00:00:01,730	S1:
Good evening.

00:00:03,830	S2:
I don't care.

00:00:04,629	S1:
Good evening.

00:00:07,070	S3:
Test one. Two. There you go.

00:00:08,769	S1:
Can you hear me?

00:00:10,029	S3:
Go on down.

00:00:11,529	S1:
Good, good. Good evening.

00:00:17,230	S1:
All right. Um, just testing the microphones, making sure everyone can hear. David Frenkel, can you hear me.

00:00:24,070	S2:
So I can.

00:00:26,429	S1:
Can you make it louder?

00:00:27,570	S2:
Jim.

00:00:35,329	S1:
Okay. Good evening.

00:00:38,369	S2:
Nope.

00:00:38,929	S3:
David, can you hear?

00:00:44,100	S3:
Your microphone.

00:00:50,130	S1:
Is there. Is there anyone in the gym? Because. Is it coming through in the gym? Can you hear me now?

00:00:55,270	S3:
Yeah. There's a speaker in the gym.

Yep. 00:00:58,929	S1:
You okay? I'm working on it.

Okay. 00:01:15,930	S4:
It's Julia.

00:01:22,230	S1:
Testing.

Testing? 00:01:25,430	S2:
Nope.

00:01:27,030	S1:
Can you hear it? You can't hear me.

00:01:31,099	S1:
So I'm getting people over there who can say they can hear me, but all the people over here can't hear me, so.

00:01:38,430	S5:
I can't hear you either.

Dana. 00:01:40,230	S2:
Okay.

00:01:43,829	S1:
Just so y'all know, I'm not the one actually troubleshooting.

00:01:50,230	S3:
Your own settings compared to you.

00:01:52,200	S6:
Because I don't see why I didn't look at.

00:01:56,129	S1:
His.

00:01:56,400	S6:
Bill here.

Bill? 00:01:57,329	S3:
Though. No, it's that fan.

00:02:00,569	S1:
Okay. All right. Do you want. So. Okay. I'm going to test out turning off this fan, because I wonder if that's the feedback you're getting, I don't know.

00:02:14,030	S4:
I think.

00:02:19,229	S6:
I.

00:02:22,770	S7:
I.

00:02:27,530	S7:
And that's.

00:02:30,629	S3:
Okay. That's different.

00:02:36,469	S4:
And you think about.

00:02:40,729	S1:
Okay. Can you hear me now.

00:02:42,430	S3:
Yes.

00:02:44,000	S1:
Excellent. I see people in the back give me the thumbs up. So it looks like. Yep. Okay, great. Good evening. All right. Julia and David, can you hear me?

00:02:53,629	S6:
Yeah.

00:02:54,370	S3:
Yep.

00:02:54,930	S1:
Great. Okay. Um, I called to order the meeting of the Hamilton Witham Regional School Committee on Tuesday, June 24th, 2025, 7:03 p.m.. And we'll begin. To begin, I'll invite you to join us in the Pledge of Allegiance.

00:03:12,729	S3:
To the flag. It states.

00:03:18,469	S3:
That it stands one nation under God, indivisible, with liberty.

00:03:23,729	S6:
And.

00:03:24,270	S3:
Justice for all. Thank you.

00:03:31,099	S4:
Oh.

00:03:32,129	S1:
Okay. Um, thank you all for being here. Um, I just want to let everyone know this meeting is being recorded and live streamed on cam. Additionally, I just want to let people know that there are some coolers in the back of the room with, um, water and ice. And please, um, if you're not, if you're feeling faint, please, please, please go get some water and ice. It is really, really warm, as you probably noticed all day long. Um, to get started, um, the first item on our agenda is an opportunity for citizens comments. Um, the way that citizens comments work here at the school committee is this, um, any citizen who's wishing to speak before the committee should identify themselves? Please give us your first name, your last name, your address. And please spell your name so that your last name so that we can get it correct for the minutes. We do take the minutes pretty seriously. We would like to have them accurate. Um, there are potentially people on zoom that might also want to make comments, and I will give the people on zoom an opportunity to make comments if there are people there that choose to do that. Um, so, you know, citizens comments are an opportunity for that, which is Comments. Um, it's an opportunity for you to be heard and for us, the school committee, to listen. It's not a dialogue. It sometimes feels uncomfortable, but we're not going to have a back and forth conversation. We're going to listen. And then when you're finished speaking, we're going to say thank you. Um, I ask you to keep your comments to three minutes. Um, I will ask Amy if she will be a timer. She'll let you know when you have 30s left so that you can wrap up your comments, and then she'll let you know when the three minutes are up. We're going to dive right in, and at 730, I'm going to take a break and we're going to evaluate where we are in the room. It is possible that at that time we're going to close citizens comments. All right. We'll see where we are. All right. Um. All right. I see that some people are at the podium already. Um, I'm going to start in the room. And like I said, at some point we may move to I will move to let people on zoom have an opportunity as well.

00:06:06,829	S1:
Good evening. My my name is Marjorie Gajewski.

MAROIEGAESK7 00:06:16,629	S1:
Perkin Street, Wenham.

Um. 00:06:20,699	S8:
This is my comment. The Hamilton Wenham Regional School District School Committee is out of control. The voters oppose your blank, blatant attempt to nullify our votes again. We have been told that the school Committee will try to nullify our votes by invoking MDL 7116 end, which will change the process of voting from two thirds to just a majority. This is unprecedented. It's seizing power. In the previous four town meetings, the school committee has arranged babysitting through the National Honor Society and encouraged families to bring their children with them and added additional rooms for that. Anything. To get the vote you want. You did not outreach for the seniors. The end justifies the means is all that matters to you with absolutely no regard to the taxpayers. You want to change the voting threshold because you could not win with the two thirds yes vote on one, two, three, four town meetings. And now you still insist on bringing the question back to the front of the community for a fifth and sixth vote. Do not do this. Do not waste any more of our town's money to vote again. A consolidated school is not the plan the town wants. It is what the town has voted against. I repeat four times we have voted two thirds. No. What part of No. Do you not comprehend? We the people voted down monies to build a huge consolidated school because we want our three existing small schools maintained. The job of the school committee is to oversee the budget and maintain the school buildings as well as other duties. Obviously, the school committee has misused the monies to maintain the buildings. I'm almost done. The monies that I, as well as two thirds majority of the voters, have personally voted in favor of maintaining the buildings. For the past 46 years I have lived here. So, as we are told. Evidently you, the school committee who have kept your mission away from the general public and even to our Wynne and board members tonight, you school committee have to vote among them your 30s. I'm almost done. To get two thirds agreements among your own board members to be able to recommend a joint ballot option for the towns, requiring only a majority vote. Let's pray that there are members of this board who will vote their conscience and vote no to bring the question back in front of the community. Vote no for asking us to vote again and move on to renovate and keep our small schools, which is one of the reasons why we move to Hamilton and Wenham and why.

00:09:09,129	S1:
That's three minutes.

00:09:09,970	S8:
Always supported the school committee in the past years to keep our schools maintained. Thank you.

00:09:18,799	S1:
So I think we're going to take two more people in the room, and then I'm going to move over to zoom. I just oh, I'm sorry. You can't hear me. Yeah. Oh, no. Thank you for your comments. I was just going to say to the room, we're going to take two more comments in the room, and then we're going to move to zoom.

00:09:35,629	S1:
Good evening. Can you hear me?

00:09:37,799	S8:
Good evening. My name is Nina marrero.

00:09:40,529	S9:
M e l e r o is my last name and I live at 247 a Forest Street in Hamilton. I am here tonight to express my appreciation to the towns, to the school committee and the school district staff who spent countless months researching the best plan to address our outdated schools, and who developed a plan that was approved by the majority of town residents. I would also like to share my disappointment in the failure to secure town funding for the school consolidation plan. I am speaking tonight as a grandparent of children in the Hamilton and Regional School District, as a retired teacher who substitutes in the Hamilton elementary schools and as a resident of Hamilton, who values education and feels that investing in education is an investment in our children and the future. I would like to advocate for the district to continue to pursue avenues to implement the school consolidation plan. The plan addresses the educational needs of today's students and considers future needs. Numerous people spoke about the physical limitations of the current schools and the badly needed repairs. Something will have to be done to address these issues, and the plan that was approved by the majority of Hamilton residents is the best and most economical option. Much time, money and effort were already expended to develop this plan and it would be a shame to drop the project altogether. I hope there is a way to make it happen. Our children deserve the best learning environment that we can provide. Thank you.

00:11:08,600	S1:
Thank you. Oh. Thank you. Good evening.

00:11:13,970	S4:
Good evening.

00:11:14,669	S7:
Austin Hamilton, resident I speak tonight out of a concern for the process, the precedent and the integrity of our school district governance. The school committee is now considering using Massachusetts General Law, chapter 771, section 16, as a tool to bypass our own regional agreement, an agreement that clearly requires supermajority approval for large scale debt projects, such as this $142 million proposed mega school. Let me be clear. State law sets the floor, not the ceiling. Chapter 71, section 16 end provides a minimum standard, a simple majority. Our regional agreement goes beyond that, requiring a higher threshold precisely to ensure that projects of this financial magnitude receive broader community consensus. This is not a conflict of law. This is a floor preemption in our local and our local. More restrictive rule prevails. Why is this supermajority important? Because projects of this size impact every household. They raise taxes, redirect educational funds, and reshape the future of our town. A supermajority ensures that the entire region, not just a slim majority, agrees on that direction. To seek a loophole to avoid that to safeguard is not only legally questionable, it's 100% ethically wrong. The school committee has already disregarded two failed public opinion polls, four failed town votes and a clear community opposition to not pursue a legal end run around the agreement is a betrayal of the public trust. It's a misuse of power and a manipulation of the process. Let's talk about cost. Over $1.5 million in taxpayer money has been grossly misused on the feasibility study. The superintendent and school committee knew would fail, including nearly $20,000 in marketing materials aimed at nine informing. But persuading residents with claims like MSBA doesn't support renovations. That's false. The education plan submitted to the MSBA was designed around a single outcome consolidation, effectively setting up any renovation options to fall through. I'm sorry to fail under its restrictive criteria. The MSBA does support renovation option plans. This is no longer about one school project. This is about governance, transparency and fiscal responsibility. This process has fractured trust, created unnecessary animosity between residents, ignored and ignored the pressing needs of the entire district, including aging middle and high school facilities. It's time to stop. Respect the votes. Respect the agreement. Respect the people. The path forward must include renovations, reconfigurations.

00:13:44,570	S1:
30s.

00:13:45,470	S7:
A plan that supports all five schools, not just two.

00:13:50,799	S1:
Thank you. Um, I'm going to now turn to zoom. Mr. Tracy, do we have anyone on zoom who is wanting to make a public comment?

00:13:59,970	S3:
Does anyone on zoom please use the Raise Your Hand feature and let me know.

00:14:06,169	S3:
I've been messaging them back and forth, but nobody's.

00:14:08,899	S10:
Hit that nighttime DJ voice going on.

00:14:11,129	S3:
Yeah.

00:14:12,000	S1:
We'll continue. We'll continue on in the room. Then please approach the podium.

Yep. 00:14:20,870	S11:
Scott Mattern 12 Old Cart Road Consolidated Grammar School is not just an option, it's the only way for Hamilton and Wenham to elevate our schools and in turn, our community's character. Now is the time and this is the place to help make that happen. Voting no means asking voters in April for $15 million in urgent maintenance. This isn't a one time fix. It's the beginning of years of escalating requests and even higher avoidable taxes beyond the financial burden. A new a no vote would impose an unsustainable strain on our dedicated town volunteers. Imagine the time and effort required for a decade of social media monitoring, corrections and rebuttals to combat misinformation. While technology that generates it rapidly evolves. As someone who has led many boards and committees in both towns, I can tell you the burden of our fin coms, select boards, capital committees, and others would be immense. A misconception is that renovation is cheaper and the state's accelerated repair repair program will cover it. Renovation is not cheaper. The program only covers minor upgrades. Comparing our situation to Peabody Welch School is a ruse. They had existing space for renovation, which our schools do not. Another misconception the schools are adequate and major investment isn't urgent. That this is not true. We have many special needs students who cannot learn in closets. Anyone who believes otherwise is out of touch with the realities of modern education. Furthermore, the direct street accurate access at Winthrop presents a significant safety concern. Even with our police hundreds of yards away. Consolidation means sacrificing the small school experience is another misconception. This is wrong. The new consolidated school uses a pod model grouping students one and two years apart. This design fosters a strong school culture and equitable education for all students in learning environments smaller than either of our current elementary schools. Parents anxiety could be helped by understanding how these pods function, or even better, by visiting one. Our schools are the primary reason why people choose to move here. Investing in our schools will have a profoundly positive impact, regardless of your age or whether we have children in the system. The record attendance and clear majority yes votes at our recent town meetings clearly demonstrate that our communities are ready for this long overdue investment. Let's ensure a positive future for our towns by voting yes.

00:17:09,869	S1:
Thank you.

00:17:13,099	S6:
Okay.

00:17:14,430	S1:
Please approach the podium. Yep. Head right up.

00:17:17,099	S3:
Still no one on.

00:17:17,769	S1:
Yep. We're going to stick with the room for now. It looks like the zoom view. There are not people on zoom right now that are ready. Okay. Thank you. I'm Sandy Fischer, green brook road.

Um. 00:17:28,269	S8:
I have a number of questions. And the last school committee.

00:17:31,069	S1:
Meeting I was at.

00:17:33,500	S8:
Two issues were raised concerning water on the site. I also agree with the people who have talked about not honoring the vote, but I'm going to focus on water because that's my expertise. That's my.

00:17:46,970	S1:
Education.

00:17:49,170	S8:
But I do want to say.

00:17:51,200	S12:
Why do you bother having public comments and questions at school committee meetings? Do you put them on a future agenda? Do you contact the person to find out their sources and learn from their experience? Are you continually seeking to learn from people who care enough about our children, our schools, and our town to give up their time to come to meetings again and again? Or are you moving full speed ahead with your own agenda?

00:18:22,670	S8:
After saying thank you to the people who comment. Now, last time I was here, a woman by the name of, um. Miss Galante spoke at the June 5th committee meeting. Have you answered her question? She works for municipal contractor, and having heard about water pooling issues at the Cutler site and hearing testimony from a former town clerk who lived next to the site for over five decades, that a small stream used to run parallel to Lynn Mead through where the current ball field is acquired. Water table information and asked the owner of the company that she works for and two project managers to estimate what it would cost to properly deal with the water at the site. She was told that based on the building size, water table, etc., it would cost $30 million minimum to protect the structure. On June 5th, she asked the school committee and superintendent directly if the proposed $142 million for the consolidation project included.

00:19:25,970	S1:
$30.

00:19:26,470	S8:
Million to address that water issue.

00:19:28,730	S1:
No one.

00:19:29,869	S8:
Would answer.

00:19:30,700	S1:
Her.

00:19:32,099	S8:
The costs of ignoring water issues are great and will bleed the town's finances for years to come. Ask Danvers I grew up in Danvers. In 1960, they built a high school in a low area. By the mid-sixties, the building had structural problems, and about ten years later a new addition was built and housed students in double sessions. 70s old building and foundations walls are being fixed as time went on. The newer 1970s edition had so many problems it had to be demolished and replaced. To this day, the 1960s section of the Danvers High School is limited by its original foundation. I'd like to see efforts made to salvage the credibility of the School Committee. Honor the four town meeting. Votes already taken and abandoned plans to subvert.

00:20:25,769	S1:
Three.

00:20:26,099	S8:
Minutes agreed upon by our town's. Thank you.

00:20:29,170	S1:
Thank you.

00:20:32,599	S1:
Good evening.

00:20:33,430	S10:
Good evening. Hi. Bob Knowles, 201 Main Street in Wenham. Hamilton. Wenham climate action team. So a little off the typical topic here. I'm here to just speak really briefly because there's a lot of people here about the, um, uh, school bus contract, which I'm strongly encouraging all of you to vote in favor of Doherty's garage so that we can electrify the bus fleet and meet all of our 2040 zero carbon goals for Hamilton, Wenham and the regional school district. So just a couple of quick bullets. It's a cost neutral, neutral solution for the district, represents savings, stability in the long run to better product, better for students and drivers alike. It locks in an electric electric rate without Gas fossil fuel fluctuations. It's going to meet our zero carbon goal. Now is the best time to do it. We've got a $5 million grant that's waiting for us to to utilize it. If we don't utilize it now, it's going to go away. It's going to the the administration is going to pull it right back. Furthermore, Salter Beacon, who has been our provider for a long, long time now, has had a very unfair monopoly on the North Shore. It's time for that to stop. In quick summary, we should do this now. There's grant funding. A ten year solution provides the best stability for the district. Doherty. Doherty's garage. The local operator would do a fantastic job. Thanks very much.

00:22:10,730	S1:
Thank you. Thank you.

00:22:14,069	S1:
Hello.

00:22:15,369	S6:
Hi.

00:22:16,470	S9:
Anna.

00:22:17,200	S13:
227 Highland S is an Sam. I'd as a dog as he is in zebra? Ike, I'd like to speak to you tonight. Bearing my hat. As a former school committee member, I remember meetings like this during Covid. And I just want to emphasize to the committee and also to the public. It's a really uncomfortable feeling to know that whatever decision you make will be embraced by part of the community as the best thing ever, and you will also be hated by part of the community for ruining their life. During Covid, there was never always a clear option because it was uncharted territory. It was a pandemic. None of us knew what to do and state guidance was frankly, really lacking. So it was a hard time for us on the committee. And there's a similarity to that moment. Now to today. You're going to get feedback. Oh, thank you for the light. You're going to get feedback both ways. And I just want to acknowledge that's really hard. And I hope the public recognizes that you all take your work very seriously. And that's not a great feeling. But there's a really big difference between Covid to today. The difference is we actually have a clear, obvious right choice. Not right based on emotion or anecdotal feelings or or what you think about kids or teachers. We actually have expert testimony on a variety of points, all of which leads you to continuing to pursue the consolidated option. It's different because you have, number one, the teachers themselves, who I would argue are the most knowledgeable people about what our kids really need and what kind of environment they really need to work because they work in it. Our teachers, not unanimously, but by a margin almost unheard of within the union at an 80% threshold. Support this project. We talk about respecting our teachers. Respecting our teachers starts with valuing their professional opinion. I think we have to acknowledge the expertise of the teachers supports the school. Secondly, you have the thin comms who arguably have done the most work on the financial analysis, not napkin math, not a spreadsheet they made themselves. They've actually put in hours of time studying the pros and cons of various options, and both town and cons do unanimously agree this is the most financially wise long term investment in our district. And that's unusual because for those of us who followed the fin coms, the fin com in the district don't always agree on things. 30s thank you. Lastly, you have the expertise of almost a dozen years of different boards who have looked at this problem a million different ways, including you. You know as much about the process and the MSBA and the guidelines and the criteria. If you take a step back and look at all of the voices of knowledge, the most knowledgeable people all agree that consolidation is best. So unlike Covid, when you don't have a clear answer, You have that in terms of space. Plus you have the majority on your side. Please continue.

00:25:20,730	S1:
Thank you.

00:25:21,269	S6:
Thank you.

00:25:23,099	S1:
Oh good evening.

00:25:25,170	S4:
Good evening. Good evening.

00:25:28,130	S10:
My name is Jay Burnham.

00:25:29,670	S4:
B u r n h a m, 21 North Street in Hamilton. Some of you will remember me as a founding member of a group called Enough is Enough, sometimes called II. It was actually a political action committee that was registered with the state as Hamilton Wenham Residence for Fiscal Responsibility.

