[0:11] I call to order this meeting of the
[0:13] Dober school uh school committee. Today
[0:16] is September 22nd, 2026 and we are
[0:20] meeting in the sorry Dover Sherborn
[0:23] Middle School Library. The time is now
[0:25] 6:31.
[0:27] So first on the agenda is community
[0:29] comments.
[0:31] Uh we have provided a virtual link for
[0:33] those who wish to make a comment but for
[0:35] whom it is not possible or preferred to
[0:37] attend in person. Are there any
[0:40] community comments? Okay. Before I
[0:44] before you go um I want to read
[0:47] something. Um please remember that
[0:49] community comments are an opportunity
[0:51] for members of the school committee to
[0:52] listen to members of the community. As
[0:54] chair of this meeting, it is my
[0:56] responsibility to facilitate this
[0:57] communication between the public and the committee um present this
[1:01] evening. I personally believe the
[1:03] communication is a critical element to
[1:05] assist the members of um this elected
[1:08] body to effectively effectively
[1:11] facilitate this discussion. I encourage
[1:13] anyone providing comments to consider
[1:15] that the volunteers that comprise this
[1:17] committee are your neighbors, friends,
[1:18] and fellow community members. We welcome
[1:20] all points of view, but I would
[1:22] respectfully ask that all you treat
[1:24] these committee members in a manner
[1:25] consistent with that in mind.
[1:27] Collectively, we are here to support the
[1:28] administration who in turn assist our
[1:30] educators and support staff to educate,
[1:32] care for, invest in, and inspire our
[1:34] children. Um, community comments are not
[1:37] a forum for answering questions or
[1:38] engaging in debate. We respectfully
[1:40] request that you please make your
[1:41] comments brief, no more than 3 minutes,
[1:43] and that you move the discussion forward
[1:45] by adding new information. Please try to
[1:47] avoid repeating points that have already
[1:49] been made. One of the public uh once the
[1:51] public comment section of the meeting
[1:52] has concluded, we'll move to uh other
[1:55] business and unsolicited comments for
[1:57] the community will no longer be
[1:58] permitted. This is standard operating
[2:00] procedure and school committee meetings
[2:01] across the three school districts. If
[2:03] you desire more information or have
[2:05] specific questions, contact information
[2:07] for committee members is on the district
[2:08] websites. And I will note that generally
[2:11] we um limit these to uh do residents.
[2:15] understand you're an adult resident, but
[2:16] we welcome your comments.
[2:17] >> Appreciate you
[2:17] >> respectfully.
[2:19] >> Dear elector,
[2:20] >> uh wherever you feel comfortable, maybe
[2:22] just in so we can sort of see you.
[2:24] >> Actually, I can put the the phone down.
[2:26] >> Okay.
[2:28] >> Uh so, good evening. My name is Joey
[2:29] Ford. I'm an independent educational
[2:31] watchdog and reform initiative. I call
[2:33] myself parent data force. Um, so I go
[2:36] district to district throughout the
[2:38] state and I try to find patterns um and
[2:40] just uh bring some helpful information
[2:42] from u what I'm discovering at different
[2:45] places and bring it back to the
[2:46] committees and hopefully uh giving you
[2:48] guys some valuable information to work
[2:50] with and only better yourselves. Um so
[2:54] my latest project um I'm I've submitted
[2:57] uh so far 43 different public records
[2:59] requests to different districts asking
[3:01] them for their settlement agreements. So
[3:03] this is for like special education,
[3:05] regular education, stuff that involves
[3:07] um educ students, not the educators
[3:10] themselves. I don't want anything to do
[3:12] with staff or anything like that. That's
[3:14] something else. So this would be like
[3:16] memorandums of understanding, memorandum
[3:18] of agreement, uh mediation agreement,
[3:20] stipulations, consent agreements, side letters, similar
[3:23] written agreements, that sort of stuff.
[3:25] Um Superintendent McCoy, I I sent it to
[3:28] you and it should be in your inbox. I
[3:30] just want to let you guys know it's this
[3:31] isn't meant to be like something
[3:32] hostile. I'm doing this simply for like
[3:34] research purposes um and to be able to
[3:36] compare the different districts. Uh DO
[3:38] Sherban has a very well-known reputation
[3:40] for being one of the best uh districts
[3:42] in the country. Um so I really want to
[3:45] see how you guys compare to some of the
[3:47] less wealthy districts and um just
[3:49] seeing how things operate behind closed
[3:52] doors. Uh, as a special education parent
[3:54] myself, I understand that a lot of these
[3:56] contracts, you know, they're not
[3:57] something that's done maliciously or in
[3:59] bad faith, a lot of the times these
[4:00] things are done to to get children what
[4:02] they need. Um, but just to help other
[4:04] parents and really get an understanding
[4:06] of how these things work. That's why I'm
[4:08] doing this. So, I just wanted to let you
[4:10] know so you're not like, "Oh my god, you
[4:12] know, we're under attack." Uh, I swear I
[4:14] got peace.
[4:15] >> Thank you.
[4:15] so much.
[4:16] >> Thank you.
[4:18] >> All right. Any other comments? Any other
[4:22] online comments?
[4:25] Thank you so much.
[4:28] >> Okay, with that, I think we'll close
[4:30] community comments.
[4:33] >> All right, next on the agenda are the
[4:35] superintendent comments.
[4:36] >> Thank you. Um I only just want to um
[4:39] have a specific thank you this evening
[4:41] to our chering community for a smooth
[4:43] opening of school. Um so thank you to
[4:45] our parents, our bus drivers, our
[4:47] leaders, our educators of course, and
[4:49] our students. Um it's been a great
[4:51] positive opening of school. I've had an
[4:53] opportunity as has Heather to get into
[4:55] some classes to attend the all school
[4:57] assembly. Um so lots of positive great
[5:00] start and we're going to keep that
[5:01] momentum going. So thank you Dr.
[5:02] Rinimman.
[5:04] >> Thank you Miss Atkinson for all of your
[5:05] hard work. Um and other than that just a
[5:08] reminder that open house is on Thursday
[5:09] at 5:30. So it's your turn to re your
[5:11] time to return to school and and meet
[5:14] the teachers. So we look forward to
[5:15] seeing you then. Otherwise, happy to
[5:17] take questions, comments, feedback about
[5:19] anything.
[5:21] >> No, we got a great update in the joint
[5:23] school committee meeting. I feel like we
[5:26] >> Well, you're up to date
[5:27] >> up to date on all the happenings and I
[5:29] agree with the smooth opening. All
[5:30] right, next.
[5:32] >> I can just say I wanted to thank you for
[5:34] the weekly Y. I think this is a great
[5:35] initiative and I saw you had a lot of
[5:37] hearts on it and uh I hope people read
[5:40] it and like it and submit questions. Um,
[5:43] I'll have suggestions of course later,
[5:44] but uh, I think it was a great way to
[5:47] have a targeted information, like a
[5:50] small snippet of something that people
[5:51] are asking about. So, thank you. I think
[5:53] that's
[5:54] >> I usually don't get a lot of positive
[5:55] feedback, but I did get a lot of
[5:57] positive feedback from staff and from
[5:58] families and a lot of hearts, you know,
[6:00] it's just like being social. Why do I
[6:02] only have so many hearts? But
[6:04] >> no, I think it was a great initiative.
[6:06] Thank you.
[6:07] >> The moose was popular.
[6:09] >> No one's claimed the moose.
[6:11] Yeah.
[6:12] >> See,
[6:13] >> I remember the first when we first
[6:14] launched Parent Square, there was like
[6:16] this
[6:17] >> uh self-consciousness about people not
[6:19] liking the post.
[6:21] >> I assume we've gotten over that.
[6:23] >> We're getting there.
[6:24] >> Yeah,
[6:25] >> there probably is not a lot of activity
[6:27] editing for.
[6:29] >> It's a great forum though.
[6:32] >> Thank you. All right. Uh next on the
[6:35] agenda are financial reports starting
[6:37] with the warrant report.
[6:39] >> Yes. Thank you. Good evening everyone.
[6:40] Um in your packet tonight are um your
[6:43] approved boards um closing up fiscal
[6:46] year 26 and then what we've done to date
[6:48] to fiscal year 27. And I will continue
[6:51] to thank Jesse for stopping by uh town
[6:54] hall and signing.
[6:55] >> It's actually being passed along to
[6:56] goalie this year.
[6:58] So thank you.
[6:59] >> Yes. Next time I get the email to sign,
[7:03] I will sort of loop goalie into the
[7:06] process and we will have a smooth
[7:07] handoff like this did for me.
[7:09] >> Yeah. Great.
[7:10] >> Thank you.
[7:13] >> Um and moving on to um your budget
[7:17] closeout. So this is the sort of where
[7:19] we ended fiscal year 26. You had a
[7:21] pretty good synopsis when we um last met
[7:23] in June, but things happened over the
[7:25] summer and we we closed the books. Um
[7:27] and so tonight in your packet I provided
[7:29] sort of a summary of each of the um
[7:33] budget categories, salaries,
[7:34] expenditures and out of district. As you
[7:36] can see salaries um we were right at
[7:39] budget. There are some variations that I
[7:42] explain um at a at a high level.
[7:44] Remember you can go back into your
[7:46] monthly report if you wanted to dig into
[7:48] um more of the specifics but I tried
[7:50] just to hit the highlights. Um, on the
[7:52] expenditure side, I think the the
[7:54] driving force there was if you go back
[7:56] up to salaries, we actually took outside
[7:59] services um for our SLP, our speech
[8:02] language pathologist, and turned that
[8:04] into a a position in the contract. So,
[8:08] the when we built the budget, we thought
[8:09] it was going to be outside services. So,
[8:11] you see the savings there of about
[8:13] 50,000. That helps um take care of the
[8:16] $48,000 negative. So, you've got to look
[8:18] at that as we had it in the budget. We
[8:20] just didn't we have it in different
[8:21] places now. Um other than that,
[8:23] everything else was here and there when
[8:25] we did transportation services last
[8:27] year. Remember, we did a contract and so
[8:29] we had a higher number in the budget
[8:31] than where we settled. We left that in
[8:34] there and it really helped you not have
[8:36] as big of an increase in fiscal year 27.
