[4:23] Call the September 28th, school committee meeting to order at 530 for stands for the pledge.

[4:44] This is where I should say, roll.

[4:47] Here.

[4:48] Colleen Marcus. Here.

[4:58] Superintendents report. Superintendents.

[5:01] Thank you, Mayor. Just a quick report. And a couple of things. Obviously, our COVID statistics currently from September 1st to the end of that last week. We're looking at 75 cases. Not all of them were during school. It included that first week prior to school starting on the middle of the year.

[5:29] the week of the first.

[5:31] Some of that was a carryover from the summer.

[5:35] Average in about 10 cases, 10 positive cases, a week.

[5:40] We had about nine faculty and staff who have

[5:44] tested positive and then that doesn't include

[5:48] quarantines and things like that.

[5:51] Second topic is the mass requirement,

[5:55] Commissioner Riley held a conference call the other day and extended the mass requirement for the state of Massachusetts through November 1st.

[6:12] Do you have the vaccination stats yet for the high school and middle school?

[6:16] We do not at this point the SNAP program that the nurses use is in correlation with the software used at the state level.

[6:25] There's been some software issues in terms of downloading, and so as soon as what they send a patch for that, we will download all that and get that to you.

[6:36] Because if we get to 80%, we could arguably take masks out on 50.

[6:40] That's correct.

[6:42] All right.

[6:43] Any questions from the school committee?

[6:47] Seeing none, we'll move on to presentations, vessel services update.

[6:54] Mr. Minouchi, the floor is yours.

[6:56] Welcome to your first meeting.

[6:58] Thank you.

[6:58] in person.

[7:00] You know, just this being short.

[7:03] Well, thank you for having me.

[7:05] In the last school committee meeting,

[7:09] Dr. Parone mentioned glows and grows.

[7:13] And today we're going to show you some glows with special services you're going to,

[7:17] after, after my brief presentation, you're going to have two programs come up that are just doing phenomenal things.

[7:24] and they have a student along with them that hopefully is going to give you a little insight

[7:29] to very special programs.

[7:34] On Sunday morning, I got up pretty early, I got up around 4 o'clock and I have to say

[7:39] Superintendent Connor must not sleep at all because I got an email from him.

[7:44] I was in a couple classrooms the week before and one of the classrooms that I was in at

[7:51] knowing it sent them an email, and I just want to respond to your response, which said we're

[7:59] glad to have Mr. Manucci here and he's found a home at Westside. And I do feel that way.

[8:05] So I want to start off by saying I really do, I feel very welcome. I want to thank everyone,

[8:11] as the Director of Special Services, we're supposed to be the people reaching out to everyone

[8:17] And I've just had so many people reach out to me and be so kind, and I'd be completely

[8:23] remiss if I didn't mention Lori Bedard who has just been incredibly gracious.

[8:29] The district has an incredible person in Lori who knows special education and side out.

[8:35] But more importantly, she puts in the time and effort and goes around and listens to people

[8:40] into someone that can take action, and she's been really just a great partner since

[8:47] I came on board and I can't thank her enough.

[8:50] And that goes along with the rest of the staff at special services,

[8:55] Diane Brown, Sheila Revard, and Lori Petrono have just

[9:01] been remarkable.

[9:02] And I also have to thank Karen where I know I drive you crazy,

[9:05] but you've been great.

[9:08] Thank you.

[9:11] So one of the things, when you look at what opportunities we have, the special services survey

[9:24] was something that we wanted to do to kind of, when you come into a new district, I think

[9:29] one of the things you need to do is listen and hear what people have to say.

[9:32] So I did a survey and we sent it out to everyone in the district and I'm not going to go through

[9:37] the whole survey, we could do that at a later time.

[9:40] But two of the key questions that I asked is,

[9:44] what do you think of the strengths of special services?

[9:48] And I'd say overwhelmingly the responses,

[9:50] and we got over 80 responses, was that the staff

[9:55] is the greatest asset that special services have.

[9:59] And I heard-

[10:00] Attractives, red adjectives like quality staff, hard-working, dedicated staff that collaborates and staff that's respectful.

[10:10] So I couldn't agree more in going around the district and I've been to every single program and I've been to many classrooms. I would have to agree, wholeheartedly with that.

[10:21] I also ask the question of what can we improve on and clearly the overwhelming majority of

[10:29] responses on what we could have improved on is that communication piece in in particular

[10:34] really having that consistency and follow through so that's something that when we look

[10:39] at guidance and planning we're paying particular attention to so that we make sure that

[10:44] we have that follow through.

[10:46] So, as far as the programs, I wish I could talk about every single program, and obviously

[10:52] I can't.

[10:53] So I'm just going to highlight one particular program, and then we're going to hear from

[10:59] two of our programs in special education right when I finish.

[11:05] The program I'd like to highlight is the Cowing Alternative School.

[11:10] I've been in this business for a while now, and I've been to a ton of programs and

[11:15] alternative schools that work with students that really need those special services, that

[11:23] need that added attention.

[11:25] I want to tell you that I can't be more impressed with the staff at CAS, Lisa Oven,

[11:32] Corey Sutter, Linda Canoile, Lynn Cassidy, Brenda Sorrell, Sorabelli.

[11:40] I've been in those classrooms a number of time and what they do to me is just unbelievable.

[11:47] It's exactly what we want to see when someone like me wants to see from a program and from a staff.

[11:55] They're doing remarkable things.

[11:56] And you think about it, we're coming off unprecedented pandemic.

[12:03] And Superintendent Connor and I would talk about it earlier.

[12:05] I network with other districts, both around here and then on the other part of the state, and it's amazing what we're seeing in light of the challenges that we have.

