School Committee: December 18, 2025

Transcript captured from MHTV’s Vimeo auto-captioning. No speaker labels; proper names and dollar figures occasionally misheard. Click any timecode to jump to that moment in the source video.

0:00 As one of the members, Ms. Schaffner called a point of order and asked for the discussion to stop because of the violation. Despite Ms. Shaffner’s plea, the chair and vice chair continued to release privileged information for which they had no authority to do so. As we enter her here, which will require the public’s trust in your appearance to the law, as well as transparency, I worry your missteps in breach of Mass General law and ethics could cost thousands of students and hundreds of staff from getting public support for funding. I feel strongly that when one makes an error, they must acknowledge it and apologize for it openly. That is why I am writing to apologize for using incorrect term of order versus point of information. I have no excuse for my error other than being flustered by

0:46 how egregious the repeated ethics and mass general law breaches were. I will strive to do better. I’ve included below the details of what is permissible by the public and will make sure to use the correct terms moving forward. And then I included the various Roberts rules, including point of inquiry, but point of information, um, which allows the public to bring up concerns during meeting. Thank you. Good. Thank you Sarah. Uh, Sarah den,

1:17 I’m sorry to lady.

1:21 Uh, Sarah Ian Ida Road. Um, wanna wish happy Hanukkah to the Jewish community as we like candles on the fifth night of Hanukkah, I wanna note that I’m confident this committee would not be meeting on Christmas Eve for Christmas Day, yet. Here we are tonight. The fact alone is not lost on many of us in the Jewish community. I am here because during the executive session tonight, the school committee will be meeting about a Jewish teacher who was her, who was a lead, was in a lead teacher position, which was split in an unprecedented manner after being a lead teacher for 16 years, just one month after she publicly spoke out about anti-Semitic incidences occurring with the Marblehead public schools. This is a teacher who has taught my own child and the children of countless families in this community.

2:08 The timing of these actions is deeply troubling. Her position was split, her pay was cut, and as a result, her pension will be impacted after being a dedicated teacher at Marblehead for the last 24 years taken together. This does look like retaliation. And everyone in this room should understand that we tell our children to speak up when they, when they see injustice, we encourage them to use their voices to stand up for what is right, even when it is uncomfortable tonight. The question before you is whether your actions will align with those lessons or contradict them. What message will be sent to teachers, administrators, students, and families? If a respected educator is punished for naming antisemitism, what message will be sent to Jewish educators in the district about whether it is it is safe to speak open?

2:55 This teacher earned her lead position over her 24 years of service. She did nothing wrong. She should be recognized as a professional who acted with integrity, not reduced to a problem to be managed because she spoke out the Jewish community. And Marblehead is watching closely. We are looking to see whether you will show up, not with words, but with actions to support our Jewish teachers and to demonstrate to our children that antisemitism will not be tolerated here. Al, this is also Mo This is a moment for your leadership. You previously voted against the resolution regarding the Massachusetts Teachers Association curricular material on Israel Gaza conflict. Tonight presents an opportunity to restore that trust and demonstrate where you stand. I also wanna address the representatives from the MEA

3:41 and the MTA who may or may not be here tonight. It is deeply disappointing that as that a union member, a member who raised legitimate concerns about antisemitism, has been left without clear and public support. Turning away from a teacher under these circumstances reflects poorly on a unit union that claims to stand for its members. Unless you’re a Jew, tonight matters. What you choose to do will be remembered not only by this teacher, but the Jewish families, educators, and students in this community. Thank You, Sarah.

4:21 I do not believe, uh, there are any hands raised quickly.

4:30 Right. That will bring all the comment to a close.

4:35 A hand gone. Oh, it’s gone. Okay.

4:42 Okay. Um, the next item is our student representative.

4:50 And here, Wil unfortunately couldn’t be here tonight, but he asked me to read his update. Good evening everyone. Sorry I couldn’t be there tonight, regardless. Here are my updates from the students. Last night was our high school performing arts winter concert. It was a massive success featuring the concert band, jazz band, orchestra, chamber, orchestra, treble, and mixed choirs. As a member of the concert band myself, I can say it was a festive night that the community really seemed to enjoy. A huge thank you to the staff who made it possible, especially our new directors, Mr. Canal and Ms. Engles. We did a fantastic job leading their first MHS concert.

5:35 Yearbook sales are currently ongoing. We’re encouraging everyone to purchase theirs before the end of the year, that we’re reminded to seniors that your yearbooks are already covered by class dues. The senior class has also been getting creative on Fridays with weekly spirit days. We’ve had a great turnout for quarter zips and macho day and pajama day. We hope to keep this momentum going for the rest of the school year. Winter to sports are now officially underway. Here is the current scoreboard. Basketball. The boys are two in one. The girls are one in one. Swimming has started strongly at one, uh, to zero hockey. The girls are one and two, the boys are zero and two, after a very competitive pre-season tournament in Lake

6:21 Placid, which included a hard fought game against last year’s rival. Winer Wrestling is currently oh, and one track. The girls started one, and oh, the boys are oh and one, but it’s worth building. They lost by less than a single point yesterday against Beverly, an incredibly close meet skiing. They’ve been working hard with dry land conditioning and will finally head to the mountain for practice next week. Gymnastics, their season kicks off tonight against Peter. Thank you for your time, and I look forward to seeing you at the next meeting. I just texted Steven, I can’t, I don’t know what’s going on, so I don’t know. Frank, I think, I wonder whether my, my password on,

7:06 uh, still.

7:15 I don’t know. It’s up to Jen. Yeah. I don’t, I don’t mind you. Frank. Can you just check? We might have an issue with Jen getting it to her laptop. I texted Steven, but I don’t know what’s going on. I’m losing my password. I may have expired, I don’t know. But

7:38 meantime, Yeah. Do you mind June if we have, uh, John Superintendent here, his update? Okay. So You’re Welcome. Thank you. Good job. Well, by the way, Um, good evening. Uh, firstly, I would, I would like to take a moment to recognize the tra tragedy in Australia as well as the tragedy Brown University this past week. Situations like this cause our community to react, to be angry, to be sad, to mourn, and eventually pause and take stock in how they affect us individually. And as group senseless acts of violence should never become the norm. So it’s important that we do not become desensitized, and that we continue to look at ways to promote acceptance, understanding a sense of belonging for each other and for our thank you. Uh, cold and flu season is bonus carry on some more news.

8:27 Um, and notices have gone out from, uh, our lead nurse, Megan Colton, providing helpful tips to support some of the viruses floating around. Our custodial crews have been doing extra duty cleaning touch, uh, points in all the schools, in addition to their regular daily cleaning. And, um, I think having the buildings empty during the break will allow for some deeper cleaning and folks gets germs out spread. A little nastiness going around. So I just wanted to share that we have been doing some extra to help support some of that. Um, and then there’s some positivity. Um, as was mentioned, winter concert and celebrations are in full swing and our students have been shining. Ban orchestra, choral concert have been occurring events and the students have not disappointed in, in their spreading of holiday cheer. Kudos to our Marblehead music educators who will be individually recognized in the upcoming shoutouts for the hard work and providing fantastic instruction

9:13 to our students throughout, throughout the year. The hard work has clearly paid off. I had the pleasure of being at Village this past week, uh, this week to witness our local artist, Brenda Lan, uh, working with our students, create a really cool mural. Thanks for our teachers, Julie McCarthy and Gina Temple for making sure the student artists collaboration, engagement, but smoothly Sonar. We’re created a concert with, uh, Mr B as he likes to call himself. Uh, we’ll make up the mural, which would be a permanent addition to the wall across from, I dunno what we call this kind. We use it as the auditorium as name, but it’ll be across on the wall there. Uh, the message of sharing happiness is conveyed through Brenda’s arc and his actions. He, the word world, giving out his artwork. And this will, like, like, will be likewise expressed by our students. This is just another awesome way to share student voice.

10:01 A big thank you to the PTO for this fantastic opportunity. And I’m just gonna jump right into our holiday shoutouts, um, because we have a lot of the agenda tonight. Uh, from Matt Lebane, principal of Veterans Middle School, congratulations to Kyle Baldwin, band Director Colleen English course director. And Julia. Julie Frees our orchestra director for an outstanding winter concert performance Tuesday night. His students were exceptionally well prepared and delivered wonderful performances who was truly a memorable evening of music. From Scott Williams, principal of Village Elementary School, I would like to acknowledge our incredible music teachers for their performances at Village School. Joe Starer Chorus, Julie Friis Orchestra, and Nick Sea’s Band. With the health of Katie Freegan, these professionals organize, create, and put on amazing performances for all of our village, um, parents and community members to enjoy, to organize a concert is no small feat requiring practice

10:48 rehearsals, and months of preparation. We are grateful for all we do to strengthen our fine arts programs at Village Mary Maxfield. Principal at Brown Elementary School, um, wants a shout out to our school counselors, Alison Eaton and Kara Elmer, for the exceptional efforts to make sure our families are supported throughout the holiday season and, and in the winter, they go above and beyond. To ensure Brown fa Brown school families have the resources for staying warm and fed each day. They also spend an enormous amount of time acting as liaison between, uh, community resources and families to grant holiday wishes for actual thank you counselors for your constant efforts. For Michelle Carlson, principal of Marland High School. I wanna give a special shout out to Acaia Johnson and Gina Hart for their incredible work supporting students and families Through their partnership

11:33 with Making Ends Meet, they coordinate holiday assistance for families in need, provide both gifts and food donations during the season that care, dedication, and commitment to our students. Highlight the strength of our school community and we’re truly grateful for their efforts. Uh, from Frank Kowalski, principal Glover Elementary School, um, Frank Shouts out to Alyssa Kendall, a school adjustment counselor. Alyssa joined our team this year and she’s been amazing. She is. She sorry. She made instant connections with our staff and children. Alyssa’s easy to work with. She puts out, she puts the needs of all our children. First. Alyssa leads our community rallies once a month and helped develop our PBS initiative. She has also been a big part of our Giving Tree Initiative. He also shouts out to Eric Fargo, the PE teacher. Eric has been a fixer lover for years.

12:18 Eric comes to work every day with a smile and, uh, can’t wait to see my students’ attitude each day. All students love Eric, and he is a fantastic colleague to all staff. If anything needs to be done and you ask Eric, it’ll be done with a smile and added care. He is a true professional. And from Julia Ferrera, our assistant superintendent, teaching and learning, thank you to our Marblehead music educators. Katie Freegan, Joe Starter, Nick Sears, Julie Fris, Alwin and Kennel il, sorry, Colleen English, Eileen Damour, and Frank Simone Franz. The dedication, talent and care for our students were clearly reflected in our recent holiday conference where our students musical growth and achievement were on full display. Thank you to our school community and families for supporting our normal head musicians. And I just wanna wish our entire community happy, healthy,

13:04 and safe holiday season chair. Thank you, John. So, under the consent agenda, I’m looking for a motion to approve the following, the identified schedule of bills totaling $814,799 and 87 cents, and approval of the meeting minutes from our December 4th, 2045 meeting. So, okay. A motion made by Al. Seconded. Seconded, yep. By Henry. I have some, but I think are issues with the minutes that need to be addressed. So I actually think we should take it out personally.

13:49 Set agenda, three different things that I think need to be verified in. Have any minutes? Oh, sure. I, yeah. And these are for the 12 Four minutes, not the other set of minutes I sent. I only got one seven minutes for 12 four. Okay.

14:09 Yeah. Hi, uh, the role of the QI have no problem if we move it down to our next section and we discuss it in more in detail there. We okay with that? In fact, we can follow. Let me amend my motion then to just ask for an approval of the identified schedule of bills total. $814,799 and 87 cents.

14:35 All right. So the motion is made by Jen, seconded by The amended motion. Thank you. The amended motion, uh, is made by Jen, seconded by second. Thank you. All in favor?

14:52 Uh, the motion passes, passes four to zero. Um, let’s move in into the, uh, discussing the, the 12th floor, the December 4th meeting minutes. Then,

15:07 Um, well, okay. So we probably should call from, we speak in a minute. So we, well, Was long week for the, or should I make, Well, let me just say it myself. Uh, um, so there was one issue, but this isn’t a big deal, but under the budget finance report, it does say, committee member emphasized budget documents must be released to the public Simultaneous things committee presentation for transparency. That was the So you won’t, that I will make that change, right? Yes. Uh, and then, um,

15:46 under executive session, minutes point of order, raised that executive session minutes have not voted that me,

15:57 Right? By Judge Chapman? Yep. That’s should be, no. Who does that? It should be in here. Um, so the next one might necessitate going back and we’ll be looking at the reporting, but under the competency determination, policy discussion letter C, the motion was made by Jen Schaff and second by case of government. That was a long discussion. It was about 20 or 25 minutes. There was a motion, then there was an amended motion. And that really should be reflected in the notes. So, um, I didn’t note, I didn’t note who did the first and second and then first and second. So I just, I think that needs to be, Um, let me highlight that and review it. Um,

16:44 You can click right on the, uh, link. What? You can click right on the link when Yeah. I’ll, I just, I’m just gonna highlight it so that Okay. Because it, this isn’t that. This is saying one motion by me and seconded by ca but that was the Amen motion. So that it was the motion and then it was amended and then it voted.

17:11 I You make a motion that to with those edits? Or you wanna wait to see? I want, See. I’m happy to bring in in our next meeting on. Thank you.

17:25 Alright. Onto the, uh, school committee communication discussion items. Uh, our first item is around high school advanced PLA placement assessment data. Julie forever, our team has is that, that, uh, I just have hard copies for folks. That was, nothing changed substantially, but

18:11 Yes. Yeah, go ahead. Good evening. I’m Julia Ferre, assistant Superintendent Teacher learning, and I am honored to be here with two phenomenal Marblehead high school educators. Susan Shatford is our library media specialist and also the AP program coordinator here at the high school. And Danielle Moher, former math teacher here, but now serves as our instructional C analyst. Um, this is the work, the time effort. It’s all them. I’m just here because I’m so proud of the work that’s happening. And then I’m gonna bring it to the menu. Um, I’m gonna share my screen.

18:43 A we could just p you for a thanks. Think you should have it now. Thanks.

19:02 Um, so tonight we’re gonna be presenting on our advanced placement program here at the high school. We are very proud to offer 21 different courses in advanced placement. These courses have all been approved by college board, and we hold to the standards and rigor set for by the college board. So each class, the teacher has to submit their, um, the course description, the syllabus, all the materials to the college board. Why are we offering AP courses? So, AP courses are a great benefit for our students in terms of really rigorous learning and enriching, uh, in different course areas. As you can see, the 21 classes are all different content areas. And what we’ll do when our students graduate in, um, in new College, it’s going to help them, um, lead to credit in that course, um, or can help them place in an advanced level in college.

19:47 And so we do see this as a tremendous benefit to our model for high school students.

19:53 Noted. Um, also the classes that we’ve, uh, we’ve, um, added for the last couple years. We were broken it down by different departments and we wanted to include student staff voice our presentation. So we asked for their input for student. On this particular slide, you’ll see Ms. White, our, our teacher teaching her students. Um, and we also have in the bottom corner of them going to on a field trip. Uh, Wil gave us a little blurb at the bottom there, um, how much she loved our history. The former student as well. We were going, will, was gonna talk tonight, but Ms. Pryor gave him, so he might still, uh, the future school committee meeting, uh, will is one of our superstar and new students that has many AP classes to speak about. So hopefully, um, we’ll share later.

20:41 Uh, the English department has four AP classes, and seven of our research are two of our newest ones. Ones seminar is a team project. They start off with, we learn the steps of research. They move on to individual projects by the end of the year. Research is a whole year course. It’s more like a college thesis or dissertation. The students do. I’ll talk a little bit more about these later in the presentation. Um, in the top picture, you can see our former student explained the research process of business project. And then the bottom picture shows, uh, superintendent, assistant superintendent talking to Ms. Fines about course 50 students did. And I did wanna mention, uh, Ms. Fine gave us a little blurb there, which was the two talks about how the students value the process, not the product. In this one experiment, this one student process

21:27 or product failed. But in the end, he was able to explain a college coordinating present of his learning. And, um, we also offer three different world language, um, offerings for ap. We have French, Latin, and Spanish. Um, we have some great quotes from our, our students here that really is talking about how the AP class has pushed them to learn more than just what they already know in terms of the culture and, um, about translation and reading. And, um, and one, one thing we really are proud of and we’ll talk a little bit more about as well as Seal Biliteracy and, and the work that we’re doing within the language World Language Department. And we’re really, um, glad that we’re able to offer these for our students.

22:14 Um, in my second year as an instructional coach, I’ve had the privilege of interacting more with our eighth history classes on any given day. When I walk down the hall, I hear students actively dissecting speeches, debating views, and expanding their understanding of government and themselves. A highlight are the range of field trips, including the JFK Library and Museum. As shown in this picture. This year, history has added a new class as well. AP Psychology

22:41 MHS offers four AP classes, health, A, B, and B, C, computer science principles and statistics in math. These courses are also part of the manufacturing and engineering technology pathway. In computer science. Students who love to create, design an app as part of their digital portfolio here in that, sure, you can see The, Uh, computer science principal students at work writing code on Tuesday. I was invited to visit Ms. Rogers AP environmental science class where students were conducting a lab examining tree samples to count the radius and the number of rings from the data groups of students could extrapolate precipitation and climate data. This is just one of the labs offered in our four AP science classes listed

23:29 How were considered release board group five passes schools. Here we wanted to show how the number of students taking AP exams, in addition to the number of students, number of AP exams taken, has been trending up over three year period, along with an increasing passing percentage as well. And on the next slide, it’ll show these as well, the visual representation.

23:52 And we did, um, this came after I submitted the presentation, but we also did a very deep dive. So I’d be happy to submit this later to the school committee. But, um, you can see the trend going back many years and we’re very proud of that. So these are just the last couple of years, right? On the next slide, out of 595 students in grades 10, well 353 are taking advanced. This translates to 59% of our student population that those 353 students that are taking 829 exams, while 62% are taking one or two exams over a third are taking greater more exams.

