[0:08] All right. Good evening. Tonight, the

[0:11] first order of business is to seat the

[0:13] new conquered Carile Regional School

[0:15] Committee to elect its officers and

[0:18] discuss other necessary appointments.

[0:20] After a call to order of the committee

[0:22] is made, I will request that the chair

[0:25] of the conquered school committee, which

[0:27] we haven't done yet either. We're a

[0:30] little out of order this year. We're

[0:31] just we know that for the seating of the

[0:33] conquered carile school committee and

[0:34] for the election of officers for the

[0:36] conquered carile school committee and

[0:38] the conquered school committee. Other

[0:40] appointments can be made um at that time

[0:42] if committees have worked out

[0:43] assignments. So let's first seat the

[0:45] conquered carile school committee. So, a

[0:48] motion will need to be made.

[0:52] I'm gonna Yeah, motion will be need need

[0:54] to be made to

[0:57] I'll just read it and then someone can

[0:59] move it. Recognize Andrew Herchek,

[1:03] Drew Maglozi, Sandy Perardi, Tracy

[1:07] Morano, Michael Williams as conquered

[1:09] members and Brian Wat and Lynette

[1:10] Kellaher as Carile members of the

[1:13] conquered Carlilele school committee. So

[1:15] move

[1:17] >> second.

[1:19] >> Congrats to Brian and Lynette for

[1:21] winning our election. Sorry.

[1:24] >> Congrats to the question mark.

[1:27] >> All in favor?

[1:28] >> I I

[1:31] >> So now nominations will be accepted and

[1:33] voted on for the chair of the conquered

[1:35] carile school committee.

[1:37] >> I move to elect Brian Wat as chair of

[1:39] the conquered carinal school committee.

[1:42] >> Second.

[1:45] I I wanted to say I've spent a lot of

[1:47] time on the campaign trail recently and

[1:50] particularly in conquered not in

[1:51] Carlilele I must admit and one thing

[1:54] stands out that there are some real

[1:56] challenges that we need to address

[1:58] social bias closing achievement gaps

[2:01] emerging technology in schools and I

[2:04] think we need to hold space for some

[2:05] really difficult conversations that call

[2:07] our community in. Uh, and therefore I I

[2:10] nominate or I move to nominate Michael

[2:13] Williams for chair.

[2:18] » Second.

[2:20] >> Yeah. Thank you, Michael. I think you

[2:22] have three qualities that make you an

[2:24] ideal leader. I think you have the time

[2:27] to do this. I think you have the

[2:29] commitment to create space for people to

[2:31] actually listen. uh and and most

[2:33] importantly I think you have the skill

[2:35] uh to bring focus and depth to the

[2:37] conversations we need to have. I don't

[2:39] think there are any quick fixes and

[2:40] these are not conversations most of us

[2:41] even want to have but I think we really

[2:44] need to have them. So thank you.

[2:46] >> Thank you. I think that's very important

[2:48] because in the past year and some months

[2:51] that I've been sitting here watching

[2:52] school committee meetings, Michael's the

[2:54] only person who hasn't repeatedly voted

[2:56] against equity on policy as it has come

[2:59] up. And I think it's very important for

[3:02] everybody at this table to consider

[3:04] equity when these policies are being

[3:06] voted on. Um it's not simply about just

[3:10] conquered residents or carile residents.

[3:12] These achievement gaps have existed year

[3:14] after year after year and we have to see

[3:17] why and we have to look at instituting

[3:20] framework to address these issues

[3:23] because they're not going to just go

[3:25] away if we don't make change. and the

[3:28] change is clearly needed because the

[3:31] numbers are going in the wrong

[3:32] direction.

[3:34] So, I've nominated Brian tonight. Uh

[3:36] Brian has served as chair of the Carwell

[3:39] School Committee for two years and the

[3:40] vice chair of the regional school

[3:42] committee for this past year. Brian and

[3:44] I worked really closely together on a

[3:47] bunch of projects. Um he represented the

[3:49] region on the financial audit committee.

[3:51] I think that his experience with

[3:53] negotiations and sharing meetings is

[3:55] going to be great for the region.

[4:01] I speak for myself.

[4:04] >> Go ahead. There's there's no chair right

[4:05] now. So, it's

[4:07] the chair.

[4:11] » I was drawn to my work on the school

[4:13] committee through my efforts to advocate

[4:16] for those whose voices have not always

[4:17] been heard and whose needs have not

[4:19] always been met.

[4:21] I've worked through the year to support

[4:22] educational excellence by focusing on

[4:25] meeting our students where they are and

[4:27] giving them the tools they need to

[4:28] succeed.

[4:30] By focusing on making our good schools

[4:32] better through honestly acknowledging

[4:34] our proficiency gaps and student

[4:36] achievement and advocating for policies

[4:38] and procedures that work to close those

[4:40] gaps.

[4:42] and by leading through thoughtful

[4:43] planning, open communication, and honest

[4:46] two-way engagement with all facets of

[4:48] our congregate community.

[4:51] As we struggle with the challenge of

[4:52] anti-semitism, bias, and racism, I press

[4:54] for supporting those agrieved in our

[4:56] community and educating those who have

[4:58] created harm. I've stood with citizens

[5:01] from conquered, Carlile, Austin, and our

[5:03] surrounding communities in support of

[5:05] our Jewish friends and neighbors.

[5:07] Whether it was the amenities building,

[5:09] the release of academic achievement

[5:11] data, cell phone policy, or our

[5:13] community's concern about tech advisory

[5:15] needs, I pressed for our committee to

[5:17] have a better, cleaner process and

[5:19] honest and open engagement with our

[5:21] community with clarity of thought and

[5:23] openness to honest feedback. I work with

[5:27] our committee to bring commitment to

[5:29] address bias, hate, and anti-semitism

[5:31] into our committee's goals. Last

[5:34] September, Andrew, you noted for the

[5:36] first time in recent memory, I pushed to

[5:37] establish specific, measurable,

[5:40] actionable, resultoriented, and

[5:41] trackable metrics and our committee's

[5:43] assessment of our superintendent spots.

[5:46] I'm well connected to our community and

[5:47] to our town government. I've built

[5:49] strong relationships with select board

[5:51] members, the land use working group, the

[5:53] MCI vision and master planning teams,

[5:55] municipal bodies who work whose work

[5:58] product will directly influence our

[5:59] schools. I actively support the bias and

[6:02] hate incident reporting work group that

[6:04] Sandeep sits on and I worked with others

[6:06] to have Carlos Hoy give us informed

[6:08] testimony to that body. Testimony that

[6:10] profoundly affected the work group and

[6:13] the flood board's deliberation on

[6:15] incident reporting in our community.

[6:18] This year Michelle McDougall and I

[6:20] argued for more public clarity in

[6:22] tracking academic proficiency in all of

[6:24] our student subgroups as a matter of

[6:25] educational equity. Aisha Lot and

[6:28] Michelle McDougall and I at several

[6:29] points during the past year pressed for

[6:31] more inclusive and respectful tone in

[6:34] our committee's deliberation,

[6:35] particularly considering issues of bias,

[6:37] hate, anti-semitism, and race.

[6:41] Through our combined efforts, a Medco

[6:43] update and a bias hate incident

[6:44] reporting workg group update has

[6:46] regularly been placed in our committee's

[6:48] meetings agenda so that our

[6:50] conversations on these matters is public

[6:52] and visible to the community that we

[6:54] serve.

[6:55] I was humbled and honored to be

[6:57] nominated by 13th Middle Sex State

[6:59] Representative Carmine Gentile and

[7:01] recognized by the Massachusetts Black

[7:03] and Latino Legislative Caucus as a

[7:05] change maker and exemplar of black

[7:08] excellence on the hill.

[7:10] As as Drew stated, we are in a unique

[7:12] and challenging time in our community as

[7:14] we work to demonstrate that everyone is

[7:16] welcome in our community, that every

[7:18] student has the right to thrive in this

[7:20] space, and that everyone has a place at

[7:22] the table. For these reasons, I feel I'm

[7:24] uniquely qualified to stand for chair of

[7:26] the Congre car regional school district.

[7:28] Thanks.

[7:30] >> All right. So, I'm going to be

[7:31] procedural here a little bit because you

[7:32] have two motions on the table, which

[7:33] isn't how it's supposed to be.

[7:35] >> Oh, apologies.

[7:36] >> No, anyway, I don't need to. This is

[7:40] why. So, I think I think we have to do

[7:43] the first motion first or amend it and

[7:46] not have two motions.

[7:49] Those of you with more

[7:50] >> rabbit rules experience I think we've

[7:52] dealed the first motion first.

[7:54] >> Okay everybody okay

[7:56] >> I'm not sure I fully follow you.

[7:58] >> You shouldn't have two motions on the

[8:00] table.

[8:00] >> Oh I thought you would nominate people

[8:02] and you could choose but

[8:03] >> it's because we did formal motions and

[8:05] not just nominations.

[8:06] >> I see.

[8:07] >> So the first one was a formal motion

[8:08] that was already seconded. So in the

[8:10] discussion phase you shouldn't you can't

[8:13] put another motion in. You should amend

[8:16] the first one.

[8:19] Yes, I move to amend it. And Michael, I

[8:23] guess you would

[8:24] >> I'll stand by what I say. I'll second.

[8:27] >> Thank you.

[8:29] >> So, now we're going to vote on the

[8:30] amendment,

[8:32] >> which is two people or

[8:34] >> No, now the amendment is Michael chair.

[8:38] >> Oh,

[8:39] >> right.

[8:39] >> Yes. And then we'll vote on that.

[8:41] >> I see.

[8:42] >> And if that passes, then Michael's the

[8:44] chair. And if it fails, we go back to

[8:45] the original motion. Right.

[8:46] >> We have to get our town meeting like as

[8:49] >> right.

[8:50] >> Oh, that's interesting. I see. More like

[8:52] town meeting.

[8:53] >> Um,

[8:55] >> there's one question I had about Brian.

[8:58] But I actually Brian, I'm just curious.

[9:00] Are you also the chair of the Carile?

[9:03] >> No, not as of today.

[9:04] >> Okay. I was curious who was the chair

[9:06] for the past year and I said to the

[9:09] Carile school committee at our last

[9:10] meeting, I will

[9:11] >> either chair Carlile or I'll go to the

[9:13] region. Not doing both

[9:15] >> again. And so we have a new chair now in

[9:17] Carile.

[9:18] >> Got it. That's what I was wondering.

[9:19] >> They just seated today.

[9:21] >> Yeah, that's right. I was like I was

[9:22] wondering what

[9:23] >> And I will say they'll be a little

[9:24] grayer if the next couple weeks just as

[9:25] we wrap up or hopefully wrap up the

[9:27] superintendent search because I was

[9:29] leading the charge on that. So I will

[9:31] chair a couple of those meetings just to

[9:33] get them across the finish line. But

[9:35] >> we do have a new chair.

[9:37] >> Okay, great. Thank you for clarifying

[9:38] that.

[9:41] Okay. So the vote is if you support the

[9:44] amendment which nominated Michael as

[9:47] chair.

[9:49] >> All in favor?

[9:51] >> I.

[9:53] All opposed.

[9:56] >> Nay. Okay. So that amendment failed. So

[10:00] now we're going to go back to the

[10:01] original motion which is the vote for

[10:04] Brian to be chair.

[10:07] >> Right.

[10:08] >> Yes. All in favor?

[10:10] >> I I

[10:12] >> All opposed.

[10:15] >> Yeah, I'm abstain. I'm not opposed. I

[10:17] think you're a wonderful person. I think

[10:18] you'll do a great job. Um, so thank you

[10:21] for being willing to do it.

[10:23] >> So, motion passes. So,

[10:26] >> motion passes.

[10:26] >> Are we switching now?

[10:27] >> Brian is going to be chair. Thank

[10:28] goodness now. So, I didn't have to do

[10:30] that.

[10:31] >> Switch box.

[10:32] >> It's always like the awkward like

[10:37] switching.

[10:43] Ryan, in a really odd moment as Carlile

[10:45] member, you get to see the conquered

[10:47] school committee chair.

[10:48] >> Let me do the chair or vice chair.

[10:50] >> I am very happy that I think first we're

[10:53] going to do um Yeah. So, first uh

[10:56] nominations have accepted and voted for

[10:57] the vice chair of the conquered Carile

[10:59] School Committee.

[11:01] >> I move to nominate Michael.

[11:06] » Repeat what I just said.

[11:09] Ditto for what I just said. All right.

[11:11] Is there a second?

[11:13] >> Second.

[11:14] >> All right. Um, so we have Michael for

[11:18] vice chair of conquered carile school

[11:19] committee. Um, is there

[11:21] >> time we debate amend that?

[11:22] >> You want to amend it?

[11:23] >> Okay.

[11:24] >> I'd like to nominate Tracy to be vice

[11:27] chair of the

[11:28] >> Okay. Is there a second?

[11:30] >> Second.

[11:32] >> So any the I'm sorry. Any discussion on

[11:36] the amendment?

[11:38] nominator. I'll say a few words. You

[11:40] you've led the the the region for the

[11:43] last year. Um I I think done an

[11:46] incredible job leading it as the you're

[11:49] the one I look to for all procedural

[11:52] kind of information. Uh you've gone to

[11:55] all the the the chair's breakfast,

[11:57] chair's meetings, bring a lot of

[11:59] institutional knowledge which I think is

[12:01] extremely important to retain on the the

[12:04] leadership council for

[12:06] Any

[12:10] other discussion?

[12:11] >> I I am I I too am deeply appreciative of

[12:14] everything you bring, Tracy. You're an

[12:16] amazing leader and you've really helped

[12:20] me get a footing. I'm still getting it

[12:22] quite honestly on the committee. Um, so

[12:25] thank you. And you helped fix my email.

[12:29] I I wonder you said you're not planning

[12:31] to run again next year, so this is your

[12:35] final year. Um my understanding is the

[12:38] vice chair is sort of like the

[12:39] understudy would move into the chair

[12:42] role in the subsequent year. Is that not I thought that's what you said

[12:46] about Brian.

[12:47] >> Well we have elections every year. So

[12:49] you mentioned every year.

[12:50] >> Sorry when you nominated Brian I thought

[12:51] you just said like he was the vice chair

[12:53] so he was

[12:54] >> so he's ready to take on

[12:55] >> he's ready. So, I worry that with no

[12:58] vice chair, who who would be ready next

[13:01] year to do the job is my own fear and

[13:04] concern about um having you do it again.

[13:08] Not that you wouldn't do an

[13:09] extraordinary job, but that's my only

[13:12] concern.

[13:13] >> I think the one thing I would say to

[13:15] that though is you also have the

[13:16] conquered chair and the conquered vice

[13:18] chair who

[13:20] >> you know are also getting that that

[13:21] hands-on experience as well.

[13:24] >> I see.

[13:27] I don't Yeah, I think some boards have

[13:29] that as a formal process. I've seen

[13:31] other boards where it's actually the

[13:32] other way around. Uh, whoever's

[13:35] chair then, you know, the next

[13:37] >> I think it really varies um board to

[13:40] board and Carile there's no

[13:43] >> rhyme or reason I will say. Um, okay.

[13:46] So, we have an amendment to for Tracy.

[13:49] Is there any other discussion?

[13:52] All right. So, all in favor of the

[13:54] amendment for Tracy to be chair, um, say

[13:57] I.

[13:58] >> Vice chair.

[13:58] >> Sorry, vice chair.

[14:01] >> Just like surprise you there. No, sorry.

[14:03] Vice chair. I'm so sorry. For the

[14:07] amendment for Tracy to be vice chair.

[14:09] All in favor say I.

[14:10] >> I.

[14:12] >> And opposed?

[14:15] >> Nay.

[14:17] >> Now a procedure question. So the

[14:19] amendment passed. Do we then vote it

[14:21] again?

[14:22] >> No.

[14:22] >> As amendment or

[14:24] >> that stands.

[14:25] >> Okay.

[14:27] Thank you. Um moving on. Um we will now

[14:32] do election of officers for the

[14:34] conquered school committee. Um and we'll

[14:35] start with the um nominations for the

[14:38] chair of the conquered school committee.

[14:40] >> So I'd like to nominate Sundep to serve

[14:44] as chair of the conquered public

[14:45] schools. Um over his first year on the

[14:48] committee he has brought a thoughtful

[14:50] and collaborative approach to the work

[14:51] that we do. Uh he has been highly

[14:53] engaged across our committees and

[14:55] liaison assignments and has developed a

[14:58] very strong understanding of our budget

[15:00] negotiation process and uh the broader

[15:03] district processes and has consistently

[15:06] approached issues with both preparation

[15:07] and perspective. Um, he also recently

[15:11] stepped in uh to chair for me in my

[15:14] absence a couple weeks ago and I think

[15:15] he did a really good job of of that

[15:17] meeting. I watched it afterwards. Uh,

[15:19] his ability to work collaboratively with

[15:20] our town partners combined with the

[15:22] clear understanding of our school

[15:23] committee's responsibilities will serve

[15:25] the committee and the district well. I'm

[15:27] confident that he will do an excellent

[15:29] job setting our agendas, guiding our

[15:31] work, and leading us on the um,

[15:33] conquered school school committee. Um,

[15:35] I'm grateful for your willingness to

[15:37] serve if you are. Um, and I'm pleased to

[15:41] nominate you as chair.

[15:43] >> Thank you.

[15:43] >> Is there a second?

[15:44] >> Second.

[15:46] >> All right. Any discussion?

[15:48] >> I move to amend and nominate Michael.

[15:52] >> I think I know how it's going to go, but

[15:55] um I I feel like I have to. He's a

[15:59] wonderful uh leader and I think no

[16:02] offense Sandy, but I I think Michael has

[16:05] a little bit more of what we need right

[16:06] now, but I know he'll do an excellent

[16:08] job if elected. Um but I stand by what I

[16:12] said before.

[16:15] >> Is there a second?

[16:16] >> Second.

[16:18] >> Okay,

[16:18] >> I think we can move right.

[16:20] >> Any discussion on the amendment?

[16:21] Michael, do you want to say any words or

[16:23] >> again I think I said everything at the

[16:26] outset and again I would just say this

[16:29] is unique time and it takes challenge

[16:32] for us to be able to look around and

[16:35] make certain that we're

[16:37] making it clear that everyone is welcome

[16:39] in the community that everyone has an

[16:41] opportunity to thrive and that everyone

[16:43] has a place to tape and that speaks for

[16:47] itself.

[16:49] >> Any other discussion?

[16:52] Otherwise, I will

[16:55] just a reminder Lena and I cannot vote

[16:57] on this. So, just to make sure

[16:59] everyone's clear, but um so we're now

[17:01] voting on the amendment for Michael to

[17:04] chair conquered.

[17:05] >> All in favor?

[17:06] >> I

[17:08] >> All oppose.

[17:09] >> I

[17:12] excuse me.

[17:13] >> Okay. Um so, the amendment did not pass.

[17:16] So, we're back to the original motion

[17:18] for Sandep. Any final discussion?

[17:20] >> Can I say a couple of words?

[17:22] >> Of course. Great.

[17:23] >> So, like everyone at this table, um, I

[17:26] have a story that shapes how I see the

[17:28] world and those experiences give me a a

[17:32] particular lens on what it feels like to

[17:35] be included and what it feels like to

[17:38] earn trust rather than just to zoom in.

[17:42] I don't really fit into neatly 20 box.

[17:45] Uh, and I think that's an asset. I've

[17:47] had conversations with folks across this

[17:49] table, uh, folks with many community

[17:51] members, and I've listened. Many of

[17:53] those conversations were not easy. They

[17:55] were difficult. Uh, but I haven't let

[17:58] those conversations push away what I

[18:01] hold as my core belief, which is that we

[18:04] have a a school system that we can be

[18:07] genuinely proud of. And precisely

[18:09] because we're proud of it, we should

[18:11] hold it, continue to hold it to an

[18:13] extremely high standard. And I believe

[18:16] in being, in the words of Dr. Carlos

[18:18] Hoy, a critical friend, honest,

[18:21] rigorous, and always acting in the

[18:22] interests of our schools and students.

[18:26] I've put in the work. As Andrew pointed

[18:27] out, I've been on the the financial

[18:29] audit committee, the the bias and hate

[18:31] supporting working group, the bargaining

[18:33] table. Uh I've shown it prepared. I have

[18:36] supported collective decisions and I do

[18:39] the unglamous work that's required for

[18:43] um it to be a successful committee. So

[18:45] that's not just a promise. It's it's a

[18:47] track record for what I've done in the

[18:48] last year.

[18:50] Whoever the committee chooses, I'm I'm

[18:52] committed to continuing that.

[18:55] >> Right. Thank you. Any other discussion?

[18:58] >> All right. Then all in favor of Sandep

[19:01] as chair of the conference school

[19:03] committee. I

[19:04] >> I

[19:05] >> I'm gonna vote I too.

[19:06] >> Right. Opposed.

[19:11] » All right. Um now nominations will be

[19:14] accepted and voted for vice chair of the

[19:16] conference school committee.

[19:18] >> Can I make a four before I move to

[19:20] nominate Michael Williams?

[19:23] Is there a second?

[19:25] >> Second.

[19:25] >> All right. Any discussion?

[19:28] >> I'll I'll amend that. like to nominate

[19:32] Andrew vice chair.

[19:34] >> Okay.

[19:36] >> Is there a second?

[19:40] » Second.

[19:40] >> Okay.

[19:41] >> Sorry.

[19:41] >> Let me say a couple of words. So, Andrew

[19:43] is one of the hardest working members of

[19:45] the committee. Much of it behind the

[19:46] scenes. Uh it's like a duck. A lot of

[19:49] the work, you know, does happen behind

[19:51] the scenes. Um over the past year, I

[19:53] believe he's demonstrated real

[19:54] leadership on the committee. navigated

[19:56] us through a a difficult summer, engaged

[19:59] with other committees around town, but

[20:02] what stood out to me most is something

[20:04] relatively small. If you look at your

[20:06] agenda, item 4A was added to the agenda

[20:10] to make sure that I met good

[20:12] representatives are not just uh have

[20:14] seen to the table but have voice. Uh

[20:16] adding that to the agenda, I think is a

[20:18] small thing, but that initiative

[20:20] reflects someone who thinks about whose

[20:23] voice is being heard and whose is not.

[20:25] What I value most about you is that you

[20:27] consistently seek out perspectives that

[20:29] are different from yours before forming

[20:31] a position. That's a quality I don't

[20:34] take for granted. We've disagreed a lot

[20:37] uh and I think that makes us a stronger

[20:39] team for the rest of the committee to

[20:40] leave.

[20:42] >> Thank you. Okay. Any other discussion?

[20:47] All right. So, we are voting on the

[20:49] amendment for Andrew to be vice chair of

[20:52] the Comfort School Committee. All in

[20:54] favor?

[20:56] >> Opposed?

[20:57] >> No.

[20:57] >> Nay.

[20:59] >> All right. Motion carries three to two.

[21:01] So, the amendment passes. Uh, thank you,

[21:03] Andrew. Thank you, Sundy. Now, moving on

[21:06] to the appointment of the school

[21:08] committee recording secretary.

[21:12] » I move to appoint Erin Higgins as

[21:14] recording secretary. There

[21:16] >> second.

[21:21] » All in favor? I I anyone opposed?

[21:25] >> Any abstain?

[21:28] Um

[21:29] >> thank you to her for doing all that

[21:32] >> behind the scenes.

[21:33] >> Um also, um need the appointment of a

[21:36] treasurer.

[21:38] >> I move to appoint Allison Brick as the

[21:40] treasurer of the Conquer Carell Regional

[21:42] School District.

[21:43] >> Second. Second.

[21:44] >> Perfect.

[21:45] >> It's that's easy now.

[21:47] >> That's easy.

[21:47] >> Yeah.

[21:49] >> Thank you.

[21:52] Okay. Any discussion?

[21:54] >> All in favor?

[21:56] >> I.

[21:57] >> Anyone opposed?

[21:59] >> Okay. Um and then I think the last order

[22:03] on here is just liaison assignments. Uh

[22:06] Tracy sent around the leazison

[22:07] assignments earlier today. Um we will

[22:10] work towards making those appointments

[22:13] at our meeting on June 16th. Um, what I

[22:17] would just ask is if there are

[22:19] particular assignments that you're

[22:21] interested in, if you could just let me

[22:22] know by next Friday, June 12th. Um, that

[22:25] will give me the the weekend before we

[22:27] meet to just review and and compile.

[22:30] >> Can I just ask you get that meeting?

[22:32] Brian, is that a problem?

[22:34] >> It shouldn't be. No, if you want to just

[22:35] give me feedback before Yeah,

[22:38] >> I'm already imagining your waste

[22:40] management leaison.

[22:42] Um,

[22:43] >> and yes, if there are any that you're

[22:45] particularly interested in, please let

[22:47] me know

[22:48] >> or I guess

[22:50] I'm interested in. Uh, sorry, Michael,

[22:51] what's the question?

[22:52] >> Just the date the 16th.

[22:54] >> When did you want to buy?

[22:56] >> If I could just get your interest by

[22:58] Friday the 12th so that I can have the

[23:00] weekend to review it.

[23:01] >> Are there any current assignments where

[23:03] people know for sure that they

[23:06] do not want to continue?

[23:11] I no not in a negative way. I just have a constant scheduled conflict

[23:16] making it to the CE a the conquer.

[23:20] I've had like such a hard time getting

[23:22] to the meetings at the time. So I just

[23:24] don't think I was being a very good

[23:26] leazison to them.

[23:27] >> Okay.

[23:28] >> So that's that's all it's not negative.

[23:30] It's usually noon on Fridays and I just

[23:32] happened to have a work meeting that

[23:35] often pops up the same Friday. So, I

[23:39] haven't been to many.

[23:41] >> Okay, that's good to know. Are there any

[23:43] others?

[23:43] >> That's by I would gladly do that one if

[23:46] you're

[23:46] >> Okay, I'll make a note of that.

