, having some kind of strategic goals

[48:59] where we, you know, continue to support in district programming as a way to reduce out a

[49:07] district call and contact service call, who will be something that I'd like to see as continue to

[49:15] or toward. So if that is articulated in a future plan, there will be something that we can measure.

[49:24] Or it's, yeah, I appreciate that comment.

[49:27] It technically falls under NTSS.

[49:30] It says here's two and three piece of NTSS.

[49:33] It's not explicit in the plan as you just described it.

[49:37] It is very explicit in our budget process.

[49:41] But we could assume that that's correct.

[49:43] Yeah, and so that is an important part of MTSS that, you know, in terms of building industry capacity, so we could look at what is there a more specific goal under that framework that we can pull out. That's something we can look at.

[50:01] Maybe at higher level, just question, is do you feel like, do you feel that everyone in the district?

[50:11] That's a very catch-all.

[50:15] Do you feel that people feel connected to this plan or behind it?

[50:20] I'm asking this because there's also a lot of, especially, I think, maybe things that didn't happen this year,

[50:27] but our plan for next year that involve a lot of educators

[50:31] just in terms of whether it's professional development

[50:33] or trying to gather feedback from them on some of this

[50:37] and new protocols.

[50:39] And so I'm just curious, how this is communicated

[50:45] to educators throughout the district

[50:46] and whether or not they feel connected or on board

[50:50] with what our district priorities are.

[50:53] That's a good question.

[50:55] So just speaking for a small leadership council, yes.

[50:57] like we, this is what we talk a lot about this strategic plan.

[51:00] And then we peel off some specific pieces from the plan.

[51:04] Like one example was D-CAP, right?

[51:06] We did a lot of work with the leadership council on D-CAP in that space.

[51:10] As well as full kind of like there are several different elements

[51:13] of the plan that we, we really honed in on with the, with them.

[51:17] For staff, yes, to that extent.

[51:19] Like I don't know if we have staff members that say,

[51:22] yes, this is the strategic plan.

[51:23] But we will have staff members that might say,

[51:26] Yes, I remember talking about D-CAP and what that looks like in classrooms or I remember talking

[51:31] yet being on the task force for this full climate surveys or for the family communication

[51:37] pieces talking points for real shares. All of those pieces people are connected to and so when they

[51:45] see the plan they might recognize them there, I think that's where that connection would happen

[51:50] because specific elements that we bring in and then I know MTSS, I mean that's all I mean

[51:55] I think to your point, I think that people are connected to the things that directly touch their work.

[52:00] And like either they're on the committee or they're connected to the process.

[52:05] But it does make me think even for our audits leadership retreat trying to integrate all of the school improvement plans.

[52:13] Did you plan like trying to share that more and show creating something that leaders can bring back to their schools and departments to help teachers see that all these things are all connected.

[52:23] And we're like we're all growing in one direction even though sometimes people's disconnect. I think that's a piece of what I hear in the questions that piece like

[52:30] Do people see how these things are connected? Rather than these sort of one-off sort of initiatives?

[52:37] And that's something, yeah, we talked about that for that reason to say, even it is something that you're actually doing in a different way over here or something.

[52:47] That's, or you're already doing this in the classroom and here's what we're calling in.

[52:53] So, but yeah, you know, that's always the work is to kind of make people make connections between different things.

[53:02] And you know, look like vision of a graduate like they say it takes like to be the five years before it's something people like talk about and realize is they, you know, it takes a time to, so it wants to.

[53:15] Sure, and to see how it connects with your actual standards like your teaching standards.

[53:20] I understand that. And I just, I just, I just want people to feel like they have ownership in something, you know?

[53:28] Yeah, people get more excited.

[53:30] And it's a sense of accomplishment, like so much as God.

[53:33] Yeah.

[53:33] And so, a lot of people to feel good about that.

[53:38] Appreciate that.

[53:40] Great.