[12:19] I don't think anyone would expect us to not have challenges coming off of the last year and a half, almost two year period that we're having.

[12:28] But you should be proud of that alternative school with Cass, it's a great program.

[12:35] I also had the chance to get into a lot of general-led classrooms, and again, I wish I could

[12:41] highlight a whole bunch of them, but I'm just going to highlight Ellen P. She's classroom

[12:46] that she co-teaches with Amanda Sidel. I went in there, and one of the things you want

[12:53] to see is that coordination with the rubber hits the road of services, and I'm going to tell

[12:58] I was in there. She was doing a lesson. There were anchor charts up on the wall. The

[13:04] peril was working in the room like no one I've ever seen. And more importantly, like you

[13:09] talk about that cross-court nation, she had a lesson, a writing lesson going on, and she

[13:15] was incorporating the zones of regulation, which is an SEL strategy into what the kids were

[13:21] doing. It was really remarkable, and it was really good to see that here we are just starting

[13:26] the year and that type of coordination is going on. It was fantastic to see that.

[13:34] Lastly, I just want to talk briefly about our COT team and the coordination that's going

[13:41] on there. Dr. Gile and Dr. Perone and myself, we went to a math coaches meeting just

[13:50] Friday. I'm highlighting that, but this is a team that really does look to coordinate and get

[13:58] on the same page across the board. We went to that meeting and we were able to hear what

[14:04] the challenges are, but more importantly, when we debriefed, we were coming up with a plan

[14:09] on how we're going to tackle those challenges. Jen Brennan, I already mentioned, I've been

[14:16] around with her, in her coordination and working with me on PBIS.

[14:22] Initiatives, BHN, who were bringing in to help with services for students who are having

[14:29] emotional and behavioral difficulties, and her work with the zones of regulation in other

[14:34] areas has been phenomenal.

[14:36] I can't thank Kim Hunter enough for the work that she's done her in Julia with budget issues,

[14:42] and strongly to stuff has been nothing less than spectacular in coordinating those dual services

[14:51] of students that have English language and special services.

[15:00] So the last thing, I just want to let you know that on October 13th, we have our first CPAC meeting. It's the basic rights meeting. It's going to be held at the high school at 630, so if you can spread the word, we are going to get the word out, but I would like to see as many parents there as possible. The other thing that I want to point out is that I talked about unified sports a couple of towns during the interview.

[15:26] And unified basketball has come to West Springfield.

[15:31] And the first game is on October 8th.

[15:34] It's an away game and chickpeapea.

[15:37] But the first home game is on October 14th against Munson.

[15:42] And that's at 4 p.m.

[15:44] So again, if you want to come out and support those athletes,

[15:48] that would be fantastic.

[15:52] So I get the pleasure of introducing both the food lab

[15:56] Amy Pizarreck, and our transition program run by Rebecca Hawley.

[16:03] It's always been my vision to offer vocational services to students who would benefit for them.

[16:10] If you think about it, to get jobs, what better way than to actually have some type of vocational

[16:18] service where they can practice in art and potentially get a job.

[16:22] And I've got to tell you, I'm just floored with the job that Amy does and more importantly

[16:28] how our students do.

[16:30] I would invite all of you to go there for lunch because it's a fantastic lunch and it's

[16:35] just a great experience.

[16:38] When I go into Rebecca Holly's transition program, these are students that are with us to

[16:42] age 22 and students that, again, we're looking to set up for their life and I think I

[16:50] with you that I have a son who's on the autism spectrum.

[16:55] It's very daunting to be a parent and be in that situation where your kids have been

[17:00] going to school and you kind of have that safety net.

[17:03] When they start to get into that 18 to 22 range, it really does bring the heart beat up quite

[17:08] a bit.

[17:09] And I think Rebecca and her team are doing a fantastic job at transitioning, no pun intended,

[17:16] those students for their next phase.

[17:19] So I'm going to have them come up.

[17:21] They're going to talk about their program.

[17:22] I think it's going to be really enjoyable.

[17:24] They're doing a student along as well.

[17:27] And that, I'll turn it over to them.

[17:47] They're going to find us a

[17:50] little bit.

[17:50] I'll beat them.

[17:51] I might need your help.

[17:52] I got it.

[18:04] All right.

[18:04] Thank you.

[18:08] Hello, everyone.

[18:09] I'm Amy Fisterzik.

[18:10] And I teach the culinary program at high school.

[18:13] We call it the food lab.

[18:16] About eight years ago, I was approached and asked to redesign the program.

[18:20] And I worked for a year rewriting the curriculum and working on redesigning it and I started teaching the program seven years ago.

[18:31] So the main mission of the program is we provide culinary training and skills necessary for safe and successful functioning and residential institutional or commercial food service operation.

[18:44] I go by all of the Surf States standards because we do answer to the health department, which

[18:48] the students know, and we train them so that they can get jobs in a restaurant or kitchen

[18:56] environment.

[18:57] Some of our students have actually gotten jobs in retirement homes as well as kitchen environments

[19:04] and volunteer work.

[19:09] The students really thrive in this program as there's expectations.

[19:15] The way I teach them is I go by a universal design for learning model.

[19:20] So I try to emulate what the vocational programs in the high schools,

[19:27] such as Comfort or the Collab Pioneer Valley Collaborative do.

[19:30] When the students come to me, I have them try every station within the first quarter.

[19:38] On a weekly basis, we do self-reflections so that we can target skills that they're interested in

[19:45] and skills that they want to improve on.

[19:48] So that way they can set realistic goals for themselves so that they can be productive workers in an employment environment.

[20:00] And I just kind of listed all the different skills that we work on within that environment.

[20:08] And the thing that's really great, I also teach social thinking, Mr. Manucci was talking about the zones of regulation.

