[0:10] Good evening, and

[0:11] welcome to this evening's school committee meeting.

[0:14] It is September 24th, 2026.

[0:18] And as as our custom, we will begin by rising

[0:22] for the Pledge of Allegiance.

[0:26] Pledge allegiance

[0:27] to the flag of the United States of America.

[0:30] And to the Republic for which it stands.

[0:33] One nation under God, indivisible,

[0:36] with routine and justice for all.

[0:40] Great.

[0:43] Do we have any adjustments to the agenda?

[0:47] Yes. One adjustment is the board went into an executive session.

[0:52] You the transfers.

[0:53] Oh, sorry. Attendance.

[0:54] My bad. Okay.

[0:57] I'm just going to do it by, eyesight since we're all here tonight, which is lovely.

[1:01] Emily Bryson here, Tom McGinty here, Kelly Hall here.

[1:05] Christina Patrick here.

[1:07] Sarah Oliveira's I am here, Shana Crafton here.

[1:10] And Fleming here. Elsie the here.

[1:13] Elise Garcia. Darren.

[1:14] All here. Graham. Anton here. Lovely.

[1:17] My apologies.

[1:18] Agenda adjustments. Yes. And we have one.

[1:21] The board went into an executive session on September 10th, 2026,

[1:25] school committee meeting.

[1:26] We consulted with our counsel and learned that we an error cited one

[1:30] 456 E as the basis for the executive session.

[1:34] We actually should have cited one M hours

[1:36] 4 or 5 six F for the discussion of confidential records,

[1:40] and a suggestion motion would be to amend the minutes to correct the citation.

[1:44] A basis for Executive Session for September 10th, 2026.

[1:47] School Committee meeting that the motion shall see second.

[1:52] Christina. All in favor?

[1:55] All right.

[1:56] Great.

[1:57] Okay.

[1:59] Now, do we have a motion to approve the minutes

[2:02] of the September 10th, 2026 meeting?

[2:06] Christina, seconded by Tom.

[2:08] All in favor?

[2:10] Excellent.

[2:11] All right, now, we will move on to reports.

[2:16] I will just start off with a brief report before we move.

[2:20] Move along.

[2:21] I just wanted to make sure that everyone was aware.

[2:24] We I think, Shauna Crofton did mention this

[2:27] in our last school committee meeting, but regarding, the turf,

[2:32] track and playground projects that are, going to be on November thirds

[2:38] ballot for approval of the bond measure to support those projects.

[2:41] There are several opportunities for the public

[2:44] to engage again, the public in Yarmouth, whether you have,

[2:49] children in the schools, are not on several occasions.

[2:52] And these were purposely set forth on,

[2:56] morning and evening time.

[2:57] So I just want to recap those for the public.

[3:00] We have September 29th.

[3:02] That's next Tuesday at 9 a.m.

[3:04] at Merrill Library.

[3:05] We also have the same day, the 29th at 6:30 p.m.,

[3:10] at the Yarmouth High School Alumni Room,

[3:13] October 14th, 9 a.m.

[3:16] at the Log Cabin again.

[3:18] October 14th at 6 p.m.

[3:20] at the Yarmouth Elementary School cafeteria.

[3:24] And then finally October 21st at 5 p.m.

[3:28] at the Yarmouth High School Alumni Room.

[3:30] So there are several opportunities to engage.

[3:32] Bring your questions. Find out more.

[3:34] We definitely want everyone to feel they have all the facts before

[3:38] they go to the polls on November 3rd.

[3:41] And of course, at any time we encourage folks to email the superintendent

[3:45] or the school committee with questions about the turf, track and playground,

[3:50] so that you feel you can again go to the polls informed.

[3:54] That is all I have for this evening.

[3:56] Thank you.

[3:56] Okay, moving on to, the superintendent's report.

[4:00] Thank you.

[4:01] I just wanted to start off with a logistical piece, and that is

[4:05] that I'm just going to request

[4:06] that we make a minor adjustment to our school committee workshop calendar.

[4:09] So currently we have the CIP plan and the workshop scheduled for October 22nd.

[4:15] And I'm just hoping that we can move that to November 12th.

[4:18] And the reason being is that our Director of Finance

[4:20] is going to be out of town on that date,

[4:22] and I think he's an integral part of that conversation.

[4:24] So we'll just make that shift and I can update the website as well with the dates.

[4:29] And I

[4:29] wanted to just give a quick update on the sustainability initiative.

[4:33] So this is I had brought this forward last time.

[4:35] It was a grant that the town has actually worked with the school department on,

[4:39] for a town sustainability.

[4:40] And it's a climate resilience roadmap for the Yarmouth High School.

[4:44] I am really excited to announce that we have received that grant

[4:47] with a total of $40,000 for Community Resilience Partnership grant.

[4:52] A thank you to Mary Smith, who is the individual

[4:54] who helped her write it, and our coordinator here in town.

[4:57] And a thank you to our administrators as well, Heather,

[5:01] Manchester and Robert Cody, who are helping to oversee that as well.

[5:04] So we're very, very excited because it's going to mean wonderful things for kids.

[5:09] Our students are very involved in it.

[5:10] And I did want to just highlight that.

[5:11] That also is going to mean

[5:12] that there will be some charging stations put in at the high school.

[5:16] Lots of good news and exciting things to come on that,

[5:19] I was

[5:20] going to also just do a couple of highlights from our buildings.

[5:23] I just wanted to highlight a couple of things for each of the schools

[5:26] Yarmouth High School.

[5:27] So homecoming week, as many know, is underway.

[5:30] And we have the community has our homecoming dance.

[5:32] You're going to hear more from students.

[5:33] So I won't go into too much detail, but I just wanted to thank all of them

[5:37] for, a really, truly phenomenal organization.

[5:40] And you've worked really well with the administration

[5:42] and you've done a great job.

[5:43] And I would just give a shout out to our committee members

[5:46] and our students to encourage everybody to attend

[5:48] those events with a lot of sporting events and whatnot happening.

[5:51] The, Harrison Middle School.

[5:53] So our HMS students have completed two successful days of their main

[5:56] three year testing.

[5:57] And I just wanted to thank them because, again, they jumped right in.

[6:00] And that's been success. And, we are moving things along.

[6:03] So thank you to the middle school folks for their initiatives.

[6:06] Dartmouth Elementary School,

[6:08] wise, is bringing students and community partners together

[6:11] that there is a school wide assembly that was held yesterday and that involved,

[6:15] the Yarmouth

[6:15] Police Department was not able to attend, but they had representatives there.

[6:18] Yarmouth Bike Committee and along with the white House students,

[6:22] came forward and joined for a conversation about bike safety.

[6:25] Also came up to promote homecoming, and it was just a wonderful opportunity

[6:29] to see all the students together. Thank you.

[6:31] And with Road school,

[6:33] celebrating a successful start to our 3 to 5 year old

[6:36] special education population, so early childhood special education

[6:39] has fully launched, and we have students that are receiving supports and services.

[6:43] And the staff have really, really helped to work together to build that program.

[6:46] And we are really excited to have that,

[6:49] as a part of the Yarmouth School Department.

[6:50] Oh, thank you, thank you. Fiona.

[6:54] Now to the Finance committee or new chair this year for the Finance Committee.

[6:58] Tom McGinty.

[6:59] Yeah.

[6:59] We have not met since our last meeting.

[7:02] So, really nothing to report tonight. Okay.

[7:05] The new chair of our policy committee, Chelsea dorm.

[7:08] Hello. We met September 14th.

[7:11] And I was selected to serve as chair, hence this update.

[7:14] We reviewed updates to two policy procedures to reflect doctor

[7:17] Heather Manchester

[7:19] as the district's current affirmative action coordinator and title nine.

[7:22] I'm sorry.

[7:24] We also discussed

[7:25] upcoming changes to our policy on automated external defibrillators,

[7:29] otherwise known as Aids, resulting from recent state legislation.

[7:34] Beginning with the 2027 2028 school year.

[7:37] Districts will have additional requirements

[7:38] related to add access at school sponsored athletic events

[7:42] and practices, as well as emergency planning.

[7:45] We also just learned that there's potential for this

[7:47] to become an unfunded mandate.

[7:49] And so we're waiting to hear more about this from SSA

[7:53] to support safety and move towards compliance,

[7:55] we will review our existing Aids athletic venues, training and emergency

[8:00] action plans this year, with recommendations

[8:02] expected to be presented to the policy committee later this year.

[8:05] But I have the honor of, sharing some

[8:08] thanks and recognition to the Yarmouth Fire Department.

[8:12] Yarmouth Colts I understand Neil Daily, in particular, Karen McNeil

[8:16] and our athletic department for their partnership in purchasing

[8:19] and installing ads at several of our athletic fields.

[8:23] This collaboration ensures that these important lifesaving

[8:26] devices are readily available during athletic events, and we're grateful

[8:30] to everyone involved for their commitment

[8:31] to the safety of our students, athletes, and larger community.

[8:35] This year, we'll also continue to review our ad procedures and devices

[8:39] across the district.

[8:41] Finally, we reviewed significant revisions to policy

[8:44] Jlf reporting child abuse and neglect to align with our policy.

[8:48] With recent legislative changes to Maine's mandatory reporting laws.

[8:51] Among the changes, all school personnel

[8:54] are now clearly identified as mandated reporters.

[8:57] Reports must be made within 24 hours, and mandated

[9:00] reporter training will now be required.

[9:02] Every two years, we will have an opportunity to discuss Jlf

[9:06] more this evening during our first reading of the updated policy recommendations.