[53:41] So that you can bring up the next agenda item, which is the position description for the

[53:47] And I will let you explain this.

[53:54] So this position, you have a description that I'll relate sort of the information that I gave in the memo.

[54:03] So the multiple pathways goal as you know has been happening this past year.

[54:07] And you saw the progress that we made and we're going next.

[54:09] Back in March, we were able to present the work to our legislative representatives,

[54:20] the broaders and mobrons, and through that meeting, we were able to get and secure the FY26 State Supplemental Budget to fund a Pathways Coordinator position.

[54:37] So, what the position we'll focus on is building out the two pathways, tapping, looking at the partnerships to develop through, to develop the internships, applying for grants like the desi grant for example, which just recently came out that will be applying for.

[54:57] And everything around building out these pathways and getting them ready for implementation.

[55:05] This is one-year position because the money is only temporary.

[55:09] The position description I did put that highlighted that it's a one-year position, but when you vote on a position, you vote for it to just exist.

[55:20] And even you're not necessarily voting it as a one-year, but just to tap it as part of our positions that we have.

[55:27] So that when, if we somehow, like, towards the end of next year, if we realize we have additional funding, that can help support it going into the following year, then we could potentially continue it, but we would need to secure probably grant funding to do that.

[55:42] So that said, it's intended right now just to be when you're positioned because we know that that money will is only for one year, so that's how we're treating it at the moment.

[55:54] So, yeah, I'm happy to answer questions about the position itself.

[56:00] Do you have anything that you want to ask?

[56:04] Do you just have funding that they may try this again or is this just a kind of a one-off?

[56:10] It's the current year's supplemental, so it's more like, here's some, it's basically what's left over kind of thing.

[56:19] There may be, like I said, outside of grant funding, I mean if we could try, if we don't get the grant then we could certainly try this method again and see, you know, they can continue to support it, but I, I would probably, in my mind, the grant funding would be better to you, I mean it'd be good to get the grant money because that's a little bit more of a, that feels more stable than relying on like sort of a supplemental thing.

[56:46] I see this supplemental is like, here's some starter money to kind of get things going, and we will continue to figure out the sustainability piece of it.

[56:57] And well, the person who is in position be the grant writer or the...

[57:03] Yeah, the thing would be involved with the grant.

[57:05] The grant applications, and we do an intent to apply now, and then the application process goes into next year.

[57:12] So you, the approval, when the approval happens,

[57:15] it's actually for the following years of meditation.

[57:20] Sarah,

[57:23] so first off, I'm super excited

[57:25] that we've got this funding, because I do think this

[57:28] has been an area that we haven't been able to make

[57:30] progress on because of lack of resources.

[57:33] My only concern, which I'm voice saying,

[57:35] and not because I think you have a solution, Jill,

[57:37] but because it weighs on me, is the lead time to hire

[57:40] an onboard disposition, knowing that we have a run

[57:43] with one year to prove viability.

[57:45] if you want to try to sustain funding, just worries me, so I know this is sort of a bootstrap

[57:52] position that we've put together. I just hope if there's anything we can do to help support

[57:57] the onboarding or the sort of any aspects of this piece of that, let us know because it does feel like

[58:03] a lofty goal. Yeah, and that is to do that. Yeah, no, it's in that stuff like something we're talking about.

[58:10] we'll get it posted right away and just start running the search pretty quickly and yeah I mean it's every

[58:16] these things are always sort of you have to you know do our best to recruit to network and you know

[58:23] certainly spread the word yourselves if you don't know if anybody that is interested but yeah

[58:28] we'll I'm sure I think we'll be able to make it work find somebody that would be willing to dive in

[58:34] and so forth and this is open to both internal and external candidates so you know that's

[58:40] internals also, very much possibility. Thank you.

[58:45] Do you know if the state funding has expiration date?

[58:50] No, well, that's we are we have to work on the back end with the town because with that

[58:54] supplemental funding there is some money that's also going to the town for different things.