24:37 Uh, we often talk about our DSI dark districts, um, and how we compare to them. So what we did was we highlighted here how we’ve been doing in comparison to our dark. So Marblehead, um, we have, uh, in the past had 19 subject exams. Right? We’ve increased that over the years. This is to consider the comparison. This is 2324 data. So it is back a little bit more. As we mentioned, we added courses. Um, but we’re really pleased with our, um, percent of the story. And as Susan shared on the previous slide, it’s even increased in the last 12 years since the May. Just wanted to show how parents were, can you explain the difference between subject matter subject exams, exams? Yes. Um, so the, how many the students are taking the force?

25:23 So of the 21 offering. So at this time in 23, we had 1918 course offerings. Now we have 21 course offerings. Okay. So it’s not the exams taken, it’s subjects and then the exams taken would be the number of students taking AP exams. Yeah, I’m looking at the heading of the phone. That’s all I’m sure. Mm-hmm. Yep. So subjects and then the number of exams taken by our students.

25:44 And kudos to you guys driving the percent of total students like higher with a score of three plus while increasing the total number of students that are taking AP classes is planning overall. Yeah, exactly. That’s great. K Thank, thank you for noting that. And we we’re gonna be shouting out our educators, but take moment now. Really the dedication of our educators and how they’ve, um, been supported with professional development, um, going to AP seminars and classes and trainees, um, and as well as Susan’s ongoing support, which is just incredible. Both. So fact to, we wanted to, uh, take a moment to just talk about the relatively new to mhs. It’s comprised of seminar and research seminars you mentioned started in 2024 research in 2025.

26:31 The students in their groups select the topic of a real world issue. And then they brainstorm different ways to, they look at a few different lenses, which is really important. So one, one student might be looking through an ethical lens. Another student who resumed a istic environmental philosophical lens. They put all that information together in a cohesive presentation of paper. Um, then they move on to an individual project later in the year, the teacher may share with me that they’re given multiple stimuli that they can use. They choose to, that they find some sort of commonality, and they do their paper on that.

27:06 So is it called group? They start off as a group project and then, then they go on to an individual. They learn the steps of a research project first, and then they kind of branch out. And Why do you call it capstone? Um, that’s a college board. I mean, but what’s it referred to with the, the the two? Oh, sorry. It’s okay. So, uh, the visual down below from college board kind of shows it really well. The capstone diploma is three parts. You have to score three year higher and seminar then research and addition. You have to take four, eight English bands where you score your higher. If you only scored three extra exams, then you would get found as long as you scored three or higher on the other two classes. We get the seminar research exam,

27:51 we look quarter reporting on this. This is really exciting for us. And we know our students are achieving a trueness and high level. So we look forward to seeing how many students we have, um, achieve this as a, as this, this really.

28:04 And this is, uh, not only the students challenging themselves with AP classes, but as you can see, they’re achieving awards as well. We had 194 awards for our students last year. Broken down into 64 AP scholars. 41 scholars, honors three, three scholars at Distinction. And we had one eighth international diploma, which we had one previous year as well for the first time. Um, and that’s a much more rigorous one. And that is fourth content areas that have to fill the first being a world language plus like an English. So English language was a Spanish, um, two global perspectives. It could be an art history, uh, could be European world history. They have to then have one from a math or science or science class. Um, this individual that did that had one from all three, and then additionally they have to have another exam.

28:51 It can’t be a world language, but it could be Latin. Uh, so they have to have all of those and they have to score three year world. We had to capstones, as you can see, diplomas. And we had a three A seminar, research certificates. We also had, um, in 2024, we received, uh, Marlet High School, received the AP scholar honor roll. And I wanted to shout out Dr. Carlson, our school counselors and our educators for supporting all of our students and encouraging them to enroll in AP courses. And this, um, honor roll award is, um, the gold. We’ve got the gold award, um, for ensuring that AP coursework is equally available to students who matter their backgrounds. So I think that’s really, we’re excited in 2025 in January. We’ll come out one those. So we’ll see where we, so,

29:37 so we’ve said some thank you about the presentation. I just wanna wrap up. But thank you, uh, just Susan and Danielle for their, um, dedication, especially Susan who oversees the, um, all the testing, making sure everybody’s registered and working with our families and all of the details of it. Um, and as I mentioned Dr. Carlson, our counselors and our educators. Amazing. Um, and helping grow for our youth. Thank you. Thank you.

30:04 Question. Absolutely. So, um, this is great and it’s a really, um, drill robust offering, which has grown a lot in in the last several years. The midst of a lot of stuff going on within the district. It’s really great to see that. And I know, um, it shouldn’t be lost on any of us. That it’s a lot of work for the teachers as well. They, they’re, they’re having to stay up on the, you know, curriculum. There’s, I, I believe there’s, there is additional trainings and stuff that they have to do. Um, so that’s importantly much appreciated. Um, I do ask that. I wonder, have you done any surveys of graduates or recent, some graduates around which you, you open with around the AP credit and the testing out of, um, to higher level courses? ‘cause that’s not necessarily always the case, particularly in some of our more selective colleges

30:50 and universities do not, but credit for ap. So I just think it might be important to maybe survey some graduates when they leave to do that. I don’t know. Um, just get a sense of that because I, you know, I know my student and there were others that were a little bit surprised when they, you know, when they got to, uh, college and they weren’t, actually didn’t get credit. So, um, I think Do a lot of times if, if a college doesn’t accept credit, at least, a lot of times it helps with The placement. So it does help with placement, but that also is, you know, in some cases, student, I’ve talked to students who’ve didn’t place out and felt that, um, it would actually would move them to take course again. So, but I really think the credit thing, we just gotta be a little bit, just maybe get some,

31:38 to get some data on that to understand, um, again, depending on the university or college, uh, as opposed That’s great point. We’ll look into that. And also, we know that colleges are becoming more selective and, and more difficult. And so the AP offerings is something that will help support our students at our college that are college bound. So we definitely, uh, I think the, the, you know, getting into college and then of course that’s the, can I say the survey of our, our students doing? Because I think that would give you some, some, some feedback too. Um, I don’t wanna discuss pros and cons of, you know, the list that people make of institutions. What I’m curious is, I’ve heard that AP programs typically are a big driver of how well you do on those lists. Is that, do we know that to be true or not?

32:25 I did talk to Christine Kowski, um, who was the director of counseling, um, and get some more information on that. Last year he had one of the most impressive lists of college of substances that I’ve seen since I’ve been in Marblehead. Um, it was really, truly Impressive. So, um, maybe there’s correlation. The Reason that’s not, not in the list, but I was just more curious about this. I’ve been asked that in the past and I really had no idea. So More, but well, I think Julie’s point was such that selective college universities are Yes. Expecting. Right? And That’s why I appreci and when you get there, they’re not. So that’s all you know, but so it just a key part of, um, of the college application, not, you know, it’s not

33:13 Anything else. Alright, thank you very much. Just gonna share one quick wait before they, um, so there is one thing when we moved, we’re gonna talk about student loan later. We talked about the numbers today a little bit. Um, I was actually very impressed with how, like, a lot of time, a lot of times when you look at this, you say, oh eight course, maybe only three kids, and they have four kids, six kids. I was blown away by how many, like, how large the class sizes are. So I just wanna throw, we, we talked about numbers, we didn’t talk about that specific, but I was blown away when we, we met with Dr. Carlson with all the classes and the numbers, and they were like, oh, it’s 2022 kids and that ap whatever I was, that’s never been my experience. So I mean, that’s, we have to underscore that. That’s huge. She, And I think part also of that also is KU goes

34:01 to the guidance folks. Because again, what I experienced, what I’ve seen experience is you, you know, as you’re entering as a ninth grader to freshman first year student, um, you, that has to be often mapped out. You know, it’s, it, it usually requires, you know, as they are articulating that it’s, it’s planful and planned out. It’s hard sometimes if you just all of a sudden in year three or four decide, I’m gonna take this through prerequisites. So it really is a key part of the puzzle. Guidance without doubt, guidance and the, and obviously the teachers, but it’s really important and we appreciate that. Sure. So let mean make you sit back down by Definitely.

34:45 All right. The next few items are around policies. And is that something we me to address and be able to walk us through that? Yeah, I was. Okay. Um, so under, uh, B four B, you will see five, uh, policies for a third reading. These are all MASC recommendations that have been reviewed and recommended for implementation by our superintendent. They all had a first reading by the policy subcommittee in November, and were advanced to the full school committee for a second reading, which happened on December 4th. So this meeting is the third reading and a vote to ac approve these policies. And I believe we need to do them individually.

35:32 Um, so, uh, the first one is ECAV, which is access to buildings and grounds. This policy addresses access to school buildings and grounds during the school day and during non-school hours. So I’m looking for a motion to approve this policy. Second.

35:54 Okay. So this motion has been, um, motion made by Jen, seconded by Henry. Is there any discussion around this policy? Okay, we’ll move to a vote. All those in favor. The motion passes four zero. The next, uh, policies, EFDA school food and nutrition meal modifications. This policy addresses USDA and DE requirements that the district provide modified meals for students with disabilities or dietary restrictions.

36:31 I’m looking for a motion move, Ms. Fallon. Second motion is made by Jen, secondly by Henry in discussion on this item. Right. All those in favor? Second. Right. That passes for zero. The next one is EFE, uh, civil Rights Complaint Policy for Child Nutrition programs. This policy addresses USDA and density requirements that we have a procedure for civil rights complaints related to food and nutrition programs. So, looking for a motion. Second. Thank you. Motion made by, uh, Jen, seconded by Henry. Any, any discussion on the item? All those in favor?

37:20 And the motion passes for zero.

37:25 The uh, next one is EHAA, district security relating to technology. This policy was proposed by MASC for adoption in September of 2023, and sets a foundation for adequate storage and protect protection of district data.

37:44 So I’m looking for a motion to prove this policy. Second motion was made by Jen, seconded by Henry. Any discussion on this item? All those in favor? Date of motion passes for to zero. Okay. The fifth policy is EHV Data and records retention. This policy was proposed by MASC in December of 2023 to address a gap in recommended retention of records, including electronic communications of public officials. So I’m looking for a motion, please. Second. Thank you. Motion made by Jen, seconded by Henry. Any discussion on this item? All those in favor?

38:31 The motion passes floor to zero. All right. So our next item is around the approval of a specific policy, IKFE. Competency determination. This policy was discussed extensively at the last meeting December 4th, and is being proposed by the superintendent to satisfy a DESI requirement that the district have a competency determination policy now that the m the MCM CAS are no longer required for graduation. The policy was presented to the policy subcommittee twice on November 20th and December 4th, and to the full school committee on December 4th. The committee, this committee voted for to zero at the December 4th meeting to waive the three meetings for this policy.

39:17 And now it is back for a approval vote. So I’m looking for a motion to approve policy. IKFE. So A motion is made by Henry, seconded by Melissa. Is there any discussion on The side? I’m gonna reiterate my, uh, just as I had with this before, I’m not voting for this policy, um, because I don’t feel comfortable with the definition of a passing grade, which is what we’re using to determine competency. Um, at our last meeting, it was discussed that this would be, um, explored, I guess at the policy subcommittee level, if the leave, that’s what we discussed, um, and then brought back to the C committee in January.

40:03 Um, but nonetheless, I, I, I can’t support this policy. Don’t agree with, With any further discussion.

40:16 Okay. Uh, we’ll vote on it. Um, motion made by Henry and seconded by solicit. All in favor? Okay. All against. And the motion passes. Read to one.

40:32 All right, then we have, um, two

40:36 policy updates. These are two MASC recommended updates to existing policies that reflect that Massachusetts now provides universal free meals. These were both reviewed by the policy subcommittee and recommended to the full committee for approval. So the first one is EFC, free and reduced priced food services. This policy has been rewritten to reflect the shift to free school meals. Uh, do I have a motion to approve this policy? Second. Okay. The motion is made by Jen, seconded by Henry. Any further discussion? All those in favor, A motion passes four to zero. The second policy is EFD Meal charge policy.

41:26 The proposed changes to this policy reflect shift to free school meals. So I’m looking for a motion to put this policy second. Okay. The motion is made by Jen, seconded by Henry. Any further discussion? Uh, all those in favor. Motion passes. Four to zero.

41:53 All right. The next item is around the appointment of Mark Strout to the Essex North Shore Agricultural and Technical School District. So the Essex, I’ll just give some background before we vote, but the Essex North Shore Agricultural and Technical School District School Committee consists of 20 members, one from each of our 17 sending districts, and three representing the Massachusetts Department of Agriculture. Marette is one of the sending districts, districts. So every three years we need to appoint the member. Mark Strat is currently our representative and serving as the board’s chairperson. He’s highly recommended by the school superintendent and our town moderator, uh, Jack Ridge for another term.

42:39 Uh, and the school superintendent is the Essex School, not not all school district. So I’m looking for a motion to reappoint, uh, by Jack Ridge, the town moderator of Mark b Strout, to a new three year turn. And the towns representative on the school of committee of the Essex North Agriculture and Technical School District. Such term to commence on January 1st, 2026.

43:03 And your motion is made by Jen, secondly by Henry. So can I just make, uh, I, I guess a request? Um, so Mr. Strat has done jobs very, very good. I don’t know if anyone’s been to town meeting or heard of it. He gives great updated town meeting and I think serves us very, very well. Um, however, well that being said, um, there have been some changes, um, at the technical school level, I believe at the state level. So they’ve now changed the application process, which used to be an application process. Um, that was, um, I guess, um, subject for lack of a better term. Um, and is now in, I believe now a lottery systems. Mr. Yeah, so there’s been, I mean,

43:49 I’ve heard it from a few people about this. There’s been some, you know, some concern, um, by parents because it does appear from what I’ve heard anecdotally, but I’ve heard from several years, many years that there are more students interested in attending the technical school, uh, or, you know, um, as sub tech than, um, than there are seats for in US or any other district. Um, so I just wonder whether it is of interest to the school committee to have maybe have Mr. Here, which he’s done before. Um, and maybe just talk with us about what sort of is going on and, you know, are there any plans to expand? I I know they did a lot of work a number of years ago When Mm-hmm. For our portion reconstructed or the rehab of that.

44:37 Um, but you know, they, I know there’s pressure on them and I, I just personally would like to understand, you know, if they’re

44:46 Yes, you, um, I think that’s probably good idea. Might have been. Um, there’s definitely some discussions from people on sending superintendents about, um, this enrollment process that they’re looking to kind of tweak a little bit. Um, they were supposed to have a vote on it. They probably, that worked in different time, I think, because it was a little concern. So might be helpful. Um, you know, as a sending district superintendent, you know, we were, we’re involved Essex Tech, but not, not in the way that I understand and also how they operate. So I like to help my application, but also the school committees because I think it’s important we know that, you know, additional opportunities for students are, are much needed and we wanna make sure, but we also wanna make sure that we have the proper ability to send our kids.

45:33 Um, you know, fair. So that’s part of the discussion. And also, you know, going forward, and I know there’s know budgetary implications, but you know, we have tech program here in, in district, um, but whatever sort of versions, you know, I mean, I’m old, but when I was the school here, there were some technical courses available. Um, you know, maybe that’s something committee may need to consider. The administration might consider some version for students that gives them something if they’re not able to attend. So we, we’ve been having those, uh, we’ve had some, those early discussions. Yes. Workshop, marine tech, um, or some of those tech tech things, um, pathways program and kind of lends us up to some of that. Um, we’ve had conversations about what more better we can do.

46:19 Um, just some schools do, you know, help access CA certification, explore that since going to childcare, um, like a certification into enrollment. Um, yeah, previous compared to, so those are things that I’d like to explore in, in the next, in the upcoming years. Um, and you know, along with that, if we get to a point where there’s a robust enough, um, process that we have, we can also start looking some, um, grants which fund some of that, you know, fund it and stuff. It’s just falls under or funding mechanism we have. Like, it would be able recognize, I don’t want someone

47:05 discussion, but when we have a discussion, I’ll bring,

47:09 So it might make sense to start at least with an update from Mr. Stu, um, as to what’s going on with that committee for us. And, and frankly, most important Administration. Yeah. Any further Discussion? I, I think it’s, I think makes a lot of sense. Yeah. Do you know when the applications Are due And visibility might be good to have that least world? Um, I don’t off the top of my head, but I, like I said, there’s a lot of discussions to working on the admission policy, admission process right now. And they’re trying to figure out, well, they change the stuff and know kind of back, so yeah, it’s probably in early spring. Um, because they, they call in conversations they houses,

47:56 um, similarly to our, but advertising, I mean, I don’t think we have any, it’s not, nothing’s gonna necessarily change other, we have no control. I just thought it would help to understand where they are given the pressure. That’s not the word. Yeah. Just the demand, um, that we’ve seen and Dallas change in some, in, um, enroll in acceptance or whatever applications. Um, so it might be able to just for the committee to under and the administration to understand what they’re doing, what their plans are, and then how that might inform us.

48:32 I also encourage you to, to, to meet Marky Gray, um, and also you all your free time to maybe someday get up there because it an amazing, first of all, I, it look beautiful, so Yeah. Oh, you have, yeah. Lunch there and,

48:47 but it’s, um, no, it’s great. And, um, and our town funds our students going there, so it, you know, it’s not a school district budget issue, but they was a town Budget.

49:00 We were just there. We were just there for a lunch and they, they do lunch and their administrative assistance last Friday. Friday, Yes. Yeah.