[9:11] And that's it. Thank you Chelsea.

[9:14] And I understand the mission committee met this evening.

[9:17] I'm looking at, Kelly.

[9:19] I'm not sure who that who was chosen as chair, but the missus will let you

[9:24] share that with us.

[9:25] Yes. So the mission committee met tonight.

[9:27] I was elected as chair. Okay.

[9:30] And we just used this meeting,

[9:33] to review our charge as mission committee for those new members.

[9:38] We welcome new members and, students and parents.

[9:42] We talked about what we've worked on in the past,

[9:44] and we brainstormed some goals for our work this year.

[9:48] Right. Thank you.

[9:50] And other committees and liaisons.

[9:53] I'm not sure if other folks have met yet.

[9:56] Oh, Christina, just a quick one.

[9:58] I'm our liaison to the Yarmouth Education Foundation.

[10:00] We heard a lot of great kudos to them in our last meeting

[10:03] with some of the grants they've been funding.

[10:05] And they have been updating staff across the district about this year's

[10:09] grant cycles that are open to staff, teachers and students.

[10:14] And just a reminder that the first grant application cycle

[10:18] deadline is coming up on October 16th for the fall grant cycle.

[10:23] For those staff members or students that might be thinking

[10:25] about submitting something.

[10:27] Excellent. Thank you. Christina.

[10:29] And now to our students, Senate, Elise and Grant.

[10:32] All right. We've had a pretty busy, week.

[10:35] First of all, Miss Crofton

[10:36] came to our Senate meeting on Wednesday, so that was great.

[10:38] It was great to have her there and to have her sort of seeing what we're doing.

[10:42] We ran well, we started we introduced the freshmen

[10:45] to how elections will work, what kind of student government there is.

[10:48] And so their elections will be next week, speeches on Wednesday

[10:52] and elections on Thursday.

[10:54] So hopefully we'll get some good turnout from that.

[10:56] And then in Senate we made our committees.

[10:58] So for those who aren't familiar, we've got three committees

[11:00] that each focus on a different thing.

[11:02] We've got academic, which focuses on academics, school

[11:05] culture, which focuses on school culture and extra

[11:09] extracurriculars and technology, which I'm sure you'll never guess.

[11:12] Focus is on extracurriculars and technology.

[11:15] So we broke up into those groups and we just brainstormed

[11:18] what we want to work on for the year, and we sent out a form to hear from students.

[11:21] So hopefully we'll get a lot of input and a lot of big things to come.

[11:25] Yes, and homecoming is underway.

[11:29] That is on Saturday.

[11:31] Goodness gracious.

[11:32] I just had dinner.

[11:33] Sorry.

[11:35] Our the dances on, Saturday.

[11:38] That's mostly spearheaded by the sophomore class council.

[11:42] They're having a dance out in the courtyard,

[11:44] and it's been a whole production, and it's been so excellent for school culture.

[11:48] And, it's the first homecoming in so long, and it's

[11:53] it's just everyone's fired up about it. So

[11:56] sophomore class council hopefully becomes a thing.

[12:00] Excellent. Thank you. Graham.

[12:02] Adult liaison note, please, for the PTO.

[12:05] Just putting,

[12:07] APB out there for anyone who might enjoy

[12:11] taking up the role of, what has been called

[12:14] parent education coordinator, community education coordinator?

[12:18] That is an open role.

[12:20] And if you'd like to learn more about it,

[12:23] Allison, call and be happy to chat with you.

[12:29] Currently, there

[12:30] is a partnership with the Falmouth PTO for an event in the fall,

[12:34] so that will be on the PTO website, so there is some time to think about it.

[12:39] If anyone out there is interested, please tell your friends.

[12:42] Right.

[12:43] Thank you. Okay.

[12:44] Now is the,

[12:47] sorry moment where we, offer,

[12:49] time for the public to comment.

[12:52] But I do not see any members of the public here.

[12:55] I see lots of wonderful administrators.

[12:57] So unless they want to get up

[12:59] as members of the public, I'm going to assume we can skip to the next,

[13:03] portion, and which is unfinished business.

[13:07] I do not believe we have any unfinished business,

[13:10] which we're skipping right along.

[13:12] To our workshop topic for this evening,

[13:15] which is emergency preparedness and school safety.

[13:19] Thank you.

[13:20] And I am going to share a presentation.

[13:22] And then we also I want to thank our building

[13:24] administrators for being here this evening.

[13:26] If there is specific questions that you might have

[13:27] for any of the buildings, we can follow up with that as well.

[13:30] But I would like to thank them as well

[13:31] because they contributed to putting this together.

[13:33] So we're hopefully going to be able to answer a lot of things that,

[13:36] that maybe you're wondering about.

[13:39] So it just the

[13:39] overall purpose of the just this, the workshop

[13:42] in general, we really want to make sure that folks understand,

[13:46] and have a shared understanding of what our approach is to emergency management

[13:49] and being prepared for events that might occur in the district.

[13:52] So what we want to also look at is show really clearly

[13:56] how our facilities, technology staff

[13:57] training, curricular connections and whatnot all play into the preparation.

[14:02] If an event is to take place and it's going to happen.

[14:05] And again, we also want to make sure that we look at and highlight

[14:08] the ongoing cycle of practice for review.

[14:10] Just always open to changes, adjustments, and feedback.

[14:14] And we've kind of built that into

[14:16] just the practices that we have in place right now.

[14:19] And I just I do want to highlight

[14:22] is empowering all students to create fulfilling lives in a changing world.

[14:25] Our mission is what drives what we do in emergency preparedness.

[14:32] So in general, some of the facilities and access points,

[14:35] just making sure that everybody in the community has clarity on this one.

[14:39] All of our buildings do have a single entry point.

[14:41] So when we have folks arrive to campus, we always ask

[14:44] and make sure that they go through one entry, where folks greet them

[14:48] and they can beat them in, and they sign in to the front office.

[14:51] And the vestibules and whatnot are also a place where we have

[14:54] and can hold, visitors as well as if there's large parcels and whatnot.

[14:58] So I just say that

[14:59] because it's within intentionality that those spaces have been planned.

[15:03] All of those areas are obviously monitored.

[15:04] They are locked doors.

[15:06] We have cameras in those areas and intercoms to allow for communication.

[15:10] And in terms of communication and alerting,

[15:12] I'll get into more detail on this one, but we have multiple ways in the schools

[15:16] and district to be able to communicate both individually and then in mass

[15:20] when we need to

[15:22] training and practice.

[15:23] We have some pretty thorough plans in place for training

[15:26] and professional development, both for staff and for students.

[15:29] And it's something that we continue to build on.

[15:32] And I say that because every year I know that I've been here.

[15:34] I'm in my sixth year. Every year we have made adjustments.

[15:37] And so it's an annual review process,

[15:39] and it involves a lot of people, which I'll get into as well.

[15:42] And then the partnership piece.

[15:44] So again, all of this really is done in coordination with all of our buildings,

[15:48] as a district, but also with our emergency responders here in town.

[15:51] And I just want to highlight and also thank them for their engagement

[15:55] and just always really being willing to be at the table with us and giving

[15:59] us, just research based evidence to be able to help inform decisions.

[16:06] So I talked about

[16:07] the safety infrastructure quite a bit already.

[16:10] The one thing I just sort of wanted to highlight as well.

[16:12] So in addition to sort of the entry areas and whatnot,

[16:15] we also have school emergency plans that are specific to each building

[16:19] and throughout the district.

[16:20] Obviously, I'll go into more of that in each of our rooms.

[16:23] We also have go buckets and what those are those

[16:26] and unfortunately relate to if we have, an intruder or a situation

[16:30] where and we have to lock into spaces, they have contents in them

[16:34] to help and just help with needs in the room themselves.

[16:37] And there's a detailed list of what we have that we include in those.

[16:41] But it's for safety measures.

[16:45] So I want to start off really by again highlighting

[16:47] when we when we have communication throughout the building.

[16:49] So we have the intercom systems that we can use.

[16:52] We have phones obviously that we can call room to room.

[16:55] We have an all call.

[16:57] We have a situation where we have we can at any point call from a phone

[17:01] and make an announcement.

[17:02] So we have our staff have access to it, do,

[17:05] instructions that allow them to be able to do that in case of an emergency.

[17:08] Obviously that's not shared with students.

[17:11] But it is an emergency procedure piece that we do training on

[17:13] at the start of each year.

[17:15] Our system is one that you've heard about before.

[17:18] And we are very appreciative

[17:19] of the fact that the school committee and town has supported this.

[17:23] But what this does is it's a it's an all call system that allows us

[17:27] to do a couple of different things.

[17:29] So it's an actual card and I'm meant to hold it with me.

[17:33] Okay.

[17:33] It's it's a card where there is a button attached to it.

[17:36] And within that, within that it can be programed

[17:39] that if you were to click it three times,

[17:41] what happens is that link to specific people within the building.

[17:44] So it's a building response team.

[17:46] People will do that. Staff will do that.

[17:48] If by chance, for example, there is a medical issue that just needs

[17:51] the nurse to be present, it could also be a be a situation in the classroom

[17:55] where additional support is needed.

[17:57] It could be administrators.

[17:59] It could be health related.

[18:00] It's a team of folks that are trained to be able to go quickly.

[18:04] What allows us as well, when that notification comes in

[18:08] on devices, it shows exactly where that call is coming from.

[18:12] So it notifies not only that the need is there,

[18:15] but also notifies where it is in the space.

[18:17] All of our buildings.