[58:59] So we I've been talking with the administrator about figuring out how to access it. It has to go.

[59:04] It goes right to the town treasure and then I will get distributor.

[59:07] Okay, so I'm thinking that, you know, looking at a one-year funding doesn't necessarily mean that we have somebody

[59:19] like August, September or something, but we have a year of work.

[59:24] Yes, we have, we have enough to cover the salary.

[59:29] So maybe if we start a co-oper, it doesn't necessarily have to end it.

[59:35] Okay, so just make sure that the little bit of fun will allow us to, you know, get the

[59:45] bulls out of the position.

[59:49] Yeah.

[59:49] That's the best part of being a forward member, so we don't have to do this.

[59:52] It was the last one.

[59:55] It was my chance.

[59:58] All right, great.

[1:00:00] And I'm going to go ahead and move approval of the Pathways Coordinator position. That can't.

[1:00:08] And Abadudai?

[1:00:09] Oh my, you are.

[1:00:11] Relive like.

[1:00:12] More area.

[1:00:13] Thank you, everyone.

[1:00:14] Thank you all.

[1:00:19] And we have some policies here.

[1:00:26] And there were some also some late dates that I...

[1:00:30] You don't speak to.

[1:00:32] So, we didn't get any feedback from anyone on the second read policies that are here in the

[1:00:38] segment.

[1:00:39] We have to keep up one.

[1:00:41] Great.

[1:00:42] This is on the J.

[1:00:47] So, let's take those first.

[1:00:49] So, right now, for second reads, I have JLCD, administering medicine to students and JLCD

[1:00:55] C, which is the self-administration and self-care of medications.

[1:00:59] This is JLCD.

[1:01:00] Okay.

[1:01:03] on page 3. It talks about administering emergency medicines. This is number 3. And it talks

[1:01:18] about 2 can and can, and then on the next page it says school districts are not authorized

[1:01:23] is to make use of 105 CMR 700.0 3C for the administration of emergency medicine seems contradict

[1:01:32] to read to the above segment where talks about who can do it and when they can do it.

[1:01:38] And that's a rescue medication.

[1:01:40] I didn't mean to interrupt, but I.

[1:01:42] That's what the others were knocks on and it ends our rescue.

[1:01:45] Are they?

[1:01:46] So I looked that up.

[1:01:47] Hang on a minute.

[1:01:51] Memory from the lengthy conversations with Beth Romney about this is the way the place

[1:01:56] this is most prevalent is the kids who have Epi-Pen, everybody in the district has trained

[1:02:01] every year in the administration of an Epi-Pen.

[1:02:04] Right.

[1:02:06] And the way a lot of the administration orders are written, that's to be followed with Ben Adrella.

[1:02:13] And I find this confusing, but the Epi-Pen can be delegated in anybody in the state can

[1:02:19] but nobody but a nurse is allowed to administer the mental drill.

[1:02:23] It's interesting to see it because that's what becomes like a huge challenge for

[1:02:26] field trips and things like that because if it's given kids medical orders.

[1:02:32] I think that's so, because you can't practice with mental drill because you have to,

[1:02:38] you have to, you have to, you have to, you have to, you have to, you have to,

[1:02:40] you have to, you have to, you have to, you have to, you have to, you have to,

[1:02:43] strange and cumbersome, but that's the thing that that has talked about the last three years.

[1:02:52] I mean, I will say that both MASC, I mean, this comes from them, but Beth Romney really went

[1:02:58] through these policies,

[1:03:02] and yet self-comfortable with this language.

[1:03:05] It just seems contradictory to me.

[1:03:10] to get their told hat that they're authorized in the previous page.

[1:03:14] Where do you think you see it?

[1:03:15] Operates in the previous page.

[1:03:16] We're sponsored to a medication emergency.

[1:03:19] No, it was, you know, here.