[23:47] >> Great. Very informative. Just just the

[23:49] time for me.

[23:51] >> The only other thing is the CMS building

[23:53] committee has two more meetings

[23:55] including one tomorrow.

[23:57] >> So, we can we can fill it. There's two

[24:00] people on it, but it's going away pretty

[24:03] soon.

[24:04] Are you suggesting just continue with

[24:06] the current members till it's done?

[24:08] >> I mean, we can talk about we're

[24:10] literally um approving a couple more

[24:12] change orders on sprinklers and then

[24:13] we're done. So, okay.

[24:14] >> We can remove it.

[24:17] >> Add an additional leazison to this list.

[24:19] Uh the Mazio Donald Diving Center leas I

[24:22] would like to continue with that.

[24:24] >> Okay.

[24:24] >> And that's an one.

[24:26] >> Yes, that's that's on the list.

[24:28] >> That's on the list.

[24:29] >> I'd like to continue with the DEI

[24:31] commission.

[24:34] Okay. And again, if you can also just

[24:36] I'm making notes of these, but yeah, if

[24:37] everyone just wants to send them

[24:38] through.

[24:39] >> Um, one other one, financial audit

[24:41] advisory committee. I've been on it for

[24:43] two years at this point. Um, and while

[24:46] I'm happy to do it, I'm very conscious

[24:49] as a Carile resident where we're talking

[24:52] about the regional school district,

[24:54] which I have a stake in, the town

[24:56] finances, which no offense, but I've got

[24:59] less of a stake in, and then municipal

[25:02] life, probably even less there. Um, I'm

[25:04] going to suggest that it is somebody in

[25:06] conquered who um takes that up going

[25:09] forward.

[25:09] >> And we have had one person from the

[25:11] conquered committee do both. I think

[25:14] actually.

[25:16] >> Okay.

[25:17] >> So maybe I do you want me to check with

[25:19] Wendy and see if that's

[25:20] >> I can check with her.

[25:21] >> Want to check with her?

[25:21] >> Yeah. And what um what Tracy means is we

[25:23] have a representative from the conquered

[25:25] school committee and we have a

[25:27] representative from the conquered Carile

[25:28] school committee. So the question is

[25:30] does it have to be two distinct people

[25:33] just one person?

[25:34] >> Yes. Okay.

[25:35] >> So just I would just check with

[25:36] >> Yep. I'll check with her.

[25:39] >> All right. Any other questions on the

[25:41] assignments?

[25:43] All right. Uh, moving along then. The

[25:45] next thing we have is recognitions. I

[25:46] know the agenda says 6:30. Are we in a

[25:48] position to move forward?

[25:50] >> Are all the Sunrise kids here? Great.

[25:52] They're here.

[25:53] >> All right. Uh, would the Sunrise Club

[25:54] like to come forward up to the table?

[25:56] >> Yeah. Come on up. As they're coming up,

[25:58] I'll just um, you know, set the stage.

[26:01] So, the high school Sunrise Club, as

[26:05] some of you know, sponsored a Warren

[26:08] article among all the other things that

[26:09] they did this year um at Conquered Town

[26:12] meeting about composting.

[26:14] >> Here's

[26:15] >> Yeah, we'll get you chairs so you can

[26:16] sit here at the table.

[26:17] >> Yeah.

[26:19] >> About composting and making that more

[26:22] accessible.

[26:24] >> So, we asked them to come talk with you.

[26:26] They have some slides that I'm going to

[26:28] pull up here as I go.

[26:32] Why don't you start by introducing

[26:33] yourselves and I'll get your slides

[26:34] ready.

[26:36] >> Um, hi everyone. My name is Iana. Um,

[26:38] I'm in club.

[26:40] >> My name is Teresa.

[26:42] >> My name is Zoe. I'm a co-leader.

[26:44] >> Um, my name is Evan.

[26:47] >> Welcome.

[26:49] >> So, I'm gonna I this is the best I can

[26:51] do with your slides. I'm sorry I can't

[26:53] get them all the way in presentation

[26:54] mode, but I think you'll still be to go.

[26:57] >> Perfect. Um, so we first began working

[27:00] on this about a year ago. Um, Shelley

[27:02] Carlin first came to us with the idea of

[27:04] creating a composting warrant um,

[27:06] article. Um, we've worked on it since

[27:09] we've gone to a lot of different

[27:11] committees.

[27:12] >> Um, we've worked with organizations like

[27:14] Mothers Outfront and the Conger Climate

[27:17] Action uh, committee uh, to get support

[27:22] and feedback on the article. Um and we

[27:27] attended select board meetings and the

[27:30] town meeting um where we eventually got

[27:32] the article passed.

[27:36] Um in addition to attending all these

[27:37] meetings, we've done outreach like

[27:39] around the town and in the school. So

[27:41] we've handed out flyers to students like

[27:43] we had a big sale where we handed out

[27:45] flyers and we've also done outreach over

[27:47] social media.

[27:51] And then um so our initial motion was

[27:55] changed after a lot of the research

[27:57] we've done and through all the feedback

[27:59] that we've gotten from different

[28:01] committees. Um our final motion was

[28:03] basically urging the select board to

[28:05] request that the town manager

[28:06] investigator report to the board on the

[28:08] feasibility of adopting and offering a

[28:10] townwide rate um composting program.

[28:13] Essentially we asked the town to do

[28:14] research in regards to composting. Um,

[28:17] it was the result of a lot of research

[28:21] done by Shelley Carlin and everyone in

[28:23] the club. So, it was really great to be

[28:26] able to present there. Um, the next

[28:29] slide, please.

[28:32] Um at town meeting we received uh a lot

[28:36] of support from many of the groups that

[28:38] we um got support from and um I felt a

[28:42] lot of support speaking at town meeting

[28:45] and there's many other um informed

[28:47] citizens who are willing to support us.

[28:49] So that was really helpful.

[28:52] >> Okay. Zoom through all the the process

[28:54] in the middle of that.

[28:55] >> Yeah. And so we I passed by 2005 to 35

[28:59] and we made it through the conquered

[29:02] public public works offering a

[29:03] substitute motion. So we our original

[29:05] motion passed which is great. Um and it

[29:08] was really amazing.

[29:11] >> I have to say I was quite impressed with

[29:14] the work that you presented that evening

[29:17] meeting. I'm

[29:19] so glad to see you here. I applaud you

[29:22] all for the work that you've done. uh

[29:25] question. Did you were you able to uh

[29:27] work with FINCOM to look at the

[29:32] prospective financial

[29:33] >> Oh, financial committee. Um I believe

[29:35] they reached out. We're still it's been

[29:37] really busy just because finals and all

[29:39] that. We're hoping to definitely um work

[29:42] with them over hopefully before the

[29:45] school year ends, but if not, we're

[29:47] definitely going to reach out back when

[29:48] fall starts.

[29:50] >> Thank you for your effort and your job.

[29:52] incredibly incredibly well done.

[29:55] >> Certainly not easy either. It was a

[29:57] fierce debate. You maintained your

[29:59] poise. It was remarkable.

[30:02] >> I'm wonder hopefully this is an

[30:04] inspiration to other students and

[30:06] schools to bring uh articles to town

[30:09] meeting as well. I'm curious if you've

[30:11] heard of anything that might bubble up

[30:13] to to meet the same bar uh that would

[30:16] come to the town because it's great to

[30:18] have citizens even who can't vote to

[30:21] participate. Yeah, for sure. I know

[30:23] there are so many clubs at CCHS, it's

[30:24] hard to keep track of who's planning

[30:26] what, but I'm sure I'm really hoping

[30:28] that um if anyone else has an idea that

[30:32] about something that they could present

[30:34] a town meeting that happens because it's

[30:36] a great way to get the town involved and

[30:39] raise awareness awareness about

[30:41] something.

[30:42] >> I know Simon Catalo was out two weeks

[30:44] ago and met with two clubs while he was

[30:45] there. So, there's a lot of activity

[30:47] going on. Um, and I just want to be sure

[30:51] Becky Meeks is the um, adviser and we

[30:53] want to make sure she gets a round of

[30:55] appreciation for all the time and work

[30:57] she put in as well.

[31:04] » Couldn't have done it without Miss Geeks

[31:05] and Carlin and everyone else who helped.

[31:08] It was most definitely a team that

[31:12] >> um, I mean fantastic as you know

[31:14] anything forward to town meeting. I know

[31:16] how much effort is involved. you can

[31:18] relate better than most.

[31:19] >> Um, but can I'm just curious with this

[31:22] sort of behind you, um, thoughts on

[31:24] goals for for next year or other things

[31:27] that you're hoping to work on?

[31:28] >> We're really just hoping to build on

[31:30] this momentum. Um, to be honest, we're a

[31:32] pretty small group, so we're hoping to

[31:33] get more members and bring in more

[31:36] people to do more stuff. Um, we have LA

[31:39] this year, we also worked on the Mass

[31:40] Energize youth climate solutions

[31:42] project. Um, Ally Shepard, she isn't

[31:44] here today, but she sort of headed that.

[31:46] So we're hoping to make our impact like

[31:47] even bigger with that this year. Um it's

[31:50] basically just um a energy solution that

[31:53] you spread that committee. So we're

[31:55] hoping to use that to make it another a

[31:58] really big impact.

[32:00] >> Wonderful.

[32:02] >> That's great. Well, as someone who's

[32:04] also been up at town meeting when

[32:05] standing up in front of the microphone,

[32:06] you were totally poised and a complete

[32:09] professional and really I mean you

[32:12] should be really proud of yourself and

[32:13] you're off to college next year. Yes.

[32:16] So, I mean, don't have a junior.

[32:17] >> She's a junior.

[32:18] >> Oh, a junior. She's a junior. Okay. I

[32:20] was thinking you were a senior. I was

[32:21] like, "Wow, you're ready." So, um, it

[32:23] was just really great to see our

[32:24] students really using their voices in

[32:26] front of the town and for the whole town

[32:28] to hear what you guys have done this

[32:30] year. So, well done.

[32:31] >> Thank you. And we, it was everyone in

[32:34] the club was really did like all the

[32:36] work. I was just like the spokesperson.

[32:39] So,

[32:41] >> wonderful.

[32:42] >> Congrats. Thank you so much. Thank you

[32:44] all for coming.

[32:47] >> Last question. Is there any advice you

[32:49] would give to somebody else who was

[32:51] going to do this as well? What is the

[32:54] >> Okay. number one piece of advice you

[32:55] would give somebody if they were walking

[32:58] behind you

[32:59] >> in terms of just presenting this time

[33:02] meeting as a student. Yeah,

[33:03] >> I think the biggest piece of feedback is

[33:05] it's going to be a lot of work and

[33:07] you're going to have to like do a lot of

[33:10] meeting with different people, but it's

[33:12] definitely worth it because there's

[33:13] going to be people who will in groups

[33:16] who will have a lot of support for it

[33:18] even though it there's going to be most

[33:20] definitely setbacks. So, just get to

[33:22] town, get through all the meetings, all

[33:26] the re research and like setbacks and

[33:28] then get to town meeting and it's going

[33:29] to be great. So, yeah.

[33:31] >> Thank you.

[33:33] All right. Thank you.

[33:34] >> Well, thank you so much for coming out

[33:35] this evening. Definitely appreciate it.

[33:38] >> Thank you.

[33:39] >> Thanks very much. Have a great night.

[33:50] » All right. Um and next we'd both like to

[33:51] welcome the conquered education fund to

[33:54] come up.

[33:56] So before we get to that um yes given my

[33:58] position on the board of responsible

[34:01] from discussion on this topic.

[34:02] >> Okay. Thank you for that.

[34:14] » You need one more chair.

[34:15] >> You can grab one more

[34:23] check.

[34:25] fun.

[34:29] » Thank you so much for coming.

[34:30] >> Thank you for having us.

[34:35] I don't know if um everyone knows who we

[34:37] are. We're Cockard Education Fund. We

[34:39] raise uh raise money to help support the

[34:43] teachers and the students in uh funding

[34:49] new and innovative uh pilot programs and uh other things. Uh we we accept

[34:56] grants, applications from teachers uh at

[34:59] the at the school and um do a lot of

[35:03] hard work uh in raising the raising the

[35:05] money and then uh you know assessing the

[35:08] grants and and giving them out. And so

[35:10] this year we had had a great um grant

[35:13] season. We we received 31 grant

[35:16] applications which is a record for us.

[35:18] Was great. Um unfortunately we were only

[35:22] able to fund 17 of them.

[35:24] But, uh, fun fundraising is a little

[35:26] down across the board, I guess. Um, but,

[35:30] uh, but we we ended up, uh, raising, uh,

[35:33] granting just under $65,000.

[35:36] Uh, we have a nice big check for

[35:40] and it it uh it ranged in there. There

[35:43] were a few buckets that it it kind of

[35:44] fell into. There's mental health, uh,

[35:46] special education, uh, technology,

[35:50] um, you know, some of some of the it it

[35:53] was over all the different schools,

[35:55] CCHS, uh, CMS, the all of the, uh,

[35:59] elementary schools and, uh, uh, Ripley,

[36:01] CIP, uh, as well as well as the anchor

[36:04] program we were supporting. So, that was

[36:07] great to see to get, you know,

[36:09] applications from them.

[36:11] try to support the entire school system

[36:14] as as best we can. Um

[36:17] some of a couple of the highlights are

[36:20] um we uh we funded a sooth five pilot

[36:24] program that helps uh that will help the

[36:26] kids uh students at CMS while they're um

[36:31] doing research online and guiding them

[36:34] to uh good sources of of uh of news and information. Um and uh it's a a good

[36:46] one. There's a a AAC classroom support

[36:49] where we're helping um the the severely

[36:52] disabled kids uh

[36:56] communicate with uh other teachers and

[36:58] kids uh in and uh supplying them with

[37:02] technology that that will help them do

[37:04] that. Um there's a we're bringing in a

[37:09] sports psychologist for student

[37:10] athletes. Um, you know, the mental

[37:13] health I think is a a huge uh issue. Uh,

[37:16] >> and nutrition sorry. Yeah. And

[37:19] nutritionist. Um, and then we're we're

[37:22] uh, you know, helping support the the CI

[37:25] CIP gym equipment. Um, so they can get

[37:28] exercise when it's tough to get outside

[37:30] when when the weather's bad. So getting

[37:33] them active and immunicating is great.

[37:36] So um, just a couple of highlights. I'll

[37:38] keep it brief. I know you have a long

[37:39] agenda, but We just wanted to um say

[37:43] thank you for all of your hard work and dedication and and uh you know we're

[37:49] trying to do our little part but

[37:53] >> yes thank you very much

[37:54] >> and and my apologies I should have

[37:56] introduced everyone Greg Lagald Liz Kan

[37:58] Julia Elliott Linda Ferrari all members

[38:01] of the conquered fund board

[38:03] >> that's been around since 1993 so thank

[38:05] you for all the work you do

[38:08] >> thank you

[38:08] >> yes thank you indeed Anyone have any

[38:11] questions at all?

[38:12] >> I was going to say yes, we will do a

[38:14] photo. We also will vote to accept um

[38:17] >> Did you forget to vote to accept money?

[38:21] >> Um we will do that as well. But did

[38:22] anyone have any questions, any comments?

[38:26] >> I just want to thank them because I I do

[38:28] meet with them along the way and I got

[38:29] to see all the grants and um it's a lot

[38:31] of work and really hard decision making

[38:34] um to vet who to fund and who not to.

[38:37] So, we always try to as a district at

[38:39] least pass along to the principles the

[38:40] ideas and see what we can do to keep

[38:42] those percolating and make sure that

[38:44] everyone feels like they're really

[38:46] valued in the in the uh applications

[38:48] that they put in. But the combined

[38:51] fundraising efforts and then the vetting

[38:53] of the applications is an enormous

[38:55] amount of time and we're always grateful

[38:56] for all that CF does for us. They do so

[38:59] much on a constant level and they're

[39:01] there if we pick up the phone on a dime

[39:03] because something unexpected happened

[39:05] and that's been the case for all the

[39:08] years. So just a really important part

[39:10] of the school life around

[39:12] >> this year was especially challenging

[39:13] because as as Greg said we had so many

[39:15] amazing grants but we had to really like

[39:18] >> go back and be like okay was this

[39:20] innovative you know so we had to really

[39:22] sort of think about it because you want

[39:23] to say yes to everything

[39:24] >> and it's hard to and then we had to we

[39:26] you know over like three different

[39:27] meetings had to be you know all right

[39:29] let's go back to that and see

[39:31] >> and as as Greg also said you know

[39:33] fundraising has been um slowing down so

[39:36] we need to sort of think about more

[39:37] innovative ways bringing in money. So we

[39:40] can do that. But

[39:41] >> what are the primary means of

[39:43] fundraising?

[39:44] >> What are the primary means of

[39:45] fundraising at the moment?

[39:46] >> So in the past we've done a sort of

[39:48] large event kind of a gala. Um I feel

[39:51] like co not as many people are are

[39:54] wanting to you know attend big events.

[39:56] So that's that's one piece. I mean we

[39:58] still like to do that just more for you

[39:59] know people's you know awareness of what

[40:01] we're doing. Um a big sort of two big

[40:04] things that we do is we do it's called

[40:05] operation celebration or operation

[40:07] graduation where we have delivered

[40:08] balloons to the seniors um and they and

[40:12] an individual card to the seniors. So

[40:13] people will buy a balloon and a card. Um

[40:16] this year we started operation

[40:17] graduation where we're doing signs for

[40:19] the uh fifth graders and the eighth

[40:22] graders and that has been this year was

[40:25] our biggest fundraiser between the two.

[40:27] >> Those are great. Those are awesome. It's

[40:29] been really fun and it was sort of a a

[40:32] brainchild. You know, the the

[40:33] celebration was a while ago, but this

[40:35] year was sort of a brainchild between

[40:37] two of our members and they you know,

[40:39] it's just taken off and it's fun to go

[40:40] around town and and see all the

[40:43] different like you know, Willard and

[40:45] Throw and Alcott and the middle school.

[40:47] So, it's that's it's lovely. And then we

[40:50] do a raffle for it was a conquered ed

[40:51] fund uh parking spot and and who as a

[40:55] junior or a senior they know how that's

[40:56] a hot commodity.

[40:59] >> So that's a big one. So that and then um

[41:01] you know we've got other we're talking

[41:03] about doing an annual appeal. Um and as

[41:06] I said we do this event so and then

[41:08] sponsors have also been a big piece too

[41:09] but that's also sort of been trending

[41:12] downwards. So we're we're always open to

[41:15] new new and

[41:17] >> ideas. Do do you do look backs on your

[41:20] grants and and see just like at a high

[41:22] level like efficacy like how they were

[41:24] worded were they successful and does

[41:26] that guide you know your future

[41:29] like granting

[41:32] >> a bit we we try to get as much feedback

[41:34] as we can from the from the teachers um

[41:38] and and make sure that it the money was

[41:41] used and and program was forward and

[41:45] then you know if it's successful ful. We

[41:48] try to make sure they're uh talking to

[41:51] their principles and and Lori to to sort

[41:54] of pick that up as a ongoing thing if if it's appropriate.

[42:00] >> Um

[42:00] >> but we did talk about that as an

[42:02] opportunity as a board that that's

[42:03] something that kind of feedback loop is

[42:05] something that we could improve. Um I

[42:08] did get a we did get an email from um a

[42:10] thorough uh the librarian at thorough

[42:12] about the thorough family book club and

[42:14] the impact that that has made for the

[42:16] thorough school. Um so we really

[42:18] appreciate when they come back to us and

[42:20] acknowledge you know what we were able

[42:22] to enable for them. But I do think that

[42:25] feedback loop is one we can improve and we do let them know in their grant

[42:29] that like if it's a sort of pilot that

[42:30] this is what we're we're you know

[42:32] funding the pilot. But hopefully it will

[42:35] be such a huge success and it will be

[42:36] sort of taken but we can't continue to

[42:39] fund each year. Um you know we can't do

[42:41] it next year.

[42:42] >> It it's really hard because like what

[42:44] does success look like in grants? Is it

[42:46] like you know you know it's hard to

[42:47] measure.

[42:48] >> Yes.

[42:48] >> Well and I think that like the goal is

[42:50] always new and innovative programming

[42:52] and so some of the things like from

[42:54] >> way long ago um the engineering

[42:57] certificate came out of the ed fund.

[42:59] Rivers and revolution started at the ed

[43:01] fund. I just steam steam lab over here

[43:04] at Ripley. So there were really larger

[43:06] scale projects and then I did see the

[43:08] weather balloon at the high school and

[43:09] that was an ed originally it was an ed

[43:11] fund grant that they brought back again

[43:13] and that's just such a cool project

[43:16] where you can track where the balloon is

[43:17] going. They lost the balloon that year

[43:19] but the ed fund um might have bought it

[43:22] but then they found it and it was like

[43:23] where's the balloon and it was all over

[43:24] Facebook like who's see the balloon.

[43:27] It's really I mean we really are

[43:29] grateful for your partnership and for

[43:31] the dollars that come back to the

[43:33] district for things that we could not

[43:34] fund within the school budget. So we

[43:36] really appreciate that and wish you best

[43:38] of luck in your fundraising too.

[43:40] >> Thank you very much.

[43:41] >> So what I would like to do is let's vote

[43:43] to accept first so we don't forget and

[43:45] then we go from there. So um I will

[43:48] entertain a motion to accept the

[43:51] generous $64,732

[43:54] uh donation from CEF. So move

[43:57] >> second.

[43:58] >> All right. Any other discussion?

[44:01] >> And this is for both districts.

[44:02] >> Yes.

[44:04] >> Call out. All right. Uh all in favor

[44:08] >> for both.

[44:09] >> I for region

[44:10] >> for both

[44:13] >> and abstain. Thank you for the reminder.

[44:15] Um all right. Let's uh do a photo.

[44:18] >> Thank you.

[44:21] When is the window?

[44:47] » We'll circle around. All right.

[44:54] » I know. Sorry.

[44:57] » Really awkward.

[45:06] » Take a couple.

[45:16] » It's part of my office decor.

[45:19] They're all They're all out.

[45:21] >> Thank you.

[45:22] >> Well, they're stacked, but

[45:23] >> we can do better than

[45:31] » Sorry.

[45:36] All right. Um, we'll move on next to

[45:39] Superintendent and Chair's update as

[45:40] well as METCO update. Dr. Hunter, do you

[45:42] want to go first?

[45:43] >> Sure.

[45:45] I'm going to be very big picture and

[45:47] just mention a couple of very large

[45:50] scale topics. Um we graduated the class

[45:53] of 2026 on Saturday. It was phenomenal

[45:57] despite the weather. Um being inside has

[46:00] this intimacy and that's the pro. The

[46:02] con is not everybody in the family is in

[46:04] the room. Um but really just a

[46:07] phenomenal morning. Speakers, the

[46:10] students,

[46:12] I think it was just another really

[46:13] special morning. And um thanks Brian and

[46:15] Katie are here. So I'll just shout them

[46:17] out. It's a ton of work to put put all

[46:20] of that together and um it was very

[46:22] successful and a couple of our graduates

[46:24] or at least Evelyn's here. I don't know

[46:26] if Maddie came in but we actually have

[46:27] firsthand experience to hear in a few

[46:29] minutes. Um also I just wanted to

[46:33] mention that Q5 is coming up at the high

[46:35] school and I want to be sure all of you

[46:37] know what that means because some of you

[46:39] are newer members. Um, from June 12th to

[46:41] the 17th, there will be four days where

[46:44] we literally transform the high school

[46:46] into an experiential learning experience

[46:48] for students led by their teachers. So,

[46:52] months ago, they got a catalog of

[46:53] options. Teachers propose

[46:56] um workshops of what they want to. It's

[46:59] incredibly eclectic, which makes it

[47:01] amazing. And they're read leading things

[47:04] they're passionate about. Students are

[47:06] signing up for things they're passionate

[47:07] about. Many many of them are off campus.

[47:10] I was we were at the bus depot today

[47:12] with the drivers and they had to move

[47:13] their end of year celebration back

[47:15] because so many of them are going to be

[47:16] driving next week for Q5. They couldn't

[47:18] do it next week. Um it's just a really

[47:21] special time. We had re reinvented it

[47:24] last year. It had faded away COVID and

[47:28] took us a few years to get get it back

[47:30] and I think we all were a little afraid

[47:31] it might not come back and um last year

[47:33] it came back roaring. So we're just

[47:35] really excited. I don't think there's

[47:37] many places anywhere that can say they

[47:39] transform an entire high school into

[47:41] this sort of learning experience

[47:43] um for all students, freshman through

[47:46] juniors for four full days. So, we will

[47:50] be sure to report out, but it's a really

[47:52] exciting time for all of us to be

[47:54] anticipating it. The kids will do their

[47:56] finals and what a gift that's not how

[47:58] they end the year. They end the year

[48:00] doing Q5, which is a very different

[48:02] place to be as the year wraps up. So,

[48:05] just wanted to be sure we anticipated

[48:08] that with you so we can talk more on it

[48:10] as it plays out.

[48:11] >> Can I just say was reviewing the warrant

[48:13] last night like seeing some of the goat

[48:16] yoga miniature horses, amazing race, it

[48:19] was just fantastic

[48:21] >> to see some of the

[48:22] >> It does. It does live in the bills right

[48:24] now.

[48:25] >> The things we're paying for.