49:12 It’s just really actually don’t, so definitely I will, uh, I’ll reach out, I’ll reach out to Lauren. I think it’s, I think we all think it’s a very good idea. And as you said it, there’s real implications around the budget. And we’re voting on a, you know, appointing a chair. And I’ve done a lot of research as a result of this. But it be, I think we could add new committee. And also we just, there’s an opportunity when you all visiting next, you know, please let us know we school member to join. That’s to the visit facility. Well, you can go any anytime, but, Okay. Um, so we have a motion made by Jen, seconded by Henry. All in favor. Congratulations to Yes. Congratulations. Mark. The motion passes forward to zero all

49:57 And a big thank Did they did they, uh, when you, we have to do next step seven 11, and it’s something you really follow. I’ll reach out to Jack too, because I think Jack has a moderator. Yeah, it usually Follow. And then,

50:16 okay, the next item is, uh, headlight student newspaper. I’ll turn it over to Jen Johnson. Uh, okay. Um, so Perhaps the superintendent start. Well, uh, I requested this item on the agenda. And the reason I requested site agenda is that I had asked a question, um, a number of weeks ago just to understand what our, um, policy, not the, but what our practices, um, regards to, um, the, uh, Marlow High School headlight, which is the name of our student, uh, newspaper. Newspaper, yes. Student newspaper for lack of whatever. Um, so I had some questions about that and, um, wasn’t necessarily

51:04 totally understood what that was. So I ask that we, that we put this on, um, on the agenda to discuss as a committee our thoughts about this and then, um, you know, decide whether this is something we want to consider making a change, or if this is something that the administration would work on. But basically at this point, we received letters from some of the local media sources. But at this point we have one media source, which is around current, which is the exclusive, um, publisher of the Headlight. Um, and we’ve had requests from other media sources to, to do so as well. And so my question to the administration was, well, why would we live at that? In other words, why would we not want all of our students

51:51 to have multiple opportunities to be in print? Um, we’re digitally or we’re in hard copy. Um, I, ‘cause I do think from my perspective, we’re not, um, we are not media source. We’re not a newspaper. We’re a school and we’re here to help our students, you know, maximize their talents and, and their learnings. And, and obviously you get exposure. And I, I just, it just didn’t necessarily, I just didn’t understand it. Um, we have since received, again, I dunno if anyone’s seen it, a couple of, um, I think compelling, um, emails from other sources. I did speak directly with Sophia, oh, she’s here, Sophia, um, at Barbara Weekly News, um, who is interested as well as Marvel Independent. Um, Barbara Weekly News is both the print

52:37 and digital Barbara Independence Digital, um, and looking to, um, have individual students, um, articles, you know, potentially printed as well, which actually has a greater, um, circulation, um, with through the market, through the item, um, to multiple channels. So I just thought, you know, it was a compelling thing to talk about. And hence I put knowledge agenda. I think it’s great to, it would be good to have the students have more distribution. I don’t think that this is something that we should really be discussing. It Mass general laws, it’s an for us to make policy that that determines how while student adminis statement is disseminated. So I would leave that decision to the students.

53:23 And I’m not suggesting that we set a policy on how it’s done, I’m just suggesting that we don’t, it’s not limited. That’s what I don’t, that’s what I’m trying to Understand. Maybe if I just share a little bit of perspective. So Jen and I have had this conversation a couple times, and, you know, I’ve been back with Dr. Carlson and, you know, an agenda. We had further conversations. So, you know, I guess, I guess where I stand is, you know, the headline is a student running newspaper, gans here at the high school. Um, and part of that is, um, part’s discussions. And I think this is, this is the probably answer that who’s in Mr. Washington? Like how, who, who decides who makes, who makes, uh, which size of those conversations is it, you know, um, is willy-nilly, is it whatever? So part of the conversation was they have,

54:10 they have an exclusive with the client right now. It was based upon conversations, you know, I think several years ago, um, saying that, you know, we want to print the headlight in, in our paper in hard copy print. Um, obviously it’s digital there as well. And that’s been a partnership. So when I had the conversation with folks, um, part of the conversation was like, well, let’s ask the students who let’s student led student run newspaper. And by to, um, what they think, what they would, what, you know, they feel would be best. So we, we had to started having those conversations. So, um, I think it’s important that the, the main conversation was that they would still be, they’re really interested in having it still in print. Um, and they, they were nervous that if, um,

54:56 it was kind of allowed to be in a bunch of different publications, that the part may say, well, no, I’m not gonna print it. I’m not, I don’t wanna speak fully Lee. That’s not, that’s not something Lisa. I’m just saying that was the nervousness from the students. So I think losing the hard copy print is something that they’re really passionate about. And I think the other parts, the partnership at this point is this internships. There’s, uh, they’re a nonprofit paper who, um, does a lot of work with the students and wants them to do some internships and some paid, um, things going forward. Uh, so the, that’s part, that’s part of been this discussion, and I think that’s kind of where we’re standing now. And I, you know, I think part of that conversation is how do we move forward and, and what we do differently. The same, I’m, I’m a big propone for not doing things just because of the way we’ve done ‘em.

55:42 I wanna have a broader breadth of conversation. So that’s where we start those conversations. Um, so again, it’s, it’s more student run newspaper. We want hear, you know, talk a lot about student voice. I think the, um, rests with the teacher and the students, mostly teacher obviously that oversees like to Higgins. Um, it’s a school based decision basically about where they wanna publish it. So, um, in my opinion, that’s, that’s where that decision making belongs. I think having the conversation is a good one. I think exploring opportunities is also a good one, I think. But again, um, that, that’s a, that’s a building based decision at this point. I would become involved for something where they were, you know, coming to me and saying, Hey, we wanted to do something different in this, in this course, whatever the course is, and we need a different level of support or resources wherever.

56:28 That’s where I would get involved. I don’t like, or manage, you know, the curriculum stuff in community classes. So that sets kind of standard. So I doesn’t necessarily be an answer, it just gives some background to wherever we are now, how hearing, but I’m definitely open to the conversation. I just think you, you have to, you have to remember that’s the teachers on that class. Well, has the teacher spoken to other resource? I, I don’t, I I don’t have that detail. No. Um, or talked to me students and students have expressed their interest to keep it in print. So, and right now the consequences, Well, there’s other sources that also, But again, there’s a, there’s an agreement right now, like at least the handshake. So

57:14 I think for me, I would say like, has the headlight advisor and students express that like the current situation is not working or hindering goals that they want to meet. For Me, it’s more of a, like, it’s an extracurricular students and their advisors should have the agency to choose what they wanna do. And if it’s not hindering the goals that they wanna meet and they’re happy with how it’s working, they should even wanna send Decision. I don’t think it’s a committee. I don’t think it’s a committee either decision, except that it came to, um, that’s, that’s what I’m here. Um, and I agree with you on that. And I would then assume that the teacher would be exploring what other opportunities are out there. Because I mean, I think John, to say

57:59 that the students should be the one leading this, their students, their, their children quite like it’s, in other words, We should listen to what they, what their students are and the teachers would, but If, yeah, but I don’t think that they would necessarily on their own have thought, Hm. You know, do we have any other opportunities available? Right. The opport the option for other opportunities to, to, and that’s why No, and honestly, I think, you know, the kind, it’s been a conversation starter, which is good. This is how we, how we have, you know, good open dialogue. And I think, you know, as we further discuss it and maybe that that opinion that from the teacher and or the students in the C collaboration says, yeah, I mean, that does make sense because Yeah, on the surface, yeah, get the publication out as much as you possibly can. I agree with that for sure. But it’s also, if it’s not that, uh, detriment of something

58:47 that type of, you know Yes. A collaboration system that’s, that’s, well We also don’t know what other opportunities as Well. Yeah. So, and I think About Yes, the adminis, yes. So me explore those. So what would be the next step? Like we back or what? Um, yeah, I think I’d like, yeah, I mean I can, I can have, I wasn’t sure exactly how conversation extra stuff. Yeah. I just wanna, I’m not sure, shouldn’t we go through kind of a typical process before it becomes to the school committee? We just don’t address everything that people ask us to address. So I would think the normal thing would be that Mr. Higgins John, correct. You know, and the students involved, you know, the administration potentially work with them

59:33 to see if there is, if they’re interested in publishing in all three mechanisms. Right. Which I personally have the problem with, but I feel that it’s student run and they should have the agency to make that decision. And it’s really only come before us. If there’s, it really gets to where something can’t be decided or we think we need a policy around something then, and only then I think it should be discussed here. Yeah. And That, that’s what I kind of mentioned earlier. Like it like doesn’t even come to my level. It had nothing’s been to my level other than the conversations that were brought to this committee and, you know, to, to set the conversation that hasn’t been brought from the school level often, which, you know, which doesn’t mean we can’t have a conversation unless, Hey, let’s explore that. I certainly, that’s more than reasonable. Oh, I think it’s, I think it’s good. So we’ll wait to hear back. Yeah, I think we do it in a planful way

1:00:19 and see what happens. Thank You. Thanks for consideration. Yeah, absolutely. I, I’m sorry, is there a reason for you to, Oh, I was just wondering. Okay. Yes, you can have a point of information. Okay. Um, so I am not the one to brought this, but I feel like since we are now, the three of us are part of kind of this conversation, um, I just wanna ask that we were never asked by anybody, the organizer, neighbor, to if we could publish their work, but, um, I think we both have

1:01:01 Hospital and I think that was clear in the, the correspondence that we were seeing. It’s in the material packet that was distributed. Okay. And we, and we can keep the conversation. Yeah. And I would say we got, you know, we’ve got communication I the public to take a look at it from each media source. And all three have great stuff that they, that they benefits that, that they provide and, and, and unique in, in each of each, in each case, because they’re different publications, they’re different, um, personnel. And I think there’s a great opportunity to leverage all of the great journalistic talent we have in our communities to help our students. Alright, Thank you. Um, our next item is student services updates.

1:01:51 Thank you everybody. Thank you. School committee for, um, ask c me to come in tonight to speak about the student student service department. Um, are we gonna display the, is it already displayed the dissertation? Let again, Send, send the folder that

1:02:13 Okay. Then you can share your screen. You want me to just do that? Share my screen or Probably,

1:02:26 yeah, I can shirt with me. I don’t have access to the folder. I’ll put it in my, I can remote. Yeah, I can, I I’m gonna, um, I’ll do the slides while she Okay. Yeah. Thank you. Thank you. Absolutely. It just takes one second in the ring. Great.

1:02:44 So I’m excited to talk about, um, our student service department. Uh, this is the start of my second year, uh, within the district. Uh, and, um, as the slides come up, you’ll see it. I start off by talking about staff anyway, so I can do that pretty fluidly. Um, and I know my assistant director, Victoria Ryan, is, uh, watching at home. She’s under the weather. She wanted to be here. Um, so we wish her well and hope she feels better soon. Um, thank you for not coming. Yeah, exactly. And she, you know her, she would love to be here, and she was going to actually be a panelist. And I, I pulled the plug. I said, I actually just want you to lay down, press for a minute. Um, and a huge thank you to my executive assistant, Kathleen Efen, who, you know,

1:03:29 keeps us all going throughout the day, not just in, um, the student service work, but throws a lunches every once in a while to say you should eat some. Um, I also, um, as I give the special education staff overview, um, I’d like to recognize the work of our team chairs and our administrative, uh, special education, administrative assistance. Uh, their work requires patients creativity and an unwavering belief, uh, in the potential of every family, every student, um, within our community. They collaborate with our families, advocate for students, and support the adaptive instruction to meet the unique needs of our students,

1:04:15 all while fostering an inclusive environment where, um, we strive to make every student and family fee feel seen and heard. Um, up there right now, um, I’m happy to announce for the Glover School, we have half hired a team chair. He, his name is Stewart. I’m not gonna give all his official details until I, he walks in the door. Um, but he’s coming for a visit next Monday. Um, and the team chairs and I are going to meet and greet with him. And he went through an extensive interview process and he comes to us with a lot of experience, and that’s gonna be extremely valuable, uh, to the Glover team who worked so hard. Um, and then we are bringing on board, uh, Katherine a Paula, Katherine p she, um, actually, uh,

1:05:04 works in the district in a different capacity, but she’s coming on board as a 0.6 administrative assistant. Um, at Glover. Previously this position was a 1.0 split across the two elementary schools. Um, but we were finding that the need is great at the elementary level to have a 0.6 in each building instead. So tonight, I also, oh, next slide, sorry. Uh, tonight I also wanna take, um, a moment to recognize a group of individuals whose dedication often happens behind the scenes long hours. Um, whose work is felt and impacted in every corner of every school, um, in, in our community. And that would be our special education stack.

1:05:50 Um, behind me is the, is are the labels of the positions that they hold. But behind these labels of positions are some of the most amazing educators. Student centered, um, people who, uh, worked tirelessly truthfully to ensure that every student, regardless of their unique needs, um, is supported, um, receive the tools that they need to be educated, um, and provide students the opportunities they need to be successful, um, within our schools. So, um, I just wanna thank this entire, this is kind of the special ed team. Sorry, that was saying something.

1:06:36 Um, um, I wanna thank the entire special education team. Um, we’ve been through a lot and, and, you know, they as a whole have been through a lot over the last couple of years, but the last year and couple months has been a lot of digging in, working hard, uh, in the best interest of our students, uh, recognizing we have a ways to go. Um, but at least there’s a beginning and, you know, a bright future ahead slide. Sometimes people say, okay, what is the Student Service department and what do you do? And so I just went ahead and I made, uh, lists of most of the areas in which, um, fall under my domain. And it, um, oftentimes people think that potentially it’s just special education.

1:07:24 Um, but it includes, as you can see so much more, um, in future meetings. Like I would highlight, uh, the different areas that are up here en listed. Uh, tonight I’m just going to focus on a, a couple of, um, areas. Um, circuit breaker comes to mind ‘cause that’s our most recent, um, uh, um, avenue that we worked in. We were audited by Department of special, uh, department of Elementary and Secondary Education. Um, and it kind of was triggered because last year when we applied for a circuit breaker, which are our funds, where they look at our high needs special education students, and if they, uh, meet the threshold,

1:08:09 and there’s a piece of it called Extraordinary Relief where, um, we compare our spending in FY 25 to that of FY 24 and claim, um, any spaces where we, um, were over the 75% threshold. Um, and so that triggered kind of an audit for us. Uh, so the state came in, three lovely ladies. We set them up in our conference room, and they went through every single folder, uh, that we claimed, uh, for circuit breaker. And we received our official letter yesterday. Not superintendent did that. We actually are owed some money back. Um, and while under the money owed back, we don’t actually see that money until they finished auditing all the districts that they’re auditing. And then they divvy it up and, well, we’ll see what we get.

1:08:56 But we are just very ecstatic that we were able to, um, be successful in, in receiving those funds and supporting the school district and our special education families. Um, let’s see. Next. Okay, so, um, students served. Now these aren’t all the students served, but, um, just looking at some of our numbers and trends over the past three years. So, in terms of our students who fall under foster care, uh, in 23, 24, there were seven students in 24, 25 6. And currently this year is four. That number actually has changed since I’ve just made this presentation. Um, we had, um, an influx of students,

1:09:42 I think about 15 at this point in the past three weeks, um, who came with significant needs, unbudgeted needs, um, not just under foster care, but under all of these headings that are on the page. So some of these numbers are a little bit off, uh, in real, um, McKinney bento, um, that is the line for students who are homeless, meaning they’re either doubled up with family members living in a shelter or hotel. Um, the district had 11, uh, students following that category in 23, 24, and then seven, both last year and this year as well through McKinney Eventu. We also, um, have funding around, uh, transportation

1:10:28 specific to those families as well as, um, whether the student might need some durables, for example, like glasses or a brace or, um, different various appointments that we will cover and pay for. Uh, usually a letter goes out the beginning of the year to the families that we have listed as, um, under McKinney Bento, just to give them some names of resources in the community. And there are plenty in this community, so kudos to Marblehead. Um, but also to check in to see do they need backpacks, coats, supplies. We want everyone to have an equal and, uh, accessible access. Um, think their peers in the schools, students on IEPs. Uh, in 2324, there were 505 students on IEPs.

1:11:18 In 24 25, there were 439. And currently this year we have 469 students on IEPs. And that’s three K through, um, H 20. So students on five oh fours, which is general ed, but, um, still falls under, uh, federal regulations. There were 226 students in 2324. Last year there was a 249. And this year, this number has changed since I did this, just this afternoon. Um, so we’re at, it says 2 81, but we’re actually 2 79.

1:11:56 So, um, students out of district. So in 23, 24, we ended the year, this was just before I began, Victoria and I began, there were 48 students listed, um, as receiving out of district funding. Um, but at the end of the year, just as we were starting seven students, um, at the end of the 2324 school year were proposed out through the team process or through agreements from the previous administration. So that’s why you see that jump to 53 the next year. Um, ‘cause that includes those seven students, um, from the previous year who were not, you know, documented in that end number. Um, and this year we have 50 students in outta district

1:12:42 placements, and these numbers are fluid. So I just wanna be clear about that. So these are, these aren’t the same 48 kids, 53 kids and 50 students, because some students graduated, some students aged out and some students have been brought back into district. So I just wanna make those, that clarity, the point of clarification. Next, another area that, um, is a concern that I’ve heard in the district is around safety. Um, we do offer many programs that’ll be talking about in a few minutes, um, for students who can become dysregulated. And so, um, we offer safety care training. QBS training is another, uh, that’s the company that, uh, provides, um, the information and the training.

1:13:30 In 24, 25, we had 53 staff members who were restraint trained. And currently, uh, this year we have 61. So kudos to our staff for, um, getting involved and learning the proper ways to restrain if needed, uh, a student. We do not have a significant number of restraints in this district, so I want to, uh, make that crystal clear. Um, and, uh, we have, we started this last year and we continued it into this year where, uh, training that the entire staff receives is deescalation training. So deescalation training is the visual of their shows, um, is a common language that we use throughout the district to try to deescalate students

1:14:17 before they get into a, a place of total dysregulation that might require, um, a restraint. So there’s the health strategy, prompt strategy, weight strategy, um, and this year our BCBAs, um, kt I’m gonna kill her last name, and KT I apologize, uh, ky. Yeah. Uh, and Kaitlyn Heram and Maria dot, uh, are three BCBAs. Um, and they provided trainings at the elementary, middle, and high school levels in November, um, for our, all of our educators, um, our professional, uh, staff. And the goal behind this is to develop that common language so students aren’t, you know, wondering what’s this?

1:15:04 How’s this person gonna interact with me? How’s that person gonna interact with me? It brings this calm to the student to say, you know, do you need me? You know, do you need help or wait, the stands for is why am I talking? Right? And so to have these systems in place just brings, you know, natural deescalation. Um, next slide please. So what is special education? So special education, um, and I just pulled the definition right from the regulations to make it really clear under the us um, individuals with Disability Education Act or IDEA is specially designed instruction at no cost to meet the unique needs of a child with a disability, ensuring a free,

1:15:51 appropriate public education, otherwise known as vape in the least restrictive environment, also known as LRE. Um, and so what does all that mean? That means that when we discover a student has a disability, like what are we doing differently to give them access to the education or similar education to their peers. And that looks very different depending on the individual student’s needs. Um, and to provide a free, appropriate education is, it shouldn’t cost anything additional to that family if the services come through the school department. And a least restrictive environment is that we’re not, um, for example, putting them in a pull up program, we have the data to say they,

1:16:37 they need a more restrictive environment. And that would be even something for inclusion. Um, we’ve been talking about a lot of, a lot about this in the district. That would also include, um, just gonna make an example. Let’s say we have a student who requires speech language services. You know, um, sometimes people say, oh, it’s gotta be five, five days a week, they need it. But that is a really restrictive environment, especially for a child who’s just, um, getting on a plan for speech. And so what we wanna look at is where do we think, um, is the best service delivery for that student that they’re still accessing the majority of their, uh, general education, but are also getting the support that they require to meet their goals for speech language, for example. Just add so least restrictive environment is little things

1:17:23 that people think poor roles as the environment is really not. So I please raise next, um, example is good. But then another example which we run into a lot is if a child, um, if the PT or whatever, um, decides it the child needs, uh, 1, 1 8 or something that’s actually seen as more restrictive then, uh, right? So we always have to look at that piece. So the least restrictive environ also appropriate to meet their needs. So it’s, there’s a lot of those qualifiers in that when we have conversations about special education, so least restrictive environment and free appropriate public education, um, are, are some really, uh, key points to the discuss. I just wanna share that. ‘cause the one-on-one aid I don’t think people really understand that actually is providing a strict environment for a student.

