Yeah. Okay. Good evening. I call to order a meeting of the Hamilton One Regional School Committee on Thursday, April 2nd, 2026 at 7 p.m.. Uh, I want to remind everybody that this meeting is being recorded and live streamed. Um, and, uh, Eric, do you have the zoom up for the citizens comments? Just take a

minute to see whether we have anyone on the zoom. Come on. It’s okay. Take a minute. Okay. Um, so first up on the agenda, we have an opportunity for citizens comments. Um, this is an opportunity for, um, citizens to be heard and for the school committee to listen.

Um, if you would like to speak, I ask that you, um. When we get to it, I ask that you state your name and please spell your last name so that we can get it correct for the minutes. Um, we’ll, um. I ask that you keep your your comments to three

minutes. Um, Amy will be our time keeper, and she’ll let you know when you have about 30s left so that you’ll have an opportunity to wrap up your comments. Um, as I said, it’s an opportunity for you to be heard and for us to listen. Um, so it isn’t a back and forth.

Um, it’s an opportunity for us to listen. And at the end, um, we’ll let you know when your time is over and we’ll say thank you to you. Um, we are grateful for all comments. Um, it looks like the zoom is still up. I don’t know, just making sure there’s nobody there on zoom. Thank you.

Eric. Nobody on zoom. Okay. Nobody on zoom. If there’s anyone in the room that would like to make a comment, please approach the podium. Welcome. Thank you. Um, my name is Christina de Courcy, DC. Uh oh. You see? Okay. Um. Good evening. Um, I am a literacy SP at Cutler School. This is my fourth year in Hamilton.

Windham in 21st year in education. I am also a 17 year resident of Hamilton, with two students in the district who are here with me tonight. Thank you for the opportunity to speak. Um, before I begin, I want to acknowledge the financial reality our towns are facing. The budget is tight,

and we recognize the challenge of balancing needs across the community. We appreciate the hard work that has already gone into those decisions. Now, allow me to explain the role of an ESP and our district. We support our most vulnerable students. Special education ESPs provide legally mandated support and instruction. Literacy. ESPs provide targeted individual and small group

instruction to teach children how to read preschool and kindergarten. ESPs often serve as a co-teacher in the classroom and are indispensable. ESPs are educators, not teacher helpers. Schools cannot function without us. We plan, assess, collaborate, accommodate, modify, compile, and present data. We also jump in at a moment’s notice to cover classroom teaching duties

with as a substitute, usually without additional pay. Three years ago, we made progress in our first ever contract. My colleagues and I stood right here and spoke to you. You listened. We collaborated and came to an agreement. The initial contract was an important step forward. At the time, we agreed the contract was a launching point, part of

an ongoing effort to move ESPs toward a livable wage. Living in Essex County, in particular Hamilton Wenham comes at a very high cost. The livable wage for a single person in with no children in Essex County is just north of $60,000 a year. Many of your ESPs work for less than half of that amount.

As negotiations continue, you are given the opportunity to meaningfully invest in your staff. We are asking for a fair contract that moves us toward that living wage, a commitment that you made three years ago. 30s. Now, this is one of the many, many reasons to pass the override. We are urging our community to vote in favor of

that next week. Support the people who support our children. But ESPs, especially those who live in town, are being asked in this moment to give more to the district and receive less in return. Progress on this contract must continue in a way that reflects the value of our work, which is equal to the value of our

children’s education. Thank you. God bless the Watson family. Thank you. Um, if there are any other citizens who would like to make comments at this time, I’d ask you to approach the podium. Okay. Looks like there aren’t any more comments in the room. No no, no. Okay. And it doesn’t look like anybody is on the zoom link.

Okay. Um. All right. We will go ahead and close citizens comments at this time. Um, thank you as always, um, for taking the time to to to speak so that we can understand. Appreciate it. Um, next up, we have, uh, a portion of our school committee protocols. I think it’s Jen.

As elected members of the Hamilton Windham Regional School Committee. We, including the superintendent, accept the high honor and trust that has been placed in us to ensure that the students of the district receive the best education possible. To that end, we hereby commit to the following and the conduct of our business. All members will

maintain the confidentiality of privileged information and will respect the open meeting law. Thank you. Next up is a portion of our School Committee mission statement. The Hamilton Windham Regional School District School 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 Windham Regional School Committee will lead and inspire a district that inspires all students to realize their fullest potential and feel a powerful sense of individual and collective belonging. Thank you. Um. Next up is our consent agenda. Does anyone have any items I’d like to hold from the consent agenda? Nope. All right. Do you.

Julia? I move that we accept the consent agenda as presented. Second. Seconded by Amy Burger. All those in favor? That is unanimous. And the motion passes. Um, I do just. And I suspect other people might want to just say that, um, just acknowledge that, um, that’s a really significant grant from

the Ed Fund. Um, yeah. And that’s, um, it seemed pretty cool for elementary gymnastics and that, you know. It’s great. And where is a mural going at Winthrop? I don’t know exactly where it’s going. Just they’re scoping out different places. Sounds like there would be more than one,

but they’re going to start with this first one to get it off the ground and then go from there. Did we skip the superintendent? I did, and the funny part is I was actually not trying to skip it. I was actually thinking I was gonna. It works perfectly.

Yeah. No, I didn’t know whether you want to do your report in conjunction with our. Yes, that’s what I thought. Okay. All right. Perfect. To you. Eric. Um. Each year, I have the privilege and honor of presenting the mass Association of School Superintendents Academic excellence certificate. And this year is no different.

We have the opportunity to present it to a wonderful student at our high school. It’s an honor to celebrate. Emma. Emma, come on up. A student whose journey is defined. She’s a student whose journey is defined by a rare combination of intellectual brilliance and a heart for service. As the top

ranked student in the senior class, Emma is massively navigated our most rigorous curriculum, often doubling up on AP Sciences and pursuing dual enrollment courses, all while while commuting daily as a school choice student. A proud first generation American who speaks Albanian at home. Emma embodies the spirit of resilience and the pure love of

learning that makes our school community shine beyond the classroom. Emma. Emma is a visionary leader who doesn’t just wait for opportunities. She creates them, recognizing a need for future medical pathways at Hamilton Mountain Regional High School, she founded and co-directs our school’s Hosa chapter. Opening doors for dozens of her peers.

Her intelligence extends into the professional world of medicine as well. She has already contributed to high level cancer research at Mass General Hospital, where she has utilized computational data to study multiple myeloma. Whether she is volunteering at a surgical front desk of Newton Wellesley Hospital or leading health initiatives on our community committees, Emma brings a level of

professionalism and empathy that is truly beyond her years. Emma’s ultimate goal is to become a physician researcher, bridging the gap between scientific inquiry and compassionate patient care. We do not doubt that she will impact the world of neurological neurology and beyond. With her signature blend of curiosity and justice.

