[0:06] Okay, I'd like to call the meeting of the NOSIT Regional School Committee to order. It's Thursday, December 5th. We are, can be seen, item, also on Lower Cape TV, channel 22 and streamed on their website.

[0:30] What else do I have to say here? I've gotten, oh yes, as required.

[0:35] by the open meeting law. We are informing you that the district will be videotaping this public meeting.

[0:42] In addition, if anyone else intends to either video or audio takes this meeting, they are required to inform the chair.

[0:50] We do apologize for our delay here. We seem to have technical glitches. None of us at the table had anything to do with it because we know nothing about technology.

[1:02] So agenda changes, as far as I know, there's just one,

[1:13] the mass conference report we are going to put off until our next meeting.

[1:19] When Mr. Draper can join us, he was delayed in getting back from his trip,

[1:26] so we will do that on the evening.

[1:33] Okay. No other changes. Okay. All right. So we're ready for public comment. If there's

[1:40] anybody out there in the audience that would like to participate in public comment, you

[1:46] have three minutes.

[1:51] And under the open meeting law, I just want you to know that the committee

[1:55] is unable to reply, but we will certainly listen to what you say.

[2:01] So if there's anybody there to speak under public comment, we need to raise your yellow

[2:08] hand.

[2:12] Okay.

[2:12] Laura, can somebody bring Laura Baguette in?

[2:17] Oh, you can.

[2:18] I don't want to build one.

[2:18] Oh.

[2:19] She's in.

[2:23] Hi.

[2:23] Can you see me?

[2:24] Can you hear me?

[2:26] We can hear you.

[2:28] Okay.

[2:29] Okay. It's pretty tough. I'm in the call. Okay. Oh, that's fine. It's I'm in the car. Oh,

[2:35] there we can see where you're off, but okay. You're not driving. Are you? No, no, I'm stopped. I'm

[2:42] actually at the middle school picking up my daughter. So okay. So, but I thank you for having me again

[2:51] and giving me the opportunity to speak tonight. I'm here once again to speak on behalf of the eighth

[2:58] grade students, including my daughter, regarding the ongoing issue of canceling overnight

[3:03] trips.

[3:04] As you may know, the eighth grade trip to Boston has now been canceled, leaving these

[3:08] students without any overnight trip at all.

[3:12] When I spoke here previously about the cancellation of Washington, D.C., I advocated for maintaining

[3:19] the tradition and ensuring these students have the same opportunities, which those who came

[3:23] before them.

[3:23] Unfortunately, it seems my concerns and those of other parents were not giving the way

[3:29] they deserved.

[3:30] The decision to change the destination to Boston was made with minimal discussion or

[3:34] apparent hesitation based on the rationale that a Boston trip would be more inclusive and

[3:39] better attended.

[3:40] In reality, only 40% of students signed up for the Boston trip.

[3:47] Why?

[3:48] There was little promotion or excitement generated about the trip within the school community.

[3:52] many families felt the costs similar to Washington C at $850 did not justify a trip to a destination

[4:00] they could visit independently from much less. Without clear communication about the trips

[4:06] I'd seen or error benefits it seems it seems destined to fail from the start. I can't help but

[4:12] feel this outcome was predictable if not intentional. As principal Cohen mentioned during the last

[4:18] meeting, it's not really about the destination, it's about the unity of the students being

[4:22] together. Unfortunately, that sentiment did not translate into enthusiasm or support

[4:28] among the students, families or the administration. I am deeply disappointed. More importantly,

[4:34] I believe our students are been let down. They were asked to fundraise with the understanding

[4:38] that those funds would support overnight trips, but these promises have not been fulfilled.

[4:44] I would like a clear accounting of where their fundraising dollars are going.

[4:48] Additionally, I was informed via email from the principal that other schools are dropping

[4:53] their overnight trips altogether.

[4:55] If this is true, I would like to know which schools are being referenced and the reasons behind these decisions.

[5:01] Are there logistical, financial, or safety concerns?

[5:04] If so, why weren't these challenges communicated to us parents in the process?

[5:09] clear in the process. Transparency is critical if we are to understand and accept such significant changes to long standing traditions.

[5:19] I understand that overnight trips are difficult to organize and run, but I also believe that we should not shy away from challenges.

[5:26] As a parent, I teach my children to persevere, to follow through on commitments, and to trust the adults in their lives.

[5:31] When decisions like this are made without adequate communication, it undermines these

[5:36] lessons and erodes the trust in the system.

[5:39] I am here tonight not only to express my sadness and disappointment, but also to seek real

[5:44] answers and real solutions.

[5:46] These eighth graders deserve the same experiences that so many before them have had.

[5:51] I urge the committee to reflect on the impact of these decisions, not just on the student's

[5:56] immediate experiences, but on their trust in the school system.

[6:00] Thank you for your time, and I hope we can work together to ensure the future classes

[6:05] are not left feeling the same sense of loss and frustration.

[6:10] And on top of that, I am a school committee member myself, and I am a little bit ashamed

[6:16] of being a part of this system right now.

[6:19] So thank you for letting me speak.

[6:21] Thank you.

[6:22] Thank you, Laura.

[6:24] Okay.

[6:25] Is there anyone else out there that wishes to speak?

[6:28] Raise your yellow hand.

[6:31] can you see I can see hang on there is one Rachel Rachel can we bring Rachel in

[6:43] please

[6:48] Rachel you have to unmute yourself

[6:58] on my screen Rachel are you there you're muted so we

[7:08] can't hear you. I'm sorry can you hear me now? Here you are okay Rachel welcome. Hi thank you

[7:18] Laura for just saying what you said I don't think I can really say anything else and I agree 100%

[7:24] and everything that she said and I also am extremely disappointed and feel like our kids have been cheated

[7:35] and misled.

[7:39] You're taking something away from them that altogether that they've all been

[7:43] looking forward to and fundraise for, taking the time to also go to the craft fair and fundraise for

[7:52] their time to help raise money.

[7:57] Yeah, so I can't really say anything else that Laura didn't say that I

[8:01] I agree 100% with everything that she said.

[8:03] Also, my daughter is here and would like to say something quickly.

[8:07] She does not want to be on camera though, so I'm going to shut up with camera.

[8:11] But she would like to say something as well.

[8:13] She is an eighth grader at the moment.

[8:16] Great, she does not have to be on camera.

[8:18] I would rather not be on camera also.

[8:22] She has to be on camera.

[8:23] No, she doesn't.

[8:24] I don't.

[8:24] No, no, no.

[8:26] Okay.

[8:27] Here she is.

[8:28] Hi, I'm Natalie. As my mom said, I'm an eighth grade student. And I have, so when I first

[8:37] got into the eighth grade, I was expecting a class trip. And so when I was told that the

[8:45] DC trip was canceled, I was disappointed. But then I got a little bit more excited that

[8:49] we're going to do all that fun stuff at Boston, only to figure out that that was also canceled,

[8:55] which I find quite unfair because the only reason it was cancelled was because that like a lot of the students didn't sign up and I think a lot of the students didn't sign up because of the fact that we weren't going to DC in the first place and everyone's really upset about that.

[9:14] And speaking on behalf of the eighth grade body student body, when I like say that I find

[9:21] it unfair that you made it, that you made the decision that you did when you like that

[9:28] you didn't consider the students.

[9:31] And you misled all of us when we were told that we were getting a eighth grade class trip.

[9:37] I really hope that you guys reconsider your decision on canceling the overnight trip because

[9:42] day trips won't like won't match the experience we would have had if we went on

[9:49] to a overnight trip and as Laura said I believe I spent over six hours at the

[9:58] craft fair this year because I thought it would fund my class trip and help out

[10:02] and I also sold a lot of Reese to family and friends that that would fund my

[10:09] But it turns out it isn't so I find it really unfair and I really hope that you guys reconsider your decision and you allow us to have the experience that you have let other eighth grade trips have.

[10:24] Thank you.

[10:25] Good job, honey.

[10:27] Thank you, Natalie.

[10:29] Okay. Is there anybody else out there in Zoomland that would like to speak?

[10:37] Seeing none. Okay. Thank you Laura, Rachel and Natalie. We will pose them public comment

[10:44] and move on to the consent agenda. We have gifts, grants, fundraising and approval of minutes.

[10:55] Is there any questions, comments on the consent of gender?

[11:05] So the only thing that I would like to know is that there was an extremely generous donation

[11:19] to the middle school music program.

[11:22] and I don't know that the individual wants to be named, so I will name it, but it was an individual

[11:30] donation. Extremely generous. And we are very, very thankful. The music program is a great program

[11:38] at the middle school, and this is going to, it will be well-used, I'm sure. So we have emotion and a

[11:50] second. No more discussion.

[11:55] Since we're zooming, we have to do low call

[11:57] votes. So we'll start with you in zoom land. Catherine, how do you vote?

[12:07] Or thumbs up?

[12:08] Thumbs up. Heather, how do you vote?

[12:19] Heather, are you there?

[12:20] I just don't know if she just thumbs up moral. How do you vote?

[12:24] Did I not have audio?

[12:26] Oh, we heard them. Just not.

[12:29] I'm not able to.

[12:30] I need it.

[12:30] You can't own new.

[12:36] All right.

[12:40] Tom, how do you vote?

[12:41] Yes.

[12:41] Kerry.

[12:42] Yes.

[12:42] Judy votes.

[12:43] Yes.

[12:43] Chris.

[12:44] I will.

[12:44] Yes.

[12:46] And oops.

[12:47] And Katie.

[12:48] You're right.

[12:48] We have.

[12:50] Katie's checking on that.

[12:53] Katie's checking to make sure that you can all

[12:55] on mute yourself. Catherine, can you unmute yourself? No,

[13:01] you're talking to me a lot about

[13:02] the technical difficulties continuing.

[13:14] Well, if you want to, we wouldn't have some of these

[13:16] people talk about that, so yeah, that's true, that's true.

[13:22] All right, and maybe having a vote,

[13:25] yes. Okay, so it's, uh, okay now, you're down to us. We can, there we go.

[13:35] All right, so we go on to

[13:37] priority business. Our student representatives, I saw somebody in a bell. There you are, in a bell

[13:44] in Savannah. Who can never get in first? In a bell, can you unmute yourself?

[13:54] Yes, there we go. Oh, here she is. It won't let me start my video.

[14:02] Oh, well, says the host has stopped it.

[14:17] I hope you all had a great Thanksgiving break with your friends and family.

[14:21] It's great to be back on school committee again and try and meeting yourself and try

[14:27] turning on your video now.

[14:30] She is onion.

[14:31] Oh, now she's going to be a bit of an onion.

[14:34] Onion.

[14:35] Onion and a bell.

[14:37] I'm turning it on.

[14:41] So I just want to start off with saying,

[14:44] NOSIT's winter sports started this past Monday.

[14:46] Most sports with afternoon and evening practices.

[14:49] At various locations, like Charles Morvina,

[14:53] Willie's Gym, NASA High School, Gym, and the outdoor track.

[14:57] I have swim practices two mornings a week.

[15:00] And three afternoons a week, Evelish, Jim. It's great to be back in the pool with my swim team again. And I'm sure many other athletes are at NASA that are also glad to be back with their teams again. Tomorrow's a half day at the high school as their parent teacher conferences this evening and tomorrow following school. This is the first year that parent teacher student conferences are happening. So the students have the opportunity to talk with their teachers along with their parents as well. The NASA Green Club is hosting a clothing swap and that actually happened today in the cafeteria at the high school.

[15:29] where all the students and staff bring in clothing

[15:32] and can switch theirs out with others they find.

[15:34] The Green Club always accepts the nations all year long.

[15:37] And so when you got the stairs from the cafeteria

[15:39] there's a whole rack in a bin of clothing from the Green Club

[15:42] where students can browse during the day

[15:44] and if they find something they're interested in

[15:46] they can directly pay the Green Club

[15:48] if they find one of the advisors or members.

[15:51] The Nosset Robotics team is hosting their first competition

[15:54] of the year for the Tricanian Kid Club Robotics Competition,

[15:57] them, which is going to be next Monday, December 9th, at the high school, where each robot

[16:02] from various school teams compete to pick up rings and other tasks before climbing

[16:07] a ladder in the middle of the field.

[16:09] NOSA had two teams make it to Regionals last year and are shooting for states or even

[16:13] further this year.

[16:14] So we wish them the best of luck.

[16:16] And the NOSA Shakespeare play is opening tonight at the Wellfleet Harbor Actors Theatre,

[16:21] which is known as what.

[16:23] And Mr. Clark said he plans to give you a review next meeting because that's where he currently

[16:26] is right now.

[16:27] I hope everyone has a great holiday season, and I'll see you in the near year.

[16:33] Okay, thanks Annabelle.

[16:35] Thank you Annabelle.

[16:36] Yeah, and we won't see you until 2025.

[16:40] Oh my goodness.

[16:41] No.

[16:43] Have a great holiday.

[16:46] Thank you.

[16:47] Okay.

[16:47] Thank you.

[16:51] Hi.

[16:52] I'm Savannah.

[16:53] Hi.

[16:53] Hi, I'm providing some updates for NOSML school. Can you turn your volume up to be available?

[17:02] Okay, we're going to be able to close our air that way. Yeah, try that.

[17:08] Okay, sorry.

[17:12] Oh no, that's okay.

[17:14] Thank you for being here. Oh, that's someone's going to get the job.

[17:24] We've been doing lots of fundraising for the National Geography Society trip in January

[17:30] to Chicago, and we had a pasta dinner night sponsored by the Lost Dog.