[20:16] I teach the social thinking class as well. And we work on the zones of regulation as well as expected, unexpected behaviors, positive, age-appropriate social interactions.

[20:27] and they're able to practice these skills in a real life work situation.

[20:34] They have interactions with other students as I often get interns, which is fantastic,

[20:42] because a lot of my interns are interested in either special education, education,

[20:48] nursing, physical therapy, occupational therapy, social work.

[20:52] So they are exposed because what I do rather than in turn pushing paper, I have them work as peer models.

[21:00] So they really, really get to know the students and it also gives the students an opportunity to self advocate

[21:09] and disclose what they would like about their disabilities to the other students where they need help

[21:16] and its real life practice for an employment environment.

[21:21] And then also many of the city workers come in to get meals on a regular basis.

[21:28] I know Mayor Rick Alt has come in many times, as well as Dr. Froden was a regular customer

[21:34] in our program.

[21:36] And the police officers, the plumber, electrician, they come in on a regular basis.

[21:43] So any of you are more than welcome to come in.

[21:45] We gladly welcome you.

[21:47] the students get excited when new people come in and you know it's a lot of students and I'm going to use my friend Sean here as a prime example

[21:58] when he first came to me he was very shy, very like tentative about talking to people and by the time he went to the transition program he was a chatterbox

[22:11] And if regular customers came in and they didn't say hi to him, he would get highly insulted.

[22:18] And my friend Sean, when he turned 18, he actually gained enough skills to self-abocate for himself.

[22:26] And Dr. Perron probably remembers this. He came to me when the day before his 18 birth day.

[22:31] And he said, I'm going to be in the club full-time. And I was like, what?

[22:35] And he goes, well, it's my birth day tomorrow and I turn 18. And I go, that's great.

[22:39] So, this is for your birthday?

[22:41] He goes, no, I'm 18, I want to be here.

[22:44] For good, okay, that's great.

[22:48] So, whereas before, he never would have said that.

[22:52] So, it's really great for their social interaction.

[22:58] Then, four years ago, I received an award for teaching,

[23:06] and part of it, I was got a grant,

[23:08] And I had been driving the oil throughput and turning crazy asking for a garden.

[23:15] And as part of the grant I was able to pair up with a sentria and we had been able to build

[23:23] a school garden and we involved the community.

[23:27] If act Mr. Garvey came and helped us build as well as mayor, helped us came and built garden.

[23:32] And that continues to grow.

[23:34] Now, I work closely with Asantria, and Erica Letzon and myself have written several grants

[23:42] and we've gotten several grants, and I've driven the mayor crazy, and now we're getting

[23:47] a greenhouse.

[23:48] Thank you very much.

[23:51] And which just improved the scope base, and recently we got another grant, and we're doing

[23:57] the Vermont Farm to School Institute, and actually I'm going to conference on this Saturday,

[24:02] And we're getting the students more involved and now we're actually getting into an agriculture component,

[24:11] which is another skill-based that the students can access, and it also promotes healthy eating, healthy choices,

[24:20] so it's not only school-based and employment-based, it's also healthy living, which it's something that they can take for life.

[24:30] So, and then to help Rebecca out, I do several assessments.

[24:35] I do the forgans assessment, which is a transition assessment, as well as assessments

[24:40] of functional living skills, and from there, it helps me drive my instruction.

[24:47] It helps the students build realistic goals that they can actually attain, and it gives Rebecca

[24:55] some of these as far as we are for students want to go.

[25:01] And then these are just some pictures of the students doing all the different things. There's a couple pictures of shot up there, and Riley up there, burdened, seed to table, hash hearing. There's just so many things that the students do that they can take away.

[25:21] And we decided we're going to have kids talk at the end, so I'm going to hand over to Rebecca now. Thank you so much.

[25:34] Hi, my name is Rebecca and I am the Transition Coordinator.

[25:39] This is my second year in this role, but I have been with this program since day one.

[25:44] Before bringing the program in-house, all transition services were contracted through community enterprises.

[25:51] We have expanded from a small table in the back of the high school library to the learning annex on campus, which has been amazing.

[26:00] We have been able to really work with Amy this year which has been absolutely amazing with our students.

[26:07] We work with students with realistic vocational goals and in our spot that we are in now in the annex.

[26:12] We have access to the community garden, the upcoming greenhouse as well as the culinary program, which helps maximize our student skill sets.

[26:20] This in turn really helps with placements within the community and eventual competitive employment.

[26:25] The mission statement of the West Springfield transition program is that we support and prepare young adults ages 18 to 21 to navigate vocational recreational and living skills necessary for fulfilling and independent adulthood.

[26:41] Through community-based education we focus on providing services based on the whole person prioritizing individuality choice in respect.

[26:51] We have many community partners.

[26:54] We also partner with Asentria, which they come into the annex to provide nutritional services

[26:59] through a program called SNAPEAD.

[27:02] Katie will be the one coming in at UCB, Erica.

[27:06] We go over healthy choices, nutritional facts, and also cooking recipes within the annex.

[27:13] Some of our community partners also involve the food bank of Western Maths, which is a huge

[27:18] hit in terms of a volunteer placement with our students.

[27:21] We have also have partners with Western mass news, Westfield Bank, Westfield Record, and many

[27:29] more.

[27:33] Our students also have an opportunity to participate in the Macy Program, which that is a

[27:39] lovely acronym for the Massachusetts Inclusive Concurrent Arrolment Initiative, which we have

[27:45] done both at HCC and Westfield State.

[27:48] This allows for our students to participate in a fully inclusive college experience and have the opportunity to take college courses.

[27:55] Not only for audit but also for credit and most credits follow them lifelong even after they graduate out of transition services at 22.