1:18:09 So only when they truly need it. So, and the TNO cost is at no cost, at no cost. The family be clear, it’s not clear on the quote, but that Yes, there are Costs, so, Right. Alright. Thank you. Um, and so we’re always asked about what programs do we offer? So this is a, a very high level overview as we continue to work on our programming here within the district. Last year we began work on our language based and therapeutic programs that work. Um, we’ll be continuing, um, into the new year, and I just wanted to give an overview, um, of the different programs. So, uh, not so much a program, but the inclusion services, this is

1:18:55 what we is known as the B grid. This is when students are within their, uh, general ed learning environment, but receiving support inside of, uh, that learning space. Um, and so I’m not gonna read the whole slide to you, I’m just gonna kinda give you the generalization, but I, the way I laid out each of the different, um, uh, programs is what is the goal of the program? Who are typically the providers or consultants, um, who are part of that team? What strategies and resources do we typically employ? Um, what is the student’s learning profile generally? And then what grades are serviced? Um, and so this is kind of an overview. I don’t want it to be lost that we look at each student as an individual.

1:19:42 And so sometimes, you know, um, I think in the past, in this district, it’s one of the reasons why they disbanded some of the programs because when you lay it out like this, somebody might say, wow, my, my child doesn’t qualify in that certain way. And don’t follow this exact, you know, box. And that’s why they’re called individualized education plans because they are individual to each student. Um, next slide. So, so our language based program, um, this program, we have mid services, grades two through 12. Uh, we have language based programs at the Brown school, the village school, the veteran school and high school. Uh, we’ve been working with Landmark over the last couple of years, even prior to Victoria and i’s arrival in the district.

1:20:28 But last year we really focused on the classroom environment itself. Like what, what do we need to have for the students within that pullout environment? Um, sorry, sorry to lose my own voice. Um, and so, uh, within this program, it’s more than just the language intervention programs. Like when it says Orton Gallian Wilson, yes, they’re important factors, um, important curricular tools, but it’s also about, um, the language acquisition for our students and what are we giving them to provide them success in future years, right? So we use certain graphic organizers and we teach students how to use those, um, first in like a modeling approach, but then we move away from that so that they’re able,

1:21:14 for example, the two following note, they’re able to use that through all, through all their content areas as a learning tool straight up through college, in college. Now they’re teaching, you know, how to use like to column notes and, and the, and such. Um, in, within the language based classroom, we’re very, um, vocabulary, um, is taught in a very explicit manner. And that carries over to some of our language based students who go into the general education setting. This program, depending on the student, is not like a full C grid program or a pullout program. It’s what students need. Um, next slide.

1:21:53 Next is a therapeutic program. Um, and this in this program, um, is for students who need, um, more of a social emotional, um, self-regulation, self confidence, um, emotional regulation, um, need. And again, this program is very fluid, uh, um, developmental age ca goes into it. Um, various students’ needs. This program has a B grid and a secret, a pullout and a push in component to it. Um, and we try to break down any barriers, um, for students to access their curriculum. Um, some strategies that we use is, uh, coping skill strategies, their behavioral plans

1:22:39 that are shared with all staff who work with an individual student. Those, um, behavioral plans, otherwise known as bips, um, are developed through a functional behavioral assessment with our BCBAs, who are behavioral interventionist, um, team. And they work with, um, the staff to give individualized, um, support to students. And those are looked at regular. Um, and, uh, the therapeutic program is grades, uh, K through 12. And we have our therapeutic programs at Brown Village Veterans and the high school. Next slide please. Um, and then we have our a VA program. And this support students, um, will have verbal

1:23:24 and nonverbal, um, learning difficulties. Um, oftentimes our students, uh, with autism, uh, participate within the A VA program. Um, it, within this program, there are a lot of staff embedded, particularly, you know, something that makes this program, uh, a little different is, uh, we have an a a C consultant. And so that is like tech tools to help students communicate. Um, and although we work with, uh, an ex excellent provider who not only provides information, well, what exact tools a student might need in order to communicate, but works really well with our staff to train them to be more independent and, uh, more fluid in their work students, um,

1:24:10 within this environment, um, uh, there’s a lot of support that is required. Um, the students oftentimes need a small teacher or a staff ratio to student. Um, and so this program is pre-K, uh, through age 22. And our program is housing lover, village, veterans and high school.

1:24:37 Last but not least, uh, I know there was some information that’s tiny, so I can give it to you larger later. But, um, there was some asks about the accountability data around special ed, special education students or students with disabilities specifically. So on the left hand side, um, is the data, uh, from our, um, 2025 school year and looking at the accountability, uh, information. And on the right side is 2024. So in comparing these two different accountability reports, you can see that there’s been a huge increase, um, in success of our special education students. Um, in terms of their achievement, both in English

1:25:24 and in math, uh, as well as science. In 2024, um, the overall was zero points received. Um, and for, uh, zero out of 12, and this year it was seven out of 12 points received for achievement. Um, in terms of growth in 2024, um, the district received five out of eight points. And this year we went down by one point to five out of eight points in terms of student, uh, growth. And that was in the area of math. So it’s something, it’s not a significant drop, but it is something that we’ll be looking at. Um, and then when you continue, um, down to the bottom, you know, um, a concern and something that we’re looking at with the building administration is chronic absenteeism

1:26:11 of students who, um, have disabilities, um, as we receive zero points. Um, and that’s under the non high school students that, that column I was just talking about, sorry. Um, in terms of the high school itself, um, in terms of achievement in 24, um, for a achievement in English, math and science, students with special needs received 1, 5, 12 points. And uh, last year they received seven out of 12 points. So that’s significant achievement, kudos to our staff and our students there. And then in terms of growth at the high school level in 24, it was two points out of the eight points in both English and math. And last year it was four out of eight, so, so growth,

1:27:00 but room definitely to grow. Um, and I know that assistant superintendent for already went over like, what do the different terms mean? But I just, I’ll just say both again, achievement is how we do,

1:27:18 excuse me, achievement is how are they actually doing in the content area and growth is comparing them to their peers who have received that, that same profiles at same score. And then when we go down to high school, in terms of graduation rate, annual dropout rate, um, extended engagement rate in 24, we re, the district received four out of 12 points. And last year we, we received eight out of 12 points, which is nice gains there. And then in terms of chronic absenteeism, um, last year was two out of eight points, and this year is zero audit. So obviously absenteeism of our special education students is a huge area of concern.

1:28:06 Um, some ways that we are already addressing that or, um, ensuring that letters are going home, that there are phone calls being made. Um, as I discussed, I think that a previous meeting we have now, uh, started our work with the depart wheel program, um, in conjunction with the Y and that program does wraparound services for, um, they have a whole new section, a whole new program about school avoidance. And so we’re hoping having those tools as well as, um, we just met, um, Gina Hart and I just met yesterday with the, uh, CSA program manager, um, who provides in-person in town, um, similar supports, um, for our students. So we’re hoping with all these diff various partnerships that we can continue to support our students, um,

1:28:52 making them return to school, here comes somebody.

1:29:00 That was true. Thank you. Yeah, thank you very much. You’re very welcome. Alright, next up is, can I Just make a couple comments? Sure. I mean, that was a very robust citation. I wanna thank you. Um, this is a very, very important part of our district, um, from our students that we service, um, our staff that work hard diligently day and day out. Um, and, and last but only not least from a budgetary standpoint. So this, you know, this area gets a lot of, a lot of focus. I encourage the members of the committee to take the time, um, and I know it’s a lot of us done have, but to really, um, sit down with Lisa Marie and really understand what she just talked about, could take

1:29:48 25 hours to really dive down, didn’t understand, you know, um, just as a lay person, and I’m 20 years into this, I had a student that, you know, see special education services. I have a pretty good working knowledge of this by, you know, these folks are the experts. It is incumbent on us as to really understand

1:30:10 at a lay person’s level. Certainly, um, you know, what the reality is here of, of, of this, this portion, because this part of our school district is, um, you know, cannot be emphasizing off its importance in, in so many different ways. And, you know, you talk about the freedom brokering education, and you can correct me if I’m wrong, but general education students are not title to the free education in the law in special education students. So, you know, there is a, these are civil rights. Um, this is handled, I mean, this is handled in the civil rights division. It’s, it, it cannot be underscored enough. And so I just encourage you, um, if you can, to take the time to do that. ‘cause I think this was a very, very high level

1:30:59 overview of what is a very, very complex part of our district and important to have a decent working knowledge of, of what goes into this because, um, because it’s, you know, there’s a lot of pressure so regards to this, and when we talk about the enrollment even more, so thank you Aju. So, um, I wanna say thank you, Tony, Lisa, Marie, and Victoria and Kathleen and all special educators. I mean, it, as Jen said, it’s, it’s a huge important part of our district. I think, um, this was the high level conversation and was, it was meant to be this way so that folks really have an under like an overarching understanding of what the student services department does

1:31:45 When we come back and we do, you know, um, the next layers of these discussions, we’ll be really more focused on, you know, the a BA programs, therapy pro programming. ‘cause I think a lot of our conversations are like, what are those programs look like now? What should they look like moving forward? How does that inform, uh, how we program for students in district, outta district, back into district? All those conversations. Um, and I just share that because, you know, it’s, it’s kind of a little bit premature to have a lot of those conversations, but not to premature to start talking about what the plan is for the future. So that will be kind of the next layer, but this is a good kind of overarching. So when we have that next layer layer, everyone will, I just wanna share that, but thank you some, You Don’t have to meet with anyone at any time

1:32:30 as it is complex and can be confusing. You can have a more nuanced and detailed conversation then obviously, then again, in the limited time that you know, that we have. And it, it’s just, it, it’s very, very important. And when we talk about enrollment and declining enrollment, um, there’s a lot of things to go along with that. But there’s also a, does the town of Robert been very generous to the district? Um, and continues to be, and there’s an opportunity hopefully, you know, working with Mike and, and, um, and John to, to be able to potentially make the investments that we need to make in these areas to meet the needs of our students in our district.

1:33:16 Um, move on to Mike, uh, discuss carpenters. Hi, good evening. And, uh, happy holidays everyone. Little Festives going on here. Um, just wanted to give you a quick update. We are, our copier contract is up at the end of January, 2026. Um, can I give you an idea? Right? There are actually two contracts. One is a, they’re both 36 month contracts. The larger one is due, is up at the end of January. There was a smaller contract for just our color machines, uh, that’s up the following March. Um, 24 machines in the black and white category, five machines in the color category. And, um, we, I,

1:34:01 John’s blessing requested that our, well, let me just go through this. Um, this is district wide? This is district wide. That’s correct. Currently, our leases are running us about $99,000 a year, plus we pay for our service and supplies of about $31,000 a year, 30,000 a year. All in, we’re about $129,000 a year. And spend right now on colleges, 29 machines over the both leases. Yeah. Okay. Oh, Ross. Um, so when we went out to our vendors, there were three vendors who expressed interest in doing business with the public schools. Um, we ask them for a few things. First thing we want to see three different lease terms. Typically, they always come in and just give you the 36 month, and this is what every school district does. And, uh, just take the 36 months and sign the contract. And we, um, we ask ‘em for 36, 48

1:34:47 and 60 month, um, options for leases. The other thing that we ask for is for them to, uh, include paper cut. Paper cut is a, um, server driven, necessarily call it software, but it’s software in hardware combined in the copier that requires us to use our, um, ID badges to release print jobs and to make copy jobs. So it does a few things. A, it increases our confidentiality, no more printing and leaving something on the printer for somebody else to come up and see. Um, it reduces waste. A lot of times we’ll print something and it’s just never get to the copy or to, to pick it up. And with paper cut after 24 hours, if you don’t release it, it deletes the job. So a lot less waste of paper and toner. Uh, and it also tracks our use volumes. See how many, you know, see what grade levels with teachers

1:35:35 with higher educators, um, what their volumes are that they’re printing on so that we can maybe identify areas for additional savings. Um, our, our other request of them was to include all 29 machines being renewed in January of 2026 when we have machines on two different lease cycles, kind of handicapped or, or, um, handcuffed. Handcuffed, yeah, better word by a vendor where they’re, oh, you’re gonna replace these this year and those next year and just the year after. Uh, if they’re all on one cycle, it gives us a lot more, um, flexibility and also negotiating power with other vendors. Uh, so by doing this, you’ll see that we have a lot more negotiating power going forward. Uh, might be kind of hard to see, but, uh, we received proposals from

1:36:20 Ricoh, which is the incumbent. They, uh, propose a semi CPC. Some of the machines you pay per click, uh, per copy, and that includes your toner. But for the most part, all the, all the black and white machines were not cost per copy, meaning we buy the toner, we stick the toner in our closets. Uh, it sits there for the next 20 years, uh, or five years or whatever, until somebody cleans out the closet. Uh, usually they’re not compatible from one bottle, one bottle to the, when you operate to the next model. So I, I foresee my past districts, there has been a lot of waste of toner sitting in clauses that we paid for upfront. And as CPC, we paid per, per copy and bill in arrears. So, um, after we make the copy every three months, they’ll send us a bill. These are the copies you made,

1:37:06 and oh, by the way, you’re running low on toner. We’re gonna ship it in at our cost with the anticipation that you’re gonna use it very soon. So they keep, they have, um, the ability to, to dial into our machines, kinda like the Oracle, Oracle Maytag repairman. So they can dial into our machines, they can see our coffee cons, can see our toner levels, uh, and all that. So, uh, the first one’s from Rico, the second one was from Konica Minolta, uh, Rico was, um, I’m sorry, let’s go back to Rico. Rico is the manufacturer and they have a, a local branch here. So they are at the manufacturer’s branch dealing directly with the manufacturer. Konica Minolta, this, their quote was through a local independent dealer called UBO. Uh, they’re local here, but they are, um, nationwide. They have offices all over the country. So they are a, a, what we call mega dealer. Um, they have buying power and flexibility, uh, to get us best pricing.

1:37:53 They carry Ricoh, Konica Minolta, and, uh, maybe Canada, that third line. Um, so they have opportunities to get different, different models because we are currently a Ricoh Pro, uh, customer, Ricoh would not give them support to keep our business through UBO, so, um, they won’t, they’re on manufacturer of Konica Minolta, which is well, well-respected brand and education. Um, and then, um, their machines are five pages per minute faster. So Rico’s all end in a zero, meaning 40 pages, 50 pages, 60 pages, chronic metal to all end in fives 45, 55, 65. So chronic metal to knowing that they were in competition, uh, went with the plus five instead of going down five on every machine. So that was a, that was a huge advantage. And, um, cost per copy,

1:38:41 they were true cost per copy paid four tenths of a cent for a black copy and four 4 cents perell company, and which is pretty much, uh, standard across industry. The third option was Canon. Canon makes a great machine. They have very, um, reliable machines on these, these are, all three of these are are great, but Canon has really just, it’s kind of the name. Um, unfortunately their pricing was higher, both on a lease and, uh, on their black and white cost. AA their color cost per coffee was actually less. But we do so little, relatively little on the grand scheme of things, uh, color copying that, um, their price change on the, on the color didn’t make them annual changes. So just to let you know, if we had stayed on a three year lease, Rico probably would’ve been awarded the contract.

1:39:27 Um, just that their savings, annual savings was about 19,000, uh, $18,000 a year. We just did a three year lease. Um, when we got to the 48 month lease option, which Steven Biotech, John and superintendent and I all, uh, met, discussed the advantages and and disadvantages of going with a longer term lease. Um, we, we all agreed upfront that 60 months is just a little too long in a public school environment where every teacher and every, um, they’re all using the equipment. Sometimes when they jam, they don’t know how to unjam them. So they may cause more problems. Um, and not, not as many fault are theirs, but, uh, it, they’re just, it’s a harder environment for, versus an office environment. An office environment, five years could probably break,

1:40:14 but in a school environment, it’s not the ideal, uh, situation. So when we got to the 48 month, um, area, Veronica and Rico were, were dead. I mean, difference of $600 a year, total cost of ownership, total $600 a year. So we took into the consideration the factor of getting five pages per minute faster, getting the true cost per copy where we don’t store the toner any longer. We don’t buy the toner and store it. Um, and um, and like I said, both of those came with both paper credit, um, which is the print management software, uh, can, did not give the pay. So that was another disadvantage for them. So our recommendation is to go concrete and Ulta ‘cause of the speed and the cost per copy and, um, because another page. Yep. Okay. So, uh, a 48 month lease, again, RICO and,

1:41:03 and, um, chronic metal were relatively equal on the total cost of ownership. Chronic rental gives, it’s the five pages minute faster and the cost per copy, our estimated savings are gonna be about $22,000 zero pound fame. So about $88,000 for the term of 48 months. Um, which to us, I think is substantial, where costs are going up everywhere else that we’re able to drive the cost down a little bit on a commodity copers our commodity. Uh, I think that’s a, that’s a huge savings for us, right? It’s not, it’s not gonna save our budget, but it’s, it’s gonna be a helpful to, um, however, a 48 month lease by mass general law requires the approval of the governing body, just typically town meeting.