[17:37] We had a big sale at Turo Vineyards, and we have another big sale this Sunday during the

[17:43] like Yarmouth, Port Stroll, and Winter Sports started this week

[17:48] and basketball trials are also this week.

[17:51] We are looking forward to a pack the gym night

[17:54] to cheer on the basketball team on December 16th at 4 p.m.

[18:00] I hope you all have a great holiday.

[18:02] Thank you.

[18:05] Thank you, Savannah.

[18:07] And you have a great holiday.

[18:09] Thank you.

[18:10] You bring the jar January, we can see.

[18:15] Thank you. Okay. Okay. Now we go on to be our director of Food and Nutrition Services.

[18:26] Sue, there she is. Here. Can you hear me? Hi, Sue. Yeah. Oh, awesome. So I did have some pictures,

[18:38] but they're not here, but basically I just want to piggyback on, I guess Mary Ellen came last

[18:45] last month to tell you a lot of stuff that we've been doing in the schools around food

[18:50] service.

[18:51] I have to say I'm very excited this is the first time next week we'll be fully staffed

[18:55] since before COVID so this is very exciting for us.

[19:01] We've been doing a lot around farm to school.

[19:04] We have teamed up and partnered with Hillside poultry and trurro so we've been serving some

[19:11] local chicken.

[19:12] We, um,

[19:16] that'd be great, Alan. So, um, we've also, um, have done local sourcing. So we've done some training. So this is, um, some photos. It's just real quick.

[19:28] We did training with, um, Chef Liam, who's up in Wellfleet with all the staff. We'd learned how to make, um, sauces from scratch.

[19:35] So everybody was able to go to NASA high school, the new brand new kitchen and did some training with we learned to they learned how to make pickles from scratch.

[19:46] Sauses all kinds of different things that were starting to incorporate into the menus.

[19:55] So this just shows you that everybody was working together doing some, um, photo, uh, some training, all at the high school.

[20:05] It's just some more pictures here.

[20:07] Of them.

[20:08] So I had not some middle school with fully staff.

[20:11] So they're, um, done some great stuff there.

[20:14] We've been serving local chicken, doing, uh, we did East Ham turnips in all the schools.

[20:20] We did some local butternut squash for Thanksgiving dinner.

[20:24] We're doing some taste testings.

[20:28] Yeah, so this just goes just some there.

[20:31] Some fresh fruits and vegetables that were serving the OD fresh.

[20:37] That's the next one.

[20:39] Just give it an idea of some of the food that's being served.

[20:43] They're doing a great job.

[20:45] And obviously at the high school, we're fully staffed.

[20:48] people now working there in this beautiful awesome kitchen

[20:51] that we have, all the nice equipment.

[20:54] The kids are liking it.

[20:56] We have a salad bar, tiny who's a new manager there

[20:59] is doing a great job.

[21:03] This just kind of gives you an idea of some of the stuff

[21:06] that we're doing homemade pizzas, Taco Tuesday, salad bar.

[21:14] In one of our grants, we have a nutrition intern

[21:17] that's gonna help start doing some tasteless

[21:19] we're doing on Monday and Wednesday next week at the mental school, some recipe development for breakfast,

[21:28] doing a lot of farm to school, and as everybody knows, lunch is free permanently in the state of

[21:36] Massachusetts, which is awesome.

[21:40] So thank you, Alan, those are the pictures that I just wanted to show you

[21:43] some of the stuff that we've been working collaboratively together with some other people,

[21:47] Some other communities and some great stuff going in the kitchen.

[21:53] I don't know if anybody has any questions about the lunch program because we're just doing some great stuff.

[21:59] I just have a couple of quick comments on this suit, so it's lunch and breakfast for our

[22:05] breakfast. Yes, thank you. So I just want to say too, you've done some great work with Mary Ellen

[22:11] read and I just commend you so much. Your managers and your staff are working

[22:18] over time to be innovative, creative, re-fresh foods and I think one of the

[22:23] things I've noticed I certainly noticed over the last four years is just the

[22:27] number of times you try to build relationships or successfully with local

[22:33] folks to bring in local foods to our kitchens like you were talking about the

[22:37] turnips and I was giggling thinking yeah we probably all know where the turnips

[22:42] I'm so appreciative of everything you do and I just know how hard you work and the fact that you can say finally, I think this is the first time that I know of that we have been fully staffed in my time.

[22:54] We have such a struggle and Sue, I've watched you run around this school district, all of the NPS schools, filling in here, there, everywhere, wherever you've been needed.

[23:05] and you've just been, you've been our nutrition services hero, and I just thank you so much

[23:10] for everything that you do.

[23:12] Thank you.

[23:13] We appreciate it.

[23:14] Yes.

[23:14] And the staffs and the managers do a great job.

[23:18] They do.

[23:19] Yeah.

[23:21] Awesome.

[23:21] Thank you, Sue.

[23:23] You're welcome.

[23:24] Anybody else have any questions?

[23:26] I just want to know.

[23:28] So do all the schools have a hydroponic lettuce now?

[23:32] Yes.

[23:32] I think very one of them and they just I just I was at the high school today and so they have one they have to they are one that's going to be harvested in the next couple of weeks and they started the other ones. So yes, all of them will have that all the hydroponics and them as well.

[23:49] I think it's awesome. We get about 25 pounds a month. Yeah, 25 pounds a month. Yeah, one tower from one tower.

[24:04] I have a totally trivial question.

[24:10] What do you think the most popular item on the menu is?

[24:14] Back on Tuesday.

[24:16] Yeah.

[24:17] For me.

[24:21] Thank you.

[24:23] Thank you.

[24:24] Have a great day.

[24:24] Okay.

[24:30] Okay. The next we have a high school overnight.

[24:35] It's a little bit less, but it's, it's, it's, is it this one?

[24:41] Future is I think the teacher is online tonight. Is he not?

[24:46] Yeah, yeah, yeah, yeah, thank you.

[24:48] I was just saying you're okay. Yes, you're here to speak today.

[24:52] Is that correct, Brad? I am. Yes.

[24:55] So fill us in and tell us all the details.

[24:58] Absolutely. So my name is Brella Bonty. I work at NASA High School. During the day I also coached football and baseball on the varsity baseball coach over the last year to I've made a relationship with a baseball coach.

[25:16] Another high school coach works at a school in Brooklyn, New York.

[25:20] and he invited us down for a weekend end of March.

[25:26] It would be, let him do a little jamboree with them and another team from New York City

[25:33] and other city championship team, really the whole goal.

[25:38] We're hoping that we get a chance to play on the Brooklyn Cyclone baseball field that's

[25:44] a minor league baseball field.

[25:46] So trying to give the kids an experience that maybe only a kid that might go into playing

[25:52] college will get, I played four years of college and the trips were maybe the best part

[25:57] of being on the team going to Florida and stuff like that.

[26:00] So trying to give some of these guys that work really hard that might not play at the next

[26:04] level of chance to go see a new city, play a different type of team, play on a beautiful

[26:10] field and get, you know, a weekend with their buddies in New York City.

[26:15] so that's kind of most of it. There's a competitive edge to it, two very competitive teams

[26:22] that both played in city championships at Yankee Stadium last year. They're hoping to come

[26:27] to us next year. So we're trying to make it kind of like a tradition where we go to them,

[26:33] they go to us, great school, John Jay High School, I think, or John Jay Prep. And if it's not at this

[26:41] field, we'll be playing at Lafayette High School, which is another beautiful school in Brooklyn,

[26:44] New York. The trip will be funded by us. We're going to pay for it out of pocket.

[26:49] Really, the hope is to take the fans. I talked to John about me and my assistant coach.

[26:54] She were both on the list to drive the fans to drive two of the fans out there. We have a small

[27:00] team, 14, 15 kids. The pricing that I had a month or two ago might be a little different now,

[27:07] but it was going to be about two, three hundred dollars a kid. I talked to all the kids. I put

[27:11] without the parents and said, you know, this is the plan.

[27:14] This is the idea.

[27:15] Lot of positive feedback.

[27:17] The kids are really excited about it.

[27:19] They come up to me almost every day asking me,

[27:22] if I know what's going on in it, and I tell them,

[27:24] I gotta do my presentation shortly.

[27:27] But I think it would be great for them.

[27:29] You know, I have 15 great kids.

[27:31] 30 really, if you count the whole program,

[27:33] that work really hard and trying to give them something,

[27:37] you know, that most other schools around here don't get.

[27:40] Do

[27:44] you have a date, an exact date for this?

[27:47] Yeah, yeah, by do.

[27:50] So, there would be no school, I'm sorry, go ahead.

[27:55] There would be no school missed.

[27:57] We would leave Friday after school and Friday night Saturday night stay.

[28:03] Sorry, I'm just looking for the text conversations with the coach.

[28:14] So Brett, I think there is a standard form to fill out for overnight requests where all

[28:23] of this information we could have in one place and it would be institutionalized or whatever,

[28:32] not just in our notes.

[28:34] The number of kids, the cost, how the money is going to come, where you're going, who's

[28:42] I had talked to them the other day and they told me just to fill out that form and didn't

[28:49] tell me it.

[28:50] Oh, they told me to fill out the form.

[28:55] Yeah.

[28:55] And then I filled out the form that was given.

[28:58] And then I got an email saying if here's the request form of anything else is needed to let

[29:04] us know I never heard back from anybody.

[29:05] everybody? I have that email right here. We didn't get the

[29:11] request form. So, you know what, Brett? We can look into this. I know Arlene, you're listening here.

[29:18] So, Arlene is my administrative assistant. Can you make sure that Brett has the appropriate form and that it's filled out appropriately?

[29:26] And we can, because you don't have to have this approved tonight, right? So, we can have it approved once

[29:34] the appropriate paperwork has been done and we know who the supervisors are, that kind of thing.

[29:41] So, we're meeting again in two weeks on the 19th and we'll put it on the agenda then and I

[29:51] don't foresee any problem. It sounds like a great opportunity. It does, it sounds like a wonderful

[29:57] a lot better than they did.

[30:00] Other than the fact that I'm sorry because I, we had said, there's an email from Wendy should sent it out saying here's the paperwork. And if we need anything else to let us know when we can get anything back. So that's why I didn't know. Not a big deal. We can't follow that up tomorrow and just make sure that you've got everything because the committee has to have certain things in front of it before it can approve it. So just bear with us and we'll make sure that we get that from you for next time. Yeah. And we'll definitely have it on the agenda.

[30:29] Yeah, plenty of time for March.

[30:31] Yeah, thank you so much for that.

[30:34] I was welcome to have a good night.

[30:38] Thank you guys.

[30:38] I appreciate it.

[30:39] Thank you for staying with us.

[30:41] Okay.

[30:42] We'll turn on.

[30:43] Okay.

[30:44] All right.

[30:45] So if we then go on, we have the high school report.

[30:51] And I think as Savannah said, a principal clerk is not here tonight.

[30:56] But we do have.

[30:57] Oh yeah, who is here to tell us the principles report, don't worry.

[31:04] Good evening.

[31:05] I appreciate everyone's time.

[31:06] Bill and then for principal Clark as he has applied and together some principals at parent teachers, student conferences.

[31:13] So two points that Annabelle didn't really touch on building projects.

[31:18] Fabulous, moving along.

[31:20] Kids are adjusting to new routines, faculty as well, seamlessly which is awesome.

[31:25] everything that you want to see in education.

[31:28] We've started the conversation both with our staff and our IELT team

[31:33] with graduation requirements, working with Kristen Anderson,

[31:37] and from now until late winter or early spring,

[31:41] we'll kind of wrap that up and then have a proposal for you folks to look at.

[31:46] Tonight, we have some student voices.

[31:49] I hope they're on there looking at after-school clubs and activities.

[31:54] It's essential in terms of high school experience we know positive things happen after school in terms of students connectedness, academics, attendance and practicing all the competencies of the profile to graduate.

[32:09] So it's three different clubs, good model UN.

[32:12] We have green bread, green club, and we also have chess club.

[32:18] Okay, about 20 and rising number of clubs.

[32:22] And we're going to talk a little bit about what they do.

[32:24] Perfect.

[32:26] Okay, who's up first?

[32:28] Who's here with the green club?

[32:34] chess club.

[32:35] What was the other one?

[32:36] Why were you in?

[32:37] Why were you in?

[32:38] Is anybody out of line?

[32:40] We're flying in the streets.

[32:42] Yeah.

[32:42] Right, no hands up, I'm not sure.

[32:44] Raise your hand if you're here to speak up.

[32:45] What can you do to stay chat the way?

[32:48] Stay chat the way you were.

[32:50] There's the age there.

[32:51] We've got awesome.

[32:53] I need for self and hello.

[32:58] OK,

[33:01] Sage.

[33:03] So Monia is a club where we set in shoes and ambassadors

[33:05] of different countries to discuss plans that are made

[33:10] in actual UM meetings to resolve global issues.

[33:13] like global warming, gender discrimination, things like that.

[33:17] So for this year, we've gone to one single day conference in Boston in a four-day conference

[33:22] at Princeton in New Jersey, and we also plan on going to the National High School Conference

[33:27] in New York City, and hopefully holding our own at the high school for middle school is

[33:34] from NRMS in Charter.

[33:37] The National High School and Middleton Monia and members would hold leadership roles within

[33:42] this conference including the president who organizes and runs the entire conference

[33:46] and the chairs who direct each from the delegates. All conferences are optional and it's a safe

[33:52] environment for competitive students to better their writing and public speaking skills.