We are incredibly proud to announce that this fall, Emma will also be taking her extraordinary talents to the University of Pennsylvania. Please join me in congratulating Emma on this well-deserved honor. Congratulations. You. Uh, congratulations. And thank you. Um, did we get a photograph? I would love to have kids. Uh, Emma, would you

be willing to take a photograph? You still have one. For a photo? Oh. Emma and Emma, there? Yeah. Where do you want to be? Yeah. In the world? Yeah. Oh. Yeah. Congratulations. Congratulations. Congratulations. Thank you. Um. That was. Am I just, uh, from all of us? I just want to say it is such a wonderful thing.

Thank you so much for allowing us to get to share in this, that moment. Um, and for us to get to hear about some of the amazing things that you have already achieved in your life. Thank you. Thank you very much. Yeah. I felt like I was introducing an. Adult. Definitely. Good job.

Thank you. Um. All right. So that was my intent. I should have said that. That was my intent. First. all right. And now to the rest of the superintendent’s report. I wanted to take advantage of tonight’s superintendent’s report. That’s pretty low key because it’s MCAS time, and

it’s kind of low key in our buildings. There are a lot of things going on, but, um, there are a lot of things coming at us. And I think it’s important for me to talk about some of the things that are impacting our school district publicly. And the first thing is with this, uh, these little boards,

we use these with the North Shore Superintendents Roundtable to talk with our state legislators about the impacts that are occurring right now in our schools and our communities. This first board is talking about chapter 70 funding, chapter 70. Funding is basically school aid that comes from the state. Two school districts and regional schools and school districts.

It comes directly to us in cities and towns, cities like Beverly. It goes directly to the to the town. And the town determines its use. Either way, we have been, uh, what’s called the hold harmless community, which means we get minimum aid every single year and nothing more. Um, we’ve we’ve been that

way for many, many years. We’ve averaged, uh, a 10% of our total budget in state aid over the last 8 or 10 years. Consistently. It hasn’t changed when you’re talking about a $49 million and $4 million of it, $4.6 million that would have state aid. Um, we’ve fallen way behind. We’ve fallen

dramatically behind in the last ten years. And this is really just kind of our effort to start to talk about it. Our communities both rely on residential taxes to pay the bills. Majority of what we, you know, moneys that are obtained through, um, taxation is from our residential taxpayers.

When you start to look at the combination of low state aid and the burden on the residential taxpayer, there’s really no way out because the cost of everything else continues to outpace the four and 5% increase is just outpaced the 2% and 1% increases from the state side. Some other costs that we’re managing this year, as with

every year, our special ed cost. Every single district is wrestling with special ed costs. Promises were made by the state legislator legislature to really dig into paying some of the burden. Um, circuit breaker was designed years ago to help offset some of those out of district replacement costs. Um, circuit Breaker has some major flaws.

It doesn’t kick in until you exceed $46,000 ish, roughly. I don’t know the exact number, but $46,000. Then it starts to kick in and that’s a percentage of the total. Um, it also starts to kick in when you when you really have a number of placements going in different directions. So when you have

kids that are in single day placements at 75 or $80,000 per student, then you have kids that are in all day placements and overnight placements at $300,000 per student, it starts to add up really quickly. In our case, we’re over $4 million in special education costs for just under 40 students out of

district. That cannot be sustained, sustained. Within our district. We have talked to the state legislature about the special ed costs. Um, we’ve talked about reaching the reimbursement rate of 90% last year. I think it was 66% year before it was 57, and a half percent of what was promised by

the legislator, legislature and what is promised in the law. Just so people are aware, we have started to explore cost sharing models with other communities. Um, not easy, a little bit harder with smaller communities because we have small numbers of students. So when you’re looking at programs and, um, programmatic experiences for children, I

might have one student in a specialized program or two. Ipswich might have 1 or 2, Danvers might have one. And we try to we’re going to continue to try to look at options of bringing kids together in one community. So one community would host, offset the cost and reduce some of the friction.

Um, between all of the pieces of the puzzle that come into play, including transportation, which I’ll talk about right now. Regional district transportation is reimbursed by the state again, about 60%. Um, we’ve pushed and pushed and pushed to try to get, more increases over time with regional district transportation. Um, it goes all

the way into the, the the issue of when they pay, everything’s a year behind. So we bill for, you know, a year last year we’re getting monies from last year’s expenses. The reality is the current year’s expenses are even higher than they were last year. So we’re who’s paying the difference? It’s it’s the

communities. It’s it’s the residents within the communities. When you start to look at infrastructure projects along with transportation, um, things are as people have seen, expensive and continue to grow and expense, um, the state offsets, again, are not covering the costs for some of the communities. Communities like our communities who are

considered in the state formulas to be wealthy communities just don’t have the fiscal capacity to help to offset 50% of $100 million, or 50% of, you know, 55% of of $50 million. So when you start to look at some of the projects that are out there, um, we really need some help from the

state. The state has in the past year, the MSBA has done a comparison of schools across the state. They’ve gone and hired a company, a third party, to integrate some of the information that they’ve been getting from school districts that are doing building projects, but now they’ve expanded that into every school in the district. So, for

example, the MSBA is surveying every school in each of the districts in the state to try to figure out where the greatest needs lie. Uh, so that may be step one of of this intricate puzzle. And the final factor has nothing to do with the school district in a lot of ways, unrestricted government

aid, unrestricted government aid for communities like Hamilton and Wenham has rarely increased more than 1% a year. So if a community like Wenham receives slightly over $600,000, 1% does not move the needle anywhere. When you start to say, well, how does that impact schools? Communities can use unrestricted government aid for anything. They could use it

to offset costs like things that are sitting in the current override amounts. They could use those monies to really make a dent or an impact on the other side of of the kind of of the community versus school coin. It’s really a big problem. It hasn’t changed since 2007, when you factor in

inflation in 2007, that number for unrestricted government aid was $1.7 billion. And I believe if you factor in inflation, it’s approximately the same amount today. It has not moved. The needle has not moved both. This year, both communities received, I think, 1.1% roughly, uh, in unrestricted government aid, not helping the

cause. Um, some of the the formulas and the way they’re laid out, like the chapter 70 formula, take into account a wealth factor. The wealth factor is built into our small communities are not only mystifying, but they are also inappropriately used. The houses don’t pay taxes. See, I see everybody going.