[8:38] So when you see the 20,000 in
[8:42] transportation, it was really because we
[8:43] had had a reserve um that we didn't have
[8:46] to use at all. um looking at out of
[8:49] district. So that's where a lot of our
[8:51] um volatility was and as you know um the
[8:54] way that the town budgets we have all a
[8:56] circuit breaker to fall back on when we
[8:59] have the unexpected happen. So we did um
[9:02] dig into that a little bit but also keep
[9:04] in mind we made a conscious decision
[9:06] last year not to increase the budget for
[9:09] all the placements because we knew there
[9:11] was going to be a placement that was
[9:12] going to age out. it was a a larger
[9:15] placement. So, we didn't want to gross
[9:17] the town's budget up too much knowing
[9:18] that we would have circuit breaker to
[9:20] cover it. So, we knew in going into this
[9:23] if nothing else changed, we were going
[9:25] to be negative almost a half a million
[9:27] for that one placement. So, take that
[9:29] into consideration when you look where I
[9:31] say we're over $800,000. We already knew
[9:34] we were going to be almost $500,000
[9:35] over. So we did have a little bit of
[9:37] unexpected um but it was also offset by
[9:40] a little we had some negative unexpected
[9:42] and some positive unexpected. So at the
[9:44] end of the day we are still turning back
[9:46] to the town um $778,000.
[9:50] Keep in mind that's also even net of um
[9:53] almost the $437,000
[9:57] that we kept at the region to start
[9:59] building the circuit breaker preserve
[10:02] for those students um that are aged 6
[10:05] through or 6th grade through 22 who
[10:07] reside in do who's now being accounted
[10:10] for at the region. Um so all in all that
[10:13] was it was a good year um and that we
[10:15] didn't you know some years we don't we
[10:17] have very little circuit breaker that we
[10:19] turn back um to the town. So that will
[10:21] be the last year you see numbers like
[10:23] this your numbers are going to be much
[10:25] smaller when we start start talking
[10:27] about fiscal year 27 and budgeting for
[10:29] 28 because you're only responsible now
[10:31] for the prek through five and we have
[10:33] very few placements at that age group
[10:35] because of the wonderful special ed
[10:37] programs that we have already built into
[10:39] the school itself. Don, Don, just for
[10:41] the newer people at the table or for
[10:43] those of us who might need a refresher,
[10:44] can you explain how do budgets for this
[10:46] and that a turn back of $700,000 is
[10:48] actually planned?
[10:48] >> Exly. So, as you know, you you almost
[10:50] got a million9, so $1.9 million in
[10:53] circuit breaker reimbursement. When the
[10:55] town does their budget, they assume
[10:57] you're getting zero circuit breaker. So,
[10:59] they're budgeting for everything. And
[11:01] it's always been a conservative
[11:03] methodology that they've used because if
[11:04] you've been in do long enough, you'll
[11:06] realize that the town always uses some
[11:09] free cash towards the budget every year
[11:12] to sort of offset what they're being
[11:14] taxed to the uh taxpayers. Um and a lot
[11:18] of that was that comfort level of
[11:20] knowing that the circuit breaker was
[11:21] there. So we always have these big
[11:23] turnbacks and when you used to look at
[11:25] the the numbers when they would present
[11:27] like in the blue book um it would say
[11:30] okay do's budget is 12 million but last
[11:33] year's actual is you know 9.5 and it's
[11:37] because that budget number is always
[11:39] grossed up assuming there's no circuit
[11:42] breaker but your actual that report is
[11:44] reported is taking that circuit breaker
[11:46] into account. So there's always that
[11:48] delta there that always bothered me. um
[11:51] both on school committee and where I sat
[11:53] because I felt like it was misleading um
[11:57] to the public. So we were always uh
[11:59] pressuring them to put an asterisk next
[12:01] to it and say this is net circuit
[12:03] breaker, this is not net circuit
[12:04] breaker. So now that will actually sort
[12:07] of go away because do if you remember
[12:10] this year when they presented it looked
[12:11] like they had like a million dollar
[12:13] reduction and that's because the circuit
[12:14] breaker thing is now gone. They we we
[12:17] can't budget that way anymore.
[12:18] >> You said it's like gone but it actually
[12:20] is gone. There's no circuit breaker,
[12:21] right?
[12:22] >> No, there is circuit breaker, but it's
[12:24] not. It's um everything is net now.
[12:27] >> So, the way that we had to budget at the region is like we said, okay, you
[12:32] owe us $2 million for out of district,
[12:35] but we know we're going to get $1.2
[12:36] million in circuit breaker
[12:38] >> from the state.
[12:39] So, we're only we're
[12:41] only going to assess dover for $800,000
[12:45] and that's the assessment whereas before
[12:47] we would put the whole $2 million in the
[12:49] budget. Got it.
[12:50] >> Right.
[12:51] >> Yeah.
[12:51] So, the money is still there. It's
[12:52] just it's just sitting in a different
[12:54] way. It's cleaner. Yeah. It's a little
[12:56] bit cleaner.
[12:57] >> Yeah.
[12:57] >> Um and as long as I have enough money in
[12:59] the region to pay for everything. Yeah.
[13:01] So, it's it actually cleans up the
[13:03] accounting a little bit and it it then
[13:05] what happens is that and we had um you
[13:08] know we had been telling the towns this
[13:10] was going to happen especially at Dover
[13:12] because that was a guaranteed turnback
[13:15] in free cash that they always then
[13:18] turned around and applied that free cash
[13:19] to the budget.
[13:21] >> So now they don't have as much
[13:22] flexibility to do that but the budget's
[13:25] lower.
[13:26] >> So it sort of
[13:27] >> so it all sort of yeah it sort of washes
[13:29] out. So this will be a transition year
[13:32] uh for 27 to see how it all plays out.
[13:35] Um it was important to us at the region
[13:38] to at least have some additional circuit
[13:41] breaker other than what we expected to
[13:43] get this year which is why we had worked
[13:45] with both town and the town of Sherburn
[13:47] and retained the circuit breaker
[13:50] reimbursement in the fourth quarter.
[13:52] that was that comes remember the circuit
[13:54] breaker always came to the region then
[13:55] we had to turn around and give it back
[13:57] to the towns because they were
[13:59] accounting for the out of district and
[14:02] that's when the department of ed said
[14:04] what are you doing you need to account
[14:06] for the region age kids at the region
[14:10] >> so now we still get circuit breaker and
[14:12] we identify by this is dovers and this
[14:15] is sherburns and we have different
[14:16] accounts in our general ledger now for
[14:18] do circuit breaker and sherburn circuit
[14:20] breaker Um but we don't have the
[14:24] methodology that do used to have where
[14:26] we had all that fall back in case things
[14:28] on the the unexpected happened. Um so
[14:30] that's why we try to hold some. So we
[14:32] have like I said it feels um comforting
[14:35] to know that in Dover we're starting
[14:37] with what we assessed do plus this extra
[14:41] 437,000.
[14:43] Um, but it will it will make your budget
[14:45] a little easier to understand because
[14:48] that was always a big number on top of
[14:50] your in district and it was was
[14:52] confusing to the public because I was
[14:54] like, oh, why is the do school budget so
[14:56] big, right? So now it really will
[14:59] represent um sort of your
[15:02] >> population
[15:03] >> your population
[15:04] >> and the true cost on both sides now.
[15:08] >> Yeah. at the region and at um the dober
[15:11] >> what percentage of our special education
[15:13] needs are actually met by circuit
[15:15] breaker
[15:16] >> versus our own taxpayer fund.
[15:18] >> So it is a um formula that is based on
[15:21] each individual student.
[15:23] >> Oh okay.
[15:24] >> So it is calculated by each out of
[15:26] district student
[15:27] >> and the needs in the in the specific
[15:28] needs.
[15:29] >> So there is a threshold. So you have to
[15:31] the town has to pay the first um we say
[15:34] $54,000
[15:36] right? So, whatever cost that we have
[15:37] for an out of district student, um the
[15:40] first $54,000
[15:42] is the town's responsibility. After
[15:44] that, the state reimbures you 75%.
[15:48] >> Okay?
[15:49] >> Um and then on top of that, about four
[15:52] years ago, they've added transportation
[15:55] into that formula. Um and that's been
[15:57] the unknown as to what the
[15:59] reimbursement. It should be 75, but they
[16:01] don't always have funding for the 75. Um
[16:04] but that was a huge benefit to all
[16:07] districts because even in do our out of
[16:10] district transportation could be
[16:11] somewhere up to like $400500,000.
[16:14] So the fact that we were getting any
[16:16] reimbursement now is huge. And if you
[16:19] had a student who say um was at $50,000
[16:23] you add transportation that gets them
[16:25] over the 54 then you qualify for um some
[16:28] circuit breaker reimbursement.
[16:29] >> And we're and you said we're aging.
[16:31] there's a student that is has a higher
[16:34] than expect or higher than normal
[16:37] um funding requirement that will be
[16:40] aging out and so the expectations are
[16:42] lower.
[16:42] >> Yeah, that the student did age out
[16:44] >> um in fiscal year 26. So we'll give you
[16:47] your um sort of this is what we
[16:49] budgeted, this is where we stand when we
[16:51] meet in October. Um and we'll do the
[16:54] same for the region. Um, but now you'll
[16:56] just be seeing a much smaller piece of
[16:58] the population because the the the do
[17:02] residents who are sixth grade and older
[17:05] now the regional school committee
[17:06] meeting
[17:07] >> committee will be talking about them.
[17:09] >> This is um this is a big change and
[17:13] sounds complicated.
[17:14] >> Yeah.
[17:14] >> Do you think there needs to be
[17:18] a method of communication to the general
[17:20] public to sort of
[17:23] >> I don't I don't think so. I don't if if
[17:25] you look at it in comparison to the
[17:27] total budget for the dope town of do
[17:29] it's it's not it look it seems big for
[17:32] >> there's not going to be a a sticker
[17:34] shock like in a good way but like
[17:36] >> because they've already seen it they've
[17:37] already seen it in action when they
[17:38] approved the fiscal year 27 budget.
[17:40] >> Okay.
[17:41] >> So that's already rolled out. We didn't
[17:42] get any questions.
[17:44] >> Okay.
[17:44] >> Um and I think they did provide if you
[17:48] remember Michael Blanchard the town
[17:49] administrator said they're going to
[17:50] change their accounting. this is the
[17:52] numbers you're going to see and it
[17:54] really from the edit from the at the end
[17:56] of the day it doesn't the money is still
[17:58] the money it's not changing it's just
[18:00] where it's being accounted for and
[18:02] there's a little bit of a change and
[18:03] that it's not grossed up anymore
[18:05] >> I see can we give the presentation
[18:07] together as with the region so it's over
[18:09] I think the hard part's over with now we
[18:11] did that in fiscal year 27 so now we'll
[18:13] just be ready to roll um the the issue
[18:17] we're going to have is what happens when
[18:19] we don't have enough money from the that
[18:21] the towns have already given us at the
[18:23] region. When we when we exhaust all of
[18:26] that,
[18:27] >> what to do?