[48:27] >> My final comments are really just to

[48:29] honor the retirees this year. Um we're

[48:32] celebrating them in many many forums

[48:34] right now and I just thought it was

[48:35] important to do that here. Um at the

[48:38] high school this year retiring we have

[48:40] Bob Wilder, Andrea Gillis and Mary

[48:43] McCabe and I can't not mention Joel

[48:46] Tracy who's been in the guidance office

[48:48] for almost 40 years. Um, at Alcott,

[48:51] kindergarten teachers Colleen Desmond

[48:53] and Gail Shatlash at Thorough, Wendy

[48:55] Marada, Jackie McKenna, at Willard,

[48:58] Hannah Matrius, and Cheryl Brandwine and

[49:02] Mr. Lucy, which some of you have already

[49:04] spent some time on. Um, and we're

[49:06] excited for all of them. So, lots of

[49:08] celebrations going on over the next two

[49:10] weeks and just wanted to be sure we

[49:12] recognize them here. I've heard so many

[49:14] of the stories over the as they've

[49:16] started to be celebrated and the impact

[49:19] these these educators who spend their

[49:21] most or all of their careers with us is

[49:24] really hard to capture. Um hopefully we

[49:26] send them off well and their next phase

[49:29] of life is what they want it to be and

[49:31] for them and not for others in the same

[49:34] level that they've been doing for all of

[49:36] us. So those are my highlights for

[49:38] tonight.

[49:39] >> All right. Um I don't know that I have

[49:42] any chair updates in the last 50

[49:44] minutes, but do you have anything?

[49:46] >> I do have a couple things. Um there's a

[49:48] chair's breakfast. So uh that is

[49:51] Wednesday

[49:53] 17th or sometime in that week. So that

[49:56] is Zoom only, but typically they do meet

[49:58] in person and they just want the new

[50:01] chairs to know when it is and start

[50:04] going to it or send somebody in your

[50:06] place. And what time is it? So that's at

[50:09] 8 o'clock in the morning. It's usually

[50:11] the I think it's the third Wednesday of

[50:13] the month. Um that was the first thing.

[50:16] At the select board meeting on Monday

[50:18] night, they put forth the town meeting

[50:21] calendar. Now there are a few different

[50:24] dates that were discussed and so I said

[50:26] I would bring it back to the school

[50:27] committee. There is now a Saturday

[50:29] preview meeting on January 9th. Um the

[50:32] tri board meeting with BCOM select board

[50:34] and school committee will be on January

[50:36] 11th. and we have a school committee

[50:38] meeting that week on January 13th. So, I

[50:40] did voice my concern of having three uh

[50:43] meetings that week for us and the

[50:44] professionals involved. So, I think that

[50:46] I would say to the chairs, if you could

[50:48] work with the chairs, the select board

[50:50] and kind of give some feedback back,

[50:53] that would be great. If anybody has any

[50:54] concerns on that, but I thought I'd just

[50:56] bring it to you guys.

[50:57] >> At the very least, we we can do it

[50:59] virtually some of them.

[51:01] Uh yes, you probably can. But the tri

[51:04] board is a little bit tricky because

[51:05] it's in the hearing room,

[51:06] >> right?

[51:07] >> Um and then lastly, graduation was just

[51:10] really amazing. U Brian and Lynette

[51:13] joined me and I mean all the speeches,

[51:15] Lori did a speech, Katie and Brian had

[51:18] speeches, we heard from the class

[51:19] president, Sierra, uh I think the Senate

[51:22] moderator Ley and it was just a really

[51:26] nice day to celebrate with all the

[51:27] families. Um, I think that the rain was what it was. But you know

[51:32] what? I they did a really great job. And

[51:34] big shout out to the junior parents who

[51:36] set up graduation. So that happens too.

[51:38] And all the custodial staff and all

[51:40] night live is happening at the same

[51:41] time. So it's really busy on the campus.

[51:44] And I think they just did a really great

[51:46] job. And just, you know, personally,

[51:48] thank you to Conquered and Conquered

[51:49] Carlo Public Schools because my kids

[51:50] have been here since 2005. And I've said

[51:53] it before, I think we've I've had almost

[51:55] 300 teachers and tutors and staff and

[51:58] everyone else and it's really been a

[52:00] wonderful experience pre-K to 12. So,

[52:02] thank you to all of you for everything

[52:03] you do. All of our principles, our

[52:05] administrators, our teachers. It's

[52:08] greatly appreciated.

[52:10] >> That's it.

[52:11] >> No, I do love graduation though. I am 0

[52:13] for two when it comes to the weather.

[52:16] So,

[52:17] >> you've only been indoors. So, indoors.

[52:19] >> So, rising seniors may want to force me

[52:21] out of town. Um, is there are any

[52:24] updates on the conquered side?

[52:26] >> Not since our last meeting.

[52:27] >> Okay.

[52:31] » Sean, do you have any?

[52:32] >> Yeah, the MECO staff is organizing a

[52:35] semiformal dinner for Saturday and the

[52:37] kids are really excited to get dressed

[52:39] up this Saturday coming and um they're

[52:42] going to give out some little awards to

[52:44] students and recognize the fifth graders

[52:47] going on to sixth grade. and all the

[52:49] kids are really excited for this event.

[52:53] Um, next Wednesday the Metco family

[52:55] friends are doing an ice cream social

[52:58] after school at Alcott. Um, with a late

[53:01] bus coming back. So, the kids are also

[53:03] excited for that because as we bear down

[53:06] on the end of the year, everybody is

[53:07] just like, let's do fun things and be

[53:10] done with school.

[53:11] >> So, you know, they're gearing up for

[53:13] that. And those are the two two big

[53:14] events on on the calendar coming up.

[53:18] All right, perfect. Thank you.

[53:19] >> Y

[53:21] >> um CCHS student update.

[53:25] >> So

[53:28] here you want to come forward.

[53:32] >> I don't see Maddie online.

[53:33] >> No, I don't think she's here.

[53:35] >> She sends her apologies.

[53:47] All right. And I think this is our last

[53:48] update for the school year, which is

[53:51] really crazy. And um I think we do talk

[53:54] about elections on our slides today, but

[53:56] um yes, that's to come. Okay, I'm

[53:58] joining the Wi-Fi. It is taking This

[54:01] takes forever to do these. Okay, let's

[54:03] move that window to the side. There we

[54:04] go. Okay. Um so, we wanted to start out

[54:07] talking about um the CC musical, which

[54:10] was 9 to5. I went to that. I had a few

[54:12] friends who were leads in the show and

[54:14] that was really great to see them, you

[54:15] know, their last show graduating. They

[54:17] most of them have been in all of these

[54:19] musicals and plays over the past four

[54:21] years and that was just like spectacular

[54:23] because they it was such challenging

[54:25] songs. I know a lot of teachers were

[54:27] there. I saw a lot of familiar faces,

[54:29] students, like the audience was packed.

[54:30] I think I went on a Saturday night and

[54:33] like there were no free seats. Like it

[54:35] was really great to see how sold out

[54:36] that was. And I mean, everyone did an

[54:38] incredible job, the leads, the ensemble,

[54:40] um costumeuming. It was really great.

[54:42] And I know they have a new director this

[54:43] year, so it's just really um exciting to

[54:46] see all that. And then also in that same

[54:47] kind of field of um music, like being

[54:50] musical, I think there's a lot of

[54:51] overlap with the students is there is

[54:53] the Coral Pops concert. I did not

[54:54] attend, but I heard a lot of great

[54:56] things about that. Um it's really lovely

[54:58] to see how, you know, musical our

[55:01] student body is. And then we also had

[55:03] kind of a lot of there's a lot of like

[55:05] wrapping up things or finals and things.

[55:07] And so along that um we have this moot

[55:09] court finals which I did moot court but

[55:12] I was out one of the first rounds but a

[55:14] few of my two of my friends or four of

[55:16] my friends um made it to the finals and

[55:19] so there's two teams um it was Brook

[55:21] Hosford and Sierra Fonte on one team and

[55:24] they just barely won over um Ely McMaro

[55:28] and Stephanie Lang and that was so great

[55:31] to I was about to attend but it was

[55:32] really amazing because they have like

[55:34] actual judges there and so a lot of them

[55:36] all four of them actually want to go

[55:37] into something with like law or

[55:38] government. And so to have that

[55:39] experience like really real world um was

[55:42] lovely and I think their case was really

[55:44] interesting. I think it was about like a

[55:46] cop and like some kind of like breaking

[55:48] in without or with a warrant but like it

[55:50] was it was very interesting. So I did

[55:52] read it out and then yeah

[55:56] week

[55:57] >> yes.

[55:58] >> Um

[55:59] yeah spirit week I don't know that

[56:03] really followed it this year. It's been

[56:04] hard to get to follow it, but I know

[56:07] that they did like the freshman colors

[56:09] and like the sophomore colors. I like

[56:10] when a lot of like the younger kids

[56:12] still do spirit week. I feel like

[56:14] seniors were kind of like done.

[56:17] >> I didn't even know that there was a

[56:18] spirit week. Sorry.

[56:20] >> Um but a lot of people did like there

[56:22] was like also like country verse

[56:24] country. So it was like country club

[56:25] country. That was a fun one. I did that

[56:27] one. But

[56:28] >> um yeah. Oh, and then also I think I put

[56:31] this one down just a moment ago because

[56:32] I saw it from my friend. there was the

[56:34] annual high school art exhibition which

[56:36] was really great because I saw that on

[56:37] Instagram um a few of my friends are

[56:39] like artists and it was really amazing

[56:41] because they were able to put up their

[56:43] art and showcase what they've done this

[56:44] year and then talk about it with other

[56:46] artists their families and I think that

[56:47] you know even me who I'm not like

[56:49] directly engaged with the art scene at

[56:50] CC and that was just like amazing and

[56:53] mind-blowing to see these people who I

[56:54] have like my site class with you know

[56:56] create this incredible self-portrait and

[56:57] it's like oh my gosh like I didn't even

[56:59] know you had this whole extra skill set

[57:00] so really cool to see that. I know

[57:02] there's also awards then. And then

[57:04] speaking of awards, um we both attended

[57:06] the junior and the senior awards nights,

[57:08] which do you want to talk about that?

[57:10] You attended that, right?

[57:11] >> I got the St. Lawrence University award.

[57:14] Um it's really nice to see everyone. It

[57:16] was also a surprise cuz you didn't know

[57:18] what award you were getting or who was

[57:19] going to be there. So, um yeah, it was

[57:22] just a really good experience and like

[57:24] seeing I was really excited for my

[57:25] friend Vivy because her sister goes to

[57:27] Twolane and then she got the two award

[57:28] and I like saw her face like light up

[57:30] when she got it. So, I mean it was just

[57:32] an overall really nice experience.

[57:34] >> And then senior awards, I remember last

[57:36] year being a junior and then seniors

[57:37] senior awards right after and I just saw

[57:39] the amount of people going into those

[57:40] award that awards ceremony. I was like,

[57:42] "This is crazy." And so this year as a

[57:43] senior, I was able to see all that and

[57:45] there are just so many people in the

[57:46] audience and even people who aren't

[57:48] receiving awards, they're friends.

[57:49] They're there supporting their friends.

[57:51] Um and so you get like the engineering

[57:53] certificates are handed out. um like RO

[57:56] Kappa, which is the social studies and

[57:58] honor society. Those um kids are honored

[58:00] there. And then you also have more

[58:01] individualized awards. So like um

[58:03] certificates of excellence in certain

[58:05] classes and then also um old like

[58:07] departmental awards and then you got um

[58:09] like principal awards and so um like

[58:12] Maddie Clancy and I were recipients of

[58:14] the superintendent award which was

[58:16] presented by Dr. Hunter and we are so

[58:18] grateful um and honored for that. Um so

[58:20] it's just really great. I think that

[58:21] really kicks off like the end of our

[58:24] really I mean we've already finished our

[58:25] classes but um really exciting to cap

[58:27] off the year with all that. So yes, um

[58:30] we also we added this last minute

[58:32] because you guys had just brought up

[58:33] when Sunrise Club came in um presenting

[58:36] you know articles to um the town you

[58:38] know Tom meetings and it I think someone

[58:40] mentioned the Simon Catalo like meetings

[58:42] and so I do know that last week or two

[58:44] weeks ago girl club um had a meeting

[58:47] with him to discuss I don't know what

[58:49] exactly it was but it was some kind of

[58:51] voting act or I don't know exactly what

[58:53] it was.

[58:53] >> You want me to fill that in?

[58:54] >> Uh free menstrual products.

[58:56] >> Great. There you go. in public places.

[58:58] >> Oh, and then I think I also saw the

[59:00] League of Women Voters coming in. Maybe

[59:02] it was the week after. That's what I'm

[59:03] thinking of. Yeah,

[59:04] >> they were all together.

[59:04] >> Um, but yes, Girl was really great with

[59:07] that. And then anyway, um,

[59:09] >> we also had our senior clap out, which

[59:12] kind of goes in the theme with, you

[59:14] know, all these senior events. I know

[59:15] we're going to be talking a lot about

[59:16] that um, recently, but that was great

[59:18] because I think last year was very

[59:20] informal and then this year I think it

[59:22] was a more formalized thing. Um, and we

[59:24] were able to just walk through the halls

[59:26] to see our teachers and our students.

[59:27] Some of us like my younger brother, I

[59:29] could see him in the hallway. Um, and

[59:30] that was really special. And then we all

[59:32] rounded out in a circle in the um, right

[59:34] be the amphitheater at the end of the in

[59:37] the other calf. And that was really, I

[59:39] don't know, sweet to just see everyone

[59:40] on your last day, last official day, I

[59:43] guess, of classes. Um, do you want to

[59:45] talk about prom?

[59:47] >> Yes.

[59:50] » I co-planned the pre-prom. We actually

[59:53] just got the photos from the

[59:53] photographer today. You see like the

[59:55] bottom um left and then right above the

[59:58] Duncan one. We had I think somewhere

[1:00:01] near 200 plus people come to the

[1:00:03] pre-prom. Um it was like it was the day

[1:00:07] was perfect. The venue was perfect. I

[1:00:10] mean I don't know. I love prom. It was

[1:00:12] my first time going. So we're at the

[1:00:13] Boston Park Plaza if you want to add

[1:00:16] anything else to it. But

[1:00:17] >> not really. Yeah. Really exciting.

[1:00:19] >> Food was amazing, too. I heard that

[1:00:21] maybe they broke the dance floor because

[1:00:22] there was so much dancing going on.

[1:00:24] >> The dance floor was broken.

[1:00:26] >> It was like after the course of the

[1:00:27] night it like started like splitting and

[1:00:29] then you'd like cut like I still have

[1:00:31] cuts on my feet from falling on the

[1:00:33] floor. Um but that did happen.

[1:00:36] >> Um people's had too much fun I guess. Um

[1:00:38] and then also I wanted to mention the

[1:00:40] shout out the CC student interns which

[1:00:43] you guys might have seen cuz I think

[1:00:44] they were all highlighted on the

[1:00:45] Instagram page I believe. Um, but just

[1:00:48] so cool to again see, you know, some of

[1:00:50] your students like passions you kind of

[1:00:51] didn't know about like, oh, that

[1:00:53] person's interested in dermatology or

[1:00:55] they want to be a police officer or um

[1:00:58] like I know there was like a really cool

[1:01:00] like, you know, business or a few

[1:01:01] businesses that were made and that's

[1:01:02] just like so neat to see these like

[1:01:04] passions from your like peers who you

[1:01:06] don't normally like hear about that side

[1:01:07] of them um in your classes. So anyway,

[1:01:10] very cool to have that showcased um

[1:01:11] during lunches. And then um just more

[1:01:14] senior things I want to highlight

[1:01:16] because it was literally the most

[1:01:17] amazing like past two weeks just really

[1:01:19] sweet capping everything off. Um we had

[1:01:22] all night live. I mean of course

[1:01:23] graduation which yes it was rained out

[1:01:25] but I think that was totally made up for

[1:01:27] and we had so much fun. Um it was really

[1:01:29] great, really busy. Um impossible to

[1:01:31] take pictures with friends and family

[1:01:32] but somehow I managed it. Um Maddie and

[1:01:35] I have a picture. I think our heads

[1:01:36] might be barely cut off but we have our

[1:01:38] picture in this slide. Um, and we were

[1:01:41] sitting in the front row, so we were in

[1:01:43] a lot of those little cute pictures. I

[1:01:45] think a lot of them are in the conquer

[1:01:46] bridge. Um, so kind of special to have

[1:01:48] that all. And we went to Kimbells, we

[1:01:50] went to Six Flags, um, we had a field

[1:01:52] day. Um, just lots of stuff going on and

[1:01:55] really amazing to everyone. Thank you to

[1:01:57] everyone who hosted that and planned

[1:01:59] that out um because it really made our

[1:02:00] last few weeks here at CC so special.

[1:02:03] And I can't believe I'm leaving it all,

[1:02:05] but um, we're really excited. Um, and

[1:02:07] I'm I know Maddie would say the exact

[1:02:09] same thing if she was here, but um Yes.

[1:02:13] Okay. Do you want to talk about the car

[1:02:15] things, which I can't talk about

[1:02:16] anymore.

[1:02:19] >> I'm feeling very quiet. Um, so girls

[1:02:22] lacrosse is um currently in their

[1:02:24] playoffs. They won their last two

[1:02:25] playoffs games and I think they're

[1:02:27] number three in the state right now. Um,

[1:02:30] there's still time to climb to the top.

[1:02:32] They haven't had that many games.

[1:02:35] See what else? There's the photo on the

[1:02:37] bottom right which was one of the recent

[1:02:40] games I was I think in the conquered

[1:02:41] bridge that Amy took and they're like

[1:02:45] mostly just wrapping up and they're

[1:02:46] going to start having their banquetss

[1:02:48] and do you

[1:02:49] >> Yeah, I know. Like my brother does

[1:02:50] baseball and they're having the banquet

[1:02:51] like as we speak. So, um I'm going there

[1:02:54] right after this to deliver cookies. Um

[1:02:56] and then we also have which I think is

[1:02:58] very relevant to this. We have the

[1:02:59] student senate and government elections

[1:03:01] which that includes the school committee

[1:03:03] um representatives for next year taking

[1:03:05] over both Maddie and my positions. Um we

[1:03:08] won't know about that until next week I

[1:03:10] think but yes those two people who are

[1:03:13] elected will join because we're doing

[1:03:14] this again next year.

[1:03:15] >> Yes.

[1:03:15] we'll join just checking we'll join

[1:03:17] Mark. Um so yes very exciting.

[1:03:20] >> Yes. And student government just had

[1:03:21] their elections also. So

[1:03:22] >> and those results are out now. Yeah.

[1:03:24] >> Yeah. Vice president and then um Alex is

[1:03:27] president. Abby Adams is another vice

[1:03:29] president. Treasurer Charlotte Jackson

[1:03:30] and um sector is Hannah Cohen.

[1:03:33] >> So exciting. In case you missed it, Mark

[1:03:35] is the vice president of senior club

[1:03:38] very slightly.

[1:03:40] >> Yes. I wanted to get it right. But so

[1:03:42] girls playoffs is there's another game

[1:03:44] tomorrow, Elite 8, and it's the last

[1:03:47] home game at 4:30 for

[1:03:50] so try and go out there. And then our

[1:03:53] upcoming things or I mean finals Q5. Um

[1:03:57] and do you want to say anything about

[1:03:58] those? But

[1:03:59] >> quarter five um I'm doing reboot your

[1:04:02] wardrobe and combat app boot camp which

[1:04:06] >> I'm actually excited to get my common

[1:04:07] app done and like have somebody help me

[1:04:09] with it cuz

[1:04:10] >> before summer I think it'll like relieve

[1:04:12] so much stress. And then I'm a little

[1:04:13] bit interested on your wardrobe.

[1:04:19] » Yeah.

[1:04:19] >> Um and then of course summer. So, we're

[1:04:21] really excited and um Maddie and I are

[1:04:23] going to be leaving to go to college um

[1:04:26] sometime in mid August for both of us.

[1:04:28] Uh she's going to Dartmouth. I'll be

[1:04:29] going to Georgetown. So, we're both very

[1:04:31] excited. She's studying history and I'm

[1:04:33] studying government. So,

[1:04:35] >> yeah. Amazing.

[1:04:36] >> Congratulations.

[1:04:38] >> Congrats.

[1:04:38] >> Thank you.

[1:04:39] >> Um thank you for all of the updates

[1:04:42] throughout the year. Um you know, as

[1:04:43] someone who does not have students at

[1:04:45] the high school or children at the high

[1:04:46] school yet, it's, you know, just good to

[1:04:48] get a sense of what's going on. So

[1:04:49] >> yes,

[1:04:50] >> definitely appreciate it. Wish you best

[1:04:52] of luck. Um Mark, thank you as always.

[1:04:55] We'll look forward to seeing you back

[1:04:56] here next year. I you know, it'll be

[1:04:59] August and September before we know it,

[1:05:01] unfortunately. Um did anybody have any

[1:05:03] questions on the updates?

[1:05:06] >> Mark, what are you doing this summer?

[1:05:08] >> Oh, the summer. Um I'll be going to

[1:05:11] Nantuckle with my friend. And then

[1:05:14] besides that, oh, I just got into this

[1:05:17] program that I'm doing with the MECO

[1:05:20] CEO. I think it's called Bridgewater

[1:05:22] something. Um, the application is due

[1:05:24] tonight. So,

[1:05:26] but I'm really excited. It's about

[1:05:28] something with like civic and like

[1:05:29] business related stuff. So,

[1:05:31] >> awesome.

[1:05:32] >> I'll spend four days at MIT, which I'm

[1:05:33] really excited about.

[1:05:34] >> Okay.

[1:05:36] >> How about you, Evelyn? What are you up

[1:05:37] to for the summer?

[1:05:38] >> Hopefully working so I can make money

[1:05:40] over college. That's the plan. I'm

[1:05:42] working on my wrist bay right now. So,

[1:05:44] yes,

[1:05:45] >> I might know somebody else doing the

[1:05:46] same thing right now. Agent lives in my

[1:05:49] house.

[1:05:50] >> Yeah. All my friends are all in the same

[1:05:52] boat. So,

[1:05:54] >> the best of luck.

[1:05:54] >> Yeah.

[1:05:55] >> Thank you both. Good luck.

[1:05:56] >> Thank you all.

[1:05:57] >> Well done.

[1:06:00] >> All right. We'll now move on to public

[1:06:03] comment. Uh just as a reminder, our

[1:06:05] public comment period will be a period

[1:06:07] of 20 minutes. Um, as a reminder, this

[1:06:09] is a meeting in the public and not with

[1:06:11] the public. So, the school committee

[1:06:12] will not be responding to any comments.

[1:06:14] If you're in the room and would like to

[1:06:16] make um public comment, please submit a

[1:06:18] blue form to meet and you'll be called

[1:06:20] on to speak. If you're on Zoom, you can

[1:06:22] use the raise hand feature. Called to

[1:06:24] speak, please state your name and

[1:06:25] address before doing so. Um, we will go

[1:06:29] every other starting with a comment in

[1:06:30] the room and then taking a comment on

[1:06:32] Zoom and each person has a time limit of

[1:06:34] three minutes. Um, I don't have any blue

[1:06:37] forms yet. Is there anybody?

[1:06:44] Thank you so much. Hi. I just uh Cynthia

[1:06:47] Ready 80 Hunter Ridge Road. I just

[1:06:49] wanted to bring the community's

[1:06:51] attention to the events this month for

[1:06:54] Concrete Pride. Uh they have worked so

[1:06:57] hard. um all the organizers, if there's

[1:06:59] anybody online who's more intimately con

[1:07:02] uh aware of all the events. I just know

[1:07:05] that this Saturday starting at 9ine

[1:07:07] there's a parade at 10:30 there's a flag

[1:07:10] raising um in downtown conquered and I

[1:07:13] think there's then activities for the

[1:07:15] rest of the day familyfriendly

[1:07:17] activities. So starting at 11 with a

[1:07:19] stage in the center of conquered so uh

[1:07:22] please spread the word. I think it's

[1:07:24] going to be not raining for once.

[1:07:27] So I think it's going to be a great day.

[1:07:29] It might be a little warm, but uh I

[1:07:31] think it's just they've worked really

[1:07:32] hard and it's quite a tradition now I

[1:07:35] think in conquered and uh so please uh

[1:07:39] join in. Come from Carlile. We'd love to

[1:07:41] have you. So thank you very much.

[1:07:44] >> Thank you Cynthia.

[1:07:47] >> Is there anybody?

[1:07:54] » All right. Um moving along then. Jen

[1:07:56] Morgan.

[1:08:04] » Little little something.

[1:08:07] >> Just remember to say your address.

[1:08:09] >> My address is 91 Riverside Avenue.

[1:08:13] Good evening and thank you for the

[1:08:15] opportunity to speak tonight. My name is

[1:08:17] Jen Morgan. My husband Rob and I are

[1:08:20] parents of three children at Thorough

[1:08:22] Elementary School. Our oldest is in

[1:08:24] fifth grade and will be heading to CMS

[1:08:27] this fall. First, we'd like to share how

[1:08:30] impressed we've been with Principal

[1:08:31] Sparks, who's here, which is so nice,

[1:08:34] and the entire thorough staff,

[1:08:36] especially in response to the recent

[1:08:38] fire. Two of our three children's

[1:08:41] classrooms were displaced. And it has

[1:08:43] been clear that an extraordinary amount

[1:08:45] of care, intention, flexibility, and

[1:08:48] hard work went into supporting students

[1:08:51] and families through a difficult

[1:08:53] situation. We are deeply grateful for

[1:08:55] such capable leadership and feel

[1:08:57] fortunate to be part of this special

[1:08:59] school community. So, thank you.

[1:09:03] That experience also highlights

[1:09:04] something we value greatly in conquered

[1:09:07] schools. When challenges arise, our

[1:09:10] district approaches them thoughtfully

[1:09:12] with students well-being at the center.

[1:09:15] As our son prepares to transition to

[1:09:17] middle school, we hope to see that same

[1:09:19] intentionality applied to educational

[1:09:21] technology and AI, which we know

[1:09:24] significantly impacts the learning

[1:09:26] environment and potential of our

[1:09:27] children.