What? Because you have $1 million house? Doesn’t mean that you’ve you’re able to continue to pay that increase in in taxation as well. For example, somebody who’s 70 years old or 75 years old, who’s lived in our community their entire life for 50 years, I’ll just use a round number. Um, their kids went to

our schools, their families have moved on. They may have lost their better half. They’re living by themselves on Social Security. And the house that they bought for $100,000, it’s now worth 1.2 million being taxed at that rate when their incomes haven’t really shifted. There’s a trap built into things like that within the

communities that I think the government is going to have to start to take advantage of. Um, and this tonight is not really a lesson in, in funding. It’s more of just the realities of what we’re facing in every single community. 85% of school districts are being in the being slaughtered in the hold

harmless category this year, which means they’re only going to receive the minimum in state aid. Check out Boston. They’re scrambling now because they fell into that category this year, and they’re going to lose money. I said it earlier in several meetings back. The state has lost 15,000 students

in the last year, 15,000 each of those students is an opportunity to gain state aid. In the chapter 70 formula. The formula is flawed. The formula needs to be re explored and reignited. Um, we are pushing from the superintendent side school committees, uh, math Association of school committees is also pushing um

there are many people within the communities. I’ve I’ve been to forums with city councilors, select board members, and community people that really understand the need for reform. Across each of these areas within our communities, for our schools to survive, but also our communities. There are big impacts. Now look around. Look how many communities are

struggling to pay the bills. And they’re not like us. We’re not adding anything new in our budget. There’s nothing new and fancy. We’re just trying to pay the bill and the cost increases that are coming, uh, with what we have in place now. So just I wanted to just take a few

minutes of superintendents, report time to, to talk about this. Again, these were used with the no Shore Superintendents Roundtable. Um, to have these discussions with us, our state legislators, during, um, a session, a luncheon session. Uh, so we’re continuing to spread the word. I would encourage all of you to also spread the word when you

get the opportunity. Thank you. Thank you. People have questions for Eric. I have one person. Um, I have one question, just to make sure I understand the special ed circuit breaker correctly. Um, that those reimbursements only kick in once we spend approximately $46,000 on a percentage basis. And I’m wondering, does the reimbursement start at like

$46,001 or at the first dollar spent on it. First dollar over the 46? Okay. Yeah, the number is like 46. Yeah. It’s my question. As soon as you go over $1, you start to get a percentage of that. On average. Okay. Thank you. There are people who have questions. Thank you for that. Thank you.

That was eye opening. Very helpful. Thank you. Um, and thank you for your work at the those superintendent roundtables. All right. Um. I do have one question. Do you said, um, for out of district placement placements, we’re spending $4 million for for under 40 students. Um, yeah, I think it’s actually 4.2. Yeah, it’s 4.2 and some change.

Is this what other districts are seeing or are we. Um. It’s all over the map. Yeah, it’s it’s all over the map. You know, some of the smaller districts are seeing last, some are seeing more, um, especially transportation is the one that is starting to hurt because we see some of that in a reimbursement and

percentage of that. Some of the communities don’t. Um, they don’t it doesn’t deflect us in the same way. So Peabody is a good example. They have lots of kids being driven all over to these, um, out of district schools. And it’s 300 bucks a day per kid on average. So what we did in the North Shore, uh,

Education Consortium, I’m on the board there as well. We, uh, got together with eight other schools and combined our routes. Um, and we saved, I think, $130,000 this year just by trying to rejigger routes and say, okay, instead of me driving one kid to that school, and you drive one kid to that

school, we would pick them up and everybody would cut the cost. So we’re continuing to dig into ways to try to cut those costs. Um, I think it’s also looking at can we bring some of our kids back in from out of district placements? And that’s there are lots of factors there, including

building appropriate programs that people feel meet the needs of their children. And that’s that’s a that’s a big ask. And, you know, I’ll say it here and I’ll say it. I always try to sneak it in. Is it can’t it can’t become a special ed versus regular ed problem. It is all of our problem, no

matter which whatever you want to call it, it’s education. And there are children. And that’s really something I just think people need to keep in mind. It’s easy to say, oh, it’s all it’s all this person, this group’s problem or this group’s problem. It’s all of our

problem. Um, we just got to try to continue to find ways to save monies. I appreciated the presentation because I think people really need to see the way that costs are skyrocketing, costs out of our control are skyrocketing. Um, yeah, I think it’s. It was it was. Really eye opening. Thank you. Anybody else? Um.

All right. Thank you. Uh, we already had the pleasure of, uh, of seeing the mass certificate, um, presented to Emma. That was lovely. Um, next up is the foundation grant one eight family foundation grant to you, Eric. Thank you. Um, over the past few years, I don’t go all the

way back to my entry plan. One of the things we realized in our elementary schools was every student in the same grade had a different experience depending on the building they were in. So we set out the following year to change that, and we’ve really done amazing work. Our our staff members

have pushed hard to put in, uh, bring up to speed a new literacy curriculum. Uh, all the interventions go along with it. The a new math curriculum at the elementary level, all the interventions that go along with that are starting to fall into place. Um, and now we’re looking at science. Uh, science

is a weak spot. When you look at elementary on things like MCAS. And we’ve known that for years, it’s just how do you fit it in? It’s always been the question. So we had run some pilots, uh, during this year to try to figure out the best direction to make connections for kids, but also give them

some opportunities within science. Um, the the one thing that rose to the top was open side, which is a open middle school science curriculum. Um, that gives us the opportunity to, um, get deeper into inquiry. It’s really heavily inquiry based, and that’s really the way when you look at the standards, the standards are very much inquiry based.

Um, several years ago, I remember remember, Ben making a presentation about the differences between how the MCAS questions are being presented and they’ve gone from just kind of answer this question, check this box to show us how you’re going to inquire about this problem. Um, it’s really a hands on, more hands on science asking

questions, analyzing data, developing models, constructing explanations like show us how you understand what we’re learning today. Um, which we think will be heavily impactful in the middle school level. It’s it’s, uh, it’s this has been kind of long and coming. Um, the one eight grant will help us with the monies needed to get this off the ground.

There are things that have to be purchased. So we have about $50,000 and it spreads out. Excuse me. Um, in three payments, June 26th, we’d see about $25,000. June 27th, we would see 14,800. In June 2028, we’d see, uh, the last 10,000, um, it’s it’s a good

opportunity for us to to have a funding source because it’s not something that we said, oh, we’re going to put aside $100,000 for science at middle school or $100,000 of science at elementary school. We are following a similar process at the elementary school, trying to figure out what the best

direction is, while also connecting it with the Stem program that we put in place this year as well. So there’s a lot going on in the science area. There is a lot of work, a lot of conversation, a lot of trial and error, like, let’s try this curriculum, let’s try that one. Um, and as you know,

the the state is really pushing for high quality instructional materials. And in order to move into using materials in our classrooms, it is important for us to make sure they kind of pass the litmus test of the state for high quality instructional materials. Uh, the open side does that. It is,

uh, backed by the teachers at the middle school. They they really liked it. That was the one they leaned towards, uh, really heavily. Um, and we think it’d be a good opportunity for us to start to, um, iron out our, our choppy science curriculum right now. But it’ll it’ll be a good opportunity to, to give us some

consistency across the middle school. All right. Thank you. Yes. That’s great. Does anyone have questions? Um. So part of this grant was a commitment to do, if I remember correctly, from reading this, 225 minutes of science a week, were we not already doing. That? Um, we are, but not in every grade. When you look at it from

the perspective of sixth, seventh, and eighth grade. So it’s again, our issue is fitting it in. I mean, we’re seeing that at the elementary school. Like how do we fit more in in the state. It’s like, well you got to do this and you’re going to add this. So it’s just really fitting it in.