[1:03:20] Unlicensed school person?

[1:03:22] No, no, no.

[1:03:22] This is very last sentence.

[1:03:24] So they're not authorized to make use of 105 CMOS on it.

[1:03:28] So, but I'm wondering where the contradictory part is.

[1:03:32] That's the very end of the story.

[1:03:36] So, that talks about administering epinephrine.

[1:03:39] and lots of them. And then on the, and the next, at the right before the very end, it says,

[1:03:46] well, this is, are not authorized to make use of the mass state statute for the administration

[1:03:52] of emergency, the city can't. So I looked up 105 symbols. Yeah, no, I had a joke.

[1:03:58] I was thinking that,

[1:04:05] um, how can you not be authorized to do an emergency situation,

[1:04:09] right above it to tell you how to do it? Who's doing that?

[1:04:12] But these are just unlicensed school personnel.

[1:04:16] We'll keep going down that.

[1:04:21] You have to, you're allowed to stock emergency rescue.

[1:04:24] We're also usually used though, but...

[1:04:27] Yeah.

[1:04:28] All right, yes.

[1:04:29] We'll keep going down.

[1:04:30] Oh, yeah.

[1:04:32] And right there.

[1:04:34] No.

[1:04:34] And actually we'd, which three you're talking about.

[1:04:37] Schoolness sheets are not.

[1:04:38] Yeah.

[1:04:39] It's made use of this for the administrative.

[1:04:42] This is,

[1:04:46] um,

[1:04:49] administration plan shall be selected by a school nurse if they make certain criteria and talk to what they do.

[1:04:56] And then it says the School of District May in conjunction with the School of Physicians, School of Mercer,

[1:05:00] Leadership, Stock Medicine, and training personnel, first responders.

[1:05:05] It or says neck area, if the school district wishes medical personnel to train non-medical staff in the

[1:05:11] administration of emergency rescue located tagging

[1:05:14] in the school, can you shovel up to a poops that's trained?

[1:05:16] So it sounds like they're kind of, they have this mechanism.

[1:05:20] And then right below it says,

[1:05:22] can't do it.

[1:05:22] No, it says, you can't make use of this section to do it.

[1:05:26] I don't know if there's two different ways you're doing it.

[1:05:29] I, this is outside my area.

[1:05:31] But the way I was thinking about it was that you can't rely

[1:05:34] on this 105 rescue medication.

[1:05:36] It says that you can administer stuff.

[1:05:39] It's good for it.

[1:05:39] Yes.

[1:05:40] OK.

[1:05:40] So I guess we're saying we're going to administer staff in accordance with the policy that not in accordance with what is the policy requires a school committee vote.

[1:05:51] So if someone takes the no locks to teacher takes a class.

[1:05:55] Yeah.

[1:05:56] And it is sort of and is certified to administer no locks.

[1:06:00] Under this under one or five.

[1:06:02] No, it takes a class that the EMT is.

[1:06:06] And then they, then we have to vote for them to be able to administer before they can.

[1:06:12] No, we vote to training.

[1:06:13] We vote with training is sufficient, right?

[1:06:16] So what's going to, and it's, it's a one vote to say that the district can train.

[1:06:21] Okay.

[1:06:21] First is non, sort of non-medical personnel to administer specific education.

[1:06:27] And then from that vote, then the district can just train people.

[1:06:31] But when you what we're doing it, we didn't have that vote, then the district couldn't just go ahead.

[1:06:37] I think that's what this is saying.

[1:06:39] I mean, you could otherwise go ahead under 105.

[1:06:41] 105 basically says you can't.

[1:06:44] Anyone who's kind of is just trained.

[1:06:47] Yep.

[1:06:47] Could do it.

[1:06:48] Yes, but so we're saying we want the policy with the vote and that process.

[1:06:54] Instead of just saying you can do it because 105 says you can do it.

[1:06:58] Well, I'm not sure that I'm right, but that was what I was saying.

