[0:03] [music]

[0:11] Um, welcome. At 6:03 p.m. I call the

[0:14] October 5th, 2026 meeting of the Carver

[0:17] School Committee to order. Everyone

[0:18] could please join us in the pledge of

[0:19] allegiance

[0:25] to the flag of the United States of

[0:27] America and to the republic for which it

[0:30] stands. One nation [music] under God,

[0:32] indivisible, with liberty and justice

[0:35] for all.

[0:40] » Thank you everyone. We're going to start

[0:42] um our evening off with some

[0:44] recognitions of AP scholars.

[0:46] >> Yeah. So, we're excited the for the

[0:47] opportunity this evening to recognize

[0:49] some of our AP scholars. Uh, so the

[0:51] College Board has actually begun

[0:53] recognizing students uh with several

[0:55] awards based upon uh their scores on the

[0:58] AP exams. Um, so what I'm going to do is

[1:01] I'm going to go over all the different

[1:02] awards students could possibly have won.

[1:05] Uh, some students won one of these

[1:07] awards, some students had multiple of

[1:09] them. Uh, so then as we call the

[1:11] students up, we'll say which awards they

[1:12] won. Uh so first is AP Scholar. Uh the

[1:17] AP Scholar Award is granted to students

[1:18] who receive scores of three or higher on

[1:21] three different AP exams.

[1:25] AP Scholar with honors

[1:27] is granted to students who receive an

[1:30] average score of at least 3.25

[1:33] on all their AP exams taken in their

[1:35] career and have a score of three or

[1:38] higher on four or more exams. So AP

[1:41] Scholar is three exams. AP scholars

[1:43] honor is four exams plus an average of

[1:45] 3.5 overall and um AP honor uh AP

[1:50] scholar with distinction is granted to a

[1:53] student who has an average score of at

[1:55] least 3.5 on all their exams

[1:58] uh and have scores of three or higher on

[2:01] five or more exams uh which is really an

[2:04] impressive feat just uh so people

[2:06] understand the scoring mechanism AP

[2:08] scores AP exams are scored on from one

[2:11] to five, one being the lowest score,

[2:13] high five being the highest score. Um, a

[2:17] score of three or higher is considered

[2:20] uh the passing the exam and many

[2:24] colleges though unfortunately the number

[2:26] of colleges who recognize a three or

[2:28] higher has begun to diminish. Depends

[2:30] what school you go to. Uh, but some

[2:33] schools will accept a three or higher in

[2:35] that course as three college credits. Uh

[2:38] so we actually have several students

[2:40] depending on what school they go to will

[2:41] go off. We've had students have as much

[2:43] as a semester of college done uh when

[2:46] they've gone off to college just based

[2:47] on their AP scores. Uh so depending

[2:49] where students are applying, where

[2:51] they're accepted, what schools they plan

[2:52] to attend, uh these scores can certainly

[2:54] be have a financial benefit to them uh

[2:57] in terms of their cost of college. Um so

[3:00] some of the other distinctions that the

[3:01] AP does around um that our students have

[3:04] earned. The first um is a new award

[3:07] they're doing. It's called the rural or

[3:09] small town award. Uh we live in a small

[3:11] town. Uh so that qualifies as bad. So

[3:13] the qual the qualifications are live in

[3:15] a small town. That's literally what it

[3:16] says on the AP website. Doesn't define

[3:18] small town, but it says live in a small

[3:19] town. Um have a cumitive GPA in school

[3:22] of 3.5 or higher.

[3:25] Be in the top 10% of the PSAT scores of

[3:29] your school.

[3:31] um and have two scores of three or more

[3:33] on your AP exams by the end of 10th

[3:36] grade. So, we do have a couple students

[3:38] who've earned that distinction. And I

[3:39] know there was a lot of things there. I

[3:40] just read a lot of different criteria to

[3:42] meet that get that award. The second uh

[3:45] award is the first generation award. Uh

[3:48] this goes to students whose parents have

[3:50] confirmed they don't have a college

[3:51] degree. That's the language they use in

[3:53] the AP exam. What that means probably,

[3:55] and I I'll be honest, I'm a little

[3:57] nervous about this one. Uh because maybe

[3:59] there are parents who've earned a

[4:00] college degree and when their students

[4:02] filled out the bubbles uh or online for

[4:05] what's your parents highest level of

[4:07] education maybe they answer that

[4:08] question wrong and hopefully they all

[4:10] answer it right uh because one of the

[4:12] criteria is that you're the first you're

[4:14] the first um student in your family

[4:16] who's going to be going off to college

[4:17] is the assumption. um have a cumulative

[4:20] GPA above 3.5 uh and two scores of three

[4:23] or higher on AP exams and be in the top

[4:26] 10% of the SAT PSATs in your school. And

[4:30] then the third award is the school award

[4:33] is having a cumulative GPA of 3.3, two

[4:36] scores of three or more on AP exams, and

[4:38] be in the top 10% um of the PSA scores

[4:42] within your school. So, I know there's a

[4:44] lot of different criteria here, a lot of

[4:46] different awards. And as I said, um,

[4:48] some students have just reached one of

[4:49] those criteria. Some students have

[4:50] reached several of them. Uh, so as we

[4:52] call students up, uh, we'll recognize,

[4:55] uh, which honors they've received uh,

[4:57] under all of those things. You know,

[4:59] unfortunately, we do have several games

[5:01] today. We have, uh, boys soccer, I

[5:03] believe, girls soccer, golf. Uh, so

[5:05] several of our AP students are unable to

[5:07] be here because of other commitments. I

[5:09] know some of them specifically being our

[5:11] own uh, sporting events. Um but we we

[5:14] will still read everybody's name uh

[5:15] because I think it'll be appropriate to

[5:17] hear everybody's head.

[5:20] So we'll start if students could come up

[5:21] and just stay stay up here once once

[5:24] your name is gone. That would be great.

[5:26] Uh so Anna Gucci uh was an AP scholar.

[5:32] [applause]

[5:35] Uh

[5:37] Bolio was an AP scholar. [applause]

[5:43] Charlie Donovan was an AP scholar.

[5:47] [applause]

[5:50] Molly Mahoney was an AP scholar.

[5:52] [applause]

[5:56] Mia Malonus AP scholar. [applause]

[6:02] Lily Metti was an AP scholar.

[6:06] [applause]

[6:08] Talk about award.

[6:11] Uh, David Savado was an AP scholar

[6:15] [applause]

[6:17] and Wyatt Turner was an AP scholar.

[6:20] [applause]

[6:23] Uh, Abel Wood was a scholar. [applause]

[6:32] I love

[6:34] Owen Holmes. Uh, Odo was an AP scholar

[6:37] [applause] with distinction. Um, and

[6:40] also a school award winner.

[6:43] [applause]

[6:47] Jake Holden, uh, AP Scholar with honors,

[6:50] uh, first generation award winner and

[6:53] school award winner.

[6:55] [applause]

[6:59] Uh, Fuki was an AP scholar of honors,

[7:02] first generation award winner, and a

[7:04] school award winner. [applause]

[7:10] » [applause]

[7:13] » UH, Mitchell as a whiskey as a wiki,

[7:16] sorry, was an AP scholar, a first

[7:18] generation award winner, and a school

[7:20] award winner. [applause]

[7:25] Kendall Smith was an AP scholar with

[7:27] honors, a rural in small town award

[7:30] winner, and a school award winner.

[7:32] [applause]

[7:38] and Kayla Mckenne with an AP scholar

[7:40] with honors, a rural and small town

[7:42] award winner and a school award winner.

[7:45] [applause]

[7:50] Congratulations to all of our AP

[7:52] scholars. I school they like to do a

[7:54] fit. I don't know if they like to do a

[7:55] picture. We traditionally do a picture

[7:58] for everybody. That' be great.

[8:02] Congratulations.

[8:27] » [applause]

[8:38] » And congratulations again to all our AP

[8:40] scholars and thank them for all their

[8:42] dedication to their own education.

[8:44] Appreciate all the students.

[8:45] >> Absolutely. Feel free to go. Thank you

[8:48] for coming. Congratulations.

[8:52] Uh I I would like to recognize so

[8:55] obviously the AP scholar awards the

[8:57] students can first earn them after their

[8:59] junior year but then they can also

[9:02] continue to earn them after their senior

[9:03] year. Um and so was a whole bunch of

[9:07] graduating seniors last year who also

[9:09] received the honor. Uh we didn't invite

[9:11] them to tonight's meeting just because

[9:13] most of them are off at college. Um but

[9:15] I do I think it would be appropriate to

[9:17] read their names and the uh what awards

[9:19] they won. Uh so our graduating seniors

[9:21] from last year who were AP scholars were

[9:24] Haley Alzheimer uh Trevor Benv Benvu Ben

[9:29] Venu I can use that Alana Berbine Owen

[9:32] Deandria Megan Daly Luke Bologn Kenneth

[9:37] McDonald Sophia Tibbitz Carumi and Mave

[9:41] Zacharooi

[9:43] um Ariana Bosza was an AP scholar with

[9:46] distinction. Levon M already was an AP

[9:49] scholar with distinction. Brendan Thomas

[9:51] was an AP scholar with distinction. Uh

[9:54] Julia Fernandez was an AP scholar with

[9:56] honors. Madison Gillis was an AP scholar

[9:58] with honors. And Lilian was an AP

[10:01] scholar with honors. So congratulations

[10:03] to all of our seniors from last year who

[10:04] earned AP schol. [applause]

[10:12] Thank you very much. It's always great

[10:13] to celebrate student achievement. Um,

[10:15] okay. So, that will bring us to um

[10:18] comments from the general public. So,

[10:20] I'm not sure if there's anyone online,

[10:21] but if there is anyone on the line that

[10:23] would like to be recognized to speak, if

[10:25] you could please put your name into the

[10:26] chat.

[10:26] >> There is one person online that they

[10:28] have not put on the chat to speak. We

[10:30] can hold. You can hold for a second.

[10:32] >> If there's anyone in the room that would

[10:33] like to speak, now is your opportunity.

[10:35] Please come up to the table, introduce

[10:36] yourself.

[10:40] » And nothing in the chat. So, seeing no

[10:42] movement to the microphone and no one um

[10:45] asking to speak in the chat, we shall

[10:47] move on to um comments from the

[10:49] elementary ambassadors.

[10:52] >> So, we're excited to see that Owen

[10:53] Holmes uh sorry Nolan Owen's not doing

[10:58] elementary school. [laughter]

[11:01] Sorry.

[11:03] We have Nolan, Jason Ry, and

[11:06] Eddie Brook.

[11:08] >> Welcome. I think this guy a second to

[11:10] record presentation.

[11:12] >> Welcome everybody. I'm Jace.

[11:16] >> We're almost there.

[11:21] » Now we're ready. Hit it.

[11:23] >> Welcome everybody. I'm Jace.

[11:24] >> I'm Eddie.

[11:25] >> And I'm Nolan. We are the student

[11:26] ambassadors from Carver Elementary

[11:28] School and we wanted to share some great

[11:30] activities happening at our school.

[11:35] Sometimes it's hard to come back to

[11:37] school and it's really hard to

[11:39] transition from your summer to school.

[11:41] >> The teachers help you review previous

[11:43] information you learned. Nobody slams a

[11:45] paper on your desk and says 50 page

[11:47] essay due tomorrow.

[11:50] [laughter]

[11:50] We get papers ready to do homework. We

[11:53] are slowly eased into being back at

[11:54] school. There were different levels of

[11:56] responsibility depending on your grade.

[11:59] It is very exciting to see all your

[12:02] friends you don't you don't see during

[12:04] your summer. It's kind of nice to see

[12:06] which friends are in your class. Now

[12:08] that we're fifth graders, we get to pick

[12:09] where we sit in the lunchroom.

[12:11] >> Yay.

[12:15] » Morning announcements are a little bit

[12:16] different this year. Instead of having

[12:18] videos, we have the pledge of allegiance

[12:20] and morning announce and a moment of

[12:22] silence over the loudspeaker. Fifth

[12:24] grade students take turns reading the

[12:26] pledge of allegiance and reading from

[12:28] the script. The idea is that everybody

[12:30] says the pledge of allegiance at the

[12:31] same time and it unifies the school.

[12:34] Our all school assemblies are when the

[12:36] entire school sits in the cafeteria and

[12:38] reviews and learns things about the

[12:40] school and and stuff that are happening

[12:42] during the school year.

[12:44] Every grade level greets

[12:47] greeted each other, sang a hello song,

[12:50] reviewed expectations, behaviors,

[12:54] the new school book called the power of

[12:56] one. Hold on there. Ready?

[12:58] We also reviewed the what is discussed.

[13:02] Sorry. We also discussed what it takes

[13:05] to be a champion of change. Listen to

[13:06] the song one day to go along with the

[13:08] book.

[13:09] >> Wo, that was a lot of cover in one

[13:11] assembly. Fifth grade played the school

[13:13] assemblies and there was a surprise at

[13:16] the end. The whole school sang the song

[13:17] Susle from Susical the musical called

[13:21] Green Eggs and Him. The teachers were

[13:23] very surprised.

[13:26] » There were many different clubs at Club

[13:28] Elementary School.

[13:30] >> There is there is a chorus for fourth

[13:32] and fifth grade graders with Miss Craft.

[13:35] Running club is a very exciting way to

[13:37] get exercise in the morning. Culinary

[13:39] Equations is for fourth graders.

[13:42] Band also started up with our new band

[13:44] teacher, Mrs. Smith. I see some really

[13:46] handsome guys in those in the back.

[13:47] [snorts]

[13:49] [laughter]

[13:51] You can find me and Nolan in there.

[13:54] Let's also not forget about student

[13:56] ambassadors, though. We had a first

[13:58] meeting this morning and we are in

[14:02] action.

[14:04] Since this is my last year at Carver

[14:05] Elementary, I'm trying to do as many fun

[14:07] before and after school activities as I

[14:09] can.

[14:10] >> Yeah, Jay, me too. But sometimes if my

[14:12] schedule wasn't the best.

[14:13] >> Yeah, it's all about balance.

[14:17] They've been showing videos in the

[14:19] cafeteria to help with raising money for

[14:21] the fun run. Katy Cat has been playing

[14:24] dance music outside of the building

[14:27] before and after school. The buildup to

[14:29] the fun run is called the Booster Run.

[14:31] It's been happening since last week and

[14:33] continues until the fun run on Friday.

[14:35] We are raising money for a book vending

[14:37] machine. Students can earn tokens by

[14:40] doing nice things and are awarded with a

[14:42] book of their choosing. We raised over

[14:44] half our goal and it's still going.

[14:46] Anybody want to donate? [laughter]

[14:51] » The family resource fair will be taking

[14:53] place on October 29th from 5 to 8:00

[14:55] p.m. This is the same day as parent

[14:57] teacher conferences and the book fair.

[14:59] >> How wonderful. I love books. It's open

[15:01] to the public and can help families

[15:03] connect with

[15:07] resources resources. Student ambassadors

[15:10] will be assisting that event. We'll be

[15:11] there.

[15:12] >> Come check it out. Come check it out.

[15:16] >> Our book our book for the school year is

[15:19] called the power one. The theme is it

[15:20] all starts with one.

[15:22] >> Yeah, I really like the book. They read

[15:23] it out loud in the assembly.

[15:25] >> I like the author of this book, too. Her

[15:27] name is Trudy Levelwood. She wrote The

[15:28] Invisible Boy. She writes a lot of

[15:30] powerful books with important messages.

[15:33] >> One small act can make a difference.

[15:36] >> This is going to be a wonderful year.

[15:38] Have a great evening

[15:39] >> and remember above all be kind.

[15:44] [applause]

[15:53] » As always, thank you for being here. We

[15:54] love hearing from our elementary school

[15:56] ambassadors. Um, so now the captain's

[15:59] council has

[16:01] this time Owen Holmes is captain

[16:07] Crown, Jesse Badger, and Kyle Car here

[16:09] to represent.

[16:11] Thanks, guys.

[16:22] » Oh, wait.

[16:26] » Yeah. So, my name is Owen Holmes. I'm a

[16:27] senior at Carver and I'm the captain of

[16:29] the football team.

[16:31] >> Uh, I'm Kyle Kerry and I'm a senior. I'm

[16:33] captain of the basketball team.

[16:35] >> I'm Brandon Korea. I'm a junior and I'm

[16:37] the captain of the football team.

[16:39] >> I'm Jesse Badger. I'm a junior and I'm

[16:42] captain of the wrestling team.

[16:44] >> Welcome.

[16:44] >> So, we have a few words for you from uh

[16:46] different sports teams and their

[16:47] captains. They all gave us like a little

[16:49] write up to say. So, first off, we have

[16:50] volleyball. Um, Carver volleyball is

[16:53] starting at 9 and2. Junior Bella

[16:55] Fletcher reached 100 assists. Reese

[16:57] Hoka, Josie Helms, and Emma Wall are

[16:59] also named players to watch for 2026.

[17:03] Then for girls soccer, the Carver girls

[17:05] varsity soccer team is off to a good

[17:07] start with wins over Dennis Yarmouth and

[17:09] Wearham. The JV team is also having a

[17:11] successful season with some important

[17:13] upcoming games against Rising Tide and

[17:15] Mashp. Both teams are looking to finish

[17:17] strong. And then for football, the

[17:19] football team has had a rough start to

[17:20] the season at 0 and4. This week we have

[17:22] our youth game against Monoy and we're

[17:24] hoping to bounce back and make a push

[17:25] for the playoffs. Despite despite the

[17:28] record of the team, we have been able to

[17:29] grow as individuals and as a group and

[17:31] we're all excited to see how the team

[17:33] reacts to the pressure of the second

[17:34] half of the season.

[17:37] Next up, we got cross country. So far

[17:39] this season, we've competed in five

[17:41] meets against Abington, Middlear,

[17:42] Norwell, and Cohassid, as well as the

[17:45] Martha's Vineyard Invitational. Our

[17:47] record is 2-2 with a close match against

[17:49] Middle by only one point and a big win

[17:52] against Cohasset with Carver's Ben

[17:54] Eevee, Jake Holden, and Nathan Tyler

[17:57] coming in first, second, and third.

[18:01] With every meet, our times are getting

[18:03] quicker and quicker with every runner

[18:05] showing great improvements and

[18:09] dedication to the sport.

[18:11] Boys soccer, the team is off to a very

[18:13] strong start this season. They're ranked

[18:15] number eight in their division and just

[18:17] picked up a big win against East

[18:19] Bridgewwater. Mitchell Zawiki is doing

[18:21] really well with 17 goals in eight

[18:24] games. Uh next is field hockey. Carver

[18:27] field hockey currently stands at a

[18:28] record of four and four. So far into the

[18:30] season, they have had a 17 goals and

[18:32] four shutouts. They continue to work

[18:35] hard every day in hopes of going far

[18:36] into the playoffs.

[18:38] Golf is our next one. Carver golf is

[18:40] eight 8-2 on the year. They have already

[18:43] clinched a state sectional bid and look

[18:45] to clinch league at Mashby tonight. They

[18:47] have a [snorts] balanced varsity team

[18:49] containing seniors

[18:51] captains Charlie Donovan and Wyatt

[18:53] Turner and Nathan Blackwell. Juniors

[18:55] Ryan Guthro, Kellen Cutting, Dax

[18:57] Russell, and Ryan Lemonry, also a

[19:00] freshman, Kellen Cutting or Chase

[19:01] Cutting, I'm sorry. And then our senior

[19:04] games are cross country October 13th 400

[19:07] p.m. versewwater.