[1:09:29] Technology can be a powerful tool for

[1:09:31] learning, but how, when, and why it is

[1:09:34] used matters deeply. We are encouraged

[1:09:37] to see the district taking a closer look

[1:09:39] at educational technology through the

[1:09:41] upcoming assessment and we're hopeful

[1:09:43] that it will lead our school community

[1:09:45] in a productive and intentional

[1:09:47] direction. We are also excited about the

[1:09:50] work of the intentional tech coalition

[1:09:52] and fully support this group as we

[1:09:55] believe meaningful progress will come

[1:09:57] from strong partnerships between schools

[1:09:59] and families.

[1:10:01] We also believe that parents and

[1:10:03] educators share the same goal, helping

[1:10:05] children learn, grow, and thrive in a

[1:10:08] rapidly changing world. By working

[1:10:11] together, we can ensure that technology

[1:10:13] serves our students in ways that are

[1:10:15] purposeful, age appropriate, safe, and

[1:10:17] aligned with the values of our

[1:10:19] community. Thank you all for your time,

[1:10:21] your leadership, and your commitment to

[1:10:23] our children. Thank you.

[1:10:25] >> Thank you.

[1:10:28] >> I'll just check again online. Is there

[1:10:30] anyone who wants to make a public

[1:10:31] comment?

[1:10:34] All right. And I don't have any more

[1:10:35] forms in the room.

[1:10:38] So that concludes public comment. Um

[1:10:40] we'll now move on to the consent agenda

[1:10:42] where we have warrants a donation for

[1:10:45] senior week. Um as well as a CCHS trip

[1:10:48] to the White Mountains. Would someone

[1:10:50] like to make a motion to I guess first

[1:10:52] anything that needs to get pulled off

[1:10:53] from the consent agenda?

[1:10:56] >> All right. We accept the consent agenda.

[1:10:59] Okay. Is there a second? Second.

[1:11:02] >> Any discussion?

[1:11:04] >> Favor.

[1:11:04] >> I

[1:11:08] uh in terms of correspondence, I think

[1:11:12] it was two.

[1:11:15] >> Um we got correspondence related to um

[1:11:18] signage at the high school. Um and then

[1:11:21] we also had um signage sorry from the

[1:11:28] All right,

[1:11:30] moving on to discussion. Um, the first

[1:11:32] thing is the Maisy O'Donnell um dining

[1:11:34] center update and as you have been

[1:11:37] leaison.

[1:11:38] >> Yep.

[1:11:38] >> There I will turn over you.

[1:11:40] >> All right. Um, we welcome Sandy Smith

[1:11:44] who is joining us on behalf of the Maisy

[1:11:46] O'Donnell Foundation and we have Betsy

[1:11:49] O'Donnell who is joining us on Zoom from

[1:11:52] Bulgaria. So it's really late um really late and so they are coming to us

[1:11:58] to tell us a little bit about their

[1:11:59] project which are really looking forward

[1:12:01] to working with the O'Donnell Foundation

[1:12:04] the Maisy O'Donnell Foundation with the

[1:12:06] town with CC Pools. Betsy is currently

[1:12:09] president of CC Pools also. So I will

[1:12:12] turn it over to Sandy and Betsy. You

[1:12:14] guys can decide who goes first.

[1:12:16] >> I think Betsy you're you're up first.

[1:12:18] >> I am. So, I just want thank you, Sandy,

[1:12:21] and and thank you, Tracy. Um, you know,

[1:12:23] Kristoff and I just want to say once

[1:12:25] again how truly grateful we are for the

[1:12:29] support of the town in this initiative.

[1:12:31] Um, you know, really this has been a

[1:12:33] community endeavor to raise the money

[1:12:35] and the funds. And so, um, we greatly

[1:12:38] appreciate your help as we navigate

[1:12:40] these final last details. Um, and I will

[1:12:43] turn it over to Sandy who will walk

[1:12:45] through, um, those details.

[1:12:48] >> Great. Thanks very much, Betsy. And

[1:12:51] thank you, Tracy, for that introduction.

[1:12:53] I thought I might just give a quick

[1:12:56] rundown of what's happened since we were

[1:12:59] in front of you on August 20th last

[1:13:02] year. Uh we presented a conceptual

[1:13:06] design for the Maisy O'Donnell dryland

[1:13:10] training center, which would be attached

[1:13:12] to the Bey Center. At that point it was

[1:13:15] conceptual uh and we were delighted with

[1:13:18] the reception we got from the school

[1:13:20] committee. It was unanimous at the time.

[1:13:22] Uh and uh then our next stop was with

[1:13:27] the select board. We made a similar

[1:13:29] presentation to them on October 6th.

[1:13:32] They were unanimously supportive of the

[1:13:34] project as well. We asked the select

[1:13:36] board at that meeting if we could uh uh

[1:13:42] if we could run the project with a

[1:13:45] nonprofit organization as opposed to

[1:13:47] having the town uh build the build the

[1:13:50] project. And we did that for two

[1:13:51] reasons. One, uh we felt that we could

[1:13:54] do it for uh a lower budget and we felt

[1:13:57] we could do it faster. And the select

[1:14:00] board and town manager agreed um at that

[1:14:04] meeting. And so the uh town council then

[1:14:08] uh rendered an opinion that in fact we

[1:14:11] could we could do that because laws had

[1:14:14] changed since uh the original beauty

[1:14:17] center was uh built in the in the early

[1:14:21] 2000s. Um town council rendered

[1:14:26] positive opinion on October 24th.

[1:14:30] In November, we were actually able to

[1:14:32] revive the original CC Pools nonprofit

[1:14:35] organization with the help of Henry

[1:14:37] Dayne, who was on the original board of

[1:14:39] CC Pools.

[1:14:42] So, we had our nonprofit already

[1:14:43] basically in place, which helped uh

[1:14:46] tremendously. On January 16th, uh we

[1:14:50] signed a memorandum of understanding

[1:14:52] with the town uh which entrusts uh CC

[1:14:57] pools with the design and construction

[1:15:01] of the uh of the addition. And the

[1:15:06] memorandum of understanding is very

[1:15:08] specific in that the primary purpose uh

[1:15:12] of this addition is for the instruction

[1:15:15] and training of student athletes

[1:15:18] preparing themselves for participation

[1:15:20] in intercolastic and amateur competition

[1:15:23] and aquatic diving and related skills.

[1:15:26] That means the CCHS swim and dive team.

[1:15:30] So although it's attached to the BD

[1:15:33] center, this is for your this is for

[1:15:36] your students, all of our students

[1:15:39] primarily.

[1:15:40] Um

[1:15:42] uh on March 20th, we retained the

[1:15:45] architectural firm of Studio DSK uh to

[1:15:50] uh begin the design work and we're

[1:15:52] currently in the design phase of the

[1:15:54] project at the moment. Uh we're we're

[1:15:57] hoping to submit uh permit applications

[1:16:01] uh very shortly. Um

[1:16:05] and as you'll recall, the plan that we

[1:16:08] had last summer was to uh locate the

[1:16:12] addition in what I'll refer to as the

[1:16:15] lower parking lot. It's a small parking

[1:16:17] lot as you face the beauty center to

[1:16:20] around to the left and sort of down a

[1:16:21] level. Uh the attractive part of that is

[1:16:24] it's right through this. There's a wall

[1:16:28] there, very tall wall, 30 plus feet, but

[1:16:32] it's right adjacent to the dive well.

[1:16:35] And it makes absolutely perfect sense

[1:16:37] that that be the location. Um there's ve

[1:16:40] very little uh site prep that has to be

[1:16:43] done because the parking lot there is

[1:16:44] right at basically at the uh the pool uh

[1:16:48] pool level. Um so that's our current

[1:16:52] plan. Uh in order to execute on that

[1:16:55] plan however uh there are six parking

[1:16:58] spots there uh that are for a

[1:17:01] combination of uh staff parking and for

[1:17:05] delivery and service vehicles and we

[1:17:08] need to find a place to relocate those

[1:17:11] parking spots. Uh the special permit

[1:17:14] that was uh issued for the original BD

[1:17:18] center required a total number of 136

[1:17:21] parking spaces and six of those are

[1:17:26] those those six. Um in in considering

[1:17:31] the alternatives that we had uh we

[1:17:34] wanted to find a solution which

[1:17:39] uh had as little impact on the overall

[1:17:43] campus site both high school and BD

[1:17:46] center site as possible in terms of

[1:17:49] adding imperous surfaces. That's not a

[1:17:52] good thing. Uh so we're trying to avoid

[1:17:55] that. We're trying to do something that

[1:17:57] can be done fairly easily and where we

[1:18:00] can um we can uh not have to divert a

[1:18:05] lot of our resources into something

[1:18:07] other than uh our focus on building a

[1:18:11] first class diving facility for for our

[1:18:15] students. Um so we have come up with a

[1:18:19] proposal which uh if you could Drew if

[1:18:23] you could pass those around. Uh I have

[1:18:28] 12.

[1:18:32] » Um which involves uh your help.

[1:18:39] Um,

[1:18:43] let me get to my second page here.

[1:18:47] Um, we've identified

[1:18:49] uh locations on the uh CCHS campus where

[1:18:55] we would like to strike uh six

[1:18:59] replacement parking spaces.

[1:19:02] Uh the fir on the first page of the

[1:19:04] handout, you'll see an area up by the

[1:19:09] radio station, um the TV station, and

[1:19:12] it's near the loading dock for the high

[1:19:14] school. And there's a small little uh

[1:19:16] sort of cutth through area that has just

[1:19:18] enough spaces for three three parking

[1:19:21] spaces. Um

[1:19:24] and that's what we're showing on on the

[1:19:27] first slide here, the first picture.

[1:19:31] Um that gets us halfway. And then we uh

[1:19:37] identified an area on the access road

[1:19:41] into the high school campus from Walden

[1:19:44] Street. On the second slide, the town

[1:19:46] forest is right across uh to the right

[1:19:49] here on this picture. You see Walden

[1:19:51] Street coming across uh on on the right.

[1:19:54] And as you turn up and the be center

[1:19:56] parking lot, um, one of the entrance

[1:19:59] exits is there on the left, but we've

[1:20:03] got identified a spot for three

[1:20:06] additional parking spaces. Um,

[1:20:10] this would allow us to comply with the

[1:20:14] special permit that we need to comply

[1:20:16] with. Um, and as I said, it it it um

[1:20:21] it's it's been reviewed by both the

[1:20:24] police and fire departments. They're

[1:20:27] they concur this is

[1:20:31] a reasonable plan. Uh and uh as I said,

[1:20:36] the these six spaces will not disrupt

[1:20:40] any of the current student parking. I

[1:20:42] know all the student parking spaces are

[1:20:43] all numbered and uh we certainly didn't

[1:20:46] want to disrupt all that numbering. Um

[1:20:49] these can be numbered or not depending

[1:20:51] what what you want to do with them. Uh

[1:20:53] but it doesn't disrupt the current

[1:20:55] student parking. U it will have no

[1:20:58] impact on imperous surfaces at all. Uh,

[1:21:02] and as I said, it will allow us to

[1:21:05] devote all of our resources to building

[1:21:07] a a terrific uh uh diving facility for

[1:21:11] the town. So, that's the proposal. We

[1:21:14] would uh appreciate your support of that

[1:21:17] and that will allow us to move forward

[1:21:19] to the permitting process uh finish up

[1:21:22] our design work and move forward on with

[1:21:25] a permit application sometime in the

[1:21:27] next several weeks.

[1:21:30] Just to clarify, is this the only thing

[1:21:33] standing between getting to that next

[1:21:35] stage, getting to permitting?

[1:21:37] >> Well, it's certainly one of them. I

[1:21:39] mean, we we have to once we get this

[1:21:41] done and know that we've been able to

[1:21:44] find spots to to satisfy

[1:21:47] uh the requirements, uh then we can

[1:21:50] finish up the actual design work.

[1:21:53] >> But we we have, you know, we had a good

[1:21:56] head start on on that. uh uh because

[1:21:59] it's fundamentally a very similar plan

[1:22:02] to what we had last summer.

[1:22:04] >> So, has the timeline shifted at all?

[1:22:06] >> Sorry.

[1:22:06] >> Has the timeline shifted since uh we

[1:22:08] spoke last summer?

[1:22:09] >> Has the timeline shifted? Um

[1:22:13] that's an interesting question. Uh we're

[1:22:15] not really in control of the timeline.

[1:22:17] The uh the planning board and the zoning

[1:22:20] board really are going to determine what

[1:22:22] the what the timeline is. uh we we will

[1:22:25] have to we we hope to be able to submit

[1:22:29] um an application

[1:22:31] to them uh this month. Um and

[1:22:38] looking at their calendar, it looks like

[1:22:41] our first meeting opportunity with them

[1:22:43] would be about six weeks out from the

[1:22:45] time that we submit the application. Um,

[1:22:48] then there's a 20 or 30-day waiting

[1:22:51] period after they approve it for

[1:22:54] appeals. Uh, we'll wait for that. Uh,

[1:22:57] and then we would

[1:23:01] probably begin construction sometime in

[1:23:03] the early part of the fall be my guess.

[1:23:08] » Well, what a wonderful way to really

[1:23:10] honor Macy's life and to give a gift to

[1:23:13] the town. I mean, we're so grateful for

[1:23:15] the work that the foundation's done and

[1:23:17] for everyone that's contributed to it

[1:23:19] and we are definitely looking forward to

[1:23:21] partnering with the town to really make

[1:23:22] this happen.

[1:23:24] >> Thank Thank you. We promise you we'll do

[1:23:28] our best job to produce a, as I said, a

[1:23:32] first class uh facility that you and the

[1:23:36] town will be proud of. That's that's our

[1:23:38] objective. if you can help us with

[1:23:41] allowing us to stripe these six spaces,

[1:23:43] that'll be a huge hurdle that we will

[1:23:46] clear.

[1:23:47] >> So, what are the next steps?

[1:23:48] >> Yeah, so I've been involved in this for

[1:23:50] weeks now. So, we vetted these spots.

[1:23:52] It's totally fine.

[1:23:54] >> Okay.

[1:23:54] >> By the high school. Um, no impact really

[1:23:58] at all. In fact, some are already had

[1:24:00] parking.

[1:24:00] >> Yeah. Park and our maintenance team can

[1:24:04] stripe them tomorrow if you approve it.

[1:24:06] So, it's pretty straightforward if we're

[1:24:08] all on the same page.

[1:24:09] >> Okay. But we're not voting on this.

[1:24:11] >> Um, well, if it I think it we have one

[1:24:16] more meeting, but it might be best to

[1:24:17] vote on it tonight unless someone wants

[1:24:20] to wait till the next meeting,

[1:24:22] >> but it seems like to me it seems very

[1:24:24] straightforward and with the approval

[1:24:26] from police and fire and the district

[1:24:29] and everyone saying that this seems to

[1:24:31] be okay. I know we talked about um they

[1:24:33] had talked about putting additional ones

[1:24:35] all down that Walden Street, but now

[1:24:38] that's not gonna happen. So I feel like

[1:24:40] even from buses entering and leaving, if

[1:24:42] you've been on that campus during that

[1:24:44] time, this shouldn't have any impact on

[1:24:46] that.

[1:24:46] >> Okay.

[1:24:47] >> So people feel comfortable, I think we

[1:24:49] put to the vote.

[1:24:50] >> If I recall from the last time we

[1:24:52] discussed this, that was the only

[1:24:53] concern.

[1:24:54] >> There were six spots, three spots. And

[1:24:57] if police and fire is saying there's

[1:24:59] ample space from the intersection at

[1:25:01] Walden from the front, I don't see

[1:25:04] anything that should hold us back.

[1:25:06] >> I feel like this is the least we can do

[1:25:07] and we should approve it tonight and get

[1:25:09] them on their way.

[1:25:12] >> Seems like a no-brainer to me, too.

[1:25:14] >> All right. So, I I'll make a motion to

[1:25:16] approve the six parking spots as

[1:25:18] proposed at the meeting.

[1:25:20] >> Seconded.

[1:25:21] >> Any final discussion?

[1:25:24] » All in favor? I

[1:25:28] >> All right. Thank you very much. Thank

[1:25:30] you very much.

[1:25:31] >> Thank you. Thank you all so so much. We

[1:25:33] really appreciate it.

[1:25:37] » Okay. Um we will continue now to our

[1:25:41] school improvement plans. Dr. Over to

[1:25:45] you.

[1:25:45] >> Great. So we were going to reverse order

[1:25:47] here and start with the high school um

[1:25:49] and then make our way to middle and

[1:25:51] elementaryaries. So, I'm going to invite

[1:25:53] Katie Style and Brian Miller up to talk

[1:25:56] with you. Our plan is to um assume

[1:26:00] you've read them and highlight each

[1:26:04] administration is going to highlight a

[1:26:06] few pieces, but we really want this to

[1:26:09] be a dialogue um and not just sit here

[1:26:12] and lecture with you. We're cognizant of

[1:26:14] time and want to be sure it's a back and

[1:26:18] forth discussion and not just us talking

[1:26:21] with you talking with you but not at

[1:26:23] you. So Brian and Katie are here. I'm

[1:26:26] going to turn it over to them to kick it

[1:26:28] off and then we can discuss from there.

[1:26:32] >> Hey everybody.

[1:26:33] >> Hi

[1:26:34] to see you.

[1:26:36] >> Um okay so we are just going to choose

[1:26:39] two uh rows that we're going to talk

[1:26:41] about. So, first one we want to talk

[1:26:43] about is on the bottom of the first

[1:26:44] page, and it's talking about um

[1:26:47] expanding student driven learning

[1:26:49] opportunities, increase our

[1:26:50] understanding, understanding,

[1:26:52] engagement, and joy. Um that's something

[1:26:54] we're really looking forward to do.

[1:26:57] So, one of the ways we want to do that

[1:26:58] is we have been partnering with

[1:27:00] Levvenia, which is a um ed education

[1:27:03] consultant group for the past two years.

[1:27:04] They've been they've been amazing. It's

[1:27:06] taken us a little bit of time to find

[1:27:08] the right group to offer professional

[1:27:10] development for our staff, but they have

[1:27:12] really formed strong connections. Um,

[1:27:16] and they so it's just nice. They're not

[1:27:18] the one hit wonder. They many of them

[1:27:20] are on campus five or 10 times

[1:27:21] throughout the year. They know our

[1:27:23] staff's name. Our staff knows their

[1:27:24] name. They have a a real actual

[1:27:28] connection. Um, especially built over

[1:27:31] two years now. So, we really want

[1:27:33] they've been doing a lot of individual

[1:27:34] coaching with our staff, but something

[1:27:37] that we're looking to bring in next year

[1:27:39] is really look at strengthening our

[1:27:41] leadership team ability to do some of

[1:27:43] that work as well. So, three or four

[1:27:46] times over the course of the next year,

[1:27:50] bringing them in directly into our

[1:27:51] leadership teams. Um, the other thing

[1:27:54] that we are really looking to expand is

[1:27:57] or explore is our interdisciplinary

[1:27:59] offerings. Um I think many of you know

[1:28:01] what Twice Totales is.

[1:28:03] >> Yes.

[1:28:04] Okay. So we've always only offered

[1:28:06] that in first semester but we are

[1:28:08] offering it in both semesters next year.

[1:28:11] We're also expanding um

[1:28:15] uh offering AP environmental science and

[1:28:17] AP language in Rivers and Revolutions

[1:28:20] directly.

[1:28:21] >> So that will be a really cool addition.

[1:28:24] Um, and then also we've been talking

[1:28:27] with some of the ninth grade academy

[1:28:29] leaders about what opportunities might

[1:28:31] exist for um, within the ninth grade

[1:28:34] academy team structure. One thing you'll

[1:28:36] notice is that we have had a fourth goal

[1:28:39] for a long time about the nth grade

[1:28:40] academy, but we feel like we're doing a

[1:28:43] really good job at it and we just felt

[1:28:44] like we did. It doesn't mean we're not

[1:28:45] going to continue to keep it a focus,

[1:28:47] but it's not something that we felt like

[1:28:49] we needed a fourth goal in. But um this

[1:28:52] summer, some of our summer work is going

[1:28:54] to be about exploring the

[1:28:56] interdisciplinary opportunities that

[1:28:58] might exist in this academy model. So

[1:29:00] we're really excited about those ideas.

[1:29:02] >> Yeah. And just to um piggyback about

[1:29:05] Levvenia, um we're just really excited

[1:29:07] to continue that work next year with our

[1:29:09] English, social studies, math, and

[1:29:10] science departments. um the work that

[1:29:12] they're doing with our department

[1:29:14] chairs, getting into classrooms,

[1:29:16] observing with the chairs, kind of using

[1:29:18] that coaching model has been incredibly

[1:29:20] impactful and beneficial for all of our

[1:29:22] teachers. Um and really thinking about

[1:29:24] some of the transferable skills that

[1:29:26] they can use for students and um kind of

[1:29:29] shifting the cognitive load for for

[1:29:30] teachers and students. So um we're

[1:29:33] really looking forward to continuing

[1:29:34] that work with them next year.

[1:29:38] Can I ask a question about apes within

[1:29:41] um Rivers? Yeah. So, if you take Rivers

[1:29:44] first semester, you'll take first

[1:29:45] semester AP environmental and then

[1:29:47] you'll take either A or B block or

[1:29:49] whatever block it fits into second

[1:29:51] semester.

[1:29:51] >> Yeah. So, you can do it both ways.

[1:29:53] >> Yeah, you can do it both ways.

[1:29:55] >> Okay.

[1:29:55] >> You could take you could do like apes

[1:29:57] and rivers first semester and then do

[1:29:59] apes not in rivers outside of rivers.

[1:30:01] >> Yeah. Like it wouldn't necessarily have

[1:30:02] to be in a reblock cuz now you're no

[1:30:04] longer in rivers.

[1:30:06] >> Yes. So, um,

[1:30:08] >> and Twice Told Tales is over subscribed

[1:30:10] every year, right? So, this is a I mean,

[1:30:13] there's like a hundred kids every year

[1:30:15] that want it. So, I still don't know if

[1:30:17] we met all the demand

[1:30:19] >> for all the kids who Yeah. It's a great

[1:30:21] course.

[1:30:21] >> They they present here and we all wanted

[1:30:23] to sit up.

[1:30:25] >> Alex and Eric are amazing.

[1:30:28] >> Yeah. Okay. So, the next thing we're

[1:30:29] going to talk about um is on the last

[1:30:32] page, creating and promoting safe spaces

[1:30:34] where voices and needs of diverse

[1:30:36] students and their families are valued

[1:30:38] and heard. Um so we've had quite a few

[1:30:42] um new affinity groups pop up this year

[1:30:44] and something that we started to do um

[1:30:47] midyear was to bring together the

[1:30:49] leaders of those affinity groups so that

[1:30:51] they could have time together to talk

[1:30:53] about common themes, common challenges,

[1:30:57] um scheduling different things that they

[1:30:59] have coming up. and it's been really

[1:31:01] incredible um to have those leaders come

[1:31:04] together to kind of share, you know, the

[1:31:07] different things that their that their

[1:31:08] groups are doing. Um so that's something

[1:31:10] that we're definitely going to continue.

[1:31:12] Um we're our goal is to have at least

[1:31:15] one meeting um each quarter next year so

[1:31:18] that all the leaders can come together

[1:31:20] and just brainstorm um and share ideas.

[1:31:23] And um it was really cool to see just

[1:31:26] like after our very first meeting all

[1:31:28] the different affinity groups following

[1:31:29] each other on social media and talking

[1:31:31] about ideas for you know ways that they

[1:31:33] can incorporate their groups into fun

[1:31:35] Fridays and things that they can do

[1:31:37] together and promoting each other's

[1:31:38] events. Um so that's been really

[1:31:41] exciting to see and we're really excited

[1:31:42] to continue that work um with our

[1:31:44] student body next year. Yeah. Our

[1:31:47] student um reps came in and talked about

[1:31:49] how impactful that was and so it's great

[1:31:51] to see you guys lean into that a little

[1:31:53] bit more.

[1:31:54] >> Yeah. Yeah. We're excited about it

[1:31:55] >> and it's it's fun to hear the students

[1:31:57] talk about it and then you come in and

[1:31:58] talk about

[1:32:00] >> Yep.

[1:32:01] >> Well, we both mentioned it on Saturday

[1:32:03] as well. It was like

[1:32:04] >> we didn't really know that like

[1:32:07] >> we hadn't read Lor's. Lori hadn't read

[1:32:08] our

[1:32:09] >> You didn't get it done enough.

[1:32:12] >> And you can watch it on Minute Man Media

[1:32:14] if you missed it. I watch all my

[1:32:16] speeches there. Excellent.

[1:32:17] >> I know that uh I'm being led under the

[1:32:20] DI commission that the commission has

[1:32:22] interest in working with the student

[1:32:25] affinity groups and I've also heard from

[1:32:27] the student affinity groups that they

[1:32:28] want to work together not only with the

[1:32:31] other groups in the school but expand an

[1:32:34] envelope with other neighboring

[1:32:36] communities the like affinity groups. Is

[1:32:38] there any work going on toward that?

[1:32:40] Yeah. So, I know that our BSU has often

[1:32:43] had um potlucks with uh let's see,

[1:32:46] Bedford and Wakefield.

[1:32:48] >> Yes,

[1:32:48] >> I think those I think Wakefield. So, I

[1:32:51] and I know that our um Spectrum group,

[1:32:56] not only Spectrum, but a lot of students

[1:32:58] in Spectrum just went to a um LGBTQIA

[1:33:02] plus prom three a few Fridays ago

[1:33:06] >> uh held at Wuburn High School. So, I

[1:33:08] think that as the affinity groups become

[1:33:11] more um developed that I think right now

[1:33:16] some of them are just getting their feet

[1:33:18] underwater and trying to deal with

[1:33:19] navigating CC,

[1:33:21] >> but then they're ready like some of

[1:33:23] those groups have been around for a bit

[1:33:24] longer and are looking elsewhere as

[1:33:26] well.