[1:07:00] All right, because that's, okay, this, I mean, this came up when the district started to keep, um,

[1:07:08] lots of North Carolina, North Carolina. Yeah, and we didn't have this policy, and I didn't know

[1:07:13] required a school committee vote. So I signed off on, and then it actually should have come before the

[1:07:18] rules through the day. Yeah. So we'll do in September, we'll bring information to the committee for

[1:07:25] that both. And I'll ask Beth to join us so that she can help me to feel good.

[1:07:30] Thank you. It's done. I had to have a personal situation on administration of medication, where my daughter had a

[1:07:42] allergy situation. Probably we don't know, but I'm not quite sure what it was. Where the nurse said that if we

[1:07:52] She cannot administer any kind of an assessment, unless it's provided to the school, so the

[1:07:59] over-toucher, you know, like, she may not provide it, and I dismiss the student to take

[1:08:07] for a full-dimministe, she cannot return to school that day. Because it's in Benetron.

[1:08:18] So,

[1:08:21] she said that it was a school committee policy when I don't think we actually had that policy.

[1:08:29] So, I am okay with the nursing that we're uncomfortable after administration, and it's just meant one.

[1:08:36] That's due then to remain school.

[1:08:38] So, it should be part of their medical training, but not necessarily being a school committee.

[1:08:48] And as far as the first one is concerned, do we have to say that it is, um,

[1:08:58] I'm looking at the exceptions.

[1:09:01] Do they all have to be prescription?

[1:09:03] And are any kind of, um, the student with asthma has to have a prescription inhaler?

[1:09:10] Do they all have to be prescription?

[1:09:12] I suppose you just approved it.

[1:09:15] Any, any, yeah, anything that would otherwise require

[1:09:19] a prescription would definitely be a prescription.

[1:09:22] I think some of them may be over the countermeasure.

[1:09:26] I think it's not, because it's, you know,

[1:09:29] you know, it can't be a piece of it, right?

[1:09:32] So we have, I know there are algae, ash and plant.

[1:09:36] Part of it may include benadryl or adept over the countermeasure.

[1:09:42] all the part of the plan, and I would say that that would be okay for the student to carry

[1:09:50] on their person even if it's not a description. We, yeah, we want students, they need to turn it

[1:10:00] into the nurse because we don't want students to be carrying around that in school. But Jenna was

[1:10:04] speaking even over the counter, they should be telling that. Tell me what you're giving it to us.

[1:10:08] Okay, so we're going to kind of stuff still is limited or leaves of stuff like that.

[1:10:16] So we have to worry about that.

[1:10:21] I'm going to go ahead and move approval and adoption of policy.

[1:10:28] JLCD and JLCDC.

[1:10:33] How does it work?

[1:10:35] All right.

[1:10:37] Do you like it?

[1:10:40] So then we have a bunch of k, which are second reads, which are, which are, we have some k, which are seconds and some k first.

[1:10:54] Yes, yes.

[1:10:56] So I'm doing the second first.

[1:10:58] So, but, is included removal of Belmont policies,

[1:11:03] is 70005, 1023, 10101022,

[1:11:11] and the adoption or second rate of K-HV, which is

[1:11:14] advertising in the schools, K-I visitors to the schools, K-J-B partnerships with community

[1:11:20] organizations, which is a Belmont specific policy.

[1:11:33] And we did not

[1:11:35] approval and adoption of policies K, H, B, K, I, and K, J, B.

[1:11:44] Ableton, I.

[1:11:45] All right.

[1:11:47] All right.

[1:11:47] For L, I.

[1:11:48] Priority, I.

[1:11:51] Move approval of the removal of Belmont policies,

[1:11:57] 705, 1023, 1010 and 1022.

[1:12:09] I'm sorry, sorry, sorry.

[1:12:11] I'm sorry, sorry, sorry.

[1:12:12] I got one done at once.