[28:04] Students have opportunities to navigate a campus, to meet up with friends for lunch, to join clubs and many more.

[28:12] We also really focus on independent living skills, not only the skills that come over from

[28:18] Amy and her amazing program in the food lab, but also for students to organize a

[28:23] tenorary for community outings, as well as travel training through the ADA PVTA

[28:29] pair of transit services. We continuously work on self-advocacy skills, including disclosure and

[28:35] also speaking up for ourselves at the workplace, shopping lists and recipe planning, budgeting

[28:40] and purchasing and much more.

[28:44] We also really focus on vocational opportunities.

[28:47] We are a work-based program, but we fully believe it's not all about work.

[28:51] It's definitely about enjoying yourselves as well as an adult person.

[28:55] But our vocational opportunities include landmark, senior living, the MOB.

[29:01] We have a student in this picture highlighted at Big Why, as well as another student at

[29:06] Once Upon a Child.

[29:08] Students also utilize the work-based learning program, whether able to self-evaluate and see

[29:15] how they're doing on the job site, and we also fill these out with the placement itself,

[29:20] and we compare and contrast results.

[29:25] And these are some pictures that we have.

[29:28] And my two students have prepared some statements that they would like to read to you today.

[29:32] my

[29:46] name is Sean and this is my second year in transition. I'm currently enrolled in a

[29:53] public speaking class at HCC where I am learning to speak in front of others over.

[30:00] The summer, I completed a pre-employment training and self-evocacy workshop. I opened up my first checking account at Westfield Bank with the help of my job coach. I also enjoy volunteering at the food bank where I weigh the boxes and sort meat. I enjoy going bowling with my peers and eating lunch at Closet Burger.

[30:26] Transition. Transition. Makes me feel satisfied when I can make my own choices for my future.

[30:48] Hello everyone. My name is Riley and this is my second year in transition.

[30:55] I have enjoy daily tasks like sanitizing door handles and tables and checking the dates in the fridge and dusting.

[31:05] I also like volunteering at the Food Bank where I sort meet cans and produce.

[31:11] I have completed my pre-employment training and self-advocacy workshops.

[31:16] I continue to practice these skills in the community and I am looking forward to taking classes at ACC in the spring.

[31:26] Transition makes me feel good about myself and helps me feel more independent.

[31:41] And these pictures as well are just highlighting some of the things that we have done in transition.

[31:46] As you can see, Sean and Riley practicing their Superman pose for confidence.

[31:51] This is us doing daily tasks in the annex as well as opening up our very first checking accounts at Westfield Bank.

[31:58] This program is amazing and we continue to expand every single day.

[32:02] My hope is that in the future we're able to expand with a mock apartment inside of the annex.

[32:08] But thank you for your time.

[32:10] We look forward to working with you.

[32:12] Thanks.

[32:24] Any questions from the committee?

[32:28] Just thank you to everyone that was involved, the program sounds like an amazing program.

[32:35] Sean and Riley, you did an excellent job in your presentations to the School Committee.

[32:39] It certainly showed that that public speaking course that you're working on at HCC is doing a great job.

[32:46] So, thank you all for coming. It was wonderful to see.

[32:52] I also want to thank Sean and Riley, you were certainly the stars of the show today.

[32:59] I've had the privilege of being into Amy's classroom in the past, and she alluded to

[33:06] the fact that she wasn't a ward where for teachers.

[33:10] She did receive the Excellence in Teaching Award, a very well deserved award.

[33:14] She's been in our district a long time and we are very fortunate to have her.

[33:19] The transition program, although new to the district, is a perfect marriage between the

[33:25] food lab.

[33:26] For these students, students see opportunity to stay here in a program that is tremendously

[33:35] beneficial to all.

[33:38] Mr. Manucci, I'm glad you're impressed with the programs throughout West Springfield.

[33:42] I'm pleased that you highlighted a couple of programs.

[33:46] My only issue is we could highlight every program.

[33:51] The classrooms that you spoke of are amazing classrooms,

[33:55] but as to the strengths that the staff mentioned,

[34:00] the staff is truly the strength of our special education programs

[34:03] throughout the district.

[34:05] And we are very grateful to have the staff that we have.

[34:08] Thank you.

[34:10] Thank you, Mr. Garvey.

[34:12] Thanks, Mr. Mayor.

[34:13] Just again, to reiterate, thank you.

[34:15] That was like a great presentation.

[34:17] John, great job, and Riley.

[34:19] There's something about the food lab to me that's just a very special place.

[34:23] And those of you who have been there know that.

[34:25] There is just something about the atmosphere in there.

[34:28] And it's just a great, great program.

[34:30] So I'd love to see it growing.

[34:32] And specifically in a selfish way,

[34:34] I'd love to see it growing out of doors.

[34:36] To see where the garden is coming right now.

[34:38] And I saw some stakes up around there, is that

[34:42] citing for the greenhouse?

[34:43] Yes, sir.

[34:44] So it's, it should be, it is.

[34:46] So winter, it should be up before the weather.

[34:48] So that, I agree, it should be poor before the weather.

[34:50] And as you guys, well, no, it's difficult with a school calendar and a harvest calendar.

[34:53] So I think the greenhouse is really going to allow this program to really flourish.

[34:58] So, thanks so much for all your efforts.

[35:00] Mayor is well in townside for getting the greenhouse together and whatnot. It's great to see that kind of collaboration. So thank you both. Anyone else?

[35:11] Seeing none, echo everyone's comments, trying to allow you to get an awesome job in Amy, you are right. Your food is delicious and I'm thrilled to go back and visit Michigan.

[35:18] I look forward to it. I look forward to it with fresh vegetables and everything too from the greenhouse. Thank you very much.