[1:33:26] >> Yeah,

[1:33:29] >> a couple of questions about uh academic

[1:33:31] achievement. Um just says 95% retention

[1:33:35] of uh students in

[1:33:39] how far are we from that target?

[1:33:43] >> Um so dual enrollment we have no measure

[1:33:45] of because we've never done dual

[1:33:47] enrollment.

[1:33:47] >> Okay.

[1:33:48] >> Um so there's that.

[1:33:50] >> Um I think that we've made

[1:33:52] >> Can you explain dual enrollment for the

[1:33:54] committee?

[1:33:55] >> So I guess I should call it concurrent

[1:33:56] enrollment because that's really what

[1:33:58] it's called. So dual enrollment would be

[1:34:00] if our students went to Middle Sex and

[1:34:03] took courses at Middle Sex during the

[1:34:05] day. Concurrent enrollment will be

[1:34:07] students will receive CC but also Middle

[1:34:10] Sex credit but the course is taught by a

[1:34:12] CC teacher

[1:34:13] >> at CC So you could have kids in I don't

[1:34:18] know like

[1:34:19] >> psychology and Katie could be taking it

[1:34:23] for concurrent enrollment credit and I'm not or vice versa. Um, I think that

[1:34:29] we right now we have made a lot of

[1:34:32] progress recently about just getting

[1:34:35] these marginalized students into honors

[1:34:38] and AP courses and we've really started

[1:34:40] with 9th grade. So, it's hard to say we

[1:34:42] started 2 or 3 years ago with younger

[1:34:44] students. It's too it's really hard to

[1:34:47] just start with your 12th graders and

[1:34:49] say all of a sudden you're going to take

[1:34:51] the student is not really setting up a

[1:34:53] student for success. So I think this is

[1:34:55] the first year that we actually have a

[1:34:57] substantial number of students taking

[1:34:58] it. So it's hard for

[1:35:01] me to really give that data exactly but

[1:35:03] I think it's

[1:35:04] >> yes for sure.

[1:35:06] >> Um on a on a similar line right the

[1:35:10] enrollment in upper class courses by

[1:35:12] 10%. Is that the goal over the next year

[1:35:16] or

[1:35:18] few years? I think that that is our goal

[1:35:20] for next if for this coming year like

[1:35:23] sort of when kids have registered for

[1:35:24] courses in a year from now. Okay.

[1:35:27] >> 10% more than a baseline right now.

[1:35:29] >> 10% more than now. Yeah.

[1:35:33] >> Let's just ask questions of a few more

[1:35:35] asking.

[1:35:37] >> But didn't you also have students that

[1:35:39] opted to enroll in some of your English

[1:35:43] electives versus like AP English? So you

[1:35:46] can have the goal, but some they might

[1:35:48] say, "Gee, I really want to take, I

[1:35:49] don't know, I'll make it up French

[1:35:50] literature instead of taking AP L and so

[1:35:54] that's going to happen, right? But you

[1:35:56] can still take it for honors credit."

[1:35:58] Okay.

[1:35:58] >> Yeah. And there's so many I mean, I'm

[1:36:00] sure you've seen the course catalog.

[1:36:02] There's so many amazing courses for

[1:36:03] students to choose. So, so it's really

[1:36:05] about, you know, preference and what

[1:36:07] they want to study and what they want to

[1:36:09] spend their time on.

[1:36:10] >> And I had somebody ask me like literally

[1:36:11] today, they're like, "Well, does it

[1:36:13] matter if you take AP or honors? like is

[1:36:15] there any difference? Like and people

[1:36:17] always worry about what colleges think

[1:36:18] of taking AP class versus an honors

[1:36:20] class and I was like personally I'm like

[1:36:23] it doesn't really matter like like take

[1:36:25] what you want to take and take what

[1:36:27] you're prepared for.

[1:36:28] >> Yeah. I think it's all about fit for a

[1:36:29] student and thinking about like their balance as a whole and their

[1:36:32] course load as a whole and what makes

[1:36:34] sense for them especially in their

[1:36:35] junior and senior years

[1:36:36] >> when they have more flexibility to

[1:36:38] choose classes that they want to be in.

[1:36:42] Um, I did have a question. I noticed um

[1:36:46] it said um grade 6 to 12 department

[1:36:48] chairs meeting to to collaborate. Um,

[1:36:51] and you probably know where I'm going

[1:36:52] with this. Where are the opportunities

[1:36:54] um for for Carlile if any?

[1:36:57] >> Yeah. So, we did so we've done this this

[1:36:58] year as well.

[1:37:00] >> It's uh Carlilele has absolutely been

[1:37:02] included. they don't have maybe it's

[1:37:04] less a department chair but there's

[1:37:05] certainly like a liaison from carile

[1:37:08] that they've been included

[1:37:10] >> in the discussions um

[1:37:13] >> so I think our goal is just to we

[1:37:15] started it this year and how I think we

[1:37:18] maybe did two or three

[1:37:19] >> our chairs love it they love you know

[1:37:22] streamlining and talking about the you

[1:37:24] know the vertical alignment so that's

[1:37:25] been exciting

[1:37:27] >> for sure

[1:37:28] >> so I think we're just looking to expand

[1:37:29] on that and

[1:37:31] just at least have it happen once a

[1:37:33] quarter.

[1:37:34] >> No, that's great. And especially as

[1:37:35] we're finishing our strategic plan where

[1:37:37] vertical and horizontal alignment from

[1:37:39] preK to 8 is going to be something we

[1:37:42] start on next year.

[1:37:43] >> Yeah,

[1:37:44] >> I think just great to hear.

[1:37:47] >> Did you go back to the dual?

[1:37:49] >> Oh, go ahead. The dual enrollment real

[1:37:51] quick. I love that you're committing to

[1:37:53] that and I wonder if there's any

[1:37:55] movement toward early college as well.

[1:37:57] typically is one of the best catalysts

[1:37:59] for low-income students to launch into

[1:38:02] college and complete uh not only saving

[1:38:04] them money but also getting them far

[1:38:07] along the journey to a degree. I'm

[1:38:09] curious if there's any uh momentum or

[1:38:12] thinking toward that in the future.

[1:38:15] >> Yeah. So, this is definitely this is new

[1:38:17] for us starting next year. So for us,

[1:38:19] like we're really excited about this and

[1:38:21] I think we'll see, you know, we'll see

[1:38:24] how our students do with it, how much

[1:38:26] they take advantage of it. I mean, I

[1:38:28] think that I think they're going to

[1:38:29] really like it for many of those

[1:38:31] reasons. Um, so I think anything to kind

[1:38:34] of think about the benefits for our

[1:38:37] students post high school, right?

[1:38:39] Earning credits and all those things is

[1:38:40] certainly something that we're open to

[1:38:43] um exploring and thinking about and will

[1:38:45] continue to. Do you imagine it'll have

[1:38:47] an impact on college enrollment rates?

[1:38:49] And I I know we have a very high college

[1:38:51] enrollment rate.

[1:38:52] >> Yeah.

[1:38:52] >> But I don't know actually what our

[1:38:54] college completion rate is of for

[1:38:56] students who graduate from conquered and

[1:38:58] I don't know if that is knowable uh or

[1:39:00] easily knowable.

[1:39:02] >> Not easily.

[1:39:04] >> Um yeah,

[1:39:05] >> we've talked about that. That's

[1:39:07] something that we Yeah, we don't we

[1:39:08] don't have great data on that. M

[1:39:10] >> um we just did an exit survey for our

[1:39:12] seniors and asked for their email

[1:39:14] addresses or personal email addresses

[1:39:16] for you know when they leave so that we

[1:39:19] you know as we think about how to

[1:39:20] capture more data moving forward we can

[1:39:22] reach more students

[1:39:23] >> but doesn't desi track like 16 months

[1:39:25] after but they don't track beyond

[1:39:28] >> yeah you'd have to do I think the best

[1:39:30] proxy would be 36 months national

[1:39:33] student clearing house data which is not

[1:39:36] >> it's not crazy expensive it's like $3 a

[1:39:38] student to buy that data. Yeah,

[1:39:40] >> but it's possible in theory.

[1:39:42] >> Yeah, I I I would posit I hypothesize

[1:39:46] that you would have an impact on it by

[1:39:48] the dual enrollment in early college uh

[1:39:50] initiative.

[1:39:51] >> Yeah.

[1:39:54] » Okay. Maybe I'll keep asking. Um go for

[1:39:56] it.

[1:39:57] >> The the multi-tered support uh it spoke

[1:39:59] about 9th and 10th grade. Uh is is there

[1:40:02] a reason why it's starting 11 to and 12

[1:40:05] or

[1:40:07] >> I think that we certainly are we focus a

[1:40:09] lot with our screeners and things with

[1:40:11] our um reading screeners and math

[1:40:13] screeners towards the younger grades and

[1:40:15] I think just building that foundation in the ninth and tth grades has been um

[1:40:20] really beneficial to our students as

[1:40:22] they get to 11th and 12th grade. I think

[1:40:25] it's certainly we certainly provide

[1:40:27] students with the supports that they

[1:40:28] need. It's just we're not necessarily

[1:40:30] looking at the whole grade um at once.

[1:40:33] >> And I think if we're doing a good job at

[1:40:34] ninth and tenth, right, we're sort of

[1:40:36] pulling back those services,

[1:40:37] >> right,

[1:40:38] >> as we can getting them ready for

[1:40:41] whatever looks next

[1:40:42] >> and increasing their independence. Yeah.

[1:40:46] >> Um in diversity and retention.

[1:40:52] » Yes.

[1:40:53] Um, do you have

[1:40:56] numbers of what the attrition has looked

[1:40:58] like in recent years? Because it spoke

[1:40:59] about uh trying to

[1:41:05] um develop recommendations for increased

[1:41:07] retention.

[1:41:09] Is is that a problem or

[1:41:12] >> No, we've actually been doing a really

[1:41:15] nice job um hiring more diver more

[1:41:19] diverse faculty

[1:41:21] in a year with riffs. That's

[1:41:24] challenging.

[1:41:25] Um but I think that it's certainly on

[1:41:28] our mind every time we've made a hire

[1:41:30] and they've been incredible. We've made

[1:41:34] good steps forward.

[1:41:37] Thank you.

[1:41:40] I have a question. This is certainly not

[1:41:43] the sum total of all you're doing it,

[1:41:46] but sometimes the things that appear on

[1:41:47] the list are the most important, but

[1:41:49] it's the things that just miss. I'm

[1:41:51] curious, is there one or two things that

[1:41:53] just miss being on here that you know,

[1:41:57] um,

[1:41:58] you know, not hit you?

[1:42:03] Um, for me it's I mean I think it's

[1:42:06] definitely shows up in the both the

[1:42:09] inclusive culture and the um

[1:42:13] second strand about well-being, but it's

[1:42:15] about like how do we ensure all students

[1:42:17] have a strong sense of connection and

[1:42:18] belonging.

[1:42:19] >> Yeah.

[1:42:20] >> Um to me

[1:42:22] that's super important. I don't know how

[1:42:24] you can like begin to learn well if you

[1:42:27] don't feel like that you show up to a

[1:42:29] school where people know who you are.

[1:42:31] Um, so I think that that's always our

[1:42:34] challenge to take a place where 1,200

[1:42:36] kids and 200 to 250 staff show up every

[1:42:39] day and make it that kids

[1:42:43] like that it feels smaller and kids feel

[1:42:45] known and that they've found their

[1:42:46] space.

[1:42:46] >> Yeah.

[1:42:47] >> So that

[1:42:48] >> there's so many little things that we

[1:42:49] all do dayto-day that won't end up right

[1:42:51] like in our school improvement plan, but

[1:42:53] that mean so much to students and to

[1:42:56] educators in the building. So

[1:42:58] >> yeah,

[1:42:58] >> I appreciate that the answer, the

[1:43:00] honesty. It's hard to leave things on

[1:43:02] the cutting room floor.

[1:43:04] >> And um

[1:43:06] >> yeah, I'm interested in where we can go

[1:43:08] on that very topic. That's an important

[1:43:10] one.

[1:43:10] >> That's true.

[1:43:11] >> Yeah.

[1:43:13] >> Is there anything you need from us in

[1:43:16] particular as you pursue the things that

[1:43:18] are listed for next year's school

[1:43:21] improvement plan?

[1:43:22] >> I just I'm so grateful that our students

[1:43:24] can come here and talk about so many of

[1:43:26] the great things that they're doing. I

[1:43:28] know that recognition means a lot to

[1:43:29] them and they love that time. So, thank

[1:43:31] you. And if we can continue to have them

[1:43:34] come back to school committee next year,

[1:43:35] um I know that goes a long way. So,

[1:43:38] thank you for that.

[1:43:39] >> Yeah. No, we're super grateful. I think

[1:43:41] that we absolutely appreciate your

[1:43:43] support and it is felt from us and our

[1:43:46] staff. So, thank you.

[1:43:47] >> Thank you.

[1:43:48] >> Well, thank you. Thank you.

[1:43:52] » It's fun hearing the students talk about

[1:43:54] the last two weeks because it's been

[1:43:55] such a whirlwind.

[1:43:57] I WAS SITTING OVER THERE getting

[1:43:58] Cheerios

[1:44:01] 9 to five. I go that felt like I was

[1:44:02] like

[1:44:03] >> I thought it was 3 months ago

[1:44:05] 3 weeks ago.

[1:44:07] >> Yes, that feels like a long time ago.

[1:44:08] >> Like a lifetime.

[1:44:09] >> Thank you so much. Thank you.

[1:44:10] >> Thank you.

[1:44:12] >> Will we continue to middle school now?

[1:44:14] >> Yeah. So Mr. Cameron comes along which

[1:44:16] this is the only So you'll get gentler

[1:44:18] on him because he has partner

[1:44:22] Molly our comfort dog.

[1:44:26] Good to see you, Will.

[1:44:29] >> Uh just a very quick shout out uh to Mr.

[1:44:31] Houseman. We got 18 staff right now in

[1:44:33] DC, about 200 kids.

[1:44:35] >> Yes,

[1:44:35] >> they're in the hotel room preparing for

[1:44:37] dinner dance uh in the hotel. I'm sure

[1:44:40] they're watching on their devices.

[1:44:44] Um and as quickly as that, I'm very

[1:44:47] proud to share that counterprogramming

[1:44:50] that um with the group that's staying

[1:44:52] back from DC. For the first time ever,

[1:44:54] the state asked our middle school uh to

[1:44:57] come to the DCU center to do some

[1:44:59] showcasing of the civics uh action

[1:45:02] project that all eighth graders do

[1:45:04] throughout the Commonwealth. So that

[1:45:06] happened this week with the group that

[1:45:08] stayed back, a small cohort went to the

[1:45:10] DCU center. Second time this school year

[1:45:12] where the stadiums asked us uh to

[1:45:15] showcase and model. So

[1:45:16] >> wow, that's great.

[1:45:17] >> Special.

[1:45:18] >> I might have stayed home my eighth grade

[1:45:20] DC trip and it wasn't like that. It was

[1:45:22] very nice. That was the 80s though.

[1:45:26] >> All right. I am here to highlight some

[1:45:28] important foundational work um in tier

[1:45:31] one that's being uh focused on this

[1:45:35] school improvement plan. Uh very

[1:45:37] briefly, tier one um is the foundational

[1:45:40] work that all students have access to

[1:45:44] and strong foundational work that is

[1:45:46] done in the mainstream classrooms.

[1:45:49] uh quite frankly if you have strong one

[1:45:51] strong tier one instruction happening in

[1:45:54] SEAL focus

[1:45:56] then all your data improves and all your

[1:45:59] data source um you can have the best

[1:46:02] special education and intervention

[1:46:03] programs in your school but if you don't

[1:46:05] have strong tier one it will fall and it

[1:46:08] will falter so underneath the two

[1:46:12] objectives of multiple path to success

[1:46:15] and well-being and mental health I'm

[1:46:17] just going to briefly share some of the

[1:46:20] focus um that we had at this school year

[1:46:22] which launched us um to these two new

[1:46:25] goals. So the entire district um did

[1:46:28] some work very important work with

[1:46:30] Danisa uh Jackson Dr. Jackson around UDL

[1:46:34] which is universal design for learning.

[1:46:37] >> Uh there are two areas that are

[1:46:39] highlighted in this school improvement

[1:46:40] plan. One is tier one instruction um and

[1:46:44] making sure that all of our teachers in

[1:46:46] the mainstream classrooms are giving

[1:46:49] choices to students and have multiple

[1:46:52] paths to success for our students. Um

[1:46:55] and that UDL work um is again aligned

[1:46:59] very strongly with tier one objectives.

[1:47:03] The way in which we're going to be

[1:47:05] monitoring that work um and supporting

[1:47:08] the teachers is through professional

[1:47:09] development and uh what we already have

[1:47:13] in place with with is which is um some

[1:47:17] monitoring of data that we do um almost

[1:47:21] every other month. We do that at the

[1:47:23] team level, the grade level team level

[1:47:25] and then we do that as a student support

[1:47:27] team of administrators, guidance

[1:47:29] counselors, school psychologists and

[1:47:31] nurses about once a week as well. The

[1:47:34] data points that we measure um is

[1:47:36] through pair which is an SEAL assessment

[1:47:39] that all the students take um through

[1:47:41] Renaissance Star Math, Renaissance Star

[1:47:43] English um and of course MCCAST as well.

[1:47:47] We've been fortunate enough, as I

[1:47:48] mentioned just minutes ago, um to be

[1:47:51] recognized by the state um in closing

[1:47:53] some of the gaps that we've had at the

[1:47:55] middle school. Um but we are really

[1:47:58] committed to the strong tier one work

[1:48:00] and UDL priority that we have in place

[1:48:04] which gets us to underneath uh

[1:48:08] well-being and mental health some work

[1:48:10] that we're doing um through an

[1:48:12] initiative um called PBIS. PBIS is

[1:48:16] behavioral positive behavioral incentive

[1:48:19] supports or systems. Uh the middle

[1:48:22] school wrote a grant say five years ago

[1:48:26] um through the conquered ed fund that

[1:48:28] provided all of us with these pouches

[1:48:31] um and school story gift cards. Um it is

[1:48:35] aligned with our school values of

[1:48:37] compassion, motivation and

[1:48:39] self-awareness.

[1:48:41] We're really focused, which is the

[1:48:43] tenant of PBIS, in making sure that we

[1:48:46] are shining the bright light on what is

[1:48:49] essentially the 99% of kids and their

[1:48:52] amazingness

[1:48:54] and how well um they behave and focus on

[1:48:58] their academics. Um and we're looking to

[1:49:01] make sure that there's an exttrinsic u

[1:49:04] focus on those areas by all of us

[1:49:08] walking around with pouches have school

[1:49:10] store gift cards attached to them. Uh we

[1:49:13] started this work about 5 years ago and

[1:49:15] part of the grant that was submitted to

[1:49:17] conquered ed fund was curriculum in the

[1:49:20] area of teaching the kids about

[1:49:23] compassion, teaching the kids about

[1:49:25] motivation and then the one that's a

[1:49:27] little bit more nuanced, self-awareness.

[1:49:30] Um we've packed a lot in our advisory

[1:49:32] program and I feel like that education

[1:49:35] of those three uh core areas, those

[1:49:38] three core values have gotten lost a

[1:49:40] little. So, we're looking to recommmit.

[1:49:43] Uh, educators, you know, when we start

[1:49:46] out with something and we're new to

[1:49:48] something, I think we're really good at

[1:49:50] being intentional about it and then

[1:49:52] sometimes we forget every four years

[1:49:54] there's a new group of students in front

[1:49:56] of us that don't have that foundation.

[1:49:59] So, uh, under well-being and mental

[1:50:01] health, you see that we're looking to

[1:50:04] recommmit ourselves, um, to the good

[1:50:06] work of PBIS. The way we're going to

[1:50:09] monitor that is we're really looking as

[1:50:13] a school to get a cadence um with the

[1:50:15] panorama survey data. Um we really feel

[1:50:18] like you know we've had the panorama in

[1:50:21] place for a couple years. Um and we

[1:50:23] don't necessarily have but we will next

[1:50:25] year through the school improvement

[1:50:27] goal. You know any sense of what group

[1:50:30] is looking at it? What group is

[1:50:32] monitoring it? what group is looking at

[1:50:35] areas of growth and areas of needs

[1:50:37] improvement that we might have and how

[1:50:40] is all of that panorama data tied to the

[1:50:43] school improvement goal. So those are

[1:50:45] two quick highlights that I wanted to

[1:50:47] share. U both I feel like are paralleled

[1:50:51] in the work Denisa Jackson um and UDL.

[1:50:58] » Thank you.

[1:50:58] Anybody have questions?

[1:51:04] » Thanks. Thanks, Justin. The the the

[1:51:08] I'm recalling the 2024 25 and the most

[1:51:12] recent panorama data um and specifically

[1:51:17] the area looking at sense of belonging.

[1:51:20] Um I recall numbers 24 25 or low this

[1:51:24] year some recall is 38%

[1:51:28] number where the uh

[1:51:32] families concerned about that the school

[1:51:36] saw or understood their child's culture

[1:51:39] and their child's background with those

[1:51:42] two numbers prior was 19%. How can you

[1:51:46] speak to tracking over time and looking

[1:51:50] to grow that number?

[1:51:52] >> Sure. That was the parent survey.

[1:51:55] >> Uh

[1:51:57] the student sense of belonging was

[1:51:59] actually quite high this past one, but

[1:52:01] I'll answer the question focused on uh

[1:52:04] the families. There is mention um

[1:52:07] underneath the skull of doing more work

[1:52:10] partnering with families. Um, you know,

[1:52:14] I'm not sure if you've ever heard, but a

[1:52:16] lot of educators who are intentional

[1:52:19] about doing work such as this, if that

[1:52:22] work is not shared and partnered with

[1:52:25] the families, um, we have very little

[1:52:28] hope. Um, so we've been really more

[1:52:31] thoughtful and deliberate in the

[1:52:34] playbook work this year. um and sending

[1:52:37] home, you know, I think five or six days

[1:52:40] before the scenarios that we're doing

[1:52:44] with, you know, gosh, all I can say is

[1:52:46] a, you know, a packet of how we're

[1:52:50] asking parents to review the scenario,

[1:52:53] you know, the questions that are going

[1:52:55] to be asked of the students by the

[1:52:56] student leader. And all of that was a

[1:52:59] lot of work behind the scenes. Um but

[1:53:02] we've seen a shift very positive shift

[1:53:05] this year in the playbook. Um and we

[1:53:08] really contribute that shift to that

[1:53:10] partnering with the bands. Um I go back

[1:53:14] five years ago when we received um that

[1:53:18] grant from conquered ed fund in doing

[1:53:20] the PBIS work. Again, we were teaching

[1:53:25] the core values in our advisory program.

[1:53:29] Um, but I can't actually recall any sort

[1:53:33] of work or communication that was being

[1:53:35] done with families. Um, and I think

[1:53:38] that's the piece that's really

[1:53:39] highlighted here. And the that was

[1:53:42] really highlighted in the work that we

[1:53:44] did with Dr. Jackson as well when we

[1:53:47] kind of brought together a sense of

[1:53:50] frustration that you know um when we hit

[1:53:54] panorama uh data that we seem like PBIS

[1:53:58] our core value should have grown but

[1:54:02] we're seeing it stagnant or we're not

[1:54:04] seeing growth um and we were like you

[1:54:07] know we need to do more um and bringing

[1:54:10] the families in um listening to them but

[1:54:13] also sharing with them, you know, the

[1:54:16] instruction and foundational work that

[1:54:18] we're doing with their kids and asking

[1:54:19] them to do it at home.

[1:54:22] >> Um,

[1:54:22] >> so do you mind if I add something?

[1:54:24] >> Of course.

[1:54:24] >> So, um, on the on the playbook

[1:54:27] initiative, um, anecdotally, I I know my

[1:54:30] family's been one of the ones that have

[1:54:31] reached out to you with, you know,

[1:54:33] questions and comments about the the the

[1:54:35] content uh, that was, as you mentioned,

[1:54:38] like a week before

[1:54:41] uh, actual training in the classroom.

[1:54:44] you've been responsive to that. I know

[1:54:45] anecdotally

[1:54:47] other friends of mine who have kids in

[1:54:49] playbook initiative reached out, you've

[1:54:52] been responsive to the comments. So,

[1:54:53] thank you for that. It it definitely

[1:54:55] helps. I appreciate that. Um, you know,

[1:54:59] the other thing that, you know, I think

[1:55:02] we still haven't solved um is, you know,

[1:55:07] we're a school that communicates a lot.

[1:55:09] you know, and all I'm doing right now is

[1:55:11] saying we're going to communicate more.

[1:55:14] Um, and the saturation that I think

[1:55:17] happens in our community and I'm a

[1:55:20] parent myself. You know, when I toggle

[1:55:22] over to my personal email, the number of

[1:55:25] emails that are highlighted in bold that

[1:55:27] I haven't opened from my own daughter's

[1:55:30] school, uh, it can be quite alarming.

[1:55:33] Um, so I get that as well. you know,

[1:55:35] attending a music concert, you know,

[1:55:38] last week at middle school. I really

[1:55:41] think we need we can start using

[1:55:43] audiences like that, you know, um, as

[1:55:47] one grade level band was moving off and

[1:55:49] another grade level band was kind of

[1:55:51] transitioning in, I was imagining that

[1:55:54] could be a time where, you know, a

[1:55:57] student leader gets on a mic and said,

[1:55:59] you know, says something about the

[1:56:00] playbook.

[1:56:01] >> Yeah. um because that is I think where

[1:56:04] we have to start getting creative um and

[1:56:08] you know what I'm mentioning right now

[1:56:10] which is a place where some families

[1:56:12] feel a little bit overwhelmed. Um, so as

[1:56:15] much as it's a goal here to communicate

[1:56:19] more often um, and better, I think we

[1:56:22] need to be creative in in the methods

[1:56:24] that we do that.

