[0:02] All right. I am going to go ahead and call this meeting to order of the Mount Greylock Regional School Committee. I mount regional School district school committee. It is Thursday, August 13th at 6 p.m..
[0:18] The meeting will take place virtually pursuant to the law signed by Governor Healey on March 28th, 2025. It will be live streamed on Net and broadcast on spectrum Cable TV channel 1303, in Williamstown. They will be. The meeting will be available as video on demand within 24 hours after this meeting on the YouTube channel. Before we.
[0:44] Start tonight's agenda, I'm going to ask Superintendent Bergeron Joe, to share a few words with our community and with us. About Max Rothschild, followed by a moment of silence in his memory.
[1:01] Thank you. Um, yes, we we lost a student within our community last Friday night. Um, and we're at a moment where grief support, trying to create normalcy are all very much jumbled. Um, and our role as a school district will will continue in that way with all of the strength that we can muster into the school year. Um, so at this point, it's all very, very raw for everybody. Um, so I thought it was appropriate for us just to take 15 seconds to, um, have a moment of silence. And then we do have a full meeting to move forward with.
[1:44] So with that, um, please take a moment of silence in honor of Max Rothschild and his family and those who have been deeply impacted by his passing.
[2:24] We're going to move forward now with our agenda.
[2:29] And with that, I'm going to ask Jose to read the mission.
[2:39] Happy to.
[3:10] Thank you Jose I. We have public comment. Next on our agenda. I'm not sure if we have anyone here from the public to make a comment.
[3:28] I don't see anyone, so I will move us forward to approval of our minutes from June 10th, 2026. Is there anyone who can. Who would make a motion to approve those minutes?
[3:44] So moved.
[3:46] Thank you Cory. Thank you. Curtis. Any discussion about the minutes?
[3:57] Hearing none. Uh, we'll go for a roll call. Vote starting with Curtis.
[4:05] Elf and Binh I.
[4:08] O.
[4:08] Green.
[4:11] I come after Curtis. Yeah. Green eye.
[4:20] Miller. Malloy.
[4:30] I think Christine Hardy went.
[4:32] Christine Hardy went. So it's you.
[4:33] Josie Constantine I.
[4:36] Apologize. That is. That is five of us. We are the five who are here. Uh, I didn't do a roll call to know that. To name that. Um, that may be the dilemma. So we have approved the minutes and I don't know what the law would say, but that's the five of us. We approve. The minutes are the ones who are here. Um, I apologize, Curtis, I looked I know your last name is often mine, but I've also known you as Curtis Ashe, and you're listed as Ashe. So I went with the a, um. All right.
[5:08] Julia, can we just do alphabetical tonight? I don't feel like I have it in me to rotate. Sure. Okay, sure. Thanks. Yeah. From. Yeah. From the top. Thanks.
[5:33] I am, thank you. Uh, nice to be here. Nice to see everyone again. I am not very technologically savvy. I do have some photographs in a slide show. I don't know if I am. If I can share my screen. Uh, is that something that happens in this format?
[5:53] Joe, I added you as a co-host, which, um, at the base of your screen, there should be a computer with an up arrow icon. Yes, that's the screen sharing. And then you can select a tab or a window to share.
[6:09] Okay. Let me see if I can mess this up. Uh bam bam bam. Did it work?
[6:22] How's that? Oops.
[6:26] And we're seeing the full tab right now. So we also see that the speaker notes, just so you know.
[6:31] Okay. How about now? Do you still see the speaker notes?
[6:36] No, no, it's just an image of lots and lots of luggage.
[6:43] Okay. So these are roughly in chronological order. And as you guys know, we went to La Cumbre again for the second time in April. We had 20. Is it 20? It was no, it was 14 students this time because we only took seniors. Uh, the first time we went, we had 25 students. And this time it was it was only 14, which was a very good number. We had two, um, two chaperones, myself and Liliana, uh, Miss Nava, who is another Spanish teacher. And this was the airport and this was the airplane. Everything went beautifully. It was all we we work with a travel company to arrange all the, um, airfare and everything, and we work to keep it so that we both leave here at a reasonable hour and arrive there at a reasonable hour, with as little in the way of connections as possible, which does add up sometimes to a more expensive ticket. Then, uh, then you might like, but I really can't do it any other way. Um, but, yeah, the travel went great. Nobody lost passports or anything. Um, we've got this dialed in pretty well. Certain little rules that you, you know, you establish, and then just. My gosh, that fixes everything. Like, uh, nobody leaves their carry on luggage with anybody else. Everybody always brings their carry on luggage with them through the airport. There will not be ever a pile of carry on luggage. And one person who is in charge of watching it who then says, oh, I just went to the bathroom for a second and somebody cared. No, no, everyone is in charge. Little things like that. We're just dialing it in as we as we go along. When we got there in the morning. Um, this was unfortunately one of my only photographs of the beautiful breakfast, uh, welcome reception that they gave us. Those are cookies embossed with the logo of Mount Greylock and of Saint Paul's School. Uh, that was just. Yeah. We were made to feel so at home. They really pulled out all the stops. There's the Saint Paul's School one. I didn't know this technology existed. Um, and then we were welcomed into the school community. This. These are the athletic fields. This was our very first day. The students at Saint Paul's School had arranged games for us. And the. The teachers at the school, very much on purpose said, no, you guys arranged them. You guys are going to put it on, you're going to organize it. And they did a beautiful job. Everybody got lots of exercise and lots of sunburn, which was unfortunately, we had a lot of rain while we were there. Uh, and a number of the things that we had to do, uh, were cancelled. So we there's another picture of the, of the Welcoming games day. Uh, so we spent a lot more time at the school itself than we had programmed. The school is beautiful. This is their courtyard. It's very small, very intimate. They do this at the beginning of every day. They raise the Argentine flag, and they talk about what the agenda for the day is going to be. Um, and we did do a survey with lots of questions that, uh, Julia helped me with the Google, uh, what do you call it? A Google poll. And people, you know, gave lots of feedback. And one of the things that they gave the feedback on was that, yeah, we we spent a lot of time in the school, but they all understood why. They would also say, I get it, it was raining. The things we wanted to do, we couldn't do. Um, but, you know, the courtyard was great. They played a lot of basketball, a lot of soccer and just got to know each other really well. Uh, and that's, you know, more shots of the courtyard. Uh, this this sign that made for us is now hanging. Well, I had to take it down. At the end of the year, it will be again hanging in my classroom. It says, Welcome to Cordoba, Argentina. And it's got our logo on the one side and the their logo on the other. They're incredibly welcoming. These more shots of the school, um, this day that we did was, you know, we had a very open ended question. What was your favorite activity of of the of the week? And both this time and in a less formal way, the first time we did it, everybody said the horseback riding, we absolutely you cannot not do the horseback riding. They are very well-trained, gentle horses. Uh, there are no mountain lions or lions or anything. There's just very little danger involved. And the kids just absolutely loved this. The one thing that they complained about, about the horseback riding was that we did it as a mount Greylock, uh, group, and the Argentine kids did not come. They said I it's it really hurt to be away from them, but, uh, but it was amazing. As you can see, the landscapes are spectacular. They're at a grand time.