[19:09] And for golf 104

[19:12] 3:30 verse rising tide field hockey

[19:16] October 27th 4:30 vers Sturgis East

[19:20] volleyball October 27th 5:30 versam

[19:24] girls soccer October 28th 400 p.m. vers

[19:27] Barnstable boys soccer October 29th 5:30

[19:31] vers and football and cheer October 30th

[19:35] at 600 p.m. versus Hall. And that's all.

[19:40] >> That's great. Thank you so much for

[19:42] being here. Good luck. And you know

[19:43] what? Everybody loves an underdog, so I

[19:46] think it's to your advantage.

[19:48] >> Oh, we're going to be fine. We're going

[19:49] to be fine.

[19:52] [applause]

[20:02] » I know.

[20:05] So,

[20:06] Um, okay. So, that brings us to um

[20:08] comments from Mr. Repres who's now here

[20:10] who's out of the room. Um, okay. So,

[20:14] next that brings us to approval of

[20:15] minutes for the open session minutes for

[20:17] September 14th, 2026. Okay. I move that

[20:20] we approve the open session minutes for

[20:22] September 14th, 2026.

[20:27] » I have a correction.

[20:27] >> You have a correction. Okay.

[20:30] >> Where it says the other attendees don't.

[20:35] Thank you.

[20:38] >> You want to?

[20:40] >> Yes. Amended. To make a motion to

[20:41] approve as amended. Okay. I make a

[20:44] motion to approve the over minutes as

[20:47] amended for September 14th, 2036. I

[20:50] second. Excellent. We have a motion and

[20:52] a second. Is there any further

[20:54] discussion? All those in favor? I.

[20:57] >> Thank you for pointing that out.

[20:58] Appreciate that.

[21:01] Um, okay. So, next up brings us to

[21:03] communications. So I do have uh two

[21:06] communications for the committee this

[21:07] evening. The first is just the reeds

[21:09] quarterly report which they send out to

[21:11] you obviously on a regular basis uh once

[21:13] every four years. Uh and um

[21:18] so Mitchell's come in and

[21:33] » [applause]

[21:35] >> Is your mom coming?

[21:36] >> No.

[21:37] I didn't know she was coming. We

[21:39] didn't want to give you the award that

[21:41] have your parents. [laughter]

[21:43] >> So, Michelin Swiki, uh, AP scholar, uh,

[21:47] first generation award and school award

[21:50] from the college board for her

[21:51] outstanding performance on his AP exams.

[21:53] And we also heard a lot of goals about

[21:55] you.

[21:57] [applause]

[22:01] » Score a goal today.

[22:02] >> Yes, sir. All right. There we go. And we

[22:04] take a picture. So,

[22:19] » okay. Ready.

[22:22] >> Perfect. Thank you.

[22:25] [applause]

[22:45] » Yeah.

[22:47] Uh so we do have the regular reads

[22:48] quarter report communications just gives

[22:51] you updates what's happening in reads. I

[22:53] just wanted to know that was in the

[22:54] background. Uh secondly I linked an

[22:55] article from Boston magazine. Uh each

[22:58] year Boston magazine rates uh school

[23:00] districts east of Worcester based on a

[23:03] range of data including but not limited

[23:05] to test scores, class size, median

[23:08] household income and home values. Uh

[23:11] this year they rated a total of 148

[23:13] districts. Uh in the ratings we were in

[23:16] the top 10 in a category they call best

[23:19] bang for your buck. Um [laughter]

[23:22] which

[23:24] is not a bad

[23:28] which um which compares your school

[23:30] performance against median household

[23:32] income and home values.

[23:34] >> Um so they're saying that you know

[23:35] quality of education here is strong and

[23:37] common um based on median income and

[23:40] home values. So we're in the top 10. So

[23:42] we just thought we point that out to the

[23:44] committee. Um the whole articles in go

[23:46] through it and look at the rankings.

[23:48] >> Well overall I looked at it and overall

[23:50] we ran both from the schools and the

[23:52] world.

[23:55] [laughter]

[24:03] » Thank you for that. Um okay so next we

[24:06] have reports from the superintendent and

[24:08] personnel updates. So, since our last

[24:10] meeting, there has been a couple

[24:11] personnel movements. Uh, so we have some

[24:13] new hires. Sarah Hatch is an RBT at the

[24:15] middle high school. Uh, Rachel McCassie

[24:18] as a food service worker at the

[24:20] elementary school. Jessica Frying as a

[24:22] food service worker at the elementary

[24:24] school. And we also have the

[24:25] notification of an RBT Carol Katy at the

[24:27] middle high school uh, who's going to be

[24:29] retiring effective uh, November of 2026.

[24:35] » Thank you very much for that. Um, okay.

[24:38] so that brings us to the MCAST

[24:40] score review.

[24:42] John's going to take us through the

[24:43] MCAST data.

[24:45] >> I'll just give you a second

[24:47] pulls it up. Uh, you know, we'll look at

[24:49] MCAST data for 2026. It's always good to

[24:52] keep in mind it's a single metric

[24:55] provides sort of a compass correction

[24:58] general generally for the district. It's not the entire story of issues.

[25:05] [music]

[25:09] You good?

[25:11] >> And you know, we use it in a way to uh

[25:14] help find our strengths and areas that

[25:16] we need to continually to improve. So,

[25:19] it's not the end all be all, but it's

[25:21] important. It's an important single

[25:23] metric. you're not the only

[25:31] so

[25:33] that I I didn't but I did just want to

[25:36] remind folks that if you didn't see the

[25:38] news recently as the state made the

[25:40] MCAST uh data public last week they did

[25:44] sort of give an overview of the state

[25:45] and by and large the state didn't do as

[25:48] well as [clears throat] it had in most

[25:51] areas and most grades there was like a

[25:53] general decline. Sometimes it was

[25:55] staying the same. So, as we look at our

[25:58] data, it's, you know, anytime there's

[25:59] even like a slight increase, we're kind

[26:01] of bucking the trend that uh schools

[26:04] across the state saw. So, um so

[26:08] generally how did we do [clears throat]

[26:11] a couple slides that there's a lot of

[26:14] data here. It shows ELA performance in

[26:18] grades 3 through 5, our middle school

[26:21] grades and grade 10. And you know, a

[26:25] takeaway might be that uh you know, if

[26:27] you look at the 10th grade ELA,

[26:30] about 40% of our kids are meeting or

[26:32] exceeding state expectations and passing

[26:36] is partially meeting as well as meeting

[26:39] and exceeding.

[26:40] you know 80 to 90% of our kids in all

[26:43] areas are passing MCAT uh in

[26:48] so we switch over to math there's a lot

[26:51] of data here so I'm not going to spend a

[26:53] lot of time on any one but I encourage

[26:56] people especially like [clears throat]

[26:58] all the people watching at home

[27:01] that I thought

[27:04] [laughter]

[27:06] I would

[27:08] watch

[27:13] I encourage you to go to the uh Jessie

[27:16] profiles dashboard where you can really

[27:18] explore the data

[27:20] >> and when I do the accountability so I'm

[27:21] going to pull that up and show people

[27:23] how to get to it and there's there's a

[27:25] lot of data there for you to look at

[27:28] >> uh when we uh get to math uh you know

[27:31] across the grade spans one of the things

[27:34] that jumped out to me is that uh over

[27:36] 91% of elementary as well as 10th grade

[27:40] students demonstrated

[27:42] um passing proficiencies whether it's

[27:45] exceeding medium or partially

[27:48] um which is you know something to self-

[27:51] acknowledge in our science levels uh

[27:54] grade 8 particularly showed strong

[27:56] performance with over 44% of the kids in

[27:59] meeting or exceeding and over 90%

[28:03] demonstrating mastery um and that super

[28:07] that that that goes beyond state the

[28:09] state averages. And then the last area

[28:12] is civics which is only to our eighth

[28:14] graders and it's still a relatively new

[28:17] MCCAST test. This is the first full year

[28:20] of implementation of the DKP new civics

[28:24] curriculum that we're using. So uh you

[28:28] know over at the same time over 81%

[28:30] uh demonstrate at least passing

[28:32] proficiency but you know as we get used

[28:35] to the curriculum I I know our kids are

[28:38] going to get even um better and show you

[28:41] know higher levels of achievement.

[28:44] We just spoke about our neighbors. Uh I

[28:47] did this next section is a chance to

[28:49] look at where we stand compared to our

[28:51] neighbors on MCAST. And once again, it's

[28:54] just a sense of where do we, you know,

[28:56] what's the context, where our strengths,

[28:58] where we need to continue to work. So,

[29:00] we'll do the uh ELA grades band. So, 3

[29:04] through 8, we're meeting at exceeding.

[29:06] We're kind of in the middle of the pack.

[29:08] Uh other than Plymouth, we're all below

[29:11] the state uh average. When you look at

[29:14] 10th grade, we get a little closer to

[29:17] the state and same thing. and we're

[29:19] still kind of in the middle of pack

[29:22] not we're supposed to be in the middle

[29:24] of pack uh 3 through8 math uh we are

[29:28] stronger than the other areas and uh

[29:31] closer to the state and it's worth

[29:32] pointing out that uh with disagregated

[29:35] grades four and five were uh beyond the

[29:37] state uh average. So we had some uh you

[29:41] know overall really nice math

[29:43] achievement and real pockets of you know

[29:46] um hitting hitting the benchmark uh the

[29:49] state average.

[29:51] Uh and then for 10th grade it was kind

[29:53] of a different story out of our

[29:55] neighbors. Our 10th grade test scores uh

[29:59] put us in the back.

[30:02] um closely mark

[30:05] and then science as you said eighth

[30:08] grade did very well, fifth grade did

[30:09] really well. Um ahead of the pack and to

[30:12] the the students and teachers uh credit

[30:16] the science mcast is going through this

[30:18] transition

[30:20] where the uh what kids are being asked

[30:22] to do is changing and the state still

[30:25] kind of settling on uh what the test is

[30:27] going to look like. So the the

[30:29] performance tasks are really kind of

[30:31] unusual and and uh the kids really did

[30:34] well. The teachers did both fifth and

[30:36] eth of getting kids the kids ready for

[30:41] uh really uncharted territory.

[30:44] And then lastly 10th grade uh you know

[30:47] we did the physics first curriculum.

[30:49] It's a difficult downcast. Uh most of

[30:51] our neighbors use biology, 10th grade,

[30:54] I'm sorry, nth grade and their kids

[30:57] school.

[30:59] >> Yeah, I was going to make that

[31:00] distinction. Science will tough to work

[31:01] at high school level cuz it's based on

[31:03] some student some schools give their own

[31:04] class in 10th grade, some give it a nth

[31:06] grade, some do biology, some do physics,

[31:09] >> so you're not you're not fully

[31:10] comparing.

[31:11] >> Yeah.

[31:13] All right. And then uh and then

[31:17] civics, same thing. I think we're we're

[31:19] still working uh in progress. Uh really

[31:22] believe in the curriculum level we've

[31:24] implemented. So I think

[31:27] that's going to change in the next

[31:31] and then is we sort of drilled out on

[31:33] the elementary school performance.

[31:36] Uh and once again I know there's a lot

[31:37] here. What I did is like I really

[31:40] believe a line is more important than a

[31:42] dot when you look at the data. So we

[31:44] kind of looked at three-year trends and

[31:47] so for grade three through five uh

[31:50] specifically uh we saw exceeding a need

[31:53] and trending upward which is positive

[31:56] not meeting is kind of trending upward

[31:58] too. So, you know, in the elementary

[32:00] school, they're really working on uh

[32:03] redesigning the way we teach early

[32:04] reading strategies, make uh

[32:06] interventions to start to um ameliate

[32:10] their negative trend and bring

[32:12] especially those partially meeting kids

[32:15] move those over to meetings. If we go to

[32:18] the next slide, what's an interesting

[32:21] phenomenon that we see in several

[32:24] different brain bands is that when you

[32:26] break up the the four proficiency levels

[32:29] into the high, medium, and low,

[32:33] which is in this one partially meeting,

[32:37] if we look at the high, the kids that

[32:40] are within nine points or or fewer of

[32:43] moving to the next higher category,

[32:46] really It's two to three questions.

[32:49] It's our biggest group of kids.

[32:52] So, you know, that's where intervention

[32:54] strategies, that's where the

[32:56] differentiation of class, that's where

[32:58] the continued refinement of of the

[33:01] strategies around curriculum each helps

[33:04] and really looking at what will those

[33:07] individual kids need to help them just a

[33:10] little bit better, but they're they're

[33:12] right there. So we see we'll see that

[33:14] trend again uh as we go to math

[33:18] >> and it's really a focus for us to try to

[33:20] get some of those high partially meeting

[33:23] into meeting to get some of that 77

[33:26] students up to the next level.

[33:29] And we see it in math as well, biggest

[33:32] group partial meeting and really looking

[33:34] at study uh our teachers, our math

[33:38] coaches, we've done a great job of

[33:39] looking at the data and looking for

[33:42] where do we really have to refine our

[33:44] instruction? What areas do maybe does

[33:47] the curriculum maybe uh underemphasize

[33:50] and how can we uh sort of shift that

[33:53] focus a little bit and help kids uh to

[33:56] just a hair better? Because if we go to

[33:58] the next chart, which I made a different

[34:00] color cuz it's got the same shape that,

[34:03] you know, partially meeting high is once

[34:05] again the biggest group and you see how

[34:07] it goes down at the bottom because

[34:10] there, you know, there just aren't many

[34:12] kids that are partially meeting low and

[34:14] not most of our kids are right there,

[34:16] right on the cusp. Uh and you know, we

[34:19] just this is about achievement. It's not about hitting numbers or making

[34:23] a graph look a certain way. We just want

[34:26] kids to do better.

[34:28] So, and then last year uh our teachers,

[34:32] our literacy coach, the administration

[34:34] really focused on writing through

[34:37] professional development uh time um uh

[34:42] the beginning of the year uh bonus

[34:44] blocks and uh when we look at the data,

[34:47] we'll note that the CES teachers really

[34:49] deserve some credit for driving

[34:51] measurable gains. And of course, MCCAST

[34:53] is only grades 3 through 5. It was up to

[34:56] the K through five. So

[35:00] essay, the essay section of MCAT, the LA

[35:03] MCAST is the score is a total score.

[35:06] It's made up of two sections. The first

[35:08] is standard English convention. It's a

[35:11] can students use syntax properly at

[35:13] their grade level, their grammar, uh,

[35:16] you know, do they do they know rules of

[35:18] punctuation? It's not so much a spelling

[35:20] test. you know, they give a they some

[35:22] wiggle room around that. And so we

[35:25] looked at last year with the real focus

[35:28] 2026 versus the year before. And what we

[35:31] see is that the year before, for

[35:33] instance, was ability to follow

[35:36] convention, we had a lot of zeros and a

[35:39] lot of ones. What really happened to say

[35:42] 2026 that shifted to the right and most

[35:45] of our scores were ones and twos. We saw

[35:48] some gross growth with threes the

[35:50] highest level. So it was really nice

[35:52] growth in the use of conventions. The

[35:56] next category is called idea

[35:57] development. It's the ability to

[35:59] formulate a main idea support with

[36:02] evidence in a coherent argument so to

[36:05] speak. And once again we see the zeros

[36:09] getting cut down by uh more than half.

[36:13] Uh really in year four we had almost one

[36:16] out of three kids get zero to being able

[36:19] to make a coherent argument. Um and that

[36:23] was greatly reduced and once again the

[36:25] score shifted to the to the right. And

[36:28] if you look at the overall scoring

[36:30] adding those two categories together

[36:32] instead of zeros and twos being our

[36:34] biggest categories last year it was twos

[36:37] and fours. Uh I'll I'll talk about it

[36:40] again, but we're continuing that focus

[36:42] expanding. We we looked at what are the

[36:45] kids good at and now what's the next

[36:47] thing they need to work on to continue

[36:49] to grow our young writers. So really

[36:52] encouraged about that teaching a lot of

[36:55] credit for the middle high school same

[36:57] analysis same set of graphs.

[37:00] Um we've seen some consistency in ELA

[37:03] over over 3 years um in the middle the

[37:07] middle grades

[37:09] uh with mostly high level partial

[37:11] meeting and when we go to that graph

[37:14] it's listen way

[37:20] in math same thing it's very consistent

[37:23] um we see kids unfortunately moving from

[37:26] meeting partial meeting those numbers

[37:29] seem to be absorbed

[37:31] that partial meeting and when we do the

[37:33] same final curve uh the final graph that

[37:36] shows the same thing that's once again

[37:40] uh

[37:42] we're going to work personalized support

[37:44] and we can probably see those kids

[37:46] improve when we switch to the high

[37:48] school

[37:51] um [clears throat]

[37:53] you know to concern them seeing and

[37:56] meeting uh trending downwards you both

[38:00] ELA and math and science. It's kind of

[38:03] been a couple years of kids also riding

[38:07] a wave of MCCAST doesn't count and it's

[38:10] voted out and I don't have to take it to

[38:12] maybe I should take it. So, it's not

[38:16] necessarily sure that's the best uh

[38:18] measure, the best metric to use to know

[38:21] where the kids are directly uh

[38:24] accurately.

[38:26] You see the same thing in math

[38:29] and then in science as well. Although in

[38:32] science the physics great uh the science

[38:35] grade wasn't as uh as solid as our

[38:38] neighbors but we did see last year

[38:41] physics once again tough guess that kids

[38:43] actually meeting expectations uh

[38:46] rebounded really nicely after a year but

[38:50] once again I think that had to do with

[38:52] kids identifying the value of

[38:57] the same thing by focusing on writing

[38:58] where our kids in middle school uh kind

[39:02] of the opposite thing. They went uh they

[39:05] didn't have the same focus on writing

[39:06] last week's middle school, but when we

[39:09] use the same analysis, it looks like

[39:11] they actually

[39:13] kind of prepped up um and and stayed

[39:16] where it was. We didn't see a growth.

[39:18] There's an overall shift to the right of

[39:20] the younger grad and stay scores.

[39:27] And then when you get to the 10th grade,

[39:30] the high school writing, it actually by

[39:32] 10th grade, kids are demonstrated the

[39:35] [clears throat]

[39:35] ability to write pretty successfully as

[39:38] most kids were all the way to the right.

[39:42] Uh student subgroups just to look at

[39:46] elementary and high school uh students

[39:48] with disabilities and we see pretty

[39:50] consistent trends. We kind of flip

[39:52] through ELA and math

[39:56] for students with disabilities as well

[39:58] as lower income families. The subgroups

[40:01] that we have enough kids that we can get

[40:03] data reported out as um and once again

[40:07] pretty consistent patterns

[40:15] importantly at the end. So what do we do

[40:17] with all this data with all these

[40:19] pictures of uh how the kids performed

[40:22] this past spring in the elementary

[40:24] school that are action planning focusing

[40:27] math and once again as I mentioned we'll

[40:30] continue the really good uh uh focus on

[40:33] writing instruction with taking kids

[40:36] from rather just focusing on structure

[40:38] and evidence skills like last year but

[40:40] then building on top of that the

[40:42] importance of theory and idea um using

[40:45] that evidence It's demonstrated a nice

[40:48] ability to be able to use evidence and

[40:50] structure. Um so we're just taking it

[40:52] now to coherent and clear main ideas. Uh

[40:57] the reading instruction will continue as

[40:59] well as connecting more and more

[41:01] explicitly to the writing that kids are

[41:03] doing. Um grade level expectations.