1:41:49 But at town meeting every year, this is explained to me, there is a marked article that allows the select board to enter into a term contract beyond 36. So my next stop will be select

1:42:09 And how many, and maybe it was on an earlier slide, I apologize, but is it the same amount of machines in each of the clothes? Yep. So there’ll be 29 machines, so it’ll be 24 black and white, five color. Each building has a color machine. Um, so they’re all Multifunction, They’re all print scan, copy, they’re all set up for fax, but we don’t have fax lines on all of ‘em. And it’s kind of a, uh, yeah, it’s kind of a so, but, but yes, actually tell you right now in the RICO machines, we do not have whole punch on a lot of them. So last year when we put our, put our budget books together, I had to go buy a case of whole bunch of paper. All of these kca, every one of these con machines has a whole punch and staple. Okay. They had the, the clear effect too. Like they have. So we have, we seen, I’m not sure that they have the

1:42:55 Now what, what are the issues if I know, we know we’re paying page, but four years is a long time. Sometimes the technology, but it seems like cop have been copied for a very long time. Like, what if we need half the amount of machines in the third year of this contract? It we allowed to kind of, No, we wouldn’t be allowed to. Yeah, no, we’re, we’ll be locked into those machines. Typically. It’s not the, the number of machines, it’s where they’re placed. So, um, you know, we, we could probably get away with one 90 page per minute machine at every one of our schools except for well at, at the elementary schools, um, at the high school, certainly not, but that would mean you’d have to get to it. So if it was in a different wing or whatnot, it, it’s, there is a convenience factor, uh,

1:43:41 that the teachers at village on the third floor shouldn’t have to walk all ‘em in the main office to make probably, or, or just scan a document to a parent or whatever else. Again, these are multifunction print copy and scan, uh, scan and email or scan file. So there is a convenience to it also. Um, it does, when we do this, we will look at volumes at the end of this term. Especially that’s, we, because we’ve implemented paper cut, um, and identify if there are machines that we can, instead of maybe putting in a 55 page minute, can look it down to a 45 page minute, which is a lower cost machine, you know? And, and that would be in four years. Again, I would look at it. Yeah, there’s, there is, there is no way to, I wouldn’t say there’s no way. It’s like anything I can upgrade early on a lease, but you’re just carrying that cost into your new lease. So

1:44:28 Minimum, I’m being too hopeful, but just, I mean, I would hope that we’re going to at least have our output of paper, right? Especially within four years. But that may be a bit idealistic. Yeah, I think, I think what paper, you know, I think the paper credit’s been helpful a lot ‘cause I’ve been tracking it. So we could say, oh hey Al, why are you making 700 copies when, when Henry’s only making third? You know, we can, we can get down that minutia and have those conversations with the wise, you know, and obviously elementary teachers are gonna likely print a lot more stuff than, you know, uh, secondary. So, and, and I would say the, the number of copiers are probably, I think we’re, and that like a, not a minimum, but if anything, I think, so I’m comfortable with the number there. I’m comfortable with the, um, you know, the mark that Mike did.

1:45:14 Um, you know, it would be nice to, we had someone to have like printer background on something on our team, but like, you know, um, you know, it is good that it’s good to have that, um, knowledge. He did his due diligence and

1:45:30 This is an item we need to also move on. I know I don’t, I don’t like national law. You’re not rie to, but because it’s going to the select board I would like to endorsement would be wonderful. Okay. State for, Alright, open for a motion to approve this vendor selection, potential contract. So Motion made by Henry second, seconded by Wilson. Further discussion. Wanna thank Mike for his passion now? Thank it. Really, Really, I lived this industry for 20 years, so I, I kind of know how to beat ‘em up and that kindly, but it’s still give us the best price possible and save, save the district some funds.

1:46:15 So appreciate you, the vendors willing to work with me.

1:46:21 All right. All in favor? All right. Motion. Allison. Seems flew more about zero. Okay. Next up is an enrollment update, Mr. Chairman. Um, Julia and I will, um, far and I will, um, be presenting the, the, uh, enrollment. Um, so just, uh, we went over some enrollment numbers and I think we’re just gonna go in a little bit more in depth. And I, I think it’s important to kind of frame the global conversation, um, and what the slides would bear out, um, today. So declining enrollment trends are not specific to all ahead. A broader statewide decline enrollment is projected over years. Um, we are in a region that experiences a low birth rate directly impacting school age enrollment. And it’s similar in surrounding districts transition years between buildings mainly are always a pinch point

1:47:07 for enrollment discussions as the slides will show, we have significant numbers of students who attend private charter vocational options, especially in secondary, secondary grades. Administrative discussions regarding how we can focus on these transition years as part of our enrollment work. And enrollment for purposes of staff reduction discussions is important as decline in public school is rarely in large pockets, which could realize specific classroom, you know, grade reductions instead, decline is spread out across grade levels, therefore the reduction of students does not necessarily directly, um, equate to similar reductions in staff. And I think that’s important to frame the discussion that way. Um, ‘cause yes, the, the numbers beared out or we’re, we’re definitely lost num lost numbers of students and I think, you know, the work that we’re doing

1:47:53 and just really looking at the minutia of where the students are within the district is very helpful in having this discussion. But, um, as we move through the slides, um, we can, this is the first couple slides we already, we, we shared with you. We just added, um, some sources in the bottom, um, in the new, in the presentation. And we added little arrows there just to kind of show. And when you go diagonally down on any lunch, you can kind of see that kindergarten was first grade from second grade to third grade all the way down. And when you look at it on the diagon, you can really kind of see, you know, the over overarching, um, applying that way. I think it’s, it’s a good way to look at it. So you can do that with any of the grades. And then obviously on the right hand side is the average, um, for this year that it was. Um, and then this, this is the slide that we,

1:48:40 we also shared last time. So this, um, indicates that three, uh, negative three 20, 80% change over the time appeared 2019 present. So there’s overarching, um, reduction in lower of 28% Per year Over time

1:49:02 Over the seven. There’s seven periods of after. So it’s like seven times, two points. Yeah, I think you kind of hit on this, but I do wanna underscore kind of the graduation to entry gap that we seem to be experiencing every year where we’re graduating bigger costs and costs are coming. And it’s like when we’re thinking about like, where are all the students going? Like, oh, there’s a good chunk of them that j are just, are not coming in kind of from the get go. But that is something that, yeah, I think we have a side about the birth rate. Um, I mentioned a little bit now, but the birth rate is, is a real thing. It’s the low, this, this whole region is experiencing low birth rates. So, and the numbers just aren and that obviously has trickled pop up facts all be through the longest. We talk about, And this is the first year not one class that they, that’s taught students more.

1:49:47 Every class is less than 200 students. We have 590 in 512 students total. That’s it said Just 12. Oh, I’m sorry. But none of them are over two thought We, we added a slide. The, um, school committee mentioned where are our students going? And I thought this would be interesting for the school committee to see, um, this is, uh, data we received. Um, it’s internal data. Katie Farrow, our data analyst in the district does a great job. We work really closely. So I wanted to share, um, kind of the, the last few years, the trend of where students are transferring in and outta state. So you can see the numbers there. These numbers are important. Um, ‘cause in the next couple slides

1:50:33 and we talk about, um, you know, class size and, and overall district enrollment, right? These are students who are leaving the district. Of course we do have enrollments and um, these numbers are not just October one. We talk a lot about October one. This is throughout the year. Um, so that’s why it’s internal. We, we wouldn’t see this on the desk report.

1:50:58 Sorry, on that slide, does that include, this includes students who live in the district three month going elsewhere, not students who have loved the area. So for example, last school year we had 56 students who moved outta state, right? They’ve, they’ve left Marblehead that thank you. Right? And, and we have more than six students homeschooled. But last year we had six students who, who decided to enroll in the homeschool. Um, so that’s what the, the na Nevada state could be private school at state.

1:51:29 Yes, correct. Yeah. So they could still, their residents could still be probably be important to distinguish those. ‘cause I look at this as like what’s controllable versus uncontrollable people that are moving, we obviously can’t do anything out, but if it’s Ian elsewhere, could We have some more data on, um, private school stuff in just a little bit. So you’ll see that very few though. I’ll just tell you, I know where our students are coming in there. There’s very few in the 56 that stated there.

1:51:57 Good question. Anything else? Um, as superintendent mentioned and what came up, uh, Melissa, the great point of lower vote for, we found, um, a really important white paper research report from the Pioneer Institute that really highlighted all of Massachusetts. We specifically, um, put in the circle here, Marblehead, right, which has, um, the second to lowest birth rate, um, in the, in the state. And we know that that does not guarantee a decline in enrollment. However, we understand that it is, um, a definite effect in combination with other, um, community factors such as housing, whether it’s, um, affordable housing or new development housing, um, as well as an aging population. So when you put those factors together, we feel that this is, you know, a lot of different factors of federal are affecting our, our lower going.

1:52:44 Did you get any census data from a town club Census? Uh, yeah. Oh, I have, yes. You’ll see on the Yes. Ask you would, because we can get the dates of birth, dates of, of children town. I will ask for town clerk ‘cause you can get it per year. Per year. Yep. And this, um, we have this, uh, white paper was published in 20, I think 2021. And so this is the birth rates, um, that they calculated as of through 2019. So you can get from maybe 2019 on, see how we also will go up. Mm-hmm. Thank you.

1:53:29 And then you, we, we talk about the lower birth rates and some of these numbers, um, that are shared here. This percentage changes from, you know, time and we, uh, share some of our, our surround towns. So if you look at the town on the left, um, and then percentage changes on the right and a lot of these percentage changes are driven some by low. But a lot of the, um, when you look at Salem and Swamp Sky, they, their numbers are what they are because they have new housing, um, developments, new growth in those towns. So, you know, that directly impacts their enrollment numbers. So I’m going differently than most the other element. So How do we know that? So I, I took a deep dive into the data. It was really, um, kept me going on a project and I’ll go with it.

1:54:15 Um, so I did some research and with the help of also ai, which also a lot of different sources, for example, uh, superintendent mentioned Swamp Scott, over the last four years, they’ve added 305 affordable housing units. And I think that’s of note when we compare that data to Marblehead, that is, um, I couldn’t find an exact number. They said it was fewer than 100. Um, so I think there’s differences in that as well. But How do you know that 305 swamps got had children? We do not have that level of data. However, when we we’re looking at three different factors, we’re looking at aging population, lower birth rate, and socioeconomic and, and community factors such as housing. Housing, I think the census would tell a lot. I really do like, so If we have, we have a slide coming up that’s gonna show, uh, all of our residents and stuff like that. So, and, and so when we look at that slide, we can say

1:55:02 what other data we need in that, Because the census would show that other towns as well, like their census data will show in a given year or period to year, years in, you see 300 new units, swamps got you would potentially see an increase in the census and the age of those people. That’s right. Yeah. In, in tips, like in, in these discussions, so like in, in my previous life when we talked about putting in, um, housing units into the town, there is a formula that, uh, develop, say like if there’s, I don’t know exactly what it is, but there’s, there is a formula that says this amount of houses equals generally smallest raising children, this amount of children in the household. So there’s that data that I, we don’t have that. There is that data that, um, there’s a, a folder to look at.

1:55:49 So you, so that say all of a sudden Marvel had built 500 units, we would be able to, um, you know, talk to the state and SB and things like that. They have that data. We say those 500 units would equal roughly this. It just, it’s just, it’s they, they sustain. I, um, so then the next, next couple slides, I know the committee asks, you know, kind of had some questions about where kids are going. And I won’t go through every single one, but these are, these are all the students that are attending, you know, private schools, um, in, in the area and actually outside of the area. Um, it’s also include homeschooling and I want to see charters in and tower school up in the tech, the tech school. So you know, the ones that show up, you know, um,

1:56:35 in large numbers. Uh, Epstein Hillel Academy at 32 charter schools at 80, 82, um, is at 41. Uh, I’m just gonna go through too. Well, um, St. John’s prep is at 78, uh, tower School and right around far from that 1 68. Um, and then vocational school we have 35. So those are significant numbers. And so when we have conversations about, you know, transition years and what do we, what can we do to kind of say, Hey, you know, this is what we have at Marblehead High School, um, eighth graders or seventh graders that we can provide to you. How do we, how we market ourselves a little bit different, more, you know, differently So that students may say, Hey, I, you know, I’d rather say, you know, we can’t compete

1:57:23 with, with like St. John Prep World or you know, if kiddos going to vocational for, for many reasons. That’s very the contend with, I think there’s other, I think there’s, there’s, uh, the schools on this list that we can kind of say why, like why, why are they going to that school or what, what are they doing differently? And like, for instance, tower School, I believe it, you know, a lot of it is longer and the things built in the public schools don’t necessarily are able to provide. So I think that’s some of the, some of the increase. Um, and private schools are private school. I mean, parents, parents choose private schools for a whole host of reasons and, you know, um, and it’s, it’s for whole religious reasons can just be smaller classroom could be bunch Athletics is a big draw for a while. Private schools. So we just shared that, um, that data that, that was important to kind of, just

1:58:08 so you can kind of close through that. And these are is this information based on students that were registered in our public schools and moved to the schools. So this, that’s that’s some point. Yeah. These, these are students who were counted in our, Yeah, so there are, it is, it’s a little bit of a misnumber and it’s a number of Marblehead resident students attending, because it is possible that there were, and likely there were Marblehead residents who never attended our schools. Correct. And they’re not in those groups. Yes. That’s where the, yeah. And that’s where the census data. So the next slide We have here is the school reporting. This is an interesting one as well. It comes from Desi, the data is reported as of January 1st year, so different than October 1st. And the footnote here says, this report includes the enrollment of full-time students whose parents are legal guardians,

1:58:54 our residents of the city or town. So this does not include our commuting students are part of our METCO program. This does not include, um, uh, faculty, um, children that attend. So the information is of January 1st, um, each school year. And this report, as I said, mentioned, uh, does not include anyone that’s beyond, um, lives in Marblehead. When we look at the far right column. Over the last few years, we’ve, uh, averaged about 81 to, you know, 83% of our actual resident students attending public school. That number, um, they do count, though, I just wanna say the charter and the, um, other, you know, offerings that are public are counted as that. Um, when we look at other schools across the, uh, districts across the state, similar to Marblehead, where there are offerings of alternative schools such

1:59:41 as private schools, parochial schools, um, different tech, uh, uh, vocational options. We were right in line with, in terms of the, the eighties percent in the low in percent. So This was the message question I have that I told you today, just didn’t seem to add up. So when I look at the local public schools number that you got there, I, I guess you’re saying you got it from desi. I went to the DESI website, and the numbers that they listed for Marblehead, for our public schools for those years are different. Uh, Because that DESI number counts are, are enrolled students, which are METCO Staff. Right. So if you look at the slide on the previous page that you had, the showing the percent change in Marblehead, you have 24 25, 2,560. That is correct. Okay.

2:00:27 And then this one is showing, um, 2,395. So it’s like a hundred and, you know, yeah. 70 student differences, 170 students come in, fall into that category. Yeah. So we have over 40, mid forties for our Met Health program. Yep. We have staff, uh, that have students enrolled. So it’s, um, it that many It adds. Okay. Yes, Actually, and actually metco now I think it’s anywhere. And this doesn’t include Foster, um, homeless. So there’s definitely other smaller categories that contribute to that. So yes, that was the discrepancy in that.

2:01:05 Yeah, I think that that, and then just to wrap it up, I, you know, talked about, about alone, but, um, just kind reiterating some things, pattern losses of transition, elementary, middle, and then middle high, which we talked about. Um, we’re gonna continue to say like what we do better, different at those, at those pinch points. Um, we talked about that. Uh, housing trends and lower birth rates continue to have effective lower numbers, um, and continue to close monitor class sizes, um, and secondary course enrollment’s based on projected enrollment student needs. Um, we, as part of our budgeting process, um, the four of us in each building principal have met, looked at class by class, by class, um, the enrollment in each class, the needs of the students, ly we getting into that, um, level of discussion next. Um, and so when we look at enrollments, again,

2:01:52 I said beginning, you know, if we have the overarching less students, but those students are spread out so widely that it’s not like, oh, we can, you know, subtract, you know, this amount of teachers from the school and fine. So those are the conversations we’re looking at and having, so we can, we can right size to right size. Uh, there’s also variability and fluctuations in data over the last eight years. And then, um, just around that out, we strive for excellence in education in order to provide high quality pre-K to 12 learning experience with students. And, and that’s what we do as educators. Um, you know, our enrollment’s down that. Um, but I contend that we still provide rigorous, um, student learning for our students where, you know, as, as, as is evidenced by the a t discussion earlier, we have a ton of students that are really high achieving, um,

2:02:38 and working towards those, those goals. And, um, you know, so I’m proud of what we’re doing, um, because to having the conversations we have to look at, um, how, and in what ways we can help, um, maintain and then increase enrollment. You’ve said it done, but, um, you know, I think naming is the first step, but I think we mean it in a bunch of different ways. So I’m happy that have the conversation. I think just to underscore the point you’re making, like two 50 students would be four for grade. It’s, and it’s not a linear kind of reduction. So I appreciate you guys looking, I know you’re doing the work as part of subcommittee of looking class in grade library to make sure, it’s not that we need a nurse at every school, we need a library. And at every school there’s certain things that, regardless

2:03:24 of what happens, we need some sort of like, fixed costs. Um, so appreciate that as well. But I know you guys are doing A lot of Detailed work, And I think it’s important to note to your point for sure. But we’re down almost a thousand students in 10 years. So this is not just incremental, this is, you know, this is what we are talking about in the budget level. And we never responsibility as a school committee to, to town to be understanding what the budget are And I think, and what The opportunities are. Frank, you talked about earlier, And I think you know this, the lot, that discussion is always discussion that we have in reduced staff, which is not entirely true. So, you know, like for instance, I was having a conversation, um, I want, I absolutely, I wanna say there previously was 12, sixth grade,

2:04:12 sixth grade teachers that lecture we talking about now. So I mean, there’s that reduction, The overall staffing is the same. So let’s not, let’s not get down into that. So that’s more like on budget level. Well, it is, but it’s also beyond when you look at numbers of staffing that the, the maintenance of the numbers of staffing also directly correlated to the high need to the students that these would be. So, we’ll, we’ll get into that conversation. And it’s not for tonight, but it is part of the conversation, so,

2:04:42 Okay. Thank you. All right. Our next item is around pointing members to a bargaining subcommittee. Um, so the, the MEA has asked, uh, to bargain over the hours, wages and working conditions of the newly recognized employees serving as board, as board certified behavior analysts, BCBAs, physical therapists, Ts, and occupational therapists, OTs, as well as physical therapist assistants, PTAs, occupational therapy assistants, OTAs, and certified nursing assistants, CNC. We respectfully request that the committee designate a bargaining team to represent the district in these negotiations. I just ask to plan clarification.