[20:17] I have a logistical question, but I can wait. Julia, you looked like you were going to say something.
[20:23] I. I don't have a question. I. I just as a parent who hosted and then a parent of a child who went, um, I just want to double down on what Joe has shared about the relationships between the kids and the tears at the goodbyes. Um, including my own. When we had to say goodbye to the kids that we hosted. Um, and, uh, this is deeply genuine among the students. The cultural exchange is absolutely real. Uh, and I know that a large number of students came back from this trip talking about the next time they were going to go to Argentina. Um, and they all have talked to me. The ones I've spoken to have talked about their use of the language as well. And so, um, it's definitely a cultural exchange, but the limiting it to students who are able to speak the language and practice their language skills feels like a really wise move so that the culture exchange can really happen and students can really improve their language skills. So even in just a week they felt it. So I just want to double down on what Jo has said from a the perspective of a parent who's watched this unfold. Sorry, Carrie. Go with the questions now.
[21:37] Yeah, no. That's great. Um, I had a question about the horseback riding. I'm thinking it may not be the custom of the country to wear helmets, but it is the custom of American riders to wear helmets, at least on the East Coast. Um, and given the cliffs and the, you know, the terrain, um, accidents can happen if a horse is spooked. So I'm curious, um, about not wearing helmets versus wearing helmets.
[22:08] Yeah. I don't think that this particular place even has them, uh, to to offer. And it I think the solution would have to be that the kids travel with a bicycle helmet for that, which is definitely possible. I mean, I do, I wear a helmet when I ride here, and I've done some horseback vacation riding and I wear a helmet there as well. Um, but, you know, I'll be perfectly frank, it hadn't even occurred to me until you asked just now. Because it's just it's not in the air down there. It's for those. For those. And when you see somebody in competition or somebody playing polo, uh, you know, at the high levels in Argentina there I have seen helmets, but I didn't see them on anyone. So I mean, if that. I definitely understand that concern. And going forward, I would not want to miss the horseback riding. But I will talk. I can talk to Paula about that and it might just be okay. Everybody's got a clip of bicycle helmet to the to their carry on. That's what I did when I went to Africa. Just click it on the carry on and then we'll have it.
[23:27] Great.
[23:33] Uh, Joe, just. I think I'm.
[23:35] I'm sure I'm speaking for more than just myself here. And I'm sure we've said this to you many times, but just expressing sincere and deep gratitude for the work that you have done right. And your colleagues in Greylock and our colleagues at Saint Paul School. I mean, it's just it is. This is such a phenomenal experience for our students. And it sounds like for their students and those families and the like. Um. Thank you. So I I'm at a loss, honestly, for for what more to say. I think the only, you know, things that I would love us to kind of think about, um, or encourage us, maybe Joe and Joe. Joe and Joe, both of you, you know, how can we? Is there a way for us to ensure some sort of sustainability in this relationship. You know, folks come and go, you know. And, Joe, we hope you stay. Joe Johnson, we hope you stay here forever. But at some point, you know, folks do come and go. And I certainly would love this relationship to to be long lasting. It seems so, so deep and so meaningful for our communities. Um, so yeah.
[24:37] Thank you. Thank you for that. And I, I agree, and I just met with Joe, a couple, I don't know, a week ago or so and Joe expressed the same thing. Joe Bergeron said he wants to see this continue for decades. And I do too, I do too. It is. I mean, it's injected such a jolt of energy into my own teaching and my own work at Mount Greylock, and I think it could continue to do that for a long time. And one of the things that I came back with, uh, Liliana and I together on the airplane, coming back, just brainstorming about how to make it better. And I am working on what will eventually, hopefully be just, you know, the Bible of this program. This is. These are the dates by which these things need to happen. And these are the steps that need it. And these are the experiences from before. And here are some helpful hints. Um, but yes, we we definitely want this to live well beyond any of us here today. And so do they on the other side. So do they. They are very much, you know, little, little kids. One of my favorite little moments was our guys, our Mount Greylock guys just sort of going down and and hanging out with the younger kids who were 8 or 9, ten, and they're swarming them, you know, and our kids are doing magic tricks for them. And but they're I mean, those little kids were like, so I'm going to go to. Right? I'm going to go, can I stay at your house when I come, can I stay? And I was like, well, I'll be a lawyer by then. But, you know, uh, but the little kids there are like, Mount Greylock is on everybody's lips.
[26:11] It's phenomenal. Thank you, thank you.
[26:17] Okay. If there are no other questions, we will. I will extend that same gratitude to you, Joe. On behalf of all of us. And also let you move forward with your August evening.
[26:29] Thank you. And thank to all of you guys for all of your support. It's we've really felt it. Um, and we were so excited going forward. And thank you all.
[26:39] Thank you. All right. Good night. Um, next up, I believe we have Nolan. Um, who's going to, um, give us an update on happenings at Lanesboro Elementary.
[26:56] Hey, good evening everyone. I don't know if you can. You hear me? Thumbs up. I don't zoom from home often.
[27:07] Thumbs up if you can see my screen. Heck, yes, I got this. Maybe not so too soon.
[27:18] We see your screen, but it's not yet in slideshow mode.