[35:25] Oh, sorry, Ms. Krabbasik.

[35:26] I do have one question. What time is lunch?

[35:30] It's like two hours, so.

[35:32] Two hours of.

[35:33] A wide block.

[35:34] Oh,

[35:38] thank you.

[35:39] Just shy two hours.

[35:42] All right, seeing no other questions.

[35:44] Thank you all very much.

[35:45] Mark, everyone, we appreciate it.

[35:47] Great to see you all before us.

[35:49] Move on to President, or sorry.

[35:51] Oh, prove a little bit of obsession minutes.

[35:53] We'll take him individually.

[35:54] Start with August 24th, 2021.

[35:56] Do I have a motion?

[35:57] Motion to approve open session minutes from August 24th, 2020.

[36:02] 21. Second. Motion the second and a discussion.

[36:07] Seeing none by a shall

[36:08] hands all those in favor. Pose, unanimous. I guess 31st 2021.

[36:17] Make a motion to approve

[36:18] the minutes from the August 31st 2021 school committee meeting. Second.

[36:23] But motion the second, any discussion? Seeing none by a shall hands all those in favor.

[36:30] Opposed?

[36:31] Animus.

[36:32] This is managed to report.

[36:33] We're taking item A off of the agenda for now.

[36:36] Return later.

[36:37] We'll just do item B. Request for the care coalition advertising for Clark Field.

[36:42] Dr. Farrowen.

[36:43] I understand you're doing it and you're not in the room.

[36:47] I'll take it for Dr. Farrowen.

[36:49] Well, he does what he needs to do there.

[36:53] So, yeah, the Section A will bring back to you.

[36:57] that is the CSS contract, and we want to make sure that we have that all in order, we'll

[37:02] bring that back.

[37:04] The next one is a banner request at Clark Field, and this comes from our care coalition,

[37:10] that we've been part of, so we're excited to have them participate in the advertisement

[37:17] of the program on Clark Field.

[37:22] Do you have a motion, Ms. Farrell?

[37:24] Motion to approve the advertising contract for the Westbrunk Field Care Coalition.

[37:32] Any discussion?

[37:34] Seeing none by a show of hands, all those of the favor.

[37:38] Pose, unanimous.

[37:39] Thank you.

[37:39] Speaking of while we're on that, there's a couple up there.

[37:41] I need to be refreshed.

[37:45] A little tired.

[37:46] I'm a little into public comment.

[37:47] Anyone from the public that would like to speak.

[37:49] You have three minutes.

[37:50] Come up to the podium here.

[37:51] Say your name and address.

[37:52] And I'll start the clock.

[38:02] Good afternoon.

[38:03] My name is David Slot from Gooseberry Road.

[38:07] I am strongly opposed to continuing the face mask mandate in our public school system.

[38:13] Restrictive health and well-being decisions should not be contingent on should be contingent on mortality statistics,

[38:20] not inaccurate infection rates.

[38:23] The developer of the COVID-19 PCR test warned it could give misleading results

[38:28] if analyzed at high cycle thresholds.

[38:31] Dr. Anthony Fauci also recommends labs use fewer than 35 cycles.

[38:36] Yet throughout this pandemic, COVID tests have been analyzed at 40 to 45 cycles.

[38:41] This junk science results in many false positives and skews the numbers upward.

[38:47] Furthermore, the FDA admitted that the PCR test was developed without COVID-19 virus samples.

[38:54] it will be discontinued at the end of 2021. According to CDC statistics, the COVID-19

[39:01] survival rate for children up to 19 years old is 99.997%. This virus does not kill healthy

[39:10] young people. Masks are merely symbols of our compliance and they give people a false sense

[39:18] of security. Virus particles are 0.1 microns in diameter. The best N95 masks can only filter

[39:26] 95% of virus particles no smaller than 0.3 microns. Trust in the effectiveness of these masks

[39:36] is absurd as hoping a chain length fence will stop a tossed handful of sand. Dr. Fauci has

[39:45] that face masks are not helpful in viral outbreaks other than to make people feel a little bit better.

[39:51] He is also admitted often there are unintended consequences to long-term masking.

[39:56] Jama Pediatrics published a face mask study.

[40:00] In June 2021, it revealed that carbon dioxide inhaled by mass children between the ages of six and 17 years old was at least six times higher than recommended.

[40:13] While the paper was redacted, the researchers stands by his findings and has called the decision politically motivated.

[40:22] I joined the West Springfield High School as a special education para-professional in 2013.

[40:29] My program returned to in-person learning last October.

[40:33] Students on the autism spectrum have a hard enough time reading social cues without face masks.

[40:40] Imagine their frustration.

[40:43] Personally, I experienced lightheadedness, shortness of breath, and headaches.

[40:48] This school year, I refuse to comply with the district's baseless and illegal mass-planned

[40:55] aid.

[40:56] I would place on unpaid suspension for 12 days before my eventual termination, forcing children

[41:02] to wear bacteria and carbon dioxide, trapping masks, is tantamount to child abuse.

[41:08] In closing, I appeal to our school committee to take heed.

[41:12] You will either choose to preserve your constituents God-given freedoms, or to

[41:17] support superficial and harmful policies. I remind my fellow West Springfield parents that we,

[41:25] the people, ultimately hold the most power. It is past time for us to speak up loudly

[41:32] for our muted kids. I would like to submit this into the record if I may. That's where you can

[41:38] put it in. Thank you. Thank you, Mr. Slob. Anyone else?

[41:52] Hi, my name is Tony Source and

[41:53] 29 psychs Avenue on the candidate for school committee.