Um, Zach’s been really good. Zach Best at the middle school has been really good at shifting the schedule as needed and trying to give kids opportunities to do things like this. Other people, oh, this is great. Yeah. It’s great. Congrats. Um, thanks. Yeah. So I, I did have a quick just I wanted to make sure you

addressed this, but I just wanted to make sure I really understood that or that in the elementary leading up to this, we’re part of this implementation will be trying to align the elementary so that there. Yep. Um, but they’re not actually doing open sided curriculum. They haven’t made a decision yet. They’re just literally

doing the that backed up the process to the elementary school and are in that discussion phase now. So they’ll be the same thing they’ll trial in later in the the school year in May, they’ll trial some of the different units from different science curricula and make some decisions to move forward. The the thing that’s it’s important

with the state is not only is it the HQ gym that high quality instructional materials, but it’s also the standard alignment. And there they’re really pushing hard with that, so much so that they’re coming out with a literacy bill that really puts some some guardrails in for school

districts. We will be ahead of the game there and beyond. So the work that everybody has done so far has been unbelievable and really has, has given us a leg up. We have schools visiting us all the time for our work with CLA, for our work with literacy. Uh, interventions and the way we

run them. And I’m sure we’ll continue to do that. We just we’ve taken the lead in a lot of areas, and we want to continue to to take the lead and kind of be out front in this work. Okay. Um, anybody else have anything? Um.

No, I’m just a comment. I was just, I, I, I’ll just say, um, I think this is, it sounds like a great, great way to learn this. Just especially. I’ll just share. I mean, in my line of work, change is the only constant. So learning how to take new information and inform, construct a model,

construct explanations. I think that’s going to be great. So start them young. Uh, um, so you’re just looking for us to accept. The grant, correct. At this point, yeah. Okay. Do we need motion? I vote that we accept the one eight Foundation grant as presented in the exhibit. Second Second by Jen Carr. Are there any other questions?

Further discussion. Okay. Looks like we’re ready to vote. All those in favor. That is unanimous. Of the six members present and the motion passes. Um, thank you for that work. Um, to get that. Grant. Thank you. That was not. Me. Please pass on our thanks. There were a lot of people involved. Jane Clifford has a

really strong team with her that has been searching high and low for opportunities to get us some grants to offset some of our costs. Um. All right. Next up is, uh, school start times, which we have discussed a little bit already, but we’re coming back to it. Yep. So two meetings ago, I presented the report from the

committee’s work, uh, throughout the fall and into the winter, I think winter is over today. I’m not sure, but, um, the with the promise. I just asked that if you could review it and we could start to talk about it during this meeting. Um, I wrote this memo so that we could kind of kick

off the conversation. I think there’s a lot more work to do. And the committee would agree. The committee was very, uh, adamant that there should be like a 1 to 2 year rollout and not like, hey, let’s do this in the, spring in the in the fall, it’s September. It, it’s

there’s too many other balls to juggle to iron out with, um, all of our constituents, but also all of the, the, the people who we, we work with, the community house, rec department, um, the busing company, athletics, which will be every school in the, in the league, every district in the

league to to wrestle with their expectations as well. Um, I think it would make sense to push the report back out to the community to say, okay, we’ve done the work, we set the goal, we did the work. We surveyed you twice before we did it. We use that information to create this. Give us your feedback now

with the result from the committee. Uh, I think that’s an important first step to do. Uh, soon. And then I also think, um, some of the negotiations may come naturally. There may be, uh, some necessity to, uh, open up negotiations to, to talk about, uh, shifts or any times that we may need within the schedules.

It’s actually a close flip. It’s not an exact flip because the, um, the committee really felt like if they were going to make a move, they weren’t going to make a 20 minute move into the schedule that didn’t have any impact. So they they dug in and made a 50 minute move for

secondary kids, um, and start them at 830. Excuse me. And that pushes the elementary kids back about 45 minutes. So slightly different on on both sides, but enough to to in the communities where it make a difference for the kids that that were we did this work for um, I think it’s important for

the athletic director to reach out and meet with his, uh, fellow athletic directors to try to figure out what the impacts are. We are not the first to do this. Um, um. Handover? No. Handover. Hit me in a second. Carlson school district down the road, north Redding. Thank you. I don’t know who said it, but

North Riding has already done this. Not as much time. I think they went 30 minutes each way, but it’s, um. It’s been happening. It has put some shifts and changes, some advantages we have. And it’s funny when you read the research, they’re like, oh, just get lights. Oh, we have

them now. So, you know, there might be an opportunity there. So I think he’s got to do some work with the league to try to figure out scheduling. Um, if you remember, the secondary schedule would get kids would get out about 310 and they need time to get their stuff together, get, uh, you know,

down to the gym, change, get on a bus and get to wherever they’re going. Most of our schools are fairly close, but there are some times when they would have to leave school early for, especially in tournament time, because you get sent all over the map and some rides. Our kids were on in

the in the this past year have been were two hours or more long. Um, so I think it’s there’s some great information in there. I again want to thank the committee for the work. We we had some awesome meetings and people brought lots to the table, lots of research. There were some really strong medical

professionals in the group that helped us to make some determinations. And I just think, um, I want to try to keep this moving forward and engage the committee to see if you want to move this work forward or not. And be start to take some of the steps that we need to, um, to get this back

out to the community, get some feedback, and then start to look at how each of the pieces falls into place. Um, Eric, just attached to this memo, you have what I, I just, I assume this is a proposed survey that you were just talking about, about pushing it out with this kind of a survey

attached. Is that correct? So this is a survey we thought we could give it to secondary kids. Um, I asked the committee to brainstorm some basic questions. Uh, this is their work. This is what they came up with. And we think this will be one of the many tools that we

can use to determine how we move forward. If this is if this makes sense or, um, if there’s adjustments that need to be made. Um. Okay. So I guess my I have I’m just thinking about how to direct this conversation. I mean, are you looking for feedback around the sort of generalized proposal of

switching the start times? And or are you looking for thoughts and feedback about timing and how the rollout would work.? Or I think the I think the feed, I think any feedback is good feedback. I think it’s important to know is does the committee want to move this forward, um, and continue to

pursue this? If not, I have lots of other things I can do, but I’m very willing to to do the work. I just want to know that the committee is on board. And I’m not asking you to weigh to give me a vote like, we’re doing this. I’m. Just seeing if I can get an idea of where

everybody’s at so that I can continue to move the work forward, bring it back to you for continued discussion. I don’t think this is the last discussion we’ll have about this. Um, I just want to make sure the report gets out and we can get a third round of feedback. Plus, I think the

student body is important to to talk. To. Okay. All right. For me, I think the most important piece, uh, well, there’s a lot of important pieces here, but the unions. So, I mean, we can say we want to go forward with this, but if there’s not support from the teachers, um, from the

administrators, from the staff at the schools, then it’d be kind of a moot point, right. Um, my other concern, um, and you probably you might have addressed this at the meeting I missed a couple weeks ago, but, um, about parents that really rely on the older sibling for

child care. Um, I know you’ve probably heard that in from the surveys. From feedback. Yep. And, you know, I think it would be something that we would need to think about and, and address. Um, and then of course, we want to hear from the athletic directors as to the impact on the athletes as well.