[27:21] That makes sense for me. Spot on.
[27:26] Oh, I had it, didn't I? I'm winging it. Uh, can you everyone see the slides?
[27:33] Runs five.
[27:38] Oh, no. Oh, no.
[27:42] You can. Nolan, uh, you can click slideshow and then while presenting.
[27:52] This is. We gotta go back to zoom. This is way too hard for me. Now I got.
[27:55] This. Um, so you put these slides in our pack, too. Do you want to share the slides while Nolan speaks to them?
[28:04] Nolan, would you like for me to screen share and then you want to learn?
[28:08] Right.
[28:11] There we go. There you go.
[28:12] All right. Uh, what a great way to start the evening. Um, so last school year. I got a few things to talk about last school year. A lot of it, Dana. Meetings. And then the Cape trip last year and next year. Um, so this past year, we implemented I ready, which is our new math curriculum. And with that new math curriculum came a diagnostic, which we took three times throughout the year beginning of the year, middle of the year, end of the year. Um, and it's a great way to take quick snapshots. And pile it with our other data to see if there is student growth. And that's really what we look for at Lanesboro. Um, that across a classroom, across the school, individual students are making growth. So that way we're all moving in the right direction. Um, with that, we've had a ton of continuing like professional development. What I already offers in depth of content is a lot. They have prerequisite skills for students to learn before they go into a lesson. They have a lot of differentiation to offer to Ells, and it's just a lot for the teacher. It's a lot for any person, not just a teacher, just to take in and use and optimize. So we've been doing a lot of professional development with that, and we will be starting our two professional development days with ready. So August 28th 9 to 12. The math teachers at Lanesboro will be still learning already. Another thing that I already offers is a is a application called My Path, and that is like an individual student program on a computer that they use for about 15 minutes a day that is curated by their diagnostic results. So it places them and then as they go, it continues to Adapt to where they're at and help them grow. But it's only about 15 minutes a day, and that's used during an intervention period. Um, and this is, you know, year one. We just finished year one of hopefully many. So we're going to continue to grow, continue to adapt and learn more about this curriculum. Any questions about I ready.
[30:34] Okay.
[30:36] Data meetings. Um so our data meetings have been this this newest iteration started in like 2020. Um, and that began with a few, a few teachers implementing some small data protocols that we have adapted year and year in year and year again. And it's always changing and growing. Uh, so we started by asking teachers what is meaningful data to see student growth and that could be student work. We can work with apps that are on test scores. We always start with the MCAS for the upper grades. And this past year, our data meetings started with every data meeting. We had five over the course of the year. Each one started with looking at data, and each one ended with a specific goal of where we wanted to see student growth. Um, and then the next meeting, we'd say, did we meet that goal? Why did we meet that goal? How do we meet that goal? Do we have a new gap that we need to close, or do we need to continue to work on this goal? And we do that with math and Ela. And that is kind of the process of the data meeting. What the data meeting also allows us to do is develop our student support team protocol. So if a student's not growing and we are not growing and then the teacher like there's a concern, we then have a child study team or a student support team. And what that does is we then put in specific interventions and goals for these students to see if they're making growth. So if a student is struggling with reading, we say, hey, we want to see the student read 60 words per minute by in six weeks, and they're going to meet with the interventionists five times a week for 20 minutes to help meet that goal. And then we have those goals happen, you know, 2 or 3 times before we decide maybe the student needs testing for special education or if we make progress, hey, we got to keep doing this. It's the right thing to do. Um, so this has kind of been the essential background backbone of student growth and support at Lanesborough for the past, I think successfully for the past three years. Um, that's just a quick snapshot. I could probably take you through like a 24 hour deep dive into how we actually do the data, but this is just a view. And I think, um, next year. So next year I think we're really going to dive into writing. I, I kind of went off the deep dive, deep end when I saw our MCAT writing scores from the last year. And I, you know, alarm, alarm bells were going off and I was like, wait, this is just one data point. So this year, we're actually going to focus on collecting data to make sure what we're seeing from the MCAS is meaningful to us in terms of where we're at. And that's going to be a new piece of our data meetings. So any questions on the data meeting piece.
[33:40] No. And I, I think you said this, but how often are you meeting.
[33:44] It's six to 6 to 8 weeks. I try to line it up. So like there's no we do. The way it's operated, I start with grade six because they can get their students into school mode quicker than in grade. So we'll do grade six and five the first week three, four, four and three, two and one K and there's like a two week gap and then we just keep cycling through. I try not to make them like the two days before Thanksgiving break. I try to make them at meaningful times.
[34:15] Um, no. How is how has the teacher buy in been for this process that you said was kind of teacher initiated? Um, so was their buy in from the beginning or has it been a challenge? Um, because it is a new curriculum and, um, this is additional work.
[34:38] So can I ask a clarifying? So you're talking about I read are you talking about the data meetings?
[34:44] Um, kind of both.
[34:46] Uh, I think to be blunt, I already was welcomed in terms of buying because the previous math program was dated and it was just ready for a change. Uh, in terms of insurance, in terms of data, meaning it's been by and there's been, I'd say 70% of in really early adopter adopters and eager um, and the buying happens when we are looking at when because the conversation isn't, hey, here's data that I'm giving to you. It's what is data that is meaningful to student growth. Um, our teachers are experts, and I strongly believe that. So having them have an honest and fair say in what we're looking at is meaningful. That's why we don't just look at MCAS and we don't just look at the, um, the already diagnostic. We're looking at things that teachers also find meaningful. And not saying they don't find that diagnostic or MCAS meaningful, but we're getting a really well-rounded set of points as we make decisions about student growth.
[35:47] Great.
[40:47] What, uh, what questions do you have for me?
[40:58] I crushed it.
[41:01] Um, I would like to say thank you, Nolan, for sharing all of that. Um, I love actually the talking about Argentina, followed by talking about the Cape, talking about the trips our students are taking and, um, and just sitting with and knowing the importance of relationships among our students with each other and with the faculty and really appreciating the work that you're doing. Um, so thank you.
[41:30] Of course.
[41:33] I see, I do see vote on our agenda. Um, but I gather maybe we're not ready to vote yet.