[18:18] One of the things that is

[18:19] is wonderful about this system, regardless of where you are, it pinpoints.

[18:23] So at say for example, I'm at the high school or actually I'll use a

[18:27] one of our say, Kelly Rogers goes up to the high school.

[18:31] Her badge then aligns with that building.

[18:34] So you don't have to be in the space.

[18:36] And it's not attached to one building.

[18:38] It also stretches out on to places like the athletic fields and whatnot.

[18:42] So this system has actually upgraded over the course of the summer.

[18:45] And we're in the midst of that final portion of upgrade as well.

[18:49] The second portion of this is an all call alert system.

[18:52] So when I say all call, if you click that button,

[18:57] for example, eight times what that does, that's an all call emergency,

[19:01] where it notifies

[19:02] not just people within the building and notifies our emergency department.

[19:05] It's an automatic attachment to 911 police officers dispatched.

[19:10] Our fire department is dispatched, and everybody is coming in full force.

[19:13] And I say that because it really is a true all call scenario.

[19:17] When in the buildings themselves, there are strobe lights that are going to

[19:20] be flashing, the doors are locking, there's announcements that are going on.

[19:24] And so that that is in place because it allows us to fast as quick access.

[19:29] If we are in a situation where we need to use it.

[19:31] I think with it, it brings an incredible sense of safety and security to staff.

[19:36] We all know if a situation like this arises,

[19:38] time is of the essence and getting somebody on site is critical.

[19:42] So this really is an important asset that we have here in Yarmouth,

[19:45] and we're thankful to have it and use it if we need it.

[19:50] The in terms of and

[19:52] if we were to have an intruder in the space,

[19:54] one of the things that we have

[19:55] really leaned into and move towards is we're an Alice and form district.

[19:59] And what that means is this is a sort of a shift in protocol

[20:03] that took place about maybe 10 to 15 years ago now.

[20:06] But it's based on research about how and then and I hate to say it this way,

[20:10] but how do you minimize, and really and it's awful,

[20:15] but minimize situations of people being shot if there is a situation of that

[20:19] that took place and what they found in research and data

[20:22] is that the old traditional lock down system where you would hide,

[20:26] unfortunately caused an increase in casualty.

[20:30] Again, this is a

[20:31] really, really difficult topic to have a conversation around,

[20:34] but it's also a really important one because we have to prepare

[20:37] and be responsive if anything of that was to take place.

[20:41] So what the police department really worked with us on

[20:44] is that shifting our practices to so that you're much

[20:47] more active and involved and responsive to the actual scenario at hand,

[20:52] reduce us and minimizes that casualty.

[20:55] So alert, lockdown, inform, counter and evacuate

[20:59] are the various pieces that fall or the acronyms for Alice itself.

[21:04] But what that allows you to do is it's telling you

[21:05] to really respond in the moment to the situation.

[21:09] So alert is really looking

[21:10] at being more aware of of an area and your situational awareness.

[21:14] So when I'm in this space, being really conscious

[21:16] and looking at I have two exit areas training yourself to be again

[21:20] really aware of your surroundings and the people within it.

[21:23] And then knowing where your accident points might be if you had that need.

[21:27] Lockdown is moving to you again.

[21:29] Secure the space that you're in.

[21:31] But with this, you also do an additional piece

[21:34] where you're going to be barricading a space.

[21:35] So you're literally if I was to look at this door,

[21:38] I could be looking at all the different things that I can go.

[21:40] In addition to locking up, putting up against it in form,

[21:45] there's a move away from just trying to keep everything in code

[21:48] to being really clear in your language.

[21:50] So you're any information that you have.

[21:53] The direction that we have received and we have and follow and educate on,

[21:56] is that really clear language as specific as you possibly can

[21:59] and making sure that you share that as publicly and loudly as possible?

[22:04] The counter component of this is only, really relevant to older students.

[22:08] This is not something that comes in to discussion in play.

[22:11] And in the early years, everything here that we do with students

[22:15] in at the building levels is age developmentally appropriate.

[22:18] And that is again, working with that alongside our police department.

[22:22] But the counter piece is a last resort situation where

[22:24] if somebody was to come into a space armed,

[22:27] that the guidance is around picking up, for example,

[22:30] anything that you might have within the vicinity, throwing and being loud,

[22:34] making as much of movement as you possibly can.

[22:37] The evacuate is the area that people lean into most.

[22:40] And we are.

[22:41] The instruction is always, if it's feasible and possible,

[22:43] you would evacuate a space.

[22:45] So if you're able to get out, you get out.

[22:48] And what that means is even for example, if you're on the second floor

[22:50] of a building,

[22:52] it's making sure that people understand how they can evacuate a space.

[22:56] And it's measuring safety and risk at the same time.

[22:59] So we do a lot of that with our students and our staff as well.

[23:01] And what that could look like.

[23:03] So this is the model again, that we moved to a few years ago

[23:05] and have been continuing to evolve, with our staff and with our students.

[23:10] And I'll talk a little bit about what that looks like in practice.

[23:16] How we build readiness.

[23:17] So again, introducing

[23:18] really important that we have shared language visuals and expectations.

[23:22] I I'm just going to go back for a second because this visual here, for example,

[23:26] the stop, look and listen in the elementary years,

[23:29] this is really important for our students, right.

[23:31] Understand what I'm going to do in a situation.

[23:33] I'm going to get a hold.

[23:35] I'm going to make sure that I'm aware.

[23:37] I'm going to look at my my teacher.

[23:38] And that's what we're training, really stop, look and listen to the adult

[23:41] in the classroom with younger students,

[23:45] practice again, really looking at the routines

[23:48] and what we do in these situations.

[23:50] There's been a lot of research as well.

[23:51] And how do we help best prepare, folks.

[23:54] And one of the things that people will say is that it's similar to fire drills.

[23:56] You have to actually do it,

[23:58] and you have to go through scenarios to be able to equate yourself.

[24:00] If there was an emergency that could take place,

[24:03] when you're in a

[24:04] situation, you go into a state of fight or flight.

[24:07] And I think the more preparation that you can do for that,

[24:10] it decreases your risk of being in a situation

[24:13] where you wouldn't be able to react, which is a really fundamental piece of why

[24:17] we do these things and applying it, obviously the evacuation portion of it.

[24:20] And then every time we do that, really looking and debriefing on

[24:24] what we have could potentially do better or differently.

[24:30] Just a question in terms of the communication piece

[24:32] during an actual emergency situation,

[24:33] if I was to take place again, we've talked about the plain language,

[24:37] but that again, is communicating without any codes as directly as possible.

[24:41] And again, the information that we share is actionable.

[24:44] So being descriptive.

[24:45] So for example, if I'm looking at the individual

[24:47] being really clear about the color of their shirt,

[24:49] the color of their shoes, the color of their hair, the gender

[24:52] to those pieces as, as clear and as specific as you can be.

[24:56] The channels of communication

[24:57] that we've used, I obviously talked about the ones that we have in terms of scent.

[25:02] Other things that we have to the technology and whatnot that we use.

[25:05] Really, once you get to a certain point shifts over to the police department

[25:08] as well, there's a point where they then take a lead on communication

[25:12] in our buildings.

[25:12] It's it again is where it starts with us is so the initial direction

[25:17] and instruction when the situation is first initially happening.

[25:21] Family communication.

[25:22] One of the things that we stresses the importance of sharing information

[25:26] that is accurate.

[25:27] So making sure that the information that we get is communicated when we have it,

[25:31] but also that it is accurate information being sent out to shared with families.

[25:38] There's been a lot of and I know that, Mr.

[25:41] Cody actually spoke to this in the opening.

[25:43] We were talking about personal devices and cell phones.

[25:45] But there's been a lot of question around and understandably so.

[25:48] But concern from families in terms of, well, I if my child doesn't have a device

[25:54] or cell phone with them in the moment of an emergency, how can I contact them?

[25:57] I just thought it was important to highlight, again,

[25:59] done in consultation with, law enforcement national organizations.

[26:03] But the guidance really has shifted us to it's it's actually best

[26:06] if people do not have their cell phones with them in these in these situations.

[26:11] And I kind of broke it down a little bit by each of the different reasons and why.

[26:14] So distraction from direct instructions.

[26:16] So in these situations,

[26:19] being in the moment and really hearing and seeing

[26:21] what is happening is really critical to being able to be responsive quickly.

[26:25] Spread of unverified rumors.

[26:27] Again, going back to that language that is verified is accurate and is correct.

[26:31] So we don't want information going out that isn't isn't actually factual

[26:36] overloading of dispatch systems.

[26:38] Again, that can depend on the area that you're in.

[26:40] But if if hundreds of calls are going in

[26:42] to 911, it is going to again, it can impact response times.

[26:46] And then also it can cause if people have their phones

[26:48] and they are aware of this and people flooding into the site,

[26:51] which is when again, you don't want people coming in

[26:53] because you want emergency vehicles coming in.

[26:55] In the most,

[26:56] the highest priority is making sure

[26:57] that police department and fire department can get in.

[27:00] And then officials, staff, communication, school administrators

[27:03] and crisis teams are going to be really dedicated

[27:06] to making sure that they are managing the communication, going out to families.

[27:13] I also want to highlight the

[27:14] fact that we do have, in the district is a crisis intervention team.

[27:18] So this is a group that meets several times each year.

[27:21] And the sole goal of this group

[27:22] is to really talk through various scenarios and situations.

[27:26] If something is to arise, a situation or scenario that really,

[27:30] again, it doesn't just have to be an intruder,

[27:32] it could be something that is significantly impacting our school,

[27:35] or our district.