[41:07] uh we have implemented you've spoken

[41:09] about it other times here uh a new early

[41:13] uh reading program you fly which teaches

[41:16] phonics and it's based on HQIM concepts

[41:20] this will be the first full year that

[41:22] that's given to all kids to look forward

[41:25] to seeing uh that's effect on the world

[41:29] and then a bit of a long-term uh project

[41:32] where we're looking at

[41:34] literacy curriculum that we recognize is

[41:36] a true which our current one is not and

[41:39] really it's an optimal for the idea that

[41:43] uh for next fall that we would have like

[41:47] that implementation. So you know focuses

[41:51] for this year as well as plans for the

[41:53] future in math it's really about

[41:56] identifying the gaps in the curriculum

[41:58] uh where kids aren't doing as well and

[42:00] then building the lessons and activities

[42:02] to sort of fill in growth. uh really

[42:05] looking at the vertical math

[42:08] progressions to really see uh and make

[42:11] sure kids have coherent understanding of

[42:13] math and how things connect. Making sure

[42:16] for instance we use the same words or

[42:18] the same concepts throughout

[42:21] um and then uh uh implementing lessons

[42:25] and activities to really help really

[42:27] focus on students problem solving

[42:29] strategies. One of the places that we

[42:31] saw that keeps Pney stronger is uh in

[42:34] their ability to problem solve and um

[42:37] their understanding of the content of

[42:39] their um uh applying these strategies to

[42:44] so uh a lot of good planning at the

[42:46] elementary school and then high school.

[42:49] goal for based on um this data is uh you

[42:54] know what we saw around ELA which we got

[42:58] a really focused curriculum review of

[43:00] the 6 through 12 ELA curriculum we've

[43:03] done about the strengths but as well any

[43:06] opportunities to improve or really

[43:08] refine the teaching of literacy skills

[43:11] to our older students

[43:14] and that's through actually

[43:16] uh math Uh we've established a tier 2

[43:19] math course called IT math. The students

[43:22] uh in grades six through to help um

[43:26] support

[43:28] deficiencies or struggles that kids have

[43:30] and then we'll continue implementing

[43:33] illustrative math and then amplify math

[43:35] algebra one and both really basic

[43:39] implementations. A lot of times you

[43:40] don't as a teacher really hit your

[43:42] stride with the new curriculum until

[43:44] years three and four. field of pieces

[43:46] [clears throat] that

[43:48] they're still they're still using the

[43:51] new curriculum to them and then uh

[43:54] there's a combined project. Uh we

[43:56] started an ISL pilot. ISL is a platform

[44:00] that um uh helps students identify

[44:04] strengths and then provides uh tutoring

[44:07] to help uh fill in any

[44:11] gaps in understanding. And we've done

[44:13] that in uh grades six and seven based on

[44:16] the benchmark assessment and that

[44:18] happens during an academic workshop. The

[44:20] goal is to really personalize support.

[44:22] So kids that uh might be struggling or

[44:24] below grade level help move them up but

[44:27] also the kids that are uh around grade

[44:29] level. They have access to curriculum

[44:32] that's on grade level or or even grade

[44:34] ahead to help those those kids continue

[44:37] to grow. So there I I think really solid

[44:41] uh plans at both schools to support our

[44:43] students based on this. So last slide

[44:47] questions what questions do you have?

[44:51] >> Thank you. I'm happy to answer

[44:53] questions.

[44:55] I'm really excited to know that we're

[44:57] using ASL because I know that in our

[45:00] schools are amazing at identifying which

[45:04] like where kids are at and how to tailor

[45:07] to their needs. So

[45:09] >> yeah, I'm excited to see the um the

[45:12] benchmark assessments that are done

[45:13] three times a year. That's uh

[45:17] that's that's provides the focus and the

[45:21] recommended areas to work on. uh beyond

[45:24] that teachers during the pilot have the

[45:26] ability to decide other uh activities or

[45:30] units. Some of the teachers are

[45:32] interested teachers that um you know in

[45:36] science or social studies are interested

[45:38] in using cells maybe as rich as

[45:44] an engaging source of homework. So um

[45:47] during the pilot phase I think teachers

[45:50] do a great job of different ways they

[45:52] can students.

[45:54] >> I also think it's important that we've

[45:55] instituted that RTI course for um middle

[45:58] school students for math you know so

[46:00] we're identifying students who will need

[46:02] additional supports in math uh and

[46:04] they're having that class as part of

[46:06] their art rotation uh and they can

[46:09] students can move in and out of class.

[46:10] So based on NWBA data, based on other

[46:13] things, a student may be there for a

[46:14] term, think well another student may

[46:16] come in uh just trying to develop some

[46:18] more personalized supports for students

[46:20] at the middle school level.

[46:21] >> Will you be presenting the end

[46:24] point?

[46:26] >> Yeah. So we just

[46:27] >> I just like to say we're in pairs.

[46:29] >> We haven't finished testing the middle

[46:31] high school this week. It's going to

[46:33] finish up. Yeah, but we can definitely

[46:35] do a presentation on that either in

[46:36] October or November. Um it it's well

[46:39] it's interesting to look at though

[46:41] because um I'd say overall our

[46:43] performance is looks better on the NWA.

[46:47] So when you look at the NWA and you

[46:49] compare it to N the national standards

[46:51] we're we're generally performing really

[46:53] well on this really strong growth there.

[46:56] There's supposed to be a correlation

[46:57] between that and MCAT scores. Um we

[46:59] haven't necessarily seen that. Um but

[47:03] obviously we're hoping hoping to see

[47:04] that but I think it would be good to sh

[47:06] cuz NA is just another data point. So we

[47:08] talked about there's multiple data

[47:09] points that's not a data point that's uh

[47:11] evaluating our students growth and

[47:13] performance. So we go it all both levels

[47:17] of use that data inform the

[47:20] interventions. If you remember last year

[47:22] I came

[47:23] February, January, February, I had the

[47:26] whole hiking presentation and and we

[47:28] looked at how kids are where they

[47:30] started and with intervention and

[47:32] support from teachers where are they

[47:34] midway and how to start

[47:39] where we are at the beginning and then

[47:40] how

[47:42] long

[47:45] >> and that was actually born out I'm going

[47:47] to talk about this in the accountability

[47:48] presentation a little bit our lowest

[47:50] performing students which actually did

[47:51] really well. So the one subgroup is

[47:53] lowest performing which we didn't get

[47:54] into a lot of their MCAST data per se in

[47:56] John's presentation but when you look at

[47:58] the accountability data which we're

[47:59] going to do right now uh it shows that that group performed well. So the

[48:04] students that we're giving interventions

[48:05] to districtwide are doing are performing

[48:08] better.

[48:10] So I guess

[48:13] I'll ask you one more question. Thank

[48:15] you.

[48:24] » Yeah. So based on based mostly on MCAT

[48:27] scores, there's other factors. Uh every

[48:29] year um every public school in

[48:32] Massachusetts gets an accountability

[48:33] rating. Uh so I'll share our

[48:35] accountability rating with you this

[48:37] evening and talk about how that rating

[48:39] was determined. Um so what is the

[48:42] accountability system? It's a set of

[48:43] policies and practices that the state

[48:45] uses determine uh to measure student

[48:47] growth and hold students accountable. Uh

[48:49] the current account system was

[48:51] implemented in 2018. So it's near 8,

[48:54] though there was a brief uh three-year

[48:56] break during co uh and it's to meet the

[48:59] federal requirements under the every

[49:01] student succeeds act. We talked about

[49:02] this a little before, Tony Vancast. Um

[49:06] under [clears throat] the federal law,

[49:07] we're still required to give a test to

[49:09] students in 3 through 10 in math and

[49:12] English uh and science uh and report out

[49:17] data on that and develop an

[49:19] accountability system. So this is all

[49:21] this accountability system is based on

[49:23] federal law. Now it doesn't have to be

[49:25] the MCAST exam. Massachusetts chooses to

[49:27] be the MCAST exam. It has to be but it

[49:29] has to be some exam. Uh and it's one of

[49:31] the reasons why even though we've had

[49:34] the legislation or the we have the

[49:36] ballot initiative to not have the MCAST

[49:39] exam be a determinant and graduation

[49:41] requirement which we've talked about a

[49:42] lot. This is the accountability system

[49:45] in the federal law and ESSA every

[49:47] student succeeds act establishes that we

[49:50] have to have some sort of test uh and then develop some sort of

[49:54] accountability system. So every state

[49:56] has to do this and every state looks a

[49:58] little different. Uh so this is mass so

[50:00] Massachusetts has control over what that

[50:01] system looks like. Um but it has to be

[50:05] it's in compliance with the federal law.

[50:08] So this this accountability system is

[50:09] based on uh compliance with federal law.

[50:12] Uh and we already talked about this. The

[50:14] economy system is one piece of evidence.

[50:15] It's certainly not the only element uh

[50:17] that represents the quality of a school.

[50:19] That's from Rob Kern who's the associate

[50:20] commissioner of data and accountability

[50:22] at Desi. Um so where do we stand?

[50:25] There's there are here are the levels in

[50:27] the accountability system. Uh so they

[50:30] there's two larger groups. Schools not

[50:32] requiring assistance or intervention

[50:34] which is actually 85% of the schools in

[50:36] Massachusetts. And then schools

[50:38] requiring assistance or interventions

[50:40] which is 15% of the schools. And then

[50:42] there's subgroups within that. So within

[50:44] the schools not requiring assistance

[50:46] which we are there are four subgroups.

[50:48] Schools meeting or exceeding targets,

[50:51] schools with substantial progress

[50:52] towards meeting targets which was red up

[50:54] there. That's us. That's the rating we

[50:55] received for this year in the

[50:56] accountability system. Um schools with

[50:59] moderate progress towards meeting

[51:00] targets. Schools with limited progress

[51:02] towards meeting targets. So we'll talk

[51:03] about what some of these targets are and

[51:05] where we want to see students grow. Um,

[51:10] so I actually this slide is probably out

[51:12] of order because I think the next slide

[51:13] defines what a target is. Uh, but this

[51:16] is how they determine where you are.

[51:17] They give you a percentage of of the

[51:20] targets that you met, you know. So a

[51:22] school that has 75 to 100. So here

[51:24] school hits all the targets. They hit

[51:26] them all. They hit all fours. Uh,

[51:27] they're going to have 100 points and

[51:29] they're going to get a rating of meeting

[51:30] or exceeding targets. um students,

[51:34] schools that fall performance falls

[51:35] woefully below get into this requiring

[51:38] assistance piece of focus, target

[51:40] support. That's where the state's going

[51:41] to get involved and say, "Hey, we're

[51:42] going to go out and we're going to

[51:43] support you." Um throughout this system,

[51:46] we've almost always been in substantial

[51:49] progress towards meeting targets. We've

[51:51] one or two years and actually one of

[51:53] last year was one of them where we were

[51:55] in moderate progress towards targets,

[51:57] but we the counter schools have

[51:58] generally been in one of those two

[52:00] ratings.

[52:01] So what do they look at uh in terms of

[52:04] the accountability system? So it's not

[52:06] just all MCCAST scores. So it's MCCAST

[52:09] achievement at the and for the

[52:11] accountability system they break it into

[52:14] non high school and high school. So they

[52:16] lump the middle school and the

[52:17] elementary school scores together. So

[52:19] it's 3 through eight scores and then

[52:21] high school scores. Um so obviously they

[52:25] look at achievement in ELA, math and

[52:26] science. They look at growth. Uh so they

[52:29] have targets for growth for ELA and

[52:31] math. Um at the high school level they

[52:34] look at these things related to

[52:36] graduation. The four-year cohort

[52:39] graduation rate, the extended engagement

[52:41] rate. What the extended engagement rate

[52:43] is is a student who um stays beyond four

[52:47] years

[52:49] or drops out and comes back. Uh so

[52:52] there's a process where if a student

[52:53] drops out, we're supposed to make

[52:54] contact with them, reach out and try to

[52:55] get them back into school. So extended

[52:57] engagement would be hey you have

[52:59] students who are struggling but they

[53:01] stayed with it and they did graduate in

[53:03] 5 years or 6 years. Um and then your

[53:06] annual dropout rate uh progress made by

[53:09] students towards uh attaining English

[53:11] proficiency. Uh and then there's a

[53:14] couple additional indicators for non-

[53:16] high schools. It's just chronic

[53:17] absenteeism which this year we did

[53:19] really well in. Um and then at the high

[53:22] school level it's chronic absenteeism

[53:24] and uh percentage of 11th to 12th

[53:27] graders completing what they call

[53:28] advanced coursework and desi actually

[53:30] has an established list. They have a

[53:32] list of courses that says these are

[53:34] advanced courses. Um they're all your AP

[53:36] courses, your IB courses which are like

[53:38] AP courses. We don't offer those. Uh do

[53:40] enrollment courses, project lead the

[53:42] way. We have some project courses and

[53:44] then a couple very specific courses in

[53:46] math [snorts] uh like a pre-calculus or

[53:48] calculus. So if you took calculus, there

[53:50] wasn't an AP calculus. We don't offer

[53:51] that. Many high schools do. Um that

[53:54] would count pre-calculus course counts a

[53:57] high school 12 senior physics course

[54:00] counts um as uh advanced coursework. So these are all

[54:05] the different factors they look at. Uh

[54:08] and then what they do is they weigh them

[54:10] out. Um so achievement is since the non

[54:15] high school doesn't have this high

[54:16] school completion piece.

[54:18] um that's not a percentage and because

[54:21] we don't have a large enough ELLL

[54:24] population we don't ours doesn't ours

[54:26] doesn't counted in there either so for

[54:28] our accountability data it's achievement

[54:31] student growth and additional indicators

[54:33] at the not at the for students in 3

[54:35] through 8 at the high school level it's

[54:37] achievement student growth high school

[54:39] completion rate all those factors and

[54:41] the additional indicators and that's the

[54:43] percentage they count in the overall

[54:44] system

[54:46] um so Tigers every Desi looks at your

[54:48] past performance on MCCAST exams and

[54:51] they look at uh data over a threeyear

[54:54] time period and then based on your

[54:56] scores for the previous 3 years they

[54:59] establish a uh expected rate of growth.

[55:02] How a targeted score how much do they

[55:04] expect your scores to grow and this is

[55:06] based on your scaled score the exact

[55:08] number. So meeting expectations on the

[55:10] MCAST exam is a scaled score of 500.

[55:14] So our overall scaled score is going to

[55:16] be a little bit below 500 cuz you saw

[55:18] what's our what's our highest level.

[55:22] So you look at our overall scaled scores

[55:23] it's going to be in the 490s in most

[55:25] cases and that's what this growth is

[55:27] based on. So if you're So the

[55:29] interesting part is there's a couple

[55:30] places where if you look at John's data

[55:33] um [clears throat] you would think oh

[55:34] our scaled score might actually be down

[55:36] a little bit but it's actually up a

[55:38] little bit because it really it takes

[55:39] the kids actual scores uh you know so if

[55:41] you have a student who scores 540 or

[55:44] three students to score 540 and get

[55:46] exceeds expectations they're the whole

[55:48] brand and exceeds expectations but that

[55:50] 540 brings up your average better than a

[55:53] student who got 530 and scoring exceed

[55:56] expectations. Does that make sense? Um,

[55:58] so it's it's 100% numerical. All your

[56:00] factors in here is based on the actual

[56:02] numbers of every student's test score.

[56:05] Um, and then they they say they want to

[56:08] see 25% growth over time. Uh, so each

[56:11] year they establish a growth target for

[56:13] you. Um, and then they then they give

[56:16] you a rating uh based on if your scores

[56:19] if your score went down, if it declined,

[56:21] you get zero points. Uh if there was no

[56:24] change, you get one point. If you

[56:27] approve, but you approve below the

[56:29] target they established, you get two

[56:31] points. If you met the target, you get

[56:33] three points. And if you exceed the

[56:35] target, you get four. Uh in some cases,

[56:40] um if you if your scores were the top

[56:42] 10% of any category, you automatically

[56:45] earn three or four. Uh and that's we're

[56:48] in that brand sometimes for like dropout

[56:50] rate or extended engagement rate. So

[56:53] there if you go back in the data over

[56:55] time you might see hey that actually

[56:56] went down by a point. How come they got

[56:59] three points? Well because it was in the

[57:01] top 10 in the state in terms of that

[57:03] criteria. Um so when you look his this

[57:07] is I almost feel like this is too much

[57:09] data here. I could have done this in a

[57:10] different way. Um but this is just an

[57:12] example of some of our targets at the

[57:14] high school level last year. So for all

[57:16] students, the ELI target, they want to

[57:18] see our our scaled score go up 2.6

[57:21] points. So they wanted it to be 497

[57:25] instead of 494.4.

[57:28] That was like our expected growth. Uh we

[57:31] improved. They were our scores last were

[57:33] better than last year, but it was point

[57:35] only. 2, but we earned two points

[57:38] because we improved below the target. Um

[57:40] and so this chart reads all these

[57:42] things. And I talk about lowest

[57:43] performing. I want to point this one out

[57:44] though. So our time for lowest

[57:46] performing in the LA to high school was

[57:49] a a 5.1 point growth rate and we

[57:52] actually were 5.9 which so we earned all

[57:54] four points and then math for our lowest

[57:57] performing subgroup. Um our growth rate

[57:59] was 5.1 points overall and we we were

[58:03] 7.7 so we earned four points. So the

[58:06] data actually bears out our lowest

[58:08] performing students, the students who

[58:09] were trying to give in interventions to

[58:11] um even at the high school level cuz the

[58:12] high school level wasn't doing this at

[58:14] the high school scores, but that was

[58:15] actually true at the elementary at the

[58:17] 38 level as well. Our lowest performing

[58:19] subgroup actually did pretty well and

[58:21] performed above target. When you look at

[58:23] the accountability system, we got four

[58:24] points for those groups um because that

[58:27] those students did well. Um so what does

[58:30] this all look like? And this is all this

[58:33] is in on Desi. This is publicly

[58:37] available. You can go dive into all this

[58:39] data if you want to. Um so [music] if

[58:41] you just search

[58:44] if you search school and district pro

[58:46] desi school and district profiles and

[58:49] then you can it actually brings up a

[58:51] map. You can click on

[58:53] as long as you know what kind is on the

[58:55] map. Uh you can you don't even have to

[58:56] put anything else here. You click on

[58:57] camera on the map and it pulls this up.

[58:59] Um and then within this um you can get

[59:04] this is the district report. It brings

[59:06] you to the district page. But then

[59:08] within the district page you can look at

[59:10] schools in the district. So you can look

[59:11] specifically at the elementary or the

[59:13] middle high school. Um and so if you

[59:16] look at the elementary school only then

[59:19] you can see their data not in the 38

[59:21] band because they're looking just at the

[59:23] elementary school. You can do the same

[59:24] for the middle high school. We I base

[59:26] everything on our overall results. And

[59:30] what they do is they actually they base

[59:32] this over two years. So your

[59:33] accountability rating isn't based on one

[59:35] year of school, it's based on two. So

[59:38] this is our percentage of target of

[59:40] points we earn. So we just talk about

[59:42] that point system. So this year um we

[59:45] earn 59% districtwide of our possible

[59:48] points.