[41:59] I just wanted to come up and talk about a

[42:02] agenda item C masks. I feel like I have to say that ahead of time so that I don't get cut off like I was at the

[42:09] Board of Health meeting. I just want to point out some of the hypocrisy of double standards in

[42:19] Springfield. This committee, including the mayor, voted masks to be mandated in the schools.

[42:27] But Mayor Raquel, when the Board of Health mandate was in front of you, originally you had

[42:33] a big signature line for you to sign. Making an executive order, and you took your name off

[42:38] of that, which I'm happy about. I'm glad you did. It makes me feel like you're starting to come

[42:43] around to the mask issue that it's not necessary in West

[42:46] Springfield.

[42:49] But schools should be the last place that we need masks.

[42:55] I mean, everyone here knows it affects the children less

[42:59] than anywhere else.

[43:00] So if you were to take your vote off of one of those two,

[43:04] sure and have been when you guys unanimously voted to have masks

[43:09] in school rather than in town, where, you know,

[43:15] where I don't want to say it's more dangerous,

[43:17] but it's, you know, kids are, it's a fact that kids are affected the less from COVID,

[43:22] the least from COVID.

[43:24] And I just want to tell everybody at home, I hope this video is going to be replayed as you

[43:28] can see, the mask mandate is not being enforced.

[43:32] I came in here with the idea that I'm going to walk in without a mask on.

[43:37] And if someone asks me to put it on, I'll put it on.

[43:39] nobody even asked me. So don't do it to yourself, um, you know, like the previous speaker said,

[43:50] you know, we the people were in charge here, um, if, let's not do it to ourselves. If you're not in favor of masks,

[43:59] don't wear one until you're asked. Thank you.

[44:07] Next, say one else I'd like to speak, and feel free to put a mask on to me.

[44:16] Hi, I'm Michelle Karona, a city of U.S., I'm here to speak about the mask mandates.

[44:23] COVID-19 is not a droplet problem, it's an aerosol problem.

[44:31] The corona particle is 0.1 micron, and the poor size of a surgical mask is 0.3 to 10 microns at best.

[44:40] Here's the picture to share, to show the size of a human here, the size of beach sand, the size of a grain of pound, and then way over here is the size of coronavirus.

[45:00] So, my new, we can't see it. The university of Florida labs tested masks and a found 11 dangerous pathogens. Yes, 11 including bacteria that causes diphtheria, pneumonia, meningitis. The masks were worn by five children and one adult. Three of these masks were surgical masks. Two were caught and one was a polyester gator. Are you the school committee going to be responsible for children getting these types of

[45:29] illnesses to mask the kids, is Mr. Riley from Dessie going to be responsible for parents,

[45:37] medical bills, and his statement when the mandate came out, he clearly said that the

[45:42] masking was to force more people to get vaccinated. Moving on to masks. This slide on

[45:49] understanding the difference poster put out by the CDC stating that surgical masks offer no

[45:56] respiratory protection. For the record, fabric masks do not meet any level of standards and have no

[46:03] standing in the realm of personal protection equipment. You can see your breath in the winter

[46:09] passing through the front of your mask, surgical masks are not considered respiratory protection,

[46:15] And 95 and 99, unless fitted and tested by NIOSH as per requirements in 42 CFR, part 84 from the CDC are also ineffective, so why are we masking these kids?

[46:32] Are we checking air quality at the schools? Are we upgrading air filtration systems?

[46:37] Why aren't we leaving Windows cracked for fresh air? Why aren't we investing in our children instead of punishing them?

[46:44] There have been no ducks in the state of Massachusetts under the age of 18.

[46:49] Why do you continue with this slide that a mass will protect you if coronavirus

[46:53] can pass through it?

[46:55] Again, COVID-19 is not a droplet problem.

[46:58] It is an aerosol problem.

[47:04] Thank you.

[47:05] Anyone else?

[47:13] Natalie Boulin?

[47:15] 335 Lancaster.

[47:17] I want to ask you, in your opinion, do people make mistakes?

[47:22] Yes?

[47:23] Yes.

[47:25] Yes.

[47:25] Everyone makes mistakes, where people, some mistakes are small, and some are big.

[47:31] I want to go back to last May.

[47:33] It was very hot, very humid, 82-85 degrees, kids were playing soccer outside with masks

[47:40] on, it was awful, for parents on side lines, it was unbearable, for kids who were running

[47:47] around, it was 10 times harder for kids with asthma.

[47:53] That night, he cried, he complained that he would not breathe.

[48:02] Why don't you have to struggle to breathe that day because adults made a mistake, a huge

[48:09] mistake.

[48:11] The next day, the governor took mercy, and our door, man's mandate, was lifted, miracle,

[48:20] but kids suffered as a result, although those mistakes, some people didn't get them

[48:27] such though, still continue exercising with masks on, but that's a different story.

[48:33] So what's the reason for making mistakes?

[48:35] Luck of knowledge.

[48:37] Okay.

[48:38] We screwed up that time. We didn't know.

[48:42] At this time, there is no excuse.

[48:46] I'm aware we are not voting tonight on this issue, but I would like to challenge you even more.

[48:52] And that's to push back.

[48:54] to push back because it's enough. It's enough. You can't say we did

[49:00] know you're sitting here. Serving community and your job is to educate

[49:05] yourself and learn the information is there. I forwarded you a couple of

[49:11] articles that you read it. I hope you did. Their doctors are some doctors

[49:19] better than others.

[49:23] The research was done. I'm not going to repeat, but, you know,

[49:29] there's no correlation between lockdowns and masks. In Singapore, for example,

[49:35] strictest restrictions, masks forever and ever, and then just spike last Thursday.

[49:43] So there is no correlation. Why do kids wear masks? You keep the box. It says,

[49:50] It does not, okay, not for personal protective equipment, I'm sorry.