[41:41] Um, the way I interpreted the policy is that we have to actually vote before the fundraising can start. So I've been maybe mis, you know, not interpreting the policy correctly for the last seven years. But I think with this new iteration and everything, I wanted it to be approved before we started really gaining gaining speed as we get the trip going.
[42:07] How long were the revisions that you talked about in terms of, um, you know, sharing all the information and the institutional knowledge was that for next year that the teacher who's retiring, they're retiring at the end of this year. So you would start it, you know, they've already retired.
[43:11] I guess the reason I'm asking is because it it sounds like we would need the details of the trip if it's going to look different than it does than it has historically before we can vote on it. I think right there. Go ahead, Joe.
[43:31] The policy indicate that and this is something that I think has often tripped me up. So I'm like the the policy JJ says, um, you know, there's, uh, initial approval by the school committee is required before engaging students in fundraising activities. That's the point where, um. The school committee just says yes. In theory, this trip has value. And we're going to provide you with initial approval. And then final approval will not be granted until all preparations for the trip have been completed, including, but not limited to, all logistical details involving transportation, accommodation arrangements and fundraising efforts. The School Committee requires that final approval be sought no less than 30 days prior to the scheduled trip date. So that kind of creates like a two stage. Stage approval. One is go ahead and do all the work to to plan it. And then the second one is, yes, you've you've checked off all the boxes that are needed in order for you to safely and productively do this trip.
[44:39] Jose.
[44:42] Yes.
[44:42] Thank you, Julia, and, uh, and thank you, Carrie, for your question, Joe. I'm curious about what the motion would sound like, what a motion sound like. You know, I move that we provide initial approval for Lanesboro Elementary to engage in fundraising in support of a pending, you know, sixth grade field trip to Cape Cod. Full stop.
[45:04] That's perfect. As as though you're the chair of the policy subcommittee.
[45:12] I think I'm trying to I try I might have strained a muscle, but I definitely.
[45:18] Um. Is there a second to Jose's motion? Thank you. Curtis. Thanks. Um, and and now, um, we have discussion on the motion. Um, I have a I have a question. Um, maybe it's to us less to Nolan. Um, in that the way that this policy reads, I If he comes, there is a chance. I wouldn't expect it to happen necessarily, but there's a chance he could come back 30 days prior to the trip. After all that work and we would say no. Um, so, like I, I'm a little bit I'm not again, I'm not Nolan. I'm not I'm not predetermined this vote. But I'm also not saying this is a whimsical group, but I do just worry about that two stage process.
[46:19] Yeah. I mean, the circum. Jose has his hand up. Go ahead.
[46:23] No, I'll be very brief. I mean, my my.
[46:25] Sense is at least I'm. I don't know how how to describe my perspective on this. I think we would be right to say no if Nolan were to come back without, you know, clearly delineated logistics having been planned out, you name it. Right. There would be real reasons for us to say no. Um, we don't expect to because we know that no one is good at what he does. And, uh, and his team will be supporting this effort. But I think I hear your point, but I feel comfortable with this moving forward, because I think we really need that second step to guarantee that.
[48:07] Know, I think I'm good. You basically touched on my, um, point that, you know, there there would have to be a second vote to confirm that everything is in place. Um, but I actually kind of like that we have in our policy, and now we'll actually, you know, now we'll engage in this process that we're okay, the planning of this trip. So we're giving overall approval of the idea of the sixth grade going to Cape Cod, as they have been. We don't quite know what it's going to look like yet, but we will before we give final approval. Um, and I think that does make a certain amount of sense, um, because it could have been that the person who planned the trip all these years hadn't yet retired, but decided to retire mid year, and then all of a sudden they had to shift on the fly and it was going to look a little different. And we had already voted a plan to win. Then we would have to go back. I like the idea of not voting, um, a detailed plan, because we've heard from Nolan that he knows what he plans to do. He knows that he's going to contract with the company. He's done the research. He'll do more research. The kids are planning to do this, and, um, we will know absolutely exactly what it's going to look like before we give the final approval.
[49:56] Could could. Um, I know the policy says 30 days prior. Could it could hour. Could our vote be tied to the, um, the date by which we would have to cancel our contract instead? Right. There's often a clause if you cancel by such and such date, you get your money back, or you get most of your money back. That would. That's. I'm not going to actually change the amendment, but I don't want to ask a future school committee to potentially have to vote for families to lose money because we aren't comfortable. And again, Nolan, this isn't about you. I think about this as a, as a, you know, um, precedent setting. Right. I think of this as precedent setting.
[50:41] Um, Nolan's heart is stopping every time, you know, when you cancel this trip.
[50:48] It's like, I get it. No. Um, I can give you more details about the trip. No one asked me for more details, though. It'll be four days. Three nights? A little bit like $32,000. It'll be run by nature's classroom or outdoors classroom. If I can get the contract finalized. They will. We have to buy a coach bus down. They will take care of all a meal, accommodations, and then to add the whale watch, it's additional. It's an additional $50 per student for that day.
[51:15] That's super helpful. Sorry, I assumed you didn't have those details because they weren't provided, so thank you very much, Jose.
[51:24] No thank you, thank you.
[51:59] That is what I'm getting at. That is precisely what I'm getting at.
[52:02] Yeah. So looking at Joe that maybe we can we can build this into our.
[52:08] This will be the fifth policy that we take up here, uh, in later in August or in early September.
[52:14] Okay.
[52:15] I'm all for it.
[52:16] All right.
[52:16] Thanks, Julia.
[52:17] Yes. Any other comments?
[52:21] We have to vote.
[52:23] Yeah. No, I understand, I'm. Before we move to a vote. Any other comments or questions? Go ahead.
[52:48] Go ahead Christina.
[52:50] I will also say briefly, Nolan, the senior, the rising senior class, did not get to go on a sixth grade school trip, so I bet they'd all be willing to be chaperones because they all feel like they missed out big time.
[53:06] And a lot of them will be 18 by then. Yeah, I think they can miss four days of school.
[53:11] I'm sure they'd be happy to wait.
[53:14] Why? Why didn't they go?
[53:16] It was Covid.
[53:17] Covid.
[53:18] That was my daughter Sophia's year.
[53:20] Yep.