[33:56] It's also fun social activity because we spend a lot of time with students from other schools

[34:00] and even other countries but most importantly anyone can join anytime and there's a great

[34:04] experience for those who choose who choose you awesome great um so have you done did you do

[34:16] model you went before uh yeah I did model you in for a year in middle school did you awesome

[34:24] this is great great report and they're cute you're going to Chicago

[34:30] uh where's the next one is going to New York

[34:33] New York. New York. Yeah.

[34:34] It's kind of a good idea.

[34:38] I can't help you.

[34:41] That's what I was looking forward to exactly.

[34:46] All right. Thank you so much.

[34:49] So tell me, how many people involved in the High School

[34:51] Provements? Just anything to do?

[34:53] I think about ten-ish.

[34:57] Excellent. Excellent.

[34:58] Well, it's tough, it's a great experience.

[35:02] All right, and when is the trip to New York?

[35:07] In the spring.

[35:09] OK, great, great, great time to go.

[35:12] Thank you.

[35:13] It's February.

[35:13] Thanks.

[35:15] Thank you very much.

[35:15] Good stuff.

[35:16] Thank you, thank you.

[35:19] Olivia Richards is on for the Green Club, Olivia.

[35:24] Thank you.

[35:24] So she's up a minute ago. Here she is. She's here. I'm new to yourself if you would.

[35:38] Yeah. Our share of technical challenges tonight.

[35:46] Yeah.

[35:49] You can't have new to yourself. Is that correct, Olivia?

[35:53] No. Okay. Give us one second. We're working on it.

[35:58] What is safe?

[35:59] Oh, it's been a long time, but I'm not seeing that.

[36:06] Can

[36:22] you, Olivia, can you,

[36:26] I can't hear you.

[36:27] Go with your volume up.

[36:35] So I can't hear you.

[36:40] Well, Olivia, maybe turn your volume up.

[36:47] Yeah, yeah, so it's just,

[36:57] that's really too bad.

[36:58] Yeah, but we haven't heard.

[37:00] Hey, maybe you log off real quick and log back in.

[37:05] So say something.

[37:08] I mean, we can hear you.

[37:11] No, we can't.

[37:12] Sorry,

[37:20] just think the last one is Liam, I don't know, I'm not seeing him on there, I do not see him, Liam.

[37:28] Liam, take it, let's see.

[37:31] What's interesting is the cross-pollination between clubs and then there's acting that's really nice to see the multiple facets students are involved in.

[37:42] So, when we're talking about the clubs, these clubs and activities, this is a very nice write-up on them actually,

[37:49] is this up on the website?

[37:52] I mean even students can go see in what's there

[37:56] because I know, like freshmen, how did they know what that was?

[38:03] One of the kids was talking about that on the podcast,

[38:07] the variety that we have.

[38:10] I want to try chess.

[38:11] It was fun one week and maybe that's my group that I find

[38:14] or maybe I want to try something else.

[38:16] like I want to try and that's for mom so I want to try a heart club or ceramics

[38:20] or whatever it is. It's not locked in though. And everyone's super accepting of all right,

[38:25] someone doing this. So I'm going to do it now.

[38:30] I'm going to do this back here.

[38:31] I'm going to do this back here. Oh, she's on the phone. It looks like this now. There we are.

[38:37] Can you hear me now? Yeah! Yeah! You've got the technology down. You know how they do this.

[38:44] I know.

[38:45] Good stuff.

[38:46] Thank you.

[38:46] Creative, flexible.

[38:48] Those were parts of the profile of the Toronto and I think she's got it from Solving.

[38:53] There you go.

[38:55] Welcome Olivia.

[38:57] Okay.

[38:58] So I'm one of the co-presidents of the Gnostic Green Club and we're the Environmental Club

[39:03] at Gnostic.

[39:04] So some of the things that we've been working on recently our big success of last year was

[39:09] implementing reusable silverware in our cafeteria.

[39:12] And then we've also partnered with the Surfrider Foundation to make a chapter at our school.

[39:19] We also attended the Cape Cod Climate Change Collaboratives Net Zero Conference.

[39:24] Currently we're working towards implementing a composting system and sort of bettering

[39:29] our current recycling system.

[39:31] And then we also, like Annabelle said earlier, green threads, we have a thrift store inside

[39:36] the school and we did a clothing swap today.

[39:38] And then one of the recent things that just happened is we won the Youth Stewardship Award

[39:44] from here for the Keith and Islands, which was really cool.

[39:48] And so that was for our initiative for getting single-use plus few tonsils out of the cafeteria

[39:53] and switching to silverware.

[39:55] And as a part of that, we got a year-long membership with Keith.

[40:05] Can you say the name of this group again?

[40:08] Okay.

[40:08] You got the membership too?

[40:10] Yeah, Cape Cod Young Professionals.

[40:14] Cape Cod Young Professionals.

[40:17] Good.

[40:18] Very good.

[40:21] All right.

[40:23] Always good stuff.

[40:24] The green.

[40:25] Where did the silverware come from?

[40:27] Do you guys have to purchase it?

[40:30] So originally we were working with care for the Cape and Islands to get it free from an organization

[40:37] that wanted to donate it to us but eventually the cafeteria just ended up using their own

[40:43] silverware that they were able to. We already owned our silverware. I think they might have

[40:59] like found it after the construction or something like that,

[41:01] I'm not really sure.

[41:03] But we also, we also found it.

[41:04] So we do all the boxes, but that's great.

[41:08] And also with the new cafeteria,

[41:10] there's great dishwashers and so you can reuse all of this.

[41:15] So what a great idea and good inspiration for you

[41:18] to find there.

[41:19] Keep opening the boxes until they find the silverware.

[41:22] That's awesome.

[41:23] Nice work.

[41:24] I know that a lot of towns have been concerned

[41:27] about Styrofoam and plastic and things like that so whatever you can do when

[41:32] the schools might be a good model for some of the towns. Thank you. Yeah, thank you.

[41:37] That's great. So in your composting program are you composting all the food

[41:43] scraps? So we haven't got it started yet but yeah it would be food waste and we

[41:49] would also have to separate the liquids out of that so we're still working out

[41:53] the logistics for it.

[41:56] Oh, good luck.

[41:58] That's a great thing to do.

[42:01] I always find it a lot of work.

[42:03] But they have better chief.

[42:06] More than I have.

[42:06] Well, we're meant.

[42:08] Okay, thank you very much for coming and sharing that with us.

[42:12] Let me help you.

[42:13] Okay, thank you.

[42:16] This is not true.

[42:18] Claire, this is probably more for you.

[42:21] Claire, I don't know if you can hear me.

[42:24] can you hear me? Yes, so the fundraising has been approved, so there's no need for you to stay on.

[42:40] Can you hear us, Claire?

[42:44] Okay, we can't hear you. Thank you. I'm just trying to hang up. Thank you so much.

[42:50] Thank you for being here, Claire.

[42:52] Hi, Lydia.

[42:55] All right.

[42:57] So we got through that.

[42:58] One thing on the graduation requirements.

[43:03] This was for those of you who are relatively new to the committee.

[43:15] Three years ago, the school committee requested a review

[43:21] of the graduation requirements because they hadn't been reviewed for a while and it will

[43:29] always, it's always good to do that.

[43:31] And we also became aware that our graduation requirements, we knew they hadn't been

[43:36] reviewed for a while because they do not meet the mass core requirements, they meet the

[43:43] mass minimum requirements for graduation but not the recommended.

[43:48] So this is this has been a while in coming really glad to see that it started at Clark did bring it up at the school council meeting last week and and there was a great discussion on it.

[44:05] And I think there's more than just the graduation requirements per se because it's, you know, are we going to have this?

[44:14] this, you know, why, and there may be a set of not a requirement further on the curriculum.

[44:22] So it's just, I think, a really good discussion that is taking place.

[44:27] And I did say at the school council meeting that it would be great to have the

[44:41] crew come

[44:42] And talk to us kind of when you had preliminary ideas before anything became too set so that we could have a discussion about it.

[44:54] And because I believe you'll get some...

[45:07] Thank you. And thank you for bringing this up in tonight's presentation. So a question because with the new ballot question about eliminating

[45:29] plays into this whole action. I don't think we're there yet. We're just looking very much as

[45:35] the mass core, what we currently have, a hair from all staple voice to kind of get a handle where we're at.

[45:42] I think baby steps, so we're just at the early early stages of this, right? I think it just started like last month.

[45:49] Oh, okay. And I think the state's probably providing guidance for community needs.

[45:53] They have not yet, but I'm sure that they will.

[45:55] Thank you.

[45:56] Thank you.

[45:58] Okay.

[45:59] Anything else?

[46:00] Oh.

[46:01] Tomorrow?

[46:02] Yeah.

[46:02] Jesse and I probably have our hands up for the same reason.

[46:05] He, I think, was also on the fundraising consent agenda.

[46:09] So you're all set.

[46:10] Jesse, if that's what you were here for, that was all passed.

[46:14] It was all good.

[46:15] Yeah.

[46:16] Yeah.

[46:16] I just want to make sure I'm bouncing back.

[46:19] If you want to do anything else.

[46:20] I just want to make sure I didn't miss anything.

[46:24] You can stay for a meeting now.

[46:25] Yeah.

[46:28] I like to hear about all the clubs and everything, it's great.

[46:33] Thank you so much. I just want to make sure I was going to go on in the right spot and

[46:36] all that.

[46:37] Thank you, Jason.

[46:38] Thank you so much. Have a great night.

[46:41] You too.

[46:45] So, Lauren, did you have anything else or was that it?

[46:49] That was it.

[46:49] Just trust.

[46:51] Okay.

[46:53] Chris, I have a quick question.

[46:54] And who was the family advisor of the model you were in at the high school?

[46:58] I was Anna Smith.

[46:59] Anna Smith?

[47:00] She's on it.

[47:02] She's showing both the middle school and the six, she just started the sixth grade.

[47:07] The sixth grade?

[47:08] Great.

[47:11] She teaches at the middle school right?

[47:13] She's a parent educator.

[47:14] Yeah.

[47:15] Yeah.

[47:16] She doesn't need to stay on either.

[47:18] I think time's back.

[47:19] Maybe she likes us.

[47:20] No.

[47:20] I'm sure that.

[47:21] What is not to love about us?

[47:23] Reel again.

[47:23] It's a long meeting.

[47:26] I'm enjoying the meeting.

[47:28] OK, great.

[47:30] But we'd love to have you with us, Anna.

[47:32] Thank you.

[47:33] There are people out there that appreciate us.

[47:36] Of course.

[47:37] Or maybe not appreciate us out the word.

[47:41] Anyway, OK, so anything else with the high school?

[47:46] OK, Peter, it's you.

[47:47] All right, so Brett Costello is here, hopefully,

[47:50] really without technical difficulties, she'll be sharing some information, but we wanted

[47:55] to share with you how we utilize data, there's a data platform that we use called Panorama

[48:02] and it's really helping drive decisions, it's helping us catch it in real time when students

[48:08] are either struggling academically, maybe have attendance issues, which are often correlated

[48:15] over on the social emotional learning side of things.

[48:19] It also can track results through surveys

[48:21] and things like that as well.

[48:24] And so among our goals this year

[48:27] is to reduce the number of students

[48:28] at the middle school that are failing classes.

[48:31] To do that, we wanna catch them

[48:33] when they're starting, they're greater

[48:34] starting to trend in the wrong direction

[48:36] in real time to be able to then put interventions in place,

[48:39] provide scaffolding so that they can be successful and also because we're

[48:46] catching kids early in the process we're preventing kids from jumping into

[48:53] the special education world prematurely before trying other interventions that

[48:57] we can do that are available to any student so so that's going to walk you through

[49:01] a little bit of how we're able to identify kids that are struggling in some way, including

[49:10] place, intervention plans, and have teachers of faith as champions for these students

[49:16] to get them on track and keep them on track.

[49:20] So we have a better sense of kind of globally our students are doing, but also at the individual

[49:24] level, intervening for students to keep them on track.

[49:28] so that by the time they are sent up to the high school, hopefully we've been able to help them develop

[49:35] positive skills to be scholars, good citizens, and rest been working with the whole district,

[49:41] the elementary principals, and the principals of the high school. She's kind of by default,

[49:48] because she started asking questions last year, become our resident expert on panorama, so

[49:54] So threats and whatever are just outstanding as the principles and show walking through

[49:58] the process tonight.

[50:00] Good.

[50:00] Welcome, Brett.

[50:02] Hi, everybody.

[50:03] You can hear me, OK?

[50:05] Yeah.

[50:06] So beautifully.

[50:07] Terrific.

[50:08] So, yeah.

[50:10] Thank you, Peter.

[50:11] That was great framing for what we're doing with Panorama.

[50:15] Is it OK if I share my screen with you to show you guys a couple of slides?

[50:20] Yes.

[50:21] Absolutely.

[50:32] So yeah,

[50:36] so you know, when we saw, you know, like Peter said, I was the one who started

[50:41] asking questions about this and really appreciate that our district has this platform available

[50:47] because I think it's really powerful for our teachers and really the result is a lot of leverage

[50:53] to improve our student engagement and you know our student skills so that they're ready

[50:59] for everything they need at high school. And so you know as you all know in education we have so

[51:06] many different pieces of data that exist and it's all over the place and any particular student

[51:11] might look really different at any particular time of the day or in any particular classroom

[51:16] kind of like you see with, you know, what you see here that some teachers might see something

[51:22] that looks like a spear or a rope or a tree and in reality that kid is, you know, somebody who could

[51:29] be struggling in their math class or they could be, you know, really outstanding in a music class

[51:34] or they could be struggling with an attendance issue. And so what Panorama does is it sort of puts

[51:40] all of this in one place and helps all of the people who are working with the student to like leverage

[51:45] the information so that they can hopefully get to the core of whatever the issue is for the kid.