I think the, the, the, the, your middle point about older kids being available for the younger kids, one of the points that Dana asked for clarification, you weren’t here. So Dana asked for clarification. Last meeting on something that I wrote about kids getting credit. Um, during the school day to maybe help out at some of these programs.

So. Oh yeah. So live credit like we do for our any other kid going out to, you know, a bioscience place or the fire department to shadow a fireman or a police department to it would be the same type of opportunity for kids that may want to go into education to go out. Last period, we would just

have to figure out the cleanest way to do that. Um, but it was it came up in our discussion. There was some because it came up in the surveys and not a lot, but it did come up in the surveys that people were concerned that my oldest child meets my youngest child at the

bus stop because I’m working in Boston. So those are real pieces of of the conversation that we need to surface and dig into a little bit more. Definitely. Yeah. Thank you. I’m I am definitely for I mean, I’m definitely pro exploring this and moving forward with this. I just there’s so many moving pieces.

There’s so many variables. Um, I just want to make sure this is something that is fully embraced by the majority of the community. I think that the work, the steps that we can take in the next six months or so will help us maybe a little bit more,

because the summer. But into the fall, to be able to say, you know, by January we could probably have some answers and start to lay out a path. Um. Other people. Kristin. Um. I. I like the idea of that the committee had of surveying the students. Um, I think because we are all discussing this with

their best interest in mind, and I think it would be really great to hear from them directly, because if that survey goes out and they all sort of feel like, well, I’m just going to stay up later or, you know, whatever, what I’m sure some of that will happen sort of naturally. Um, but I

think it would be really interesting to know what the students think. Um, and as a general matter, I think I’m, I am also in favor of kind of just continuing this conversation, because it seems to me that the research is clear that this is better for sleep, but all of the

logistical points that everybody has raised at this meeting and in prior meetings will take a lot of time, I think, to sort through and to make sure everybody who needs to weigh in can weigh in and that whatever can be mitigated can be mitigated if this happens. So I would say sort of

the sooner we start all of that, then the sooner we would get to the end of it. And also just with the timing of all the union contracts. To Julia’s point, I think having a sense as to whether or not this is something the committee and the district really want to do.

They’re coming at us in session right now. ESPs are happening. Then it’ll go teachers. And back to that rotation next year. Is this being is this a part I know we probably can’t talk about negotiations, but is this being mentioned. In negotiations? Yeah. Um, all I’ll say is time is part of a discussion.

That’s all. That’s all I know. It’s not specifically okay. Just. Yeah. Um. Part of the bigger discussion. Yeah, but. Yeah, any change like this would need. To be. Yeah. It has to be negotiated across the board. Other people. Um. Oh. Go ahead. I think we really need to emphasize that all of the

scientific literature points to this being the single best thing we could do to improve student achievement in the district, period. Like by. Far. It’s not even close. I think if we don’t pursue this, we’re doing our students a disservice. Yeah. Thank you. Um, and I love that it’s finally come on to the like

it’s finally happening a little bit like there’s more discussion about it. Yeah, because it was something that we were kind of discussing, like in the past few years ago. you you’ve been pushing this for years. Yeah. Yeah. I mean, and well, I, I mean, I, I certainly don’t

know, but I do hold hope that it, you know, because one of the biggest hurdles in athletics is the other teams in your league. So in other words, if, if this is something we achieve then other towns, that makes it easier for them to do this because the it’s not really that there’s a magical

time that we need to hold athletic events. It’s just that you’re trying to coordinate with what the other team is able to do. Um, I did have something of process thought. This is my just my personal opinion is that and it’s a question sort of for the rest of the committee. Is that to

me, um, moving I, I’m totally in support of continuing moving forward the process. I’m wondering process wise, to me, this is something that would be a valuable, um, conversation to talk about. Would the committee want, when we do our district goals and our superintendent goals, um, for the upcoming

year? To me, it seems like this should be part of the discussion much in the way that we’ve done other goals. In other words, if we have, we had a district goal around, you know, creating AI pilots information or, you know, so and I’m I’m just suggesting that that seems like to me a

logical time to make a decision about like if the goal were to read, you know, by the end of, you know, FY 27, we would have a plan that would be an actionable goal. I’m not suggesting what that goal should be look like. I’m just sort of saying that to me, that seems like the right place to

have this conversation is when we’re creating those goals. I don’t know whether other people. may think that or not. Um, I’m also acknowledging. The track. Yeah, yeah, it would. It seems like this would be. That would be the place to discuss. Is it a one year term or, you know, two year? Is it? Yeah. That’s my thought.

I think that’s great. Um. That’s where this came out of right when we were doing our goals last. Year at some point. Yeah. Two summers ago. Yeah. Two years ago. One. Yeah. Um, do you need my question is, given that it sounds like I don’t, I don’t know, I guess we didn’t hear from you. I don’t.

Know if you I concur. I think it’s. A great thing. Um. It sounds like there’s an appetite on the current committee to continue this work. Do you need anything from us in order to do these surveys? Like. No. You know, because I guess I’m sort of feeling like. Yes, the committee, whatever the committee makeup is when we’re

having that conversation in June or whatever it is or whoever is there. Um, it would be useful to the committee to have that information. Absolutely. Like at that time, yes. I think an appropriate move would be to do the student survey, push the information back to the community, get

feedback there, sit on that information until we set the goals for the district in the fall. And one of those goals will be connected to that. I’m not sure how it’s worded yet either, but we can figure we’ll figure that out in retreats. Right. And and that’s a time for the committee to make that as I

mean, to your point, Eric, that like to have the committee say, yes, this is something we want you to focus on in the district on in FY 27, or we think it should be a 2028 or other things have occurred and we don’t want to pursue it. I mean.

Um. Just putting that out there and that other people can disagree. So I. Will. Keep that. Make sense. Keep moving forward. Yes. Do the surveys, get the information back out to people, gather it all up and get it ready for goal setting for 26 seven. Yeah, okay, great. Thank you, thank you.

There’s so much work that’s already been done. It’s so yeah, it’s great to see. Yes. Um. All right. Next up is a little more concrete vote. The last day of school. So original last day of school. Moved four times. Um, through the school year. And essentially the currently giving barring no issues

between now and the end of the school year, uh, the last day of school would be moved, would need to be moved to the 18th of June, which is a Thursday. Um, that’s where we are now with the four we had back to back to back two days off. So we have,

uh, four days we have to make up. So I’m asking that the committee approved the switch in the last day of school from the originally the 12th to the 18th of June. Do you want a motion? I move that we move the last day of school to June 18th, 2026. Second. I don’t know all kinds.