[59:50] Um, and last year we earned 46% of our

[59:53] possible points. Last year only counts

[59:55] 40%, this year counts 60%. So our rating

[59:58] was 54%. So if you go back to that

[1:00:01] original screen, we got 54% of our

[1:00:03] targets. That's why we're substantially

[1:00:05] meeting targets. Uh, that's how they

[1:00:07] call that rating. And then here's all

[1:00:08] the different points that can be earned

[1:00:11] uh across all all all different levels.

[1:00:15] Um, you know, obviously we did really

[1:00:18] well. I do I will say that I I point out

[1:00:20] this anomaly every year and um what I

[1:00:24] was doing with the admin team I actually

[1:00:25] felt a little bad I felt like I was

[1:00:26] saying well you know our annual dropout

[1:00:29] rate wasn't that successful you know I

[1:00:32] do think there's some anomalies in this

[1:00:33] data like annual dropout rate we earned

[1:00:35] four out of four points if you look at

[1:00:37] last year we earned we earned zero uh

[1:00:39] because like we literally had one more

[1:00:42] student drop out than the year before

[1:00:44] and so we went down uh and we weren't in

[1:00:46] the top 10% % across the state, which

[1:00:49] I'm not even really sure how that's

[1:00:50] possible because our dropout rate went

[1:00:51] from like.7%

[1:00:53] to 1.2%. Because one more student

[1:00:56] dropped out. We don't want any student

[1:00:57] drop out, you know, but that that made a

[1:00:59] shift in the data from zero points to

[1:01:01] four points, but that's a big shift in

[1:01:02] the data set um based on one student.

[1:01:05] So, I do think there's some things in

[1:01:07] here that uh they can clean up a little

[1:01:09] bit from the desi perspective of maybe

[1:01:11] there's too much swings. And then this

[1:01:13] year we had one less to adjust on. So we

[1:01:14] got four points because we grew and we met our targets. We got the four

[1:01:19] out of four. Um

[1:01:21] same thing last year with chronic

[1:01:23] absentes. Remember our chronic absentes

[1:01:24] was actually still really good. We had

[1:01:26] made improvements but it was a little

[1:01:27] lower than or I should say a little

[1:01:30] higher. Chronic abs was a little higher

[1:01:32] than the previous year. So we didn't get

[1:01:34] we didn't earn our points in chronic

[1:01:35] absenteeism last year. We were a little

[1:01:37] sad about that. But this year we we did

[1:01:40] well again. and and remember we got the

[1:01:42] recognition uh for bringing our scores

[1:01:45] down. So, we did earn out points uh for

[1:01:47] chronic absenteeism um within the

[1:01:50] overall system. And then, as I said,

[1:01:53] this is all public information. And you

[1:01:55] can go into the detailed data for any

[1:01:59] for all of these things. And it tells

[1:02:00] you what the target was, where you met

[1:02:02] your target, where you were. And this

[1:02:04] actually shows I talked about our

[1:02:06] average skill score being about 490. So,

[1:02:08] it's just 3 through eight. You know that

[1:02:10] if you took everybody's MCAST scores,

[1:02:12] the average score in 2025 was 490.6.

[1:02:16] This year was 490.7.

[1:02:19] So

[1:02:21] that's a very small increase. So

[1:02:24] recovery path improve below target is

[1:02:26] our rating uh for that area. Then then

[1:02:29] it goes through all all the different

[1:02:31] subgroups. You can look at this for um

[1:02:35] high school, you know, for example, we

[1:02:37] looked at the high school data a little

[1:02:38] bit. You know, 497.1 was our average

[1:02:41] scaled score, which a little below 500.

[1:02:43] would be meeting expectations to

[1:02:46] 493.7.

[1:02:47] Here's our lowest performing the example

[1:02:49] of that being really strong. Went from

[1:02:51] 474.3 to 480 as an average skill score

[1:02:54] for our lowest performing students. And

[1:02:56] you can go through this data for

[1:02:59] it's all out here. If if you wanted me

[1:03:02] to go through it all, I could spend I

[1:03:03] could next two hours I go page by page

[1:03:06] and we can look at each data set. But my

[1:03:08] point is that this is all publicly

[1:03:10] available all the way through. So you

[1:03:13] know dropout rate you know drop rate is

[1:03:17] actually a a year in the rears

[1:03:21] uh because they give you an opportunity

[1:03:23] for students to go to summer school and

[1:03:25] to earn their diploma. So this actually

[1:03:27] is based on it's not 26 data it's 25

[1:03:29] data but like so we were at we were at

[1:03:32] 2024 we're at 1.1 and honestly in 2023

[1:03:36] we were probably like8

[1:03:40] you know and then we went up to 1.1 so

[1:03:42] we got zero points last year this year

[1:03:44] we went from 1.1 to.3 so but that's

[1:03:46] really probably like two students

[1:03:47] dropping out three students dropping out

[1:03:49] one student dropping out which in the

[1:03:51] data set is very small we don't want any

[1:03:53] student drop out but that's I always

[1:03:54] point that out as my anomaly of there's

[1:03:57] and it's like that a couple places in

[1:03:58] the system where you got big swings in

[1:04:01] your points based on one or two students

[1:04:03] uh performance. Um, one thing do I want

[1:04:07] to point out here is when we get down to

[1:04:12] it.

[1:04:14] Oh, um, advanced coursework completion.

[1:04:17] This has really been a big focus for us

[1:04:18] through high school. And, um, the issue

[1:04:21] is we got no change because this is the

[1:04:24] percentage of juniors and seniors who

[1:04:25] take at least in one advanced course and

[1:04:27] pass it. Uh, so we have to report all

[1:04:30] student scores in their classes to Desi.

[1:04:32] Um, and we went from 70 uh.5 to 70.3.

[1:04:37] So, we actually they view that as no

[1:04:38] change. They gave us one point. Um, but

[1:04:41] I what I wanted to point out from the

[1:04:43] committee is that that's actually been a

[1:04:44] big push. We've been really trying to

[1:04:45] push more students to take advanced

[1:04:47] courses. We want all of our students to

[1:04:49] access challenging curriculum in their

[1:04:50] junior and senior year. And if you

[1:04:52] actually go back to 2022, which I did

[1:04:55] earlier today, you know, our our rate

[1:04:58] was 60%. You know, so we've gone over

[1:05:00] three or four years, we've gone from 60%

[1:05:02] of students taking one advanced course

[1:05:03] to 70%. We'd love to get that to 80%.

[1:05:06] I'd love to I'd love to get that number

[1:05:07] to to 90%. You know, we might we'd like

[1:05:10] to see all of our students take at least

[1:05:12] one

[1:05:13] advanced level, college level

[1:05:15] challenging course uh through their high

[1:05:17] school experience. And I think that's a

[1:05:18] realistic goal. You know, I don't think

[1:05:20] hundreds of% a realistic goal um for

[1:05:22] various reasons, but I think uh that's been a focus for us. And

[1:05:27] certainly the pathways classes so some

[1:05:30] of the technical courses and pathways

[1:05:31] classes come as well you know uh and

[1:05:33] we've been encouraging more students

[1:05:35] take AP courses we've been doing some

[1:05:37] more dual enrollment we want to continue

[1:05:38] to grow our dual enrollment program so

[1:05:40] we want to do things to push this whole

[1:05:42] concept of advanced course work and even

[1:05:45] though this year in the accountability

[1:05:46] system we only earned one point there

[1:05:48] was no change over the last 3 years

[1:05:50] there really has been a significant

[1:05:51] change uh in that in that area um So

[1:05:58] going back to the presentation

[1:06:01] um you know what's our takeaways we're

[1:06:03] identify as a district not requiring

[1:06:05] assistance to intervention um as always

[1:06:09] um we [clears throat] want to evaluate

[1:06:10] and look to strengthen student

[1:06:11] performance with that focus of moving

[1:06:14] kids from positively expectations to

[1:06:15] media expectations. You know as John

[1:06:18] showed in his presentation we have that

[1:06:19] huge band right at the top positively

[1:06:22] meeting. you have a whole group of kids

[1:06:23] in that 490 to 500 category. So, we want

[1:06:26] to get them from over 4, you know, from

[1:06:28] 490 up to the 500. Um, and then uh focus

[1:06:33] on these performance indicators. And I I

[1:06:35] put these here because these are we're

[1:06:37] going to continue to focus on chronic

[1:06:38] absenteeism. The administration is

[1:06:39] committed to that. We want to make sure

[1:06:41] students in school, we hope that's a

[1:06:43] baseline for success. We're going to

[1:06:44] continue to push advanced course work.

[1:06:46] We want to see that 70% of junior

[1:06:48] seniors taking advanced course to become

[1:06:51] 72 73 75%. And then just overall we want

[1:06:55] to make sure that we're uh pushing

[1:06:57] students from uh partially meeting to

[1:06:59] meeting expectations. Um but that as

[1:07:03] overall the takeaway is you know in in

[1:07:05] terms of the actual accountability

[1:07:07] system we are a district non requiring

[1:07:09] assistant uh with assistance with

[1:07:11] substantial progress towards meeting our

[1:07:13] targets. Um, any questions about

[1:07:16] accountability?

[1:07:19] » I don't have any questions. I did a deep

[1:07:21] dive on their site when they came up.

[1:07:24] There's so much data there.

[1:07:27] >> And on this page, like I said, to the

[1:07:29] community, if you want to go to school

[1:07:30] district profiles and learn about a

[1:07:32] school district, there's tons of

[1:07:33] information here.

[1:07:35] >> Yeah. And it it is not a perfect system.

[1:07:38] >> It's not a perfect system. Uh on the

[1:07:42] same page, just as an aside, there's

[1:07:43] tons of information about um you can go

[1:07:47] from from budget to students, you know,

[1:07:51] pathways and pathways enrollment. I

[1:07:53] mean, they keep tons of data here uh

[1:07:56] data and profile on our teachers and

[1:07:58] their educational back backgrounds and

[1:08:02] finance assessments. It's all there's a lot of them. So the on the

[1:08:07] school and district profiles page if

[1:08:09] you're interested in data about the

[1:08:10] school system that's the place to go.

[1:08:13] It's it's all there.

[1:08:18] » Anything else on accountability?

[1:08:21] >> I don't think so. Thank you very much to

[1:08:24] both of you for going through all of

[1:08:25] that.

[1:08:27] Super important.

[1:08:30] Um okay. So that brings us to our

[1:08:32] October 1st enrollment data.

[1:08:34] >> Yep. So, this is our first round for

[1:08:36] presses because October 1st was not that

[1:08:39] far away. Um, just happened. Just

[1:08:42] happened. Um, and I'll do I'll do some

[1:08:45] overview information. I'll talk about

[1:08:46] the exit survey as well a little bit.

[1:08:51] So, uh,

[1:08:55] our total enrollment was 1,434 students

[1:08:58] on October 1st, which is down 28

[1:09:01] students from last October 1st. The

[1:09:04] elementary school enrollment is down by

[1:09:05] 16 students in total. Uh even though

[1:09:08] they brought in a bigger kindergarten

[1:09:10] class at 110.

[1:09:12] Uh the middle high school enrollment is

[1:09:14] down by 12 students which is actually is

[1:09:16] shows that it's pretty stable because we

[1:09:18] lost 23 students. We lost 25 students

[1:09:21] from the eighth grade class. 23 of them

[1:09:24] calling which is pretty typical. But

[1:09:26] even with that the overall growth was

[1:09:28] only down 12 students. uh you know

[1:09:31] overall um and um you know next time we

[1:09:37] do kind of a deeper dive uh into where

[1:09:40] everybody is and we'll go through where

[1:09:42] do all the kids in Carver attend school.

[1:09:44] You know the the elementary school when

[1:09:46] you look at their numbers though uh

[1:09:49] brought [snorts] in class 110 which is

[1:09:51] great. Uh well it's that kind of like

[1:09:53] every other year you know that first

[1:09:54] grade class is still 93

[1:09:57] then 123 then 92 then 124 then 139 so

[1:10:02] almost in every other year we got those

[1:10:04] couple of 90 cohorts uh which are going

[1:10:07] to be small as they move forward and

[1:10:09] they just had one that left you know so

[1:10:11] this current sixth grade is only 100

[1:10:12] students you know they were at 99 um and

[1:10:16] then there was a little bit of a drop

[1:10:19] off uh from grade um

[1:10:24] four to grade five. So the grade four

[1:10:26] last year was 147. Now it's 139. That's

[1:10:30] not all some of that's rising tide cuz

[1:10:32] that that's the first year students

[1:10:34] eligible to move to rising tide from

[1:10:35] fourth to fifth grade. Uh I believe it

[1:10:37] was six or seven students who went to

[1:10:39] ris

[1:10:41] um and then we just had a couple other

[1:10:43] moveouts uh in that grade level.

[1:10:45] Interestingly enough, the elementary

[1:10:47] school kind of lost two or three kids

[1:10:48] each grade level. Um, and we'll look at

[1:10:51] the exit survey data which isn't

[1:10:52] complete. We'll look at it a little bit

[1:10:54] uh and and try to like I don't know if

[1:10:57] there's a reason why besides people

[1:10:59] moving out of district and people

[1:11:00] leaving counter uh but there was a

[1:11:03] little bit of a drop in each grade

[1:11:04] level. Um but the middle high school

[1:11:06] actually stayed pretty stable overall.

[1:11:09] Um so when you look at we do have

[1:11:11] students complete an exit survey. Well,

[1:11:13] before we go on the exit survey,

[1:11:14] anything on the actual just the straight

[1:11:16] numbers,

[1:11:20] anybody have any questions

[1:11:22] >> or thoughts about looking at the

[1:11:24] numbers?

[1:11:28] » Enrollment's down everywhere. Growth is

[1:11:31] down.

[1:11:32] >> Enrollment is down in Massachusetts. 85%

[1:11:34] of school districts last year were

[1:11:36] highly homeless because they had a

[1:11:37] declining enrollment. and Massachusetts

[1:11:39] last year, last year they report over

[1:11:42] 15,000 students statewide. Um,

[1:11:44] enrollment was down by total. Um,

[1:11:48] Massachusetts and Cal are getting older.

[1:11:55] » But we can get into the social we don't

[1:11:59] have to get into the social aspect of

[1:12:00] what that means. Um, so we did have

[1:12:04] students do an exit survey which I'll

[1:12:06] show you just some summary data from

[1:12:08] that. You have the whole exit survey in

[1:12:10] your background so you can see

[1:12:12] everybody's individual responses. And

[1:12:14] this is the graph that we've shown each

[1:12:15] year as to uh just going to share it

[1:12:18] out. I don't know if there's anybody out

[1:12:19] there just um

[1:12:25] and for the first time actually and I

[1:12:27] think it's cuz everybody our number one

[1:12:29] reason at least on the survey was people

[1:12:32] moving out of town. So the data

[1:12:35] represents 50 of 110 transfers. So it's

[1:12:38] only 45%. So that means you don't the

[1:12:41] doing the uh exit survey is voluntary.

[1:12:45] We ask we ask everyone who enrolls in

[1:12:47] the district to do it. Uh but not

[1:12:49] everyone does it. Obviously we had 50

[1:12:50] this is 50 of 110 people. Um and you

[1:12:54] know students moving out of town was the

[1:12:56] highest reported reason for leaving uh

[1:12:58] for those who completed the survey which

[1:12:59] is 18. Um old colony was the second

[1:13:02] leading reason which was 16 students.

[1:13:04] Though as we said 23 went to old colony.

[1:13:06] So that means seven of the kids went to

[1:13:09] college didn't complete the survey or

[1:13:10] they didn't put that information as to

[1:13:12] why uh they were leaving. Um

[1:13:15] [clears throat] we had we had 78

[1:13:18] students transfer in grades 1 through 12

[1:13:22] but we had 110 transfer up. So we still

[1:13:24] had a negative leave the district and

[1:13:27] come into the district. Of those 78 who

[1:13:30] came in um there they obviously weren't

[1:13:33] all school choice but school choice has

[1:13:34] helped us with that. I do think there I still maintain there's a benefit for

[1:13:38] us doing school choice in kindergarten

[1:13:40] grades 9 to 12. I know that's not our

[1:13:42] decision tonight. Um but school choice

[1:13:44] helps is helping maintain our enrollment

[1:13:47] a little bit. Um and you know we did

[1:13:50] have we look at other things. Um you

[1:13:54] know we are a little bit concerned you

[1:13:56] know the 10 families put peers as a

[1:13:58] reason for leaving. Um, and some people

[1:14:01] did the survey specifically reference

[1:14:03] bullying. Um, and we made sure that this

[1:14:06] these survey results that we've I

[1:14:08] reviewed them with both administrative

[1:14:09] teams at the middle high school and the

[1:14:10] elementary school. We saw everybody's

[1:14:12] individual responses. Um, and you know,

[1:14:16] we always encourage uh families to reach

[1:14:19] out to a teacher or counselor, an

[1:14:20] administrator, you know, if there's any

[1:14:22] concerns related to uh bullying or peer

[1:14:26] interactions

[1:14:27] uh or those types of issues. Um, you

[1:14:30] know,

[1:14:32] in terms of when I look at this list,

[1:14:34] you know, there's a couple students put

[1:14:35] AP courses. I feel like we offer a

[1:14:37] pretty broad range of AP courses for the

[1:14:39] size of our high school and students can

[1:14:41] certainly take AP courses

[1:14:44] uh

[1:14:46] through um, you know, online as well.

[1:14:49] So, we have online options as well. So

[1:14:51] really just I want to say to someone as

[1:14:53] anybody's out there and if there's an AP

[1:14:55] course you want to take reach out to us

[1:14:57] and we'll work on it and see if we can

[1:14:58] get you that AP course. Um same with

[1:15:01] electives. We have a pretty

[1:15:04] comprehensive range of electives for for

[1:15:07] the high school size. Um you know always

[1:15:11] disappointed to see athletics as a

[1:15:12] reason why some people put in you know

[1:15:14] five people put that as they they're

[1:15:15] looking for better athletic

[1:15:16] opportunities. Um so you know this is

[1:15:19] just a summary of that data. You have

[1:15:22] the whole data set and your background

[1:15:23] and can look at uh individual student

[1:15:25] responses. Um and in our next probably

[1:15:28] not next week probably the November

[1:15:30] meeting we'll do that uh look at where

[1:15:32] everybody is and we'll see all the

[1:15:34] different schools students are attending

[1:15:35] and what percentage of students who live

[1:15:37] in Carver don't attend the car public

[1:15:39] schools. So any questions about the exit

[1:15:42] survey or the October one data?