[27:36] This group does get together, and they are the folks that help

[27:39] to navigate how we handle this.

[27:40] In each of the buildings.

[27:42] The group is made up of district

[27:44] building administrators, social workers, and school counselors.

[27:48] We have teacher representatives.

[27:49] The police chief and the fire chief are there.

[27:51] And this allows us, again, to make sure that we are really using,

[27:55] I would say, just as many minds around the table

[27:57] as we can and making sure that we have the right people in place in the buildings.

[28:01] And again, key responsibilities here.

[28:03] It's obviously to be responsive, but it's also really to be proactive

[28:06] in the planning and be ready if anything is to happen or take place.

[28:12] And I put the teaching and learning side of it,

[28:14] because this is really a critical component of being prepared.

[28:18] So the staff professional development,

[28:21] in terms of how we support and and work with our staff throughout the district.

[28:25] So new staff in terms of that, when they first arrive, every new staff

[28:29] member does receive training with just sort of the fundamentals

[28:31] and basics about being an Alice in form district.

[28:35] What to do in a situation of emergency, who to contact, how to respond.

[28:39] And that sort of built into our orientation and are welcome

[28:43] as every year as our returning staff come back, our building administrators

[28:47] also do sessions in those opening faculty days, with our staff.

[28:51] And again, those are refreshers.

[28:53] And they are also opportunities for people to ask any other questions.

[28:56] Practice and learn more.

[28:58] The other option that we also offer for staff is not a requirement, but it is one

[29:02] that we also just try to make available each year that we have several sessions

[29:06] in partnership with the police department where we have advanced training.

[29:10] Those are really scenario, and I would say active based example.

[29:15] So for example, people can be in a room

[29:17] and they would practice barricading a space together.

[29:19] They learned how to really respond in the moment.

[29:22] They learned how to evacuate from the window.

[29:24] They learned how to respond

[29:26] and support students in a situation depending on the ages of the kids.

[29:30] So the feedback that we've had from all of these has been very, very positive.

[29:34] I think that one of the things we've learned this year

[29:36] is that there are some folks that would like some additional training,

[29:38] so we're looking into ways that we can help to support that as well,

[29:41] in addition to building that into the program.

[29:44] And then the PD time that we have, I did want to highlight just a special thing.

[29:48] So any Bernard and Amanda Marie are two of our staff at Rowe School,

[29:52] and they actually went to the Alice, training this summer.

[29:56] And they're the two

[29:57] who actually led the training for our staff and our new staff this year.

[30:00] Coming in, one of the things we've really committed to is making sure

[30:04] that we can do this training internally with support of the police department.

[30:08] But we found that having people who have the expertise and,

[30:12] and the confidence really also are sometimes the best people to be training.

[30:16] They really know the buildings. They know the space.

[30:18] And I think people also value hearing from them because they also understand

[30:21] the kids that are in the buildings themselves.

[30:24] So a really big thank you to them

[30:25] because they use some of their own time to do a lot of that work as well.

[30:30] The age appropriate, student preparation.

[30:33] And this is where I again, I give thanks to our building administrators

[30:35] and the teams of folks that they work with in their buildings

[30:38] because I think what they've done is be very intentional about how,

[30:41] how they design the learning opportunities and experiences for their students

[30:45] and the younger years at Rowe and the elementary school.

[30:49] Again, I went back to that visual, but it really is a stop,

[30:52] look and listen, really learning to follow the the directions of the adult.

[30:57] And they actually do these,

[30:59] you know, I'll talk about the scenarios at the at the older years, but

[31:02] they don't do quote unquote scenarios at the elementary school,

[31:05] but they do in the sense of I was in a teacher's room who actually did

[31:09] one of these learning opportunities for students earlier in the year.

[31:12] And the teacher was very, very thoughtful about where it is.

[31:14] You know, we're going to take a moment in the day.

[31:16] This is what we're going to do.

[31:17] But the students up said, we're going to move quickly over to this area.

[31:20] We're going to move quickly over to here. I want your eyes here.

[31:22] One of the things I would highlight and why this is so important is

[31:25] when I was in the room, those students don't know who I am.

[31:28] Sometimes that can be a distraction, right?

[31:31] The students were locked into their teacher.

[31:33] They were following the instruction of their teacher.

[31:35] They were doing exactly what the teacher said.

[31:37] So I just I give credit to our teachers because they're being thoughtful

[31:41] and varied.

[31:42] And again, they're very effective in what they're doing in that environment.

[31:45] At Harrison Middle School and the high school,

[31:48] it does move more to explicit instruction and scenario

[31:52] situations that are talked through during advisor advisory.

[31:56] There are tabletop that happen and they will be moving as well

[31:59] towards some actual evacuation drills that they will do later in the year.

[32:03] So again, it builds up over the course of the year is not all thrown at once.

[32:06] It really is scaffolded.

[32:08] And that's done with intentionality.

[32:14] The support.

[32:14] I really want to highlight this piece as well,

[32:16] because we're talking a lot about the the emergency.

[32:19] We're talking about what happens with if something awful

[32:22] and egregious happens in a space which I hope never does.

[32:26] What I also want to highlight is there's an incredible amount of work

[32:29] that goes in to really just, again,

[32:32] helping the students to learn in terms of the social emotional

[32:35] learning side of this piece that actually plays into this as well.

[32:39] The character strong curriculum that is used at the pre-K five level really is

[32:44] in terms of the instruction about, again, I would say, how to be great humans.

[32:48] Right?

[32:48] And I say this in the sense of

[32:49] is a really well thought out program is not just executive function.

[32:53] It's a huge portion of it, but it also then the again, you hear

[32:56] deep dive into ten foundational traits, including empathy, respect, cooperation

[33:01] and persevering.

[33:01] So those are really critical components when you're in

[33:03] any type of an emergency situation, having an awareness of those as well.

[33:07] The Responsive Classroom again is a how

[33:10] so the environment and the practices of what's happening on a daily basis.

[33:14] And again, I think these are done in, in a very thoughtful and mindful way

[33:18] by our teachers built into the lessons themselves, in addition to having school

[33:22] counselors support in some of those areas as well.

[33:26] And again, at the middle and the high school,

[33:29] they have dedicated advisory teams

[33:30] that have curriculum to be able to support these aspects as well.

[33:34] Again, they're small.

[33:35] The groups in the middle school,

[33:36] intentionally small to be able to allow for those close connections.

[33:39] And I would say development of a relationship with that adult,

[33:43] who they can also lean into

[33:44] at the high school, they're going to have that same advisor

[33:47] for the four years that they're there.

[33:48] And hopefully, again, establishing close connections and having a really safe

[33:51] space to be able to have really important and hard conversations.

[33:54] And there are some designated lessons that the,

[33:58] again, teachers are offering and providing during those times as well.

[34:03] I think that's a real strength of our school department.

[34:05] So I just highlight that because I think those are really important pieces.

[34:08] And our teachers should be proud of the work that they, they've done and do.

[34:11] So the again, partnerships and continuous improvement.

[34:14] So we continue to work very, very closely with the police department.

[34:18] I think we they're they're helpful in terms of also what they share with us

[34:22] in terms of the best practice that they're learning and the training that they do.

[34:26] They're very mindful of how

[34:28] that may need to be adapted in educational situations and settings.

[34:32] They are actively coming to some of our drills and sometimes.

[34:35] So sometimes they might be present when we have drills in the building.

[34:38] They work very closely with our building administrators.

[34:41] And again, they do the additional trainings,

[34:44] and volunteer their time to help with that as well.

[34:46] And just looking down to make sure I didn't

[34:49] I don't want to repeat a lot of stuff that I've already said,

[34:52] but I think the one thing I really want to highlight here is that, and I sort of

[34:55] started out with that, is this is a situation

[34:57] that can really increase anxiety and stress and trauma

[35:01] in so many situations for students, as well as for staff.

[35:05] Every time that we are doing this, our goal is not to be focused on the trauma.

[35:10] It's to really help to prepare for possible situations.

[35:14] Not and we do that in a way that hopefully is mindful and thoughtful.

[35:18] Also, letting folks know whether it's staff or students, that

[35:21] whenever we have these conversations, we have social workers available.

[35:25] We have school counselors available if somebody needs additional support

[35:28] or just need some time or needs to step out, they are always welcome to do so.

[35:33] And I think that's really important that we always allow that space.

[35:38] Questions I know it's a lot of information to throw. So.

[35:42] Okay. Well thank you so much Shauna.

[35:44] That's a it's a a huge topic and I appreciate all the different,

[35:49] you know, components of it that you shared.

[35:52] So yeah just open up for questions comments.

[35:55] And our administrators are here as well.

[36:00] Emily.

[36:01] And for Kelly, I'm curious how if you had a fire drill

[36:05] pretty early on in the school year and I was thinking about you

[36:09] and the pre-K students,

[36:12] I was curious how it went.

[36:19] Sorry.

[36:21] And sorry about my voice.

[36:23] They did phenomenally well.

[36:26] They right from the first moments of walking into the school,

[36:30] like Shauna said, we're teaching them the importance of following

[36:34] your teachers directions, and that's really what we lean to with all of this.

[36:37] It's important to follow teachers directions.

[36:39] So when we had an unexpected fire drill, early on,

[36:44] they handled it beautifully.

[36:46] They just listened to their teacher and they, they followed the routine,

[36:53] and and handled it really well.

[36:54] I mean, it is loud and so, you know, along the way,

[36:58] you're kind of like, it's okay to cover your ears.

[37:01] Because that's the part that kind of gets them.