[18:28] >> We're going to have to figure out how we
[18:30] go back to the towns to ask for what we
[18:31] still need.
[18:32] >> They're going to have to keep a reserve.
[18:34] >> Yeah. Well, we'll probably have to like
[18:37] we'll have to fund it and then add an
[18:39] additional assessment when the region
[18:41] does their budget for 28 saying you
[18:43] didn't quite give us enough now you got
[18:44] to give it to us in the 28 budget. So
[18:47] cross that um that bridge when we come
[18:50] to it. Um but that is what you know
[18:53] we've been counseledled by the
[18:54] department of ed who asked us to please
[18:56] change our accounting and that we really
[18:58] should build up a year's worth of
[19:00] circuit breaker for each town at the
[19:03] region level so we have that safety net.
[19:05] So, we'll try to strive towards that.
[19:07] But, as you know, um you know, the towns
[19:10] are under financial pressure. So, to
[19:12] have extra money that is just sitting
[19:15] there for I'm going to say a rainy day
[19:16] fund, but
[19:18] >> we might have other needs for that. So,
[19:20] it'll just be a um sort of a
[19:25] building.
[19:27] Yeah. But, I mean, I feel really good
[19:28] that Dober agreed to give us
[19:30] >> Okay.
[19:30] >> as much as they did. We should be
[19:32] hopefully in a good spot. But you can
[19:34] see how much you can be over. So ex
[19:38] ignore the one placement that we knew.
[19:40] We were still hundreds of thousand
[19:42] dollars over we thought where we were
[19:45] going to be. So that's where it gets a
[19:46] little scary.
[19:47] >> This is a a residual call from a cold
[19:50] last week. I promise.
[19:53] » All right.
[19:55] Anything else?
[19:56] >> That is it. That's And then so we'll
[19:57] start talking about 27 in October and
[19:59] then you'll actually get your fiscal
[20:01] year 28 budget in November.
[20:03] >> Great. Thank you.
[20:04] >> Um I have another budget budget
[20:05] question.
[20:06] >> Um
[20:08] how do we or do we plan like long-term
[20:12] planning for building maintenance and
[20:14] like facility improvements that might be
[20:16] necessary like at some point we'll need
[20:18] a new elementary school. I don't know
[20:20] when.
[20:21] >> Well, I think it will not be. So it's
[20:24] fairly new,
[20:25] >> right? But
[20:26] >> in the world of schools.
[20:27] >> Yeah. So we have a long range capital
[20:29] plan and we do a fiveyear. So when you
[20:32] get your budget book, there'll actually
[20:33] be a five-year um outlook of capital.
[20:36] >> Okay.
[20:36] >> Um so I think what we had on potentially
[20:39] for fiscal year to ask for 28. So we're
[20:42] in that sweet spot right now with
[20:43] Cherine where it's just it's over a
[20:46] little over 20, you know, 20. It was
[20:48] open in 21. So we're like 25 years. We
[20:51] haven't had to do major capital. So the
[20:54] biggest thing we did was we've replaced
[20:56] all the floors and we did that in um
[20:59] segments, right? one is she can't do it
[21:01] all in one year, but it also helps um
[21:04] sort of give a more constant request.
[21:06] So, we've had a we've had one or two
[21:08] years here where we don't have anything
[21:10] that we is critical because if you
[21:13] listen to the town talk right now, they
[21:16] are in a huge capital crunch right now
[21:18] with everything else they're doing. So,
[21:20] Chering was able to not add to that
[21:23] plate because the region has to add to
[21:25] that plate. So, we've made a conscious
[21:27] decision to say, what can we do to sort
[21:29] of help this process and and some of put
[21:31] some of our stuff off and we're not
[21:33] doing any harm to the building at all.
[21:36] There's still life in everything that we
[21:37] have. So, um I forecast one more year
[21:41] where we're going to just have probably
[21:42] with one small project I think we'll
[21:43] bring forward and then we will start
[21:45] doing the larger like replacements of
[21:48] your HVAC. But you there is a 20-year
[21:51] long range capital plan that we have in
[21:53] place that gives us a road map. um to um
[21:58] what's forecasted to be added as a
[22:01] useful life.
[22:04] » Great.
[22:05] >> Good question.
[22:06] >> Yeah, it's really well done. It's really
[22:08] helpful to see all the all the things
[22:10] coming up like the rules and everything.
[22:12] Yeah,
[22:13] >> we're fortunate that we haven't had I'm
[22:15] not going to say anything.
[22:18] >> Knock out some more.
[22:18] >> I'm done. I'm done.
[22:20] >> Okay, we have no discussion items
[22:22] tonight. So, we're going to move into
[22:23] action items. And the first on the
[22:24] agenda is the Chering School improvement
[22:26] plan. It's the second read.
[22:30] Thank you. Good evening.
[22:35] First, I want to note that I forgot to
[22:37] put the school's name in the header. It
[22:38] really is ours. My version has it
[22:40] corrected, but assume that it could be
[22:43] >> No, we we fixed that.
[22:44] >> Oh, you did fix it for Thank you.
[22:48] >> Um, we started working on our
[22:50] improvement plan last spring with the
[22:51] help of our school advisory council. So
[22:53] kudos and thanks to that group that
[22:54] helped us work on that. And then um over
[22:57] the summer, Allison Gullings, who's the
[22:59] principal at Pine Hill, sorry. And um
[23:02] and I worked to make sure that our goals
[23:04] are very similar um because I think it's
[23:06] very important that the schools are
[23:07] similar when it makes sense and yet each
[23:10] maintain our uniqueness.
[23:12] Um I jumped right in. I wanted to give
[23:14] you an update for since we started. And
[23:16] I know Beth gave us a welcome, but um I
[23:18] think it's kind of interesting to look
[23:19] at some of the new um because this has
[23:22] been a very new year for us. Um we have
[23:26] 473 students, which we had about 458
[23:30] last year, so we're up a little bit,
[23:31] which is exciting. Um as Don will
[23:34] recall, when we opened the building, we
[23:35] had over 600 students. So, it's it's
[23:38] just interesting to look at the eb and
[23:39] flow of the population, but we have um
[23:42] two new specialist teachers, one new
[23:45] special educator, five new classroom
[23:48] teachers, um a new preschool special ed
[23:51] coordinator who we share with Pineh
[23:53] Hill, um a new assistant principal, a
[23:55] new office person whose name
[23:56] conveniently is Kelly. Makes it a little
[23:58] bit easier when you call in. So, it's
[24:00] the same name as our previous office uh
[24:03] admin. um eight new educational
[24:05] assistants and 20 new students. All the
[24:08] kindergarters are new, so they don't
[24:10] count, but 20 new students had moved in
[24:12] and two registrations that came in this
[24:13] morning.
[24:14] >> Oh, wow.
[24:14] >> So, we are just we are flying. Houses
[24:17] are are selling and people are
[24:18] enrolling. And thank you for your
[24:20] generosity in supporting us as we look
[24:23] to um add classrooms. Last spring, you
[24:25] remember this is a long discussion we
[24:26] had back and forth. We had um seven new
[24:29] first graders and six new second graders
[24:31] move in um over the course of last
[24:34] spring and into the summer. So, we are
[24:36] grateful to have that extra space in
[24:38] those rooms. So, thank you.
[24:39] >> Do you expect that we can make that
[24:40] permanent? That was the biggest hit
[24:43] decision I think that we've made as a
[24:44] school committee so far. People loved
[24:46] it.
[24:48] >> We we start the dance in November.
[24:51] >> Yeah. Okay.
[24:52] >> With placement. Yeah. So, we'll we will
[24:53] look at how many students in each grade,
[24:55] what makes sense. um how many you know
[24:58] if we've got four now do we roll the
[24:59] four do we change to three but yeah
[25:01] we'll be looking at this spring
[25:02] >> think about we talk about the
[25:03] immigration out migration so if we took
[25:05] 20 new students in that's going to make
[25:08] your numbers project right higher
[25:11] assuming that that might be the trend
[25:13] >> so that's all worked into the formula
[25:15] when we look at so we don't even we look
[25:17] at we use the numbers that are in the
[25:19] school right now to run the numbers but
[25:23] what patterns is going to make those so
[25:25] those numbers are going to look
[25:26] different than what we have. We don't
[25:27] just roll up second to third. We look at
[25:29] the projections and the three-year
[25:31] history and the one-year history and
[25:34] then we take the highest and that's how
[25:35] we build the budget.
[25:36] >> Yeah.
[25:37] >> So if we are Yeah. If we
[25:39] >> fifth grade and ex and exiting fifth
[25:41] grade
[25:42] >> and exiting fifth grade is very large.
[25:44] >> They have they have five they have five
[25:46] classrooms, right?
[25:49] >> Yeah. That's great. Let's we'll have to
[25:52] solve for that one tonight, but um I
[25:54] know that
[25:54] >> that's on our October meeting, the
[25:56] study. So
[25:57] >> Okay, perfect.
[25:58] >> Yeah, perfect.
[25:59] >> All right. Thank you. Um so with those
[26:03] lots of new it's given us a great
[26:04] opportunity in the building to think
[26:06] about how we do things and what
[26:08] opportunities we have. The simplest
[26:10] example I can give is that in the
[26:12] office, one of the things we do, we
[26:13] still keep paper folders for every
[26:15] student and um they are sorted by class.
[26:19] So all of the kindergarters and with the
[26:20] kindergarten teachers and the first
[26:22] grader with the first grade teachers and
[26:23] our new admin was coming in and I said,
[26:25] "Well, one of the things you need to do
[26:27] is you'll have to graduate everyone. So
[26:28] you're going to take all the
[26:29] kindergarters out and put them into all
[26:30] the first grade folders." And Moren
[26:32] Markell, who's our new assistant
[26:33] principal, said, "Why?"
[26:36] Because that's how we do it. And she
[26:38] said, "Well, why don't you just go A to
[26:40] Z for the whole grade and then next year
[26:42] all you have to do is change the label
[26:44] on the front of the drawer."
[26:47] >> Right. So, it's also so it's little
[26:49] things like that. Um, and it's big
[26:51] things looking at curriculum. I was in
[26:52] Christine's uh grade level team meeting
[26:54] today and just it's such an opportunity
[26:56] to have so many new staff and new adults
[26:58] in the building to look at what we're
[27:00] doing and is that a best practice. So,
[27:02] it's been very exciting as we get
[27:04] started.