[1:12:17] We're ready, I.

[1:12:18] Great.

[1:12:20] All right, and then late breaking news,

[1:12:22] we high policy meeting this morning.

[1:12:25] So there were some first reads that we wanted to bring forward

[1:12:28] for your feedback that people had any,

[1:12:32] but we would not be bringing these back for a second right until the fall.

[1:12:36] So, you can see here that there was KF-R, which is more of a procedural that goes along with the community use of facilities.

[1:12:46] KHA public solicitations and the schools.

[1:12:51] And then we are recommending the removal of a bunch of Belmont specific policies.

[1:12:58] And I felt like this, while it does happen, these other groups don't have a policy kind of reciprocating this coordination with us.

[1:13:07] And it just, I don't know, it just didn't bill like necessary so that there was this long KJBA coordination with the red commission, the JEE corporation with public agencies, KLA coordination with the health department,

[1:13:26] and then I guess the other one that I will comment on is,

[1:13:29] MASC had their own cooperation with the police department.

[1:13:34] It was fairly extensive and especially given where we are these days.

[1:13:41] Matt and I do not recommend adopting the MASC one.

[1:13:45] Devon said it was hard to decipher which it wasn't titled police department.

[1:13:52] It was a long-forced law enforcement and I felt like it hit pretty close with

[1:13:59] but saying we're kind of cooperating with ICE.

[1:14:01] I mean, I just don't think that we felt comfortable

[1:14:04] bringing that forward at this time.

[1:14:07] And we already have this Belmont Policy

[1:14:10] cooperation with police department,

[1:14:11] which essentially just moralizes the fact

[1:14:14] that we have an MOU with our police department,

[1:14:16] which we do, and which we always will.

[1:14:19] So Matt and I recommend retaining the Belmont

[1:14:22] specific KLG policy for that reason.

[1:14:30] So we recommend voting it in, yeah, so that we retain it.

[1:14:37] So those were the ones that were discussed this morning.

[1:14:39] If you have an immediate feedback, happy to take it. Otherwise, we can sit with it this summer.

[1:14:44] Okay, after that, sure.

[1:14:49] I'm a little confused with some things.

[1:14:53] It says community use of school facilities and says school buildings, crowns, equipment and facilities.

[1:14:59] Thanks for watching, and I'll see you in the next video.

[1:15:00] So I'm planning to figure out what facilities are if they don't include building grounds for it, put that.

[1:15:09] I mean.

[1:15:10] I mean.

[1:15:10] We usually choose it, so facilities don't include building grounds for it, put that.

[1:15:15] I think the facilities we always use it as an umbrella term.

[1:15:18] So I think it's just in here to capture anything that may it can not include it in those three categories.

[1:15:25] But when we say facilities, we often use it as an umbrella term of anything that is in school property.

[1:15:31] I want to clarify that somewhat. That also, it's the number two, is poop facilities may not be used for an individual purpose or so I can't play fantasy whimper anymore.

[1:15:48] Well, again, I'm confused all these.

[1:15:51] The terms are systems.

[1:15:53] Yeah, I think the two is actually geared more towards the buildings.

[1:15:57] Like, so we could clarify that certainly.

[1:16:03] So yeah, for instance, like our naming policy, just as buildings and frowns.

[1:16:08] and it can include things within the building on the ground.

[1:16:11] But we don't have equipment or facilities,

[1:16:15] meaning it doesn't that fall, say.

[1:16:19] I just want to keep my option to put some sort of work.

[1:16:22] I'm going to try to do it.

[1:16:23] We also remember 10 sports or not ours.

[1:16:27] So, no, no.

[1:16:28] No, no, no.

[1:16:28] How about the track?

[1:16:30] There are 10 types of cars.

[1:16:32] Talk about it.

[1:16:33] OK, so I can't use the track.

[1:16:36] You should be paying a fee for that.