[1:56:25] >> Can I

[1:56:27] >> The movie trailers are oftenimes the

[1:56:29] best part of the movie when you've got a

[1:56:31] captive audience.

[1:56:33] Sorry, Michelle. Um, may I ask how will

[1:56:36] you execute the uh tier one instruction

[1:56:41] for the students that are scoring low on

[1:56:43] the ELA and the math MCCAST? How how

[1:56:46] will that get pulled out and how do you

[1:56:48] see and envision that um

[1:56:54] just

[1:56:56] being you know scaffolded for the

[1:56:58] different students in the middle school?

[1:57:00] >> Sure. I I think it's through, you know,

[1:57:02] first I, you know, I want to give credit

[1:57:04] to the middle school teachers. You know,

[1:57:06] most of them have had what I'm about to

[1:57:09] say for years, and it's as much as, you

[1:57:13] know, really championing them, um, and

[1:57:16] making sure that they're modeling for

[1:57:20] each other. Um, so you know the world

[1:57:24] language teacher, the art teacher, the

[1:57:26] English teacher who has a student in

[1:57:29] their class who is struggling, you know

[1:57:32] what a lot of schools do, what some

[1:57:35] parents do, you know, is they race right

[1:57:40] past that classroom teacher and they're

[1:57:42] talking about assessment, you know,

[1:57:44] special education assessment, whereas

[1:57:47] good tier one slows all of that down.

[1:57:50] And you mentioned the word scaffolding.

[1:57:52] So I think it's in an area that the

[1:57:55] classroom teacher recognizes,

[1:57:58] you know, this project that I've been

[1:58:00] assigning now for 12 years doesn't

[1:58:03] really have much choice in it. And I

[1:58:05] don't know how many of the students

[1:58:07] really connect to it or have a sense of

[1:58:11] identity with it. So I wonder if there's

[1:58:14] a choice board that I can offer that

[1:58:18] gets this project off of technology and

[1:58:21] then gets you know calls back you know

[1:58:24] the the you know 1982 and you know doing

[1:58:27] a diarama you know and I think there's

[1:58:31] so much research out there and so much

[1:58:33] data out there that suggests that no

[1:58:36] matter the path that a student takes if

[1:58:40] they take something that sparks sparks

[1:58:42] their curiosity and their interest and

[1:58:44] that they can connect to and that's when

[1:58:46] they're going to feel success. Um so I

[1:58:49] think it's a matter of really making

[1:58:51] sure that the teachers just know that

[1:58:55] those are different ways that students

[1:58:57] can be successful. Um and again having

[1:58:59] the teachers model for each other.

[1:59:02] >> You're welcome. to follow on that. Um,

[1:59:05] looking back at our subgroup um

[1:59:10] numbers for the math, um, is there

[1:59:14] anything that we can that we need from

[1:59:17] us in terms of better supports? for

[1:59:19] instance, uh uh

[1:59:23] sort of breaking out some of the

[1:59:26] specific math support from uh assistant

[1:59:30] to math or anything like that.

[1:59:33] >> I you know Lori's going to laugh because

[1:59:36] >> you guys are killing me with the what do

[1:59:38] you need

[1:59:40] >> and I sit here wonder what I'm going to

[1:59:42] hear in a minute.

[1:59:44] >> Thanks for taking that text.

[1:59:48] Don't give me any more trouble.

[1:59:52] >> Um, no. The reason why she's going to

[1:59:53] laugh is because I I find a way every

[1:59:55] year to share, you know, I think in this

[1:59:58] question, you know, we made a pretty

[2:00:03] significant shift in our master

[2:00:04] schedule. um now maybe six years ago

[2:00:08] where all of the core teachers

[2:00:13] are enrichment teachers and

[2:00:15] interventionalists.

[2:00:17] Um, and I can't stress enough how

[2:00:20] significant that is at the secondary

[2:00:22] level because at the secondary level,

[2:00:24] the content gets harder and your special

[2:00:28] educators that again, schools and

[2:00:30] parents rush kids who are struggling too

[2:00:33] often to special educators who, wait for

[2:00:36] it, have only a special education

[2:00:40] license.

[2:00:42] So when you have a master schedule that

[2:00:45] offers your core teachers the

[2:00:47] opportunity to be in front of groups

[2:00:50] that you're looking to really grow that

[2:00:53] data. Even students who are doing well,

[2:00:57] we are responsible for growing their

[2:00:59] data as well. Um and those teachers hold

[2:01:04] that license in the area that they need

[2:01:07] to grow in. then that right there is the

[2:01:11] recipe. You know, that's the secret

[2:01:13] sauce. Um, and quite frankly, students

[2:01:17] want to reconnect with that teacher and

[2:01:21] see them in a different way for a second

[2:01:24] time in that school day. And that is

[2:01:26] what our master schedule is offering. So

[2:01:29] instead of a master schedule where the

[2:01:32] bell rings and a student who is

[2:01:34] struggling and was rushed to special

[2:01:35] education and they go to a special

[2:01:36] education class,

[2:01:39] the bell rings and all of our students

[2:01:41] are going to an enrichment block. We

[2:01:44] just call it simply enrichment.

[2:01:46] But you know about a quarter of them are

[2:01:49] going to an intervention class that they

[2:01:52] still call enrichment. and it is with

[2:01:54] their teacher that they've seen second

[2:01:57] period and it's all of a sudden sixth

[2:01:59] period and that relationship is often

[2:02:02] getting stronger. Um it's almost like

[2:02:05] having a real instructionally

[2:02:10] focused um afterchool program built into

[2:02:13] your school day. Um, and if you know

[2:02:16] anything about extracurricular or after

[2:02:18] school, if your teachers and educators

[2:02:20] are leading it, the kids see you in a

[2:02:22] different light and that connection,

[2:02:24] that sense of belonging that I have an

[2:02:27] adult in this school just grows so

[2:02:30] mightily. So, I think it's just a

[2:02:33] continuation of supporting that master

[2:02:35] schedule um, and supporting the three

[2:02:37] teams that

[2:02:38] >> it took us years in the budget to build

[2:02:40] that years. this this committee these

[2:02:43] positions have really done that work

[2:02:45] over time.

[2:02:46] >> Yeah. You know, Lori and I came into a

[2:02:49] two building model where all three

[2:02:51] grades had just two teams. Um and there

[2:02:56] was slightly more students then. So

[2:02:59] think about that paradox. Um we have

[2:03:03] found a way to take two team or three

[2:03:06] grades that just had two teams. We

[2:03:09] brought three teams to each grade and

[2:03:12] that offered up that opportunity for

[2:03:14] that enrichment intervention block which

[2:03:17] I will dare say if you look at the

[2:03:19] special education numbers and the cost

[2:03:21] of special education at the middle

[2:03:23] school um and even five years from now

[2:03:26] all of that should be lowered because of

[2:03:28] this important work.

[2:03:30] >> Thank you.

[2:03:31] >> Um

[2:03:32] >> I need to ask him one more.

[2:03:33] >> I want to make sure we get on to

[2:03:34] elementary because we've been waiting.

[2:03:36] So final question Drew.

[2:03:38] >> Sure. Yeah. Final question. Um, I found

[2:03:41] myself saying amen and hallelujah to

[2:03:43] most of what you put on here and I want

[2:03:44] to double click on one thing which I

[2:03:46] love and also I want to ensure that um,

[2:03:50] it's having the intended outcome which

[2:03:52] is grading for equity and I love that

[2:03:54] you encourage students to retake up to

[2:03:57] an 85. I think uh, productive struggle

[2:04:01] is one of the most meaningful ways to

[2:04:03] help someone make leaps and bound gains

[2:04:06] in school. Uh the question I have for

[2:04:09] you is do we track who is taking

[2:04:13] advantage of this and when because it is

[2:04:15] often times the students with the least

[2:04:17] helpseeking behavior that uh are left

[2:04:20] behind by by measures like these which

[2:04:23] are intended to create equity but

[2:04:25] sometimes can inadvertently cause

[2:04:27] inequity where the high achieving

[2:04:29] students with the parents that are going

[2:04:31] to uh poke and prod them but maybe the

[2:04:34] students that don't have the same

[2:04:35] resources at home uh are not necessarily

[2:04:38] taking full advantage. And I'm curious,

[2:04:41] are we aware of who and how often these

[2:04:44] things are getting used and um and are

[2:04:48] we making sure that they're they're

[2:04:49] equally distributed among the students?

[2:04:51] >> Excellent question. Um this, you know,

[2:04:54] our retake practice that's been now in

[2:04:57] our school improvement plan for a couple

[2:04:59] years is aligned with um our flex block.

[2:05:03] Um it is not a passive, you know, come

[2:05:07] to my classroom before the first bell to

[2:05:10] retake this. Um in fact, we're very

[2:05:13] intentional in not doing such a thing

[2:05:16] before the first bell or after the last

[2:05:19] because of equity and access. Um

[2:05:22] instead, and it happened to me today, I

[2:05:24] had a great plan for my advisory group.

[2:05:26] >> Yes,

[2:05:26] >> I have nine kids that I see every

[2:05:29] morning. every Wednesday is an extended

[2:05:32] advisory block. Um, and I forgot to

[2:05:34] check my spreadsheet of how many of them

[2:05:37] were being pulled by teachers to retake

[2:05:40] something.

[2:05:41] >> Mhm.

[2:05:42] >> Um, so like I did attendance and all of

[2:05:44] a sudden I had three kids in front of

[2:05:45] me. So I think this is answering your

[2:05:48] question. Um, you know that goal is tied

[2:05:52] to our teachers are calling the kids in

[2:05:56] during the school day.

[2:05:57] >> Appreciate that. to say, you know, you

[2:06:00] have this opportunity. You know, we're

[2:06:02] looking for mastery here. You can get up

[2:06:05] to an 85. Let's take advantage of this.

[2:06:09] >> So, you know, we're looking to build

[2:06:11] self- advoc advocacy. We even teach the

[2:06:13] kids how to write an email to their

[2:06:15] teacher about such things, right? Um,

[2:06:18] but at the same time, we're not leaving

[2:06:20] behind the kids who don't have the pets

[2:06:24] who are like, "You need to email your

[2:06:26] teacher and ask her if you can take this

[2:06:28] retake tomorrow." Instead, that teacher

[2:06:31] has a list that's sent out to advisory

[2:06:34] saying, "Here are the kids who have the

[2:06:36] chance at the retake. Send them to me."

[2:06:39] I I my hope for you is that in the

[2:06:42] future years there is a smart goal

[2:06:44] around the percentage of students who

[2:06:45] qualify for a retake that take advantage

[2:06:47] of it because I think it would be

[2:06:49] illuminating and would hopefully rally

[2:06:52] more teachers to be as proactive as what

[2:06:54] you describe. Um because until it's 100%

[2:06:57] it's probably not enough.

[2:06:58] >> Y

[2:06:59] >> thank you.

[2:06:59] >> Yeah, appreciate it. Thank you. Thank

[2:07:01] you all.

[2:07:04] >> So as they come up I have an

[2:07:05] introduction to make so the elementary

[2:07:07] folks should come up. um incoming

[2:07:09] Willard principal Stephanie Nephew is

[2:07:11] here. So, we wanted to use tonight to

[2:07:15] let you all get to to meet Stephanie. A

[2:07:17] couple few of you have because she's a

[2:07:19] Willard parent a Willard principal and

[2:07:21] you are parents there. Um as don't ask

[2:07:25] her any questions.

[2:07:28] >> Matt's here to still take the questions.

[2:07:31] um they have worked collectively as we

[2:07:34] have the past few years on the

[2:07:35] improvement plan with some school

[2:07:36] specific things but it's been a really

[2:07:39] big goal of ours and the synergy

[2:07:41] continues to build across the three

[2:07:43] schools um for all those same reasons

[2:07:45] you just heard about tier one it's

[2:07:46] really really important all the kids at

[2:07:48] all three schools are getting the same

[2:07:50] experience and it's not dependent on

[2:07:51] school or teacher or any other other

[2:07:54] piece so I'm going to let them talk on

[2:07:56] the things they want to highlight

[2:07:57] welcome Stephanie

[2:07:58] >> thank you very much

[2:08:00] >> thank you she's been here all day. So,

[2:08:02] she's we're testing out your stamina at

[2:08:04] 8 o'clock at night right off the bat.

[2:08:07] So, I'll let them pick the highlights

[2:08:10] they want to share and then you can talk

[2:08:12] about them.

[2:08:13] >> Right. Hi, everyone. Uh, so I'm going to

[2:08:16] highlight a couple of things from

[2:08:17] strategic objective one. um our school

[2:08:20] improvement plans are are very similar

[2:08:22] for the reasons that that Lori just um

[2:08:25] shared is that we've worked really hard

[2:08:26] to create that alignment and ensure that

[2:08:28] we're not implementing new curriculum in

[2:08:30] one building and not in the other. Um I

[2:08:32] think before I jump into some specifics,

[2:08:34] it's probably helpful to frame where we

[2:08:36] are because you'll notice um that quite

[2:08:39] a lot of what we that that we outlined

[2:08:42] this year is continue the work. So we

[2:08:45] are like one, two, maybe three years

[2:08:47] depending on the initiative into some

[2:08:49] really big initiatives. So between EEL

[2:08:52] and open circle and responsive classroom

[2:08:54] like these are really big undertakings

[2:08:55] and they're all um in the beginning

[2:08:58] years and so almost everything on our

[2:09:01] school improvement plan this year is

[2:09:03] continuing work that has been started in

[2:09:05] the past couple of years and going

[2:09:07] deeper with what what we've done. So I

[2:09:09] just wanted to frame that a little bit.

[2:09:10] Um, a couple of things that I want to

[2:09:12] highlight from strategic strategic

[2:09:14] objective one. First, I don't think we

[2:09:16] could come to this meeting and not talk

[2:09:18] about EEL. Um, so a a huge part of our

[2:09:22] work next year is going to be furthering

[2:09:24] the work that we've done with

[2:09:25] expeditionary learning. Um, I I like

[2:09:29] know it's not the purpose of this

[2:09:30] meeting, but I just like our teachers

[2:09:32] have done such an amazing job with such

[2:09:34] a big undertaking this year. um it's

[2:09:37] been really like a joy and a privilege

[2:09:39] to support them and watch them with this

[2:09:41] undertaking. Um and we feel really like

[2:09:43] we're in a really good place to move

[2:09:45] forward into year two. So with respect

[2:09:47] to EL um the work that we're going to be

[2:09:50] doing is twofold. So teachers who didn't

[2:09:52] implement this year because it was

[2:09:53] optional in the first year. Um they are

[2:09:56] going to be in what's considered cohort

[2:09:58] 2. Um and they are going to be

[2:10:00] implementing for the first time with the

[2:10:01] expectation of just get through it as

[2:10:04] best as you can. um we will be working

[2:10:07] to support them with the added sort of

[2:10:09] the the advantage of having done it once

[2:10:11] already. So they have lots of colleagues

[2:10:13] who have done it once already. Um and so

[2:10:15] a big part of next year is supporting

[2:10:16] cohort 2 in EL implementation. For

[2:10:20] cohort one the big shift which will be a

[2:10:22] big shift um is doing all four of the

[2:10:26] modules. So for this year, the

[2:10:27] expectation was do as much as you can.

[2:10:29] Make sure you do three modules, but we

[2:10:31] know that first year completely changing

[2:10:34] your sort of approach. Um you're you're

[2:10:37] going to like you're going to go slower

[2:10:39] than you normally would. Um for next

[2:10:40] year, the expectation is that everyone

[2:10:42] is doing four modules. Um and then the

[2:10:45] other piece that's going to be new is

[2:10:47] that um we're really going to be looking

[2:10:49] closely at the embedded the assessments

[2:10:52] embedded in EL to make sure that those

[2:10:54] are driving instruction. they

[2:10:55] administered them this year. Um, but

[2:10:57] without know like if you administer an

[2:10:59] assessment and you still don't really

[2:11:00] know what's coming next because you're in the middle of implementing for

[2:11:04] the first time, it's hard to use that

[2:11:06] data and say, "Well, here's here's what

[2:11:08] I would change because you don't even

[2:11:09] know what you're about to do." And so

[2:11:10] that is all different for next year. So

[2:11:12] next year, um the two big things that

[2:11:14] are going to be different for people in

[2:11:16] cohort one, um are getting through all

[2:11:19] four modules, which means we'll be

[2:11:20] hitting all of the standards, um and

[2:11:22] then also really using those embedded,

[2:11:25] um assessments. Um I think the other

[2:11:30] piece to highlight um so for a couple of

[2:11:34] years now, we have been using um dibbles

[2:11:38] to guide our instruction. Um we imple we

[2:11:41] started implementing it uh universally K

[2:11:43] through five two I want to say two years

[2:11:45] ago. Um before that we had just been

[2:11:47] using it in in the primary grades. Um

[2:11:50] and so teachers are getting really um

[2:11:52] skilled at using it using that data to

[2:11:54] drive their instruction. And so what I

[2:11:55] think we have to do now um is find the

[2:11:59] balance uh and if this is a structural

[2:12:02] um this is structural work but working

[2:12:04] with the master schedule to ensure that

[2:12:06] the work that Dibbles drives which is

[2:12:09] the small group instruction and the

[2:12:10] found teaching of the foundational

[2:12:12] skills um that there's a balance for

[2:12:14] that with um sort of the competing need

[2:12:17] for a really large literacy block for

[2:12:19] the EL piece. And so we are working to

[2:12:22] figure out how to fit all of that in um

[2:12:24] to make sure that we have space in the

[2:12:27] schedule for EL for the um small group

[2:12:31] uh you know skills-based instruction and

[2:12:32] then also for um for our MTSS supports.

[2:12:37] Um and and we I think it'll be an

[2:12:39] iterative process. I think each year

[2:12:41] we're trying a few new things to see how

[2:12:43] they work. Um and we'll be doing that

[2:12:44] again next year. Um

[2:12:47] and then I think the other piece that is

[2:12:51] probably worth highlighting is that a

[2:12:52] really nice consequence of EL this year

[2:12:54] has been really increased collaboration

[2:12:57] um across the schools and even within

[2:13:00] the buildings. So for the first time

[2:13:01] this year I think we've all experienced

[2:13:04] um teachers voluntarily observing each

[2:13:07] other and opening up their classrooms um

[2:13:09] and saying sure come see me do this.

[2:13:11] What is a language dive? Come watch me

[2:13:13] do a language dive and tell me how it's

[2:13:14] going. Right. Um and so I think our our

[2:13:18] goal for next year is to really

[2:13:19] capitalize that on that and continue um

[2:13:23] helping to support teachers to rely on

[2:13:25] each other um in addition to all the

[2:13:27] professional development that we will

[2:13:29] continue to provide from the district

[2:13:30] level but really um making sure that

[2:13:32] those opportunities continue um uh and I

[2:13:36] think that's a priority for all of us.

[2:13:38] Um,

[2:13:39] I will pause and move on to and move on

[2:13:42] to I really could talk about EL for a

[2:13:44] very long time. I really enjoyed it this

[2:13:46] year. Um, but quickly

[2:13:48] >> go ahead.

[2:13:50] >> Good evening. Thanks for having us.

[2:13:52] >> Yeah, we cleared out the room. I guess

[2:13:55] >> they're all watching online.

[2:13:58] >> Um, Lori mentioned it, Naomi mentioned

[2:14:01] it. It feels good that every time we

[2:14:02] come as an elementary group, the the um

[2:14:06] school improvement plans get a little

[2:14:07] more cohesive,

[2:14:08] >> right? And that's that's intentional.

[2:14:10] That's thanks to the work of Lori and

[2:14:12] Shelley as well. Um and as Nomi

[2:14:15] mentioned, it was a great opportunity

[2:14:16] with implementation this year

[2:14:18] >> to collaborate a ton, not just the three

[2:14:20] of us, but the teachers in our buildings

[2:14:23] observing in other buildings working

[2:14:24] together. Um and they find a ton they

[2:14:26] find a ton of value in this. So that's

[2:14:28] something we're going to leverage moving

[2:14:29] forward.

[2:14:31] So, I have a uh objective two,

[2:14:33] well-being and mental health. And um

[2:14:35] it's timely because um May was mental

[2:14:39] health awareness month, right? Um and

[2:14:41] you noticed uh our partners at the CF um

[2:14:46] made some commentary about the

[2:14:47] importance, Brian Miller as well. So,

[2:14:49] you'll see some lines throughout. uh

[2:14:52] really important to us um raising

[2:14:55] awareness um reducing the stigma and

[2:14:59] supporting uh both our children uh as

[2:15:02] well as our adults. Um sometimes we

[2:15:04] forget about the the the teachers

[2:15:08] >> and student success is is tied um to the

[2:15:11] well-being of our of our teachers. So

[2:15:14] really important um that we're doing um

[2:15:17] we're doing that work. When a teacher

[2:15:19] comes to work every day feeling seen and

[2:15:22] heard and valued and well taken care of,

[2:15:25] um they can create the type of classroom

[2:15:27] environment where all of our learners

[2:15:29] thrive, uh relationships flourish, um

[2:15:32] and and students can do their best

[2:15:34] learning. Um so that's that's a huge

[2:15:37] priority for us um this was this year

[2:15:39] and the work will continue on um to next

[2:15:42] year.

[2:15:44] Um so uh something that uh uh we were

[2:15:48] intentional about this year was the

[2:15:49] panorama survey. Uh we we

[2:15:53] did a survey for students, for families,

[2:15:55] and for staff. Um earlier in the fall,

[2:15:59] we took some time with our leadership

[2:16:01] teams and with our full faculties and

[2:16:04] really dove into this data, right? Um we

[2:16:07] analyzed it. We did some protocols at

[2:16:09] our faculty meetings um and discovered

[2:16:12] what what what's working and what what

[2:16:14] are some growth opportunities for us as

[2:16:15] a staff. Um just off the top of my head

[2:16:18] uh the staff at least from Plurau and

[2:16:20] I'm sure at Alcott and Willard as well u

[2:16:23] feel a tremendous sense of community

[2:16:25] within the schools. Um but you know

[2:16:28] staff uh burnout um and teacher stress

[2:16:31] is always is something that we need to

[2:16:33] make sure we monitor. Um, one of the

[2:16:35] ways we're we're approaching this is we

[2:16:38] were able to pull together an ad hoc

[2:16:40] wellness committee of volunteers about

[2:16:43] seven or eight teachers who stay after

[2:16:44] school um and and look at the data and

[2:16:47] talk about ways we can be um we can

[2:16:49] think creatively about implementing

[2:16:51] things for staff opportunities to get

[2:16:53] together to build culture and community

[2:16:55] um as a group just to keep morale and

[2:16:58] culture high. We've done things like um

[2:17:01] uh coffee and treat cards during a a

[2:17:03] busy parent teacher conference day. Um

[2:17:06] you know, little notes of appreciation,

[2:17:08] bulletin boards that honor all the hard

[2:17:09] work and respect the hard work. We um

[2:17:12] and we're including our ESPs, our

[2:17:13] education support professionals. I got

[2:17:16] that right.

[2:17:16] >> You got it. Yeah,

[2:17:17] >> you did.

[2:17:18] >> In this as well, because they're often a

[2:17:20] forgotten group, I'll say um and we're

[2:17:22] working hard just to make sure whatever

[2:17:23] we do, we're including them in in that

[2:17:25] conversation.

[2:17:26] um we hosted a a breakfast for them uh

[2:17:29] last week where we just got a chance to

[2:17:32] um sit down together and talk about

[2:17:34] what's working for them, what's

[2:17:35] stressful, what barriers we can remove

[2:17:37] as a leadership team. Uh it was and it

[2:17:39] was wellreceived.

[2:17:41] Uh we also connected with Helen down at

[2:17:44] Conquered Flower Shop and we were able

[2:17:47] to take a group of teachers down there

[2:17:48] and do a a class on flower arranging

[2:17:51] which is interesting.

[2:17:54] It's fun.

[2:17:56] Um so and then just to sort of uh pivot

[2:17:59] over to what we're doing around and

[2:18:01] Naomi mentioned it the open circle work.

[2:18:03] So this is our social and emotional

[2:18:04] learning uh our tier one our universal

[2:18:07] program. A lot of teachers had had

[2:18:09] training in the past. We sort of um um

[2:18:12] the the organization went defunct and

[2:18:15] then they revived it. Uh the new program

[2:18:17] is very similar to the former one and

[2:18:19] the majority of our teachers I would say

[2:18:20] have had some level of training um uh

[2:18:23] which was great. Uh, so we're continuing

[2:18:26] to identify those people and get them

[2:18:27] the professional development they need

[2:18:29] while at the same time um identifying a go-to person within our buildings, a

[2:18:36] point person who can like a train the

[2:18:37] trainer model who's had substantial

[2:18:39] training who can come in, work with the

[2:18:40] teachers, plan, prep, go into

[2:18:44] classrooms, model or co-e uh which has

[2:18:46] been really helpful. um you know knowing

[2:18:49] that EL was was a big undertaking this

[2:18:51] year I said we're going to have a a soft

[2:18:53] roll out for for um open circle but the

[2:18:56] teachers have really embraced it and

[2:18:58] these lessons are working quite well. So

[2:19:00] lessons are 30 minutes once or once or

[2:19:02] more a week and they're integrated right

[2:19:04] into the morning meeting the beginning

[2:19:06] part of the day uh where they're

[2:19:08] learning um the lessons are designed to

[2:19:10] support things from self-awareness um uh

[2:19:15] relationship building problem solving uh

[2:19:18] emotional identification and regulation

[2:19:20] really important skills. The teacher can

[2:19:22] follow the scope in sequence or pull

[2:19:24] lessons as needed based on the needs of

[2:19:25] the class which is which is great. Um,

[2:19:28] and it's really nice. They always leave

[2:19:30] a a one seat open for a guest that comes

[2:19:33] in.

[2:19:33] >> I got to be the guest Friday.

[2:19:36] >> Yeah, that's fun.