00:25:57,700	S4:
One of the major initiatives that that committee did was to get both towns to come together to authorize and to fund an $80,000 operational audit from an independent outside firm. This is a copy of that report. It was 377 pages long. There were over 100 recommendations. About 30 of them were fiscally involved. The reason I bring that up is that there's a lot of talk about how things have just been rushed through, or we've only been doing this for two years or four years or six years or eight years. But this report came out 15 years ago, and although it was not part of the scope of the operational audit, there were comments that were made in it. And I quote, consider a new school on the Cutler's site. This will allow for easier phasing of construction with less impact on educational function. The new Cutler School could be a consolidation opportunity. It went on to say of the three. Hamilton Wenham resident to school district elementary schools, Cutler appears to be the most likely candidate for demolition and rebuilding. Demolition and rebuilding should only be considered, as such a move would save considerable money over renovations and additions. Since the school is located on the largest of three elementary school sites, and new school could conceivably be erected while the existing schools remain in use. So 15 years we're kicking this can down the road. I think it's long enough. At the recent, uh, Hamilton special town meeting, one of the opponents.

00:27:56,869	S9:
30s.

00:27:58,000	S4:
Of the opponents. My mother used to say, what part of. No, don't you understand? My mother used to say the same thing, but I think today it'd be more apt with six votes, clear majorities in favor of consolidation, that the phrase should be. What part of yes don't you understand? And I request that the school committee consider, uh, a ballot vote with a majority. Thank you.

00:28:26,430	S14:
Three minutes. Thank you. Thank you.

00:28:29,470	S1:
Um.

00:28:31,529	S14:
Go ahead. Hi, I'm Julie Lineker. My last name is l e n o c k e r. Um, I am a Hamilton resident, a mother of three. One at Cutler, two at the high school, and both of the older two went to Winthrop Elementary. Um, I come before you. You know, this is like a we have to be brave and courageous to stand up here in front of people. And, um, I know people, dear, dear friends of mine, people that I have, Um, been in relationship with on both sides of this issue. And I know that we stand here and sit here sweating in front of you to show support on either side. And what I really want to share is just that we all have. We come with the passion on either side and the passion that I bring that I just want to clarify is that the there's there's a population lacking here tonight and that is the students and the majority of the staff. And so that's what I can bring is to represent them. Um, staff at Winthrop and Cutler. Morale is lower because of the conditions that they work in. Students know very clearly and can communicate how Cutler and Winthrop are a very, um, dark place. Um, a dank place. Um, locations in the school that that some of the students have to actually be educated in are unfavorable. And that plays an impact both in on the staff side and the student side. Um, I do also want to just mention that when we talk about space and lack of space, what's happening currently at the Winthrop for next year is that because of our special programs and because of our moving to five days with our Stem, that we actually have to take our bubble class that's moving from kindergarten to first grade. There's no space to carry that third classroom. So we are folding those two, those three classrooms into two. Thank you. Which means that what we are trying to do on both sides of this issue is to keep classroom size low. And we're not able to do that at a small school. So these are some of our largest first grade classes, because we are absolutely out of space. And the only way to gain that space is through a thoughtful, long term process that we've been talking about. So please consider consolidation.

00:31:40,930	S1:
Thank you.

00:31:41,470	S6:
Thank you.

00:31:42,470	S1:
So I'm going to just take a quick pause. Um, do we have someone on.

00:31:46,569	S3:
Yeah, we had an issue with the the waiting room, so I just pulled everybody in the meeting. So if anybody's online.

00:31:51,230	S1:
Here's where we are. So it's 730. Now, if you remember, I said that we would take a pause at 730. We haven't had the opportunity to hear from anyone who's on zoom yet. They have, I think, successfully gotten themselves in some line. Is that correct? Yep. Okay. Um, I want the room to hear this may be difficult for you to hear, but I want the room to hear that there are at least ten people in line here, and I don't know how many in line on zoom. I do want to hear for those of people on zoom, because I want to give people that option. I am not sure I want the group to hear, to be prepared, that it is possible that not everyone here or on zoom might have the opportunity to speak. If you remember, at the beginning of the meeting, I mentioned that we would let public comment go until about 730 and then we would reassess. So what I'm going to do now is I'm going to have a couple people on zoom. Then we're going to make an assessment about how many more people really feel like they need to speak. Okay, great work with me. We're trying to make sure everyone knows what's going on.

00:32:59,029	S3:
All right, Mr. King, you are up.

00:33:00,769	S6:
All right.

00:33:02,130	S1:
Good evening. And let's make sure that we can hear him before we get started.

00:33:06,430	S15:
Thanks for you. Thank you.

00:33:08,970	S1:
I think the committee can. The committee. I'll hear him.

00:33:11,230	S6:
Fairly.

00:33:12,029	S1:
Okay. Um, I think we're going to turn your mic up just a little bit. I think the committee can all hear you, but I want to make sure that the room can hear you as well.

00:33:21,869	S6:
Does that make on.

00:33:23,930	S1:
Okay? Can we? H.W. Kim, can you check the mic that's here on the, um, zoom?

00:33:30,430	S6:
Yeah.

00:33:34,099	S6:
Is it good?

00:33:35,269	S15:
Yeah.

00:33:37,170	S1:
That's a great solution. Thank you. I like that thinking outside the box.

00:33:40,329	S6:
Makes sense.

00:33:41,529	S1:
All right, Mr. King, can you give it another try so we can hear you?

00:33:45,400	S4:
Thank you. I hope you can hear me.

00:33:46,670	S10:
I can't hear you all that well. My name is George King, and I represent a group of citizens from Hamilton and Wenham and their concerns about the school project. So I speak to you as their attorney. But I also had a lengthy career myself as a public administrator, including over ten years as a senior administrator in Massachusetts Regional School District. So I understand the issues you face. And I found many things carried over nicely between my two careers. Specifically, I respect for the rules and the process. Every day in court, I have to follow a myriad of rules. And in schools, of course, we set expectations and demands and demand reasonable performance by our students. These are important lessons for everybody to respect the process. My clients are concerned the school committee, the educational leaders of the district, are considering disrespecting these very basic tenets. In other words, changing the rules in the middle of the game, something we would never let our kids do. When you discuss amending the regional agreement or attempting to use another state law in a way that it was not intended to get your desired outcome, that is what you're doing Now really? Is it time to understand why the project has not been successful, and what can be done to coalesce support around the project that can be successful? Will it take longer than you desire? Maybe. But that's really building the strength of the community. Working towards a goal. Not forcing your way is the best and only way. So on behalf of my clients, you know, be assured a quick detour around the rules you do not like presently to get to your goal won't be easily attained. It's not going to work that easily. My clients will challenge legally any attempt to change the approval process. Your original agreement is very clear. That is to be issued. Your original agreement is very well thought out and it actually raises the bar over state law requirements. That was obviously intentional. So the intent of the people who wrote that the framers of the agreement, they knew what the minimum state requirements were and they raised them. There's no doubt about that. So an attempt by the school committee to circumvent those intentions. Short circuiting the process will have to be legally challenged from my clients. I would suspect others. So I ask that you show leadership. Realize that your solution, not unintended, was not something that community is all in the required amount was willing to support. And I ask you to look long and hard at obtaining a solution that could be embraced by the community and resist any urge to barrel through roadblocks that were thoughtfully installed. Does not do any any good for any.

00:36:26,170	S6:
30s.

00:36:26,900	S10:
Just rammed through them.

00:36:28,230	S3:
30s. Thank you.

00:36:31,500	S1:
Thank thank you.

00:36:32,369	S3:
Thank you.

00:36:33,630	S1:
Mr. Tracy. Do we have another person on zoom?

00:36:36,170	S3:
We also on zoom. I would like to speak so we can see everybody.

Nope. 00:36:42,030	S6:
Okay.

00:36:43,030	S1:
Um. All right. So just so the room and everyone here. So I am not going to go back to the zoom line. It doesn't look like anyone there has their hands up. So we're going to not go back to zoom. I'm going to ask the committee now. Again, I'm inclined to have extend the public comment for a few more minutes. Um, I'm looking to the committee, um, whether people are comfortable with extending for a few more minutes, I am concerned that I do not think we will be able to extend for the entirety, and it's unclear to me exactly how many people are in line back there. Um, but I'm going to say let's take, let's say five more people. Committee, Committee.

00:37:31,599	S6:
Yeah, I think five makes sense. I mean, you would.

00:37:35,730	S3:
Like to watch the meal.

00:37:36,869	S6:
It's going well. We have more business to get to today. So. So this is that.

00:37:42,730	S1:
So I'm actually like right now I'm actually just asking the committee whether they are comfortable with the extension of the time.

Sure. 00:37:52,099	S6:
Okay.

00:37:53,000	S1:
All right. So we're going to have five more comments. And then again we're going to check in with you right.

00:37:59,530	S6:
Okay.

00:38:00,429	S1:
All right. Please. Thank you for waiting. Oh I'm sorry, Mr.

Tracy. 00:38:03,630	S6:
We just.

00:38:04,070	S3:
Oh, sorry.

00:38:07,869	S3:
This one working out.

00:38:10,269	S6:
Thank you. Thank you.

00:38:11,570	S3:
Good evening.

00:38:13,670	S6:
I thought that I think just the light isn't like I can track it. Okay.

Okay. 00:38:17,500	S1:
I think it's good for now. Right? We're going to need it later, though. Hold on. I want to be. I want to be focused on your comment.

00:38:24,469	S6:
I don't.

00:38:34,469	S6:
Want to get a different place.

00:38:37,469	S1:
Yeah, we we'll need it. We'll definitely need it later.

Um. 00:38:43,630	S6:
Okay.

00:38:44,000	S1:
I appreciate your patience. Thank you.

00:38:46,869	S16:
My name is top Stevenson Tapley Stevenson, Stephenson, 18 Leek Avenue, Wenham. Last name s t e p h e n s o n.

00:38:56,969	S15:
It's in the Vermont book.

00:39:00,369	S16:
Is that better?

00:39:01,130	S3:
There you go.

00:39:01,730	S6:
Okay.

00:39:04,969	S16:
I'm here about the system. Having a.

00:39:13,769	S16:
Having. Having to take out the two thirds that was put in there by our by the towns for to avoid big problems like this is the reason it was put in there. The last town meeting I was at, there was over 600 people. I don't think there's 75 people here, so I'm fairly certain that not many people know about this meeting. I'm for democracy. Democracy requires that everybody has the opportunity. I don't think you people want the full towns, both towns, to vote on this. I think you want a consolidated school. This is not the right way to do it. In my opinion. Why don't you just put forth an executive order and just tell us all to go to heck?

00:40:08,329	S3:
That's what nobody.

00:40:09,530	S16:
Wanted. It's done down in Washington. Why can't the school committee do it?

00:40:15,699	S16:
Thank you.

00:40:17,329	S6:
Thank you.

00:40:19,300	S3:
You do have one on line.

00:40:22,730	S6:
Okay.

00:40:23,829	S1:
Good evening.

00:40:24,869	S3:
Yeah. Perfect.

Thanks. 00:40:27,929	S14:
Hi.

00:40:28,699	S9:
Deb Safford.

00:40:29,699	S6:
46.

00:40:30,230	S14:
Maple.

00:40:30,630	S6:
Street.

00:40:32,230	S9:
Um, just want to say none of this is personal.

00:40:34,070	S14:
So to say that we're going to hate you or people are going to hate you. That seems like a veiled threat.

00:40:38,329	S9:
So let's just wipe that away. We're all going to be adults.

00:40:40,699	S6:
Here, and.

00:40:41,070	S9:
We're just going to deal.

00:40:41,769	S14:
With.

00:40:42,000	S6:
The.

00:40:42,329	S14:
The process.

00:40:44,130	S9:
Um, it's really about the process. It's not even any more about the project.

00:40:48,130	S8:
If we.

00:40:48,670	S9:
Were taught basic civics, civics, of course, we would understand that our country operates as a constitutional.

00:40:53,670	S14:
Republic.

00:40:54,630	S9:
We just said it in the pledge. We are informed by democratic decision making. We are not a straight up democracy. So this means that law triumphs over opinion and desire. Mob rule is the simple majority deciding something and then demanding it happen. Rule of law ensures protection, so all get a fair trial. This is the equity we all seek equal opportunity for justice. A civil society, of course, is based on common understandings of law, structure and processes. There are people here pushing for an override of the agreed to process to toss out results from the town meeting, considering tossing out the agreement because you don't like the answer is ascribed to lawlessness and frankly, it feels a little petty. We don't always get what we want, but aren't we all adults here modeling for our children. How to handle disappointment. This is basic parenting. Do we let our kids decide the rules that they like and the ones that they don't? And they can change those? Of course not. And again, like how we handle this and how we've positioned and framed these discussions, our kids and our teachers, of course, are picking up on that. You know, and of course they feel miserable. It's really sad to see that they're so feeling so dark in those rooms. Winthrop is a beautiful building, so I think maybe they're just picking up some of the vibe in the community, that they're in a crappy place, and therefore they should be miserable. Rules and laws, of course, existed a society to protect the minority against this mob rule. Changing rules is a tactical maneuver because a simple majority dislikes the answer. It dishonors the process and it fractures the basis for civil society. I ask those who protest Trump being a king to consider their own actions in this case, where they are unhappy and seeking to be king and change the rules to suit them. I asked the League of Women Voters for a weekly protesting the importance of honoring the vote to be consistent in this circumstance as well. Let us not be hypocrites here. After four total votes taken at Pryor, Hamilton and Wenham town meetings, the decision making has run its course. The known threat for this all started has not been met. We don't want a school size of Brockton and Fall River for our elementary school. It's just a simple fact. There's a lot of reasons why people are against it, and there is nothing new in the arguments to position to do this again as another vote. People have been standing up here for 14, 15, 16 months saying don't do it. This man Trent, he said, the worst thing will happen is if we push ahead and we don't take a pause and restructure this and reconsider the negative opposition to this plan, and then we're going to end up without anything. And that's where we are. So you were prescient. Trent, and I'm sorry to see you go.

00:43:36,469	S6:
Thank you. Thank you.

00:43:37,230	S9:
I have more to say, but the opportunity cost is over. It needs to be looked at. Thank you.

00:43:49,670	S6:
Good evening.

00:43:51,429	S10:
McCarthy, 60 Cunningham Drive.

00:43:56,130	S10:
We had a lot of people talk about four votes.

00:43:59,030	S17:
Let's not also forget there was during the first town meeting, there was a lease extension that was voted down. That was another no. A group of citizens got together and put on the ballot. A citizen's petition. I brought it down to the Patton estate to have that put on there. And that was not a renovation. Excuse me. No to consolidation and explore the renovation. Possibly. That was a no vote. There's more. No votes out there. Please don't forget about them. About the two thirds supermajority. It's a protection device. A circuit breaker, if you will. I'm an electrician. I'm sorry. I couldn't let that. I wouldn't go by. But it is a circuit breaker so that when the revenue streams come in from two different towns across different demographics against people who are just getting by. And please, I'm going to mention the elderly over and over again. We talked the town talked about, well, it's 1500 to $2000. Let's be realistic. This is over $30,000 out of your pocket, over and above your taxes. And if you have a house of greater value, it's even more than that. So it's a lot, a lot of money. And that's what the two thirds protection is for. Are we all on board? And I was the guy who was always on board, and I voted for every single override for our teachers. Every single one I voted for because the money was going to a good place and it was well spent. It wasn't going to the Taj Mahal, it was going into the teachers pockets, the schools that my kids went to the collar and on to the middle school. They helped teach them values of integrity and respect, and they helped form these kids into who they are today. And this school committee did a great job of educating. So let me tell you that what you instilled in the kids I would like you to adhere to yourself. Please be respectful of the people like myself, who reach into their wallet every year and come up with $10,000 for salaries and for schools. And I know a lot of people volunteer their time here, but that money that we come up with and this whole room comes up with, that's a lot, a lot of money. Be respectful to the people who pay the freight.

00:46:21,400	S9:
30s.

00:46:22,000	S17:
And have done it year after year after year. If you could educate and instill those values in our children, I ask you to adhere to the goodness that you instilled in them. As somebody said before, they stole my line. Respect the process. Respect the vote that took place. And please respect the people that you represent. We are a republic. It's a it's a it's a democracy and we are a republic. You represent us. Thank you very much for all you do. Appreciate it.

00:46:54,869	S1:
Thank you.

00:46:58,000	S18:
Thank you. Thank you.

00:47:03,199	S1:
Good evening. Susan Norman.

00:47:04,769	S8:
24, Lee.

00:47:05,469	S1:
Park.

00:47:07,070	S8:
Um, first time speaking. And, um, I have gotten involved in this with the first vote. We spent 5.5 hours at the town meeting voting on this, and then voted at the ballot.

00:47:20,170	S1:
And.

00:47:20,469	S8:
Then voted.

00:47:21,869	S1:
Uh, spent.

00:47:22,500	S8:
Another 3.5 hours voting on it. Um, so basically you are asking us how we feel about this issue And as I was thinking today, um, it most definitely affects me financially. And I have a 92 year old mother who I care for, and I work.

00:47:48,070	S1:
As.

00:47:48,269	S8:
Much as I can to keep up with things. Um, but I was thinking today about the whole process, and the words that came to me.

00:47:56,900	S1:
Were.

00:47:58,369	S8:
Selfish,

00:48:01,329	S8:
manipulative, disrespectful, confidence, democratic process, and.

00:48:12,969	S8:
You know, selfishness when you don't get what you want and you have to get what you want. That is selfishness. And, um, and so, you know, this whole process in terms of being confident that I have a vote and that that vote will be respected. Really is not something I can say honestly, that I feel confident anymore. And I think a lot of other people do too. So I do ask, respectfully, that you consider.

00:48:49,570	S10:
Um.

00:48:51,199	S8:
My feelings and others, and I thank you very much for doing what you're doing.

00:48:58,829	S1:
Thank you.

00:49:01,829	S1:
So welcome. Um, so just so everyone is clear. The next speaker, the gentleman at the podium right now is the fifth speaker.

00:49:13,030	S8:
That we discussed.

00:49:14,199	S1:
Earlier a few minutes ago. Please begin.

00:49:17,769	S17:
Hi. My name is Dan Hogan. I live at 59 Willow Street.

00:49:21,300	S10:
And.

00:49:22,000	S17:
I have two grandchildren, uh, 11 and 12. And I want the best schools.

00:49:27,869	S19:
For them and the best teachers, Yes, but I don't think you also. I teach them to. You have to respect the vote. You know how many times I have. We have to come. We're going to. When does this stop? Till you get your way. Vote at the vote. At the vote. And tonight it's over 100 degrees. No heat. But that doesn't stop you guys, you know? And it's just that, you know, you have a beautiful community to town when I'm in Hamilton. That's why people come here. You know, I hate to see that you, uh, divide the people and destroy the towns because we all know, uh, this is associated with three a and there's no getting around it. I just want to remind the, uh, the committee and, uh, the people here that the MBTA has a $80 billion instructional deficit in the federal government is $37 $7 trillion in debt. And the Commonwealth of Massachusetts, we pass a voter mandate by 70% to order them. You think we have the the vote that aren't done yet? No. So when you talk about compliance, let them do it first. Let them show good, good faith by doing that first. If you had a portfolio and you would want the federal government, the MBTA and the Commonwealth to mass run in your portfolio, I think not. But I just hope I came from a different city and was destroyed. You guys don't know what you have. You have beautiful communities, you know. And I think, you know, there should be a solution on the scooping that could be done by keep changing the rules as you go along. You're just getting people angry and it's not. We you know, I know people some people I'm not going to say well, which that they say, well, they don't understand. You know what I mean? We. We know better than you. You know? But don't don't take everybody else's stupid. You know what I mean? We know every game you're playing because you use the same playbook every different time that they want to throw a. All right. So respect the vote. And you want to respect it's not given. It's earned. Thank you.

00:51:48,170	S18:
Thank you. Thank you. All right.