[1:16:40] We can clarify that so we might have a good clarification for us.

[1:16:46] My thinking is that if school facilities fields out to our areas that are not within a building

[1:16:56] or not, it's a 24-7, if those are not being used for their community, individual group of individuals

[1:17:03] uses those facilities, I would say we wouldn't know about that, but I would say if someone

[1:17:08] is using school facilities that had been in your approach by a group that has been permitted

[1:17:13] to use that space, we're going to ask you not to leave that space.

[1:17:18] Wow, the permanent group to use that space.

[1:17:20] That's fine.

[1:17:21] I don't mind, yeah, but I just, I don't want to be breaking the lie every time I walk on the

[1:17:26] track.

[1:17:27] I've been by the gym classes before.

[1:17:29] That's fine.

[1:17:30] During school time or something like that, that's fine.

[1:17:33] Well, I can see the potential confusion.

[1:17:37] So I think that that's we can go back and have that conversation and Matt crap. There's also great at like

[1:17:42] Pretty word. Yeah, and I know there used to be loads of Mr. So-and-so's Jim party through something at where do you have to share that

[1:17:51] Those are our most real legal now. No, you wouldn't have to drive it

[1:17:56] It's the thing. Well, I want to. I'm sorry. I'm sorry. I'm not being used for private and that whole summer for purpose. Who should come out completely

[1:18:05] because you've already talked about who can use community facilities in the KF policy.

[1:18:12] This is supposed to just be a procedure. So why are we getting into the

[1:18:16] communities? We did have the conversation about the preparedness of the policy in the

[1:18:21] procedure, but in an MSC pushes back there. But it is inconsistent, because we,

[1:18:27] because it also says in KF that the school committee can approve other things.

[1:18:32] So, questions should we remove two, can you check on that?

[1:18:37] And we also just approved this whole fee schedule with the idea that we've got dance schools coming in there and they're trying to jump on the chairs and we're going to charge it so that we can present.

[1:18:48] Yeah.

[1:18:51] Is there anything else I just noted that for the, the word facilities and number two, are there any other numbers you want us to look at?

[1:19:00] So for the do that caught my mind, it was after that, it didn't take a chance to put it up.

[1:19:06] But no alcohol in the village.

[1:19:09] Yes, the age. I mean, we're talking about, you know, if you have this amazing smell,

[1:19:22] we're somebody who's had up or wasn't, but it's still prohibited.

[1:19:28] We're not going to read through somebody who want to have a off-ball like the big phasal dry school.

[1:19:35] It's a dry school.

[1:19:36] I'm sorry.

[1:19:37] So what are you asking that?

[1:19:38] I just wanted to ask.

[1:19:41] Yeah.

[1:19:41] Did they have it all up to Belmont?

[1:19:43] That's why the FB and stuff doesn't have very...

[1:19:48] Okay.

[1:19:49] I don't think that's a Belmont decision.

[1:19:50] No.

[1:19:50] It's just Facebook.

[1:19:53] I have to check.

[1:19:53] I have to look at the number of them each.

[1:19:59] There may be some exceptions allowed through that. I'm not sure I'd have to.

[1:20:03] Number eight, but we can check on it.

[1:20:05] Yeah, I would expect there's a proper permit that's.

[1:20:09] I don't think they can't in a public school building, but I can check too.

[1:20:16] I'd be some summer work for everyone.

[1:20:18] Thank you, Chuck.

[1:20:20] Have a look briefly.

[1:20:24] All right, this feels like a nap on that.

[1:20:26] So, I think if you have more comments, please feel free to email them.

[1:20:33] Moving on.

[1:20:34] Are there any subcommittee earliest on updates this evening?

[1:20:39] I mean, what's happening with the, uh, I still don't know.

[1:20:43] I am.

[1:20:43] And we have a meeting a couple of weeks ago.

[1:20:46] And we approved a few invoices.