[37:03] But but they did great.

[37:04] And, and then they were able to process with their teacher afterwards.

[37:07] It's just a way that we practice staying safe at school.

[37:10] So it went really well.

[37:11] Thank you.

[37:11] Yeah.

[37:13] And, thank you so much.

[37:16] And thank you to everyone for being here tonight.

[37:19] I guess I'm just gonna start with saying I've always been so impressed with,

[37:23] our schools,

[37:26] kind of, for lack of better term, but just, like,

[37:28] safety procedures and how,

[37:33] I just think that the scaffolding from row up to

[37:36] the high school is done is done so intentionally and so well.

[37:40] And I know there's been changes over the years, like, for example, with the,

[37:44] buttons that are not in

[37:46] every school, and not nearly and every school.

[37:50] And I've talked to family members

[37:52] who work in other school districts and they're like, you have they have what?

[37:56] And, are very envious, of that

[38:02] kind of reassurance that that that gets I guess I have two questions are not

[38:07] they're only related and that they're both under

[38:09] the umbrella of safety, but they're pretty separate.

[38:11] One is,

[38:13] a question that I sometimes get, which is probably mostly directed

[38:16] at the high school, in the middle school, which is that after hours,

[38:21] the, you know, those doors are open, which makes a lot of sense

[38:26] because there's kids coming and going and there's activities and there's,

[38:30] and, and I'm certainly not advocating I don't I don't want them locked.

[38:35] Right. Like, I'm not advocating for that.

[38:36] But I guess my question is, what what is the thought process behind that?

[38:40] Is it just that it's the end of the school day?

[38:43] We need to have it open.

[38:46] I guess I don't know.

[38:47] What is the thought process behind that.

[38:50] If there is one?

[38:54] I know, I think it's a great question.

[38:55] I, I don't know if I can answer

[38:57] with the thought processes, except that they're public buildings

[38:59] and that there's so many people coming in and out for various activities.

[39:03] I think it's a good one for us to think about and take away from our conversation.

[39:06] Yeah, but that's my best answer in the moment.

[39:08] Yeah.

[39:09] And I know that it's not always and I don't know

[39:11] I know it's not always the case. Right.

[39:12] Like sometimes there might be a play practice late at night and you're

[39:17] and the it is locked.

[39:18] So the kids are like texting each other to get in.

[39:22] Sometimes it's open and it's.

[39:23] Yeah, I just kind of.

[39:25] I just wonder what the rhythm of that looks like and the reasoning behind it.

[39:30] And a public building is perfectly great reason.

[39:33] Right.

[39:34] So but just kind of that was my one question.

[39:37] Is it a single point of entry, like after hours?

[39:40] Is it is it only one door that's open or something like I would say yes,

[39:45] but I

[39:45] but I will, I'll actually look into it and get more specifics around it

[39:48] and we can bring it back because I think it's a good question.

[39:50] And again, I'm not advocating for lock.

[39:52] No, because I would also be, but I'm just I guess I'm

[39:55] wondering exactly just what the thought process behind it.

[39:58] And then you had mentioned that, there's some staff that want more training

[40:02] and I guess, my follow up question to that is do they want more training?

[40:06] Because there's like other levels of training that they can go to

[40:09] or they're looking for,

[40:12] kind of more reassurance

[40:13] with their own personal abilities in the training.

[40:17] I actually think it's more reassurance.

[40:19] And I look to our, our administrators.

[40:22] But the way that I would frame this is that I think it's

[40:23] one of the things that can be challenging

[40:25] with emergency preparedness is that there are no definite answers.

[40:29] Yeah.

[40:29] And I think that it's hard when there isn't a definite answer of,

[40:33] for example, when it used to be an old lockdown model, you pulled your blind,

[40:37] you moved to the side, you hid, you knew exactly what to do.

[40:40] In the moment you follow the instruction, right?

[40:43] So it's a difficult thing to do, but it's an easier thing to follow in this point.

[40:47] At this point, having to make these decisions

[40:49] in the moment can raise a lot of concern, a lot of question, and just a real desire

[40:53] to to better understand and know what to do and practice it.

[40:57] So I think that's in a sense where that comes from.

[41:00] And I think what we continue to hear, for example, for folks

[41:03] who take part in that quote unquote advanced training

[41:05] where they're doing the scenario based piece,

[41:07] and do more of it, those folks will come back often

[41:10] and those tend to be people who have more questions,

[41:12] and they come back and they feel much more confident.

[41:15] One of the things I always take away from this,

[41:17] we do a lot of exit tickets, and just as I check in with staff after we

[41:20] do the trainings and whatnot,

[41:22] I always find it really interesting you at our new Dartmouth Day,

[41:25] when we do this with staff and without a doubt, every single year.

[41:30] I would say that 95% of our new staff have actually focused

[41:34] on the how they appreciate it and feel more empowered having done this training

[41:38] and the opening days of school.

[41:39] So it's something that I think

[41:40] once people have training, they feel more confident with it.

[41:44] I don't know if you can ever get to a point where you're fully confident,

[41:46] but that's why I think, and where that comes from, I.

[41:49] All right.

[41:50] Thank you.

[41:51] Yeah, I really appreciate that. No, sorry.

[41:53] Yeah. Least I've got another question.

[41:55] I've got a comment which is I experienced the like old lockdown model.

[41:59] I don't know when we changed it, but I remember hiding in the rooms

[42:03] and everyone getting really like

[42:04] scared and nervous, obviously, because we're little kids

[42:06] were being told to like hide in the dark,

[42:08] but just what I wanted to say was I think this new model, the Ellis model,

[42:13] the proactive model, has led to such a clear shift in how people think about it.

[42:17] Like I think we started this when I was in high school

[42:20] and like people are a lot more serious about it.

[42:22] Like, I remember in the lockdowns, there was like half

[42:24] the class was really scared and half the class was like, oh, this is great.

[42:26] I just get a break from from class where like, they would take a nap.

[42:30] But with this new model, like,

[42:32] people are a lot more serious and they're a lot more engaged

[42:34] in, like, cognizant of what is happening and

[42:38] the roles they would play in this situation.

[42:40] So I just wanted to say that I have really appreciated that.

[42:46] I was, I, I second Anne's curiosity

[42:50] and also lack of like desire to just lock everything down.

[42:54] But I am curious that different buildings, especially the high school,

[42:57] I mean, I would never make it to a playmakers play.

[43:00] You know, if they lock the doors

[43:03] coming in at the end.

[43:05] But yeah, I mean, there's convenience and and I'm just curious of what

[43:08] the model is for different buildings and even, you know,

[43:12] row or there's like basketball practice for rec programs.

[43:15] Sometimes it's open in the evenings

[43:17] and just how that's manage or how you think through.

[43:20] I mean, I'm sure it's all not feasible at all

[43:23] to have things locked in someone's staffed,

[43:26] you know, they're badgering you in for every activity

[43:29] that goes on in these schools. But I sort of echo that question,

[43:33] without a clear opinion of what should be done and why.

[43:36] Just curious curiosity.

[43:38] I did have a question.

[43:40] And this kind of touches at each school and I, I think, you know,

[43:44] thank you for explaining that.

[43:45] Of course, there's age appropriate training

[43:47] and either scenarios or a lack thereof, depending on the age level.

[43:51] But where do you where does the school system

[43:55] or where do administrators look for the types of training

[43:59] and the degree to which there are specific

[44:02] shared and scenarios played out?

[44:05] Are there clear curricula in this, like Alice framework that says

[44:11] this is what you should do at first grade, sixth grade, ninth grade? Yes.

[44:15] And there are for each of the levels.

[44:18] And so I would actually say yes, there is a clear curriculum in terms

[44:21] of what they do at each of their various buildings, for each of the various drills.

[44:25] And I'll just point to the picture here on the, the screen right now.

[44:28] So here's an example at Yarmouth Elementary School

[44:31] when they were she was just starting to do this training with one of the classes.

[44:34] It's a scripted,

[44:36] training that they are able to lean into

[44:37] so that they're not sort of on their own with it.

[44:40] And again, I would say that it's it looks obviously very different.

[44:43] So, for example, a tabletop discussion at the high school,

[44:45] in the more advanced setting, I'd say older setting.

[44:48] They would

[44:49] they would go into it if somebody was going

[44:51] to come into this building in this space.

[44:53] And they're at location and this is a situation, what would you do

[44:56] in the moment?

[44:57] And they talk that through and they figure out what to do.

[45:00] So it's the tabletop is really preparation for moving to an actual evacuation.

[45:05] So it's one of the things I would also say is it's it's shared

[45:08] amongst all administrators.

[45:09] So you see what the build looks like between each of those levels.

[45:12] Yeah, yeah.

[45:15] Chelsea, this is somewhat related.

[45:18] Maybe it comes up in the tabletop discussions, but,

[45:21] is there a way in which,

[45:25] students are sort of advised,

[45:28] or do they learn about identifying

[45:33] behaviors or, or.

[45:37] Yeah, potential incidents, like is there like warning signs.

[45:40] Yeah.

[45:40] Or warning signs discussed and or

[45:45] is protocol communicated about,

[45:47] you know, if you have a feeling like see something, say something

[45:52] is is that a discussion or learning that comes up?

[45:56] I don't know that it is, explicitly

[45:59] I think we have talked about it sort of

[46:03] not in like indirectly talked about in health classes and, and stuff like that.

[46:07] But I would say it's not something that comes up in the table

[46:10] like in the table talk

[46:11] discussions are mostly talking about like if the intruders

[46:14] in this area of the school, how would we react? What would we do?