[1:15:46] No, I just want to mention that um we do

[1:15:49] have the anonymous online form on our

[1:15:52] website, but um anyone is welcome to

[1:15:54] fill out at any point in time. Um I know

[1:15:57] that you know the world we live in right

[1:15:59] now is can be difficult um difficult

[1:16:03] everywhere. So I just encourage um

[1:16:06] anyone who's watching to um please reach

[1:16:09] out to someone um in the buildings

[1:16:13] because they really do care. I really do

[1:16:15] want to find a way to to work with you

[1:16:17] to resolve whatever um the issues are,

[1:16:20] but you need to um communicate it. So,

[1:16:23] please advocate on behalf of either

[1:16:25] yourself um or your children or your students. Um

[1:16:31] that's all.

[1:16:33] Um thank you for that information. Um

[1:16:37] okay, so that brings us down to um

[1:16:40] upcoming events.

[1:16:42] I was amazed by all the great things

[1:16:43] that are happening in the district. Uh

[1:16:45] there's a couple things I want to point

[1:16:46] out to the community and to the

[1:16:47] committee. Um [clears throat] first of

[1:16:49] all, just uh tomorrow actually begins

[1:16:51] it. There's a couple days where it's

[1:16:52] happening on here. Uh senior CPR, first

[1:16:55] aid, a narcane certifications. Uh so we

[1:16:58] are going through a process to make sure

[1:16:59] that all of our seniors actually have

[1:17:00] CPR first aid. Uh we started that last

[1:17:03] year. Um and we're going to continue

[1:17:06] that with Mr. Santos and the health

[1:17:08] program. Um so that starts tomorrow.

[1:17:11] regards to bullying grades two through

[1:17:12] to five. Uh we'll be having uh the

[1:17:15] Massachusetts Reduction Center come in

[1:17:16] and doing student presentations,

[1:17:18] anti-bullying presentations. Uh that is

[1:17:21] also that's uh Wednesday of this week.

[1:17:23] So that's coming up this week. Um we I

[1:17:26] want to point out our Alice lessons. So

[1:17:28] we continue to do we do Alice lessons

[1:17:30] both at the elementary school and middle

[1:17:32] high school. Uh 8 to 10 Alice lessons

[1:17:34] are coming up um on this Wednesday on

[1:17:37] Wednesday. Wednesday is our first

[1:17:38] student advisory subcommittee meeting.

[1:17:40] So, um Katie and Stephanie will be there

[1:17:43] at noon. Um boostathon is this week. So,

[1:17:46] we have fun run on Thursday and Friday

[1:17:49] uh for those who are interested. Uh and

[1:17:52] then as the campus council mentioned,

[1:17:53] we're already into all the senior

[1:17:55] nights. Uh so, we're starting to get

[1:17:56] into the senior nights for all the

[1:17:57] sports. Uh and now last week in uh

[1:18:00] October, there's a whole bunch of senior

[1:18:02] nights. Uh pretty much pretty much all

[1:18:04] the sports across the board having that

[1:18:05] senior night. So get out and support our

[1:18:07] students and our student athletes.

[1:18:09] Parent conferences at the middle high

[1:18:10] school are on the 22nd uh and 29th at

[1:18:14] the uh elementary school. Um yeah, so as

[1:18:18] always we encourage people to go to the

[1:18:20] calendar uh check out all the events

[1:18:21] that are happening in the C public

[1:18:23] schools. Um we'd like to see you there

[1:18:26] and all whatever's happening and and

[1:18:29] every night there's something good going

[1:18:30] on.

[1:18:30] >> Yep. Very good to go trunk or treat. Oh,

[1:18:34] I went I marked that on mention, but I

[1:18:36] didn't.

[1:18:36] >> October 23rd.

[1:18:37] is trunk pth,

[1:18:42] not 30th.

[1:18:44] >> 23rd trunk or treat.

[1:18:47] >> I did that. So, I think I had that one

[1:18:48] marked off, but it's

[1:18:50] >> okay. So, that takes us to

[1:18:52] recommendations from the superintendent

[1:18:54] and the financial update.

[1:18:56] >> Turn over. Yep. Folks, a couple of quick

[1:19:00] items for you this evening. Your

[1:19:01] financial update is really light. Um,

[1:19:04] all we have

[1:19:05] >> was not

[1:19:09] a good balance to make up for a long

[1:19:11] one. Uh, so no new grants. Uh, nothing

[1:19:14] really coming out of the the feds or

[1:19:15] vegan hill, but just your quarter uh one

[1:19:18] warrants closing those out. Just have a

[1:19:20] few warrants for your consideration and

[1:19:22] vote this evening.

[1:19:24] >> Great. Side note, are we applying for

[1:19:28] any grants for the phone situation?

[1:19:31] >> Say again.

[1:19:32] >> Um the school free the phone free

[1:19:34] schools. Are we applying for either of

[1:19:36] the grants for that?

[1:19:37] >> We are not currently applying for those

[1:19:39] grants.

[1:19:42] We did look into one of them and uh it

[1:19:45] wasn't open to districts communities

[1:19:47] that had

[1:19:50] specified the

[1:19:53] alic

[1:19:58] one of them one of them required a cell

[1:20:00] phone ban policy would be in place by uh

[1:20:03] July 1st which we didn't have and the

[1:20:05] other one was MBTA communities act uh

[1:20:08] and I'll mention MBTA communities act

[1:20:10] Because the other place that's hitting

[1:20:12] us is it's listed on all of your uh

[1:20:16] pathways grants. So innovation grant

[1:20:18] pathways grants say you have to and we

[1:20:21] talked about that originally when the

[1:20:23] MBA MBTA communities act came out. So

[1:20:25] that is stated as a criteria to apply

[1:20:27] for those grants. We've still applied

[1:20:29] but actually recently found out today

[1:20:31] actually that we did not receive one of

[1:20:32] those grants. Um which I think is the

[1:20:35] first time we have not received an

[1:20:36] innovation career pathways grant. Uh but

[1:20:38] I think that is based upon uh the

[1:20:42] community not participating in the NBA

[1:20:43] MBTA communities act.

[1:20:45] >> Was that specifically stated as a reason

[1:20:47] for not?

[1:20:49] >> Yeah, we spoke directly with the rep

[1:20:51] about it and that was $25,000.

[1:20:57] So So we're assigned to the impacts of

[1:20:59] not and obviously the state has been

[1:21:02] super supportive of the power schools

[1:21:04] through innovation care pathways. they

[1:21:06] held us up as a um you know a model

[1:21:10] district a leader in that category and

[1:21:12] we've generally received those grants

[1:21:13] but we this is the first time we got

[1:21:15] notification we did not receive back

[1:21:16] >> and I'm sorry I missed it what was the

[1:21:18] dollar amount associated with that

[1:21:19] >> I think it was 25 I'll double check it

[1:21:21] was 25 but I double check

[1:21:24] >> like five years it

[1:21:26] >> yeah yeah

[1:21:28] >> yeah so it's going to have an impact so

[1:21:31] it's important people to attend town

[1:21:35] and vote

[1:21:38] town policies

[1:21:41] and December 1st.

[1:21:43] Maybe there'll be an opportunity then.

[1:21:47] >> Um well, thank you for that um sad

[1:21:50] update.

[1:21:52] >> Yes, I move to approve the FY26 warrants

[1:21:54] as presented. I second. We have a motion

[1:21:58] and a second. Is there any discussion?

[1:22:00] All those in favor?

[1:22:01] >> I thank you.

[1:22:03] >> Thank you very much. So, um, let's see.

[1:22:06] That takes us to our FY28 capital plan.

[1:22:10] Also, another reason to advocate for

[1:22:12] people to attend Carver Town meeting,

[1:22:14] support the school's budget.

[1:22:23] So, as Mr. Ne is pulling that up, um,

[1:22:25] what you've got in front of you is the

[1:22:27] 10-year plan with really a drill down

[1:22:29] set of data for FY28, right? So, we'll

[1:22:32] spend the majority of our time focused

[1:22:34] on 28, but I'll highlight a couple of

[1:22:36] items that are coming down the pipe that

[1:22:38] we anticipate um estimated in the next

[1:22:41] decade. Yeah.

[1:22:45] » Yeah. So, your first page is just an

[1:22:47] overview of our plan. I know the

[1:22:48] committee is very familiar with it

[1:22:50] already. Um I'll highlight just a couple

[1:22:52] of quick things in terms of the

[1:22:54] structure of our plan.

[1:22:56] As a construct, all of our items for our

[1:22:59] capital plan are ultimately driven by

[1:23:01] the educational blueprint that Mr. Ne

[1:23:03] went over with the committee this

[1:23:04] summer. Uh that blueprint drives all of

[1:23:07] our goals that drives our priorities and

[1:23:09] what we want to invest in as well. Those

[1:23:12] three bullets that you see there are how

[1:23:13] your capital plan is organized. Uh the

[1:23:15] first category is facilities and

[1:23:17] equipment. It's pretty straightforward.

[1:23:19] The second is transportation. Carver

[1:23:21] owns and operates its own transportation

[1:23:23] program. Uh and the third is technology.

[1:23:25] And for this particular capital plan for

[1:23:27] FI28, you're going to see a heavy

[1:23:29] investment in technology. Over the past

[1:23:31] several years, a lot of our investments

[1:23:33] have grown in technology as the

[1:23:35] dependence on technology in the 21st

[1:23:37] century classroom has grown as well.

[1:23:40] Yeah,

[1:23:43] this next page is really just an

[1:23:45] overview of your facilities and

[1:23:47] equipment. It's a 10-year snapshot.

[1:23:49] uh we'll drill into FY28, but I do want

[1:23:52] to make just one quick um notation as

[1:23:55] you take a look at the next 10 years

[1:23:57] across all the different projects.

[1:23:59] You'll see a roll up at the bottom that

[1:24:01] shows the approximate investment in any

[1:24:03] given year, projected investment in any given year in facilities and

[1:24:07] equipment. Obviously, uh however, in

[1:24:10] some places, you're going to notice that

[1:24:11] the number is like 550K

[1:24:14] or 3 million uh and intentionally rolled

[1:24:17] up with just the letter versus the total

[1:24:20] number. The reason there is simply that funding source is not local. Now,

[1:24:26] we want to make sure we have a

[1:24:27] comprehensive plan so that everyone's

[1:24:29] aware of the things that we're investing

[1:24:30] in. But in some cases, we anticipate

[1:24:33] that the funding is ultimately going to

[1:24:34] come from somewhere outside of Carver.

[1:24:36] And so the denot the denotation of like

[1:24:39] the K for,000 or the M for million shows

[1:24:42] that that's what we'll be investing in

[1:24:43] but ultimately won't roll up to your

[1:24:45] total.

[1:24:52] The next just gives you a quick

[1:24:53] highlight of what you have on that

[1:24:55] 10-year plan. Um tells you a little

[1:24:57] about your major buildings. Um you have

[1:25:00] two obviously major school systems

[1:25:02] buildings that we've got focused on. The

[1:25:04] middle high school really though is

[1:25:06] where most of your capital investment is

[1:25:07] going to be. It's just your older

[1:25:09] building. I do want to make mention

[1:25:10] though of your transportation depot and

[1:25:12] your administrative buildings. Over the

[1:25:14] past several years, there hasn't really

[1:25:16] been much capital investment there. And

[1:25:18] it's starting to come on to your capital

[1:25:19] schedule. So over the next couple years,

[1:25:21] you'll start to see a little bit more

[1:25:22] investment there. Just minor updates on

[1:25:25] like envelope infrastructure, those

[1:25:27] sorts of things.

[1:25:30] So, as we drill into FY28, your first

[1:25:33] proposal for uh FY28's capital is

[1:25:36] actually a continuation of the classroom

[1:25:38] modernization plan. We've been doing

[1:25:40] this now for a few years. The intention

[1:25:42] of the plan is really to create sort of

[1:25:44] a high return on investment uh for your

[1:25:47] middle high school. middle high school

[1:25:49] is still going to have more than a

[1:25:50] decade of students go through that

[1:25:52] building and ultimately graduate from

[1:25:54] that building before it's time to have a

[1:25:56] conversation around the future of it. Be

[1:25:58] it some major renovation, some new

[1:26:01] school, or no action. But, you know,

[1:26:03] regardless of what you do, the building

[1:26:05] now is getting to the point where you

[1:26:06] have to start investing inside of that

[1:26:08] building. And so, the classroom

[1:26:10] modernization model uh is not something

[1:26:12] that Carver came up with. It's a model

[1:26:13] that the sector uses often allows you to

[1:26:16] invest in this facility's use

[1:26:18] essentially without having to touch the

[1:26:20] outside of the facility. So good bones

[1:26:22] of a building but updating and

[1:26:24] modernizing the things that people use,

[1:26:26] the fixtures, furniture and equipment

[1:26:28] that they use. In prior years, we've

[1:26:30] invested in English department, special

[1:26:32] education department, guidance, math,

[1:26:33] history. This year's proposal is going

[1:26:35] to be for your world languages. In prior

[1:26:38] years, your your target number had been

[1:26:39] between 60 and $65,000.

[1:26:42] Your world languages department here in

[1:26:44] Carver is smaller than some of those

[1:26:45] other departments. And so your target

[1:26:47] proposal is $40,000.

[1:26:52] Another continuation, another focus on

[1:26:54] the middle high school, obviously your

[1:26:56] oldest of your of your facilities. Uh

[1:26:58] while not as sexy as all the other

[1:27:00] things, uh investments in your parking

[1:27:02] lot is still important.

[1:27:04] This investment is for $35,000. It would

[1:27:07] by no means repair the entire parking

[1:27:09] lot. your entire parking lot would be in

[1:27:10] the hundreds of thousands to close to

[1:27:12] the million dollar range to do that

[1:27:13] entire space. It's a lot of hardcape.

[1:27:16] However, the intention here is to

[1:27:17] identify some of the priority areas that

[1:27:20] really have been wearing down that might

[1:27:22] have pooling or cracking uh and find

[1:27:24] those areas, identify those, and do

[1:27:26] those repairs. If you've driven through

[1:27:28] the middle high school recently, you'll

[1:27:29] see some of those newly done areas. Uh

[1:27:32] we've alternated now fiscal years. When

[1:27:35] we first started this project, we did

[1:27:37] every single year recognizing the

[1:27:39] community's capital resources are

[1:27:41] limited. We've sort of peeled that back

[1:27:43] to save the taxpayers funding and are

[1:27:45] alternating years.

[1:27:50] The next the middle high school

[1:27:51] athletics program uh is the wait room

[1:27:53] renovation. We've been working on this

[1:27:55] for a while now. Again, kudos to Kelsey

[1:27:58] Concade, our athletic director's done

[1:28:00] work on this. uh we've got a vendor that

[1:28:03] we believe can deliver on the project.

[1:28:05] We had put this proposal in for FY27,

[1:28:07] but of course, understandably, uh the

[1:28:10] community was focusing its resources on

[1:28:12] closing that gap for health insurance,

[1:28:14] and so most capital funding wasn't

[1:28:16] approved for FY27. We're coming back

[1:28:19] with the same request. The intention

[1:28:21] here is similar to the classroom

[1:28:23] modernization approach. This is not a

[1:28:25] construction project. This is an FF

[1:28:27] project. furniture, fixtures, equipment,

[1:28:30] good bones to the building, really old

[1:28:32] and outdated equipment that's being

[1:28:34] used. The intention is to give that some

[1:28:36] modernization, some refresh, pretty low

[1:28:39] cost, high return on investment project.

[1:28:45] This brings us to your transportation

[1:28:47] program. Gives you a quick highlight of

[1:28:49] all your transportation program. Um,

[1:28:52] some statistics there. You got 15

[1:28:54] full-size buses, seven minibuses, and 17

[1:28:57] 7Ds. They're like minivans and versions

[1:29:00] of minivans. I'll take just a moment to

[1:29:02] share with you a little bit about those.

[1:29:04] Over the past few years, this school

[1:29:06] department's really invested in its 7D

[1:29:08] program that takes our kiddos who have

[1:29:10] special needs, foster care situation,

[1:29:13] homeless situation, and oftentimes

[1:29:15] combinations of the two and transports

[1:29:17] them out of district. Those contract

[1:29:20] service costs are often the most

[1:29:22] expensive transportation cost you can

[1:29:24] get and are also some of the most

[1:29:27] unpredictable. That's like your snow and

[1:29:28] ice. You don't know what's going to

[1:29:30] come, but you know when it happens it's

[1:29:31] going to be expensive. Uh I'm proud to

[1:29:34] say your transportation program saves

[1:29:36] the taxpayer money on both yellow buses

[1:29:38] and out of district, but especially on

[1:29:40] those out of district program costs. And

[1:29:43] so you've seen an increase in the fleet

[1:29:44] size there as well as the staffing size

[1:29:47] for that fleet. But again, I think it

[1:29:48] pays dividends both financially and in

[1:29:50] terms of quality of service.

[1:29:55] You just have a single request here in

[1:29:57] transportation. Uh it's for two yellow

[1:29:59] buses. We operate on 71 passenger buses.

[1:30:02] The total request is $300,000 for those

[1:30:05] two vehicles. A little bit about your

[1:30:07] funding over the past few years. This

[1:30:09] has been a part of the capital um

[1:30:12] improvement plan that hasn't been funded

[1:30:14] fully and is starting to jam us up a

[1:30:16] little bit. FY25, one bus was requested,

[1:30:20] that was declined. FY26, two buses were

[1:30:23] requested, one only one was approved.

[1:30:25] And obviously, we talked about FY27,

[1:30:27] virtually nothing was able to be funded.

[1:30:29] We understand constraints. This

[1:30:32] particular one, at least for my eyes, is

[1:30:34] a pretty high priority. We're starting

[1:30:36] to get to the place now where uh we need

[1:30:39] to catch back up on this replacement

[1:30:41] cycle or we're going to find like really

[1:30:43] significant breakdowns in the fleet.

[1:30:46] We're starting to see some modest

[1:30:47] breakdowns already. Vehicles breaking

[1:30:50] down mid- route, having to get swapped,

[1:30:52] those sorts of things. We have

[1:30:54] incredible team of mechanics that do the

[1:30:56] work. Uh Lee, especially Leo O'Donnell,

[1:30:58] been with our district for many years.

[1:31:00] Incredible. He's forgotten more about

[1:31:02] vehicles than I'll ever know. Uh but at

[1:31:04] this point, we we need to get these two

[1:31:06] vehicles to sort of kickstart this

[1:31:08] replacement cycle back again. The last

[1:31:10] thing I'll just say about vehicles, uh,

[1:31:12] it usually takes 6 to 12 months to

[1:31:14] actually get the vehicle to show up

[1:31:16] after we've purchased it. That's

[1:31:19] improved a little bit, but we're seeing

[1:31:21] those delays still pretty substantial.

[1:31:23] Um, so that would be our intention if

[1:31:25] possible, uh, to be able to get those

[1:31:27] two vehicles in our on our replacement

[1:31:29] cycle for the transportation program.

[1:31:31] >> Lauren, can I ask a quick question just

[1:31:33] because I want this out there early and

[1:31:34] often.

[1:31:35] >> Um, how old are these buses that we're

[1:31:37] planning on placing? They're 2014.

[1:31:40] >> Okay. So, they're 12 or going to be 13

[1:31:42] years old by the time we

[1:31:44] >> Yeah.

[1:31:45] >> possibly older.