[2:19:37] >> Really inviting. Um, and so it's got a

[2:19:41] great flow to it. They gather, class

[2:19:43] gathers, introduce the topic,

[2:19:47] regulating emotions, for example. Um,

[2:19:49] there's an interactive component where

[2:19:51] there's some role playing which gets

[2:19:54] interesting to watch. if you saw that

[2:19:55] but um there's always a an opportunity

[2:19:58] to share with each other um and then the

[2:20:02] important thing is the reflection at the

[2:20:03] end. The students reflect and then have

[2:20:05] the opportunity to apply with feedback

[2:20:07] um as they move forward. So that's work that's ongoing that we'll

[2:20:12] continue to focus on for next year. Um

[2:20:15] in terms of MTSS support, some kids we

[2:20:17] know just like with reading need need

[2:20:18] something a little bit more need need a

[2:20:20] double dose. Um and then we really bring

[2:20:23] in our our the experts, the mental

[2:20:25] health team. So we piloted something

[2:20:28] this year whereby um you know, we're

[2:20:30] using our data to identify and build

[2:20:32] that out. We're looking for a screening

[2:20:34] tool that works uh really well at

[2:20:36] getting us the data we need. Um we also

[2:20:39] have teachers who are our experts.

[2:20:40] They're with the students all day who

[2:20:42] now have an opportunity to um to attend

[2:20:45] an open office hour with our mental

[2:20:47] health team. they can go raise a concern

[2:20:50] about a student and have that

[2:20:51] opportunity to talk um with the mental

[2:20:53] health teams, our school psychologists,

[2:20:54] our guidance counselors, our BCBA, um

[2:20:57] the administrative team as well, engage

[2:21:00] in a a a discourse and hopefully leave

[2:21:02] with some strategies and tools um that

[2:21:05] they can use right away. That's the most

[2:21:06] important thing to a teacher. What can I

[2:21:08] use right away to help support this kid?

[2:21:10] Um so that's working well. We're looking

[2:21:12] forward to building that up uh next year

[2:21:14] as well.

[2:21:16] Uh and then I guess lastly just touching

[2:21:19] upon objective four uh the innovative

[2:21:22] environment. We're all doing something a

[2:21:24] little bit different in terms of

[2:21:25] building and um a facility and and and

[2:21:28] our campuses. We are excited to be

[2:21:32] moving into phase two of our playground

[2:21:35] project. U I feel like this has been a

[2:21:38] project that been working on for three

[2:21:40] years. Uh which has been great and a lot

[2:21:42] of fun. Um, and we're also looking

[2:21:44] forward to tying a a ribbon on it. Um,

[2:21:47] so phase two bids are due, I think, next

[2:21:49] Friday. Um, and we're looking forward to

[2:21:52] hopefully breaking ground and finishing

[2:21:53] that up some point this summer, early fall. And this is an area, too,

[2:21:59] just in terms of innovation. U, we've

[2:22:01] got our our swings and our climbing

[2:22:03] structures and the monkey bars and all

[2:22:05] that great stuff. Um, a climber that's

[2:22:07] very very tall. if you haven't seen it

[2:22:08] yet. Um the kids are really enjoying it.

[2:22:11] But that's not for all kids. Some kids

[2:22:12] just like to be out in nature. Um you

[2:22:15] know, exploring and engaging in

[2:22:17] imaginative play. So this um I think

[2:22:19] this fits the bill for that. I'll say

[2:22:22] shout out to Brian for the collaboration

[2:22:24] with Carlile. We modeled a lot of what

[2:22:26] we did after what you guys did was

[2:22:28] really helpful. We're excited to bring

[2:22:31] that to a close and um you know see the

[2:22:35] benefits for generations to come.

[2:22:38] Um, our green space will be open next

[2:22:40] year. Our soccer fields will be open.

[2:22:43] Uh, and was the last facility project?

[2:22:46] Oh, yeah. We're rebuilding

[2:22:47] >> the fire.

[2:22:47] >> We're rebuilding the 94 wing.

[2:22:53] » Oh, yeah.

[2:22:54] >> Yeah. It's that was not a great call.

[2:22:57] Uh, Monday evening. First it was Mario,

[2:23:01] our head custodian, and then Ron

[2:23:04] Hullinger SRO. So those are not two

[2:23:06] calls you want to get back to back.

[2:23:08] >> And then the superintendent.

[2:23:09] >> Then the superintendent.

[2:23:11] >> So um you know it was amazing. Uh as we

[2:23:16] were there we called put about 100 staff

[2:23:18] members Lori together the next day.

[2:23:20] >> Yeah.

[2:23:21] >> Developed a a plan within an hour or

[2:23:24] less.

[2:23:25] >> And then for the rest of the day watched

[2:23:26] a 100 staff members moving

[2:23:29] >> 10 classrooms. 8 to 10 classrooms.

[2:23:32] >> Pretty extraordinary. It was a sight to

[2:23:34] be to behold. So we talk about community

[2:23:36] and support and teamwork as the very

[2:23:39] definition of that for sure.

[2:23:42] >> Thank you Justin.

[2:23:43] >> Yeah.

[2:23:44] >> Adding more.

[2:23:47] >> And so we agreed we try to be concise

[2:23:49] and I don't think you got the memo.

[2:23:54] » Did you notice he always goes last?

[2:23:58] >> We make him go last. Yeah. because he's

[2:24:00] sorry to follow.

[2:24:03] >> Well, I am going to miss you. I miss all

[2:24:04] of you and thank you for the opportunity

[2:24:05] for speaking tonight. Um it's uh uh my

[2:24:10] honor to talk to you about uh uh our

[2:24:12] strategic goal number three and

[2:24:13] inclusive culture and I'm going to

[2:24:15] highlight the work that staff is doing

[2:24:17] together uh within building across

[2:24:20] building and uh from uh senior

[2:24:23] leadership uh to u to impact the ability

[2:24:27] of our teachers to do their best work.

[2:24:29] And when our teachers can do their best

[2:24:30] work, students benefit, right? So, first

[2:24:33] uh the work of the DEIB leadership um

[2:24:37] which Andrew Namichi working very

[2:24:40] closely in each of our buildings working

[2:24:42] with our leadership teams. So our

[2:24:44] leadership teams are overlapping with

[2:24:45] our DBI u um leads to ensure that we are

[2:24:51] having uh cultural competency as a um a

[2:24:56] thread that is woven through our day and

[2:24:59] is present especially when we have times

[2:25:02] of crisis. So this past year when we had

[2:25:05] times of crisis when uh we were uh

[2:25:09] doubling down on our work uh to combat

[2:25:12] anti-semitism the work that occurred uh as a district was led by um uh the

[2:25:21] superintendent and by Shellyley by

[2:25:23] Andrew but then the work that occurred

[2:25:25] in the classrooms was driven by the DEIB

[2:25:29] leads within our leadership teams in

[2:25:30] each of our buildings. So case in point

[2:25:33] when we had facing history and ourselves

[2:25:36] in um it was impactful, it was important

[2:25:40] uh it was timely. It was well executed.

[2:25:43] What we needed to do for elementary

[2:25:45] school is to take these important uh

[2:25:49] issues and make them digestible and

[2:25:51] ready for staff to use in the moment.

[2:25:54] Right? So, our staff always want to do

[2:25:56] things well. And so, we were able to

[2:25:58] leverage um a speaker who Andrew and I

[2:26:01] had visited. Uh he he spoke to us when

[2:26:03] we went into a conference in Boston and

[2:26:06] it was specifically for our elementary

[2:26:10] uh grade teachers. And this is where we

[2:26:13] all came together. Now, again, you heard

[2:26:15] it from Justin before uh Dr. Hunter and

[2:26:18] I we came the same year. We were siloed,

[2:26:21] very much siloed nine years ago. and the

[2:26:24] fact that now we can not only have one

[2:26:26] plan but have moments in which we need

[2:26:29] to act with urgency and do so

[2:26:31] effectively when we gather all our staff

[2:26:34] together I think is a testament to the

[2:26:36] leadership but also the work of um

[2:26:40] senior leadership people like Nimichi

[2:26:43] the the leadership teams within our

[2:26:45] building to work again dovetailing all

[2:26:47] that work um additional um I would um we

[2:26:53] meet regularly um with uh across

[2:26:56] buildings as u the DEIB leadership team.

[2:27:01] Um another area that I'd like to stress

[2:27:03] is the work that our new special

[2:27:06] education administrative teams are doing

[2:27:08] is phenomenal.

[2:27:11] >> In the past, um boy, everyone did their very best. We have earnest,

[2:27:16] hardworking, caring, compassionate,

[2:27:19] professional staff that do their very

[2:27:21] best. But boy, when you put um others,

[2:27:26] if you add additional members of the

[2:27:28] staff who help facilitate and structure

[2:27:30] purposeful conversations,

[2:27:33] kids benefit. So the transitions that

[2:27:35] have been occurring this year, right?

[2:27:38] Before they were good, now they're

[2:27:40] exceptional. Right? Where every child,

[2:27:42] as we say every single day, every child

[2:27:44] is known as an individual and as a

[2:27:46] learner. And it's difficult to give our

[2:27:49] children up to the next school. It

[2:27:50] always is. No matter no matter how well

[2:27:52] it's being done, we feel even better

[2:27:55] today for the work that those people are

[2:27:58] doing because those students are that

[2:28:00] much better prepared for success in the

[2:28:03] next step, right? And then we recognize

[2:28:06] with that comes the confidence that the

[2:28:07] parents have, right? And the parents

[2:28:09] anxiety is lessened. So when parents are

[2:28:12] feeling good about things, the kids will

[2:28:14] feel good about things which and that

[2:28:15] engenders greater depth of relationship

[2:28:19] and trust between home and school. So um

[2:28:23] kudos to and thank you for that was a

[2:28:25] support that was a budget ad that you

[2:28:26] made. Thank you is paying dividends. Um

[2:28:30] also want to uh say the work that the

[2:28:33] staff has already done um to welcome,

[2:28:37] support and acclimate uh Stephanie. So

[2:28:40] Stephanie has already been in um and um

[2:28:43] the staff is looking forward to working

[2:28:44] with her today. Long day, right? We met

[2:28:47] once before then today. Stephanie met

[2:28:50] with uh staff starting at was it I staff

[2:28:53] at like 11, but she reached out to the

[2:28:57] PTG to meet with the PTG today. Right.

[2:29:00] So masterful work on Stephanie's part

[2:29:04] and part of our plan to ensure the

[2:29:06] greatest opportunity for success of

[2:29:08] Stephanie. Everyone is 100% confident

[2:29:11] she's going to be a great great lead of

[2:29:13] Willard. Um, today we were on on the

[2:29:15] bus. You know, Stephanie knows the the

[2:29:17] importance of greeting each child in the

[2:29:19] morning and saying goodbye every

[2:29:20] afternoon, right? So, we get on the bus

[2:29:22] and you know, as we do and I said to my

[2:29:25] friends on the bus, "Hey, my friends,

[2:29:27] I'd like to introduce you. This is Miss

[2:29:29] Nephew from the back of the bus." No, I

[2:29:31] said, "No, this is your new principal."

[2:29:33] Back of the bus. Kids goes, "Hey, MISS

[2:29:35] NEPHEW, HOW YOU DOING?"

[2:29:38] HE WAS ON HER interview

[2:29:41] and he was beaming with cry.

[2:29:44] So again, it's not everywhere where you

[2:29:46] have uh constituencies that truly are

[2:29:50] heard and valued. So it's a very

[2:29:53] difficult interview process. We all

[2:29:55] know, we've all done it. But boy oh boy,

[2:29:57] when the the kids feel valued and the

[2:30:00] staff feel valued and the parents feel

[2:30:02] valued and this right, well done. And so

[2:30:04] I'm quite confident that things are

[2:30:06] going to move forward very well and very

[2:30:08] well supported for Stephanie as she

[2:30:10] moves. Um the work that uh the concrete

[2:30:15] ed fund was u trumpeting today we

[2:30:18] benefited at Willard. We're going to

[2:30:20] have a Willard garden after all these

[2:30:22] years right which is spectacular. Um

[2:30:25] there's a a garden at Alcott and

[2:30:27] Thorough. And why is it so important?

[2:30:30] Now, we've done we've we've always

[2:30:32] tapped into um our our bird watches.

[2:30:35] We've done our works, as you know, in

[2:30:37] the curriculum in kindergarten looking

[2:30:39] at trees and seasons, all the rest. But

[2:30:41] to have a garden, think about the work

[2:30:44] that you've done where you're learning

[2:30:46] something and it doesn't end when the

[2:30:48] lesson's over, right? That's great

[2:30:51] teaching. That's great learning. It's

[2:30:53] the motivation for you to continue to

[2:30:54] learn. So within EEL, as Naomi

[2:30:57] referenced, um where when we have an

[2:31:00] outdoor um classroom like the garden

[2:31:04] that we will have, we tap into e modules

[2:31:08] that include in kindergarten, trees and

[2:31:10] weather. In first grade, birds need our

[2:31:13] help. In second grade, the secret life

[2:31:15] of plants and pollinators and in third

[2:31:17] grade, water usage. Right? So it's real

[2:31:21] life application of what they're

[2:31:22] learning. uh high quality text that

[2:31:24] they're accessing and ready to

[2:31:26] demonstrate mastery in many different

[2:31:29] means, one of which can be within the

[2:31:32] garden setting. So, we're very excited

[2:31:34] by all of that. Um, one bit that we've

[2:31:37] all been working on is our playground.

[2:31:40] I'll end with that. that uh the one one

[2:31:42] of the action items moving forward will

[2:31:44] be to begin the process of reconsidering

[2:31:47] what's out there uh ac accessibility for

[2:31:51] all right and it's getting older it's 17

[2:31:53] years right as we know um that things

[2:31:56] start to go at some point and just as

[2:31:58] our chiller went this spring which is

[2:32:01] fine everyone's rallying to it

[2:32:04] >> surprised Brian and Katie didn't bring

[2:32:05] up the lack of

[2:32:06] >> there but I tell you but it takes that

[2:32:09] the sense of community and um and uh

[2:32:14] mutual um

[2:32:17] willingness to persevere, right? Um I

[2:32:21] won't ask anyone whether they had AC in

[2:32:23] their uh schools when they were

[2:32:25] children. This guy didn't, you know, on

[2:32:28] bombing bombing Long Island, right? U

[2:32:33] » talking

[2:32:35] inch.

[2:32:36] >> All right. Right around the corner.

[2:32:37] Yeah. So we

[2:32:39] turn our pillows over at night, right?

[2:32:41] Right. When it was hot. So um so

[2:32:45] the the building is super

[2:32:47] wellmaintained. And one last call out.

[2:32:49] I'm doing a little bit of you right now.

[2:32:50] Just running on is

[2:32:57] » is the support.

[2:32:58] >> Leaving these two to the end was a big

[2:33:00] mistake.

[2:33:02] >> I understood the assignment. I picked

[2:33:04] your thing and I talked about them. No,

[2:33:07] just again the the support of uh all the

[2:33:10] staff within the building um our our

[2:33:13] facility staff, our drivers, our kitchen

[2:33:16] staff, every single day, every single

[2:33:19] one of them has a meaningful impact on

[2:33:21] all of our students and um it's not

[2:33:24] every district that still retains those

[2:33:26] important people, right? Um so kudos to

[2:33:30] all of you and gratitude to all of you

[2:33:32] for having this culture and this

[2:33:34] environment where that's important

[2:33:36] because it is important and it is

[2:33:38] important for teaching and learning and

[2:33:39] the success of our students. So thank

[2:33:41] you I guess questions.

[2:33:44] >> Yeah let's just maybe a couple

[2:33:45] questions.

[2:33:47] See, we could have more than one per

[2:33:50] mention to go by break, but in case we

[2:33:53] did not. Um, I think the goal across uh

[2:33:56] the the DV goals was hiring and

[2:33:59] retaining I think 20% of staff by 2025.

[2:34:04] Um, were we tracking that? Are we did we

[2:34:06] meet it or John?

[2:34:09] >> We do track it for sure. Um, did we meet

[2:34:13] it? What I'm finding is the tracking

[2:34:14] gets complicated when attrition happens

[2:34:17] for reasons that aren't about us. It's

[2:34:19] we're relocating or whatever. So, we're

[2:34:21] still mastering the data tracking. Um,

[2:34:24] they're having the same challenge. We

[2:34:26] were riffing people and so the hiring

[2:34:30] piece is a different discussion this

[2:34:31] year,

[2:34:33] >> but

[2:34:34] I I will this I guess a good challenge,

[2:34:37] but um we don't have much since we set

[2:34:40] that goal. We've had very little

[2:34:43] turnover. Um, like this year is the

[2:34:46] most. So I I have two people who are

[2:34:48] retiring. It's the most turnover I've

[2:34:50] had in I want to say three years. And

[2:34:51] because of

[2:34:53] >> rift I did like I didn't actually post

[2:34:55] for those positions because they because

[2:34:58] people were rift not rifted but um there

[2:35:00] was movement in the district. Um, it's a

[2:35:03] good not having really high retention is

[2:35:06] a good problem to have, but it it's um

[2:35:08] we're not I haven't posted for a new

[2:35:10] teaching position in a couple years.

[2:35:13] >> That wasn't just teachers, right?

[2:35:16] >> That goal um staff

[2:35:19] >> it Yeah, I mean we al Yeah,

[2:35:21] >> it's a good question, Sandep. And we

[2:35:23] post a lot of our pos all of our

[2:35:25] positions on school spring. That's our

[2:35:27] hiring platform. And I'm just having a

[2:35:29] conversation with Andrew and Nimichi,

[2:35:31] you know, how do we how do we broaden

[2:35:32] that because not everyone go uses that.

[2:35:35] >> So Andrew has a lot of ideas and is

[2:35:37] creative about spreading uh and

[2:35:39] broadening the the candidate pool and we

[2:35:42] do use two other networks um

[2:35:45] >> uh that Andrew has identified that has

[2:35:48] generated leads of diverse candidates.

[2:35:50] Exc

[2:35:53] did you have a question?

[2:35:54] >> I do have one question which is the

[2:35:56] plans being so similar baly the like

[2:35:59] unique strengths of each of your schools

[2:36:02] and your own leadership. So I was

[2:36:04] actually wondering if you would be so

[2:36:06] kind and generous as to share if there

[2:36:09] is anything from one another and be

[2:36:11] succinct as possible that you admire

[2:36:14] most and hope wish you could acquire

[2:36:18] from their culture or operations at

[2:36:19] their school. you know each other so

[2:36:21] well and sometimes you can see each

[2:36:23] other's superpowers better than even

[2:36:24] your own. So I'm curious if there are

[2:36:27] things you admire about one another uh

[2:36:29] or their schools or how they operate

[2:36:31] that um you wish you could absorb.

[2:36:35] >> I can start

[2:36:37] >> please.

[2:36:37] >> Um great question.

[2:36:40] >> I think there's so many things that I

[2:36:41] could say. I feel like I learned so much

[2:36:43] from well even sitting here I was like

[2:36:46] oh office hours for my mental health

[2:36:48] staff like that that's a really great

[2:36:49] idea. Um, but I think in terms of the

[2:36:51] like leadership style or like uh I think

[2:36:54] Matt is a phenomenal storyteller and I

[2:36:57] think that's really important in this

[2:36:58] role and um you know I I think that's something that um I would aspire

[2:37:05] to a little more detail oriented and

[2:37:07] like get it done and obviously I took my

[2:37:10] two points and spoke to them and they

[2:37:12] followed

[2:37:13] >> I follow I follow really good at

[2:37:15] following directions. know what they

[2:37:16] need to like it.

[2:37:17] >> But but I think like the storytelling

[2:37:20] aspect is actually really important in

[2:37:22] this job and um it's something it's

[2:37:24] something that I really appreciate and

[2:37:25] will miss even if it's late and you talk

[2:37:28] for a long time.

[2:37:30] >> It's a great question, Drew, and about

[2:37:33] each of them. I sometimes go from A to B

[2:37:36] without Laurest sometimes without

[2:37:38] thinking about all the things in

[2:37:39] between. Um, and Naomi is great about

[2:37:43] slowing down and asking all of the

[2:37:45] important questions in the moment. It's

[2:37:47] like sometimes, come on, come on, come

[2:37:49] on. But in the end,

[2:37:52] >> in the end, it it

[2:37:53] >> oh boy,

[2:37:59] » someone the plan is always better off.

[2:38:01] The students are always better off as a

[2:38:03] result of your thoughtfulness.

[2:38:05] >> Um, and uh and and Matt coming in. um

[2:38:08] has been such a a tremendous mentor uh

[2:38:12] every classroom every day.

[2:38:19] » Um I would echo, you know, uh what I

[2:38:22] admire um most about Naomi is her

[2:38:26] humanity. um that um in a complex uh

[2:38:31] world with lots of needs, she always

[2:38:34] sees the student and then will will

[2:38:38] develop an an action plan that is so

[2:38:41] thoughtful uh with deliverables that she

[2:38:44] stakes to right and has great success.

[2:38:49] >> It's a really really nice question.

[2:38:52] Um, and then Justin is um the just the

[2:38:56] lifeblood of the school. When you're

[2:38:57] with him in the building, uh, the staff

[2:39:00] brighten when he arrives. The kids all

[2:39:03] know him. Um, he knows the curriculum in

[2:39:05] and out. Um, he has an effervescence

[2:39:10] and a positivity that is second to none.

[2:39:13] So, um, you know, we I think we probably

[2:39:16] complimented each other and I'm quite

[2:39:18] confident that, um, Stephanie will jump

[2:39:21] right in and just be such a great new

[2:39:23] member of this team. Um, that will this

[2:39:26] team will continue to thrive with

[2:39:29] Stephanie's inclusion as we we say to a

[2:39:32] great question before and I should have

[2:39:34] whenever we interview for someone we

[2:39:37] always say who will make us better

[2:39:40] >> who will make us better. So to replace

[2:39:43] me, right, doesn't make the district

[2:39:45] better. It's to see who where my gaps

[2:39:49] are and what we need more of. And in

[2:39:52] Stephanie, now you have someone who

[2:39:54] fills my gaps and makes this team

[2:39:56] better. So I'm really excited for her to

[2:40:00] come and we look forward to uh finishing

[2:40:03] out the year very strongly. But thanks

[2:40:04] for your question, T.

[2:40:05] >> Thank you.

[2:40:06] >> Yeah, just I will finish it up by saying

[2:40:08] thank you so much for coming. We really

[2:40:10] love having you. This is my favorite

[2:40:12] meeting of the year. Um because we get

[2:40:14] to see you interact with each other and

[2:40:16] you know I've been around for a long

[2:40:18] time and the schools were not always

[2:40:20] this um cohesive at the elementary level

[2:40:22] and it was like oh buy a house at this

[2:40:24] school because your kid will learn to

[2:40:25] read at this school. That is no longer

[2:40:27] the case. So I really appreciate um the

[2:40:30] collaboration between the three schools

[2:40:32] and then even you know prek to 12 like

[2:40:34] watching all of that and the leadership

[2:40:36] team. I mean, this is something that

[2:40:38] it's a bird's eye view into our schools

[2:40:39] every single day. We wish you the best

[2:40:41] of luck with Teddy, Matt.

[2:40:43] Congratulations. Enjoy retirement. We

[2:40:45] welcome Stephanie.

[2:40:47] >> Thank you, Justin. Naomi, it's really

[2:40:49] great.

[2:40:50] >> Thanks, Tracy.

[2:40:52] >> Thank you all.

[2:40:57] » All right. Um, moving on. So, we've got

[2:41:00] five more things that we want to talk

[2:41:02] through tonight. So,

[2:41:04] >> exact session. We got three and a half

[2:41:06] hours.

[2:41:08] >> Um, handbook.

[2:41:10] >> Yeah, I think we can do this at a high

[2:41:11] level because there's not that many

[2:41:12] changes. Um, I was going to project, but

[2:41:16] thank you. Take care. Thanks, guys.

[2:41:17] Thank you.

[2:41:18] >> The only thing I'd ask you, and we're

[2:41:19] not voting tonight, so you have time to

[2:41:21] look at it. We tried to really call out

[2:41:22] what was different logistical stuff that

[2:41:26] is clear. Um, we have to align the

[2:41:29] policies that are in here, the ones that

[2:41:31] are in here that are changing with the

[2:41:33] DOJ piece next week. So those are just

[2:41:36] partnered up. And then really the piece

[2:41:38] to look at is the AI piece which Shelley

[2:41:40] gets all credit for and the the

[2:41:41] committee she's been working with that

[2:41:43] we really wanted some breath and depth

[2:41:46] to at least a starting point for AI

[2:41:48] which I don't think I need to go through

[2:41:49] tonight but um you could see that's one

[2:41:52] of our major areas of change this coming

[2:41:54] year.

[2:41:55] >> Will we be having a sort of in-depth

[2:41:58] discussion on the changes at our second

[2:42:00] read or you do that now?

[2:42:04] Um, were there particular ones that you

[2:42:07] want to have a in-depth conversation

[2:42:08] about?

[2:42:08] >> Um, you know, I think Sandy, you and I

[2:42:12] had questions about um, ACR, AC, and

[2:42:16] GIC.

[2:42:18] >> Those policies are on the next agend.

[2:42:31] » Yes. Just to clarify, we'll yeah,

[2:42:32] >> we had the first reading on those in

[2:42:34] May.

[2:42:35] >> We will be voting on those at the June

[2:42:38] 16th meeting. The handbook will

[2:42:40] reference what we approve on June 16.

[2:42:43] >> Got tricky. Yeah.

[2:42:44] >> Yeah.

[2:42:45] >> Um and if you recall, like we

[2:42:49] had said in May, we're going to adopt

[2:42:52] the DOJ recommendations

[2:42:54] to make us compliant and then make sure

[2:42:56] that we're continuing that conversation.

[2:42:59] So the question the question was when

[2:43:01] are we having that discussion now or are

[2:43:02] we going to have it on the 16th? That's

[2:43:04] that was my question.