[46:16] Where would we go as opposed to how do you recognize someone?

[46:20] So to answer your question, I don't think it's really talked about very much now,

[46:24] but it is generally baked into like there are mental health

[46:28] resources, posters and on every staff landing,

[46:31] that kind of thing is baked into some of the mental health discussion.

[46:34] Not so much that Alice protocol.

[46:36] And I don't know if that would be like, I don't know if that even is

[46:40] needs to be in there, but yes, it's, it's it's in other places.

[46:45] And I was just going to echo just kind of watching what happens at the high school.

[46:49] I think the kids are well, it may not be specific to this protocol

[46:53] and specific warning signs.

[46:55] Do you

[46:57] this kind of specific danger?

[47:00] I my impression is, you know, to echo gram is that,

[47:04] it is really baked into them that the adults in the building are available.

[47:10] If you're worried about a friend for any reason,

[47:14] and I, you know, and being worried that they're making dangerous decisions

[47:18] would fall under that umbrella, and I do I think baked in is such a good,

[47:25] term because that's how I,

[47:27] how I see it just from my eyes, at the high school.

[47:31] And I think, again, I'm seeing

[47:35] lots of kids there that,

[47:38] they feel comfortable knowing that they can go to

[47:41] it doesn't have to be social worker, but it can be a social worker.

[47:44] And they're made very available for sure.

[47:46] I think almost everyone in the school has like some teacher who they're like,

[47:50] if something comes up like, this is the person I'll go to,

[47:52] if not multiple teachers, but everyone I know has like

[47:55] at least one person that they're like, that's my guide.

[47:58] Like, that's my person right there.

[48:00] So often an advisor.

[48:01] So I mean, that's fantastic that it just just came up organically

[48:06] because that is one of the goals. Right.

[48:09] But everyone has at least one strong connection.

[48:14] I just wanted to say,

[48:16] thank you to the, to,

[48:19] women from road school who went and did the, the training.

[48:22] I think that's fantastic.

[48:24] And I had a couple questions kind of surrounding that.

[48:26] Is that, is that like an annual training that we could expand?

[48:31] The number of people can go or are we limited?

[48:33] Is there?

[48:34] That's actually our hope.

[48:35] So that's in our plan.

[48:36] So right now, so there's several of us,

[48:40] also who have it, a few other the administrators have it.

[48:43] And then our hope is to actually move to the model where we have a couple

[48:46] of staff members at each of the buildings that could then take the lead.

[48:49] Yeah.

[48:50] I think it's great to have people who can do exactly what you said kind of

[48:54] be the leaders, because if you have too many leaders in any kind of situation,

[48:59] even a, you know, an emergency situation, it sometimes can be confusing.

[49:03] But if you have a few strong people who are kind of aware of all of it,

[49:08] I think that's fantastic. I think you,

[49:11] Kelly, I will just say kind of echoing what,

[49:16] at least that I this model seems so much more empowering

[49:20] as opposed to, like, crouching and just, like,

[49:23] waiting to see what happens to us.

[49:26] And as usual, main is like a little behind.

[49:28] Like ten years ago in Texas, we were doing this,

[49:31] and I remember being horrified by Alice.

[49:32] I was like, you want my child to do what?

[49:34] You know, like, I thought it was crazy.

[49:37] But I think now as unfortunately it's become more

[49:40] accepted and normalized and we understand,

[49:43] we can't bury our heads in the sand.

[49:45] I really do appreciate that we're taking a more proactive, empowering response.

[49:50] And I appreciate all of you, again, as, like someone who has worked in schools,

[49:54] that is like our little,

[49:55] you know, weird to go through the drill the first couple times

[49:58] and to have to think about what you're going to do in those scenarios.

[50:02] So I appreciate all of you,

[50:05] for taking that burden

[50:07] on and empowering our kids.

[50:11] Is there, is there any data

[50:13] or sort of like theories of change around

[50:17] having this type of more empowering system

[50:19] actually being a deterrent for

[50:23] those types of events where they, you know, happened?

[50:28] I have inside a community.

[50:29] I have not heard of that specific piece, but I have just heard of the,

[50:34] I would say the result being much more,

[50:38] positive.

[50:38] If people are using these practices,

[50:41] positive can be used.

[50:43] Yeah, yeah, yeah.

[50:45] I mean you're right put empowering all students

[50:49] right? Yeah,

[50:52] yeah.

[50:52] They're questions.

[50:54] Well thank you again I know there's a lot of work that went into this

[50:57] and work from the administrators and other staff at the schools.

[51:01] Yeah.

[51:02] This is an important topic that people wish you didn't have to cover,

[51:05] but it's critical that we do so.

[51:07] So thank you for

[51:10] yeah, launching into this, in depth for us.

[51:15] Yeah.

[51:15] So I wish we could have another workshop topic, but here we are.

[51:19] And I'm so I'm so thankful that Yarmouth is so prepared and so thoughtful.

[51:22] And the work that's done at all of the schools by all of you

[51:25] administrators and all the staff, so appreciate it so much.

[51:30] One last question.

[51:30] How have you heard, feedback like in the hiring process?

[51:35] Like, is this something that people think about when they're,

[51:40] when they're joining new communities or,

[51:44] just curious if it's if it's like a known positive.

[51:48] I don't think it's heard.

[51:49] We haven't heard about it in the hiring,

[51:50] but we've heard about it in the orientation.

[51:53] That's already just the welcome and how we how we help.

[51:56] Yeah. Onboard folks.

[51:58] Yeah. Okay.

[52:00] All right.

[52:01] Well again, thank you to our administrators for being here.

[52:05] We are going to move into new business, which is,

[52:09] the approval of cost center transfers.

[52:16] Thank you so much.

[52:17] Thank you, thank you, thank you.

[52:19] Yeah.

[52:20] Okay.

[52:24] For this

[52:24] particular agenda item, we are looking for a vote

[52:27] authorizing transfers between cost centers without increasing the budget.

[52:31] So I just want to highlight that piece of it.

[52:32] And where this is coming from, is under pursuant to sections

[52:36] two, 307 and 1485, four of title 28 of the main revised statues.

[52:41] And in order to meet emergencies

[52:43] and unanticipated expenses in the current fiscal year,

[52:46] and to satisfy recommendations of the auditor for the current fiscal year.

[52:49] I, superintendent schools is authorized to transfer available funds

[52:54] between the current fiscal year operating budget cost centers, provided

[52:57] that no transfer shall cause the total transfers from a cost center

[53:00] to exceed a 5% of the appropriation for that cost center,

[53:04] and further provided that the total budgeted expenditures

[53:07] for the current fiscal year shall not be increased by such transfers.

[53:10] This action again, it does not increase the budget.

[53:13] Without this, the department is limited by the amount of each individual

[53:16] approved expenditure warrant, so the lack of this motion is was noted.

[53:20] Actually, in a fiscal year 23 audit,

[53:22] the school department did not vote to make a budgetary transfer of up to 5%

[53:26] as allowed by section 1485, and as a result did have cost

[53:30] centers with actual expenditures in excess of budgeted amounts.

[53:33] However, in total, the school department

[53:36] did not exceed its authority to spend funds.

[53:39] Therefore, which is why we are bringing this forward for request for a vote.

[53:42] Okay.

[53:44] And we have a motion.

[53:46] I suggest a motion would be to approve the authorization of transfers

[53:49] between cost centers without increasing the budget as presented.

[53:52] And I'll, make a motion.

[53:54] I'd like to keep the auditors happy and have no, no notes every year.

[53:59] Second. Christina.

[54:03] Any discussion?

[54:07] They did not offer discussion for any previous votes.

[54:10] So thank you for not calling me out.

[54:12] Any discussion?

[54:14] All right.

[54:15] Seeing none.

[54:16] All in favor?

[54:19] Closed.

[54:20] Thank you.

[54:22] Okay, so.

[54:23] And now we are moving on to an item,

[54:27] regarding policy, which I'm going to hand over to Chelsea,

[54:30] the chair of our policy committee review a proposed

[54:34] changing to existing policy.

[54:38] I mentioned it at the top.

[54:42] If there are any questions,

[54:44] we could talk about it.

[54:47] Do you want to just recap?

[54:49] Yeah. Hi.

[54:51] Essentially, we were just,

[54:53] a aligning with recent legislation,

[54:57] with Maine's mandatory reporting laws.

[55:01] And some of those changes are that school

[55:04] personnel are now clearly identified as mandated reporters.

[55:07] There's the 24 hour window.

[55:10] And, the training will now be every two years.

[55:16] Christina,

[55:18] I have three questions, but I won't do them all at once.

[55:20] I know, and this has something.

[55:22] Well, I have one. I have one question.

[55:25] And that is, I guess, to Chelsea or to,

[55:29] anyone on the policy committee. So,

[55:32] is the change

[55:34] in terms of employees that weren't were not all employees

[55:40] mandated reporters before and now they are or is that that data change?

[55:44] So there was further clarification on who personnel entails.

[55:48] So there was some question around that, which is why I one of the pieces

[55:51] that the legislation, they felt like this would be more clear on it.

[55:55] And then the other piece is in reference to it

[55:58] used to be a four year every four years, personnel would do the training.

[56:02] Now they're required to be every two years. Okay. All right. Thank you. Yeah.

[56:06] So you just answered one of my questions.

[56:08] I wanted to make sure

[56:09] that I really understood the changes to the training, which you just said.

[56:14] So thank you.

[56:15] My other note, this came up in our policy committee

[56:19] conversation about the legislation and these proposed edits.