[51:51] And it helps teachers and students and parents see, you know, where students are

[51:56] having strengths and where they're having struggle. So this model of a thermometer is really

[52:01] consistent throughout. And this pulls data from sources we already use like ASPIN or are

[52:15] read with some codes like this.

[52:18] You can see dark green as kids are on track.

[52:21] And light green is on track too.

[52:23] When you start to get into the yellow and the red,

[52:25] just like a stop light, you start to have some concerns

[52:28] about how a student is doing.

[52:30] And that gives you the reason to jump in

[52:32] and try to intervene and see what is it that is needed.

[52:36] So at the middle school every week,

[52:38] our student success team meets.

[52:41] And that's been really consistent all last year

[52:43] and into this year.

[52:43] So that's our principals and school psychologist and counselors or adjustment counselor or evaluation team leader and interventionists sometimes so they join us as well.

[52:52] And what we're doing in those meetings is we're looking at this data and looking at these thermometers and seeing okay, where are some students who we need to support.

[53:00] We know that about 80% of our students will get their needs met through the regular classroom instruction and the regular messaging throughout the school, you know, but this really is helping us to focus on what to do with that other 20%.

[53:13] So just a couple of graphics just to give you like a case study to look at is when we do our regular

[53:21] screenings for the eye ready in reading and in math. Panorama puts in this really nice format,

[53:27] so that it's not just a number. It's really a way to measure student progress over the course of

[53:33] the student's school career. So in this particular case, you could see the student's partially meeting

[53:40] their expectations for the MCAS on ELA and you can see that they've had

[53:45] sometimes with that green graph there that they've been on grade level and then

[53:50] they've slowly had some decline so this would be a student that we would

[53:54] target for an intervention. We can see the same data for math and in this particular

[53:58] case the students needs were greater in reading. So with our interventionist on

[54:04] staff, Panorama gives us the opportunity to create a plan and it's a quick

[54:09] easy plan and this one was done by a reading interventionist and she's really

[54:14] specifically looking at the student's comprehension and their fluency and as

[54:18] you can see the students making progress with their fluency and the hope

[54:21] here is that either by mid-year by the end of the year we're able to close the gap

[54:26] for the student and having them be a more fluent reader helps them be more

[54:29] successful not just in their reading class but also their social studies their

[54:33] science and exploratories and math where reading is also needed so that's a

[54:39] a little bit of a deeper dive into some of the ways that we can leverage the data to help us

[54:44] really target interventions for skills to improve student academic skills. Again, like Peter said,

[54:50] our goal here is to really reduce failures and school-wide. You know, this one is a little bit

[54:56] more specific in terms of the intervention, but for a lot of teachers, the stashwork can also create

[55:01] a way to look at, say, their nosset time. And in a very easy format, they're able to see which kids

[55:08] are struggling in which classes, all on the same page.

[55:11] So that helps them in that sort of built-in time for students every day to say, oh, so

[55:16] and so you really need to work on your math.

[55:18] How can we help you do that?

[55:19] Did you sign up to meet with your math teacher this week during the onset time?

[55:22] So all of that helps us to reduce the failures for courses and also helps to close the gaps

[55:28] so that there's fewer special ed referrals and if we catch kids sooner we don't have

[55:37] So just the last piece that I'll share with you is that one of the things that we looked

[55:42] at that I thought was really surprising here was not just looking at specific skills and

[55:47] taking a deeper dive into how students are doing in their classes, but just looking

[55:51] at overall attendance and our counterpart makes the Liberto's rate at managing attendance

[55:57] and talking to students about it.

[55:59] And it was sort of expected us to see some growth with students coming to school more often

[56:05] especially with chronic absence issues, what I didn't expect which was really great to see

[56:11] because you can look at the same thermometer for attendance and dive right into students who are

[56:16] you know at that 95% attendance or 90% or 80 and then below 80 as we looked at some data this year

[56:23] in the first quarter and then we compared it to last year's first quarter attendance for our students

[56:30] and while we still in both quarters had about the same amount of chronic absence

[56:34] issues. What happened was the top end of that thermometer grew a lot. So the 95% attendance

[56:40] went from 55% of our students to 74% of our students. And I thought that was a really

[56:46] great jump and I was really glad to see it sort of is that whole idea of the rising tide lifts

[56:50] all boats. When you start messaging out consistently we need students to be here. We want you to be

[56:55] here, you know positive reinforcements to celebrate quarterly perfect attendance, excellent attendance,

[57:01] and staff attendance, when people are realizing that it's noticed, what you're doing then

[57:06] usually set nice growth for it improves, and so we hope that same piece will just tie right

[57:12] over into our instructional strategies, and we'll be able to catch that 20 percent that might not

[57:18] have no success in the regular classroom setting, but we can help close that gap and get them back

[57:23] on track sooner. So again, it's all about the conversations that we're having, so we realize the first plan

[57:31] might not work but we realized it at least gives us enough information to pivot in a more successful

[57:36] direction and so we might have to try a second plan but all of this helps us maintain a record of

[57:42] what we're doing and having good solid data collection so that gives from fifth to sixth and

[57:46] gives from eighth to ninth we keep track of what was tried and what didn't work and what did work and

[57:52] we have more consistent supports throughout and hopefully use it as a way to also manage communication

[57:58] of parents so that parents are our collaborators every step of the way. So, I'll kind of pause

[58:05] there and you guys can have access to the slides but let me know if you have any questions or any

[58:09] concerns.

[58:11] Right, can you talk a little bit about teachers as champions? Yeah, definitely. So,

[58:18] what's great is that any teacher could be a champion for any kid so it doesn't have to be

[58:24] you know, an ELA teacher or a math teacher.

[58:28] If there's a music teacher who has a good connection with a kid,

[58:30] it might be that music teacher who says,

[58:31] yeah, I'll meet with this kid once a week and check in with their grades

[58:34] and we'll talk during the offset time.

[58:36] And then they just make a note of how that conversation goes

[58:38] and if they see kids making good improvements

[58:42] and talking to the kids about what did you do to get that improvement

[58:45] and that really helps them, the kids then can replicate that

[58:49] not just in that class but hopefully their other classes

[58:51] and they're learning those executive function skills and they're learning you know the skills of

[58:56] reflection and and applying their success in any area that they really need to focus on.

[59:05] Yeah so what is we're seeing a big difference is the conversations that are taking place

[59:11] Brett and I and Mike Silverton we attend the grade level team meetings and the conversations

[59:17] with the teams have really shifted this year where we bring up a student we're not sort of taking

[59:23] that old school approach, like when we taught it, they just didn't get it, like, oh well,

[59:28] then we move on, that we're figuring out, like, what can we do to make sure that we're

[59:32] not leaving anybody behind in that, like, we talk about the slot spoiler, like it's on

[59:37] us, the adults do something different, if the first time we teach it, the kids aren't getting

[59:41] and so being able to look at this data in that color coded manner allows us to pretty easily

[59:47] identify kids that need to have some of these interventions. Most of the time is our advisory program,

[59:52] So each teacher has a group of no more than 15 students so on a Monday they can look at those 15 students

[1:00:00] So our advisors will be with each of their 15 students on a Monday to say, this week, here's the teachers you should access for extra help, or if they're on track, you can put them other things that they can work on during that time. But it's a lot of us to leverage the time we have built into the school day to keep track because the attendance piece is really key component as well because there often is a direct correlation between attendance and achievement, almost like.

[1:00:28] We don't want to, we don't want to.

[1:00:31] Exactly.

[1:00:33] And so, you know, we can really zero in on some strategies for helping the kids because

[1:00:42] those kids' attendance issues often are in a place after school where they're going to be able to really accomplish

[1:00:48] much.

[1:00:48] And so the more we can support them while they're with us in school, the better the chance for success.

[1:01:02] I just want to say, you know, when we brought in panorama, we knew the capacities and we

[1:01:08] knew that what we felt it could do within the district, but we didn't have somebody

[1:01:14] take it by the reins and run with it the way that you have and just for everyone's benefit

[1:01:22] to know.

[1:01:22] know, I mean, Brett has really taken this and run it.

[1:01:25] He's when you say she's our guru, she really is.

[1:01:28] I mean, right across our district, I mean, you did a fabulous

[1:01:31] presentation this summer for our administrators.

[1:01:34] And I just, I'm just so proud of the work that you've done in

[1:01:37] this area.

[1:01:38] And I see the difference that it makes in your building.

[1:01:41] And so just so grateful, Brett, for all that you do with this

[1:01:45] particular software.

[1:01:46] Thank you.

[1:01:48] Thanks.

[1:01:48] It's been really exciting to learn about it and really nice

[1:01:51] that we have people who are here who are willing to engage in it.

[1:01:56] You know, data isn't really very good unless you use it, so in fact, it can be harmful

[1:02:04] because you think you've got it, but you're not using it, Catherine.

[1:02:12] Yes, first off, I think that your data about the attendance and your improvement in attendance

[1:02:19] should be applauded. That's great, that level of improvement. And I guess my follow-up question

[1:02:28] would be, what do you attribute the dis-improvement in attendance to, or?

[1:02:41] Yeah, I mean, Peter, you might want to add to this, but, you know, we have a few different

[1:02:46] ways that we're really trying to help support the students and to just help them see that we notice

[1:02:53] and we care about it and we're reinforcing that it's important that you be here and we do have

[1:02:58] those conversations like Peter said when we can with panorama we can look at the grades and the

[1:03:02] number of days you're absent from that class and it's so clear to the students to see that correlation

[1:03:07] how if I keep being late and I keep missing math that might be why my math grade is lowest.

[1:03:11] So I think the reflection that the students have about it, but also then the positive reinforcement.

[1:03:18] And we gave out awards in the cafeteria so kids got to see their peers getting an award for, you know, excellent attendance or for perfect attendance for that quarter.

[1:03:28] And having the conversations with the kids who aren't showing up and just and the parents to and asking what's the barrier, why aren't you showing up.

[1:03:36] is there a problem we need to help you with here?

[1:03:38] What's going on?

[1:03:39] So that they know that we care about them being there

[1:03:41] and that we're listening to them.

[1:03:44] So if I always think of my job as being a problem solver

[1:03:48] in the school, so what's the problem?

[1:03:50] Let's help you solve it because we know

[1:03:52] that your attendance at school is going to highly correlate

[1:03:54] with your success and your employment in the future.

[1:03:57] And we want you to have lots of choices with that.

[1:03:58] So that's why we care about you showing up in sixth grade.

[1:04:01] Yeah,

[1:04:05] the only way I would add is we're just we're regularly like pounding that drum we're regularly messaging

[1:04:10] how important attendance is there's messages are all out of the school we talk about it with

[1:04:15] kids a lot it's in many of my newsletters there'll be some kind of reference to the importance of

[1:04:21] attendance we're just we're just talking a lot about that that's like sort of the simplest positive

[1:04:28] of staff each student can take is just come to school. From there we can then go build

[1:04:33] from that, but if they're not there, it's so easy for them to fall behind. I was talking

[1:04:39] to another principal today, another principal principal on the cake, they were saying, you

[1:04:46] know, we're finally feeling it. I've said the same thing that we're kind of shaking off

[1:04:51] the impacts of COVID where it was like school was optional during those early days of COVID

[1:04:57] and that kind of stuck.

[1:04:59] And so now we're really starting to get back,

[1:05:01] get our group back up like the basic necessity

[1:05:06] of just showing up.

[1:05:09] How do you get parents involved in that conversation

[1:05:12] because I'm assuming a sixth grader

[1:05:17] doesn't go without the parents knowing their missing school.

[1:05:22] So how do they get involved?

[1:05:25] That's essential on both the attendance line

[1:05:27] and the academic side, or the first steps has to be to look at the parents and be communicating

[1:05:31] with them so that we're working together as a partnership. So Mike Solberto has kind of taken

[1:05:36] on the attendance side of things and so he at the start of this year went back to last year's

[1:05:41] data and over the month of September had meetings with kids that struggled with attendance last year

[1:05:46] and met with them and their parents to set up like a success plan for this year. And then as kids

[1:05:52] to have popped up on our radar with this thermometer.

[1:05:56] If you're in the guidance counselor for that,

[1:05:58] we'll do the same thing.

[1:05:59] They'll have conversations with the kid,

[1:06:01] the parents in, have them in for a meeting as well,

[1:06:04] and make a plan for game to school.

[1:06:06] If it's a charty-ness issue of getting school on time,

[1:06:10] or if it's an attendance issue,

[1:06:11] getting to school it off.

[1:06:15] Kerry, yes.

[1:06:16] This is so impressive, Brad, and Peter.

[1:06:21] It really is an amazing amount of data and having the kids to be being involved in looking

[1:06:29] at their own data and seeing the connections is very, very strong, it's a strong message

[1:06:34] to them.

[1:06:36] A couple of questions.

[1:06:37] One is when do parents get involved in terms of our SST, your student's 14s, probably not

[1:06:44] initially, but eventually do parents get kind of letting in on the fact that you have some

[1:06:50] concerns and you're discussing and you're creating together a success plan for them.

[1:06:54] Yeah so if if often what happens to the teacher at a team you'll say you know carry struggling

[1:07:02] and everybody else seeing that and so then we'll have a conversation and say and the first question

[1:07:07] we ask is we reach out to carries parity and so as early as possible in the process we loop them in

[1:07:14] and that they're starting to mess a couple of assignments

[1:07:17] or assessments.