[50:00] Masks are not personal protective equipment and are not intended as a replacement of substitute for personal protective equipment.

[50:10] That's right.

[50:12] Thank you.

[50:14] All right.

[50:16] I just want to say, the mandate is not moral compass. It's not the mandate is not a moral compass.

[50:25] people who hid and frank, they were breaking the law. The people who killed her

[50:34] were following the law. I need you to find your moral compass, because if you

[50:43] don't, you're gonna get lost in those guidelines, a lot of sleep flopping, and we're

[50:48] in that. Thank you. Thank you.

[50:52] Anyone else?

[51:02] Ryan McLean, 30-Jewid Lane. First off, I see one student, Sean, you did an excellent

[51:06] job tonight. So I appreciate it, and I want to give Kudos to the transition program. I do

[51:12] also want to talk about the mass on the agenda item. I spoke at the Board of Health meeting,

[51:18] but I really wanted to focus some of my attention to on the children wearing masks. I was

[51:23] of health mandate, I'm very, very much opposed to the masking of children, primarily because of the, you know, you've heard a number of people talk about the detrimental physical effects of these masks.

[51:37] You've got dizziness, you have headache, you have lack of concentration, you have dermatitis, you have a number of things that have been proven.

[51:44] These are the studies that have shown the negative side effects of masks in children specifically.

[51:48] They've also documented a number of psychological effects.

[51:52] You do this long enough, the students, their emotional intelligence is stunted.

[51:56] They can't form the view of their teacher's spatial expressions and their communication.

[52:01] It's specifically dangerous to students with learning disabilities.

[52:06] The studies as to the efficacy of mass are universal.

[52:09] They do not work.

[52:11] Even the Bangladesh study that everybody wanted to tell, saying that one town in Bangladesh

[52:15] at 11 percent, less of a COVID transmission rate was found to be not medically relevant.

[52:21] Because they found that it was a statistical anomaly.

[52:24] The Bangladesh study showed the mass network.

[52:26] They did a Danish study and then mark a 5,000 people.

[52:29] Mass didn't work.

[52:30] In fact, it was within the margin mirror.

[52:32] They might have even harmed.

[52:34] They might have even contributed to the cause of COVID-19.

[52:36] They did a study in Wisconsin with 15,000 athletes.

[52:40] Mass had no effect on the transmission of the coronavirus.

[52:43] They did a study in North Carolina on the transmission of the COVID virus of 90,000 students,

[52:49] and they showed that they don't even get coronavirus in school overall.

[52:52] It's got in the house, the community, it just doesn't transmit in school.

[52:57] If a mass adult work and their harmful to students, why are we doing them?

[53:00] We seem to be left with three arguments, right?

[53:03] One, well if it saves just one life, that's not a scientific argument, that's an emotional

[53:07] argument.

[53:08] And you have no data to show that it will save one life.

[53:11] Why don't we cancel prom?

[53:13] Might say a drunk driving accident.

[53:15] I mean, why weren't we doing this with the flu?

[53:18] It doesn't make any sense.

[53:20] It's an emotional anecdotal argument.

[53:22] It's not based in science.

[53:23] We have the close cousin argument,

[53:25] which is, well, if we can all do this,

[53:27] we'll just get through this together.

[53:29] There won't be any getting through this.

[53:30] This will never end.

[53:31] What are we doing?

[53:32] If there's no science and no data

[53:34] to back up that these work,

[53:36] this will never end.

[53:38] Because it won't stop the spread.

[53:39] And if people aren't wearing masks, some are, some aren't,

[53:43] and we're going to blame these people who aren't vaccinated,

[53:45] who aren't wearing masks, they're not going to listen to you.

[53:47] They're not going to start all of a sudden following the rules.

[53:49] So this will never end.

[53:51] And if these don't work, and the people who aren't going to follow the rules,

[53:53] they're going to continue to do it, this is futile.

[53:56] And the last one is, well, I'm not a doctor.

[53:59] Let's just trust, let's trust the experts.

[54:02] People saying that can probably not name a single CDC scientist, right?

[54:06] Dr. Fauci, the National Institute of

[54:09] Allergy and Infectious Diseases,

[54:10] said they might stop a droplet,

[54:12] but we shouldn't be walking around wearing masks.

[54:15] I mean, 90 seconds?

[54:18] 10.

[54:19] Even the NIH director said with you who it,

[54:22] there is no, we don't have data.

[54:24] There is no data against these things to work.

[54:26] There is a lawsuit, there are six lawsuits against

[54:28] Dessie right now.

[54:29] This will come back to your decision,

[54:30] I think, very, very soon.

[54:32] I do not think Dessie has the authority to do this,

[54:34] and I think it's going to come back to you guys,

[54:35] And I think we'll be addressing this issue soon.

[54:37] And for the children, I really think you guys should make this decision

[54:40] to make masks optional.

[54:42] Let the parents who want to do it send their kids to school with masks.

[54:44] Thank you.

[54:50] Anyone else?

[55:00] My name is Maria Santana. My husband spoke of the Board of Health beading in regards to the mask mandate. He begged and he pleaded and asked for the mask mandate not to go in place. I do not have any children in the school system. I home school, but I do have a business and it has affected us greatly. By having this mask mandate, we are in a position at our school, we deal with children.

[55:30] I've had the school for 23 years, and in 23 years I can tell you with this mask mandate

[55:36] I have had over five kids pass and out.

[55:42] It's physical, they can't breathe, they're getting light headed, and it is not only scary

[55:52] for them, it's scary for us as owners with the school.

[55:56] It is very difficult.

[55:59] They come in.

[56:00] They have the mask on.

[56:02] The mask is dirty.

[56:05] It's slimy.

[56:06] It's wet.

[56:08] They take the mask off.