[53:21] And that already six years ago.
[53:24] Yeah.
[53:26] Well, they would have been fifth. It was their second. It was the second year of Covid.
[53:29] Yep.
[53:30] Mhm.
[53:32] Yeah. Did they do the whale watch?
[53:34] Nope.
[53:35] Oh man.
[53:36] Well I'll say that my daughter did the fundraising, got the award for the most fundraising and then got strep throat and didn't go to Cape Cod. Um, even though Joel offered to like drive her there after she had been on antibiotics, she was just too sick, so. Yeah. It happens.
[53:58] It sure is. We're all. We all have our memories of happening or not. And the importance of it. So with that, I'm going to ask that we move to a vote. Um, and I also want to recognize, I believe Steve joined us around 635. Um, so he's not on screen, but I believe he has joined us. I will kick off the vote and say bone I.
[54:19] Henry I.
[54:20] Constantine.
[54:21] I.
[54:22] Elfen bane I.
[54:24] Green I.
[54:28] Mila I.
[54:30] Thank you. That's unanimous. I apologize, Nolan, if your heart stopped at all in the middle of that conversation.
[54:35] No.
[54:36] We're thinking.
[54:48] All right. Have a great night everyone.
[54:50] All right. Good night. Um, Joe, let's move to you for the year ahead. Priorities, vision and value schedule and your draft superintendent goals.
[54:59] Yes. In your packet you have a document. And hopefully everything within that document looks familiar, because they are all things that we in various ways have discussed over the last year. Um, some of those are priorities that are continuing that are part of the district's goals. My goals, your goals this past year. Um, some became, uh, priorities mid-year, you know, as we talked about reinforcing the role of the Wellness Committee in school nutrition, as we talked about, um, taking a more vigorous approach to AI policy and by extension, technology guidelines. Um, as the the national scene has, has really taken hold around, what what does technology mean within a school setting and how are we approaching screen time? How are we approaching Chromebooks? Um, so those were more in mid-year? Yes. Let's let's add those to our list of priorities. Um, and then finally, you have a few things that are that are new this year. Um, some triggered by, uh, state requirements. Um, state processes, other other things being our, our local budget and, and town's financial situation. So I tried to provide an overview of all of the things that on a daily basis, each of those Subject areas are conversations and work that is happening both within the district office as well as within each school building. Um, and they will take new and different shape. And by September we will have um, goals to propose for votes to, to, to really get us forward into an evaluative process this year as well. So I just wanted to open this up to questions. We will have additional like big picture discussions during the retreat in a couple weeks. Um, next, next weekend.
[57:04] And.
[57:05] Um, and then come the September meeting, we'll have some final discussions and votes to be able to move forward with stamped plans. Um, but I wanted to share this tonight so that we could start to get things flowing and going again for the new year. Are there any questions?
[57:28] Go ahead.
[57:33] I would, I would.
[57:35] Love on the spot.
[57:36] I would, I was I was going to do all these kind of formal, uh, formal welcomes next month. Um, but Roshan Powell is is here. Uh, not not Kamran, I don't think. Um, uh, just getting to know. Getting to know everything within. Within our flow. Um. Roshan is our new community communication coordinator. Um, our most recent, um, uh, addition to the district office.
[58:04] Hello, everybody.
[58:06] Welcome.
[58:07] Thank you.
[58:08] For.
[58:09] Listening in. And then I heard my name. So I ama real quick, but I'm, uh, I'm gonna go back off and attend to, uh, the little ones as they're running around the house. But it's a pleasure to meet everybody.
[58:24] Yes. And Myra Weiss. Cotton. You will all meet next month. Our new director of student staff and family support.
[58:36] So I think you say this somewhere in the gold, or maybe in one of the emails, but they're going to. They're both. They will both be instrumental in helping us through this process of, um, you know, fulfilling our goals, but also the strategic planning that we have.
[58:57] So many.
[58:58] Aspects.
[58:59] Yeah.
[59:00] Yes. So many aspects of our work that are only increasing over time. Our areas of focus for for both of them. Um, so we really have been able to align the way we're staffed and the way people have responsibilities that are, um, that are all moving towards the, the end needs of the district and of our students. Most importantly, um, we now are quote unquote, fully staffed in the way that we had talked about throughout the budget process. Um, and being able to move forward with, uh, with greater capabilities and clarity and strength.
[59:45] The, um, the last point is, uh, on the document is the financial outlook and working with the towns. And I'll just note that I did reach out to the chair of the finance committee in, in Williamstown because, you know, we had had conversations about maybe there would be an ad hoc committee to talk about long range sustainability for the schools. There's this, you know, northern Berkshires sustainability that, uh, the former chair of the Finance Committee is sitting on. So. So the new chair is Suzanne Stinson, and she has opted not to have an ad hoc committee. But, um, she has invited us to the October meeting of the finance committee, which is now meeting, uh, kind of sort of year round, I think not in the summer. They used to start meeting, maybe in February, but now they're going to meet throughout the academic year anyway. Um, so this will be an opportunity for us to start that conversation, um, at least with one of our member towns. And then we should also figure out how to, um, do that with Lanesboro.
[1:01:10] Thank you. Kerry. That's a good, um. One thing I just wanted to note about this document from Joe is that, um, To to double down on the importance of having made critical hires to support these these efforts, and then the kind of third leg of that stool, if you will, if it's Joe, his team, and it's us. Uh, and so that's where we're going to be spending our time at our at the retreat to make sure that we as a school committee are fully aligned and aware of and supportive of this work. And so, uh, when you name that Carrie, I just think your role as, as chair of the finance committee for subcommittee for us and that connection with the town is really critical. Um, so thank you for thank you for that conversation, Suzanne. And I think all of us need to be thinking about and coordinate and collaborating, which we'll discuss at our retreat. How do we collectively support this work? Um, that is so critical.
[1:02:08] And I was wondering if our two new district staff members will be present at the retreat. Is that the plan or.
[1:02:18] Given that it's a Saturday morning, I am I'm not 100% sure of their presence at the retreat. Um, okay. I'm I'm trying to carve out time for for everybody to also just get to know them on a, on a personal.
[1:02:32] Yeah.