[1:07:19] So early on, if we create one of these intervention plans,

[1:07:23] they're looped in that we've created this,

[1:07:25] and we let them know the champion is,

[1:07:27] and then that person sort of gives them progress

[1:07:29] off dates periodically.

[1:07:32] It sounds great.

[1:07:34] And it, obviously, it sounds like you also

[1:07:36] have the date of it to show that it's working.

[1:07:38] It's just very valuable.

[1:07:41] So two more questions.

[1:07:42] One is, what other schools, I guess this is for group?

[1:07:45] what other schools are using this platform and how effectively are they using it as effectively

[1:07:49] as Brett you are in the medical school? Well I think Brett you've connected with all I mean all

[1:07:57] of the other schools have access to being able to do this right but I think right now would have

[1:08:04] be fair to say that you're really taking the leadership role in this particular you know using it

[1:08:10] to the extent that you are.

[1:08:12] I think the middle school right now would be our rock star,

[1:08:16] so to speak, at this point in time.

[1:08:18] But all of their schools have access to it,

[1:08:20] and they have had access to it for that since I came here.

[1:08:25] So I think it's just that Brett has really taken

[1:08:27] on leadership role with this,

[1:08:30] and I think it's just doing outstanding work with it,

[1:08:32] but know all of our schools have access to it.

[1:08:34] That's great.

[1:08:35] And that goes to my next question,

[1:08:37] is talking about referrals to special education.

[1:08:39] What's very valuable about this data is that when a student does need specialized

[1:08:45] instruction or it's decided by the team that you need to go down the path of referring

[1:08:50] to student special education, having that data is so important because just as you're

[1:08:57] making data-driven decisions in terms of the regular ed approach, once students are referred

[1:09:05] just special as any decision that's made or any services that are provided should also be

[1:09:11] based on data as well. So, sounds like this platform would be helpful for all students, no matter

[1:09:18] what services that they're receiving. So, I'd love to see that happen more often, even if it's

[1:09:26] part of, especially for all. If I might give you a chair, and I think just to spring from that for a

[1:09:32] And I think for those school committee members who have been around this table for the last

[1:09:36] four years too, you should be hearing some key words and key terms, you hear tier one

[1:09:42] extra instruction.

[1:09:43] Remember when I said, we want to put the same TSS, we want to do this with fidelity, and

[1:09:50] you should be started.

[1:09:51] For those of you who have been around this table a couple of years now, you should be starting

[1:09:54] to see all the stuff, coming together now.

[1:09:57] So for me, so to hear, this is a beautiful thing, you know, it really, it bread it truly is.

[1:10:04] I mean, it truly can smile, but it really, it's a beautiful thing to watch.

[1:10:08] And I just think that we are having so many kids not fall through cracks that could have

[1:10:16] otherwise fallen through cracks as a result of the level of attention and detail that you're

[1:10:22] providing right now, both you and the high school.

[1:10:24] You know, when we're sitting around the table talking about the regional schools.

[1:10:28] I mean, both schools right now are working extra hard to make sure nobody falls through

[1:10:32] the cracks.

[1:10:33] So it doesn't mean that it doesn't happen from time to time, but it's certainly much more

[1:10:37] limited right now.

[1:10:39] If I may just to piggyback on that, that was like really a priority for us.

[1:10:46] And so in asking our student information system, when Kim's name shows up if they're on an

[1:10:51] IP and there's a little icon and you can just scan your roster as a teacher and be like,

[1:10:56] oh, that's a student on an IP right from the first time you get your roster.

[1:10:59] If a kid has a 504 plant, same thing.

[1:11:02] These panorama plans, there wasn't that.

[1:11:05] So what Grant has been able to do with our tech department is create a little icon that pops

[1:11:09] up when there's one of these general education plans.

[1:11:13] And the reason that's important is we don't want regardless of skaters or what teacher

[1:11:19] has as a kid.

[1:11:19] We all know on teachers to not know that this is a kid that needs some additional scaffolding.

[1:11:24] No one has to leave it to chance that any teacher won't know that that same level of kind of urgency is there to make

[1:11:31] sure you're doing something different for these kids. The IEPs, the 504s, there's the gallery round making sure you

[1:11:38] meet those guidelines. With these plans, this is just good teaching often, but it's it must be done for these kids to be

[1:11:46] successful. Eventually we might be able to scale it back if they get on track.

[1:11:50] They're doing it on their own, but that point that Prutus made is essential. We just don't want any

[1:11:56] kid to just sort of be able to be invisible during the middle school years, and then all of a sudden

[1:12:00] they show up to oh yeah, and he reaches out to us. I hope that this body get through.

[1:12:06] How is it possible? Yeah, and just you know what, it's you're plugging the crack exactly.

[1:12:13] And I was thinking about that that all of this work is being done in the middle school and in Aspen so that the student receives student support intervention plan is really putting that in Aspen.

[1:12:25] So any there's no, it's not hidden. It's right there. So as kids go into the high school from middle school, you're going to be able to see that in Aspen.

[1:12:34] And a good review of a student's record and student's part should have all of that information.

[1:12:44] So bravo.

[1:12:45] Awesome.

[1:12:46] More on the class.

[1:12:48] Yeah, just quickly to Brooks Point about hearing about this for the last couple of years.

[1:12:52] And then I actually remember sitting in a mask conference a number of years ago, probably

[1:12:57] five or six years ago, and learning about panorama and being so excited about it.

[1:13:00] So when I started to hear that, you know, that we're using at the school and then to hear tonight

[1:13:05] What Brad is talking about in Peter and reading about it in the packet

[1:13:08] It's just so exciting to see this happening and the data that we're getting out of it and how we're able to use it

[1:13:13] So kudos to all you guys. It's it's awesome stuff. I

[1:13:20] think I just have one question

[1:13:24] And it's because I think all this stuff is great and it's it's great to see data used well and effectively

[1:13:32] that's what it's all about. But I have a question about something once years

[1:13:42] ago we were talking,

[1:13:43] started talking about all the high stress level and the anxiety and we were doing surveys of

[1:13:50] students and showing that they, this very high anxiety stress levels so that the kids that are in

[1:14:03] 80% that don't show up on any of these things.

[1:14:09] They're getting the grades, you know, they're learning

[1:14:14] but they're having really high anxiety doing this.

[1:14:18] How do we identify these kids, how do we help them?

[1:14:25] Yeah, so Panorama has a survey feature built in

[1:14:28] and so we're using that to periodically survey students

[1:14:32] about do you have trusted a dollar in the school? Do you experience dressing things right?

[1:14:39] Like all these kinds of targeted questions and that panoramas program will then have

[1:14:45] there's another column on there there's the economics of the attendance and there's the

[1:14:49] behavior instance and there's an SEL column and that's where that falls in and so we can

[1:14:54] and incorporate that into the mixier.

[1:15:00] And this is done. At least annually, at our level, I'm not sure at the beginning of the year. But I know we've usually been here. Okay. And at the high school, are they doing that? Are you doing that also? Not in a row. We use desa. We do it. We send and then after midpoint, we do it the next day, just because it's a semester sometimes.

[1:15:28] Okay. Thank you.

[1:15:32] Okay. Anything else?

[1:15:36] I mean, I understand all the talk about attendance, but the object is if you create environment

[1:15:42] that students want to come and be a part of, they will, you know, it will help attendance

[1:15:47] this first one.

[1:15:47] So I think you've done it all.

[1:15:49] I've done a great job in the school of that for one.

[1:15:52] The other thing I think the data is excellent.

[1:15:55] But I think one other thing that it does is provide the teachers with the information

[1:16:00] that allow them to be more effective in the time that they spend.

[1:16:04] And that's kind of a critical tool.

[1:16:05] I mean, that is, I mean, that's, you know, what the profession is about.

[1:16:11] So that's what, part of what makes it such a good thing.

[1:16:14] It's, it's, it's, it's, it's, it's winning for everybody.

[1:16:19] So it's good stuff.

[1:16:20] I'm like, thank you for the effort and the energy.

[1:16:23] It's good.

[1:16:26] Okay.

[1:16:27] All right. Anything else?

[1:16:29] Well, I'd like to thank you for coming and I will end this just a little bit of a happy

[1:16:35] note, just to note that both the middle school and the high school happens to be the

[1:16:41] chess club at the high school and the change makers to record that right at the middle school.

[1:16:47] Great articles in the latest edition of the province town independent, very nice on

[1:16:54] on what those are doing and the earth keep earth keepers of the southern

[1:17:01] thread course. It wasn't it was on the earth keepers. But very good about

[1:17:07] experiential living and learning it was it was just really really nice to

[1:17:15] hear you'd like to hear more about that. I just want to not make it a negative but

[1:17:19] and I would just like to hear feedback,

[1:17:22] I guess, on this Boston trip.

[1:17:24] More just because I've heard some wanted,

[1:17:27] but it's not something that we should run away from.

[1:17:30] It's something that we should, it's not on our agenda.

[1:17:35] It's in report and something's happening in his school.

[1:17:37] It's not a topic, it's the school report.

[1:17:45] It's not an agenda item, it's...

[1:17:53] Could we put this discussion on our next agenda so that for the 19th so that we could give the school some time to process?

[1:18:05] Sure, good idea.

[1:18:06] I'm not bad.

[1:18:07] I wasn't going to put you on the spot.

[1:18:10] No, I don't want to, not follow the protocol.

[1:18:15] We don't want to, we don't want to get opening violations.

[1:18:21] okay so thank you thank you very much thank you for stuff and we are going to go

[1:18:26] right into talking about enrollment we have our enrollment numbers as of

[1:18:56] So I'm just going to bring out the three items that are on the report tonight budget development

[1:19:02] just to let everybody know that all of the first drafts of all of our gossip budgets are

[1:19:08] done now and we're starting to meet with all of our school committees with regards to where

[1:19:15] each school is at. I know that we have a meeting at the night with our budget finance committee

[1:19:20] for the region. I thought it was an excellent meeting and just so that our folks at home know

[1:19:26] again our budgets are not made in isolation. It's not made just through the central office.

[1:19:33] There are a lot of people involved in these whether you know as somebody like Matt Kravitz for

[1:19:38] special education or Dr. Taylor Rye with our technology. Kristen Anderson with curriculum and

[1:19:45] development. I know Deirdre, the Italian was there the other night even though she didn't have

[1:19:50] anything to bring to the table because no question came to her. She's heavily involved in this and

[1:19:55] she's one with all the streets when we're doing the meetings. You know, I think everybody works so

[1:20:01] hard at this and of course you've got Giovanna and her team that bring their points into this and

[1:20:07] pre-populate where it needs to be pre-populated. So I think everybody's worked really, really hard. I

[1:20:14] I know Tom, as chair of the group this year,

[1:20:18] you've asked for a lot of different pieces of information.

[1:20:21] And our team, I think worked really hard

[1:20:23] to make sure that you got everything you needed

[1:20:25] the other night, that you'd ask for.

[1:20:27] So a lot of that work is going on behind the scenes

[1:20:30] for the region.

[1:20:31] For the elementary schools, the elementary schools

[1:20:34] will be starting next week to go through

[1:20:36] and roll out the first blush draft.

[1:20:39] And I think it's important to keep in mind

[1:20:40] that first blush doesn't mean where we land.

[1:20:42] this is where we sit effectively right now. I just want to also preface and say this is incredibly

[1:20:49] early for us to be putting out budgets, incredibly early. In fact, you know, like I said a note around

[1:20:56] to our TATMs and saying, like, what are the percentages that you're looking for us to kind of in?

[1:21:02] And I got back, we haven't even decided yet. We're not even quite there yet. So we're kind of a little

[1:21:08] bit ahead. So anyway that's going on right now just so that everybody knows. So

[1:21:15] hats off to everybody involved in that. The high school project, you know, I've

[1:21:20] got some details in my report that you can take a look at. I won't read it

[1:21:24] because of the lateness of the hour, but holding it in a nice job of that. So

[1:21:29] basically kind of where you would expect things to be. Phase one, I mean kind of

[1:21:34] finishing off the, you know, the punch list with phase one, phase two, the work is at all kinds of different stages, whether it's wrapping up the demolition, whether it's putting in new footings, whether it's locking things up and buttoning things up.

[1:21:50] I mean, it's at the different stages. We've always got a lot of folks working on site, and I don't know if there's anything on missing here that you want to add, but I think that's kind of what's in a nutshell where we're at.

[1:22:01] So, okay, awesome.

[1:22:03] The only other thing that I want to add tonight is just the notion of cyber security.

[1:22:08] A couple of the schools on the Cape, but many schools on the other side of SAG more as well are experiencing issues with cyber security.

[1:22:18] The situation that happened with us this week wasn't targeted for NOSID.

[1:22:22] It just happened that some of that stuff came into our systems.

[1:22:28] I want to give a shout out to our staff, especially Dr. Taylor Rye and Ralph who were just fabulous

[1:22:36] and I mean just running around to all of our computers to make sure that everything was shut down

[1:22:40] or unplugged or whatever to make sure that no major damage was done. I know that Brewster got some

[1:22:48] of those as well, the planning committee got some. I mean, a whole bunch of us got these and some folks

[1:22:55] opened up. It was a very smart virus, this particular one. You know, I won't go into details,

[1:23:00] but it was, as Ralph would say, Ralph Cramer would say, you know, it was, it was a smart one

[1:23:06] because it was able to replicate itself even through real email addresses as well as, yes,

[1:23:16] lessons and other generated emails so it was so we were down the other day for

[1:23:24] a couple of hours but thanks to our crew at Christina everybody got us back

[1:23:29] out from the next morning so very very grateful you will see us ask our school

[1:23:33] committee members now to go to step-off indication which is what we've done now

[1:23:37] with all of our our school stuff as well we did that earlier this year and I think

[1:23:42] in light of what's just happened. I think we'll go that extra step now to whether

[1:23:46] school committee members too. But I think it's just something that's timely just to remind

[1:23:51] yourself it's something doesn't look right. Don't open it. But it just looked so right.