[2:43:05] >> We're not have we're not going to have

[2:43:07] it tonight. We we have the second read

[2:43:09] on the 16th. So

[2:43:13] » everything just has to align. That's why

[2:43:15] this is

[2:43:16] >> so policies on the 16th

[2:43:19] >> before we vote the handbook.

[2:43:21] >> Yes.

[2:43:21] >> Technically yes.

[2:43:22] Yeah. because then

[2:43:23] you'll have the policies and the

[2:43:25] handbook in

[2:43:28] >> and between now and then I'm going to

[2:43:29] get you Brian and Katie are working on

[2:43:31] there's a few CCHS specific things that

[2:43:33] we need to in consolidating the book a

[2:43:38] couple years ago we just there's a few

[2:43:39] CCS EHS things we need to reference that

[2:43:43] they're pulling together this

[2:43:44] >> okay did you have edits that you sent

[2:43:47] through

[2:43:48] >> No I didn't have edits but I when we I

[2:43:51] saw they were up and they were in the

[2:43:54] packet.

[2:43:55] >> Discuss it bigger.

[2:43:58] >> Yeah. I didn't realize they made it into

[2:44:00] the packet. I think

[2:44:02] >> Yeah, I I think they're on next week.

[2:44:04] >> They're on the next agenda

[2:44:05] >> because we were going to do one meeting

[2:44:08] with all of this in it. Clearly, this

[2:44:10] meeting needed to be split into two,

[2:44:12] which is

[2:44:13] >> and so all the policies and a few more

[2:44:15] town things will be on the next meeting.

[2:44:17] Yep.

[2:44:18] >> All right. Anything else with the

[2:44:19] handbook for right now?

[2:44:24] All right, we'll move on then to adas

[2:44:27] working group updates.

[2:44:28] >> So, um we haven't had a meeting since

[2:44:31] the last update that I gave, but we're

[2:44:35] in closing stages of that working group.

[2:44:37] Um presenting to the select board on the

[2:44:40] 22nd. Uh we have a meeting coming up

[2:44:42] next week. Um and just to put the

[2:44:45] finishing touches on the presentation

[2:44:48] that we're going to make to the

[2:44:53] question for you. Is there I know when

[2:44:56] Paul presented the chair presented to

[2:44:58] the uh DEI commission there was sort of

[2:45:03] as an aside that there was going to be a

[2:45:05] hearing formal hearing thing.

[2:45:08] >> I did not know that happened. So I I did

[2:45:13] not attend the the DI on this meeting

[2:45:15] >> he he had mentioned that then and uh I

[2:45:19] guess the other point I would want to

[2:45:21] make uh since March when we've had this item as Sandy pointed out this body

[2:45:28] is going to cease to exist in June 22nd.

[2:45:30] >> Yep.

[2:45:31] >> But our issues advice and I hopefully

[2:45:33] they'll diminish but they're not going

[2:45:34] to go away. Again, I bring up that we

[2:45:37] should consider updating the focus to

[2:45:40] look at what's going on in our school

[2:45:42] campuses and perhaps change the item

[2:45:44] name to make certain that we hold this

[2:45:46] talk about bias climate across our

[2:45:49] campuses going forward.

[2:45:52] >> I appreciate that.

[2:45:54] >> I agree. I agree. I think it would be

[2:45:56] helpful to continue talking about it.

[2:46:00] >> So, yeah, I've been asking since March

[2:46:03] and

[2:46:06] like to have some determination on.

[2:46:11] » Um I hear you. I don't have any

[2:46:13] immediate um determination at this

[2:46:15] point, but um

[2:46:17] >> something that we can discuss as a

[2:46:19] commit.

[2:46:23] Do you want to I mean

[2:46:27] I'm wondering as we are putting together

[2:46:30] our um you know as we're

[2:46:34] working over the course of the summer

[2:46:35] and working through through goals if um

[2:46:40] >> I don't know necessarily has to be a

[2:46:42] goal. I'm asking for something to be a

[2:46:45] standing item for us to discuss a

[2:46:48] standing item on our agendas going

[2:46:50] forward. That's what I've been asking

[2:46:52] since March. Can Can I share my thoughts

[2:46:54] on it?

[2:46:55] >> Yeah.

[2:46:56] >> I things on the agenda I I believe

[2:47:00] should be items that we discuss and then

[2:47:02] we move forward to the next one. As you

[2:47:03] rightly pointed out, I don't think these

[2:47:05] are issues we'll uh ever get done

[2:47:08] addressing. So I I I don't again if if

[2:47:13] it's a let's say

[2:47:16] semianual update on climate culture,

[2:47:19] we'll look forward it. But it's a

[2:47:20] standing element just to say

[2:47:23] we're still tracking this. I don't

[2:47:26] necessarily see the value in it.

[2:47:29] >> Well, there are other things other than

[2:47:31] ordinary business meetings, Sandy, that

[2:47:33] could be vehicles for getting into this

[2:47:36] topic as well. Could be a working group,

[2:47:38] could be a forum, could be something

[2:47:42] maybe outside of an ordinary business

[2:47:44] meeting. Is that what you're getting at?

[2:47:45] Where it would have a sort of timebound

[2:47:47] focus where

[2:47:49] we would open in a more wholesome way

[2:47:52] than perhaps a 10 minutes can on a

[2:47:55] bi-weekly basis would even

[2:47:58] begin to approach which I agree with

[2:48:00] you. We want to make progress but how do

[2:48:02] we make progress in the best way

[2:48:04] possible? Is that sort of

[2:48:06] >> no

[2:48:06] >> like having it be a forever thing is

[2:48:09] hard I acknowledge but also having it be

[2:48:12] and that never is also hard to make

[2:48:15] progress. I also not what I said. I said

[2:48:17] let's let's have

[2:48:18] >> Oh. Oh, sorry. I misunderstood you.

[2:48:20] >> I said let's have periodic updates

[2:48:22] instead of every meeting

[2:48:26] >> regional meetings since we had made a

[2:48:29] point to make this something at the so

[2:48:31] we'd be at our regional meetings and

[2:48:32] also if I look at what our agreement

[2:48:35] was, we're supposed to be assessing our

[2:48:37] incident of bias uh timely at least over

[2:48:41] the next 12 months through June of 2027.

[2:48:45] That's part of the agreement that we

[2:48:46] signed. U

[2:48:49] is that correct?

[2:48:49] >> No, I'm the I'm the one who has to do

[2:48:51] that. I've been charged with that by the

[2:48:52] DOJ to do that

[2:48:53] >> and we shouldn't

[2:48:55] >> I'm not saying that. I'm just saying

[2:48:56] that I'm the official review of the

[2:48:59] incident because I have access to the

[2:49:02] >> agreed

[2:49:02] >> private information.

[2:49:03] >> Agreed. And again, we're not necessarily

[2:49:06] in private information. This is just

[2:49:08] sort of again a request to look at the

[2:49:13] what's happening in our camp in our

[2:49:15] across our campuses over time as

[2:49:20] suggested in our DOJ agreement and

[2:49:23] something I've been asking since March.

[2:49:26] >> So, and I do think it's a good idea to a

[2:49:28] periodic review. I agree with you,

[2:49:30] Sandep. Um, I can't think of an item on

[2:49:33] our agenda in the past few years that

[2:49:35] we've had on every single agenda except

[2:49:37] for this one because you requested it

[2:49:39] and I made the commitment for the rest

[2:49:40] of this year to put the hate and bias

[2:49:42] working group on. And now I think that,

[2:49:45] you know, maybe the chairs will discuss

[2:49:47] it together and figure out how we move

[2:49:50] forward and and what should it be every

[2:49:52] meeting? Should it be quarterly? You

[2:49:54] know, how we're going to do that. So

[2:49:56] maybe that's for you guys to decide over

[2:49:58] the summer. Um yeah that's that's good

[2:50:01] feedback I think yeah if we do it every

[2:50:05] meeting it might feel preuncter and

[2:50:08] >> be performative

[2:50:10] >> performative

[2:50:10] >> yeah

[2:50:13] um

[2:50:14] >> so have to be performative unless we

[2:50:17] look at it that way

[2:50:19] >> if if we do something with that it'll

[2:50:20] feel like us checking the box saying

[2:50:22] we're doing this things are done right

[2:50:25] >> my kids are still in the schools they

[2:50:27] have to deal with these issues every

[2:50:29] Right. So, so let's take tangible steps,

[2:50:31] tangible actions instead of putting

[2:50:32] something on the agenda and saying our

[2:50:34] problem is done. We swoop at it. Let's

[2:50:36] move on.

[2:50:37] >> Yeah, we definitely don't want to do

[2:50:38] that. I don't think anyone's proposing

[2:50:40] that.

[2:50:41] >> Definitely not.

[2:50:42] >> I think that will happen if we keep

[2:50:44] doing it every

[2:50:47] we nothing happened in the last two

[2:50:49] weeks.

[2:50:49] >> Well, maybe I think we're down a rabbit

[2:50:52] hole, which is like I'm curious in your

[2:50:54] estimation, what is the thing that would

[2:50:56] be most productive to have happen? You

[2:50:58] say

[2:50:58] >> I stated that

[2:50:59] >> regular updates but updates on from from

[2:51:03] the administration to us

[2:51:05] >> but is there something more we could do

[2:51:07] and simply listen

[2:51:09] >> talk to the community?

[2:51:10] >> Yeah. Well, there we go. Maybe there's

[2:51:13] something Well, that would be something

[2:51:14] like a forum perhaps.

[2:51:17] >> Well, that that's a different

[2:51:19] discussion.

[2:51:20] >> Yeah, for sure. It's a different

[2:51:21] discussion.

[2:51:21] the hate and bias discussion

[2:51:23] >> is your hate and bias working group um

[2:51:26] do they have a recommendation coming out

[2:51:27] on how to disseminate information? Um

[2:51:31] yes. So I mean that'll be the dashboard

[2:51:35] >> the dashboard

[2:51:35] >> that we'll present on the 32nd.

[2:51:37] >> Okay.

[2:51:39] >> And again that speaks to the town. It

[2:51:41] does not speak to what's happening in

[2:51:43] our going back to the agenda.

[2:51:47] >> And I do think you know we do have to be

[2:51:50] careful of how much we're dipping into

[2:51:53] the operations of the schools because

[2:51:54] you know if we really look into it we

[2:51:56] have one employee and that is our

[2:51:58] superintendent. Right. And so I think

[2:52:00] that the operations of the schools

[2:52:02] happens amongst as we listen tonight the

[2:52:04] leadership team and all of them talked

[2:52:06] about you know belonging and culture and

[2:52:10] um performance like we're hearing all of

[2:52:12] that through our administrators. So I

[2:52:15] think I just think we need to careful

[2:52:17] about like we may want to talk about it

[2:52:19] but it might not be our role to actually

[2:52:21] talk about it every meeting. And I have

[2:52:22] noted the select board has um they

[2:52:25] started with having anti-semitism on

[2:52:27] every single agenda and that's now moved

[2:52:30] off of the agenda. So, you know, I just

[2:52:33] think we have to be careful and and I

[2:52:34] think it's for the chairs to decide how

[2:52:36] often um and and what we're looking to

[2:52:40] hear because it isn't our role as school

[2:52:43] committee to listen to what's going on

[2:52:44] in our campuses, but we don't have a

[2:52:46] role in what to do about what's

[2:52:48] happening in our campuses as a

[2:52:50] committee. I think this is a nuance

[2:52:51] problem which is about the semi-p

[2:52:53] permeable membrane between the campuses

[2:52:55] and the community which is where we sit

[2:52:59] like we are in this unique third space

[2:53:01] as a committee and as elected officials

[2:53:05] and for sure we have to enable and

[2:53:08] empower the administration to kick butt

[2:53:10] and I think we have a fiduciary

[2:53:12] responsibility to the community as well

[2:53:15] um to really create the most vibrant

[2:53:17] atmosphere for the students and it it's

[2:53:19] a trick tricky one. It's really tricky.

[2:53:21] I don't know the answers, but I do know

[2:53:24] a performative refunctery thing is not

[2:53:26] it. I concur. And putting it all on

[2:53:30] Lor's shoulders. Well, you have strong

[2:53:32] shoulders, Lori, is also not fully it. I

[2:53:35] think there's something we need to

[2:53:36] absorb uh responsibility for ourselves.

[2:53:40] And I I don't know what that is, but it

[2:53:42] would be I think it would be a

[2:53:44] worthwhile discussion uh among this

[2:53:47] group to figure out what that could be.

[2:53:49] and and and perhaps the answer is we

[2:53:52] don't know or not now but I I I I would welcome that discussion

[2:53:58] together. I think it would be fruitful.

[2:54:01] >> Okay, I want to table it here. I want to

[2:54:03] give this some thought. I do like

[2:54:06] chatting with Sandep as the chair and um

[2:54:10] >> yeah,

[2:54:12] let me just think about

[2:54:14] >> by all means it's not going to happen in

[2:54:15] the next meeting. That's for sure.

[2:54:18] um mostly not.

[2:54:20] >> Um let's move on though to technology

[2:54:22] use in schools.

[2:54:24] >> Yeah, I just wanted to give you some

[2:54:25] updates on the work I've been doing and

[2:54:27] the team has been doing and it's in its

[2:54:29] infancy, but the plan is evolving. Um so

[2:54:32] there's I think two big buckets that

[2:54:35] we're growing here much because we had

[2:54:38] already started the path and partly

[2:54:40] because we hear the community interest.

[2:54:42] So, Shelley's going to run a district

[2:54:44] technology committee next year, which is

[2:54:46] the staff side of the house, just like

[2:54:47] she's doing math or any review work that

[2:54:51] she needs to do. Um, that'll that'll

[2:54:54] answer the questions that you've been

[2:54:55] hearing. We'll do the data work. I

[2:54:57] don't, you know, I'm not promising

[2:54:58] exactly what I can have for you in the

[2:55:00] fall. We might need teachers here to

[2:55:02] really do it. So, we're going to do what

[2:55:04] we can over the summer. Um,

[2:55:07] the second bucket is to meet the need to

[2:55:11] I guess sort of what you just described

[2:55:13] like bridge the community and the

[2:55:15] schools. And I think for me, one of the

[2:55:17] things I've been craving over the last

[2:55:19] couple of months is this topic has come

[2:55:21] up is just making sure that we're

[2:55:22] talking from the facts. Um, so, you

[2:55:25] know, we're going to create a a

[2:55:27] technology committee that is just like

[2:55:30] the sustainability committee or the

[2:55:31] anti-semitism coalition. Those have been

[2:55:34] very effective forums for us with a

[2:55:36] mixed representation, not a huge group,

[2:55:39] mixed representation of parents,

[2:55:42] teachers, students, administrators, at

[2:55:45] least a a school committee rep usually.

[2:55:48] Um, where we really just have these

[2:55:50] in-depth discussions about what we're

[2:55:52] all what we're doing and what we're all

[2:55:56] envisioning and that becomes the

[2:55:58] feedback loop as we all build those

[2:56:00] visions. um and it's been very effective

[2:56:02] in a number of situations. So, I've

[2:56:05] committed to that um a few times next

[2:56:07] year. I was able to meet with um the

[2:56:10] leads of the intentional technology

[2:56:13] coalition. Still getting their name

[2:56:15] down. Um Monday with Shelly and Angel

[2:56:18] and Matt came over and we agree on a lot

[2:56:21] of things. I think just really important

[2:56:23] to keep saying that um we have the same

[2:56:26] goals, the same um hopes and desire for

[2:56:31] balance and um we want to partner. So we

[2:56:34] I think the third leg of that is just

[2:56:36] continuing that leadership conversation

[2:56:38] across platforms with them and um it was

[2:56:41] a great start the other day. So we're

[2:56:43] going to get this all packaged into a

[2:56:46] master plan. um it will be some of the

[2:56:50] things that have been said in public and

[2:56:52] the concerns and questions the community

[2:56:54] has. But I mean and for us the AI is

[2:56:56] still the driving force. Um we because

[2:56:59] we put a little bit in the handbook

[2:57:00] doesn't mean we have feel like we have

[2:57:02] this figured out at all. And I don't

[2:57:03] know if there is a place to get figured

[2:57:04] out but we're not really

[2:57:07] comfortable with where we are. The

[2:57:08] teachers aren't comfortable. The kids

[2:57:10] are looking for direction. Um so we want

[2:57:12] to really hone in on that. Um, so that's

[2:57:15] just a first place. You'll hear a lot

[2:57:17] more as the summer and the fall comes

[2:57:18] with where that's all going to go. It'll

[2:57:20] certainly be in my goals. Um, and I

[2:57:22] think trying to evolve all of that into

[2:57:25] a package is is the goal.

[2:57:26] >> And were they receptive to the group,

[2:57:28] the intentional technology group,

[2:57:30] receptive to meeting a few times a year?

[2:57:32] >> Oh, very great. Very great. Okay.

[2:57:34] >> Yeah.

[2:57:35] >> Could I add something more on your

[2:57:36] plate? So, so the the the technology and

[2:57:39] the AI policies around it,

[2:57:42] I I think those need to be revisited a

[2:57:44] lot more rapid rate. Sure.

[2:57:47] >> Yeah. Totally agree.

[2:57:49] >> Yeah. So, we'll put that on the list of

[2:57:51] the package. Yeah.

[2:57:53] >> Yeah.

[2:57:55] >> Yep.

[2:57:57] I almost feel like they have to write

[2:57:58] written in a Google doc you can change

[2:58:00] all the time because it's moving so

[2:58:02] fast. Yes.

[2:58:03] >> Yeah.

[2:58:04] >> Anyway, so that's the brief update. A

[2:58:06] lot more to come.

[2:58:07] >> Thank you. Did anyone have any follow-

[2:58:08] on questions on that?

[2:58:10] >> Good.

[2:58:12] >> Too many to fit in the timeline.

[2:58:15] >> I'll take that as a no. Uh

[2:58:18] non-union uh increases.

[2:58:21] >> Yeah. So, you want to

[2:58:23] >> we just need to we just need to vote

[2:58:24] this.

[2:58:25] >> You just need to vote the 3% for all

[2:58:27] non-union raises that you've discussed.

[2:58:30] >> Executive.

[2:58:31] >> So, I'm just going to formally make a

[2:58:32] motion if that's is that okay with with

[2:58:34] you. if I just make the motion and then

[2:58:36] we've discussed we discuss it.

[2:58:37] >> So I move that um

[2:58:40] >> we approve 3% cola for all non-UN

[2:58:44] personnel and market adjustments as

[2:58:47] discussed.

[2:58:49] >> I'll second. All right. Discussion.

[2:58:54] » No, it's one number, but you guys put a

[2:58:56] lot of work into getting that. So thank

[2:58:57] you.

[2:58:58] >> Yeah, that's a very way good way to say

[2:59:00] it. And truth.

[2:59:02] >> All right.

[2:59:02] >> And this is for both districts.

[2:59:04] Oh, so we have to do a vote for both.

[2:59:06] >> For both.

[2:59:07] >> Yeah. Okay. Um, all in favor?

[2:59:10] >> I

[2:59:12] always

[2:59:13] >> It sounds really awkward, but

[2:59:15] >> it's better when it's a roll call,

[2:59:16] though. So, um, I think that was

[2:59:19] >> You can decide to do a roll call.

[2:59:21] >> Not for this. Not at 859.

[2:59:24] Um,

[2:59:27] if you watch the May Carlile School

[2:59:29] Committee, you'll see when I did do a

[2:59:30] roll call in person. Um, you don't take

[2:59:33] that lightly. Um,

[2:59:37] >> amenities building.

[2:59:40] >> I'm gonna throw this to Bob. He just

[2:59:41] wants to give you a status update on

[2:59:42] where the project is. Uh, we're working

[2:59:44] with Gail Associates, the design

[2:59:46] engineering firm, to go out to bid. It's

[2:59:48] been posted in the required state

[2:59:50] website. Um, and so bids will be due

[2:59:54] July 17th. Um,

[2:59:57] there's part of that is because there's

[2:59:59] filed sub bids because some of the work

[3:00:02] of subcontractors will be more than

[3:00:03] 25,000. So you you're required to have

[3:00:06] filed sub bids and you have to wait for

[3:00:08] the contractors to to see that

[3:00:10] information incorporated into their

[3:00:12] bids.

[3:00:13] Um

[3:00:15] so July 17th would be the date. At the

[3:00:17] same time, I'm also um conducting a it's

[3:00:20] called an RFS. It's specifically for

[3:00:22] OPM's request for services. Our retired

[3:00:26] facilities director had been serving in

[3:00:28] this role. uh Russ former former

[3:00:30] facilities director Russ Hughes. Um he

[3:00:32] kind of gracefully

[3:00:34] stayed on for a year after he retired,

[3:00:36] but it's it's gone on now and he's he's

[3:00:40] ready to disconnect from the district.

[3:00:42] So it was kind of doing a favor to

[3:00:44] extend it, but the multiple the long

[3:00:46] timeline it took to get it approved. Um

[3:00:49] you know, he needs to stop now. We're

[3:00:50] going out to do this RFS to select a OPM

[3:00:54] firm that'll just help with the last

[3:00:55] phase of the project. Russ helped with

[3:00:57] the design portion of the project and so

[3:00:59] they'll help with the construction

[3:01:00] portion. That's um required um for

[3:01:03] projects over a million and a half

[3:01:04] dollars. So um you know it's more cost

[3:01:07] effective to do it with a district

[3:01:09] employee, but at this point in time we

[3:01:11] feel like um at this point in the

[3:01:12] project be a little bit less costy since

[3:01:14] the last phase and we'll we'll get some

[3:01:16] good companies to apply. Um so that's

[3:01:20] it. I think we're um we're in decent

[3:01:22] shape. I mean, um, it'll be starting the

[3:01:24] work in the summer and we expect it to

[3:01:26] be, uh, to go through the winter and

[3:01:30] hopefully be, um, and then we expect to

[3:01:31] be done in the spring.

[3:01:34] >> So, is there anything you're going to

[3:01:35] need from the school committee over the

[3:01:37] summer as you're getting the the bids in

[3:01:39] or

[3:01:39] >> um, we typically ask the school

[3:01:41] committee to approve the bid award? Um,

[3:01:44] I can check to see through our policies

[3:01:47] if it's allowed for you to

[3:01:50] designate that to us.

[3:01:53] usually also just call a quick meeting.

[3:01:55] >> I think I'd rather do that just so

[3:01:58] have a chance to ask any questions.

[3:02:00] >> And I will need you to approve the OPM.

[3:02:03] Unfortunately, that timing is not going

[3:02:04] to be great.

[3:02:06] >> It'll probably be a virtual meeting and

[3:02:07] >> Okay.

[3:02:08] >> Can we do both at the same time, do you

[3:02:09] think?

[3:02:10] >> No.

[3:02:10] Okay. Right.

[3:02:11] >> And you won't have that before our June

[3:02:13] 16th meeting.

[3:02:15] >> Actually, I need to think about whether

[3:02:16] I could do it at the same time because

[3:02:18] the OPM probably could wait for us to

[3:02:20] award the construction. I I can think

[3:02:22] about that. Um I'm not sure. I need to

[3:02:25] think I need to figure out whether

[3:02:26] that's allowed.

[3:02:28] >> Okay.

[3:02:28] >> We'll try to do it if it's possible.

[3:02:30] >> I mean, if it's calling a fiveminute

[3:02:32] meeting in July, like I will I will do

[3:02:34] it based on the three years leading up

[3:02:36] to this. So

[3:02:38] >> cameras off.

[3:02:39] >> Yeah.

[3:02:40] >> But we also have the thorough nature

[3:02:41] space. Well, that's concrete uh public

[3:02:44] schools. So um there are some projects

[3:02:46] that we typically would bring to you if

[3:02:48] they're formal bids to approve.

[3:02:50] >> Okay. Concrete nature space is another

[3:02:51] one that's not on the agenda.

[3:02:53] >> Just

[3:02:53] >> Yeah, we're just gonna have to let you

[3:02:55] know when we need to bring you in.

[3:02:57] >> Zoom makes it doable.

[3:02:59] >> Exactly. Any amenities, building

[3:03:01] questions,

[3:03:05] » right?

[3:03:06] >> Thank you. Exciting.

[3:03:07] >> Yes. Good to have all those votes passed

[3:03:10] and uh can move on to the next piece.

[3:03:12] >> Oh yeah, it did pass in Carile. asked

[3:03:15] and I will say it passed unanimously cuz

[3:03:17] it was at that point in town meeting

[3:03:19] where I voice nobody said

[3:03:22] >> I bet if it was clickers it would have

[3:03:24] been different but we were just like

[3:03:26] >> 10 o'clock we got to wrap this up

[3:03:30] >> um the cell phone vote come the same way

[3:03:33] >> one vote

[3:03:34] >> I know it's my fault

[3:03:36] >> all right um can I have a motion to move

[3:03:37] into executive session

[3:03:40] >> Oh shoot

[3:03:41] >> um

[3:03:42] >> yep

[3:03:43] >> okay I move Oh, go ahead. You have it. I

[3:03:45] can't read it. Go ahead.

[3:03:46] >> That the conquered school committee and

[3:03:47] the conquered car regional school

[3:03:49] committee enter into executive sess

[3:03:51] session under purpose three of open

[3:03:53] meeting law to discuss strategy with

[3:03:55] respect to collective bargaining with

[3:03:56] the K through2 administrative assistance

[3:03:59] K through2 maintenance and the CTA ESPs.

[3:04:02] One second.

[3:04:04] >> Wonderful. Um any discussion

[3:04:07] otherwise this is a roll call vote.

[3:04:11] Uh her check I

[3:04:13] >> Kellaher I

[3:04:16] >> Morana I

[3:04:18] >> Wat I

[3:04:21] Right. Thank you everyone.

Concord-Carlisle Joint School Committee Meeting - June 3, 2026

Transcript