[1:02:33] Alongside the alongside the work. Okay.
[1:02:55] Kerry, did you want me to jump in or do you just because we've had.
[1:02:58] Yeah, we actually haven't had a meeting, Julia. So it would make sense for Jerry to do it.
[1:03:04] Apologies. Yeah. Joe. Go ahead.
[1:03:05] No worries. Yeah. Oh, no. Sorry. Yeah. We've been we've all been moving quickly with a lot of different things. Um, FY 26 close out. Going better Then I felt like it would. Um, in the spring, you know, we are still going to be coming in with, um, having depleted more available funds than than we had wanted, um, at the start of last year. Um, but at the same time, I'm feeling better and better as we go. Which is great. Um, we're we're right about at the point where, um, all loose ends around FY 26, expenditures are fully, fully completed. You know, any any invoices, Pos that are that were hanging out there, um, trailing bills, things like that, that, that all we're feeling good about. And then over the next couple of weeks, we'll be able to firm everything up and know exactly where we stand with each fund. Um, in terms of, uh, end of year fund balances. Um, so progress is good. And, um, we're feeling feeling better. Better than we otherwise might. Um, that's that agenda item. Any any questions on that?
[1:04:23] Next up, within our transportation contract. We have an option where we can exercise an extension. Um, so that so that we can take it for one more year. Uh, and then we will need to go out to bid on this this winter. Um, and with all of the uncertainty in the world, um, around all kinds of pricing and procurement, uh, it definitely felt like the right moment to stick with stick with what we know. Um, and it's all within our budget and within the way that that we know we can operate this year. Um, so I did want to, because we are moving, moving out of the out of the three year zone of the superintendent can make decisions with contracts. Um, I did want to get the school committee to vote to approve, um, exercising our option to extend the contract for one more year with two for transportation for our school transportation.
[1:05:20] So we don't actually have the contract in our packet, but the vote is not on.
[1:05:25] The binder of paper, unfortunately.
[1:05:28] So the vote is to extend the existing contract, um, for one year. Okay. Yeah. Got it. Curtis, do you want to make the motion or. It looked like you were.
[1:05:41] Extend the, uh, current contract with the bussing subcontractor for one year as it exists.
[1:05:51] Well, it's 3%. What are the terms again?
[1:05:54] 1%. A 4% increase year over year against last year's rates for each of the each of the various rates.
[1:06:03] I move that we extended one year at the percent increase that Joe just said.
[1:06:09] And do four is the A contractor?
[1:06:12] Yes.
[1:06:13] Yeah. Okay. I'll second that.
[1:06:21] Hearing no discussion. Should we move to a roll call? Vote? I will start with Bowen I.
[1:06:29] Connery I.
[1:06:31] Constantine I.
[1:06:32] Elfin by and I.
[1:06:34] Green I.
[1:06:37] Mila I.
[1:06:38] Great. Thank you. That's unanimous and passes.
[1:06:43] The next item um is simpler in many ways. Uh, in your packet there is a five year lease, um, for Pitney Bowes mail, mail printing stamping equipment for Williamstown Elementary School. Um, this is before you because it is a longer than three year type of contract. Um, it is all per state contract. Um, so there really isn't a lot of variability or option around it. Um, and I recommend that you approve the lease as presented in the packet.
[1:07:18] Do we have a motion to approve the lease for a five year, um, sorry, five year lease for the photocopier as presented in the packet?
[1:07:28] It's not a photo. What is.
[1:07:30] It?
[1:07:30] It's postage stamp or postage?
[1:07:32] Postage stamp.
[1:07:33] Sorry. Pitney Bowes five year lease as, uh, provided in the packet.
[1:07:38] Yeah.
[1:07:39] So moved.
[1:07:40] Thank you.
[1:07:43] Thank you. Carry any questions?
[1:07:47] All right. I'll start again. Beau and I.
[1:07:50] Henry I.
[1:07:52] Constantine I.
[1:07:53] Often buy and I.
[1:07:55] Green I.
[1:07:58] I.
[1:07:59] All right. Thank you. That passes. Um. And Josie, you are up with the policy subcommittee.
[1:08:07] All right. Not all that different from what Carrie asked you to do. I'm going to ask Joe to speak to this. It's going to, um, come across as, uh, this policy is being presented for a scheduled vote, a bit out of cycle, but Joe can walk us through, like, where we are, the process, and, uh, and we'll, um, provide some justification for the revisions that we had before us. Thank you.
[1:10:14] There's a buzzing on the line. Is that Christina? Is that you? I think.
[1:10:23] Thanks.
[1:10:25] What?
[1:10:26] Um, should I repeat anything, or was it okay? Um. So this policy, JKA, speaks to the ways that the school district and our procedures shall abide by the updated state regulations. Um, we are not going to have a lot of, uh, leeway in terms of, like, how we how we choose to take paths with this. We certainly might look at specific wording and other tweaks as we, as we go through. Um, but, um, I think it's also important to note that given the change in regulations. There are changes that we are prepared to make for this year around documentation and review processes. So if a restraint is performed, what is the way that we then guarantee reviews following that has changed with these regulations, but nothing about the way that we interact with our students on a minute by minute, day by day basis is somehow being shifted through this. Um, the state has updated its definitions of terms. Um, so the definition of what a timeout is, the definition of what seclusion is, um, they've added more qualifying language. And I think largely this is in response to the state wanting to say we are addressing this topic with as much detail as we possibly can, with as much data collection as we possibly can, and with as many review cycles and points and and stern warnings as we possibly can Around the impact of restraints, seclusion and timeouts, and with respect to student health. Um, so that's that's where this is headed. And, uh, we will undoubtedly have more conversations around this policy over the next couple of months. Uh, that's what I had to present.
[1:12:24] Thank you. Joe. So, uh, the policy and governance subcommittee, this has not had a chance to convene or have a conversation around around this, but I think, um, Joe, would appreciate your kind of explanation of how we got to where we are. Um, as well as, um, kind of communicating how the subcommittee will be kind of reviewing this with more detail and, and, um, we'll have a chance to deliberate, but, um, any any questions to Joe regarding, uh, this revision?