2:05:27 I mean, P

2:05:32 I’m sorry. No, anybody, Jen? Jen Said she thought The PTs and the OTs were already in the teachers, Um, Speech help. Mm-hmm. Okay. That’s her, sorry, speech. So, um, I would suggest that we, we put two school committee members on the bargaining self committee and then the bargaining. So the bargaining team would be those two members, plus that our town administrator and superintendent John Roil. So, um, I guess I, I like to first ask if there’s interest in people serving on this on the bargaining subcommittee.

2:06:21 And I just wanna make, I just wanna make sure that people know that we also have two openings on the goals subcommittee that we discussed last meeting. So we’re just thinking about your lower one you might be interested in. So, um, hay One person, so can you, He is Hay had expressed interest for, we never voted on it. So, similarly here, key, fortunately could not be here, but she is interested in serving on the bargaining subcommittee. Uh, is there any other interest know? So

2:06:53 Typically as the chair,

2:06:59 Yes. Um, yeah, I, um,

2:07:04 I think personally in this case, I, I, I prefer to have members who can gain experience that will be helpful in the next CBA bargaining and agreements that we have. Uh, and my runway is kind of short. What will we here during the next

2:07:26 December 27th?

2:07:29 June. June 7th. Alright, so we have two people that have expressed interest.

2:07:37 Uh, Kate and Melissa. Oh, you

2:07:44 Alright? Um, guess I’m looking for a motion to appoint the pepper and to the bargaining subcommittee. Sorry. Sorry. Okay. Melissa, what is it? So Click It, cl it, Um, I’ll make that motion. Okay. The motion is made by Henry second, seconded by n Do we have any discussion?

2:08:13 All right. All those in favor? All right. The motion passes for zero.

2:08:23 Um, and again, I, I, now I’d like to again just vote on the bargaining team. Uh, that, and that would be the bargaining subcommittee members or town administrator and our superintendent. So I’m looking for a motion for that. Awesome. So just to, for point of clarification, typically the superintendent will be voting, We can make that designation and you mentioned, yeah. Okay. So, And has anyone spoken to that judge? Yes, I have. And he And he is, yes.

2:09:04 I’ll make the motion. Thank you, Henry. Uh, second. Second. A motion made by Henry, seconded by Melissa. Any further discussion? Um, so has there been any, um, discussion around doing these negotiations in organ recession? That came up, um, quite a bit that around two years ago, this one. Um, and that Kate was pretty vocal as a member of the community at that time. You know, she’s not here tonight about, um, uh, desire to have the committee or the subcommittee negotiate an open session. So Yeah, I think that’s an I for discussion. I don’t think that’s been,

2:09:51 Well do we wanna discuss that Now There in my understanding is that we will discuss that strategy in executive session tomorrow.

2:10:02 Any further discussion? Uh, all in favor? Alright. That passes or to zero.

2:10:13 Uh, is there any, now we’re kind of getting laid here. Uh, any subcommittee and liaison updates? Um, yeah, so the budget subcommittee we haven’t done since. Yeah, so we’re, we have schedule ‘cause I’ve, so, um, and policy subcommittee. Um, I did wanna give a quick, um, update. I, um, in regards to the sort of substance,

2:10:42 um, work that I’ve been doing with both the select board member board health preparation of Clark, um, we had a meeting earlier this week, um, with the member select board, Dan Fox, chief of Police King, um, myself, um, and it was set up by a community member, maybe Sweeney, who’s been here before us by, um, she’s a local, um, activist. Um, and Dean Ner, who’s also, um, a local member who certified every coach and works that one lives in town. We met with the district attorney, Paul Tucker, two members of his staff, um, going this week, we had a great, um, great conversation, um, around, um, a lot of these, a lot of these issues. I know there’s been stuff in the press, you know, recently,

2:11:28 but really, um, you know, more kind of at the 40,000, 50,000 foot level. Um, and so we’re looking at an initiative going forward, which really is not necessarily going to be, um, a board related, um, initiative. It’s, um, gonna be looking at the select board dance needs, taking back them to consider a community initiative working with the DA’s office. They have a lot of resources available to the town, um, to help us in this area in terms of support, in terms of issues around, you know, juvenile justice, restorative justice, and helping, um, US work, um, collaboratively with our first responders, with our communities, with our board of health, um, in areas

2:12:15 of keeping students and children healthy, um, and making new decisions. And so, and I think a lot of that also will come back to resources around education. Yeah. Um, one of the things that the DA talked about was, um, COVID lead used to do here in Mar Penn that has ended, didn’t resume after COVID, but does go, still go on another distance. So we’re gonna present to the administration, which is kind of a springtime or, um, you know, pre-graduation free, uh, spring activities session with parents and students, um, that the DA’s office brings in some folks to help talk about what, you know, well again, you know, making good decisions and, and you know, what ramifications can be. So, um, I will bring that. I, I promise I would bring that back.

2:13:01 Um, but that’s just the latest. So I think we’ll hear more, um, what that community initiative, uh, committee will look like, will remain to be seen. So maybe there’ll be never, maybe it’ll be someone I, I don’t remain to be seen. Um, but I just wanna give nothing of that. So exciting. Just, just great. Um, and think that was it.

2:13:27 Uh, I just wanna say things to, uh, Jen for this. The community members had this conversation already. I mean, Jen and I have spoken about this a few times. I think it’s great that we’re looking for that collaboration, that communication, partnering with, uh, community members, parents especially, um, having these open, honest dialogue. Um, and how we, how we kind of just continue the conversation. Um, I think it’s really important that we do these things proactively, not reactively. And this, this is a good, um, that I talk a lot about. And I, I drive here mar every day from far distance. I come here. I love it here. And, and part of the reason is because the community here is so involved and it’s generally in a really positive way. And I really hope that this will generate positivity and, and good solid collaboration so we can just really, uh,

2:14:14 make sure our kids are safe. So thank you for, for helping to spear that. We do have one pending item, as I said around the goals subcommittee that we established last last meeting. And I think at the last meeting, both Kate and I expressed interest in doing it. We held off on voting on that ‘cause Melissa, were not present. So we just wanted to check to see if you had an interest or if anybody else has changed their mind about that.

2:14:41 So, uh, I’d like to make a motion then that, uh, Kate and myself will be members of the whole subcommittee they appointed Lin put into motion last meeting. All second, all motions made by Al, by Henry. Any discussion? All in favor? Motion passes nor to zero.

2:15:09 Any other updates? All right. Um, I just have one item around correspondence. I was asked to provide some clarification on procedural guidelines after our last meeting, say, towards that request, the school committee does follow Robert’s rules and the Massachusetts Open Meeting law. We’re conducting our meetings. It’s important that those at the table and the audience understand and adhere to those rules to ensure orderly and effective proceedings. School committee meetings are open to the public, but the only participants of the meetings are the elective members of the committee and the administrators who sit at the table. Others have the right to observe or meetings not to participate them, the exception of our designated public comment period. And perhaps some incidental motions. Um, at times the committee may look to the audience

2:15:55 with factual information relative to a discussion. However, members of the public cannot speak without first being recognized by the chair. The decision to recognize a member of the public was entirely within the chair’s discretion, and that can be delegated to the committee as a whole. Um, so just some additional info since we’ve discussed this tonight. You may have heard of, uh, a point of order, uh, that is to inform the chair of procedural error and is for committee members only. Um, so a point of information which was discussed or used tonight, um, it’s also, it’s now called a request for information, but that can be made from the public through the chair, or the committee’s permission. It’s on a specific question, either about a process or about the content of a motion does not grant the speaker

2:16:41 of the right to provide additional information beyond the clarification. So sort of make that, that clear for all. There’s also a point inquiry where a member of the public can ask a question on the civil motion.

2:17:00 Yes, it’s, uh, point raise a request directly to the chair to ask for their opinion on a matter of parliamentary procedure related to the current agenda item.

2:17:11 Okay, so I just wanna make a comment in regards to correspondences. So we received an email from the, um, two presidents of the NEA in regards to, um, comments that were made at our last week. And the request from in the email was to have this read into the record. Um, and then we also received an email, which actually was read in tonight, um, by former member. It was, uh, community member, Sarah Fox. Um, and I had asked that when we received that, that also be read into the record. Put into the record because I feel like it was, uh, directly related to the one that the, that the, um, two members of the NEA sent in. Um, and also clarify, um, you know, the mistake

2:17:57 that was made that was being pointed out by the, by the members of the NEA. And so it is certainly the prerogative chair to decide what goes into the packet, what’s read into the director. But I felt that when, when I made that response, the chair responded and said that we’re not gonna bring this into the record. We’re not gonna put it in to the package. And I think that that was a mistake. I think that that was, um, not good judgment. Um, I questioned the, um, that decision and why that would, I think there was a lack of transparency in doing that. I think it was very evident that those were two corresponding related correspondence that the public should see and should hear. Um, so furthermore, um, in regards to correspondence,

2:18:45 we also had receipt being different embrace or not statements really from the media sources we talked about earlier tonight on the agenda. The first one that was sent in was sent to the, uh, well, everything was received by the school court, but it was put into the back, um, for us to take the look at it and, and also to the public. But it wasn’t until I asked for the other two to go in, and maybe this was inadvertent, but it wasn’t until I made a request that those two people Yeah, that that’s not the case, Jen, those were all put in at the same time. No, they were not. They were in short order. It had nothing to do with you asking. Um, and we, and I could look at the timestamps as, so you’re asked In referenced the email to me to show, to show The time. Other thing, if I, you didn’t, I can continue please.

2:19:31 The reason that, um, Sarah’s was not included. One, she didn’t ask, and not that she has to, but she didn’t ask. And two is I would have related on her comments around apologizing for using the wrong on order. But she brought that up in comment. So it wasn’t, I didn’t think it was necessarily for me, But you didn’t know that until tonight. So when I had asked for it earlier in an email indicate, I just, my point is, I, I feel that, you know, again, talked about transparency, talked about the governance, and we want to be transparent that everything should be made available, Understood that that is correspondence and just to, to let folks, but It is, unfortunately, There is some calls made here because if I was to introduce, or any chair was to introduce every email that was sent

2:20:17 to us that would consume the whole meeting and precedence, we have not done that. Not many previous chairs before me have ne have not develop, have not brought to correspondence every email that Correct. Received by the school’s. Correct? That’s absolutely correct. And so this is no different. It is very different than that. These two were related to each other. They were the same topic. Again, one was the reputation, the other judge, you made the point. I Told you, judge, continue to make it because I believe you are incorrect, Judge. Okay, you said that. Alright. Um,

2:20:57 So I’m looking for a motion and vote to meet an executive session for the following reasons. Executive session pursuant to chapter 38, section 21, A three, purpose three, to discuss potential litigation by former administrator Jay Bucky, as an open meeting may have a detrimental effect, the litigating position of the school committee and the show. That chair so declares without intent to return to open session executive session pursuant to chapter 30 a, section 21, A two, purpose two to conduct collective bargaining session with Moral and Education Association specifically to hear a step three grievance regarding the lead teacher stipend as an open meeting may have a detrimental effect on the litigating position of the school committee and the chair. So affairs without intent to return.

2:21:44 Colton Session executive session pursuant to chapter 30 a, section 21, A three, purpose three to discuss strategy with respect to collective bargaining, specifically to deliberate regarding response to the step three grievance regarding the lead teacher stipend as an opening meeting to have a detrimental effect on the litigating position of the school committee and the chairs of the players without intent to return to one session. Purpose. Three. To discuss strategy with respect to collective bargaining, specifically with respect to the bargaining of the board, certified behavior analysts, physical therapists and occupational therapists, as well as the physical therapist assistants, occupational therapy assistants, and certify nursing assistants to comply with or act under the authority of any general or special law

2:22:29 or federal grant in the requirements, specifically the open meeting law, uh, 30 a, uh, 22 f and g relative to the school committee’s executive session on November 20th, 2025. Before you vote, uh, my name Iselle Mcg again, and I’m representing in grievance that has to do away from plea teacher and she’s waiving her right for executive session, and she would like to have it as a public session. She would like to do it now, before you vote to an executive session, please.

2:23:03 Um, can we just have a brief recess then for me to, to, to, to discuss whether that is appropriate or not? Are you gonna discuss that with A lawyer? A lawyer? Jen? Jen King is, of Course, we should definitely discuss it with your attorney. But it is her right to decide whether we’ll go through the executive. Why don’t we just have Jen? That’s so Yeah, that’s what I, I just want to validate that. Right.

2:23:30 I I couldn’t hear. I’m sorry. I don’t think she, She can’t hear you.

2:23:36 Um, so yeah, the police come out and, and

2:23:46 so it’s, it’s really, I guess a kind of a parliamentary, just affirmation that we’re asking for, uh, grievance, a level three grievance that was going to be held in executive session to be done in open session instead at the request of the the person. Oh, do we wanna do, does the committee wanna discuss and address that first, the first item? Sorry, Before the first item, I think, I don’t know that we have an option to, Yeah, so I mean, I, that’s why I’m saying like, I think the committee should probably discuss this request before we go into it. Discuss what possible the request to have this for an open session. Well, is there an option if the, Yeah, I like, I think it would be helpful if I could

2:24:32 discuss this with the committee first and then we can In executive session, correct. I don’t feel they done okay. Being open session. It’s just fine.

2:24:46 Again, I, I was okay, but now I’m a little concerned that our, our legal representative wants to have a discussion beforehand.

2:24:56 Perfect. And I, this being an open session, How do you all feel? I, I’m also fine with this being an open session, but I agree that well, there’s something we need to know. I don’t have a lot of experience in it. Something, well, I would like to discuss it without a lawyer. Professor, we come back. Happy to come back.

2:25:17 Can we go into a break executive session? Yes. Just a very brief clock to address this for 12. I think it’s important to note in executive session, cannot discussing the grievance for the employee in this, in, We are just discussing this request to now have it heard in open position So the employee has the right to Not for that request.

2:25:39 I, All right. So do Actually agree? That’s fine. I’m sure that’s fine. That’s fine. Yeah. I’m not sure that’s true. So it’s a little bit concerning. My understanding is that in executive session, there’s any discussion of anything to do with personnel. That’s what I’ve always been told. I don’t think We’re gonna discuss it. We’re just gonna discuss I just discussing procedure. Procedure. Okay. Okay. Alright. All right. So here’s a few minutes, right? So I think we need to make a motion to go into executive session. I don’t know what that, I don’t know what, So we do have a, we do have a, I guess a, But we’re not going into executive session to discuss, Amend the motion. We don’t have a Motion. You didn’t get a first or second. Yeah, we make a motion. I don’t know what the motion would be. It’s the same motion as the before. We’re just asking.

2:26:25 Well, then I’m not doing that because you’re asking me to make a motion to the mason and second assessment to discuss the grievance. Right. But we are discussing a procedural question about the grievance. We are just asking our guests. We are just asking our guests to step out briefly. So we can call this, Sorry. I’d like to make a motion that we go into executive session to discuss the proceeds around whether the existing grievance will be done in executive session or in public meeting. That good? Yep. I’ll second. Okay. Motion is made by Al, seconded by Henry discussion.

2:27:05 All in favor? All against three, one. Okay. The motion passes. Um, let’s, we’ll go into this room right here real quickly.

2:27:20 Mm-hmm.

2:34:29 So, um, just so for the record, um, there is no motion currently on the table, um, although it was read through, uh, the agenda. There’s, there is no motion on the table. So I am making a motion to, uh, pursuant to chapter 30 a section 21, A two purpose, one to conduct collective bargaining session with education association specifically to hear step three, grievance regarding the lead teacher stipend in open meeting. I’ll second.

2:35:01 Second by second, made by Jan. Motion made by Jan, seconded by Henry discussion on, okay. All those in favor, the motion passes four zero. I do have to ask one thing. I

2:38:39 All right.

2:38:42 Whatever. Well, what is the process here? How does this work?

2:38:50 So I didn’t give the real details around that, but I’m just assuming that the, the case is presented to us.

2:39:00 Does that make sense? Yes. Can I, can I just, oh, okay. I was gonna say generally, yeah, you, uh, you were listening to that Yes. Described by Can, sorry, can you give us the background on where, like, this is already gone from two levels. So I can say is a level one grievance goes to the principal of a clean grievance, goes to the superintendent.

2:39:22 Okay. So that’s level one level If someone’s gonna tell us.

2:39:30 Well, good evening everybody, as you know, I is, and I’m actually acting today as an attorney. Um, I’m Mr. In this matter. Um, she wishes to make a statement and to share with you her information and her feelings about this matter. And after she closes, I will make a statement as her legal represen present with. And hopefully that will give you a better understanding of what happened, why, and why we are here today and doing this in an open session as well. Thank you. All right. So my name is JE s I’m an English teacher at, Um, Mar Middle School. Um, and thank you for meeting with me

2:40:18 to discuss the grievance. Um, I’d like to provide you with facts that support my grievance. I’ve been the lead English teacher since the position was established in 2008. My performance in that position and as a teacher has been exemplary. There has not been any criticism of my performance in either position. And in fact, I am currently the only lead teacher that has enrolled in a master’s program, a certificate program in leadership. There is no legitimate reason that my position would be split, and I believe that I have been discriminated against

2:41:03 because I am Jewish and I’m a Zionist. I believe that I have been retaliated against because I have spoken out about antisemitism. I have objected to sharing that position last year, and I objected to sharing that position this year. From an economic standpoint, this not only affects my current salary, but it also affects my retirement.

2:41:39 So the background, the lead teacher positions were created in 2008 throughout the entire district. Once hired, individuals typically retained their positions year after year with minimal turnover. This long standing pattern demonstrates a norm of continuity unless a teacher retires, leaves the district or voluntarily steps down.

2:42:10 I, again, have served as the lead teacher at Marblehead Veterans Middle School since 2008. I held this position solely and successfully through the 2020, uh, 23 and 24 school year, 16 consecutive years.

2:42:29 During the 2324 school year, I raised concerns regarding incidents of antisemitism and anti Zionism within our schools, both at my school and another school in the district. These concerns were largely ignored by the administration, and I worked hard to go through the proper channels, but I was dismissed each time.