00:51:52,929	S1:
So I as I hope that the people in the room are saying that I'm trying to honor what I'm the were my words. We stopped after five people. We're checking in. It appears there's 3 or 4 people left. I'm hesitant to go beyond 8:00, but I'm going to look at the committee. I am willing to let those four people speak. If people from the committee. We have a very long agenda, one online. I did already say that we were not going to go back to zoom. Um, I'm sorry for that person, but we gave lots of opportunity on zoom. Um, okay. I'm seeing no objection. All right. So can I see? I don't see the last person in line. Okay. So that is the last person is raising her hand there. That will be the last person. And then public comment will be closed and melting. Please approach the podium. Good evening.

00:52:51,699	S10:
I'll be less.

00:52:52,269	S20:
Than a minute. Should be, um, Steven McWhorter, 18 Cunningham Drive. I'm going to represent four groups.

00:53:00,070	S10:
Of.

00:53:00,199	S20:
People. Uh, MSBA.

00:53:03,269	S3:
A little closer, Steve.

00:53:04,670	S20:
Yeah, I'm going to represent the MSBA teachers, the children and the town of Hamilton MSBA. They have a model school program. Uh, you can build these schools half the time. A third of the budget. Andover and Lexington are in the program right now. I don't know what's wrong with our educational plan, but, um, there's qualified for that. Uh, I'm asking you to consider that I've recommended it to the MSBA, and, uh, you know, I think we can move forward with ideas like that. Um, you know, the other issue is the lot there is going to eat you up. Uh, there's hydraulic pressure on it. It's between two of the biggest wetlands you've ever seen. Mother's day flood. Ten inches. Rain went through that lot. Your school will be crumpled. You won't be able to put a septic system. Uh, forget about negative stuff. Let's go to the teachers. Last summer, spoke with, uh, Gloucester teachers in a consolidated school. They said 440, almost unteachable. Last week, I met a Beverly teacher, Unsolicited, he said. Beverly Consolidated School awful to teach in. I'm. I'm just being a voice of what's out in the street and out in the street. The small school sign. Now you're going to hear from the students, your customers. More than one occasion, one pulled up with their parents. Could read I was thrilled. You know, I young grade school considered it. Looked at it and said, small schools. I agree with that. So? So now we go to the town. I've knocked on 2000 doors in this town. I have an idea what the people are saying and what they want. Maybe not all of them can get to that voting ballot, but under this circumstances, I'm going to encourage you to vote for another ballot. The more people we have, the better it is. Hamilton were only 13 people away from 30s, a regular majority. Wenham will cover the 180. So do whatever you want. We're going to protect that town and thank you for all the work you do and going forward. We're here to help you. Thank you.

00:55:40,300	S1:
Thank you, thank you.

00:55:44,699	S10:
Tosh.

00:55:45,000	S17:
Blake.

00:55:45,699	S16:
Sagamore street.

00:55:46,329	S17:
Tosh. Blake. Um, yeah.

00:55:47,929	S1:
I'd just like.

00:55:48,530	S17:
To.

00:55:48,599	S16:
Agree.

00:55:48,769	S17:
With a.

00:55:48,929	S16:
Lot of what people said about the process.

00:55:50,199	S10:
I think it's kind of annoying.

00:55:51,800	S20:
To.

00:55:51,929	S17:
Have.

00:55:52,170	S10:
My.

00:55:52,400	S20:
Time.

00:55:52,599	S17:
And a lot of other people's times, ways to go into votes where.

00:55:55,329	S21:
It probably was already decided that you would do whatever, by any means necessary to overturn the results of those legitimately taken votes to move a process for that you want to have done. I understand you a lot of time and emotion invested in the project, but procedurally it's, um, wonder why we have voting. You know, if you could just override change the stuff. But my point is, which hasn't been brought up here and some officials in town have brought up recently after the first vote was taken. Is the.

00:56:24,070	S10:
Real estate.

00:56:24,769	S21:
Issue. And someone mentioned the VA. One of our committee members shook her head. And when someone brought three a up. This pertains to the Winthrop Street and school capacity. So if we get rid of Winthrop and there is more development in town, whether it's due to three A or four extra, 40 B because of three A by right development, your your consolidated school could quickly run out of capacity for students. And I haven't seen any plans where you could expand it vertically or outward. So if you give up that Winthrop site and they'll have to be voted on and all that. But the town manager, Hamilton, says he'd advised be sold off. There could be development be put there, and you could have combined with three in both towns, a thousand or more students needing to go to an elementary school. So I think it's extremely shortsighted of this committee to give up that site as an educational site. Now, even Mr. McGrath of the of the fen com, he said, and maybe he was just kind of bluffing a little to get it on the, um, the warrant, he said that it still might have to be an operational school. This is this isn't a recent meeting of the select board in Hamilton. He said still may have to operate as a school even with a consolidated school, because of future potential capacity. I think the smarter thing is to keep both schools operational. Cutler in Winthrop. You know, I know it might be more onerous for the children, as if you do it to renovate and expand, but there's certainly room on both sides to renovate and expand. That might go someone against the small schools ideal. But just as a practical matter, if Threea comes down and hits us hard with a lot of new enrollment, it's extremely short sighted to give up a huge property like Winthrop, which functions as a school and could be easily expanded. I haven't heard much discussion about that from the committee. I've been to a bunch of these meetings and, um, you know, and there seems to be an allergy dimension three a with it. But even, you know, Mr. Emil Dahlquist and Marty Crouch of the Planning Board says it's an intertwined issue with the Winthrop site. So if you give up that site, it becomes high density apartments. You're going to have a lot more students. Schools. So, you know, maybe this could be an out if you didn't want to bulldoze this through. To think you might need those two sites for two schools, because I don't see how you're going to expand the Cutler site much beyond what the plan calls for, you know, so you kind of maybe have a difference with Mr.. Mr.. McGrath with the equity issue, if he says there should be two schools open and you guys are dead set against having two schools because equity issue, they're not the same. Maybe rethink it and try to scale down and do the expansion and renovation.

00:58:47,429	S1:
Three minutes. Thank you. Good evening.

00:58:52,900	S14:
Hi. Michelle Bailey to Remington road.

00:58:55,699	S9:
Um.

00:58:57,599	S8:
Plenty I could say.

00:58:59,000	S1:
It comes down to this. I was in this room at that meeting Mr. Burnham referred to.

00:59:04,000	S8:
Earlier, 15.

00:59:04,829	S1:
Years ago.

00:59:06,769	S8:
At that.

00:59:07,269	S1:
Time, we were looking at consolidating.

00:59:09,030	S9:
The.

00:59:09,170	S14:
Schools.

00:59:09,800	S1:
It was determined that Cutler.

00:59:12,070	S8:
Was.

00:59:12,599	S1:
The. At that time, we thought Winthrop.

00:59:14,769	S14:
Was going.

00:59:15,099	S1:
To be the site that would.

00:59:17,199	S8:
Be.

00:59:17,329	S1:
Demolished because the town of.

00:59:20,099	S9:
Hamilton.

00:59:20,699	S1:
Wanted that site for economic development. And here we are 15 years later. Same story. We have the chance now to do the right thing and just.

00:59:34,570	S8:
Put this.

00:59:35,099	S1:
Issue to bed.

00:59:36,599	S9:
We need to have a vote of the town.

00:59:39,900	S1:
It is the most open process. It gives everybody an opportunity to vote. There will be absentee voting.

00:59:46,269	S9:
So if you're out.

00:59:46,929	S1:
Of town and.

00:59:47,369	S8:
Can't.

00:59:47,570	S1:
Make it to town meeting, there will be.

00:59:49,969	S9:
Early.

00:59:50,400	S8:
Voting so.

00:59:51,099	S14:
That.

00:59:51,269	S1:
You can go and do it in person. There'll be a.

00:59:53,130	S9:
Day.

00:59:53,400	S1:
Of voting so that you.

00:59:54,530	S9:
Can.

00:59:54,800	S1:
Do that.

00:59:55,500	S9:
It is the only way we will.

00:59:57,369	S1:
Know the true will of the town. I also want to point.

01:00:03,929	S9:
Out.

01:00:04,469	S1:
That our government, it's been talked about the process, the process, the process. Our government has many checks and balances. Our court system has appeal after appeal after appeal.

01:00:17,400	S9:
This is your last appeal.

01:00:18,570	S1:
It's as if you're going to the Supreme Court. The entire community. And at that point.

01:00:23,699	S9:
We.

01:00:24,030	S14:
Will have.

01:00:24,570	S1:
An answer.

01:00:25,099	S14:
We will have the final decision on.

01:00:26,829	S1:
What we're going to do going forward. I know the job.

01:00:30,400	S14:
You do is difficult.

01:00:31,400	S1:
I know it is hard. I know and understand.

01:00:35,469	S14:
The people in this room.

01:00:37,800	S1:
But it's time. Please put it to the vote and we.

01:00:41,300	S14:
Will turn.

01:00:41,769	S1:
Out. Thank you. Thank you.

01:00:43,800	S18:
Thank you. Thank you.

01:00:48,429	S1:
Good evening. And just one second. Just so the entire room is clear, the speaker who is standing at the podium will be the final speaker in the public comment section.

01:01:02,269	S1:
Good evening. You may begin.

01:01:03,670	S14:
Linda mastroianni m a s t r I a n n I.

01:01:08,070	S9:
I live on.

01:01:08,599	S14:
Maple Street.

01:01:09,199	S22:
In Hamilton. I have spoken over and over and over again. As a graduate, as a teacher, as a parent, of graduates, as a grandmother of kids coming in, as a taxpayer, as everything that is connected to these schools, I think everyone knows my position. Honestly, there's nothing else I can say. What I'd like to do is take three minutes to try and rebut all the misinformation I've heard, but it would take more than three minutes. So instead, I would just like to say thank you to the School Committee for recognizing tonight 178 years of teachers who are retiring this year. That is what makes our district special. That is what is most important in our district. And yes, teachers can teach anywhere. As I can tell you right now, because we are indeed teaching in hallways and closets. But it is hard to keep teachers when we don't have the same facilities and the same pay that you can get by going to Manchester, Essex or by going to another nearby town. So I will let you go. I appreciate you letting me be the last speaker. I would like to just say thank you very much to all of those retiring teachers and staff, and have a great summer.

01:02:32,800	S18:
Thank you.

01:02:36,400	S18:
Thank you.

01:02:40,230	S1:
Forget those to you again.

01:02:42,000	S7:
I just made a point of order. I don't have a speech real quick. No no no.

01:02:45,500	S20:
No.

01:02:45,769	S1:
I was very.

01:02:47,199	S7:
You guys can hear you calling people names. I became.

01:02:49,869	S1:
I was very I was very.

01:02:52,269	S7:
Immoral. I ran zoom, heard it.

01:02:53,969	S1:
Excuse me. I was very clear. And I have been so impressed. I have been so impressed with this entire process. I appreciate everyone following along methodically. Um, that was a long time. It's hot. I appreciated all the comments. I think I speak for the entire school committee when I say we appreciated very much the emails. There were many, many, many emails on this topic, and it is really important to get those emails and to hear what people say. And I am grateful for all of them. Okay, at this point, we are going to move forward on our agenda. Next up is a portion of the review of our school committee protocols.

David. 01:03:49,329	S23:
Excuse me.

01:03:54,469	S19:
As elected members.

01:03:55,329	S10:
Of the Hamilton.

01:03:56,030	S19:
And Regional.

01:03:56,530	S17:
School Committee, we, including.

01:03:58,469	S16:
The.

01:03:58,570	S19:
Superintendent, accept the high honor trust that has been placed Pleased us to ensure that the.

01:04:05,070	S16:
Students.

01:04:05,900	S19:
Of the district received.

01:04:06,900	S16:
The.

01:04:07,000	S17:
Best education.

01:04:07,730	S21:
Possible.

01:04:08,570	S19:
To that end, we.

01:04:09,829	S16:
Hereby commit to.

01:04:10,630	S17:
The following.

01:04:11,300	S19:
In the conduct of our Business School Committee members, where general requests for information, reports and data through the superintendent and the School.

01:04:19,369	S16:
Committee Chair.

01:04:20,369	S19:
Rather than.

01:04:21,030	S16:
The.

01:04:21,170	S17:
Staff.

01:04:21,900	S16:
The superintendent will ensure.

01:04:23,670	S19:
That each member of.

01:04:24,469	S17:
The Committee has equal.

01:04:26,099	S19:
Access to this information in a timely manner, recognizing the importance of proactive communication and avoiding surprises. School Committee members will, whenever possible, contact the School.

01:04:38,000	S16:
Committee.

01:04:38,329	S17:
Chair.

01:04:39,630	S19:
And.

01:04:40,300	S16:
Or.

01:04:40,699	S19:
The.

01:04:40,829	S16:
Superintendent.

01:04:41,670	S19:
In advance of a meeting if they have.

01:04:43,900	S16:
Questions or concerns about an agenda.

01:04:45,730	S19:
Item, or will ask the chair at least 48 hours prior.

01:04:49,170	S16:
To.

01:04:49,329	S19:
Meeting that an item be placed.

01:04:51,500	S16:
On.

01:04:51,699	S19:
An agenda.

01:04:53,530	S1:
Thank you. Next up, Amy is going to read a portion of our mission statement. The Hamilton.

01:05:01,800	S9:
Regional.

01:05:02,230	S14:
School District.

01:05:02,929	S1:
School.

01:05:03,199	S24:
Committee's mission is to ensure our schools create graduates with a passion for lifelong learning, together with the critical skills needed to maximize their potential. The Hamilton Regional School Committee will lead and inspire a district that is a source of civic pride and municipal engagement to serve the community for generations to come.

01:05:24,800	S1:
Thank you. Um, I'm just going to pause. Mr. Tracy, I want to make sure that everybody except our school committee members has left the zoom, and they all know that the best way to watch is on w cam.

01:05:35,199	S3:
We've been sending them messages the whole time.

01:05:37,099	S1:
Thank you so much. Okay, um, next up is the consent agenda. Does any one have any items from the consent agenda that they would like to hold? Julia or David Frankel?

01:05:53,329	S3:
Nope. No, I'll say it.

01:05:54,269	S18:
Okay.

01:05:55,030	S1:
All right.

David. 01:05:57,429	S11:
Excuse me, I move.

01:05:59,670	S16:
Sorry. I moved.

01:06:02,230	S19:
At the Hamilton Regional.

01:06:03,329	S17:
School Committee.

01:06:04,699	S19:
Accept the consent agenda as presented in tonight's agenda.

01:06:09,170	S14:
Second.

01:06:09,769	S1:
Second by Amy Berger. Because we have some members participating remotely, we will do a roll call vote. I'm going to start with our zoom members. Julia. Yes. David Frankel.

01:06:23,530	S3:
Yes.

01:06:24,329	S1:
Uh, Jen?

01:06:25,329	S9:
Yes.

01:06:26,300	S1:
Uh, David Polito.

01:06:28,269	S16:
Yes.

01:06:29,500	S1:
Uh oh. And Dana is a. Yes. Um, and that is unanimous of the one, two, three, four, five voting members.

Um. 01:06:43,829	S1:
Okay. I wanted to just take a moment to acknowledge on, um, on this list of donations. I mean, it's, to be honest, I was just really overwhelmed by the sort of amazing grants provided by the Ed Fund, and I just wanted to take a minute to acknowledge that because it's, um, really transformative. So, um, thank you to the Ed Fund. They're out there. Um, all right. Um, I'm wondering whether the committee needs a moment.

01:07:26,969	S15:
Um.

01:07:27,469	S3:
Lost two.

01:07:28,429	S1:
Well, and and and then.

01:07:29,929	S15:
Me, too.

01:07:31,329	S1:
Yeah.

Um. 01:07:40,929	S3:
Yeah. I think you just went to the bathroom.

01:07:42,769	S1:
All right. Um, just making sure the committee let. Ken, you can let me know if you have a point of personal comfort. If you need a moment. Um, you can just let me know. Um, okay. Um, to you, Mr. Tracy. On, um, recognizing retired staff.

01:08:01,000	S3:
Thank you very much. It is my honor to present this list of our staff members who have dedicated their time, efforts, and hearts to our schools, our children, and our communities. I'd like to just name them out. I think it's important. They've really spent, um, hundreds of years here in the in the district together. Scott Bücker, teacher at the middle school. 21 years of service. Nancy canister and ESP at the high school. 17 years of service. Phil Coleman and custodian here at the Bücker for 11 years. Kathleen Takachiho, teacher at the middle school, 25 years. Nancy Duffy, teacher at the Cutler 18 years. Laurie Meany, teacher at the high school 32 years. Donna Stevens worked in the cafeteria at the Cutler for 31 years. And Karen setting Concerning esp at the Winthrop School for 23 years. This is is is bittersweet. We are losing some really potent educators and people who really believe in our children. And, you know, by their dedication, their time, they have been here, they they, you know, it's it's tough to see them go. But we are wishing them the best as they move off into the next phase of their life. And one thing I always say to our retirees is once a teacher, always a teacher. So they will probably end up somewhere back in some form of education. So congratulations to all the retirees.

01:09:36,630	S20:
Um.

01:09:38,770	S1:
I don't know if any other members want to say anything. I just wanted to say thank you. And because my kids are a little bit older every year, it's hard to see all the teachers that I recognize from their experience.

Graduate. 01:09:55,630	S18:
Um.

01:09:56,470	S16:
Uh, thinking my senior year was Lori Mini's first year.

01:10:03,229	S1:
Um, yeah. And, uh. And I remember Donna in the cafeteria taking. Um, my son Daniel won some sort of a prize, and he got to pick the menu for the week. Donna did a whole nutrition lesson with him. It was lovely. Um, years and years and years ago. Um, okay. Next up, we have Mr. Mengoni to discuss, uh, the student handbook changes. Um, just so the committee knows, we have, um, reviewed much of this before.

01:10:39,270	S25:
Good evening, everyone. When I arrived tonight, I looked up and I thought, wow, people are really excited to learn about the student handbook changing. Quite a turnout. Uh, I learned after a little bit, though. Perhaps we're here for a different reason. But thank you for having me here tonight. Um, I just want to go through student handbook changes for next year. Um, as you can see, I've given you a track changes version of the proposed changes for next year. In addition, you should also have a summary of the proposed changes. Um, and I thought I would just point to four substantive ones that that don't involve changing dates or names, things like that. Uh, the first substantive change has to do with, uh, grading system at the high school on page 12. And the story behind this was pre-COVID. Um, our semester grades were determined by two quarter grades and an exam grade, and that exam grade carried a weight of 20%. And then when Covid hit, we stepped away from exams and kind of talked internally about what would be the most appropriate thing to do, as we're trying to get back to our normal way of doing things. And, you know, after we started exams again, we moved to have the exams be 10% of semester grades. And we've we've run through that a couple of years now and learned perhaps that students may or may not be seeing the exam as something that is deserving of as much attention as it should get. Knowing that most of our kids are going on to college and in a college setting, a lot of times exams aren't really your grade for a class. We thought we could offer a better way to perhaps prepare them. So what we plan to do next year is to actually have a developmentally appropriate grading system when considering how we determine semester grades. So for grade nine, because they're so far away from actually taking an exam in college, um, we're going to have the exams count for 10% of the semester grade. Uh, when you get to grade ten. we're going to output a little bit to 15%, and juniors and seniors will be back to the way of doing business. Previously, where the exam counts for 20% of the semester grade. That's something we spent a couple of faculty meetings going over. We viewed that with the curriculum leaders, and that's kind of where we landed. And again, that was to align us, uh, you know, with where our kids primarily are headed, but also to do it in a developmentally appropriate and responsible manner. The second item of substance that I would point you to has to do with the graduation requirement area, specifically the competency determination. As you're aware, in November, through a ballot measure, MCAS was removed as part of the competency determination for high school students to receive a diploma. The state then put it back on school districts to figure out what exactly they're going to do, because the CD didn't really go away. Um, so we're going to do what most districts are doing. In other words, they need to pass a course equivalent to the standards that are measured by MCAS. So we're saying that is English ten. Geometry and biology, not biology, is a grade nine course. However, that is the science exam that we give in school. So students pass those three courses which they need to do anyways as part of the graduation requirements. Um, you know, they will earn the competency determination and then are eligible for high school diploma. Um, side note we've done some listening, uh, with the state about directions they may be headed in terms of how they're going to handle the CD. Um, and it looks like they could be going in a very different direction, perhaps. So it doesn't make a lot of sense for us right now to try to invent something when, um, the state may just step in and give us an entirely new system altogether.