[1:23:57] This looked so right. I mean, this looks so right. It was a challenge for sure. So that's kind

[1:24:04] of my report in nutshell, but happy to respond to anything else or any other questions you might

[1:24:08] out just one thing the auditorium should be ready to be occupied next week we'll see I know it says I

[1:24:17] think the infamous word there to take special notice should let's be cautious with that yeah I

[1:24:27] think that we're we're going in the right direction it is moving in the right direction I mean it's so

[1:24:32] intricate that auditorium is so intricate it's just phenomenal so any other question

[1:24:38] is celebration you know it'd be great anything else Chris I just want to thank

[1:24:45] the superintendent central office staff and Tom that budget presentation for the budget

[1:24:51] finance of committee meeting was more than anything I think twice as much as any I'd ever see

[1:24:56] And so it was really, really, really well done.

[1:25:00] Thank you.

[1:25:01] I mean, I think one lot was learned.

[1:25:02] I mean, it was just really, it was incredible.

[1:25:05] So I sort of think a lot of effort went into it

[1:25:07] to both of you, so we could stuff.

[1:25:10] But I think it was, again, for those of us

[1:25:15] who have especially been on the subcommittee

[1:25:17] for a long time, and it was like, oh my God,

[1:25:21] it just kind of all came together for the first time.

[1:25:25] and I really came out of there feeling very well informed

[1:25:29] and digging a little deeper into those budgets

[1:25:33] has proved valuable.

[1:25:36] I was going to say very fruitful, yeah.

[1:25:38] And I think you've got principles right now

[1:25:42] in place that are understanding their work

[1:25:44] and understanding how to budget

[1:25:46] and understanding how to shift their thinking.

[1:25:50] And if they can put something together from over here

[1:25:53] to hear they'll do it, you know, in terms of class sizes or they are always thinking about

[1:25:58] class sizes, always, especially at the middle and high school. So, I think our principals

[1:26:03] and somebody like Pam's still there at the middle school who's been helping out for years

[1:26:07] and it was so nice to have her at the meeting, you know. And she deserves kudos for the amount

[1:26:13] of work that Pam has put in over the years. So, I would agree with Judy. I thought it was

[1:26:19] awesome meeting. I really didn't think you Chris, that you're paying worth. I really appreciate

[1:26:23] that. And just, and again, having experienced this process from the town side, I think, again,

[1:26:30] kudos to be done this early in that done, but in process this early, with the amount of depth

[1:26:37] that has, I understand, has gone on in this bunch of finance. I think it is impressive. And I think

[1:26:43] the towns will appreciate that you beat them to the punch when you said so what's our

[1:26:51] percentage?

[1:26:52] What's our target?

[1:26:53] What's our target?

[1:26:54] So thank you.

[1:26:55] I appreciate it.

[1:26:56] I thank you.

[1:26:56] Again, Kudos.

[1:26:57] And I think that one thing this year is by starting it now, I mean of course the subcommittee's

[1:27:04] being like every, every, every, we always, you know, but I think we don't feel pressured.

[1:27:15] We don't feel that we're behind, you know, that we have to play catch up that we're, you know, making things, you know, forcing things along. I think this has been really good.

[1:27:33] So it's great to have the time to dedicate a session in the middle school.

[1:27:43] And then the following week will, I answer all the questions we'd have if we can get closer

[1:27:51] to the final round.

[1:27:53] That was a great suggestion to separate them out and do a session and I think that's

[1:27:58] really nice.

[1:27:59] You didn't get jammed.

[1:28:00] No.

[1:28:01] No.

[1:28:01] As you said, I always, you know, we didn't feel pushed into a quarter of the day.

[1:28:05] Right.

[1:28:05] Which we have.

[1:28:07] And I think a shout out to our FinCon members who joined us that night too, that was for them there that night, and that was nice, and kind of once the meeting was over, they had their own questions, we were able to kind of deal with, so I just thought it was good all around.

[1:28:24] Yeah, good.

[1:28:26] Congratulations.

[1:28:27] All right, put the formula in for next year.

[1:28:32] Well, I mean, I mean, that's a lot of a lot of what Tom is trying to do and now it's

[1:28:40] to because we've done this, so hit and missed over the years, we've gotten a little bit

[1:28:45] better at this, then we get a little bit better at this, but it's now trying to actually

[1:28:51] institutionalize it, and we've got a calendar to follow it, so I think it's nice to be dealing

[1:28:58] with highly intelligent, motivated people who come to a prepared and ready to go and ready well

[1:29:05] again as well. Thank you. All right. Okay. All right. So our last item here is we have our October

[1:29:14] first enrollment data.

[1:29:18] It's all out there. It's there. I don't know if there's anything you want.

[1:29:24] Well, so actually, yeah, a couple of things, I think.

[1:29:29] So each community kind of sees its own different trends.

[1:29:34] I think, you know, we'll sleep this year.

[1:29:35] We're seeing a little bit more of a dip.

[1:29:37] And, you know, not quite as much of a dip, for example,

[1:29:42] in Brewster, not quite as much of a dip in Orlea.

[1:29:46] So each community kind of has its own thing happening.

[1:29:49] But I do wonder.

[1:29:51] And I did talk to Judy earlier today.

[1:29:56] And I think sometimes I've talked to her.

[1:30:00] We looked to the person coming back in behind me and he said, okay, what are things that we can do to make sure that that person has what they need at their fingertips? This is part we didn't talk about. This is Brooks thing. But, you know, what are things that can help guide,

[1:30:19] facilitate with the real needs that are within the district for the next amount of good work that needs to be done? Because I feel that this administration has done some really, really good work.

[1:30:31] and it's a case now of kind of helping us set up

[1:30:34] and that landing strip for that next person,

[1:30:37] what else needs to happen?

[1:30:39] And I know I talked to Judy and Tom,

[1:30:41] I can Chris and I've talked about this too

[1:30:43] about the business office.

[1:30:44] Like it's one thing that we need to do

[1:30:46] to have somebody come in and take a good look

[1:30:48] at for best practices.

[1:30:49] Is there another way that we can do this?

[1:30:50] Is there Carrie and I've talked about communication.

[1:30:53] Okay, can we set up a plan here?

[1:30:55] Well, that plan could help us for this year,

[1:30:57] but I'm looking beyond this year and say,

[1:30:59] Okay, so what are those, I'm always looking for the through lines, right?

[1:31:04] And what are those?

[1:31:06] And so even with this, you kind of look and say, okay, our numbers are still down at

[1:31:11] the high school in general.

[1:31:14] So you say, are we needing the needs of all of our kids, the way that our communities

[1:31:19] want us to?

[1:31:21] And maybe the answer is yes.

[1:31:23] Maybe the answer is kind of.

[1:31:25] Maybe the answer is no.

[1:31:25] I don't for for some section of kids the answer is clearly no because they're leading

[1:31:31] to either the charter or somewhere else and so is this an opportunity that's presented here

[1:31:37] that we look at this and say maybe it's time now for us to take a little bit deeper look.

[1:31:43] I don't sit here tonight with answers but I do and this is what Judy and I are talking with earlier today.

[1:31:49] I do wonder and I know she does too.

[1:31:52] is there an opportunity for us to create,

[1:31:55] and I don't have this to lay out to you tonight,

[1:31:57] but sometimes I'm an advisory group,

[1:32:00] or do we involve Peter and Pat in this,

[1:32:02] as we're looking through that horizontal vertical line,

[1:32:06] or whatever this looks like,

[1:32:08] and say, okay, are there things happening

[1:32:11] at the middle school, for example,

[1:32:12] that we should definitely be carrying over to the high school?

[1:32:16] For example, one of the things that we're seeing

[1:32:19] a lot of success with is entrepreneurship,

[1:32:21] But on some of the courses that Pat has started in his reign, do we do more of that?

[1:32:26] Like, do our electives working, our electives maybe falling a little behind and maybe we

[1:32:32] can bring some others?

[1:32:33] I don't know.

[1:32:34] But I do think that there's a piece of that that we might want to take a look at.

[1:32:39] I think that ties in with the graduation requirements, you know, I talked about that earlier.

[1:32:44] I know that's been out there for years, but since before I came, that this is something

[1:32:48] that we want, you know, say that we're not even meeting that's poor, that's kind of

[1:32:53] years behind. Do you know what I mean? So it's timely right now, I think, for us to look

[1:32:59] at this. And maybe that gives us an opportunity to say, okay, what is our philosophy? What

[1:33:06] are our strengths? Who are we? I don't know that it all has to be answered right now or

[1:33:11] even this year, but I do wonder if this isn't the year to kind of start to take a little

[1:33:15] a bit deeper look. I still think, and I know that I've talked about this many times, I still

[1:33:20] think we'll see more of an influx as the school comes on stream fully. But is it a chance

[1:33:26] for us to just kind of stand back and just do a bit of a larger look? I just say, are we

[1:33:32] what we think we are? Or do we need to make some changes? So I just offer that up tonight

[1:33:37] for some thought, you know, happy to take whatever input you're thinking is on this. And if

[1:33:44] She thinks it's completely unnecessary, that's fine,

[1:33:46] but it just seems to me that there's still

[1:33:49] a collective group out there that we are not reaching.

[1:33:55] I think that just to follow up on that

[1:33:58] and our conversation, it's like reviewing

[1:34:02] the graduation requirements.

[1:34:04] There are a lot of things that just haven't been reviewed

[1:34:08] for a while.

[1:34:09] and I think that this, the enrollment issue gives us a chance to take a look at these things.

[1:34:18] As Brooke said, our electives what we want them to be at the high school.

[1:34:24] Do we have a philosophy there?

[1:34:28] Are the questions of, why are we losing kids to charter school?

[1:34:32] I mean, they've always gone out to charter school, but more are going.

[1:34:36] So there's a trend here. It's up to us to figure out if there's a reason for that trend. Or if it's

[1:34:44] I mean at the high school

[1:34:46] You go off to Sturgis. Let's rate it. Second or third in the state. That's that's hard competition

[1:34:53] And we shouldn't be in competition with them. But we need to ask ourselves

[1:34:59] Are we are we the best we can be and and should we do more of this?

[1:35:04] if you said or less of that. And I think the enrollment is just kind of like a trigger point.

[1:35:12] That's a trigger point that tells you it's time to stop and take a deep look. And maybe

[1:35:18] we'll find, as she said, that this is it, but maybe we need a little push there or whatever.

[1:35:26] So I think an advisory group, we've talked about it. I just think would be,

[1:35:32] I think it's time to have the conversation.

[1:35:38] Yes, I agree with everything that you both just said and I do have some questions about

[1:35:43] little details of this but when I look at the middle school, it's down 30 students

[1:35:47] from last year and I look at, you know, the high school, it's actually just down 8 students

[1:35:53] overall.

[1:35:54] So, you know, there's something that's better, they're doing better and maybe it's because

[1:36:00] is how the school is done.

[1:36:02] But I look at from the communication lens as well.

[1:36:06] I mean, we just had an incredible presentation

[1:36:08] by the middle school.

[1:36:09] And I looked at their down 30 kids.

[1:36:11] Do we get the information out there

[1:36:13] that that school has gone through a huge transformation?

[1:36:17] But I didn't know.

[1:36:19] So again, that kind of goes back to looking

[1:36:22] and thank goodness we have our communication subcommittee

[1:36:24] and we'll be looking at how to get the good news out there.

[1:36:28] because I think that we need to make people, or help people, realize that it's an incredible

[1:36:36] school, and it's built. And these wonderful things that Rhett and Peter talked about tonight

[1:36:42] are happening for all kids. So getting the word out of it is really important. I would agree.

[1:36:49] And even the electives, to people really know what the electives are.

[1:36:54] And the AP courses.

[1:36:58] I mean,

[1:36:58] Like you said, maybe there's things that we could be tweaking in order to make it more appetizing for folks.

[1:37:05] So I don't know if you want specific questions, you want to stay?

[1:37:09] I don't, I don't think anybody has specific answers.

[1:37:11] This is, yeah, this is the idea of general, but it has to happen this year.

[1:37:16] And it has to happen.

[1:37:19] This is why this is why we've been talking.

[1:37:21] would work is here she because she knows she knows the scene she knows the

[1:37:27] player she knows the lay of the land to have this conversation and kind of

[1:37:32] lead this conversation rather than having somebody new coming in cold. I mean

[1:37:38] of course I'm coming in. I think so too. I think it's a piece of data that's

[1:37:46] missing is where are our kids going when they choice out?

[1:37:51] It's on the way.

[1:37:53] Just bring in up just where

[1:37:54] you'll get a little bit of

[1:37:55] milk and be.ison

[1:37:57] it that away.

[1:38:09] Kids

[1:38:12] that don't go to our school

[1:38:14] can be changed out to

[1:38:15] another district. And many of them both are promised. I think we have 15 of them. So there are, I

[1:38:24] mean, what's nice is in this chart on this chart, that's what it numbers. It has, as of October 1st,

[1:38:34] children's attending by hometown, it tells where they're coming from. And I believe it says where

[1:38:43] they're coming from to come in. But I'm wondering where are they going when they go out?