2:43:00 In June of 2024, I publicly spoke at the ICAN Summit, where I raised awareness of these issues. The presentation went viral, drawing public attention, and prompting the school committee to hire an external firm to conduct an investigation into the district’s handling of antisemitism and complaints of it. Up until this moment in time, I was highly respected educator and a leader of an amazing English department that I led by myself for 16 years. My MCA floors year after year have been some of the top in the state

2:43:50 retaliatory actions on June 25th, and then again on June 26th, 2024. This was approximately, this was exactly 15 days after I did the ICAN summit. I received a text message from a colleague, another English teacher, whom I had recommended to hire as part of her hiring committee, who I mentored and I supported in the transition to MVMS, which also included sharing all of my teaching materials. In the text message message, she expressed her interest in becoming lead teacher because, quote, everything you’ve been going through,

2:44:40 referencing my public statements and involvement in the antisemitism investigation.

2:44:49 One month later, the district split the lead, the, uh, lead English teacher position, hiring the person that I have mentored, which also contradicts the lead teacher job posting that states that there are gonna be five positions at MVMS and also violates the CBA, which also states that there are five position one per subject area at MVMS. This decision was made with no precedent at my school. The split occurred again in 20 25, 20 26 school year, which contradicts what Matt Fox had. SP stated to me, what I objected to the split the year before in 24 25, Matt Fox

2:45:35 and I met at the start of the 24 25 school year to discuss my concerns over the split. And he told me that the position would only be split for one year, and then in 25 26, it would go back to one lead teacher. I believe the decision to split the position in the 24 25 and the 25 26 was retaliatory, resulting from my speaking out publicly about antisemitism and related concerns in the district. District. I also believe the district is discriminating against me because I’m a Jewish Zionist. On July 8th, 2025, I expressed my concerns directly to the superintendent

2:46:23 about the potential retaliatory nature of the job split and other concerns of trying to the district trying to silence me. There’s been a pattern of stability in the lead teacher roles. I’m gonna go through some history, and these years are based on my recollection, so they might not be exact to further demonstrate the irre irregularity of these decisions. There his, his historical summary of lead teacher assignments in the district, one at my school, social studies teacher that was hired in 2008 is still currently the only lead teacher science. A teacher was hired in 2008,

2:47:11 remained in the position in 2000 till two th about 2014 when she retired. At that point, two people applied for the position. One person got the job. That person remained in the position from 2014, roughly to 2025, 11 years until this year. They decided to split the science position at the start of the school year. And I believe this is to obfuscate the intentions, the math. From 2008, roughly 2018, about 10 years, the teacher had the position, she retired. When she retired.

2:47:56 Two teachers agreed to rotate one year and then another year, so forth. They received the full stipend. However, in 2024, 2025, suddenly they decide to not rotate it. They’re gonna split it. And again, I believe that this was to obfuscate their intent, the intentions, English I Berg Kanes, but hired in 2008, then remained in my position until 2024. Then all of a sudden, one month after doing the ican, the position was split. And then again, 25, 26, split again

2:48:44 to office state their intentions. In conclusion, the deviation from established norms in the assignment of lead teacher positions, especially in light of my protected activity and subsequent exclusion from other district initiatives, strongly suggest retaliation and discrimination. The CBA indicates five lead teachers, one per subject area. The position hosted indicated five lead teachers at MDMS. The increase in 2004, 2005, from five positions to seven positions, was meant to obfuscate the true reasons for adding another English lead teacher.

2:49:32 And that is because the district is discriminating against me for being a Zionist, a Jew, and retaliating against me because I spoke up against the district’s lack of support for furthermore, there is a past history that when two people have applied for only one position, only one has been selected. The district has suddenly changed to a splitting position. In 2024, after I did the IC

2:50:12 Thank you, thank you.

2:50:20 We are here today asking you to do the most difficult thing a human being can do. Admit that a mistake happened and correct it.

2:50:34 It’s not easy admitting that a mistake happened. It’s not easy admitting that a step that should not have been taken was taken. It’s not easy admitting that the step that was supposed to be taken was not taken either out of fear or discrimination. The fact is that for 24 years, Ms. Carnes was an amazing English teacher. Her students love her and they love her. Not because she’s an easy teacher, but because she actually teaches. She educates the kids.

2:51:20 They come out better after they will raped her. And for 16 years, she has been the sole English leader and teacher in our district. Just like every other lead teacher, one teacher per subject, only one

2:51:45 except a month after Ms. Clarks publicly talked about the antisemitism, that she felt the only teacher that was split was hers because of the circumstances.

2:52:08 The contract specifically talks about five leadership roles.

2:52:17 Why was it cut by 50% within a month after she declared publicly that she felt antisemitism in her school? Is it a coincidence? The problem is, is that the timing looks very, very strange.

2:52:40 Now, like I said, either this was done out fear or out of discrimination. I wanna give the benefit of the doubt to Matt Fox. I really do. I wanna say this wasn’t done because he didn’t wanna give a Jewish teacher the lead that day, or he wasn’t done. ‘cause he just didn’t wanna give it because of anti, because of Zionism thoughts and beliefs.

2:53:10 I feel it was done out of fear, out of trying to soothe everything around.

2:53:18 And so what happened? Did Ms. Carnes get the support from the administration? When she filed a complaint for antisemitism, did she get the support from her colleagues? No, just the opposite. In fact, my daughter, who only joined MVMS as an eighth grader last year, told me that her friends were chitchatting and wondering what happened to Ms. Carnes. Literally that was the question, what happened to Ms. Carnes? Because up until then, students saw Ms. Carnes as a leader, as someone that other teachers and colleagues take refuge, talk to her, socialize.

2:54:04 She has led us with them. She was one of the leading teachers in the school. And within two years, she’s a,

2:54:15 her colleagues abandoned her. Nobody sits with her lunch. And students notice students talk and they were wondering what happened to Ms. S taking away this leader position affected her in different ways in three primarily different ways. One professional you took away, one of the hacks she that she did with pride and with professionalism and excellence just taken away like that. Just her lead goal again, just the English legal was split that financially

2:55:04 as in her, she lost her stipend. She’s going to retire in four years. She will lose financially and socially.

2:55:18 I feel for her. Sometimes I want to cry when she tells me what goes on during the day.

2:55:27 Is this who we are? Is this our district?

2:55:35 No. On Sunday,

2:55:40 celebrate started to celebrate Han with El Nora in our candles and our Js.

2:55:55 What happens on the first night of Hanah, the biggest massacre since October 7th in Australia, lighting on menorah on the beach,

2:56:11 Jewish people were gunned down, kids were gunned down. What happened? The second in front months of K Hanukkah on the streets of New York on a subway, Jewish people visibly Jewish, with the yamaka coming back from 11 and the menorah were attacked F the Jews. The following day, somebody with a knife attacked a Jewish person in California, A house with beautiful Hanukah decorations was gunned down with 20 chops.

2:56:50 This we do not just go into it with light and joy. And remember in the past experiencing the present, trying to change the future, we go in this with grief, immense grief. And you know, with what else? Fear.

2:57:15 We are afraid your Jewish students and teachers are afraid.

2:57:24 My son, actually, he just had an interview for the Israeli tv and they ask them, do you wear your Magen V? And he says, I do because I am proud and I do feel safe. But I have friends right here in our high school that refuse to wear their Magen V right here in Marble High School that stop saying that they are Jewish.

2:57:50 This is what we are facing.

2:57:56 And I understand it’s not easy. In fact, America has never faced this type of antisemitism. For many, many years, Jews came here as a refuge from violence, from harassment, from antisemitic incidences. Yes, we had country of antisemitism, right? We were not allowed to go to country club or buy land. We know that very well in our town. And so Jews actually don’t make noise. Yes, there’s antisemitism, but let’s not say anything precedent, barely have legal claims and complaints about antisemitism.

2:58:44 But this past two years,

2:58:48 anti-Semitic incidences have been 300, 400, 500%.

2:58:55 Our teachers feel it. Our students feel it.

2:59:02 What are you going to do?

2:59:05 Are you going to cowardly just take this problem and give it to somebody else? IE say, we accept what happened to Ms. Carnes and we’re just gonna move it to an arbitrator.

2:59:24 Or you don’t. Great. Are you going to face antisemitism and say, we do not tolerate that in our district.

2:59:38 Governor Healy just spoke against anti-Semitism.

2:59:47 And this is what she said, she said

2:59:56 today.

3:00:00 Sorry, she said this, all us united as elected officials have to have the commitment to eradicate antisemitism, to stamp it out whenever we see it, and to call it out whenever we see it.

3:00:32 Like I said, I really hope that the reason that it was split was out of fear. That the only person that was hurt was ms.

3:00:49 Are you telling this district that if you are a teacher or a student and you raise your voice for antisemitism, you will not be backed. Not only will you not be backed, but you will be retaliated against.

3:01:06 You should watch your career, you should watch your job. You should watch your grades

3:01:17 today.

3:01:19 Today you decide tonight When you go back to your children,

3:01:26 are you going to tell them that in 2025 when anti-Semitism erupted and anti-Semitism is erupted everywhere, did you take that courageous step to stop it?

3:01:42 Did you protect your Jewish teachers? What did you do in the face of anti-Semitism when you had the power to act? This is not just about one teacher’s job. This is about what this district says about antisemitism.

3:02:01 And I get it. It’s hard to say, we, he made a mistake. The good news is none of you made that mistake, but it was done and she got punished and she is still being punished. And it is time to stop it.

3:02:22 If you do take this district down the route of cowardice and approve this, this step that happened. What is this district facing? Well, like I said, she will go to arbitration 20, 30, $40,000 in legal fees.

3:02:46 And here’s some new news. Ms cards just filed a few days ago and amended her complaint against the MCA. And in the complaint, this district has mentioned specifically about this grievance. So we’re not only talking about attorney’s fees for an arbitration, but we’re talking about attorney’s fees for an MCAD complaint, 20, 30, 40, $50,000.

3:03:20 If you desert our Jewish teacher and let this go through, you are not only telling our Jewish teachers and students that if you face antisemitism or retaliation, you will not be protected. But just the opposite, you will be punished and retaliated against. But you are also telling this district that you are willing to take it through legal and litigation for the next two years with probably a hundred thousand dollars in legal fees. If you amend and you do the brave and courageous step, which is not easy, like I said at the beginning, we are asking you to do one of the most difficult things a human being can do.

3:04:07 Admit you were wrong. Do you know how hard that is?

3:04:12 But if you do think about what this means to the district one arbitration gone,

3:04:21 MCAD complaint gone.

3:04:26 And what does it mean for us, for the Jewish teachers and students? We will feel the back of the school committee. We will know that we are protected because your decision now will determine if our children and our teachers and our parents and our community still feel safe to wear them again if we still feel safe to put out hanah and our menorah on the windows if we still feel safe in our town.

3:05:01 And so we ask you today, once again, do the hard thing, do the courageous fee,

3:05:11 and allow MS clients to continue being the lead teacher. Because what happened to her was not only discriminatory, but almost her entire life got turned upsells on.

3:05:26 Thank you. Thank you Ms. Morgan. Thank you Martin.

3:05:39 Alright. Uh, I’m looking at the CPA agreement here is that

3:05:47 we have a responsibility to install within 21 calendar days. I’m not saying that’s, that’s, you know, what will happen, but, um, that’s the amount of time that we have now to process this. Um, so,

3:06:05 uh, any questions? Uh, I guess well, Thank you for sharing. Before we pause, I have a lot of questions.

3:06:21 Tammy, did you have any question? Um, not at the moment. Al No, I,

3:06:30 Okay, so we do, I mean, so I know you’re all new. I’m not sure Al if you’ve better been through this before. Thank I’ve been grievances before. Typically, um, the ones I’ve been involved in have the dining executive session. This is a little different. It’s an open session, but typically there are questions around why this is being briefed. In other words, I can speak for myself. I can’t make a decision exclusively without getting a little bit more clarification. So I, I’m just gonna go, no, That’s, yeah. So my Process about this information, Well, this is our absolute opportunity here to hear from the Gita and her attorney.

3:07:18 Um, and unless we wanna come back here in another session, this is our one opportunity. So I’m just gonna plow forward. Um, John, can you comment on the earlier grievance that you, when you heard and what your response was and why? Um, well, yeah, I mean, this is level three. So I really, this is with you, but I can reflect that’s what, that’s what was that, is that appropriate ing Sorry, is it appropriate for me to, We can’t hear, I can’t hear either. Is it appropriate for me to respond to how I responded to level two grievance? So we brought before me before I came, uh, spoke. You can answer that question. Okay. Um, so it was filed with level, level one grievance, uh, with the new principal. Um, in regards to why, why it was being split, um,

3:08:05 the new principal made a determination based upon the information he had, um, that it came to me level two grievance. I should, I should go backwards, um, when this occurred, as, as has been, um, explained tonight with the previous administrator at the, at the school, um, this was not grieved at the time. So quite frankly, it shouldn’t have been heard on that fault, but it was, so we went forward. So, um, it wasn’t grieved when the, an incident happened. It was grieved a year later with the new principal. Um, so brought to his, um, attention that, that MS car wanted to grieve the splitting of the stipend. Um, he made, his determination came to me. Um, my role at that point was to listen to Ms.

3:08:52 Carnes and see if there’s any information that would, that would, um, have me overturn the decision from the, from the principal. Um, we talked about, uh, you know, she was upset that the stip was split. She was upset that she was losing the money. And at the end of the conversation, she said, I was Jewish and Zionist, I asked to repeat that. She said, so I made the determination, I made, um, in my estimation, it wasn’t anything that was compelling that indicated that it was because she was antis. Um, that was antisemitism. So I held the double to levels and I came. So that’s, that’s my, that’s, I said I upheld the level some grievance. ‘cause there wasn’t anything compelling in the conversation I had with Ms.

3:09:37 Carnes that indicated that it was in fact an anti-Semite, uh, it was anti-Semite behavior that split the stipend. It was the Newton principle said it had been split the year before. I’m gonna continue to split it. He had whatever conversation you had with Mr. Skarn. Um, Mr. Karn came to me, basically reiterated that, and at the end of the conversation she said that it was because she was Jewish and a Zionist and asked to repeat that. She said yes. Um, there was nothing really that was, uh, compelling to me that indicated that other than her just feeling. So that’s that I, that’s, that’s why I came to my decision. Um, and it’s her right product to bring it to the Thank you. Yep. Um, so correct me if I’m wrong, the collective bargaining agreement does state the number of

3:10:24 The teacher position It does. But here’s, here’s the other thing too is, um, there’s several stipend positions of this nature. Yeah. But I asked What’s in the collective Argument. I know you did. And I’m saying there’s five physicians in this, um, that have in past practice where that has been split across the district, 11 or 20, pretty much every school. So this is not, this is not a new thing. Um, it’s new to Ms Car ‘cause obviously she was a lead teacher one time. Okay. So we’re, we’ve got some discrepancy Here. Yeah, we do. So in fact, I have here again, the years, um, it has never been split, um, up until 20, up until the split that happened in 2024, literally a few weeks after the session with ip. That one? Yes. Yes. I was just making mention that, Dr.

3:11:10 Yeah. So after that, that public speech and IANA few weeks later, the only position that was split for the first time ever in this district that way was only the English position. And let me say this again. Um, social studies from 2008 up until current science, 2008, 2014, until somebody retired 2014 until 2025 until somebody retired math 2008 until 2018, until somebody retired. And then two people agreed, agreed to alternate years.

3:11:56 And so since 2019 to 2024, they ultimate, but up until then, the custom was that you had one teacher for per subject. And the only subject that was split was the English teacher subject. Literally a month after she spoke in IAN in 2024. In 2025, what the new principal decided to do was to continue splitting. And so that is where the future split happens. Again, either it was a way to cover the previous split or as a policy,

3:12:44 but the fact is, is that the split that happened in 2024 was done as a retaliation against Ms. Carnes for speaking up because there is no other explanation. No other explanation. In fact, for there were years you didn’t even have to apply because the custom is you stay there. If you’re good at your job, you stay there until you retire or until you don’t want to do that. The first time ever that it was split like that again, was a month after she expressed concerns about mental sentence. Was there any explanation given when you were told this was gonna be split in 20 The first time or The second time? Both.

3:13:30 So the second time with the new principal, he said that, um, when multiple people applied, he was told because he’s new, that he could get all the help that he wanted, that he needed. He could get multiple people to help. Um, and I said, well, that’s interesting. I’ve been through, you know, several principals and, um, we did it as sole, um, lead teachers and those, you know, Matt Fox lasted for 13, 14 years with, you know, five, um, sole positions. Um, and so then he just said that, well, when, um, he went to ask, they said, oh, sure, you can hire, you know, whoever you want. So, um, that was what I was told for this year, LA the year

3:14:18 before, um, it was in the middle of, um, you know, a really chaotic, um, time. Um, the ICAN had just happened. Um, and I was dealing with a very stressful, um, time in my life. Um, and so I was told by Matt Fox that, look, it’s just gonna be for one year, and at the end of this year it will be back to one position. Um, so that was what he was told. And then considering the investigation was going on, I just decided to, to not breathe it at that, at that particular point. Can you describe, I think for the board and other folks what the role that he teaches and typically what, what is, what are the backgrounds or,

3:15:04 or qualifications for the teacher And the role? Um, well, in your experience. Um, so I’ve been in Marblehead schools for 24 years. Um, I’ve actually been teaching for 36 years total. Um, I’ve, all my years are in middle school. So when we first applied, um, it was when Libby Moore was, um, principal and, um, there were two of us, uh, for English that applied. Um, and, you know, I was very honest, if you’re looking for this type of person, the other person’s better. If you’re looking for this type of person, then I’m better. And you guys decide and they went with me. Um, and, um, so after that, I, I, you know, did the job successfully for all of these years.