[27:04] >> Another reason for my weekly why.
[27:06] >> Yes.
[27:07] >> Questioning why we do things the way we
[27:09] do and should it stay that way.
[27:10] >> I love that.
[27:12] >> Yeah, absolutely. So, back to the school
[27:14] improvement plan and my excitement. Um
[27:17] the first goal uh near and dear to
[27:19] Heather's heart is our ELA curriculum
[27:21] review. Uh you many of you have lived
[27:23] through the math curriculum review. So a
[27:25] lot of this is familiar. Um we are
[27:27] piloting two programs as you know we're
[27:29] piloting uh fish tank and emerge. And
[27:33] across the two schools so for example in
[27:37] first grade if we are doing fish tank
[27:40] pineill is doing emerge
[27:43] all the way across. So that way we get
[27:44] lots of data across both schools and um
[27:48] lots of student results. So many grades
[27:50] we have two we always have at least one
[27:52] but often two teachers who are piloting
[27:55] as well. So we're getting lots of data
[27:56] and looking at that. So that whole first
[27:58] goal is the work that we will do which
[28:00] will the the structure will match very
[28:03] much what we did with the math pilot. So
[28:05] you'll get updates from us and we'll
[28:06] have the teacher input and student
[28:08] results. The big question that I heard
[28:10] from parents was the worry that if I was
[28:11] in a pilot classroom, um, my student
[28:14] would get a a different experience than
[28:17] everyone else. And we go back to
[28:19] everyone is taught the standards. So
[28:22] whether you get them through Emerge or
[28:24] whether you get them through our current
[28:26] ELA program, everyone will have the same
[28:29] instruction and experience by the time
[28:30] we get to the end of the year. So, and
[28:33] all of the pilot teachers are being
[28:35] supported by Priscilla Stefan, our
[28:38] literacy coach. So, it's been very
[28:40] exciting.
[28:42] >> Um,
[28:43] >> yep. Do we uh the comment by go to see
[28:46] or we
[28:48] >> Okay. Um, I think that is a question
[28:50] that comes back, but the question that
[28:52] has come back a lot too is are we fixing
[28:55] something that's broken and like why are
[28:58] we changing? we just change math and so I this is just a conversation that
[29:03] questions that are asked. So I think in
[29:05] a future weekly why that could be a good
[29:08] uh a good topic of just explaining
[29:10] because we had all these presentation
[29:11] that Denny did and all but not everybody
[29:15] loves Sherburn TV or Sherburn TV as much
[29:17] as I do. So I'm not sure uh that
[29:20] everybody saw but a quick tidbit just to
[29:22] explain that. And then my other question
[29:24] is when I I read the
[29:28] I guess I'm just
[29:30] wanting more clarity on how
[29:33] I don't see like how you I see observe
[29:38] classroom a lot of observation but is
[29:41] there like a standard test that gets
[29:43] passed to all three and we see okay who
[29:45] does better like how does how do we
[29:47] evaluate which one I'm assuming student
[29:50] engagement like I'm just wondering and
[29:53] I'd like more detail on that if
[29:55] possible.
[29:55] >> Yep. So I can do short answers to just
[29:58] feed your curiosity a bit and then we
[30:00] can come back with more. Um so the the
[30:03] first the why is um we have been working
[30:06] in uh with ELA programs referred to as
[30:08] Lucy Cawkins or the uh units of study
[30:11] which was um a a strong ELA program when
[30:14] it came out and it has great advantages
[30:17] to it and many disadvantages to it. It
[30:20] also happens to be a program that's no
[30:21] longer approved by the Massachusetts
[30:23] Department of Education. Uh which would
[30:25] be a really good reason not to use it
[30:26] anymore. Um I am personally very excited
[30:29] that we're going to look at this more
[30:31] comprehensive way of teaching which is
[30:32] called science of reading. So it's a
[30:34] whole philosophy which we can go back to
[30:36] slide decks which Denny presented but um
[30:39] basically it's a much more holistic look
[30:40] at how we read, write, use our speaking
[30:43] and language skills uh which are all
[30:45] part of the department of ed. And so
[30:47] these two programs are approved by the
[30:50] department of ed and ways to get to
[30:51] that. Did I miss anything? Do you want
[30:53] to throw anything on that?
[30:54] >> What I guess I guess maybe I read
[30:56] through the lines from L Ro's questions
[30:58] like what is how do we determine which
[30:59] is more successful?
[31:01] >> So we have a few different measures for that. Um we are using um some common
[31:07] assessments that we have um for that um
[31:10] assess uh fluency and comprehension. Um
[31:14] and then we also have um some uh the
[31:19] teachers that are piloting the program.
[31:22] We have um both um some quantitative and
[31:24] qualitative um data from them as well as
[31:27] far as the rubric that is being used
[31:29] about what um needs to go into um a high
[31:33] quality instructional material. And so
[31:35] it is um they have to kind of talk about
[31:39] um the engagement of students, the
[31:40] supports that are given, the um
[31:43] usability of the materials, the pace. So
[31:45] there's all those kinds of criteria um
[31:48] that we will be assessing as well kind
[31:50] of ongoing um as as frequent as a weekly
[31:54] basis. Um and then we have um meetings
[31:57] to try and um talk about those points
[32:00] with the teachers that are that are
[32:02] piloting across the district. Um so we
[32:04] have some um of that uh quantitative um
[32:08] data that we are using um but some of
[32:10] that qualitative as well.
[32:13] >> So
[32:15] thank you.
[32:15] >> It's about the how the teacher can
[32:18] implement it how the ease of teaching it
[32:20] or like the ease of understanding for
[32:22] the children.
[32:23] >> It's we are asking both you know how are
[32:26] the students engaged? What was the
[32:28] learning that the students got out of
[32:29] it? Um, so we have questions um that are
[32:32] talking about the implementation but
[32:34] also the learning that's taking place.
[32:36] Um, and we ask it regularly for for both
[32:40] programs at each grade level.
[32:42] >> But there's no testing like is there
[32:44] like do you test? Cuz my question I
[32:47] guess where I'm trying to get to is what
[32:50] if that program that we have right now
[32:53] >> that is not acceptable by the state
[32:56] anymore. um what if they get better
[32:58] grades with that program and that turns
[33:00] out that uh and how do we see if it's a
[33:04] better program? So during our our pilot,
[33:07] we have a baseline assessment in um in
[33:10] Dibbles which um assesses their uh
[33:13] fluency um and um their comprehension
[33:18] and so everyone takes that whether they
[33:20] are pilot classroom or non-pilot
[33:22] classroom um and then they are they we
[33:25] will look at those results again um at
[33:27] the end of the pilot as well. So that'd
[33:29] be one one measure that we're looking
[33:31] at. Okay.
[33:31] >> Um as far as how each of the the emerge
[33:36] classrooms do the um fish tank
[33:40] classrooms do and um the classrooms that
[33:43] are not piloting this year.
[33:44] >> So there's a whole rubric that sorry
[33:46] Tinder we're doing a whole there's a
[33:47] whole rubric that we go through um that
[33:49] looks at student performance engagement
[33:52] teacher engagement and so there's a
[33:54] whole metric from the state that helps
[33:56] us to figure out which curriculum best
[33:59] meet the needs of our students. So it's elaborate and long. It's the same
[34:04] rubric that we use with the math
[34:05] program.
[34:06] >> Oh, okay. Stay tuned. We'll keep Yes,
[34:10] student data is part of it.
[34:12] >> I just worry that like we're fixing
[34:13] something that's not broken, but it is
[34:15] broken because the program is not
[34:16] acceptable. So,
[34:18] >> well, unfortunately, because of
[34:20] politics, the program has evolved to
[34:21] include science of reading. But because
[34:23] there are certain companies with agendas
[34:26] and there's a wait list to be audited to
[34:28] determine if you meet the state
[34:29] criteria, Lucy Caucus has not been
[34:31] audited yet. So it's not on the list. So
[34:33] that's where we have to choose something
[34:34] else.
[34:35] >> The work that we've been doing with
[34:36] kids, thanks to the teachers bending
[34:38] over backwards and adapting the program
[34:40] and catching up with the new materials
[34:42] is meeting the needs of kids. But
[34:43] because it's not on the state um list of
[34:47] acceptable programs yet or if ever
[34:50] because of politics, we are turning to
[34:52] something else.
[34:53] >> Right? So we've started with that and
[34:54] then we've pieced on empowering writer,
[34:56] we've pieced on foundations, right?
[34:58] We've added all these pieces that we
[34:59] felt were missing from the core program.
[35:01] So we have this
[35:03] multi-armed ELA program that is based
[35:07] here in Lucy Caukins, but those other
[35:08] programs as well. So wouldn't it be nice
[35:10] if you had just one big
[35:12] >> clear program with a really clear
[35:14] vertical alignment? I think that to me
[35:15] the piece that's missing is that really
[35:16] clear piece about this is what happens
[35:18] at each grade level.
[35:19] >> Okay.
[35:20] >> So that's that's the goal.
[35:21] >> That image really helped me.
[35:23] >> Okay.
[35:26] » Around that very nicely.
[35:27] >> No, I did. It did. act like I understand
[35:29] better what you do. Thank you. No
[35:31] problem.
[35:31] >> I appreciate that. My question on goal
[35:34] one.
[35:34] >> All right. Ready for goal tool?
[35:37] >> I don't have questions.
[35:38] >> All right. Well, sorry. Um goal tool is the one that um is our
[35:47] chance to look at um all of the changes
[35:50] we made in the schedule. We did a lot of
[35:52] work last year. Teachers did a ton of
[35:54] work last year to make changes. Look at
[35:56] time on learning. look at minutes in
[35:58] classrooms and on content. And we've
[36:01] added in our health and wellness. We're
[36:03] adding in music workshop. We've cut back
[36:05] on Spanish. Um we've there's a lot
[36:08] that's happened and uh we're expanding
[36:10] library and technology. So, we really
[36:12] want to give ourselves the grace and
[36:15] time to this is a goal for this year is
[36:17] to live this schedule and look at what's
[36:19] working, what isn't working. We've
[36:20] already made some tweaks and changes.