[1:12:55] I have so many questions, but I'll limit it. Um, so I guess my biggest question was about, you know, the.
[1:13:10] Uh, when when certain what precludes, um, either restraint or seclusion. And that seemed to be, um, documentation from a doctor and or a psychotherapist or a psychiatrist or there were a couple of places where it said, you know, unless, uh, like, these things are prohibited. If a doctor has said that, it will be if there's documentation from a physician saying this will be harmful to the. So what does that mean? I mean, we have to have and I know it lists certain conditions, right? Where you would never seclude a student. You would never restrain a student who has a heart condition or epilepsy or, you know, things like that. And of course, those would be in a medical record. But is that all that is needed is a medical documentation that would normally be in a child's record, or are they asking for more than that?
[1:14:16] The the the state? With these new regulations, the state is unequivocal in stating that seclusion shall never be used with any student unless seclusion is very carefully prescribed by a plan that has the consent of families and has a lot of supporting documentation around it that is detailed. You know, checkbox by checkbox within this, um, within this policy. Um, so, so seclusion is completely off the table for any student. Um, we have not exercised any form of seclusion, which I mean by the definition of seclusion.
[1:15:08] Well, they, they use the case of an emergency, right? If and they outline that as, as an option, which really worries me. Like there's stuff in here that I just feel like, oh.
[1:15:23] Well, that now when, when you, when you say that it worries you. Um, from the States perspective and also from my perspective, the idea of I'm just going to I'm kind of I'm sorry. I'm also a little bit exhausted here.
[1:15:43] Yeah. That's right. I'm not worried for us. I'm not worried for.
[1:15:46] Us without any adult supervision is is not something that we have ever done. Um, and it's something that the state very explicitly here wants to make sure nobody ever does. Um, so that's that's where seclusion timeouts, the, the technical definition for timeouts. The idea of, um, in a way where a student can make the decision to Exeter room at at any time, if that is their wish, that, um, we have very careful safeguards around the concept of having a timeout. That is something that is very carefully described here. And that and that absolutely is something that under certain circumstances you could imagine being, being very necessary, um, restraints. I think the other dynamic there that's important to to note, a restraint is a last resort in that you are only performing any form of restraint if if you absolutely cannot, uh, provide safety for the student and their peers, for the adults through any other means which which really comes down to, um, being somebody who is supportive of not having a student run into a road, not having a student harm another person, um, not having a student harm themselves. Um, there are a lot of initial de-escalation steps and then subsequent just creating a safe space, steps that you can take that don't involve a restraint. And so all of this just it really tries to make sure that every step of the way, we have staff who are very carefully trained and that we are being extraordinarily mindful of not doing something that, say, a parent might view as being a very quote unquote practical thing, which is just holding a child and saying, you need to stay here. Um, you know, that is not allowed in a school setting. Um, except for under very specific conditions, with very specific training and then documentation to follow up. Um, and so that's I think that in some ways, yes, this, this regulation can say like, well, what, you know, how limit how much does this limit you. At the same time, it does put a very clear stance around we are going to make every effort possible to avoid all of these things. Um, hopefully that was clear. So I'm, I'm.
[1:18:29] I really like the timeout thing they put up to, you know, no more than 30 minutes, which seems a very long time for, you know, certainly an elementary school student. So do our protocols then start to or do we have protocols in place that guide our teachers and staff on what the actual parameters are that we want to see within these. I guess that's what I'm thinking.
[1:18:58] Yes. And and, um.
[1:19:04] Being aware of cues that students are dysregulated, taking steps to de-escalate any situation that looks like it's escalating to the point where where the student might need to to to be able to, um, regulate again in a, in an environment that's separate from their peers. Um, but with supportive adults. Um, all of that is a part of annual training, uh, with, with the district. Um, the the restraint training is for specific teams of people within the buildings who have all of the additional training and knowledge around all of the things to, um, all of the steps to take prior the ways to safely perform restraints and then the, the needs and the and the requirements around documentation. Uh, yes.
[1:19:59] Okay. Thank you.
[1:20:01] Yeah. Thank you. Thank you. Cory. Um, Joe, I don't know if folks have had a chance to compare a contrast, you know, our existing JKA policy with what we have before us today. But I, I was struck by, you know, certainly the current policy, I think it's one page in length. Um, it provides very few guidelines around, you know, how these types of restraints or definitions of time out and the likes. This seems. This seems a big step in, in an important direction for us. Um, so grateful to the state for for helping to move us in this way. Um, and any any other questions regarding what this policy or the revision.
[1:20:46] Joe, could you just for for the school committee sake and for anyone who's listening, um, just just remind us, uh, we'll be voting on this revision today, but what's what's the process that you, um, you know, you you, you are envisioning regarding our sort of discussion or, or work on this particular policy?
[1:21:06] Yeah. This policy, along with four others that we're about to start working on, um, we will have, uh, September. Well, this one, we can view the September school committee meeting as, as being a second read, second chance with it, and then the October meeting as being a chance to amend or create any, any other changes. Um, through an additional vote. So, um, we will take our time with this, um, and at the same time meet the meet the immediate needs of the of the state regulations too.
[1:21:44] Thank you Joe. So we'll be voting tonight, uh, potentially on a motion to adopt this revision, and then we'll have a chance as a school committee to, to, uh, you know, review and offer amendments potentially, or revision to this particular policy as it pertains to our district in the future. Is that right, Jeff? Okay. Yes. Any other questions or comments or points for discussion?
[1:22:10] Um, would anyone like to, to make a motion to adopt this revision to policy JKA? Thank you.
[1:22:18] I'm going to I'm going to make it I never make a motion. So I'm going to make the motion to adopt the changes to policy JKA as presented tonight and provided by the state.
[1:22:29] Thank you Julia. A second I would like to second Julia's motion.
[1:22:35] Second.
[1:22:35] Thank you Curtis. Um, I know we've had a few opportunities for discussion, but I don't want to circumvent any thoughts or questions that folks might have. All right. Seeing none. Um, Julie, would you like to start us off? Roll call.
[1:22:51] Connery I.
[1:22:53] Constantine I.
[1:22:55] Elphin vine I.
[1:22:57] Green I.
[1:23:03] Might have lost.