[1:20:49] And there, I think they're in there, like final line down phase,

[1:20:53] but there's still, there's still state money that is, you know, not completely resolved,

[1:20:58] but I think on some of that last delivery of births, so it is like, I think we're going to

[1:21:02] meet again for the end of the summer, and it's gone on a really long time. I mean, I've been on this

[1:21:08] committee since I joined this school committee, which is like three and a half years almost,

[1:21:12] and this school was formed built when I joined it, and it's still there. And John, you need to get

[1:21:19] a point to cap it all if you would like to be right so we can help it that on the agenda

[1:21:24] for the retreat.

[1:21:26] Actually, I think my point, but I teach you, I teach you, so we're not going to have a

[1:21:31] patient just 10 years later, so I need to get a little bit right now, okay?

[1:21:34] Yeah, technically the way it works, too, is that if you don't reappoint the person, it

[1:21:40] just kind of can use your perpetual amount of money.

[1:21:45] I don't know if you like vote, but I don't think they're planning on voting anything.

[1:21:48] But I know that I have that appointment letter for June to June, so.

[1:21:58] Yeah.

[1:21:59] Oh, we will reappoint you.

[1:22:01] I don't think it'll be a problem at all.

[1:22:03] At their age.

[1:22:04] You don't know if we're good.

[1:22:06] Yeah.

[1:22:07] Hopefully, we're going to try to add you out.

[1:22:10] I have to find more things.

[1:22:12] Any other subject here with us on updates?

[1:22:16] I have a work made evening now.

[1:22:19] I'm just sorry.

[1:22:24] And then we do have a consent agenda this evening.

[1:22:30] I don't want to comment on that. I'm going to go ahead, and I'm going to move approval of the consent agenda.

[1:22:40] That can't.

[1:22:42] I would do it.

[1:22:43] All right.

[1:22:45] You want to go.

[1:22:46] It's a parallel line.

[1:22:48] Yeah.

[1:22:50] And that was just for some surplus equipment.

[1:22:54] I will note that the.

[1:22:57] This is related to the win broke cafeteria renovation that I sent to the community a couple weeks ago, which is looks really amazing.

[1:23:06] Yeah, so some people were great.

[1:23:07] And we were been contacted because it's not maybe all over each out.

[1:23:12] Remember that really nice was it East folk?

[1:23:14] Yes.

[1:23:16] The teacher's room in the Windbrook that they've reached out about doing any others.

[1:23:19] Because I do remember when I wrote to him, he was like, we're happy to help out our talk.

[1:23:24] To book through.

[1:23:25] Right.

[1:23:25] Oh, you tried to.

[1:23:27] I said I tried to take it.

[1:23:29] Third time was probably not.

[1:23:32] You're strong.

[1:23:34] Just tenacious.

[1:23:36] Yeah.

[1:23:37] So now we do try to scrounge.

[1:23:40] Yeah.

[1:23:40] That's a surplus fault.

[1:23:42] Yo, you're technical.

[1:23:44] Yes.

[1:23:45] Yeah, those were very current.

[1:23:47] In 1984 dictionary.

[1:23:50] I'm going to deal with those.

[1:23:52] They're funding.

[1:23:52] We can get some new books.

[1:23:54] Yeah.

[1:23:54] People really.

[1:23:55] But people use hard copy pictures.

[1:23:57] Any more?

[1:23:58] Yeah.

[1:23:58] It's actually used the dictionary.

[1:24:01] That's good.

[1:24:02] No, I don't.

[1:24:05] That's good.

[1:24:06] I think there would be a lot of something because there's nothing else on the agenda this evening and it is 750

[1:24:17] But yeah, I'm going to go ahead and I'm going to go ahead and I'm just looking.

[1:24:20] Thank you everyone for a good year and we will be in touch about our agreed.

[1:24:23] Thank you. Take care.

[1:24:25] If you have a lot now.

School Committee - 06/16/26

Transcript