[1:38:49] Like are they going to Monomoi? Are they going to farce of Ola? They don't want to say

[1:38:54] we're middle school? We have so we have we have we've had that we have that data. But yeah so just

[1:39:02] they include it in this part. Arlen has weighed in. Arlen thank you. Arlen thank you because this

[1:39:11] is her area. She's the one who tracks all this. She says it's not quite ready yet. She says

[1:39:17] but it will be next month. Is that right? Send me a thumbs up if I got that right.

[1:39:22] Yeah, that's correct. That's right. Okay, thank you. Okay, I wish you some dates.

[1:39:27] I think it's that the chart that does see that. So I think that's exactly what she's just saying.

[1:39:33] The last one that comes in. Okay, it's never in at this time. That's exactly what she's saying.

[1:39:39] And it's kind of painful to you, but you could figure it out.

[1:39:43] And when we've done that, if you've looked at those choices now, you've got a number

[1:39:50] of them, a high number of them that go to Providence Town Middle School.

[1:39:56] And you also, in their high school, I think it's mostly in high school, you've got kids in

[1:40:03] virtual schools. That's also where you'll get, I can't pull at least, other than that,

[1:40:09] it was just kind of hit or miss. I don't know, because mom and dad works in some places.

[1:40:14] But Arlene does track, especially, yes. So she has to come to you and we'll get it back.

[1:40:20] And also, just to note publicly that our choice into high school is the lowest, seven events in

[1:40:26] two that since 2009. So just so people know.

[1:40:31] A

[1:40:34] couple of quick points, I guess first of all, the advisory committee, I mean, it's

[1:40:39] almost something that we have all the time, I mean, we should be looking, the high

[1:40:44] civil rule should be looking at the quality of its education regularly. I mean, you're

[1:40:48] meaning, you know, you talk about adding and minusing or whatever, but, you know, what's

[1:40:52] the environment and what, how do we improve it? What do we do? I mean, it should be a constant,

[1:40:57] and it shouldn't just be something that's brought about because of population.

[1:41:00] You know, I don't remember my different things, but it should be something that's part

[1:41:05] of a process all the time.

[1:41:07] If you look at the numbers here, we've got, let's see, we're talking about the 30 students

[1:41:13] who are down in the middle school, we are down, I believe, 39 actually in the high school.

[1:41:19] We, though in our towns, we have 239 students that don't attend classes, and I'm sorry, it's

[1:41:29] just some of the answers, not putting the other, the choice out for the others.

[1:41:33] It's just including the data we have here, but there's 239 students that live on our district, but don't choose to go there.

[1:41:41] The lowest, so the data that we received, the lowest point was 100%.

[1:41:46] Where do you see that from?

[1:41:47] I just added it up.

[1:41:48] I totally agree.

[1:41:50] From what?

[1:41:52] From where?

[1:41:52] You can go through the numbers to figure out.

[1:41:55] I understand.

[1:41:56] Can you just walk us through it?

[1:41:57] I just did the total with the talk because I actually I couldn't have done it when this was on the agenda.

[1:42:02] Last time because it was top of my mind, but I put this in that I had done the work then.

[1:42:08] But because it's relate to the subject, I'm not fresh on it.

[1:42:13] Chris, I can help you.

[1:42:17] I think you added up the if you just added up because I was just doing the same thing.

[1:42:21] the like the very last page of the packet, the 2024 line of people leaving the district.

[1:42:29] I think that's where your number is coming from.

[1:42:32] So I think this is like, how's the search that's intact this time?

[1:42:35] Yeah, that's up line.

[1:42:37] Yeah, okay, right.

[1:42:41] That's my guess.

[1:42:43] But then when you thank you, you're like,

[1:42:47] by my accountant. But the other point is that you need to note that at the lowest point

[1:42:53] from the data that we received, 113 students went out. And there, we've got 111, whatever,

[1:43:02] 20-some odd students that we could get, you know, the potential back in our system.

[1:43:08] We were talking about the choice numbers, the choice numbers are down. I think they're up

[1:43:12] slightly it now they're down in the middle school as well. Are you trying to

[1:43:16] kid's that choice out in the middle school? Choice in, but we don't have what in

[1:43:21] the choice out numbers that will be actually this part of the discussion will be

[1:43:25] helpful to have when we have those of how many kids actually are in the pack.

[1:43:29] So the thing is so that here's too often the conversation has been that we are

[1:43:35] lacking students that they somehow there's not enough kids in our neighborhoods

[1:43:40] and blah, blah, blah. But if you look at the elementary schools, they were up one student

[1:43:47] from last year. So the kids are coming into the system.

[1:43:56] So it's our job to see to it that

[1:44:00] they understand the quality of education available to in the middle school and high school.

[1:44:04] And much work has been done under Brooke, leadership and so forth in both schools that we've got

[1:44:10] quality going on. So it's, I mean, I feel, we're moving in the right direction.

[1:44:15] Once you've got some negatives, new jack schools, a negative, I mean, you've got all these

[1:44:20] things going on. High school building project is a negative. It's going to keep people out

[1:44:23] and when they make their decisions hearing about it, you know, it's a solid decision. They

[1:44:27] don't come back, you know, so that's your kids are gone and you've got to wait for the next

[1:44:32] round to come through. So I just, uh, and I'm not trying to use it as an excuse, but it

[1:44:36] without a doubt it is impacting the population of our system.

[1:44:42] I think in general, this is good news in that

[1:44:45] populations aren't as low as we thought.

[1:44:48] We're not standing on school choice

[1:44:50] and we've got opportunity to pull a student back in.

[1:44:54] But I think that's a good thing.

[1:44:56] All right.

[1:44:57] I think that's a nice summary.

[1:44:59] Yeah.

[1:45:00] Judy did an excellent analysis last year that she presented to Orlean's income. Oh, I did. I did. It was excellent. I agree. And Washington began to know.

[1:45:18] was that when you add all the numbers up, we aren't demographically people aren't going

[1:45:28] away. The numbers were holding solid as to the total available students, but they were

[1:45:34] making choices of going elsewhere. And that movement was what was going around. So what

[1:45:41] What it did was just define what a competitive environment that we are in for students.

[1:45:48] In my business as a hotel restaurant, we always looked at as people showed their satisfaction

[1:45:56] with your product, with their feet.

[1:45:59] If they stopped coming in, they walked away.

[1:46:02] If they weren't happy with your product.

[1:46:06] So, in some way, shape or form, I think the track that you want to take us on is great.

[1:46:11] I think we've got to look at it.

[1:46:13] We also used to do it.

[1:46:15] I think the Judy Hood business is the same thing, what you call a SWOT analysis.

[1:46:20] We did it every year to improve our business and to see if we were competitive.

[1:46:27] It was strengths, weaknesses, opportunities, and threats.

[1:46:32] And we just wouldn't take an in-depth look at how we operated on a very simple way and

[1:46:39] we started tweaking those things and looking at what segment of our business we may be

[1:46:45] alienating, you're not appealing to, you know what I'm saying, we wanted associations

[1:46:51] who are rate sensitive, but we are charging them a premium rate, so surprise, surprise,

[1:47:01] you

[1:47:02] I just think, you know, I've always said, I think it's great that students here have choices because it's not one-size-fits-all, it's great that they have choices.

[1:47:16] However, we have to make sure as Brooks said that we are meeting the needs of today's students and their expectations and where they're going.

[1:47:27] and this takes some self-reflection and takes a look at it.

[1:47:34] And so I think that that's, it's time to do that.

[1:47:40] Mora.

[1:47:41] Yeah, just quickly follow up on Chris's point.

[1:47:44] I think as part of this discussion, just making sure we have the demographic data

[1:47:48] that's appropriate for this age group to make sure we're capturing that too.

[1:47:52] because as he said while the population's going down, it's not going down as

[1:47:56] significantly as some people are talking about. So I think it's an important

[1:47:59] data point to include when this discussion is happening.

[1:48:06] So I just, on the

[1:48:07] subject of population, three of our towns don't ask me why I went and looked at

[1:48:13] this. Three of our towns except for Wellfleet have about the population as they

[1:48:20] had in 2000 and 2020, more or less the same, a little bit more, but a few hundred, more

[1:48:30] or less the same, well fleet has grown.

[1:48:33] So we then need to break that down and to look at the age level groups because if this

[1:48:42] is staying the same, but the age, the kids are going down, it's getting older.

[1:48:49] And what I've always said is, you know, we're going to find ourselves to be communities of old people and tourists and you're not going to have anybody that's going to support that group because the tourists aren't going to be providing support for the old folks and the old folks aren't going to be up there.

[1:49:09] We know, okay, we have already, this is the group that we need, and we need to keep

[1:49:20] them here, and not have them have the support travel over the grades.

[1:49:25] Yeah, I just, so just a quick comment on that.

[1:49:29] I think two things.

[1:49:30] First of all, I would totally agree with you on this, this comment.

[1:49:34] In fact, I would agree over here, and I have a similar discussion today.

[1:49:36] you need this age group with the children through the schools for the

[1:49:40] vibrancy of your communities. You don't want to lose that. And so it's just

[1:49:45] critically important. I also think that Carrie's earlier point, and again I know

[1:49:51] that we've had certainly Judy, Chris and I have had this discussion at a number of

[1:49:54] occasions, the notion of putting information out, but sometimes it's just not

[1:49:58] being received, right? And so I think getting back to Carrie's point, sometimes I

[1:50:02] wonder if we're not using the right vehicles. Yeah, the right tools. And just to give an example,

[1:50:10] you know, and my previous life, it was nothing for me to have a thousand followers on Twitter.

[1:50:19] Here I couldn't get beyond like 30. It's just a different vehicle. And people say, we don't

[1:50:25] Well, I'm not especially not now, but I don't know how to say that because there's a difference

[1:50:35] between the communities and I remember sitting in Brewster at Brewster meeting and saying

[1:50:40] we use Facebook, okay, so I thought I just came in thinking Twitter was what we would

[1:50:47] be using it and so I do think there's a lot to be said about taking it and then depth look

[1:50:53] at our communication and how we're doing it, the vehicles we're using.

[1:50:57] So I think that ties in nicely with this, but then I also think the graduation requirements,

[1:51:02] getting the proper message, like the panorama, the work that we're doing with panorama, is

[1:51:08] just wonderful.

[1:51:10] And parents need to know that this is happening.

[1:51:13] So I think this is part of a broader, but for me this is part of a broader picture right

[1:51:18] now.

[1:51:19] This is a piece.

[1:51:22] Okay.

[1:51:22] Hey, um, anybody else, you could put on a lot of discussion

[1:51:27] going on on the sidelines and soccer games and whatever.

[1:51:30] Really?

[1:51:31] And that's how you mean sometimes it's not always accurate.

[1:51:35] A wonderful amount of parents are happy in their schools

[1:51:38] that tell them their friends and whatever

[1:51:40] whether on the sidelines.

[1:51:41] And it does get hurt.

[1:51:43] I mean, you know, when we talk, I brought up and I brought it up

[1:51:49] before and I know it's very difficult.

[1:51:51] But when kids leave the district, wouldn't it be great

[1:51:53] to have some kind of exit survey like why are they calling just so we get some feedback and I know

[1:51:58] it's hard because it's I don't know how we actually have done that. We have done pieces of that.

[1:52:04] I don't know that we've done it with fidelity and I don't. But within NASA, the umbrella of

[1:52:11] NASA public schools we have actually had a principal phone every single pair of childhoods love.

[1:52:17] So we do have principals who are leaning into that.

[1:52:20] But on that presentation, you might ask,

[1:52:23] there are students that come back.

[1:52:25] There are students that have left,

[1:52:28] started to come back and do not.

[1:52:29] That's true.

[1:52:30] Ask them why they come back.

[1:52:31] Ask them, you know, the students are,

[1:52:34] they know.

[1:52:36] They will tell you.

[1:52:37] Just one thought on that, too,

[1:52:38] is that like certain places,

[1:52:40] especially in my mind,

[1:52:42] when they give,

[1:52:42] offer something that is so different.

[1:52:45] But is there a way

[1:52:47] that we could have students in law and not sit but take advantage of some aspects of

[1:52:51] tech so is there I mean that's like that's just something to think about down the road is like

[1:52:57] it can we collaborate with other places where we get the enrollment but then there also to keep

[1:53:03] benefits from other places could be a discussion to have there was some discussion Chris would probably

[1:53:12] remember some time back no and it was like because it was looking to strengthen

[1:53:21] their some of their core courses and so there could be some some something

[1:53:27] that's a that's something that's something you want to be

[1:53:29] grouply right there was a collaboration there was a collaboration on airplane

[1:53:35] the kids I think going to plants and it was tech as well as

[1:53:39] lots of high school students but it is something that you're going to have to be sensitive to

[1:53:46] because DESE is pretty strict about who belongs to what and who does what because

[1:53:52] monies are tied to a community. So you have to really, like that may have fallen under

[1:53:59] the rain. I don't know. They could just have to be cautious with that. I don't think it's

[1:54:04] not a good idea or not something to take a look at. I'm just saying it's something

[1:54:08] we would have to be cautious.

[1:54:10] And I think just to talk about that,

[1:54:13] that the tech does provide a very different environment

[1:54:17] and different services for kids.

[1:54:20] It's a different education, which is really needed.

[1:54:23] I mean, gosh, oh yeah, absolutely.

[1:54:25] These trades folks and for them to even use

[1:54:28] as a springboard to go off to whatever other trainings

[1:54:32] that they do after they graduate from there.

[1:54:35] But we also have to celebrate what we offer

[1:54:37] and maybe even package that in a better way.

[1:54:41] So I love the idea of the advisor committee

[1:54:43] and for what I can help I with.