Of people saying three of them. Seconded by Kristen. We all loved the last day of. School. Um, all right. Does anyone have any questions about that? I will I mean, just what happens if there’s like a mother’s day? It’s. No, I’m just kidding. We’d have. To come back. Yeah. We’d have. It has happened. We we’ve had April

snow. We’ve had. A flood. Yeah. Um. We’d have to come back and revisit it. Okay, okay. And then the next day, at Juneteenth. Is that right? Yes, we’d have to. I was gonna just point out it is. It is the 18th. It’s an excellent last day of school, with Juneteenth being the next day as a holiday.

Yeah. Adding one more day. would push us is a nightmare. Like, like a three day weekend. And then. Half. A day, two days, half a day on a. Monday after. I mean, that’s so. We’ll just do our weather dance, you. Know, exactly. With. The weather. Dance. Um, all right, uh, we had a motion and a second.

Does anyone have any other further discussion about that? All right. Looks like we’re ready to vote. All those in favor? That is unanimous. And the motion passes for June 18th. That’s the last day of school. All right. Okay, next up. I’m gonna take this off. Uh, do you want me. To or let me kick it off? Okay.

Um. Communications. Try and do this out. So I left this on Dana and I talked about it a lot, actually. The budget communication, we felt like we still need to continue to talk about it. Um, you all received my email, as you know, uh, the Office of Campaign Finance has

directed us to not to not publicly send out anything related to the override because the override is on a ballot. And that would be a problem. Uh, so. I’m just going to interrupt you. I’m going to interrupt you just. Yes, that’s what I was going to dub. We have been very

clearly told we can talk about it as much as we want in. This public meeting. So, yes. But. Um. But can’t send it out on emails. Yeah, well, the reality is you can’t use public resources to influence an outcome of an election. And influence is a broad spectrum you want to. Add to it sounds like I.

Am out of my mind. You want to add okay. Because it is influence and literally saying including providing purely factual information. Like the date and time of election is allegedly US influencing. I’m sorry, I’m jumping. I’m jumping in. But you. Can like so. You can publish the date, time and location of a meeting.

But that’s, um, like town meeting. You could we can we can put that information out. We cannot put anything out about the override. Like, what’s going to be like what’s included in the override cannot be pushed out by the school committee. Once the select board determines that something is going to be on the ballot from that point

on, the school department cannot use school resources to push information out, to distribute. So to distribute. My conversation was 45 minutes long with the Office of Campaign Finance. Um, very educational, but also frustrating because we want to be able to give people information. Uh, we can’t, we. Can, but it’s already out there. Yeah. But it’s public.

Information. So it can be. It is. Public information. So it can be right. It can’t. So this is my understanding. And Eric can see if I’m that the district which is different than the school committee. So right now we are talking about the district. The district can collect all the information, create information, graphs,

documents, charts about the budget in imagine, in the days before the internet, it would be like you would have all that on a paper, on a table. The public must be able to access that information, but we are not allowed to send anything out to the public that says, hey, we have this information.

We have to just sit and wait and hope that the public asks for this information. If they do. then they can give it to them. But we can’t send out, not we. I’m sorry the district cannot send out an email that says all of the budget information is here on our website. It can be on our website.

And it can be provided in response to an inquiry. Correct. And and it can be provided, I think if I’m understanding the case law that was cited to us in the communication up until the time that it is actually placed on the ballot. Correct. So prior to something being determined by the Select board,

it’s on the ballot. We can engage in the level of distribution, although there may not be accurate facts to distribute at that point because nothing is really finalized until the warrant and the ballot are approved. So we could provide general information. Um, I think the other thing that’s important to emphasize here, so people do

not feel that we have been doing something wrong historically, is that this is new guidance, that this is a change in the guidance issued by the Office of Campaign Finance. It seems to me, as of last year, and that it is not clear to us the process that this office uses to update its

guidance, this that information may become clear, but as of today, we don’t understand yet the process that they use to update this guidance and why a case from the SJC, the highest court in the state that has been settled law since 1978, is now being interpreted differently by the Office of Campaign Finance.

Yes. This is going to cameras for transparency. Well, that’s what I was going to say. We’re going to be it’s going to be like, why is the school committee hiding things? Right. Yeah. So and so. Yes. And um. So yes, it’s an interpretation of that is somehow the interpretation. Has has been updated.

Has been updated. Um, we in the past, the guidance that we’ve always been given was that information provided to the public must be facts and neutral that that the district does not. I mean, we’ve we’ve talked about it many times in this meeting. The district can’t say vote yes or vote no

or you know, but that all the information is provided. Um. Feels like good public policy is to provide information to the public that.. So I think it’s important to note. So are you. Everybody knows we have information on our website about town meeting. Um, it’s not something I’m mailing out, but if somebody

asks you, you can say, go check the website. It’s it’s there. It’s just not it’s not something I can’t put it in my weekly newsletter. Like go to this link if you want to see more about whatever. And so. Yeah, and I do want to say so just to be clear, we the school

committee, are elected officials and we do not get paid. So the whole statute is about public using public resources to distribute information. So we couldn’t send out an email either, like we couldn’t send out. Absolutely could. Yeah we can. Yes. Just as us. I think we could send an email, but we couldn’t. Get emails correct.

We couldn’t get his mailing. We would need to. But like if you wanted to post on your, which has always been true, if you wanted to post something publicly or tell your friends or whatever, I, for example, I attended the um, a group at the Council on Aging today and answered questions about the budget that’s completely fine.

That’s, um, yes, fine. I think the other thing the saying is, yes, we can all do this individually. And from what I understand, also registered political action committees, as a general matter, can make communications and issue recommendations regarding approving something at a ballot or at town meeting. Yeah.

Right. Right. The one the one thing I would have to say, do not use your school email because that’s still a public school paying for it. We we host it, you know, so that you have to just be careful that you can do whatever you do outside of impersonal accounts and things like that. If you have your own

Instagram or whatever, it’s just you can’t use public resources. And I will say in my and I but I mean, my understanding is, you know, when you’re speaking, however, you’re choosing to speak in writing or in person, you know, you you can say, you know, we talk about this in our protocols and guidance.

You know, when the school committee has voted on something, you can say, so this is the budget that the school committee voted on. The school committee supports this budget. You can say that you can also offer your own opinion, which could be the same as the school committees, or it could be different.

But the point is. But the fact of the matter is that the school committee voted for this budget and is in support of this budget. And you can say that because that is a fact. Um, sorry, I know I talked all over, you. Know, it’s okay. It’s frustrating. Okay. Yeah, yeah. I just it feels like an overkill.

I just want everybody to be on the same page with, with the information that I sent you. Yes. I think the other thing I think in that letter that is worth highlighting is that it says that public resources can be used to distribute information about a ballot if an exception exists in state law. And there isn’t an

exception in state law for this. So but in theory. There is. A. Bill could be there is not. According to the Office of Campaign Finance, but in theory, downstream. There an exception could be created to allow school districts and municipalities, or to better clarify the kind of information that they can put out to say,

you know, because I think we’ve taken pains to keep the information neutral, to say that if the override passes, this is what happens if the override does not pass. This is what happens. Um. But that is not permissible at the current under the current interpretation of the guidance.