[36:23] um we're looking at, you know, halfday
[36:25] Wednesdays and how do we use those and
[36:28] how do we look at professional
[36:30] development that is matched to the needs
[36:32] of the school. So this is just a big
[36:33] piece to like let's just live it for the
[36:36] year and then as we go along what
[36:39] changes do we need to make? We've
[36:40] already started with changes for the
[36:41] schedule for next year like oh that's
[36:42] going to change too. um let's live music
[36:45] workshop, right? So, it's that
[36:47] opportunity to just to do that work,
[36:49] live that work of from last year.
[36:52] >> This might be coming at the curriculum
[36:53] night.
[36:55] >> Um
[36:57] knowing how big of a community
[36:58] discussion the Spanish decision was.
[37:02] >> Is there an opportunity to sort of
[37:03] refresh what parents should expect the
[37:05] overall curriculum to look like to say
[37:07] like this is
[37:08] >> for Spanish?
[37:09] >> No. holistically cuz we reduce Spanish
[37:11] in favor in favor of adding other
[37:13] things. And it'd be nice to to kind of
[37:16] give that nod to what is being added and
[37:19] why we're so excited for it.
[37:20] >> I agree.
[37:21] >> And why it's required.
[37:23] >> Why it's required. Yeah. Um I lied. I
[37:26] actually had a question on my second
[37:27] page, but um I was wondering because
[37:30] there a lot was said too about the
[37:33] changes in the schedule to accommodate
[37:35] transition times and that time was
[37:36] wasted and this survey was passed on to
[37:39] the teacher where they were um telling
[37:43] you what their ideals would be and the things is are we going to compare in
[37:48] your evaluation of it? Like are you
[37:50] going to reissue that same survey and
[37:52] see if that effectively met their needs?
[37:55] I think is that part of the
[37:56] >> we'll do a similar survey. I think there
[37:58] were some flaws in the way that we
[37:59] gathered all the data in that one but
[38:01] we'll be looking at those pieces. So
[38:02] there's um an example of these
[38:04] transitions which is because there
[38:06] weren't many but it seems to be a piece
[38:07] that's like people are hanging on to is
[38:10] you might um in the old schedule have
[38:12] come out of lunch and you had this like
[38:13] weird 10 minutes before you had to go to
[38:15] Spanish, right? And it's just kind of
[38:17] the way the whole blocks roll through
[38:18] because most of the items in the
[38:20] schedule go in 45minute blocks. Um,
[38:22] except lunch didn't exactly and now it
[38:25] does. So there's like so those weird
[38:27] 10-minute pieces like
[38:29] 10 minutes. Well, if it's winter time in
[38:30] your first grade, you're getting your
[38:32] snow pants off and on, right? But in
[38:34] other grades, so there's like those
[38:35] little some of those little weird 10 15
[38:38] minute pieces have been
[38:40] absorbed other ways by moving pieces
[38:42] around.
[38:43] >> So changing like when specials start and
[38:45] end.
[38:46] >> I think it stayed in people's mind
[38:47] because that was the argument used um
[38:50] during the presentation too.
[38:51] >> Yeah. It was It's real. Yeah.
[38:53] >> Yeah. Um Okay. And the other thing, the
[38:56] other I know you said at the end of the
[38:58] year we're going to live our It just
[38:59] seems like a lot to wait till the end
[39:02] like will you update us you think
[39:04] quarterly or half the year or this is um
[39:07] >> Yeah. So we'll um we'll need to have a
[39:09] lot of
[39:11] um our responses and reactions to this
[39:13] sooner. We start rebuilding the schedule
[39:15] in March. Okay. So like when we start
[39:17] doing placement and then we start
[39:19] there's also a parallel scheduling
[39:21] committee. So a lot of that work starts
[39:22] up in the spring.
[39:23] >> Okay.
[39:25] >> And there might be small shifts to the
[39:26] schedule but I think when we were
[39:27] discussing this we all agreed that we're
[39:29] going to have to live with the new
[39:30] content content areas and specials being
[39:32] what they are for at least a year.
[39:34] >> I don't think it's fair and to to decide
[39:36] now that oh we need less technology than
[39:38] we anticipated with not even having met
[39:40] the standards through June yet.
[39:42] >> Oh no totally. But if you feel like it's
[39:44] always good to communicate if it works
[39:45] well.
[39:46] >> Yeah. Oh yeah. So I think they'll be
[39:48] looking at different pieces at different
[39:49] times. And has the the health and
[39:51] wellness has that launched?
[39:53] >> So how how many times a week are the
[39:56] different like roughly how many times a
[39:57] week are the different or month are the
[39:59] different grades
[40:00] >> getting I just I miss Mr. K. I haven't
[40:02] seen him all year.
[40:06] » So two parts to that. So everyone has
[40:09] six specials now. So everyone has one day a week where they have a double
[40:13] special all the students health and
[40:15] wellness sits on top of that and um Jim
[40:19] splits between Pineh Hill and Chering.
[40:21] So roughly he's at Pine Hill Monday,
[40:24] Tuesdays and with us Thursday, Fridays
[40:26] and then his whole schedule is broken
[40:29] into nineweek chunks. So he'll be with
[40:32] K2 and I'm going to get his grades
[40:35] wrong.
[40:36] three of the grades, K2, four, let's
[40:38] say, for now, he'll do nine weeks with
[40:40] them. So, he'll go in and do a half an
[40:41] hour lesson um in those classrooms. And
[40:45] then the next nine weeks, he'll do the
[40:47] other three grades. So, he flips like
[40:49] that through the year.
[40:50] >> Okay.
[40:50] >> Um so, if you don't have health now, you
[40:54] will in nine weeks have a half an hour
[40:57] health lesson once a week.
[40:59] >> Okay, that makes sense. Thank you. Um
[41:01] and
[41:01] >> the time is filled with other stuff now.
[41:03] >> Yes. Yeah, it's in the classroom time.
[41:04] Yeah.
[41:04] >> And this was just curiosity. What is
[41:06] character strong?
[41:09] >> It's a good one.
[41:09] >> It is a good one. So, Character Strong
[41:11] is the curriculum curriculum that we
[41:13] adopted. I'm sorry my back. Um that we
[41:17] adopted um last spring. Okay. It's um
[41:21] Pineh Hill and Chering use it as well as
[41:23] the middle school and high school. Um it
[41:26] is a social emotional curriculum which
[41:29] we heard from teachers and parents alike
[41:31] that we needed to bring something in.
[41:32] Responsive classroom is a way of framing
[41:35] your day and framing your classroom and
[41:37] how you
[41:39] respond and react to your peers and
[41:42] others. Um, character strong is that
[41:44] piece that like the unit for September
[41:46] is kindness and it's all about how to be
[41:48] kind and it's um kids are the ones
[41:52] talking to your kids and so the they're
[41:54] very engaging and there's lessons and
[41:56] games and it feels very much like
[41:58] responsive cluster but it's that very
[41:59] specific piece about like someone is
[42:01] saying at a table all by themsel how do
[42:03] you go over and say hi right so it's
[42:05] like that really basic how to how to be
[42:06] a kind person the next one all of
[42:08] October is respect so it's we're slowly
[42:11] rolling it out it's set up So, you do a
[42:12] few pieces in September and then by
[42:14] October it'll be full-on um character
[42:16] stroke.
[42:17] >> Wonderful.
[42:18] >> It's exciting.
[42:19] >> How have the Have um
[42:23] have the afterchool language programs
[42:26] been a hit yet?
[42:28] >> They have not signed They've not started
[42:30] yet.
[42:30] >> They haven't started or how's
[42:33] enrollment?
[42:33] >> So, we not It's sort of low. I'll be
[42:36] honest.
[42:36] >> It's It's what?
[42:37] >> Low.
[42:38] >> It's low.
[42:38] >> Yeah.
[42:39] We're running um
[42:41] >> we're have oneonone one-on-one tutoring
[42:43] time on Spanish.
[42:44] >> Not quite it. So they'll they'll run a
[42:46] class with at least um eight and we've
[42:48] asked them to run a class with at least
[42:49] six.
[42:50] >> Okay.
[42:50] >> Um so we are doing um uh K2 French, K2
[42:56] span Spanish, and then 35 French and 35
[42:59] Spanish. Um so we're running all of
[43:01] them. Um but we definitely have still
[43:04] space. Okay. Um, I think the Christine
[43:07] Dey is was sending out I think Friday
[43:08] she sent out a are you you know we're
[43:11] still looking people want to sign up.
[43:13] Um, and so we're we're running
[43:17] everything that we published.
[43:18] >> Yeah.
[43:19] >> Um, I will say I think at Pine Hill was
[43:21] the only place we had to we had to
[43:23] collapse too because we didn't have
[43:25] enough. Um, but we are running
[43:27] everything that was shown. Now, it could
[43:30] be that we'll still run them in the
[43:31] winter because this, you know, we'll be
[43:33] able to to either continue but also add
[43:36] new sections. So, it'll we'll just sit
[43:38] back and see. I know that part of
[43:40] community eds um drive too is to bring
[43:43] other new things too. So, I think she's
[43:45] worked really hard to add some new
[43:48] classes um and we're, you know, seeing
[43:51] great response to I think there's weight
[43:53] list for a couple of the classes. So I
[43:55] think it's variety but we definitely um
[43:59] have offered that for those who want to
[44:01] participate and then I think the the
[44:03] information went out through parent
[44:04] square of if you don't want to do it
[44:06] after school here's some other
[44:08] >> options that parents have if you want to
[44:10] sort of fill that in.
[44:11] >> I think it's an important initiative.
[44:13] I'm disappointing that attendance is
[44:14] low. I suspect it'll grow.
[44:17] >> Yeah.
[44:17] >> But it was a very difficult decision and
[44:20] I know we promised this to the community
[44:23] and it's really it's like I'm really
[44:24] impressed that when I when I saw it come
[44:26] through I was really pleased that it had
[44:28] and um
[44:30] >> well global global child was here before
[44:32] we had
[44:33] >> um in school as much. So it was a
[44:36] relationship that we had
[44:38] >> and they predominantly then um
[44:42] >> uh administered classes through public
[44:45] schools. So NATIC has I think a pretty
[44:47] big global child program. They have lots
[44:49] of languages. So that's why we did the
[44:51] survey to see what people wanted. I will
[44:53] say the results back from Cherine were
[44:56] like 73% wanted Spanish. Um and then the
[44:59] second language was French which is why
[45:02] we added French. whereas Pineh Hill it
[45:05] was almost like 50/50 Spanish and
[45:08] French. Um so that met that was great
[45:11] that we could do um the same languages
[45:14] in both because that was sort of the
[45:16] desire of of the clients of the
[45:19] community. Um so I I be curious to see
[45:23] hopefully I mean it's a well established
[45:26] program. Um they have their own
[45:28] curriculum. I think that the issue I
[45:31] struggle with is how that's going to
[45:32] work in with what our kids already know
[45:36] with Spanish and what it how it
[45:38] incorporates with what our um Spanish
[45:42] program is still doing. So it's not
[45:44] conflicting to a student. So that will
[45:48] time will tell for that. But um that and they know that they have to adapt in
[45:54] the older grades that you've got
[45:56] students that already have some bases.