01:14:43,069	S3:
Can I jump in on that boat right there? And this is probably going to be a one year set only because I'm part of a subcommittee of the superintendents, uh, Massachusetts Superintendents group that's working with the state House, um, to determine what the next steps are for graduation requirements. Now that MCAS has been taken off the table. Um, the the governor created a fairly large committee of people that are studying this. And then there are there are a number of, um, opportunities right now, both online and in person, to kind of weigh in on what you think about what the graduation requirements should be across the state. And one of the things we're learning really quickly is if you leave it to the individual schools, they'll all be very different. So, um, there's a new commissioner coming in soon to be sworn in, I think, this week. And that will start the ball rolling towards this council to determine what the actual outcomes will be, probably in the fall. Um, but we're kind of just waiting for them to do meetings with the public and online meetings so that they can gather information about thoughts that people have. So this will probably be need to be re-examined in next year or part way through the school year if the state changes the the requirements.

01:16:00,430	S25:
And the final two changes that I would like to discuss are in the student conduct portion of the handbook. And just for your information. Uh, both of these items were voted on and accepted by a school council in the April and May meetings, as required by law. Um, the first change has to do with conduct at athletic and extracurricular events. Um, recently there have been a number of issues on Cape Ann League, Massachusetts, and also nationwide, uh, related to fan behavior. Um, at athletic events. Um, and it's become a real challenge for athletic directors and school administrators. Uh, just dealing with some of the crazy things that happen in the crowd. These are high school events. Um, these are not major college events or professional sports events. These are things where we are trying to show our best selves in the community. Um, and also trying to model the behavior. Um, as our students grow towards adulthood. Um, so the change, uh, really that we have put in the student handbook. Um, you know, is in response to that, it's also an opportunity for us because we will be opening up, um, the new outdoor athletic facility, and we would expect to have some pretty good crowds there. And I think it's a time for us to show the Cape and League and the rest of the schools that we play, you know, that you can, uh, cheer positively for your classmates. And again, put your best face forward. Uh, so what we've done in the student handbook is try to show, number one what some positive fan behaviors are and then what some negative fan behaviors are. This is not meant to be all inclusive, but a lot of times when you see in student handbooks, it's kind of vague. As we talked about this at the school council level, we felt that it was important to just give some concrete examples of what both positive and negative behavior looks like. Um, consequences that we laid out, um, really are kind of aligned with Mia policy in terms of what happens if a student athlete is removed from an event. Um, so.

01:18:09,869	S1:
I'm going to just pause you for a second. Jen has a question.

01:18:12,630	S25:
Okay.

01:18:13,430	S5:
I don't see any of the examples of positive or negative behavior in the copy.

01:18:19,000	S25:
Yeah. There's a link in the the electronic version of it that you can click on and should take you there.

01:18:25,229	S1:
I was going to say great minds think alike because I was like, there is a there's sort of a paragraph that gives general, like it says, expected to support and cheer for their classmates in a positive manner. But that's not what you mean.

01:18:35,869	S25:
Well that's that. There's a pretty good long list of about a dozen. So good things and not so good things at length in there. Um, but anyways, um, you know, what we've done is really try to align with what happens with student athletes if they're removed from a contest by a game official. So if event staff, you know, at the high school has to remove a student from an athletic kid, it could be any extracurricular activity. Um, that student will have to miss the next scheduled events. Okay. And if a student is comes back and then is removed again that same year, they they will miss all athletic and extracurricular events for a year, which is what the Mia does. So I think it sends a pretty clear message. Uh, you have to work pretty hard to get thrown out once, and if you do it twice, you're working extra hard. Um, you know, kids on the playing field, you're in a competitive situation. Okay. I think tempers boil over there, but I don't think there's a reason for adults or students to be doing that in the stands. The second, um, item is something that I had already come to the committee probably about a month ago or so. Um, and this has to do with the cell phone policy at the high school, um, where we are going to an away for the day policy. Students will turn in their cell phones at the start of the day. They will be out without them for the entire school day. And at the end of the day, they have a few minutes to go back to their home rooms and pick them up. Um, we've met with all of the kids. Um, we had a webinar or we had a whopping three parents at it. Um, so we've made kids and parents aware of what's happening. Um, and I would expect there to be some challenges early on just because it's new for us at the high school, both adults and kids. But, um, you know, we're looking forward to re-engaging with each other more, you know, being where your feet are. Um, and establishing those close relationships that a lot of times cell phones, quite frankly, get in the way of. So those are the four items that I have for you right now. Um, I will have probably another update in, um, mid to late August. I believe you have an August 21st meeting, at which time I will bring forth another one. But this is what I have for now. And so I just wanted to get your feedback on.

01:21:02,470	S3:
Where we're at.

01:21:04,699	S1:
Um, so just so we're clear. So you're not looking for a vote this evening. You're looking for feedback. Is that correct?

01:21:11,229	S25:
Um, feedback or a vote on what has been proposed. So that's why.

01:21:14,899	S3:
We can vote.

01:21:15,699	S25:
To.

01:21:15,829	S1:
Start to vote on this. But you might have some additional edits.

01:21:19,000	S25:
But I have one one additional item to consider later this summer.

01:21:21,899	S1:
I just wanted to make sure I understood what you were looking for. Okay. Um. All right. Questions for Mister Mengoni. Um, David and Julia, do you guys have questions?

01:21:31,270	S26:
I don't. I don't have questions.

01:21:33,069	S1:
Anybody else in the room have questions?

01:21:34,899	S18:
Jen.

01:21:35,300	S5:
I actually do have a question. Only because a community member brought this to my attention. Um, I forgot if it was on page 12 or 13. Let me just scroll back and see.

01:21:47,770	S16:
It's 13.

01:21:48,869	S1:
Page 12. Is it you're looking on the document or the numbers.

01:21:52,300	S5:
On the document? Um, on the weighting of the grades on page 13, it was brought to my attention that Hamilton Wenham, uh, weights their grades, um, very, very differently from other schools in the district, potentially to the detriment of schools if we have any colleges or universities using weighted GPAs.

01:22:14,529	S25:
So that's the very item that I'll be bringing to you in August. So thank you.

01:22:19,800	S5:
Then I will hold my question to August.

01:22:23,670	S14:
Other questions.

01:22:25,130	S1:
No.

01:22:27,300	S3:
I've just got one.

01:22:28,369	S18:
Full.

01:22:28,729	S25:
Support.

01:22:29,399	S3:
Court of this.

01:22:30,270	S16:
New cell phone policy. Very exciting.

01:22:33,670	S25:
Um, one.

01:22:35,670	S3:
Um.

01:22:36,770	S16:
Thing that I think we brought up the last time.

01:22:38,699	S3:
That.

01:22:38,869	S16:
You, um, presented on this was, um, cell phone is.

01:22:43,869	S25:
Problematic.

01:22:44,699	S16:
Because it allows.

01:22:45,670	S3:
Access.

01:22:46,199	S16:
To apps and, you know, messaging and communication. That's very distracting in school. Um, if we get rid of cell phones, we give them devices. Mhm. Are they is are we just changing the device upon which these things are going to be accessed.

01:23:04,770	S25:
So that's a I think a good point to bring up. Um, the thing with cell phones is that they fit in your pocket. You walk around with them. They go into the bathroom with you. Uh, which is kind of disgusting to think about, but it happens. Um, you walk into the bathroom with your laptop. I have bigger questions. Um, it I just think that the size of that particular device creates some additional challenges. You know, kids can have I mean, I've seen it. It's on their lap. You know, while they're supposed to be working, they're also texting away or doing who knows what. Um, I think it's it's easier to monitor kids on an iPad or laptop in the classroom. Um, especially if you're, you know, running your classes. You should. You're moving around, getting behind kids, seeing what they're doing. Um, it's a little bit easier to hide on a cell phone. Um, you know, and there will be challenges because we are going to make the messaging app available on the iPads. And they certainly if you have a MacBook or something, you can have that because we've chosen not to to to go in the direction of being an all Chromebook school or something like that, because I think kids do still need access to information. Um, you know, there are going to be the same schedule changes for sports that they have to respond to. Um, you know, parents may need to remind kids like, you got to go pick your brother up after school. Please don't leave him stranded. Um, those kinds of things. You know, we're trying to work with parents about, you know, when is the best time to do that kind of stuff. What's the best way? We're also trying to push kids more towards using email as a way of doing business, because that's what's going to happen when they leave the high school. Um, you know, you don't get Snapchats by your professors, hopefully when you're in college. Um, and things like that. So they really need to move to that medium, I think, of using email. And if a parent has a very important, immediate message that needs to be given to a student, they should contact the main office. So that way we can relay that as quickly as possible. So yeah, there's still going to be challenges because they have devices. You know we do manage the iPads. We don't manage the other devices that they may bring into school. Um, but again, I think a lot of it comes down to classroom management and the phone's just a little bit insidious and that they're hidden and, um, they go everywhere with the kids, and kids probably are not going to bust their laptops out at lunch too much. A lot of times, what you will see at lunch tables now, though, is it's real easy to lay your phone on the table and just start scrolling instead of talking to the others who are around you. So thanks for asking that question. It will be a little more simple, but I think in the end it will be better.

01:25:39,569	S5:
When you first presented the cell phone policy, there was a medical waiver, for example, for students with type one diabetes or other diseases where they have to have their phone on them. That's not in the final policy. Is there a reason for that?

01:25:53,800	S25:
It should be. So I'll just add it.

01:25:55,470	S5:
Thank you.

01:25:56,399	S16:
Yep.

01:25:57,470	S25:
Because it's been part of all the discussions that we've had, and I may just not have put that line in the draft that I gave you.

01:26:08,130	S1:
Um, are there other questions?

01:26:13,569	S1:
Um. All right. So, David, do you feel like you can craft a motion? Uh, sure, if you want to.

01:26:20,000	S16:
Yeah.

01:26:20,199	S1:
No, don't have to.

01:26:21,899	S10:
I move that the Hamiltonian Regional.

01:26:24,600	S19:
School.

01:26:24,899	S17:
Committee.

01:26:25,500	S10:
Vote.

01:26:25,869	S16:
To approve the.

01:26:29,430	S19:
Updated.

01:26:30,829	S16:
Student handbook.

01:26:32,170	S23:
High school student handbook as presented in tonight's agenda.

01:26:35,970	S5:
Second.

01:26:36,869	S1:
Second by Jen Carr. Um, is there further discussion?

01:26:41,899	S18:
Uh.

01:26:43,569	S1:
Okay. Looks like we're ready to vote. I will start here in the room. David Polito. Yes, Amy.

01:26:48,569	S14:
Yes.

01:26:49,100	S1:
Dana is a yes. Jen. Yes.

Trent. 01:26:51,800	S16:
Yes.

01:26:52,670	S1:
Uh.

Julia. 01:26:54,470	S24:
Yes.

01:26:55,170	S1:
David.

Frankel. 01:26:57,029	S16:
Yes.

01:26:57,470	S1:
And that is unanimous. And the motion passes. Thank you very much. Thank you. And we look forward to seeing you in August.

01:27:05,369	S3:
All right. Thank you.

Brian. 01:27:08,470	S1:
Um, so I'm going to take the temperature of the committee. Um, I am mindful of the people in the room. I am appreciative of the calm demeanor and quiet room that has allowed us to do our meeting thus far. I'm going to ask the committee, given the comments that we heard. It appears that most people in the room are interested in item E on the agenda, which is the elementary school building project. Next steps. I'm going to ask the committee whether people are comfortable moving that item up to address it. Now to sort of honor that. But I want to hear from the committee. If people are comfortable with that.

01:28:04,899	S14:
I think.

01:28:05,300	S1:
That makes.

01:28:05,600	S18:
Sense.

01:28:07,270	S16:
Sure.

01:28:08,770	S26:
Yes.

01:28:09,300	S1:
I don't hear any objections.

01:28:10,869	S26:
Go to the bathroom really quick, though.

01:28:13,130	S1:
Okay. Yeah, I know, and that's I agree.

01:28:16,100	S26:
No.

01:28:16,729	S1:
Please go. That's fine. So let's take I. I could use a little water refill myself. So let's literally take us 60s recess. I'm going to get some extra water. We'll come back. We're recessed for two minutes.

01:28:34,229	S18:
60s. I'm just going to feel pressured. Oh, my. Oh, I have a frozen.

01:28:41,970	S27:
I'll get another one. Can I put your little ice behind my pants? I did.

01:28:53,970	S1:
Oh, I actually thought.

01:28:54,970	S27:
I had another one. I didn't realize I had to thank you so much.

01:29:03,569	S27:
I'm afraid to get.

01:29:07,229	S15:
Afraid to get up with, like, six shirts.

01:29:09,829	S27:
But I did not have a puddle.

But. 01:29:17,899	S27:
Eric.

01:29:24,529	S27:
O do not go far. I really am bringing old back.

01:29:42,529	S27:
To talk to my children.

01:29:54,470	S15:
Oh!

01:30:00,329	S15:
Yeah.

01:30:00,500	S27:
I pull all the good people in the chat function.

01:30:04,529	S3:
Working for some, but not others.

01:30:06,930	S27:
Where? Some people.

01:30:09,000	S3:
Some people figured it out and other people.

01:30:10,670	S27:
So I just pulled them all in. And it's easier there, but there I go.

01:30:21,170	S28:
I was going to say we heated it up.

01:30:22,800	S27:
Why did you order the weather today? Was this warmer than Suriname?

01:30:30,170	S15:
What?

01:30:32,270	S27:
What?

01:30:37,399	S27:
Uh, that's good, but pretty good. Yeah. All right, we are back.

Okay. 01:30:46,000	S25:
Julia is back.

01:30:47,300	S18:
Yep. Good. All right.

01:30:49,500	S1:
Come on back, people.

Okay. 01:30:53,029	S26:
We're back.

01:30:55,000	S1:
Okay.

01:30:56,470	S18:
Oh!

01:30:56,899	S28:
Oh, it's only going to be 90.

01:30:58,170	S1:
All right. Can you hear me? All right. All right.

01:31:02,600	S18:
Welcome back. I'm going to go.

01:31:06,430	S1:
Okay. Welcome back. Oh. Can I ask people to. Quiet. Take your see? It's all right. And we are back in session. Thank you all for that brief break.

01:31:20,529	S26:
My laptop.

01:31:21,100	S24:
Is.

01:31:21,270	S26:
On.

01:31:21,899	S28:
Um, here we go.

01:31:23,270	S1:
I'll hear me. Okay. Thank you. Okay. Um, so next up. So just so everyone's clear, we're going to do item E, elementary school building project next steps. Um, and then we will after that, move back in order to item C, D and F. Okay. Um, so, uh, I am open to starting this item with a motion if the committee feels ready to hear a motion. I intend, just so the committee knows. I intend to make sure that each person has an opportunity to speak. Um, before anyone has had the opportunity to speak again.

Um. 01:32:14,369	S18:
Sure.

01:32:14,829	S16:
I moved to Hamilton.

01:32:15,970	S19:
When a regional school committee direct Superintendent Tracy to formally request a 90 day extension from the Massachusetts School.

01:32:23,029	S15:
Building.

01:32:23,369	S10:
Authority.

01:32:24,029	S19:
In order to secure the necessary authorization for the proposed Culver Elementary School.

01:32:29,600	S16:
Building project.

01:32:30,699	S19:
To allow sufficient time for placing the debt exclusion question before the voters of the district's member towns and completing the required local approval.

01:32:38,770	S16:
Process.

01:32:39,869	S5:
Second.

01:32:40,699	S26:
Second.

01:32:42,029	S1:
Second by Jen Carr.

01:32:46,069	S1:
Um, so just to clarify the motion. Um, that motion, um, is,

01:32:56,000	S1:
uh, a would would direct, um, the superintendent to request an extension. That motion doesn't provide the specifics of the method that would be sought out. Just so for clarity, I, um, I know that there is another motion. We did our homework because we want to be really diligent and careful to make sure that things are done accurately. So the motion on the table is to, um, request an extension from the airport and direct the superintendent to request an extension from the MSBA. Is that correct, David?

01:33:31,800	S18:
Correct.

01:33:32,600	S1:
Okay. Um, I would like the, um, there. I guess what I'm going to say is that I understand, um, we, as we saw in all of our emails and in the comments this evening and in the work that we've done that, um, necessarily there's going to be overlap between the method and the request for an extension. So I, um, I think we in discussion, I think we're going to understand that, um, I want to give everyone an opportunity to speak. Um, should you want to.

01:34:05,930	S14:
You're not required.

01:34:06,800	S18:
To.

Um. 01:34:09,000	S1:
All right. Looking to the committee. Would like to speak.

01:34:12,300	S25:
Julia.

01:34:13,029	S1:
Julia.

01:34:15,699	S26:
Oh, did I. I had to write it down. Okay. Um. So can everyone hear me?

01:34:22,100	S18:
Yes, yes.

Yep. 01:34:23,430	S26:
Okay. Uh, something that's getting lost in the debate around the school consolidation project. I feel like in the community conversations is the children. The students. Like, what is best for them, their learning and their success. And to me, as an elected school committee member, my mandate is to do what is best for the children. All children. Um, so, you know, people can call us selfish. They can call us thugs. We can take it. You know, we've been called way worse because to me, you know, I'm fighting the good fight. I'm playing the long game, and I'm doing what I think in my individual way is best for the children of this district. So to me, in order to live in a community with high performing schools, we need to keep and attract talented teachers and administrators. And I've heard a lot of people tonight and in emails claiming that they support teachers, but they don't support the new school project. And the problem with that is that 80% of the teachers want this school. And teachers have shown up in person. They've shown up here tonight. They've shown up at many meetings. They shouldn't have been numbers to support the school consolidation. They want to work in modern facilities and they want to support all of our learners. And I believe it's supporting this project, is supporting the teachers and is supporting our families and our children. And it's as simple as that. And I had to write this down and I looked up this quote, but to quote the Rolling Stones, which a lot of people have quoted this evening. You can't always get what you want, but if you try, sometimes you just might find you get what you need. I believe our district needs this school, and that's why I'm going to fight for this project. So I've encouraged all of my fellow school committee members to vote yes on this motion.

01:36:28,569	S18:
Thanks, Julia.

01:36:29,899	S1:
Um, you look like you're ready to go.

01:36:32,869	S16:
Um, I just have a.

01:36:34,699	S29:
Point of order on this. The next motion that's coming is I can't vote on this motion before I vote on the next motion. I have to understand the mechanism.

01:36:48,800	S1:
Sure.

01:36:49,069	S29:
Know that I decide whether or not it makes sense to make an extension.

01:36:52,630	S1:
Okay. I think that that's that's an excellent. I think that's an excellent point of debate. And that's why I try to, um, articulate that normally, I'm very careful about staying within the four, corners of the motion and recognizing that in this particular scenario, the potential motions are tied and I will just. Just not to make it too complicated, but I'm really just talking.

01:37:16,329	S18:
To.

01:37:16,399	S26:
You.

01:37:17,170	S1:
That in the hypothetical. Right a this committee could vote for, to request an extension and then they could create any number of plans, including no plan, including, say, we just like more time, right? That's a theoretical. Again, this is hypothetical theoretical. Um, so it's we did uh, Eric did because at.

01:37:46,930	S18:
The.

01:37:47,069	S1:
Request of members, create a legally valid motion on a specific plan, it does not mean that someone on this committee could not make a motion for a.

01:37:57,329	S18:
Different.

01:37:58,199	S1:
Plan. Does that answer your question?

01:38:00,930	S29:
Yes.

01:38:01,569	S1:
Okay. So I mean, I'll just be transparent. The motion that is prepared is regarding the ballot vote, which is the chapter 7116 and portion of the law.