[56:11] And they put it on the floor.

[56:13] They take the mask off.

[56:15] And they put it on a weapon.

[56:17] It's a more dangerous.

[56:18] So when the mask mandate goes into place,

[56:21] it not only affects all of the children in the school.

[56:24] It affects me as a business owner, dealing with children, and ideal with children from the ages of five, all the ways up through adulthood.

[56:35] And it's very unhealthy.

[56:37] So I'm just open.

[56:39] He spoke at the Board of Health meeting.

[56:41] I'm hoping that you guys reconsider this for everyone.

[56:46] Children and us as owners.

[56:50] Thank you.

[56:51] Thank you.

[56:52] Anyone else?

[56:53] My

[57:08] name is Leah Jackson. He's speaking front of people, so I'm super nervous

[57:13] Forty-one go ask a street

[57:17] I was not planning on saying anything, but

[57:21] Through and I don't mean to be emotionally getting sympathy. I'm good now. I

[57:27] am here as a parent

[57:30] I have a son in the school system who I see struggling with with us and

[57:37] And I'm here because this is the only thing I can do for him in many ways is to be a voice.

[57:44] And even there's a lot of facts, there's a lot of different opinions and I think opinions are okay.

[57:50] Like, if anything, can we, I'm looking at each of you in the eyes with the intent of saying,

[57:56] let's recognize that this can be a choice for the parents who want to, totally fine.

[58:01] We're not trying to take mass off of people who don't feel safe without them.

[58:05] Regardless of the facts, I can stand on one side or the other, but this is a really

[58:11] and parents employing further children to have the choice.

[58:16] There's kids who are struggling so bad, whose parents don't want them to have to have

[58:20] where the mask, but there's parents who do if you're more comfortable.

[58:23] This is a question about the mandate and saying you have to.

[58:28] And that's all we're asking is for just the consideration to listen to the people.

[58:31] And it just happens to be where the ones that really want the children to have a choice

[58:37] are speaking up because we feel like we are trying to give the children a voice for the parents

[58:43] who and children who do not want to have to wear a mask.

[58:46] And it's completely fine that everybody, every single person sitting here in front of me

[58:51] today wants to.

[58:51] That's okay too, but can we beg you to please just consider this mandate and the damage

[58:58] is doing by making it a mandate.

[59:01] It's all I want to say.

[59:03] Thank you.

[59:06] Thank you.

[59:07] Anyone else?

[59:13] Go on one.

[59:21] Hello, I'm Rachel Mills.

[59:22] I live on Cassav.

[59:24] And I would just like to thank you all for your support of the mass mandate.

[59:27] I have a 14 year old son who started his freshman year this year.

[59:32] And so we're really excited about that.

[59:34] And when I ask him about the mask, he says, I hate it.

[59:38] But I know mom that you would be upset if I didn't wear it.

[59:41] and I say, you're right. And why am I upset? And he says, well, even though I'm double

[59:46] vaccinated, I have two younger brothers that I can help spread this to. And when I have

[59:52] my four-year-old son in the middle of the hot summer at the playground and he's playing

[59:57] and he's hot and he's sweaty. And I say, you can take your-

[1:00:00] Members, you can take your mask off, he says no, mom, because he knows the importance of protecting himself and protecting the other people that he might meet, and that he might know.

[1:00:10] And I also would like to thank Dessie for creating the mask mandate, because all you have to do is look around at the other states in this country.

[1:00:18] And realize why our numbers so low, why is Massachusetts looked at as one of the safest states for COVID?

[1:00:28] It's because we've had mass mandates, we've had lockdowns, we've had in our schools saying, yes, we're a mask.

[1:00:38] So even though yes, masks are annoying and I know I'm in one all day long, I talk all day long.

[1:00:45] I get annoyed by it, but I know that it's protecting the people around me and the people around me are protecting myself and the people I love, so thank you very much.

[1:00:55] Thank you.

[1:00:57] Anyone else?

[1:01:04] Let's go and auction it off.

[1:01:06] Diana Coin, 92, Ohio Avenue.

[1:01:12] I will just say that, I think there's a lot of...

[1:01:22] A lot of folks that are not trained, peer-reviewed studies, doctors, infectious disease, specialists, epidemiologists.

[1:01:33] I'm not, I would prefer that my family and friends who are in the health field do not have to have more folks coming in and being treated for COVID.

[1:01:49] It's not a disease, somebody really wants to get, I guess, some people believe kids won't get it.

[1:01:57] I think we have seen the prudence of small steps that are taking care of other people

[1:02:05] and wearing a mask.

[1:02:08] They rather wear a mask than the God forbid potential of being put on event.

[1:02:13] Then you don't even have a choice.

[1:02:17] I also am a bit confused by some of the comments because I thought the mouse mandate for schools came down from Dusty and not quite for the school committee at this point.

[1:02:29] But at any rate, you know, I'll say it once again.

[1:02:32] I've said it before at number of forums.

[1:02:35] The virus doesn't care what you believe or what you don't believe.

[1:02:39] The things mutating and doing what it does, it's a virus, it just wants to find its next host.

[1:02:47] And all we can do, or try to do, or some of us who want to try and make sure that we can get back to our lives,

[1:02:56] help our kids, help our fellow citizens, and just try and do small steps to be prescriptive and prudent.

[1:03:06] Thank you.

[1:03:08] Thank you, anyone else?

[1:03:15] Seeing none, our next school community meeting is October 12, 2021, obviously, at 7 p.m.

[1:03:21] in person here.

[1:03:22] Have a motion to adjourn.

[1:03:24] So moved.

[1:03:25] A second.

[1:03:26] A lot of objection we have adjourned.

[1:03:27] Thank you.

School Committee

Agenda

Transcript