[1:31:45] >> Yeah. It's a good point you bring up,

[1:31:47] right? It's an excellent point. I was

[1:31:48] just add one other thing. Bus is

[1:31:50] different than your car. Like my son's

[1:31:52] car is, you know, a Civic and it's

[1:31:54] probably 18 years old. Um, a bus is just

[1:31:57] not going to last that long. More often

[1:31:59] than not, it doesn't last that long

[1:32:00] because of body rock. Um, it's a big

[1:32:02] long bus, long vehicle. We have winters

[1:32:04] here. We're going to get a ton of snow

[1:32:06] ice, but the thing that really hurts it

[1:32:07] is all the salt, right? And so, we do

[1:32:10] our due diligence, try to keep them

[1:32:11] clean, keep them washed off, but that

[1:32:13] salt just eats the body. Uh, I was

[1:32:16] actually in the garage the other day and

[1:32:17] they're trying to weld new pieces back

[1:32:19] on the bottom plates here to extend some

[1:32:21] of the useful life. We typically say 10

[1:32:24] to 12 years for a bus to be on the safe

[1:32:26] side. So, anything over that, we're

[1:32:28] starting to get to that place where

[1:32:29] we're patchworking it together a little

[1:32:31] bit. It's a good point.

[1:32:32] >> Great. Thank you. Okay, thank you.

[1:32:37] >> One last thing if I can. I'm sorry I'm

[1:32:38] belaboring the transportation thing. I

[1:32:40] apologize. We um we do do an annual

[1:32:43] analysis of transportation just to check

[1:32:45] on our costs as well. We take a look at

[1:32:47] contract costs in our region. That's put

[1:32:49] into background for you. Um, right now

[1:32:51] we're at the better part of 20% uh 20%

[1:32:55] less cost to operate your vehicles and

[1:32:58] your your transportation program as you

[1:33:00] see it today than a contracted yellow

[1:33:02] bus and just close to 50% uh below cost

[1:33:06] for contracted 7D so the out of district

[1:33:09] kiddos to what you have in house. So

[1:33:11] while I appreciate the price tag is a

[1:33:13] high one I want to acknowledge that uh

[1:33:16] ultimately return on investment is

[1:33:17] pretty substantial to maintaining your

[1:33:19] house. Yeah, actually wrong.

[1:33:22] I know it's difficult because you're

[1:33:24] dealing with averages and you're

[1:33:28] sometimes you might even guesstimate

[1:33:30] what some of the cost would be.

[1:33:31] >> Sure.

[1:33:32] >> But a dollar amount could go a long way.

[1:33:35] You say 20%, but what's the budget that

[1:33:38] you're talking about that 20% off?

[1:33:40] >> Yeah. Sure. So, you're probably looking

[1:33:41] at about $200,000 of savings a year.

[1:33:44] >> So, that's a that's a huge number

[1:33:47] >> and it's a key point. huge number

[1:33:48] >> when you're talking about we need a bus

[1:33:51] and it's going to save us $200,000 if we

[1:33:54] this bus and we continue this process.

[1:33:57] >> Um I think it's really important that

[1:33:58] people understand how much money we're

[1:34:00] talking about and how important this

[1:34:02] program there's no reason this town

[1:34:04] should deny us bus at any

[1:34:06] >> Yeah, it's a good return on investment

[1:34:08] and I appreciate your point about like

[1:34:09] the dollar versus the percent. Yeah, the

[1:34:12] programs are

[1:34:13] >> obviously as we get closer to time

[1:34:15] meeting we're going to have to be real.

[1:34:17] We're going to make a presentation about

[1:34:19] capital and

[1:34:21] >> get all these details in there.

[1:34:23] >> Yeah. And I mean, you know, to Kelly's

[1:34:24] point, these buses were 15 by the time

[1:34:26] we get

[1:34:27] >> at the time we got the bus was 15 years

[1:34:29] old. And I, you know, one of the

[1:34:31] arguments that was made during town

[1:34:32] meeting was that we didn't do our due

[1:34:34] diligence by telling them how old the

[1:34:36] buses actually were and what condition

[1:34:38] they were in. My other question would be

[1:34:41] would we be willing are we going to do

[1:34:43] another meeting should capital or

[1:34:46] whoever is want to do another meeting to

[1:34:49] inspect those buses always welcome the

[1:34:51] public space let us know come on down

[1:34:54] absolutely I guess last I'll just say

[1:34:58] >> but we'll we'll track a little bit but

[1:35:00] so off the top of my head I remember

[1:35:01] already this year I remember we've had

[1:35:03] two that I know of maybe more but I know

[1:35:05] of two

[1:35:06] >> breakdowns

[1:35:08] so And both were both were remedied very

[1:35:11] quickly. Bus broke down, new bus was out

[1:35:14] there. Before you know it, kids

[1:35:16] transferred in the actually in the

[1:35:18] parking lot. So I think they both

[1:35:20] happened in the parking lot. So wasn't

[1:35:21] on the road. Um but you know that's

[1:35:24] obviously a concern

[1:35:25] >> 100%. And there is an increased risk of

[1:35:27] that and especially with you know with

[1:35:29] our weather. I mean that would be

[1:35:30] absolutely horrible to have to deal with

[1:35:32] if it was um you know when there was

[1:35:33] snow or ice or rain or or whatnot. So

[1:35:36] yeah, I think our our focus I think

[1:35:38] should be increasing as um town meeting

[1:35:42] approaches that we get our information

[1:35:44] out to the community as often as

[1:35:47] frequently um as we can so that people

[1:35:50] will really understand what the impact

[1:35:53] is on the decisions that are made at

[1:35:56] town meeting by a few hundred people

[1:35:58] versus

[1:36:00] what do we have? We have 11,400

[1:36:03] people. I'm not sure how many people

[1:36:04] would qualify to vote at town, but it's

[1:36:07] a very small percentage. We're not alone

[1:36:08] in that compared to neighboring

[1:36:11] communities. Um, but where this is such

[1:36:13] a a critical need for us, I think Bill

[1:36:16] your point is fantastic about, you know,

[1:36:19] attaching a dollar number to that 20%. I

[1:36:21] mean, I know our neighbors in Plymouth,

[1:36:23] their transportation budget is over $11

[1:36:25] million. Clearly not, you know, not

[1:36:27] apples to apples by any stretch of the

[1:36:29] imagination, but it's a it's a statewide

[1:36:34] issue. We're so fortunate that we own

[1:36:36] our own fleet and that we're not being

[1:36:38] held to putting out bids and only

[1:36:41] getting one bid back and they're not

[1:36:42] being competition and then you're you're

[1:36:45] essentially stuck. You have no choice

[1:36:48] but to pay whatever that contract comes

[1:36:50] in at because there are no other

[1:36:52] options. We're so fortunate that we're

[1:36:54] able to, you know, maintain our own

[1:36:56] fleet, have bus drivers that we know,

[1:36:58] have mechanics that we know, people that

[1:37:00] are dedicated to, you know, our students

[1:37:02] into our community. So, anything that we

[1:37:04] can do to to, you know, to drive people

[1:37:07] to attend the town meeting to to listen

[1:37:09] or to come to our budget hearings um cuz

[1:37:13] we discuss our budget our meetings

[1:37:16] multiple times. So, hopefully there'll

[1:37:18] be more um engagement so people will um

[1:37:22] attend town meeting and support us with

[1:37:25] their votes.

[1:37:27] >> Mr. Cole, just to underscore your point

[1:37:29] if I can. So, and thank you for

[1:37:31] mentioning it. Um just on the analysis

[1:37:34] we have which is using last year's

[1:37:36] actuals compared to the region you save

[1:37:38] about $200,000 a year on your yellow bus

[1:37:42] program compared to contract and you're

[1:37:44] saving about $860 a year on your out of

[1:37:47] dis $860,000 on your 70. So you're in it

[1:37:51] for about a million dollar of savings on

[1:37:53] average against a contracted program

[1:37:56] which part of that just makes sense

[1:37:58] because we're not for-p profofit right.

[1:37:59] So some for-profit program is going to

[1:38:01] take some amount um for profit. So I

[1:38:04] thank you for for acknowledging that

[1:38:06] >> million dollar bounces off the 150 for

[1:38:08] busy

[1:38:11] >> right 100%.

[1:38:12] >> The fleet itself is an enormous asset

[1:38:15] for the school.

[1:38:16] >> Absolutely.

[1:38:16] >> But you have to maintain it. You can't

[1:38:18] [clears throat] just let get old and

[1:38:20] brush it out. So

[1:38:23] >> no reason to do that as possible.

[1:38:25] >> Right.

[1:38:25] >> True this year.

[1:38:28] >> Exactly. We didn't do much.

[1:38:30] >> And uh have to say kudos to everyone

[1:38:32] that works in our transportation

[1:38:34] department who's seriously fantastic.

[1:38:37] >> Many many things.

[1:38:40] >> Well, thank you for that. Um on

[1:38:41] transportation, that was our only

[1:38:42] transportation item.

[1:38:44] >> We will move on technology. No, it's a

[1:38:46] good one. It's just that's the most

[1:38:47] important, you know, item in

[1:38:48] transportation is the vehicle.

[1:38:50] >> Um we have a few items in technology. Um

[1:38:53] you've got a 10-year outlook on your

[1:38:55] technology program on that first page.

[1:38:56] And then drilling right down into uh our

[1:38:59] first FY28 proposal uh is our

[1:39:02] district-wide student devices. It's our

[1:39:04] Chromebooks. We've talked a little bit

[1:39:05] about this over the past few years. Give

[1:39:07] you a quick summary for you. Again, you

[1:39:09] may recall back in CO we got a

[1:39:11] substantial set of funding about

[1:39:12] $350,000 from the federal government.

[1:39:15] That was really a shot in the arm to

[1:39:17] increase our onetoone program in every

[1:39:18] student device. Um the benefit of that

[1:39:21] was the feds paid for it. The challenge

[1:39:23] was you got your entire fleet of devices

[1:39:25] all at once and so they all came to end

[1:39:27] of life all roughly at the same time.

[1:39:30] We're facing that now where we've got a

[1:39:32] large portion of that device fleet

[1:39:33] coming to end of life. So what you see

[1:39:35] in FY28 and 29 are multiple grade level

[1:39:39] investments there. Uh so $144,000 for

[1:39:43] FY28, a similar investment in 29 and

[1:39:47] then starting FY30, we'll have caught

[1:39:49] back up to having it on a cycle rather

[1:39:51] than all at once postco and you'll see

[1:39:54] that number decrease so that we're on a

[1:39:56] single grade level per year thereafter.

[1:40:02] The next couple items, the elementary

[1:40:03] school. Um, again, as I said at the

[1:40:05] outset, I realized that our middle high

[1:40:07] school is certainly the older of the two

[1:40:08] facilities, but our elementary school

[1:40:11] now is getting close, you know, at that

[1:40:12] decade level, and it's getting to the

[1:40:14] point where some of its technology has

[1:40:15] come to end of life. We're in the

[1:40:17] process of having, uh, completing a

[1:40:19] multi-year plan to replace what used to

[1:40:22] be the short throw projectors, uh, sort

[1:40:25] of project, you know, materials on the whiteboard for students at the

[1:40:28] elementary school. Not to belabor it,

[1:40:31] short for projectors are nice, but

[1:40:33] they're really expensive to maintain.

[1:40:35] Bulbs alone are really expensive, not

[1:40:37] including the maintenance. And so we've

[1:40:39] been shifting districtwide to these

[1:40:41] touchscreen TVs. They're essentially

[1:40:43] really big tablets that are mounted onto

[1:40:45] the walls, much less expensive per unit,

[1:40:48] uh, and much easier to maintain longer

[1:40:51] term. FY28 will complete that process

[1:40:54] for the elementary school, taking care

[1:40:56] of the preschool through third grade,

[1:40:57] plus some of our specialized spaces for

[1:40:59] kiddos with disabilities.

[1:41:01] >> So, Ron, just a quick question. Again,

[1:41:04] we want this out there early and often.

[1:41:06] >> Um, in terms of equipment that we are

[1:41:09] replacing, what do we do for disposal?

[1:41:11] >> Yeah, it's a great point. So, any of the

[1:41:13] items that uh are ultimately no good,

[1:41:17] well, they all go to surplus. They get

[1:41:18] voted for surplus for you. any items

[1:41:20] that are no good or surplus and usually

[1:41:22] disposed of because they simply don't

[1:41:23] work. For those items that do work, we

[1:41:25] usually auction those items and then any

[1:41:27] of the proceeds from that go back to our

[1:41:29] technology department to buy parts and

[1:41:31] equipment as they need to replace the

[1:41:34] you know parts for the different

[1:41:35] touchcreens across the board. Thank you

[1:41:37] for that.

[1:41:38] >> Is there a cost to disposal in some

[1:41:40] cases or electronics?

[1:41:42] >> There is but not for this particular

[1:41:44] set. The short throw doesn't have uh a

[1:41:48] cost for the disposal. In some of the

[1:41:50] cases for electronics, some of the heavy

[1:41:51] metals require additional cost.

[1:41:58] You're next also at the elementary

[1:41:59] school shifting from the classroom to

[1:42:01] our instructors. Uh this is the second

[1:42:03] half of a replacement cycle for our um

[1:42:08] hardware for our instructors. Excuse me,

[1:42:09] our first half of a 2-year replacement

[1:42:11] cycle for the hardware for the

[1:42:12] instructors. like our students, our

[1:42:14] instructors all have laptops as well in

[1:42:16] order to project all that material onto

[1:42:18] the smart uh screens, onto the touch

[1:42:21] screens. Uh and these become the hub for

[1:42:24] attendance and grading and all of the

[1:42:25] other activities that uh your

[1:42:27] instructors will do.

[1:42:32] The last technology request is over at

[1:42:34] the middle high school

[1:42:36] also multi-year for 28 and 29. This is

[1:42:39] investment in our pathways program. Um,

[1:42:42] our pathway is technology and arts

[1:42:44] programs in particular use higher

[1:42:46] performance computers. I'm not a tech

[1:42:48] expert. My understanding is that the RAM

[1:42:51] and processing for some of the things

[1:42:52] that they're doing just requires more

[1:42:54] power than your average Chromebook can

[1:42:57] handle. And so for a lot of their

[1:42:58] applications, they use these more

[1:43:00] high-owered desktops.

[1:43:02] again talking about sort of grants

[1:43:03] coming on. We had had grants through the

[1:43:05] pathways grants over the past several

[1:43:07] years that helped us invest in some of

[1:43:09] those initial pathways investments for

[1:43:11] you know for hardware and technology.

[1:43:14] Those devices are coming to end of life.

[1:43:16] There's no grant currently that we're

[1:43:17] qualified for to cover this cost. And so

[1:43:20] the request $50,000 to start to replace

[1:43:24] some of those devices coming to end of

[1:43:25] life over 28 and 29.

[1:43:31] That big sheet you see there is, you

[1:43:32] know, 10 years in a snapshot across

[1:43:35] every major project that we can

[1:43:37] anticipate. Uh, you know, give it a

[1:43:40] caveat and say that these are things

[1:43:42] that are on the radar now, but certainly

[1:43:44] many other things can pop up as often

[1:43:46] happens with buildings and technology

[1:43:49] and fleets. Uh, but it's our intention

[1:43:51] to try to give you a a projection of

[1:43:53] what we see coming up on the radar.

[1:43:56] On the next page, I want to highlight

[1:43:58] three of them that I think are of note

[1:44:00] for you.

[1:44:02] The first one's the middle high school

[1:44:04] hot water storage tank. Again, maybe not

[1:44:06] as exciting as some of the technology

[1:44:08] investments or even the transportation,

[1:44:10] but really important. Uh, this came um

[1:44:14] on the heels of u some routine

[1:44:16] maintenance that was recently done.

[1:44:18] Identify this tank is probably getting

[1:44:20] very close to end of life. We anticipate

[1:44:23] that it's going to be about $100,000 and

[1:44:25] we're proposing for FY29. So, no action

[1:44:27] needed for it right now, but that's

[1:44:29] something new and relatively soon uh

[1:44:32] when we think about capital. Yeah.

[1:44:36] The next the middle high school turf

[1:44:38] project. It had originally been

[1:44:39] projected for FY29.

[1:44:41] That put it right at about 10 12 11

[1:44:43] years old. We're actually looking to

[1:44:45] bump that back to FY31. And the reason

[1:44:48] is in anticipation for that 10-year

[1:44:51] anniversary date, which is usually how

[1:44:53] long turf fields last, 10ish to 12

[1:44:55] years, um we commissioned a study and

[1:44:58] cost projection as part of this work to

[1:45:01] get a sense of what kind of state the

[1:45:03] field is in and also what kind of cost

[1:45:04] it would be to replace the the turf

[1:45:07] itself. Not the underlying material, not

[1:45:10] the subbase, simply the grass carpet, if

[1:45:12] you will, right? That part of it, if you

[1:45:14] will. Uh, so we brought in the same

[1:45:15] vendor that actually installed the turf

[1:45:17] for us. They also brought another vendor

[1:45:19] who does some work specifically on turf

[1:45:21] performance. Put them two together. They

[1:45:23] did some work over the summer to get us

[1:45:24] a sense of what that looks like. I've

[1:45:26] linked it there. If you want to bring it

[1:45:27] up, take a look at it. Uh, but the

[1:45:30] takeaway really is they took a look at

[1:45:31] nine different areas of how a turf

[1:45:34] performs and the large majority were

[1:45:37] good to excellence. Uh, the most

[1:45:39] important being the performance of the

[1:45:41] two major safety analyses. So this

[1:45:43] critical fall analysis, this Gmax

[1:45:45] testing which is like the compression

[1:45:47] analysis and both of those came back as

[1:45:49] excellent which in terms of safety is

[1:45:51] the most important thing we have when it

[1:45:52] comes to turf. The cost estimate though

[1:45:55] would be something like $1.7 million out

[1:45:58] in FY31.

[1:46:00] So it's it's a serious projection in

[1:46:03] terms of the investment that you'd need.

[1:46:05] But we're happy to say and happy to

[1:46:06] report that we've got a few more years

[1:46:09] going before it's time to have to do

[1:46:10] that work.

[1:46:13] The last one is really way out there.

[1:46:16] Um, expansion of preschool classrooms.

[1:46:19] It's just a discussion that's happened

[1:46:20] at a couple of different levels of

[1:46:21] government over the past few years.

[1:46:23] State level in particular. Um, multiple

[1:46:26] governors have sort of come through and

[1:46:29] pinned this as something that they're

[1:46:31] interested in, but there's really been

[1:46:32] no traction on, you know, concrete

[1:46:34] legislation. So we're simply saying that

[1:46:37] if there is legislation that creates

[1:46:39] universal preschool in Massachusetts, we

[1:46:42] Carver would have to take some action in

[1:46:44] our facility to expand the size of add

[1:46:47] on some number of classrooms. What that

[1:46:49] would look like would be determined by

[1:46:50] the legislation obviously. Uh but so

[1:46:53] that's one of those cases where you see

[1:46:54] a 3M there for 3 million. That would not

[1:46:57] be funding we'd expect the local

[1:46:58] community would have to cover. MSBA

[1:47:00] grant funding, some other combination of

[1:47:02] funding externally would cover that.