3:15:49 Um, and I think the other lead teachers also, um, did their job successfully. And I think we were chosen for specific skills that we had. Um, so I, you know, do you want me to go into the skills, my strengths? And we, no, I’m just trying to understand In, I mean, I think we all have master’s degrees. I would, I would imagine that we all have a master’s degree. Um, I know that I am the only person that is getting a certificate in, um, a master’s certificate in leadership. Um, it was advertised last year, um, by, uh, Julia. And I took advantage of it because I wanted to show my commitment to being a lead teacher. And I didn’t wanna have any reason for them not to select me

3:16:34 as the lead teacher for the following year, thinking that there was gonna only be one lead teacher. So, um, I already have two degrees, you know, I don’t need to be going back to school when I’m retiring in four years. But I wanted to do it to show my commitment and then this happened again. And so that’s why I am here, um, because you know, I’m gonna retire in four years and this is gonna affect my retirement. And this is, you know, affect affecting my, not only my mental health, um, to, to, to say the least of that, but it, it’s gonna affect me financially for the rest of my life. And I’ve worked 30, 36 years teaching 24 in this district. I grew up in this town. I raised my kids in this town. My grandchildren are in the town. And I just don’t think it’s right that you treat your employees this way.

3:17:21 And I don’t think I, I feel like I was retaliated. I don’t feel like it, I was retaliated against. And I, I, I have to stand up for myself and I would expect my students to see me in this light. They know me and they know that I would stand up for myself and that’s what I’m doing. I’m gonna stand up for myself. ‘cause I was retaliated against. So, can we talk for a minute about the, it’s a, it’s a stipend position. So what happened, the stipend when you went to the split position? It’s cut in half. I have to still, I was told I still have to go to all the meetings. Um, so every Tuesday, every other Tuesday I have to go to all the meetings. And, um, also, um, you know, the summer summit

3:18:07 where some people didn’t go, but I was there. Um, and then, um, the responsibilities, like, we take it by quarters, but still, there’s things that fall on you still, because I’ve been doing it for so long. So, you know, I, you know, there’s certain responsibilities I still have to do. Same attendance, Yes. At half the, um, and that’s what you’re referring to is how that’s gonna affect your, well affects obviously your compensation, and then that then goes into the computation or the algorithms that you’re So like, like, so let’s say it’s 3,500 or $4,000, you know, split. I don’t know exactly the number is, but every year I’ve lost now two years,

3:18:54 and then I’m gonna be working four more years and then when I go into retirement, they take the top three years of your salary. So the three, you know, that money subtracted adds up and, you know, it’s the rest of my life. I mean, my parents are 97 and 95, um, and, um, Holocaust survivors and, um, you know, if I have their genes, then that could be a lot of money.

3:19:22 Okay. So, so are you asking for, you’re, I just wanna understand what re we’re asking for. You’re asking for position to be, for you to be reinstated as the single full-time lead teacher at Vets for English? As long as after, are you asking for compensation for the last two years? Yes, we are asked. I mean, we are asking Fred it, however,

3:19:55 yes, we are asking for the compensation for the past two years. For what you said. Well, I think I, can I just interject? I mean, I think that’s part of the conversation, but you know, I mean half the, half the stipend, I mean, you, you, you indicated that you go to all the meetings, but the rest of the thing is fun to have. So I don’t mean that’s, that’s for down the line a little more to have a conversation all about that Day. I’m just asking what she’s at. Yeah, I understand. But I think it’s just No, I’m asking for clarification. But the, yeah. Grievance test, Right. So yeah, so she’s asking for back pay and to install it as the single lead teacher, um, and not to be retaliated against. And as she said,

3:20:41 and return again, this grievance also will not go to the MCA of, of course she will take that off, that complaint as well. So, shifting gears a little bit in regards to retaliation. Right. Some very serious, very serious allegations here for, for sure. We’ve been, I’ve been here before, um, in, in the last couple of years. Un unfortunately. Um, so first of all, I think what sort of is clear, clear, not clear to me, but is evident, you’re represented tonight by an attorney. You’re not being represented by the union. No. So where has the union leadership been? Nowhere. Nowhere To be found.

3:21:28 She has filed a grievance. Think about this. We have a teacher in the union who filed a grievance and nowhere they didn’t reach out. They didn’t ask her if she wants to be represented. She, she was basically hung Out to drive. They deserted her. The union deserted her. Well, I’m trying to understand. She representative you had, you had a union representative When you met? I did not have a union representative. He never, no, he showed up without Evan speaking to me. They never contacted me. They never spoke to me. They never said a word to me. Nobody ever contacted me. I contacted them. You contacted them. I’m just, I’m just saying he showed up the day

3:22:13 of No, he showed up. And when my husband said to him, why are you here? You’ve never reached out to my wife ever. He said, well, I’m, I was told to be here by the union president. I’m just doing what I was told. Who was that? We, Carly, uh, Colby Carlucci. So I don’t, I didn’t Have any of that background. I just know that No, I did well. So, yeah. And I will, I will finish this by saying that. And in addition to that, when he entered the room, even though I said you, you’re no, you haven’t represented me. You haven’t contacted me, you haven’t reached out to me. You haven’t said a word to me, nobody from the union, even though you’ve been contacted. He said, I’m doing what I was told, and I wish I be, well, I don’t, my husband said, you don’t need to be here. And he says, I’m going to be here.

3:22:59 I’m gonna be a silent observer, is what I was told.

3:23:05 I just were you told that in the grievance? Or was that No, It was outside of the grievance room. So just for the record, I just want the record to reflect that we’ve got union leadership here clearly seem to be upset. There’s sort of body language going on and whatever. So I just, I I’m not sure what that’s all about. I’m simply trying to get facts of where we are today. And I’ve, every grievance I’ve been through as a school board member has had union representatives. That’s why I’m asking. This was asking this question so that, you know, ‘cause my next question is, this is where is the grievance in terms of the CVA on this ‘cause that’s what it seems to come down to is that there’s a collective bargaining agreement grievance by you, um, that we’ve deviated from the cva

3:23:50 and there’s no one from the union leadership here. I don’t, I don’t know why we may never know one. Um, okay. So you talk a lot about the environment also in the, so, um, did you know, do you feel safe in, in the school? No. Don’t. Do you feel safe here? I No, no, I don’t. Do you feel that you well said this. Do you feel that you were, your, your safety is your, your concern for your safety is because you’re Jewish and you’re a Zionist. Yes. I see what you’re saying.

3:24:37 Because those are very, very serious, serious allegations. So you’re saying you don’t feel safe in front of this committee because of antisemitism from this committee? Uh, no. It’s not what I said, but No, I know. I’m just trying to, I think it’s, it’s the lack of, um, of having support from the administration.

3:25:03 And if we talking about antisemitic incidences, we have anti-Semitic incidences in the high school. We had an incident happening. What happened last year with the soccer team and the, the, the Jewish kid that had the anti-Semitic incident happened against him. Said, and I quote, he told me this, he said, I got the support from my teammates and my friends, but I felt zero support from the administration in okay, I don’t. And the same, the same kid following year also did an antisemitic incident to a different Jewish child. And what happened a few months later, there was a graffiti of swastika allegedly by the same student. Basically. He was in the high school for more than two years,

3:25:49 and he felt empowered to continue these incidences and we’re not, the problem is specifically also with this retaliation grievance is retaliation. And again, maybe it wasn’t to punish and maybe it was just to calm everything down and to appease everyone. I understand that really I wanna do the benefit of the doubt, but that, that is what it was meant to do. But that happened on the back of Ms. Florences and she was the only one that was affected negatively by it. Why would her lead position be cut in half a month

3:26:36 after she went out public? And why all her

3:26:42 Positions? So just to recount, your argument is that the evidence for retaliation is, is the sort of history of that, the position never being split on forward for any teacher across the entire district since at least we started in 2006, Other than there’s nothing was split in half. There were teachers that rotated, but it was always by choice and it was rotated by year. And that was by choice. That means that decision with the statements that you made.

3:27:25 Could you repeat that? We didn’t hear what you said. I thought it was just me. But Officer with the, the timing of that split with the statements that you made at IC in a month earlier. Do is there any other, like evidence, evidence that you have of retaliation that you’d like to present?

3:27:51 Uh, I mean, I don’t, nobody talks to me at work really. Um, it’s very uncomfortable situation. Um, yeah, I don’t, I mean, I avoid hall duty. I stay in my room. Um, I know that parents that I’m friendly with have said, like, kids that are kind of talk why you go out. I’ve been kind of coped to try to go out. I mean, at lead teacher meeting they said, I need all recently, I need all the lead teachers out in hall duty. And I know it’s directed at me. I mean, or I at least I suspect because I don’t, well, prior to this, I went out every day,

3:28:33 um, was never a big lunch person. Um, I, uh, ‘cause I always worked through my lunch. Um, but I used to be friends with people and go out with them socially. Um, I, I don’t have any friends really at, at work. Maybe one or two people that I now, this year I finally kind of talked to a little bit, but

3:28:58 Thank you. Ms. Cars do you might be helpful for I think all three members to talk a bit about the, you referring to the ica, I’m not sure anyone is familiar with I don’t. You were on the board then. Uh, two of our members were not. Well, three aren’t, one’s not here tonight. I could actually give you a little explanation about it. I actually know it referenced it several times. That’s, I actually know it anything at least so I can, um, is an organization that, um, basically fights antisemitism and supports Jewish people in the state of Israel. And because of all the anti-Semitism that happened in PA 12, um, in Massachusetts, they did a webinar

3:29:43 and it took part in June of 2024. And in fact, there were several people in Marblehead that were representing Marblehead. One was Ms. Parks, another one actually was my son David and myself as a parent. And we both had very different stories. My son had a positive story how when there was anti-Semitic and incorrect historically incorrect information, he went to his teacher and he said, Hey, this isn’t, this isn’t true. It’s anti-Semitic. It’s filled with anti-Semitic tropes. We had a conversation for two hours and the curriculum was changed. In fact, my son goes over all over the United States

3:30:30 and gives webinars on how to change anti-Semitic curriculum and how crowd he is to be in Marvel head. That people listened, that things were changed, that they were able to amend what was wrong. And then we had the other side, we had the teachers and Ms. Harms talked about three Jewish teachers that experienced antisemitism in the schools since October 7th. Two of them were high schools, high school teachers. One with them was Ms. HARs. The only teacher that is left in the district is Ms. HARs. One of them left specifically because of the anti-Semitism school.

3:31:19 This is what happened to our teachers. Her Ms. Quas life has been destroyed professionally. The students see it. Ms. Quas feels it and parents know it, and it’s time to amend it. Let’s make her hole in there. And I get it. Maybe it wasn’t of course, was it done? Because he doesn’t think Matt Fox doesn’t think that Jews can do the lead position. Of course not. But we all make mistakes under pressure. We all do things that were, that in hindsight wasn’t the right decision. I mean, I’ve made so many mistakes probably publicly as well. So what? So let’s be courageous

3:32:05 and let’s make a beloved teacher in our district. Let’s support her. Is she really going to go through this grievance feeling that nobody in the administration has her back? Are you telling every Jewish teacher, don’t you dare complain about antisemitism because he won’t be punished because we will deserve you?

3:32:36 I think what I’m trying to get to the bottom of is, is the retaliation. But it’s like you said, that’s serious. When, when, when that claim is made that, so we’re not celebrating Right now. So just let’s just be Careful. I mean, so sorry. Yep. What I’m trying to do is to get to the bottom of, of the brutality truth. ‘cause in my experience with the Sure bar is very, I Yeah, No, you said you didn’t think that principal Dave Fox. Yes. Matt Fox. Yes. Thank you. Um, made this decision because he didn’t think that a Jewish person couldn’t do the job. Do you think that it was because that, because ‘cause you spoke out about anti-Semitism in the

3:33:23 district in a public way.

3:33:26 I said, I hope, I said I hope that wasn’t the case. Okay. I said I’m going to give him the benefit of the doubt. Think so. I’m going to give him the benefit of, of the doubt. Okay. That’s what I said. Because it’s very hard to think that that does happen in our school district. And and my child was under that principle. And so I I do, do I want to believe it? No. Is it possible? Yes. But the matter of the fact is, is after the egg con icon session, it went viral literally the next few days on the Facebook pages, on the, the local newspapers. It went viral. She was getting phone calls from journalists and, and it was just one thing after the other, after the other after that. So

3:34:13 When you said it went viral, you mean like on a local level? Or Both? Both local. And It’d be helpful for Ms. Carne to talk a little bit about that or so mind, um, in the days and weeks after the, I can, I will tell you one thing. I never spoke to anybody. I didn’t speak to the media. I see I didn’t speak out. I’m not a gossip. I’m not here to do this for any other reason than to stand up for my people and to stand up for the discrimination that has been going on, the escalation. And to see the two teachers that, um, I had become very close with. I didn’t know them. And we became close over this,

3:35:03 this awful situation. In fact, my sister knew one of the teachers and and my sister said she’s fantastic and great person. She had gone to Cuba with her. Um, I know that that person, um, you know, went to Israel every year with students. Um, and so there was nothing, you know, I I, the, the stories that I heard from the two teachers, I was, I I couldn’t believe, you know, I I, it was very hard to hear. And anybody that knows me, um, knows that I’m gonna stand up for the right thing, even though my life has been turned upside down. And I do wanna add, Ms.

3:35:49 Carnes did not wanna bring this grievance at the beginning. Really. She did not want to make waves. And I know she called me so many times, she was scared. It was scary for her. It is scary for her to come here today. It was scary for her to file the grievance. It’s not easy one to admit that, that a wrong happened against you. It’s very violating if you think about this and to admit that it happens. And it’s definitely not easy to do it publicly. She is not a public person. She’s a very private person. The students love her and her entire life, like she said, turns upside down. She’s been here for 26 years.

3:36:35 24 year, 24 years.

3:36:42 And because of all the anti-Semitic

3:36:48 atmosphere that we’ve been dealing with, her life turned upside down. Not because she experienced anti-Semitism,

3:36:59 but because she spoke up.

3:37:04 I’m sorry, I just have one more sort of very technic question, but what’s the amount in, on back or the, in the, in the stipend that you’re looking to recover? I don’t have the, it’s be somewhere between three and $4,000 per year. Okay. Since, okay. Thank you. So it’s been two Years. Yeah. Thank you. And I just had one further question. Y’all or Ms. Kurtz, can you, Ms or Ms. Kurtz, can you, are you in a position to clarify this MCAD complaint? Or is that not something I I am unaware of any MCAD complaint. That’s why I’m Well, that is her. So, um, Ms. S filed an MCAD complaint, which is the Massachusetts Commission Against Discrimination

3:37:50 against, um, the MTA, um, a few months ago or a few weeks ago, summer. During the summer. So a few months ago, um, last week, I believe the complaint was amended to add this grievance. And so you are not aware of it because it has not been served yet. But it was filed either this week or last week. Um, specifically because of this grievance. And like we said, this grievance goes away, arbitration goes away. MCAD goes away. Ms. Barnes can be whole again. Perhaps she can start healing. Maybe MVMS can allow her to heal.

3:38:38 Maybe us as a community can come around her and support her. And not to mention

3:38:46 what you’ll be telling our Jewish students and teachers and parents. Because going and saying Happy hanah or lighting a menorah is all good. But evil doesn’t happen because of evil people. It happens when the people that stand by are quiet and do with them. And you have the power to change a wrong that happens. That’s all it was. It was a wrong

3:39:23 Thank you. Thank you. Thank You. Thank you. Thank you very much. Appreciate you very much.

3:39:32 Well, I, I don’t know what Session

3:39:39 that we discuss this.

3:39:47 Okay, then we make a motion, but I don’t, we want do that session.

3:39:58 We own an executive session with Paula. Include that with that possibility and, and leave a motion to Right. No, but I just having it fresh here, like, um, having just listened to, um, this compelling whatever units, um, while it’s fresh in our mind, and while we may have questions for the attorney speaker, if may make sense to deliver,

3:40:35 You know what, I wanna collaborate with the team members, analyst, but I, I don’t have any other reflections for

3:40:43 um, of the Attorney. But we could do this in open session. Yeah, we could, we’d have to make a motion. ‘cause this is all meetings and this procedure with the commonwealth shall we held an executive session. So that’s Not, that motion hasn’t been Ment. This is the policy by the CBA. Um, but the, but the employee waived it so worldwide We, we waived the, you know, their presentation to us on this. Well, I’m just willing do, okay.

3:41:17 I make a motion that we deliberate this Melvin session

3:41:23 For a second. I’m not process to, so

3:41:40 it all the minutes show agenda made the motion not seconded. The motion was to deliberate this grievance in open session

3:42:00 and let the record show that I asked, I Asked that. Let the record show in me that the motion was to deliberate an open session. Jen Gentleman. Okay, I’m looking for a motion to vote to meet an executive session for the following reasons. Executive session pursuant to chapter 38, section two point a three, purpose three to discuss potential litigation by former administrator a Bucky is an opening meeting may have a detrimental effect on litig any ion school meeting. Chair Sinclairs without intent to return to open session executive session pursuant to chapter 30 a Section 21, A three, progress. Three to discuss strategy with respect to collective bargaining, specifically to deliberate regarding a response to step three.

3:42:45 Grievance regarding the main teacher stipend as an open meeting may have a detrimental effect on the litigating position of the school committee and the chair. Civic players without intent to return to all session purpose. Three. To discuss strategy in respect to collective bargaining, specifically with respect to bargaining with the board certified behavior analysts, physical therapists and occupational therapists, as well as the physical therapist assistance, occupational therapy assistance and certified nursing assistance without intent to return to open session. And then lastly, to comply with or act in the authority general of social law of federal grant and labor requirements. Specifically the open meeting law author in, uh, chapter 22, FG Relevant

3:43:30 to the school committee’s executive session on November 20th, 2025.

3:43:37 All, all make a motion. A motion is made by Henry. Second. Second and by Melissa.

3:43:48 Is there any discussion? All those in favor? All those against Right. The motion Who passes three to one. Alright, so we will now go into executive session pursuant to chapter three, a section 21 8 may discussion to litigation of former administrator of Jay Bucky. It’s an open meeting. We have position of school command and chair. So declare without intention of conduct, open concession executive session pursuant to chapter section 21, 8 3 to discuss bargaining specifically regarding response and grievance regarding the lead teacher stipend position.

3:44:33 Still be the university players. We now intent to attend both session purpose. Uh, three, discuss strategy. We expect bargaining specifically with respect to our of the board certified engage analyst, physical therapist and occupational therapist, as well as a physical therapist assistants, occupational therapy assistance and certified nursing assistants. And to comply with or act under the authority of any general special law of federal grant aid requirements, specifically the open meeting law 30 a section 22, chapter 22, FG relative to the committee’s executive session on November 20th, 2025.

3:45:20 Either an hour executive session in this,

3:45:26 we’ll try to get going as quickly as possible. They Get, get out of here.