01:38:16,069	S29:
Yes.

01:38:16,770	S1:
Um, that is the one that is prepared. But again, any number of things could hypothetically happen. I hope that answered. And someone please.

01:38:26,670	S28:
Say.

01:38:27,329	S1:
So. What do you need? What do you. I would would you prefer to vote?

01:38:31,829	S29:
Prefer to vote on the second before.

01:38:35,500	S18:
Okay.

01:38:35,930	S1:
Would you want to make a motion to.

01:38:39,899	S29:
I think we're still under the constrains of the first motion.

01:38:42,770	S18:
Correct.

01:38:43,170	S1:
But you could again. You could.

01:38:45,670	S19:
You could. Dana, before we even get there.

01:38:48,500	S16:
Right.

01:38:48,699	S15:
Because, uh.

01:38:49,829	S16:
You know.

01:38:50,300	S19:
To to Trans Point. And what I was really going to say is, is I actually think.

01:38:55,829	S16:
Julia might have.

01:38:56,529	S19:
Sort.

01:38:56,670	S16:
Of jumped.

01:38:57,069	S19:
The gun here.

01:38:57,729	S16:
I think it's our duty.

01:39:01,100	S19:
Right in this motion to to realize.

01:39:05,199	S16:
That we're coming up.

01:39:06,270	S19:
Against.

01:39:06,569	S16:
The end of the.

01:39:07,100	S19:
Deadline in.

01:39:08,529	S16:
Just a few.

01:39:09,270	S19:
Days. And, um, just asking for a 90 day extension makes the most sense.

01:39:15,170	S16:
For this.

01:39:15,729	S19:
Committee just to try and give us some.

01:39:17,329	S16:
Time to figure out.

01:39:18,369	S19:
Anything.

01:39:19,529	S16:
Whatever that.

01:39:20,270	S19:
May be. Because if we don't, then that, you know, 40.

01:39:25,329	S16:
Million.

01:39:25,729	S19:
$49 million.

01:39:27,199	S16:
Plus, right?

01:39:28,430	S19:
Um, is just going to be gone.

01:39:32,199	S16:
Right.

01:39:32,729	S19:
And then we have days. So to not do.

01:39:36,270	S16:
That, but.

01:39:38,470	S19:
By asking for an extension, it gives us more time.

01:39:43,329	S16:
To figure out.

01:39:44,399	S19:
Any.

01:39:45,199	S16:
Alternative.

01:39:46,970	S15:
But.

01:39:47,930	S19:
Right that.

01:39:48,800	S16:
We.

01:39:49,199	S29:
We I think that it's really important to understand what the, um, empirical probabilities of the alternatives are. Before deciding whether or not I support an extension. Right. Um, because I think that they're so inherently linked, um, that I'm just not comfortable voting on this. I'm one member. You can't move ahead without me. Um, but I think that it makes sense. And I think what everybody's here to talk about is the second motion and the first one. I, you know, I think is, is something that I don't have a sense of how I would even vote on it without that information.

01:40:35,729	S18:
Okay.

01:40:36,729	S1:
Um, so.

01:40:42,869	S18:
Um.

01:40:47,430	S1:
I guess what I'm.

01:40:49,869	S25:
Gonna.

01:40:50,670	S1:
Do. You are you. I like I'm looking to you for what action you're looking to take.

01:40:56,430	S29:
I think that we should discuss the motion that I haven't seen, but has obviously been drafted first.

01:41:02,930	S18:
So.

01:41:03,100	S1:
Yeah.

01:41:03,369	S18:
Okay.

01:41:03,729	S29:
And then this motion second.

01:41:07,430	S1:
I guess that's what I was trying to ask is, are you making a motion to table this motion until after?

01:41:14,000	S29:
Sure. That sounds right.

01:41:15,170	S18:
I'm just I'm not, I'm not, I'm not.

01:41:17,199	S1:
I'm literally just.

01:41:18,569	S18:
Right.

01:41:19,100	S29:
So I move that we table the motion until we have the opportunity to discuss the, um, the specifics of what we would be asking the MSBA to delay us for second.

01:41:36,970	S1:
Okay. So just everyone's clear. The motion that was motion to request an extension was moved and seconded. We began discussion as part of that discussion. Um, a member asked to table it to be still heard within this same meeting. I'm reading that correctly.

01:41:59,729	S18:
Yes.

Okay. 01:42:00,829	S1:
Just table it for a moment. I heard a second on that. So now what we're discussing is that motion which is to table temporarily still to be seen in this meeting, the motion.

01:42:13,300	S18:
To request.

01:42:13,770	S1:
An extension. Does anyone have any comment or discussion on that?

01:42:19,069	S5:
I think if tabling this motion until after we've discussed the other one makes school committee members feel more comfortable, I think we should do it.

01:42:28,130	S1:
Any other members? All right.

01:42:30,670	S26:
I don't I don't think we need to table it, but that's me.

01:42:34,470	S18:
Okay.

01:42:35,369	S1:
Any other members? Okay, so it looks like we're ready to vote. Just to be clear, this motion is this vote is only on tabling it. Yes. A yes vote would mean we would table this motion. For the moment, a no vote would mean we would continue with discussion on this motion right now.

01:42:55,770	S26:
That is clear.

01:42:56,729	S1:
Claire.

Trent. 01:42:59,569	S14:
Yes, Jen.

01:43:01,000	S22:
Yes.

01:43:02,470	S1:
Dana is a yes.

Amy. 01:43:05,270	S14:
Yes.

01:43:06,000	S1:
David.

01:43:06,670	S15:
No.

01:43:07,600	S1:
Julia.

01:43:09,170	S26:
No.

01:43:10,170	S1:
David.

Frankel. 01:43:12,000	S15:
Yes.

01:43:12,829	S1:
Okay, so that is 5 to 2, and the motion passes. That motion will be tabled. But again, to be heard within the same meeting. Okay. David, do you have another motion?

01:43:27,029	S15:
I do, let me take my gun out.

01:43:32,930	S16:
Excuse me. I moved.

01:43:34,869	S19:
At the Hamilton and Regional School District.

01:43:37,100	S16:
Hereby.

01:43:37,600	S19:
Appropriate them. Out of $142,266,034

01:43:43,229	S19:
for the purpose of paying costs of designing, constructing.

01:43:47,000	S16:
And equipping.

01:43:47,770	S19:
A.

01:43:48,000	S16:
New Cutler.

01:43:48,729	S19:
Elementary School at 237 Asbury.

01:43:51,369	S16:
Street, Hamilton.

01:43:52,130	S19:
Mass. That will allow for the consolidation of grades one through five across the district and for the payment of.

01:43:58,029	S16:
All other costs.

01:43:59,100	S19:
Incidental or related.

01:44:01,170	S16:
Thereto. The project.

01:44:02,869	S19:
Which.

01:44:03,529	S15:
School.

01:44:04,630	S19:
Facilities shall have an anticipated.

01:44:06,670	S16:
Useful.

01:44:07,029	S19:
Life as an educational facility for the instruction of school.

01:44:10,569	S16:
Children.

01:44:11,369	S19:
Of at least 50 years, and for which the district may be eligible for a school construction grant from the Massachusetts School.

01:44:20,069	S16:
Building Authority.

01:44:21,100	S19:
MSBA set amount to be expended at the direction of the Cutler School Building Committee. To meet.

01:44:28,229	S16:
This.

01:44:28,369	S19:
Appropriation, the district is authorized to borrow a set amount under the pursuant, under and pursuant to chapter 71, section 16.

01:44:37,300	S16:
And of.

01:44:37,729	S19:
The General Laws in.

01:44:39,170	S16:
The regional Group.

01:44:40,329	S19:
In the Regional Agreement as amended or pursuant to any other enabling authority. The district acknowledges that the MSBA grant program is a non entitlement discretionary program based on needs as determined by the MSBA and any project cost. The district occurs in excess of. The grant approved by and received from the MSBA shall be the sole responsibility of the district provided further, that any grant the district may receive from the MSBA shall not exceed the lesser of one 51.28%

01:45:15,529	S19:
of eligible approved project costs as determined by the MSBA or two. The total maximum grant amount determined by the MSBA and at the amount of borrowing authorized pursuant to this vote, shall be reduced by any grant amount set forth in the Project Funding Agreement that may be executed between the district and the MSBA. The debt authorized by this vote shall be submitted to the registered voters of the district's member towns for approval at a district wide election, in accordance with the provisions of chapter 71, section 14 and chapter 71, section nine, I'm sorry, 16, and of the General Laws and Regional Agreement. The date of such district wide election shall be September 15th, 2025, from noon until 8 p.m..

01:46:06,470	S5:
Second.

01:46:07,470	S1:
Second by Dhankhar. Okay. Um, so again.

01:46:12,869	S28:
Good day.

01:46:13,300	S29:
Again.

01:46:14,130	S1:
September 15th.

01:46:15,100	S25:
November 15th.

01:46:16,630	S1:
2025.

01:46:19,569	S1:
Um, so again, I want to give everyone, every member opportunity to speak. We're going to have opportunities to ask questions. Um, so just want to make sure everyone gets a chance to say what they need to say. Who wants to speak next gen.

01:46:39,300	S5:
Probably not as well known as the Rolling Stones, but Terry Pratchett has always been a favorite author of mine and one of his quotes is that a lie can run around the world before the truth actually has its boots on. And I think there's been a phenomenal amount of misinformation spread, either by people who were unhappy with the project and chose to put the information in a particular direction, or for people who just didn't know what had already been done.

Um. 01:47:13,369	S5:
With all that misinformation out there, I think it's impossible. In the time frame we had for our residents to separate what is false and what is true. By extending this vote as a ballot vote till September 15th. We're giving people the entire summer to which most of us are not as busy during. Thank goodness to learn what the truth is. And hopefully, um, eliminate the spread of misinformation that has come from various parts of this town. The other reason I am supporting this motion there is twofold. First of all, every single vote that has been taken, while it has not met the two thirds, um, threshold has been a majority of the people, and we represent the people. That's our job. And the last aspect is financial. I'm the chairman of the Capital Finance Committee, and if I thought this project could be done to serve all our students in a less expensive way, I would 100% support that. But it cannot be done in a less expensive way. We cannot Not renovate Winthrop and Booker for less money than it is going to take us to build a consolidated school. And that's probably the biggest bunch of misinformation that's been out there, despite what the cons have said, despite what the schools committee has said, everybody. There are multiple people who say we can do this cheaper. Trust me, if we could do it cheaper, I'd do it cheaper. Part of my job as a chair of that committee is to watch the bottom line. And so those are the three reasons I support putting this towards the ballot.

But. 01:49:25,529	S1:
Thank you.

01:49:27,470	S20:
Um.

01:49:29,800	S1:
Let's see.

01:49:30,529	S29:
I just ask a question to Mr. Tracy. Yeah. Eric, have we cost out the renovation on each of the schools in a comprehensive way. That is not an order of magnitude estimate on.

01:49:43,100	S25:
The order of magnitude. That's that was part of the initial 14 site examination. So only order of magnitude.

01:49:49,300	S29:
Thank you.

01:49:52,069	S1:
Um, David Frenkel or David Pluto or Amy, would you like to speak?

01:49:57,729	S30:
Yeah. Um, my reservation is that there's nothing in that. We talk about all students. But this is not all students. It's only students in the elementary school. And I fear all along, since I've become aware of this project, is that there won't be enough money to do anything for the remaining schools. Um. And nothing, nothing will happen for any of the students in any of the schools, at least for two years. And then after that, the middle school and the high school will be raised by this project. Um, and we haven't really costed out what it's going to take to improve those schools or when or when? Um, so I don't really think we have done enough homework, and I understand somewhat how we got to where we are. But I, I feel that, you know, as a, as a parent and grandparent of a middle schooler, soon to be a high schooler, there's nothing in this project for my, my, um, family and I, I can't see why any of the parents in the district of middle and high schoolers would see this project as as being a fair allocation of resources. It's not that it's intrinsically bad, it's that we don't have the full picture of how to bring all the schools up to an acceptable standard, and we haven't measured in the, the, the middle school and high school sufficient to even know how off the standards they are basic things like today. Temperature and humidity control and is not there except in a couple of rooms, but certainly not in the classrooms in any of the schools. So it's not that I'm intrinsically against, um, building a consolidated school. I just think we are going to the voters with the very incomplete picture of what what the total expenditures are needed. You can then debate over what time and, and what are the sources of funding and so forth. But we haven't done that. And I still as a collective, we we haven't done the whole job.

01:52:20,430	S31:
Okay.

Um. 01:52:23,000	S1:
Amy or David?

01:52:24,300	S24:
Sure. I'll go.

01:52:26,869	S1:
Don't feel obligated. No. Not required.

01:52:28,500	S24:
I don't feel obligated. I just it's important to me that everybody understands that this is an incredibly difficult decision to make. Despite what you might think about how I feel about this project. Um, my responsibility lies with students, teachers, families, and community. I ran for school committee twice with that. Oliver. My signs and I truly believe in it. Um, when I make decisions, these are not black or white decisions. There's so many kind of levers to consider, and I always consider those groups first when I make decisions. The thing that makes it easier is I know that I'm also responsible for the fiscal part of these projects. And I even if you only care about finances, this is also the right way to go. I care about your wallets and mine too. I'm also a taxpayer. By making this choice is super hard. Obviously, there's a lot of pressure from both sides of this issue to vote a certain way, and we can't make a decision tonight or any time that will make 100% of you totally happy. It isn't possible. Um, so those are some of the reasonings behind why I plan on voting yes for bringing this to a ballot vote. But I also agree with some of my colleagues that one of the hardest parts of this, for me, as a person who's really interested in the truth and media, is that a lot of money and time was spent misleading people about this project. And it's understandable. Things are in print, things are on websites. It's hard to know what to pay attention to. I spent the last month sitting at the library on Thursday afternoons, inviting people to come sit down and ask me questions. My phone number is in the signature of my email. I'm happy to talk any time I truly am, I want. I've spent a lot of time reading about soil reports and traffic studies. And I've been annoying friends who are engineers asking a lot, a lot of questions about soil engineering. So I have I have done the research and I'm happy to talk to anybody. Um, but I'm uncomfortable letting this money go to waste. And I really encourage my fellow committee members to vote yes on this ballot. Vote. Thank you.

01:55:00,199	S1:
Do you want me to go? Do you want to go?

01:55:03,569	S19:
I mean, I'll go. Um, I mean, I think it's a school committee, right? And it's it's civil duty and, you know, civic responsibility to pursue every lawful path forward to securing this funding.

01:55:18,670	S21:
For the.

01:55:18,930	S19:
Project. Right. It's already been backed by the majority. Excuse me, of people here, you know, within the within the district. You know, it's important to remember that, you know, our regional agreement came before this happened. Right. So it's not like we're circumventing the system at all, right? We're actually using resources that are available to us that weren't always available to us.

01:55:47,670	S10:
Right.

01:55:49,430	S19:
This idea of having a, you know, 67% threshold really creates this minority rule. Right. And tonight I've heard over and over again that just trust the process and trust the votes. Um, and, and and you know, and uphold the democratic process. Right. Um, this, this idea of minority rule. Right. Really just throws the idea of democratic process out the window because it takes 1.5 yes votes to equal one no vote. Right. And, you know, every opportunity that we've, you know, put it to the public that the majority every single time has been in favor of.

01:56:39,069	S10:
The.

01:56:39,199	S19:
Project.

01:56:40,869	S10:
So but.

01:56:43,100	S19:
Going through.

01:56:46,630	S19:
Our, you know, our diligence in finding opportunities to secure this funding and putting it back to the voters is our responsibility. I just got re-elected to this seat. I know I was re-elected to this to this seat. Right. It was my support of this project that people want to be back in this seat. Right. So if you want to talk about seven votes at one, you can count that one too. Right. Um, so this is the way to go. And this is our responsibility as school committee members to try to secure this funding.

01:57:25,399	S20:
Folks.

01:57:26,470	S1:
Um, I want to respect that trend. I know you spoke, but you really asked some questions. I don't know if you felt like you got an opportunity.

01:57:32,770	S29:
I definitely have something to say, but I'm happy to let you go first.

01:57:36,300	S1:
Okay, I can go first. Sure.

Um. 01:57:41,800	S1:
I didn't prepare something to say.

01:57:44,000	S31:
Um.

01:57:45,529	S1:
I've been behind this project since day one. I am going to say that if.

01:57:52,970	S31:
Um.

01:57:54,100	S1:
If I had fully understood the option that is here before us.

01:58:02,100	S31:
Um.

01:58:03,369	S1:
A year ago, I would have pushed hard to do that. I have made both sides of this issue pretty angry by not declaring openly what I was going to do, and I did that because I have spent a lot of time researching.

01:58:26,229	S31:
Um.

01:58:28,199	S1:
I researched the history of the middle school. I researched. I'm not a lawyer. I dug deep into the law. I did a lot of work. I do understand

01:58:42,029	S1:
the emails that say we've already voted. Why are we voting again? We did. I want to make sure you hear what I am saying. That if I had had this or if I had understood this opportunity a year ago, that is what I would have pushed for. It is not new. It is not changing the rules. It is mass general law. Absolutely. It is. It is mass general law.

01:59:10,699	S32:
However, it is Jesus Christ.

01:59:15,270	S1:
It is mass general law.

01:59:18,170	S26:
Run for.

01:59:18,699	S1:
And.

01:59:19,800	S26:
It won.

01:59:21,170	S1:
As with other portions of our regional agreement, which I have worked extensively with. There are more than one indication in more than one part of the regional agreement in which mass general law supersedes our very old, decades old regional agreement. I have spent a lot of time working with that document.

01:59:43,729	S1:
So.

01:59:45,300	S31:
Um.

01:59:46,770	S1:
That's where I am on this at this moment.

01:59:49,930	S31:
Um.

01:59:51,869	S1:
Hey, Trent.

01:59:54,329	S29:
Thank you. Dana. Um, so I know I'm going to say things that many of you disagree with. Um, I appreciate that. I think it's amazing that you're all here. I would just appreciate us. Um, we could just concentrate on the argument here, uh, moving forward. Um, so, um, David, to your point. First, I just want to say that I know everybody has put a lot of thought and time and energy and effort into this project. And, David, to your point about minority rule, I think that when I go back to a year ago, when we sat in this room after getting a poll that was done scientifically, that has pretty much predicted where we are today like we should have. We should invest in that company, right? Like it's amazing how well it identified how these votes were going to come out. Um, I, I don't see a two thirds vote as being something that's a unique to this regional agreement or something that's oppressive. I think that when two thirds votes exist in a democratic process, what they're saying is you have to compromise. It is your imperative to compromise because to quote the Rolling Stones. You can't always get what you want, but sometimes you get what you need, right? The perfect is the enemy of the good. The project that was selected. I want to some givens. Given all of our schools need renovation. Every single one of them, right? Kids would be in here sweating like this if it was a school day today, right? Um, high school. Middle school. All given. Right. Um, so I completely support that. Um, what what has concerned me about the project, and it's exactly what I talked about before is not the merits. It's the process. Um, I think that we did go through a long school building committee process that identified four potential options. Right. Two of those options weren't actually consistent with the plan is what my understanding is. Two of them were, um. One of them was a compromise, right? It also not, um, considering the cost of updating all of the elementary schools in the district. It also was the one option with the highest price tag. Right. And a year ago, I brought to this group there are two people that I have heard have heard from one a group that is very passionate about small schools. And that's not unfounded. If you go back to the 2014 master plan, it says in that document, twice in all 300 pages, it was written by people in this district, that there's compelling evidence that small schools are better than a consolidated school. That plan didn't actually make any recommendations. That was just a given that they wrote into the plan. It's actually a really interesting document that also talks about how the high school is a problem. Um, two um, is the people that are really concerned about their taxes, right? And we do live in a place that's unbelievably high taxes. And I think everybody understands that, that that tax is an investment in the community. Right. Um, if if a year ago we had compromised, we had said there's two options on the table. One of them is cheaper than the other. We wouldn't be here today because it would have passed.