[1:47:06] Honestly, I think that's been the major

[1:47:08] hookup of why this isn't moving forward

[1:47:10] is they realized that if they were going

[1:47:12] to go universal prek starting age three

[1:47:16] that that would be adding two grade

[1:47:18] levels of students to every school

[1:47:19] district in Massachusetts and then most

[1:47:21] school districts don't have the capacity

[1:47:23] to do that or many school districts

[1:47:25] would have capacity to do that. So there

[1:47:26] have to be some major piece of funding

[1:47:28] to support any kind of legislation for

[1:47:31] but it as Ron said for the last two or

[1:47:34] three years maybe even four years it's

[1:47:36] been a it comes up and there's been a

[1:47:39] little bit of a push to go to universal

[1:47:40] preschool.

[1:47:41] >> I heard years ago I think um

[1:47:45] during elementary school council meeting

[1:47:48] someone was explaining that that school

[1:47:50] was actually built with the hallway so

[1:47:52] you can actually expand. And it it is

[1:47:54] built to expand out on each wing.

[1:47:56] >> So that would be the approach.

[1:47:58] >> And I would think so. You would go back

[1:48:00] and you could actually do it's designed

[1:48:02] to do one classroom up and down. So um

[1:48:06] in essence um that they could do um four

[1:48:10] classrooms off of each wing in theory.

[1:48:13] >> Interesting.

[1:48:15] >> That's significant.

[1:48:16] >> Yeah. That's why

[1:48:18] four classes.

[1:48:20] >> Yeah. That's how that's how it was

[1:48:22] designed.

[1:48:24] >> Can I just go back to the uh field?

[1:48:28] >> So, do we we have a fund and I'm just

[1:48:30] curious

[1:48:32] the number right now?

[1:48:34] >> Probably no close idea the number is.

[1:48:36] >> Yeah, it's about $103,000 that the

[1:48:39] community has amassed for a replace the

[1:48:42] turf field fund. Um mostly forprofit

[1:48:46] entities that rent the field pay a fee.

[1:48:49] that fee for the field has gone into PAC

[1:48:51] fund ultimately.

[1:48:53] It's a it's a substantial number of

[1:48:55] dollars. You know, puts a dent in in the

[1:48:58] what we expect to be something like 1.6

[1:49:00] 1.7 million.

[1:49:04] I'll field any questions you've got uh

[1:49:06] for capital. Again, it's a relatively

[1:49:09] narrow capital plan for FY28.

[1:49:12] >> And and we're not necessarily looking

[1:49:13] for a vote this evening. Uh we have

[1:49:16] time. the town was looking for a

[1:49:18] preliminary list by the end of this

[1:49:20] week. Um, this is actually a little

[1:49:22] earlier than usual only October 5th. Um,

[1:49:26] but you know, we our our goal would be

[1:49:28] to present what we presented this

[1:49:29] evening to the town, but say the school

[1:49:32] committee has not yet voted it. Um, I

[1:49:34] think my obviously if you voted, you

[1:49:36] could you could vote it and then you

[1:49:38] could change it and amend it. Yeah, you

[1:49:40] could amend it if you needed to. Uh, but

[1:49:42] um I don't feel like there's a rush on

[1:49:43] that. Uh we actually have an admin team

[1:49:46] meeting tomorrow. We're going to go over

[1:49:47] this one more time. Um so my

[1:49:49] recommendation actually be would be to

[1:49:51] hold off on going on it until the next

[1:49:53] meeting and obviously give you the

[1:49:55] opportunity if they want to say is there

[1:49:56] something that's missing? Um so but

[1:49:59] certainly um

[1:50:01] the committee could vote it if it chose

[1:50:03] to, but my recommendation would be to

[1:50:04] hold off at this point.

[1:50:07] >> Okay.

[1:50:09] Anyone have anything else to add?

[1:50:13] I think it's a little low. We should

[1:50:15] find something else.

[1:50:16] >> I was thinking where are the swings? I

[1:50:17] was thinking where where where the

[1:50:19] swings.

[1:50:19] >> The swings are happening.

[1:50:20] >> I know that. I'm sorry. The no high

[1:50:22] school campus.

[1:50:22] >> Oh, [laughter]

[1:50:25] I've talked to several students like

[1:50:27] swings. What? We get swings. I mean, I

[1:50:30] don't know if there's been any movement

[1:50:31] around um increasing um recess to 8th

[1:50:35] grade. I'm hoping I'm hoping that's

[1:50:37] gonna push through, but I don't think

[1:50:38] >> I think that legislation has a lot of

[1:50:39] traction uh to do the recess through

[1:50:41] grade eight.

[1:50:44] >> Even though I mean it's great. It's even

[1:50:45] right for adults to have recess, right?

[1:50:47] We

[1:50:48] >> Well, I mean

[1:50:50] for so many things so many things.

[1:50:54] >> Yes. That's my It resets like like if

[1:51:00] you sit on a swing, it resets their like

[1:51:03] nervous system. Yep.

[1:51:05] they're they're mutual beneficial

[1:51:09] any thank you very much for that

[1:51:11] appreciate that and again as we get

[1:51:13] closer to um deeper into the budget

[1:51:15] season clearly there'll be a lot of

[1:51:17] communication from us as much as we can

[1:51:20] thank you thank you very much Ron okay

[1:51:22] so next that brings us to the rate

[1:51:25] reimbursement town meeting warrant

[1:51:27] article again another talking point for

[1:51:30] people to attend special town meeting on

[1:51:32] December 1st at 6 p.m. at Carverdale

[1:51:34] High School.

[1:51:36] >> So, what we have for you for the school

[1:51:38] committee's consideration is a single

[1:51:40] article. You have the language there.

[1:51:42] You have your backup as well. Uh,

[1:51:46] essentially the article is intended to

[1:51:47] simply do a transfer of anate award that

[1:51:50] we anticipate coming to the school

[1:51:53] department through general government.

[1:51:56] However, a little bit complicated and so

[1:51:58] what I was hoping we could do today is

[1:52:00] dive into some of the details. I'll walk

[1:52:02] through everything you see there in that

[1:52:04] article, including how we fill in that

[1:52:05] blank of the exact number of dollars

[1:52:07] when the award comes through uh and all

[1:52:09] of that. And then we'll end with some

[1:52:10] next steps if that's okay.

[1:52:14] I realize many of you already understand

[1:52:16] but I just want to start a baseline if I

[1:52:19] can a little bit about the fundamentals

[1:52:20] of e-ate is a system

[1:52:25] of funding that goes to the FCC the

[1:52:27] Federal Communications Commission and is

[1:52:31] sort of administered by this arm of that

[1:52:33] group as well. All it really is intended

[1:52:36] to do is to help schools and libraries

[1:52:38] get affordable connection to the

[1:52:40] internet. And it does that in a couple

[1:52:42] of ways. If we go to the next slide,

[1:52:46] there's two major categories of the way

[1:52:48] in which supports schools and libraries.

[1:52:52] The first is to support the service

[1:52:53] itself. So they give you money to offset

[1:52:56] your cost for like your Verizon or your

[1:52:58] code in our case or your Comcast, right?

[1:53:00] So, the actual internet service provider

[1:53:02] and the other is called category 2.

[1:53:04] That's the stuff. That's the hardware.

[1:53:06] That's the one we're going to spend some

[1:53:07] time on today. Uh, what's interesting

[1:53:09] though about this is -ate doesn't give

[1:53:11] you a direct cash reward. What it does

[1:53:13] instead is gives you a discount of the

[1:53:15] total. So, you bid it out, you start

[1:53:17] paying, and then sort of gives you some

[1:53:19] money back or pays the vendor directly.

[1:53:21] There's sort of two different ways to do

[1:53:23] that. That range is pretty dramatic from

[1:53:25] 20 to 90%. Carver has typically gotten

[1:53:28] about 40 to 60% so 50% on average give

[1:53:30] or take. Right?

[1:53:34] There's two ways to get money uh from

[1:53:36] the FCC through e- rate. The first is

[1:53:39] called the spy model which essentially

[1:53:41] uh the federal government says hey

[1:53:42] what's your recurring cost like your

[1:53:44] internet service bill and we go we bid

[1:53:47] it out. We think this is the lowest best

[1:53:48] one and this is the amount

[1:53:51] pays the vendor half. We pay the vendor

[1:53:53] half. no money comes to the school

[1:53:55] department for those kinds of things.

[1:53:56] Good for recurring bills that are going

[1:53:58] to be the same bill over and over again.

[1:54:00] The other option is called the Bayer

[1:54:01] model. It's a reimbursement mechanism,

[1:54:03] better for some short-term turnaround

[1:54:05] projects. That's the one we've had to

[1:54:07] use where the school department pays up

[1:54:10] front, tells the FCC this is how much

[1:54:12] the thing cost and then says give us a

[1:54:15] reimbursement and they issue a

[1:54:16] reimbursement. That's something we'll

[1:54:17] dive into today.

[1:54:20] So what did we use the -en bear model

[1:54:23] for? Uh a network update that was part

[1:54:25] of our capital proposal. A little bit

[1:54:28] about your network. Again, I know most

[1:54:29] of you know networks, some of you more

[1:54:31] than others certainly, right? Live it

[1:54:33] every day. Uh but your network just

[1:54:35] connects you to the internet, connects

[1:54:36] all your devices in it, and does it

[1:54:37] safely. Make sure that the information

[1:54:39] coming in uh is modulated. Make sure

[1:54:41] that only the right information is going

[1:54:43] out. um without those regular updates,

[1:54:46] your network is vulnerable for attack

[1:54:49] and data breaches and those sorts of

[1:54:51] things. I'm sure you've all been reading

[1:54:52] about some of the recent data breaches

[1:54:54] sort of in the public sector. And so our

[1:54:56] internet, the school department's

[1:54:58] network, uh was due for an update. The

[1:55:01] original model was to do that over FY27

[1:55:03] and 28. We've talked about this in the

[1:55:05] capital plan of last year with no

[1:55:07] funding in 27 available for

[1:55:08] understandable reasons. That project was

[1:55:11] in jeopardy of not happening. That

[1:55:13] project was a pretty vital project for

[1:55:14] us. So if you'll go to the next slide

[1:55:17] kindly.

[1:55:20] So new landscape required a bit of a new

[1:55:23] plan, right? No funding available at

[1:55:25] that moment um locally and the FCC has

[1:55:29] been having some conversations at the

[1:55:31] federal level about dissolving the FCC.

[1:55:34] I don't know to say that thing. I put

[1:55:36] some links there to you. They spent some

[1:55:37] time in 24 narrowing some of the scope

[1:55:40] of the FCC's - program in general. Uh

[1:55:43] and there's been some conversation to

[1:55:45] sunset at -ate entirely.

[1:55:49] And so facing some uncertain you know

[1:55:50] funding in general and some urgency to

[1:55:52] get the project done we opted for this

[1:55:54] bare mechanism instead pay for upfront

[1:55:57] asked for to give us the money so that

[1:55:59] we can get into the FCC rates funding um

[1:56:04] year that was already in existence

[1:56:06] >> which you typically don't

[1:56:07] >> correct this is not a typical approach

[1:56:09] for us at all not a typical approach

[1:56:11] sort of in general when you read

[1:56:14] so here's the new plan uh car public

[1:56:18] schools went forward with that project

[1:56:19] for the better part of $400,000 to get

[1:56:22] that network up and running. We were

[1:56:24] going to split it between uh switches

[1:56:26] and access points, the wireless access

[1:56:28] points to those two. Kudos uh to Brian

[1:56:30] and Steve Mahoney who were just

[1:56:32] incredible. They're our technology

[1:56:33] director, our network coordinator. Uh

[1:56:36] that was a huge lift in a single summer

[1:56:38] to get both of those things done and

[1:56:40] operational and ready for your schools

[1:56:42] to run. Uh we were able to pull that

[1:56:44] off. And so once that's done and set, we

[1:56:49] then go and submit all of that to the

[1:56:51] rate folks and say, "Hey, look, we'd

[1:56:53] like to get our 50% reimbursement, 40 to

[1:56:55] 60%, but about 50% reimbursement."

[1:56:59] Excellent.

[1:57:01] Got it, Ron. Okay. Thanks for all the

[1:57:03] stuff. Why do we need an article get to

[1:57:05] the point on this? Right. No.

[1:57:07] >> So, hey, uh, the bare model works a

[1:57:10] little differently. This is going to be

[1:57:12] uh actual money coming back. Whereas

[1:57:14] that other model, the vendor got paid

[1:57:17] from the feds and the vendor gets paid

[1:57:18] from us and they sort of reconcile it on

[1:57:20] their own. This is money coming direct

[1:57:22] from the feds. And unlike some of your

[1:57:24] other federal money like your grants

[1:57:25] from like uh ESSA and you know IDA and

[1:57:28] all your entitlement grants, that money

[1:57:30] comes in a different bucket if you will.

[1:57:32] This money only comes to the

[1:57:33] municipality,

[1:57:35] right? Comes to town of Carver. And so

[1:57:37] the article is simply to say like, hey,

[1:57:38] this money was for the school

[1:57:39] department. It arrives in the town of

[1:57:41] Carver. Uh, it's got to be transferred

[1:57:42] over to the school department.

[1:57:44] Long-winded way of saying only the town

[1:57:47] meeting can do.

[1:57:48] >> Correct. Only a legislature can transfer

[1:57:50] money between those two entities.

[1:57:56] So, big 10,000 foot view on the last

[1:57:58] slide here if I can. Uh, school

[1:58:01] department paid for your network.

[1:58:03] Network's in place. We're asking you

[1:58:05] right now for that reimbursement. That's

[1:58:07] going to happen the next couple of

[1:58:08] weeks. We expect early November we'll

[1:58:10] get our final award letter from the FCC

[1:58:13] from USAC to determine what that number

[1:58:14] of dollars is going to be. That will

[1:58:16] fill in the blank on the article for the

[1:58:18] exact number of dollars. Whatever rate

[1:58:19] says the letter will be the backup for

[1:58:21] that information. Uh and the article

[1:58:24] transfers the money back to the school

[1:58:25] department when the federal government

[1:58:27] issues the money over the town of

[1:58:29] Carver. Couple last things I'll just say

[1:58:31] out loud and then open up for questions,

[1:58:32] please. Uh so if you ultimately approve

[1:58:34] the article today, there's a couple of

[1:58:36] potential next steps. The first definite

[1:58:39] next step is we go over to our

[1:58:40] colleagues in town hall, town

[1:58:42] administrator, the town legal team

[1:58:44] always takes a look at all of our

[1:58:45] articles obviously and there's this

[1:58:47] thing called DLS, division of local

[1:58:49] services. They help sort these things

[1:58:51] out as well. They'll all weigh in on

[1:58:53] this for us, right? Outcomes from all of

[1:58:56] that uh could just be approved as is. Um

[1:58:58] we put it through with our legal team

[1:59:00] here in the school department legal

[1:59:01] team. They thought it was fine. Uh but I

[1:59:04] am certainly no lawyer and nor am I a

[1:59:06] town finance director either. So they

[1:59:08] could come back and say here are some

[1:59:09] edits that we propose, right? They could

[1:59:11] come back and say like special town

[1:59:13] meeting is not going to work but it

[1:59:14] could go to a regular town meeting. So

[1:59:15] annual in the spring or they say

[1:59:18] actually this is have to be punted to

[1:59:19] the next fiscal year's free cash. So

[1:59:22] this money comes in going to get

[1:59:23] registered free cash. That's the

[1:59:25] following fiscal year which could happen

[1:59:27] if you have a special town meeting in

[1:59:28] the following fiscal year or even the

[1:59:31] next annual town meeting in FY28

[1:59:34] for FY29.

[1:59:36] So a lot of moving parts still um but I

[1:59:40] thought better to plan for the worst and

[1:59:42] hope for the best. So the most current

[1:59:46] step would be special town meeting.

[1:59:48] Those articles are going to be due soon.

[1:59:50] So, I wanted to get in front of you all.

[1:59:52] >> I know that's a lot. That's dense e

[1:59:54] rate, but peppy

[2:00:00] amount though when we're approving it.

[2:00:02] >> It's going to stay as blank pending that

[2:00:04] the irate uh pending rate award.

[2:00:07] >> So, we just have to make sure that's

[2:00:08] said.

[2:00:09] >> That's an excellent point. Yeah. And

[2:00:11] you'd get a final version once the

[2:00:13] town's legal department takes a look at

[2:00:15] this as well before they do the warrant.

[2:00:17] Like when the select board always goes

[2:00:18] through all the articles in the warrant,

[2:00:20] they go back and forth with all the

[2:00:21] articles that are submitted. Town

[2:00:23] council weighs in all of those things.

[2:00:25] They make edits as they see fit. They

[2:00:27] tidy them up and then you'll get one

[2:00:28] final like draft of it all.

[2:00:30] >> And I mean certainly we could bring the

[2:00:32] final draft back for the vote. I don't

[2:00:34] think we have to. I think the select

[2:00:37] ultimately the select board votes what

[2:00:38] goes on in town meeting. So the where

[2:00:41] you're voting is for us to make the

[2:00:43] request to have an article on the time

[2:00:44] that you want and then they'll have to

[2:00:47] vote. They'll look at the final bill

[2:00:49] they'll determine final language

[2:00:50] [clears throat] and

[2:00:52] uh vote whether they want to put that on

[2:00:54] the warrant.

[2:00:56] >> Okay. So to that point, will you be

[2:00:58] making a presentation to the select

[2:01:00] board?

[2:01:02] >> How will that be communicated? I

[2:01:04] >> I don't have an answer for that yet.

[2:01:05] We're brought up with the town

[2:01:06] administrator. um he's aware of it at

[2:01:09] this time, but we haven't been set to do

[2:01:10] a presentation. We're happy to do it.

[2:01:12] Again, this is sort of dense

[2:01:14] >> e-ate stuff and I'm happy to walk them

[2:01:16] through this or more density if they

[2:01:17] want to as they see fit.

[2:01:19] >> Yeah. And ultimately, I think we'll have

[2:01:20] to do a presentation at town meeting as

[2:01:22] well just to make sure

[2:01:24] >> make it really clear to people that this

[2:01:26] was money that was expended by the

[2:01:27] school department, [clears throat] came

[2:01:28] out of the school department's budget.

[2:01:29] >> Yes.

[2:01:30] >> But the reimbursement doesn't come back

[2:01:32] to us. It goes back to the town.

[2:01:33] Correct. So, we need to have that money

[2:01:35] come back to us. Yes, 100%.

[2:01:37] >> No, I think that was um an excellent

[2:01:40] sign. Thank you. Yes. Thank you.

[2:01:43] >> Were the were the network improvements

[2:01:46] uh exclusively for the public schools or

[2:01:49] was the town did the town benefit at all

[2:01:51] from

[2:01:52] >> No, the network was was truly the school

[2:01:54] department network um is the short

[2:01:58] answer to that. So all of the switches,

[2:02:00] all the APs are only for the school

[2:02:02] data, student data, staff data.

[2:02:05] school buildings,

[2:02:06] >> correct?

[2:02:07] >> Not off central office building. So,

[2:02:09] school buildings including all the Wi-Fi

[2:02:11] devices, right?

[2:02:12] >> All the Wi-Fi access points.

[2:02:15] >> Technically, it's it is the town because

[2:02:17] there are people who go and use the

[2:02:20] building that

[2:02:21] >> Sure.

[2:02:22] >> that Wi-Fi was a big issue that actual

[2:02:25] getting connected because people's

[2:02:26] phones don't work there.