So I have a question. Can you talk at town meeting now? Yes. Okay. This is a public open forum okay. And then. Go ahead. The flyers my conversation I have to thank the lady office campaign finance. She spent a lot of time with me because I brought out everything we had and including the flyers that

Amy and Kristen had worked on. Uh, explained those. We can leave those on a table at town meeting. We just can’t distribute them. So you can make them available for public, but you can’t distribute them. Um, there was a couple of people that questioned, uh, on our social media saying, hey, the school committee member is

available at this place and location at this time to talk about the budget. That was, uh, told to me that we can do that. You know, we can we can do you can do that. So those those types of things help to clarify some of the things that we’ve

done. We’ve taken down all of our social media that was related. We’ve taken down, you know, anything that was on our Instagram posts and things like that. We have left the things on the website. We’ve been allowed. We’ve been told we can keep them on the website. We just can’t distribute. Send the

website link out. I can’t send the link out in my weekly newsletter or anything like that. So can you send it? You can send the link out in response to a question. You can actually if somebody questions you specifically about, you know, I’ll use the let’s use the data exclusion,

the data exclusion for the roof. You can send them the information and direct them to more information on the website. But it has to be somebody requesting information. Yeah, they’d have to initiate that. And it’s happened to me once already where someone said, I need to know more about this. I don’t understand it. Here’s where

you’re going to go. And that’s really all we can do. If somebody questions you on social media, can you respond with those links? Sure you can. I can. I can, I can. You can I. Cannot the official account can’t. But how is that different from somebody question you in person?

I would the only thing I would be able to say is go to the website for more information. I would not I personally would not send the links out. You could. I mean, as long as you’re not using your school email. I think it’s also I don’t think Eric mentioned this yet in the

open meeting, but um, there are also penalties, even if they’re not likely to be imposed. But there are penalties of $10,000. That would be assessed personally against district leadership for for violating this guidance. So I, I think that makes it tough to try to split the hairs, you know, and

I agree with you. I think this does not make sense in the digital age. Like there’s very, I think, little functional difference between asking somebody in Crosby’s or posting on their Facebook page a question, but I think it has to do with the definition of a resource. And, um, staff time is a resource.

I think that maybe we should monitor, like these social media pages. So for me, like I’ll go on there. If someone has a question, I’ll respond as me and it’s my Instagram. Yeah, nothing to do with. Your own. You’re you’re fine. Someone in the community. So yeah. So I just think that somehow, you know.

Well and for the most part, I think I mean, in other words, that’s, that is already how those of you who participate in the social media world, um, you’re you are already using your own. Yeah. So, I mean, that I think will be natural. You’re not using a separate school committee.

Yeah. It’s it’s hard when like the Hamilton one m school district. Instagram post something maybe unrelated to anything, and someone asked a question about the budget. And Eric can’t correct answer it. Yeah you. Can public forum I can like if I’m invited somewhere like CoA, I can go and answer questions and talk about the budget and

whatever questions they ask. And it’s just really up to people to ask the questions. Yeah. That’s really interesting.. Is really fine. Yeah. Because how is. It caught a lot of us off guard? Yeah. It caught a lot of superintendents off guard. I was in a superintendents forum before I came to this meeting with eight colleagues, and we

had just talked about it and they were like, yeah, it can’t be true. And I gave them the letter that I gave you, the public letter that’s on the Office of Campaign Finance website was Manchester. Essex was the example, and they were floored. So not everybody knows about it. It’s kind of surprise. So I feel like.

Kind of related where in the warrant the select boards and fin coms like either recommend favorable action or not is kind of the same thing. Right. Like Warren is one of the exempt documents that’s specifically outlined the warrant. Um, that information can be in there. So could. We get a line in there?

The information in the warrant for future reference? Um, it generally is. Yeah. Like they take our information and put it in there when they do their explanations. John McGrath always asks for further explanation. Some of the I was reading some of them today, they were pretty specific about stuff. That information that we’ve given them.

So but I guess I mean, so I saw Bill Olson did a video about, you know, the Hamilton override. I guess that’s different because he’s not he’s an elected official, not right. Like a bit like I. Think I think they’re compensated, though. Okay. Aren’t they. Not sure. They’re not sure. We’re not.

Sure we should know but I, I, we’re not sure I don’t know about that video whether that’s okay or not. We don’t know. Yeah. I just took everything we had and presented it. That’s right I think. And I, and I have to file just so people are aware. I have to

file two forms, one with each clerk, just to say we made photocopies. This is what they would cost to make at a nickel apiece for town meeting. So we have to file a 22 A and that has to be signed by the treasurer. Kevin Myers, and

they get filed with the clerks just to say we did use public funds to make copies, which is what the direction that OCF gave. Me now. I mean, just know. So I know I heard your point, Kristen, about like a political action committee. You know, I could do something if they were registered, not nothing.

I’m just I’m just asking. So as elected officials, could I pay my own money to have something printed? Just curious or no. Think so. I don’t know, I think so, but I don’t know. I mean, I’m not going to. You could call them and ask.

I just think if you made if you made your if as long as it wasn’t attached to the district like you had a giant district logo logo on the top corner, it’s probably. On their. To do that. You won’t sell anything. Yeah, well, and we have our own reporting requirements. Yeah, yeah I know yeah.

We’re running for election. Yeah. You could, you could have informational flyers for your own election. Like, these are things I support. But as long as you don’t have like the district logo or they weren’t printed by the district, they weren’t created by anybody in the district. It’s really use of district funds. And that can

mean a lot of things. Yeah, yeah, yeah. Okay. Well, that’s clear as mud. Clear as much. I mean, I understand what we’re talking about for right now, but I feel like there should be a process to ask more questions and get more guidance from that office. Yeah. Because we want to be able to give information.

I, I agree, and I wonder not in this time frame like I think we’re this is what it is. But I wonder like I’d be curious like in the next, you know, several months, like could a representative come and answer our questions or maybe us with the town, like, I don’t like, provide us collectively with

guidance because I it’s such a difficult thing because universally from citizens who have every on the entire spectrum of views, what we hear is we want more and more and more information and, and I feel like we feel really good about like continuing to provide more information. I think they’re right. Everybody is right. You should have

access to this information. Yeah. And, um. This doesn’t feel like it’s going to help build trust. It doesn’t feel. It right. Between the information will still need information will still exist. Mm. And I think it is my personal opinion is that it is the responsible thing to do is to actively send out, to

say to people, hey, this is coming up. This is what you should be, you know, if you’re interested, please come check it out. Here’s the information I it’s really hard to understand how that serves the democratic process to not have, but it’s the guidance that we got.

So I have a question. Are the flyer we made about the roof is in the warrant. Sorry, I’m just looking through quickly. Um, with the link to the web page that we took down is the flyer. I don’t think we took the web. You didn’t. Take it temporarily until we got it approved by the okay office campaign.