[56:23] I just wanted to sort of resurface the question.

[56:27] It's in line 37,

[56:31] on page eight of our packet, where it talks about any school volunteer

[56:35] who has reason to suspect that a child has been or is likely to be

[56:39] abused or neglected, is also expected to make a report to the superintendent

[56:43] or building administrator and or directly to the HHS.

[56:47] So we talked about this a little, just to be clear,

[56:50] and it sounds like we do the the law requires us to add that.

[56:55] And for our understanding

[56:58] what that actually will mean for volunteers in our buildings. Yes.

[57:02] And so I actually reached out to MSA just to get some clarity on this one.

[57:06] But in terms of whether they fell

[57:07] under the training modules in every two year piece of it.

[57:10] So our volunteers, are are typically with another member of staff as well.

[57:15] So the, the volunteers would not be required

[57:18] to do the training, similar to what our staff are required to do.

[57:23] We would want to be sure that they are informed of these practices

[57:26] in terms of

[57:27] when they are brought on as a volunteer,

[57:29] and they would be required to make a report.

[57:31] So this is again, it gets a little bit murky because a personnel,

[57:37] is somebody who's going to be employed and receiving payment from the building

[57:40] from the district itself.

[57:42] And volunteers are there of their own accord.

[57:45] But it is that is still their requirement that they are going to have

[57:48] to be a reporter. And within the 24 hour window,

[57:52] can I follow up and have them to,

[57:55] this gets into the implementation.

[57:56] So we may not know yet, but I'm curious what that actually looks like.

[58:00] If someone

[58:01] raises their hand at the start of the school year,

[58:03] they want to volunteer for any opportunity.

[58:05] Is there some sort of information they receive, or is it any time

[58:08] I volunteer for a specific thing in a building, someone's

[58:12] going to tell me this and it's fine if we don't know yet. But what?

[58:15] I think we have to be really thoughtful about how we go about doing it.

[58:18] And what I would envision is that we have pretty clear procedures

[58:21] for when somebody wants to be a volunteer and what they have to go through.

[58:24] So I think we have to be thoughtful about is how do we integrate

[58:27] this as a learning lesson for folks. And

[58:30] so they really have a clear understanding of what their expectations are.

[58:34] And that we also make sure that the people that they are volunteering

[58:37] with also realize that that's a responsibility.

[58:40] So we do have to work the procedures out.

[58:42] Thank you.

[58:43] I would second Christina's question, and I know that was brought up

[58:47] in the policy committee meeting, and I appreciate the discussion around it.

[58:50] And I also like Christina said, to understand that

[58:53] we're not

[58:54] we may not get fully into the weeds of the procedure or implementation, but,

[58:58] you know, often these policies are tied to a protocol or procedure. So,

[59:04] thank you.

[59:05] Yeah.

[59:05] Just one last question, and it sounds like it's

[59:08] kind of a moot question because it's the law.

[59:12] But just again, for my own clarification.

[59:14] So if you're a school volunteer, you don't need to go through the training.

[59:19] And yet you are there requiring them to report directly

[59:23] either to school or they could be reporting directly to DHS.

[59:27] So they could be a volunteer, have no training, and report directly

[59:30] to DHS that they think that there's abuse happening with no training.

[59:35] So one of the things so when I'm saying the no training piece,

[59:38] they're not required to do the state mandated training.

[59:41] So the training for this is a very specific training that goes through the,

[59:45] main state platform.

[59:47] It comes through with a certificate that you get from from having completed that.

[59:51] That doesn't mean they won't do any training

[59:52] because they'll do what we do internally.

[59:54] So our what we're going to have to work with volunteers on is understanding what

[59:58] what this actually means.

[59:59] And an example of this would be, is that our procedures are really clear

[1:00:02] that when you have a report that the building administrator is

[1:00:06] the person that goes to you after that or first,

[1:00:08] and then that also needs to the superintendent.

[1:00:10] So we have to be clear within that.

[1:00:12] Yeah, it just seems and again, like this isn't on this is on the Maine Legislature.

[1:00:16] It just seems really murky for,

[1:00:19] parent volunteers and not

[1:00:21] just parent volunteers, but for the school system, in general.

[1:00:25] And parents of kids, I know it just again, not the schools.

[1:00:31] It becomes their problem because now you have to be as clear as possible. But,

[1:00:37] just great example.

[1:00:40] Good work.

[1:00:41] So this might not be within the purview of the school.

[1:00:44] And again, why is law this is like a really hard one

[1:00:47] for me because of the nature of the work that I've done, which is an equity.

[1:00:50] And these are so inherently biased against different cultural norms.

[1:00:54] And I think some of the most vulnerable families are targeted with this,

[1:00:59] whether it be socioeconomically or racially, ethnically, whatever.

[1:01:05] So I wonder if there's any component of anti

[1:01:08] bias training and there's or implicit bias because I do think that,

[1:01:13] certain families are more affected by this

[1:01:16] because of perceptions and judgments of how they parent their children.

[1:01:20] Yeah. Yes.

[1:01:21] And, and having recently actually just completed the training,

[1:01:24] there is actually some modules in there that speak to those pieces.

[1:01:27] And I think one of the things with it is that I think that's an ongoing

[1:01:31] learning for folks, that we have to be very thoughtful

[1:01:33] and intentional around, again, one of the pieces here is,

[1:01:36] as well as in terms of reports that are made,

[1:01:39] and we are

[1:01:40] training staff with this in addition to what they do online.

[1:01:43] But how how do we go about making those reports and what's written down factual?

[1:01:47] And what does that mean to be factual?

[1:01:49] And so I think that's part of it as well, in addition to what we get

[1:01:52] through the state training, because I would agree.

[1:01:54] Yeah, I unfortunately have had a friend who was reported,

[1:01:59] and just seeing what it did to her family was pretty devastating.

[1:02:02] And how like, I think being a parent is so hard anyways,

[1:02:05] and then to be under a microscope is just so awful, honestly.

[1:02:10] Yeah. Yes.

[1:02:11] Yeah, yeah.

[1:02:12] There are clearly some subjective calls in here, you know,

[1:02:16] especially those and I think lines 36 through 42,

[1:02:24] you know, I think this aspect.

[1:02:25] Yeah. Right.

[1:02:26] So if you're.

[1:02:27] Yeah, it's almost an evaluation of

[1:02:30] is the child being cared for in a way that you perceive.

[1:02:33] And that was the case. Right. And then. Right.

[1:02:35] Yeah.

[1:02:35] Also some judgment on how much ability the family has to provide this care.

[1:02:42] So there are there is subjectivity in it.

[1:02:44] And I really hear you and

[1:02:48] I mean, I think of course the thrust of it is to,

[1:02:52] you know, in the best interests of kids that perhaps

[1:02:55] leaning into overreporting to as a catch all.

[1:02:58] And I can see that the down sides of that as well.

[1:03:03] Yeah.

[1:03:03] And this is part of the discussion we had in the policy committee.

[1:03:06] Exactly that.

[1:03:09] And it raises the question

[1:03:12] in reading

[1:03:13] this, is there is there room for us to sort of,

[1:03:16] direct volunteers to the superintendent?

[1:03:21] I mean, you acknowledging both

[1:03:24] both pathways, but,

[1:03:28] yeah.

[1:03:31] Within the policy.

[1:03:32] I think that would be for you to discuss.

[1:03:34] I think that on the procedural side,

[1:03:36] that is going to be a procedural piece of it.

[1:03:38] Yeah, yeah, absolutely.

[1:03:40] And also,

[1:03:42] yeah.

[1:03:43] And I may be overstepping here, but

[1:03:46] like, it does seem important to include information for parent volunteers

[1:03:51] that if you have any kind of question in mind,

[1:03:55] best practices not to ask those questions to the student.

[1:03:59] Right. It's to take it to,

[1:04:02] to you. Right.

[1:04:03] Yeah. And their building administrator. Yes. Yeah.

[1:04:05] And I think that's again, I, I do think that will be an important

[1:04:09] piece of what we need to work through and put together.

[1:04:12] I think we are we're in the very fortunate situation

[1:04:15] where we have so many volunteers that come into our buildings.

[1:04:19] Right.

[1:04:20] And therefore they also need to be really supported in what they're doing.

[1:04:24] Right? Yes. Yeah. Graham.

[1:04:27] Yes. I also recently completed the training for summer camp.

[1:04:31] And, obviously it's probably slightly different for educators, but what I did,

[1:04:37] what I did notice was

[1:04:40] we had a long section on,

[1:04:43] poverty is not inherently abuse.

[1:04:46] And that is a pitfall that a lot of misinformed

[1:04:50] reporters will,

[1:04:53] fall to.

[1:04:54] So I think that when it comes down

[1:04:56] to like a parent volunteer, that is not like explicitly

[1:05:00] receiving state training or whatever, I think there just has to be some

[1:05:05] someone very well informed on the topic that can talk about that kind of thing.

[1:05:10] Obviously, education is like half of it, and the other half really falls

[1:05:14] upon a person's own actions when doing something like reporting

[1:05:17] and preconceived notions and all that.

[1:05:18] So I do think that,

[1:05:23] like a parent volunteer, someone that is not required

[1:05:25] to do a Maine state certification needs to have

[1:05:30] at least some set of guidelines to listen to and have a resource like

[1:05:35] you are in a you are going to be working in a building full of people

[1:05:39] who have completed this training.

[1:05:40] If you have this question and it's in good faith, you're protected under this.