[45:58] So I think their first sessions will be
[46:00] just like let's find the help we need
[46:03] and they will um amend their their
[46:05] curriculum um appropriately
[46:07] >> and French is going to be all new
[46:09] because
[46:10] >> French is all new
[46:12] >> and really it's the it's the art of
[46:14] learning the language is what brings to
[46:17] the so the your brain development right
[46:19] that's why we brought um plus back or or
[46:22] any world language into the school was
[46:24] the the benefits that you were supposed
[46:26] to see in math and ELA just making your
[46:30] brain sort of learn that foreign
[46:32] language. So any of it's beneficial.
[46:37] >> So yeah, I'm sure we'll be I'm sure um
[46:39] community ed'll we'll look at, you know,
[46:41] get a survey and just see people like it
[46:43] and I'm sure the numbers will tell us
[46:45] that too. Um but yeah, everything's
[46:47] running and um just looking for a space.
[46:51] I think just to uh piggyback on the
[46:55] enrollment and everything, but I think
[46:57] just like we're testing this new
[46:59] schedule for at least a year, we should
[47:01] not take these numbers as an indicator.
[47:04] >> Nope, we're we're not and we were ready
[47:06] for more. So, we were we were nervous.
[47:08] Um so there is there is capacity um and
[47:11] then there's capacity, you know, um with
[47:14] the to even double. So, we're we're in
[47:17] good shape. And then my other question
[47:18] on that topic is um who runs the the
[47:22] community ad is it us the
[47:24] >> it's the region
[47:25] >> the region
[47:26] >> um because the comment that we hear and
[47:29] that we totally agree with. It's like
[47:32] they don't want to get paid like this
[47:33] system that they have is so hard.
[47:36] >> So it's a brand new system.
[47:38] >> Oh is it?
[47:38] >> Yes. So we moved to Arbiter Scheduling
[47:42] which is where you sign up and then the
[47:44] payment is going into Unipay which we
[47:47] use for so much which the town we do
[47:49] taxes. So it is like it's two systems
[47:53] now um but we lost our old payment
[47:56] system which was um
[47:59] >> embedded in the registration. So we this
[48:02] is both two brand new well brand new
[48:04] system for Arbiter. So, we've had to
[48:06] build the schedule. Um, and then we
[48:08] added it to UniPe. So, any feedback you
[48:11] have, let let me know.
[48:12] >> Okay. I'll write you an email with how
[48:13] hard it was because you could register.
[48:17] >> Trying to pay took me like
[48:18] >> Yeah.
[48:20] >> It shouldn't It shouldn't be that hard.
[48:23] >> But it shouldn't be that hard though cuz
[48:24] you just go to Uni and there's a
[48:26] >> You couldn't find You had to put D for
[48:30] it to pop. But if you put Dover,
[48:32] >> you had to put Dover Dash server for it
[48:34] to pop up. No, not even. It's the only
[48:37] like we had to find the trick to like it
[48:39] was
[48:39] >> Yeah, I know. Because you can't link the
[48:40] place. It takes you to you pay and you
[48:42] have to come.
[48:42] >> But it said like copy this and put it
[48:44] there. So if you did that, you couldn't
[48:45] pay. So anyway, I'll send you an email
[48:47] separine.
[48:50] Christine's hearing it as well.
[48:52] >> Oh yeah.
[48:53] >> But you know what? By the time you
[48:55] figure it out though, you'll be great
[48:56] cuz everything here at the region, we
[48:58] pay on to pay. There's no practice. I'm
[49:01] surprised I hadn't gotten a complaint
[49:02] from my household on that cuz I'm
[49:04] normally the form guy.
[49:05] >> Maybe you haven't paid yet.
[49:06] >> It's possible.
[49:08] >> It's finding um Dober to finding the
[49:11] link cuz you town of Dover, but you
[49:13] can't go to town of Dover. But you Oh,
[49:15] yeah. I pay my excise tax. I need to pay
[49:17] for town of Dover now. So,
[49:18] >> yeah. But thank God Don pays attention
[49:19] to every detail because she realized
[49:21] that my family paid for parking twice.
[49:23] >> They can get a reimbursement.
[49:25] >> There you go. for
[49:26] >> I split up
[49:26] >> high school parking.
[49:27] >> Oh, high school parking
[49:29] >> by accident parking.
[49:30] >> We didn't know. We just wanted the print
[49:33] to go through. So, we pressed send 12
[49:35] times.
[49:37] >> So, we will work we'll try to work out
[49:39] those kinks, but Unipe is something that
[49:41] we use every day here at the region. So,
[49:45] >> you'll be you'll be ready to roll. But I
[49:47] know it's confusing cuz even when I go
[49:49] sometimes to see what the site looks
[49:50] like from the user end,
[49:54] you have to type weirdly to get Dover
[49:55] Sherbert to show up.
[49:56] >> It sounds as bad as Aspen,
[49:58] >> right?
[49:59] >> That's true. Perspective there.
[50:00] >> Yeah.
[50:01] >> Or August.
[50:03] Yeah.
[50:04] >> Yeah.
[50:05] >> All right. What goal number three got?
[50:11] Um so goal three is looking at um
[50:13] increasing student engagement through
[50:15] active responsive learning. Um so that
[50:17] is looking at um how are our students
[50:20] engaging in their learning. Um it
[50:22] actually ties nicely the work we've been
[50:24] doing at the leadership meetings. Um all
[50:26] of the um school leaders are working
[50:29] have been working I think every
[50:30] Wednesday since we started the school
[50:32] year at looking at how we um align our
[50:34] observations and look at student
[50:36] engagement. What does that look like in
[50:37] the classroom? Um are we engaged or are
[50:40] we compliant is really one of those big
[50:41] questions. So we're doing that work at
[50:43] our level. Um, it's also including a
[50:46] screen time audit, which I'm very
[50:47] excited for.
[50:48] >> Yeah, that's wonderful.
[50:49] >> Um, because I've got any number of
[50:51] kiddos who go home and tell their
[50:52] parents that they were on their iPad all
[50:53] day, and I can 100% guarantee that they
[50:56] were not on their iPad all day. Um,
[50:58] partly because they haven't been out in
[50:59] some classrooms yet. Um, but it's just
[51:01] that piece of like how much are we using
[51:02] and are we using the screens
[51:04] purposefully, right? Is it what's what's
[51:06] the purpose of that? So, Heather's
[51:07] leading up that group, Heather and
[51:09] Brandon are leading that one up. So, I'm
[51:10] looking forward to that one. Um and then
[51:12] looking at all of the ways that we do
[51:14] instruction. So it's using pieces from
[51:16] perhaps a pilot lesson. How do we use
[51:18] that in the classroom? Use a strategy
[51:20] across. So a lot more um interprof
[51:22] professional development. We found that
[51:24] um when we do that as a district when
[51:26] you have a local expert or a local
[51:28] person within speak and train it's uh
[51:30] very powerful. So we'll be looking at
[51:33] projectbased learning and um looking at
[51:36] engagement across the school. So we'll
[51:38] be sharing that with you. Um we will
[51:40] continue our learning walks. If you
[51:41] recall, that was one of the goals from
[51:42] last year.
[51:43] >> We I'm sorry. You just tell us a little
[51:44] more what is a learning walk.
[51:46] >> Absolutely. So, um learning walks can
[51:49] take different forms. Um generally it's
[51:53] an opportunity when um a coach or Moren
[51:57] or I will lead a group of people who are
[51:59] interested in looking at what does
[52:00] engagement look like in a kindergarten
[52:02] classroom or how do I um what's
[52:05] engagement look like in a in a book club
[52:07] in third grade and you have three or
[52:09] four teachers who are interested. it
[52:10] might be the other third grade teachers
[52:12] and we as a group um decide what we're
[52:14] looking for. We go in and we watch a
[52:16] classroom and then we come out and we
[52:17] talk about it and discuss and perhaps
[52:19] that teacher who is teaching joins us.
[52:21] Um or it may be what does um grammar
[52:24] instruction look like in fifth grade if
[52:26] I'm in kindergarten. So, it's it's
[52:27] finding all these pieces that people are
[52:29] interested in, gathering groups and
[52:30] going in to observe and and watch
[52:33] classrooms. Usually a couple of
[52:34] classrooms. The hardest piece of it is
[52:36] arranging coverage. believe it or not,
[52:37] it's just the logistics of getting it
[52:39] set up so that I can steal two teachers
[52:40] to go watch a third teacher, but then I
[52:42] need pe people with those, you know,
[52:44] it's one of those pieces, but we did
[52:46] them last year and got great acclaim
[52:48] once we got people ready to to jump in.
[52:50] So, it's good.
[52:52] >> Yeah. Thank you. Um, the last questions
[52:56] on that one. N uh the last goal is
[52:59] different uh from Pine Hill. This is a
[53:01] chering only goal right now. Um, think
[53:04] of who are the people in your
[53:05] neighborhood is really what this comes
[53:06] from. So, we're going to use our school
[53:08] advisory council who asked for homework
[53:10] so they'll have homework. Um, and it's
[53:12] looking at making those connections
[53:13] across uh the community. Who are the
[53:15] people in Dover and Sherburn and Boston
[53:17] who um want to come into the schools or
[53:21] might be interested in coming to share
[53:22] what their professional or personal
[53:24] experience would be? You might have some
[53:26] tinkerers in third grade and we have an
[53:28] inventor in town. Wouldn't it be nice if
[53:30] we could set up a time for them to meet
[53:32] and share ideas and make connections? We
[53:34] might have um a retired teacher in town
[53:37] who wants to come back and read to a
[53:39] classroom. Perhaps there's someone who
[53:40] said they should have been a teacher and
[53:41] they want to come back and read to a
[53:42] classroom. Um so this looking at those
[53:44] connections for who's in the community
[53:46] and what desires do we have in the
[53:48] school to connect or reach out to. Um so
[53:52] we we'll see how that plays out and what
[53:55] opportunities arise from that. So
[53:58] looking at that and
[53:59] >> it sounds it sounds like something that
[54:02] maybe would have fostered something like
[54:03] Girls on the Run, which was a massive
[54:06] success.