[2:02:28] >> So, there's now an after hours guest

[2:02:30] network that they can join. So, they can

[2:02:31] actually use their devices while they're

[2:02:33] there. So yeah, I say that's

[2:02:37] [laughter] why not

[2:02:41] a motion to approve the article.

[2:02:44] >> I move to approve the -ate reimbursement

[2:02:46] article to be proposed to the select

[2:02:47] board to be placed on the town meeting

[2:02:49] board. I second.

[2:02:51] >> We have a motion and a second. Is there

[2:02:52] any further discussion? All those in

[2:02:55] favor? I

[2:02:57] >> thank you very much for all of that

[2:03:00] important information. Um, okay. So,

[2:03:02] that brings us to an additional reading

[2:03:04] of policy KF and KF-E,

[2:03:08] facilities use policy/B schedule.

[2:03:10] >> Okay. We've talked about this policy a

[2:03:12] few times and have some updates for you

[2:03:14] this evening based on our last meeting

[2:03:17] and also a meeting with Mary Ross um

[2:03:20] that happened last week uh for some

[2:03:22] recommendations. And the recommendations

[2:03:24] here are actually vote from um the rec

[2:03:27] committee. And then the rec committee

[2:03:28] actually met with um the chairperson,

[2:03:32] vice chairperson, and select board just

[2:03:34] to run this past them from the concept

[2:03:36] of do they have any thoughts or changes

[2:03:38] they'd like to see. Um eventually the

[2:03:40] goal would be that the school committee

[2:03:41] would vote this policy and we're going

[2:03:43] to have recommendation you vote it this

[2:03:44] evening. Uh and then we'll go before the

[2:03:46] select board hopefully in October and

[2:03:48] hopefully they'll vote it as well. So

[2:03:50] I'll walk you through the changes. uh

[2:03:53] that had been proposed by wreck with a

[2:03:56] review by the couple members of select

[2:03:59] board as well. So in the first paragraph

[2:04:02] uh we'd remove and committees and

[2:04:05] replace that with school committee and

[2:04:07] select board.

[2:04:09] Um

[2:04:11] in the second paragraph uh we was a

[2:04:14] title change. So the person's real title

[2:04:16] is facilities manager versus assistant

[2:04:18] director. I think we talked about that

[2:04:20] last time. talked about the first one

[2:04:21] last time as well. Um,

[2:04:24] continuing down, this was actually a

[2:04:26] recommendation by a couple members of

[2:04:28] the select board. Uh, they want to add a

[2:04:30] category. They want to add a number

[2:04:32] five, which is coverbased uh, for

[2:04:35] profits. And their position is they feel

[2:04:38] like that uh, then this isn't for this

[2:04:41] isn't for pay. This isn't based on cost.

[2:04:43] This is just based on access to the

[2:04:45] building. And they're saying that

[2:04:47] ultimately they feel anyone who's a

[2:04:48] cover even if it's a cover for-profit

[2:04:51] business that they should get first dibs

[2:04:53] in using facilities above non-cover. Uh

[2:04:56] so they made a recommendation to add the

[2:04:58] section of carverbased forprofits after

[2:05:00] Carver based nonprofits and that that

[2:05:03] they would be now be in front of uh a

[2:05:06] nonprofit organization from Plymouth or

[2:05:08] Middleboro in terms of its ability to

[2:05:10] use the facility. um questions. I don't

[2:05:14] I'm not sure that I'm they agree with

[2:05:16] that at all.

[2:05:21] » Studios that use the auditorium and

[2:05:24] >> I think that was their thought process.

[2:05:26] They they would

[2:05:27] >> someone from

[2:05:28] >> and I think I think that was their

[2:05:30] example actually was to make sure that

[2:05:32] the dance studios had access to

[2:05:33] facilities over not that the dance

[2:05:35] studios are having a problem getting

[2:05:36] access to the facilities. They they've

[2:05:38] been using them every year. Uh

[2:05:40] >> cuz otherwise it' just be any for-profit

[2:05:43] organization,

[2:05:44] >> right? But that put nonprofits from

[2:05:46] outside of Carver in front of them. Uh

[2:05:49] and they they said, "Let's make sure

[2:05:51] they they like to see the car groups

[2:05:52] always have the first the first dibs at

[2:05:55] things." Uh from my perspective

[2:05:58] operationally, what's the impact of this

[2:05:59] change? And Rod can weigh in. It's

[2:06:02] minimal in any

[2:06:05] but um that was their thought process.

[2:06:07] And I think what we specifically

[2:06:08] references was the dance studios to make

[2:06:10] sure that for some reason there wasn't

[2:06:11] some group that came in a nonprofit and

[2:06:13] said, "Hey, we'd love to do a Mother's

[2:06:15] Day uh whatever in the auditorium and

[2:06:18] that they would get first dibs over the dance studios who've been doing I

[2:06:22] think one of the dancers been doing

[2:06:23] Mother's Day for you know for the last

[2:06:25] 40 years I think 35 years.

[2:06:30] >> I've been participating now for about 10

[2:06:32] years." So that that was the basis and

[2:06:34] then then to just align with that it

[2:06:37] used to just say regardless of location

[2:06:39] we had to make any for

[2:06:41] it doesn't change the cost.

[2:06:43] >> No that's not a cost structure this is

[2:06:45] priority use not cost structure. Um

[2:06:50] and then again facilities manager make

[2:06:52] sure we have the right title or

[2:06:53] assistant facilities director. Uh we

[2:06:55] talked about this proposal before last

[2:06:57] time and number two uh was to eliminate

[2:07:00] uh and the town C recreation coordinator

[2:07:02] shall be the final authority for the use

[2:07:03] of all of the fields. Um and

[2:07:06] notifications posted on the town

[2:07:08] official social media. I think we talked

[2:07:10] about that change last time to strike.

[2:07:12] Um and then the last one we added we

[2:07:17] number eight and nine were together as

[2:07:19] one thought. Uh and the recommendation

[2:07:22] was that they're actually two different

[2:07:23] ideas. Um

[2:07:26] sorry no sorry 9 and 10 I lied to you. 9

[2:07:29] and 10 were one thought. Um so they used

[2:07:33] that used to be one thing. Commerce

[2:07:35] assumes no liability for injury to

[2:07:36] persons authorized to use the facilities

[2:07:38] and they wanted to add an fields.

[2:07:41] Um and further assumes no liability for

[2:07:44] loss of damage to equipment, materials

[2:07:45] or other individual property. And then

[2:07:48] they said the concept of damage caused

[2:07:51] is different than liability. So we

[2:07:53] should separate out that this is just I

[2:07:56] think this again is procedural. I just

[2:07:58] thought those are different concepts

[2:07:59] which I see you know number nine is

[2:08:01] talking about liability. Uh number 10 is

[2:08:03] talking about if you cause damage you

[2:08:05] have to pay for that damage. Uh and

[2:08:07] again adds the word fields. Uh number 11

[2:08:10] adds the word field. Um

[2:08:14] and then so then all all the other

[2:08:16] numbers are new because we added a

[2:08:18] number. I didn't we didn't I didn't make

[2:08:19] that documentation there that you know

[2:08:22] uh the old 10 became 11 the old 11

[2:08:24] became 12.

[2:08:26] So just just mentioning that

[2:08:30] >> that's probably just a a professional

[2:08:32] thing but exterior doors in the area

[2:08:35] being used are closed. It should say

[2:08:38] latched and locked.

[2:08:40] That's we stick a piece of gum in the

[2:08:43] latch.

[2:08:46] You saying?

[2:08:46] >> Yeah.

[2:08:49] >> So, make a proposal to add that as a

[2:08:52] amendment. Last lock. Anybody?

[2:08:54] >> All right. Anybody have a problem with

[2:08:56] latch and lock?

[2:08:57] >> No. No. Appreciate that. Thank you.

[2:08:59] Good.

[2:09:00] >> Gina, you got that note latch a lot. Can

[2:09:02] I show you that at the end? Uh, and then

[2:09:07] the old number 18, the new number 19

[2:09:09] changed a little bit. And I thought

[2:09:11] about this a little bit. It actually

[2:09:12] makes sense to me. So the first one is

[2:09:14] category 2 groups such as caliber based

[2:09:16] nonprofits such as community based youth

[2:09:19] recreational sports. So I pay $15 per

[2:09:22] participant per season at a flat rate.

[2:09:24] And then we had a criteria for next year

[2:09:26] cuz we were saying we're going to do

[2:09:27] this for one year then we're going to

[2:09:29] change it. And there was a little bit of

[2:09:30] thought of do you really want to lock

[2:09:32] yourself into you're only going to do

[2:09:33] this for this year? um and that maybe we

[2:09:38] decide to do it for 2 years or maybe the

[2:09:40] process of determining usage is going to

[2:09:42] take longer than a year. Um so the

[2:09:44] recommendation was just to strike the

[2:09:46] concept of we're going to do that for

[2:09:48] one year which would be saying that

[2:09:50] we're going to do that until we change

[2:09:52] till we do something different. Um and

[2:09:55] then you know all such groups must be

[2:09:57] first approved by the facilities

[2:09:59] manager. Capital Rec did not want that

[2:10:00] to be the rec department coordinator.

[2:10:02] they wanted to be the facilities

[2:10:03] manager. Uh it must request town

[2:10:06] approval via its official scheduling

[2:10:08] system for fields and then once usage

[2:10:10] data for all groups is collected. We get

[2:10:12] striking the year. Uh the town will

[2:10:14] reevaluate the cost structure. So we are

[2:10:16] making a statement here at some point

[2:10:17] we're going to get usage and reevaluate

[2:10:20] the cost structure and we're just taking

[2:10:22] out the concept of we're going to get

[2:10:23] that all done this year. Uh there was

[2:10:25] some recommendation that it might take a

[2:10:26] little bit longer than that, especially

[2:10:28] since, you know, it's October and

[2:10:31] >> and the school committee hasn't voted

[2:10:33] the policy officially yet. The select

[2:10:35] board hasn't voted the policy yet. Uh

[2:10:36] that maybe we should might take the

[2:10:38] one-year concept out. Um and then that

[2:10:42] was it. Uh that those are all the

[2:10:44] recommended changes. Um so I think a lot

[2:10:47] of them really are um mostly procedural.

[2:10:50] Um, and you know, the goal would be for

[2:10:53] the school committee to vote this

[2:10:55] tonight. Um, and then for us to go

[2:10:58] before the select board and for them to

[2:11:00] vote it as well. Um, and certainly if

[2:11:03] they came up with different changes of

[2:11:04] recommendation, I guess we'd have to

[2:11:05] bring it back to this group.

[2:11:07] >> Um, so Ron, did I miss anything?

[2:11:10] >> And then

[2:11:13] yeah, vote.

[2:11:17] » So that that is our recommendation,

[2:11:18] right? I don't know what questions

[2:11:19] anybody has in regard for this.

[2:11:22] >> I just appreciate the select board's uh

[2:11:24] comments and um whatever they had to do

[2:11:28] with this. I'm glad that they

[2:11:30] participated. It's awesome. Absolutely.

[2:11:35] Okay. Anyone have any additional

[2:11:37] questions or comments? Okay.

[2:11:41] Um, I move to approve the revisions and

[2:11:44] amendments to policy KF, facilities use

[2:11:48] policy and policy KFB, the fech schedule

[2:11:51] for facil facilities use as presented

[2:11:54] this evening. I second. We have a motion

[2:11:56] and a second. Any further discussion?

[2:11:58] All those in favor? I. Thank you very

[2:12:00] much. Okay. So, next we have the second

[2:12:03] reading of policy ACL interacting with

[2:12:06] law enforcement.

[2:12:11] So this is our second reading of this

[2:12:14] policy. As a reminder, on August 5th, uh

[2:12:16] Governor Haley signed the Protect Act.

[2:12:18] Among other provisions, the act

[2:12:20] restricts civil arrests at certain

[2:12:22] places, including school grounds, uh

[2:12:24] absent a judicial warrant. Um the law

[2:12:27] also requires the school district to

[2:12:28] adopt a policy outlines the procedures

[2:12:30] for imploitation. Um you know this

[2:12:33] policy has been uh recommended by our

[2:12:35] attorneys chiller and Miller reviewed by

[2:12:38] the policy subcommittee. We had a first

[2:12:40] reading. After the first reading we did

[2:12:41] not have um any concerns no no ideas for

[2:12:46] recommendations. We did go back and

[2:12:48] check with um the police in regards to

[2:12:51] their concerns about civil enforcement

[2:12:52] on school grounds. Um they said they

[2:12:55] really didn't have any um so um you know

[2:13:01] ultimately probably the other piece is

[2:13:03] once if the school wants to vote to

[2:13:05] approve this policy tonight becomes our

[2:13:06] responsibility to put the policy on the

[2:13:08] website um to put procedures on the

[2:13:11] website to make it publicly available.

[2:13:13] So our goal would be to do that um as

[2:13:15] early as tomorrow. Get all that stuff up

[2:13:17] on the website, make the community aware

[2:13:19] that this exists. Um you know, has has

[2:13:22] not been a major area of concern for the

[2:13:25] K public schools. We have had no attempt

[2:13:28] for civil enforcement uh on school

[2:13:30] grounds or at school events. Um but

[2:13:33] hopefully we stay that way. Uh hopefully

[2:13:35] that it continues that way in the

[2:13:36] future. Um, so I would uh move I would

[2:13:40] recommend that we move to approve uh

[2:13:42] this new policy ACL interactive with law

[2:13:44] enforcement this evening. Okay.

[2:13:46] >> I move to approve the adoption of policy

[2:13:48] ACL interactive with law enforcement. I

[2:13:50] second. Uh we have a motion and a

[2:13:53] second. Is there any discussion? All

[2:13:55] those in favor? I

[2:13:57] >> thank you.

[2:13:59] >> Um okay. So that brings us to reports

[2:14:01] from the school committee. Uh we do have

[2:14:03] one official item on there. It is the um

[2:14:07] Massachusetts Association of School

[2:14:09] Committees official delegate and

[2:14:11] nomination. Um the [clears throat] assembly the

[2:14:16] meeting is um in November on um let's

[2:14:20] see December [music] 6th. Oh my

[2:14:22] goodness, my my my

[2:14:25] date is is failing me. Sorry. Bear with

[2:14:27] me a second. Make sure I get the date

[2:14:29] right so everyone can check their

[2:14:31] calendars. Um it is on Friday, November

[2:14:33] 6th. Um the delegate assembly will

[2:14:37] convene to

[2:14:39] um review nominations for the um

[2:14:42] executive board of the state association

[2:14:45] as well as um the report from the

[2:14:49] resolutions committee which um I would

[2:14:51] like to be on our meeting agenda for

[2:14:54] October 26. So we as a committee can

[2:14:56] review the resolutions, see if there's

[2:14:58] anything we'd like to vote to move

[2:14:59] forward to um support. So,

[2:15:04] um the I think Jackie was the person

[2:15:08] last year or was it you? Was it you?

[2:15:10] Okay, I'm sorry. I couldn't remember. Um

[2:15:12] I am actually on this the nomination

[2:15:15] slate this year. So, um I would prefer

[2:15:17] to not be the delegate this year um for

[2:15:21] separation. So, if there's anyone that

[2:15:23] would like to um Jackie, you're planning

[2:15:25] on going right into it. So, I would

[2:15:28] nominate Jackie. Okay. So, we need um a

[2:15:31] delegate and we need an alternate.

[2:15:34] So, I'm not sure if anyone's planning on

[2:15:36] being there on Friday other than me, but

[2:15:39] um if not, I can certainly be the

[2:15:42] alternate. I can't I can't imagine a

[2:15:44] reason like Jackie wouldn't be able to

[2:15:46] fulfill that. It should be okay.

[2:15:47] >> But um

[2:15:50] we need to Yeah, we need we need

[2:15:53] someone.

[2:15:56] So I don't know that I can commit to be

[2:16:00] honest.

[2:16:01] >> Completely understood.

[2:16:07] >> What's the date?

[2:16:08] >> It's Friday, November 6th.

[2:16:11] It's the afternoon. [clears throat]

[2:16:14] >> It sounds like you want to be the uh

[2:16:16] >> Yeah.

[2:16:20] birthday. They do have a water park at

[2:16:21] the resort. Just saying. [laughter]

[2:16:24] >> Um okay. Okay. So, if someone would like

[2:16:25] to make um a motion to appoint Jackie as

[2:16:28] the voting delegate and myself as the

[2:16:30] alternate, I can submit this motion to

[2:16:34] appoint Jackie Blake as our delegate and

[2:16:37] Stephanie Cory as our alternate delegate

[2:16:40] to the November 6th mask.

[2:16:47] » I will second.

[2:16:48] >> Okay, we have a motion and a second. Is

[2:16:50] there any further discussion? Last

[2:16:52] opportunity to change your minds. I'm

[2:16:54] just kidding. All those in favor?

[2:16:56] >> I thank you very much.

[2:16:59] >> Please wait. Okay. Thank you. That form

[2:17:02] has officially been submitted

[2:17:04] um off of our to-do list. So

[2:17:08] um with that, clearly if anyone um wants

[2:17:11] to attend any days of the um annual

[2:17:14] conference, um please let me know as

[2:17:17] soon as possible so I can um get

[2:17:20] tickets. I know the hotel is already

[2:17:22] sold out um which is great and um

[2:17:27] there's lots of great information

[2:17:28] shared. I as always will um bring back

[2:17:33] information to share with the committee

[2:17:35] um and some great presentations um it's

[2:17:39] going to be exciting to have a bigger

[2:17:42] space, more vendors um more

[2:17:45] opportunities for networking. So looking

[2:17:47] forward to that. Can't believe it's

[2:17:49] literally in less than four weeks. It's

[2:17:51] I don't know where the time has gone

[2:17:52] this year. It's just absolutely flown

[2:17:53] by. Um quickly had um a meeting with

[2:17:58] leadership of the National School Board

[2:18:00] Association today. They were talking

[2:18:01] about um some updates from Washington

[2:18:06] DC. Nothing um it's going to imminently

[2:18:10] affect us. Um but just want to mention

[2:18:13] how important it is for people to um

[2:18:15] please be involved in your local town

[2:18:17] government, your statewide government um

[2:18:20] where you can. Um there are

[2:18:25] lots of discussions about further

[2:18:28] cutting funds on a federal level to um

[2:18:31] public education. We all know how

[2:18:34] devastating that could be to our

[2:18:36] students. So, I just please ask people

[2:18:38] to um to use your voices to advocate on

[2:18:41] behalf of public public education where

[2:18:43] you can um

[2:18:46] does anyone have anything they'd like to

[2:18:48] share or report out?

[2:18:53] So, again, December 1st, 6 p.m. Carville

[2:18:55] Middle School, uh special town meeting.

[2:18:57] Bring your friend.

[2:19:00] And if someone would like to make a

[2:19:02] motion to adjourn, that would be great.

[2:19:04] I move that we adjourn the October 5th

[2:19:08] open session of the Carver School Committee. I second. We

[2:19:13] have a motion and a second. All those in

[2:19:15] favor.

[2:19:17] >> Thank you very much. Okay. D this time.

[2:19:20] Uh we are adjourned at 8:22 p.m. Thank

[2:19:23] you very much. See you.

[2:19:29] [music]

Carver School Committee - October 5, 2026

Transcript