02:03:54,170	S29:
Right. How many how many people are really concerned about small schools? Right. That would have maintained small schools. And I understand that the idea of compromise is anathema to like, the political zeitgeist that we live in right now. Right. Instead, let's just like double down on our partisan side. But I think that it's really important. The reason that our regional agreement has a two thirds requirement is because it's saying you have to compromise, and that's what I haven't seen us do, despite the fact that I've seen nothing but goodwill and good intention and concern in every single vote that this group has taken about the well-being of students. So my my main critique of where we are today is an ethical critique. I do think that we have all said in public, on camera, people can go back and identify it, that in order to pass this, it required a two thirds majority. Right. I have also seen that there is a tremendous amount of problems that I've had with the process along the way. Right. The school building committee was not formed properly. I was not happy with the fact that there weren't more residents on it. I wasn't happy with the fact that this committee didn't dictate how it made decisions, right, because we never charged that group. Um, all of those, I think are different ethical considerations than the one before us, because all of those were this is new. It's never been done before in recent memory, and you're bound to make mistakes along the way in terms of process. My my concern with this one is that it retroactively

02:05:41,270	S29:
impairs the credibility of this body as a government entity. We are saying that the the things that we told people in the past are wrong because we choose to make them wrong today. And that's where I have a really big problem with it. Right? Because this is not the last project that has to get funded. I firmly believe there's going to be an override to give everybody the pay that they need. Although I don't think that the pay got to where everybody, um, needs it to be. I think that the community and any other instance would get behind and support teachers for their contracts, which I know we don't know if it's going to be an override next year, but let me just say that's my opinion, is that there's going to be an override next year. We are in the MSBA project, our process for the roof for the high school, right. If you go back to the 2014 report on the high school, the first thing they say is it might be time to build a new high school. There are a lot of projects. That was that was 11 years ago, that it said you might be time to build a new high school. There are a lot of projects that are going to come forward. And I think that if we decide that this is the way forward for the school committee, I think that the school committee is going to have to invoke this same process every time moving forward. And I just want everybody to be comfortable with that. Um, because I do think that you're going to have a group of people that feel betrayed. And I think that they're ethically correct, because I think that law is not ethics. If something is legal, it does not mean it's ethical. I could give you tons of examples of things that have been legal in the United States that are abhorrent, right? Retrospectively they're abhorrent. But at the time they were illegal. The law is not a bar for what is and is not ethical conduct. This I think the ethics are clear. I think that moving forward violates the integrity of this this committee retroactively. We are all agreeing that what we told people on camera is false. Right. And I have a problem with that. I have a personal problem with that. And I have a problem with that for for this committee. Um, but because of that, there's there's really not a way that I can support. Moving forward, I think that the the idea that MSBA funding is a one or done is not true. We have seen other communities that have voted down schools and they've gone back and they're in the MSBA process. Right. So I think that the the narrative of, oh my gosh, we're going to give up this money that that was the concern that I brought before this group a year ago, right? That there isn't community support for that. We have scientific evidence for that. And now we're at a place where we we are changing the rules. And I know, Dana, that we didn't know about this a year ago, but we did know about it before we took it to the last school, the last district vote. Right. We discussed it in this committee before we went to that meeting, which means we all knew and everybody in this committee, like, disavowed it. And they're like, we didn't ask for that. Right? You can go back and look at the video. We didn't ask for it because we didn't write, but we did know it before that vote. So that is that is the overarching concern that I have. And the reason why I asked for this vote, first, because I can't support fracturing the integrity of this committee moving forward. Right. And at the same time, because I can hold two contradictory things in my head at the same time, I completely, utterly understand that all of our schools need funding. I just think that there has to be a ethical way to do it. And I don't think this is it. That's it.

02:09:41,699	S31:
Um.

02:09:45,000	S31:
Okay.

02:09:45,899	S1:
So is is there?

02:09:50,869	S1:
Any. Excuse me. We need to be.

02:09:53,000	S32:
Able to hear what?

02:09:59,800	S1:
Other people have. Other discussion. Do people.

02:10:02,869	S31:
Want.

02:10:03,100	S1:
To ask questions and discuss? Rebut.

02:10:09,029	S1:
Debate.

02:10:11,369	S26:
Um.

02:10:14,000	S26:
Did everyone speak?

02:10:15,869	S1:
Yes.

02:10:16,399	S24:
Yes.

02:10:17,569	S26:
Okay. Um. One like Trent, I do share your concerns. Um, but like I said before, at the last vote, that was very kind of similar. A little bit similar to this one. Um, people have elected us. There was a recent election, and the school committee members that were elected are very vocally in support of this project. Um, and the other thing I would say is obviously a majority of people want this school consolidation project, but I think we do have to vote with our conscience. We have to vote on what we think is right, and we have to vote on what we think we were elected to do? And so I'm not challenging you on that. Um, the other thing that I want to discuss is something that David Frankel said, and I think it's a point that I've been hearing a lot is sort of like, well, my family's not going to benefit from this, or I don't have kids in the school anymore. Or, you know, it's like, but what I'm what I, what I think is and and David, um, I don't mean that you're not thinking about the district as a whole, but we need to get out of this sort of, um, you know, because I don't have kids. My son is going into fifth grade. He's never. You know, my daughter is in high school. Like, I am personally never going to benefit from this school project. I know there are other school projects, but we need to think about it as who are we as a district? Who are we? What is our vision for this district? Do we want to move forward? Do we want to be innovative? Do we want to attract and keep the best teachers and the best administrators? Or do we want to stay in the past? Do we want to stay in nostalgia? Do we want to keep Band-Aids and keep patch working things? And we're not saying that a vote for elementary school consolidation is a vote against the high school. We're not pitting the schools against each other. You know, it's sort of like when you live in a city, it's like, oh, my neighbor's road got paved. So I'm mad my road didn't get paved. Well, hopefully I live in a town that's going to pave that road, you know, this year and pave my road next year. Right? We can't just kind of do tit for tat and quid pro quo here. We have to really think about like the district as a whole and the type of town and towns and community that we want to live in. So that's how I see it. I see it as a bigger picture vision for, um, attracting families, keeping teachers, keeping administrators, moving things forward, moving into the future, and helping the community get on board with some other projects that we might want to invest in, potentially in the future. Um, looking at the middle school, looking at the high school, I mean, I don't have I don't have, you know, crystal ball to say what's going to happen there. But to me, it's sort of one it's just really putting a stake in the ground and saying, what do we want this community to be? And how do we want to stand up for our students? And, you know, sort of who do we want to attract and who what kind of talent do we want to keep here in our district?

02:13:40,770	S30:
And that's a degree more. Um, the only thing is we we haven't developed that picture. We have half a picture. And and there's.

02:13:49,930	S26:
It's impossible to develop the whole picture. We can never see the future. You know what I mean?

02:13:54,300	S30:
I don't think that's true. I think that's what strategic planning is all about. And we didn't have a strategic facilities plan. We did it in 2016, but we don't have now. And that's really my way. It's not that I don't want to do something with the elementary school. It's that we have failed to do the homework and the planning so that when the taxpayers make their decision, they're making with with the whole picture in mind.

02:14:25,470	S31:
Okay.

Um. 02:14:29,770	S1:
To I'm just looking at people. Do people feel like we're ready to move? Are we ready to vote? Does anyone have anything else they want to say? Just like every vote this evening, this will be a roll call.

Vote? 02:14:43,869	S31:
Um, I'm going to.

02:14:44,699	S1:
Start in the room. David polito.

02:14:48,000	S19:
Uh, yes.

02:14:49,329	S1:
Amy. Yes, Dana is a yes. Jen. Yes.

Trent. 02:14:53,930	S29:
No.

02:14:54,800	S1:
Julia.

02:14:56,569	S26:
Yes.

02:14:57,529	S1:
David.

02:14:59,029	S30:
No!

02:15:00,470	S1:
The vote is 5 to 2, and the motion passes.

02:15:06,869	S1:
Okay. David, do you have another motion or. We need.

02:15:09,670	S25:
That. I have to take it from the table.

02:15:11,800	S1:
Can you? Okay, so we'll just.

02:15:14,199	S19:
Take it back.

02:15:14,770	S1:
Okay. So next up is the tabled motion, um, which, if you recall, is to direct the superintendent to write a letter requesting an extension to the MSBA. Um, does anyone have any discussion? Questions? Comments?

02:15:36,600	S1:
Seeing none. I'll start on zoom. David Frankel.

02:15:41,770	S30:
Uh, no.

02:15:42,770	S1:
Julia.

02:15:44,470	S24:
Yes.

02:15:45,399	S1:
Trent.

02:15:46,970	S29:
No.

02:15:48,130	S1:
Uh.

02:15:48,369	S14:
Jen.

Yes. 02:15:49,829	S1:
Dana is.

Yes. 02:15:51,399	S24:
Amy is.

Yes. 02:15:53,029	S19:
Yes.

02:15:53,569	S1:
Okay. And that motion passes 5 to 2.

02:16:00,470	S32:
Okay.

02:16:02,430	S1:
Um, so looking at our agenda, I am mindful of the time. And I know that we have certain things on the agenda that really have to occur this evening. So if the committee is willing, I'd like to move on to item D request for FY 26. SP um, if you guys are okay with that when I try to get everything done. But I want to do things in a thoughtful manner here. Um, seeing no objections, I'm going to ask you, Eric, to talk to that.

02:16:38,069	S25:
Sure. Kind of alluded to this. A couple of meetings back where we were examining some of our move ins and some of our potential changes, uh, for students who are on apps. One of the solutions we are unable to solve without adding an ESP position is we have a particular move in with student who requires 1 to 1 support based on the IEP that they brought into our district. Um, we can we can pay for that position through Ida Grant funding. Um, it's just one of the the realities that we this child needs to have a 1 to 1 support while in our schools. So it was a recent move, and it was after we cleared the budget and as we went back and forth and started moving some programs around, we were unable to fill this particular point. So I'm requesting A10 FTE position added to the FY 26 budget to be funded by Ida grant funding. Um, and this is specifically for next year only. We'll review it at the end of the year.

02:17:43,569	S1:
Okay. Let's, um, if you're willing, David, let's start off with a motion.

02:17:47,600	S19:
Uh, sure.

02:17:54,069	S19:
I moved that the Hamilton Regional School Committee, um, accept the request for the FY 26 ESP full time position as presented at tonight's agenda.

02:18:07,930	S24:
Second.

02:18:08,700	S1:
Second by Amy Berger. Anybody have any questions?

02:18:14,229	S1:
Is there a discussion?

02:18:17,700	S32:
Okay.

02:18:18,670	S1:
Looks like we're ready to vote. I'm going to mix it up I'm going to start with Trent. Yes, Jen. Yes. Zane is a yes. Amy. Yes.

David. 02:18:27,700	S32:
Yes.

02:18:28,170	S1:
Julia.

02:18:30,030	S26:
Yes.

02:18:30,629	S1:
David.

Frankel. 02:18:32,530	S29:
Yep.

02:18:33,329	S1:
Okay. And that is unanimous. And the motion passes. Excuse me. Thank you. Eric. Um. All right. Do we want to do the bus conference? All right. How do we all feel about talking about the bus contract? Next, I'm mixing things up. I'm just trying to make sure we get through everything. Um, I realize that needs to be discussed this evening. We all good with that? Julia and David. What? That means we would be moving to item eight, a award student transportation contract. Okay. To you, Vinny? Sorry to spring that on you.

02:19:22,870	S30:
So I can hear that.

02:19:29,329	S25:
Julian. Gary, can you still see on my screen?

02:19:35,370	S1:
What happened to.

02:19:35,969	S28:
Them? Their.

02:19:42,370	S33:
Computer is about to die. I don't want to risk it.

02:19:45,069	S1:
Oh, good.

Mosquitoes? 02:19:46,469	S24:
Yeah.

02:19:46,700	S28:
Is that excellent? That's what I thought.

02:19:48,299	S1:
That makes this even better.

02:19:50,629	S28:
It's like tropical. Fully tropical.

02:19:52,229	S1:
Fantastic.

02:19:52,899	S19:
Oh, we needed something challenging tonight, so I invited the mosquitoes.

02:19:56,170	S1:
Perfect.

02:20:00,069	S24:
There.

02:20:00,370	S20:
Feels good.

02:20:00,930	S32:
Though.

02:20:02,729	S26:
How's the board?

02:20:04,829	S34:
It's fine.

02:20:07,670	S1:
Sure, none of us are sweaty, so they won't be attracted to our, um.

02:20:10,770	S32:
Yeah.

02:20:14,069	S28:
Good.

Two. 02:20:18,229	S5:
Trim on one of the fans, and I just have a hard time landing.

02:20:22,000	S29:
We should. All done.

02:20:22,870	S28:
Hey.

02:20:24,430	S5:
I don't.

02:20:24,770	S28:
Know.

02:20:28,829	S28:
When you get on the bike.

Right. 02:20:31,129	S32:
Yeah, yeah. What's wrong with that?

02:20:36,069	S30:
Who is speaking to this?

02:20:37,530	S28:
That's a broom.

02:20:39,530	S32:
Not a piece of land.

02:20:45,100	S33:
So thank you guys for letting me present to you tonight. Uh, we are here to review the results of our invitation for bid for our student transportation contract. That will get us through either the next three years or almost the next decade, depending on which direction you choose. Uh, and the song. I'm sorry. Uh, so just to kind of level set where we are, uh, as of those of you who are here on the committee, uh, back in November or December of 2024, uh, the school district submitted a request for a grant award from the US Department of EPA on January 6th, 2025. The district was notified that they were awarded a roughly $5 million grant under the EPA's Clean Heavy Duty Duty Vehicles program to help electrify our transportation fleet, but we don't actually have our own transportation fleet. We contract that out. So on May 12th, 2025, I issued an invitation for bid to procure the school bus transportation services. Those bids were due on June 3rd, and we've obviously received those results. Um, we tried to make the invitation for bid, go both ways to give the school committee a choice on which direction they wanted to go, because obviously this is new to us, electrifying our fleet. We really had no idea what these prices were going to come in at. So we kind of I worked with our attorneys to structure the invitation to bid to have you have your choice on which way you'd like to proceed. Uh, so interested companies could submit a bid for either alternate A or alternate B, or both. Alternate. A is our normal course of doing business. It's our three year diesel bus contract. This is what we've done historically for roughly the past 30 years. Or they could submit on alternate B, which was a new option for us. It is a eight year with two single individual options to extend the contract for a total maximum contract term of eight years, which would provide electrical buses to transport our students within it, as I had mentioned. We tried to reserve the right to the school committee to award the contract to either alternate A or alternate B, whichever you guys deemed to be in the best interest of the school district. We did receive bids from two companies. One company submitted only a bid for alternate B, while the other company submitted both alternate A and alternate B. So in terms of alternate, eh, our diesel buses again, the regular course of how we do business. Our lowest, our only bidder. Sorry was Salter transportation who we have done business with for quite some time. Their total three year contract term came in at just over 3.3 million. Uh, Salter Transportation, Inc. has provided school transportation services for approximately 70 years. They have a long standing relationship with the district. We've used them for over 25 years. I couldn't narrow down exactly how long we've used them, as most people that have been around back then are no longer with the district, are no longer with Salters. So no one could really answer how long we've been with them. I had documentation back about 25 years and it's been Salter for that time. They know our routes, we know they have the staffing and they know they have all the buses. They would stay the same. The company already owns and operates the number of buses we require. They already have the land and the infrastructure to maintain the diesel bus fleet. The the result of the bid is an increase of approximately 3% over our current contract, and then 3% every year after that. So in other words, it's 9% over three years from then.

02:25:04,229	S30:
A quick question. Historically, my understanding was that the their three year kind of percentage increases was quite a bit higher than that.

02:25:15,229	S33:
Yes. If you rewind back three years ago, there was a drastic increase in gas prices. Back then we almost hit $4 a gallon. So the last contract came in well over 3% increase, but gas prices aren't nearly as high as they were when that happened. Does that answer the question?

02:25:34,770	S30:
Yeah, it's kind of if that was the major variable. Yeah, that that's.

02:25:39,500	S33:
The last time we went out to bid. Correct. That was the major variable back then, which is what caused the prices to jump so much last time around.

02:25:49,100	S30:
Right. Okay. Sorry. Keep going.

02:25:50,899	S33:
Is that it?

02:25:51,329	S28:
Yep.

02:25:52,500	S33:
Uh, so, uh, alternate B, we received two bids. Uh, the lower bid at the lower bidder, uh, was Doherty's garage. Their total ten year contract came in at 14.3 million, uh, whereas Salter transportation for alternate B came in at 16.3 million for the total ten year term.

Yep. 02:26:16,000	S5:
Does that include subtracting out the money from.

02:26:18,299	S24:
The.

02:26:18,370	S5:
Feds?

02:26:19,229	S33:
That is correct.

Okay. 02:26:20,569	S32:
That's that's.

02:26:21,729	S5:
Our out of.

02:26:22,469	S32:
Pocket.

Correct. 02:26:23,430	S1:
I just wanted to make because I wanted to I wanted to double check that too. That is, in other words, assuming they get the $5 million. This 14 million? Really is 19 million?

02:26:35,729	S33:
Uh, no. It's like 20. They get the 14 million from us, and in addition, they get the five.

02:26:42,430	S32:
That's what I did.

02:26:43,100	S1:
Yes. I just wasn't adding all the extra.

02:26:45,100	S32:
Yes.

02:26:47,399	S33:
So for the ten year term for Dougherty's, it would be more like than a 19.3 they would receive from us. Uh, five coming through a pass through and 14. Thanks. Okay, so Dougherty's garage, uh, was founded in 1905. They currently operate out of Lincoln, Massachusetts as a service and repair shop. They also have gasoline pumps. They do bus transportation for the Lincoln School District, as well as a lot of private schools in the area, and they also run a rubbish trash removal company. Uh, their ten year electric bid. Uh, Doherty did provide a lot of third party, uh, letters promising, uh, sufficient inventory of diesel buses, because of course, we're not going to have fully electric vehicles in the first year of the contract. So they would initially have to come in with some diesel buses as we transition to the electrical. In addition, they do have letters from other vendors promising to lease land from them and help them build out the infrastructure and maintain and repair and service the electric vehicles. So I do have a recommendation tonight that has changed a little bit since we presented to this, but I'm going to move forward and then explain that. So the recommendation at the time is to stick with Salter transportation and stick with our three year diesel bus bid. How I looked at it was in terms of dollars, obviously for the three year electrical bus contract with Doherty. Again, that's the first three years of the ten year contract. Those first three years came in at 3.5 million. When you look at Salter Transportation, three year buses, those came in at 3.3 million. So ultimately the EV cost to us is over. Those three years is $238,000 more to go with electric, even though we received the $5 million EPA grant. So how I looked at it. We already built our FY 26 budget that we passed last year. I'm looking forward to the year after that. I'm always looking one year ahead, looking at our 27 budget. Our 27 budget under Salter would come in at just over 1.1 million, whereas Dougherty's would come in at just under 1.8 million. That difference is roughly $79,000, which if you look at our teachers contract, that's pretty much exactly what we pay a master. Step five teacher a master step five is really where we kind of benchmark our new hires. It's where we put in our budget placeholders when we have vacant positions. So how I looked at it is next year when we go to build our 27 budget. As you remember, during 26 we used approximately $2.1 million an end to supplement the budget. Um, we have to bridge that gap in 27 when we go to build our next budget. I don't think we will have to bridge the whole 2 million, but this kind of amplifies the problem. I looked at it as this is one more additional staff member that we're going to have to review, and we're going to have to find whether or not we can come up with the funds or whether we will have to do something different to try to cut costs to either pay for the transportation or pay for, um, that. Step five teacher. One thing that has come up since I posted this presentation is Dougherty's garage has made some advancements in their leasing process because, again, um, Other than the finances, they don't currently own the buses. They don't currently have 17 staff members on duty to drive the buses. Excuse me. So I do have some concerns about how the beginning of the school year would go, how the transportation is ultimately going to roll out with a new company that is going to have to acquire all of these things within the next two months before we start transporting students on September 1st. So in addition to the finances, I do have concerns about how the process will roll out in September. As you guys just discussed, in September, we might be in another political, uh, contentious environment with the new school building vote. This would kind of go head on right into that. We might have transportation issues in September. So just from my point of view, I would stick with Salter as it is risky. But I would like to say that Doherty has offered to lower their price in the beginning of the three years to reduce that amount below the diesel price. So they did offer to reduce the first three years of the contract by $90,000. That would ultimately drop them below Salter in the first three years. I've also made contact with a lot of their third party vendors, who have promised to lease them land and supply the buses. I am confident that they will supply them the buses and they will lease them the land. However, it's not guaranteed. They still have to procure it all. They still have to make deals and arrangements with these people. Things could happen between now and then. Just me personally. I wouldn't be willing to take that risk at the at this time and at the beginning of the school year. But I would just like to say this is your decision. If EV is the way you guys want to go. You have every right. This is just my recommendation. My feelings will not be hurt. I am all for EV. I am just a little nervous on the price, but that has been kind of settled with recent recent talks with Doherty. But ultimately it is your decision. I do have a motion awarding it to Salter, but we can. Obviously you have the right to change that if you like, and I can try to answer any questions. I'd just like to end with. This is a very confusing bid, and there was a lot of back and forth with the attorneys. Hopefully I can answer your questions if you have them.