[54:06] >> Yes, it was.
[54:07] >> Um really that was a really special
[54:08] program and the stroll like the the
[54:12] integration now with the woman who is
[54:14] the the CEO living in Dover was like
[54:16] such a serendipitous street. It's like
[54:18] really cool.
[54:19] >> Yeah, it was a great great piece.
[54:23] >> So there we are.
[54:24] >> Wonderful.
[54:24] >> I think we'll be busy.
[54:25] >> Yeah. So I respectfully request your
[54:29] approval of our school approval.
[54:31] >> All right.
[54:33] Um so
[54:38] action then. So may I have
[54:43] do I do this? I have a motion.
[54:45] >> Motion to approve the checkering school
[54:47] improvement plan. Second read.
[54:49] >> K. So moved.
[54:51] >> We have a second and we're going to take
[54:53] a roll call because goalie is virtual.
[54:55] So, goalie supper.
[55:00] » Goalie suppair. Yes.
[55:02] >> Kevin yes.
[55:05] >> Kate Kate Cook, yes.
[55:07] >> Rosowski, yes.
[55:08] >> And Jesse Hill, yes. The um action item
[55:12] is approved unanimously.
[55:16] » Thanks.
[55:17] >> Y. So the second action item tonight is
[55:20] the appointment of the MECO leaison to
[55:22] the school committee who is Sally Princy
[55:25] who is joining us virtually.
[55:28] Anything that you'd like to add?
[55:32] >> No, I would just like to thank Sally for coming back and Sally I don't know
[55:35] if there's anything you'd like to share.
[55:37] >> Uh so I just wanted to thank you again
[55:39] for uh appointing me the co leaison. I
[55:42] really appreciate this opportunity to
[55:44] continue again this year. As a MECO
[55:48] family and also a member of the Meco
[55:51] Parent Council, which is our group of
[55:53] parents that meet once a month, I feel
[55:55] it's very important that we're able to
[55:57] have this role and be able to go back to
[56:00] our families and inform them of all the
[56:03] decisions that are being made in our
[56:05] schools because I'm not sure they would
[56:07] have the opportunity to, you know, get
[56:10] this information otherwise. So, we
[56:12] really appreciate the role and thank you
[56:14] for appointing me again, Mr.
[56:16] We appreciate your time. Um, all right.
[56:20] May I have a motion to approve um, Sally
[56:23] Fernstein as the Metcoison to the school
[56:26] committee?
[56:27] >> Kevin Milky. Motion to approve.
[56:30] >> Do we have a second?
[56:32] >> Spooky second.
[56:33] >> Wonderful. Um, now we're going to do
[56:35] roll call. Um, starting with goalie.
[56:38] >> Goalie. Yes.
[56:40] >> Kevin.
[56:40] Yes.
[56:41] >> K.
[56:42] Cook. Yes.
[56:43] >> Spasky. Yes.
[56:44] >> And Jesse Hull. Yes. The motion um to
[56:47] appoint Sally Fernstein as the
[56:49] Metalazison is approved unanimously.
[56:52] All right, moving.
[56:54] >> Thank you. Um next on the agenda is
[56:57] consent items, which is the approval of
[57:00] building rental fees, the approval of
[57:02] FY2027 non-resident tuition, and the
[57:05] approval of DSC minutes June 22nd, 2026.
[57:10] June 2nd, 2026. Does it make sense for
[57:13] Don to give you a little bit of context
[57:14] about the first two?
[57:17] >> Yeah. So, um, we looked, um, across all
[57:20] three districts at our building rental
[57:23] rates. Uh, we try to do it like every 3
[57:25] to four years. We also, one of the main
[57:28] drivers was the new turf. Um, we wanted
[57:30] to make sure the rates that we were
[57:32] charging at the region made sense. So,
[57:34] when we open up that can of worms, you
[57:36] want to look at everything. We also took
[57:38] some time to look at our neighboring
[57:40] communities to see where we stood with
[57:42] what we're charging. Um, and we also
[57:45] realized that there probably was a
[57:47] benefit mainly at the region. We don't
[57:49] see that many non-town groups use
[57:52] Cherine or Pineh Hill. Um, but we did
[57:55] segregate and have two sets of rate. So,
[57:57] if you're in town group, you you pay a
[57:59] lower rate than if you're an out of town
[58:01] group. Um we are also one of our biggest
[58:04] um uh renters is the the basketball the
[58:07] youth basketball program and you know we
[58:10] realized that there was some handshake
[58:12] agreements at some of the schools and
[58:13] the the rates weren't really what we
[58:15] posted. So we wanted to clean all that
[58:17] up. So we um also took time to make sure
[58:20] what is the fair rate to charge per hour
[58:22] at all of our gyms. Um so that was also
[58:24] another piece that we wanted um to sort
[58:27] of clear up. The last piece is that on
[58:29] weekends when um school's not open, you
[58:32] cannot uh rent the school without a
[58:34] custodian being on staff. And obviously,
[58:36] we just did a new contract for the
[58:38] custodian, so we need to keep pace um
[58:41] with their pay rates and what we're
[58:42] charging. So, that was the other piece
[58:44] that switch. So, we're asking um each of
[58:47] the committees to approve the rates.
[58:49] Your rates are exactly the same as Pine
[58:51] Hills. Um the only difference is there's
[58:53] some spaces they have that you don't
[58:54] have vice versa. So it looks a little
[58:56] different but we've kept the rates the
[58:58] same across both communities. Um on the
[59:00] non-resident tuition annually because
[59:03] you are running the connections program
[59:06] and we have students from uh Sherburn um
[59:09] tuitioning in you have to as a school
[59:12] committee know what that tuition rate
[59:14] is. We follow our protocol is we follow
[59:16] the uh uh per pupil expenditure based on
[59:20] the DESIE reported um it's actually
[59:24] coming from our end of the year report
[59:25] but based on their website what our
[59:27] fiscal year most recent fiscal year 25
[59:30] is right they're still trying to do the
[59:31] 26 we're actually doing 26 now um and so
[59:34] that is the base rate keep in mind that
[59:37] if there are additional services that
[59:39] those students um um obtain in addition
[59:42] to if they have um specified educational
[59:46] assistance support that is added to this
[59:49] base rate. Um so this is the base and
[59:52] then we add to that based on each
[59:53] individual students IEP.
[59:56] >> Well, I'm not familiar with that
[59:57] program. What
[59:58] >> the connections program?
[1:00:00] >> Is that basically a a Sherborn student
[1:00:02] family could opt to send their kid to
[1:00:04] >> No, you don't opt special education
[1:00:06] program.
[1:00:06] >> Special education.
[1:00:07] >> Yes. Yes. Yes. So you'd have to qualify
[1:00:09] and the team uh of educators and parents
[1:00:12] who meet would have to decide that is
[1:00:13] the appropriate program for them versus
[1:00:15] sending them to a collaborative or
[1:00:16] another.
[1:00:17] >> But some don't some do families choose
[1:00:20] that all the special education comes
[1:00:21] through do
[1:00:22] >> for that specific program
[1:00:25] >> that program.
[1:00:25] >> Yeah. So Sherburn students who attend
[1:00:27] there are considered out of district for
[1:00:28] do. So they pay a fee to come.
[1:00:30] >> But there are dober students in the
[1:00:32] program.
[1:00:33] >> Sure. Okay. So connect well. Okay. So
[1:00:35] connections is a special education
[1:00:37] program.
[1:00:38] >> Exactly.
[1:00:38] >> Sherburn doesn't offer it. So we allow
[1:00:41] >> it was at Sherburn when it when it
[1:00:43] started.
[1:00:44] >> Okay.
[1:00:45] >> Um and then the numbers were such that
[1:00:47] there was a larger cohort of Cherine
[1:00:50] students and so we moved the program
[1:00:53] because Cherine used to tuition in
[1:00:55] students
[1:00:56] >> to Pineh Hill.
[1:00:57] >> I see.
[1:00:57] >> Um and so now the role is a reverse. So
[1:00:59] you guys created your non-resident um
[1:01:02] tuition fund. Um, and now they're the
[1:01:04] funds that go in there. And if you
[1:01:06] remember, I mentioned that as a
[1:01:07] potential funding source when we added
[1:01:09] these two classroom educators
[1:01:11] postbudget. Um, that is a a a a
[1:01:15] revolving fund that we have access to to
[1:01:18] fun things that happen during the day.
[1:01:20] And so we could say, okay, part of one
[1:01:21] of the connections staff members, we're
[1:01:24] going to charge to that fund. Um, so
[1:01:26] it's it's definitely a nice um sort of
[1:01:30] um uh fund to have set aside for things
[1:01:33] that we need to do that we might not
[1:01:35] have budgetarily available. Um same
[1:01:37] thing Sherburn used it twice over the
[1:01:40] time that they had um the connections in
[1:01:42] their prek program. So just back in the
[1:01:44] day, Dober didn't have a prek program.
[1:01:46] We actually tuition prek students into
[1:01:48] Pine Hills, right?
[1:01:50] >> PreK program. So, um, with that money
[1:01:53] twice, um, Sherburn's added, um, staff
[1:01:56] or sections after budget because it it
[1:01:59] sort of gives you that low.
[1:02:00] >> Does Sherborn have some special
[1:02:01] education just not as robust as do? Is
[1:02:04] that why we or is it is the connections
[1:02:06] does all do all those students
[1:02:09] participate in connections via Miss
[1:02:11] Windsor's class?
[1:02:12] >> No, no, that's prek. It's just
[1:02:14] integrated prek. Yeah, connections is a
[1:02:16] K actually K12. We have a a strand K12
[1:02:19] for connections. So it's a specific
[1:02:21] identified learning disability that the
[1:02:24] connections program serves. Okay.
[1:02:25] >> And it's better to have them together
[1:02:27] the students from do and Sherburn
[1:02:29] because it creates a bigger cohort and
[1:02:30] it also makes resources more efficient.
[1:02:32] >> For sure. Totally get it.
[1:02:33] >> Whereas Mr. Sherburn has of course an
[1:02:35] array of of services as well.
[1:02:38] >> That's a very specific
[1:02:39] >> It's a specific type of
[1:02:40] >> Exactly. Because you have other special
[1:02:42] education students.
[1:02:43] >> That's what I was trying to figure. So
[1:02:45] this is just
[1:02:45] >> the service is a specific part of the
[1:02:47] population and
[1:02:48] >> Exactly. Right.