[1:23:04] Nala I.
[1:23:06] Thank you Stephen. All right. The motion passes and I believe Juliette's back to you.
[1:23:12] Which it will be. Hot potato over to whomever will be speaking to the North Berkshire Educational Sustainability Study update. Is that you, Joe?
[1:23:24] I can start it. Um, so, uh, the the group has contracted with Burke 12. I think we were able to report that, um, previously, and, um, we've been meeting. Oh, is it once a month and then the subcommittee meetings. So we have two subcommittees. One is a data baseline data subcommittee talking about what data points we really want to focus on, because it's pretty broad. Um, you know, there's a lot of data out there. So what do we want to look at and what are our priorities in terms of our focus? Uh, the community outreach is um, so that group is led by Jake Eberlein. And, um, the community outreach group is led by Brendan Sharon. And that group is also talking about the content of surveys and how, when and where to have, um, community fora to have focus groups, um, and to, um, follow up with folks as well, or later in the spring. So any and the letter that is in the packet is basically the announcement of, you know, to the wider community. Here's what we're doing. Here's the plan. Please give us your feedback. So feedback is absolutely welcome at any time. And then I think Joe has thoughts about disseminating the survey. The superintendents are kind of coordinating. But that'll be toward the beginning of the school year. Um, and then we'll have more information about, um, you know, uh, meetings that I'm, I'm hoping that there's a calendar of meetings. I requested that in the last, uh, the subcommittee meetings for just a couple of days ago. But, um, a calendar of all the focus groups and, um, community forums that are set up so that we as committee members can attend, but also so that if you can't attend the one in your town, you can attend one in another town. Right? Um, and at least here, uh, what what points are being made by community members? What concerns there are what challenges people feel are, um, most. Um, at hand for our school systems. Um, and the questions will be around finance and enrollment and, uh, facilities and, you know, all the things you would think of when you're thinking about sustaining your own district, let alone, you know, your neighboring districts. Joe, do you want to add to that?
[1:26:38] No, no, I that was wonderful. Thank you.
[1:26:43] Um, I can't help but look at some of the questions that they're going to want to look at in their and listen to our families about and see that they're going to cope. You know, coincide with the questions we want to be listening to. And I don't think we can ask people to come to two things. Um, so I hope. I just want to name I'm hoping we can piggyback or share, um, that space somehow. Um, are they planning on leading the discussions or can.
[1:27:13] Like we are.
[1:27:16] So there are a few different things at play there. Um, one is I agree with you. Another is.
[1:27:27] Having consistency across school districts. The questions and the ways that you absorb right sentiment from from families and from staff are really important. Um, which complicates, you know, can we have can we somehow make it so there's only one grand event? Um, and but but it's definitely a conversation right now. I don't think I know the, the answer to to how to best go about it.
[1:28:08] My sense.
[1:28:09] Yeah. My sense is that the the sustainability study group is going to, um, well, the consultants along with the steering committee will have a survey and these conversations and that we should participate in those. And also, um, listen to what is being said in our own Communities. Um, but then add to it. Not try not to repeat what is being asked in there in these fora. And um, then also customize the questions that we ask in addition to these. So we don't want to overwhelm people for sure. Um, so the timing will be important to pay attention to. But I agree with Joe that, you know, they're trying to coordinate for different districts and however many schools I think there might be 12 schools or eight schools or something like that. Um, but we can add to that in order to get the information that we need, not at the same time or in the same surveys, but, you know, yeah, we don't have to repeat the same questions.
[1:29:34] Okay.
[1:29:42] Any other questions about this agenda item? Christina.
[1:29:46] Um, just a quick FYI, Curtis, his Wi-Fi just cut out. He's trying to get back on.
[1:29:58] Yeah. Summer, um, has been tough getting people to meetings, as with anything. So I think the work of of this group will really pick up in the fall when everyone is back to school.
[1:30:27] That's you.
[1:31:20] Excellent.
[1:32:09] Or, of course, it's it is an open it is a publicly. Uh, yeah. Follows all meeting protocols.
[1:32:22] We're not there yet. Um, we're not there yet. I unless it's specific to the retreat. If you'd like to talk. Okay. No. Okay. Um, I have no other items for discussion that were not reasonably anticipated. Joe, did you have anything else? No. Okay, Kerry, we are now on agenda requests.
[1:32:44] Yeah, I would. Um, and this might be a policy request. Uh, I'm not sure, but, um, the student representative. Um, I'm not sure that we're actually using that position properly. And I'd like to go back and look at the, you know, what MDL says about it and what our policy says about it. Um, I know it's changed over the years since I've been on the committee, and someone else asked me this question the other day, a superintendent, or maybe it was a school committee member said, so how did how how does the student representative work in your district? And I'm like, well, I don't know if they're actually like doing what we what they should be doing. Um, because I don't think we need a student to just simply. I love seeing our students, no matter what they're telling us, but to have them tell us, you know what's going on. Um, in terms of events or sports or, you know, that is the list. Perhaps that could go in the packet. I know this the principal used to do that, but then we had a list go in the packet. Here's what's going on. And it can go in our calendar of events. But um, you know yeah, I, I know that there have been. Oh. All right, I should.
[1:34:12] I was just going to say so roll the roll of the student representative. Yes. On our committee. And whether or not Joe and I can discuss and decide if that, if that's a policy question or where. But we can put that on the agenda. Okay. And and agenda. Any other agenda requests?
[1:34:30] Hearing none. I will look for a motion to adjourn, which is not on the agenda. We will adjourn. Thank you. Thank you. Steve. Is there a second?
[1:34:43] I will second.
[1:34:45] Thank you. Christina. So we have a motion from Steve. A second from Christina. We'll go to roll call vote. And I'll say Bo and I.
[1:34:51] Conrad I.
[1:34:53] Constantine I.
[1:34:59] Green I.
[1:35:02] I.
[1:35:05] Thank you everybody. Um, I hope you can go enjoy the rest of your August evening and we'll see.
[1:35:14] Have come out.
[1:35:16] Oh.
[1:35:16] We ended just in time.
[1:35:19] Oh, good. Oh, good. Good luck. Joe, at the start of the year.
[1:35:23] Thank you.