02:32:59,270	S28:
Thank you for that.

02:33:01,170	S30:
What's the ten year. I'm sorry.

02:33:03,399	S32:
No.

02:33:03,600	S28:
Go ahead, go ahead.

02:33:05,100	S30:
I wanted to get the comparison of the diesel for ten years versus the electric for ten years.

02:33:13,229	S33:
So we only went out for three years for diesel. So we do not have prices for ten years on diesel. I'm only extrapolating it based on the prices, you know. You're looking at anywhere from 700 to $1 million more for the electric, and that is only a guess. Again, we do not have prices beyond year three for diesel, and that could change greatly depending on gas.

02:33:39,100	S30:
That one soldier doesn't have the electric bus competition, that they will jack up their prices at a higher pace after the three years. So that's what I was hoping that we would have an apples to apples, ten year versus ten year deal to compare.

02:33:58,100	S33:
We do not. We only asked for a three year price for diesel. You only authorized me to go to ten years on the electric.

02:34:09,129	S28:
So I would.

02:34:12,129	S30:
Also be prepared to bid a ten year bid.

02:34:17,100	S33:
I can't answer that question for Salter. We could certainly do that, but you would be putting us behind months at that point. My guess would be Doherty might not be willing to hold off that long. They have to have everything ready to go by July 1st. So you are jeopardizing our other bidder. But I can't speak on that behalf.

02:34:41,799	S26:
Can I say, can't we just because we know Salter, it's like a 3% increase, I think totally normal every year, right?

02:34:50,430	S33:
Correct.

02:34:51,200	S26:
3%. So couldn't we maybe kind of. I mean, we would be making this up, but estimate 3%, 3%, 3%, 3% into ten years. So we.

02:35:03,170	S32:
Could.

02:35:04,100	S28:
If they.

02:35:04,500	S26:
Wanted to.

02:35:05,670	S30:
If they're willing to freeze the rate at that.

02:35:08,829	S28:
Because.

02:35:09,100	S30:
That.

02:35:09,670	S28:
Is.

02:35:09,870	S26:
That's true. We would be completely making that up.

02:35:12,829	S33:
But I'm only guessing. But I would assume that Salter would raise their price drastically, because they have to assume gas prices for the next ten years. And without that assumption, you're probably just going to, you know, put a multiplier on it.

02:35:29,069	S32:
Right.

02:35:29,329	S1:
I'm not sure if this is what you. But Julia I'm not sure Julia, what you were asking, but I mean, were you saying, like, we could hypothetically try to extrapolate that in three years we would get another bid, another contract, and those would be also 3%. 3%? Is that what you're saying, Julia?

02:35:46,770	S32:
Me?

02:35:47,329	S26:
Yeah, I was will. I was saying if you want to estimate the cost. Because what this said that Salter is pretty steady in. It's a 3%. It's been a 3% increase year over year. Am I mistaken? I've got to look back at the slides. But that's the only way we could maybe estimate it. But it's impossible. I mean, to extrapolate that for ten years. But we could maybe, maybe think about a ballpark in that way. But also, if we don't have an official bid from a vendor, I'd be hesitant to do that.

02:36:25,569	S28:
Yeah.

02:36:26,629	S30:
Well, it's also not just a financial decision that there is a there's like a significant, obviously significant reduction in emissions. And that does affect the health of some students, particularly those that are more sensitive to that kind of, um, emission particulate. Um, and um, and noise.

02:36:50,770	S33:
Correct. Those are all great things that we would gain by going EV. That's that's why it's really you guys decision on which way you want to. You want to go?

02:37:00,270	S5:
Um, so I actually tried to quantify those costs. So I went to the Harvard, uh, found a couple of articles out of the Harvard School of Public Health and per year, Yea, the savings in health benefits is a little over 200,000 207,000.

02:37:18,600	S1:
For how many? Um, what?

02:37:22,870	S5:
Like so.

02:37:27,069	S5:
An electric one and health benefits per bus. Per bus, and then an additional $40,400 in climate benefits just due to the reduced carbon footprint.

02:37:41,399	S28:
Interesting.

02:37:42,729	S19:
Yeah, but that doesn't affect our budget.

02:37:46,870	S29:
But we live in the world, right?

02:37:48,530	S35:
Yeah.

02:37:50,170	S1:
So can I ask a I know we've been.

02:37:53,000	S28:
Hopefully I.

02:37:53,469	S1:
Have been through this. No, no, no, we've been through this and I and I tried to really make sure I understand that. Like how many buses, how many electric buses are being are put in use year one. How many electric buses. Because I did there was a chart somewhere in there. I didn't.

02:38:08,930	S33:
See that. So there's a requirement that they have them all by year. The end of year two.

02:38:13,670	S1:
Okay. Because year one, in both of these cases, in year one, they're using mostly diesel buses until they get the first electric bus.

Correct. 02:38:26,670	S33:
Uh, correct. There has been some, uh, advancements with Doherty since then. They may have had, um, a different client fall through, so they might be able to roll out EV buses quicker than originally planned. But again, I wouldn't.

02:38:44,270	S1:
But and same with Salter. They have to acquire these classes.

02:38:47,829	S28:
Correct.

No. 02:38:49,600	S25:
You basically pass.

02:38:51,069	S28:
Yeah.

Grant. 02:38:52,170	S1:
Yeah. No I get.

02:38:52,870	S28:
I.

02:38:53,370	S1:
Agree. I've gotten about the grant.

02:38:54,770	S25:
It's just timing. They take each about three months. If you were to buy.

02:38:59,670	S28:
In 1916 buses, they go.

02:39:01,430	S25:
Out about three months because they're.

02:39:02,829	S28:
Either it's.

02:39:03,569	S25:
Pretty.

02:39:03,899	S28:
Competition. It's pretty high across the.

02:39:05,829	S1:
And when because I, I if I read the grant correctly. When? Whichever. When you receive a new electric bus, the company would be required to decommission a diesel bus.

Correct. 02:39:23,100	S28:
Correct.

02:39:23,569	S1:
Your understanding if I'm not wrong, is that they just. They don't. They, like, destroy the bus. They don't. That bus doesn't go to some other.

02:39:33,399	S33:
You destroy the bus. It's taken offline.

02:39:37,329	S1:
Kind of hard for me to.

02:39:38,530	S28:
So that's something we have to bring.

02:39:40,270	S25:
Back to the state to show.

02:39:41,370	S28:
Proof that that bus was decommissioned completely. I'm part of the grant question.

02:39:48,469	S29:
If the grant is withdrawn, what do our numbers look like?

02:39:55,170	S24:
Right. I have that same question.

02:39:57,799	S33:
Meaning on that?

02:39:58,670	S28:
Like, are these like.

02:39:59,700	S29:
Or is this a commitment from Doherty that irrespective of whether or not EPA honors the $5 million.

02:40:11,069	S33:
If that grant goes away, that will have to cancel the contract. But there will be they will have to be stipulations in the contract that we develop with that.

02:40:20,100	S29:
And then we would be without a contract potentially at any point in time.

02:40:24,899	S33:
And we would then have to.

02:40:26,430	S28:
Rebid.

02:40:27,500	S33:
The contract for diesel.

02:40:30,299	S29:
Okay.

02:40:31,370	S24:
I had the same question.

02:40:32,229	S33:
So there is a lot of risk for Doherty in this. It all. Obviously, even if we choose this way it still depends on whether we have a executed contract. Um, our attorneys are still developing that contract to give us certain protections.

02:40:47,629	S28:
Um.

02:40:49,870	S33:
They could not like those.

02:40:54,170	S1:
Yeah, I well go ahead. No, no.

I. 02:40:59,569	S33:
I don't have a decision.

02:41:00,569	S1:
It's a very tough decision. And I actually I'm it doesn't matter because it's not what happened, but I. I'm questioning how I would have felt if Salter had come in with the low electric bid, because I feel like it's really hard. It's a big risk. This is a big risk for everyone.

02:41:25,600	S1:
And I'm nervous about, like, it could be great. Like, I am concerned and have been concerned about the. I think someone from the public mentioned about, you know that salter is typically the only bid we get or off. And I am concerned about that and I'm encouraged that another company like that's I think that's good. At the same time, it's a big risk for everyone. I like I guess I, I really want to try the electric buses, but I'm really nervous about taking a risk on the ground at the same time as on a new, somewhat smaller, I guess, company. And to this point, like, just like.

02:42:15,770	S33:
The company has to start somewhere even Salter.

02:42:18,399	S1:
Right. No, I right, I'm so I guess I'm just.

02:42:22,270	S5:
I don't know, but I mean, it sounds like even if the EV funding falls through, that Doherty can provide us with diesel buses because they're going.

02:42:30,829	S22:
To have to.

02:42:32,799	S5:
Until we can get the electric buses.

02:42:36,069	S24:
Is that is that something that we can put in a contract in writing?

02:42:40,299	S33:
Well, they have to provide diesel right off the bat even. Yes, but there might be some electrical mixed in there to start. But at a minimum they have to have diesel. They have to have 16 buses for us.

02:42:51,969	S5:
So it's it's not like the EPA money might fall through and we're stuck without any buses at all. Or do you can still provide decent.

02:43:01,370	S1:
I guess I'm just saying I feel like there's a lot of and I. I'm very torn because of course, I don't know anything about Doherty's garage, and I'm not trying to like, like, I, I'm just worried about there's a lot of unknowns here. It seems like they're they have to go out and acquire both diesel, some diesel and some electric buses.

02:43:26,770	S1:
I guess it's just.

02:43:30,170	S33:
There is member.

02:43:31,100	S1:
Struggle with the.

02:43:31,670	S33:
Same team in the audience.

02:43:32,930	S28:
But.

02:43:33,600	S33:
What there is members of their team in the audience that are both that matters to you.

02:43:38,600	S28:
Guys.

02:43:39,000	S1:
Well, I, I feel like I wish I had known that in advance because I would have wanted to have opportunities for both committees. Both. Yeah, I.

02:43:52,329	S33:
I don't disagree.

02:43:52,969	S1:
But again, you can always someone else can outvote me on that. Um. All right. Other people should talk. I'm David.

02:44:02,200	S5:
Quick question.

02:44:03,829	S1:
Yeah.

02:44:04,899	S5:
Hello. You probably don't know these numbers off the top of your head, so I'm going to apologize in advance for putting you on the spot. In the past ten years, how many years has Salter actually given us just a 3% increase? Like that seems like something I would have prayed for on the finance committee.

02:44:20,569	S33:
Um, probably I would if I had to take a guess, like six out of 12 years. Half, half the turn.

02:44:27,399	S1:
50%.

02:44:28,069	S33:
I don't quote, I'd have to definitely look at that.

02:44:30,469	S5:
I know you don't have the numbers off off.

02:44:32,469	S14:
The top.

02:44:32,770	S5:
Of.

02:44:32,870	S14:
Your head.

02:44:33,229	S5:
But like, it's it's.

02:44:35,069	S22:
Not.

02:44:36,600	S5:
Unusual for them to go above 3% and sometimes even substantially above 3%, if I remember.

02:44:42,270	S28:
Correctly.

02:44:42,670	S33:
No, it really has to do with what the gas prices are when we.

02:44:45,500	S29:
Go out to bid.

02:44:46,370	S28:
Well.

02:44:47,870	S29:
I don't know how relevant this is, but I also get emails on a daily basis about how the school buses are not running on time.

02:45:00,299	S26:
That's not a daily basis.

02:45:02,500	S28:
I'm sorry.

02:45:02,930	S26:
I'm sticking up. I'm sticking up for Salter. I love them. They've taken my kids to and from school for, like, a ton of years, and I think they're wonderful. I think it's it's more like. I mean, like, there's always going to be hiccups. I definitely don't see it as a daily basis.

02:45:21,530	S29:
But we can agree to.

02:45:22,729	S28:
Disagree, though.

02:45:26,770	S1:
Different different people are expressing different opinions on that, does it? Did you have something to do or something?

02:45:33,329	S19:
Oh yeah. I mean, I mean, I have a thought I just want to put out there because I need sort of help from you guys out there. Right? It is. It's I think we're we're sitting here and we have or we have to look sort of where we want our district to go. Right. And how we all would really love to see these electric buses go and take advantage of this. Grant. Excuse me. Um, you know, but on the other, you know, on the flip side and sort of what I was sort of getting at earlier, too, is like, you know, knowing that it's more expensive is a little tough writing another open check. It just seems like there's a there's a few open cheques that's floating around there right now. Um, you know, however, I also think, you know, to go back and I'm sorry if I'm rambling a little bit. I'm really I'm trying to figure this out as I go. Um, you know, I think we're as a, as a school committee. We're we're really doing a good job of having a vision for our district and saying we're willing to support it financially or put it to the towns financially to support. Right. And that we believe in it, whether it's, you know, the teachers contracts, whether it's, you know, um, building a new school and, you know, moving to take advantage of this, you know, Grant, and try to move to cleaner busing. Right. So, so, so, so there's a really strong part of me that's like, you know, let's let's hop on it, you know. And, and it's something that we. And I don't mean to speak for anybody here. Like I said, I'm really trying to collect my thoughts out loud. Excuse me. I think it's important for us to sort of, you know, say, stick to our guns and say, hey, you know what? We do believe in this. We do want to see this happen in our future, even though it's more expensive. But he's doing his job by telling us it all makes more financial sense. And if you know he's he's going to jump over the podium and attack me at some point soon. Because, you know, the past year it seems that I've sort of pushed him, you know, um, pushed back a little bit on his recommendations. Um, and that says but I'm having a tough time here because just as volatile as the, you know, gas prices are, which dictate, you know, diesel prices that dictate this, this one contract. So is this very, very, very important $5 million grant. You know, that this all hinges on. Right. And then and and so that's where, where I'm sort of having this moral sort of argument in my head of moral ethical. But you know, how logical, whatever, whatever it may be that, you know, um, I'm hoping I'm really looking at you guys to sort of try and help me because I can I have very good reasons why I would vote for both.

02:48:42,270	S10:
Yeah.

02:48:42,670	S19:
You know, and, you know, so that there is a bit of just financial security and just knowing that we're locked up for another three years and it's one less thing to worry about. But then there's this other, just more. Um, you know, I don't know what's the word I'm looking for, like just this theoretical or vision where I see our district where it really would like to be, you know, with, with moving towards, you know, cleaner busing and excuse me, there's definitely some, you know, some support to that too. And, and so that, that that's where I am. And sorry if I thank you for letting me ramble for, for a couple of minutes, but, um, it's helped me a little to try and try and organize my thoughts. So I'm curious to see what you guys.

02:49:30,670	S29:
I think you bring up some excellent points, which is, you know, change is always hard, right? It's generally expensive. Um, Dorothy is saying we're going to we're going to make it whole based upon our estimate. Right. Um, which is pretty amazing. We are making the assumption that oil is safe, and we have that same assumption in lots of places in the school district. And so this would be diversifying that portfolio in terms of where we get energy for one of our main, um, entities. Right. Um, you would also be not turning away money that exists. Right. And I think that for me, it just needs the backstop of if the money goes away, we still have diesel buses and the cost is still the same, right. If that if that is, if that exists, then I don't see I don't see the risk. I think there's lots of unknowns.

02:50:32,629	S1:
I was going to say I still see some. That's the bigger risk. I do still see some risk about and again, this isn't I know that this isn't necessarily fair to Dougherty's, But I. I wish that we. Like I wish that some of our neighbors were using, you know, using diaries. We had evidence about how. Because to your point like it is important that the bus they know the bus routes, that they have the drivers and like I'm a little bit worried about.

02:51:07,469	S1:
Them like I, I and I'm not it's I get that that's I'm a little concerned about their ability to ramp up and make sure they have all the buses, they have the drivers, they know the routes that like. And I hear your point that you're not pleased with the way Salter is doing the routes. And I also heard Julia's point that she is happy with Salters, but I guess I just feel like there's a lot of uncertainty around the electric bids, not through any fault of either of these companies, just there's a lot of uncertainty.

02:51:43,670	S29:
I think that the other Thing that we haven't discussed is that the. There are lots of reasons to make the change, right? One of them is that diesel exhaust is toxic. It's one of the most toxic substances that we expose ourselves to every single day. Right. Um, the the evidence is really incontrovertible. Um, and that's not something to not consider, particularly because we line up these buses out in front of schools and then move all of our kids in and out of them. Um, which is essentially exposing the most vulnerable. But if the EPA money goes away, we're doing that anyway.

02:52:32,000	S1:
Um, can I ask, like a little bit of a tangent question, but I did a lot of how does Hyland fit into this? Because I got online and I was they are they supply Why the. I think that was on the Doherty website maybe. Or somewhere.

02:52:48,129	S33:
They help with the electrical infrastructure.

02:52:52,030	S1:
Did they get both? They would help both of these people get the electrical infrastructure.

02:52:58,000	S28:
They could.

02:52:58,629	S33:
They could help Salter. But I don't know how Salter would do it. They didn't tell us that. Only Doherty told us how they would do it. So Hyland would assist Doherty with the building of the infrastructure.

02:53:12,969	S1:
And that's what they do.

Highland. 02:53:14,729	S28:
Highland loop.

02:53:17,629	S5:
Okay.

02:53:21,430	S36:
Thank you.

02:53:24,969	S1:
All right. Is there. Do other people have.

02:53:29,329	S1:
Other discussion?

02:53:30,469	S24:
I have a question that might be answered within this very comprehensive document, but, um, battery replacement would be the expense of the owner of the contract.

02:53:44,430	S1:
Correct.

02:53:46,430	S24:
That's expensive.

02:53:50,670	S30:
Damn.

02:53:51,469	S1:
Um, okay, so we don't have a motion on the table right now. Does anyone want. Well, does anyone. Does anyone want to make a motion?

02:54:06,370	S5:
I move that we accept the Doherty contract for the ten year electric vehicle buses.

02:54:14,870	S28:
Second.

02:54:17,530	S1:
Um, okay. So we had a motion and a second to accept the Doherty contract, which I am is the alternate. B electric buses, ten year contract.

02:54:29,469	S33:
Uh, eight plus.

02:54:30,299	S28:
C plus two.

02:54:30,930	S33:
Individual options. So. Okay. I'm sorry. Not necessarily a question.

02:54:35,069	S28:
Right.

02:54:35,270	S5:
But sorry.

02:54:37,569	S28:
Yep.

02:54:41,469	S28:
Goes ahead.