[1:02:49] >> Thank you. John, I just want on this
[1:02:51] topic, I just want to make sure so that
[1:02:53] I understood what you said. The 24,646,
[1:02:57] you gave them that data, then they put
[1:02:59] it on their website and you base
[1:03:01] yourself. Is that the actual cost?
[1:03:03] >> That's the actual cost based on we file
[1:03:05] annually um our end of the year report.
[1:03:07] So the state takes that information. So
[1:03:09] you can go on to the desi website
[1:03:11] >> and it's the
[1:03:12] >> and you can see yes, it's the dos in
[1:03:14] district per pupil cost.
[1:03:15] >> So that's the Okay, good.
[1:03:16] >> Yes.
[1:03:17] >> Thank you. um and that's when we set up
[1:03:19] the motion to create sort of the
[1:03:22] non-resident that is the basis on which
[1:03:24] we said we would charge tuition. I will
[1:03:26] say that the um just got an update um
[1:03:29] this week or last week that the
[1:03:31] department of ed has um uh developed a
[1:03:34] new tool for um programs that bring
[1:03:39] tuition in students to special ed. So I
[1:03:42] have to see how this is going to impact
[1:03:43] that. But in the interim this is what
[1:03:45] we've always done. But now I think that
[1:03:48] more and more that's happening where
[1:03:51] programs in a public school then will
[1:03:53] tuition in from others cuz it's right
[1:03:54] cost effective. You've got the the
[1:03:56] cohort of students. And so I think
[1:03:58] Department of Ed is probably saying we
[1:04:00] need to probably look at this a little
[1:04:02] bit closer and here's this calculator
[1:04:04] that you're supposed to use if you
[1:04:05] tuition in um someone into your public
[1:04:08] school into your district from another
[1:04:10] district. Um so
[1:04:11] >> isn't it the point of the collectives?
[1:04:14] >> The collaborives.
[1:04:15] >> They're collaborives. Yes. Well, so the
[1:04:17] collaborative um pool, right, so that
[1:04:19] they can run programs because you've got
[1:04:21] a cohort of students. Yes.
[1:04:24] >> But it's still better for us to do it in
[1:04:25] district. We had enough in both schools
[1:04:28] to be able to to combine, but sometimes
[1:04:29] we'll have one in Dover and one in
[1:04:31] Sherburn and that's rely on the
[1:04:32] >> if we were to bring them in from non
[1:04:34] Dober or Sherurn districts that would be
[1:04:36] >> Yeah. So we the right now the agreement
[1:04:37] that we have was just between the two
[1:04:39] committees. Do and Sherburn agreed
[1:04:42] >> um to do this pool. At this point, we're
[1:04:45] not accepting students from other
[1:04:47] districts.
[1:04:48] >> Yeah.
[1:04:49] >> And then just on the um building rental
[1:04:51] fees,
[1:04:52] >> um I had a question.
[1:04:56] Why don't outside group pay for
[1:04:58] custodial service during the week?
[1:05:01] >> Um cuz during the week we have um
[1:05:04] custodians work until 10:00. So there's already someone there. The
[1:05:10] reason why you pay for custodians so
[1:05:12] that there's someone there when the
[1:05:13] building to have the building open on
[1:05:15] the weekends
[1:05:16] >> until 10 o'clock at night. We have a
[1:05:18] full complement of custodial staff
[1:05:20] there. They're there anyway, so we don't
[1:05:23] charge.
[1:05:23] >> Sure.
[1:05:24] >> Yeah.
[1:05:25] >> But it arguably adds to their workload
[1:05:28] to have this group come or
[1:05:29] >> um Well, we don't have very many outside
[1:05:32] non-Town groups. Our our predominant
[1:05:35] group are the youth um sports programs.
[1:05:38] Okay.
[1:05:38] >> Yeah. And so that's gener I mean, you
[1:05:40] know, we we um if we charge the
[1:05:43] basketball for all the times that
[1:05:45] they're here during the week, they
[1:05:46] probably you probably pay $5 $600. I I
[1:05:49] don't know what you pay now, but it's a
[1:05:51] huge So, it's a way that uh our guys are
[1:05:53] there anyway. It's not a little it's no
[1:05:55] extra work. And if something happens, we
[1:05:58] have someone's trained in the building
[1:06:00] um who can take care of it. And then
[1:06:02] it's just whatever the cleanup is
[1:06:04] afterwards. But um as long as we don't
[1:06:06] have to bring someone in who's not
[1:06:08] scheduled to be in, you don't get
[1:06:09] charged.
[1:06:10] >> Okay.
[1:06:10] >> Thank you. Did you say that there was
[1:06:12] there is currently space available for
[1:06:15] like more groups to book?
[1:06:17] >> No.
[1:06:18] >> Okay. I thought
[1:06:19] >> I mean we're not Are you looking Are you
[1:06:21] actively seeking? We are not We do not
[1:06:23] do this for a fundraiser. We do this but
[1:06:26] No, but we're not looking. We want to
[1:06:27] serve those
[1:06:29] >> Okay.
[1:06:29] >> um groups that need the space, but we're
[1:06:31] not looking to expand it.
[1:06:33] >> Okay. I do know that field space is
[1:06:36] limited in the town of Bover. So they're
[1:06:37] always looking
[1:06:38] >> Well, field space that's mainly here,
[1:06:40] right?
[1:06:40] >> Yeah. Yeah.
[1:06:41] >> We don't do any field space at either
[1:06:43] one of the elementaryaries.
[1:06:45] >> Got it. Right.
[1:06:46] >> Yeah.
[1:06:46] >> Okay.
[1:06:47] >> So, there's a whole another different
[1:06:48] rental fee schedule for the region that
[1:06:52] covers the
[1:06:52] >> turf. Got it. Okay.
[1:06:55] All right. Any other questions? The
[1:06:56] consent items? We can approve all of
[1:06:58] these at once. So, do I have a motion to
[1:07:01] approve um all the consent items listed?
[1:07:04] The approval of the building rental
[1:07:05] fees, the approval of the FY2297
[1:07:08] non-resident tuition, and the approval
[1:07:10] of the DSSE minutes from June 2nd, 2026.
[1:07:13] >> Can we go?
[1:07:14] >> Oh, wait. Sorry. We're doing the minutes
[1:07:16] at the same time.
[1:07:17] >> Yeah.
[1:07:17] >> Yes.
[1:07:18] >> Oh. Um, aim wasn't here. It was uh Sarah
[1:07:21] Jardine.
[1:07:22] >> No, it was Lauren, wasn't it?
[1:07:24] >> Huh?
[1:07:24] >> Was it Lauren Hot or was it Sarah?
[1:07:26] >> Sarah. Sarah. So with that edit
[1:07:30] >> with that edit and just my name is
[1:07:32] misspelled but other than that
[1:07:34] >> um
[1:07:35] >> it's very important.
[1:07:36] >> We apologize
[1:07:37] >> on number three.
[1:07:39] >> Great.
[1:07:40] Thank you.
[1:07:41] >> Mhm.
[1:07:43] >> With those edits included.
[1:07:44] >> Sorry.
[1:07:45] >> No, that's Thank you.
[1:07:47] >> Um do I have a motion to approve?
[1:07:50] >> Oh yes. So the wrong second.
[1:07:53] >> Kate Cook second.
[1:07:54] >> Wonderful. Um okay, we're roll call.
[1:07:56] Goalie
[1:07:58] >> goalie sair. Yes.
[1:07:59] >> Kevin Bookie. Yes.
[1:08:01] >> Kate Kate Cook. Yes.
[1:08:03] >> Rosman. Yes. Yes.
[1:08:04] >> And Jess. Yes. The um items are approved
[1:08:07] unanimously.
[1:08:09] Um the only remaining items we have to
[1:08:11] discuss tonight is that we will have our
[1:08:13] next meeting on October 20th. There is a
[1:08:15] 5:30 start. It is not 6:30.
[1:08:19] Um and then we can adj
[1:08:22] >> um can we just confirm? So, in our
[1:08:23] meeting from June 2nd, uh,
[1:08:26] Superintendent, you mentioned that the
[1:08:28] final report for the class sizes was
[1:08:30] going to be presented.
[1:08:31] >> I don't know if it'll be the final
[1:08:32] report, but there will be some data.
[1:08:34] There were some personnel changes that
[1:08:35] we weren't expecting this summer, which
[1:08:37] kind of ate up.
[1:08:38] >> Okay.
[1:08:38] >> A lot of our
[1:08:39] >> But that'll be a discussion item next
[1:08:41] week, like how your your work is,
[1:08:43] >> how we're progressing.
[1:08:44] >> Yeah. A path forward like I um I just
[1:08:47] want to make sure we don't lose traction
[1:08:49] on the discussion that started last
[1:08:51] year. and then continue through the
[1:08:53] summer so that we get to a budget
[1:08:55] decision where we haven't made choices
[1:08:58] on class sizes and funding needs for
[1:08:59] that.
[1:09:01] >> You also mentioned you would have the um
[1:09:04] the data framework and that like in your
[1:09:07] goals that was something for October the
[1:09:10] PK12 data framework identifying the
[1:09:14] measures the district will monitor. Do
[1:09:16] you like come back?
[1:09:18] >> So I will do that on in my calendar.
[1:09:19] I'll have that ideally done by October,
[1:09:22] but I won't be reporting back to you
[1:09:23] until
[1:09:24] >> January.
[1:09:25] >> Okay. So, you report back not in January
[1:09:28] and then in April
[1:09:29] >> at the joint at the joint meetings.
[1:09:30] >> Oh, that makes more sense.
[1:09:31] >> Yeah, good question.
[1:09:32] >> It should be in your calendar.
[1:09:33] >> Thank you.
[1:09:34] >> Should be.
[1:09:36] >> It's in the calendar. Yeah.
[1:09:37] >> October 20th.
[1:09:38] >> Yep.
[1:09:39] >> All right. Um, our meeting has come to
[1:09:41] an end. It is now 7:40. May I have a
[1:09:44] motion to adjourn?
[1:09:46] >> Or else, please Kate Cook. So, uh,
[1:09:50] second.
[1:09:51] >> Thank you.
[1:09:51] >> All right. Roll call. Goalie.
[1:09:53] >> Go. Yes.
[1:09:54] >> Kevin.
[1:09:55] Milk. Yes.
[1:09:56] >> Kate.
[1:09:57] Yes.
[1:09:57] >> Lance.
[1:10:00] >> Lanceki. Yes. Sorry. Yes.
[1:10:03] >> Our meeting has now been ajour.