So that’s. Back up. We put it. Back up one, and then. But the regular budget flyer is not in the warrant packet. Is that correct? I don’t know. It is not. I did not see it in the 83 pages. I just but. But again, it could be, you know, at least at Hamilton I

know. And I asked somebody about one of them that at Hamilton there’s usually as you enter there’s a table that has information that people can pick up. I guess that’s probably true. And what I’m usually running in from the Hamilton meeting to the one I’m meeting, but that will not be

the case this year. Um, so I assume Wenham has some sort of a similar where you can pick up information? I know, but this people have access to this beforehand. Well. Yeah. Just just. It would. Be it’d be nice if it was in there, but. Yeah. Um, okay. Anything else?

This is going to blow up in our faces? Well, we didn’t do it. No, I mean. Yeah, right. It doesn’t matter whether we did it or not. We’re going to be the ones that are accused of not being transparent and open and honest. We’d be. We’d be accused of that anyway.

The current the. Conversation center around. We got guidance from the Office of Campaign Finance. I mean. It’s exactly. That’s what I’ve said to two different people who I’ve talked with, just say you can get the information. I just can’t give it to you. Right. Well, you can’t give it to them. They have to ask.

For it. Yeah, they have to. Ask for it. Right? Right. Um, yeah. No, I mean, I agree, and we have to. Have to work within the system. Right? Exactly. Right. Um, can I just add one more thing, which is, uh, maybe it’s really for me to say I, I’m going to suggest as a topic for

a future meeting. I could say it later, but I sort of think again, I’m looking after the town meetings, but I given all of this, I would be interested in discussing whether it makes sense to have a more formal, um, communications. Either. I’m sort of leaning against subcommittee, but either

subcommittee or point person or something on this committee, which I’ve. So I’m just going to throw that out there. That’s something we’ve had that. Yeah, we’ve had it. But sort of visit it. Yeah I would like to revisit it given this, if this is really the new reality. Like what that sure looks like. If it makes sense.

For the committee because I think if, if my and again, this is a topic we could talk in the future. But my thought is just that if this is the new reality, then maybe school committees in general have to have a more active plan where the information is getting pushed out from the committee. I that’s just.

Again, individual. Um, I think committee could push it out if we had some other method of other than using any district resource. The committee could. I understand. Yeah, yeah. Anyway, so that’s just a topic for future meeting. I’m suggesting. In any questions, let me know. I currently have a direct line to an employer at OSPF.

Um, that she’s very willing to answer any questions we have. So send them my way. If you’re stuck with something. Um. Okay. Anybody have anything. Else on that? Nope. No. Thank you for all of that work, Eric. And. Tolerating my own personal meltdown. Over it. Thank you. Um, okay. Um, on to committee reports. Capital finance.

Um, we haven’t met our next tentative meeting. Uh, whether it happens or not will be dependent on the two budget votes. Um, is the 13th of April via zoom. Okay. All right, I got that right. Yes. April 13th. Yeah. Okay. Um, policy. This is a second reading coming back, correct to you, Amy.

Uh, we this was just sort of a cleanup. We didn’t make any changes from last time. So this is a second read and hopeful for approval. Okay. Um, do you want to make a motion? I move that the school committee accept the policy. JIC, FB bullying prevention as presented in the exhibit. Second second by Megan Mattson.

Um, anybody have any questions? Discussion. All right. All those in favor? That is unanimous. Of the six members present and the motion passes. Our next meeting is April 27th, which is a Monday at 230 on zoom. Okay. Thank you. And are you, um, are you just continuing reviewing policies as.

Rolling? Yep. Rolling. There’s a good word. Um, okay. Um, negotiations. Our, uh, next meeting, I believe we had a meeting that needed to be, uh, postponed. And our next meeting is, I believe, on April 14th. Correct. Yeah. Um, which will be, uh, right. Just as a reminder, we also have a school committee meeting that day,

even though it’s Tuesday. So we’ll be. Next meeting. Is going to be feeling. Strange after our next meeting. It’s crazy. That is our next. Meeting so far in the future. It does feel far in the future. Um, and anyway. So yeah, so our negotiation will negotiate in the afternoon, and then we’ll have school committee meeting

in the evening. Um, and that’s what the ESP union. That’s, um, Tommy done. Oh, that’s. Yeah. So the reason. Yes. The reason we moved, that was right. Right. We can’t go up against town meeting and originally. Um. Yeah. That makes sense. Yeah. No, it’s actually not, Tommy. It’s election day.

Election day, election day. One of those. We’re not supposed to have a meeting on election day, right? Um. Excuse me. Yes. Town meeting is next week. Town meeting is next week. Which, because we’re in a public meeting. We can. Have all kinds of information about. Um. Yeah. So the Wenham

town meeting is Thursday, uh, the ninth and the evening. Um. Where is that? Dana? That is at the Gordon College. Bennett Center, I believe. And there’s babysitting. Oh, and there’s babysitting. Sign up now. It will fill up. Um, and the Hamilton town meeting is on the Saturday the 11th at the auditorium in the high school.

What time does that start? That. Is that not. There’s also babysitting. Yeah. Um, and then, uh, election day is, um, on the 16th, Thursday the 16th. 7 a.m. through 8 p.m.. Well, I’m glad you knew that. There you go. Um. All right. Uh, I’m sorry. Secretary report.

Um, I think we’re all up to date. I have to just check with you. I think we are. Negotiations wise. I think we’re a little. I’m not sure we will. Yeah, we have some. Okay. We have some. We’re. We have them all. We just haven’t necessarily gotten them all.

Yeah. Okay. Um, uh, anybody else have anything on the secretary report? All right. Amy, do we have anything in our inboxes? Um, just one item regarding what we just discussed. Okay. Yep. We had. Concerns about. The Office of Campaign Finance. Yes. Um. All right. Um, I feel like I’ve already shared a lot of

my. I had to say, which was. The elections. Here we go. Um. Anybody else? Oh. Anybody have any questions for me? No. Um, I did want to. I should say, I think I already mentioned it, but I did. I know I did, um, have a meeting today

at the Council on Aging. It’s always good to get out and hear people’s questions. That was really, um, a good opportunity. I know, um, Amy’s had an opportunity to have some. You went to the Winthrop friends? Thanks for hosting me. Friends. Um, yeah. Um, and then I don’t know that other people have been out and about.

Yes. Friends of Cutler. Friends of Booker. All right. And did you get some good questions? Do you have people there? Were there. Yeah, I had about ten, ten folks. Um, yeah. Lots of questions. Good. Excellent, good. Um. Um, I already offered my topic for a future meeting, which is around creating potentially a communications

either committee or point person or working group. Anybody else have any topics for future meetings? Nope. Don’t think so. Okay. Yes. Anything else? Okay. Okay. Uh, I move that we adjourn the meeting at 8:22 p.m.. Second. Second by Amy Berger. All those in favor? And we are adjourned