02:54:42,329	S19:
Just laughing at everyone.

02:54:43,770	S1:
Everyone is so.

02:54:44,799	S28:
Like, oh, you hit the side of my head.

02:54:46,829	S24:
Completely annihilated by my side.

02:54:48,729	S1:
There's a lot of mosquitoes up here. Um, okay. Is there? Do people want to continue to discuss, to be about things to say? I can sense that no one is actually ready to vote, but. But I don't know that anyone has more to say.

02:55:06,370	S19:
And a very busy night. Who knew this would be the toughest decision?

02:55:09,129	S1:
I actually sort of thought this was. I'd been.

02:55:12,969	S34:
Belting.

02:55:13,930	S1:
Um. Okay. It looks like we're ready to vote. I'm going to start with Jen.

02:55:22,530	S5:
Yes.

02:55:24,629	S1:
Uh oh. Me? Um, no.

02:55:32,729	S1:
Amy.

02:55:33,469	S24:
I'm a yes.

02:55:35,370	S1:
David.

02:55:36,100	S19:
Yes.

02:55:38,100	S1:
Uh.

Julia. 02:55:40,229	S26:
Now.

02:55:41,629	S1:
David Frankel.

02:55:43,100	S28:
Yes. Sorry.

Yes. 02:55:46,069	S1:
Uh, Trent.

02:55:47,430	S35:
Yes, I miss somebody.

02:55:49,069	S1:
I'm sorry. What did you.

02:55:49,770	S35:
Say?

02:55:50,030	S28:
Yes.

02:55:50,299	S35:
Yes.

02:55:51,000	S1:
Okay. Um. And so the motion passes. 5 to 2.

02:55:58,530	S33:
Welcome, Evie.

02:56:00,270	S28:
Welcome to the EV world.

02:56:01,329	S1:
All right. Electric buses. Here we come.

02:56:04,329	S19:
I think I think this is a really good district. I really do.

02:56:10,299	S14:
It's for mother's age.

02:56:12,229	S1:
Um, thank you all for that. Um, and to both, like Amy mentioned, very comprehensive, complicated contract. Kids. Thank you for.

02:56:22,670	S19:
That. Um, can I actually just suggest and maybe this and that was at the time, but with some people in the room that maybe we invite the guys from Dougherty back at some point further along to sort of try and help us get a better understanding of, you know, this whole process.

02:56:37,969	S1:
And sure, I don't know exactly when or what that looks like, but.

02:56:41,430	S19:
Me.

02:56:41,629	S1:
Neither.

02:56:42,930	S19:
It just seems like something I'd want to know in the future.

02:56:45,229	S1:
Seems like, um. That was. Yeah. Uh, we again, I just, uh, did appreciate they came up. I didn't let them speak just because.

02:56:56,200	S19:
I wouldn't.

02:56:57,100	S1:
Let people speak unless we know that they're coming.

02:56:59,000	S19:
Well, start getting a lot of emails and calls from other school committees asking us. Yeah, okay. Come the.

02:57:05,399	S1:
Rest. All right, so it sounds like we've got a committee member that would like that on a future agenda.

02:57:09,229	S19:
Yeah, I'll bring that up later.

02:57:10,530	S1:
Um, could be virtual. Yeah. So. Okay. Okay. Yeah. All right. Thank you. Um, okay. So just so you're paying attention, we're going very out of order on our agenda. It is 9:57 p.m.. Um. We have I do really need to talk about the school committee, open seat procedures and timing. So does anyone have a motion for me regarding the fact that it's 9:58 p.m.?

02:57:41,930	S5:
I move that we extend the Hamilton Windham Regional School Committee meeting until 1030 and then reevaluate.

02:57:50,170	S1:
Do I have a second? Second. Second. Regretful second. By Amy. Um. Trent. Yes, Jen. Yes. David.

Franco. 02:58:04,430	S30:
I suppose yes.

02:58:05,670	S28:
I'll go along with it.

02:58:06,670	S1:
Julia.

Yes. 02:58:09,000	S24:
Yes, yes.

Amy. 02:58:10,829	S19:
Yes.

02:58:11,129	S1:
Okay. And the motion passes. Um, okay. So item number seven F school committee, open seat procedures and timing. Um, so you'll see that there is a, um, exhibit there that is just the standard language that we've used before. Um, to put out to the public to request letters of interest for the open seat. Um, because Trent is moving and departing the committee. So we'll have an open seat. Uh, we just we just left. Um, so, um, we've done this before. I've consulted already with the Hamilton Select Board. Um, they have agreed, and we've done, uh, everyone has. This committee has agreed that that date works for them, that we're going to have a Hamilton Select Board joint meeting on Monday, July 21st, 2025. I am still working with them to see whether they want to meet at their usual 7 p.m. time, or whether they want to start a little bit early at 630. I am working to confirm that. Um, but please pencil that in on your calendars. Um, basically, members of the public should know that they can send letters of interest, um, uh, to the committee. Um, it goes to our executive secretary, Janelle Powers. Um, the process is that we would interview all the candidates jointly with the Select board. Um, it, um, I you all have this document, which is why I felt comfortable sending it to you. It's somewhere in your files. You have the document from 2023, but I sent it to you today, which was basically the, um, questions that we used. Um, I'm going to just pull it up. Questions that we used last time I say that. But now I have so many things up here it is. Um, I sent that all to you today. Um, I don't know if you have that, Eric, if you can put it up in, um. But basically, these are the potential interview questions that we used last time. Um, this is just me talking. If anyone wants to do something different, you just let me know. but last time there were two questions that were asked by the Select Board. One was about budget and one was about communication. And then the rest of the questions were composed by members of the school committee. My thought is that perhaps if you guys are comfortable with that, we just ask them the select board to do that. Not that they have to ask the same question, but that oh, here. Thank you Eric. So here's the these are the, um, questions that we used last time. Um, those number four and number five. Can you make them bigger? Number four and number five, um, were asked by the select board last time. Um, again, we're all sitting together. It doesn't really matter who asks the question. Um, but, um, they actually composed them like that one that's in italics. That's because that was kind of a draft. And then the select board edited it. But that was basically their question. So thoughts?

03:01:40,770	S24:
Well it worked well last time we got a great candidate some great candidates. So let's stick with this list.

03:01:48,629	S1:
Okay. The only thing I had that I wondered about whether people think is that when we did this last time that we were appointing Trent in December, and so I feel like the committee felt like it was really important to find out whether the candidate intended to run, because that was we you know, Trent didn't really start, I think, until January, and then the term ended in April. So that felt really important. I just want to ask the committee whether you feel like that question is still really important, given that the person would be starting at the beginning of the year and not up for election until April, I just want to put that out there. I could go either way.

03:02:24,129	S26:
I mean, the budget season.

03:02:26,270	S1:
Pardon me. Say that again.

03:02:28,399	S26:
You're talking about number four.

03:02:30,829	S1:
Uh, number three in April.

03:02:33,870	S26:
Oh. Number three.

Okay. 03:02:35,170	S1:
Yeah. Um, I don't think.

Yeah. 03:02:39,569	S26:
Go ahead. I don't think that's relevant necessarily, but I would I would ask them if they do have any intention to run in the next cycle.

03:02:52,829	S1:
Any other feedback on that? Um, again, I wasn't saying it wasn't. I just was noting that it was a different it was fairly different situation because the member would be starting at, you know, a different time of year.

03:03:08,569	S28:
Right.

03:03:09,799	S19:
Um, and that was at the beginning of a term, too.

03:03:12,829	S5:
Yeah.

03:03:13,600	S19:
Right.

03:03:13,829	S10:
That was.

03:03:14,129	S28:
The.

03:03:14,729	S19:
Year.

03:03:15,229	S1:
Right. Well, and this this, right. The it's always the case that if you're appointed during the year that you would need to run in April. But in this case, it's also the end of the term anyway. So this it's the person is. If they were to run again, they would just be running for a normal three year term. It would have been the end of Trent's term anyway.

So. 03:03:38,329	S28:
Oh, okay.

Cool. 03:03:40,629	S1:
Um, so there won't be any of that, like running for one more year or any of that. It's just a regular. Um, so I guess what I'm asking is, do we like these questions? Are we comfortable just keeping these? Are we comfortable asking the select board to ask those questions? Similar questions. So they did last time.

03:04:04,430	S24:
Yes.

03:04:06,629	S1:
Do we.

03:04:07,100	S26:
I like these questions. I think they're I think they're very comprehensive I like them okay.

03:04:13,829	S1:
Anybody have any other things. Do we need a motion on it or do we feel like.

03:04:19,629	S24:
I don't think I don't feel like we need a emotion.

03:04:24,530	S1:
All right. I will continue forward getting the date from the select board. I mean, getting the excuse me, getting confirming the start time of the meeting from the select board. And then I will chat with the chair of the select board about those number four and number five about that. They want to ask those some version of those questions. And we will do it. Just so everyone knows, the process is very public. Um, members have to vote publicly in front of the candidates. It's uncomfortable. Um, but that's okay. We'll get it done. Okay. Anybody have anything else on this item? We're done. Okay, I'm crossing off, so tell me if I'm missing anything. So next up, the only thing left under new business is a vote on the superintendent evaluation, which is a very important thing that we are required to do annually. Uh.

Uh. 03:05:22,670	S1:
David and Amy.

03:05:26,530	S19:
Um, I'll just say that after going through all of this. Amy actually helped, um, volunteered to take it over and help. Um, need everything up and get everything all set to present out to you guys, which I really appreciate very much. So I'll just hand it over to you at this point.

03:05:47,500	S24:
Um, I just want to start off by saying that something was up with the PDF, which we kind of suspected, so I, I went through it wrong. You were not.

03:05:58,899	S1:
Wrong with the.

03:05:59,870	S24:
People. Um, I've been working with PDFs for 25 years.

03:06:04,030	S19:
As am I.

03:06:05,129	S24:
As have you. And what was just as, like a little thing that was happening was like, you would put your cursor in on page 12 and it would fill in what was on page two. So it was hard to get everybody's actual feedback. As soon as you touched the page, it would give you the first sense feedback.

03:06:25,229	S19:
So I just feel vindicated.

03:06:28,229	S24:
Yeah. You're right. So I went really old school. Um, Janelle had scanned in all the originals. Um, I printed everything out. Got out of pencil. Um, for the there's parts of this evaluation that are scores, basically. And that was one of the things that was affected on the PDFs that we were working with. So I tallied them all by hand. Um, so, David, you did a lot of work as far as like compiling comments. I just kind of added to what you had done and very manually pulled out a lot of comments from other people's documents. Um, so that being said, I guess a question I have is, should I go through this as if this is the first time we're seeing it? Or has everyone had a chance to look? And we can answer questions.

03:07:28,700	S1:
Let's ask the committee.

03:07:31,969	S1:
Does the committee what does the committee want to have happen here super quickly? Do we want to read this in detail as is our normal policy, or do people feel like they've had sufficient time to review it, or what are we looking for?

03:07:47,530	S28:
I think we can relate.

03:07:49,569	S26:
So I think we can vote on it. That's just me.

03:07:52,700	S1:
I didn't hear what David.

03:07:53,899	S26:
Says, that we vote on it. Can I make a motion or no?

03:07:57,500	S19:
He said that it's.

03:07:58,069	S28:
Getting pretty late.

03:07:59,569	S26:
Is the motion already on the table?

03:08:00,899	S1:
No. I just wanted to make sure. David, what did you say? Did you say it's getting late?

03:08:05,729	S28:
Yeah. It stays.

03:08:06,569	S30:
Late and.

03:08:07,399	S28:
We.

03:08:07,870	S1:
Okay? No, I just I'm just making sure that that's what you said.

03:08:11,469	S29:
So you have air.

03:08:12,100	S10:
Conditioning where.

03:08:12,870	S20:
You are.

David. 03:08:16,270	S5:
Because we'll.

03:08:16,700	S28:
Trade. Yeah. Do you have mosquito's where you are? Not at all.

Here. 03:08:23,569	S1:
I'm sorry. Julia, it sounded like you were saying something.

03:08:27,799	S26:
Oh, I said I. I think we can. I know I can vote on this, so I'm. But I can't speak for everyone else. But I could make a motion that we can vote on it.

03:08:41,069	S28:
I think you should do that. Accept it. The motion.

03:08:44,870	S26:
Okay, I move that we accept. Accept? I move that we accept the summative evaluation report of the superintendent as presented.

03:08:58,000	S28:
Second.

03:08:58,500	S5:
Second.

03:08:59,100	S1:
The second. By everyone in the room. No, I'll give it to Trent. Um, okay.

Thanks. 03:09:05,799	S29:
It's my first one.

03:09:09,100	S26:
Miss. First.

Second. 03:09:10,870	S28:
First. Second.

Tonight. 03:09:12,000	S1:
All right. Uh, does anyone have any questions?

03:09:17,329	S19:
No, I again, I just wanted to thank Amy for for taking that over. And I apologize to everybody in you, Eric, that there was this problem that just sort of made it a lot longer of a process than it should have been. So I apologize to everybody.

03:09:31,670	S24:
It's a good team effort.

03:09:33,870	S1:
Yeah. I want to thank both of you for fighting with that. And, um, we will be wary of that ahead of next year.

03:09:42,600	S24:
Yes, yes.

03:09:43,329	S19:
Yeah, I was Sandy, too.

03:09:45,170	S1:
Um, okay. Does anyone have any questions or comment regarding the content of the document?

03:09:54,899	S1:
Okay.

03:09:58,200	S37:
All right.

03:09:59,069	S1:
Looks like we are ready to vote. Everyone's clear on what the the motion is.

03:10:04,129	S24:
Yes.

03:10:05,100	S1:
Um, Eric, did you want to comment or anything? Oh, everyone's all said okay. Everyone is hot. Um. All right. Um.

Julia? 03:10:15,870	S26:
Yes.

03:10:17,270	S1:
David.

Franco. 03:10:20,500	S28:
Yes.

03:10:21,899	S1:
Trent.

03:10:22,700	S29:
Yes.

03:10:23,399	S1:
Jen.

03:10:24,469	S5:
Yes.

03:10:25,200	S1:
Dana. Yes. Amy. Yes.

David. 03:10:27,700	S19:
Yes.

03:10:28,399	S1:
All right. And that is unanimous. And the motion passes. Yay! Wow. Okay. Um. All right. On to committee reports. Capital, finance.

03:10:41,469	S5:
Uh, we haven't met since, and, um, since Trent's leaving, we'll be down in individual.

03:10:46,870	S1:
Okay. Um, okay. That's important to know.

03:10:49,170	S28:
Really?

03:10:50,229	S1:
All right. We'll need to address that. Yep. Um, policy. You look like you have a first reading there.

03:10:58,629	S24:
Yes.

03:11:04,030	S26:
Okay.

03:11:04,600	S24:
Sorry, I have melted.

03:11:08,969	S24:
Yes. This is something we have reviewed and would like to put out.

03:11:14,500	S1:
I had a quick question, but you can say something.

03:11:16,469	S25:
Yeah. So this is supposed to be reviewed every two years. Thank you. The Wellness Committee came together this year. Um, dug into it. Did it? Did an update? Uh, gosh, it was the first update was a while back, and we haven't been able the policy hasn't met for a little while, so it's it should have been done a little a few months ago, but it's fine. We're still on our schedule, so the.

03:11:39,700	S11:
Changes.

03:11:40,069	S25:
Are in red. We left them on the first reading, as we always do. Um, the committee itself, the Wellness Committee, updated this document.

Um. 03:11:51,299	S1:
So that was my question. Eric, is it this language? This what I'm looking at the about the school counselors. Did the wellness Committee craft that language, or does this language come from, you know, Desi or somewhere?

03:12:07,129	S25:
So the the statement itself, it was, um, my understanding it was pulled from the director of school counseling who helped to get the information together along with members of the committee.

03:12:22,069	S1:
Okay.

03:12:25,500	S1:
All right. Other questions. All right. So we would expect this to come back for a vote. Next meeting.

03:12:33,870	S30:
Yep.

03:12:37,399	S37:
Okay.

03:12:38,299	S1:
All right.

03:12:39,000	S24:
Questions?

03:12:40,430	S1:
Sounds like we're moving on. Uh, negotiations. I don't think we have.

03:12:46,299	S19:
Any of anything on the schedule. I know there's something that we need to discuss at some point.

03:12:53,069	S1:
Yeah.

03:12:53,399	S19:
Regional agreement. Yeah. All in. Nick levy.

03:12:56,100	S1:
Oh, yeah.

03:12:56,670	S25:
Yeah.

03:12:57,969	S4:
Yeah.

03:12:59,430	S1:
Um. Okay. Um. Secretary report. I don't think we have one.

03:13:05,069	S19:
Yeah, we got nothing.

03:13:05,870	S1:
Um. Superintendent's report.

03:13:08,530	S25:
Quick and dirty. Thanks, everybody, for an amazing school year. I just finished my own my 34th year in 12th in the district. So it's been great to see the growth and the things that we've been able to accomplish together. And I look forward to another year of really digging in and and making positive change for our students, our families, our staff and our communities continue moving forward the way we've had. So thank you all for your work and thank you to the communities and all the people who are in our buildings every day sweating.

03:13:41,329	S1:
Thank you. Like this. Thank you. Questions for the superintendent. Um, okay. I am also melting, but the chair report I did want to ask Amy, do we have a retreat date? Oh, um.

03:13:55,770	S24:
We do. Sent the two dates that had the most consensus to Janelle.

03:14:02,399	S1:
It was the August 12th and 13th, is that correct?

03:14:05,170	S24:
Yes.

03:14:05,700	S1:
Eric, did we pick one that we thought wanted to offer to the committee?

03:14:09,270	S25:
I think we're leaning into the 12th.

03:14:10,799	S1:
To the 12th. Okay, so the 12th August 12th. Pencil that in.

03:14:16,430	S25:
You're coming back for that one.

03:14:17,700	S1:
Really?

03:14:18,799	S29:
Is there going to be air conditioning?

03:14:20,000	S25:
Yeah.

03:14:23,569	S1:
Uh, we'll try hopefully. Um. August 12th. Okay. I'm going to just.

03:14:32,270	S30:
Sorry I didn't hear what is on this 12 school committee retreat.

03:14:37,000	S1:
The retreat is August 12th.

03:14:38,569	S25:
Retreat.

03:14:38,899	S1:
Okay. Yeah. August 12th. Okay, excellent. Um. I am too melted to say much more. Um, I do want to say thank you and goodbye to Trent. We will miss you, and we wish you all the best. And, um. What a meeting to go out on.

03:15:00,969	S24:
Wow.

03:15:02,930	S29:
It's been a pleasure. Thank you.

03:15:05,399	S1:
Thank you. All right. Um, topic for future meetings, anyone? I heard one already, which was, uh, sort of electric.

03:15:16,069	S19:
Electric. And now that we're in it, let's, uh.

03:15:18,670	S25:
And then we need capital finance member.

03:15:22,670	S1:
And, yeah, the capital finance member. Well, right. I mean, when we get a new member, we will discuss the committees in general, but we definitely need one. So we'll discuss.

03:15:33,370	S29:
That.

03:15:35,170	S1:
Okay. Um, looking at you, David Frankel.

03:15:40,200	S30:
I would like to move that we adjourn.

03:15:43,299	S27:
Can I get it?

03:15:43,969	S19:
Ten second.

16. 03:15:45,170	S1:
All right. It's a roll call. Vote.

Julia. 03:15:48,700	S24:
Yes.

03:15:49,500	S25:
Yep. You go.

Yes. 03:15:51,200	S1:
Yes.

03:15:51,700	S9:
David Frankel.

03:15:54,729	S30:
Oh, yes.

03:15:55,670	S1:
Trent.

03:15:56,329	S29:
Yes.

03:15:57,399	S1:
Jen.

03:15:58,170	S5:
Yes.

03:15:58,569	S1:
Dana. Yes. Amy. Yes. David. Yes. And we are adjourned at ten six.