[1:05:44] Given that, I suppose,

[1:05:48] I mean,

[1:05:49] again, just it sounds like any procedure wise I understand it.

[1:05:53] Any volunteer would be reporting into someone in the school

[1:05:57] who has undergone the full training, right?

[1:06:00] Not directly to, you know, do you suggest?

[1:06:05] Yeah. One I think that answers.

[1:06:06] I mean, for me, that answers the question that the procedure is having to drive

[1:06:09] this to somebody in the school that's had training.

[1:06:12] I mean, I

[1:06:12] my my question that I started this with is really for the Maine Legislature.

[1:06:18] Not for sure not for school committee, but,

[1:06:22] but I do I think that having

[1:06:24] that procedure in place, kind of

[1:06:27] takes care of it, at least

[1:06:30] for our.

[1:06:32] Yeah. Tom, in my mind, yeah.

[1:06:34] I just had kind of a two pronged question associated with it. So

[1:06:38] I've read through a lot of

[1:06:39] it, and I have a lot of knowledge about mandatory reporting.

[1:06:43] And and my question which just to throw out there

[1:06:47] for every everybody's education is

[1:06:51] what is the consequence of not reporting in 24 hours.

[1:06:54] Right.

[1:06:55] It spells out throughout this that you must report

[1:06:59] within 24 hours who suffers the consequences.

[1:07:02] Obviously. Step back.

[1:07:05] Obviously the child is the most important thing, but

[1:07:08] in a situation of mandatory reporting where the report is late,

[1:07:13] what where are the consequences fall on that?

[1:07:16] The superintendent, the superintendent.

[1:07:19] Yeah, yeah. Congratulations.

[1:07:21] So so so I, I guess my point and that is another reason

[1:07:25] to make it very clear to volunteers who don't seem to be well

[1:07:30] defined within here, you know, a parent who chaperons a school trip,

[1:07:36] that happens all the time or somebody who comes in.

[1:07:39] I think it's a very, very broad.

[1:07:42] So I think it's it's something we should take a lot of care

[1:07:45] and, and assess real closely before we finalize anything.

[1:07:50] Right.

[1:07:51] A lot of risk for very vague,

[1:07:55] language.

[1:07:56] I mean,

[1:07:58] this is a sort of a procedural thing, but given that there's the change

[1:08:02] from four years down to two years,

[1:08:06] is there catching up to like,

[1:08:08] well, we need to tap everyone

[1:08:11] who's at the three year point and say, no, okay,

[1:08:15] so we actually have had all staff this year take part in the training.

[1:08:18] So all of our staff will be trained by October 9th.

[1:08:21] Yeah.

[1:08:23] But this this this is very in the weeds.

[1:08:26] But I noticed on page nine, line

[1:08:30] 26, it references the actual form

[1:08:34] f e. Does that

[1:08:35] form also changed to reflect or the procedures.

[1:08:39] Yeah. Yes.

[1:08:40] And so the procedures have actually already changed

[1:08:42] because you'll approve the policy.

[1:08:43] But the procedural piece, we have updated to be in alignment

[1:08:47] just because it could happen that we actually have a report now.

[1:08:50] So that actually is, updated and accessible.

[1:08:54] Thank you. Thank you.

[1:08:57] Any other questions?

[1:09:00] Okay.

[1:09:01] Do we have,

[1:09:04] well, we don't have specific changes suggested in other questions,

[1:09:08] but do we have a motion to approve this for a first reading?

[1:09:11] There will be a second reading.

[1:09:17] Seconded by Emily.

[1:09:19] All in, any discussion?

[1:09:23] No, it a lot of discussion.

[1:09:25] Okay, so for clarity, we'll be taking this back

[1:09:28] to policy for the revisions.

[1:09:31] Yeah, I have, I have taken notes on what was shared.

[1:09:35] Yeah, yeah.

[1:09:36] And then it'll come up for a second reading

[1:09:38] and then still changes are possible.

[1:09:40] So this is just a first reading okay.

[1:09:43] All right.

[1:09:43] All in favor.

[1:09:47] Okay.

[1:09:47] Great.

[1:09:50] Next we are going to go to review of MSBA resolutions.

[1:09:54] The MSBA Constitution and bylaws

[1:09:59] okay.

[1:10:00] And for this one, so the main School Boards Association

[1:10:04] will hold its annual delegate assembly virtually on Saturday, October 24th.

[1:10:09] And again, that begins at 930.

[1:10:10] And just to remind you that Chelsea is the one who's

[1:10:12] going to be attending on your behalf.

[1:10:14] So thank you. Chelsea.

[1:10:16] For 2026, the MSBA has provided proposed new

[1:10:19] and revised resolutions for consideration, including for new resolutions

[1:10:23] as well as substantive and non substantive revisions to existing resolutions.

[1:10:27] Proposed changes to the MSBA constitution and bylaws will also require action

[1:10:32] by the delegate Assembly.

[1:10:33] You have selected.

[1:10:35] Chelsea, and the School Committee is asked to review the proposed resolution

[1:10:41] and constitution and bylaws changes that are included in your packet

[1:10:44] in advance of the delegate

[1:10:45] Assembly and provide any feedback or direction to Chelsea School

[1:10:49] Committee members who wish to, propose additional changes to the resolutions.

[1:10:53] Must submit those to the MSBA by October 2nd, 2026.

[1:10:57] And we want to provide an opportunity here for a discussion as well.

[1:11:00] If anybody wanted to.

[1:11:06] I just want to thank Chelsea again for representing us.

[1:11:08] Much appreciated.

[1:11:10] And I was just happy to see the first proposed

[1:11:14] new resolution around student board members because in my perspective

[1:11:18] and opinion, having two student board members here is a fantastic value.

[1:11:23] So it's exciting to see that being considered more broadly.

[1:11:28] Agreed.

[1:11:31] Any other comments or questions?

[1:11:33] And there is still time to provide

[1:11:36] Chelsea with your thoughts ahead of the assembly.

[1:11:40] And and what is the process if we're there to be someone

[1:11:45] who had a suggested change or additions?

[1:11:50] John and Happy and Emily, I know you've

[1:11:53] my recollection, having represented us in the past,

[1:11:58] is that during the meeting, if there is a resolution being discussed

[1:12:02] and you know from us that we would like to propose a change

[1:12:06] or we disagree with it, you would have the chance in that moment

[1:12:09] to represent that opinion on behalf of the school committee.

[1:12:13] And then eventually it actually goes to a vote.

[1:12:16] Does that answer your question or not?

[1:12:19] My question is actually, like I said before, that,

[1:12:22] given that we have until October 2nd,

[1:12:25] what what is the procedure to answer?

[1:12:29] Yeah.

[1:12:29] So the procedure would be that we would discuss as a school committee.

[1:12:33] And if there was changes different than the proposed resolutions,

[1:12:37] we would have a discussion.

[1:12:38] It would be like any other motion.

[1:12:40] We would have a discussion and

[1:12:44] motion and vote.

[1:12:46] And if the majority

[1:12:48] of the school committee thinks that, you know,

[1:12:52] they want to propose a change, then you would go forward with that change.

[1:12:56] But if if we're okay with the proposed resolutions, as they are,

[1:13:01] then you move forward.

[1:13:02] But it would be like any other policy or something like that.

[1:13:05] It would be a discussion and vote on that school committee.

[1:13:12] My only comment when I read these was

[1:13:15] how grateful I am for the Yarmouth schools,

[1:13:18] and that we're it always just feels like we're ahead of the curve

[1:13:22] and thoughtful and doing great things for our students.

[1:13:25] So I appreciate everything that the schools do

[1:13:29] and having students on the board already so awesome.

[1:13:33] They had so much value.

[1:13:35] And then the civics education

[1:13:38] like priority doing it, which is great.

[1:13:41] So thank you and everybody.

[1:13:46] Okay. Now

[1:13:51] so we have a

[1:13:53] motion we're going on to adopt.

[1:13:56] Yeah.

[1:13:56] Sorry I'm approving of the emergency management plan.

[1:13:58] Thank you.

[1:13:59] With your broken finger, she can still broken finger.

[1:14:04] So this one is the, request for approval

[1:14:07] of our emergency management plan, which we bring forward to each year.

[1:14:10] And our comprehensive plan again, just requires that you do approve it.

[1:14:14] Annually.

[1:14:15] I did want to just note that what is obviously included within

[1:14:19] the packet is not the full, emergency management plan

[1:14:22] that does live within the school department itself.

[1:14:25] So if you ever wanted to come in,

[1:14:26] wanted more detail information on that, you more than welcome to,

[1:14:30] just feel free to let us know and we can make that available to you.

[1:14:32] But we don't make that a public document.

[1:14:35] So we

[1:14:36] are requesting, again, the scope falls under policy, BCA,

[1:14:40] for you to approve the 2026 2027

[1:14:42] Comprehensive Emergency Plan as presented.

[1:14:46] Kelly.

[1:14:48] Sorry.

[1:14:48] No, no, I mean, I'll I'll make the motion.

[1:14:50] Okay, man.

[1:14:52] Let's get to point.

[1:14:52] Chelsea, any discussion?

[1:14:55] That's what I thought I was like, oh, wait. Wrong time.

[1:14:57] Oh it's okay.

[1:14:58] Sorry I messed it up every time.

[1:14:59] Any discussion? Okay.

[1:15:02] All in favor?

[1:15:05] All right.

[1:15:06] Great.

[1:15:07] And with that, I believe the meeting is adjourned at our early clock eight.

[1:15:12] I'll call it 18.

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

School Committee - Meeting September 24, 2026

Transcript