[1:54:46] Great, great, thank you.

[1:54:48] All right, so anything more?

[1:54:51] Okay, so we'll just end up with any summary reports

[1:54:56] we talked about the finance fee.

[1:54:59] One talks some more about it.

[1:55:00] Onto more mundane stuff.

[1:55:06] We've, currently, we've reviewed the person I already

[1:55:09] represented as we reviewed the Central Office budget.

[1:55:14] There are a few things that we found that Chibano's

[1:55:19] going to go back and take a look at.

[1:55:22] We're going to meet again the 19th.

[1:55:25] And probably what we'll try to do is then

[1:55:29] and get that budget in your hands to look at to see.

[1:55:34] I know there's an approval process

[1:55:36] with it where it goes before the entire region,

[1:55:39] or the entire union 54 of the region,

[1:55:42] but at least you'll be versed when you're asked to.

[1:55:47] We got stated, you were talking about one

[1:55:49] that had the central office budget before

[1:55:51] of the region only budget was finalized.

[1:55:55] And so that is what we're working towards.

[1:55:57] So there were two things with the central office is number one that our committee got to see it before we went to the

[1:56:06] Joy school committee whatever on the calendar and number two that we saw the region only budget before we

[1:56:14] approved before we approved the central office of being driven when it happens the other way we still get we still have

[1:56:26] items in the region only that need to be moved and that's, but that's happening this year.

[1:56:33] Right.

[1:56:34] Yeah.

[1:56:35] The other of we...

[1:56:37] Wait a minute.

[1:56:38] I'll try.

[1:56:39] Sorry.

[1:56:40] If I get a swing on that for a couple of things again, just to put this, not to be the naysayer,

[1:56:47] but just to put it on the table, keep in mind that we don't get a lot of numbers.

[1:56:51] numbers are numbers, the true numbers, the real numbers that we're going to have to run with

[1:56:55] until January and early February.

[1:56:58] So keep it at just like the towns don't get some of their numbers until February, because

[1:57:03] some of it, like in place, frankly, for the, yeah, well, between the chapter 70, which will

[1:57:09] come at the end.

[1:57:10] I mean, right now, all we're plugging in there is our best educated guest.

[1:57:14] But the chapter 70, the insurance, all of those at the end of January and early February

[1:57:21] So keep that in mind, that's the first thing.

[1:57:24] The second thing is we are looking seriously at some things that have for years.

[1:57:31] Like we're talking over 30 years being in a budget that we're kind of questioning right now.

[1:57:38] And so we are taking some actions right now to look a little deeper into that and see if there's a better place to house those things.

[1:57:47] I don't know what the answer is, as I sit here tonight, but one of those things is that

[1:57:53] I know Carrie and I've had this discussion, Judy, and I have Tom and you and I have about

[1:57:57] pre-K.

[1:57:58] Is it really in the best place?

[1:58:00] I don't know if it's in the best place.

[1:58:03] And so, you know, we are looking into it.

[1:58:06] We are reaching out to D-E-S-E and E-E-C because that's really where pre-K falls is under E-E-C.

[1:58:13] keep in mind that in the Commonwealth of Massachusetts there are three

[1:58:17] risks of educational government, higher ed, D-E-S-E, and E-E-C.

[1:58:24] Early in-education, yeah. And E-E-C center, I think it's center. And E-E-C really

[1:58:32] is the one that where all of the younger kids stuff is dealt with. So I don't

[1:58:38] know where this is gonna land but we are reaching out like as I speak with both

[1:58:43] to both D-E-S-E and E-E-C on this one topic.

[1:58:47] But that just gives you an idea

[1:58:48] some of the background work that we're still trying

[1:58:51] to push forward to see if we can.

[1:58:53] I don't know if we can do it all this year,

[1:58:55] if we can do some of it this year,

[1:58:57] but we're certainly working hard to make sure

[1:58:59] there's clarity around some of those things.

[1:59:02] Well, I think the key point to it all really is,

[1:59:05] it's not something where it appears,

[1:59:06] but that is identified and it's an actual amount.

[1:59:09] And it's enjoyable.

[1:59:10] It's in one war.

[1:59:10] in the past, so everything got just kind of fluffed

[1:59:13] and everything, so paying off these people's pensions,

[1:59:16] all these people's health care, and identified as

[1:59:19] who they are and who is getting paid.

[1:59:21] That's important because it makes it's much more difficult

[1:59:24] to defend a budget and a budget increase

[1:59:28] when you're not really looking at a range.

[1:59:31] Yeah, I agree, and I think that that particular line

[1:59:35] has been a line of question for a game line before I came here,

[1:59:38] so I think it's just one of those things I'm trying really hard to try. I just don't know whether

[1:59:44] I'll get there or not but we've got we've got action happening. I just want to make it clear

[1:59:50] that just because you're talking about where things are in the budget doesn't mean that has anything

[1:59:54] to do with the quality of the education that's going on. Oh nothing to do with it. I just want to

[1:59:59] This is temporary.

[2:00:00] Yeah, it's purely not a brand, yes, and I was leaving. Where, where's the money coming from? Where's it going and where's it? No, thank you for doing that. Yeah.

[2:00:12] Sorry, thanks, Tom. OK, thank you.

[2:00:17] We'll go over again. It was we had a great session with, uh,

[2:00:30] With Matt and his team and the administrators everybody came prepared and the very collegial

[2:00:37] But you know, we've stopped to start the business

[2:00:41] Right now I've been a process of putting questions so I did I might just have to get them out

[2:00:48] That stemmed at the budget that were concerns of both administration and

[2:00:54] The subcommittee

[2:00:56] What we plan to do is get the draft in your hand sometimes hopefully next week with

[2:01:08] the minutes from the meeting so that you can follow along and see what was discussed.

[2:01:14] And I'll probably put the questions that we asked are probing in our portion of it.

[2:01:24] I'm always open to hearing more back from the team on questions on the road because we

[2:01:32] will meet hopefully December 16th and kind of get our arms around all of that and being

[2:01:40] in a real good position to make whatever decisions we need to make at that point in time.

[2:01:46] But the team did a wonderful job and the subcommittee group was great in helping to develop.

[2:01:55] You know, everybody's had their hands on this and had input, very valuable input.

[2:02:01] We're hoping to continue to see great results for it.

[2:02:05] But thank you very much.

[2:02:07] Great job.

[2:02:08] Is everybody good?

[2:02:09] I just had a quick question about the minutes.

[2:02:11] So, will those be posted on the website so folks can look at those?

[2:02:15] Well, they're always posted.

[2:02:17] Well, we haven't had our budget and finance.

[2:02:20] Well, I don't think so.

[2:02:22] I think they're always successful.

[2:02:25] They're always available.

[2:02:25] We have to find a place to put them all the subcommittees

[2:02:29] and we've gone up on the website.

[2:02:32] We've got so many of them.

[2:02:33] I know there are so many.

[2:02:35] But this is important.

[2:02:36] So that's something that we should take a look at.

[2:02:41] It's just part of the communication.

[2:02:43] Yep.

[2:02:44] Yep.

[2:02:45] OK.

[2:02:46] OK.

[2:02:46] Good.

[2:02:47] Anybody else?

[2:02:48] Any other subcommittees?

[2:02:51] The superintendent's search committee has been meeting.

[2:02:56] We meet again on Monday.

[2:03:01] The survey has closed.

[2:03:02] first we received 250 some responses and we have a summary of those since they were

[2:03:19] mainly open and it questions, there's a lot to read but it was good, it was a good

[2:03:32] 250 is good. It's a great response. I think, you know, I mean, if it were 450, then we're just

[2:03:39] even more than ready. So just trying to figure out some of the trends and what they were saying,

[2:03:48] but that that's good. So that's closed. So are we able to see them by or

[2:03:58] no? We don't know,

[2:04:05] 600-age detail report on individual responses.

[2:04:14] So the summary is a little bit shorter than that.

[2:04:16] And then you can get individual responses.

[2:04:20] And you can see if they were a parent, a teacher,

[2:04:25] but sometimes it's pretty easy to figure out where they're from.

[2:04:34] But no, you can't really tell it.

[2:04:37] We didn't ask by town.

[2:04:43] So that's that, and then we meet again the following week.

[2:04:51] Applications close next week December 6th, 60th.

[2:04:57] So the post thing has been off for Howell since November 13th.

[2:05:03] So the post thing will be up for Howell.

[2:05:11] We will meet again once before the House and we will select the semifinalists.

[2:05:22] So I read on the agenda that was posted for next week's meeting that it's going to be the broader committee.

[2:05:29] So, who can we ask who are the additional members of the church?

[2:05:38] Kristen Anderson is representing the Central Office.

[2:05:43] The administration that is a Elaine Pender from the elementary schools,

[2:05:53] for the region.

[2:05:57] Teacher Andrew Winston who is a kindergarten teacher at Stony Brook for the elementary schools and Amy Roberts, a Spanish teacher at the high school for the region.

[2:06:12] kind

[2:06:19] of parents, recollection here, I'm going to give you a lot of

[2:06:27] email, no jean, no, no, you're just a major parent.

[2:06:35] Anna Smith from who has a child, a girler boy at the high school, so a parent of a high school

[2:06:45] student and Jennifer Fellows who has a daughter at Eddie and has a middle school

[2:06:57] child daughter and two high school students. I don't know if I can get their

[2:07:04] names, just two high school students, a girl and a boy.

[2:07:11] And so yes, they will be

[2:07:13] join in as for the first time on Monday and hopefully we won't scare them all away but yeah so

[2:07:25] that's that and I don't think that any other so we're going to say regional and regional

[2:07:32] agreement agreement is meeting next week the 10th and just really to get our hands on the new schedule

[2:07:42] for what, you know, an adjusted schedule on what is scheduled because it changes the time

[2:07:46] frame, and also just to discuss methodology more forward, how we're going to handle the

[2:07:50] information what it comes in. So that's it, the deadline date is December 31st, so we

[2:07:57] should start, I haven't seen anything yet, there's been no activity so far.

[2:08:12] Actually, I

[2:08:15] So let's see, yeah, that Capitol Acid Subcommittee met also, and we dealt with a range of topics,

[2:08:25] dealing anywhere from the track at the middle school to a building at the high school

[2:08:31] for all the equipment that they have.

[2:08:35] And so there's all of those things of plans in place as well as also inside the sale of the trailers

[2:08:42] So I will give a more complete update up, I'd like to bring my agenda so I can bang,

[2:08:47] bang, bang.

[2:08:48] And I did not apologize.

[2:08:49] So I will give a more complete letter.

[2:08:54] Okay.

[2:08:56] Also, the Transportation Subcommittee is still meeting, still gathering information.

[2:09:02] I think a clearer report on where we're going, we'll come out in January.

[2:09:08] by January, but right now really gathering information on buses,

[2:09:19] maintenance, etc, etc, etc,

[2:09:23] but I think we're good for now. Our bus fleet is fine for now.

[2:09:30] Communication subcommittee is meeting next week and we

[2:09:39] think that's about it.

[2:09:41] All right, it's a lot. So we're a busy group. Yes, we are. Anything else from you guys out there?

[2:09:48] Anything else? And thank you, Mora for keeping your germs at home.

[2:09:53] We appreciate it. Yeah, not that we don't like to have you here, but only under zero bad circumstances. So the future agenda item?

[2:10:03] Oh, okay, future agenda item. So I just wanted to discuss maybe not now, but in the future about consent agenda

[2:10:10] And I think it kind of came up with one of the members of zoom lands kind of hanging out there.

[2:10:19] I wonder, and I don't know if it's anything I should just mention now,

[2:10:22] I wonder in the consent agenda, we can list all the items on consent agenda instead of just saying a proof,

[2:10:28] because grants of fundraising, can we be specific?

[2:10:31] Like, the grant was a grant for that grant.

[2:10:34] Well, look at this.

[2:10:36] I don't know.

[2:10:36] I only say a look at it because that could get tedious.

[2:10:39] I know, but it's more transparent, and then in public comment, name and talent.

[2:10:48] Generally they should be saying that we might not pay a little.

[2:10:55] I guess because we know Laura, I didn't think that, but yes.

[2:10:59] Oh, same name and talent.

[2:11:01] Just one of the points.

[2:11:01] The three to five minutes, I believe.

[2:11:04] It's three minutes.

[2:11:05] It's three minutes.

[2:11:05] Somewhere it's written three minutes.

[2:11:07] I actually did set the I set my clock for three minutes. Yeah, let me know just put having on the agenda

[2:11:14] It's between three to five. I like to know. Yeah, Judy is

[2:11:18] Giving you the phone, but that's part of the policy. The policy is three minutes

[2:11:24] And you can't do that any of your minutes to anybody else. Yeah, there's no minute trading

[2:11:36] I just wanted to confirm or make sure that we're at we are going to talk about the middle school overnight trips next meeting that will be on the agenda.

[2:11:50] Yes, we will put a card and put that on the agenda.

[2:11:53] Yes, thank you.

[2:11:56] Yep.

[2:11:58] All right, anything else?

[2:12:01] Okay, then we have one more motion.

[2:12:05] Move to the chair.

[2:12:06] So I can.

[2:12:07] All in favor.

[2:12:08] Bye.

[2:12:09] Happy hands.

[2:12:09] Well, thank you.

[2:12:11] Good night, everyone.

[2:12:12] Good night.

[2:12:12] Be kind.

[2:12:13] Be good.

[2:12:14] Feel better, Mara.

[2:12:21] So there was no sound.

[2:12:22] Don't keep doing this.

NRSC 12-5-2024

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